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Organisational responses to the United Nations Sustainable Development Goals depend on the competency and mindset of business leaders to lead responsibly. This study is informed and underpinned by the Principles of Responsible Management Education. This study aims to examine how embedding the “sustainability mindset principles” within a university programme can contribute to responsible management education and, by extension, leadership development.

An illustrative case study using 84 students was applied, including undergraduate, postgraduate and executive Master of Business Administration students. An exploratory, qualitative design was followed, primarily adopting focus groups.

Evidenced learning gains in connecting sustainability knowledge with personal beliefs and behaviours, provide a compelling basis for educational and business practitioners to focus on the sustainability mindset principles (SMPs). Mapping of mindset against leading global competency frameworks provides important theoretical insight. Learning is illustrated through multiple dimensions (i.e. cognitive, behavioural and affective) to inform leadership development approaches.

The mapping of sustainability competency frameworks against the SMP, alongside qualitative research insights, provides a compelling basis for further research into the learning gains from embedding the mindset principles. The situated nature of the study and the lack of longitudinal measurement of what students take forward into their lives and workplaces is a limiting factor to be considered.

This study evidences the value of “whole-person” learning for responsible management, which can helpfully inform the design of both educational and workplace leadership development programmes.

This study is original in the pedagogic examination of the learning dimensions of the SMPs in a Business and Management programme. It also offers new insights in terms of the implications for leadership development.

Coronavirus disease (COVID-19) has challenged leadership in hospitals worldwide. The experiences of leadership during the pandemic changed leadership significantly. This study aims to describe nurse leaders’ perceptions of what future leadership in hospital settings in the post-pandemic era needs to be like.

A qualitative descriptive study was used. A total of 20 nurse leaders from the Finnish central hospital were interviewed from June to October 2021. The data were analysed using inductive content analysis.

The analysis revealed five main categories describing nurse leaders’ perceptions of future leadership in hospital settings in the post-pandemic era: digitalisation and hybrid working culture, development of sustainable working conditions, moving smoothly to the post-pandemic era, dissolution of traditional regimes of organisation and flexibility in leadership.

In the post-pandemic era, the constantly changing demands and challenges currently facing healthcare systems have significantly increased the complexity of hospital organisations. This requires critical evaluation and change to traditional leadership. Enhancing flexibility and authenticity in leadership, strengthening competencies, implementing a wide range of digital resources and increasing the appeal of the nursing profession to build the next generation of nurses – all of these are needed to provide sustainability in future healthcare.

The results identify the critical points of leadership that need to be developed for future challenges and for maintaining a sufficient supply of qualified professionals. Acting on this information will enhance flexibility in organisations and lead to acceleration of changes and the development of new kinds of leadership in the future

This study has two objectives: (1) to identify gaps in the citizen scholar framework by comparing and synthesizing the relevant pedagogical literature and (2) to illustrate how 21st century graduate capabilities can be cultivated through teaching practices using the citizen scholar framework.

We briefly synthesize the relevant citizen scholar pedagogical frameworks and approaches. We use two case studies in two large classroom settings in Ireland and Australia to demonstrate how the citizen scholar attributes can be developed through curriculum design and multiple forms of assessment.

We identify that there is a need for digital literacy to be placed as a fifth attribution cluster in the citizen scholar framework. We also demonstrate that these graduate competencies can be developed at scale by embedding the citizen scholar framework in teaching practices.

We offer a practical implementation mechanism for cultivating 21st century graduate competencies, which will help further embed citizen scholar in pedagogy strategies, thus empowering learning at scale in business education.

The current study makes the first attempt to identify significant attribution gaps in the citizen scholar framework by synthesizing and mapping the relevant approaches. Detailed examples of curriculum design from the two countries also offer new insights into the implementation of a citizen scholar framework.

Healthcare providers are under pressure due to increasing and more complex demands for services. Increased pressure on budgets and human resources adds to an ever-growing problem set. Competent leaders are in demand to ensure effective and well-performing healthcare organisations that deliver balanced results and high-quality services. Researchers have made significant efforts to identify and define determining competencies for healthcare leadership. Broad terms such as competence are, however, inherently at risk of becoming too generic to add analytical value. The purpose of this study is to suggest a holistic framework for understanding healthcare leadership competence, that can be crucial for operationalising important healthcare leadership competencies for researchers, decision-makers as well as practitioners.

In the present study, a critical interpretive synthesis (CIS) was conducted to analyse competency descriptions for healthcare leaders. The descriptions were retrieved from peer reviewed empirical studies published between 2010 and 2022 that aimed to identify healthcare services leadership competencies. Grounded theory was utilised to code the data and inductively develop new categories of healthcare leadership competencies. The categorisation was then analysed to suggest a holistic framework for healthcare leadership competence.

Forty-one papers were included in the review. Coding and analysing the competence descriptions resulted in 12 healthcare leadership competence categories: (1) character, (2) interpersonal relations, (3) leadership, (4) professionalism, (5) soft HRM, (6) management, (7) organisational knowledge, (8) technology, (9) knowledge of the healthcare environment, (10) change and innovation, (11) knowledge transformation and (12) boundary spanning. Based on this result, a holistic framework for understanding and analysing healthcare services leadership competencies was suggested. This framework suggests that the 12 categories of healthcare leadership competencies include a range of knowledge, skills and abilities that can be understood across the dimension personal – and technical, and organisational internal and – external competencies.

