Organizational diversity: making the case for contextual interpretivism

Abstract

Purpose

The purpose of this paper is to make a case for contextual interpretivism in managing diversity in organizational settings, specifically in its bearing on internal communication, going against the dominating functionalistic stance of venerated and ubiquitous approaches.

Design/methodology/approach

Qualitative and quantitative methodologies were employed to explore the potential of contextual interpretivism within the mining and construction industries of South Africa, due to the fecund diversity context of its employee population.

Findings

This paper points to the enriched understanding that could result from following a contextual interpretivistic approach to internal communication for diversity management, and in so doing discusses the ways in which this could take hold in organizations through the application of germane theoretical assertions of revered internal organizational communication literature, specifically the excellence theory and communication satisfaction.

Research limitations/implications

The main limitation to this research is the restricted generalizability of its empirical research. Further research is required for the exploration of the central premise in other organizational contexts.

Practical implications

The paper provides insights into the ways in which organizations could approach its diversity management so as to speak to more than just the functional aspects thereof, and rather to the importance of nurturing an understanding of employees’ interpretation of the organization’s diversity endeavors.

Originality/value

The implications of applying a new approach to diversity management in organizational settings is discussed and argued, offering an empirical application thereof, which gives way to practical, data-driven recommendations for use in organizational settings.

Citation

Greeff, W.J. (2015), "Organizational diversity: making the case for contextual interpretivism", Equality, Diversity and Inclusion, Vol. 34 No. 6, pp. 496-509. https://doi.org/10.1108/EDI-02-2014-0010