Diversity Competence Research Articles

”Urfolk” og ”mangfold” i skolens læreplaner

Since 1974, the curriculum for the Norwegian school has had a overarching part that puts the school and its content into a bigger social and political context. As such, this part of the curriculum is a highly political and ideological text that expresses the state's purpose and interest related to the school. This article looks into how indigenous people, minorities and diversity is represented in the general part of the curriculum from 1974 to 2017. The changing curricula show changes in the official politics and views on diversity. Through an analysis of the curricula we explore which terms and concepts that are used in the description of people and groups in Norwegian society. We focus primarily on the representation of the Sami, who move from being people in "mixed language districts" with limited rights, via being an "ethnic minority", to being an indigenous people with a set of rights. Further, we look into how the diverse society is represented, from the use of "alien workers", via "immigrants", to just "diversity". We argue that the concepts or strategies of politics of recognition and politics of integration respectively can be used to describe the curricula. Norway's educational policy towards minorities and indigenous people seems to exist between these two. In the end, this leave diversity competence as an important concept in the future Norwegian school.

Comparative study of effectiveness of computer based knowledge in teaching versus conventional teaching perception in pharmacology among second year MBBS undergraduate medical students at Maharajah’s Institute of Medical Sciences, Andhra Pradesh, India

Background: Medical education has been asserted as one of the most challenging, demanding, and stressful fields of study, as medical students are expected to acquire diverse competencies such as academic, clinical, and interpersonal skills. Pharmacology is rapidly evolving and expanding conquering many diseases in its stride. The survey-based study we aim to grasp the MBBS students’ opinion regarding the teaching practices in pharmacology. Aim was to Study and compare the Effectiveness of Computer Based Teaching Versus Conventional Teaching Perception About Pharmacology Among Second Year MBBS Undergraduate Medical Students.Methods: A comparative study was conducted at Department of Pharmacology, Maharajah’s Institute of Medical Sciences, Nellimarla, Vizianagaram, Andhrapradesh. Two hundred second year MBBS medical students (n = 200) were divided into two groups.Results: In this study results shows P value and statistical significance the two-tailed P value is less than 0.0001 by conventional criteria, this difference is considered to be extremely statistically significant. Confidence interval the mean of Pre-test score minus Post test score equals -3.1900 and 95% confidence interval of this difference from -3.4503 to -2.9297.Conclusions: The importance of pharmacology in clinical decision making is well understood by the majority of students and they aim to act in that behest. Also, we find that computer based learning is a new and important tool coming up in the arsenal of the pharmacology teacher.

Developing and Defining Diversity

To gain and maintain legitimacy from internal and external stakeholders, public sector agencies and organizations have engaged in efforts to increase their diversity and cultural competency. While these changes are typically seen as welcomed, timely, and important, they also challenge organizations. To aid in diversity management scholarship and practice, this research develops a descriptive typology based on organizational outcomes and priorities and the degree to which the organization has institutionalized such programs.

“Diversity” as “Poise”: Toward a Renewed “Ethics of Diversity”

ABSTRACT With an increasing number of institutions of higher education committing to it, “diversity” figures heavily in contemporary academic contexts. This essay is a philosophical interrogation of diversity as an analytical-normative category. I argue that the concept has at least two distinctive layers. The first and widely prevalent layer captures its definition in terms of “composition.” This essay focuses on a second layer, which conceptualizes diversity as “poise.” I define “poise” as the ability to convert “visible” difference into “presence.” I find certain insights from the thought of Josiah Royce very helpful in beginning to develop the vocabulary of presence, which then goes on to form the basis of the concept of poise as I articulate it. Developing poise calls for a certain kind of “institutional agency,” and I find aspects of a Roycean understanding of the relation between individual and community insightful in this regard. I argue that diversity as a matter of poise calls for a distinct “ethics of diversity,” which involves, among other things, the building of “diversity competence.” While aspects of my analysis are inspired by the philosophy of Josiah Royce, my philosophical approach to diversity also moves beyond a Roycean paradigm.

