UBC Sauder Equity, Diversity and Inclusion 2021 Annual Report

UBC Sauder 2021 Annual Report on Equity, Diversity and Inclusion

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

Executive Summary UBC Sauder 2021 Annual Report on Equity, Diversity and Inclusion The UBC Sauder Equity, Diversity and Inclusion (EDI) Annual Report outlines some of the key EDI activities, initiatives and policies enacted at the UBC Sauder School of Business over the past fiscal year (April 1st, 2020 to March 31st, 2021). One core initiative was officially forming the UBC Sauder EDI Committee in August 2020, which has worked with the Dean’s office to articulate a set of core principles and goals that will guide the School’s ongoing EDI work.

Most of what is showcased in the Annual Report reflects our first guiding principle of fostering an Inclusive and Respectful Community: 1. UBC Sauder has prioritized initiatives around including and engaging Indigenous communities, supporting Indigenous scholars, increasing student content, contact, and exposure to Indigenous ways of knowing and practices, following the best research practices in this space, and offering Indigenous awareness training to staff and faculty.

2. We have coordinated and facilitated a number of EDI training programs and learning opportunities to increase knowledge and build capacity in the EDI space for staff and faculty.

3. We have introduced new EDI-relevant course content that is part of the core curriculum (e.g., COMM 186E: Values, Ethics and Community) and specific elective courses on EDI themes (e.g., BAHR 580A: Leading Diversity and Inclusion, and COMM386T and BAEN580A: Indigenous Relations and Economic Development).

4. We have offered formal co-curricular initiatives that elevate EDI including The Sauder Social Entrepreneurship Program, The Peter P. Dhillon Centre for Business Ethics, and the Creative Destruction Lab. 5. We continue to encourage and support more informal, “grassroots” events and activities that have been initiated by our staff, faculty and students. These include a number of activities, events and initiatives created by our vibrant undergraduate community, the Women in Business Club, the Sauder Women Scholars Program and CARBLOAD (events that connect 2SLGBTQIA+ faculty, staff and students).

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In line with our second guiding principle of cultivating Diverse and Vibrant Faculty, Staff and Students, we present some of our diversity demographics. We highlight the diversity of these stakeholder groups and we also acknowledge the limitations of the ways in which UBC has historically collected this data.

Consistent with our third principle of Accountability, Engagement and Communication, we are currently auditing our data collection procedures with an eye toward improving these in the future. We also have been creating ways to better communicate what is going on in the EDI space at UBC Sauder, including sharing information and resources on UBC Sauder’s internal intranet (the “HUB”), as well as developing a UBC Sauder EDI webpage, which will launch in the fall of 2021.

Finally, we acknowledge our EDI journey is a work in progress, and that we know there is more to do in this space. We look forward to hearing from and working with our stakeholders as we continue on this journey. It is up to all of us at UBC Sauder to help the School live up to its values of EDI, and to help make UBC Sauder a place where we can all thrive.

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

UBC Sauder 2021 Annual Report on Equity, Diversity and Inclusion Drafted by the EDI annual report working group: Kai Li (Lead), Amadon Coletsis, Jesse Grimaldi, Dharm Joshi, Kin Lo, and Kate White

Message from Senior Associate Dean, Equity, and Diversity

Land acknowledgement

On behalf of the UBC Sauder Equity, Diversity and Inclusion (EDI) Committee, we are pleased to present our inaugural 2021 Annual Report. The main goal of the Annual Report is to summarize EDI work and activities across UBC Sauder over the past year and share metrics as they relate to benchmarking and enhancing equity, diversity and inclusion at the School.

We acknowledge that the UBC Point Grey campus is situated on the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam). We are grateful for the opportunity to live, work, learn, and grow on these lands that have always been a place of learning for the Musqueam, who for millennia have passed on their culture, history, and traditions from one generation to the next on this site.

Message from Dean Helsley Working to create a collaborative and respectful culture that promotes fairness, celebrates differences and creates opportunities is critical to our success as an educational institution. It is a core element of our purpose as an organization. We recognize that we must intentionally build a community where equity, diversity and inclusion are deeply imbedded into our policies and processes. This report summarizes the work we have done and the actions we have taken over the past year in this important domain. It describes how we are building a foundation to measure our progress and be held accountable for our ongoing efforts. I am proud of the commitment of our people to advancing equity, diversity and inclusion at UBC Sauder, and humbled by the magnitude of the challenges that lie ahead. I hope you will join us on this journey.

Robert Helsley, Dean, UBC Sauder School of Business

We also refer you to the School’s new EDI website for related news, announcements, our EDI dashboard, resources, contacts, and a portal for your feedback. Learn More Last fall, we shared the feedback we have received to date on EDI-related issues and published our initial workplan on the UBC Sauder website. These early seeds are now germinating, and we are moving forward with publishing the UBC Sauder School of Business EDI principles and goals in this Report. This document will serve as the basis for the School’s strategic planning, goal-setting, and bench-marking around EDI. We want to thank the UBC Sauder community members who have shared ideas, thoughts and calls for change in various ways with the Dean’s Office and the EDI Committee. We want you to know that your feedback matters, and you have helped shape how we understand our collective work in EDI and where we need to go as a School.

