UNIVERSITEIT VAN ARUBA
UNIVERSITY OF ARUBA
UNIVERSIDAD DI ARUBA
MODULE DESCRIPTION
Diversity: Implications on Organizations
1. GENERAL DATA
Academic year
Course
Title
Lecturer
Period
Code
ECTS
2013-2013
Bachelor Program Organization, Governance and Management
Diversity: Implications on Organizations
Paula Kibbelaar, PhD
drs. Yolanda Richardson
drs. Joyce Pereira
drs. Annet Steenbergen
Semester 2, January 21th, 2013 – May 27th, 2013
AOGM-CC005-11
5 EC
2. COURSE DESCRIPTION
2.1
Resume
‘I do not want my house to be walled in on all sides and my windows to be stifled. I want all the cultures of all
lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any.’
This statement of Mahatma Gandhi refers to his vision on the essence of diversity. Though he was
willing to show great respect for other cultures and influences, he argued that the freedom to
express his own identity was not a privilege, but merely a basic right.
The cultural diversity of our society is nowadays accepted as a given fact. As the international
community is becoming increasingly integrated, organizations and individuals need to deal with
important questions about what diversity means in every-day-life and the implications it has on the
way people live and work together.
The module ‘Multi-cultural and Multi-lingual Diversity’ will be an explorative journey into the topic
of diversity in our modern society. The module starts by presenting a comprehensive vision of
diversity in society in general, focusing on historic and societal changes that made diversity such an
important theme. Students will be introduced to the subject of diversity in all its appearances, such
as gender, race, class, orientation, ethnicity, appearance and nationality, through concepts as
‘Identity’,‘ Difference’, ‘Inclusion’ and ‘ Pluralism’. Subsequently, the module will elaborate on the
specific influence that diversity has on organizational life and organizational effectiveness, and how
(and if) diversity can be actively managed in organizations.
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2.2
Objectives
The main objective of the course ‘Multi-cultural and Multi-lingual Diversity’ is to foster knowledge
and a better understanding of diversity as an important part of (organizational) reality. The module
will generally offer knowledge and in-depth insights of how people, governments and organizations
are affected by and respond to a multi-cultural and multi-lingual diverse context, both in terms of
internal and external influences. Furthermore students will be stimulated to develop a perspective
of the different ways organizations can use diversity as a strategy.
2.3
Contents of the course
The course will be built around the following units:
- Unit 1: Introduction to diversity and the theoretical framework
-
Unit 2: Dimensions of diversity
-
Unit 3: Multi-culturalism
-
Unit 4: Multi-lingualism
-
Unit 5: The Diaspora of Diversity in Organizational Life: From Globalization and Affirmative Action
to Individual Effectiveness in organizations
-
Unit 6: Implications of Diversity on organizations
-
Unit 7: Dialogue and Reflection
UNIT
CONTENTS
Unit 1:
Introduction to diversity and the theoretical framework
What is diversity and why did this become such an important phenomenon?
The course starts with an introduction that taps into the students experience with
diversity. What do students know about diversity, what is it to them and what
would they like to know about it? How does it feel to be part of a group or feel
‘diverse’ from other individuals? How do students experience diversity?
By means of discussing globalization and internationalization, we will explore the
historical and social developments that made diversity into an important subject.
The theoretical framework of diversity will be mapped, and concepts as ‘identity,
‘difference’, and ‘colorblindness’ will be discussed.
Unit 2:
Dimensions of diversity
What dimensions of diversity can be distinguished and are all forms of diversity
equally important?
A variety of dimensions of diversity will be critically discussed with the students,
using their own life world and the local context. Which dimensions of diversity are
important to the students and why? Which forms of diversity play an important
role in the Caribbean and Aruban context? And in the relation between Aruba,
The Dutch Antilles and The Netherlands?
Dimensions to explore are gender, race, language, sexual orientation, political
orientation, ethnicity and education. But also social background, culture, age and
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education. This unit introduces also the concept of power, and deliberates how
power interacts with diversity. Students reflect on the link of this module to the
core curriculum module ‘Perspectives on Organizations’.
