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This study aims to visualize and map the emerging themes in the field of quality of teaching and learning in higher education.

This study uses a bibliometric approach to review studies published between 2000 and 2021. The leading trends in authorship, publications and countries were analyzed using the Web of Science database.

The analysis reveals four distinct clusters: quality, teaching and learning, supportive environment and learning outcomes. The literature in the field is lop-sided, and many issues still need to be addressed.

While bibliometric analysis has achieved significant recognition among academicians, this study was restricted to the data set provided by Web of Science. In addition, the analysis covers a specific time frame and may not capture recent developments in the field. Future research should address these limitations and consider expanding the sample size and incorporating more diverse methodologies.

The findings have implications for practitioners, policymakers and researchers. Practitioners can benefit from the identified core authors’ work and access evidence-based practices to enhance the quality of teaching and learning in their institutions. Policymakers can use the research findings to inform policymaking processes and develop robust quality assurance frameworks. Researchers can build upon the identified clusters and core authors’ work to address research gaps and advance knowledge in the field.

This study contributes to the existing literature by providing a comprehensive bibliometric review of the quality of teaching and learning in higher education. Identifying clusters and core authors offers a systematic overview of the significant themes and influential figures within the field. This research provides a foundation for further exploration and understanding of quality in higher education.

Over the past few decades, Indian education system has witnessed a paradigm shift, leading to the replacement of the traditional education system. The traditional education system focused on the holistic development of the student, with a focus on enhancing the student creativity and capability to innovate. This shift leads one to ask whether the modern education system still nurtures creativity. This paper aims to examine the impact of organizational culture in colleges on the creativity of students in India.

A questionnaire survey was administered to 174 students from public and private colleges. The relationship between creativity and locus of control of students was examined and discussed.

The results demonstrated that the organizational culture did not impact the creativity of students in India. The Indian higher education system will have to first overcome other systemic issues and bottlenecks to encourage creativity among students.

The self-report questionnaires used in the study can at best assess aptitudes or tendencies but may not be the most appropriate method to capture actual events or dynamic processes. Self-report questionnaires must be supported and corroborated by recording actual study behavior to establish validity.

The findings of this study are useful for practitioners and policymakers to developing a culture conducive to creativity in students.

The study aims to explore the role of frugal and sustainable entrepreneurship in fostering inclusive development. It specifically investigates the role of social entrepreneurs who use innovative approaches to address societal challenges.

The study uses a qualitative approach using a case study based on Gioia method. Content analysis of interviews with the social entrepreneurs and their team members help establish the underlying principles of frugal innovation (FI).

The study highlights how social entrepreneurs use FI principles (re-use, re-purpose, re-combine and rapidity) to address the social needs and promote inclusive development.

The research offers valuable insights for both new and established social entrepreneurs. By showcasing the practical application of the FI principles, the study provides a guiding light for fostering sustainable and inclusive development. Frugal entrepreneurship, with its collaborative nature and ability to maximize limited resources, may emerge as a key strategy for social entrepreneurs to create a more inclusive, secure and sustainable future.

The research breaks new ground by examining the role of frugal and sustainable entrepreneurship in fostering inclusive development. This unique perspective explains how frugal and sustainable practices are tailored and adapted to address localized issues. Furthermore, the use of a case study allowed for the emergence of new themes and insights not anticipated earlier.

This study aims to investigate the relationship between the adoption of human resource (HR) analytics and managerial decision-making (DM), with attitude toward artificial intelligence (AI) as a potential moderator.

This study was conducted in three phases. In Phase I, a comprehensive scale to measure the “Adoption of HR analytics” was conceptualized and developed. In Phase II, the scale was validated and operationalized. Finally, in Phase III, a survey of 377 managers was conducted, and a conceptual model was validated using structural equation modeling.

This study reveals that the adoption of HR analytics (HRA) and a positive attitude toward AI significantly influence DM. The findings suggest that the structural factors play the most important role in the adoption of HRA, followed by individual factors, value and system support.

