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This chapter provides an overview of research on dispositional supervisor characteristics as well as specific individual-level antecedents, correlates, boundary conditions and processes of supervisors who display hostile verbal and nonverbal behaviours towards their followers (i.e., abusive supervision). More specifically, empirical research findings on the relationships between specific supervisor characteristics and subordinate-rated perceptions of abusive supervisor behaviours are summarized and critically discussed. To better understand what contributes to abusive supervision, the moderating role of follower characteristics and the greater organizational context are taken into account as well. The chapter closes with an integrated process model of abusive supervision, an outlook and suggestions for future research.

The aim of this research is to examine the relationships among family-friendly organizational culture, job characteristics, supervisor support, meaningful work, and organizational commitment for female managers. It also investigates generational differences in these relationships.

Data for the study were analyzed using multi-group structural equation modeling to examine the moderating role of generational differences.

This study investigates the role of meaningful work as an agent in terms of how it influences organizational commitment for female managers. Empirical results confirm the effect of family-friendly culture on supervisor support and meaningful work, which in turn impacts organizational commitment. The findings also revealed generational differences among Baby Boomers, Generation X, and Millennials in these relationships.

The findings highlight the significance of investigating meaningful work on organizational commitment by examining the relationships with organizational culture, supervisor support, and job characteristics across different generational groups.

Less educated supervisors create worker status incongruence, a violation of social norms that signals advancement uncertainty and job ambiguity for workers, and leads to negative behavioral and well-being outcomes. The purpose of this paper is to compare education levels of supervisors with their workers and measure the correlation between relative supervisor education and worker job satisfaction.

Using the only wave of the 1979 National Longitudinal Survey of Youth that identifies education levels of both supervisor and worker, a series of ordered probit estimates describe the relationship between supervisor education levels and subordinate worker well-being. Extensive controls, sub-sample estimates and a control for sorting confirm the estimates.

Worker well-being is negatively correlated with having a less educated supervisor and positively correlated with having a more educated supervisor. This result is robust to a number of alternative specifications. In sub-sample estimates, workers highly placed in an organization’s hierarchy do not exhibit reduced well-being with less educated supervisors.

A limitation is the inability to control for worker fixed effects, which may introduce omitted variable bias into the estimates.

The paper is the first to introduce relative supervisor–worker education level as a determinant of worker well-being.

This paper aims to critically examine the quality of professional doctorates (PDs) from the perspective of programme supervisors in terms of how quality assurance provisions have to meet their expectations.

The study employed an interpretative approach, using semi-structured interviews and online semi-structured questionnaire to generate data from 25 programme supervisors across universities in the UK. Data analysis and interpretation were carried out using the interactive data analysis approach (Miles and Huberman, 1994), the “bottom–up” approach to data analysis (Creswell, 2012) and the interpretative strategy recommended by Mason (2002). Four themes emerged from the data that encapsulated programme advisors’ perspectives: characteristics of supervisors; opportunities in institutional quality assurance provision; challenges in quality assurance process for PDs; and supervisors’ views on how quality assurance in PD can be enhanced.

Quality assurance provisions have not adequately provided for the unique characteristics of PDs owing to a number of issues including lack of clarity on the philosophy and focus of PDs and conflicting perspectives among PD supervisors relating to what should ideally constitute a quality assurance process for PDs. This paper argues that to develop a relevant and robust quality assurance provision for PDs, it would be essential to ensure that the PD fundamental philosophy and focus are coherently explained. In addition, it is crucial to ensure that quality assurance provisions cover not only the academic rigor of higher level learning but also the value and potential impact of outcomes on practice and the professions. The paper also highlights a list of useful suggestions from supervisors on how to enhance quality assurance.

The research identifies a number of issues confronting quality assurance in PDs and the need for academics and policymakers to work together to deal with these to achieve the full value in PDs. As the research was based on a sample of 25 supervisors in a conference, it would be difficult and unsustainable to generalise. Hence, further research using large sample sizes of supervisors and other stakeholders based on whole programmes would be useful to achieve a sustained understanding of how quality assurance provisions of PDs have to meet expectations of the professions and professional contexts.

To get the practical value and benefits of PDs, all stakeholders (academics, policymakers and professionals) would need to work together to ensure that appropriate quality assurance processes are developed to reflect the unique nature of the programmes.

The paper provides a critical perspective to the current debate on quality assuring PDs from the perspective of PD supervisors who have generally been left out. It highlights issues related to quality assuring PDs, the misalignment between quality assurance provisions and the philosophy and expectations of PDs, and suggests ways through which these can be appropriately addressed to enhance quality assurance in PDs. The main contribution from this research is that it brings to the fore what supervisors, who are a part of the major players in the PD process, think about the current state of quality assurance and what can be done to make it more effective.

The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader.

Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study.

In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice.

This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district.

Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice.

Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.

How frequently may be advisable for a supervisor to meet a PhD student? Are PhD students more satisfied if supervised by someone of the same gender, nationality or with common research interests? Thus far, we lack quantitative evidence regarding similar crucial aspects of managing PhD supervision. The goal of this study is hence to investigate what factors affect Ph.D. students' satisfaction about the professional and personal relationships with their supervisors.

