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High-performance work systems (HPWS) have been a topic of interest in various industries, but their impact on teachers' productivity in Nigeria is a crucial area of study. The education sector in Nigeria faces numerous challenges, including inadequate resources, large class sizes, and limited professional development opportunities. In addressing the challenges, this research was conducted to seek their perception of the role of HPWS on teacher's productivity. Data were collected from the six educational districts of public schools, among 492 teachers in Lagos, Nigeria. The data was analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings provide new insights into the value of HPWS in SHRM in the education sector. The result showed that implementing high-performance work systems in this context could potentially lead to improved teacher productivity, benefiting both educators and students alike.

This article will review the impact of COVID-19 on the working environment of organisations by critically analysing the following factors: (a) Employee engagement and recruitment; (b) Talent management; and (c) Organisational culture and employees. Communication was identified as an important feature that had to be adapted because of COVID-19. Numerous organisations have developed creative and innovated practices to ensure employee engagement as they begin to experience the impact of COVID-19. The world economy has reduced substantially because of COVID-19. The pandemic changed the way in which work was done. The value and purpose of the performance management systems goes beyond the typical administrative functions such as personnel decisions, salary and promotions, it also provides critical functions that help organisations reach their goals. To embrace the digital world of work and to build new processes it is important for the organisation to adequately invest and prepare the workforce for the incoming changes. As governments all over the world begin to reduce COVID-19 restrictions and people must now start living with the virus, organisations had to also start thinking about what models of work would work best for their business and their employees.

The staffing and outsourcing of the marginalised curriculum area Health and Physical Education (HPE) has been an area of growing concern, alongside rising concerns for the decline of students' health due to increased sedentary behaviour and mental health problems, yet there has been little research attention to the staffing and delivery of HPE in Australian schools. This article addresses that gap in understanding with analysis of data from a larger study examining positioning and implementation of HPE in schools. A mixed methods questionnaire was completed by 30% of government schools in New South Wales (n = 556) providing data on staffing, delivery and outsourcing arrangements. Findings suggested that specialist HPE teachers are not in-charge of teaching HPE; and the majority (67%) of schools outsource at least some HPE, with far-reaching impacts on curriculum coverage and student exclusion from lessons evident. Findings also suggested that students experience varied methods of delivery in Physical Education (PE), and Health Education (HE) lessons. Together, these findings raise questions regarding the assurance of quality and equity, with implications for future policy and practice and the health and wellbeing of school children.

The present study aimed to investigate elementary school principals' work from the ecological systems perspective and which elements of their work are experienced as demands or resources. Semi-structured interviews were conducted with 22 principals. Qualitative content analysis was used to analyse the data. The results show that the way principals experience their work is individual and influenced by several internal and external factors. Some of the most extensive demands appear to be related to interaction with different stakeholders in situations where principals have the role of mediator in solving conflicting situations. Challenges also seem to arise in dealing with elements or issues that principals cannot influence or have no control over. Principals' current perception is influenced by their education, work and personal histories and future vision. The results also indicate that principals need in-service training concerning social interaction and human resource management, such as how to act in conflicting situations, interact with different personalities and get the entire school community to develop and work for common goals. In addition, our findings suggest that offering support to principals through, for example, mentoring programmes during their first years could reduce the pressures they face and help them concentrate more fully on relevant tasks.

The most recent data on the labor force participation rate of individuals who identify as being blind or having vision loss in the United States indicate it is approximately 44%. In 2014, the Office of Federal Contract Compliance Programs promulgated regulations pertaining to Section 503 of the Rehabilitation Act of 1973 to address the continued lack of employment opportunities for individuals with disabilities. These reforms had the potential to expand individuals with disabilities' employment horizons as it was estimated that the number of employees who work directly under a federal contract number in the millions. Five years later, it is unclear how federal contractors are implementing these alterations to recruit and retain legally blind individuals. Using quantitative analysis of responses from 140 current/former legally blind employees and job applicants, this research measured the current employment outcomes of the legally blind community in relation to the Section 503 regulations update. Gaps in employment for legally blind individuals existed, especially in regards to the job classifications in which they found the most success and whether the position held was disability-oriented. These results will inform HR professionals, policymakers, and blind advocates on how to proceed in developing effective disability-conscious workplace laws and policies.

