Diversity Management At Eafit Education Essay

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Methodology: We will use secondary sources, explicit statements from EAFIT where we may find its institutional culture regarding diversity, such as information from its website, programs, declarations, publications and internal statistics if possible.

Why is this Project important to you? This project is important to us because we're students at this academic institution where a major part of our formation has taken place and will continue to do so, and it's institutional culture regarding diversity will have repercussions in our professional lives. As a center of knowledge and continuous learning a university should pursue diversity as raw material for academic development and intellectual maturation.

Part II: Research about the organization / Topic / Issue

Presentation of the organization / topic / issue.

Definition: EAFIT is an organization of superior education, an as such its activities and purposes are defined in Colombia by Law 30 of 1992, generally to "deepen the integral formation of Colombians, present a quality service to the community and to work for the creation, the development and the transmission of knowledge in its different forms and expressions". EAFIT has established the commitment to maintain strings with other educational institutions, national and international, to continue the improvement of its teachers and its programs, in this sense EAFIT considers itself to be 'opened to the world'. [1] 

Brief history: Formerly EAF (Escuela de Administración y Finanzas) was inaugurated on May 4 1960 in a borrowed place inside the banking building downtown. Months later it was moved to a bigger house, also downtown, and there in 1962 the technological institute was created and it completed the name EAFIT as well as its perspective, from a more universal point of view. It was finally installed in the neighborhood of Aguacatala where it still remains. Over the years the institution opened itself to new fields of knowledge. In 1971 it received the recognition as University and then came the opening of the Administrative and Engineering schools in 1979, the school of Science and Humanities in 1997 and Law school in 1999. [2] 

Formal structure and visible aspects of culture: In its mission EAFIT explicitly states the following: in an environment of ideological pluralism and academic excellence.

In its vision, regarding its institutional culture EAFIT states: where it is possible to live difference and cultural manifestations share space with the task of learning, where academic debate prevails, ideas are contrasted within the scope of respect for other's opinions.

An institutional culture opened and democratic, reflected in its programs and activities destined to promote respect, ideological pluralism and tolerance for others, democracy as political system, and to favor the display of entrepreneurship that will benefit the country and society in general.

EAFIT declares that every institutional and individual behavior will be determined by certain principles; among those there is tolerance and it is explained as follows: indulgence, respect and consideration to other ways of thinking, acting and feeling in spite of their differences. Generosity to listen and place oneself in other's position to analyze, share and discuss.

EAFIT has established the commitment to maintain strings with other educational institutions, national and international, to continue the improvement of its teachers and its programs.

By the means of multiple artistic manifestations EAFIT has projected itself from the inside out, providing new ways to reach the world. [3] 

Actions by EAFIT in order to project itself internationally will me framed in transparency, intellectual quality and commitment to the community.

International agreements and alliances will seek to favor equity and reciprocity, without letting go to the growth and development of its academic communities.

Description of the organizational culture and management style

Institutional purposes of EAFIT: preserve excellence in its processes of teaching and learning, investigation and social projection. Conserve the recognition of the national and international academic community for its research and formation programs. To attract academic and administrative personnel much more qualified and suitable.

Values: Excellency, tolerance, responsibility, integrity, boldness. [4] 

Influences: In the origins of EAFIT we find the private sector, united around the ANDI (National Association of Industrials), en whose offices the former EAF crystallized its foundations. One of its objectives was: "to attend the needs of the industry, commerce and the financial world in the way of providing administrative trained personnel (…) and to attend the consultations of the private and public companies". [5] 

Relation to national OC and MS: Along its history EAFIT has consolidated its interaction with the community by different means and actions. The promotion of consulting and entrepreneurship has evolved in the institution, responding to the maturation of the different lines of knowledge as much as to the interests and expectations of the business and governmental actors with whom there's interaction.

Part III: Analysis of the organization / topic / issue

The population of Medellin becomes more and more diverse every day. It's important for the universities to reflect that diversity because they're virtually a representation of society. Universities with diverse student bodies and policies can create a better interaction across race and ethnicity to provide a big opportunity to learn from peers with different cultures, values, and experiences, and they can also help students to create different viewpoints and learn how to interact with diverse cultures.

