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Discrimination; Gender equity; Oncology Discriminació; Equitat de gènere; Oncologia Discriminación; Equidad de género; Oncología Background Following a European Society for Medical Oncology Women for Oncology (ESMO W4O) survey in 2016 showing severe under-representation of female oncologists in leadership roles, ESMO launched a series of initiatives to address obstacles to gender equity. A follow-up survey in October 2021 investigated progress achieved. Materials and methods The W4O questionnaire 2021 expanded on the 2016 survey, with additional questions on the impact of ethnicity, sexual orientation and religion on career development. Results were analysed according to respondent gender and age. Results The survey sample was larger than in 2016 (n = 1473 versus 482), especially among men. Significantly fewer respondents had managerial or leadership roles than in 2016 (31.8% versus 51.7%). Lack of leadership development for women and unconscious bias were considered more important in 2021 than in 2016. In 2021, more people reported harassment in the workplace than in 2016 (50.3% versus 41.0%). In 2021, ethnicity, sexual orientation and religion were considered to have little or no impact on professional career opportunities, salary setting or related potential pay gap. However, gender had a significant or major impact on career development (25.5% of respondents), especially in respondents ≤40 years of age and women. As in 2016, highest ranked initiatives to foster workplace equity were promotion of work–life balance, development and leadership training and flexible working. Significantly more 2021 respondents (mainly women) supported the need for culture and gender equity education at work than in 2016. Conclusions Gender remains a major barrier to career progression in oncology and, although some obstacles may have been reduced since 2016, we are a long way from closing the gender gap. Increased reporting of discrimination and inappropriate behaviour in the workplace is a major, priority concern. The W4O 2021 survey findings provide new evidence and highlight the areas for future ESMO interventions to support equity and diversity in oncology career development. This work was supported by the European Society for Medical Oncology (no grant number).

[spa] La gestión enfermera de la demanda (GED) es la atención liderada por la enfermera cuando los usuarios consultan por un problema de salud agudo leve. Esta atención hasta hace poco tiempo era proporcionada únicamente por los médicos. Al ser una atención novedosa desde la perspectiva del rol autónomo de la enfermera, se han explorado las percepciones de las enfermeras al aplicar la GED. Los objetivos generales de esta tesis son: describir la experiencia de las enfermeras de Atención Primaria del área del Vallés Oriental sobre la aplicación de la GED y analizar la experiencia de las enfermeras de Atención Primaria de Cataluña sobre la aplicación de la GED. Estudio con metodología mixta secuencial cualitativa-cuantitativa. El enfoque cualitativo fue un estudio fenomenológico y el estudio cuantitativo fue mediante un estudio descriptivo observacional transversal. Además, se efectuó un sub-estudio descriptivo observacional transversal posterior al enfoque cuantitativo para para describir la implantación y resolución de la GED en Cataluña y contrastar los hallazgos de los estudios anteriores. Previamente, se realizó un análisis de concepto para clarificar el significado de GED. El ámbito de estudio fue el Vallés Oriental para el estudio fenomenológico y todo el territorio catalán para el estudio descriptivo. Para el estudio cualitativo participaron un total de 20 enfermeras. Se realizaron 3 grupos focales y 9 entrevistas. Cuatrocientas cinco enfermeras participaron en el estudio cuantitativo, respondiendo un cuestionario ad hoc. Este cuestionario exploraba aspectos referentes a la experiencia de aplicación de la GED: definición y aplicación del programa, organización, competencias, formación, legalidad, opiniones percibidas por usuarios y otros profesionales y puntos fuertes, limitaciones y aspectos de mejora del programa. Para el sub-estudio cuantitativo se utilizaron datos secundarios. Los resultados muestran que el concepto de la GED debe unificarse y promocionarse ya que no todos los actores que intervienen la entienden igual. Las enfermeras aplican la GED a diario y resuelven una media del 63% de las visitas de GED en adultos y un 67% en pediatría. Los motivos que han tenido más dificultad en resolver son los que históricamente resolvía el médico. Aproximadamente la mitad de las enfermeras se ha formado en GED y la formación les ha resultado útil demostrando que cuanta más duración tiene, más útil es. Se ha observado una falta de formación especialmente en las enfermeras más noveles. Siete de cada diez enfermeras desconocen el marco legal que ampara la GED provocándoles inseguridad no conocerlo. Seis de cada diez han dejado de resolver visitas por miedo a las repercusiones legales. Las enfermeras verbalizan que es necesario establecer un plan formativo para ellas, especialmente para las más noveles con el objetivo de aclarar el concepto y de ampliar conocimientos. Además, es necesario difundir el marco legislativo que ampara la GED para dotarlas de más conciencia y seguridad en sus acciones. La presente investigación aporta las percepciones de las protagonistas de la GED. Dar voz a las enfermeras ha permitido darles la oportunidad de expresarse y compartir experiencias; a su vez, se han evidenciado ciertas carencias y también la envergadura del trabajo y el valor que aportan las enfermeras de nuestro país., [eng] Nurse demand management (NDM) is nurse-led care when users consult for a mild acute health problem. These cases were seen only by physicians before NDM. Being a novel activity from the autonomous perspective of the nurse, the aim was to explore their perceptions and experiences in relation to its application. The aims of this thesis are: to describe the experience of Primary Care nurses in the Vallés Oriental area on the application of NDM and to analyze the experience of Primary Care nurses in Catalonia on the application of NDM. The study consisted of different phases: first, a concept analysis was carried out with the objective of contextualizing the NDM. Subsequently, a study was conducted with a mixed sequential method: qualitative-quantitative. The qualitative approach was a phenomenological study, and the quantitative study was a cross-sectional descriptive observational study. In addition, a cross- sectional observational descriptive sub-study was carried out after the quantitative study to describe the implementation and resolution of NDM in Catalonia and to contrast the findings of the previous studies. Previously, a concept analysis was conducted to clarify the meaning of NDM. The scope of the study was Vallés Oriental area for the phenomenological study and the whole Catalan territory for the descriptive study. A total of 20 nurses participated in the qualitative study. Three focus groups and nine interviews were conducted. Four hundred and five nurses participated in the quantitative study by answering an ad hoc questionnaire. This questionnaire explored aspects concerning the experience of applying NDM: definition and application of the program, organization, competencies, training, legality, perceived opinions of users and other professionals and strengths, limitations, and areas of improvement of the program. Secondary data were used for the quantitative sub-study. The results show that the concept of NDM needs to be unified and promoted as it is not understood in the same way by all the involved actors. Nurses apply NDM on a daily basis and resolve an average of 63% of NDM visits in adults and 67% in pediatrics. The visit reasons they have had the most difficulty resolving are those historically resolved by the physician. Approximately half of the nurses have been trained in NDM and have found the training useful and it has been shown that the longer the training, the more useful it is. A lack of training has been observed, especially among the newer nurses. Seven out of ten nurses are unaware of the legal framework for NDM and feel insecure because of this lack of knowledge. Six out of ten nurses have stopped resolving visits for fear of legal repercussions. It is necessary to establish a training plan for nurses, especially for the newer ones, to clarify the concept and broaden their knowledge. In addition, it is necessary to disseminate the legislative framework that protects NDM to provide more awareness and security in their actions. This research provides the perceptions of the protagonists of NDM. Giving nurses a voice has given them the opportunity to express themselves and share their experiences; at the same time, certain deficiencies have become evident, as well as the importance of the work and the value that nurses in our country.

