![]() Additionally, we cannot ignore the positive impact that working in diverse environments with people from a broad spectrum of backgrounds can have on all students living and working in a multicultural society, or those who will enter a globalised business world (Arday, 2019). The research goes on to identify that having a more diverse workforce is a key factor to addressing the attainment gap (Universities UK, 2019). Within this research, student participants across 99 universities were asked about relevant contributing factors to any ethnicity attainment gaps – the highest response (87%) was the lack of HE role models representing all ethnic groups. Supporting this, a 2019 report identified five steps to improve black and ethnic minority student outcomes, one of which being ‘developing racially diverse and inclusive environments’. Therefore, the focus is rightly shifting from the student to the institutional barriers and inequalities of the awarding institution, rather than ‘improving’ or ‘fixing’ the student (Advance, 2021). ![]() ![]() This is in sharp contrast to the diversity of the OU student body, of whom 14% are from non-white backgrounds, a percentage which is reflective of the UK population as a whole.Īs the student population is progressively increasing in diversity, it is recognised that HEIs need to focus more on addressing the awarding gap between white and black and ethnic minority students. Of these, 95% are from white backgrounds, 92.3% within the Faculty of Business and Law. The OU has over 4000 ALs, the largest body of academic staff at any UK university. Associate Lecturers are responsible for teaching delivery, where they are the ‘face’ of OU academic staff for students. The project was premised on the fact that the largest group of stakeholders, after students, are the Associate Lecturers (ALs), also known as tutors. It is within this context that a review of recruitment practice has been undertaken by a project team consisting of academic managers within the Faculty of Business and Law (FBL). Although we are influenced and led by the institutional culture surrounding us, we share individual and collective responsibility for challenging these norms. As institutions strive to ensure diversity is championed and that diverse viewpoints are reflected, it is equally important for individual decision-makers to reflect on their own recruitment practice and use their influence, experience and positions to lead positive change to ensure diversity and inclusivity, where their roles will allow. There is growing recognition across the higher education sector that an institution’s leadership should be representative of wider society. By Grace Allen, Joanna Mirek-Tooth, Christine Mera & Charlotte Luckhurst ![]()
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