The present research examines the role of incorporating Three-Wide Education (TWE), whole-process, whole-staff, whole-environment amalgamation of moral, intellectual, and practical learning, in the human resource management (HRM) in the Chinese enterprises to promote talent development. Inspired by Ability-Motivation-Opportunity theory, Job Demands-Resources, Self-Determination Theory and HRM system strength, we theorize that enterprise level integration of TWE (independent variable) would yield better results on talent development (dependent variable) in two complementary ways; employee engagement in learning and perceived effectiveness of the HRM system. We also suggest, that organizational learning culture and leadership development facilitate these respective connections, and transform educational structure into the embodied growth of capability, employability and inward mobility. We assess both the measurement and structural models with mediation, moderation, and specific indirect effects using a multi-city survey of full-time employees and partial least squares structural equation modeling on SmartPLS. Findings suggest that incorporating TWE in HRM is linked to significant gains in talent development, which operates directly and, more noticeably, via behavioral and perceptual channels which are reinforced by culture and leadership. The paper highlights the fact that education becomes economically consequential in the sense that it is entrenched as a coherent HR system to activate long-lasting learning behavior and give honesty to the development paths. The strength of this study is that TWE is operationalized as a firm-level HRM capability, and a dual-mechanism, moderated model is validated in China in the enterprise context, which provides practical advice on how to develop systems that are innovation-based in terms of talent Management.

This paper examines how leadership, organizational learning, and technology integration interact to foster innovation and adaptability within learning organizations in the context of digital transformation. While prior studies have largely examined these elements in isolation, there remains limited synthesis of how leadership, learning processes, and digital technologies jointly operate across organizational contexts. This review is novel in that it systematically integrates leadership styles, organizational learning processes, and digital transformation within a single analytical framework and classifies existing empirical studies according to direct, moderation, and mediation models. Using a systematic literature review guided by PRISMA, the study synthesises 23 peer-reviewed empirical articles published between 2015 and 2025 across education, healthcare, public, and private sector organizations. The findings show that leadership influences organizational learning and performance through both direct and indirect pathways, with effects shaped by contextual conditions such as organizational flexibility and sectoral characteristics. Mediation mechanisms, particularly employee productivity and knowledge sharing, are central in translating leadership practices and technology adoption into improved organizational outcomes. Moderation effects further indicate that leadership effectiveness varies according to organizational readiness and environmental complexity. The review highlights that context-sensitive leadership and strategically aligned digital learning initiatives are critical for sustainable organizational development. It concludes by recommending that future research and policy prioritize integrated and adaptive approaches to leadership development and digital learning, offering a coherent roadmap for scholars and practitioners seeking to build resilient and innovative learning organizations.

This study was conducted using a correlational survey model to examine the relationship between school principals’ learning leadership behaviors and the organizational attractiveness of schools. Participants consisted of 625 teachers selected from the central districts of Diyarbakir. The learning leadership scale and the organizational attractiveness scale were used as data collection tools. The results of the study revealed that perceptions of the learning leadership scale and the organizational attractiveness scale were high. When examining the sub-dimensions of the learning leadership scale, it was found that teachers’ perceptions were highest in the sub-dimensions of visionary leadership (3.70), team spirit (3.45), and mastery (3.44), and lowest in the sub-dimension of supportiveness (3.38). In particular, the fact that the supportive dimension was found to be at a “moderate” level compared to other sub-dimensions led to the conclusion that school administrators’ individual support behaviors towards teachers were insufficient. Participants’ perceptions of the organizational attractiveness scale were found to be at a moderate level. According to the correlation analysis, a positive and moderate relationship was found between learning leadership and organizational attractiveness, and this result was also supported by the regression analysis. This result shows that learning leadership behaviors significantly affect the attractiveness levels of schools.

Abstract This article examines the intricate process of educational change in the transition from national to international curricula, with a particular focus on preparatory programs for the International Baccalaureate Diploma Programme (IBDP) in Polish schools. Adopting a multi-case study approach across 15 schools, the research employed visual ethnography and interviews with students, teachers, and program coordinators to investigate the educational functions and change management strategies of these preparatory programs. The findings reveal that preparatory programs, particularly the pre-IB and the Middle Years Programme (MYP), serve as essential bridges in facilitating the shift from a scientific-technical national curriculum to a constructivist-oriented international one. These programs support change by addressing curricular gaps, fostering student leadership in learning, and enabling a gradual adaptation to academic rigor. Key insights highlight how these preparatory programs navigate resistance to change, accommodate the diverse experiences of change among different stakeholders, and balance the benefits of transition with a critical evaluation of its challenges. Furthermore, this article explores the socio-cultural and political forces driving this educational transformation within the Polish context. It contributes to the understanding of educational change management in international education, offering insights into how schools can effectively prepare students for rigorous international curricula while maintaining flexibility and addressing individual needs. It provides valuable perspectives for school leaders, teachers, and policymakers involved in implementing and managing educational change in increasingly globalized educational landscapes.

