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Background/purpose: Leadership behaviors correlate with job satisfaction, which is supposed to have impact on overall organizational performance. This study aimed to establish a model to explain organizational performance by determining the relational effect size between transformational and transactional leadership, job satisfaction, and organizational performance, and to examine the moderating effect of educational context. Materials/methods: Meta-analytic structural equation modeling (MASEM) technique was used to determine the effect size of the relationship between transformational and transactional leadership, job satisfaction, and organizational performance. The model-data fit of the models established between these variables was then examined. Correlation coefficients from 25 primary studies were combined according to the random effects model. Results: Analysis showed that significant effect sizes (p < .05) were found between transformational and transactional leadership, job satisfaction, and organizational performance. The model constructed between these variables was found to have a good model-data fit. Transformational and transactional leadership affects employees' job satisfaction, and job satisfaction affects their organizational performance. The primary findings of the study are that employee job satisfaction is a partial mediator of the indirect effect of transformational leadership on organizational performance, and that leadership context does not significantly moderate the effect between these variables. Conclusion: Organizational leaders need to consider the job satisfaction level of their subordinates in order to enhance organizational performance.

This research paper explored pedagogical leadership and its implementation by Departmental Heads (DHs) regarding the supervision and support of Reception year (Grade R) teachers in the Gauteng North District public schools, South Africa. Three objectives were framed for this study which applied the Atlas Ti software to analyse qualitative data. The research employed a descriptive single case study design. The population consisted of selected Reception year teachers and DHs. The purposive study sample comprised 13 DHs and 12 Reception year teachers. Vygotsky's (1978) socio-cultural theory underpinned the study in line with pedagogical leadership principles regarding the supervision and support of Reception year teachers. Focus Group Discussions (FGDs) and individual semi-structured interviews were conducted to gather data from primary school DHs and teachers. The interpretative lens was selected to explore and understand DHs' responses regarding aspects of supervision and support. The findings revealed that pedagogical leadership was ineffective when supervising teaching practice. The follow-up processes of guidance, assistance, and support, which were previously provided, were now non-existent. This reflected a disconnected understanding among participants of pedagogical leadership support for Reception year teachers. The recommendations included the following: provision of relevant resources for Reception year teachers (and learners) to exploit the benefits of Early Childhood Care and Education; ECCE education officers must regularly provide support and training for DHs on the importance of pedagogical leadership and how to effectively implement them; and DHs need to collaborate with Reception year teachers to improve their pedagogical support.

Collaboration has become an important way for organizations to leverage human resources to create shared organizational goals. Schools, as organizations, thrive on positive collegial partnerships among educators, with effective educator collaborations linked to improved school effectiveness and student outcomes. However, not all collaborations are successful. The current study draws heavily from Coleman's (1988) social capital framework to understand with whom educators choose to interact and how patterns of interaction facilitate educators' social capital development. Using an equal status, sequential mixed methods design, K-12 educators' interview and survey data were iteratively analyzed to explore how educators describe their school-based collaborations, how collaborations reveal distinct social network structures, and how school-based collaborations and network structures lead to educators' social capital. Findings illuminated four distinct profiles of collaboration that emerged as educators described their school-based collaboration, which were linked to different social network structures and qualities of social capital. These results can be used to inform professional development practices for school administrators and human resources teams through consideration of profiles that may inform responsive school-based collaborations. We discuss additional implications for educator hiring and retention as well as policy around PK-12 teacher standards.

Background: People with intellectual disabilities are living longer and are increasingly diverse, with health and care needs that are varied and complex. Without changes to funding, services have found it difficult to respond to needs and wishes. Method: A descriptive mixed methods design study, data were collected through questionnaire, focus groups and individual interviews from intellectual disability service managers, direct care staff and older people with intellectual disabilities and family members. Results: Continued reticence on the part of some community healthcare providers to treat people with intellectual disability was noted. Although some service innovations were noted, housing, staffing levels, staff mix and the timely provision of equipment were all reported to impact the ability of services to respond to changing needs. Current per-capita funding practices were reported as unresponsive to growing age-related complexity and fundamentally unsustainable. Conclusions: The health inequalities experienced by people with intellectual disabilities are compounded as they age with complex age-related health needs. There is an urgent need for revision of the service model in Ireland and instigation of flexible and responsive approaches to funding.