The use of quality assurance instruments and methods to integrate diversity aspects into health professions study programmes.

This article was migrated. The article was marked as recommended. Background With the increasing diversity in our population, future medical doctors need to have adequate diversity and gender competencies in order to provide adequate and good quality of medical care. Diversity, especially sex and gender aspects, were therefore systematically integrated into the new modular medical curriculum at Charité - Universitätsmedizin Berlin. The aim was to integrate diversity aspects into further study programmes of the Charité Berlin by assessing the current degree of integration and the relevance for the professional work of students and graduates and identifying suitable and effective quality assurance instruments. Methods After the curriculum development of the new modular medical curriculum was completed, the gender and diversity change agent was transferred from the curriculum development team to the quality assurance section of the Office of the Dean of Student Affairs. The change agent identified in cooperation with the quality assurance team the accreditation process, student evaluations and graduate surveys as suitable methods for the integration. Furthermore, the change agent provided support to the programme directors and coordinators with the integration. The impact of the measures and instruments used for the integration are measured within the reaccredition process of the programmes. Results Diversity aspects could be integrated into the accreditation standards admission, curricular structure, didactics, assessment and student counselling. In the student evaluations and graduate surveys gender and diversity items like migration background, number of children, caring responsibilities, disabilities and economic status could be integrated. Furthermore, students and graduates were asked to evaluate the relevance of gender and diversity competencies for their professional work and the degree of the curricular integration. Discussion and Conclusion The impact of the integrated diversity aspects can only be evaluated within the accreditation process. In order to increase and improve the awareness of students and faculty members of diversity aspects and issues the support by a gender and diversity change agent with the integration and by lecturing on this subject is important. A gender and diversity sensitive accreditation process contributes to the reflexivity and awareness of the faculty members involved.

Addressing Classroom Diversity Competency: A Survey of Pre-service Candidates’ Perceptions in Puerto Rico

AbstractGlobalization has made evident the importance and complexity of addressing diversity in teacher education programs. The main purpose of this research was to explore teacher candidates’ perceived competency level to manage diversity in the classroom with the intention of identifying program strengths and opportunities for improvement. Data gathered by surveying exit-level pre-service teaching candidates in a university in Puerto Rico indicated that they have sufficient theoretical knowledge and some practical skills to address most topics related to diversity in school. The results of this study will provide teacher education programs valuable data for assessing diversity competency in the teaching process.

A Case for Transcultural Nursing Administration

Context: Globally, nurses provide care to progressively more diverse individuals, groups, communities, and populations. School of Nursing must be able to prepare clinicians who can meet the health and illness needs of increasingly multiracial and multiethnic populations. To be able to do so, Nursing curricula must be informed by the social determinants of health that influence health disparities among diverse populations, coordinate clinical experiences that provide opportunities for students to develop cultural awareness and cultural sensitivity knowledge and skill, and integrate intercultural communication strategies requisite for the provision of culturally congruent care. Therefore, the purpose of this article to underscore the seminal works that have underscored the value and utility of incorporating the concepts of transcultural nursing administration as an organizing framework for nursing education and practice. Case: Changing consumer demographics, principles of transcultural nursing administration, and the Diversity Competency Model serve as a model case intended to inform the provision of culturally and linguistically appropriate programs and services to diverse consumers within a healthcare organization. Conclusion: The consequences of transcultural nursing administration are nursing practitioners who are competent to provide culturally congruent care to diverse individuals, groups, communities, and populations, who can function independently and interdependently as integral members of multicultural, interprofessional healthcare teams, and who are able to expand the scientific body of knowledge related to transcultural nursing.