Research on workplace cyberbullying (WCB) is still scarce and needs verification. This study addressed the indirect influence of positive and negative leadership on WCB via perceived role stressors and negative team climate. The main goal is to test the applicability of the work environment hypothesis and job demands–resources model for WCB on a cross-sectional sample of n = 583 workers in Germany (n = 334) and Spain (n = 249). We tested multiple mediation models, and findings revealed that negative (passive-avoidant) leadership increased role and team stressors and thereby WCB exposure, whereas positive (transformational) leadership decreased the same stressors and thereby reduced WCB exposure. No cross-cultural differences were found, indicating portability of the results. This study highlights the explanatory factors for WCB at individual and team level and emphasizes the role of managers as shapers of the work environmental antecedents of WCB in the emergent digitalized working world. Theoretical implications and future research avenues are discussed.

[spa] El concepto de inteligencia colectiva es polisémico y existe una notable dispersión conceptual en torno a sus premisas, bases teóricas, aplicaciones, metodologías y ámbitos de actuación. Los métodos de inteligencia colectiva generan espacios de deliberación inclusiva que conducen a los grupos a su mayor potencial mediante la confrontación e integración fundamentada de perspectivas, intereseses, razones y persones diversas. Los métodos de inteligencia colectiva son una herramienta que apoya y potencia el desarrollo de estilos de liderazgo más dialógicos, porque se centran en el ejercicio de “prácticas de liderazgo” que facilitan el que puedan surgir una multiplicidad de liderazgos. La promoción de actos comunicativos dialógicos en las organizaciones genera mejoras en términos de innovación, implicación de las partes y efectividad. La promoción de actos comunicatives dialógicos es un factor clave para el surgimiento de la intel·ligència colectiva: la inclusión de las diferentes voces en el sistema, yenun marco de deliberación igualitaria en que estas pueden exponer razones y perspectivas, propicia el surgimiento de un grado de entendimiento superior al de cualquiera de las partes por separado. El liderazgo dialógico favorece la emergencia de la inteligencia colectiva porque potencia los actos comunicativos dialógicos sobre las relaciones basadas en la imposición de la fuerza.

The beginning of a new Degree at UPC was the opportunity to design a Chemistry subject from the start. It was designed under the criteria of focusing the process on student learning, following the indications of the last meeting of the European Higher Education Area in Rome, November 2020. The objective of the design was to comply with the regulatory requirements and incorporate the learning outcomes that were already defined in other engineering areas, as well as to facilitate the learning of students who had not studied chemistry in high school (between 20 and 30%). To this end, videos have been created with embedded questions, tests, summary preparation criteria, various cooperative work methodologies, ... to which part of the subject's grade (10%) has been assigned in order to facilitate student commitment to weekly completion. Each academic year (3 normal and one in confinement have been developed) an assessment has been made with the students, both of the methodology and the material. In all cases, they reflect that continuous work and immediate or very close feedback is one of the points that has helped them the most in their process. They have also commented (in each academic year) on possibilities for improvement in which they have been directly involved and have helped to bring it to completion. The material is currently ready to be made public on the University website and accessible to all students.

In this workshop run by the Engineering skills SIG, attendees were given the opportunity to learn about emerging professional competencies, and strategies to overcome teaching barriers.The workshop format was “world cafe” with several tables for small groups to informally discuss these strategies within a time limit. Each table focussed on an emerging skill and/or scenario and participants each visited several tables. The session was informed by the engineering skills survey taken by SEFI 2021 conference attendees. It gave us views on new competencies, barriers to teaching them, and illustrations of good practice. Obstacles to teaching them include motivation, legitimacy, overloaded curriculums, student resistance, resource constraints, and pedagogical understandings.Ideally skills should be learned by students in contexts where they’re used. While many technical competencies are primarily developed in engineering practice, professional/soft abilities are often not. As a result, there ought to be some opportunity for the student to transfer, adapt and (re)learn them in an engineering degree. This report summarises the conference workshop outputs with sections for each table. Each section acknowledges the hosts/authors, a summary of the discussion, and any materials presented. Readers may find this paper useful when facilitating related discussions.

