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The working hypothesis of this research is that specifics of activities of university that provides remote education does not allow using the same evaluation criteria for assessment of its competitiveness that allow assessing competitiveness of university that provides traditional education. The purpose of this paper is to verify the offered hypothesis, study the modern Russian experience of evaluating the competitiveness of university that provides remote education and develop methodological recommendations for improving this process.

The authors use the existing scientific approaches to determining competitiveness of a company, including university, for complex and comprehensive study of the set problem. The information and analytical basis of this research is formed of methodological materials of the ranking of best universities of Russia for 2017 according to independent analytical agency “RaExpert” and “Announcement of open competition for state support for leading universities of the Russian Federation for the purpose of raising their competitiveness among the leading global scientific and educational centers of the Ministry of Education and Science of the RF.”

The offered hypothesis was proved. It is concluded that modern Russia uses the same (common) criteria for evaluating competitiveness of universities, regardless of the form of provided educational services. This is incorrect from the scientific and methodological point of view, as the work shows that most criteria are characterized by different applicability as to the university that provides traditional education and the university that provides remote education.

Methodological provision of evaluating the university’s competitiveness that provides remote education is elaborated by the authors by development of additional criteria. It is recommended to assign weight coefficients to all criteria depending on the level of applicability (importance) as to the university that provides remote education.

Universities concerned with third mission activities are engines that increase regional competitiveness since their primary role in the knowledge-based economy is to stimulate innovation by transferring new knowledge and technologies to industry and society. The purpose of this paper is to show how IC can be mobilized by university technology transfer offices (TTOs) due to the correlation between efficient university technology transfer and intellectual capital (IC), thus contributing to the third stage of IC research.

The application of the Maturity Model developed by Secundo et al. (2016) is expanded by collecting data from 18 universities in the European countries to illustrate how IC can be used as a strategy and solution to the barriers faced by TTOs.

TTOs with increased access to and utilization of IC tend to have higher maturity levels. This new application of the Maturity Model, proves that IC can be utilized to manage and improve the efficiency of TTOs.

An indication of the level of access that TTOs have to university IC is given leading to recommendations to improve university technology transfer. Future research should include a wider sample of universities to increase the validation of the Maturity Model and to prove it as a suitable and strategic approach for IC management at TTOs.

Knowing which IC components are essential for the efficiency of TTOs, and which IC needs greater utilization, will provide insights into policy and practical interventions to improve their efficiency, resulting in increasing universities’ competitiveness.

A new approach and perspective on utilizing IC to improve university technology transfer to contribute to the third stage of IC research calling for more practice-oriented research.

This article aims to investigate whether there is a relationship between education for the labor market in the post-pandemic stage and the educational quality of universities, taking as a sample a group of Latin American countries and their main trading partners. Reference is made to the Global Competitiveness Report 2020 of the World Economic Forum (WEF) and the Quacquarelli Symonds (QS) index, which evaluates the quality of universities.

Correlations, clusters and T-tests were generated to test for significant differences, resulting in two blocks of countries being identified with statistically significant differences in educational efforts to prepare their citizens for the labor market and the quality of their universities.

It is concluded that there are examples of Latin American countries that, although they are emerging economies, are updating their educational systems at an accelerated pace to meet the needs demanded by the labor market, such as Chile and Argentina. In addition, there are some particular cases of Latin American QS universities that although they are not at a high level in their overall educational quality as a university, compared to North American and Asian universities, their graduates do show a high employability index. This means that in the graduate profile, these universities are also accelerating efforts to position them at a high level of preparedness to respond to the jobs and markets of tomorrow, just as the universities in developed economies do.

Although the sample size is a limitation of this work, since it is based on secondary information reported by the WEF (2020) and the QS World University Rankings (2021), it contributes value by analyzing specific cases. Despite its limitations, the study yields meaningful results that put the challenges of post-pandemic employment and the role that universities play in a comprehensible framework.

