This study aims to analyze the innovation of agropreneurship-based education management in strengthening the economic development of Pesantren Persatuan Islam (PPI) 97 Cikajang. Employing a qualitative approach with a single case study design, data were collected through in-depth interviews, participant observations, document analysis, and Focus Group Discussions (FGDs). The findings reveal that the pesantren successfully formulated an innovative educational model that integrates religious learning, agribusiness skills, experiential learning, and productive entrepreneurial practices. The implementation of innovation occurred gradually and contextually, supported by visionary leadership, adequate infrastructure, competent human resources, and strong partnership networks. Nevertheless, several challenges were identified, including limited technical competencies, financial constraints, agricultural market fluctuations, and internal cultural resistance. The innovation has significantly contributed to increasing pesantren income, diversifying economic resources, optimizing productive assets, and enhancing students’ technical, managerial, and entrepreneurial competencies. This study offers a conceptual model of agropreneurship-based education management innovation that can serve as a reference for strengthening the economic independence of pesantren in Indonesia.

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.

In the context of rapid digital transformation, the introduction of innovative technologies into the educational process of universities is of particular importance. This article is devoted to the analysis of the impact of digital tools on the formation of managerial and leadership competencies of students, as well as on improving the effectiveness of teachers' teaching activities. The research used the methods of questionnaires, interviews, and analysis of scientific and methodological sources. It was attended by students, teachers and specialists in the field of information and communication technologies from Kazakhstani universities. The results of the study showed that the use of virtual simulators, online courses, open educational resources and adaptive learning platforms significantly increases student engagement, promotes the development of critical thinking, independence and communication skills. Special attention is paid to national education digitalization programs in Kazakhstan, such as Digital Kazakhstan and Information Kazakhstan 2022, which actively develop distance learning platforms and electronic educational resources. It has been established that digital technologies provide flexibility, accessibility and individualization of the educational process, contribute to the formation of digital competencies among both students and teachers. The authors emphasize the need for strategic integration of digital solutions into the higher education system, taking into account the needs of students and the requirements of the modern labor market. It is concluded that the digitalization of education is a key factor in the modernization of higher education and an essential condition for the training of competitive specialists in the era of the digital economy.

In the context of digital transformation, one of the urgent problems is the research of modern approaches to assessing the competencies of project managers necessary for the effective work of project teams. In this regard, the goal of the scientific article is to identify key competencies of project managers based on methods of content analysis of educational programs of higher education institutions in the Republic of Kazakhstan and the FuzzyAnalytic Hierarchy Process (FAHP) method to substantiate their weight coefficients. The results of the content analysis showed that current educational programs for training project managers lack professional, digital, communicative, and personal competencies critical for teamwork during project implementation. The absence of these competencies leads to a decrease in the efficiency of project activities and limits the readiness of graduates for the practical implementation of projects, as educational programs are often oriented predominantly towards theoretical preparation with an insufficient level of practical focus. The proposed FAHP model evaluates project manager competence according to indicators such as skill development, teamwork ability, formation of communicative and leadership qualities, as well as the ability to integrate digital innovations into the educational process. This model will allow universities to adjust educational programs taking into account practical requests in the field of training highly qualified project management specialists. Furthermore, domestic universities should transition to a competency-based training model and bring academic practice into compliance with international quality assurance standards. As a result, an effective structure of project management manager competencies will be formed, playing a key role in the employment of graduates and their adaptation in a professional project environment.

This article argues that Daniyal Mueenuddin's This Is Where the Serpent Lives should be read not simply as a novel about class disparity or as a retrospective account of a residual feudal order, but as a literary anatomy of postcolonial governance in Pakistan. Rather than staging a familiar opposition between a traditional landed elite and an incomplete modern state, the novel depicts a hybrid political formation in which bureaucracy, landed authority, kinship, caste hierarchy, domestic service, police power, and entrepreneurial aspiration are deeply entangled. To illuminate this structure, the article brings Michel Foucault's concept of governmentality into dialogue with Partha Chatterjee's theorization of political society. This combined framework clarifies how the novel imagines rule not primarily through abstract legality or equal citizenship, but through the management of conduct by means of access, mediation, recognition, dependency, and selective coercion. The argument proceeds through the novel's major narrative arcs: Bayazid's incorporation into patronal service, Rustom Abdalah's encounter with infrastructural privilege and privatized violence, Hisham Atar's embodiment of feudal modernity, and Saqib's failed ascent through managerial competence and agrarian enterprise. Across these trajectories, Mueenuddin shows that roads, schools, telephones, ledgers, police stations, marriage negotiations, and household loyalties are not neutral instruments of modernization. They are socially differentiated technologies of rule. The article therefore contends that the novel's central achievement lies in exposing a postcolonial order in which elite power is neither premodern nor extra-state. It is modern, administratively mediated, and repeatedly secured through personal authority and sovereign force. By reading the novel through governmentality and political society, this study offers a more precise account of Pakistani social power than the broad and often static vocabulary of "feudalism" alone permits.