This research aimed to (1) create a charism model for personnel administration of school under the 'Sisters of Saint Joseph of the Apparition' in Thailand, in order to increase the commitment of personnel to the organization, and (2) demonstrate and improve the charism model. The research process was divided into three steps as follows: (1) developing a charism model, (2) demonstrating the model, and 3) enhancing the model. The findings revealed that the charism model for personnel management consisted of two factors. The first factor (charism) included (1) Agape Love, (2) Humility, (3) Altruism, (4) Vision, (5) Trust, (6) Service, and (7) Empowering. The second factor (personnel management) included (1) Planning, Recruitment and Positioning, (2) Promotion, Absence and Evaluation, (3) Performance, (4) Disciplinary Work and History Registration, (5) Code of Professional Ethics, and (6) Other Tasks Assignment. The researcher also developed a charism-based integrated personnel management manual for Saint Emilie school. The demonstration of the results revealed that lecturers and staff were satisfied with personnel management at the highest level. As the researcher considered each variable, the operational aspect had the highest average score, whereas salary, promotion, taking leave and evaluation had the lowest score. The six dimensions of the charism model for improving personnel administration were adjusted accordingly.

This paper reports the contribution of human resource management practices to the effectiveness of Senior High School Management. A quantitative research approach and a descriptive research design were adopted. A sample of 120 respondents were selected for the study using census survey and simple random sampling. A questionnaire was used to gather data from the respondents. The data were analysed using descriptive and inferential statistics. It was found that the factors that highly affect the smooth implementation of human resource management practices were adequate infrastructure, finance, effective leadership, quality staff, increased in students' population, effective training and collaboration. There was a positive and significant relationship between the effectiveness of school management and the implementation of human resource management practices. Therefore, there is the need for management to prioritise the use of resources and provide guidance for the staff in the respective schools.

This thesis overview summarizes a study (Brandt, 2021) examining the institutional and professional practices that enable community engagement professionals (CEPs) to play vital roles in fulfilling higher education's civic mission. Drawing on field-building research by community-engaged practitioners and scholars, such as Welch and Saltmarsh (2013) and Dostilio (2017), this study employed a mixed-methods research design through an electronic survey of open- and closed-ended questions administered to a national network of CEPs. The analysis points to five key themes that should be addressed by institutions and the field: faculty development and institutionalization efforts, positionality and power dynamics, compensation and support, institutional infrastructure, and demographic implications. Findings from this study showcase the importance of CEPs in effectively and equitably leading their institutions in actualizing their civic missions, as well as their access to resources and advancement opportunities.

Academic deans in higher education can benefit from various types of mentoring to compensate for limited, formal administrative training. Using a nationally disseminated survey, we examined academic dean engagement with critical friends as one form of mentoring for their leadership development. The national survey included 27 items addressing deans' backgrounds, their critical friend engagement, and specific topics of consultation. Some 98 academic deans completed the electronic survey with a decided majority reporting that they consulted with critical friends inside and outside their institutions. Critical friends most often tended to be assistant/associate deans, dean colleagues, department chairs, Provosts/CAOs, and significant others. Prior deans, White deans, and deans at institutions with several schools/colleges engaged critical friends more frequently. The predominant topics of discussion with critical friends were personnel issues, contentious colleagues, conflict resolution, and feelings about their jobs. Further exploration of the use of critical friends as a form of informal dean mentoring appears warranted.

