Inclusive leadership: an exploration of an innovative Canadian graduate course
Bibliographic record
Abstract
This exploratory case study investigated an innovative graduate course on inclusive leadership, being taught in a Master of Education program at a university in Canada.Inclusive leadership imbibes social justice awareness, essential in creating equitable organizatiorral cultures that lessen the marginalization of disadvantaged groups.This study asked why one instructor developed the course; why senior leaders supported it; how it was taught; and in what ways it benefited the professional practice of course participants.The researcher found the course was developed and supported because global economic shifts and increasing population diversity have fueled a responsibility for educational leaders to create environments that foster learners to live together peacefully, and contribute in a society that needs to remain economically competitive.An engaging evidence-based instructional approach resulted in learners anticipating using inclusive leadership in their educational leadership roles.Study outcomes support the need for an inclusive leadership course in graduate leadership programs.MA process.Her guidance, expertise, and advice were essential in helping me to undertake this meaningful study that will contribute to the growing body of research in the inclusive leadership area.I would also like to express my sincere appreciation to Dr.Pamela Bishop, who generously contributed an immeasurable amount of her time and expertise in helping me to understand the essence of inclusive leadership, and its implications for educational leaders who are facing growing complexities in their own organizations.In addition, I would like to thank all research participants who took time from their busy schedules to contribute valuable opinions and experiences in support of this research.Finally, I would be remiss not to mention Sylvia Parks, who provided excellent administrative support and advice during my time in the MA program.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".