The article analyzes the international experience of forming ethical and communicative foundations of labor protection in the context of professional interaction with persons with disabilities. The relevance of rethinking traditional approaches to labor protection management is substantiated, taking into account the principles of inclusiveness, social responsibility and sustainable development of modern labor collectives. Based on the analysis of scientific literature and statistical data of international organizations, the main barriers to the professional integration of persons with disabilities in the labor markets of different countries are identified. It is shown that inequality in employment is caused not only by physical or technical limitations, but also by insufficiently adapted communication strategies, persistent social stereotypes and the lack of ethical competencies of employers and managers. Special attention is paid to the analysis of the quality of interaction between a manager and a person with disabilities within the framework of the concept of leader-follower exchange (LMX). The results of the correlation analysis indicate that the quality of managerial communication, as well as the level of trust and support from managers, is a key mediator of the impact of the degree of functional limitations on job satisfaction, resilience, adaptation to work and overall employee engagement. It is proven that adherence to ethical principles and the implementation of inclusive communication practices contribute to reducing occupational risks and increasing the level of occupational safety for persons with disabilities. The need to integrate ethical and communication components into occupational safety management systems along with technical and organizational measures is emphasized. The practical significance of the study lies in the possibility of using the obtained results to develop management decisions aimed at creating a safe, inclusive and ethically responsible work environment that ensures full professional integration of persons with disabilities and increases the effectiveness of the organization.

The hospitality industry is characterised by high levels of complexity, uncertainty, and interpersonal intensity. While emotional intelligence (EI) has dominated both academic and practitioner debates on effective hospitality leadership, considerably less attention has been paid to cognitive intelligence (CI) as a foundational managerial competency. Drawing on interdisciplinary research from management, psychology, and hospitality studies, this paper argues that cognitive intelligence constitutes a critical yet under-theorised capability for innovation management and organisational performance in hospitality contexts. Building on established distinctions between cognitive and emotional intelligence, and synthesising evidence from hospitality and general management research, this paper develops a conceptual framework positioning CI as a core meta-competency that enables sensemaking, judgement, problem-solving, and adaptive decision-making in complex service environments. This conceptual paper contributes to the literature on innovation and hospitality management by reframing managerial intelligence as a performance-enabling capability that underpins learning, adaptability, and long-term organisational effectiveness in hospitality organisations.

This study investigates how Supportive Leadership (SL) influences Eco-Friendly Building Adoption (EFBA) through Sustainability Cognition (SC) and Perceived Managerial Capability (PMC) within the Stimulus–Organism–Response (SOR) framework. Using partial least squares structural equation modeling (PLS-SEM), data were collected from professionals engaged in sustainable construction projects. The results reveal that SL significantly enhances both SC and PMC, and directly contributes to EFBA. SC demonstrates a significant mediating role between SL and EFBA, indicating that leadership fosters sustainability-oriented cognition, which promotes eco-friendly practices. In contrast, PMC’s mediating effect was not statistically significant, suggesting that managerial competence influences adoption more indirectly. However, the total indirect effect operating through both SC and PMC was significant, highlighting their combined importance in translating leadership into sustainable outcomes. Overall, the findings confirm that leadership drives green building adoption both directly and through key cognitive and managerial mechanisms, offering valuable insights for advancing sustainable construction practices.

OSIS plays a pivotal role in shaping students' leadership and organizational skills, and the Finance and Logistics Departments, being integral to managing resources for various student activities, offer practical experiences that are believed to enhance these skills. This research examined the influence of the Finance and Logistics Departments of the OSIS (Intra-School Student Organization) at SMA Labschool Kebayoran on members' managerial and entrepreneurial skills during the 2024–2025 period. A survey using a Likert scale questionnaire was distributed online via Google Forms to active members of these departments, employing purposive sampling and descriptive statistical analysis to quantify responses. The results revealed strong agreement among respondents (77.8%–88.9% strongly agreed) that involvement enhanced managerial competencies such as decision-making, strategic planning, interpersonal communication, and team influence, while entrepreneurial skills improved through practical experiences such as sponsor sourcing, vendor management, risk-taking, and innovation (55.6%–88.9% agreement). Supporting factors included school guidance and intermember cooperation, whereas inhibiting factors encompassed time constraints, funding challenges, and limited experience. Overall, participation in these departments significantly fostered leadership, professionalism, and an entrepreneurial mindset among high school students, positioning OSIS as a vital platform for skill development.

