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Journal articles on the topic 'Organizational behavior Multicultural education'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Margitych, Agnteta. "PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF THE ORGANIZATIONAL CULTURE OF THE COLLEGE STUDENT COMMUNITY." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 245–49. http://dx.doi.org/10.24144/2524-0609.2021.48.245-249.

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The relevance of the study is determined by the fact that the development and improvement of the experience of spiritual life and spiritual maturation of students is especially important in the period of their professional and personal development, when they are ready to accumulate human experience and master the world in knowledge, values and meanings. The purpose of the article: to substantiate the pedagogical conditions for the development of organizational culture of the college student community in a multicultural environment. To implement the tasks, research methods were used: analysis of documentary and scientific sources – in order to determine the components of the organizational culture of the student community and highlight the properties that characterize the student community as a «collective entity»; systematization and grouping of information material – to identify features of the multicultural educational environment of the college; generalizations – to formulate conclusions. It is determined that the organizational culture of the student community is a subculture of the organizational culture of the college as a whole, which is a system of material and spiritual values, assumptions, beliefs, expectations, norms and patterns of behavior that share and support most students, and define their actions and interactions within and outside the community, in daily activities and future careers. It is emphasized that the formation of the organizational culture of the student community of the college, which carries out educational activities in a multicultural environment, is special. The pedagogical potential of the multicultural educational environment of the college is characterized as a dynamic education, which is characterized by a set of educational, upbringing, communicative and reflective resources, aimed at enriching the spiritual experience of students representing different ethnic, religious and socio-economic groups, their assimilation of general cultural and national values and successful socialization in society. The factors influencing the spiritual enrichment of the student and the organizational culture of the student community are identified: psychological, pedagogical and multicultural.

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Kang, Hye-Seung (Theresa), Eun-Jee Kim, and Sunyoung Park. "Multicultural teaching efficacy and cultural intelligence of teachers." International Journal of Educational Management 33, no. 2 (February 4, 2019): 265–75. http://dx.doi.org/10.1108/ijem-11-2017-0318.

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Purpose The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence. Design/methodology/approach A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression. Findings The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence. Research limitations/implications The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers. Practical implications By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs. Originality/value This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.

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Terry, Jinsoo. "Motivating a multicultural workforce." Industrial and Commercial Training 39, no. 1 (February 6, 2007): 59–64. http://dx.doi.org/10.1108/00197850710721417.

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Egan, Mary Lou, and Marc Bendick. "Combining Multicultural Management and Diversity Into One Course on Cultural Competence." Academy of Management Learning & Education 7, no. 3 (September 2008): 387–93. http://dx.doi.org/10.5465/amle.2008.34251675.

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Schlosser, Lewis Z., Regine M. Talleyrand, Heather Z. Lyons, Bryan S. K. Kim, and W. Brad Johnson. "Multicultural Issues in Graduate Advising Relationships." Journal of Career Development 38, no. 1 (May 17, 2010): 19–43. http://dx.doi.org/10.1177/0894845309359285.

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Boske, Christa. "The awakening: the multicultural attitudes and actions of chief executive school officers." International Journal of Educational Management 21, no. 6 (August 21, 2007): 491–503. http://dx.doi.org/10.1108/09513540710780028.

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Bondarev, V. G., and N. I. Bashmakova. "СОЦИАЛЬНЫЙ КОНФЛИКТ В ПОЛИКУЛЬТУРНОЙ СОЦИАЛЬНО-ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ ВУЗА." Konfliktologia 14, no. 1 (April 5, 2019): 78. http://dx.doi.org/10.31312/2310-6085-2019-14-1-78-89.

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The article is devoted to the problem of a conflict in the multicultural social and educational environment of a university of the Russian Federation. Based on existing foreign and domestic concepts for the study of a social conflict as a concept and the results of numerous studies, the authors proposed a definition of the concept of “a social conflict in a multicultural social and educational environment of the university”, based on its genesis. The study made it possible to look at a social conflict as a phenomenon that upsets the social equilibrium in a higher education institution and interpret it as a kind of a social interaction, acting as a value-oriented contradiction between the subjects of the educational process, where the multicultural socio-educational environment serves as a “fabric” woven from countless interactions subjects. Relying on the principles of G. Simmel's theory, which allows analyzing a social conflict in a higher educational institution from the standpoint of a social interaction of subjects, the article highlighted the dyadic relationship of conflict manifestations in terms of: “rector's office — university team”, “teacher — student”, “teacher — teacher”, “student — student”, “student — educational support staff”. The essence, characteristics and the structure of social conflicts inherent in higher educational institutions are revealed. The causes of the emergence, patterns of the behavior of subjects in conflict situations and strategies of the behavior in conflict-subject-subject relations are highlighted. The proposed mechanisms for the regulation of social conflicts in the university, implying empathy, identification, reflection, mediation. Based on the available scientific and methodological research in the field of multiculturalism, the authors clarified the concept of “multicultural social and educational environment of the university” in relation to the study and defined organizational and pedagogical conditions for the implementation of a conflict prevention in high school.