Thank you for your patience and support throughout this process. We acknowledge that change takes time, and we assure you that EDI is a key priority for the School and look forward to your valued participation.

Kai Li Ph.D., Canada Research Chair in Corporate Governance, W.M. Young Professor of Finance

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Table of Contents

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Terminology

4

EDI Advancement at UBC Sauder

5

UBC Sauder EDI Principles and Goals

7

EDI Initiatives and Activities

9

Indigenous initiatives

10

Training and support

12

Curricular and co-curricular experiences relating to EDI

14

Student, Staff, Faculty, and Alumni Clubs and Activities

16

EDI Data: Identifying Key Performance Indicators

18

Looking Ahead

22

How to Get Involved

24

Acknowledgements:

25

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

Terminology

Consistent with the UBC Inclusive Action Plan, we define important terms as below:

Historically, persistently, or systemically marginalized: This language was intentionally and carefully chosen to recognize that:

Equity: Recognizing that everyone is not starting from the same place or history, deliberate measures to remove barriers to opportunities may need to be taken to ensure fair processes and outcomes. Equity refers to achieving parity in policy, process and outcomes for historically and/or currently underrepresented and/ or marginalized people and groups while accounting for diversity.

• UBC and other institutions throughout Canada were created at a time when societal norms privileged and included some groups and disadvantaged and excluded others. In Canada, these disadvantaged groups have been defined as Indigenous people, women, people with disabilities, racialized people, and 2SLGBTQIA+ people.

It considers power, access, opportunities, treatment, impacts, and outcomes, in three main areas:

• This history entrains a legacy of day-to-day barriers that contributed to past, and perpetuate current, inequities which compound over time;

1. Representational equity: the proportional participation at all levels of an institution; 2. Resource equity: the distribution of resources in order to close equity gaps; and 3. Equity-mindedness: the demonstration of an awareness of, and willingness to, address equity issues.

Diversity: Differences in the lived experiences and perspectives of people that may include race, ethnicity, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical disability, mental disability, sex, gender identity or expression, sexual orientation, age, class, and/or socioeconomic situations.

Inclusion: Inclusion is an active, intentional, and continuous process to bring marginalized individuals and/or groups into processes, activities, and decision-making to address inequities in power and privilege, and build a respectful and diverse community that ensures welcoming spaces and opportunities to flourish for all.

2SLGBTQIA+: Two Spirit, Lesbian, Gay, Bisexual, Trans, Queer (or Questioning), Intersex, Asexual (or sometimes Ally). The placement of Two Spirit (2S) first is to recognize that Indigenous people are the first peoples of this land and their understanding of gender and sexuality precedes colonization. The ‘+’ is for all the new and growing ways we become aware of sexual orientations and gender diversity.

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• Our systems, in the form of policies, practices, culture, behaviours, and beliefs continue to maintain these barriers in the ways that they continue to create the institution. It is often not an individual intentional, systematic, effort to discriminate.

It is an unconscious, unrecognized practice of doing things as they have always been done (and recreating the historical exclusions).

IBPOC is a contemporary term that refers to Indigenous, Black and People Of Colour. Its origins are from the USA where the term is often expressed as BIPOC. At UBC and in other Canadian contexts, IBPOC is often used to place ‘First Peoples first.’

Disability and Access: Persons who have a significant and persistent mobility, sensory, learning, or other physical or mental health impairment; experience functional restrictions or limitations of their ability to perform the range of life’s activities; and may experience attitudinal and/or environmental barriers that hamper their full and self-directed participation in University activities (UBC Policy 73).

Intersectionality: The interconnected nature of social categorizations such as race, class, disability, sexual orientation, and gender identity as they apply to a given individual or group.

The term was coined by lawyer, civil rights advocate, and critical race theory scholar Kimberlé Crenshaw to describe the “various ways in which race and gender intersect in shaping structural and political aspects of violence against women of color”.

Intersectional identities create overlapping and interdependent systems of marginalization, discrimination or disadvantage.

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

EDI Advancement at UBC Sauder

As articulated in the UBC Sauder Strategic Plan 2017-2022, a collaborative and respectful environment is a core principle of the School. We strive to foster an environment characterized by honesty, integrity and respect. The Strategic Plan stipulates three goals associated with the principle of a collaborative and respectful environment: 1) attract and retain outstanding employees who are committed to advancing the mission of the School; 2) foster a strong and collegial organizational culture that realizes the highest standards of inclusivity, equity and mutual respect; and 3) provide our employees with the support they need to lead meaningful professional and civic lives. These goals support the School’s vision to build a more just, sustainable, and prosperous world through innovation and responsible leadership, and to embrace our core values — rigour, respect, and responsibility — in our School, in our community and in our daily lives.

The UBC Sauder School of Business was one of the first Faculties at UBC to create a leadership role dedicated to EDI. The position of Senior Associate Dean, Equity and Diversity was established by Dean Helsley in 2015. In 2021, this position was renamed Senior Associate Dean, Equity, Diversity and Inclusion. The mandate of this role is to set the strategic direction for EDI at UBC Sauder in ways that advance equity and diversity within the UBC Sauder School, and to promote an environment of fairness and respect where all can teach, learn and work free of discrimination in a supportive and inclusive environment.

