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This study aims to empirically assess the influence of supply chain capabilities and total quality management on sustainable supply chain performance, factoring in the role of leadership and the moderating impact of institutional pressures.

The researchers designed a self-administered survey, garnering responses from 278 participants. Preliminary analyses addressed nonresponse bias, examining assumptions like homoscedasticity and data normality. Confirmatory factor analysis was employed to ensure reliability and construct validity before hypothesis testing. Regression outcomes corroborate all posited assumptions, further strengthening the extant literature.

The research outcomes demonstrate the positive association between supply chain capabilities and TQM and sustainable supply chain performance, particularly under institutional pressure. Data from the cement manufacturing sector further corroborated these findings. This study lends empirical support to the tenets of institutional theory.

The presented model delineates how leadership impacts TQM and supply chain capabilities to amplify sustainable supply chain outcomes. Incorporating institutional pressure as a moderating variable introduces a fresh and enlightening dimension to the discussion.

Grounded on the distributed theory and the social exchange theory, the current study investigates the determinants that positively influence job performance among educators within the realm of higher education in India. It particularly assesses the impact of perceived academic leadership on performance and explores the mediating and moderating effects of organizational citizenship behavior and informal institutional leadership.

Employing a descriptive research design, this study encompasses a broad cross-section of faculty members from various higher educational institutions across India. Data were gathered from 826 educators using a snowball sampling technique, with questionnaires administered online. Each variable was measured using prevalidated scales.

The findings from the moderated mediation model indicate a significant indirect relationship between perceived academic leadership and job performance, which is mediated by organizational citizenship behavior. Furthermore, informal institutional leadership demonstrates significant conditional indirect effects, enhancing the link between academic leadership and job performance up to a threshold, beyond which its influence diminishes.

This study pioneers the exploration of academic dynamics beyond mere titles and ranks in the Indian educational sector. It delineates both the direct and indirect roles these dynamics play in enhancing faculty performance, providing a novel insight into the complexities of academic leadership.

Scholars and practitioners acknowledge that digital leadership can help organizations gain a competitive advantage. This article focuses on the characteristics, styles and skills needed for effective digital leadership. It looks at the role of digital leaders in innovating business models and introducing organizational change required for a successful digital transformation.

This paper is based on a comprehensive literature review of digital transformation, digital leadership, business model innovation, and organizational culture. It draws on institutional theory (INT) the neo-institutional theory (NIT). It draws from Science Direct, Web of Science and Google Scholar publications. A proposition and a conceptual framework are developed based on evaluating and synthesizing the literature.

We find that specific leader characteristics (agility, participative, innovativeness and openness), styles (democratic and transformational) and skills (cognitive, social, technological and digital) enable successful business model innovation and organizational change, all of which allow successful digital transformation of firms.

The literature on digital transformation has not been well integrated with the leadership literature. This is particularly true in terms of the role digital leaders play in the successful digital transformation of firms. The conceptual framework and a way forward proposed in this paper introduce future research directions on the topic.

Establishing an effective educational system is directly tied to academic leadership, a multifaceted concept that differs from one environment to another. The purpose of this research is to investigate the role of digital leadership (DL) aspects in the enhancement of technical knowledge sharing (KS) and dealing with emotional intelligence (EI) among the teaching faculty of higher education institutions (HEIs).

Following a quantitative and cross-sectional research design, convenient sampling is employed for data collection via a self-administered questionnaire from 320 faculty members of private HEIs in Pakistan.

Structural equation model (SEM) is used for path analysis. The results reveal a positive and significant effect of DL, aspects like visionary leadership (VL), digital citizenship (DC), systematic improvement (SI), on knowledge sharing (KS), and emotional intelligence (EI).

This study has highlighted the significance of DL in private HEIs. The findings of the study imply that institutional heads of higher education institutions (HEIs) can successfully manage the knowledge assets that they have and those of their staff members, ensure the successful adoption of technology and foster product and process innovation that improves organizational performance and integrates successful strategies into the educational system by demonstrating DL aspects. The research also analyzes institutional heads' present leadership strategies to enhance response to technological change and innovations, which are considered fundamental pillars of organizational success. Ultimately, this will extend the literature on adopting DL techniques towards digital transformation in the education system.

This study empirically confirms the role of DL aspects such as VL, DC, and SI towards KS and EI. Most of the research demonstrates the direct impact of DL on EI, whereas the aspects of DL are not directly related to KS and EI. Studies have also shown how DL enhances its role in incorporating leadership in organizations, industries, and education, mainly in Western countries. This research addresses the gap in understanding the direct effects of DL aspects on KS and EI in non-Western countries, particularly within the education sector.

