Higher Education Institutions as Strategic Centers for Promoting Social Innovation in Gerontology: Insights from the Senior Innovation Lab Training Initiative.

BACKGROUND: Social innovation and gerontology develop a wide range of actions aimed at supporting and improving the needs of long-lived populations. Higher education institutions (HEIs) are drivers of change, and their potential to develop solutions through teaching students' social innovation skills should be considered in the field of longevity. This article reports the results obtained by the Senior Innovation Lab (SIL) training initiative. METHODS: Challenge-based learning, design thinking, and lean startup approaches were implemented in training 26 participants with the final aim of developing innovative solutions to previously identified long-lived population needs. RESULTS: Final products were innovative ideas developed through collaboration between students, academic staff, and business employees, indicating the importance of adopting entrepreneurial approaches in academic teaching. The participants identified motivation and perseverance as the most relevant entrepreneurial skills and most of them also perceived that they possessed it. The participants also considered spotting opportunities (chance to add value) as the most desired skill throughout the whole experience. CONCLUSIONS: SIL's assessment showed that social innovation methodologies contributed to the development of learning strategies, enabling potential solutions for the ageing challenges.

Balancing the equation: assessing the impact of management practices on staff and faculty wellbeing in Chinese higher education institutions.

Introduction: The intersection of work-family dynamics and job contentment has become a pivotal area of investigation within the higher education landscape, drawing scholarly attention, especially in the Chinese context. This study delves into the intricate relationship between work-family culture and job satisfaction, with a particular spotlight on the mediating influence of perceptions of organizational fairness. The impetus behind this emphasis lies in the burgeoning acknowledgment of organizational justice as a pivotal force shaping employee attitudes and conduct within academic establishments. Method: This research was conducted using two distinct groups. The first group consisted of 1,075 faculty members at Chinese universities, while the second group comprised 972 administrative and technical employees at these institutions. Results: The mediational analyses provided in this study offer an enhanced comprehension of the intricate relationships under discussion. Significantly, the findings reveal that Work-Family Culture plays a crucial predictive role in influencing perceptions of Organizational Justice among both faculty and administrative staff. More importantly, the study uncovers that Work-Family Culture indirectly affects Job Satisfaction through its impact on Organizational Justice. Discussion: This insight underscores the importance of harmonious work-family interactions as a determinant of job-related attitudes and satisfaction levels.

Unicanvas: Exploring a tool for strategic management.

Purpose: This research proposes an adapted version of Business Model Canvas (BMC) as a strategic instrument for Higher Education Institutions (HEIs). University-Model Canvas (Unicanvas) is intended to be a critical visual and dynamic tool for addressing the challenges faced by entrepreneurial universities in their quintuple helix model. Research methods/Approach: Considering the new challenges facing HEIs, transfer knowledge, corporate social responsibility, internationalization, digitalization, sustainability, and the critical role of universities in innovation and regional development, we adapt the strategic building blocks of the BMC in the context of universities. Findings and implications: Departing from BMC, we propose 10 strategic building blocks against the nine BMCs, including an achievement box. The new challenges HEIs face, the expansion of university outputs, and new societal demands highlight the opportunity to use this tool instead of traditional and static strategic planning models to discuss and concretise their differentiated way of competing. The use of this participative, dynamic, intuitive, and flexible strategic tool will facilitate the holistic strategic management of these institutions in their current new challenges.

Universities are responsible for training students, generating knowledge from their research, and transferring it to the market. This triple function is developed in a changing context with significant challenges, such as demographic changes, rapid technological advances, or limited public financing. Changes for Higher Education Institutions (HEIs) imply contemplating key issues such as transfer and innovation, internationalization, digitalization, sustainability, or regional development in their strategic objectives. For this reason, many universities are asking themselves: How can they approach the strategic management of universities to face these challenges? Universities have traditionally approached the management of their institutions based on traditional and static strategic planning models. However, universities with more attractive strategic tools from the business and entrepreneurship fields could design strategies to meet the interests of multiple academic and market stakeholders. The original Business Model Canvas (BMC) is a widely accepted tool for business model innovation. It provides an easy, dynamic, intuitive, and flexible vision that can be continually improved to shape and renew any business strategy. The main goal of this research is to propose a modified version of BMC, named University-Model Canvas (Unicanvas). A Unicanvas is proposed for its effectiveness, practicality, and easy-to-use tool design and development of university strategic management. We aim to help university managers and administrators understand the possibilities of this tool for appropriate strategic management in these changing times.

