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This paper used learning theory and path-goal theory to propose a learning leadership model.  The practical side of these two theories is suitable for this proposed model, its agenda, and its tools for improving organizational learning.  The model is based on the assumption that leaders need to develop their competences and the competences of subordinates by creating a continuous learning process through sharing, exchanging, and improving knowledge and experiences.  The model states that learning leaders act as facilitators of the organizational learning process and adopt the right attitude to motivate subordinates for learning by removing obstacles and creating a learning culture.

Similar to many other institutions in a market economy, colleges and universities operate in their own "marketplace." Their industry (higher education) utilizes tools of the market to compete, in order to succeed and progress. Today, changes in the world's economic and political systems are affecting higher education by "making higher education a tradable commodity [and] opening national systems of post-secondary education to international competitors" (Bruneau & Schuetze, 2004, p. 4). Indeed, these changes have ignited the competitive behaviour of academic institutions and their transformation towards the market, which has enhanced their ability to use market tools. The increasing reliance on the market has become a solution for many publicly funded universities that compensate for the drop in public funding. This market-oriented behaviour has led many academic institutions to adopt corporate and market strategies, which has in turn fuelled competition among traditional public academic institutions.This study investigated the market of higher education in Ontario and analyzed competition and its effect on enrolment, applications for admission, and persistence ratio. The study examined enrolment levels and the number of applicants as the expected outcome of competition rather than an educational outcome. This study has dealt with competition as a management dimension and has analyzed the administrative side of universities rather than the academic side of knowledge dissemination. The study examined competition within the local market of publicly funded universities in the province of Ontario. Examining Ontario's universities is important due to the large proportion of Canadian institutions represented by Ontario in the Canadian higher education market. Also, a better understanding of the effect of competition will shed light on one of the most dynamic industries in Canada."there are at least some restrictions (mainly in the form of capital needed) upon entry into the industry and some losses connected with departure from it" (p. 248). The last feature of this type of market is related to information which is also available for all stakeholders. Therefore, one can assume that the above characteristics of monopolistic competition market structure, excluding profit maximization, may represent Ontario's higher education market for many reasons. These reasons are explained in the next section and are linked to the higher education market in Ontario. The Higher Education Market Structure in OntarioIn Ontario, there are 20 publicly funded universities, 24 publicly funded colleges, and 400 private career colleges (Ministry of Training, Colleges and Universities, n.d.a). This large number of academic institutions is consistent with the first criterion of a monopolistic competition market, which is the existence of a large number of providers of products and services. In this market model, providers are located close to each other (Salvatore, 2004).Arguably, this is the case with most higher education institutions in ...

This study is a critical review of literature to develop a conceptual framework that offers new insights on the complicated interaction between the millennial workforce and leadership competencies. The current study applies contingency approach as a theoretical foundation to answer the question of which leadership practice is suitable for leading the millennial workforce. The study contributes to research on leadership by developing a theoretical framework in which the contingency approach becomes a theoretical basis for the analysis. The analysis investigates the contingent style of leadership needed in different situations. The framework is built on two suggested factors (the millennial workforce and leadership competencies) as a critical means to answer to the question raised. Literature that shows the theoretical interaction between the two factors was used to build this framework, which in turn develops three complementary parallel leadership practices (ethical-tournament, servant-tolerant, and authentic-stringent). The three practices provide a foundation for theoretical development in the field of leadership in order to actively engage, retain, and develop millennials within their current organizations. While the current study provides a theoretical framework, there is a need for empirical work to examine the three proposed practices and

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