Search Results (41)

Background: Artificial intelligence (AI) is transforming leadership and raising critical questions about decision-making, leadership capabilities, and ethical accountability in increasingly digitalized organizations. Objective: This systematic review synthesizes peer-reviewed evidence to answer: How does AI integration transform leadership and decision-making in organizations? Methods: A PRISMA 2020-compliant systematic review was conducted using structured Boolean searches in Scopus and Web of Science Core Collection on 26 February 2026. Eligibility was restricted to English-language, peer-reviewed, open-access journal articles with an explicit AI–leadership integration signal. Records were deduplicated and screened by two reviewers, with full-text assessment conducted against predefined criteria. A qualitative, narrative (conceptual) synthesis integrated heterogeneous empirical and conceptual contributions. Results: From 452 records, 84 studies met inclusion criteria. The synthesis identified three recurring analytical dimensions: (i) AI-augmented decision-making, (ii) leadership competencies and role shifts, and (iii) ethical challenges (accountability, transparency/opacity, fairness, privacy, and human agency). Integrating these dimensions, the review conceptualizes AI-driven leadership as a hybrid decision phenomenon in which AI accelerates and expands decision cycles, leaders reconfigure roles toward decision architecture and orchestration, and ethical conditions shape legitimacy, adoption, and authority dynamics. Conclusions: The review advances theory by specifying a mechanism-oriented model of AI-driven leadership and proposing testable propositions linking AI modality, role reconfiguration, and ethically conditioned legitimacy under key boundary conditions (e.g., sectoral stakes, governance capacity, and data/infrastructure readiness). Practically, it outlines an implementation pathway emphasizing decision criticality assessment, formalized human–AI task allocation, and institutionalized oversight mechanisms. Limitations: Findings are bounded by database selection and the open-access full-text constraint, which may under-represent paywalled scholarship. Full article

Through their influence on various inner-school factors, school leaders can be considered relevant with regard to how tracking policies are enacted at the school level. However, research on attitudes of school leaders vis-à-vis school tracking is sparse. We examine profiles of tracking-related attitudes and predictors of profile membership at the individual (i.e., gender, age, work experience, self-efficacy beliefs, leadership competencies) and contextual level (i.e., school size, school level, social context, size of municipality). Data were collected from 1162 school leaders of pre-primary, primary, and lower secondary schools in Switzerland. Using Latent Profile Analysis (LPA), three profiles were identified: inclusion, tracking-separation, and average. School leaders in the inclusion profile showed positive attitudes towards inclusive education and the abolition of grades, a disapproval of early tracking, and negative attitudes towards tracking and its transparency. Leaders in the tracking-separation profile showed negative attitudes towards inclusive education and the abolition of grades, an approval of early tracking, and positive attitudes towards tracking and its transparency. Most school leaders were in the average profile, with neither especially favorable nor especially critical attitudes. While gender, school level, and the size of a municipality were found to be predictors of profile membership, other variables were not. The results give indications as to what factors are relevant in predicting certain attitudes towards tracking. This knowledge can be used for further research as well as for designing targeted interventions. Full article

This study offers a descriptive analysis of complex thinking as a form of cognitive competency among a group of 52 public servants holding local leadership positions in the Philippines. By extending the empirical examination of complex thinking beyond educational contexts and into local public leadership, the study contributes to an emerging line of research on the cognitive competencies associated with decision making in decentralized governance environments. Drawing on complexity theory applied to public decision making, it assumes that local governance requires the capacity to integrate heterogeneous information, anticipate interdependencies, and act under conditions of uncertainty. The assessment employed the eComplexity instrument using an adapted 21-item version structured into four dimensions: systemic, scientific, critical, and innovative thinking. Scores were rescaled to a 0–100 metric and, after confirming non-normality (Shapiro–Wilk), non-parametric tests were applied (Mann–Whitney, Kruskal–Wallis, and Dunn’s post hoc test with Bonferroni correction), along with Spearman’s rho correlations to examine dimensional coherence. No significant differences were observed by gender or income. Age showed overall variation across several dimensions, but robust pairwise differences were concentrated between the 31–40 and 41–50 age groups in systemic thinking and in the global score. Employment status differentiated only scientific thinking, with higher medians among permanent staff than contractual/project personnel. Correlations among dimensions were positive and significant, with particularly strong associations between systemic, critical, and innovative thinking, supporting the interpretation of complex thinking as an integrated competency in local public leadership. The findings should be interpreted considering the study’s descriptive design, localized convenience sample, and reliance on self-reported measures, which limit statistical generalizability beyond the analyzed context. Beyond its descriptive findings, the study offers initial empirical evidence relevant to governance research on the cognitive competencies associated with decision making among grassroots public leaders operating in decentralized institutional contexts. Examining complex thinking at this level helps illuminate how public actors interpret interdependencies, evaluate information, and navigate uncertainty in everyday governance practice. Full article

