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Universities globally have faced the introduction of research performance assessment systems that provide monetary and ranking rewards based on publication outputs. This study aims to seek an understanding of the implementation of performance-based research funding (PBRF) and its impact on the heads of departments (HoDs) and accounting academics in New Zealand (NZ) tertiary institutions. The study explores NZ accounting academics’ experiences and their workload; the relationship between teaching and research in the accounting discipline and any issues and concerns affecting new and emerging accounting researchers because of PBRF.

Applying an institutional theoretical lens, this paper explores accounting HoDs’ perceptions concerning the PBRF system’s impact on their academic staff. The research used semi-structured interviews to collect data from NZ’s eight universities.

The key findings posit that many institutional processes, some more coercive in nature, whereas others were normative and mimetic, have been put in place to ensure that academics are able to meet the PBRF requirements. HoDs suggest that their staff understand the importance of research, but that PBRF is a challenge to new and emerging researchers and pose threats to their recruitment. New academics must “hit the ground running” as they must demonstrate not only teaching abilities but also already have a track record of research publications; all in all, a daunting experience for new academics to overcome. There is also a teaching and research disconnect. Furthermore, many areas where improvements can be made in the design of this measurement tool remain.

The PBRF system has significantly impacted on accounting academics. Central university research systems were established that subsequently applied coercive institutional pressures onto line managers to ensure that their staff performed. This finding offers scope for future research to explore a better PBRF that measures and rewards research productivity but without the current system’s unintended negative consequences.

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.

To determine the factors influencing the perception of undergraduate students toward research–teaching nexus and also to examine its impact on the attitude of the students.

The study used a quantitative design to examine the perceptions of students in higher education institutions in India. Descriptive and inferential statistics were used to describe the data and test the hypothesis. The data was collected using a structured questionnaire for a sample of 188 students from higher education institutions (HEIs). Further, in line with the purpose of the study and to test the hypotheses, the study used descriptive statistics, exploratory factor analysis and multivariate regression analysis.

The study demonstrates that the factors influencing the perception of undergraduate students toward research teaching nexus were identified using principal component analysis (PCA) with varimax rotation, conducted on 27 measurement items. In addition, the results of the multivariate regression analysis indicated that research-based, research-tutored and research motivation dimensions, significantly impact the graduate students' perception of research–teaching nexus.

The outcomes of this research may become valid input to HEI regulators, researchers and teachers while framing the policies and implementation of the same about the pertinent issues discussed in the paper. Further, it contributes to the existing theory that teaching–research quality and level of motivation are also the predominant factors influencing the teaching–research nexus among students. In addition, the outcome of this paper also supports HEIs to achieve the United Nations Sustainable Development Goals (UNSDGs) at large.

This study contributes to the ongoing debate and scarce literature on research–teaching nexus at the higher education level. The factors derived in this paper propose a framework for aligning teaching and research in academic programs to create high-quality human resource in the nation.

Knowledge-intensive public organizations (KIPOs henceforth) rely heavily on knowledge as the primary resource to provide public services. This study deals with a specific kind of KIPO in the judiciary system: the courts. The paper aims to explore the court’s managerial and organisational change resulting from the national recovery and resilience plan (NRRP) reform in response to Covid-19, focussing on how this neglected KIPO responds to change, either by showing acts of resistance or undergoing a hybridisation process.

The paper adopts a qualitative research design, developing an explorative case study to investigate the process of a court’s managerial and organisational change caused by NRRP reform and to shed light on how this neglected KIPO reacts to change, showing resistance acts and developing the hybridisation process. Thirty-one interviews in six months have been conducted with the three main actors in Courts: judges, clerks and trial clerks.

The paper shows that in this understudied KIPO, judges fiercely resist the managerial logic that decades of reforms have been trying to impose. The recent introduction of an office for speeding up trials (Ufficio Per il Processo (UPP)) was initially opposed. Then, the resistance strategy changed, and judges started to benefit from UPP delegating repetitive and low-value tasks while retaining their core activities. Clerks approached the reform with a more positive attitude, seeing in UPP the mechanism to bridge the distance between them and the judges.

Considering their relevance to society, courts must be more addressed in KIPOs' studies. This paper allows the reader to enter such KIPO and understand its peculiar features. Secondly, the article helps to understand micropractices of resistance that may hinder the effectiveness of managerial reforms.