To further advance equity, diversity and inclusion at UBC Sauder, Dean Helsley established The Equity, Diversity and Inclusion (EDI) Committee in August 2020 with the following mandate and purpose.

Mandate The mandate of the UBC Sauder EDI Committee is to play an advisory role to the Dean. The Committee reports directly to the Dean and supports UBC Sauder’s commitment to a collaborative and respectful environment (UBC Sauder Strategic Plan) and UBC’s strategic priorities around Indigeneity and EDI (Indigenous Strategic Plan, Inclusion Action Plan, and Focus on People 2025).

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Purpose UBC Sauder aims to be a leader in the EDI space. The EDI Committee will advise on matters linked to actively promoting and supporting a collaborative and respectful environment for our faculty, staff and students through embedding equity, diversity and inclusion in the activities, systems, and structures of the School.

Responsibilities 1. Identify and enact best practices that support a diverse and inclusive community of faculty, staff and students. Areas of practice include recruitment, retention, learning, research, and engagement.

2. Respond to requests from the Dean’s Office to address priority issues related to EDI. 3. Monitor and advise on UBC Sauder’s alignment to UBC-wide EDI goals and action plans, particularly those emanating from UBC’s Equity & Inclusion Office.

4. Produce an annual report on the School’s effectiveness and progress in achieving a diverse and inclusive community including the use of relevant key performance indicators and benchmarking.

5. Communicate and coordinate with UBC Sauder students on EDI initiatives and issues.

The Committee and Dean’s Office collaborated to identify the following process for advancing EDI.

Principles → Goals → Actions → Key Performance Indicators → Accountability and Reporting

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The first step is identifying principles and goals. These will serve as the basis for identifying specific actions to achieve the goals.

The EDI Committee is currently working with our UBC Sauder Communities and the Dean’s Office to set clear actions and key performance indicators (KPIs) in this space, along with who is accountable for actions and timelines. This will serve to measure progress and to ensure accountability.

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

UBC Sauder EDI Principles and Goals

Principle

Goal

An inclusive and respectful community

Community that Embraces EDI

A UBC Sauder community with EDI knowledge, skills, and practices and the organizational capacity to enhance a culture of inclusion, belonging, and collaboration.

1. Sponsor the development of EDI competencies through training and learning.

2. Promote commitment and capacity through increased collaboration between and among leadership, unit heads, and various stakeholder groups (faculty, staff, students, and alumni).

3. Work with the Senior Associate Dean Equity, Diversity and Inclusion to review and enhance policies, practices, and actions that support EDI. Inclusive Teaching and Learning 1. Support inclusive course design, teaching practices, and assessments.

2. Promote respectful and inclusive learning.

3. Welcome and encourage student feedback and perspectives on their learning experiences.

4. Integrate a diverse range of perspectives, including Indigenous identities, cultures, values, and ways of knowing, in our approach to teaching and learning.

Inclusive Research 1. Provide support for EDI-themed research.

2. Ensure equitable and inclusive practices in award nominations and in the allocation of research grants.

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Principle

Goal

Diverse and vibrant faculty, staff and students

Accessibility

Recruiting and retention practices that eliminate biases and barriers, and increase representation of underrepresented and marginalized groups in order to create an organization that embodies diverse perspectives, as well as enhances feelings of belonging, safety, and accessibility.

1. Ensure accessibility for faculty, staff, students, alumni, and visitors with disabilities.

Equitable Recruitment 1. Develop recruitment practices and metrics to ensure inclusion of underrepresented and persistently marginalized groups 2. Enhance active recruitment for EDI competencies and capacity to excel and contribute in a diverse work environment.

Equitable Retention and Career Advancement 1. Implement retention practices that support equity, diversity, and inclusion.

2. Recognize service contributions to EDI in performance reviews.

Principle

Goal

Accountability, Engagement and Communication

Accountability

Timely reporting processes, community engagement, and transparent communication to the broader UBC Sauder community.

1. Establish channels for all UBC Sauder units to report their EDI initiatives, activities and metrics as part of annual strategic planning.

2. Report annually to the Dean on progress of EDI Principles and Goals including actions undertaken across the School.

External Dialogue and Engagement 1. Embed EDI criteria in partnerships with employers, external contractors, Indigenous communities of interest, alumni, and other external stakeholders toward supporting an inclusive environment at UBC Sauder.

EDI-related Communication 1. Develop a communications strategy to report to our community on EDI initiatives and impacts that includes an EDI dashboard and the EDI Committee Annual Report.

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2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

EDI Initiatives and Activities

Our goal in this section is to present some of the EDI work happening throughout UBC Sauder. The list is not exhaustive, and does not fully capture the work that so often happens within the learning in our classrooms, in social settings and informal conversations, and through sharing feedback and respectfully challenging each other to live by UBC Sauder’s values in EDI. In this section, we have compiled a summary of many EDI-related initiatives, activities and events that have taken place at UBC Sauder over the past year (April 1st, 2020 to March 31st, 2021). In sharing what has been done, we can create a benchmark for building on these efforts to continue to do more to advance inclusion at UBC Sauder and to better identify gaps and room to grow.

