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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.

In recent years, the transformational leadership construct has become a popular topic in leadership literature. Generally, the view is held that transformational leadership is superior to the more conventional transactional leadership and produces desirable leadership outcomes. The claims made for transformational leadership have been largely reported outside the instructional context yet the nature of the transformational leadership construct indicates considerable potential in the teaching of management development courses. This paper explores the idea that the enactment of transformational leadership by instructors can enhance the quality of management development instruction.

To present a framework to facilitate comprehension of research on the effectiveness of the teaching evaluation process.

A comprehensive review of the literature that identifies common categories and factors that can be used to construct an analytical framework.

Identifies student related, course related and teacher related aspects of research on teaching evaluations. Factors commonly addressed within these aspects are also identified.

Use of the framework to analyse the literature on the student evaluation of teaching (SET) process leads to the view that the time is right to explore other methods of assessing classroom dynamics that could supplement the conventional teacher evaluation process.

Educational literature is replete with studies of the SET system, yet due to the preponderance of these studies, it is difficult to take an overview on the effectiveness of this system. On the basis of a comprehensive survey of the literature, this paper identifies and discusses the central factors influencing SET scores. These factors are then presented in a comprehensible table that can be used as a reference point for researchers and practitioners wishing to examine the effectiveness of the SET system.

The paper is one of the few to attempt to make sense of the myriad of studies on teacher evaluation and to develop a framework to facilitate analysis of the effectiveness of the SET system.

The purpose of this paper is to investigate the effects of cultural values on accounting uniformity and consistency among Arabic nations.

A combination of a survey and analysis of published data on accounting information. Cluster analysis is used to classify the countries on the basis of accounting consistency and uniformity.

The study indicates that the Hofstede‐Gray hypothesis of accounting uniformity in Arab countries is supported by actual examination of accounting practice.

This is an initial study and the results need to be confirmed in future research. Nevertheless, the finding should be of interested to global investors, international accounting organizations (e.g. IFAC) and other academics who are researching accounting in the Middle East.

The study indicates that in Arabic nations with a Muslim majority, cultural factors affect accounting development generally and accounting uniformity particularly. The study also shows that accounting practice in Saudi Arabia is less strict in term of uniformity in comparison with other Arabic countries.

The paper is one of the few attempting to assess the effects of culture on accounting uniformity in the Middle East.

The purpose of this paper is to evaluate the reasons why the employment of Emirati females in the United Arab Emirates (UAE) is not currently realizing its potential.

A literature‐based study that employs a framework adapted to predict the incidence of the employment of female nationals in the UAE. This gives rise to an analysis of reasons why this employment is not achieving the predicted level.

The study indicates that cultural factors are largely responsible for inhibiting the level of employment of Emirati females in the UAE.

This paper presents a focused literature study and does not contain the first‐hand accounts of Emirati females both employed and not employed. It does, however, provide the basis for obtaining such first‐hand accounts in future studies.

The study indicates that in a rapidly developing economy such as that of the UAE, cultural mores may take some time to catch up with the speed of economic development. Government leaders need to be aware of the need for cultural adaptation to take place before their plans for development can be fully realized using nationals as the driving force for these plans.

The paper is one of the few attempting to assess the effects of culture of the incidence of employment of female nationals in the UAE.

The growing impact of women in the workforce has kept the leadership style of women on the research agenda. Reviews some of the current thinking on women and leadership, drawing on general and educational management literature. Particular attention is paid to management in education because of: the continued pressure on the higher educational sector generally to be publicly accountable that indicates a specific need for effective leadership; the fact that at the school level, leadership is a central theme in the literature on organizational improvement and educational reform; and education is a field numerically dominated by women, yet despite some evidence of a growing willingness of women to take up leadership positions in the field, educational leadership is still a male preserve. Concludes with a synopsis of some of the factors that may account for differences in leadership style.

The purpose of this paper is to present a solid basis for evaluating and enhancing university classroom leadership.

The paper is based on an empirical study conducted in a Hong Kong university setting indicating the value of the full range (transformational‐transactional) leadership framework for assessing and developing the transformational leadership qualities of university teachers.

The study indicates the educational value of the transformational classroom leadership style and suggests approaches to developing transformational leadership qualities in university teachers.

Although the study was confined to the one Hong Kong university, it has significant implications for the development of university teachers.

The study presents an approach to assessing the classroom leadership styles of university teachers and proposes staff development initiatives aimed at producing effective classroom teacher‐leaders.

The paper is one of the few attempting to assess the effects of transformational leadership qualities in a university classroom setting and to propose a staff development program for university teachers based on the transformational leadership construct.

Examines the role of narrative in management development. It contrasts the characteristics of this genre with the more conventional approach to management development. Using a management of change course delivered to management practitioners as an example, the paper draws attention to the value of narrative in enriching knowledge of the effects of change on individuals. It is argued that narratives express the richness and diversity of human experience and thus challenge simplistic analyses of management issues such as change that can result from adherence to narrow, mechanical models of human nature. Thus, narrative is recommended as a valuable tool for conveying the reality of managerial situations to practitioners engaged in management development.