Research on the development of active learning and information search behaviors has been growing rapidly, drawing interest from multiple disciplines, from developmental psychology to cognitive science and artificial intelligence. These different perspectives can open pathways to understanding how preschool-age children grow into adaptive and efficient active learners. However, the lack of a shared vocabulary, operationalizations, and research paradigms has led to limited cross-talk and some conflicting findings. In this article, we advocate for using a shared operationalization of a "good" information-search strategy, as a function of its "efficiency" and "effectiveness" within a given ecology, based on the information-theoretic measure of expected information gain and observed behavioral outcomes, respectively. We also discuss factors that should be considered when designing experiments that examine children's information-search competence, specifically, using formal models as performance benchmarks and accounting for children's prior knowledge, assumptions, and self-generated goals.

This study focuses on the impact of managerial competencies upon employee performance within the context of managing technology incubators and science parks in Iran, Western Asia. Set during the pandemic in Iran, it contributes to management studies by exploring the mediating role of entrepreneurship and social capital. Data were collected by survey and analyzed using Amos software. Findings show that, firstly, managerial attention to macro issues (including systems approach, strategic management, participatory management, and resource management) has considerable impact on organizational performance. Secondly, that social capital plays a prominent role in improving the performance of the organization. Third, that disruption in intra-organizational relationships reduces the quality and efficiency of the organization, and has the effect of weakening the organization in times of crisis or in the face of forced unprecedented changes that are out of control, including the pandemic. This research serves as a reminder to alert managers of the importance of employee participation and creativity in teamwork. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

Erasmus mobility has become an important feature of higher education in Europe and beyond, with the potential to generate significant changes at individual, institutional and systemic levels. More than three decades after the foundation of this successful program, evaluations reveal that, despite notable progress, several aspects of the Erasmus student experience can be further improved. Based on the lived experiences of Erasmus alumni, in this article, we explore recurrent challenges that emerge in educational mobility and how they could be better addressed. Three key dimensions are identified in the qualitative accounts of former Erasmus students and analyzed in light of previous research: mobility preparation, institutional support for integration, and recognition of study abroad.

Urban-serving research universities (USRUs) address issues of access, community engagement, and development within urban areas, but internal and external forces complicate their place-based missions. By embracing contradictions within stakeholder viewpoints, strategic planning can foster fruitful, institutionalized engagement. This mixed-methods study analyzed responses to a core values survey that was disseminated to stakeholders at a USRU to explore the question "What do the ratings of and comments about the "community-minded" value reveal about possible tensions and opportunities in how stakeholders describe a USRU's fulfillment of its "community-minded" value?" Through stakeholder and paradox theory, we examined how stakeholder perspectives uncover tensions and opportunities related to the "community-minded" value. Whereas stakeholder theory emphasized the importance of valuing the interests of all stakeholders, paradox theory illustrated how coexisting-but-divergent perspectives on defining, approaching, and engaging community could help to advance community engagement goals.

Social entrepreneurship practices integrate aspects from the private, public, and non-profit sectors into a cohesive practice. This paper advocates for the integration of human resource development (HRD) research and practices into social entrepreneurship initiatives to drive progress and build effective organizations committed to positive social change and value creation. By exploring HRD insights on ethical organizational strategies, initiatives for workforce development, and their impact on employee engagement and attitudes, we contend that HRD professionals can significantly contribute to the success of social entrepreneurship.