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Townsend, Peter, and Caroline Wan. "The impact of multicultural experience in the development of socio‐cultural adaptation for international business students." International Journal of Educational Management 21, no. 3 (April 3, 2007): 194–212. http://dx.doi.org/10.1108/09513540710738656.

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Aldhaheri, Ali. "Cultural intelligence and leadership style in the education sector." International Journal of Educational Management 31, no. 6 (August 14, 2017): 718–35. http://dx.doi.org/10.1108/ijem-05-2016-0093.

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Purpose Schools in UAE are multicultural in nature. In this context, cultural intelligence (CQ) is a tool, which can increase an individual’s ability to interact with people outside his/her culture. The purpose of this paper is to explore the perceptions of the school leaders regarding the key influences of cultural intelligence on their ability to adapt their leadership style in the Abu Dhabi Education Sector. Design/methodology/approach An extensive review of the literature was carried out to acknowledge the cultural intelligence and leadership style adaptability concepts. This research has adopted a qualitative method of inquiry. Data for the study have been collected from three focus groups with 14 schools leaders in the Emirate of Abu Dhabi. Findings This pilot study reveals that cultural intelligence has some influence on the school leaders’ ability to adapt their leadership style within a diverse work environment. This influence is complex in nature and multiple factors have been identified. Research limitations/implications The main limitations of this study are associated with the small sample size. Regarding the implications, while this study was conducted in a UAE cultural context, it can be extended to other Gulf countries. Future research should prompt educational leaders, administrators, students, and research academics to further consider the impact of cultural intelligence on leadership style. Practical implications This study contributes towards cultural intelligence literature. Schools should provide cultural training to managers before appointing them to leadership positions, which helps in understanding the culture which they are going to operate in, and effectively manage their drives, workforce, students, and the community. Originality/value The paper highlights six core factors that influence the ability of school leaders to adapt their leadership style in culturally diverse environments. These preliminary factors need to be examined further to validate the dimensions of leadership adaptability in various contexts.

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Varela, Otmar E. "Multicultural competence: an empirical comparison of intercultural sensitivity and cultural intelligence." European J. of International Management 13, no. 2 (2019): 177. http://dx.doi.org/10.1504/ejim.2019.098146.

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Uman, Timur, Jakob Lauring, Christina Lea Butler, Minna Paunova, and Lena Zander. "Openness towards language differences and cultural differences in multicultural teams: How do they interact." European J. of International Management 1, no. 1 (2021): 1. http://dx.doi.org/10.1504/ejim.2021.10035139.

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Huong, Le, Fung Kuen Koo, Rodney Arambewela, and Ambika Zutshi. "Voices of dissent: unpacking Vietnamese international student experience." International Journal of Educational Management 31, no. 3 (April 10, 2017): 280–92. http://dx.doi.org/10.1108/ijem-07-2015-0099.

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Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.

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Johnson Santamaria, Lorri, Andres Peter Santamaria, and Gurdev Kaur Pritam Singh. "One against the grain." International Journal of Educational Management 31, no. 5 (June 12, 2017): 612–21. http://dx.doi.org/10.1108/ijem-11-2016-0237.

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Purpose The purpose of this paper is to reframe transformative and culturally sustaining leadership for a diverse global society by addressing the need for educational systems to better serve people of color, situated in the urban Auckland area of Aotearoa New Zealand (NZ), who have been marginalized by the societies to which they immigrate. Design/methodology/approach Grounded in an applied critical theoretical framework, this qualitative inquiry uses raw auto-ethnographical data gleaned from a case study featuring the voice of Deva, a Malaysian Punjabi woman educator, who is also an aspiring school leader. In aspects of her auto-ethnography, she candidly shares experiences of racism, discrimination, and oppression germane to her professional educational experiences in Aotearoa NZ. Findings Findings inform practice and policy to foster more inclusive school improvement in a bicultural and increasingly multicultural context that has historically recognized Maori (indigenous to Aotearoa NZ), Pakeha (of European descent), and Pacific Islander (e.g. Samoa, Tonga, Fiji, Niue, Cook Islands) achievement in a national context. Global and international implications are included. Originality/value This contribution presents a unique perspective showcasing Deva’s direct experiences with acknowledgment of and professional positioning around Te Tiriti o Waitangi – The Treaty of Waitangi, the principles of which are now being applied not only to the rights of Maori and Pakeha, but also Pacific Islander and immigrants to the country.

