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This study aims to introduce the perceived systems intelligence (SI) inventory, developed based on the earlier published self-report SI inventory (Törmänen et al., 2016). It can be used together with earlier managerial level tools for building a learning organization and included in general 360-style evaluations in personnel development.

The inventory is validated with confirmatory factor analysis with a model based on the self-report SI inventory, using data from full-time used employees and managers in the USA and UK. Perceived SI factor scores are correlated with the perceived study performance of the individual.

The perceived SI inventory is found to have good factorial validity, and it correlates strongly with evaluations of perceived study performance. Managers perceived high in performance are also found to score high in perceived SI. Perceived SI does not depend on gender, age, organization size or industry.

The perceived SI inventory is the first personnel level peer evaluation tool suggested for developing learning organizations. The new inventory makes peer evaluations possible and provides a new grassroots level tool for personnel development programs in learning organizations.

This article focuses on the leadership development of young adults. The topic is of significant importance as leadership identity tends to form early in life, and its long-term implications contribute to leadership formation. The objective of this study was to gain insights into how leadership is constructed in young adults and how it is manifested in their preferred leadership identity.

This research was approached from a constructivist perspective, utilizing discourse analysis. The authors conducted a study involving 24 written essays by young individuals with a business background, in which they shared their early leadership experiences. Drawing upon a modified life story interview structure, the authors meticulously analyzed the content.

The authors identified eight discourses clustered into two groups according to the types of leadership orientation: toward oneself and toward others. The discourses in the toward oneself group consist of leadership as taking responsibility, leadership as courage, manifesting personal strengths and as a role/status. The toward others group includes discourses approaching leadership as balancing directivity, coordinating and organizing work, personalized approach and as performance management.

The major methodological limitations stem from the qualitative design per se. The findings based on qualitative data have limits in generalizing.

The authors' findings have practical implications for educators. The authors propose the utilization of critical self-reflection on early leadership experiences and self-narration as effective tools in nurturing and developing young leaders.

This paper underscores the importance of educating young leaders, as they can create a positive impact on their subordinates and society as a whole. By providing them with leadership skills, the authors initiate a chain reaction of influence that extends through different levels of leadership, leading to significant social change.

The authors' originality and contribution to the literature on leadership development lies in showcasing the diversity of perspectives on leadership among participants sharing a similar background and developmental stage. This holds valuable implications for educators working with this cohort.

The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can motivate and engage students, and enables them to make a variety of connections to other subjects, to other students (a community of learners), and to the broader community.

Investment in graduate education is costly in various ways so completion success is a big concern for universities and stakeholders. Largely the graduate educational landscape moves along a commonly structured path from acceptance to graduation. Despite many having successfully attained the award, the research literacies that signal doctoral achievement remain obscure and scholars continue to struggle with developing clear and tangible measures for the competencies that represent attainment of the degree. Feedback gathered from faculty at a large research institution through a series of semi-structured interviews illustrated the challenge departments have to effectively communicate what it takes to get through graduate education. As a result students still have a difficult time understanding the complexity of graduate training. This study views graduate education from the lens of intellectual journeys, as opposed to the research lifecycle, as a way of uncovering distinct disciplinary discourse practices and offering libraries critical points to align services using this framework.

The methodology is highly flexible and adaptable to many contexts besides graduate education. This study takes a different approach from previous studies in its framing of discussions with academic faculty, using journey maps, to focus on the intellectual journeys of graduate students. Faculty from different disciplines participated in one-on-one, hour-long interviews. Discussions were audio recorded, transcribed, and then coded into NVivo. Iterative review on the data continued until themes emerged. The data gathered were used to compile a detailed map of the processes and requirements that make up graduate education. This approach to the data helped to identify what faculty perceive as the greatest struggles for graduate students and provide evidence of the key places within the intellectual journeys of graduate students.

This paper provides a discussion of graduate student personas revealed through intellectual journeys, assesses the issues students encounter, shares critical time points and key places within these intellectual journeys where significant development occur, and suggests how libraries can and should connect with graduate committee members to establish missing support structures. Practical suggestions for library support are given for the areas where students struggle most. These critical services can be aligned to key developmental phases that will not only positively impact the time to completion but also retention.

First, the methodology discussed is highly flexible and adaptable to many contexts besides graduate education. Second, librarians adopting this methodology can generate their own editable journey maps not only to offer the most critical services but these tools also double as visual communication and negotiation tools for graduate students and their mentors during graduate training. Third, previous research has suggested that the most instrumental factor for graduate students completing their degree was the concept of forward progress. Framing the graduate experience and orienting library graduate support through the lens of disciplinary intellectual journeys achieves an action-oriented approach that supplements and addresses structural inequities by providing consequential support at meaningful points in a student’s journey thus allowing students to make forward progress and ultimately lead to faster completion rates.