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BUS305 Module Outline

Managing Diversity

Semester A
2016-17

www.busman.qmul.ac.uk

MODULE OUTLINE 2016-2017 | BUS305


Contents

Module Description
Organisation of module
Aims and Learning Outcomes
Key Texts & Reading List
Assessment
o Coursework submission
- Alternative Coursework for Semester A Erasmus/Associate Students
- Assessment for 2016-17 resit students
o Guidelines for coursework submission
o Late submission policy
o Plagiarism policy
o Extenuating Circumstance and Extensions guidelines
Feedback
Lecture and seminar programme

Please refer to the Postgraduate Handbook for further information on:


your attendance at University
a guide to written work, submission of coursework and penalties for late submission
the criteria used for marking
appeals, extenuating circumstances and re-sits

MODULE OUTLINE 2016-2017 | BUS305


Module Organiser
Name: Dr Cathrine Seierstad
Email: cathrine.seierstad@qmul.ac.uk
Tel no.:
Room number: 4.21
Office Hours (term time Tuesday 13-15
only):

Module Administrator
Name: Angelina Bianchi
Email: a.bianchi@qmul.ac.uk

This module is based on prior material from Professor Gill Kirton

MODULE OUTLINE 2016-2017 | BUS305


Module Description

This module is offered as a final year option on the BSc Business Management. The importance
for business/organisations of managing workforce diversity has become widely recognised in
business, professional and academic communities. This module introduces students to the
background and context of this debate and provides an opportunity to explore contemporary
contexts, concepts, policies and practices in the field.

The module examines theories of equality and diversity and of labour market and occupational
segregation and segmentation. It explores diversity and equality across the dimensions of gender,
race, disability, age, religion and sexual orientation and considers the organisational processes,
which produce and reinforce inequalities of outcome among diverse social groups. The module
also considers UK and European legislative frameworks, policy approaches and their implications
at organisational level.

MODULE OUTLINE 2016-2017 | BUS305


Organisation of Module
The module consists of lectures and seminars and attendance at both is compulsory.
Seminar attendance is recorded and failure to achieve a satisfactory attendance level
may result in deregistration from the module.
Please note that both lectures and seminars are essential components of the syllabus
and attendance should enable you to achieve successful completion of the coursework
and exam. No extra support (other than lecture slides/readings on QMPlus) is available
for students who do not attend lectures and seminars.
Please also note that you are expected to read at least the prescribed essential book
chapters and articles on a weekly basis in order to develop your understanding of the
subject matter as the semester proceeds. The ideal, ambitious student will read
independently beyond the prescribed essential readings, including the recommended
reading and consulting the general reading list. No additional support is available for
students who do not keep up with the essential reading.
All essential seminar reading is available for download from QMPlus. Links to other
reading are also available from QMPlus. Please make sure you read and prepare for
seminars IN ADVANCE. Supporting material from the textbook for lectures may be
read afterwards if you prefer. All students are expected to obtain their own copy of the
essential textbook.
You will notice that we discuss all of the coursework questions in the seminar series.
This is your opportunity to test out your understanding, get feedback on your ideas
from the lecturer/tutor and other students, etc, etc. No additional, individual
coursework support will be provided for students who do not attend relevant seminars.
All essential and recommended reading is available in the library free of charge, either
in soft or hard copy. If you do not know how to access electronic library resources
(e.g. journals), please see a member of library staff urgently as this is an expectation in
the final year.
Naturally, there is considerable pressure on library books. Do not leave coursework
literature searches until the last minute, particularly if you require use of the library
book stock.
There will be an exam revision lecture after the Easter vacation.

MODULE OUTLINE 2016-2017 | BUS305


Aims

1. To introduce theoretical perspectives relating to equality, diversity, disadvantage and


discrimination in employment.
2. To examine the nature of informal and formal processes in the labour market and in
organisations which influence the provision and effectiveness of equality and diversity
policy initiatives.
3. To identify the contribution of equality and diversity policies and practices to the
achievement of organisational goals, quality and excellence.
4. To explore from an equality/diversity perspective, the implications of the European Union,
social, political, economic, legal and demographic change for human resource
management and employment relations.

