The aim of the research is to prove that nowadays the role of higher education, its impact on “territorial capital” and the factors of their competitiveness measurement have changed. Competitiveness should no longer be measured only in terms of rankings between higher education institutions, but also in terms of their role in territorial capital. Examining the extension of a competitiveness measurement model developed for small and medium-sized enterprises to the field of higher education can be exciting because the competitive situation between higher education institutions is strengthening, and its aspects are not limited to winning tender funds and the competition for students. The subject of this study is the Central European higher education in general and the Hungarian higher education specifically. Higher education as it appears in regional strategic documents, and the regional, third mission role of higher education institutions appearing in their strategic documents. In terms of methodology: the first part of the paper is based on document and content analysis. In the second part of the paper, institutional characteristics that may influence competitiveness are identified in the case of a Hungarian higher education institution with SME characteristics. The research concludes that the impact on territorial capital, together with the traditional characteristics of higher education and its third missionary role, may constitute the competitiveness of a given institution. If the impact of higher education institutions on location could be measured uniformly, competition between institutions would be more transparent and the role of the region would be strengthened.

Professional identity among faculty members in private higher education institutions plays a vital role in shaping the quality and sustainability of these institutions. This research aims to investigate the factors influencing the professional identity of teachers in Chengdu's private higher education institutions. The study employs a theoretical framework centered on "identification" with behavior intention, behavior attitude, and sense of belonging as fundamental dimensions. Data were collected through questionnaire surveys and analyzed using SPSS 23.0. The study hypothesizes that behavior intention, behavior attitude, and sense of belonging have a significant positive impact on professional identity among faculty members. Additionally, behavior attitude, subjective norms, and perceived behavioral control are expected to have a significant positive influence on behavior intention, and subjective norms and perceived usefulness may positively affect sense of belonging. The results are expected to provide valuable insights for enhancing the professional satisfaction and educational quality of faculty in private higher education institutions.

The COVID-19 epidemic caused unexpected complications, complexities and challenges in higher educational institutions (HEIs). In order to promote and strengthen the role of women leadership, this study aimed to clarify the unique challenges faced by female leaders at Saudi HEIs during the epidemic, find possible solutions to these challenges, and provide policy as well as management implications. A systematic literature review (SLR) was conducted, examining 27 records (i.e., research papers, articles and conference studies). The data were qualitatively analysed and categorized based on themes like challenges faced, opportunities recognized, and solutions proposed. Findings highlighted women leaders in Saudi HEIs grappled with multiple challenges, including technological barriers, cultural constraints, and increased workloads. Merging challenges with solvable strategies offers a forward-looking perspective, advocating for systemic changes that can shape a resilient and inclusive future for HEIs in Saudi Arabia.