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When human services leaders take an upstream leadership stance, they proactively and strategically mitigate issues and challenges before they become more significant concerns. Infusing this standpoint with an equity lens [...]

There are many current issues in the primary care market that primary care physicians (PCPs) know only too well. These include but are certainly not limited to regulatory and administrative [...]

This study seeks to integrate behavioral ethics and organizational diversity, equity, and inclusion research in effort to extend our understanding of the workplace factors that impact the engagement of inclusive leadership. For this purpose, we rely on social information processing theory to explain how and when upper-level managerial leadership impacts middle-level supervisory inclusiveness. We clarify these baseline relationships by integrating the role of supervisor organization-based self-esteem and negative affectivity into our model. We test our conceptual model in a multi-source field study consisting of 124 supervisor-employee dyads. Our study finds that upper-level managerial ethical leadership positively impacts middle-level supervisor organization-based self-esteem and upper-level managerial abusive leadership negatively impacts supervisor OBSE. In turn, supervisor OBSE positively impacts supervisory inclusiveness. Additionally, we find that supervisor negative affectivity moderates these relationships. Specifically, the relationships between (1) upper-level managerial ethical leadership and supervisor OBSE and (2) upper-level managerial abusive leadership and supervisor OBSE are stronger when supervisor negative affectivity is high compared to low. In summary, our first-stage moderated-mediation model is supported. We conclude by discussing implications, limitations, and future research., Author(s): Darryl B. Rice [sup.1] , Nicole C. J. Young [sup.2] Author Affiliations: (1) grid.259956.4, 0000 0001 2195 6763, Miami University, , 400 E. High Street, 45056, Oxford, OH, USA [...]

This paper discusses the findings of a qualitative study which was undertaken to examine the speech patterns of Canadian university administrators when discussing their perspectives of (1) the barriers to and enablers of educational equity and (2) the extent to which their identity/positionality influences their leadership capacity to advance educational equity. The study aimed to uncover and examine the dominant ideological perspectives and discursive practices of senior administrators in relation to educational equity. The findings uncover discourses of democratic racism across the ten narrative interviews. An analysis of the ideologies underpinning these discursive barriers suggests that change agency is related to both diverse leadership and diversity leadership--identity/positionality and consciousness/proficiency to influence change. The paper reinforces calls for sector-wide and institution-specific efforts (1) to diversify senior administrative teams, with a particular emphasis on cabinet level racial and gender diversity, and (2) to increase the level of proficiency among senior administrative teams to effect more transformative change. Moreover, the paper suggests that contemporary and critical models of leadership, governance, and organizational change are needed to meaningfully advance and account for EDI change in the academy. Keywords: Antiracism, diversity discourse, educational equity, higher education, leadership. Cet article presente les resultats d'une etude qualitative qui a ete entreprise pour examiner les modeles de discours des administrateurs d'universites canadiennes lorsqu'ils discutent de leurs perspectives sur (1) les obstacles et les facilitateurs de l'equite en education et (2) la mesure dans laquelle leur identite/positionnalite influence leur capacite de leadership pour faire avancer l'equite en education. L'etude visait a decouvrir et a examiner les perspectives ideologiques dominantes et les pratiques discursives des administrateurs principaux en ce qui concerne l'equite en matiere d'education. Les resultats revelent des discours de racisme democratique dans les dix entretiens narratifs. Une analyse des ideologies qui sous-tendent ces barrieres discursives suggere que l'agence de changement est liee a la fois au leadership diversifie et au leadership de la diversite - identite/positionnalite et conscience/aptitude a influencer le changement. L'article renforce les appels en faveur d'efforts sectoriels et institutionnels (1) pour diversifier les equipes administratives superieures, en mettant l'accent sur la diversite raciale et de genre au niveau du cabinet, et (2) pour augmenter le niveau de competence des equipes administratives superieures afin de realiser un changement plus transformateur. En outre, l'article suggere que des modeles contemporains et critiques de leadership, de gouvernance et de changement organisationnel soient necessaires pour faire progresser et rendre compte de maniere significative du changement de l'IDE dans le milieu universitaire. Mots-cles : Antiracisme, discours sur la diversite, equite en education, enseignement superieur, leadership., INTRODUCTION In a 2006 report dedicated to diversity leadership in higher education published by the Association for the Study of Higher Education, Adalberto Aguirre and Ruben O. Martinez discussed two [...]

Coaching-based leadership (CBL) is becoming increasingly popular in organizations because of its potential benefits for employees' growth, well-being, and performance. For these reasons, valid and reliable assessment instruments of CBL are necessary. Two related studies were conducted. Study 1 reports the development and validation of the CBL Scale (CBLS) with a sample of 706 employees and leaders from Spain and Latin American countries. The final instrument consists of 16 items, distributed in four factors: working alliance, open communication, learning and development, and progress and results. The instrument offers adequate evidence of reliability and validity. Study 2 examines the relationships between CBL and work-related outcomes in a sample of 252 employees. Results from structural equation modeling revealed that CBL is positively related to work engagement through the mediation of psychological capital and to in- and extra-role performance through work engagement. Findings help answer important questions about the value of CBL as a promising job resource that can positively impact well-being and performance in the workplace. Practical implications are discussed on the potential of CBLS to be used for assessment and training., Author(s): María Josefina Peláez Zuberbühler [sup.1] , Cristián Coo Calcagni [sup.1] , Isabel M. Martínez [sup.1] , Marisa Salanova [sup.1] Author Affiliations: (1) grid.9612.c, 0000 0001 1957 9153, WANT Research [...]

Academic family medicine faces an impending leadership crisis, (1-4) embodied by a deficit of available applicants for vacant chair positions nationwide. The most recent data from the Association of Departments [...]