Healthcare transformation under Saudi Arabia’s Vision 2030 has heightened the need for competent leadership capable of guiding complex organizational change within newly established healthcare clusters. Despite recognition of leadership’s central role in reform implementation, limited research has examined the mechanisms through which leadership competence influences change management outcomes in healthcare settings. This conceptual study develops an integrated framework linking leadership competence, employee engagement, and change management within the Madinah healthcare cluster. Grounded in transformational leadership theory and social exchange theory, the proposed model positions leadership competence as a strategic capability that directly enhances management effectiveness and indirectly influences change outcomes through employee engagement. Employee engagement is conceptualized as a mediating mechanism that translates leadership competence into employees’ psychological investment, adaptability, and change-supportive behaviors. By shifting from direct-effect assumptions toward a process-oriented explanation, the framework advances leadership and organizational change scholarship in three ways: it integrates transformational and relational theoretical perspectives; it highlights employee engagement as a central explanatory pathway; and it contextualizes leadership-driven change within Saudi healthcare reform. The study offers theoretical grounding for future empirical testing and provides practical implications for healthcare leaders and policymakers seeking sustainable transformation in high-reliability healthcare systems.

The implementation of inclusive education in Special Needs Schools (SNS) in Indonesia continues to face enduring challenges, particularly in the contextualization of school-based curricula and developmental strategies. This study investigates the impact of instructional leadership and innovativeness among school principals on their ability to formulate responsive School-Based Curriculum (SBC) and School Development Plans (SDP) within SNS environments. A mixed-methods approach with a contemporaneous triangulation design was employed to collect data via questionnaires from five principals and 77 teachers, in-depth interviews with four principals and four teachers, and document analysis of SBC and SDP materials. Quantitative findings indicated a substantial association between instructional leadership and curricular planning competence (r = 0.377, p < 0.001), as well as between innovativeness and planning competence (r= 0.253, p=0.022). Qualitative findings indicated that although school leaders shown dedication to instructional leadership and pursued several innovations, these initiatives were frequently disjointed and devoid of institutional backing. Document analysis revealed a discrepancy between policy aims and actual planning practices. The study indicates that successful curriculum development in SNS necessitates robust individual leadership, methodical innovation, and organizational commitment. These findings provide guidance for policy reform, leadership development, and the creation of inclusive educational planning frameworks.

The contemporary healthcare landscape demands a fundamental reimagining of physician leadership development. As health systems grow increasingly complex — navigating value-based care models, artificial intelligence integration, virtual care delivery, and evolving workforce dynamics — the need for physicians equipped with leadership competencies has never been more urgent. Yet despite this critical need, many practices and organizations continue to rely on serendipity rather than systematic development to prepare their clinicians for leadership roles.

This study investigates the organisational transformations required to re-engineer Botswana’s civil service through human–AI collaboration to develop a Fourth Industrial Revolution–ready public sector. The study adopted a qualitative research design based on document analysis informed by grounded theory principles. Secondary data were drawn from government reports, national and regional policy documents, and peer-reviewed academic literature published between 2020 and 2025. An inductive analytical process involving open, axial, and selective coding was used to identify recurring patterns and relationships, leading to the development of an integrative theoretical explanation of AI-enabled organisational transformation in Botswana’s civil service. The findings demonstrate that effective AI integration in Botswana’s civil service requires fundamental organisational restructuring. In relation to leadership and management, the study finds that adaptive leadership competencies, strategic sense-making, and participatory managerial practices are critical for aligning AI initiatives with public service objectives. With respect to the workforce, the findings reveal that workforce anxiety is a major constraint on AI adoption, but can be mitigated through targeted skills development, transparent communication, and continuous learning frameworks. Across all objectives, the study identifies leadership as the central mediating mechanism through which organisational change, workforce trust, and human–AI collaboration is achieved. Ethical governance and cross-sectoral collaboration further emerge as enabling conditions for sustainable and trusted AI deployment. The study relies exclusively on secondary data, which limits direct insight into the lived experiences of civil servants during AI implementation. Nonetheless, the study offers a robust theoretical contribution by advancing a leadership-mediated model of human–AI augmentation that can inform public sector reform, policy design, and leadership development in Botswana and comparable developing-country contexts.