Integrating diversity into therapy processes: The role of individual and cultural diversity competences in promoting equality of care

AbstractBackgroundOne of the most significant challenges facing the provision of health care in present societies is the fact that the largest growing segment of the patient population is comprised of individual and culturally diverse people. However, the impact of this diversity on clinician–client interactions has only been examined recently. This study addresses the issues of culture and diversity in psychotherapy processes in Portugal.MethodsThe study used an analogue experimental design, in a qualitative analogue study. The sample included 31 psychotherapists of varied years of experience and theoretical training background. Cultural diversity competences were measured with a semi‐structured interview, through case conceptualisation and intervention planning by watching four minute video case vignettes with stigmatised group clients (varying on migration background, religion, race and sexual orientation), and all female college students presenting the same complaint. Two cases (of four) were presented to each psychotherapist (at random, controlling for presentation order). Interviews addressed case conceptualisation of each of the clients, as well as questions on how the participants typically integrated diversity in psychotherapy practice. Transcripts of the interviews were analysed incorporating features of thematic content analysis and Consensual Qualitative Research.FindingsResults showed that awareness, knowledge and skills were identified mostly at a level of blindness (n = 519; 70.5%) and precompetence (n = 172; 23.5%), while only a few units of analysis were categorised as competent (n = 43; 6.0%).ConclusionsThis study highlights the importance of individual and cultural diversity competence training for clinicians, particularly in Europe, given its current migratory context, and encourages the promotion of diversity‐sensitive approaches in mental health care.

The role of coaching in teacher competence development for telecollaboration

The use of telecollaboration (TC) is gradually increasing across the different stages of education. However, TC is still seen as an add-on in the language classroom for various reasons: difficulty in changing the pedagogical mindset in mainstream education to engage in innovative explorations, inadequate training, lack of support, additional time and effort that these activities require or constraints imposed by the curriculum. In addition, teachers must master a number of very diverse competences in order for TC to be successful. The present contribution explores the role of the "coach" in TC, in an attempt to determine whether his/her assistance can help teachers develop some of those key competences. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Data were collected via two surveys, the first one on coaching and the second one on teacher competences. The results show that teachers highly value coaching when it comes to introducing complex pedagogical innovations in their teaching. Participants also reported an improvement in key competences necessary to implement TC exchanges successfully throughout the coaching process.

Development and evaluation of diversity-oriented competence training for the treatment of depressive disorders.

Studies in Europe indicate that some ethnic minorities have higher rates of mental disorders and less favorable treatment outcomes than their counterparts from majority groups. To date, efforts regarding training to reduce disparities have mainly focused on ethnocultural competences of therapists, with less attention paid to other aspects of diversity, such as sex/gender and socioeconomic status. In this study, we aim to determine the effectiveness of a population-specific, diversity-oriented competence training designed to increase therapists’ competencies to integrate aspects of diversity features in clinical assessment, diagnosis, and treatment of depressive disorders in Turkish- and Moroccan-Dutch patients. A group of 40 therapists were location-based assigned to either training or a control condition (no training). Self-reported diversity competence, a knowledge test, and therapists’ satisfaction with training were used to monitor the training and to measure competence levels at baseline, post-training, and three-month follow-up. Attitude-awareness and knowledge components of the self-reported diversity competence and test-measured knowledge increased in the training condition. Most gains remained stable at follow-up except test-measured knowledge after controlling for percentage of ethnic minority patients in caseload. There were no changes regarding therapists’ self-reported skills. Therapists expressed medium–high satisfaction with the training, acknowledging the relevance of diversity competence for their daily practice. Future training must ensure better adjustment to therapists’ pre-existing knowledge and be followed by long-term efforts to maintain competence levels and enhance competence transfer within teams.

