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HRM30060

Academic Year 2026/2027

An Introduction to Equality, Diversity & Inclusion (HRM30060)

Subject:
Human Resources Management
College:
Business
School:
Business
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Ms Maeve Caraher
Trimester:
Autumn and Spring (separate)
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The module aims to examine the origins and theories of inequality in employment, as well as the mechanisms for tackling these inequalities. Labour market data and the main theoretical explanations for the segregation of labour by various diversities will be examined. The economic, political, and social context in which such divisions are perpetuated will also be examined.
The module is also concerned with attempts at overcoming inequalities in the workplace. This involves a critical examination of equal opportunities and managing diversity in theory and practice, including legislation at domestic and EU levels, as well as employer and trade union initiatives and procedures.

About this Module

Learning Outcomes:

On completion of this module students will be expected to be able to: -
(i) Understand the social construction of identity and of inequalities and consider how they play out in employment.
(ii) Identify labour market data that accounts for the division of labour in occupations and seniority along diversity lines.
(iii) Critically assess the main theories of employment inequality across various diversities.
(iv) Critically examine equality policy and legislation relating to achieving greater equality in the workplace.
(v) Understand ‘best practice’ in HR policies regarding gender, race, age, disability, and sexual orientation at work.


Indicative Module Content:

This modue will critically examine EDI practice in organisations through an exploration of theory from various disciplines to explain issues related to EDI. it will also seek to shape an understanding of the the challenges and issues affecting ecmployees and martinalized group in the workplace. It will explain how workplace EDI policies and practices work and the issues they are designed to address. Key topics therefore are hisotry of EDI; EDI terminology and definitions; history of EDI; EDI concepts and theories; EDI policies and practices; consideration of some marginalised groups from the following: disability, age, gender, race, LGBTQ+ identities; religion & belief.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

60
Autonomous Student Learning

40
Lectures

24
Total

124

Approaches to Teaching and Learning:
Lectures. Student engagement is required. Thus pre-reading is essential.
AI Permitted for Limited Support - students may use AI tools for limited support in this module (e.g. idea generation, practice questions or as a study aid). Students remain fully responsible for the accuracy and reliability of their work. Any use of AI must be cited appropriately.

Requirements, Exclusions and Recommendations
Learning Exclusions:

BBS - Managing Diversity in Employment


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): This component will either be an essay OR a management report. Week 12 Graded No
50
 Yes
Portfolio: A portfolio comprising of THREE submissions - 50% Submission weeks 2,4 and 6.
 Week 2, Week 4, Week 6 Graded No
50
 Yes

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Each student will receive an individual grade with some brief individual feedback. General feedback will be given to the class. Any student who requires more in-depth feedback can request it within two weeks of received the grade.

Core Text: Kirton, G. & Greene, AM. (2022) The Dynamics of Managing Diversity & Inclusion: A Critical Approach. Abington, Routledge.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - Autumn: All Weeks Wed 16:00 - 17:50
Spring Lecture Offering 1 Week(s) - 20, 21, 23, 24, 25, 26, 29, 31, 32, 33 Mon 13:00 - 14:50
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