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2025 (6 publication) 

1. Wang, T., & Ghasemy, M. (2025). A bibliometric analysis of Virtual mobility: An emerging approach to internationalisation of education. SAGE Open, 15(2), 1-21. https://doi.org/10.1177/21582440251336123
2. Tianxiao, S., & Ghasemy, M. (2025). Students’ learning style: A comprehensive bibliometric review during 1978 to 2024. International Journal of Innovation and Learning.
3. Muratov, B., & Ghasemy, M. (2025). Outcomes and impacts of transnational higher education: a systematic literature review focusing on host countries. Asian Journal of University Education, 21(1), 83-95. https://doi.org/10.24191/ajue.v21i1.5440
4. Jiangmei, S., & Ghasemy, M. (2025). A holistic bibliometric review of teachers’ ICT competence research in higher education. Journal of Applied Research in Higher Education. https://doi.org/10.1108/jarhe-06-2024-0311
5. Ghasemy, M., Magdalene, A. C. H., & Yuan, K. H. (2025). Servant leadership in higher education: A graded response model approach to item response theory analysis. Psychological Reports. https://doi.org/10.1177/0033294125137024 

6. Ghasemy, M. (2025). Replication Data for: Measuring Lecturers’ Emotions Using the International Positive and Negative Affect Schedule Short Form: A Two-Dimensional Graded Response Model in the Item Response Theory Framework (Version V1) Harvard Dataverse.

   2024 (12 publications) 

7. Shu, J., & Ghasemy, M. (2024). Replication Data for: A holistic bibliometric review of teacher ICT competence research in higher education (Version V1) Harvard Dataverse.
8. Hu, X., & Ghasemy, M. (2024). The Private Undergraduate Colleges in China: The Development, Challenges and Opportunities. Malaysian Journal of Social Sciences and Humanities, 9(12), e003126. https://doi.org/10.47405/mjssh.v9i12.3126
9. Hu, X., & Ghasemy, M. (2024). The mechanisms of external quality assurance of undergraduate education in China. QUANTUM Journal of social sciences and humanities, 5(6), 487-498. https://doi.org/10.55197/qjssh.v5i6.536
10. Ghasemy, M., & Yuan, K.-H. (2024). Lecturers' turnover intention and intention to remain with the organization: A dynamic cross-lagged panel model estimation using the PLSe2 method. Journal of Applied Research in Higher Education, 16(5), 1766-1780. https://doi.org/10.1108/JARHE-06-2023-0234
11. Ghasemy, M., Gaskin James, E., & Elwood, J. A. (2024). Testing the “holy grail” of industrial psychology as a non-recursive bow pattern model in higher education using the PLSe2 method. Journal of Applied Research in Higher Education, 16(2), 302-314. https://doi.org/10.1108/JARHE-10-2022-0333
12. Ghasemy, M., & Frömbling, L. (2024). Lecturers’ interpersonal trust in peers, job performance, and OCBI: Examining the mediating role of positive affect during the Covid-19 pandemic utilizing the PLSe2 estimator. International Journal of Productivity and Performance Management, 73(6), 1996-2015. https://doi.org/10.1108/IJPPM-10-2022-0523
13. Ghasemy, M., Elwood, J. A., & Scott, G. (2024). Approaches to education for sustainability leadership development in higher education: An international comparative study in the Asia Pacific region. International Journal of Sustainability in Higher Education, 25(8), 1870-1894. https://doi.org/https://doi.org/1108/IJSHE-11-2023-0558
14. Ghasemy, M. (2024). Replication Data for: Exploring the Evolution of UTAUT in Higher Education From 2005 to 2024: Bibliometric Analysis Insights and Future Trends in AI Integration (Version V1) Harvard Dataverse.
15. Ghasemy, M. (2024). Replication data for: Psychometric properties of the SL-7 scale in academic settings (Version V1) Harvard Dataverse.
16. Ghasemy, M. (2024). How do you feel during these hard times? A longitudinal study to examine the ebb and flow of academics’ affect during a Covid-19 lockdown. Higher Education. https://doi.org/10.1007/s10734-024-01196-z
17. Ghasemy, M. (2024). Servant leadership for sustainability in higher education: Policy implications based on ethical behavior and conceptual skills of scholars with science-related background. Educational Research for Policy and Practice. https://doi.org/10.1007/s10671-024-09367-6 

18. Bsiso, M. M., & Ghasemy, M. (2024). Exploration of private higher education research in Saudi Arabia: A bibliometric analysis. Asian Journal of University Education, 346-356. 

