Invisible inequities in higher education
Faculty EDI disclosures in university sustainability reports
Bibliographic Data
| ID | 21720910 |
|---|---|
| Authors | Yi-Chih Lee (0000-0001-5076-391X, Chien Hsin University of Science and Technology Department of International Business, , Taoyuan), Wei-Li Wu (0000-0002-0934-9810, Chien Hsin University of Science and Technology Department of International Business, , Taoyuan) |
| Year | 2025 |
| Pages | 1-20 |
| Publication date | 2025-11-26 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-02-2025-0119 |
| OpenAlex | W4416734342 |
| Language | EN |
| References cited | 23 |
Purpose This study aims to examine the integration of faculty-related equity, diversity and inclusion into the sustainability reporting of Taiwanese higher education institutions, drawing on equity theory. Design/methodology/approach Adopting a content analysis approach, this study systematically codes and categorizes information related to gender and faculty career development. The analysis centers on three key variables – female faculty recruitment, female administrative representation and the disclosure of promotion mechanisms – to evaluate variations in the depth and transparency of reporting across institutions. Findings This study reveals that most university sustainability reports provide only superficial disclosures on gender- and faculty-related issues, typically confined to statistics or institutional statements without substantive measures. Such practices highlight a gap between organizational claims and actual implementation. Women remain underrepresented in leadership and administrative positions, reflecting persistent gender inequality. Disclosures are largely compliance-oriented rather than proactive efforts toward sustainability, and institutional support for faculty promotion remains limited. Originality/value This study underscores the significance of faculty-related issues in sustainability reporting, addressing the limitations of prior research that has predominantly emphasized students or broader organizational dimensions. It highlights the need for universities to enhance the disclosure of faculty recruitment practices, administrative representation and promotion mechanisms as part of advancing gender equality and sustainable development in higher education
Content analysis · Gender diversity · Higher education · Sustainability · Sustainability reporting · Corporate Social Responsibility Reporting · Higher Education Governance and Development · Sustainability in Higher Education
Gender bias in academia
Are universities engaging in social washing? Rethinking the presentation of university sustainability reports
The unintended consequences of a quantitative, centralized faculty promotion system
Conceptualizing Teachers Unions as Organizations Leading for Equity
The Scientific Production of Women and their Presence in Management Position in Science and technology careers in the Ecuadorian Higher Education System
Women and Leadership in Higher Education
Three Approaches to Qualitative Content Analysis
Towards an understanding of inequity
Justice in Social Exchange
| Highly cited | No |
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