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The purpose of this paper is to review the literature on academic capitalism, consumerism and commodification (A3C) in higher education. Additionally, this study aims to understand core attributes of educational leadership behaviours with ethical leadership (EL) and transformational leadership (TL) styles can contribute to inclusive and equitable quality education for students belonging to diverse socio-economic status (SES).

This paper adopts a literature review methodology initially on themes of A3C, EL, TL and SES, adopting social learning theory and social identity theory. Further, organizational behavioural dynamics related to students and faculty in higher educational institutions are illustrated. Simultaneously, suggestions with practical focus are offered.

This paper synthesizes the literature on the convergence of leadership and SES and develops propositions to encourage future inquiry. Further, the study illuminates several attributes of four groups of student populations, namely, “privileged,” “contestant,” “dependent” and “deprived” formed because of this convergence.

A3C have posed several severe questions for the sustainable development of society. Educational leaders must benefit society, offer equitable opportunities and develop affirmative leadership.

Leaders with high EL and TL behaviours can considerably contribute to achieve United Nations Sustainable Goals of Quality Education. This paper presents realistic solutions and scrutinizes organizational dynamics because of convergence of leadership and SES. Further, pragmatic leadership development strategies are suggested.

The aim of this study is to contribute to the construct validity of leadership styles. Although several theories of leadership emerged in the past decades, integrative research on leadership constructs is rare. Thus, for the first time, the present study critically tests whether the leadership constructs of transformational and transactional leadership, consideration and initiating structure, and leader‐member‐exchange are convergent, or whether they exhibit discriminant validities, as hypothesized by theory.

Applying hierarchical structural equation modeling to the multitrait‐multimethod (MTMM) approach, the present study explored the convergent and discriminant validity of leadership constructs based on data from multiple sources. Altogether, N=148 dyads of leaders and subordinates from various industries in Germany participated in the present study.

Results demonstrated evidence for the convergence of the leadership constructs.

In leadership feedback projects in organizations, practitioners should utilize multiple rating perspectives for adequate descriptions of leadership behaviors.

Interestingly, approximately the same amount of variance in the data was due to the rating sources as it was to the leadership constructs, suggesting strong method effects in leadership research. The present study was among the first MTMM approaches that addressed the construct validity of several leadership constructs simultaneously and thus, allows new insight into the overall network of leadership theories.

The purpose of this paper is to explore the convergence of female entrepreneurship, women in management and leadership fields from a gender perspective to bring a gender consciousness to the development and construction of the emerging entrepreneurial leadership theory base.

A conceptual paper that argues for the convergence of the entrepreneurship and leadership fields to enable an interchange of ideas, and learn from the developments within each field from a gender perspective. Whilst scholars have recently begun to explore the concept of entrepreneurial leadership, these early developments have remained gender blind, gender defensive and gender neutral.

A central argument is that female entrepreneur leader's experience social role incongruity. In order to be perceived by their followers as credible and legitimate entrepreneurial leaders, women are expected to manage their dual presence across the symbolic spaces of femininity and masculinity, doing gender well and doing gender differently to meet social role expectations of being a woman, whilst also meeting dominant masculine constructions of leadership and entrepreneurship.

This paper extends understandings of entrepreneurial leadership, highlighting the importance of foregrounding gender, to make visible and integrate the historical developments of gender within the entrepreneurship and leadership fields. Both scholars and practitioners must “unlearn” and “rethink” our learnt state of being in relation to gender, leadership and entrepreneurship in order to move beyond the “given” and disrupt masculinities' hierarchical superiority.

The paper argues that blends of agentic and communal behaviours must be recognized as accessible to both women and men for effective entrepreneurial leadership. This will provide female entrepreneurial leaders the fluidity to do both and be something else as a person. Offering understandings of gender to extant gender blind, gender neutral and gender defensive constructions of entrepreneurial leadership will progress understandings of the framework emerging from this conceptualization.

When knowledge is shared, it flows beyond individual level to add to organizational knowledge. The purpose of this paper is to seek an insight into the role of servant leadership in leveraging knowledge sharing among public employees, thereby enriching organizational knowledge in public organizations. The study also investigates the individual-level mediation effect of public service motivation (PSM), as well as organization-level moderating effect of corporate social responsibility (CSR) for the relationship between servant leadership and knowledge sharing.

