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The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the context of a student environment. The results of two confirmatory factory analyses of two independent samples of data from students across the United States provide support for a 19-factor model of EIL and the construct validity of the EILS:I 2.0. These results provide leadership educators evidence that use of the EILS:I 2.0 will result in the measurement of 19 capacities of EIL in students. Implications of these findings for leadership educators and directions for future research are discussed.

Emotionally intelligent leadership (EIL) theory combines relevant models, theories, and research in the areas of emotional intelligence (EI) and leadership. With an intentional focus on context, self and others, emotionally intelligent leaders facilitate the attainment of desired outcomes. The 21 capacities described by the theory equip individuals with the knowledge, skills, abilities, and other characteristics to achieve desired results. The purpose of this article is to propose an integrative, process-oriented EIL theory to provide a framework for conceptualizing and integrating future research and practice. The authors review and organize research and theory in emotional intelligence and leadership within the context of higher education, introduce the EIL model, and provide suggestions for future research. The article concludes with practical implications for leadership development in the context of higher education.

The purpose of this paper is to explore how educators can benefit from data on teaching methods or sources of learning used for the leader development of undergraduate students. To advance the field, the authors contend that programs for leader development need to clearly identify what area of development is being improved (e.g. conceptual understanding, personal growth, skill building, feedback), intentionally build connections toward those objectives for development, and incorporate experience within the structure of undergraduate education to facilitate better outcomes.

Ratings on the teaching methods used by participants with experience facilitating leader development activities for undergraduate students were solicited in an online survey. Each participant (n=66) responded to questions about 25 sources of learning for leader development. Questions asked the degree to which each source of learning provided the learning outcomes of conceptual understanding, feedback, skill building, and/or personal growth to undergraduate students.

Participants perceived small group discussion, and film/television clips to promote conceptual understanding, while internships and 360-degree feedback did so to a lesser degree. Sources of learning perceived to facilitate skill building were group projects, and giving presentations. Conversely, completing case studies and listening to lectures were rated as unlikely to foster personal growth.

The results can help educators make a more informed decision about the adoption of teaching methods for leader development. Hopefully, this practice will create standardization in undergraduate leader development that researchers have asked for and serve as a platform for recommending timetables and sources of learning that better define the what and how of leader development. Likewise, these findings benefit industry, because strong parallels to both the content and techniques used in industry and by universities exist.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Participants in a study on how educators can benefit from data on teaching methods or sources of learning used for the leader development of undergraduate students, perceived small group discussion, and film/television clips to promote conceptual understanding, while internships and 360-degree feedback did so to a lesser degree. Sources of learning perceived to facilitate skill building were group projects and giving presentations. Conversely, completing case studies and listening to lectures were rated as unlikely to foster personal growth.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This paper aims to outline a map of all the research that exists on mobile technology and tourism archived in the two main databases worldwide (Web of Science and Scopus). Accordingly, with the identification of all the scientific articles that deal with both mobile technology and tourism, the authors seek to ascertain the evolution of mobile technology in the tourism sector through the years, countries, universities and authors and determine the various collaborations brought about between authors, universities, institutions and/or companies in various research projects. Finally, it also allows the authors to distinguish the main topics under study within the scope of ‘mobile tourism’.

A mixed methodology has been carried out. The search focused on the principal databases of bibliographic references and citations of periodical publications, such as articles from scientific journals, books and other types of printed material. Once the results were obtained in the respective databases, it was necessary to be able to work with them. In this respect, the authors had to extract the relevant data and dump it in a bibliographic reference manager, for which they chose Mendeley. After this, the tabulation of data was performed in Excel and tables and graphs were created from all the data collected.

The main results obtained and analyzed are the number of articles per year, countries and universities. In the same way, it is interesting to highlight the number of countries and universities that participate in each article under study. On the other hand, an analysis has been carried out regarding the number of articles per author, as well as the topics dealt with in the different articles.

This analysis reveals the role that has been played by mobile phones in tourism since the first scientific article was recorded in 2002. In this regard, in recent years there has been a significant increase in the number of articles, finally resulting in moderate figures in relation to countries (40) and universities (233) that have formed part of the subject matter under study. In contrast to other areas of research in tourism, the relevance of this subject is therefore evident, as is the need for greater background knowledge to establish research models adapted to the new reality of tourism in a world of ever-increasing mobility.

Due to technology advancement or transparency in system, there is a constant inflow and outflow of technology in the business for transparency and efficiency. To seize a competitive advantage, companies have emerged new technological solutions to respond to the change in the organization environment. There is a surge in the requirement of learning opportunities and effective training programs in the organization. The current study has been an effort to understand the potential of blockchain technology that can create better training evaluation.

The electronic-Delphi (e-Delphi) method has been conducted by recording the final consensus and to find a balance for implementation of blockchain technology and measuring training effectiveness. The current research is one of its new types where blockchain-enabled training effectiveness measurement (BETEM) model has been formulated using a qualitative approach.

The study has considered human resource (HR) professionals as the experts and based on their responses, the formulation of theoretical network model has been structured using e-Delphi–BETEM (e-DLH–BETEM) approach. By critically examining the experts’ responses and comments, the study formulated the four major themes and 11 subthemes for the smooth functioning of the BETEM for an organization.

The research aims to aid innovations in BETEMs model for training evaluation. The model will contribute incrementally toward the complete transformation of the training development programs of employees. The goal of BETEMs is to ensure that organizations, specifically HR personals can prepare themselves to have competitive advantage by using blockchain technology.

The application of blockchain technology in measuring the training effectiveness is an addition to existing literature as majority of existing studies have studied the use of technology for measuring training effectiveness.