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Piccioli, Marianna. "Self-assessment and self-improvement as inclusive school development." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 30–48. http://dx.doi.org/10.36253/form-12645.
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What are the strengths and weaknesses in the cultures, management policies and organizational practices that make an educational institution inclusive? This is the question we try to answer with this investigation, using the comparative element between the Italian and the Catalan school systems. This work is based on three theoretical frameworks: inclusive education in coherence with the Disability Studies approach; autonomy and leadership for inclusion and the self-evaluation and self-improvement processes as an inclusive school development in accordance with the perspective proposed by the Index for Inclusion. Field research reveals that the relevant legislation plays a crucial role and schools must regain a pedagogical thought in which organizational practices and management policies are based on inclusive cultural and value-based foundations.
Autovalutazione e automiglioramento come sviluppo inclusivo della scuola
Quali sono i punti di forza e di debolezza nelle culture, nelle politiche gestionali e nelle pratiche organizzative che rendono inclusiva un’istituzione scolastica? Il contributo cerca di rispondere a questa domanda, anche attraverso la comparazione tra il sistema scolastico italiano e quello catalano, basandosi su tre quadri teorici: l’educazione inclusiva secondo l’approccio dei Disability Studies; l’autonomia e la leadership per l’inclusione; i processi di autovalutazione e automiglioramento come sviluppo inclusivo della scuola in relazione alla prospettiva proposta dall’Index for Inclusion. Dalla ricerca sul campo emerge che la legislazione di riferimento gioca un ruolo cruciale e la scuola deve riconquistare un pensiero pedagogico in cui pratiche organizzative e politiche di gestione siano fondate su basi culturali e valoriali inclusive.
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Parker, David W., Nicholas Parsons, and Fitri Isharyanto. "Inclusion of strategic management theories to project management." International Journal of Managing Projects in Business 8, no. 3 (June 1, 2015): 552–73. http://dx.doi.org/10.1108/ijmpb-11-2014-0079.
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Purpose – The purpose of this paper is to explore the benefits of integrating the theory of constraints (TOC), resources-based theory (RBT), resource advantage theory (RAT), with a structured project-based methodology e.g., Project Management Body of Knowledge. This paper describes each theory and explores what benefits a unified model would bring to project management. This paper represents the conceptual development of an integrated framework that will be tested in a range of project management scenarios in various industrial sectors. Design/methodology/approach – Extant literature is used to develop a conceptual framework of an integrated model that will be tested in the field for robustness. The model has been applied to published projects to identify its strengths and weaknesses. Findings – The work shows important implications for improved success of projects from the use of TOC, RAT and resource dependence theory (RDT). Specifically, it emphasizes the need for application of strategic theories to project management. Research limitations/implications – While TOC, RAT and RDT are well established in the context of organization theory, there is limited application in project management. Moreover, the model has yet to be applied in the field. The hypotheses identified in this research are currently being tested using field-based surveys. Practical implications – The research falls short in addressing some resources, e.g. innovation, tacit knowledge and decision making methods in traditional project management context. Therefore, identifying these critical resources in future work and exploiting them as the means of improving project performance would enhance the success of project-based management. Social implications – Project management is an emergent discipline and a project is temporary in nature. Therefore, new ideas and development of theories for project management practices are required. This innovative research, for example, may change the way projects are executed in future. Originality/value – This paper examines the components of a successful project according to the iron triangle, i.e. scope, quality, time and cost. However, through the application of TOC, RAT and RDT into an integrated project-based management framework gives new insights to resources management.
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Gawade, Ms Sonal. "Fostering Innovation, Integration and Inclusion through Interdisciplinary Practices in Management." International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-FIIIIPM2019 (March 20, 2019): 91–94. http://dx.doi.org/10.31142/ijtsrd23072.
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Fisk, Raymond P., Alison M. Dean, Linda Alkire (née Nasr), Alison Joubert, Josephine Previte, Nichola Robertson, and Mark Scott Rosenbaum. "Design for service inclusion: creating inclusive service systems by 2050." Journal of Service Management 29, no. 5 (October 15, 2018): 834–58. http://dx.doi.org/10.1108/josm-05-2018-0121.
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PurposeThe purpose of this paper is to challenge service researchers to design for service inclusion, with an overall goal of achieving inclusion by 2050. The authors present service inclusion as an egalitarian system that provides customers with fair access to a service, fair treatment during a service and fair opportunity to exit a service.Design/methodology/approachBuilding on transformative service research, a transformative, human-centered approach to service design is proposed to foster service inclusion and to provide a platform for managerial action. This conceptual study explores the history of service exclusion and examines contemporary demographic trends that suggest the possibility of worsening service exclusion for consumers worldwide.FindingsService inclusion represents a paradigm shift to higher levels of understanding of service systems and their fundamental role in human well-being. The authors argue that focused design for service inclusion is necessary to make service systems more egalitarian.Research limitations/implicationsThe authors propose four pillars of service inclusion: enabling opportunity, offering choice, relieving suffering and fostering happiness.Practical implicationsService organizations are encouraged to design their offerings in a manner that promotes inclusion and permits customers to realize value.Originality/valueThis comprehensive research agenda challenges service scholars to use design to create inclusive service systems worldwide by the year 2050. The authors establish the moral imperative of design for service inclusion.
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Janah, Roikhatul. "The Management Of Pioneering Inclusion Class At MI Karang Kemiri Banyumas Central Java." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (January 11, 2020): 298–307. http://dx.doi.org/10.14421/al-bidayah.v11i2.260.
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Inclusive education is a service system in the world of education and teaching that combines students who have limitations with normal students in a regular class to get common knowledge from a teacher. Data shows that Banyumas District has more than 2000 students with special needs, Madrasah Ibtidaiyah (MI) 1, Karang Kemiri is a pilot MI to implement inclusive classes in Banyumas Regency. This study aims to find out how the inclusion class management strategies in the MI 1 Pakuncen Banyumas pioneering inclusion class. This research is a qualitative approach, with the focus of research on the inclusive class management strategies in the pioneering inclusion class of MI Karang Kemiri, Pakuncan, Banyumas. Inclusion class management strategies in MI 1 Karang Kemiri include the management of educators and the management of students.
