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Research on psychological well-being has given attention to employees in various industries but research involving teachers particularly in non-Western contexts remains scarce. Using both within-and betweennetwork validation approaches, this study attends to gaps in literature through the examination of the psychometric properties of 42-item Ryff's Psychological Well-being Scale -a theory-derived scale which taps six core dimensions of psychological well-being: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Through confirmatory factor analysis, data from 237 Filipino teachers provide support for the a priori six-factor model although a number of items obtained poor factor loadings. Betweennetwork analysis suggests that these dimensions are linked to job performance. Findings are discussed in relation to the development of potential research agenda using the scale in the Philippine context.

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This chapter discusses how Asian universities respond to the global prevalence of university rankings, which are operated in various form with different emphases. First, it defines the context and rationales of the rise of world university rankings. Next, it compares and contrasts the three dominant university rankings, namely, Academic Ranking of World Universities (ARWU), Quacquarelli Symonds (QS), and Times higher Education University Rankings (THE). After assessing the controversies, limitations and solutions of the dominant ranking systems, we will evaluate the current performance of Asian universities and discuss what lessons are to be learned by Asian universities amid the globalizing forces of world university ranking.

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