The study analyzed the relationship between managerial competencies and administrative management from the perception of teachers in “La Inmaculada” School of Ambato, during the 2025 school year. A quantitative approach, deductive method and descriptive-explanatory cross-sectional design were used to evaluate these variables at a specific time. An online survey was applied to 36 teachers, with 9 items for managerial competencies and 8 for administrative management, measured at low, medium and high levels. The Shapiro-Wilk test indicated that the data were not normal, so Spearman´s Rho correlation was used. The results show that, according to the teachers, both variables reach an advanced level, with a very high correlation. This links effectiveness in managerial competencies with effective administrative management. In conclusion, in this institution, both aspects are solid and interrelated, promoting organizational and academic development. These findings guide the strengthening of institutional leadership and management.

Despite the expanded statutory powers and strategic responsibilities of governing councils in both public and private universities, empirical attention has been limited to the managerial competencies that enable councils to function effectively across diverse institutional contexts. This study examines the managerial competencies of governing council members in selected public and private universities in Ghana. Anchored in institutional and corporate governance theories, the study employed a qualitative comparative case-study design to examine the managerial competencies of governing council members at public and private universities in Ghana. The study population comprised governing council members of public and private universities in Ghana, including chairpersons, external members, internal members (senior academics), and representatives of key stakeholder groups. Data were collected through semi-structured interviews with 29 participants, including governing council members and key institutional actors in selected public and private universities, and analysed thematically to identify patterns and variations in managerial competencies. Six interrelated themes emerged: strategic leadership and visioning; financial and resource management; risk management and institutional sustainability; decision-making and governance flexibility; professional expertise and experience; and ethical leadership and accountability. While council members in both sectors demonstrated strong commitment to governance roles, private university councils showed greater agility in decision-making, financial oversight, and performance monitoring. In contrast, public university councils were more constrained by bureaucratic processes, political influence, and regulatory controls but exhibited a stronger orientation toward public accountability and policy compliance. The study positions managerial competencies as a central analytical framework for examining the effectiveness of university governance in Ghana. It offers policy-relevant insights to strengthen governing councils through targeted capacity-building, merit-based appointments, and context-sensitive governance reforms across public and private higher education institutions.

ABSTRACT Electronic Internal Audit (EIA) is a crucial aspect of any organization, especially in the Jordanian public universities. This paper describes the determinants (e.g. top management support, competence of internal auditors, technological infrastructure, and independence of internal audit) of EIA effectiveness among Jordanian public universities. Then, this study suggests a government regulation as moderator factor. This study used 74 usable responses from the internal auditors of the Jordanian public universities. The data collected were analyzed using SPSS-25 and Smart PLS-4. Furthermore, this study contributes to the EIA topic by examining the determinants together in the context of Jordanian public universities. The results revealed that top management support, technological infrastructure, and competence of internal auditors were found to be significant determinants that affect the EIA effectiveness, but the independence of internal audit is not. Besides, government regulation moderates the relationship between the respective determinants and the EIA effectiveness in the Jordanian public universities. The findings could highlight the significance of the EIA effectiveness in the Jordanian public universities, taking into consideration its determinants. Also, the findings are significant for the decision-makers and regulators in declaring new legislation for the electronic IA profession in Jordanian public universities. It turns out that the EIA effectiveness in the Jordanian public universities can enhance the ability to preserve public funds and restrict corrupt practices.

ABSTRACT: In the contemporary global business environment, the smartphone has transitioned from a purely functional communication tool to a pervasive source of cognitive distraction. This research investigates the critical intersection of smartphone dependency and stress-coping mechanisms within the demographic of Bachelor of Business Administration (BBA) undergraduates. As these students represent the forthcoming influx of corporate human capital, their behavioral relationship with technology serves as a significant predictor of future organizational efficiency. The study utilizes a descriptive research design, drawing on extensive secondary data and longitudinal surveys from the 2024–2026 period. The primary objective is to analyze how "Avoidant Coping" strategies—specifically the use of mobile devices as a psychological buffer against academic and professional stressors—undermine the development of core managerial competencies. Statistical evidence indicates a moderate negative correlation ($r \approx -0.31$) between excessive screen time and effective crisis management skills. Furthermore, the phenomenon of "Cyberloafing" is identified as a primary byproduct of this addiction, with data suggesting a 22% decline in task-switching efficiency among heavy users. From an organizational behavior perspective, this paper argues that smartphone addiction is not merely a social issue but a direct threat to workplace productivity. The research highlights the "Switch Cost Effect," where the constant interruptions from digital notifications disrupt deep-work cycles necessary for complex business analysis. By examining the shift from "Active Problem-Solving" to "Digital Escapism," the study concludes that digital resilience must be integrated into professional development curricula. The findings emphasize that for future managers, the ability to regulate digital consumption is a vital soft skill that directly correlates with professional resilience, time management, and overall employability in a high-pressure corporate landscape. Keywords: Cyber loafing, Avoidant coping, Operational efficiency, Digital resilience

