Calls for greater diversity, especially in relation to the appointment of arbitrators, have been prevalent for some time in the international arbitration community, followed by several initiatives being set up to address the issue. While the primary focus of the diversity debate has been on gender, there have also been calls to expand and diversify the profile of the arbitrator pool to include more non-Western and non-White arbitrators. For several years, scholars and practitioners have argued for countless benefits of increased racial diversity, such as an increased acceptability and legitimacy of the arbitration process. There is a consensus that in a deliberative process like ADR, practitioners should reflect their claimants’ demographics. The existence of diverse panels helps further the aims of meticulous and accurate fact-finding approaches. Similarly, they argue that the lack of racial diversity may directly and negatively affect the quality of arbitration awards. This blog post will focus on the lack of diversity of African arbitrators appointed to resolve international arbitration proceedings, as well as initiatives that are being set up to address such issues. The focus on African ethnicity is given for two reasons: 1) African countries are no strangers to arbitration. Nearly 100 arbitral institutions exist across Africa. 2) There has been an increase of arbitration proceedings emanating from African regions, while there has been a minimal growth in the ethnic diversity of arbitrators appointed to resolve these disputes. This article was originally published on https://commercialarbitrationineurope.wordpress.com/2021/06/29/diversity-in-arbitration-the-lack-of-racial-diversity-in-international-arbitral-tribunals/
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BackgroundIn the Netherlands, there has been a strong increase in diversity among students in recent decades. Even though access for previously underrepresented groups based on economic status, ethnicity or culture has been realised to a certain extent, differences in student performance between groups persist. Research shows that teacher performance influences student achievement and that this influence is more pronounced for 'non-western students'. This creates a need for reflection on the way teachers cope with their increasingly diverse student population. This paper explores the attitudes of Dutch teachers in higher vocational education towards their diverse student population and the translation of these attitudes into teaching practice.MethodsTwenty-five teacher teams at two universities of applied sciences participated in this research. The teams came from a broad range of programmes that educate students for different future professions. A mixed method methodology was used to gather data, in which the qualitative method was most substantial. Focus group interviews on diversity and student achievement were held with each teacher team. Additionally, a questionnaire was distributed to all 274 participants, which was completed by 215 teachers. Data from the questionnaire were analysed using SPSS. In order to analyse the qualitative data we used AtlasTI. Because we applied a grounded approach, allowing teachers to form their own ideas on both diversity and student achievement, we used a similar approach in the first analytical phase. In a second phase, we compared the concepts arising from the grounded theory approach with concepts from the literature.Results and conclusionsAround 40% of the teachers repudiated the influence of diversity on student achievement and did not take student diversity into account in their teaching practice. Problems regarding the student achievement of students or groups thereof are considered as something that the students, the educational institution or society at large should cope with, not teachers themselves. Of the teachers, 60% recognised diversity among students, but mainly based on students’ shortcomings and perceived problems. A minority of this 60% not only recognised but also understood diversity’s effect on student achievement. Teachers do not always translate this understanding into their teaching practice. They feel they lack the skills, knowledge or time to do so. Teachers seemingly translate their understanding of diversity into their didactic and pedagogical approaches only when these conditions are met.
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Amsterdam is known to be a cosmopolitan and multicultural city with multiple economic opportunities. Such context provides suitable legal, political and economic conditions where newly arrived migrants are introducing their business ideas. Migrant entrepreneurs are interacting with the economic ecosystem of Amsterdam using their entrepreneurial ideas, and this paper examines the diversity in their networks of business contacts involved in their business idea. While earlier studies have shown the benefits for entrepreneurs when using contacts to reach resources, advice and support; the situation for migrant entrepreneurs can help us understand better various aspects of network diversity. The starting idea is that migratory processes (partially) break business connections created before migration, for example with classmates or former colleagues. But, partly thanks to digital communication, some of those networks are being kept and used as support in the country of destination. I describe the way that migrant entrepreneurs combine different people for business purposes, and based on this analysis I show the various facets of network diversity that play a distinct role to support the business of migrant entrepreneurs in Amsterdam’s urban ecosystem.Networks of contacts who are created as part of the migratory experiences contribute largely to the choice of the sector and the product. Contacts with strong relationships help migrant entrepreneurs to find their way in a new location (Fullin and Reyneri, 2011; Ambrosini, 2013; Toruńczyk-Ruiz, 2014). These contacts provide the (business) support that migrant have (partially) lost due to migrating; and they also provide information and resources used in the implementation of the business due to geographic proximity (Nathan, 2015; Solano, 2015).
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In this paper, we present a digital tool named Diversity Perspectives in Social Media (DivPSM) which conducts automated content analysis of strategic diversity communication in organizational social media posts, using supervised machine-learning. DivPSM is trained to identify whether a post makes mention of diversity or a diversity-related issue, and to subsequently code for the presence of three diversity dimensions (cultural/ethnic/racial, gender, and LHGBTQ+ diversity) and three diversity perspectives (the moral, market, and innovation perspectives). In Study 1, we describe the training and validation of the instrument, and examine how it performs compared to human coders. Our findings confirm that DivPSM is sufficiently reliable for use in future research. In study 2, we illustrate the type of data that DivPSM generates, by analyzing the prevalence of strategic diversity communication in social media posts (n = 84,561) of large organizations in the Netherlands. Our results show that in this context gender diversity is most prevalent, followed by LHGBTQ+ and cultural/ethnic/racial diversity. Furthermore, gender diversity is often associated with the innovation perspective, whereas LHGBTQ+ diversity is more often associated with the moral perspective. Cultural/ethnic/racial diversity does not show strong associations with any of the perspectives. Theoretical implications and directions for future research are discussed at the end of the paper.