Learning Outcomes

1. Provide a critical analysis of traditional approaches to management, organisation and


employment from the perspectives of disadvantaged groups.
2. Critically assess equality and diversity policy and practice in national and European
employment contexts.
3. Consider appropriate strategies and structures for overcoming discrimination and
inequalities in employment and in workplaces.
4. Consider the contribution that workforce diversity can make to organisations.

MODULE OUTLINE 2016-2017 | BUS305


Key Text and Reading List

Essential books
1. Kirton, G & Greene, A. M. (4th edition) (2016) The Dynamics of Managing
Diversity, Elsevier
2. Davidson, M and Fielden, S (2003) Individual Diversity and Psychology in
Organisations, John Wiley
3. Greene, A. M. and G. Kirton (2009). Diversity Management in the UK. Organizational
and Stakeholder Experiences. London, Routledge.
4. Healy, G., Kirton, G. and M. Noon (2013) Equalities, Inequalities and Diversity,
Palgrave Macmillan
5. Konrad, A., P. Prasad and J. Pringle (2006) Handbook of Workplace Diversity, Sage
6. Noon, M and Ogbonna, E (2001) Equality, Diversity and Disadvantage in
Employment, Palgrave
7. Ozbilgin, M. (ed) (2008) Theory and Scholarship in Equality and Diversity Research,
Edward Elgar.
8. Ozbilgin, M. and A. Tatli (2008) Global Diversity Management, Palgrave
9. Wright, T. and H. Conley (2011) Gower Handbook of Discrimination at Work, Gower

Recommended books
Anthias, F & Yuval-Davis, N (1992) Racialised Boundaries. Routledge
Bradley, H (1999) Gender and Power in the Workplace, Macmillan
Bradley, H (2007) Gender, Polity Press
Bradley, H and Healy, G (2008) Ethnicity and Gender at Work, Palgrave Macmillan
Braham, P, Rattansi, A & Skellington, R (1992) Racism and Anti-racism: inequalities,
opportunities and policies, Open University/Sage
Cockburn, C (1991) In the Way of Women, Macmillan
Collinson, D, Knights, D Collinson, M (1990) Managing to Discriminate, Routledge
Cooper, Davina. (2004) Challenging diversity: rethinking equality and the value of difference.
Cambridge University Press
Cornelius, N (2002) Building Workplace Equality, Thomson
Daniels, K and Macdonald, L (2005) Equality, Diversity and Discrimination, CIPD
Glover, J and Kirton, G (2006) Women, Employment and Organizations, Routledge
Hearn, J et al (1990) The Sexuality of Organisations, Sage
Johnstone, Susan. (2002) IRS managing diversity in the workplace. IRS
Kandola, R. S. (1998) Diversity in action: managing the mosaic. Institute of Personnel and
Development
Kossek, E & Lobel, S (1996) Managing Diversity, Blackwell

MODULE OUTLINE 2016-2017 | BUS305


Ozbilgin, M and Tatli, A (2008) Global Diversity Management, Palgrave Macmillan
Pilkington, Andrew. (2003) Racial disadvantage and ethnic diversity in Britain. Palgrave
Macmillan
Prasad, P et al (1997) Managing the Organisational Melting Pot, Sage
Prasad, Pushkala et al (2005) Handbook of workplace diversity. Sage
Rees, T (1998) Mainstreaming Equality in the European Union, Routledge
Walby, S (1992) Theorising Patriarchy, Polity Press
Walby, S (1997) Gender Transformations, Routledge
Woodhams, C (2005) Managing Equality and Diversity, CIPD

Recommended journals
Gender, Work & Organization
Gender in Management
*Equal Opportunities Review
Industrial Relations Journal
Human Resource Management Journal
International Journal of HRM
Work, Employment & Society
British Journal of Industrial Relations
Personnel Review
Employee Relations
Equality, Diversity and Inclusion
Career Development International
Please note that you can access all of these journals free of charge electronically. See library staff if
you need help.
*Available only in hardcopy in the library.