The prime purpose of the current research is to explore the impact of training and development programs for University library professionals in Sri Lanka. The research adopted the quantitative research method, where the data were collected through a structured questionnaire from 132 respondents. The collected data were analyzed using MS-Excel and Statistical Package for Social Sciences (SPSS), where the descriptive statistics, Analysis of Variance (ANOVA), correlation, and regression analysis were carried out and showed significant results. The analysis finding revealed that the training and development programs have a constructive impact on organizational performance. Also, the findings revealed a significant relationship between training and development and organizational development and self-development. The paper emphasizes the requirement of training and development programs for the library staff in the University libraries of Sri Lanka. The research findings would proffer useful guidance for organizations in Sri Lanka to offer better library services.

Despite management theorists' decades-long attention to the robust sustainability of complex organizations, adaptive management practices remain undertheorized. Management is evolving from a hierarchically organized effort in pursuit of strategically determined goals into a facilitation of layered, distributed, autonomous agents able to learn from their errors and ensure the entire system's long-term survivability. A rhetorical perspective on pedagogy allows us to better prepare our students for success in the 21st century's adaptive organization as well as contribute to theoretical scholarship of effective organizations.

The STEM climate is overall less welcoming for queer students, and is especially harrowing for transgender, nonbinary, and students with additional gender non-conforming identities (TNBGNC+). Professional STEM societies provide students with a range of resources that help them persist in STEM, though qualitative research shows that such societies geared toward queer and trans students may offer less professional and academic resources and prioritize identity management. The objective of our research is to identify, among queer and trans students, whether there are differences between how TNBGNC+ students and gender majoritized students access resources important in STEM persistence across professional society types, including those societies organized to serve women, racial/ethnic minoritized groups, queer and trans groups, as well as those science societies and chapters without a stated group focus. The society resources we focus on include: sense of community, social networking, professional resources, leadership skills, academic resources, reduced isolation related to identities, and perceptions that societies in which they may participate are helpful to them in their degree progress. This study offers an analysis of survey data from 477 queer and trans STEM undergraduates relating to their participation in STEM professional societies. To conduct this research, we embraced and enacted recommendations by scholars on strategies and frameworks to queer our methodology, survey, and analysis. We found that at oSTEM, TNBGNC+ students may not be benefitting to the same extent as gender majoritized students when it comes to feeling in community with other members and having opportunities for social networking. However, TNBGNC+ students may benefit more from a reduction in isolation related to their identities. Differences in how SWE served TNBGNC+ students echoes previous work, and may speak to the society's organization around the cisgender, patriarchal framework. SHPE's relative success with TNBGNC+ students also reproduces existing work, suggesting the society may be more largely scaffolded for more affirming environments writ large. As well, that science in comparison to industry chapters were more beneficial to TNBGNC+ students brings forward possible differences between science and industry chapters, in which the former may be influenced more by the scholarship and science of gender, while the latter, with its more business and public focus, could be more influenced by dominant narratives in STEM. This work has implications for societies when it comes to enacting policies to cultivate more inclusive community environments and buttress potentially unequal access to social networking as well as professional and academic resources. At the same time, there is room for oSTEM to augment how it supports TNBGNC+ students with academic and professional resources and benefit students' progress in their degree programs.

Over the past several decades, Chinese universities have introduced various Western-style human resource management (HRM) practices to improve organizational performance. Such HRM innovations have resulted in new employment relations and paradoxical HR practices, which cannot be explained by the unitary institutional logic assumed by conventional HRM theories. Based on in-depth interviews of academic and administrative members, this study examines how Chinese universities struggle to reconcile competing institutional logics through HR innovations for ambidexterity. Our research reveals a unique transformation trajectory of personnel management in Chinese public universities. The findings indicate that human resource management in Chinese universities has been influenced by multiple logics of socialism, market, and corporation, heading along the neoliberal and managerial route while being shaped by strong state regulations. Chinese universities still have a long way to go to reconcile multiple institutional logics and achieve ambidexterity.

