Roswitha Hofmann

The development and implementation of a diversity management curriculum: Organizational change through exploration and exploitation

Purpose – The purpose of this paper is to provide concepts and strategies to successfully introduce and implement curricular change; especially, related to incorporating diversity management into academic programs.Design/methodology/approach – Utilizing documents and accounts from two agents involved in the change process and an outside observer, an inductive‐deductive approach is applied employing concepts of exploration and exploitation from the organizational innovation literature in order to describe a 12‐month process and the resultant curriculum at a major European university.Findings – The paper demonstrates the importance of external conditions, organizational structures and their relationship to strategies that balance exploration and exploitation to graft a new academic concentration to existing academic programs.Practical implications – The paper offers concepts, strategies, and lessons to assist colleges and universities to assess the internal and external organizational environment and the av...

Managing Gender and Diversity in Organizations

Organizations of the twenty-first century demand managers who are culturally and gender and diversity sensitive, internationally focused, and capable of dealing with complexity. This means taking a different view of organizations and adding words to our management vocabulary in order to have a future-oriented way of seeing our responsibilities within organizations (Rosado, 2006). Gender and diversity management (GDM) is that paradigm which enables business to begin to effectively address the complexities of developing and sustaining a competitive and diverse workforce in a global economy. In this chapter we provide information and resources to assist managers in becoming highly competent and effective in engaging and managing a diverse workplace.

Die Rolle von Geschichten im betrieblichen Knowledge-Management

Im Sinne von lernenden Organisationen spielt das Knowledge-Management in Betrieben eine immer bedeutendere Rolle. Die dabei haufig eingesetzten Software-Tools zur Unterstutzung von organisationellem Lernen zielen zumeist auf die Modellierung von explizitem Wissen ab. In Bezug auf so genanntes implizites Wissen („tacit knowledge“) sind kaum Ansatze verfugbar, wie dieses, in Verschrankung mit explizitem Wissen, fur innerbetriebliche Lernprozesse nutzbar gemacht werden kann. Dieser Beitrag beschaftigt sich mit der Funktion von Geschichten im betrieblichen Umgang mit implizitem Wissen und verweist aus feministischer Sicht auf die epistemologischen Implikationen der Diskussion.