Background Equine-assisted learning (EAL) has been widely applied to support personal and social development among children and adolescents. Little evidence exists to support the contribution of EAL to leadership development among university students, particularly in areas relevant to academic and professional growth. Purpose This study explores how EAL supports leadership-related learning processes among Malaysian university students. Method In-depth, semi-structured interviews were conducted with seven participants, including university educators and an EAL facilitator. The qualitative data were transcribed and analyzed using reflexive thematic analysis. Findings Four analytic themes emerged: (i) communication and self-awareness, (ii) trust and relationship-building, (iii) resilience and problem-solving, and (iv) teamwork and leadership practice. Participants characterized EAL as providing novel opportunities for students to engage in experiential and embodied leadership learning, with horses offering immediate, non-evaluative responses that supported relational learning. Implications These findings suggest that EAL could stand as an important addition to traditional leadership education approaches in universities, providing transferable skills with implications for students’ academic, professional, and personal lives.

This study aims to analyze the implementation of school cooperative management and management diversification in improving management effectiveness and the educational function of cooperatives. The study employs a qualitative approach using library research based on books, scientific journals, and relevant articles published within the last five years. Data analysis uses an interactive model consisting of data reduction, data display, and conclusion drawing, supported by source triangulation to ensure validity. The findings indicate that school cooperatives have implemented basic management functions; however, their practices remain administrative rather than strategic. Transformational leadership plays a crucial role in enhancing member participation and fostering organizational innovation. Business diversification is proven to improve income stability and strengthen the cooperative’s role as a contextual learning medium through experiential learning. Additionally, the use of digital technology supports efficiency and transparency in cooperative management. This study contributes by integrating leadership, diversification, and contextual learning concepts into school cooperative management. However, its limitation lies in the use of secondary data, which does not fully represent empirical conditions. Future research is recommended to adopt field-based approaches for more comprehensive results

This study aims to examine the effects of employee engagement, employee communication, attitude, transformational leadership, and Neuro-Linguistic Programming (NLP) Learning on Sustainable Human Resource Management (Sustainable HRM), with employee performance serving as a mediating variable. This research employs a quantitative approach using a survey method. The research population consists of managerial-level employees (leaders to managers) from companies in West Java who participated in training programs conducted by Job Training Institute (LPK) “X”. A total of 360 respondents were selected using purposive sampling. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that employee engagement, employee communication, transformational leadership, and NLP Learning have a positive and significant effect on employee performance, while attitude does not have a significant effect on employee performance. Furthermore, employee performance is found to have a positive and significant effect on Sustainable HRM. Mediation analysis reveals that employee performance partially mediates the relationship between employee engagement, transformational leadership, and NLP Learning and Sustainable HRM. However, employee performance does not significantly mediate the effects of employee communication and attitude on Sustainable HRM. These findings highlight that the achievement of Sustainable HRM is not solely determined by individual and organizational practices directly, but is strongly influenced by the organization’s ability to enhance employee performance as a key mediating mechanism. This study contributes theoretically by reinforcing the role of employee performance as a mediator in the Sustainable HRM framework and by introducing NLP Learning as a relevant human resource development approach in the Indonesian organizational context. Practically, the findings provide insights for organizations and job training institutions in designing performance-oriented and sustainability-driven human resource development strategies.

Purpose This study aims to explore the role of the small- and medium-sized enterprises (SMEs) owner-manager as an enabler of employee learning and discuss how digital transformation, as a key form of disruption, poses challenges and opportunities for enacting learning-oriented leadership. Design/methodology/approach The study is conceptual, drawing on literature on workplace learning and SME leadership. It applies Tynjälä’s 3-P model (presage, process, product) of workplace learning and the organisational agility perspective to analyse learning-oriented leadership in SMEs. Findings Four themes are used to describe factors that simultaneously create challenges and opportunities for workplace learning in SMEs: resource availability, limited access to formal training, the condition of “smallness” and relational dynamics. By using learning-oriented leadership, emphasising informal learning, leveraging digital tools and encouraging developmental learning cultures, SME owner-managers enhance their firm’s agility amid disruption. Research limitations/implications The paper lays the foundation for future research examining how learning-oriented leadership affects SME innovation and survival in dynamic environments. Practical implications The findings suggest that SME owner-managers can strengthen organisational adaptability by embedding learning in daily work, leveraging low-cost digital resources and intentionally shaping relational conditions that support informal learning. Originality/value The paper advances research by conceptualising learning-oriented leadership in SMEs under volatile conditions. It integrates leadership, workplace learning and agility perspectives into a novel framework that highlights the distinctive conditions of small firms and positions learning-oriented leadership as a strategic response to disruption.

