Search results

This study explores the impact of ethical and authentic leadership on employees' workplace perceptions, focusing on organisational citizenship behaviour (OCB), trust in leader, commitment, employee voice and empowerment in independent hotels across two contrasting Global Leadership and Organizational Behaviour Effectiveness (GLOBE) clusters: Germanic and Middle-Eastern clusters. It examines how national culture influences these relationships in the hospitality industry.

Data were collected from 1,678 employees in independent hotels in the Germanic European cluster (Germany and the Netherlands) and the Middle-Eastern cluster (Qatar and Turkey) using selective and snowball sampling techniques. Hypotheses were tested using two-stage structural equation modelling.

Ethical leadership significantly affects employee voice in Germany and the Netherlands but not in Qatar and Turkey. Authentic leadership positively influences employee voice in Qatar, Turkey and Germany but does not significantly impact trust in leader in any of the four countries. The study underscores the role of cultural dimensions, particularly power distance, in shaping these relationships.

This research contributes to the literature by investigating the effects of ethical and authentic leadership on key organisational variables in culturally diverse contexts within the hospitality industry. The findings highlight the necessity of considering national culture in leadership practices and suggest practical implications for independent hotels to adapt their leadership approaches to enhance employee outcomes. Future research should explore cultural dimensions as moderators in organisational relationships.

The purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies.

This study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN?

The findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling.

This school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.

In this application brief I share a case study assignment I used in my Leadership in Complex Organizations classes to promote creativity in problem solving. I sorted Ph.D. students into two teams and trained them to use creative writing techniques to encode theory into their own cases. A sense of competition emerged. Later, teams swapped cases for analysis and decoding. The approach became known as “reverse case study.” Summative course evaluations revealed four important instructional themes: (1) students were able to apply and learn leadership and organizational theories, (2) students were able to build rapport and create bonds with fellow students, (3) students explored creativity, and (4) students explored the perspective of “the other.”

The United Arab Emirates’ complex history, its current demographics, its youthfulness as a country, and the fact that it is a region undergoing fast-paced change make the issue of cultura identity particularly relevant and urgent in this part of the world. This is especially true given the rapid spread of English in the sphere of education and everyday life in recent years. This paper discusses the above issues before analyzing the attitudes and perceptions of female Emirati undergraduate students and female Emirati primary school teachers with regard to global English and its effects on local culture and identity. After analysis of the findings from a qualitative study using open-response questionnaires with 35 undergraduates and twelve teachers, a discussion follows with recommendations on how to overcome issues raised in the study.