The implementation of Indonesia’s Merdeka Belajar policy requires transformative leadership approaches to address post-COVID-19 educational disruption. This study examines the associations between e-leadership, the adoption of disruptive learning innovations, and the implementation of the Merdeka Belajar policy in Indonesian junior high schools. Drawing on the Technology Acceptance Model, Social Cognitive Theory, and Digital Leadership Theory, we surveyed 162 principals in Bandung City using proportionate stratified random sampling and validated instruments demonstrating satisfactory reliability (Cronbach’s α = 0.842–0.891; CR = 0.857–0.906), convergent validity (factor loadings = 0.717–0.921; AVE = 0.571–0.671), and discriminant validity. E-leadership significantly predicted disruptive learning innovation (β = 0.728, t = 18.394, p < 0.001, R² = 0.530). Disruptive learning innovation strongly predicted policy implementation (β = 0.790, t = 24.671, p < 0.001, R² = 0.624). E-leadership also exerted a significant direct effect on policy implementation (β = 0.126, p = 0.020). Mediation analysis confirmed that disruptive learning innovation mediates 82.0% of e-leadership’s effect on policy implementation (indirect β = 0.575, p < 0.001; VAF = 0.820), indicating predominant partial mediation, with high predictive relevance (Q² = 0.823). This study provides the first empirical evidence of e-leadership’s role in educational policy implementation through disruptive innovation mechanisms, contributing to digital leadership theory in educational contexts. While situated in the Indonesian Merdeka Belajar context, the framework generalizes to educational systems worldwide implementing digital transformation, competency-based curriculum reforms, and technology-enhanced learning initiatives, offering practical guidance for school principals navigating 21st-century educational change globally. Practical implications include prioritizing e-communication and e-trustworthiness training for school leaders, allocating resources to support innovation adoption infrastructure, and establishing digital platforms for implementation monitoring. Full article

Communication and writing skills are critical for employability and leadership in sustainability and STEM fields, but few studies examine how interdisciplinary, problem-based learning (PBL) environments foster these competencies amongst undergraduates. This three-year study examined how human resource management (HRM) and Chemistry students collaborated on Sustainable Development Goal (SDG)-themed projects within a Global Classroom model. We used LIWC-22, a validated text analysis tool to assess students’ written reflections about their discipline-specific PBL exercises (e.g., debates about UBI) and their SDG-focused inter-disciplinary group projects (e.g., vaccine access). We found that the HRM students (n = 84) demonstrated increased use of curiosity and cognition language during in-person and synchronous collaboration contexts. Chemistry students collaborating synchronously with their HRM teammates exhibited enhanced curiosity in their writing, though findings for this group are tentative due to the small sample size. Our findings suggest that both discipline-specific and SDG-focused interdisciplinary PBL activities can improve undergraduates’ metacognitive skills and their curiosity, which are critical for addressing sustainability challenges. Our Global Classroom offers a scalable model of how SDG-focused PBL activities can be used to create collaborations between STEM and management undergraduates and enable them to develop context-specific solutions for global sustainability challenges while improving their communication and writing. Full article

Background: Emotional intelligence (EI), particularly the ability to regulate one’s emotions, is a key protective factor against stress and burnout in high-demand occupations, including leadership and healthcare. Compassion and gratitude practices have been proposed as brief, scalable methods to strengthen emotion regulation, yet empirical evidence from randomised controlled trials remains limited. Objective: This study evaluated whether a four-week, self-directed online programme combining daily loving-kindness meditation and gratitude journaling improves EI among leaders. Methods: Forty-five leaders in Germany from diverse occupational sectors were recruited via LinkedIn and Xing and were randomised using a computer-generated random sequence to an intervention or wait-list control group. EI was measured pre- and post-intervention with the Emotional Competence Questionnaire (EKF), comprising recognising one’s own feelings (RU), recognising others’ feelings (RO), regulating one’s own feelings (RC; primary outcome), and expressing feelings (RE). Adherence was reported in categorical form (e.g., daily, 3–5×/week, 1–2×/week). Treatment effects were tested using mixed-design ANOVAs. Results: A significant Group × Time interaction emerged for emotion regulation (RC), indicating greater improvement in the intervention group compared with the control group. No significant interaction effects were found for RU, RO, or RE. Adherence data did not permit dose–response analysis. Conclusions: A brief, self-directed online compassion and gratitude programme selectively improved emotion regulation—the EI facet most strongly linked to stress buffering and resilience. Although effects did not extend to other EI dimensions, findings suggest that low-threshold digital practices may strengthen a core emotional skill relevant to psychological well-being in leadership roles. Because the sample did not primarily comprise healthcare professionals, implications for healthcare settings re-main conceptual; targeted trials in clinical populations are warranted. Full article