The need for scientific-area-related indicators for effective energy planning in higher education institutions.

The quest for improving energy efficiency is transversal to all areas of society. Higher education institutions represent an important sector in this quest due to their high demand, but also for the role model that they can play in educating energy-efficient citizens and piloting new approaches and experiences. Thus, decreasing energy consumption in higher education institutions, in addition to reducing the carbon footprint, contributes to ameliorating countries' energy bills, and, most importantly, contributes to a more sustainable society. The purpose of the paper, based on the energy consumption of the University of Minho, Portugal, between 2007 and 2022, is threefold: first, to evaluate how energy consumption and associated carbon footprint indicators have performed under a sustainable strategy program, second to reflect on total energy and specific energy indicators, and lastly to emphasize the need to improve energy metering and planning systems to account for the distinctive needs of the different scientific area buildings. This is not only relevant but also rare to find in scientific literature. Findings suggest that UMinho's energy consumption is in line with the numbers reported in the literature. Moreover, detailed indicators, specified by scientific area building, show diverse patterns in energy use, demonstrating the limitations of an overall analysis of buildings in the university campi. The results show that energy efficiency improved as a result of the implemented action plan, and demonstrate the need for detailed and specific indicators that reflect the different needs of each scientific area. The results provided by this refinement call for the design of tailored initiatives to decrease energy consumption, since they allow the planning of specific measures and programs for different energy use patterns, and therefore improve their efficiency. Finally, the preliminary results of the analysis of building specific energy use point to the need for more detailed data on hourly and daily consumption and academic term given the relative contribution of users' behaviour.

Evaluating lecturer performance in Vietnam: An application of fuzzy AHP and fuzzy TOPSIS methods.

Higher education is regarded as being of paramount importance in Vietnam and as being essential to raising the level of the country's labor force and promoting economic progress. Evaluation of lecturers is one of the institution's activities and a crucial component of managing human resources in higher education institutions. How to evaluate faculty members' overall performance using a range of criteria is one of the key evaluation-related challenges. This study presents a method that uses fuzzy analytical hierarchy process (AHP) and fuzzy technique for order performance by similarity to ideal solution (TOPSIS) to assess and rank the performance of lecturers. Specifically, the evaluation framework is developed by identifying criteria and sub-criteria based on a comprehensive review of existing literature. Following that, the fuzzy AHP approach is used to determine the weights of the criteria and sub-criteria using the pairwise comparisons. The Fuzzy TOPSIS approach is employed to assess and prioritize lecturers identified through expert evaluation. When applied in group decision-making, utilizing fuzzy AHP and fuzzy TOPSIS promotes agreement among decision-makers and diminishes uncertainty in decision-making processes. The utilization of the multiple criterion measurement approach can then be used to carry out the evaluation. The suggested framework is also demonstrated via a case study. The use of this framework can improve the evaluation's objectivity, accuracy, and scientific methodology. It is believed that this work will assist managers of higher education institutions improve their standards for educational quality.

Influence of transformational leadership on innovative work behavior and task performance of individuals: The mediating role of knowledge sharing.

This research tries to investigate the dynamic link between higher education institution (HEIs) transformational leaders (TFL) and follower's outcome innovative work behavior (IWB) and Task Performance) through Knowledge sharing (KNS) in Pakistan. Using quantitative design an adopted construct was used to obtain response from HEIs leaders and employees behavior. The obtained information was analyzed through structural equation modeling (SEM) technique via Smart PLS. Results depict that direct link between University Transformational leadership and employees Innovative work behavior as well as Task Performance. The results further postulate that KNS mediate the relationship between Transformational leadership and employees TSP in the context of HEIs. Surprisingly, KNS could not evident to become a mediating variable to strengthen the relationship between transformational Leadership and employees IWB in the HEIs sector of Pakistan. In addition to enhancing the theoretical comprehension of higher education leadership, the outcomes of this article provide that promoting knowledge sharing culture is valuable asset for both existing and future HEIs leaders in order to promote the culture of innovation and creativity. Although recent studies investigate the role of KNS as a mediator, however the current study use KNS as contemporaneous intervening variable for IWB and Task Performance for the first time. The study also confirms theoretical underpinning of social exchange mechanism in strengthening the relationship between leader member's continuum.

