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The contemporary French public research and higher education environment is complex and diverse. This chapter is based on major evolutions that occurred since 2000, particularly for universities. This timespan reflects the period during which the research management and administration (RMA) profession developed in this country. The development of this profession is closely linked to the new need for universities to obtain external resources. The changes in universities occurred differently according to their size and internal organisation. Research Managers and Administators (RMAs) acquired visibility to become important elements in the smooth running of research activities of universities and research organisations. Yet, there are still some challenges to face at organisational level for the profession to become essential and well-recognised, such as the lack of a national network.

The purpose of this chapter is to highlight how universities got into the predicament in which they currently find themselves in, or somewhat planned to be in, in the 2020s. The historical account outlines the purpose of higher education and who it was for throughout the last few centuries, before a more in-depth analysis of the last few decades will highlight how, and why, neoliberal and subsequently managerial aspects of leadership and performance metrics crept into universities before an analysis of the last 5–10 years, including the onset and consequences of COVID, will demonstrate that many ‘COVID recovery plans’ around staff cuts and course reforms were already in place before COVID, but it was COVID that allowed these plans in most cases to be escalated.

The French higher education system has experienced reforms since the 2000s that gradually emphasized the executive power of universities and the centralization of decision-making. This culminated with the excellence initiatives (Idex) that concentrated 7.7 billion euros on only nine institutions to create “world-class” universities and made their leaders responsible for the local allocation of this substantial endowment. The universities’ executives had four years to complete changes in governance in order to see their institution permanently awarded the title and the funding of Idex. The hiring process is one of the elements that this policy impacted the most within these universities, enabling leaders to create new kinds of positions and control the hiring process. However, by looking at the hiring practices within three different Idex, we will show that collegiality did not disappear but rather it evolved: in the three cases, the closest colleagues have been marginalized but decision-making remained collective and in the hands of academics chosen by the university executives. Variations in the intensity of this evolution could be observed according to two dimensions. First, the scientific reputation of the university: the higher it is, the less collegiality is transformed. Second, the level of external pressures: the less collegial universities have relaxed their hiring practices after the evaluation that permanently granted them the label of Idex.

This performance autoethnography may or may not be interpreted as a continuation of a conversation regarding the experiences of those with devalued statuses in academic settings. The authors rely on “strange accounting” to consider their experiences in the academy from various standpoints: before and after promotion, before and after leaving academia. While reflecting on our past experiences, we introduce the concept of “everyday precariousness” as a way of explaining the normalization of instability, insecurity, and negative affect that is part of everyday life for those with devalued statuses in academic settings and beyond. Everyday precariousness is an embodied experience for those in vulnerable positions. Normalized exposure to risks, such as discrimination, harassment, bullying, or structural instability, produces an undercurrent of threat that permeates academic culture. Our stories of everyday precariousness span race, ethnicity, class, academic roles, and gender boundaries (among many others). Analyzing these experiences furthers previous work on the uses of strange accounting as well as the dynamics of status silencing. In the final analysis, unresisted and unabated, everyday precariousness and status silencing can lead to institutional failure and resonance disasters.

Before the British colonial regime, Muslims in South Asia recognized a transnational notion of education that stretched on all sides, including the Middle East, Africa, Europe, and Central and South-East Asia, with a great social awakening and consciousness about the importance of inclusive education. Academia included theological and secular subjects and focused on producing thoughtful, sophisticated, and confident individuals ready to defend their beliefs with sound knowledge and reasoning. However, the British Raj in the 19th and 20th centuries had a lasting and indelible impression on the Muslims and the Islamic education system. British colonial regime challenged the theological discourse and education and compelled a Western style of education. These transformations in the education system raised several dilemmas and impasses for the Muslims of South Asia. Pakistan has remained a silent recipient of this tension underpinned in its educational systems even before its inception. This chapter traces the roots of education systems operating in Pakistan starting from the ninth century with the victory of Mohammad Bin Qasim through the 19th-century colonial rule of Great Britain until today, when the country offers a blend of diverse education systems. The study explores values embedded in different education systems operating in Pakistan. It is essential to understand the values inherent in these systems to see the harmony or conflict prevailing as a consequence which might have repercussions for the different societal segments and communities. Renewed focus toward value realization will facilitate refining educational frameworks and a promise for the acceptance of global and international advancements.

Drawing on new insights from the perspectives and experiences of board members, the purpose of this study is to determine the board attributes that influence board roles in improving the integration of corporate social responsibility (CSR) into corporate governance structures. In total, 10 in-depth semi-structured interviews were conducted with directors of listed Jordanian companies to explore their perceptions of the effect of board of directors' composition on CSR and CSR disclosure (CSRD). The key findings show that boards with a diverse range of directors is essential independent/nonexecutive members, directors with business and/or accounting backgrounds, and foreign members to determine if they aim to better manage their CSR. To take CSR to the next level in the Arab region, we need to strengthen corporate governance mechanisms, and put more pressures on companies to make changes in board composition. For example, we suggest that companies that appoint business-educated and foreign members to their boards tend to engage in more impactful social and environmental-related activities and reflect their sustainable development more effectively. The study responds to calls for further research adopting qualitative methods, such as case studies and interviews in order to obtain a complete and in-depth understanding of the influence of board composition on CSR/CSRD. The findings provide useful insights for practice, policymakers, and future research.

In this chapter, we plan to describe the effects of war on tourism. Battlefield tourism was discussed within the effects of War on tourism. It is aimed to analyse the wars in world history and the consequences of these wars. War is a modern security problem with long-term severe consequences engraved on society. Wars, on any ground, always impact people's memories and activities (Smith, 1998). Wars leave their mark on society and are among the never forgotten events in history (Aliağaoğlu, 2008). Some of these events end with victory, while others end sadly. Wars affect tourism both positively and negatively. This chapter is essential to identify the contribution of tourism in battlefields, a different type of tourism, to the countries. In the context of battlefield tourism, this chapter will present a framework. It attempts to explain battlefield tourism through case studies. Document review and case study methods will be used. It is assumed that this chapter will bring the battlefields to tourism.

I historically compare changes in institutional frameworks creating academic positions linked to temporary employment by analyzing university employment statistics in Chile, Colombia, Germany, and the USA. I find that temporary academic positions were institutionalized through the creation of previously inexistent academic categories called a contrata in Chile, de cátedra in Colombia, “junior professor” without tenure in Germany and “postdoc” in the USA; used in higher education and employment laws since 1989, 1992, 2002, and 1974, respectively. Under institutional frameworks demanding the maximization of students and research, universities have increasingly contracted academics through temporary contracts under rationales that differ between regions. In Colombia and Chile, public university leaders and owners of private universities contract such teaching positions to expand student numbers through lowering costs. In Germany and the USA, employment insecurity is mostly driven by temporary scientific positions under a main rationale of scientific expansion. The share of temporary positions has increased exponentially in Colombia and Germany in recent decades, whereas in the USA there has only been an increase since 2012. Moreover, in Chile, the share of permanent positions has decreased since 2012. The common trend is one of isomorphism of vertical academic structures sharing a pyramidal form, with a wide base of academics working under conditions of contractual insecurity. Such trends follow a rationale for maximization of student numbers as well as administration, and scientific production that is in tension with prioritizing wellbeing and improvement of academics’ working conditions. Yet, in these environments, the institution of tenure in the USA and recent Chilean regulations on accreditation represent mechanisms counteracting precarious employment.