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There is growing recognition that transformation of healthcare systems towards health and well-being systems requires a continuous learning process. This explorative study aims to gain insight into the experiences with and investment in these learning processes within regional partnerships for health and in what they need to enhance their learning capacity to use the learning for transformation.

17 interviews were held with programme managers, data scientists, trusted advisors and a citizen representative, all involved in the learning process on a regional level in ten Dutch regional partnerships. The interviews were inductively and thematically analysed, focusing on the experiences and perceptions underlying the learning processes.

Regional partnerships invest in learning processes by organizing interactions between different groups of stakeholders and by reflecting on specific themes or on a region-wide level. Difficulty was found in region-wide reflection and in enhancing the learning capacity within the partnerships. Further enhancing the learning capacity required: (1) Investment in (the use of) expertise for translating learning outcomes into concrete action; (2) Leadership for change, underpinned by a shared sense of urgency to learn for transformation and (3) A facilitative environment for change which is both based on facilitative system structures and a basis of trust and commitment to learn and adapt.

The study highlighted the difficulty of learning on a region-wide level and the struggle to apply this learning for transformation. It provides insights into how learning processes and learning capacity can be further improved.

By focussing on the anticipated emotional reactions of volunteers and drawing on theories of motivation and identity, this study investigates how volunteers react to different options of the entrepreneurial model of Amigos for Children Foundation (ACF). The paper proposes a hypothetical model for volunteer’s emotional reactions to potential business model changes. We suggest the relative importance of intrinsic motivational factors, professional identity and attitudes towards business organisations as mediating variables. ACF works exclusively with university students as volunteers, so their specific characteristics may limit some of the conclusions and propositions of this qualitative research, but public policy consequences of supporting similar entrepreneurial transitions can be generally relevant.

Based on the qualitative analysis of semi-structured interviews with volunteers of ACF, a Hungarian non-profit organisation, we explore the challenges of transitioning into a social enterprise.

Previous research showed controversial results about the impact of pay on the motivations of volunteers. For a non-profit organisation that would like to utilise the competencies of its volunteers, introducing a market-based service may mean additional financial resources and the potential loss of human resources. Understanding the moderating factors of volunteers' reactions might help build better theories for managing the non-profit-social enterprise transition and designing public policies to support scaling up the impact of successful social purpose organisations.

For practitioners, the research underlines the importance of participatory mechanisms in volunteer management. By managing transitions better, non-profit organisations can expand their social impact by acquiring more financial resources through market-based activities closely related to their original activities and keeping their volunteers. The study elucidates the relevance of the crowding-out effect and indicates some hypothetical moderating variables influencing its potential degree.

The purpose of this study is to explore beginning teachers’ diverse challenges and how these are related to self-directed professional learning through social media.

The authors conducted a content analysis of 2,445 “New Teacher” tagged posts shared in the r/Teachers subreddit. With 1,246 posts relevant to beginning teachers’ challenges, the authors used a socio-ecological model to analyze and categorize the challenges.

Results showed that posts reflected diverse and complex challenges. Such challenges were found to be interrelated and associated with employment status, highlighting teacher marginalization issues. Results also show that most posts sought resources or advice rather than merely complaining about their situations, meaning that beginning teachers leveraged the anonymity and shared affinity offered by r/Teachers to overcome their challenges as self-directed professional learners.

The current study not only highlights diverse and complex challenges faced by beginning teachers but also sheds light on how they navigate their challenges in social media spaces. This research provides unique insights into how social media, particularly an anonymous affinity space – r/Teachers, can benefit teachers’ professional growth in today’s digital era.

A large number of studies indicate that coercive forms of organizational control and performance management in health care services often backfire and initiate dysfunctional consequences. The purpose of this article is to discuss new approaches to performance management in health care services when the purpose is to support innovative changes in the delivery of services.

The article represents cross-boundary work as the theoretical and empirical material used to discuss and reconsider performance management comes from several relevant research disciplines, including systematic reviews of audit and feedback interventions in health care and extant theories of human motivation and organizational control.

An enabling approach to performance management in health care services can potentially contribute to innovative changes. Key design elements to operationalize such an approach are a formative and learning-oriented use of performance measures, an appeal to self- and social-approval mechanisms when providing feedback and support for local goals and action plans that fit specific conditions and challenges.

