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The purpose of this paper is to better understand women’s working relationships and career support behaviors, by investigating expectations women have of other women regarding senior women’s roles in (and motivations for) helping junior women succeed, and junior women’s engagement in their own career advancement behaviors.

The authors surveyed self- and other-reports of senior women’s engagement in career assistance behaviors on behalf of junior women colleagues, and junior women’s engagement in their own career advancement behaviors. One sample of respondents indicated to what extent they believed senior women did engage in career assistance toward junior women, and to what extent they believed junior women did engage in career advancement. Another sample indicated to what extent they believed senior women should engage in career assistance, and to what extent they believed junior women should engage in their own career advancement.

Results suggest a disconnect between the expectations and perceptions junior and senior women have of each other. Junior women expect senior women to engage in career assistance behaviors to a greater degree than they believe senior women are engaging in such behaviors, and junior women think they are doing more to advance their careers than senior women are expecting them to do. The authors examine individual and organizational implications of these unmet expectations and perception mismatches.

Women-to-women working relationships are under-studied, and typically viewed in either/or terms – good or bad. The findings provide a more nuanced understanding of women’s perceptions and expectations and offer suggestions for how women can influence female career advancement.

In view of dynamic and widespread economic transformation in emerging economies, managing organizational change and growth in this context deserves more research attention. The purpose of this paper is to examine how three organizations in different industries manage change, growth and transformation in their organizational ecosystem.

The authors conducted in-depth interviews with the leadership of three organizations in different economic sectors in India, a country representing an emerging economy. The authors also reviewed historical data from these organizations. Three case studies illustrating the evolution of these organizations were developed from the data collected.

Lessons and implications from the three case studies suggest the following key elements of effective organizational change mechanisms in an emerging economy: visionary entrepreneurial leadership; program quality excellence; scale growth and scope expansion; network capabilities; and sustainable stakeholders’ engagement. At the same time, this study also shows how these organizations manage change, growth and transformation in the context of a society with strong traditions and cultural norms.

Results and conclusions may be limited by the fact that the study is based on three case studies. Additional studies from a variety of industries with large numbers of participants will be helpful in more fully understanding the ways in which change, growth and transformation can best be developed and deployed in different organizational settings.

The proposed model of organizational change in an emerging economy may assist organizational leadership in designing and sustaining their change efforts.

This study highlights the role of visionary entrepreneurial leadership and the impact of organizational growth mechanisms on organizational value delivery capabilities and organizational reputation.

Lessons and implications of five growth steps of outstanding organizations in an emerging economy context provide valuable insight for organizational change, growth and transformation in other emerging contexts.

This paper aims to examine the relationships between organizational purpose, leadership practices and sustainable outcomes for universities in emerging economies. We propose that a strong sense of purpose is a fundamental and defining feature in the leadership practices of these institutions, which ultimately contributes to their success.

The authors present a research model that defines the relationships between a sense of purpose, leadership practices, student success outcomes, alumni involvement outcomes and societal reputation outcomes. Over 200 higher education administrators in India participated in the study.

The institutions' sense of purpose directly relates to their leadership engagement practices and their student success outcomes. Student success outcomes are a crucial linkage between leadership engagement practices and alumni involvement outcomes to achieve their societal reputation.

As competitiveness intensifies, educational institutions under resource constraints must differentiate their organizational practices. This paper demonstrates how their core purpose and leadership actions result in achieving effective outcomes and overall sustainable societal reputation.

There is a significant difference between having an organizational purpose and enacting that purpose through their leadership practices. These results highlight the cascading effect from the institution's fundamental sense of purpose to their leadership practices and the positive outcomes of student success, alumni involvement and societal reputation.

The purpose of this paper is to investigate the important relationships between emotional intelligence (EI) and ethical decision making (EDM).

