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This paper aims to advocate the need for educational leadership to understand and consider the immediate role and challenges associated with the unique values and characteristics of an age-diverse population and their impact on teaching and the facilitation of learning.

The paper draws on the review of the generational and diversity literatures and related organizational best practices to identify key definitions and empirical findings and to develop recommendations which can be deployed in future research and practice in different types of organizational settings.

This paper provides insights into how organizational leaders can promote a multicultural environment that leverages multi-generational differences. Also, the present study offers innovative pedagogical approaches that can help better prepare future business leaders for these challenges.

The study attempts to reignite the debate through a detailed review that describes the current understanding of generational differences among four generational cohorts. Given the research approach, the recommendations may lack generalizability.

This paper advocates the need to understand generational differences to manage the challenges associated with differences in attitudes, values and preferences regarding leadership, human resource practices and organizational change initiatives.

Organizations which create environments that are value-based and that support divergent views and values of each of the cohorts, create a positive outcome for both the organization and its employees.

This paper enhances knowledge and understanding at the theoretical and practical levels, enabling business leaders and faculty to gain insight regarding the generational differences and unique characteristics of four organizational workgroups – Veterans, Baby Boomers, Generation X and Generation Y.

This research draws on the resource-based view of the firm from strategic management and applies it to a study of competitive advantage in the project management context. The relationship between the characteristics of project management resources, focusing on organizational support for the project management process, and outcomes of the project management process are examined.

This study uses data gathered from 437 North American project management professionals with an existing survey tool that was used in a prior smaller sample study. The study uses Barney’s VRIO framework that assesses resources as valuable (V), rare (R), inimitable (I) and organizationally supported to leverage their value (O). The conceptual model hypothesizes relationships between the project management asset characteristics (valuable, rare, and inimitable), organizational support for the project management process, and project management performance outcomes (both project and firm level). Hypotheses are tested using factors extracted from a confirmatory factor analysis (CFA). The factors extracted include two factors representing valuable project management asset characteristics, one factor representing rare project management asset characteristics, one factor representing inimitable project management asset characteristics, two factors representing organizational support for the project management process, one factor representing project-level performance and one factor representing firm-level performance.

Project management assets that are considered valuable and organizational support for the project management process are found to contribute positively to project management process outcomes. No advantage was perceived from rare and inimitable project management assets. Project-level performance was found to significantly mediate the relationship between organizational support and firm-level performance.

This study draws managerial attention to organizational support for the project management process as a source of competitive advantage through its positive affect on both project-as well as firm-level performance.

The study uses a survey tool from previous research with a new, larger dataset to contribute to the understanding of the importance of organizational support for the project management process in a quest for both project success as well as a firm's competitive advantage.

Few studies have analysed how to actively manage strategic networks (SNs) to achieve individual and collective goals and create value. This paper aims to examine the influence of network management on the value created by SNs and the mediation role of resources and relationship quality.

The authors distributed a survey to 126 companies linked to SNs in the Brazilian information and communication technology sector. This study tested the hypothesized relationships using partial least squares structural equation modelling.

This study found that network management directly influences value creation. Furthermore, the exchange and combination of resources mediate the relationship between the two constructs. Surprisingly, the quality of the relationships does not mediate the relationship between management and the value created. However, it positively impacts the exchange and combination of complementary resources.

This study provides a new interpretation of the determinants of value creation in SNs. The results contribute to the theory by demonstrating that the relationship between network management and value creation is strengthened when the exchange and combination of resources between network participants occur. In turn, these are positively influenced by the quality of relationships established in the network, thus providing a new interpretation of the determinants of value creation in SNs.

This paper aims to analyse the factors that influence the satisfaction and intention of continuity of use, of teachers and students, regarding using Moodle in undergraduate courses in one Campus at the Federal Institute of Rondônia in Brazil. The starting point was an integration of DeLone and McLean's Information Systems Success Model (ISSM) with Davis' Technology Acceptance Model (TAM).

A quantitative research approach was adopted. After the definition of the hypotheses, data were collected through self-administered questionnaires. The questionnaires were designed to measure the five constructs: Quality of Information (QI), Perceived Ease of Use (PEOU), Perceived Usefulness (PU), User Satisfaction (US) and Behavioural Intention to use (BI) that make up the conceptual model of the study. The data were analysed based on 144 valid questionnaires. The technique of maximum likelihood estimation was adopted in the data analysis through structural equation modelling (SEM).

The results confirmed six of the nine hypothesised relationships. QI positively impacts PEOU and US. PEOU positively impacts PU, which in turn positively impacts US and BI. Similarly, US positively impacts Moodle's BI. It was also evidenced that PU is the strongest predictor of US.

These results can help educational institutions, managers, administrators and designers of e-learning systems to develop strategies to increase Moodle's user satisfaction.

This study provides insights into the perception of students and teachers regarding the use of Moodle. A model that integrates constructs from two models widely used in research related to e-learning (TAM and ISSM) was used in a developing country context. This is important, given cultural differences and social idiosyncrasies in different contexts, particularly in an educational institution in the Amazonia region in northern Brazil.