Nano-integrating green and low-carbon concepts into ideological and political education in higher education institutions through K-means clustering.

Universities and colleges play a pivotal role in the pursuit of a future that is sustainable through their pedagogical efforts and the execution of state-of-the-art research endeavors aimed at mitigating the effects of climate change. Higher Education Institutions (HEIs) serve as crucial catalysts in advancing sustainable development. HEIs are increasingly embracing precise measures to reduce their carbon footprint (CF) while also educating students on global sustainability. These nano-methods provide a quantitative framework for assessing a campus's sustainability efforts in line with Green Campus (GC) initiatives to lower carbon emissions align with GC goals. This study employs K-means clustering to analyze the integration of green and low-carbon principles in higher education political and ideological studies. Its goal is to identify patterns, assess teaching effectiveness, and improve sustainability education, aligning with Green Campus initiatives to enhance institutional contributions to sustainable growth through informed pedagogical strategies. Input data includes curriculum content, teaching methods, student engagement, and institutional goals related to sustainability. Seeking to improve sustainability education align with Green Campus initiatives, higher education can strategically enhance their contributions to long-term sustainability and growth through effective pedagogical approaches. Cluster 3 has the lowest WCSS value of 1200, indicating tighter cohesion and less variability within this cluster compared to Cluster 1 (1500) and Cluster 2 (1800). Cluster 3 stands out with the highest silhouette score of 0.7, suggesting well-defined and distinct clusters, while Cluster 2 has the lowest score of 0.4, indicating some overlap or ambiguity in data points. Cluster 1 has the lowest Davies-Bouldin Index of 0.4, implying better separation between clusters compared to Cluster 2 (0.6) and Cluster 3 (0.5). Cluster 3 is well-defined and cohesive, showing strong integration of green practices. Cluster 1 displays good separation and cohesion, while Cluster 2 requires refinement due to potential overlap in sustainability integration.

The effects of school career guidance on career choices of radiography undergraduate students at a University in Gauteng Province, South Africa.

BACKGROUND: Studies have revealed that learners begin to make their career choices at a reasonably early stage of their lives. Career guidance in South Africa was made part of the curriculum in schools to introduce learners to different careers and guide them in their career choices. Due to historical disparities, this has not been adequately implemented in all schools. As a result of this, some learners often make uninformed career choices. The aim of this study was to determine if students who enrolled in a radiography undergraduate program at Sefako Makgatho Health Sciences University (SMU) had prior knowledge about the radiography profession through career education and guidance at school level. The objectives of this study were to determine if there was prior knowledge of the radiography profession before enrolment at the institution; if career guidance and education was offered at school level as well as to investigate whether they will remain within the profession in the next five years. METHODS: An inductive exploratory qualitative method was used with a convenience sampling technique. Data were collected using semi-structured group interviews with open and closed-ended questions. Group interviews were conducted online and recorded. Thematic analysis was used to analyze exploratory data. Descriptive data were analyzed using SPSS software. RESULTS: A total of forty-four learners were interviewed in groups of 6-8 per interview, bringing the interviews to a total of seven groups. Majority of participants were females (59%, n=26) and the mean age of participants was 20.5 years. The majority of participants (68.2%) felt that career guidance would have played a role in their career choices and wished they could have had more knowledge about radiography profession before they enrolled in the program. CONCLUSION: This study confirmed that most learners had limited knowledge about the radiography profession before enrolment due to lack of career guidance at school level. However, for some, this lack of knowledge was altered by their first clinical practice exposure. Additionally, for participants who ended up in the radiography program as a second career choice without any prior knowledge and guidance, their views on progression and retention in the profession changed as a result of their first clinical exposure in the X-ray department. This study identified the need for career guidance to be addressed vigorously and universally in secondary schools. Work shadowing emerged as a significant factor to the choice of career, retention, and progression and therefore, further research is needed to explore this aspect in more depth.

