UBC Sauder 2023-2024 Annual Report on Equity, Diversity, and Inclusion

Executive Summary

UBC Sauder 2023-2024 Annual Report on Equity, Diversity, and Inclusion

The UBC Sauder Equity, Diversity, and Inclusion (EDI) Annual Report outlines some of the highlights of the EDI activities, initiatives, and policies undertaken by the UBC Sauder School of Business over the past year (April 1st, 2023 to March 31st, 2024).

UBC Sauder has created a set of principles to guide our EDI work: 1) An Inclusive and Respectful Community, 2) Diverse and Vibrant Faculty, Staff, and Students, and 3) Accountability, Engagement, and Communication. The actions highlighted in this Annual Report have been centred around these guiding principles.

In line with our first guiding principle of fostering an Inclusive and Respectful Community, we highlight the following:

1. We have undertaken strategic planning initiatives to help set our strategic direction around EDI and have incorporated EDI as an important foundation in UBC Sauder’s new Strategic Plan.

2. We have prioritized initiatives around including and engaging Indigenous communities, supporting Indigenous scholars and increasing student opportunities to learn Indigenous practices and ways of knowing.

3. We have coordinated and facilitated EDI training programs and learning opportunities to increase knowledge and build capacity in EDI for staff and faculty.

4. We continue to encourage and support more informal “grassroots” projects that have been initiated by our UBC Sauder Communities. These include activities, events, and initiatives created by our vibrant undergraduate and graduate student communities, as well as faculty and staff.

5. We offer EDI-relevant course content that is part of the core curriculum (e.g., COMM 105: Values, Ethics, and Community), as well as specific elective courses on EDI themes (e.g., BAHR 580A: Leading Diversity and Inclusion, COMM 386T: BAEN 580A: Indigenous Relations and Economic Development, and BAEN 580: Indigenous Relations and the Climate Economy).

6. We have offered formal co-curricular initiatives that elevate EDI, including UBC Sauder Women in Finance Training (SWIFT), The Creative Destruction Lab (CDL) - Vancouver, The UBC Sauder Leadership, Innovation, Fundamentals and Training (LIFT) Program, The Peter P. Dhillon Centre for Business Ethics, and Decision Insights for Business and Society (DIBS). These initiatives aim to uplift our communities and strengthen our social impacts in different ways.

7. A number of research initiatives have been created to encourage and support research related to equity, diversity, and inclusion.

Supporting our second guiding principle of cultivating Diverse and Vibrant Faculty, Staff, and Students, we highlight the following:

1. We are working toward greater inclusion and accessibility in our existing and new buildings, which include increasing the number of all-gender washrooms and automatic doors in our buildings.

2. We are acting on policies and procedures with the goal of inclusive and equitable recruitment of faculty, staff, and students.

3. We are using new and wide-ranging means of diversifying our applicant pools when recruiting faculty, staff, and students.

4. We have created a number of scholarships across programs to support members of different marginalized communities.

5. We share our demographics for our different UBC Sauder communities.

Consistent with our third principle of Accountability, Engagement, and Communication, we highlight the following:

1. We have created a “Guidelines for Consultation with Marginalized Communities” document that outlines best practices for engaging and consulting with members of marginalized communities.

2. We have initiated a process for unit heads to annually report EDI-related actions, many of which are included in this report.

3. Various UBC Sauder business units are working towards engaging with inclusive vendors and charitable organizations for events and gifts of recognition.

4. We have created ways to better communicate about EDI at UBC Sauder, including sharing information and resources on UBC Sauder’s internal intranet (the “HUB”), the EDI Annual Report, as well as developing and updating the dedicated UBC Sauder EDI webpage.

We acknowledge that our EDI journey is a work in progress, and that there is more to do in this space. We look forward to hearing from and working with our community members 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 around EDI, and to help make UBC Sauder a respectful, collaborative and inclusive place where we can all thrive.

UBC Sauder 2023-2024 Annual Report on Equity, Diversity, and Inclusion

Land acknowledgement

UBC Sauder School of Business (Point Grey Campus) is located on the traditional, ancestral and unceded territory of the Wxʷməθkʷəyəm (Musqueam). Our Robson Square campus is situated on the traditional territory of the Wxʷməθkʷəyəm (Musqueam), Sḵwxwú7mesh (Squamish), and Selílwitulh (Tsleil-Waututh). We all share an important responsibility for learning with and about our host Nations on their Indigenous lands. We will continue to strengthen these relationships through respect, meaningful interactions, and reconciliatory actions.

Message from the Dean

At the UBC Sauder School of Business, we strive to create an environment where students, faculty, staff, and alumni feel respected, valued, and fully engaged. While we emphasize EDI through educational programming, student-led initiatives, academic research and more, we are also actively working to identify and eliminate inequality in all its forms. We recognize that equity, diversity, and inclusion aren’t achieved without effort; they require constant attention and continuous improvement.

I am heartened to see the progress we are making as evidenced by this year’s EDI report. Without a doubt, equity, diversity, and inclusion have become core values of our school. I look forward to building on the momentum we’ve created by continuing to work with you, our stakeholders, to ensure UBC Sauder is an inviting place, where differences are celebrated and where everyone can thrive.

- Darren Dahl, Dean, UBC Sauder School of Business

Message from the Senior Associate Dean of Equity, Diversity, Inclusion, and Sustainability

On behalf of the UBC Sauder Equity, Diversity, and Inclusion (EDI) Committee, I am pleased to present our fourth EDI Annual Report. This report highlights the many programs, events, and initiatives delivered over the past year to enhance equity, diversity, and inclusion within our school community. From the world map of citizen diversity to the section on Indigenous initiatives to the photos of our community events, we have endeavoured to produce a visually engaging year-in-review that articulates our strategy and highlights our progress towards our goals.

I want to thank all those who have helped elevate EDI at UBC Sauder and who continue to show us new ways of making our community more welcoming and inclusive. When I look at the collection of people who have contributed to our EDI mission, I am inspired by your determination and grateful for your partnership. Through your actions, you are supporting a culture where everyone can work, learn, build meaningful relationships, and experience a sense of belonging. Thanks to all of you!

– Kate White, Senior Associate Dean, Equity, Diversity, Inclusion, and Sustainability, UBC Sauder School of Business

For those who want to get involved, visit: www.sauder.ubc.ca/about-ubc-sauder/equity-diversityinclusion/get-involved

This report uses the terms “we,” UBC Sauder, and the school to refer to the UBC Sauder School of Business as a whole. When we mean to refer to specific units, groups, or divisions (i.e., the EDI Committee) these will be referred to by name. While this report has been drafted by representatives from the UBC Sauder EDI Committee, the report reflects the goals, activities, and initiatives from across our various UBC Sauder communities.

Terminology

Consistent with the language that UBC uses, we define important terms as below:

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

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. These personal characteristics are protected grounds under the Canadian human rights legislation (https://www.chrc-ccdp.gc.ca/en/ about-human-rights/human-rights-canada).

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. 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.

Accessibility: According to Article 9 (Accessibility) (https://social. desa.un.org/issues/disability/crpd/article-9-accessibility) of the United Nations’ Convention on the Rights of Persons with Disabilities, accessibility enables disabled people to participate fully in all aspects of life, on an equal basis with others, and to access services, employment, information and communications, physical environments, and transportation. This refers to the design of products, services, or environments for people with disabilities.

Disability: Drawing on UBC’s Policy LR7: Accommodation for Students with Disabilities, a person with disability is someone who:

• Has a significant and persistent mobility, sensory, learning, or other physical or mental health impairment, which may be permanent or temporary;

• Experiences functional restrictions or limitations of their ability to perform the range of life’s activities; and/or

• May experience attitudinal and/or environmental barriers that hamper their full and self-directed participation in life

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

• 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 include, but are not limited to, Indigenous people, women, people with disabilities, racialized people, and 2SLGBTQIA+ people. These groups can also include individuals with low income and facing poverty, people from certain religious, ethnic, and cultural backgrounds, and immigrants.

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

• 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.’

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.

Universal Design for Learning: UDL is an approach to teaching and learning that minimizes barriers and maximizes learning opportunities such that all students have a chance to succeed. This approach offers flexibility in the ways students access material, engage with it, and show what they know.

Colonialism: The intentional process by which a political power from one territory exerts control over a different territory; the invasion, dispossession, and subjugation of one people to another. Settler colonialism—such as in the case of Canada—is the unique process where the colonizing population does not leave the territory, asserts ongoing sovereignty to the land, actively seeks to assimilate the Indigenous populations, and extinguish their cultures, traditions, and ties to the land.

EDI Advancement at UBC Sauder

UBC Sauder was among 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. This role is currently named Senior Associate Dean, Equity, Diversity, Inclusion, and Sustainability. The mandate of this role is to set the strategic direction for EDI at UBC Sauder in ways that advance equity, diversity, and inclusion within UBC Sauder and 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. 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) (https://www.sauder.ubc. ca/about-ubc-sauder/strategic-plan) and UBC’s strategic priorities around Indigeneity, Anti-Racism, and EDI (Indigenous Strategic Plan), (https:// indigenous.ubc.ca/indigenousengagement/indigenous-strategic-plan/) Strategic Equity and Anti-Racism Framework, (https://equity.ubc.ca/stearframework-and-roadmap-for-change/) Inclusion Action Plan, (https://equity3.sites. olt.ubc.ca/files/2020/01/UBC-IAP-WebJan2020.pdf ) and Focus on People 2025 (https://focusonpeople.ubc.ca/ framework/).

UBC Sauder EDI Principles and Goals

The UBC Sauder EDI Committee and the UBC Sauder Dean’s Office created the UBC Sauder EDI Principles and Goals framework. It represents the structure of our EDI Strategic Planning for the school and has been used to create a series of specific actions, KPIs, accountability partners, and timelines for strategic actions.

Principle

1. An inclusive and respectful community

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

Goal

A. A Community That Embraces EDI

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

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

• Work with the Senior Associate Dean Equity, Diversity, Inclusion, and Sustainability to review and enhance policies, practices, and actions that support EDI.

B. Inclusive Teaching and Learning

• Support inclusive course design, teaching practices, and assessments.

• Promote respectful and inclusive learning

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

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

C. Inclusive Research

• Provide support for EDI-themed research.

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

Principle

2. Diverse and vibrant faculty, staff, and students

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

Goal

A. Accessibility

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

B. Equitable Recruitment

• Develop recruitment practices and metrics to ensure inclusion of underrepresented and persistently marginalized groups.

• Enhance active recruitment for EDI competencies and capacity to excel and contribute in a diverse work environment.

C. Equitable Retention and Career Advancement

• Implement retention practices that support equity, diversity, and inclusion.

• Recognize service contributions to EDI in performance reviews.

Principle

3. Accountability, Engagement, and Communication

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

Goal

A. Accountability

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

• Report annually to the Dean on progress of EDI Principles and Goals, including actions undertaken across the school.

B. External Dialogue and Engagement

• 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.

C. EDI-related Communication

• Develop a communications strategy to report to our community on EDI initiatives and impacts that include an EDI webpage and the EDI Committee Annual Report.

EDI Initiatives, Activities, and Events

Our goal in this section is to present some of the highlights 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 this section, we have compiled a summary of many of the EDI-related initiatives, activities, and events that have taken place at UBC Sauder over the past year (April 1st, 2023 to March 31st, 2024). In sharing what has been done, we are working to continue to grow as a school and to advance equity, diversity, and inclusion at UBC Sauder.

