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The purpose of this study is to address the relevance of archaeological heritage in the context of supply chains for the tourism industry. It does so by providing converging ideas on the usefulness of individual sites, not in their strict scientific or latent value but as an enhancer for optimizing cultural production in a wider scenario of aggregate demand.

While examples from the United Arab Emirates (UAE) illustrate this reasoning, the underlying principles have a widespread application and point to a need for defragmenting and realigning tangible heritage as a key production factor. Methods used consist of an inductive approach, based on secondary sources and semi-structured interviews.

Results indicate that, while archaeological resources remain central to the promotion of cultural tourism in the UAE, suppliers face challenges when incorporating particular sites into consumer-friendly packages.

The study contributes to the identification of common risks and opportunities for archaeological resource management in the development of UAE tourism products.

This represents an original angle, given the focus on the specific regional, cooperative added value of archaeological resources and the need for optimizing them in a functional supply chain.

Given declining tuition funds and government grants, Kenyan universities need to develop strategies, including increased research grants and collaborations, to diversify their income sources. Well-managed doctoral students can boost a university’s teaching and research outputs. However, numbers of students enrolled in doctoral programmes at Kenyan universities are low, and graduation rates and time-to-graduate statistics are disturbing. Research undertaken elsewhere underline the important role played by supervisors and peers in facilitating students’ sense of belonging and their success. Therefore, this study aims to investigate the influence of supervisory and peer support on PhD students’ sense of belonging and their success at Kenyan universities.

In this cross-sectional study, data were gathered through an online questionnaire from 614 students admitted to doctoral programmes at Kenyan universities between 2010 and 2018. We used multi-item scales to collect data on PhD students’ self-efficacy, supervisory and peer support and a sense of belonging.

Structural equation modelling results revealed that PhD students’ modes of study and self-efficacy were significantly associated with the quality of supervision, peer support and a sense of belonging. However, only age, a sense of belonging and the quality of supervision were directly linked to their success.

This study contributes to the literature on doctoral-level education, responding to the need for research on the influence of relationships with supervisors and peers on PhD students’ sense of belonging and their success, especially in developing countries.