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School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.

We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.

Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.

These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.

The purpose of this paper is to show the benefits of bridging the gap between supply chain management (SCM) and political philosophy to challenge the underlying assumptions about SCM concepts and open doors to novel theory building.

A thought experiment is conducted to illustrate how the two philosophers Niccolò Machiavelli and Jürgen Habermas would tackle sustainability issues in coffee supply chains from a research perspective. The thought experiment is carried out using data from 30 semi-structured interviews with actors from the coffee industry. Supplementing the thought experiment with empirical insights allows for a deeper understanding of supply chain dynamics and how these are impacted by the application of the philosophical viewpoints.

The research stresses the importance of SCM scholars being aware of the underlying assumptions of their research, as these have a remarkable impact on theory building. A combination of empirical insights and philosophical understandings makes it possible to reflect on the underlying concepts of SCM, providing suggestions for reimagining SCM.

The contribution of the research is twofold. First, the paper presents an original view on SCM, as the thought experiment is introduced as an approach to better understand SCM concepts. By challenging the underlying assumptions with political philosophy, researchers will be better equipped to address grand challenges in the twenty-first century. Second, this is exemplified by the case study of the coffee supply chain, which provides the reader with insight into the dynamics of supply chains with prevalent power differences.

To maximize the benefits of intercultural mentoring relationships, which are increasing in today’s diverse higher education environment, the current article conceptualizes the connection between intercultural mentoring and cultural competence among mentors and mentees as a learning process.

The conceptual paper discusses the nuanced aspects of intercultural mentoring. Ultimately, the current article presents a framework for a bidirectional relationship between intercultural mentoring and cultural competence through experiential learning theory and intergroup contact theory, resulting in implications for practitioners and actionable research directions.

The article highlights the interplay and interdependence of cultural competence and intercultural mentoring through experiential learning and intergroup contact theory. Cultural competence influences the quality of intercultural mentoring relationships. Conversely, intercultural mentoring relationships can develop cultural competence in mentors and mentees through experiential learning, producing positive intergroup contact behaviors. Findings suggest the need for active learning and unlearning among mentors and mentees in intercultural mentoring relationships to maximize developmental outcomes (e.g. cultural competence).

The proposed framework emphasizes that (1) the possession of cultural competence is a critical success factor for intercultural mentoring relationships, (2) the development of cultural competence is an outcome of successful intercultural mentoring relationships, and (3) intercultural mentoring relationships should be regarded as experiential learning platforms that can produce positive intercultural traits such as cultural competence.

Prior studies have consistently treated participative leadership as a given leadership style. Conversely, this study aims to prove that participative leadership can be predicted by leaders and teams collectively, depending on leaders' work characteristics (i.e. workload).

A two-source survey was designed to collect data from a sample of 89 leader-team dyads in a trading company in a southeastern Chinese city. Polynomial regression and response surface analysis were used to test the hypotheses.

The leader showed more participative leadership when leader-team future orientation was congruent rather than incongruent; in the congruent situation, there was an inverted U-shaped relationship between leader-team future orientation congruence and participative leadership; in the incongruent situation, when the team's future orientation gradually exceeded the leader's, participative leadership first increased and then decreased; and leader workload positively moderated the relationship between leader-team future orientation congruence and participative leadership.

These findings theoretically respond to the call for investigating the influence of leader-team future orientation congruence on leaders’ behaviors, and in practice enlighten managers on how to encourage supervisors to involve employees in decision-making processes.

Taking the lens of a cue diagnosticity framework and affective primacy theory, this study aims to examine the relative effects of cognitive and affective country image on consumer cognitive judgement, affective evaluation and behavioural tendency in one integrated model. It also explores how the direct effects may vary with the intra-valence nature (ambivalent vs. univalent) of cognition-affect.

The proposed research model was tested using data from a large Chinese sample and consumer responses to products from four countries − the USA, Japan, Brazil and India.

The results show that the relative effects of cognitive and affective country image are complex and differ by the intra-valence nature of cognition-affect. On a general level, cognitive and affective country image exert equal influence on affective evaluation and behavioural tendency. In contrast, cognitive country image demonstrates a more prominent effect than affective country image on cognitive judgement. Compared with univalent, ambivalent cognition-affect strengthens the positive impact of affective country image but does not significantly alter the positive impact of cognitive country image on consumer reactions.

This research contributes to the ongoing debate regarding implications of two focal aspects of macro country image by revealing their relative importance in an integrated framework and enriches country-of-origin research through unveiling the uni/ambivalent cognition-affect as a moderator of the relationship between cognitive/affective country image and consumer reactions. The research findings provide implications as to whether and when marketing strategies should focus on leveraging positive (negative) cognitive or affective country image.

