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Emerging research on followership has overwhelmingly been focused on for‐profit organizations. This research investigates four British congregations from different Christian denominations to explore how differing contexts shape the understanding of followership in nonprofit organizations. Using implicit followership theory, we analyze the value sets deriving from theological‐ideological, institutional, and local contexts and explore informants' perceptions of ideal followership attributes. By conducting 26 semi‐structured interviews with three different types of actors, we found that church members found themselves in a dialectic relationship between institutional norms and local settings, which shape the way followership is perceived. In terms of follower attributes, we identified faith‐related and ethical as well as relational attributes to be prevalent. With this research, we advance current understandings of how effective leader‐follower relationships in nonprofit organizations can be formed highlighting the importance of differing contexts for perceiving the role of followers. [ABSTRACT FROM AUTHOR]

In this article, we suggest that competencies in working in intercultural and multidisciplinary environments are part of expected key skills in contemporary organisations. Higher educational institutions across the globe are pressured to contribute to the development of such key skills. Using social identity theory, through social network analysis of 113 postgraduate management students in one UK business school and follow-up focus group interviews (N = 16), we have identified three types of learners: Co-National Learners, Bridge-Building Learners, and Cross-National Learners. We argue that developing learning relationships in intercultural and multidisciplinary environments needs to go beyond a cultural-only approach, and the understanding of identity has an important place.

Increased levels of internationalization have led to individuals working in multicultural organizations, a trend that is likely to continue for the foreseeable future. To navigate these environments successfully, more emphasis is being placed on the importance of higher education in preparing and arming the future workforce with the international competencies required to be successful in contemporary organizations. The aim of this research is to shed much needed light on how the learning design of management courses influence how and with whom 263 students learn within two culturally diverse post-graduate management courses. We found that Course B (specific cross-cultural design) significantly and with large effect size increased intercultural interaction over time relative to Course A (generic learning design), whereby qualitative findings confirm substantial differences in lived experiences between the two courses. This highlights that educators need to carefully design intercultural interactions rather than hoping that these will develop naturally over time. [ABSTRACT FROM AUTHOR]

While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively "create" interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master's students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were "balanced" by the teacher into groups based upon their initial social network. Using social network analysis, learning ties after 11 weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur "automatically" in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.

We conducted a systematic review of relevant literature to address how religious and occupational identities relate to each other in the workplace. We identified 53 relevant publications for analysis and synthesis. Studies addressed value differences associated with religion and occupation, identity tensions, unmet expectations, and the connection of religious identity to well‐being and work outcomes. Key variables in the connection between religious and occupational identities included personal preferences, the fit between religious identity and job‐related concerns, and the organization's policies, practices, and expectations. We highlight the personal and organizational consequences of being able to express religious identity at work and the conditions that promote high congruence between religious identity and its expression in the workplace. From these findings, we develop a research agenda and offer recommendations for management practice that focus on support for expression of religious identity at work while maintaining a broader climate of inclusion. [ABSTRACT FROM AUTHOR]

A common assumption in higher education is that international students find it difficult to develop learning and friendship relations with host students. When students are placed in a student-centred environment, international students from different cultural backgrounds are "forced" to work together with other students, which allows students to learn from different perspectives. However, large lecture rooms may provide fewer opportunities for students to work together in small groups. The purpose of this article is to understand how 191 international students from 34 cultural backgrounds and 16 host students build learning and friendship relations in a large classroom of 207 students. We have used an innovative mixed-method design of social network analysis in a pre- and post-test manner combined with two sets of focus groups. Using multiple regression quadratic assignment procedures, the results indicate that learning ties after 11 weeks were significantly predicted by the friendship and learning ties established at the beginning of the module, (sub)specialisation, and whether students were Chinese or not. Contrary to previous findings, team divisions played only a marginal role in building (new) learning relations. A substantial segregation between Confucian Asian, European international and UK students was present. Follow-up qualitative data highlighted that international students made a conscious effort to build friendship and learning relations primarily outside the formal team, which for some were along co-national lines, while others were pro-actively looking for new perspectives from multi-national students. These results indicate that the instructional design might have a strong influence on how international and host students work and learn together. We believe that this study is the first to provide an in-depth and unique understanding of how international students from different cultural backgrounds build friendship and learning-relationships with other students in- and outside their classroom over time in a large classroom of 200+ students.

