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As of 2007, there were an estimated 10.4 million businesses in the United States that were owned and operated by women. The number of women-owned firms has continued to grow at around twice the rate of all firms for the past two decades (Center for Women℉s Business Research, 2008). On the other hand, women comprise only 15.4 percent of corporate officers in Fortune 500 companies (Catalyst, 2007b) and, in 2003, held only 14.8 percent of board seats in the Fortune 500 (Catalyst, 2007a).To better understand the glass ceiling faced by both female entrepreneurs and women leaders, the research on women℉s issues is examined from a number of different vantage points. Women℉s entrepreneurship and women℉s leadership research on leadership, decision-making, and gender differences was examined to discover commonalities. Then female single-sex education literature was reviewed for insights on developmental issues that might influence future women entrepreneurs and leaders. In this exploration of research, it was found that both women entrepreneurs and women leaders in the corporate environment tend toward the same leadership styles and ways of interacting with others; they also experience a lack of role models and possible lack of self-efficacy.The literature on single-sex education provides observations that young women may thrive in environments in which there are fewer male competitors, hold less stereotyped views on gender, hold higher aspirations, may have greater opportunities for training of leadership skills, and may have increased self-confidence that may be the result of exposure to successful women role models. Implications for future research are explored and suggestions are provided to meet the needs of developing women entrepreneurs.

Entrepreneurship and leadership may flow from the same genealogical source and the appearance of separation of the two constructs may be due to differences in the contexts through which the root phenomenon flows. Entrepreneurship and leadership are figuratively different manifestations of the need to create. To better understand the origin of entrepreneurship and leadership, research must first focus on the combinations or hierarchy of traits that are necessary, but perhaps not sufficient, to stimulate the two constructs. Factors that trigger a drive to create or take initiative within the individual in the context of a particular circumstance should be identified, and the situational factors that move the individual toward more traditional leader or classic entrepreneurial-type behaviors need to be understood.

Collective entrepreneurship is the synergism that emerges from a collective and that propels it beyond the current state by seizing opportunities without regard to resources under its control (Stevenson and Jarrillo 1990). This study provides a conceptual model of collective entrepreneurship and its relationship with leadership and team dynamics in the context of a small family business. It proposes two types of prerequisites for collective entrepreneurship: attitudinal and behavioral. The attitudinal prerequisite is family business members’ commitment to the family business. The behavioral prerequisite includes collaboration and task conflict among family business members. Further, the article argues that leadership behaviors directly affect the attitudinal and behavioral prerequisites, and indirectly affect collective entrepreneurship. Specifically, relations- oriented and participative leadership have positive, indirect effects on collective entrepreneurship. Task-oriented leadership has both positive and negative, indirect effects on collective entrepreneurship. An empirical study of 271 small family businesses in the United States confirmed most of the hypotheses.

The purpose of this paper is to explore the relationship between leadership and business model innovation (BMI) in an entrepreneurial firm. From the literature, it was found that the role of a leader in BMI was unexplored. A research framework was created which was the replication of the model created showing the relationship between leadership and innovation.

The qualitative single in-depth case study was used to understand the effects of leadership in BMI. The case of an entrepreneurial firm in the graphic and animation education sector from India was chosen to test the research framework. The leader of Xplora Design Skools was observed closely, and he was interviewed multiple times.

From the analysis, it was clear that, in this organization, the leader was a trigger for BMI through creating and influencing creativity and innovation in the organization. This case also shows that he was making tangible contribution to the work being done and motivating his employees. These initiatives show his influence on the process or execution of BMI.

This is the first study explores the role of a leader in BMI in an entrepreneurial firm in emerging economy contexts like India.

This study applies the target similarity model to examine the effects of servant leadership on supervisor commitment and supervisor citizenship behavior. The mediating role of supervisory commitment is explored to determine the relationship between servant leadership and supervisor citizenship behavior. The difference in supervisor gender is examined in the linkage between servant leadership and supervisory commitment.

The data were collected through a survey of 478 salespeople in the retail industry. Structural equation modeling (SEM) techniques were used to verify the hypotheses of this study.

The findings showed significant support for the direct and indirect effects of servant leadership on supervisor commitment and supervisor citizenship behavior. Furthermore, the positive relationship between servant leadership and supervisory commitment was stronger among female supervisors than male supervisors.

