1 A Business Case For Diversity: A Basis for Higher Education DrA Business Case For Diversity: A Basis for Higher Education Dr. Michael D'Arcangelo Director of Diversity Education Today’s presentation is intended to address two key concepts: A Business Case for Diversity How that business case relates to higher education

2 Overview Introduction regarding the business for diversity.Diversity as a driver for Innovation (Page, 2011). 3. National research and literature supporting ties between Innovation, Diversity and Higher Education. 4. Conclusion. 1. Review Diversity as a Driver for Innovation (Page) which we will begin to develop as a structure to bridge a Business Case for Diversity and Higher Education, specifically. 2. Examine Examples from national research and literature that demonstrate the tie between Innovation, Diversity and Higher Education. Conclude with new framework. The presentation was suggested by Sharon Ting who thought it could be helpful in establishing a foundation as we continue to grapple with how diversity is reflected in and affected by work in higher education. For today’s presentation, we are going to adopt an operating assumption that the business case for diversity is: “Optimized behavior of a diverse work force creates a significant operational advantage “(Smith, 2009). What might that work force look like?

3 Factors in the Business Case for DiversityMany of you have seen this diagram, or one like it in the past, which it lists the many factors of diversity that exist, when we talk about diversity generically. The Center Circle depicts what we refer to as the various visible and most common aspects of diversity: (race, gender, age, physical abilities, sexual orientation, ethnicity). The last two circles depict what we refer to as the invisible diversity factors that add dimensions to the more visible one and usually are thought of as contributing primarily diversity of thought. Together these are a beginning operational definition of diversity,------building blocks----- that help us gain a common understanding of what we mean when we talk about diversity.

4 Hypothetical Challenges in Higher Education for Faculty/StaffFeeling connected in your department and/or the campus Meeting research requirements Meeting publication requirements Seeking a mentor you can trust Negotiating a pathway for career advancement Finding faculty/staff of your race or gender that you can talk to Adjusting to the city/regional culture If we indicated that that business case for diversity was “Optimized behavior of a diverse work force creates a significant operational advantage “(Smith, 2009). Then this slide depicts many of the hypothetical success factors that can also serve as stumbling blocks or challenges in the work world of the average university. Factors that can help lead to optimal success or work force issues.

5 Hypothetical Challenges in Higher Education for StudentsStudents feeling at home (adaptation) Dealing with Culture Shock when meeting someone different Persist from one semester to the next Difficulty performing in the classroom Helping students figure out administrative systems Facilitating an accommodation for a disability Being homesick Finding students of your race or gender that you can talk to Finding faculty/staff or your race or gender that you can talk to, who ‘get it’ Feeling that the campus is welcoming What separates the general business case for diversity, is due in large part to our active clientele, consumers and workforce: students - -all of whom we want to similarly experience and optimize that significant operational advantage “(Smith, 2009). Their behavior is a part of optimizing that significant advantage. Then this slide depicts many of the hypothetical success factors that can also serve as stumbling blocks or challenges in the student world of the average university. Factors that can help lead to optimal success or work force issues.

6 Hypothetical Challenges in (Diversity) Factors Higher EducationVisible Race Gender Ethnic Origin Physical Challenges Age (Less visible) Religion Sexual Orientation Cognitive/other Challenges Invisible Cultural influences, Communication styles, Life experience, Career paths, Geographic location, Income level, Marital status, Military status, Parental status Emotional Intelligence Students Making students feel at home (adaptation) Dealing with Culture Shock when meeting someone different Helping students persist from one semester to the next Having difficulty performing in the classroom Helping students figure out “the system” Facilitating an accommodation for a disability Being homesick Finding students of your race or gender that you can talk to Finding faculty/staff or your race or gender that you can talk to, who ‘get it’ Feeling that the campus is welcoming Faculty/Staff Feeling respected and connected in your department Seeking assistance with the research requirements Seeking a mentor you can trust Negotiating a pathway for Career Advancement Finding faculty/staff of your race or gender that you can talk to Adjusting to the city culture Here, we have a beginning schematic regarding how the business case for diversity connects with higher education that combines the factors we just discussed. The left column includes many of the traditional diversity factors addressed in the literature, each representing a different perspective. And here, is depicted the challenges for higher education. It is my expectation that today’s presentation will demonstrate how many of the diversity perspectives brought by these diversity factors on the left can help to address the challenges of the modern academy, listed on the right. Which raises a significant question:

