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What are the academic experiences of senior professors in the field of public relations (PR) at the Brazilian universities? This chapter proposes the advance of knowledge on the theoretical framework of contemporary liberal feminism by refining the previous theoretical and methodological publications. This theoretical lens prevails in earlier works, with empirical studies grounded in industry and corporate environments – mainly done by researchers from the United Kingdom, North America and Scandinavia, while PR feminist postmodernism appears in European literature – all scarce in Brazil and Global South (Latin America and African nations). Moreover, studies applying female or male PR scholars in university settings are rare in national and international literature. Hence, we gathered data and analysed narratives from seven senior female PR professors from Brazil, using an interpretative qualitative approach. Thus, this chapter about the female PR academic experiences and everyday practices highlights the starting point for an onto-epistemological discussion to understand the liberal feminist educational-based context in a Latin American country. Henceforth, two conceptual-practical dimensions – feminist PR competence and feminist PR performance – along with three methodological recommendations are presented for enhancing the contemporary liberal feminism theme as a robust research domain in PR and Strategic Communication agenda.

Human perceptions, attitudes, and relationships are shaped by worldviews and values. The rich mosaic of worldviews in today's fast-changing global village, where cultures interact and information flows freely, challenge educators and students. Worldviews influence problem modeling and solutions. Worldviews give us psychological confidence that the world is as we see it, safe, secure, and belonging. Each worldview is consistent with the assumptions, ideals, and analytical processes. Values define behavior, attitudes and decision-making. The global higher education system's long history and recent developments in globalization, technological innovations, and internationalization make it even more complex. Globally, higher education is evolving rapidly. Global political, economic, social, technological, and environmental factors promote rapid change. Higher education institutions have struggled to adapt to these developments due to limited resources and capacity. Growing demand has created new business models and institutions. Access, equity, inclusion, and quality are new issues that emerged. To be relevant in a rapidly changing environment, higher education institutions must adapt to the knowledge society and growing need for access. This anthology contains 14 thought-provoking studies on worldviews and values in teaching-learning, curricula, assessment, and outcomes.

This chapter provides a literature review on the topic of emotional intelligence (EI) in the workplace. Quantitative methods were used, with surveys sent to a predetermined sample and processed with the SPSS statistical package. The overall aim of the study was to investigate the effect of EI based on self-awareness, self-management, empathy, and relationship management on work engagement in a public university. One hundred eight professors at the public university. The data for this study were collected by means of a questionnaire. In total, there are 23 questions on a Likert scale. Cronbach's alpha showed that the reliability of the instrument was higher than 0.763. In light of the data, it has been shown that there is correlation between self-awareness, self-management, relationship management, empathy with both work engagement and job satisfaction. Furthermore, the results show that EI is significantly related to both university loyalty and job happiness. Only a conditional link was created between professors' achievements and the success of the public university.

Spurred by the COVID-19 pandemic, there has been an increase in the open acknowledgment of the importance of teaching and learning praxis that is grounded in compassion, understanding, cocreation, community, and flexibility. This is especially so for ‘traditional’ university spaces, in essence questioning and resisting the many established dynamics that face-to-face teaching and learning took for granted within many neoliberal and neocolonial higher education contexts. In this chapter, I propose positioning a love ethic as a primary point of departure for all educational engagements, a foundational shift in ontology (way of being) of the university. By focusing on love as liberation and justice, and teaching as an act of love, I draw on critical, engaged, and feminist pedagogies, as well as my experience as a lecturer in a social justice– and global citizenship-oriented program at the University of Cape Town (UCT), South Africa, where I positioned a love ethic as central to my pedagogical approach. I argue that when we begin to view love as more than mere emotion, but as an ideological position that informs values and praxis within higher education (and our university “classrooms” in particular), we may move toward new and exciting ways of envisioning the decolonized university of the 21st century. A love ethic, as defined by bell hooks, offers possibilities for an approach to critical transformation that is not merely motivated by the change of institutional structures, but by the reform of values guiding teaching and learning and ways of being within higher education institutions.

Science and technology are transforming our world in ways that have not been seen in a long time, and we live in a rapidly changing world. Despite these changes, as citizens of today, we must not lose sight of the reality that these changes even cause crises that must be managed in order to place ourselves in a true working environment that allows us to survive as employees despite these changes. The main objective of this research is to find the relationship between interpersonal competences and teacher performance in a sustainable university. The methodology used was the quantitative, nonexperimental approach, as the variables will not be deliberately manipulated. In order to verify whether or not there was a relationship between these variables, 84 teachers from the Universidad Nacional Santiago Antunez de Mayolo were surveyed to evaluate the variables under study. The results obtained show a direct and significant relationship (Spearman's Rho = 0.731) between the two variables. Through this research, it was possible to determine that teachers who have developed interpersonal competences have a better performance, while in the relationships between interpersonal competences and the dimensions of teacher performance, a positive correlation was obtained.

Purpose: The COVID-19 pandemic has been a good example of a Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) world. Higher educational institutions (HEIs) have faced a massive hit because the jobs in this industry have become unexpected. Considering the most valuable assets ‘Teachers’ crunched in the VUCA crisis, the study intends to determine if personal harmony (PH) and organisational citizenship behaviour (OCB) would enhance teachers’ job satisfaction (JS).

Design/methodology/approach: Data are collected from the teachers of Indian HEIs and teachers who have experienced the impact of the COVID-19 catastrophe (VUCA). Considering the pandemic restrictions, data have been collected through an online survey (N = 364).

Practical Implications: PH is an individual’s internal quality and attribute that cannot be developed on force or situational need. Even in an uncertain situation, teachers have tried their best to contribute through professional service. Hence, people who possess PH contribute their best even though unsatisfied with their jobs.

Originality/value: This study has focused on finding the relationship between two different variables, PH and OCB (which has not been explored in Asian countries, majorly in India, where it has a vast cultural diversity and structure influencing the educational policies) that hinders the factors influencing JS, where these two variables are highly influenced by hygiene factors such as values, culture, ethical standards, personal belief, leadership styles, and fair treatment showcased by the organisations/institutions.

This chapter is focused on what we can learn from oppressive governance, in this case specifically relating to university governance in terms of vice chancellors and presidents, to the deputy vice chancellor and deputy president and down the ever-growing university hierarchy to deans and heads of schools and their deputies, from a Freirean perspective. Freire wrote at length about how leaders ‘controlled’ education and why they did so, but he also wrote at length about how governments control populations – himself being both a political prisoner and a person in exile to escape persecution. This chapter subsequently examines Freire's ideas around what techniques people employ to control populations and applies them to a higher education setting because the similarities are numerous and the tactics familiar.