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This paper aims to explore the relationship between external pressures and the adoption of employee performance management systems within academic units of Flemish higher education institutions. The literature on contextually based HRM and institutionalism is used to underpin the theoretical propositions.

A comparative case study is described to provide evidence for the theoretical arguments.

It has been suggested that academic units face a set of external pressures, which leads to different employee performance management systems. This study finds that academic units imitate their legitimacy‐based reference group and legitimacy‐driven imitation and the adoption of external employee performance management requirements distort the alignment of employee performance management systems.

Future research could formally test the relationship between external drivers and the adoption of strategic and integrated employee performance management systems in academic units by using a survey questionnaire.

This theoretical argumentation uses contextually‐based human resource theory and it is explored empirically through an analysis of the specific context of Flemish academic units to explain how institutional and market pressures affect the adoption and configuration of employee performance management systems.

Organizational justice and its impact on employee commitment have received a lot of attention these days. The objective of this study is to see the effect of job satisfaction as a mediator in the relationship between organizational justice and employee commitment. Also, the role of academic rank as a moderator in the model is probed.

A moderating mediation structural equation model was used for randomly collected cross-section data on 285 employees from public universities in Ethiopia. Necessary condition analysis (NCA) was employed to check the importance of the variables. The Gaussian copula approach was used to check endogeneity in the structural model.

NCA confirms the importance of organizational justice and employee satisfaction as the independent variables. The Gaussian copula approach reveals no endogeneity problems in the structural model. The results supported the partial mediating role of job satisfaction in organizational justice and academic staff’s commitment. Moreover, though staff rank is not a necessary condition, it plays the role of moderator in the relationship between academic staff’s job satisfaction and commitment.

This paper affirms that public institutions must implement fair initiatives and procedures to promote academic staff satisfaction and commitment.

This is the first study to check the job rank as a moderator in the model comprising organization justice, employee commitment and satisfaction. Moreover, application of NCA and Gaussian copula adds to methodological innovation.

The purpose of this paper is to understand the emergence of employee leadership attributes and, further, examine its impact on employee work-related attitudes in terms of the competitive context of higher education institutions.

A data from a survey of 245 academic employees in Malaysian public universities were tested and analyzed on the 12 proposed hypotheses.

The results reveal that the emergence of employee leadership attributes, independently, has a significantly positive effect on work-related attitudes. Specifically, executive leadership has a significantly positive effect on organizational commitment, career satisfaction and job satisfaction, while innovative leadership has a significantly positive effect on organizational commitment and career satisfaction. In contrast, adaptive and effective leadership is associated when explaining organizational commitment, career satisfaction and job satisfaction, while innovative leadership is associated when explaining job satisfaction.

Academic scholars/leaders in higher education should realize that the emergence of employee leadership attributes has a positive effect on work-related attitudes, such as organizational commitment, career satisfaction and job satisfaction.

The paper extends the knowledge regarding complexity leadership theory which explains the emergence of employee leadership attributes naturally and, further, provides empirical evidence.

The purpose of this paper is to investigate the relationship between positive and negative home-to-work spillover, i.e., home-to-work facilitation (HWF) and home-to-work conflict (HWC) with employability. Moreover, this study also examined whether the relationship between home-to-work spillover and employability varied between academic and support staff employees.

An on-line self-report questionnaire was distributed among academic (n=139) and support staff employees (n=215) working at a Dutch university for distance-learning education. Thoroughly validated measures of home-to-work spillover and employability were used. The employability measure consisted of five dimensions: occupational expertise, anticipation and optimization, personal flexibility, corporate sense, and balance. Hypotheses were tested using hierarchical multivariate regression analyses including interaction effects.

HWF was positively related to anticipation and optimization only, while HWC appeared to be negatively associated with all employability dimensions. As expected, the relationships between HWF and HWC on the one hand and the specific employability dimensions on the other hand were stronger for support staff employees than for academic staff employees.

This study has extended research on employability, by focusing on the home context of employees as a possible antecedent. So far, studies have largely ignored the home context of employees, when investigating employability outcomes. Another contribution was the focus on both positive (facilitation) and negative (conflict) spillover from home-to-work, whereas previous studies mainly focused on one type of spillover only. Finally, the authors had the unique opportunity to compare support staff and academic staff employees in one and the same study.

The purpose of this paper is to explore the key challenge(s) experienced by employers, employees and academics during work based learning (WBL) programmes at undergraduate level. The idea of academic mentors is proposed as an aid to addressing the challenges common to WBL programmes.

The case study presented in this paper involves a large multinational organisation and a higher education institution, both of which are based in Ireland. Interviews were used to explore the outcome(s) of a WBL programme.

The challenges associated with WBL place demands on the design of curriculum, pedagogy and accreditation. The use of academic mentors can help translate academic knowledge into workplace practice; and address challenges which are common in WBL programmes.

The understanding of best practice in the design of WBL programmes is enriched. A role for academics as mentors is identified and the implications explored.

