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EDI in academic–policy engagement: lived experience of university based knowledge brokers and marginalised academics

EDI in academic–policy engagement: lived experience of university based knowledge brokers and marginalised academics
EDI in academic–policy engagement: lived experience of university based knowledge brokers and marginalised academics
Background:
Discourse surrounding Equality, Diversity and Inclusion (EDI) has received significant attention within the UK academy and knowledge brokerage contexts, and more recently within academic–policy engagement spaces (Walker et al, 2019a; Fawcett, 2021; GOV.UK, 2021; Morris et al, 2021). Key players in this space identify the need for diversifying academic participation, as well as diversifying knowledges (GOV.UK, 2021; UK Parliament, 2018; UKRI, 2023). However, conceptual and practical insight on embedding EDI principles (and what they mean in this context) within academic–policy engagement processes is missing.

Aims and objectives:
Underpinned by feminist and decolonial epistemological concepts, this article addresses this gap by outlining strategies, and surfacing ways in which EDI within academic–policy engagement is experienced, conceptualised, understood and considered.

Methods:
Two parallel qualitative studies, with a total of 20 semi-structured narrative and realist interviews conducted with marginalised researchers (n=10, Study A) and university based knowledge brokers (n=10, Study B), and a rapid literature review. The analysis used a narrative and thematic framework.

Findings and discussion:
We found a want for EDI to go beyond just diversity of people and representation, towards fostering foundational principles of epistemic justice, equitable access, value-driven engagement and plurality. Academics and knowledge brokers reported both negative and positive experiences within this space that related to known EDI issues. We conclude that EDI cannot be standardised across higher education contexts, and emphasise the need for holistic, relational and plural approaches to EDI across academic–policy engagement systems through a value-led, equitable and ethical lens.
1744-2648
1-25
Bea, Laura
cd6760cc-7f9c-4ceb-8f1b-ac07180b8623
Recio Saucedo, Alejandra
d05c4e43-3399-466d-99e0-01403a04b467
Bea, Laura
cd6760cc-7f9c-4ceb-8f1b-ac07180b8623
Recio Saucedo, Alejandra
d05c4e43-3399-466d-99e0-01403a04b467

Bea, Laura and Recio Saucedo, Alejandra (2024) EDI in academic–policy engagement: lived experience of university based knowledge brokers and marginalised academics. Evidence and Policy, 1-25. (doi:10.1332/17442648Y2024D000000030).

Record type: Article

Abstract

Background:
Discourse surrounding Equality, Diversity and Inclusion (EDI) has received significant attention within the UK academy and knowledge brokerage contexts, and more recently within academic–policy engagement spaces (Walker et al, 2019a; Fawcett, 2021; GOV.UK, 2021; Morris et al, 2021). Key players in this space identify the need for diversifying academic participation, as well as diversifying knowledges (GOV.UK, 2021; UK Parliament, 2018; UKRI, 2023). However, conceptual and practical insight on embedding EDI principles (and what they mean in this context) within academic–policy engagement processes is missing.

Aims and objectives:
Underpinned by feminist and decolonial epistemological concepts, this article addresses this gap by outlining strategies, and surfacing ways in which EDI within academic–policy engagement is experienced, conceptualised, understood and considered.

Methods:
Two parallel qualitative studies, with a total of 20 semi-structured narrative and realist interviews conducted with marginalised researchers (n=10, Study A) and university based knowledge brokers (n=10, Study B), and a rapid literature review. The analysis used a narrative and thematic framework.

Findings and discussion:
We found a want for EDI to go beyond just diversity of people and representation, towards fostering foundational principles of epistemic justice, equitable access, value-driven engagement and plurality. Academics and knowledge brokers reported both negative and positive experiences within this space that related to known EDI issues. We conclude that EDI cannot be standardised across higher education contexts, and emphasise the need for holistic, relational and plural approaches to EDI across academic–policy engagement systems through a value-led, equitable and ethical lens.

Text
1406 EDI Strategies Paper E&P v.3 (2) - Accepted Manuscript
Available under License Creative Commons Attribution.
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More information

Accepted/In Press date: 17 June 2024
Published date: 22 July 2024

Identifiers

Local EPrints ID: 492604
URI: http://eprints.soton.ac.uk/id/eprint/492604
ISSN: 1744-2648
PURE UUID: 70128c6c-b14b-4a41-8440-9bb09d9854da
ORCID for Laura Bea: ORCID iD orcid.org/0009-0007-0097-8411
ORCID for Alejandra Recio Saucedo: ORCID iD orcid.org/0000-0003-2823-4573

Catalogue record

Date deposited: 07 Aug 2024 16:45
Last modified: 08 Aug 2024 02:12

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Contributors

Author: Laura Bea ORCID iD

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