Managing Equity and Diversity at Universities

Contents

Preface

Part I Introduction

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)

1 Introduction

2 “Diversity” – a holistic solution for a complex problem

2.1 The problem: Which problems need to be solved?

2.2 To the main idea

2.2.1 Social data

2.2.2 Employee categories

2.2.3 Comparative competencies

2.3 What is “ Diversity”?

2.4 Where on “ Diversity” do we focus?

2.5 The 3 Paradigms of “ Diversity”

2.5.1 The “ Fairness and Nondiscrimination” Paradigm

2.5.2 The „ Access and Legitimacy” Paradigm

2.5.3 The “ Learning- and- Effectiveness“ Paradigm

Figure 1: Magic Triangle of the 3 pillars of Diversity

3 Pillar 1: Personal political axioms of non-discrimination

3.1 The way out of discrimination based on social data

Figure 2: Targeting Principle

3.2 The two- dimensionality of discrimination phenomena

Figure 3: Fields of two- dimensional discrimination phenomena

3.3 Reply

4 Pillar 2: The strategy of socio demographic „Managing Diversity“

4.1 Synergy circle of team roles

Figure 4: Role strengths derived through team mix of personal data

4.2 Synergy circles of social data in teams

Figure 5: Bundled comparative competencies through team mix of social data

4.3 Strategy: Heterogeneously composed work partnerships

4.4 The most influential social data and their comparative competencies.

Figure 6: Filter of Social Data

4.4.1 Age diversity

Figure 7: Comparative strengths of older and younger employees

4.4.2 Cultural Diversity

Figure 8: German speaking culture according to Hilb

4.4.3 Gender diversity

Figure 9: Comparative factors of potential with " Gender Diversity", according to Fisher

4.5 Self- awareness and self- classification

5 Pillar 3: Instruments for the utilization of comparative advantages of socio- demographic “ Managing Diversity”

5.1 The focus of „ Managing Diversity“ on work partnerships

5.1.1 Heterogeneously constructed work partnerships

5.1.2 The mechanics of complementary competencies

5.2 Flexibility of the working organization

5.2.1 Increased flexibility and optimization of work time

5.2.2 Increased flexibility - the scope of duties

5.2.3 Increased flexibility and optimization of compensation

5.2.4 Increased flexibility of the workplace

6 Conclusions

Figure 10: Additional corporate benefits through the integration of comparative competencies

6.1 Use of the 3- Pillared- Concept of " Managing Diversity"

3 Diversity Experiences in the USA

3.1 Affirmative Action and Diversity Recruitment

3.2 Diversity Education

3.3 Diversity and Community Engagement

3.4 Diversity Research

4 Closing Remarks and Outlooks

5 References

Part II Experiences in Canada and Australia

The “Mosaic” in Practice: An Examination of Multicultural Diversity within Canadian Universities

1 Introduction

2 The Canadian Demographic

3 Canadian Universities and “Diversity” Missions

3.1 Diversity Support Services for Multicultural and International Student Populations

3.2 International and Aboriginal Student Populations

3.3 Three Exemplary Multicultural University Initiatives

4 Discussion and Conclusions

5 References

Employment Equity at the University of Manitoba

1 Introduction

1.1 Background: The University of Manitoba

1.2 Federal Programs on Employment Equity

1.3 National and Provincial Employment Equity Networks

2 Employment Equity at The University of Manitoba

2.1 Designated Groups

2.2 Representation of the Designated Groups

University Affairs

2.3 Workforce Analysis

2.4 Staffing Goals

2.5 University Policies and Legislative Requirements

ad hoc

Respectful Working and Learning Environment.

Respectful Work and Learning Envi-

ronment

2.6 Other Federal Criteria for Implementing Employment Equity

2.7 Elimination of Systemic Discrimination: Employment Systems Reviews

2.8 Employment Equity Funds

t 2.9 Administrative S ructure for Equity- Related Services

ad hoc

3 Improvements at Managing Diversity

4 References

Best Practice: Equity and Diversity at the University of Technology Sydney

1 Introduction

2 Institutional Equity Focus at UTS

(1) Management, Administration and Projects ( 3) Indigenous Australians and Cultural Diversity

(2) Women/ People with Disabilities ( 4) Student Equity

3 Work Areas of the Equity and Diversity Unit

Equity- Related Complaints

EO Training and Development

People with Carers' Responsibilities

3.1 Staff Equity

Workplace Disability Fund

Accessible Parking

EEO Observation

Access to the Built Environment

Staff E- Mail Network

Staff Representation in Decision- making

Disability Project Fund

Injury Management and Return to Work

3.2 Student Equity

4 What Distinguishes Diversity Work at UTS?

5 References

Part III Present Situation in Austria, Germany and Switzerland

Gender and Diversity Management at Austrian Universities

1 Introduction

2 The Austrian university system

3 The current state and experiences of diversity management at Austrian universities: Results of an empirical study

3.1 Method

3.2 Results

4 Summary

Teaching.

Research.

Management.

5 References

6 Annex

Equity and Diversity at Universities in Germany

1 Introduction

2 The Legal Situation at German Universities

3 Facts about the Diversity Situation at German Universities

3.1 Gender- Equity in Academic Areas

3.2 Certificates: Total E- Quality and Family Friendly Universities

3.3 The Diversity Evaluation by Drewing (2005)

3.4 Diversity Evaluation of Krell/ Pantelmann/ Wächter ( 2006)

3.5 Social Evaluation of the German Student Service Organization

3.6 Responsibilities of German Student Service Organizations

4 Final Comments on the Diversity Situation at German Universities

5 References

Equity and Diversity at Universities in Switzerland

1 Equity and Diversity at Swiss Universities

1.1 Higher Education in Switzerland

1.2 Diversity at Swiss Universities

1.3 Gender at Swiss Universities

2 Equal Opportunities for Women and Men at Swiss Universities

3 The “Federal Programme for Equal Opportunities for Women and Men at Universities”

3.1 Appointing Female Professors: The Incentive System

3.2 Promoting Young Female Academics: Mentoring and Training

3.3 Supporting Mothers and Fathers: Expanding Childcare Services

3.4 Evaluation and Future of the Programme

4 Equal Opportunities of Women and Men at the Federal Institutes of Technology and the Universities of Applied Sciences

4.1 The Federal Institutes of Technology

4.2 The Universities of Applied Sciences

5 The Swiss National Science Foundation

6 Gender Campus Switzerland

7 References