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We discuss different models of socially responsible global leadership. Contributors from leading academic institutions around the world explore unpredictability and how being responsible for social as well as economic outcomes requires multiples intelligence that enable managers to adapt and to develop a sustainable managerial approach. In this book, we develop the connections between experience with diversity and the development of such multiple intelligence.
Examples from Around the World This book tackles the complex issues multi-national firms are facing as they manage a religiously diverse workforce. We discuss policies and practices of firms addressing the religious and spiritual beliefs of their employee and the role of different legal frameworks. We make recommendations for organizational leaders to not only fulfill their legal obligation but also to effectively attract and retain talent regardless of religious affiliation. We must discuss the importance of diversity, the various types, forms and consequences of diversity, the causes behind it, and the influence of higher education institutions on the acceptance and promotion of diversity if we wish to encourage students to develop a culture, values and attitudes for a positive evaluation of diversity.
Diversity in the Workplace: Multi‐Disciplinary and International Perspectives
By doing so, we will be able to achieve sustainable development at higher education institutions, which requires observance of the laws of the natural environment and of the cultural relationships within society, as well as their balance, since education for sustainable development motivates, provides knowledge, creates new paths toward a more just and equal world, and enables learning that changes our understanding of the environment, of an individual's habits, actions and lifestyles in order to attain a higher quality of living for the present and future generations.
The study conducted among higher education teachers at higher education institutions in the Western Balkan countries has shown that the curricula of the subjects they teach mostly include those dimensions of diversity that affect an individual's self-image. Moreover, they have established that regardless of their study course, students should be taught the differences among individuals regarding their level of education, esteem, work experience and position at the workplace.
They have listed the case method, discussion method and problem-solving method as the most suitable methods for teaching diversity management. As one of the most important learning objectives in teaching diversity, they have emphasized understanding, raising the awareness of students of diversity, and familiarizing them with the importance of incorporating diversity into everyday life.
Edited by Regine Bendl, Inge Bleijenbergh, Elina Henttonen, and Albert J. Mills
Implementation of diversity management contents into the curricula of higher education institutions in Western Balkans countries Starc Jasmina M. Keywords teaching diversity management; higher education institutions ; sustainable development ; curriculum ; higher education teachers; students. Anko, B. Aronowitz, S.
Minnesota: Minnesota Press. Benschop, Y. Blenker, P. Aarhus: Aarhus School of Business. Bushholtz, A. Mason: Cengage Learning. Casse, P. HRM , 4, In doing so, this study opens up new avenues for future research. The current study makes three theoretical contributions. Although studies increasingly highlight the importance of leaders in promoting team innovation Somech, ; Shin and Zhou, , the literature provides scant evidence on how leaders assist a diversified team to solve the inherent innovation paradox. If the leader overemphasizes uniformity and compliance, it is difficult for team members to put forward diverse ideas, and even results in a conservative team mindset De Hoogh et al.
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Hence, our study not only deepens our knowledge about the innovation paradox in diverse teams, but also enriches current research about the conditions under which teams may succeed in leveraging the innovation potential in expertise diversity. Second, to the best of our knowledge, our study is the first in the paradoxical leadership literature that empirically investigates its effects at the team level.
Thus, we add to a growing understanding of its effects beyond the individual level. While theoretical discussions on the concept of paradoxical leadership attract much attention Lavine, ; Waldman and Bowen, , this field contains limited empirical studies, which attempt only to investigate the effects of paradoxical leadership on subordinates.
For example, Zhang et al. However, we know little about the effects of paradoxical leadership at the team level. Accordingly, based on an empirical study on teams, the current findings suggest that paradoxical leadership is a promising way to address the innovation paradox that expertise diversified teams face.
By building this integrated model, our study expands the research into paradoxical leadership from the individual to the team level, which provides important insights into the effects of paradoxical leadership. Third, our study further contributes to the current literature by documenting the importance of team cognitive processes in addressing the innovation paradox. In particular, team perspective taking helps teams embrace and evaluate various ideas comprehensively, thus facilitating the integration of diverse perspectives Hoever et al.
In doing so, we add to the previous literature on how team processes, such as innovation team climate Somech and Drach-Zahavy, and team open-mindedness norms Mitchell and Boyle, , support innovation in diverse teams. However, other important mediators in this process may exist. Future research could explore these questions. The findings also have important implications for organizational management practice.
First, our study indicates that paradoxical leadership can help diverse teams overcome the differentiating-integrating paradox to promote innovation. Since firms are increasingly turning to the use of diverse teams, the importance of paradoxical leadership as a means to unlock the innovation potential inherent in expertise diverse teams is also bound to increase.
Therefore, it is important for organizations to cultivate paradoxical leader behaviors. On the one hand, organizations could identify qualified individuals who exhibit paradoxical leader behaviors and consider them as potential leaders of expertise diverse teams.
Firms could do this by requiring candidates to finish relevant questionnaires or by assessing their paradoxical management abilities through leaderless group discussions during selection and recruitment. Specifically, organizations could provide various training opportunities focusing largely on paradoxical thinking and actions. Second, our results also highlight the impact of team perspective taking.
Thus, we suggest that organizations should also encourage it. Moreover, our findings further suggest that paradoxical leadership positively influences team perspective taking. Thus, it is valuable for leaders to be aware of their impacts on the team perspective taking.
Despite our theoretical and practical implications, this study has some limitations. First, although it examines the boundary conditions of the association between expertise diversity and team innovative performance and tests the mediated moderating effects simultaneously, other mechanisms could also account for this managerial phenomenon.
Stefan Gröschl's publications - Leadership & Diversity Chair
For example, team members adjust their behaviors not only according to team context, but also organizational practice. Therefore, future studies could broaden our research findings by considering organizational-level determinants. Second, although we measured variables from different sources i. For instance, team innovative performance might affect leader behaviors in managing the innovation process. To address causality, future research should use quasi-experimental or longitudinal designs. Additionally, we were unable to assess objective measures of team innovative performance.
Accordingly, studies based on more objective team innovative performance measures would ensure more robust conclusions. However, previous studies show that diversity measured in terms of disparity or separation may also affect team innovative performance Harrison and Klein, ; Chiocchio and Essiembre, Moreover, recent studies operationalize team composition in terms of fault lines that split teams into relatively homogenous subgroups and show that strong fault lines brought knowledge- and decision-related benefits Nishii and Goncalo, In this case, future studies could capture team diversity as disparity or fault lines and investigate their impacts on team innovative performance.
This study was carried out in accordance with the recommendations of ethics committee of Tsinghua University with written informed consent from all subjects. All subjects gave written informed consent in accordance with the Declaration of Helsinki. The protocol was approved by the ethics committee of Tsinghua University. QL led the literature review, research design, data analysis, and paper drafting work for this paper.
peynocornblen.tk ZS made contributions in data analysis, paper revision during the review process. BY made contributions in data collection and paper drafting. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
The authors would like to thank the editors of this journal and two reviewers, who provided the authors great and helpful comments, sincerely. Aiken, L. Multiple Regression: Testing and Interpreting Interactions. Newbury Park, CA: Sage. Google Scholar. Amabile, T. Creativity in Context. Boulder, CO: Westview. Ancona, D. Bridging the boundary: external activity and performance in organizational teams.
Anderson, N. Innovation and creativity in organizations: a state-of-the-science review, prospective commentary, and guiding framework. Measuring climate for work group innovation: development and validation of the team climate inventory. Andriopoulos, C. Exploitation-exploration tensions and organizational ambidexterity: managing paradoxes of innovation. Barrick, M.