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To overcome the shortcomings of diversity training programs, the purpose of this paper is to conceptualize an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities. Borrowing key principles from the diversity learning (Rainey and Kolb, 1995); integration and learning perspective (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008), the authors develop a new organizational diversity learning framework for behavioral, attitudinal, and cognitive learning at workplaces. They conclude with directions for future research.

This paper first presents an overview of key shortcomings of diversity training programs in relation to their group composition, design, content and evaluation. Second, it borrows the key principles of diversity learning (Rainey and Kolb, 1995); integration and learning perspectives (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008) to delineate the organizational diversity learning framework. Third, it presents a table of the approach contrasted with the shortcomings of diversity training programs and discusses practical and theoretical contributions, along with directions for future research.

This paper conceptualizes an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities.

The organizational diversity learning framework developed in this paper provides an inclusive diversity learning paradigm in which diversity learning rests in the experience of the learner. As stated by experiential learning theory, this framework encourages workers to heuristically learn about diverse perspectives in a psychologically safe environment, to reflect on different perspectives, and to create a new awareness about learning from others. As the participants learn to apply new repertoires for interacting with others in their daily work interactions (e.g. listening to different perspectives shared by unfamiliar social group members), it proposes that their behaviors may create a ripple effect, changing other colleagues’ attitudes, behaviors, and thinking patterns on working with diverse coworkers.

This paper provides detailed instructions for practitioners to facilitate diversity learning. It highlights a few key practical implications. First, the framework provides a method of organization-wide diversity learning through intersecting networks within the workplace, which is designed to reduce the elitist organizational decision making that mainly occurs at the upper echelon. Second, unlike other stand-alone diversity initiatives, the framework is embedded in the organizational decision-making process, which makes employees’ learning applicable to core organizational activities, contributing to both employees’ diversity learning and organizational growth. Third, the framework provides a preliminary model for transferring employees’ diversity learning in daily work operations, nurturing their behavioral learning to interact with different social groups more frequently at work and inclusive of their colleagues’ perspectives, feelings, and attitudes.

Workforces across nations are becoming increasingly diverse, and, simultaneously, the gap and tension between demographic representation in the upper and lower echelons is widening. By joining with other scholars who have advocated for the need to move beyond diversity training programs, the authors developed the organizational diversity learning framework for meaningful co-participation of employees with different statuses, functions, and identities. By inviting minority perspectives into the organizational decision-making process, top managers can explicitly send a message to minority groups that their perspectives matter and that their contributions are highly valued by the organization.

There has not been a conceptual paper that delineates the diversity inclusive decision-making process within a workplace. The authors established the organizational diversity learning framework based on the diversity learning, organizational diversity integration and learning perspectives, and deliberative democracy practices. The proposed framework guides organizations in structural interventions to educate employees on how to learn from multiple perspectives for better organizational decision making.

Investigating diversity presents researchers with a paradox because extremely inconsistent and conflicting findings about the effects of diversity have emerged in this field of study. It has been argued that the theoretical frameworks used have contributed to the paradox. Different and contradictory effects concerning the influence of group diversity can be predicted using these frameworks. The purpose of this paper is to examine the application of the main theoretical frameworks in the context of researching diversity.

The focus of this paper is a critical examination of three theoretical frameworks in the field of diversity research – similarity‐attraction theory, social categorization theory and the information/decision‐making approach. These are commonly applied in researching diversity. The basic elements of each theory, its applications in diversity research and its strengths and limitations are considered.

The discussion suggests that the paradox in diversity research emerges from a research tradition that views the three frameworks as being best applied separately because each framework predicts different and even contradictory outcomes. These differences are a consequence of distinctive theoretical operations. In addition, the strengths and limitations associated with each theoretical framework suggest that they might be integrated and subsequently applied in specific settings according to their respective strengths and limitations.

In order to produce more consistent results in research on diversity, it is suggested that future researchers should not rely solely on a single theoretical framework to predict the effects of diversity. In particular, different theoretical frameworks may work well with certain types of diversity as well as certain levels of analysis.

The paper provides a framework for dissecting the diversity paradox and a foundation for designing fresh approaches that might produce findings that are more consistent.

