Abstract:

Numerous research studies show the benefits of diversity both within university as well as company environments. Among the most cited benefits, diversity is believed to enhance creativity, problem solving and innovation, among others.

Despite the indisputable benefits that diversity might yield, the possible challenges cannot be underestimated. Diversity has to be dealt with consciously and sensitively. If we were to only add a diverse group of people to a homogenous learning environment, the outcome would not necessarily exhibit the above mentioned added value. Also, if not managed effectively, it can lead to increased anxiety and less effective communication, which can result in lower quality and decreased student engagement.

Therefore, learning to respect and appreciate each other’s differences is the key to success. Becoming aware of our own preconceived notions and biases is essential to minimize the challenges posed by intercultural misunderstandings and difficulties. The author of this article introduces an innovative methodology called agile team project-based learning (Švejdarová, 2019) that has the potential to provide a useful platform to exercise diversity competence using facilitated intercultural communication and other specific tools that respect and appreciate individual differences.

This student-centered, agile team project-based approach to learning was introduced as part of a compulsory course on Human Resources Management during a summer semester in 2019. 128 bachelor degree business students participated in this study. Students were divided into diverse teams based on age, gender, year of study, nationality and study specialization. To assist the students’ experience with respect to diversity and interpersonal engagement students were provided ground rules to govern team work, as well as communication tools to facilitate the collaboration among the team members.

In order to assess the impact of the methodology in question, both quantitative and qualitative methods of data collection and analysis were employed. The students were asked to respond to two surveys - one at the beginning of the course and one at the end. 114 surveys were returned each time, the equivalent of an 89% response rate. In addition, student feedback on the adequacy and applicability of the agile team project-based learning methodology in relation to diversity was collected, transcribed, coded and evaluated.

Based on the research results, this paper argues that agile team project-based learning methodology, as proposed by the author, provides a useful platform to experience and exercise diversity – not only within the learning environment of higher education, but it has potential for application within professional work environments as well. To conclude, agile team project-based learning enables students to feel respected, listened to and valued.

Keywords:

Diversity management, intercultural communication, agile team project-based learning, project-based learning, human resources management.