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Although leadership is found to have impact on the followers’ attitudes and performance there is a gap in leadership studies in HEIs, especially having Lithuania in mind. The purpose of this paper is to study the impact of leadership style on job satisfaction of faculty in higher education institutions (HEI).

In order to investigate before mentioned problem, the representative quantitative empirical research was conducted in 2013. It includes 72 faculty members and ten supervisors from Lithuanian public and private universities. The survey was conducted to check how leadership styles of supervisors influence faculty job satisfaction and compare the opinion of supervisors and subordinates.

The empirical research revealed significant positive impact of leadership style on job satisfaction of faculty where servant leadership style has been found to have the highest positive significant impact on job satisfaction of faculty while controlling autocrat leadership style has the lowest impact.

There are several implications for further research. It can be expanded whether geographically (e.g. comparative analysis in different countries) or institutionally (e.g. in other educational institutions, such as schools or pre-schools).

Practical implications reveal that supervisors have the power to increase the levels of job satisfaction of their faculty members, by defining their role as a leader, demonstrating certain leadership behaviors.

This survey covers the area which lacks academic research, namely, the impact of leadership on HEI faculty. Previous leadership studies in HEI focus on particular leadership style demonstrated (van Ameijde, 2009), the impact of leadership on culture (Asmawi et al., 2013), organizational effectiveness (Siddique et al., 2011) and other factors. However, very few of them (one of the examples is the study of Webb, 2009 in USA) investigate the direct managers’ leadership style and faculty job satisfaction. Besides, the previous surveys have not covered as many leadership styles as this one does.

The purpose of this paper is to examine the relationships between quality education and human resource management practices of faculty supervisor’s support, job autonomy and working condition in the private universities. Specifically, how does the working atmosphere in the private universities in Bangladesh play a mediating role in the links between faculty supervisory support and job autonomy toward excelling quality education?

To answer this question, a theoretical framework using the strategic contingency theory as its basis was established. Data (n = 515) were analyzed using structural equation modeling.

The findings of the study indicate that faculty supervisor’s support and working condition have significant positive relations with quality education and the working condition has an important mediating role in the links between supervisor’s support, job autonomy and quality education in the private universities in Bangladesh.

First, the study used faculty as respondents from only 19 private universities in Bangladesh where more than 100 universities are in active operation at present. Second, the study included only top-ranking private universities and ignored other low-grade local private universities ranked by the university grant commission and they should be included in the study. Third, this study did not include public universities in the survey. Fourth, only two antecedents to the working environment toward quality education were included. Finally, this study collected data only from the faculty of the school of business and economics for examining their opinion.

From an academic and practical perspective, as a cumulative body of study on the relationship between different HRM practices and quality education, this paper will be better able to advise concerned authorities of higher education intuitions on the elements they need to address to ensure quality teaching and learning in their institutes.

Several factors that directly and indirectly influence quality education through pleasant working environments appear to the surface. Thus, to create a vital working condition in private universities, academic leaders or authorities should be aware to make some improvements.

The study reveals a paramount finding that can help academicians and authorities of private higher education institutes.

Numerous studies on Western samples exist on work–family conflict (WFC) and work–family enrichment (WFE). Generalizing such results to other cultures may lead to erroneous interpretations of results. The present study emphasizes the role of different types of support on both work–family conflict and enrichment among university faculty in India.

An online survey was administered to university faculty in India. Hierarchical regression analyses were used to test the hypotheses.

Results based on a sample of 199 university faculty in India indicated that supervisor and coworker support did not significantly reduce work–family conflict but increased work–family enrichment. The type of family support (instrumental versus emotional) had an impact, particularly on work-family enrichment.

Research on work–family dynamics in India is still in its nascent stage. This study attempted to address this gap by studying both conflict and enrichment dynamics in the family and work lives of university faculty in India.