Preparing students for the labour market is an essential part of education, and academic personnel usually influence this process. Students’ experiences with leading figures, like supervisors and other professors, can affect their expectations about future leaders. For this reason, our research aims to assess students’ beliefs and expectations and make suggestions for higher education representatives who can serve as a leadership model for them. We conducted focus group interviews mostly with engineering students at a Hungarian technical university in spring 2022. Thirty students participated in our research and were assigned to the focus groups according to their work experiences. After coding interviews, we categorized their answers into three groups: leadership qualities and professional and social expectations. According to them, a leader must be competent, socially active, and have a good personality. His or her behaviour must reflect these qualities to be engaging and a good role model. Our results showed that school and university experiences are a critical starting point and reference when students formulate their expectations towards future leaders. Therefore, it is important to raise professors’ awareness about their leadership roles and develop their leadership skills to be good role models for young people. In our study, we discuss leadership requirements and suggest developmental methods, respectively, to the university’s characteristics. In addition, we recommend integrating leadership development programs into engineering education, from which both professors and students could benefit.

Purpose: Rapid worldwide growth in megaprojects has attracted academic interest. In practice, complexity is one of the main causes for the failure of megaprojects. This study proposes a system of project manager leadership to overcome problems of complexity in achieving success with a megaproject.Design/methodology/approach: This study uses configuration analysis, fuzzy-set qualitative comparative analysis (fsQCA), to investigate the combination of complexity and leadership competencies that promote megaproject success. This study analyzes three megaproject manager leadership competencies—technical, emotional–social and adaptive—with three megaproject complexities—structural, social and emergent—to determine the combinations and levels required to ensure a megaproject’s short- and long-term success. Seven Indonesian infrastructure megaprojects were involved in this explorative study.Findings: This study has identified four combinations between complexity and leadership competencies and three necessary conditions that can lead to a successful megaproject. This study also reports that insufficient project manager leadership competence in the technical, emotional-social, and adaptive aspects can lead to lower megaproject performance.Research limitations/implications: By using fsQCA, this study is sufficient to understand the combination of complexity and leadership competencies in the megaproject performance. However, configuration comparative analysis using small samples is unable to explain results that are more rigorous when compared with the statistical approach. Having higher cases and additional analytical approaches that can lead to a more robust quantitative analysis method is strongly needed to address these limitations.Practical implications: For practitioners, this study proposes effective leadership competency combinations for managing various complexities of the megaproject.Originality/value: This study provides an insight into the competencies of megaproject management leadership. This study contributes to the literature by providing fresh perspectives on megaproject management, especially in terms of complexity and leadership. This is an important research area for the development of megaproject management theory as it fills theoretical gaps in megaproject management in terms of the leadership aspect.

International audience; This study tests how transformational leadership fosters team performance through team cohesion and how that relationship is moderated by previous team performance and leadership consensus. We computed a moderated-mediation model based on a sample of 690 professional players in 59 top professional teams in interactive team sports leagues (basketball, handball, roller hockey, and indoor football/soccer) in Spain. Our findings suggest that transformational leadership indirectly influences objective team performance through the mediation role of team cohesion and that this indirect effect is more prominent when the level of previous performance is higher. We also found that the indirect effect of transformational leadership on team performance via cohesion is stronger in teams with higher consensus regarding their coaches' leadership. Overall, our results demonstrate the importance of integrating dispersion and contextual variables into research models, in particular, previous performance and leadership consensus.

Behavioral contagion and the presence of behavioral cascades are natural features in groups of animals showing collective motion, such as schooling fish or grazing herbivores. Here we study empirical behavioral cascades observed in fish schools defined as avalanches of consecutive large changes in the heading direction of the trajectory of fish. In terms of a minimum turning angle introduced to define a large change, avalanches are characterized by distributions of size and duration showing scale-free signatures, reminiscent of self-organized critical behavior. We observe that avalanches are generally triggered by a small number of fish, which act as effective leaders that induce large rearrangements of the group's trajectory. This observation motivates the proposal of a simple model, based in the classical Vicsek model of collective motion, in which a given individual acts as a leader subject to random heading reorientations. The model reproduces qualitatively the empirical avalanche behavior observed in real schools, and hints towards a connection between effective leadership and avalanche behavior in collective movement., 16 pages, 11 figures

El procés d’edificació està basat en l’actuació professional de diversos agents que treballen en la creació d’edificis útils, segurs i amb qualitat. Aquests agents han d’aplicar simultàniament en les seves tasques tècniques els processos necessaris de prevenció de riscos laborals, base de la humanització laboral i de la cura de la seguretat i salut de tots els treballadors implicats en l’obra. Segons Pérez i Barcelona (2010) aquests principis d'humanització del treball no només són compartits per els agents de l'edificació, sinó que pretenen i emparen una eficàcia més gran en la lluita contra els riscos laborals i una millor col·laboració amb els professionals de seguretat en el treball. Amb aquest objectiu i el d’aportar un sistema en el procés d'edificació que promou la integració de la correcte interacció i la col·laboració de tots els agents implicats que permeti harmonitzar i potenciar la qualitat de la relació i per tant, del treball amb seguretat i la garantia de millora del producte arquitectònic, es desenvolupen els procediments de lideratge i habilitats directives específics per a un coordinador de seguretat i salut en fase d’execució d’obra i els agents implicats en la Prevenció de riscos laborals en la fase d’execució de l’obra.