This study assessed the impact of structural characteristics on quality rating and improvement systems (QRIS) outcomes in an Australian national study. Data from the Australian Children's Education and Care Quality Authority (ACECQA) repository of National Quality Standard (NQS) ratings were used to identify long day care services that had improved from Working Towards NQS to Meeting or Exceeding NQS or had no change over two assessments. QRIS outcomes were examined for state/territory jurisdiction, urban-rural location, community socio-economic status, type and size of provider organisation, centre size and stability of centre owner/provider using multinomial logistic regression analyses. Controlling for jurisdiction, results showed that improvement to Meeting NQS was more likely for not-for-profit versus for-profit providers and for large multi-site provider organisations versus small, stand-alone providers. Improvement to Exceeding NQS was also associated with not-for-profit and larger provider organisations, as well as larger versus smaller centres, and centres that had stable ownership.

The rationale for the principles of effective school governance in England, as set out in government regulations, has never been made explicit. This article addresses that issue and develops and proposes such principles. We argue that effective school governance secures the legitimacy of schools as institutions. Such institutional legitimacy is achieved through the institutionalization processes in which the institutional primary task is central. Effective governance is therefore concerned with overseeing and ensuring the processes of institutionalization. We identify two general principles that relate to ensuring the school's legitimacy and ensuring that the school's institutionalization processes enable it to be a legitimate institution. We also distinguish six specific principles that relate to: the school's work on the institutional primary task, the resources required and deployed for work on the institutional primary task; the school's compliance with the rules and regulations that apply to the institution; the school's conformance to the norms expected of a school; the way the school operates on a day-to-day basis in relation to wider society's expectations; calling the headteacher or principal (HT/P) to account for the functioning of the school; and ensuring the HT/P's development. Our analysis is relevant to school governance in other countries.

University rankings have become an increasingly important aspect of academia in recent years. These rankings, which evaluate universities based on a variety of factors such as research output, graduation rates, and reputation, provide valuable information for students, educators, and policymakers alike.

Universities play a crucial role in the development of any nation. The success of Higher Education Institutions (HEIs) is the bedrock of the growth in human capacity required to support the growth of an economy. However, HEIs have been criticized for not playing their rightful role in national development. This has been partly attributed to not being able to manage their performance in view of the dynamic and turbulent environment they are operating in. Most HEIs have been caught up in the "business as usual" situation preferring doing things in the traditional ways as opposed to changing with the times. As a result their survival has been at risk especially from those HEIs who have adopted the "business un-usual" mentality. It is as a result of the challenges facing Kenyan HEIs that this paper proposes an adoption of the Balanced Scorecard as a management tool in HEIs. This paper provides a review of literature on the HEI environment globally and in Kenya, highlighting the challenges faced by Kenyan HEIs and proposes the use of the BSC to address the same. The BSC is a tool that helps mainstream the vision and mission of HEIs in their activities thus making the HEIs become strategy focused organizations. The BSC is a strategic planning and management system used to align business activities to the vision and strategy of the organization and to monitor organization performance against strategic goals. Finally, a sample BSC for HEIs in Kenya is proposed. It is felt that if HEIs focused on the issues proposed and measured their performance on the issues identified, their performance will be improved tremendously.

