Purpose This conceptual paper aims to address the underexplored role of core self-evaluations (CSE) – a higher-order personality construct integrating self-esteem, self-efficacy, locus of control, and emotional stability – in shaping perceptions of meaningful work (MW), a key vocational resource for career adjustment and fulfillment. Design/methodology/approach Anchored primarily in self-regulation and self-concept theories, the paper develops a novel multilevel framework that delineates facet-specific pathways from CSE to MW. Proximal appraisals (organizational-based self-esteem/dignity, competence/impact, agency, coherence) serve as mediators, while contextual factors (leadership support, amount of feedback, job autonomy, and cultural self-construal) act as moderators. Five testable propositions formalize these linkages, including reciprocal dynamics testable through longitudinal designs. Findings The framework proposes that CSE may foster MW through distinct motivational, cognitive, and affective mechanisms, explaining unique variance in meaningfulness perceptions. It further suggests potential virtuous spirals in which MW reinforces CSE through mastery experiences, supporting vocational identity alignment and proactive career crafting across lifespan stages. Originality/value This is the first integrative model that unpacks CSE’s four facets into specific mediated and moderated pathways to MW, thereby bridging self-concept theory (interpretive processes) and self-regulation theory (agentic and reciprocal processes) with the personality psychology, vocational, and organizational behavior literatures.
Purpose Based on the Stimulus-Organism-Response framework, this study examines whether climate for green creativity mediates the relationship between green servant leadership and employees' green behaviors, namely, green knowledge sharing behavior, green voice behavior, and recycling behavior, in higher education institutions in Morocco. Design/methodology/approach This study draws on data collected from 346 employees of higher education institutions in Morocco. The data were analyzed using partial least squares structural equation modeling. Findings The results suggest that climate for green creativity mediates the relationship between green servant leadership and employees' green behaviors. Practical implications This study offers important insights for higher education administrators by highlighting the relevance of green servant leadership and climate for green creativity in encouraging employees' green behavioral outcomes. Originality/value This study contributes to the literature by examining the relationship between green servant leadership and employees' green behaviors through climate for green creativity in a higher education setting.
Purpose The purpose of this article is to systematize existing approaches to defining the effectiveness of internal communication and to propose an integrated conceptual framework that combines communication processes, outcomes and organizational context to explain which internal communication can be considered effective. Design/methodology/approach A systematic literature review, supplemented by a qualitative meta-synthesis (Scopus, Google Scholar, 1995–2025). The analysis includes 39 peer-reviewed publications that address internal communication at the organizational level. Findings The meta-synthesis indicates that effective internal communication can be conceptualized through three interdependent dimensions: content, strategic and relational, which determine the achievement of outcomes. The content and strategic dimensions define what is communicated and why. The relational dimension functions as the mechanism converting communication into affective, attitudinal, behavioral, relational and organization outcomes. This dimension forms a recursive cycle in which relational conditions and outcomes reinforce one another. The effectiveness of internal communication further depends on the ability of an organization to adapt it to internal and external contextual factors, such as routine and crisis conditions. Originality/value The research positions effective internal communication as the main object of investigation and contributes to its understanding by systematically integrating three theoretical perspectives: systems theory, relational coordination theory and the goal model. The proposed framework incorporates process characteristics, recursive relational dynamics, outcomes and contextual factors. The framework offers organizations a qualitative basis for diagnosing internal communication. A preliminary, nonvalidated set of items is proposed as a starting point for future operationalization and measurement of effective internal communication.
Purpose The study aims to develop an integrated, evidence-based framework to enhance the quality and effectiveness of management education in Indian higher education institutions (HEIs). Grounded in sensemaking and organisational learning theory, the study conceptualises Indian HEIs as interpretive learning systems in which collective reflection transforms shared cognition into institutional adaptation. Design/methodology/approach A sequential mixed-method design utilised the Delphi technique to identify critical factors influencing HEI performance. The Analytic Hierarchy Process (AHP) prioritised these factors among 150 stakeholders, while Thematic Analysis of 20 qualitative interviews offered insights into the behavioural and cultural dynamics shaping institutional priorities. Findings Key drivers of management education quality include pedagogical innovation, faculty expertise, and digital infrastructure, with governance and financial sustainability as enabling factors. Variations among stakeholders reveal the importance of academic, managerial, and policy perspectives. Sustained improvement necessitates behavioural transformation, participative leadership, and organisational learning in higher education institutions. Practical implications The study extends the organisational behaviour (OB) scholarship by framing HEIs as learning organisations where collective cognition, stakeholder collaboration, and decision rationality underpin institutional sustainability. The research offers a replicable decision-support model that integrates qualitative depth with quantitative precision, enabling HEIs to align pedagogy, governance, and strategic planning for long-term adaptability and performance. Originality/value This paper applies sensemaking and organisational learning theory to higher education management by introducing a Delphi–AHP–Thematic triangulation that operationalises stakeholder-centred, sustainable decision-making in HEIs.