The quality of nursing education depends not only on clinical expertise but also on educators' pedagogical competencies. Despite increasing recognition of the importance of teaching skills in higher education, there is no consensus on which competencies are essential for nurse educators, nor are there comprehensive and validated tools for their assessment. This study aimed to develop and validate the Salus-Ed questionnaire to measure teaching competencies among nurse educators. A two-phase study was conducted. In Phase I, the Salus-Ed questionnaire was developed based on a teaching competency model comprising nine domains. Content validity was assessed by 31 expert nurse educators from five Spanish universities, who evaluated 33 items in terms of coherence, relevance, and clarity using a 5-point Likert scale. In Phase II, a psychometric validation was carried out with 242 nurse educators across Spain using non-probabilistic snowball sampling. Construct validity was assessed by exploratory factor analysis (EFA), including the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Bartlett's test of sphericity. The EFA was performed using principal factor extraction with varimax orthogonal rotation, which constrains factors to remain uncorrelated by definition. Internal consistency was analyzed using Cronbach's alpha coefficients. Data were processed using Stata® 18. All items scored above 4 in the expert review phase, confirming strong content validity. The validation sample was predominantly female (74.8%), with a mean age of 47 years; 61.6% held a doctoral degree. The EFA revealed six factors explaining the underlying structure of teaching competencies: (1) relationship and communication (α = 0.91), (2) self-management and teaching planning (α = 0.87), (3) methodological (α = 0.84), (4) teamwork and collaborative management (α = 0.82), (5) disciplinary (α = 0.74), and (6) ethical and reflective competence (α = 0.72). The overall internal consistency was excellent (α = 0.95). Since an orthogonal rotation was applied, the correlations between factors were restricted to zero and therefore not estimated. The KMO index was 0.93 and Bartlett's test was significant (p < 0.001), indicating that the data met the assumptions required to perform the EFA. All subscale coefficients met the recommended thresholds for new instruments. The Salus-Ed questionnaire is a valid and reliable tool for assessing teaching competencies among nurse educators. Its application may support competency diagnosis, inform targeted professional development, and contribute to improving nursing education quality.

In this article, we examine the sources of stress and their manifestations in teachers’ professional lives, with particular attention to their managerial and key competencies. Special emphasis is placed on the identification of stressors that teachers encounter on a daily basis and on the impact of these stressors on professional performance. The teaching profession places substantial demands on teachers’ personalities, which play a decisive role in managing workload and require a range of key personal attributes and competencies necessary for effectively coping with demanding situations. In contemporary educational contexts, it is essential to systematically monitor and map the sources and manifestations of stress experienced by teachers. Awareness of stress symptoms is valuable not only for teachers themselves but also for a wider professional and administrative audience, as it enables more effective adaptation to challenging situations and supports the efficient management of teaching activities.

This article provides a detailed analysis of the process of developing digital competence among management undergraduates as a key element of modern professional training. The main components of digital competence are systematized, including informational, technical, communicative, analytical, and creative skills, as well as critical thinking and innovation capacity. International standards of digital competence (DigComp) and national educational standards of Ukraine are examined, which define the essential knowledge and skills required for future managers in the fields of digital technologies, data analytics, managerial decision-making, and information security. The study analyzes modern information technologies applied in the educational process, including learning management systems (LMS), online simulators and business games, analytical platforms, cloud services, and collaborative tools for team-based work. Methods for developing and assessing digital competence are identified, such as testing, practical assignments, project-based activities, portfolio creation, and collaborative assessment, which allow comprehensive evaluation of students’ skills and planning for their further development. Particular attention is given to the prospects of integrating modern technologies into curricula, including the use of artificial intelligence, machine learning, virtual and augmented reality, which facilitate personalized learning, modeling of complex managerial situations, and practical skill development. The advantages of actively using digital platforms for distance and hybrid learning, big data work, analytics and visualization of results, as well as development of digital communication and team collaboration, are analyzed. It is concluded that the comprehensive use of information technologies and modern pedagogical methods effectively fosters digital competence of future managers, enhances their professional readiness, analytical and communication skills, creativity, critical thinking, and adaptability to a dynamic digital environment. Such an approach ensures the preparation of competitive specialists capable of acting effectively in the digital economy and global labor market.

