Students' Attitudinal Constraints towards Workplace Diversity - Managing Innovation in International Business Education

A key challenge in managing innovation in international business education is the existence of attitudinal constraints towards workplace diversity. A favorable attitude towards diversity is critical in preparing students to participate in global workplace communities. In an earlier study, Divinagracia and Divinagracia (2011) identified diversity attitudinal differences on a sample of undergraduate Business School students in East Java, Indonesia. Using a diversity word-association instrument, students who were enrolled in the international management study program tend to rate workplace-diversity-associated words higher relative to others. Significant differences in mean ratings were found in 21 out of 35 words. Factor analysis revealed that words associated with attitudinal constraints were associated with behavioral reactions. This present study further revealed that attitudinal differences exist between groups of students who resided in Surabaya, Indonesia's second biggest city, compared to those who were raised in the suburbs and other islands. The results suggest that students, who grew up and were educated in a mega city where trade and international exchanges abound, were more supportive towards workplace diversity. It is a reflection that areas beyond the mega cities tend to provide lesser forms of inter-group contact to its residents. As a result, attitudinal constraints towards workplace diversity were manifested. Subsequent factor analysis further revealed that the students' top-rated diversity-inhibiting words were linked to behavioral reactions and judgments. International business education providers must therefore identify ways of improving the diversity attitudes of students using innovative learning types and tools. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of the Asia Business Innovation and Technology Management Society