We have organized our UBC initiatives and activities by using our principles and goals as an organizing framework. We note that some actions might reflect multiple goals, but we have endeavoured to not be repetitive in our reporting.

Principle 1: An Inclusive and Respectful Community

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

A. A Community That Embraces EDI

Strategic Planning

Equity, diversity, and inclusion serve as a key foundational objective in Momentum, our UBC Sauder Strategic Plan. Below is the EDI Objective and related higher-level actions in the 2023-2028 UBC Sauder Strategic Plan:

The UBC Sauder EDI Committee also has articulated a set of principles and goals to guide the EDI work of the school. The EDI Committee and the UBC Sauder Dean’s Office have worked together to create an EDI strategic planning document that outlines specific strategic actions we are taking, consistent with our articulated goals and principles. This report largely reflects the actions and tracking of this strategic planning.

Objective Actions

Advance equity, inclusion, and a sense of belonging across UBC Sauder’s diverse communities

Promote and support commitment and capacity for ongoing progress on equity, diversity, and inclusion initiatives through collaboration, training, and learning

Attract and retain students, staff, and faculty who represent diverse perspectives, research disciplines, experiences (lived and scholarly), and identities

Create support structures that meet the unique needs of our diverse communities and enhance belonging, well-being, and holistic health, with the goal of enabling all to thrive in an environment of trust, responsibility, and respect

Work to dismantle historical inequities and eliminate barriers to access for all in a way that amplifies the perspectives of our marginalized communities through partnership and consultation

As part of this strategic planning process, the UBC Sauder EDI Committee worked with a leading EDI consultancy group, Bakau Consulting, to conduct focus group sessions with students, staff, faculty, and alumni. These sessions focused on recruiting feedback from our UBC Sauder communities about their experiences and recommendations related to enhancing

Strategic Focus

Create more ways to listen and get feedback from our UBC Sauder Communities

Communicate better to our UBC Sauder communities on values, priorities, and initiatives

Improve the process around complaints or concerns

Better integrate EDI into coursework and programs; more resources and training

Encourage more “grassroots” participation and ways to get involved from our UBC Sauder Communities

EDI at UBC Sauder. Based on what we heard from our community members, we have prioritized these five areas of work on our goals related to EDI, which reflect the themes throughout this report. These are some of the key initiatives linked to our strategic planning that we have been working on in the past year:

Examples of Ways We Are Responding

• Collected and analyzed data for the UBC Sauder EDI Student Survey

• Collected and analyzed data around washroom and building access preferences from our community members

• EDI Course Mapping Survey with faculty conducted and analyzed

• UBC Sauder EDI webpage

• UBC Sauder EDI Annual Report

• Establishment of the EDI Committee Communications Working Group

• Developed a new resource for the complaint process at UBC Sauder: https://www.sauder.ubc.ca/edi-support

• Teaching and Learning Enhancement Fund (TLEF) Grant: Course mapping and EDI resources

• Establishment of the EDI Committee Inclusive Pedagogy Working Group

• Establishment of the EDI Committee Training Working Group

• Several UBC Sauder-wide events and training sessions related to EDI

• Creation of the new UBC Sauder EDI Ambassadors

• UBC Sauder EDI Action Fund

• UBC Sauder EDI Research Catalyst Grant

• ‘How to get involved’ now better showcased on the UBC Sauder EDI webpage

• Establishment of the Equity and Inclusion Committee of the Commerce Undergraduate Society (CUS)

Indigenous Initiatives

Cultural Guardians By Susan Point

This year, UBC Sauder installed a large-scale sculptural artwork entitled Cultural Guardians that was created by Susan Point. Susan Point describes the work:

The theme of these sculptural art pieces was mainly inspired by the multi-cultural diversity of the student body that I observed at my first visit to the site.

These art pieces depict cultures woven together, four individual carved and cast bronze faces represent people from the four corners of the earth. Each face proud and prominent to illustrate respect, tolerance, and equality for all peoples. An additional theme illustrated in these three sculptural artworks, to represent people from the four corners, is Land, Sea and Sky. Land is represented by Wolves, Sea is represented by Salmon, and Sky is represented by Eagles.

The Wolf is respected as a family animal because he mates for life, watches and protects his young until they are old enough to be independent, and protects the elders. Thus, they teach us to do the same, to trust our hearts and minds, and have control over our lives. The Wolf is considered a symbol of courage, strength, loyalty, freedom, and wisdom.

Salmon are immortal humans who live in villages deep under the ocean. In the springtime, these immortal humans put on Salmon disguises to offer themselves as food to the people. After Salmon are eaten, the full fish skeleton is returned to the water so that its spirit will rise again and turn back into Salmon people, thus creating the cycle of life. Salmon are a symbol of renewal and, when represented in pairs, are good luck.

The Eagle has the closest relationship with the creator. Soaring to great heights, he can travel between the physical and the spiritual world. He is a messenger to the creator. Eagle feathers and down are sacred. They have healing powers and are symbols of peace and friendship. During welcome dances and other ceremonial occasions, they are used to honour respected guests. The feathers are also given as gifts to honour a person’s accomplishments and acts of courage.

Pilot Testing UBC Indigenous Strategic Plan (ISP)

Working with Dennis Thomas-Whonoak, the Executive Director of Indigenous Business Initiatives and Engagement at UBC Sauder, we are currently pilot testing UBC Sauder’s approach to enacting UBC’s Indigenous Strategic Plan (ISP). We are working with a facilitator and are using the ISP toolkit to guide strategic planning within some of our core units including: Ch’nook Indigenous Business Education, People & Organizational Development, The Undergraduate Office, and Executive Education. The Indigenous Strategic Plan (ISP) is UBC’s response to the United Nations Declaration on the Rights of Indigenous Peoples, the Truth and Reconciliation Commission’s Calls to Action, and the Missing and Murdered Indigenous Women and Girls Inquiry’s Calls for Justice. It is an action plan which will meaningfully advance the human rights of all Indigenous people and Peoples connected to the university. As we embark on this journey, we will do so by “paddling as One/Unity” - Ehihat’elwh.

Business Education for Indigenous Communities

Aboriginal Management Program

Delivered by the UBC Sauder Ch’nook Business Education since 2002, the Aboriginal Management Program (AMP) offers business education training for Indigenous business professionals, leaders, and economic development staff from across Canada. Programming includes foundational business courses such as accounting, finance, project management, business canvas, operations, marketing, and First Nation law. Indigenous guest speakers present on a variety of business topics and a Musqueam Elder is incorporated into program activities.

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) (https://www.sauder.ubc.ca/ programs/chnook-aboriginal-education/chnook-acceleratedbusiness-program) delivery is tailored to reflect the needs and desires of the partnering community or organization. Prior to COVID, the program was offered in-person 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 and a Ch’nook alumni cohort. In summer 2021 we delivered a new ‘proceed-at-your-own pace’ project management course to six Tsilhqoti’in communities in the Cariboo. This offering represented a new delivery format with course materials mailed out on USB drives with recorded videos, printed-out worksheets, and homework assignments to students who don’t have access to internet or whose busy lives prevent them from committing to a real-time program, thus helping to remove longstanding barriers to education in the community. In the summer of 2022, instructors applied learnings from the 2021 virtual, go-at-your-own-pace modality to develop a similar course for Musqueam learners on entrepreneurship. The program is currently being re-envisioned for deployment in partnership with the Musqueam, Squamish & Tsleil-Waututh Training and Employment Working Group.

Métis Nation British Columbia Business Management Program:

Delivered in partnership with Métis Nation British Columbia (MNBC) since 2021, the certificate Métis Nation British Columbia Business Management Program integrates entrepreneurial business training with rich Métis cultural contexts. Participants learn key business topics taught by top-tier UBC Sauder faculty, receive one-on-one support, and create a business capstone project applicable to their business idea. A Métis Elder in Residence is integrated into all classroom activities, providing support, perspectives, and guidance. Additionally, MNBC Cultural Coordinators and Elders enrich the experience with cultural lessons, including traditional beading lessons and cultural teachings, to ensure a well-rounded educational experience for Métis participants. The 2023/24 program ran from October to March and had 15 student participants.

Supporting Indigenous Students

Ch’nook Scholars Program

The Ch’nook Scholars program provides Indigenous postsecondary business students with financial assistance and support to help them excel in their studies. The program is open to Canadian residents of First Nation (Status or NonStatus), Métis, or Inuit heritage who are attending a full-time business education program at a post-secondary institution in British Columbia or at the University of Calgary in Alberta. Since 2007, 291 Indigenous business students have completed the Ch’nook Scholars program, with 27 students participating in the 2023-2024 cycle.

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 Bachelor of Commerce 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. As of September 2023, there are seven Spitz Fellows and eight graduates, for a total of 15 students who have benefited from the Spitz Fellows award. Several Spitz Fellows have worked to create a student-run Indigenous Business Association as a way for this growing community to connect. The Spitz Family recently announced an additional gift of $500,000 to ensure that more Indigenous women can advance their business education.

Indigenous Student Awards

Awards and scholarships have an immediate and transformational impact on students, their families, and their communities—they confer a positive sense of encouragement and support that is often felt throughout their years at UBC and carried with graduates as they progress through their careers. In addition to having this direct impact, increasing Indigenous student awards across all UBC Sauder degree programs will improve recruitment and retention, which, in turn, will enable more Indigenous students to progress from undergraduate to graduate studies. UBC Sauder offers a variety of scholarships for Indigenous learners, and continuously works with donors to create further awards. See page 37 for more on student awards.

Pathways Program

The Pathways program will help more Indigenous students successfully apply, attend, and graduate from post-secondary business programs by providing critical supports and infrastructure. As a part of this effort, UBC Sauder will seek to understand and remove barriers for students interested in business focused post-secondary education, in particular at UBC Sauder. Through Pathways and collaboration with other strategic partners, UBC Sauder will build relationships with high schools and key groups to increase awareness of postsecondary opportunities and the benefits to individuals and broader communities. The Pathways program will provide support throughout the student journey, from navigating complex application processes and pre-requisites to helping students move through their program including networking, mentorship, and tutoring to ensure success.

The program is designed with two primary goals:

1. To increase awareness of business as an option for Indigenous learners who want to become economic and community leaders one day.

2. To provide resources to support Indigenous elementary and secondary students’ pursuit of post-secondary business programs and careers.

Continuing Business Studies Project Management Training

Continuing Business Studies (CBS) has been supporting and providing project management training to the St’át’imc group since Oct 2020. Participants include St’at’imc community members and St’at’imc Government Services staff. Their Education and Training department seeks to deliver programs to prepare St’at’imc members to access economic opportunities in St’at’imc Territory, in particular with opportunities related to BC Hydro, which has major infrastructure in their territory. They have consistently heard from members, St’at’imc businesses, and BC Hydro that project management training was needed, and has potential to strengthen capacity of St’at’imc businesses and increase access to opportunities with BC Hydro. For more information see: https://statimc.ca/

Business Curriculum Through an Indigenous Lens

Current Courses

The UBC Sauder School of Business is working to ensure that Indigenous content is woven throughout the Bachelor of Commerce (BCom) curriculum. The BCom includes exploration of Indigenous issues and Indigenous guest lectures on current topics.

Indigenous content has been included in the following required undergraduate courses that are taken by every student: Values, Ethics, and Community (COMM 105), Business Writing (COMM 390), Environment, Society, and Government (COMM 394), and Business Writing (COMM 396). In addition, an upper-year elective course, Indigenous Relations and Economic Development (COMM 386T) is entirely dedicated to Indigenous topics. (Note: to see more on content see page 27).

