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The purpose of this paper is to understand the role of self-efficacy and family supportive organizational perceptions (FSOP) on organizational citizenship behaviour (OCB) among engineering college teachers.

Teachers (n=183) from public and private engineering colleges in the southern part of India were selected using purposive sampling technique. Survey method was used to collect data using the following scales: new general self-efficacy scale, teacher OCB scale and FSOP scale. Hierarchical regression analyses was used to test the hypotheses.

Regression analyses showed general self-efficacy having a significant positive effect on all the sub-dimensions of teacher OCB and as well as on the overall OCB score. On the other hand, FSOP had a significant positive impact only on teachers’ OCB towards the institution. In terms of moderation effect, FSOP moderated the relationship between self-efficacy and teachers’ OCB towards the institution.

One of the major limitations of this study is its relatively small and region-specific sample. The sample is also limited to engineering college teachers only.

The findings from the study reiterate the need to nurture a positive organizational culture towards work-life balance issues in academic institutions. The study also shows that FSOP can be a powerful motivating factor to encourage teachers to participate in institute-level activities.

Most of the earlier studies on teacher OCB are in the context of schools but the present study focuses on the role of internal attributes and organizational-level factors in teacher OCB.

The purpose of this study is to identify the factors affecting the quality of technical education in a developing nation, India.

Participants were 465 students and 310 faculty members who were randomly chosen from a total of 31 institutions/colleges/universities providing engineering education in Punjab state of India. The factor structures were obtained by applying factor analysis.

The result of this research reveals ten factors determining the quality of technical education, such as teaching practices, infrastructural facilities, industry–institute linkage, faculty's qualification, reputation of the institute, procedural simplification, administrative staff services, access and equity, financial burden of the course and work culture. Moreover, the research results also reveal eight factors affecting the quality of technical education, namely, institutional standards, institutional support, teaching environment, teaching practices, performance-linked promotion, work culture, academic freedom and administrative services in this order of preference are essential for the delivery of quality in technical education.

This study is the first attempt to examine the factor structure of technical education quality from both the perspectives of students and faculty. The implications of this study are expected to help the management of technical education institutes, regulatory agencies and the government in devising strategies to enhance the quality of technical education in India.

Purpose: The COVID-19 pandemic has been a good example of a Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) world. Higher educational institutions (HEIs) have faced a massive hit because the jobs in this industry have become unexpected. Considering the most valuable assets ‘Teachers’ crunched in the VUCA crisis, the study intends to determine if personal harmony (PH) and organisational citizenship behaviour (OCB) would enhance teachers’ job satisfaction (JS).

Design/methodology/approach: Data are collected from the teachers of Indian HEIs and teachers who have experienced the impact of the COVID-19 catastrophe (VUCA). Considering the pandemic restrictions, data have been collected through an online survey (N = 364).

Practical Implications: PH is an individual’s internal quality and attribute that cannot be developed on force or situational need. Even in an uncertain situation, teachers have tried their best to contribute through professional service. Hence, people who possess PH contribute their best even though unsatisfied with their jobs.

Originality/value: This study has focused on finding the relationship between two different variables, PH and OCB (which has not been explored in Asian countries, majorly in India, where it has a vast cultural diversity and structure influencing the educational policies) that hinders the factors influencing JS, where these two variables are highly influenced by hygiene factors such as values, culture, ethical standards, personal belief, leadership styles, and fair treatment showcased by the organisations/institutions.

In this chapter, Turkish educational system and institutional quality assessment initiatives of education are explained. And also, the relationship between educational quality assurance (QA) in Turkey and issues of effective schooling is summarised in terms of Turkish literature.

Education is widely accepted as a lifelong process. The school is an institution established in order to provide qualified education which contains complex and more abstract knowledge and ideas as well as literacy and simple numerical skills to the students. Each country has basically established education systems and educational institutions to ensure social integration, continuity and stability, and to sustain the social and cultural heritage of a society. Education in Turkey is one of the state’s basic functions according to the constitution and performed under the supervision and control of the state with the declaration of the Republic of Turkey. Ministry of National Education is responsible for the implementation of all education activities centrally managed in the Republic of Turkey. Higher Education Council (YÖK) is responsible for the management and thus the quality processes of the higher education institutions in Turkey. Two major attempts in this perspective are YÖK, which assesses the institutions with standards which are coherent with international accreditation institutions, and Higher Education Quality Council (YÖKAK), an independent and specific council which is established by YÖK. YÖK and YÖKAK are governmental-based quality-assessment institutions. Association for Evaluation and Accreditation of Teacher Colleges’ Educational Programs (EPDAD) is also an independent institution for quality assessment of education faculties which focusses on teacher training and education. The purpose of EPDAD is to strengthen the student learning in formal training and to ensure the quality standards for candidate teachers. Any undergraduate programme which meets the standards of EPDAD is accredited for three years. Standards of EPDAD are detailed in this chapter.

