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Water resource professionals and others involved in managing water resources face increasingly complex challenges. Effective leadership development programs are needed to produce water leaders who can address these challenges. Leadership programs must be designed not simply to increase participants’ environmental and leadership knowledge but to develop in participants the requisite abilities and skills. This exploratory study determines the extent to which water-related leadership programs go beyond knowledge only, event-type workshops to determine what proportion are grounded in leadership theory, and employ developmental experiences with assessment, challenge, and support components. Results indicate that most water professionals and others seeking to develop 21^st century leadership abilities and skills to manage water resources are not getting the developmental experiences they need. Water-related leadership development programs must be grounded in evidence-based theory; provide assessment, challenge, and support; and offer a variety of developmental experiences and the opportunity to learn from experience. There is an urgent need for new or revised leadership development programs for those interested in water resource management.

The purpose of this quantitative study was to assess the relationship between volunteer leadership competencies and stewardship action-taking experiences among Master Gardener (MG) and Master Watershed (MW) volunteers during the COVID-19 pandemic. We collected data from 1196 Penn State Extension MG and MW respondents. The mean summative score for the volunteer stewardship action-taking experience was 2.32 (SD = .79), and volunteer leadership competencies was 3.45 (SD = .60). The results of this study showed a significant moderate association between volunteer stewardship action-taking experiences and volunteer leader competencies (r = .34, p ≤ .001). Volunteer leadership competencies can explain approximately 11 % of the variation in volunteer stewardship action-taking experiences during the COVID-19 pandemic. The new knowledge that our research brings can significantly contribute to the practice in leadership teaching and learning of Extension organizations’ volunteers. Future leadership trainings on the enhancement of the MG and MW volunteer leaders’ stewardship action-taking capacity can help contribute to the greater good in their communities in a more confident and efficient manner. Further research should focus on identifying other factors that can affect MG and MW stewardship action-taking experiences, including the impact of the demographics and motivation.

Researchers have discovered that service learning affects students’ academic, personal, and social development. However, currently there is a gap in literature analyzing ways in which service learning affects students’ perceived leadership skills. This study examined the effectiveness of service learning on the perceived leadership skills of 74 sport management undergraduate students at a mid-sized, Midwestern, public university using Kouzes’ and Posner’s Student Leadership Practices Inventory instrument, which examines leadership practices in five areas: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. The results of this study may help faculty members and administrators to better understand the potential of utilizing service learning projects in their classrooms as a vehicle for their students to develop quality leadership practices. Recommendations for further research and practice are also discussed.

This integrative literature review aims to explore themes within higher education that may be applicable to leadership education including: descriptions of trauma, trauma-informed practices and trauma-informed practitioners.

Integrative, systematic literature review.

The results suggest that trauma and trauma-informed practices may have a place in leadership education pedagogy.

There is no work being done in trauma informed practice in leadership education. This study provides future direction for both research and practice.

This study aims to investigate the combined use of System Dynamics (SD) applications in Enterprise Engineering (EE) research and practice. SD application in EE is becoming widely accepted as a tool to support decision-making processes and for capturing relationships within enterprises.

A systematic literature review (SLR) is conducted using a standard SLR method to provide a comprehensive review of existing literature. The search was conducted on ten platforms identifying 30 publications which were analysed through the use and development of a codebook.

The SLR showed that 90% of the result set consisted of peer-reviewed academic conferences and journal papers. The SLR identified a highly dispersed author set of 83 authors. Amongst these authors, Vinay Kulkarni was an active author who has co-authored up to four publications in this research area. The analysis further revealed that the combined use of SD applications and EE is an emerging research area that still needs to develop in maturity. While all phases of EE have received attention, the current research work is more focused on the design phase. The important gap between model development and implementation is identified.

The study elucidates the existing status of interdisciplinary research combining techniques from the SD and EE disciplines, suggesting future research topics that combine the strengths of these existing disciplines.

The diversity of perspectives means that one can find many factors and models of proenvironmental behavior. However, they typically suffer from limitations and varying degrees of validity in specific contexts, suggesting that today the prime goal should be to learn and improve the models which have been already developed. In this study, the authors build on the model for predicting proenvironmental behavior developed by Oreg and Katz-Gerro (2006), namely one of the most comprehensive cross-national proenvironmental behavior models and one of the few not to be limited to either a local or single-country context or specific proenvironmental behavior.

By using the statistical matching technique, the authors merged data from two existing databases without common identifiers – the International Social Survey Program (environmental module) and the European Social Survey (Round 5). The resulting multinational data concerning 9,710 observations enabled a replication with extensions of Oreg and Katz-Gerro's (2006) proenvironmental behavior model that incorporates newly added Schwartz's theory of human values. To achieve the study's main objective, that is, to present improvements to the original model of proenvironmental behavior, the authors used structural equation modeling (SEM) procedures to estimate four competing models in the R program.

This study implies that Schwartz's individually measured motivational types of values (benevolence [BE], universalism [UN], self-direction [SD]) are predictors of people's proenvironmental behavior, while his conceptualization of post-materialism yields a better model fit than Inglehart's country-level post-materialism scores. The results also corroborate previous findings that post-materialist values can stimulate proenvironmental behaviors through attitudes, perceived behavioral control and intentions. The present study reveals that proenvironmental attitudes did not change substantially in the 10-year period, even though the world's environmental and sustainability challenges have largely increased. Surprisingly, the mean value of several of the perceived threat variables even decreased.

