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The literature indicates that sudden key experiences induce emotional and cognitive reactions strong enough to change perceptions and behavior over time. The purpose of this paper is to examine the question whether school principals undergo key experiences and whether these experiences are related to improvements in their work patterns and to professional empowerment beyond what could be attributable to the professional insights acquired through on-the-job experience.

Qualitative in-depth interviews of 15 public high school principals with 4–19 years of experience elicited information about the extent of their exposure to key experiences and any changes that occurred in their managerial thinking and functioning after having undergone these experiences.

All of the respondents implemented significant changes in their work after undergoing key experiences. The insights gained from key experiences had not been acquired through on-the-job experience. Nevertheless, the qualitative nature of this research does not allow for any conclusive findings about the causality of key experiences upon managerial changes among principals.

It may be possible to use the findings uncovered by this study and its conclusions regarding experiential learning acquired from key experiences by school principals to enrich managers in general.

This study demonstrates that the process of school principals’ professional development involves a unique component and source of knowledge resulting from key experiences, and this phenomenon has not previously been investigated. This study’s findings about key experiences contribute to a deeper understanding of the process of professional development among principals.

This article is intended to contribute towards furthering the understanding of researcher development as demonstrated by doctoral students' learning within scholarly communities. The article does this by reporting the findings of a study that explored the students' key learning experiences during their doctoral journey.

The 19 participants were natural science doctoral students from a top‐level research community in Finland. The data were collected through interviews that were qualitatively content analysed.

The participants emphasised the significance of participation, development as a scholar, developing specific research competences as well as learning to balance between doctoral research and other institutional tasks. They situated the key learning experiences in collaborative academic contexts such as research activities, taking courses, and academic meetings. The participants generally perceived their experiences as positive and enhancing.

Significant learning experiences identified by natural science doctoral students themselves are rarely studied. The results of the study reported in this article may be used by doctoral trainers, supervisors and students to create environments that foster students' learning and researcher development through their participation in scholarly communities.

This paper presents the case for, and several templates for, the planning and monitoring of the key experiences status of a cadre of high‐potential managers seeking to become executive‐ready.

This paper is the result of numerous years of advising executive education corporate clients on the importance of key experiences to complete and complement a future executive's development.

Offers seven key experiences as examples of what a company might develop for its executive‐oriented, key experiences portfolio.

The field‐inspired tools presented here, are immediately and broadly applicable to those charged with the development of a pipeline of executive‐ready talent.

In a concise and comprehensive manner, readers are provided a framework for conceptualizing, planning, and establishing a key experiences portfolio for its high‐potential executives. It is also shown how such an inventory can be linked to a company's competency model and to an articulated set of personal learning objectives.

Developing global leaders is one of the most pressing needs for global companies. We present a framework for a more integrated talent management development program. The framework is based on several key principles and includes the use of assessment tools, 70-20-10 development tactics, external coaching, and an emphasis on critical experiences. We focus specifically on key considerations for implementing this type of a framework and the keys to success.

Stress damages us and our performance. It is a real part of most manager's experience and can be said to occur when significant demands exceed perceived management responsibilities and routines. Stress can be the essence of working life, and certainly need not always be damaging to us. But when it becomes excessive, it is something unwanted.

Many initiatives are seeking to engage children in learning to code. However, few studies have examined how children’s engagement in learning and using coding develops over time. This study aims to seek young people’s perspectives on what they viewed as important in their long-term participation in a coding community.

This study identified youth with a high level of participation and who demonstrated emergent leadership in the Scratch online community. Using methods from qualitative research on youth development, individual interviews were conducted in which these youth were asked about memorable moments in their participation and how these experiences influenced them.

While each young person described a unique pathway and perspective, this study identified key experiences that motivated their participation, influenced their development and inspired their emergent leadership. These experiences included opportunities to learn through exploration, to receive feedback from peers, to engage in creative collaboration and to contribute to the community.

This study discussed these findings in light of previous research on youth development, and it suggests that building on practices and principles from research on youth programs can help more young people become engaged in developing broader skills with coding.

Youth highlighted experiences that enabled them to express their ideas, to build relationships, to help others and to see themselves in new ways. Their perspectives expand beyond the predominant focus of coding initiatives on computational thinking and problem-solving skills to also support social, leadership and identity development.

The purpose of this paper is to present insights into the way in which system change can be activated around the provision of services and support for people experiencing multiple disadvantages in an urban setting.

This paper is informed by a thematic analysis of reflections, reports, learning logs, interviews and experiences of those “activating” system change in the Golden Key partnership in Bristol between 2014 and 2021.

