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The purpose of this paper is to develop a career success model for academics at the Malaysian research universities.

Self-administered and online surveys were used for data collection among 325 academics from Malaysian research universities.

Based on the analysis of structural equation modeling, the proposed model explained 48 per cent of the variance of academics’ career success. Specifically, the result shows that there are positive significant effects between organizational support, extraversion personality, person-job fit and academics’ career success. A full mediation effect of proactive behavior was established on the relationship between organizational support and career success. Overall, the results confirmed that the proposed model succinctly explains career success among academics in Malaysian research universities.

The authors present a career success model for academics at Malaysian research universities. The study represents an important extension of previous research of which it tested the applicability of the career success theories and identified the key factors related to career success of academics based on the context of Malaysian research universities. Most current career success studies were conducted in the context of the Western culture or developed countries; therefore, the results based on the Malaysian sample provide strong evidence of cross-cultural comparability of the career success construct and model.

The findings provide implications to both individuals and human resource development practitioners on career success among academics. Practical interventions are suggested to assist individuals and organizations toward achieving career success. This study sheds some light on the effective management of the academics.

The authors propose a model of academics’ career success based on the context of Malaysian research universities.

This article examines the experiences of women leaders and their challenges in Brunei Darussalam. Globally, women are underrepresented in leadership positions. Though the Brunei government does not discriminate against any gender in delivering free education, medical facilities and healthcare, women in leadership positions are as well underrepresented. I try to understand the factors that challenge as well as motivate women to become leaders in Brunei. For this research, I conducted qualitative interviews with some respondents selected purposively. The study results show that women leaders in Brunei face challenges in obtaining financial support and accessing resources. Despite the challenges, there are some women who have been assuming and excelling in their leadership roles. The study identified that personal strengths have also been critical in contributing to their successful leadership.

This paper aims to investigate how students’ attitude (SA), students’ subjective norms (SN), students’ knowledge sharing intentions (KSI) can contribute to the enhancement of knowledge sharing behaviour (KSB) among students at higher education institutes (HEI) in Oman.

This study follows the quantitative methodology and the deductive causal research approach. The data were conveniently collected through a Web-based questionnaire (Google forms) from 285 active students who are affiliated to Omani universities. SPSS was used to statistically analyse the collected data, including partial least square-structural equation modelling (PLS-SEM V3.3) to draw the results.

The study concluded that SA has both direct and indirect positive impact on SN, KSI and KSB. Moreover, the result revealed that there is a mediation effect between SA and KSB through KSI, SA and KSI when SN is playing as a mediation role.

Although this study contributes to the existing body of knowledge, this study is limited by the scarcity of the related literature in the Omani context. It is recommended that these shortfalls be addressed together while improving the knowledge-sharing behaviour among students and administrative staff. Furthermore, the potential variation between academic staff and students in terms of factors affecting their intentions to share knowledge within HEIs should be explored.

This research provides policymakers in academic fields with the appropriate approaches to leverage the knowledge-sharing behaviour amongst Omani students with the understanding of the main factors affecting individuals’ knowledge-sharing behaviours.

This will help in improving the means of employing and practising knowledge-sharing strategies within HEIs, which can generate competitive advantages amongst students and institutions while benefiting knowledge management strategies and its members.

The importance of the study stems from its context being conducted in Oman as a developing country. In addition, this study is one of the initial attempts to investigate KSB by considering SA, SN and KSI and its applicability on HEI in Oman. The findings of the study can serve as inputs to HEI in developing best practices across KSB dimensions and expanding the knowledge-sharing culture amongst HEI’s students in Oman. One of the developed strategies is the spreading of the knowledge-sharing culture among students by positively directing their attitude towards the practices of knowledge exchange.

This study aims to explore the determinants of environmental knowledge sharing behaviour among accounting educators through the lens of an extended theory of planned behaviour (TPB).

A total of 95 accounting educators responded to a questionnaire survey. The data comprising information on attitude, subjective norm, perceived behavioural control, possession of environmental knowledge and locus of control, as exogenous latent variables and intention to share and environmental knowledge sharing behaviour as endogenous latent variables, were analysed using the SmartPLS modelling technique. Besides the survey, interviews were conducted for triangulation purpose.

Except for subjective norm, all hypotheses are supported. The findings from the interviews reveal that environmental knowledge sharing activities have put educators in a peculiar position in terms of sharing environmental knowledge, as carrying out environmental activities has not been taken seriously and also seen as not the norm among the faculty members.

This study focuses on accounting educators from five Malaysian public universities and deepens the understanding of their behaviour in sharing their environmental knowledge.

This study provides findings that can be useful for higher education institutions to strategize themselves in delivering environmental sustainability awareness in campus, which may enhance their efforts towards achieving sustainable development.

This study provides findings that there is a need to inculcate environmental knowledge sharing among educators. Such knowledge sharing may generate good environmental norms, which may result in better environmental awareness.

This paper contributes to the literature by exploring the main determinants of accounting educators’ environmental knowledge sharing behaviour and extending the TPB by considering two additional variables.

The present study investigates the predicting role of institutional leadership competencies (namely, achieving goals and outcomes, leadership and leading change, and integrity and justice) in influencing job performance. It also seeks to examine whether proactive personality moderates the purported relationship.

Data were collected from 103 institutional leaders in various higher education institutions in Malaysia. Partial least squares structural equation modeling (PLS-SEM) technique via Smart PLS 2.0 was used to analyze the data and test the hypotheses.

The findings indicate that competencies of leadership and leading change and integrity and justice significantly and positively influenced job performance. Proactive personality was found to significantly moderate the relationship between leadership and leading change dimension and job performance.

This study contributes to the literature by assessing leadership competencies as the predictors of job performance. The moderating role of proactive personality is also substantiated in the leadership and leading change dimension and job performance linkage.

The significant and positive impact of leadership and leading change as well as integrity and justice on job performance suggests the importance of these leadership competencies in promoting high level of job performance among institutional leaders. Furthermore, in ensuring high job performance among institutional leaders, proactive personality is a crucial attribute that is worth to be given attention by higher education institution (HEI) administrators.

This study aims to provide additional empirical evidence in the leadership competencies domain. The research framework of this study managed to substantiate empirical evidence in partial support on the importance of leadership competencies and proactive personality in predicting job performance.