This literature review was conducted with the results of searching only two electronic databases. Because of this, there is a chance that there exist empirical studies that could have added to the development of the competence categories or could have contradicted some of the descriptions used in this analysis that were assessed as quite harmonised. A CIS also opens for a broader search, including the grey literature, books, policy documents and so on, but this study was limited to peer-reviewed empirical studies. This limitation could also have affected the result, as complex phenomenon such as competence might have been disclosed in greater details in, for example, books.

The holistic framework for healthcare leadership competences offers a common understanding of a “fuzzy” concept such as competence and can be used to identify specific competency needs in healthcare organisations, to develop strategic competency plans and educational programmes for healthcare leaders.

This study reveals a lack of consensus regarding the use and understanding of the concept of competence, and that key competencies addressed in the included papers are described vastly different in terms of what knowledge, skills and abilities they entail. This challenges the operationalisation of healthcare services leadership competencies. The proposed framework for healthcare services leadership competencies offers a common understanding of work-related competencies and a possibility to analyse key leadership competencies based on a holistic framework.

The purpose of this study was to explore the leadership competencies of the National Collegiate Athletic Association (NCAA) college athletes and assess the potential differences between domestic and international college athletes.

A quantitative, non-experimental research design was employed, including the use of an electronic survey to collect data. Survey research allows for extensive data management and a quick data collection method (Creswell & Creswell, 2018). The survey was conducted using online Qualtrics software, which allowed convenience in administration, maintenance, nationwide distribution and data export and analysis.

The findings of this study suggest that domestic college athletes develop greater leadership competencies than their international peers.

The study implications include both practical and academic contributions. The research in the area of leadership development in college athletes has been growing. Previous research has focused on the benefits of the leadership development (Lewis, 2023); however, minimal research has been dedicated to exploring actual leadership constructs within the college athlete population. Moreover, this study focused on the differences between domestic and international college athletes’ leadership constructs. International college athletes go through additional challenges while balancing the academic part of being college athletes (Ridpath, Rudd, & Stokowski, 2020).

Minimal research has been dedicated to exploring actual leadership constructs within the student-athlete population. This study is the first study that explored leadership constructs from the quantitative lens and focusing on both domestic and international student-athletes. The literature on international student-athletes mainly focuses on the motivation arriving to the United States of America (Love & Kim, 2011) and their transitional experiences (Popp, Pierce, & Hums, 2011; Jolly, Stokowski, Paule-Koba, Arthur-Banning, & Fridley, 2022). However, limited literature focuses on the preparation of international student-athlete for life beyond their sport.

In a rapidly shifting market, organizations seek more diverse and innovative employee development interventions. Yet, these initiatives may have limited impact without employees’ engagement. This conceptual paper aims to propose self-leadership as a value-added strategy for promoting both individual and organizational development.

The authors conducted a conceptual analysis with three case examples. The cases were purposefully selected, aiming to comprehend how the concept of self-leadership has been applied within organizations and to identify real-life examples where self-leadership has been adopted as an organizational strategy.

This study demonstrates that self-leadership plays a significant role in facilitating human resource development (HRD) initiatives. Specifically, the authors illustrate how self-leadership interventions in companies empower individuals to take charge of their development, aligning personal and organizational goals. When effectively applied, self-leadership strategies positively impact HRD practices in the areas of training and development, organization development and career development, yielding benefits for both employees and employers.

This study addresses knowledge gaps in the emerging field of self-leadership in HRD by providing three companies’ examples of how self-leadership can add value to HRD. The findings offer unique insights into the synergy between self-leadership and HRD, benefiting academics interested in this line of inquiry and HRD practitioners seeking innovative approaches to employee and organizational development.

Artificial intelligence (AI) can enhance human resource resiliency (HRR) by providing the insights and resources needed to adapt to unexpected changes and disruptions. Therefore, the present research attempts to develop a framework for future researchers to gain insights into the actions of AI to enable HRR.

The present study used a systematic literature review, bibliometric analysis, and network analysis followed by content analysis. In doing so, we reviewed the literature to explore the present state of research in AI and HRR. A total of 98 articles were included, extracted from the Scopus database in the selected field of research.

The authors found that AI or AI-associated techniques help deliver various HRR-oriented outcomes, such as enhancing employee competency, performance management and risk management; enhancing leadership competencies and employee well-being measures; and developing effective compensation and reward management.

The present research has certain implications, such as increasing the HR team's proficiency, addressing the problem of job loss and how to fix it, improving working conditions and improving decision-making in HR.

The present research explores the role of AI in HRR following the COVID-19 pandemic, which has not been explored extensively.

The a priori identification and development of army personnel competencies are necessary to enable effective and efficient responses to rapidly changing climate conditions. Accordingly, this study aims to identify the performance requirements of a military flood responder and the competencies (knowledge, skills and abilities) required to perform it.

