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The ability to develop and employ competent leaders with a global understanding has and continues to be a major challenge facing today’s universities and professional workforce. To effectively lead within today’s globalized society, it is imperative that leadership skills and knowledge relevant to international contexts be included within the leadership development and educational process. Through conceptual discussion and specific examples, the authors will argue that utilizing learner-centered instruction techniques such as cultural experiences, learner-centered assignments, and international leadership immersion experiences are all important ways to disseminate important leadership skills and knowledge. Keywords: Global Leadership, International Immersion, International Leadership Experience, Leadership Development, Learner-Centered Instruction.

Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives.

Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure.

This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework.

Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.

This study explored how COVID-19 moderated the relationship between organizational learning capabilities (OLCs), technological innovation (TI), supply chain management (SMC) processes and enterprise performance (EP). It aimed to give ideas on how organizations could change and do well during big disruptions.

Design: A structured questionnaire served as the data collection tool, employing a stratified sampling technique. Partial least squares (PLS) was utilized for data processing. Information was gathered from the automobile industry in Xian, China, providing an in-depth understanding of how COVID-19 moderated the variables under examination.

The study discovered that COVID-19 changed how organizational learning, TI, SCM and EP interacted. Some organizations had trouble keeping up with learning and innovation, but others used them to make their SCM stronger, leading to better performance. Also, different effects of COVID-19 were seen in various industries and organizations.

This study provided practical implications for managers, policymakers and practitioners. It emphasized fostering OLCs and TI as crucial for resilience during disruptions like COVID-19. Strategic investments in SCM were highlighted to mitigate disruptions and seize opportunities. Additionally, context-specific approaches were underscored for navigating pandemic-induced challenges.

This study enhanced existing literature by analyzing how COVID-19 moderated the link between organizational learning, TI, SCM and EP. Through diverse methodologies and organizational contexts, it offered fresh insights into dynamic organizational responses to disruptions, advancing both theoretical understanding and practical knowledge in the field.

The authors revisit the inquiry into the primacy of shareholders vis-à-vis stakeholders that has been debated since 19th Century. The authors consider B-business firms as the closest groups of firms that have considerable similarities to stakeholders' firms. The authors model the impact of being certified as stakeholders (B-business) firms in a worldwide environment.

Employing daily returns data of B-corporations in a global setting during 2010–2021, the authors quantify and compare the firms' performance in the pre- and post-certified periods, measure the effect of their environmental social governance (ESG) scores on their performance and gauge the entire results on a standardized approach that yields easy interpretation.

Subject to some caveats arising from limited coverage and the lack of data on proper control variables, the findings, based on the statistical significance of the estimated coefficients, do not indicate any changes in B-corporations' performance in their post-certification dates. Notwithstanding that, market factor appears to be the driving force consistently.

Prior studies on B-corporations are overwhelmingly qualitative. The current study is the first study that evaluate performance of B-corporations' returns at firm level with daily data.