This study focused on two culturally salient criteria for assessing outcomes of learning in higher education, in the highly conservative minority group of Israeli Ultra-Orthodox (Haredi) Jewish students: professional development, reflecting students’ primary motivation for pursuing higher education, and religious belonging, which emphasizes their cultural and spiritual identity. Using a mixed-methods approach, we analyzed survey data (n = 447) and in-depth interviews (n = 61), retrospectively assessing three time points: before, during, and after students’ academic studies. Analyses revealed a consistent increase in professional development and a modest decline in religious belonging, with the magnitude of professional growth significantly exceeding that of the decline in religious belonging. Secondary analyses examined how these changes unfold differently by gender and marital status, two variables of high emic significance for this community: Men reported significantly greater decreases in religious belonging than women, while single students showed more pronounced professional development gains than their married peers. Interview narratives illuminated the intertwined and often tension-filled nature of academic transformations and religious change, underscoring the difficulties students face in aligning academic aspirations with their sense of belonging. These findings highlight the complex negotiations involved in higher education for students from conservative societies. The study points to the value of culturally grounded criteria and demographic disaggregation in relation to transformations and subjective outcomes in higher education. We offer recommendations for culturally responsive strategies to support both academic professional development and religious belonging continuity.

Abstract This study explores the dynamics of skill growth in higher education, focusing on mathematical competencies among economics students. Using longitudinal data, we examine how initial skill levels, baseline characteristics, affective variables, and student engagement shape achievement over the first semester. Standardized test scores reveal a cumulative growth pattern: students with higher initial competencies show greater skill enhancement, underscoring the Matthew Effect and reciprocal relationships in learning. Engagement variables, particularly learning persistence, play a crucial role in mediating these patterns. Additionally, affective factors such as math interest and self-efficacy significantly contribute to skill development, highlighting the interplay between motivation and academic success. The results suggest that educational interventions need to address both prior knowledge gaps and motivational aspects to foster equitable learning outcomes. This study provides valuable insights into the mechanisms driving academic achievement disparities and emphasizes the importance of tailored support to enhance learning growth in higher education.

Abstract The shift to hybrid work has introduced new organizational challenges for higher education institutions (HEIs), especially when balancing academic freedom, managerial oversight, digital infrastructure, and global mobility. This study explores how three German universities are developing hybrid work policies in the context of institutional complexity. Using the Field-Level Deduction framework and the institutional logics perspective, we examine how these universities balance professional, managerial, market, and digital logics in their formal policies on mobile work and workation. Drawing on a comparative case study of mobile work agreements and expert interviews with the involved key actors, we identify three emerging modes of creative assembly: (1) flexibility oriented toward academic freedom, (2) structured balance through procedural clarity, and (3) standardization with strong risk aversion. Although these universities operate under the same legal framework, their hybrid work models vary considerably, suggesting different ways in which institutional logics can be selectively coupled. The study provides exploratory insights into the diversity of hybrid work in German HEIs and introduces creative assembly as a conceptual lens for understanding how universities navigate institutional complexity. The findings are not statistically representative but serve the purpose of analytic generalization, offering conceptual insights. These insights lay the theoretical groundwork for future empirical research examining the effects of different assemblies on outcomes such as academic productivity, collegiality, student engagement, and international competitiveness.