The article suggests how to operationalize an enabling approach to performance management in health care services. The framework is consistent with new governance and managerial approaches emerging in public sector organizations more generally, supporting a higher degree of professional autonomy and the use of nonfinancial incentives.

Rugby in Fiji and Fijian sport labour migration have recently received growing academic attention. To date, research has focused on the trajectories of transnational Fijian athletes and their contributions to the global sport economy, considering the institutional undercurrents of professional rugby. Exploring the ways rugby contributes to diasporic Fiji Islander sociality more generally, this chapter expands on existing scholarship on Fijian rugby and Fiji Islander migration. For this purpose, this chapter draws on insights gathered at an international rugby sevens tournament in Tokyo and connects this social episode to other ethnographic findings from fieldwork in Japan and the United Kingdom between 2012 and 2016. This chapter evaluates the relevance of rugby in Fiji's diaspora beyond a narrow connotation to act as a collective marker of ‘belonging’ for transborder migrants from Fiji. Consequently, it explores the ways rugby and various markers of social distinction such as ethnicity, postcolonial identity or gender intersect. The discussion highlights rugby as a useful lens through which the dynamic ways Fiji Islanders relate to each other can be captured.

Workforce agility (WFA) is an emergent research topic in volatile times. However, there is a lack of research in understanding the leadership dimension that triggers such an attribute in organizations. Our study aims to understand the impact of workforce agility on empowering leadership behavior and employee performance dimensions (task performance, contextual performance and counterproductive work behavior).

We collected data from 236 employees using reliable, validated scales and conducted various statistical analyses.

Our results demonstrated that WFA (1) partially mediated the relationship between empowering leadership and contextual performance (CP), (2) has not mediated the relationship between empowering leadership and counterproductive behavior (CWB) and (3) mediated the relationship between empowering leadership and task performance (TP).

Our research has practical implications for management practitioners. It suggests hiring and developing an agile workforce through appropriate training and development programs can significantly impact organizational performance. Furthermore, it provides insights into building leadership capabilities that sustain workforce agility practices, empowering leaders to make informed decisions.

Our research fills a significant gap in the existing literature by exploring the effects of WFA on leadership and performance. This novel approach provides a fresh perspective on the dynamics of organizational behavior, making it a valuable addition to the field.

The personalities of leaders have been shown to impact the culture of their organizations and are also expected to have a more distal impact on the firm’s financial performance. However, the authors also expect that leader gender is an important intervening variable such that exhibiting various personality dimensions may result in unique cultural and performance-based outcomes for women and men leaders. Thus, the authors seek to examine first the impact of leader personality on organizational performance, as driven through organizational culture as a mediating mechanism. In doing so, the authors propose the expected impact of specific personality dimensions on certain types of organizational cultures, and those cultures’ subsequent impact on the organization’s performance. The authors then extend to consider the moderating effects of leader gender on the relationship between leader personality and organization. To support their propositions, the authors draw from upper echelons and implicit leadership theories. The authors encourage researchers to consider the proposition within a sample of the largest publicly traded US companies (i.e., Fortune 500) at an important era in history such that for the first time, 10% of these companies are led by women. In doing so, the authors hope to understand the leadership dynamics at the highest echelons of corporate governance and provide actionable insights for companies aiming to optimize their leadership composition and drive sustainable performance.

There is an urge worldwide that school leaders’ mental health and well-being must be prioritised within the education recovery at the local, national and global policy levels. This research identified the intentional well-being practices that school leaders cultivated as they faced unprecedented challenges during the COVID-19 pandemic.

Data was collected through one-to-one in-depth semi-structured interviews with ten senior school leaders from primary and secondary schools in England. During the pandemic, online interviews were organised using Zoom. An inductive followed by deductive approach qualitative data analysis was employed to offer insights into the multidimensional and sensitive nature of school leaders’ well-being.

The findings indicated that despite a reported decline in well-being, the participants intentionally engaged in well-being cultivation practices which were both relational: developing multi-faceted support networks, and individual: developing self-care and self-regulation skills. These practices provided different psychological and practical needs necessary for maintaining their well-being and work functioning facing the pandemic.

This study affirms school leaders’ well-being cultivation is an intentional and effortful process involving relational and individual practices to support their multidimensional well-being during extreme challenges. These practices can be mindfully and strategically cultivated. This study enhances the theoretical understanding of school leader well-being and offers timely insights into well-being initiatives in leadership development programmes for educational leaders and policymakers amid global challenges.