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This study aims to identify the effect of demographic factors on the relationship between academic contribution and university–industry knowledge exchange in Sri Lanka.

This study is of quantitative and explanatory type , which applied the deductive research method, and is conducted with minimum interference of researcher taking individual academics as the unit of analysis. The study collected data from 178 academics randomly through a structured questionnaire designed to analyze through statistical package for the social sciences and analysis of a moment structure statistical software. A structural equation model is applied to collected data to explore the moderating impact of the demographic factor on the university–industry knowledge exchange.

Overall involvement of academic staff in joint research, contract research, human resource mobility and the training with industry were was low in Sri Lanka. However, all four independent variables significantly associated with the knowledge exchange process from which only joint research and training had a statistically significant effect on university–industry knowledge exchange . Concerning demographic factors, only the quality of academic research significantly moderated the relationship between academic contribution and university–industry knowledge exchange process in Sri Lanka.

This study considered only the university side of the university–industry knowledge exchange process.

This paper implies that gender, age and area of specialization did not have significant power to moderate the relationship between academic contribution and university–industry knowledge exchange process.

There is a lack of research literature discussing the moderating effect of demographic factors on the university–industry knowledge exchange process. In Sri Lanka, money and commercial benefits that received through industry partnerships had not been valued by academics. The majority considered the connection with industry and exchange knowledge as a responsibility that they should perform in return to free education received from grade one to graduation.

The present scenario of the Covid-19 pandemic, together with technological advancements, has provoked unprecedented turbulence in the education system, notably in universities, disrupting their conventional teaching and learning processes. Despite government support, teachers and students faced numerous challenges in the online teaching and learning process than expected. Extensive research has been undertaken to investigate the context of online education from the perspective of students, but less emphasis has been given to examining the views of teachers. Thus, the study aimed to explore attitudes of academics towards online teaching during the Covid-19 outbreak.

The study was conducted in Sri Lanka, with the population consisting of academics representing all state universities. An email survey was conducted randomly, and 355 academics responded to a Google form, out of which 332 refined questionnaires were used for analysis. Multi-item reflective indicators were used to operationalize the research constructs on a 7-point Likert scale. The face, content, and construct validities were ensured appropriately. The reflective-reflective two-stage hierarchical approach with disjoint option was applied to analyze the data using the Partial Least Squares Structural Equation Modelling (PLS-SEM) model. After rigorous and careful examination of data, the descriptive statistics revealed that the university academics are pretty distressed with their Internet connections and facilities at home to conduct online lectures.

Active student participation was just above the average, while teacher's attitudes towards online education, their willingness to continue it further seem quite unsatisfactory. Teacher readiness for online education appears to be acceptable only to a certain extent. The key findings of the study disclosed that the attitudes towards online teaching are determined by perceived usefulness, teacher readiness, perceived student participation whereas active student participation, a conducive teaching environment and institutional support have no significant impact on attitude towards online teaching. Further, the study contributed to the education literature analyzing online education in the Sri Lankan context.

This study sparked the debate and contributed to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching in Sri Lankan Contest.

The purpose of this paper is to identify the effects of students’ satisfaction with services on quality of academic life (QAL), formed by cognitive and affective components; and to assess the mediating effect of QOL components (cognitive and affective) on students’ loyalty and recommendation.

Based on 726 respondent students from public higher education institutions (HEIs) in Portugal, this paper uses a partial least squares approach to analyze the impact of satisfaction on emotions and students’ QAL and to assess whether emotions influence recommendation and loyalty.

The results reveal that satisfaction influences both cognitive and affective components of QAL. The cognitive component has a positive and significant influence on recommendation and loyalty whilst the affective component has no significant effect.

The results obtained here provide implications for future action to be taken by HEI managers, in order to increase efficiency in the allocation and management of scarce resources. Therefore, when incorporating these results in decision-making processes, attention should be paid to the importance of the influence of satisfaction on QAL’s cognitive and affective components, stressing the importance of the cognitive components associated with learning experiences that play an important role in students’ future decisions in terms of loyalty and recommendation, which, in turn, are pillars of HEI sustainability.

The present study contributes to the literature on HEI management by assessing the influence of satisfaction on two components of QAL separately: cognitive components and affective components. In addition, the causality relationships are analyzed, assessing the emotional nexus, in order to deepen knowledge about the role played by both affective and cognitive components in students’ loyalty and recommendation, which need to be addressed and studied by carrying out new research.

The purpose of this study is to explain critical factors affecting student satisfaction levels in selected state universities in Sri Lanka.