All MBA, PMBA, MBAN, MM and MMDD students received training on the history and legacy of colonialism and residential schools. Part of this training includes the KAIROS Blanket Exercise facilitated by Sk’elep Reconciliation. The MBA’s new Climate Track (specialization) includes a required course on Indigenous Relations and Climate Economy (BAEN 580) that is also available as an elective to all MBA and PMBA students.

Many courses have integrated Indigenous content into their curriculum over the past year utilizing the BMO Aboriginal Business Teaching Fund. These courses have included features such as Indigenous Cultural Awareness training, Indigenous peer mentoring, Indigenous support with lesson planning, curriculum development and communications, Indigenous subject matter expertise for a repository of Indigenous business course materials, Indigenous guest speakers and subject matter experts for Indigenous relations, economic development, Indigenous history and Indigenous business, as well as Indigenous representation for “Business Pitch” sessions.

UBC Sauder School of Business is the only Canadian member school in the Global Network for Advanced Management. In March 2024 we offered a one-week intensive Global Network course open to our students and incoming students from other GNAM schools. The course “Sustainable Development Goals, Cities, and Inclusive Prosperity” included a case discussion on “Kanaka Bar Indian Band: Towards Self-Sufficiency, Vibrancy, and Sustainability” and a session on “The Climate Crisis and Indigenous Resiliency: A Fireside Chat with Patrick Mithell, Former Chief of T’eqt’’aqtn’mux (Kanaka Bar Band).”

Teaching and Learning Enhancement Fund Grant: Indigenizing the Curriculum

In its final year, the TLEF-funded project “Llgaay gwii gina sk’aadGa ‘láas ad Xaaydas gina Ganunsid: Enhancing Business Education with Indigenous Knowledge” progressed with faculty and staff training work in the areas of decolonization and Indigenization. In the 23/24 year, 18 faculty participated in baseline training, while 19 faculty and staff participated in advanced training modules on relationship building. Indigenous perspectives and assignments supported by this project continued throughout BCom courses, including COMM 101, 105, 196, 220, 390 and 396. For example, in Business Communications classes, the Indigenous peer mentorship program was expanded, facilitating deeper learning for students on Indigenous topics. This work is in alignment with UBC’s Indigenous Strategic Plan, and specifically addresses goals 4, 6 and 7. In addition, we have offered baseline training through the San’yas Anti-racism Indigenous Cultural Safety Program paired with in-person discussion groups continued over the 23/24 year. In total, 89 faculty and senior staff have taken baseline training through the San’yas or Decolonial 101 training.

Training and Learning Opportunities to Develop EDI Competencies

Inclusive Hiring Training

Our inclusive hiring training module was provided to faculty members who were hiring this year. Topics included UBC policies and procedures related to hiring, foundations of EDI, implicit bias, and best practices regarding strategies around equitable and inclusive hiring.

EDI Training Canvas Course

The UBC Sauder EDI training program is currently in its early pilot phase. The program for staff and faculty is a self-paced Canvas course that accommodates the different knowledge and needs of each participant. Participants will be able to choose different paths composed of different modules. These tracks include an introductory track for those who are newer to EDI concepts, a more intermediate track for those with some knowledge, and an advanced track for those who already have a background in EDI. Our EDI training program is designed to meet our community members where they are to give them the personal EDI tools and knowledge they need towards a common goal of creating a better future for all members of our community. The program is expected to complete its pilot phase in Fall 2024.

Indigenous Cultural Awareness

Three sessions on Indigenous Cultural Awareness with Qwastånayå (Maynard) Harry have been delivered in the past year. The goal of these sessions is to increase awareness and understanding of Indigenous People and their history in the Canadian context. The sessions aim to increase knowledge on topics such as Canada’s Indian Act, the Indian Reserve System, the Indian Residential School System, as well as reconciliation and Aboriginal rights and title. To date, 295 faculty and employees have attended these sessions.

Decolonial Workshops and Training

Many faculty and staff have completed our Decolonial 101 workshop, which focused on helping participants to locate themselves on the land, connect with the colonial history found there, and understand their personal relationships with that history as it shows up in their work and lives. The workshop also explored privilege, positionality, and institutional norms. In addition, we have offered some base-line setting training that has been transitioned from an in-person model to a hybrid model of asynchronous learning through the San’yas Anti-racism Indigenous Cultural Safety Program (https://sanyas.ca/core-training/british-columbia) combined with local discussion groups to achieve greater accessibility. In total, 89 people have completed the Decolonial 101 or the San’yas Core training.

Mental Health in the Workplace for Managers and Supervisors

One hundred percent of the management staff in Resources & Operations have completed ‘Supporting Mental Health in the Workplace for Managers and Supervisors’ training to support and enhance workplace mental health.

UBC Sauder Engaged: Onboarding

Two sessions of UBC Sauder Engaged onboarding for new staff were offered this past year. The goal of the sessions is to familiarize new staff with the school and its values. Speaker Dr. Kate White covered topics of EDI and implicit bias in organizations, and representatives from Ch’nook Indigenous Business Education reviewed the Indigenous Strategic Plan, reconciliation at UBC, Indigenous cultural awareness, definitions, resources, land acknowledgements, and engaging with Indigenous partners such as the Musqueam Protocols Office.

Indigenous Authors Book Club

The Indigenous Authors Book Club is a journey to one’s personal sense of reconciliation by walking in the footsteps and seeing history through the eyes of Indigenous authors who have survived and are sharing their stories of triumph over adversity. Each season, a book by a Canadian Indigenous author is selected to be read over a six week period. At the end of each season, the book club meets to discuss all that they have learned from the author’s version of their history and consider what they would like to do to commit to reconciliACTION.

JEDDI Series

The Peter P. Dhillon Centre for Business Ethics and the UBC Sauder Dean’s Office co-hosted the JEDDI (Justice, Equity, Diversity, Decolonization, & Inclusion) (https://www.sauder. ubc.ca/thought-leadership/research-outreach-centres/ peter-p-dhillon-centre-business-ethics/events/jeddi) Seminar Series featuring academic and business thought leaders sharing their experiences and strategies for creating more just, equitable, diverse, decolonized, and inclusive workplaces. Four JEDDI talks were delivered over the past year:

• Gender Inequality at Work with Mabel Abraham (Columbia University)

• The Geography of Inequality with Rebecca Diamond (Stanford University)

• Non-Standard Work with Catherine Connelly (McMaster University)

• Consumer & Societal Wellbeing with Maura Scott (Florida State University)

EDI Events

UBC Sauder hosts a number of events that have helped explore and spur discussions around several topics related to EDI. The goals of these events are to further enhance our culture of EDI and to increase understanding, comfort, and competencies on key EDI topics. These events include:

National Indigenous Peoples Day - Tour of Indian Residential School History and Dialogue Centre (IRSHDC)

The tour explored the architecture of the building as well as the history of residential schools, Indian hospitals and the Canadian Human Rights Case on First Nations Child Welfare. Participants learned more about the IRSHDC’s mission, research, and how they support residential school survivors.

Truth and Reconciliation Day / Orange Shirt Day

UBC Sauder staff and faculty were invited to hear stories shared by two members of the Squamish Nation. Harry and Brad Baker spoke to their rich history and traditions, and challenged the audience to continue to learn about ways their can participate in reconciliation.

Pink Shirt Day - Cultivating Kindness

This session, hosted by Dr. John-Tyler Binfet on the science behind kindness, explored research on how students understand and actualize kindness. It encouraged audience members to integrate kindness into their work and curriculum.

Did Someone Say Black U/BC?

This insightful presentation from Dr. Handel Kashope Wright discussed the implications of Black B.C. history and why Blackness appears to be so underrepresented in contemporary B.C. Dr. Wright shared a history of Black B.C. and the purposeful erasure of Black communities and how that affects B.C. and specifically Vancouver today. The initiatives taking place across UBC to create more community for Black students, staff and faculty were promoted.

Cultural Celebrations at UBC Sauder 2023-2024

UBC Sauder celebrated a number of cultural celebrations with employees and faculty at both Point Grey and Robson Square campuses. Through a variety of interactive activities, the goals of all of these events are to create a sense of belonging for employees and to help them feel empowered to bring their authentic selves to work. These events also provide opportunities for employees to learn about various cultures and experiences, and develop a better understanding of our diversity within the school.

Events included:

• April 24, 2023 - Eid al-Fitr – Some delicious sweet and savoury Middle Eastern snacks including ma’amoul, baklava, cheese rolls, and zatar mana’eish were featured at this event. We also learned about the meaning behind Eid and

Ramadan from a B+MM student employee. Following the presentation, the audience had some very thoughtful questions and discussions.

• November 8, 2023 - Diwali – At this year’s Diwali celebration, employees and faculty glazed diya lamps (oil lamps lit during the festival of Diwali to symbolize prosperity in the new year), to the tune of Indian-Pop hits. We also enjoyed some Indian sweets, like Kaju Barfi and Gulab Jamun, while decorating. An employee helped us understand more about Diwali and its significance.

• December 6, 2023 - Hanukkah – In addition to learning more about Hanukkah from a faculty member, attendees had the opportunity to try a couple of popular festive treats including Latkes, while learning how to play Dreidel.

• February 13 & 14, 2024 - Lunar New Year – This year we welcomed the Year of the Dragon with a Sweet Dumpling (甜湯圓 (tāng yuán)) Workshop at both Point Grey and Robson Square campuses, led by an employee. Attendees had the opportunity to learn more about the holiday and its cultural significance, taste the sweet dumplings, as well as try making their own.

In 2024, we look forward to continuing to celebrate more days of significance through the EDI Ambassadors group which will bring more exciting events and initiatives in this area.

Student, Staff, Faculty, and Alumni Clubs, Activities, and Initiatives

UBC Sauder EDI Action Fund

This is the third year for the UBC Sauder EDI Action Fund, which was created by the UBC Sauder EDI Committee and the UBC Sauder Dean’s Office. The goal of the fund is to encourage and support EDI events, initiatives, activities, and resources that are from the “grassroots” up. That is, we are hoping to help the ideas dreamed up by members of our UBC Sauder Communities—students, staff, and faculty—come to life. Among the events funded were the INCLUDED conference created by undergraduates, a UBC Sauder Women Scholars career development event created by PhD students, an EDI-focused event run by the Human Resources Management Club, and a UBC Sauder Cultural Soiree event from across UBC Sauder’s masters programs.

UBC Sauder EDI Ambassadors

This year, we created and launched the UBC Sauder EDI Ambassadors Initiative. The goal of the initiative is to allow for a flow of information related to equity, diversity, and inclusion between the units of the school. In addition, a focal goal of the program is for the Ambassadors to assist in creating initiatives and engagement opportunities at the school that are driven in a bottom-up manner from our communities (rather than top down). The Ambassadors team is actively working on some upcoming events and initiatives.

