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Our study was designed to investigate the longitudinal trajectories of student leader development capacities in a sample of students enrolled in multiple leadership-focused courses across several semesters. Our goal was to assess the degree to which course enrollment was associated with growth over the time that students engage as undergraduates in academic leadership programs, and if so, to assess the shape and speed of capacity change.

We utilized a multilevel intra-individual modeling approach assessing students’ motivation to lead, leader self-efficacy, and leadership skills across multiple data collection points for students in a campus major or minor focused on leadership studies. We compared an unconditional model, a fixed effect model, a random intercept model, a random slope model, and a random slope and intercept model to determine the shape of score trajectories. Our approach was not to collect traditional pre-test and post-test data – choosing to collect data only at the beginning of each semester – to reduce time cues typically inherent within pre-test and post-test collections.

Our results strongly suggested that individual students differ greatly in the degree to which they report the capacity to lead when initially enrolling in their first class. Surprisingly, the various models were unable to predict a pattern of longitudinal leader development through repeated course enrollment in our sample.

Our investigation employed statistical methods that are not often utilized in leadership education quantitative research, and also included a data collection effort designed to avoid a linear pre-test/post-test score comparison.

The pandemic has necessitated employees to work virtually due to mandatory work-from-home setup. Since every employee is not comfortable working online owing to their individual differences which impact performance, thus, it is essential to identify individual characteristics governing performance. As per conventional theories, cognition and metacognition have a significant impact on employee performance, and the key to performance in a collaborative online environment also is metacognition. However, this has been scarcely explored in the context of virtual workspace. This study, therefore, empirically investigates the influence of metacognition and its sub-domains on employees' virtual performance given the challenges they face in a virtual work environment.

The cross-sectional study used a purposive sampling technique for data collection. Data collected from 534 professionals with high and low levels of metacognitive ability is analysed using univariate analysis to ascertain whether metacognitive ability helps employees deal with challenges associated with virtual work environments and perform better.

Results confirm a significant relationship between the level of metacognitive ability and virtual performance. Further, the findings also confirm the interaction effect of the level of metacognitive ability and challenge of maintaining work and non-work boundaries and the need for the physical presence of team member/s in predicting virtual performance.

This study is the first empirical attempt to examine the linkage between metacognitive ability and performance among professionals in the context of post-pandemic virtual work environment and challenges.

We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance. Distance relationships, the setting for this study, epitomize the norms of the New World of Work (NWoW), but also provide particular challenges for building trust and recognizing similarities between client and coach.

This study investigates distance coaching relationships in matched-pairs, longitudinal investigation of formal executive coaching.

Results support the proposed moderated mediation path. Findings reveal that both coaches’ perceptions of client readiness for coaching and client trust in coach each predict both client personal skill development and performance improvement.

While important toward gaining a better understanding of the relational functioning of distance coaching relationships, inclusion of only distance relationships may truncate the generalizability of our findings.

The study’s findings have practical implications for organizations that invest in executive coaching with regard to the importance of evaluating the candidates' readiness for coaching before the assignment, trust-building throughout distance coaching relationships and perceptions of similarity on client coaching outcomes.

Distance relationships, the setting for this study, provide particular challenges for building trust and recognizing similarities between client and coach and the current investigation points to the relevance of these relational mechanisms to client outcomes. In so doing, this study explores how perceptions of deep-level similarity between a coach and client may serve as moderators of these relationships.

Adopting sustainable building materials (SBMs) is one way to reduce the negative environmental impacts of the built environment. However, the adoption of SBMs is not as high as expected. This study aims to investigate which factors affect the adoption of SBMs.

A literature review and discussions with professional practitioners formed an initial list of variables affecting readiness to adopt SBMs. A questionnaire survey was designed, and data from industrial practitioners were collected using the snowball sampling method. The data collected from 218 respondents were analyzed using the PLS-SEM technique.

The findings show that SBM adoption is critically influenced by readiness at different levels (market, organization, and employee). Specifically, market readiness enhances organization preparedness (beta = 0.628), and organization readiness positively affects employee readiness (beta = 0.510). Market, organization, and employee readiness positively impact the adoption of SBMs (beta = 0.386, 0.364, and 0.158, respectively). Moreover, the relationship between market and employee readiness is fully mediated by organization readiness (indirect effect = 0.320; p = 0.000). Organization readiness positively mediates the relationship between market readiness and SBM adoption (indirect effect = 0.050; p = 0.001). The relationship between organization readiness and SBM adoption is fully mediated by employee readiness (indirect effect = 0.229; p = 0.000). Additionally, employee readiness positively mediates the relationship between market readiness and SBM adoption through organization readiness (indirect effect = 0.080; p = 0.000).