Corona virus vaccine hesitancy among higher education students in Adama City, Oromia, Ethiopia.

Background: Vaccination stands as the most efficient approach for managing the continued transmission of infections and preventing the emergence of novel variants. Coronavirus disease 2019 (COVID-19) vaccine hesitancy poses a significant burden in the fight to achieve herd immunity. Methods: A cross-sectional study, based on institutional parameters, was conducted among a cohort of 530 higher education students, selected via a simple random sampling method. Study participants were selected using a systematic random sampling technique from February to March 2022. Structured questionnaire data were gathered and subsequently analyzed using SPSS version 21. The strength of the association between various factors and COVID-19 vaccine hesitancy was assessed using the odds ratio along with its 95% confidence interval. Statistical significance was deemed to be present at a p-value of < 0.05. Result: The prevalence of coronavirus vaccine hesitancy was 47.5%. The factors that were found to be significantly associated with COVID-19 vaccine hesitancy were residential address (AOR = 2.398, 95% CI: 1.476-3.896); agreeing with leaders and groups that do not support COVID-19 vaccination (AOR = 2.292, 95% CI: 1.418-3.704); coming from a community whose leaders support COVID-19 vaccination for young adults (AOR = 0.598, 95% CI: 0.381-0.940), and believing that COVID-19 vaccines are safe (AOR = 0.343,95% CI: 0.168-0.701). Conclusion: Approximately five out of 10 students who participated in this study were hesitant to get vaccinated against coronavirus. Incorporating messages and initiatives into local plans to specifically target the factors identified in this study is imperative for substantially increasing the COVID-19 vaccine uptake among students in higher education institutions.

Power imbalances and equity in the day-to-day functioning of a north plus multi-south higher education institutions partnership: a case study.

BACKGROUND: Partnerships between Higher Education Institutions (HEIs) in the global north and south have commonly been used as a vehicle to drive global health research and initiatives. Among these initiatives, include health system strengthening, research capacity building, and human resource training in developing countries. However, the partnership functioning of many global north-south partnerships still carry legacies of colonialism through unrecognized behavior patterns, attitudes, and belief systems in how they function. Even with research literature calling for a shift from equality to equity in the functioning of these partnerships, many still struggle with issues of complex and unspoken power dynamics. To understand the successes and challenges of north-south partnerships, this paper explored partnership development and functioning of a northern and multi-southern HEIs partnership focused on nutrition education and research. METHODS: A qualitative research approach was used; data were collected through in-depth interviews (IDIs) with questions developed from the Bergen Model of Collective Functioning (BMCF). Thirteen IDIs were conducted with partners from all institutions including stakeholders. FINDINGS: The partnership was built on the foundation of experiences and lessons of a previous partnership. Partners used these experiences and lessons to devise strategies to improve partnership inputs, communication, leadership, roles and structures, and maintenance and communication tasks. However, these strategies had an impact on partnership functioning giving rise to issues of inequitable power dynamics. The northern partner had two roles: one as an equal partner and another as distributor of project funds; this caused a conflict in roles for this partner. The partners distinguished themselves according to partner resources - two partners were named implementing partners and two named supportive partners. Roles and partner resources were the greatest contributors to power imbalances and caused delays in project activities. CONCLUSION: Using the BMCF to examine partnership dynamics illuminated that power imbalances caused a hierarchical stance in the partnership with northern partners having overall control and power of decision-making in the partnership. This could impact the effectiveness and sustainability of project in the southern institutions going forward.

Psychological capital research in HEIs: Bibliometric analysis of current and future trends.

