The higher education literature on workplace diversity has
overlooked the development of multigenerational workforce
strategies as a key component of an inclusive talent proposition.
While race, gender, sexual orientation, disability and other
demographic attributes have gained considerable attention in
diversity strategic planning, scant research pertains to building
inclusive, multigenerational approaches within the culture and
practices of higher education. Now more than ever, there is an
urgent and unmet need to identify actionable strategies and
approaches that optimize the contributions of multigenerational
talent across the faculty, administrator, and staff ranks. With the
goal of enhancing workforce capacity and creating more inclusive
workplaces, Leveraging Multigenerational Workforce Strategies in
Higher Education offers an in-depth look at multigenerational
strategies that enhance institutional capacity and respond to
educational needs. This book is the first to address the creation
of multigenerational strategies in the higher education workplace
based upon substantial empirical studies and qualitative research.
Drawing on in-depth interviews with faculty and administrators, the
book examines the broad "framing" of generations that consists of
stereotypes, narratives, images, and emotions. Through the lens of
these narratives, it describes how ageist framing is magnified by
other minoritized statuses including race/ethnicity, gender, and
sexual orientation, and can result in structural inequality,
process-based discrimination, and asymmetrical behavioral
interactions in the higher education workplace. A major feature of
the book is its focus on best-in-class HR and diversity policies
and strategies that institutional leaders can deploy to overcome
generational and ageist barriers and build an inclusive culture
that values the contributions of all members. Due to its practical
and concrete emphasis in sharing leading-edge policies and
practices that comprise a holistic multigenerational workforce
strategy, the book will serve as a concrete resource to boards of
trustees, presidents, provosts, deans, diversity officers,
department chairs, faculty, academic and non-academic
administrators, diversity and human resource leaders, and diversity
taskforces in their efforts to create strategic, evidence-based
multigenerational workforce approaches. In addition, the book will
be utilized in upper division and graduate courses in higher
education administration, diversity, human resource management,
educational leadership, intergenerational issues, gerontology,
social work, and organizational psychology.
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