International Journal of Educational Management Pub Date : 2021-03-02 , DOI: 10.1108/ijem-06-2020-0290 Mohammed Aboramadan 1 , Khalid Abed Dahleez 2 , Caterina Farao 1
Purpose
Building on social exchange theory and relational leadership theory, this paper proposes a model of inclusive leadership in higher education institutions. Together with an attempt to examine the impact of inclusive leadership on extra-role behaviors of academic staff, the paper aims to test the intervening mechanism of organizational learning among the aforementioned relationships.
Design/methodology/approach
Data were collected from 227 academic staff working in the Palestinian higher education institutions. Partial least squares (PLS-SEM) analysis technique was utilized to examine the hypotheses.
Findings
The findings reveal that inclusive leadership exerts a positive effect on extra-role behaviors (organizational citizenship behaviors and innovative work behaviors) in the Palestinian higher education setting. Moreover, the findings show that organizational learning plays a significant mediating role among the relationships examined
Practical implications
Academic communities are increasingly diverse. This diversity requires a work environment in which employees take on additional work roles. In response to this diversity, managers of higher education institutions should be concerned about the roles and practices of inclusive leaders. In addition, higher education institutions need to be learning organizations since this would help to mitigate this diversity and create a working atmosphere characterized by continuous learning, collaboration and dialogue.
Originality/value
In higher education, most of the literature on inclusive academic leadership is mainly theoretical. Furthermore, organizational learning in higher education research is based on anecdotal perspectives (Dee and Leišyte, 2016). To this end, this paper is novel, as it is one of few studies to empirically investigate inclusive leadership and extra-role behaviors via organizational learning in a non-western academic context.
中文翻译:
高等教育中的包容性领导和角色外行为:组织学习是否能调节这种关系?
目的
本文在社会交换理论和关系型领导理论的基础上,提出了高等教育机构的包容性领导模式。本文试图检验包容性领导对学术人员角色外行为的影响,旨在检验上述关系中组织学习的干预机制。
设计/方法/方法
数据来自在巴勒斯坦高等教育机构工作的 227 名学术人员。偏最小二乘法 (PLS-SEM) 分析技术用于检验假设。
发现
研究结果表明,包容性领导对巴勒斯坦高等教育环境中的角色外行为(组织公民行为和创新工作行为)产生积极影响。此外,研究结果表明,组织学习在所考察的关系中起着重要的中介作用。
实际影响
学术界越来越多样化。这种多样性需要一个员工承担额外工作角色的工作环境。为了应对这种多样性,高等教育机构的管理者应该关注包容性领导者的角色和实践。此外,高等教育机构需要成为学习型组织,因为这将有助于减轻这种多样性,并营造一种以持续学习、协作和对话为特征的工作氛围。
原创性/价值
在高等教育中,大多数关于包容性学术领导的文献主要是理论性的。此外,高等教育研究中的组织学习基于轶事观点(Dee 和 Leišyte,2016 年)。为此,本文是新颖的,因为它是在非西方学术背景下通过组织学习实证研究包容性领导和角色外行为的少数研究之一。