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No / This paper presents a guided reflection (GR) framework compiled and used specifically in a gender equality change management programme. The programme involves seven partners (one being an evaluation partner) from across Europe, each partner implementing a change management programme in their university setting. A guided reflection framework, including verbal reflective discussions and written reflections, was devised and deployed to enable and facilitate the collection of narratives and stories on the experience of gender transformation within the university institutions. The resulting outcome so far has been a successful application of the GR framework, with emerging findings suggesting that participants found the opportunity to share and reflect useful. Both written and verbal reflection tools were effective within this programme, with lessons emerging around increasing and improving the journaling aspect of written reflections. The process findings illustrate how people in our organisations are very constrained for time for reflection within their busy work schedules, and therefore the applicability and usefulness of the GR framework has been in enabling a space for such reflection and thought, which in turn contributes to organizational learning and potential for change.

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This study investigates the role of mentoring and social capital in managing gender diversity at the senior management levels of the National Health Service (NHS) in Scotland. Although the NHS employs a large number of females, they are not fairly represented at the senior managerial levels. The objectives of this research are: to explore whether there is a relationship between equal opportunities and managing diversity; to identify whether it is more difficult for females to progress to senior managerial levels compared to males; to investigate whether access to mentorship is likely to facilitate the career progression of females; and to analyse whether access to social capital is likely to assist the career progression of females. Hence this thesis is aimed to develop a framework for Human Resource Development (HRD) professionals to help to facilitate the career progression of women to senior managerial roles. The data for the study were collected from the senior level managers, who worked for one of the 14 NHS health boards in Scotland, namely, the NHS Tayside. Questionnaires and semi-structured interviews were the primary methods of data collection. Some documentary data on gender and ethnic diversity at the senior levels were also collected from the organisation. The questionnaires were sent out to 633 male and female senior managers, 242 complete responses were received. This gave a response rate of 38.23%. A total of 13 interviews were conducted, 10 of the interviewees were females and three were males. The areas that the research investigated were the relationship between equal opportunities and managing diversity, differences between male and female career progression, and the role of mentoring and social capital in female career progression to senior managerial positions. The analysis of the findings revealed that there is a positive relationship between equal opportunities and managing diversity. It confirmed that females find it more difficult to progress their careers to senior managerial levels compared to their male counterparts. Moreover, it established that there is a positive correlation between mentoring and female career progression. Similarly, a positive correlation is also found between access to social capital and female career progression. This thesis makes a number of contributions to theoretical and practical knowledge in the areas of Human Resource Management (HRM), Human Resource Development (HRD), Equal Opportunities (EO) and Managing Diversity (MD). To the best of the researcher’s knowledge no similar studies were conducted in the context of the NHS in Scotland. It contributes to the theory of diversity management by proving that there is a positive relationship between equal opportunities and managing diversity. It also offers original empirical evidence in support of the theories of human capital and social capital. It provides the Human Resource (HR) managers, practitioners, policy and decision makers, at an organisational level, a greater understanding of managing diversity in general and managing gender diversity in particular. This will help them to introduce and implement effective policies and initiatives to facilitate gender diversity at senior managerial levels.

<p>The purpose of this thesis is to clarify the concept of “managing diversity” and to describe how it appears in the Swedish school, in the classroom as well as in the organisation. To support the study, interviews have been carried out with principals and teachers in three different Swedish schools.</p><p>The thesis is divided into two sections; a literature study and an interview section where we describe the thoughts and knowledge of principals and teachers. From a diversity point of view, we discuss the relationship between documents, organisation and teaching.</p><p>The study described in this thesis shows that managing diversity has not yet had its break-through in a Swedish school context. The official curriculum of the Swedish school system values diversity, although the directives are unclear as to how the managing of diversity is to be carried out in reality. The teachers and principals we have interviewed lack the necessary knowledge of how the management should be designed to produce the best results. Therefore, the diversity is not successfully managed in the Swedish school, which re-establishes discriminative norms and values.</p>

The purpose of this thesis is to clarify the concept of “managing diversity” and to describe how it appears in the Swedish school, in the classroom as well as in the organisation. To support the study, interviews have been carried out with principals and teachers in three different Swedish schools. The thesis is divided into two sections; a literature study and an interview section where we describe the thoughts and knowledge of principals and teachers. From a diversity point of view, we discuss the relationship between documents, organisation and teaching. The study described in this thesis shows that managing diversity has not yet had its break-through in a Swedish school context. The official curriculum of the Swedish school system values diversity, although the directives are unclear as to how the managing of diversity is to be carried out in reality. The teachers and principals we have interviewed lack the necessary knowledge of how the management should be designed to produce the best results. Therefore, the diversity is not successfully managed in the Swedish school, which re-establishes discriminative norms and values.