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Pope, Mark, W. David Cheng, and Frederick T. L. Leong. "The Case of Chou: The Inextricability of Career to Personal and Social Issues in a Multicultural Context." Journal of Career Development 25, no. 1 (September 1998): 53–64. http://dx.doi.org/10.1177/089484539802500104.

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Baker, Susan D., Samina M. Saifuddin, and Susan Stites-Doe. "Mending the Gaps: An Exercise in Identifying and Understanding Diverse and Multicultural Team Faultlines." Organization Management Journal 15, no. 3 (July 3, 2018): 130–43. http://dx.doi.org/10.1080/15416518.2018.1497472.

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Rao, A. Srinivasa, Waheed Kareem Abdul, and Nelson D’souza. "Perceived outcomes of action learning: study from a large public sector organization in UAE." Measuring Business Excellence 21, no. 4 (November 20, 2017): 291–308. http://dx.doi.org/10.1108/mbe-03-2017-0010.

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Purpose The purpose of this study was to examine the impact of action learning programs on individual performance improvement and career progression in a large banking sector organization in the UAE. Design/methodology/approach A conceptual model was proposed and measured the outcomes of the action learning program variables in a public sector bank in the UAE. A total of 106 employees of the organization who had participated in a certified management program (CMP) have responded to the survey. Findings The outcomes of action learning program variables, such as self-efficacy, teamwork and performance management, were found to have an influence significantly on individual performance improvement. Research limitations/implications As the current study was focused on banking sector only, similar studies from other industries/sectors (e.g. trading, services, etc.) can be taken up for further research by including antecedents and consequences of participants of action learning programs. Practical implications This study could offer specific guidance to managers as to how and what type of education and learning programs to be provided to their team members for competency development and career progression. Social implications As the UAE economy is growing and population staying in the region is becoming multicultural, there is an ample need for managers to foster learning and education environment in various organizations to change culture and managerial practices toward achieving organizational objectives. Originality/value The study is original and provides value and direction for managers and senior management on talent development processes.

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Schlosser, Lewis Z., Heather Z. Lyons, Regine M. Talleyrand, Bryan S. K. Kim, and W. Brad Johnson. "A Multiculturally Infused Model of Graduate Advising Relationships." Journal of Career Development 38, no. 1 (May 17, 2010): 44–61. http://dx.doi.org/10.1177/0894845309359286.

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Monaghan, Natalya, and Oluremi Bolanle Ayoko. "Open-plan office, employees’ enactment, interpretations and reactions to territoriality." International Journal of Manpower 40, no. 2 (May 7, 2019): 228–45. http://dx.doi.org/10.1108/ijm-10-2017-0270.

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Purpose Research on the physical work environment and employee territorial behavior in the field of organizational behavior is limited. In particular, while the prevalence of territorial behaviors in organizations is not new, little is known about how the physical work environment (e.g. open-plan offices) may influence the enactment, interpretation and reactions to territoriality. The purpose of this paper is to explore the connection between the physical environment of work (e.g. open-plan office), employee territorial behaviors (including infringement) and affective environment. Design/methodology/approach Data were collected by means of in-depth-interviews from 27 participants from two large Australian public organizations involved in recruitment, marketing, consulting and education. Findings Results revealed that employees’ personalization in the open-plan office is driven by the nature of their tasks, appointment, duration of time spent on their desk, level of adaptation to the open-plan office configurations and the proximity of desks to senior managers, hallways and passers-by. Additionally, affective environment has a critical effect on employee personalization and the enactment and perception of territoriality and infringements in open-plan offices. Additionally, the authors found that the affective environment is dynamic and that employees in open-plan offices experienced emotional contagion (positive and negative). Research limitations/implications Due to the demographic make-up of one of the participating organizations, less than a third of participants were male. While the data did not suggest any disparity in the territorial behaviors of male and female, future research should include an even representation of male and female participants. Similarly, the authors did not examine the impact of ethnicity and cultural background on employees’ territoriality. However, given that the workforce is increasingly becoming multicultural, future research should explore how ethnicity might impact the use of space, work processes and productivity in open-plan office. Additionally, scholars should continue to tease out the impact of affective environment (positive and negative) on team processes (e.g. conflict, communication, collaboration and the development of team mental models) in the open-plan office. Practical implications The results indicate some practical implications. Noise and distraction are indicated in the results. Therefore, human resource managers and organizational leaders should work with employees to develop some ground rules and norms to curb excessive noise in the open-plan office. Additionally, the authors found in the current study that the affective environment is dynamic and that employees in open-plan offices experienced emotional contagion (positive and negative). Managers should watch out for how individuals react to the prevailing emotions and moods in the open-plan office with the intention of diffusing negative emotions as quickly as possible, for example, by changing the topic under discussion in the open-plan office. The results speak to the need for more active collaboration and engagement between policy makers, workspace architects, designers and employees especially prior to the building of such workspaces. Social implications The results suggest that effective employee interactions in open-plan office may be enhanced by positive emotional contagion and office affective environment. Originality/value So far, little is known about the impact of the physical work context (e.g. open-plan offices) on the enactment, interpretation and reactions to territoriality. The current paper explores the connection between the physical environment of work (e.g. open-plan office), employee territorial behaviors (including infringement) and affective environment. The findings demonstrate for the first time and especially in an open-plan office that ownership and personalization of objects and workspaces are more likely to be driven by the amount of time spent at one’s desk, the nature of employees’ appointments and tasks. Additionally, the present research is one of the first to report on affective environment dynamism in the open-plan office.