Purpose Workplace meetings are integral to collaboration and performance in organizations, and the quality of these meetings significantly affects meeting satisfaction and attendees’ well-being. Although meeting research has identified key quality factors – such as design, time management and leadership – most studies were conducted before the widespread adoption of virtual meetings. Building on the job demands–resources framework, this study investigates how different facets of meeting quality relate to well-being across diverse work and meeting contexts. Our findings highlight the fact that meeting experiences and their well-being impacts varied across work contexts, underscoring the importance of context-sensitive approaches to meeting design. Design/methodology/approach The cross-sectional survey data were collected among a heterogeneous sample of Finnish employees in autumn 2024 (n = 1910). Hypotheses were tested using structural equation modelling with Mplus8. Findings Time management was consistently and positively associated with meeting satisfaction and engagement and negatively with meeting strain. Moreover, the relationship between meeting quality and well-being varied across occupational roles and meeting contexts. Distinct patterns emerged particularly among managers, frequent meeting leaders and remote workers, highlighting how specific meeting quality factors relate differently to satisfaction and engagement across these subgroups. Originality/value This study demonstrates the fact that meeting quality and its effects are not uniform but shaped by contextual and role-related factors. While time management and participatory leadership help mitigate meeting-related strain, enhancing satisfaction and engagement requires greater attention to the work context. The findings underscore the importance of tailoring meeting practices to diverse occupational settings to better support employee well-being.
Purpose This study investigates the effects of directive and empowering leadership on employee work-to-family conflict (WFC) and family-to-work conflict (FWC) and turnover intentions by integrating the contingency perspective of leadership with conservation of resources theory. Design/methodology/approach A three-wave survey was conducted in 2020 and 2021, recruiting participants via Qualtrics (928 at Time 1, 548 at Time 2, 433 at Time 3). Hypotheses were tested using hierarchical regression and bootstrapping. Findings Findings reveal that greater directive leadership from their supervisor increases employee turnover intentions through higher WFC and FWC, while empowering leadership decreases turnover intentions through lower WFC and FWC. The study also shows that the indirect effects of directive and empowering leadership on turnover intentions via WFC and FWC are amplified when employees’ work–family balance self-efficacy (WFBSE) is lower. In contrast, when WFBSE is higher, the indirect effects are not significant. Originality/value Our findings address a missing link between the leadership and work–family literatures and provide useful insights for leadership theory and practice during a time when employees’ need for resources and support is high.
