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This leadership education evaluation study explored the leadership development outcomes of potential county extension directors and the ways to improve the program. The leadership education program aimed to improve participants’ leadership abilities in understanding self, building relationships and managing resources. The analysis of quantitative and qualitative data confirmed that the leadership training institute was effective in building participants’ leadership skills and improving leadership behavior. The incorporation of participants’ learning needs into the program, use of hands-on experiential learning activities and problem solving activities combined with small group discussions were the contributing factors for the success of this leadership education program. The participants suggested the use of more hands-on and problem solving activities, team building exercises and condensing the time gap between the pre and post sessions as strategies for further improvement of this program.

This study aims to investigate whether the learning organization, as envisioned by Peter Senge in The Fifth Discipline (1990), facilitates responsible innovation.

The authors analyze the component characteristics of the learning organization as defined by Senge (1990) to identify any conceptual or causal connections to responsible research and innovation (RRI). To define RRI, the authors make use of a commonly cited framework from the academic literature that is consistent with the vision of RRI promoted in European Union policy.

The authors find significant complementarities between being a learning organization and practicing responsible innovation. Some of the practices and characteristics of a learning organization in the sense of Senge (1990) do not merely facilitate RRI, they are RRI by definition. One important caveat is that to qualify as a responsible innovator according to the proposed framework, an organization must involve external stakeholders in the innovation process, a requirement that has no parallel in The Fifth Discipline. The authors conclude that there is at most a small step from being a learning organization to becoming a responsibly innovating learning organization.

The authors propose a reconsideration of the scope of applicability of Senge’s theory, opening new possibilities for drawing inspiration from The Fifth Discipline 30 years after the book was first published. The authors conclude that there may be significant non-economic advantages to being a learning organization, and that The Fifth Discipline may be more valuable for its ethical perspectives on the organization than as a prescription for how to achieve business success.

Leadership development programs have become widespread in higher education; over 1500 different programs had been registered with the International Leadership Association as of 2012 (Owen, 2012). Given the prevalence of these programs and the substantial institutional investments they require, examination of their purported impacts is a valid area of investigation. Using the used Multi-Institute Study of Leadership, the current study explored the impact of experiential development programming on two of the instrument’s key outcome variables, resilience and self-efficacy. Results found a significant positive relationship between leadership development programs and self-efficacy, but not for resilience. Additional analyses found that other experiential activities (e.g., on-campus jobs, study abroad, etc.) had essentially the same (significant) impact on self-efficacy as did intentionally leadership development ones. Interpretations and implications are discussed.

Sustainable development research assumes that startups, under extreme financial constraints, cannot sacrifice resources now for benefits later without risking their survival. Furthermore, their non-compliance with environmental regulations adds fuel to the fire. This paper aims to explore the challenges faced by startups in resource-scarce economies and the innovative ways of coping with these challenges.

The data for the study was collected through 17 semi-structured interviews taken from startup owners and industry experts based in Pakistan and Bangladesh. The transcribed data were coded through NVivo 12 and themes were generated by merging 47 open and 14 axial codes.

The findings show that a lack of government support and lack of organisational readiness and motivation significantly affect startups’ frugal eco-innovation. Empirical evidence reveals problems related to the business ecosystem, and internal organisational issues also contribute to challenges faced by startups in attaining a competitive position in the industry.

The study’s findings suggested leveraging dynamic capabilities can help lean startups in frugal eco-innovation. Furthermore, organisational cohesion, business ecosystem, government regulations and assistantship, organisational mismanagement and market realisation are decisive in startups’ competitive position in emerging economies.

The findings of the study will result in a higher adoption rate of more competitive business models, and hence, startups’ sustainability. The results would be an effective and efficient deployment of sustainable technological solutions, creating more customer and shareholder value leading to economic growth.

This research offers a comprehensive analysis of frugal eco-innovative startups by exploring the interplay between different challenges and organisational capabilities. Furthermore, the study contributes to the existing body of knowledge by providing empirical evidence that eco-innovation can be conducted in a resource-constrained environment. This study challenged the scholarly and managerial assumption of the availability of finances as a significant player in eco-innovation. The study also links the Darwin theory of startups to a competitive edge over rivals for startups’ survival.

The purpose of this study is to extend existing knowledge on the determinants of sustainability report (SR) assurance practices. Four different theories – stakeholder theory, institutional theory, signaling theory and legitimacy theory – are used to formulate several hypotheses regarding the main factors that can influence a company’s decision to assure its SRs.