Unit 3:
Multi-culturalism
What makes people feel part of a culture and what does it mean to live and
work in a multicultural setting?
This unit starts with an orientation of the essence and content of culture. Through
discussing the ways culture expressed itself and what makes people feel part of a
culture, students deal with concepts like inclusion, exclusion, integration and
adaptation. Students experience reflecting on cultures from the three
perspectives as distinguished by Alvesson (the integration, differentiation and
fragmentation perspective). Finally we will reflect on Aruba’s multi-cultural
setting. How can the current discussion on our national identity in the Aruban
society be understood? Who is the ‘real Aruban’ (ken ta Arubiano?) and who will
be the Aruban of the future?
Unit 4:
Multi-lingualism
What is multi-lingualism and what are rights to language?
The use of language can be a powerful tool in societal and organizational settings.
The approach of a nation towards the use of language(s) has often strong ties
with the history of a nation. In this unit we will discuss how the rights and
possibilities of using certain languages can be seen had and what multi-lingualism
has to do with development, power, expression and post colonialism. We also
reflect on the way the Aruban government deals with multi-lingualism, for
instance in her relation with the Netherlands. Furthermore we will explore the
way local public organizations deal with multi-lingualism.
Unit 5:
The Diaspora of Diversity in Organizational Life: From Globalization and
Affirmative Action to Individual Effectiveness in Organizations
How did colonialism and the aforementioned trends of globalization and
internationalization define the organizational reality, and what is the
importance of diversity for contemporary organizations?
This unit clarifies the effect of globalization, migration and colonialism on diversity
amongst employees, and elaborates on the reasons that the phenomenon of
diversity became so important in governance and in organizations. In this unit
students will reflect on the link of this module with the modules of ‘Sociology of
Development’ (AFAS-GE02-11) and ‘Perspectives on Organizations’ .
Unit 6:
Implication of Diversity on organizations
What does the diversity of the workplace mean to organizations and how do
they manage diversity?
Modern workplaces deal with diversity in all its appearances. In this unit we will
study to what extent managing diversity is possible and feasible. This
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concentrates not only on multicultural and multilingual diversity, but also on
diversity within organizational cultures. What management tools can be used to
influence diversity, and how can diversity management strengthen personal and
organizational effectiveness? What is the link between HR strategies and
diversity?
This unit gives students the opportunity to elaborate with our local work field on
the question if a diverse workforce is a tool or a challenge.
Unit 7:
Dialogue and Reflection
In this unit, students will go in to a dialogue with a local organization on the topic
of diversity and diversity tension. Each student will interview 2 to 3 key persons in
an organization of their choice, after which the student writes an academic paper,
using the conceptual framework from the module. In this paper the student
reflects on the diversity tension this organization is dealing with and how diversity
occurs in the organizational reality.
3. ENTRY REQUIREMENTS AND START PROFILE
3.1. General
In general terms, the competencies to be acquired by the students are related to their ability to
understand diversity and analyze the main implications of diversity on society, governance and
organizations from a development oriented perspective.
3.2. Competencies to be acquired
The key competency of students of this course is to acquire an analytical capacity regarding the
theme of diversity in its historical, societal, organization and practical application. After the course,
students should:
have developed critical and reflective knowledge of the theoretical and historical framework of
diversity;
have the ability to discuss, recognize and analyze the main dimensions of diversity, in specific of
multicultural and multilingual diversity;
be able to understand the diaspora of diversity, and its implications on society, governance and
organizations;
have the capacity to reflect on diversity and management of diversity in a comprehensive way;
be able to speak and write effectively on the topics of the module, in an academic way.
