21699 Diversity Management
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 48 credit points of completed study in Must have completed at least Business Faculty Bachelor's Degree OR 72 credit points of completed study in Must have completed at least Business Faculty Bachelor's Combined Degrees OR 72 credit points of completed study in Must have completed at least Bachelor's Combined Degree with Business Faculty
These requisites may not apply to students in certain courses. See access conditions.
Description
This work integrated learning subject critically examines the role of diversity and inclusion in contemporary organisations. Demographic changes in the workforce, as well as a shifting social landscape, have been drivers to reconsider the ways in which management decisions affect both employees and customers. Students critically evaluate the theories and practice of diversity management with case studies in dis/ability, gender, sexuality and race. Legal and ethical aspects are investigated and practice-oriented learning experiences in the field including a micro-placement with a diversity organisation equip students with the necessary tools to respond to the disabling effects of discrimination and unconscious bias, to enable inclusion.
Subject learning objectives (SLOs)
| 1. | Analyse the interrelations between identity, organisations, and systems of power |
|---|---|
| 2. | Critique mainstream theories and practices of diversity management |
| 3. | Apply theories of diversity and inclusion to analyse organisations and society |
| 4. | Integrate theory with workplace integrated learning (WIL) to improve diversity and inclusion practices |
Contribution to the development of graduate attributes
By engaging with the subject activities students will develop a broad understanding of mainstream and alternate diversity management theories and practices; hone their critical thinking skills to analyse the role of power in diversity management; and demonstrate ethical and moral values in engaging with social diversity and difference.
This subject will develop students’ competencies in relation to the following Faculty Graduate Attribute(s):
- Communication and collaboration
- Social responsibility and cultural awareness
Teaching and learning strategies
This subject draws on critical teaching principles and comprises teaching and learning strategies intended to promote analytical, reflexive and critical thinking as well as collaboration and communication skills. The course has been designed to promote independent learning and facilitate students’ development as lifelong learners.
Students will gain foundational knowledge via the lectures, tutorials and online activities, and have opportunities to apply this knowledge and develop their skills via assessments, collaborative group work and self-directed research. The knowledge and skills gained in the course will enable students to recognise and respond to the disabling effects of discrimination and unconscious bias. Reflexive practice is encouraged through journal assessments, and collaborative teamwork provides practical experience of working in diverse teams.
Engagement in the course materials will encourage students to promote and embed equality and inclusion in the organisations they join in the future. Exposure to real-world initiatives that support innovative and effective diversity, equality and inclusion policy and practice through work-integrated learning opportunities will deepen students’ understanding of how diversity, equality, inclusion and belonging manifest in organisational life.
Classes comprise a mix of live online and pre-recorded lectures, and on-campus tutorials. For some topics, students will complete online activities such as quizzes and writing tasks in lieu of face-to-face classes. Students are expected to have read and reflected on the required readings and lectures before tutorials each week to make the most of the in-class activities and discussions.
Content (topics)
- History of diversity and its management in organisations
- Philosophical and political underpinnings of diversity and inclusion
- Mainstream diversity studies and critical diversity studies
- Intersectionality within identities and interlocking systems of power
- Diversity and inclusion strategies in practice in workplaces, events, venues, and public spaces
- Best practice organizational and structural interventions for diversity and inclusion
- Improving diversity and inclusion practices through theoretical and experiential insights
Assessment
Assessment task 1: Diversity case study (Individual)
| Objective(s): | This addresses subject learning objective(s): 1 and 3 |
|---|---|
| Weight: | 20% |
| Length: | Several questions up to 800-1000 words in total |
| Criteria: |
Late submission of the assessment task will follow the Extensions and late assessment protocol. |
Assessment task 2: Reflexive Practice Journal (Individual)
| Intent: | Part 1 (20%) - Journalling Exercise |
|---|---|
| Objective(s): | This addresses subject learning objective(s): 1, 2 and 3 |
| Weight: | 50% |
| Length: | Part 1: Depending on the reflective activity you might be asked to write up to 300 words, 3 minutes of video/audio, or 3 slides. Part 2: 1500-word Reflexive Practice Essay Total: 2100 |
| Criteria: |
|
Assessment task 3: Group Presentation (Group)*
| Objective(s): | This addresses subject learning objective(s): 2, 3 and 4 |
|---|---|
| Weight: | 30% |
| Length: | Part A: 1-2 A4 pages, bullet-point format (max 600 words) Part B: 10-15 minute presentation which can include Powerpoints, videos, etc. Each student must speak for a minimum of 2 minutes. |
| Criteria: |
*Note: Late submission of the assessment task will not be marked and awarded a mark of zero. |
Minimum requirements
Students must achieve at least 50% of the subject’s total marks.
