2024-2026 Equity, Diversity, & Inclusion Biennial Report

UBC Sauder 2024-2026 Biennial Report on Equity, Diversity, and Inclusion

2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

Executive Summary UBC Sauder 2024-2026 Report on Equity, Diversity, and Inclusion

The UBC Sauder Equity, Diversity, and Inclusion (EDI) Biennial Report highlights key initiatives and progress from April 2024 to March 2026, guided by our three core EDI principles: fostering an inclusive and respectful community, cultivating diverse and vibrant faculty, staff, and students, and strengthening accountability, engagement, and communication. This report does not attempt to capture the full scope of EDI work at UBC Sauder; rather, it highlights a selection of key initiatives and activities from the past two years. Over the past two years, EDI has been further embedded into UBC Sauder’s strategic direction, with a particular emphasis on advancing Indigenous engagement, supporting Indigenous scholars, and expanding opportunities for learning Indigenous perspectives. The School has also invested in building EDI capacity through training and education, integrating EDI into the curriculum, and supporting a wide range of co-curricular, research, and grassroots initiatives led by students, faculty, and staff.

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Efforts to enhance diversity across the Sauder community include more inclusive recruitment practices, expanded outreach to broaden applicant pools, and increased financial support through targeted scholarships. Improvements to physical spaces and accessibility, alongside transparent reporting of demographic data, aim to create a more welcoming and representative environment. To strengthen accountability and impact, UBC Sauder has introduced tools and processes to track EDI progress across units and promote more inclusive practices in partnerships and operations. Communication has also been enhanced through expanded digital resources and reporting, ensuring greater visibility and engagement with EDI priorities across the School. We acknowledge that our EDI journey is a work in progress, and that there is more to be done. We look forward to continuing to work with our community members as we continue on this journey. It is up to all of us at UBC Sauder to help the School live up to its values and to help make UBC Sauder a respectful, collaborative, and inclusive place where we can all thrive.

2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

UBC Sauder 2024-2026 Report on Equity, Diversity, and Inclusion Land acknowledgement UBC Sauder School of Business (Point Grey Campus) is located on the traditional, ancestral and unceded territory of the Wxʷməθkʷəy̓əm (Musqueam). Our Robson Square campus is situated on the territory of the Wxʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and Sel̓íl̓witulh (Tsleil-Waututh). We all share an important responsibility for learning with and about our host Nations on their Indigenous lands. We will continue to strengthen these relationships through respect, meaningful interactions, and reconciliatory actions.

Message from the Dean At the UBC Sauder School of Business, we are dedicated to providing a welcoming and respectful environment for our students, alumni, faculty, staff, and visitors. We encourage intellectual curiosity and diversity of thought – within our classrooms and with our many community partners. At our school, equity, diversity, and inclusion (EDI) starts with being kind to one another. From this common ground, we can open our hearts and minds to different points of view, challenge assumptions, engage in respectful debate, and value each other’s experiences and insights. Fostering a school community that prioritizes EDI requires the attention and effort of everyone. In addition to working together to create a culture that celebrates our differences, it is equally important that we stand up against inequality and injustice in all its forms.

Message from the Senior Associate Dean, Strategy and Responsible Business We are pleased to share our fourth UBC Sauder EDI Report, which highlights the many ways our community has continued to engage, learn, and support one another over the past two years. At a time when conversations about equity, diversity, and inclusion are shifting globally, we remain committed to fostering a vibrant, welcoming environment where people feel heard and valued. Our approach is grounded in curiosity, empathy, and a belief that diverse perspectives make us better thinkers, collaborators, and problem solvers. Whether through community events, student initiatives, research, or everyday interactions, our school continues to show that thoughtful engagement and genuine connection to others strengthen who we are. This is a great place to learn and work because of the ideas, passion, and engagement of all of you—our students, staff, faculty, and alumni. One of my favourite parts of this report is the final section, which offers a snapshot of the passionate people and groups at UBC Sauder who make this work possible—thanks to all of you! If you are looking for more ways to get involved, you can check out some opportunities here: www.sauder.ubc.ca/about-ubc-sauder/equity-diversity-inclusion/ get-involved - Kate White, Senior Associate Dean, Strategy and Responsible Business, UBC Sauder School of Business

I want to thank the hundreds of people within the UBC Sauder community who have helped advance our EDI goals, illustrated in this report. Thank you for your contributions! - Darren Dahl, Dean, UBC Sauder School of Business

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Table of Contents EDI Advancement at UBC Sauder

6

EDI Initiatives and Activities

6

UBC Sauder EDI Principles and Goals

7

Principle II: Diverse and Vibrant Faculty, Staff, and Students Accessible and Inclusive Spaces

