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Competencies for leadership in higher education have begun to emerge in the literature. Yet to better equip future leaders in higher education, the use of a learning taxonomy may serve as a framework to understand necessary learning for leaders in higher education. The aim of this study is to explore the competencies of higher education leadership through Bloom’s knowledge, skills and attitudes framework.

An explanatory case study qualitative methodology was used to explore the experiences of senior leaders within a singular university to determine the necessary competencies of leadership in higher education. Purposive sampling was used to recruit participants who served in Dean-level or higher positions. Eligible participants participated in a semi-structured interview.

Each of Bloom’s domains had a variety of themes emerge: knowledge (2), skills (6) and attitude (2).

Sample size was limited by the availability of senior leaders and may not represent the experience of leaders at all institutions.

Findings from this study may allow future researchers to investigate the outcomes of a combination of competencies. Findings from this study will hopefully be able to be extrapolated to better understand the learning required of those who aspire to be future leaders in similar university structures.

Available studies fail to explore the process by which one learns the skills necessary to become a leader in higher education. To the best of the authors’ knowledge, this is the first study to map higher education leadership competencies through a learning taxonomy.

This article describes what department directors and chiefs of staff reported when asked about the competencies they need to be effective in addressing on-the-job challenges. The study analyzed the generated data in two different ways to both understand what participants said in their own terms and to determine whether there is a fit between participants’ responses and facilitative leadership theory.

Twenty-four semi-structured interviews were conducted with five department directors and seven chiefs of staff in a US city that had a mayor-council form of government. Responses were analyzed in two ways. Initially, coding categories were developed inductively in an effort to employ what anthropologists characterize as an emic or insider perspective. Then the data were recoded from an etic perspective using the theory of facilitative leadership as a conceptual framework.

Although participants identified a wide variety of competencies, all participants emphasized the importance of working collaboratively with others, including the members of their teams, the elected official they worked with (and for) and constituents.

While most studies of facilitative leadership have focused on mayors and city managers, i.e. those at the top of the city administration hierarchy, this study’s focus is on middle managers who are not necessarily thought of as leaders but who must in fact, exercise leadership at least at times. Another relatively unique feature of this paper is its focus on a city that employs a mayor-council form of governance, a type of governance structure that has been underdiscussed in the literature to date.

This paper explores the link between leadership derailment risk and competency ambidexterity in a digitalized global environment. It also investigates the impact of balanced skills on leadership success in collectivist and assertive cultures.

A mixed methods approach is employed using survey data from 766 American and Japanese managers and eight interviews across four diverse cultures. It uncovers the intricate relationship between leadership derailment risk and competency ambidexterity.

Optimal competency ambidexterity lowers the risks of leadership incompetence (operationalized as derailment) but through distinct configurations of current and needed competencies, which both competencies should be congruent at high levels in uncertain environments. Furthermore, moderately high competency levels mitigate derailment risk in collaborative cultures (Japan and China), while very assertive cultures (USA and Netherlands) require high competencies to lower derailment danger and sustain leadership effectiveness.

Leaders must maintain competency ambidexterity, adapting to diverse contexts in our dynamic world. Recognizing cultural nuances is essential for enhancing managers’ skills in global talent management.

Cultural values shape competency configurations and managers should balance organizational and personal competencies for effective leadership. Qualitative insights complement quantitative data.

In an era marked by artificial intelligence (AI), virtual reality (VR) and augmented reality (AR), this study presents a research paradigm centered on nurturing fundamental skills crucial for effective digital leadership in a paradoxical age where leaders are ambitious as well as skeptical for the adoption of such technologies. This study offers a strategic framework to seamlessly integrate diverse technologies into leadership development; the objective is to bridge the divide between theoretical understanding and practical implementation, especially through the lens of paradox theory.

This conceptual study delineates essential attributes that digital leaders must cultivate, drawing insights from the corpus of literature encompassing leadership, technology and organizational advancement. Synthesizing theoretical perspectives, the study proposes a comprehensive research framework that provides a systematic approach to harnessing the potential of AI, VR and AR to enhance leadership competencies. This conceptual study significantly contributes to paradox theory through method of “theory adaptation” as elaborated in the literature.

The study unveils a spectrum of foundational proficiencies, including technological acumen, adaptability, strategic acumen, effective communication, collaborative aptitude and ethical acumen, among others. These competencies underscore the multifaceted skill set required of digital leaders. To adeptly traverse the intricate digital terrain, foster innovation and align technological advancements with organizational objectives, these proficiencies are imperative for digital leaders to possess.

The distinctiveness of this study lies in its all-encompassing approach to digital leadership development by offering a paradoxical perspective and hence making a contribution to the body of knowledge for paradox theory. By amalgamating AI, VR and AR into a cohesive framework, the study enhances the comprehension of how these technologies collaboratively nurture leaders capable of cultivating organizational triumph in the digital age. This proposed paradigm serves as a bridge between cutting-edge digital technology usage and leadership proficiency paradox, furnishing pragmatic insights to benefit both academic researchers and industry practitioners.

The purpose of this study was to explore the leadership competencies of the National Collegiate Athletic Association (NCAA) college athletes and assess the potential differences between domestic and international college athletes.

A quantitative, non-experimental research design was employed, including the use of an electronic survey to collect data. Survey research allows for extensive data management and a quick data collection method (Creswell & Creswell, 2018). The survey was conducted using online Qualtrics software, which allowed convenience in administration, maintenance, nationwide distribution and data export and analysis.

The findings of this study suggest that domestic college athletes develop greater leadership competencies than their international peers.