This study examines the relationship between e-leadership competencies—assessed through a E-Leadership Competencies (SEC) model—and organizational preference for telework in Portugal. In the context of increasing digitalization and following the widespread experience of remote work driven by the COVID-19 pandemic, it becomes essential to understand the role of e-competence in leading geographically dispersed teams. A quantitative investigation was conducted through the application of an online questionnaire to e-leaders of companies based in Portugal whose teams benefit from telework arrangements. The results indicate that only three of the six e-competencies identified in the SEC model show statistical significance in e-leadership effectiveness, with no relationship observed between perceived effectiveness and organizational investment in telework. Nevertheless, more than 80% of respondents reported that telework has been increasing within their organizations. This study contributes to the adaptation of the SEC model to the Portuguese context and reinforces its importance as a tool for diagnosing and developing e-leadership competencies. Theoretical and practical implications highlight the need to explore new dimensions—including hard skills—and applying the model across different sectors and types of organizations, thus supporting the preparation of e-leaders for an increasingly digital world of work. Overall, by evidencing the SEC model’s successful adaptation in Portugal, the findings underscore the model’s broader applicability and potential for generalization across diverse organizational settings. Full article

In response to persistent gaps in pain management competencies among nurses in Saudi Arabian teaching hospitals and similar healthcare settings globally, this manuscript presents a developed and validated action plan designed to support the effective transfer of pain management competencies into clinical practice. The action plan was developed to address the critical need for structured, practical strategies that enhance nurses’ ability to apply pain management knowledge in diverse interdisciplinary environments. The action plan was validated through a rigorous three-round e-Delphi technique involving 12 expert panel members, achieving a 75% consensus on its content and structure. The final validated plan includes clear action statements, implementation methods, designated responsibilities, and defined timeframes. The core action statements focus on the following: (i) motivating nurses to pursue further study; (ii) equipping nursing teams with appropriate pain management tools; (iii) developing content-specific, practice-oriented short training programs; (iv) tailoring training to accommodate different learning styles; (v) using diverse teaching methods; (vi) creating strategies to encourage participation in training; and (vii) promoting the application of acquired knowledge in clinical settings. Adoption and implementation of this action plan by nursing leadership are anticipated to significantly enhance the transfer of pain management competencies, ultimately improving patient outcomes. The plan is adaptable for use in similar healthcare settings worldwide, offering a replicable model for strengthening nursing practice through targeted competency development. Full article

Family caregivers provide most daily care for people living with chronic illness or frailty, yet they remain under-recognized in health and social care systems. To address this gap, we co-designed the Caregiver-Centered Care Champions Education Program, which equips frontline providers with the competencies needed to lead caregiver-inclusive change. Guided by the Kirkpatrick-Barr Health Workforce Education Framework, we conducted a mixed methods interpretive description evaluation of learner satisfaction, knowledge and confidence gains, and self-reported behaviour change. Sixty-seven interdisciplinary participants completed three online modules. Quantitative results from pre/post surveys (Wilcoxon signed rank tests) showed significant improvements across all competencies (p < 0.001; large effect sizes) alongside high satisfaction (means 6.56–6.96/7). Qualitative findings revealed that 94% of participants applied program content within three months, and 61% implemented five or more distinct behaviour changes (e.g., collaborative care planning, system navigation support). The analysis illuminated how learners integrated caregiver-centred principles with change leadership strategies. Time constraints and staffing shortages emerged as key barriers. Our co-designed, theory-informed approach effectively bridged individual learning and system change, demonstrating the potential to transform caregiver inclusion practices when supported by organizational policies. Full article

