Recruitment:

• TEIs which have implemented HR processes designed to improve the diversity of recruitment have yielded positive results in some places
• building relationships with global scholars through guest lectures or honorary positions.

Staff training/development:

• Funding secured for a one-year mentoring programme with UKME theological educators/church ministers
• sessions with Common Awards postdoc;
• external consultant providing anti-racism training and strategic advice;
• active bystander training as well as unconscious bias.

Pedagogy and curriculum:

• module reviews
• including first names in bibliographies to see gender balance
• “preparing to learn module”
• compulsory session on lament to action
• international/intercultural placements/exchanges
• co-teaching modules on EDI themes to model dialogue for students; collaborating with expert partners for input in teaching; staff panel on sexuality and gender.

Community life and culture:

• training for student reps to understand how to listen and report a wide range of student views
• a session/sessions in induction week to prepare students to engage with differences in their learning and in the community
• student-led groups for LGBTQIA+, UKME, students with disabilities, some meet and share concerns with the management committee, or via student reps, they are consulted by TEI leadership on various matters
• student UKME/Women’s officers
• internal taskforce set up in TEI to drive change in all areas of EDI and to monitor progress
• LGBT+ chaplains, disability advisors
• conference on class and theological education
• review of inclusion policies in light of best practice and most recent advice
• widening participation programmes
• scholarship funding; evaluation and input by trustee/s
• website ‘report and support’ section for students to be able to signposted to necessary advice or processes
• Active bystander training; Beyond bibliographies project

Public Engagement

• ‘Public Good’ focus
• apprenticeships to appeal to younger people
• taster sessions for underserved groups in theology

The ULO notes that including the question, "What UKME/GMH perspectives were evident in the session observed?" in the peer review of teaching is an effective way to keep the issue on the agenda.