Purpose This study examines the persistent gap between sustainability awareness and actual practices among stakeholders in Malaysian public universities, and investigates the institutional and behavioural factors that mediate this gap. Using the UI GreenMetric World University Ranking as an integrative benchmark, the study evaluates the extent to which sustainability principles are embedded in institutional operations, academic activities and campus culture across all 20 public universities in Malaysia. Design/methodology/approach A quantitative cross-sectional survey was administered to 7,420 respondents, comprising students, academic staff and administrative personnel. The research instrument was aligned with the six UI GreenMetric dimensions: setting and infrastructure, energy and climate change, waste, water, transportation and education and research. Data were analysed using descriptive statistics, one-way ANOVA, effect size (eta & sup2;) and Cohen's d to assess inter-university and inter-group differences in sustainability awareness and practices. Findings Results confirm a persistent awareness-practice gap (awareness M = 3.78; practice M = 3.34). Statistically significant differences exist across universities (F = 9.4212.85, p < 0.001; eta & sup2; = 0.024-0.031) and stakeholder groups (F = 26.15-34.82, p < 0.001), with students demonstrating the highest engagement and administrative staff the lowest. Top-ranked institutions such as Universiti Putra Malaysia (UPM), Universiti Malaya (UM) and Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) consistently outperform lower-tier institutions, reflecting advantages in governance, infrastructure and leadership commitment. Practical effect sizes, however, indicate that institutional differences, while statistically significant, are small in magnitude, suggesting systemic rather than individual factors drive the gap. Research limitations/implications Although this study expands coverage to all Malaysian public universities, it remains cross-sectional and cannot capture longitudinal behavioural changes or causal relationships. Future research should adopt longitudinal or mixed-method approaches and extend comparative analysis to ASEAN universities to enhance regional benchmarking and policy relevance. Practical implications The study underscores the need for universities to institutionalise sustainability governance through strategic planning, resource allocation and performance-based monitoring aligned with UI GreenMetric indicators. Establishing a national or regional green campus consortium could facilitate collaboration, knowledge sharing and standardisation of sustainability practices across institutions. Social implications By addressing the awareness-practice gap, universities can strengthen their role as societal change agents in promoting environmental responsibility and sustainable lifestyles. Enhancing stakeholder engagement at all organisational levels contributes to building a sustainability-driven culture that supports Malaysia's transition toward a low-carbon, resilient society. Originality/value This paper offers the first comprehensive, nationwide empirical assessment of sustainability awareness and behavioural practices across all 20 Malaysian public universities using the UI GreenMetric framework. By integrating institutional and stakeholder perspectives, it advances a holistic understanding of how universities of varying sizes, missions and resource capacities can transform sustainability awareness into sustained behavioural change, providing a replicable and scalable model for higher education systems in developing regions.
Purpose This study examines how the digitalization of strategic performance systems contributes to organizational resilience in complex organizations. Focusing on the digitalization of the Balanced Scorecard (BSC), the study explores how data-driven performance integration supports organizational adaptability, coordination, and informed decision-making under conditions of uncertainty.Design/methodology/approach A mixed-method research design was employed, combining semi-structured interviews with senior managers and longitudinal performance data collected between 2019 and 2024. Quantitative indicators were integrated into a digitalized BSC framework covering financial, internal process, learning, and service performance dimensions. Qualitative data were analyzed using thematic coding to capture managerial interpretations of performance information, organizational learning, and resilience.Findings The findings indicate that organizations implementing a digitalized BSC demonstrate higher levels of operational agility, transparency, and cross-unit coordination. The integration of real-time performance data enhanced organizational preparedness for crisis situations, enabling faster decision cycles, improved resource allocation, and sustained performance during and after disruptive events.Research limitations/implications This study is subject to several limitations. First, the empirical analysis is based on three healthcare organizations within a single national context, which may limit the generalizability of the findings. Second, reliance on managerial interviews may introduce perceptual bias, although this was mitigated through triangulation with longitudinal performance data. Despite these limitations, the study offers analytical insights into how digitalized strategic performance systems shape organizational resilience. Future research could extend this approach across sectors and institutional contexts, and employ longitudinal or ethnographic designs to further examine sensemaking and learning processes.Practical implications The findings suggest that managers should approach the digitalization of performance systems as an organizational intervention rather than a purely technical upgrade. Digitalized Balanced Scorecard systems can enhance resilience when used to support sensemaking, coordination, and learning across organizational units. Leadership commitment and cross-unit engagement are critical to embedding performance information into everyday decision-making. Investments in digital infrastructure should therefore be complemented by managerial practices that encourage dialogue, reflection, and adaptive use of performance data, particularly in environments characterized by uncertainty and disruption.Social implications By strengthening organizational resilience, digitalized strategic performance systems can contribute to more reliable and responsive public services. In healthcare contexts, improved coordination and adaptive decision-making support continuity of care during periods of disruption, directly affecting patient safety and service quality. Enhanced transparency and learning-oriented use of performance information may also reinforce public trust in institutions by demonstrating accountability and responsiveness. More broadly, the findings suggest that performance system digitalization can support socially sustainable service delivery when aligned with organizational practices that prioritize learning, collaboration, and long-term public value. Originality/value This study contributes to organizational analysis by conceptualizing the digitalized Balanced Scorecard as a strategic performance system that supports organizational resilience. By linking performance integration, managerial sensemaking, and adaptive capacity, the paper extends existing performance management frameworks and offers practical insights into how digital performance systems can strengthen resilience in complex organizational settings.
