Workforce Diversity Curriculum Design Considerations for Diversity Certificates and Study Abroad Experiences

2016 ◽  
pp. 117-139
Author(s):  
Atoya Sims
Keyword(s):  
Study Abroad ◽  
Curriculum Design ◽  
Cultural Awareness ◽  
Interpersonal Skills ◽  
The United States ◽  
Workforce Diversity ◽  
Workplace Diversity ◽  
Social Differences ◽  
Design Considerations ◽  
Diversity Curriculum

Diversity is quickly increasing in the United States, which means the demographics of today's workforce are changing. Also, many companies are going global so there is a need for better cultural awareness and understanding. With the changes in the workforce comes the need for better interpersonal skills, knowledge, and cultural awareness for those who work with diverse individuals as well as those who manage diversity initiatives. Studies show that not only is there a need for better workforce diversity curriculum in higher education, but also for workplace diversity certificates. In addition, studies show the need for better design of study abroad experiences to help with cultural and social differences. This study examines diversity trends in various disciplines, as well as reviews workforce diversity-related courses and study abroad experiences. Based upon conclusions, suggestions are offered for designing curriculum for workforce diversity certificates and for designing study abroad experiences.

Workforce Diversity Curriculum Design Considerations for Diversity Certificates and Study Abroad Experiences

2017 ◽  
pp. 113-135 ◽  
Author(s):  
Atoya Sims
Keyword(s):  
Study Abroad ◽  
Curriculum Design ◽  
Cultural Awareness ◽  
Interpersonal Skills ◽  
The United States ◽  
Workforce Diversity ◽  
Workplace Diversity ◽  
Social Differences ◽  
Design Considerations ◽  
Diversity Curriculum

Diversity is quickly increasing in the United States, which means the demographics of today's workforce are changing. Also, many companies are going global so there is a need for better cultural awareness and understanding. With the changes in the workforce comes the need for better interpersonal skills, knowledge, and cultural awareness for those who work with diverse individuals as well as those who manage diversity initiatives. Studies show that not only is there a need for better workforce diversity curriculum in higher education, but also for workplace diversity certificates. In addition, studies show the need for better design of study abroad experiences to help with cultural and social differences. This study examines diversity trends in various disciplines, as well as reviews workforce diversity-related courses and study abroad experiences. Based upon conclusions, suggestions are offered for designing curriculum for workforce diversity certificates and for designing study abroad experiences.

Cultural Awareness of Students in Communication Sciences and Disorders: A Mixed-Methods Study

2020 ◽  
Vol 5 (5) ◽  
pp. 1231-1242
Author(s):  
Celeste Domsch ◽  
Lori Stiritz ◽  
Jay Huff
Keyword(s):  
United States ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
The United States ◽  
Self Report ◽  
Global Awareness ◽  
Short Term ◽  
Term Study ◽  
Short Term Study

Purpose This study used a mixed-methods design to assess changes in students' cultural awareness during and following a short-term study abroad. Method Thirty-six undergraduate and graduate students participated in a 2-week study abroad to England during the summers of 2016 and 2017. Quantitative data were collected using standardized self-report measures administered prior to departure and after returning to the United States and were analyzed using paired-samples t tests. Qualitative data were collected in the form of daily journal reflections during the trip and interviews after returning to the United States and analyzed using phenomenological methods. Results No statistically significant changes were evident on any standardized self-report measures once corrections for multiple t tests were applied. In addition, a ceiling effect was found on one measure. On the qualitative measures, themes from student transcripts included increased global awareness and a sense of personal growth. Conclusions Measuring cultural awareness poses many challenges. One is that social desirability bias may influence responses. A second is that current measures of cultural competence may exhibit ceiling or floor effects. Analysis of qualitative data may be more useful in examining effects of participation in a short-term study abroad, which appears to result in decreased ethnocentrism and increased global awareness in communication sciences and disorders students. Future work may wish to consider the long-term effects of participation in a study abroad for emerging professionals in the field.

scholarly journals Emerging values and implications for consumer decision-making: China’s study abroad students

