PurposeThe purpose of this article is to report on the underlying consensus in the major leadership approaches. This led to an assessment of the comprehensiveness of 11 leadership approaches and the role of place in achieving it.Design/methodology/approachOverall, 11 leadership approaches are analyzed and coded according to their emphasis and purpose and their organizational place (organizational content/context and the follower content/context).FindingsA total of eight consensus items are found which range from “leadership is a good thing and more of its is better” to “leadership is a type of holonomic process”. In addition, ten of the 11 leadership approaches lack comprehensiveness, and that this lack is possibly the reason for their popularity.Research limitations/implicationsThis paper does not include all possible leadership approaches. The analysis and coding of those selected leave room for different interpretations and possibly different conclusions.Practical limitationsThe inability of most leadership approaches to incorporate actual content of the work and the context of the group or organizations limits their usefulness to actually improve leadership. Theorists need to consider and incorporate place in their formulations.Originality/valueThis paper uses the philosophical concept of place to analyze leadership approaches. This paper also introduces the LAMPE approach to organizational leadership because it points the way to having more comprehensive leadership approach.

With the rapidly growing development of electronic commerce, global competition and changing customer needs, traditional business operating strategies have totally changed. Companies have to reconsider and re-engineer their business processes for customer satisfaction, and the efficiency of production and services from the viewpoint of customer relationship management. In this research, the authors discuss the relationship of information technology (IT), organisational contingency, business process re-engineering and organisation performance in the Taiwanese manufacturing industry. The 800 companies surveyed in this study belong to Taiwan's manufacturing industry and are listed on the Taiwan Stock Exchange 2005. Using canonical correlation tests and a multi-regression approach, the results present a significant positive relationship between organisation performance and the factors of IT-route integration, information sharing, supply chain integration, decentralisation and coordination, and business extension. The results show a positive interaction between IT and organisational contingency; and IT and business process, organisational contingency and business process

This study asked students of non‐traditional age enrolled in an online MBA program to complete a questionnaire for assessing their learning styles, using the well‐known Kolb Learning‐Style Inventory. In addition to the questions about learning style, students were asked to evaluate eight electronic course delivery methods used by their professors. Students were asked to assess those methods using a 6‐point Likert‐type scale. They were also asked how the method could be qualitatively improved, but this research paper does not address those written comments. The following research questions were posed: What are the different learning styles of online MBA students?, What, if any, differences are there in the learning styles of students enrolled in online MBA courses?, and Do online students prefer certain electronic course delivery methods over others? Differences were identified in the learning styles of the students. Students reported preferences in certain course delivery methods over others. There were also significant relationships reported between learning styles and preferred course delivery methods. Implications for instructors are discussed.

As educators our primary focus is that of ensuring that students experience positive learning outcomes. Research, however, has shown that there are differences in students learning styles and that these differences will impact on the overall learning process. One way of ensuring that these positive outcomes are achieved is by identifying the different learning styles of students and modifying our teaching methodology to meeting those needs. This paper examines Kolbs (1984) Learning Style Inventory and provides suggestions on how to address the different students learning styles in order to enhance the learning process.

Both direct and indirect measures of learning outcomes provide data that can be used to improve learning. The research reports a study of an indirect measure of learning outcomes in an MBA program. The measure was a Post-Then format using a five point Likert scale. Thirteen courses were analyzed generating 107,440 responses over a 5-year period. Two research questions were addressed: Are MBA students learning as demonstrated by an improvement in learning outcomes? and, Is there a difference in learning outcomes for on-campus versus off-campus students? Results are presented and future research directions are offered.