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The study aims at reviewing a synthesis of the impact of culture on the implementation of International Financial Reporting Standards (IFRS) in an attempt to provide directions for future research. From the extensive structured review of literature from 106 articles, 23 related articles were analysed. The SCOPUS database tool was used to search the articles. Over the last three decades (188–2018), a total of 23 articles were published from 18 journals. Four journals contribute to 39% articles including Advances in Accounting (2), Critical Perspectives on Accounting (2), European Research Studies Journal (2), and International Journal of Accounting (3). In total, 22% of the articles had no citations. Most of the articles used Hofstede’s theory of culture and utilised quantitative data analysis. Interestingly, 48% of the articles did not apply any theory. The study calls for future research on comparative and regional and other theories to inform the policymakers on cultural implication on global IFRS implementation.

The purpose of this study was to explore whether the transformational classroom leadership concept could describe the notion of the inspiring professor that the Gallup–Purdue survey (2014) found to be a major factor in enhancing college and university graduates’ workplace engagement.

Surveys of existing students and alumni of Lingnan University in Hong Kong were conducted to ascertain whether transformational classroom leadership is a proxy for the inspiring professor notion and to gauge the possible effect that transformational classroom leadership has on alumni workplace engagement.

The results of the study suggested a potential link between the experience of transformational classroom leadership and alumni subsequent levels of workplace engagement.

The results should be treated as indicative only, given that the Hong Kong study was limited to one university, and the sample sizes were similarly limited.

Should further investigations confirm the Hong Kong results, this could trigger a shift in emphasis and resources in higher education from research to teaching. Furthermore, the nature of transformational classroom leadership provides tremendous scope for establishing a professional development framework based on the model.

This is the first study that has explored the link between transformational classroom leadership and alumni levels of workplace engagement.

“New leadership” studies often suggest that transformational leadership in particular produces desirable leadership outcomes. However, few studies have demonstrated a direct link between the exercise of a particular type of leadership and organisational effectiveness. Efforts to establish such a link are hampered by the absence of a generally agreed definition of organisational effectiveness. This is particularly true in higher education where attempts to develop models of organisational effectiveness applicable to universities have been sparse despite worldwide calls for universities to demonstrate “value for money” performance. This paper examines the relationship between transformational/transactional leadership and university organisational effectiveness. In the course of the examination, the paper indicates possible modifications to the original conceptualisation of transformational leadership. The paper also argues for university leadership that is self‐reflective and capable of utilising the array of leadership characteristics subsumed under the transformational and transactional leadership notions.

The purpose of this quantitative study was to assess the relationship between volunteer leadership competencies and stewardship action-taking experiences among Master Gardener (MG) and Master Watershed (MW) volunteers during the COVID-19 pandemic. We collected data from 1196 Penn State Extension MG and MW respondents. The mean summative score for the volunteer stewardship action-taking experience was 2.32 (SD = .79), and volunteer leadership competencies was 3.45 (SD = .60). The results of this study showed a significant moderate association between volunteer stewardship action-taking experiences and volunteer leader competencies (r = .34, p ≤ .001). Volunteer leadership competencies can explain approximately 11 % of the variation in volunteer stewardship action-taking experiences during the COVID-19 pandemic. The new knowledge that our research brings can significantly contribute to the practice in leadership teaching and learning of Extension organizations’ volunteers. Future leadership trainings on the enhancement of the MG and MW volunteer leaders’ stewardship action-taking capacity can help contribute to the greater good in their communities in a more confident and efficient manner. Further research should focus on identifying other factors that can affect MG and MW stewardship action-taking experiences, including the impact of the demographics and motivation.

The purpose of this paper is to indicate that transformational classroom leadership has substantial benefits in terms of enhancing the quality of the classroom experience and associated educational outcome in the context of growing criticism of university teaching quality. It also aims to recommend the focus of future research to realise these benefits.

The paper comprises a comprehensive review of literature on the outcomes of transformational leadership in a classroom context and identifies weaknesses in the research thus far. It then indicates an approach to capitalising the potential of this instructional innovation.

Transformational classroom leadership has substantial benefits in terms of enhancing the quality of the classroom experience for both students and teachers.

This paper produces substantial arguments in favour of transformational classroom leadership as a means of enhancing teaching quality and educational outcomes. Nevertheless, the paper also recognises that research, thus far, has yet to indicate a systematic way forward to affecting its implementation.

The transformational classroom leadership approach advocated in this paper has practical benefits for both students and teachers, especially at the university level.

This paper draws attention to the potential benefits of transformational classroom leadership as a means of enhancing the quality of the classroom experience particularly for students. It also indicates a way forward designed to realise the benefits of this instructional approach.

From a service ecosystem perspective, the purpose of this paper is to examine students’ evaluation surveys as a tool used by most higher education (HE) institutions worldwide to measure teaching quality with consequences for tenure and promotion.

This study is based on the service-dominant (S-D) logic and specifically on the service ecosystem approach. Through an in-depth literature review and analysis the authors explore the effect of student evaluation surveys on the value co-creation process, describe the role they play in the HE ecosystem and critically evaluate their efficacy. The research is based on empirical data from the literature and previous studies findings.

The literature review highlights the detrimental consequences of the use of students’ evaluation surveys for teachers and students and for the rest of actors of this service. The authors argue that institutions should embrace a service ecosystem perspective based on S-D logic. The authors highlight the role of institutions as moderators of the interactions between actors and, finally, the authors have introduced the concept of “service ecosystem pollution” which the authors define as the presence or introduction of disruptive elements in the service ecosystem adversely affecting the nature of value co-creation.

This study emphasizes the importance for HE institutions to embrace a service ecosystem approach so as to foster and preserve the value co-creation processes taking place within the interactions among the HE actors. Conclusions drawn from this paper suggest that HE institutions should focus on strategies such as investing in improving students’ and teachers’ operant resources rather than polluting the HE service ecosystem with the use of students’ evaluation surveys.

Hitherto there are no studies analyzing the tools HE institutions use to measure teaching quality from a service ecosystem perspective. The study is especially valuable due to the consequences and the use of these measures entails for teachers, students and society.

Calls for public accountability in higher education are widespread and higher educational organizations are under pressure to demonstrate “value for money” performance. Organizational self‐assessment is one response to the pressure for public accountability but self‐assessment exercises thus far have largely relied on criteria that are both subjective and untested. This paper describes a Hong Kong study that attempted to produce more objective assessment criteria through the development of organizational self‐assessment scales for Hong Kong higher educational organizations. A modified version of the behaviourally anchored rating scales (BARS) procedure resulted in four organizational effectiveness scales capable of producing valid and reliable ratings for higher educational organizations in Hong Kong. The nature of the scales highlighted human resource management issues that are current in Hong Kong higher education and are likely to be relevant to other higher education systems that, in common with Hong Kong, rely largely on public funding.