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Tang, Ningyu, Yuan Jiang, Chiyin Chen, Zucheng Zhou, Chao C. Chen, and Zexuan Yu. "Inclusion and inclusion management in the Chinese context: an exploratory study." International Journal of Human Resource Management 26, no. 6 (December 2, 2014): 856–74. http://dx.doi.org/10.1080/09585192.2014.985326.
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Jasintha, V. L. "Financial inclusion for financial risk management." TRANS Asian Journal of Marketing & Management Research (TAJMMR) 8, no. 3and4 (2019): 5. http://dx.doi.org/10.5958/2279-0667.2019.00009.9.
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Sullivan, Helen. "Modernization, Neighbourhood Management and Social Inclusion." Public Management Review 4, no. 4 (January 2002): 505–28. http://dx.doi.org/10.1080/14616670210163042.
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PADRNOS, Jaroslav. "ESSAY ON INCLUSION IN THE MANAGEMENT OF SCIENCES." Krízový Manažment 15, no. 1 (March 30, 2016): 60–68. http://dx.doi.org/10.26552/krm.c.2016.1.60-68.
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Campos, Ertz Ramon Teixeira, Humberto Gabriel Rodrigues, Helen Cristhianne de Oliveira Macedo, Aliny Cristiany Cardoso de Sá, Francisco Malta de Oliveira, and Éder de Souza Beirão. "EDUCAÇÃO INCLUSIVA: um estudo sobre a percepção dos professores de uma escola em Espinosa – MG." Revista Cerrados 17, no. 01 (February 12, 2020): 70–85. http://dx.doi.org/10.22238/rc24482692201917017085.
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O processo de inclusão do aluno com deficiência em classes comuns da rede regular ainda requer muitas mudanças na gestão educacional por parte do Estado, que funciona como um exemplo da sociedade, dando uma visão geral de como ela é, ressaltando uma importante missão da escola que é a de proporcionar relacionamentos em um ambiente de interação. A prática em sala de aula não atende efetivamente as necessidades dos alunos no processo de inclusão e um dos motivos que contribuem para isso é a falta de adaptação do currículo por parte da escola. Este estudo proporcionou um olhar mais atento no que envolve a realidade da educação inclusiva nas escolas e também trouxe para mais perto a realidade vivenciada nas escolas da rede regular.
Palavras-chave: Inclusão. Gestão educacional. Interação. Educação Inclusiva.
INCLUSIVE EDUCATION: a research on the perception of the teachers of a school in Espinosa – MG
ABSTRACT
The process of inclusion of the disabled student in common classes of the regular network still requires many changes in the educational management by the State, which functions as an example of society, giving an overview of how it is, highlighting an important mission of the school that is to provide relationships in an interaction environment. Classroom practice does not effectively meet the needs of students in the inclusion process and one of the contributing factors is the school's lack of adaptation of the curriculum. This study provided a closer look at what is involved in the reality of inclusive education in schools and also brought the reality of schools in the regular network closer.
Keywords: Inclusion. Educational management. Interaction. Inclusive education.
EDUCACIÓN INCLUSIVA: un estudio sobre la percepción de los profesores de una escuela en Espinosa – MG
RESUMEN
El proceso de inclusión del estudiante con discapacidad en clases comunes de la red regular todavía requiere muchos cambios en la gestión educativa por parte del Estado, que funciona como un ejemplo de la sociedad, dando una visión general de cómo es, resaltando una importante misión de la escuela que es la de proporcionar relaciones en un ambiente de interacción. La práctica en el aula no atiende efectivamente las necesidades de los alumnos en el proceso de inclusión y uno de los motivos que contribuyen a ello es la falta de adaptación del currículo por parte de la escuela. Este estudio proporcionó una mirada más atenta en lo que implica la realidad de la educación inclusiva en las escuelas y también trae para más cerca la realidad vivida en las escuelas de la red regular.
Palabras-clave: La inclusión. Gestión educativa. Interacción. Educación inclusiva
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Wolf, Carola, Claus Jacobs, and Steven W. Floyd. "Middle Management Strategizing Fatigue – When Middle Management Inclusion Goes South." Academy of Management Proceedings 2018, no. 1 (August 2018): 18009. http://dx.doi.org/10.5465/ambpp.2018.18009abstract.
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Daubner-Siva, Dagmar, Claartje J. Vinkenburg, and Paul G. W. Jansen. "Dovetailing talent management and diversity management: the exclusion-inclusion paradox." Journal of Organizational Effectiveness: People and Performance 4, no. 4 (December 4, 2017): 315–31. http://dx.doi.org/10.1108/joepp-02-2017-0019.
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Purpose The purpose of this paper is to adopt a paradox lens for dovetailing the human resource management sub-domains of talent management (TM) and diversity management (DM), in the attempt to create closer alignment between the two. Design/methodology/approach The authors review paradox theory, TM and DM literatures and formulate a paradox that becomes apparent when considering TM and DM simultaneously. Findings The authors coin this tension as the “exclusion-inclusion paradox,” highlighting that TM and DM reflect contradictory, yet interrelated principles: organizations promote exclusion through a TM architecture that focuses on the identification and development of a few selected employees, while simultaneously, organizations promote inclusion, in the attempt to minimize existing inequalities for traditionally marginalized groups. Practical implications Once uncovered, the exclusion-inclusion paradox enables organizational actors to make choices on whether to respond actively or defensively to the paradox. The authors argue for active responses in order to work through the paradox. Originality/value This is the first paper adopting a paradox lens in order to interweave the DM literature with TM literature in the attempt to explain how DM and TM constitute contradicting yet interrelated principles.
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Lyman, Bret, Joy Parchment, and Kaitlyn C. George. "Diversity, Equity, Inclusion." Nurse Leader 20, no. 2 (April 2022): 193–96. http://dx.doi.org/10.1016/j.mnl.2021.10.012.
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Burnett, Tony. "Investing in inclusion." Strategic Direction 21, no. 4 (April 2005): 3–5. http://dx.doi.org/10.1108/02580540510589611.