Required texts
A collection of contemporary articles, book sections and videos will be used in place of a textbook for this subject.
References
Biddle, Nicholas, Monica Howlett, Boyd Hunter, and Yin Paradies. "Labour Market and Other Discrimination Facing Indigenous Australian." Australian Journal of Labour Economics 16, no. 1 (2013): 91-113.
Chidiac, E. (2018). Strategic management of diversity in the workplace : an Australian case (1st edition ed.). Routledge, an imprint of Taylor and Francis.
Colic?Peisker, Val, and Farida Tilbury. "Integration into the Australian Labour Market: The Experience of Three “Visibly Different” Groups of Recently Arrived Refugees." International migration 45, no. 1 (2007): 59-85.
Daly, A., Gebremedhin, T., & Sayem, M. (2013). A case study of affirmative action Australian-style for indigenous people. Australian journal of labour economics, 16(2), 277-294. https://doi.org/10.3316/aeipt.198619
Foley, M., & Williamson, S. (2019). Managerial Perspectives on Implicit Bias, Affirmative Action, and Merit. Public administration review, 79(1), 35-45. https://doi.org/10.1111/puar.12955
Gupta, M. (2021). Management practices for engaging a diverse workforce : tools to enhance workplace culture. Apple Academic Press.
James, Kieran, and Setsuo Otsuka. "Racial Biases in Recruitment by Accounting Firms: The Case of International Chinese Applicants in Australia." Critical Perspectives on Accounting 20, no. 4 (2009): 469-91.
Liu, H. (2017). Undoing whiteness: The Dao of anti-racist diversity practice. Gender, Work and Organization, 24(5), 457–471.
Liu, H. (2020). Destruction. In Redeeming Leadership: An Anti-Racist Feminist Intervention (pp. 63–79). Bristol University Press.
Morandi, F., Angelozzi, D., & Di Vincenzo, F. (2021). Individual and job-related determinants of bias in performance appraisal: The case of middle management in health care organizations. Health care management review, 46(4), 299-307. https://doi.org/10.1097/HMR.0000000000000268
Noon, M. (2018). Pointless diversity training: Unconscious bias, new racism and agency. Work, Employment and Society, 32(1), 198–209.
Oluo, I. (2018). “I just got called racist, what do I do now?” and “Talking is great, but what else can I do?”. In I. Oluo, So You Want to Talk About Race (pp. x–238). New York: Seal Press.
Rumens, N. (2017). Queering lesbian, gay, bisexual and transgender identities in human resource development and management education contexts. Management Learning, 48(2), 227–242.
Triguero-Sanchez, R., Pena-Vinces, J., & Guillen, J. (2018). How to improve firm performance through employee diversity and organisational culture. Revista brasileira de gestão de negócios, 20(3), 378-400. https://doi.org/10.7819/rbgn.v20i3.3303
Tweedie, D., Wild, D., Rhodes, C., & Martinov?Bennie, N. (2019). How Does Performance Management Affect Workers? Beyond Human Resource Management and Its Critique. International journal of management reviews : IJMR, 21(1), 76-96. https://doi.org/10.1111/ijmr.12177
Wright, Claire E. F. "Good Wives and Corporate Leaders: Duality in Women’s Access to Australia’s Top Company Boards, 1910–2018." Business History (2021): 1-23. https://doi.org/10.1080/00076791.2021.1994948.
Yang, Yang, and Alison M. Konrad. "Understanding Diversity Management Practices: Implications of Institutional Theory and Resource-Based Theory." Group & Organization Management 36, no. 1 (2011): 6-38.