Abstract
Graduate business students attending a rural university in middle America engaged in an 8-week professional development training as part of an elective Managerial Leadership course focusing on organizational change. Students were asked to research diversity, equity, inclusion, and belonging issues in their careers. Then, students were encouraged to brainstorm solutions for industry-recognized situations in their fields. Students then developed proposals for opportunities to be shared with organizational leaders and decision-makers. Leaders in healthcare, logistics, manufacturing, education, and nonprofit organizations considered the student proposals. Students then wrote critical reflections describing their experiences. Finally, researchers coded the comments of 30 graduate students and found that 100% of students described the assignment as useful. Additionally, 90% of students reported that their clients planned to implement their proposals.
Developing diversity, equity, inclusion, and belonging initiative proposals
The Diversity, Equity, Inclusion, and Belonging (DEIB) Leadership Challenge was part of an initiative designed to empower graduate business students to take on a leadership role in solving real-world problems in their current or future career fields. The initiative was designed to allow students to apply leadership theories taught in a Managerial Leadership course by creating solutions for real-world clients. Students were encouraged to look for opportunities to improve organizational outcomes while looking through the DEIB lens to help employers better understand and support their employees, customers, and other stakeholders. Students were asked to explore DEIB issues in their selected career fields for 3 weeks. The students read trade association publications, corporate annual reports, and listened to industry leader podcasts to identify problem areas. After identifying areas that needed change, the students brainstormed possible solutions.
The solutions were required to be achievable and genuinely useful to be considered for submission. Next, the students were asked to create an action plan proposal to share with decision-makers clients in their career field. Finally, students reported the responses from their clients. The DEIB Leadership Challenge initiative served as a framework for students to consider their roles as future leaders, discuss change leadership, and create an action plan for key decision-makers in their field.
Literature Review
The literature review includes an overview of information related to diversity, equity, inclusion, and belonging (DEIB) education in MBA programs and using problem-based learning (PBL) as a learning tool in DEIB education. The research includes the development of DEIB education and PBL and its benefits. Literature relating to DEIB in higher education was explored due to the varying perspectives and scholarly voices related to the topic. The key search terms used include DEIB education, MBA programs, problem-based learning, PBL, and learning tools.
DEIB Education
In the 1960s, organizational leaders created diversity initiatives and training due to the civil rights movement (Vaughn, 2007). The scope of diversity was expanded to equity and inclusion, and the DEIB acronym was created. DEIB Diversity is defined as the individual differences among social groups and includes but is not limited to race, class, gender, sexual orientation, and religion (AAC&U, n.d.). Diversity is foundational to DEIB because it includes individuals from various backgrounds and perspectives. Inclusion is defined as the purposeful and ongoing decision to engage with individuals who would normally be marginalized (AAC&U, n.d.).
Additionally, inclusion includes opportunities to share diverse perspectives, employ empathy, and increase consciousness of the experience of others. Equity includes a fundamental focus on developing opportunities for marginalized groups to have accessibility and participate in decision-making that mitigates opportunity gaps (AAC&U, n.d.). Diversity and inclusion are part of the essential framework for equitable practices. Equity evolves from diversity and inclusion, but DEIB are each interdependent. Goodenow and Grady (1993) defined belonging as a learner’s perception of being validated, acknowledged, and accepted.
Types of DEIB Education
The concept of DEIB education evolved from intercultural education, intergroup education, human relations, cultural pluralism, multicultural education, and post-multiculturalism (Vaughn, 2007). DEIB education has expanded into the public, private, for-profit, non-profit, and educational environments. Master of Business Administration (MBA) programs in the United States have implemented various DEIB initiatives. Grace and Ammerman (2022) identified the following four strategies business schools use to accelerate DEIB:
- Established dedicated DEIB Offices
- Monitored and measured diversity metrics
- Focused on the people and the culture
- Integrated DEIB into the curriculum
Implementing the four strategies presented challenges for business schools due to limited financial, personnel, and resources. As a result, MBA programs have added DEIB responsibilities to existing positions or created part-time and volunteer positions.
