This paper reports the findings of a study examining the relationship between transformational leadership, work engagement and workplace spirituality of academic employees in four PHEIs in Malaysia. The perceptions of academic employees regarding the transformational leadership style, work engagement and workplace spirituality were assessed in an empirical study on a sample of 369 full-time academic employees working in higher education institutions in Malaysia. The study found a satisfactorily good level of influence between transformational leadership and workplace spirituality and work engagement. The paper also provides insights into enhancing employees work engagement via transformational leaders through their abilities to create work-place spirituality. The findings also provide evidence that transformational leaders play a crucial role in shaping workplace spirituality and employee’s level of work engagement in an emerging country work setting.

This study aims to examine the role of strategic agility to achieve competitiveness by analyzing the mediating effect of knowledge management construct in Jordanian’s public higher education institutions. The study reviewed the existing literature addressing the knowledge management and strategic features of the organizations. The resource‐based view theory is the lens of linking the knowledge management with strategic outcomes of the organizations. The hypothesized theoretical model was tested using a quantitative research method through questionnaire. A PLS-SEM approach was utilized to conduct the key analytical procedure and test the proposed research hypotheses. The results found a significant and positive effect of both strategic agility and knowledge management on achieving competitiveness. On the contrary, knowledge management showed no effect on competitiveness. But it had a mediation effect of the strategic agility on achieving competitiveness. Future research suggestions provided resulting from the research implications to provide different research methods and models.

University educational system plays an important role for the development of any country. Most industries normally rely on highly educated people with different skills and the universities are also responsible for training leading edge technology skills. During the past few years, there have been tremendous efforts to empower Vietnamese universities and to put more efforts to increase their ranking internationally. The purpose of this study is to determine the appropriate leadership style on higher education institutions and the role of the leader in promoting academic research at Vietnamese universities. Excellent and effective leadership is needed to develop employees as a sustainable competitive advantage. The leaders of organizations normally have difficulty in speeding up the performance of their followers. Individual performance is studied and evaluated in both scholarly and practical literature. Employee engagement is not only a moderator concept established in organizational theory, but it also offers a variety of views and theories. This paper designs a questionnaire and distributes it among 232 students to measure the effect of transformational leadership in higher educational organizations. Regression analysis is used to measure the effects of different components of transformational leadership on the performance of organizations. The survey results indicate that the Transformational leadership could actually be effective when they are allowed autonomy in organizations, especially on the budget. In summary, the results of the investigation clarify the role and importance of transformational leadership in organizations.

Students’ evaluation of quality in higher education is becoming increasingly important and widely accepted. Various researchers have reported that “high quality” education creates sustainability among students to accomplish their goals over a period of time. The intention of the present study was to explore students’ perceptions of quality in higher education in terms of curriculum content, learning and teaching experiences, institutional resources and outcome and assessment. A total of 91 students were randomly selected from the business and engineering colleges within Prince Sattam bin Abdulaziz University. The data were analyzed using descriptive and inferential statistics to obtain accurate results pertaining to the motif of the research. The findings revealed that total institutional factors emerged as one of the most prominent predictors of the outcome and assessment within the two different aforementioned disciplines. This paper concludes with suggestions for further investigation.

The rapid progress of TICs has generated different ways to modify and transfer information, which implies the generation of new forms of knowledge. The objective of this study is to establish the relationship between digital competencies and university teaching performance in public higher education in Huancayo. The study is of a basic type with a quantitative approach and correlational level, developed with the partition as a sample of 272 teachers and 387 students who develop teaching-learning activities at the UNCP. The data were analyzed and modeled through structural equations based on PLS. The research arrived at the following results: a value of 0.890 in Spearman's Rho correlation coefficient and a significance level of .000, which shows that there is a high positive relationship between the study variables; likewise, the hypothesis is accepted. general which considers that there is a significant relationship between digital competencies and teaching performance in the classroom.

Mobile Applications offer a new style to service sectors, for instance, in higher education, mobile applications are utilized to provide access to academic resources and academic services. Despite the wealth of mobile applications, they encounter various challenges that have attracted the interest of academia and software developers. The usability issues of mobile applications may cause performance degradation, resulting in the company's loss in terms of cost. This study aims to investigate the usability of the Prince Sattam bin Abdulaziz University (PSAU) mobile application by adopting data mining as a descriptive and predictive process. The first step was gathering data of the usability of the PSAU mobile application using the system usability scale. Afterwards, data was preprocessed into a suitable format to apply data mining methods. Specifically, the explanatory model has been employed to describe and investigate insights related to the usability factors and features of the PSAU mobile application. Furthermore, this study adopted the Four Clustering methods to segment the usability levels of the PSAU mobile application into homogenous groups based on user behavior. Additionally, the predictive model was used to build models for predicting the usability level and Grade and five classification algorithms were employed to predict the usability level and Grade. Most algorithms have given positive results in all performance indicators, where the accuracy rate achieved is 98% to 95% for most methods. The results revealed that the PSAU mobile application has an acceptable usability level, and the data mining methods helped to discover hidden patterns. Furthermore, the findings will help the developers and policymakers understand users' and stakeholders' behavior to find the most common usability problems for each group, and customize the PSAU mobile application.