36

Inclusive and Equitable Recruitment

36

Financial Support and Scholarships

37

Recognizing EDI Contributions

38

Principle I: An inclusive and Respectful Community Strategic Planning

10

Indigenous Initiatives

11

Training and Learning Opportunities to Develop EDI Competencies

15

Student, Staff, Faculty, and Alumni Clubs, Activities and Initiatives

19

Other Initiatives and Activities by UBC Sauder Units

21

Teaching and Learning Enhancements

25

Internal Engagement

48

Curricular

26

External Partnerships and Engagement

49

Complementary (Co-curricular) Learning Experiences

29

EDI Surveys

50

Research Funding

33

EDI Report, EDI Webpage, and UBC Sauder Hub

52

Faculty Publications Related to EDI

33

Mentoring Student Researchers

34

EDI Data Cultural Diversity at UBC Sauder

40

Additional Diversity Data for Students

43

Additional Diversity Statistics for Faculty and Staff

44

Principle III: Accountability Engagement and Communication

Looking Ahead

54

How to Get Involved

55

Acknowledgements

56

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Advancement of EDI at UBC Sauder UBC Sauder was among the first faculties at UBC to create a leadership role dedicated to EDI in 2015. The mandate of this role is to set the strategic direction for EDI at UBC Sauder in ways that advance equity, diversity, and inclusion. To further advance equity, diversity, and inclusion at UBC Sauder, Dean Helsley established The Equity, Diversity, and Inclusion (EDI) Committee in August 2020. The mandate of the UBC Sauder EDI Committee is to play an advisory role to the Dean.

The Committee reports directly to the Dean via the Senior Associate Dean, Strategy and Responsible Business and supports: UBC Sauder’s commitment to a collaborative and respectful environment UBC Sauder Strategic Plan UBC’s strategic priorities around Indigeneity, Anti-Racism, and EDI Indigenous Strategic Plan, Strategic Equity and Anti-Racism Framework, Inclusion Action Plan Focus on People

EDI Initiatives, Activities, and Events Our goal in this section is to highlight selected EDI initiatives across UBC Sauder. This overview is not exhaustive and does not fully capture the many contributions that occur in classrooms, informal interactions, and ongoing dialogue within our community.

We summarize key EDI-related initiatives, activities, and events from April 1, 2024 to March 31, 2026, with the aim of supporting continued learning and progress. Initiatives are organized according to the EDI Committee’s guiding principles, recognizing that many efforts advance multiple goals.

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UBC Sauder EDI Principles and Goals In addition to the School’s Strategic Plan, the UBC Sauder EDI Committee and the UBC Sauder Dean’s Office created the UBC Sauder EDI Principles and Goals framework. It represents the structure of our EDI Strategic Planning for the School and has been used to create a series of specific actions, KPIs, accountability partners, and timelines for strategic actions.

Principle 1

Goals

n inclusive and A respectful community

A. A Community That Embraces EDI

A UBC Sauder community with EDI knowledge, skills, and practices, and the organizational capacity to enhance a culture of inclusion, belonging, and collaboration.

• Promote commitment and capacity through increased collaboration between and among leadership, unit heads, and various stakeholder groups (faculty, staff, students, and alumni).

• Sponsor the development of EDI competencies through training and learning.

• Work with the Senior Associate Dean, Strategy and Responsible Business to review and enhance policies, practices, and actions that support EDI. B. Inclusive Teaching and Learning • Support inclusive course design, teaching practices, and assessments. • Promote respectful and inclusive learning. • Welcome and encourage student feedback and perspectives on their learning experiences. • Integrate a diverse range of perspectives, including Indigenous identities, cultures, values, and ways of knowing, in our approach to teaching and learning. C. Inclusive Research • Provide support for EDI-themed research. • Ensure equitable and inclusive practices in award nominations and in the allocation of research grants.

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Principle 2 iverse and vibrant faculty, D staff, and students Recruiting and retention practices that eliminate biases and barriers, and increase representation of under-represented and marginalized groups in order to create an organization that embodies diverse perspectives, as well as enhances feelings of belonging, safety, and accessibility.

Principle 3 Accountability, Engagement and Communication Timely reporting processes, community engagement, and transparent communication to the broader UBC Sauder community.

Goals A. Accessibility • Ensure accessibility for faculty, staff, students, alumni, and visitors with disabilities. B. Equitable Recruitment • Develop recruitment practices and metrics to ensure inclusion of underrepresented and persistently marginalized groups. • Enhance active recruitment for EDI competencies and capacity to excel and contribute in a diverse work environment. C. Equitable Retention and Career Advancement • Implement retention practices that support equity, diversity, and inclusion. • Recognize service contributions to EDI in performance reviews.