7 Diversity as a Driver for Innovation Do we have the variety of perspectives necessary to deal with these complex problems and create innovative solutions? In the book: The Difference , Scott Page explains how these 4 key points explain how diversity helps optimize organizations. Diversity includes not only traditional factors, but people’s cognitive tools and abilities. Increased diversity helps organizations to think differently and innovate in groups. Diversity trumps agility. Superaddivity: The Whole is greater than the Sum of its parts. Supportive research: Increased Creativity (McLeod, Lobel and Cox, 1996) Enhanced Critical Thinking (Sommers 2006); & Inventive Products (Kanter 1983). “Do we have the variety of perspectives necessary to deal with these complex problems and create innovative solutions?” Each perspective in our previous chart represents a different voice(s) when engaged in problem solving. In his book, The Difference, Scott Page, discusses how we as groups, think and specifically how diversity of perspectives. The greater the diverse perspective, the greater ‘diversity’ influences the outcome of our thought processes in groups. business organization, and I believe uniquely in higher education. This is important. Why? Scott equates the effective presence of diverse perspectives with innovation and related dynamics. Page proposes 4 tenants regarding innovation: Diversity includes not only traditional factors, but people’s distinct cognitive tools and abilities (shaped by these traditional factors) Increased diversity helps organizations to think differently and innovate in groups. Teams of people from diverse backgrounds find better solutions than brilliant individuals with enormous IQ’s working alone. Thurs, diversity trumps agility. Page uses the term, SUPER-ADDITIVITY Specifically, when it comes to the tools that people bring to resolve issues, how the tools are used in concert are more valuable than the tools themselves. Thus, the whole is greater than the sum of its parts. Supportive research: Increased Creativity (McLeod, Lobel and Cox, 1996) Enhanced Critical Thinking (Sommers 2006); & Inventive Products (Kanter 1983). More importantly, effective facilitation and placement of diversity in organizations is critical. To maximize innovation and optimize organizational performance, businesses must: 1. Pursue presence of a critical mass of diverse people, 2. Promote interaction of everyone involved and … 3. Promote effective placement of people in the organization. so as to complement their ideas and abilities to work together, to maximize productivity. How does this apply to Higher Education?

8 How do we know diversity can optimize the organization?Examples from Research We are going to take a look at some research studies that validate the use of diversity and innovation in our business case for diversity. They depict student life and at some level, issues of management and governance.

9 Diversity of Thought : Mentoring & Retention on CampusesStudent participation in faculty mentoring programs improved self-efficacy. This was true to an even greater degree, for those students with same-ethnic mentors. (Santos & Reigadas, 2002). First two studies deal with the effects of diversity mentoring and Retention on Campuses 1. Student participation in faculty mentoring programs improved self-efficacy and to an even greater, for those students with same-ethnic mentors. (Santos and Reigadas, 2002). Specifically, Latino/a students were increasingly better adjusted to campus as the frequency of their contact with their mentor increased.

10 Diversity of Thought : Mentoring & Retention on CampusesRecruitment and retention for students of color improved when pursuing a number of structured contacts through faculty of color mentorship, including: making personal contacts teaching a diversity course and conducting diversity research This was true only when having reached a critical mass of faculty of color, and students of color (Rogers and Molina, 2006). Second 2. Recruitment and retention of students of color improved when pursuing a number of structured contacts between faculty of color mentorship including. That could include (CLICK) -making personal contacts, -teaching a diversity course and -conducting diversity research. But study findings also concluded that this would occur only when having reached a critical mass of faculty and students of color (Rogers and Molina, 2006).