The purpose of this research paper is to analyse the internship expectations gap amongst the three main internship stakeholders: employers (company supervisors), academic supervisors and students, in an effort to detect the variables which could assist closing the gap between students' perceptions and the labour market employers and then, between the academic supervisors in Higher Education Institutions (HEIs) and the students. This paper analyses firstly, the variables that determine students' perceptions and overall satisfaction with the internships. After, it examines the differences with the employers' expectations of the interns' performance. Finally, this paper analyses the variables that determine the academic supervisors in HEIs grading of the interns with the overall satisfaction about the students' internship performance. This research serves as a guide for the improvement, refinement and expansion of university internship programme design together with internship best practices definition to close the expectation gaps between the HEIs and the Business World.

Two quantitative surveys were designed to measure students' and employers' perceptions of the internships. Additionally, one semi-structured qualitative interview is performed to deepen understanding of each student's perception of the internship. The authors perform a triangular analysis of students' perceptions and employers' (company supervisors) and academic supervisors' expectations. A T-test analyses the differences between cognitive, transversal and social skills developed in an internship as perceived by students and employers (company supervisors). Finally, linear regressions are run both to identify the variables that determine the students' internship overall satisfaction and also detect the variables that determine the final internship grade assigned by the academic supervisor from the university.

The authors highlight the following interesting findings. While the students feel that the internships are highly useful and perceive that they were fully integrated into the company's culture, they also state that they learn how to develop their transversal skills much more than the cognitive skills learnt in the whole study programme in their degrees. In parallel, employers (company supervisors), for their part, perceive that students have strong social skills and adjust perfectly to the company's culture, but expected the students to have more creativity and cognitive skills. Finally, the academic supervisor's value the students' written skills together with the company's supervisor valuation more than the students' transversal skills. These main expectation gaps detected must be solved to improve internship outcomes and closing the gaps between the Higher Education and Business World. These findings consolidate existing research and add more quantitative results contextualised to Spanish Higher Education Institutions.

The limitations of this research are that it only embeds a HEIs in Spain and the sample should be enlarged with more universities not only from Spain but also from around the world. Thus, the findings in this research can be used to improve the internship programme in this HEIs and its best practices, however they cannot be extrapolated to other HEIs still. Nevertheless, other HEIs can learn from this experience. Regarding the surveys these can be reviewed and homogenised for the student's perception items to be more aligned with the company supervisor's expectations and the academic supervisor's requirements of an internship. As implications, the authors have divided them into theoretical and practical. From the theoretical point of view, there needs to be more research about internships done in Economics, Law and Business Degrees field. From the practical point of view, the authors highlight several implications. First, HEIs must develop internship programmes further and promote the three stakeholders, employer–academic supervisor–student communication more fluid. This communication flow will maximize and align both employer and academic supervisor expectations about the students' performance in their internships. This way, student perceptions of their internship experience will improve and align further. Second, internships must be promoted in the Economics and Business Degrees as they are a unique opportunity for students to apply cognitive, transversal and social skills acquired in their study programmes, developing themselves as future professionals. Third, there is a growing need for HEIs to strengthen links with different companies, not only to teach students the skills employers' value but also to ensure that graduates are aware of what is happening in the labour market. Finally, through the internships developing further, academic supervisors must open their assessment to the students' professional skills (critical thinking, creativity, capacity to solve short term problems efficiently,) aligning with labour market needs.

This paper is significant because it shows the growing need for universities to strengthen links with a variety of companies (Business World). Internships are becoming compulsory, having assigned a high percentage of European Credits Transfer System (ECTS) credits to students' Grade Point Average (GPA) in Economics, Law and Business. This research work shows HEIs should improve internship design to close the gap between Higher Education's supply of graduates and the business world's demand for adequately prepared professionals. The results in this paper can help the academic actors start improving the internship design and best practices definition.

The study aims to analyze pedagogical e-leadership in online higher education in Spain through the application of VAL-ED at the International University of La Rioja.

