Based on intergroup theory, this study examined relationships among group characteristics (racioethnicity, gender, and level), contextual organizational unit characteristics (gender and racioethnic heterogeneity, resource support for women and racioethnic minorities) and perceptions of diversity climate by faculty at a large university. Compared to white men, white women and racioethnic minorities placed greater value on employer efforts to promote diversity, and held more favorable attitudes about the qualifications of women and racioethnic minorities. The study found that group rather than contextual organizational unit characteristics were more strongly related to diversity climate. However, the organizational unit characteristic, gender heterogeneity, was significantly related to valuing diversity. The greater the ratio of women in a unit, regardless of the respondents' gender, racioethnicity or level, the more favorable diversity activities were viewed. In addition, units whose allocation of resources to racioethnic minorities were perceived as insufficient by respondents were more likely to have members who valued diversity and held favorable perceptions toward the qualifications of racioethnic minorities. Implications for organizations and future research are offered.Responding to projections that 85 per cent of the new entrants to the U. S. labor force during the 1990's will be female, minority or immigrant (Johnson and Packer, 1987), many firms have increased their emphasis on hiring, promoting, and retaining individuals of ethnically, racially, and gender diverse backgrounds. Toward this end, organizations have instituted multicultural training and activities to modify organizational systems and address root causes of institutional racism and sexism (cf. Thomas, 1990;Cox, 1991a). Typically, multicultural efforts seek to enhance relations between members of different ethnic and racial groups by finding ways to sensitize ' Order of authorship is alphabetical as the contribution of both authors to this paper was approximately equal.We wish to thank Robin Ely, Manfred Stommel, Clayton P. Alderfer, and several anonymous reviewers for helpful comments on earlier versions of this paper.
Society's changing needs, advancing knowledge, and innovations in education require constant changes of medical school curricula. But successful curricular change occurs only through the dedicated efforts of effective change agents. This study systematically searched and synthesized the literature on educational curricular change (at all levels of instruction), as well as organizational change, to provide guidance for those who direct curricular change initiatives in medical schools. The focus was on the process of planning, implementing, and institutionalizing curricular change efforts; thus, only those articles that dealt with examining the change process and articulating the factors that promote or inhibit change efforts were included. In spite of the highly diverse literature reviewed, a consistent set of characteristics emerged as being associated with successful curricular change. The frequent reappearance of the same characteristics in the varied fields and settings suggests they are robust contributors to successful change. Specifically, the characteristics are in the areas of the organization's mission and goals, history of change in the organization, politics (internal networking, resource allocation, relationship with the external environment), organizational structure, need for change, scope and complexity of the innovation, cooperative climate, participation by the organization's members, communication, human resource development (training, incorporating new members, reward structure), evaluation, performance dip (i.e., the temporary decrease in an organization's performance as a new program is implemented), and leadership. These characteristics are discussed in detail and related specifically to curricular change in medical school settings.
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