The COVID-19 pandemic has had a marked influence on the nature of psychotherapy in the transition from predominantly in-person services to predominantly remote, telemental health services, to an intermediary hybrid model. Increased availability of telehealth services has been denoted a point of equity in meeting service needs of diverse groups of people across the United States. However, some University and College Counseling Centers (UCCCs) have rapidly rolled back telemental health provisions in favor of in-person or hybrid models of practice, even amidst increased use of counseling services, pressure to expand service availability, and difficulties with clinical staff retention. To explore this phenomenon, 75 UCCC administrators in the U.S. were surveyed to elucidate the nature of remote staffing in UCCCs, including administrative perspectives regarding barriers to hiring permanently remote staff (PRS). Five thematic barriers to hiring PRS were identified: Institutional Roadblocks, Team Ethos, Equity in Clinical Duties, Student Demand, and Service Quality Concerns. A majority of these barriers coded into categories that were chronic and autonomy-limiting in nature. Implications and recommendations for UCCCs and college student wellness are discussed.

Under pressure to establish world-class universities, higher education institutions are competing for high-level talent and developing increasingly strict performance assessment mechanisms, which may cause academic staff turnover and potential talent loss. This study focuses on academic staff turnover in the context of reforms to the Chinese academic personnel system, featured by the adoption of a tenure track system. By adopting an ecological perspective, this study discerned a systematic influence of personnel system reforms on academic staff turnover across multiple levels of the academic ecosystem, including the social/institutional, organisational, interpersonal, and individual dimensions. The findings unravel possible discourse misalignment at different levels of the academic ecosystem, deepening understanding of the controversies around university personnel reforms. The study contributes to the global literature on academic staff turnover in the context of competition among world-class universities and offer lessons for other countries undergoing similar transformations in their higher education systems.

With economies and business becoming knowledge intensive, the role of education industry has immensely risen in significance. This has given rise to a highly competitive landscape in higher education, with faculty retention as a major challenge for the institutions leading to negative consequences in terms of education quality, stakeholder satisfaction and rankings. This paper discusses the factors influencing faculty retention in HEIs in India within the framework of Social Exchange Theory. The sub dimensions of HR climate were explored using Principal Components Analysis. The relative importance of sub dimensions in forming the overall climate was estimated and the effect of HR climate on faculty retention was studied with Organizational Commitment and Organizational Trust as mediators employing a hierarchical components model in the PLS-SEM analysis. The results indicate that HR climate has a significant positive effect on faculty retention through organizational commitment and organizational trust as partial complementary mediators. Findings have significant theoretical as well as practical implications in extending the present knowledge regarding the subdimensions and effect of HR climate on faculty retention and the suggested measures to be taken in implementing effective HR Management systems in the Higher Education Institutions.

This study explores the factors that affect the accumulation of employee emotional capital and the subsequent returns generated in an organisation. It uses qualitative research methods based on interpretative phenomenological analysis (IPA) to collect data which enables an in-depth investigation of the lived experience of the participants. This study identifies how factors like investment, leadership, culture, and systems impact the accumulation of employee emotional capital in an organisation. It also identifies which specific returns emotional capital can generate for individual employees and the organisation. This study also augments the Socio-technical systems theory (Trist and Bamforth, 1951) and makes it more relevant for the current business scenarios. The study provides a comprehensive understanding of factors which can strengthen the integration of technology and human components of an organisation and generate a higher order performance.

This research delves into the comparative analysis of brain activity using gamification in the classroom versus traditional teaching. This study aims to employ neurotechnology to record and analyse the impact of active gamification methodology on relevant variables in the learning process within a traditional university education setting, presenting an innovative contribution to the existing literature. Neuroscience technology has been utilized to gauge cognitive processing of stimuli tailored for an academic experience in a university master's class. By scrutinizing brain recordings related to attention, interest, long term excitement, stress, relaxation, and engagement, the findings provide a quantitative assessment of key learning variables through brain signals. Gamification is the active methodology employed, and the application of neuroscience technologies facilitates an understanding of the variations in levels of brain activation among students, shedding light on the contributions of this active teaching methodology to the learning process.

In the following systematic review, the author examines how rural community college leaders address the unique challenges and strengths of working in a rural environment as they strive to retain, support, develop, compensate, and invest in their employees. Factors such as geographic isolation, small population sizes, and close-knit social networks require the rural leader to rely more heavily on locally available resources and existing infrastructure to support leadership decisions. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses alongside Flora and Flora's 2008 Community Capital Framework, this systematic review synthesizes research that addresses human resource issues and explores human capital investment strategies employed by rural community college leadership. This article has important implications for future leadership development and training strategies across the community college sector, making clear the need for contextualized, strengths-based research that utilizes the experiences of rural community college leaders.

