Diversity, conflict, and their consequences

Jehn, Karen A.; Greer, Lindred L.; Rupert, Joyce

doi:10.1017/cbo9780511753725.007

Cited by 20 publications

(30 citation statements)

References 122 publications

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“…I can even say that what drives a category is always its conflictive dimension. Otherwise it would become meaningless (Vertovec 2015;Jehn et al 2008), because one of the most important functions of a category in migration research is to make tensions visible. What interest us is a shared view about what a conflict is and to develop what bonds APT and QR: the view that a conflict always involves a set of key-agents, each defending their own interpretation and interest of a given fact, policy or declaration.…”

Section: Bridging Elements: What a Conflict Is And How To Focus A Conmentioning

confidence: 99%

Applied Political Theory and Qualitative Research in Migration Studies

Zapata‐Barrero

2018

IMISCOE Research Series

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Section: Bridging Elements: What a Conflict Is And How To Focus A Conmentioning

confidence: 99%

Applied Political Theory and Qualitative Research in Migration Studies

Zapata‐Barrero

2018

IMISCOE Research Series

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“…The value of this interaction is also shown in teams that experience process conflict and manage solving their disagreements on how to approach the task. This appears to be beneficial for the experienced trust, respect, and cohesion (Jehn, Greer, & Rupert, 2008), which in turn enhances team effectiveness (Jehn, Greer, Levine, & Szulanski, 2008). Moreover, former research showed that conflict about the content and the output of the task being performed can be beneficial in decision making teams and project teams (De Wit, Greer, & Jehn, 2012), however, as long as it generates further exchange among team members (De Dreu & Weingart, 2003; Dillenbourg et al, 1996).…”

Section: Relating Team Learning the Tsm And Team Effectivenessmentioning

confidence: 99%

“…A team collectively possesses more knowledge and diversity in expertise than an individual, which can be beneficial for cognitively complex tasks. However, not all teams are able to benefit from this diversity (Jehn, Greer, & Rupert, 2008). To be able to solve problems, teams face the challenge of integrating the different knowledge, experiences, and values present.…”

mentioning

confidence: 99%

Investigating the Relation Between Team Learning and the Team Situation Model

Haar

Segers

Jehn

et al. 2014

Small Group Research

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The development of a team situation model (TSM), a shared understanding of the current situation developed by team members moment by moment, and its impact on team effectiveness have received minor attention in team research. This study investigates a moderated mediation model including the relationship between the team learning processes of co-construction and constructive conflict, the TSM, and team effectiveness. Forty-seven emergency management command-and-control teams participated in this field study. Their task was to manage a realistic emergency simulation developed and organized by field experts. The multi-rater approach included ratings of team members, researchers, and field experts. Results show that co-construction is related to the TSM under the condition of high constructive conflict. The TSM predicts team effectiveness in terms of the quality of actions at the incident scene.

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“…'Diversity' has 'many and different' meanings (Coleman and Glover, 2010: 6), but from a legislative stance, it addresses 3 nine 'equality characteristics' currently protected in UK law: Age, Disability, Gender Reassignment, Marriage and Civil Partnership, Pregnancy and Maternity, Race, Religion or Belief, Sex and Sexual Orientation. Celebrating difference (Lumby and Coleman, 2007;Jehn et al, 2008), valuing diversity (Coleman and Glover, 2010) and minimising the impact of discrimination (Fiske and Lee, 2008) lie at the heart of understanding diversity.…”

Section: Literaturementioning

confidence: 99%

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

Mistry

Sood

2014

Education 3-13

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The ideology and commitment of social justice principles is central to Early Years practice, however, the term social justice in education is complex and remains contested. This paper explores the ideology of social justice through links between equality and equity and how it is embedded within Early Years, and what remain the potential challenges for leadership.Interviews in English multi-cultural and mono-cultural primary schools were conducted.Findings showed that the ideology of social justice, equality and equity was interpreted differently. Multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum. In mono-cultural schools leadership had to be more creative in promoting equality and equity given the smaller proportion of their diverse pupil and staff population. Tentative conclusions suggest that the vision for permeating equality and equity in Early Years, at best, is at early stages.

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Diversity, conflict, and their consequences

Cited by 20 publications

References 122 publications

Applied Political Theory and Qualitative Research in Migration Studies

Applied Political Theory and Qualitative Research in Migration Studies

Investigating the Relation Between Team Learning and the Team Situation Model

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

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