11 Diversity of Thought : College AdjustmentResearch identified the positive adjustment of African American students to the social climate at White campuses . This was true when rated by faculty familiarity, including same-race affiliation as a variable. (Schwitzer, Griffin, Ancis and Thomas, 2011) The next two slides reflect on Insights into students adjustment to college. 4. It was also found that positive adjustment of African American students to the social climate at White campuses included the effects of faculty familiarity, including same-race affiliation. (Schwitzer, Griffin, Ancis and Thomas, 2011). (Again, implications are in regards to homogeneity of the campus climate, and its impact on the retention and satisfaction of diverse populations).

12 Diversity of Thought: Classroom Learning OutcomesOn the teaching side, (Gurin, Dey, Hurtado & Gurin, 2002) have postulated that interaction with a diverse student body contributes to the learning outcomes of students in the classroom. Regarding teaching, a scholarly article in the Harvard Review argued that interaction with a diverse student body contributes positively to the learning outcomes of students in the classroom (Gurin, Dey, Hurtado & Gurin, 2002)

13 Diversity of Thought: Classroom Learning OutcomesA study by Antonio, Chang, Hakuta, et al. (N.D) found that the presence of a Black collaborator in a group of White participants (students) generally led to greater perceived “novelty” (generation of novel ideas). It also led to a greater level of integrative complexity among White students.. Additionally, in those situations where students reported engagement in cross -racial (African American to White) relations, an increase in integrative complexity occurred. A study by Antonio, Chang, Hakuta et al, (N.D) found that the presence of a Black collaborator (facilitator/teacher) in a group of White participants generally led to greater perceived novelty (generation of novel ideas) by the students regarding the collaborator. It also led to a greater level of integrative complexity in how students think. Additionally, in those situations where students reported engagement in cross racial (African American to White) relations , an increase in integrative complexity occurred.

14 Diversity of Thought: Campus Norms & ClimateA study by Harper and Hurtado (2007) re-enforced the notion that institutions can affect the transition of racial minorities negatively, if the climate reflects a sense of privilege for majority (Caucasian) students. The next two slides discuss the impact of diversity as it relates to campus norms. Harper and Hurtado (2007) re-enforced the notion that institutions can affect the transition of racial minorities, negatively if the climates suggests a sense of privilege for majority (Caucasian) students.

15 Diversity of Thought: Campus Norms & ClimateSidanius (2008) was able to determine that living with "outgroup roommates" from a different race demonstrated statistically significant gains in comfort levels with people of different groups, including: - having circles of friends beyond one's own group, and a variety of other measures of tolerance toward different groups. One key finding was the generally positive impact on racial attitudes of living with someone of a different race. Students were surveyed on their attitudes before being assigned someone to live with, and after a year in which some lived with "outgroup roommates." Generally, and regardless of the attitudes with which students entered UCLA, those who lived with members of other ethnic groups showed statistically significant gains in comfort levels with people of different groups, having circles of friends beyond one's own group, and a variety of other measures of tolerance toward different groups. The changes in attitudes were most striking for those living with either black or Latino roommates.

16 Diversity of Thought: Production OutcomesCompanies with: A higher percentage of women in top leadership positions performed better financially than their competitors (Catalyst, 2004); With higher representation of different racial minorities in significant (non-token) positions (Herring 2006) increases production when compared to competitors. Additionally: Two other studies demonstrated that an increase in the percentage of both women among upper leadership positions, and in a second study, different minorities in leadership (non-token) position positively impacted performance and production, respectively. In a more direct manner, how might we feel that business case for diversity stands when applied to Higher Education? Based on the research and literature findings that we reviewed today, A business case for diversity for colleges might look like ……… the following slide.

