Search results

Purpose: This study investigates internal/own shock in the domestic market and three external volatility spillovers from India, the UK, and the USA to the Sri Lanka stock market.

Need for the Study: The external market’s internal/own shocks and volatility spillovers influence portfolio choices in domestic stock market returns. Hence, it is required to investigate the internal shock in the domestic market and the external volatility spillovers from other countries.

Methodology: This study employs a quantitative method using ARMA(1,1)-GARCH(1,1) model. All Share Price Index (ASPI) is the proxy for the Colombo Stock Exchange (CSE) stock return. It uses daily time-series data from 1^st April 2010 to 21^st June 2023.

Findings: The findings revealed that internal/own and external shocks substantially impact the stock price volatility in CSE. Significant volatility clusters and persistence with extended memory in ASPI confirm internal/own shock in the market. Furthermore, CSE receives significant volatility shock from the USA, confirming external shock. This study’s findings highlight the importance of considering internal and external shocks in portfolio decision-making.

Practical Implications: Understanding the influence of internal shocks helps investors manage their portfolios and adapt to market volatility. Recognising significant volatility spillovers from external markets, especially the USA, informs diversification strategies. From a policy standpoint, the study emphasises the need for robust regulations and risk management measures to address shocks in domestic and global markets. This study adds value to the literature by assessing the sources of volatility shocks in the CSE, employing the ARMA-GARCH, a sophisticated econometrics model, to capture stock returns volatility, enhancing understanding of the CSE’s volatility dynamics.

This chapter contributes to the scholarship of teaching and learning in extracurricular enterprise and entrepreneurship education. It draws on research from two annual ‘Business Challenge Weeks’ (BCW) held at Oxford Brookes University in 2021 and 2022, in which teams of postgraduate students from three faculties worked on external client projects, supported by an academic mentor. It presents and discusses findings derived from a survey and interviews conducted after the second of these years. The chapter takes a transdisciplinary perspective, after Budwig and Alexander (2020), Piaget (1972) and Klein et al. (2001) and explores the relationship between this and the enterprise and entrepreneurship development pipeline set out by QAA (2018). It analyses the experiences of the three main participating groups engaged in the challenge weeks – students, external clients and academic mentors – and explores the organising challenges inherent in multiparty pedagogical initiatives. The chapter contributes to knowledge in this area by revealing and reflecting on the motivations and expectations of the three participant groups, the roles they played during the week and the outcomes they reported. It also expands understanding of transdisciplinary enterprise pedagogy.

Purpose: Different approaches have been applied to define and measure service quality as both a process and a performance-intensive presentation. The literature agreed that service quality assessments are essential in measuring performance, however they could only reach a partial consensus. Although the Servqual scale is the most widely known and used tool in measuring service quality, it has received various criticisms. This study presents the difficulties encountered in measuring service quality and an evaluation of the Servqual scale.

Methodology: The study provides a conceptual framework, examining the research on the subject in the literature and the criticisms of the Servqual scale. It is designed as a compilation/assessment to improve the perspectives of the interested parties by bringing together evaluations about the pros and cons of the most well-known service quality scale.

Findings: Measurement of service quality is a complex business. Although it has received various criticisms, the Servqual scale which enables the measurement of quality in the services sector is still the most frequently used measurement tool.

Practical Implications: The difficulty of defining the service and its quality, which arises from the characteristics of the services, does not eliminate the necessity of measuring the quality of the service. With this study, a conceptual framework has been provided on the subject, a collective evaluation has been made for the most widely used scale, and the ground has been prepared for improvement and development in the criticisms of the scale.