Goals A. Accountability • Establish channels for all UBC Sauder units to report their EDI initiatives, activities, and metrics as part of annual strategic planning. • Report annually to the Dean on progress of EDI Principles and Goals, including actions undertaken across the School. B. External Dialogue and Engagement • Embed EDI criteria in partnerships with employers, external contractors, Indigenous communities of interest, alumni, and other external stakeholders toward supporting an inclusive environment at UBC Sauder. C. EDI-Related Communication • Develop a communications strategy to report to our community on EDI initiatives and impacts that include an EDI webpage and the EDI Report.

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Principle I: An Inclusive and Respectful Community

A UBC Sauder community with EDI knowledge, skills, and practices and the organizational capacity to enhance a culture of inclusion, belonging, and collaboration.

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Goal A: A Community That Embraces EDI

Strategic Planning Equity, diversity, and inclusion serve as a key foundational objective in Momentum, our UBC Sauder Strategic Plan. Below is the EDI Objective and related higher-level actions in the 2023-2028 UBC Sauder Strategic Plan:

Objective

Actions

Advance equity, inclusion, and a sense of belonging across UBC Sauder’s diverse communities.

Promote and support commitment and capacity for ongoing progress on equity, diversity, and inclusion initiatives through collaboration, training, and learning. Attract and retain students, staff, and faculty who represent diverse perspectives, research disciplines, experiences (lived and scholarly), and identities. Create support structures that meet the unique needs of our diverse communities and enhance belonging, well-being, and holistic health, with the goal of enabling all to thrive in an environment of trust, responsibility, and respect. Work to dismantle historical inequities and eliminate barriers to access for all in a way that amplifies the perspectives of our marginalized communities through partnership and consultation.

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Indigenous Initiatives Pilot Testing UBC Indigenous Strategic Plan (ISP) Working with Dennis ThomasWhonoak, Executive Director of the Ch’nook (Spitz) Centre for Indigenous Business Education, UBC Sauder is advancing its implementation of UBC’s Indigenous Strategic Plan (ISP). Guided by a facilitator and the ISP toolkit, 13 core units are participating in a coordinated strategic planning process.

Business Education for Indigenous Communities Ch’nook Management Program: Delivered by UBC Sauder’s Ch’nook Business Education since 2002, the Ch’nook Management Program provides business training for Indigenous professionals, leaders, and economic development staff across Canada. The program covers core topics including accounting, finance, project management, business planning, operations, marketing, and conflict resolution. Métis Nation British Columbia Business Management Program: Offered in partnership with Métis Nation British Columbia since 2021, this certificate program combines entrepreneurial business training with Métis cultural perspectives. Participants learn from UBC Sauder faculty, receive one-on-one support, and complete a business capstone project. The 2024/25 program ran from October to February with 12 participants.

Participating Nations collectively manage

over $100 million

in stewardship and restoration funding

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Accelerated Business Program: Introduction to Project Management In partnership with Tsleil-Waututh Nation, this program introduces Nation employees to foundational project management concepts. Delivered by UBC Sauder faculty and graduate students, the curriculum supports strategic projects identified by the Nation. The program began in July 2025. Indigenous Stewardship Project Management Program Delivered from October 2025 to January 2026, this program combined in-person workshops and online learning to support First Nations leading land stewardship and conservation initiatives. Eighteen First Nations from across British Columbia participated alongside guest speakers, government representatives, and funding partners. Collectively managing more than $100 million in stewardship funding, participants developed practical skills in project planning, budgeting, and implementation.

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The Ch’nook Scholars Program has supported 291 graduates since 2007, including 24 participants in the 2024–2025 cycle. Pathways for Pre-university Engagement The Spitz Centre’s Pathways Program delivered Indigenous-focused business education to high school students across five Lower Mainland school districts. In 2025, the program reached 169 Indigenous students through partnerships with Vancouver, North Vancouver, Burnaby, Surrey, and New Westminster school districts. Additional programming included an eight-week program with Tsleil-Waututh Nation siʔáḿθət School and an Indigenized Junior Achievement BC Company Program. In total, 23 schools participated. UBC Sauder’s Indigenous Student Admissions Pathway offers First Nations, Métis, and Inuit applicants a holistic admissions process that considers academic achievement alongside personal experience and community involvement. The pathway also provides mentorship, specialized advising, and community supports to improve access to business education.

Supporting Indigenous University Students Ch’nook Scholars Program

Spitz Fellows Program

The Ch’nook Scholars Program provides financial assistance and academic support to Indigenous post-secondary business students in British Columbia and at the University of Calgary. Open to First Nations, Métis, and Inuit students, the program has supported 291 graduates since 2007, including 24 participants in the 2024–2025 cycle.

