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This study focuses on organizational performance in Malaysia’s private higher education sector by investigating whether it can be affected by traits possessed by the leaders of these institutions.

A cross-sectional research design was used, and the data were collected from a sample of 206 higher education institutions using the survey questionnaire approach. Hypotheses were tested using the partial least square (PLS-SEM) technique.

The findings revealed that decision-making skills, implementation skills, networking skills and resourcefulness affected organizational performance. However, novelty-seeking capability and empathic skills did not impact the organizational performance of educational institutions. In addition, the findings indicated that firm age (or maturity) did not moderate the relationship between leader traits and organization.

It is suggested that organizations, especially educational institutions, incorporate the identified traits in their leadership development programs for better outcomes. Using these traits in hiring, assessing and promotion processes can enhance effective leadership and quality education and help achieve the institution’s mission and vision.

This study advances knowledge and valuable insights into the effect of leader traits and their impact on organizational performance, particularly in private Malaysian higher education institutions.

The first objective is to investigate and determine the social capital development of students in online education. The second objective is to analyze the influence of social capital on students’ academic success and educational satisfaction. The third objective is to generate recommendations to foster social capital development.

A quantitative research approach is employed, with 264 respondents comprising students from colleges and universities in Malaysia. The data gathering instrument is an online questionnaire administered with the informed consent of participants. Data analysis is performed using structural equation modeling (SEM).

The results show that the faculty capital and peer capital components of social capital have not been compromised in online education, but the family capital component has declined. As such, it is concluded that there is a general decline in overall social capital in online education. These findings form the basis for recommendations on promoting social capital development among students in colleges and universities internationally.

This study focused on study periods during the COVID-19 pandemic where online learning and communication were strictly enforced, providing a unique opportunity to explore how students adapted their social capital development. However, this is not meant to be a representation of scenarios where students are given the option of either physical or online education or a combination of both.

Academic and institutional management implications are evident, and recommendations are made based on the findings.

The findings and subsequent recommendations have considerable social implications in terms of social sustainability of education practices and policies.

The COVID-19 pandemic that started in March 2020 and subsequent prolonged periods of physical lockdowns in many countries have forced colleges and universities that customarily practice classroom education to shift to online education temporarily. This situation created a novel “natural experiment” when classes or programs from the same college or university that are customarily conducted in classrooms (in person) were conducted online during the pandemic, thus contributing to the originality of the findings.

This paper aims to examine Frederick W. Taylor’s role in institutionalising scientific management through the lens of institutional entrepreneurship. By analysing Taylor’s efforts in disrupting existing management norms and introducing new practices, this study provides insights into how his actions catalysed institutional change and the broader implications for management practices.

This research uses a socio-historical narrative analysis integrating historical research and the Institutional Entrepreneurship framework to explore Taylor’s role as an institutional entrepreneur, focusing on how he challenged and transformed the dominant management practices of his time.

This study reveals that Taylor successfully acted as an institutional entrepreneur by leveraging his social status and navigating field-level conditions like technological disruptions and labour demands. He strategically gathered allies, mobilised resources and overcame opposition from other stakeholders to legitimise scientific management. His actions also transformed work environments, including increasing the female workforce and mechanising clerical operations.

This paper opens avenues for further research into the role of institutional entrepreneurs in management history and the broader implications of their actions. It calls for more studies on the intersection of agency and institutional structures in shaping organisational practices.

Understanding Taylor’s role as an institutional entrepreneur provides modern managers with insights into how innovative management practices can be successfully implemented in the face of resistance.

This research provides a unique perspective on scientific management by integrating historical research with the Institutional Entrepreneurship framework, which has been largely underused in studies of Taylor’s work. It offers a fresh analysis of Taylor’s influence on management practices and highlights his role in institutionalising divergent change.