Merit thrives under evidence-based DEI practices and disparate impact protections

Purpose Diversity, equity and inclusion ideology is the latest appeal of individual compassion, institutional legitimacy and enlightened society. Specific to higher education, diversity, equity and inclusion is an honorable ideology, value and mission. This paper aims to (1) empirically recognize the differences in the level of importance between the university’s and faculty’s diversity, equity and inclusion initiatives, (2) identify the diversity, equity and inclusion outcomes, such as university brand image and student intention to engage postgraduation, (3) uncover the moderating role of university brand preference attainment and (4) validate the mediating role of student identification in diversity, equity and inclusion literature. Design/methodology/approach A survey of 1,027 usable responses was employed to perform two moderations, four mediations and two confidence interval analyses. Findings The university’s diversity, equity and inclusion initiatives are significantly more rewarding than the faculty’s diversity, equity and inclusion initiatives for the university brand image and students’ intention to engage postgraduation. Findings uncover the mediating role of student identification and the moderating role of brand preference attainment. Practical implications Focusing on diversity, equity and inclusion at the institutional level is more impactful than at the faculty level. In industries where frontline employees have significant autonomy, such as higher education, the positive brand performance outcomes are related to the faculty’s diversity, equity and inclusion awareness, not the faculty’s diversity, equity and inclusion advocacy. Diversity, equity and inclusion initiatives should align with the student’s shared values. Originality/value The study relies on institutional theory to underscore the asymmetric importance of the university’s and faculty’s diversity, equity and inclusion initiatives in achieving perceived brand image and engagement.

SummaryIn the current paper, we discuss the positive impact of diversity, equity, and inclusion (DEI) initiatives in our workplaces, including the historical movements that led to their inception as well as the reactions that have resulted in forms of resistance and backlash. Although there may be risks inherent in engaging in social justice work within organizations, we summarize the large body of empirical work documenting the immense benefits of choosing to do so. We argue that the promise of DEI initiatives is evidenced in the research‐based findings demonstrating the effectiveness of those initiatives that have emerged over time (e.g., including both representation and inclusion focused initiatives). The progress made by several DEI initiatives that are still being fully explored is discussed, and we maintain their effectiveness within certain contexts provided the use of current empirical evidence. We conclude by suggesting the evolving science behind DEI initiatives is exactly what we would expect when responsibly employing the scientific method and, that by reviewing the data, it is clear that the long‐term benefits provided by DEI initiatives far outweigh any short‐term risks.

Analyzing the Current State and Visibility of Diversity, Equity, and Inclusion Initiatives at Urology Residency Programs

Over the past twenty-five years, the Medical Library Association (MLA) has pursued a range of diversity, equity, and inclusion (DEI) initiatives. This article, written by members of the Journal of the Medical Library Association (JMLA)'s Equity Advisory Group (EAG), outlines significant measures taken to raise awareness about specific concepts, opportunities, and challenges related to DEI among MLA members. Topics discussed include the impact of influential Black, Indigenous, and people of color (BIPOC) leaders, the establishment of DEI and social justice-focused membership communities, and specific initiatives led by various working groups and committees which have served to strengthen MLA's commitment to diversity, equity, and inclusion during the last three decades.

Diversity, Equity, and Inclusion Initiatives in Dermatology Organizations

To create an inclusive environment in nursing education, challenges to incorporating change must be addressed including institutional racism, power differences, privilege, and implicit biases (O'Connor et al.). This article discusses barriers that interfere with the implementation of diversity, equity, and inclusion (DEI) initiatives within schools of nursing and offers strategies for building a culture of inclusivity at academic institutions. This article is based on factual, researched, and firsthand information. Administrators and stakeholders need to determine how DEI is incorporated into their institution's mission, vision, and values. Forming a DEI council that consists of equal representation from faculty, staff, and students will foster inclusiveness to incorporate DEI initiatives within schools of nursing and will allow outcomes to be measured. Barriers should be identified and removed to make schools of nursing a safe and inclusive zone for faculty, staff, and students. [J Nurs Educ. 2024;63(1):53-56.].

This paper examines how organizational members concretely appropriate equity, diversity and inclusion initiatives. This article results from a case study within a large Canadian organization, a study that was designed to explain the appropriation or disappropriation of discursive elements inherent to the implementation phase of new equity, diversity and inclusion (EDI) initiatives. Using interview data, I explain how these elements contribute to the ways in which organizational members adapt and respond to these new organizational initiatives and practices. This research proposes to mobilize a Communicative Constitution of Organization (CCO) perspective that can aid in understanding how individual appropriation/disappropriation of diversity discourse could have implication for the emergence and sustainability of EDI initiatives. The paper identifies various forms of appropriation (compliant/unconditional, fully aligned, equivocal/conditional and disappropriation) performed by organizational members. Moreover, the findings introduce a gradient approach to appropriation, revealing how the process can evolve over time.

This study explores the impact of Diversity, Equity, and Inclusion (DEI) initiatives on human capital externalities within the wine industry through a theoretical microeconomic model. The analysis highlights how DEI human capital contributes to productivity enhancements, improved wage dynamics, and positive externalities. The Constant Elasticity of Substitution (CES) production function was used to model the interplay between DEI human capital and labour dynamics, supported by demographic data from wineries in China. Findings suggest that increasing DEI human capital generates significant organizational benefits, such as smoother wage adjustments and enhanced workforce cohesion. The results also show that optimal DEI participation varies with key factors like capital intensity and substitution elasticity, providing actionable insights for wineries. The study underscores the need for strategic DEI investments to maximize externalities and suggests that future empirical research validate these theoretical findings for broader applicability across regions and operational scales.