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Darrow, D. H., H. T. Hoffman, G. J. Barnes, and C. A. Wiley. "Management of Dysphagia in Inclusion Body Myositis." Archives of Otolaryngology - Head and Neck Surgery 118, no. 3 (March 1, 1992): 313–17. http://dx.doi.org/10.1001/archotol.1992.01880030103021.
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Nijhof, Andre, Olaf Fisscher, and Jan Kees Looise. "Inclusive innovation: a research project on the inclusion of social responsibility." Corporate Social Responsibility and Environmental Management 9, no. 2 (2002): 83–90. http://dx.doi.org/10.1002/csr.10.
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Jonasson, Charlotte, Jakob Lauring, and David S. A. Guttormsen. "Inclusive management in international organizations." Personnel Review 47, no. 2 (March 5, 2018): 458–73. http://dx.doi.org/10.1108/pr-12-2015-0323.
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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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Brimhall, Kim C., and Lawrence Palinkas. "Using Mixed Methods to Uncover Inclusive Leader Behaviors: A Promising Approach for Improving Employee and Organizational Outcomes." Journal of Leadership & Organizational Studies 27, no. 4 (June 18, 2020): 357–75. http://dx.doi.org/10.1177/1548051820936286.
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Although inclusion is a promising approach for enhancing workplace outcomes, limited studies have examined how leaders create inclusive workplaces. The purpose of this study was to investigate whether transformational leadership (TFL) fosters a climate for inclusion. Mixed methods were used to triangulate quantitative and qualitative data from participants in an urban hospital. Data revealed that some TFL characteristics were helpful in fostering inclusion, whereas other TFL characteristics were not, thereby only partially supporting TFL as an inclusive leadership approach. New insights are uncovered around more and less inclusive leader behaviors, providing a foundation for future research in building inclusive leadership theory.
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Marello, Marta, and Ann Helwege. "Solid Waste Management and Social Inclusion of Wastepickers: Opportunities and Challenges." Latin American Perspectives 45, no. 1 (August 29, 2017): 108–29. http://dx.doi.org/10.1177/0094582x17726083.
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As informal workers, wastepickers gather recyclable material without adequate social benefits and occupational protection. In response to wastepicker demands for legalization and access to the waste stream, cities have created inclusion programs to improve livelihoods and promote recycling. While inclusion yields benefits for many participants, it brings challenges at each step of development. In the poorest countries, workers lack the skills, capital, and managerial experience to operate profitably, while projects in wealthier cities employ few wastepickers and face stiff competition from the formal sector. The most sophisticated municipal systems mechanize waste processing and threaten wastepickers’ livelihoods because capital-intensive methods yield few jobs. To realize genuine inclusion, policies to support wastepickers must enable workers to compete throughout the broader economy. Como trabajadores informales, los recolectores de basura se encargan de recoger materiales reciclables sin prestaciones sociales o protección laboral adecuadas. En respuesta a sus demandas de legalización y acceso al flujo de residuos, las ciudades han creado programas de inclusión para mejorar las condiciones de vida y promover el reciclaje. Mientras que dicha inclusión brinda beneficios a muchos participantes, también conlleva retos en cada etapa del desarrollo. En los países más pobres, los trabajadores carecen de las habilidades, capital y experiencia administrativa necesarias para operar de manera rentable, mientras que los proyectos en las ciudades más ricas emplean pocos recolectores que enfrentan una dura competencia por parte del sector formal. Los sistemas municipales más sofisticados mecanizan el procesamiento de los desechos y amenazan los medios de subsistencia de los recolectores dado que los métodos intensivos en capital generan pocos puestos de trabajo. Para que haya una genuina inclusión, las políticas de apoyo a los recolectores de basura deben permitir que dichos trabajadores compitan en el grueso de la economía.
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Naumenkova, Svitlana, Svitlana Mishchenko, and Dmytro Dorofeiev. "Digital financial inclusion: evidence from Ukraine." Investment Management and Financial Innovations 16, no. 3 (September 19, 2019): 194–205. http://dx.doi.org/10.21511/imfi.16(3).2019.18.
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The article examines the influence of the current stage of economy digitalization on the financial inclusion in Ukraine. The purpose is to assess the level of financial inclusion in the country, to determine the dominant influence of price and non-price barriers to access to financial services for the Ukrainian population when compared to other world countries and to define which part of the adult population is able to join the formal financial services system through the use of innovative channels and financial service systems. Based on the methodological approaches proposed by the World Bank and the G20 Financial Inclusion Indicators, the authors analyze the real traditional and digital access opportunities of the general public to financial services in Ukraine compared to other countries across the world. Particular emphasis is placed on overcoming existing non-price barriers that impede formal financial inclusion of the Ukrainian population. The research findings stress the need to adhere to the basic principles of digital financial inclusion in order to regulate activities of financial institutions and their agents in the digital provision of financial services, strengthen regulatory control over the use of innovative financial products and service systems, and protect the rights of consumers of financial services in Ukraine.
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Qu, Jiaojiao, Shuming Zhao, and Yixuan Zhao. "Striving for inclusion: evidence from China using a latent profile approach." Chinese Management Studies 15, no. 4 (July 10, 2021): 801–20. http://dx.doi.org/10.1108/cms-10-2020-0465.
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Purpose This study aims to identify profiles of inclusion in the workplace to provide evidence-based guidance to build an inclusive organization. Design/methodology/approach Latent profile analysis (LPA), a person-centred classification analytical tool, was applied to determine the subtypes of inclusion with Mplus 7.4, using two-wave data collected from 368 employees in 8 Chinese companies. Findings Three subgroups were identified: identity inclusion group (the highest level of inclusion, 34.0%), value inclusion group (the moderate level of inclusion, 47.5%) and low inclusion group (the lowest level of inclusion, 18.5%). The findings indicate that groups with male, aged and highly educated members, as well as members from developed areas generally tend to feel more included and greater inclusion relates to more favourable outcomes and fewer detrimental consequences. Research limitations/implications As this study was conducted only in China, the results may not be generalizable to non-Chinese contexts. Practical implications The results may help organizational leaders develop a deeper understanding of the significance and the crux of inclusion. To address the duality of workforce diversity, managers can take initiatives to create an inclusive organization. To achieve inclusion, managers should pay attention to ways of improving the perceptions of inclusion among all employees. Originality/value This is among the first studies to identify the variants in inclusion in China using LPA. It reveals the subtypes and characteristics of inclusion and can serve as a starting point to explore how to realize organizational inclusion in theory and practice.
