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Global trends in higher education are calling now for public university reforms which aim to increase the competitiveness of the university on the world markets, enlarging its role in the economy and in society by making it more entrepreneurial, more efficient, and closer to practical life. In order to achieve these goals, universities should be managed in a different way. The principles of New Public Management (NPM), which are being actively introduced in Russian universities, substantially transform educational and scientific practices. The purpose of this paper is to demonstrate the growing crisis of NPM-based university institutional reforms in terms of legitimisation, to reveal which factors shape legitimacy, and to show why legitimacy as such cannot be achieved within the framework of NPM.

The productivity and efficiency of the NPM-based strategy are mainly defined by the attitudes of all actors, or stakeholders. As such, it is very important to investigate local responses on a workplace level, in order to understand how insiders – lecturers and researchers – view the structural changes taking place within Russian universities. In order to do so, an empirical research of lecturers in four national research universities (NRUs) in St Petersburg has been organised. Using a self-designed questionnaire, the authors assessed the academic perceptions and evaluations of certain changes which have taken place in Russian universities over the last few years. In all, 126 teachers of four St Petersburg NRUs took part in the survey, which was conducted between January and February 2015 and consisted of questions measuring resources of legitimacy and legitimacy markers.

Legitimacy markers were revealed such as acceptance of goals, positive perception of results and emotional state. A serious conflict between the existing cognitive culture of universities and the new managerialistic approach was diagnosed. The legitimacy of NPM-based reforms in Russian NRUs was proven to be low for the following reasons: the objectives of reforms are unclear or even unknown to employees; the results of the reforms are either not seen or negatively evaluated; and the reforms provoke stress and professional burnout. The following factors influencing the process of legitimisation were proven to be significant: the agreement of personnel with reforms and the changes they bring, positive perception of changes, opportunity to participate in decision making (engagement), and, to some extent, influence. Remuneration has only a slight effect on legitimacy.

The findings of this study are not free from limitations. The data were collected within only four research universities in St Petersburg. Furthermore, the authors’ findings are based on self-reported data, which can be biased. Increasing the volume of the sample and the number of NRUs could be one solution. In the future, research could be developed by enhancing the sample, by making international comparisons, and by providing a more detailed questionnaire.

Higher education systems in many countries in the world are going through similar reforms and are facing similar issues: increasing competition for funds, students and teachers, massification and commercialisation of education, a new managerialistic approach to governance, research valorisation, and effective contracts. New managerial ideology is having a big impact on university culture and can cause passive resistance to reforms, along with disappointment, frustration and professional burnout. These are important issues which cannot be ignored if a successful “third generation” entrepreneurial university is to be built. This study provides important insights into the perceptions of reforms and requires us to pay more attention to university as a social and public value.

The research is original. It is interesting and new because it discusses the NPM-based reforms in higher education in the Russian Federation, a country which was earlier quite well-known for the quality of its education and richness of its university traditions, and empirically tests the factors influencing their legitimacy. Prior research on legitimacy applies the concept mainly in politics. Otherwise, legitimacy is still a concept which is difficult in terms of both theoretical interpretation and empirical validation. The results of the study have practical implications for providing and developing more effective governance in public organisations.

The present paper aims to explore how to measure trust as a receptivity force in an intra-organisational knowledge-sharing network with the help of self-developed algorithms of modelling percolations.

In this paper, a completely new methodology is applied by using a sample study of an international company’s financial centre as an example. Computer software has been developed to simulate the network and calculate the percolation thresholds by combining its characteristics, thereby revealing what and to what extent connectivity and trust, respectively, influence knowledge sharing.

The application of computer modelling to build up a percolation network is useful for answering questions about the determinants of knowledge sharing. Arguably, the authors demonstrate how the applied new methodology is superior in addressing how to measure the critical values of trust, connectivity and interaction issues, as well as leading to better insights about how these can be managed. The present paper confirms that trust is an essential factor influencing knowledge sharing and that there is a reciprocal effect between social interaction and trust.

The model provides a useful tool for assessing features of the intra-organisational knowledge-sharing network and thus an important foundation for implementing actions in practice. The findings of this study imply that managers should consider the important role of task-related trust between actors and in general for knowledge sharing. With the help of percolation modelling, the degree of trust in an organisation can be computed, and this provides managers with an approach for managing trust.

The topic of “how can trust be measured” is very important and is becoming even more important now because the financial crisis and other issues are raising questions about trust and moral compass rather than financial data. A percolation-based approach to studying knowledge sharing has not been researched in depth before now, and this study attempts to fill that gap. Fundamentally, this multidisciplinary research adds value to the theoretical foundation of the percolation network and research methodology to be used in social sciences and gives an example of their potential practical implications.