Purpose: The purpose of this study is to analyze and map the terrain of human resource management (HRM) in higher education (HE) contexts, with the aim of uncovering potential gaps within the existing knowledge base. Design/methodology/approach: This study employs a unique, in-depth bibliometric analysis of 945 publications from the Web of Science database over the past 40 years between 1981 and 2022. Findings: Based on the bibliometric analysis, the authors retrospectively examined the dominant research themes in HRM within the HE sphere, tracing their evolution over time. Four central clusters emerged: the theoretical foundations of HRM, strategic HRM, organizational culture and human capital development. Furthermore, the authors pinpointed critical research gaps and proposed areas for future inquiry, such as the impact of HRM on productivity, leadership dynamics, sustainable growth development, international staffing strategies and knowledge transfer mechanisms. Research limitations/implications: This study demonstrates how academics can use bibliometric techniques to systemize literature, expose potential gaps and suggest fruitful lines of inquiry in the field of investigation. The findings of this study can also help improve the decision-making processes of managers and human resource professionals. Originality/value: This study provides readers with a systematic understanding of the development of HRM in HE settings and presents forward-looking perspectives, highlighting future research possibilities. Moreover, it validates the significance of bibliometric analysis as an efficient technique for discovering gaps in the existing literature.

Poor performance of lecturers in Nigerian Polytechnics warrants independent research on lecturers' job performance, given that the poor performance has seriously affected educational development in the country. Substantial evidence from the extant literature has highlighted that high-performance work practices are significant predictors and drivers of enhanced performance. Also, the functionality of high-performance work practices is context-dependent. Therefore, the current study investigates the effect of high-performance work practices (recruitment and selection, training and development, and employee involvement) on lecturers' performance in the context of Nigerian polytechnics. It also examines the moderating role of working conditions in the high-performance work practices' relationship with lecturers' performance. Data were obtained from 539 academics in the North-west Nigerian polytechnics. The overall findings indicate that training and development and employee involvement are significant predictors of enhanced lecturers' performance, and working condition strengthens the recruitment and selection-performance connection and employee involvement-performance relationship. This implies that the link between HR practices and enhanced performance could be affected by the environment within which organizations operate. The present study focused mainly on teaching staff from the polytechnics located in the north-central geopolitical zone of Nigeria. Thus, other geopolitical zones and non-teaching staff from various polytechnics could be studied further by future studies.

In the constantly evolving career landscape, knowledge about human resource management practices could prove very beneficial for undergraduate college students who want to construct protean careers. With its broad content coverage, the introductory HR course is best suited to teach students about key HR functions and practices instrumental to their career outcomes. The current introductory HR course at the undergraduate level may fall short of this promise as it primarily caters to aspiring HR professionals. We propose to re-imagine the undergraduate introductory HR course from the perspective of students as future employees instead and illustrate the role of HR functions in career progression and how students could use HR knowledge to advance their careers that align with their values. We offer a detailed framework with updated learning goals and sample experiential activities for each major HR topic. We believe that the new approach will make the course more relevant to all students, which could improve learning outcomes and help students construct and manage their protean careers.

We examine the political power exerted by Italian rectors by investigating the preferential treatment received by the organisational subunits they belong to in terms of personnel resource allocation. During the rectors' mandate, their organisational subunits tend to grow significantly more (by [approximately]9%) than the others. The effect persists even after the implementation of the New public management-inspired policy - the Gelmini reform.

New competencies are required given new technologies, shifting business strategies, changes in external environment, such as COVID-19 crisis as well as many other factors. The aim of this paper is to identify key competencies and create a construct describing contribution of specific groups of competencies related to technical, managerial and specialised jobs to form future-oriented reskilling flexible competency models. The data were obtained from 134 organisations oriented on competency modelling. Multidimensional statistic was used to create and confirm designed future-oriented competency models usable in practice. Results developed new framework of competency models defining required competencies reflecting flexibility, leadership, talent and specialised competencies. This research contributes to academia by providing an integrated, and fundamental framework for competency development in different types of organisations based on which practitioner may adjust their models to support development of necessary future competencies.