Es presenta un projecte d’innovació educativa realitzat en els cursos 20-21 i 21-22 de primer i segon del Títol Propi de Lideratge de la Universidad de San Pablo CEU de Madrid. Durant aquest curs acadèmic s’ha engegat en ambdós cursos un nou projecte educatiu basat en la docència virtual mixta (híbrida), on les masterclass o sessions més teòriques s’han complementat amb un Challenge Based Learning o Aprenentatge Basat en Reptes (ABR) vinculat a les matèries d’ambdós cursos, aplicant la metodologia Design Sprint, per a la realització de la qual s’ha emprat la plataforma Teams. L’objectiu era fer participar l’alumne del seu propi procés formatiu, en pretendre un aprenentatge experimental de les soft skills, pròpies de qualsevol curs de lideratge, aplicant mètodes àgils de treball, que són cada vegada més utilitzats a les empreses. En aquest sentit, l’aprenentatge basat en desafiaments ha suposat una experiència on els participants han desenvolupat solucions que requereixen un enfocament interdisciplinari i creatiu per al desenvolupament d’aquestes habilitats toves., An educational innovation project carried out in the first and second courses 20-21 and 21-22 of the Leadership Title of the San Pablo CEU University of Madrid is presented. During this academic year, a new educational project based on mixed virtual teaching (hybrid) has been launched in both courses, where the masterclass or more theoretical sessions have been complemented with a challenge based learning linked to the subjects of both courses, applying the Design Sprint methodology, for which the Teams platform has been used. The objective was to make the student participate in their training process, by seeking an experiential learning of soft skills, typical of any leadership course, applying agile work methods, which are increasingly used in companies. In this sense, challenge-based learning has been an experience where participants have developed solutions that require an interdisciplinary and creative approach for the development of these soft skills., Se presenta un proyecto de innovación educativa realizado en los cursos 20-21 y 21-22 de primero y segundo del Título Propio de Liderazgo de la Universidad San Pablo CEU de Madrid. Durante este curso académico se ha puesto en marcha en ambos cursos un nuevo proyecto educativo basado en la docencia virtual mixta (híbrida), donde las masterclass o sesiones más teóricas se han complementado con un Challenge Based Learning o Aprendizaje Basado en Retos (ABR) vinculado a las materias de ambos cursos, aplicando la metodología Design Sprint, para cuya realización se ha empleado la plataforma Teams. El objetivo era hacer partícipe al alumno de su proceso formativo, al pretender un aprendizaje experiencial de las soft skills, propias de cualquier curso de liderazgo, aplicando métodos agiles de trabajo, que son cada vez más utilizados en las empresas. En este sentido, el aprendizaje basado en desafíos ha supuesto una experiencia donde los participantes han desarrollado soluciones que requieren un enfoque interdisciplinario y creativo para el desarrollo de estas habilidades blandas.

El present treball pretén cobrir els fonaments acadèmics del que seria el rol professional de l'Arquitecte de Programari. Aquest rol te una forta implantació en el mercat i és un dels perfils més demandats, però no consta d'un recorregut acadèmic adequat a les seves exigències. Específicament en aquest treball es planteja el que seria el pla docent d'una assignatura de fonaments d'arquitectura del programari, i com a tal es proposa tot el que hauria de composar una assignatura del GEI, des dels mòduls teòrics que la composarien, a les pràctiques, passant per exercicis, PACS, referències i formes d'avaluació. El treball no es limita a la proposta d'una assignatura de caire fonamental dins del GEI, sinó que ofereix també un possible itinerari específic d'arquitectura per a continuar l'especialització en aquest rol, o fins i tot la seva plasmació en estudis de postgrau. This paper aims to cover the academic foundations of what would be the professional role of the Software Architect. This role has a strong presence in the market and is one of the most demanded profiles, but it does not consist of an academic path appropriate to its requirements. Specifically, this work raises what would be the teaching plan of a subject of fundamentals of software architecture, and as such proposes everything that should compose a subject of the bachelor's degree in computer engineering (BDCE), from the theoretical modules that would compose it, to the practices, exercises, continuous assessment tests, references, and forms of evaluation. The work is not limited to the proposal of a subject of a fundamental nature within the BDCE, but also offers a possible specific architectural itinerary to continue the specialization in this role, or even its embodiment in studies of postgraduate. El presente trabajo pretende cubrir los fundamentos académicos de lo que sería el rol profesional del Arquitecto de Software. Este rol tiene una fuerte implantación en el mercado y es uno de los perfiles más demandados, pero no consta de un recorrido académico adecuado a sus exigencias. Específicamente en este trabajo se plantea lo que sería el plan docente de una asignatura de fundamentos de arquitectura del software, y como tal se propone todo lo que debería componer una asignatura del GEI, desde los módulos teóricos que la compondrían, las prácticas, pasando por ejercicios, PACS, referencias y formas de evaluación. El trabajo no se limita a la propuesta de una asignatura de carácter fundamental dentro del GEI, sino que ofrece también un posible itinerario específico de arquitectura para continuar la especialización en este rol, o incluso su plasmación en estudios de posgrado.

Por influencia de las teorías freudianas suele decirse que, en el contexto de una orquesta, la batuta representa la virilidad, al ser un elemento usado única y exclusivamente por quien ostenta el liderazgo de aquella. El director, batuta en mano, se transforma en un mediador entre el conjunto musical, la obra y el público. Sin embargo, esta analogía únicamente funciona a nivel de recepción musical y social cuando estamos ante un líder varón. El presente artículo analiza con perspectiva de género el rol del director de orquesta partiendo de su origen, como figura que surge en el siglo XIX y evoluciona hasta la actualidad. En concreto se exponen los resultados de una investigación cuyo objetivo es, dada la escasez de mujeres que se dedican a la dirección orquestal, explorar la percepción sobre los papeles de este tipo de liderazgo femenino e identificar los obstáculos que sus protagonistas han tenido que vencer durante su formación musical y, posteriormente, una vez han accedido al mundo laboral. Para ello, se han tenido en cuenta 36 entrevistas realizadas durante los años 2014 y 2020 y el informe ¿Dónde están las mujeres en la música sinfónica?, elaborado por la asociación Clásicas y Modernas. Su análisis conduce a identificar una serie de patrones que obstaculizan la presencia femenina en el ámbito de la dirección orquestal, entre los que destacan la falta de referentes femeninos, la escasa normalización de la profesión de directora de orquesta, las dificultades de conciliación laboral y familiar y los problemas sociales en la recepción y actitud de los y las intérpretes que son dirigidos por una mujer. Due to the influence of Freudian theories, it is often said that, in the context of an orchestra, the baton represents virility, as it is an element used exclusively by whoever holds the leadership of the orchestra. The conductor, baton in hand, becomes a mediator between the musical ensemble, the work, and the audience. However, this analogy only works at the level of musical and social reception when we are dealing with a male leader. This paper analyses the role of the conductor from a gender perspective, starting from its origin as a figure that emerged in the 19th century and evolved until today. Specifically, it presents the results of a research whose aim, given the scarcity of women who are dedicated to orchestral conducting, is to explore the perception of the roles of this type of female leadership and to identify the obstacles their protagonists have had to overcome during their musical training and, subsequently, once they have entered the working environment. To this end, 36 interviews conducted during the years 2014 and 2020 and the report Where are the women in symphonic music? elaborated by Clásicas y Modernas association, have been taken into account. The analysis leads to the identification of a series of patterns that hinder the presence of women in the field of orchestral conducting, some of them stand out: the lack of female referents, the scarce normalization of the profession of orchestra conductor, the difficulties of work and family reconciliation, and the social problems in the reception and attitude of the performers who are conducted by a woman.

