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The study determined the role of personal values in doctor of philosophy (Ph.D.) students’ academic success in Tanzania. Specifically, it looked into the influence of openness to change values, self-enhancement values and conservation values on Ph.D. students’ academic success.

The study employed a cross-sectional survey design, in which 200 Ph.D. students from Tanzanian universities were involved by responding to a questionnaire. The relationship between the variables was determined by using structural equation modeling, and testing of the measurement model was done by confirmatory factor analysis (CFA).

The results indicate that personal values influence Ph.D. students’ academic success. Particularly, openness to change values have an ß value of 0.209 and p value of < 0.001, self-enhancement values have an ß of 0.173 and p-value of < 0.001 and conservation values have ß of 0.339 and p-value of < 0.001.

In the quest to improve Ph.D. students’ academic success, universities and Ph.D. students should foster openness to change values, self-enhancement values and conservation values in Ph.D. students.

The results of this study extend the use of the Schwartz theory of basic human values in explaining the academic success of Ph.D. students in Tanzanian universities. Past studies that applied this theory were based on secondary school and college students. Moreover, based on the author’s knowledge, this study is one of the early studies to systematically look into the role of personal values on Ph.D. students’ academic success. Thus, the study contributes to the existing literature on personal values and academic success because previous studies on this subject could not examine Ph.D. students’ success in isolation.

The chapter explores academic success and academic distress, noting that both high- and low-performing students experience academic distress. The multidimensional nature of academic distress is discussed, including worry about future performance; stress about current performance; low academic self-confidence; frustration; confusion; poor motivation; and excessive expectations, both self-imposed and other-imposed. Popular measures of academic distress among college students are presented. The chapter also presents information related to the prevalence and mental health predictors of academic distress and academic success. Attention is devoted to cultural considerations (e.g., gender and ethnicity) not only in academic distress and success but also in terms of starting salaries for college graduates. The chapter focuses on the prevention and remediation of academic problems by exploring typical campus resources that promote academic success, involvement in extracurricular activity and choosing a major that is suited to a student’s interests, abilities and values. The chapter concludes by focusing on several prominent theories of career development. For example, Super’s lifespan career development theory is covered, as is Holland’s person–environment theory and social-cognitive career theory.

There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth.

This is an exploratory, single-site case study of a midcareer faculty excellence initiative. Data sources include document/site analysis and individual interviews.

Findings reveal the value of “exceptional others” in professional growth among high-performing midcareer faculty. Perceptions about excellence at midcareer emerged as an antecedent to developing midcareer faculty members. Analysis generated themes in behaviors related to supporting midcareer scholars’ professional growth.

This study is an initial step toward refining concepts such as exceptional others, academic stars and scholarly advancement within the academy. There is a need for equity-minded research about these topics. In addition to replication across institutional and disciplinary contexts, there is also a need for longitudinal mixed-methods studies of midcareer faculty mentoring outcomes over time.

The study points to the role of the institution and its senior faculty in fostering midcareer scholarly excellence. Mentoring and development around individualized goals may be of value in addition to an emphasis on clarity around institutional expectations and norms in faculty performance reviews.

Midcareer faculty are a crucial component of the academy, yet they are often overlooked as needing career support, resources and development. This study focuses on mentoring and coaching for postsecondary faculty at midcareer and the role of exceptional others in facilitating faculty professional growth.

Although community colleges play a role in democratizing education and engaging in social integration, particularly in times of economic transition, there remains a lack of qualitative studies on academic achievement gaps between the various student populations attending community colleges. Therefore, this study examines the academic experiences of local and non-local students at Hong Kong’s community colleges within the framework of Bourdieu’s theory of cultural capital. The research delves into the challenges posed by language barriers, family support structures and the rigidity of policy environments.

This paper applies qualitative research to explore the experiences of both local and non-local students concerning how their cultural capital and institutional policies influence their academic experience. The study relies on in-depth interviews to uncover subtle challenges faced by non-local students.

The findings show that local students generally have better academic experiences and success, which is attributed to their native fluency in Cantonese and familiarity with the local education system. In contrast, non-local students face significant barriers to achieving good academic experiences and social integration.

Despite its contributions, this study has limitations. Although participants were selected from five community colleges in Hong Kong, the findings may not fully capture the diversity of experiences in other educational contexts, such as vocational education. Additionally, the qualitative nature of the study, while providing rich insights, may limit the applicability to larger populations. Lastly, the study focuses on current and retrospective experiences but does not track participants’ long-term academic and social trajectories.

The study highlights how institutional policies may unintentionally favor local students and underscores the critical role that family support plays in student choices and outcomes. It offers new insights into the local and non-local academic experience disparities at the community colleges in Hong Kong, highlighting the significant impact of cultural capital and institutional policies on student success. The findings provide valuable guidance on how to support and empower diverse student populations in both current and similar educational contexts through the development of more inclusive education policies.

