Breadcrumbing EDI: When Words Don’t Match Action
EDI is everywhere in higher education, on agendas, in mission statements and in strategies. But after more than seven years working in education, I’ve seen how often it’s talked about rather than acted on. Many institutions breadcrumb EDI: they mention it in meetings, tick boxes for reporting, and point to surface-level initiatives. Breadcrumbing doesn’t build trust, and it doesn’t drive change. That gap between rhetoric and reality is where engagement falters.
Lived Experience Shapes Perspective
EDI is broad. It includes race, gender, disability, neurodiversity, sexual orientation, religion, socio-economic background and more. It should reflect the diversity of the communities’ universities serve. But for authenticity, I write from my own lived experience: as a Black woman navigating inequities in corporate and higher education environments.
Sheepishly, I sit in meetings, to my detriment. I am the statistic institutions reference when discussing underrepresentation at senior levels, yet I am rarely acknowledged in the conversations about strategy or interventions designed to “support” people like me. I can’t count how many times I’ve demonstrated ambition or showcased initiative, only to be met with an amused chuckle. It wasn’t because I lacked skills or experience, but because I didn’t fit the “bill” in terms of race or gender. That dismissal has had a direct impact on my mental wellbeing, my confidence, and the visibility of my contributions. Continuous neglect of EDI is a disservice not only to me, but to the institution, its workforce and most importantly, the students we serve.
Fair Access: Beyond Paperwork
When I introduced standardised placement frameworks, it wasn’t about paperwork or improving metrics. It was about fairness: ensuring opportunities were determined by talent, not personal connection. HR plays the same central role across recruitment and governance. How jobs are advertised, how candidates are assessed and how promotions are monitored determines whether a university is genuinely inclusive, or only appears to be.
Tokenism and Warped Data
Many institutions manipulate recruitment processes to make EDI appear effective. Jobs are advertised with low entry bars, giving the impression that everyone has a chance. On paper, applications look diverse, but when candidates are shortlisted, the same “usual suspects” appear. Token candidates may be interviewed to tick diversity boxes rather than on merit. The statistics may look good, but the system hasn’t shifted. That’s warped data, not progress.
Disparities Grow with Seniority
Disparities are stark in UK higher education. Women make up 45% of academic staff, yet only 20.5% of professors (Advance HE, 2023). Ethnic minority staff represent 22% of academics, but only 13% of professors (HESA, 2024).
At a London arts institution, B.A.M.E. students comprise 32.9% of undergraduates, yet only 14.3% of professors, 8.5% of senior managers, and 7.7% of executives are B.A.M.E. staff. Black representation is particularly low: 1.1% of professors and 1.2% of senior managers (Ethnic Representation Index, 2023).
If EDI were genuinely prioritised, these patterns would not persist.
Progress Should Be Earned, Not Assumed
Career progression is too often linked to academic accolades or assumptions about whose “turn” it is. Equitable recruitment ensures that the best people—not the most privileged—move into positions of influence. Often, those individuals have greater impact than expected because lived experience informs inclusive decision-making.
Classrooms and Leadership Must Reflect Students
Changing student demographics should be an opportunity. Students notice when classrooms and leadership teams do not reflect them, and when no one understands their background. Representation shapes belonging, confidence, and engagement. How can institutions claim to prepare graduates for the real world if they subtly discourage difference and fail to respect lived experience?
Culture Is Lived, Not Printed
EDI cannot be achieved through mission statements alone. Breadcrumbing—doing the minimum while promoting the message—erodes trust. Those who don’t experience discrimination often struggle to recognise inequity yet frequently make decisions. HR has the power to dismantle superficial systems and ensure accountability, removing tokenism and embedding fairness in everyday practice.
EDI Is Strategy, Not Charity
EDI is not charity, a favour, or a slogan. It is strategy. Institutions that prioritise inclusion are stronger, more innovative, and more resilient. Belonging is built through inclusive recruitment, accountable governance, and a culture that celebrates difference.
HR Leadership Makes the Difference
HR professionals are central to embedding EDI in higher education. You determine whether recruitment, progression, and governance are equitable. You dismantle tokenism, hold leadership accountable, and ensure that lived experience informs decision-making. EDI is judged by action: the student who feels seen, the colleague whose contribution is valued, and the leader accountable for fairness. These experiences determine whether higher education delivers on its promise: to be transformative, inclusive, and effective for all.
References
- Advance HE (2023) Equality in higher education: staff statistical report 2023. Available at: https://www.advance-he.ac.uk
- HESA (2024) Staff at higher education providers 2022/23. Higher Education Statistics Agency. Available at: https://www.hesa.ac.uk
- Ethnic Representation Index (2023) Ethnic diversity in UK higher education leadership.
Written by Michele Palmer
Michele Palmer is a visionary leader in careers and employability, transforming student outcomes across further and higher education through strategic initiatives and industry engagement. Currently working at the University of Arts London, London College of Communication, she drives work experience, placements compliance and employer partnerships, creating innovative programs that expand opportunities for underrepresented students and elevates employability.
Michele holds a PG Cert, a Level 6 Certificate in Careers Leadership, FHEA status and is a Chartered Management Institute (CMI) recognised professional. She has designed and delivered high-impact employability programs, published research on careers education and industry engagement, presented at national and international conferences and champions equity, diversity and inclusion as a core driver of her work.
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