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Solis-Grant, María José, Camila Espinoza-Parçet, Cristóbal Sepúlveda-Carrasco, Cristhian Pérez-Villalobos, Iván Rodríguez-Núñez, Cristian Pincheira-Martínez, Juan Pablo Gómez-Varela, and Daniela Aránguiz-Ibarra. "Inclusion at universities: Psychometric properties of an inclusive management scale as perceived by students." PLOS ONE 17, no. 1 (January 7, 2022): e0262011. http://dx.doi.org/10.1371/journal.pone.0262011.
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Introduction During the last century, the inclusion of all kinds of diversity became a social imperative in all social spaces but above all in some institutions such as the educational ones. Among these, inclusion has been least studied in the tertiary education organizations. This communication proposes and evaluates the psychometric properties of a new instrument, named Inclusive Management in Tertiary Institutions Scale (IMTIS), to assess inclusive management in universities. Method The researchers used a quantitative research model through survey. We based on the Index for Inclusion to design the IMTIS. We first submitted it to the assessment of experts. Then we applied the resulting version in an online survey including a sample of 1557 students from two universities and 121 different undergraduate careers. A panel of experts judged the content validity of the instrument. Participants answered the IMTIS after informed consent. We used confirmatory factor analysis to assess the construct validity of the instrument. We also evaluated the reliability of the measurements. Results From a kit of 33 originally proposed items, we obtained a version of 22 items with CVR between 0.60 and 1.00, and a IVC = 0.78. The confirmatory factor analysis showed that the six-factor solution had a better adjustment than the one and three factors solutions (RMSEA = 0.059; CFI = 0.947; TLI = 0.937). The McDonald ω coefficients were between 0.864 and 0.922. Conclusion The results deliver evidence that supports the validity and reliability of the IMTIS measurements to carry out research and diagnosis of inclusive management in higher education institutions.
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VERNIHOROVA, N. V. "PARKS IN THE FIELD OF INCLUSIVE NATURE MANAGEMENT." Economic innovations 23, no. 1(78) (March 20, 2021): 29–40. http://dx.doi.org/10.31520/ei.2021.23.1(78).29-40.
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Topicality. Today, the concept of inclusion is widely used in socio-economic aspects of people's lives, including in the organization of urban space. The implementation of the principles of inclusion in the field of nature management has great potential in the field of park management. At the moment it is known about the creation of the first inclusive park in Ukraine in the Dnieper. Its creation is based on the principles of affordable and safe recreation in the park for children with disabilities. Therefore, based on the role of parks as an element of public space, it is important to highlight the main opportunities and goals of their use in the field of inclusive nature management. Aim and tasks. The purpose of the article is to analyze and summarize the features of inclusive nature management in general purpose parks. Research results. The introduction of an inclusive approach in the field of nature management is based on solving the problems of accessibility to ecosystem services of all segments of the population. Due to the vulnerability and high level of destruction of artificial ecosystems, certain environmental regulations must be met in the field of park management. These requirements are created in accordance with the specifics of the park's ecosystems and their intended use. Some types of city parks, such as: arboretums, botanical gardens, zoos, parks-monuments of landscape art, in accordance with the Law of Ukraine "On Nature Reserve Fund of Ukraine", are classified as objects of protection. Thus, the quality of ecosystem services in these areas to some extent depends on the implementation of environmental requirements. Conclusion. The study outlines the essential differences between socio-economic and natural inclusion. The main goals of the park facilities within the framework of the implementation of the inclusive approach are outlined. The positive consequences of the expansion of recreation parks and moderate recreation in urban areas are highlighted.
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Neves, Cláudia, Ana Patrícia Almeida, and Marco Ferreira. "Headteachers and Inclusion: Setting the Tone for an Inclusive School." Education Sciences 13, no. 2 (January 27, 2023): 129. http://dx.doi.org/10.3390/educsci13020129.
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Inclusion is an unavoidable dimension of education and the school’s mission. Educational organisations must therefore seek approaches and practices that materialise in the effective management of diversity, equity and inclusion, since these are conditions for the involvement of the whole community to achieve the goals of education for all. This study sought to answer (i) How do school leaders conceptualize equity and inclusion? (ii) What guidance and administrative procedures do headteachers use to facilitate inclusion? (iii) What characterises their practices concerning leadership for equity and inclusion? The empirical focus of the research was a set of school principals of Portuguese public schools, where a qualitative methodology was used, namely the interview survey technique. The sample gathered 11 interviewees. The results show that, although from an ideological point of view, headteachers have a broad conception of inclusive education, from an operational point of view, the evidence shows the implementation of normative practices. The data point to a reproduction of Portuguese policies and their priorities, showing a leadership engaged in targets, outcomes and performance indicators. The conclusions of the article point to the need to explore new possibilities for understanding inclusion and leadership, and these understandings may impact the school’s transformation toward successful inclusion.
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Sanchez, Michelle. "Equity, diversity, and inclusion." Nursing Management 52, no. 5 (May 2021): 14–21. http://dx.doi.org/10.1097/01.numa.0000743408.29021.85.
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WENNERSTEN, PETER. "The Politics of Inclusion." Cooperation and Conflict 34, no. 3 (September 1999): 272–96. http://dx.doi.org/10.1177/00108369921961861.
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Gotsis, George, and Katerina Grimani. "The role of servant leadership in fostering inclusive organizations." Journal of Management Development 35, no. 8 (September 12, 2016): 985–1010. http://dx.doi.org/10.1108/jmd-07-2015-0095.
