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The purpose of the study was to construct a Leadership Mindset Scale (LMS) and to assess its reliability and construct validity. Participants were 100 employees in a variety of leadership and non-leadership positions at various organizations in three states. An item and factor analysis on the 13 LMS items led to a scale with 11 items (Cronbach α = .80). A Principal Axis Factor analysis with Promax rotation suggested three factors: Leadership Mindset Teachability (LMS-T), a belief in leadership teachability; Leadership Mindset Improvability (LMS-I), a belief in leadership improvability over time; and Leadership Mindset Predictability (LMS-P), a belief that leadership cannot be predicted at an early age. Convergent validity of LMS-Total and Teachability was evidenced by significant correlations with the implicit theories of intelligence and anxiety scales, and developmental leadership and transactional leadership scales. Divergent validity was evidenced by a non-significant correlation with social desirability. The results suggest that the LMS measures a construct different from those of other leadership scales used in the study. The LMS can be helpful in leadership training programs to promote a growth mindset about the trainability of leadership skills.

This study aims to empirically examine the relationship between the leader characteristic of humility and the informal learning of team members. It also evaluates the role of leader authenticity in mediating that relationship.

Data were collected on 518 salespeople reporting to 66 managers in a time-lagged study of a financial services firm. Generalized structural equation modeling was used to analyze the data and test a multi-hierarchical mediation model.

Leader humility has a significant positive direct and indirect effect on individual informal learning in team contexts, and leader authenticity partially mediates this relationship.

This study advances research on how leaders can help transform learning from a risky endeavor to a daily practice. It shows the impact of the leadership characteristic of humility and explains how humble behaviors provide a model for individual learning in team contexts. It also reveals that leader authenticity is a key mechanism through which leader humility comes to influence employees’ informal learning within work teams.

This study provides empirical support for the importance of leader humility in engendering the trust required for employees to engage in everyday workplace learning. It integrates social information processing theory with social learning theory to show that humble leaders provide critical information about the value, cost and methods of individual informal learning in team contexts. Leader humility increases employees’ beliefs that they can and do learn from working in teams because employees perceive the humble leader’s behaviors as representing the leader’s true intentions.

The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades.

The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study.

The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning.

The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.

The purpose of this study was to investigate the relationship between job crafting and work engagement and the potential mediating effect of organizational happiness on this relationship.

A sample of 256 full-time employees from various industries such as automobiles, retail, real estate, petrochemicals, investment, industrial and education, working at top 50 Forbes Middle East companies in UAE, were surveyed to gather data on job crafting, organizational happiness and work engagement. The study used an empirical research design, with data collected through surveys.

The results of this study, obtained through a two-step structural equation modelling approach, indicate that job crafting has a positive and direct influence on both organizational happiness and work engagement. The findings also suggest that the relationship between job crafting and work engagement is partially mediated by organizational happiness.

The findings emphasize the need for human resources (HR) professionals to develop programmes and training workshops focused on cultivating these concepts, particularly as remote and blended working arrangements become more prevalent. In addition, the study highlights the global impact of employee disengagement on financial losses and stresses the importance of revising HR policies in the UAE to mitigate potential risks. Lastly, the study suggests that enhancing happiness and reducing disengagement can be achieved through training managers and employees in task structuring techniques, emphasizing the teachability of job crafting skills through interventions that align tasks with employees’ interests.

To the best of the author's knowledge, this is the first study to theoretically explore and empirically test a proposed model on the relationships between job crafting, organizational happiness and work engagement in the context of the UAE.

The purpose of this paper is to examine the relationship between humble leadership and employee innovation behavior and to investigate the mediating effects of core self-evaluation (CSE) and the moderating effects of leader political skill in this relationship.

Questionnaire data from a sample of 169 employee-leader dyads from technology enterprises in China were employed in this research.

The results show that humble leadership positively affects employee innovation behavior; moreover, employee CSE and leader political skills play partial mediating and moderating roles, respectively, in the relationship between humble leadership and employee innovation behavior.

This study considered only the positive role of humble leadership and not its negative effects in extreme cases, such as the perceived weakness and inferiority of a humble leader, which may inhibit leadership effectiveness. Future research may examine the excessive and/or negative effects of humble leadership in an organization.

