Research and higher education institutions are becoming increasingly transparent with the adoption of the governance mechanisms of New Public Management and digital technologies. As transparency research has documented both positive and negative effects of transparency within organizations, it is not clear how transparency might affect faculty members and their job attitudes. To address this question, we develop and test hypotheses regarding the effect of perceived transparency on professors' job satisfaction and intent to leave their university. Our results, based on the answers of over 1600 professors, support our hypothesized positive relationship between transparency and job satisfaction, a negative relationship between transparency and intent to leave, and an indirect effect of transparency on intent to leave via job satisfaction. Exploratory moderation analyses indicated that the effects of transparency are present across two different types of universities (research universities and universities of applied sciences). We discuss results regarding their implications for the management of higher education and research institutions as well as for the retention of faculty members.
Digital learning environments using artificial intelligence (AI) are viewed as better able to accommodate the diversity of students, their different life situations, different learning conditions and experiences, as they allow individuals to learn more flexible and more personalised, independent of time and place, and thus contribute to their success in learning and studying. This paper provides an overview of the ways in which student diversity has been included in empirical research on digital higher education (involving AI) to date. While diversity-oriented studies on ICT literacy and on the media use or media preferences of various student groups are available internationally, effects of digital learning environments, different digital learning formats or even AI on the learning outcomes of a diverse student body (e.g. learning success, mobility) are rarely addressed. Therefore, we present current findings on the influence of digital learning environments on the mobility of diverse students as an example and point out the starting points, but also challenges that exist for future research in this area.
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