2020 ◽  
Author(s):  
◽  
Robert Hayward
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Middle Class ◽  
Study Abroad ◽  
Curriculum Design ◽  
Cultural Awareness ◽  
Chinese Culture ◽  
Decision Making Process ◽  
Cultural Shift ◽  
Research Instrument

From the initial catalyst of the cultural awareness trip the researcher was a part of and the subsequent observations made during further business trips to China questions arose around the validity of the established culture literature in contemporary China and how Chinese culture impacts on the decision of where to study abroad. The overarching aim of this research programme is to develop and test a conceptual framework that could help better understand the decision making process of Chinese students applying to study at a university in the United Kingdom. The intension is to identify differences and similarities in decision making in relation to the established cultural norms and if there are significant subcultures geographically across China. A digital card sort was deployed that consisted of 75 variables, from which participants were asked to firstly identify which variables were part of their decision making process. Those that were part of the process were then ordered into three levels of significance – contributed to, were important and were essential. The results having a confidence level of 95%, the following variables are considered as essential:  I wanted to study overseas.  I want an international career.  I wanted to study in English (language).  I wanted to advance / boost my career prospects.  I can achieve a world-recognised qualification.  By studying overseas, I will be able to make my own decisions. Further analysis and discussion determined that:  A middle class exists in China, but is based on social capital.  A cultural shift has been detected in the younger generation moving towards a more individualistic view of life.  There are differences between genders in the decision making process.  There are differences in exposure to international trade and global brands across China and this influences which variables are considered to be more significant within the decision making process.  There is a need for a differentiated marketing message to be developed by organisations for optimal market penetration. The thesis therefore makes several contributions to both knowledge and to practice. Contributions to knowledge include:  Recognising the premise on which the Chinese middle class is formed.  Demonstrating a cultural shift in the millennial generation, moving towards a more individualist view of life.  Identifying gender differences in the decision making process.  Identifying how geographic location influences the significance of different decision making variables.  Creation of a research instrument that enables cultural values to recognised in the decision making process. Contributions to practice include:  The deeper understanding of the concept of middle class in China will assist organisations in their strategic marketing planning activities, as well as informing them on the focus of targeting communication processes.  By having a new understanding of how millennial Chinese are moving towards a more individualistic life style, when compared to previous Chinese generations organisations will be able to develop products and services that are more aligned to this market segment.  Higher education institutions will be better informed regarding curriculum design and the importance of including cultural experience within the overall student experience package. Further research projects have been identified that will enhance the findings from this thesis and make further contributions to knowledge and practice:  To extend the data collection from a mainly business base to encompass more subject disciplines such as computing, engineering, medicine.  To adapt the context of the decision from higher education to other major purchases such as housing and travel.  The research instrument can be repeated to establish a multi-generational perspective of Chinese decision making, degrees of power within the family context and further explore differences in gender.  A more complete geographical picture could be developed, not just of China, but to include more collectivist societies around the world including Japan and India.

Examining the Diversity Curriculum of Leading Executive MBA Programs in the United States

2012 ◽  
pp. 18-37 ◽  
Author(s):  
Mariya Gavrilova Aguilar ◽  
Pamela Bracey ◽  
Jeff Allen
Keyword(s):  
United States ◽  
Cultural Awareness ◽  
The United States ◽  
Organizational Level ◽  
Future Research ◽  
Diversity And Inclusion ◽  
Executive Mba ◽  
Diversity Issues ◽  
Diversity Curriculum ◽  
Executive Mba Programs

Properly managed diversity practices enable organizations to maximize human capital, create a sustainable competitive advantage, attract more customers, and become more profitable. Many organizations conduct diversity training to address workplace diversity issues. Top management communicates the value of and commitment to diversity, whereas managers facilitate an environment that embraces diversity. Diversity management has emerged as a prominent strategy to handle diversity issues. This chapter examines diversity curriculum of leading Executive MBA (EMBA) programs in the United States and highlights the current state of the educational environment in addition to explaining how curriculum supports diversity and inclusion reforms at the organizational level. Through content analysis, the authors summarized the diversity topics featured in 20 leading EMBA programs in the United States. None of the reviewed programs explicitly utilized the word “diversity” in any of their core or elective course titles, and only three (3) explicitly mentioned the words “diverse” or “diversity” within course descriptions. Nevertheless, the data suggest that programs do seek to offer some form of experiences which have the potential and intent to enhance cultural awareness. The majority of programs under study require students to travel to a foreign country to participate in global travel exploration. The authors provide recommendations for future research related to effectively implementing diversity practices and curriculum so that leaders become better equipped to address the challenges of diversity for their organizations.

