Search results

The purpose of this conceptual chapter is to critically review the efficacy of diversity management in institutions of higher education with the intention of highlighting context-specific challenges in South African Higher Education Institutions (HEIs).

Diversity is conceptualized with the assumption that equity and redress should form part of institutional practices for managing and integrating diverse workforce in HEIs. Because HEIs are tasked to reduce inequalities and exclusions and to ensure integration through redress at all levels, the argument in this chapter is that diversity and social inclusion go hand in hand and that discrimination of people in whatever form should be eliminated.

Findings reveal that diverse learning environments in HEIs help sharpen critical thinking and analytical skills and prepare institutional members to succeed in an increasingly diverse and interconnected world.

The challenge with diversity management, however, is in implementing diversity management in a practical HEI environment.

Implications are that managers should empower diverse institutional members with the ability to accommodate ethnic and cultural diversity, to succeed in maintaining institutional unity.

The study is significant for ensuring effective management of diversity and institutional workforce integration.

The chapter informs policy choices for the day-to-day management of diversity.

This study aims to examine the role of institutional investors in improving board diversity for the companies in which they invest (investee companies) using evidence from corporate board characteristics across the globe. Additionally, this study also investigates the association between institutional investors and board diversity under various institutional settings, including varying economic conditions (pre-crisis, crisis and post-crisis), legal systems and ownership structures.

Using a sample collected from 15 countries for the period 2006 to 2012, the paper uses panel data analysis to examine the association between institutional investors and board diversity.

The study provides evidence that institutional investors do not promote board diversity and show that in general there is no association between institutional ownership and various board diversity attributes such as gender, age, nationality and education. However, the study finds that institutional investors are positively associated with the educational diversity of boards during times of crisis and are negatively associated with board age diversity during pre-crisis and post-crisis periods. Furthermore, while in common law countries institutional investors are found to be negatively associated with board age diversity, they do not influence board diversity outcomes (i.e. gender, age, nationality and education) in civil law countries. The results also show that the associations between institutional investors and board diversity are mixed and insignificant according to different ownership structures (family and non-family owned firms). The main findings of the study are robust and apply to various estimation methods.

This study provides a unique perspective on the impact of institutional investors on board diversity using a sample collected from 15 countries. Furthermore, the study provides an insight that the institutional settings should be considered when investigating the activism of institutional investors in improving governance practices.

The purpose of this paper is to explore the relationship between ethnic diversity, social exclusion and institutional quality of Pakistan. Pakistan is enlisted among those countries that are suffering from bad institutional quality, which may be due to the less economic growth along with multifarious ethnic problems, higher misery and social exclusion. This study is an attempt of how ethnic diversity and social exclusion are encompassed to affect the institutional quality.

This study covers time series data from 1970 to 2015 and uses autoregressive distributed lags modeling approach to explore the underlying nexus among variables.

The finding of this study reveals that ethnic diversity and social exclusion are the enormous obstacles and deteriorate the institutional quality of Pakistan. In case of Pakistan, ethnic diversity is playing a fundamental role in the deterioration of institutional quality. Ethnic diversity has adverse effect on institutional quality which leads to hamper the economic prosperity; therefore, it has to be managed in efficient way by establishing a dense social network needed for growth promotion. This study also shows that socially excluded people are more involved in breaking the institutional rules (formal and informal) because they are not treated equal in society in all of aspects.

This study suggests that governments should play a vital role in creating secure and peaceful society through strong institutional quality and shaping the economic life of a country in a variety of ways such as to promote society toward more cohesiveness.

This study fills a significant gap in the literature as there is limited research on ethnic diversity and social exclusion in relation with institutional quality of Pakistan.

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.

Critiques of international business (IB) have long pointed to the weaknesses in the understanding of context. This has ignited debate on the understanding of institutions and how they “matter” for IB. Yet how institutions matter ultimately depends on how IB applies institutional theory. It is argued that institutional-based research is dominated by a narrow set of approaches, largely overlooking institutional perspectives that account for institutional diversity. This paper aims to forward the argument that IB research should lend greater attention to comparing the topography of institutional configurations by bringing political economy “back in” to the IB domain.

Using principal components analysis and hierarchical cluster analysis, the authors provide IB with a taxonomy of capitalist institutional diversity which defines the landscape of political economies.

The authors show institutional diversity is characterised by a range of capitalist clusters and configuration arrangements, identifying four clusters with distinct modes of capitalism as well as specifying intra-cluster differences to propose nine varieties of capitalism. This paper allows IB scholars to lend closer attention to the institutional context within which firms operate. If the configurations of institutions “matter” for IB scholarship, then clearly, a quantitative blueprint to assess institutional diversity remains central to the momentum of such “institutional turn.”