Drawing upon social learning theory (SLT), the study examines the consequences of ethical leadership on followers' voice behavior facets (promotive and prohibitive). The study tests hypotheses about the processing mechanism (moral identity) and the boundary condition (proactive personality) to understand these relationships.

The study collected time-lagged survey data through an online structured questionnaire from 182 respondents. Confirmatory factor analysis (CFA) was used to ensure the validity and reliability of the data. Moreover, structural equation modeling was run to test the hypotheses using AMOS.

Ethical leadership positively affects followers' promotive and prohibitive voice behavior via the psychological mechanism of moral identity. Proactive personality moderates the moral identity – promotive and moral identity – prohibitive voice relationships, such that these relations are stronger when the individuals are high on proactive personality.

Robust evidence of a genuine cause-and-effect relationship may not be yielded owing to cross-sectional and self-reported data at the follower level of analysis. Future researchers can use dyadic, longitudinal and experimental designs to overcome these limitations. Organizations targeting to increase voice behavior can benefit from maintaining ethical leaders and proactive followers at the workplace.

The study significantly contributes to the ethical leadership and voice behavior literature. Ethical leadership enhances followers' promotive/prohibitive voice behaviors through their moral identity enhancement. The paper also confirmed that a proactive personality is a critical boundary condition in these relationships. Empirical evidence from the Eastern context has been added, and research directions have also been provided.

Mentoring supports children, adolescents and young adults on their career paths and presents an important extracurricular educational format. The COVID-19 pandemic created a strong impetus for the deployment of virtual mentoring programs (VMPs), in which mentors and mentees communicate completely or predominantly through information and communication technologies (ICTs). Because it is unclear whether VMPs remain an attractive offer to mentors and mentees in post-pandemic times, this study aims to investigate the specific motivations of mentors and mentees to participate in VMPs and to draw conclusions about the effective design of VMPs.

In a qualitative study, the authors recruited 200 university students for an online survey, in which participants provided text responses regarding their motivations to participate in a youth or academic VMP as a mentor or mentee.

Potential mentors and mentees expect social components in VMPs. However, the results suggest that participants expect less psychosocial compared to career-related support from virtual mentoring, expect meaningful connections to be established only to a certain extent and do not expect role modeling from mentors. Furthermore, participants voiced mixed opinions about the virtual nature of mentoring programs, revealing a general field of tension (i.e. virtuality improves flexibility vs virtuality impairs relationship building). On this basis, design suggestions regarding VMPs are provided.

This study expands existing knowledge about VMPs by analyzing relevant factors when forming the intention to participate in a mentoring program, considering both youth and academic mentoring.

This paper considers the importance of prohibitive voice in organizations' health. This study aims to explore the role of ethical leadership, reflective moral attentiveness and leader identification.

Two waves of data collection were conducted, including 534 responses in T1 and 242 in T2. This research evaluated hypotheses using Partial Least Squares Structural Equation Modeling approach with Smart PLS 3.2.9.

Ethical leadership has a direct positive effect on employees' prohibitive voice. Furthermore, reflective moral attentiveness mediates the associations between ethical leadership and prohibitive voice. Finally, leader identification moderates only the relationship between ethical leadership and employees' moral behavior (prohibitive voice), not moral cognition (reflective moral attentiveness).

This paper provided insight into how and when ethical leaders could promote prohibitive voice behavior. Specifically, the authors explored the mediating role of reflective moral attentiveness and the moderating role of leader identification.

The study deploys Anthias' intersectional framework of social spaces and her concept of translocational positionality to explore the barriers to entrepreneurship for refugee entrepreneurs in the United Kingdom (UK). In particular, the study aims to assess how migrant identities require a specific form of business support.

A total of 32 semi-structured interviews with 14 refugee entrepreneurs and 18 business support agents were conducted between April and October 2022 and, together with field notes, were combined for thematic analysis in NVivo 12.

Organisational, representational, intersubjective and experiential barriers combined to create practical and psychological deterrents to entrepreneurship for refugees. However, an explicitly humanistic and de-centred approach to business support was (partially) able to counter such barriers.

Policymakers and business support agencies should consider intersectional characteristics and the importance of a compassionate and individual approach when designing business support programmes for refugee entrepreneurs.

Two intersectional concepts of social spaces and translocational positionality are brought into conversation with each other, creating a novel approach to framing the barriers to entrepreneurship for refugees.