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The proliferation of studies on leadership competencies have not yet provided a consistent set to guide the work of researchers and practitioners. This paper aims to generate a clear, literature-based overview of the relevant leadership competencies for the twenty-first century.

The paper is an integrative literature review and identifies four strands of literature on leadership, reaching back to traditional works. It reviews each strand to establish which leadership competencies remain relevant for the twenty-first century.

This paper shows it is essential to clarify and harmonize terminology used in leadership literature. It identifies 18 groups of leadership competencies required for the twenty-first century. The research reveals that leaders of the twenty-first century must be able to combine a strong concern for people, customer experience, digitalization, financialization and the general good.

This paper is based on a non-exhaustive list of literature derived from studies published in Western journals, written in English. Future research should include papers beyond the confines of Western academia and entail fieldwork to test the comprehensive framework derived here.

This paper will help practitioners develop leadership training curricula and transform the leadership culture in their organizations. The competency list can be useful in recruitment and selection processes for leadership positions. Professionals will find it helpful as an index in self-diagnosis and personal development for their career decision choices.

The paper addresses the growing need for clarity on the required leadership competencies for the twenty-first century.

This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms.

A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis.

During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context.

While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.

The purpose of this paper is to interpret current global events to extrapolate the issues of twenty-first century for consideration by African mining policy and decision-makers.

The high-level mining issues are identified to assess what lies ahead for the twenty-first century. Some of these require innovation, called beacons for twenty-first-century mining in this paper, so that decision-makers can consider policy instruments and management strategies to craft a more desirable future for governments and companies, without affecting other stakeholders negatively.

It is proposed that African mining should consider three cross-cutting elements as subsets for the existing policy themes and management decisions, namely, broad benefit, mine sustainability and business improvement. Digital technologies have the potential to significantly support the three elements for fast-tracking Africa’s sustainable economic development.

Although the findings can be applied to most of the developing world, the focus of this paper is on the African mining industry.

Practical considerations for policymakers in Africa.

This paper includes novel/original policy considerations that have the potential to become cross-cutting elements for the existing policy themes of the Africa Mining Vision.

This paper aims to underline and evaluate what corporations are as artificial entities, the concept of corporate governance (CG) in the twentieth century and whether a corporation owes allegiance to its key stakeholders in the twenty-first century.

Because it requires development in the twenty-first century, a clarification of the key areas of reform in “global corporate governance” is overdue. These include an analysis of the stakeholder role; the logic and effect of the codes of corporate practise such as in the Cadbury Code and Combined Codes. The “value chain theory” in CG and how it should be placed not only on financial value but also on natural, human and cultural values will looked at. This paper also provides a brief insight into major multi-national corporate collapse. The Enron case, for example, highlights how such mishaps can be avoided to rekindle trust and transparency, as well as disclosure to authorities, shareholders and the public.

This paper looks at how public interest and consumer interest play a role in corporate existence by analysing an inevitable change in the twenty-first century from absolute corporate control to public/consumer control and have an influence in areas like environmental, ethical and employee protection and recognition. The emotional side of a corporation is brought to life to win the hearts of consumers and the public. How this fares in the light of profits and long-term Environmental Management Scheme investment will be evaluated.

This paper ends with a general conclusion, summarising the necessary changes to governance and the author’s opinion on the realities of change: will it work, will it improve the living standards or will it just increase the gap between well-organised and ill-fated economies?

Teaching students/library patrons twenty-first century literacies (such as information and library literacies) is important within a library setting. As such, finding an appropriate manner to teach these skills in a practical manner at tertiary level is important. As vehicles for constructivist learning, games provide a unique opportunity to teach these twenty-first century literacies in an engaging, practical, format. The purpose of this paper is to discuss the implementation of an alternate reality game (ARG) to teach these literacies through gameplay.

An ARG was designed and developed where the core gameplay tasks taught and exercised twenty-first century literacies. The game, once completed, was then analysed as a case study to determine the effectiveness of the game-based approach to literacy learning.

Throughout the play of the game, players spent increasingly more time in the library, often using it as a common meeting point during play. Players reported that they learnt or exercised the skills that each game task focussed on, additionally noting that the game-based context made the process of learning and exercising these skills more enjoyable.