This study used a partial least squares structural equation modelling (PLS-SEM) to estimate curriculum management's direct and indirect effects on university graduate programmes' viability. The study also examined the role of institutional effectiveness in mediating the nexus between the predictor and response variables. This is a correlational study with a factorial research design. The study's participants comprised 149 higher education administrators (23 Faculty Deans and 126 HODs) from two public universities in Nigeria. A structured questionnaire designed by the researchers was used for data collection. The questionnaire was duly validated with an acceptable scale and item content validity indices. The dimensionality of the instrument was determined using exploratory factor analysis (EFA). Convergent validity was based on Average Variance Extracted (AVE), whereas discriminant validity was based on Fornell-Lacker criteria and the Hetero-Trait Mono-Trait (HTMT) ratio. Acceptable composite reliability estimates of internal consistency were reached for the three sub-scales. Following ethical practices, the questionnaire was physically administered to respondents and retrieved afterwards. Smart PLS (version 3.2.9) and SPSS (version 26.0) programs were used for all the statistical analyses. This study uncovered significant direct and direct effects of curriculum management on the viability of graduate programmes. Institutional effectiveness significantly impacted graduate programmes' viability while mediating the nexus between curriculum management and graduate programmes' viability. Curriculum management and institutional effectiveness jointly explained a significant proportion of graduate programmes' viability variance. The result of this study proved that graduate programmes' viability depends, to a great extent, on how much curriculum is managed and how effective institutions are with their services. The result of this study can enable institutions seeking to run viable graduate programmes to re-evaluate their curriculum management practices and the effectiveness of their services.

The article focuses on the relationship between the use of employee training and development and the competency-based approach. The objective of this article is to evaluate the use of the competency-based approach in employee training and development in organisations in the Czech Republic based on long-term research (n = 1,360) since the year 2013. The results showed that the competency-based approach in the management of organisations is utilized by only 21.8% of the organisations. An important finding is that 93.2% of organisations using the competency-based approach support employee training and development. The results confirmed that there is the relationship between the use of the competency-based approach and training and development in the organisation (p < 0.001, Cramer's V = 0.178) and also between the use of the competency-based approach and evaluation of training and development efficiency in the organisation (p < 0.001, Cramer's V = 0.299).

During the pandemic, organizational effectiveness remains at a very low level. Many universities are underperforming when a pandemic hits a country. When the pandemic subsided, the organization's effectiveness became exciting again This study aims to examine the effect of transformational leadership and years of service or experience of organizational leaders on organizational effectiveness, both directly and through organizational commitment, as intervening variables. The study adopted a quantitative approach and specifically the correlational verification approach. The study was conducted at the Public and Private SMAs in Samarinda, Indonesia, from January to August 2022. The study population consisted of 254 principals, vice principals and teachers, with a sample size of 145 selected through the proportional random sampling technique. The collected data were analyzed using smart PLS and SPSS software. The study findings revealed that there is no significant effect between transformational leadership on organizational effectiveness. The results show that the more experience the leader has, the more effective an organization is. The better the transformational leadership and the longer the experience as a leader, the more effective the institution will be. Organizational commitment does not effectively become a moderator variable in mediating the effect of transformational leadership and experience of leadership on organizational effectiveness.

School board trustees play an important role in the education of children throughout Ontario. Using an online survey of Ontario residents, expectations of school board trustees are explored in detail. The survey included an open-ended question that asked respondents what role they see being performed by trustees, as well as a question that asked respondents whether they preferred a "delegate" governing model, which believes trustees should represent constituents, or a "trustee" model, which believes trustees should render decisions based on their best judgement. On the surface, respondents see three primary and distinct roles: represent the public; support the administrative functions of the school board, and to ensure educational outcomes are met. In addition, the sample tilts favourably towards the "delegate" governing model. Regression models identify some factors that help explain respondents' choices.

This study examines various variables that affect pre-service teachers' perceptions of corporate reputation and corporate reputation. In the research, a descriptive survey model was applied. 680 students studying in various departments and classes of Atatürk University Kazim Karabekir Faculty of Education in the 2011-2012 academic year participated in the study. The research data were collected using the Corporate Reputation Scale developed by Fombrun, Gardberg and Sever (2000) and adapted to Turkish by Altintas (2005). In the analysis of the data, frequency, percentage, arithmetic mean, standard deviation, t-test, one-way analysis of variance (ANOVA) and Tukey test were used. According to the findings obtained from the study, it was observed that the perceptions of the corporate reputation of the pre-service teachers did not differ according to the variables of gender, academic success, age, economic status, department selection decision, and significantly differentiated according to the variables of relationship with teaching staff. Based on the research results, suggestions were made to practitioners and researchers.