This teaching brief describes an experiential project used in a graduate Principles of Management course for nonbusiness undergraduate students. Groups of four to six first-year MBA students interviewed a seasoned manager online twice over the 8-week course and discussed the applications of course material. Project subtopics included an introduction to management, strategic management, ethics and social responsibility, innovation and change management, international business, organizational structure, authority and job design, human resource management, leadership, and communication, operations management, and business analytics. Students completed a group report and an individual reflection on their experience. Over 92% of graduate students in the class indicated that the project was a positive learning activity.

Background: As gentrification transforms the physical, cultural, and demographic character of urban landscapes, an expansive body of research has generated insights into the meanings and implications of this process for public schools. How school leaders facilitate or constrain school gentrification is a growing area of inquiry. Research Design: This article analyzes the literature on school gentrification and presents a conceptual model to frame how school leaders' responses influence the trajectory of school transformation. Results: Drawing on 18 studies of school gentrification's dynamics, we outline how school leaders communicate and market schools to families, cultivate school climates, and manage personnel and resources amid gentrification. Conclusions: We argue that school leaders play critical roles in gentrification processes and that their actions can interrupt or exacerbate inequities in gentrifying schools. We conclude with implications for policy, research, and practice.

The main intent of the present research is to explore the particular practices of human resource management (HRM) to impact on sustainable assurance in quality higher education. Specifically, how promotion opportunity, performance appraisal, work condition and payment package influence teachers' job satisfaction which, in consequence, impacts on education quality in the private universities. To attain this objective, this research applies the two factor theory of Herzberg as its theory background. Data (n = 517) were collected from 21 private universities' faculty following the technique of random sampling. The study analyzed the data utilizing structural equation modeling through the analysis of moment structure. Results demonstrate that all four HRM variables are statistically positively significant to influence faculty job satisfaction. It also indicates that faculty job satisfaction also influence positively quality education. The study also indicates that if proper HRM practices are nurtured in private higher education institutes (HEIs) that will enhance faculty satisfaction which will sustain the development of quality education.

Radical changes in the economic, social, political, and cultural spheres of a country, directly and indirectly, affect the development and functioning of the socio-economic system of physical culture and sports. The present work aims to study the organizational and pedagogical aspects of training specialists in national sports and sports management. The research collected data with the help of a sociological survey of managers and specialists of sports organizations of various forms of ownership. The research identified and classified the factors that affect the effectiveness of the personnel management system, with Henry Fayol's principles as the framework. The stages of creation, formation, and distribution of physical culture and sports student organizations in Kazakhstan are defined. In addition, the article describes the socio-pedagogical aspects of management in physical culture and sports organizations, taking into account the new socio-economic conditions of the development of the physical culture movement.

Personnel management 4.0 was employed as the framework for exploring the educational personnel's perspectives on the regional educational reform in Thailand. This study aims to use the needs assessment and personnel management 4.0 for the 21st-century framework to understand the regional educational reform in Thailand. The mixed-method research methodology was employed in this study. Quantitative was collected by needs assessment through a questionnaire survey with the educational personnel from four regions in Thailand. Qualitative was collected by participatory action learning through brainstorming to the data. Needs assessment showed that the internal and external environment was at a high level and the desired condition was at a very high level. High needs regarding organizational plan leadership and strategic planning, measurement and knowledge management and focusing on organization, respective. Also, the relationship among educational administrators' perspectives on regional educational reform under the personnel management 4.0 framework was statistical significance. Key findings are discussed and their implications are also presented.

