Cultural equity, diversity, and inclusion for academic tertiary staff

Abstract

With the growing internationalisation of education, there is an ever-increasing need to embrace cultural equity, diversity, and inclusion (EDI) in Australian tertiary education and worldwide. While much research has focused on students’ experiences in the higher education context, less is known of the experiences of academic staff. The purpose of this data-driven, qualitative study was to explore the strengths and barriers to cultural EDI at one Australian university. Interviews with academic staff from across the university who identify as belonging to one or more cultural groups (e.g., Australian Aboriginal, Australian Caucasian, Australian Caucasian “no cultural background,” Asian, Middle Eastern, etc.) provided rich data on both the positive and negative attributes of cultural EDI-related practices at the university, including their recommendations on how to improve in this area. This study highlights the need for further research into cultural EDI from a broader perspective (not limiting to just one cultural group), a need to further explore the genuine strengths that universities already possess in the cultural EDI area, and a need for more in-depth explorations of the barriers to cultural EDI. Based on study findings, several recommendations are made for universities seeking to enhance cultural EDI in their respective institutions.