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Gender equality as well as diversity in workplace in general and management in particular is said to provide a number of benefits, including new ideas and improved communication, insights into female market segmentation, and a greater work-life balance. While importance of women in corporate boards has been long acknowledged, but unfortunately till date females have made only modest gains in terms of directorships on corporate boards. Following the trend of this globalized business domain a paradigm shift in regulatory framework is witnessed in India by Section 149(1) of Companies Act, 2013 through mandatory inclusion of at least one female director in board. Against this backdrop, present study has envisaged the state of affairs relating to the gender diversity and corporate governance practices of selected major listed companies in India. However, it is really premature to reveal any statistically significant difference in their corporate governance disclosure practices based on the gender diversity. However, the positive vibes generated by the gender equality in the boardroom cannot be under-shadowed as across the world various empirical studies revealed that adherence to gender equality in substance over form on longer time horizon will definitely provide right momentum toward competitive advantage on sustainable basis for the business.

The chapter intervenes in the debate among scholars of legal impact about the extent to which law can change society. Reformers, aims are frustrated when targets of law respond with resistance to court decisions, especially where mechanisms to enforce case law are weak (Hall, 2010; Klarman, 2006; Rosenberg, 1991). Even when law’s targets abide by a law, however, other important studies have demonstrated that organizations can leverage ambiguous language to craft policies in compliance that further their aims (Barnes & Burke, 2006; Edelman, 2016; Lipson, 2001). This chapter examines a case in which a state constitutional provision banning affirmative action was written in relatively unambiguous language and one of its targets announced its intention to comply. Through extensive interviews with University officials, this chapter examines the University of Michigan’s use of financial, technological, and political resources to follow the language of the law while still blunting its impact. These findings suggest that to understand law’s impact on society, we need to reconceive compliance and not only take the clarity of the law and its enforcement mechanisms into account but also attend to the goals, resources, and practices of the groups it targets.

Diversity in board composition, in particular the underrepresentation of women, has received significant attention over recent years in many sectors, including sport. Within British horseracing, whilst some maintain that the industry operates consistently as a meritocracy, others argue that women remain underrepresented at senior levels. This chapter explores arguments for increasing the number of women on boards and governing bodies, covering the business case and the ways that ‘substantive’ and ‘descriptive’ representation might embed sustained structural change. It draws on a research study which identified a lack of gender balance in many of horseracing's governing structures. Though emerging from its history as ‘mainly a male world’, structural barriers to impede women's progress remained evident. Women were found to experience a lack of role models, limited access to the mentoring and networking they needed to navigate the industry, and gender stereotyping. The response to these findings resulted in an industry plan for change, instigated by the British Horseracing Authority. This included the introduction of a specialist advisory body, targets for increased women's representation, diversity data collection and analysis, and support for role model and mentoring initiatives. These activities are reviewed herein using the organisational theoretical approaches of ‘institutional theory’, which identifies external pressures to conform to accepted business practice; ‘resource dependency theory’ and the role of inter-organisational arrangements; and ‘network theory’ analysing interdependencies with other organisations. I conclude by evaluating the potential impact of this work for achieving more gender-balanced governance.

Diversity management is now a well-established field of research in organisation and management studies. Yet, the majority of the managing diversity studies are based on quantitative research, whereas some others use qualitative data or case studies in order to explore issues related to diversity management. This chapter is a rare example, which offers an analysis of empirical data by incorporating both qualitative and quantitative methods. As the mainstream diversity management literature engenders a tendency to de-contextualise the diversity management process by isolating it from its socio-economic and organisational settings, overlooking the issues of power which are embedded in organisational processes of diversity management is particularly relevant. But the agency of diversity managers, who are the most visible actors in the process of managing diversity, still continues to be an under-researched area. This chapter acknowledges that diversity managers, whose agency is relational and multi-layered, are important actors in diversity management process, using a Bourdieuan approach in order to understand diversity managers as a professional group through the combined explanatory power of individual, organisational and societal influences.

This chapter aims to provide a critical analysis of special needs education within the United Kingdom today. Central to such an analysis is an understanding of the rapidly changing social and political milieu within which special needs education is embedded, including the rapidly changing demographics of schooling, and the devolution of political power into four separate but linked countries – England, Wales, Scotland and Northern Ireland. Following a discussion of such wider social, political and educational issues, the authors explore the convergences and divergences in policy and practice across the four devolved administrations. The authors describe a plethora of contemporary policy developments within each of the four administrations that speak to the need for special needs education to change in response to 21st century concerns about the problems of access to, and equity in, education for all children. Despite this, the authors remain extremely circumspect about the potential of many of these developments to lead to successful inclusive practices and developments on the ground – and explain why. The analysis in the concluding section focuses on the issue of teacher education for inclusion and some very innovate UK research and development projects that have been reported to successfully engage teachers with new paradigm thinking and practice in the field of inclusive special needs education.

This chapter provides comparative insights into the context of equality and diversity in the United States and the United Kingdom. It argues that there is a real danger that progressive initiatives in combatting racism in both countries may have stalled and indeed may be slipping backwards. The chapter focuses on one sector, the healthcare sector, where service delivery is local but where in both countries there is huge reliance on an international workforce through migration. Despite huge differences in the US and UK healthcare systems, it is found that the pattern of migration with respect to both highly qualified professional workers (e.g. physicians) and middle and lower ranked workers is similar. The resilience of racial disadvantage is exposed in the context of a range diversity management initiatives.

Our chapter examines the ways national developments in Australia and New Zealand over the past two decades reflect distinctively antipodean understandings of educational leadership and management. Our interest is twofold. We are concerned about the extent to which these understandings are reflected in strategies designed to enhance the quality of school leadership. We are also concerned about the extent to which these strategies represent progress towards achieving ‘sustainable’ school leadership. We define sustainable leadership in terms of both building leadership capacity within the organisation and embedding lasting organisational change (Fink & Brayman, 2006; Hargreaves & Fink, 2006; Spillane, 2006). The concept used here implies both models of distributed or shared leadership and leadership succession.

Most publications on the management of diversity in Western countries pay homage to history by referring back to the way regulatory frameworks developed to promote equal treatment and to oppose discrimination. In work on English speaking countries, particular attention has been given to the struggles waged in the USA for civil rights and for gender equality in the 1960s and their impact on the emergence of equal employment opportunity and affirmative action laws and policies. Generally, these developments are depicted as the antecedents to the emergence of diversity management in the USA. This genealogical orientation is usually designed to establish historical foundations. However, as we see it, this approach to history has promoted an impression of linear evolution. Our general aim in this chapter is to show how an historical perspective can help uncover continuities in regard to equal employment opportunity, affirmative action and diversity management policies and strategies in Australia, particularly in relation to the management of cultural diversity in Australian workplaces. Rather than seeing development in linear terms, our aim is to highlight connections and the implications of such connections. Accordingly, this chapter relates each of these policies/strategies to analogous political and legal developments that emerged concurrently, in particular such initiatives as multiculturalism, anti-discrimination laws and what became known in Australia as ‘productive diversity’ policies.