Higher education institutions (HEIs) are traditionally seen as society's robust institutions but are currently experiencing new difficulties as a result of shifts in both government and society's expectations of their roles as education providers. There is a global call for new models and practices which need HEIs in the private sector to develop what was once business-oriented management competencies. Hence this study addressed the global call for HEIs in Malaysia to be more entrepreneurial and explored the experiences of entrepreneurs who had ventured into the education industry with the aims of business diversification, capacity building, lifelong education and nation-building. The qualitative study explored the context of private universities in Malaysia which included the socio-historical background and experience of seven founders, and their management approaches in establishing their HEIs as successful, sustainable and respectable education providers. A grounded theory approach was adopted to gather data through in-depth interviews with the participants. Their emic perspectives of the challenges and opportunities experienced while managing their respective universities was analysed thematically. The findings revealed that new ventures into private higher education must be spearheaded by individuals with entrepreneurial leadership who would be able to develop and enhance the dynamic capabilities necessary for successfully managing a university. These leaders must also capitalize on the opportunities available and form a team of agile and resilient staff who can withstand and manage changes in the environment. The study also provides a guideline for managing private universities in a more cost-effective manner.

Human resource management (HRM), particularly within urban public school districts, cannot generate adequate resources to compensate for inflation and cannot offer adequate instructional programs similar to those found in larger districts, resulting in inequity in educational opportunities. Studies have emphasized the importance of staffing schools with quality teachers, as this has the greatest effect on student achievement. School district HRM units with high-percentage Black and under-resourced (free and reduced-priced lunch) students are challenged with recruiting, retaining, and compensating highly effective and diverse educators. The challenge is reflected in outcomes such as teacher turnover rates in Michigan's under-resourced districts and districts serving high percentages of Black students. This study sought to explain Michigan's historical and current public school funding structures that exasperate Black and under-resourced districts' HRM pressures, utilizing the integrated tenets of critical race theory (CRT) and critical policy analysis (CPA) to understand how history has affected policy creation and implementation of funding. This study applied select tenets of CRT and CPA through quantitative analysis of school funding to determine the extent of the impact on HRM seeking to staff schools.

The purposes of this study were to 1) develop of Smart Human Resource Planning System within Rajabhat Universities and 2) study the results of official performance evaluations of academic staff with Smart Human Resource Planning System within Rajabhat Universities. The samples included 8 system development experts via purposive sampling and 94 academic staff by multi-stage sampling. The research tools composed of 1) performance assessment form using 5-point Likert scale for Smart Human Resource Planning within Rajabhat Universities and 2) performance evaluation form for academic staff with Smart Human Resource Planning System within Rajabhat University. The research observations were concluded into 2 ways. First, the Smart Human Resource Planning System within Rajabhat Universities development has overall performance at the high level. For instance, the efficiency of all Modula test was displayed at the high level. In addition, both System test, Usability test and Security test were shown at high level as well. Second, the response of performance evaluation form through academic staff using Smart Human Resource Planning System was all exhibited at high level. However, "The people involved with the system" assessment list with in performance evaluation form was indicated at highest level.

This study examined academics, students, professionals and careers advisors' perceptions of how the inclusion of of Work-Integrated Learning (WIL) in Human Resource Management (HRM) undergraduate degrees influenced students' achievement of Graduate Attributes (GAs) in Australian universities. Prior research finds that student participation in WIL can strengthen the opportunities for acquiring GAs, thus influencing their employability. Utilizing stakeholder theory 38 qualitative semi-structured interviews revealed different and sometimes competing understandings of GAs and employability, along with their link to WIL, across four stakeholder groups. Notably, a marked lack of understanding of GAs and employability was found in the student stakeholder group. These findings have practical teaching and learning implications for the embedding of GAs in higher education programs to increase student understanding of GAs and employability, and their importance for their future.

The purpose of the study was to investigate the corporate total quality management practices and corresponding results achieved by corporate sector firms of Lahore, Pakistan with implications for the business schools offering TQM courses. The variables studied include leadership, resource management, performance measurement and feedback, continuous improvement, supplier quality management, education and training, work environment and culture, and customer satisfaction as sub-scales and corresponding results achieved by these firms as a consequence of such practices. The data were collected from corporate managers through an adapted instrument and descriptive and inferential statistics were employed. The findings reflected a high to very high level of TQM practices carried out by the companies participating in the study and their corresponding TQM results whereas the sub-scales are rated by corporate managers as customer satisfaction, continuous improvement, leadership, resources management, supplier quality management, education and training, work environment and culture, performance measurement and feedback, in their order of preference. The results indicated that the corporate sector needs to work on incorporating the highest level of TQM practices for maximum corporate success and the business schools offering TQM courses also need to respond the consequences of these findings.