Established in 2015 through the support of the Spitz family, the Spitz Fellows Program supports Indigenous women pursuing a Bachelor of Commerce at UBC Sauder. Fellows are selected based on academic achievement, leadership, community involvement, and service, and receive renewable awards of at least $10,000 annually until graduation. As of September 2025, the program includes nine current Fellows and 13 alumni, many of whom mentor students and take on leadership roles within the Indigenous Business Association and Ch’nook Scholars Program.

In 2025, the Pathways Program reached

169 Indigenous students. In total, 23 schools participated.

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39 students collaborated on Indigenous land stewardship and business cases developed by each speaker, culminating in group presentations of their findings and recommendations.

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Business Curriculum Through an Indigenous Lens Indigenous Student Awards

Current Courses

Awards and scholarships have an immediate and transformational impact on students, their families, and their communities—they confer a positive sense of encouragement and support that is often felt throughout their years at UBC and carried with graduates as they progress through their careers. UBC Sauder offers a variety of scholarships for Indigenous learners, including 7 entrance scholarships specific to Indigenous students, and continuously works with donors to create further awards. See page 21 for more on student awards.

The UBC Sauder School of Business is working to ensure that Indigenous content is woven throughout the Bachelor of Commerce (BCom) curriculum. The BCom includes exploration of Indigenous issues and Indigenous guest lectures on current topics.

Ch’nook Land Stewardship and Business Symposium: On March 29, 2025, the Ch’nook Management Program and the Ch’nook Scholars Program hosted a joint Land Stewardship and Business Symposium bringing in Indigenous guest speakers (Geordie Hungerford, Maxine Bruce, and Morris Prosser) and Indigenous land stewardship faculty from the UBC Faculty of Forestry (Tara Atleo). 39 students collaborated on Indigenous land stewardship and business cases developed by each speaker, culminating in group presentations of their findings and recommendations.

Indigenous content has been included in the following required undergraduate courses that are taken by every student:

All MBA, PMBA, MBAN, MM and MMDD students received training on the history and legacy of colonialism and residential schools. Part of this training includes the KAIROS Blanket Exercise facilitated by Sk’elep Reconciliation. The MBA’s new Climate Track (specialization) includes a required course on Indigenous Relations and Climate Economy (BAEN580) that is also available as an elective to all MBA and PMBA students.

Values, Ethics, and Community (COMM 105) Environment, Society, and Government (COMM 394) Business Writing (COMM 396) Note: to see more on content see pages 26-28.

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Training and Learning Opportunities to Develop EDI Competencies Inclusive Hiring Training

JEDDI Series

EDI Programming

Our inclusive hiring training module is provided each year to faculty members who are hiring. Topics include UBC policies and procedures related to hiring, implicit bias, and best practices for equitable and inclusive hiring.

The Peter P. Dhillon Centre for Business Ethics hosts the JEDDI (Justice, Equity, Diversity, Decolonization, & Inclusion) seminar series featuring academic and business thought leaders. We hosted nine seminars tackling identity and inclusion, inclusion in organizations, Indigenous identity fraud, antiracism, MMIWG2S, stigma, Indigenous allyship, moving beyond performative allyship, and understanding EDI reversals. You can check out the talks here:

In total, we have hosted 20+ events spanning a range of EDI themes, including awareness and identity celebrations, Pride Month programming, neurodiversity and inclusion, community and cultural connection, family-friendly programming, and Indigenous programming, fostering a more inclusive and equitable community at UBC Sauder.

EDI Training Canvas Course The UBC Sauder EDI training program is a self‑paced Canvas course available to all faculty and staff, designed to meet participants where they are in their learning. Covering a broad range of topics, including unconscious bias, anti‑racism in higher education, and gender diversity, the program supports the development of an inclusive and respectful culture. It is organized into an introduction and two levels: Level 1 provides foundational EDI principles, while Level 2 focuses on practical strategies for addressing systemic barriers. Participants earn a digital badge upon completing each level, which can be shared on professional platforms such as LinkedIn to demonstrate their commitment to advancing equity. To date, 76 people have completed the introduction and 38 have completed Level 1.

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https://www.sauder.ubc.ca/ thought-leadership/researchoutreach-centres/peter-pdhillon-centre-business-ethics/ events/jeddi

In total, we have hosted

20+

events spanning a range of EDI themes

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Awareness & Identity Celebrations lack History Month: Community Voice presentation on the history of Black pioneers B in the animation industry and the importance of representation. ink Shirt Day: Community gathering to stand against bullying, marked with a group P photo and BINGO prize draw. I nternational Women’s Day: Two events under the theme ‘Accelerate Action’ – a Speed Mentoring session with senior leaders on topics including gender bias, leadership, and work-life balance; and a Community Voice talk on women’s leadership, exploring ambition and caregiving through research and a newly published book. Multi-Faith Luncheon: Celebration of Nowruz, Eid al-Fitr, Passover, Vaisakhi, and Easter, with colleagues sharing traditional foods and cultural reflections.

