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This study aimed to determine the impact of Business Intelligence (BI) applications on accounting department contributions to the development and quality assurance of university accounting education in Jordan. A questionnaire was given to accounting faculty members in 25 universities, and the results showed that BI applications had a significant effect on the development and quality assurance of university accounting education. Private universities had a greater impact than public universities. Recommendations of this study include improving awareness of BI applications, focusing on decision support systems in private universities and risk analysis in public universities, and promoting cooperation between public and private universities to achieve excellence in an increasingly competitive global environment.

This study investigates the distribution, integration and practices of university accelerators in higher education institutions of a developing country. Next, this study proposes a pedagogic mode that combines theoretical and experiential learning to enhance higher education institutions’ ability to co-create and deliver an entrepreneurial learning environment for its students, graduates, and academic staff.

This study applied a multi-methods design. The quantitative design collected secondary data of entrepreneurship education programmes and university accelerators by browsing websites of 39 Malaysian higher education institutions in June 2023. The qualitative design collected primary data in the form of narratives of practices of university accelerators and secondary data in the form of descriptions of practices of university accelerators from selected exemplar entrepreneurial universities.

Twenty-five higher education institutions, consisting of 15 public higher education institutions and 10 private higher education institutions, have some form of university accelerator initiatives. However, there is a lack of evidence to suggest integration of entrepreneurship education programmes and university accelerators in Malaysian higher education institutions, with the exception of a few higher education institutions. Lastly, this study found heterogeneity in the characteristics and outcomes of different university accelerators in Malaysian higher education institutions.

This study is exploratory and subjected to the availability and accuracy of published information on the websites and in the reports of Malaysian higher education institutions surveyed.

This study contextualises university accelerators in a developing country where this type of research is scarce and contributes to the body of knowledge by replicating prior empirical analyses.

Through a case study of a recently established but rapidly growing research-intensive university in China, this study explores how transnational joint doctoral programs are strategically instrumentalized to overcome policy restrictions on postgraduate degree accreditation. It utilizes the cumulative (dis)advantage theory as the analytical lens. This study investigates the innovative, bottom-up initiation of transnational higher education tailored to the development goals of the university and this region, thus providing an alternative perspective for the dominant top-down discourse on transnational higher education research in China.

This study employs a qualitative case study design that incorporates semi-structured interviews and document analysis to investigate the examined university’s joint doctoral programs.

The study examines how, through its transnational joint doctoral programs, the case university actively accumulated the advantages of recruiting excellent research students, cultivating the public’s confidence and deepening international collaboration. These advantages created a virtuous circle, which further reinforced each other and accelerated the university’s development. The disadvantages include power disparities between the case university and its partners, students’ study discontinuity because of temporal and spatial division and the challenges of co-supervision. Accordingly, the university implemented counterstrategies such as adopting a differentiated stance with varying partners, offering flexible administrative and management supports and aligning differently with various supervisors’ collaboration styles.

This study presents innovative institutional strategies in the Greater Bay Area of China to pursue rapid development and internationalization through transnational higher education programs. It also strives to illuminate the significant role of transnational higher education in facilitating experimental governance with Chinese characteristics.

As little is known about the productivity levels of small and medium-sized enterprises (SMEs) engaging with universities and the relative changes in productivity of SMEs subsequent to these collaborations, the paper examines the following questions: (1) Does the relative productivity of SMEs engaging in university collaboration differ from those that do not? (2) Are subsequent changes in firm productivity following university collaboration related to their initial levels of productivity?

The paper utilises data on 254 SMEs from the Longitudinal Small Business Survey and uses two statistical techniques: First, bivariate tests of difference were used to inspect the relationships between productivity levels and whether the firm collaborated with a university to introduce its innovation. Second, ordinary least squares regressions were used to test whether the future productivity of SMEs that collaborated with universities was related to their initial productivity levels.

The analysis reveals that SME–university collaboration is unrelated to starting productivity. Furthermore, the analysis suggests a nonlinear relationship exists between the starting productivity of SMEs and their subsequent productivity following a university collaboration. Therefore, higher levels of subsequent productivity are observed among those SMEs where starting productivity was either relatively low or high, suggesting that collaborations have a transformative effect on SMEs with relatively lower initial levels of productivity and a maintenance effect for SMEs with relatively higher levels of initial productivity.

Given the fact that the extant literature also suggests that, overall, university collaboration is beneficial, policymakers should strive to encourage greater levels of collaboration involving SMEs. In light of the evidence that SME–university collaborations can transform less productive firms, it appears unjustified for practitioners and policymakers to only consider stronger-performing firms to be included in such programmes.

