More than 100 educators, students and professional services colleagues gathered at King's Business School for the Decolonising and Diversifying Higher Education Conference: Progress, Practice and Possibility, a sector-wide event that showcased practical approaches to creating more inclusive learning environments.
The event was supported by funding from the King's College London Race Equity and Inclusive Education Fund (REIEF) and I-LEAD, whose investment helped make the conference possible and supported the sharing of inclusive educational practice across the sector.
Hosted by King's Business School, the conference, led by Dr Alison McFarland and Dr Minjie Gao from King's College London, featured contributors from 23 institutions and welcomed delegates from universities and organisations across the UK. Through keynote discussions, panel sessions, workshops, presentations and networking opportunities, participants examined how higher education can move beyond aspiration and deliver meaningful, sustainable educational change.
A defining feature of the conference was its commitment to student partnership. Around 60% of sessions involved students as presenters, co-creators or collaborators, reflecting the conference's emphasis on recognising students as partners in shaping more inclusive curricula, teaching practices and institutional cultures.
Working with a cross-institutional steering group that included representatives from King's College London, UCL, Imperial College London, the University of Greenwich and the University of Law, Alison McFarland and Minjie Gao developed a collaborative programme that brought together diverse perspectives and examples of innovative practice from across the higher education sector.
The day opened with a welcome from Professor Sally Everett, Director of I-LEAD, who reflected on the current landscape for decolonisation and diversification within higher education. Acknowledging the challenges facing the sector, she highlighted the importance of creating spaces where educators and students can learn from one another and build supportive communities committed to inclusive educational practice.
This was followed by a panel discussion chaired by Dr Minjie Gao, who brought together perspectives from across different stages of higher education. Undergraduate student Fos Ahmed, doctoral researcher Yeisil Peña Contreras, Associate Professor Danielle Tran and Professor Louise Owusu-Kwarteng shared examples of practice and reflected on the opportunities and challenges involved in advancing decolonisation and diversification within their institutions and professional contexts.
Across ten themed parallel sessions, delegates explored topics including student partnership, knowledge production, reimagining curricula, global voices, relational practice, inclusive assessment and decolonising approaches across STEMM disciplines. The programme combined traditional presentations with interactive "In Conversation" sessions, encouraging participants not only to share innovative practice but also to engage in dialogue about the complexities of implementing change within different educational contexts. Alongside the parallel sessions, a poster exhibition showcased emerging educational scholarship from King's and partner institutions.
The conference concluded with the launch of Professor Sally Everett's new book, Decolonising Tourism Education, before delegates gathered for a community reception to continue conversations, strengthen existing collaborations and develop new connections across institutions.
