A presentation by Patrick J. Ashton, Ph.D.

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Nov 6, 2013 (3 years and 9 months ago)

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A presentation by Patrick J. Ashton, Ph.D.


Associate Professor of Sociology

Director, Peace and Conflict Studies

Indiana University Purdue University Fort Wayne

The demographics of diversity at IPFW


Handout: demographic profile, 1995
-
2005


Conclusions:


% White declined by 4 percentage points


Black population jumped in late 90s; remained
steady since 2001


Hispanic population increased dramatically since mid
90s


Asian population lower than in mid 90s


Foreign population dramatically lower


Gender ratio has remained constant

Diversity in context: IPFW and the region

% Black

% Hispanic

IPFW


5.1


2.6

NE Indiana


5.7


3.2

Allen County


11.0


4.2

Fort Wayne


17.0


5.9

Emerging recognition


The real benefit of diversity comes from the
engagement
of students with one another



The thing being made in a university is humanity.


Wendell Berry



The success of diversity depends upon campus and
classroom climate



Both require organizational change

How to make this organizational change?

The answer:

Knowledge Management to foster diversity

Organizational Change through

Knowledge Management

Information management

Knowledge Transfer

Knowledge Management

Primary
focus

Storing and retrieving
information


Communicating and
distributing knowledge

Changing organizational
outcomes thru systemic learning

Vehicle

Technical systems


Experts; established
knowledge banks

Reciprocal human relationships;
creation of new knowledge
through dialogue, storytelling

Metaphor

Fine
-
tuning a machine

Replicating a complex
structure

Nurturing a living system

Logic

Linear

Multilinear

Fuzzy

Primary type
of knowledge

Explicit

Explicit

Implicit, tacit

Model

Hierarchical, based on
technical expertise

Hierarchical, based on
didactic expertise

Web
-
based networks based on
collaboration and reciprocity

Treatment of
mistakes

Exclusion of mistakes

Avoidance of mistakes

Sharing & learning from
mistakes

Knowledge Management:

The Learning Organization

Components/Disciplines
(Peter Senge)


Personal mastery


continual learning


Mental models


open & fluid; develop in community


Shared vision


shared images of the future


Team learning


thinking together through dialogue;
communities of practice; tap tacit knowledge


Systems thinking


organizing complexity into a coherent
story

Knowledge Management Model

Sociotechnical Design
(Albert Cherns)


Compatibility


must satisfy an array of objectives;
therefore must be arrived at through consensus


Minimal critical specification


as little pre
-
specification
as possible


Variance control


make key decisions as close as possible
to where they are implemented

Knowledge Management Model

Sociotechnical Design
(continued)


Information flow


information is freely shared;
boundaries should not impede the flow of information


Multifunction principle


take account of both the
external and internal environments


Power and authority


work teams must command the
necessary resources

Knowledge Management Model

Sociotechnical Design
(continued)


Support congruence


reward people for what they know
and are willing to learn


Transitional organization


it is more complex than what
it was or is becoming


Principle of incompletion


all periods of stability are
only temporary lulls between changes; redesign should be
continuous

A Brief History of Diversity at IPFW

Key leadership changes in the 1990s



Chancellor: Michael Wartell
-

1994


Vice Chancellor for Academic Affairs:
Susan Hannah
-

1998


Associate Vice Chancellor for Faculty Affairs:
Jeanette Clausen
-

1997

Key Diversity Initiatives at IPFW 1994
-
2006


Diversity Council


Established 1994; includes all stakeholders:

faculty, staff, administrators, students



Strategic Planning


1
st

plan: 1996; 5
-
yr. revisions: 2001, 2006


Diversity Leadership Teams


Part of a 2000
-
2002 IU systemwide diversity leadership initiative


3 five
-
member faculty/administrative action teams trained over 3
years
(some overlapping membership)



Associate Vice Chancellor for Diversity


Created Fall 2005


Enrollment Management Team


Troika of Associate Vice Chancellors from Student Affairs, Academic
Affairs, Multicultural Services (2005)

Diversity and the Learning Organization

The Strategic Plans


A result of systems thinking


use of metrics, timelines; Deans
responsible for meeting diversity strategic goals


Product of team learning; developed shared vision and mental
models


e.g., focus groups


Compatibility


satisfied multiple constituencies; developed by
consensus


Information flow


draft plans widely published


Multifunction principle


used internal data; looked at
comparable institutions elsewhere

Diversity and the Learning Organization

Diversity Council and Diversity Leadership Teams


Personal mastery


for themselves and others through training,
workshops, institutes; curriculum transformation grants for
faculty


Mental models, team learning


developed through institutes,
workshops


Shared vision


dialogue through book discussions (12 books,
200 faculty and staff), Study Circles

Diversity and the Learning Organization

Diversity Council and Diversity Leadership Teams


Systems thinking


moving from funding events to
organizational transformation, culminating in the Diversity
Showcase; development of Diversity Strategic Plan, diversity
general ed requirement


Compatibility, tapping tacit knowledge


curriculum
transformation focus groups, gen ed diversity focus groups


Multifunction principle


training by nationally
-
recognized
experts at workshops, institutes


Support congruence


grants to faculty, staff

Diversity and the Learning Organization

Diversity Council and Diversity Leadership Teams


Minimal critical specification, variance control, power and
authority


empowered by top administrators to make their
own plans; resources from all top administrators


Information flow


DC has representation of all stakeholders;
DLTs sought representation, input, proposals from key
schools and departments; draft gen ed requirement widely
publicized


Acknowledgment of mistakes


discussion of problems with
diversity college fairs, recruitment and retention, gen ed
diversity requirement

Recap: Knowledge Management and

the Learning Organization


People continually learning how to learn together


Where new and expansive patterns of thinking are
nurtured


It is a living system


nurturing it is like raising
healthy plants or children

Diversity and the Learning Organization

Current challenges:


Team learning


Record and make explicit the tacit knowledge of key staff
who will be retiring or leaving


Support congruence


reward people for what they know and
are willing to learn


Rewards for those doing diversity work???

Diversity and the Learning Organization

Current challenges:


Multifunction principle


Connect with the external
environment by redesigning the internal environment


Assign walls or display cases on campus to various cultural groups in
the community


They decide how to decorate and explain the meaning (campus experts
can facilitate process and artistic judgments, if asked)


The community group raises funds for decorating and scholarships



Important diversity outcomes of this initiative:


The learners become educators and the educators become learners.


The display says “We were thinking about and appreciating you even
when you weren’t here.”


Becomes a focal point to draw diverse communities onto campus

Diversity and the Learning Organization

Current challenges:


Transitional organization


more complex than the past or
the future organization


Uncertainty, debate over the gen ed diversity requirement


Principle of incompletion


New Strategic Plan


2006


New diversity requirement?


Implement the Goals of the IPFW Baccalaureate Campus
Diversity Audit 2006
-
07


Peer evaluation with IU Northwest

Assessment of the Knowledge
Management Model


Useful analytical tool for past practices


Points to crucial present challenges


Provides strategic guidelines for the future



Offers best chance of embedding diversity
practices