This article examines the importance of studying abroad to create opportunities for leadership learning. It also gives an overview of utilizing critical perspectives as well as leadership competencies developed during study abroad programs. By implementing the leadership competencies from the domains of learning and reasoning, self-awareness and development, interpersonal interaction, communication, group dynamics, and civic responsibility, the article demonstrates the effectiveness of designing experiences using a model of international leadership developed by the author. It also discusses examples of the model in action.

The construction industry worldwide is experiencing a paradigm shift due to the impact of digitalisation, BIM, AI, IoT, automation, cloud computing, etc. This revolutionises the planning, coordination, and construction approaches currently employed across projects. Nevertheless, India faces challenges, such as fragmented workflows, that may hinder the workforce's ability to fully adapt to the digital revolution. This paper provides an overview of the competencies required in project management in India, in the context of Digitalisation, as opposed to those of the construction industry, and across sectors such as IT, manufacturing, and logistics, which are among the most digitally advanced. A systematic analysis of the available data has identified five distinct areas. These areas are Digital technical competency, Governance competency, digitally enabled project management competency, Behavioural interpersonal competency, and Strategic leadership competency. This study presents a Competency Framework and an Implementation Plan to address the project management industry in India. These findings are significant given the notable shift in the construction industry in India, which is dependent on workforce competency and the establishment of necessary leadership.

This mixed methods study examined digital leadership effectiveness among secondary school principals in Phnom Penh, Kampong Cham, and Kandal provinces, Cambodia. Using an explanatory sequential design, quantitative data were collected from 385 participants including principals, vice principals, teachers, students, parents, educational administrators, policymakers, and private sector representatives through structured questionnaires employing five-point Likert scales. Qualitative data comprised semi-structured interviews exploring digital leadership practices across New Generation Schools and private secondary schools. Results revealed predominantly positive perceptions of digital leadership (M = 3.90, SD = 1.15), with highest consensus on digital collaboration and communication (M = 4.58, SD = 0.49). Reliability analysis demonstrated exceptional internal consistency for knowledge (α = 0.918), skills (α = 0.984), and attitudes (α = 1.000) constructs. However, substantial disparities emerged across school types. New Generation Schools and private institutions demonstrated advanced digital integration through systematic use of Learning Management Systems, Google Classroom, and digital communication platforms, whilst traditional public schools relied predominantly on paper-based administration due to infrastructure deficits and limited professional development access. Hypothesis testing confirmed that leadership dimensions positively influenced principals' knowledge, skills, and attitudes, which subsequently affected teacher performance and student achievement. Teacher readiness, student competence, and school culture moderated these relationships. Findings indicate that 42.1 per cent of principals lacked digital technology training, representing a critical professional development gap. The study concludes that bridging Cambodia's digital divide requires comprehensive interventions addressing infrastructure investment, mandatory digital leadership competencies in preparation programmes, sustained professional development, and supportive policy frameworks to ensure equitable educational quality across all secondary schools.

This article applies the Social Media Engagement (SME) framework to guide nurse leaders in strengthening executive presence within digital environments. As social media shapes professional visibility, the authors highlight eProfessionalism as an essential extension of traditional leadership competencies. By leveraging behaviors such as conveyance, evangelization, dialogue, mobilization, and celebritization, leaders can build trust, enhance communication, and influence stakeholders ethically and effectively. The article also addresses risks such as obfuscation and offers practical recommendations for maintaining professional integrity online. Integrating these strategies enables nurse leaders to cultivate a purposeful digital persona that amplifies their impact and advances the nursing profession.