Using a sample of 417 listed organizations based in different European countries over five years, the effects of stakeholder commitment, country orientation toward sustainability, firm environmental performance and business ethics controversies on the decision to assure SRs are assessed.

The results show that a company’s decision to assure its SRs is motivated by the need to maintain good relations with its stakeholders (which is in line with stakeholder theory and legitimacy theory), as well as by the willingness to signal their sustainability performance (which is in line with signaling theory) and to gain legitimacy. On the contrary, business ethics controversies do not seem to be relevant to a company’s assurance practices.

This paper provides new insights into the influence that social, environmental and institutional factors have on assurance strategies. New factors that previous research does not investigate – environmental performance, business ethics controversies and corporate governance – are tested. Factors that are already investigated in the literature are considered from an original perspective of introducing alternative measures (e.g. for the scope of national sustainability policies).

The International Network of Research Management Societies (INORMS) celebrated its 20^th anniversary in 2021. It was established to increase communication among research management societies. The need for a formal international research management community developed because there was (1) increased international funding of research, (2) the number of international research collaborations was growing, and (3) there was a need to understand research regulations in other countries. INORMS sought to address these issues through international congresses and by providing a forum for member societies to work more closely together on common issues. Membership in INORMS steadily increased over the years. The 20^th anniversary meeting was highlighted with the signing of the Hiroshima Statement that described a research manager’s principles and responsibilities, which include collegiality, inclusiveness, professionalisation, innovation, and accountability. This chapter summarises the factors that led to the formation of INORMS and its history.

An increasing number of studies point to student gains from participation in leadership development opportunities. However, very little research exists to explore who has access to these experiences. In this paper, we investigate whether a student’s employment off-campus has an impact on their ability to participate in, and experience gains in leadership efficacy from leadership training opportunities. We employ a linear regression path analysis to identify potential relationships between pre-college leadership efficacy, off-campus employment, participation in leadership training opportunities, and leadership efficacy for undergraduate students at a university in the Pacific Northwest. Pre-college leadership efficacy was the strongest predictor of leadership efficacy for undergraduate students, with hours of employment and leadership training having small, but significant, mediating effects. This begs the question: How do students build their leadership efficacy prior to entering post-secondary education and what drives students to continue to pursue experiences that develop their leadership efficacy?

Incoming first-year college students (N = 4,292) were surveyed regarding attitudes and beliefs about leadership. Students’ opinions about their leadership ability were high and were related to having an outgoing personality, as well as the number of high school activities in which they had been involved. In addition, students’ understanding of leadership was largely hierarchical and unsophisticated. Gender was strongly related to beliefs about leadership, with males indicating a stronger belief in hierarchical leadership, and females indicating a stronger belief in systemic leadership. The results indicated men and women are most likely to be anchored in Komives et al.’s (2009) Stages 2 and 3 whereas women also show some characteristics of Stage 4. It was argued these results support a modular approach to leadership development in which students acquire credits toward a certificate in leadership and where some components of the training activities involve separating the genders.

This study investigated the effectiveness of a student leadership program at Yildiz Technical University (Turkey) based on the Kouzes and Posner (2018) leadership model. A quantitative quasi-experimental design with a pre-test and post-test control group demonstrated the effectiveness of the program. The analysis indicated a positive change for all five leadership practices, with three reaching statistical significance levels. Semi- structured interviews with students explored the two non-significant findings. The qualitative results suggested that leadership development programs need learning activities that apply to real-life situations and focusing on enhancing students’ self-confidence as leaders.

Research on college student leadership is evolving, with more scholars studying the influence of social identities on the development of student leaders. The evolving literature includes research on how race influences the leadership identity development of college students, which can support their retention and graduation from postsecondary institutions. Gaps exist in the literature on how the definitions of leaders and leadership influences leadership identity development for many social identities in numerous institutional contexts, including for Latino men. Using a case study methodology, we studied the how definitions of leaders and leadership influenced the leadership identity development of Latino men and how that influenced their placement in the LID model (Komives et al., 2005). Thirteen Latino men in the Southeastern U.S. were interviewed. Participants’ definitions and perspectives of leaders and leadership placed them all in the Leader Identified stage of the LID model. Implications for leadership educators regarding practice and research are provided.