This study presents a comprehensive bibliometric analysis of the literature on psychological capital (PsyCap) within higher education institutions (HEIs). Its main objective is to offer an encompassing perspective on this field's current state and potential developments. To achieve this, the study examines present research trends and predicts future directions using a bibliometric approach. A total of 412 journal articles were gathered from the Web of Science database. The analysis identifies influential publications, outlines the knowledge structure, and forecasts future trends through bibliographic coupling and co-word analyses. The bibliographic coupling revealed five distinct clusters, while the co-word analysis identified four clusters. Despite the growing significance of PsyCap research in HEIs, there remains a need for greater academic efforts to comprehend the research landscape fully. This paper provides valuable insights into the expanding area of PsyCap research within HEIs. In conclusion, the study sheds light on the extensive research conducted on PsyCap in the context of HEIs and offers insights into its potential for further growth.

Practice of Vietnamese tertiary learners' intercultural competence: An influential factor affecting entrepreneurial capabilities.

Intercultural competence (IC) is believed to enhance new graduates' entrepreneurial capabilities and employability in this 21st century. This quantitative study investigates learners' perceived levels of IC, regarding its four components: knowledge, attitudes, skills, and awareness [1,2]. An online survey comprising 40 items adapted from Baroudi's questionnaire [3] based on Byram's conceptual framework of IC [1,2] was administered to learners at a recently established state university in the Mekong Delta of Vietnam. 148 eligible respondents were recruited on a volunteer basis. SPSS was used to analyze collected data. Results show learners' high perceived level of IC. Learners' intercultural attitudes component was found to be at the highest perceived level. In addition, knowledge and skills equally stood at the lowest level of learners' perceived IC. Learners' gender and academic field did not affect their perceived IC levels. However, participants' academic major showed to have a significant impact on learners' intercultural awareness. The findings inform stakeholders about the appropriateness of currently-implemented curricula for intercultural education and raise their awareness of the possible gap between learners' perceived levels of IC and their actual IC. The study also contributes insights into the literature on the relationship between learners' IC and entrepreneurial capabilities and employability. Finally, suggestions for future studies on IC are included.

Knowledge-intensive teamwork development through social media adoption after the COVID-19 pandemic in higher education institutions.

Although knowledge drives organizational growth, limited teamwork skills have hindered effective knowledge sharing and utilization across departments and individuals in higher education institutions (HEIs). Thus, this paper develops a pertinent knowledge-intensive teamworking model for HEIs. Educational background, leadership, and social media adoption were independent variables, while knowledge acquisition, development, application, revision, and knowledge-intensive teamwork were dependent variables. Using an online questionnaire, a quantitative investigation of 918 people across different HEIs tested hypotheses based on PLS-SEM findings. Results showed that educational background, leadership, and social media adoption are integral enablers in smoothing knowledge management operations, while the synergistic combination of process phases drives teamwork. Consequently, outcomes establish foundations for fostering a continuous learning culture, accountability, and cooperation in HEIs.

Análise de instrumento orientador: contribuições para a simulação realística em saúde / Guiding instrument analysis: contributions to realística simulation in healthcare / Análisis de instrumentos rectores: contribuciones a la simulación realista en salud

Objetivo: analisar um instrumento orientador para a Simulação Realística em Saúde utilizado por uma Instituição de Ensino Superior. Método: estudo descritivo, qualitativo com participação de 23 profissionais com Graduação na área da saúde e experiência em simulação realística. A coleta de dados, via questionário on-line, ocorreu no período de março a junho de 2020. Utilizou-se a análise de conteúdo temático-categorial. Resultados: o instrumento contempla as etapas necessárias para o cotidiano do ensino em simulação. A categoria "Itens imprescindíveis para o planejamento da simulação" engloba.: preparo do cenário simulado; atuação dos docentes/facilitadores no briefing e no desenvolvimento do cenário simulado; atuação dos docentes/facilitadores no debriefing; e avaliação da simulação. Conclusão: o desenvolvimento desta pesquisa possibilitou adequação das dimensões do Isimula favorecendo clareza às etapas necessárias à simulação e contribui para apoiar docentes/facilitadores no planejamento, desenvolvimento e avaliação da simulação, em diferentes contextos de atenção à saúde.