This study examined the relationships between principal instructional leadership and teacher professional learning in Chinese primary and middle schools. Survey data were collected from 3219 teachers across 121 schools. Researchers employed a multilevel moderated mediation model to explore links among principal instructional leadership, social justice leadership, teacher resilience, and teacher professional learning. Social justice leadership was a moderator, and teacher resilience was a mediator. Results showed instructional leadership was positively associated with teacher professional learning both directly and indirectly through teacher resilience. Social justice leadership strengthened the association between instructional leadership and teacher resilience, as well as the indirect pathway to teacher professional learning. When social justice leadership was lower, the association between instructional leadership and teacher professional learning was not statistically significant. This underscores the importance of an explicit equity focus in instructional leadership. Key contributions include identifying teacher resilience as a mediator and social justice leadership as a boundary condition that shape how instructional leadership relates to teacher professional learning. These findings offer both theoretical advances and practical guidance for balancing performance and equity in schools.

Abstract Introduction: Faculty development is crucial to sustaining medical education excellence, yet structured, targeted approaches remain limited in emergency medicine. This study explores emergency physicians’ perceptions of their educator roles and identifies faculty development needs in Singapore. Methods: A cross-sectional electronic survey was conducted from March to June 2024 across three emergency departments. Emergency physicians (associate consultant level and above) rated familiarity, confidence, and perceived importance of 12 educator roles based on the Association for Medical Education in Europe (AMEE) framework. Data were analyzed using IBM SPSS Statistics software. Results: Sixty-two emergency physicians participated. Familiarity with AMEE educator roles was low (Mean = 2.24, standard deviation [SD] = 1.155), but confidence in clinical teaching roles was moderate to high (Mean = 3.90, SD = 0.670). Most of the respondents (71%) identified primarily as engaging educators. Confidence increased with years of experience, with a majority (54.8%) gaining confidence within 3–5 years. Lower confidence was reported in curriculum development, technology-enhanced learning, and academic leadership domains. Conclusions: Emergency physicians in Singapore are confident clinical educators but less familiar with broader educational roles. Faculty development initiatives should address gaps in curriculum planning, educational leadership, and technology integration. Recommendations such as structured pathways, longitudinal mentorship, and protected time for more educator responsibilities are critical to supporting professional growth and enhancing educational excellence.

This study examined the role model strategies used by School Management Teams (SMTs) to encourage positive student behaviour and career development in Tanzanian secondary schools. The research was guided by social learning and transformational leadership theories. It employed a qualitative approach with a case study design. Data were gathered through interviews, focus group discussions, and document analysis. Results show that role modelling by SMT members positively impacts students’ discipline, attendance, effort, academic motivation, and career aspirations. However, challenges such as a shortage of professionals due to limited accessibility in the study area, school financial issues, stakeholders' limited awareness of the program, and a lack of formal mentorship structures were identified. The study suggests establishing structured mentorship programs in schools, allocating budgets for these initiatives, creating a dedicated timetable in advance, identifying various specialists and professionals nearby schools, and involving alumni who are experts and formerly studied at the same school.

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings The paper identified that collectively leadership effectiveness and organizational learning can positively improve innovation. Research limitations/implications This paper highlights the need for continuous research within leadership and business dimensions to remain relevant with outcomes. Practical implications The paper serves as a foundation for increased investment in leadership development. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

