Diversity and Organisations (7059.6)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | ||
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Business, Government & Law |
| Discipline | Study level | HECS Bands |
| School Of Management | Level 3 - Undergraduate Advanced Unit | Band 4 2021 (Commenced After 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905) Band 5 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
1. recognise the difference between diversity management and equal opportunity concepts2. appreciate a range of issues within diversity management
3. discuss different interpretations of diversity from a range of context and cultural perspectives
4. critically reflect upon their own constructs of diversity;
5. critically reflect upon material presented in order to judge how it contributes to appropriate outcomes;
6. have an understanding of diversity in organisational theory and practice;
7. analyse specific cases of diversity management and inclusion;
8. develop practical strategies for negotiating differences between people in organisations
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Prerequisites
Completion of 24 credit points in any course, or permission of the unit convener.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|
Required texts
Lists of required texts/readings
Required:
Strachan, French and Burgess, (2010) Managing Diversity in Australia: Theory and Practice, Sydney, McGraw, Hill
Useful Websites:
The textbook also refers to a number of web sites and software packages that are focused on diversity.
OtherFor Unit readings
Chavez, C.I. and Weisinger, J.Y. (2008). ‘Beyond Diversity Training: a social infusion for cultural inclusion'. Human Resource Management, Summer, 47 (2): 331-350.
Dass, P. and Parker, B. (1999). ‘Strategies for managing human resource diversity: from resistance to learning.' Academy of Management Executive, 13 (2): 68-80.
Day, N.E. and Greene, P.G. (2008). ‘A Case for Sexual Orientation Diversity Management in Small and Large Organizations'. Human Resource Management, Fall, 47 (3): 637-654.
D'Netto, B. and Sohal, A. (1999). ‘Human Resource practices and workforce diversity: an empirical assessment.' International Journal of Manpower, 20 (8): 530-547.
Dreachslin, J.L. (2007). ‘Diversity Management and Cultural Competence: Research, Practice, and and resources in the Business Case'. Journal of Healthcare Management, 52 (2): 79-86. University of Canberra Library
Foster, C. (2005). ‘Implementing Diversity Management in Retailing: Exploring the role of organisational context'. International Revue of Retail, Distribution and Consumer Research, 15 (4): 471-487.
Harvey, C. and Allard, M. (2008). Understanding and Managing Diversity. 4th Edition. Upper Saddle River, New Jersey: Pearson Prentice Hall.
Hanappi-Egger, E. (2006). ‘Gender and diversity from a management perspective: Synonyms or complements?'. Journal of Organisational Transformation and Social Change, 3 (2): 121-134.
Johnson, C.D. (2008). ‘It's More Than the Five To Do's: Insights on Diversity Education and Training from Roosevelt Thomas, a Pioneer and Thought Leader in the Field'. Academy of Learning and Education, 7 (3): 406-417.
Lengnick-Hall, M., Gaunt, P.M. and Kulkarni, M. (2008). ‘Overlooked and Underutilized: People with disabilities are an untapped human resource'. Human Resource Management, Summer, 47 (2): 255-273.
Metz, I. and Kulik, C.T. (2008). ‘Making Public Organizations more inclusive: A case study of the Victoria Police Force'. Human Resource Management, Summer, 47 (2): 369-387.
Stewart, M.M., Crary, M. and Humberd, B.K. (2008). ‘Teaching Value in Diversity: On the Folly of Espousing Inclusion, While Practicing Exclusion'. Academy of Learning and Education, 7 (3): 374-386.
Submission of assessment items
Extensions & Late submissions
Online only submission required
Special assessment requirements
You must submit all assesmsents to pass this unit
Academic integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.
To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.
Use of Text-Matching Software
The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.
Learner engagement
None
Inclusion and engagement
None
Participation requirements
| Intensive Workshop – class participation
|
Required IT skills
For one of your assessments will be require dot use Mahara as a Journal Platform/
In-unit costs
Assessment costs
Work placement, internships or practicums
As per Assessment 1 20 hours work on a Human Rights diversity project are ruquired and to be written up in the learning Journa,
Additional information
Harvard or APA referenicng can be used.