Due to the scarcity of studies conducted on the linkages of servant leadership, supervisory commitment and supervisory citizenship behavior, this study theoretically and empirically contributes to the leadership literature as it is the first study to investigate these direct and indirect relationships. Similarly, this study examined gender differences in servant leadership to fill the gap in the research field.

Drawing on the conservation of resources (COR) theory, this study aims to examine the effects of servant leadership and despotic leadership on employees’ happiness at work (HAW) through job crafting.

To test the hypothesized relationships, the data were collected from 309 Pakistani employees. Structural equation modeling was used to analyze the data.

The findings showed that servant leadership is an optimal leadership style for creating employees’ HAW. In addition, job crafting was found to mediate the effects of servant leadership on employees’ broad-based positive attitudinal outcome (HAW). Moreover, results showed that despotic leadership negatively influences employees’ HAW through job crafting.

This study is novel as it investigates how newer forms of positive (servant) and negative (despotic) leadership styles influence employees’ multidimensional attitudinal outcome (HAW) via job crafting. By doing so, this research extends the nomological network of servant leadership, despotic leadership, job crafting and HAW.

Although significant research has examined the concept of transformational leadership, few studies have explored the indirect impact of transformational leadership on individual and organizational outcomes within the context of crisis. Accordingly, this study aims to advance our understanding of the indirect impact of transformational leadership on school performance and principals' work alienation within the context of the COVID-19 pandemic. In doing so, this study contributes to this developing stream of literature by hypothesizing the indirect effect of two relational resources, namely employee trust and relational coordination, which mediate the relationship between transformational leadership, school performance and principals' work alienation.

This study draws on a unique sample of 634 principals from Irish primary schools navigating the COVID-19 crisis. Structural equation modeling (SEM) was performed using Mplus 8.3 to test the hypothesized model.

Mixed findings emerged concerning the mediating process of relational resources and their impact on transformational leadership, school performance and principals' work-alienation. In particular, support is found for the critical role of principals whose transformational leadership style can help increase school performance. However, evidence suggests that employee trust does not mediate the relationship between transformational leadership and principals' work alienation.

This study provides several practical insights for education professionals, policymakers and HRM practitioners across each phase of the crisis management cycle. Firstly, regarding the pre-crisis stage, educational institutions should invest in targeted leadership development programs that prioritize relationship-building and effective communication among stakeholders. Second, during crises, the study emphasizes the role of relational resources in mediating the impact of leadership on school performance. Moreover, the study illustrates the importance of proactively cultivating strong connections with stakeholders, fostering timely, problem-solving-based communication. Finally, in the post-crisis phase, collaboration with government stakeholders is recommended to inform recovery policies.

This study makes several contributions to the literature on leadership and crisis management. First, this study adds new insights suggesting how principals as leaders influence school performance during crisis. Second, by adopting a relational perspective, this study suggests two types of relational resources (i.e. employee trust and relational coordination), as the mediators between transformational leadership, school performance and principals' work alienation. Third, this study moves the existing research on leadership during crisis forward by focusing on the functional effectiveness of leadership while focusing on the principals' work alienation during the pandemic.

Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.

Through qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.

The research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.

Given Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress and burnout reported by principals and deputy principals. Distributed leadership may offer some solutions to this challenge. This study aimed to explore the lived experiences of distributed leadership from a role sustainability perspective of school principals and deputy principals.

This paper follows a qualitative interpretivist approach based upon 15 semi-structured interviews with principals and deputy principals working in Irish post-primary schools. Data were analysed via thematic analysis.

Results indicate challenges to the sustainability of the role of senior school leaders comprising administrative overload, policy proliferation and challenges due to the complexity and breadth of the role of these school leaders. It was reported that engagement with distributed leadership could aid the sustainability of participants in their roles and the importance of focusing on well-being practices was also highlighted.

Recommendations include the need to reconsider policy proliferation and the need to reconceptualise school leadership. Further consideration regarding how distributed leadership can aid the sustainability of the role of senior school leaders, without adversely contributing to the already busy role of schoolteachers is also recommended.

The findings of this study are valuable as they reflect previous findings relating to the current challenges to sustainable school leadership as well as highlight distributed leadership as a potential aid to mitigate against these challenges.

