Equity, Diversity and Inclusion (EDI) are essential values in higher education, influencing policy and practice in transformative ways. As institutions strive for inclusive and equitable environments, understanding the personal and nuanced experiences of those engaged in EDI work is essential. The ALDinHE EDI Working Group initiated a project exploring how EDI is conceptualised by individuals within their specific roles in higher education through reflective autoethnographies. This presentation examined the diverse perspectives, challenges and aspirations shaping EDI work in academic settings. The central question was: what does EDI mean to you in the context of your role? This acknowledges that EDI is not a uniform concept but is shaped by personal, professional and institutional factors. Contributors reflected on transformative experiences, motivations, and ongoing challenges. Personal revelations often deepen engagement with EDI, while frustrations – such as institutional resistance, limited resources or systemic barriers (Scott, 2020) – highlight the need for meaningful changes. The paper also explored the aspirations of LD practitioners who integrate EDI into their practices, reflecting on the desired changes and long-term goals for a more inclusive and equitable higher education landscape. However, these aspirations are often tempered by uncertainties, especially when discussing EDI in environments where such topics can provoke defensiveness or misunderstanding. Therefore, the presentation offered a reflective and strategic resource, providing a platform for authentic dialogue and fostering mutual understanding. By sharing personal narratives, the EDI Working Group aims to contribute to the discourse on EDI, helping individuals and institutions navigate the complexities of creating inclusive academic communities.
Sum et al. (Tue,) studied this question.