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8. Ghasemy, M., (2024). Servant leadership for sustainability in higher education: Policy implications based on ethical behavior and conceptual skills of scholars with science-related backgrounds. Educational Research for Policy and Practice.
9. 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.
10. Ghasemy, M., Gaskin, J.E. and 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, Vol. 16 No. 2, pp. 302-314.
11. 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.   

2023 (9 publications) 

12. Ghasemy, M., & Yuan, K.-H. (2023). 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.
13. 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.
14. 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.
15. 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.
16. 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.
17. 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.
18. 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.
19. 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/10.1007/s12144-023-05532-x  
20. 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.   

2022 (9 publications)

21. Elwood, J. A., & Ghasemy, M. (2022,). 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.
22. Ghasemy, M., & Elwood, J. A. (2022). 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.
23. 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  
24. 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.
25. 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
26. 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  
27. 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  
28. 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.  
29. 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  

2021 (8 publications)

30. 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  
31. 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  
32. 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  
33. 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  
34. 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  
35. 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  
36. 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
37. 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  

2020 (3 publications)

38. 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.  
39. 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  
40. Morshidi, S., Abdul Karim, A., Hazri, J., …, 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).  

2019 (1 publication)

41. Ghasemy, M., Hazri, J., & Gaskin, J. E. (2019). 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.

2018 (2 publications)

42. 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. https://doi.org/10.1177/2158244018807620  
43. 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  

2017 (3 publications)

44. Ghasemy, M. (2017). Capabilities and competencies related to leadership performance effectiveness in the context of change in Malaysian higher education institutions. University of Malaya. http://studentsrepo.um.edu.my/id/eprint/7508  
45. 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.

46. 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.

    2016 (3 publications)

47. Ghasemy, M., Sufean, H., Ahmad Zabidi, A. R., Mohd Jamil, M., & Megat Ahmad Kamaluddin, M. D. (2016). Identifying the factors building personal, interpersonal, and cognitive capabilities in Malaysian higher education.10th annual International Technology, Education and Development Conference INTED2016, Valencia, Spain.
48. Ghasemy, M., Sufean, H., Megat Ahmad Kamaluddin, M. D., Ghavifekr, S., & Husaina Banu, K. (2016). 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.
49. 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  

2015 (4 publications)

50. Ghasemy, M., Sufean, H., & Megat Ahmad Kamaluddin, M. D. (2015). 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.
51. Ghasemy, M., Sufean, H., Megat Ahmad Kamaluddin, M. D., & Ahmad Zabidi, A. R. (2015). 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.
52. 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.  
53. Sufean, H., Ghasemy, M., & Megat Ahmad Kamaluddin, M. D. (2015). 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.

2014 (3 publications)

54. Ghasemy, M., & Sufean, H. (2014). Change, leadership and change-oriented leadership theories in higher education: A review. Seminar Kebangsaan Majlis Dekan-Dekan Pendidikan IPTA 2014, University of Malaya, Malaysia.
55. Ghasemy, M., & Sufean, H. (2014). Theories of educational management and leadership: A review. Seminar Kebangsaan Majlis Dekan-Dekan Pendidikan IPTA 2014, University of Malaya, Malaysia.
56. Haque, K. E., Hussin, M. A., Ghasemy, M., Armiza, L. R., & Athirah, W. W. R. (2014). 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