Purpose Grounded in Conservation of Resources (COR) theory, this study examines the relationship between workplace information anxiety and affective organizational commitment. It further investigates whether this relationship is moderated by leader-member exchange (LMX), proposing that the negative effect of information anxiety on organizational commitment may vary depending on the quality of employee-leader relationships.Design/methodology/approach This study employed a quantitative survey method using data collected from 257 Korean employees across various organizations. Hierarchical multiple regression analyses were conducted to examine both the direct effects of workplace information anxiety on affective organizational commitment and the moderating effects of leader-member exchange.Findings The results indicate that workplace information anxiety is negatively associated with affective organizational commitment. Furthermore, this negative relationship is stronger among employees with low levels of leader-member exchange than among those with high levels. These findings suggest that LMX may function as a buffering mechanism that alleviates the adverse effects of information anxiety on employees' emotional attachment to their organizations.Originality/value This study contributes to the literature by providing empirical evidence on the role LMX in the relationship between workplace information anxiety and affective organizational commitment. More specifically, the findings indicate that LMX functions as a contextual buffering resource primarily in relation to task-related information anxiety rather than across all dimensions of workplace information anxiety. Therefore, the contribution of this study should be interpreted as context-specific and limited in scope. By integrating COR theory with the LMX framework, the research provides empirical evidence on how social resources may buffer the negative effects of information-induced stress, particularly in task-related contexts. The findings offer context-specific insights into managing information-related stress in contemporary workplaces, rather than establishing a broad or universal effect.
Purpose Prior research on coercive power has largely oversimplified employee responses, portraying them as uniform or lacking in context. To address this limitation, this study examines whether a leader's humorous interactional style alters how subordinates interpret and react to coercive power. Specifically, we explore the role of humor in shaping leader-member exchange (LMX) and its downstream implications for employee engagement and task performance.Design/methodology/approach Data were collected through a two-wave survey of 154 full-time employees. Moderated mediation analyses were conducted to test the conditional indirect effects of coercive power on employee outcomes through LMX, contingent on supervisor humor.Findings Results indicate that supervisor coercive power is negatively related to LMX, which in turn reduces employee engagement and task performance. However, this indirect negative effect is attenuated when supervisors display a humorous interactional style, suggesting that when a supervisor is more humorous, coercive power becomes more palatable to subordinates.Originality/value This work extends prior research that has largely viewed subordinates' responses to leaders' coercive power as uniform, linear, and disconnected from the broader supervisor-subordinate relationship dynamic. It highlights the importance of considering the socio-relational conditions that shape how coercive power operates and affects employee outcomes.
PurposeThis study examines how locations and hours fit influences employee creativity in hybrid work settings. Drawing on self-determination theory (SDT), we investigate the mediating role of work engagement and the moderating effect of symmetrical internal communication (SIC).Design/methodology/approachSurvey data were collected from 247 hybrid workers. Bootstrapping analysis was used to test the mediating effect of engagement, and stepwise multiple regression was applied to examine the moderating role of SIC in the relationship between locations and hours-fit and engagement. To further interpret the quantitative findings, semi-structured interviews were conducted with five hybrid workers in South Korea.FindingsThe results indicate that locations and hours-fit does not directly affect employee creativity. Instead, engagement fully mediates the relationship between fit and creativity. Additionally, SIC strengthens the positive relationship between fit and engagement. Qualitative findings further highlight contextual drivers of engagement in hybrid work settings, including leader trust and perceived fairness.Research limitations/implicationsThe findings suggest that the impact of hybrid work flexibility on creativity may vary depending on job characteristics and task phases, indicating important directions for future research.Originality/valueThis study contributes to hybrid work research by introducing locations and hours-fit as a spatial-temporal dimension of person-environment fit. The findings demonstrate that flexibility alone does not directly generate creative outcomes; instead, engagement serves as the key mechanism translating flexible work arrangements into creativity. The study also identifies SIC as an important contextual factor that strengthens this process. By combining quantitative analysis with qualitative insights, the study provides a more comprehensive understanding of how hybrid work arrangements influence employee creativity.
