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From the mid‐nineteenth to the early twentieth century universities and colleges were founded throughout Australia and New Zealand in the context of the expanding British Empire. This article provides an analytical framework to understand the engagement between changing ideas of higher education at the centre of Empire and within the settler societies in the Antipodes. Imperial influences remained significant, but so was locality in association with the role of the emerging state, while the idea of the public purpose of higher education helped to widen social access forming and sustaining the basis of middle class professions.

The purpose of this paper is to investigate the early development stages of International New Ventures (INVs). Specifically, the authors explore how INVs acquire and leverage four kinds of capital – strategic, managerial, financial and social – to recognise a foreign opportunity, begin the pre-foreign entry activities, and finally start the INV.

A stage-based, multidimensional framework was used to investigate how INVs acquire and use the four capitals throughout the internationalisation process. Drawing on four case studies of high-tech INVs, this study tracks their development in three stages: foreign opportunity, pre-foreign operation and post-foreign operation.

Results indicate INVs build advantages and internationalisation activities occur before formal operations begin. INVs deliberately orchestrate certain kinds of capital contingent to the specific internationalisation stage. Further, the authors find that not all types of capital are equally important throughout the internationalisation process: INVs identify foreign opportunities when endowed with managerial and social capital; INVs source a majority of their managerial and financial capitals externally before internationalising; and INVs only contribute all four capitals simultaneously after internationalising.

Findings contribute to knowledge about the development of INVs pre-internationalisation and pre-founding. The study is limited to a comparative sample of INVs, which impacts the generalisability. However, the findings provide a starting point for investigating similar effects using more representative samples.

Entrepreneurs can be proactive in networking activities to allow them greater opportunity to interact with potential resource providers dependent on the stage of internationalisation.

This study contributes to the international entrepreneurship literature with qualitative evidence of the micro-level processes of internationalisation. Very few studies investigate the early, pre-internationalisation and pre-foundation, development stages of INVs.

This paper aims to focus on how corporate and regional identity and image build a framework for stakeholder dialogue in higher education institutions.

The paper draws on literature related to corporate identity and image. The approach is qualitative and the data consist of strategic documents and 23 focused interviews conducted with university and stakeholder representatives in three Finnish cities.

The paper outlines how corporate and regional identities are perceived by university managers and universities' local stakeholders. It claims that the identity and image of the university and the region concerned are among the central determinants of stakeholder interaction.

The paper shows that identity and image are central phenomena to manage communication in higher education institutions. It emphasises that when merging institutions, valuable assets such as the history with local stakeholders may be at risk.

There is information on how university identity and image are formed through research merits and education, but very little knowledge on how they are formed through the so‐called third strand, regional service. The paper sheds light on this question.

The creation of a new venture is at the heart of entrepreneurship and shares parallels with project-based organizing: embedded in an institutional context, founders have to assemble a team that works on specified tasks within a strict time constraint, while the new venture undergoes various transitions. The purpose of this paper is to explore parallels between both streams of research and an increasing projectification of entrepreneurship.

The study is based upon a case study of the Berlin start-up ecosystem including the analysis of interviews (n=52), secondary documents, and field observations.

The paper reveals that – shaped by their institutional context – patterns of project-like organizing have become pertinent to the new venture creation process. It identifies a set of facets from the entrepreneurial ecosystems – more specifically different types of organizational actors, their occupational backgrounds, and epistemic communities – that enable and constrain the process of new venture creation in a way that is typical for project-based organizing.

This study thus elaborates on how institutional settings enforce what has been called “projectification” in the process of new venture creation and discuss implications for start-up ecosystems.

The University of Saskatchewan (UofS) has indentified five areas of campus life critical to improving the university's sustainability performance: education, research, operations, governance, and community engagement. In recognition of the need to track and assess the university's performance in all of these areas, a study was conducted to identify an effective sustainability‐benchmarking tool for the UofS. The paper aims to discuss these issues.

In order to indentify an effective benchmarking tool for assessing sustainability for the context of the UofS, two academic‐focused tools and two tools with a broader scope were reviewed. The academic tools are Sustainability Assessment Questionnaire (SAQ) and the Campus Sustainability Assessment Framework (CSAF), while the general tools are the College of Sustainability Report Card (CSRC) and the Sustainability Tracking Assessment and Rating System (STARS). Each tool was rated on the basis of 27 questions developed to directly relate to indicators of sustainability in the five areas of campus life. The highest rated tool was recommended as the most effective tool for assessing and tracking sustainability for the UofS.

Each benchmarking tool was developed to address specific goals. Accordingly, one tool may have strength in one area but weakness in another area. The study has shown that CSRC is the best tool for addressing governance and operations, although overall CSRC earned the lowest score in terms of its potential application to the UofS as it is not an effective tool for addressing sustainability in the context of education and research. Both academic tools – SAQ and CSAF – do not adequately address issues of sustainability in campus operations. STARS obtained the highest scores in all areas of campus life. Hence, STARS was identified as the most effective tool for assessing and tracking sustainability in all areas of campus life at the UofS.