Dependency Graph Based on User Taxonomy and Related Parameters for more Efficient Collaborative Work

Collaboration, performed by a large group of experts of diverse fields and competences, is a time-demanding and complex process. It is crucial to provide tools to facilitate the identification and manipulation of interdependencies as well as the active collaboration process. Dependency graphs of the participants can help to improve processes, to plan tasks, and to identify potential for more efficient cooperation. Such a dependency graph comprises clear defined entities, which are linked with each other based on defined relationships [1]. In the course of this work, a taxonomy of users in industrial corporations will be introduced, which is needed to define the entities and relationships of the dependency graph and is easily adaptable to specific corporations. Such a taxonomy cannot be found in the literature, but is important for the design and development of software products under the rules of user centered design [2]. However, there is still the big challenge to display a meaningful relation between those entities and to give an easy understandable overview of the whole relationship with the goal to solve complex tasks and to improve a groups’ performance. Therefore, a set of parameters will be introduced, which help to find out how good tasks and work packages are distributed within the network. State-of-the-art techniques are used to visualize and recognize interdependencies and information flow. Based on a case study, the findings of this work are embedded and combined in an interactive and intuitive user interface that facilitates planners to recognize and explore complex multi-dimensional networks.

A Deeper Analysis of Culturally Competent Practice: Delving Beneath White Privilege

ABSTRACTAs schools of social work adhere to newer standards of diversity and cultural competence, it will mean more than educating students on terms of White privilege. In attempts to become in tune with one’s ethnic consciousness, efforts to identify and develop ethnic identity are vital to enhancing one’s cultural competence. This qualitative study supports a necessary movement that prepares future generations of social workers to come to the fullest terms of race and ethnicity in order to increase equitable outcomes.

A Dedicated Diversity Course or an Infusion Model? Exploring Which Strategy Is More Effective in Social Work Pedagogy

ABSTRACTThe Council on Social Work Education requires schools of social work to meet diversity and social justice competencies. Many MSW programs meet these standards by having either a dedicated diversity and social justice course, or by using some form of diversity and social justice curricular infusion. The current study explored which of these strategies is more effective. Two-hundred and eighty-six MSW students participated in this quasi-experimental design (diversity-83; infusion-97; no diversity/no infusion-106), and were assessed on multiple indices of cultural responsiveness and social justice awareness. Our findings were mixed, but indicated that a dedicated diversity and social justice course is effective at increasing students' cultural responsiveness and social justice awareness. Implications for social work pedagogy are discussed.

MHealth Assessment: Conceptualization of a Global Framework.

BackgroundThe mass availability and use of mobile health (mHealth) technologies offers the potential for these technologies to support or substitute medical advice. However, it is worrisome that most assessment initiatives are still not able to successfully evaluate all aspects of mHealth solutions. As a result, multiple strategies to assess mHealth solutions are being proposed by medical regulatory bodies and similar organizations.ObjectiveWe aim to offer a collective description of a universally applicable description of mHealth assessment initiatives, given their current and, as we see it, potential impact. In doing so, we recommend a common foundation for the development or update of assessment initiatives by addressing the multistakeholder issues that mHealth technology adds to the traditional medical environment.MethodsOrganized by the Mobile World Capital Barcelona Foundation, we represent a workgroup consisting of patient associations, developers, and health authority representatives, including medical practitioners, within Europe. Contributions from each group’s diverse competencies has allowed us to create an overview of the complex yet similar approaches to mHealth evaluation that are being developed today, including common gaps in concepts and perspectives. In response, we summarize commonalities of existing initiatives and exemplify additional characteristics that we believe will strengthen and unify these efforts.ResultsAs opposed to a universal standard or protocol in evaluating mHealth solutions, assessment frameworks should respect the needs and capacity of each medical system or country. Therefore, we expect that the medical system will specify the content, resources, and workflow of assessment protocols in order to ensure a sustainable plan for mHealth solutions within their respective countries.ConclusionsA common framework for all mHealth initiatives around the world will be useful in order to assess whatever mHealth solution is desirable in different areas, adapting it to the specifics of each context, to bridge the gap between health authorities, patients, and mHealth developers. We aim to foster a more trusting and collaborative environment to safeguard the well-being of patients and citizens while encouraging innovation of technology and policy.