    2023 (9 publications) 

19. Ghasemy, M., Siwei, L., & Morshidi, S. (2023). Academic leaders navigating change: A comprehensive bibliometric review paper of crucial leadership capabilities and managerial competencies. International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2023.2267029
20. Ghasemy, M., & Magdalene, A. C. H. (2023). Lessons from the holy grail of industrial psychology: Theoretical, practical, and social implications for HRM in the current landscape of academia amidst the Covid-19 crisis Current Psychology. https://doi.org/https://doi.org/10.1007/s12144-023-05532-x
21. Ghasemy, M., & Frömbling, L. (2023). A conditional time-varying multivariate latent growth curve model for the relationships between lecturers’ servant leadership behavior, affective commitment, and job performance during the Covid-19 pandemic. Quality & Quantity, 57, 4657–4680. https://doi.org/10.1007/s11135-022-01568-6
22. Ghasemy, M., & Frömbling, L. (2023). Stay positive: Studying the change patterns in academics’ job and life satisfaction during the Covid-19 pandemic through growth curve modeling. Evidence-based HRM: a Global Forum for Empirical Scholarship, 11(3), 271-294. https://doi.org/10.1108/EBHRM-09-2021-0207
23. Ghasemy, M., Elwood, J. A., & Scott, G. (2023). A comparative study on turnaround leadership in higher education and the successful implementation of the UN’s sustainable development goals International Journal of Sustainability in Higher Education, 24(3), 602-636. https://doi.org/10.1108/IJSHE-01-2022-0001
24. Ghasemy, M., & Elwood, J. A. (2023). A comparative study on the Education for Sustainability (EfS) skills and in-role performance effectiveness in the context of the Malaysian and the Japanese academic ecosystems. Higher Education Forum, 20, 79-103. https://doi.org/10.15027/53852
25. Ghasemy, M., & Elwood, J. A. (2023). Job satisfaction, academic motivation, and organizational citizenship behavior among lecturers during the COVID-19 pandemic: A cross-national comparative study in Japan and Malaysia. Asia Pacific Education Review, 24, 353–367. https://doi.org/10.1007/s12564-022-09757-6
26. Ghasemy, M. (2023). Replication Data for: Psychometric Properties and Measurement Invariance of the Lecturers' Academic Motivation Scale (Version V1) Harvard Dataverse.
27. Ghasemy, M. (2023). Lecturers’ personality traits and affective states amidst the COVID-19 pandemic: Estimating a theory-driven longitudinal model using the novel PLSe2 methodology. Journal of Applied Research in Higher Education, 15(5), 1307-1324. https://doi.org/10.1108/JARHE-05-2022-0143 

28. Ghasemy, M., Mohajer, L., Cepeda-Carrión, G., & Roldán, J. L. (2022). Job performance as a mediator between affective states and job satisfaction: A multigroup analysis based on gender in an academic environment. Current Psychology, 41, 1221-1236. https://doi.org/10.1007/s12144-020-00649-9 

    2022 (10 publications)

29. Ghasemy, M., & Frömbling, L. (2022). Stay with us! Examining academics’ motivation, intention to remain, and turnover intention amidst the covid-19 lockdown through growth curve modeling. 14th annual International Conference on Education and New Learning Technologies (EDULEARN22), Palma De Mallorca, Spain.
30. Ghasemy, M., Elwood, J. A., & Roshan Nejad, M. (2022). Academics to serve the communities: Examining the hierarchical structure of a multidimensional servant leadership model in academia. The Journal of Higher Education Outreach & Engagement, 26(1), 51-70.
31. Ghasemy, M., & Elwood, J. A. (2022, March 24-27). Education for Sustainability (EfS) expertise and self-organization to achieve personal and interpersonal outcomes: A comparative study in the context of the Malaysian and the Japanese higher education systems. International Conference on Research in Education and Science (ICRES), Antalya, Turkey.
32. Ghasemy, M., Derahvasht, A., & Castillo-Apraiz, J. (2022). The antecedents and consequences of wandering scholars’ affect: The case of the multi-cultural Malaysia in the internationalization era. Journal of Applied Research in Higher Education, 14(2), 728-748. https://doi.org/10.1108/JARHE-02-2021-0078
33. Ghasemy, M., Akbarzadeh, M., & Gaskin, J. E. (2022). Being satisfied and serving communities as outcomes of servant leadership in the academic context: Policies based on a multi-level structural equation model. Asia Pacific Education Review, 23, 69-86. https://doi.org/10.1007/s12564-021-09702-z
34. Ghasemy, M. (2022). Lecturers’ job performance during the covid-19 lockdown: A conditional latent growth curve model. 14th annual International Conference on Education and New Learning Technologies (EDULEARN22), Palma De Mallorca, Spain.
35. Ghasemy, M. (2022). Replication Data for: The impact of country and experience outside HE on the perceptions of academics about the importance of practice-based development approach to EfS leadership (Version V1) Harvard Dataverse.
36. Ghasemy, M. (2022). Replication Data for: examining the "holy grail" of organizational/industrial psychology in academia (Version V1) Harvard Dataverse.
37. Ghasemy, M. (2022). Estimating models with observed independent variables based on the PLSe2 methodology: A Monte Carlo simulation study. Quality & Quantity, 56, 4129–4159. https://doi.org/10.1007/s11135-021-01297-2 

