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This study examines the relationship between higher education improvement and tacit knowledge importance. In this context, the scarcity of empirical and theoretical studies on acquiring tacit knowledge to enhance academic performance in higher education suggests that this research area holds significant importance for experts and policymakers. Consequently, this study aims to explore the factors that influence academic research performance at Chinese universities by acquiring tacit knowledge.

To achieve the study aims, the current approach utilizes the research technique based on the socialization, externalization, internalization and combination (SECI) model and knowledge management (KM) theory. To analyze the study objective, the authors collected data from post-graduate students at Chinese universities and analyzed it using structural equation modeling (SEM) to test the model and hypotheses.

The results indicated that social interaction, internalization and self-motivation have a positive impact on academic research performance through the acquisition of tacit knowledge. Furthermore, the findings suggest that academic researchers can acquire more knowledge through social interaction than self-motivation, thereby advancing research progress.

This study addresses the critical issues surrounding the acquisition of tacit knowledge and presents a comprehensive framework and achievements that can contribute to achieving exceptional academic performance.

Proper topic selection is an essential prerequisite for the success of research. To study this, this article proposes an important concerned factor of topic selection-topic popularity, to examine the relationship between topic selection and team performance.

The authors adopt extracted entities on the type of gene/protein, which are used as proxies as topics, to keep track of the development of topic popularity. The decision tree model is used to classify the ascending phase and descending phase of entity popularity based on the temporal trend of entity occurrence frequency. Through comparing various dimensions of team performance – academic performance, research funding, relationship between performance and funding and corresponding author's influence at different phases of topic popularity – the relationship between the selected phase of topic popularity and academic performance of research teams can be explored.

First, topic popularity can impact team performance in the academic productivity and their research work's academic influence. Second, topic popularity can affect the quantity and amount of research funding received by teams. Third, topic popularity can impact the promotion effect of funding on team performance. Fourth, topic popularity can impact the influence of the corresponding author on team performance.

This is a new attempt to conduct team-oriented analysis on the relationship between topic selection and academic performance. Through understanding relationships amongst topic popularity, team performance and research funding, the study would be valuable for researchers and policy makers to conduct reasonable decision making on topic selection.

This paper explores the impact of high-performance human resource practices (HPHRPs) on the research performance and career success of academics.

Survey data was collected from 586 faculty members in the five largest public universities in Saudi Arabia.

The findings suggest that the HPHRPs of internal mobility and recognition had a strong impact on faculty members' career success and that these relationships were mediated by research performance. In addition, the study also found that the HPHRPs of training and recognition positively influenced research performance, while, surprisingly, the HPHRPs of participation in decision-making were found to have a negative effect on faculty members' research performance.

This study is original in combining research in human resource management (HRM) and career studies to develop a model that explains academic research performance and career success from the lens of HR practices. The results also provide leaders in Saudi Arabia's public higher education sector with empirical data on the impact of HPHRPs on academic research performance and career success.

This paper aims to identify the role of organizational and individual factors in predicting the research performance of academics when job crafting is a mediator variable and organizational culture is a moderating variable.

This study was conducted by collecting responses from academics at five Malaysian research-based universities. The sample size was 273. Standard questionnaires were used to collect the data. The data were analyzed using partial least squares structural equation modeling.

The most significant predictors of research performance were organizational culture, individual effort and professional development, whereby job crafting was most optimally predicted by work engagement and transformational leadership. While organizational culture moderated the relationship between transformational leadership and research performance, the mediating role of job crafting was insignificant between work engagement and research performance.

The findings have important implications for human resource development practitioners (HRD) in terms of improving overall academic research performance. Practical interventions are suggested to assist academics in enhancing their performance. This study highlights how academic performance can be managed more effectively.

The findings extend the HRD literature in higher education and offer a framework that enhances the understanding of the organizational and individual factors that influence academics' research performance within a specific context of research universities in a non-Western context.

The purpose of this paper is to highlight and compare insights from research conducted in different disciplines on the effects of the use of calculative practices in academia. It also acts as an introduction to the special issue on “governing by numbers: audit culture and contemporary tales of universities’ accountability”.

This paper reviews the findings and reflections provided in academic literature on the various types of consequences stemming from the diffusion of the “audit culture” in academia. In so doing, it draws upon insights from previous literature in education, management and accounting, and other papers included in this special issue of Qualitative Research in Accounting and Management.

The literature review shows that a growing number of studies are focussing on the hybridization of universities, not only in terms of calculative practices (e.g. performance indicators) but also in relation to individual actors (e.g. academics and managers) who may have divergent values, and thus, act according to multiple logics (business and academic logics). It highlights many areas in which further robust academic research is needed to guide policy and practice developments in universities.

This paper provides academics, regulators and decision-makers with relevant insights into the critical issues of using calculative practices in academia. Despite the negative effects have been observed in various disciplines, there is an evident perpetuation in the use of those practices.

This paper contributes to the ongoing debates on the disillusion of calculative practices in academia. Yet, positive changes can be achieved within the complex settings of “hybrid” universities when the apparent class division between academics and managers is bridged.

The purpose of this paper is to examine the interdependent relationship between knowledge management and the academic performance of faculty members in higher educational institutions (HEIs) in Nepal.

This study applied survey research to identify the interdependencies between knowledge management and academic performance in the context of HEIs. The data were collected from the 445-academic staff of four different universities of Nepal by using the self-constructed questionnaire, using Delphi methods. Factor analysis was applied to identify the dimensions of knowledge management and academic performance and canonical correlation analysis was applied to examine the interdependent relationship between dimensions of knowledge management and academic performance.

