This paper aims to explore the relationship between inclusive leadership (IL) and employee work engagement (WE), as well as the mediating effect of procedural justice (PJ…
This paper aims to explore the relationship between inclusive leadership (IL) and employee work engagement (WE), as well as the mediating effect of procedural justice (PJ) on this relationship.
An online, self-administered questionnaire was used to collect data. A total of 201 information technology (IT) professionals in Turkey participated in the study. The authors used structural equation modeling to analyze the collected data. The authors then used a series of nested model comparisons to test the hypothesized mediating relationship.
The outcomes suggest that IL is positively related to PJ while PJ is positively associated with WE. In addition, PJ mediates the relationship between IL and WE.
The outcomes underline the importance of IL to effectively lead IT professionals. Organizational leaders can cultivate IL by demonstrating openness, availability and accessibility toward their employees and create work environments in which employees’ ideas are valued. Additionally, for employee PJ perceptions, organizations need to ensure that their procedures and policies are transparent and fair in terms of how decisions are made. Moreover, organizations can offer training to their IT managers on IL and PJ topics.
This study adds to the very scarce literature on IL. In addition, to the researchers’ knowledge, this is the first study to test the IL and PJ relationship. Furthermore, this is the first study to explore the concept of IL in the Turkish context. Moreover, the findings of this research can be beneficial for future theory development on IL in cross-cultural contexts.
Recent refugee integration policy agendas include education on the lists, despite many other issues to address. Higher education can also be an instrument to prevent a…
Recent refugee integration policy agendas include education on the lists, despite many other issues to address. Higher education can also be an instrument to prevent a generation of a war-stricken nation from becoming “lost” for not only for Syria but also Europe. Following the drastic inflow of (mostly young) refugees, Belgian higher education institutions started to work on fresh strategies and initiatives to embrace refugees in their university and colleges. Yet, the number of Syrian refugees at the Belgian universities does not exceed 400, while the estimated eligible young people are above 1,500. In order to increase the participation in higher education, national authorities and higher education institutions should re-work on flexible but efficient procedures for the recognition of degrees and prior gained qualifications. Moreover, all individual efforts by the colleges and the universities can be empowered by a collaborative network among all Belgian higher education institutes, governmental offices and the non-governmental organizations. Surmounting the lack of central coordination and developing a national action plan is needed. Short-term actions are immediately required to battle against the contemporary challenges with tertiary education access of the refugees; however, the need for actions that aim at long-reaching sustainability is eminent to secure refugees’ integration into their host communities.
This chapter highlights the plight of refugees and the strategies and policies crafted by international agencies and non-governmental institutions in providing better…
This chapter highlights the plight of refugees and the strategies and policies crafted by international agencies and non-governmental institutions in providing better access to education especially for refugee children. The chapter explores some of the key terminologies that distinguish refugees from asylum seekers and internally displaced person. The terminologies are significant as the opportunities and facilities handed out differ significantly depending on their status. The chapter then talks about some of the policies toward imparting education and the school- and system-level factors responsible for accessing education. The last section of the chapter summarizes the overview of various chapters that will feature in this volume, talking about cases and interventions from Malawi to Australia.
Turkey’s first “brain drain” wave began in the 1960s, with doctors and engineers among the first group of emigrants. In recent years, attention has shifted to young…
Turkey’s first “brain drain” wave began in the 1960s, with doctors and engineers among the first group of emigrants. In recent years, attention has shifted to young university graduates who are seriously contemplating starting their careers abroad as a result of the current economic crisis. Postgraduate studies overseas provide the first step for many in fulfilling this goal. This paper provides an evaluation of the findings of a survey conducted during the first half of 2002 on the return intentions of Turkish students studying abroad. Various factors have been cited as important for student non‐return, including political instability, lower salaries and lack of employment opportunities in the home country when studies are completed, as well as a preference to live abroad. In addition to these factors, several other features of Turkey’s political economy are considered to be important in explaining the Turkish brain drain.