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Leadership theories that inform business education have largely been rooted in Western conceptions of leadership. The purpose of this paper is to report on research that seeks to uncover and reflect on how leadership wisdoms originating beyond the Western world can support the radical transformation of global business education toward a more responsible and sustainable template. It argues that indigenous and Eastern ideologies will be needed if we are to change educational mindsets and challenge the obsolete model of Western business school education.

In total, 45 in‐depth interviews with leaders from indigenous and non‐Western cultures were conducted in order to gain deep insights into how their leadership identities, values and behaviours have been shaped by their societies and the oral wisdoms in their cultures. The author also draws on interviews and observations of 26 executives participating in a class of the International Masters Programme in Practicing Management. The findings from each study were combined to propose how these might challenge and inform a future business school curricula that challenge its orthodoxy of “shareholder value above all else”.

The research identified a number of embedded leadership wisdoms currently overlooked in the current model of business education. Based within a deep‐rooted ethic of responsibility, conviction, stewardship and sustainability and reflecting a cosmopolitan mindset, the critical knowledge and values embedded in indigenous communities, transmitted orally across many generations, provides a challenge to Western business schools to embed the knowledge found within those societies and communities toward a more sustainable response to the crisis of our planet. Responsibility, humanity, benevolence, trusteeship, contribution, honesty and conviction are some of the core “wisdoms” uncovered in the research that can inform and frame a radical rethink of the norms of business school curricula.

The current model of business education preserves the status quo of twenty‐first century capitalism. As globalisation advances, leaders appear to be powerless to act against a dominant ideology that reveres shareholder value above all else. The research builds on De Woot's critique of the shareholder value paradigm to suggest that a new form of business education based on leadership wisdoms in indigenous and oral cultures, and ancient texts has much to contribute to radical mindset change in business education.

The purpose of this paper is to explore opportunities for delivering sustainable leadership education through critical reflection embedded in the framework of higher and degree apprenticeships.

This paper contributes to leadership development research that focusses on “leader becoming” as an ongoing process of situated learning (in the classroom and everyday work life). The approach to leadership development adopted in this paper proposes that sustainable leadership practices and decision making are developed when leadership learning is firmly embedded in work-based practices and critical self-reflection.

The discussion of critical reflection methods focusses on utilising the learning portfolio as a core aspect of all leadership and management apprenticeships to embed sustainable and reflective practice and facilitate situated leadership learning. The paper explores the role of training providers in actively connecting higher and degree apprenticeships to embed this model of leadership development and seeing leadership as a lifelong apprenticeship. It also highlights the potential for resistance by managers and senior leaders in seeing themselves as apprentices rather than accomplished leaders. By paying attention to issues of language and identity in this discussion, it will surface practical implications for the delivery of sustainable leadership education through the framework of apprenticeships.

This paper adds to the theoretical and practical understanding of sustainable leadership education by exploring opportunities for re-framing leadership development as a lifelong apprenticeship focussed on personal and professional development. Recognising the resistance that often exists to reflective practice within leadership development contexts, this paper further explores ways of dealing with such resistance.

This study aims to clarify current thinking about Islamic leadership by returning to the original texts of Islam, the Qur'an and the hadith. These are analysed to identify foundational Islamic leadership prototypes, concepts and ideas. In so doing, the article provides original analysis of the foundations of Islamic leadership, so as to inform current debates about leadership in Islamic regions and communities.

The study consists of content analysis of the Qur'an and the hadith, to identify key concepts within these texts, concerning the nature of leadership. The methodological aim is to develop characterisations of Islamic leadership prototypes that are recognisable to practising Muslims today. In order to ensure this, the content analyses have been presented to academic seminar groups and conferences and refined through subsequent discussions.

Islamic leadership does not rely for its legitimacy upon traditional authority, but rather on rational-legal systems based on unity of purpose, acknowledgement of the one God, and the foundational example of Prophet Muhammad, whose referent and charismatic authority lives on in discussions of the sunnah and the hadith. It is thus vital to refine external or “etic” characterisations of Islamic leadership with an appreciation of leadership prototypes in the Qur'an, the sunnah and hadith.

The scope of this study is limited by the subject matter, the investigation of leadership prototypes in the Qur'an and the hadith. This means that the consideration of historically more recent Islamic thinking about leadership has been left to subsequent study.

Implications for subsequent researchers are the need for critical clarity in discussions of “Islamic” or “Muslim” leadership. Another significant implication comes with the recognition of the overwhelming importance of the Prophet Muhammad's life and sayings in laying the parameters for the subsequent Muslim discussions of leadership.

This is the first use of content analysis to examine the foundational leadership prototypes and concepts embedded in the Qur'an and the hadith, and thus to analyse the Prophet Muhammad as a referent and charismatic leader, whose life set the parameters for the subsequent understanding of Islamic leadership.