Promoting sustainability development in education is a global endeavor, aiming to foster the sharing of experiences and knowledge on sustainability development. To achieve that, educational institutions worldwide have increasingly embraced educational technology and integrated online learning components into their instructional methods. This research focuses on the pivotal role of students as influential catalysts for advancing sustainable development within higher education. Specifically, it investigates the extent of students' familiarity with sustainable development initiatives within higher education institutions in the UAE. To achieve this objective, the study introduces the Technology-Integration Framework for Education Sustainable Development (TIFESD), which serves as an evaluative tool for appraising students' awareness of technology-driven elements woven into the broader context of Education for Sustainable Development (ESD) within their respective universities. The research employs a quantitative methodology, encompassing the collection of 513 survey responses from students across nine universities in the UAE. This data analysis explores the potential relationship between the integration of technology and students' cognizance of factors that bolster sustainable development. The study's outcomes underscore students' profound awareness of a spectrum of technology-driven elements, including Green Campus initiatives, Smart Education strategies, Smart Campus facilities, and the influence of curriculum and course offerings—all of which collectively contribute to the advancement of sustainable development practices within higher education institutions.

This study delves into the intricate landscape of metaverse technology adoption within higher education institutions in the UAE, investigating the multifaceted interplay of accessibility, technology adaptability, and policies and regulations. Using a cross-sectional research design, data was meticulously collected through a multistage sampling approach, combining probability and non-probability methods. A pretested questionnaire underwent rigorous evaluation, ensuring unbiased item formulation and adherence to best practices. The investigation challenges and extends the Technology Acceptance Model (TAM) by revealing unexpected findings. The absence of a significant relationship between accessibility and metaverse adoption prompts a call for an expanded TAM framework. Surprisingly, a negative correlation between technology adaptability and adoption is highlighted, emphasizing the need for a cautious assimilation approach. Moreover, the research underscores the influential role of policies and regulations in metaverse adoption, advocating for a comprehensive TAM framework that encompasses regulatory dynamics. Findings offer practical implications for stakeholders, policymakers, and institutions, emphasizing diverse adoption facets beyond accessibility. The study contributes to the discourse on metaverse adoption and advances theoretical frameworks for technology integration within educational contexts. The methodology's meticulous design underscores the study's rigor, ensuring the robustness of the insights gleaned from the investigation.

The present research examines the debated relationship between quality management and innovation using a multidimensional quality management perspective. The quality performance that is supposed to result from the adoption of quality management is investigated further as a possible mediator between quality management and innovation in the higher education sector. The data needed to test the hypotheses was gathered by sending a survey via the internet to the faculty members at universities in the United Arab Emirates. Applying the approach of structural equation modelling with partial least squares, the hypothesised associations between 175 respondents are evaluated. According to the findings, implementing rigorous quality management has a direct as well as indirect impact on innovation performance via its impact on quality performance. The impacts of soft quality management on hard quality management have indirect consequences on innovation performance. The association between rigorous quality management and innovation performance is moderated in part by quality performance. This study provides one of the initial studies to apply the multidimensional method of quality management in higher education and has the potential to assist directors in better comprehending the interdependencies between soft and hard quality practices.

Digital information has had a significant impact on higher education, transforming the way students learn and interact with course materials, professors, and their peers. Education systems that place a high priority on learning satisfaction and tutor quality frequently ignore the problem of limited access to digital information and technology. In this study, we provide an integrated model that examines how the TAM constructs of digital information in education (DIE) are affected by digital information flow, technological readiness, learning satisfaction, and tutor quality. We provide information on the results of a project evaluation that examined how digital information is used in higher education. We gathered information from a survey of 594 college students to validate our model and hypothesis. Our research suggests that external factors that improve users' technological readiness and learning satisfaction may have an impact on how valuable they perceive DIE to be. A user's traits, particularly their level of technological preparedness, have a significant impact on how simple technology is to use. The user's perceived usefulness of the technology may also be further enhanced in some cultures by the tutor’s perceived excellence. External elements like the flow of information may have a significant impact on the intention to use technology.