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This paper aims to explore the role of international quality assurance and accreditation on higher education quality improvement and competitiveness, as well as assessing the associated benefits and challenges in the Asian context with reference to Taiwan.

The paper used a qualitative approach to examine the case study of Southern Taiwan University of Science and Technology (STUST) accredited by the Association to Advance Collegiate Schools of Business (AACSB). The paper collected survey responses from service providers (i.e. STUST faculty and AACSB) and focus group discussions with students to bridge the perception-expectation gap.

The qualitative results highlighted 10 key success factors and performance indicators which were later used to build a balanced scorecard (BSC) strategy for STUST quality improvement and competitiveness. Findings show that education quality assurance (via AACSB process) can directly influence the competitive advantage (i.e. for AACSB, STUST and Students) or indirectly via education quality enhancement. The results from faculty and students are consistent with the value co-creation trend to achieve continuous quality improvement more effectively and efficiently.

This research paper is unique as the first qualitative in-depth study to discuss assurance related factors that positively or negatively affect competitiveness and quality improvement for Higher Education Institutions (HEIs) in Asia and Taiwan. The paper also contributed by designing a BSC framework and strategy-map applicable to HEIs.

This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade.

This study used a systematic literature review following Petticrew and Roberts’ study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database.

The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools’ identity, teaching, learning and business schools’ key players.

As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper.

This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation.

Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

In 1966, Palestinian writer Ghassan Kanafani coined the term “literature of resistance” through his seminal work “Resistance Literature in Occupied Palestine 1948–1966” (Harlow, 1987). This genre focuses on depicting experiences of resistance and resilience amidst colonization, often investigating the personal struggles of writers within contexts of injustice and oppression. When created for children and youth, the literature of resistance diverges from that intended for adults due to many reasons. Eventually, this genre aims to engage children with significant societal issues such as patriotism, liberty, disdain for injustice, and the fundamental importance of justice. This chapter explores examples within the realm of children’s literature of resistance, encompassing both stories and novels tailored for young and teenage audiences. The chapter comprises four main sections. Firstly, a comprehensive introduction will elucidate the concept of resistance literature and underscore its scholarly significance. The second part will examine existing literature, highlighting thematic foundations and prevalent discourse within this genre. Subsequently, the third part will outline criteria used to ensure chosen narratives align with the overarching theme of resistance, followed by an examination of selected stories in terms of their literary and narrative aspects. Lastly, the fifth part will detail the dual analytical approach employed to offer a comprehensive understanding of how resistance is conveyed in the chosen narratives and the extent to which these stories fulfill their intended objectives.