Search results

Creating diverse, equal and inclusive (DEI) environments is an important and relevant area of research on corporate social responsibility (CSR). This paper aims to identify recent trends in the business schools context, as they are primary sources of ethical management innovation. The paper also aims to identify business school DEI maturity levels.

The research design is qualitative. Using thematic analysis, the authors explored all the available and relevant (19) Principal for Responsible Management Education (PRME) Champions’ reports regarding their activities in 2022 and 2023. Based on the data, the authors developed the Diversity, Equality and Inclusion Maturity Model (DEIMM) in Business Schools, including the DEI maturity scale. The scale was used to explore the recent trends in four main areas: management, teaching, research and the third mission of the business schools.

The most prominent theme across the dataset is gender equality. The authors also identified new practices, including Indigenous people’s inclusion and decolonisation, neurodiversity, homelessness destigmatisation, period destigmatisation and scientific disciplines’ anti-discrimination. These activities were observed at various maturity levels, fitting all levels of our maturity model.

This may suggest that business schools not only emulate business trends but also are prone to create their path to diversity, equality and inclusion.

This model can provide a starting point for developing tools for assessing the DEI maturity of business schools and other organisations, i.e. indicating the stage at which a school or a company is on its path to achieving DEI maturity, which creates an important contribution to the CSR research.

This conceptual paper explores the complex, and neglected, area of mentor development in initial teacher education (ITE) in Australia. It focuses on the emotionality of mentoring, drawing on concepts of emotional labour and emotional intelligence to develop a framework of effective mentoring that helps explain the essence of a mentor’s role in supporting preservice teachers.

This conceptual paper draws together mentor-support practice wisdom and research literature from several relevant areas. It draws on constructive developmental theories and complex stage theory to reaffirm the intricate nature of mentor learning and development. This paper critiques the current utilitarian emphasis on mentoring as a way to improve student outcomes without first having clarity on how to improve mentoring itself.

We introduce the mentoring as emotional labour framework as a way to better understand the nature of mentoring within ITE and as a tool for developing more effective mentor supports. We present “exemplar cases”, which are amalgamations of field observations to illustrate aspects of the framework – however, we do not claim they provide evidence of the utility or accuracy of the framework.

Previous research and policy have tended to gloss over the skills required for effective mentoring, whereas this paper places the emotional labour of mentoring front and centre, explicitly conceptualising and describing the personal and interpersonal skills required in a way that aims to support and empower mentors to recognise existing strengths and areas of potential growth.