BackgroundMaternal and neonatal mortality in the UK remains high, underscoring safety concerns in maternity care. Incident reporting remains a key mechanism for identifying risks and driving improvement, yet challenges, including underreporting and limited organisational learning, persist.AimThe primary aim of the study was to explore clinicians’ preferences and behaviours in maternity patient safety reporting within a tertiary hospital.MethodsWe conducted a two-phase qualitative study in a UK tertiary teaching hospital maternity service. Phase 1 involved AI-supported Big Qualitative (Big Qual) thematic analysis (using Caplena and Infranodus) of the first 400 patient safety incident reports submitted via the local electronic reporting system over a 5-month period (June–November 2024). Phase 2 comprised semistructured interviews with 14 maternity clinicians conducted between April and June 2025 and informed by phase 1 findings. Interview data were analysed using a Rapid Assessment Procedure and framework-based thematic analysis. Findings from both phases were integrated at the interpretation stage to examine reporting practices, barriers and enablers and opportunities for organisational learning, drawing on sociotechnical systems and safety-II-informed concepts.ResultsThematic analysis of incident reports identified ten recurrent topics including staffing capacity, documentation discrepancies and communication issues. Interviews highlighted barriers such as psychological safety, form complexity and limited feedback, alongside enablers including visible learning and supportive leadership. Inconsistencies in reporting behaviours, feedback mechanisms and system integration were evident, with underreporting of near misses and staff conduct identified as key gaps.ConclusionsThis study offers a nuanced view on how incident reporting is enacted in practice within maternity care. By combining interview data with Big Qual incident analysis, it identifies actionable insights for improving safety and organisational learning. Recommendations include simplifying reporting systems, embedding psychological safety, standardising processes and enhancing feedback and cross-professional learning.

I love alliteration. It's my favorite literary device. I loved alliteration before I knew what alliteration is. I mean, who hasn’t read Horton Hears a Who ? Dr. Suess writes, “ ‘I say!’ murmured Horton. ‘I’ve never heard tell of a small speck of dust that is able to yell. So you know what I think?…Why, I think that there must be someone on top of that small speck of dust! Some sort of creature of very small size, too small to be seen by an elephant's eyes…” I learned the term alliteration during junior year of high school and have enjoyed the literary technique ever since.

Purpose Smallholder farmers in India face persistent challenges in accessing inputs, markets and information. Farmer producer companies (FPCs) have emerged as key institutional mechanisms to address these gaps. However, the sustainability and performance of FPCs are critically linked to the managerial competencies of their leadership, particularly the Board of Directors (BODs). This study aims to assess the managerial competencies of FPC leaders and examine how these competencies influence the functional performance of FPCs in Bihar. Design/methodology/approach The study evaluated 100 BOD members from eight FPCs in Bihar using the 5-Dimensional Managerial Competency Battery (5D-MCB), which assesses communication, strategic decision-making, goal-setting, leadership and lifelong learning. BOD members were categorized as Novice (18–30), Professional (31–42) or Expert/Pioneer (43–54). Competency levels were analysed across FPCs at different stages of development – nascent (=3 years), emerging (>3–6 years) and mature (>6 years) – to identify variations and gaps. Findings Results showed that well-established FPCs recorded a 43% competency index compared to only 26% among non-functional FPCs. Significant differences in managerial competencies were observed across FPC life-cycle stages, with mature FPCs demonstrating relatively higher performance. However, critical deficiencies were identified in strategic leadership and adaptability. These gaps highlight the importance of strengthening managerial and strategic capabilities for improved governance and operational effectiveness. Originality/value The study provides one of the first empirical assessments of managerial competencies among FPC leaders in Bihar. By linking leadership skills to institutional performance, it offers actionable insights for policymakers and development agencies to design targeted capacity-building and governance interventions that can enhance FPC sustainability and support smallholder farmers' livelihoods.

Patient safety culture is a critical determinant of healthcare quality and is associated with improved clinical outcomes and patient satisfaction. It can be measured using validated survey instruments assessing organizational norms, behaviors, and healthcare professionals' perceptions related to safety. In public tertiary care teaching hospitals, where high patient volumes, workforce constraints, and training responsibilities coexist, evaluating patient safety culture is particularly important. Standardized tools such as the Hospital Survey on Patient Safety Culture (HSOPSC) Version 2.0 enable identification of strengths, gaps, and context-specific priorities for improvement. To assess patient safety culture in a public tertiary care teaching hospital in Central India using HSOPSC Version 2.0 and identify strengths and gaps across key safety culture dimensions at unit and hospital levels, including variations across professional groups and clinical departments. A descriptive cross-sectional study was conducted in accordance with Strengthening the Reporting of Observational Studies in Epidemiology guidelines at a public tertiary care teaching hospital in Central India. Patient safety culture was assessed using HSOPSC Version 2.0 through a mixed-mode (online and paper-based) survey. Doctors, nurses, and technical staff with at least six months of institutional experience were included. Proportionate stratified sampling yielded 414 respondents (response rate: 80%). Data were analyzed using the Agency for Healthcare Research and Quality (AHRQ) HSOPSC 2.0 Data Entry and Analysis Tool. Percent-positive and composite dimension scores were calculated according to AHRQ guidance. Internal consistency was assessed using Cronbach's alpha. One-way analysis of variance was used for comparisons, with p < 0.05 considered statistically significant. A total of 414 healthcare professionals participated (response rate: 80%). Overall, the patient safety culture was moderate. Teamwork (77.54%) and communication about error (76.31%) were identified as strengths, followed by organizational learning-continuous improvement (69.01%), supervisor/clinical leader support (68.58%), and handoffs and information exchange (60.11%), which demonstrated moderate performance. Staffing and work pace (32.25%) was identified as an area of concern, indicating an important system-level challenge, while response to error (50.00%) was at the threshold of the moderate range. Physicians reported significantly more positive perceptions than nurses and residents across several domains (p < 0.05). Significant variation in safety culture scores was also observed across work areas/units. Overall, 84.30% of respondents (n=349) rated patient safety in their work area as good to excellent. This study provides structured evidence on patient safety culture in a public tertiary care teaching hospital in Central India. While strengths in teamwork, communication about error, organizational learning, and clinical leadership support provide a foundation for safe care, persistent system-level challenges, including staffing constraints, workload pressures, care transition gaps, and concerns regarding non-punitive response to error, require focused leadership attention. Targeted, context-specific interventions and sustained organizational commitment are essential to advance safety culture maturity in resource-constrained public healthcare settings.

