The School's EDI Committee

In 2020, the School’s EDI Committee was reorganised with the introduction of co-leads—one from the academic staff and one from professional services. This restructuring gave the committee a more proactive role in shaping EDI policy within the School. In 2024, the committee underwent another refresh, with the appointment of two new co-chairs, marking the first time that both positions were held by men. This change was aimed at further strengthening the committee's leadership and direction.

Our approach to EDI is framed by a 3-tiered strategy that allows us to address both broad university-wide issues while responding to the specific needs and challenges faced within our School. This strategy includes: 

• University-Wide Focus: Addressing common issues that affect the broader institution, such as gender pay gaps, improving staff recruitment and retention, and increasing student diversity.
• School-Specific Actions: Identifying and implementing local initiatives that respond to unique challenges within SBM, like improving mentorship opportunities for early career researchers (ECRs) and ensuring that staff engagement and feedback systems are inclusive and effective.
• Collaborative Approach: Engaging all levels of staff in a transparent and open discussion about EDI issues to promote ownership and collective action. This includes forming working groups, staff forums, and providing regular updates through school-wide communication channels. 

As part of our commitment to EDI, we aim to continue building an inclusive culture where all staff and students feel they belong and are empowered to contribute fully to the success of the School. In particular, we are focused on: 

• Improving the recruitment and retention of staff from underrepresented groups, especially at senior academic and leadership levels. 
• Providing clearer and more equitable career progression paths for all staff, with a focus on equal access to development opportunities and recognition. 

• Ensuring that feedback mechanisms and staff engagement strategies are transparent, inclusive, and accessible, offering a platform for all voices, particularly those from marginalized groups. 

• Strengthening our leadership development programs to ensure that a diverse range of staff members have the opportunity to step into leadership roles. 

This plan builds upon existing initiatives and integrates them into a more focused approach that can be measured and monitored over time. By outlining clear, actionable targets and a timeline for achieving them, we are committed to achieving a significant and lasting positive impact on equality, diversity, and inclusion in the School of Business and Management. 

Our actions will be aligned with the university’s broader EDI strategies, but they are also tailored to the specific needs and challenges faced by our staff and students. As we move forward with this plan, we will ensure continuous engagement with all stakeholders - academic and professional services staff, students, and external partners—to ensure we remain responsive, accountable, and committed to making meaningful progress on these important issues. 

As a school, we aspire to create a more inclusive and equitable environment that not only meets the needs of our diverse community but also acts as a model for other departments and schools within the University. 

The School of Business and Management (SBM) is committed to developing an inclusive, supportive, and diverse environment for its staff and students. As part of our ongoing efforts to ensure that everyone, regardless of their background, has equal opportunities to thrive, we have set ourselves specific targets and actions that will guide our approach from 2024 through to 2030. 

Through internal and external conversations, surveys, and reviews of current practices, we have identified key areas where SBM must focus on improving diversity, equality, and inclusion across all levels. Our current baseline data shows areas where we are performing well, such as promoting learning and development opportunities for staff and the increasing participation of female students in specific undergraduate programmes. However, there are also areas where we need to take more decisive action, particularly concerning staff gender balance at senior levels, representation of Black, Asian, and Minority Ethnic (BAME) staff, and providing more inclusive career development opportunities for underrepresented groups.