The authors externally validate one of the most comprehensive proenvironmental behavior models by reproducing it using new multinational large-sample data with nearly 10,000 observations collected 10 years later. The most significant addition to the original model introduced in the current study is the inclusion of Schwartz's motivational types of values, which are measured at the individual level, namely BE, UN and SD. The authors also extend the model by adding proenvironmental behavior measures and group the construct into three latent variables: saving natural resources, green purchasing and environmental activism.

The purpose of this paper is to examine whether the impact of persistent racial bias, discrimination and racial violence is facilitated by otherwise well-intentioned individuals who fail to act or intercede. Utilizing the aversive racism framework, the need to move beyond awareness raising to facilitate behavioral changes is discussed. Examining the unique lens provided by the aversive racism framework and existing research, the bystander effect provides important insights on recent acts of racial violence such as the murder of Mr. George Floyd. Some promise is shown by the work on effective bystander behavior training and highlights the need for shared responsibility in preventing the outcomes of racial violence and discrimination to create meaningful and long-lasting social change.

This paper uses literature based on the aversive racism framework together with the literature on the bystander effect to understand the factors, conditions and consequences for lack of intervention when the victim is African American. This paper also provides evidence and theory-based recommendations for strategies to change passive bystanders into active allies.

The use of the aversive racism framework provides a powerful lens to help explain the inconsistencies in the bystander effect based on the race of the victim. The implications for intervention models point to the need for behavioral and competency-based approaches that have been shown to provide meaningful change.

Several different approaches to address incidents of racial aggression and violence have been developed in the past. However, given the principles of aversive racism, a unique approach that considers the inconsistencies between self-perceptions and actions is needed. This sets a new agenda for future research and meaningful behavioral intervention programs that seek to equip bystanders to intercede in the future.

The need to address and provide effective strategies to reduce the incidence of racial aggression and violence have wide-ranging benefits for individuals, communities and society.

By connecting the aversive racism framework to the bystander effect, the need for different models for developing responsive and active bystanders can be more effectively outlined.

This paper aims to investigate the relationship between academic integrity of online university students and its effects on academic performance and learning quality. The first hypothesis aimed to see if there is statistically significant relationship between academic honesty of students taking online classes and their apparent academic performance. The second hypothesis aimed to see if there is a statistically significant difference in academic integrity among male and female students. The third hypothesis aimed to see if there was a statistically significant relationship between academic honesty of students and their quality of learning.

This is a quantitative study; data was collected via student emails from 155 active online university students.

There was a positive linear relationship for the first hypothesis, the relationship is relatively weak as the value of Pearson correlation was (0.172). For the second hypothesis, the results showed that there was no significant difference between males and females. The results for the third hypothesis showed that there is a statistically significant relationship between academic integrity of students taking online classes and academic learning quality. This relationship is relatively strong.

The sample size may have been a limitation for generalizing the results.

As a practical implication, authors recommend that education administrators focus on training their faculty members to stress and instill strong ethical values, such as academic integrity and honesty, in their students all throughout their academic journey.

As for social implication, the embracing of ethical values in students, graduates may continue to embrace such values in the workplace which may lead to more reputable and profitable work environment where the society at large benefits.

This research is among the pioneers that attempted to study the connection of academic integrity and learning quality from the students’ perspective.

Research consistently shows that non-scientific bias, equity, and diversity trainings do not work, and often make bias and diversity problems worse. Despite these widespread failures, there is considerable reason for hope that effective, meaningful DEI efforts can be developed. One approach in particular, the bias habit-breaking training, has 15 years of experimental evidence demonstrating its widespread effectiveness and efficacy.

This article discusses bias, diversity, equity, and inclusion (DEI) efforts from the author’s perspective as a scientist–practitioner – the author draws primarily on the scientific literature, but also integrates insights from practical experiences working in DEI. The author provides a roadmap for adapting effective, evidence-based approaches from other disciplines (e.g. cognitive-behavioral therapy) into the DEI context and review evidence related to the bias habit-breaking training, as one prominent demonstration of a scientifically-validated approach that effects lasting, meaningful improvements on DEI issues within both individuals and institutions.

DEI trainings fail due to widespread adoption of the information deficit model, which is well-known as a highly ineffective approach. Empowerment-based approaches, in contrast, are highly promising for making meaningful, lasting changes in the DEI realm. Evidence indicates that the bias habit-breaking training is effective at empowering individuals as agents of change to reduce bias, create inclusion, and promote equity, both within themselves and the social contexts they inhabit.

In contrast to the considerable despair and pessimism around DEI efforts, the present analysis provides hope and optimism, and an empirically-validated path forward, to develop and test DEI approaches that empower individuals as agents of change.

Applying critical analysis as the methodological framework for assessing the literature, the review seeks to present a summary and evaluation of the existing body of knowledge. This approach helps to establish the basis for developing forthcoming recommendations.

The articles were selected through a Systematic Literature Review following the PRISMA guidelines, and utilising Scopus, Web of Science, Science Direct, and the Education Resources Information Center database. Field taxonomy is presented based on the outcomes.

Through a critical review, we offer narrative arguments that document the shortcomings in the existing literature by scrutinising study designs and highlighting suboptimal approaches. Finally, we issue a call to action for future research, envisioning its potential to reorient and reconstruct the field while enhancing the quality of future studies. This proactive stance aims to foster the development of more competent and insightful perspectives, theories, and policy recommendations within design thinking in management education and training.

The research in this field holds significant potential for providing valuable practical and policy insights, contingent upon the rigorous and thorough execution of studies.

This article presents a robust critical review of 57 state-of-the-art articles investigating design thinking in the context of management education and training.