Walking the DEIB Talk in Higher Education, 2022-05-13

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Identifier: Walking the DEIB Talk in Higher Education

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Scope and Contents

From the Collection:

The International Conference on Global Diversity and Inclusion in Higher Education took place May 12-13, 2022 in the Gemmell Student Complex at Clarion University of Pennsylvania (USA). This collection contains conference proceedings from the event.

The official conference program contains the following introductory statement:

"In today's globalized economy, educational, and social interactions with international students from different parts of the world can provide U.S. students with 'real educational' and 'career' benefits. International students make campuses and classrooms more vibrant and diverse, plus, it makes economic sense to have international students because for every 7 international students, 3 U.S. jobs are created or supported. About 1.1 million foreign students studied in U.S. in 2018-19 and contributed $44.7 billion to U.S. economy, along with supporting 460,000 jobs. More than 60% students manage funding on their own or their government, which enables schools to offer student aid to other students. Despite the above facts, it is found that many colleges and universities are not able to reach and support the diverse and underrepresented populations of international students, due to lack of awareness and training.

Additionally, despite the economic and social benefits of international students to a university, it is found that international students encounter adjustment difficulties such as culture shock, loneliness, anxiety, discrimination, loss of social support, language barriers, depression, homesickness, and academic adjustments. These factors impact student satisfaction negatively and influence student persistence, retention rates, and graduation rates. International students' satisfaction is linked to their satisfaction with the educational experience, academic success, satisfaction with college including administration, faculty, and campus. According to many studies, the experiences and social integration of international students affects their academic success with the faculty, classroom, and campus community. it is important that faculty members understand the cultural factors that influence the improvement of international students in higher education. it is the responsibility of universities to provide opportunities, resources, and programs to promote academic success for international students. In order to encourage international students' academic success; it is important that faculty members and advisors understand international student needs and prepare to meet students not only academically but also socially and culturally. Thus, this conference can be extremely helpful to fulfill the purpose of global inclusiveness. With an increasingly diverse student population enrolled in education systems, it is imperative that educators and administrators continue to strengthen their skills, knowledge and competencies in diversity, equity, and inclusion to ensure that global education is not only accessible, but designed to support all students.

Therefore, the purpose of this conference is to share ideas on the importance of global diversity and inclusion in higher education sector and to promote learning and training on this critical issue among faculty and students. The goal is to share knowledge, research findings, build community, and collaborate to advance international diversity, equity, and inclusion in global education and cultural exchange."

Dates

2022-05-13

Creator

Olivas-Lujan, Miguel R. (Person)

Extent

From the Collection: 16 Files

Language of Materials

English

Additional Description

Abstract

One would be hard-pressed to find a Higher Education Institution (HEI) without Diversity, Equity, Inclusion, and Belonging (DEIB; AACSB International, 2021) among its educational objectives. But “talking the talk” is different from “walking the walk.” In this research project, we offer a model to audit or document the ways in which both “the talk” (e.g., mission, vision, and strategy statements) and “the walk” (structure of the faculty, students, staff, courses, etc.) are enacted in a sample of schools from different backgrounds and contexts. A literature review is guiding the development of the model that will serve as a framework to document (or “audit”) how different schools “walk the DEIB talk.” Based upon the concept of a management audit (Brender, Yzeiraj & Fragniere, 2015) our framework can be used at different levels of organizational analysis (e.g., program, school, university, etc.) to assess the extent to which DEIB is vocally supported as well as factually maintained. This study offers one starting point to develop a DEIB audit that has the potential to improve the integrity and the impact with which HEIs, schools of business, or other focal units support diversity, equality, inclusion, and belonging goals. The research project provides an original, evidence-based framework that may be used to assess the thoroughness and the effectiveness with which diversity, equality, inclusion, and belonging goals are pursued by higher education institutions that include (but are not limited to) schools of business. In addition, this framework can be used in descriptive, normative, and even prescriptive ways.