In this article, we investigated individual-level mechanisms and organizational-level conditions to explain the emergence and unfolding of professionals' identity conflict in ethically-charged situations. Specifically, we examined identity conflict in doctors as triggered by discrepant work and non-work identity values of moral nature, namely their professional and religious identity values. We conducted a multilevel analysis in a two-time-lagged, questionnaire-based study (N = 120 doctors) in 22 National Healthcare Service Trusts in England. We found that professional-religious identity conflict has a negative influence on psychological well-being, but does not mediate the relationship between the interplay of religious and professional identity values and psychological well-being. Furthermore, whilst hospital peer social support positively buffered the negative relationship between identity conflict and psychological well-being, hospital ethical climate negatively moderated this relationship. By incorporating both intrapersonal processes and socio-ethical boundary conditions surrounding identity conflict, we extended research on identity dynamics within organizational contexts shedding light on the implications of such dynamics for the psychological well-being of professionals. [ABSTRACT FROM AUTHOR]

Through an interdisciplinary literature review, this propositional paper explores the emergence and unfolding of professionals' moral identity conflicts involving important but contrasting values. Building on the exemplary case of physicians' professional-religious dilemmas in End-of-Life circumstances, we develop a multilevel model of professional-personal identity conflict dynamics in ethically-charged situations in which we integrate individual-level mechanisms with organizational-level boundary conditions, namely peer social support and ethical climate, in relation to psychological well-being. Our conceptual model contributes to the ethics, identity and human behavior literature by advancing suggestions of how professionals may prevent or/and resolve moral conflicts concerning also other identities and contexts. [ABSTRACT FROM AUTHOR]

This article investigates contemporary understandings of the ethics of care. While the ethics of care is predominantly known as showing empathy and support to others, analysing the complex relationship between institutional and personal values of clerical leaders and the congregation in the Roman Catholic Church in England reveals very different understandings. The sociological and psychological concepts of authority, pastoral care and identity are used to analyse the role of a female youth work leader in a Roman Catholic parish who is exposed to different (conservative and liberal) leadership approaches. She explains how her views on care, gender and participation differ from those of three clerical leaders and powerfully illustrates the resulting conflicts between the priests but also towards the congregation. This story shows that individual agency influences strong conservative institutional values and that leadership in faith-based organisations needs to embrace the complex interplay between institutional and personal dynamics. [ABSTRACT FROM AUTHOR]

Purpose: This research aims to explain, in the secular French context, the intention of managers to accommodate religious expression at work (REW) when they are not obliged to do so. This paper seeks to understand the determinants of managerial positions on REW. Building on previous studies on how organisations and managers deal with religious expression, this research seeks to extend the evidence on this important aspect of managerial behaviour in relation to accommodating REW. Design/methodology/approach: The hypotheses were tested using a structural equation model based on the theory of planned behaviour (TPB) in diversity management (N = 151 French managers). This method highlights attitudinal and organisational determinants favourable to the intent to accommodate. Findings: The present research provides new insight by identifying two main direct factors affecting managers' accommodation, namely, organisational flexibility (flexible hours, autonomy) and perceived consequences (advantages, disadvantages) and one indirect factor, religiosity. In line with the contradictions within diversity management, the perceived consequences are ambivalent and highly context dependent. One issue to explore is that managers seek to deal with religious expression by making it invisible. Research limitations/implications: In the French context, the explanatory social norm might not be "religiosity" but rather "perceived secularity". The authors recommend that future studies use qualitative methods with interviews and photo elicitation to extend this first study. Indeed, the complexity of the managerial position requires an in-depth understanding of managers' attitudes and behaviours with regard to religion. How do managers apply a common ground strategy and create unity despite differences? Is the desire to make arrangements invisible with a view to inclusive neutrality specific to France, or can it be generalised to managers in other countries? Does the intention to accommodate not essentially depend on the manager-employee relationship dynamic? This research raises questions for scholars about the relationship with the other and ethical managerial conduct. Practical implications: France is a secular country where a debate is emerging on cases of discrimination due to REW. The results contribute to approaches to drafting company guidelines for managers and may help organisations anticipate the risks associated with REW. The discussion of the results reveals the importance of social norms in the sense of hypernorms (religiosity) and undoubtedly of secularism, nondiscrimination and gender equality in the decision-making process on accommodation. These inclusive norms should therefore be handled with care in the various guidelines that have been developed. Originality/value: REW is increasing but is a neglected dimension of diversity management. This study helps explore this new field by promoting an understanding of managers' intention to accommodate in a specific secular context. [ABSTRACT FROM AUTHOR]