Previous research had already established that sustainable destination outcomes can be realized when stakeholders engage in tourism destination management, yet the state of the needed engagement is still seen as problematic. It is evident that some change is required to enable behavioral change that will awaken a progress. Thus, new knowledge is needed to help advance this important destination management field. The aim of this exploratory case study was to present a new perspective which is underpinned by theories in the leadership and leadership development fields. The case study findings show that tourism-based leadership programs have the capacity to foster development of collective leadership capacity, which is needed to build the effective stakeholder networks that drive change at workplace, tourism destination, and community levels. The study suggests that sustainable development goals and sustained competitive advantage are developed through the bundle of collective leadership capacity and stakeholder causal scope.

In response to the rapid and forced transition to e-learning due to the COVID-19 pandemic, this study aims to explore the factors underlying students’ e-learning achievement. This study proposes a theoretical framework based on literature to assess the role of students’ e-learning readiness, grit, and characteristics in explaining their perceived e-learning achievement. The empirical data of 196 higher education students were collected via an online survey. Using structural equation modeling and a multigroup analysis, the findings indicated that students’ self-directed learning, learner control, motivation for learning, and online communication self-efficacy from the e-learning readiness scale, as well as the perseverance of effort from grit scale, have significantly impacted their perception on e-learning achievement. The results also highlighted significant differences between first year and higher year students in a continued effort to achieve learning, and learner control to achieve learning success. The implications of the findings and educational practice are discussed.

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