Artificial Intelligence (AI) is revolutionizing higher education, offering transformative opportunities to innovate traditional teaching, learning and administrative practices. AI technologies, including machine learning, natural language processing and data analytics, are driving improvements in the educational experience for both students and educators. One key area where AI is making a significant impact is personalized learning. AI-powered systems analyse students' learning patterns and behaviours to customize educational content and delivery methods, enhancing engagement and learning outcomes by catering to individual needs. AI's potential in higher education extends to predicting student success through analytics, enabling institutions to identify students at risk of falling behind or dropping out. Early intervention allows for targeted support, improving retention rates and overall student success. Addressing student at-risk issues in higher education is crucial, requiring institutions to identify and assist students facing challenges that may hinder their academic progress. Institutions must provide support systems for early intervention, such as academic tutoring, counselling services and mentorship programs, fostering a supportive and inclusive learning environment. AI can play a significant role in addressing student at-risk issues by identifying patterns and indicators of students who may need additional support. By analyzing data, such as student performance, attendance and engagement, AI algorithms can flag at-risk students for targeted interventions.

The first objective is to investigate and determine the social capital development of students in online education. The second objective is to analyze the influence of social capital on students’ academic success and educational satisfaction. The third objective is to generate recommendations to foster social capital development.

A quantitative research approach is employed, with 264 respondents comprising students from colleges and universities in Malaysia. The data gathering instrument is an online questionnaire administered with the informed consent of participants. Data analysis is performed using structural equation modeling (SEM).

The results show that the faculty capital and peer capital components of social capital have not been compromised in online education, but the family capital component has declined. As such, it is concluded that there is a general decline in overall social capital in online education. These findings form the basis for recommendations on promoting social capital development among students in colleges and universities internationally.

This study focused on study periods during the COVID-19 pandemic where online learning and communication were strictly enforced, providing a unique opportunity to explore how students adapted their social capital development. However, this is not meant to be a representation of scenarios where students are given the option of either physical or online education or a combination of both.

Academic and institutional management implications are evident, and recommendations are made based on the findings.

The findings and subsequent recommendations have considerable social implications in terms of social sustainability of education practices and policies.

The COVID-19 pandemic that started in March 2020 and subsequent prolonged periods of physical lockdowns in many countries have forced colleges and universities that customarily practice classroom education to shift to online education temporarily. This situation created a novel “natural experiment” when classes or programs from the same college or university that are customarily conducted in classrooms (in person) were conducted online during the pandemic, thus contributing to the originality of the findings.

Personal branding is a strategic tool of marketing and communication to define success in organisations. While it constitutes a conscious attempt to commodify self and audit self, it must be intentionally managed to obtain its optimum results. This study aims to illustrate how personal branding may also pose unintentional and unconscious strategic tool for women academics in academia to help them get wider visibility and increase their chances of getting into leadership positions.

We employed a case study approach and convenience sampling to select our unit of analysis. Three universities in both public and private universities in the eastern regions of Indonesia were purposefully selected, and interviews were held with 30 female leaders occupying and occupied middle and lower leadership hierarchies.

Our research shows that, despite their unintentional, unplanned and poorly designed personal branding, women have been able to advance to their current leadership positions by building their own rooms for practising their own preferred leadership values to get them visible and heard. This way is performed through a gendered networking, previous leadership experience and bureaucratic requirements. The consequence of such a practice may limit the range of visibility to getting noticed as worthy individuals for senior leadership roles. This might be one reason why women are scarcely found in senior leadership positions.

We propose that natural strategies of constructing, narrating and marketing or communicating personal branding in academia through authentic actions can also be helpful for the success of women to get to leadership roles in a smaller and ambient environment.

This study examined the students' academic performance through psychological capital, academic engagement and academic persistence. It also investigated the function of psychological capital in mediating the relationship between academic engagement, persistence and performance.

The study utilized a quantitative method and structural equation modeling using PLS-SEM version 3. A total of 900 questionnaires were issued to Chinese university students, and 814 data were analyzed.

Findings suggest that academic engagement and persistence significantly and positively impact psychological capital. Psychological capital is also mediated between academic engagement, persistence and performance. Additionally, the study made several recommendations for upcoming researchers and industry professionals.

Analyzing the pupils' academic achievement after COVID-19 reopening as it indicates their attention and engagement in the study. Although previous studies explored students' academic performance regarding the post-COVID effect, the role of psychological capital and engagement in academia in the study has been studied in a post-COVID context.

Academic coaching (AC) has gained a significant attention to support student success and achievement in higher education, management and psychology. This study aimed to conduct a comprehensive bibliometric analysis of AC literature to identify the top authors, research patterns, hotspots and research topics in the field.

The study utilized a bibliometric analysis of articles published between 1987 and 2023, using descriptive and network analysis methods with tools such as RStudio, Biblioshiny, Excel and VOSviewer. The study also conducted functional, mapping and content analysis, to identify AC literature's key themes and research areas.

The results revealed an increasing interest in AC, with increased publications. However, there are gaps in geographical diversity and authorship. Most studies were conducted in the United States of America and the UK, and were published in education, psychology and coaching journals. Common themes included coaching, professional development, higher education and mentoring. Emerging research areas include: coaching efficacy in education, AC as an online learning support and professional learning communities. More studies are needed in different contexts and with larger sample sizes.

This comprehensive bibliometric analysis adds to the existing literature by presenting a detailed analysis of the field of AC, filling a gap in the current literature. The study's unique contribution is its examination of emerging research areas and themes in AC literature, providing directions for future research. This study is particularly relevant for researchers, practitioners and policymakers interested in understanding AC's state of the art and identifying promising areas for future research.