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This paper aims to examine whether the position of universities in the times higher education (THE) impact rankings (IR) is related to the different dimensions of academic quality of universities according to the THE world universities ranking.

The research, based on universities ranked in the top 100 of THE IRs, uses a regression model obtained by the panel data method, using the fixed effects approach, to identify the relationship of academic quality dimensions with that ranking.

The results show an increase in the dissemination of information on sustainable development goals (SDGs) by universities. In addition, it is shown that research, number of citations and international outlook are positively associated with a higher score obtained by universities in THE IRs, which implies a higher impact on the SDGs by these universities.

Based on multifaceted theories, the study highlighted the universities that are best positioned in the THE IRs in relation to their contribution to the SDGs.

This study aims to develop an educational tourism demand model, particularly in respect to dynamic effects, university quality (QU) and competitor countries. Educational tourism has been identified as a new tourism sub-sector with high potential, and is thus expected to boost economic growth and sustainability.

This study reviews the literature on the determinants of educational tourism demand. Even though the existing literature is intensively discussed, mostly focusing on the educational tourism demand from an individual consumer's perspective, this study makes an innovation in line with the aggregate demand view. The study uses data that consist of the enrolment of international students from 47 home countries who studied in Malaysia from 2008 to 2017. The study utilised the dynamic panel method of analysis.

This study affirms that income per capita, educational tourism price, price of competitor countries and quality of universities based on accredited programmes and world university ranking are the determinants of educational tourism demand in both the short and the long term. Also, a dynamic effect exists in educational tourism demand.

The results imply that government should take the quality of services for existing students, price decisions and QU into account to promote the country as a tertiary education hub and achieve sustainable development.

Research on the determinants of the demand for educational tourism is rare in terms of macro data, and this study includes the roles of QU, competitor countries and dynamic effects.

This paper examines the ways in which Chinese university middle managers evaluate subordinate performance in response to the Chinese Double First-Class University Plan, a national project that ranks the performance of universities. In exploring compromise arrangements, the hybridised valuing activity of middle managers is found to be shaped by emergent and extant macro-foundations.

The qualitative data from 49 semi-structured interviews at five Chinese public universities were conducted. Drawing on macro-foundational studies and the sociology of worth (SW) theory, the analysis helps to identify socially shared patterns of actions and outcomes.

The findings elucidate the interplay between diverse economic, social, political and institutional values and the compromise-making by middle managers. The authors find that contextual factors restrict Chinese academic middle managers' autonomy, preventing workable compromise. Through the selective adoption of international and local management practices, compromise has evolved into a private differential treaty at the operational level.

A nuanced explanation reveals how the macro-foundations of Chinese society influence middle managers who engage with accounting when facilitating compromise. This study helps outsiders better understand the complex convergence and divergence of performance evaluative practices in Chinese universities against the backdrop of global market-based forces and the moral dimensions of organisational life. The findings have wider implications for the Chinese government in navigating institutional steps and developing supportive policies to enable middle managers to advance productive but also sustainable compromise.

The purpose of this paper is to present a conceptual framework that explores the determinants, mechanisms and consequences of reporting on the United Nations Sustainable Development Goals (UN SDGs) by universities. The framework considers the relationship between reporting on the SDGs and the three main activities of universities: research, teaching and service. As universities hold a unique position in society, understanding their experiences with SDG reporting offers insights into the promotion and integration of SDGs into reporting and practice more broadly.

The paper adopts a conceptual approach and draws on existing literature to develop a framework for understanding reporting on the UN SDGs by universities. The framework considers the challenges faced by universities in providing sustainability information and examines the motivations and outcomes associated with reporting. It also explores the coordination and collaboration necessary across departments within universities and discusses the risks associated with greenwashing.

The paper highlights that reporting on the UN SDGs can enhance university engagement with stakeholders, improve their reputation, and foster innovation and transdisciplinary research ideas. However, universities encounter challenges such as limited data availability, resource constraints, lack of coordination and competing priorities. The growing scepticism surrounding reporting motives has led to increased allegations of greenwashing within the sector.

This paper contributes to the accounting literature by presenting a comprehensive framework that explores the determinants, mechanisms and consequences of reporting on the UN SDGs by universities. The framework offers insights into how reporting on SDGs can lead to embedding the SDGs in research, teaching and service activities and can be adapted to other organisational contexts. The paper also emphasises the need for further research on the mechanisms of reporting, which play a crucial role in driving long-lasting change.

This study aimed to find possible answers to whether U.S. universities are merely looking good or doing good regarding their third mission using elements of the triple bottom line (people, planet, prosperity) and the 2030 Agenda.

Qualitative exploratory empirical study based on an in-depth analysis of publicly available documents (i.e. mission statements and strategic planning) and information from the Impact Rankings 2020 edition (webpages). The study uses a multilevel analysis to capture the parameters “looking good” and “doing good.” The sample consists of 15 U.S. universities.

The findings demonstrate that universities are looking good in terms of their effort to support their third mission. Data show that all universities covered themes related to people and prosperity in their mission statements and strategic planning. However, when the authors dived into the managerial metrics, KPIs, benchmarks and other evidence to characterize them as doing good, the authors encountered some challenges in identifying evidence. The data suggest that universities most likely participated in the Impact Ranking act as “cherry pickers” and might participate in unproblematic goals for their organization.