La investigación propone profundizar sobre el liderazgo, y más concretamente, sobre las conversaciones en el liderazgo. La comunicación interpersonal implica competencias y habilidades para afrontar diferentes tipos de conversación: conversaciones de fortalezas y valores, conversaciones de feedbak, conversaciones difíciles y conversaciones de calidad. Con la participación de diferentes líderes y responsables de equipo, la presente investigación ofrece resultados sobre el uso y utilidad de este tipo de conversaciones en el liderazgo, y propone, a través de los modelos de Inteligencia conversacional de Judit Glaser y de la indagación apreciativa de Coperrider y Subirana, dos modelos de aprendizaje para la mejora de las conversaciones en el liderazgo. La investigación propone profundizar sobre el liderazgo, y más concretamente, sobre las conversaciones en el liderazgo. La comunicación interpersonal implica competencias y habilidades para afrontar diferentes tipos de conversación: conversaciones de fortalezas y valores, conversaciones de feedbak, conversaciones difíciles y conversaciones de calidad. Con la participación de diferentes líderes y responsables de equipo, la presente investigación ofrece resultados sobre el uso y utilidad de este tipo de conversaciones en el liderazgo, y propone, a través de los modelos de Inteligencia conversacional de Judit Glaser y de la indagación apreciativa de Coperrider y Subirana, dos modelos de aprendizaje para la mejora de las conversaciones en el liderazgo. The research proposes to go deeper into leadership, and more specifically, into conversations in leadership. Interpersonal communication involves competences and skills to deal with different types of conversations: strengths and values conversations, feedback conversations, difficult conversations and quality conversations. With the participation of different leaders and team managers, this research offers results on the use and usefulness of these types of conversations in leadership, and proposes, though Judit Glaser’s model of conversational intelligence and Coperrider and Subirana’s appreciative enquiry, two learning models for the improvement of conversations in leadership.

Este estudio rastrea las capacidades y aptitudes que los trabajadores estiman que ostentan sus directivos, así como las aspiraciones para promocionar a estos cargos, prestando atención a detectar las diferencias que puedan existir entre géneros. La metodología empleada utiliza como herramientas la encuesta y el análisis de correspondencias múltiples para determinar las características que presentan los directivos y las propuestas que plantean los encuestados en materias como la selección y la remuneración. Se concluye que, de forma mayoritaria, se reconocen en los directivos cualidades como liderazgo, influencia, inteligencia emocional y facilidad de comunicación. Igualmente, de forma mayoritaria, los trabajadores están dispuestos a ocupar cargos directivos, aunque con diferencias en función del género, tanto a nivel remunerativo como de desempeño.

This exploratory mixed methods case study research addressed the problem of how a framework of digital education leadership literacies can support European campus-based universities in implementing strategic and organizational change to improve the way technology is used for teaching and learning. The study applied qualitative and quantitative approaches through a Delphi study; a thematic analysis of (a) case study data collected from three campus-based universities (France, Belgium, United Kingdom), and (b) selected digital education leadership development programmes; statistical analysis of data collected via a survey with academics (n=102); and a final online focus group. The main findings of the study confirm Digital Education Leadership Literacies for Higher Education (DELLHE) as a theoretically and empirically grounded novel concept and framework. The results highlight the need to focus more explicitly on cultural, pedagogical, ethical, relational, and environmental issues in digital education leadership development, and to take a whole-institution approach to developing leadership capacity for digital education. Esta investigación exploratoria plantea de qué forma un marco de alfabetización del liderazgo en educación digital puede ayudar a las universidades presenciales europeas a implementar cambios estratégicos y organizacionales para mejorar el uso de la tecnología para la educación superior. Para realizar la investigación se ha aplicado una metodología mixta a través de un estudio Delphi; un análisis temático de a) estudios de casos de tres universidades presenciales (de Francia, Bélgica y Reino Unido), y b) una selección de programas de desarrollo del liderazgo en educación digital; un análisis de los datos de una encuesta con académicos (n=102), y un grupo focal final en línea. Los principales hallazgos confirman el marco Digital Education Leadership Literacies for Higher Education (DELLHE) como un concepto novedoso fundamentado teórica y empíricamente. Asimismo, destacan la necesidad de centrarse en cuestiones culturales, pedagógicas, éticas, relacionales y ambientales, y de adoptar un enfoque institucional sistémico para desarrollar la capacidad de liderazgo para la educación digital. Aquesta investigació exploratòria planteja de quina manera un marc d'alfabetització del lideratge en educació digital pot ajudar les universitats presencials europees a implementar canvis estratègics i organitzacionals per millorar l'ús de la tecnologia per a l'educació superior. Per fer la recerca s'ha aplicat una metodologia mixta mitjançant un estudi Delphi; una anàlisi temàtica de a) estudis de casos de tres universitats presencials (França, Bèlgica i el Regne Unit), i b) una selecció de programes de desenvolupament del lideratge en educació digital; una anàlisi de dades d'un qüestionari amb acadèmics (n=102), i un grup focal final en línia. Les principals troballes confirmen el marc Digital Education Leadership Literacies for Higher Education (DELLHE) com un concepte nou fonamentat teòricament i empíricament. Destaquen, també, la necessitat de centrar-se en qüestions culturals, pedagògiques, ètiques, relacionals i ambientals, i d'adoptar un enfocament institucional sistèmic per desenvolupar la capacitat de lideratge per a l'educació digital. E-learning

