Mission impossible: Improving EDI in universities without data

Without robust data collection, universities cannot fully understand the needs of under-represented groups or measure the success of their policies. Data is the beginning and end to solving any problem –  in order to understand a problem, you need to collect data, and addressing a problem requires data-informed interventions. As such, a lack of data stunts any progress in problem-solving; tackling problems in equity, diversity, and inclusion (EDI) in higher education (HE) is no different. Through our research, we’ve seen that a lack of available data for universities results in half-baked EDI initiatives, a lack of longitudinal policy measurement, and feeble paper commitments that does not address the needs or experiences of staff from under-represented groups.

As part our involvement in an initiative advancing EDI in universities, we interviewed 56 stakeholders across 10 countries in Europe – provosts, rectors, early-mid career academic and professional staff, EDI professionals and those under-represented in higher education^[1]. These interviews aimed to understand the challenges and supporting mechanisms affecting the career growth of under-represented groups in universities in Europe. One of the key challenges identified through these interviews was this issue of data.

1. Complete lack of data

According to 15 of our interviewees, a major challenge in tackling inequities in HE is the lack of available data on staff; this greatly limits a university’s understanding of the needs of their staff and students, the barriers they face, and equally limits their ability to address them^[2]. An Associate Professor from a research university in Portugal remarked that this lack of data can create an atmosphere of denial in an institution, and thus, an “open field for those who want to exercise discrimination.”

We need to collect and analyse data to identify disparities at different stages of academic progression and pinpoint where more effort is required”

Senior Lecturer, Research University, Ireland

In a 2019 survey of 159 universities in Europe, less than one-third of institutions had information about the ethnic or migration background of their students^[3]. This can be due to a lack of resources, cultural sensitivities on the topics, legal barriers to data collection, and the complexity of obtaining comprehensive data across different segments of the academic community.

2. Data lacks detail

When data is collected, it is typically on gender and age, not for example on ethnicity or socio-economic background, or lacks detail, this too was echoed by interviewees. Interviewees for example cited a lack of data from universities on those with disabilities in their institution and a lack of adoption of accessibility measures that hinder efforts to design an inclusive work and studying environment.

We lack the contextual information connected to the data we process, and therefore, the means to make decisions through a systematic analysis”

Former Director, Research University, Italy

Additionally, although the demographics in leadership positions may be publicly available, limited information exists on student demographics at universities. In the realm of education, a 2023 study suggested that the currently available EDI data does not equip educators in various subject areas and fields with the necessary information to examine numerous topics through an EDI lens and enhance the EDI literacy of students^[4].

Analysing and using the data

The issues in the earlier stages of data collection have knock-on effects in terms of data interpretation and interventions and make for an unstable foundation on which to build and evaluate policies:

 There are no proper measurement systems to evaluate the success of EDI policies on other types of diversity”

Dean, Research University, the Netherlands

Another example from a former university Director in Italy reported a lack of flexibility in using the data collected to adjust EDI policies and institutional objectives in real-time; this hinders a university’s ability toaddress critical issues faced by vulnerable groups promptly.

Supporting mechanisms

The good news is, beyond these numerous challenges, our research also brought forth several real-life examples of initiatives already in place that can help address this data issue.

Robust data collection

Several university staff we interviewed reported data collection for EDI initiatives through methods like in-house surveys, focus groups, and town halls, often coordinated by an institution’s dedicated EDI office. These offices can also act as part of the wider process for the reporting of misconduct or discrimination in a timely and effective manner. Of course, careful data storage and privacy protection are needed to capture such sensitive data, which can sometimes lead some institutions to externalise the process altogether. One such example is the Irish platform Inclusio which exists to help organisations take a data-led approach to shifting cultural change. By collecting data on employee demographics, the platform measures areas like psychological safety, trust, and belonging to holistically evaluate workplace culture and turn these insights into actionable initiatives for an organisation’s leadership^[5].

Charters

Charters and awards schemes can also have a positive effect on how an institution handles their employee and student data. The Athena Swan Charter aims to address gender equality issues within HE and research and was highlighted by several interviewees for its stringent application process which requires cross-institutional collaboration to collect data, document gaps, and demonstrate change over time. One interviewee, a Researcher from a research university in Ireland countered claims to the charter’s overall efficacy however, saying that while Athena Swan has benefited middle-class white women, it may not have the same impact on women of colour in universities.

Data-informed policies

By obtaining comprehensive data on staff and student needs, universities can build out targeted policies or infrastructure to address them. Examples of successful targeted initiatives from our interviews included a lactation room  to support working new mothers, a policy that provides postponements of deadlines and time for promotion in the case of staff parental leave, and accessibly designed workspaces to cater to staff with reduced mobility.

Conclusion

From our research, one thing is abundantly clear: addressing EDI in universities hinges on the available and effective use of comprehensive data. Without robust data collection, universities cannot fully understand the needs of under-represented groups or measure the success of their policies. However, by adopting proven data-driven approaches and committing to continuous improvement, institutions can begin to create more inclusive environments that genuinely reflect and support the diversity of their staff and student communities.

References

[1] Under-represented groups refer to those who are less represented in higher education than they are in wider society. These include women, ethnic minorities, religious minorities, LGBTQIA, non-nationals, those with disabilities, or of lower socio-economic background/first-generation students. This definition is from the ULEAD4ALL project results and is not intended as an exhaustive list.
[2] Advance HE (2018) The importance and challenges of equality, diversity and inclusion in higher education.
[3] Claeys-Kulik, A., Jørgensen, T. E., Stöber, H. (2019) Diversity, Equity and Inclusion in European Higher Education Institutions: Results from the INVITED project.
[4] Wolbring, G., & Nguyen, A. (2023). Equity/Equality, Diversity and Inclusion, and Other EDI Phrases and EDI Policy Frameworks: A Scoping Review. Trends Higher Education, 2(1), 168-237. doi.org/10.3390/higheredu2010011
[5] https://inclusio.io/culture

Ready for more?

In our article, The road to ethical partnerships: Lessons from university-industry collaborations, we look at dilemmas that can arise in partnerships and share our learnings to show what to keep in mind to make your partnerships mutually beneficial, while also being ethical.

During the 2023 UIIN Conference in Budapest, we spoke with Monroe France, Vice Provost for Diversity, Equity, Inclusion, and Justice at Tufts University, about how to champion the principles of diversity, equity and inclusion (DEI) across all levels of an institution, including in strategic partnerships approaches. You can listen now to the full conversation in our podcast episode Towards a more diverse, equitable, and inclusive university.

This article is an extract from the research findings of the Erasmus+ ULEAD4ALL project, coordinated by UIIN. For more insights on EDI in higher education, you can read the full Synthesis Report of our research.

Madeline Arkins (author) is a Project Officer at UIIN. In her work she focuses on topics relating to social impact and innovation in regional ecosystems.