What do equity, diversity and inclusion mean in the context of higher education? Academics explore how ED&I issues should shape universities’ teaching, culture and management
While they allow institutions to claim commitment to gender equality, kitemarks do little to challenge them on their actual policies, say Andy Phippen and Emma Bond
It’s incumbent on us all to ensure our universities offer inclusive and diverse settings in which anyone, regardless of their background, can flourish, says Craig Mahoney
Gender is often given priority in HE because it’s seen as a universal concern that affects all women, but this ignores racism within gender equality work, says Kalwant Bhopal
Our conventional, top-down approach fails to recognise that working adults often already possess many critical work skills, say Lisa McIntyre-Hite and Mackenzie Jackson
Isolation and shame pose big risks to recovery from addiction problems, yet on-campus support programmes are rare in the UK, say Suzi Gage and Shahroo Izadi
If we wish to transform our institutions, we must see EDI not as an end but as a tool to start recognising the power that feeds oppressive structures, says Manvir Grewal
Ibtihal Ramadan explains why Islamophobia remains absent from many universities’ efforts to tackle racism and what steps can be taken to address the problem at an institutional and individual level
Sue Bennett outlines a call to action for academics and institutions to recognise inequalities in access to, and proficiency with, technology among students and to help extend digital inclusion to all
