Diversity isn’t a one-off task, it’s a learning journey

Equality, diversity, and inclusion (EDI) initiatives in higher education face increasing scrutiny and, in some cases, direct opposition. Across different sectors, we see policies designed to create more inclusive environments being challenged, defunded or deprioritised. This change means it’s more important than ever for academics to embed diversity into their teaching practices – not as an institutional requirement, but as a core part of effective education. 

A truly inclusive learning environment benefits everyone, strengthening critical thinking, collaboration and real-world problem-solving skills. From our perspective, when we celebrate diversity, we create spaces where everyone feels valued.

Is a focus on diversity a sign of diminishing academic standards? No, it is not. Diversity and inclusivity enhance educational experiences without compromising quality, but they require careful implementation at the classroom level, as well as institution-wide. Most importantly, we must carefully shape policies that reflect our values.

Why diversity matters

You have probably heard that employers today want graduates who can collaborate in diverse teams and adapt to a constantly changing work environment. But, crucially, a diverse campus reflects the complexity of the real world. It gives students opportunities to encounter different viewpoints, have their assumptions challenged and grow through collaboration. For instance, a group project may bring together students with different individual approaches to a problem, resulting in a solution none of them could have developed on their own. That is diversity in action. 

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Yet, creating an inclusive environment is not without challenges. International students often struggle with language barriers or cultural differences, while first-generation students might feel out of place. Curricula that lean heavily on western perspectives can unintentionally marginalise others and when students do not see themselves represented, engagement suffers. Inclusivity is not just about representation; it is about ensuring every voice is both heard and valued. 

Who is responsible for harnessing diversity within higher education?

Many universities are making progress, and it is easy to think universities hold all the responsibility for diversity, but the truth is, it is a shared effort. Faculty and students are just as important in making it work. 

Universities can set the stage by ensuring policies are published, reviewed and subject to Equality Impact Assessment (EIA) on a planned basis. They should provide an environment of equal opportunity, free from discrimination by addressing barriers like admissions biases. But diversity truly comes alive in the classroom and across the campus community.

Essentially, good teaching is not just about sharing knowledge, it is about adapting to different learning styles and making space for a variety of perspectives. 

We have made a conscious effort to integrate global perspectives into our teaching by incorporating case studies and examples from a range of cultural and regional contexts. 

Specifically, in one of the enterprise modules, we explore how a tech start-up in Silicon Valley scales its operations compared to a social enterprise in a developing country, such as a microfinance venture in Africa. This approach helps students recognise that while entrepreneurial principles may be universal, their application often requires adaptation to local contexts. It also allows students to appreciate the diversity of practices within the field and understand how these can be applied in different settings. 

We are proud to have worked alongside Robert Gordon University and the University of Stirling to deliver a Women in Business programme designed for women with caring responsibilities, providing a supportive space where they can connect, learn and grow. 

Diversity is a team effort, and when everyone contributes, the benefits are huge. Students play a key role in fostering inclusion by connecting with peers from different backgrounds, challenging biases and shaping a more inclusive academic community. In our teaching, we have facilitated cultural exchange activities such as group projects with diverse teams and international food-sharing events in our Paisley and Lanarkshire campuses. These experiences create opportunities for students to celebrate their backgrounds, build friendships and develop intercultural skills, essential for the workplace.

Even in the classroom, small changes can have a big impact. One simple yet powerful exercise we have introduced involves students sharing songs in their native languages and explaining their meanings. This not only provides insight into different cultures, but also enhances listening and presentation skills, as students translate lyrics and explain the significance behind their choices. These moments encourage laughter, curiosity and a stronger sense of belonging, turning the classroom into a dynamic space for cross-cultural learning.

These little steps make people feel appreciated. We know from experience that representation matters. When students see leaders and faculty who share similar experiences, it helps students feel more confident and connected. 

We should also harness technology to bridge gaps, such as providing subtitles on lectures or offering virtual exchange programmes. In our digital marketing courses, we have integrated virtual reality (VR) simulations to provide hands-on training. These tools allow everyone to participate, regardless of location or language. With these efforts, students do not just learn about diversity, they live it, inside and outside the classroom.

Moving forward

With so many global challenges in the headlines; war, climate change, shifting economic and social landscapes, universities need to consider the extent of the role they must play in shaping the leaders of tomorrow. We must go beyond just saying we value diversity and truly make it a driving force for growth and innovation. Embracing diversity is not a one-off task, it is an ongoing journey. It starts with small actions: welcoming those who seem different, questioning our own biases and taking time to learn from people with different experiences. 

Let us remember that diversity’s transformative power lies in how it is nurtured and allowed to grow. By working together as students, staff and institutions, we can make universities places of learning but also vibrant hubs of opportunity and global understanding. 

Ibiyemi Omeihe is a lecturer in enterprise and Kingsley O. Omeihe is a senior lecturer in marketing, both at the University of the West of Scotland.

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