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Salavatova, A. M. "ORGANIZATION OF MULTICULTURAL EDUCATION INA UNIVERSITY." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 43–50. http://dx.doi.org/10.36906/2311-4444/19-4/07.

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The article describes the organization of multicultural education in a university in the context of globalization that drives such general changes as the active integration, the creation of a single European cultural and educational space, and the strengthening of intercultural interaction, all of which brings peoples closer to each other. The theoretical analysis of literary sources highlighted an important component of extracurricular educational work of a university - the activity of student associations. This activity appears essential for understanding the required level of multicultural education. This research aimed to theoretically substantiate and empirically test the multicultural education of students (the levels of multicultural education beinghigh, medium and low). It was experimentally shown that students have a low level of multicultural education. To educatestudents on the topic and raise their general level of culture, a model for organizing multicultural education was developed and introduced into the real educational process. The proposed organizational model included such elements as the goal and objectives of multicultural education; the units and the stages of multicultural education; and the organizational and pedagogical structure of multicultural education in the multicultural educational environment of the university. The effectiveness of multicultural education was achieved through the proper organization of multicultural education and the ability to provide a high level of tolerance, a medium-high level of pedagogical communicative competence, empathic capabilities, and students' readiness for the dialogue of cultures.

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Grapin, Sally L., and Meaghan I. Pereiras. "Supporting diverse students and faculty in higher education through multicultural organizational development." Training and Education in Professional Psychology 13, no. 4 (November 2019): 307–15. http://dx.doi.org/10.1037/tep0000226.

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Gallop, Cynthia Justine, and David Este. "Multicultural Organizational Development (MCOD): The Fundamental Transformation of Canadian Social Work Education." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 6, no. 4 (2007): 107–18. http://dx.doi.org/10.18848/1447-9532/cgp/v06i04/39199.

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Lumby, Jacky. "Leading Organizational Culture." Educational Management Administration & Leadership 40, no. 5 (September 2012): 576–91. http://dx.doi.org/10.1177/1741143212451173.

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The literature on educational leadership and management has referred to culture since at least the 1970s. Despite the concept’s mention in over one-third of articles written in this journal, there has been little in-depth engagement with how leaders might influence it and the ethical issues involved. The article argues that leadership must engage with culture as a key mediator of power within organizations. Four levels of cultural activity are suggested: the cultural context created by global phenomena; the cultures of local communities; the organizational culture; and the sub- and counter-cultures within the organization. The article considers a bifurcation in the skills assumed necessary to respond to, on one hand, multi- or intra-culture and, on the other, organizational culture. The article suggests that the degree of perceived difference from norms dictates leaders' orientation to and engagement with culture, with cultural competence generally promoted only in relation to multicultural issues. It concludes that leaders are currently ill-served by encouragement to focus on aligning the organization’s members to a single, strong culture and that the persistent surface engagement with culture may perpetuate inequalities. The need to move leaders to engage more deeply with the power and complexity of culture is indicated.

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Yun, Joung-O., and Ha-won Lee. "The Effect of Multicultural Education Activities Using Picture Books on Infants' Prosocial Behavior and Multicultural Awareness." Institute for Education and Research Gyeongin National University of Education 38, no. 4 (December 31, 2018): 153–75. http://dx.doi.org/10.25020/je.2018.38.4.153.

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Steingard, D. S. "Organizational Behavior Students and Their Education: What Is the Role of Student Input in Organizational Behavior Education?" Journal of Management Education 12, no. 3 (August 1, 1988): 1–8. http://dx.doi.org/10.1177/105256298801200301.

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Ivakhiv, Adrian. "Toward a Multicultural Ecology." Organization & Environment 15, no. 4 (December 2002): 389–409. http://dx.doi.org/10.1177/1086026602238169.

