ObjectivesThis study explored new models of diversity for health professions education that incorporate multiple attributes and examined differences in diversity based on urbanicity, geographic region, and institutional structure.MethodsSimpson’s Diversity Index was used to develop race, gender, and interprofessional diversity indices for health professions schools in the United States (N = 318). Sullivan’s extension was used to develop a composite diversity index that incorporated multiple individual attributes for each school. Pearson’s r was used to investigate correlations between continuous variables. ANOVA and independent t-tests were used to compare groups based on urbanicity, geographic region, and Basic Carnegie Classification.ResultsMean (SD) for race, gender, and interprofessional  diversity indices were 0.36(0.17), 0.45(0.07), and 0.22(0.27) respectively. All correlations between the three indices were weak. The composite diversity index for this sample was 0.34(0.13). Significant differences in diversity were found between institutions based on urbanicity, Basic Carnegie Classification, and geographic region. ConclusionsMultidimensional models provide support for expanding measures of diversity to include multiple characteristics and attributes. The approach demonstrated in this study enables institutions to complement and extend traditional measures of diversity as a means of providing evidence for decision-making and progress towards institutional initiatives.

Purpose – This paper seeks to describe the work of Ian Macneil, a legal scholar advocating the use of relational contract theory and behavioral norms to evaluate exchange relations in business. The aim is to show through bibliometric and comparative analyses that Macneil has influenced management scholarship and dialogue about relational contract theory to an extent not recognized by management scholars. Design/methodology/approach – Evidence of impact is evaluated through a bibliometric analysis of primary and secondary citations. This is followed by a comparison of Macneil's theory with four theories – integrated social contract theory, stakeholder theory, transaction cost theory, and rational choice theory. Findings – Results indicate that Macneil has had a substantial impact on researchers working in different business disciplines, from marketing to economics and management. Bibliometric analysis reveals that his work is widely cited, suggesting that Macneil's contribution extends beyond legal scholarship to influence business scholarship. Research limitations/implications – Implications are that Macneil's relational contract theory should be considered when developing frameworks for guiding research on workplaces that are increasingly relational, connected and global. This is especially relevant in cases where workplace exchange appears on the surface to be non-contractual and based on societal customs and norms. Originality/value – This paper recognizes the work of a major legal scholar in the formulation and discussion of relational contract theory in business scholarship. It introduces concepts that can support and act as a guide for future research on forms of relational exchange and recognizes the importance of Ian Macneil's work in supporting that research stream.

No abstract

No abstract

The role and impact of diversity in higher education has permeated conversations about student access and achievement for many years. Language articulated by various courts suggests that higher education policies should reflect a broad conceptualisation of diversity beyond that of the magnitude and proportion of race and ethnicity, yet institutions struggle to measure diversity in a manner that effectively supports the management of diversity goals and meets the legal requirements for targeted strategies. Building on methodologies from biology and political science, this paper proposes a new way of conceptualising and measuring diversity that addresses the limitations of traditional diversity metrics and accounts for race and race-neutral attributes within a single model. Using data from over 1500 colleges and universities, the development of a composite diversity index is demonstrated as a strategy for meeting organisational need to account for and measure multiple diversity attributes.