The Relationship between Inclusion Climate and Voice Behaviors beyond Social Exchange Obligation: The Role of Psychological Needs Satisfaction

A chain mediation model of inclusive leadership and voice behavior among university teachers: evidence from China

As a vital mode in which teachers can participate in university management, voice behavior is an important way of enhancing the efficiency of organizational decision-making, promoting democratic management, and facilitating sustainable development in universities. Although previous studies have confirmed the positive impact of inclusive leadership on employees' voice behavior, the mechanism underlying this effect remains unclear. Therefore, based on the cognitive-affective system theory of personality, this study aims to examine the mediating effects of psychological empowerment and organizational identification on the relationship between inclusive leadership and voice behavior among university teachers. A total of 517 valid questionnaires were administered to university teachers in mainland China using a convenience sampling approach. Structural equation modeling and bootstrap testing were used to analyze the data, and the results reveal that inclusive leadership is positively related to teachers' promotive and prohibitive voice behavior. This relationship is mediated by psychological empowerment and organizational identification, in which context a partial mediating effect is observed in the relationship between inclusive leadership and promotive voice and a full mediating effect is observed in the relationship between inclusive leadership and prohibitive voice. These findings can enrich the extant research on the impact of inclusive leadership in the field of higher education to a certain extent. Moreover, they provide a new perspective that can support an in-depth analysis of the mechanism underlying the effect of inclusive leadership and generate valuable practical insights into ways of stimulating voice behavior among university teachers.

Impact of supervisory delegation on employee voice behavior: role of felt obligation for constructive change and voice climate

Purpose

The research linking organizational change-oriented activities with employee voice behavior is still in its initial stages. This study aims to contribute to this line of research by proposing felt obligation for constructive change, an underlying mechanism through which supervisory delegation enhances teachers’ voice behavior.

Design/methodology/approach

This study tested the interactive effect of felt obligation for constructive change and voice climate on teachers’ voice behavior. The proposed model is supported by proactive motivation theory which states that environmental factors lead to motivational states which further result in employee proactive behaviors. In this study, 415 teachers with their 74 supervisors (head of departments) from educational institutes completed the surveys. Structural equation modeling was used to find the results.

Findings

The results supported the mediation and moderation hypotheses, which proved that felt obligation for constructive change mediates the relationship between supervisory delegation and teachers’ voice behavior, and voice climate moderates the relationship between felt obligation for constructive change and teacher voice behavior.

Practical implications

This paper will provide an insight to the practitioners about the role of supervisory delegation for engagement in employee voice. This paper will also help managers understand that the workplace effectiveness can be enhanced by creating opportunities for employees to voice their concern.

Originality/value

This study recommends that head of departments at the workplace should cultivate an environment that is conducive for their faculty for engaging in voice behavior for improved functioning of educational institutes. Findings provide an insightful approach on organizational strategies in the form of supervisory delegation to trigger voice behavior among employees to meet the uncertainty of the ever-changing business environment.

Implementing and Monitoring Circular Business Models: An Analysis of Italian SMEs

The transition from a linear to a circular economy (CE) is at the center of the debate among institutions, enterprises, practitioners, and scholars. Small- and medium-sized enterprises (SMEs), with their high presence in the business environment, play a pivotal role in the successful implementation of CE principles. Therefore, this paper aims to understand the state of the CE among Italian SMEs, considering both their different sizes and sectors. This study investigates CE knowledge and application, strategic relevance, benefits from and barriers to the transition towards circular business models, and the use of CE-related performance indicators in management control and external reporting. Through an online survey carried out in cooperation with the Italian Confederation of Craft Trades and Small- and Medium-Sized Enterprises (CNA), we collected primary data from 623 respondents. Findings revealed the existence of cultural, technological, market and financial barriers, which have hampered the adoption of circular practices among Italian SMEs. Poor understanding of CE potential, combined with difficulty in raising public and private funds to finance the transition from linear to circular, are the greatest problems. To overcome such issues, we recommend serious intervention by public institutions, trade and consumer associations, and the higher education system to develop a climate more favorable to the CE.