Participants were 100 students from MBA programs in the USA and India who completed two surveys: one measuring their EI, and the second their use of four different ethical perspectives in three scenarios. Multiple regression analyses were performed to discover relationships between overall EI, certain dimensions of EI and their ethical judgments.

The authors’ results found that the composite EI score as well as the EI subscale of decision making were both significantly related to the relativism ethical perspective. Age was an additional significant factor for EI and EDM.

Future research should attempt to replicate these findings among different managerial levels, industries and countries to further understand the distinctive relationships between EI and ethical judgments.

This study highlights the importance of integrating EI and ethical judgment within corporate training programs and business school curricula, as important is the emphasis on moving the subject of ethical judgment from one of awareness to sustained ethical behavior through accountability.

This study contributes to the literature by identifying how EI and its decision-making subscale are significant to EDM.

The purpose of this paper is to examine the relationship between emotional intelligence and effective board governance.

This study applied a model of emotional intelligence competencies to the practice domains of school boards. A board self‐assessment questionnaire measured board practice domains for the presence or absence of 18 emotional intelligence competencies defined in an emotional competence inventory. Inter‐rater reliabilities were established and confirmed. Current and former school board members in two urban areas rank‐ordered the most critical emotional intelligence competencies for effective board governance and offered explanations for their most highly‐rated competencies.

Emotional intelligence is a critical factor for effective school boards. A set of six core competencies are universal across the six board practice domains: transparency; achievement; initiative; organizational awareness; conflict management; and teamwork and collaboration. Each board practice domain is also characterized by one or two key emotional intelligence competencies.

First, one model of school board leadership was used. Future studies should examine additional models of effective board practice for their relationships with emotional intelligence in order to extend the generalizability of these results. Second, there has been some debate regarding the substantive nature of the emotional intelligence construct.

The six practice domains in the school board effectiveness model are fundamental elements for all boards to develop in order to become more effective governing bodies.

This paper identifies a novel application of emotional intelligence leadership competencies to the work of effective governance boards.

The purpose of this paper is to determine the particular competencies demonstrated by effective physician leaders. Changing organizational and environmental dynamics present unique challenges to leaders in the field of healthcare. An accelerated emphasis on increasing the quality of health care delivery, containing costs, and restructuring the delivery of health care itself are redefining the very nature of healthcare and the roles of physicians as leaders. Given this context, the authors propose to identify the essential competencies for twenty-first century physician leadership.

In all, 53 critical incident interviews from 28 physicians identified as emerging leaders at the Cleveland Clinic, a top-rated US academic healthcare institution, were examined in two ways: an existing leadership competency model was applied to each critical incident and inductively derived themes were identified through thematic analysis of the incidents.

The predominant distinguishing leadership competencies demonstrated by the physician leaders included: Empathy, Initiative, Emotional Self-Awareness and Organizational Awareness. Communicating deliberately, getting buy-in from colleagues, focussing on the mission of the organization and showing respect for others were also discovered through thematic analysis to be essential practices of these effective physician leaders. Over 90 percent of the critical incident stories dealt with colleague-to-colleague interactions.

The research was conducted in one academic healthcare organization, thus limiting the generalizability of the results. Additional research testing these results in a variety of healthcare institutions is warranted.

This study identified specific competencies that distinguish effective physician leaders. These leaders actively sought to work with colleagues to obtain their input and consensus in order to enact organizational change and improve health care delivery in their institution. Importantly, their intentions were neither self-focussed nor self-promoting but strongly mission driven. The identification of physician leader competencies will assist incumbent and emerging physician leaders in their ability to be effective leaders, as well as inform the design of training and development programs for physicians.

The purpose of this paper is to investigate the critical relationship between emotional intelligence (EI) abilities and conflict management styles in the workplace.

Totally, 126 participants completed a measure of EI and an assessment of conflict management styles. Regression analyses were then performed.

Results of regression analyses indicate several significant relationships between EI abilities and participants’ conflict management styles. The EI abilities of problem solving, social responsibility, and impulse control were the most directly related to how participants managed conflict at the workplace.