The Canadian Red Cross (CRC) offers its Swimming and Water Safety Program throughout Canada. The program is delivered by over 35 000 active instructors to over one million participants every year. The research in this thesis is part of a collaborative, interdisciplinary project in partnership with the CRC that examined ways to improve programming for cultural and ethnic minority populations. The thesis is written in the stand alone paper format. The first paper evaluates the program’s content, through a critical whiteness lens, to identify obstacles to offering effective programming to people of diverse cultural and ethnic backgrounds. Based on these findings, I created and piloted a cultural safety training module for program instructors. The second paper then evaluates the effectiveness of this training module to provide recommendations for the CRC to optimize its management of diversity within its organization and aquatics facilities across the country. Collectively, this thesis bridges both understandings of Eurocanadian and whiteness discourses as well as critical whiteness and organizational theories to more holistically understand processes of inclusion, exclusion, accommodation, and the management of diversity in the context of a nation-wide Canadian sport and recreation program.

The Canadian Red Cross (CRC) offers its Swimming and Water Safety Program throughout Canada. The program is delivered by over 35 000 active instructors to over one million participants every year. The research in this thesis is part of a collaborative, interdisciplinary project in partnership with the CRC that examined ways to improve programming for cultural and ethnic minority populations. The thesis is written in the stand alone paper format. The first paper evaluates the program’s content, through a critical whiteness lens, to identify obstacles to offering effective programming to people of diverse cultural and ethnic backgrounds. Based on these findings, I created and piloted a cultural safety training module for program instructors. The second paper then evaluates the effectiveness of this training module to provide recommendations for the CRC to optimize its management of diversity within its organization and aquatics facilities across the country. Collectively, this thesis bridges both understandings of Eurocanadian and whiteness discourses as well as critical whiteness and organizational theories to more holistically understand processes of inclusion, exclusion, accommodation, and the management of diversity in the context of a nation-wide Canadian sport and recreation program.

A mini-dissertation submitted in partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2009. / This study was influenced by multiplicity of policy documents such as national Constitution (Act 108 of 1996), White Paper 6 of 2001 and the South African Schools Act (Act 84 of 1996), which provides for an inclusive educational system in which diverse racial groups and genders of different ability can co-exist and enjoy educational opportunity unimpeded. Such a system of education calls for diversity management within the school, where differences are to be found among teachers and learners, even though they share a common history. The inclusion of learners and teachers from vastly different milieus may indeed be a noble endeavour, but accommodation of these differences within the same school becomes a complex task for school managers. The diversity that must be catered for include a wide range o religious and cultural mores and standards, varying levels of physical an mental ability, a wide array and talents and different sexual orientations, lifestyles, family norms and languages in individual educational institutional. This study investigated the role of primary school principals in managing diversity in Umbumbulu Circuit in the Mafa, Amanzimtoti and Umbumbulu Central Wards. In carrying out this project, the researcher also reviewed relevant literature on policies that provide for the implementation and management of diversity and strategies for optimising the use of learning opportunities in schools. The role of the principals in managing diversity in this regard was highlighted. The following are some of the key findings that emanated from the empirical study: ■ There is a lack of institutional policies that mandate the principals and staff in the management and implementation of diversity. ■ There is a lack of stakeholder involvement in managing diversity. On the basis of the above findings referred to above, the researcher recommends, among others, that every primary school principal and teacher should be trained adequately to manage diversity effectively. Furthermore, the School Governing Body, parents, teachers and learners should be actively involved in managing diversity. The Department of Education should provide meaningful and adequate support services to principals and schools to ensure that diversity is managed efficiently and effectively. This study may prove to be valuable in assisting schools to make the process of diversity management really inclusive, because it encourages open discussion and negotiation between schools and their stakeholders.

Faculty of Humanities, School of Education, Master of Education research report. / This is a retrospective case study of an intervention aimed at transforming communication and interpersonal relations in a small company in South Africa. The objective was for the Innergize consultancy to integrate black factory workers and white office staff across race and class into one team by healing the psychological effects of Apartheid. The research questioned how change would be recognised and if it could be sustained within an organisation. The workshop method used by Innergize separated the two groups so that conflict within the groups could be resolved, personal growth facilitated and attitudes towards race surfaced. Then the staff joined together and continued the process through communication, cultural exchange and gender awareness. The staff developed on a personal level, interpersonally, and a climate of trust resulted. The success was partly due to individual attention given to each person, clearing the past before addressing the present, and offering tools for sustaining the process. Structures were set up to sustain changes at the organisational level, however the project ended abruptly, due to a number of factors. The study concluded that in order for a transformation process to be successful at both interpersonal and organisational levels, management must remain committed to a longterm process. Keywords: managing diversity; attitudes; healing; race; organisational change; personal growth; South Africa; workshops; communication.