38. Elwood, J. A., & Ghasemy, M. (2022, March 24-27). Group differences in practice-based approach to education for sustainability (EfS) leadership development: The application of the PLSe2 method in running simultaneous comparisons through the SEM framework. International Conference on Research in Education and Science (ICRES), Antalya, Turkey.

    2021 (11 publications)

39. Ghasemy, M., Rosa-Díaz, I. M., & Gaskin, J. E. (2021). The roles of supervisory support and involvement in influencing scientists’ job satisfaction to ensure the achievement of SDGs in academic organizations. SAGE Open, 11(3), 1-17. https://doi.org/10.1177/21582440211030611
40. Ghasemy, M., Morshidi, S., Rosa-Díaz, I. M., & Martín-Ruiz, D. (2021). Causes and consequences of academics’ emotions in private higher education institutions: Implications for policy and practice through the lens of Affective Events Theory. Educational Research for Policy and Practice, 20(3), 367-393. https://doi.org/10.1007/s10671-020-09288-0
41. Ghasemy, M., Mohajer, L., Frömbling, L., & Karimi, M. (2021). Faculty members in polytechnics to serve the community and industry: Conceptual skills and creating value for the community – the two main drivers. SAGE Open, 11(3), 1-13. https://doi.org/10.1177/21582440211047568
42. Ghasemy, M., Hazri, J., Nordin, A. R., & Frömbling, L. (2021). Academic managerial competency in Australia, New Zealand, and Malaysia: Validity and factorial invariance of an Australian scale in the Malaysian context. Springer Nature Social Sciences. https://doi.org/10.1007/s43545-021-00283-7
43. Ghasemy, M., Hazri, J., & Gaskin, J. E. (2021). Have your cake and eat it too: PLSe2 = ML + PLS. Quality & Quantity, 55, 497–541. https://doi.org/10.1007/s11135-020-01013-6
44. Ghasemy, M., Farhah, M., Jamali , J., & Roldán, J. L. (2021). Satisfaction and performance of the international faculty: To what extent emotional reactions and conflict matter? SAGE Open, 11(3), 1-15. https://doi.org/10.1177/21582440211030598
45. Ghasemy, M., Erfanian, M., & Gaskin, J. E. (2021). Affective events theory as a theoretical lens for improving the working environment of academics in developing economies. Journal of Applied Research in Higher Education, 13(1), 300-324. https://doi.org/10.1108/jarhe-02-2020-0030
46. Ghasemy, M., Alvani, S. R., Abel, B. L., Cepeda-Carrion, I. F., & Cepeda-Carrion, G. (2021). Is job satisfaction of social sciences scholars predicted by emotions, job performance, work events, and workplace features? A demonstration of a data-driven policy-making approach. Higher Education Policy, 34, 902–927. https://doi.org/10.1057/s41307-019-00172-y
47. Ghasemy, M. (2021). Replication Data for: LGC model to explain the change pattern in academic motivation and its effect on turnover intention and intention to remain among academics in the Malaysian institutions (Version V1) Harvard Dataverse.
48. Ghasemy, M. (2021). Replication Data for: A comparative study between academics in Malaysia and Japan in terms of satisfaction, motivation, and OCBI (Version V1) Harvard Dataverse.
    
