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The purpose of this paper is to understand the nomological network of associations between collective mindfulness and big data analytics in fostering resilient humanitarian relief supply chains.

The authors conceptualize a research model grounded in literature and test the hypotheses using survey data collected from informants at humanitarian aid organizations in Africa and Europe.

The findings demonstrate that organizational mindfulness is key to enabling resilient humanitarian relief supply chains, as opposed to just big data analytics.

This is the first study to examine organizational mindfulness and big data analytics in the context of humanitarian relief supply chains.

The purpose of this paper is to integrate branding and higher education literature to conceptualize, develop, and empirically examine a model of university social augmenters’ brand equity.

Drawing on an empirical survey of 401 undergraduate students enrolled in private universities in Egypt, this study model was tested using structural equation modeling.

The findings reveal that university social augmenters’ reputation, coach-to-student interactions, and student-to-student interactions influence students’ satisfaction with social augmenters. The results also suggest that students satisfied with university social augmenters are more likely to exhibit outcomes of brand equity – namely, brand identification, willingness to recommend, and willingness to incur an additional premium cost.

The results offer managerial implications for university administrators in their quest to enrich students’ university experiences and build strong sub-brands within the university setting. University social augmenters are found to have strong brand equity manifestations and may hold the potential to differentiate university brands in an industry dominated by experience and credence.

This research contributes to the extant literature by filling two gaps in university branding literature. First, previous research has never unified separate streams of literature related to augmented services and brand equity. Second, limited conceptual and empirical research on university branding in general and university social augmentation in particular has been conducted in emerging markets, which has resulted in conceptual ambiguity for the key factors constructing students’ university social experiences.

Leadership development continues to be a topic of conversation, education, and research. Reflection has been named as one of the key competencies needed for effective leaders particularly as the workplace grows more complex and multicultural. But how does one develop reflective skill in college students, the leaders of the future? This paper reviews the concept of the “reflective leader,” the importance of reflection as a key component in the development of future leaders, and suggests strategies for incorporating reflection in leadership education as well as mechanisms for its assessment.

A culture of candor can bring numerous benefits to any organization. Yet, candor is rare in most organizations. Despite the scarcity of its practice there is a need to develop leaders who value and use candor by demonstrating and practicing candor in the leadership classroom. A description of seven key actions that enable leadership instructors to build a culture of candor in the classroom is provided. Each of these actions is supported with prescriptive guidelines for implementing these practices in the classroom. The influence of the seven actions on the candid behavior of leadership students as well as leadership instructors is also discussed.

From the perspective of emergence, professors can facilitate and shape a class as a complex, adaptive, and living system. A case study illustrates phases of emergence in the classroom by tracing how a professor may use this perspective to empower students to share in the leadership of the classroom. Instead of presenting lessons, the professor facilitates emergent activity, creating a classroom structure where students practice leadership behaviors. In this classroom structure, the professor assumes the leadership roles of coach and facilitator. As a result students building the classroom culture together they connect with each other: they develop strong relationships, take initiative, and learn important lessons about leadership. This article concludes with design principles for establishing a classroom of shared leadership in any teaching environment in any subject.