Recommended web sites


Equality and Human Rights Commission - http://www.equalityhumanrights.com/
Trades Union Congress - www.tuc.org.uk
European Industrial Relations Observatory www.eiro.eurofound.ie
Age Positive www.agepositive.gov.uk

MODULE OUTLINE 2016-2017 | BUS305


Assessment

Type Weighting Details Submission Date


Written 40% 2,000 word essay (a choice of four January 12th 2017
individual essay titles, see separate document)
coursework
Final exam 60% 2 hour exam answering two essay style May/June 2017
questions

Assessment for Semester A Erasmus and Associate Students

Type Weighting Details Submission Date


Written 40% 2,000 word essay (a choice of four January 12th 2017
individual essay titles, see separate document)
coursework
Final 60% 2,500 word essay (a choice of three January 12th 2017
individual essay titles, see separate document)
written
coursework

MODULE OUTLINE 2016-2017 | BUS305


Coursework assessment criteria
Your coursework must be your own, independent work. While we will discuss the four
coursework topics and questions in seminars, you will not be given a recipe or a list of what
should and should not go in your papers. You need to make this judgement yourself based on your
research, reading and understanding this is all part of academic work and enables the markers to
evaluate your performance. There are many common errors that can easily be avoided please
read through the criteria below carefully before submitting your work.

Your coursework will be judged on how well you do each of the following:

1. Write in an academic and lucid style


You should not use informal abbreviations such as dont, cant, shouldnt etc. in formal
academic work. You should write in the third person or passive tense rather than the first
person: e.g. This essay will argue NOT I will argue . You should write largely in
your own words and you should not overuse direct quotations from published sources (i.e.
no more than two or three direct quotes in a 2,000 word essay).

2. Provide a clear introduction


You should introduce your essay by setting out the nature and scope of the topic to be
discussed and outlining the terms of reference and parameters/boundaries/limitations of
your discussion. In other words, the introduction should give the reader an initial
understanding of what the discussion is about and what it will cover.

3. Provide evidence of research and reading


In the final year you should be reading beyond the main module textbook, including
making use of recent academic journal articles, books and book chapters. This is a very
important aspect of the coursework if you simply regurgitate sections of the textbook,
you will not score highly on this criterion. You will also need to demonstrate that you have
reflected on what you have read and that you have understood the main arguments/debates
in the literature you should not simply be summarising what one author after another has
argued. Reading quality newspapers is a useful way of keeping up with current
developments in the law, policy or recently published research. However, you should not
depend on evidence from newspapers wherever possible you should search for the
original source that the journalist has used (e.g. often a report of some kind). Use reputable
information sources the journals/books etc on the reading list are there to help you. DO

MODULE OUTLINE 2016-2017 | BUS305


NOT conduct random word searches using internet search engines; on the other hand it is
fine to search journals or other academic databases using word searches.

4. Substantiate propositions and arguments


You need to gather empirical evidence (from the academic literature and available data
sources) and present theories as and where appropriate depending on the topic you choose.
Incorporate this evidence into the body of the essay and comment upon it, rather than
presenting tables and figures in appendices and leaving the reader to make sense of them.
Where relevant and appropriate to your discussion, you should consider alternative and
competing perspectives so that you can demonstrate an ability to think critically and
evaluate different arguments. Although your own reflections are important, these must be
informed and supported with proper academic argument and evidence, rather than offering
homespun wisdom based on talking to a couple of friends or reading a tabloid
newspaper.

5. Provide a clear conclusion


This must summarise the key points and arguments made, but also draw conclusions about
the topic you have discussed. You should not introduce new arguments at this stage.