These results put special attention on the work of universities as a crucial entity to prepare citizens to develop the competencies needed for the post-pandemic labor market, especially in terms of critical thinking and digital skills. Human capital formation will drive the post-pandemic recovery process of leading countries and universities.

Modernization of Russian higher education is carried out with the purpose of its successful integration into the global educational environment. However, the contemporary management model of most Russian universities demonstrates a low efficiency level. The purpose of this paper is to identify the problems of organizing the universities’ strategic development and to seek the opportunities to achieve strategic competitiveness of Russian universities.

The basic research methods included the following: content analysis, expert evaluations, analysis of the modern concepts of universities strategic management, comparative analysis of high school practice of strategy development, and government regulations in historical perspective.

The major result of the study is the conclusion that the most important problem of the competitiveness of Russian universities is the lack of strategic flexibility. We can say that there is a structural nature of the management crisis affecting the whole system of university education. Over the past 25 years, there has been a radical change in the basic institutional conditions for the development of higher education institutions in Russia: the volumes and changed model of financing; the market landscape and the regional environment; the conditions and the nature of the interaction with international partners, etc. At the same time, in most cases, the platform of this system and standards of internal policy have remained unchanged. Russian education practically lost its individuality. This paper shows the experience of strategic management at leading federal and regional universities of Russia, analyzes the implementation of their development programs, and gives examples of best practices in the use of strategic planning tools.

The relevance and value of the paper is the following: for the first time, thorough attention has been paid to the accumulated potential of Russian universities, which has been formed over a long evolutionary path and now can be positioned as an important management resource in the organization of strategic management for enhancing the global competitiveness of the national system of higher education.

To promote university education quality, performance measure indicators (PMIs) must be established. These indicators ensure the maintenance of university operating standards, encourage individual universities to work on inadequacies, and promote university competitiveness. The purpose of this paper is to address this issue.

A literature analysis was conducted and European, American and Taiwanese education evaluation indicators were used to develop the PMIs. Data were collected from the following sources: US‐MBNAQ; US News & World Report; two renowned US education journals; UK University Committee Reports; UK‐CVCP/UGC; three renowned UK education evaluation newspapers, opinions from the Ministry of Education and submissions from scholars in Australia and Taiwan. A total of 13 scholars were invited to participate in the literature review and analysis, which employed Delphi methods.

These indicators included 18 measurement dimensions, and 78 PMIs were developed. Applying these PMIs resulted in the creation of key performance indicators and a balanced scorecard (BSC) of performance measures. In addition, BSC represented a self‐evaluation performance indicator that universities could use to achieve the objective of performance management.

The PMI by means of their integration into the BSC, allow management by objectives, a method to build the performance of each department and organization.

This paper aims to introduce a conceptual model for the shaping of the innovation district under the anchor approach by extracting the specifications of the fourth-generation university.

This study selected 550 resources and reduced them to 190 to achieve the most appropriate resources. This study used a meta-synthesis analysis approach using a text-mining method due to the multidisciplinary and voluminous nature of contents.

The results first reveal the shaping process and the components of innovation districts, which are: innovational urban infrastructures, knowledge economy and competitiveness and academic development. Second, this study also shows the specifications of a fourth-generation university to shape innovation districts.

This study also informs the policymakers and researchers internationally about the implementation requirements of a fourth-generation university and the shaping mechanisms of an innovation district.

This paper is pioneer about two concepts, first, it shows the shaping process of an innovation district, providing a large-scale insight about the components and second, this illustrates for the first time the specifications of a fourth-generation University practically as an anchor institute to shape innovation district.

The purpose of this paper is to investigate the correlation between university libraries and academic research achievement and analyze if university library resources correlate with academic research achievement.

The paper seeks to verify the correlation between university libraries and academic research achievement and to examine which university library resources relate to research achievement. A variety of research questions were posed concerning the relationship between a university's library resources and academic research achievement. Structural equation models (SEMs) were developed to answer the research questions. Most research questions posed were affirmatively answered using the SEM process.