The findings of this study suggest that leaders should maintain humility, develop certain political skills, and enhance employee CSE to stimulate employee innovation behavior.

Although humility has been understood as the core trait of servant leadership, level-five leadership and participative leadership, humble leadership as a new type of independent leadership style has yet to be thoroughly investigated. In particular, there is limited empirical research examining the link between humble leadership and employee innovation behavior.

The purpose of this paper is to shed light on psychological empowerment in a leadership development context by addressing two questions. First, what is the role of leadership experience and education value in the psychological empowerment of leadership development? Second, are there significant differences in leadership development implications depending on the extent of psychological empowerment?

These research questions are addressed in an empirical study of n=256 individuals taking part in a leadership development course. The first question was analyzed with regression analysis and the second question was analyzed with analysis of variance and covariance after the individuals were categorized based on their psychological empowerment of leadership development.

As hypothesized, leadership experience and leadership education value are significantly, positively related to the psychological empowerment of leadership development. Additionally, a higher psychological empowerment score did result in better leadership development implications. Conclusions for psychological empowerment and leadership development research are discussed.

There is limited research on psychological empowerment and leadership development. This study contributes to the literature by immersing psychological empowerment in a leadership development context and empirically testing theory driven hypotheses based on transformational learning theory and expectancy value theory.

The objective of this editorial is to focus the author’s attention on the nature of pedagogical content knowledge (PCK) and its development through Lesson Study.

Discussion in the editorial draws on papers in this issue, synthesized through the lens of PCK and supported by evidence from relevant literature.

Teachers' engagement in lesson and learning study action research has the potential to develop their PCK in two ways: they gain insights into the ways their students experience objects of learning with reference to their own content knowledge, and they gain insights into the ways students should become able to experience objects of learning in more powerful ways identified by the teachers. The papers in the current issue elaborate on the contextual development of PCK from multiple perspectives: STEM teaching, cross-cultural lesson study, inclusive education and cultural competence through bansho.

The studies presented in this issue allow the readers to see PCK through different lenses.

Examines the role played by business school academics in promoting management ideas through their teaching. Defines the concept of a popular management idea, and explains how the author identified bureaucracy, classical management, scientific management, human relations, neo‐human relations and guru theory, to be the most popular management idea families of the twentieth century. Reviews the existing literature on factors which may influence academics to select certain management ideas for presentation rather than others. Offers hypotheses based on the author′s own experiences as a business academic. Reports the findings of a small postal survey which explored academics′ reasons for choosing the topics to teach and compares the findings with the hypotheses presented earlier. Concludes by discussing the implications of this and further research, and considers the extent to which business academics now tend to follow management practice, rather than lead it. Finally, makes recommendations for future research in this field and suggests appropriate research methods to be used.

Drawing on social information processing theory (SIP), this paper examines whether and how humble leadership affects employees' service improvisation (ESI) in the hospitality industry. Further, the study investigates the mediating role of psychological safety and the moderating role of creative self-efficacy (CSE).

To test the proposed relationships, the study adopts a cross-sectional design, administering questionnaires to 456 frontline staff in Egypt’s hospitality industry across three main sectors: restaurants, hotels and travel agencies. SPSS 27 and AMOS 22 were used for statistical analysis.

The study reveals a positive relationship between humble leadership and ESI, partially mediated by psychological safety. Furthermore, CSE not only strengthens the relationship between psychological safety and ESI but also enhances the indirect effect of humble leadership on ESI via psychological safety.

The study offers valuable insights for practitioners in the hospitality industry. To boost ESI, organizations can incorporate humble leadership attributes into their leadership development programs. Fostering a psychologically safe workplace would facilitate the positive impact of humble leadership on ESI. Recognizing CSE as a pivotal moderator underscores the importance of strategically selecting and developing employees with high CSE. These insights aim to cultivate a more service-oriented and effective workforce in the hospitality industry.

This study significantly contributes to leadership research in the hospitality industry by uncovering a previously unexplored link between humble leadership and ESI. Exploring psychological safety as a mediator and CSE as a moderator enhances our comprehension of how and when humble leadership influences ESI.