Our research uncovered varying approaches of transparency from institutions with their key constituents, including their student body. In our experience, transparency from institutions can make a large difference in the student experience. In cases where there is a lack of transparency from institutions it can be a red flag for students being recruited, current students, and all individuals interested in the current affairs of the institution. As noted by Manning, Shifaw, & Benedict, (Fall 2021), “What is most needed in higher education is transparency and accountability along with evidence of working towards assorted representation”. McGill’s faculty of music is one example of an institution that values transparency. After developing a five year strategic plan, McGill has released an outline of where they are in the process by tracking their success. This tracking includes what they have completed in their plan, what they are in the process of completing, and what is currently under discussion. They have also made note of a rough timeline of when they hope to complete these tasks which is highlighted in their tracking as well. Students want to see concrete action coming from these working groups, and institutional strategy plans (Rodriguez, 2020). This allows students to hold faculty accountable for their statements, particularly those so consequential to the student experience.
McGill’s output of this information has been done in a succinct but informative format on their webpage which is contributing, we believe, to how well students will receive the university’s information. In order for impactful, lasting, change to be made, it is important for students to join institutions along the way, therefore keeping students informed, engaged, and welcoming of feedback is always important. Institutions need to make documents accessible to all students. However, we have noticed that oftentimes, reports or other detailed documents overwhelm the reader, use inaccessible language, or are purposely made to attract select groups; which may exclude the general population. These select groups often seem to be those in administrative positions, well established scholars, academics, and generally individuals who are not directly affected by issues of inequity. This leads us to question the purposes of these documents. Are these documents for the benefit of the institution's image and therefore performative or are they truly meant to address students’ call for action?
Suggestions:
Develop documents that use accessible terminology and are a reasonable length for the general public to engage with.
Set goals with deadlines and make this information available to students and faculty.
Institutions should be holding themselves accountable. When they state that they will be taking action, they need to follow through with their statements; all while keeping transparency with the public along the way.
Institutions should consider hiring an equity officer to oversee changes in curricula
Questions:
When releasing documents, who is your intended audience?
Are your students and faculty aware of the work you are doing?
Are you releasing statements in a performative and reactive way or proactively working to reshape spaces?