The findings suggest that the creation of games, whether real world or digital, may be useful in engaging students/patrons with twenty-first century literacies as well as with their local library. The documentation of a successful ARG to teach twenty-first century literacies provides a model for future research to follow when designing engaging library-oriented games.

The purpose of this paper is to report on the policy and practice contexts for school autonomy and twenty-first century learning in Canadian provinces.

This paper reports on an analysis of policies in Canadian provinces (particularly the provinces of Alberta and Saskatchewan). The authors review policies related to school autonomy and twenty-first century learning initiatives.

In this paper, the authors argue that autonomy is a complicated and multi-levelled phenomena with a measure of autonomy devolved from the state to local school divisions, and yet other elements of autonomy devolved to the school and to individual teachers. The link between autonomy and twenty-first century learning are unclear as yet. This paper attempts to establish the policy contexts for school autonomy and twenty-first century learning without making claims about a causal relation between the two.

The originality of this paper lies in its description of autonomy beyond the school level. Autonomy, as a construct, is rarely examined as a dynamic process among multiple layers of the educational system.

The twenty‐first century is knocking on our doors, but do we know how to greet it? We know it is there waiting for us to let it in, but what are we likely to face when we open our institutional doors? What opportunities, uncertainties, or threats will it bring? Will we recognize the twenty‐first century when we see it, or might we confuse it with something seen before? Might we mistake an issue we should be prepared to deal with in the next millennium for a controversy of no significance? For government agencies the calendar is not much help. For public administrators the twenty‐first century is more than just a date. It is a state of affairs, a set of behaviour patterns, opportunities to be explored and risks to be avoided. Confronting the twenty‐first century means emerging from a relatively certain past to confront an uncertain future.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to introduce service‐learning 2.0 model based on four new paradigms in the global business landscape: connectivity, creativity, community, and complexity.

The paper reviews four paradigm shifts and their effects on service‐learning practices and methodology: wikinomics and mass collaboration, collective intelligence and open innovation, appreciative inquiry and positive organizational scholarship (POS), and self‐organizing systems and the new sciences.

Service‐learning 2.0 can be used to develop our students' twenty‐first century thinking skills through applied community engagement projects, namely: interactivity and interconnectedness, innovation and insight, and inspiration and intuition, integrative and interdisciplinary thinking.

Service‐learning 2.0 principles and pedagogy can help students appreciate and prepare for increasing complexity and paradox of management and organizations in the light of global, social and organizational changes of the twenty‐first century.

Service‐learning 2.0 model represents the pedagogy, principles, and processes that are better suited to the global, technological, and social changes and challenges of the 21st century.

The purpose of this paper is to illustrate the dialectical interplay between centralisation and decentralisation forces so as to understand how schools leverage on its autonomous pedagogical space, influence the diffusion of innovations in the educational landscape of Singapore and how a centralised-decentralised system supports (or impedes) pedagogical reform for twenty-first century learning.

The paper first outlines the evolutionary stance of Singapore’s decentralisation from its past to present trajectories, thus providing a broader social-historical interpretation to its tight-loose-tight coupling of the education system; followed by situating the context of reform within the national narrative of Ministry of Education’s (MOE) twenty-first century competencies framework. The authors examine how school autonomy should be accompanied by systemic enabling mechanisms, through two case illustrations of whole-school reforms.

There are four carryover effects that the authors have observed: structural, socio-cultural, economic and epistemic. Middle managers from the two schools act as a pedagogical, socio-technological and financial broker outside the formal collaborative structures organised by the MOE. Such a “middle-out” approach, complemented by centralised mechanisms for “coeval sensing mechanism”, has resulted in boundary-spanning linkages and multiplier effects in terms of knowledge spillovers.

Socio-cultural context matters; and what constitutes as co-learning between policymakers and practitioners in Singapore may be construed as policing that stifles innovations in other contexts.

In addition to the conceptualisation of how school autonomy may lead to school-based innovations, the paper provided some preliminary empirical evidence of how the co-production of knowledge has been engendered within, across and beyond individual Singapore schools through the mechanism of innovation diffusion. The unit of analysis is innovation ecosystem.