Graham, Brandon (2022) Diversity University: Approaches to diversity from the theory and practices of Dutch universities. Master thesis, Educational Sciences.
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Abstract
Currently, there is little research on the diversity practices of universities. In order to deepen understanding of where the policy ideas come from and what they are based on, this research focusses on the question: what conceptualisations of diversity are underpinning the policies and practices of universities? The sample for this research come from The Netherlands: Utrecht University, Amsterdam University (UvA), and Groningen University. The research investigates this question through the collection and analysis of three types of documents: public communication, policy, and activity-related documents. All locatable documents pertaining to public-facing communication, internal policy communication, and activities centred on diversity themes were collected and notes about relevant parts were taken. Each of the preceding types of documents were collectively reviewed for each university using the three diversity concepts introduced in the theoretical framework as analytic instruments. The results found that all three universities, to varying degrees, make use of Diversity & Inclusion offices and want to incorporate the input and feedback from students and staff to inform policy decisions. Utrecht and Amsterdam have more plans established than Groningen, which is still in the process of setting up a Diversity & Inclusion office. Utrecht and Amsterdam both have policies related to hiring of new employees and increased diversity; however, all three universities also have policies centred on retention of employees from diverse backgrounds. While part of Groningen’s policy is based on other universities, the three are effectively pioneering diversity policy among Dutch universities. The universities were mostly similar in their use of both Liberal and decolonial conceptualisations of diversity. The definitions of diversity were mostly based on a Liberal framework, but policies, communication, and activities showed a mixed approach. Utrecht and Amsterdam also work with external groups, whose definitions of diversity were mostly based on decolonial concepts. Consequently, the universities may be limiting the success of their diversity policies by choosing to mix approaches: the Liberal and decolonial approaches are largely incompatible in terms of what problems diversity faces and what actions should be taken to resolve them. A commitment to either a Liberal or a decolonial approach to diversity will allow the universities to make more consistent and cohesive policies, as well as deepen their understanding of the methodology of their chosen school of thought. Keywords: Othering Intersectionality Diversity Decolonisation
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Linden, C.J. van der and Haaften, L.W. van |
| Degree programme: | Educational Sciences |
| Differentiation route: | Other [Master Educational Sciences] |
| Date Deposited: | 09 Dec 2022 08:24 |
| Last Modified: | 09 Dec 2022 08:24 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/1490 |
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