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To explicate the qualities of cooperation among leaders and their organizations during crisis, we studied the response to the 2013 Boston Marathon bombings. Through interviews and analysis, we discovered leaders successfully overcame obstacles that typically undermine collective crisis response. Qualitative analysis revealed five guiding behavioral principles that appeared to stimulate effective inter-agency leadership collaboration in high stakes. We draw upon concepts of collective leadership and swarm intelligence to interpret our observations and translate the findings into leader practices. We focus on replicable aspects of a meta- phenomenon, where collective action was greater than the sum of its parts; we do not evaluate individual leader behavior. Our findings provide a starting point for deeper exploration of how to bolster public safety by catalyzing enhanced inter-agency leadership behavior.

International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self- efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective- identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.

This study examined the effectiveness of a 4.5-day service leadership program for students from Chinese universities using objective outcome evaluation. The participants were assessed before and after the program, with two post-test measurements (immediate assessment and assessment 12 days after the completion of class learning). At pretest and two posttest time points, the participants completed a questionnaire measuring positive youth development, service leadership qualities and beliefs, and life satisfaction. Results showed that students’ performance in both the immediate posttest and follow-up test was better than that in the pretest. Despite the limitations of the one-group pretest-posttest design, results suggest that the curricular-based service leadership program was effective to promote students’ positive youth development, service leadership qualities and beliefs, as well as life satisfaction, and the effectiveness maintained a short period after the class had ended. While the existing findings are promising, these findings should be replicated in the future.

In Ghana, the adoption and application of green building concepts and technologies have not been fully explored. The study aimed to look into the key barriers and how they affect this.

Purposive and snowball sampling techniques were used to select a total of 292 construction industry stakeholders in Ghana who provided information via a questionnaire survey used for the data collection. Exploratory factor analysis and Partial least squares structural equation modelling (PLS-SEM) were used for computing the data analyses.

According to the study findings, the top five most critical barriers to the uptake of green building concepts and technologies (GBCs and Ts) in Ghana are: lack of government incentives/supports for implementing green building technologies (GBTs), lack of knowledge and awareness of GBTs and their benefits, lack of GBTs databases and information, Lack of green building (GB) expertise/skilled labour and Higher costs of GBTs. Principal Component Factor Analysis was used to further analyse the data, which allowed for the reduction of the 27 (27) factors to just four (4) underlying critical barriers: (1) government and knowledge-associated barriers, (2) technical barriers, (3) cost and finance barriers and (4) stakeholders’ attitude barriers. PLS-SEM techniques were used to analyse this collection of barriers, and the results showed that stakeholders’ attitude-associated barriers and cost and finance-related barriers have a significant negative influence on the uptake of GBCs and Ts in Ghana. This study’s findings have provided empirical evidence of the critical barriers to the uptake of GBCs and Ts from all stakeholders. Stakeholders desirous of implementing GBCs and Ts would work against the negative influences on the uptake of GBCs and TS.

Although there has been an abundance of research to examine the critical barriers to GB, however, the uniqueness of this study is nested in modelling the influence of the barriers on the adoption of GBCs and Ts using the PLS-SEM path modelling.

We conducted a national study of the Collegiate Leadership Competition (CLC), which since inception in 2015, has included over 75 higher education institutions. The CLC brings students together in collaborative institution-based teams to compete with other teams in competitions to achieve goals and practice effective leadership skills. Our goal was to assess leadership capacity growth over the course of a four-month team practice period through the daylong inter-team competition and evaluate participant leadership assessed several months later. Results suggested students made significant and sustainable gains in leader-self-efficacy and short-term gains in leadership skill and motivation to lead. Our results also indicated the team’s coach played a significant role in student leadership development.

Leadership development programs for students in educational settings are proliferating in number and design. Curricular programs range from academic minors and certificates to doctoral programs in a variety of academic homes (e.g., education, business, healthcare). Co-curricular programs often take the form of drop-in workshops, day-long experiences, alternative spring breaks, service-learning trips, and other programs housed in student affairs and administrative offices (Guthrie & Jenkins, 2018). Moreover, the number of programs has steadily increased over the last 15 years from just under 1,000 in 2006 (Brungardt, et al., 2006) to more than 2,000 (ILA Program Directory, 2021). And while there is some commonality among the approach of these leadership programs in terms of content and delivery (see Harvey & Jenkins, 2014), vast differences exist in the structure and learning goals of student leadership programs compared to other social science disciplines. A potentially fruitful area in which to explore its effectiveness in supporting leadership development is the environment of competitive teams, where individuals work together as a group to compete against other teams. The purpose of our research was to investigate the degree to which such a competitive environment might support or detract from student leadership group, employing a potentially effective example of a formal program that utilizes the innovative approach of team competitions to motivate learning (the CLC).

