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The main objective of this paper is to analyze how leadership unity (LU) within universities affects the innovativeness of faculty, with a focus on the potential moderating role of strategic sensitivity (SS).

The conceptual model of this research shows that SS and LU of the university impact the faculty's innovativeness. Meantime, the moderating effect of SS is assessed. A 49-item questionnaire was administered to 350 respondents who were managers and faculties of the university. The hierarchical regression technique was used for analyzing data and testing hypotheses.

The findings support both a curvilinear relationship based on a concave upward pattern and a linear relationship between LU in the university and the innovativeness of faculty. In addition, the university's SS positively influences the faculty's innovativeness. SS negatively moderates the curvilinear relationship between LU and faculty's innovativeness, i.e. the U-shaped effect exists only when the level of SS is high.

The results of this study shed new light on the relationships between LU and SS with innovativeness in the higher education landscape. It underlines the importance of SS as a moderator in the relationship between LU and innovativeness. This study was conducted in a developing country under sanctions with an Eastern culture, Iran. Thus, it is recommended that the conceptual framework of this study be tested in different countries with cultural diversity to generalize its findings.

Administrators of universities need to recognize that creating unity and cohesion among managers of various levels of the university is crucial. They should also be aware that responses to external changes can lead to new opportunities for the university. Embracing transformation within the organizational strategies of the university will have a significant influence on competition, politics, and internal operations.

This research contributes to the academic discussions on the importance of LU and SS and also the moderation effect of SS in driving and promoting innovativeness in among faculties by providing empirical evidence. The results present valuable insights for scholars, practitioners and policymakers seeking to understand innovativeness among faculties in the higher education setting.

Generative artificial intelligence (GAI) has seen exponential growth in recent years due to its capability to generate original content through natural language processing and comprehensive language models. This paper aims to investigate the transformative impact of GAI on higher education, focusing on the evolving roles of faculty in the classroom.

Using a phenomenological perspective and a process approach, the study involved 25 semi-structured interviews with academicians in higher education.

The findings reveal that GAI currently creates biased and commercially driven learning environments, challenging traditional pedagogical models. Despite its potential for enhancing education, the autonomous nature of GAI often prioritizes commercial interests over pedagogical goals.

The study is limited to faculty perspectives, suggesting future research should include student viewpoints and diverse educational contexts.

The study highlights the need for higher education institutions to develop comprehensive policies, provide training for faculty and students and design new courses that leverage GAI for personalized learning experiences and enhanced faculty research.

This paper contributes to the emerging literature on GAI’s impact on education, highlighting its dual nature as both a transformative tool and a potential threat to traditional educational roles and outcomes.

The purpose of this study is to examine the Google Scholar (GS) and Scopus citations profiles of library and information science (LIS) faculty members employed in central universities in India to determine their research online visibility.

The data was collected through manual searches conducted on GS and Scopus profiles by the end of August 2023, using the names of the faculty members along with their affiliations. The determination of the minimum sample size for each was calculated based on Cochran’s formula.

The study revealed that out of 104 LIS faculty members from 19 central universities, 78 (75.0%) faculty members have profiles on GS, while 61 (58.6%) of them are on Scopus. The study found that the faculty members have a substantial number of publications on GS, while their publication count on Scopus appears comparatively lower. The results suggest that certain faculty members have produced a modest number of publications but have received a substantial number of citations compared to their colleagues. Consequently, it can be inferred that there is no straightforward correlation between the volume of publications and citation metrics.

As the study exclusively focused on LIS faculty members working within central universities in India who have profiles on GS and Scopus, the researchers did not reach all LIS faculty members in India.

The significance of this research lies in its potential of insights into research productivity and its impact, which are crucial aspects of academia. The study provides valuable insights for individual researchers, LIS departments, institutes and universities in India and other countries to enhance their research performance and foster collaboration by establishing new research guidelines.

There have been no published research studies regarding the GS and Scopus citation metrics concerning LIS faculty members across all central universities in India.

This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community.

This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities.

The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators.

Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment.

This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

This paper provides novel evidence on the role of gender in the performance of university students, which is particularly relevant to the debate on the performance of female students in science, technology, engineering and mathematics (STEM) subjects.

