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Relationships between diversity clim...

Kissell, Bradley W.

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Relationships between diversity climate and organizational performance in accredited, U.S. evangelical Christian colleges and universities: Applying Cox's interactional model of cultural diversity.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Relationships between diversity climate and organizational performance in accredited, U.S. evangelical Christian colleges and universities: Applying Cox's interactional model of cultural diversity./
Author:	Kissell, Bradley W.
Description:	309 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3624295
ISBN:	9781303975240

Relationships between diversity climate and organizational performance in accredited, U.S. evangelical Christian colleges and universities: Applying Cox's interactional model of cultural diversity.
Kissell, Bradley W.

Relationships between diversity climate and organizational performance in accredited, U.S. evangelical Christian colleges and universities: Applying Cox's interactional model of cultural diversity. - 309 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--Capella University, 2014.

The main objective of this study was to determine whether relationships existed between workplace diversity and organizational performance in accredited U.S. evangelical Christian colleges and universities. Evidence points to a rapidly changing demographic landscape. The U.S. and its workforce are quickly becoming racially and ethnically diverse. However, research has shown that the commitment by Christian colleges to advance diversity continues to lag behind other higher education institutions, especially in the recruitment and retention of a diverse workforce and student body. This quantitative study used a descriptive, correlational, cross-sectional research design. Organizational level data were drawn from the Integrated Postsecondary Education Data System (IPEDS) for 115 U.S. member institutions of the Council for Christian Colleges and Universities (CCCU). Cox's (1994) interactional model of cultural diversity (IMCD) was employed as the theoretical framework. One dimension of the framework, structural integration, was the focus of this study. The Blau (1977) Index of Heterogeneity was used to test for the effects of diversity. The data were analyzed using hierarchical multiple regression. Eight of the ten study hypotheses were supported. Overall workplace diversity, defined as average racioethnic diversity of full-time employees, had a statistically significant and the strongest linear association with the two performance measures, racioethnic diversity of first-time, full-time students (DeltaR 2 = .303, DeltaF(1, 110) = 53.642, p < .001) and racioethnic diversity of full-time undergraduate and graduate students (DeltaR2 = .449, Delta F(1, 110) = 98.403, p < .001), after controlling for employee gender, institutional setting, and institutional size. Average racioethnic diversity of full-time faculty and average racioethnic diversity of full-time administration also had statistically significant and strong linear associations with both enrollment measures. The conclusions of this study resonated with the findings of other higher education and organizational scholars and found that relationships existed between workplace diversity and specific organizational performance indicators in evangelical Christian colleges and universities. Furthermore, Cox's IMCD framework was an effective framework for studying workplace diversity and organizational performance in accredited U.S. evangelical Christian colleges and universities.

ISBN: 9781303975240Subjects--Topical Terms:

543175
Education, Higher.

Relationships between diversity climate and organizational performance in accredited, U.S. evangelical Christian colleges and universities: Applying Cox's interactional model of cultural diversity.
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245 1 0 $a Relationships between diversity climate and organizational performance in accredited, U.S. evangelical Christian colleges and universities: Applying Cox's interactional model of cultural diversity.
300 $a 309 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Angeline O'Malley.
502 $a Thesis (Ph.D.)--Capella University, 2014.
520 $a The main objective of this study was to determine whether relationships existed between workplace diversity and organizational performance in accredited U.S. evangelical Christian colleges and universities. Evidence points to a rapidly changing demographic landscape. The U.S. and its workforce are quickly becoming racially and ethnically diverse. However, research has shown that the commitment by Christian colleges to advance diversity continues to lag behind other higher education institutions, especially in the recruitment and retention of a diverse workforce and student body. This quantitative study used a descriptive, correlational, cross-sectional research design. Organizational level data were drawn from the Integrated Postsecondary Education Data System (IPEDS) for 115 U.S. member institutions of the Council for Christian Colleges and Universities (CCCU). Cox's (1994) interactional model of cultural diversity (IMCD) was employed as the theoretical framework. One dimension of the framework, structural integration, was the focus of this study. The Blau (1977) Index of Heterogeneity was used to test for the effects of diversity. The data were analyzed using hierarchical multiple regression. Eight of the ten study hypotheses were supported. Overall workplace diversity, defined as average racioethnic diversity of full-time employees, had a statistically significant and the strongest linear association with the two performance measures, racioethnic diversity of first-time, full-time students (DeltaR 2 = .303, DeltaF(1, 110) = 53.642, p < .001) and racioethnic diversity of full-time undergraduate and graduate students (DeltaR2 = .449, Delta F(1, 110) = 98.403, p < .001), after controlling for employee gender, institutional setting, and institutional size. Average racioethnic diversity of full-time faculty and average racioethnic diversity of full-time administration also had statistically significant and strong linear associations with both enrollment measures. The conclusions of this study resonated with the findings of other higher education and organizational scholars and found that relationships existed between workplace diversity and specific organizational performance indicators in evangelical Christian colleges and universities. Furthermore, Cox's IMCD framework was an effective framework for studying workplace diversity and organizational performance in accredited U.S. evangelical Christian colleges and universities.
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