Future research should attempt to replicate these findings in other samples. In addition, researchers should investigate other significant variables that explain people’s choices in conflict management styles.

Implications of these findings suggest that for management development purposes, people should attempt to improve on the EI abilities of problem solving, social responsibility, and impulse control in order to manage workplace conflict effectively.

This investigation contributes to the literature by identifying specific EI abilities, rather than a macro measure of EI, that are associated with different styles of conflict management.

The use of women's networks is emerging as one method of advancing women's careers within organizations. However, the value of these networks has been questioned. The purpose of this study is to examine how potential differences in the perceptions of network members and the firm's executive leadership about the purposes and anticipated outcomes of a women's network may impact women's career advancement.

The authors interviewed 21 members of an intra‐firm women's network and six members of the executive leadership team of a global organization. To examine the qualitative data, they used a process of thematic analysis to discover prevalent themes in the transcribed interviews.

Both members of the women's network and the executive leadership team placed responsibility for women's career advancement upon the individual; the firm's male‐dominated culture and organizational constraints were not emphasized. While members of the women's network recognized how the network could be used to contribute to the firm's strategic goals, the executive leadership team did not recognize the network's possible effect on the firm's bottom line.

Examines how potential differences in the perceptions of network members and the firm's executive leadership about the purposes and anticipated outcomes of a women's network may impact women's career advancement.

To record and evaluate the impact of the American contribution to Iranian librarianship education.

Describes how American support created modern librarianship in Iran, thanks to a range of initiatives such as the American development foundations and programs, and the Fulbright Program, which helped the country to renovate its higher education. Reviews the advantages and disadvantages of the American model of education for librarianship, which was implemented by a number of Iranian universities. This paper also describes how American library educators were influential in the creation of some major professional library organizations such as the Tehran Book Processing Centre (TEBROC), the Iranian Documentation Centre (IRANDOC) and the Iranian Library Association (ILA).

Concludes that, despite the fact that modern librarianship in Iran came to life after the Second World War due to American assistance, the major shortcomings of the American model of library education in Iran led to lack of creativity in Iranian students, lack of independent research capability, and lack of integration between what students learned and what the Iranian library profession actually needed.

Establishes the context of influence behind the growth of Iranian library science education, which can inform further research on such cultural impacts.

Since many other countries have based LIS education on an American model, they may find some similarities in the discussions in this paper with their own case.

This paper documents an important period of growth and development in the history of Iranian librarianship.

The purpose of this paper is to explore three research questions. Are there gender differences in the demonstration of emotional and social intelligence competencies? What is the relationship between emotional and social intelligence competencies and success, and does gender moderate that relationship? Are there differences between the most successful male and female leaders in their demonstration of these competencies?

This study used a 360‐degree instrument to measure the demonstration of emotional and social intelligence competencies by top‐level executives in one financial services organization. Annual performance and potential assessments measured the participants' success. Regression analyses and tests of mean differences were used to analyze the research questions.

The results indicated that there were no significant differences between male and female leaders in their demonstration of emotional and social intelligence competencies. The most successful men and women were also more similar than different in their competency demonstration. However, gender did moderate the relationship between the demonstration of these competencies and success. Male leaders were assessed as more successful even when the male and female leaders demonstrated an equivalent level of competencies. Finally, distinctions were found between the most successful males and females and their typical counterparts.

A field sample from one organization limits the generalizability of the results.

Implications for organizations and their leadership are discussed including the importance of a broad range of competencies used in assessments, the awareness of gender stereotypes and gender‐stereotypical behavior, and the acknowledgement of multiple measures of success.

This study highlights the moderating influence of gender between the demonstration of emotional and social intelligence competencies and success. Distinctions in competency demonstration between the most successful top‐level executives and the typical executives contribute to the literature and to leadership development practice.