Our approach relies on the metafrontier approach proposed by Huang et al. (2014), which measures students' efficiency within a given faculty and the impact of the faculty’s technology on students’ efficiency. We use a sample of 53,159 first-year students in 8 faculties from a large university in southern Italy from 2002–2003 to 2010–2011.

Students’ efficiency is relatively low, reflecting an essential role of unobserved heterogeneity. The different technologies of somewhat similar faculties have minimal impact on efficiency. There is a performance gap against women in five faculties, which on average is strongest for the faculties in the pure and applied science area. This gap increases with the proportion of female students and decreases with female lecturers.

The metafrontier has the benefit of providing relevant policy information on the drivers of student success by relying on data that universities routinely generate and preserve.

The stochastic metafrontier approach allows us to separate the group-specific frontiers from the metafrontier, yielding a decomposition of the efficiency scores of various faculties into technical efficiency scores and technological gaps.

This paper aims to examine the main factors by which the high-performance work system (HPWS) influences the creativity of faculty members in Jordanian institutions. This work seeks to examine the factors that may influence the relationship between entrepreneurial orientation and faculty members’ creativity. The current study also seeks to fill the gaps and differences in the literature that addressed the subject of the study.

To achieve the main goal, the sample included 230 faculty members working in Jordanian universities in Jordan. After examination and scrutiny, it was found that 11 questionnaires were not suitable for analysis to take appropriate samples, 219 questionnaires were included in the survey.

The results of the paper showed that HPWS improves the entrepreneurial orientation, which in turn improves the creativity of the faculty member. Moreover, the results indicate that entrepreneurship education positively modifies the relationship between the entrepreneurial orientation and creativity of a faculty member.

The results of this study contribute to universities that seek to improve the creativity of their faculty members needing to apply the pioneering approach in the course of the educational process and create innovative creative ideas, and this in turn needs to be implemented HPWS. In addition, universities need to encourage and promote entrepreneurial education, moving away from traditional education. Lastly, this study is considered as one of the recent studies that dealt with a sample of faculty members and their creativity and linked it with HPWS. By developing new educational technologies and methods, the efficiency of knowledge transfer can be improved and access to high-quality education can be enhanced for all.

In 2018, a group of higher education institutions (HEIs) in Switzerland started discussing the future of education. With the COVID-19 pandemic, many of their initial ideas and solutions were tested in the unpredictable, emergency online setting. This study aims to use student and faculty member perceptions to outline the future of higher education.

This research is based on eight surveys from students and faculty members at one Swiss HEI in business studies. While many previous studies focus on one group or one moment in time, this study examines the future of business education from both perspectives and traces the responses throughout the pandemic.

Teaching and learning strategies and perceptions evolved during the COVID-19 pandemic. Nonetheless, despite the potential, many HEIs simply reverted to normal instead of adapting to the “new normal”. Conversely, some HEIs have continued using the same exercises and tools that were used in the emergency remote pandemic-mode, without adapting or reflecting on the current learning environment. Based on the findings, both students and faculty members have increased their interest and proficiency in using digital tools although the students remained more open toward the opportunities of digital teaching and learning.

Based on the results, this study offers a model for the future of education that HEIs could implement when moving forward, whether on campus or online.

The research paper explores the role of faculties in teaching collaborative online international learning (COIL) courses as a pedagogical tool toward Internationalization at Home. The study examines what motivates faculties to teach COIL courses and what is their experience in designing and delivering a COIL course as a pedagogical tool for Internationalization at Home.

The research paper explores the role of faculties in conducting a COIL course through qualitative research of 16 faculties selected through purposive sampling. The verbatim transcripts of the interviews taken were analyzed through Braun and Clarke thematic analysis.

COIL is an innovative Internationalization at Home initiative built on the internationalization of curriculum. Faculties perceived COIL as an innovative pedagogical tool enhancing their professional advancement and providing equal global learning opportunities to all students at home, thereby ensuring inclusivity. COIL promotes enhanced cross-cultural student engagement and cultural understanding, thereby developing the global competency of students.

