Leadership and personality traits of leaders always remained a hot debate among researchers and practitioners. However, there is still limited literature in the context of higher education. Thus, this research aimed to identify the most important personality traits in the workplace from the perspectives of higher education system leaders in four countries. The data were gathered by interviewing six participants from different nations, and those participants identified six personality traits that they considered positive at work. These traits include integrity, passion, adaptability, positivity, creativity, and compassion. Moreover, the findings revealed how program leaders can modify their recruitment and placement strategies to promote positive workplace practices and what methods can be used to reduce bad practices and their elimination, leading to higher business prospects. The results of this study can serve as guidelines for managers, program administrators, or intermediaries who want to improve their organizational performance. Moreover, the propositions developed by the findings can be investigated empirically.

The rapid shift to online learning during COVID-19 posed challenges for students. This investigation explored these hurdles and suggested effective solutions using mixed methods. By combining a literature review, interviews, surveys, and the analytic hierarchy process (AHP), the study identified five key challenges: lack of practical experience, disruptions in learning environments, condensed assessments, technology and financial constraints, and health and mental well-being concerns. Notably, it found differences in priorities among students across academic years. Freshmen struggled with the absence of hands-on courses, sophomores with workload demands, and upperclassmen with mental health challenges. The research also discussed preferred strategies for resolution, emphasizing independent learning methods, managing distractions, and adjusting assessments. By providing tailored insights, this study aimed to enhance online learning. Governments and universities should support practical work, prioritize student well-being, improve digital infrastructure, adapt assessments, foster innovation, and ensure resilience.

The primary objective of this research is to investigate how non-financial incentives impact employee motivation within the Small and Medium Enterprises (SMEs) operating in Saudi Arabia. Employing a positivist research approach, we employed a carefully crafted survey to collect data from 365 employees employed by SMEs situated in Jeddah. The study explores various aspects, including the most common non-monetary motivators, the interplay between non-monetary and monetary incentives, and the effects of non-financial incentives on employee engagement, job satisfaction, and commitment. The results of the study indicate that employees working in small and medium-sized enterprises (SMEs) in Saudi Arabia place a significant emphasis on a good work environment, recognition, possibilities for personal and professional development, and career growth as prevalent non-monetary motivators. Additionally, the research illustrates a notable difference in the perceived efficacy of non-financial and financial incentives, whereby non-financial incentives are seen to have an equal, if not greater, impact on both motivation and work satisfaction. Moreover, the study reveals robust positive correlations between non-financial incentives and employee outcomes, underscoring the significance of these incentives in augmenting work satisfaction, job engagement, and commitment. The consequences of employee motivation are influenced by control factors, which have diverse influences, highlighting the complex nature of this phenomenon.

This research quantitatively examines how online professional development (OPD) affects cognitive development in special education instructors. 100 individuals took part in outpatient department activities for six months, undergoing cognitive ability examinations before and after the intervention. Descriptive statistics, paired samples t-tests, multiple regression analysis, analysis of covariance (ANCOVA), and Pearson correlation coefficients were used to analyze the data. The findings show a significant rise in post-test scores on the Cognitive Abilities Test (CAT) after taking part in the OPD program. Years of experience and education level were important indicators of cognitive progress, emphasizing the significance of individual traits. Moreover, those with greater expertise and advanced levels of education often had better marks on the post-test. The results highlight the significance of cognitive growth as a crucial result of professional development for special education instructors, adding to the existing knowledge base. The research suggests giving priority to cognitive growth in professional development programs, customizing programs to meet individual requirements, and offering continuous support to educators. Future studies should investigate how OPD impacts cognitive development and analyze its lasting consequences on teacher efficacy and student results.