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Mentoring has been increasingly used in educational development to facilitate transfer of knowledge from programs for higher education teachers to their pedagogic practice. However, studies are missing which would critically assess the outcomes of mentoring in programs for university teachers. The purpose of this paper is to systematically review existing research on mentoring in the context of educational development in higher education.

Using a careful search strategy, 17 relevant scholarly sources were selected and analyzed to document the results of mentoring at individual, departmental and institutional levels.

Among the striking findings was the lack of clarity or definition surrounding mentoring and similar terms, coaching and tutoring and the lack of methodological rigour in many studies. However, those methodologically more advanced studies suggest that mentoring can become a valuable component of educational development programs. As reported by previous research, mentoring can: enhance university teachers’ cognitive abilities, beliefs and attitudes; improve the effectiveness of teaching; increase teachers’ capability to research teaching and learning; enhance mentoring skills; and improve the overall teaching climate at universities.

Categorization of different types of outcomes of mentoring in educational development can help the practitioners engaged in introducing or re-designing educational development programs with a mentoring element.

This is the first systematic review of the studies discussing the process, value and outcomes of teacher mentoring to improve pedagogical practice at the university level.

At a time when secondary vocational education is implementing competence‐based education (CBE) on a large scale, to adapt to the needs of students and of the labour market in a modern society, many vocational schools have recognised that interdisciplinary teacher teams are an important condition for this implementation. In order to provide students with the right competences for the labour market, different subject teachers should work and learn together and, by doing so, should be able to develop changes and improvements to ensure the effective implementation of CBE. In spite of the appeal of forming teacher teams in vocational education, studies on this subject show that teams in educational settings are not easily implemented. This paper aims to address this issue.

In this study, 28 managers from a Vocational Education and Training (VET) college in The Netherlands were interviewed in order to find factors that are related to effective team functioning. The authors choose to rely on a qualitative approach, because there has hardly been any empirical validation of factors that are related to effective team functioning in a vocational education context. In order to determine what factors influence team effectiveness, the results from the interviews have been related to what is known about team effectiveness from the literature.

By relating the results from the interviews to what is known about team effectiveness from the literature, a framework for future research on team effectiveness in schools is provided. In line with the organisational and psychological literature on team effectiveness, the managers distinguished several aspects in their definition of team effectiveness. Moreover, the findings of the study highlight the importance of the development of task interdependence, transformational leadership, and group efficacy for producing effective teams in education.

Although teams and team functioning have been the focus of researchers from different disciplines and have been studied from different perspectives, studies on the conditions that support or limit the successful implementation of teacher teams in vocational education are still scarce. The results of this study are expected to provide a deeper understanding of the mechanism that underlies the ability of teacher teams in vocational education to function effectively.

The purpose of this paper is to get deeper insight into the complex nature of the relationship between team learning conditions, team learning behaviours (TLBs) and innovative work behaviour (IWB) by considering and combining different neglected aspects in research.

A questionnaire was filled out by 593 vocational educators of 117 interdisciplinary work teams in vocational colleges in Germany. Correlations were calculated and structural equation modelling at two levels was conducted.

The results indicate that TLBs, especially team reflexivity and boundary spanning, relate positively to IWB. Furthermore, team structure, task interdependence and group potency relate positively to TLBs. It means that TLBs can be fostered by establishing these team learning conditions and, thus, IWB can be fostered.

The main limitation of the study is that the data collection was cross-sectional. Longitudinal studies are required to capture the dynamic character of team learning and to identify causal relationships.

It is important to make all employees in vocational education aware of the importance of TLBs especially of team reflexivity and boundary spanning.

This study provides practical implications for organisations to foster IWB and indications for a better understanding of the relationship between team learning conditions, TLBs and IWB considering and combining different neglected aspects such as examining TLBs separated in one study.

