EDI Conversations 1: Professor Hari Hundal

LC: Hello. You’re listening to EDI Conversations from the University of Dundee’s School of Humanities, Social Sciences and Law. I’m Louise Campbell, School Lead for Equality, Diversity and Inclusion. Welcome to Professor Hari Hundal. Hari is Professor in Molecular Physiology at the University of Dundee, and he’s our Assistant Vice Principal for Equality, Diversity, and Inclusion. Hari can we start with you telling us a little bit about your role and also maybe something about your academic research interests?

HH: Thank you for having me, Louise. My role as Assistant Vice Principal for Equality, Diversity and Inclusion at the University is one that I’m incredibly passionate about. For me, EDI is more than an administrative responsibility. It’s a core principle that underpins the very fabric of our university community, and it’s a role which I believe will allow me to advocate for, and hopefully implement strategies that ensure every member of our institution, regardless of their background, has the opportunity to thrive.

Now, as for my academic research interests, which you’ve asked about, as Professor of Molecular Physiology in the School of Life Sciences, my research has focused on understanding how our cells, specifically muscle and fat cells, which is where my interest lies, regulate fuel and an energy metabolism in response to hormonal and nutritional cues. It’s a fascinating and important area of study in my view, especially when you consider its relevance to metabolic diseases linked to obesity and diabetes, which are major public health issues, not just in the UK, but for much of the Western world and increasingly also in countries that would have been traditionally classed as developing, and I think what I’ve loved most about my 35 year journey in research is the diverse group of students and colleagues I’ve had the privilege to work with. Their varied backgrounds have truly enriched the research that we’ve carried out, and it’s a constant reminder of why fostering an inclusive environment is so, so important. And I think the link between my academic work and my EDI role; deeply intertwined scientific exploration or inquiry thrives in environments where diversity of thought and background is embraced. My research has shown that scientific discoveries often come from the convergence of different perspectives. Now, whether that’s in the lab or in the broader university setting via research collaborations that you have within your own School, but also with colleagues in other Schools, I think these experiences have solidified my belief that a commitment to EDI is essential for the advancement of knowledge and innovation.

Recently I have wound down my research activities in order to shift more of my focus on my EDI role and my work as the Academic Regional Lead for South Asia. The latter role involves supporting the university’s international recruitment activity from one of our key regional markets and one that also aims to seek out and forge sustainable research and teaching partnerships with institutions across South Asia. And I believe these efforts are crucial components of our broader institutional strategy to enhance diversity within our university. Ensuring that our community is not only diverse in its in its composition, but also in its perspectives and ideas. So I would have to say that my commitment to EDI is rooted in the understanding that when we create an environment where all members can succeed, we unlock the full potential of our university community. And this is a cause that I’m deeply passionate about and one that I will continue to champion in my current role.

LC: Is there an example of a moment in your career that you can share with us that illustrates something about your experience of the importance of EDI in higher education?

HH: Absolutely. I think one aspect of my career where I’ve seen the importance of EDI play out repeatedly was in my undergraduate teaching. Over the years I’ve had the real privilege of teaching incredibly diverse classes with students from all over the world, from various academic backgrounds, and I’ve always believed that to be an effective educator, it’s crucial to connect with every student in the room, ensuring that the material is conveyed in a way that resonates with them, regardless of their background. Now, this approach involves being mindful of the different perspectives and experiences that students bring to the to the classroom. I’ve always made a point to use inclusive examples to create an environment where every student feels comfortable asking questions and engaging with the material that I deliver. I’ve also adapted my teaching methods to account for the varied academic backgrounds of students, and that might mean providing additional help for those who might need it or offering more challenging material to those who want to dig deeper. I think this inclusive approach to teaching was one of the reasons I was honoured with the Most Inspirational Teacher award as part of the DUSA student-led teaching awards for three consecutive years. It was incredibly gratifying to know that my efforts to create an inclusive and supporting learning environment were recognised by the students themselves, and for me these awards were not just a personal achievement. They reflected the impact that inclusive teaching practises can have on student success and and wellbeing.

I have several similar examples with respect to supervising PhD students that have come from very different academic and cultural backgrounds who face numerous challenges not only in adapting to a new research environment, but also navigating the cultural differences when they arrive in our country. I think by providing tailored support and understanding their unique perspectives, these challenges can be overcome and these students not only do well in their research, but I know that they have subsequently gone on to establishing successful academic careers of their own. And I believe these experiences have reinforced in me that when we take an inclusive approach, recognising and valuing each person’s unique experiences, we can unlock incredible potential in them. That’s a powerful reminder, in my view, of why EDI is not just important, but essential in higher education.

