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The purpose of this paper is to investigate the predictors of game addiction based on loneliness, motivation and inter-personal competence using the samples of college students recruited from South Korea (n=251).

The authors examined the underlying mechanism of game addiction by testing a moderated mediation model, in which inter-personal competence moderated the mediation model of loneliness, regulatory focus and online game addiction. First, the authors clarified the relationship among loneliness, motivation and inter-personal competence, to understand the influences of loneliness on other variables in this study (mediation test). Second, the authors examined the underlying mechanism of game addiction by testing a moderated mediation model, in which inter-personal competence moderated the mediation model of loneliness, regulatory focus and online game addiction (moderated mediation).

Regulatory focus mediated the effect of loneliness on online game addiction. Moderated mediation analyses using PROCESS confirmed that inter-personal competence significantly buffered the indirect effect of loneliness (through regulatory focus) on online game addiction. The findings indicated that inter-personal competence accounted for significant differences in the mediation models.

This study bridges the gap in the online game addiction literature by explaining how loneliness is associated with online game addiction.

The purpose of this paper is to share and analyse the methodology and findings of the 2016 Green Economy Learning Assessment South Africa, including learning needs identified with reference to the competency framings of Scharmer (2009) and Wiek et al. (2011); and implications for university and work-based sustainability education, broadly conceptualised in a just transitions framework.

The assessment was conducted using desktop policy reviews and an audit of sustainability education providers, online questionnaires to sector experts, focus groups and interviews with practitioners driving green economy initiatives.

Policy monitoring and evaluation, and education for sustainable development, emerged as key change levers across nine priority areas including agriculture, energy, natural resources, water, transport and infrastructure. The competencies required to drive sustainability in these areas were clustered as technical, relational and transformational competencies for: making the case; integrated sustainable development planning; strategic adaptive management and expansive learning; working across organisational units; working across knowledge fields; capacity and organisational development; and principle-based leadership. Practitioners develop such competencies through formal higher education and short courses plus course-activated networks and “on the job” learning.

The paper adds to the literature on sustainability competencies and raises questions regarding forms of hybrid learning suitable for developing technical, relational and transformative competencies.

A national learning needs assessment methodology and tools for customised organisational learning needs assessments are shared.

The assessment methodology is novel in this context and the workplace-based tools, original.

The purpose of this paper is to elaborate on how service learning approaches are able to foster social entrepreneurship competences. The aim of the paper is to formulate a framework of key competences for social entrepreneurship and to give first insights in how service learning actually has an impact on change in students’ set of competences.

This paper uses a mixed-methods approach combining qualitative data collectionmethods of learning diaries of the students and semi-structured interviews, including 40 master’s students studying at a German university in interdisciplinary learning settings and five instructors from the same universities. Analysis was carried out by means of qualitative content analysis.

This paper provides empirical insights about the competences that are being fostered by service learning. From these, a framework for social entrepreneurship competences is being derived.

The set of competences should be further investigated, as it was derived out of a small data set. Therefore, researchers are encouraged to use the set of competences for social entrepreneurship as a basis for future research and on a longer-term perspective, which lead to substantial implications for educational practice.

This paper includes implications for new perspectives on service learning in the light of the development of a relevant framework for social entrepreneurship competence, having significant implications for educational practice in social entrepreneurship education.

With this paper, the authors fulfill the need of a framework of social entrepreneurship competences that serves as a foundation for educational practice and further research in the context of service learning and beyond.

The purpose of this paper is to identify the factors related to entrepreneurs’ emotional intelligence that trigger the choice of venture internationalization after locally suffering the shock of an economic recession in a developing economy.

The primary survey data were collected from 226 Uruguayan entrepreneurs and included their psychological traits and human capital characteristics after the most recent global financial crash of 2008. Personal interviews were conducted, and a “Trait Meta-Mood Scale” instrument (i.e. TMMS-12) was specifically designed for the measurement of emotional intelligence. Logistic regression analyses were conducted to test the hypotheses.

This study demonstrates that in disadvantaged environments, such as developing regions suffering from a severe global crisis, the early internationalization process of a new firm is mainly triggered by entrepreneurs’ emotional intelligence attributes rather than conventional human capital-related attributes. Moreover, social–emotional competences are more significant than personal–emotional competences to explain entrepreneurs’ exporting behaviour in such an adverse context.

