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The present paper aims to discuss the concept of competence from a multicultural perspective, for organisational success. It argues that models that view competence as a sum of competencies for management development within organisations could benefit from a multicultural perspective that put those competencies within the context of cultural sensitivity and understanding, so as to promote a trustworthy organisational environment crucial for any institutional change for competitive edge. It analyses theoretical approaches to the concept of competence in organisations, focusing particularly on those that take into account multicultural concerns and the need for building trust within organisational environments. It then addresses the meanings of competence as understood by executives acting in some organizations in Brazil, depicting emphases and silences in those discourses, as well as implications for logistics and management decision in a multicultural perspective.

Globalization has brought many challenges to organizations, namely, in managing the performance of multicultural workforces to achieve organizational objectives. Past researchers have highlighted many factors that influence the employee’s performance, but the nature and scope of these factors is limited to the conventional setting. Therefore, the purpose of this paper is to develop a comprehensive framework to better understand the role of the psychological diversity climate, HRM practices and personality traits (Big Five) in job satisfaction and performance of the multicultural workforce.

Data were collected from 258 faculty members working in Saudi Arabia’s higher educational sector. Structural equation modeling was used with Amos 18 to analyze the data.

The findings of this study suggest that managers should adopt diversity practices to improve the psychological diversity climate among multicultural workforce. In addition, diversity training and unbiased performance appraisal systems also increase the faculty member’s job satisfaction and performance in multicultural settings. Finally, managers should consider openness to culture and sociability traits while selecting faculty members to work in multicultural settings.

This framework has never been tested in higher educational institutions and in multicultural setting.

This paper aims to contribute to the understanding of organizational conflict management from a multicultural perspective in the context of higher education institutions (HEIs).

Besides a theoretical discussion about multiculturalism and leadership, a case study based extensively, but not exclusively, on oral history has been undertaken within a unit of a HEI in Brazil. The case study, which illustrates the cost when multicultural leadership is absent, is based on a combination of first‐hand information and facts reconstruction.

The research discussed in this paper showed that the system of constructing “otherness” and isolating it can actually be characterized as workplace bullying condoned by extremely mono‐cultural leaders. An alternative scenario with more multiculturally competent leaders is discussed, providing possible tools and avenues for organizational conflict management.

HEIs should be viewed as multicultural organizations, not only for the purpose of developing multicultural curricula but also for reviewing the impact of institutional practices and leadership on the organizational climate. Leaders should be ethically and multiculturally accountable for ensuring an institutional identity that is open to cultural plurality and to the challenge of the institutionalization of differences.

This paper goes beyond multicultural issues restricted to individual and group identities and incorporates institutional cultural climate and the role of multicultural leaders in organizational conflict management in the context of HEIs, hitherto not much discussed, which may open up new debates in the area.

This article is an experiment carried out in a Brazilian higher education institution. It focusses on the participants’ perceptions and assumptions concerning multiculturalism before and after the exposure to a multicultural seminar, held during an international logistics module. It deals with the theoretical approach to logistics and multiculturalism, and its relevance in the contemporary world. It discusses the data gathered. It argues that a multicultural approach should be developed in organisations, pointing out that the handling of cultural differences seems to be one of the most relevant factors in the success or in the failure of companies in a globalised setting. It also contends that the university is a privileged arena for the development of this approach. Points are raised for a multicultural approach to logistics and management education.

The paper's aim is to discuss envy as an institutional force that can sap peoples' energy and provoke inner conflicts that may prevent institutional flourishing. This represents a crucial element in the so‐called hidden curriculum of any institution, including higher education ones. The paper also intends to further the analysis of envy, its effects and ways to diminish them in the context of academic and non‐academic organizations, from a multicultural perspective.

The paper's approach is a literature review and a qualitative methodology of story lives in the form of narratives of main actors in high echelons of institutions in Brazil that deal with key areas in higher education institutions (HEI). It discusses how envy has been perceived in their institutional contexts and what possible models of multicultural leaders could emerge from those narratives.

Counteracting forces in relation to the effects of envy in organizational climate could be noted, particularly highlighting the role of multiculturally sensitive leaders in dealing with it.

The role of leaders in enhancing organizational and collective goals and promoting the valuing of plural institutional actors was particularly stressed as a possible path towards minimizing envy at the work place. The role of the curriculum in HEI and even of citizenship education in primary and secondary schooling is highlighted to better equip students to address ethical and multicultural dimensions in their future professional lives.

Productivity and capacity for innovation – issues increasingly addressed in institutional evaluation – should be likely boosted in environments where leaders competently deal proactively in a way that prevents envy to become a destructive force. The paper shows that HEIs have a high potential for contribution, by preparing future professionals in broader, multicultural perspectives that better equip them to become leaders for a better world.