The 3Ps and the 17 Sustainable Development Goals used in this study to examine the university public mission never used in other studies. The goal in this study was not to evaluate those universities in terms of looking good and doing good but rather to contribute to the gap in the literature and provide suggestions to university C-suite.

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.

Given the magnitude of the literature, a researcher must be selective of research papers and publications in general. In other words, only papers that meet strict standards of academic integrity and adhere to reliable and credible sources should be referenced. The purpose of this paper is to approach this issue from the prism of scientometrics according to the following research questions: Is it necessary to judge the quality of scientific production? How do we evaluate scientific production? What are the tools to be used in evaluation?

This paper presents a comparative study of scientometric evaluation practices and tools. A systematic literature review is conducted based on articles published in the field of scientometrics between 1951 and 2022. To analyze data, the authors performed three different aspects of analysis: usage analysis based on classification and comparison between the different scientific evaluation practices, type and level analysis based on classifying different scientometric indicators according to their types and application levels and similarity analysis based on studying the correlation between different quantitative metrics to identify similarity between them.

This comparative study leads to classify different scientific evaluation practices into externalist and internalist approaches. The authors categorized the different quantitative metrics according to their types (impact, production and composite indicators), their levels of application (micro, meso and macro) and their use (internalist and externalist). Moreover, the similarity analysis has revealed a high correlation between several scientometric indicators such as author h-index, author publications, citations and journal citations.

The interest in this study lies deeply in identifying the strengths and weaknesses of research groups and guides their actions. This evaluation contributes to the advancement of scientific research and to the motivation of researchers. Moreover, this paper can be applied as a complete in-depth guide to help new researchers select appropriate measurements to evaluate scientific production. The selection of evaluation measures is made according to their types, usage and levels of application. Furthermore, our analysis shows the similarity between the different indicators which can limit the overuse of similar measures.

Linkages play a strategic role in improving actor disposition and resource density in university–industry ecosystems. Due to the importance of interconnected ecosystems for the development of engaged universities, applying the service-dominant logic (SDL) perspective, the authors aim at developing theory on linkages that lead to a higher level of actor commitment and in turn result in increased actor disposition and greater resource density.

Data from semistructured interviews from four in depth case studies, known internationally as successful cases of university linkages development (Columbia Lab-to-Market Accelerator Network, Oxford University Innovation, Auckland Uniservices and the Münster Center for Interdisciplinarity), undergo qualitative analysis according to the Gioia methodology.

The results represent a contribution to the theory, as they highlight the strategic role of linkages in improving actor disposition and increasing resource density. Due to its shown importance, linkage is an element to be considered on its own in the innovation ecosystems configurations in the context of universities.

The results of the research have implications for university management, since they focus on how resources are mobilized and linked. The interactive roles of actors in ecosystems imply that the locus of value creation moves beyond the borders of the organization toward the linkages. Strategies for managing university–industry linkages (UIL) are presented.

To date there has not been sufficient theoretical or empirical contribution in the university–industry ecosystem context about the role of linkages to improve resource density through increased actor disposition.

Public higher education institutions (HEIs) infrastructure funding is challenging in many developing countries. Encouraging private investment in HEIs infrastructure via a developed expanded corporate social responsibility (ECSR) may improve physical facilities. ECSR is a form of infrastructure tax relief providing physical facilities for HEIs. Academic literature is scarce concerning how ECSR can improve Nigeria’s public HEIs infrastructure and achieve education infrastructure related to Sustainable Development Goal 4 (SDG 4). Therefore, this study aims to proffer measures to improve public HEIs infrastructure and achieve sustainable development connected to Goal 4 focussing on infrastructure via a developed framework.

This is an expansion of an ongoing study, and data were collated via virtual interviews across the six geo-political zones in Nigeria. The analysed data were presented in a thematic pattern.

A total of 18 measures (sub-variables) emerged and were re-grouped into six variables. This includes institutionalising ECSR, HEIs infrastructure via ECSR awareness, HEIs infrastructure incentives, national and state action plans on HEIs infrastructure, a legal framework for HEIs infrastructure and key stakeholders’ participation. Also, the study used the generated six main variables to develop the improved public HEIs infrastructure via ECSR in developing countries, using Nigeria as a case study. This can enhance achieving infrastructure associated with SDG 4 (quality education) and targets.

This study intends to develop the philosophy (ECSR) with an implementable framework to encourage the private sector further to expand their CSR in the infrastructure development to the educational sector, especially in developing countries higher institutions, using Nigeria as a case study.

This paper aims to identify and classify the parameters that construct the input, processes, output, productivity and outcome variables that affect performance. These parameters are used in the evaluation model to measure research performance in universities so that they can be used as the basis for making leadership policies both at the national and institutional levels.

The design of this research is a quantitative research method using a survey questionnaire that was sent to the heads of research institutions at universities in Indonesia. To obtain these parameters, a test for determining the value of the loading factor was used.

The authors found that input variable parameters consisted of 10 parameters; process variable consisted of 22 parameters; output variable parameters consisted of 8 parameters; productivity variable consisted of 4 parameters; and outcome variable parameters consisted of 10 parameters.

One approach to obtain parameters is through systems theory, where every element that makes up the organization contributes to the achievement of goals. This study attempted to develop parameters in the performance appraisal model of systems theory-based research institutions that are adapted to trends in the direction of research in universities. These parameters are based on aspects of input, process, output, productivity and outcome.