We acknowledge this list does not fully encompass the work that needs to be done (work that is ongoing), and that our work in EDI must extend beyond initiatives, activities and events and into our policies, systems, procedures and institutional foundation for continued systemic change in EDI. We invite and welcome feedback, suggestions and input on initiatives, activities, and ideas that will strengthen and improve EDI at UBC Sauder.

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Indigenous initiatives Business Education for Indigenous Communities

Business Curriculum Through an Indigenous Lens

Aboriginal Management Program

Increasing Indigenous Content in the BCom Program

Delivered by Ch’nook Indigenous Business Education, the Aboriginal Management Program (AMP), created by UBC Sauder in 2002, is an executive education style management program for aspiring Indigenous entrepreneurs from across Canada. There were 13 graduates from the program over the period 2020-2021.

A number of core courses have added or increased coverage of Indigenous business and economic issues. For example, COMM 390 Business Writing includes a writing project where students research and propose a business partnership with a BC First Nation, and COMM 394 Environment, Society, and Government has topical coverage that has emphasis on business interactions with Indigenous communities. (A list of these courses is given below.) Additional work is underway to further develop the curriculum through an Indigenous lens with funding from a UBC grant received in April 2020 (see Section 9 below).

Ch’nook Accelerated Business Program Delivered directly in Indigenous communities by Ch’nook, this customizable and accelerated program in entrepreneurship, business administration, and project management has been supported in part by UBC Excellence funding. Each Accelerated Business Program (ABP) delivery is tailored to reflect the needs and desires of the partnering community or organization. To date, the program has been offered to participants in Vancouver’s Downtown Eastside, Bella Bella, Port Alberni and Anahim Lake. ABP was run virtually in summer 2020 for a Squamish Nation cohort with 18 graduates, and a Ch’nook alumni cohort with 12 graduates.

COMM386T and BAEN580A – Indigenous Relations and Economic Development Both courses were introduced in the 2020-2021 academic year.

They were “experiential” in nature and involved project-based work where students collaborated directly with the Tla’amin Nation on a series of economic opportunities their community is considering. A community Elder came to both classes, and talked about cultural history and the history of Indian residential schools.

BA503 (UBC Professional MBA (PMBA) Residency #3, around Values, Ethics and Decision Making) The class brought in a guest speaker to talk about Indigenous cultural views and history.

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Supporting Indigenous Students

Research

Ch’nook Scholars Program

Charter Member of Luminary

The Ch’nook Scholars Program, started at UBC Sauder in 2007, supports Indigenous post-secondary business students through scholarships and enriched educational experiences that help develop their leadership skills while offering a range of business tools, connections and other benefits. Over the 2020-2021 period, we had 24 Scholars, and 8 Scholar graduates.

In June 2020, UBC Sauder signed as a charter member of Luminary, a six-year initiative (2020-2026) of Indigenous Works to design and implement an Indigenous innovation strategy and plan leading to economic transformation and wellbeing in Canada. Charter members, including many other Canadian universities, colleges, government bodies and organizations, will pursue five themes: 1) innovation awareness and education, 2) research collaborations, 3) knowledge transfer and dissemination, 4) knowledge mobilization and Indigenous business innovation, and 5) Indigenous research talent.

Spitz Fellows Program The Spitz Fellows Program, launched with the generous support of the Spitz family in 2015, is a unique opportunity for Indigenous women (female Canadian students who identify as First Nations, Métis or Inuit) pursuing a BCom degree at UBC Sauder. The program is open to direct entry, transfer and current students who demonstrate academic achievement, community engagement, tenacity, leadership skills and service to others.

The program provides students with awards valued at a minimum of $10,000 per academic year, which may be renewed until the Fellow graduates from the UBC BCom program.

Indigenous Cultural Training Staff and Faculty Information Sessions The initial session was held in August 2020 and offered to the School’s senior leaders, unit heads, Progressive Aboriginal Relations (PAR), and EDI Committee members. Additional sessions of Indigenous Cultural Awareness training, which are introductory in nature, have been made open to all staff and faculty.

Progressive Aboriginal Relations Certification Program The key drivers for UBC Sauder’s PAR certification are leadership actions, employment outcomes, business development and community relations commitment to Indigenous knowledge, increasing Aboriginal representation, support of Aboriginal business, and celebrating Aboriginal Culture.

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Training and support EDI Training Online EDI modules for Admission Staff for BCom Program All admissions staff and personal profile evaluators completed an online EDI module as part of their annual training. The EDI module is comprised of four components: 1) Broad-Based Admissions and the Personal Profile at UBC; 2) Unconscious Bias in the Admissions Process; 3) Indigenous Personal Profiles, and 4) Reviewing the Broad-Based Admissions Process and EDI. More workshops and speaker sessions for Undergraduate Office Staff The staff in the Undergraduate Office (UGO) have attended the following workshops/speaker sessions: 1. Co-Creating Spaces of Belonging: A Disability as Diversity Perspective 2. Supporting UBC Trans and Non-Binary Students as They Navigate Complex Systems and Frustrating Interactions 3. Building Your Immigration Literacy to Support UBC International Students 4. Practice Makes Perfect: The Pronunciation and Appreciation of Names in Advising 5. Mindfulness Lenses for Advisors in 2021: Anti-Racism, Compassion and Creativity, and Finding the Path Forward: Reconciliation in Advising at UBC - One Discussion at a Time

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2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

New faculty and staff “Food for Thought” sessions

New EDI sessions for the Robert H. Lee Graduate School (RHL)

To help our faculty prepare for online course delivery in the fall 2020, UBC Sauder’s Learning Services team led by Senior Associate Dean of Special Projects (COVID Response) and the Associate Director, Learning Design, organized over 20 Teaching Online Series Sessions.

