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The present research aims to explore the relationship between the university's new identity and its architectural design, and to investigate the impact of COVID-19 pandemic on this model. It also aims to analyze the declared identity of the new Egyptian universities.

To formulate the hypothesis of the relational model, the research started with the literature related to physical and nonphysical variables of university's identity (organizational and visual identity) and the impact of the pandemic on its identity. Secondly, an online questionnaire targeting academic leaders was conducted to identify the relative importance of the selected variables of university's identity pre- and post-pandemic. Thirdly, a content analysis of the new Egyptian universities' identity was used to track the correlation between the selected variables based on information accessible on universities' websites. Finally, the results of the content analysis and the questionnaire were compared to test the hypothesis.

The study reveals the most important physical variable of university's new identity pre- and post-pandemic is technological infrastructure and flexible design, while the least important is university's unique design. The results highlight that the universities need to revisit the declared identity to reflect the new challenges posed by COVID-19.

This study is considered one of the first researches that links the physical and nonphysical variables of university's new identity. The current study contributes to analyzing the impact of COVID-19 on university identity and architecture.

Nowadays, universities increasingly consider reputation as a key component for improving quality and rankings. A positive reputation opens doors to added value and diverse opportunities. This paper aims to explore Middle Eastern higher education managers' perceptions of university reputation components.

Given the significance of this concept in Middle Eastern universities, a descriptive phenomenological qualitative approach is adopted to identify these key components. The study includes interviews with university managers, and data are collected through semi-structured interviews and analyzed thematically.

The findings reveal that, from the perspective of higher education managers, university reputation is influenced by four main components: university management and leadership, quality and performance, identity and image and social responsibility. These components are tailored to the context of Middle Eastern countries.

Practical implications are clearly laid out in the form of four key themes for higher education managers in Middle Eastern countries to manage reputation.

The study’s outcomes can be used as a guide for university managers in developing countries to change the situation in their favor and achieve great success in the competitive condition of universities by planning and making policies in this direction. Also, the managers of higher education in the Middle Eastern countries can take advantage of the components of this study to improve the quality and quantity of their universities and take an important step towards increasing the university’s reputation at the international level.

Throughout the world universities are expected to change to match changes in their host environment. In the developed world the value of higher education is often questioned for resources expended, while in developing countries education institutions are particularly valued for the contribution they can make towards national development. In Africa the contemporary view is that, to fulfil their role, higher education institutions have to move away from the traditional “Oxbridge” stance and operate in the context of their host societies. Universities in Africa have attempted to meet demands for relevance without basic alterations in academic styles, organization, governance or for most part in curricula. Herein lies the dilemma. This study investigates the role of Makerere University's contribution to the national development of Uganda. Data for the study are drawn primarily from interviews with key people in Ugandan Higher Education.

The purpose of this paper is to question whether the university entrepreneurial push strategy influences the entrepreneurial intention (EI) of its students. Previous research followed multilevel approaches that jointly addressed the impact of individual characteristics, institutional environment, and educational support on EI. Despite these efforts, the extant literature did not consider differences between universities regarding the whole set of activities they perform to foster entrepreneurship among students and their results.

Through partial least squares structural equation modeling (PLS-SEM) procedures, this study compared data from 447 students of two Brazilian universities that differentiate themselves according to entrepreneurial push strategies (one adopts actions consistent with this type of strategy while the other does not). Whilst University 1 fosters entrepreneurship by investing in entrepreneurship courses, promoting entrepreneurship competitions, and offering incubation opportunities, University 2 primarily focuses on traditional managerial education without a specific focus on entrepreneurial activities.

Surprisingly, the results have shown the entrepreneurial push strategy of University 1 does not account for differences in the students’ EI when compared to University 2. Such finding contradicts previous studies on the effects of entrepreneurial education and sheds new lights on the role university’s support plays to foster entrepreneurship intention.

Contributions to the literature on the field of entrepreneurship intention were made by showing that the efforts toward the promotion of entrepreneurship through entrepreneurship education, business plan competitions, and incubation might not have a direct influence on students’ EI.

As a practical implication, the study stimulates universities to evaluate the effectiveness of their efforts in promoting entrepreneurship through training, education and support for new ventures. The results also offer policy implications by suggesting that public policies should emphasize the development of institutions that foster a positive business environment, facilitate the creation of new ventures, the funding of start-ups and reinforce the benefits of becoming an entrepreneur.