HRMARS - This study examines the effects of ethical leadership, employee engagement, and organizational learning on organizational commitment, with job satisfaction as a mediating variable. Data were collected from 255 medical and non-medical employees in General Hospital of Tgk Abdullah Syafi’i Beureunuen using stratified random sampling and analysed through Structural Equation Modeling (SEM). The results show that ethical leadership does not directly affect organizational commitment, whereas employee engagement, organizational learning, and job satisfaction have significant positive effects. Ethical leadership, employee engagement, and organizational learning also significantly influence job satisfaction. Mediation analysis indicates that job satisfaction partially mediates the relationships between ethical leadership, employee engagement, organizational learning, and organizational commitment. The study contributes that employees reciprocate positive behaviours (e.g., organizational commitment) when they perceive that their organization is committed to their well-being (e.g., through ethical leadership, employee engagement, and organizational learning).

This study examines the role of team dynamics and leadership in shaping collaborative learning and creative performance within interior architecture studios. Using a qualitative research design based on interviews, observations, and reflective journals, the study explores how leadership behaviours, communication patterns, and interpersonal relationships influence design collaboration. Findings reveal that transformational and distributed leadership models foster inclusive participation, psychological safety, and collective creativity—key factors for successful project outcomes. Teams that maintained open communication, emotional intelligence, and equitable role distribution demonstrated higher cohesion and innovation levels. Conversely, hierarchical or transactional leadership approaches limited creative dialogue and group synergy. The discussion integrates insights from transformational leadership theory and social constructivism to explain how collaborative environments facilitate the co-construction of design knowledge. The study concludes that leadership development and teamwork training are essential components of design education. It recommends integrating reflective practices, emotional intelligence training, and shared leadership strategies within studio pedagogy to better prepare future designers for professional collaboration and creative leadership. Keywords: team dynamics, leadership, interior architecture studio, shared leadership, qualitative research, design education

In the evolving educational landscape, integrating Media Arts into STEAM (Science, Technology, Engineering, Arts, and Mathematics) education emerges as a pivotal strategy for harmonizing traditional STEM subjects with the creative arts. This study explores the transformative potential of Media Arts in STEAM, highlighting its role in enhancing educational outcomes in an increasingly digital world. We will explore how Media Arts serves as a dynamic channel, interweaving with STEAM disciplines to enrich learning experiences and foster essential 21st-century skills. Our focus centers on innovative pedagogical strategies that utilize digital media, storytelling, and interactive technologies. These methods are instrumental in cultivating critical thinking, creativity, and problem-solving skills, which are vital in today’s interconnected and technology-driven society. The exploration includes analyzing how current policies and funding models, often skewed toward STEM, inadvertently sideline the arts, particularly Media Arts, in educational settings. This oversight underscores a gap in fostering a comprehensive STEAM education that truly encapsulates the essence of integrating arts with scientific and technological studies. Additionally, the study will reflect on the role of initiatives like the Connected Arts Network (CAN) in bridging this gap. CAN’s efforts in promoting teacher leadership and building robust Professional Learning Communities (PLCs) underscore the importance of collaborative and interdisciplinary approaches in education. Through this investigation, we aim to highlight the imperative of re-envisioning STEAM education to include Media Arts, advocating for policy shifts, and increasing funding that recognizes the invaluable contribution of the arts in shaping well-rounded, innovative, and adaptable learners.

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.