The redevelopment of the syllabi and integration of DEIB into the business curriculum helped to develop a system for DEIB initiatives to be successful (McKinley & Dunnagan, 2021; Grace & Ammerman, 2022). The syllabi and curriculum outline the learning objectives, approach, expectations, and resources to be used in a business course. The intentionality of integrating DEIB into the syllabi and curriculum increases the objectivity within a course and ensures a diversity of scholarly voices. Fuentes and Madsen (2021) recommended using a student-centered backward approach to help achieve DEIB goals.
DEIB in Business Schools
Grace and Ammerman (2022) wrote, “Business schools occupy a pivotal role in the movement toward a more equitable, just, and inclusive economy. They educate students who enter the global talent market and therefore have the potential to be change agents.” However, implementing the four strategies had presented challenges for business schools due to limited financial, personnel, and resources. As a result, MBA programs have added DEIB responsibilities to existing positions or created part-time and volunteer positions to compensate for the lack of resources.
The redevelopment of the syllabi and integration of DEIB into the business curriculum has helped to develop a system for DEIB initiatives to be successful towards inclusionary goals (McKinley & Dunnagan, 2021; Grace & Ammerman, 2022). The intentionality of integrating DEIB into the syllabi and curriculum increases the objectivity within a course and ensures a diversity of scholarly voices. This updated syllabi and curriculum now outline the learning objectives, approach, expectations, and resources to be used in a business course to ensure that students are imbued with the teachings of DEIB. Fuentes and Madsen (2021) recommended using a student-centered backward approach to help achieve DEIB goals.
There are qualities and initiatives relating to DEIB education around the world that can be gleaned from and applied to business schools and curriculums as well. Some examples are the introduction of practicing practical actions leading to reduced inequalities and quality education in relation to doctoral programmes (Davies & Vieker, 2023). The research and innovation program Horizon Europe created The Gender Equality Plan (GEP), which means that universities from EU Member States and associated countries wishing to participate in their funding programme must have a GEP in place. There is also The Athena SWAN Charter framework of 10 key principles that is used globally to help support and transform gender equality within higher education and research. One of these practices is by removing obstacles faced by women, specifically at major points in their career development and progression such as during the transition from PhD into a sustainable academic career. (Davies & Vieker, 2023).
However, while many researchers discuss the importance of DEIB education in business schools and have created new programs (McKinley & Dunnagan, 2021; Grace & Ammerman, 2022), universal implementation has not occurred due in part to the high cost of creating and implementing standalone programming. However, lower-cost solutions such as adding learning experience to existing classes may be an option for schools trying to get started in creating DEIB options. Specifically, in classes that already use a Problem-based learning pedagogy to empower students to engage in hands-on learning.
Problem-based Learning
Problem-based learning (PbL) is a pedagogical and andragogical instructional tool that emphasizes student-centered learning, engagement, student interest and motivation, and self-direction (Janjua, 2013). According to Tan (2003), the major characteristics of PbL are:
- Curriculum and instruction are based on real-world problems and conflict.
- The problems and conflict lack standardization.
- Requires learners to approach each problem differently and systematically.
- Students are not given solutions but are provided guidelines for how to approach the situation.
- Evaluations are based on actual performance.
- Students work together but obtain knowledge individually.
- Requires students to conduct a multidisciplinary and consolidative approach.
The Implementation of PbL in DEIB Education
The technology megatrend PbL enables learners to guide and lead their own learning through problem identification, research, reasoning, reflection, and solution creation. Specifically, PbL is a constructive pedagogical approach to engaging and teaching business students because of the practical nature of this approach (Janjua, 2013). This instructional approach helps learners to become prepared for the real world. PbL is usually conducted with learners who are in a group and work towards developing or finding a solution, but the PbL assessment is conducted individually (Janjua, 2013).