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Pride Month Programming (June) A three-part Pride Month series programmed by the EDI Ambassadors created inclusive spaces for 2SLGBTQIA+ community members and allies: Creative Social: Drop-in arts and crafts event with pride-themed journal decorating and button-making. Queer Trivia: Jeopardy-style event covering Pride history, Vancouver queer culture, and pop culture, with prizes for top finishers. Drag Bingo: Popular returning event featuring drag performances and bingo hosted by a UBC Sauder colleague.

Neurodiversity & Inclusion Two sessions built awareness of neurodiversity in academic and workplace settings: Neurodiversity Inclusion in the Classroom & Workplace: Addressed ASD and ADHD misconceptions and offered practical strategies for inclusive collaboration and teaching. Neurodiversity & Wellbeing Workshop: Explored burnout and rest for neurodivergent individuals; participants created personalized “rest menus” and shared recovery strategies.

Community & Cultural Connection Several events fostered community connection and cultural celebration: Cookies & Culture: Holiday social with gingerbread decorating, hot chocolate, and sharing of cultural traditions and recipes. Salsa Lessons at Robson Square: Beginner-friendly lessons with a professional dancer—no partner or experience required.

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Family-Friendly Programming

Indigenous Programming

Take Our Kids to Work Day (November 5) welcomed nine Grade 9 students for a full day at UBC Sauder, including a faculty presentation on academic life and research, team showcases from BCC, Learning Services, CCBS, OSAS, and R&A, and a live COMM 202 tutorial.

Indigenous History Month Events

Truth & Reconciliation A natural dyeing workshop brought together Indigenous and Western knowledge systems. Facilitated by a Shuswap educator and a textile artist and ecologist, participants learned dyeing techniques connected to land and harvesting protocols, and wove orange friendship bracelets in commitment to Truth and Reconciliation.

People and Organizational Development and the Spitz Centre co-hosted events to deepen understanding of Indigenous histories, knowledge systems, and reconciliation. Cedar Weaving Workshop: Hands-on workshop facilitated by a Musqueam artist, where participants learned the cultural significance of cedar weaving and made their own cedar bookmarks. Decolonization Tour: A 90-minute Belkin Art Gallery-led campus tour featuring Indigenous site-specific artworks, with discussion on settler colonialism, reconciliation, and UBC’s location on unceded Wxʷməθkʷəy̓əm (Musqueam) territory.

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Student, Staff, Faculty, and Alumni Clubs, Activities, and Initiatives UBC Sauder EDI Action Fund

Grassroots Activities and Community-Led Initiatives at UBC Sauder

The UBC Sauder EDI Action Fund supports grassroots equity, diversity, and inclusion initiatives led by students, staff, and faculty. The fund helps bring community-driven ideas to life, supporting projects such as the undergraduate-led INCLUDED Conference, a career development event for UBC Sauder Women Scholars organized by PhD students, an EDI event hosted by the UBC Social Entrepreneurship Club, and the UBC Sauder Cultural Soirée, celebrating the diversity of the School’s master’s programs.

In addition to formal training and institutional initiatives, UBC Sauder students, faculty, and staff continue to advance equity, diversity, inclusion, and belonging through grassroots programming, student organizations, and community-led events. These initiatives foster connection, mentorship, advocacy, and professional development across the School.

UBC Sauder EDI Ambassadors The staff-led EDI Ambassadors initiative promotes the exchange of equity, diversity, and inclusion knowledge across UBC Sauder’s units while supporting community-driven initiatives and engagement opportunities. By encouraging a bottom-up approach, the program helps foster collaboration and create meaningful EDI activities throughout the School. Examples of these initiatives can be found on page 17.

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Commerce Undergraduate Society Initiatives Commerce Undergraduate Society (CUS) Vision 2030 Strategic Plan: Through its Vision 2030 Strategic Plan, the Commerce Undergraduate Society embedded equity, diversity, inclusion, and reconciliation into its long-term priorities. Inclusive Leadership Practices: The CUS reviewed its leadership hiring processes to improve accessibility and reduce barriers to participation. DI and Reconciliation Education: In partnership with the Undergraduate Office and E alumni, the CUS incorporated reconciliation and EDI modules into its Leadership Training Canvas course. Financial Support for Underrepresented Students: The CUS launched the First Generation Student Scholarship to support students balancing academics with leadership and community involvement. Continuous Improvement: The CUS continues to work with the Equity and Inclusion Commission and other UBC partners to identify and address barriers through surveys, consultations, and student feedback.

