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This study analyzes policy evidence from 50 strategic documents across 15 Canadian research-intensive universities (U15) covering 2011–2018. Results show EDI has become a policy priority within multiple plans and performance reports, with growth in offices, training, recruitment supports, curriculum change, and efforts to build supportive climates. Inconsistencies in how equity is defined lead to either redistributive or inclusive approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/policy-analysis-of-equity-diversity-and-inclusion-strategies-in-canadian-universities-how-far-have-we-come/596817/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/policy-analysis-of-equity-diversity-and-inclusion-strategies-in-canadian-universities-how-far-have-we-come/596817.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study analyze about equity, diversity, and inclusion in Canadian universities?","Question",{"text":112,"@type":113},"It presents data gathered through policy analysis of 50 strategic documents from 15 Canadian research-intensive universities (U15) covering 2011–2018.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the findings say about how EDI is treated in university policy?",{"text":117,"@type":113},"Equity, diversity, and inclusion activities have become a policy priority embedded in institutional action plans and performance reports, accompanied by increased strategic activities.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the study’s policy results differ across universities?",{"text":121,"@type":113},"The study reports inconsistencies in how equity is defined in policy documents, producing either redistributive or inclusive practices in EDI initiatives.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596817,1792436537,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Policy Analysis of Equity, Diversity and Inclusion Strategies in Canadian Universities–How Far  \nHave We Come?  \nMerli Tamtik  \nUniversity of Manitoba  \nMelissa Guenter  \nUniversity of Manitoba  \nAbstract  \nInstitutional efforts to address equity, diversity and inclusion in educational settings have been often met with overwhelmingly critical accounts pointing towards well-intentioned attempts that have reinforced exclusion and inequity. A new wave of recent developments among Canadian research-intensive universities (U15) is providing a slightly different account of universities’involvement in addressing the needs of equity-seeking students. This paper presents data collected through policy analysis of 50 strategic documents from 15 Canadian universities from 2011-2018 . The findings suggest that equity, diversity and inclusion activities have become a policy priority attached to a variety of institutional action plans and performance reports. As a result, there has been an increase in institutional strategic activities including institutional political commitment (e.g. new equity offices, new senior administration positions, mandatory training), student and faculty recruitment with programmatic and research supports (e.g. diversity admission policies, scholarships, access programs, curriculum changes), accompanied by broader efforts to create supportive institutional climates (e.g. student advisors, awards, celebrations) . Inconsistencies emerged amongst how equity is defined in policy documents, resulting in either redistributive or inclusive practices in equity, diversity, and inclusion initiatives.  \nKeywords: equity, diversity, inclusion, U15, higher education, policy analysis  \nRésumé  \nLes efforts institutionnels visant à prendre en compte l’équité, la diversité et l’inclusion dans les milieux éducatifs ont souventsuscité des réactions extrêmement critiques suggérant que ces tentatives bien intentionnées n’auraient fait que renforcerl’exclusion et les inégalités. Une nouvelle vague de développements au sein du regroupement des universités de recherche du Canada (U15) montre une situation légèrement différente concernant les actions de ces universités pour répondre aux besoins des étudiants à la recherche d’équité . Cet article présente les données recueillies par l’analyse des politiques dans 50 documents stratégiques de 15 universités canadiennes entre 2011 et 2018. Les résultats suggèrent que les activitésen matière d’équité, de diversité et d’inclusion sont devenues une priorité associée à divers plans d’action institutionnels et rapports de performance. Par conséquent, les activités stratégiques institutionnelles ont augmenté, y compris l’engagement politique institutionnel (par exemple, nouveaux bureaux d’équité, nouveaux postes de direction, formation obligatoire) et le recrutement d’étudiants et de professeurs avec le soutien de programmes et de recherches (par exemple, politiques d’admission encourageant la diversité, bourses d’études, programmes d’accès, changements curriculaires), accompagnés d’efforts plus larges visant à créer un climat institutionnel favorable (par exemple, conseillers aux étudiants, récompenses, célébrations) . Des incohérences sont apparues dans la définition de l’équité entre les documents de politiques, où les pratiques en matièred’équité, de diversité et d’inclusion sont soit redistributives, soit inclusives.  \nMots-clés : équité, diversité, inclusion, U15, enseignement supérieur, analyse des politiques  \nIntroduction  \nWidespread scholarly attention has been paid to education systems contributing to exclusion and marginalization of students on the basis of ethnicity, ability/disability,  \ngender, sexuality, and religion (Michalski, Cunningham,& Henry, 2017; Riley, Mentis, & Kearney, 2016) . While Canada enjoys a global image of being politically multicultural and embracing diversity, the persistence of sys-  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supé","cbCaivNaC8M6WtSi","https://ap.wps.com/l/cbCaivNaC8M6WtSi","pdf",221574,16,"English","# Abstract\n# Introduction\n## Systemic barriers and implicit bias in higher education\n## Why equitable higher education matters\n## Political momentum for inclusivity (global and national)","[{\"question\":\"What does the study analyze about equity, diversity, and inclusion in Canadian universities?\",\"answer\":\"It presents data gathered through policy analysis of 50 strategic documents from 15 Canadian research-intensive universities (U15) covering 2011–2018.\"},{\"question\":\"What do the findings say about how EDI is treated in university policy?\",\"answer\":\"Equity, diversity, and inclusion activities have become a policy priority embedded in institutional action plans and performance reports, accompanied by increased strategic activities.\"},{\"question\":\"Why do the study’s policy results differ across universities?\",\"answer\":\"The study reports inconsistencies in how equity is defined in policy documents, producing either redistributive or inclusive practices in EDI initiatives.\"}]","Policy Analysis of Equity, Diversity and Inclusion Strategies in Canadian Universities - How Far Have We Come? | PDF",1792083794]