The Case for Mandatory Diversity Education.

Bell, Myrtle P.; Connerley, Mary L.; Cocchiara, Faye K.

doi:10.5465/amle.2009.47785478

Cited by 64 publications

(44 citation statements)

References 73 publications

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“…Despite the challenges, the value of learning in intercultural groups is worthy of attention, given the occurrence of more culturally diverse and team-focused workplaces, and the importance of developing university graduates with a global outlook and international competence (Bell et al, 2009;Deardorff, 2006;De Vita, 2002;Leask, 2003;Montgomery, 2009). Diverse groups have the potential to be more creative and innovative, and to generate a wider range of views than JIEB 7,1 homogenous groups (Driver, 2003).…”

Section: Group Work and The International Curriculummentioning

confidence: 99%

Students achieving intercultural competence through group work: realised or idealised?

Burdett

2014

Journal of International Education in Business

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this study was to explore local and international business students' perceptions of their intercultural group work experience as a mechanism for developing intercultural competence and group work skills. Design/methodology/approach -Using qualitative interviews, the group work experiences of 11 final-year undergraduate local and international students in a business program in a large Australian university were analysed. Findings -The findings suggest that international and local students working together on group assignments create social and academic situations that result in "at best" limited positive intercultural learning and relationships. Differences in expectations, motivations, language fluency, trust and relationship issues were evident when students collaborated on group assignments. Thus, it appears that group assignments are potentially flawed mechanisms for delivering the goals of intercultural competence and group work skills in business students. Practical implications -Although this exploratory study is limited in scope, the research has implications for pedagogical strategies, in particular, the use and design of group assignments and the preparation of students for working on group tasks in intercultural groups. It also has implications for developing effective learning mechanisms that lead to improved student intercultural competence, greater socio-cultural engagement and the academic success of international and local business students, as well as positive learning experiences for all. Originality/value -The findings of this study are likely to be a useful resource for university staff considering the use of group work assignments for the development of intercultural understanding and competence and collaborative skills.

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Section: Group Work and The International Curriculummentioning

confidence: 99%

Students achieving intercultural competence through group work: realised or idealised?

Burdett

2014

Journal of International Education in Business

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“…A recent article by Bell, Connerley, and Cocchiara (2009) implored the field of management to add mandatory diversity education to coursework required for business school degrees. Their concerns echo ours as we began and as we end this special issue:…”

Section: Resultsmentioning

confidence: 98%

Diversity in the HRD Curriculum: Concluding Thoughts and Next Steps

McDonald

Hite

2010

Advances in Developing Human Resources

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Summarizing this issue reinforces the need to continue the discourse on diversity in the HRD curriculum. For example, one area not covered in this collection, but important to the dialogue is evaluation of diversity education. These articles represent a thoughtful beginning, providing ideas to prompt additional conversations, action plans, and next steps in the process.The authors in this issue have explored the teaching of diversity from a variety of perspectives. Alfred and Chulup, Gedro, and Thomas, Tran, and Dawson have made cases for the inclusion of a variety of content in the HRD diversity curriculum. Kormanik and Rajan have offered additional curricular insights from the perspective of management training. Bierema, focusing more on the learning process, has provided recommendations regarding instructor qualifications and skills and pedagogical issues. In addition, some of the articles have taken a critical perspective, suggesting a need to reexamine how we structure our academic programs and our classrooms with the intent of developing practitioners prepared for "global, diverse, and complex contexts" (Bierema, 2009, p. 91).We realize, however, that this issue just begins the dialogue on incorporating diversity into the HRD curriculum. Integrating diversity into HRD programs offers a unique opportunity to approach this concept at two levels-developing students' ability to work with diverse others and simultaneously, developing the competencies needed to create effective diversity initiatives in organizations. Both skill sets are important and

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“…Management faculty can and should incorporate various ethical dilemmas that a practitioner may encounter in each of our courses, for example (Drumwright, Prentice, & Biasucci, 2015). Many argue that faculty should but do not know enough nor do enough to promote and protect diversity and social justice in classrooms (Bell & Kravitz, 2008;Bell, Connerley, & Cocchiara, 2009;Evans & Weiss, 2008;Nicholson & DeMoss, 2009).…”

Section: Moral Muteness Of Facultymentioning

confidence: 97%

Moral muteness of faculty in management education

Chung

2016

The International Journal of Management Education

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The Case for Mandatory Diversity Education.

Cited by 64 publications

References 73 publications

Students achieving intercultural competence through group work: realised or idealised?

Students achieving intercultural competence through group work: realised or idealised?

Diversity in the HRD Curriculum: Concluding Thoughts and Next Steps

Moral muteness of faculty in management education

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