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The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis.

This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals.

When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected.

Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning.

The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader’s ability to influence employee workplace learning.

The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research.

This study aims to investigate the consequences of middle managers’ sensegiving for organisational change in neglected workplaces, where middle managers are given insufficient resources because of receiving low attention from top management.

The authors conducted a case study of three call centres in the Japanese non-life insurance industry. To collect data, the authors conducted interviews with ten stakeholders and made multiple field observations.

The authors identified the following mechanism: in neglected workplaces, middle managers initially focus on sensegiving to employees because they recognise the difficulty of eliciting support from top management. However, as a result, they see sensegiving to employees as top priority and do not try to elicit the support of top management, which is necessary for further organisational change. As a result, organisational change stops at a certain level.

The authors identified the following mechanism: in neglected workplaces, middle managers initially focus on sensegiving to employees because they recognise the difficulty of eliciting support from top management. However, as a result, they see sensegiving to employees as their top priority and do not try to elicit the support of top management, which is necessary for further organisational change. As a result, organisational change stops at a certain level.

First, this study contributes to the body of research on the effects of sensegiving on organisational change. It shows the new problems hidden behind organisational change, which existing research merely regards as independent successes. Second, this study identifies middle managers’ behaviour during organisational change in neglected workplaces. Instead of focusing on the factors necessary for successful organisational change, as in existing studies, this study extends the knowledge of the role of middle managers in organisational change by focusing on their behaviours when success factors are not aligned.

Using a panel of over 433,000 college students from over 600 institutions of higher education in the USA, we investigate students’ opinions of leadership skill development during their undergraduate tenure.

The data used in this analysis come from the Higher Education Research Institute, which runs the Cooperative Institutional Research Program (CIRP) housed at the University of California, Los Angeles. Among others, the CIRP administers two surveys known as The Freshman Survey (TFS) and the College Senior Survey (CSS).

The present research supports the extant literature and conventional wisdom of academic and student affairs professionals with regards to engagement in leadership classes or training where students have an opportunity to increase their knowledge bases through course content, and when there are opportunities for them to apply leadership principles, the students are more likely to report an increase in leadership capacity upon completion of their collegiate degree.

If colleges and universities are serious about fulfilling their espoused visions, then it is essential that awareness of leadership courses and applied opportunities be heightened and made a strategic priority to ensure resources are allocated in appropriate places to support these key efforts. It also suggests greater collaboration between academic and student affairs, as well as other departments (e.g. athletics and centers), is needed, as well as prioritizing experiential learning.