LC: You are the first assistant VP in EDI at the University of Dundee. Can you tell us a little bit about how that came about?

HH:  The establishment of the Assistant Vice Principal position in EDI was, in my view a strategic and forward-thinking decision by the university and one that was really driven by a deep commitment to building a more inclusive and equitable academic environment. I have a long association with the university, and I truly believe that over the years that I have been here we’ve made great strides in promoting EDI. So for example, our commitment to initiatives such as Athena Swan, the Race Equality Charter. However, I think most folks would agree there are still systemic challenges that need more focused leadership. My role was created to provide that focus, ensuring that EDI is not just a bolt on to our strategic mission, but a foundational element that shapes everything we do from curriculum design, ensuring inclusive research practise. To fostering a campus culture where every community member feels valued and supported. The creation of my role, I think, signals a very serious commitment to embedding EDI into the core of our institution, making it a driving force for all our decisions. And I’m pleased to be providing that academic leadership on our EDI efforts at this crucial moment with the goal of making a lasting impact on our staff, students and of course our broader community.

LC:  And what from your perspective in the role now, and I know you’ve been a little while in the role, I wonder if you can share what you think we need to address most urgently within the university and why that might be?

HH: In my view, there are several critical areas that require our urgent attention to ensure that our university fulfils its commitment to EDI. First and foremost, we must address the persistent degree attainment gap between different demographic groups, particularly between BAME (Black, Asian and Minority Ethnic} students and their white peers. This gap is not just a statistic. It reflects deeper systemic issues within our educational framework we must confront head on and I think to tackle this, we need to re-evaluate our curriculum to ensure it’s truly inclusive, representing a diversity of perspectives and experiences. We must also provide tailored academic and pastoral support to all students, recognising that a one-size fit all approach does not work in a diverse student body. By doing so, we can create an environment where every student, regardless of the background, has equal opportunity to succeed.

Secondly, improving the recruitment and retention of a diverse workforce is an imperative. A diverse staff body is crucial, not only because I think it reflects the global nature of our student population, but also because it brings a broad range of perspectives that enrich our teaching, research and the service to the community. Diverse teams are more innovative and better equipped to address complex global challenges. That’s a given. Major industries are doing that around the world because they recognise that in terms of their productivity. However, recruitment is only the first step. We must also focus on creating inclusive environment that supports our professional development, retention of our diverse staff and ensuring that we that they have the resources and the opportunities to thrive and to advance within the university is absolutely crucial.

I think a third critical area of focus is the need to enhance the inclusivity of our research culture. It’s vital that all that all researchers, regardless of their background have equitable access to resources, mentorship, opportunities to contribute to leading, leading, and cutting edge research. For me, this this means actively working to dismantle any barriers that that may prevent underrepresented groups from fully participating in and benefiting from our research activities. By fostering a research environment that values and supports diversity, we not only promote fairness, but also innovation and excellence in our academic endeavours. I think addressing these areas that I’ve mentioned is not just about meeting targets or fulfilling obligations. It’s about creating a university that is truly inclusive, where every member of our community can reach their full potential, and I think the success of our students, staff and researchers depends on our ability to address these challenges with urgency and commitment. And I think this is something that I certainly will be driving forward.

LC: One of the reasons that that you’re with us to speak to us today is because the university is launching its institutional EDI strategy. Can you tell us a little bit about what the key principles of that are?

HH: Sure. The university’s EDI strategy is anchored in four foundational themes that align with what really should be obvious guiding values of inclusivity, equity, empowerment and accountability, which I would hope everyone would accept as being fundamental to equality, diversity and inclusion and good governance. First, we are committed to establishing inclusive campus communities. This theme embodies the principle of inclusivity, where our goal is to create an environment where everyone, regardless of the background identity or beliefs, feels valued, respected, and is able to fully participate in university life. And for me, inclusivity goes beyond mere representation. It involves fostering a sense of belonging for all members of our community.

Secondly, the strategy focuses on the importance of promoting workforce diversity, which in my view aligns with the principle of equity. Achieving true diversity requires us to actively identify and dismantle barriers that prevent underrepresented groups from accessing opportunities within our workforce. So by focusing on equity, we ensure that our recruitment, retention, and professional development processes are fair and inclusive, allowing us to build a diverse staff body that enriches our institution. The third theme focuses on creating a vibrant, inclusive research culture, deeply connected to the principle of empowerment. We believe that for our research to thrive, all researchers, regardless of the background, must be empowered to contribute and innovate and lead. This means providing them with equitable access to resources, mentorship and opportunities for advancement, ensuring that every researcher can reach their full potential, and that diverse voices drive our academic excellence.