4. ATTENTION FOR TRANSVERSAL LINES
The module deals specifically with the transversal line of diversity. Furthermore the module
connects diversity with the transversal lines of sustainability, civic participation and identity. This is
done by focusing on the development of Aruba in relation to identity construction, governance,
power, leadership, politics, professionals, ethics, responsibility and strategy in connection to the
above mentioned transversal lines. This developmental perspective consists of the concept or idea
that global and regional economic and socio-political processes can be understood and/or analyzed
from a historical context. Development is furthermore considered as a process from a human
development and capability approach where freedom and agency are core concepts that will be
explored.
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Diversity is understood as a state of heterogeneity and the existence of differences. It is considered
a natural state of being of the human society as well as the natural environment. This module
explores diversity as a concept, maps the theoretical framework of the concept, pays attention to
the development of diversity as an important phenomenon in society, governance and organizations
and deals with the different dimensions of diversity. Furthermore the module assists students in
understanding the possibilities to manage diversity and encourages them to reflect on diversity in
their own context.
Identity is understood as a state of belonging and interactive and contextualized self-definition, and
self-esteem. It is considered a state of being of the individual, the group, as well as local and global
societies. This module explores identity as a cornerstone in the theoretical framework of diversity.
Students are assisted in reflecting on their personal identity, national identities and organizational
identity, both on a global and on a local level.
Sustainability is understood as the capacity of a society to regenerate itself in a responsible way.
This module explores the social and historical grounds to accept, encourage and strategically use
diversity, in order to strive towards sustainable diversity and both organizational and individual
effectiveness.
Civic participation (social action and social interaction) is understood as a necessary state of being
and condition for survival in a democratic and viable society. By studying diversity from different
perspectives, students explore the way in which governance, organizational management and the
personal development of individuals can benefit from acceptance and appreciation of different
identities in a constellation. The module elaborates on personal, interpersonal, organizational and
governmental strategies that can be used to positively influence interpersonal and group dynamics,
individual satisfaction, empowerment and organizational effectiveness.
5. LEARNING METHODS
5.1. General
The course is based on understanding diversity as a phenomenon and an inevitable part of our
modern society, in order to understand, describe and analyze the current reality better. The learning
methods are therefore based on the principle of interactive lecturer assisted learning, and will be
directly supportive of critical thinking, creative analysis and formulation of alternatives.
5.2. Work forms
Work forms to be used in this module are
a.
Interactive presentation of the units by the lecturer;
b.
Presentation of a literature review by groups of students, including the presentation of an
actual publication that reflects the topic of the literature;
c.
Discussions on presentations;
d.
Preparation of reading questions;
e.
Plenary debate on issues that were raised;
f.
Active participation in case studies;
g.
Presentation of an essay proposal;
h.
Writing a reflection and an essay (in the form of an academic paper).
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6. THEMES PER SESSIONS
The following is the schedule of the units to be elaborated during the 16 sessions.
DATE
SESSION
UNIT & ASSIGNMENTS
Session 1
16.00-18.30
Paula Kibbelaar &
Yolanda
Richardson
Unit 1:
Introduction to diversity and the theoretical framework
Main question:
What is diversity and why did this become such an important
phenomenon
The course starts with an introduction that taps into the students
experience with diversity.
After that, the logistics with regards to the module, the content of
the module description, the mandatory literature, the learning
methods, evaluation devices and expectations will be discussed.
The class entails different management games about diversity and
discusses some of the basic concepts.
Wednesday,
January 23rd, 2013
Sub questions:
What do students know about diversity, what is it to them and
what would they like to know about it? How does it feel to be part
of a group or feel ‘diverse’ from other individuals? How do
students experience diversity? The concepts of ‘difference’,
‘inclusion’, ‘exclusion’ and ‘colorblindness’ will be discussed.
Session 2
16.00-18.30
Paula Kibbelaar &
Yolanda
Richardson
Main question:
What is diversity and why did this become such an important
phenomenon
The students will explore the historical and social developments
Wednesday,
January 30th, 2013
that made diversity into an important subject by a lecture from dr.
Paula Kibbelaar. Via globalization and international developments
the theoretical framework of diversity will be mapped, and
concepts as ‘identity‘ and diversity will be discussed.