The study contributes new theoretical and practical knowledge to the understanding of the role of firm productivity in predicting the proclivity of firms to collaborate with universities. Furthermore, as few studies have examined the impact of these collaborations on the subsequent productivity of firms that collaborate with universities, this paper fills an existing gap in the literature.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

This paper aims to explore the extent and characteristics of Canadian university reporting of and policy regarding greenhouse gas emissions from air travel. It identifies current approaches’ details and limits and recommends improvements.

The study developed questions and considerations for analysing reporting and policy, reviewed university documents and webpages and contacted university staff.

Roughly 20% of Canadian universities report flight emissions. Figures vary by factors of over 100 even when normalized or expressed as a percentage of institutional emissions. Inter-university differences in data collection and emissions calculation practices shape reporting. Canadian university air travel emissions cannot be meaningfully compared. Few universities have flight emissions reduction policies; those that do leave relevant decisions to individuals. These approaches do not respond adequately to the emissions reduction challenge.

This study is the first comprehensive survey of university flight emissions reporting for any country. Its original framework highlights calculation’s complexities. It recommends standardizing reporting process information disclosure, reporting flight emissions as a range and faculty leadership of emissions reduction efforts.

This study aims to address the critical subject of building capacity for the circular economy in the global south. It complements the literature by providing information on the role of higher education institutions in developing skills for the circular plastic economy.

This study used a mixed method approach drawing on reflective analysis on qualitative data from 5 focus groups and 12 semi-structured interviews, and structural equation modelling of quantitative data from 151 students across 4 Nigerian Universities.

The results indicate that Nigerian university students are more likely to participate in the circular plastic economy through a high prominence of soft power features such as increased awareness, inspiration, idea generation, encouragement and capacity building.

The main limitation of this study is with the sample. A larger data set, including other tertiary institutions such as private universities, polytechnics and schools of vocational studies, would strengthen the results.

The study underlines the importance of targeted policy interventions and pedagogic innovations to drive awareness and knowledge building among Nigeria’s youth population.

This study makes a novel contribution by using empirical evidence to determine the predictors of student participation in the circular plastic economy. This understanding is important for the development and implementation of appropriate policies that promote participation in the circular plastic economy. Furthermore, given the typical youthful age bracket of university students, any plans to achieve a systemic shift in the plastic value chain must involve the young generation.

This study examines the influence of quality culture (QC) on university performance (UP) within the higher education (HE) context of Saudi Arabia, exploring the mediating roles of transformational (TFL) and transactional leadership (TNL) styles.

The study utilizes a cross-sectional survey approach, collecting data through online surveys from administrators representing public and private universities in Saudi Arabia. Data analysis is conducted using PLS-SEM.

The findings indicate that QC exerts a notable direct influence on UP, along with an indirect effect mediated by TFL and TNL. Additionally, the influences of TFL and TNL on UP are statistically significant. However, the effect of TNL on UP and its role as a mediator in the QC-UP relationship demonstrate partial significance.

This study enriches the theoretical comprehension of quality assurance in HE by incorporating QC as a dynamic capability within Dynamic Capability Theory and TL and TFL as valuable resources within Resource-Based View theory. However, limitations such as a cross-sectional design and reliance on input solely from university administrators must be acknowledged.

The study offers practical insights for policymakers, administrators, and quality managers, emphasizing the economic benefits of robust QC in universities. It highlights QC's impact on policy, curriculum development, and public trust, advocating tailored strategies to improve efficiency and collaboration, crucial for overcoming bureaucratic barriers, especially in public universities.

The originality of this study lies in introducing TFL and TNL as mediators between QC and UP within a university setting.

This study aimed to identify the university librarians’ readiness to adopt artificial intelligence (AI) for innovative learning experiences and smart library services.

Quantitative research design followed by a survey method was applied. Data were collected from 174 professional librarians of 58 university libraries in Punjab province, Pakistan.

The findings of the study revealed that the adoption of AI enhances innovative learning. The results displayed that AI adoption assists librarians in the provision of smart library services to end users.

The study has offered practical recommendations in light of the evidence-based data for the efficient adoption and sustainability of AI applications in university libraries for innovative learning and smart library services. It contributes to the theoretical understanding by expanding the existing knowledge base. It offers managerial insights and has a societal impact. The study has provided a framework based on the empirical findings for efficiently adopting AI tools in academic settings for the provision of innovative learning experiences and sustainable smart library services.