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The purpose of this study is to investigate the predictive influence of transactional leadership on employee green creative behaviour (GCB) and the mediating role of workplace learning and green knowledge management (GKM) in this relationship. Based on the leader–member exchange (LMX) theory. This study also uses moderated mediation analysis to investigate social networking sites (SNS) use as a moderator to better understand the indirect relationship between transactional leadership and employee GCB.

The data for this quantitative study were collected using a time-lag technique, with two time waves apart by two months. The final sample for the study included 294 employee–supervisor dyads from small and medium-sized tourism enterprises in the north eastern part of China.

Findings supported the study's proposed hypotheses, indicating that transactional leadership has a significant impact on workplace learning and GKM, as well as a significant role of mediators (workplace learning and GKM) in the relationship between transactional leadership and employee GCB. Furthermore, SNS use significantly moderated the impact of both mediators in establishing a link between transactional leadership and employee GCB.

This study offers new perspectives and insights for entrepreneurs, decision-makers, academics and tourism sector experts by identifying and putting into practise the predictive role of transactional leadership in innovative behaviours. This study also suggests that small and mid-sized travel agencies should focus on workplace learning, GKM and SNS use to promote environment-friendly creative employee behaviour.

The purpose of this study is to investigate the transformational and transactional leadership styles and organizational learning at for-profit and non-profit sports organizations, and the impact of these leadership styles on enhancing organizational learning in these sports organizations.

A quantitative questionnaire survey method was adopted. The data were collected from for-profit and non-profit sports organizations in the UK.

Management by exception-active in transactional leadership and idealized leadership in transformational leadership seem to be equally important for facilitating organizational learning. The results also revealed significant differences between for-profit and non-profit sports organizations in leadership styles and organizational learning.

The generalizability of the results for different sports settings or different countries must be examined, given that only some sports organizations under the umbrellas of non-profit and for-profit sectors were used as the target population. The research is limited to the use of moderating variables, such as motivation, organizational structure, culture and innovation, that might attenuate this effect. This study contributes to the field by investigating the direct relationship between leadership styles and organizational learning in a sports setting.

The originality of this study is its advances of sports leadership research that is linking leadership styles and organizational learning in for-profit and non-profit sports organizations.

In this paper, we measure the impact of transactional leadership and transformational leadership styles on student learning outcomes. Leadership style was measured using a set of questions that were developed based on the conceptions of leadership style from Avolio, Waldman and Yammarino (1991). Student learning outcomes investigated included overall final mark achieved in the course, as well as communication skills, writing skills, critical thinking and analysis skills, study skills, reading skills and interpersonal skills.

The purpose of this study is to explore the learning outcomes of the project-based learning in a Master Class programme on sustainability carried out in collaboration by the University of Helsinki and a private company operating in global mining technology. The following two questions were addressed: Q1. What kind of sustainability competences do participants acquire in the Master Class? Q2. What is the role of PBL in the learning outcomes?

The study is based on an ex ante open-ended survey and post-ante interviews addressed to the participants. The data were analysed using the qualitative content analysis.

The findings show that the Master Class contributed to most of the competences under study. However, unlike in previous studies, systemic thinking is highlighted as a fundamental rather than a parallel core competence. Furthermore, the results also emphasise the role of emotions, which is insufficiently acknowledged and accounted for in sustainability education.

The study focussed only on the learning outcomes of the participants (students) and not the other parties (such as company and researchers).

Future research should focus on affective dimension as a stepping stone to the transformational learning. In addition, the role of the systemic understanding in sustainability education should be highlighted as a core competence.

The study revealed the overall positive impacts of the co-creation in university – business collaboration to the participants’ sustainability competences.

The study presents an empirical case study where the various competence frameworks were applied with a result of confirming the validity of the existing key competences, in particular the systemic understanding and showing the role of the affective dimension in the transactional learning.

The purpose of this paper is to focus on reflective mentoring practices. Teacher mentors are widely known to be an important catalyst for reflection. Through dialogue and professional conversations, teacher mentors can help their mentees to improve their teaching performance by facilitating their discussion of the praxis from different perspectives.

This qualitative mixed methods study is based on three separate studies from the Republic of Ireland, Malta and Norway involving: mentors of undergraduate student-teachers (U-M, n: 37); mentors of newly qualified teachers (NQT-M, n: 4); student-teachers (ST, n: 16); NQT, n: 8; and university tutors (UT, n: 8). In each study, mentors were provided with varying degrees of education on facilitating critical reflection for mentees. This study sought to draw out what reflective practices were being employed in mentoring across European contexts and what perceived impact they had. A cross-case analysis of data across the three countries was conducted using coding and constant comparison. Triangulation of data was employed across not only cases, but also across multiple methods data sets and across participant types.

All three studies reveal that mentoring approaches aiming to promote critical reflection have to be based on a developmental approach towards mentoring. They also have to challenge traditional hierarchical relationships and involve a commitment to collaborative, inquiry-oriented approaches towards mentoring.

By bringing different studies of reflection in mentoring practices together, it is possible to gain new knowledge on mentoring in teacher education. However, being a cross-country, cross-context and cross-cultural approach in itself contains certain restrictions.

The authors of this paper propose that professional forms of inquiry depend on the type of relationship and collaboration forged between the teacher mentor and mentee. A cross-case analysis approach provided evidence of reflective practice, which is common across three European countries and offers a snapshot of trends.

The purpose of this paper is to empirically examine student interns’ experience by considering perceived value, satisfaction and loyalty in the context of the Disney College Program internship experience for international students. The study incorporates the perceived value of the learning experience based on the interrelationships with satisfaction and loyalty intentions for students from various hospitality colleges in Korea and China.

