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The paper introduces a multi-level model to reduce prejudice through supporting diversity, equity, and inclusion (DEI) at the institutional, organizational, and individual levels. The purpose of the model is to provide theoretically undergirded pathways to explain how societal events calling for systemic changes in DEI practices can engage and inculcate such systemic changes in organizations and institutions.

The model draws upon macro-level (i.e. institutional theory and institutional logics) theories from sociology and strategic management, meso-level theories from leadership and strategy, and micro-level organizational behavior and human resource management theories.

Resting on open systems theory (Katz and Kahn, 1966) as a backdrop, the authors address how institutional changes result in organizational level changes driving multi-level outcomes of increased DEI, reduced prejudice in work-related settings, and performance gains. The authors suggest the recursive nature of the model can trigger institutional level shifts in logics or result in isomorphic pressures that further change organizational fields and organizations.

The contribution rests in a multi-level examination to help understand how environmental pressures can motivate organizations to enact broader changes related to social justice, specifically increasing efforts in DEI inside the operational aspects of the organization. By enacting these changes, the authors suggest the resultant positive changes in organizations will enhance culture and performance, creating isomorphic pressure for industry wide changes that may begin to move the needle on addressing systemic problems that feed prejudicial behavior in the workplace.

The purpose of this paper is to advocate for the integration of quantitative reasoning into management education and leadership development literature. The authors argue that the increasing complexity of managerial decision contexts, particularly in the age of information overload, demands that leaders possess the ability to critically analyze and interpret quantitative information.

This viewpoint paper uses narrative argument to explore the concept of quantitative reasoning and its relevance to management education. The authors draw on research from mathematics education, psychology and management to support their argument. They also use real-world examples, such as the COVID-19 pandemic, to illustrate the importance of quantitative reasoning in contemporary leadership.

This paper argues that quantitative reasoning is a critical skill for organizational leaders. It highlights the limitations of traditional management education in preparing leaders to effectively navigate data-rich environments. The authors contend that incorporating quantitative reasoning into leadership development programs can improve decision-making effectiveness.

This paper offers a novel perspective on leadership development by emphasizing the significance of quantitative reasoning, a concept borrowed from the field of mathematics education, to close a gap in current management education practices.