Using an abductive approach, the authors conducted both secondary and primary research to generate a validated framework of performance criteria and competencies for army personnel responding to floods. This literature review integrated both the peer-reviewed academic literature and public sector grey literature. Using the critical incident technique, the authors then conducted semi-structured interviews with 15 members of the Canadian Armed Forces (CAF) who had previously been tasked with flood response operations. Participants were asked about the tasks required while conducting flood response operations. Interview transcripts were then content analysed to identify themes regarding those tasks, and the competencies needed to perform those tasks were then extracted and contrasted with the literature review findings. Inter-rater reliability for the analysis was established via iterative discussion between the two co-authors.

The primary data reinforced and expanded the list of performance expectations that the authors deductively identified from the integrated literature review, adding granularity to each. It also identified competencies (including both hard and soft skills) and highlighted previously neglected contextual antecedents of military flood response effectiveness.

though knowledge saturation was achieved from the 15 interviews conducted, further research with larger samples could more deeply ground the evidence discovered in this study. Nevertheless, the competencies identified in this paper could serve as a starting guide to staffing and/or training interventions targeted at improving these competencies for personnel responding to flood scenarios.

The theoretical findings also have immediate practical relevance to training for flood response operations. In particular, the subtle challenges in competency crossover from military operations to flood response operations may facilitate not only more efficient, targeted training (that could improve the effectiveness of army personnel involved in humanitarian roles), but could be applied to the selection of army personnel as well. This study may also help provincial/municipal operators and emergency planners by better communicating the strengths and limitations of army personnel in addressing civilian military cooperation for humanitarian operations. Thus, the findings of this research study represent an important first step in prompting attention to the strategic human resource planning studies required to make all responders more efficient and effective in their respective division of labour within the humanitarian domain.

Peering a little beyond these research findings, human-induced climate change is expected to continue increasing the frequency of such events (IPCC, 2021), and a timely, national force is likely to be increasingly required for Canadians impacted by major disasters stemming from natural hazards when local resources become overwhelmed. Yet, there is some concern from the CAF that increasing responsiveness to disaster operations will affect their military readiness (Leuprecht and Kasurak, 2020). One can indeed envision a paradox whereby the CAF is both a “force of last resort” while increasingly becoming a “first choice for domestic disaster and emergency assistance”. The practical implications from this research also suggest that military personnel, while fully capable of successfully conducting flood response operations, may become overburdened and less able to adopt yet greater capacity and training for other additional humanitarian work. Nevertheless, the competencies highlighted by participants can help inform the next flood response operation in Canada.

Most literature in the field of emergency response focuses on cooperation between civilian and military resources and other strategic-level themes. The findings address critical granularity missing at the operational and tactical levels of humanitarian assistance and disaster relief research. The authors also draw implications beyond the military context, including for local/regional governmental players (operators and emergency planners) as well as for volunteers in flood response roles.

Drawing primarily on the Japanese context, this study aims to highlight this setting to emphasise the potential for tertiary-level self-access language centres to develop lifelong global citizenship, self-reflection and cross-cultural collaboration.

This inquiry calls on the community of practice approach to account for the shared interests motivating lifelong cross-cultural participation, the quality of social engagement between actors, and the material and cognitive tools called upon to realise global citizenship’s shared enterprise.

As argued here, embracing various cultures and inclusive participation can lead to a broader understanding of global citizenship, avoiding narrow-minded views of globalism through shared knowledge and critical practices. Further, self-access provides a cost-effective, technology-mediated alternative to bilateral student mobility, whereby digital community-building occasions cross-cultural practice that may be extended throughout a learner’s life, irrespective of their financial status or place of study.

This study is one of a select few drawing on the community of practice framework within the context of lifelong global citizenship. Nevertheless, such an approach remains primed for future development. With a social constructivist philosophy in view, the authors suggest complementary qualitative research approaches that highlight the socially situated nature of both disciplines.

Universities strategically organize themselves around sustainability, including transformative goals in teaching and learning. Simultaneously, the role of online education has become more prominent. This study aims to better understand the purpose and process of creating online sustainability education (OSE) and to identify challenges and opportunities for implementing these courses and programs to achieve universities’ broader transformative sustainability goals.

This study uses a multiple case study design to research three universities in diverse geographical and institutional contexts (Finland, the USA and Colombia). Qualitative data was collected by interviewing program-related experts (n = 31) and reviews of universities’ strategic documents.

The findings suggest that despite important advances, further attention is merited regarding aligning the purpose of OSE with student learning outcomes, clarifying the values underlying the process of online program/course creation and developing transformative and process-oriented approaches and pedagogies to implement OSE. The authors also highlight emerging challenges and opportunities in online environments for sustainability education in different institutional contexts, including reaping the benefits of multilocality and diverse student experiences regarding sustainability issues.

There is a paucity of studies on university-level sustainability education in relation to online environments. This research expands on the existing literature by exploring three different geographical and institutional contexts and shedding light on the relationship between the practical implementation of OSE and universities’ broader sustainability goals.