Abstract
Addressing the disconnect between the rhetoric and implementation of diversity, equity, inclusion (DEI), and belonging within business education, this chapter delves into integrating DEI principles within international business (IB) education. Inspired by an OECD framework advocating inclusive education within diverse societies, we analyse DEI- and belongingness-enabling actions at institutional, study programme, course, and individual levels tailored to business schools. While our recommendations hold relevance for broader business education, we posit that IB, given its inherent appreciation for geographical, cultural, and institutional diversity, stands as a vanguard for instigating the requisite transformation embedding DEI in business education. Our proposals inherently bolster the pursuit of Sustainable Development Goal 8 (Decent Work and Economic Growth) as business schools educate future leaders who can lead the change and role-model organisational work environments.
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Notes
- 1.
We see diversity as the degree of representation of different sociodemographic categories (visible and invisible), equity as the provision of tailored opportunities and support, and inclusion as the process of accepting and valuing diversity.
- 2.
“A feeling of safety, acceptance and being valued” in a specific social or work setting (AACSB, 2021).
- 3.
- 4.
Whānau refers to a community connected through common heritage and ancestry (whakapapa). It is a flexible and multi-layered concept built on a tribal worldview with physical, socioemotional, and spiritual meaning.
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Šilenskytė, A., Rašković, M.(. (2024). Embedding Diversity, Equity, and Inclusion (DEI) in International Business Education. In: Sinkovics, N., Sinkovics, R.R., Boussebaa, M., Fletcher, M. (eds) International Business and SDG 8. The Academy of International Business. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-46802-5_15
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