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Understanding the decision-making process of a boardroom is one of the most fascinating parts of organizational research. We are all interested in power games, team dynamics and how the external environment could influence the decision of directors. One of the important buzzwords of today is “good governance” and many boards face a lot of societal pressure to implement best practices of governance. It goes beyond regulatory requirements and boards need to take a different perspective on integrating governance codes and best practices in their organizations. In this study, we focused on the role of individual directors in developing organizational responses to that pressure. More specifically, we looked at how directors’ own cognitive frames of governance influence the way boards choose best practices.
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We hopen dat het nieuwe jaar voor iedereen goed is gestart. Ons lectoraat Diversiteitvraagstukken heeft de laatste periode van 2023 zeker niet stilgezeten. In deze nieuwsbrief delen we al deze activiteiten graag met jullie. Ook kun je lezen waar we op dit moment mee bezig zijn. De afgelopen periode kenmerkte zich ook als een zeer intensieve tijd waarin de oorlog in Gaza en de verkiezingsuitslag in Nederland een grote impact hadden op de gevoelens van inclusie, zowel binnen de samenleving als binnen onze eigen hogeschool. Samen met de Taskforce Diversiteit en Inclusie en de leden van de Werkgroep Sociale Veiligheid binnen Hogeschool Inholland organiseren we als reactie op de verzoeken vanuit de hele organisatie periodiek gesprekken met het CvB waarin we het met elkaar hebben over de betekenis en impact van deze gebeurtenissen in de klas en in een team, maar ook voor individuele studenten en medewerkers. Hierover verschijnt binnenkort informatie op Iris. Als lectoraat Diversiteitvraagstukken staan we voor een inclusieve omgeving en beogen we met ons werk daarin, hoe klein wellicht ook, een bijdrage te leveren. En ik ben trots op wat we de afgelopen periode hebben gedaan. Vragen of verzoeken naar aanleiding van deze nieuwsbrief kunnen worden gestuurd naar: Machteld.deJong@inholland.nl Veel leesplezier! Namens het hele team van Diversiteitvraagstukken, Machteld de Jong We hope that the new year is off to a great start for each and every one of you. Our Diversity research group has certainly not been idle during the last term of 2023. We are pleased to share all those activities with you in this newsletter. You can read about what we are up to right now as well. The past term also turned out to be quite an intensive period, in which the war in Gaza and the election results in the Netherlands severely impacted people’s perceptions of inclusion, both in society and within our own university of applied sciences. In response to requests from the entire organisation, we are cooperating with the Diversity and Inclusion taskforce and the members of the ‘Social Safety at Inholland University of Applied Sciences’ working group to organise periodic meetings with the Executive Board, during which we will discuss the significance and impact of these events in the classroom and within our teams, but also how they affect individual students and employees. Information on this will be posted to Iris soon. Here in the Diversity research group, we are committed to being an inclusive environment and aim to contribute to this through our work, however small that contribution might be. And I am proud of what we have achieved during the past term. Any questions or requests in connection with this newsletter can be directed to Machteld.deJong@inholland.nl Happy reading! On behalf of the entire Diversity Studies team, Machteld de Jong
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Diversity implies variety. Diversity refers to the differences between people. Visible aspects – such as age, skin colour, gender, disability – and less or non-visible aspects such as cultural and social background, skills and competencies, and style of working. If you can handle diversity, you will be able to handle different kinds of people. The concept of ‘equality’ can be seen as opposite from the concept of ‘diversity’. Dutch society can be characterized as a culture of equality. Due to increasing diversity it is argued this culture of equality will eventually turn out to be unfavourable. A culture of diversity is reasoned to be an inevitable alternative. A first exploration of the characteristics of such a culture and its significance for the work of the Social Worker is being done at present.
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With this “invitation for action”, the Diversity, Inclusion & Gender Equality (DIGE) Working Group of the AEC - Empowering Artists as Makers in Society project (hereafter, ARTEMIS) welcomes all the AEC member institutions to explore, discuss and implement practices fostering Diversity, Equity and Inclusion (DEI) in Higher Music Education (HME). We invite our colleagues to collectively dream up possible futures for HME through DEI work, which responds to the need to accommodate the plurality of backgrounds, artistic paradigms, access capabilities, identities and aspirations amongst current as well as future students and staff. Through this publication we wish to encourage the AEC memberinstitutions to grasp this simultaneously evident and complex task and to explore what diversity, equity and inclusion could mean if musicians are seen as “makers in, for and of society” (Gaunt et al. 2021). For us as a Working Group, this proactive view has been central to our work from the beginning, as we asked ourselves whether HME institutions find themselves predominantly adapting (or not) to inevitable local and global changes and pressures, and whether the HMEinstitutions could see themselves as part of a network of change makers in society. Focusing on the latter, we see DEI work as being directly connected to the core artistic practices of the institutions. As reflections from many of our colleagues in various AEC member institutions illustrate, the commitment to DEI work nurtures artistic imagination, widens pedagogical approaches, and expands the scope of professional practice.
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The higher education sector has become increasingly aware of how the increasing diversity in society affects their institutions. The student population has become more diverse and future employers increasingly require trained students who are able to meet the demands of dealing with a more diverse market/clientele. In this regard, education institutions need to align their strategic approach to diversity within their organization. The purpose of this paper is to examine strategical reasons to diversify in different education teams in relation to two different diversity practices: attraction and selection of culturally diverse lecturers and utilization of cultural differences in team interaction.
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This interactive virtual museum provides insights into LGBTIQ+ issues by presenting the history and utilization of pride flags and different legal situations worldwide and by pointing out the meaning of identity markers and their interconnectedness. This is complemented with an intimate engagement through photography, personal narratives from members of the LGBTIQ+ community and a fully immersive pride parade, allowing users to engage and learn with various stylistic, factual and fun exhibitions.
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