The approach to EDI by Higher Education Institutions (HEIs)
As both employers and education providers, many HEI’s have chosen to take a robust approach to equality by establishing Equality, Diversity and Inclusion (EDI) policies and strategic plans.
In the UK, we are required to adhere to the framework of the Equality Act 2010.
As a baseline to protect people from discrimination in the workplace and wider society.
Through taking a robust and proactive approach to EDI.
Some HEIs might be aiming to prevent more serious issues from occurring at a later date.
Such as bullying and harassment, whilst others might simply think it is the right thing to do.
Some institutions opt to go one step further by adopting Diversity, Equity and Inclusion (DEI) policies and strategies in which equality is replaced with equity.
Whilst equality is ensuring that everyone has the same opportunities and no one is treated differently.
Or discriminated against because of their personal characteristics.
Equity is recognising when disadvantages and barriers exist.
So that resources and support can be given to those at a disadvantage.
Ensuring equal access and opportunities for all.
What are the benefits?
HEIs making considerable efforts to tackle EDI.
may feel that moral and ethical obligations are a key driver for implementing their plans, but what are the benefits?
Can tackling inequality drive growth?
Some HEIs, such as University of Oxford think taking a robust approach to EDI makes good business sense.
From a staff perspective, because ‘feelings of inclusion boost retention and productivity’ and ‘evidence shows that diverse teams make better decisions and produce better results’.
Providing evidence of growth can help to give the justification required for running EDI programmes.
How will HEIs know if their EDI plans are driving growth without first putting in place some measures to collect data?
And of those HEIs already collecting data, how many of them are using the right measurements to be able to see the picture clearly?
It could be argued that the first step to tackling inequality in HE is to recognise that addressing EDI needs to be a constant effort.
Something that having EDI policies in place in institutions can help to do.
Ensuring the right values are embedded in higher education requires a values-driven inclusivity framework.
And the processes to effect that change.
Being EDI-responsible cannot rely on the moral responsibility of selected self-driven individuals.
It needs systemic change focused on processes’ writes Sankalp Chaturvedi, Professor of Organisational Behaviour & Leadership, Vice Dean (EDI) at Imperial College London.
Professor Chaturvedi recognises that ‘students are customers who can vote with their feet’.
And thus HEIS must fill their courses with paying customers to ensure they cover their costs.
Change in visa rules
The change in visa rules for family members of international students in January 2024 resulted in a significant drop.
In the number of applications and admissions for international students.
This has resulted in a loss of income for many institutions, contributing to some challenging financial situations.
With the rising cost of living and student fees at a high and potentially increasing further.
HEIS need to appeal to as wide a customer base as possible.
Making inclusivity all the more important in driving sustainability in student numbers and potential growth.
Whilst some might view Higher Education as somewhat elitist.
For many others, it represents an opportunity for social mobility.
There has been much written about the role of EDI and representation in role models.
Encouraging disadvantaged minority groups to pursue their goals.
Billie Jean King’s famous quote ‘if you see it, you can be it’ stems back to her ground-breaking work for women in sport, but the ethos of her words can transfer to many different circles.
Higher Education Institutions (HEIs)
Many HEIs aim to have a diverse leadership team.
To set appropriate priorities and foster an inclusive culture.
In theory, it should attract the widest talent pool for staff and a diverse student body.
Encouraging and making all people feel welcome.
HEIs are businesses that provide education and research.
But all businesses can benefit from a diverse leadership team and workforce.
The students of today will make up a large part of the workforce of tomorrow.
There is research to show that diverse leadership in business can lead to greater profitability.
Recent McKinsey research found the business case for diversity in executive teams is stronger than ever.
The analysis showed that companies in the top quartile for gender diversity on executive teams.
And those in the top quartile for ethnic diversity on executive teams were 25 and 36 percent.
Respectively, more likely to have above-average profitability than companies in the fourth quartile.’
Perhaps surprisingly, they found ‘the greater the representation, the higher the likelihood of outperformance.’
This points to the wider benefits in terms of growth being realised after students graduate.
These benefits could be returned to HEIs through the success of their alumni.
Having a strong track record of producing successful alumni helps to build the reputation of an institution and could attract more students, top-quality talent and potentially commercial income or philanthropic gifts.
Further considerations
Aside from the business benefits, there are also funder requirements to consider, as a large proportion of income for HE research and innovation is either allocated from funding bodies such as UKRI or won in grants from other funders.
UKRI uses the Research Excellence Framework (REF) to determine how much taxpayer funding is allocated to an institution and part of the reporting requirement for an HEI is focussed on indicating how well it is addressing inequalities.
In addition to this, UKRI’s strategy is built around the view that ‘Equality, diversity and inclusion are integral to UKRI’s vision and mission.’
And that ‘including and valuing a broader range of people and talent will help us achieve the extraordinary potential of research and innovation to improve lives, promote economic growth, and support a knowledge economy that benefits everyone.’
Can EDI bring more research income?
Of course, EDI is not the only factor that could bring an institution more research income.
However, it remains an important consideration for funders and judging by the proposals for future plans that hint at an even more prominent position for EDI within the REF impact framework, it will continue to play a part in growth for HEIs.
This makes it all the more important that there are proper EDI programmes and measurements in place.
This helps strengthen the perspective that this is an area that needs constant review and attention.
Undoubtedly, tackling EDI can drive growth, within HE and in wider society.
But perhaps equally as important is the role of EDI in helping to make good citizens.
As Professor Chaturvedi says:
‘As our students enter the workplace, it’s crucial they do so as adults who have learnt throughout their entire experience of education (including how they themselves have been treated) to have empathy for, and actively listen to, the perspectives and needs of others.’
So, aside from the business need to provide justification and evidence that the effort put into tackling inequality can and has driven growth.
The wider outcomes of EDI (which are often more difficult to measure) also carry great importance for HEIs in their role as education providers.
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