A research study conducted by Janjua (2013) included 40 MBA students. The MBA students were separated into two groups, with one group being the experimental group and one group being the control group. Pre and post-tests were used to assess the learner’s communication skills. The experimental group was separated into 5 groups, with 4 students in each group. The control group was not separated. The duration of the research was one semester, and the focus topic was business communication (Janjua, 2013). The experimental and control groups had their business communication skills tested before the study and after the study. A t-test was used to compare the results of the pre-tests and post-tests for groups. The results indicated that the experimental group’s business communication skills increased considerably (Janjua, 2013).
Benefits of PbL
The fluidity of PbL allows instructors to develop assignments that align with their preferred method of instruction. The trend of integrating technology into learning has aligned well with PBL because of the capacity of technology to mitigate accessibility issues. As a result, PbL has been implemented in numerous formats. The two most common formats of PbL are WebQuests and research investigations (Janjua, 2013). According to Tan (2003), PbL has an integration of benefits including, but not limited to:
- motivation of the students through research freedom
- encouragement of students to be creative, which results in logical thought processes and problem-solving
- development of self-confidence and tendency to self-directed learning
- promotion of teamwork and objective thinking
- familiarizes students with technology
PbL is an instructional approach which can be used to engage and motivate students (Almulla, 2020). The dynamics of this instructional approach differ from traditional learning and create a learning environment where students are empowered to lead their learning. As a result, PBL directly correlates the classroom to the marketplace and creates a real-world experience (Almulla, 2020). The practical application of PbL prepares learners for senior leadership positions that require self-direction, autonomy, critical thinking, and problem-solving.
Methodology
The objective of this study was to gather qualitative data regarding students’ experiences in a Leadership Challenge DEIB initiative as part of an 8-week course. Thirty students (n=30) enrolled in a Managerial Leadership as part of an elective course in their master’s degree curriculum. Students were then tasked with selecting clients aligned with their anticipated career trajectories, thereby ensuring relevance and potential engagement in the DEIB project. Students who participated in the course were between the ages of 21 to 55. Additionally, most participants were from Euro-American backgrounds, reflecting the predominant ethnicity of the university’s geographic region. There were also three more female than male participants represented in the course.
The Leadership Challenge DEIB initiative encouraged students to practice their leadership skills by acting as change agents. First, students were asked to identify, research, and write about an opportunity and/or problem facing their current or future career field. Next, students were asked to contact a potential business or nonprofit interested in hearing their proposal. Then, students pitched their ideas to their clients. Finally, students participated in a critical reflection assignment where they wrote about their thoughts and feelings about the Leadership Challenge DEIB initiative.
The researchers conducted this intrinsic case study analysis of the students’ critical reflections. This methodology was selected because asking students to create DEIB proposals for clients is unique within higher education. Consequently, very little is known about using problem-based learning to teach and empower students to develop management solutions related to DEIB issues for clients.
Specifically, researchers used Creswell’s (1998) data analysis model, which includes the following steps to code and categorize the data:
- creating topical categories of specific quotations or observations that were independently relevant to the phenomena of interest
- classification of topical categories into units of meaning
- reflection upon emergent categories to determine possible meanings and frames of reference for the phenomenon
- constructing a descriptive summary of the overall experience.
The research team read and reviewed the student’s critical reflections, with all members specializing in managerial leadership education and diversity, equity, inclusion, and belonging research. The research team coded the data and shared their perceptions through Zoom meetings. The initial inter-rater reliability was 92%, and the research team reached a unanimous agreement after minor changes to combine two category descriptions to encompass the major themes more accurately.
Results
In analyzing the students’ critical reflections, it became apparent that comments could be sorted into the following six categories: (a) students feeling apprehension due to a lack of experience; (b) students appreciating feedback from industry leaders and decision-makers; (c) students feeling challenged and empowered; (d) students identifying problems and opportunities; (e) students exploring new roles and relationships; and (f) students’ reporting satisfaction with the assignment.
Students feeling apprehension due to the lack of experience
More than 90% of the students’ critical reflections included language that indicated that starting the Leadership Challenge DEIB initiative was difficult. Words like nervous, uncomfortable, unsure, and overwhelmed were shared by students describing the difficulty of starting their projects.