The results are surprising because they contradict previous studies of the university’s role in fostering entrepreneurship intention. To the best of our knowledge, it is the first research comparing universities with two different approaches toward developing students’ EI: one university with a whole set of activities and another university without any specific activity with that purpose.

Seeking an answer to the question “how does organizational identity change?” we analyze the visual identity marker of universities, namely logos, as time-related artifacts embodying visual scripts. Engaging with the Stinchcombe hypothesis, we identify five processes to the creation of visual identities of organizations: In addition to (1) imprinting (enactment of the contemporary script) and (2) imprinting-cum-inertia (persistent enactment of epochal scripts), we also identify (3) renewal (enactment of an up-to-date epochal script), (4) historization (enactment of a recovered older epochal script), and (5) multiplicity (simultaneous enactment of multiple epochal scripts). We argue that these processes work together to produce contemporary heterogeneity of visualized identity narratives of universities. We illustrate this, first, with a survey of the current-day logos of 814 university emblems in 20 countries from across the world. Second, drawing on archival and interview materials, we analyze the histories of exemplar university logos to illustrate the various time-related processes. Therefore, by interjecting history – as both time and process – into the analysis of the visualization of organizational identity, we both join with the phenomenological and semiotic analysis of visual material as well as demonstrate that history is not merely a fixed factor echoing imprinting and inertia but rather also includes several forms of engagement with temporality that are less deterministic. Overall, we argue that enactment engages with perceptions of time (imaginations of the past, present, and future) and with perceptions fixed by time (epochal imprinting and inertia) to produce heterogeneity in the visualization of organizational identity.

The social dimension of Higher Education has gained relevance on the political and strategic discourses that urge Higher Education Institutions (HEIs) to put University Social Responsibility (USR) into action and also recognise its importance for students’ development. However, students’ conceptions of USR are seldom explored. This paper aims to understand students’ perceptions of USR and the potential of their involvement in broadly-defined USR activities/projects.

This research involves two studies in three European universities, Edinburgh, Porto and Kaunas: the first uses a qualitative approach to consider how students perceive the impact of their involvement in the Erasmus+ project ESSA, using document analysis, focus groups and thematic analysis; the second involves a questionnaire with 718 students to explore their views on USR, participation in university-based experiences, personal and social development and citizenship conceptions, analysed with descriptive and inferential statistics.

Student’s value USR and their university policies and practises, even if they feel they are not engaged as they should. They value university as a learning space beyond the classroom and putting USR into practice. Their participation is related to their appraisal of USR and their conceptions of citizens’ roles.

In spite of using convenience samples of students in three different universities, this research not only sheds light on students’ views on USR and their participation in diverse university-based experiences but also advances with research instruments that can be used in future research in this field.

This research helps HEIs realise the potential of promoting students’ participation in diverse university-based experiences, increasing community engagement and their development as professionals and critical citizens.

This paper addresses a research gap by exploring how students perceive USR and their participation in university-based experiences might simultaneously be a strategy for putting USR in action and fostering students’ civic engagement.

In 2006, four successful entrepreneurs decided to establish a world-class mega university. Initially, the project progressed slowly until Vineet Gupta was able to locate a small plot of land in Sonipat, Haryana. Forty-eight hours before the payment deadline, Ashish Dhawan and Sanjeev Bikchandani agreed to invest in their personal capital to kick start the project. They however suggested a pivot in favour of a smaller private liberal arts college. Meanwhile, Pramath Sinha, with prior experience in establishing the Indian School of Business launched a pilot through the Young India Fellowship (YIF). Dhawan and Bikchandani, through their extensive entrepreneurial networks, raised scholarships for the first two batches of the fellowship in the hope of attracting other donors to the board and getting a buy-in for Ashoka University. The team faced a number of challenges: managing the new model of collective philanthropy, recruiting faculty and finding jobs for the first undergraduate batch. At Ashoka University's first graduation ceremony in 2017 they wondered whether this model could revolutionise the higher education space like the IITs and IIMs had done for the country.

