The Structure-Culture Alignment Activity: Aligning Organizational Structure Elements With Diversity, Equity, and Inclusion Cultural Values

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Management Education Pub Date : 2023-11-15 DOI:10.1177/10525629231211798
Rebecca L. Wyland, Nancy Hanson-Rasmussen, Frazier Clark
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Abstract

The purpose of this article is to present an instructional innovation called the Structure-Culture Alignment Activity, which leads students through the process of aligning cultural values pertaining to diversity, equity, and inclusiveness (DEI) to two important structural elements, formalization and centralization. Using decision making, team cooperation, reflection of preferences, and practice in decision-making skills, students create a part of a strategic plan for a new organization. In this article, we offer detailed instructions, learning objectives, debrief questions, extensions, and variations for the Structure-Culture Alignment Activity. We also offer our suggestions from lived experience in running the Structure-Culture Alignment Activity as well as the findings from our statistical analysis. Our findings contribute to management education literature and suggest that participation in the Structure-Culture Alignment Activity improves knowledge pertaining to structural elements, diversity value attitudes, and attitudes towards aligning organizational structural elements with DEI cultural values in an undergraduate management class.
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结构-文化调整活动:将组织结构要素与 "多样性、公平和包容 "文化价值观相统一
本文旨在介绍一种名为 "结构-文化调整活动 "的教学创新,引导学生将与多样性、公平性和包容性(DEI)相关的文化价值观与正式化和集中化这两个重要的结构要素进行调整。通过决策制定、团队合作、偏好反思和决策技能练习,学生为一个新组织创建了战略计划的一部分。在本文中,我们提供了结构与文化一致性活动的详细说明、学习目标、汇报问题、扩展和变式。我们还提供了在开展 "结构-文化整合活动 "过程中的经验建议以及统计分析结果。我们的研究结果为管理教育文献做出了贡献,并表明在本科生管理课堂上,参与结构-文化整合活动可以提高与结构要素相关的知识、多样性价值观态度,以及将组织结构要素与 DEI 文化价值观相统一的态度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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