Grassroots Activities and Events from our UBC Sauder Communities

In addition to formal training sessions and activities, many events, groups, and clubs have been created by our faculty, staff, and students. Here is a snapshot of some of the things that have been happening at UBC Sauder initiated by our community members.

a) AMS Indigenous Business Association at UBC

The AMS Indigenous Business Association at UBC (IBA) is a student-run AMS and CUS-affiliated club aiming to provide students with the chance to grow their network, engage in events, and find a home away from home. IBA works to reduce barriers, establish equity for Indigenous peoples, and break down systemic oppression. They provide opportunities for Indigenous and non-Indigenous youth and professionals to engage in a welcoming, safe, and inclusive environment to enhance their academic and professional journey, ultimately setting students up for success in their future endeavors. With this in mind, IBA sanctions over 10 events throughout the school year, including company workshops and networking events, an Indigenous business market, an Indigenous studentfocused job fair, and other small-scale community-building events. Among these, the highlight of the 2023/24 winter term was the Inaugural Indigenous Business Conference, which focused on Economic Reconciliation. This landmark event exemplifies IBA’s dedication to fostering a supportive and empowering environment for all its members, with panels from Indigenous thought leaders and networking opportunities.

b) Commerce Undergraduate Society (CUS) Equity and Inclusion

The CUS is one of the largest undergraduate business school organizations in Canada. Guided by the pillars of personal, professional, and academic success, the CUS supports members through initiatives, services, and clubs that host networking events, workshops, conferences, case competitions, and much more. The CUS strives to build an inclusive community where students feel empowered to discover their own journeys and unique experiences within the CUS and throughout their university years at UBC Sauder. Here are some of the things the CUS has been working on related to EDI in the past year:

Increased Access to EDI Education

This year, the CUS began running more educational workshops on topics such as gender identity for CUS service providers. The CUS created internal workshop materials that will allow future CUS student leaders to receive more EDI training before they take on their roles throughout the school year. The CUS has also complemented these educational resources with running short social media campaigns. In the past year, Equitable Hiring and Inclusive Language have been officially incorporated as part of CUS’s formal onboarding education for all incoming student leaders. Collaborations between the CUS EDI Commission and student services and clubs such as BizTech, CUS Pride, and Second Year Committee were taking place to provide different UBC Sauder student communities with more practical and relevant EDI training .

CUS Broadcasts on Important Student Matters

The CUS EDI team produced four broadcasts this year covering the topics of Truth and Reconciliation, Municipal Elections, Black History Month, and the AMS Trans Healthcare Referendum. These broadcasts help create more student awareness of important issues throughout the year and the roles that business leaders can play in learning and addressing the impacts they have on our community.

Increased EDI Visibility in the Decision-making Processes of the CUS

This year, the EDI Advisor was present at every board meeting of the CUS. At the beginning of every board meeting, they were able to educate the board on an “EDI Term of the Month,” covering topics including intersectionality, reconciliation, 2SLGBTQIA+ theories, and more. They raised concerns and questions about the daily operations of the CUS and were able to provide insightful EDI advice after Executives’ reports.

Increased Collaboration with EDI Leads From Other Faculties and UBC EIO Office

More interfaculty connections have been made, both at a student and an administrative level. These relationships were built with participation within the AMS Equity Circle and SEEN (Student Equity Enhancement Network), setting the foundation for future interfaculty collaboration on EDI initiatives, as started by this year’s INCLUDED conference.

Increased Access to Students’ EDI Feedback and Concerns

This year, the Equity Advisors and the Ombudsperson of the CUS have collaborated to set up walk-in office hours every school week. On three days of the week, UBC Sauder undergraduate students are able to walk into the Ombudsperson’s office to communicate with the Equity Advisors or the CUS Ombudsperson on their ideas for new EDI initiatives, EDI concerns, and positive and constructive feedback regarding the EDI aspects of CUS’s daily operations.

INCLUDED Conference

Hosted by CUS Equity & Inclusion, INCLUDED was UBC’s first interfaculty conference connecting members of the undergraduate community to professionals furthering EDI. The event featured a workshop about how students can drive inclusive change in their careers, followed by a panel of professionals sharing stories of how they have created space for EDI across different industries. This event was sponsored by the UBC Sauder EDI Action Fund and UBC Alma Mater Society (AMS).

Increased 2SLGBTQIA+ and BIPOC Art Spaces

Hosted by CUS Equity & Inclusion and CUS Pride, two drag shows, featuring some of Vancouver’s top-tier drag performers, took place in the Henry Angus building and the Robert H. Lee Alumni Centre. Both events were free of charge and open to all UBC students and staff. The performers come from a variety of different racial, cultural, and gender identity backgrounds, empowering UBC Sauder and UBC students with their authenticity. The final overall turnout of the shows was over 100 attendees.

The CUS 5-Year EDI Strategic Plan

The beginning stages have been set for a CUS 5-year Strategic Plan that would emphasize increasing the capacity and programming for EDI work over a longer time scale. Starting with a CUS Student EDI Survey in collaboration between the CUS, the Business Career Centre, the UBC Sauder Dean’s Office, and the Undergraduate Office, the CUS EDI Strategic Plan will be based on the foundation of students’ everyday life and feedback.

c) Commerce Undergraduate Society (CUS) Clarify

Clarify is a student organization that focuses on promoting a culture of consent within the CUS and the UBC Sauder community. Clarify’s vision is to engage students and empower survivors through ongoing education, activism, and open dialogue on matters pertaining to sexual violence and consent. The group aims to destigmatize conversations around sexual violence prevention.

d) CARBLOAD: Supporting the 2SLGBTQIA+ community

CARBLOAD is a 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. CARBLOAD typically sees 40-50 students, staff and faculty at each lunch hour. Progress towards making this school a welcoming place for all is happening, one slice of pizza at a time.

e) UBC Sauder Cultural Soiree

The UBC Sauder Cultural Soiree was the first-ever event bringing together the graduate cohorts of UBC Sauder (MBA, MM, MBAN) to celebrate diversity and culture. The event featured a fun video-making competition to increase student bonding, a cultural talent show, and a potluck to share traditions and stories from 30+ countries. Students spearheaded fostering a sense of belonging and cross-cultural understanding at UBC Sauder through food, dance, storytelling and conversations about their home countries. Prizes were given out for the best performances, stories shared, and videos that demonstrated bonding through learning about the uniqueness of students’ cultural identities. There were 100+ attendees, including some faculty and Dean Darren Dahl. The event helped build connections among students, and advanced diversity and inclusion at UBC.

f) Sauder International Student Association (SISA)

The Sauder International Student Association (SISA) is a student run community that aims to create a “home away from home” for all UBC Sauder students. Our mission is to establish a welcoming environment for every student, no matter where you come from. Through a diverse range of monthly events, we strive to foster meaningful connections, promote cultural exchange, and create lasting friendships. We offer opportunities for students to share and celebrate their food, language, and culture. This past year, we hosted a free International Networking Night inviting mentors from various industries all around the world. We hope to continue creating opportunities for students to meet like-minded individuals and network with others who are also “away from home.”

g) UBC Sauder Women in Business Club (RHL Students)

The UBC Sauder Women in Business Club (WIB) aims to provide a supportive community and professional network to women coming from different walks of life. Officially founded in February 2010, WIB’s mission is to encourage more women to take leadership roles, especially in previously unconventional industries (for women) such as technology and finance, to accelerate gender parity. With its ability to look beyond biases, drive to share opportunities with the deserving, and a resource full of business knowledge, the club provides development opportunities, links to the greater business and social community, and events that bring awareness to MBA students on different topics such as business opportunities and roles, work-life balance, gender stereotypes, empowerment, and upcoming growth challenges. The club invites business leaders and entrepreneurs from a variety of functional areas to help women navigate through their careers through panel discussions and workshops. The club also provides a platform for women to come together and share their personal challenges and victories by regularly organizing ‘lean in’ circles. Moreover, the club works to bring together not only women, but also other genders to act as allies for more diverse and inclusive classes and workplaces.

h) UBC Sauder Women Scholars Program (PhD/MSc

Students)

The UBC Sauder Women Scholars (SWS) Program was established in 2017 to offer support and a sense of community to UBC Sauder graduate students who identify as women (PhD/MSc Students). This is achieved by arranging casual meetups and mentoring sessions with accomplished leaders, including UBC Sauder professors across disciplines and other influential figures from academia and the corporate world. During these mentoring sessions, leaders share their experiences, which not only enrich the personal and professional lives of the participants, but also provide them with access to resources that facilitate the transition from graduate school and position them for success. Some of the events that were run this year include:

Faculty Dialogue: This event offered an insightful question and answer session with a newly appointed OBHR faculty member, who had recently transferred from a European university. Participants had the valuable opportunity to delve into her experiences transitioning into Canadian academia, her approaches of navigating faculty life in Canada, and her perspectives on being a female academic balancing a career and family life. This interaction provided a platform for students to gain a broader understanding of academic diversity and the complexities of work-life integration in academia.

Women PhD Students Gathering Event: The primary goal of this event is to foster a sense of community and enhance the connections among female PhD students across different departments and academic years. The event provided a platform for all attendees to introduce themselves and share their interests. This interactive session aimed to facilitate the discovery of common interests, enabling attendees to establish meaningful connections and expand their networks within the community of women PhD scholars.

Job Market Experience Sharing Event: This year, we had four remarkable female PhD candidates who have successfully secured excellent positions in the job market. These talented individuals include Pascale Frické, Zining Wang, Ellen Li, and Minka Li. Recognizing their achievements and the valuable insights they can offer, we invited each of them to share their unique experiences in navigating the job market. Their stories will not only inspire our current students but also provide practical wisdom and guidance for those embarking on similar paths.

i) Young Women in Business (undergraduate students)

Young Women in Business UBC (YWiB) is a student-run organization that strives to create a community for all students - no matter their background, faculty, or gender identity - to feel supported and accepted on their journey to personal, professional, and academic development. The club offers students the chance to meet professionals, explore new industries, and make life-long friends. We are passionate about breaking down barriers for marginalized communities entering the business field by hosting educational events, networking evenings, a mentorship program, case and stock pitch competitions, and more. YWiB hopes to showcase as many fields and possible career paths as possible, and appreciates the support of UBC Sauder to provide resources and meaningful connections with alumni and industry professionals.

j) Human Resources Management Club (HRMC)

Established in 2003, the Human Resources Management Club fosters a vital connection between professionals and UBC students. Through interactive workshops, events, and mentorship opportunities, we empower students to gain invaluable insights and practical skills to succeed in the industry. This year, the HRMC ran an EDI workshop with speaker Kate White highlighting key trends in EDI work. In addition, the group explored the how EDI intersects with careers in human resources.

Other Initiatives and Activities by UBC Sauder Units

Undergraduate Office (UGO)

• UBC Sauder BCom Admissions Personal Profile Readers (17) are asked to complete the UBC Personal Profile Reader course annually as part of their pre-work before the training session. The Canvas course has been updated to provide strengthened equity and unconscious bias material to support UBC’s Strategic Plan: Shaping UBC’s Next Century, committed to improving access, success, and representation of historically underserved and marginalized populations.

• We continue to meet regularly with student leaders from the Commerce Undergraduate Society (CUS) (including the CUS Equity & Inclusion Advisors), to share information, provide coaching support, and nurture a meaningful connection between the CUS and the school.

• We continue to make our events as inclusive as possible. This includes inclusion of pronouns, meaningful land acknowledgements, dietary restrictions, accessibility needs, video subtitles, diverse speakers, universal washrooms, diverse and varied activities, and Community Building Education training for student leaders.

• All of our programs that have a student registration fee, (The Spark orientations, Activate Conference), include an option for students to request a full subsidy if they find the cost to be prohibitive to their participation.

• Our staff team continues to attend various EDI workshops offered by UBC Sauder and UBC.

Robert H. Lee (RHL) Graduate School

In order to reinforce our culture of EDI and to develop initial comfort and understanding of core EDI concepts, all RHL students completed an online module (created specifically by the RHL Graduate School for RHL students) on EDI as part of their pre-program onboarding. This module teaches students EDI concepts and terminology, and includes reflection questions to help them better understand the material and connect it to their own experiences.