Managing Conflict in Workplace

2014 ◽  
pp. 165-184
Author(s):  
Badreya Al-Jenaibi
Keyword(s):  
Quantitative Methods ◽  
The United States ◽  
The Philippines ◽  
Internal Conflict ◽  
Workforce Diversity ◽  
Workplace Diversity ◽  
Positive Outcomes ◽  
Difference Of Opinion ◽  
Research Questions ◽  
Demographic Context

The UAE has the largest migration rate in the world; its major workforce originates from numerous countries, including India, Pakistan, the Philippines, Australia, and the United States of America. While this workforce diversity contributes varied backgrounds and languages to the workplace, diversity can also present major challenges for management. Workforce diversity, tension, and conflict can result in the creation of invisible barriers, a lack in communication or coordination, and a lack of recognition of positive employee behavior. Yet, while organizations may suffer from internal conflict, the tension that accompanies diversity can also result in positive outcomes, like an increased competitive spirit, enhanced productivity, and gains in creativity of employees. This chapter focuses on assessing the benefits and liabilities of workforce diversity as manifest in the unique demographic context of the UAE. Qualitative methods employing interviews were used to investigate research questions about diversity. Interviews with 41 respondents were collected from 32 officials working in the UAE companies. The authors supplemented these interviews with quantitative methods, employing a questionnaire of 213 employees in selected local organizations. The research concludes that conflict, rather than positive outcomes, arises when workforce diversity leads to a combination of the following: a difference of opinion, a lack of coordination and communication, and a lack of properly defined responsibilities.

scholarly journals Enhancing Business Students International Capabilities Through Global Education Programs

2011 ◽  
Vol 3 (6) ◽  
Author(s):  
Aristides R. Baraya ◽  
Michael C. Budden ◽  
Rusty L. Juban
Keyword(s):  
United States ◽  
Study Abroad ◽  
International Business ◽  
Global Education ◽  
Cultural Awareness ◽  
The United States ◽  
Cross Cultural ◽  
Global Perspective ◽  
Education Programs ◽  
Study Abroad Programs

Today, the development of a global vision is the cornerstone that guarantees personal, economic and social development, improves competitiveness, and strengthens democracy. Future business professionals will need to understand international business patterns and cultures in order to successfully work in corporations in either the United States or abroad. One way to achieve these goals is through the use of study abroad programs.  Study abroad programs develop cross-cultural awareness as well as the interpersonal and professional skills necessary to operate in a changing business environment.A common perception of North Americans is that they are in general ethnocentric and resist efforts to internationalize. While this may or may not be true for all those who reside in the United States, it is undeniable that future college graduates require a better education in international business and cross-cultural differences. The Association to Advance Collegiate Schools of Business International (AACSB) has risen to this challenge by requiring participating schools to include a global perspective in their business education programs. In accordance with AACSB accreditation, colleges and universities must incorporate into their mission a focus on “strong and growing global economic forces” (AACSB Standards for Business Accreditation, 1991). For business schools, this entails covering topics that convey to students the United States’ role in the global environment and understanding economic and cultural dynamics that play a role in transactions between businesses in other countries. Teaching the intricacies of international business law and the difficulties associated with marketing to individuals of a different language cause can lead to a diminished learning environment in traditional classroom settings. In response to AACSB’s charge to improve education on international issues, some schools have stepped out of the classroom and literally moved courses into the global marketplace (Pretzels & Curico, 1996). This paper discusses the rationale for experiential education programs, the benefits of these initiatives to students, and current trends in international study abroad programs.

