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The events sector is an innovative and dynamic working environment that requires a creative and diverse workforce to help it thrive. However, in the main, the events workforce is not diverse, with evidence suggesting that most leaders continue to be White and male. There has been no previous research exploring the experiences of ethnically diverse professionals in this environment. This paper aims to draw on the theory of racialised organisations to begin to address this gap and amplify the voices of ethnically diverse events professionals.

Qualitative, semi-structured interviews were conducted with 17 ethnically diverse event managers working in the UK events industry.

Covert and overt forms of racism and discrimination remain ubiquitous within the culture of event organisations, and in a number of guises, ranging from regular racialised microaggressions to more subtle forms of exclusion. The events industry needs to do more than pay lip service to neoliberal notions of diversity and acknowledge the ways in which racial relations of power shape the industry and the experiences of individuals within it, and design interventions to address these issues.

To the best of the authors’ knowledge, this study is the first to apply the theory of racialised organisations to the events industry, recognising the centrality of race and racism to events organisations and careers. In so doing, it offers essential insight into race and ethnicity in this sector and contributes to ongoing efforts to integrate race and racism within theorising in management and organisation studies.

Higher education institutions (HEI) are acknowledged as a key driver for the development of sustainable societies, so much so that some profess education for sustainable development to be the most fundamental of the United Nation’s (UN) 17 sustainable development goals (SDGs). This chapter provides an overview of the chapters in the book: Higher Education for the SDGs, divided into two themes, namely (i) Research from the Global North and Global South and (ii) Rethinking curriculum.