How can higher education better support diverse students and staff to fulfil their potential? Find advice on university diversity and inclusion policies and actions that open pathways into higher education to non-traditional students and support student success for diverse cohorts by building inclusive institutions. Plus, learn how to achieve greater diversity at every level of academia and make everyone feel they belong.

Diversity and inclusion work

In an increasingly digital and connected world, the concept of internationalisation at home, by which students can learn and engage with global perspectives regardless of their location, is becoming more important. Even when students opt for local careers, their work will be impacted by increasing diversity in their own communities, by global developments and by events in other geographic areas. Introducing international and intercultural dimensions into university courses are therefore key elements that support students in their preparation for this future.Leveraging the benefits of diversityA student cohort with diverse academic, linguistic and sociocultural backgrounds is often promoted as an enriching experience for all students, helping graduates develop competences necessary to succeed in a globalised world. However, a number of barriers prevent students and lecturers benefiting from this diversity. Students often arrive on a course with distinctly different bodies of knowledge and expertise, and culturally different expectations for appropriate and effective classroom behaviour. In addition, they may experience cultural differences in values and communication styles and in language backgrounds and proficiency.What do equity, diversity and inclusion mean in the higher education context?Resources to help universities boost staff diversityHow can HE institutions become fairer and more inclusive?Lecturers can alleviate these perceived challenges by creating an internationalised learning experience that acknowledges the varied student perspectives and educational backgrounds and enables them to set their learning within a global context.Beginning with the end in mindEducators should start by determining what international and intercultural competences all their graduates are expected to master by the end of their programme of study. Once these competences have been identified, often in collaboration with external stakeholders such as employers, they should be reflected in the intended learning outcomes for the programme, which in turn should be used to inform the development of new or existing curricula. The course content, teaching and learning activities and assessment forms should all be designed to guide students towards achieving these learning outcomes.Teaching and learning activitiesThe international and intercultural dimensions of a given programme will vary according to the content or disciplinary knowledge to be learned. Students should be given the opportunity to develop both discipline-specific and generic intercultural competences as a result of the learning activities. This does not happen automatically, but lecturers can facilitate this with short activities fostering student engagement in class, as well as:group assignments and projects, where students work together in multicultural teams made up of “local” and international students or students from different disciplinary backgrounds or different ethnic, sociocultural or socio-economic backgroundsindividual or group assignments in which students work with peers from another higher education institution. This may be done in individual virtual exchange, collaborative online international learning (COIL,) a pedagogy in which students from different partner institutions work on joint projects, or blended mobility, which requires a combination of short group visits and online collaboration.Group assignments preferably include experiential learning activities that do not focus solely on academic content. These activities also need to draw on the different perspectives and experience that the students bring to the programme, and their culturally different approaches to collaboration and group work. Moreover, for intercultural learning to occur the activities need to invite students to reflect on their own and others’ values and behaviours and how these affect cross-cultural collaboration in their groups.International and intercultural learning can be rapidly advanced using physical mobility, but global perspectives may also be taught and learned by students who do not have the opportunity to study abroad or engage in virtual mobility. International and intercultural competencesFor lecturers to facilitate students’ learning in diverse groups, they need to possess or develop their own international and intercultural competences. In their roles as coaches or facilitators:1) Lecturers must possess sufficient knowledge of the world to connect their disciplinary content with wider evolving societal trends. This allows them to ask appropriate questions regarding relevant international and intercultural dimensions and link these to assignments that encourage students to address local or global societal needs through the application of their academic discipline.2) Lecturers should understand how to turn an experience of diversity into inclusive intercultural learning. By recognising intercultural incidents as opportunities for sharing and learning, and by facilitating intercultural group dynamics, the lecturer can leverage diversity in the student cohort to the benefit of all. This includes allocating time in the programme for intentional intercultural dialogue to spur the students’ awareness of diverse perspectives and experiences; to support a clear understanding of others who think or act differently; and to encourage openness and curiosity for collaboration within their peer groups, locally and globally. 3) Lecturers must be reflective practitioners and take an ethical stance in programme design and delivery. This requires an awareness of their own norms, values and biases, and of how these may influence decisions in programme design and classroom behaviour. They should recognise the fine ethical line between facilitating student learning and advocating their own personal values and beliefs, thereby promoting critical thinking and socially responsible behaviour.To create effective internationalised learning experiences, lecturers should assess and refine their teaching practice through ongoing reflective processes. The global landscape is ever changing and so the internationalisation of higher education must change with it.Jeanine Gregersen-Hermans is a senior researcher at the Sustainable International Business research centre at&nbsp;Zuyd University, and affiliated faculty at the Centre for Higher Education Internationalisation at the Università Cattolica del Sacro Cuore.  Karen M. Lauridsen is associate professor (emerita) at Aarhus University and affiliated faculty at the Centre for Higher Education Internationalisation, Università Cattolica del Sacro Cuore.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Add international and intercultural elements to teaching

