Abstract

This study explored the practice and challenges of students’ diversity management in Ethiopian public universities. A convergent parallel mixed method design was used to guide the study. To this end, stratified random and simple random sampling methods were used to select eight public universities and 458 participants of the study. Furthermore, purposive, availability, and snowball sampling methods were used to draw qualitative research participants. While a modified version of the campus climate for diversity instrument was used to collect the quantitative data, key informant interview and document review were employed as qualitative data gathering tools. Frequencies, means, an independent t-test, and one-way ANOVA were used to analyze the quantitative data while the qualitative data was analyzed thematically. Finally, the findings unveiled that the internal diversity-related policy practice, leadership commitment towards diversity promotion, diversity-related co-curricular activities, and curricular activities related to students’ diversity management were rated as good. The study further disclosed a significant perception difference in leadership commitment towards diversity among students of different generations of universities, F (3, 454) =6.034, p=0.000). Moreover, the qualitative finding showed that the absence of well-planned strategies, the deficiency of the curriculum to respond to diversity-related issues, and lack of commitment of university leaders to promote diversity and act immediately during conflicts was mentioned as gaps in managing students’ diversity. Finally, it was recommended that due attention should be given by MoSHE and respective public universities in diversifying the top leadership, academic staff, and student body by putting appropriate strategies in place.

Highlights

  • Diversity management (DM) is the process or strategy of promoting the perception, acknowledgment, and implementation of diversity in organizations and institutions (Deshwal & Choudhary, 2012)

  • An effective strategy in DM to create a campus environment that is inclusive and respecting of differences is making an assessment of the campus climate for diversity as it helps institutions to understand more about their students’ diversity-related experiences (Jaeger & Reverdy, 2013; Worthington, 2013) and create conditions to optimize engagement and desired outcomes or enhance the campus climate for diversity (Dawson, 2007; Hurtado, Milem, Clayton-Pedersen, & Allen, 1998; 1999)

  • To make diversity a potential for students' and institutions' success, the campus climate for diversity should be enhanced through the application of different strategies of DM

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Summary

Introduction

Diversity management (DM) is the process or strategy of promoting the perception, acknowledgment, and implementation of diversity in organizations and institutions (Deshwal & Choudhary, 2012). The promotion and implementation of diversity in organizations are to create an environment whereby all individuals can benefit and be successful In this regard, Lumadi (2008, p.8) defined DM as “the process of creating and maintaining a positive environment where the differences of all personnel are recognized, understood and valued so that all can achieve their full potential”. To make diversity a potential for students' and institutions' success, the campus climate for diversity should be enhanced through the application of different strategies of DM According to researchers, these DM strategies include showing aspiration to enhance the campus climate for diversity (Brown, 2004), recognizing and including diversity in a university mission statement, policies, curriculum, and plans (Hurtado, 2005; 2007; Lumadi, 2008, Milem et al, 2005), enhancing of students’ body composition (Antonio, 2001; Gurin et al, 2002; Hurtado, 2007; Skelly, 2004), and Journal of Education and Training Studies

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