This study confirmed that labor and budget, investment in e‐resources and an investment in university libraries enhances academic research achievement.

An SEM for verifying the correlation between university libraries and academic research achievement was developed in the study.

This study is the first including an investment factor in e‐resources for verifying the correlation between university libraries and academic research achievement.

This chapter considers internationalisation strategies to promote international student recruitment and mobility as the central tools of contemporary universities operating in a global and competitive context. It presents an overview of these strategies in the public university context in Italy, which serves as a case study to highlight how universities increasingly give relevance to the internationalisation of education in their strategic plans to attract overseas students and encourage incoming and outgoing student mobility. The document-based analysis of the Italian case reveals a prominent commitment from public universities to promoting internationalisation through different strategic performance objectives that contribute to the internationalisation of students and fuel their mobility and recruitment on a global scale. This research provides empirical evidence of the saliency of the internationalisation of education within the strategic missions of universities. It also addresses the connection between the internationalisation of university education and performance-based funding.

The purpose of this study is to investigate conceptually and empirically the direct and indirect relationships between university social responsibility (USR), university social innovation strategy (USIS) in terms of social awareness (SA), intention for social innovation (ISI), organisational structure for social innovation (SSI) and innovativeness in social value creation (ISVC) and gaining a sustainable competitive advantage (SCA) at quality-accredited faculties of an emerging market.

A conceptual model was presented and a mixed-methods approach was exploited to fill a research gap detected in strategic corporate social innovation literature. The authors formed a data collection team that contacted all the quality-accredited public and private/international faculties, of which 109 faculties in 11 Egyptian governorates responded and their quality units filled questionnaires that were analysed by structural equation modelling. For comprehensive understanding, qualitative interviews were set to gather data from managers/leaders and teaching staff working at those faculties in quality management and community engagement practices as well as students.

Results demonstrated that USR positively and significantly influenced SCA and USIS. Further, USIS (in terms of ISI, SSI and ISVC) positively and significantly influenced SCA. However, USIS (in terms of SA) had a positive yet insignificant influence on SCA. Indirectly, USIS was found to be partially mediating USR–SCA relationship.

University leaders/staff can gain insights on how to adopt differentiation strategies, which enable their institutions to shift from being just socially responsible to becoming socially innovative by presenting solutions to social, economic, cultural, environmental and health-care problems/challenges within their communities in general and during pandemics. This can be sustained through developing innovative quality-based processes/programmes/services related to education, research and community outreach that better serve social needs to be quality-accredited and unique over their rivals.

Satisfying social needs through promoting innovative processes/services can reinforce a favourable social change.

From a cross-disciplinary perspective, the authors interwove conceptually sparse literature of strategic, operations, knowledge capacity and innovation management that studied university social innovation research area. Also, to the best of the authors’ knowledge, this is the first research that examined empirically USR–USIS–SCA relationships of quality-accredited faculties in an emerging economy during Covid-19 pandemic.

This study aims to examine university president's messages (PMs) on Korean university websites to analyze how Korean universities present their image and position themselves in the global marketplace.

Assuming that visions, missions and strategies might vary depending on the characteristics of a university, the study analyzed PMs according to university type: research, teaching and technology. The authors applied text analysis to 105 Korean universities' PMs to understand the images they project. The authors also used text mining on the PMs to examine the frequencies of keywords, to create word clouds, to investigate the keywords' degrees of centrality and to conduct sentiment analysis.

The findings show that Korean universities' PMs project hybrid images, simultaneously portraying the universities as public institutes that produce public goods and as globally competitive strategic actors. In addition, while Korean university PMs explicitly position the universities as education-oriented, they nonetheless reveal that the universities pursue both research-oriented and education-oriented goals.

This is the study to examine PMs using text mining with Python to extract information and reveal hidden meanings regarding how universities portray themselves on their websites. Highlighting current challenges faced by universities, this article argues for continued discussion on their societal roles and their strategies for positioning themselves in today's globalized and marketized higher education environment.