Evidence-Based Knowledge Shaping Equity, Diversity, and Inclusion Policies in Canadian Colleges

• In Event: The Challenges and Perils of Doing DEI Work in Higher Education

Abstract

The purpose of this paper is to bridge the policy-practice gap in EDI policies by examining the foundational knowledge informing institutional EDI policies and its application. Drawing on institutional theory, the paper investigates: (1) the scope and type of evidence-based knowledge used in EDI policies, and (2) the purpose of this knowledge use. Using Critical Policy Analysis (CPA) to study 55 policy documents from 20 Canadian colleges, the study reveals sparse referencing and integration of EDI knowledge into policies. EDI knowledge often stands alone without meaningful integration into a cohesive institutional mission. To address this, we propose adopting a cyclical approach to EDI work, fostering interconnectedness among people, knowledge, and practices to drive ongoing systemic change.

Authors

• Merli Tamtik, University of Manitoba

• Puvithira Balasubramaniam, University of Manitoba