High turnover rates, delay and dissatisfaction among PhD students about the high efforts and low rewards are common problems in doctoral education. Research shows that many different factors are associated with the mental health crisis in graduate education, but these diverse aspects have not often been studied in relation to talent management and human resource management (HRM) strategies. Based on questionnaires and in-depth interviews, this chapter critically assesses the factors that influence doctoral students’ well-being, using as theoretical framework the self-determination theory, concerned with the social and other conditions that facilitate or hinder human well-being and flourishing, and the job demands–resources model, an occupational stress model that suggests strain is a response to imbalance between demands on the individual and the resources he or she has to deal with those demands. These theoretical frameworks help to explore the perceived job demands and resources, and motivations of a sample of 25 PhD students in the Netherlands, in order to recommend adequate talent management strategies to improve PhD work conditions at universities and reduce the increasing levels of ill-being. The study proposes a collegial model, focussing on the enjoyment of work, instead of the current managerial model, which focusses on strengthening knowledge and skills, and stimulating performance-oriented behaviour. A differentiated approach is needed, offering customized talent development for each PhD student in order to respond to his or her specific qualities, improving general well-being. This radical shift in talent management is needed to counter the mental health crisis in doctoral studies.

Research excellency has long been the dominant paradigm in assessing academic quality and hence a prime determinant of academic careers. Lately, this approach to academic performance has come under higher scrutiny for its narrow focus on the individual, promoted an exclusive, performance-oriented talent management and inhibiting collaboration, transparency and societal involvement.

As a response to the limitations of the excellency policy, this chapter examines the emergence of open science as a transformative force in the academic world. Open science represents a paradigm shift, emphasizing the importance of transparency, and increased societal engagement in the academic process. It opens up the possibility to include the context dimension, multiple stakeholders and a more diverse set of development and performance indicators.

This chapter stresses the urgent need to realign our system of recognition and rewards with the premise of open science and with talent management. By highlighting the disconnect between current recognition mechanisms and the values of universities, this chapter emphasizes the necessity of transformative changes at institutional and systemic levels.

To provide concrete insights into the implementation of these changes, this chapter explores a case study of Utrecht University. This specific example showcases how strategic decisions at an institute level allow navigation of the complexities of recognizing and rewarding open science practices. The Utrecht University case study serves as an inspiration for other institutions seeking to embrace open science and adapt their policies and practices accordingly.

In academia, assessment is often narrow in its focus on research productivity, its application of a limited number of standardised metrics and its summative approach aimed at selection. This approach, corresponding to an exclusive, subject-oriented concept of talent management, can be thought of as at odds with a broader view of the role of academic institutions as accelerating and improving science and scholarship and its societal impact. In recent years, open science practices as well as research integrity issues have increased awareness of the need for a more inclusive approach to assessment and talent management in academia, broadening assessment to reward the full spectrum of academic activities and, within that spectrum, deepening assessment by critically reflecting on the processes and indicators involved (both qualitative and quantitative). In terms of talent management, this would mean a move from research-focused assessment to assessment including all academic activities (including education, professional performance and leadership), a shift from focus on the individual to a focus on collaboration in teams (recognising contributions of both academic and support staff), increased attention for formative assessment and greater agency for those being evaluated, as well as around the data, tools and platforms used in assessment. Together, this represents a more inclusive, subject-oriented approach to talent management. Implementation of such changes requires involvement from university management, human resource management and academic and support staff at all career levels, and universities would benefit from participation in mutual learning initiatives currently taking shape in various regions of the world.

Purpose: The prominence of quality education for building sustainable development is undeniable and is distinctly pointed out in 1 of the 14 sustainable development goals (SDGs). In the same context, this study intends to investigate the role of university commitment, perceived organisational prestige, student satisfaction, and perceived employability in enhancing sustainability in higher education.

Need of the Study: To evaluate how student satisfaction mediates the relationship between university commitment, perceived organisational prestige, and perceived employability with sustainable university institutes.

Methodology: An adapted questionnaire was used in this study to capture the perception of 458 management graduates selected through the purposive sampling method. Partial least squares structural equation modelling (PLS-SEM) technique was used to analyse the data with the help of Smart PLS software.

Findings: The results of this study show that student satisfaction is the strongest predictor of sustainable university institutes. University commitment was found to lead to student satisfaction significantly. Furthermore, student satisfaction wasn’t found to play the role of mediator in the proposed model.

Practical Implications: This study aims to fulfil theoretical, research, and management implications for students, higher education institutes (HEIs), and policymakers. HEIs are recommended to instil university commitment, perceived organisational prestige and student satisfaction via various practices and amendments in their curriculum. Students are recommended to enhance their perceived employability to achieve career sustainability.