Upon completion of this case study, students will have learned to identify and analyze pending organizational failure, based upon company data. They will have formulated a business strategy (either cost leadership, differentiation or focus), as well as propose process improvements to cope with changing macroeconomic factors, costs, supplier conditions, and especially talent management and retention. Students will practice the logical organization of information, articulating the key facts and assumptions underlying their solutions. They will practice communicating with a possibly hostile executive team, to whom they defend their proposal based on its merits.

This case recounts the recent history of the XT Beauty, a fictionalized but real company headquartered in Moscow, selling professional cosmetics, electrical instruments and equipment for beauty salons in St. Petersburg, and other cities in Russia. XT Beauty enjoyed successful growth until the onset of the 2014 economic crisis when consumer purchasing power plummeted. Students consider both the obstacles and opportunities presented by an emerging Russian market, customer behavior in a recession, managing sales talent, the leadership style of women, as well as key operational, and financial issues as the company react to a deepening economic crisis in an uncoordinated manner. The case is an introduction to the Russian business culture and operational environment. It focuses not only on challenges but also the opportunities in the anti-cyclical market for beauty products.

Master’s students in international business, human resources, operations and MBA candidates.

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Higher education (HE) institutions worldwide are experiencing fundamental changes, moving from the traditional Humboldt-type model towards an entrepreneurial model. In the context of these global trends, the Russian university landscape is being prepared to undertake a great transformation towards international standards in HE. The Russian State is currently funding a large-scale reform package for universities. The purpose of this paper is to examine trends and institutional reforms in the Russian HE system including the perspectives of universities, governments and business.

Currently, much attention is focussed on increasing the global competitiveness of Russian universities by making Russia’s HE system more integrated in international activities. The Programme “5-100-2020” launched in 2013 provides funds from the federal budget in order to push selected universities to increase their international rankings. A central aspect of the analysis is the policymaking process based on Kingdon’s theory of agenda setting. Furthermore, it is necessary to explore how the reforms of HE are implemented in practice, presented with the help of a single representative case study demonstrating how the Programme “5-100-2020” is implemented in a large Russian polytechnic university.

The present research shows the ways in which international trends influence educational and research environments in Russia, which provides a better understanding of the evolution of the university landscape in the light of growing marketisation, identifies important policy issues associated with becoming top international universities. The study of the timeline of reforms and reconstruction of the Russian HE system revealed an ambivalent picture which presents contradictions.

The data were collected within one organisation only. This is a single representative case study. This means generalisation is only possible for similar organisations.

The study allows university managers to be more aware of the challenges and opportunities which arise with such organisational change.

The paper draws attention to HE system reforms in Russia. University is a very important organisation for society with numerous stakeholders. The findings of the study are important for better understanding what is happening in education now.

The research adds value to policymaking process in the field of HE, and gives example of transformation process in Russian universities.

In the international graduate job market, education–job mismatches are affecting recruitment, and consequently efficiency. The purpose of this paper is to identify a widening gap in “global operating skills”, then put forward a structure for addressing the education–job mismatch, based on data gathered from higher education teachers and graduate recruiters. Framed as a case examining the contemporary context in Russia, the objective is to identify a cross-cultural management (CCM) skills set for graduates who are pursuing a career in an international environment. The study therefore has implications for managers and educators who work in this sector.

The study identifies a number of factors that need to be taken into account for developing CCM competence among graduate job seekers. Set in the specific case of a Russian higher education institutions and one of its international partners, stakeholder theory is used for theoretical underpinning and data collection. A qualitative-oriented mixed-methods approach was designed to: explore the education–job mismatch by using documentary sources and direct observations; collect data in a three-step sequence (focus groups, interviews and interactive seminar).

The key findings revealed the extent of the education–job mismatch. Specifically: a lack of transferable CCM skills, mismatch between the provision of CCM skills development in higher education and the needs of recruiters, and curriculum shortfall in terms of CCM skills. Furthermore, areas such as cross-cultural communication and cross-cultural awareness require urgent attention; new approaches are needed to enhance the knowledge transfer of CCM skills to students, in order to better equip them to work in an increasingly international workplace.

The enquiry provides a snapshot of knowledge transfer regarding CCM skills based on a particular case, from the perspective of teachers and recruiters. While care was taken to respect the language and cultural norms, the interview guide captured only a narrow dimension of the subject area. The modest size of the sample does not allow any generalisations when interpreting the data. The findings should not be applied to other national contexts, disciplines or sectors.

The authors put forward actions for enhancing the implementation of an international education programme (IEP), emphasising the importance of co-creating with stakeholders. The distinguishing features of an IEP are identified and a framework for explaining the opportunities generated by such a programme is developed. Failing to address the “skills gap” may trigger long-term ramifications for both business and society.

Academics and students claim to be dissatisfied with the current delivery of CCM skills. The identification of an education–job mismatch implies that CCM skills are not being effectively transmitted within higher education. This study sets out to identify and explain the current situation of CCM skills development in contemporary society. The genesis of this study stems from the topical debate surrounding reconceptualising higher education to reflect a more international-oriented approach.