Purpose As information technology becomes more ubiquitous in the workplace, it becomes increasingly important to understand how employees' experiences with these technologies impact their well-being and turnover intention. Technostress, the inability to relate to new technologies in a positive way, has been studied as a cause of turnover, but these studies tend to ignore the possibility of turnover intention also leading to heightened feelings of technostress. Design/methodology/approach The present study aimed to assess the relationship between technostress, well-being and turnover intent (TI) among a sample of 428 workers, through both a top-down (mediation) and a bottom-up (network analysis) methodology. Findings Results coincided with previous models of turnover, indicating that turnover intention usually results from reduced workplace well-being, originating from technostress. Yet, network analysis showed that TI had a significant relationship with both technostress and well-being, indicating that a positive feedback loop might be present in this process. The results highlight the importance of constant training in information technology to maintain worker well-being and reduce turnover. Originality/value This is the first paper to compare mediation with network analysis within TI. Beyond identifying cyclical effects, the paper identifies how different elements of technostress affect TI and the pathways through which this association is established.
Purpose The workplace environment has a significant impact on employees' attitudes and actions, and their understanding of the organizational activities determines sustainable and collaborative work conditions. The present research undertakes an indispensable research framework that addresses how sustainable and desirable workplace behaviors can be promoted in educational institutions. Accordingly, this research examines: how employees perceive their institute's sustainability initiatives, i.e. CSR actions that ultimately translate into desired attitudes and behaviors, i.e. employee green behavior (EGB) and knowledge sharing (KS) at the workplace by underpinning social identity theory. However, when undesired working conditions, i.e. Perception of Politics (POP) and CEO Narcissism, adversely influence these desired outcomes at the workplace? Design/methodology/approach Philosophically, this research opted for the post-positivist lens with a deductive approach to theory testing by employing a survey strategy. The unit of analysis for the present research is middle managers and operationalized at an individual level. We deliberately selected 62 higher education institutes recognized by the Higher Education Commission of Pakistan. Thereafter, three self-administered surveys were conducted by employing a time-lagged design with two temporal breaks. A total of 785 surveys were distributed among deans/directors across selected institutions. The present research opted for contemporary data analysis techniques, such as Smart PLS, employed to examine the measurement qualities before hypothesis testing. Findings It is found that employees who feel strongly identified with their institute are more likely to align their values with the institute's sustainability initiatives and engage in environmentally conscious behaviors, and employees are more willing to share information and contribute to the organization's collective intelligence. However, the existence of organizational politics and CEO narcissism undermines these positive relationships. For example, when employees perceive a high degree of organizational politics, their faith in the organization's ethical standards declines, resulting in a range of unfavorable attitudes and actions in the workplace. Practical implications This study offers practical insights for leaders and policymakers for promoting sustainability in higher education institutes and also enlightens the damaging impacts of organizational politics and CEO narcissism. Originality/value The broader perspectives of this research are twofold: a) to examine the employees' understandings of their institutes' sustainability initiatives and their trickle-down effect on desirable employees' attitudes and behaviors at the workplace, b) and when employees' perceptions of politics and CEO Narcissism adversely affect the above-said relationship.
Purpose After introducing the reader to the nuanced organizational learning environment of higher education, as well as sustainability as a training and development topic, this theoretical paper proposes an integrative framework of un/learning for the purpose of treating sustainability as an ethical HRD project in higher education organizational settings. Design/methodology/approach The paper uses the narrative literature review method to critically assess the existing literature surrounding the examined topic, as well as the method of theoretical synthesis, to propose a new conceptual model. Findings The framework proposes an organizationally embedded adult education mechanism involving a holistic interaction of diverse reflective moral processes at both the personal and institutional level, and it includes practical guidance for application and adaption. Originality/value While sustainability has a deep ethical core, this core has remained underutilized in the ways it has been systemically treated as an HRD project. This paper offers a morally informed model that considers both internal and external dimensions of the organizational environment.
