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The transfer of organizational practices or management instruments in the multinational firm often requires adaptations to the local context of subsidiaries and is, as such, revealing cultural and institutional particularities. Among the multinational firm’s management instruments, the codes of conduct are closely linked to the values and standards of conduct of the parent company. Being instruments of North American origin, codes of conduct were, in the last 20 years, gradually institutionalized first in North American multinational companies and then more frequently in European multinational companies. Several studies showed the difficulties of implementing these instruments in countries as diverse as France, Germany, Israel and China and stressed the importance of coherence between values, local organizational practices and acceptability of codes by employees of the subsidiaries. The purpose of this paper is to study the specificity of the Lebanese context from a new perspective by showing whether codes of conduct were adapted and by explaining the reasons of these adaptations. This research also highlights the differences between American and European multinational companies regarding the transfer of their codes of conduct.

The study used a multiple case study approach. Interviews were conducted in ten Lebanese subsidiaries of multinational companies, four of North American origin and six of European origin.

The study showed adaptations done to transferred codes of conduct in Lebanese subsidiaries. The study also reveals differences between American and European MNCs.

The study sheds light on host-country factors explaining the adaptation of codes of conducts transferred to Lebanese subsidiaries.

Lebanon has faced one of the most severe financial and economic crises since the end of 2019. The practices of the Lebanese banks are blamed for dangerously exposing economic agents and precipitating the current financial collapse. This paper examines the patterns of manipulation of the 10 biggest banks before and after implementing the financial engineering mechanism.

The authors apply Benford law for the first and second positions of the reports of condition and income and four out of the six aspects of the CAMELS rating system (Capital Adequacy, Assets Quality, Management expertise, Earnings Strength, Liquidity and Sensitivity to the market) by excluding Management and Sensitivity. The deviations from BL frequencies are tested using Z-statistic and Chi-square tests.

Banks seem to have manipulated their Capital Adequacy, Liquidity and Assets Quality in the pre-financial engineering and considerably in the post-financial engineering periods. Fraudulent manipulations in the banking sector can distort depositors, shareholders and regulating authorities.

This study has many implications for governmental authorities, commercial banks, depositors, businesses, accounting and auditing firms, and policymakers. The Lebanese government needs to implement corrective fiscal and monetary policies and apply amendments to the bank secrecy and capital control law. The central bank should revamp its organizational structure, improve its disclosure practices and significantly reduce its ties to the government and the political elite.

The study findings suggest that the central bank should revamp its organizational structure, improve its disclosure practices and significantly reduce its ties to the government and the political elite.

The study is the first to examine the patterns of fraudulent manipulation in the Lebanese banking industry using Benford Law (BL).

Education is foundational for creating caring sustainable leaders and organizations. This paper aims to investigate whether historically eminent Lebanese universities are integrating sustainability courses and practices in their curriculum, and to discern whether these universities’ administrators are currently providing, or plan to provide, positive educational experience through addressing sustainability concepts and tools in their respective universities.

The authors based their qualitative study on a multimodal design for explorative and recommendation purposes. The review of literature and online search facilitated setting standards and benchmarking. Face-to-face interviews and observation corroborated the findings and provided insight. The information was systematically ordered to tackle sustainability as a product and as a process on different campuses. All research was subject to ethical clearance from the studied subjects.

Compiling the input from all participants revealed that there is an urgent need to reform universities’ products and processes, in addition to a necessary call for support from governmental entities. The seeds of environmental sustainability are present in varying degrees in universities that have been continuously functional in the service of higher education in Lebanon for a period of 50 years or more.

The lack of contextual, comprehensive models, toward which change can be geared, presents a limitation to this work. Another limitation is that this study was restricted to historically prominent universities with the valid assumption that they play a leadership role in higher education. More universities should be investigated to further validate the findings, to complement this project and to allow for generalizability and comparison with initial findings.

More focus is needed to prepare present students and the future community to rely on available resources. The paper outlines the need to change the educational approach in Lebanese universities. It addresses a call to the administrators of all universities to provide the right policies, tools, materials and other resources to help sustainability.

Universities are called to play a major role especially in inspiring and teaching sustainability concepts. It is worth noting that education can be seen as a social good. If education is well served, it can create jobs, generate high revenues and raise standards of living. But serving the education “well” may require disruption of the status quo, which, if done creatively, will lead to novel approaches and solutions that outweigh the disruption itself.