ABSTRACT This study analyses the paradox of state resilience under incompetent governance. The work substantiates the hypothesis that the resilience of political systems is ensured not by the efficiency of leadership but by institutional inertia, social adaptivity and societal stratification. A nonlinear mathematical model of the dynamics of state resilience is constructed, taking into account the factors of managerial incompetence, societal adaptivity, institutional memory and external stochastic disturbances. Numerical simulations are performed via the Monte Carlo method, and the phase transitions of resilience are analysed. Special attention is given to the role of the middle class as an attractor of stability, and the structure of ‘meaningless resilience’ is described, in which the state maintains order despite managerial degradation. Philosophical and systemic aspects of the phenomenon of institutional immortality are discussed. The key results demonstrate that state resilience can be interpreted as a function of the structural connectedness of society and the inertia of institutions rather than the quality of governance. This work reveals the fundamental mechanisms of the long‐term stability of political systems under conditions of managerial competence degradation.

Purpose This study investigates the influence of digital entrepreneurship on small- and medium-sized enterprises (SMEs) development in South East Nigeria. Design/methodology/approach A descriptive survey design was used. The sample size was determined based on the Borg &amp; Gall formula, resulting in a total of 1,377 respondents. A structured questionnaire was developed and administered to 1,377 small- and medium-scale businesses cut across the States. Descriptive statistics, such as frequencies, percentages, means and standard deviations, were utilized to summarize survey responses. The study also used multiple regression analysis for data analysis at 5% level of significance. Findings Findings revealed that e-commerce transactions and digital business model adoption significantly and positively impact SME development, while digital skills show a modest effect. Access to digital financial services is not statistically significant, indicating persistent barriers to financial inclusion. Human capital variables, particularly education, work experience and managerial competence, also emerge as critical enablers. The findings underscore the need for integrated digital and human capital strategies to enhance SME resilience and growth. These relationships are interpreted through social network, social capital and institutional theory to explain how digital tools interact with embedded SME systems in South East Nigeria. Originality/value This study contributes to the literature on digital entrepreneurship in emerging economies by disaggregating it into four key dimensions of e-commerce transactions, adoption of digital business models, extent of digital skill acquisition as well as determining the extent of access to digital financial services and empirically assessing their effects on SME development in South East Nigeria. The study offers actionable insights for policymakers, SME support institutions, fintech firms and digital skills providers by identifying which digital components most effectively drive SME growth in institutionally constrained environments.

Teachers’ managerial competence plays a crucial role in ensuring effective and relevant learning, particularly in vocational education. Teachers are required not only to master subject matter but also to plan, manage, and evaluate learning through well-structured and contextual learning tools. This Community Service activity aimed to strengthen teachers’ managerial competence through training on the development of learning tools using a deep learning approach at SMK Muhammadiyah 2 Tangerang Selatan. The implementation method included conceptual material delivery, practical training, and mentoring in designing learning tools. The deep learning approach was applied to encourage learning designs that emphasize deep understanding, critical and reflective thinking, and alignment with workplace demands. The results showed an improvement in teachers’ understanding and skills in developing more systematic, innovative, and adaptive learning tools aligned with 21st-century competencies. This activity contributed positively to strengthening teachers’ roles as learning managers and supporting the improvement of learning quality in vocational schools.

Abstract Bali is a province in Indonesia with high development dynamics, particularly in the tourism, hospitality, and supporting infrastructure sectors. This development drives an increasing demand for construction projects, making contractor performance a crucial factor in determining project success. Professional contractor performance is reflected in efficient, timely, and according to specifications, while poor performance has the potential to cause delays, cost overruns, and even project failure. The complexity, scale, and type of projects also require different technical and managerial competencies, so the contractor’s inability to adapt can reduce its performance. This study aims to identify and analyze factors that influence contractor performance on construction projects in Bali. Through an analysis of various internal and external factors, this study found that labor productivity, financial condition, managerial ability, availability of tools and materials, stakeholder support, and field conditions are the most dominant factors. This study contributes to providing a comprehensive understanding of the determinants of contractor performance in Bali, which can be used as a basis for developing strategies to improve contractor performance and making more effective managerial decisions and construction policies.