The engineering departments of the People's College of Further Education, Nottingham, have now organised two continental tours for their apprentice students, the last being in November 1962. They are so convinced of the value of exchange visits that they hope to make a foreign tour a regular feature of their programme.

Higher education institutions understand the importance of the quality of work life (QoWL) since it directly impacts faculty members’ involvement in providing high-quality teaching. The purpose of this paper is to compare the QoWL of faculty members in undergraduate medical and undergraduate engineering programs offered at Imam Abdulrahman Bin Faisal University, Saudi Arabia.

An exploratory study design was adopted and 100 faculty members from each program were selected. A pretested QoWL questionnaire was distributed among faculty members using the Questionpro online survey portal.

Results showed that there is no significant difference between the two programs with regard to the overall QoWL (p>0.05). However, a significant difference was observed with respect to dimensions such as “working condition/environment,” “psychosocial factors at work place” and “job satisfaction and job security.” Also, there is a positive relationship observed between all the dimensions of QoWL (p<0.05).

This study will help educational policy planners to understand the differences in QoWL of faculty members in different programs so as to develop appropriate strategies for its improvement.

This paper aims to investigate the effect of spiritual intelligence on the quality of work life (QWL) of college teachers. Besides this, the mediating impact of psychological capital on improving their QWL and moderating effect of gender has also been examined in the study.

Variance-based structural equation modelling is used for testing the proposed structural model with a sample of 451 college teachers.

The findings of the study reveal that QWL is positively influenced by spiritual intelligence. Moreover, QWL can be augmented with the presence of psychological capital. Nevertheless, there exist no gender differences with respect to the relationships of the study.

The study holds implications for the teachers and educational institutions as they can prepare themselves to cope up with the stressful events and experience a good QWL.

A teacher’s role is said to be instrumental in bringing about a holistic development in pupil’s personality by instilling right value system in him/her. Nevertheless, such role of the teachers can only be justified if the teachers are equipped with higher levels of spiritual intelligence and are psychologically more active and satisfied with their work life.

To the best of the authors’ knowledge, this study is the first of its kind that makes an incremental contribution to the QWL literature by exploring a partial mediating role of psychological capital on the relationship between spiritual intelligence and QWL.

Supporting the advancement of science, technology, engineering and mathematics (STEM) in ways that help to ensure the health, prosperity, welfare and security of the nation has been central to the mission of the US National Science Foundation (NSF) since 1950, the year Congress created the agency. Preparing a highly qualified and diverse STEM workforce plays a central role in supporting this mission. The paper aims to discuss these issues.

Over the past several decades, many positive steps have been taken throughout the US education system to help ensure a more diverse STEM workforce. Even so, women remain underrepresented among STEM faculty in higher education, especially at the upper ranks. Contributing to women’s underrepresentation are systemic obstacles to the recruitment, retention and promotion of women of different racial, ethnic, disability, sexual orientations and nationality statuses.

The NSF ADVANCE Program is designed to address these barriers. Success for ADVANCE is, therefore, best defined in terms of the changes made to the structures and climates of academic workplaces, rather than in numbers of women hired, retained or promoted in any one institution at a given point in time.

This introduction briefly examines the origins of ADVANCE, key transitions in the program over time, its reach nationally and internationally, and its future.

This study aims to systematically review the existing literature and develop an understanding of work-life balance (WLB) and its relationship with other forms of work-related behavior and unearth research gaps to recommend future research possibilities and priorities.

The current study attempts to make a detailed survey of the research work done by the pioneers in the domain WLB and its related aspects. A total of 99 research work has been included in this systematic review. The research works have been classified based on the year of publication, geographical distribution, the methodology used and the sector. The various concepts and components that have made significant contributions, factors that influence WLB, importance and implications are discussed.

The paper points to the research gaps and scope for future research in the area of WLB.

The current study uncovered the research gaps regarding the systematic review and classifications based on demography, year of publication, the research method used and sector being studied.