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Purpose The purpose of this paper is to provide an integrative framework of servant leadership and employees’ perception of inclusion. The authors argue that servant leadership embodies an inclusive leadership philosophy that is in a position to facilitate feelings of belongingness and uniqueness among diverse employees. Design/methodology/approach A theoretical model capturing the effect of servant leadership in shaping climates for inclusion, is developed. The authors elaborate on research streams focussing on climates for inclusion, and examine servant leadership as a potential predictor of inclusion. In this respect, the authors posit that inclusive practices mediate the servant leadership and inclusion relationship, while leaders’ inclusiveness beliefs moderate the servant leadership and inclusive practices relationship. Findings The model introduces mediating mechanisms that intervene in the indirect relationship between servant leadership and climates for inclusion. In so doing, the authors seek to identify how organizational practices supported through servant leadership behaviors address employee needs for belongingness and uniqueness. The model predicts multi-level beneficial outcomes for social identity groups. Practical implications The paper identifies a bundle of organizational practices facilitating employees’ perceptions of inclusion, by placing an emphasis on how servant leaders can enact and implement practices in view of attaining inclusiveness pursuits. Social implications Servant leadership is inclusive by empowering diverse employees and fostering equitable and more humane workplaces, as well as by being more sensitive to various societal expectations. Originality/value The paper is intended to explore precisely how servant leadership can help inclusive ideals to thrive in diverse work environments.
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López-López, María del Carmen, María José León Guerrero, and Emilio Crisol-Moya. "Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q." Education Sciences 11, no. 9 (September 6, 2021): 511. http://dx.doi.org/10.3390/educsci11090511.
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The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the “Cuestionario liderando la educación inclusiva en centros de educación obligatoria-Familias” [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirmed that it is a valid and reliable scale with a two-factor structure. One of these factors included the initiatives carried out by the school management teams to enhance the openness of each school to the community and the surrounding area. The second factor encompassed actions aimed at promoting participation in the school and turning it into an inclusive space. LEI-Q-Families proved to be an instrument of great theoretical and practical worth that has made it possible to expand our currently slender knowledge on the perceptions families have of the work done by school managers to encourage inclusion in their institutions. It facilitates family participation in processes of improvement and provides a useful self-assessment tool for school administrations that wish to improve their schools and turn them into inclusive environments.
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Dahiya, Suman, and Manoj Kumar. "Linkage between Financial Inclusion and Economic Growth: An Empirical Study of the Emerging Indian Economy." Vision: The Journal of Business Perspective 24, no. 2 (May 19, 2020): 184–93. http://dx.doi.org/10.1177/0972262920923891.
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Inclusive financial system is a key to sustainable development and growth of a nation wherein all segments of the society have timely access to financial services at an affordable cost. It facilitates safe custody of savings, availability of loan for multiple purposes, diversification of risk through investment in different avenue, coverage of risk through various insurance products, etc., which make the life of people easier and comfortable. Therefore, inclusive finance leads to prosperity and economic growth by eliminating or minimizing poverty, unequal distribution of income and dominance of indigenous bankers. Financial inclusion is not a single dimension that can be achieved directly; rather, it is a process which completes after different dimensions such as access to and usage of financial services and banking penetration are accomplished. The present study considers three main dimensions of financial inclusion: usage, penetration and accessibility. The purpose is to observe how financial inclusion is linked with economic growth in India. Spread over 2005 to 2017, the study uses Bayesian vector auto-regression model to explore the linkage of economic growth with financial inclusion and its different dimensions (accessibility, penetration, and usage). The findings show a considerable relationship between economic growth and the usage dimension of financial inclusion in India. As far as financial inclusion index is concerned, it does not explain economic growth significantly. This study is based on recent data extracted from IMF and World Bank databases. The study is useful for policymakers and banks to frame appropriate policies to achieve complete financial inclusion that would lead to a robust growth of an economy.
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Ogochukwu, Monye. "Identification Management in Nigeria: Innovations for Financial Inclusion." Indiana International & Comparative Law Review 30, no. 1 (February 22, 2021): 33–52. http://dx.doi.org/10.18060/25063.
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Carneiro, Relma Urel Carbone, Maria Júlia C. Dall’ Acqua, and Patricia Moralis Caramori. "School Inclusion and Classroom Management: Challenges and Possibilities." Creative Education 06, no. 19 (2015): 2037–44. http://dx.doi.org/10.4236/ce.2015.619209.
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Ryan, Catherine. "Collection management for youth: equity, inclusion, and learning." Journal of the Australian Library and Information Association 70, no. 2 (April 3, 2021): 223–24. http://dx.doi.org/10.1080/24750158.2021.1920101.
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Jang, Jeong-Hun, and Kyoo-Man Ha. "Inclusion of Children with Disabilities in Disaster Management." Children 8, no. 7 (July 7, 2021): 581. http://dx.doi.org/10.3390/children8070581.
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Disability inclusion of children in disaster management means to identify and then eliminate the challenges faced by children with disabilities during disaster occurrence. The present research aimed to explore how the challenges of children with disabilities can be resolved in disaster management. Qualitative content analysis was used to compare individual-stakeholder-based disaster management with all-stakeholder disaster management considering three stakeholders: developed nations, developing nations, and international organizations. A key finding is that these stakeholders must shift from the individual-stakeholder-based approach to the all-stakeholders approach while enhancing disaster medicine, education, monitoring, and implementation stages. A comprehensive framework of disability inclusion is proposed to reflect effective disaster management for these children.
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Luo, Wenhong. "The Inclusion of CIOs in Top Management Teams." Information Resources Management Journal 29, no. 3 (July 2016): 37–52. http://dx.doi.org/10.4018/irmj.2016070103.
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The inclusion of the CIO in the top management team (TMT) is one indicator of how top executives view the role of IT within their firms. This study draws upon the upper echelons theory to examine the organizational factors contributing to the CIO inclusion. A panel data set is used to empirically test the hypotheses. The results show that TMT age and firm diversification are found to be linked to the CIO inclusion. The study contributes to an understanding of the relationship between the CIO and TMT and provides a potential measure of IT importance within firms.
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Sekhar, Chandra. "The inclusion of sustainability in management education institutions." International Journal of Sustainability in Higher Education 21, no. 2 (February 21, 2020): 200–227. http://dx.doi.org/10.1108/ijshe-02-2019-0100.