The factor analysis explored the following seven dimensions of knowledge management: knowledge utilization, acquisition, generation, dissemination, transfer, creation and presentation and four dimensions of academic performance as research and publication, innovation, interactive learning and capacity building. The analysis of canonical correlation showed the interdependent relationship between knowledge utilization, acquisition, generation and dissemination with research, publication and capacity building; knowledge creation with innovation; and knowledge transfer and presentation with interactive learning.

This study was carried out based on the day-to-day practices and perceptions of the faculty members of four different universities in Nepal. The changing context of global practices in academia, organizational structure and thoughts of faculty members are changing rapidly. It demands the practical aspects of transferring tacit knowledge to explicit one to enhance intellectual capital of individual.

In a country such as Nepal, the concept of knowledge management is in an emerging stage and has been applied to some financial institutions so far. In this context, this paper presents a study that was carried out to explore the interdependence of knowledge management practices in HEIs to enhance academic activities and discourses. The knowledge management further strengthen the intellectual capital of individual and institution and impacts on overall development of knowledge economy of nation.

Investigates the ways in which the performance of academic research can be measured. In particular, it considers the role of quality as one aspect of performance. Focuses specifically on the case of the Research Assessment Exercise (RAE) carried out in all UK universities and highlights the need for clearer definition and measurement frameworks. Considers the extent to which research can be considered as a product or a service. The literature is reviewed and a performance measurement framework for research is suggested, with a set of quantitative performance measures. The extent to which these measures include the RAE measures is then discussed and it is shown that the RAE measures focus primarily on one aspect of performance. Recommendations are made concerning the utilisation of a wider framework than that suggested by the RAE to enable research performance to be assessed in overall terms, improvements to be identified and benchmarking carried out.

In recent times, universities have been faced with the challenge of implementing neoliberal ideas as a survival tactic. For instance, there is increasing pressure on academics globally to publish because of performance funding and other metrics like global rankings, which consider where and how much academics publish. This study explores how neoliberalism in higher education has influenced the academic profession.

The study used two New Zealand universities as case studies to understand how the universities' academics respond to government formula for allocating public funding to universities and also how the universities respond to the changing higher education system in New Zealand. In total, 21 academics were interviewed and documents such as the strategic plans of the universities; policies, guidelines and procedures; Tertiary Education Union reports and media reports were analysed.

The study finds that neoliberal practices could lead to occupational stress that comes with the pressure to publish, increased teaching workload and casualisation of the academic job, especially amongst emerging academics.

Whilst the topic is not entirely original, this study is pertinent and offers the following advice to stakeholders. A university's success is a function of its academics, and academics perform at an exceptional level because academics want to, not because academics are being made to. Unless governments and universities address the intense competition that results from funding allocation procedures, the less well-off academics will fail and some will be forced to compromise the duties that academics have. A collaborative and collegial higher education system that focuses on serving the public good can be an alternative.

Employability is a major educational goal, but employability programmes emphasise skill development, while employers value performance. Education acts as a model for employment, so educational performance assessment should be aligned with employment models. Consequently, the aim of this paper is to examine the relationship between educational and workplace performance, especially the role of Citizenship Performance within educational settings.

Students in an introductory university course rated their own personality, and weeks later assessed one another's Citizenship Performance. The relationship of these ratings to academic Task Performance was analysed with structural equation modelling.

Citizenship Performance was correlated with academic Task Performance, at a similar level to that found in workplace studies. Further, Citizenship Performance mediated the prediction of Task Performance by the personality dimension Conscientiousness, a major predictor of academic performance.

Use of separate raters for the various ratings and the study's longitudinal design provides assurance that results are not inflated due to measurement arteficiality, instead probably underestimating correlation strength.

Rather than treating employability skills as an additional educational component, university teachers should actively foster student Citizenship Performance within their courses. This will better prepare students for employment and in the short term will aid their studies. Attending to Citizenship Performance also provides benefits to students who are higher on Conscientiousness without restricting access to education based on personality.

This is the first study to demonstrate the relevance of Citizenship Performance within educational settings, or to explain how Conscientiousness affects academic performance.

This paper examines the ways in which Chinese university middle managers evaluate subordinate performance in response to the Chinese Double First-Class University Plan, a national project that ranks the performance of universities. In exploring compromise arrangements, the hybridised valuing activity of middle managers is found to be shaped by emergent and extant macro-foundations.

The qualitative data from 49 semi-structured interviews at five Chinese public universities were conducted. Drawing on macro-foundational studies and the sociology of worth (SW) theory, the analysis helps to identify socially shared patterns of actions and outcomes.

The findings elucidate the interplay between diverse economic, social, political and institutional values and the compromise-making by middle managers. The authors find that contextual factors restrict Chinese academic middle managers' autonomy, preventing workable compromise. Through the selective adoption of international and local management practices, compromise has evolved into a private differential treaty at the operational level.

A nuanced explanation reveals how the macro-foundations of Chinese society influence middle managers who engage with accounting when facilitating compromise. This study helps outsiders better understand the complex convergence and divergence of performance evaluative practices in Chinese universities against the backdrop of global market-based forces and the moral dimensions of organisational life. The findings have wider implications for the Chinese government in navigating institutional steps and developing supportive policies to enable middle managers to advance productive but also sustainable compromise.