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Teacher preparation programs (TPPs) in the professional development school model can serve as a valuable channel for teacher leadership opportunities. Using the distributed leadership perspective, this chapter explores how one school–university partnership focused on developing teacher leaders rather than simply teacher candidates. Viewing the TPP as an incubator for teacher leaders primes candidates to not only teach in the classroom, but to also seek out leadership opportunities based on their passions. This chapter highlights components of the TPP, such as assignments and innovative practices, and provides two specific examples of teacher candidates following their passions to leadership.

The dearth of leadership competencies to transform traditional industries to Industry 4.0 is a barrier to global production. This study explains the deficiencies in leadership competencies that hinder the transformation of traditional industries to Industry 4.0.

Leadership was explained into transactional leadership, digital leadership and Leadership 4.0. Then, the network of relationships between these leadership constructs was plotted in a path diagram to learn the mediating effect of digital leadership.

The results indicate that a lack of digital competencies to coordinate tasks, share information and solve problems in a digitalized environment is the barrier to the transformation.

The findings can be used in human resources (HR) management. In addition, the findings provide evidence to present the contingency theory as a universal theory of leadership.

The study is the first to assess the mediating effect of digital leadership on transactional leadership to explain the changes to strategic leadership due to the emergence of Leadership 4.0.

Potential investors need information on corporate social issues to choose less risky investments, but the IASB framework excludes corporate social disclosure from financial reporting, and this corroborates Ohlson (1995) and Myers’ (1999) view that financial statements do not provide all domain variables to predict value relevance. The purpose of this study is to ascertain whether market participants place a premium on the future prospect of the firm when making investment decisions, and if they do, then Ohlson and Myers are correct, and this would be glaring evidence to recommend a rethink on the IASB reporting framework.

Nigeria provides a realistic research setting to detect value relevance attributable to the IFRS because it is less affected by the 2007/2008 financial crisis. The price model was estimated for Nigerian domestic accounting standards and the International Financial Reporting Standards (IFRS). The means for each predictor were plugged into each estimated equation to obtain the average value relevance of each financial reporting system. Then, the IFRS accounting policies were made to play by the rules of the domestic accounting standards. If, in fact, accounting information is the dominant factor that drives value relevance, then equalizing backgrounds should equalize value relevance, otherwise market participants place a premium on the future prospect of the firm.

The study detects, inter alia, a significant gap even after equalizing backgrounds, suggesting that market participants look beyond the financial statements in forming perceptions on the future prospect of the firm; e.g. relationship with host communities, development stages of new products in their life cycles, etc.

The findings ring a bell for the IASB to include metrics of future prospect of the firm in corporate financial reporting so that investors can choose less risky investment portfolios. Furthermore, the findings lend support to Ohlson and Myers’ argument that financial statements do not provide all domain variables to predict value relevance.

To date, no study has reported the amount of value relevance attributable to the IFRS vis-à-vis domestic accounting standards and future prospect of the firm.

In rural regions, mining is an activity that employs many people due to the fact that the barriers to entry are sometimes trivial, with very low technology, capital fund, and no specialized skills required. Many people including children are engaged in artisanal mining in Ivory Coast because they can earn higher incomes in mining than through other traditional activities such as agriculture, which is the main activity in the country. Artisanal mining contributes to reduce abject poverty prevalent in the country and it offers many others opportunities. However, this activity has many negative social impacts. Local people including miners are risking their lives everyday as they are exposed to unsanitary conditions, prostitution, chemical contaminants, and alcoholism, and also due to the large degradation of lands. The paper aims to discuss these issues.

All the data collected during this study were analyzed before some of it was corrected. For data analysis and interpretation, the authors used Word and Excel and other software, and other statistical tools for maps, graphs, and tables.

The main objective of this paper is to understand how artisanal gold mining in the Ivory Coast affects local livelihoods and the environment.