The methodology used to achieve the objectives has been a descriptive and quantitative methodology through a cross-sectional study based on the implementation of the questionnaire: Adaptation of the VAL-ED to the university context, developed by Palomino et al. (2022a).

Indeed, the data obtained allow the authors to affirm how both directors and supervisors, as well as teachers, have been able to evaluate the leadership behavior of directors, compared to the competence standards of VAL-ED, having obtained very positive results that show how their leadership is, without a doubt, oriented to students. Given the fact that in the second specific objective the study sets out to determine to what extent the three groups of respondents (faculty, supervisors and directors) coincide in the effective performance of the pedagogical leadership of the directors, it can be highlighted that no great differences have been found in the responses of effectiveness obtained from directors, supervisors and teachers, since the results of the resulting scores among these three groups of respondents were reasonably similar.

The research is original as the sample was collected personally by the authors of this article.

Many start pursuing graduate or postgraduate research based education, however few complete on time. The purpose of this paper is to conceptualize a postgraduate student support model which will facilitate students to complete their studies successfully and on time.

The model was designed using authors viewpoint on this issue which was informed by literature and first-hand interactions with post graduate students and supervisors.

Ahmad's Student Support Model for Postgraduate Research Training proposes that students need support on three major dimension (Financial, Technical and Publishing) to complete degree on time. University and supervisor play critical role in this as they provide administrative and emotional support as they create learning environment for students. The model illustrates their role.

The model is useful for universities to ensure they provide students with all elements proposed. New supervisors can get ideas how to play their role in facilitating students to complete their degrees on time. Students can evaluate an institution before enrolling in research education if the institution has the elements proposed in the model.

The purpose of this paper is to share the reflections of a group of five academics who started supervising practice‐based doctoral students at a similar time in the same institution.

The supervisors engaged in a collaborative research process themselves, exploring their supervision practices, due in part to the relatively limited literature available in the field, and in part as a support mechanism to help them understand what they were doing.

As the first students have now completed, the learning from taking students through the cycle from start to finish for the first time is also now complete in itself. While the supervisors continue to learn both from and within the supervision process itself, that initial experience of supervising doctoral students is now complete and in many ways the doctoral development process of the students themselves.

This paper offers insight into the doctoral development process from the supervisor's perspective, and offers reflections on the supervision process itself, as well as insight into the difficulties that can be encountered when researching your own practice.

The purpose of the paper is to explore the meanings and effects of social undermining as described by the faculty members of public and private universities of Pakistan.

The study utilizes the qualitative approach using in-depth interviews of the faculty members to explore different meanings assigned to social undermining and the impact of these experiences on them.

The faculty members describe social undermining in terms of defamation and limiting of space for them at workplace. The impact of social undermining is directly felt on the emotional and overall well-being. It also affects the work performance of the faculty leading to behaviors like withdrawal and abstaining from voluntary activities.

The research is conducted in only two universities in the capital city. The experiences and views of faculty members in other universities particularly in small cities might be different.

The study may be of help in terms of finding out the impacts of social undermining on faculty members in order to avoid such situations, hence, improving the motivation level of faculty. This will help managers to understand the phenomenon and find out appropriate strategies for a more harmonious and trustable work environment between people.

The study contributes to the literature by utilizing the qualitative approach that is not used much in this subject area. It is also one of the very first attempts of exploring the phenomenon in Pakistan, as per the best of authors’ knowledge.

The purpose of this paper is to review the changing scenario of research in Pakistan and the status of demand and supply of library and information science (LIS) professionals with research qualifications to fill the leadership positions in Pakistan.

Government reports and websites were reviewed and telephonic contacts made with LIS faculty and senior librarians.

The paper finds that research activities are rapidly increasing in Pakistan, while there is a wide gap between demand and supply of LIS professionals with research qualifications.

The researchers have furnished some recommendations for filling the identified gap.