The Integration of Intercultural Competence and Servant Leadership Style of Faculty: An Emergent Teaching Style in Higher Education

The tendency of new students in higher learning, especially in professional studies, to expect a traditional lecture method of learning that requires students to absorb information from the professor down to them, is now an obsolete trend in professional education. The current trend is evolving from the traditional lecture method to more engaging methodologies such as service-learning (O'Meara & Nichaus, 2009), and transformational approaches that include diversity and cultural competence (Bennett, 2011; Lopes-Murphy & Murphy, 2016; Lucas, 2014), such as active-learning (Svinicki & McKeachie, 2011/2014), cooperative learning (Kohn, 1987), dialogue-based learning (Bohm, 1996), dramaturgy (Barbuto, 2006), and others, which demonstrate the active participation and engagement of students in the classroom. In my perspective, all these learning styles are inclusive of addressing cultural diversity issues in the classroom. To this end, this paper seeks to highlight the efficacy of professors' servant leadership style (as in service-learning,) and cultural competence to students' engagement in higher education. In doing so, I (1) define servant leadership, (2) explain teachers as servant leaders, (3) illuminate servant leadership for higher education model, (4) review recent studies on servant leadership for higher education, (5) define and explain Intercultural Competence in higher education, (6) define and explain the Developmental Model of Intercultural Sensitivity, (7) review recent literature on intercultural competence/sensitivity in higher education, and (8) draw my conclusion on the topic.

Reconceptualizing Culture in Social Work Practice and Education: A Dialectic and Uniqueness Awareness Approach

ABSTRACTThis article examines the definitions and implementations of the concepts of culture and cultural competence in social work education and practice. We take a look at the history and evolution of diversity and cultural competence in the social work curriculum. This article also identifies four theories and models of cultural competence taught in social work education, and the strengths and limitations of each theory and model are discussed. A new approach to cultural competence, the Dialectic and Uniqueness Awareness Approach, considers the triadic relationship between the social worker, the client, and the interaction of both with a multiplicity of systems and experiences. Finally, the five main principles of this approach are discussed using a case example.

Russian and Chinese Mid-Sized Business: Internationalization Strategies (Includes 15 Case Studies)

Internationalization can be beneficial for firms of all sizes. While it is usually large companies which are studied, there is a host of smaller firms that have successfully tapped into international opportunities and whose experiences are worthy of investigation. Usually overlooked by academics, practitioners, researchers and journalists, mid-sized companies receive less attention than they deserve, especially those coming from emerging markets. At the same time, firms of this sort often exhibit a remarkable degree of resourcefulness and versatility. Their international trajectories can be instructive for companies from emerging and developed markets alike. This study looks at the internationalization of a selection of Russian and Chinese mid-sized firms. As a business school in Russia, we embarked on this project with the specific goal of complementing contemporary strategic thinking derived from the experience of Western multinationals by introducing the experience of smaller firms from emerging economies. Case studies of fifteen mid-sized, private businesses from the manufacturing and IT sectors form the basis of this report. The way companies approach internationalization varies considerably, and often depends on how they build their businesses at home. Self-identification is one of the underlying factors. Russian companies often see their medium size as an inherent characteristic and adapt their strategy accordingly. Chinese companies, on the other hand, tend to treat their current size as an intermediate step in their progression to big business. The environments from which the companies emerge also dictate differences in optimal competitive configurations. Russian mid-sized firms bypass competition by delivering high performance products and targeting narrow market segments. In-house integration of diverse competencies allows them to control quality and cost. Chinese mid-sized companies win markets through scale and speed. Supported by a flexible supplier network, these companies concentrate their efforts on downstream capabilities such as production and distribution. The underlying proposition of this report is that internationalization means much more than selling to foreign markets. It is about a firm’s ability to connect with the outside world in multiple areas: manufacturing, access to technology, foreign capital, the talent pool, strategic alliances and informal networks. Each area presents opportunities which can be used to a firm’s advantage. Russian mid-sized firms approach internationalization in a classical way. It is a step-by-step process whereby a company starts probing foreign markets and, as it gains more knowledge, it feels more comfortable exploring other opportunities such as localizing production, hiring local staff and building partnerships. The global niche strategy adopted by Russian mid-sized companies has many similarities with that of the German Mittelstand. The Chinese approach internationalization quite differently. Unlike Russian firms, which treat it is a separate dedicated project, Chinese mid-sized companies seem to blur the boundaries between the domestic and the foreign and exploit international opportunities more arbitrarily. Their fundamental goal is to grow and become stronger contenders, especially in the massive and fiercely competitive Chinese market. Growing in size through international sales, accessing technology through acquisitions, sourcing foreign capital or enlisting the support of stakeholders through international alliances are strategies which are deployed by the Chinese mid-sized firms in their pursuit of market dominance. Altogether, no matter what underpins a firm’s ability to connect with the outside world, it is a strategic skill which should not be ignored. This is particularly so today as the world is becoming more fragmented. The ability to discern and tap into international opportunities can be a strategic response to an increasingly uncertain environment. After all, fragmentation does not mean disconnectedness; rather it implies the changing nature of connectivity between regions, countries and companies. There is no one-directional movement. As some countries close, others eagerly open up. While the shifting patterns of global trade present companies with completely new sets of challenges and opportunities, what is clear is that these will need to be tackled with more sophisticated strategies. Internationalization is one of the range of possible answers.