    2020 (11 publications)
49. Morshidi, S., Abdul Karim, A., Hazri, J., Wan Zuhainis, S., Muhamad Saiful Bahri, Y., Munir, S., Selvanathan, M., Muhammad, M., Ghasemy, M., & Mazlinawati, M. (2020). Flexible learning pathways in Malaysian higher education: Balancing human resource development and equity groups. Report for the International Institute for Educational Planning – United Nations Educational, Scientific and Cultural Organization (IIEP-UNESCO) (Research SDG4: Planning for Flexible Learning Pathways in Higher Education. , Issue.
50. Ghasemy, M., Teeroovengadum, V., Becker, J.-M., & Ringle, C. M. (2020). This fast car can move faster: A review of PLS-SEM application in higher education research. Higher Education, 80, 1121–1152 https://doi.org/10.1007/s10734-020-00534-1
51. Ghasemy, M., Ahmad Firdaus, A. S., Noraini, M. Y., & Ooi, P. L. (2020). Academic change-oriented leadership capability: The application of Satorra-Bentler robust method in a scale validation study. Malaysian Online Journal of Educational Management, 8(3), 1-23.
52. Ghasemy, M. (2020). Replication Data for: servant leadership behaviors of academics with science backgrounds and their organizational outcomes (commitment, satisfaction, and motivation) (Version V1) Harvard Dataverse.
53. Ghasemy, M. (2020). Replication Data for: Validating academic managerial competency scale in Malaysian higher education context (Version V1) Harvard Dataverse.
54. Ghasemy, M. (2020). Replication Data for: The impact of "helping subordinates grow and succeed" and "behaving ethically" on "job satisfaction" and "community citizenship behavior" of academics (Version V1) Harvard Dataverse.
55. Ghasemy, M. (2020). Replication Data for: The impcat of creating value for the community and conceptual skills on job satisfaction and work motivation in polytechnics (Version V1) Harvard Dataverse.
56. Ghasemy, M. (2020). Replication Data for: estimating a bow pattern non-recursive model using the robust PLSe2 methodology (Version V1) Harvard Dataverse.
57. Ghasemy, M. (2020). Replication Data for: affective states as predictors of performance and satisfaction of international academic staff (Version V1) Harvard Dataverse.
58. Ghasemy, M. (2020). Replication Data for: Testing the mediating effect of job performance on the relationship between creating value for the community and job satisfaction (Version V1) Harvard Dataverse.

59. Ghasemy, M. (2020). Replication Data for: Testing direct and indirect effects of work environment features on job satisfaction of academics with sciences backgrounds (Version V1) Harvard Dataverse.

    2019 (7 publications)

60. Ghasemy, M., Hazri, J., & Gaskin, J. E. (2019, August 21-24). A demonstration of the application of PLSe2 method in EQS 6.4 and a comparison between the results of the PLSe2, PLSc, and the ML methods in estimating a basic mediation model. International Symposium on Applied Structural Equation Modeling and Methodological Matters (SASEM2019), Novotel Melaka, Malaysia.
61. Ghasemy, M. (2019). Replication Data for: The impact of positive and negative affective states on job performance and job satisfaction (Version V1) Harvard Dataverse.
62. Ghasemy, M. (2019). Replication Data for: Testing a few basic tenets of AET based on the data from international academic staff (Version V1) Harvard Dataverse.
63. Ghasemy, M. (2019). Replication Data for: Testing a few tenets of Affective Events Theory in the context of private higher education (Version V1) Harvard Dataverse.
64. Ghasemy, M. (2019). Replication Data for: Testing Affective Events Theory in the higher education context of a developing economy (Version V1) Harvard Dataverse.
65. Ghasemy, M. (2019). Replication Data for: Emotions and job satisfaction of Wandering scholars (Version V1) Harvard Dataverse. https://doi.org/doi:10.7910/DVN/GYBGO3
66. Ghasemy, M. (2019). Replication Data for: Validation of the change-oriented capability scale in academic settings (Version V1) Harvard Dataverse.
    
    2018 (2 publications)
67. Ghasemy, M., Sufean, H., Megat Ahmad Kamaluddin, M. D., Mariani, M. N., Ghavifekr, S., & Husaina Banu, K. (2018). Issues in Malaysian higher education: A quantitative representation of the top five priorities, values, challenges, and solutions from the viewpoints of academic leaders. SAGE Open, 8(1), 1-15. https://doi.org/10.1177/2158244018755839
68. Ghasemy, M., Sufean, H., Ahmad Zabidi, A. R., Mohd Jamil, M., & Ghavifekr, S. (2018). Determining the key capacities of effective leaders in Malaysian public and private focused universities. SAGE Open, 8(4), 1-12.
    
