Suchergebnisse

This study focuses on the concept of organizational inclusion, which goes beyond diversity management, the dominant paradigm in the field of public administration. Although several studies in public administration mention the importance of inclusion, none of these studies have empirically tested its association with performance beyond diversity management. Data for this study comes from a survey conducted among public managers in Texas agencies. The study finds that diversity management alone is insufficient for improving workplace performance. What is required instead is an approach that promotes greater inclusion of employees in ways that takes their views into account and promotes self-esteem. The results show that productive workplaces exist when employees are encouraged to express their opinions, and their input is sought before making important organizational decisions. This requires supportive leadership and empowering employees with information and resources that will help them make important decisions about their jobs.

The growing numbers of foreign-born scholars in the academy has triggered interest in investigating the contributions made by foreign-born to the economy of the United States. However, only a handful of studies have examined the work lives of these scientists; this study is a step in that direction. The central question under investigation is "How does job satisfaction of foreign-born faculty members belonging to various citizenship categories compare with native-born citizens?" Understanding the behavior, attitudes, and satisfaction levels of foreign-born faculty members is important to retain them and not lose them to other nations or industry. After controlling for various job, organizational, personal, and cultural factors, the findings of this study indicate that foreign-born faculty members across all citizenship categories express lower job satisfaction than native-born faculty members.

"Managing Diversity, Equity, and Inclusion in Public Service Organizations: A Liberatory Justice Approach is a textbook designed to facilitate critical and courageous conversations that recognize our differences, including our privileged and marginalized social identities, and engage readers in the principles and practice of solidarity to transform systems of oppression. Examining dimensions of race, gender, sexual orientation, disabilities, and their intersectionality in the context of diverse, multi-generational organizations, this leading-edge new textbook redefines and reimagines the role of public service in fostering meaningful, authentic, sustainable, and transformative change. While diversity is now a standard topic in books on public personnel and human resource management, authors Rashmi Chordiya and Meghna Sabharwal offer a deeper, nuanced, and reflective understanding of many of the systematic and often covert ways in which marginalized and minoritized groups can face barriers to full and equal participation in decision-making, access to resources, and opportunities for advancement and growth. Taking a holistic, liberatory public service approach, the book explores what it would mean if public service systems were reimagined, and goals aligned and transformed, to serve an "all means all" public. Other unique features of this book include developing a nuanced understanding of trauma of oppression from neurobiological, sociological, and historical perspectives. This book supports the reader in exploring ways of cultivating individual and organizational competencies and capacities for envisioning and implementing trauma-informed, healing centered approaches to public service that compassionately center the margins. To encourage learner engagement and to connect theory to practice, this book offers several case studies. Each chapter contains learning objectives, chapter summaries and key concepts, boxed invitations to pause and reflect in writing on the core concepts, as well as deep dive resources. Managing Diversity, Equity, and Inclusion in Public Service Organizations is required reading for all current and future public administrators and nonprofit leaders"--

This article presents findings on international research collaboration from a National Science Foundation-funded study with 83 faculty in science and engineering (S&E) who returned to India after studying and working in the United States. These faculty members were brought up in the Indian socio-cultural context, but they were professionalized in the scientific culture of Western academia. When they returned to India to take a faculty position, they knew collaborators in the US with desired skills, including their advisors. Yet, returned Indian migrant faculty face significant challenges in establishing successful international research collaboration with their American peers. Interestingly, this is not the case with collaborators from Europe and other parts of the world with whom they had little connection before moving to India. Findings show some inequities that exist between scientists and engineers in the US and India that pertain to resources and attitudes towards collaboration.

One of the most significant health care reforms since the implementation of Medicare and Medicaid, the Affordable Care Act (ACA) enacted into law in 2010, was met with widespread criticism. The expansion of Medicaid eligibility was a specific focus of these critiques as sceptics believed the long-term effects would be primarily negative for both the physical and fiscal health of the population. This article provides a brief history of the ACA along with the role of political and public opinion. This is followed with an analysis of initial criticisms and concerns surrounding the eligibility and expansion—with a brief discussion of the constitutionality of the law. Finally, while the long-term effects of the ACA upon health care access and service in the USA are yet to be seen, preliminary results indicate positive effects, contrary to the negatives originally assumed. The article concludes with a summary of current health care reform and a prospective on the future of health care reform in the USA.

Studies on skilled return migration from developed to developing countries have focused on the industrial sector. This article focuses on why academic engineers and scientists from developing countries leave developed countries to return to their countries of birth. Data for this study comes from a National Science Foundation funded study with 83 engineers and scientists who returned to India after study and work in U.S. universities. Better career prospects in India namely ample funding available for research, less competition for grants, ability to work on theoretical topics, and freedom in research objectives emerged as the key factors that prompted return. These findings, therefore, differ with return migration of industrial engineers and scientists who moved back primarily to start companies in India and immigration challenges in the United States. With very little scholarly work on return migration of academic engineers and scientists, this study expands the understanding of high skilled migration in a globalized world.

Do immigrant faculty trained in American higher education institutions adopt the outlook and practices of native US scientists and engineers ("convergence"), or do they diverge from such practices? The modern science paradigm holds that location will not matter significantly and that immigrants in either place will converge to a common standard of scientific practice. Drawing upon 134 in-depth interviews, this paper compares the scientific practices of two groups of Indian immigrant faculty in science and engineering: (i) those who studied and worked in the United States and then returned to India and (ii) those who continued to work in the United States. This paper shows that the two groups differed in important ways: ease of securing grants, management of grants, research environment, professional autonomy, and research type.