We found in our research that the university shares a common belief in its student bodies, faculties and staff are vital to provide a good quality education.

The American council on education explains that: "students learn from those whose experiences, beliefs, and perspectives are different from their own, and these lessons can be taught but in richly diverse intellectual and social environment. Diversity promotes personal growth and a healthy society. It challenge stereotyped preconception; encourages critical thinking, and helps students learn to communicate effectively with people of varied backgrounds. America's economies competitiveness is enhanced by diversity. Sustaining the nation's prosperity in the 21st century will require us to make effective use of the talents and abilities of all our citizens, in work settings that bring together individuals form diverse backgrounds and cultures." [6] 

Research at the university of Michigan and UCLA has demonstrated that "socializing with someone of different racial group or discussing racial issues contributes to student retention, overall college satisfaction, college grade point average,, intellectual and social self confidence, and commitment to promoting and embracing diversity have the opportunity to realize that some people go through live never seeing another point of view." [7] 

In 2000, General Motors said: "… it is essential to teaching students the human relations and analytics skills they need to thrive and lead in the work environments of the twenty-first century. These skills include the abilities to work well with colleagues and subordinates from diverse backgrounds: to view issues from multiple perspectives; and to anticipate and respond with sensitivity to the needs and cultural differences of highly diverse customers, colleagues, employees and global business partners." [8] 

Some poll finding in the United State population conducted by the ford foundation reports that the public feels diversity education can bring together a society that is growing apart. Fifty-five percent say that every college students should have to study different cultures in order to graduate. By a margin of more than three to one, those who have in opinion say that diversity programs in colleges and universities rise rather than lower academic standards

We think that higher education the higher needs for creation spaces where people can interact with diverse backgrounds learn from others. The challenge for diversity is in the hands of students and educators, they will be in charge of reexamine the fundamental assumptions, in other words, and everyone will be in charge of the diversity.

Universities must take a different proactive approach to acknowledging diversity.

1) Look beyond the numbers to evaluate university diversity: It's necessary to create a correct environment where students and teachers are respectful to different points of view and backgrounds.

2) The structure of the class has to be high diverse: it's necessary that teachers structure their teaching knowledge in a way that respects the diversity.

3) Mutual respect: Teachers have to disapprove any gesture of disrespect, need to established ground rules for the class, make that every one participate in the creation of the rules.

4) Not one can left behind: The university and in a general sense, should try that anyone left behind and see that all students succeed, regardless of the ethnic or language background.

Some recommendation to have into account:

•Find your university and check the test scores on the university profile, and where available, pay particular attention to the results by subgroup.

•If your university has disparities in outcomes for different groups of students (often called "the achievement gap"), you should ask why and find out what measures the university is taking to close the gap.

•Ask how the university addresses the needs of diverse students and if there are support programs available for students who are not meeting the standards. Ask if there is specialized instruction for students who are other language learners.

•Does the university have a cultural fair or assembly to highlight diversity? If not, work with your PTA or parent group to organize one.

•Express your concern if you see different discipline consequences for different groups of students, or if the best teachers are only teaching the strongest students.

•Observe who is involved in student leadership. Is it an ethnically diverse group? If not, ask why.

•Does the university have tracked classes for high and low ability grouping? If so, if you see racial or ethnic patterns in these classes, i.e. more racial minorities in lower ability groups, ask why.

•What's the makeup of the university staff? Are all the teachers white and all the ides people of color? Is there a racial hierarchy at the university? Ask what the univresity can do to change these patterns.

•Does your parent group reach out to parents of ethnically diverse students?

•Don't be alarmed if you see groups of students separating by ethnic group at lunch or recess. "It's not necessarily a bad thing to be in their own group at recess," says Henze. "They can gain a lot from a feeling of belonging." But do pay attention to what goes on in the classroom. "Classroom activities that give people the opportunity to interact with different groups can help to break down barriers," notes Henze.

•Does the principal use a variety of avenues to get parental input? Henze says, "Parental involvement may not be a cultural expectation in some cultures. University should not ignore the silent parents. Principals need to listen to all parents"