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This article explores whether six broad categories of activities undertaken by Canadian business scholars’ academics: publications record, citations record, teaching load, administrative load, consulting activities, and knowledge spillovers transfer, are complementary, substitute, or independent, as well as the conditions under which complementarities, substitution and independence among these activities are likely to occur.

A multivariate probit model is estimated to take into account that business scholars have to consider simultaneously whether or not to undertake many different academic activities. Metrics from Google Scholar of scholars from 35 Canadian business schools, augmented by a survey data on factors explaining the productivity and impact performances of these faculty members, are used to explain the heterogeneities between the determinants of these activities.

Overall, the results reveal that there are complementarities between publications and citations, publications and knowledge spillovers transfer, citations and consulting, and between consulting and knowledge spillovers transfer. The results also suggest that there are substitution effects between publications and teaching, publications and administrative load, citations and teaching load, and teaching load and administrative load. Moreover, results show that public and private funding, business schools’ reputation, scholar’s relational resources, and business school size are among the most influential variables on the scholar’s portfolio of activities.

This study considers simultaneously the scholar’s whole portfolio of activities. Moreover, the determinants considered in this study to explain scholars’ engagement in different activities reconcile two conflicting perspectives: (1) the traditional self-managed approach of academics, and (2) the outcomes-focused approach of university management.

This study aims to dissect the multifaceted impact of ISO/IEC 17025 accreditation, specifically within civil engineering testing and calibration laboratories. To achieve this, it intends to explore several key objectives: identifying the prominent benefits of accreditation to laboratory performance, understanding the advantages conferred through participation in proficiency testing schemes, assessing the role of accreditation in enhancing laboratory competitiveness, examining the primary challenges encountered during the accreditation process, investigating any discernible adverse effects of accreditation on laboratory performance and evaluating whether the financial cost of accreditation justifies the resultant profitability.

This study employs a qualitative approach through semi-structured interviews with 23 industry professionals—including technical managers, quality managers, external auditors and clients. Thematic analysis, guided by Braun and Clarke’s six-stage paradigm, was utilized to interpret the data, ensuring a comprehensive understanding of the accreditation’s impact.

Findings reveal that accreditation significantly enhances operational processes, fosters quality awareness and facilitates continuous improvement, contributing to greater client satisfaction. In addition, standardized operations and rigorous quality controls further result in enhanced performance metrics, such as staff capability and measurement accuracy. However, the study also uncovers the challenges of accreditation, including high resource costs and bureaucratic hurdles that can inhibit innovation and slow routine operations. Importantly, the research underscores that the impact of accreditation on profitability is not universal, but contingent upon various factors like sector-specific regulations and market demand. The study also highlights sector-specific variations in the role of accreditation as a marketing tool and differing perceptions of its value among clients. It further emphasizes the psychological stress of high-stakes evaluations during audits.

This study represents the first in-depth investigation into the impact of ISO/IEC 17025 accreditation on civil engineering testing and calibration laboratories, directly contributing to the enhancement of their quality and operational standards. Providing actionable insights for laboratories, it underscores the importance of weighing accreditation costs and benefits and the necessity for a tailored approach to the unique market and regulatory landscapes they operate in.

This study evaluated the impact of a faculty training program on student assessment using the Kirkpatrick model.

A self-reported survey assessed 111 Saudi and non-Saudi participants' satisfaction. Subjective and objective measures (self-reported measures, assessment literacy inventory and performance-based assessment tasks) gauged participants' learning level. Pre- and post-training data were collected from 2020 to 2022.

A highly significant effect on satisfaction (>80%) and learning levels was observed, as manifested by workplace practices of student assessment (>70%, the cut-off score). Pre- and post-training comparisons of participants' satisfaction and assessment literacy scores showed significant improvements following training. Multiple regression analyses showed no significant effects for gender and educational attainment but a substantial impact of academic cluster on participants' student assessment skills.

Long-term effects of training faculty on assessment practices and student achievement will be studied at the institutional level in future research.

The current study contributes to human capital investment via faculty training on student assessment, helping them comply with assessment best practices. This assures the quality, fairness and consistency of assessment processes across disciplines in higher education institutions, enhances assessment validity and trust in educational services and may support institutional accreditation.

This study provides opportunities for sharing best practices and helps establish a community of practice. It enhances learning outcomes achievement and empowers higher education graduates with attributes necessary to succeed in the labor market. The human capital investment may have a long-term impact on overall higher education quality.