This paper has exposed the status quo of universities vis-à-vis sustainability, but it has also challenged “what is”, and opened up possibilities of what “could be”. Educational projects should be adapted with the participation of the private sector to stimulate innovation, and experience the lived dimension of sustainability. Implementing such a change represents the bridge between current and needed ways of thinking required by the new environment.

The purpose of this study is at creating a performance management system template based on the Balanced Scorecard (BSC) framework, which could lead the scorecard to function properly at Arts, Sciences and Technology University in Lebanon (AUL) and, as assumed, in other Lebanese private higher educational institutions.

This study compares existing theoretical models applied in private higher education institutions (HEIs) in Lebanon. It adopts inductive approach with semi-structured interviews that helped the authors understand the way BSC is implemented in the private Lebanese institutions.

This study suggested a customizable BSC to be used at AUL and other Lebanese private HEIs to enhance and calibrate their organizational performance.

Many researchers have investigated the use of Robert Kaplan and David Norton's BSC in various types of organizations, but there was no specific study describing the Lebanese higher education system. This study investigates the use of the BSC framework in Lebanese private HEIs taking Arts, Science and Technology University in Lebanon (AUL) as a sample. Moreover, this study also adapted a BSC model to the case of a private HEI, which extends the current body of literature related to the use, implementation and adaptation of the BSC.

The purpose of this paper is to examine differences in students' perceptions of quality and satisfaction with their educational experience among four types of higher educational models, American, French, Egyptian and Lebanese, in Lebanon.

A sample of over 200 students from each of the seven universities included in the research study were surveyed. Their perceptions were sought on a range of demonstrable performance outcomes. These outcomes include the observance of democratic practices, the effectiveness of the teaching/learning experiences, the quality of academic and non‐academic services, and relationships and destination upon graduation.

The findings indicate that universities adopting the American and French academic model, including the Lebanese university, tend to more readily involve students in institutional decision making at both the academic and non‐academic levels in comparison to the university following the Egyptian academic model encouraging democratic practice among youth. Despite the considerable differences among the various institutional types in the philosophy of education, the perceptions of the purposes of higher education and the pedagogical approaches they adopt, students generally expressed satisfaction in the quality of their university education.

With the continuous establishment of universities in Lebanon and the region following different academic models, the research findings may serve to inform policy makers and academic leaders of students' perceptions of quality and satisfaction.

No such comparative study has been conducted to determine the satisfaction of students with their overall higher education experience in Lebanon and the region.

The global spread of the COVID-19 pandemic has largely transformed the higher education ecosystem and shifted the modes of delivery around the world. The rapid shift from traditional face-to-face teaching to online delivery was accompanied by a set of significant challenges. In Lebanon, the situation was exacerbated by a plethora of political, economic, and humanitarian crises. Even the most well-prepared Lebanese higher education institutions were facing an insurmountable challenge to maintain education quality under extremely strenuous circumstances and limited resources. The challenges included the absence of clear quality assurance mechanisms, problems associated with limited internet connectivity due to frequent electric power outages, the lack of teacher and student preparedness for online delivery, and the absence of online-ready curricula. Nevertheless, Lebanese universities were able to make the necessary adjustments for their students to complete their education using available resources and minimal training. The current chapter explores the challenges faced by private and public universities in Lebanon and the approaches utilized to overcome tremendous limitations. We discuss the lessons learned during the process of adopting online and hybrid classroom learning, and the opportunities for growth that were brought about by unforeseen circumstances. We also introduce the changes needed on the institutional, national, and regional levels to prepare for the post-pandemic era in higher education.

This study aims to examine the effect of experience abroad, academic success and university reputation on students' employability in the Lebanese labor market.

The study uses a between-subject design to identify whether academic success, university reputation and experience abroad have an impact on how potential recruiters (i.e. employers) are perceiving student employability. The study uses 16 fictitious applications of business graduates, which differed in grade-point average, university reputation and experience abroad, rated by 784 Lebanese professionals.

The results suggest that high-performing students with experience abroad and high-performing students from a reputable university are perceived to be more employable. For low-performing students, having completed an experience abroad results in a lower reward in terms of employability.

The present study offers an analysis of students' employability through employers' lens; it offers insights for students on how to be perceived as more employable in a context where competition among future workers is fierce.