These findings hold valuable implications for managers seeking integration of HRA and AI within organizational systems and processes. HR practitioners can evaluate their organization’s readiness for HRA, enabling them to build a future-proof workforce with the necessary skills. It can help managers make the adoption of AI-enabled HRA a reality. The study also helps to remove inhibitions and concerns of HR managers and employees related to AI.

This paper addresses the methodological, practical knowledge and evidence gap in the area of adoption of HRA and DM. It sheds light on the “future of work” in HR, highlighting a potential shift toward human-AI collaboration.

The current study aims is to investigate the impact of leader's e-competencies on the emotional wellbeing of employees in GVTs. Also, the moderating role of a leader's emotional intelligence in enhancing the wellbeing of the employees during the pandemic was explored.

A survey of 810 employees belonging to international IT companies was conducted. The conceptual model was hypothesized and validated using CFA and PL-SEM.

The three core e-competencies of leaders (e-communication skills, e-change management skills and e-technological skills) impacting the wellbeing of employees in the COVID pandemic were found. Also, emotional intelligence significantly moderated the association of leader's e-competencies and the wellbeing of employees.

The study is limited to IT sector companies. Data were collected using the snowball sampling technique through a self-reported questionnaire. Future studies can explore the relationship between e-leadership and variables like job performance in other sectors.

A unique framework of “leaders” e-competencies and employees' wellbeing, moderated by emotional intelligence, has been proposed and validated. The present study is relevant for guiding the traditional leaders and managers transitioning to e-leaders due to the pandemic.

The current exploration is one of its kinds to understand the dynamics of study variables in international workplaces. Today, the majority of organizations are conducting their business through GVTs. Therefore, the emerging leaders have to display specific e-competencies to contribute to employees' wellbeing effectively.

This study aims to explore the moderating effect of culture on students’ self-efficacy (SE) and learning approach.

A survey of 437 students from culturally and pedagogically different higher education institutions was conducted. The relationship between SE, culture and approaches to learning was examined using statistical analysis.

The results showed that the students from traditional learning environments demonstrated high SE and resorted to deep learning. The culture of an institution moderated SE and approaches to the learning of students.

This study calls for bringing out the best from pedagogical approaches followed by different types of institutions to build a culture that promotes deep learning in the true sense. This research has implications for teachers, policymakers and practitioners in the higher education sector.

To the best of the authors’ knowledge, the present study is one of the first studies to draw a cultural comparison of traditional and modern higher education institutions.

The novel coronavirus pandemic is projected to cause an elevation in anxiety levels across the globe. With everything shifting to online mode, the teaching-learning has also gone virtual. This study aims to analyze the impact of novel coronavirus and online education on student’s anxiety and self-efficacy, investigate the role of coping strategies as a moderator between anxiety and self-efficacy. Also, develop and validate an online exam anxiety scale.

The data is collected by undertaking a cross-sectional survey of 434 higher education students from various universities. For conceptualization of the construct of online exam anxiety, the principal component analysis is carried out. Thereafter, the conceptual model is validated and tested using confirmatory factor analysis and hierarchical regression analysis.

The hypothesized model demonstrated good reliability and validity. The results showed that students’ anxiety has an adverse impact on their self-efficacy. Findings indicate that the sample in this study reported more anxiety owing to online examinations in comparison to coronavirus induced anxiety. Also, it was found that the relationship between anxiety and self-efficacy was stronger at low levels of coping strategy whereas it got considerably weakened at high levels of coping strategy.

The study is limited to students who belong at other levels of education. Further studies can attempt to capture the impact of COVID on student anxiety. This study was restricted to students in the age group of 18–25. The impact of COVID can be studied in a different age group in the future.