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UBC Sauder BCom-Led Initiatives and Communities CUS Pride: CUS Pride supports queer and underrepresented students through inclusive programming, advocacy, workshops, fundraisers, and resources such as the 2SLGBTQIA+ Guidebook and Coming to Sauder Community Guide.

CUS Pride supports queer and underrepresented students through inclusive programming, advocacy, workshops, fundraisers, and resources

AMS Indigenous Business Association (IBA): IBA builds community and professional connections among Indigenous and non-Indigenous students through networking events, workshops, an Indigenous business market, and a student-focused job fair. Young Women in Business UBC (YWiB): YWiB supports students of all backgrounds and identities through workshops, mentorship, networking events, and competitions that promote access and growth in business. Sauder International Student Association (SISA): SISA celebrates UBC Sauder’s multicultural community through cultural events, networking, and professional development initiatives, including Friendsgiving Games Night, Diwali programming, and Annual Cultural Night.

Graduate Student-Led Initiatives and Communities UBC Sauder Women in Business Club (Robert H. Lee Graduate Students): The UBC Sauder Women in Business Club supports women in graduate business programs through mentorship, networking, and leadership development opportunities. UBC Sauder Women Scholars Program (PhD and MSc Students): The Women Scholars Program supports graduate students who identify as women or non-binary through mentorship, networking, and community-building initiatives.

Faculty and Staff Community Initiatives CARBLOAD: Supporting the 2SLGBTQIA+ Community. CARBLOAD is an informal pizza lunch initiative that provides a welcoming space for 2SLGBTQIA+ students, faculty, and staff to connect, build relationships, and engage in peer support.

Additional Information: Additional information about student, staff, and faculty communities and initiatives is available through UBC Sauder community resources and engagement pages at https://www. sauder.ubc.ca/about-ubc-sauder/ equity-diversity-inclusion/get-in volved?auHash=TUNbzNuEn1sUmacj 9Rdp9VrsdPzd1itGQQb2yA19uto UBC SAUDER SCHOOL OF BUSINESS / 20

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Other Initiatives and Activities by UBC Sauder Units Office of Student Academic Services (OSAS) Accessible and Inclusive Events OSAS events incorporate inclusive practices such as pronoun sharing, meaningful land acknowledgements, accessible materials, video subtitles, and diverse speaker representation. Registration subsidies are available for students facing financial barriers. Grants and Awards OSAS adjudicates 35 EDI-centered awards, totaling over $445,000, as well as an average of $40,000 in student experience grant funding to over 95 BCom students. Through these awards and grants, OSAS supports equity and reduces financial barriers to education.

Community Outreach & Experiential Learning UBC Sauder Gives Back engages over 100 BCom students in volunteer opportunities with organizations supporting underrepresented communities, including MOSAIC, Big Brothers of Greater Vancouver, and Guru Nanak Free Kitchen. OSAS also supports global learning opportunities through Go Global and Summer Study Abroad, while Master of Management and Dual Degree students complete Community Business Projects with 24 local nonprofit and social impact organizations. EDI Training & Education OSAS supports staff participation in EDI training, including Positive Space, Indigenous-focused learning, and Sexual Violence Prevention Education. Students complete EDI-focused Canvas modules, while student leaders and graduate students participate in additional training on community building, intercultural understanding, and Indigenous history.

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Advising for Equity-Deserving Students OSAS advisors use a trauma-informed approach to recognize systemic barriers, provide targeted communications, and connect students with appropriate resources. Dedicated advising support is available for Black and Indigenous students, with accommodations made for diverse cultural and religious needs.

OSAS adjudicates 35 EDI-centered awards, totaling over $445,000, as well as an average of $40,000 in student experience grant funding to over 95 BCom students

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Hari B. Varshney Business Career Centre (BCC) Workshops, Information Sessions and Networking Events The BCC delivers career workshops and networking opportunities for equitydeserving students through partnerships with employers and industry organizations. Initiatives have included events supporting Black students with McKinsey Black Network and Onyx Initiative; female students through partnerships with RBC, Scotiabank, and TD; 2SLGBTQIA+ students through events such as PwC’s “Boldly Me” and KPMG’s “Pride@KPMG”; students with disabilities through Lime Connect Canada; and Indigenous students through sessions with Deloitte, KPMG, and other industry partners.

Indigenous Internship Program

EDI Training & Education

The BCC launched its inaugural Indigenous Internship Program in partnership with OSAS and the Spitz Centre for Indigenous Education. The program included networking, career coaching, and alumni panels, resulting in 11 new internship and job-shadowing opportunities for Indigenous students. Three students also received relocation support for internships outside the Greater Vancouver Area.

