Understanding the Managing/Valuing Diversity perspective

Judith Foreman

What is managing diversity?

The concept of Managing Diversity embodies two key assumptions

The heterogeneity and diversity of social groups discrimination and disadvantage are, therefore, multifaceted Organisations can benefit from valuing difference and managing diversity effectively

Both ideas have implications for organisational change and professional practice

What is Managing Diversity?

MD is often defined by comparing it with Equal Opportunities approaches Some authors claim that MD represents a paradigm shift in equal opportunities work Some see MD as an extension/development of EOP

Equal Opportunities and Managing Diversity compared drivers for

change

Equal Opportunities

Managing Diversity

Externally driven Rests on moral and legal arguments Perceives EO as a cost

Internally driven Rests on business case Perceives MD (Managing Diversity) as investment

Equal Opportunities and Managing Diversity compared degree of

integration

Equal Opportunities

Managing Diversity

Operational Concerned with process Externally imposed low buy-in

Strategic Concerned with outcomes Internalised by all

Equal Opportunities and Managing Diversity compared perception of

difference

Equal Opportunities Difference perceived as other/problematical Deficit model

Managing Diversity Difference perceived as asset/richness Celebrates difference

Assimilation advocated

Mainstream adaptation advocated

Equal Opportunities and Managing Diversity compared focus of action

Equal Opportunities Focus on group discrimination Group initiatives Managing Diversity Focus on development for all individuals Universal initiatives Individual development

Supported by narrow positivist knowledge base

Supported by wider pluralistic knowledge base

Different approaches to WP emerging from research

Academic
Assimilation Group-focused (targeting) Peripheral and operational Externally driven

Differential Provision
Separation or compensation Group-focused (targeting) Peripheral and operational Pragmatic

Transformative
Mainstream adaptation Individual focused

Central and strategic

Externally and internally driven

Origins and application of MD to widening participation in HE

Private sector More recent application to public/not for profit sector Employment Generally not as well developed in relation to customer/client diversity especially student diversity

Business Case in HE

Business case not an approach used in HE WP driven by a range of factors

Govt policy Funding Institutional mission social justice Market position

Why a Business Case?

Creates internal arguments for student diversity and WP based on benefits to institution HE Sector is partially marketised, so business arguments apply HE sector is diverse, so not one size fits all Organisational change

Elements of a Business Case

Potential benefits to the institution Potential costs, risks and barriers Differential impacts on different stakeholders Do the benefits outweigh the costs? Can the costs be met?

External Drivers

Internal Drivers

Recruitment Legislation
Funding and policy drivers Ethical drivers Social justice Mission Commitment Corporate Social Responsibility
Organisational Change

Pool of Talent Improving T&L New markets Reputation

(Access to funding)

Potential benefits to institutions

Increased student numbers Tapping the pool of talent Improving teaching and learning Access to funding New roles and markets Complying with legislation Reputation

Group discussion activity

Which of the benefits would be most relevant to your institution(s)? How might these provide a rationale for further investment in managing student diversity? What would be the implications of this (costs, risks, barriers etc)

Costs and risks

Additional cost of supporting the learning experience Costs of low retention New course development (for new student markets) Academic standards Diverting funding from core business

Barriers
Internal barriers context specific, e.g. Other activities such as research being more highly valued Institutional history and perceptions held by prospective students (and some staff!) Fear of adverse effect on existing student cohorts External barriers, e.g. funding system