This study aims to investigate the factors affecting the motivation of graduate students of information science in scientific and research activities and science production. This research is applied in terms of purpose and descriptive in terms of type and method.

The study's statistical population includes all postgraduate information science students studying in public universities. The random sampling method was simple. The data collection tool was a questionnaire. Descriptive statistics and one-sample t-test, independent t-test, and ANOVA were used to analyze the collected data by SPSS software.

Findings showed that all the main variables (internal motivations, external motivations, self-empowerment, and intellectual and specialized interactions) affect the participation of postgraduate students in research and scientific activities. Among the identified components, the creation of opportunities, research facilities, innovation, and formal relations between students and professors, has the most significant impact on students' motivation to participate in scientific and research activities and science production. There was no significant difference between education and age. From the results obtained from the present study, it can be said that the above variables, which were divided into four categories, with the intensity of the participation of graduate students of universities that in the present study examined the field of librarianship and information, with power and Or weakness are influential. This means that the students at the beginning of the research path, in other words, will be future researchers, should be constantly monitored as a source in the production of science.

This research is one of the few types of research that examines the influential variables in increasing the motivation to participate in the study, considering the population of postgraduate students of universities and scientific institutions as drivers of science production.

This study analyses the effects of firm efficiency on firm performance and how controlling shareholders moderate the link between the two variables.

This study employs data envelopment analysis to estimate firm efficiency and the panel regression method to assess the hypothesised relationships among 1,295 firm-year observations of publicly listed firms in Malaysia from 2015 to 2019.

The results indicate that firm efficiency (technical efficiency, pure technical efficiency and scale efficiency) has mixed relationships with firm performance (return on assets, market-to-book ratio and operating cash flows), all of which are being moderated by controlling shareholdings.

This study highlights the importance of assessing firm efficiency as the key success factor for improving firm performance. Industrial managers should manage efficiently their resources or operating costs in achieving their corporate financial goals. Moreover, this study notes the presence of controlling shareholders, who can be either self-interested or company goal aligned.

This study suggests becoming efficient in transforming inputs into outputs is a prerequisite before investigating accrual-based and cash-based firm performance measures, and the presence of controlling shareholders matters in these regards.

The authors revisit the notion of co-production, highlight more critical and re-politicized forms of co-production and introduce three principles for its operationalization. The paper’s viewpoint aims to find entry points for enabling more equitable disaster research and actions via co-production.

The authors draw insights from the authors’ reflections as climate and disaster researchers and literature on knowledge politics in the context of disaster and climate change, especially within critical disaster studies and feminist political ecology.

Disaster studies can better contribute to disaster risk reduction via political co-production and situating local and Indigenous knowledge at the center through three principles, i.e. ensuring knowledge plurality, surfacing norms and assumptions in knowledge production and driving actions that tackle existing knowledge (and broader sociopolitical) structures.

The authors draw out three principles to enable the political function of co-production based on firsthand experiences of working with local and Indigenous peoples and insights from a diverse set of co-production, feminist political ecology and critical disaster studies literature. Future research can observe how it can utilize these principles in its respective contexts.

Modular integrated construction (MiC) is an innovative and effective manufacturing-based method of construction that has become the mainstream development direction of projects in Hong Kong (HK). However, large-scale promotion of MiC practice still needs efforts. A pressing concern is that the impact of relevant policies on stakeholders during project implementation is rarely explored in depth. Therefore, to fill the research gap, this study aims to investigate the influence of policies on stakeholders to drive the successful implementation of MiC in HK.

This study uses a strategy of multiple methods. First, a comprehensively literature review and survey were adopted to identify critical policies and stakeholders. Second, semi-structured interviews with 28 experts were conducted to quantify their relationships. Third, three policy–stakeholder networks at initiation, planning and design and construction stages were established using social network analysis.

Environmental protection policy, COVID-19 pandemic policy and environmental protection policy and quality acceptance standard for project completion are found to be the most important policies of the three stages, respectively. The HK government and developers are highlighted as prominent stakeholders influencing policy implementation at all three stages. The dynamics of the influence stakeholders receive from critical policies at different stages of MiC are discussed. Valuable recommendations are accordingly proposed to enhance the successful implementation of MiC projects from the perspective of various stakeholders.

This study contributes to the body of knowledge by considering the mediating influence of stakeholders during policy implementation in the MiC uptake, and is valuable in helping policymakers to deeply understand the influence of policies to further forward successful MiC implementation and practicality in HK.