Sub questions:
What is the historical framework in which diversity developed
itself? Why is diversity an important issue in modern society?
What is identity? What is difference? What is diversity from an
academic perspective? Is colorblindness a positive thing? What is
the theoretical framework of diversity?
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Session 3
16.00-18.30
Paula Kibbelaar
Unit 2:
Dimensions of diversity
A variety of dimensions of diversity will be critically discussed with
the students, using their own life world and the local context.
Dimensions to explore are gender, race, language, sexual
orientation, political orientation, ethnicity and education.
Monday,
February 4h, 2013
Main question:
What dimensions of diversity can be distinguished and are all
forms of diversity equally important?
Sub questions:
What dimensions of diversity can be distinguished? Are all forms
of diversity equally important? Which dimensions of diversity are
important to the students and why?
Presentation of one of the articles by the lecturer
Session 4
16.00-18.30
Unit 2:
Dimensions of diversity
Main question:
What dimensions of diversity can be distinguished and are all
forms of diversity equally important?
Wednesday,
February 13th, 2013
First part of the class
We will widen the variety of dimensions with diversity on social
background, culture, age and education. And will explore the
concept of power, and deliberates how power interacts with
diversity. The perspectives on power of Foucault and Habermas
will be discussed, and explored in a short assignment in class.
Sub questions:
What is power according to Foucault? What is power according to
Habermas? What has power to do with diversity? What is sense
making? Is the way you experience diversity influenced by your
perspective of power? Which forms of diversity might play an
important role in the Caribbean and Aruban context? And in the
relation between Aruba, The Dutch Antilles and The Netherlands?
Presentation of the article The Jewel in the Crown by the lecturer
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Session 5
16.00-18.30
Wednesday,
February 20th, 2013
Paula Kibbelaar
Unit 3:
Multi-culturalism
This unit starts with an orientation of the essence and content of
culture. We explore the ways culture expresses itself, and will
deal with concepts like inclusion, exclusion, integration and
adaptation.
Main question:
What makes people feel part of a culture and what does it mean
to live and work in a multicultural setting?
Presentation of the article by Halleh Ghorashi (2004) by the
lecturer
Session 6
16.00-18.30
Yolanda
Richardson
Unit 3:
Multi-culturalism
During this session the class will also focus on culture. If time did
not permit to elaborate on the descriptions from Alvesson. This is
going to be done in session 6. So attention will be given to
integration, differentiation and fragmentation perspective.
Students will discuss and reflect upon Aruba’s multi-cultural
setting.
Wednesday,
February 27th, 2013
Main question:
What makes people feel part of a culture and what does it mean
to live and work in a multicultural setting?
Sub questions:
What is culture? How does culture express itself? What makes
people feel part of a culture? What is inclusion, exclusion,
integration and adaptation? What does it mean to reflect on a
culture from an integration, differentiation and fragmentation
perspective? How do students reflect on Aruba’s multi-cultural
setting? What is the role of Nationalism in this? Who is the real
Aruban (ken ta Arubiano?) and who will be the Aruban of the
future?
Presentation article by students (2x group of 2)
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Session 7
16.00-18.30
Unit 4:
Multi-lingualism
By discussing literature, we will explore the use of language and
will discuss how globally the right of language is being dealt with.
After that student will reflect on the local situation and the multilingualism in Aruba.
Main question:
What is multi-lingualism and what are rights to language?
Sub questions:
Wednesday,
March 25th, 2013
Wednesday,
March 6th, 2013
What is multi-lingualism to the students? What are rights to
language? What has the use of language and multi-lingualism to
do with development, power, expression and post colonialism?
How does the Aruban government deal with multi-lingualism, for
instance in her relation with the Netherlands? How do public
organizations deal with multi-lingualism?
Guest Lecture of Joyce Pereira on multi-lingualism in Aruba.
Presentation article by students (2x group of 2)
Session 8
16.00-18.30
Theory Put in to Practice: Unit 1-4
Yolanda
Richardson
A Case-study from the local work field will illustrate how the
theory on Diversity can be put to practice
Guest Lecturer of a local company will be invited to share their
experience.