While past studies have predominantly focused on human perception, this study recognizes the importance of contextual factors like market conditions, Organization readiness, and employee readiness in shaping the adoption of SBMs. Thus, it fills a notable void in the literature and highlights the need for a broader theoretical framework that incorporates both individual perceptions and external contextual influences.

This study aims to investigate the impact of brain drain on government AI readiness in EU member countries, considering the distinctive governance characteristics, macroeconomic conditions and varying levels of ICT specialists.

The research employs a dynamic panel data model using the System Generalized Method of Moments (GMM) to analyze the relationship between brain drain and government AI readiness from 2018 to 2022. The study incorporates various control variables such as GDP per capita growth, government expenditure growth, employed ICT specialists and several governance indicators.

The results indicate that brain drain negatively affects government AI readiness. Additionally, the presence of ICT specialists, robust governance structures and positive macroeconomic indicators such as GDP per capita growth and government expenditure growth positively influence AI readiness.

Major limitations include the focus on a specific region of countries and the relatively short period analyzed. Future research could extend the analysis with more comprehensive datasets and consider additional variables that might influence AI readiness, such as the integration of AI with emerging quantum computing technologies and the impact of governance reforms and international collaborations on AI readiness.

The theoretical value of this study lies in providing a nuanced understanding of how brain drain impacts government AI readiness, emphasizing the critical roles of skilled human capital, effective governance and macroeconomic factors in enhancing AI capabilities, thereby filling a significant gap in the existing literature.

This research fills a significant gap in the existing literature by providing a comprehensive analysis of the interaction between brain drain and government AI readiness. It uses control variables such as ICT specialists, governance structures and macroeconomic factors within the context of the European Union. It offers novel insights for policymakers to enhance AI readiness through targeted interventions addressing brain drain and fostering a supportive environment for AI innovation.

This study delves into the less-explored domain of teachers’ readiness for leadership roles by investigating the direct and indirect relationships between positive school culture and teachers' readiness for leadership roles through affective-identity motivation to lead, and teacher optimism.

This study employed partial least squares structural equation modelling (WPLS-SEM) for data analysis. The data were gathered from 424 elementary school teachers who do not hold any leadership positions in Xi’an, China. A total of 391 samples were used after sampling weight adjustments.

There is a significant and positive direct relationship between positive school culture and teachers’ readiness for leadership roles. Affective-identity motivation to lead and teacher optimism emerged as significant mediators in this dynamic.

This study complements and expands on the study of the relationship between positive school culture, affective-identity motivation to lead, teacher optimism and teachers' readiness for leadership role. This research has established a theoretical framework for school stakeholders to cultivate future teacher leaders.

These findings provide valuable theoretical insights into educational leadership literature and contribute to a more comprehensive understanding of the factors influencing teachers in assuming leadership roles, particularly in the context of Asian societies.

The article explores which configurations of organizational and individual conditions support the purposeful use of performance information in the public sector. Prior research has predominantly focused on the effects of individual factors without paying as much attention to how these factors interact to influence public managers’ attitudes to integrating performance information into their decision-making.

The study employs a fuzzy-set qualitative comparative analysis (fs-QCA) to examine the different combinations of organizational and individual drivers that facilitate purposeful performance information use.

Goal clarity is a necessary but insufficient condition for purposeful information use. It needs to be complemented by a mature performance management system, public managers with prosocial motivation who engage in extra-role behaviours within a non-innovative organizational culture, or a developmental culture that motivates managers who are unaware of the social impact generated by their work.

The case selection does not allow for direct generalizations. Future studies could replicate the configurational analysis in different countries and sectors and introduce additional environmental, organizational, and individual conditions.

The study suggests the need to integrate actions that support the purposeful use of performance information and define clear departmental goals. Although the latter is a necessary condition, it needs to be supported by other organizational and individual factors.

The study deepens the theory of the drivers of purposeful performance information use in the public sector by adopting a configurational approach and exploring how organizational and individual conditions interact to foster information use.

Smart banking services (SBS) are critical for developing countries to achieve developmental goals. The success of SBS is dependent on the considerable perceived customer experience of provided services. Based on technology adoption studies, this study aims to model smart customer experience (SCE) outcomes by investigating the relationships between SCE, customer gratitude, continuance intentions and positive word-of-mouth (P-WOM).

The current research included 384 bank clients as participants. The data were analyzed using partial least squares structural equation modeling (PLS-SEM).

According to the findings, SCE directly increases customer gratitude, continuance intention to adopt smart services and P-WOM. Customer gratitude enhances continuance intentions and P-WOM. Additionally, customer gratitude mediates the relationship between SCE, continuance intention and P-WOM. Finally, the findings revealed that customer innovativeness and optimism play a substantial moderating impact among the variables studied.

This is the first research to include all of these variables. Furthermore, to the best of the authors' knowledge, this is the first empirical study of these linkages in the banking sector of emerging nations.