This research is a qualitative study done with a sample of 16 faculties using the in-depth interview as a tool. The outcome may not be applicable to the population at large.

This research would guide higher education institutions (HEIs) to enhance Internationalization at Home and enable inclusivity in providing international exposure to a large number of place-bound students. The findings of the research would encourage HEIs to train faculties to design innovative COIL courses and enhance cross-cultural student engagement. The research would motivate policymakers in the higher education sector to design policies and practices to embed COIL in the curriculum of HEIs.

COIL ensures quality of education (SDG 4) and reduces inequalities (SDG 10). Therefore, this research would pave a pathway for HEIs to attain sustainable development goals, especially SDG 4 and SDG 10.

The study is original in the area of the international virtual education sector.

There is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited library and information science (LIS) education programs. We do have scholars publishing meaningful work exploring diversity-equity-inclusion topics and initiatives to evolve the LIS discourse on these issues (Honma, 2005; Chancellor, 2019; De LaRosa et al., 2021; Gibson, 2019; Mehra et al., 2023; Colón-Aguirre et al., 2022; Hands, 2022). This research substantiates the conceptual research that exists by empirically exposing the ways in which the racism of whiteness functions at the interpersonal level of work culture in LIS programs (i.e. the academy) in the US.

Adapting Baima and Sude’s (2020) modified Delphi Method, a focus group of 13 BIPOC (Black, Indigenous, and People of Color) library and information science faculty members in the United States were recruited to participate in a one-time 60-min virtual Zoom session. Participants were engaged in three iterative rounds of reflective inquiry to reach a consensus of experience. The study design was embedded with critical race theory-based (CRT) ethnographic methods such as testimony (counterstorytelling), collective affirmation (shared narratives), and silence.

BIPOC LIS faculty (tenure-track and tenured) have similar ideas about whiteness and how it is operationalized as micro- and macro-aggressions in the LIS academic workplace, most significantly inside the classroom. The experience of whiteness was prevalent among all study participants in two areas: workplace meetings with faculty colleagues and classroom sessions (face-to-face and online) with students.

The findings offer empirical evidence to support the prolific conceptual literature in LIS discourse concerning ways in which critical race theory (CRT) interrogates LIS’s socio-professional injustices and inequities (e.g. Gibson et al., 2018; Stauffer, 2020; Leung and Lopez-McKnight, 2021; Jennings and Kinzer, 2022; Snow and Dunbar, 2022). There remains a dearth of empirical research that reports how whiteness is reproduced in the practices, knowledge, and resources that make up the ethos of the LIS faculty meeting and classroom. Documenting the testimonies of BIPOC LIS faculty solidifies the existence of whiteness as a toxic reality in the LIS academy.

The pandemic brought by COVID-19 in March 2020 shook the entire world, compelling everyone to remain indoors. Most B-Schools were unprepared for such a situation and did not have the resources to carry out the teaching and learning activities. B-schools then adopted online and hybrid modes of learning to impart education to their students. The purpose of this study is to identify factors affecting the quality of education along with lessons learnt and lessons to be left behind, using qualitative method.

The factors affecting the quality of education were drawn from the literature, and 18 faculty members were interviewed. The study uses a descriptive method, where interviews were conducted, and each interview was recorded, with an explicit permission of respective faculty member and coded and categorized to identify themes.

The significant contribution of this study is that it highlights? Through the learnings and experiences of the pandemic? What will work in the future for business schools. The use of online teaching-learning sessions and softwares, namely, Turnitin and Grammarly will not fade away. Faculty will use various engagement tools such as quizzes and simulations to improve the learning and quality of education in the post-pandemic era. Various interactive and online tools emerged during the pandemic which allowed faculty to use diagrams and infographics in their teaching, and this helped the faculty to cater to students with different learning styles.

This study will provide B-Schools, faculties and leaders an input for improving the quality of online education. The present study provides an empirical contribution to the factors affecting online education and its quality, by highlighting the perspective of faculty members with the help of qualitative study. These factors make a clear and strong indication that education in the future will be partly online, wherein a lot of e-learning resources will be used by faculty to impart quality education.