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Oh, Se-Bi, and Sung Chul Park. "Effects of Organizational Culture and Education Experience on Youth Worker’s Multicultural Perception and Attitude." Korean Data Analysis Society 20, no. 1 (February 28, 2018): 91–101. http://dx.doi.org/10.37727/jkdas.2018.20.1.91.

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Chang, Shanton, and Phyllis Tharenou. "Competencies Needed for Managing a Multicultural Workgroup." Asia Pacific Journal of Human Resources 42, no. 1 (April 1, 2004): 57–74. http://dx.doi.org/10.1177/1038411104041534.

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Fauziah, Nur. "Kompetensi Manajerial Kepala Sekolah Dalam Mengembangkan Pendidikan Agama Islam Berwawasan Multikultural." J-MPI (Jurnal Manajemen Pendidikan Islam) 3, no. 1 (January 14, 2019): 10. http://dx.doi.org/10.18860/jmpi.v3i1.6250.

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<em>The purpose of this study was to describe and analyze about: 1) Principal planning in developing multicultural Islamic religious education in the 1 Kademangan Vocational High School (SMKN). 2) The process of organizing school principals in applying multicultural Islamic religious education at 1 Kademangan Vocational High School. 3) Implementation Procedure of the principal in developing multicultural Islamic religious education at 1 Kademangan Vocational High School. 4) Control of principals in developing multicultural Islamic religious education in 1 Kademangan Vocational High School. The type of research conducted is qualitative research with a qualitative descriptive approach. This study focuses on managerial competencies of principals in developing multicultural Islamic religious education in 1 Kademangan Vocational High School. For data collection techniques, researchers conduct interviews, documentation and direct observation. While the analysis of the data used in this study is the data analysis technique of the Spradley model or better known as Cyclic mode. The results found by researchers in the field are planning processes, goals must be made clearly because it is used as a guideline for activities that reinforce the direction and effort of activities and facilitate in obtaining the support of resources and competencies in both the organization and the environment. Organizing is organized on the basis of predetermined objectives and formal formal mechanisms in the organizational structure that reflect the needs and optimization of existing resources in a good organization. At the stage of implementing the communication skills of the school principal also determines the course of effective management. The supervision process becomes an important part that is directly related to considering changes in procedures, policies, and even organizational goals.</em>

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Acim, Acim, Robinson Situmorang, and Beatrix J. M. Salenussa. "Reviewing Maluku's Local Culture through Multicultural Education Approaches." Asia Proceedings of Social Sciences 4, no. 2 (April 22, 2019): 99–101. http://dx.doi.org/10.31580/apss.v4i2.750.

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This study proposes the benefits and solutions of a multicultural approach to initiate studies of local culture in Maluku, in an effort to reinvest cultural values â€‹â€‹that since their ancestors were painstakingly built, but are divided so that they have an impact on the declining behavior or behavior of the people as cultural owners. due to the influence or provocation carried out to disturb the peace and peace of the lives of the Moluccas, while changing the mindset and actions of Maluku people due to religious conflicts which are used as an excuse to live mutually hostile, mutually scapegoating religious differences as one reason to create a life that is not peaceful, not harmonious, not harmonious in society.

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Kwon, Kyung-Sook, and Seong-Sil Jo. "The Effect of Multicultural Education Activities Using Natural Materials on Young Children's Multicultural Perception and Prosocial Behavior." korean Jouranl of Early Childhood Education 21, no. 3 (October 31, 2019): 183–208. http://dx.doi.org/10.15409/riece.2019.21.3.9.

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Hutt, Camille, and Shanthi Gopalakrishnan. "Leadership humility and managing a multicultural workforce." South Asian Journal of Business Studies 9, no. 2 (April 25, 2020): 251–60. http://dx.doi.org/10.1108/sajbs-08-2019-0147.

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PurposeThe purpose of this paper is to understand how CEO Joseph Abraham of Commercial Bank, Qatar, has shaped the culture of the bank and driven increased success during his tenure there. This is one of a series of interview-based studies that are focused on South Asian CEOs, with the goal of better understanding their management style in a multinational context. This short paper explores how leadership style can impact the development of workplace culture among a multinational workforce to build a collaborative, innovative and high-performing organization.Design/methodology/approachThis paper uses primary interviews and supplements the analyses with secondary data sources and published research on leadership, organizational identity, culture and organizational ambidexterity.FindingsThe study found that cultural values and learned behaviors impact one's leadership and vision. In this instance, the CEO's leadership style demonstrated humility, an appreciation of diverse national cultures, and an ability to create organizational identity and cultivate a culture of ambidexterity, providing comfort to the organization in dynamically opposite contexts. All of these leadership features have enabled the organization to become more adaptive and perform better.Originality/valueThe narrative provides a glimpse of leadership humility and the implementation of those ideals in the workplace. The global experience of this South Asia-raised CEO provides an insider's view to decision-making and helps us understand how family, cultural background, and diverse work experience shape leadership behavior and culture in a multinational context.

