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Leadership education seeks to develop leadership knowledge and skills for a universal student body. Challenges arise in English-speaking classes when student populations are comprised entirely of nonnative speakers. Activities accommodating multimodal concepts of learning may better facilitate knowledge acquisition and provide context in light of a significant lack of English proficiency. This mixed methods study examines the value of non-traditional leadership classroom activities engaging nonnative English students. Participants who completed undergraduate-level leadership studies courses with an English language curriculum reported preferences and retention resulting from the use of experiential learning, including art in the classroom, simulations, and low ropes activities.

The purpose of this paper is to investigate the interplay between configuration dimensions (network structure, network flow, relationship governance, and service architecture) of last-mile supply networks (LMSN) and the underlying mechanisms influencing omnichannel performance.

Based on mixed-method design incorporating a multiple embedded case study, mapping, survey, and archival records, this research involved undertaking in-depth within- and cross-case analyses to examine seven LMSNs, employing a configuration approach.

The existing literature in the operations management (OM) field was shown to provide limited understanding of LMSNs within the emerging omnichannel context. Case results suggest that particular configurations have intrinsic capabilities, and that these directly influence omnichannel performance. The study further proposes a taxonomy of LMSNs comprising six forms, with two hybrids, supporting the notion of equifinality in configuration theory. Propositions are developed to further explore interdependencies between configurational attributes, refining the relationship between LMSN types, and factors influencing omnichannel performance.

The findings provide retailers with a set of design parameters for the (re)configuration of LMSNs and facilitate performance evaluation using the concept of fit between configurational attributes. The developed model sheds light on the consequential effects when certain configurational attributes are altered, preempting managerial attention. Given the global trend in urbanization, improved LMSN performance would have positive societal impacts in terms of service and resource efficiency.

This is one of the first studies in the OM field to critically analyze LMSNs and their behaviors in omnichannel retailing. Additionally, the paper offers several important avenues for future research.

Student learning outcomes assessment, when done right, is an ongoing and systematic process. Faculty and staff for leadership education programs often struggle to develop a comprehensive approach to assess the effectiveness of their programs, especially when those programs are offered through multiple modes of instruction. One department at a Midwestern public university has developed a thorough, five-stage process which any leadership education program can follow, regardless of size or method of delivery. This department considers three modes of instruction, including face-to-face on a traditional American campus, asynchronous online, and face-to-face at foreign universities via international partnerships. This manuscript describes the comprehensive process and offers readers considerations for implementation at their own institution.

The purpose of this study is to identify global trends in disruptive technological change and map the social and policy implications, particularly as they relate to the educational ecosystem and main stakeholders across all levels of education.

The authors conducted a two-stage meta-analysis of 1,155 scholarly, peer-reviewed articles. The investigation involves a systematized literature review for data identification and collation adhering to defined selection criteria, and a network analysis to scrutinize data, consolidate information and unveil correlations and patterns from the literature review to produce a set of recommendations.

The study unveiled educational trends related to disruptive technologies and delineated four principal clusters representing how these technologies are transforming the education ecosystem. Additionally, a series of transversal aspects that reveal a societal vulnerability toward future prospects in the realms of ethics, sustainability, resilience, security, and policy were identified.

The findings spotlight an enlarging chasm between industry (and society at large) and conventional education, where many transformations triggered by disruptive technologies remain absent from teaching and learning systems. The study further offers recommendations and envisions potential scenarios, urging stakeholders to respond based on their positions concerning disruptive technologies.

Expanding from the meta-analysis of pertinent literature, this paper offers four collections of curated resources, four mini case studies and four scenarios for policymakers and local communities to consider, enabling them to plot courses for their optimal futures.

The study empirically investigates whether the board of directors' expertise in the focal firm's industry has implications for innovation input. Additionally, it explores how this relationship is shaped by the CEO's educational level and background in the technology area.

The article tests the hypothesized relationships through the Arellano–Bond generalized method of moment estimators, proxying innovation input by R&D to total sales. Moreover, it analyses a sample of privately-held Italian medium and large high-tech companies observed over four years by relying on a unique hand-collected dataset.

The research documents an inverted U-shaped relationship between board industry expertise and innovation input and shows that such curvilinear effect is moderated by the CEO's educational level and technology background. Specifically, while the curvilinear slope is less steep for highly educated CEO, it becomes steeper in the presence of technology trained CEO.

The paper recommends how to shape the board human capital as a meaningful driver of board effectiveness and innovation. Additionally, it calls the managerial attention towards the interaction and the interplay between board industry expertise and CEO education as able to influence the above-mentioned outcome.