The purpose of this study is to find what kind of leadership is suitable for developing a business in an Islamic boarding school.

This study used a qualitative research method by conducting in-depth interviews with 16 informants.

This study resulted in three critical factors leadership qualities, entrepreneurial qualities and Muslim qualities. The unique combination of these essential elements must be in the soul of a business leader in a boarding school in carrying out its business activities to meet school operational costs while developing it into a sustainable business.

This research is limited to being conducted in Indonesia’s most densely populated areas, namely, West Java Province, which also has the highest number of Islamic boarding schools. Not all Islamic boarding schools have business units because their operational needs have been met either by tuition fees or outside assistance.

These findings are expected to be a guideline for other Islamic boarding schools to find out how business leadership in Islamic boarding schools should be in carrying out their activities so that their business not only survives but also develops and competes with other companies.

This study presents a combination of theories of entrepreneurship, leadership and Muslim qualities obtained from the literature review and empirical data from the results of in-depth interviews.

The internationalization of United States higher education has been described as a “two-way street” where students arrive at knowledge transfer. That transfer occurs through a curriculum deemed “unidirectional” with no relevance to local issues or needs and results in limited application and educational colonialism perceptions. Specific to leadership education, the extant literature presents implications of neglect to cultural contexts traditionally reflected in the curriculum within a host nation. We used an explanatory mixed methods design for this study to investigate the degree to which undergraduate Western-based leadership studies courses taught in China reflect the notion of “neocolonialism” by prioritizing Western interests and values.

While the study’s quantitative results reveal cultural differences in leadership education concepts, the qualitative follow-up phase finds students’ appreciation in the utility of leadership concepts and knowledge gained from the leadership curriculum. Students could cite specific situations in which they employed leadership concepts acquired from their respective leadership courses.

This paper aims to look at the practices within the principal Konyak kingdoms in Nagaland, and how leaders in other cultural contexts can learn from reconciling tough and kind forms of leadership.

For centuries, the villages of the principal Konyak kingdoms in Nagaland raided each other to take the heads of men, women and children in ritualised hostilities. Originally to bring fertility and good harvests, this practice evolved almost exclusively into an expression of power and success. One of the authors spent three weeks in January 2020 living in a Konyak village learning about leadership from the last surviving face-tattooed warriors, once successful headhunters.

The authors found a servant leadership culture based on kindness and collaboration, in some ways at odds with the brutal tradition associated with their society. Framing this compassionate leader and follower relationship is the concept of matkapu, or standing for the truth of things.

The authors explore whether contemporary organisations looking to sustain operational excellence and well-being, and often seeking to balance the needs of different stakeholders, can learn from the Konyaks based on centuries of continual conflict and volatility.

The authors show how contemporary organisations looking to sustain operational excellence and well-being can learn from the Konyaks based on centuries of continual conflict and volatility.

This study aims to propose a practical, virtue-centric model of leadership based on Islamic principles. The structure of the Islamic leadership construct is validated through confirmatory factor analysis. Its relationship with performance and organizational commitment is examined and the mediating role of organizational commitment is assessed.

Islamic leadership model is tested using confirmatory factor analysis with data collected from employees working in the services sector in Turkey. Relationships between Islamic leadership, organizational commitment and performance are examined through a path analysis.

The factor analysis results presented a good fit for the proposed Islamic leadership model, which consists of wisdom, religiosity, justice and kindness dimensions. Regarding path analysis, findings indicated a positive relationship between Islamic leadership and job performance. Moreover, organizational commitment partially mediated the relationship between Islamic leadership and job performance.

Previous studies on Islamic leadership contain a very little number of empirical models. This study proposes a valuable empirical model of Islamic leadership consisting of moral values, spirituality, ethics and wisdom. In addition, the proposed model is supported with empirical pieces of evidence. Evidence of the partial mediating role of organizational commitment between Islamic leadership and job performance is also revealed by the study.

The role of managers is crucial to achieve holistic organizational goals to benefit the key stakeholders. However, a Western perspective is dominant as management literature where the work of Anglo-Arab philosophers is largely ignored. This paper aims to fill this knowledge gap and promulgate the writings of Ibn Khaldun (a fourteenth-century Muslim philosopher) to advance management knowledge.

This paper is primarily based on the review of Ibn Khaldun’s book Muqaddimah.

This study provides valuable insights to the leaders as well as management practitioners by offering some useful directions to the management researchers for further research. The analysis revealed five themes: Fikr (mindfulness), Ta’awun (cooperation), Ta’akhi (brotherhood), ethical leadership and Adal (justice).

This paper is an original contribution to the extant literature available on organization development and scant literature available on imparting employee welfare agenda in contemporary organization from the perspective of a Muslim philosopher Ibn Khaldun.