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Arredondo, Patricia, and Patricia Perez. "Expanding Multicultural Competence through Social Justice Leadership." Counseling Psychologist 31, no. 3 (May 2003): 282–89. http://dx.doi.org/10.1177/0011000003031003003.

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Social justice and multicultural competence have been inextricably linked for nearly four decades, influencing the development of multicultural competency standards and guidelines and organizational change in psychology. This response provides a historical perspective on the evolution of competencies and offers clarifications regarding their scope, actual counselor behavior, relationship to case conceptualization, and political implications. Advocacy strategies of social justice leaders such as César Chávez, Martin Luther King Jr., and Rosa Parks are highlighted and recommended for incorporation in a counseling psychology social justice agenda.

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Bhatti, Muhammad Awais, Mohammed Alshagawi, Ahmad Zakariya, and Ariff Syah Juhari. "Do multicultural faculty members perform well in higher educational institutions?" European Journal of Training and Development 43, no. 1/2 (February 18, 2019): 166–87. http://dx.doi.org/10.1108/ejtd-08-2018-0081.

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Purpose Globalization has brought many challenges to organizations, namely, in managing the performance of multicultural workforces to achieve organizational objectives. Past researchers have highlighted many factors that influence the employee’s performance, but the nature and scope of these factors is limited to the conventional setting. Therefore, the purpose of this paper is to develop a comprehensive framework to better understand the role of the psychological diversity climate, HRM practices and personality traits (Big Five) in job satisfaction and performance of the multicultural workforce. Design/methodology/approach Data were collected from 258 faculty members working in Saudi Arabia’s higher educational sector. Structural equation modeling was used with Amos 18 to analyze the data. Findings The findings of this study suggest that managers should adopt diversity practices to improve the psychological diversity climate among multicultural workforce. In addition, diversity training and unbiased performance appraisal systems also increase the faculty member’s job satisfaction and performance in multicultural settings. Finally, managers should consider openness to culture and sociability traits while selecting faculty members to work in multicultural settings. Originality/value This framework has never been tested in higher educational institutions and in multicultural setting.

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Bogler, Ronit, and Anit Somech. "Organizational citizenship behavior in school." Journal of Educational Administration 43, no. 5 (October 2005): 420–38. http://dx.doi.org/10.1108/09578230510615215.

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Anisah, Nisfi. "MULTICULTURAL EDUCATION FOR ISLAMIC ELEMENTARY SCHOOL STUDENTS." Sunan Kalijaga International Journal on Islamic Educational Research 1, no. 1 (September 20, 2018): 110–22. http://dx.doi.org/10.14421/skijier.2017.2017.11-07.

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Pluralism is as one of the uniqueness of each individual or group. Attitudes and behavior of mutual tolerance and mutual respect should be developed early on learners. School as an educational institution became one of the multicultural education implementation agencies. The learning process in schools geared to appreciate the differences that exist in each learner as well as other school communities. The implementation of multicultural education in Islamic elementary school in Indonesia has been carried out by a change curriculum policy and the implementation of values multicultural loaded on subjects, for example on the subjects of citizenship, religious education. Islamic Elementary Muhammadiyah Sendangmulyo is a school which is receive of implementing multicultural education with undiscriminating acceptance of learners in terms of a difference religion. One of the non-Muslims students in this school won Islamic competion Islamic religion in Kulonprogo. However, in Islamic elementary Muhammadiyah Sendangmulyo there is no religious lesson other than Islamic religious lesson.

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Larson, Lars, and Joy Benson. "Internationalization of Organizational Behavior:." Journal of Teaching in International Business 5, no. 3 (September 30, 1994): 63–78. http://dx.doi.org/10.1300/j066v05n03_05.

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P. Bandura, Randall, Richard Johnson, and Paul R. Lyons. "Voluntary helpful organizational behavior." European Journal of Training and Development 38, no. 7 (July 29, 2014): 610–27. http://dx.doi.org/10.1108/ejtd-08-2013-0088.