Although the governance and management of networks are deeply intertwined, there is a lack of empirical studies on how strategic networks (SNs) configure both realities for higher performance. This paper aims to analyze the array of governance and management sets adopted by high-performing SNs.

The authors bridge the research gap by using qualitative comparative analysis on the governance (decision-making process, formalization, specialization, incentives and control) and management (strategy, structure, processes and leadership) dimensions of 73 Brazilian SNs.

The authors found that high-performing SNs adopt one of two governance/management configurations. “Piloted SNs” rely on specialized working teams, have structured decision-making processes and avoid using incentives. Conversely, “atomized SNs” run on incentives and control while eschewing specialization and rigid decision-making procedures. The authors also found that both configurations adopt formal procedures and leverage all four management dimensions.

The study’s results offer pathways for SNs to increase their performance and attract new members, as well as insights into the theory of SN governance.

Although natural science disciplines significantly contribute to sustainable development goals (SDGs), little research attends to how higher education institutions (HEIs) influence the development of leadership skills needed among sustainability leaders. This paper aims to examine the leadership development experiences of natural scientists at the forefront of disciplines associated with SDGs to identify barriers and drivers to sustainability leadership skills development at HEIs.

A mixed-methods comparative study was used, integrating qualitative interviews among 21 natural scientists and 11 non-scientists, two focus group discussions and a cross-sectional survey of 221 leaders. The theory of planned behaviour was used as the analytical frame to identify themes emerging from the data as facilitators or barriers to leadership development.

There was a statistically significant difference between scientists and non-scientists in the attitudes, beliefs and perceptions that drive participation in leadership development activities. Attitudes belittling leadership skills, limited integration of leadership skills in medical, engineering and agricultural curricula and a social identity of superior learning efficacy impede natural scientist students at HEIs from engaging in leadership development.

Further research using a larger sample could assess the prevalence and effect of the drivers and barriers on sustainability leadership effectiveness.

Beyond integrating leadership skills in HEIs curricula, the development of sustainability leadership requires deliberate elevation of the value of leadership skills within natural sciences, specifically by addressing attitudes, beliefs and workload challenges that impede scientists’ engagement in co-curricular activities.

Integrating multiple disciplines provides generalised insights into the context of leadership development among natural scientists at HEIs. This study identifies specific drivers and barriers affecting leadership development at HEIs in a developing country setting.

Examines critically the bulk of cross‐cultural research involving the constructs of individualism and collectivism. Highlights some of the main conceptual and methodological shortcomings in the use of these constructs and the need for refinement and synthesis in definition and measurement. Suggests a research strategy that integrates previous empirical findings in a theory‐driven approach. Proposes multiple group confirmatory factor analysis as a technique for confirming a 2‐2 factor structure for individualism and collectivism and for testing the equivalence of their measures across culturally diverse groups.

This paper seeks to challenge the claim that traditional and non‐traditional employees differ significantly in terms of their needs, personality characteristics, and work motivation patterns, by surveying management consultants in Canada.

The study is based on a quantitative online survey undertaken among 204 Canadian management consultants in 2008, representing both traditional employed consultants, contingent consultants, and company representatives.

The study demonstrated no significant differences with regard to needs, motivation, and personality characteristics between traditional and non‐traditional employed management consultants, which means that no significant changes to existing human resource management policies seem to be needed.

The existing literature on contingent employees' needs, personality characteristics and work motivation has mainly been devoted to the study of differences between traditional and non‐traditional work arrangements seen as single groups. This study extends and complements the understanding of the underlying dimensions of both the explicit and the implicit contract within the contingent management consultant‐organization relationship in order to explain the influence of these dimensions on the human resource management strategies. The underlying assumption is that non‐traditional work arrangements vary according to the type of job and the context in which the job is performed.

The purpose of this editorial is two‐fold: first, to provide an overview of team‐related issues in the particular realm of contingent work arrangements, and second, to introduce the collection of articles encompassing this special issue.

The editorial is a general literature review that provides the readers of this special issue with a broader scholarly literature framework. The editorial also provides a historical context of the field. First, the phenomenon of contingent work arrangements is discussed. Second, attention is given to identification of major strategic factors, which have been contributing to the growth of contingent work arrangements. Third, team‐related issues of differentiation, integration, and cooperation are discussed.

The overview of research in the area of contingent work arrangements demonstrates that such work arrangements are diverse in their contractual structure. The rationale for which organizations use contingent work arrangements are diverse, as are the reasons why employees undertake such work outside the scope of the traditional employment model. Research in this area has grown primarily with the focus on economic, legal, and social factors influencing the expansion of non‐standard work arrangements. Less research is found in the area of individual, managerial, and organizational consequences of this expansion.

This editorial – and the special issue in particular – gives attention to understanding the array of experiences associated with contingent workers with the purpose of accumulating theoretical knowledge in this field, but also – and perhaps more importantly – to add to the transition from evidence‐based knowledge to practical advice.