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Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership scholar-practitioners how to work together across differences. The aim of this paper is to guide leadership development practitioners on how to nurture leadership that can address the complex problems the changing global arena demand of us today and into the future. We argue when preparing adult leadership scholar-practitioners, using adult learning theories and paying attention to the interdisciplinary roots of the field of leadership might lead to better learning and engagement with real world challenges. In this paper we present a leadership development model we call interdisciplinary leadership. First, we discuss the interdisciplinary roots of leadership. Second, we describe interdisciplinary leadership as a tapestry – an intricate combination of identities, practices, and outcomes used to prepare people to address complex problems. Finally, we describe the mission, structure, curriculum, and instructional strategies that can be used by leadership educators when applying interdisciplinary leadership. This model acknowledges the identity, practices, and outcomes needed to develop scholar-practitioners of leadership and provides practical techniques to help leadership educators prepare leaders to work together across differences to address complex problems.

The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs.

In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument.

An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales.

The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs.

The instrument can be a useful tool to assess and inform the faculty and administrators about their students, the curriculum and program resources.

Equipped with an instrument such as this, faculty and administrators are better armed to assess students’ growth thought out the program, and, in turn, design and deliver research curriculum and mentorship that assists students in developing as scholar–practitioners, which may ultimately lead to success in the program and beyond, impacting the society.

There is not a formal or standardized scale to evaluate if professional doctoral students are progressing and developing as practitioner-scholars through their professional doctoral programs. There is not a standardized or universally adopted assessment to determine if professional doctoral programs are meeting the goals and objectives they have set forth. Thus, the aim of this study was to develop and to determine the validity and reliability of a scale to measure a scholar–practitioner’s research competencies in a professional doctoral program.

This study illustrates the experience of scholar–practitioner collaboration for data-driven decision-making through the problematic of optimizing facility locations and minimizing logistics costs for La Palette Rouge (LPR) of Portugal.

The authors used a mixed mixed-method approach involving (1) a quantitative exploratory analysis of big data, which applied analytics and mathematical modeling to optimize LPR's logistics network, and (2) an illustrative case of scholar–practitioner collaboration for data-driven decision-making.

The quantitative analysis compared more than 20 million possible configurations and proposed the optimal logistics structures. The proposed optimization model minimizes the logistics costs by 22%. Another optimal configuration revealed that LPR can minimize logistics costs by 12% through closing one of its facilities. The illustrative description demonstrates that well-established resource-rich multinational enterprises do not necessarily have the in-house capabilities and competencies to handle and analyze big data.

The mathematical modeling for optimizing logistics networks demonstrates that outcomes are readily actionable for practitioners and can be extended to other country and industry contexts with logistics operations. The case illustrates that synergistic relationships can be created, and the opportunities exist between scholars and practitioners in the field of Logistics 4.0 and that scientific researcher is necessary for solving problems and issues that arise in practice while advancing knowledge.

The study illustrates that several Logistics 4.0 challenges highlighted in the literature can be collectively addressed through scholar–practitioner collaborations. The authors discuss the implications of such collaborations for adopting virtual and augmented reality (AR) technologies and to develop the capabilities for maximizing their benefits in mature low-medium technology industries, such as the food logistics industry.

The purpose of this paper is to identify the different leadership development techniques used to develop leaders from the human resource development (HRD) and performance improvement (PI) literature, and to categorize the development techniques using Garavan et al.’s (2015) multifaceted typology of development where development has recently emerged in the literature as a “central and important process” (p. 360).

This literature review followed the guidelines for an integrative literature review presented by Torraco (2005) and Imel (2011). This literature review was a freestanding literature review designed to provide directions for future research and development within the HRD discipline.

This literature review categorized over 500 leadership development techniques and mapped them with previously identified leadership capacities into Garavan et al.’s (2015) development typology. Once mapped, the authors were able to identify the most common leadership capacities and related development techniques for each development domain in the typology.

This research provides a tool for identifying required leadership capacities and development techniques that could be used by scholars and scholar-practitioners to conduct further research, as an aid in designing future leadership development programs and as instructional materials in the classroom.