The study implications include both practical and academic contributions. The research in the area of leadership development in college athletes has been growing. Previous research has focused on the benefits of the leadership development (Lewis, 2023); however, minimal research has been dedicated to exploring actual leadership constructs within the college athlete population. Moreover, this study focused on the differences between domestic and international college athletes’ leadership constructs. International college athletes go through additional challenges while balancing the academic part of being college athletes (Ridpath, Rudd, & Stokowski, 2020).

Minimal research has been dedicated to exploring actual leadership constructs within the student-athlete population. This study is the first study that explored leadership constructs from the quantitative lens and focusing on both domestic and international student-athletes. The literature on international student-athletes mainly focuses on the motivation arriving to the United States of America (Love & Kim, 2011) and their transitional experiences (Popp, Pierce, & Hums, 2011; Jolly, Stokowski, Paule-Koba, Arthur-Banning, & Fridley, 2022). However, limited literature focuses on the preparation of international student-athlete for life beyond their sport.

The aim of this work is to evaluate the effectiveness of a training programme for developing employability skills, including digital competency and soft skills (problem-solving, teamwork, adaptability, leadership, decision-making and creativity), in professional-training programmes.

It presents a case study where students from a professional training centre were evaluated twice, before and after doing the programme. The results from both were compared to determine whether there have been improvements. We also analysed whether there were differences by gender in the pretest and the posttest.

We observed that most of the students improved in both digital competency and in soft skills after completing the programme. In the case of digital competency, greater improvement was apparent in the areas of collaboration and communication and in digital content creation. Similar results were found for all competencies in the case of soft skills.

This learning programme had a positive impact on the competency development of professional-training students. Continuous training and advice for teachers and personalized monitoring during the implementation of this programme resulted in an apparent improvement in students’ employability skills.

This article aims to develop a measurement scale for assessing agripreneurial competencies relevant to emerging economies in alignment with the SDG2 of the UN Sustainable Development Goals 2030.

The scale development procedure includes item development and refinement, data collection, reliability and validity tests and scale purification with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).

The validated scale carries eight dimensions of competencies: Agreeableness (AG), Technological Competency (TC), Competitive Spirit (CS), Innovativeness (IN), Self-Confidence (SC), Social Responsibility (SR), Conscientiousness (CO) and Leadership (LS). The analysis puts forth a good and fit model, and the new scale reports sufficient convergent and discriminant validity.

This study is focused on the agripreneurial competencies of individual agripreneurs; institutional agripreneurs are excluded from the study.

Identifying prominent agripreneurs using the scale developed from this study will aid in allocating various government and non-governmental organisations' assistance to agripreneurs. Since developing economies rely heavily on agriculture, any positive contribution can help alleviate poor economic growth, end hunger, and promote sustainable agriculture (SDG 2 of 2030).

Though several scales for measuring entrepreneurial competencies are available, there is no standard scale to measure agripreneurial competencies. This article presents the development and validation of a measurement scale to assess the major competencies of agripreneurs that influence agripreneurship performance.

The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.

An exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented.

This study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role.

This study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings.

This study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing.

Business/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.

In view of the increasing exploration and scattered literature on digital leadership, this study aims to clarify the concept, characteristics and structure of digital leadership, identify its focus research themes and further determine future research directions in this field.

A systematic literature review is adopted in this study using 53 academic documents published in peer-reviewed journals and conference proceedings, which comprehensively combs and analyzes the research achievements.

The key characteristics of digital leadership are vision motivation, digital empowerment, innovation and entrepreneurship, cross-boundary collaboration and dynamic adaptation. Digital strategic thinking, digital insight, digital change and digital talent development are the core dimensions of digital leadership. Besides, there are three main research topics: the application of digital leadership in certain contexts including school education, government governance and business management; the development of digital leadership scale within diverse contexts; and the effectiveness of digital leadership at the organizational, team and individual levels. Digital leadership has a positive role in organizational change and innovation, team effectiveness, and employee creativity and innovation behavior.

This study helps to clarify the connotation of digital leadership and its research progress, status and gaps, which contributes to the thorough knowledge system in the digital leadership area and the promising avenues for future research.

The development of project managers and leadership has been highlighted as crucial for improving project success and performance, resulting in a rise of interest in project leadership research over the last two decades. While several qualitative reviews have been conducted, there have been limited quantitative and systematic reviews on project leadership. This study fills this gap by portraying the knowledge landscape and tracking the evolution of project leadership research from 1998 to 2022 through bibliometric approaches.

Based on 816 records, including 793 articles extracted and selected from the Web of Science database and specific journals, and 23 articles selected from three non-SCI/SSCI indexed journals, the authors used CiteSpace and bibliometrix R-package to depict visualizations of the trajectory of co-cited references, the landscape of co-occurred keywords and emerging trends in project leadership via reference co-citation analysis, keyword co-occurrence analysis and thematic mapping.

The bibliometric analyses enabled the authors to understand the conceptual aspects of project leadership and its theoretical background. Three stages of the intellectual bases were identified and tracked: the infancy phase (1998–2007), the growth phase (2008–2014) and the new development phase (2015–2022). The results of keyword co-occurrence analysis indicated that the research focus evolved from investigating traits and competences to examining the effects of traditional leadership behaviors, and then considering context-specific leadership. The findings of thematic mapping and theoretical interpretation illustrate the potential directions of the competence comparison, new and appropriate leadership, and the interaction between leadership and context.

This study advanced the field by providing a systematic review of project leadership, developing potential future directions for project leadership research and providing practical implications for career development and training.