Dear Chinyere,

This isn't my main focus in my research. However, this resource (and its references) may be helpful for you.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-4609.2010.00271.x

Best regards,

Mehmet

According the the Byeong Yong Kim (2008) in his article entitled ((Managing Workforce Diversity))

He argued that the diversity can be regarded as the broad spectrum of variation that distinguishes among the human resources of an organization.

This multidimensional view of diversity assumes that humans differ from

one another along any number of dimensions. Whereas some dimensions

are highly visible (i.e., race and gender), others are less so (i.e., values,

personality, education, experience, sexual orientation, and religion). Our

study goes beyond issues of gender and race to encompass the various aspects of diversity that affect firms. In addition to conceptualizing diversity,

it is important to clarify diversity-related concepts: equality versus

diversity; having diversity versus managing diversity and valuing diversity

versus managing diversity.

Hello! I think that you can use the Index of Learning Styles applied to management. I have a work about that, specifically about how the learning styles have influence on work group performance.

I suppose you wish for workforce diversity to teach the value of alternative and multiple perspectives in business education. One step would be to include various sections in all classroom projects: diverse businesses, customers, employees and service providers. Allot students to cover as diverse sections as practically possible. The sharing and discussions in class would lead to a sensitivity to multiple perspectives.

To promote the appreciation of diverse perspectives in business education, it is important to cultivate a diverse workforce. One approach is to incorporate various departments into class projects, involving different companies, clients, employees, and service providers. Students should be assigned to cover a wide range of diverse sections whenever feasible. By encouraging classroom participation and facilitating discussions, students can develop a heightened sensitivity to multiple perspectives.