This question speaks to the challenges that leaders face today incorporating DEI in teaching/leading others. There is a great deal of pushback with respect to learning, teaching, leading, examining history/culture, diversity, inclusion and equity in today's highly charged educational/political environment. New research, approaches and paradigms need to be developed as we move effectively forward in Academia.
Mending fences
Legislation against DEI programmes are rattling US' higher education landscape...
"A recent wave of legislation against Diversity, Equity and Inclusion (DEI) programmes in certain US states has sparked fears over the potential impact on not only staff and students at affected institutions, but on the higher education sphere as a whole...
Strong DEI/EDI initiatives are essential at universities with a high proportion of international students, particularly in countries where these students are ethnic or racial minorities...
Licht calls on those who are concerned about the recent, and continuing, legislation against DEI to ensure they make their voices heard: “I think that we should all be really alarmed. We should all be directly pushing back and advocating in whatever spaces that we're in, whether it's within higher education or as citizens to prevent more restrictive policies.”..."
https://magazine.qs.com/qs-insights-magazine-17/mending-fences
Universities need a new generation of visionary leaders
"European universities are at a crossroads, navigating a rapidly evolving landscape marked by globalisation, demands for sustainability, digital transformation, growing societal expectations and mounting funding pressures. In this context, universities need bold and visionary leaders who can navigate uncertainty, foster innovation and inspire collective action.
It is this very imperative that has led the European University Association (EUA) to develop a pioneering Leadership Development Programme designed to equip university leaders with the tools they need to thrive in this dynamic landscape...
Today’s universities require a more collaborative and inclusive approach -"diversity, inclusion and equity in today's highly charged educational/political environment". Leaders must be capable of fostering a shared vision, inspiring trust, empowering others to contribute to institutional success and developing a culture of shared leadership..."
https://www.universityworldnews.com/post.php?story=20240910112202361&utm_source=newsletter&utm_medium=email&utm_campaign=COMMNL8003
Redefining university strategies for next-gen executive education
Executive education must adapt to the digital age by embracing innovation and integrating advanced technologies among other things...
"In an era defined by rapid technological advancements and shifting business paradigms, executive education stands at a crossroads. The traditional models that once served to educate and empower corporate leaders are now being challenged by new demands and opportunities. Universities and business schools must embrace innovation, critically analyse current practices, and strategically adapt to stay relevant and effective...
The integration of advanced e-learning technologies is not just a luxury but a necessity. Institutions must invest in cutting-edge platforms that facilitate interactive and immersive learning experiences. This includes leveraging artificial intelligence and data analytics to tailor learning pathways to individual needs. By doing so, universities can provide a personalised executive education that meets the unique demands of each executive learner...
While technical skills are vital, the importance of soft skills in leadership cannot be overstated. Empathic leadership, resilience and the ability to manage diverse and remote teams are essential competencies for today’s executives. Programmes focusing on these areas are in high demand, reflecting a broader recognition of the human elements of leadership.
Moreover, contemporary issues such as sustainability and diversity, equity and inclusion (DEI) are becoming central to executive education. Universities must integrate these themes into their programmes, preparing leaders to create inclusive and sustainable business practices. This holistic approach to executive education not only enhances leadership capabilities but also aligns with the evolving values of the corporate world...
The future of executive education lies in its ability to adapt, innovate, and stay relevant. Higher education institutions must embrace digital transformation, integrate advanced technologies, and customise their offerings to meet the specific needs of businesses. By focusing on soft skills, promoting flexibility, and engaging in global collaboration, higher education institutions can overcome current challenges and seize new opportunities. The continuous evolution of executive education is not just a response to change; it is a proactive step towards shaping the future of management, leadership, and business operations.
In this dynamic landscape, the role of universities is more critical than ever. By leading with innovation and a deep commitment to excellence, they can empower the next generation of leaders to navigate the complexities of the modern business world with confidence and agility..."
https://magazine.qs.com/qs-insights-magazine-21/redefining-university-strategies
Not only leaders approach DEI in higher education...
Equity is a Goal for Everyone!
"Research4Life access positively impacts gender equity in science, increasing the share of women authors, their collaborations, and the impact of their publications, according to preliminary research in a forthcoming WIPO working paper...
Together, by leveraging increased collaboration, we can dramatically accelerate progress toward an inclusive, equitable scholarly landscape. This empowerment of the global research community is essential as we tackle the world’s great societal challenges, unlocking the full potential of human ingenuity and creativity..."
https://scholarlykitchen.sspnet.org/2024/10/01/guest-post-equitable-scholarly-communication-realistic-or-idealistic/?informz=1&nbd=&nbd_source=informz
Keep in mind that's US specific policy and people in other countries are often shocked by idea that discrimination of people based on being perceived as belonging to more successful group could have been considered as good idea and not something highly immoral and destructive. A few months ago in Bangladesh citizens overthrew some highly corrupted government primarily due to hiring most of civil servants based on quotas not on merit.
If you say that the ideological wind is shifting in your country as well, then the general idea is trying not being perceived as getting the job primary due to favor from the previous regime, but rather look like indispensable specialist. In my country overwhelming majority of scholars who used to specialize in Marxism-Leninism were able to in hurry change their specialty on something more useful after communist regime collapse.
Why precarity doesn’t have to be the higher education norm
"Despite some progress, many of the challenges faced by staff at higher education institutions are long-standing. From the long-term career uncertainties suffered by the ‘academic precariat’ to the ongoing prevalence of harassment and gender-based violence, policies and institutional action are still inadequate when it comes to ensuring decent working conditions.
A new briefing by the UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) highlights the alarming working conditions faced by millions of higher education institution staff globally..."
https://www.universityworldnews.com/post.php?story=20241127143704802
Cultivating allyship for a diverse, equitable and inclusive academia
"Members of advantaged groups can lighten the load of efforts to create a diverse, equitable and inclusive academia — a load that is often disproportionately shouldered by members of disadvantaged groups. It’s worth it: a simulation tool suggests that having even a small proportion of people in a network engaging in allyship actions can foster greater inclusion for those at risk of being marginalized. Behavioural scientist Hsuan-Che ‘Brad’ Huang, and social psychologists Lucy De Souza and Toni Schmader, offer six actionable steps for academics who want to step up to the plate for their colleagues..."
https://blogs.ubc.ca/allyshipatwork/
https://www.nature.com/articles/s41562-025-02104-w.epdf?
Unlocking the hidden curriculum: The key to full inclusion
Being aware of the intangible norms that shape the university curriculum and learning experiences is crucial to fostering a learning community that values and celebrates the diverse backgrounds and experiences that students and faculty bring to the university and the workplace...
"We need to teach students about hidden cultural norms and foster a critical awareness of them, encouraging both educators and students to adapt while remaining true to their own identities. This approach will also open doors for students from diverse backgrounds, accommodating various learning needs, expectations and aspirations.
Educators should not only recognise the hidden curriculum; we must actively work to ensure that the explicit curriculum promotes positive values and equitable opportunities..."
https://www.universityworldnews.com/post.php?story=20250129065150482
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