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Higher education plays a critical role in the health of the US national economy. At the same time, there are increasing concerns regarding the cost of higher education and the effectiveness with which universities are using their money. Accordingly, the purpose of this paper is to examine changes in higher education productivity over the past 15 years across a sample of more than 500 public universities spanning multiple Carnegie classifications. By utilizing measures generated by a commission of the National Education Council, however, attention is more finely focused on the specific costs and outputs related to instructional activity than previous studies.

This research utilizes the recommendations of the National Education Center committee to examine productivity changes in higher education over the past 14 years. To that end, the hypotheses put forth in this research utilize 15 years data of Institutional Primary Education Data, 549 institutions and 3 productivity measures to assess how productivity in higher education has changed between 2002 and 2015.

The results of the present research suggest that instructional activity (measured as multifactor productivity) has increased in all Carnegie classifications between 2002 and 2016.

The present study, organized by Carnegie classification, does not specify the cost of increased instructional productivity. As noted, there are concerns regarding whether at least some of the choices a university might make to increase instructional productivity – such as increased class size and/or an increased use of non-tenure track faculty – could adversely influence the quality of instruction and/or diminish student learning. Further, this research does not examine the relationship between research productivity and increasing instructional productivity.

The present study does not address the bigger question of whether the increasing costs of higher education are justified, because universities produce much more than student credit hours. While, in an ideal world, these various outputs will complement one another and utilize at least some of the same resources, each has its own unique inputs and associated expenses. Given this, an overall assessment of the value or productivity of a university as a whole is a very difficult thing to determine and is well beyond the scope of a single study.

The present study explicitly focuses on the instructional component of universities and relationship between output and inputs. Ultimately, providing a clearer picture of how instructional productivity in higher education has been increasing over the past 14 years.

This research is the only research of its kind to the best knowledge of the researchers.

This chapter provides an overview of the findings and chapters of a thematic volume in the International Perspectives on Education and Society (IPES) series. It describes the common dataset and methods used by an international research team.

The chapter synthesizes the results of a series of country-level case studies and cross-national and regional comparisons on the growth of scientific research from 1900 until 2011. Additionally, the chapter provides a quantitative analysis of global trends in scientific, peer-reviewed publishing over the same period.

The introduction identifies common themes that emerged across the case studies examined in-depth during the multi-year research project Science Productivity, Higher Education, Research and Development and the Knowledge Society (SPHERE). First, universities have long been and are increasingly the primary organizations in science production around the globe. Second, the chapters describe in-country and cross-country patterns of competition and collaboration in scientific publications. Third, the chapters describe the national policy environments and institutionalized organizational forms that foster scientific research.

The introduction reviews selected findings and limitations of previous bibliometric studies and explains that the chapters in the volume address these limitations by applying neo-institutional theoretical frameworks to analyze bibliometric data over an extensive period.

This study focuses on work from home (WFH) issues faced by faculty members of higher education institutes in India during the coronavirus infection (COVID-19) pandemic. The study aims to understand the impact of these issues on faculty productivity. The study also analyzes the moderating effect of information technology (IT) training on the relationship between work- from-home issues and faculty productivity.

This study is quantitative. Data were collected from 215 faculty members working in higher education institutes in India. Correlation and hierarchical regression analysis have been used to analyze the data.

The analysis revealed that online teaching, lack of technology acceptance, poor working environment and work–life conflict negatively impacts faculty productivity. Thus, IT training work as a moderator plays an important role in reducing the WFH issues mainly Online Teaching, Lack of Technology acceptance & Poor Working Enviornment by increasing faculty productivity. IT training work does not moderate the relationship between work–life conflict and faculty productivity.

This research is limited to the higher education sector; the research limits the generalization of the higher education sector's finding to other sectors.

The findings would help policymakers and educational institutes to explore the use of digital technology to break boundaries of workplace and education institutes to disseminate knowledge to a global level. The findings also help to understand how the workplace is essential for the smooth functioning of tasks of the institute.

The study will also help management, institute, organization, society and individuals to change their mindset that education can be imparted through online mode in a better way with the help of digital technology.

There is a scarcity of research work examining WFH issues in conducting mandatory online classes due to COVID-19 pandemic and COVID-19's relation to faculty productivity in the higher education sector. This study contributes to the knowledge regarding the impact of COVID-19 on faculty productivity in the education sector.

The purpose of this paper is to investigate the impact of organizational norms on employee productivity within the higher education sector in UAE.

A quantitative research approach was used to investigate 89 respondents from higher education institutions. An online survey approach was used to investigate the opinions of respondents with regard to the impact of organizational norms on employee productivity in UAE. The data were then statistically analyzed using SPSS version 22.

The results showed a positive association between the investigated organizational norms and employee productivity. Furthermore, there was a significant relationship between age and organizational norms. Increase in employee age corresponds to an increase in employee productivity.

This study has made a novel contribution, since there is a significant lack of research surrounding the influence of organizational norms on employee productivity in the higher education institutions in UAE.

The purpose of this study is to analyse, firstly, whether education, financial inclusion, financial literacy and financial planning can be antecedents that affect Islamic welfare and, secondly, whether productivity can be a mediator to improve Islamic welfare.

This study involved quantitative research using data obtained from a survey. The respondents were 538 Muslim families in East Java, Indonesia. Structural equation modelling was used for the analysis.