To further enhance EDI competencies and to continue to weave EDI throughout the student experience, several additional sessions were conducted including:

• Students from the MM Dual Degree, MM, MBAN, PMBA, and FTMBA programs all received additional EDI training as part of each program’s opening. This past year we worked with Desmond Nunez on Institutional response to racism and Yvette Wu of Subtext Consulting on common understanding of EDI concepts and why it’s important for their time in the program. We also hosted an Indigenous rights blanket exercise workshop during opening week led by Indigenous elders.

• Participants in the IMBA Program received themed teaching on Leading Diversity and Inclusion.

• Recruitment was focused on a diverse set of students. RHL participated in 57 in-person and 17 virtual recruitment fairs across nearly all continents with presence in 40+ countries, including a women-specific MBA event with Forte.

Hari B. Varshney Business Career Centre (BCC)

1. Partnered with industry/employers to run workshops and networking events for equity-deserving students

• Association of Women in Finance (AFW) – Speed Mentoring Event- for Female students (BCC co-sponsor, 10 UBC Sauder students invited)

• Boston Consulting Group- BCG Diversity Fair – connecting students with members of Black+Latinx@BCG, Indigenous@BCG, Women@BCG, AsianDiversity@BCG, and Pride@BCG networks

• EY Consulting – EY Indigenous Networking Event – for Indigenous students

• Government of Canada – Diversity & Inclusion Virtual Networking Fair

• Klick – Technology Early Talent Networking- for Black and Indigenous students

• Lime Connect Canada – Recruitment Reception (Vancouver and virtual)- for students with Disabilities

• McKinsey- CAUFP No Boundaries Youth Summit – for BIPOC students

• Morgan Stanley- Asia Women Who Inspire Series - for Female students

• Morgan Stanley- Investment Banking Diversity Session (Toronto) - second year students from historically underrepresented minorities

• Onyx Initiative – Scholars Program Information session - for Black students

• PwC Accounting – Boldly Me Networking Event- for Black, Female and gender diverse, Indigenous, LGBTQ2S+ and/ or students with Disabilities

• PwC Consulting- China Sourcing Initiative- for overseas students in Canada who aspire to join PwC for full-time Associate positions in Mainland China or Hong Kong

• RSM Canada – #BeYouAtRMS Diversity Networking

• UBC Indigenous Business Association – Career Fair for Indigenous students

2. Developed a UBC Sauder student guide to using Generative AI, which includes sections on navigating the risks and limitations regarding bias and EDI in large language models.

3. Continued EDI training and education for BCC staff. We held training sessions for BCC staff on supporting students with mental health challenges (UBC SAIT training, codelivered by UBC Sauder’s embedded counsellor), supporting international students (co-delivered with International Student Development), and working with Gen Z students through an EDI lens.

4. Support for student-led UBC Sauder clubs (e.g. Women in Business Club) to connect with industry and opportunities for their members.

David Lam Library and Canaccord Learning Commons (CLC)

David Lam Library/CLC supports EDI and Indigenous initiatives through service on committees, working groups and teams, including the Equity Committee of the UBC Faculty Association, UBC Library’s Indigenous Strategic Plan – Library Implementation Steering Team (ISP-LIST), and UBC Sauder’s EDI Ambassadors’ program. Library Heads engaged with the ISP Self Assessment tool during April to June 2023 and Heads began engaging their units in 2024. Library Heads and the Executive Team have begun engaging with the ISP Intent to Action tool starting in March 2024. The CLC Manager joined the UBC Sauder EDI Ambassadors’ Program in October 2023.

A more accessible branch website was launched in May 2023. Librarians and staff created book displays on a wide range of EDI topics, including Black History, Asian Heritage, National Indigenous History, Women’s History, Autism Acceptance, and 2SLGBTQIA+ History. Dlam/CLC elevates UBC Library’s EDI related resources, events, and displays via UBC Sauder Hub, CLC Online, social media, and liaison outreach. UBC Library launched a Days of Significance calendar in January 2024 and the Dlam/CLC Head uses it to highlight monthly days of significance internally at the beginning of each month.

Dlam/CLC supports Indigenous based assignments, the Aboriginal Management Program (liaison: Kimberly Fama) and the Indigenization TLEF (liaison: Irena Trebic) through online guides, reference consultations, collection development, and instruction. During 2023, UBC Library launched Indigenous Reference training that staff and librarians can take in order to build capacity for growing Indigenous reference needs across campus.

The unit incorporated more inclusive language in student staff job descriptions and more inclusive practices in recruitment and interviews. Student staff helping with hiring take the Hiring Equity course. Team members take opportunities to participate in professional development and learning related to EDI and Indigenous initiatives throughout the year. Irena Trebic’s six-month study leave focused on Indigenous languages and culture. She presented her experiences at a team meeting in March 2024.

B.

Inclusive Teaching and Learning

Teaching and Learning Enhancements

UBC Sauder faculty and students were awarded and have been carrying out a UBC Teaching and Learning Enhancement Fund (TLEF) Grant entitled: “Embedding Equity, Diversity, and Inclusion into Business Teaching and Learning.” The project is underway and is focused on: a) conducting a course mapping to identify where EDI pedagogy and content currently sits within UBC Sauder courses, b) developing resources and training for faculty on engaging with diversity, building capacity, and enhancing inclusion, and c) monitoring and tracking impacts of these actions over time. The UBC Sauder EDI Committee has created the Inclusive Pedagogy Working Group and EDI Training Working Group to carry out the actions identified in this project. We have already conducted and analyzed the course mapping survey and are currently piloting our training resources.

One UBC TLEF-funded initiative, “Llgaay gwii gina sk’aadGa ‘láas ad Xaaydas gina Gan unsid: Enhancing Business Education with Indigenous Knowledge,” supports UBC Sauder’s development of Indigenous business curriculum through an Indigenous lens. The goals of the project are to weave Indigenous perspectives, knowledge, and competencies into the pedagogy of UBC Sauder. Curriculum resources and training opportunities are being developed to support faculty to approach Indigenous topics in an informed and sensitive manner.

Curricular

COMM 101 – Business Fundamentals

This course is designed to provide a broad introduction to the field of business and to orient students to the study and expectations of the UBC Sauder School of Business. In this course, attention is given to showcasing a broad range of people from diverse backgrounds, including CEOs and decision-makers who are women and IBPOC. One class featured an informative discussion with an Indigenous entrepreneur. Another class was focused on concepts of equity, diversity, and inclusion and HR policies or practices for implementing EDI in the workplace. This year, over 100 customized business plans have been added for our strategic consulting group project, with the emphasis on women and IBPOC small business owners.

COMM 105 – Values, Ethics and Community (VEC)

This undergraduate course is required for all incoming first year BCom students, and in 2023, its reach was expanded to include transfer students. Content and pedagogical approaches related to EDI were woven throughout the course. Specific modules involved discussions of social identity and privilege, psychological safety, and EDI as a core consideration in managerial decision making. The class featured multiple guest

speakers. A particular focus was given to Indigenous viewpoints and lived experiences, with three Indigenous speakers featured in the class and a Musqueam Elder Welcome to students in the course on Canvas.

COMM 203 – Managing the Employment Relationship

Students in COMM 203 work on assignments that integrate EDI into human resource management challenges. In teams, students are assigned readings from Harvard Business Review that draw connections between the content of the course and real-life situations. The assignment purposefully includes readings that address bias and discrimination in human resource management practices and processes. For example, students may read about sexual harassment training, bias in recruitment and hiring, discrimination in performance evaluation and promotion processes, and inequities in compensation. Students then create presentations on how content from class can help minimize bias, discrimination, and inequities in HR process, and the presentations are watched and critically evaluated by other student teams. This provides a well-rounded understanding of how EDI influences various aspects of the HR process.

COMM 396 - Business Writing

This is a required course for all BCom students. The course includes learning about Indigenous land rights, the history of Canada with respect to Indigenous Peoples, and how to build business relationships built on trust and shared benefit. The major assignment asks students to consider economic development opportunities working for a First Nation, or an Indigenous run organization, real or potential. Topics include investment fund development, improvements in governance and transparency, access to essential services, supply chain system development, and marketing initiatives. Key to the efficacy of this assignment is the effort to bring Indigenous voices to the classroom. This is done through extensive consultation on the assignment itself, the invitation of Indigenous business experts where students are able to present their ideas for immediate feedback, and Indigenous peer tutors who advise students on their assignments in 1:1 office hours.

In another assignment, students are asked to consider the role of private corporations in addressing current ethical and social issues. They are asked to address a serious current social issue in the news, such as Black Lives Matter, mental health checks by police, Indigenous land rights, the war in Ukraine, the opioid crisis, etc. They are tasked with developing a meaningful and ethical response and can include multiple perspectives, including a corporate perspective.

COMM 394 – Environment, Society, and Government

This required course addresses some of the main economic and social challenges facing Canadians today. After analyzing government policies that might promote the public interest, we explore the role for business leaders and the conflicting claims of different stakeholders. EDI issues feature prominently in three parts of the course. First, students do presentations on current issues, (e.g. the problem of unsafe drinking water in certain Indigenous communities). Second, students learn key frameworks for thinking about equity issues. Third, Indigenous guest speakers lecture on the historical and legal context of aboriginal business in Canada. Students then participate in a role-playing activity to illustrate these issues and to learn how to interact in a constructive and respectful way with Indigenous peoples.

COMM 386T – Indigenous Relations and Economic Development

Entering its sixth year, this course offers students an in-depth understanding of the intersection of the private sector and Indigenous communities in Canada. Featuring a wide range of Indigenous guest lecturers, students learn about the governance structures, cultural values, and corporate bestpractices that enable economic reconciliation.

COMM 323 – Gender and Diversity in Leadership

This undergraduate course was designed to provide students with a foundational understanding about equity, diversity, and inclusion for individuals, teams, and organizations. The course promotes an awareness of the challenges of diversifying work places while encouraging critical thinking and developing problem-solving skills to address the need for greater equity, diversity, and inclusion in organizations.

Students in this course participated in a live case study with Vancouver-based company, GeoComply, where they interacted with GeoComply representatives to gain exclusive insight into the company’s EDI strategy and management. Students drew on course concepts to analyze and evaluate GeoComply’s current EDI practices and provided the company with evidence-based recommendations on how the company could improve their EDI management. In addition, winning teams in this case study had the opportunity to secure internships and jobs with GeoComply.

BA 503 – Professional Residency III Ethics, Sustainability, and Managing Change

As part of this course, students conduct a case-study on the LNG Canada project. Indigenous Relations is a major aspect of the case. In addition, this course has two sessions on Canada’s colonial history, Indigenous relations, and current best practices. Students are encouraged to think deeply about the role and responsibility of the private sector in economic reconciliation. An Indigenous leader – Dennis ThomasWhonoak – walked students through a deep exploration of the best practices and pitfalls facing corporate Canada as we seek to improve relationships with First Nations, Métis, and Inuit communities. Final student presentations include rich and wellinformed explorations of how the private sector can balance traditional business drivers with an Indigenous worldview.

BAHR 580A – Leading Diversity and Inclusion

This MBA course 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. Students in this course participated in a live case study with Vancouver-based company, GeoComply, where they interacted with GeoComply representatives to gain exclusive insight into the company’s EDI strategy and management (See the description for COHR 486A for more detail on this live case).

