Paper short abstract:

In fieldwork research with university teachers in Rotterdam (NL) and through the analysis of the use of a graph, I see a change of meanings on diversity and inclusivity. Is this a sign of changing power, or of connected narratives in a university multiple?

Paper long abstract:

Many universities underline the importance of diversity and inclusivity. In my ethnographic research in higher education in Rotterdam (NL), I saw the pivotal and revolving meaning of study success rates, as depicted in a graph. However, in comparison to the first publication in 2016, years later in 2022 debates about the content, interpretation and meaning of the graph changed and differ between relevant actors. This development raises several questions: what was and is the understanding of this graph, which meanings of diversity and inclusivity evolve from it? How do these meanings translate into diversity and inclusivity policy of the higher education institute and in which manner? Which practices are envisioned, for whom and by whom and with which motivations?

Focusing on the graph that illustrates the analysis of study success rate differences, and discussions on, over and around it, I will trace lines of thinking on study success, diversity and inclusivity in Hogeschool Rotterdam. In this process I will highlight the change of meanings through the interpretations and reactions given on the graph by several related actors. Instead of seeing changing and varying meanings of diversity and inclusivity as competing struggles to power and domination, I wonder whether we can use insights on multiplicity, and understand meanings of diversity and inclusivity as a body multiple, as fragmented objects. Instead of separate and rival lines of narratives, can we see variances; different but connected. This view opens up the possibilities for interconnections and change in the multiple university.