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Diversity learning, knowledge diversity and inclusion Theory and practice as exemplified by corporate universities

Diversity learning, knowledge diversity and inclusion Theory and practice as exemplified by... Purpose – The purpose of this paper is to present knowledge as an important diversity dimension in globally operating companies and to illustrate how companies with corporate universities (CUs) proceed in order to achieve knowledge inclusion. Design/methodology/approach – A model is developed regarding the management of knowledge diversity methodologically based on the grounded theory approach and examples in existing CUs are given. Findings – Different diversity learning approaches in corporate university programmes are explained and integrated in a model. The paper recognises the need to more actively manage knowledge diversity in companies. Practical implications – The paper gives advice to companies on how to better manage their diversity of knowledge and knowledge bearers for strategic learning purposes. The paper is a first step in the academic discussion of knowledge as a diversity dimension. Originality/value – Knowledge is defined as a diversity dimension by scientists but has not been discussed in depth so far. The paper distinguishes between knowledge diversity and inclusion and shows in which way companies can proceed in order to profit from the diversity in learning environments. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Equal Opportunities International Emerald Publishing

Diversity learning, knowledge diversity and inclusion Theory and practice as exemplified by corporate universities

Maike Andresen
Equal Opportunities International , Volume 26 (8): 18 – Nov 13, 2007
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18 pages

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Publisher
Emerald Publishing
Copyright
Copyright © 2007 Emerald Group Publishing Limited. All rights reserved.
ISSN
0261-0159
DOI
10.1108/02610150710836118
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to present knowledge as an important diversity dimension in globally operating companies and to illustrate how companies with corporate universities (CUs) proceed in order to achieve knowledge inclusion. Design/methodology/approach – A model is developed regarding the management of knowledge diversity methodologically based on the grounded theory approach and examples in existing CUs are given. Findings – Different diversity learning approaches in corporate university programmes are explained and integrated in a model. The paper recognises the need to more actively manage knowledge diversity in companies. Practical implications – The paper gives advice to companies on how to better manage their diversity of knowledge and knowledge bearers for strategic learning purposes. The paper is a first step in the academic discussion of knowledge as a diversity dimension. Originality/value – Knowledge is defined as a diversity dimension by scientists but has not been discussed in depth so far. The paper distinguishes between knowledge diversity and inclusion and shows in which way companies can proceed in order to profit from the diversity in learning environments.

Journal

Equal Opportunities International – Emerald Publishing

Published: Nov 13, 2007

Keywords: Learning organisations; Social inclusion; Knowledge organisations; Knowledge management; Corporate universities

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