BAEN 580 – Indigenous Relations and the Climate Economy

This course has been redesigned and launched with the new MBA Climate Track at UBC Sauder. Students study and apply best practices in Indigenous Relations, with a focus on business models and industries at the heart of industrial decarbonization and the energy transition. This year student teams are working on a live-case project preparing business concept plans in partnership with a local First Nation.

Real Estate: Updating Learning Materials

Over the last two years, the Real Estate Division, Licensing Education unit undertook a project to ensure the use of (1) gender neutral language and (2) ethnically/culturally diverse names in its real estate licensing education courses.

Complementary (Co-curricular) Learning Experiences

UBC Sauder Women in Finance Training (SWIFT)

UBC Sauder Women+ in Finance Training (SWIFT) is a finance training program designed for students who self-identify as women, two spirit, or non-binary. The SWIFT program provides top quality training in finance, with the aim of bringing excellence, equity, diversity, and inclusion to students and employers who share our vision for responsible leadership.

The SWIFT program launched two years ago, and has since enjoyed resounding success and demand for our series of guest speakers and networking events to inform and inspire a broad student audience. There are now two cohorts of 8-10 SWIFT students, each selected from over 65 applicants annually.

SWIFT program participants make a 1-year rolling commitment to hands-on training and professional development. These students build confidence and skills through student-led investment research, workshops, and mentorship from industry. Between semesters of dedicated activity on-campus, the SWIFT students apply their knowledge through summer internships with premier employers across the capital markets. Empowered by their learning and their team, the SWIFT students have been seen around campus collectively hosting technical and career workshops open to all UBC Sauder students, and volunteering together off-campus for the Down Syndrome Research Foundation and the Greater Vancouver Food Bank.

Creative Destruction Lab – Vancouver (CDL-Vancouver)

CDL-Vancouver develops deep technology start-ups that exist to benefit the human condition and promotes its allyship in support of Venture Founders who identify as women, nonbinary or two-spirit, or IBPOC, by recruiting companies with founders of diverse backgrounds and CDL Mentors with similar lived experiences. From the responses collected as part of a survey for the 2023/24 CDL Program year, 26% of CDL Mentors identified as IBPOC and 33% as women; and among Venture Founders, 28% identified as IBPOC and 19% as women. Understanding the composition of an organization’s community informs CDL-Vancouver of opportunities to support entrepreneurs from all backgrounds within B.C., Canada, and beyond. CDL-Vancouver also aims to work with diverse staff; among the current team, 12 of 21 identify as female and 80% of our leadership team are women.

Additionally, CDL-Vancouver also offers the CDL Apprentice Program to address the gender gap in STEM-related fields by providing an online, multi-module program for those who identify as women (14-18 years old) with a keen interest in STEM-related topics and how science and technology is transforming the world. CDL-Vancouver hosted the health stream and other universities covered subject areas such as AI, AgTech (agriculture technology), Climate, Matter, and Oceans.

The Dhillon Centre views business ethics as encompassing how individuals and companies can operate in ways that promote integrity, compassion, inclusion, responsibility, and societal good. The centre works on a number of events and initiatives related to EDI. Some of our events and initiatives this past year included:

JEDDI Seminar Series: The Dhillon Centre and the UBC Sauder Dean’s Office have created and co-hosted the JEDDI (Justice, Equity, Diversity, Decolonization, & Inclusion) Seminar Series (https://www.sauder.ubc.ca/thought-leadership/researchoutreach-centres/peter-p-dhillon-centre-business-ethics/ events/jeddi) featuring academic and business thought leaders sharing their experiences and strategies for creating more just, equitable, diverse, decolonized, and inclusive workplaces (see page 16 for more details).

Tackling Diversity Through Sustainable Investing: This event was led by Hasina Razafimahefa, Senior Manager of ESG Evaluations and Proxy Voting at NEI Investments. The session explored how investors are integrating considerations of equity, diversity, and inclusion in their sustainable investing strategies including portfolio construction and engagement. This event was an opportunity to understand the pivotal role of finance in addressing diversity and promoting a sustainable future.

Peter P. Dhillon Centre for Business Ethics

EDI Catalyst Research Showcase: The Peter P. Dhillon Centre for Business Ethics hosted an event (https://www.sauder.ubc. ca/event/edi-catalyst-research-showcase) to showcase research from previous awardees of the “EDI Catalyst” research grant. The showcase featured EDI research from UBC Sauder faculty and graduate students, including:

• Rebecca Paluch: “The Non-White Standard: Racial Bias in Perceptions of Diversity, Equity, and Inclusion Leaders”

• Hsuan-Che (Brad) Huang & Jonathan Evans: “Which Workplace Ally Behaviors are Beneficial? Public versus Private Confrontation and Affirmation Responses to Gender Inequality”

• Siddhanth Mookerjee & Yann Cornil: “Do Minority-Owned Labels Help or Hurt Minority Businesses? The Effect of MinorityOwned Labels on Purchase Intentions Depending on Consumers’ Political Orientation and Race”

• Barnini Bhattacharyya & Michael Daniels: “Effects of Shame and Pride on Disclosure of Stigmatized Identities at Work”

Other Diversity Initiatives: The Dhillon Centre launched an initiative offering pro-bono board governance training for equityseeking organizations. It also developed and delivered the Governance Pathways program, which is a specialized training pilot program for diverse business leaders to increase the pool of diverse board-ready candidates and support their transition to serving on Canadian corporate boards.

The Dhillon Centre’s Governance Pathways is a board training program developed to increase the pool of diverse board-ready candidates for Canadian corporate boards. It aims to support Indigenous and non-Indigenous business and community leaders with executive and non-profit board experience interested in serving on paid and public company boards.

UBC

Sauder Leadership, Innovation, Fundamentals, and Training (LIFT)

UBC Sauder LIFT is a program that transcends international borders to deliver essential business tools to a classroom of aspiring entrepreneurs. At its core, LIFT represents: Leadership, Innovation, Fundamentals, and Training. Leveraging both virtual and in-person relationships, the program’s primary focus is to provide fundamental business training to aspiring entrepreneurs from all backgrounds. The goal is to equip participants in launching or scaling their businesses and contribute to the overall growth of the economy. Year-round, UBC students lead business training programs for participants in Kenya and Ghana. Since UBC Sauder LIFT’s inception in 2006, the program has served more than 800 aspiring Kenyan entrepreneurs of all socioeconomic backgrounds, gender identities, experiences, and continues to reach more African communities.

The UBC Sauder LIFT team is committed to offering equal access to these learning opportunities and interviewed all candidates interested in the program. The cohorts in Mathare and Ghana include 74% women and 26% men. UBC Sauder LIFT also continued to work with One Girl Can, a charity that aims to break the cycle of poverty, and works towards gender equality through education and mentorship in its program for 32 Kenyan women entrepreneurs. The UBC students partaking in the program are exposed to a unique opportunity to learn about other cultures, witness the growth of a business, contribute their own ideas and experiences, and observe the impact that education has on economic development.

Decision Insights for Business and Society (DIBS)

Decision Insights for Business & Society (UBC-DIBS) is a behavioural research and policy solutions initiative at UBC Sauder. Our mission is to improve outcomes across major societal and planetary challenges by improving our understanding of decision-making, encouraging long-term behaviour change, and working together toward an environmentally, economically, and socially sustainable future.

UBC-DIBS produces the Calling DIBS podcast (https://blogs. ubc.ca/biwiki/podcast/) about applied behavioural science. Several episodes focused on EDI topics:

• Episode 77 (https://blogs.ubc.ca/biwiki/podcast/#77): “How to Make BI Projects & Partnerships Work” with Ammaarah Martinus, Senior Program Office at UNESCO MGIEP

• Episode 75 (https://blogs.ubc.ca/biwiki/podcast/#75):

“Questioning Assumptions to Understand Values & Behaviour” with Jordyn Hrenyk, Michif researcher & PhD candidate at Simon Fraser University

• Episode 73 (https://blogs.ubc.ca/biwiki/podcast/#73):

“Applying BI in Humanitarian Settings” with Britt Titus, Behavioral Insights Lead with the International Rescue Committee (IRC)

• Episode 71 (https://blogs.ubc.ca/biwiki/podcast/#71):

“Applying BI to Community Services Challenges” with Brianne Kirkpatrick, Principal Advisor with BIT Canada, & Ansley Dawson, Senior Manager, Financial Empowerment Program at WoodGreen Community Services

UBC-DIBS hosts the Behavioural Insights seminar series (https://blogs.ubc.ca/biwiki/bi-at-ubc/#DIBSseminar) featuring researchers and practitioners sharing their field and lab projects that use the behavioural and decision sciences to “nudge for good.” Multiple seminars focused on projects related to EDI topics:

• “A Cognitive View of Policing” with Anuj Shah (University of Chicago)

• “Applying Behavioural Lenses and Insights to New Zealand’s Justice System” with Matthew Davies (Behavioural Science Aotearoa)

UBC-DIBS co-hosts the annual BIG Difference BC conference (https://bigdifferencebc.ca/conference-overview) with the BC Behavioural Insights Group and WorkSafeBC. The 2023 conference on “Using Behavioural Insights to Improve How We Work” included the following sessions:

• Keynote address by Dr. Betsy Levy Paluck (Princeton University) on “Engineering social change using social norms”

• Research talks on adapting behavioural science for use in humanitarian settings

• Welcoming and closing remarks incorporated Circle Practice, guided by Stephanie Papik, an Indigenous member of the BIG Difference Advisory Board.

C. Inclusive Research

Research Grants

Several UBC Sauder initiatives have supported the goals of enhancing and encouraging faculty and student research on topics specifically linked to equity, diversity, and inclusion. These initiatives include the UBC Sauder EDI Research Catalyst Grant, Peter P. Dhillon Centre for Business Ethics Business for Social Good Grant, Montalbano Centre for Responsible Leadership Grant, and the UBC Sauder Dean’s Exploratory Grant. Across these UBC Funding Sources, 20 unique projects related to EDI have been funded for a total of $50,000. More on some of these initiatives is detailed below:

UBC Sauder EDI Research Catalyst Grant

The Peter P. Dhillon Centre for Business Ethics offers the EDI Catalyst research grant to encourage and incentivize research specifically focused on Equity, Diversity, and Inclusion at UBC Sauder. This year, six grants were awarded for a total of $14,000 to fund projects exploring a variety of EDI topics:

• Sima Sajjadiani, Danielle van Jaarsveld, David Walker, & Gabrielle Voiseux: “Can AI-Human Collaboration Decrease Demographic Biases in Performance Evaluations?”

• Hsuan-Che (Brad) Huang & Daniel Skarlicki: “Understanding Minority Employees’ Moral Responses to Managers’ Superficial Support for Equity, Diversity, and Inclusion”

• Chelsea (Chunxue) Yang & Kai Li: “Gender Diversity and Corporate Environmental and Social Performance”

• Angéle Beausoleil: “Exploring the Gender Variables of Innovation and Entrepreneurship”

• Nicolas Wesseler & Keith Head: “The Role of Diversity for Group Performance: Evidence from the Top of the World”

• Lingtao Yu: “Gender Matters…or Not? Supervisor’s Emotional and Behavioral Responses to an Influential Subordinate

Anti-Racist and Indigenized Behavioural Science Research

– UBC DIBS

UBC Sauder Decision Insights for Business and Society (DIBS) has created a resource to help facilitate research that is antiracist and Indigenized. Behavioural science, like many scientific fields, has been built by a small subset of privileged voices: Historically, the majority of behavioural scientists and the majority of participants in behavioural science research experiments have been WEIRD (from: Western, Educated, Industrialized, Rich, and Democratic societies). This means that the current practice of behavioural science does not represent all perspectives, and that there are both overt and covert biases in the theories, methods, publications, and applications of behavioural science. You can see the resource here: https://blogs.ubc.ca/biwiki/anti-racism/

Principle 2: Diverse and Vibrant Faculty, Staff, and Students

Recruiting and retention practices that eliminate biases and barriers, and increase representation of under-represented and marginalized groups in order to create an organization that embodies diverse perspectives, enhance feelings of belonging, inclusion and safety, and increase accessibility.

