ABSTRACT This study reconstructs a typology of coordination modes in the university third space, drawing on externally funded HE development projects at German universities. It asks how project coordinators enact steering and which ideal-typical coordination modes can be identified. Previous research on third-space roles and projectification describes the growing relevance of hybrid management positions in HEIs yet lacks an empirically grounded typology specifying steering orientations and forms of embeddedness. Conceptualising project coordination as a governance resource, the study proposes two analytical dimensions structuring a four-mode typology. Drawing on 20 qualitative guideline interviews and reconstructive ideal-type comparison, it derives four modes with distinct role self-understandings, instrument repertoires and decision pathways. The typology refines understanding of managerial roles in the third space and offers guidance for integrating such positions into HE governance, with implications for systems where projectification is salient.

ABSTRACT This qualitative, interview-based study investigates how distributed leadership (DL) is conceptualised and practised within public universities in Jiangsu Province, China. Drawing on semi-structured interviews with five university presidents and fifteen faculty members, the research applies grounded theory methods—including open, axial and selective coding—to develop an interpretive framework linking cognition, behaviour and outcomes. The analysis shows that DL enhances teaching innovation and research productivity through improved communication, resource allocation and collaborative teamwork. Its effectiveness depends on four contextual enablers: organisational culture, resource availability, individual leadership capacity and technological integration. Comparative insights reveal both alignments and tensions between presidents' strategic perspectives and teachers' operational experiences. While DL supports institutional adaptability to digitalisation and internationalisation, challenges remain in uneven resource distribution and occasional inefficiencies in shared decision-making. The study highlights the importance of inclusive organisational cultures, targeted leadership development and equitable resource mechanisms for advancing DL in Chinese higher education.

ABSTRACT Higher education is currently experiencing rapid digital transformations, accelerated by the COVID-19 pandemic. This study examines the critical role of digital leadership in effectively navigating these educational transitions through the promotion of the Agile approach and pedagogical innovation. It explores theoretical frameworks and essential concepts within the context of digital transitions in Moroccan higher education, where universities are actively establishing Centers for Pedagogical Innovation and exploring blended learning models. Employing quantitative and qualitative methodologies, this research explores digital leadership perceptions and behaviours in Morocco. The results underscore the significance of key digital leadership strategies, including promoting pedagogical innovation, adopting the Agile approach, and fostering timely collaborative endeavours for organisational agility, a key element in enabling pedagogical innovation. Ultimately, digital leadership fosters pedagogical innovation, seamlessly aligning with the Agile approach to enable rapid adaptation to the evolving needs of learners.

ABSTRACT International Joint Education Programmes (IJEPs) represent a transformative approach to transnational education by enabling institutions from different countries to collaboratively confer joint or dual degrees. While their popularity has grown due to their potential benefits, such as fostering student mobility, enhancing employability and driving curriculum innovation, these programmes face significant challenges. This paper systematically reviews studies focusing on first-hand experiences with IJEPs to explore their benefits, issues and possible solutions. Key challenges identified include regulatory barriers, financial constraints, language proficiency issues, cultural adjustment and pedagogical differences. The review also examines how strategies like language support measures, expectation management and the use of technology can mitigate these challenges. This study contributes to the growing body of literature on IJEPs by providing evidence-based insights and recommendations to support their effective design and management.

ABSTRACT Higher Education policy such as the University Mental Health Charter (UMHC) encourage the promotion of ‘Whole University’ approaches to support students. This paper synthesises literature from studies in student mental health, counselling and support services and emerging educational technologies, to investigate how data analytics may enable such an approach. This research suggests that proactively targeting and personalising support can be a complementary approach to traditional reactive service models which rely on students independently identifying support routes. Given there is already increased demand for support services, university counselling and mental health teams require a mechanism to anticipate support needs in advance of intervention. The paper offers an inaugural definition for Student Mental Health Profiling (SMHP) as the analysis of relevant big datasets to meaningfully group students. Whilst datasets derived from clinical tools dominate diagnoses, this study suggests that the WHO-5 screener may be better suited to SMHP especially if collected regularly.

ABSTRACT The Student Experience Survey (SES) captures the views of commencing and final-year undergraduate and postgraduate students across Australian higher education. This paper analyses SES data from 2017 to 2023, identifying trends across key domains and comparing the performance of different university groupings over time. It also contrasts the experiences of commencing and final-year students and highlights the five university groups that showed the most notable improvements. While national SES reports provide a comprehensive overview of annual data, this paper offers a longitudinal analysis of student experience trends over seven years, providing deeper insight into sector-wide changes. The findings inform both policy development and practical strategies for enhancing the student experience.

ABSTRACT Teachers play a crucial role in supporting applicants with their UCAS personal statements, a key part of the UK undergraduate admissions process. This paper investigates the extent to which there is alignment between teachers and admissions professionals on what makes a high-quality personal statement. We draw on a dataset (n = 409) of state school teachers’ responses before completing a training programme developed by Causeway Education. Our analysis identifies several important areas of misalignment. In particular, we find evidence of the persistence of the myth that the UCAS personal statement should provide a personal insight into the applicant, as well as the associated tendency to view high-quality academic content as reading too much like an essay. We contend that this misalignment is likely to disproportionately impact under-resourced applicants, acting as a barrier to widening participation. We conclude with a series of recommendations, placing the responsibility on universities to provide more transparent information.