Purpose Organizational excellence is a complex phenomenon that incorporates operational efficiency, customer satisfaction and employee engagement. Although classical management theories have long emphasized the need for hard skills like technical competence, recent studies have increasingly recognized the significance of soft skills in achieving organizational excellence. The purpose of this study is to clarify the complex relationships among chosen soft skills and their role in organizational excellence. Design/methodology/approach The study uses complementary analytical design integrating variance-based and configurational methods of fuzzy-set qualitative comparative analysis to explore the possible combinations of soft skills leading to organizational excellence. Findings Although soft skills are necessary for organizational excellence, there may be several equally effective combinations of soft skills that may result in organizational excellence. There is no single optimal combination; instead, a collective set of configurations offers a comprehensive explanation for all cases. Practical implications The study provides actionable insights for HRD professionals, learning and development (L&D) teams, and organizational leaders to enable them to pursue context-specific routes to excellence. The training programs should be flexible, with a focus on tailored development of soft skills in line with business needs for vision fulfillment. The inclusion of complementary soft skills profiling in all strategic human resource practices is justified to enable cost-effective progress towards business goals. Originality/value There has been very little research on these constructs using a set-theoretic approach, making this study unique. The study adds to the existing literature by conceptualizing soft skills as an interrelated system of capabilities, rather than individual attributes, and by providing evidence for the existence of multiple configurations of organizational excellence.
Purpose This study conceptualizes and measures workplace stigma as a multidimensional organizational construct. It introduces the workplace stigma questionnaire (WSQ) to assess how stigma manifests across individual, relational and structural levels within organizations, providing a framework for understanding how difference is managed at work. Design/methodology/approach Drawing on organizational behavior and social psychology literatures, an initial item pool was developed and refined through a multi-phase scale development process. The WSQ was tested using exploratory and confirmatory factor analyses across two samples of working adults. Reliability, convergent validity, divergent validity and predictive validity were examined. Findings Analyses supported a five-factor model of workplace stigma: functional stigma, acknowledged stigma, interpersonal enacted stigma, organizational enacted stigma and internalized stigma. Results demonstrate that workplace stigma is not a unitary phenomenon but a constellation of distinct processes operating across multiple organizational levels. Functional stigma was positively associated with relational outcomes, whereas interpersonal enacted, organizational enacted and internalized stigma were negatively associated with psychological and relational outcomes. Overall, the WSQ demonstrated acceptable psychometric properties. Research limitations/implications Some subscales, particularly functional and organizational enacted stigma, would benefit from additional item development. Future research should test the WSQ across industries, cultures and longitudinal designs to examine its broader applicability. Practical implications The WSQ offers leaders, consultants and HR professionals a diagnostic tool for identifying how stigma operates within their organizations and for tailoring interventions to specific interpersonal and structural mechanisms. Social implications By clarifying how stigma is embedded in organizational practices and relationships, this study supports efforts to foster more equitable and psychologically safe workplaces. Originality/value This research reframes stigma as a measurable organizational phenomenon rather than a solely psychological or identity-based construct. By validating a multidimensional typology and instrument designed for organizational contexts, the study extends stigma theory and provides a behaviorally grounded alternative to abstract diversity frameworks.
Purpose This study investigates the impact of job demands, such as work pressure, cognitive and emotional demands, and digital job resources on well-being and exhaustion, by comparing the attitudes of Norwegian and Lithuanian teachers. Design/methodology/approach We used a survey-based quantitative approach. The sample comprised 636 teachers: 301 from Lithuania and 335 from Norway. To analyse the data, we employed a confirmatory factor analysis and covariance-based structural equation modelling. Findings The main causes of teachers’ exhaustion and well-being were found to be influenced by country. In Lithuania, the main causes of exhaustion were emotional job demands, while in Norway, the causes were work pressure, cognitive demands, and emotional client (student and parent) demands. Interestingly, the use of digital job resources reduced teacher well-being in Lithuania, thus suggesting that these may be considered more as a job demand than a job resource; while for Norwegian teachers, the impact was non-significant. Practical implications Based on the high impact of the emotional job-related demands on teachers’ exhaustion, Lithuanian policymakers should consider deploying courses that enhance teachers’ emotional competencies. For Norway, considering that work pressure significantly affected both exhaustion and well-being, policymakers should determine how best to manage teachers’ work pressure. Originality/value This study integrates digital resources, differentiated emotional demands, and cross-national context to explain teacher well-being and exhaustion. It extends prior research by distinguishing types of emotional demands and highlighting the role of institutional context.