A. Accessibility

Accessible and Inclusive Spaces

All-Gender Washrooms

With the intention of consulting with UBC Sauder communities, especially those who have lived experience as 2SLGBTQIA+ and people with disabilities, the EDI Committee created a survey to understand the washroom ideas, needs, and preferences of our UBC Sauder Communities, with a particular focus on gathering feedback to inform future all-gender washroom designs. We had 635 responses to this survey and it will inform the inclusion of all-gender washrooms in our current and future buildings. Following from this consultation process, UBC Sauder is installing an all-gender washroom on the second floor with construction taking place over the summer of 2024.

Increasing Accessibility

In 2011, UBC Sauder only had four Automatic Door Openers (ADOs) in the building. Since 2012 we have installed 12 more ADOs to remove barriers and ensure a more inclusive environment. Total ADOs in the building(s) are 17. In the reporting period, we have installed three additional ADOs.

In the past year, we have installed five sit-stand tables in five UBC Sauder restricted classrooms to increase accessibility for individuals with disabilities.

B. Equitable Recruitment

Inclusive and Equitable Recruitment

Inclusive Hiring, Training, and Practices

Faculty members who are recruiting have received training on implicit bias and strategies for inclusive and equitable hiring. In addition, we are pilot testing some new best practices for hiring faculty, including formally asking for EDI statements as part of the application process, extending applicant pools and shortlists, and using standardized scoring rubrics for evaluating job candidates.

Diversifying Applicant Pools

Faculty

For the past two years, UBC Sauder has been an academic partner with The PhD Project. This is an internationally recognized program that supports minority groups that have traditionally been underrepresented in doctoral programs at business schools and helps universities to recruit broader pools of applicants. University partners with this project are committed to diversifying our own campuses, the academic community, and the corporate culture more broadly. The project helps universities to expand shortlists and attract a broader diversity of applicants, including those from Black, Latinx, and Indigenous backgrounds.

Robert H. Lee Graduate School

The Robert H. Lee (RHL) recruitment team participated in virtual recruitment events with a dedicated focus on enhancing the diversity of all RHL programs. They participated in 57 in-person and 17 virtual recruitment fairs across nearly all continents with presence in more than 40 countries, including a women-specific MBA event with Forte.

Undergraduate Office

The Undergraduate Office (UGO) works with UBC Enrolment Services to enhance recruiting of Indigenous students, which includes promoting higher education, exploring interests, and finding the right fit before connecting students with appropriate faculties. In addition, the UGO supports Destination UBC which connects with Indigenous, Black, and Beyond Scholars, as well as Indigenous Experience UBC, and works with programs such as the UBC-Langara Indigenous Transfer Partnership.

UBC Sauder Staff

The UBC Sauder Human Resources team, particularly the EDI Recruitment Working Group, has integrated process improvements as it relates to diverse hiring of UBC Sauder staff. Some examples include:

• Working on the actionables resulting from the Talent Acquisition Survey for UBC Sauder people leaders, which included questions around attracting diverse candidates and creating diverse teams.

• Attended MOSAIC’S 11th career fair that supported 3,500+ attendees from immigrant, refugee, migrant, and mainstream communities in Greater Vancouver and the Fraser Valley, to attract more diverse candidates for our applicant pools.

• Recommending EDI focused-interview questions to hiring managers.

• Using additional platforms to post UBC Sauder jobs to compliment the candidate pool.

• Continuing to partner with BC Partners in Workforce Innovation to recruit for people with disabilities.

• Continuing to work with leaders to assist in diversifying candidate pools.

Scholarships

Across Robert H. Lee (RHL) Graduate School programs, 49 entrance scholarships were offered that support different elements of EDI. These include 33 scholarships focused on students from specific geographical regions (e.g., Middle East, Africa, Asia, Latin America, etc.), four awards focused on Indigenous students, five women-focused scholarships, and seven EDI-related entrance scholarships that were offered the Dean’s Excellence in Diversity Awards.

At the undergraduate level, UBC Sauder offers over 25 awards for IBPOC students. Communities these awards serve include Indigenous, women, Black, and those from communities that have been historically, persistently, and systemically marginalized. Of note, the first 2SLGBTQIA+ student award at the University is being established for Bachelor of Commerce students who identify as 2SLGBTQIA+, and have demonstrated an interest in community service and leadership qualities. Another new, recently approved award is for students who are First Nations, Inuit, Metis, or who identify as Black or as a Person of Colour and have demonstrated an interest in real estate.

UBC Decision Insights for Business and Society (DIBS) and Continuing Business Studies (CBS), in collaboration with BIG Difference BC, offer the BIG Difference BC scholarship, which is given to one student per year in the Advanced Professional

Certificate in Behavioural Insights. The scholarship is open to public and non-profit sector working professionals in B.C. and priority is given to people who identify as IBPOC, 2SLGBTQIA+, persons with disability, and/or women.

The Dhillon Centre for Business Ethics announced the winners of its inaugural Triumph Award this year. The award is provided by the Dhillon Centre annually for undergraduate UBC Sauder students who identify as 2SLGBTQIA+ and considers community contributions and leadership, barriers faced, and potential impact of receiving the award.

The Real Estate Division, Licensing Education unit collaborated with UBC’s Enrollment Services to provide up to ten Former Youth in Care students per year with licensing education courses, free of charge. Enrollment Services will continue to make the determination of whether these students would otherwise be eligible for the Provincial Tuition Waiver, and if they are, the Licensing Education unit will fund their licensing course without requiring the student to officially apply to the B.C. Ministry of Advanced Education and Skills Training for the waiver.

C. Equitable Retention and Career Advancement

Career Advancement

Employee Mentorship Program

The UBC Sauder Employee Mentorship is underway with the goal of enhancing employees’ opportunities and enhancing retention. The UBC Sauder Employee Mentorship Pilot Program ran from August-December 2023 with a total of 15 pairings participating.

After a successful Pilot Program, the next cohort began in February 2024 and will wrap up in June 2024 with 18 total pairings. The Employee Mentorship Program prioritizes employees who identify with one or more historically marginalized communities and it’s goals are to provide employees with skills, knowledge, and opportunities to positively impact their own careers and professional growth.

Accelerated Development Program

The Accelerated Development Program identifies, develops, and retains high potential employees in order to ensure the long-term success of the school. Some of the goals of the program are to identify, recognize, and grow high achieving employees for future leadership and promote diversity and inclusion with intentional career pathing.

Recognizing EDI Contributions of Faculty and Staff

Faculty Activity Reports

UBC Sauder faculty members are formally asked to report their contributions to EDI in their yearly Faculty Activity Reports. This signifies the importance of EDI to UBC Sauder.

EDI Awards for Faculty and Staff

This year is the third year that we have given an award for faculty and staff contributions to EDI at UBC Sauder. This past year, the award was given to Wayne Rawcliff, Lecturer, Organizational Behaviour & Human Resources, for his contributions to EDI at UBC Sauder.

Cultural Diversity at UBC Sauder

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, where higher numbers indicate more diversity.

World map of student citizen diversity in 2023-2024

This map shows the countries of citizenship of students enrolled in any UBC Sauder program as of April 2023. 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

2596 (Canada)

677 (China)

606 (India)

60 to 90

30 to 60 20 to 30

to 20 3 to 10 Fewer than 3

Cultural diversity of UBC Sauder students in terms of citizenship

Gini-Simpson Diversity Index (by citizenship) 2023

Number of countries of citizenship 2023

Gini-Simpson Diversity Index represents the probability that the two students taken at random have a different country of citizenship

World map of full time faculty diversity in 2023-2024

This map shows the countries of citizenship of full-time faculty (research and teaching) working at UBC Sauder as of April 2023. 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.

Cultural diversity of research faculty and full-time teaching faculty in terms of citizenship

Gini-Simpson Diversity Index (by citizenship) 2023 Number

82 %

%

Indigenous students at UBC Sauder

Since 2012 , the number of Indigenous students enrolled in the BCom program has increased by 152 %

76

2.9 %

Total Indigenous BCom Students of Domestic Students

We note that one limitation is that we do not have data on Two-Spirit people at UBC Sauder.

Diversity Statistics for Faculty and Staff

The data that we present on gender and racialization is collected by the UBC Equity and Inclusion Office as part of the Employment Equity Survey which staff and faculty are asked to complete. The questions in the survey were revised in 2021. Response rates for these data are strong: research faculty (91%), teaching faculty (94%), and staff (98%).

We note that a data suppression policy has been adopted by the UBC Equity and Inclusion Office to further protect the confidentiality of individual respondent’s personal information. Only groups with five or more respondents are reported.

Gender (share of women):

The question asked was: “Do you identify as a woman, man or non-binary person?” and the responses were: Woman; Man; Non-Binary Person; Prefer not to answer.

Racialization (share of racialized):

%

%

Teaching Faculty Research Faculty Staff

%

Racialized people are those who do not identify as Indigenous peoples and who do not identify as primarily White in race, ethnicity, origin, and/or colour, regardless of their birthplace or citizenship. This category was previously labeled Visible Minorities, but was updated in 2020 to reflect more inclusive language and current and evolving understandings of race and racialization.

Note on gender data and racialization data for students:

Unfortunately, we do not have accurate and representative student data that we can share for some types of demographic information. For gender, some of our UBC data still reflects

binary sex data or does not have representative samples of respondents. Presenting only binary sex data is exclusionary and does not accurately represent the gender diversity of our students, including non-binary students. We recognize that gender identity is self-determined and not synonymous with sex, and we have updated our internal surveys and data collection methods to be gender inclusive going forward. We also do not have data on racialization to report on our students. We are continuing to work with UBC toward collecting and sharing data for our student populations.

People with Disabilities (share of people with a disability):

People with disabilities are those who self-identify as having significant and persistent or recurring mobility, sensory, learning, or other physical or mental health impairments. For data collected before Nov 2020, respondents were asked whether they consider themself a person with a disability according to the definition used by the Federal Contractors Program: “persons who have a long-

% 6 %

2SLGBTQIA+ people are those who self-identify as lesbian, gay, bisexual, queer, Two-spirit, or an analogous term.

term or recurring physical, mental, sensory, psychiatric or learning impairment(s) and who consider themselves to be disadvantaged in employment by reason of that impairment, or believe that an employer or potential employer is likely to consider them to be disadvantaged in employment by reason of that impairment.

2SLGBTQIA+ People (share of people identifying as 2SLGBTQIA+):

%

% 11%

Principle 3: Accountability, Engagement, and Communication

A. Accountability

Guidelines and Reporting

Guidelines for Consultation with Marginalized Communities

The UBC Sauder EDI Committee has created a set of guidelines around best practices for engaging and consulting with those from historically, persistently, or systematically marginalized communities in decision-making and projects. The goal of these guidelines is to inform UBC Sauder decision makers on how best to consult with marginalized communities at UBC Sauder as an ongoing and standard practice. You can access the document here.