Extrapolating from the UofS assessment, the STARS would appear to be the most effective benchmarking tool for assessing and tracking sustainability for higher educational institutions that want to assess and track sustainability across the breadth of campus life in education, research, operations, governance, and community engagement.

This paper collects together quotations and extracts from 19th and 20th century thinkers who were little-known for being supporters of workplace democracy.

This article aims to investigate the challenges faced during the training and development (T&D) evaluation process from the point of view of faculty members and HR managers in Saudi Arabian public universities, and to examine the influence of these challenges on the effectiveness of T&D programmes in public universities.

Exploratory research using semi-structured interviews to determine the challenges faced during T&D evaluation was employed. Participants included faculty members (n = 23) and senior managers (n = 05) working in four public universities in Saudi Arabia. The interviews were transcribed and subjected to thematic analysis.

The outcome highlights the challenges faced during the T&D evaluation process: a lack of performance measurement and role ambiguity H.R.M. practices. Finally, this study aims to investigate how do these challenges influence the higher education sector.

To the best of the researcher's knowledge, this is one of the first attempts to explore challenges within the T&D evaluation process in Saudi Arabian higher education. The results should therefore broaden the scope of the available literature and fill a research gap, particularly regarding the Gulf Cooperation Council (GCC) of Nations.

The main purpose of this paper is to evaluate to what extent a public university, named Yildiz Technical University, integrated report provides disclosure on International Integrated Reporting Council (IIRC) content elements, suggesting the presence of integrated thinking, and whether higher education institutions’(HEIs) characteristics could affect the level of disclosure on that framework. Additionally, the purpose of this paper is to identify whether the Yildiz Technical University follows the IIRC framework and how integrated reporting can enhance the value creation for HEIs’ stakeholders in the context of voluntary reporting.

To conduct integrated reporting framework in HEIs specifically from a public university perspective, this paper has used a case study approach. Research data have been triangulated through interviews, questionnaires and finally, documents and archival records.

This paper gives insights into the reporting practices from a public institution, specifically from HEIs. Delivering high-quality services in an economically, environmentally and socially sustainable manner is significant to public accountability and transparency. The Yildiz Technical University has been the best example in disclosing non-financial information to its stakeholders and enhancing the accountability tool.

This paper can be a leading practice and can be considered as an integrated reporting framework for HEIs willing to follow the same path.

To the best of the authors’ knowledge, this paper is the first to investigate the integrated reporting framework in a developing country, under HEIs and specifically for a public university.

The purpose of this study is to shed light on the association between stakeholders’ materiality and the sustainable development goals (SDGs), highlighting how higher education institutions (HEIs) can pursue sustainable development and provide a holistic perspective by mapping material issues. This paper provides a clear understanding of the universities’ role, specifically a state university in a developing country in fostering sustainable development. Particularly, this study identifies where the service industry and Yildiz Technical University (YTU) can contribute to the SDGs.

This methodology contains three stages. In the first stage, the Sustainability Accounting Standards Board categories have been mapped to the SDGs, in the second stage mapping of the service sector and its industries has been carried out. Additionally, the methodology was based on an exploratory case study.

This paper provides empirical results on the significance of the service sector, education and YTU in contributing to the SDGs. Moreover, this paper provides a framework by mapping the material issues on how the education sector can make contributions to the SDGs.

Exhibiting how HEIs’ implement integrated thinking and voluntarily implemented International Integrated Reporting Council guidelines can assist policymakers to make regulations based on the voluntary reporting framework.

This paper contributes to increasing academics’ awareness of sustainability practices. The research process and findings of this study can assist policymakers to make regulations based on the HEIs’ voluntary reporting framework.

This study is the first to identify specifically where the service industry and specifically a state university in a developing country can contribute to the SDGs and one of a few in the emerging academic studies. Additionally, how integrated reporting can contribute to value creation by establishing and proactively achieving the SDGs.

This study aims to investigate the integration of corporate social responsibility (CSR) at a functional level and examine its impact on company performance.

Using data from 435 Indonesian manufacturing companies, 11 hypotheses were tested on direct, indirect and total effects of the relationship between functional CSR integration and its impact on company performance. The stakeholder and contingency theories were applied.

The findings of this study reveal that functional CSR integration has a significant impact on customer, employee, operational and financial performances. The findings show that the relationship between functional CSR integration and financial performance can be mediated by customer, employee and operational performances. The results of this study also highlight that functional CSR integration has a stronger total effect on both customer and financial performances in environmentally non-sensitive industries than in environmentally sensitive ones.

This study expands the prior studies by providing a theoretical framework for the relationship between CSR integration and company performance, as well as testing the framework using quantitative research.

The findings can encourage managers to effectively integrate CSR into business functions to achieve superior social and financial performance, particularly in a developing country context.

To the best of the authors’ knowledge, this study is one of the first to empirically investigate the performance implications of integrating CSR into business functions and reveals new findings on how such integration can substantially improve company performance.