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This research examines the effects of University Social Responsibility (USR) on the brand image of private universities in Thailand. Brand image is important for entry into the consideration set as prospective students evaluate options for university study.USR activities may be implicit or explicit, i.e., actively communicated to external stakeholders. We show that explicit USR can help put a university into the brand consideration set.

This pilot research uses qualitative interviews to explore perceptions of six private university executives, six M6 (high school) students, and the parents of the M6 students.

In Thailand, some USR elements are mandated components of quality assurance, but many universities go beyond basic requirements. The university executives talked about USR beyond simply meeting government QA requirements. USR can contribute to competitiveness and it helps produce better, more socially responsible graduates. Communication about USR is done through both online and traditional media, but public knowledge lags somewhat compared to what universities actually do. M6 students are more aware of university USR activities than their parents because of online media and university roadshows at their schools. USR is not the major factor in choosing a university, and many activities are not well known. However, students and parents think that USR is helpful, and some activities directly impact inclusion in the brand consideration set.

Universities can apply these USR activities to strengthen their brand images and become part of the consideration set. However, they need more careful marketing communications to fully inform stakeholders about the whole range of USR.

The researchers have examined how private Thai universities use USR activities as a part of government mandated QA components. These USR activities can contribute to their brand image and help move the university into the brand consideration set.

This study aims to examine the status of personality dysfunction and its sociodemographic and psychological correlates among university students in Jordan.

This study used a cross-sectional, descriptive-correlational design. It was conducted in Jordan targeting 440 university students using a structured format of online survey during the period January to February 2024. Academic anxiety, loneliness, personality dysfunctions and self-esteem were the used measures in this study.

Students had moderate levels of global personality dysfunction, low to moderate levels of perception of self-esteem toward themselves, moderate to high levels of academic stress and moderate levels of loneliness. The analysis showed a significant and positive association between academic year and personality dysfunction (p = 0.004). On the contrary, no significant relationship was detected between GPA and personality dysfunction (p = 0.073). Using regression analysis, the model that included all the variables was significant (F _6,439 = 8.67, p < 0.001). In this model, the analysis showed that loneliness in the relationship with family (B = 2.08, p < 0.001) and loneliness due to friendship (B = 1.20, p = 0.035) are significant risk factors for developing personality dysfunctions.

One limitation of this study is related to the sample and the setting. The use of an online survey and convenience sampling techniques resulted in underrepresentation of the entire types of universities.

The research provides empirical insights into the association between personality dysfunction among university students and feelings of loneliness, which vary depending on students academic level. Additionally, academic anxiety and self-esteem were found to be associated with or predictive of personality dysfunctions among students.

The current research enhances our understanding of the factors contributing to personality dysfunctions among university students. Connectedness to family and strong robust binding to friends served as protective against personality dysfunctions.

This study emphasizes the role of social relationships and psychosocial well-being in enhancing the mental well-being of university students.

Intellectual capital (IC) is an increasingly important strategic asset for sustainable value creation in organisations. This paper aims to provide a conceptual perspective on the university’s role as a catalyst for IC creation and development within the dynamic landscape of organisations, exploring the nexus to capture its essence.

Adopting a conceptual framework development approach, key concepts were cohesively and coherently synthesised from various theoretical underpinnings, namely, the multiple capitals approach to maximising corporate value creation, the evolved triple bottom line approach to corporate sustainability, the triple helix innovation model and its subsequent extensions, the upper echelons theory and the social licence construct linked to stakeholder, legitimacy and institutional theories.

A comprehensive conceptual framework was developed that outlines universities’ role in catalysing four corporate IC forms crucial to sustainable organisational value creation: human capital, governance capital, social/relational capital and structural/organisational capital. The framework interprets this role of universities as dynamic IC reservoirs serving regional ecosystems for sustainable development. It highlights the synergistic sustainable value creation between universities and organisations in host communities and broader society, with university governance acting as a key driver.

This paper offers a theoretically grounded interpretation of universities’ pivotal role in catalysing essential forms of IC to support contemporary organisations’ sustainable value-creation processes. The proposed framework has the potential to ignite conversations on the crucial connection between universities and corporate IC development relevant to sustainable organisations, inspiring future empirical research, reflection and discussion.

This paper aims to explore the current stage of biodiversity preservation in higher education institutions (HEIs), using samples from German universities and investigating three different dimensions, namely, existing approaches, challenges and future developments.

Semistructured expert interviews were conducted with employees from 14 German Universities. To analyze the data, both deductive and inductive methods of content analysis were conducted to systematically code the results.

This research shows that efforts for biodiversity preservation are frequently made in the areas of student and staff initiatives, green space management, as well as in research and teaching. However, German HEIs face numerous hurdles such as interest conflict, lack of prioritization and financial restrictions, some of which are difficult to overcome. In the future, HEIs should seek a deeper integration of biodiversity into curricula to further raise biodiversity awareness.

