Esra AlDhaen

Purpose: This study examines whether sustainable leadership is associated with green campus performance directly and indirectly through environmental, social and governance (ESG) data capability, and whether institutional sustainability climate strengthens the association between sustainable leadership and ESG data capability in Gulf Cooperation Council (GCC) universities. Design/methodology/approach: A cross-sectional survey generated 436 valid responses from academic and administrative employees working in 24 universities across Bahrain, Saudi Arabia, the United Arab Emirates, Qatar, Oman and Kuwait. The moderated-mediation model was estimated using partial least squares structural equation modeling in SmartPLS 4 with 5,000 bootstrap resamples. Measurement invariance of composites and exploratory multi-group analyses were used to assess the appropriateness of pooling respondents across countries and questionnaire-administration modes. Findings: Sustainable leadership was associated with green campus performance (ß = 0.229, p < 0.001) and ESG data capability (ß = 0.486, p < 0.001). ESG data capability was associated with green campus performance (ß = 0.452, p < 0.001), and the indirect association was significant (ß = 0.220, 95% CI [0.161, 0.284], p < 0.001; VAF = 49.0%). Institutional sustainability climate strengthened the leadership–capability association (ß = 0.118, p = 0.007). R2 was 0.397 for ESG data capability and 0.468 for green campus performance. The cross-sectional design supports associative, not causal, interpretation. Originality/value: The study is an integration of the existing leadership, organizational capability, institutional climate, and campus-performance constructs in a pooled GCC higher-education context. It has been the primary vehicle for defining ESG data capability as an organizational mechanism to link sustainability-oriented leadership with perceived campus performance, and demonstrating that this mechanism is more powerful when there is a supportive institutional sustainability climate.

Purpose: The article under study explores how cognitive and emotional intelligence (EI) impact the digital competence of university academic members during the COVID-19 pandemic. Based on the technology adoption lenses (e.g. unified theory of acceptance and use of technology/technology acceptance model), this article analyzes the degree to which each of the types of intelligence contributes to the overall acquisition of digital competence, considering the compulsory digital upskilling and whether the perceived COVID-19 threat reinforces such relationships. Design/methodology/approach: A quantitative, cross-sectional design was employed, using structured questionnaires distributed to faculty members from three universities in Bahrain who lacked prior experience with online teaching. Data were analyzed through structural equation modeling using validated scales for cognitive intelligence (CI), EI, digital competence and perceived COVID-19 threat (CVD threat) perception. Findings: CI had a strong and statistically significant effect on digital competence, while EI showed a weaker yet significant influence. The moderating effect of the COVID-19 pandemic was significant for both intelligence types, but notably stronger in the case of CI. The findings indicate that under the condition of mandatory, time-pressured upskilling, digital competence can be learned quickly among faculty who managed to pass the transition, and these processes were mainly rational and cognitively driven. Practical implications: The findings suggest that training initiatives should prioritize cognitive skill enhancement to foster digital competence, especially during times of abrupt change. While emotional support remains relevant, digital skill acquisition appears to rely more heavily on rational, structured learning. University administrations should invest in proactive digital upskilling and design professional development that reflects the differentiated roles of intelligence types in digital adaptation. Originality/value: This research provides a contextual and integrating perspective, rather than a new conceptual contribution. It integrates CI, EI, digital competence and perceived COVID-19 threat in the context of mandatory digital learning. By examining the strength of the effects of cognitive and EI among academics who had to transition quickly to digital delivery at universities, the study offers a greater understanding of the role of individual capabilities during crises-driven organizational change and technological adaptation.

Purpose: This study tests how cybersecurity awareness, authentic/quality assessment design and perceived deterrence jointly shape academic-integrity climate and, through it, strengthen AACSB accreditation alignment in GCC business schools. This research position climate as the conduit translating secure behavior and assessment practices into credible Assurance-of-Learning evidence under AACSB Standard 5. The research further argues that accreditation maturity – years since initial accreditation or latest CIR – amplifies the climate alignment link by institutionalizing routines, calibrated rubrics, versioned repositories and audit trails. Recasting alignment as a second-order dependent construct, the study links integrity governance with accreditation outcomes and offers a theory of change for rapidly digitizing GCC contexts. practical. Design/methodology/approach: Multisource, cross-sectional data were collected across six GCC countries from students (cybersecurity awareness, integrity climate), faculty/course leads (authentic/quality assessment design) and administrators (accreditation maturity), with external experts rating AACSB alignment via an Assurance-of-Learning rubric anchored to Standard 5. After screening, the final dataset comprised 482 valid cases. Analyses used SmartPLS 4 with nonparametric bootstrapping (10,000 subsamples). Measurement quality met accepted thresholds (Cronbach's a = 0.86, composite reliability = 0.90, AVE = 0.61; HTMT 0). Findings: All three antecedents positively predicted AACSB alignment: cybersecurity awareness (β = 0.18, p = 0.001), authentic/quality assessment design (β = 0.24, p < 0.001) and perceived deterrence (β = 0.12, p = 0.041). Academic-integrity climate was the central mechanism, partially mediating each antecedent's effect on alignment. Accreditation maturity significantly strengthened the climate? alignment pathway, showing that schools further along in accreditation translate integrity norms into standards-consistent evidence more effectively. Predictive power was substantive for the mediator and outcome (R2AIC = 0.56; R2AACSB = 0.49), and demographic controls on alignment were nonsignificant. Overall, secure behavior, authentic design and credible deterrence operate chiefly through organizational climate, with maturity amplifying this conduit in rapidly digitizing GCC contexts. empirically robust. Research limitations/implications: Cross-sectional, multisource data limit causal inference; several constructs include self-report, and expert rubric ratings – though reliable – may reflect rater stringency and documentation differences. Generalizability is bound to AACSB-pursuing GCC schools, and unmeasured institutional factors (e.g. IT governance, LMS analytics) may bias estimates. Integrity dynamics may also shift as generative-AI policies evolve. Practically, deans and AoL leaders should pair evidence-based awareness programs with authentic, process-revealing assessments; maintain credible deterrence with transparent sanctions; manage integrity climate as a KPI; and invest in maturity enablers: stable AoL committees, calibrated rubrics, version-controlled repositories, auditable trails and analytics dashboards that sustain the climate alignment linkage documented here. Originality/value: The study's novelty lies in modeling accreditation alignment as a measurable dependent construct and integrating security behavior and assessment design into a single mediated-moderated framework.

Purpose: The paper examines how Association to Advance Collegiate Schools of Business (AACSB) accreditation aligns with key values such as integrity, respect, fairness, accountability, academic honesty and professional competence in business schools, addressing a research gap on its ethical impact in the Gulf Cooperation Council (GCC) region.Design/methodology/approach: Using an analytical, cross-sectional and survey-based quantitative approach, the study sampled 1,480 participants from eight AACSB-accredited universities, analyzing 1,200 completed questionnaires. Structural equation modeling (SEM) via SmartPLS tested the hypotheses.Findings: The findings reveal that accreditation significantly influences academic integrity, accountability, fairness and professional competence, though the results on respect and confidentiality are mixed.Practical implications: The findings provide actionable insights for administrators, policymakers and accrediting bodies to enhance ethical governance and integrity. AACSB accreditation fosters transparency, accountability and professional competence in business education. These implications support curriculum development, faculty training and institutional policies aligned with global ethical standards.Originality/value: Its novelty lies in addressing the limited research on accreditation’s role in fostering ethical environments and its focus on the unique, diverse GCC region, where AACSB accreditation is rising, making this study both relevant and timely.