| School/Faculty/Institute |
Faculty of Economics, Administrative and Social Sciences |
| Course Code |
MGMT 345 |
| Course Title in English |
Diversity, Equity, and Inclusion (DEI) |
| Course Title in Turkish |
Çeşitlilik, Hakkaniyet ve Kapsayıcılık |
| Language of Instruction |
EN |
| Type of Course |
Flipped Classroom |
| Level of Course |
Intermediate |
| Semester |
Fall |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: |
Lab: |
Other: |
|
| Estimated Student Workload |
137 hours per semester |
| Number of Credits |
5 ECTS |
| Grading Mode |
Standard Letter Grade
|
| Pre-requisites |
None |
| Co-requisites |
None |
| Expected Prior Knowledge |
None |
| Registration Restrictions |
Only Undergraduate Students
|
| Overall Educational Objective |
To develop competence and knowledge of how to build an inclusive society in terms of current business and cultural challenges and critically engage some of this era’s most pressing social issues.
|
| Course Description |
The global workforce has become more diverse in recent decades and is projected to be more so in the coming years. Organizations have already realized the importance of their people irrespective of gender, age, race/ethnicity, sexual orientation, religion and other dimensions of diversity in order to remain competitive on the global stage. Hence, the management of diversity and inclusion has evolved to a new level including “Equity” this time. This course will include conceptual frameworks as well as cases and real implementers of DEI to show how it is not only a legal or moral requirement but also a competitive advantage for organizations.
|
Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) articulate key constructs (such as age, ethnicity, gender, ability, sexual orientation, Socio Economic Status) and their individual and social impact on decision-making
2) define DEI and describe why it is important in today's society
3) identify social biases
4) exhibit skills to work productively with diverse groups of people
5) explain how issues of power, privilege, discrimination, bias, equality, and equity may influence opportunity and effectiveness in organizations both in local, domestic and global contexts
|
| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
5 |
| 1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
|
|
|
|
|
| 2) An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
|
|
|
|
|
| 3) An ability to communicate effectively with a range of audiences |
|
|
|
|
|
| 4) An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
|
|
|
|
|
| 5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives |
|
|
|
|
|
| 6) An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
|
|
|
|
|
| 7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
|
|
|
|
|
Relation to Program Outcomes and Competences
| N None |
S Supportive |
H Highly Related |
| |
|
|
| |
Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics |
N |
|
| 2) |
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors |
S |
Participation
|
| 3) |
An ability to communicate effectively with a range of audiences |
S |
Participation
|
| 4) |
An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts |
N |
|
| 5) |
An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives |
S |
Participation
|
| 6) |
An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions |
N |
|
| 7) |
An ability to acquire and apply new knowledge as needed, using appropriate learning strategies |
S |
Participation
|
| Prepared by and Date |
EVRİM KURAN , May 2023 |
| Course Coordinator |
CEYHAN MUTLU |
| Semester |
Fall |
| Name of Instructor |
|
Course Contents
| Week |
Subject |
| 1) |
The Diversity, Equity, and Inclusion Landscape (Understanding terminology, exploring Equity & Equality)
|
| 2) |
Ageism & Ableism |
| 3) |
Gender Discrimination & Heteronormativity
|
| 4) |
Midterm 1
|
| 5) |
Ethnic Discrimination & Classism
|
| 6) |
Consciously Overcoming Unconscious Bias
|
| 7) |
Midterm 2 |
| 8) |
Discrimination, Equality of Opportunity, Meritocracy, Power and Privilege |
| 9) |
DEI Implications: Best Practices in DEI
|
| 10) |
DEI Crisis
|
| 11) |
Psychological Safety / Guest Speaker 1 |
| 12) |
Case Study 1 / Guest Speaker 2
|
| 13) |
How to Measure Inclusion in the Workplace
|
| 14) |
Case Study 2 / Guest Speaker 3 |
| 15) |
Final Projects Period
|
| 16) |
Final Projects Period
|
| Required/Recommended Readings | Required: HBR's 10 Must Reads on Diversity, Harvard Business Review Press (2019)
Recommended:
Jennifer Wisdom, Lisa D. Jenkins, Millennials’ Guide to Diversity, Equity & Inclusion: What No One Ever Told You About The Importance of Diversity, Equity, and Inclusion, Winding Pathway Books (2021)
Tiffany Jana, Matthew Freeman, Overcoming Bias: Building Authentic Relationships across Differences. Berrett-Koehler Publishers (2016)
Scott E. Page, Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. Princeton University Press (2007)
|
| Teaching Methods | Videos, readings, presentations, simulations, lectures, problem-solving activities, interactions with real life businesses, case studies, discussions, quizzes, personal self-assessments, individual and team work activities.
|
| Homework and Projects | Pre & post class work on digital platform, individual & team work, final exam.
|
| Laboratory Work | None |
| Computer Use | Personal computer use
|
| Other Activities | None |
| Assessment Methods |
| Assessment Tools |
Count |
Weight |
| Attendance |
1 |
% 20 |
| Homework Assignments |
1 |
% 10 |
| Midterm(s) |
2 |
% 40 |
| Final Examination |
1 |
% 30 |
| TOTAL |
% 100 |
|
| Course Administration |
kurane@mef.edu.tr
This is a flipped course where each student is expected to read assigned material and watch videos in advance, follow class and Blackboard, and actively participate.
According to MEF University regulations, officially excused absences from exams and assessments must be submitted to the faculty within 3 business days after the exam via the following link: https://www.cognitoforms.com/MEFUniversity/MazeretBildirimFormu.
If you have any questions, please contact our faculty secretary, Selin Taşçı.
Academic integrity: All students of MEF University are expected to be honest and comply with academic integrity. Students are expected to do their own work and neither give nor receive unauthorized assistance. Disciplinary procedures are carried out in accordance with Article 54 of the Higher Education Law No. 2547.
IMPORTANT: As stated in the "Attendance to Courses and Practices (Article 24)" section of the MEF University Undergraduate Rules and Regulations, students are required to attend at least 70% of the courses and participate in all exams and other activities determined by the course instructor, in accordance with the principles set by the Council of Higher Education.
Within the framework of MEF University's Artificial Intelligence Policy, it is aimed to integrate artificial intelligence into educational processes and promote its ethical use.
|
Information Package / Course Catalogue