Dr Francesca Manzi Manzi

This course is available on the CEMS Exchange, Global MSc in Management, Global MSc in Management (CEMS MIM), Global MSc in Management (MBA Exchange), MBA Exchange, MSc in Human Resources and Organisations (Human Resource Management/CIPD), MSc in Human Resources and Organisations (International Employment Relations/CIPD), MSc in Human Resources and Organisations (Organisational Behaviour), MSc in Management (1 Year Programme) and MSc in Social Innovation and Entrepreneurship. This course is available with permission as an outside option to students on other programmes where regulations permit. This course uses controlled access as part of the course selection process. For information on controlled access courses, including eligibility, application processes, deadlines, and departmental contact details, please refer to the Controlled Access Courses webpage.

How to apply:

Places on oversubscribed courses will be allocated via a random ballot process with priority given to students with the course in their Programme Regulations, followed by other Department of Management students, then students from elsewhere in the school. Providing you apply before the Department deadline of 10am on Monday 28 September 2026, the time you applied will not be taken into account. Please be aware that places on high demand courses cannot be guaranteed. By submitting an application, students are confirming that they meet any pre-requisites specified. Providing an additional written statement will not aid a student’s chances of being accepted onto a course, and statements are not read.

For further information and updates on course availability during Week 1, please see the Department of Management Electives Moodle page.

Deadline for application:

Please apply by 10am on Monday 28 September 2026 with your first course choices. No allocations are made before this date and time.

For queries contact:

Please view the Department of Management Electives page for contact emails.

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 present a preliminary version of their project prior to the final team presentation. Using materials developed jointly during the first half of the term, this formative assessment mirrors the format and structure of the final summative assessment, allowing students to apply course concepts and receive feedback to improve their final presentation. 

• 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.

Presentation (50%).

This component of assessment includes an element of group work.

Report (50%).