For example, Student 19 wrote,
At first, I was rather nervous about this assignment. I was queasy with the idea of having to speak to another [business] professional. After my nerves were eased, I really seriously enjoyed this assignment so much more than I thought I would. This assignment gave me an opportunity to research and dig into a topic that I would probably have not looked into otherwise. I was unaware of so many of the programs and easy ways to improve the diversity in businesses and just all-around everyday life. I am very grateful for the opportunity to complete this assignment.
A common theme shared by students was the difficulty of talking to business professionals about diversity, equity, inclusion, and belonging.
Student 26 described their feelings in detail,
I thought it was an interesting assignment for us students. It was definitely an eye-opener to me, but also to the leader that I reached out to. I felt a little uncomfortable going to someone to ask such questions about a topic that might be a little touchy to some people. In the end, I do think that I learned some new things about Diversity and Inclusion and how to be a leader that can include them in my career later in life.
Students Appreciating Feedback from Industry Leaders and Decision Makers
The students’ critical reflections show that 90% of the clients supported the students’ pitches.
However, Student 5 reported that their client had mixed feelings about their project proposal, mentioning the words diversity and equity. According to the student, their client recommended “repackaging” their proposal for the same purpose but with a different language.
I learned from the leader I spoke with that due to the current climate of education, certain aspects of my idea might have to be repackaged to be accepted in the field right now. They explained that Critical Race theory is a hot topic in education, and if we implemented a program like mine without repackaging it, it could come under fire. I think this is where I learned that even in a world that I perceived to be more open-minded, inclusive, and diverse has roadblocks that seem impossible if the influence and power over the area are opposed to the idea or that power is worried about losing funding or being investigated for a program that is supposed to connect people and make the workplace better.
However, the other students reported their clients were open to discussing DEIB initiative ideas. For example, Student 3 wrote,
It was great speaking to a top leader in my career and hearing her genuine concern and care for diversity and inclusion. We both were in agreement that it’s a very large topic that shouldn’t be ignored, rather we should work towards building our industry in a positive way.
Student 28 wrote about her client also being helpful.
“I was pleasantly surprised at the insight that I gained from [my client] and hope to complete more assignments like this in the future.”
Some students also wrote about being “surprised” or “impressed” by their industries’ commitment to diversity, equality, inclusion, and belonging.
For example, Student 15 wrote,
This assignment made us think about inclusion on a deeper level than we may have in the past. I would have never felt comfortable discussing this with my [client] in the past, but this assignment gave me the opportunity to reach a little out of my comfort zone. The assignment was difficult to complete, but after finishing it, I feel good about where [my industry] stands on diversity.
Ninety percent of students reported that their clients accepted their proposals. The remaining 10% of students did not have their proposals fully approved. As previously reported, one client described the need to “repackage” the proposal by not mentioning diversity or inclusion. One student reported that the client liked the idea but lacked the budget and manpower to implement it. Another Student 5 reported being told that the organization had tried something like their previous proposal and failed.
Students Feeling Challenged and Empowered
The students’ critical reflections included language that described the experience of feeling challenged and empowered. Student 1 wrote,
This assignment forced me to talk to someone else and learn their perspective. Sometimes we think we know something, but we don’t know until we read and talk to people. I did not want to go through the whole process at first, as we always find an excuse not to do something. However, after talking to the leader, I felt good about my research and about the idea I provided.
The students’ reflections shared a theme: “feeling unaware” of many issues related to diversity, equality, inclusion, and belonging in businesses. Students reported being surprised by their research into DEIB issues in their industries. Student 18 expressed this sentiment,
I really feel this assignment is important within society today. Coming from a small town where it is easy to see things with a narrow mind and not even know you are doing it. I liked this assignment because it made me think critically about people who might be getting excluded or partially excluded, no matter the situation.
Others shared being surprised by their research into diversity in their specific career field and its impact on business success. Specifically, Student 29 wrote,
I felt that this assignment cleared up my views about what diversity really is. I also feel that I found out a lot of information about diversity in [my] field. I felt that this assignment has really opened my eyes about how important diversity is. And how much it can affect the way a company works.