The data on the research variables were collected from 562 employees and 197 department managers in public organizations of electricity, telephone, and water industries in Vietnam context.

Research results provided evidence for the mediating effect of PSM for the servant leadership-knowledge sharing linkage. This linkage was also found to be positively moderated by CSR.

This research extends PSM literature by shedding light on the mediating role of PSM for the effect of servant leadership on knowledge sharing, thereby demonstrating the convergence of servant leadership, knowledge sharing, and PSM research streams.

The purpose of this paper is to investigate the relationship between educational leadership and teacher's motivation. The research described here was anchored in the convergence of two fundamental theories of leadership and motivation: the full range model of leadership and self‐determination theory. The central hypotheses were that transformational leadership would predict autonomous motivation among teachers, whereas transactional leadership would predict controlled motivation. The authors further predicted that autonomous motivation would mediate the relations between transformational leadership and teachers' burnout and that controlled motivation would mediate the relations between transactional leadership and burnout.

Questionnaires assessing the variables of interest were completed by 122 Israeli teachers.

Results, based on structure equation modeling, supported the hypotheses, suggesting that leadership styles among school principals play a significant role in teachers' motivation and well‐being.

The school's environment in Western society is characterized by many impositions and pressures that affect teachers' well‐being, as reflected in their quality and intensity of motivation, affect, and burnout. Thus, the present research findings suggest that if the power in educational systems is delegated to school principals, and if the latter are encouraged and trained to be autonomy supportive toward their educational staff, then these steps may potentially facilitate teachers' autonomous motivation, satisfaction, and well‐being.

Few studies have examined the relationship between various styles of leadership and different types of motivation among followers. The present novel study has the potential to fill this gap by empirically studying the relationship between educational leadership and teachers' motivation.

This study aims to draw on elements of diffusion theory to understand leadership reform. Many diffusion studies examine the spread of an innovation across social units but the objective is to examine diffusion of a collective leadership model within school units. Specifically, the strength of reform diffusion is tested to account for differences in instructional capacity and to explain the spread of leadership reform within Title I elementary schools.

A mixed method design was used to understand how social factors facilitated the diffusion of leadership reform, and to test for a diffusion effect. Qualitative data were derived from interviews, field notes, observations, and documents using a grounded theory approach. Open and axial coding techniques were used to develop coherent categories of major and minor themes. Quantitative data were hierarchical, with teachers and students nested in schools. A random‐intercepts, means‐as‐outcomes model was used to test for a diffusion effect on instructional capacity.

Strong principal leadership, a commitment to collective responsibility and shared influence, frequent and open communication, and time to build capacity were conditions that supported diffusion of the leadership model. Diffusion of the leadership model mattered for instructional capacity. Each indicator of instructional capacity was more prevalent in schools that had diffused the leadership model to the mentoring and sustaining stages.

The study is limited to one type of reform and 36 Title I elementary schools from an urban and urban fringe district in a Southwestern state. Further, the study does not delve deeply into facilitative factors within various stages of the diffusion processes. It focuses on social factors that enable schools to bring the leadership reform to scale.

Framing reform as an intervention to be implemented in schools, rather than a social process that institutionalizes planned change, trivializes the actual complexity of transforming practice. Regular interactions among school members around the school's vision, coupled with leadership and time, contributed to reform diffusion and improved instructional capacity in this study. Reform diffusion, a process that takes time, strong leadership, and regular social interactions, needs to be given more consideration as a valuable process to improve school performance.

The findings suggest that facilitative factors of diffusion can advance reform and improve capacity simultaneously. Successful reforms, defined as ones that disrupt traditional cultures and achieve goals, evolve through developmental stages that eventually lead to a changed culture. The rate of this evolution may vary, but the temporal process of establishing a shared understanding; designing, experimenting, and developing new tools; fostering expertise; and forming strong social networks are foundational supports for authentic and sustainable reform.

Reform diffusion offers an alternative framework to better understand the institutionalization of planned change in schools. The findings, while limited to elementary schools engaged in leadership reform, provide support for studying reform as an holistic social process that encompasses the design, adoption, implementation, and institutionalization of planned change.

The purpose of this paper is to provide a comprehensive examination of different leadership constructs investigated extensively, namely transformational and transactional leadership, laissez-faire, consideration, and initiating structure, as well as leader-member-exchange. The theoretical overlap as well as the empirical correlations between these constructs is explored.