And finally, we’re dedicated to ensuring equity in educational achievement and student experience. And I think this this theme reflects both equity and empowerment principles, because by addressing the disparities in academic outcomes and ensuring that every student has the support and opportunities they need to succeed, we aim to create a learning environment where all students, irrespective of the background, can achieve their academic goals and fully engage with the university life. So at the core of all these themes lies the principle of accountability. We are dedicated to taking responsibility for the progress that we will hopefully make on the EDI strategy, but I think we’ve also got to take responsibility; we might fall short in advancing those EDI principles. This means consistently making sure that we monitor, report and evaluate our efforts to ensure that our strategies are not just aspirational but are genuinely driving transformation that’s needed to build a truly inclusive institution.

LC: When you’re speaking about accountability, can you explain who you think will or should be carrying out the strategy? Whose responsibility is it?

HH: The success of our EDI strategy is a collective responsibility that extends right across the entire university community. While the central EDI team will play a key role in supporting the strategy, and key individuals will be involved in leading on implementing actions, real and lasting change requires the active participation of every individual students, academic and professional services staff alike. Each of us has a role to play in embedding the principles of equality, diversity and inclusion into the fabric of our daily interactions and our decision-making processes, and I believe leaders and managers in particular, bear a significant responsibility. They really have got to model inclusive behaviour, set clear expectations and ensure that the decisions they make consistently reflect our institutional EDI values and principles. This includes fostering an environment where diversity is celebrated, equity is prioritised and all voices are heard and respected. So leadership commitment is essential but it is equally important that this commitment is echoed and cascades at every level of the university.

I think it’s also important to acknowledge that implementing our EDI strategy will not be without its challenges. One of the most significant hurdles is overcoming unconscious bias, which can influence our decisions and behaviours often in ways that we may not even be aware that they’re having an impact. I think these biases can create barriers to inclusion and equity, making it essential for us to continuously educate ourselves and others on recognising and mitigating their impact. Another challenge is resistance to change . EDI initiatives often require shifts in long-term established practises and mindsets and this can sometimes be met with hesitation and pushback. To address this, we must engage in open, honest dialogue about the importance of EDI, you know, with it not just being a moral imperative, but as a critical driver for academic and institutional excellence.

And I think when everyone in the community understands that embracing diversity and fostering inclusion enhances our collective success, then I think we can all effectively overcome resistance and build that drive for change. Finally, I think there is a challenge of ensuring that our policies and strategies are not just theoretical but are translated into real lived experiences for everyone at the university. It’s one thing to have EDI policies in place, but it’s another to see those policies reflected in the day-to-day experiences of our staff and students through simple actions. For example, making sure that our campus and our resources are accessible to all individuals irrespective of whether they have physical or hidden disabilities, for example. These are kind of things that I think we need to make sure that we are able to translate those policies into the real lived experiences of people benefiting from our principles and values. So in short, I think the success of our EDI strategy hinges on each of us actively engaging and working together.

LC: Thank you very much, Hari. I just have a couple of final questions to help people get to know you a little bit. I hope that’s OK. First of all, what did you have for breakfast this morning?

HH: I had a cup of tea and a bowl of cereal. I’m particularly fond of Maple pecan granola clusters, which I get from my local supermarket. But having said that, I’m more than happy to indulge in a full breakfast fry-up if that’s on offer – as long as I’m not cooking it.

LC: Where is your favourite place to be?

HH: Perhaps on the road, feeling the wind… Not many people would know this, but I’m a bit of a petrol head. I’ve got two classic motorcycles and love getting out and riding on them whenever I can. I’ve got to confess I’m less inclined to ride them when the weather isn’t co-operating, which is quite often this Scottish climate.

LC: Last question. Who do you admire?

HH: OK, I’m going to abstain from naming any one individual but I deeply admire anyone who has the courage to stand up and speak out against mistreatment, prejudice and social injustice, especially when sometimes it can come at personal cost. I think these individuals inspire me because they show that true strength lies not in silence, but in the willingness to confront wrongdoing, even when it’s uncomfortable or unpopular. I think the actions of such individuals often remind us that progress is driven by those who challenge injustice, speak truth to power, regardless of the consequences. So they have my admiration.

LC: Lovely. That’s a super note to end on. Thank you very much, Hari. We appreciate your time.

HH: Thank you for having me. I appreciate the chance to discuss what I believe are really important issues for the university at the moment.