This study provides practical implications by providing good practices, which can serve as a guide for implementing measures for biodiversity preservation. By understanding the struggles and future expectations, stakeholders and policymakers could promote targeted measures and relevant policies to advance biodiversity initiatives at and beyond universities. Moreover, the research shows the importance of involving students and staff actively in the planning and executing stage for biodiversity preservation through initiatives to achieve green campuses.

The paper presents an essential research field which is still in its earlier stage. To the best of the authors’ knowledge, it is the first study that focuses on German Universities in this context. This study adds value in providing in-depth insights into this topic to raise awareness of biodiversity preservation in both practice and research.

The main objective of this paper is to analyze how leadership unity (LU) within universities affects the innovativeness of faculty, with a focus on the potential moderating role of strategic sensitivity (SS).

The conceptual model of this research shows that SS and LU of the university impact the faculty's innovativeness. Meantime, the moderating effect of SS is assessed. A 49-item questionnaire was administered to 350 respondents who were managers and faculties of the university. The hierarchical regression technique was used for analyzing data and testing hypotheses.

The findings support both a curvilinear relationship based on a concave upward pattern and a linear relationship between LU in the university and the innovativeness of faculty. In addition, the university's SS positively influences the faculty's innovativeness. SS negatively moderates the curvilinear relationship between LU and faculty's innovativeness, i.e. the U-shaped effect exists only when the level of SS is high.

The results of this study shed new light on the relationships between LU and SS with innovativeness in the higher education landscape. It underlines the importance of SS as a moderator in the relationship between LU and innovativeness. This study was conducted in a developing country under sanctions with an Eastern culture, Iran. Thus, it is recommended that the conceptual framework of this study be tested in different countries with cultural diversity to generalize its findings.

Administrators of universities need to recognize that creating unity and cohesion among managers of various levels of the university is crucial. They should also be aware that responses to external changes can lead to new opportunities for the university. Embracing transformation within the organizational strategies of the university will have a significant influence on competition, politics, and internal operations.

This research contributes to the academic discussions on the importance of LU and SS and also the moderation effect of SS in driving and promoting innovativeness in among faculties by providing empirical evidence. The results present valuable insights for scholars, practitioners and policymakers seeking to understand innovativeness among faculties in the higher education setting.

In this paper we explore the gendered ways in which academic staff resistance and compliance is configured in a post-1992 University in England, including the emotions implicated in the navigation of neo-liberalisation and research intensification of their academic institution and its associated disciplinarian mechanisms.

We draw on data from an interview study of a diverse sample of 32 academics of different gender, discipline and academic grade. Analysis informed by a feminist post-structuralist framework of power and discourse explored different forms of academic resistance and compliance; how the embodied academic subject was (re)negotiated within gendered discourses of neo-liberal research excellence and managerialism and the gendered emotions generated in processes of resistance and compliance.

Institutional change and expectations to engage with research performativity generated fear, anxiety and anger. Female staff appeared to actively resist the masculinized research subject performing all hours work and individualism in the context of private and institutional gendered relations and labour. Male staff though actively resisted the feminization of higher education and the neo-liberal instrumentalization of caring and therapeutic cultures and ideologically resisted the surveillance mechanisms of higher education including the REF.

Our work contributes to scholarship problematizing the assumed neutrality of resistance and compliance and highlighting women’s symbolic struggle to (dis)identify with a masculine professional norm. In terms of theorising academic resistance to neo-liberalism and identity construction, further attention should be given to the mobilization and symbolic capital of academics and emotions positioned differently due to their gender and intersecting differences.

Our study addresses a gap in the scholarship of academic resistance and compliance by advancing the understanding of gender inequalities and emotions implicated in the process of resistance and compliance against neo-liberalism.

The purpose of this study is to explore the incorporation of the sustainable development goals (SDGs) at the National University of Moreno (Universidad Nacional de Moreno, UNM, in Spanish), focusing on teaching and research activities, encountering difficulties from primary and secondary information sources, to integrate the SDGs, and contribute with actions for their incorporation into teaching and learning processes and research, in a newly established university.

To describe the implementation of the SDGs, an empirical study was conducted using a mixed methodology for data collection. Data collected from the survey were combined with information from the UNM project database for the period 2017–2022. Non-parametric methods were used to analyse both sets of data.

This study provides an initial overview of SDG implementation at UNM, allowing the identification of constraints and challenges to scale up contributions to the SDGs at UNM, as well as the generation of relevant action lines in the interaction with university's authorities.

Conducting studies through questionnaires has limitations, similar to other cases analysed. To increase the validity of the data, prior consultations were carried out. In addition, the database of research projects was used to identify the application of the SDGs in research. However, an approximation of the current situation could be obtained.

Particular importance was given to the challenges encountered during the data analysis phase in relation to capacity building needs. This enabled a set of actions to be defined to bring the SDGs closer to the UNM.

Although the paper used methodologies already proposed by other authors, such as survey collection, its value lies in demonstrating the possibility of using them to analyse whether the SDGs are integrated into teaching and research activities in a recently founded university, where the SDGs are integrated into its principles. The analysis also complements the survey results with information from project databases, which has not yet been analysed in the literature. Based on the results, activities are designed so that the SDGs could begin to guide teaching and research activities.