People with disabilities (PWDs) defined as the world's largest minority stakeholder group continue to face significant barriers to labor market entry and corporate inclusion. The associated social and economic costs of supporting non-working PWDs can be high and long term. Yet, their potential contribution and impact on human capital, firm productivity, and the innovative capacity of business entities are valuable but underutilized. The employment of PWDs has institutional and managerial implications for equitable opportunities, social mobility, and workplace diversity. This study assesses the quality of corporate disclosure on disability issues by firms in the United Kingdom, as a stepping stone for mainstreaming integration of PWDs into labor markets under the scope of corporate social accountability. We benchmark 274 UK sustainability reports against PWDs-adapted indicators of the Global Reporting Initiative guidelines, highlighting trends pertaining to disability employment. The findings suggest that corporate disclosures on the employment of PWDs are lacking.The implications for PWDs are highlighted considering firm employee and managerial policies and national and transnational regulatory frameworks, towards more meaningful reporting for better alignment between PWD expectations and firm practices.

No abstract

No abstract

Leadership in education has been examined in depth until nowadays regarding among others the most common models of leadership, the personal characteristics and profile of charismatic leaders, the principal leadership style and behavior. Notwithstanding, to the best of our knowledge so far, there is space for additional examination as far as for educational leadership effectiveness regarding these factors. This study aims to investigate the outcomes of educational leadership considering the most important components of leadership which are the leader characteristics’, behaviors’ and the most common exercised styles. Furthermore, a purpose of this study is to explore interconnections and correlations among leader characteristics’, behaviors, leadership styles and effectiveness. According to literature review, there is no clear answer in the question of which one component among leadership styles’, personal characteristics’ and behaviors’ is more significant and contribute more to leadership effectiveness. Research has shown that all these elements are fundamental and are considered all important for educational effectiveness. It is also argued that there is a strong interconnection between them as individual parts in an integrated system, which each one separately has its relative influence in educational leadership effectiveness. Also, there is a broad tendency for agreement according to which educational leadership effectiveness depends on many other factors apart from characteristics’, styles and behaviors’, such as timing, special conditions, legislation, personnel qualifications, expected outcomes’ importance, facilities and many others. Apart from these independent factors it is worth to mention that different leadership styles have different positive or negative outcomes to different stake holders. Therefore, it is hard to isolate and to define which of those components are more significant for leadership effectiveness.