MPA programs are the only place where public sector human resource management (HRM) is taught. When HRM is not among the list of required courses, programs forgo their responsibility to teach the next generation of public servants why merit-based civil service is crucial to a functioning democracy. The danger of ignorance is reflected in an Executive Order issued in 2020 that would have removed job protections from thousands of federal civil servants. While the Order was rescinded in 2021, it has many advocates and remains on the agenda. This is a wake-up call to MPA programs to require students to learn why job protections are the bedrock of good government, a bedrock as foundational as a free press and more foundational than budgeting skills. However, 97% of MPA programs require a budgeting course but only 72% require an HRM course. If theory and practice meet in MPA classrooms, then HRM has to be there.

The importance of strategic planning and human resource management (SHRM) for school effectiveness and improvement has been stressed. Yet, research shows that both are challenging aspects of school management. This qualitative study explores (a) the role of strategic planning in SHRM and (b) the link between SHRM and the factors that stimulate teachers' professional learning. Based on 194 semistructured interviews with school leaders and team members, a comparative analysis between excellent and moderate strategic schools was conducted. The results reveal that excellent strategic schools distinguish themselves through strategic planning that focuses on core aspects of students' learning and a working environment that is characterized by a highly motivated teacher team and various chances for teachers to learn from each other. The study provides an insight into how a "learning-focused" working environment can be enhanced by enacting a set of human resource practices.

Over the past decades, research has documented how endemic racism, sexism, and ableism are in academia. Universities have complaint procedures to address these issues. Much research focuses on individual experiences of making a complaint and the institutional uptake of complaints and demonstrates how such 'isms' are located in the individual rather than in the institution. This paper instead scrutinizes how complaint procedures mask and reproduce the structures with which complaints are concerned resulting in the complaints' limited transformative abilities. I demonstrate how complaint procedures only allow for treating complaints as isolated, singular and unusual events that require temporary solutions, which ensures that complaints and complaint work are peripheralized while the white patriarchal ableist core of universities remains intact. Complaints as efforts of inverting the white patriarchal university are too limited as they are quickly reverted. Hence, what is needed is more than a mere procedure but a total inversion of the institution to make difference fit which requires work that goes in and beyond one's institution.

The quality of higher education (HE) is dependent on many factors, including the quality of teaching. As any profession, teaching is based on internal values and motives of individuals. The goal of the research is to identify the most dominant career drivers of academic staff based on their career motives and values in order to provide HE managers with information relevant to academic staff engagement policies to enable shaping of sustainable education policies at higher education institutions (HEIs). The research goal is grounded in the purpose of human resource management that is designed to stimulate certain employee behavior so that employee actions and intentions could be aligned with corporate strategic goals. If there is a wide gap between the needs and interests of employees and their employer, employee productivity gradually declines, thus decreasing the competitiveness of an organization. The following research question has been formulated: Is there a discrepancy in values between academic staff and managers of HE, who create the work environment for the academic staff? To attain the goal of the research, university lecturers from Ukraine completed Schein's questionnaire online in 2021, while in 2023 middle- and senior managers of universities from Ukraine, Latvia, and Lithuania were asked to prioritize career drivers for academic staff. Both groups ranked "technical/professional competence" and "service/dedication to a cause" as primary priorities. However, the value of "security/stability" was prioritized only by academic staff, while "autonomy/independence" and "entrepreneurial creativity" were selected by HE managers. The research outcomes indicate converging and diverging points in opinions on the career drivers of academic staff. Having this knowledge, HE managers are in a better position to modify the academic workplace to stimulate academic productivity, and enhance business models and quality assurance policies at their institutions on the path towards Sustainable Development Goal 4 "Quality Education". The diversity of opinions both within and between the groups of academic staff and HE managers supports the need to design human resource management policies consistent with the theory of personalized human resource management for higher productivity. The findings of the study contribute to the global discussion of career drivers of teachers by providing evidence in support of the increasing importance of professional (technical) competences and creative abilities for quality education.