Existing research has examined the results of women’s political leadership participation (WPLP) and the reasons for the lack of advancement of women to management positions. However, little research has been adopting a more comprehensive framework and configuration perspective to investigate the determinants of WPLP. By integrating institutional theory and institutional complementarities theory, this study aims to construct an institution–culture–structure framework to investigate the multiple driving mechanisms of WPLP.

Drawing on the fuzzy set qualitative comparative analysis method and a sample of 66 countries, the authors identify multiple equifinal combinations of conditions related to high and not-high levels of WPLP.

According to the results, the authors summarize five pathways influencing WPLP. These pathways include education and culture-driven pattern, political institutions-driven pattern, political institutions and structure-driven pattern, integrated-driven pattern and political institutions and culture restrictive pattern.

The authors shed new light on the driving mechanism of WPLP and contribute to research on making full out of women’s leadership.

Anyone seeking to influence another is a potential leader. Within higher education, determining what an institution should undertake on sustainability can be daunting. Sustainability leaders face labyrinthine, multifaceted sub-cultures, influencers and viewpoints across staff, students, government, business and alumni all with an opinion on whether, how and in what order of priority sustainability should be taken forward. In this paper we take on this challenge by synthesising and critically evaluating core principles and working models for influencing and leading for sustainability in higher education. We identify a series of eight challenges affecting delivery of sustainability and seek to understand how conceptual models and principles in sustainability decision-making and leadership could address these. We draw on the experience of both authors, in tandem with comments from workshop and leadership training programme participants who attended the Environmental Association for Universities and Colleges (EAUC) Leadership Lab training in the UK, as well as reflections arising in a detailed case study from the University of Edinburgh. We bring key insights from theory and practice for the benefits of individuals or teams seeking to influence and persuade key decision-makers to embrace the sustainability agenda.

Understanding societal expectations of a leader's responsibility and context-specific challenges in less-researched emerging economies has become imperative for foreign Multinational enterprises (MNEs) to survive in these contexts while developing globally responsible leaders. Identification of institutionally sanctioned characteristics, competencies and strategies that assist leaders in dealing with such challenges while achieving shared value has wider implications for academics, practitioners and the literature on responsible leadership (RL), which is the purpose of this paper.

The authors conducted in-depth interviews of 28 senior indigenous leaders in 3 Indian Multinational corporations (MNCs) in construction sector, following a grounded theory approach.

The authors identified three vital institutionally driven challenges and four individual-level societal-driven factors, subsequently influencing leaders' strategic decisions and choices to deal with such challenges beyond passive conformance. Contrary to the previous findings, this study also briefly discusses that a mere ethical climate is insufficient; organizations must develop a holistic values climate that works as contextual factors to influence RL.

Contrary to the previous findings suggesting Indian leaders' conformance to constraining forces to RL, by adopting a multilevel approach, the authors identify the context-specific strategic behaviors that responsible leaders adopt in dealing with such forces responsibly. Thus, it is the first multilevel inductive approach conducted in a non-Western context, offering a discrete understanding of RL while addressing some of the inconsistencies in the literature and contributing to cross-cultural leadership research. Also, findings highlight the factors of RL that are more emic and etic for generalization.

Megaproject knowledge innovation (MKI) is perceived as a critical strategy for engineering value co-creation and industrial chain upgrading. Ascertaining the impact mechanism of MKI is a crucial initial step towards improving management practices. Within the framework of complex systems in megaprojects, factors exhibit intricate interdependencies. However, the current domain of knowledge has either overlooked or oversimplified this relationship and therefore cannot propose pragmatic and efficacious strategies for enhancing MKI. To close this gap, this study develops a Bayesian network (BN) model aiming to investigate the interdependencies among MKI-related factors and their impact on MKI.

First, this study implements literature review, expert interview and field investigation to identify the influencing factor nodes for the network model development. Second, a Bayesian network was constructed by integrating the expert knowledge with Dempster-Shafer theory. Next, a MKI measurement model was established using 253 training samples. Finally, the factor significance and optimal MKI improvement strategies are identified from the sensitivity analysis and probabilistic reasoning within the BNs.

The results indicate that (1) the BN model exhibits significant reliability and holds promotion and application value in formulating MKI management strategies; (2) knowledge sharing, shared vision and leadership are the key influencing factors of MKI; and (3) simultaneously improving institutional pressure, leadership and knowledge sharing is the most optimal strategy to enhance MKI.

This study innovatively introduced the BN method into the domain of MKI management, providing an appropriate approach for modelling complex relationships among factors and investigate nonlinear influences. The developed model raises megaproject stakeholders’ awareness about factors influencing MKI and presents quantified strategies that increase the likelihood of maximising MKI levels. Its ease of generalisability positions it as a promising decision support tool, facilitating the implementation of sustainable MKI practices.