The RHL held a number of EDI sessions in 2020/21 including introduction to EDI, EDI workshop, conflict theatre, “Seeing Things Differently,” “Equity and Inclusion,” and “Effectiveness of Organizational Diversity and Inclusion Practices.”

Three of those are related to fostering EDI at UBC Sauder.

1. In the session entitled “Fostering Equity, Diversity, and Inclusion (EDI) in the Classroom and Managing Sensitive Topics”, Becky Paluch, Assistant Professor from the Organizational Behaviour and Human Resources Division, and Emily Yee Clare, Equity Facilitator from the UBC Equity & Inclusion Office led an interactive session and provided tips on creating an inclusive classroom environment and how to handle sensitive topics.

2. In the follow-up session, Senior Associate Dean of Faculty and Emily Yee Clare led an in-depth discussion with faculty about setting the ground rules for classroom interaction and managing sensitive classroom situations.

3. In a third session titled “Supporting Student Wellbeing in an Online Environment,” Carlie McPhee and Diana Jung, from UBC Health Promotion & Education shared how student well-being services and resources are operating in the current online environment and how to connect students to supports/resources they may need during these challenging times. There were also discussions among participants to connect with colleagues and share ideas for embedding strategies that foster wellbeing in our online course design and delivery.

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Gender category expansion at the Hari B. Varshney Business Career Centre (BCC) The BCC partnered with one of its key technology platform vendors to expand and correct their gender categories.

The BCC and the UBC Centre for Student Involvement & Careers developed a program providing career navigation support to 2SLGBTQIA+ students, students with disabilities, and students of colour. In particular, the BCC introduced career navigation guides in COMM 202 Career Fundamentals, a core course in the BCom program.

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

Curricular and co-curricular experiences relating to EDI In addition to the Indigenous-focused initiatives above, the following are some of the curricular and co-curricular activities that relate to equity, diversity and inclusion.

Curricular COMM 186E – Values, Ethics and Community (VEC) This new course was offered for the first time in 2020 and is taken by almost all incoming first year BCOM students. Content and pedagogical approaches related to EDI were woven throughout the course. Specific modules involved discussions of race, social class and privilege, psychological safety, and EDI as a core value in managerial decision making. The class featured multiple guest speakers. A particular focus was given to Indigenous view-points and lived experiences, with five Indigenous speakers presenting in the class.

COMM 390 – Business Communications This is a required course for all BCOM students. Approximately a third of all course time is spent learning about Indigenous land rights, the history of Canada with respect to Indigenous Peoples, as well as how to build business relationships built on trust and shared benefit. One major assignment asks students to consider either working for a First Nation in a business capacity, or to write a proposal for a business partnership with a First Nation.

COMM 394 – Environment, Society and Government This is a required course for all BCOM students. The course provides instruction on ethical frameworks for business decision-making and includes a role-playing activity where students learn to interact in a constructive and respectful way with Indigenous peoples. The course features four guest lecturers from the Indigenous legal community in Vancouver.

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COHR 486A – Gender and Diversity in Leadership This course was developed and taught for the first time in 2019.

It is designed to provide students with a foundation for understanding topics related to diversity at the individual-level such as identity, group categorization, stereotyping, explicit and implicit bias, microaggressions, and discrimination.

BAHR 580A – Leading Diversity and Inclusion This new MBA course was developed and taught for the first time in 2020. It is designed to encourage students to think critically about their workplace experiences and interactions based on their own history and identity as well as think about how the broader workplace context may perpetuate bias, discrimination and inequality.

Complementary (Co-curricular) Learning Experiences Fostering global collaboration and learning via the Sauder Social Entrepreneurship Program Sauder Social Entrepreneurship (SSE) is a program that transcends international borders to deliver essential business tools to a classroom of aspiring entrepreneurs. Each year, UBC students lead a four-week business training program for underprivileged youth in Kibera and Mathare – two of the largest informal communities in Nairobi, Kenya. The SSE team has historically been comprised of members from a diverse composition of backgrounds, with 62% women and 38% men.

In the long term, SSE strives to nurture entrepreneurship and business ideas to reduce Kenya’s high unemployment rate. UBC students partaking in the program are exposed first-hand to a unique opportunity to learn about other cultures, witness the growth of a business, and the impact education has on economic development at a granular level. Since SSE’s inception in 2006, the program has served 700 aspiring Kenyan entrepreneurs.

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Fostering greater awareness at the Peter P. Dhillon Centre for Business Ethics In February 2021, the Peter P. Dhillon Centre for Business Ethics and the Ch’nook Indigenous Business Education at UBC Sauder co-hosted an event on “Indigenous Investment Issues and Governance”.

