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Managing Equity and Diversity at Universities
von: Guenther Vedder (Ed.)
Rainer Hampp Verlag, 2006
ISBN: 9783866181182, 176 Seiten
Format: PDF, OL
Preis: 16,99 EUR
Ersparnis: 2,81 EUR
Contents
6
Preface
8
Part I Introduction
10
Managing Diversity: Magic Term for Improved Performance in the Field of HR The 3-Pillar-Model: A new Conceptual Frame for a Holistic Integrated Strategy (Nils H. Jent)
12
1 Introduction
14
2 “Diversity” – a holistic solution for a complex problem
15
2.1 The problem: Which problems need to be solved?
15
2.2 To the main idea
16
2.2.1 Social data
16
2.2.2 Employee categories
16
2.2.3 Comparative competencies
16
2.3 What is “ Diversity”?
17
2.4 Where on “ Diversity” do we focus?
17
2.5 The 3 Paradigms of “ Diversity&rdquo
18
2.5.1 The “ Fairness and Nondiscrimination” Paradigm
18
2.5.2 The „ Access and Legitimacy” Paradigm
18
2.5.3 The “ Learning- and- Effectiveness“ Paradigm
18
Figure 1: Magic Triangle of the 3 pillars of Diversity
20
3 Pillar 1: Personal political axioms of non-discrimination
21
3.1 The way out of discrimination based on social data
21
Figure 2: Targeting Principle
22
3.2 The two- dimensionality of discrimination phenomena
23
Figure 3: Fields of two- dimensional discrimination phenomena
24
3.3 Reply
25
4 Pillar 2: The strategy of socio demographic „Managing Diversity&ldquo
25
4.1 Synergy circle of team roles
25
Figure 4: Role strengths derived through team mix of personal data
26
4.2 Synergy circles of social data in teams
26
Figure 5: Bundled comparative competencies through team mix of social data
27
4.3 Strategy: Heterogeneously composed work partnerships
27
4.4 The most influential social data and their comparative competencies.
28
Figure 6: Filter of Social Data
29
4.4.1 Age diversity
30
Figure 7: Comparative strengths of older and younger employees
30
4.4.2 Cultural Diversity
31
Figure 8: German speaking culture according to Hilb
31
4.4.3 Gender diversity
32
Figure 9: Comparative factors of potential with " Gender Diversity", according to Fisher
32
4.5 Self- awareness and self- classification
32
5 Pillar 3: Instruments for the utilization of comparative advantages of socio- demographic “ Managing Diversity&rdquo
33
5.1 The focus of „ Managing Diversity“ on work partnerships
34
5.1.1 Heterogeneously constructed work partnerships
34
5.1.2 The mechanics of complementary competencies
35
5.2 Flexibility of the working organization
36
5.2.1 Increased flexibility and optimization of work time
37
5.2.2 Increased flexibility - the scope of duties
38
5.2.3 Increased flexibility and optimization of compensation
38
5.2.4 Increased flexibility of the workplace
39
6 Conclusions
41
Figure 10: Additional corporate benefits through the integration of comparative competencies
42
6.1 Use of the 3- Pillared- Concept of " Managing Diversity"
43
3 Diversity Experiences in the USA
50
3.1 Affirmative Action and Diversity Recruitment
50
3.2 Diversity Education
51
3.3 Diversity and Community Engagement
53
3.4 Diversity Research
54
4 Closing Remarks and Outlooks
54
5 References
55
Part II Experiences in Canada and Australia
58
The “Mosaic” in Practice: An Examination of Multicultural Diversity within Canadian Universities
60
1 Introduction
61
2 The Canadian Demographic
61
3 Canadian Universities and “Diversity” Missions
64
3.1 Diversity Support Services for Multicultural and International Student Populations
65
3.2 International and Aboriginal Student Populations
68
3.3 Three Exemplary Multicultural University Initiatives
72
4 Discussion and Conclusions
78
5 References
80
Employment Equity at the University of Manitoba
84
1 Introduction
85
1.1 Background: The University of Manitoba
85
1.2 Federal Programs on Employment Equity
86
1.3 National and Provincial Employment Equity Networks
88
2 Employment Equity at The University of Manitoba
89
2.1 Designated Groups
89
2.2 Representation of the Designated Groups
91
University Affairs
91
2.3 Workforce Analysis
93
2.4 Staffing Goals
96
2.5 University Policies and Legislative Requirements
97
ad hoc
97
Respectful Working and Learning Environment.
97
Respectful Work and Learning Envi-
97
ronment
98
2.6 Other Federal Criteria for Implementing Employment Equity
101
2.7 Elimination of Systemic Discrimination: Employment Systems Reviews
102
2.8 Employment Equity Funds
103
t 2.9 Administrative S ructure for Equity- Related Services
104
ad hoc
105
3 Improvements at Managing Diversity
105
4 References
107
Best Practice: Equity and Diversity at the University of Technology Sydney
110
1 Introduction
111
2 Institutional Equity Focus at UTS
111
(1) Management, Administration and Projects ( 3) Indigenous Australians and Cultural Diversity
112
(2) Women/ People with Disabilities ( 4) Student Equity
112
3 Work Areas of the Equity and Diversity Unit
113
Equity- Related Complaints
114
EO Training and Development
114
People with Carers' Responsibilities
114
3.1 Staff Equity
115
Workplace Disability Fund
116
Accessible Parking
116
EEO Observation
116
Access to the Built Environment
116
Staff E- Mail Network
116
Staff Representation in Decision- making
116
Disability Project Fund
116
Injury Management and Return to Work
116
3.2 Student Equity
117
4 What Distinguishes Diversity Work at UTS?
118
5 References
119
Part III Present Situation in Austria, Germany and Switzerland
120
Gender and Diversity Management at Austrian Universities
122
1 Introduction
123
2 The Austrian university system
123
3 The current state and experiences of diversity management at Austrian universities: Results of an empirical study
130
3.1 Method
130
3.2 Results
131
4 Summary
132
Teaching.
133
Research.
134
Management.
134
5 References
136
6 Annex
136
Equity and Diversity at Universities in Germany
138
1 Introduction
139
2 The Legal Situation at German Universities
140
3 Facts about the Diversity Situation at German Universities
142
3.1 Gender- Equity in Academic Areas
142
3.2 Certificates: Total E- Quality and Family Friendly Universities
144
3.3 The Diversity Evaluation by Drewing (2005)
148
3.4 Diversity Evaluation of Krell/ Pantelmann/ Wächter ( 2006)
150
3.5 Social Evaluation of the German Student Service Organization
152
3.6 Responsibilities of German Student Service Organizations
154
4 Final Comments on the Diversity Situation at German Universities
156
5 References
157
Equity and Diversity at Universities in Switzerland
160
1 Equity and Diversity at Swiss Universities
161
1.1 Higher Education in Switzerland
161
1.2 Diversity at Swiss Universities
162
1.3 Gender at Swiss Universities
163
2 Equal Opportunities for Women and Men at Swiss Universities
164
3 The “Federal Programme for Equal Opportunities for Women and Men at Universities&rdquo
165
3.1 Appointing Female Professors: The Incentive System
166
3.2 Promoting Young Female Academics: Mentoring and Training
167
3.3 Supporting Mothers and Fathers: Expanding Childcare Services
168
3.4 Evaluation and Future of the Programme
168
4 Equal Opportunities of Women and Men at the Federal Institutes of Technology and the Universities of Applied Sciences
169
4.1 The Federal Institutes of Technology
169
4.2 The Universities of Applied Sciences
169
5 The Swiss National Science Foundation
170
6 Gender Campus Switzerland
171
7 References
173
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