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The purpose of this paper is to analyse the impact of a leader’s communication style (LCS) on the quality of interpersonal exchanges between leaders and followers (LMX), and how this translates into the employee’s affective organizational commitment (AOC), in the context of Peru.

An integrated model of six dimensions is used to measure LCS. Using multiple hierarchical regressions and the Preacher and Hayes mediation model, the study focuses on determining the direct and indirect effect of each of the dimensions on LMX and organizational commitment.

The dimension preciseness shows a significant direct association to AOC. Four dimensions are significantly related with LMX: expressiveness, preciseness and questioningness with a positive sign, while verbal aggressiveness records an important negative one. The same four dimensions show an indirect effect on AOC through LMX. Emotionality and impression manipulativeness do not record significant results.

The research was carried out with a sample of 253 white-collar Peruvian professionals with high-level studies and managerial experience, which are not necessarily representative of the labor population. This research provides comprehensive evidence on how leaders’ communicative behavior may contribute to desirable outcomes such as employee commitment in a Latin American cultural context, although the findings may apply to other cultures.

This study contributes to clarify that each dimension of the LCS impacts differently on subordinate perceptions; leaders should understand this model and be able to make the necessary adjustments to their communication in order to obtain the desired results of leadership. The leader’s ability to communicate with a style characterized by expressiveness, precision, and questioning makes it easy to build high-quality LMX relationships for Peruvian employees. On the contrary, a communication style characterized by high levels of verbal aggressiveness may negatively affect subordinates, limiting the possibility of building high-quality LMX relationships. This, in turn, affects AOC of employees.

This study is a contribution to clarify that each feature of the LCS has a different impact on the perception of the subordinate, for which the leaders should be trained to understand this model and be able to make the necessary adjustments to obtain the desired results of leadership. The leader’s ability to communicate with a style characterized by expressiveness, precision and questioning makes it easy to build high-quality LMX relationships for Peruvian employees. On the contrary, a communication style characterized by high levels of verbal aggressiveness will negatively impact subordinates, limiting the possibility of building high-quality LMX relationships.

The value lies in revisiting the construct “leader’s communication style” to turn it into an instrument for the exercise of leadership. It is a contribution in favor of leaders becoming aware that their own communication style constitutes an instrument of effective leadership and a lever to optimize the commitment of their collaborators toward the organization.

A major challenge in teacher education in the United States is how to address the academic and linguistic needs of the growing numbers of emergent bilingual students. A second challenge is how to prepare predominantly White monolingual preservice teachers with little exposure to speakers of languages other than English to educate culturally and linguistically diverse students. With these two challenges in mind, this study examines how a course on literacy, language, and culture grounded in pedagogies of discomfort shifts preservice teachers’ deficit orientations toward emergent bilingual students’ language and literacy resources. Using Ofelia García’s (2009) definition for emergent bilingualism, this mixed-method study was conducted from 2011 to 2013 with 73 preservice teacher participants enrolled at an urban mid-Atlantic university. Quantitative data consisted of pre and post surveys while qualitative data comprised written responses to open-ended statements, self-analyses, and participant interviews. Findings evidence preservice teachers’ endorsement of monolingualism before coursework; however, pedagogies of discomfort during coursework provoke critical reflection leading to significant shifts in preservice teachers’ dispositions toward teaching language diversity in the classroom with implications for teaching emergent bilingual students.

Considering the significance of the human resource management (HRM) and corporate social responsibility (CSR) relationship, the aim of this research is twofold: first is to measure the cultural differences between HRM, CSR and sustainable performance relationship (study 1) and second is to identify the how HRM instigates CSR and sustainable performance (study 2) in the hospitality industry of UK and Pakistan.

A mixed-method approach was used to collect the qualitative and quantitative data from upscale hotels. In Study 1, a multi-respondent and time-lagged strategy was employed to collect the data from 162 Pakistani and 290 UK upscale hotels. In Study 2, in-depth semi-structured interviews were conducted to understand the HRM–CSR–performance nexus.

The results of Study 1 highlight the significant cultural differences in the relationships of HRM–CSR–performance, while Study 2 explains that ethical culture, shared objectives, transparency, training and development, and economic incentives are the factors that push the employees to take part in CSR-related activities and attaining higher sustainable performance.