Objective: to analyze a guiding instrument for Realistic Simulation in Health used by a Higher Education Institution. Method: this was a descriptive, qualitative study involving 23 professionals with a degree in healthcare and experience in realistic simulation. Data was collected via an online questionnaire between March and June 2020. Thematic-categorical content analysis was used. Results: the instrument covers the necessary steps for day-to-day simulation teaching. The category "Essential items for planning the simulation" includes: preparing the simulated scenario; the role of teachers/facilitators in briefing and developing the simulated scenario; the role of teachers/facilitators in debriefing; and evaluating the simulation. Conclusion: the development of this research enabled the dimensions of Isimula to be adapted, favoring clarity in the stages necessary for simulation and helping to support teachers/facilitators in the planning, development and evaluation of simulation in different healthcare contexts.

Objetivos:analizar un instrumento de orientación para la Simulación Realista en Salud utilizado por una Institución de Enseñanza Superior. Método: estudio descriptivo y cualitativo en el que participaron 23 profesionales con titulación sanitaria y experiencia en simulación realista. Los datos se recogieron a través de un cuestionario online entre marzo y junio de 2020. Se utilizó análisis de contenido temático-categorial. Resultados: el instrumento recoge los pasos necesarios para el día a día de la enseñanza de la simulación. La categoría "Elementos esenciales para la planificación de la simulación" incluye: la preparación del escenario simulado; el papel de los profesores/facilitadores en la información y el desarrollo del escenario simulado; el papel de los profesores/facilitadores en el debriefing; y la evaluación de la simulación. Conclusión: el desarrollo de esta investigación permitió adaptar las dimensiones de Isimula, favoreciendo la claridad en las etapas necesarias para la simulación y ayudando a apoyar a los profesores/facilitadores en la planificación, desarrollo y evaluación de la simulación en diferentes contextos sanitarios.

Natural science and engineering instructors' knowledge and practice of brain-based instruction in Ethiopian higher education institutions.

Currently, the Brain-Based Instructional approach has become an alternative instructional method in the schooling system of different countries of the world. This study explored the current situation of natural science and engineering instructors' knowledge and practices of brain-based instruction in Ethiopian higher education institutions. A descriptive survey research design with concurrent mixed methods was employed. Data collection tools were developed based on the twelve principles of brain-based learning theory and confirmed their validity and reliability. Survey questions were used to gather quantitative data from 512 randomly selected instructors. Qualitative data were collected through interviews with 14 purposely selected instructors. Classroom observation was also conducted to triangulate data obtained through interviews and survey questions. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed thematically. The findings of this study depict that most natural science and engineering instructors have good knowledge of brain-based instruction but not transferable knowledge and skills. There is a clear gap between instructors' knowledge and classroom practice of brain-based instruction. Thus, to improve instructional practices, higher education institutions need to work strongly to narrow the existing variation. Implications and further recommendations are also suggested.

Emerging ESG reporting of higher education institutions in China.

This paper investigates the ESG reporting practices of Chinese higher education institutions (HEIs). Based on Global Reporting Initiative's common reporting standards and the education sector-specific indicators proposed by earlier studies, we construct a disclosure framework of 112 indicators classified into environmental, social, governance, and educational dimensions. We manually collect all ESG-related information disclosed by 147 elite Chinese HEIs from various channels, including 8 standalone sustainability reports, around 600 annual reports, 139 charters, official websites, and official social media accounts, for the period 2020-2023. The results demonstrate how Chinese HEIs disclose different types of ESG information via different channels, with most of the information disclosed through channels other than standalone sustainability reports. Most Chinese HEIs do not adopt any specific disclosure standards but loosely follow the Sustainable Development Goals (SDGs) in reporting. We further assess the quality of the disclosed information for each indicator and observe that, quality-wise, governance > educational > social > environmental, highlighting the necessity for Chinese HEIs to enhance environmental reporting. Next, we investigate the determinants of reporting quality and find that an HEI's number of faculty members is a more significant factor associated with its ESG reporting quality than other factors (i.e., number of students, funding, expenditure). Chinese HEIs are advised to report in a more balanced manner across the four dimensions in a standalone report using an education-oriented indicator-based framework instead of the current SDGs-based framework, to improve the completeness, materiality, and comparability of information.

Building student loyalty in higher education: the role of corporate reputation.

