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Talent management research today is increasing as organizational requirements attempt to meet the challenges of effectively managing talent to achieve organizations’ strategic agendas. However, in learning organizations specifically, investigations of talent management practices are limited, with this study exploring the role of talent management practices in employee satisfaction and organizational performance in Pakistan.

The study was conducted in various universities (public and private) in Pakistan using a quantitative approach. Cross-sectional data are collected through a questionnaire, with analysis and conclusions based on completed questionnaires from 403 respondents.

The study’s findings from the analysis by structural equation modeling (SEM) emphasize the positive and significant effects of most talent management practices (i.e. talent identification, talent development, talent culture and talent retention) on employee satisfaction and organizational performance (talent attraction is the exception). Employee satisfaction positively and significantly affects organizational performance and is found to have a mediating effect, bridging the relationships of most talent management practices (talent identification, talent development, talent culture and talent retention) with organizational performance.

The study’s findings support human resource professionals, academics and policymakers in managing talent practices to enhance organizational performance. The findings assist in developing core skills and talent-related competencies to achieve organizational goals and success.

The study fills the research gaps by developing a framework of talent management practices for employee satisfaction and organizational performance in learning organizations, which warrants further consideration.

The purpose of this paper is to provide a common framework for benchmarking practices used in higher education.

An electronic questionnaire survey was distributed to senior management team and senior administrators among the top 200 UK universities in the world.

A review of the current practices of benchmarking among the universities in the UK is presented and the types of performance indicators adopted within universities in relation to research, teaching and administration are outlined.

The suitability of performance indicators adopted in the current national and international rankings is also investigated. Opinions of respondents on important factors for successful benchmarking are also compiled and analysed.

The purpose of this paper is to propose a comprehensive model using balanced scorecard (BSC) approach instead of the current ranking system to measure the performance of private higher education institutions (PHEIs) in Malaysia as the ranking system is deemed inaccurate and certain items in the system are redundant.

A cross-sectional survey was conducted involving 105 academicians from seven PHEIs in Malaysia. The data were analyzed for factor analysis using Principal Axis method with Promax rotation in IBM SPSS Statistics Version 20.

The result demonstrates that 22 items were successfully extracted into four dimensions that suited the BSC approach with acceptable range of composite reliability and factor loading values.

The paper reveals the issues of ranking system of the current method in measuring performance of PHEIs. The proposed BSC model should be tested on more PHEIs to increase its validity and reliability.

This research analyzes the performance of PHEIs from academicians’ perspectives based on the four BSC perspectives. It can be considered as an alternative model for PHEIs’ managers to measure performance of PHEIs in Malaysia rather than the current ranking system.

In the midst of intense competition in private higher education industry in Malaysia, it is crucial to understand that a high performance PHEI is expected to deliver quality tertiary education. This research assists the society to evaluate the strength of a particular PHEI in Malaysia, and further enable them to make a deliberate choice on which PHEI to enter.

A growing concern for sustainability of PHEIs requires a method to be undertaken by the authority to measure PHEIs’ performance. This paper addresses this concern by offering 22 items to measure PHEIs’ performance and dictating the need to manage PHEIs in a strategic manner, not by ranking system per se.

This paper aims to examine the influence of academics who are members of the profession on academic institutions.

An analytic autoethnography of the influence of accounting academics who are members of the profession on South African universities, supported by publicly available information, such as policy and other documents, web sites, and published material; documentation the authors are able to gather as participants; and formal and informal interviews the authors conduct with academic managers.

The paper finds that profession-identifying academics create and maintain rules and structures within academe, rules and structures that suit the profession. Managers who are members of the profession identify more closely with the profession than with their university. The analysis reveals the mechanics of this influence, as well as the consequences.

The paper contributes to theory by synthesizing the creation of profession-inspired institutions framework and the maintenance of an institutions framework into a single framework. It also applies the theory by providing an example of a profession creating and maintaining institutionalization in an adjacent institution. The findings have implications for academia in cases where academic staff members are members of professional bodies, such as engineering and law faculties. The insights highlighted here may also be of interest to Australasian, UK and US accounting academics, because the literature contains evidence of pressures from professional bodies there.

This paper aims to analyze the process of implementation of a sustainability performance measurement (SPM) system by a North Italian university, which was constructed based on a participatory multi-stakeholders’ approach. In addition, it provides evidence on the use of outcome indicators.

The methodology is based on a single exploratory case study research.

The process of implementation of the new SPM system started with the intervention of an academic in accounting who acted as a propeller. The adoption of the framework required a shared meaning of sustainability among different stakeholders and indicators to track the shift toward sustainable development (SD). Despite the authors could not prove the stable adoption of the framework for the future, as new governing bodies were appointed in Beta, that framework could be considered a valid attempt to move from a single projects’ evaluation on sustainability performance to a systemic approach and introduce outcome indicators in performance appraisal. The framework supported university’s decision-making related to SD actions.

Difficulties in the measurement process were linked to the information system which was not designed to allow the collection of some of the newly introduced sustainability data. However, an attempt to introduce a personalized assessment tool fostered the improvement of planning activities for 2015.

The originality of the paper is twofold: first, it represents an attempt to discuss the process of implementation of a SPM system that was designed by a participatory multi-stakeholders’ approach. Second, the framework was designed to consider also outcomes’ indicators as urged by scholars calling universities to promote the shift toward a sustainable society.

The purpose of this paper is to explore how the lack of staff engagement with a university’s strategy on sustainability could be an enabling lever for organisational change. It examines the attitudes and views of employees of a business faculty at an Australian metropolitan university as it attempts to adopt a holistic approach to sustainability.