This study addresses the debate on the difference between cross-cultural studies related to implementing Western theories in shaping, developing and implementing business strategies, including CSR, HRM and sustainable performance in an Asian context.

Communities are critical sites for studying the politics of inequality within neoliberal capitalism. We illustrate this by providing regional case studies of the enactments and outcomes of three types of neoliberal policies in the United States: (1) cutbacks in family planning policies, (2) municipal underbounding and failures to provide public infrastructure within unincorporated communities, and (3) “tough on crime” policies leading to mass incarceration. Building on insights from intersectional feminist theory and using evidence from in-depth interviews from three Southwestern communities, we argue that neoliberal capitalism is compounding intersecting inequalities affecting women of color. In particular, we claim that neoliberal policies at the local and state levels are compromising the reproductive autonomy and public health of women of color and creating new challenges for their family care work.

This paper aims to analyze how a group of middle-school debaters integrated their identities and epistemologies into the traditional literacy practice of debate to advocate for more expansive and inclusive forms of academic and civic discussion. The adult and youth co-researchers of the Debate Liberation League (DLL) detail their creation of a critical debate praxis through the use of spoken word and translanguaging and illustrate how they sought to redesign a foundational activity of English Language Arts on their own terms.

Drawing upon critical race and borderlands theories, the authors use critical ethnographic and participatory action research methods to explore how the DLL deconstructed the boundaries of what counts as public dialogue and offered an alternative model of what intergenerational and multi-voiced democratic discourse could look like in English Language Arts (ELA) classrooms and beyond.

The findings demonstrate how DLL students broke down normative binaries of affirmative/negative and objective/subjective in their debate performances and introduced testimonios as evidence for civic claims to make space for their voices and reimagine deliberation.

This study foregrounds dialogic data generation through a collaborative, intergenerational research approach. It highlights the constructed nature of literacy “rules,” demonstrates youth expertise in reimagining ELA, and offers a pathway toward a more compassionate public sphere.

This study aims to show a case study of ecosystem-based adaptation (EbA) measures to increase coastal system’s resilience to extreme weather events and sea-level rise (SLR) implemented at Kiyú (Uruguayan coast of the Rio de la Plata river estuary).

A participatory process involving the community and institutional stakeholders was carried out to select and prioritise adaptation measures to reduce the erosion of sandy beaches, dunes and bluffs due to extreme wind storm surge and rainfall, SLR and mismanagement practices. The recovery of coastal ecosystems was implemented through soft measures (green infrastructure) such as revegetation with native species, dune regeneration, sustainable drainage systems and the reduction of use pressures.

Main achievements of this case study include capacity building of municipal staff and stakeholders, knowledge exchanges with national-level decision makers and scientists and the incorporation of EbA approaches by subnational-level coastal governments. To consolidate EbA, the local government introduced innovations in the coastal management institutional structure.

The outcomes of the article include, besides the increase in the resilience of social-ecological systems, the strengthening of socio-institutional behaviour, structure and sustainability. This experience provides insights for developing a strategy for both Integrated Coastal Management and climate adaptation at the national scale.

The study aims to investigate how the action research contributes to the collective construction of a discipline in management. This issue was the motivation for the present study, which was developed from the experience of master's degree students attending the post-graduate program in management of an institution in the State of Bahia, Brazil.

The overall objective of this study is to understand the method's effectiveness for this aim, whereas the specific objectives are to identify the commitment of the subjects in the activities proposed and to assess the effectiveness of the use of active methods in the discipline construction. The theoretical background is regarding digital education transformation, active teaching methods and action research. As for the qualitative perspective, the methodological approach of choice was that of participant observation (for data collection) and content analysis.

It was possible to highlight the awakening of critical sense and the effectiveness of action research in enhancing the protagonism of the master's degree students in the construction of their own knowledge.

This study not only contributes to the field of applied social sciences but also opens a precedent for the experience of collective construction of a discipline in another area of knowledge by means of action research. Another factor demonstrating the relevance of this study is the production of essays and articles by master's degree students in which active methodologies were related to themes of interest.