En: Federalismi.it: rivista di diritto pubblico italiano, comparato, europeo, Paper (28 settembre 2022) (9 p.)

En: Multidisciplinary journal of school education, Volume 19, Number 1 (2021), p. 161-179. ISSN-e 2543-8409. DOI: https://doi.org/10.35765/mjse.2021.1019.09 1 recurs en línia (p. 161-179) Today, economic sustainability is a social priority and it implies positive, rewarding, and creative relationships in the workplace. Creativity, innovation, and subjective welfare will remain extremely important for sustainable production models in an age of technological acceleration, ecological threats, and digital globalization. With the impact of the COVID-19 pandemic and the new ways to organize work, this is even more important. The basis for this is to be found in education, especially in secondary and higher education. Good mentoring is becoming essential in professional development; this activity is based on words and silence, using corporate and individual coaching tools to open new doors of creativity. Following Peter Drucker’s (1954) work in management thinking and the approach of positive psychologists, this paper presents a new concept of sustainable working relationships for the 21st century based on words and narratives. Bibliografia

Programa de doctorat: Dret, Economia i Empresa Liderar un equip amb eficàcia és un factor molt important per a qualsevol líder o organització que vulgui aconseguir els seus objectius. La recerca de la tesi es va dur a terme per tal d’investigar i entendre la relació entre els estils de lideratge amb els resultats organitzatius, el compromís de l’empleat i les diferències generacionals a través de tres estudis específics. Per a la investigació global es va utilitzar el qüestionari de lideratge multifactor (MLQ) de Bass i Avolio (2004) i l'escala d'implicació laboral d'Utrecht (UWES-17). La mostra de l'estudi estava formada per 167 enquestats. Els resultats de la tesi van aportar contribucions importants i originals per validar i ampliar les evidències dels beneficis de l'estil de lideratge transformacional. La tesi conclou que els comportaments transformacionals son els que tenen més impacte positiu sobre els resultats organitzatius, el compromís laboral i la satisfacció dels empleats millennials. Liderar un equipo con eficacia es un factor muy importante para cualquier líder u organización que quiera conseguir sus objetivos. La investigación de la tesis se llevó a cabo para investigar y entender la relación entre los estilos de liderazgo con los resultados organizativos, el compromiso del empleado y las diferencias generacionales a través de tres estudios específicos. Para la investigación global se utilizó el cuestionario de liderazgo multifactor (MLQ) de Bass y Avolio (2004) y la escala de implicación laboral de Utrecht (UWES-17). La muestra del estudio estaba formada por 167 encuestados. Los resultados de la tesis aportan importantes y originales contribuciones para validar y ampliar las evidencias de los beneficios del estilo de liderazgo transformacional. La tesis concluye que los comportamientos transformacionales son los que tienen mayor impacto positivo sobre los resultados organizativos, el compromiso laboral y la satisfacción de los empleados millennials. Leading a team effectively is a very important factor for any leader or organization that wants to achieve success and its goals. The thesis research was conducted in order to investigate and understand the relationship between leadership styles and organizational outcomes, employee engagement, and generational differences through three specific studies. Bass and Avolio’s (2004) multifactorial leadership questionnaire (MLQ) and the Utrecht labor involvement scale (UWES-17) were used for the global research. The study sample consisted of 167 respondents. The results of the thesis made important and original contributions to validate and expand the evidence of the benefits of the transformational leadership style. The thesis concludes that transformational behaviors are the ones that have the most positive impact on organizational outcomes, employee engagement, and millennial job satisfaction. Each leader who wishes to manage teams successfully may benefit from analyzing their inner style and implement transformational behavioral approaches towards their teams.

Here we report on the results of an experimental study investigating “who?” emerges as a leader in the context of male group cooperation and “how?” they do that. The study was designed based on the iterated Public Goods Game, played face-to-face in groups composed of four male strangers. The game involved interactions both with and without communication to allow the assessment of individual cooperative strategies, leadership potential, and individual features of positive nonverbal expressiveness during interactions. Along with the individual behavioural characteristics we have addressed personality traits (the Big Five) and an oxytocin receptor gene polymorphism (OXTR: SNP rs53576; A/G) as putative markers of individual sociability. Our results revealed that emergent leaders most often employed the strategy of unconditional cooperation (“altruism”) and were characterized by enhanced positive facial expressiveness and extraversion compared to non-leaders. However, a fraction of emergent leaders (25%) turned out to be occasional free-riders (“cheaters”). Their distinctive features were the highest scores on extraversion, exaggerated activity in negotiations, and over-expression of positive nonverbal elements. Given the high efficiency of leaders-cheaters’ behaviour, we consider this result as the evidence for supernormal stimuli functioning in humans. Moreover, leaders-cheaters were characterized by a specific allelic frequency of OXTR rs53576 (heterozygosity: AG). The homozygous GG variant of this SNP is argued to be associated with prosociality, and the AA, on the contrary, with poor sociability. The heterozygous variant (AG) probably is a compromise that enables its carriers to successfully combine high social skills with anti-social behavior (free-riding). This finding supports existing evidence on the role of OXTR rs53576 in human social behaviour.