The increasing complexity of healthcare services underscores the urgent need for competent and resilient leadership. Yet research on leadership development in healthcare remains limited, with notable gaps across theoretical frameworks and organizational contexts. This study aimed to explore how participating leaders experienced pedagogical and relational principles, used in workshops during the development of a continuous leadership program in rural municipal healthcare. This hermeneutic study is the second study of a broader action research project, conducted in a rural municipality and guided by an appreciative approach. Forty-one healthcare leaders from three leadership levels participated. Data was collected through 16 focus group interviews, participatory observations, and online surveys, and analyzed using Braun and Clarke's reflexive thematic analysis. The analysis identified one overarching theme: Activating a knowledge-based leadership community, supported by two interrelated themes: (1) Genuine involvement grounded in appreciative processes, (2) Facilitated interpersonal and professional knowledge development. This study demonstrates that activating knowledge-based leadership development in rural municipalities can be strengthened through the conscious choice of relational and participatory pedagogies. Our main contribution is a model of how pedagogical and relational principles-such as appreciation, involvement, and psychological safety-can be operationalized to build leadership capacity in municipal healthcare services. Leadership development appears most effective when embedded in shared experiences, supported by competent facilitators, and anchored in safe and appreciative environments. Within this context, psychological safety emerged as both a condition for, and a driver of, learning, interpersonal connection, and cultural change. The findings further highlighted the importance of continuity, organizational anchoring, and inclusive practices to sustain leadership development over time.

The expansion of digital technologies has profoundly altered how organizations function, make decisions, and deliver value. As digital transformation becomes a defining characteristic of modern business environments, leaders must be equipped to guide their organizations through continuous change while maintaining stability and effectiveness. This article examines how leadership preparation and structured change management can support organizations in adapting to digital disruption. Using a qualitative synthesis of academic literature and a contextual case study from Gojek Indonesia, the study reviews theories related to digital leadership, organizational readiness, and formal change frameworks. Recent studies highlight that digital leadership and transformation are deeply interlinked, and that leadership behavior strongly shapes organizational agility and innovation capacity. The findings indicate that successful digital transformation depends on leaders’ ability to foster adaptable mindsets, encourage collaboration, and support cultures willing to experiment and learn. Beyond technology deployment, digital change requires clear communication, capacity development, and alignment across all levels of the organization. The implications emphasize the need for strategic leadership development, competency strengthening, and deliberate interventions to ensure long-term resilience in the digital era.

Effective leadership is critical to the success of complex multidisciplinary healthcare organisations. As the organisation emerged from the global pandemic, Mayo Clinic recognised a need to transform its traditional, linear care model into a dynamic, platform-based approach to support its strategy. This required a new leadership model that could support and equip leaders with the skills needed to drive patient-centred healthcare transformation from within. To develop and validate a new leadership competency framework capable of supporting future-ready leadership. A multiphase, evidence-based approach was employed: (1) a visionary interview, goal setting and literature review; (2) focus groups with 23 leaders from across the organisation; (3) iterative competency framework development; and (4) a validation study involving a stratified sample of 129 physician leaders who rated competencies on importance and differentiation, and a qualitative verification by key stakeholders. Five core competencies with 23 behaviours were identified. The validation analysis established all behaviours as important for differentiating leadership performance. Stakeholder review confirmed the competencies were actionable and applicable across leadership roles at all levels. The Leads Self, Leads Others, Inspires Others, Forward Thinking and Engages Others (abbreviated LLIFE) competency model positions a healthcare organisation to advance leadership excellence in a rapidly evolving healthcare environment that requires comprehensive transformation. It aligns with strategic goals, embeds values-based behaviours and supports continuous development, establishing a model that other healthcare institutions may learn from and adapt.

