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Given innovation's significance, this research examines the link between empowered leadership and frugal innovation. The research also explores how collaborative cultures and organizational commitment mediate empowered leadership's effect on frugal innovation.

Quantitative method is used with the approach of hierarchical regression to test the hypotheses with data obtained from Pakistani small- and medium-sized enterprises (SMEs) through the questionnaire from 288 participants.

The results of this study show that empowered leadership has a considerable impact on the firm's capacity for frugal innovation. Additionally, this study shows that organizational commitment and collaborative culture significantly moderate the association between empowering leadership and frugal innovation.

Future studies should examine mediating factors, including employment experience, education and perceived organizational support, and moderating variables like employee psychological empowerment and leadership styles.

This research advises SMEs in developing nations to utilize frugal innovation since they cannot afford to spend extensively on technologies that add creativity and innovation to goods and services.

This study advances how leadership both directly and indirectly helps organizations strengthen their capacity for frugal innovation through the mediating roles of collaborative culture and organizational commitment.

Chapter 6 focuses on cultures of collaboration and explains how collaborative cultures are essential to developing networked intelligence in any organization. The authors explain how collaborative cultures relate to three critical business processes: trust, risk, and critical thinking. The chapter addresses how important collaborative cultures are to developing these capabilities in knowledge organizations and the knowledge economy. How collaborative cultures help organizations to become more resilient and adaptable to the hyperdynamic change at the core of the knowledge economy is also explained. And how collaborative cultures help organizations to maintain and sustain their business performance in chaotic environments is also addressed.

This paper investigates the effect of counter-cultural human resources (CCHR) practices on firm performance. Specifically, it investigates the impact of national culture [future orientation (FO), in-group collectivism (I-GC), performance orientation (PO), power distance (PD) and uncertainty avoidance (UA)] on the calculative and collaborative HR practice–firm performance relationship.

This study uses data from the CRANET and GLOBE studies to conduct a multi-level analysis of the impact of national culture on the calculative/collaborative HR–firm performance relationship.

It finds support for both the CCHR and societal-culture fit (SCF) perspectives of national culture, with FO and I-GC supporting the CCHR perspective and the other culture dimensions aligning more closely with SCF.

These findings empirically validate that CCHR practices can help supplement behaviors lacking in the cultural environment in which organizations operate.

Societies depend on interconnected infrastructures that are becoming more complex over the years. Multi-disciplinary knowledge and skills are essential to develop modern infrastructures, requiring close collaboration of various infrastructure owners. To effectively manage and improve inter-organizational collaboration (IOC) in infrastructure construction projects, collaboration status should be assessed continually. This study identifies the assessment criteria, forming the foundation of a tool for assessing the status of IOC in interconnected infrastructure projects.

A systematic literature study and in-depth semi-structured interviews with practitioners in interconnected infrastructure construction projects in the Netherlands are performed to identify the criteria for assessing the status of IOC in infrastructure construction projects, based on which an assessment tool is developed.

The identified assessment criteria through the literature and the practitioner’s perspectives results in the designing and development of a collaboration assessment tool. The assessment tool consists of 12 criteria and 36 sub-criteria from three different categories of collaborative capacity: individual, relational, and organizational.

The assessment tool enables practitioners to monitor the status of IOC between infrastructure owners and assists them in making informed decisions to enhance collaboration. The assessment tool provides the opportunity to assess and analyze the status of collaboration based on three categories (i.e., individual, relational, and organizational).

This chapter offers an original conceptualization of co-mentoring – situated in the wider literature – together with evidence of its impact and factors facilitating impact across applications of co-mentoring in transnational schooling contexts. Co-mentoring is an alternative to more traditional, hierarchical, and unidirectional approaches to mentoring in education. Extending the extant literature on collaborative mentoring (or “comentoring”), co-mentoring is a collaborative, compassionate, and developmental relationship – informed by specific approaches to mentoring and coaching – that is intended to support participants' professional learning, development, effectiveness, and well-being, and potentially improve their workplace cultures. Detailing three different applications of co-mentoring across the United Kingdom and United States, the chapter evidences the realization of these intended outcomes (professional learning, etc.), and highlights factors found to be instrumental in facilitating the positive impacts of co-mentoring. We end with recommendations for undertaking research and practice that build human and organizational capacity through co-mentoring. A takeaway is that intentional approaches to co-mentoring can have value for participating parties and broader impact, as well as wide applicability.

Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.

This qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.

Effective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.

We concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.

This paper aims to study the formation and preservation of behavioral integration (BI) in the top management team (TMT) of The Church of Jesus Christ of Latter-day Saints from 1844 to the present.

An analytically structured history approach within a case exemplar framework is adopted. Theoretical insights are extrapolated from the case study to form a process model of BI formation and preservation in TMTs.

The findings reveal that three factors primarily influence BI creation (induction, education and cementation) and that BI is preserved via an iterative process that is driven by CEO conservatorship, intentional mentoring and social modeling.

This study investigates an unexplored area in upper echelons theory: the process by which BI is formed and preserved in TMTs and presents a process model of BI formation and preservation that shifts attention in the literature from analyses of the effect of BI on various organizational outcomes to how it can be formed in the first place and then preserved.

This study observes the organisational environment of fostering citizen participation in the context of local government. Creating systems of influential citizen participation requires the consideration of organisational prerequisites. This study asks which organisational elements contribute to successful citizen participation in local government.

The data consist of interviews with 14 key actors who work for the city of Helsinki. The interview content was subjected to abductive content analysis and reflected in the analytical framework based on previous literature on citizen participation. The analysis complements and adds insights to the existing literature.

This study illuminates three crucial elements of influential citizen participation: organisational structures, organisational culture and adequate resources. Additionally, the results revealed management to be a crucial enabling element. The findings highlight the importance of seeing citizen participation as an issue of governance and as a systemic part of the administration requiring intentional management efforts.

The study illustrates the key elements (structures, culture and resources) that should be considered when creating an influential citizen participation system. Additionally, the empirical analysis highlights the importance of management, which has been understudied in previous studies concerning citizen participation.