A Study in Improvement Strategies in Rural Multicultural Elementary Schools in Korea

Objectives: To investigate possible improvements of rural multicultural elem1entary schools in Korea. Methods/ Statistical analysis: A survey of a total of 27 teachers at 3 multicultural elementary schools was conducted using a freeresponse questionnaire to collect their full opinions about improvement strategies in rural multicultural elementary schools; the survey responses were analyzed to identify the central concepts of their responses. Findings: The improvement plan for rural multicultural schools can be condensed to four main concepts: interactive experience, participation, diversity, and multicultural competence. For the experience, teachers themselves should receive multicultural education field experience. To promote multicultural sensitivity, the teachers mainly suggested multicultural learning by doing. In addition, the teachers suggested encouraging philanthropic and caring personalities and respect for diversity of students. Application/Improvements: Therefore, the study suggested that the proposed activation plans for these schools be implemented by considering central concepts such as experience orientation, participation orientation, diversity and multicultural competence.

Between righteous legacy and Pyrrhic victory – an administrator's dilemma

Synopsis When do you throw it all away? The first senior female in a male-dominated business school decides it all comes down to a question of principle – and maybe a few others. What is the best balance between her responsibilities to students, family, and the next generation of female leaders? Can she both be true to herself and compromise? What factors should influence this decision? This case brings together questions about power and influence, rational decision-making, leadership, and the intra and inter-personal responsibilities of organizational “firsts.” Further, issues related to a university's effort to better compete within the global higher education marketplace, provide a valuable opportunity to explore institutional approaches to promoting diversity, inclusion, and cultural competency. Research methodology This case, which was developed from primary sources, highlights the array of competing objectives and personal and political tensions involved in university administration. Relevant courses and levels This case was designed for graduate students in Masters of Public Administration, Masters of Business Administration, Masters of Education in Organizational Leadership, or similar graduate degrees that include significant management and leadership content. Students working with this case should have already completed foundational courses in topics such as organizational management, public policy, leadership, strategic human resources management, or their equivalents within their respective programs of study. Virtually all of the issues raised by this case address core themes, concepts, theses, and theories associated with an accredited graduate program in educational management, business or public administration.

Diversity and Cultural Competence in Health Care Settings: The Merits of Unbiased Multicultural Observation in Clinical and Research Context

Originally published March 1, 2016, at https://www.linkedin.com/pulse/diversity-cultural-competence-health-care-settings-dr-judith-jolie/. Reprinted with permission.