The results of this research provide a roadmap for graduates for enhancing their employability in Lebanese markets and offer actionable insights to employers.

The most original contribution of this study is the analysis of university reputation impact on the likelihood of receiving positive feedback during the evaluation process. The impact of two Lebanese universities, one ranked in the QS ranking and one not, was investigated.

The aim is to evaluate the nutritive value of vended machine items at university campuses in Lebanon and to explore the factors associated with the use of vending machines among students.

Campuses (n = 32) were screened for the presence of vending machines, and items sold in those machines (n = 21) were observed and assessed for their nutritive value. Also, a convenient sample of 603 students completed a web-based questionnaire investigating the association between the use of vending machines with the eating habits and body composition. Independent t-tests or chi-square, in addition to non-parametric test (Mann–Whitney) were conducted. Significance level of 0.05 was used.

Vending machine snacks sold in 20 out of 21 universities were high in sugar (32.1 g/100 g), fat (29 g/100 g) and saturated fat (10.5 g/100 g), while for beverages, 20% of the universities had them high in sugar (9.5 g/100 ml), fat (2.9 g/100 g) and saturated fat (1.7 g/100 g). The use of vending machines around campus was associated with significantly higher weekly consumption of crisps, savory snacks and milk. The majority of the participants were vending machine users (77.1%). Vending machine users had a higher weekly consumption of crisps and savory snacks (3.6 ± 4.3 vs 2.3 ± 3.3; p = 0.008) and a higher weekly consumption of milk (4.0 ± 4.2 vs 3.0 ± 3.6; p = 0.036).

No study has determined the nutritive value of vending machines in universities in Lebanon, nor investigated the associated factors with their use.

The purpose of this paper is to present insights regarding the barriers that prevent women in Lebanon reaching parity with men in senior leadership positions. The paper also portrays men and women’s varying perceptions regarding these barriers.

A total of 129 participants at a Lebanese university took part in the study. The data collected were analyzed using SPSS. Frequencies and χ2-tests were conducted.

The findings suggest that women are more likely to be discriminated against and are thus more likely to be underrepresented in top leadership positions. Organizational and cultural barriers were considered to cause this discrimination. Women were more likely than men to believe that women face more barriers while climbing the career ladder. Men were more likely than women to believe that organizations are the parties responsible for this underrepresentation, more so than the surrounding culture. Surprisingly, a sound proportion of women believed that men are more competent at occupying top management positions in Lebanon.

This is one of the few studies to explore Lebanese perceptions on the workplace’s glass ceiling. Further, it examines the differences in opinions between males and females on women in the workplace, which has not been previously studied. This research contributes further to the existing body of knowledge on women in management in Lebanon and the Middle Eastern region, which is generally small in quantity.

The purpose of this study is to explore the human resource development (HRD) implications of perceived higher education (HEd) leadership effectiveness on academics’ quality of worklife (QWL) in the context of COVID-19. Drawing on conservation of resource theory, this study explains the mediating role of resource adequacy (RA); then this study investigates the moderating role of COVID-19-related risk perception (CRP) on the relationship between university leadership (UL) and both academics’ turnover intention (TI) and academics’ QWL.

This study used a quantitative research exploiting the pandemic experiences and perceptions survey, PEPS, to collect data from 300 academic staff in private and public HEd institutions in Lebanon. The analyses include the test of the mediating effect of RA as well as the moderated mediation effect of CRP through regressions, PROCESS and bootstrapping.

The findings suggest that by enhancing RA, effective UL positively influences the QWL and mitigate the TI in Lebanese HEd. Furthermore, this study found that CRP weakens the direct relationship of UL on RA and the indirect effect of UL on the QWL and TI via RA such that the relationships are weakened when COVID-19 risk perception was high rather than low.

The results imply that HEd HRD professionals could think of effective human resource interventions of how to maintain good working environment where academics are facilitated to acquire high level of resources which lead to improving their QWL and mitigating the negative outcome (TIs).

To the best of the authors’ knowledge, no research has been made to investigate the moderated mediation model of the “pandemic experience and leadership perceptions” (PEPS) in the HEd sector in Lebanon, addressing academics’ experiences in business schools. This study is unique because it was conducted during the utmost pandemic outbreak (mid academic year 2021) collecting data in real time. This research contributes to the HRD literature by showing empirical evidence of the relationships in the context of Lebanese HEd institutions.