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In conducting a multi-disciplinary, multi-degree study of all 83 higher education accrediting organizations in the United States and the 605 academic programs associated with them, our goal was to uncover patterns in the presence of leadership and general workforce competencies identified within the stated learning outcomes employed by these accrediting organizations. Our findings suggest strong variability across categories of leadership competence related to workforce competencies, where skills related to reasoning and communication were emphasized much more heavily than others such as intrapersonal development. These findings emerged across all postsecondary degree levels, from pre-baccalaureate to graduate programs, raising important questions for the leadership development of post-secondary students. Keywords: outcomes assessment, student leadership, professional development, leadership education, workforce development, competencies.

While colleges and universities often make the case that preparing students for future career success is critical, studies that examine the empirical support for the assertion curiously lag behind the advanced rhetoric. This paper will showcase research findings based on an analysis of 36,327 learning outcomes addressed within all 83 higher education accrediting organizations in the United States, representing 605 distinct postsecondary academic programs. Our goal was to uncover any patterns of emphasis in particular workforce and leadership competencies embedded within those learning outcomes and examine the extent to which those competencies are represented similarly across postsecondary degree levels.

Even with the recognized impact organizational leaders have on the outcome of digital transformation (DT), a comprehensive scholarly understanding of the competencies that leaders must possess to lead a DT to success is lacking.

To derive and list the competencies considered by experts as necessary for managing DT, the authors recruited 18 international senior managers with relevant experience and applied the Delphi method to survey the managers. Upon the completion of three survey rounds and the authors modifying the response list until consensus was reached, 39 items were shortlisted as constituting key competencies for managing DT. Furthermore, the authors engaged in inductive theorizing to derive propositional statements using these findings.

The practitioners agreed on visionary thinking, agility, understanding the value of data, data-driven decision-making, knowledge of strategy and accepting change as the most important requirements for managing DT. Through inductive theorizing, the authors further derived that the seven discovered clusters fell into two broader competencies – behavioral and strategic – and that each behavioral competency would have varying importance depending on the country and industry that the organization operates in.

As is typical for Delphi studies that involve multiple survey rounds, the study participant response rate was moderate. The implications of this study, in finding that a variety of leadership competencies are needed to ensure successful DT, validate prior research that people, not technology, drive DT.

This study helps mitigate assumptions that successful DT processes are only possible by hiring technological experts, as doing so highlights the importance of behavioral leadership competencies.

The study is one of the first to interlink digital leadership with DT by inductively theorizing behavioral and strategic competencies. The authors also establish that contexts are vital in determining which aspects of leadership competencies are deemed most important in driving DT.

The present study investigates the predicting role of institutional leadership competencies (namely, achieving goals and outcomes, leadership and leading change, and integrity and justice) in influencing job performance. It also seeks to examine whether proactive personality moderates the purported relationship.

Data were collected from 103 institutional leaders in various higher education institutions in Malaysia. Partial least squares structural equation modeling (PLS-SEM) technique via Smart PLS 2.0 was used to analyze the data and test the hypotheses.

The findings indicate that competencies of leadership and leading change and integrity and justice significantly and positively influenced job performance. Proactive personality was found to significantly moderate the relationship between leadership and leading change dimension and job performance.

This study contributes to the literature by assessing leadership competencies as the predictors of job performance. The moderating role of proactive personality is also substantiated in the leadership and leading change dimension and job performance linkage.

The significant and positive impact of leadership and leading change as well as integrity and justice on job performance suggests the importance of these leadership competencies in promoting high level of job performance among institutional leaders. Furthermore, in ensuring high job performance among institutional leaders, proactive personality is a crucial attribute that is worth to be given attention by higher education institution (HEI) administrators.

This study aims to provide additional empirical evidence in the leadership competencies domain. The research framework of this study managed to substantiate empirical evidence in partial support on the importance of leadership competencies and proactive personality in predicting job performance.

