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Infrastructure projects are pivotal for regional economic development, but also face low project effectiveness. Leadership is always regarded as a key enabler for project team effectiveness, including vertical leadership and team-level leadership. The purpose of this paper is to examine how vertical leadership facilitates shared leadership in infrastructure project teams.

This paper develops the conceptual model based on the literature review. Then the questionnaire survey was conducted. The empirical data obtained from 117 infrastructure project teams in China were analyzed by partial least squares structural equation modeling (PLS-SEM) for validating the proposed model. Finally, the results were comparatively discussed to explain the dual-pathway between vertical leadership and shared leadership. And the practical implications were presented for the project managers in infrastructure project teams.

Drawing on social learning theory and social cognitive theory, the results show that both participative leadership and task-oriented leadership can facilitate shared leadership. Further, team atmosphere fully mediates the link between participative leadership and shared leadership. Team efficacy fully mediates the relation between task-oriented leadership and shared leadership. Also, role clarity has a negative moderating effect on the former path.

The study extends the knowledge of leadership theory in the construction field. Based on the proposed conceptual model and PLS-SEM results, this study unveils the black box between vertical leadership and shared leadership and contributes to the theory of leadership on how the impact of different vertical leadership on team process promotes shared leadership.

This study aims to advance the understanding of humble leadership (HL) in health care.

This study presents a scoping review to explore and synthesize the existing knowledge in the literature. The search process encompassed three main online databases, PubMed, Scopus and Web of Science. Due to the novelty of the topic of HL in health care and the lack of research in this area, all articles published until the end of February 2023 were considered in this study.

A total of 18 studies were included. The results showed that in the period of 2019–2023 more attention was paid to HL in health care than in previous years. The research design used in these articles included quantitative (n = 13) and qualitative (n = 5) methods and the statistical population included nurses, hospital employees and health-care department managers. Based on the results obtained, the definition of HL can be divided into two general approaches, including self-evaluation and the way one treats others. In addition, humble leaders in the health-care sector should exhibit certain behavioral characteristics and finally, the results indicated that HL has several positive consequences; however, little attention has been paid to the factors influencing HL in health care.

This research will help practitioners gain a deeper understanding of the various applications of HL in health care.

To the best of the authors’ knowledge, no comprehensive research review has yet been conducted on the application of HL in health care.

Teams across a wide range of contexts must look beyond task performance to consider the affective, cognitive and behavioral health of their members. Despite much interest in team health in practice, consideration of team health has remained scant from a research perspective. The purpose of this paper is to address these issues by advancing a definition and model of team health.

The authors review relevant literature on team stress, processes and emergent states to propose a definition and model of team health.

The authors advance a definition of team health, or the holistic, dynamic compilation of states that emerge and interact as a team resource to buffer stress. Further, the authors argue that team health improves outcomes at both the individual and team level by improving team members’ well-being and enhancing team effectiveness, respectively. In addition, the authors propose a framework integrating the job demands-resources model with the input-mediator-output-input model of teamwork to illustrate the behavioral drivers that promote team health, which buffers teams stress to maintain members’ well-being and team effectiveness.

This work answers calls from multidisciplinary industries for work that considers team health, providing implications for future research in this area.

We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance. Distance relationships, the setting for this study, epitomize the norms of the New World of Work (NWoW), but also provide particular challenges for building trust and recognizing similarities between client and coach.

This study investigates distance coaching relationships in matched-pairs, longitudinal investigation of formal executive coaching.

Results support the proposed moderated mediation path. Findings reveal that both coaches’ perceptions of client readiness for coaching and client trust in coach each predict both client personal skill development and performance improvement.

While important toward gaining a better understanding of the relational functioning of distance coaching relationships, inclusion of only distance relationships may truncate the generalizability of our findings.

The study’s findings have practical implications for organizations that invest in executive coaching with regard to the importance of evaluating the candidates' readiness for coaching before the assignment, trust-building throughout distance coaching relationships and perceptions of similarity on client coaching outcomes.

Distance relationships, the setting for this study, provide particular challenges for building trust and recognizing similarities between client and coach and the current investigation points to the relevance of these relational mechanisms to client outcomes. In so doing, this study explores how perceptions of deep-level similarity between a coach and client may serve as moderators of these relationships.

The COVID-19 pandemic was an eye-opening experience that put to the test our crisis management competencies across many institutions, including those offered by institutions of higher education. This study aims to review the literature on international business (IB) risks and IB education (IBE) to question whether business graduates are equipped to make decisions in today’s volatile, uncertain, complex and ambiguous (VUCA) marketplace.

While the IB literature has discussed the importance of various sources of risks on global business operations, IBE did not effectively adopt an integrative approach to building the needed risk management competencies related to those risks into our education. The authors argue that this integrative approach to teaching IB is critically needed to prepare future global managers for addressing crises, like that of the pandemic and others. Specifically, this study proposes that this integrated risk management competency can be developed through the building of “synergistic mindsets”.

This study presents a conceptual framework for the components of the synergistic mindset, with intelligence that directly links to present IB risks. These components are cultural intelligence (CQ), emotional intelligence (EQ), public policy intelligence (PPQ), digital intelligence (DQ) and orchestration intelligence (OQ).

Insights related to IBE effectiveness in addressing today’s VUCA market demands and IB risks are discussed.

This paper systematically reviewed research work on drivers of teamwork, which will reinforce construction work teams to enhance workers’ safety performance. This study adds to the existing but limited understanding of teamwork drivers on construction workers’ safety performance. This paper presents scholars and industry-based professionals with critical initiatives that have to be implemented in organisations to get positive results in safety while working in teams with an emphasis on systems drivers of teamwork on safety performance at the organisational level, which will help in providing information on the functioning of the teams and contribute towards improved safety performance of team workers.

This study aims to systematically examine the existing body of knowledge on drivers of teamwork by analysing 53 publications from the years 1997–2021. The Scopus search engine was used to conduct a systematic review and germane publications were collated.

According to the findings of the review, since 1997, there has been a burgeoning concern in the research of drivers of teamwork and its impact on workers’ safety performance. After performing a systematic review, 37 drivers of teamwork were identified. The top five drivers are effective communications, team workers’ relations, leadership, shared knowledge and information, and team training. Moreover, it was noted that the United States and Australia have been the international regions of focus for most of the research in the area of drivers of teamwork from the years 1997–2021. The 37 drivers of teamwork are distributed into six major socio-technical components: people drivers; culture drivers; metrics drivers; organisational and management practices and procedures drivers; infrastructure drivers and technology drivers.

The results reported present research scholars and professional practitioners with an overview of the drivers of teamwork that could be implemented in the construction industry to streamline potential implementations and improve safety performance of construction workers.

A list of teamwork drivers has been developed to ratify potential empirical research in the area of construction safety. The results would contribute to the existing but restricted understanding of drivers of teamwork in the construction industry.

Relying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.

Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.

The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.

The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.

To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.