Jeanine Gregersen-Hermans and Karen M. Lauridsen address how educators may create an internationalised learning experience for all students by including global and intercultural dimensions in curriculum design and delivery 

Bringing international and intercultural dimensions into your programmes

On the surface, universities’ recruitment and selection practices appear to be highly equitable and transparent – particularly in recent years. But dig under the surface and there’s no doubt that you’ll find hidden barriers to certain groups.Many are acknowledged to be under-represented among academic staff, based on intersecting identities of gender, ethnicity, disability and socio-economic background. This comes despite universities’ public commitments to equity and representation.Higher education institutions (HEIs) have undoubtedly tried to take steps to address a lack of diversity, usually through formal policies and processes that intend fairer outcomes from recruitment and selection processes.Campus webinar: Recruit, develop and retain the best staff in higher educationWhat are the barriers to success for under-represented researchers in STEM?How do universities successfully recruit faculty and staff?There have also been widely publicised attempts to introduce training in unconscious bias to help selection panels overcome the biases inherent in us all. Many universities have implemented structured interviews and diverse panels to try to instil a reliable and inclusive process.Thankfully, long gone are the days of overt forms of illegal discrimination; universities strive to attract applications from diverse groups through inclusive language, case studies and improved recruitment channels.So why do many universities report the continued under-representation of certain groups? Are we just going through the motions of transparent recruitment and structured selection processes? The data would suggest so.Hidden barriers in recruitment and selection practicesThe following points lift the lid on hidden barriers faced by under-represented groups in our recruitment and selection practices. The onus to adapt is on us as organisations, not individuals. By talking about the hidden barriers, we can help bring them down.Research metricsA scan of job descriptions and adverts reveals that the selection criteria used for academic roles are largely based on measurable research outputs such as publications, h-index, impact factor and income.This reliance on research metrics contradicts the reality of the broader role of the academic, who today is expected to be much more than a researcher. Lecturers are expected to be not only productive researchers but also educationalists, managers and strong administrators − as well as collaborative corporate citizens. Yet these broader contributions are not valued by selection panels, meaning that some academics are overlooked in the selection process. This includes if an academic has a lower h-index, fewer publications or an atypical career trajectory owing to caring responsibilities or a previous career in industry. It also excludes those who have taken on additional managerial or administrative roles.Our preoccupation with research outputs is undermining universities’ attempts to become more diverse, but commitments such as Dora are starting to help.Networks and cronyism Networks are key in academia. Access to jobs, conferences, peer-review processes, letters of reference and even editorships or co-authoring opportunities depends very much on networks. This has a double-whammy effect − those who cannot access such networks will be excluded from generating the research metrics outlined above and subsequently excluded during the selection process. This accepted form of cronyism is adversely impacting the outcome of recruitment processes.Academic inbreeding Academics in the UK are often employed in the same institution that awarded their PhD, meaning that the effects of networks and exclusion described above can start right at the point of entry into the higher education system if people do not have the “right” institution listed on their&nbsp;CV.Academic CVThe academic CV is unlike those in other sectors. The extent to which information is available to selection panels about academic candidates (including their networks, co-authors and research metrics) is unparalleled. Yet this accumulated data could be exacerbating bias and flawed decision-making in selection processes.Overall, it seems apparent that the existence of extensive, formal policy and a reliance on measurable research metrics could be giving a false sense of security to universities. It is incumbent on institutions to adjust our practices to be more inclusive. Optimistically speaking, I&nbsp;think the tide is slowly turning and universities are trying to adapt.&nbsp;How to navigate career barriers&nbsp;In the meantime, candidates can use these three tips to help navigate these barriers:Network, network, network As mentioned, academia is built on networks, so anything you can do to access these networks will help you. Many universities offer networking opportunities and coaching in the art of networking as part of their development plans to support up-and-coming career academics − speak to your HR or learning and development teams to see if your institution offers these opportunities. Similarly, employee-led networks can help open doors and connect you with different people.MentoringIt has been said many times before, but a mentor can really help with career progression – from interview coaching and spotting opportunities to giving you the courage to take the plunge with job applications and opening up (even) more networks. Many institutions have formal mentoring programmes, so speak to your line manager or head of department. Reverse mentoring has also become popular, whereby less-experienced academics mentor more senior staff.Take part in selection panels If you can help, even as an observer in a shortlisting or interview process, you can learn so much about the protocols, questions and criteria used. Your participation could also help spread the word about inclusive recruitment and selection practices to those who may not be aware of the hidden barriers described above, and you will help challenge the status quo. Universities have been encouraging more diversity on selection panels, so register your interest. Sign up to interview and selection training even if you’re not a hiring manager right now − the insight you gain could be invaluable in your own job search.Rebecca Jarrett is head of HR operations and resourcing at Cranfield University.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Despite surface appearances, universities’ recruitment and selection practices still present hidden obstacles to under-represented groups