The main goal of the article is to determine the mediating role of HRM outcomes in the relationships between staffing the organization and company performance results and to establish whether there are any identifiable regularity in this scope in the pre-pandemic and pandemic period in the HQs and foreign subsidiaries of MNCs.

The empirical research included 200 MNCs headquartered in Central Europe. To capture the actual relations between the variables under study the raw data in the variables were adjusted with the efficiency index (EI). The Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to verify the research hypotheses and assess the mediating effects.

The research findings show that, with the exception of the HQs in the pandemic period, when staffing had a negative effect on the company performance results in quality, in other cases it had a positive effect on results in HRM, finance, innovativeness and quality, both in the pre-pandemic and pandemic period, although this effect was not always statistically significant. Furthermore, the company's performance results in HRM mediate positively the relationships between staffing and the other three categories of company performance results, regardless of the organizational level (HQs' or subsidiaries') and time period under consideration. Additionally, during the pandemic, the company's performance results in HRM mediate the relationships between staffing and the other company's performance results stronger than in the pre-pandemic time.

In addition to confirming the results of some other studies, the article also provides new knowledge. It determines the mediating role of HRM outcomes in the relationship between staffing and company performance results in finance, innovativeness and quality. Moreover, it identifies certain regularities in the four studied contexts, which is a novelty in this type of research. It also uses an innovative approach to including employee KPIs as the efficiency index in analyzing the relationships between the variables under study.

The Further Education and Training (FET) sector is being positioned as a centrepiece of the government's post-pandemic recovery. However, issues of capacity and staff churn are threatening the potential success of this strategy. Unfortunately, there has been almost no strategic analysis of teacher churn in the English FET system or of the derivative issues of recruitment and retention, both of which jeopardise the sector's capacity to deliver high-quality teaching and improve workforce skills. This paper examines these issues for policymakers and sector leaders and makes suggestions on how these can be redressed. A call for a more joined-up FET sector is presented.

This is a follow-up paper to a report published by the Education and Training Foundation in 2022 on teacher recruitment in the English FET sector. This paper pulls together all of the most recent research on the English FET sector on teacher recruitment and retention and frames these against the DfE's Skills for Jobs policy commitments. It also analyses a number of proposed solutions, reflecting on their merits and potential consequences.

An updated profile of FET institutions within the college, private training and adult subsectors is offered, showing how the FET sector in England has been in steady decline, which is juxtaposed against the rhetoric of industrial productivity and economic renewal. Four variables, namely funding, institutional numbers, staffing and learner numbers are examined to explore this disparity. A more in-depth analysis of recruitment and retention research follows, showing that pay, job insecurity and status are the factors influencing the decision to start an FET career. Strategies for remedying the “crisis” are assessed, including the role of national campaigns and professional bodies.

The first point for any research programme is to draw together the research data and themes that have been previously discussed in order to build a platform for future investigation, which is what this paper does. There are clear steers on where future research might be located: staff well-being, professional status, recruitment methods and what is meant by an FET career. These are factors that affect the desirability of FET work and the sector's ability to recruit high-quality candidates. The consequences of not doing this research is the likely continuation of the status quo, which is unsustainable for the FET sector and potentially catastrophic to UK productivity.

Policymakers and sector leaders are presented with analysis and advice on the impact of teacher shortages and the factors that contribute to this. The evidence to support these factors is explored and solutions discussed in light of this evidence. A research agenda is suggested including an appeal for professional organisations and FET stakeholders to work together to solve the recruitment and retention crisis. The power of research to enlighten and inform is one of several conclusions proposed.

Addressing the factors that corrode staff professionalism and increase teacher attrition is an essential component of a wider discourse to improve the desirability of an FET career. Issues of status and esteem are interwoven in this analysis, as are the implications of not recruiting talented teachers and assessors. This includes staff well-being – a rare topic in FET journal papers – as well as organisational culture and importance of the FET mission, which is considered to be embedded in an ethic of public service. This mission is linked via the Augur Report to the sector's transformational properties to raise social mobility.

There is no precedent for this paper. It is the first article that has provided a comprehensive examination of teacher recruitment and retention issues affecting the whole FET sector in England. Whilst its comparative analysis builds on the Education and Training Foundation (2022) earlier report, it uniquely draws on other contemporary research that triangulates and discusses these findings, including setting out a new agenda for change and future research. In doing so, new issues are introduced for discussion including professional status and staff well-being.