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This study examines the management practices and alignment features needed to develop academic staff’s careers, mainly focusing on teaching competencies in the evolving landscape of Cambodian public universities.

A multiple-case research design was adopted to collect data from interviews with 11 academic leaders and focus-group discussions (FGDs) with 13 academic teachers at two public universities in provincial Cambodia. A thematic approach was performed to code and analyse data to address the research questions.

This study found that the management of academic careers in the selected universities was hybrid, deregulating state control to relative institutional autonomy for contracted employees but rather centralised management for civil servants. However, weak institutional leadership and negligence in formulating comprehensive institutional guidelines for strategic human resource management (HRM) have caused misalignments of management practices to develop academic careers in the studied contexts.

This case study limits its findings to two universities in provincial Cambodia. Nevertheless, this study adds to the scarce literature on the research topic in Cambodian public universities and opens a path for cross-institutional and national comparative studies on similar foci.

This is a ground-breaking study set in the evolving space of Cambodian public higher education, where attention to the research area remains limited.

Educational institutions are investing heavily in the internationalization of their campuses to attract global talent. Yet, highly skilled immigrants face persistent labor market challenges. We investigate how immigrant academics experience and mitigate their double precarity (migrant and academic) as they seek employment in higher education in Canada.

We take a phenomenological approach and draw on reflective interviews with nine immigrant academics, encouraging participants to elaborate on symbols and metaphors to describe their experiences.

We found that immigrant academics constitute a unique highly skilled precariat: a group of professionals with strong professional identities and attachments who face the dilemma of securing highly precarious employment (temporary, part-time and insecure) in a new academic environment or forgoing their professional attachment to seek stable employment in an alternate occupational sector. Long-term, stable and commensurate employment in Canadian higher education is out of reach due to credentialism. Those who stay the course risk deepening their precarity through multiple temporary engagements. Purposeful deskilling toward more stable employment that is disconnected from their previous educational and career accomplishments is a costly alternative in a situation of limited information and high uncertainty.

We bring into the conversation discussions of migrant precarity and academic precarity and draw on immigrant academics’ unique experiences and strategies to understand how this double precarization shapes their professional identities, mobility and work integration in Canadian higher education.

The purpose of this study was to investigate the effect of a facial photo of female job applicants on employment decisions.

A laboratory or “controlled” experiment was conducted to examine the impacts of job applicants’ facial photos, job applicants' professional qualifications (education level and years of work experience), raters’ gender and college student raters’ academic year on employment-related decisions in a hypothetical situation in the Chinese context. A descriptive analysis and mixed-design factorial ANOVA were conducted.

Significant main effects were found for the applicant’s photo and professional qualifications in the analysis of employment decisions. Significant interaction effects were also found in the analysis.

Discrimination against applicants who attached unattractive photos was more pronounced for the interview decision when the applicants had low qualifications than when they had high qualifications. Although both male and female raters’ ratings of the interview, hiring and salary decisions decreased as attractiveness decreased, it was more pronounced for male raters than female raters.

Although doctoral education has experienced substantial development in recent decades, it remains an elite, hence fragile, dimension of university policy and practice. This study aims to articulate perspectives to guide the next phase of strengthening and growth.

Working from theoretical and empirical research conducted in China, including scholarship on workforce ecosystems, education design and the student experience, this study contributes a framework with qualitative insights which clarify the goals and experiences of doctoral education in ways that will render it more relevant, effective and contributing.

The paper identifies areas for doctoral reform to ensure career readiness, including three distinctive outcomes and four indispensable experiences.

This study advances a doctoral design framework which can render transparent the substance of programs and prompt program coordinators to develop and ensure career relevance.

The study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.

The study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.

The study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.

The study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.

Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey.

The data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning.

For many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge.

Candidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.

This study aims to analyze the entrepreneurial intention (EI) of Colombian researchers using machine learning (ML) techniques, considering their academic activity, contexts and social norms (SN).

Unsupervised classification techniques were applied, including principal component analysis, hierarchical clustering with the Ward method and a logistic model to evaluate the classification. This was done to group researchers according to their characteristics and EI.

The methodology used allowed the identification of three groups of academics with distinct characteristics, of which two showed a high presence of EI. The results indicate that EI is influenced by the connection with the private sector (consulting, intellectual property and applied research) and by the lack of institutional support from universities. Regarding SN, only the preference for entrepreneurial activity over being an employee and the social appreciation of entrepreneurial dedication were identified as predictors of EI.

The use of ML techniques to study the EI of researchers is uncommon. This study highlights the ability of the methodology used to identify differences between two groups of academics with similar characteristics but different levels of EI. One group was identified that, despite rejecting values associated with entrepreneurs, has a high predisposition to develop a career as an entrepreneur. This provides valuable information for designing policies that promote EI among Colombian researchers.

This chapter analyses the other aspect of an oppressor/oppressed relationship by looking at what happens to the oppressed, in this case, the academics and staff not in leadership roles. This chapter looks at why the tactics leaders employ work, and why people do not retaliate, and what systems have been put in place to prevent the people from having any consequential power. This chapter thus looks at how the power of the majority in the academy has been slowly eroded by managerial promises of empowerment, self-governance or having an opinion on the institution's direction when in reality, they have no opinion, and the only decisions they can make are inconsequential. This is why time and time again, we see universities restructure, remove non-profitable courses and increase targets to unrealistic levels to maintain power over the majority.

The commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs.

Our research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale.

The results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs.

The study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period.

Observed factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further.

the engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations.

PoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE.

The objectives of this research are to analyze the sociodemographic and personality profiles most related to good academic time management among 845 students from different faculties at the University de Barcelona (UB) and to identify the explanatory factors of effective academic time management.

Poor time management is a common behavior among university students and an explanatory factor for academic failure. A sociodemographic questionnaire, the Procrastination Assessment Scale-Student (PASS), the Academic Time Management (ATM), the Brief Symptom Inventory (BSI-18) and the Big Five Inventory-10 (BFI-10) were administered.

The results reveal that female students, education majors and those with high academic performance show better time management than the rest of the student body. Additionally, students who have better academic time management are also more neurotic, more open to experience, more responsible and less prone to procrastination. The factors established as explanatory of good academic time management are neuroticism, openness to experience and low procrastination.

The implications of the results for promoting academic time management in university studies through specific actions are discussed.