Students reported being surprised about inequity in their career fields. Student 26 shared this realization,
I do feel that my awareness of issues within my current field was surprisingly low. I was quite surprised to find that not only were the technical positions in my field not reflective of the general population, but it was also worse than most industries.
Students reported feeling that the project experience had been beneficial. Specifically, Student 9 shared,
When I first started this discussion post, I was unaware of diversity and inclusion. Once I did some research, I learned how important it was to include this in a business. I feel that this assignment opened my perspective about how we treat others. I think everyone should have to learn about diversity and inclusion.
Students involved in the project reported feeling more aware after the project. Student 17 wrote, “The topic was very helpful for someone like myself who is not in many marginalized groups. It helped me to see beyond the world that I live in.”
Students Seeing Problems and Opportunities
The project was an opportunity for students to assess their previous assumptions and identify any feelings of discontent. Repeatedly, students spoke about the experience of “seeing” the topic of diversity, equity, and inclusion from another person’s perspective. For example, Student 20 shared the experience of putting themselves in someone else’s “shoes.”
I felt that by doing this assignment, I was able to put myself in the shoes of those who cannot easily communicate because of a language barrier. This brought my attention to the fact that our facility was insensitive to the diversity of [customers] in our community. Previous to this, I had not considered what a prominent issue this is. This assignment helped me to think outside the box to the views of how others are treated.
Students also often used language indicating discontent with their industry or companies’ current diversity, equity, and inclusion programming. However, many reported not knowing how to participate in DEIB initiatives. For example, Student 12 wrote,
I feel as if the topic of diversity and inclusion is not talked about enough in the [business] world. I feel as if I need to create the platforms to bring these issues to light, however, as a white woman, I feel inclined to give the platform to someone who hasn’t had one.
The Leadership Challenge DEIB initiative led students to consider how other companies in their industries were engaging in the topic of diversity, inclusion, and equality. Many students compared their client’s company to the other field competitors. Student 23 specifically shared an observation about the types of programming offered.
I was surprised by how easy it was to find an opportunity to improve the diversity initiatives with our company. I have never really given this much thought before, but it shows that there is always room to improve. I was somewhat surprised, after looking at our competitors’ programs, that we did not already specifically address the native populations. We seem to be focused on gender and racial diversity and overlook the ethnic and native populations.
Ultimately, 27 of the 30 students reported that the class experience expanded their understanding of DEIB. Specifically, Student 4 reported,
Prior to this assignment, I had a very limited view on the benefits of diversity and inclusion. Having researched this topic, I am now firmly in the camp that fresh perspectives are vital to an organization’s success.
The other 3 students reported they already had an expanded understanding of DEIB but appreciated that the course enabled them to take a leadership role in growing awareness.
For example, student 14 wrote, “Diversity and inclusion should be a top priority for all organizations in all fields. It is critical, however, that we seek out true diversity.”
Students Exploring New Roles and Relationships
In their critical reflections, students reported that their Leadership Challenge DEIB initiative experience was beneficial. Specifically, many indicated that the experience helped them take on new roles, build relationships, and prepare them to act.
Student 4 shared their plans for supporting the implementation of their proposal,
I really enjoyed this assignment because this is something that I feel like as a whole we can always get better at. When talking with a leader in the department, I work with, we had a great conversation about how we can improve, what books we could read as a book study, as well as other activities we could do. Working with such diverse populations directly, this is very important for us, and I look forward to getting started on the improvement!
A common theme in the class comments was the idea that students felt like they were “making a difference.”
Student 21 wrote,
It’s nice to think about how you could implement change for the better within an organization. When we are able to speak with someone about the concern you feel like you are really making a difference.
Eight students reported that they enjoyed the experience of talking to a leader in their field and getting first-hand knowledge about real-world companies and their efforts in diversity, equality, inclusion, and belonging.
This sentiment was best shared by Student 16, who wrote,
Getting to express my thoughts to an actual leader about their company’s DEI initiatives was a great experience. I liked hearing from them directly on how the company affects them. It is important to know if a company is actually serious on their DEI initiatives, because sometimes it feels companies are putting them in place just to avoid public backlash. It’s nice to know his company is taking a stand in the right direction.
