At the start of 2020, no one had predicted the challenging effects that the COVID-19 pandemic was going to have on higher education institutions. Research indicates that leaders in higher education institutions were ill-prepared to lead during the pandemic. This study explored U.S. higher education institutions officials’ servant leadership behavior and the level of readiness for the COVID-19 pandemic. This study employed a cross-sectional study design with a quantitative approach. The results show that all institution officials lacked in the ‘Leading the Way’ measure of Crisis Leadership, and the overall measure of crisis leadership did not show a significant difference between institutions. Furthermore, all servant leadership behaviors (altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship) significantly predict the officials’ level of readiness to the pandemic. This line of inquiry informs a new direction in the theory related to servant leadership and crisis leadership readiness.

The discovery of oil in the Gulf countries brought strong economic growth and an influx of foreign workers for privately held companies. These countries have since maintained their growth by relying on expatriates from all over the world, particularly from South Asian countries. In contrast, locals were recruited for most of the public sector jobs. In response to significant population growth and high unemployment rates, these countries took on some initiatives, including the localisation of the workforce. This paper analyzes the current localisation effort, which is a process of replacing expatriates with local workers in six Gulf countries. A content analysis of literature is used to understand the challenges related to required skills, work hours, salary, language, and experience. Results indicate that these challenges have impeded localisation efforts in the private sector. This study has significant implications for global organisations and human resource development professionals seeking to localise a proportion of their workforce as a workforce management strategy.

Problem: The U. S. manufacturing industry encounters a critical skills shortage, threatening growth and long-term sustainability. This challenge is compounded by the rapid advancement of technology, further widening the skills gap as workforce competencies lag behind industry needs. Despite its importance, limited research systematically addresses these issues. Understanding the gap is essential to aligning workforce capabilities with evolving demands. Solution: This study utilizes a qualitative approach to investigate the skills gap through insights from industry leaders. Guided by Becker’s Human Capital Theory, semi-structured Zoom interviews were conducted with manufacturing leaders across the U.S. Thematic analysis revealed two key themes: (1) integrating talent development strategies and (2) adopting advanced technologies to enhance workforce capabilities. These findings provide actionable insights for addressing workforce challenges. Stakeholders: Manufacturing leaders, human resource development professionals, and policymakers are key stakeholders. Collaboration among these groups is vital to bridging the skills gap and preparing a future-ready workforce.

This autoethnography reflects on my academic career and leadership journey at Tribal Colleges and Universities (TCUs), exploring the complexities of navigating a culturally rich and community-oriented environment while incorporating non-Native perspectives. Centered on the Lakota phrase Mitákuye Oyás’iŋ (We are all related), this study examines the intersections of personal growth, academic development, and Indigenous epistemologies. Using Social Constructivism, Organizational Culture Theory, and Tribal Critical Race Theory as guiding frameworks, the research delves into faculty development, community engagement, and the integration of Indigenous cultural values in teaching practices. It emphasizes the importance of culturally responsive andragogy and leadership in Indigenous higher education, particularly through the inclusion of Lakota language and traditions in the curriculum. The study highlights the reciprocal relationship between faculty and community, stressing the significance of meaningful engagement for both cultural preservation and academic success. Additionally, it explores leadership challenges in TCUs, advocating for systemic changes in faculty retention, resource allocation, and the development of culturally relevant curricula. This research contributes to the ongoing transformation of Indigenous higher education and offers practical insights for supporting the continued success of TCUs as vital institutions for Native American sovereignty, empowerment, and cultural preservation.