Session 9
16.00-18.30
Yolanda
Richardson
Unit 5:
The Diaspora of Diversity in Organizational Life; From
Globalization and Affirmative Action to Individual
Effectiveness in Organizations
Wednesday,
April 8th, 2013
Main question
What are the main international developments that defined the
importance of diversity in our modern society?
First part of the class
By an interactive introduction of the literature on this topic, we
will elaborate on the effect of globalization, migration and
colonialism on diversity, and the reasons that the phenomenon of
diversity became so important in governance and in
organizations.
Students submit Individual Reflection Assignment
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Session 10
16.00-18.30
Paula Kibbelaar
Unit 5:
The Diaspora of Diversity in Organizational Life; From
Globalization and Affirmative Action to Individual
Effectiveness in Organizations
Main question
What are the main international developments that defined the
importance of diversity in our modern society?
Second part of the class
Dr. Paula Kibbelaar will elaborate on the international
developments
Monday,
April 15th, 2013
Sub questions
What is globalization? What is migration? What was the effect of
globalization, internationalization and migration on the diversity
of society? Why did diversity become an issue? When became
diversity important to organizations? What is the development of
diversity policy and management in organizations?
Session 11
16.00-18.30
Unit 6: Implications of Diversity on organizations
The modern workplace of most organizations deal with diversity,
in all its appearances. Today we focus on the way organizations
try to actively manage their diversity, by looking at examples from
organizations that try to manage multicultural and multilingual
issues.
Wednesday,
April 17th, 2013
Main question:
What does the diversity of the workplace mean to organizations
and how do they manage diversity?
Sub questions:
What does a diverse workplace mean to organizations? What
management tools can be used to influence diversity?
Presentation article by students (2x group of 2)
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Session 12
16.00-18.30
Unit 6: Implications of Diversity on organizations
Paula Kibbelaar
Main question:
What does diversity of the workplace mean to organizations and
how do they manage diversity?
First part of the class:
Besides multicultural and multilingual diversity, other differences
can also have a large impact on diversity within organizational
cultures. By studying literature we will discuss what management
tools can be used to influence diversity, and how management of
diversity can actively strengthen personal and organizational
effectiveness.
We will discuss a local example of how organizations deal with
diversity, as part of their strategy.
Wednesday,
May 8th, 2013
Wednesday,
April 24th, 2013
Sub questions:
What management tools can be used to influence diversity? How
diverse can Aruban organizations be, and what does it mean?
What is the link between HR strategies and diversity? Do students
experience Aruba’s diversity in the workforce as a tool or as a
challenge? And what does our work field think about diversity
through the dimension of multi-culturalism and multi-lingualism?
How can diversity management strengthen personal and
organizational effectiveness?
Presentation article by students (2x group of 2)
Session 13
16.00-18.30
Students work on the final assignment (to be partly executed on
Wednesday 22nd May 2013), lecturer is available for instruction
and consult.
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Final
Time t.b.a.
Unit 7:
Final: Dialogue and Reflection
Each student presents his topics and content of the individual
paper. After that, there is a class dialogue on the topics and we
will wrap up the module and discuss the essence of managing
Diversity.
Main question:
What does the diversity of the workplace mean to organizations
and how do they manage diversity?
Wednesday,
May 22nd, 2013
Sub questions:
To what extend can diversity be managed? And can diversity
management strengthen personal and organizational effectiveness?
Presentation topics and content individual paper
Personal Consultation with the lecturer on First Draft Academic
Paper
8. EVALUATION DEVICES
Class attendance is compulsory; students should have a minimum of 10 class attendances (out of 12)
and deliver four products for evaluation:
 a presentation to the class of an article from the reader that includes the presentation of at least
one additional publication on the topic of the article. This will constitute 20% of the grade.
 A written reflection on a case study that was dealt with in class, with an extension of 800-1200
words. This will constitute 20% of the grade.