Scholarship on workplace diversity, equity, and inclusion (DEI) is voluminous. Nevertheless, there is relatively little work that examines DEI from an organization development and change (ODC) or systems perspective. As a result, there is no unified framework ODC practitioners can use for DEI diagnosis and intervention. The purpose of this chapter is to review the ODC literature with respect to DEI and propose a diagnostic Context-Levels-Culture (CLC) framework for understanding and addressing diversity-related challenges in organizations. We also present a case example of how this framework can be used in DEI consulting, including implications for future research and practice.

A narrow focus of past diversity research and inconsistent findings have contributed to a lack of understanding of how to manage diversity for positive outcomes. Focusing on age, gender and ethnic diversity, this paper aims to review literature on group objective demographic diversity and individual perceived demographic diversity to present an integrated multilevel framework for our improved understanding and to present testable propositions.

The authors conducted a thorough review of 51 empirical studies of demographic diversity at individual and group levels to propose a multilevel framework.

Drawing on information elaboration theory, social categorization theory and social identity theory, an integrated multilevel framework is proposed at individual and group levels. The framework suggests that demographic diversity (age, gender and ethnicity) aids positive information elaboration processes, while also causing negative social categorization processes. These processes impact individual and group outcomes. The framework also identifies moderating factors not sufficiently addressed in the demographic diversity literature. Propositions and implications for future research in the field of demographic diversity are presented.

This review provides an integrated multilevel framework of objective and perceived demographic diversity and its positive and negative processes and effects at both individual and group levels, drawn from information elaboration, social categorization and social identity theories.

“Valleys” make for interesting analogies. They are geological depressions that can reflect the struggles and lows sometimes experienced with equity and diversity work. Carved out by ancient glaciers, valleys lend themselves to critical comparisons to the glacial pace that frequently characterizes the change in higher education. But when tagged with the noun “hope,” glaciers represent the work of carving out new forms, shapes, avenues, and their amazing transformative power to change landscapes. The aspiration and desire for change, the wish for something better, and acting intelligently and intentionally on ambitious equity and diversity goals make “Valleys of Hope” an apt analogy of the higher education landscape that describes the University of Minnesota’s equity and diversity journey and successes. Carpe Diem, a Latin phrase frequently translated to mean “seize the day,” is in our chapter title because we felt it appropriately conveyed how two consecutive equity and diversity leaders harnessed the zeitgeist of campus strategic initiatives to rally their campus communities around equity and diversity imperatives. Carpe Diem sometimes connotes a focus on the present versus the future. Yet, in our view visions and initiatives anchored in core values have in fact a surprising omnipresence and permanence over time. We share two leadership “acts” with readers in this chapter.

This paper aims to develop a cultural diversity management (CDM) framework to enhance the performance of architecture design firms (ADFs) in Egypt.

A research methodology consisting of literature review, case studies and survey questionnaire was designed to achieve the abovementioned aim. First, literature review was used to investigate the concepts of globalization, international construction, diversity, diversity management (DM) and organizational performance. Second, four case studies were presented and analyzed. The first two cases explored the role of CDM towards enhancing the performance of ADFs, while the last two cases showed initiatives carried out by NGOs to integrate architects of color into their communities through training programs that enhanced their skills and uplifted their societies. Third, a survey questionnaire was carried out with a representative sample of ADFs in Egypt to investigate their perception and application of DM towards enhancing organizational performance. Based on the results of the above, the research developed a framework to enhance the performance of ADFs through managing culturally diverse workforces.

Literature review showed that diversity is not limited to race and gender; however, it includes other types such as disability, socioeconomic status, thinking style, culture, personality, life experience, religious and spiritual beliefs. Despite the benefits that diversity brings to ADFs such as stimulating creativity and increasing productivity, poor management of diverse workforce leads to dysfunctional conflicts, frustration and confusion. Results of case studies showed that ADFs that adopt a CDM approach succeeded in enhancing their performance. In addition, training initiatives carried out by NGOs succeeded to integrate architects of color into their communities and uplifting their societies. Results of data analysis identified the barriers to integrating diverse workforce in ADFs. These barriers include “Poor communication and spirit of collaboration between diverse workforce”, “Resistance to change”, “Lack of maintaining wage equity and promotion between different workforces based on gender”, “Poor organization culture” and “Lack of Senior Management involvement”. This necessitated taking action towards developing a framework to overcome these barriers to manage diverse workforces towards enhancing the performance of ADFs in Egypt.

