"The ACGR Good Practice Guidelines for Aboriginal and Torres Strait Islander Research Education" by Sue Berners-Price, Dean, Griffith Graduate School, Griffith University
The 2016 Review of Australia’s Research Training System identified a priority issue to increase participation in Higher Degree Research (HDR) training and improve completion outcomes for Indigenous students. As one of the deliverables from the subsequent Research Training Implementation Plan, The Australian Council of Graduate Research (ACGR) developed Good Practice Guidelines for Aboriginal and Torres Strait Islander Research Education, with the support and endorsement of the National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC). These guidelines consist of an overarching Key Principle and six sub-principles encompassing university policy frameworks, recruitment strategies, culturally appropriate engagement, maximising supervision capabilities, promotion of the unique perspectives that indigenous candidates bring to knowledge and preparation for careers of choice.
"Diversity in Doctoral Education – Technical University of Munich’s Perspective by Hans-Joachim Bungartz, Dean of Informations, Graduate Dean, Technical University of Munich
Equitable access and equal opportunities in (graduate) education are addressed in various documents at international, national, but also at university levels. While agreeing on this basic principle on paper is an important and valuable first step, the implementation into practice seems to be a more demanding endeavor, which requires a closer look at the contexts shaping graduate education and doctoral qualification in different countries. The following paragraphs will reflect on some contextual factors, which are relevant for (further) supporting diversity in doctoral qualification at the Technical University of Munich (TUM), but should be equally applicable to many other German universities.
"Diversity in a Time of Rising Nationalism: The Challenge and the Opportunity" by Liviu Matei, Provost, Central European University
This paper discusses briefly the notion of social dimension in the European Higher Education Area as a reflection of the specific European understanding of diversity in higher education. The paper farther analyses the impact of the rise of neo-nationalism in Europe on the discourse and policies regarding diversity. The disconnection between different policy frameworks – institutional, national and supranational/European – is discussed to explain a somewhat paradoxical finding: neo-nationalism had an obstructive impact on the national discourse and policies on diversity, but not on the European discourse and policy framework. In addition, the impact of neo-nationalism on institutional practices on diversity is not as direct and immediate as it might be expected.
Metrics of Diversity: An International Framework by Suzanne T. Ortega, President, Council of Graduate Schools
Measuring diversity is a necessary (but not sufficient) first step in the effort to broaden access to, and success in, high quality graduate education. Data are useful for setting goals, catalyzing change, improving diversity programs and policies, and holding ourselves accountable for progress. To be relevant and most useful, data must be local and as granular as the need to protect confidentiality and privacy allow. Thus, at this level of analysis, minorities will be locally defined and the most useful strategy for assessing progress will benchmark a single university, region, or nation’s progress towards its own defined and articulated goals. However, since the concept of representational diversity always has as its referent the distribution of group membership or characteristics in the larger population, it is possible to make cross-national comparisons on how well, overall, a country is doing in meeting its self-defined diversity goals. There is much less agreement about the appropriate metrics or measurement strategies that might be used to assess progress in meeting inclusion goals. However, since creating more equitable educational outcomes is one of the primary drivers of inclusion efforts, comparisons of gaps in degree completion rates gaps rates – over time within a single university or nation or between regions and nations – is one potentially useful metric for judging progress towards full inclusivity. Of course, agreement about the appropriate frequency with which such data should be collected and analyzed is a critically needed next step, as is additional work to develop methods for assessing the impact of policies and practices focused on creating a more welcoming environment and experience.
"Indigenizing the Canadian Academy: The Graduate Education Perspective" by Susan Porter and Jo-ann Archibald Q'um Q'um Xiiem, University of British Columbia
In this new era of reconciliation in Canada, its universities and professional education associations, including the Canadian Association of Graduate Studies, have recognized the need to examine, discuss, take action, and share successes and challenges related to Indigenizing the academy through reconciliation efforts that include all people engaged in education. There are many different possibilities and challenges for reconciliatory engagement. It is not a short-term endeavour nor is it a ‘one-size-fits all’ undertaking. Instead, Indigenizing and reconciling graduate education in Canada has been and continues to be an important long-term commitment that is gaining momentum and promise.
"Enhancing Diversity at The American University in Cairo: Graduate Recruitment in Sub-Saharan Africa " by Adham Ramadan, Dean, Graduate Studies, American University in Cairo
Within the context of enhancing diversity at The American University in Cairo (AUC), a primary focus for international graduate student recruitment over the past three years has been recruitment from Sub-Saharan Africa. A multiple-tool approach has been adopted. It includes attendance of graduate student recruitment fairs in sub-Saharan African countries, visits to major universities in selected countries, coordination with sub-Saharan African embassies and diplomatic missions in Cairo, social media campaigns, the reliance on enrolled sub-Saharan African graduate students in sharing their experiences, as well as the availability of financial support opportunities specific to non-Egyptian African students. The complementarity of these different tools has been successful in raising awareness of graduate studies opportunities at AUC, and in attracting graduate student applicants from sub-Saharan African countries.
"Promoting Access for Refugees to Graduate Education at The American University in Cairo" by Adham Ramadan, Dean, Graduate Studies, American University in Cairo
With a refugee population of about 250,000 registered at UNHCR in Egypt, The American University in Cairo (AUC) pioneered an initiative in 2017 to promote the access to graduate education to refugees. A fellowship program was established with financial support more extensive than other graduate fellowships at AUC. Additionally, provisions for non-financial support were implemented. Graduate studies opportunities for refugees at The American University in Cairo not only represent life-changing prospects to refugees, but also add a valuable dimension to diversity on campus.
"Supporting Diversity in Australia’s Graduate Research Programs" by Fiona Zammit, Executive Officer, Australian Council of Graduate Research
Across Australia’s university sector, engagement in graduate research programs by underrepresented groups is slowly increasing. This improvement can be attributed to the nation’s well defined national equity agenda, effective funding schemes and national programs, accessible good practice statements and the broad and generous sharing of good practice across the sector. Targets and programs are not nationally mandated but institutions are provided with the tools to set their own equity priorities and establish plans and programs to meet their objectives. This essay describes the legislative framework for higher education provision in Australia, defines the equity groupings that resonate in our institutions and explains how our national systems and local universities have acted to broaden participation in graduate research training programs.
- The American University in Cairo (Egypt) – Graduate Recruitment in Sub-Saharan Africa
- The American University in Cairo (Egypt) – Promoting Access for Refugees to Graduate Education
- Canada Research Chairs (Canada) – Equity, Diversity, and Inclusion Action Plan
- Central European University (Austria) – Equal Opportunity
- Clemson University (United States) – Resources for LGBTQ Students and Allies
- Duke University (United States) – Disability and Diversity Statement
- Keele University (United Kingdom) – Decolonizing the Curriculum Network
- Kyoto University (Japan) – Project to Enhance the Promotion and Support of Internationalization
- University of Adelaide (Australia) – Gender Equity and Diversity
- University of Michigan – How to Mentor Graduate Students: A Guide for Faculty
- University of North Carolina (United States) – LGBTQ Center
- University of Washington (United States) – First-Generation Graduate Students
- University of Washington (United States) – DO-IT: Disabilities, Opportunities, Internetworking, and Technology