Effective leaders have emerged as the cornerstone of project success. The major purpose of this paper is to propose a framework to categorize and prioritize leadership competencies for project managers in megaprojects.

In the first stage, this study utilizes PMBOK 6th Edition, IPMA ICB 4.0 frameworks to develop a hierarchy-based four clusters of leadership competencies. In the second stage, a Fuzzy-AHP (Analytic Hierarchy Process) approach was employed to prioritize the leadership competencies for an organization dealing in megaprojects. Finally, using ordinal priority approach (OPA), the results of Fuzzy-AHP method are validated.

Based on PMBOK, IPMA and literature, the proposed framework deduced twenty-four leadership competencies and grouped them in four clusters. The Fuzzy-AHP results indicate that among clusters, people competencies cluster is ranked most important, followed by perspective, practice, and innovation competencies. Considering the sub-categories and global weights, culture/values, governance, interpersonal skills, and development and growth emerged as the most important leadership competencies. The results from OPA corroborate the findings of Fuzzy-AHP method.

Megaprojects are characterized by massive investments and extensive economic and social impact. The proposed framework would be an important aid for policymakers to develop suitable strategies and programs to inculcate leadership competencies that would lead to successful project managers and improved project performance.

The need for this research stems from the need to integrate popular project management frameworks in leadership competencies development in project based organizations. The proposed integrated framework, based on PMBOK 6th Edition and IPMA ICB 4.0 competency frameworks, is an original contribution to understand and prioritize leadership competencies for megaproject success.

From the competency point of view, this article aims to review and discuss existing global leadership and other related literature, and to combine findings and suggestions provided in previous literature in a more integrative framework of global leadership competencies.

The paper reviews and discusses the terminology used in the international global leadership literature. This is followed by a review of the main outcomes of previous research. Finally an attempt is made to combine these outcomes into a more integrative framework of global leadership competencies, offering suggestions for further research.

This paper provides information about previous research, integrating earlier findings into a more comprehensive framework of global competencies. It also discusses deficiencies in use of terminology and research methods used in earlier studies giving suggestions for further research.

The references used for this review are not an exhaustive list and majority of them are drawn from American journals publishing within the topic area. Relevant sources of information may also exist in other domains of scientific inquiry.

The framework provided in this paper incorporates main findings of previous research and, as such, it may serve as a starting point for practitioners in planning of different selection, training, and career development activities, and for academics in starting their research.

This paper fulfils an identified information/resource need.

As the world of healthcare changes rapidly, healthcare leaders and managers must hone their leadership competencies in order to remain effective in their organizations. With changes such as the Affordable Care Act, increasing medical school costs, decreased graduation rates, and increased needs for care, how are current and future healthcare leaders adapting? In light of the large-scale changes in the healthcare field in recent years, the purpose of this study was to investigate which National Center for Healthcare Leadership (NCHL) competencies were referenced by exemplary healthcare leaders as most important for success in today’s changing healthcare environment. Interviews were conducted with 26 mid- and upper-level healthcare leaders identified by the C-level executives in their organizations as exemplary performers. Change leadership, self-development, talent development, and team leadership were the top four NCHL competencies most frequently referenced, with thematic analysis revealing additional underlying themes in the exemplary leaders’ dialogue.

The purpose of this paper is to review the existing literature on determinants that influence organizational performance and to develop a framework that could be beneficial for leaders.

This paper uses a systematic review of articles on the factors that influence organizational performance. The purpose of this systematic review is to collect and summarize all empirical evidence from literature that fits the context of this study.

The findings of the study have been weaved together in a proposed framework for the role of cognitive, emotional, and social competencies on leadership competencies that in turn influence both employee and organizational performance.

This paper is a literature review, a framework on the determinants of organizational performance has been proposed but has not yet been tested empirically.

Leaders can leverage the results of this study to enhance their leadership competencies for the purpose of improving the performance on both individual employee and organizational levels.

There are few research-based studies on the determinants of organizational performance. This paper has identified key variables that play a significant role in helping organizations perform effectively.