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Purpose The purpose of this study is to identify the barriers to including sustainability in management education institutions (MEIs) in India, and subsequently, to analyze the structure of the causal relationships among the barriers. Design/methodology/approach In this study, the decision-making trial and evaluation laboratory methodology are applied to analyze the structure of the causal relationships among the identified sustainability barriers. Findings Through an extensive literature review and expert interviews, this paper identified 4 primary barriers and 46 sub-barriers. Encompassing sustainability in Indian MEIs results in changes in behavior involving increased respect for the environment, hence, leading to improved sustainable efficiency. Research limitations/implications The present study is limited to MEIs in India. Practical implications The inclusion of sustainability in MEIs equips future managers with the economic, ecological and technical knowledge required to demonstrate sustainable behavior in the workplace. It assists also equips managers with the ability to affect social change at an organizational level. MEIs has been acknowledged as playing a crucial role in societal transformations, including the need for transformation toward sustainability. Originality/value The present study adds to the current knowledge base regarding the structure of the causal relationships among the identified sustainability barriers. To the author’s knowledge, this is the first paper to identify such barriers to including sustainability in an Indian MEI context.
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Maini, Arti, and Sonali Heera. "Exploring Disability Inclusion in Organizations through Managerial Lens." Vision: The Journal of Business Perspective 23, no. 2 (May 7, 2019): 144–51. http://dx.doi.org/10.1177/0972262919840193.
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This article aims to investigate the factors affecting inclusion of people with disabilities in organizations and the influence of these factors on disability inclusion. A survey, using a pretested structured questionnaire, of managers has been administered to collect the data. The respondents, who have had experience of working with people with disability (PWD), were selected using the convenience sampling method. The total usable responses were 108. Factor analysis is used to identify the factors followed by logistic regression analysis to assess the impact of various factors on disability inclusion. The findings of the study suggest that top management commitment, inclusive culture, supportive workplace and disability-HRM fit are the major factors affecting the inclusion of disabled persons at workplace.
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Massouti, Ayman. "A New-Institutional Analysis of Inclusion Policy Enactment in Teacher Education: A Case from Ontario." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 17–30. http://dx.doi.org/10.7202/1075670ar.
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This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio & Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators’ understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.
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Yousaf, Momna, Muhammad Majid Khan, and Adil Tahir Paracha. "Effects of Inclusive Leadership on Quality of Care: The Mediating Role of Psychological Safety Climate and Perceived Workgroup Inclusion." Healthcare 10, no. 11 (November 11, 2022): 2258. http://dx.doi.org/10.3390/healthcare10112258.
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Purpose: The aim of the study is to investigate the multilevel effects of the inclusiveness of workgroup leaders on quality of care by intervening through a “psychological safety climate” at the group level and “perceived workgroup inclusion” at the individual level within professionally diverse workgroups of healthcare professionals. Material and Methods: Data are collected from 305 healthcare professionals nested in 61 workgroups and 305 patients treated by the same workgroups working in public-sector hospitals in Pakistan. Hypothesized relationships are tested through multilevel analyses using Mplus 7. Results: The results of the study show that inclusive leadership can enhance the quality of care delivered by multiprofessional workgroups of healthcare professionals through perceived workgroup inclusion. Further, the psychological safety climate does not mediate the relationship between inclusive leadership and quality of care individually, but it transmits the effects of inclusive leadership through perceived workgroup inclusion on quality of care. Conclusion: The results of the study suggest that the inclusiveness of workgroup leaders, the psychological safety climate, and perceived workgroup inclusion can create safe and inclusive interpersonal mechanisms that play a key role in transmitting the positive effects of inclusive leadership on quality of care.
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Raichoudhury, Ayushi. "Major Determinants of Financial Inclusion: State-Level Evidences from India." Vision: The Journal of Business Perspective 24, no. 2 (May 24, 2020): 151–59. http://dx.doi.org/10.1177/0972262920923882.
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Financial inclusion is one of the essential barometers for all-encompassing growth in any country. Past studies have linked financial inclusion as an economic instrument for inclusive growth. It is therefore imperative to know the determinants of financial inclusion. But to the best of knowledge, studies on the measurement of financial inclusion in a holistic manner are scarce and inconclusive. Adding on, there is still a considerable debate about how socio-economic development impacts financial inclusion. Understanding the link between financial inclusion and socio-economic development at the aggregated level will assist policymakers to devise and employ programmes that will expand financial inclusion, leading to reduction of income equality and poverty. The present article makes a modest attempt to measure financial inclusion in a composite manner through Wroclaw Taxonomic Approach. The paper also seeks to find out if the already apparent major socio-economic predictors of financial inclusion as revealed in the extant literatures are relevant in a panel data framework. The paper finds that the State of Goa tops the list while the State of Nagaland occupies the last position. The econometric analysis utilizing a panel data structure of 28 states of India over four years found that income, infrastructure and employment opportunities are perhaps the most important determinants of financial inclusion. Furthermore, the computed indices can be utilized to track and measure financial inclusion over a period of time and at the micro level. The policymakers should also take into account these facts to improve the financial inclusiveness of any region.
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VIMALA, B., and K. ALAMELU. "Access To And Usage Of Financial Services In Emerging Market Economies With Special Reference To Brics Nations." Restaurant Business 118, no. 4 (April 15, 2019): 110–28. http://dx.doi.org/10.26643/rb.v118i4.7992.
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This paper analyses the financial inclusion in BRICS countries. Is also assesses the progress, current scenario of the regulatory frameworks and various factors behind financial inclusion. The analysis shows that financial inclusion has been gaining momentum over time across the countries but the degree of financial inclusion varies widely. Although much progress had been achieved, a huge work remains to be done to foster financial inclusion for inclusive growth. The paper uses annual time series data from 2005 to 2017 to construct the financial inclusion index in BRICS countries. The used data have been collected from the Financial Access Survey, and International Monetary Fund.
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Kluch, Yannick, and Terry L. Rentner. "“As Falcons, We Are One Team!” Launching a Grassroots Institutional Change Initiative to Promote Diversity and Inclusion Through Sport at an NCAA Division I Institution." Sport Management Education Journal 16, no. 1 (April 1, 2022): 95–104. http://dx.doi.org/10.1123/smej.2020-0050.