The BCC provides staff training to strengthen support for Indigenous students through greater understanding of lived experiences, family histories, and Indigenous and Western perspectives. EDI learning, including Indigenous worldviews and neurodiversity, has also been incorporated into the annual “Emotional Intelligence” Certification Program for UBC Staff, alongside accessibility workshops delivered with the UBC Centre for Accessibility.

EDI learning, including Indigenous worldviews and neurodiversity, has been incorporated into the annual “Emotional Intelligence” Certification Program for UBC Staff.

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David Lam Library and Canaccord Learning Commons (CLC) Diversity of Displays David Lam Library and CLC staff create monthly thematic displays that highlight diverse perspectives and amplify voices from historically marginalized communities. Recent displays have recognized Black History Month, Autism Awareness, International Women’s Day, and Indigenous cultural awareness. Staff Recruitment & EDI-Training David Lam Library and CLC have incorporated inclusive hiring practices to support more diverse recruitment. Staff and librarians contribute to EDI-focused

working groups and committees, including the Library’s Coordinated Student Librarian Hiring Process Working Group, UBC Sauder’s EDI Ambassadors, and the UBC Faculty Association Equity Committee and Status of Women Working Group. Team members are also encouraged to participate in learning opportunities focused on allyship and EDI. Between 2024–2026, staff attended workshops and training on Indigenous Allyship, Anti-Racism, Truth and Reconciliation, reducing ableism, and supporting neurodiversity.

Indigenous Learning Following a six-month study leave focused on Indigenous place-based learning and cultures, David Lam & CLC Librarian Irena Trebic presented a poster session on Haida Gwaii Language & Cultural Continuity at the American Library Association Annual Conference in San Diego. Irena also hosted a visit and tour of the Indian Residential School History and Dialogue Centre for BC Academic Business Librarians.

Team members attended a number of workshops and training sessions on topics including Indigenous Allyship and AntiRacism, Truth and Reconciliation, reducing ableism and supporting neurodiversity.

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Real Estate Division (RED) Accessible and Alternative Formats for Course Content The Real Estate Division has expanded access to Course Manual eBooks, enabling the use of assistive technologies such as screen readers, text-to-speech, and adjustable font sizes. Offering both print and accessible digital formats supports learners with visual impairments, learning disabilities, and diverse learning needs. RED also launched a pilot podcast series for its largest licensing program, providing an additional way for learners to engage with course content. Audiobased learning improves flexibility for working professionals, caregivers, parents, and neurodiverse learners by allowing greater choice in how and when they access materials. By providing course content in multiple formats, RED continues to reduce barriers and support diverse learning preferences.

EDI Training & Education RED staff are encouraged to participate in EDI-focused training and professional development opportunities. Recent learning included webinars on accessibility by design in assessments, strengthening the team’s ability to create more inclusive evaluation practices. Exam Centre Upgrades In October 2025, RED’s Computerized Examination Centre (CEC) User Interface was upgraded using Universal Design for Learning (UDL) principles, improving colour contrast, typography, and visual clarity. These updates enhance readability and accessibility for learners with visual or processing differences. The redesign also introduced a plainlanguage version of RED’s Candidate Agreement and updated pre-exam communications with clearer information about accessible pathways to the CEC. These changes help candidates better understand available supports and prepare for a more inclusive exam experience.

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Goal B: Inclusive Teaching and Learning

Teaching and Learning Enhancements UBC Sauder faculty, staff, and students were awarded and carried out a UBC Teaching and Learning Enhancement Fund (TLEF) Grant entitled: “Embedding Equity, Diversity, and Inclusion into Business Teaching and Learning.” The

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project is now complete and it focused on: a) conducting a course mapping to identify where EDI pedagogy and content currently sits within UBC Sauder courses, b) developing resources and training for faculty on engaging with diversity,

building capacity, and enhancing inclusion, and c) monitoring and tracking impacts of these actions over time. One key outcome of this project is the UBC Sauder EDI Training Modules which are discussed in greater detail on page 15.

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Curricular COMM 101 – Business Fundamentals

This course is designed to provide an introduction to the field of business and to orient students to the study and expectations of the UBC Sauder School of Business. Attention is given to showcasing a broad range of people from diverse backgrounds, including CEOs and decision-makers who are women and IBPOC (Indigenous, Black, and People of Colour). One class featured an informative discussion about how an Indigenous entrepreneur uses an Indigenous perspective to build company culture. Another class was focused on concepts of equity, diversity, and inclusion and HR policies or practices for how to implement EDI effectively in the workplace. This year, over 40 customized business plans have been updated for our strategic consulting group project, with the emphasis on women and IBPOC small business owners.