We focus on the characteristics of the interactions between the student and the supervisor, controlling for other important factors, namely, the supervisor's and student's traits, and the characteristics of the context. We employ survey responses from 971 Ph.D. students at two public, research-oriented and internationally renowned universities in Hong Kong and South Korea.

The results show the importance of meeting the supervisor at least once per week. Students are more satisfied of the relationship with their supervisor when they have similar research interests, whereas a key finding is that similarity in terms of gender or nationality does not matter. We also found remarkable differences between disciplines in the level of satisfaction (up to 30%), and that students are more satisfied when the supervisor is strongly involved in international research, whereas satisfaction is negatively affected by the number of Ph.D. students supervised.

The article's findings suggest that students are not more satisfied of their relationship with their supervisors when they have the same gender or nationality, whereas it is other traits of their interaction, such as the frequency of meetings and the similarity of research interest, which matter.

The relationship between doctoral students and their supervisors impacts on degree completion rates; faculty research performance; and postgraduate satisfaction with their alma mater. The purpose of this paper is to explore the relationship between the experience of supervision and subsequent supervision practices.

Totally, 40 supervisors who are doctoral students/graduates were approached to participate in the study, and 32 agreed. For each participant, data were collected to explore their development as a supervisor.

Supervisors seek guidance from textbooks, workshops, peers, colleagues and their doctoral supervisor to develop as a supervisor. Their supervision style emerges as a reaction to both positive and negative experiences of supervision. A recurring theme in the data is that if there is something missing in the supervision experience, the student will emphasise this element in their approach to supervision.

The changing nature of doctoral provision is changing the role of the supervisor. This paper explores the relationship between a student and their supervisor. The outcome is that insights are provided into how the experience of doctoral supervision is reflected in the supervisory practices of the supervised.

The impact of the supervisor on the doctoral student's/graduate's subsequent approach to supervision can be mapped against previous research. Additional research is needed to identify the different styles of supervision practised, and how each style is valued within the academic community.

The purpose of this paper is to analyze the effects on the gender wage gap of women’s access to supervisory jobs within each establishment in the Spanish labor market. Previous empirical studies have found that promoting women to supervisory positions has decreased the wage difference between genders among workers beneath them. However, these studies did not take into account the endogeneity problem associated with job choice.

The author uses a switching model to control for this endogeneity problem under certain assumptions.

Using matched employer–employee data from a sample of 213,709 workers in the Spanish labor market, the author found that an increase in the proportion of women among supervisors within each establishment significantly widens the wage difference between genders. This study shows that the impact of an increase in women’s power within establishments may well be more limited than other empirical studies suggest.

The author will use the estimated correlations between unobservables to find out whether the most valued skills for being a supervisor and the skills that make a worker more productive in the workplace are substitutes or complements. Additionally, the author breaks down the effects of the gender composition of supervisory jobs on the wage gap into a direct and an indirect effect. The direct effect measures the impact of women’s representation among supervisors on the wage difference between men and women within the same job, whereas the indirect effect measures the impact of more women reaching supervisory posts on the wage gap induced by its impact on each type of gender segregation.

In this paper, the moderating roles of leader reward omission and person–supervisor fit in the relationship between job autonomy and knowledge hiding are investigated.

Using a sample of 248 employees in a two-wave survey, we performed a hierarchical regression analysis to test the hypotheses.

The results revealed that employees with high job autonomy were less likely to engage in knowledge hiding. Moreover, when employees experienced leader reward omission, the negative relationship between job autonomy and knowledge hiding was weakened, and this interesting effect varied by person–supervisor fit.

This study does not explore the mediating mechanism by which job autonomy affects employee knowledge hiding. Moreover, as this research was conducted in a Chinese context, the generalizability of our findings is unclear.

This research has fulfilled its practical aims by providing advice on knowledge-relevant job characteristic factors that can be used to stage interventions regarding the provision of autonomy in jobs, and by carefully considering how to create interdependence between jobs without pushing people to engage in knowledge-hiding behaviors. Furthermore, it is important for leaders to help employees identify work goals and directions and not engage in reward omission.

This study contributes to theoretical advancements in the field of knowledge hiding by revealing boundary conditions that mitigate or enhance the impact of job autonomy on knowledge hiding.

The present research examined the interactive effect of subordinates' and their supervisors' social value orientations (SVO) on abusive supervision and its consequence for in-role performance.

In study 1, we provided a survey to 420 subordinates and 115 supervisors from 42 organizations. HLM was used to test the hypothesized cross-level moderated mediation model. In study 2, 78 participants were asked to imagine they were a supervisor and responded to a potential scenario where supervisor and subordinate prosocial and proself orientations toward the organization were manipulated (2 × 2 design).

Study 1 showed that when supervisors have a higher prosocial motivation, subordinates who are more self-interested (proself) report more abuse than those with a higher prosocial motivation, with negative consequences for in-role performance. Study 2 replicated the pattern: participants (in the role as supervisor) with induced prosocial goals rated abusive supervision behaviors as more justified and acceptable toward a proself employee than they did toward a prosocial employee.

This research is innovative by bridging SVO and organizational literatures and demonstrating that a dyadic interaction between a proself subordinate and a prosocial supervisor may produce a reactive perpetrator – provocative victim relationship characterized by higher abusive supervision.