This study tested 13 hypotheses, of which 10 were accepted. The accepted hypotheses refer to the effects of financial literacy on productivity, financial inclusion on productivity, financial planning on productivity, financial planning on Islamic welfare, education on Islamic welfare, productivity on Islamic welfare, financial literacy and productivity on Islamic welfare, financial inclusion and productivity on Islamic welfare and financial planning and productivity on Islamic welfare, as well as the effects of financial inclusion on Islamic welfare. Meanwhile, three hypotheses were not accepted; they refer to the effects of financial literacy on Islamic welfare, the effect of education on productivity, as well as the impact of education and productivity on Islamic welfare.

The study was conducted only with respondents living in East Java, so the results depict the condition of Muslim families’ welfare in East Java.

Research into the antecedents of Islamic welfare has received little academic attention, so this study explores how education, financial inclusion, financial literacy, financial planning and productivity could affect Islamic welfare among Muslim families.

Economics classrooms are typically teacher-centered, textbook-driven, and often dominated by chalk-and-talk methodology. This paper advocates for an active learning approach and offers a lesson plan for key concepts. More specifically this lesson uses the economic concept of job market signaling to teach important economic content. Job market signaling is a process that matches workers and employers within labor markets. It occurs when potential employees convey information about their productivity to employers through academic credentials. An academic credential—for example, a college degree—conveys information valuable to both parties. It benefits the employer by indicating job skills and productivity; it benefits the employee because it increases the likelihood of gaining employment at higher wages. Earning academic credentials, thus, is important for success in the labor market. For this reason, it is a useful concept to teach students. By participating in a simulated competitive labor market as employers and potential employees, students learn about the links between education, productivity, income, and employment. As potential employees in this exercise have varying levels of education, this lesson also conveys important information for students concerning their own decisions about pursuing post-secondary education.

Growth in scientific production and productivity over the 20th century resulted significantly from three major countries in European science – France, Germany, and the United Kingdom. Charting the development of universities and research institutes that bolster Europe’s key position in global science, we uncover both stable and dynamic patterns of productivity in the fields of STEM, including health, over the 20th century. Ongoing internationalization of higher education and science has been accompanied by increasing competition and collaboration. Despite policy goals to foster innovation and expand research capacity, policies cannot fully account for the differential growth of scientific productivity we chart from 1975 to 2010.

Our sociological neo-institutional framework facilitates explanation of differences in institutional settings, organizational forms, and organizations that produce the most European research. We measure growth of published peer-reviewed articles indexed in Thomson Reuters’ Science Citation Index Expanded (SCIE).

Organizational forms vary in their contributions, with universities accounting for nearly half but rising in France; ultrastable in Germany at four-fifths, and growing at around two-thirds in the United Kingdom. Differing institutionalization pathways created the conditions necessary for continuous, but varying growth in scientific production and productivity in the European center of global science. The research university is key in all three countries, and we identify organizations leading in research output.

Few studies explicitly compare across time, space, and different levels of analysis. We show how important European science has been to overall global science production and productivity. In-depth comparisons, especially the organizational fields and forms in which science is produced, are crucial if policy is to support research and development.

The purpose of the present study is to investigate mediating mechanisms in the relationship between the training and development climate at higher education institutions and administrative employees' productivity. Organizational identification theory and the job demands-resources model are used to investigate supervisor support, employees' motivation to learn and employee engagement as mediators.

Survey research was used to collect data from 289 administrative staff members employed at five higher education institutions in Trinidad and Tobago.

The findings supported the hypothesized mediating role of supervisor support, employees' motivation to learn and employee engagement in the relationship between organizations' training and development climate and employee productivity.

Productivity is a major problem in Trinidad and Tobago. In Trinidad and Tobago's higher education sector, productivity deficiencies are particularly problematic because of the gradual reduction in government subsidies. Therefore, higher education institutions must improve productivity, particularly administrative employees' productivity, in order to compete with local and international tertiary education institutions. This study contributes to Trinidad and Tobago's society by showing the importance of both a positive training and development climate and supervisor support to influence administrative employees' affective states and productivity in tertiary education institutions.

This study adds to existing research on training and development and employee productivity by introducing novel and theoretically sound mediators to clarify how the relationship between a higher education institution's training and development climate and its administrative employees' productivity unfolds.

During the 20th century, the United States rapidly developed its research capacity by fostering a broad base of institutions of higher education led by a small core of highly productive research universities. By the latter half of the century, scientists in a greatly expanded number of universities across the United States published the largest annual number of scholarly publications in STEM+ fields from one nation. This expansion was not a product of some science and higher education centralized plan, rather it flowed from the rise of mass tertiary education in this nation. Despite this unprecedented productivity, some scholars suggested that universities would cease to lead American scientific research. This chapter investigates the ways that the United States’ system of higher education underpinned American science into the 21st century.

The authors present a historical and sociological case study of the development of the United States’ system of higher education and its associated research capacity. The historical and sociological context informs our analysis of data from the SPHERE team dataset, which was compiled from the Thomson Reuters’ Science Citation Index Expanded (SCIE) database.

We argue that American research capacity is a function of the United States’ broad base of thousands of public and broadly accessible institutions of higher education plus its smaller, elite sector of “super” research universities; and that the former serve to culturally support the later. Unlike previous research, we find that American higher education is not decreasing its contributions to the nation’s production of STEM+ scholarship.

The chapter provides empirical analyses, which support previous sociological theory about mass higher education and super research universities.