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This conceptual article provides a basis for designing leader development programs that assess and train leaders to recognize demands for communication and how their personality affects the ways they transmit information, influence others and form positive relationships.

Adult attachment theory, Big Five personality dimensions (extraversion, conscientiousness, agreeableness, openness to experience and neuroticism) and pro-social and social sensitivity personality traits are proposed to shape the extent to which leaders enact relational, transmission and manipulative models of communication. These personality dimensions and communication models are the basis for assessment and training leaders to use in-person and various electronic media in ways that promote listeners’ attention, understanding and psychological safety.

Secure attachment leaders who are extraverted, prosocial and socially sensitive are proposed to use high touch media to communicate in ways that establish positive relationships. Avoidant and anxious attachment leaders use low-touch media that are manipulative or mitigate accountability.

The behaviors associated with transmitting information, influencing others and forming relationships can be a basis for assessing leaders’ attachment styles. Leaders can learn to diagnose situations to determine the best mixes of communication models to meet the demands of the situation.

Leaders who are promoted to higher levels of responsibility need to learn how to communicate with multiple stakeholders often during times of challenge and stress. How they communicate is likely to be a function of their comfort with interpersonal relationships, which in turn affects their use of personal and impersonal media.

This paper aims to investigate the relationships between key mediators, namely, Muslim-friendly context and the intention of tourists to revisit edu-tourism destinations in Terengganu.

The study engages tourists and visitors who have explored seven distinct edu-tourism destinations, with a total sample size of 384 participants. Data analysis is conducted using the Statistical Package for the Social Sciences and Analysis of Moment Structures for structural equation modeling.

Findings indicate that Muslim-friendly does not mediate the relationship between tourism operators, events and investment concerning tourists revisiting Terengganu. However, it plays a significant mediating role between local communities, educational institutions and tourism organizations.

Despite valuable insights, limitations arose due to a lack of Terengganu-specific literature on Muslim-friendliness in edu-tourism, leading to reliance on studies about Sharia-compliant hotels, the broader tourism industry and Islamic tourism.

The thriving halal tourism industry’s growth has heightened awareness of Muslim-friendly destinations, like Terengganu. The state actively promotes diverse halal services for Muslim travelers, encouraging operators to prioritize Sharia-compliant facilities. Strategic marketing and government support for Sharia-compliant edu-tourism investments aim at fostering economic growth and ensuring sustainability.

Social implications stress the need for inclusivity and cultural sensitivity in Terengganu’s tourism. Prioritizing Muslim-friendly services not only boosts economic growth but also fosters an inclusive and welcoming environment for diverse travelers. Government support for Sharia-compliant edu-tourism investments aligns development with cultural and religious values, promoting a harmonious and inclusive society.

This research explores Terengganu’s innovative edu-tourism approach, prioritizing Muslim-friendly services for diverse travelers. By emphasizing Sharia-compliant facilities and investments, the region aims to foster economic growth and create an inclusive cultural environment.

Studies have shown that higher education institutions (HEIs) need to achieve deep organizational learning to develop and implement long-term strategies for responding to the climate crisis. This study aims to analyze the sustainability efforts of HEIs, in particular those who use the sustainability tracking, assessment and rating system (STARS), to ascertain what type of organizational learning is being achieved.

This paper does this by analyzing perceptions of learning amongst this group of HEIs. More specifically, it analyzes survey data regarding perceptions of types and system levels of organizational learning achieved by 116 HEIs in the USA that currently use or have used STARS in the past. The approach also aims to develop a macro view of the relationships between practicing campus sustainability, using sustainability reporting tools and learning as an organization.

An examination of the practice of campus sustainability and its relationship to organizational learning reveals that the use of sustainability reporting promotes broad learning, but deep learning at the level of the organization is seldom achieved.

Given the success of using sustainability reporting tools to diffuse knowledge and foster broad learning, this paper argues that such tools should incorporate more metrics relative to soft organizational characteristics of HEIs to shift organizational cultures and foster deeper organizational learning.

This work constitutes one of the few studies analyzing empirical data on campus sustainability, sustainability reporting and organizational learning for a large number of HEIs.