The hospitality sector is undergoing a rapid digital change due to smart technology and artificial intelligence. This presents both possibilities and problems for the development of sustainable innovation. Yet, little is known about how leaders’ technological competencies affect employees’ capacity to engage in environmentally responsible innovation. This study addresses this gap by examining how leaders’ competencies in smart technology, artificial intelligence, robotics, and algorithms (STARA) shape employees’ green innovative behavior in hotels. Anchored in person–job fit theory and cognitive appraisal theory, we propose that when employees perceive a strong alignment between their skills and the technological demands introduced by STARA, they are more likely to appraise such technologies as opportunities (challenge appraisals) rather than threats (hindrance appraisals). These appraisals, in turn, mediate the link between leadership and green innovation. Convenience sampling was used to gather data from staff members at five-star, ecologically certified hotels in Sharm El-Sheikh, Egypt. According to structural equation modeling using SmartPLS, employees’ green innovation behaviors are improved by leaders’ STARA abilities. Crucially, staff members who viewed STARA technologies as challenges (i.e., chances for learning and development) converted leadership skills into more robust green innovation results. Conversely, employees who perceived these technologies as obstacles, such as burdens or threats, diminished this beneficial effect and decreased their desire to participate in green innovation. These findings highlight that the way employees cognitively evaluate technological change determines whether leadership efforts foster or obstruct sustainable innovation in hotels. Full article

Background: Nurse-manager competencies shape workforce stability, yet role-based perception gaps between managers and staff may influence staff nurses’ turnover cognitions. Objectives: To (1) compare nurse managers’ self-ratings with staff nurses’ ratings of the same managers on the Nurse Manager Competency Inventory (NMCI); (2) compare both groups’ perceptions of staff nurses’ turnover intention (EMTIS); (3) examine domain-specific links between perceived competencies and perceived turnover intention; and (4) explore demographic influences (age, education, experience) on these perceptions. Methods: Cross-sectional dual-rater study with 225 staff nurses and 171 nurse managers in two tertiary hospitals in Saudi Arabia. Data were collected from August to November 2024. Managers completed NMCI self-ratings, and staff nurses rated their managers on the same NMCI domains; both groups rated staff nurses’ turnover intention using EMTIS. Between-group differences were tested with one-way ANOVA (two-tailed α = 0.05), and associations were examined with Pearson’s r (95% CIs). Findings: Managers consistently rated themselves higher than staff rated them across all nine NMCI domains; the largest descriptive gaps were in Promoting Staff Retention, Recruit Staff, Perform Supervisory Responsibilities, and Facilitate Staff Development (e.g., overall NMCI: managers M = 3.67, SD = 0.61 vs. staff M = 3.04, SD = 0.74; F = 0.114, p = 0.73)with comparatively smaller divergence for Ensure Patient Safety and Quality. Managers and staff did not differ significantly on EMTIS (overall EMTIS: managers M = 3.16, SD = 1.28 vs. staff M = 3.00, SD = 1.15; F = 21.32, p = 0.173). Specific competency domains—retention, supervision, staff development, safety/quality leadership, and quality improvement—showed small inverse correlations with EMTIS facets (typical r ≈ −0.11 to −0.19; p < 0.05), whereas the global NMCI–overall EMTIS correlation was non-significant (r = −0.077, p = 0.124). Effect sizes were modest and should be interpreted cautiously. Conclusions: Actionable signals reside at the domain (micro-competency) level rather than in global leadership composites. Targeted, continuous, unit-embedded development in human- and development-focused competencies—tracked with dual-lens (manager–staff) measurement and linked to retention KPIs—may help nudge turnover cognitions downward. Key limitations include the cross-sectional, perception-based design and two-site setting. Findings nonetheless align with international workforce challenges and may be transferable to similar hospital contexts. Full article

Climate literacy is pivotal for preparing future leaders to address global climate challenges and build a sustainable future. Higher education institutions (HEIs) play a central role in embedding sustainability principles, particularly Sustainable Development Goal (SDG) 13 (Climate Action), into curricula to cultivate responsible leadership. This study examines the integration of SDG 13 within the business curriculum at Delta University (UAE), assessing undergraduate students’ perceptions of climate education and how teaching methods shape sustainability leadership. Using a mixed-methods approach—a closed-ended survey and Q-methodology—the research analyzes students’ awareness, engagement, and subjective perspectives on pedagogical strategies. The results reveal a disconnect between theoretical knowledge and students’ ability to apply these principles in real-world business contexts. While students acknowledged climate action’s importance and supported active learning pedagogies (e.g., case studies, simulations), skepticism persisted about SDG 13’s applicability to business operations. The findings highlight the need for curricular reforms, aligning curricula with national sustainability strategies (e.g., UAE Net Zero 2050) to bridge theory and practice. This research advocates for HEIs to prioritize climate competencies, ensuring that graduates can address environmental challenges through actionable frameworks. By transcending symbolic commitments, HEIs can empower students to lead regionally and globally, advancing sustainability education’s role in achieving equitable, low-carbon societies. Full article

