Inclusive Leadership in Global Health

Department
  • European Master in Health Economics and Management
Course unit code
  • IHSM-EU-HEM-E3.4
Level of course unit
  • Master
Semester when the course unit is delivered
  • 3
Number of ECTS credits allocated
  • 5.0
Name of lecturer(s)
  • not available
Learning outcomes of the course unit
  • By the end of this course, students should be able to:
    • Identify essential characteristics of inclusive leaders
    • Understand the connection between leading and working with equality, diversity, unbiasedness and inclusion and bet-ter performance and organizational outcomes
    • Explore the power of 360 feedback
    • Apply inclusive communication to lead their teams
    • Apply conflict management tools to improve team dynamics
Mode of delivery
  • -
Prerequisites and co-requisites
  • none
Course contents
  • Inclusive Leadership Culture & Framework
    Inclusive Leadership & Organizational Outcomes
    Inclusive Communication
    Conflict Management
    360-degree Feedback
Recommended or required reading
  • Adapa, S., & Sheridan, A. (Eds.). (2017). Palgrave Studies in Leader-ship and Followership Ser. Inclusive Leadership: Negotiating Gen-dered Spaces. Palgrave Macmillan; Springer [Distributor]. https://doi.org/10.1007/978-3-319-60666-8
    Amin, M., Till, A., & McKimm, J. (2018). Inclusive and person-centred leadership: Creating a culture that involves everyone. British Jour-nal of Hospital Medicine (London, England : 2005), 79(7), 402-407. https://doi.org/10.12968/hmed.2018.79.7.402
    Bailey, S., & Burhouse, A. (2019). From super-hero to super-connector, changing the -leadership culture in the NHS. Future Healthcare Journal, 6(2), 106-109. https://doi.org/10.7861/futurehosp.6-2-106
    Bradley, E. H. (2020). Diversity, Inclusive Leadership, and Health Out-comes. International Journal of Health Policy and Management, 9(7), 266-268. https://doi.org/10.15171/ijhpm.2020.12
    Brimhall, K. C., & Palinkas, L. (2020). Using Mixed Methods to Uncov-er Inclusive Leader Behaviors: A Promising Approach for Improv-ing Employee and Organizational Outcomes. Journal of Leader-ship & Organizational Studies, 154805182093628. https://doi.org/10.1177/1548051820936286
    Brún, A. de, & McAuliffe, E. (2020). Exploring the potential for collec-tive leadership in a newly established hospital network. Journal of Health Organization and Management, 34(4), 449-467. https://doi.org/10.1108/JHOM-12-2019-0353
    Brún, A. de, O'Donovan, R., & McAuliffe, E. (2019). Interventions to develop collectivistic leadership in healthcare settings: A systemat-ic review. BMC Health Services Research, 19(1), 72. https://doi.org/10.1186/s12913-019-3883-x
    Carmeli, A., Reiter-Palmon, R., & Ziv, E. (2010). Inclusive Leadership and Employee Involvement in Creative Tasks in the Workplace: The Mediating Role of Psychological Safety. Creativity Research Journal, 22(3), 250-260. https://doi.org/10.1080/10400419.2010.504654
    Dillon, B., & Bourke, J. (2016). The six signature traits of inclusive leadership: Thriving in a diverse new world. Deloitte University Press. https://www2.deloitte.com/content/dam/Deloitte/au/Documents/human-capital/deloitte-au-hc-six-signature-traits-inclusive-leadership-020516.pdf
    Edwards, L. D., Till, A., & McKimm, J. (2018). Meeting today's healthcare leadership challenges: is compassionate, caring and inclusive leadership the answer? BMJ Leader, 2(2), 64-67. https://doi.org/10.1136/leader-2017-000031
    Javed, B., Naqvi, S. M. M. R., Khan, A. K., Arjoon, S., & Tayyeb, H. H. (2019). Impact of inclusive leadership on innovative work behav-ior: The role of psychological safety. Journal of Management & Or-ganization, 25(1), 117-136. https://doi.org/10.1017/jmo.2017.3
    Kalina, P. (2020). Resilient and inclusive healthcare leadership: Black Swans, COVID-19, and beyond. The International Journal of Health Planning and Management. Advance online publication. https://doi.org/10.1002/hpm.2983
    Kline, R. (2019). Leadership in the NHS. BMJ Leader, 3(4), 129-132. https://doi.org/10.1136/leader-2019-000159
    Marques, J. (Ed.). (2020). Routledge companions to business, man-agement and accounting. The Routledge companion to inclusive leadership. Routledge, Taylor & Francis Group.
    Minehart, R. D., Foldy, E. G., Long, J. A., & Weller, J. M. (2020). Chal-lenging gender stereotypes and advancing inclusive leadership in the operating theatre. British Journal of Anaesthesia, 124(3), e148-e154. https://doi.org/10.1016/j.bja.2019.12.015
    O'donovan, R., & McAuliffe, E. (2020). A systematic review of factors that enable psychological safety in healthcare teams. International Journal for Quality in Health Care : Journal of the International So-ciety for Quality in Health Care, 32(4), 240-250. https://doi.org/10.1093/intqhc/mzaa025
    Saxena, A., Meschino, D., Hazelton, L., Chan, M.‑K., Benrimoh, D. A., Matlow, A., Dath, D., & Busari, J. (2019). Power and physician leadership. BMJ Leader, 3(3), 92-98. https://doi.org/10.1136/leader-2019-000139
    Sweeney, C. (2016). Inclusive leadership: The definitive guide to de-veloping and executing an impactful diversity and inclusion strate-gy (First edition). Pearson Education.
    Wang, Y.‑X., Yang, Y.‑J., Wang, Y., Su, D., Li, S.‑W., Zhang, T., & Li, H.‑P. (2019). The mediating role of inclusive leadership: Work engagement and innovative behaviour among Chinese head nurses. Journal of Nursing Management, 27(4), 688-696. https://doi.org/10.1111/jonm.12754
    Zhao, F., Ahmed, F., & Faraz, N. A. (2020). Caring for the Caregiver during COVID-19 Outbreak: Does Inclusive Leadership Improve Psychological Safety and Curb Psychological Distress? A Cross-sectional Study. International Journal of Nursing Studies, 103725. https://doi.org/10.1016/j.ijnurstu.2020.103725
Planned learning activities and teaching methods
  • The course comprises an interactive mix of lectures, discussions and individual and group work.
Assessment methods and criteria
  • To monitor the students’ learning this course will provide ongoing assignments as a basis for feedback and grading (formative assessment) and/or will evaluate the students learning at the end of the course or an instructional unit via exams, final project reports, essays or seminar papers (summative assessment).
Language of instruction
  • English