Background: Reputation is a vital asset for Higher Education Institutions (HEIs) as it constitutes a source of competitive advantage because it works as a quality sign for the stakeholders. Because of globalisation, decreasing funding and the changing environment in the Mozambican higher education market, HEIs need to build a favourable reputation to stay relevant. This research aims to study how a university's reputation can influence student loyalty. Methods: Utilizing a descriptive and analytical methodology, a quantitative investigation was carried out by surveying 402 students enrolled in higher education institution (HEI) courses in Mozambique. The research employed a survey questionnaire to directly collect information from the study participants. Results: The study concluded that university reputation affects student loyalty, as the relationship between both variables is statistically significant. All dimensions of HEIs reputation, namely, academic competence, social attractiveness, and responsible management, positively impact student loyalty. Although, the latter variable did not have a statistically significant impact, contradicting the current theoretical framework. Conclusions: The study's findings suggest that corporate reputation has a favorable impact on student loyalty, demonstrating a significant relationship between the two factors. Therefore,improve student retention, HEIs should seek to enhance their academic competence and social attractiveness. Furure research: The study suggests future research should address sample composition issues by increasing representation from underrepresented groups. It recommends a more in-depth exploration of the responsible management construct, advocating for the inclusion of context-specific indicators. Furthermore, the study proposes investigating additional factors to enhance the understanding of the relationship between university reputation and student loyalty.

Greening procurement: Exploring evolving practices in an Irish university.

Including green criteria in the public procurement of goods and services requires increased expertise, new methodologies, more significant monitoring efforts and more support towards innovation. These added complexities influence procurement professionals and their everyday practices. This article explores the under-researched issue of practitioner-led beliefs, attitudes, and their accounts of Green Public Procurement (GPP). We delve into a qualitative case study of University College Cork (UCC) in Ireland to explore the journey of procurement professionals in introducing GPP across the various sectors and departments of the university. We draw from interviews, a horizon scanning workshop, and secondary materials to capture and build on the expertise of a broad range of staff in UCC with experience in this area. We use this collective viewpoint to make sense of GPP and to position such views relative to ongoing policy priorities, looking at past, present, and future outlooks. The research shows that efforts have been made to introduce green criteria in new tenders. These gradually became wider opportunities to develop competencies, skills, and stimuli to implement more impactful strategies. The research also shows underdeveloped practices around supporting innovation, monitoring, and post-award evaluation. Overall, the paper offers a unique perspective based on the day-to-day practice of public procurement practitioners. While the case study is geographically bound and therefore presents difficulties in replicating findings, it provides a new lens for researching GPP adoption through interaction with practitioners.

Exploring the Nexus of Emotional Intelligence and University Performance: An Investigation Through Perceived Organizational Support and Innovative Work Behavior.

Purpose: This study is based on the ability-based theory of emotional intelligence (EI), organizational support theory, and componential theory of creativity. This study intended to investigate organizational performance (OP) against academics' EI in higher education institutions (HEIs) in China. This study further scrutinized perceived organizational support (POS) and innovative work behavior (IWB) as mediators among these associations. Similarly, the inter-link between POS and IWB was investigated. Design/methodology/Approach: Chinese HEIs academicians (327) were examined using quantitative and cross-sectional research methods. Likewise, PLS-SEM, that is, partial least squares structural equation modeling, was used as a data analysis method to examine assumed relationships statistically. Findings: The extracted findings established the anticipated relationships, and the results validated that EI had a direct and positive association with OP in HEIs. Similarly, the findings revealed that IWB partially mediated the association between EI and OP; however, full mediation was observed in the case of POS. Practical Implications: This study emphasizes the importance of unindustrialised glamorous blend of EI and OP in HEIs. In addition, the findings asserted that HEIs staff evaluate and control high-voltage circumstances that assure an effectual valuation and supervision of the self and others' emotions. Equally, EI amplifies POS, which flares up the IWB while enriching OP in HEIs. Originality/Value: This study examined OP alongside academicians' EI in HEIs, which is among the initial pieces of research on HEIs. Additionally, the wholesome research nexus that scrutinizes POS and IWB as an inter-link between EI and OP in HEIs is original.