EDI Scorecard and Reporting

As we have detailed at the outset of this report, we have finalized our EDI principles and goals and have created a scorecard for reporting back on actions, KPIs, who is accountable, and timelines for completion. In doing so, we have initiated a process for unit heads to report back on actions and KPIs around EDI, many of these are showcased in this report.

B. External Dialogue and Engagement

External Partnerships and Engagement

UBC Sauder has been working towards embedding 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. Some examples include:

• The Events Team and other groups at UBC Sauder aim to promote sustainability and responsible leadership through using more sustainable and inclusive vendors and caterers at events. This year 25% of on-site events used inclusive and Indigenous vendors.

• The Events Team purchased gifts/giveaways for swag and special events (e.g., Dean’s Dinner and Reception – December 2023) to be inclusive of different vendors in the community.

• UBC Sauder Human Resources gives gifts of appreciation for staff service (of 15, 20, 25 years) and gives the choice of Indigenous crafted gifts from the UBC Museum of Anthropology or a donation to Indian Residential School Survivor Society. In addition, an Indigenous Suppliers list and curated list of businesses owned by Ch’nook Alumni were created to encourage employees to shop Indigenous when planning and procuring for events, gifts, etc.

C. EDI Communications

EDI Communications and Surveys

EDI Surveys

It is important to us that our communication is two-directional and that we listen to our UBC Sauder Communities in addition to communicating out to them. To this end, the UBC Sauder EDI Committee collected survey data on student experiences related to equity, diversity, and inclusion. The survey asked questions about feelings of inclusion, equitable access to resources, EDI-related pedagogy in courses, and UBC Sauder leadership’s efforts around EDI. The survey was available to all undergraduate and graduate students at UBC Sauder from

January 12 – March 15, 2024. Students were entered into a draw for gift cards in thanks for their participation. In total, 160 undergraduate students and 74 graduate students participated in the survey. It is important to keep in mind that this is a relatively small sample size and the responses may not reflect a representative sample of UBC Sauder Students.

Here are the overall results for ratings of inclusion:

To what extent do you agree with the following statements about your general experience at the UBC Sauder School of Business?

I feel a positive sense of belonging and inclusion at UBC Sauder

I feel my beliefs, identity, and experiences as an individual are valued at UBC Sauder

I feel included by most people I engage with at UBC Sauder

I feel welcome, seen, and heard at UBC Sauder

I feel that finding community is easy at UBC Sauder

I feel that UBC Sauder fosters a culture of respect and understanding

I feel that UBC Sauder demonstrates a strong commitment to equity, diversity, and inclusion

Here are the results looking at overall ratings of inclusion broken-down by different groups:

1Index based on the 7 items measuring general sense of inclusion (see previous figure), answered on scales ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).

2Following the recommendations from the UBC Equity and Inclusion Office, we only display the data from equity groups with 5 or more respondents.

ALL UNDERGRADUATE RESPONDENTS

Program Undergraduate

Although these ratings are generally fairly positive for ratings of inclusion, it is notable that there are some differences between groups (as depicted in the second figure). For example, there are differences in rating of inclusion for gender, whereby students who are transgender and/or non-binary report lower levels of inclusion than men and women. Those who are 2SLGBTQIA+ report lower levels of inclusion than their non-2SLGBTQIA+ counterparts. In another example, students who report having a disability indicate lower levels of inclusion than those who do not report having a disability. See our full survey results here: https://www.sauder.ubc.ca/sites/default/files/2024-08/ EDI_Survey_2024_WEB_F.pdf

Annual Report, EDI Webpage, and UBC Sauder Hub

One way that we are communicating what is going on at UBC Sauder in EDI is through our Annual Report. This is the fourth version of our EDI report.

We also have created a webpage for EDI at UBC Sauder. The page highlights our core principles and goals, promotes current events

Taken together, the results paint a fairly positive picture of inclusion when looking at the data overall. Importantly, however, the results also point to some key differences between groups. This is where we see there is more work to be done in terms of encouraging, including, and amplifying the voices of students from marginalized communities.

and news stories, showcases ways to get involved, and provides links to sources of support. You can see the webpage here: https:// www.sauder.ubc.ca/current-students/equity-diversity-inclusion

In addition, staff and faculty are regularly updated with EDIrelated events, initiatives, and resources on the UBC Sauder Hub.

Looking Ahead

New UBC Sauder Building (The Powerhouse Project)

We are currently planning our new building. The design of the new building will also enhance the school’s focus on collaboration, inclusion, and reconciliation. This will create accessible, welcoming, multi-functional spaces to meet the diverse social and learning needs of the UBC Sauder community. The new building will bring together three themes:

Collaboration – The new building will provide a flexible, connected, and highly interactive platform for the creative and innovative work that happens through collaborative learning. In addition, we are purposefully creating shared study and social spaces that will bring undergraduate and graduate students together.

Reconciliation – The centrality of the Powerhouse Project site gives UBC Sauder an opportunity to strengthen connections with Indigenous people and communities and to ensure a holistic approach to collaborating with the Musqueam. This includes the Gathering Space which is an indoor-outdoor space for Indigenous students.

Inclusion – Students rely on their university experience to grow their skills and networks; to this end, community is created through a sense of belonging, safety, and acceptance at UBC Sauder.

The design of the new building will prioritize access and inclusion. It will include a high proportion of all-gender washrooms, and will include a family room to support parents and caregivers. The space is a crucial part of advancing our commitment to providing equitable, accessible education that meets the needs of the whole person.

EDI Training

The EDI Training Working Group is currently working on creating a training program for UBC Sauder staff and faculty. The training program is a voluntary, self-paced Canvas course that accommodates the different knowledge and needs of each participant. Participants will be able to choose different paths composed of different modules. Our EDI training program is designed to meet our community members where they are to give them the personal EDI tools and knowledge they need towards a common goal of creating a better future for all members of our community.

Indigenous Relations

As UBC Sauder moves ahead in ways that support the UBC Indigenous Strategic Plan, the UBC Sauder Strategic Plan, and our UBC Sauder EDI Strategic planning, the school is working on the following:

• Hiring of an Indigenous student engagement advisor to facilitate increased recruitment and engagement of Indigenous students at UBC Sauder.

• Continuing to provide Indigenous Cultural Awareness training sessions to UBC Sauder employees on the history and legal framework of Indigenous peoples in Canada.

• Creation of the MST (Musqueam Indian Band, Squamish Nation, and Tsleil-Waututh Nation) Introduction to Real Estate Development Program. This program would introduce key business concepts as it relates to real estate development. As the three nations embark on significant real estate ventures in the Vancouver, Burnaby, and the North Shore areas, it is important to align educational opportunities with these projects. The pilot MST Business Introduction to Real Estate Development Program, will consist of nine courses (14 classes in total), a field trip to a public hearing at City Hall and internships for those participants that graduate from the program.

How to Get Involved

The UBC Sauder School of Business is committed to continuous improvement in EDI. 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 related to equity, diversity, and inclusion.

Please check out this page of our website for some different ideas around how to get involved: https://www.sauder.ubc.ca/about-ubc-sauder/equity-diversity-inclusion/get-involved

If you have any ideas for what you 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

Acknowledgements:

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

Kirstin Appelt

Research Director, UBC Decision Insights for Business & Society (UBC-DIBS)

Academic Director, UBC’s Advanced Professional Certificate in Behavioural Insights

Adeola Adeniji

Undergraduate Student; EDI Committee Representative

Daniel Anene

Undergraduate Student; EDI Committee Representative

Elizabeth Bowker

Lecturer, Law and Business Communications Group

Justin Bull

Lecturer, Entrepreneurship and Innovation Group

Erin Catherall

Program Manager, Aboriginal Management Program

Hatice Cavusoglu

Lead, Strategic Decision Support Analytics

Elaine Cho

PhD and MSc Programs Manager

Yann Cornil

Assistant Professor, Marketing & Behavioural Science

Darren Dahl

Dean

Michael Daniels

Assistant Professor, Organizational Behaviour & Human Resources

Jonathan Easey

Program Manager, Ch’nook Scholars & DTES Accelerated Business Program

Pascale Frické

PhD Student, Organizational Behaviour & Human Resources

Brad Gamble

Assistant Dean, Marketing and Communications

Pennie George

Adjunct Professor, Finance Division

Managing Director, Portfolio Management Foundation

Ann Gilray

International Programs & Awards Advisor

Rupeela Gill

Manager, Leadership & Annual Fund Program, Development and Alumni Engagement

Keith Head

Professor, Strategy & Business Economics

Bailey Hill

UBC Sauder Undergraduate Student

Jana Hinz

Business Development Manager, Business Career Centre

Joey Hoegg

Senior Associate Dean, Faculty

Isaac Holloway

Full-Time Lecturer, Strategy & Business Economics

Ani Hosepyan

Assistant Dean, People & Organizational Development

Paris Houle

UBC Sauder Undergraduate Student

Dharm Joshi

Assistant Dean, Recruitment and Admissions

Devin Kanhai

Executive Director, Licensing Education, UBC Sauder Real Estate Division

Pranathi Kaniesetty

UBC Sauder Undergraduate Student

Darrell Kopke

Director, CDL- Vancouver

Jeff Kroeker

Lecturer, Accounting & Information Systems

Jessie Lam

Manager, Research Support Services and Special Projects

Sia Li

MBA Student

Sanghoon Lee

Associate Professor, Strategy and Business Economics

Tom Leslie

Communications Manager, Faculty

Minka Li

PhD Student, Accounting and MIS Division

Pam Lim

Assistant Dean and Director, Robert H. Lee Graduate School

Nicole Linzmeyer

Communication & Engagement Specialist, Human Resources

Kin Lo

Associate Professor, Accounting and Information Systems Division

Lucy (Tianyujun) Lu

PhD Student, Marketing and Behavioural Science

Gongning Ma

CUS Equity Advisor, Undergraduate Student

Mahesh Nagarajan

Senior Associate Dean, Research

Rebecca (Becky) Paluch

Assistant Professor, Organizational Behaviour & Human Resources

Teresa Pan

Senior Advisor to the Dean

Jen Park

Assistant Professor, Marketing and Behavioural Science

Rodrigo Porto

Director, Recruitment and Admissions

Teresa Pu

Senior Manager, Engagement and Organizational Development

Ara Rattan

UBC Sauder MM Student

John Ries

Senior Associate Dean, Special Projects

Sima Sajjadiani

Assistant Professor, Organizational Behaviour & Human Resources

Elicia Salzberg

Senior Associate Dean, Students

Christie Stephenson

Executive Director, Dhillon Centre for Business Ethics

Shannon Sterling

Assistant Dean, Undergraduate Program

Srusti Subash

UBC Sauder Undergraduate Student

Zorana Svedic

Lecturer, Organizational Behaviour and Human Resources Division

Christina Sylka

Head, David Lam Management Research Library

Visha Thamboo

Acting Associate Director, Student Engagement and Development

Dennis Thomas-Whonoak

Executive Director, Indigenous Business Initiatives and Engagement

Samia Trottier

UBC Sauder Undergraduate Student

Conor Topley

Adjunct Professor, Law & Business Communications

Linda Tommasini

Director, Resources & Operations

Erin Townley-Smith

Assistant Dean, Development and Alumni Engagement

Daria Turenko

MBA Student

Martina Valkovicova

Assistant Dean, Business Career Centre

Ben Wells

TLEF Project Manager

Kate White

Senior Associate Dean, Equity, Diversity, Inclusion, and Sustainability

Shiqi Zhang

PhD Student, Finance

UBC Sauder 2023-2024 Annual Report on Equity, Diversity, and Inclusion