COURSE UNIT TITLE

Offered By

Tourism Management

Level of Course Unit

Second Cycle Programmes (Master's Degree)

Course Coordinator

ASSOCIATE PROFESSOR EMIR ÖZEREN

Offered to

Tourism Management

Course Objective

The aim of the course is to develop a critical understanding of strategies, practices and discourses inherent in equality, diversity and inclusion policies in tourism. In addition, the role of cultural, ethnic, religious, age, gender, gender identity, sexual orientation, disability at individual, group and organizational level in tourism will be opened for critical discussion from the perspective of leadership, management and tourists.

Learning Outcomes of the Course Unit

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Recomended or Required Reading

Syed, J., & Ozbilgin, M. (2020). Managing diversity and inclusion: An international perspective. SAGE Publications Limited. (2nd edition) https://study.sagepub.com/syed

Aydın, E. & Ozeren, E. (2018). Rethinking Workforce Diversity Research Through Critical Perspectives: Emerging Patterns And Research Agenda. Business & Management Studies: An International Journal, 6(3): 650-670. http://dx.doi.org/10.15295/bmij.v6i3.393

Ozeren, E., Ucar, Z. & Duygulu, E. (2016). Silence Speaks in the Workplace: Uncovering the Experiences of LGBT Employees in Turkey. In Köllen, T. (Ed.) Sexual Orientation and Transgender Issues in Organizations Global Perspectives on LGBT Workforce Diversity, pp.217-232. Springer. http://link.springer.com/chapter/10.1007/978-3-319-29623-4_13

Ozeren, E., & Aydin, E. (2016). What does Being LGBT Mean in the Workplace A Comparison of LGBT Equality in Turkey and the UK. In Klarsfeld, A., Ng, E.S., Booysen, L.A.E., Christiansen, L.C. & Kuvaas, B. (Eds.) Research Handbook of International and Comparative Perspectives on Diversity Management, pp. 199-226. Edward Elgar

Kaygalak-Celebi, S., Kaya, Ş., Ozeren, E. & Günlü-Kucukaltan, E. (2019). Pride Festivals as a Space of Self-Expression: Tourism, Body and Place. Journal of Organizational Change Management, https://doi.org/10.1108/JOCM-01-2019-0026

Adib, A. and Guerrier, Y. (2003), The Interlocking of Gender with Nationality, Race, Ethnicity and Class: The Narratives of Women in Hotel Work , Gender Work and Organization 10(4), 413 32.

Ahonen, P., Tienari, J., Meriläinen, S. and Pullen, A. (2014), Hidden contexts and invisible power relations: A Foucauldian reading of diversity research . Human Relations, 67(3), 263-286

Holvino, E. (2010), Intersections: the simultaneity of race, gender and class in organization studies , Gender, Work & Organization, 17(3), 248-277.

Holvino, E. and Kamp, A. (2009), 'Diversity management: Are we moving in the right direction Reflections from both sides of the North Atlantic', Scandinavian Journal of Management, 25(4), 395-403.

Maxwell, G., McDougall, M., Blair, S. and Masson, M. (2003), Equality at work in UK public-service and hotel organizations: inclining towards managing diversity , Human Resource Development International, 6(2), 243-258.

Özbilgin, M., and Tatli, A. (2011), Mapping out the field of equality and diversity: Rise of individualism and voluntarism . Human Relations, 64(9), 1229-1253.

Zanoni, P. and Janssens, M. (2003), Deconstructing Difference: The Rhetoric of Human Resource Managers Diversity Discourses , Organization Studies. 25(1), 55 74.

Planned Learning Activities and Teaching Methods

Lectures, directed readings, class discussions, case studies and project

Assessment Methods

Further Notes About Assessment Methods

None

Assessment Criteria

1- The project should be presented as 20-40 pages of written text within the scope of the research title assigned to the students. It is important that the project should be written in line with academic ethics (free from plagiarism) and should reflect critical thinking. It is important for students to be able to explain each stage of the project, present the project to their classmates, answer the questions directed to them, and carry out the original value of the research.

2- The students are expected to be able to identify the key issues by questioning case studies presented to them, to deconstruct the texts in the reading list, to critically filter them and develop some analytical findings and propositions.

Language of Instruction

Turkish

Course Policies and Rules

1. It is obligatory to attend at least 70% of the classes.
2. Violations of plagiarism of any kind will result in disciplinary steps being taken.
3. Active participation is expected in group works and class discussions.

Contact Details for the Lecturer(s)

emir.ozeren@deu.edu.tr

Office Hours

Tuesday at 12: 00-13: 00

Work Placement(s)

None

Workload Calculation

Contribution of Learning Outcomes to Programme Outcomes