Social entrepreneurs engage in collective action to adapt and solve social problems in complex environments. Through collective action, they mobilise and access resources to create positive social change in local communities. While previous studies explain the role of social identity in promoting cooperation, this paper aims to examine shared meaning as a predictor of collective action in social entrepreneurial ventures (SEVs). This study was conducted among founders of SEVs focusing on their engagement in collective action.

The study adopted a cross-sectional survey to achieve its objectives. The population comprised 558 SEVs registered with the Kampala Capital City Authority in Uganda. A sample size of 226 social ventures was determined using Krecjie and Morgan and participants were selected using the simple random sampling technique. The questionnaires were distributed by two research assistants, and 210 completed questionnaires were returned. Structural equation modelling was used to analyse survey data and test the study hypotheses.

The study findings show that shared meaning in the form of teamwork and group efficacy predict collective action in SEVs.

The results have implications for social entrepreneurship researchers, practitioners and policymakers. Firstly, creating social ties by belonging to different groups in the community creates common understanding among social entrepreneurs and other actors fostering cooperation to solve problems in the local community. Secondly, understanding each other’s perspective well enough facilitates a shared view of social problems for combined action.

SEVs should provide relevant information using the right channels in local communities to promote collaboration. Failure to use the right communication channels may prevent collective action. Managers in social ventures should allow for open information sharing between themselves and the partners that they work with to address social problems. This enables them to share both the good and bad feedback. It also enables the growth of teams and improves how they work. The teams should be developed with specific responsibilities so that everyone is clear on what they should do while addressing social problems.

The researchers argue that shared meaning develops when social entrepreneurs interact with the local community and other stakeholders prompting joint action to address social problems. This study extends knowledge on collective action using the activity domain theory.

Competent clinical teachers are essential for clinical teaching. According to the literature, coaching can contribute to improved levels of reflection and better performance of clinical teachers. By engaging in a dialogue about coachee's teaching behaviour, coaches can stimulate reflection of novice teachers. This study aims to gain insights into the effectiveness of coaching processes in which experienced clinical teachers act as coaches for less experienced teachers.

A case study was conducted in a Dentistry Faculty of a University Medical Centre in The Netherlands. Semi‐structured interviews with nine coaching couples were conducted.

The findings indicate that only one coaching couple succeeded in using coaching as an effective tool for stimulating reflection and the performance of the beginning clinical teacher. Instead of discussing and analysing coachees' teaching behaviour, the other couples merely discussed the knowledge and experience of the coach.

This study provides insight into the pitfalls of collegial coaching, and discusses various factors that might affect coaching such as a hierarchical relationship between coach and coachee, the academic climate, the personality of coach and coachee, and finally the importance of using the right coaching model.

The purpose of this paper is to investigate the effect of transformational leadership on employee’s innovative work behavior, and the mediating role of motivation to learn, and the moderating role of task complexity and innovation climate on the link between transformational leadership and innovative work behavior.

A questionnaire, designed as a self-reported survey, was distributed to full-time employees and their respective supervisors working in 35 firms (services and manufacturing sectors) in Pakistan. Data were collected from 338 employee–supervisor dyads. The hypotheses were tested using structural equation modeling.

Results showed that transformational leadership had a positive impact on employees’ innovative work behavior and motivation to learn mediated transformational leadership–innovative work behavior link. The study further showed that task complexity and innovation climate moderated the relationship between transformational leadership and employees’ innovative work behavior.

Based on the premises of interactionist perspectives on individual innovation, this study integrated multi-level variables to investigate leaders’ influences on followers’ innovative work behavior. This study contributed to the existing literature by providing empirical evidence on influence of transformational leadership on employees’ innovative work behavior as well as the impact of both individual and organizational level variables.

The close connection among transformational leadership, motivation to learn and innovative work behavior suggests that transformational leadership traits among managers are important to enhance employees’ innovative work behavior. Organizations should pay attention to creating a climate that is supportive of innovation and encourage individuals to learn new knowledge and skills, and provide employees with opportunities to use their acquired knowledge and skills.

