towards an evaluative model for determining the value of faculty diversity and inclusion in higher...

Towards an Evaluative Model for Determining the Value of Faculty Diversity and Inclusion in Higher

Education

Ray K. Haynes, Indiana University-Bloomington, [email protected] Abdullateef, Directed Study Services, [email protected]

Evaluation 2009 Orlando

Abstract

This paper presentation offers a dynamic model for determining the value of diverse faculty in higher education. It rests on the assumption that the administrations of predominantly white higher education institutions continuously grapple with the dilemma of achieving racial and ethnic diversity among their faculties. The model proffered is evaluative because it could be used to evaluate existing higher education diversity programs. The model is transformative because it creates a paradigm shift from a socio-economic view of diversity to an expanded view that incorporates cultural and ecological dimensions that are rarely considered or appropriately valued when faculty-of-color are hired to diversify higher education institutions.


Why?

We believe that this is a necessary and worthwhile endeavor especially since Barack Obama, was elected president of the United States and leader for the free world. For some, the first man of color to be elected to the U S presidency may signal the triumph of diversity and inclusion initiatives and for others, it is an inspirational milestone that may engender complacency and or summative decisions about the efficacy and even the continued need for diversity and inclusion programs.


What is Diversity & Inclusion?

Diversity in its broadest sense describes the composition of groups and workforces (Roberson, 2006). Furthermore, diversity could be viewed as traits or demographic characteristics that underscore differences within groups. Milliken and Martins, 1996 succinctly captures the complexity of the diversity construct by suggesting that diversity, in its essence, means the observable and non-observable characteristics of human beings.

Inclusion is defined as racial and ethnic minorities (people of color) gaining access to organizational-related information, resources, specialized work groups along with the ability to influence decision making (Miller, 1998; Mor Barak & Cherin, 1998).


Workforce Realities

Past labor predictions and prevailing trends suggest that the workforce of the 21st century is and will continue to be characterized by diversity which includes more women, and people of diverse ethnic and cultural backgrounds and life styles (Langdon, McMenamin, & Krolik, 2002)

The need for diversity and inclusion programs still exist!


The Diversity-Inclusion Continuum


Diversity Inclusion

“Building an inclusive culture on a global scale is more than recruiting diverse talent. People tend to think about filling representation quotas, which is important, but you cant have great representation without an inclusive culture.”

Gil Casellas, Vice President, Corporate Responsibility & Chief Diversity Officer- Dell

The New York Times Magazine , September 13, 2009, p54.

Five Step Diversity Framework


1. Institution has reflected on itself

2. Institution has articulated its policy goals

3. Institution has a diversity plan

4. Institution has regularized interim reviews

5. Institution has industry and national diversity linkages

Inspiration for the Model: Frederick Herzberg’s Motivation-Hygiene Theory


Motivator Factors:

These factors are also called satisfiers and are know to motivate individuals towards superior performance and effort.

Hygiene or maintenance factors: These factors can also be called dissatisfiers. They describe the organizational environment and function mainly to prevent dissatisfaction but have little effect on positive job attitudes.

The Diversity Ecology Evaluation Model


DEEM Hygiene Factors

History on diversity issues and events

Strategies and resources

Primacy of diversity in mission, plans,

goals, etc.

Perceptions of access, equity and

inclusion

Perception of institutional

commitment to diversity

Public perceptions of the institution

Diversity of faculty and staff by level

DADiversity InclusionDD DS


Provides a framework for answering the following questions:

•What is the institutional leadership capacity for diversity?

•What is the current state of institutional diversity?

•What is the desired future state of institutional diversity?

•Has institutional diversity changed over time?

• Are diversity efforts likely to be sustained?

• What lessons have been learn, applied and transferred?

Diversity Ecology Evaluation Model (DEEM)

DEEM INDICATORS


DEEM Hygiene Factors

History on diversity issues and events

Strategies and resources

Primacy of diversity in mission, plans,

goals, etc.

Perceptions of access, equity and

inclusion

Perception of institutional

commitment to diversity

Public perceptions of the institution

Diversity of faculty and staff by level

DEEM LOGIC MODEL


• Resource commitment• Monitoring• Appropriate recruitment

strategies• Compensation and

benefits• Diversity training within

On-boarding/Orientation programs

+Diversity Accelerators

• Closed institutional climate and culture

• Inflexible Institutional policies • Working conditions• Isolation• Treatment as a fungible

resource

-Diversity Derailers

• Leadership commitment• Critical mass• Internal peer recognition• Flexible work policies• Mentoring and coaching

+Diversity Sustainers

Diversity Inclusion

Diversity Accelerators Evaluative Focus


WHAT WHO HOW

Resources committed University administration Budget allotment

Monitoring University administration Institutional ResearchUnit & Department level

Scheduled frequency counts and reporting

Appropriate recruitment strategies

University administrationUnit and departmental level

Traditional and non-traditional sources

Flexible compensation & benefits

University administrationUnit and departmental level

A transparent range of compensation & benefits packages subject tailoring

Diversity & cultural competence training

University human resources function

During On-boarding of all university employees

Diversity Derailers Evaluative Focus


WHAT WHO HOW

Closed Institutional climate & culture

University administration Institutional ResearchUnit & department level

Scheduled climate and culture scansGrievance & dispute resolution process reporting

Inflexible institutional policies & practices

University administration Institutional ResearchUnit & department level

Environmental scans Best practice sharing

Working conditions University administrationUnit and departmental level

Environmental scans Best practice sharing

Isolation Unit and departmental levelIndividual

High involvement and collegial culture

Treatment as a fungible resource

Unit and departmental levelIndividual

Value differences

Diversity Sustainers Evaluative Focus


WHAT WHO HOW

Leadership commitment University administration Unit & department level

Stated and demonstrated commitment: Diversity champion

Critical mass Diverse employees across all levels of the university

Intentional recruitment, retention and succession policies and procedures

Peer recognition Unit and departmental level Intra and cross-disciplinary recognition

Flexible work policies University administration Unit and departmental levelI

Flex time Job sharing Child allowance

Mentoring & coaching University administration Unit and departmental level

Establishment of formal mentoring programs

Thank You!Evaluation 2009 Orlando

What Questions do You Have?