INCLUSIVE LEADERSHIP
Courage is an essential quality for inclusive leaders as they navigate challenging conversations and confront systemic barriers to equity and inclusion. It requires a willingness to challenge the status quo, speak out against injustice and advocate for meaningful change, even in the face of resistance or discomfort. Collaboration is another cornerstone of inclusive leadership, recognising that meaningful progress is achieved through collective effort and partnership. By engaging stakeholders from all corners of the campus community, leaders can harness the collective wisdom and expertise necessary to drive sustainable change. Moreover, accountability is fundamental to ensuring that inclusive leadership principles are upheld and embedded within institutional practices and policies. Leaders must hold themselves and others accountable for promoting DEI at every level of the organisation, from hiring and retention practices to curriculum development and campus programming. By fostering a culture of accountability, leaders demonstrate their commitment to creating environments where everyone has the opportunity to thrive and succeed. As we look towards the future, it is imperative that we answer the call to action and redouble our efforts to cultivate inclusive leadership practices within educational institutions. This requires a collective commitment from leaders at all levels to prioritise diversity, equity and inclusion as foundational principles of campus governance and culture. By embracing inclusive leadership, we can create learning environments that not only educate minds but also nurture hearts, fostering a sense of belonging and empowerment for all members of the educational community.
incentivises such efforts. Encouraging interdisciplinary collaboration and cross-departmental partnerships leverages collective expertise and resources, breaking down silos to amplify the institution’s impact and effect meaningful change. Actively soliciting feedback from students, faculty, staff and community members through open dialogue and constructive channels ensures that diverse perspectives are incorporated into decision-making processes. Leading by example and modelling inclusive behaviours and attitudes in all interactions demonstrates a commitment to equity and justice in hiring practices, promotion decisions and institutional policies. Additionally, creating mentorship programmes that pair experienced leaders with emerging ones can provide practical guidance and support for cultivating inclusive practices. Institutions can also establish diversity committees dedicated to overseeing and promoting DEI initiatives, ensuring sustained focus and continuous improvement. Regularly hosting workshops, seminars and panels on diversity and inclusion topics can raise awareness and foster a campus-wide commitment to these values. By embedding inclusive leadership into the institutional culture, higher education institutions can create environments where every individual feels valued, respected and empowered to contribute to the collective success of the community. This holistic approach not only enriches the educational experience, but also prepares students to become inclusive leaders in their future professional and personal endeavours. All hail the powerful catalyst Inclusive leadership serves as a powerful catalyst for profound transformation within educational institutions, offering the potential to reshape campus culture from the ground up. Through the adoption and embodiment of core principles such as authenticity, empathy, courage, collaboration and accountability, leaders can cultivate environments where every individual within the community feels not only acknowledged but also truly valued. Authenticity in leadership breeds trust and transparency, creating an atmosphere where individuals feel safe to express themselves fully without fear of judgment or marginalisation. Empathy also allows leaders to connect with the experiences and perspectives of others, fostering understanding and compassion across diverse identities and backgrounds.
Fawad Inam holds the position of executive principal at Oxford Business College. Over a career that has spanned two decades in the realms of research, academia, knowledge exchange and leadership, Inam has undertaken advisory roles for more than 60 universities and institutes worldwide. Inam is also a principal fellow of the Higher Education Academy and a chartered engineer. He is an active member of the Engineering Professors’ Council, where he offers strategic guidance on education policy and strategy to numerous national and regional organisations
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Business Impact • ISSUE 2 • 2024
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