While previous studies have focused on the linear and positive effect of board industry expertise on innovation, this research advances current knowledge in innovation management literature by testing the presence of a curvilinear relationship. Moreover, by exploring the moderating effect of CEO education, the paper provides a comprehensive picture on the interplay among board industry expertise, CEO educational training and innovation input.

The purpose of this paper is to provide insights into the implications of board human capital heterogeneity for company innovation by focusing on the educational and the functional background of directors. Moreover, it examines the moderating effect of the CEO expertise-overlap within the innovation domain on the relationship between board human capital heterogeneity and firm innovation.

The hypotheses are tested through a set of ordinary least squares regressions on a unique dataset of 149 Italian high-tech companies observed between 2012 and 2015.

Findings show that the educational and the functional background heterogeneity of directors increase both the innovation input and output. However, results highlight that these relationships are negatively moderated by the CEO expertise-overlap within the innovation domain.

The paper emphasizes the importance of appointing directors with different and specific educational and functional backgrounds to foster the company innovation.

The paper fills a gap in the literature as it has devoted limited attention to the performance implications of board human capital heterogeneity in the high-tech industry where knowledge and skills are the primary sources of value. Moreover, the paper integrates the research on the CEO-board interface by shedding light on how the CEO expertise within the innovation domain affects the contribution of heterogeneous boards to company innovation.

The purpose of this paper is to, which involved 123 students in their last year of an administration course at a private university in the city of São Paulo, Brazil, evaluate the importance of analyzing the pressure from new technologies on the careers of young university students from a career theory perspective.

From the perspective of traditional theories, the authors used “career anchors,” and from the perspective of non-traditional theories, “intelligent careers,” in which people develop three competency groups that are transferable between organizations: knowing why; knowing how; and knowing whom. The hypotheses the authors raised were analyzed using statistical techniques and the following results were obtained: young people do not see new technologies as a threat to their current job; people who see the “Knowing How” competence as being more developed feel less pressure from new technologies; non-traditional theories show a greater potential to analyze technological pressure than traditional theories; and, finally, the nature of people’s jobs produces different impacts on the pressure of new technologies on their careers, since people who occupy positions involving more human interaction with internal or external clients feel less threatened.

It was found that the lowest mean among the constructs analyzed was the pressure from technology on career. The correlations between the competencies of intelligent careers and the perception of the pressure from technology on career were weak, but significant, whereas the “Knowing How” competency was negatively correlated with the pressure caused by technology. There was no significant influence of the anchors on the pressure from technology on career. However, incorporating the competencies of intelligent careers improved the statistical model’s fit. In associating job positions with the pressure from technology on career, administrative and operational positions showed higher averages than sales associate and management positions.

Broadly speaking, it can be noted that traditional career theories, especially the vocational counseling approach, are not sufficient to explain the impact of new technologies on careers. At the same time, one way of coping with the pressure brought about by technological advances may be in using technology itself to develop “useful professional skills,” in a manner consistent with “intelligent careers.”

This paper aims to evaluate the evolution of the organizational field in the Colombian coffee industry between 1960 and 2020 and explain how peripheral actors influenced institutional change.

The methods analyze historical processes from a hermeneutical and interpretative perspective. The authors used data collection techniques through interviews, archive data, publications and media reports, embracing an interdisciplinary and qualitative documentary approach. This approach helps the authors unravel the temporal dimensions of the historical discourse related to coffee and the involvement of various actors within organizational structures.

The authors found that, unlike the literature regarding the change in organizational fields, recently, within the coffee sector in Colombia, the institutional work of peripheral actors (small producers, local associative groups and coffee women, among others) is changing the field as follows: (1) women are changing traditional behaviors moving from hierarchical family structures and lack of gender awareness, to empowered, horizontal and sustained relationships, (2) indigenous people include rituals and other traditional practices in coffee production and (3) ex-guerrilla members are helping to strengthen the peace process implementation in Colombia through coffee production.

The authors did not conduct statistical or computational analysis to simulate the emergence of new organizational forms. Instead, the authors attempted to elucidate narratives and discourses that reflect the tensions between central and peripheral actors from a historical perspective.

This study seeks to help leaders and managers overcome processes or organizational change in which peripheral actors are crucial. From that perspective, allocating resources and capabilities can become more effective.

This paper offers a new perspective of change within organizational fields from the roles of peripheral actors, which are fundamental in change processes within organizational fields, especially in the global south, where tensions between elites and vulnerable people are familiar.