MG4L5      Half Unit
Managing Diversity in Organisations: An Evidence-Based Approach

This information is for the 2025/26 session.

Course Convenor

Availability

This course provides a comprehensive introduction to the history, significance, and challenges of integrating Equity, Diversity, and Inclusion (EDI) strategies in organisations. Drawing on decades of research, students will explore evidence-based approaches to effectively managing diverse workplaces while critically evaluating existing EDI initiatives.

Through interactive discussions and real-world case studies, students will develop the skills needed to:

• Understand the components of EDI—exploring how equity, diversity, and inclusion interact to create meaningful organisational change.
• Examine the impact of EDI on organisations and society—recognising both the business case and broader social benefits of inclusive workplaces.
• Critically assess EDI programmes—identifying why some initiatives succeed while others fail, and how to design strategies that lead to genuine progress.

Inclusivity Considerations:
This course adopts an intersectional approach, ensuring diverse perspectives are represented in case studies, research, and discussions. Course materials reflect a range of cultural, social, and economic contexts, allowing students to engage with EDI challenges from a global perspective. Teaching methods will prioritise accessibility and inclusivity, fostering a learning environment where all students feel valued and heard.

30 hours of seminars in the Winter Term.

This course has a reading week in Week 6 of Winter Term.

In its Ethics Code, LSE upholds a commitment to intellectual freedom. This means we will protect the freedom of expression of our students and staff and the right to engage in healthy debate in the classroom.

Students will have the opportunity to submit a report critically evaluating an EDI initiative currently being implemented in an organisation. Using a practice case, this formative assessment mirrors the format and structure of the summative report, allowing students to apply course concepts and receive feedback to improve their final submission. A single case study will be provided to ensure consistency in evaluation.

• Cervantez, J. A., & Milkman, K. L. (2024). Can nudges be leveraged to enhance diversity in organizations? A systematic review. Current Opinion in Psychology, 101874.
• Hellerstedt, K., Uman, T., & Wennberg, K. (2024). Fooled by diversity? When diversity initiatives exacerbate rather than mitigate bias and inequality. Academy of Management Perspectives, 38(1), 23-42.
• Kalev, A., Kelly, E., & Dobbin, F. (2006). Best practices or best guesses? Assessing the efficacy of corporate affirmative action and diversity policies. American sociological review, 589-617.
• Legate, N., & Weinstein, N. (2024). Motivation science can improve diversity, equity, and inclusion (DEI) trainings. Perspectives on Psychological Science, 17456916231186410.
• Leslie, L. M., & Flynn, E. (2024). Diversity ideologies, beliefs, and climates: A review, integration, and set of recommendations. Journal of Management, 50(3), 849-876.
• Nishii, L. H., & Özbilgin, M. F. (2007). Global diversity management: towards a conceptual framework. The International Journal of Human Resource Management, 18(11), 1883-1894.
• Roberson, Q., Ryan, A. M., & Ragins, B. R. (2017). The evolution and future of diversity at work. Journal of Applied Psychology, 102(3), 483.

Course participation (10%)

Report (90%)