Business Study Abroad Tours for Non-Traditional Students: An Outcomes Assessment

2005 ◽  
Vol 11 (1) ◽  
pp. 143-163 ◽  
Author(s):  
Spero C. Peppas
Keyword(s):  
Study Abroad ◽  
Adult Students ◽  
Educational Outcomes ◽  
Business School ◽  
Cultural Awareness ◽  
Study Tour ◽  
Work Related ◽  
Non Traditional Students ◽  
Working Adult ◽  
Business Study

The purpose of this research was to assess empirically the perceived benefits of a business study tour course in terms of business educational outcomes, cultural awareness and sensitivity, and work-related gains. This study fills a gap in the business-school-related literature by focusing on outcomes of study abroad tours for non-traditional, working adult students.

scholarly journals Medical Education From a Theory–Practice–Philosophy Perspective

2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky
Keyword(s):  
United States ◽  
Medical Education ◽  
Curriculum Design ◽  
Historical Perspective ◽  
Curriculum And Instruction ◽  
Medical Curriculum ◽  
Educational Theory ◽  
The United States ◽  
History Of ◽  
How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

The Conundrum of Reform: A Comparative Analysis

1988 ◽  
Vol 8 (3) ◽  
pp. 3-16 ◽  
Author(s):  
Patricia W. Ingraham ◽  
B. Guy Peters
Keyword(s):  
Cultural Differences ◽  
Policy Design ◽  
The United States ◽  
Civil Service Reform ◽  
Political Processes ◽  
Design Considerations ◽  
The United Kingdom ◽  
Procedural Reform ◽  
The Relationship ◽  
Cross National

Despite obvious cross-national political and cultural differences, civil service reform policies exhibit strong similarities. An examination of reform efforts in the United States, the United Kingdom and Australia emphasizes the centrality of politics and political processes to administrative reform. This is true for mechanical or procedural reform, structural reform and what we termed “relational reforms,” or, reforms aimed at restructuring the relationship between politicians and career civil servants. The overriding influence of politics reduces policy design considerations and often results in solutions that do not match the problems being addressed. The outcomes are new bureaucratic problems and the need for additional reforms.

Limitation of Private Attending Pediatricians' Neonatal Intensive Care Privileges in Level III Institutions Throughout the United States

PEDIATRICS ◽  
1994 ◽  
Vol 94 (2) ◽  
pp. 190-193
Author(s):  
Rita G. Harper ◽  
Concepcion G. Sia ◽  
Regina Spinazzola ◽  
Raul A. Wapnir ◽  
Shahnaz Orner ◽  
...  
Keyword(s):  
United States ◽  
Intensive Care ◽  
Health Care Providers ◽  
Curriculum Design ◽  
Neonatal Intensive Care ◽  
District Of Columbia ◽  
The United States ◽  
Geographic Region ◽  
Neonatal Intensive Care Units ◽  
Care Providers

Objective. To determine the privileges of Private Attending Pediatricians (PAP) in caring for newborns requiring intensive (ITC), intermediate (IMC), or continuing (CC) care in Level III neonatal intensive care units (NICUs) throughout the United States. Design. A two-page mail questionnaire was sent to 429 Level III NICUs to obtain the statement best describing the PAPs' privileges, the number of PAP, and some of the PAPs' functions. Level III NICUs were classified by geographic region as Eastern, Central, or Western United States. Results. Responses were received from 301 NICUs (70%) representing 48 states, the District of Columbia, and >9000 PAP. Twenty-two institutions had no PAP. In the remaining 279 institutions, 96% (267/279) had restricted the PAPs' privileges partially or completely. In 32% (88/279), the PAP were not allowed to render any type of NICU care. In 18% (51/279) of the institutions, the PAP were allowed to render CC only. In 27% (76/279) of the institutions, the PAP were allowed to render IMC and CC only. Limitation of PAPs' privileges were reported in all geographic areas in the U.S., were more pronounced in the Eastern than the Central or Western sections of the country, and were noted in institutions with small (≤10) as well as large (≥60) numbers of PAP. Limitation of PAPs' privileges was determined by the PAP him/herself in many institutions. Proficiency in resuscitation was considered to be a needed skill. Communication with parents of an infant under the care of a neonatologist was encouraged. Conclusions. The PAPs' privileges were limited partially or completely in most Level III NICUs. Knowledge of this restricted role impacts significantly on curriculum design for pediatric house officers, number and type of health care providers required for Level III NICUs and future house officer's career choices.

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