Common challenges to implementing effective EDI strategies in HE

By Nicola Parkes, Senior Consultant / 25 October 2024

In this article, the first in series of insights focussing on Equity, Diversity and Inclusion (EDI), we explore common challenges facing the HE sector.

Institutions are grappling with the challenge of implementing actionable EDI strategies which make a tangible difference to the lives of staff and students. Through our work with UK universities, we have identified several common challenges that institutions face in delivering EDI initiatives with positive and sustained impact.

1.     Translating intention into action

• Typically, there is positive intent – leadership teams recognise that EDI is not something to be ignored and requires attention, persistence and adequate resourcing. Commonly though, we see this intention is not always backed by demonstrable and consistent leadership behaviours.

• As can be the case with sustainability and wellbeing initiatives, EDI work has the danger of becoming a ‘tick box’ exercise which is more performative than it is substantive. Whilst there is a growing understanding and emphasis on developing robust policies, mechanisms, and systems to support EDI initiatives – execution and positive impact sometimes lag behind the intent.

• So, whilst it is encouraging to hear senior leaders say the right things and set the direction of travel, this alone is not enough to create meaningful and lasting change.

2.    Data, data, data

• Better data leads to better decision-making, especially critical when resources are limited. But this assumes the right data is being collected, analysed and shared appropriately which is not always the case.

• There is often a sea of data available but navigating a way through these datasets to gain insights, address gaps, and make improvements is not always straightforward.

• To bring about significant change, a systematic approach to data governance that supports an insights-led approach to track performance and accountability is necessary.

3.    Embedding inclusive practice

• There's growing recognition of the need to embed inclusive practices throughout the student and staff lifecycle, but as one stakeholder summarised during a recent conversation, ‘How do we mainstream EDI?’

• The shift needed is as much about mindset as it is about underpinning systems and processes. Institutions increasingly need to think about how to embed inclusive practice across the staff and student experience from first engagement with the university through to graduation or retirement, helping ensure there are multiple touch points so that everyone understands their individual responsibility for EDI and is thinking about what this means in their roles.

4.    Representation

• The importance of diverse role models in leadership positions is critical for nurturing talent from under-represented groups. Whilst there is progress across senior levels in many universities, there is still some way to go.

• It is imperative that EDI initiatives and strategies are developed collaboratively, involving the communities these activities are intended to support.

• There's a growing expectation for leaders, especially those with inherent privilege, to actively support and create opportunities for others.

5.    Consistency

• The structural nature of many institutions means that the lived experience of staff and students can vary significantly depending on which part of the university they belong to, and in the case of students, this may mean multiple different experiences across several faculties, schools, departments.

• Local discretionary decision-making, at faculty level, for example, can lead to a lack of consistency in the application of EDI policy across an institution resulting in inequitable EDI practice and resource distribution.

6.    Getting the basics right

• To galvanise support, resources and institutional energy, it is important to be aspirational - generating excitement by developing a compelling EDI vision with clear and transparent goals outlining the changes needed and how everyone can play a part.

• But aspiration cannot stand alone in addressing systemic inequality. Institutions must establish a solid foundation by implementing effective systems and processes, as well as providing access to reliable data. This must be reinforced by visible leadership, open dialogue about challenges, and a transparent approach to addressing issues. Central to these efforts is a well-defined EDI vision and strategy, backed by sustainable funding.

• Without these crucial foundations in place, aspirational goals will fall short, failing to improve the reality for staff and students who bear the brunt of systemic inequalities. Only by combining aspiration with concrete action and support can institutions begin to create meaningful change.

While the challenges outlined above may be common to universities attempting to implement meaningful EDI initiatives, there are also many examples of significant leaps forward with EDI across HE, which include:

• A focus on inclusive curriculum design ensuring diverse perspectives, experiences and content is well represented.

• The roll out of Athena SWAN and the Race Equality Charters across the sector with growing numbers of institutions recognising the importance of striving to achieve these charter marks.

• The delivery of EDI training for staff and students to raise awareness about unconscious biases and provide strategies to mitigate their impact on decision-making processes.

• Widening participation programmes to encourage applications from underrepresented groups.

• Increased mental health awareness and support services for staff and students.

• A growing awareness and significant efforts to improve accessibility of both the physical and digital estates.

• Implementation of flexible arrangements to support staff and students with caring responsibilities and to promote work/ study-life balance.

• The development of inclusion networks and committees to grow awareness and support for specific communities across institutions.

But as we’ve highlighted in the challenges, the key is joining all these activities together in a strategic, whole-institution approach to support meaningful and lasting change.

Overall, universities are increasingly demonstrating a committed and multifaceted approach to EDI, but more must be done to affect real sustainable change. There's a need to push for more intentional, systemic, intersectional and bold approaches to creating inclusive institutional environments for staff and students.

Strive Higher has significant experience in culture change, inclusive leadership development, EDI strategic reviews and strategy development. If your institution is interested in making significant strides with EDI, please get in touch to discuss how we can support you.