This paper contributed to leadership and innovation literatures and provided insights into how the practitioners could use an appropriate leadership style to enhance innovative work behavior among employees. The study adopted a distinct model comprising five variables to investigate innovative work behavior from a multi-level perspective, i.e., motivation to learn and innovative work behavior at the individual level, task complexity at the unit level and innovation climate and leadership at the organizational level. This integrated model of using predictors from multiple levels supported the theoretical assumptions that innovative work behavior resulted from the interaction of individual, group and organizational level factors.

Bibliometric analysis allows examining a large volume of bibliometric data within an objective perspective. The purpose of this study is to conduct a bibliometric analysis to reveal the current status of human resource management (HRM) studies while exploring research trends and future directions.

Web of Science was chosen to identify studies in the field. In total, 1,404 articles were selected for bibliometric analysis. The VOSviewer program was used to analyze and visualize obtained data.

The findings revealed that the most frequently used keywords were job satisfaction, hospitality, tourism, HRM and work engagement. Karatepe and Baum were the most cited authors and Inoue (2011), Felps (2009), Shaw (2011), Gursoy (2008) and Cooper (2006) were the most cited documents in HRM studies in the hospitality and tourism domain.

The study provides some theoretical and practical implications. The study findings can give researchers and practitioners insights into the current position of HRM studies and trend topics. Besides, it can be used as a practical guide for determining potential gaps in the literature.

This study contributes to the literature by bringing HRM studies in the hospitality and tourism fields together and revealing the current position of the inquiry by determining the most cited authors, articles, journals, organizations and collaborations among authors.

The relationship between managerial coaching and team performance may be mediated by team reflection because coaching is often thought to lead to reflection, which has been found to lead to improved performance. In contrast, this relationship might be moderated by team reflection, because poorly reflective teams are more likely to depend on coaching than highly reflective teams. The purpose of this paper is to test these rival hypotheses.

The authors employed a longitudinal survey method at two points in time in two long-term care organizations. Team members were asked to rate the level of managerial coaching and team reflection. Team managers were asked to evaluate team performance.

Team reflection turned out to be a moderator and not a mediator in the relationship between managerial coaching and team performance. Only the performance of poorly reflective teams benefits from managerial coaching.

Excessive coaching of highly reflective teams may be a waste of the energy and time of both managers and teams and may even harm team efficiency. Therefore, team managers would be wise to estimate the team’s level of reflection in order to adjust their coaching interventions accordingly. Future research should explore how managers can be supported in making a valid assessment of the team’s reflective capabilities and in adjusting their coaching interventions accordingly.

This paper sheds light on the relationship between managerial coaching and team performance by testing contradicting explanations regarding the role of team reflection.

The purpose of this study is twofold. First, this study reflects on the development of professional capital through understanding collective cultural factors, namely, academic optimism and shared vision. Second, it aims at exploring teacher learning. Teacher learning resulting in changes to teacher knowledge, attitudes and practices is crucial for the necessary changes education is continually confronted with. This learning is too often studied as a result of individual traits or structural factors, such as motivation or time. The authors investigated how teacher learning is influenced by academic optimism and shared vision.

The authors administered an online web-based survey to 278 teachers in higher education, using the educational change to online learning due to the covid pandemic as a unique chance to study the role of collective cultural factors in teacher learning.

Results showed how teachers characterized their learning, academic optimism and shared vision during the educational change to online learning resulting from the covid pandemic. The authors found that teacher learning was greatly influenced by teachers' collective sense of efficacy, an aspect of their academic optimism. Teachers' strong belief in each other, that they as fellow professionals could handle the challenging changes that the covid pandemic required, strongly enhanced teacher learning during the covid pandemic. Teachers' feeling of a professional community helped teacher to make sense of, and push through, the undeniable chaos that was the covid pandemic.

Collective cultural factors are rarely studied in conjunction with educational change. Insights into how a collective culture of professionalism enhances or hinders teacher learning are important for theory, policy and practice as it helps understand how teacher teams can be supported to build their professional capital by learning from educational change.