Search results

Annual performance evaluations of faculty are a routine, yet essential, task in higher education. Creating (or revising) performance criteria presents an opportunity for leaders to work with their teams to co-create evaluation metrics that broaden participation and minimise inequity. The purpose of this study was to support organisational leaders in developing equitable performance criteria.

We adopted the “dual-agenda” dialogues training that draws on concepts of collective self-efficacy and intersectionality for department leaders to co-create annual review criteria with their faculty members at one university. We used qualitative and quantitative data to assess the training and conducted an equity audit of the resulting annual review criteria.

Survey results from faculty members and departmental leaders (n = 166) demonstrated general satisfaction with the process used to create new criteria, perceptions that their criteria were inclusive and optimism about future reviews. Those with greater familiarity with the dialogues process had more positive perceptions of the inclusivity of their department’s criteria and more positive expectations of future reviews. The examination of eight indicators of equity illustrated that the resultant criteria were transparent and holistic.

This study builds on the relatively little research on faculty members’ annual performance evaluations, focussing on inclusive dialogues that centre equity and diversity. Results highlight the value of providing department leaders with evidence-based tools to foster system-level change through equitable evaluation policies. A toolkit is available for adaptation of the “dual-agenda” leadership training to both co-create annual review criteria and improve equity and inclusion.

The paper investigates the determinants of the Ordinary Least Squares (OLS) bias of the wage return to graduate education for high-school workers in Portugal.

The study uses matched employer-employee data for Portugal, over the 2002–2012 period, to estimate a wage-schooling model that controls not only for individual observed characteristics, firm observed characteristics and year fixed effects, but also for three high-dimensional vectors of fixed effects – one for employees, one for employers and one for job titles.

The main results are the following. First, disregarding individual fixed effects is highly problematic, accounting for 48.5% of the OLS bias. Second, disregarding firm fixed effects is also problematic, accounting for 12.3% of the OLS bias.

The implication for the studies in the labor-supply literature that estimate, by means of instrumental variables, the wage returns to in-school work or to on-the-job schooling is that an instrument dealing with employee’s unobserved ability only may fail to meet the exclusion restriction.

Take the typical instrument based on a policy reform that changes the compulsory schooling level in the population. This instrument may well be argued to be correlated with the education of the employee and uncorrelated with the unobserved ability of the employee, but unfortunately it cannot be seen as orthogonal to the unobserved ability of the employer because of its correlation with the (unobserved) education of the manager. This is a simple corollary of the fact that the employee and the manager belong, in general, to the same population.

Individuals invest a considerable amount of resources in education, which is seen to have positive effects on several dimensions of individual life. Yet, the estimation of these effects is still surrounded by technical difficulties.

To the best of the authors’ knowledge, this is the first study that uses the Gelbach decomposition to investigate the determinants of the OLS bias of the wage return to graduate education for high-school workers.

The aim of this study was to explore and understand the leadership experiences of medical consultants prior to a major hospital move. Health and care is becoming increasingly complex and there is no greater challenge than the move to a new hospital. Effective leadership has been identified as being essential for successful transition. However, there is very little evidence of how medical consultants experience effective leadership.

A qualitative methodology was utilized with one-to-one semi-structured interviews conducted with ten medical consultants. These were transcribed verbatim and analyzed using inductive thematic analysis. The research complied with the consolidated criteria for reporting qualitative research (COREQ).

Four themes were found to influence medical consultants’ experience of leadership: collaboration, patient centredness, governance and knowledge mobilization. Various factors were identified that negatively influenced their leadership effectiveness. The findings suggest that there are a number of factors that influence complexity leadership effectiveness. Addressing these areas may enhance leadership effectiveness and the experience of leadership in medical consultants.

This study provides a rich exploration of medical consultants’ experience of collective leadership prior to a transition to a new hospital and provides new understandings of the way collective leadership is experienced in the lead up to a major transition and makes recommendations for future leadership research and practice.

The findings suggest that there are a number of factors that influence complexity leadership effectiveness. Addressing these areas may enhance leadership effectiveness and the experience of leadership in medical consultants.

Clinical leadership is associated with better outcomes for patients therefore any interventions that enhance leadership capability will improve outcomes for patients and therefore benefit society.

This is the first research to explore medical consultants’ experience of collective leadership prior to a transition to a new hospital.