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The purpose of this paper is to investigate the relationship between the attitudes, skills and knowledge-based researchers’ competencies (ASK-RC), academic affiliation (AA) and knowledge management (KM) and its effect on promoting the growth of scholarly international publications (SIPs).

This research takes a quantitative approach relying on primary data gathered through a questionnaire-based survey. The study’s target population includes lecturers, managers and researchers involved in research activities in educational institutions. To operationalize the research framework, this study used social cognitive theory (SCT) and the academic community served as an empirical field of study.

The primary findings of this research are twofold: ASK-RC and AA are positively and statistically significantly associated with SIP; KM moderates the influence of ASK-RC on SIP.

This research adds to the current body of literature on research productivity by providing new information and empirical evidence on improving research productivity and international publication. Moreover, this research offers a new approach to the existing literature stream by operationalizing an underexplored framework from the lens of SCT. This study explains why scientific research productivity is becoming increasingly important to academia and stakeholders. Because scientific works are motivated by the goal of addressing general socioeconomic and environmental concerns, it is possible to address this concern based on SCT. Therefore, this research offers theoretical and managerial implications that may interest academics, professionals and policymakers.

This paper aims to explore how female academics use cronyism to cope with the lack of emancipative support resulting from their intense teaching and research duties, poor representation at senior administrative levels and their exhausting familial commitments.

Qualitative semi-structured interviews were conducted with 32 female academics working full-time at four public universities in Egypt.

The findings showed that the low action resources (considering their unreasonable teaching loads, research requirements and supervision engagements), emancipative values (the unfair representation of female academics at senior administrative levels) and civic entitlement (universities not serious about promoting gender equality) are perceived by female academics as a lack of empowerment that necessitates their adoption of cronyism as their main coping strategy. Moreover, in male-dominated societies, female academics who do not have the power to shape their work-related status tend to use undesirable behaviours such as cronyism to mitigate the negative consequences of the shocks they encounter.

This paper contributes by filling a gap in human resources management in which empirical studies on the relationship between cronyism, emancipation and career shocks have been limited so far.

The paper aims to propose a mediation moderated model to examine the influence of academic reliance on students' intellectual engagement.

Four hundred and seventy-one respondents who completed a self-reported questionnaire were chosen to participate in the study using a convenient sampling technique. The hypotheses were tested using PLSc.

Findings from the study reveal academic resilience and academic diligence positively predicts students' intellectual engagement. Academic diligence positively predicts students' intellectual engagement and further mediates the effect of academic resilience on intellectual engagement. Finally, learning support positively predicts intellectual engagement and further moderates the effect of the association between academic resilience and academic diligence on intellectual engagement.

This research shows that higher education administrators must establish effective and efficient policies that integrate students' academic resilience, academic diligence and learning assistance.

This paper is amongst the first to have tested a model including resilience, academic diligence, intellectual engagement and learning support in a university setup from a developing country perspective.

Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional program remains unclear.

The authors identified shared instructional leadership and instructional coherence, as two key variables describing the process of organizational learning and the outcome of agency risk reduction. The authors employed hierarchical linear modeling to test the hypothesis that shared leaderships positively predicts differences among schools in instructional coherence.

Based on a sample of 113 public high schools selected from a U.S. Midwestern state, the results confirm the hypothesis.

This study uses the existing theoretical and empirical findings to interpret the potential relationship between shared leadership and instructional coherence, and validates it through empirical data analysis. The findings expand the understanding of the shared leadership theory. Although the design of this study is strictly based on theoretical and empirical findings, and part of the purpose of the research is to find the reasons why shared leadership seems to be insignificant in some countries and regions, readers should still note that the sample source is American schools. The findings of this study are worth examining with different samples in future studies.

Since the direct relationship between shared leadership and student standardized test scores has been difficult to measure, and in some countries even negative, there is debate about the need for shared leadership. The difficulty of measurement is caused by the diversity of leadership subjects and the complexity of leadership tasks. This study finds out the direct object of shared leadership and the process of exerting its effects, which will expand the understanding of the positive meaning of shared leadership. This will help different countries and regions better identify and play the role of shared leadership.

Based on the combination of organizational learning theory, agency theory and shared leadership theory, the study modeled the process of collaborative organizational learning among principals and teachers. The study employed instructional coherence as a form of structured organizational learning that is a prerequisite for improvement in common measures of student learning such as standardized test scores. Do so provide practical guidance for educators seeking improvement through organizational learning.