The study has applied an quantitative survey design guided by six hypotheses. A conceptual framework has been developed to address the research questions on the basis of a literature review. The study is based on an undergraduate sample from four state universities, and it presents results of factor analytics and correlational and regression analyses.

Evidence to support construct validity and reliability of all survey-based scales measuring the key variables has been found. The quality of the academic staff, university facilities, degree program, administrative staff, university location and university image have been correlated significantly with student satisfaction levels measured at 0.45, 0.47, 0.51, 0.31, 0.39 and 0.66, respectively. The statistically significant predictors are: the quality of university facilities, the quality of the degree program and the university image, with the image being the strongest predictor.

The study offers a conceptual framework to guide future research and validated scales for measuring student satisfaction levels in a national higher education system in a developing region that is aspiring toward a knowledge-based economy where tertiary education is free. Five recommendations are provided for policymakers.

Research shows high variabilities in the models used and the findings of studies on factors affecting student satisfaction levels in universities. The study is among the first large-scale studies of student satisfaction levels in the Sri Lankan state university system, where little data exist on why students are dissatisfied and fail to complete their degrees.

This paper aims to demonstrate gender diversity in the structure of corporate governance and test the effect of diversity on the firm performance suffering from financial distress.

The paper is quantitative using a sample of 467 public firms in Indonesia. Data were analyzed into statistics descriptive and the hypothesis was tested using the test of logistic regression.

The preliminary results of the paper demonstrate the number of firms employing women and men in the structure of corporate governance of 13% on the commissioner board, 7% on the director board and 5% on the audit committee. Based on the test of effect, this paper further found that firms employing women and men (gender diversity) in the structure of the board of commissioners, tend to suffer from financial distress lower than firms only employing men (non-gender diversity).

This paper is not an effort to make the proportion of voices of women equal to men, however the representation of women at least exists in the structure of corporate governance as part of workforce diversity and inclusivity. In addition, this paper is considered not to use panel data with the purpose of avoiding repetitive data because of the use of a nominal scale in the logistic regression model.

The finding of the paper is addressed to deliver insights into the current conversation on the issue of women's day with the theme of Each for Equal and to firms in positioning women in the structure of boardrooms.

This paper extends the limited scholarly work on the nexus between gender diversity and financial performance. The framework of social identity theory and the tenet of corporate governance are elaborated to disclose the finding that firm shareholders tend to benefit from gender diversity in the structure of the commissioner board.

The purpose of this study is to investigate the association between three corporate governance (CG) idiosyncrasies, namely audit committee characteristics, external audit quality (AQ), board diversity and firm performance (FP) in the South Asian Association for Regional Cooperation (SAARC) nations.

The study used a sample of 200 listed nonfinancial firms in the SAARC nations from 2012 to 2021. The System Generalized Method of Moment model was applied to the data consisting of 2000 firm-year observations. The Generalized Estimating Equation population-averaged model was also employed for added robustness. The study employed Tobin's Q as the measure of FP.

The findings revealed that amongst the CG variables tested, external AQ exhibited a significantly positive relationship with Tobin's Q. Significant negative influences on FP have been demonstrated by the variables of audit committee meeting and board's independence. Furthermore, gender diversity, CEO duality, audit committee strength and independence failed to record any significant association.

This study is one of the first to investigate the association between CG idiosyncrasies and FP in the SAARC nations. The study findings have important implications for policymakers and regulators in the region.

The study hypothesized that the impact of board diversity on financial distress (FD) is not direct but rather mediated by the firm’s corporate social responsibility (CSR) activities. Consequently, the purpose of this study is to examine the impact of CSR as a mediator in the board diversity–FD relationship.

The study examined six board diversity dimensions – age, gender, nationality, education and tenure in 81 nonfinancial Pakistan Stock Exchange (PSX)-listed firms from 2010 to 2021. The CSR engagement of the sample firms is evaluated using a multidimensional financial approach and the likelihood of FD is computed using Altman’s Z-score. The system-generalized method of moments estimator is used to meet the study objectives. In addition, several tests are run to determine the robustness of the study’s findings.

Based on the procedure for mediation analysis outlined by Baron and Kenny (1986), the authors found that CSR is significantly inversely associated with the likelihood of FD. Second, board diversity variables age, gender and national diversity were positively associated with CSR. Third, board age, gender and national diversity are significantly inversely related to FD. Finally, it was found that there is partial mediation between board age diversity and FD, whereas full mediation is shown between board age diversity and FD and between board nationality diversity and FD.

This study provides practical insights into PSX’s board diversity for companies, regulators and policymakers.

