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This study aims to investigate an under-researched area, an international marketing perspective, based on international dynamic capability, environmental sustainability and organizational marketing performance in gamification and non-gamification-based organizational culture (OC). This paper deepens the understanding of gamification-based and non-gamification-based OC influence on innovation capability and environmental and organizational marketing performance through the theory of organizational creativity and the theory of administrative behavior (AB).

The authors collect data from firms that abide by the ISO 14091 certifications to ensure the proper quality standards. Primary data from 384 firms are used to test the hypotheses. The results would help firms invest in technological solutions by practicing creativity over time. Additionally, the study helps explore how AB is critical in steering technological creativity for making firms climate-conscious.

The study's findings identified that OC has a positive influence on technological innovation capabilities and environmental innovation capabilities. Technological innovation capabilities have a beneficial impact on environmental sustainability. Environmental sustainability appears to have a substantial correlation with technological innovation skills. Environmental innovation capabilities positively impact environmental sustainability and organizational marketing performance. A moderating effect of gamification on the international dynamic capabilities within a relationship between organizational culture and environmental innovation capabilities exists.

The investigation is confined to understanding how gamification-based and non-gamification-based organizational marketing culture affects innovation capability, environmental sustainability and organizational performance through the lens of theory of organizational creativity and theory of AB.

An indication is given of recent developments of management training provision in relation to schools and further and higher education in England and Wales. As Local Education Authorities and providing institutions seek to grasp the new opportunities implicit in changed financial arrangements for in‐service training, four issues are identified as being in contention: 1. the relative merits of long award‐bearing courses and more flexible, but less expensive, short courses; 2. the most appropriate target group; 3. the relevance or otherwise of industrial management models; and 4. the evergreen issue of orientation to practice. The discussion is focussed on the situation in England and Wales; the issues may be perceived to be of wider significance.

This issue is a selected bibliography covering the subject of leadership.

This chapter focuses on researchers as knowledge workers in higher education in England as an illustration of what Katznelson (2003, p. 189) identifies as the ‘professional scholar’ undertaking intellectual work as a public intellectual. I begin by examining the challenges to intellectual work and its location in a university, particular from the media and the popularity of what Bourdieu calls Le Fast Talkers ¹ – those who talk a lot but have nothing much to say. After drawing out the tensions within knowledge production, I then locate the analysis of what it means to do research in a period of education policymaking in England between 1997 and 2010, when New Labour called on researchers to produce evidence to support radical reforms. In particular, I argue that school effectiveness and school improvement (SESI) knowledge workers in Schools of Education in higher education in England are an interesting case for investigating the public intellectual positioning as ‘detached attachment’ (Melzner, 2003, p. 4), particularly through their attachment to New Labour governments and the subsequent detachment following a change of government in May 2010.

This paper aims to provide a framework for the development and implementation of educational administration programs that encourage practitioners and educational administration faculty to push application and preparation beyond reproducing tendencies of the status quo as well as to open education to the potential of embracing silenced or marginalized learners.

Two programs developed and implemented by the Department of Educational Management and Development (EMD) at New Mexico State University are described and discussed. The programs are reviewed to show the gradual but significant transformation to a social justice content beginning with the more traditionally‐aligned program in educational administration, the Community College Leadership Doctoral Program (CCLDP), and concluding with a detailed description of the Educational Leadership Doctoral Program (ELDP), a leadership program that unites traditional educational administration curriculum with social justice inquiries of power and privilege.

The detailed information attempts to teach practitioners and educational administrators how to gain entry into institutional power structures so communication, collaboration, and reform can occur.

The paper provides the tools to survive in existing systems and the awareness to see inequalities. The capability of creating change in educational environments expecting a business‐as‐usual‐paradigm is also discussed.

This article traces the impact of educational policy on the role of primary head teachers in Britain spanning the end of the New Right and the start of the New Left policy implementation processes. It is based on the reported perceptions of a sample of primary school head teachers who have been in post over the entire seven year period. It is argued that the conceptual framework derived from the early work on headship in the UK is still appropriate to an analysis of the role of the primary school head as both leading professional and chief executive but that the emphasis has shifted from one in which heads are selected from aspects of their role to one in which heads are now required to extend their involvement in school management across the main aspects of both parts of their role.

The management and leadership of education provide formidable challenges and new opportunities due to the constant changes taking place all over the world. There are several factors giving rise to this change, such as the relationship between education and the world of employment, and the ever‐expanding growth of knowledge and education technology. It is therefore not surprising that attention is currently being given internationally to the problems of educational administration. This article examines administration as a process, and the role of the educational administrator as a leader.

There is evidence of growing tensions in the increasingly privatised system of in‐service education and training (INSET) within England and Wales, especially between school‐managed institutional development, group development needs, and the need for individual professional development. These tensions highlight the need for an effective ‘professional development culture’ with the kind of leadership which supports both pupil and staff learning. INSET privatisation and increasing local accountability also raises questions about why and how some schools are better at creating appropriate development cultures. The article explores school leadership in the newly privatised and marketised professional development environment; it considers a model which helps to identify key elements in a “professional development culture” and helps schools review “where we’re at”; it examines the emerging role of the professional development co‐ordinator as a “delegated leader” and suggests a possible model for exploring the differing nature of the relationship between CPD leadership and staff commitment.