If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. ABSTRACTPurpose À This chapter investigates the relationship between abusive supervision and employee well-being (i.e., job satisfaction, engagement) and ill-being (i.e., burnout, workaholism) and examines whether follower core self-evaluations (CSE) moderate this relationship.Methodology/approach À The study uses cross-sectional survey data collected from 111 professional employees across a range of industry sectors.Findings À Results show that abusive supervision is negatively related to employee well-being (i.e., engagement and job satisfaction) and positively related to employee ill-being, namely burnout. In addition, employees low in CSE are less engaged and less satisfied than employees high in CSE.Research limitations/implications À The study's cross-sectional design limits the strength of its conclusions.Practical implications À This chapter notes the ethical and legal obligations of organizations to provide a safe working environment and identifies the policies and procedures that will signal a commitment to employee well-being.Originality/value À The study contributes to the leadership and wellbeing literatures by exploring the influence of abusive leaders on follower well-being and engagement. It also goes beyond merely identifying correlations between leadership style and follower well-being outcomes to investigate how leader and follower attributes can combine to influence these outcomes.
No abstract
This chapter provides a narrative of the key policies, initiatives and actions that have transformed both the landscape of gender equality in Higher Education in Ireland, and the role of gender equality in research policy and public engagement in STEM over the last decade. It aims to provide leaders committed to gender equality with examples of good practice within the EU-Irish context. The first part of the chapter focuses on the EU gender equality strategies for Higher Education. It explains the review of gender equality undertaken by the Irish Higher Education Authority (HEA), the significant findings, and the National Gender Action Plan designed to address the issues identified. It contains examples of high-level initiatives implemented to deliver on key actions. These include centres of excellence for Gender Equality, and affirmative actions taken to address imbalance at senior levels in the Irish Higher Education system. It also provides an account of Irish participation in the UK Advance Higher Education (Advance HE) gender supports including the women’s leadership programme ‘Aurora’, and the ‘Athena SWAN’ charter that provides an accreditation framework for auditing, supporting and transforming gender equality in Higher Education Institutions. For context, some examples of implementing these in an Irish Institution are provided. The chapter then reviews the gender equality strategies and policies of the main research funding organisations in Ireland, namely Science Foundation Ireland (SFI), and the Irish Research Council (IRC). It indicates how gender equality manifests in achieving gender balance in the Irish research community; and in funding applications and consequently in research design to embed the gender element. It also provides an overview of recent national studies carried out to analyse the Irish public’s perceptions and awareness of STEM in society, and factors leading to career and study choices by young Irish people. It signposts to the recent actions to address gender equality provided under SFI’s remit for public engagement in STEM.
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