Search results

The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.

This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.

This paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.

Agency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.

Although the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

The purpose of this paper is to present a model that explores the relationship between inclusive leadership, inclusive climates and sexual harassment and other negative work-related outcomes, at the work unit and individual levels.

A conceptual model of inclusive work unit leadership, inclusive work unit climate and sexual harassment based on a review of the literature.

Leaders who behave more inclusively are expected to have work units and work unit members who experience more positive outcomes and fewer negative outcomes including sexual harassment and other forms of mistreatment. Leaders impact their work unit and work unit members' outcomes directly as well as indirectly through the more inclusive work unit climates they create.

The sexual harassment literature has identified climate for sexual harassment as a key predictor of sexually harassing behavior and its attendant negative outcomes. A focus on a broader inclusive climate, and inclusive leadership, may provide a richer understanding of the conditions under which sexual harassment and other forms of mistreatment occur and can be mitigated.

This model can help identify strategies organizations can employ (e.g. inclusive leadership development programs) to combat sexual harassment.

This model may improve understanding of the systemic, organizational causes of sexual harassment reducing sexual harassment victims' potential self-blame and helping policymakers craft more effective sexual harassment interventions.

The paper conceives of work climates that contribute to sexual harassment more broadly than generally has been the case in the sexual harassment literature to date. The model highlights the important role that leaders play in shaping inclusive climates. It also contributes to the nascent literature on inclusion and inclusive climates, which has paid relatively little attention to exclusion and mistreatment including sexual harassment that are likely to arise in less inclusive workplaces.

Inclusive leadership is exhibiting signs of an emerging field of theory and practice. The purpose of this research is to systematically map this emergence and its various facets.

Citation information from 91 records on inclusive leadership were extracted from Scopus and analyzed using a series of citation and co-word techniques.

We identified six clusters of keywords that underpin the current state of research on inclusive leadership. We also unraveled a trend that suggests research on inclusive leadership is moving from a simple approach to leadership on healthcare and education to become a universally desirable style of leadership in parallel with the global increase in the importance of diversity and inclusion.

This study is the first attempt to develop a complete map of the domain of inclusive leadership. It also provides management researchers and practitioners with a tool for evaluating inclusive leadership publications and provides a systematic and objective means of determining the relative importance of the field in the development of the inclusive leadership research.

Bibliometric literature review (Meta analytic review)

Inclusion is of critical importance to creating healthier workplaces, if the ongoing dynamic of workforce diversity is taken for granted. The purpose of this paper is to designate the role of spiritual leadership in fostering more humane and inclusive workplaces.

The authors review the extant literature on two distinct research streams, inclusion and inclusive leadership, and spiritual leadership, elaborate a mediation model, identify antecedents and outcomes, and articulate a set of propositions reflecting key findings.

The authors advance a conceptual model according to which inclusive practices founded on spiritual values will mediate the positive relationship between spiritual leadership and a climate for inclusion. They argue that calling and membership as components of spiritual wellbeing will reinforce employees’ experience of both uniqueness and belongingness, thus affecting their perceptions of inclusion and inducing multi-level beneficial outcomes.

Spiritual leadership assumes a preeminent role in embracing and valuing diversity: it embodies a potential for positioning inclusive ideals more strategically, in view of enabling employees unfold their genuine selves and experience integration in work settings.

Spiritual leadership helps inclusive goals to be situated in their societal context; inclusion is thus viewed as both an organizational and societal good, embedded in social contexts, and pertinent to corporate vision, mission and philosophy.

The paper examines spiritual leadership as a predictor of climates for inclusion. Drawing on spiritual values, spiritual leaders display a strong potential for inclusion, facilitating diverse employees to experience feelings of both belongingness and uniqueness in work settings that assume high societal relevance.

The purpose of this paper is to provide an integrative framework of servant leadership and employees’ perception of inclusion. The authors argue that servant leadership embodies an inclusive leadership philosophy that is in a position to facilitate feelings of belongingness and uniqueness among diverse employees.

A theoretical model capturing the effect of servant leadership in shaping climates for inclusion, is developed. The authors elaborate on research streams focussing on climates for inclusion, and examine servant leadership as a potential predictor of inclusion. In this respect, the authors posit that inclusive practices mediate the servant leadership and inclusion relationship, while leaders’ inclusiveness beliefs moderate the servant leadership and inclusive practices relationship.

The model introduces mediating mechanisms that intervene in the indirect relationship between servant leadership and climates for inclusion. In so doing, the authors seek to identify how organizational practices supported through servant leadership behaviors address employee needs for belongingness and uniqueness. The model predicts multi-level beneficial outcomes for social identity groups.

The paper identifies a bundle of organizational practices facilitating employees’ perceptions of inclusion, by placing an emphasis on how servant leaders can enact and implement practices in view of attaining inclusiveness pursuits.