During the period April 2020 – March 2021, the Centre hosted or co-hosted eleven events for the UBC Sauder community and beyond. Examples of events included “The Social Purpose of Business,” “Serving on a Non-Profit Board,” “Integrating Environmental, Social and Governance (ESG) considerations in Portfolio Construction,” and “Investor Engagement on Social Issues,” In all cases, care was taken to ensure a diversity of business leaders were chosen as speakers and panelists.

Building EDI at Creative Destruction Lab – Vancouver Creative Destruction Lab - Vancouver (CDL-Vancouver) is a not-for-profit organization that delivers an objectives-based mentorship program that aims to help seed stage science-based start-up companies become massively scalable. Based at UBC Sauder, CDL-Vancouver is devoted to supporting equality, diversity, and inclusion for both their internal operation team members and external stakeholders, including founders, mentors, and students. Since 2020, the team has started tracking metrics that enable adjustments and improvements to CDL-Vancouver’s EDI practices.

CDL Apprentice Program for high school girls 14-18 - The purpose of the CDL Apprentice Program is to address the gender gap. This is a multi-module program for high school girls 14-18 years of age. Individuals will have a curiosity for STEMrelated topics and a keen interest for how science and technology is transforming the world and the opportunities available to the next generation of leaders. On May 6, 2021 CDL-Vancouver team hosted the CDL Apprentice Program Health module for 60+ high school girls, supporting the next generation of female entrepreneurs and researchers.

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2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

Student, Staff, Faculty, and Alumni Clubs and Activities Commerce Undergraduate Society (CUS)

Exploring careers in the EDI space

The CUS, led by its 2020-21 president, Kristian Oppenheim, with great support from its Equity Advisor Ky Sargeant, has undertaken a number of EDI related initiatives:

In response to student interest in EDI, UBC Sauder invited a panel of EDI experts to discuss career opportunities in this space in the spring of 2021. Panelist included Kathy Kwon, EDI Manager at Bench Accounting; Seema Bakthula, Director of Diversity Equity and Inclusion at Lightspeed HQ; Dmitri Stupak, Inclusion Recruiter at IBM North America, and Gabriela Jordão, Diversity, Equity, and Inclusion Manager at Hootsuite. The session was organized by BCom students Folukè Ogunyannwo and Ky Sargeant, and MBA student Lucas Giareta, in partnership with the Hari B. Varshney Business Career Centre, and moderated by Becky Paluch, Assistant Professor from the Organizational Behaviour and Human Resources Division.

1. CUS Award in Business for IBPOC Students: The CUS has established a scholarship for students who identify as being part of the IBPOC community.

2. CUS Pride Conference and Panel Event: The CUS 2SLGBTQIA+ service has rebranded to “CUS Pride.” It has also expanded operations and has been engaging in initiatives that make the CUS more inclusive.

3. Student Leadership Conference - Culture Change Panel: The CUS hosted a panel event in collaboration with the UBC Sexual Violence Prevention and Response Office (SVPRO) at the 2021 Student Leadership Conference. The panel event focused on EDI, consent culture, and what student groups can do to foster positive culture change.

4. Clarify Panel Event and Mural: The CUS Sexual Violence Prevention service has rebranded to “Clarify.” It greatly expanded in 2020 and is engaging in several consent culture and EDI initiatives.

5. Equity Commission and Equity Audit: In order to effectively maintain and expand the EDI and consent culture initiatives within the CUS, the CUS is developing the CUS Equity Commission to oversee and develop the EDI and consent culture initiatives in the CUS, as well as perform an annual equity audit on the organization.

6. Asynchronous and Synchronous EDI Training: The CUS has co-created asynchronous consent culture training with the UBC Sexual Violence Prevention and Response Office (SVPRO). This training is mandatory for all student leaders, as it encourages them to think about how they can champion consent culture. The CUS is also establishing a relationship with the UBC Equity Office to implement EDI training for student leaders.

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RHL Student Societies - Women in Business Club The UBC Sauder Women in Business Club (WIB) is an open space for building trust, empowerment and confidence while working together as women to achieve their goals, encourage each other and learn how women can contribute to create a more equal world. WIB’s mission is to encourage women to take leadership roles in their careers and lives to accelerate gender parity. To achieve this mission, the club provides developmental opportunities, links to the greater business and social community, and events that bring awareness to MBA students on different topics such as assertiveness, work-life balance, empowerment, gender stereotypes and negotiation skills. In conjunction with other MBA Society clubs, the club invites supportive business leaders and entrepreneurs from a variety of functional areas to address the issues of inequality in the workplace. Members of the club also work towards charitable contributions, with a focus on volunteering with organizations that assist women in challenging situations.

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

PhD/MSc Students – Sauder Women Scholars Program

Supporting the 2SLGBTQIA+ community via CARBLOAD

Sauder Women Scholars (SWS) provides support and community to female UBC Sauder graduate students by providing informal gatherings and mentoring sessions with successful female leaders. These leaders include UBC Sauder professors across disciplines, as well as other academic and corporate leaders. The goal is to share experiences that enrich both personal and professional lives and to share resources that make the transition after graduate school easier and set participants up for success. In addition, the initiative also creates space for female scholars to connect with one another and build relationships among themselves and with both junior and senior professors.