     2017 (4 publications)
69. Ghasemy, M., Sufean, H., Megat Ahmad Kamaluddin, M. D., Ahmad Zabidi, A. R., & Mohd Jamil, M. (2017). Correction to: Pivotal qualities for effective university leadership on the basis of a modified Australian model: the application of FIMIX‑PLS and IPMA in the Malaysian academic context. Asia Pacific Education Review, 18(4), 519-519. https://doi.org/10.1007/s12564-017-9510-9
70. Ghasemy, M., Sufean, H., Megat Ahmad Kamaluddin, M. D., Ahmad Zabidi, A. R., & Mohd Jamil, M. (2017). Pivotal qualities for effective university leadership on the basis of a modified Australian model: The application of FIMIX-PLS and IPMA in the Malaysian academic context. Asia Pacific Education Review, 18(4), 501-517. https://doi.org/10.1007/s12564-017-9504-7
71. Ghasemy, M., Sufean, H., & Megat Ahmad Kamaluddin, M. D. (2017). The key determinants of leadership performance effectiveness in public research and comprehensive universities: An advanced PLS-SEM study in Malaysian context. Malaysian Online Journal of Educational Management, 5(1), 62-81. https://doi.org/10.22452/mojem.vol5no1.5
72. Ghasemy, M. (2017). Capabilities and competencies related to leadership performance effectiveness in the context of change in Malaysian higher education institutions University of Malaya].
    
     2016 (3 publications)
73. Ghasemy, M., Sufean, H., Megat Ahmad Kamaluddin, M. D., Ghavifekr, S., & Husaina Banu, K. (2016, March 7-9). Assessing management competencies for quality leadership performance: A study in Malaysian higher education context.10th annual International Technology, Education and Development Conference INTED2016, Valencia, Spain.
74. Ghasemy, M., Sufean, H., & Megat Ahmad Kamaluddin, M. D. (2016). Academic leadership capability framework: A comparison of its compatibility and applicability in Australia, New Zealand, and Malaysia. Asia Pacific Education Review, 17, 217-233. https://doi.org/10.1007/s12564-016-9425-x
75. Ghasemy, M., Sufean, H., Ahmad Zabidi, A. R., Mohd Jamil, M., & Megat Ahmad Kamaluddin, M. D. (2016, March 7-9). Identifying the factors building personal, interpersonal, and cognitive capabilities in Malaysian higher education.10th annual International Technology, Education and Development Conference INTED2016, Valencia, Spain.
    
    2015 (4 publications)
76. Sufean, H., Ghasemy, M., & Megat Ahmad Kamaluddin, M. D. (2015, July 6-8). A comparative study on leadership capabilities, competencies and performance effectiveness in Australia, New Zealand and Malaysia.7th International Conference on Education and New Learning Technologies EDULEARN2015, Madrid, Spain.
77. Ghasemy, M., Sufean, H., Megat Ahmad Kamaluddin, M. D., & Mariani, M. N. (2015). Assessment of leadership performance effectiveness in higher education: A Malaysian perspective. Malaysian Online Journal of Educational Management, 3(4), 63-79.
78. Ghasemy, M., Sufean, H., Megat Ahmad Kamaluddin, M. D., & Ahmad Zabidi, A. R. (2015, November 16-18). An evaluation of academic leadership capability framework in the context of change in higher education.8th Annual International Conference of Education, Research and Innovation iCERi2015, Seville, Spain.

79. Ghasemy, M., Sufean, H., & Megat Ahmad Kamaluddin, M. D. (2015, November 16-18). The Malaysian version of change-oriented leadership behaviors scale in academic settings: A quality scale development using Velicer’s MAP test with a small sample size.8th Annual International Conference of Education, Research and Innovation iCERi2015, Seville, Spain.
     

    2014 (3 publications)

80. Haque, K. E., Hussin, M. A., Ghasemy, M., Armiza, L. R., & Athirah, W. W. R. (2014, August 18). University student's awareness towards the symptoms, transmission and prevention of Dengue fever in Malaysia. WCIT 2014: 2nd World Conference on Islamic Thought & Civilization, Vols I and II: Rise & Fall of Civilization, Contemporary States of Muslim Affairs, Casuarina @ Meru, Ipoh, Malaysia.
81. Ghasemy, M., & Sufean, H. (2014, September 25-26). Change, leadership and change-oriented leadership theories in higher education: A review. Seminar Kebangsaan Majlis Dekan-Dekan Pendidikan IPTA 2014, University of Malaya, Malaysia.
82. Ghasemy, M., & Sufean, H. (2014, September 25-26). Theories of educational management and leadership: A review. Seminar Kebangsaan Majlis Dekan-Dekan Pendidikan IPTA 2014, University of Malaya, Malaysia.