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Purpose – The purpose of the paper is to examine employee-helpful behavior that is voluntary and given freely without anticipation of reward or recognition. The authors have labeled this voluntary behavior in all its forms as v-hob, or voluntary helpful organizational behavior. They seek to define and explain the behavior and attempt to discern measures that will help to discover individual’s predispositions to offer v-hob. Design/methodology/approach – The authors examine current theory/constructs and offer a detailed empirical study in identifying measures that may provide some means for assessing employee predisposition toward helpful, voluntary behavior on the job. The format of the work is reflective of a typical research study with hypotheses. Findings – The authors learned that, within limits, it is possible and practical to identify direct measures to discover one’s predisposition toward v-hob. They also have identified regression equations that use several variables to help predict one’s predispositions toward this valued behavior. Practical implications – This study brings to the manager and/or human resource (HR) practitioner the substance of contextual performance, that is, behavior that goes beyond task performance in the support of individual and organizational goal attainment. This research demonstrates several means by which trainers, managers and HR professionals may assess an employee’s or a recruit’s predisposition to offer voluntary, helpful behavior. Originality/value – This research, unlike most of the empirical, academic research in the domain of contextual performance, speaks directly to practitioners. The authors' definitions, explanations and study clearly demonstrate the practical features of contextual performance.

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Staniševski, Dragan M. "Anti-essentialism in multicultural societies: facilitating multicultural discourse through tolerance of cultural pluralism." International Journal of Organization Theory & Behavior 13, no. 1 (March 2010): 60–86. http://dx.doi.org/10.1108/ijotb-13-01-2010-b004.

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Hanson, Janet, Arthur Bangert, and William Ruff. "Exploring the Relationship between School Growth Mindset and Organizational Learning Variables: Implications for Multicultural Education." Journal of Educational Issues 2, no. 2 (November 3, 2016): 222. http://dx.doi.org/10.5296/jei.v2i2.10075.

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<p>According to school growth mindset theory a school’s organizational structure influences teachers’ beliefs in their collective ability to help all students grow and learn; including those from diverse cultural, religious, identity, and socioeconomic demographics. The implicit theory of growth mindset has been quantified for a school’s culture on the What’s My School Mindset scale. This exploratory study was an initial effort to examine the content validity of the school growth mindset construct using SPSS to perform correlation analysis with multicultural relevant, organizational learning variables from the literature that were shown to explain improved school outcomes. Regression analysis tested the hypothesis that the independent variables would explain variations in a school’s growth mindset mean. Data was collected from a random stratified sample of middle and high school teachers (n = 64) and administrators (n = 5) in a large northwestern state. Responses were collected on the 19-question Likert-style WMSM survey. The overarching research question was, Is there a relationship between principal openness to change, faculty openness to change, work locus of control, and a school growth mindset? The results revealed organizational learning variables significantly correlated with a growth mindset culture and explained significant variations in the WMSM mean. The results have positive implications for providing school administrators with a way to measure their school’s culture and to provide feedback to teachers that can challenge their beliefs and inform improvements in culturally responsive teaching practices.</p>

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Glikson, Ella, and Miriam Erez. "Emotion Display Norms in Virtual Teams." Journal of Personnel Psychology 12, no. 1 (January 2013): 22–32. http://dx.doi.org/10.1027/1866-5888/a000078.

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Norms for displaying emotions influence how individuals express their feelings and interpret the emotional expressions of others. Prior research found cross-cultural variation of emotion display norms, but primarily examined face-to-face communication and culturally homogeneous contexts. This study examined perceived emotion display norms for virtual teams, using a sample of 167 MBA students from five countries, who rated the appropriateness of virtually displaying positive and negative emotions for culturally homogeneous and multicultural teams. Results indicate that display norms call for greater expression of positive emotions and suppression of negative emotions in multicultural versus culturally homogeneous teams; national identity influences norms for culturally homogeneous but not multicultural teams, and the strength of norms in multicultural teams is higher among participants with high versus low global identity.

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Nirenberg, John. "An Introduction to Probe: Practical Organizational Behavior Education." Journal of Management Education 18, no. 3 (August 1994): 324–31. http://dx.doi.org/10.1177/105256299401800304.

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Shaw, James B., and Cynthia D. Fisher. "Practical Organizational Behavior Education (Probe): Modifications and Innovations." Journal of Management Education 23, no. 1 (February 1999): 13–30. http://dx.doi.org/10.1177/105256299902300103.

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Raza, Irfan, and Zainudin Awang. "Knowledge sharing in multicultural organizations: evidence from Pakistan." Higher Education, Skills and Work-Based Learning 10, no. 3 (January 25, 2020): 497–517. http://dx.doi.org/10.1108/heswbl-09-2019-0114.