Both entrepreneurship education and commercialization of university research have witnessed remarkable growth in the past two decades. These activities may be complementary in many respects, as when participation in an entrepreneurship program prepares a student to start a company based on university technology, or when technology transfer personnel provide resources and expertise for an entrepreneurship course. At the same time, however, the activities are distinct along a number of dimensions, including goals and mission, influence of market conditions, time horizon, assessment, and providers and constituency. We argue that this situation presents an organizational dilemma: How should entrepreneurship and technology transfer groups within a university maintain independence in recognition of their differences while still facilitating synergies resulting from overlapping areas of concern? In response to this dilemma, we draw on the organizational modularity perspective, which offers the normative prescription that such situations warrant autonomy for individual units, but also require a high degree of cross-unit awareness in order to capture synergies. To illustrate this perspective in an intra-university population of entrepreneurship and technology transfer groups, we present network images and statistics of inter-group relationships at Stanford University, which is widely recognized for its success in both activities. The results highlight that dependence between groups is minimal, such that groups retain autonomy in decision-making and are not dependent on others to complete their goals. Simultaneously, cross-unit awareness is high, such that groups have frequent formal and informal interactions and communication. This awareness facilitates mutually beneficial interactions between groups. As a demonstration of the actual functioning of this system, we present three thumbnail case studies that highlight positive relationships between entrepreneurship education and technology transfer. Ultimately, we argue that to fully realize the synergies between entrepreneurship education and technology transfer, we must also recognize differences between them and ensure the autonomy that such differences warrant.

The purpose of this paper is to highlight the perspectives of employers who participated in a 100-hour, for credit, unpaid, work placement programme in accountancy.

A case study method is used involving an interview-based, qualitative approach.

The study highlights the potential benefits and costs of the programme with strong themes applicable to the real-world accounting work environment and the interaction with people as essential elements of why students do a work placement; the importance of tasks in the student’s learning; the significance of relating theory to practice; the nature of the costs involved in providing the work placement; the mutual reciprocal benefits obtained by both students and employers involved in the work placement; and the importance of work placements in accounting education prior to graduation.

This study provides evidence about the nature and value of work placements in accounting from an employer’s perspective, and based on this research, other universities should be encouraged to implement an accountancy work placement programme.

Little research has been done on the employer perspectives of work placements in accountancy, and the exploratory case study of this intervention, based on sociocultural learning theory, provides an insight into their perceptions.

This study aims to contribute to the understanding of the innovation environment of a developing nation through the Triple Helix model, revealing the existing inter-relationships between the three Helixes of Academia–Industry–Government. It sets out to find out the relationship and impact of the three Helixes on the most crucial stage of the innovation process: the commercialisation of patents, and to ascertain if there is a varying impact determined by patent ownership.

This cross-sectional study uses the survey method based on the views expressed by 220 Sri Lankan registered patent holders and categorised by organisational and individual ownership. The sample is drawn from the database of the National Intellectual Property Office of Sri Lanka and patents registered through the Patent Cooperation Treaty, extracted from the World Intellectual Property Organisation Patent Scope database. The survey was carried out in 2019 and limited to patents registered during the period 2010–2014.

The empirical findings indicate weak inter-relationship between Academia support, Industry support and patent commercial success, while the support of the Government Helix is non-significant in the commercial stage. The findings also indicate two different support standards existing in each Helix for the two ownership groups.

The study is limited to a five-year window in a relatively early period in the country’s innovation policy development. The study model is also limited by the non-inclusion of mediators such as government-backed affiliated agencies and academia technical transfer offices which if incorporated would improve the study model and be more reflective of the actual environment and their role as change agents bridging the transition to a hybrid Triple Helix.

The study findings capture the inter-relationships of the Triple Helix existing in a developing country at the most crucial stage of the innovation process. It helps policymakers identify the gaps in each Helix that stands wanting and take measures to rectify them by creating a more favourable National Innovation System. An innovative environment that will facilitate patent holders achieve higher technological transfers and commercial success rates.

The findings disclosure of two different support standards existing in each Helix for the two patent ownership groups poses a challenge for policymakers and challenges the core objective of increasing the commercial success of patents granted. The findings strengthen the need for a more robust support system to be put in place that would empower and facilitate the individual patent owner to increase the share of economic value arising from this underutilised patent group.

This study contributes by furthering the Triple Helix model in a social context and micro-setting by operationalising the theoretical practices. The study also gives insight into each Helix’s interaction and contribution during the most crucial stage of innovation management in a developing economy and its impact on the two categories of patent ownership which is scarce.