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The purpose of the study was to find out the effect of authentic leadership on innovative work behavior among employees in the context of Indian startups that have gone global in the past one decade. The study also aimed to investigate the mediating effect of one organizational-level variable, i.e. organizational climate and one individual-level variable, i.e. readiness for change on the direct relationship between authentic leadership and innovative work behavior.

The study used survey method with a sample of 261 employees working in Indian startups that have gone global in the past one decade. Authentic leadership, organizational climate, readiness for change and innovative work behavior were measured using standardized questionnaires.

Structural equation modeling revealed that authentic leadership had significant direct effect on innovative work behavior and this effect was mediated by readiness for change. However, organizational climate had no significant effect.

The findings of the study have important implications for startups that employ millennials as employees and have plans to go global. Millennials have very different characteristics in the workplace and they regard authenticity in the leader very highly. Since they are assertive and they question everything, it becomes imperative for founder-leaders to exhibit authenticity in their actions, words and thoughts.

This is the first study in the context of Indian startups that have gone global by taking important variables of authentic leadership, readiness for change and innovative work behavior.

The purpose of this paper is to identify critical factors of total quality management (TQM), for use in a possible framework that addresses sustainable quality improvements in technical institutes as a plausible means of TQM implementation in higher education programs.

The literature survey of the TQM and related quality methodologies and content analysis of TQM literature in technical institutes provide the theoretical and practical background for this work. The content analysis was carried out following the standard principles of deductive reasoning and subsequently, relevant factors were identified for implementations.

Unlike the scenario in industry, TQM philosophies have to be adopted differently for a successful implementation in technical institutes. The identified critical factors of TQM and related quality improvement methodologies provide a comprehensive guideline for an effective and efficient implementation of TQM in technical institutes.

This paper identifies the critical factors of quality improvement initiatives that are most comprehensive and have potential to address the quality issues of technical institutes. The critical factors identified in this study, offer a practical guidance for academics to implement TQM in technical institutes and can form the basis for delineating a mathematical model for these institutes.

Over the past decades, there has been an intensifying movement to privatize education in Western nations, with equal concern about the quality of education for all. This article adds to a global understanding of school inspections as a governance mechanism to promote educational quality in an entirely open K-12 educational marketplace.

The role of school inspections as a quality assurance device is examined from a market accountability perspective. The Emirate of Dubai is used as an illustrative example of market accountability, where the educational landscape constitutes primarily a private open market.

Dubai proves that market accountability can address the needs of all families, assuring the provision of a sufficient quality standard of education, while allowing for competition to drive improvement. There are two lessons that Dubai offers a global audience that has been debating the merits of privatizing education: a fully free unregulated market does not promote an education system that provides a minimum standard of education for all; and a private education system can address stakeholder concerns and operate successfully in parallel to a public sector.

The idiosyncratic United Arab Emirates (UAE) education sector calls for a balance between flexibility and quality assurance across semi-independent jurisdictions. Hosting a majority of non-Emirati resident families, Dubai has developed a public inspection system for a private education market for quality assurance across 17 curricula offered in 215 private schools with diverse profit models. That most Dubai school-aged children are in private schools demanded accommodating an atypical landscape for K-12 education that affords insights into how a free market can operate. The authors encourage future research that may build a more comprehensive framework for better understanding the public–private education debate.