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The health information management (HIM) profession lacks clarity around leadership and leadership development. To date, little empirical research exists on this topic, and it is unclear if broader approaches for healthcare leadership are suitable. This paper aims to explore which the leadership styles are relevant to the HIM profession. The findings were also used to inform a discussion on how HIM professionals could develop these leadership styles.

Through a systematic scoping literature review, deductive thematic analysis was undertaken to extrapolate common themes around this style of leadership based on transversal competency domains that reflect twenty-first century skills (i.e. critical thinking and innovation, interpersonal, intrapersonal and global citizenship) (Bernard, Watch and Ryan, 2016; UNESCO, 2015). This approach enabled the findings to be discussed from a leadership development perspective.

Analysis of the literature revealed that a relational leadership style through a team-based approach is required. Literature studies on how to develop leadership competencies were not found.

Future policy and research implications include the need for research on transversal competencies to determine if they can shape HIM leadership development.

This leadership style and competencies proposed are relevant across many occupations and may have broader applications for leadership research, education and development.

This paper defines the style of leadership required in the HIM profession and identifies a succinct set of contemporary competencies to inform the development of this type of leadership.

Despite major progress made in improving the health and well-being of millions of people, more efforts are needed for investment in 21st century health care. However, public hospital waiting lists continue to grow. At the same time, there has been increased investment in e-health and digital interventions to enhance population health and reduce hospital admissions. The purpose of this study is to highlight the accounting challenges associated with measuring, investing and accounting for value in this setting. The authors argue that this requires more nuanced performance metrics that effect a shift from a technical practice to one that embraces social and moral values.

This research is based on field interviews held with clinicians, accountants and administrators in public hospitals throughout Australia and Europe. The field research and multidisciplinary narratives offer insights and issues relating to value and valuing and managing digital health investment decisions for the post-COVID-19 “value-based health-care” future of accounting in the hospital setting.

The authors find that the complex activity-based hospital funding models operate as a black box, with limited clinician understanding and hybridised accounting expertise for informed social, moral and ethical decision-making. While there is malleability of the health economics-derived activity-based hospital funding models, value contestation and conflict are evident in the operationalisation of these models in practice. Activity-based funding (ABF) mechanisms reward patient throughput volumes in hospitals but at the same time stymie investment in digital health. Although classified as strategic investments, there is a limit to strategic planning.

Accounting in public hospitals has become increasingly visible and contested during the pandemic-driven health-care crisis. Further research is required to examine the hybridising accounting expertise as it is increasingly implicated in the incremental changes to ABF in the emergence of value-based health care and associated digital health investment strategies. Despite operationalising these health economic models in practice, accountants are currently being blamed for dysfunctional health-care decisions. Further education for practicing accountants is required to effect operational change. This includes education on the significant moral and ethical dilemmas that result from accounting for patient mix choices in public hospital service provision.

This research involved a multidisciplinary team from accounting, digital health, information systems, value-based health care and clinical expertise. Unique insights on the move to digital health care are provided. This study contributes to policy development and the limited value-based health-care literature in accounting.

The present scenario of the Covid-19 pandemic, together with technological advancements, has provoked unprecedented turbulence in the education system, notably in universities, disrupting their conventional teaching and learning processes. Despite government support, teachers and students faced numerous challenges in the online teaching and learning process than expected. Extensive research has been undertaken to investigate the context of online education from the perspective of students, but less emphasis has been given to examining the views of teachers. Thus, the study aimed to explore attitudes of academics towards online teaching during the Covid-19 outbreak.

The study was conducted in Sri Lanka, with the population consisting of academics representing all state universities. An email survey was conducted randomly, and 355 academics responded to a Google form, out of which 332 refined questionnaires were used for analysis. Multi-item reflective indicators were used to operationalize the research constructs on a 7-point Likert scale. The face, content, and construct validities were ensured appropriately. The reflective-reflective two-stage hierarchical approach with disjoint option was applied to analyze the data using the Partial Least Squares Structural Equation Modelling (PLS-SEM) model. After rigorous and careful examination of data, the descriptive statistics revealed that the university academics are pretty distressed with their Internet connections and facilities at home to conduct online lectures.

Active student participation was just above the average, while teacher's attitudes towards online education, their willingness to continue it further seem quite unsatisfactory. Teacher readiness for online education appears to be acceptable only to a certain extent. The key findings of the study disclosed that the attitudes towards online teaching are determined by perceived usefulness, teacher readiness, perceived student participation whereas active student participation, a conducive teaching environment and institutional support have no significant impact on attitude towards online teaching. Further, the study contributed to the education literature analyzing online education in the Sri Lankan context.

This study sparked the debate and contributed to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching in Sri Lankan Contest.