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Explains that international mobility forms an integral part of the academic work of most faculty members. Considers some implications of faculty mobility in cyberspace and some of the constraints of the virtual world. Formulates recommendations for the enhancement of faculty mobility in the virtual world at the international and department levels. Discusses new cultural, social and educational challenges related to virtual mobility. Concludes that through virtual mobility, the real collaborative links become even more efficient and that real mobility is an added value to virtual mobility and vice versa.

This paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts with enhancing its buy-in among the key stakeholders, fine-tuning its conceptualization and contextualization and a government-funded comprehensive policy and investment program.

This paper explores policies and practices of internationalization in Cambodia, using Knight's (2004, 2007) conceptualization of internationalization and Wan's (2018) list of six dimensions, by which the authors track and measure internationalization.

Systematic policy implementation to position internationalization to achieve national and institutional goals is little. Given utilitarianism of internationalization, policy statement has geared more toward employing internationalization to achieve institutional building, in order of significance: mobility, research collaboration, policy formulation and quality control, and much less on networking and aligning with international instruments. Subtle differences among the four universities under investigation exist. While all focus on student and faculty mobility and exchange, some aim at research collaboration and networks; some at indigenous “international” and language programs, and some at joint degree programs. But, internationalization is not a key priority nor is it strategically positioned to achieve institutional aspirations.

Without comprehensive, strategic policy guidance and implementation from the government, internationalization has taken its own course, and such is not healthy for higher education development.

There are few studies on internationalization in Cambodia. Clayton and Yuok (1997), Clayton (2002) and Pit and Ford (2004) examine politics or its politicization and higher education development after the end of the Eastern Bloc's support (Tek and Leng, 2017). Recent studies (Leng, 2015; Leng, 2016; Yun, 2014) underline institutional case studies to illustrate status, issues and challenges in internationalization. This article attempts to provide an overarching map of internationalization to inform policies and practices toward higher education and national development.

The present study aimed to investigate the perceptions of academic administrators of the characteristics and strategies of a boundary-spanner leader.

For this purpose, the authors adopted a qualitative approach and a descriptive phenomenology method. The participants of the study consisted of academic administrators in the public universities, and research institutions in Iran, of whom 17 academic administrators were selected as participants of the study purposefully and based on the criterion of having at least 4 years of management experience. To collect the data, the authors conducted semistructured interviews and performed a Colaizzi content analysis for data analysis.

The findings showed that perceptions of academic administrators of the characteristics and strategies of a boundary-spanner leader can be classified into six main categories; cognitive skills, relationship skills, professional skills, boundaries management strategies, common boundaries creation strategy and new boundaries discovery strategy.

This study builds upon the existing literature on boundary-spanning leaders in higher education through a new cultural context and lens. Because research to date has privileged institutional contexts predominantly in the USA and the United Kingdom, this study contributes an additional understanding of boundary-spanning leadership in Iranian higher educational contexts. This study also provides a common foundation and shared framework from which cross-national collaborations may be examined and further cultivated.

The purpose of this paper is to see if economic regionalization in Asia is a trend for the future, and if it heralds educational regionalization, thus uniting economic internationalization and education.

This has been shown to be the case in the European Union where it is still a work in progress and may well be sliding backward, and it is certainly the case in Asia where despite or perhaps because of the plethora of regional organizations (well over 100), policies and programs, to say nothing of the continuing historical tensions between nations and sub‐regions, the process of harmonization has lurched along and questions remain as to its long‐term substance.

It is suggested that the proposition of these goals is much easier than the implementation for a variety of political, economic, and cultural reasons.

In this study a conceptual framework utilizing the concepts of centripetal and centrifugal forces is introduced to facilitate a focus on the forces and factors affecting regionalization and harmonization of higher education in the Asian region.

This study, drawing upon affective events theory (AET), examines the relationships between work environment features, work events, affective states and attitudes in the Malaysian academic environment. Specifically, the authors examine the impact of supervisory support and welfare on role conflict, the impact of role conflict on affective states and the impact of affective states on job satisfaction using data collected from the international faculty.

The authors collected data from 152 respondents through an online platform, and given this study's causal predictive-explanatory nature, the authors apply partial least squares structural equation modeling (PLS-SEM) for data analysis. In addition, the authors complement their analysis by examining the nonlinear effects within the model as a robustness check.

From an explanatory perspective, the authors find support for all the hypotheses, implying the applicability of AET in academic contexts. Regarding the predictive perspective, the authors’ model exhibits a high out-of-sample predictive power. Importantly, the robustness check provides additional support for their model.

Given that the international faculty comes from different countries, the authors’ findings suggest that university managers should formulate and implement policies, which encourage and celebrate cultural diversity to increase the international faculty's job satisfaction. Additionally, policies that improve the process of job designs and descriptions need amendments in a way that reduces the role conflict faced by the multicultural faculty which, in turn, leads to negative affect and ultimately to job dissatisfaction.

This article is one of the first research studies focusing on the verification of AET in the context of international higher education. The authors apply the recent evaluative guidelines for a solid and rigorous PLS-SEM analysis and prove that the wandering scholars' emotions matter in achieving desirable organizational outcomes in cross-cultural institutions of higher learning.

The purpose of this paper is to examine the contours of the emerging business education and institutions in a multi‐polar world and to identify the causes of the strategic convergence of management education, to explore the limitations of the dominant models of management education and to propose a range of strategic alternatives for business schools operating in the diversity of a multi‐polar world.