 A presentation on the topic and content of an academic paper, to be prepared during classroom
hours. This will constitute 25% of the grade.
 An academic paper of 2000-3000 words directly related to themes and discussions during the
course should be submitted. It will constitute 35% of the grade.
9. ASSIGNMENTS/EVALUATION DEVICES
ASSIGNMENTS
Due Date
1
2
3
Submitted by
Percentage
Class presentation article
After Session 6
group of 2
20
Reflection Paper
April 8th, 2013
Individual
20
Academic paper Presentation topics May 22nd, 2013
Individual
25
on Diversity
and content
Final version
May 27th, 2013
Individual
35
Academic paper
TOTAL
100
Each student needs to pass assignment 3, that means that the results scored need to be sufficient
(a score of 5.5 or higher). For assignments 1 and 2 there will be no possibility for a re-sit.
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Besides that, each student is asked to prepare for the classes:
1. By reading the assigned literature as instructed by the lecturer and preparing reading questions
when indicated;
2. By rethinking and evaluating the information from previous session and critically evaluate the
issues that were presented;
3. Each new session will start with a review of the past one, all students are expected to be
involved in making comments, asking questions and evaluating the themes dealt with in the
previous class.
10. LITERATURE
Required reading
The mandatory literature will consist of a reader that is set up specifically for this module. The
reader contains (amongst others) material coming from the following sources:
Essed, Ph., D. Goldberg and A. Kobayashi(2005). A Companion to Gender Studies
Oxford, Blackwell Publishing Ltd.
Dinwoodle, David (2005). Solving the Dilemma: A Leader’s Guide to Managing Diversity
In ‘Leadership in Action’, volumen 25, issue 2, page 3-6
Hall, Stuart (1990). Cultural Identity and Diaspora.
In Rutherford, J. (ed)
Hertz, Noreena (2005). I.O.U., the Debt Threat.
London, Fourth Estate
Hitt, M., A. Colella and C. Miller (2011). Organizational Behavior, 3rd Edition.
San Francisco, John Wiley & Sons Inc.
Ghorashi, Halleh (2004). How Dual is Transnational Identity?
In ‘Culture and Organization’, December 2004, Vol 10 (4), pg 329-340
Konrad, Prasad, Pringle (2006). Handbook of Workplace Diversity.
London; Thousand Oaks, Calif. : Sage Publications, 2006.
Senge, Peter (1999).The Dance of Change.
London: Nicholas Brealey Publishing Limited
Skutnabb-Kangas, Tove, and Robert Phillipson (Ed). (2000)
Rights to Language: Equity, Power, and Education
New Jersey: Lawrence Erlbaum Associates, Inc.
Smith, Rich and Kittie W. Watson (2009). The A.R.T. of Diversity, transforming stereotypes
In Od Practitioner, Vol. 41 No.4, page 25-30
Van London, Selma and Arie de Ruijter (2008). Sustainable Diversity.
Presentation for Fourth General Assembly of the E.U.
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Van Maanen, John (1991). The Smile Factory: Work at Disneyland’
In: Frost, Peter J. e.a. (eds.), Reframing Organizational Culture.
Newbury Park/London: Sage, page 58-76
Woodward, Kathryn (ed) (1997). Identity and Difference.
London, Sage Publications
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Recommended readings
For this module, the following readings are recommended as extra material:
Ghorashi, H. (2006). Paradoxen van culturele erkenning. Management van Diversiteit in Nieuw
Nederland. Oratie aan de VU, 13 oktober 2006.
Ghorashi, H. (2010). Licht en Schaduw.
VU uitgeverij, Amsterdam
Kibbelaar, P. (2005). Barsten in het Glazen Plafond. Opgeleide vrouwen op de Curaçaose
arbeidsmarkt - Mogelijkheden, barrières en strategieën.
SPW Publishers, Amsterdam
Kibbelaar, P. (2007). De Art of being a Foreigner in Amsterdam.
De Baak Management Centrum. VNO-NCW
During the classes, some other sources will be recommended for additional reading.
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