CARBLOAD is a monthly pizza lunch hosted by and for 2SLGBTQIA+ faculty, staff and students. Some weeks the group engages in team building activities, other weeks they bring in alumni guest speakers to share their experiences from coming out to navigating their career. There is no membership, simply an open invitation to come as you are, connect with others, and enjoy some complex carbohydrates.

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2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

EDI Data: Identifying Key Performance Indicators

Identifying Key Performance Indicators (KPIs) is crucial to assess “where we are” in regard to meeting our goals and tracking progress towards getting to “where we want to be.” In the coming year, the UBC Sauder School will be setting KPIs associated with our specified Principles and Goals as outlined above. This report presents some of the demographic data collected from the past 10 years collected from administrative records of UBC and UBC Sauder. Here we show the data for citizenship across UBC Sauder for students and faculty.

We have made a conscious decision to not share any gender data that has been historically collected from our UBC Sauder communities. We acknowledge that the way in which UBC has collected data using only binary sex categories of male and female does not fully reflect the diversity of our UBC Sauder communities. Presenting only binary sex data is exclusionary and does not accurately represent and acknowledge gender diverse, non-binary, and two spirit people. We recognize that gender identity is self-determined and not synonymous with sex, and we have updated our surveys and data collection methods to be gender inclusive going forward. In the future, our data collection and aggregate reporting will be based on self-reported gender identity.

The maps and statistics display the cultural diversity of UBC Sauder students and full-time faculty in terms of citizenship.

Students and faculty are citizens of a wide range of countries, as shown by our diversity scores measured by the Gini-Simpson Diversity Index. The Gini-Simpson Diversity Index is the probability that two people taken randomly have a different country of citizenship, higher numbers indicate more diversity.

While the data shows diversity of citizenship, it does not allow any inferences regarding ancestry or racial-ethnic background.

We currently have insufficient data on such background information, and we are working on better collecting this data in the future. At this point in time, we do not have adequate data on staff citizenship that can be shared. We are working on better collection of this data in the future.

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2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

World map of student citizenship diversity in 2020 This map shows the countries of citizenship of students enrolled in any UBC Sauder program in 2020. A darker colour indicates a higher headcount by country, except for Canada which is intentionally left in a fixed colour. Country of citizenship is the one that students most recently reported to UBC Sauder as their primary citizenship.

Number of Students 2551 (Canada)

20 to 30

818 (China)

10 to 20

430 (India)

3 to 10

50 to 70

Fewer than 3

30 to 50

None

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Cultural diversity of UBC Sauder Students in terms of citizenship Gini-Simpson Diversity Index (by citizenship) 2020

BCom

FT-MBA

63%

79%

PHD

73%

Number of countries of citizenship 2020

BCom 83

FT-MBA 32

PHD 15

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

World map of full-time faculty citizenship diversity in 2020 This map shows the countries of citizenship of full-time faculty (research and teaching) working at UBC Sauder in 2020. A darker colour indicates a higher headcount by country, except for Canada which is intentionally left in a fixed colour. Country of citizenship is the one that faculty had at the time they joined the school (the map does not account for changes in citizenship after faculty joined the school). Faculty with dual citizenship at the time they joined the school are represented twice on the map.

Number of Faculty

Cultural diversity of research faculty and full-time teaching faculty in terms of citizenship Gini-Simpson Diversity Index (by citizenship) 2020 full-time research faculty

full-time teaching faculty

83%

51%

Number of countries of citizenship 2020

58 (Canada)

2 to 6

39 (USA)

1

7 to 15

None

full-time research faculty

full-time teaching faculty

24

8 Total headcount

Our overall UBC Sauder community (i.e., students, faculty, and staff) represents 90 countries.

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full-time research faculty

full-time teaching faculty

99

33

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

Since 2014,

the number of Indigenous students enrolled in the BCom program has

increased by

136

%

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56

2.4%

Total Indigenous Students

of domestic students

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

Looking Ahead

The understanding that EDI work is long-term and ongoing is a foundational approach to how we plan to enhance EDI at UBC Sauder, and helps us take meaningful steps forward. Despite the initiatives, activities and events listed in the previous section, we understand our EDI work is never complete and we commit to an ongoing and continuous effort as outlined by the UBC Sauder EDI Committee Principles and Goals. In short, we acknowledge we still have a lot of work to do.

We also want to take a moment to call us all to collective action.

We acknowledge that the responsibility of EDI is not limited to the work of a committee alone; nor should this work to enhance EDI be exclusively shouldered by persistently, systemically and historically excluded groups of people. It is up to all of us at UBC Sauder to help the School live up to its values of EDI, and to help make UBC Sauder a place where we all can thrive.

Below are some of the ways we as a School commit to enhancing EDI. These initiatives are by no means exhaustive, as activities to enhance EDI will evolve from here, particularly with your continued feedback and input.

EDI Strategy and Communications Currently, we are working on setting the EDI strategy for UBC Sauder and are creating a scorecard that connects actions, Key Performance Indicators (KPIs), and accountability to our principles and goals. To accomplish this, we are obtaining input and feedback from unit heads and other stakeholders. As part of this process, we are currently gathering data from students, staff, faculty and alumni via focus groups sessions facilitated by Bakau Consulting.