This research studies the connection between board diversity and FD. In addition, the current study extended the analysis by testing for the first time the mediating role of CSR in the diversity–distress relationship, particularly in the context of an emerging economy.

This study aims to contribute to the understanding of the innovation environment of a developing nation through the Triple Helix model, revealing the existing inter-relationships between the three Helixes of Academia–Industry–Government. It sets out to find out the relationship and impact of the three Helixes on the most crucial stage of the innovation process: the commercialisation of patents, and to ascertain if there is a varying impact determined by patent ownership.

This cross-sectional study uses the survey method based on the views expressed by 220 Sri Lankan registered patent holders and categorised by organisational and individual ownership. The sample is drawn from the database of the National Intellectual Property Office of Sri Lanka and patents registered through the Patent Cooperation Treaty, extracted from the World Intellectual Property Organisation Patent Scope database. The survey was carried out in 2019 and limited to patents registered during the period 2010–2014.

The empirical findings indicate weak inter-relationship between Academia support, Industry support and patent commercial success, while the support of the Government Helix is non-significant in the commercial stage. The findings also indicate two different support standards existing in each Helix for the two ownership groups.

The study is limited to a five-year window in a relatively early period in the country’s innovation policy development. The study model is also limited by the non-inclusion of mediators such as government-backed affiliated agencies and academia technical transfer offices which if incorporated would improve the study model and be more reflective of the actual environment and their role as change agents bridging the transition to a hybrid Triple Helix.

The study findings capture the inter-relationships of the Triple Helix existing in a developing country at the most crucial stage of the innovation process. It helps policymakers identify the gaps in each Helix that stands wanting and take measures to rectify them by creating a more favourable National Innovation System. An innovative environment that will facilitate patent holders achieve higher technological transfers and commercial success rates.

The findings disclosure of two different support standards existing in each Helix for the two patent ownership groups poses a challenge for policymakers and challenges the core objective of increasing the commercial success of patents granted. The findings strengthen the need for a more robust support system to be put in place that would empower and facilitate the individual patent owner to increase the share of economic value arising from this underutilised patent group.

This study contributes by furthering the Triple Helix model in a social context and micro-setting by operationalising the theoretical practices. The study also gives insight into each Helix’s interaction and contribution during the most crucial stage of innovation management in a developing economy and its impact on the two categories of patent ownership which is scarce.

The purpose of this paper is to explore the impacts of university facilities on student satisfaction at regional state universities in Sri Lanka.

In order to accomplish the proposed object quantitative research design was used. All undergraduates at four selected regional state universities, namely, Universities of Ruhuna, Rajarata, Wayamba, and Sabaragamuwa, were the population of the study, in which 650 undergraduates were selected as the sample using the stratified sampling technique. The researcher administrated close-ended questionnaire, which consisted of two parts and 31 items, was used for data collection. The collected data were analyzed using SPSS statistical software, and a confirmatory factor analysis was applied to ensure the discriminant and convergent validities of the model. Correlation and regression analyses were used to test the hypotheses.

The factors identified as the ones that most strongly influence student overall satisfaction were the lecture room facilities, library facilities, accommodation facilities, employment facilities and entertainment facilities at regional state universities. However, computer facilities did not significantly influence student satisfaction in Sri Lankan context.

This is the first study which comprehensively investigates the impact of university facilities on student satisfaction at regional level state universities in Sri Lanka.

This study assesses the impact of innovation diffusion theory (IDT), technology readiness index (TRI) and technology acceptance model (TAM) on the actual use of smart learning. This impact also accounts for the country-digital culture by moderating the effects of resistance to change (RTC) and mediating the role of attitude.

The authors gather data from 301 respondents from various academic institutions in the United Arab Emirates (UAE) by operationalizing established theoretical constructs. The authors adopt a covariance-based structural equation modeling (SEM) approach.

The results reveal that IDT and TRI significantly and positively affect attitudes toward implementing smart learning. Besides, the attitude fully mediates the relationship between IDT, TRI constructs and behavioral intention (BI). Moreover, this study proves that RTC plays a major role in converging BI to place smart learning into actual use.

The major limitation of the authors' work is that this work employs cross-sectional data from UAE only, and the data were gathered during the coronavirus disease 2019 (COVID-19) pandemic.

The stakeholders and administrators in government can benefit from the study findings to improve the efficiency and effectiveness of the implementation of smart learning, which will contribute to achieving stakeholders and administrators' strategic objectives.

The originality of this work stems from the incorporation of IDT, TRI and TAM constructs in the case of smart learning in UAE in post-COVID-19 scenarios.