Demographic shifts and the growth of diversity, equity, and inclusion (DEI) initiatives are occurring simultaneously on college campuses. This study seeks to understand their intersection by focusing on age in DEI initiatives on college campuses. Findings from six focus groups suggest that age is not given much attention in DEI initiatives. Participants acknowledge the issue of age; but in general, they strive to keep other identities, like race and gender, in the forefront, especially in the face of low resources. While it may be difficult to elevate age in DEI initiatives on campuses, interventions were identified.

Many organizations dedicated to learning and teaching in the field of psychology struggle with diversifying and widening international representation. The drive for diversification of membership and leadership occurs as such groups increasingly prioritize diversity, equity, and inclusion initiatives. In this paper, we offer evidence-based guidance on the benefits of increasing diversity in organizational leadership as well as the means to do so. Further, we share approaches from our organization, the US-based Society for the Teaching of Psychology, to expanding diversity, as well as gaps in equity and inclusion initiatives. We conclude by discussing the importance of all diversity, equity, and inclusion initiatives more generally within the field of the teaching of psychology and of advancing global psychology via psychology learning and teaching associations.

Corporate businesses are paying more and more attention to the value of diversity and inclusion (D&I) in the context of faster globalization. In addition to bringing fresh viewpoints and creative ideas, a diverse workforce helps corporate organizations become more competitive and adapt to changing market conditions. This article uses case studies on Alibaba and Google to illustrate its goal of encouraging diversity in the workforce and building inclusive environments in China. Promoting diversity and inclusivity presents special opportunities as well as problems for China. In addition to being crucial components of corporate social responsibility, diversity and inclusion are also necessary for businesses to thrive sustainably. According to this survey, global businesses with a diverse workforce outperform others in terms of employee performance and innovation. But for many Chinese and international businesses, the question of how to successfully advance diversity and inclusion initiatives within the framework of Chinese corporate culture continues to be a major concern. In order to effectively support Chinese companies in promoting diversity and inclusion programs, this paper carefully selects two representative companies, Alibaba and Google, as case studies. The goal is to analyze the diversity and inclusion practices of these two global tech giants and examine their successes and shortcomings. Alibaba, one of the top Chinese corporations, is likewise well-known for its diversity and inclusion initiatives, and Google, a major player in the computer industry, is widely praised for its initiatives in this area.This paper's study goals include summarizing the experiences and flaws of Google and Alibaba, as well as analyzing and assessing the efficacy of their unique diversity and inclusion initiatives. to suggest inclusion and diversity initiatives that are appropriate for Chinese businesses. Data analysis, case studies, and literature reviews make up the bulk of the research process.

<p>To date, two Periodic Program Reviews (PPRs), the first in 2004 and the second in 2015, were undertaken of the Toronto Metropolitan University's (TMU) Bachelor of Design (BDes) fashion program. The second resulted in a major program overhaul. However, the student surveys used in both PPRs did not explore the satisfaction levels of equity-seeking groups with TMU's Equity Diversity and Inclusion (EDI) initiatives, even though these groups represent most of the program's student population. Using literature review methodology, this study addresses three questions: 1. Why have equity-seeking student satisfaction levels regarding TMU's EDI initiatives not been addressed in the satisfaction surveys used in the PPRs? 2. What are key EDI issues affecting equity-seeking student populations? 3. In what ways do EDI experiences and challenges faced by equity-seeking student groups affect their satisfaction levels? This study brings attention to this omission and provides recommendations for future BDes fashion program PPR surveys.</p>

Today’s workforce reflects and will continue to reflect diversity. If these changes represent America’s future demographic reality, organizations will undergo a massive metamorphosis. A questionnaire was submitted to 300 business students to assess their attitudes towards diversity. Specifically, it investigates whether there is a difference in attitude and assesses whether business students are open to working with an increasingly diverse workforce. The study’s results support the hypotheses that different ethnic groups value diversity differently, and that the more years living in a diverse country, the more individuals increase their diversity tolerance. Diversity, equity, and inclusion initiatives increase in popularity since they build awareness and skills that help cultivate a safe, compassionate, and equitable organizational culture where everyone feels valued. This article discusses implementing a diversity, equity, and inclusion (DEI) initiative to improve an organization’s culture. The five-step DEI Organizational Metamorphosis Model explores how to strengthen an organization’s quality of life through implementing strategic DEI initiatives.

<p>To date, two Periodic Program Reviews (PPRs), the first in 2004 and the second in 2015, were undertaken of the Toronto Metropolitan University's (TMU) Bachelor of Design (BDes) fashion program. The second resulted in a major program overhaul. However, the student surveys used in both PPRs did not explore the satisfaction levels of equity-seeking groups with TMU's Equity Diversity and Inclusion (EDI) initiatives, even though these groups represent most of the program's student population. Using literature review methodology, this study addresses three questions: 1. Why have equity-seeking student satisfaction levels regarding TMU's EDI initiatives not been addressed in the satisfaction surveys used in the PPRs? 2. What are key EDI issues affecting equity-seeking student populations? 3. In what ways do EDI experiences and challenges faced by equity-seeking student groups affect their satisfaction levels? This study brings attention to this omission and provides recommendations for future BDes fashion program PPR surveys.</p>

The Department ChairVolume 33, Issue 1 p. 26-27 Special Topics: Diversity, Equity, and Inclusion Advancing Diversity, Equity, and Inclusion Initiatives by Contextualizing Institution-Wide Metrics Maria C. Garriga, Maria C. GarrigaSearch for more papers by this author Maria C. Garriga, Maria C. GarrigaSearch for more papers by this author First published: 26 June 2022 https://doi.org/10.1002/dch.30465Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume33, Issue1Summer 2022Pages 26-27 RelatedInformation