A sample (N=81) of undergraduates participating in a semester-long team-project engineering course completed assessments of their leadership competence, motivation to lead, and leadership self-efficacy, as well as the leadership competence of their peers who served within their durable teams. Results indicated that peers scored students lower than students scored themselves; that males deflated the transactional leadership scores of the female peers they assessed; and that the strongest individual predictor of teammate- assigned scores was a student’s affective-identity motivation to lead (i.e. the degree to which they considered themselves a natural leader). Leadership self-efficacy failed to significantly predict teammate scores.

This study aims to explore the risk and protective factors of abuse on older adults by family caregivers, with a special focus on the protective role of caregiver resilience in elder abuse.

This cross-sectional survey was conducted on a purposive sample of 600 family caregivers of community-dwelling older adults in Hong Kong (mean age = 71.04 and female = 67.2%). Caregivers reported in a guided interview about elder abuse behaviours, caregiver burden, care recipients’ agitated behaviours, caregiver resilience, self-efficacy, social support and basic demographic characteristics. Hierarchical linear regression analyses were conducted to examine the predictors of different forms of elder abuse.

Caregiver resilience was predictive of lower levels of verbal abuse, physical abuse, injury and financial exploitation but not potentially harmful behaviour (PHB). Social support was independent with all forms of elder abuse, while self-efficacy predicted greater physical abuse after the adjustment of confounding variables. Caregiver burden and agitated behaviours by care recipients remained as significant risk factors in the final models when protective factors were considered.

This study extends current knowledge on the protecting role of resilience in elder abuse in family caregiving. Mixed findings revealed on social support and self-efficacy also highlight the complexity of the prediction of caregiver abuse. Further research should address this area.

The findings of this study warrant the inclusion of caregiver resilience as a key component in developing interventions to prevent elder abuse. Addressing caregiver burden and agitated behaviours have the potential in preventing elder abuse.

The findings raise awareness of the importance of supporting caregivers in the community to prevent elder abuse.

Research concerning the protective factors of elder abuse is in a preliminary stage. To the best of the authors’ knowledge, this study is among the first which successfully demonstrates the protective role of resilience in caregiver abuse on older adults. The findings shed invaluable light on the design of effective interventions.

International student enrollment in the U.S. higher education system has recently experienced profound growth. This research examines leadership-oriented differencesbetween international and domestic students and focuses on their growth in capacity associated with participation in co-curricular leadership programs. Similarly-sized gains emerged after participation, suggesting that these leadership programs create equal growth effects across both groups. However, the factors that predicted international students’ increases in leadership skill were different than their domestic peers, suggesting that developing effective leaders among college students across national background is a non-uniform, complexprocess. Recommendations include the suggestion for partnerships between international student scholar units and leadership educators, specialized workshops for international students, and creating nuanced curricula based on the various pathways that students take to becoming an effective leader.

This study examined the incoming leadership-oriented differences between students (N=166) enrolled in either an elective leadership studies course (n=50) or an elective team-based engineering projects course (n=116) to determine significant predictors of transformational leadership behavior. Participants completed measures of leadership-oriented behaviors, self-efficacy, and motivation. Students enrolled in the leadership studies course scored higher on measures of both transformational and transactional leadership behaviors, as well as motivation to lead based on affective identity and social-normative motivation. For students in the leadership course, the only significant predictor of transformational leadership was leadership-self-efficacy score. For students interested in team-based projects, the significant predictors included affective-identity and social-normative motivation to lead, as well as leadership self-efficacy. While women displayed higher motivation to lead across all motivation categories, neither race nor gender emerged as a significant predictor of leadership behaviors. These findings suggest the importance of self-efficacy in predicting behavior and the need to attend to students’ internal and external motivations in creating pathways to leadership practices.

In the Global North, affordable housing has evolved and thrived, and it is now gaining traction in the Global South, where governments have been vocal supporters of the concept. Therefore, this paper aims to investigate the important criteria for selecting affordable housing units in Ghana.

A quantitative research approach was used, and a survey was administered to the residents. The data was analysed using both descriptive and inferential statistics. The relative importance index technique was used to rank the important criteria, and the EFA technique was used to create a taxonomy system for the criteria.

The hierarchical ranking of the most significant criteria for selecting affordable housing includes community safety, waste management and access to good-quality education. Furthermore, the important criteria for selecting affordable housing are classified into two groups, namely, “sustainability criteria” and “housing demand and supply and social service provision”.

This study has implications for the real estate industry and construction stakeholders, as this will inform decision-making in terms of the design of affordable housing and the suitability of the location for the development.

These findings provide a baseline to support potential homeowners and tenants in their quest to select affordable housing. Furthermore, these findings will aid future longitudinal research into the indicators or criteria for selecting suitable locations for the development of low- and middle-income housing.