This in-class, 75-minute exercise creates a context for students to observe some of the challenges to cross-functional collaboration and offers insight into processes to achieve more successful outcomes. By demonstrating how a failure by compliance and business operations to work cross-functionally negatively impacts outcomes in the form of misaligned and ineffective corporate compliance procedures, students learn firsthand the importance of cross-functional collaboration. Given the ubiquity and importance of corporate ethics and compliance programs, this exercise fills an important pedagogical gap in management education.

This study aimed to determine the perceptions of teachers and administrators about the concept of uplifting leadership in depth through metaphors. In this study, phenomenology design, one of the qualitative research methods, was used. The study group of the research consists of 30 people, 15 administrators and 15 teachers who work in primary, secondary and high schools affiliated to Antalya Directorate of National Education and selected through snowball sampling, which is purposeful sampling methods. A structured questionary form was used as a data collection tool. Metaphors were used as a data collection method and the participants were asked to explain what they think uplifting leadership resembled with reasons. Descriptive analysis was used to analyze the data. The responses of the participants were classified and analyzed; the analysis was supported by direct quotations from the participants. NVivo package program was used to encode and classify the data. As a result of the study, it has been found that the metaphors produced by the participants contain features of the uplifting leadership by the changing management perception, such as being contemporary, constantly improving itself by following the innovations, trying to save organizations from the static structure, exciting employees for their improvement or institutional improvement, teaching them to dream, supporting different ideas, working in cooperation.

A limited number of studies indicate that organizational citizenship behaviour (OCB) have the potential to contribute to organizational and individual performance. Educators who have positive behaviours such as helping behaviour can help facilitate the learning process. With the spread of COVID19 pandemic which has led to the growth of online learning, OCBs among educators is needed in facilitating students' learning process. This study was conducted to examine the practice of OCB among lecturers from an institution of higher learning who are currently using online learning as the platform of teaching. Based on the input obtained from 136 students, the results found that lecturers are indeed showing high levels of OCB. These students have reported a total of forty behaviours classified as OCB among lecturers. In terms of implications, lecturers' OCB are seen to be able to support the online learning process which is a new method for most students.

Academic management is an important activity in managing a university. Failure in managing academic and student affairs can void a university credibility and program accreditation by MQA. Ineffective management approach will halt the university's progress in achieving the academic excellence and creating Society 5.0. To overcome the issue, various approaches can be applied and one of them is the Malcolm Baldrige National Quality Award (MBNQA) approach which includes six important elements in management. Malcolm Baldridge model emphasizes Leadership role, Strategic Management, Customer Focus, Data Measurement, Human Resource Focus and Work Process in order to improve organizational performance (Result). However, there is a question on what factors should be given the priority in ensuring excellence in organizational management. Therefore, this study has been conducted in order to see what is the main factor among these six elements in MBNQA approach that is considered more important in achieving organizational goals. A sample of study have been conducted on 129 staffs in Universiti Teknologi MARA Kelantan Campus (UiTMCK). Hypothesis testing revealed that 5 out of 6 factors of management elements are having a positive relationship. While IPMA analysis shows that the Human Resource Focus is the most important factor, followed by Data Measurement, Work Process Focus and Customer Focus factors that influence the effectiveness of organization. Leadership factor gained the highest performance despite its less importance compared to other factors in IPMA analysis.

The Coronavirus disease (COVID-19) pandemic has increased anxiety and stress among teacher education managers and has given rise to the question of whether they have the competencies to execute their operational responsibilities productively. The theories of resilience and transformational leadership underpin this study in which teacher education managers' resilience and their responsiveness to the well-being of staff executing their operational practices in an open distance e-learning context were explored. A qualitative approach was adopted and virtual video conferencing interviews with teacher education managers were used to explore how they mitigated their strategic and operational roles and their managerial functions to ensure the well-being and organisational performance of staff working from home. Results revealed the experiences of distance managers to have been positive in that they implemented organisational strategies to mitigate the challenges faced to ensure wellness and performance among staff working from a distance. Further research applying a mixed-method design should be undertaken to determine how resilient managers and staff working from home are. That may yield different results.

