Throughout the education sector in the UK, equity, diversity and inclusion (EDI) has become a well-known phrase. But at the University of East London (UEL), it’s much more than a section in the staff handbook or a policy on the website – it’s the very essence of the university’s identity and the foundation of its strategy, Vision 2028. EDI shapes everything from recruitment and career development to daily life and student outcomes.
Approximately 50% of professors at UEL identify as Black or from other global ethnic majority backgrounds – a figure that stands out from the national picture, where fewer than 1% of Black academics reach professorial level. For the university, this isn’t about ticking boxes but aligning staff representation with the lived reality of students – nearly 60% of whom come from global ethnic majority backgrounds.
“We want staff to feel included from the very first day they join us, right up to the day they leave,” says Dr Jummy Okoya, dean of the Office for Institutional Equity. “Every leader has EDI-related objectives,” she says. “It’s measured and required. This is not optional.”
While EDI reporting and action plans are commonplace within higher education, UEL’s commitment to driving fair access, better outcomes, and a positive culture is radical, and has gained it a reputation as a standout place to work. While inclusive hiring practices reduce bias and widen the talent pool, Okoya believes they also mean the best candidates feel seen and welcomed – something she speaks about with infectious passion.“Vision 2028 isn’t a document on a shelf, it’s part of our everyday language,” she says. “The strategy becomes personal when you realise these aren’t numbers – they’re human lives.”
Equitable career development is another hallmark of UEL’s approach to EDI (pdf), with promotion, leadership, and professional development tied to EDI outcomes. Leaders must report quarterly on inclusion outcomes – and staff from underrepresented groups are actively supported through mentoring, leadership programmes, and visibility opportunities, creating a culture where progression is demonstrably possible, regardless of background. “We go into the nooks and crannies of the institution to make sure inclusive culture is consistent everywhere,” Okoya says.
UEL’s degree awarding gap strategy analyses outcomes at school, programme and module level, identifying where the biggest gaps are and who is most affected, rather than focusing solely on institutional data. Students from disadvantaged backgrounds, including those who were eligible for free school meals or from high-deprivation areas, are tracked carefully so interventions can be targeted effectively. Impact groups are formed after each workshop to ensure new practices are embedded and evidenced, not forgotten. “Every workshop must lead to evidence of changed practice,” says Okoya. “We don’t deliver training just for it to sit on a shelf.”
For students, UEL’s commitment to EDI fosters an inclusive culture where they experience true belonging. “I first arrived at UEL as an international student looking for a place where I could grow academically and settle into life in the UK,” says Naveen Reddy Chirla, a former UEL student who now works at the university as a data analyst. “What surprised me most was how quickly I felt connected to the people here, and that feeling became even stronger when I joined the university as a member of staff – working in the Graduate Success Service, I never felt like I had to change who I was to fit in,” he says.
“People listen and value what you have to say, which makes you feel like you are contributing to something meaningful. Our team may be small, but everyone brings a different cultural background. This naturally influences the way we design services, engage with graduates, and plan initiatives like the ‘Careers in’ series, supporting graduates in India and Nigeria. Being surrounded by so many perspectives has made me more open-minded and confident about working in multicultural environments in the future,” he says.
UEL student Het Dhruv shares a similar perspective. “My time at UEL has allowed me to grow within a community where diversity and inclusion are actively practiced,” he says. “As finance and social media officer for the UEL Cancer society, I’ve collaborated with students from different backgrounds on meaningful causes, participated in programmes like Dishoom and Barclays Diversity of Thought, and even taken part in a Python hackathon, all of which boosted my confidence, teamwork, and problem-solving skills.”
Through Vision 2028, UEL is shaping the wider education landscape too. It recently hosted a national event at the House of Lords challenging institutions to keep equity at the forefront of higher education. “We’re challenging the sector to use equity as a lens for everything,” says Okoya.
Crucially, this is modelled by senior leadership within the university, according to Okoya. Vice-chancellor and president Amanda Broderick – who has strategic oversight of more than 2,000 staff and 40,000 students across UEL’s London and global campuses – maintains an open-door policy, hosts quarterly town halls, and communicates regularly with staff. “When staff feel heard at the highest levels, they’re more likely to thrive, innovate, and stay,” says Okoya.
UEL’s commitment to creating an environment where diversity is championed at every level makes it one of the most forward-thinking and inclusive places to work in UK higher education. In spite of a growing backlash against EDI initiatives in the sector – with critics arguing they impose ideological agendas and undermine academic merit – the London university offers a refreshing perspective: that belonging, representation, and accountability are central to academic excellence. Or, as Okoya puts it: “At UEL, they are woven into everything we do.”
To find out more about the exceptional opportunities at the University of East London, visit jobs.uel.ac.uk
