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The study aims to analyze pedagogical e-leadership in online higher education in Spain through the application of VAL-ED at the International University of La Rioja.

The methodology used to achieve the objectives has been a descriptive and quantitative methodology through a cross-sectional study based on the implementation of the questionnaire: Adaptation of the VAL-ED to the university context, developed by Palomino et al. (2022a).

Indeed, the data obtained allow the authors to affirm how both directors and supervisors, as well as teachers, have been able to evaluate the leadership behavior of directors, compared to the competence standards of VAL-ED, having obtained very positive results that show how their leadership is, without a doubt, oriented to students. Given the fact that in the second specific objective the study sets out to determine to what extent the three groups of respondents (faculty, supervisors and directors) coincide in the effective performance of the pedagogical leadership of the directors, it can be highlighted that no great differences have been found in the responses of effectiveness obtained from directors, supervisors and teachers, since the results of the resulting scores among these three groups of respondents were reasonably similar.

The research is original as the sample was collected personally by the authors of this article.

The purpose of this study is to analyse how academic staff cope with the new culture of performance measurement and assessment in universities. In particular, the study aims to shed light on how external pressures related to measurement of research performance are translated into organisational and individual academic responses within the university and the extent to which these responses are related specifically to the operational features of performance measurement systems (PMS).

The study is based on a case study conducted in an Italian public university and based on interviews with a cross-disciplinary sample of faculty members.

The study provides insights into how linking financial incentives and career progression to research performance metrics at the system and organisational levels may have important reorientation effects on individual behaviours and epistemic consequences for the academic work.

The study is based on interviews, so one limitation is related to the risk of researcher and interviewee personal bias. Moreover, this study is focused on one single case of a specific university setting, which cannot be fully representative of the experiences of others.

The study contributes to the literature on management accounting by exploring the factors that might explain why the unintended effects of PMS on academics’ behaviour reported by several studies might occur. From a practitioner’s point of view, it shows features of PMS that may produce unintended effects on academic activities. It also highlights the need to rethink PMS for the evaluation of university performance through the involvement of different stakeholders.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

Faculty participation in the assurance of learning (AoL) is requisite both for the effective operation of the system and for accreditation compliance, but faculty often resist engaging in AoL tasks. The purpose of this paper is to provide specific recommendations to address faculty concerns and to guide AoL systems toward maturity.

This paper provides a comprehensive model of faculty resistance perspectives aligned to AoL maturity, provides specific responses to faculty resistance and introduces success markers of progress toward maturity.

Specifically, a three-stage model of AoL system maturity is presented and aligned with five faculty perspectives. For each faculty perspective, responses targeting causal factors are proposed and signs of progress toward the next level of faculty engagement are highlighted.

Faculty and AoL leaders will be able to identify their current stage of AoL system maturity and implement practical solutions to move to the next stage of system maturity.

Understanding the motivations for faculty resistance will facilitate more meaningful and effective internal interactions as a school seeks to improve its AoL system. In turn, a more effective AoL system will promote better learning experiences for students; and better learning allows students to become productive in their chosen careers more quickly, thus improving society as a whole.

To the knowledge, no prior paper has organized faculty resistance along a maturity continuum, provided targeted responses based on the level of maturity or included signs that indicate growth toward the next level of maturity.

The purpose of this paper is to facilitate a deeper understanding of the uses and users of performance measurement (PM) in the university context.

Empirical data were gathered from four universities. This approach allows for a multilevel and comparative analysis based on the neo-institutional theory. The results are discussed alongside interdisciplinary literature on the use of PM in the public sector.

PM practices at universities have become increasingly popular on institutional, organisational and individual levels. The results indicate that different types of PM are used in universities and that the extent, and scope of PM used by various actors differ. Universities often use PM in a ceremonial and symbolic manner, with the aim of legitimising themselves externally as research-oriented institutions. The use of PM depends on both, exogenous factors (such as isomorphic pressures) and endogenous factors related to the different responses of organisations and individual actors (university managers, and academics). However, the analysis at the internal level reveals different attitudes and some resistance to the use of such kinds of PM. In universities with a local focus, the use of PM for rational decision-making is generally loosely coupled with the reporting performance for external accountability purposes. Moreover, the internal use of PM can be also symbolic.

