Understanding the Managing/Valuing Diversity perspective

1. Understanding the Managing/Valuing Diversity perspective Judith Foreman

2. 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

3. 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

4. Equal Opportunities Externally driven Rests on moral and legal arguments Perceives EO as a cost Managing Diversity Internally driven Rests on ‘business case’ Perceives MD (Managing Diversity) as investment Equal Opportunities and Managing Diversity compared – drivers for change

5. Equal Opportunities Operational Concerned with process Externally imposed – low ‘buy-in’ Managing Diversity Strategic Concerned with outcomes Internalised by all Equal Opportunities and Managing Diversity compared – degree of integration

6. Equal Opportunities Difference perceived as other/problematical Deficit model Assimilation advocated Managing Diversity Difference perceived as asset/richness Celebrates difference Mainstream adaptation advocated Equal Opportunities and Managing Diversity compared – perception of difference

7. Equal Opportunities Focus on group discrimination Group initiatives Supported by narrow positivist knowledge base Managing Diversity Focus on development for all individuals Universal initiatives Individual development Supported by wider pluralistic knowledge base Equal Opportunities and Managing Diversity compared – focus of action

8. Different approaches to WP emerging from research

9. 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

10. ‘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

11. 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

12. 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?

13. External Drivers Internal Drivers Recruitment ‘Pool of Talent’ Improving T&L New markets Reputation (Access to funding) Legislation Funding and policy drivers Ethical drivers - Social justice Organisational Change Mission Commitment Corporate Social Responsibility

14. 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

15. 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)

16. 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’

17. 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