6. Reference all cited sources and provide a comprehensive Harvard style (or
sometimes called author-date) bibliography
It is very important that you do not attempt to present the ideas of published or
unpublished authors as your own otherwise you risk being charged with plagiarism. You
must be careful to reference (i.e. cite your sources) throughout the writing and not simply
provide a bibliography at the end. Include all Internet-only sources provide full web link
and date accessed in the bibliography. If you access a journal via the internet, there is no
need to give the web link provide the full journal reference instead. Failure to reference
properly may result in deduction of marks. If you still dont know how to produce a
Harvard style bibliography, there are various web-based resources that you can easily find
it is perfectly straightforward! DO NOT use a numerical referencing system or a
combination of numerical/author-date. The bibliography should be presented in
alphabetical order (of first authors).

A specific outline of marking criterias are available in a separate document.

MODULE OUTLINE 2016-2017 | BUS305


Feedback
You will be given feedback throughout the module. The module organiser will give you a variety
of responses, comments, advice and suggestions of on your contributions in class (such as your
own questions, answers to questions, contributions to discussion, and your presentations in class).
The purpose of this feedback, which is given orally, is to enable you to improve your learning, to
help you to identify your strengths and weaknesses and to work on them. We call this formative
feedback, and we regard it as a very important part of the teaching and learning process.

Bear in mind too that the responses you receive from your fellow students in class when they hear
your presentations or your contributions in discussion can also be useful peer feedback of this
formative kind. Peer feedback is often most useful, not always so much about the substantive
merits of your arguments and evidence (except where a fellow student has particular expertise,
typically in knowledge about an empirical topic, the module organiser's advice may be more
valuable to you in this respect) but instead your fellow students' responses to you will often
provide you with valuable feedback on how clearly you express your arguments and how well you
convey your evidence.

If you ask to see the module organiser during office hours, you can ask for more of this kind of
feedback on any aspect of your learning.

In addition, we provide you with written feedback in the form of comments on your assignments
and where applicable on your seminar presentation and handling of questions afterward in the
seminar. The purpose of this feedback is to explain the mark that has been given, to explain how
your work met or fell short of the standards we expect. Because you will receive this feedback
after classes or assessed presentation for the module have concluded, and because it provides you
with a summary of what you have achieved by that concluding stage, we call this summative
feedback. However, it will be useful for you as you prepare for the next semester's modules or for
your work on your dissertation.

MODULE OUTLINE 2016-2017 | BUS305


Lecture and Seminar Programme

Week 1

Lecture: What is diversity? What is diversity management?

Essential reading:
Kirton and Greene (2016), Chapter 1

Recommended reading on QMPlus:


Kirton, G. (2008) Managing multi-culturally in organizations in a diverse
society, Chapter in S. Clegg and C. Cooper (eds.), Handbook of Macro
Organizational Behaviour, Sage

Week 2

Lecture: Diversity in the labour market

Essential reading:
Kirton and Greene (2016), Chapter 2

Recommended reading on QMPlus:


Greene, A.M. and Kirton, G. (2009) Chapter 3, Diversity Management in the UK,
Routledge

Seminar: Discussion of concepts and terminology worksheet uploaded to QMPlus

Week 3

Lecture: Theorizing patterns of labour market segregation and inequality

Essential reading:
Kirton and Greene (2010), Chapter 3

Recommended reading on QMPlus:


Anker, R, (1997) Theories of occupational segregation by sex: An overview.
International Labour Review. Vol 136: 315-339.

Seminar: Discussion of selected activities. Prepare material uploaded to QMPlus.

MODULE OUTLINE 2016-2017 | BUS305


Week 4

Lecture: Diversity in the workplace

Essential reading:
Kirton and Greene (2016), Chapter 4

Recommended reading on QMPlus:


Healy, G. et al. (2011) Intersectional sensibilities in analysing inequality regimes
in public sector organisations Gender, Work and Organization, 18(5): 467-487.

Seminar: Discussion of selected activities. Prepare material uploaded to QMPlus.

