Indonesia has achieved equal parity in access to education, income, and career opportunities. Yet in many parts of the country, female academic leaders are still highly under-represented in top academic boards. This study examines how fourteen (14) Indonesian female higher education academic leaders (FALs) enact identity salience and agency in performing their duties, while experiencing social control schemas or ‘triple binds’—exigencies of gender roles, unequal power-plays due to social status and positions, and lack of organizational resources and capital in higher education—in Indonesia, one of the world’s emerging economies still consolidating democracy and building necessary social, fiscal, and physical infrastructures. Taken as a whole, the study found the ‘triple binds’ as aggregate constraints for female leadership progression, driving female academic leaders to resist and rise above this discursive struggle and confrontation through sense-making, assertiveness, depth of conviction, a take-charge attitude, and the use of other tactical strategies like networking with key gatekeepers to obtain the resources they need. The study presents a framework of the triple binds that university leaders can use to assess constraints to academic leadership.

The study investigated the potential role of human resources exemplified by leaders' psychological capital (PsyCap) as a resource that may cross over to team-member exchange (TMX), and bring about desired organizational outcomes. We suggest a model where TMX of senior management teams serves as a team resource mediating the relationship between leaders’ PsyCap and organizational outcomes, as represented by team innovation, organizational citizenship behavior (OCB), and employees’ job satisfaction. The study, carried out among 86 elementary and junior high schools, indicated a positive relationship between leaders’ PsyCap and TMX. In addition, we found a significant relationship between TMX and the three measures of organizational outcomes. Furthermore, TMX partially mediated the relationship between leaders’ PsyCap and the desired outcomes, excepting innovation. The findings provide support for the importance of the leaders’ personal resource of psychological capital as a complementary perspective that may enhance our understanding of leadership’s impact on organizational success. In addition, the study provides significant support for the expanded model, broadening the definition of the crossover model by examining the translation of positive resources from leaders' PsyCap to organizational outcomes via teams' positive resources. From a practical perspective, the findings bring to the forefront the importance of psychological capital as a state-like construct that can be developed through leader preparation and professional development programs.

Turnover in middle management can be very expensive for a school, not just financially, but also in terms of providing continuity of leadership, sustainability of management practices, and quality student experiences. Therefore, a rigorous understanding of why middle managers in schools are thinking of leaving post can provide senior leaders an opportunity to develop strategies to reduce this turnover cost. Using the case of Lady Agatha’s Boarding School in England, this paper uses a novel approach to investigate the complexities of school middle management from a social perspective, arguing that by using a Bordieuan lens, researchers can investigate the complex matrix nature of working in middle management. By using the Bordieuan tools of field, habitus, doxa, capital, and symbolic violence, researchers can observe the struggles that the middle managers engage in to acquire capital or resources compared to other actors in the field, as tournaments of socio-political dominance. By using this original ontological turn in analysing turnover antecedents, researchers as well as practitioners could make significant impacts in the way turnover can be understood and its costs mitigated.