Because of the conceptual nature of the proposed framework, it has to be tested and validated to ensure its capability to overcome the barriers of managing culturally diverse workforces as an approach for enhancing the performance of ADFs in Egypt.

This research presents a practical solution to enhance the performance of ADFs in Egypt through managing cultural workforce diversity.

The research identified and analyzed the barriers that obstruct the integration of diverse workforces in ADFs. The research tackled a topic that received scant attention in construction literature with particular emphasis on Egypt. In addition, this paper proposed a CDM framework to enhance the performance of ADFs in Egypt, which represents a synthesis that is novel and creative in thought and adds value to the body of knowledge.

This paper examines how groups respond to diversity. Specifically, a framework is developed that integrates prior research on diversity in groups within a learning perspective. The value of the framework is that it seeks to integrate various dimensions of group diversity with the intent of highlighting critical characteristics of groups that effectively manage diverse member contributions. Within this framework, the focus is on cognitive rather than demographic diversity and on how groups use diverse ideas and approaches to learn collectively. Based on this framework, it is suggested that groups manage cognitive diversity in three distinct ways, through accommodation, elaboration and transformation. These responses to diversity may represent different levels of group learning along a continuum ranging from routine, exploitative to non‐routine, exploratory learning. An exploratory study is presented in which this framework is used to understand how groups manage cognitive diversity. Preliminary study results suggest that most groups seem to respond to diversity by accommodating or elaborating while very few groups seem to engage in transformation. Specifically, few groups seem to invest the necessary resources to capitalize on diversity and create opportunities for non‐routine learning. Implications for practice and research are discussed.

Purpose – This chapter answers the question ‘what does a transformed institution look like’ by presenting a framework for institutional transformation to mainstream diversity. It exemplifies the framework by assessing how well English higher education institutions (HEIs) are doing with respect to mainstreaming. Relevant examples of change from the case studies are identified.

Methodology/approach – Reports from two institutional change programmes in the United Kingdom and the European Universities Charter on Lifelong Learning are synthesised to create a framework for change to mainstream diversity. The framework is used to assess the progress of English HEIs. This analysis is based on data from a thematic review of the Widening Participation Strategic Assessments (WPSAs) prepared by each of the 129 English HEIs. Each WPSA was coded up. Query reports were read and re-read to identify common approaches and themes.

Findings – The 12 item framework for mainstreaming diversity demonstrates that institutions need to attend to both infrastructure (policies, processes and procedures) and the institutional culture (the understandings and implementation of a strategy). The analysis suggests that English HEIs are making good progress towards this challenging agenda of change.

Research limitations – The WPSAs are a subjective account of WP, and claims have not been checked. Furthermore, WPSAs were written at a specific time and so only provide a snap-shot of institutional approaches to diversity.

Practical implications – This chapter assists institutions to think about, plan and evaluate institutional transformation.

Social implications – This approach puts diversity at the centre of HEIs.

Originality/value – The chapter provides an original framework to assist institutions to assess their progress with regard to institutional transformation to engage a diverse student body.

Diversity education and training have been a standard in higher education for decades now. While it is widely accepted that they can have significant value and impact, there is much uncertainty in how to build programs that deliver in positive ways for increasingly diverse college campuses. The need for contextual application of diversity education makes it difficult to develop a general framework for building such a program. Still, research shows essential theoretical components of diversity education programs that can be critical to the success of these initiatives. How do we take these larger theoretical concepts and ground them within unique higher education environments in ways that meet specific campus needs – needs that exist in the context of the campus, as well as within the larger social, cultural, and political landscape? The model has to be agile enough to respond to both the internal and external factors that shape the campus climate while being true to its theoretical roots. This chapter presents a programmatic framework for building a diversity education certificate program to enhance progress toward achieving institutional change goals, as well as a case study snapshot that demonstrates the practical implications of implementing the framework. The program can drive campus change supporting diversity and inclusion – change that may have been dormant, not supported, or not articulated in ways that result in effective outcomes.