We have created an online page on the internal UBC Sauder HUB, which links staff and faculty to EDI information, tools, and resources. We are also launching our webpage on the UBC Sauder website in the fall of 2021.

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2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

Business Curriculum Through an Indigenous Lens Teaching and Learning Transformation Project This UBC TLEF-funded initiative, “Dang Gwa Sk’aadgaa Guda: Enhancing Business Education with Indigenous Knowledge,” supports UBC Sauder’s development of Indigenous business curriculum through an Indigenous lens and the creation of an online repository to house course resources and training materials for faculty. Over the next three years, the School will: 1. Meaningfully engage with Indigenous subject matter experts to develop curricula (case studies, lesson plans and assignments); 2. Create and conduct training to ensure culturally appropriate and safe learning environments; and 3. Create an online hub governed by Creative Commons licensing (which allows everyone from individual creators to large institutions a standardized way to grant the public permission to use their creative work under copyright law) to house resources and training tools.

Indigenous Cultural Training Indigenous Cultural Awareness Training Workshop This workshop is open to all faculty and staff with four sessions planned for 2021. The content is focused on Indigenous history in a Canadian context, and on gaining knowledge about Canada’s Indian Act, Indian Reserve System, Indian Residential School System as well as reconciliation and Aboriginal rights and title.

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Physical Space Musqueam Art Installation in the Henry Angus Building Thanks to the generous support of one of our donors, a significant art installation has been commissioned and is currently in design by renowned Musqueam artist Susan Point to figure prominently in the Henry Angus Building main foyer.

This installation will serve as a focal point for students, faculty, staff, and visitors to recognize and reflect on the cultural heritage of the land on which the UBC Sauder School is situated, and help make the space more welcoming to Indigenous students. The expected installation date is late 2021 or 2022.

Student Engagement The Undergraduate Office The Student Engagement team is working on an “EDI and UBC Sauder Orientations Action Plan” document, to operationalize a number of suggestions to better represent and support equityseeking individuals.

2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

How to Get Involved

The UBC Sauder School of Business is committed to continuous improvement in the EDI space. All of us have a part to play in furthering equity, diversity and inclusion. Ultimately, we strive to be a place where everyone—students, faculty, staff, alumni and visitors—feel that they belong. The UBC Sauder EDI Committee and the School leadership welcome your feedback and would love to hear from you about innovative ideas and solutions in this space.

If you have some ideas for what your would like to see in EDI at UBC Sauder, please consider applying to the EDI Action Fund. The fund supports and encourages EDI events, initiatives, and resources that are dreamed up by you—members of our UBC Sauder Communities. learn more at: www.sauder.ubc.ca/current-students/ubc-sauder-edi-action-fund

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2021 ANNUAL REPORT ON EQUITY, DIVERSITY AND INCLUSION

Acknowledgements:

We gratefully acknowledge the contributions to this annual report from these passionate individuals from across our UBC Sauder communities.

Barnini Bhattacharyya (Graduate Research Assistant) Elizabeth Bowker (Lecturer, Law and Business Communications Group) Justin Bull (Lecturer, Entrepreneurship and Innovation Group) Hatice Cavusoglu (Lead, Strategic Decision Support Analytics) Lorena Dexter Chaichian (Associate Director, Communication & Media Relations) Elaine Cho (PhD and MSc Programs Manager) Amadon Coletsis (Manager, Alumni Engagement) Yann Cornil (Assistant Professor, Marketing & Behavioural Science) Michael Daniels (Assistant Professor, Organizational Behaviour & Human Resources) Patrick Dore (Senior Analyst, Strategic Projects/Data Analytics) Felicia Fung (Work Learn Researcher) Janet Gannon (Faculty Relations Co-ordinator) Jesse Grimaldi (Manager, BCom Careers) Rishad Habib (Graduate Research Assistant) Keith Head (Professor, Strategy & Business Economics) Jennifer Hooper (Director, Ch’nook Indigenous Business Education) Ani Hosepyan (Assistant Dean, People & Organizational Development) Dharm Joshi (Director, Masters Programs)

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Nicole Kelly (Associate Director, Student Engagement & Development) Jeff Kroeker (Lecturer, Accounting & Information Systems) Pam Lim (Assistant Dean and Director, Undergraduate Program) Kin Lo (Associate Professor, Accounting and Information Systems) Katriona MacDonald (Senior Advisor to the Dean and Chief Admin Officer) Kristian Oppenheim (Work Learn Project Assistant) Rebecca (Becky) Paluch (Assistant Professor, Organizational Behaviour & Human Resources) Wayne Rawcliffe (Lecturer, Organizational Behaviour & Human Resources) Ky Sargeant (CUS Equity Advisor) Kyle Shaughnessy (Educational Consultant, Staff Training) Kiran Shergill (Executive Coordinator, Business Career Centre) Yuan Shi (Director, Creative Destruction Lab – Vancouver) Christie Stephenson (Executive Director, Dhillon Centre for Business Ethics) Shannon Sterling (Director, MBA Programs) Conor Topley (Adjunct Professor, Law & Business Communications) Martina Valkovicova (Assistant Dean, Business Career Centre) Kate White (Senior Associate Dean, Equity, Diversity and Inclusion) Bruce Wiesner (Associate Dean, Executive Education)