Inclusive management in international organizations: How does it affect local and expatriate academics?

an article by Charlotte Jonasson and Jakob Lauring (Aarhus University, Denmark) and David S.A. Guttormsen (BI Norwegian Business School, Oslo, Norway) published in Personnel Review Volume 47 Issue 2 (2018)

Abstract

Purpose
A growing number of academics relocate abroad to work as expatriates in the university sector. While this employee group seems to have a highly constructive influence on the performance of university organizations, some problems in relation to effective inclusion of these individuals have been noted. In order to further advance the theoretical understanding regarding integration efforts in international university organizations, the purpose of this paper is to explore how two types of inclusive management, empowering management (identity-blind) vs English management communication (identity-conscious), affect local and expatriate academics.

Design/methodology/approach
Using responses generated from a survey of 792 local and 620 expatriate academics, this paper assesses the effects of inclusive management on job engagement and stress among the two groups.

Findings
The results show that one type of inclusive management, empowering management (identity-blind), has a favorable influence on job engagement and stress in both subsamples. The other type, English management communication (identity-conscious), increases stress for local academics but has no effect on the expatriates. These findings are useful for theory development in relation to employee inclusion in international organizations.

Originality/value
The authors have little knowledge about how inclusive management functions in international organizations. Testing the effect of identity-blind and identity-conscious inclusive management practices among two different groups of local and expatriate academics provides new insight to this area. In particular, the use of English management communication provides new knowledge on the integration of majority and minority groups in international organizations.

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How much is Teaching and Learning in Higher Education Digitized? Insights from Teacher Education

Jens Riehemann and Regina Jucks (University of Münster, Germany) published in International Journal of Higher Education Volume 6 Number 3 (2017)

Abstract

The digital age has changed how we communicate, inform ourselves, and even how we teach and learn. This study systematically analyses and compares the perspectives of university academics (N = 75) and university students (N = 206) from the field of teacher education on digitized teaching and learning.

In a between-subjects design, participants of both groups were asked for their perspectives on dealing with digital media (i.e., general assessment of digital media, use of different media types and the role of digital media in university courses).

Furthermore, they were asked for their own and their anticipated perspectives of each other, in particular, their assumed advantages of using digital media in university teaching.

In sum, the findings indicate that it might be fruitful for university academics and students to exchange their views on the use of digital media for teaching and learning in higher education.

Full Text (PDF)

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