Purpose Good leadership is a fundamental critical factor in ensuring success of construction projects. This study aims to establish relationships between leadership competencies and leadership styles in the Australian construction industry. Design/methodology/approach Data were obtained through the administration of questionnaire surveys from 101 project management practitioners. There was testing of hypotheses of interrelationships between key constructs using multiple linear regression. Findings Leadership styles and competencies varied depending on the context in which leadership operated. However, results indicated that significant level of similarities are present in leadership of building sectors and project sizes. Originality/value Findings provide multi-sectorial guide for project management practitioners in developing and monitoring leadership styles and competencies in the construction industry.

Digital transformation in construction remains slow despite its recognised potential, and although leadership is seen as a critical enabler, the role of specific leadership competencies in overcoming organisational resistance is not well understood. This study investigates the key barriers to digital transformation in construction organisations and examines how leadership competencies function as counterforces to these barriers. Interviews with 13 senior managers from Chinese construction organisations identified five primary barriers: relatively high expenses, inappropriate organisational system, operational inertia, difficulties in training and skills upgrading, and stereotyped industry culture and image, together with 10 underlying root causes. Building on an existing leadership competency framework, the study refines and extends leadership competencies by introducing four new competencies and revising two existing ones. Using Force Field Analysis, it illustrates how leadership competencies systematically mitigate organisational resistance. The findings provide a mechanism-based understanding of leadership in digital transformation by reconceptualising leadership competencies as functional intervention forces rather than static attributes. They further offer a context-sensitive competency framework to inform leadership selection and development for digital transformation in the construction industry.

Short-term study abroad programs have become increasingly popular in US higher education, as they offer powerful development opportunities for undergraduate students. This mixed methods study examined the impact of three faculty-led short-term summer study abroad courses in a leadership studies curriculum. Through the lens of Seemiller's student leadership competencies, survey data from six student cohorts revealed growth in key competency clusters, particularly personal behavior, self-awareness and development, civic responsibility, and learning and reasoning. Short-term study abroad helped students develop leadership skills such as functioning independently, responding to ambiguity, emotional intelligence, and social responsibility. These leadership competencies help augment students' college experiences, as well as provide them with enhanced career readiness. These findings support the integration of study abroad into leadership development curricula and suggest the use of competency-based frameworks for intentional program design.

This article explores the role of university-affiliated study centers abroad in fostering leadership development among undergraduate students. Drawing on experiential and transformational learning theories, we highlight how structured academic environments combined with cultural immersion can enhance key leadership competencies such as adaptability, intercultural communication, and critical thinking. Through personal narratives from students who studied at Florida State University's Florence study center, we illustrate how leadership theory was integrated with real-world learning experiences. The study center's role as both a physical and developmental hub is examined, alongside the benefits and limitations of such environments. Recommendations are provided for how higher education institutions can more intentionally design study abroad programs to maximize leadership learning, including the integration of reflective practices, peer-led initiatives, and community engagement projects.

When exploring the landscape of leadership learning in study abroad, it is critical to understand the leadership learning that takes place through short-term study abroad courses. This article will provide a definition of short-term study abroad and short-term study abroad leadership courses through an overview of relevant literature. It will further examine leadership study's connection to the development of global leadership competencies. Implications for universities, students, and leadership educators will be provided.

Purpose This study aims to examine the relationship between activity orientation, capability orientation, emulation, leadership competency and support for technology transfer in the hotel industry. It also discusses the mediating role of leadership competency and emulation in this relationship. Design/methodology/approach A total of 521 usable questionnaires were collected from hotel employees in Malaysia via purposive sampling. This study used structural equation modelling via partial least squares version 4.0 to examine the measurement and structural models. Findings The results indicated that activity and capability orientations influence emulation. While capability orientation influences leadership competency, activity orientation does not. Emulation and leadership competency both influence support for technology transfer. For the mediating effect, emulation and leadership competency mediate between activity orientation, capability orientation and support for technology transfer. Practical implications The results provide valuable insights for hotel managers and policymakers to enhance technology transfer support by fostering a culture of emulation and the development of leadership competencies. Organisations can improve technology adoption and operational efficiency by strengthening employees’ capability orientation and leadership skills. Originality/value This study makes a significant contribution to the body of literature by introducing new relationships and theoretical models.

