A Rapid Review of Interventions Which Can Enhance Equality, Diversity, and Inclusion (EDI) in University-Enterprise Collaborations

A rapid evidence assessment (REA) was conducted to explore the experiences of historically marginalised groups within university enterprise collaborations (UEC) to identify any supportive measures that would improve future ventures. UECs are interactions between higher education providers and the business/non-academic sectors that seek to create mutually beneficial returns for each. The benefits of UECs are clear, but it is important to consider factors which may influence the formation and operation of UECs. Specifically, it is essential that UECs are equitable, diverse, and inclusive if they are to work ethically and effectively. Research which has focused on equality, diversity, and inclusivity (EDI) has found that certain groups of academics are more likely to face barriers to UEC engagement. For example, although involvement in university enterprise interactions can have a positive effect on the careers of women in academia women are less likely to be the research leads in UEC partnerships. The review was guided by three key research questions: What barriers exist which prevent academics from historically marginalised groups participating in UECs? What interventions can universities put in place to ensure that academics from historically marginalised groups can participate in, and succeed with, UECs? What gaps exist in the current literature regarding EDI within UECs? The results of the rapid evidence assessment identified three barriers which may reduce the participation of academics from historically marginalised groups in UECs, namely perceptions of entrepreneurs, competing responsibilities, and male-oriented entrepreneurial culture. Five interventions that universities can employ to address these barriers are role models, one size does not fit all, social and business networking with improved coaching and mentoring, increasing the support from the institution for marginalised groups, and increasing a sense of belonging. The assessment concludes with discussion of how the literature can develop further to support progress on EDI in UECs.