A key tenet of the Strategic Plan for the Martha and Spencer Love School of Business is our commitment to continuing our work in diversity, equity and inclusion. We embrace diversity in its broadest sense, including, but not limited to, diversity of age, disability, ethnicity, gender, gender identity, nationality, race, religion, sexual orientation, socioeconomic standing and intellectual viewpoint.

LSB Students

Race/Ethnicity LSB Count
Elon Count Elon % LSB as % of Elon
American Indian 3 0.2% 5 0.1% 60.0%
Asian 40 2.3% 144 2.3% 27.8%
Black or African American 80 4.6% 361 5.7% 22.2%
Hawaiian/Pacific Islander 1 0.1% 1 0.0% 100.0%
Hispanic/Latino 114 6.5% 395 6.3% 28.9%
Non-Resident Alien 49 2.8% 133 2.1% 36.8%
Two or more races 41 2.3% 179 2.8% 22.9%
Unknown 15 0.9% 50 0.8% 30.0%
White 1,412 80.5% 5,033 79.9% 28.1%
Total 1,755 100.00% 7,117 100.00% 22.4%

As of fall 2021

LSB Faculty & Staff

Race/Ethnicity No. of fac/staff
American Indian 0
Asian 13
Black or African American 8
Hawaiian/Pacific Islander 0
Hispanic/Latino 2
Non-Resident Alien 5
Two or more races 2
Unknown 1
White 54
Total 85

As of fall 2021

Our international faculty and staff members come from countries including Armenia, Bangladesh, Brazil, China, Egypt, France, India, Lebanon, Nigeria, Russia, South Africa, South Korea, Syria, and Ukraine.

While we have a diverse faculty and staff, we understand our BIPOC students want to see more individuals like themselves in the classrooms, in hallways, in class discussions, and being in successful positions after graduation.

Educational Benchmarking, Inc. (EBI) Responses

All graduating LSB students take the EBI survey during their senior year. One of the EBI assessment factors focuses on multicultural issues and diversity.

The questions associated with “Factor 15 – Learning: Multicultural and Diversity” included:

  • To what degree did the business program enhance your ability to: Understand multicultural issues?
  • To what degree did the business program enhance your ability to: Work with diverse populations (i.e., cultural, ethnic, political)?
  • To what degree did the business program enhance your ability to: View issues from other people’s perspective?
Factor 15. Learning: Multicultural and Diversity Mean Std Dev N
2020 EBI Responses 5.07 1.50 160
2019 EBI Responses 4.85 1.39 163
2018 EBI Responses 4.84 1.60 134

Our assessment results show that while we continue to make progress, we cannot claim success in this area.

Strategic Initiatives

One of the four pillars of our latest Strategic Plan focuses on diversity and inclusion: “Support our mission by cultivating a diverse, inclusive, and vibrant community of students, faculty, and staff that promotes representation, values differences, and reflects our multicultural business environment.” Metrics to measure progress have been identified in the table below.

