Calls and Announcements April 2007

Teachers Insurance and Annuity Association College Retirement Equities Fund (TIAA-CREF) Doctoral Fellowships at the University of North Carolina Charlotte

The University of North Carolina at Charlotte is pleased to announce the TIAA-CREF Doctoral Fellowship program in organizational science. Funding for this fellowship is provided through a generous gift to the University by TIAA-CREF to recruit outstanding students who have demonstrated the potential to make a significant contribution to their profession and to society once completing the terminal degree. TIAA-CREF Fellowships provide 1 year of support to newly admitted students for their first year of doctoral study at UNC Charlotte.

UNC Charlotte TIAA-CREF Fellows will receive a $25,000 stipend plus tuition support and health insurance. Fellows will also have an opportunity for a paid internship with TIAA-CREF during the course of their academic programs at the university.

Persons who have not previously earned a doctoral degree are eligible to apply. Applicants from minority groups historically underrepresented in the disciplines of science, mathematics, technology, and business are especially encouraged to apply.

Deadline for completed applications to the organizational science program and thus this fellowship is January 15, of each year. For application materials or further information, please e-mail mmareesa@email.uncc.edu or visit http://www.uncc.edu/gradmiss/index.asp.

For information on organizational science please visit: http://www.orgscience.uncc.edu.

Diversity Education and Training:
What We Know and What We Need to Learn

Guest Editors:
Myrtle P. Bell, University of Texas, Arlington
David A. Kravitz, George Mason University

The purpose of this special issue is to bring clarity and focus to the areas of diversity education and training, with a special emphasis on what we have learned in the past 2 decades and what we still need to learn. Consistent with the format of the Academy of Management Learning & Education journal, we seek empirical and conceptual articles for the Research & Reviews section, and appropriate for the Essays, Dialogues, and Interviews section.

Some possible topics for this special issue include, but are not restricted to, the following:

What are, or should be, the differences between diversity courses in colleges and universities and diversity training in organizations?
What are the goals, content, and activities of diversity classes and training programs?
How is learning assessed in diversity classes? Is assessment tied to course goals? What institutional, class, instructor, and student factors affect learning?
To what extent, and how, is the effectiveness of diversity training in organizations assessed? What organizational characteristics are associated with the assessment of training effectiveness? For whatever measure is used, how effective is diversity training? What characteristics of trainers, trainees, organizations, and programs facilitate or reduce training effectiveness?
What theories are helpful in designing and implementing diversity training and educational courses? What pedagogies (e.g., case studies, role plays, lectures, films, etc.) are most appropriate for such courses and in what situations?
How can findings from the wider area of diversity research be applied to diversity courses and training programs?
Are there differences in the characteristics (e.g., demographics, diversity-related attitudes and behaviors, racial identity awareness) of those who enroll in mandatory versus elective courses or organizational training programs?
How does commonly accepted but erroneous information (e.g., affirmative action means quotas, women with children are disengaged from the workforce, people with disabilities have lower performance), affect diversity learning in universities and organizations? What stereotypes and misperceptions are present among trainees at the beginning and end of training programs? What measures are effective in changing misperceptions? Do demonstrated changes last over time?
How is diversity content taught in other courses, such as principles of management, human resources, employment law, organizational behavior, leadership, and ethics? How can diversity information best be infused into such courses? What textbooks effectively include diversity components or themes?

Submissions should be received by September 1, 2007 and should be accompanied by an assurance of originality and exclusivity. Submissions should adhere to the “Style and Format” guide that can be found at www.aom.pace.edu/amle and should be submitted via e-mail in MS Word format. Submissions for Essays, Dialogues & Interviews should be sent to Myrtle P. Bell (mpbell@uta.edu) and those for Research & Reviews should be sent to David A. Kravitz (dkravitz@gmu.edu). Authors are encouraged to discuss ideas for submission with the guest editors in advance.

All submissions will be subject to a double-blind peer review process, with one or both of the guest editors acting as action editor, and final approval coming from the journal editor. Invitations to revise/resubmit will follow initial submissions in approximately 3 months. Final acceptances will be made by May 2008.

Research Funding Available From SHRM Foundation

The SHRM Foundation, an affiliate of the Society for Human Resource Management, is now accepting funding proposals for high-impact HR research with clear applied implications.

The Foundation has changed its funding criteria for 2007:

Maximum funding has increased from $75,000 to $200,000 per project.
Proposals no longer need to address a specific RFP.
Restrictions on personnel costs have been removed.
University overhead may now be requested.

Submission deadlines: April 20 and September 21, 2007

Visit http://www.shrm.org/foundation/foundguide.asp, for complete details or contact Beth McFarland at bmcfarland@shrm.org for more information.