Servant leadership is inclusive by empowering diverse employees and fostering equitable and more humane workplaces, as well as by being more sensitive to various societal expectations.

The paper is intended to explore precisely how servant leadership can help inclusive ideals to thrive in diverse work environments.

Leading inclusion is a complex field of practice that is framed in traditional conceptions of school administration. Leadership in inclusive schools is a constant struggle with fluctuating dimensions, often compounding difficulties for students with difference and disability. Nevertheless, inclusive school leadership remains an important component of successful practice of inclusive education, where all students with diverse abilities equally benefit. This chapter provides an introduction to different types of leadership practices that promote inclusive practices. A key focus of the chapter is to discuss the social theory of Bourdieu in relation to understanding and measuring what we consider as effective inclusive school leadership. This framework provides both theoretical and practical approaches in developing inclusive school leadership practices and ways effective inclusive leadership practices could be measured.

The success of an organisation is very much determined by the organisational citizenship behaviour of its employees, and the leader plays a substantial role in strengthening this positive behaviour as it helps in disseminating the best practises amongst its stakeholders. The aim of this study is to examine if psychological ownership mediates the association between inclusive leadership and organisational citizenship behaviour. Additionally, it is examined whether leader–follower value congruence has a moderating role in the influence of inclusive leadership on the psychological ownership of the employees.

Data from 292 employees working in Indian hotels were collected utilising supervisor–supervisee dyadic design. The study utilised partial least squares (PLS-SEM) to test the hypothesised associations.

The outcomes of the study found that psychological ownership acts as a complementary mediator between inclusive leadership and organisational citizenship behaviour and the moderating impact of leader–follower value congruence strengthens the association concerning inclusive leadership and psychological ownership. The study’s findings indicate that leader–follower value congruence is of utmost importance in strengthening follower's constructive behaviour.

The study offers relevant inputs and measures for HR professionals in the Indian hospitality industry to acknowledge, strengthen and reward inclusive leadership, along with ways of promoting leader–follower value congruence that have significant positive outcomes in terms of the improvement in the sense of ownership and citizenship behaviour amongst the employees.

In the post-pandemic scenario, the hospitality industry has picked up the pace of growth, leading to an increased requirement for talented resources in the industry. Keeping this background in mind, the top management must keep an eye on their inclusive leaders, as they are the pillars in creating a culture of ownership and positive behaviours in the organisation.

Using a dual-lens of leader–member exchange (LMX) and social exchange theory (SET), this study aims to propose a conceptual model that explores the nexus between inclusive leadership and turnover intention as mediated by follower–leader goal congruence and organizational commitment.

Data were collected via a survey questionnaire from a sample of 322 front line employees working in different banks in Pakistan. The structural equational modeling (SEM) technique was used for hypotheses testing.

Findings of the study show that inclusive leadership has a positive influence on follower–leader goal congruence which in turn has a positive influence on organizational commitment. Further, organizational commitment has a negative influence on turnover intention. Additionally, the results lend support to the mediating effects of follower–leader goal congruence on the relationship between inclusive leadership and organizational commitment, and the mediating effect of organizational commitment on the relationship between follower–leader goal congruence and turnover intention.

This research extends the literature on inclusive leadership, follower–leader goal congruence, organizational commitment and turnover intention. This study focuses on the follower–leader centric approach.

The findings of this study can guide policymakers and management of the banking industry to develop the inclusive leadership qualities of existing managers to reduce the turnover intention of their employees.

By incorporating LMX and SET, this study tests a model that demonstrates the mediating role of follower–leader goal congruence and organizational commitment in the relationship between inclusive leadership and employees’ turnover intention.

The ever-demanding role of employees in the hospitality sector stimulates job crafting. This study examines the relationship between inclusive leadership and job-crafting dimensions under the mediating role of work engagement through the lens of conservation of resources (COR) theory. It also aims to analyse the boundary condition of job autonomy between inclusive leadership and work engagement.

The data were collected in 3-time lags from 319 front-line workers in the hospitality sector. The adopted and adapted questionnaires were executed through a deductive approach and an applied research method. The data were analysed through SmartPLS by applying the structural equation modelling (SEM) technique.

This study provides evidence for a predictive relationship between inclusive leadership and job-crafting dimensions under the mediating psychological mechanism of work engagement. Additionally, the moderating role of job autonomy is established in the unique context of the hospitality sector of an underdeveloped country, Pakistan.

Services-based organisations need to endure the inclusive leadership style by establishing work engagement practices. Engaged employees result in better job-crafting behaviours through better training and subsequent performance.

This study established that work engagement and job autonomy are imperative forces that impact the relationship between inclusive leadership and job-crafting dimensions. The research study has time-lagged data and conveys meaningful theoretical and practical implications.