Morrison, Marlene, Lumby, Jacky, Maringe, Felix, Bhopal, Kalwant and Dyke, Martin
Diversity, identity and leadership , Lancaster, UK Lancaster University 41pp.
Full text not available from this repository.
This paper is one of several drawn from the findings of a research project entitled Integrating
Leadership and Diversity in Leadership in Further Education funded by the Centre for Excellence in
Leadership (CEL) and conducted by Jacky Lumby, Kalwant Bhopal, Martin Dyke, and Felix Maringe
at the University of Southampton and Marlene Morrison at Oxford Brookes University. In this section
we introduce the aims, purposes, and parameters of the research, and identify those aspects with
which this paper is primarily concerned. The Full Report is available at:
Further Education has an historic commitment to providing inclusive education and training
opportunities. In consequence, it has sustained an enduring engagement with issues of diversity and
inclusion related to learners. The Green Paper Further Education: Raising Skills, Improving Life
Chances (DfES, 2006) notes what has been achieved: ‘Many colleges are exemplars in the diversity
of their students and staff, serving as a resource that is available to, and valued by, all sections of
their community’ (op cit, para. 2.35). However, the paper also suggests that ‘there is more to be
done to address the current lack of diversity within the workforce. Too many minority groups
continue to be under-represented, especially at senior levels, and face barriers to progression in the
sector’ (DfES, 2006, para. 4.34).
The sector is increasingly seeking means to address these and other issues related to a diverse
workforce. Within this context, diverse leadership is emphasised as key to achieving organizational
effectiveness and to modelling values of equity for learners and the wider community (DfES, 2005).
However, previous research by Lumby et al (2005) suggests that achieving diversity in leadership
presents formidable challenges, not least because it raises questions about what is meant by
diversity, and whether assumptions about its meaning are shared. As importantly, it raised concerns
about whether there is, as yet, universal support for seeking a more diverse and inclusive
leadership, what this might ‘look like’, and whether it would, in itself, lead to more effective
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