The success of WBL can be linked to the relationships that form between employers, employees and academics. There is evidence that the academic is central to the development of these relationships.

Higher education institutions are centers for knowledge creation and transfer, but most are not considered effective learning organizations, as their knowledge resources are not highly used. Therefore, the purpose of this paper is to investigate the moderating role of organizational learning on the relationship between employee participation and academic results in higher education institutions to promote learning in such organizations.

Data collected from 1,050 faculties and managers at 139 Vietnamese universities were aggregated and used for analysis. Confirmatory factor analysis and hierarchical multiple regression techniques were applied to test the moderating role of organizational learning in the relationship between employee participation and academic results.

The results provide support for the view that organizational learning positively moderates the relationship between employee participation and academic results in higher education institutions.

The paper explores the concept of organizational learning in the higher education context and clarifies its moderating role to enhance Vietnamese university performance through learning.

Through addressing non-academic disabled employees in seven public universities in Egypt, the author aims to find out the main struggles facing disabled non-academic employees in their work context pre and post Covid-19.

The author employed a qualitative research method through semi-structured interviews with 28 disabled non-academic employees from seven universities in Egypt. The author subsequently used thematic analysis to determine the main ideas in the transcripts.

The author of the present paper has discovered the main struggles facing disabled non-academic employees in public universities in Egypt before and after the spread of Covid-19 and grouped them into the following three categories: macro-level struggles (government not serious about adopting a quota system, using disability quotas for political reasons, lack of understanding of the needs of disabled employees, poor infrastructure in work contexts), meso-level struggles (unaware of overqualified disabled employees, underrepresentation of disabled employees at senior administrative positions, assigning disabled employees unfair access to university resources) and micro-level struggles (disabled employees' lack of confidence in accepting promotion, inability of disabled employees to join informal networks and disabled employees' exposure to speech-related harassment).

This paper contributes by filling a gap in HR management and educational leadership, in which empirical studies on the struggles facing disabled non-academic employees in their work contexts have been limited so far.

The purpose of this paper is to investigate the impact of servant leadership on work engagement and affective commitment among academics in higher education. Moreover, the paper highlights the role of job satisfaction as an intervening mechanism among the examined variables.

Self-administered questionnaires were distributed to academics working in the Palestinian higher education sector. We used structural equation modelling to examine the hypotheses.

A positive relationship was found between servant leadership and affective commitment. The relationship between servant leadership and work engagement is fully mediated by job satisfaction, whereas partial mediation was found between servant leadership and affective commitment. Both work engagement and affective commitment have a positive impact on academics’ job performance.

The paper provides a fertile ground for higher education managers concerning the role of leadership in stimulating work engagement and organisational commitment among academics.

First, the paper is one of the few studies that empirically examines servant leadership in higher education using data coming from a non-Western context because most of the servant leadership research is conducted in the Western part of the world (Parris and Peachey, 2013). Second, we empirically provide evidence for the argument that servant leadership is needed in higher education. Third, the paper contributes to the limited body of research on work engagement and commitment in the higher education sector.

Describes how in recent years a greater priority has been given to improving health in the workplace and throughout the workforce. The increased awareness of and investment in employee wellbeing in commercial organizations, however, has not extended to UK higher education. When viewed in the light of the changing and increasing pressures placed on this sector in recent years, and the increasing insecurity and instability which arise therefrom, this appears an important oversight. Universities are primarily “people organizations”, success being fundamentally dependent on the abilities and performance of the human resource. Even small institutions have a high financial investment in both their academic and non‐academic staff. Argues that there is therefore a strong prima facie case for more proactive health care measures to be implemented in order to respond to the myriad organizational personnel problems associated with changes in higher education. Aims to highlight some of the characteristics of the university environment which distinguish it from other types of employing organization.

The purpose of this paper is to explore the paradoxical image of consultants as “experts without expertise.” It examines the extent to which different stakeholders’ perceptions of consultants’ expertise are aligned, and why.

This research applies a creative approach to survey methodology by asking different stakeholder groups to react to consultancy expertise cartoons. This is followed by a rhetorical interpretation of the perceptions of consultants’ expertise using pathos.

This survey revealed that employees are the most critical of consultants, while clients and consultants retain positive impressions of consultants’ expertise. Unexpectedly, relative to other stakeholder groups, academics occupy a moderately critical position like outsiders. Given that consultants and clients value the same indicators of expertise, this explains the latter stakeholder group’s positive valuation.

Since this study focusses on the expert image of consultants more generally, the authors cannot differentiate the conclusions for perceptions related to different types of consultants based on discipline or the image of their specific role (e.g. expert vs coach or change agent).

Consultants and academics need pathos that is stakeholder dependent, for getting their expertise better accepted.

This paper helps explain why managers, despite the many criticisms of the services consultants provide, continue to hire consultants for their expertise. Furthermore, it sheds light into why managers prefer the services of consultants vs those provided by academics. It also nuances the assumption that academics are the main critics of consultants. Instead, this paper identifies that the majority of consultant critiques come from employees in client organizations.