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1 – 10 of over 3000Kamila Ludwikowska, K.A. Zakkariya and Nimitha Aboobaker
Grounded on the distributed theory and the social exchange theory, the current study investigates the determinants that positively influence job performance among educators within…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Mehreen Malik, Muhammad Mustafa Raziq, Naukhez Sarwar and Adeel Tariq
Scholars and practitioners acknowledge that digital leadership can help organizations gain a competitive advantage. This article focuses on the characteristics, styles and skills…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Sadia Anwar and Ummi Naiemah Saraih
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…
Abstract
Purpose
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).
Design/methodology/approach
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.
Findings
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).
Practical implications
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.
Originality/value
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.
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Xu Ting and Yubin Zhou
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
The authors shed new light on the driving mechanism of WPLP and contribute to research on making full out of women’s leadership.
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Lin-lin Xie, Yifei Luo, Lei Hou and Jianqiang Yu
Megaproject knowledge innovation (MKI) is perceived as a critical strategy for engineering value co-creation and industrial chain upgrading. Ascertaining the impact mechanism of…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
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Aida Guerra, Juebei Chen, Xiangyun Du, Helle Nielsen and Lone Kørnøv
The integration of ESD is a complex problem. It calls for an innovative, student-centred curriculum, as well as professional learning and agency, by which university teachers feel…
Abstract
Purpose
The integration of ESD is a complex problem. It calls for an innovative, student-centred curriculum, as well as professional learning and agency, by which university teachers feel empowered to change their practice and direct their peers and institutions towards ESD. This study aims to explore what university teachers consider to be the most important attitudes in supporting their agency to deliver Education for Sustainable Development (ESD) via a Problem Based Learning (PBL) programme.
Design/methodology/approach
This study presents a theoretical framework for professional agency comprising three domains: intrapersonal, action and environmental. A Q methodology is adopted to explore university teachers’ perceptions of the most important environmental factors in supporting their ability to deliver ESD via a problem-based learning (PBL) programme. Twenty-eight participants from six Southeast Asian universities took part in a PBL-based professional development programme designed to improve teachers’ ESD- and PBL-based skills and competencies.
Findings
The results indicate that the participants were confident in their ability to implement PBL and saw PBL as an approach suitable for addressing current educational, professional and societal challenges. This study offers a series of recommendations to help university teachers develop their ESD and PBL practices.
Originality/value
Although the literature on human agency is extensive, research surrounding teachers’ professional agency in the context of ESD and PBL in higher education is lacking. The present study addresses this gap by capturing individual teachers’ beliefs, perceptions and views and by using Q methodology to examine the subjectivity of study participants.
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Thai Pham and Farkhondeh Hassandoust
Information security (InfoSec) policy violations are of great concern to all organisations worldwide, especially in the financial industry. Although the importance of InfoSec…
Abstract
Purpose
Information security (InfoSec) policy violations are of great concern to all organisations worldwide, especially in the financial industry. Although the importance of InfoSec policy has been highlighted for many decades, InfoSec breaches still occur due to a low level of employee compliance and a lack of engagement and competence in high-level management. However, previous studies have primarily investigated the behavioural aspects of InfoSec policy compliance at the individual level rather than the managerial factors involved in constructing InfoSec policy and developing its effectiveness. Thus, drawing on neo-institutional theory and a transformational leadership framework, this research investigated the influence of external mechanisms and transformational leadership on InfoSec policy effectiveness.
Design/methodology/approach
The research model was implemented using field survey data from professional managers in the financial sector.
Findings
The results reported that neo-institutional mechanisms and transformational leadership shape InfoSec policy effectiveness in an organisation.
Originality/value
This study broadens current InfoSec policy research from an individual level to a managerial perspective and enhances the existing literature on neo-institutional and transformational leadership in the context of InfoSec. It highlights the need to evaluate InfoSec policy based on external factors and to support transformational leadership styles that promote InfoSec policy enforcement and effectiveness.
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Lynn McAlpine, Andrew Gibson and Søren Smedegaard Bengtsen
Increasingly governmental policy around PhD education has resulted in greater university oversight of programs and student experience – often through creating central PhD Schools…
Abstract
Purpose
Increasingly governmental policy around PhD education has resulted in greater university oversight of programs and student experience – often through creating central PhD Schools. While student experience is well researched, the experiences of Heads of these units, who are responsible for creating student experience, have been invisible. This exploratory Danish case study begins such a conversation: its purpose to examine the perceptions of five Heads of PhD Humanities Schools, each responsible for steering institutional decisions within Danish PhD policy landscapes.
Design/methodology/approach
A qualitative approach integrated three distinct analyses: a review of Danish PhD education policies and university procedures, each university’s job specifications for the Heads of the Schools and the Heads’ views on their responsibilities.
Findings
The Heads differentiated between their own and today’s PhD student experience. They had held prior leadership roles and fully supported institutional regulations. They cared deeply for the students under their charge and were working to achieve personal goals to enhance PhD experience. Their leadership perspective was relational: enhancing individual student learning through engaging with multiple PhD actors (e.g. program leaders) – when possible at a personal level – to improve PhD practices.
Originality/value
This study contributes an expanded perspective on how PhD School Heads constitute their roles by empirically linking: macro-national policies and institutional regulations and individuals’ biographies to their support of the PhD regimes – with implications for academic leadership generally. The authors argue research into PhD School leadership is essential, as it is such individuals who create the organisational settings that students experience.
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Stacey Kim Coates, Michelle Trudgett and Susan Page
Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding…
Abstract
Purpose
Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.
Design/methodology/approach
Through qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.
Findings
The research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.
Originality/value
Given Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.
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Leema Rose Victor, Mariadoss Siluvaimuthu, Hesil Jerda George and Satyanarayana Parayitam
The present study aims to investigate the relationship between institutional influence and performance, mediated through transformational leadership (TL) and moderated by…
Abstract
Purpose
The present study aims to investigate the relationship between institutional influence and performance, mediated through transformational leadership (TL) and moderated by barriers, situational factors, communication and implementation.
Design/methodology/approach
Using a structured survey instrument, data were collected from 370 faculty members from 31 higher educational institutions in southern India. After checking the psychometric properties of the instrument, the authors used Hayes’s PROCESS to test the direct hypotheses and three-way interactions.
Findings
The results revealed that TL mediated the relationship between institutional influence and performance. Further, the findings supported the three-way interactions between (1) institutional influence, barriers and communication positively affecting TL; and (2) TL, situational factors and implementation affecting the performance of faculty members.
Research limitations/implications
This study underscores the importance of TL for the smooth functioning of higher educational institutions and achieving superior performance, especially in the new normal context after the global pandemic.
Practical implications
This study makes several significant recommendations to administrators in higher educational institutions, in addition to contributing to the vast literature on TL. The study suggests that administrators must invest resources in developing TL skills so that employees reach their fullest potential and contribute to achieving organizational goals. In addition, leaders in organizations need to exercise a transformational style to combat the new normal post-pandemic academic environment.
Originality/value
This study provides new insights into the importance of TL style and institutional influence to enhance performance. To the best of our knowledge, the conceptual model developed and tested the first of its kind in India, significantly contributing to theory and practice.
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