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Colleges and universities across the nation are grappling with issues related to diversity and inclusion on their campuses. This case study approaches diversity and inclusion efforts on college campuses from a student perspective. It outlines a grassroots initiative, developed by students and supported by student-athletes, that illustrates the powerful voice students can have in shaping institutional culture. This case study describes the success of We Are One Team, the 2017 recipient of the NCAA’s Award for Diversity and Inclusion, the Association’s highest award for institutional efforts for diversity and inclusion in intercollegiate athletics. Informed by institutional theory, the case study provides students with action steps toward promoting diversity and inclusion through sport and explains how We Are One Team succeeded at driving inclusive excellence on campus.
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Burnett, Tony. "Investing in inclusion." Human Resource Management International Digest 14, no. 4 (June 2006): 3–4. http://dx.doi.org/10.1108/09670730610666274.
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Parvathy, V. K., and Jyothi Kumar. "Driving Financial Inclusion." International Journal of E-Business Research 18, no. 1 (January 6, 2023): 1–15. http://dx.doi.org/10.4018/ijebr.316147.
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This paper examines India's level of digital access to financial services as compared to other Asian countries. The study also intends to analyse whether COVID-19 has influenced the usage trend of the selected digital payment indicators in India. Data has been collected from the World Bank Global Findex Database and RBI bulletins. Cross country descriptive analysis was used for studying India's digital financial access against the other Asian countries. Event study methodology followed by trend analysis was employed to examine whether COVID-19 has impacted the digital payment indicators' usage in India. The findings of the study indicated that India's position in digital financial access needs to be improved. It was further identified that COVID-19 has increased the usage of digital modes for financial transactions in India. There has been a significant increase in the usage volume of mobile banking after the declaration of the pandemic. Govt. can frame its action plans to make use of the opportunity created through the pandemic to improve digital financial access in India.
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Combs, Gwendolyn M., Ivana Milosevic, and Diana Bilimoria. "Introduction to the Special Topic Forum: Critical Discourse: Envisioning the Place and Future of Diversity and Inclusion in Organizations." Journal of Leadership & Organizational Studies 26, no. 3 (July 8, 2019): 277–86. http://dx.doi.org/10.1177/1548051819857739.
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Management research has illustrated the critical importance of diversity and inclusion for organizational effectiveness. Although progress is evident towards building diverse and inclusive workplaces, challenges remain in both practical relevance and theoretical advancements. In this Special Topic Forum on the place and future of diversity and inclusion in organizations, we describe three important but often neglected areas of leadership and organizational studies: the multifaceted expressions of diversity, work relationships in diversity and inclusion, and diversity and inclusion at the organizational apex. In this introduction, we summarize the articles included in this Forum, and note that throughout the articles, the authors embark on an in-depth exploration of diversity and inclusion with a focus on these three under-developed areas of scholarship. To catalyze a critical discourse on the place and future of diversity and inclusion in contemporary organizations, here we review the important insights that the Forum’s authors provide. We then suggest opportunities for future theoretical and empirical work in the diversity and inclusion domain.
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Mukhlaeva, Tatyana. "Inclusion as the key component in modern education quality management: parents' priorities." Man and Education, no. 1 (70) (2022): 100. http://dx.doi.org/10.54884/s181570410020203-8.
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The significance of inclusion is fundamentally changing in the world of modern education, acquiring the role of its key component in society, becoming one of the most important characteristics of education quality. The article substantiates modern challenges facing inclusive education. The starting point of the study is the analysis of the results of interviewing parents of St. Petersburg schoolchildren with disabilities. The author considers to what extent the main directions of school inclusive education development are currently associated with the solution of the issues defined as crucial by this most ‘target’ audience. The role of school leaders and teachers in solving the identified issues of inclusive education, the problems associated with school staff professional training for their effective solution are discussed. The results of international scientific research on inclusive education, including overcoming the reductionist approach in it, are analyzed and summarized. The conclusion is made about significant coincidence of empirical generalizations concerning the improvement of education quality based on changes in inclusion, with the direction of the international vector of this area development.
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Wehling, Elisabeth. "Discourse management gestures." Gesture 16, no. 2 (December 31, 2017): 245–76. http://dx.doi.org/10.1075/gest.16.2.04weh.
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Abstract Gestures that are used by interlocutors to manage the gist of their ‘discourse interactions’, namely content exchange and floor taking, can have one of two very different pragmatic functions: to signal inclusion and cooperation in friendly conversation, or to establish control in more argumentative conversation. While inclusive-cooperative gestures have been extensively studied (e.g., Bavelas, Chovil, Lavrie, & Wade, 1992; Kendon, 1995; Müller, 2004; Sweetser, 1998), control gestures received little attention (although see Kendon, 1995, 2004) until a recent spark of interest in their form and function (e.g., Calbris, 2011; Müller, 2017; Wehling, 2010, 2012, 2013). However, even though research has detailed important aspects of such discourse managing gestures, to date no comprehensive account of their conceptual foundations and pragmatic functions exists. The present paper fills this gap in the literature. Building on prior analyses of control gestures in argumentative discourse (e.g., Wehling, 2010) and inclusive-cooperative gestures in friendly conversation (e.g., Bavelas et al., 1992; Müller, 2004), it details a typology of discourse management gestures that distinguishes inclusive-cooperative and control gestures as separate pragmatic types and accounts for their forms and functions in terms of their conceptual foundations in primary metaphoric, space-motion schematic, and force dynamic reasoning.
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Datta, Sumita, and Snehal Shah. "Rocky road? Driving gender diversity & inclusion in Cummins India through inclusive leadership." Emerald Emerging Markets Case Studies 12, no. 4 (December 16, 2022): 1–29. http://dx.doi.org/10.1108/eemcs-12-2021-0401.