PurposeThis study investigates the persistent gap between sustainability commitments and their systemic integration within European higher education institutions (HEIs). Drawing on institutional decoupling theory, the study identifies organizational practices that lead to policy-practice decoupling across environmental, social, and governance (ESG) dimensions, hindering the transition toward a sustainable future.Design/methodology/approachEmploying a qualitative, interpretive methodology, the study utilizes thematic analysis of 20 semi-structured interviews with diverse stakeholders (students, academic staff, administration, leadership, and representatives from industry) across four European universities. This multi-stakeholder, cross-institutional design provides nuanced insights into the manifestations of decoupling.FindingsThe analysis reveals widespread decoupling across ESG dimensions: environmental education gaps, digitalization inefficiencies, and misaligned infrastructure investments; social support inadequacies and persistent inequalities; and governance deficits characterized by short-term budgetary thinking, poor strategic coordination, and transparency limitations. These organizational practices collectively constitute the decoupling mechanisms through which formal sustainability commitments are reproduced without substantive operational change.Originality/valueThis study advances the literature on the implementation gap in HEIs by integrating institutional decoupling theory with a comparative ESG analysis. By disaggregating findings across ESG dimensions, the research identifies specific organizational practices that operate as structural buffers between formal policies and operational realities. Governance deficits function as the structural catalyst sustaining concurrent decoupling across all three ESG domains, and the study offers a diagnostic typology to foster institutional integration and systemic sustainability.
PurposeThis article responds to growing calls for enterprise education to address concerns of environmental degradation and damage wrought to ecosystems and communities associated with extractive economic models. Framed by the philosophy of personalism we examine how place can serve as a signature pedagogy for regeneration enterprise education and explore how learning situated in place can influence enterprise capabilities shaped by regenerative principles.Design/methodology/approachThis research utilises a qualitative, illustrative case approach and is informed by action learning principles where cycles of reflection and engagement/action create situated learning. The study is theoretically underpinned by place as a relational context-specific construct and signature pedagogy as a framework for understanding how teaching can shape enterprise capabilities in line with regenerative principles.FindingsThe results show that place-based practice utilised in our signature pedagogy framework encouraged and empowered students to explore real-world construction from the perspectives of place and human development through lenses of economic opportunities and socio-ecological impact. The research is supportive of employing action-based learning and reflective inquiry with student engagement, frequency and depth of reflection supportive of the pedagogical value of the framework.Research limitations/implicationsAnswering recent calls for greater research into innovative approaches to enterprise curriculum development and pedagogy our proposed framework contributes to an evolving stream of research into the nature and role of signature pedagogies in enterprise education. Specifically, the framework breaks new ground in articulating how place can serve as regenerative signature pedagogy, specifically in entrepreneurship education. While the case study is located in the specific context of the construction industry, the richness of context possible from action learning suggests applicability of the framework into similar industries, and indeed into the general enterprise classroom.Practical implicationsFor educators, our framework offers opportunities to engage their existing pedagogic practices with a theory-driven pathway supporting innovation of practices. The framework will support business faculty management curricula innovation. For policymakers and wider society, the framework positions regenerative enterprise pedagogy as offering enterprises opportunities to engage in regeneration and a navigational map of how interventions can succeed both for humans and wider ecological systems.Originality/valueThe research advances the literature by conceptualising place as a signature pedagogy in regenerative enterprise education. In doing this, the research answers calls to develop and embed regenerative enterprise as a credible alternative to extractive economic models.
Purpose This paper investigates the interplay between institutional governance and leadership in enabling the green transition within higher education institutions (HEIs), proposing that their synergy is critical for transformative change. Design/methodology/approach A qualitatively dominant multi-methods research design was adopted across 40 HEIs, integrating quantitative analysis of sustainability performance metrics with qualitative thematic analysis of institutional documents, framed by institutional and transformational leadership theories. Findings The research reveals that sustainability performance is contingent on “governance–leadership coherence.” Effective transformation occurs not from structures or agency alone, but from their dynamic interaction: governance provides stability and accountability, while leadership supplies vision and adaptive capacity. Regional variations highlight context-dependent pathways to this coherence. Originality/value The study makes a significant theoretical contribution by developing and validating an integrated governance–leadership coherence model (GLCS), offering a novel framework to analyse and catalyse systemic institutional change.