The paper provides a critical review of the development of Anglo‐American modes of business education, and an evaluation of alternative strategic approaches to business school development that might engage with different contexts of business.

There is a tension between the continuing ascendancy of dominant Anglo‐American paradigms of management education, and the increasing recognition of the diversity of a multi‐polar world. This tension may be resolved by business schools following more distinctive strategies that are responsive to local contexts.

The research suggests business schools work towards greater recognition of culturally diverse business models, and develop tools of analysis appropriate to this context. Further research is necessary of the efforts to develop different approaches to business education, and of the strengths and limitations of these approaches.

The analysis offers a rationale for exploring different strategies for business schools, and proposes some different models to examine.

This paper provides a critical assessment of the development and convergence of international business schools and business education, and an outline of alternative possibilities.

The study has a two-fold purpose: first, to identify the enablers of partnering agility in higher education, and, second, to analyze the interplay between the enablers.

Total interpretive structural modelling (TISM) was used to construct a theoretical model of partnering agility enablers, and cross-impact matrix multiplication applied to classification (MICMAC) analysis was used to rank and segregate the enablers into independent, autonomous, dependent and linkage zones on the basis of their driving and dependence power.

The study helped in identifying eight enablers that can be instrumental in driving partnering agility in higher education. According to the TISM model, clarity on roles and responsibilities of partners was found to be the most crucial and vital enabler followed by resource sharing.

The conceptual model provides a new direction on how to develop and strengthen higher education partnerships. The model has prioritized all the crucial enablers that the management can work around in order to drive partnering agility in higher education institutions.

Studies in the past have majorly focused on academia–industry partnerships. This research has tried to provide a comprehensive view of the enablers and the multidirectional interplay between the enablers that can facilitate partnerships between academia and industry, Indian and international universities, and academia and community.

The purpose of this paper is to shed light on the use of bibliometric indicators as a people analytics tool for examining research performance outcome differences in faculty mobility and turnover.

Employing bibliometric information from research databases, the publication, citations, h-index and newly developed individual annualized h-index (hIa-index) for a sample of university faculty is examined (N = 684). Information relating to turnover decisions from a human resource (HR) information system and bibliometric data from a research database are combined to explore research performance differences across cohorts of retained, resigned or terminated faculty over a five-year period in a single university.

Analysis of variance (ANOVA) results indicate traditional bibliometric indicators of h-index, publication count and citation count which are limited in their ability to identify performance differences between employment status cohorts. Results do show some promise for the newly developed hIa-index, as it is found to be significantly lower for terminated faculty (p < 0.001), as compared to both retained and resigned faculty. Multinomial logistic regression analysis also confirms the hIa metric as a predictor of terminated employment status.

First, the results imply that the hIa-index, which controls for career length and elements of coauthorship is a superior bibliometric indicator for comparison of research performance.

Results suggest that the hIa metric may serve as a useful tool for the examination of employment decisions for universities. It also highlights the potential usefulness of bibliometric indicators for people analytics and the examination of employment decisions, performance management and faculty turnover in research-intensive higher education contexts.

This empirical paper is entirely unique. No research has previously examined the issue of turnover in a university setting using the bibliometric measures employed here. This is a first example of the potential use of hIa bibliometric index as an HR analytics tool for the examination of HR decisions such as employee turnover in the university context.

This paper explores the impact of high-performance human resource practices (HPHRPs) on the research performance and career success of academics.

Survey data was collected from 586 faculty members in the five largest public universities in Saudi Arabia.

The findings suggest that the HPHRPs of internal mobility and recognition had a strong impact on faculty members' career success and that these relationships were mediated by research performance. In addition, the study also found that the HPHRPs of training and recognition positively influenced research performance, while, surprisingly, the HPHRPs of participation in decision-making were found to have a negative effect on faculty members' research performance.

This study is original in combining research in human resource management (HRM) and career studies to develop a model that explains academic research performance and career success from the lens of HR practices. The results also provide leaders in Saudi Arabia's public higher education sector with empirical data on the impact of HPHRPs on academic research performance and career success.

Although many in academe have speculated about the effects of pressure to publish on the management discipline – often referred to as “publish or perish” – prevailing knowledge has been based on anecdotal rather than empirical evidence. The aim of the present paper is to shed light on the perceptions of management faculty regarding the pressure to publish imperative.

The authors surveyed faculty in 104 management departments of AACSB accredited, research‐oriented US business schools to explore the prevalence, sources, and effects of pressure to publish.

Results indicate that pressure to publish affects both tenured and tenure‐track management faculty, although the latter, as a group, feel significantly more pressure than those who are tenured. The primary source of this pressure is faculty themselves who are motivated by the prospects of enhancing their professional reputation, leaving a permanent mark on their profession, and increasing their salary and job mobility. The effects of pressure to publish include heightened stress levels; the marginalization of teaching; and research that may lack relevance, creativity, and innovation.

The sample was intentionally restricted to faculty from management departments affiliated with research‐oriented US business schools and does not include faculty from departments that are less research‐oriented and, therefore, would be expected to put less pressure on their faculty to publish.

Although the effects of pressure to publish are not necessarily always negative, the paper offers some fundamental suggestions to management (and other) faculty who wish to mitigate the deleterious effects of pressure to publish.

Although the findings may not be surprising to more seasoned faculty, to the authors' knowledge this is the first time they have been documented in the published literature. As such, they advance discussions of “publish or perish” beyond mere conjecture and “shared myths” allowing management faculty to more rationally debate its consequences and their implications for academic life.