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This chapter explores the impact of equality, diversity, and inclusivity (EDI) on internal change agents’ (ICAs) personal and professional development. We have surveyed 117 ICAs that undergo a four-year digital development programme at Edinburgh Business School (EBS). Our survey design draws from expectancy, surprise, sensemaking, and attribution theories to test four hypotheses using Spearman’s rank. We found that diversity features such as gender, age, sector affiliation, work experience, management responsibility, and programme stage do not strongly impact ICAs’ experience of personal and professional development. Surprisingly, some diversity features had a modest or moderate impact on ICAs’ experience of personal and professional development. This disconfirmed our basic assumption about the effectiveness of inclusivity practices in the digital development programme at EBS. We conclude that future research should further investigate the impact of evaluation on ICAs’ personal and professional development and how we can secure it in a digital Business School context.

With the rising concern for employment equity, accompanied by the potential for social media backlash and boycotts of company brands, products, and services, organisations are focussing on equality, diversity, and inclusion (EDI) in the workplace. They develop programmes and initiatives and allocate resources to these efforts. While there has been some progress, companies have also faced challenges that stymied the effectiveness of those programmes and the intended outcomes for their organisations. Based on in-depth interviews with 28 employees of organisations in various industries, this chapter identifies challenges at three levels based on employee perceptions. The findings categorise these challenges at the individual employee (micro) level, the organisational (meso) level and the national (macro) level. Furthermore, the findings suggest steps to remove some of those challenges, or at least minimise their negative impact on organisational EDI policies and practices.

Based on the transformative learning theory, this paper analyses a French women-only training programme (WOTP) that aims to develop women’s soft skills in their professional contexts. This paper aims to focus on the process of personal transformation, the collective dimensions and the unexpected effects of the transformation.

This paper used a mixed qualitative design that mainly combines a qualitative two-step study of 47 women to assess their personal changes in terms of self-confidence, self-efficacy and assertiveness. This paper used 13 semi-structured interviews to explore the perceived changes in-depth.

The analysis shows that beyond “fixing their lack of skills” – including self-limiting behaviours, low feelings of self-efficacy and difficulty claiming one’s place – a WOTP can trigger a transformational learning experience at the individual level and can modify the surveyed women’s attitudes and behaviours at work. The results also highlight the collective dimension of transformation and, to some extent, an avenue for a societal transformation.

One can state that these WOTPs may positively contribute to human resources development in organisations, and that they may be considered a relevant practice in the move to promote women and gender diversity in organisations.

The findings reveal that, at their individual levels, these women may become agents of change by influencing and acting in their professional lives. The results stress that training women may contribute to organisational changes in terms of gender diversity. These findings contribute to the enrichment of the transformative learning theory by developing the collective and societal dimensions.

Anti-racism has been practiced in various ways, with varying degrees of effectiveness. This chapter engages with the body of scholarship that focuses on approaches aimed at promoting anti-racist actions, policies and social change. It discusses some of the main anti-racism strategies that have been deployed across different countries and examines anti-racism practices in interpersonal, intergroup and community settings. These approaches encompass civil rights campaigns, legislative and policy interventions, affirmative action, diversity and inclusion training, prejudice reduction, intergroup contact, organisational development and holistic anti-racism approaches. Some anti-racism practices and policies, such as awareness campaigns, social marketing and diversity training, also extend to digital platforms, with social media and multimedia networks deployed to broaden the reach and impact of anti-racist endeavours. This chapter specifically engages with local anti-racism movements and draws principles for broader implementation of anti-racism policy and practice. It concludes with a brief discussion of the effectiveness of contemporary anti-racism approaches.

Managing differences is a difficult undertaking, especially considering the difficulties arising from the unconscious functions of our brains. Organisations should strive to counteract the potentially harmful effects of unconscious bias by implementing policies that support bias-aware management and decision-making. Although it is obvious that bias cannot be completely eliminated, there is enough data, as discussed in this work, to demonstrate that unconscious bias and stereotypes can be addressed and decreased with mindfulness-based interventions (MBIs) to some extent. Mindfulness involves the process of bringing non-judgemental awareness to experience by striving for full attention in the present moment. In this context, including mindfulness practises into training programmes for equality, diversity, and inclusion may serve as an accelerator for recognising hidden biases, reducing stereotypes, eliminating discrimination, and encouraging cognitive changes. This chapter explains the ways in which MBIs can be used to promote cognitive changes and comprehend the automatic and unconscious nature of emotions and thoughts in order to remove barriers between all differences in the workplace.

It is well known that culture is a catalyst for change, helping economies respond to societal problems and demands and that culture is where people turn to in moments of crisis. In this case study around designing and implementing evaluation methodologies/frameworks for Coventry UK City of Culture 2021, it is suggested that in English public policy and within publicly invested arts there is a maturation of thinking around recognising/measuring the public value of culture including its social value. The purpose of this paper is to chart the recent policy of justifying cultural expenditure with social value claims and highlight challenges for evaluating activity within Coventry UK CoC 2021 as a change in wider policy is taking place.

This paper provides creative insights into the design and implementation of the evaluation methodologies/frameworks for Coventry UK City of Culture 2021. The authors of this paper as the collective team undertaking the evaluation of Coventry's year as UK City of Culture 2021 bring first-hand experiences of challenges faced and the need for a cultural mega-event to evidence its value.

The case study aims to address the concepts of measuring value within cultural events and argues that a paradigm shift is occurring in methods and concepts for evidencing the aforementioned value.

The case study within this paper focuses on the build-up period to the UK City of Culture 2021 year and the thinking and logic behind the creation of the evaluation/measurement framework and therefore does not include findings from the actual cultural year.

It is acknowledged that there are papers examining measuring and evidencing the “value” of cultural mega-events, the authors bring real-life first-hand experience of the concepts being utilised by them on the ground in the delivery and evaluation design of Coventry, UK City of Culture 2021.

The current study evaluated (1) characteristics of the community leadership development program associated with successful participant recruitment, (2) active ingredients that promoted fellow engagement and program completion and (3) how the program addressed blackness and racism.

Individual interviews were conducted with a representative subset of former program fellows.

Results indicated that offering training in small cohorts and matching fellows with individual mentors promoted program interest. Program strengths and unique ingredients included that the program was primarily led by people from the Black community, program malleability, and that the program was a partnership between fellows and leadership. Additionally, the program was responsive to fellows’ needs such as by adding a self-care component. Fellows also noted dedicated space and time to discuss race and racism. Results offer a unique theoretical perspective to guide leadership development away from the uniform or standardized approach and toward one that fosters diversity and equity in leadership.

Altogether, this work demonstrates how leadership development programs can be participant-informed and adapted to participants’ social and cultural needs.