17 Diversity-Based. Hypothetical & InnovativeDiversity-Based Hypothetical & Innovative Higher Education Strategies Challenges Critical mass of diverse populations Diversity-based rooming assignments Campus climate of equity Critical mass of historically underrepresented populations Intentionally structured diverse work teams Mentoring programs. Effective diversity education programs , curriculum & training Students Making students feel at home (adaptation) Dealing with Culture Shock when meeting someone different Helping students persist from one semester to the next Having difficulty performing in the classroom Helping students figure out “the system” Facilitating an accommodation for a disability Being homesick Finding students or your race or gender that you can talk to Finding faculty/staff or your race or gender that you can talk to, who ‘get it’ Feeling that the campus is welcoming Faculty/Staff Feeling respected and connected in your department Seeking assistance with the research requirements Seeking a mentor you can trust Negotiating a pathway for Career Advancement Finding faculty/staff or your race or gender that you can talk to Adjusting to the city culture We can see from the last slide on the left hand side a menu of possible research-based strategies, which if adopted or applied (differently) today might address the challenges of higher education. to address some of the challenges of all generated from Preparation for today’ presentation, literature, and research, each with its own challenge.

18 Theoretical Application of Diversity Research Findings to the Framework for Inclusive ExcellenceAccess and Success Institutional Infrastructure Ed. and Scholarship Climate and Intergroup Relations -Mentoring Programs -Achieve Critical Mass of Diverse Populations -Intentionally structured diverse work teams. -Intentionally structured diverse student class teams. -Cross-racial rooming assignments -Maintain a campus climate of equity Finally, we can see how a number of these findings can be used to potentially strength key planning tools and used/ adapted in our Framework for Inclusive Excellence. Wrap up statement goes here.

19 Questions?

20 References Aigare,A. Thomas, P.L., & Koyumdzhieva, T. (2011). Diversity management in higher education institutions: Key motivators. Unpublished manuscript from Jonkoping International Business School. Antonio, Chang, Hakuta (N.D). The effects of racial diversity on complex thinking in college students. Retrieved on April 2, 2008 from Catalyst, (2004). The bottom line: Connecting performance and gender diversity. New York: Author. Chubb Group (2008). The business case for diversity. Retrieved on March 24, 2014 from Deloitte (2011). Only skin deep? Re-examining the business case for diversity. Retrieved on March 23, 2014 from Gurin, P., Dey,E.I., Hurtado, S. & Gurin G. (2022) Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review 72(3), Herring, C. (2006). Does diversity pay? Racial composition of firms and the business case for diversity. Unpublished manuscript at University of Illinois, at Chicago. Jaschik, S. (2008) A new look at the impact of diversity Retrieved on April 1, 2014 from Kanter, R. M. (1983). The change masters: Innovations for productivity in the American corporation [Abstract]. Retrieved on March 26, 2014 from McLeod, P. L., Lobel, S. A., & Cox, T. H., Jr. (1996). Ethnic diversity and creativity in small groups. Small Group Research, 27 (2), 248–264 Page, S. E (2007) The Difference. Princeton: Princeton University Press. Rogers, M. R., & Molina, L. E. (2006). Exemplary efforts in psychology to recruit and retain graduate students of color. American Psychologist, 61(2), doi: / X Santos, S. & Reigadas, E. (2002). Latinos in higher education: An evaluation of a university faculty mentoring program. The Journal of Higher Education, 1, 40-50 Schwitzer, A. M., Griffin, O. T., Ancis, J. R., & Thomas, C. (1999). Social adjustment experiences of African American college students. Journal of Counseling and Development, 77, 189–197. Smith, D. (2009). Diversity’ promise for higher education. Baltimore: John Hopkins University. Sommers, S. R. (2006).  On racial diversity and group decision-making: Identifying multiple effects of racial composition on jury deliberations.  Journal of Personality and Social Psychology, 90,