The purpose of this research is to determine the salient factors in the African business context that can support companies to be successful. This research aims to categorize the key success factors among different factors such as adaptation, efficiency, leadership and strategic positioning by using data from a survey on entrepreneurs in Burkina Faso. The approach is quantitative and founded on the onion model. The results show that entrepreneur leadership and adaptation to the African context are the main factors for business success. Thus, the suggestion is that companies should adapt to the African context realities while promoting entrepreneur leadership skills for a better management and to improve their profit, performance, and thus gain a tremendous success.

Agradecimientos. Agradecemos la confianza y la implicación de todo el personal científico que participó en esta investigación. También los útiles consejos de revisores y revi-28 Papers 2023, en prensa Carlos López Carrasco; Simone Belli soras anónimos. Este estudio ha sido financiado por la Comunidad de Madrid, en el marco de la convocatoria de Atracción de Talento modalidad 1 (número de ayuda 2018-T1/SOC-10409). El ámbito científico-académico y la organización de los grupos de investigación se han transformado y complejizado profundamente, lo que ha llevado a investigadores e investigadoras a experimentar tensiones y contradicciones en términos de interdependencia/autonomía y verticalidad/horizontalidad. En este artículo abordamos cómo el personal científico gestiona estas tensiones a través de un análisis discursivo de entrevistas semiestructuradas a integrantes de grupos de investigación españoles de «alto rendimiento» de diferentes disciplinas y rangos, combinadas con observaciones etnográficas. Nos centramos en cómo se enuncia el sujeto, individual y colectivo, estudiando el uso de pronombres y otros términos que representan el grupo. Proponemos que, a pesar de una vocación colaborativa, el grupo se concibe como el marco donde hay individuos que trabajan autónomamente y, ocasionalmente, confluyen. Factores como las trayectorias profesionales y la posición de miembros en el equipo, la diversidad de edades y la organización espacial de los grupos condicionan el apego expresivo a formas más o menos colectivas de colaboración. L'àmbit científic-acadèmic i l'organització dels grups de recerca s'han transformat i complicat profundament, la qual cosa ha portat a investigadors i investigadores a experimentar tensions i contradiccions en termes d'interdependència/autonomia i verticalitat/horitzontalitat. En aquest article abordem com el personal científic gestiona aquestes tensions a través d'una anàlisi discursiva d'entrevistes semiestructurades a integrants de grups de recerca espanyols d'«alt rendiment» de diferents disciplines i rangs, combinades amb observacions etnogràfiques. Ens centrem en com s'enuncia el subjecte, individual i col·lectiu, estudiant l'ús de pronoms i altres termes que representen el grup. Proposem que, malgrat una vocació col·laborativa, el grup es concep com el marc on hi ha individus que treballen autònomament i, ocasionalment, conflueixen. Factors com les trajectòries professionals i la posició de membres en l'equip, la diversitat d'edats i l'organització espacial dels grups condicionen la inclinació expressiva a formes més o menys col·lectives de col·laboració. The scientific-academic field and the organization of research groups have been deeply transformed and made more complex, leading researchers to experience tensions and contradictions in terms of interdependence/autonomy and verticality/horizontality. In this article we address how scientists manage these tensions, through a discursive analysis of semi-structured interviews with members of high-performance Spanish research groups from different disciplines and levels, combined with ethnographic observations. We focus on how the subject of work, both individual and collective, is articulated, studying the use of pronouns and other terms that represent the group. We argue that, despite its collaborative nature, the group is considered as a framework in which individuals work independently and, occasionally, converge. Factors such as the professional trajectories and position of members in the team, age difference and the spatial organization of the groups affect the expressive attachment to more or less collective forms of collaboration.

What drives entrepreneurs to engage in antisocial economic behaviors? Without dismissing entrepreneurs’ agency in their decision-making processes, our study aims to answer this question by proposing that antisocial economic behaviors are a dysfunctional coping mechanism to reduce the psychological tension that entrepreneurs face in their day-to-day activities. Further, given the overlap between the male gender role stereotype and both leader and entrepreneur role stereotypes, this psychological tension should be stronger in female entrepreneurs (or any person who identifies with the female gender role). We argue that besides the well-established female gender role – leader role incongruence, female entrepreneurs also suffer a female gender role – entrepreneur role incongruence. Thus, we predicted that men (or those identifying with the male gender role) or entrepreneurs (regardless of their gender identity) that embrace these roles stereotypes to an extreme, are more likely to engage in antisocial economic behaviors. In this context, the term antisocial economic behaviors refers to cheating or trying to harm competitors’ businesses. Finally, we predicted that embracing an authentic leadership style might mitigate this effect. We tested our predictions in two laboratory studies (Phase 1 and 2). For Phase 1 we recruited a sample of French Business school students (N = 82). For Phase 2 we recruited a sample of Costa Rican male and female entrepreneurs, using male and female managers as reference groups (N = 64). Our results show that authentic leadership reduced the likelihood of entrepreneurs and men of engaging in antisocial economic behaviors such as trying to harm one’s competition or seeking an unfair advantage.

The findings and recommendations of the 2019 consensus conference in organ donation, held in Kunming, China, are here reported. The main objective of the conference was to gather relevant information from experts involved in the field. The data and opinions provided allowed to propose a series of recommendations for "One Belt & One Road Countries" on how to achieve self-sufficiency in organ donation. Leadership in organ donation should be results-oriented and goal-driven based on the principles of excellence, empowerment, and engagement, providing the means, resources, and strategies necessary to reach the goal in earnest. Management includes good governance and transparency of a national registry of patients in the waiting list, donors, transplants, transplant teams, quality, and safety programs with continuous educational training of health care professionals. Mandatory monitoring, auditing and evaluation of quality must be incorporated into donation practices as relevant points in innovation, as well as the adoption of already established and novel processes and technologies. Achievement of self-sufficiency in organ donation is a crucial step to fight against transplant tourism and to prevent organ trafficking. Based on recommendations arising from the conference, each country could review and develop individualized action plans adjusted to its own circumstances and reality. This article is protected by copyright. All rights reserved.

