Information Package / Course Catalogue
| Business Administration | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
ECTS Course Information Package
| 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 |
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| 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 CompetencesUpon 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) Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | |||||
| 2) Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | |||||
| 3) Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | |||||
| 4) Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | |||||
| 5) Demonstrates individual and professional ethical behavior and social responsibility | |||||
| 6) Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | |||||
| 7) Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | |||||
| 8) Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | |||||
| 9) Displays computer proficiency to support problem solving and decision-making | |||||
| 10) Demonstrates teamwork, leadership, and entrepreneurial skills | |||||
| 11) Displays learning skills necessary for further study with a high degree of autonomy |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences | S | Participation |
| 2) | Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors | S | Participation |
| 3) | Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects | S | Participation |
| 4) | Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability | H | Project |
| 5) | Demonstrates individual and professional ethical behavior and social responsibility | H | Project |
| 6) | Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues | H | Project |
| 7) | Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions | H | Project |
| 8) | Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting | N | |
| 9) | Displays computer proficiency to support problem solving and decision-making | S | Participation |
| 10) | Demonstrates teamwork, leadership, and entrepreneurial skills | S | Project |
| 11) | Displays learning skills necessary for further study with a high degree of autonomy | H | Project |
| Prepared by and Date | EVRİM KURAN , May 2023 |
| Course Coordinator | CEYHAN MUTLU |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. EVRİM KURAN |
Course Contents
| Week | Subject |
| 1) | The Diversity, Equity, and Inclusion Landscape (Understanding terminology, exploring Equity & Equality) |
| 2) | Key Identity Groups 1: Age, Ethnicity, Socio Economic Status |
| 3) | Key Identity Groups 2: Gender, sexual orientation, ability |
| 4) | Consciously Overcoming Unconscious Bias |
| 5) | Communication Strategies for Diversity, Equity, and Inclusion |
| 6) | Midterm 1 – Projects Presentations |
| 7) | Discrimination, equality of opportunity, meritocracy, power and privilege |
| 8) | Case Study 1: Breaking the Silence: Taboo Topics |
| 9) | Case Study 2: CIBC: Fostering an Inclusive Culture, Leading with Gender |
| 10) | Case Study 3: Managing Diversity and Inclusion at Yelp |
| 11) | Midterm 2 – Projects Presentations |
| 12) | DEI in organizations / Guest Speaker 1 |
| 13) | DEI in organizations / Guest Speaker 2 |
| 14) | Developing Metrics for Diversity, Equity, and Inclusion |
| 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 |
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| Course Administration |
kurane@mef.edu.tr In this course, active participation is key to learning and applying. Thus the grading of the class participation will be done based on the quality of active student participation and contribution to in-class activities. Students are expected to attend all sessions and be in class on time. When they can not attend due to a sickness (which should require a report from a full facility hospital) or an excuse accepted my MEF regulations, they should inform the instructors by mail. As the feedback and questions are very valuable for making the course a distinctive learning experience, students may visit the instructors during office hours or send e mails, for any course related issues. Academic dishonesty and plagiarism will be subject to the YÖK disciplinary regulation. |
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ECTS Student Workload Estimation
| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 1 | 84 | ||
| Midterm(s) | 2 | 16 | 2 | 36 | |||
| Final Examination | 1 | 15 | 2 | 17 | |||
| Total Workload | 137 | ||||||
| Total Workload/25 | 5.5 | ||||||
| ECTS | 5 | ||||||