Asian university students who had completed an international internship experience responded to a post-internship survey. The survey gauged the students’ perception of their internship experience, overall satisfaction, loyalty intentions and value dimensions. The proposed model was estimated by using partial least squares path modeling.

The findings of the hypotheses testing show that the value interns get and give is a significant indicator of satisfaction and loyalty intentions. The value of an international internship experience, especially the get component, has a significant effect on the students’ loyalty intentions for their international internship experience and satisfaction with their experience. Overall, students demonstrate a high degree of attitudinal loyalty.

No other study has examined international student interns’ value, satisfaction and loyalty intentions perceptions of the Disney College Program internship program. Students’ loyalty is expressed mainly as favorable word of mouth for their university and the internship program. They recommend not only their university but also the international internship program in which they participated. They also recommend the internship university to other students.

The purpose of this paper is to explore the role of exploration/exploitation strategies in organizational learning and the impact of strategic leadership on the organizational learning process.

Based on an extensive review of literature, this paper develops propositions encompassing three key elements: exploration/exploitation, strategic leadership and organizational learning.

The propositions inform that tension between exploration and exploitation creates opportunities for organizational learning. Further, leadership styles have a differential effect on the role of exploration/exploitation in organizational learning. Transformational leadership positively impacts the role of exploration in individual and group learning but negatively impacts the role of exploitation in institutionalized learning. Transactional leadership positively impacts the role of exploitation in institutionalized learning but negatively impacts the role of exploration in individual and group learning. The alternate use of transformational and transactional leadership styles can facilitate multilevel organizational learning.

The propositions are the first step toward the development of a theory of exploration/exploitation–organizational learning–strategic leadership. For practitioners, this paper elaborates the role of exploration/exploitation and strategic leadership in multilevel organizational learning. The paper also informs about those leadership styles that are counterproductive in the individual/group and institutionalized learning.

This paper is novel in its contribution because exploration/exploitation, organizational learning and strategic leadership have not been discussed in a unified framework in the previous studies. Further, whereas previous studies discuss “organizational learning” mainly as an organizational-level construct, this paper discusses organizational learning at the individual, group and organizational levels. A discussion of the individual, group and institutionalized learning furnishes rich insights into organizational learning dynamics.

The purpose of this paper is to explore the two major types of leadership, i.e transactional and transformational, and organizational learning at public and private universities in Syria. It further aims at exploring the role of transactional and transformational leadership in enhancing organizational learning at Syrian universities.

A quantitative research paradigm was employed. Using a questionnaire survey method, the data were collected from employees at two major public and private Syrian universities. In total, 216 questionnaires were analyzed using SPSS.

The findings revealed that there is a significant impact of contingent reward, as a transactional leadership dimension on organizational learning, and a significant impact of inspirational motivation as a transformational leadership dimension on organizational learning. The study also found no significant differences in leadership styles and organizational learning between both universities.

This study will help university leaders in Syria in adopting leadership styles that are suitable to reinforce organizational learning in their institutions.

The study advances western research that is linking leadership styles and organizational learning by focussing on the Arab world context, particularly the Syrian context.

This paper aims to explore the independent and interactive leadership style and team processes on organisational learning in an Indian context.

The methodology used is survey based. Primary data were collected from 36 Indian manufacturing sector executives and in total there were three teams (n=11, n=13 and n=12).

It was found that overall leadership style and transactional leadership had significant positive impact on organisational learning. Furthermore, team processes like cohesion and support and confrontation and problem solving were also found to be important predictors of organisational learning. The interactive effect of independent variables on dependent variable was also positive and significant.

Discussions are performed and conclusions are drawn in the light of existing literature. The study bears implications for researchers to take on similar research in other contexts.

The study bears significant implications for executives working in manufacturing organisations. It is suggested that transactional leadership style should be employed to contribute towards organisational learning in such firms. Moreover, the use of team processes will also help in enhancing learning at the team and organisational levels.

This paper identifies two significant criterion variables to predict organisational learning. It is a pioneering effort to use team processes and leadership style together as predictors of organisational learning in Indian context.

Based on the team conflict theory and organizational learning theory, this study aims to discuss the two different types of conflicts of the top management team (TMT) on the different mechanisms of exploratory learning behavior of firms, and, based on the perspective of CEO-TMT (CEO – chief executive officer) interface, the different moderating effects caused by different CEO leadership styles are clarified.

Using the sample of 193 firms’ samples with multi-source data, the authors take an empirical test of the theoretical framework.

The effect of task conflict on exploratory learning behavior was insignificant, and relationship conflict had a positive effect on exploratory learning behavior. However, when CEO’s transformational leadership level was high, or transactional leadership level was low, there existed “bathtub curve” relationship between task conflict and exploratory learning behavior, and the relationship conflict under these conditions strengthened exploratory learning behavior. When CEO’s transactional leadership level was high, or transformational leadership level was low, there existed the inverted U-shaped relationship between task conflict and exploratory learning behavior, and the relationship conflict under such conditions weakened exploratory learning behavior.

First, the authors challenge the assumption of linear mechanism of task conflict, trying to build the mechanism of curve hypothesis, and the nonlinear explanation might be able to integrate the inconsistent results in the existing literature. Second, according to the inconsistent results of relationship conflict in existing literature, this study takes perspective of the CEO-TMT and introduces CEO leadership behavior as a moderating variable to test the moderating effect of CEO leadership and clarifies the boundary conditions of TMT conflicts.