Este Trabajo de Final de Grado de Magisterio en Educación Primaria posee como objetivo crear una propuesta educativa cuyo propósito sea formar a los alumnos del tercer curso de Educación Primaria en la adquisición del liderazgo. Para ello, será necesario trabajar ese proceso de enseñanza-aprendizaje de los cuatro valores que forman los pilares fundamentales en la educación y vivencia del liderazgo según la orden jesuita, un referente educativo. Las virtudes necesarias para convertirse en líder son: el autoconocimiento, el heroísmo, el amor y el ingenio. La metodología idónea para enseñar estos valores es el diseño y la elaboración de proyectos, método que engloba diferentes actividades manipulativas y experimentales que logran realizar muestras evaluadoras, y a su vez un aprendizaje significativo partiendo de la propia experiencia, la participación y la motivación, elementos claves para un correcto desarrollo. Para lograr una adquisición completa serán proyectos diseñados para poder ser llevados a cabo en todos los entornos de los alumnos, cooperando familia-escuela, desde un punto de vista individual y general del niño desde el diseño de actividades cuyos objetivos son concretos pero su aplicación es amplia, ampliando así los destinatarios posibles. Aquest Treball de Final de Grau de Magisteri en Educació Primària posseeix com a objectiu crear una proposta educativa el propòsit de la qual siga formar als alumnes del tercer curs d'Educació Primària en l'adquisició del lideratge. Per a això, serà necessari treballar aqueix procés d'ensenyament-aprenentatge dels quatre valors que formen els pilars fonamentals en l'educació i vivència del lideratge segons l'orde jesuïta, un referent educatiu. Les virtuts necessàries per a convertir-se en líder són: l'autoconeixement, l'heroisme, l'amor i l'enginy. La metodologia idònia per a ensenyar aquests valors és el disseny i l'elaboració de projectes, mètode que engloba diferents activitats manipulatives i experimentals que aconsegueixen realitzar mostres avaluadores, i al seu torn un aprenentatge significatiu partint de la pròpia experiència, la participació i la motivació, elements claus per a un correcte desenvolupament. Per a aconseguir una adquisició completa seran projectes dissenyats per a poder ser duts a terme en tots els entorns dels alumnes, cooperant família-escola, des d'un punt de vista individual i general del xiquet des del disseny d'activitats els objectius de les quals són concrets però la seua aplicació és àmplia, ampliant així els destinataris possibles. The objective of this Thesis of Teaching in Primary Education Degree is to create an educational proposal whose objective is to train students in the third year of Primary Education in the acquisition of leadership. For this, it will be necessary to work on the teaching-learning process of the four values that form the fundamental pillars in education and experience of leadership according to the Jesuit order, an educational reference. The virtues necessary to become a leader are: self-knowledge, heroism, love and ingenuity. The ideal methodology to teach these values is the design and elaboration of projects, a method that encompasses different manipulative and experimental activities that manage to carry out evaluative samples, and at the same time a significant learning based on the own experience, participation and motivation, key elements for proper development. To achieve a complete acquisition, projects will be designed to be carried out in all the environments of the students, cooperating family-school, from an individual and general point of view of the child from the design of activities whose objectives are concrete but their application is wide, thus broadening the possible recipients. Educación

This article tests different theories, as proposed by the author (Abadia 2016) and by reputed researchers such as Porter (1985), Christensen (1997) and Tellis (2006), on why some technology-related startups are successful in fast-changing environments, while well-established firms are not. To this end, the author conducted (i) four different database statistical analyses – data aggregation, segmentation, time comparison, and linear regression/correlation – on the financial statements of a large sample population of technology-related startups, in two countries, the United States of America (USA) and Spain, and (ii) nine cases studies of particularly successful technology-related startups in four countries, the USA, Spain, China and Japan. The combination of the statistical and case studies concludes that (1) visionary leadership is a necessary condition for ‘disruptive success’, (2) disruptive or, at least, revolutionary innovation is a necessary condition for disruptive success, (3) location in specialised clusters is a critical factor in determining the rate and level of success of technology-related firms. On the other hand, the study concluded that entrepreneurs and executives should seek and exploit these three competitive elements in the stages of introduction and growth. However, in the case of the maturity stage, the emphasis should be directed towards other elements that are less elitist and volatile. Este artículo describe la evaluación de distintas teorías, propuestas por el autor (Abadia 2016) o por re-putados investigadores como Porter (1985), Christensen (1997) y Tellis (2006), sobre por qué las startupstienden a ser más exitosas desarrollando productos disruptivos y liderando nuevos mercados que las multinacionales ya establecidas. Con este fin, el autor completó (i) cuatro estudios estadísticos de distinto tipo (agregación de datos, segmentación, comparación en tiempo y regresión / correlación lineal) sobre bases de datos con información financiera de startups tecnológicas en Estados Unidos (EE. UU.) y España, y (ii) nueve estudios de casos de startups tecnológicas, localizadas en EE. UU., España, China y Japón, que finalmente se convirtieron en líderes mundiales en sus respectivos sectores. Los estudios demostraron que (1) el liderazgo visionario es una condición necesaria en el éxito disruptivo, (2) la innovación disruptiva o, cuanto menos, revolucionaria, es una condición necesaria para el éxito disruptivo, y (3) la ubicación en clústeres especializados también es, generalmente, una condición necesaria para el éxito disruptivo. Los emprendedores y ejecutivos deban buscar y explotar estos tres elementos competitivos en las etapas de introducción y crecimiento. Sin embargo, en el caso de la etapa de madurez, el énfasis debe orientarse hacia nuevos elementos que sean menos elitistas y volátile