INTRODUCTION:

The development pattern has been moderate and marginally unpredictable on occasion, especially 0from 2008 when the extent of women in top administration levels dropped 3.4% from 2006 and has just developed to 20% in 2012. Notwithstanding the social factors, a positive relationship was recognized between government backing and women’s situation in the working environment. European nations like Norway, Denmark and Sweden indicating the most elevated level of government backing and women’s work environment position in the work environment.

Latin America, these two districts rate lack of ace family open arrangements/support services as one of the main three hindrances to progression for women while in while in Europe, this isn't viewed as a significant obstruction.” Despite the fact that women make up most of the educational talent, 0with 60% of global graduates being female, the trends of women in top management do not indicate a similar progression to that of the increase in educational talent.

LITERATURE REVIEW:

Jackson E. Susan (2005):

The research was based on higher education groups. Top higher education teams, boards, task services, subdivisions, higher education and student teams working on various projects 19 journals in total SWOT analysis for each of the formulated research questions. Readily identifiable, relation-oriented traits like sex, racio-ethnicity and age, readily identifiable attributes were reported to be 89% of all the diversity reports very few (5%) diversities studies were on personality attributes. Rarely there was any attention on improving the consequences of diverse teams. Not many literature reviewed by the authors fit the Indian context .The emphasis on refining the effectiveness of diverse groups was rare and this could have been addressed However, there can be many ways in which diversity management can be improved which were not studied.

Pitts W. David and Wise (2010):

This research studies the ways in which public higher education sector in the present era are burdened with many HRM tasks that come from workforce diversity. U.S based journals that publish examination on high education matters. Authors used only secondary source of data The authors used or DM as the independent variable, with the parallel dependent variable being an consequence The author also used DM as a dependent variable, with a sequence of environmental issues The main conclusion is that 10 years ago, studies on diversity had limited practicality for public sector managers. The study has limited share of current research. The authors focus was on matters of gender or sex and more than one third focused on ethnicity and race Research on other diversity attributes such as age, disability, or sexual orientation was not available. This study has taken into account various literature a small collection of research is not enough to use the results without any uncertainty and current study is not intended to answer the question “What works?”

Cooke Lee Fang and Saini Debi (2010):

What are the changes in the methods to DM between higher education sectors through diverse practices of ownership especially between local education sector functioning in India. A case study method assumed Document analysis semi- on-site observations was done in form of structured interviews.

Workplace discrimination and probable judgment are a realism The lack of a proper DM strategy does not mean that the higher education sector does not take an vigorous approach to managing diversity Most of the higher education sector’ DM approach concentrates more on gender parity issues and to a minor focus on ethnic/religious parity. Other forms of work setting ignored.

Derven Marjorie (2016):

In today’s working environment, attaining the right mix of skilled employees in each team is not the only concern. This article focuses on how to leverage diversity and inclusion in todays working scenario. For this author developed a model to help higher education sector. It helps to adopt and use a model for implementing a successful global virtual team. For this, the author has illustrated the uniqueness of the model by showing its applicability and usefulness by means of three different cases .The author illustrates a model, which gives an agenda for global virtual teams, which shows the importance of team creation. The author defines diversity as all noticeable differences or features that may not be visible externally. There are new ways in which we can work, since we are living in an interconnected world therefore teamwork and speed are utmost important The global borders are becoming leakier, therefore one needs to understand the differences and build inclusive behaviors which will foster innovation and growth. This will in turn promote a reputation as an employer of choice.

JanssensMaddy and ZanoniPatrizia (2005):

Authors concisely evaluate the literature examining the main reviews to the socio-demographic approach to diversity. Collecting data and analysis, authors present the four cases, relating to how they establish work to offer detailed services The authors analyses how diversity is agreed on in each education sector Determine critical theoretic deliberations on the way different groups of work. Diversity is not only socio-demographic but the education yield their own views of diversity and cope it in ways that are in line with those views Diversity is understood to the way certain socio demographic changes disturb the delivery of services and are hence possible to add towards hindering the accomplishment of goals of the Indian higher education. Each education’s method of higher education of diversity including its policy and practices was based on this view and was engaged at making sure that diversity would add to or not hinder organizational goals. The projected theoretic viewpoint has showed the probability of connecting diversity and organization of work to elucidate the various strategies that organizations accept. Further studies can take advantage from structure on this theoretic understanding, which surrounds diversity in the relation to production to clarify why specific changes get prominent and are appreciated or undervalued.