Research into CCM is frequently undertaken from an Anglo-centric perspective, or sets out to compare an “Anglo” environment with a non-Anglo setting. Few CCM studies are set in the context of a contemporary Post-Soviet society.

The purpose of this paper is to provide an insight into the extent to which faculty have adopted technology-enhanced learning in the delivery of undergraduate programmes to a largely international cohort, and indirectly the barriers that may be preventing a more widespread use of technology.

The enquiry takes a cross-disciplinary approach to explore how technology is used in the delivery of international programmes in France and Russia; the focus lies at the intersection of technology-led learning and managing cultural diversity. A face-to-face survey is used to gather the more specific information about teaching practices at each institution.

The findings of the survey strongly suggest that technology acceptance and technology awareness are influenced by a number of complex factors in this particular cultural context. The study concludes by discussing various recommendations for integrating technology into courses delivered across the partner institutions.

The two institutions are based in “second cities” but they do not reflect a nation-wide attitude to using technology for teaching purposes. The findings cannot be extrapolated beyond this relatively restricted geographic sample.

Existing studies often discuss and compare student reactions to technology-enhanced learning but there is a gap in the understanding of the broader factors that can influence the delivery of course materials using technology. The perception and usage of internet technology can vary considerably across different cultures and linguistic communities, and this factor can have an impact on the way a course is delivered.

This paper aims to further research on leadership and knowledge management through formal knowledge strategies in knowledge-intensive organizations (KIOs), and analyse knowledge management challenges and approaches within KIOs, especially tacit knowledge.

This paper is based on conceptual and literature research.

Managing knowledge as an organizational asset involves how knowledge is obtained, stored and organized, and accessed and shared when needed. This is crucial for KIOs. Knowledge that is not captured, understood and transferred, throughout the organization, is useless. This requires the integration of systems and processes with people and leadership. Tacit knowledge generation and transfer is especially important in KIOs. In particular, the success of KIOs depends crucially on management’s ability to give leadership in a way that supports knowledge-intensive teamwork. The global nature of internal and external knowledge networks adds to the leadership challenge. This can be made more complex by cultural differences, intellectual property protection (formal and informal) and talent scarcity.

Further research is needed to identify the types of KIO and to better understand sound common knowledge management and related leadership principles across all types of KIO and those that are more context-dependent on the type of KIO and/or its business and cultural context. More research is needed on policy making organizations, in-company policy-making research and development and creative industries.

The paper takes forward research on leading knowledge management in KIOs and introduces 14 challenging new papers in this specific field of research.

Researchers in Russia wanted to find out if education-job mismatches affect recruitment in the international employment market.

There was a three-stage process. Stage One involved organizing interviewer-led focus groups with 18 Russian recruiters. In Stage Two the authors carried out face-to-face interviews with 17 CCM research-informed teachers and 11 recruiters. Finally, the third part of the study was an interactive seminar with 297 graduate job seekers in Russia.

The main issue was the overwhelming lack of transferable cross-cultural management (CCM) skills, especially among young graduates. The authors interviewed university teachers who felt that graduate job seekers lacked a wide range of basic skills and knowledge. Meanwhile, they interviewed recruiters who were concerned about the inability of graduates to apply their knowledge in a global business context. The recruiters were also critical of the teachers for not supplying graduates with the right soft skill set.

Research in the field has been rare, especially in Russia. The results point the way forward for academic researchers, but also practicing teachers

The purpose of this study is to introduce new tools to develop a more precise and focused bibliometric analysis on the field of digitalization in healthcare management. Furthermore, this study aims to provide an overview of the existing resources in healthcare management and education and other developing interdisciplinary fields.

This work uses bibliometric analysis to conduct a comprehensive review to map the use of the unified theory of acceptance and use of technology (UTAUT) and the unified theory of acceptance and use of technology 2 (UTAUT2) research models in healthcare academic studies. Bibliometric studies are considered an important tool to evaluate research studies and to gain a comprehensive view of the state of the art.

Although UTAUT dates to 2003, our bibliometric analysis reveals that only since 2016 has the model, together with UTAUT2 (2012), had relevant application in the literature. Nonetheless, studies have shown that UTAUT and UTAUT2 are particularly suitable for understanding the reasons that underlie the adoption and non-adoption choices of eHealth services. Further, this study highlights the lack of a multidisciplinary approach in the implementation of eHealth services. Equally significant is the fact that many studies have focused on the acceptance and the adoption of eHealth services by end users, whereas very few have focused on the level of acceptance of healthcare professionals.

To the best of the authors’ knowledge, this is the first study to conduct a bibliometric analysis of technology acceptance and adoption by using advanced tools that were conceived specifically for this purpose. In addition, the examination was not limited to a certain era and aimed to give a worldwide overview of eHealth service acceptance and adoption.