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Learning outcomes 1. To understand the importance of creating and implementing a vision for enhancing gender diversity and inclusion relevant to the manufacturing and engineering sector in an emerging market. 2. To develop insights into the vision and characteristics of an inclusive leader. 3. To evaluate the strategies and organizational levers that created and nurtured a climate of gender diversity and inclusion in Cummins India. 4. To identify organizational levers that will enable the sustenance and institutionalization of a climate of inclusion. Case overview/synopsis This case study traces a 16-year journey of diversity and inclusion at Cummins India, a subsidiary of the Fortune 500 manufacturing organization Cummins Inc. headquartered in the US. Initially spearheaded by Anant Talaulicar, and then continued by Ashwath Ram, gender D&I initiative at Cummins India has made significant strides. Talaulicar had an opportunity to immerse himself in the ethos of the parent company before joining the Indian subsidiary. In India during the early 2000s the external environment was characterized by rapid technological and regulatory changes and increasing complexity. To make matters more difficult, the internal culture was steeped in a traditional manufacturing mindset marked by dismal female participation rate and an over-representation of locals with similar beliefs and value systems. Given the mammoth task already taken up by Talaulicar by improving the diversity numbers from 3% to 33%, Ram had big shoes to fill. On one hand, he had to drive the business amidst uncertain market conditions; on the other hand, he had to carry on a legacy. Given that he himself had a lived experience of Cummins global values, he knew D&I was an integral part of the Cummins way of life. His familiarity with the socio-cultural challenges of the country coupled with his drive to continue and rejuvenate the D&I agenda, brought some interesting, yet challenging, questions for him. With the internal and external pressures looming large before him, could he institutionalize a climate of inclusion that could serve as a strategic lever to place the company on the path of growth, vibrancy and economic prosperity? Through qualitative research conducted by the authors, this case study brought out learnings pertaining to linkage of leadership in creating a climate of inclusion and expansion of talent diversity through a set of people strategies and HR practices. The contribution of this case study is primarily to theory and practice in the field of Human Resource Management, D&I as well as in developing inclusive leadership. Complexity academic level MBA programs and leadership development programs Supplementary materials Teaching notes are available for educators only. Subject code CSS 6: Human Resource Management.
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Silva, Raquel Medeiros da, and Adriane Cenci. "A Gestão da Educação Especial Inclusiva no Município do Natal e no Estado do Rio Grande do Norte." Revista Letra Magna 18, no. 30 (September 18, 2022): 24–44. http://dx.doi.org/10.47734/lm.v18i30.2146.
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As discussões acerca das políticas inclusivas podem tomar diferentes contornos. Este estudo, desenvolvido em 2019, teve como objetivo analisar as políticas públicas do estado do Rio Grande do Norte e do município do Natal, no que diz respeito à organização da gestão da Educação Especial Inclusiva. Ele foi orientado pelo método comparativo e lançou mão da análise documental de Portarias e Resoluções das duas redes de ensino e de entrevistas semiestruturadas com as gestoras dos setores responsáveis pela educação especial nas citadas redes. Os dados obtidos são apresentados em quatro categorias: público-alvo das políticas; profissionais da Educação Especial Inclusiva; acompanhamento nas escolas; sistematização e registro do processo de ensino-aprendizagem dos alunos público-alvo da Educação Especial. A análise indica que as redes, seguindo as diretrizes nacionais, buscam formas de regulamentar e orientar o trabalho das escolas para a inclusão desses alunos.
The Management of Inclusive Special Education in the Municipality of Natal and the State of Rio Grande do Norte
Abstract
Discussions about inclusive policies can take different forms. This study, developed in 2019, aimed to analyze the public policies of the state of Rio Grande do Norte and the municipality of Natal with respect to Special Inclusive Education and the organization of its management. It was guided by the comparative method and used documentary analysis (Ordinances and Resolutions of the two education systems) and semi-structured interviews with the managers of the sectors responsible for special education. The data obtained is organized in four categories: target audience of the policies; Special Inclusive Education professionals; support to the schools; systematization and registration of the teaching-learning process of students receiving Special Education. The analysis indicates that the systems, following national guidelines, seek ways to regulate and guide the work of schools towards the inclusion of these students.
Keywords: school inclusion, educational management, public policy
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Zullo, Roland. "Union Membership and Political Inclusion." ILR Review 62, no. 1 (October 2008): 22–38. http://dx.doi.org/10.1177/001979390806200102.
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Using county-level data, the author evaluates how labor affected the general population's political behavior during the 2000 U.S. presidential election. Voter turnout increased with unionization, but at declining rates with higher levels of unionization. The unionization/voter turnout link was stronger in counties with lower median incomes, higher income inequality, and lower levels of education, suggesting that unions partially closed the political participation gap between low- and high-SES (socioeconomic status) populations. State right-to-work laws, and the absence of collective bargaining rights for public employees, reduced labor's ability to increase voter turnout. The union effect on candidate preference had a positive, curvilinear association with union membership, but this effect was stronger in high-SES regions than in low-SES regions. Overall, these results imply a paradox for organized labor: unions can effectively increase working-class voter turnout, but they have difficulty persuading the working class to vote for pro-labor political candidates.
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Gotsis, George, and Katerina Grimani. "The role of spiritual leadership in fostering inclusive workplaces." Personnel Review 46, no. 5 (August 7, 2017): 908–35. http://dx.doi.org/10.1108/pr-11-2015-0286.
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Purpose Inclusion is of critical importance to creating healthier workplaces, if the ongoing dynamic of workforce diversity is taken for granted. The purpose of this paper is to designate the role of spiritual leadership in fostering more humane and inclusive workplaces. Design/methodology/approach The authors review the extant literature on two distinct research streams, inclusion and inclusive leadership, and spiritual leadership, elaborate a mediation model, identify antecedents and outcomes, and articulate a set of propositions reflecting key findings. Findings The authors advance a conceptual model according to which inclusive practices founded on spiritual values will mediate the positive relationship between spiritual leadership and a climate for inclusion. They argue that calling and membership as components of spiritual wellbeing will reinforce employees’ experience of both uniqueness and belongingness, thus affecting their perceptions of inclusion and inducing multi-level beneficial outcomes. Practical implications Spiritual leadership assumes a preeminent role in embracing and valuing diversity: it embodies a potential for positioning inclusive ideals more strategically, in view of enabling employees unfold their genuine selves and experience integration in work settings. Social implications Spiritual leadership helps inclusive goals to be situated in their societal context; inclusion is thus viewed as both an organizational and societal good, embedded in social contexts, and pertinent to corporate vision, mission and philosophy. Originality/value The paper examines spiritual leadership as a predictor of climates for inclusion. Drawing on spiritual values, spiritual leaders display a strong potential for inclusion, facilitating diverse employees to experience feelings of both belongingness and uniqueness in work settings that assume high societal relevance.