This study contributes to the scarce literature investigating the impact of training faculty from different clusters on student assessment using subjective and objective measures. It provides developing and evaluating a long-term student assessment program following the Kirkpatrick model.

In 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the changing higher education landscape. The paper aims to investigate the transformative focus of quality assurance in higher education globally as well as Asian response to three new QA modules according to the INQAAHE ISGs.

The research conducted a quantitative approach for data collection. An on-line survey was conducted to perceive QA practices, perceptions toward new emerging QA modules and challenges encountered. In total, there were 26 responses from 18 territories with 22 QA agencies. A total of 13 out of them have a national qualifications framework in place.

Three are three major findings in the study. First, national policy and criteria and standards in distance education have been developed in the majority of Asian nations. Second, non-signatories of the Tokyo Convention had a higher proportion of having related policies, regulations and criteria in CBHE and distance education. Third, national policies and regulations; and lack of professional staff are two common challenges implementing QA in new types of providers.

The findings are of value for policymakers, QA agencies and universities to advocate the new QA model as a systematic approach in response to changing higher education landscape in the post pandemic era.

The purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.

For the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).

It was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.

One of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.

Further design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.

Insights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.

This approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

A systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.

Quantitative analysis identified the core characteristics of the programs. A thematic analysis of the course learning outcomes was conducted and six major themes of disciplinary leadership and management knowledge; research and analytical skills; professional practice; communication and collaboration; creativity and innovation; and system knowledge are shared in this study.

The authors conclude that Australian universities have taken an evidence-based approach to leadership education.

More work might need to be undertaken to ensure leadership theories are incorporated into learning outcomes.

This paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.

The paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.

This paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.

A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.

Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.

The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.

This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.

Drawing on social cognitive career theory (SCCT), this study aims to examine how university students’ attitude towards entrepreneurship education (ATEE) consists of affective, cognitive and behavioral components influences their entrepreneurial intentions. It further examines the role of entrepreneurial self-efficacy (ESE) as a mediator and social norms as a moderator in the ATEE – entrepreneurial intentions and – ESE relationships, respectively.

A sample of 428 university students from the new generational cohort entering workforce now (i.e. generation Z) from the four main cities of the province of Punjab, Pakistan, were considered using an online administered questionnaire. The study analyzes data using SPSS v25 and AMOS v22 and presents descriptive statistics, reliability, validity analysis and linear regression analysis. Furthermore, to test mediation and moderation hypotheses, Hayes’ PROCESS macro v3.0 was used.

The results confirm that individuals’ ATEE based on affective, cognitive and behavioral components have significant influence on entrepreneurial intentions. The findings also confirm the strong mediating role of ESE between the components of ATEE and entrepreneurial intentions. Furthermore, the conditional effects results confirm that social norms strengthened the positive relationships between the affective, behavioral and cognitive components of ATEE – ESE at three levels (low, medium and high).

This study is the first of its nature to unlock the missing link between ATEE’s components and entrepreneurial intentions using the theoretical foundations of SCCT. Furthermore, this study provides theoretical and practical implications specifically considering a developing country – Pakistan.

The primary aim of this research was to investigate the mediating effect of the decision-making structure on the relationship between perceived environmental uncertainty and hospital performance.

Online and manual survey questionnaires were used to collect data in this study. The target population of this study consists of all middle managers within 11 COVID-19 referral hospitals in Surabaya. A total of 189 responses were collected, however, 27 incomplete responses were excluded from the final dataset. Data was analyzed using SEM-PLS.

The study's findings indicate that decision-making structure plays a role in mediating the link between perceived environmental uncertainty and hospital performance assessed via the Balanced Scorecard, highlighting the significance of flexible decision-making processes during uncertain periods. Moreover, based on our supplementary test, respondents' demographic characteristics influence their perceptions of hospital performance.

Hospital administrators can consider the significance of decision-making structures in responding to environmental uncertainties like the COVID-19 pandemic. By fostering adaptable decision-making processes and empowering middle managers, hospitals may enhance their performance and resilience in challenging situations. Additionally, based on supplementary tests, it is found that differences in the perception of the three Balanced Scorecard perspectives imply that hospitals categorized as types A, B, C, and D should prioritize specific areas to improve their overall performance.

This research adds substantial originality and value to the existing body of knowledge by exploring the interplay between decision-making structures, environmental uncertainty, and hospital performance. It contributes to the literature by specifically focusing on the Covid-19 pandemic, a unique and unprecedented global crisis.