This paper aims to explore virtual simulations, merging artificial intelligence with real-world simulations, supporting Canadian armed forces (CAF) junior military leaders (JMLs) leadership development. Our research questions are: (1) How do virtual simulations support CAF junior military leadership development within a globalized and complex environment in the 21st century? (2) Could virtual simulations support a leadership culture change through efficacious “soft skills” training? In this paper, we explore the efficacy of virtual simulations for enhancing or developing leadership in JMLs in the CAF through a four-day pilot project with twenty JMLs (n = 20).

To assess the efficacy of virtual simulations for leadership development, we designed and studied a four-day leadership workshop for JMLs in the CAF using several virtual artificial intelligence leadership role-play simulations developed by McGraw Hill in their smart book textbook (Manning & Curtis, 2022) and several non-virtual in-class simulations for comparison. We selected four twenty to thirty-minute virtual role-play simulations that synergized with the in-person morning leadership workshop. We facilitated the three-hour leadership workshops and virtual/in-class simulations over four consecutive days. We emulated the ELESS model (De Freitas & Routledge, 2013) to assess soft and leadership skills.

The participants (JMLs) reported beneficial learning utility associated with the virtual simulations. Participants also expressed that further utility might be leveraged through virtual simulations incorporating greater complexity with multiple potential outcomes. They also suggested that leadership simulations designed around military situations would prove highly beneficial, something that was outside of the scope of this small pilot project.

Since this phase of our research is a pilot project, we secured a small amount of funding to test our hypothesis that simulations enhance leadership development for JMLs. These funding limitations resulted in several constraints in the research, such as the availability of virtual simulations articulating leadership from a military perspective. However, we believed the assigned organizational leadership simulations in the McGraw Hill Smart Book ecosystem would approximate generic leadership situations enough to test the hypothesis with the JMLs. As a pilot project, our sample size was relatively small (n = 20 JMLs) since participation was voluntary amidst a busy spring season for the JMLs. Since this is a pilot project, we suggest that twenty JMLs are an adequate sampling to test the hypothesis that simulations enhance JML leadership development. We will expand the sample size in the next phase of our research as we work with the CAF to expand the pool of participants to at least forty JML participants (n = 40). We also plan to secure further funding to collaborate with subject matter experts to design virtual simulations based on Canadian military leadership scenarios.

The CAF host robust simulations capabilities for combat training, but have not exploited the potential training and analytical capacity of virtual leadership simulations for leadership development within the CAF. We believe that virtual simulations provide an opportunity for the CAF to effect desired culture change through leadership development that leverages the substantial pedagogical benefits of simulations.

The CAF encountered several detrimental leadership scandals that eroded the reputational capital of the CAF. In the current geo-political climate of an expanding North American Treaty Organization (NATO) and threats from several international actors, the CAF seeks to expand its capabilities by adding and enhancing its human capital. However, the CAF currently experiences a significant gap in its human capital aspirations. There is a unanimous consensus that the endemic traditional culture of the CAF, as expressed in the recent explosive leadership scandals, is a deterrent to recruitment and thus weakens the CAF’s capability. The CAF targets leadership development with new leadership paradigms as pivotal to culture change. The CAF suggests that by enhancing leadership development in the CAF the new cadre of leadership will change the culture of the CAF and thereby enhance the reputational capital of the CAF. It is believed that this rejuvenated culture will lead to greater recruitment and retention, leading to a strengthened military. A strengthened military is important to provide effective support and protection for the Canadian people in these volatile and uncertain times. This expanded capacity will enable the CAF to address external military threats more effectively and also the increasing operations other than war (OOTW), such as the military support of long-term care facilities during COVID-19 or the military’s support in fighting record wildfires and the military’s support in climate change related disasters such as flooding.

The satisfaction measures indicated by the participants are typical evaluative measures of leadership development (Noe, 2023). These satisfaction ratings do not, however, indicate whether training has produced a change in behaviour (Brown, 2022). The implications of these outcomes for leadership education are that role-player simulations are useful leadership education and development tools because they provide a theatre of practice in which mistakes are not detrimental and serve as learning moments (Moore, 2012; Piro and O’Callaghan, 2021; Riotto, 2021). Further, the importance of role-player simulations that closely approximate the sector where leadership is experienced and practiced is perceived to enhance the experience. While the CAF invest in combat related simulations, but leadership development simulations are not as evident in the training and development array. This study seeks to assess their potential value as a leadership development tool within the wider context of character development as a leadership competency.