This study was carried out during the author’s study in China. The data collection between the two countries was too difficult due to the long distance. Many times the network was not reliable for any call and discuss with miners when we are not in the country. The hesitation of miners to give real information to the authors was also a main problem because most of them are illegal miners. Some of the guided questionnaires stayed without feedback for almost three months. The production was sold on a day-to-day basis by the miners in the illegal mining sites, so the authors could not obtain with precision the monthly and annual production to calculate income of the miners.

Some key recommendations for addressing artisanal mining activities in order to have a good option for sustainable management of mineral resources in the country are proposed.

The purpose of this paper is to examine gender identities of Chinese male and female middle leaders in secondary schools and how gender dynamics play in the leadership process and impact on career aspirations and career development.

This paper draws on the data of a larger qualitative study conducted using the life history approach. Cases of four male and female middle leaders, which are able to demonstrate the “efficacy” of life stories to enhancing our appreciation of the process of gender negotiation and the impact of gender dynamics on leadership behaviour, are reported.

Evidence suggests that traditional Chinese gender identities played out in the leader‐follower relationships although signs of hybrid gender identities were also evident in some cases. Gender identities and the family role perception of the middle leaders have impact on their career aspirations and development.

Findings yield implications for the professional development needs of Chinese middle leaders not only regarding their professional role but also their personal understanding of how gender identities and family role perception impact on their career development. Further study with overlapping and complementary methods to a larger sample could be more illuminating to this complex and multifaceted issue.

In the context of global concerns about the shortage of leader talent, the present study illuminates gender identities and the dynamics of the interactions between Chinese superiors and subordinates of different sexes and adds perspective to the leadership development literature.

This chapter examines the integration of leadership topics into an accounting ethics course. Literature review, course review, student feedback. Both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, to prepare students who are entering the profession. I have used the leadership topics and activities discussed in this chapter in a stand-alone ethics course in a graduate business program, but they could also be integrated into an undergraduate course. I provide details regarding course content and delivery, including a weekly schedule of accounting ethics and leadership readings, short cases, and leadership/ethics case research topics. Many of the leadership and ethics subjects in the course are expected to be addressed in the accounting workplace – exploring these topics helps better prepare students to confront future challenges. Although both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, little progress has been made in this area. This chapter contributes to this area by highlighting the value of integrating leadership topics into an accounting ethics course.

This paper is an initial attempt to discuss the American institutionalist movement as it changed and developed after 1945. Institutionalism in the inter-war period was a relatively coherent movement held together by a set of general methodological, theoretical, and ideological commitments (Rutherford, 2011). Although institutionalism always had its critics, it came under increased attack in the 1940s, and faced challenges from Keynesian economics, a revived neoclassicism, econometrics, and from new methodological approaches derived from various versions of positivism. The institutionalist response to these criticisms, and particularly the criticism that institutionalism “lacked theory,” is to be found in a variety of attempts to redefine institutionalism in new theoretical or methodological terms. Perhaps the most important of these is to be found in Clarence Ayres’ The Theory of Economic Progress (1944), although there were many others. These developments were accompanied by a significant amount of debate, disagreement, and uncertainty over future directions. Some of this is reflected in the early history of The Association for Evolutionary Economics.

This chapter examines the integration of Giving Voice to Values (GVV) into an accounting ethics course. GVV has received a great deal of interest by business educators in the past decade and, more recently, by those accounting faculty who teach accounting ethics in a standalone course or as part of another course. This chapter describes GVV assumptions and principles that are helpful for any faculty considering adopting GVV. After a brief review of different instructional approaches for teaching accounting ethics, GVV literature relating to accounting ethics is examined. The integration of GVV builds on the Kelly (2017) integration of leadership topics in an accounting ethics course and synergistically promotes moral motivation and moral character that contributes to ethical behavior. To facilitate the integration efforts, this chapter presents specific learning objectives, GVV background materials, case recommendations, and application/assessment approaches. This chapter concludes with a discussion of GVV and its possible role in assurance of learning efforts.