OBJECTIVES:

1. To study the present diversity management policies.

2. To study the contribution of diversity management variables on employees performance.

3. To analyze the diversity management variables.

4. To suggest appropriate diversity management model/framework for better diversity management.

RESEARCH METHODOLOGY:

Sample Method: Random Sampling

Sample Size: 69 respondents

Respondents: Higher education sector and colleges.

Sampling design: Probability sampling

Data source: Primary data as well as secondary data

Research instrument: Questionnaire and site visitation is used as a research instrument.

Research territory: Bangalore

Research Approach: Survey Approach

So, we came up with this project to identify and study the diversities of Indian Higher education sectors

ANALYSIS AND INTERPRETATIONS:

Firstly, the literature review uncovered 14 higher education culture factors affecting gender diversity in Indian higher education sectors. Compare the factors across two groups; nine factors were significantly different between the two groups. In higher education with "High" gender diversity levels, eight were less prevalent, indicating that these factors contribute to an enabling higher education culture for increased gender diversity levels. 0In higher education with "Low" gender diversity levels, seven were more prevalent indicating a less conducive environment for increased gender diversity levels.

Secondly, the force-field analysis revealed the different strengths of each factor, as well as the contrasting strengths for promoters and inhibitors. Across the four categories of the culture framework, "Patterns of interaction" represented strong promoting factors while "Practices" represented strong inhibiting factors. The strongest promoters for increased gender diversity levels were "Leadership Commitment" and "Decision Making Power". The strongest 0inhibitors for increased gender diversity levels were "Leadership Styles", "Actual Gender Diversity", and "Placement".

Thirdly, difference between factors that promote and factors that inhibit increased gender diversity levels. Not one factor represented a dominant strength as both a promoter and an inhibitor. This indicates that in higher education with higher gender diversity levels, the factors that are as promoters for increased gender diversity levels are not the same factors perceived as inhibitors in higher education with lower gender diversity levels.

Finally, five factors were identified as strong to average across promoters and inhibitors. 2 factors were strong promoters and represented more subtle elements while the remaining three factors were strong inhibitors representing more practical elements. 0It is important for higher education to ensure there is strong leadership commitment to increasing gender diversity and addressing the underlying leadership beliefs while also focusing on improving tangible elements such as recruitment policies and actual gender diversity levels.

Table 1.

S. No.	Factor	Cronbach’s Alpha if Item Deleted
1	There is an underlying belief that men make better leaders	0.832
2	The dominant leadership styles display stereotypical traits of masculinity (i.e. authority ambitious, tough, arrogance etc.)	0.840
3	Women managers who display “masculine” leadership traits are labelled as “too aggressive” while those who display “feminine leadership traits are labelled as “too soft”	0.838
4	Ong working hours equates to success	0.850
5	Senior leadership positions require extensive travel	0.857
6	Flexible-time arrangements are not suitable for leadership positions in the company (for example, it is not feasible to work half-day, as leaders are expected to be continually present)	0.861
7	Leadership commitment and support regarding gender diversity is lacking	0.834
8	Gender diversity issues are driven by women leaders only	0.839
9	The actual gender diversity levels in the company’s senior leadership is very low	0.844
10	Recruiting managers tend to choose people who are similar to the leaders they are replacing	0.845
11	Women managers generally occupy support roles (for example, human resources, finance and other internal-facing roles)	0.834
12	Here is poor articulation of critical factors required to qualify someone for senior management positions	0.838
13	It is perceived that women have limited decision-making power and the ability to influence decision at the top of the higher education	0.836
14	Social gatherings are composed mostly of men, happen after hours, centered on “masculine” activities	0.846

The overarching aim of this research was to identify the key higher education culture factors that are influencing gender diversity levels in Indian higher education sector, mainly in senior and top management levels. The research questions aimed to understand the higher education culture factors promoting and inhibiting increased gender diversity levels, and determine the relative strength of each factor. The following findings emerged from the literature review and statistical analysis of this research study.