The quality of students who graduated from Nigerian universities and the role played by universities in the growth of society is a significant concern to every stakeholder. This study examined the impact of distributed leadership on the effectiveness of public universities and the mediating role of the quality administrative process. A correlational survey research design was adopted. A total of 450 lecturers were sampled and were given questionnaire of which 346 questionnaire were returned and, only 305 questionnaires were usable after the data cleaning. The results of the analysis showed that distributed leadership does not directly connect to institutional effectiveness. Furthermore, it is evident that administrative process intervenes in the correlation between distributed leadership and public university effectiveness. The findings imply that the various leaders at the unit level, departmental, faculty, and university-wide must ensure quality administrative processes to bring about the desired University system in the country.

Higher education is at a crossroads. Institutions need to be increasingly adaptable to unexpected stressors while building more robust systems for assessing their students' longitudinal, multifaceted development within the context of mission-driven operations. Integrated planning is a collaborative process that meets these goals through the intentional coordination, within and among units, to engage in long-term planning while nimbly responding to changes that warrant procedural alterations so that institutions can meet their strategic goals. In this paper, we demonstrate how the architecture of institutional effectiveness (IE) is inextricably linked to the quality of its integrated planning (IP), with student learning and developmental outcomes at its nexus.

Appraising firm performance is an important aspect of the strategic management process. Unfortunately, many students in strategic management courses do not have adequate financial analysis skills to do this task. This deficiency affects their ability to learn and perform the full scope of the strategic management process. This article presents an exercise designed to address this challenge. The exercise emphasizes the central objective of strategic management, that is, the achievement of superior levels of creating and capturing value. The brief lesson and exercise enable students to use simple accounting metrics to appraise the quality of a firm's current strategy, execution capabilities, and resulting competitive position. Primarily for undergraduate courses in which numerous students are challenged by quantitative analysis tasks, this exercise alleviates the need for instructors to invest an inordinate amount of time reteaching financial analysis.

Neoliberalism was widely adopted both in South Korea and Taiwan in the mid-1990s. With governmental reforms, both countries adopted variants of competition-based funding mechanisms for higher education. This funding mechanism has been widely applied in most funding allocations for higher education in Korea from 2003 to 2017 and in Taiwan from 2004 to 2015. This study investigates whether competition-based funding is based on institutional performance rather than on traditional funding approaches such as budget history-based and student enrollment-based approaches. This study collected institutional funding data from 142 four-year universities in Korea and 100 four-year universities in Taiwan. This study found that funding is mostly contingent on the number of students, especially undergraduate students in Korea, and on prior budget history in Taiwan. This implies that although competition-based funding is widely applied in Korea and Taiwan, traditional factors such as student enrollment and budget history still influence funding decisions. However, this study also found that institutional performance is established in both countries' government funding mechanisms. Institutional performance accounted for 27.6% in Korea in 2017, and for 16.7% in Taiwan in 2015. This study further discusses side effects brought by the funding scheme of both countries.

Purpose: The main purpose of this study is to examine the role of Association to Advance Collegiate Schools of Business (AACSB) accreditation in business education students' leadership motivation and citizenship motivation. Design/methodology/approach: This study followed a quantitative approach: a conceptual model was developed based on an extensive review of the related literature; a questionnaire-based survey was conducted through an online link sent to faculty members and heads of business schools across Jordan which has AACSB accreditation. In total, 307 questionnaire surveys were completed and used in the statistical analysis. The two-stage approach of structural equation modeling (SEM) was employed to analyze and interpret the data and used to validate the conceptual model of this research. Findings: The findings through SEM indicate all five latent constructs of organizational effectiveness have a significant and positive impact on business student citizenship motivation (SCM), whereas for the student leadership motivation (SLM), only student career development (SCD) has an insignificant impact. Research limitations/implications: Some limitations are associated with the quantitative methods of data analysis, missing demographic details of some respondents, and non-observation of response bias. The study model only includes five latent constructs of organizational effectiveness, which are appropriate to the study population and environment. Originality/value: This research offers a substantial contribution to the unexplored area of the organizational effectiveness of accreditation and its impact on the student leadership and citizenship, specifically in the context of Jordan. Moreover, as there are few AACSB studies in the Middle East, this research goes some way to address this shortage.

