Demonstrating cultural diversity and inclusivity in selecting academics in higher education in Australia

Abstract

<p><b>Context</b></p> <p>The benefits of diversified workforce are undeniable. This research aims to contest the idea of inclusion and the impact of biases in academic appointments. It is argued that the meaning of inclusion is significantly framed by the selection panel members' biases around the candidate's identity. Individuals use questionable arguments to justify implicit biases around race (Norton et al., 2004) .</p> <p><b>Methods of evaluative data collection and analysis</b></p> <p>The participants from different gender, cultural and racial backgrounds, people with disability and people from LGBTQA+ who are university employees who either have been interviewed for academic positions or have served on selection panels of academic recruitment will be appointed. This research will employ a mixed-method approach through semi-structured interviews and surveys. Thematic analysis following Chi (1997) eight step verbal data analysis protocol will be followed for the data analysis. </p> <p><b>Evidence of outcomes and effectiveness</b></p> <p>The exhaustive literature review revealed a gap in no studies on how the racial and cultural biases in academic selection Process. The result will provide insight into how the biases of the selection panel members influence the selection process for academic recruitment in Australian universities. It will also shine some light on the idea of inclusion and how it is an opportunity in education and society to identify and challenge discrimination and exclusion at the local and national levels. </p>