We must dismantle the invisible career barriers in HE

I have an invisible disability: an autoimmune disease that wreaks havoc on my life every day. I was about to take some medical leave before the pandemic, but then something unexpected happened. The shift to remote work had a profound effect on my physical and mental well-being. I had more energy. I had fewer flare-ups. I was more productive because I was not spending so much time worrying or endangering&nbsp;my health by moving physically from one place to the next.So, last month, when a call for seminar proposals was sent to faculty, I requested to teach a first-year seminar remotely. My request was promptly denied because the university planned to “return to normal” in the fall. Rather than continuing to offer flexible, remote and online learning opportunities, my university decided that students had to attend classes in person in the autumn or else withdraw until they could.Unfortunately, my university is not the only one trying to force a return to normal, and this is probably due in part to the financial gain that comes when students live, dine and participate in events on campus.I started thinking about the students who could have benefited from a remote first-year seminar, and it hurt my heart to think of all those who found relief through remote learning options during the pandemic and were now having it all ripped away.Instead of taking the time to truly understand students’ backgrounds, experiences and challenges, and then adapting education to meet their needs, administrators and educators continue to make decisions based on their assumptions about students. Even worse, this type of thinking allows blame to be shifted to the student. Student A can’t come to campus next semester? That’s their fault, they should withdraw. Student B has to miss an exam because of a health problem? Too bad, they failed. Student C misses a class because they are&nbsp;a carer for a family member? It’s on them to figure out what they missed and how to make it up.&nbsp;The problem with designing instruction and college experiences for “traditional” students is that when you design for the average, as Todd Rose says: “you’ve literally designed it for nobody”. More than a decade ago, the National Centre for Education Statistics found that the majority of higher education students (73 per cent) had at least one of the following “non-traditional” characteristics: being independent for financial aid purposes; having one or more dependents; being a single caregiver; not having a traditional high school diploma; delaying post-secondary enrolment; attending school part time; and being employed full time”.The concept of a “traditional” student has held on for so long because it is easy to design and make decisions for this idealised version of a student. Educators don’t need to change their teaching approach if they continue to assume that all students show up to class ready to give their undivided attention because they are free from any burdens, stressors or anxieties. Administrators can continue to make decisions based on financial gain rather than students’ interests. This way of thinking is hurting college students’ experiences, success and outcomes, and this became even clearer in 2020 when several events, from Covid to Black Lives Matter, revealed how much students are struggling.I saw this first-hand during the shift to emergency remote teaching in March 2020. As I sought to design my spring 2021 courses, I considered how I might humanise the learning experience rather than pretend that all students were perfectly fine. I revamped my course based on Universal Design for Learning principles. I shifted to a model of ungrading, inspired by Jesse Stommel. And I added the following statement to my syllabus:“Learning isn’t easy. Learning in the midst of a global pandemic, climate change and increasing natural disasters, mass shootings, political and social upheaval, and civil rights movements, can seem impossible at times. I understand that there may be days/hours/moments where you don’t feel like learning or engaging in class. I hope you can find the courage to communicate this with me. I am committed to providing a learning experience that is inclusive, flexible, and meaningful. I need you to commit to prioritizing your well-being, asking for help and accommodations to support your learning, and being willing to have tough conversations in class (and with others outside of class) about how we, as a society, can collectively repair, heal, learn together, and move toward a more equitable and hopeful future.”In the end-of-semester reflections, several students mentioned how my approach to teaching allowed them to complete the course even when they were facing significant challenges and thought they would have to drop out.The pandemic has taken a devastating toll on people’s lives, families and mental and physical health, and yet it also served as a time of discovery and reckoning. It revealed that students need flexible, inclusive, equitable and accessible learning opportunities − something that should really have been obvious well before the pandemic.Colleges and universities can’t afford to return to normal. Erasing what was learned during the pandemic and returning to ignorance is a privileged stance that will make it harder for non-traditional students to succeed and easier for the privileged few to do so. This goes for non-traditional faculty&nbsp;like me, too. If colleges and universities truly want to succeed, they must seek to humanise education and eradicate the idea of the traditional student.Torrey Trust is&nbsp;associate professor of learning technology in the department of teacher education and curriculum studies at the University of Massachusetts Amherst.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Covid revealed that students need flexible and inclusive learning opportunities − something that should have been obvious well before the pandemic, says Torrey Trust