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PurposeTaking higher educational institutes (HEIs) operating in Islamabad metropolitan, and Pakistan as research context, the purpose of this paper is to identify the antecedents of knowledge sharing behavior (KSB) and to check their causal effect in perspective of culturally diverse academic staff. In addition, the authors suggest certain policies for HEIs that can raise knowledge sharing practices in multicultural environment.Design/methodology/approachIt is a cross-sectional study, quantitative in nature, and has used a self-administered questionnaire for data collection. With proportionate stratified random sampling technique, 278 academic employees working in three faculties from six public sector universities operating in Islamabad metropolitan have recorded their responses. This research also applied confirmatory factor analysis and structural equation modeling to examine the proposed hypothesis of this inquiry.FindingsThe empirical results indicate significant and positive effect of cultural diversity management, interpersonal trust, and leader-empowering behavior on KSB, whereas knowledge technology has insignificant effect on KSB of culturally diverse academic staff. Moreover, proposed model has explained 54 percent variation in endogenous construct.Practical implicationsThe present research aids academic leadership in designing policies and strategies to enhance knowledge sharing among faculty members and to create a supportive knowledge sharing culture.Originality/valueThis study fills the empirical gap that exists in literature by exploring the antecedents and their effect on KSB of multicultural academic staff associated in public sector HEIs in Islamabad metropolitan, Pakistan.

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Henley, C. E., and D. Magelssen. "Faculty development and organizational systems behavior." Academic Medicine 65, no. 6 (June 1990): 406–9. http://dx.doi.org/10.1097/00001888-199006000-00011.

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Khan, Muhammad Asad, Fadillah Binti Ismail, Altaf Hussain, and Basheer Alghazali. "The Interplay of Leadership Styles, Innovative Work Behavior, Organizational Culture, and Organizational Citizenship Behavior." SAGE Open 10, no. 1 (January 2020): 215824401989826. http://dx.doi.org/10.1177/2158244019898264.

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Leadership stains affect the follower’s performances regarding innovative work behavior, and a gap is found in leadership research in higher education, specifically in Pakistan. The basic purpose of this research is to point out the effect of leadership styles on innovative work behavior under the mediating and moderating roles of organizational culture and organizational citizenship behavior among the Head of the Departments (HODs) in higher education institutions (HEIs). A survey method has been carried out to collect data from 160 respondents to, further, verify how leadership styles of academic leaders affect employees’ performances in universities. The statistical study exposes a substantial positive effect of leadership styles on innovative work behaviors of employees highlighting mediating and moderating effects of organizational culture and OCB on such a relationship. This study carries various implications for prior research in both theoretical and practical fields, and its scope may also be enlarged, geographically or institutionally, to another context. This research uncovers the relationship of leadership styles and innovative work behavior in academic research, which has been ignored before in higher education of Pakistan.

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Hong, Kil Hoe. "The Impact of Multicultural Education Program in the Daily Life Schedule on Children's Multicultural Acceptability and Pro-social Behavior." Journal of Korean Child Care and Education 10, no. 6 (December 31, 2014): 313–32. http://dx.doi.org/10.14698/jkcce.2014.10.6.313.

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Ravazzani, Silvia. "Exploring internal crisis communication in multicultural environments." Corporate Communications: An International Journal 21, no. 1 (February 1, 2016): 73–88. http://dx.doi.org/10.1108/ccij-02-2015-0011.

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Purpose – The purpose of this paper is to explore managers’ perspectives on and practices of internal crisis communication in multicultural environments. Design/methodology/approach – After a review of relevant literature on crisis, culture and internal communication to define the framework and relevance of this study, results from qualitative interviews with Danish managers are presented. Findings – Interviewees acknowledge the relevance of the cultural backgrounds of employees in relation to internal communication, especially in crisis situations. Cultural aspects affect message framing and employee sensemaking, especially when it comes to employees located in other countries. Line managers and local communicators are key in the adaptation of verbal and non-verbal communicative features. Employees are also seen as active sensegivers and communicators. Research limitations/implications – Findings show how demographic and globalisation patterns, which are changing domestic and international workplaces, have important implications for internal communication and internal crisis communication. There is therefore a call for further research, especially from the perspective of employees. Originality/value – Although cultural aspects have been highlighted as a recurrent feature of most crises today, and one of the new research areas to be explored, studies within this area are very few and concern mainly external audiences and practices. The present research study contributes to this overlooked area by offering valuable insights into internal crisis communication in organisations with a multicultural environment.

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Westwood, Robert, and David R. Low. "The Multicultural Muse." International Journal of Cross Cultural Management 3, no. 2 (August 2003): 235–59. http://dx.doi.org/10.1177/14705958030032006.

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O’Connor, Dennis. "The Organizational Behavior Future Search." Journal of Management Education 25, no. 1 (February 2001): 101–12. http://dx.doi.org/10.1177/105256290102500109.

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Kenworthy-U'Ren, Amy, and Anthony Erickson. "Adventure Racing and Organizational Behavior." Journal of Management Education 33, no. 4 (October 29, 2007): 420–43. http://dx.doi.org/10.1177/1052562907309157.

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