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This paper aimed to test a proposed framework highlighting strategic green marketing initiatives and how they drive new technology implementation towards green corporate performance, underpinned by institutional isomorphism.

The study used a quantitative method and convenience sampling approach in gathering data using adapted questionnaires to solicit first-hand information from 225 employees of small and medium-sized enterprises (SMEs) in the tourism and hospitality sector underpinned by the theory of institutional isomorphism.

The study shows that green communication and green strategy alignment have significant predictive effects on new technology implementation. Cultural isomorphism significantly moderated the effects of implementing new technology (i.e. green communication and strategy alignment). In addition, “new technology implementation had a significant predictive effect on green corporate performance”. Meanwhile, the moderation effect of “green creative behaviour on the new technology-green corporate performance dyad was positive but insignificant.”

The study’s novel framework confirms how green communication strategy and green strategy alignment complement cultural isomorphism to explain the impact of new technology implementation on green corporate performance, underpinned by institutional isomorphism.

This study aims to explore how educational leaders in South Korea adopted equity mindsets and how they organized changes to support students' deeper learning during COVID-19.

The authors developed a comprehensive framework of Equity Leadership for Deeper Learning, by revising the existing model of Darling-Hammond and Darling-Hammond (2022) and synthesizing equity leadership literature. Drawing upon this framework, this study analyzed data collected from individual interviews and a focus group with school and district administrators in the K-12 Korean education system.

The participants prioritized an equity stance of their leadership by critically understanding socio-political conditions, challenging unjust policies, and envisioning the big picture of equity-centered education. This led them to operationalize equity leadership in practice and create a more inclusive and supportive environment for student-centered deeper learning. District leaders established well-resourced systems by creating/developing instructional resources and making policies more useful. School leaders promoted quality teaching by strengthening access, developing student-centered curricula, and establishing individualized programs for more equitable deeper learning.

This study builds on scholarship of deeper learning and equity leadership by adding evidence from Korean educational leaders during COVID-19. First, the findings highlight the significance of leaders' equity mindsets in creating a safe and inclusive environment for deeper learning. This study further suggests that sharing an equity stance as a collective norm at the system level, spanning across districts and schools is important, which is instrumental to scale up innovation and reform initiatives. Second, this research also extends comparative, culturally informed perspectives to understand educational leadership. Most contemporary leadership theories originated from and are informed by Western and English-speaking contexts despite being widely applied to other contexts across the culture. This study's analysis underscores the importance of contextualizing leadership practices within the socio-historical contexts that influence how education systems are established and operate.

Leaders' adopting equity mindsets, utilizing bureaucratic resources in creative ways and implementing a school-wide quality curriculum are crucial to supporting students' deeper learning. District leaders can leverage existing vertical and horizontal networks to effectively communicate with teachers and local communities to establish well-recourced systems. As deeper learning is timeless and requires high levels of student engagement, school leaders' efforts to establish school-wide curricula is critical to facilitate deeper learning for students.

The study provides a nuanced understanding of how equity focused leaders responded to difficulties caused by the pandemic and strategized to support students' deeper learning. Existing studies tend to prioritize teacher effects on student learning, positing leadership effects as secondary or indirect. Alternatively, the authors argue that, without leadership supporting an inclusive environment, resourceful systems and student-centered school culture, deeper learning cannot be fully achieved in equitable ways.

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.

Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.

Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.

By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

Teachers at all levels of the education system are expected to model leadership qualities to students. Leadership qualities of level advisers (LAs) are regarded as charismatic, pragmatic, ideological and innovative (CPII) in this study. This study compared the leadership qualities of LAs in universities in Nigeria as perceived by students. The purpose of this paper is to compare the leadership qualities of LAs in universities in Nigeria as perceived by students.

A survey-comparative design of a quantitative research approach was used. Two universities were purposively selected and the convenience sampling method was applied to select 207 participants.

Findings revealed that LAs of the private university exhibit a slightly higher level of leadership qualities than those from the public university based on the students' assessment (t (207) = 2.19 and ρ = 0.029 < 0.05).

The study concluded that universities should organise regular workshops for LAs on innovative leadership to stimulate 21st-century learners to achieve their educational objectives.

It is therefore recommended that universities should organise a regular workshop for LAs on an innovative leadership model that promotes 21st century students to achieve their educational objectives.

In practice, the study of this kind is timely, given that academic advisers or advisers are very influential on student achievement and success. Thus, the outcome will educate the academic advisers on the leadership qualities that will enhance their role in the 21st century. In addition, it will add to the literature on university LAs' leadership skills in Nigeria and other nations of Africa. Most literature available in the context is mainly from America.

The extant organizational leadership literature acknowledges the utility of pursuing meaningful leadership, yet the scarcity of meaningful leaders persists. This paper compares two cases to elicit the factors distinguishing successful and unsuccessful meaningful leadership.

This paper delves into the strategies and practices of leaders in two organizations, and data are collected in the form of field notes of participant observations, and informal conversations with the members of both organizations. It seeks to unveil the defining characteristics of a leader who fosters member meaningfulness (Organization X) compared to one who does not (Organization Y).

The paper highlights distinct strategies that contribute to meaningful leadership. Effective leaders emphasize broader objectives, align values, adopt participatory leadership, mitigate meaninglessness, and promote continuous learning and growth. Conversely, ineffective leaders prioritize short-term goals, overlook value alignment, and lack participative engagement; together, these factors enable leaders to inspire, engage, and guide their teams with a sense of meaning.

By acknowledging that meaningful leaders may not be easily developed, organizations can shift focus towards identifying and nurturing such leaders, enhancing their capacity to foster genuine meaning among members and thereby improving overall organizational effectiveness.

This paper’s unique contribution lies in its comparative analysis of real-world cases, illuminating the specific practices that underlie meaningful leadership. By delineating the critical factors contributing to meaningfulness, this research lays a foundation for organizations to locate and cultivate leaders capable of engendering authentic meaning within their teams.

The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.

A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.

More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.

As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.

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.

This study aims to examine the scientific publications related to leadership research in hospitality from 2000 to 2021 by conducting a systematic review (qualitative) and to discuss implications for future research.

For the qualitative approach, the authors conduct an in-depth critique of major leadership theories using 167 articles indexed in the Web of Science Core Collection.

The findings show that transformational leadership, leader–member exchange and servant leadership are the most prominent leadership topics studied from 2000 to 2021, followed by abusive supervision, empowering leadership, ethical leadership and authentic leadership. A framework is presented highlighting the mediators, moderators, outcomes, sample and research designs used in each of these lines of leadership research. Moreover, 16 areas for further research are identified and discussed.

This review uncovers scholars’ general lack of regard for how the study of leadership might benefit from examining hospitality as a special and challenging context for leadership and business performance.

This study reviews and critically analyzes leadership research in hospitality using qualitative methods. Therefore, the authors believe this review is of great value to academics and practitioners because it synthesizes and analyzes the field and identifies important research opportunities.