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This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.

A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).

The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.

The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

After completion of the case study, students will be able to learn, understand, examine and customize leadership styles per organizational culture; understand the conflict management styles of a female leader; and comprehend the organizational change process to devise an effective communication strategy.

Ever-changing business demands managers adopt organizational change in leadership styles, business processes, updated skill sets and minds. One must be ready to understand influential nurtured corporate culture and human resource resistance towards the inevitable change. This case study attempted to discuss the female protagonist dealing with an organizational conflict. The case study introduces one such protagonist from a century-old woman’s educational institution. Subsequently, this case study presents organizational change under the leadership of a female protagonist. This teaching case study gives the reader an insight into situational leadership, conflict management styles and the corporate change process by implementing an appropriate communication strategy. This case study describes the change process through the various decision-making scenarios that an academic institute over a century old faced during the post-pandemic crisis after adding a crucial protagonist. The employee union, followed by students and administrative employees, has challenged the dominating leadership position held by the college principal. Protests occurred due to the college administrator’s refusal to adjust her approach to leadership. This teaching case then provided different leadership styles of the current and old leaders. Finally, the case study lists the challenges a leader faces during turbulent times and the lessons a leader should learn from such situations while transforming the institute.

The teaching case benefits undergraduate students in business management subjects such as conflict management, leadership and organizational behaviour. Nevertheless, trainers can use this case study to teach seasoned managers and emerging leaders the significance of adopting and implementing change while understanding situational leadership.

Teaching notes are available for educators only.

CSS 10: Public Sector Management.

Purpose: This chapter explores the changing global dynamics of employability and the current skill gaps among college students. Employability is defined as the measure of how desirable an individual is in the workforce, that is, their skills and knowledge. This chapter is centred on the students’ existing skills, missing skills, and the skill requirements of different industries.

Methodology: For this study, both primary and secondary data have been collected. Case studies have been used to analyse the skill gaps among students and industry requirements. Primary data has been collected from Indian students and case studies from other countries.

Findings: After conducting primary surveys and analysing case studies, we were able to conclude that there are serious skill gaps among students – especially in industries related to new emerging technologies. Educational institutes are not keeping pace with technological changes, and, in some cases, are not taking care of students’ interests. This is a serious problem for unemployed youth around the world.

Practical Implications: This chapter will help design the curriculum, addressing core issues of skill shortages in the labour market in developing and underdeveloped countries, decreasing the labour shortage and increasing employment, and helping countries’ national income.

Significance: This study is important as it addresses the issue of unemployment by providing a clear understanding of the present needs of industries. Educational institutions and the government will be able to design the best curriculum and education policies to provide the youth with all the necessary skills to help them fulfil the needs of industries.

Taking the Institute of Philology and Journalism at Ukraine's Taurida National University as a case study, this paper overviews and distils the crisis management measures utilised in transitioning to fully online education during the crises of the Covid-19 pandemic and full-scale Russian invasion and violence.

With the aim of spotlighting the experiences of the people most directly impacted by these two contemporary crises, this case study documents the lived experience of the authors—all of whom are/were teaching staff at the Institute—and Institute students’ responses to online surveys conducted between 2020 and 2022.

The Institute's case study demonstrates that contemporary crisis management via transitioning to fully online learning can be achieved if the following instrumental and methodological components are employed: (1) an initial assessment of the risks and opportunities for the educational community involved; (2) the right choice of online teaching and communications tools; (3) followed by flexibility and gradualism in onward planning (i.e. where technology and pedagogy are understood as interconnected) taking members’ feedback into account. However, the success of these components is contingent upon fulfilling psychological components, with care devoted to: upholding members’ psychological well-being; offering members ongoing technical support; and strengthening trust between members.

This case study offers transferable and adaptable findings for successful crisis management in education, from the Ukrainian context out to the wider world.

Open educational resources (OERs) are internet-based digital content that is used for academic purposes by instructors, students and researchers in the era of the information economy. Hence, this study aims to systematically review the literature, focusing on OERs’ benefits and challenges in the academic world.