This paper focusses on four case studies that are currently undergoing changes. The comparative analysis is supported by the use of different data collection methods and several in-depth interviews with key university actors.

The authors assume that the use of PM depends on a number of exogenous and endogenous factors. PM uses and users are discussed in the specific context of the higher education system in Poland. The four business school cases facilitate a comparative analysis of the similarities and differences in terms of the uses and users of PM in the context of internationally and locally oriented universities.

Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best-practices in higher education. The paper aims to discuss this issue.

This is Part 2 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs, and the experiences of the two programs during implementation.

The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of a closed-loop assessment of learning outcomes process will take several years to complete.

This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments, and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best practices in higher education. The paper aims to discuss this issue.

This is Part 1 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs and the experiences of the two programs during implementation of the seven steps. Part 1 includes foundational principles of the process and the first three of the seven steps.

The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when to implement them. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of an effective closed-loop assessment of learning outcomes process will take several years to complete.

This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.

Recent studies in education attempt to ‘criminologise’ some of the current practices and policies of higher education institutions – that is, to deconstruct certain philosophies and practices which may be discriminatory, offensive, and biased to certain social groups. Recent theoretical frameworks problematize current higher education policies, many of which are taken for granted. This paper adopts a critical perspective, shedding light on some practices as they occur in higher educational institutions, by human and non-human agencies. The study applies a ‘detective’ approach examining some problematic uses of technology a higher education institution. In this proposed approach, researchers play the role of ‘detectives’, investigating possible breaches of good practice (possibly discriminatory) committed by higher education actors (referred hereafter as ‘defendants’). Most of these offences are committed through the use of educational and institutional technologies. The purpose of this theoretical approach is to empower alienated social groups against such practices by identifying ‘defendants’ and the implications of their acts. The study uses empirical data from interviews, visits, and observations to explain the ways in which defendants respond to the accusations levelled against them by other users of educational technologies. The investigation revealed that technology was used, among many other functions, to manoeuvre around the legal and ethical system serving the interests of some stakeholders. Then, the study categorises these manoeuvres, explaining the legal implications of each category, and recommending consideration of important academic and institutional issues.

Driven to improve the quality of higher education as an engine of growth and socio-economic development within Pakistan for 20 years, the Higher Education Commission (HEC) in Pakistan has focused on linking academics and professional services staff with their counterparts in various countries, including the UK, US, and Australia. In collaboration with the British Council, the PAK-UK initiative has been launched to offer deeper linkages between the academics and universities in the UK and Pakistan. This paper presents statistical analysis of data collected in a British Council project highlighting the gender inequalities of the current HEC strategy. The results suggest the potential for online opportunities to help close and amend this gender gap and improve higher education in Pakistan, and the PAK-UK initiative's role in contributing more broadly to the United Nations Sustainable Development Goals.

The purpose of this paper is to explore the impact of human resource (HR) management practices on achieving competitive advantage through studying the mediating role of employee satisfaction in the context of five-star hotels in Northern Cyprus.

To produce numeric data as well as to test the hypothesis, the researchers employed structural equation modeling and AMOS. The testing included (n=439) questionnaires. The model suggested by the authors examined the tourism sector, and in particular, five-star hotels located in Northern Cyprus.

The main research findings revealed that HR practices had a significant effect on competitive advantage. By comparison, the research findings revealed that the mediator variable had no effect on achieving competitive advantage for five-star hotels in Northern Cyprus.

This study demonstrates originality by responding to the recommendations of prior studies conducted on HR in Northern Cyprus Island. This makes a theoretical contribution to the field, since only Turkey recognizes Northern Cyprus, which makes conducting research on this country a challenge for researchers worldwide. Based on this study’s outcomes, this paper discusses its theoretical and practical implications, as well as recommendations for future research.