Diverse voices, shared vision: EDI narratives and the future of higher education

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1703

Keywords:

learning development, EDI, working group, higher education

Abstract

Equity, Diversity and Inclusion (EDI) are essential values in higher education, influencing policy and practice in transformative ways. As institutions strive for inclusive and equitable environments, understanding the personal and nuanced experiences of those engaged in EDI work is essential. The ALDinHE EDI Working Group initiated a project exploring how EDI is conceptualised by individuals within their specific roles in higher education through reflective autoethnographies. This presentation examined the diverse perspectives, challenges and aspirations shaping EDI work in academic settings.

The central question was: what does EDI mean to you in the context of your role? This acknowledges that EDI is not a uniform concept but is shaped by personal, professional and institutional factors. Contributors reflected on transformative experiences, motivations, and ongoing challenges. Personal revelations often deepen engagement with EDI, while frustrations – such as institutional resistance, limited resources or systemic barriers (Scott, 2020) – highlight the need for meaningful changes.

The paper also explored the aspirations of LD practitioners who integrate EDI into their practices, reflecting on the desired changes and long-term goals for a more inclusive and equitable higher education landscape. However, these aspirations are often tempered by uncertainties, especially when discussing EDI in environments where such topics can provoke defensiveness or misunderstanding. Therefore, the presentation offered a reflective and strategic resource, providing a platform for authentic dialogue and fostering mutual understanding. By sharing personal narratives, the EDI Working Group aims to contribute to the discourse on EDI, helping individuals and institutions navigate the complexities of creating inclusive academic communities.

Author Biographies

Kiu Sum, London Metropolitan University

Kiu Sum is a Lecturer in Dietetics and Human Nutrition and course leader of the MSc Human Nutrition at the London Metropolitan University. With a BSc (Hons) and MRes in Human Nutrition, Kiu's research encompasses mixed-methods approaches to workplace nutrition, public health nutrition, and nutritional behaviour. Her PhD research explored the nutritional needs of doctors and nurses during shift work. Aside from nutrition, Kiu is a pedagogy researcher focusing on student engagement and partnerships, as well as assessments and feedback.

Bethany McCarthy, Salford University

Bethany McCarthy is a Lecturer in Policing at the University of Salford. Her research centres upon education, multi-agency working and missing persons, in particular, seeking to improve existing strategies. She has recently been part of an Early Career Research Development funded project entitled ‘Recognising the risks and harms for repeat missing children from different residential environments through a child and practitioner lens’ with researchers from Leeds Trinity University and Leeds Beckett University. Bethany has co-authored several articles in the areas of education, policing, multi-agency working and missing persons.

Katie Winter, University of Surrey

Katie Winter has worked as a Learning Development Librarian at the University of Surrey since 2019, providing embedded support for students in the Faculty of Arts and Social Sciences and one-to-one support for students across the university. Katie has a keen interest in Equity, Diversity and Inclusion, chairing the EDI group within Library and Learning Services at Surrey and being a member of the ALDinHE EDI working group since its inception.

Rachel Stead, University of Surrey

Rachel Stead is a Lecturer in Learning Development at the University of Surrey and leads the Foundation Programme for Nursing. Her pedagogic research has revolved around creative approaches to learning in the HE classroom, and more recently on developing students’ use of assessment feedback. Rachel’s key interests in EDI focus on student neurodivergence and education, and on women’s health issues and the impact on their careers. Rachel is co-chair of the Women’s Network at University of Surrey, part of a wider network of staff EDI support.

Jag Majithia, University of the West of England

Jag Majithia is a Learning Development Librarian from the University of the West of England (UWE Bristol).

Edward Powell, University of Reading

Edward Powell is a Study Adviser at the University of Reading. He received his PhD in 2015 from the University of Leeds; his thesis explored theoretical and literary perspectives on the relationship between social privilege and political consciousness in Anglophone postcolonial theory and literature. His current research interests include the role of learning development within wider efforts to decolonise higher education.

References

Scott, C. (2020) ‘Managing and regulating commitments to equality, diversity and inclusion in higher education’, Irish Educational Studies, 39(2), pp.175-191. Available at: https://doi.org/10.1080/03323315.2020.1754879

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Published

30-09-2025

How to Cite

Sum, K., McCarthy, B., Winter, K., Stead, R., Majithia, J., & Powell, E. (2025). Diverse voices, shared vision: EDI narratives and the future of higher education. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1703

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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