The relevant literature systematically reviewed following the preferred reporting items for systematic literature reviews and meta-analyses (PRISMA) guidelines. The pertinent literature was obtained from four main scholarly databases, and finally, 21 papers that met the inclusion criteria were included in this study.

The findings revealed that the key benefits of OERs include expanded access to knowledge, supporting lifelong learning, pedagogical benefits and enhancing students’ learning outcomes. However, the key challenges include lack of time to find appropriate resources, lack of awareness about the usage and copyrights, quality assurance and technological limitations and lack of organizational support.

The practical and policy implications highlight the joint venture of academia and library professionals to help the students evaluating OERs, quality assurance, copyright issues and lifelong learning.

Earlier studies missed few significant insights of OERs, such as they did not address the quality assurance of OERs; the issue of understanding of copy right (creative common license) challenges related with OERs; and lack of time for finding suitable resources. Hence, this study identified significance insights related with OERs.

The education of deaf and hard of hearing (d/DHH) students is largely dependent on the preferred mode of communication. Historically, the mode of communication for d/DHH students was determined by society rather than by students and families. This resulted in divisiveness between the Deaf culture and proponents of oral communication. The adoption of IDEA allowed family participation in the decision-making process. Advances in technology increased student access to sound, resulting in more educational placement options. Despite the positive changes, the complex nature of hearing loss and the wide variety in cultural considerations have made it difficult to determine the best approach to deaf education. Thus, educators and providers are left in a conundrum of which version of “traditional” deaf education is best for students.

The learning outcomes of this study are to identify and discuss ways in which energy consumption in a residential educational institute can be reduced by improving demand-side energy management for sustainable development; summarise the challenges that an institute faces in transitioning to a more environmentally friendly mode of operations concerning energy management; illustrate the difference between operating expense and capital expenditure methods used for solar rooftop projects from the perspective of Goa Institute of Management (GIM); and analyse different project proposals for solar rooftop power generation energy using capital budgeting techniques.

Dr Ajit Parulekar, director at GIM, was evaluating the steps taken over the past few years for sustainable energy management to understand their impact and consider ways in which to take the environmental sustainability agenda forward. One of the projects that he was considering was the rooftop solar power plant. GIM had received proposals from several different vendors and evaluated three proposals out of these. He needed to decide on the capacity of the rooftop solar power generation and the type of contract that he should get into for the implementation of the project. This case study describes the differences and highlights the advantages and disadvantages of all the mentioned models with respect to GIM.

This case study is suitable for post-graduate level management students, as well as for undergraduate-level finance and management students.

Teaching notes are available for educators only.

CSS4: Environmental management.

This study aims to analyze the platforming scenario at a Brazilian university as well as the data security process for students and professors.

This research brings an analysis through a qualitative approach of the platformization process in a Brazilian teaching institution.

The results point to a lack of knowledge on the part of teachers regarding data security in the platforming scenario, as well as the lack of effectiveness of institutions in protecting student data.

Within the Brazilian scenario, this research seeks to contribute to the discussion on platformization in view of the gaps and existing demands on this process in the country.

The purpose of this paper is to analyse the mediating role of organisational citizenship behaviour between transformational leadership and successful implementation of education 4.0 in higher educational institutes using the PLS-SEM approach.

The study uses cross-sectional and quantitative approach to decode the relationship amongst the variables. Purposive non-probability sampling technique was used to select the sample size for the study.

The research findings reveal that transformational leadership has a significant and positive effect on education 4.0. Further, it also indicates that the organisational citizenship behaviour in the study served as a mediating variable between transformational leadership and education 4.0, explaining 40% of the effect of transformational leadership on education 4.0. This highlights the importance of transformational leaders in creating a conducive environment that encourages employees to exhibit organisational citizenship behaviour, thereby facilitating the successful adoption and integration of education 4.0.

The authors recognise a research gap in the existing literature that focusses on the direct effects of transformational leadership on education 4.0 in higher educational institutes of management. Also, there is a lack of inclusive studies that explore the mediating mechanisms through which transformational leadership affects education 4.0, predominantly the role of organisational citizenship behaviour. Thus, this study is first in itself to explore the inter relationship between transformational leadership, organisational citizenship behaviour and education 4.0.