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The market's intense competition, the unpredictability of customer demands and technological advancements are compelling organizations to adopt new approaches, such as agile new product development (ANPD), which enables the introduction of new products to the market in a short span. The existing ANPD literature review articles are lacking in portraying recent developments, potential fields of adoption and the significance of ANPD in organizational development. The primary goal of this article is to investigate emerging aspects, current trends and conduct a meta-analysis using a systematic review of 177 ANPD articles published in peer-reviewed journals between 1998 and 2020.

The articles were categorized based on their year of publication, publishers, journals, authors, countries, universities, most cited articles, etc. The authors attempted to identify top journals, authors, most cited articles, enablers, barriers, performance metrics, etc. in the ANPD domain through the presented study.

The major themes of research articles, gaps and future trends are identified to assist academicians and ANPD practitioners. This study will benefit ANPD professionals by providing them with information on available literature and current ANPD trends.

Through meta-analysis, this study is one of the unique attempt to categorize ANPD articles to identify research gaps and highlight future research trends. A distinguishing feature of the presented study is the identification of active journals, publishers and authors, as well as enablers, barriers and performance metrics.

This study draws on Organisation Justice Theory and Social Exchange Theory to examine the effects of the performance appraisal process (PAP) on employee commitment (ECO) via a serial mediation of performance appraisal outcome (PAO) and employee reward (ERE).

Survey data were collected from a sample of 363 academics across UK Higher Education Institutions (HEIs), including post-1992 and pre-1992 universities. We tested our hypotheses using partial least squares structural equation modeling (PLS-SEM) with a bias-corrected bootstrapping method.

The findings show that the PAP positively influences ECO and ERE. PAO and ERE mediate the relationship between the PAP and ECO. However, no significant relationship was found between PAO and ECO.

This study has significant implications for HEIs as it underscores the need for managers to ensure the clarity and accuracy of the PAP and to structure rewards to reflect employees’ efforts, considering they affect ECO.

This study contributes to the current debate on performance appraisal by highlighting the extent to which employees’ commitment to an organisation depends on the PAP, PAO and reward.

Background: This article presents a methodology to categorize scientific publications according to the targets of the 17 Sustainable Development Goals (SDGs) of the United Nations. For the above, a dataset with bibliographic and descriptive attributes of 2,379 articles from 2017 by co-authors affiliated to the Pontificia Universidad Católica de Chile, indexed in the Web of Science and Scopus databases, was used.

Methods: The methodology considered three relevant and consecutive milestones: establishment of the reading level that was applied for each publication record, which considers a proportional amount of information; assignment of one of the 18 categories identified for the analysis of the information, which include the 17 SDGs and the option “unclassified” and one of the 169 subcategories corresponding to the specific goals; and, finally, recording the status of the review process carried out, which allowed control of the progress and quality of the cross-review.

Results: The results show that 58.6% of the articles contribute to a primary target, of these 233 contribute to a secondary target; goals 3, 4, 9, and 11 are the most frequent in the process of assigning SDGs. There is an 81% increase in the use of alphanumeric targets when they are assigned as secondary targets. At the same time, cross-checking is shown to be beneficial when allowing the reclassification of 190 articles to some of the targets. Finally, it is established that levels 2 and 3 enabled better classification, given that the contents considered provide more information; however, it is significant that through level 1, 355 articles were categorized as “unclassified”.

Conclusions: It is concluded that the methodology allows for a conclusive, exhaustive, rigorous, extensive, and varied classification through the different milestones and actions carried out, providing strategic information for decision making and research management in the academy-society relationship.

The purpose of this paper is to review the existing literature on positioning strategies, categorise them as typologies and taxonomies and propose generic positioning strategies for organisations from a theoretical viewpoint.

Typologies and taxonomies are defined and characterised, and then all product or brand positioning strategies are examined. Articles published in reputable marketing and strategic marketing journals from 1969 to 2022 are analysed for this purpose. The analysis was done using qualitative text mining: classification, coding and text analysis.

The review enables the identification of three generic positioning strategies widely accepted in the literature, as well as the distinction between conceptually derived positioning strategies (typology) and empirically derived positioning strategies( taxonomy).

This study provides a comprehensive overview for researchers who wish to get broad-picture research on generic classifications in positioning strategy. Moreover, most notably for academics, to the best of the author’s knowledge, this is the first study to classify positioning strategies into typologies and taxonomies based on their evolution.

Knowledge of positioning typologies and taxonomies can assist managers in developing and implementing a strategy that allows their company to maximise the potential of its product/brand and achieve better results. The literature review contributes to theory development and helps companies understand their positioning strategies.

Despite considerable interest in positioning research, little effort has been made to examine positioning strategies’ current or future development. Some authors use the term taxonomy to describe their conceptually derived classification of positioning strategies, and it was discovered that authors frequently interchangeably use the terms typologies or taxonomies. When attempting to understand and compare the various classifications, this liberal use of the term’s typology and taxonomy creates misunderstanding and confusion. This paper fills that void.

This study aims to identify problems connected to information classification in theory and to put those problems into the context of experiences from practice.

Five themes describing problems are discussed in an empirical study, having informants represented from both a public and a private sector organization.

The reasons for problems to occur in information classification are exemplified by the informants’ experiences. The study concludes with directions for future research.

Information classification sustains the basics of security measures. The human–organizational challenges are evident in the activities but have received little attention in research.

