CIICPD 2023

all of which are salient within a specific culture (Gaisch et al., 2019). In other words, they are crystallised through the adoption of social identities and revealed in specific cognitive processes. The third segment of the HEAD Wheel is the so-called disciplinary diversity that looks at both targeted cooperation between different professional groups and transdisciplinary intersection. In this context, it is argued that interdisciplinary collaboration is a vital ingredient to the solutions of the so-called ‘wicked problems’ and ‘grand challenges’ outlined by the 17 Sustainable Development Goals (SDGs). It is argued that these complex global issues can only be resolved through the efforts taken by numerous nations, disciplines and stakeholders. Here, too, it is believed that the exchange of disciplinary expertise and the change of perspective may result in increased creativity, a higher degree of innovation and consequently better results for the solution of the challenges at hand. In the context of higher education, disciplinary diversity seems to increasingly become a strategic imperative for graduate employability. For a rapidly transforming employment market, new job profiles that also entail entrepreneurial and innovation skills, intercultural understanding and critical thinking ability have become a critical asset (see Yerevan Communiqué, 2015, p. 113). As for the fourth segment, the one concerning functional diversity , it looks at how individuals within an institution of higher learning assume different roles and responsibilities. It is argued that persons that operate in cross-functional teams, departments and structures are more capable of changing perspectives and translating department-specific needs and requests to persons outside the functional confines at hand. In other words, they are better at communicating internal concerns to persons outside their department due to their multi-professional orientation. The more people work outside their narrowly defined roles, the higher the chances for organisational learning, better team cohesion and team performance. In addition, working in functional groups may help to detect blind spots that typically impair an agent’s capacity to see beyond one’s department or discipline. The last segment of the HEAD Wheel is the one of institutional diversity and points to the advantage of inter-organisational diversity. It refers to the collaboration with external stakeholders (that could be different HEIs, authorities, industry, company related cooperations and many more). While companies are predominantly driven by an economic strategic approach when interacting with each other, universities also promote mutual exchanges of experience for the sake of societal contribution. Given that the wheel has no designated access point, it lends itself well as a gateway and entrance portal to various angles of diversity. Due to the interconnected nature of the wheel, different agents can enter diversity-related issues through one of the five HEAD Wheel segments and therefore approach them through different doors, with differing rationales and various purposes. Here, two aspects should be discussed in more detail. The first is the concept of intersectional invisibility, which addresses the process of making specific persons with specific traits visible or invisible. In other words, there are targets that belong to multiple subordinate identity groups (Sesko and Biernat, 2010; Purdie-Vaughns and Eibach, 2008), and experiences of intersectional invisibility increase the likelihood of being

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