Secondly, the force-field analysis revealed the different strengths of each factor, as well as the contrasting strengths for promoters and inhibitors. 0Across the four categories of the culture framework, "Patterns of interaction" represented strong promoting factors while "Practices" represented strong inhibiting factors. 0The strongest promoters for increased gender diversity levels were "Leadership Commitment" and "Decision Making Power". The strongest 0inhibitors for increased gender diversity levels were "Leadership Styles", "Actual Gender Diversity", and "Placement".

Thirdly, clear contrast in factors that promote and factors that inhibit increased gender diversity levels. 0Not one factor represented a dominant strength as both a promoter and an inhibitor. 0This indicates that in higher education with higher gender diversity levels, the factors that seen as promoters for increased gender diversity levels are not the same factors perceived as inhibitors in higher education with lower gender diversity levels.

Finally, five factors identified as strong to average across promoters and inhibitors. Two factors were strong promoters and represented more subtle elements while the remaining three factors were strong inhibitors representing elements that are more practical. 0It is important for higher education to ensure there is strong leadership commitment to increasing gender diversity and addressing the underlying leadership beliefs while also focusing on improving tangible elements such as recruitment policies and actual gender diversity levels.

CONCLUSION AND SUGGESTIONS:

The reason for this part is to unite the significant discoveries of higher education culture and factors affecting gender diversity levels examined. From there on, suggestions to higher education partners are given and thoughts to future examination are proposed.

Even with significant proof demonstrating 0a positive relationship between’ s gender diversity and business execution, women 0are still underrepresented at senior administration, official administration and board levels. The proposed new Women Empowerment and Gender Equality Bill in India expect associations to fill at least half of all top and senior administration positions with women. The development 0trend in the extent of 0females in top administration 0positions has been moderate and has just developed to 20% in 2012. "With its slowed down development of extents in top administration levels, Indian higher education segment yet 0still have far to 0go to accomplish the prerequisites of the bill. This exploration study looked to comprehend the key higher education culture factors affecting 0gender diversity levels in Indian higher education segment, and determined that various components advance expanded masculinity and femininity diversity in higher education with higher gender diversity levels contrasted with factors restraining expanded gender diversity in higher education with low gender diversity levels. The examination brought knowledge into which higher education culture elements can be utilized as empowering influences to make a higher education culture that is Helpful for expanding gender diversity.

REFERENCES:

1. Jackson E. Susan, Joshi Aparna and Erhardt L. Niclas. (2003) “Recent Research on Team and Organizational Diversity: SWOT Analysis and Implications”, Journal of Management- Sage Publications

2. Pitts W. David and Wise Recascino Lois. (2010) “Workforce Diversity in the New Millennium: Prospects for Research”, Review of Public Personnel Administration - SAGE Publications

3. Cooke Lee Fang and Saini Debi S. (2010). “DM in India: A Study of higher education sector in Different Ownership forms and Industrial Sectors”, Human Resource Management, May–June, Vol. 49, No. 3, Pp. 477– 500- Wiley Periodicals, Inc

4. Derven Marjorie (2016). “Diversity and Inclusion Are Essential to A global virtual team’s Success” HUDSON Research and Consulting, Inc.- July

5. Janssens Maddy and Zanoni Patrizia (2005). “Many diversities for many services: Theorizing diversity (management) in service companies”- Human Relations; 58; 311- SAGE Publications

6. Cao Guangming, Clarke Steve and Lehaney Brian (2003). “Diversity Management in Organizational Change: Towards a Systemic Framework”- Systems Research and Behavioral Science- John Wiley and Sons, Ltd.

7. Knippenberg van Daan, De Dreu Carsten K. W. and Homan C. Astrid (2004). “Work Group Diversity and Group Performance: An Integrative Model and Research Agenda”- Journal of Applied Psychology Vol. 89, No. 6

8. Jehn Karen A.; Northcraft Gregory B.; Neale Margaret A. (1999). “Why Differences Make a Difference: A Field Study of Diversity, Conflict, and Performance in Workgroups”- Johnson Graduate School of Management, Cornel

Received on 08.10.2020 Modified on 31.10.2020

Asian Journal of Management. 2021; 12(2):205-208.

DOI: 10.52711/2321-5763.2021.00031