Ninety percent of the students reported feeling supported and encouraged by their Leadership Challenge DEIB Initiative clients. Overwhelmingly, the industry leaders were very professional and positive in their comments. For example, Student 11 reported,
It was great speaking to a top leader in my career and hearing her genuine concern and care for diversity and inclusion. We both were in agreement that it’s a very large topic that shouldn’t be ignored, rather we should work towards building our industry in a positive way.
Another byproduct of the course assignment was that three students started using language that indicated that they saw themselves as being change agents within their organization.
Student 8 wrote,
I had an interesting and meaningful conversation with the leader of a healthcare facility here and was impressed that she did her research on the hospital website also. We both agreed that more could be done and both had ideas for improving Diversity and Inclusion for healthcare here.
In analyzing the comments, it also became clear that students tended to use the word “we” to indicate that they felt like they had new roles in the area of DEIB.
Student 10 shared,
“It makes you think about things that we just take for granted. But the good news is that we can overcome these obstacles.”
Student 30 wrote about wanting to be part of change.
“This assignment was a great opportunity to reflect on how we can not only learn about diversity, equity, inclusion, and belonging but how we can take action to affect change!”
Student 25 talked about “hoping” the experience would help them to be more aware and active in DEIB projects in the future and stated,
“It helped me think about things and assess the scenario in a more serious light. Hoping to be more open and approachable in my own working style!”
Students Reporting Satisfaction with the Assignment
In a state where government officials have actively spoken out against diversity, equity, inclusion, and belonging programming, the researchers reported feeling concerned about the students’ reviews of the course and the Leadership Challenge project. However, the written comments about the assignment’s usefulness were 100% positive, even though students were aware of the state’s political issues related to Diversity, Equality, Inclusion and Belonging.
Student 27 wrote,
“This was a good experience. It will certainly be great if such programs are included in addressing the current situation where political views have turned into extremism.”
Other students overwhelmingly reported that the assignment was useful. One even congratulated the university for its involvement.
Student 22 wrote,
I’m glad our university is teaching more of this. It’s especially important as our university may not have the exposure to diverse populations that other universities may have. I personally benefit from having a more inclusive environment and glad that I still learn from others that aren’t like me.
Another student wrote that the assignment helped them feel more comfortable.
Student 13 wrote,
I really enjoyed this assignment especially because the main focus on it was diversity and inclusion. This for me was great because when I first transferred here I did feel a little out of place but I am glad now that the school does more to get the students involved into the school and get people together.
An international student also wrote about their feelings about fostering inclusion.
Student 6 wrote,
I am so pleased to see that cultural diversity in the classroom is on the rise. In our increasingly diverse and multicultural populations of students here, it is more important than ever for instructors to incorporate culturally inclusive instructions in the classroom. Fostering inclusion could benefit all students, including international students like me.
A student also reported an appreciation for the long-term usefulness of the assignment.
Student 7 wrote,
I think this assignment arises and sparks awareness on the topic of diversity and inclusion in the workplace. This in terms allows you to understand how organizations function and the internal process of humans and how they interact and can help and better an organization. This allows me to become a more knowledgeable leader to grow and utilize more skills not only to help an organization I may work inside someday, but the world as a whole. This assessment can push you to grow your education and as a person as a whole.
Similarly, Student 10 wrote,
I loved doing this assignment because I liked researching diversity and inclusion initiatives in my field. This research brought me a better understanding on how my field tackles discrimination/biases and helped me understand from a leader’s point-of-view what is the correct program to put in place.
The overwhelmingly positive reaction from students was somewhat unexpected by the course instructor and the case study researchers. Given the state’s social and political climate during the project, it had been expected that the DEIB topic would be more controversial. However, the professor reported that the Managerial Leadership class evaluations were the highest they had ever received.
Scope of the Project
The scope of the Leadership Challenge DEIB Initiative can be considered with a brief analysis of the types of projects proposed by students for clients. Some students requested that the topic of their project not be shared to ensure anonymity. A partial listing of projects proposed by students can be found in Table 1.