Background: Since the COVID-19 pandemic, hybrid work models are on the rise in public administration in Germany. Hybrid work poses new challenges for employees. Face-to-face contact with colleagues at the office may be limited, potentially affecting social relationships at work. This study aimed to examine job demands and resources pertaining to social relationships between employees in public administration with low and high face-to-face contact with colleagues. Furthermore, associations between social and personal resources with work engagement and the moderating role of face-to-face contact were explored. Methods: A cross-sectional online survey was carried out in a German public administration. Validated instruments were used to measure job demands and resources regarding social relationships, occupational health literacy, work design competencies, and work engagement. Differences between employees with low and high face-to-face contact with colleagues were examined using Pearson’s chi-square test and Welch’s t-test. Multiple linear regression was used to analyze associations between social and personal resources and work engagement. Simple moderation analyses were carried out to explore the role of face-to-face contact. Results: Overall, 127 employees in public administration completed the questionnaire. Employees with low face-to-face contact with colleagues at the office reported significantly higher fear of missing out at work and lower team cohesion and empowering leadership. Team cohesion as well as work design competencies and occupational health literacy (subscale willingness/responsibility) were significantly positively associated with work engagement, but no moderation effect of face-to-face contact could be observed. Conclusion: To reduce job demands regarding social relationships and strengthen social resources of hybrid workers, organizational measures could be taken to foster regular face-to-face contact with colleagues (e.g., overlapping attendance days). Additionally, training programs on work design competencies and occupational health literacy could positively impact employees’ work engagement. Full article

E-leadership has become particularly prominent in the public sector over the last five years. The urgent shift requires more remote work and management via information and communication technologies. In recognition of its ever-growing popularity, the objective of this article is to provide a systematic review of the existing literature on e-leadership within public sector organisations and identify key research approaches and outcomes. The analysis provides a framework of research on e-leadership in public sector entities, by focusing on various theoretical, methodological, empirical and contextual perspectives, specifically tailored to public sector organisations. The detailed framework, presented here, incorporates dimensions, approaches, clusters and findings of previous research (articles, published in the period 2013–2022), aiding a deeper understanding of the phenomenon and its practical implementation. The study complies with PRISMA 2020 requirements. As it shall be demonstrated, interest in the phenomenon surged during the pandemic, particularly within educational and management disciplines. The findings highlight a predominant focus on leadership within educational institutions, whilst areas such as healthcare and public governance remain under-researched. The most common theoretical approach adopted is associated with the transformational leadership theory and encompasses three main interpretations. Specifically, it evaluates e-leadership as a strategic approach, a leadership process and a leadership transformation. Qualitative methodology predominates in e-leadership research within the public sector, with quantitative and mixed-method approaches being less frequent. Addressing the challenges identified by previous research, such as competency and infrastructure deficiencies, is crucial for advancing knowledge of e-leadership in the public sector and improving sustainable performance. Full article

Background: Today’s healthcare requires a modern style of management that adapts to the needs of both patients and employees. Imaging diagnostics has its specificity in the entire area of hospital logistics and influences the organization of work and patient care. Modern managers should have special competencies to meet the expectations of patients, employees, and organizations. Aim: The main purpose of article was to define the role, competencies, and skills that managers should have in the field of diagnostic imaging. Methods: In the research part, a questionnaire survey and in-depth interviewing were used. The research group consisted of 10 managers and 300 medical staff, i.e., radiologists, nurses, and electroradiology technicians. Results: The decision-making role of the manager and their interpersonal skills were recognized to be most crucial. According to the respondents, managers should ensure good work organization and provide safe working conditions. Employees appreciated the manager’s ability to react in crisis situations as well as their high professionalism. The ability to communicate and resolve conflicts in a team was considered the most important psychological and social competence. Conclusions: A good manager, in the opinion of the respondents, is a decision-making, empathetic, and flexible person with strong leadership characteristics. Full article