MN5073 - Developing Inclusive Organisations 

However, there is a question as to whether a diverse workforce always equals inclusion. There is evidence that many of these groups are marginalised and face employment disadvantages in practice. The aim of this module is to illuminate some of the inequalities experienced by these groups, and then to examine theoretical perspectives helping explain these and provide insights into how these can be better remedied in practice.

Whilst arguably the principles of inclusion transcend the protected characteristics (Equality Act, 2010), it is clear that these groups tend to suffer more inequalities in the workplace than others (despite law that protects against this). This module will therefore look at the meaning of inclusion and how it differs from concepts of equality and diversity – what it adds and where it might be lacking. We will examine closely the different dimensions of diversity (gender, age, race/ethnicity and so forth) in order to understand the specific barriers these groups experience, and what methods organisations can develop to ensure more inclusive workplaces – so that everyone feels valued regardless of identity or background.

A broader aim of the module is to provide students with an opportunity to ‘step into the shoes’ of diverse marginalised groups and the specific barriers they face, so they are better prepared to identify and promote inclusive workplaces, as social justice champions of our future. This is something our society needs and London Metropolitan University is passionate about developing – values driven graduates who make a positive contribution to the world (see Strategic Plan).

1. The meaning(s) of inclusion LO1
2. Equality and the law LO4
3. The impact of inclusion on organisational outcomes (business case) LO1
4. Theorising employment disadvantage: segregation and sociological approaches LO2 & LO3
5. Theorising employment disadvantage: an intersectional approach LO2 & LO3
6. Gender inequalities: choice and constraints LO3 & LO4
7. Social mobility and the ‘class gap’ LO3 & LO4
8. Migration and race inequality in employment LO3 & LO4
9. Age diversity and inclusion LO3 & LO4
10. LGBT and inclusion LO3 & LO4
11. Disability and employment (including issues of ‘neurodiversity’) LO3 & LO4
12. Equality and diversity policy in action (the role of line managers and governance) LO3 & LO4

1. Explain the different meanings of inclusion, and ‘the business case’ for investing in developing an inclusive workplace.
2. Identify key patterns of inequality in the workplace and competing explanations for these.
3. Identify the different processes and practices that present barriers to inclusivity in the workplace across dimensions such as gender, race and ethnicity, disability and age.
4. Critically evaluate different strategies for overcoming inequalities and promoting inclusivity in the workplace

There will be a range of weekly exercise formats including some that are traditional and expect students to engage in research based evidence to put forward their argument; others that are more practical in nature (e.g. critiquing a job advertisement in terms of inclusive language) and finally there will be some opportunity for reflection too (e.g. what students have learnt about a particular issue that has surprised them, or they will help them in their future careers as potential managers and employers).  It may also include a final action plan to combine their final reflections on the module, and to think critically about how they might apply their knowledge in the workplace.

Given that weekly exercises correspond to activities conducted in the classroom, students will be receiving formative feedback as they go along (seminar sessions) and therefore attendance is of utmost importance. Seminar leaders will offer support for academic writing and referencing during the module.