Leadership is becoming a shared construct in today’s literature. Leadership as a shared construct has multiple shareholders, both internal and external of the agent. To better meet the needs of these shareholders, this research provides tools for the scholar and scholar-practitioner for leadership development that can be catered to one’s needs – as opposed to a one-size fits all strategy.

This paper highlights the HRD and PI literature, and provides a pragmatic tool for leadership development. This tool can be used by scholars for future research and for testing, as well as by scholar-practitioners for designing future leadership development programs.

Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less.

Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting.

Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format.

The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree.

Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.

This paper aims to identify the life-cycle of leadership theory from both the human resource development (HRD) and the organizational/leadership literature while providing a contrast between the two bodies of literature. The current research identifies which theories are being represented within the HRD literature, followed by a review of current directions in the leadership fields, primarily from literature in the organizational and leadership fields. By identifying these two bodies of leadership theories, the following research question will be answered: How current are the leadership theories provided in the literature of HRD compared to research that is reported from other external leadership fields?

This paper examines how leadership theories are represented in the HRD literature. Data for the current article provide a preview of leadership theories that are used to inform HRD scholars and scholar–practitioners for a period of 15 years (2000-2015) in the four Academy of Human Resource Development (AHRD) publications (Advances in Developing Human Resources; Human Resource Development International; Human Resource Development Quarterly; and Human Resource Development Review). The four journals within the AHRD were reviewed to identify which leadership theories were being researched and used to inform members of HRD. The search terms for the current study included “leadership AND theory,” “team AND leadership,” “leadership AND development” and “team AND development.” Studies that presented a leadership theory and either described or defined the theory were coded for the current study. Within this body of literature, there were a total of 74 leadership theories identified (some repeating), among those there were a total of 20 unique leadership theories. The literature external of HRD was identified using the ScienceDirect database for 10 years (2007-2017) with the topics limited to “topics–leadership.” Once the HRD and organizational/leadership literature are presented, a comparison between the two literature streams will be provided, highlighting any deficiencies within either body of literature and recommendations for future research efforts for the field of HRD.

This examination of leadership theory study within HRD and other fields highlights the deficiencies within either body of literature and offers recommendations for future research efforts for the field of HRD. In line with the trend in leadership research, HRD should call for more longitudinal and multi-level research efforts to be conducted as opposed to cross-sectional studies.

The current study is limited in the literature that was used to collect/code data. Also, the time frame for the HRD literature ended in 2015 due to the long duration required to review articles and to code the data. Secondary data were obtained from organizational/leadership literature and are more current because they are more recent. Overall, even with an end date of 2015 for the HRD literature, the HRD field has not changed too much during this time and the authors recognize some minor changes, but the research findings are still relevant and the leadership deficits presented are still realized.

The field of HRD is behind when it comes to leadership theories. This paper identifies this in an effort to aid researchers, students and practitioners to look beyond the leadership theories presented in the HRD literature for more relevant and current leadership theories. This paper highlighted a number of newer and current leadership theories and trends for scholars and scholar-practitioners to begin to focus on; however, this list is only a snapshot and is bounded by the data collected for the current paper.

This paper is original in that it is both critical of leadership research within the HRD literature while also providing new directions for the field. The snapshot of where the field of HRD is compared to the leadership and organizational fields becomes apparent with multiple future directions for research.

The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution.

Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors.

Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development.

Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike.

In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.

The purpose of this paper is to investigate mentors' and mentees' perspectives of the mentor role within an education doctoral mentoring program at a mid-sized public institution.

Data from individual interviews with mentors and mentees were collected as part of a larger case study of a doctoral mentoring program. Mentees were doctor of education (EdD) students in their first and second years of the program. Mentors were identified as individuals who graduated from or are further along in the doctoral program. Five (N = 5) mentees and seven (N = 7) mentors participated in interviews, which were then transcribed and coded to identify emergent themes, along with transcripts of presentations given by the mentors.