Action Items Potential Measures
Objective 1. Develop an organizational culture that embraces and values diversity by increasing the student, faculty and staff experiences of inclusion, equity and respect.
1. Launch new and reward current initiatives that leverage our skills to demonstrate our commitment to diversity and inclusion to the LSB, Elon and broader community.
  • Percentage of LSB faculty receiving diversity infusion grants
  • Number of new LSB initiatives related to diversity
2. Create and support programs to celebrate differences in the LSB, such as undergraduate research or service that advances diversity, speaker series including guests with relevant expertise or backgrounds, and diversity training for the LSB community.
  • Percentage of student UR projects, service learning projects, and LSB speakers relating to diversity
  • Percentage of LSB faculty and students involved in diversity training
Objective 2. Support the University’s mission of inclusion by boosting diversity in our faculty, staff and student body and leveraging the associated benefits.
1. Implement varied recruitment strategies to reach faculty, staff, and students from diverse backgrounds, ranging from engaging prospective undergraduates to attracting seasoned professionals to join the LSB community.
  • Percentage of LSB students from diverse backgrounds
  • Percentage of faculty and staff hires from diverse backgrounds
2. Develop programs to increase the retention of students, faculty, and staff from diverse backgrounds, such as enhancing mentorship and promoting success stories of diverse groups.
  • Survey results on effectiveness and sufficiency of on-boarding programs for students, faculty and staff
  • Retention rates of student, faculty and staff from diverse backgrounds
Objective 3. Integrate diversity and inclusion values into the LSB student experience by encouraging relevant curricular and co-curricular experiences.
1. Integrate diversity and inclusion content into the LSB curriculum to demonstrate the business case for diversity.
  • Percentage of LSB courses including diversity content
  • Number of LSB class assignments that address these ideas (cases, presentations, team-based projects, etc.)
2. Enhance proportion of LSB students engaged in diversity-related educational experiences, such as enrolling in diversity-related core courses or supplementing their LSB majors with diversity-related minors and majors from beyond the LSB.
  • Percentage of LSB students enrolling in diversity-themed courses
  • Percentage of LSB students with diversity related double-majors or minors
3. Increase depth and diversity of our students’ global experiences to ensure all LSB students graduate with a multicultural business perspective.
  • Percentage of students engaged in global study or semester long study abroad, with emphasis on countries with greater cultural differences with U.S.
  • Increased scholarship funding for LSB global study

Action Plan

We have identified the following action plan for September 2020-May 2021. While we value diversity as a construct, the immediate and compelling need is to focus on our Black students. We determined that this plan must be holistic, starting with recruiting all the way to employment and success thereafter.

  • We need to bolster the efforts of our Admissions office by initiating our own outreach efforts in schools. The intent here is to make sure high school students understand that business is not just about making money, but that business is a force for good and the skills that business education provides transfer to several occupations unrelated to business. Depending solely on Admissions leaves us captive to their strategy and messaging.
  • Our efforts to educate students on the importance of diversity and inclusion, with a special focus on the Black experience, will focus on ECO 111 and BUS 111. The ECO course is part of the LSB core curriculum and should cover material that helps students understand the economic implications of racism and the benefits of diversity. The BUS 111 course will cover, at a minimum, a module on diversity and race. The focus here is on educating non-minority students to experiences they may not be aware of.
  • The Diversity Task Force will populate a Moodle page with resources for faculty members to use in their specific disciplines.
  • The Office of the Dean will update the curriculum map and work with faculty (and subject coordinators) to make sure the curriculum map is updated yearly. The curriculum map shows coverage of various topics (including diversity) across all our courses.
  • We will make our Black and Hispanic faculty and staff more visible to our students by having them teach introductory courses or at least visit several introductory courses.
  • Working with students, we will form the Underrepresented Business Student Alliance Network (UBSAN) to connect LSB students of color with each other, mentors and various professional development opportunities.
  • The LSB Diversity Task Force will conduct surveys with our minority students and women to make sure they are having a positive experience in the LSB.
  • The dean will form a Student Diversity Advisory Board, which will highlight diverse student experiences, particularly those of BIPOC students, and advise on opportunities for change and improvement.
  • The Porter Family Professional Development Center will take a targeted approach with our LSB minority students. This will include continuing to seek out diversity hiring initiatives and employers who have exhibited equitable hiring practices. Additionally, the Porter Center will create programming around intrinsic bias that is inherent in the hiring process, working with students on navigating and succeeding in this system while pursuing internships and full-time employment. They will work closely with the Underrepresented Business Student Alliance Network to identify guest speakers and professional development initiatives.

The action plan continues to evolve as the Love School of Business works with students, faculty, staff and alumni to identify needs and ways to create sustainable change.

To share feedback, please email Dean Tadepalli at rtadepalli@elon.edu.