This paper presents an empirically grounded conceptual model that positions the principal as the talent developer, who when provided mentorship on how to strategically scaffold their teachers, will improve their own self-efficacy and competencies to provide better administrative support. Not only will this mentorship decrease their feelings of job-related overburden and improve their retention, but they will also jointly increase teacher support (thereby reducing their turnover) and increase performance by improving student learning. The model advances scholarship by addressing administrative and leadership mentoring and role modeling in cross-cultural contexts through a multi-level framework (i.e., mentorship to school leaders on how to mentor and support teachers), with the goal of improving social justice through the advancement of social inclusion. The paper will interrogate how mentoring and development is conceived by distinguishing the different types of administrative support that leaders in rural and urban high-needs (high poverty and low-performing) schools must provide for their teachers in their respective settings. The relevance of these distinctions and the emphasis of the paper for an international context will be discussed.

The study assessed human resource management strategies for enhancing employees' motivation in Edo State. The study was guided by four research questions with a population of 182 business educators in universities in Edo and Delta States. The study employed descriptive survey. Three experts validated the questionnaire with a reliability of. 0.71 obtained using Pearson's Product Moment Correlation. Descriptive statistics of Mean was used to answer the research questions. From the analysis, it was revealed that employers empowered their employees to very low extent; employers rewarded their employees to high extent; employers redesigned employees' jobs to low extent, and employers created flexible jobs for their employees to low extent respectively. Consequently, it was recommended that workers should be sufficiently empowered to enhance higher performance and more productive. This will also go a long way to reduce attrition rate, the use of verbal praise, allowing workers' personal development should be given priority attention by management to enhance higher productivity, and management should redesign tasks/jobs from time to time so as to enhance motivation, job satisfaction, commitment to reduce absenteeism and turnover, among others.

This study aims to determine the level of eligibility of the application of staffing information systems as a learning media for automation of staffing governance in the Vocational. This research method uses quantitative research methods. Data collection techniques are done using a questionnaire and analysis of needs using quantitative data analysis. Based on the results of the feasibility test on the application of the staffing information system as a learning media for automation of the governance of staffing above it was concluded that the application of the staffing information system can be categorized as very suitable for use in the learning process in the Vocational School in the Field of Automation and Office Management. Based on the results of the assessment of material experts, validation of media experts, expert practitioners and materials that show the results of the assessment of 89.2% of material experts; 95% assessment of media experts; 90% of expert practitioners, so the application is very feasible to use in the learning process.

In this study, we explored the mediating effect of affective commitment on the relationship between human resource management practices (HRMPs) and the turnover intentions of university employees in Uganda using the theoretical lens of social exchange theory. The study was instigated by reportedly persistent increase in the cases of employee attrition in higher education institutions in Uganda in spite of Government's attempts to improve the working conditions of the university employees. Using the cross-sectional survey research design, data were collected with the use of an adapted self-administered questionnaire from a sample of 722 academic and nonacademic employees of three public and three private universities in Uganda. The results of structural equation modelling (SEM) indicated that HRMPs were significant positive predictors of affective commitment (rewards: [beta] =0.225; p<0.001), promotions: [beta] =0.228; p<0.001; and job security: [beta] = 0.141; p<0.001). However, HRM practices were negative predictors of turnover intentions (rewards: [beta] = -0.228; p<0.001; promotion, [beta] = -0.215; p<0.001; job security, [beta] = -0.138; p<0.001). Furthermore, affective commitment was indeed a significant mediator of the relationship between HRMPs and turnover intentions of university employees. These findings made us draw the conclusion that when university employees perceive the institution's HRMPs to be favourable, they will not only become committed to the organisation but also desire to remain working longer for it. Therefore, we recommend that the university managers in Uganda and similar countries should formulate and practise human resource management styles that do not only spur employee commitment but also enhance staff retention.