Embedding Inclusivity in Business Curricula
Increasing workplace diversity, as well as requirements for committed and motivated workforces to operate within global markets, has brought renewed calls for fair inclusion and treatment of individuals. Business and education institutions are aware through anti-discrimination legislation that some practices in the workplace and classroom are unlawful because they directly or indirectly discriminate against some individuals or groups resulting in unfair treatment. The adoption of inclusive teaching and assessment practices offers one way of ensuring reasonable adjustment towards fair inclusive treatment. Further, an inclusive curriculum is recognised as encouraging an authentic learning process preparing individuals to lead and manage diverse workforces. The development of an inclusive curriculum within an Australian business faculty, while encouraged at a policy level, is implemented through voluntary means and in different ways across disciplines. This indicates a potentially amorphous outcome. This project investigates the extent to which gender and cultural issues are embedded into curricula (including books, cases, exercises and recent research). Content analysis of individual unit documents, interviews with faculty coordinators and a survey of unit coordinators were undertaken. Findings show the inclusion of equity issues is reasonably comprehensive, though some variation across units was evident. Further, the decision to include equity issues was associated with specific unit topics, more than the personal preferences of the unit coordinator. In units where equity issues were limited, this was often justified as an issue of unit size, amount of material needing to be covered and/or the scope of the unit.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Equity, Inclusion, business, Curriculum, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Vocational Education and Training Curriculum and Pedagogy (130213)
Australian and New Zealand Standard Research Classification > COMMERCE MANAGEMENT TOURISM AND SERVICES (150000) > BUSINESS AND MANAGEMENT (150300) > Business and Management not elsewhere classified (150399)
|Divisions:||Current > Research Centres > Australian Centre for Business Research
Current > QUT Faculties and Divisions > QUT Business School
|Copyright Owner:||Copyright 2008 (please consult author)|
|Deposited On:||29 Oct 2008|
|Last Modified:||27 Oct 2014 04:57|
Repository Staff Only: item control page