Building on past studies of library privacy policies, this review looks at how privacy information is shared at universities and colleges in the state of Florida. Beyond the question of whether a library-specific privacy policy exists, this review evaluates what is covered in the policies – whether topics such as how student data is stored, retained, de-identified and disposed of are broached in the statements, and whether specific data sets covering instruction, reference and surveillance are mentioned. The purpose of this study is to open the door to directed exploration into student awareness of privacy policies and spark conversation about positionality of libraries regarding privacy.

This review was done using a cross-sectional study design through observation of public-facing library privacy policies of higher education institutions in Florida.

Findings include that the majority of Florida academic libraries do not have a public-facing privacy policy. Only 15 out of the 70 schools reviewed had one. A large portion of those came from doctoral universities with associate’s colleges having none, and baccalaureate/associate’s colleges having only two. The policies that were in place tended to be institution-centered rather than patron-centered. Most categories of listed data collected were in the area of collections, website or computer usage.

The value of this review is that it adds to the literature studying privacy policies in academic libraries. Going forward, this research could address statewide practice in privacy policies as well as helping to lay pathways for working with students and other library patrons to gauge their interests and concerns about privacy.

Literature around the careers of female academics is targeted mainly toward identifying and examining career progression inhibitors, while the drivers appear largely unexplored. This paper aims to contribute to contemporary knowledge by identifying drivers to the career progression of female academics in Australia. With COVID-19 currently impacting the careers of female academics this knowledge can assist universities and human resource (HR) professionals in developing policies and practices to better facilitate female academic career progression.

Empirically this paper draws on a qualitative study of 18 male and 29 female academics, as well as nine senior university stakeholders. The authors employed semi-structured interviews and a novel methodology, Draw, Write, Reflect.

In line with attribution theory, senior stakeholders mainly identified organisational efforts, including leadership, gender equity endeavours, recruitment and promotion approaches, as well as a construct known as “relative to opportunity considerations”, as drivers of female academics’ career progression. Female academics, however, largely attributed their career progression to personal factors, such as family support, informal mentoring, and determination and persistence.

The findings have implications for universities and HR practices seeking to facilitate female academic career progression. Implementation of the drivers identified may enhance female academics’ abilities to progress their careers.

By focussing on the drivers of, rather than the barriers to, female academic careers, the research is novel in its identification of a previously unexplored mismatch between organisational attribution and individual attribution of career progression drivers thereby advancing knowledge of gender differences in academic careers.

The recent development in integrated reporting (<IR>) demonstrated a potential government tool for decision-making in allocating resources and developing sustainable policies for higher education institutions. This paper aims to examine the extent of the disclosure level of <IR> content elements in the annual reports of Malaysian Public Universities (MPUs). Additionally, the relationship between the disclosure level of <IR> content elements and the specific characteristics of MPUs is investigated.

The study performed descriptive statistics analysis for each component of <IR> content elements. This idea is achieved by examining the annual reports of MPUs between 2016 and 2018. The relationship was also investigated using ordinary least squares, fixed effect and lagged models.

The findings showed an increasing trend in the disclosure level of <IR> content elements in MPUs’ annual reports, supported by institutional theory. Furthermore, RUs exhibited a significant positive relationship with the disclosure level of <IR> content elements, whereas university size and report conciseness are insignificant variables.

The study adds to the body of knowledge in public sector accounting and has significant implications in the industry. This implication is specific to achieving sustainable development goals within the context of a developing country, paving avenues for further MPU reporting studies.

Education to an international standard that can provide successful careers has arguably been the main drive of many parents to allocate scarce financial resources to the education of their progenies. Competition for high-calibre degrees has seen an explosion of opportunity in the private education sector. As many Global South countries do not have the equivalent control of standards provided in the United Kingdom (UK) by the Quality Assurance Agency, this can lead to dissatisfaction with the qualifications received in the Global South. This chapter aims to explore the factors influencing participation in higher education in the Global North versus the Global South, particularly where these relate to or vary by locality, and the relative influence these have on the propensity of the learners living in these areas to progress into higher education in local universities. The conceptual framework and methodology provided in this chapter show the differences between transnational education (TNE) as primarily a standalone or independent activity supported by a UK higher education institution (HEI)/provider versus being a collaborative effort between a UK host university and a South/Southeast Asian HEI university partner. The methodology provides a strategy for UK host institutions to best provide carefully aligned independent or collaborative partnerships with the partner country regulatory bodies. The chapter concludes with the author’s personal reflections and recommendations based on decades of collaborative and independent university provision of TNE. These reflections are focused on design-based courses in selected South/Southeast Asian HEI partnerships with the College of Architecture and Design at Birmingham City University.

The aim of this chapter is to provide an overview of the student mental health crisis in Higher Education (HE), and how resilience and grit, two important positive psychological constructs, can be beneficial for university students’ success and wellbeing. As part of a discussion around some of the current approaches to intervening in wellbeing in universities, the chapter provides evidence for the use of PPIs for wellbeing in university students, alongside some of the challenges of implementing these in HE. It also provides an overview of the Thriving Students Framework and presents a case for a multicomponent approach to monitoring and improving educational success. In particular, a wellbeing framework that, alongside resilience, also recognises the importance of strengths, persistence in the face of difficulty, a growth mindset, self-control and mental wellbeing; Academic Tenacity. The implications of utilising this framework for educational attainment in university students are discussed. The Bolton Uni-Stride Scale (BUSS), a single short measure of academic tenacity that combines the attributes enabling measurement and intervention to support university students to thrive, is also presented for educators to use.