Returning to ‘normal’ is really a return to ignorance

Pardis Mahdavi explains how academics can ensure they support and enhance diversity work in their online teaching through her Jedi – justice, equity, diversity and inclusion – framework 

May the force be with you: driving diversity in online teaching 

Search committees at colleges and universities increasingly require candidates applying for faculty or leadership positions to submit diversity statements. And in the post-Covid online world, where interviews are truncated at best, we are increasingly reliant on applicants’ written materials.Universities across the US are now considering making diversity statements required for all faculty. Many institutions ask faculty to post diversity statements online for students to read before or during their course&nbsp;to demonstrate the institution’s and the individual’s&nbsp;commitment to diversity and inclusivity. Some universities even offer&nbsp;incentives such as merit raises for those willing to do so.A well-constructed diversity statement is especially important for online instructors who need to provide a carefully considered response&nbsp;to the additional layer of challenges that many students face when studying remotely.Equal research partnerships are a myth – but we can change thatEquitable teaching that creates pathways to success for all studentsHow AI and chatbots can deliver personalised career planning&nbsp;Here, we lay out some “red flags” to avoid and key frameworks&nbsp;to embed when writing a diversity statement.What to avoid – red flagsCommon mistakes or pitfalls&nbsp;when writing a diversity statement fall into three major categories:Diversity by proxyPersonal stories of redemptionThe exceptionalist argument.1. Diversity by proxyDiversity by proxy is when candidates borrow from the success of others, an organisation or programme. Candidates speak specifically about their department’s student demographics or a programme for students of colour that they direct, are part of&nbsp;or appreciate.Example 1: “_____ (university’s name) is one of the most diverse campuses in the country.&nbsp;We are ____% white, ____% Latin, ____% Asian/Pacific Islander, ____% African American.”Example 2: Candidates might mention success and claim some responsibility, implicitly or explicitly. “I’m a faculty mentor for the McNair&nbsp;Scholars programme and we have had wonderful, bright students who just need intense mentorship.”Example 3: The message of “I support success for people of colour” can be followed by surprise and self-congratulation. “We have students who do very well, one or two have even gone on to graduate school at very good schools! One of my students, from Chicago, a first-generation student from a single-parent household, is a first-year PhD student at Berkeley.”We called this “diversity by proxy” because the candidate’s example relies on numbers that tell us about where they are and not who they are or what they have done. Secondly, they are borrowing identity, status and achievement by linking themselves to the success stories of students of colour or faculty. In this way, they give undue credit to themselves as a saviour.2. Personal stories of redemptionCandidates write of personal experiences that have occurred outside of the academy and are meant to reflect their appreciation for diversity and inclusion and their dissatisfaction with racism.Example 1: They may write about an event that solidified their understanding of privilege:&nbsp;“I grew up in a small town where there was only one Indian family and one of the girls from that family became a close friend. And then, in the sixth grade, everything changed. She and I both auditioned for the school play, Annie, and it was clear that another girl got the lead because she was white and looked the part. But my friend was clearly better than everyone else. I felt bad for her but there was nothing I could do. And that is why I really feel so strongly about racism and exclusion and do what I can to help students of colour.”Example 2: They may also talk about how they work with and learn so much from their colleagues of colour and students of colour. The focus is on their feeling and how they assuage their feelings of social injustice by their engagement, but does this lead to fighting structural issues found in the academy?The playing field is never level, and so what do they do for those who they do not deem “clearly better”? 3. The exceptionalist argumentCandidates write that they are in favour of diversity and inclusion but have not been in a position to fight against exclusionary practices.Example 1: “Diversity is important but I can’t do it because my discipline is based on dead white men.”Example 2: Or “I believe in diversity, but I have not been in a leadership position where I might make decisions. I would be supportive if there were some people of colour.”The exceptionalist argument suggests that impact can only be made from certain positions, thereby exonerating most people who do not go against the grain. This obscures the roles that all faculty play in maintaining the status quo and contributing in small and large ways to discriminatory practices and negative outcomes for faculty, staff and students of colour.Bias can lead to mis-assessing students, even creating unequal learning conditions. A student may be characterised as “low achieving” when they may need greater encouragement or when they come from a high school with fewer resources. In committee work, colleagues may use different adjectives to describe the quality of work of women colleagues and colleagues of colour.  