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This paper aims to provide insight into the strategies used by leaders of graduate school preparation programs for science, technology, engineering and mathematics (STEM) to recruit and retain graduate students of color within STEM fields.

This paper is a qualitative multiple-case study using a snowball sample and semi-structured interview protocol. Twenty interviews were conducted.

Graduate program leaders use particular strategies to increase diversity and inclusion within graduate STEM education, and these strategies are strongly influenced by their institutional context. The most common strategies include collaboration, mapping the political terrain, evaluation, mediation, persistence, persuasion, networking in and outside of the institution, strategic planning, bargaining and negotiation, reaching out to the greater campus, and coalition building and developing allies.

All of the institutions in this study were public research institutions. Further inquiry is needed on more diverse types of institutions.

The results of this study can be used by institutional and STEM program leaders who wish to increase diversity and inclusion.

This research study raises awareness about an under-studied group of leaders, as well as the importance of considering context when developing strategic plans for increasing diversity and inclusion for STEM.

This study is unique because while graduate school preparation programs have become an important strategy for addressing diversity in STEM fields, research on these programs usually focuses only on student outcomes. This study provides rare insight into what is required to implement, sustain and expand these kind of diversity programs.

The purpose of this paper is to gain insight about the experience of multicultural administrators who oversee bridge program designed to recruit and retain historically underrepresented students of color. The study was also designed to capture the experience of the multicultural administrator as well as what meaning they made of their role as a diversity leader, and the challenges they face as they try to meet diversity goals under the constraints of race neutrality.

This is a descriptive qualitative multi-case study. In order to gain a better understanding of the experience of multicultural administrators as they try to enact diversity leadership under race-neutral policies a qualitative phenomenological multi-case designed was used. Semi-structured interviews were conducted with multicultural administrators from four institutions within a southern state of the USA.

Data reveals that seeking to increase and foster diversity on predominantly white campuses under race neutrality is challenging. Many of the administrators expressed concern about how they would maintain and increase diversity and campus inclusiveness without specifically marketing and targeting to groups that are traditionally marginalized. Overall, they described the experience as one filled with heightened awareness of the social and political environment and how senior-level administrators and other offices on campus perceived them and their work.

Using a qualitative multi-case study limits generalizability. Also, there are many other factors such as institutional type, location, student population, and institutional capacity that may impact the institutional conditions in which each of these administrators work.

The findings of this study can be used to inform institutional policy makers of these struggles as well as provide campus administrators and staff helpful recommendations for dealing with the politics of race neutrality as they continue to fulfill their responsibility to increase diversity on their campuses.

This paper may raise awareness about the challenges of employing race neutrality, particularly for states and institutions concerned with diversifying higher education. It also highlights the challenges leaders face when dealing with reduced funding and policies that do not support their work.

The paper discusses an understudied and under-recognized group of diversity leaders dealing with a current race-neutral policies. It will be of interests to institutional leaders, multicultural administrators, and other types of diversity leaders in higher education.

The purpose of this research is to undertake a bibliometric analysis of financial performance research in of higher education sector. The study examines papers over the last 2 decades and performed performance analysis, co-citation analysis, bibliographic coupling and scientific mapping.

The study examines 616 documents retrieved from the Scopus database using bibliometric analysis, performance analysis and thematic clustering. The study looked at the scientific productivity of papers, prolific authors, most influencing papers, institutions and nations, keyword cooccurrence, thematic mapping, co-citations and authorship and country collaborations. VOS viewer was employed as a tool in the research to conduct the performance analysis and thematic clustering.

This study delves into the recent advancements in financial performance research within higher education, focusing particularly on the year 2023, characterized by a peak of productivity with 46 significant articles. Notable institutions contributing substantially to this discourse include the University of Sussex (UK), and Ratio Institute Stockholm (Sweden), each referenced 227 times. The United Kingdom has emerged as a leader in financial performance research, amassing 3,850 citations from 92 publications. Key journals driving this conversation include “Entrepreneurship: Theory and Practice” and “The British Journal of Political Science.” The most cited study examines the impact of business-university partnerships on innovation and financial outcomes.”

This is the first study that provides a performance analysis and scientific mapping of the financial performance literature in the higher education sector. In addition, this study is the initial one to do a thorough analysis and organized representation of financial performance in the higher education sector, providing an unparalleled understanding of a hitherto uninvestigated area of academic research.

The purpose of this study is to analyse how academic staff cope with the new culture of performance measurement and assessment in universities. In particular, the study aims to shed light on how external pressures related to measurement of research performance are translated into organisational and individual academic responses within the university and the extent to which these responses are related specifically to the operational features of performance measurement systems (PMS).

The study is based on a case study conducted in an Italian public university and based on interviews with a cross-disciplinary sample of faculty members.

The study provides insights into how linking financial incentives and career progression to research performance metrics at the system and organisational levels may have important reorientation effects on individual behaviours and epistemic consequences for the academic work.

The study is based on interviews, so one limitation is related to the risk of researcher and interviewee personal bias. Moreover, this study is focused on one single case of a specific university setting, which cannot be fully representative of the experiences of others.

The study contributes to the literature on management accounting by exploring the factors that might explain why the unintended effects of PMS on academics’ behaviour reported by several studies might occur. From a practitioner’s point of view, it shows features of PMS that may produce unintended effects on academic activities. It also highlights the need to rethink PMS for the evaluation of university performance through the involvement of different stakeholders.

Despite its health benefits, vegetable consumption is low in urban Nigeria. Interventions have been successful in increasing urban Nigerians' vegetable intake in the home environment, but interventions doing so for popular out-of-home consumption are lacking. This study aimed to design, implement and assess an intervention to increase the vegetable intake of urban Nigerians through street foods.

A quasi-experimental design was applied in Lagos, Nigeria. During the intervention, 12 trained street food vendors (SFVs) actively promoted the health benefits of vegetables to their customers (using marketing statements and posters) and provided the option to buy an additional green leafy vegetables (GLVs) side dish to their meal. Purchases were observed, and a survey was conducted before and during the intervention to measure perceived meal quality and satisfaction. Six to eight weeks after the intervention, a mystery shopper visited the vendor to assess if they were still selling additional GLVs.

Almost half (46%) of the 1,506 observed customers bought additional GLVs during the intervention. Both at baseline (N = 452) and during intervention (N = 564), meal satisfaction was high. Users were on average more educated and older than non-users. Most vendors did not perceive the sale of additional GLVs as additional work. Six to eight weeks after the intervention, nine vendors (75%) were still selling additional GLVs.

This study showed that SFVs informing consumers on the potential health benefits of vegetables and offering these vegetables in street food dishes at a commercially viable price is an interesting option to increase vegetable intake.