The influence of technology leadership on university lecturers integrating technology in Thailand

Last decade’s ethical leadership failures in business across the globe had severe ramifications, including bankruptcy for corporations that had previously been viewed as exemplary. Hence, ethical leadership has gained increased attention from both practitioners and researchers. In particular, the increased focus has been placed on ethical leadership perceptions in management settings. This paper presents empirical findings from a three-country experiment (N = 538) on the perceptions of ethical and unethical leadership, and how they interact with gender. Building on role congruity theory, we posit that female leaders encounter more severe criticism for unethical leadership compared to male leaders, but they also garner greater positive reactions for ethical leadership. We also hypothesize the existence of national differences in ethical leadership perceptions. Our results indicate that the rater’s perceptions are influenced by the gender of the leader they are rating and by ethical leadership. The rater’s gender, however, does not affect the evaluation of male and female leaders in the cultures examined. We have also found national differences among perceptions of ethical leadership, in line with the Corruption Perception Index. We further explore the consequences of these results for theoretical and practical applications in this paper and propose directions for future research.

Section: Limitations and Opportunities For Future Researchmentioning

confidence: 91%

Does gender matter in ethical leadership perceptions? Cross-national evidence

Kristinsson,

Stangej,

Sund

et al. 2024

“…Thus, when designing the profile of a certain job, they pay more interest at the map of required competencies than at the current characteristics of the person; this is, what the candidates are able to do and learn, rather than what they have done so far. Both, teachers and students, must be aware of this new reality and focus, not only on the academic knowledge, but also on the skills and competences that will be required (Riera-Prunera et al, 2018;Riu et al, 2020;Jackson and Konczos Szombathelyi, 2022;Potjanajaruwit, 2023).). The importance of an adjustment between the skills acquired during higher education and those demanded by companies is a topic widely discussed in the previous literature (Foncubierta et al, 2016: Mareque andDe Prada, 2018;Pineda et al, 2018; Abelha Riu et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Determining factors that influence job expectations of university students in the agri-food and biosystems area

Benito-Hernández,

López-Cózar-Navarro,

Priede-Bergamini

2024

This paper analyzes the factors that affect the creation of job expectations of university students who pursue different degrees within the area of agri-food and biosystems in Spain. The objective is to establish a theoretical model that would allow for contrast analysis in future works. A review of previous literature on the topic, as well as a field study with a survey of 246 students, have been conducted to this end. The survey defined the different sociological, economic and motivational characteristics that could affect students` job expectations. A contrast of non-parametric statistics and Pearson's Chi-Square correlation test was applied to the analysis. The obtained results show that there are 5 main factors that affect the creation of job expectations of young university students: (1) economic stability, (2) characteristics of the job, (3) personal and formative maturity, (4) family influences, and (5) job satisfaction within the workplace.

Measuring quality and effectiveness of HEI internationalisation - results from Poland, Czechia, Ukraine and the United Kingdom

Forlicz,

Tomaszewski,

Skýpalová

2024

he aim of this paper is to verify the applicability of the toolkit developed to assess and compare the internationalisation of universities in terms of its effectiveness and quality. For this purpose, a survey in the form of a questionnaire (one of the proposed tools) was conducted for a group of 57 universities from Poland, Czechia, Ukraine, and the UK. The toolkit made it possible to rank universities in terms of the quality and effectiveness of internationalisation, and allowed for an individual assessment of the level of internationalisation. Results show there are differences in the level of effectiveness and quality of internationalisation between the four countries surveyed. In the UK and Ukraine, there is significant difference in internationalisation effectiveness ratings for priority and non-priority traits, with better results for priority traits in the UK and better results for non-priority traits in Ukraine. In Poland, there is a significant difference in the level of quality of internationalisation ratings between priority and non-priority traits. Efficiency of internationalisation (effectiveness measure divided by the expenditure on internationalisation) was significantly higher in the UK than in other countries, which may be due to the more mature culture of internationalisation in universities in this country.