The effect of emotional intelligence on venture internationalization is investigated in situations in which entrepreneurs are pressured to pursue risk-bearing strategies, pushed by a disrupting shock that weakens the national economic condition (e.g. an economic recession). While previous findings have highlighted the importance of entrepreneurs’ human capital attributes in their entering foreign markets, few studies have analysed how the emotional intelligence competences of entrepreneurs lead them to internationalize. This study fills this gap in the literature on entrepreneurial behaviour by focussing on the emotional, cognitive and psychological qualities of entrepreneurs to explain their exporting business decisions.

The author's interest in learning organisation development leads him to examine large French companies' practices regarding “high potential” executives policies and to question their selection and development processes and their capabilities to develop learning oriented organisations.The author also tries to explain why most large French companies are not yet familiar with this concept.

An analysis of the managerial and leadership characteristics of the French élite, as well as of the way they are trained in French grandes écoles and universities, can help to understand the kind of dominant style of leadership that features in the so called “high potential” executives in most large French companies.

The criteria against which these French “high potential” executives are discriminated explains largely their still very traditional hierarchical and centralised leadership styles, that are not favourable to build the more learning oriented organisations of the future. In addition most of the management development programmes for these executives stem from the traditional hierarchical leadership models that do not foster the necessary changes.

This article is based on the results of several studies performed in France by organisational sociologists about the corporate élite and the “high potential” executives of large companies and their development policies. The author relies on his participation in field researches but also draws from his extensive professional experience and in‐depth knowledge of these large organisations as consultant, trainer and speaker.

This article provides a critical approach of the mainstream “high potential” model based on the learning organisation philosophy. It proposes another vision of the “high potential” executive concept that the author believes to be more adequate in facing up to the challenge of the HR management and leadership changes that most large French organisations will likely have to face in the future. It also raises the issue of the adequacy of the present leadership development offer of the higher management education system. Although slightly political it aims at generating a debate about the very concept of the “high potential” executive, which is a major key to the necessary changes in the people management and leadership practices for the organisations of the future.

What should the behavioural science aspect of a six week, middle management nursing course be attempting to achieve? How should the behavioural aspect be integrated into the total course structure? What happens when the first week of a course is given over to a study of OD activities? What are the implications of this?

Just what is the task of a “General Manager” in an organization large enough to support specialists responsible for the various functions of finance, production, personnel, markets etc? The text‐books appear to say “co‐ordinate” and imply that training for general management should consist of knowing enough about the functions to control them. The business schools are extending this concept to include “policy making” and more recently “corporate planning and strategy”. Many organizations are now setting up Corporate Planning Departments, reporting to the General Manager so creating another function, to be co‐ordinated and controlled. When observed, or asked, a General Manager seems to spend a great deal of his time interacting with people. Although he may employ a Personnel Manager to be responsible for the staffing practices and policies, it is more often the case that the General Manager is seen as the overall “boss” of all the men and women in an organization, and he, not the Personnel Manager is usually regarded as the ultimate “father figure”. In this role all the inter‐personal and social activities of the organization appear to stem from him, he seems to set the “human tone” of the organization, whether he accepts the responsibility or not. So the function of the General Manager appears to be concerned with two extremes. On one side is the task of “organization management” in its broadest sense, not only co‐ordination of the moment but planning over a long time span. On the other is the highly detailed task of interpersonal relationships or man‐management. There is abounding evidence that many good management ideas and proposals get thwarted in their introduction by inept explanation or persuasion of colleagues or staff. Many General Managers get criticized just because they do not walk around and talk enough with their staff. Good plans are continually going astray due to bad communications, poor interpersonal relations and inadequate co‐operation.

Explores the development of thinking on leadership and places it in the context of the dominant discourses of the period in which studies were conducted. Argues that if a “sense making” paradigm is adopted. it becomes feasible to identify a model of leadership, which is relevant to the context of complexity and change facing organisations in the early twenty‐first century. The model emerges when the measure of effectiveness is changed from organisational success to the impact of the leader on followers and on building of capability. The argument for such a shift is underpinned by the movement of dominant organisational logic from a Weberian rational/analytical one to a logic which acknowledges emotional considerations. Within the leadership arena it has been proposed that emotional intelligence is a major factor underpinning success. Presents data from recent research, which empirically demonstrates linkages between emotional intelligence and leadership. These findings are examined in conjunction with the “Emergent model”.

What can be learned from management training in other major companies? was the question asked by the training manager of one of Britain's most successful companies. To find the answers, the training managers of 11 major companies were invited to compare experiences, to learn from each other and hence to improve. The companies were chosen for their known interest in training and the diversity of their businesses. All are large or multi‐national companies ranging from electrical component manufacturers to multiple retailers. Between them they employ well over 200,000 people.