The present study examines the concept of organisational learning from an integrative perspective that includes two distinct categories: inward organisational learning and outward organisational learning. The research model suggests that a positive relationship will exist between each of the learning categories and organisational outcomes, which in turn comprise two aspects: organisation-focused outcomes (organisational performance and innovation) and employee-focused outcomes (professional development and intention to leave). To examine the model, data on 104 multi-professional early childhood organisations were collected from two sources. The results of an SEM analysis showed that inward organisational learning was positively related to the employee-focused outcomes (professional development and intention to leave), but no significant association was found with the organisational-focused outcomes. For outward organisational learning, positive correlations were found with the organisational-focused outcomes (performance, and innovation) as well as with the employee-focused variable of professional development (but not with intention to leave).

In this paper, we report on teachers' and principals' shared perceptions regarding beliefs, rules, trust, and encouragement of new initiatives. Collectively, these are aspects of leadership for learning (LFL) describing an overall shared climate in schools. We demonstrate how these perceptions on school climate differ across teachers and principals within and across countries. Moreover, we report how different perceptions of school climate are associated with leadership style. We analyze data from 37 countries that participated in the last cycle of the Teaching and Learning International Survey (TALIS) in 2018. To build the measurement model, we employ multigroup multilevel confirmatory factor analysis, whereas multivariate linear regression is used to inspect associations. Overall, principals and teachers differ in their views of school climate. In the majority of the countries, principals report stronger school climate than teachers. We further confirm these perceptual differences between teachers and principals by separately studying the relationships between teacher perceived school climate and principal perceived school climate with relevant leadership variables. In the entire sample, we find that principals' perceptions of school climate are more strongly and consistently associated with leadership in schools. This relationship is particularly stable for distributed leadership. In the entire sample, leadership styles are weakly positively correlated with teacher perceptions of school climate too; however, this association is less pronounced and less stable within individual countries. The analyses conducted within countries revealed that the distributed leadership rather than instructional leadership shapes teachers' perceptions of school climate. More discussion is presented on the need for alignment between different perceptions of school climate and leadership styles in the overall organizational quality.

Purpose: This study aims to investigate the mediating role of quality culture (QC) between transformational leadership (TFL), transactional leadership (TNL) and organizational performance (OP) in higher education institutions. Design/methodology/approach: The study collects data through a nationwide survey of administrators representing public and private universities in Pakistan using stratified random sampling techniques, while partial least squares structural equation modeling (PLS-SEM) is used for data analysis. Findings: The results show that both TFL and TNL directly influence QC and that QC directly influences OP. Additionally, the study reveals significant indirect effects of TFL and TNL on OP through QC. However, the direct effects of TFL and TNL on OP are not empirically supported. Research limitations/implications: This study contributes theoretically to the understanding of OP in universities by examining valuable resources (TFL, TNL) and dynamic capability (QC) as predictors while also introducing QC as a mediator to explain the underlying mechanism between TFL, TNL and OP. However, limitations include a cross-sectional design, a small sample size and reliance on administrators' perceptions as the sole respondents. Practical implications: This study provides interesting insights for leaders, policymakers and quality managers to integrate valuable, dynamic resources and foster QC by increasing quality awareness at all departmental levels, thereby improving university performance. Originality/value: The novelty of this study is the introduction of QC as a mediator of TFL, TNL and OP in a university setting.