Four themes emerged within the data: differentiating support roles, mentoring as a way to identify gaps in doctoral student needs, mentoring as support for doctoral student success and ways to provide suggestions for mentoring program improvement. Results indicated that mentors and mentees viewed the mentor role as being unique from the roles of faculty advisor and dissertation chair. Mentors and mentees alike responded positively to virtual mentoring.

Participation by mentors and mentees was limited to first- and second-year doctoral students; thus, dissertation-stage students' perceptions of mentoring could not be determined. Implications include the value of mentoring in filling the gaps of support for doctoral students and the capability of mentoring programs to be adapted to unexpected circumstances such as the COVID-19 pandemic.

This study targets scholar-practitioner students in an EdD program, who are often overlooked by mentoring literature, and distinguishes research between faculty mentoring and mentoring performed by other students/recent graduates. Additionally, the pandemic gave the authors an opportunity to explore adapting mentoring to virtual formats.

Service managers increasingly strive to achieve sustainability through strategies centered on circularity. With a focus on saving, extending and (re)generating resources and their enclosing service systems, circularity can contribute to environmental, social and financial gains. Yet, the notion of circularity is surprisingly understudied in service research. This article seeks to provide an initial conceptual understanding of circular service management, introducing illustrative strategies and research priorities for circular service management. This paper provides a roadmap for scholars, practitioners and policymakers to develop a deeper understanding of the opportunities from adopting circular services.

The authors explore the concept of circular service management by drawing upon existing literature on sustainability, circularity and service research. Strategies of circular service management and research priorities emerge on the basis of industry best practice examples and research on sustainability challenges and opportunities.

Service researchers have largely ignored the concept and role of circularity for service businesses. Extant research on the topic nearly exclusively features in non-service journals and/or does not seek to advance service theory through circularity. This article argues that circular service management enables the implementation of service thinking in the pursuit of sustainability and outlines four types of circular service management strategies.

The authors introduce the concept of circular service management and highlight the role of service research for designing and managing circular systems and operations. This article also offers a research agenda connecting managerial challenges and opportunities with key service research priorities for circular service management. This provides a roadmap for scholars, practitioners and policymakers to develop a deeper understanding of pursuing circular services, thereby contributing to a more sustainable future.

The purpose of this paper is to set forth a conceptual model describing the actors and roles in ecosystems created to enable productive black entrepreneurship in the USA.

This paper provides a systematic literature review of entrepreneurship ecosystems. It further leverages such literature review by using an autoethnographic approach recommended by Guyotte and Kochacka (2016), drawing on the authors’ practical experience in studying, owning, educating or consulting employer businesses owned by persons of color in the USA and abroad.

Each actor in the ecosystem has practical wisdom and assets that can be shared and leveraged through interacting with the other actors either as role model institutions or capacity development institutions, thus mitigating social inequalities and boosting economic progress by extending entrepreneurial opportunities beyond those that are greatly resourced.

Our literature review is based on selected samples of relevant articles on entrepreneurship ecosystem research and ethnic minority entrepreneurship, and thus, is not exhaustive. The selection was partly influenced by the authors’ opinion of whether a given study was relevant or not to a black entrepreneurship ecosystem. There is the possibility that some relevant studies were excluded. Thus, other actors are encouraged to revise or adapt this model to inform their distinct roles and goals.

The proposed model can help actors involved in the operation or support of a black-owned business make optimal business decisions, enabling each actor to be instrumental in another’s understanding of how to facilitate the success of black American entrepreneurs and business owners and thus, deploy marketing campaigns to boost the visibility and role of each actor. These campaigns play a role in their entrepreneurial marketing efforts.

Responding to Gines and Sampson’s (2020) call, to the best of the authors’ knowledge, this paper is the first to explicitly provide a comprehensive black entrepreneurship ecosystem model that identifies the actors, roles and activities that can help black Americans address social inequalities that limit their ability to become a successful employer business. The proposed model may aid in deepening the theoretical discussion on entrepreneurial ecosystems and be of inspiration for the future works of scholars and practitioners interested in the entrepreneurship and marketing interface.