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The purpose of this research is to examine the largely ignored executive development needs of the reformed twenty‐first century public sector by executive education providers in business schools.

The paper is predominantly conceptual exploring the current debates on the effectiveness of public sector management and the requirements for more relevant management and executive education through a literature review. The antecedents of the current position are explored. Hypotheses are developed about the provision of executive education for the public sector within business schools. In the absence of previous investigations in this field, a preliminary survey is conducted employing the Financial Times top 60 ranked executive education, 2006, to test the hypothesis and underpin more in‐depth research.

The findings demonstrate that almost two‐thirds of the sample did not provide any executive education to the public sector, and most of the provision on offer was for specialised silos within the sector, or borrowed from existing private sector programmes. There was no support found from the sample for public sector new network governance or leadership challenges discussed in the paper. Findings also supported the view that there is a shortage of evidence‐based research for many of the executive programmes that are being offered.

This paper is the first to explore the status of the field under investigation and provide a conceptual framework; whilst the preliminary empirical research has been an initial surface fact‐finding study to establish the level and size of the problem, this has been achieved. This paper will now underpin a rigorous empirical research programme to explore the subject matter in greater detail.

The findings support the hypothesis that executive education providers within business schools are failing to address the management development needs of senior executives in the public sector. The paper concludes that there are huge opportunities being missed by business schools both by their management faculty, to investigate and understand the problems of the sector, and by their executive education centres to co‐design and deliver programmes to assist the sector to transform and develop effectively to meet the challenges posed by a more globalized, complex, networked world. The paper invites them to engage.

This paper investigates a subject that has been identified by the Academy of Management as important. It requires further research but has hitherto not received much attention from the research community.

The aim of this study is to report and reflect on the development of a tailored executive education programme rooted in state-of-the-art research and focused on enhancing and embedding project leadership competences in a multi-national project-based organisation.

Through a detailed description of an example of a leadership development programme, the paper reflects on the learning journey. Drawing on research in management education, leadership and project management competence development, the authors present the rationale, design, delivery and participant and organisational experiences.

Reflections on the learning journey identify five key points: a) the fundamental role of a programme champion, b) the importance of balancing rigour and relevance in executive education programme design, c) the importance of attending to the milieu of the clientele in terms of culture, demands and where they are in terms of their learning journey, d) the significant role that reflection can play in personal development and e) the competences necessary for project leadership.

This paper reflects on a single programme for a single organisation and is therefore at risk of being idiosyncratic and not generalisable. This is indeed a limitation. However, the authors are all experienced in delivering executive education – and therefore can use those experiences to view the reflections. Many of the considerations noted here resonate with other programmes (both in support and through experience of omission having detrimental effects).

The paper provides new insights into developing enduring and effective leadership competences in complex project management, i.e. one that has a lasting impact on the organisation and is recognised to provide benefits. The reflections on how the authors charted a course and embarked on a journey are deemed of relevance to academics and industry.

The paper provides, for both industry practitioners and academics, new insights into effective leadership development in complex project management, one that has a lasting impact on the individual and the organisation and is recognised to provide benefits.

The purpose of this paper is to report on an action learning (AL) approach to curriculum design and delivery of a two-year part-time executive masters program, facilitated in part through a longitudinal work-based action research project. Program participants were a mix of mid- to senior managers operating in both the public and private sector and business owners, and all were in full-time employment.

This paper presents findings relating to participant and tutor perspectives of the program design, structure, and content. It also chronicles an AL tutor initiative run in conjunction with the inaugural program delivery, established to provide a collegial approach to learner facilitation, and to enable a research informed model of practice.

Findings suggest that the program allowed for greater action-reflection among and across all contributors (students, tutors, and program managers), and facilitated cross-pollination of AL perspectives, thus strengthening the interaction between practitioner and academic, and among academics themselves. Furthermore, the early involvement of tutors informed the work-based research project and larger AL program, and facilitated a matching of research interests between practitioner and tutor.

These findings suggest that an action-based model of knowledge transfer and development offers significant learning benefits to those partaking in an executive development program, resulting in the following insights: executive needs better served using a learner-centric approach; problem-oriented work-based assessment affords theory–practice balance; there is evidence of action-reflection “contagion” among all contributors; and the presented AL cycle has potential value in the conceptualization of reflective action.

This paper aims to explore the growing role of customized case studies in executive education programs.

A general review is provided, mainly from the authors' experience, on designing and employing custom cases.

It is shown that the benefits of designing and using custom cases accrue throughout the program development, delivery and follow‐up phases and can have a positive impact not only on course participants, but also on senior management and teaching faculty.

The role of pedagogical tools in executive education remains a largely under‐researched area. Suggestions are made for future work.

It is shown how the construction of a case can vary by both content and format to best suit program objectives. Guidelines are also provided for teaching effectiveness.

This appears to be the first, in‐depth assessment of the design and use of case studies in executive education.

This paper introduces readers to the usefulness of, design of, and an example of a custom executive education program charter. As such, charters are posed as a key task to complete at the outset of a new custom executive education provider/client relationship.

