Diversity and Organisations (7059.6)

Please note these are the 2015 details for this unit
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Diversity and Organisations
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)
This unit is an interdisciplinary analysis of diversity as a positive aspect of globalised organisations. In this unit you will explore the full range of what diversity means in organisations where people work together across boundaries of culture, gender, sexuality, family situations, disability and age, and communities are built to negotiate differences resulting from immigration, refugee movements and claims by indigenous owners. This unit supports a move away from simple affirmations that 'diversity is good' to investigate the effects and uses of diversity in public, private and community sector organisations. It covers strategies such as diversity management and gender mainstreaming and their impact on human resources and customer relations.

Learning outcomes

1. recognise the difference between diversity management and equal opportunity concepts
2. 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 effectively
1. 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


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
Not available

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

  • Active engagement face to face and online
  • nightly reflective posting
  • Sharing knowledge and ideas
  • Supporting colleagues
  • Critically reflect upon their own constructs of diversity; Critically reflect upon material presented in order to judge how it contributes to appropriate outcomes
 

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.