University practices in an age of supercomplexity: Revisiting diversity, equality, and inclusion in higher education

Abstract

Diversity, equality, and inclusion are core values within higher education, but what do these values mean when students' and scholars' practices are enacted within what Barnett (2000) defines as a supercomplex world? Several opportunities are open for everyone, but at the same time it is evident that traditional, institutional logics of diversity and ways of understanding the world reproduce traditional dominance structures. Within this context, Barnett (2000) states that the university has an important function, offering completely new frames of understanding, a 'compounding supercomplexity', 'to help us comprehend and make sense of the resulting knowledge mayhem; and to enable us to live purposefully amid supercomplexity". In an age of supercomplexity, "a new epistemology for the university awaits, one that is open, bold, engaging, accessible, and conscious of its own insecurity. It is an epistemology for living amid uncertainty' (p. 409). He added that higher education should prepare students for such supercomplex world 'in which we are conceptually challenged, and continually so ' (p. 409).In this editorial, we are revisiting perspectives on diversity, inclusion, and equality, as we think this represents the most important social responsibility within higher education institutions today. As we all are bombarded with information and our values are continually challenged, the need to develop our perceptions and knowledge of these core values within higher education is more important than ever. We think intersectionality is one important starting point because it is 'a theoretical framework rooted in the premise that human experience is jointly shaped by multiple social positions (e.g., race, gender), and cannot be adequately understood by considering social positions independently' (Bauer et. al., 2021, p. 1). Intersectional core categories often emerge, converge, and diverge in society as interwoven, mutually interfering, and shaping one another (e.g., Bhopal & Preston, 2012). In a systematic literature review on intersectionality in higher education research, Nichols and Stahl (2019) call for more vigorous research efforts to unpack the mechanisms of intersecting systems of inequalities that affect participation and outcomes of students and faculty. In a supercomplex world, it is important to constantly revisit and deconstruct how 'intersecting social identities' are

Cultivating staff equality, diversity, and inclusion in higher education in the post-pandemic era: an organizational compassion perspective

“…In tandem with gender inequalities, racial disparities persist in higher education, posing a significant concern for academia. Fossland and Habti ( 2022 ) highlight ongoing racial inequalities in higher education, emphasizing the continued support for white male scientists and their scientific contributions, diminishing the visibility of research contributions from women and minority scholars. This intersectionality of gender and race underscores the need for a comprehensive approach to address multiple dimensions of inequality in academia.…”

“…This commitment extends to addressing the specific barriers encountered by various marginalized populations, including people of color, women, LGBTQ+ individuals, individuals with disabilities, indigenous peoples, refugees, and those on the autism spectrum (Wolbring and Lillywhite, 2021 ). Despite historical efforts to advance EDI in higher education, academic staff still grapple with inequality, discrimination, and exclusion events (Özbilgin, 2009 ; Fossland and Habti, 2022 ; Hofstra et al, 2022 ). Recognizing that cultivating EDI is of core importance in higher education, there is a critical need to reconstruct a compassionate and inclusive learning environment, extending beyond embracing diversity among academic staff.…”