Are you interested in diversity issues? Check out our EDI channel, which is dedicated to advice and insight about equity, diversity and inclusion from academics around the worldWhat to include – key frameworksSome white colleagues ask:&nbsp;“Can white candidates write something that would be acceptable?” This is a valid question. We say:&nbsp;“Of course they can. And some people of colour will write poor statements.” A good statement could come in countless forms. While some may feel that they cannot write from a position of experience, this is absolutely not the case. Their experiences are different.We identify four elements found in strong diversity statements:Diversity as a strategyEvidence of addressing structural challengesRecognition and underscoring of the invisible labour done by faculty and staff of colourDemonstrated enlightened mentoring. 1. Diversity as a strategyCreating a plan, rather than simply doing an action, moves people beyond reacting and shows an understanding of intersectionality and the matrices of oppression.For online teachers, it is especially important to consider the contours of their students’ lives. The strongest statements are ones where they see that there are interlocking issues – food insecurity is connected to student learning, impression management with professors, matriculation and well-being. For example, an online teaching candidate may have buttressed student support with financial and social support and&nbsp;mentoring&nbsp;and even made changes to policies that excluded certain people or groups based on criteria that are unnecessary. The strongest statements are those where candidates articulate how diversity is used centrally in re-thinking budget, curriculum&nbsp;and access.2. Evidence of addressing structural challengesStrong diversity statements include examples of candidates advocating for structural changes. They show that they recognise and make systemic changes to address this. Candidates can write about “white space” and how they have educated others and implemented new practices that go against the status quo. They may have found systemic holes and problems that have disparate effects on women of colour. They may have counteracted systemic and institutionalised practices. For instance, strong candidates mention noticing varying language, such as different adjectives, in the evaluations of faculty, staff and students of colour. 3. Recognition or underscoring of invisible labour Supporting faculty and staff of colour must be multifaceted. It is widely known and acknowledged that faculty of colour have different experiences – they are counted on to take on certain services because they are a person of colour; students of colour look to them more than to white colleagues; and they face student racism. 4. Demonstrated enlightened mentoringMentors who are “woke” to and address structural challenges, who use diversity as a strategy, and who recognise or underscore the invisible labour and challenges of faculty, staff&nbsp;and students of colour will mentor in ways that have longer term impacts and that mitigate exclusion and discriminatory practices.  Mentoring is especially difficult in the online world, but candidates who write about ways they have overcome this demonstrate strong commitments to the work of the framework we call JEDI (justice, equity, diversity and inclusion).The JEDI framework is about more than one or two actions, and goes beyond a checklist. Thus, posting a diversity statement online is, in and of itself, not “enough”. However, this is an important part of systemic change when faculty post diversity statements, and these become an integral part of performance reviews and promotion. We are elevating the importance of JEDI work, and taking a step in the right direction of the structural changes needed for social transformation.Pardis Mahdavi is dean of social sciences at the College of Liberal Arts and Sciences and directs the School of Social Transformation, and Scott Brooks is an associate professor with the T. Denny Sanford School of Social and Family Dynamics, both at Arizona State University.If you found this interesting and want advice and insight from academics and university staff delivered directly to your inbox each week,&nbsp;sign up for the&nbsp;THE Campus&nbsp;newsletter.

Diversity statements are increasingly important for faculty, both when teaching online and applying for jobs. Pardis Mahdavi and Scott Brooks outline what to avoid and what to include when drafting a diversity statement

Diversity and inclusion work

Bringing international and intercultural dimensions into your programmes

We must dismantle the invisible career barriers in HE

Returning to ‘normal’ is really a return to ignorance

May the force be with you: driving diversity in online teaching

Diversity statements: what to avoid and what to include

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