This paper provides a comprehensive survey of institutional theory, serving as a valuable resource for the application of context within international business. Further, our taxonomy allows international business scholars to utilise a robust framework to examine the diverse institutional context within which firms operate, whilst extending to support the analysis of broader socioeconomic outcomes. This taxonomy therefore allows international business scholars to utilise a robust framework to examine the institutional context within which firms operate.

Purpose – This chapter provides an overview of the book and discusses student diversity and institutional responses.

Methodology/approach – The chapter draws together literature and conceptual thinking about what student diversity is. It then analyses the drivers for increased diversity within higher education in the case studies in this book. Alternative approaches to diversity are presented, drawing on a synthesis of approaches identified in the literature. Finally, the chapter provides a summary of the other chapters and the associated case studies.

Findings – The chapter finds that diversity incorporates difference across a number of dimensions: education, personal disposition, current circumstances and cultural heritage. There are a wide range of reasons prompting institutions to recruit a diverse student population: a commitment to social justice, expansion and access to new markets, tapping the pool of talent, enhancing the student experience, national and/or regional policy, funding incentives, conforming with equality legislation, institutional research and personal commitment of staff. Institutions can respond to diversity in different ways. The idealised types are: altruistic (no institutional change), academic (little or no change), utilitarian (special access and additional support mechanisms) and transformative (positive view of diversity resulting in institutional development).

Research limitations – This chapter draws largely on the author's work in England and the United Kingdom and the case studies presented in this book.

Practical implications – This chapter is important as an introduction to the book, and providing frameworks to think about diversity.

Social implications – The framework for institutional change assists institutions to critically consider the response they make to a more diverse student population.

Originality/value – The paper provides original perspectives to conceptualising and responding to diversity.

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.

The purpose of this paper is to analyze to what extent and under which conditions R&D projects benefit from team members’ participation in spontaneous and work-related communities of practice (CoPs).

This is a quantitative empirical study. R&D projects are the unit of analysis. Data are collected through interviews to 121 informants who are members of 60 R&D projects and participants in 195 CoPs.

The participation of project team members in work-related CoPs positively affects the R&D project performance. This positive effect applies also to radically innovative projects. The diversity in the institutional affiliation of CoPs members is also highly significant and positively correlated with the project performance.

The paper considers only work-related CoPs, thus neglecting the knowledge transacted through other types of CoPs.

Practitioners should support the autonomous participation of project team members to spontaneous and work-related CoPs that cut across the organizational boundaries. Team leaders may enhance team innovative capabilities and performance by ensuring diversity of knowledge and skills from CoPs whose members work for institutions that differ from each other.

First, this study provides quantitative evidence of the CoPs ability to support innovation. Second, this research is focused on spontaneous and work-related CoPs within business environments. Third, this study does not analyze CoPs performance, but it postulates a connection between innovative organizational units (i.e. R&D projects) and spontaneous CoPs that cut across the firms’ boundaries.

Racial and ethnic diversity and the attendant challenges and benefits of multiculturalism in society are a worldwide phenomenon. As higher education is often the training ground for future social and political leaders, as well as the primary institution charged with the study of social problems, the educational benefits, and challenges of diversity in society are particularly relevant to institutions of higher learning. This chapter synthesizes the ongoing empirical research on the educational impact of racially and ethnically diverse university environments in a U.S. context and offers a framework of institutional practices based on that work to help administrators both respond to challenges and better harness-related benefits for all students.

This review addresses how student organizations are conceptually framed in the scholarly literature—organizations the authors referred to as “ethnicized student organizations” or “ESOs,” which include both Black Indigenous and People of Color (BIPOC) student organizations and ethnically white student organizations such as mainstream fraternities/sororities and clubs that are normalized as not having a racial/ethnic affiliation.

Critical race theory informs the analysis of 175 articles that address ESOs from 2002 to 2016.

Analysis revealed that a majority of scholarship conceptualizes ESOs in ways that can minimize the role of institutional whiteness where they are positioned as either serving or hindering both individual students and institutional goals. Findings also reveal a smaller body of literature that emphasized institutionalized power dynamics and honors the transformative work of BIPOC students through ESOs.

Despite widespread public commitments to diversity among institutions, whiteness remains a core institutional presence. This study illustrates the relationships among student organizations, white supremacy and higher education transformation.