The paper opted for a case study using data from an on-line survey, semi-directed interviews with key management personnel and archival material. Responses were analysed using Piderit’s (2000) notion of ambivalence.

The paper provides empirical insights into why staff lacked engagement with the university’s strategy on sustainability. It suggests that staff were ambivalent, displaying dissonance in their personal beliefs on sustainability, the university’s strategy and the extent of their intentions to support the university. Staff were willing to offer ideas on how the university could, in the future, change towards sustainability. These ideas allow the possibility for the university to learn to adjust the scope of the implementation of its sustainability strategy.

The research results may lack generalisability. Therefore, researchers are encouraged to further examine staff attitudes on sustainability in higher education using Piderit’s notion of ambivalence. In-depth interviews and focus group discussions could allow a better understanding of harmony and dissonance in cognition of and intention for university sustainability strategies and initiatives by academic, professional and sessional staff.

The paper includes implications for staff engagement with sustainability in higher education.

This paper fulfils an identified need to study how staff engagement with sustainability in higher education can be enabled for organisational learning.

The article is concerned with the university library's intellectual capital (IC) as a part of the university's IC. The concept of IC is analyzed as consisting of the three main components: human capital, structural capital, and relational capital. These components are described in the context of the university library. It is suggested that certain kind of professional understanding and knowledge could be used to integrate the library's IC with the university's IC. It is claimed that this integration could enhance the library's contribution to the overall performance on the university. It is seen as a very important issue to demonstrate the role the university library can play in the growth of the university's intellectual capital, performance, and outcomes at a time when public funding for the universities is diminishing.

Modern trends show that universities are searching for new solutions to increase efficiency and improve quality by considering approaches of quality system development that link with strategy and include extensive analysis of risks, processes and stakeholders. The approach that best fits the institution has to be in line with the institution’s strategic objectives, quality culture and policy and key performance indicators. The purpose of this paper and case study is to discover if sustainable development may be achieved by using an appropriate quality system development approach, such as the European Foundation for Quality Management (EFQM) excellence model.

To analyse sustainability and development of the quality system adapted in a higher-education institution, a literature review of different quality management approaches and models was performed. The research includes a case study of the university’s quality management framework based on an adapted EFQM excellence model emphasising on strategic development in the context of sustainability. The key focus of the research is to discover how universities could better focus on sustainable development and benefit from a quality system based on an adapted EFQM excellence model.

Literature analysis indicated that some of the sustainability development activities a university may use are possible to be integrated through quality system models and development approaches. The findings from the literature suggest that the EFQM excellence model may provide a management framework and a comprehensive overview of a university for identifying necessary improvements and promoting the implementation of advancement activities on the road to sustainable development. The principles of the EFQM excellence model may guide in setting a strategic focus on sustainable development of universities.

Sustainability and sustainable development of a university are analysed in terms of quality aspects of higher education, and the research results reveal the main sustainability elements to be analysed and implemented through a university’s strategy and improvement processes. The Riga Technical University quality system called “RTU Excellence Approach” development analysis is given as a case study.

The purpose of this paper is to explore the relationship between the availability and use of IT solutions for strategic knowledge management (SKM) and the universities’ performance, measured in terms of scientific production.

Drawing on the resource-based view (RBV) and the knowledge-based theory, the authors develop a conceptual framework for exploring the effect of SKM based on IT on the organisation’s performance that they empirically test by applying panel data methodology to a sample of 70 Spanish universities over the period 2011-2014.

The authors confirm that the SKM based on IT influences the university’s performance. This effect is positive in the case of the IT solutions referred to the infrastructure of data grouping and more evident when the university’s performance is measured by indicators more directly related to scientific quality. Contrary to expected, the percentage of training and research staff that uses institutional tools of collaborative work is negatively related with the universities’ capacity of publication.

The authors followed the system dynamics approach to identify a causal diagram and a flow sequence that lets them group universities in three different profiles in the knowledge management (KM) flow diagram.

First, the authors develop a conceptual framework for exploring the effect of SKM based on IT on the organisation’s performance that could be applicable to analyse the case of other knowledge-driven organisations. Second, in contrast with the large number of studies dealing with SKM and performance focused on firms, the authors analyse universities. Third, the authors’ empirical approach used the panel data methodology with a large sample of universities over the period 2011-2014.

This paper aims to investigate how graduates’ perceptions of self-service technology and perceived job performance can be used to assess university service quality. Also, this study examines the mediating role of perceived job performance on the effect of university service quality on graduates’ satisfaction and loyalty.

A quantitative methodology was adopted where university graduates’ perceptions of self-service technology and job performance were used to assess the level of the university’s service quality. Through a cross-sectional survey, data were collected from 280 university graduates employed in Chinhoyi town, Zimbabwe, during the period between August and December 2021.

This study’s findings indicate that self-service technology influences university service quality which in turn impacts on graduates’ perceived job performance, satisfaction and loyalty. Graduates' perceived job performance was also found to partially mediate the effect of university service quality on satisfaction and loyalty among graduates.

This study’s results are instrumental to enable university’s management in developing economies to adopt and improve self-service technologies as this enhances university service quality and graduates’ perceived job performance, satisfaction and loyalty.

This paper provides new insights, that is, the incorporation of graduates’ perceptions of self-service technology and job performance in assessing the university’s service quality. This research further clarifies the function of graduates’ perceived job performance in mediating the effect of university service quality on graduate satisfaction and loyalty. This study further adds to our understanding of tools, criteria and methods for assuring university service quality.