Table 1 – Partial listing of projects proposed by students.
| Industry or Field | Project Proposal Topics |
| Business | Adding a drive-through for customers with mobility issues |
| Providing salary negotiation training for women | |
| Adding a face-to-face option for DEIB training program | |
| Education | Surveying employees about their DEIB perceptions |
| Creating additional student groups | |
| Updating doors to be handicap accessible | |
| Improving transportation opportunities for students without cars | |
| Developing childcare options for working parents | |
| Healthcare | Adding foreign language training for employees |
| Providing nutrition information that is culturally relevant | |
| Providing vaccination opportunities to underserved populations | |
| Creating a DEIB taskforce | |
| Updating DEIB training program | |
| Logistics | Adding DEIB affinity groups for part-time employees |
| Manufacturing | Creating a lactation room for working mothers |
| Applying to become a beta test location for a new DEI program | |
| Designing a marketing proposal to recruit employees from underrepresented groups. | |
| Providing STEM education to underserved communities | |
| Nonprofits | Providing mail service for the homeless |
| Creating career counseling for underserved populations |
Limitations and Suggestions for Future Research
Admittedly, the scope of this study is small and limited to one course at one university. However, our qualitative research focused on achieving data saturation by collecting data until no new information or themes emerged. This study tells the story of our specific case which included 30 participants.
It is impossible to predict how the Leadership Challenge DEIB initiative assignment would be received at other universities or within other academic disciplines. A regional or even nationwide study would be ideal to test the results of the study. Plus, expanding the reach of this project would empower students across the country to work with clients to improve DEIB programming for employees, customers, and other stakeholders. It would also be useful to find clients willing to keep a critical reflection journal. Hearing more of the decision-makers’ thoughts would be useful. Additionally, the researchers of this project hope to expand this project’s size and scope and are currently seeking collaborators at other universities.
Conclusion
Business schools have been at the forefront of transformative ideas and practices that have created enormous value for companies and their stakeholders worldwide. They have an opportunity to lead the way on one of the most critical issues facing firms: how to fully leverage the talent of ever more diverse and complex societies to push innovation and economic prosperity forward. With serious investment and thoughtful strategy, business educators can ensure that DEI becomes part of the fabric of business education and of business itself (Grace & Ammerman, 2022). DEIB education is a central component of creating equitable classrooms and organizations. MBA Programs are ideal for implementing DEIB through PbL since many business leaders obtain MBAs. DEIB work is strenuous and requires continual assessment, review, and modification of curriculum mapping, learning outcomes, assessment artifacts, syllabi, and curriculum. Since its inception, DEIB programs and initiatives have been controversial and political. Therefore, the work and implementation of DEIB in business schools has taken on various roles and forms. The trends for representation have been positive, but data has been limited (Grace & Ammerman, 2022).
Representation can be quantified but is primarily used to measure diversity and does not address all the components of DEIB (Grace & Ammerman, 2022). It highlighted how business schools gather data related to race, gender, and ethnicity, but the schools do not report the data in a unified manner. A lack of standardized reporting results in extreme difficulty in analyzing the racial diversity in business schools (Grace & Ammerman, 2022).
Developing more metrics for DEIB can help better assess the work in business schools. Leveraging PbL’s focus on problem identification and self-directed learning helps create an ideal learning environment to address DEIB issues. The purpose of this case study was to explore ways that educators can implement educational experiences that develop leadership skills and knowledge about DEIB. Looking at the experiences of Grace and Ammerman (2022), it is apparent that educators are seeking out high-impact educational experiences to teach leadership and DEIB skills.
However, very little is known about the impact of using problem-based learning to allow students to apply the leadership theories and skills they gain in courses to enact real change in organizations. Some educators may feel uneasy asking their students to tackle DEIB-related projects for political and/or professional reasons. However, this research has shown that students at a rural university in middle America accepted the idea of writing proposals designed to improve organizations’ ability to serve their employees, customers, and stakeholders. Overall, the researchers hope that this case study will spark new conversations in leadership education and DEIB professional development.
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