Four themes are identified, including “creating the conditions for change”, “framing your involvement”, “investing in relationships” and “reflective practice and learning”. For each of these, an illustrative vignette is provided.

Practical recommendations and reflective questions are provided with suggestions of further considerations for applying this approach in different contexts.

This paper describes an original approach of activating and supporting people to do system change to improve the lives of people facing multiple disadvantages.

International experience (IE) has been acknowledged to be the most useful method for developing global leaders. However, not everyone benefits equally from IE. During the last two decades, our understanding of why this is the case and how global leaders learn from IE has rapidly increased. Several individual and organizational enablers facilitating global leader learning from IE have been identified in the literature, as have learning mechanisms that make such learning possible. However, the literature remains fragmented, and there is a great need to integrate the findings in the field. Therefore, the present paper systematically examines peer-reviewed studies on global leaders' learning from IE published between 1998 and 2019. The study contributes to the extant literature by identifying and integrating individual enablers, organizational enablers, and key learning mechanisms from global leaders' IE and by suggesting topics for future research.

The purpose of this paper is to draw the perspective of dynamic adjustment costs, the author developed hypotheses regarding the relationships between the internationalization of business groups and first, key leaders of business groups who helped found the groups (i.e. founder-key leaders); second, business groups’ group-level decision teams where the majority of positions are held by members of the founding family (i.e. family-dominated decision teams); and third, business groups’ group-level decision teams where strong ties exist among these teams (i.e. strong-tie decision teams) because group-level top managers are simultaneously top managers of group affiliates.

This study used generalized least squares fixed-effects models to test its arguments about longitudinal data pertaining to 173 Taiwanese business groups’ foreign direct investments over a period of five years (2004-2008).

The results show that the presence of a founder-key leader and strong-tie group-level decision teams in a business group can positively affect the internationalization of business groups. However, family-dominated group-level decision teams in a business group can adversely affect the internationalization of business groups.

Using a dynamic managerial-capacities perspective, this study provides alternative explanations regarding the degree of business groups’ internationalization to demonstrate the links among business groups’ key leaders, group-level decision teams, and internationalization.

When deciding whether to expand abroad, managers at a given business group should carefully consider the characteristics of the group's management team because business groups engaging in such expansion are likely to incur dynamic adjustment costs. In this case, the dynamic managerial capacities of a business group play an important role in enabling the group to decrease dynamic adjustment costs. The differences among a group-level key leader's traits, a family-dominated group-level decision team's traits, and a strong-tie group-level decision team's traits will lead to distinct levels of dynamic managerial capacities within the group.

Given the increasing number of business groups entering international markets, this paper rests on the perspective of dynamic managerial capabilities and uses group-level evidence to clarify how the characteristics of key leaders and the characteristics of group-level decision teams in business groups affect the groups’ international expansion.

The purpose of this paper is to review what one knows – and does not know about servicescape and experiencescape. The paper provides a comprehensive conceptualization, discussion of the servicescape and experiencescape and calls for the need for a collective focus of servicescape and experiencescape for the service industry.

This conceptual paper analyzes multiple literature studies related to servicescape, experiencescape and other related concepts such as service quality and customer experience for building a comprehensive framework that draws knowledge from both servicescape and experiencescape in an effort to create a collective focus.

Prior research on the components of servicescape and experiencescape raises more questions than answers. The findings of this study highlight the importance of technology as one of the key components of experiencescape to motivate customers to engage in the consumption environment. Furthermore, the proposed conceptual framework provides a detailed discussion and highlights the importance of using servicescape and experiencescape concepts together as a collective framework to bring about greater benefits to the service industry. The proposed framework suggests that these concepts are not only collective but also interrelated.

Technology is not a tool but an important partner for the firm to create the experience. It can bring together marketing, management and operations within the organization to collectively focus on the customer. Collectively designed servicescape and experiencescape will create lasting memories and emotional connections with customers.

Service organizations can develop smart experiencescapes that positively influence customer value cocreation and heighten customer experience by utilizing technology. Managers are advised to understand consumers' emphasis on technological personalization, aesthetics, functionality, interactivity and social presence while participating in cocreation. Technologies may improve the experience by incorporating real-time and less-restrained interactions between consumers and the service organization.

This paper synthesizes insights from the extant literature related to servicescape, service quality, customer experience and experiencescape. Further, it helps to extend the current understanding of experiencescape and calls for the need to incorporate technology as one of the key experience components in the experiencescape concept. Furthermore, this study highlights the importance and the need to bring these two concepts together with a collective focus to enhance value for the customer. Thus, it is argued here that the collective focus of servicescape and experiencescape in the service industry will create new opportunities for further research and practical applications.