Higher education institutions face the challenge to promote diversity competence. We suggest a procedure which can help raise awareness for diversity issues amongst staff and students and thereby foster diversity competence and facilitate the implementation of diversity strategies within higher education institutions: to include a self-assessment tool regarding diversity competence in the regular teaching evaluation. In this research we complemented a well-established course evaluation tool that is widely used in Germany, the HEsaCom, by a new subscale measuring subjective gains in diversity competence. As part of regular teaching evaluations, 8700 questionnaires comprising the HEsaCom-scales and the new scale on diversity competence were collected in 1396 different seminars of a large university in Germany. Results show good reliabilities for all scales. From factor analysis, the new scale emerged as an additional subscale of the HEsaCom, with the established factor structure remaining unchanged. Students attending a cross-study course in which diversity had been a topic and students attending courses in which no participant had experienced social discrimination reported significantly higher diversity competence gains than students from the remaining courses. We discuss how higher education institutions can apply the questionnaire used in our study for their diversity management.

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作为高等教育常规教学评估一部分的多样性能力自我评估：提高对多样性问题的认识

高等教育机构面临着促进多元化能力的挑战。我们建议一种程序，可以帮助提高教职工和学生对多样性问题的认识，从而培养多​​样性能力并促进高等教育机构内多样性战略的实施：在常规教学评估中包括关于多样性能力的自我评估工具。在这项研究中，我们通过衡量多样性能力主观增益的新子量表补充了在德国广泛使用的完善的课程评估工具 HEsaCom。作为定期教学评估的一部分，在德国一所大型大学的 1396 个不同研讨会中收集了 8700 份问卷，其中包括 HEsaCom 量表和新的多样性能力量表。结果显示所有量表具有良好的可靠性。从因子分析来看，新量表作为 HEsaCom 的一个附加子量表出现，既定的因子结构保持不变。参加以多样性为主题的交叉学习课程的学生和参加没有参与者经历过社会歧视的课程的学生报告的多样性能力增益显着高于其余课程的学生。我们讨论了高等教育机构如何将我们研究中使用的问卷应用于其多样性管理。参加以多样性为主题的交叉学习课程的学生和参加没有参与者经历过社会歧视的课程的学生报告的多样性能力增益显着高于其余课程的学生。我们讨论了高等教育机构如何将我们研究中使用的问卷应用于其多样性管理。参加以多样性为主题的交叉学习课程的学生和参加没有参与者经历过社会歧视的课程的学生报告的多样性能力增益显着高于其余课程的学生。我们讨论了高等教育机构如何将我们研究中使用的问卷应用于其多样性管理。