Leadership plays a significant role in the performance of individuals and organizations. This paper investigates the impact of leadership styles on the innovative performance of female leaders in Pakistani Universities using a survey approach. This paper aimed to (a) discover a leadership style practiced by females and (b) discover the relationship between leadership style and the innovative performance of female leaders. Several female leaders, including faculty members, heads of departments, deans, coordinators, and directors, from public and private universities of Punjab (a province of Pakistan), were involved in this study. A sample of one hundred female leaders was selected using a multistage sampling method. In the first stage, five public and five private sector universities were selected through a simple random method. In the second stage, ten female leaders (five from each of the social science and basic science departments) were selected from each university through a purposive sampling method. The researchers adopted a reliable instrument to collect the survey data. The collected data were analyzed using SPSS (Version 26). Mean scores and Pearson correlation coefficients were used to discover the relationship between various variables. The investigation revealed that most female leaders practice the transactional leadership style in their universities. This study also discovered a moderate positive relationship between both leadership styles, namely transactional and transformational, and innovative performance. The study recommends that various workshops and seminars may be conducted to increase the practices of both leadership styles to enhance innovation in Pakistani Universities.

It was investigated the successful transition and learning experiences of students at Bucheon International University. The researchers explored which factors contribute to Bucheon University students’ academic adjustment, classroom experiences, and perception of autonomy support within their learning environments, a qualitative research approach was employed to delve deeper into how Bucheon University students view their classroom learning settings and learning experiences. Follow-up interviews were used in the qualitative phase to investigate the empirical relationships between autonomy-supportive environments and the classroom's affective (language, anxiety), behavioral (discussion participation), and cognitive (adaptive beliefs about classroom assessments) learning components. Findings showed that students at Bucheon University appeared to be satisfied by autonomy-supportive environments, which reduced language anxiety and boosted classroom engagement and adaptive perspectives on evaluation. By using selective codes (theme), the main themes involving multiple meanings were elicited. The five common themes below were found from the interview data. First theme indicated that instructors and peer groups provide support and it helps adapt in international university. Second theme indicated that main barrier is a foreign language. Third theme indicated that openness and willingness of instructors help to adapt to the new environment. Fourth theme indicated that students showed willingness to participate in group discussion during classes. Fifth theme indicated that students appreciate the flexibility and the choice of choosing the tasks and assignment by themselves. The discussion focuses on how the findings from the qualitative research can be used in theory and in the classroom. This research adds to the body of knowledge by offering a sound theoretical framework to facilitate successful academic transition among Uzbekistan international university students.