This study offers important implications for educators, practitioners and policymakers working in the education sector. It presents an interesting insight into how the sudden change in pedagogical delivery to online mode is preventing a smooth transition for students and becoming a cause of anxiety. It recommends higher education institutions to develop an innovative and robust approach to promote and address mental health issues among students. It also stresses the need for ensuring that the process of conducting online examinations are streamlined and adequate guidance is given to students.

The study proposes the need for training students and teachers on the application of an blended learning approach and efficient adoption of information and communication technology resources in teaching-learning.

The current study contributes to the existing body of knowledge by stressing that adaptive-behavioral and emotion-focused coping strategies are significantly helpful in tackling coronavirus related anxiety. It also recommends the need for Higher education institutions to play an active role in strengthening their preparedness strategies for effective management of outbreaks and pandemics.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Leaders boasting relevant e-competencies can help employees make a successful transition from conventional to more remote methods of working. This positive influence on global virtual teams (GVTs) can be increased further when such leaders also possess high levels of emotional intelligence.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This paper aims to explore the key factors which influence whistleblowing intentions of teachers working with higher education institutions (HEIs) in India. Both internal and external whistleblowing intentions of the HEI teachers are studied by examining their relative intentions to report a potential wrongdoing to the authorities within the management of the institution and to the external statutory bodies. The reporting intentions of the HEI teachers are measured through the use of three vignettes related to academic frauds. Whistleblowing intentions are proposed to be determined by the individual, organizational and situational factors.

Survey method of descriptive research design has been used to obtain the primary data regarding the individual, organizational and situational variables deemed to influence HEI teachers’ internal and external whistleblowing intentions. A self-administered structured questionnaire is used as survey instrument for primary data collection. The respondents’ internal and external whistleblowing intentions are measured through the use of three vignettes related to academic frauds. Non-parametric tests such as Mann–Whitney U test, Kruskal–Wallis test and Spearman correlations have been used to test the research hypotheses.

The study has found that the HEI teachers are more likely to blow the whistle internally if there is a proper communication channel in their organization for reporting wrongdoings. However, they do not hesitate to blow the whistle externally in the absence of internal reporting channel, especially in those cases of wrongdoings where they perceive the cost of reporting to be high. The high status of the wrongdoer and high costs of reporting discourage the teachers to blow the whistle internally. However, if the wrongdoer holds a very powerful position in the organization, then the teachers prefer to report his wrongdoing to external agencies as they are afraid of the likely negative repercussions of reporting against him internally. In case of serious wrongdoings, the teachers intend to blow the whistle within the organization rather than going to external agencies probably because they do not want to spoil the image of their organization in the external world.

The first limitation is that because of the unavailability of pre-tested vignettes in the context of academic frauds, the study has used three vignettes which have been developed on the basis of few case studies. Second, the results showed the existence of social desirability bias across all the three vignettes. Also, the study has been conducted among teaching professionals; therefore, the findings cannot be generalized to the professionals of other sectors.

The findings of the study may bring awareness to the board of management of HEIs, regarding the importance of whistleblowing in their educational institutions. They should encourage the teachers working with their institutions to report the wrongdoings internally as external reporting may cause damage to their institute’s reputation. Proper reporting mechanisms should be designed and shared with the employees as a part of institutional culture.

The Whistle Blowers Protection Act passed by the Parliament of India in 2011 should be amended to include the private sector employees, especially the teachers working in higher education sector. This will encourage the HEI teachers to report the academic frauds fearlessly which will put a serious check on the growing number of frauds and wrongdoings in the education sector.

Previous research studies have discussed the factors influencing whistleblowing intentions in the context of various non-academic organizations. However, existing research has not adequately provided a better understanding of the influencing factors of whistleblowing intentions in higher education sector. The present paper addresses this gap by empirically examining the key factors which influence HEI teachers’ intentions of blowing the whistle and reporting the wrongdoings occurring in their institutions, in Indian context. An attempt has been made to identify the influencing factors of both internal and external whistleblowing intentions by using three different vignettes related with academic frauds.