Thriving Leadership in Family Business Succession: A Systematic Review of Educational Strategies
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| Title: | Thriving Leadership in Family Business Succession: A Systematic Review of Educational Strategies |
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| Language: | English |
| Authors: | Ruchira Dechsupha, Methinee W. Rumpagaporn, Vikorn Tantawutho |
| Source: | Journal of Education and Learning. 2026 15(1):267-278. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Literature Reviews, Meta Analysis, Family Work Relationship, Family Involvement, Family Relationship, Family Role, Small Businesses, Self Employment, Business Administration, Sustainable Development, Leadership Training, Educational Strategies, Nonformal Education, Cultural Influences, Non Western Civilization, Western Civilization, Occupational Mobility |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | This systematic review investigated educational factors that support thriving leadership development in family business succession within diverse cultural contexts. Leadership transitions in family-owned enterprises were often challenges from inadequate preparation, generational conflict, and the need for culturally responsive pedagogical approaches. Employing PRISMA 2020 guidelines, 45 peer-reviewed studies (2015-2025) from Scopus, ERIC, and JSTOR databases were systematically analyzed using predetermined inclusion and exclusion criteria to identify recurring educational strategies contributing to sustainable leadership development. Data were extracted using a structured template capturing research objectives, methodologies, findings, and educational implications. All studies underwent rigorous quality assessment using eight criteria adapted from the Secretariat of the Education Council (2009). Thematic synthesis employing Thomas and Harden's three-stage approach yielded four core domains: (1) Learning-Centered Leadership Development (n = 10), emphasizing self-directed learning and reflective practices; (2) Intergenerational Knowledge Transfer (n = 11), involving mentorship programs, experiential learning, and professional networks; (3) Organizational Readiness and Structural Support (n = 12), focusing on succession planning, governance systems, and resource alignment; and (4) Socio-Cultural Context and External Influences (n = 12), highlighting family values, traditions, and cultural norms in leadership education. Findings indicated thriving leadership emerged from strategic alignment of psychological readiness, knowledgesharing mechanisms, institutional structures, and culturally embedded practices. Western models stress formal educational systems and individual autonomy, while Asian, African, and Latin American contexts favor relational mentoring, communal learning approaches, and value-based education. This review contributes to educational leadership and family enterprise research by offering a comprehensive, culturally adaptive framework for developing next-generation leaders, providing practical implications for educators, consultants, and policymakers fostering intergenerational continuity through culturally informed educational strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498980 |
| Database: | ERIC |
| Abstract: | This systematic review investigated educational factors that support thriving leadership development in family business succession within diverse cultural contexts. Leadership transitions in family-owned enterprises were often challenges from inadequate preparation, generational conflict, and the need for culturally responsive pedagogical approaches. Employing PRISMA 2020 guidelines, 45 peer-reviewed studies (2015-2025) from Scopus, ERIC, and JSTOR databases were systematically analyzed using predetermined inclusion and exclusion criteria to identify recurring educational strategies contributing to sustainable leadership development. Data were extracted using a structured template capturing research objectives, methodologies, findings, and educational implications. All studies underwent rigorous quality assessment using eight criteria adapted from the Secretariat of the Education Council (2009). Thematic synthesis employing Thomas and Harden's three-stage approach yielded four core domains: (1) Learning-Centered Leadership Development (n = 10), emphasizing self-directed learning and reflective practices; (2) Intergenerational Knowledge Transfer (n = 11), involving mentorship programs, experiential learning, and professional networks; (3) Organizational Readiness and Structural Support (n = 12), focusing on succession planning, governance systems, and resource alignment; and (4) Socio-Cultural Context and External Influences (n = 12), highlighting family values, traditions, and cultural norms in leadership education. Findings indicated thriving leadership emerged from strategic alignment of psychological readiness, knowledgesharing mechanisms, institutional structures, and culturally embedded practices. Western models stress formal educational systems and individual autonomy, while Asian, African, and Latin American contexts favor relational mentoring, communal learning approaches, and value-based education. This review contributes to educational leadership and family enterprise research by offering a comprehensive, culturally adaptive framework for developing next-generation leaders, providing practical implications for educators, consultants, and policymakers fostering intergenerational continuity through culturally informed educational strategies. |
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| ISSN: | 1927-5250 1927-5269 |
