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To give a full understanding of how servant leadership impacts organizational performance and needs satisfaction of followers, two unique populations were sampled (i.e. college athletic administrators and coaches) to weigh the importance of leadership on different elements of a sports organization. The purpose for this two-sample design was to enhance the external validity of the results through replication and convergence of conclusions.

This study utilized a two-sample structure that consisted of intercollegiate coaches (N = 223) and administrative staff members (N = 176) perceptions of their leader’s servant leadership to better understand its influence on sport organizational performance. From the study’s hypotheses, data were collated and subjected to correlation and step-wise regression analysis.

The results indicate a relationship between servant leadership and organizational performance from both a sport coach and administrative follower perspective. Furthermore, in the administration sample, servant leadership’s relationship with organizational performance was mediated by competency. This study also expands upon the literature by demonstrating that servant leadership had a positive impact on organizational performance beyond tenure effects.

For an athletic director, implementing behaviors from servant leadership could be valuable tools to enhance the performances of the teams within intercollegiate athletic departments.

The results indicate a relationship between servant leadership and organizational performance from both a sport coach and administrative follower perspective. Furthermore, in the administration sample, servant leadership’s relationship with organizational performance was mediated by competency. This study also expands upon the literature by demonstrating that servant leadership had a positive impact on organizational performance beyond tenure effects.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.