In recent months, we have witnessed an increase in public discourse and policy shifts around equity, diversity and inclusion (EDI) initiatives—most notably in the United States, where EDI efforts are facing heightened scrutiny, and here in Canada, where some institutions are reconsidering their approaches. These developments emerge within a broader global context of evolving conversations on belonging, justice and institutional responsibility.
At the same time, these shifts are unfolding alongside a troubling global rise in exclusionary rhetoric, ideological polarization, and challenges to social justice efforts. These developments demand our attention—not only because they reflect shifting political and social landscapes but because they raise pressing questions about how we uphold our institutional commitments to inclusive excellence here at UBC.
At UBC, we maintain that sustained excellence in research, education and engagement depends on the integration of diverse perspectives and approaches. This understanding is reflected in our current strategic plan and is echoed as a theme emerging from the more recent community feedback gathered through the strategic plan refresh process. Much of our work is and remains then fundamentally about removing barriers to educational and employment opportunities, so that a broader diversity of qualified people may have a fair chance to learn and work in the university and contribute to the generation and dissemination of globally relevant and impactful knowledges. Doing so creates the necessary conditions that enable us to fully engage the benefits of diversity in the academic and research ecosystems – as wealth of evidence confirms the benefits of diverse perspectives in research, teaching, service, and governance. That said, barriers to equitable opportunities and full inclusion of particular groups persist, and our equity community of practice at UBC continues to introduce creative initiatives that are proving to improve the climate.
Achieving this current and emerging vision of UBC as a safe, accessible, inclusive and equitable institution that celebrates diverse perspectives and fosters open dialogue and critical inquiry therefore requires our steadfast commitment and engagement.
We are not alone in this pursuit – addressing systemic social inequities is fundamentally relevant to the role of the contemporary Canadian university. In fact, most contemporary Canadian higher education institutions, and particularly research-intensive universities, have explicitly declared in their vision, purpose and values statements the symbiotic relationship between pursuing research, teaching and service excellence and furthering human potential and societal betterment. At a 2021 gathering of Canadian university presidents the story that emerged highlighted the need to continue “efforts to build a resilient, equitable…world for present and future generations, in partnership with, and benefiting, our students, and our collective communities”. These intertwined aims are consistent with the perceptions and expectations of Canadians, who, in 2024, continue to see universities as top positive contributors to Canada being a better country.
Commitments to interdependent social impact and academic excellence aims embody the concept of inclusive excellence. This concept emerges from evidence that the broadest diversity of people and perspectives, when provided equitable and inclusive opportunities to participate in the life and work of the university, can stimulate creativity and innovation – the preconditions for excellence in research, teaching, service and governance.
Universities advance inclusive excellence in two key ways: by promoting global citizenship and just societies through research, teaching and service, and by fostering equitable, accessible and inclusive learning and working environments. The latter effort began in the late 1980s with the establishment of human rights and employment equity offices to ensure compliance with federal and provincial laws such as the Human Rights and Employment Equity Acts. Over time, these initiatives have evolved under the umbrella of equity, diversity, and inclusion (EDI), reflecting a broader commitment to removing barriers in education and employment.
Regardless of terminology used to describe these efforts, the goal remains the same: to create opportunities and improve access so that a broader diversity of qualified people may have a fair chance to learn and work in the university and contribute to the generation and dissemination of globally relevant and impactful knowledges.
For help navigating questions or concerns related to equity, diversity and inclusion, consult our resource on perceived challenges and opportunities presented around EDI efforts.
Arig al Shaibah
Associate Vice-President, Equity and Inclusion