Overall, 735 correlations were analyzed to generate a meta-analytical correlation matrix.

The meta-analyses revealed highly interrelated leadership constructs (0.26<∣ρ∣<0.74). Results of confirmatory factor analyses suggest a one factor solution of leadership.

The uniqueness and construct validity of leadership constructs is challenged, calling for a revision of the respective leadership theories. Ultimately, an integrative theory of leadership should be developed which accounts for similarities as well as differences between leadership constructs. An integrated theory of leadership would help: researchers to combine their forces and, consequently, organizations across the globe to better select and develop leaders for the future.

By taking a critical, cross-theoretical compare and contrast approach, the present study yielded a comprehensive picture of the interrelationship and partial redundancy of several of the currently researched leadership constructs.

New insights into the overlap between leadership constructs were generated and confirmed by meta-analyses.

The purpose of this study is to ascertain the drivers of digital disruption and its consequences from a managerial viewpoint. Understanding the drivers and consequences of digital disruption can help business managers modify and align their organizational structures and strategies with digital disruptors to promote survival in the marketplace.

This study used survey data from US managers. Of 1,000 managers, 272 provided responses eligible for use in the analysis. The study used EQS 6.2 software to analyze the data.

Eight hypothesized relationships were tested in this study. The results of this study indicate that convergence of intelligence, convergence of technology, support from C-level executives, organizational cultures of innovation and managerial skills act as drivers of digital disruption. The results also show that digital disruption improves both user experience and firms’ digital disruptive performance.

This study builds upon the disruptive innovation theory. This study demonstrates that both technology- and organization-induced drivers serve as predictors of digital disruption. Digital disruption affects user experience and firms’ digital disruptive performance. In addition, user experience influences firms’ digital disruptive performance. Overall, this study improves our understanding of the role of technology- and organization-induced drivers of businesses’ responses to digital disruption and provides contributions to theory and practice.

The purpose of this paper is to describe research which aimed to discover whether there were differences in leadership practices and perceptions of good leadership practice between German and UK organisations.

A survey based on analysis of self‐assessment documents submitted for the European Quality Award or its equivalents in Germany and the UK was distributed to 300 organisations in Germany and the UK. A response rate of 20 per cent was achieved. The survey was also distributed to 20 assessors.

There were more differences in perceptions of good practice between German organisations recognised for excellence and German organisations not using the Excellence Model than between German and UK organisations. In the UK, there were more differences between what was described as good practice and what was described as usual practice among organisations not using the Excellence Model than among organisations recognised for excellence. German assessors differed in their view of good practices from UK assessors and German organisations.

The number of respondents was small, the organisations which chose to respond may not be typical and responses may not be accurate. A larger survey would help establish the generalisability of the findings. Focus groups would be particularly helpful in understanding the difference in perspective of the assessors.

An awareness of Anglo‐German differences is helpful for managers with cross‐border teams. The difference in assessor perceptions suggests that the training offered by the EFQM has not resulted in a common understanding.

The paper is valuable both to academics who are interested in cross‐cultural leadership and to practitioners wrestling with the issues posed by cross‐cultural teams.

The purpose of this study is to explore patterns of importance ratings of managerial competencies in 22 countries in different regions around the globe, to guide specificity in assessing and developing managers in multiple geographies. Additionally, this study examined the utility of clustering countries based on shared culture, as defined by House et al. (2004), to determine whether such clustering aids in interpreting and acting on any differences identified.

The PROFILOR^® for Managers contains 135 behavioral items, grouped into 24 competency scales. The instrument was developed from a review of the management and psychology literatures, exhaustive analysis of a large database (Sevy et al., 1985), job analysis questionnaires and interviews of hundreds of managers representing many functional areas and most major industries.

Results suggest that clustering countries together for the purpose of providing prescriptive guidance for the development of individuals planning expatriate assignments does not clarify such guidance; in fact, it masks unique differences in competency priorities as measured on a country-by-country basis.

The participants for this study come from mid- to large-size organizations in 22 countries around the world. The organizations represented sought out management consulting services from a large, highly respected private-sector consultancy. As such, these findings are likely to be generalizable to managers from similar organizations. No attempt has been made to generalize these findings to entrepreneurial start-ups, small local organizations or organizations not inclined to seek Western-style management consulting services.

This study is one of the first to examine the effectiveness of the GLOBE clusters as they relate to managerial competencies in multicultural workforces.