This paper aims to discuss ways for fostering innovation management and innovation in management education sensitive to cultural diversity. It explores strands in the literature concerning cross‐cultural awareness and undertakes a case study, carried out in a multicultural organisation, aimed at pinpointing challenges faced by managers working in such environments. Argues that logistics could help understanding, sensitising and taking into account cultural diversity in management education. Also claims that cultural plurality is an asset, rather than a constraint. The article concludes by suggesting possible ways ahead in the development of culturally sensitive managers in an increasingly globalised but also highly multicultural world.

This paper aims to draw attention to multicultural experience as a manager. It is an auto-ethnographic enquiry which comprises own experiences and intercultural and intra-cultural engagement of the author’s self in both mono-cultural and multicultural environments drawing from archival records of personal account of experience.

The paper adopted auto-ethnographic enquiry of the author’s experience in multicultural environment. The auto-ethnography as a research method is discussed along with its criticisms, validity, reliability and generalisability.

The findings include power distance, elitism in hiring practices, inclusivity of women, challenges in South Asian Muslim countries, challenges in the non-anglophone country and their implications for a practitioner.

As the author employed an auto-ethnographic enquiry based on the author’s prior experience, this raises questions about wider generalisability and applicable contexts. Findings of the enquiry can be tested using further qualitative enquiries such as in-depth interviews with a sample of stakeholders in a multicultural environment.

The paper provides insights useful in managing in multicultural environments discussed. Also, it provides implications for policy makers in organisations. Practitioners can use the paper to get an insight into the markets the author already have been to and use the learning for decision-making during market development efforts.

Auto-ethnography in multicultural environment is scant. This auto-ethnographical enquiry provides original content of practitioner experience compared with the related theory.

Organisations and systems of care working within both specific and non-specific trauma-informed approaches must adapt a multicultural lens, in design, delivery and evaluation of services and interventions. Cultural and social factors can directly influence the exposure of individuals to traumatic events (Roberts, Austin, Corliss, Vandermorris, & Koenen, 2010). At the same time, social and cultural identities influence the development and experience of trauma and symptoms, including treatment outcomes (Marsella, 2010; Wilson, 2007). In this chapter, Ravind Jeawon and I provide some of the essential factors that trauma-responsive systems may wish to consider. The first part of this chapter deals with the idea of multicultural identities and practices and highlights some of the outcomes associated with accessing behavioural healthcare. The impact of intersectionality and microaggression on those from diverse backgrounds is also considered. Finally, a guiding framework is provided that examines what needs to be implemented across organisations in order to provide the system with a multicultural lens in which to view and deliver appropriate services. Crucially, multicultural responsiveness will not come from tick box training regimes, it is something that needs to be kept on the agenda and is a lifelong trajectory.

This paper aims to investigate supervisor‐subordinates relations in a multicultural organisation and establish relationships between the background of employees and leader‐member (LMX) exchanges.

A large‐scale survey was designed and distributed to 300 employees of the national university in the United Arab Emirates. Quantitative data analysis using regression was conducted on SPSS.

The quality of exchanges and relations between supervisors and subordinates is related to the work experience of employees. Leadership should be top‐down and emphasise charisma to win employees' admiration and increase satisfaction. Commitment to the organisation is related to the quality of supervisor‐subordinate relations.

The research does not analyse supervisor‐subordinate dyads across multidisciplinary boundaries. All dyads work within the same discipline.

In a multicultural organisation, transformational leadership in supervisor‐subordinates demonstrates care for the personal relationships with a diverse group of people that in turn builds better leader‐member exchanges, trust and organisational commitment.

The study contributes to the understanding of how employees in a multicultural organisation perceive leadership and relations with supervisors.

The aim of this article is to provide Dr Bailey Jackson's perspective on institutional and systemic barriers to full inclusion of diverse faculty in higher education through the lens of the multicultural organizational development (MCOD) model. Dr Jackson is renowned for his work on social justice, diversity and multiculturalism.

This is a personal interview with Dr Bailey Jackson. This interview provides insight on institutional level change efforts through the MCOD framework, a perspective on why institutions get stuck on the way to becoming healthy multicultural institutions, and the effect on moving the needle on faculty diversity in institutions of higher education.

The institutional obstacles and barriers tend to be centered around misalignment with the mission, vision and core values, and how those are formulated to include diversity and inclusion. Faculty diversity is only one component in dealing with the health of any organization or the academy as a whole. If institutions focus on diversity faculty in an unhealthy system, they will encounter limitations on how much the institution will develop on the MCOD continuum. The health of the overall system is going to affect the approach to faculty diversity.

Dr Jackson provides insight on his work with the MCOD framework and specifically the overall health of the institution as critical to faculty diversity initiatives. Questions to help institutions begin to assess themselves and identify changes required to move toward Multicultural within the context of faculty diversity are provided.

Through a series of questions, insight from Dr Jackson on why institutions get stuck in moving the needle on faculty diversity through the lens of the MCOD framework is gained.