Leadership, Equality and Diversity

Module title	Leadership, Equality and Diversity
Module code	POLM228M
Academic year	2024/5
Credits	30
Module staff	Professor Isabelle Engeli (Convenor)

Duration: Term	1	2	3
Duration: Weeks		11

Number students taking module (anticipated)	15

Module description

How can equality and diversity be conceptualized and implemented to promote inclusive leadership? What are the main benefits, barriers, and challenges towards inclusive leadership? What is the potential impact of an inclusive leadership?

In this module you will examine the dynamics related to gender, intersectionality and diversity in leadership in the public and private sectors. Research has shown that access to leadership is probably more a “labyrinth” than a simple “glass ceiling”. You will explore the pathways, opportunities and obstacles to an inclusive leadership and the impact of inclusive leadership on policy making and the conduction of public affairs. You are encouraged to link the material to your professional experience. This module is taught in an intensive format over 3 weeks.

Module aims - intentions of the module

The aims of this module are to introduce you to key concepts and theoretical perspectives in the analysis of equality, diversity and leadership; to enable you to gain a better understanding of contemporary issues and challenges for implementing inclusive leadership and promote equality; and to provide you with the ability to examine the challenges and barriers related to gender, race and other types of diversity towards making leadership more inclusive.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Demonstrate an in-depth knowledge of the most significant trends and reforms promoting inclusive leadership
2. Critically evaluate examples of success and failures in making leadership more inclusive

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

3. Critically analyse primary and secondary source material and apply theoretical argument
4. Link concepts and theories to real world examples, and then evaluate, synthesise or critique those concepts and theories
5. Evaluate government, corporate and international organisations publication

ILO: Personal and key skills

On successfully completing the module you will be able to...

6. Present, evaluate and synthesise complex arguments effectively in writing
7. Engage constructively in complex discussions and debates
8. Develop autonomous learning skills, notably self-direction and time management
9. Reflect on the process of learning and evaluate personal strengths and areas for improvement

Syllabus plan

Drawing on research on inclusive leadership and equality policy, the module assesses and challenges theoretical foundations through the comparative examination of a range of contemporary issues in the promotion of equality and diversity in leadership.

Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following theoretical discussions and case studies:

What is Leadership?
What is an inclusive leadership? And how does it fit into the perspective of a “good government”?
How can equality and diversity can be conceptualised and implemented?
What are the pathways towards inclusive leadership?
What are the opportunities, challenges and barriers for inclusive leadership?
What is the potential impact of an inclusive leadership?

This module is taught in an intensive format over 3 weeks: 1 week of preparation and 2 weeks of teaching (3 days per week)

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
22	278	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled Learning and Teaching Activity	22	11 x 2 hour seminars
Guided Independent study	118	Private study reading and preparing for the module
Guided Independent study	160	Preparation of the policy report

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Policy report outline	1000 words	1-8	In class

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
100	0	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Reflective learning log	20	1000 words	8, 9	Written
Policy Report	80	3500 words	1-8	Written
	0
	0
	0
	0

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Reflective learning log	Reflective learning log, 1000 words	8, 9	August/September reassessment period
Policy Report	Policy Report, 3500 words	1-8	August/September reassessment period

Indicative learning resources - Basic reading

Alvesson, M. and Y. D. Billing (2009). Understanding Gender and Organizations . Sage.

Baxter, J. and W. O. Wright (2000). “The glass ceiling hypothesis: A comparative study of the United

States, Sweden, and Australia”, Gender & Society 14: 275-294.

Broadnax, W. (2010). “Diversity in Public Organizations: A Work in Progress”, Public Administration Review

Davis L. E. (2016). Why are they angry with us? Essays on race . Chicago: Lyceum Books.

Dworkin A.G. and Dworkin R. J. (1999). The minority report: An introduction to racial, ethnic and gender relations . New York: Harcourt & Brace.

Foldy E. G. (2004). “Learning from Diversity: A Theoretical Exploration”, Public Administration Review 64(5): 529-38.

Garcia, J. A. (2014), “The Obama Factor and Pan-Minority Coalitions?”, Politics, Groups, and Identities 2(3): 491-499.

Gemmil, G. and J. Oakley (1992). “Leadership: An Alienating Social Myth?” Human Relations 45(2): 113-129.

Kimmel M.S. and A. L. Ferber (2017). Privilege: A Reader . Boulder: Westview Press.

Lawless J. L. and Richard L. Fox (2010). It Still Takes a Candidate: Why Women Don’t Run for Office . New York: Cambridge University Press.

Mansbridge, J. (2003). “Rethinking Representation”, American Political Science Review 97(4): 515-528.

O’Brien D. Z. and J. Rickne (2016), “Gender Quotas and Women’s Political Leadership”, American Political Science Review 110(1): 112-126.

Opstrup, N. and A. Villadsen (2015). “The Right mix? Gender Diversity in Top Management Teams and Financial Performances”, Public Administration Review 75: 291-301.

Rhode, D. L. (ed.) (2003). The Difference “Difference” Makes: Women and Leadership . Stanford: Stanford University Press.

Riccucci, N. (2002). Managing Diversity in Public Sector Workforces . Boulder: Westview Press.

Sabharwal, M. I. Hijal-Moghrabi and M. Royster (2014). “Preparing Future Public Servants: Role of Diversity in Public Administration”, Public Administration Quarterly 38: 206-245.

Schachter, H. L. (2017). “Women in Public Administration: Giving Gender a Place in Education for Leadership”, Administration & Society 49(1): 143-158.

Selden, S.C. and F. Selden (2001). “Rethinking diversity in public organizations for the 21th century: Moving towards a multicultural model”, Administration & Society 33: 303-329.

Tower L. E. and M. G. Alkadry (2008). “The Social Costs of Career Success for Women”, Review of Public Personnel Administration 28(2): 144-165.

Van Wart, M. and L. Dicke (2008). Administrative Leadership in the Public Sector . Armonk: M.E. Sharpe.

Wilkins, V. M. and B. N. Williams (2008). “Black of Blur: Racial Profiling and Representative

Bureaucracy”, Public Administration Review 68(4): 654-664.

Yoder, J. (2001). “Making Leadership work more effectively for women”, Journal of Social Issues 57: 815-828.

Key words search

Public administration, equality, diversity, leadership, inclusiveness, gender, minority, race

Credit value	30
Module ECTS	15
NQF level (module)	7
Available as distance learning?	No
Origin date	10/08/2018
Last revision date	20/04/2022