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The proliferation of studies on leadership competencies have not yet provided a consistent set to guide the work of researchers and practitioners. This paper aims to generate a clear, literature-based overview of the relevant leadership competencies for the twenty-first century.

The paper is an integrative literature review and identifies four strands of literature on leadership, reaching back to traditional works. It reviews each strand to establish which leadership competencies remain relevant for the twenty-first century.

This paper shows it is essential to clarify and harmonize terminology used in leadership literature. It identifies 18 groups of leadership competencies required for the twenty-first century. The research reveals that leaders of the twenty-first century must be able to combine a strong concern for people, customer experience, digitalization, financialization and the general good.

This paper is based on a non-exhaustive list of literature derived from studies published in Western journals, written in English. Future research should include papers beyond the confines of Western academia and entail fieldwork to test the comprehensive framework derived here.

This paper will help practitioners develop leadership training curricula and transform the leadership culture in their organizations. The competency list can be useful in recruitment and selection processes for leadership positions. Professionals will find it helpful as an index in self-diagnosis and personal development for their career decision choices.

The paper addresses the growing need for clarity on the required leadership competencies for the twenty-first century.

This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms.

A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis.

During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context.

While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.

The purpose of this paper is to interpret current global events to extrapolate the issues of twenty-first century for consideration by African mining policy and decision-makers.

The high-level mining issues are identified to assess what lies ahead for the twenty-first century. Some of these require innovation, called beacons for twenty-first-century mining in this paper, so that decision-makers can consider policy instruments and management strategies to craft a more desirable future for governments and companies, without affecting other stakeholders negatively.

It is proposed that African mining should consider three cross-cutting elements as subsets for the existing policy themes and management decisions, namely, broad benefit, mine sustainability and business improvement. Digital technologies have the potential to significantly support the three elements for fast-tracking Africa’s sustainable economic development.

Although the findings can be applied to most of the developing world, the focus of this paper is on the African mining industry.

Practical considerations for policymakers in Africa.

This paper includes novel/original policy considerations that have the potential to become cross-cutting elements for the existing policy themes of the Africa Mining Vision.

This paper aims to present a general review of the circumstances of America and Japan's rapid corporate, economic and industrial development in the twentieth century.

The approach considered and evaluated how the circumstances of America and Japan's growth might apply to China and India, two of the fastest growing economies of the twenty‐first century.

The findings suggest that both America and Japan might be considered exceptional cases and, as such, neither one might be regarded as a good model for emulation. However, the circumstances of Japan's rapid growth appear closer to those of contemporary China and India and on that basis the authors suggest that Japan might be a better model for emulation.

The American model is too novel and unlikely to be imitated, replicated or repeated whereas Japan's high population density, agrarian origins, state assisted and administered development, adaptation and hybridization of local and imported methods and technologies, kinship, pseudo‐kinship and locality based business groupings, and rapid, come‐from‐behind charge toward industrialization, urbanization and international emergence, all suggest that Japan offers a more relevant and useful development model.

Traditional engineering education in the UK, as established in the nineteenth century, is based on the principle that a degree in engineering should be focused on engineering science and not on the practice of engineering. This has proved to be seriously negative to the development of engineering ability in general and innovative engineering in particular. The purpose of this paper is to discuss the reasons for this situation.

Features of innovative engineering are outlined and a structure for learning which has potential to promote innovation is proposed.

Because of principles based on misplaced academic elitism established in the nineteenth century, traditional engineering curricula tend to develop an academic mindset rather than an engineering mindset in students. They do little to support innovative engineering. As a result, the large amount of money spent on engineering education in the UK does not represent a good investment. The academic mindset does not well support any professional context.

The paper provides a challenge to universities and professional engineering institutions which should be addressed.

The purpose of this paper is an archival study of images taken from cruise brochures available in New Zealand from the late twentieth century and early twenty-first century. The investigation adds to previous work undertaken on cruise ship posters and to the discussion surrounding how cruise lines motivated customers to purchase a cruise.

An archival approach was taken. The aim of the research is to explain how images used in the brochures have their origin in the mid-twentieth century concept of motivational research. In doing so, the work of Veblen (1899), Lazarsfeld (1935) and Packard (1957, 1959) are used as a foundation to illustrate how more recent commentators, such as Gad (2016) and Jamieson (1983), can be evoked.

Analysis of the images presented builds upon previous work done on cruise ship posters. Previous examinations used mid-twentieth century posters to show how the ship was slowly being eroded. The current work illustrates how the brochure evolved to entice consumers to purchase. Analysis of the images suggests that motivational theory is alive and well within the cruise industry.

This study is constructed around the archival holding of the National Maritime Museum of New Zealand. As such, the study does not include information that does not form part of this holding.

New Zealand underwent large structural, economic and social change between 1984 and 2000. During that time, there was growth of income inequity. This provided some with greater disposable income for leisure and travel. While the following survey concerns cruise ship brochures, an examination of airline, resort and hotel advertising may be worthy of a companion study.

The cruise ship brochure available to New Zealand customers in the last quarter of the twentieth century demonstrated the ship is not centre stage. In this regard, the following work adds to previous work conducted using posters and an understanding of the evolution of cruise ship advertising in emergent modern markets.

The purpose of this paper is to provide a historical account of organizational citizenship behavior (OCB) based on the existing literature.

The paper performs keywords search of published articles from 1930 to 2017 in widely used research databases.

The historical review shows that the OCB, as a field of study, was slow to develop. Although it has been introduced in the late 1970s and officially defined in the 1980s, its origins can be traced back to the 1930s. Despite this, OCB is generally regarded as a relatively new construct and has become one of the biggest subjects studied in the literature. OCB has reached far and wide into the business and management domains, supporting the fact that the well-being employees and their behaviors can greatly affect organizations’ effectiveness and performance. Having been the topic of a significant number of studies, there have been inconsistent research findings regarding the concepts. Furthermore, some concepts have been noted to overlap, with several scholars using different terms for essentially similar concepts.

The advent of technology and globalization has greatly affected organizations today which resulted in increased competition in the global business. Firms have started to look into the behavior exhibited by employees as a means of achieving competitive advantage, such as OCB. Voluminous works have been conducted regarding the study of OCB; however, none have been recorded to make an in-depth exploration of when and how it first surfaced. Since its official introduction, explorations regarding OCB have dramatically increased, most especially in the twenty-first century. Unfortunately, this has resulted in an increasing difficulty to keep up with the theoretical and empirical developments in the literature. As interest in OCB continues to grow, coherent integration of the concept becomes progressively more complex and necessary. This paper looks into the chronological evolution of the OCB, giving precise details of its development from the time it was first conceptualized up until the present wherein OCB has been used to indicate organizational effectiveness and performance.

This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context.

Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis.

The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment.

This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.