Week 5

Lecture: Theorising policy approaches to equality and diversity

Essential reading:
Kirton and Greene (2016), Chapter 5

Recommended reading on QMPlus:


Oswick, C. and Noon, M. (2014) Discourses of Diversity, Equality and Inclusion:
Trenchant Formulations or Transient Fashions? British Journal of Management,
Vol.25: 23-39.

Noon, M. (2007). The fatal flaws of diversity and the business case for ethnic
minorities. Work, Employment and Society 21(4): 773-784.

Seminar: Discussion of case study (Abercrombie and Fitch) Prepare material uploaded to
QMPlus.

Week 6

Lecture: Equality, diversity and the law

Essential reading:
Kirton and Greene (2010), Chapter 6

Recommended reading on QMPlus:


Dickens, L. (2007) The Road is Long: Thirty Years of Equality Legislation in
Britain. British Journal of Industrial Relations, 45:3: 463-494.

Seminar: Discussion of selected activities. Prepare material uploaded to QMPlus

MODULE OUTLINE 2016-2017 | BUS305


Week 7 Reading Week

Week 8

Lecture: Trade unions and diversity

Essential reading:
Kirton and Greene (2016), Chapter 7

Recommended reading on QMPlus:


Bacon, N. and K. Hoque (2012). The role and impact of trade union equality
representatives in Britain? British Journal of Industrial Relations 50(2).

Bairstow, S. (2007). "There Isn't Supposed To Be a Speaker Against!


Investigating Tensions of Safe Space and Intra-Group Diversity for Trade Union
Lesbian and Gay Organization." Gender, Work & Organization 14(5): 393-408.

Seminar: Discussion of coursework question: Race and ethnicity


Prepare material uploaded to QMPlus

Week 9

Lecture: Equality and diversity policy in action

Essential reading:
Kirton and Greene (2016), Chapter 8

Recommended reading on QMPlus:


Selection of People Management articles

Kelan, E. (2015). Linchpin- Men, Middle Managers and Gender Inclusive


Leadership. Cranfield School of Management.

Seminar: Discussion of coursework question: Class


Prepare material uploaded to QMPlus

Week 10

Lecture: Guest lecture from Diversity Consultant Sarah Rutherford

Seminar: Discussion of coursework question: Gender


Prepare material uploaded to QMPlus

MODULE OUTLINE 2016-2017 | BUS305


Week 11

Lecture: Diversity and organizational performance

Essential reading:
Kirton and Greene (2016), Chapter 9

Recommended reading on QMPlus:


zbilgin, M, Tatli, A., Ipek, G. and Sameer, M. (2016) Four approaches to
accounting for diversity in global organisations. Critical Perspectives on
Accounting. 35:88-99
Seierstad, C. (2016). Beyond the Business Case: The Need for Both Utility and
Justice Rationales for Increasing the Share of Women on Boards. Corporate
Governance an International Review. Vol 24 (4): 390-405.

Seminar: Discussion of coursework question: Age


Prepare material uploaded to QMPlus

Week 12

Lecture: The social policy context of equality and diversity

Essential reading:
Kirton and Greene (2016), Chapter 10

Recommended reading on QMPlus:


Tatli, A., Vassilopoulou, J., AlAriss, A. and zbilgin, M. (2012). The role of
regulatory and temporal context in the construction of diversity discourses: The
case of the UK. France and Germany. European Journal of Industrial Relations.
18(4), 293308.

Seierstad, C., Warner-Sderholm, G., Torchia, M. and Huse, M. (forthcoming)


Women on boards: Beyond the institutional setting the role of stakeholders and
actors. Journal of Business Ethics.

Seminar: Discussion of example exam questions

Essential preparation reading on QMPlus: Example exam questions. Produce


bullet point answers for as many as possible. Use relevant chapters from Kirton
and Greene (2016) for your answers.

MODULE OUTLINE 2016-2017 | BUS305