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Besides diversity's positive effects, groups of “we” against “them” may form in accordance with social categorization theory, showing diversity's negative consequences. The authors aim to reconcile these results and examine their boundary conditions.

The authors studied 584 working professionals from five contexts (transnational companies dealing with multicultural interactions) and analyzed data using moderated-mediation procedures.

A leader-promoting diversity climate plays a crucial role in moderating the negative relationship between perceived dissimilarity and group identification, which is mediated by value dissimilarity.

This study mainly contributes by treating dissimilarity as a multicomponent construct, emphasizing the crucial differences embodied in various conceptualizations of dissimilarity – namely visible and value dissimilarity. For dissimilarity to result in group identification, the results highlight leaders' crucial role, beyond that of organizations and individuals, in stimulating a diversity-embracing climate in work units.

During the first half of the twentieth century, a handful of German speaking scholars examined leadership through the lens of what came to be known as philosophical anthropology, a field of study inaugurated by Max Scheler. Not only do their contributions belong in the history of leadership studies, but the findings of philosophical anthropology can make contributions today. This paper introduces philosophical anthropology and more specifically what Scheler had to say about leadership. One of his primary insights distinguished leaders from what he referred to as exemplary persons, or what we call role models today. This distinction offers a basis for leading by example. Scheler found five universal ideal types that set the tone, so to speak, for any group or society.

The purpose of this study is to identify and synthesise the best evidence on health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

A mixed-methods systematic review was conducted in accordance with the Joanna Briggs Institute methodology for mixed-methods systematic reviews using a convergent integrated approach. A systematic search was done in January 2023 in PubMed, CINAHL, Scopus, Medic and MedNar databases. The results were reported based on Preferred Reporting Items for Systematic Reviews and Meta-analyses. The data was analysed using thematic analysis.

Ten studies were included in the review (five qualitative and five quantitative). The thematic analysis identified seven analytical themes as follows: treating professionals as individuals with an empathetic and understanding approach; building a culture for open and safe communication; being there for professionals; giving all-encompassing support; showing the way as a leader and as a strong professional; building circumstances for efficient work and better well-being; and growing into a compassionate leader.

Compassionate leadership can possibly address human resource-related challenges, such as health-care professionals’ burnout, turnover and the lack of patient safety. It should be taken into consideration by health-care leaders, their education and health-care organisations when developing their effectiveness.

This review synthesised the knowledge of compassionate leadership in health care and its benefits by providing seven core elements of health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.

Students pursuing doctoral degrees are expected to become leaders in their disciplines. Given that, leadership development should be an important part of any curriculum that prepares doctoral students for professional careers after graduation. However, there are questions regarding the effectiveness and prevalence of formal leadership development structures in graduate school. With this gap in formal professional preparation, faculty mentors are expected to provide the necessary socialization, support, and guidance for doctoral students to develop as leaders in their disciplines. This mixed-methods study of graduate students was conducted using online questionnaires and personal interviews to determine the impact of faculty mentoring behaviors on the development of doctoral student leadership self-efficacy. Findings suggest that students in doctoral programs experience significant negative emotional arousal in the form of uncertainty, anxiety, and self-doubt. Faculty mentors that are accessible, trustworthy, and provide constructive feedback can mitigate these negative feelings and encourage the development of leadership self-efficacy through verbal support and mastery experiences. In addition, the data suggests that active student cohorts and effective departmental leadership are also important to the development of doctoral student leadership self-efficacy.

This paper seeks to understand children’s responses to food waste in school by exploring children’s views on food waste and empowering them to discuss and develop their own solutions.

Using creative problem-solving approach and photovoice technique, the authors conducted focus group discussions with 28 primary school children in the UK.

Children have a clear understanding of the consequences of food waste for individuals, society and the environment. They displayed negative emotions concerning food waste and responded positively to the possibility of food recycling. Their solutions to reduce food waste will require multiple stakeholder engagement, including self-regulation, peer-monitoring, teacher supervision and family support. However, rather than relying on intervention schemes that require significant adult involvement, children placed a heavy emphasis on self-regulation, playing an active role in addressing food waste in school.

This research extends previous understanding, by showing children as agentic consumers who can shape food waste solutions in school. These findings are of use to primary teachers and local education authorities, to aid children in developing their own solutions to reduce food waste in their own schools.

This study aims to analyze the relationship between the nonpathological traits of narcissism and decisions under conditions of uncertainty and risk in light of the prospect (PT) and fuzzy-trace theories (FTT).

This paper conducted an empirical-theoretical study with 210 Brazilian academics from the business area (accountants and managers), using a self-reported questionnaire to collect data. This paper analyzed the data through descriptive statistical techniques, correlation, test of hypotheses and logistic regression.

The results point to a lower disposition of respondents to narcissistic traits, although the characteristics of self-sufficiency, authority, exploitation and superiority have been demonstrated. Most participants chose the sure gain in positive scenarios and risk in light of possibility of losses. However, those with high levels of narcissism showed higher propensity to make risky decisions, both in positive and negative scenarios.

The empirical results about risky decision-making behavior of individuals with narcissist traits spur further investigation on the impacts of attitudes and behaviors in organizations as they are affected by psychosocial factors. These attitudes and behaviors, reflected in administrative and financial reports, influence future decisions of investors.

The interaction between the areas of business administration and psychology in regard to the effects of the narcissist personality trait and the FTT is both original and valuable for the business area. The simplest scenario based on the FTT theory can help eliminate issues around the interpretation and complexities of calculations regarding decision-making scenarios in PT format.

Educators who work in community settings often encounter participants with a wide array of individual leadership beliefs, attitudes, and experiences. Given this situation, one of the challenges we face is to identify effective methods and tools to teach leadership in community and organizational settings. As an educator, it is important to understand and use quality scholarship and theory in leadership education. At the same time, it is important to use educational methods that respect the life experiences of the participants and that are easy to understand and communicate. At the University of Minnesota Extension Service U-Lead program, we seek to balance the academic and scholarship portion of our work with the application of practical tools and methods that connect with the real-life leadership experiences of our participants. The purpose of this paper is to review the comprehensive leadership education framework we currently use and outline how it addresses this balance.