The university context has changed considerably in recent years. This paper aims to identify career strategies that can be used by property academics in the property education, research and industry linkages spaces in this changing university environment. This is particularly relevant for early career researchers (ECRs), as they navigate developing their careers as the next generation of property academics.

This research is based on a thorough understanding and extensive experience of the university environment in the property area by the four authors. This depth of understanding is at a global level, with team members having extensive property academic experience over many years in Europe, the USA and Asia–Pacific.

Career strategies for property academics are identified that will ensure the next generation of property academics are suitably prepared for the challenges of being an academic in the changing university environment. This is particularly relevant for ECRs in property.

It is important to prepare the next generation of property academics to ensure the high quality of property graduates as they become the next generation of property professionals. Practical career strategies are identified for property academics to ensure that they have the necessary skills to develop their academic careers to empower the next generation of property professionals.

This paper is the first paper to specifically address the career strategies needed by property academics in universities today. This is a key issue for the property industry going forward at all levels to ensure the next generation of property academics are empowered to prepare the next generation of property professionals.

This study aims to build a framework of the influencing factors of construction workers' career promotion and identifies the critical determinants so as to propose suggestions for the government and enterprises to offer construction workers a path for career promotion.

In line with the theory of human resources, such as Herzberg's two-factor theory, this study constructs a theoretical framework that affects the career promotion of construction workers. Using evidence from Guangzhou city, valid data provided by 464 workers from 50 sites were collected by a questionnaire survey, and the significance test on the influencing factors of construction workers' career promotion was taken by binary logistic regression.

The overall career development of construction workers in Guangzhou is worrying. The binary logistic regression indicates that age, working years, type of work, career development awareness, legal awareness, professional mentality, vocational psychological training and career development path are critical factors that affect construction workers' career promotion.

This study for the first time explores the career promotion of frontline construction workers. Specifically, it identifies the critical factors that affect the career promotion of workers and thus lays a foundation for further research and the promotion and continuous and healthy development of the construction industry. Thus, this study is original and has theoretical and practical significance.

Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.

Through qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.

The research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.

Given Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

The use of information and communication technology (ICT) has been improving in education and constantly evolving; however, the recent pandemic has catapulted it. Digital transformation of academia through online teaching demands new pedagogies to be adopted by faculty members. Academia embraces technological advancements in teaching-learning to ensure growth, development and sustainability. This paper aims to gain insights regarding the current status of literature, critical contributing authors, countries, areas, overall trends and future direction for research.

The bibliometric data was collected from two of the most widely referred databases: Scopus and Web of Science(WoS); tools like vosViewer and map builder were used for analysis. Short empirical evidence is added to the study to understand faculty members' current adoption of new pedagogical approaches in some prominent higher educational institutions.

Because of the corona pandemic, there is substantial digital transformation in the teaching-learning process. Therefore, it is essential to comprehend what faculty members can adopt critical pedagogies. Understanding the importance of pedagogy in learning outcomes, this study has attempted to synthesize available literature on ICT, pedagogy and higher education in the 21st century.

The study outlined flipped and blended learning as two teaching methods developed due to ICT integration in the classroom. Bibliometric insights from the study build the groundwork for academic advancement to remote online education. This is an attempt to corroborate such insights.

This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.

This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement).

This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university’s operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful.

Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.

Soft skills are essential not only for students but also for employees in any workplace. Some factors influence the development of soft skills in high schools. This study investigates the effect of psychological capital (PsyCap) on soft skills through the role of psychological well-being at different students’ grade levels.

Three scales (i.e. the Psychological Capital Questionnaire, the Scale of Psychological Well-being and the soft skills assessment) were used on 707 high school students from seven senior high schools. The data were analysed using a moderated-mediation regression technique to reveal the conditional indirect effect of PsyCap on soft skills.

The results suggested that students' grade levels moderated the indirect effect of PsyCap on soft skills via psychological well-being. Students in higher grades showed a stronger impact of PsyCap on soft skills via psychological well-being.

The psychological states of students should be regarded as one of the most critical aspects of education and career advancement. Schools should assist students in developing their soft skills. Students, regardless of grade level, would begin to occupy their PsyCap, ensure their psychological well-being and finally, engage in soft skills development activities.

This current study has shifted from simply assessing soft skills to investigating some avenues for developing soft skills in various contexts and areas. If the theoretical model is well established, teachers and educators can effectively improve soft skills intervention by understanding the antecedents of soft skills.