This paper codifies the attributes of a well-conceived and well-crafted program charter based on a number of years of having led custom executive education program design, development, and delivery activities.

Six components of a useful and substantive custom executive education program charter are identified. Each is discussed as are the roles that a completed charter can contribute to in an ongoing custom executive education provider/client relationship.

The field-inspired custom executive education program charter insights presented are immediately actionable by program providers and/or the client sponsors of such programs.

Readers are provided with a template for crafting their own charters. The merits of having a charter are highlighted, as are some of the challenges involved in crafting one.

The purpose of this paper is to study the impact of the Arab Spring on public administration programs in Egypt, with a special focus on executive education programs.

The study draws on stakeholder analysis, and uses both primary and secondary data.

The author describes the impact of the Arab Spring on executive education in Egypt and methods of dealing with the crises.

Egypt is still in a phase of transition, which implies further changes are likely to occur in the current situation, which may be worthy of further study.

This study provides an overview of the challenges to executive education in Egypt during its transitional period with an overview of the underlying opportunities.

Emotional intelligence (EI) is a critical component of leadership that reflects the ability of leaders to understand how their emotions and actions affect the people around them in the organization. This paper aims to deliver state-of-the-art insights on EI and leadership.

This paper leverages on bibliometric analysis to unpack 25 years of EI and leadership research.

This paper reveals the bibliometric profile (e.g. trends in publication activity and top articles, authors, countries and journals) and intellectual structure (e.g. themes and topics) of EI and leadership research, shedding light on EI manifestation in leadership, EI and leadership congruence, EI role in leadership and EI and leadership for human resource management.

This paper offers several noteworthy implications. First, EI is a leadership competency that can be cultivated and leveraged to improve leadership effectiveness. Second, the need for EI and leadership congruence indicates that leadership effectiveness is vital to human resource management (HRM). Taken collectively, these theoretical implications, and by extension, practical implications, suggest that increased investment in EI and leadership effectiveness is critical for organizations and their HRM.

This paper sheds light on current trends and ways forward for leading by feeling, showcasing the role and manifestation of EI in leadership, its value for HRM and the importance of its congruence for effective leadership in shaping the future of work.

The purpose of this paper is to explore the evolving nature of supply chain management customised executive education over the past decade and present a conceptual framework for curriculum development and design.

The paper adopts a combination of methods utilising both in‐depth interviews with academics and practitioners and a single longitudinal case study based on records of 197 customised executive education programmes delivered since 2000.

The findings show that the needs of practitioners have evolved from acquiring competency‐based training to obtaining support for wider strategy deployment and change management programmes within organisations. Moreover, the design and delivery of programmes have developed over the period considering the requirements for experiential learning, project work involving deeper faculty engagement, pre‐ and post‐course project activity, supported by internet‐based learning portals.

The authors' research provides evidence that the nature of supply chain executive education has changed and that further research is needed to explore the implications for the delivery of programmes.

The adoption of the framework will provide course directors and programme managers involved in supply chain management executive education with insights for successful design and execution of programmes. Similarly, the framework can support decision‐making processes conducted by organisations commissioning customised executive education programs.

Although there is a body of research relating to curriculum development and design generally, there is little empirical research focusing on supply chain management executive education.

Describes the early stages of university executive education, including MBA and non‐degree executive development programmes, and gives examples of early in‐house executive education. Examines the current university EMBA and speciality programmes and today’s in‐house facilities. Sets out advantages and disadvantages of the two approaches, and considers a customized approach ‐ a movement towards jointly designed executive education, combining university and in‐house features. Looks at the future of executive education, the two most important trends being the effects of global competition and evolving corporate needs, and discusses future executive programmes ‐ university, in‐house and cutomized. Highlights the implications of recent developments in technology, and suggests that the underlying theme for tomorrow’s executive education is the likelihood of more company involvement.

Customised executive education, designed for and delivered to individual client companies by Higher Education Institutions (HEIs), differs in important ways from award-bearing courses. One area in which these differences are surprisingly extensive is in the use of technology. We explore the impact of technology-enhanced learning (TEL) on course design, delivery and evaluation of customised executive education. In doing so, we contrast this form of learning with MOOCs, which use TEL in a different way, for a different audience.

We begin with the ‘two-client’ problem. In customised executive programmes, course design is done collaboratively between the HEI and the corporate client, reflecting the particular learning needs of the selected participants as perceived by the commissioning client. We find that the level of TEL in any programme will reflect the learning needs, and also the level of TEL sophistication, of both client and academics.

We then consider the successful integration of TEL into customised executive education. TEL can enrich a course great, but will also mean a loss of academic control, as a significant amount of the learning will be peer-to-peer, and much of the information-gathering can take place outside the classroom.

We conclude with the outcomes and success measures of customised executive education. The institutional disruption of TEL to the HEI is considerable, as their traditional business model is based on rewarding academics for research and for classroom-hours. This needs to be rethought where the classroom element is reduced, but there is constant online interaction with participants.