AimTo explore nurses’ perceptions of the impact of nurse managers’ leadership practices on work engagement.DesignA qualitative descriptive study.MethodThirteen (13) registered nurses were recruited from different departments in four referral hospitals in Saudi Arabia. Data were collected using semi-structured interviews, and thematic analysis was conducted using NVivo-12 software. The findings were reported following the COREQ checklist.ResultsKey themes included the impact of (1) fair, equitable, and culturally competent nurse managers, (2) effective communication styles by nurse managers, and (3) supportive and collaborative nurse managers. These elements have a positive impact on the level of nurse work engagement.ConclusionNurse managers’ leadership and interaction with their staff can impact nurses’ sense of engagement in their work. Engaged nurses demonstrate higher levels of motivation, job satisfaction, and commitment, which can enhance patient care quality and workplace efficiency. The findings emphasise the importance of key leadership qualities, including cultural competence, effective communication, and supportive leadership, in fostering nurse engagement. These competencies not only improve staff motivation but also contribute to better patient outcomes. Future research should further explore the intersection of leadership practices and diverse cultural contexts to deepen the understanding of how culturally responsive leadership can enhance nurse engagement across various settings.ImplicationsTo enhance nurse engagement and patient care outcomes, nurse managers should develop their leadership skills, particularly in fairness, cultural competence, and communication. Nursing policymakers should prioritise these competencies in leadership training to foster a supportive workplace. Incorporating cultural competence into leadership training policies will help retain a motivated and diverse nursing workforce. Future research should explore interventions that further develop these leadership skills to improve nurse engagement and patient outcomes.

Purpose This paper investigates how distinct forms of social support facilitate the development and utilization of leadership skills among university students engaged in food-focused innovation and entrepreneurship programs. Design/Methodology/Approach Drawing on survey data from 568 undergraduates at the Bio-engineering Colleges within Jiangnan University and Tianjin Agricultural University, a structural equation modeling framework is employed. Social support is operationalized as three latent constructs – service support, caring support and group support – while leadership is expressed through four capabilities: technical, interpersonal, analytical reasoning and food-market control. Findings The measurement model demonstrates robust structural validity; the four-factor solution accounts for 68.76% of the total variance in leadership performance. Path analysis shows that service, caring and group support each exert a positive and significant influence on students’ leadership skills (standardized β > 0.30; p < 0.05), confirming the critical facilitation role of multi-dimensional social support in entrepreneurial settings. Practical implications Universities and program designers should engineer comprehensive support ecosystems – combining mentoring services, pastoral care and peer-to-peer communities – to accelerate leadership growth and, in turn, enhance venture success rates in student-led food innovation projects. Originality/Value By disaggregating social support into functional categories and mapping their differential effects on specific leadership competencies, this paper offers a nuanced, evidence-based blueprint for strengthening entrepreneurship education in the agri-food sector.

ABSTRACT This study examines gender, race, and regional representation among head coaches in all editions of the FIFA Women’s World Cup (1991–2023). Using a quantitative, longitudinal design, data were collected from official tournament records and analysed descriptively. Results revealed that women represented only 24% of all head coaches, with even lower proportions for women of colour and coaches from the Global South. Despite limited access, women coaches achieved disproportionately high success, winning 44% of the titles. Additionally, women were more likely than men to return for multiple editions, suggesting strong performance when given the opportunity. These findings challenge persistent stereotypes about leadership competence and masculinity in sport. The study highlights the need for equity-driven policies in coaching recruitment and retention, particularly for underrepresented groups. It contributes to ongoing debates on gender and performance, calling for structural change to ensure fair access to leadership in women’s football.