Authors : Katie Wilson, Cameron Neylon, Lucy Montgomery, Chun-Kai (Karl) Huang, Rebecca N. Handcock, Aniek Roelofs, Richard Hosking, Alkim Ozaygen
In this article we discuss the collection and nature of diversity data relating to origin (ethnicity, race, nationality, indigeneity), gender/sex and disability in higher education institutional workforces across 24 locations within Africa, Asia, Europe, Latin America, North America and Oceania.
The research emerges from the Curtin Open Knowledge Initiative project (n.d.), in which we analyse data relating to published research literature, its open access status, citations and collaborations for institutions, publishers and research funding bodies.
Our project explores demographic data relating to workforce diversity and research production; we examine who creates knowledge and how diversity is transmitted through research.
Collecting and analysing higher education workforce demographic diversity data reveals a global datascape with considerable variation in practices and data collected. The data reflect political and social histories, national and international policies and practices, priorities and funding.
The presence and absence of public data provide an opportunity to understand differing national situations and priorities beneath the statistics. We open a conversation about how the concepts of equity, diversity and inclusion differ between groups of countries, which makes global comparisons difficult.
By identifying higher education data and gaps, we also encourage institutions and countries to review their workforce demographics and their intersection with research production. Awareness of institutional diversity levels through data analysis can guide institutions towards knowledge openness.