COMM 105 – Values, Ethics and Community (VEC)

This undergraduate course is required for all first-year BCom students. Content and pedagogical approaches related to EDI were woven throughout the course. Specific modules involved discussions of social identity and privilege, psychological safety, and EDI as a core consideration in managerial decision making. The class featured multiple guest speakers, both in-person and via video recording. A particular focus was given to Indigenous viewpoints and lived experiences, with three Indigenous speakers featured in the class and a Musqueam Elder Welcome to students in the course on Canvas.

COMM 203 – Managing the Employment Relationship

Students in COMM 203 work on assignments that integrate EDI into human resource management challenges. In teams, students are assigned readings from Harvard Business Review that draw connections between the content of the course and real-life situations. The assignment purposefully includes readings that address bias and discrimination in human resource management practices and processes. For example, students may read about sexual harassment training, bias in recruitment and hiring, discrimination in performance evaluation and promotion processes, and inequities in compensation. Students then create presentations on how content from class can help minimize bias, discrimination, and inequities in HR process, and the presentations are watched and critically evaluated by other student teams.

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COMM 396 – Business Writing

This required BCom course introduces students to Indigenous land rights, the history of Indigenous Peoples in Canada, and approaches to building business relationships grounded in trust and shared benefit. A central assignment asks students to explore economic development opportunities in partnership with a First Nation or Indigenous organization, addressing topics such as governance, access to services, supply chains, investment, and marketing. The assignment is strengthened through consultation with Indigenous partners and direct engagement with Indigenous business leaders, who provide feedback on student work. A second assignment challenges students to examine the role of corporations in addressing contemporary social and ethical issues—such as Indigenous land rights, mental health, or the opioid crisis—by developing thoughtful, multi-perspective responses, including a corporate lens.

COMM 394 – Environment, Society, and Government

This required course addresses some of the main economic and social challenges that we face today. After analyzing government policies that aim to promote the public interest and achieve prosperity, we explore the role of business leaders and policy makers in creating justice and fairness in society. First, students deliver presentations on current issues affecting marginalized communities (e.g., access to clean drinking water, discrimination). Second, we examine inequality and introduce key frameworks for understanding equity. Third, we consider Corporate Social Responsibility, including firms’ obligations to promote diversity and support for disadvantaged groups. Fourth, Indigenous guest speakers discuss the historical and legal context of Indigenous issues in Canada. The course fosters open dialogue in a safe, respectful environment that encourages thoughtful engagement with complex and sensitive topics.

COMM 323 – Gender and Diversity in Leadership

This undergraduate course was designed to provide students with a foundational understanding about equity, diversity, and inclusion for individuals, teams, and organizations. The course promotes an awareness of the challenges of diversifying workplaces while encouraging critical thinking and developing problem-solving skills to address the need for greater equity, diversity, and inclusion in organizations. The course includes a number of guest speakers who are alumni who currently work in the EDI space around Vancouver.

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BA 503 – Professional Residency II Ethics, Sustainability and Managing Change

As part of this course, students conduct a case-study on the LNG Canada project. Indigenous Relations is a major aspect of the case. In addition, this course has two sessions on Canada’s colonial history, Indigenous relations, and current best practices. Students are encouraged to think deeply about the role and responsibility of the private sector in economic reconciliation.

BAEN 580 – Indigenous Relations and the Climate Economy

This course has been redesigned and launched with the new MBA Climate Track at UBC Sauder. Students study and apply best practices in Indigenous Relations, with a focus on business models and industries at the heart of industrial decarbonization and the energy transition. This year, students are working on a series of case studies with an Indigenous focus, working with experts and community leaders on effective economic reconciliation.

CPD 165 – First Principles and First Nations: Reframing Canada’s Real Estate through an Indigenous Lens

This course equips real estate valuation professionals with a deeper understanding of Indigenous perspectives in Canada. Drawing on insights from Indigenous and nonIndigenous experts, it emphasizes relationship-building, cultural awareness, and the role of reconciliation in valuation practice. Students examine how Indigenous worldviews shape concepts of land, ownership, and value, while critically engaging with Western legal frameworks and valuation tools (e.g., Highest and Best Use) through an Indigenous lens. The course highlights respect, dialogue, and recognition of rights, including principles such as the Seventh-Generation approach, and builds the skills needed for meaningful, respectful engagement with First Nations, Métis, and Inuit communities.

CPD 164 – Real Estate for Everyone: Working Towards a Positive and Thoughtful Profession with an ESG Perspective

This course explores the emerging focus on environmental, social, and governance (ESG) considerations in real estate. Through the words of diverse industry professionals, the course establishes a fundamental understanding of these ESG elements, and fosters a real-world awareness of effective decision-making and management. CPD 164 applies an interdisciplinary perspective, drawing from real estate examples and building on existing participant knowledge.

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Complementary (Co-curricular) Learning Experiences UBC Sauder Women+ in Finance Training (SWIFT) UBC Sauder Women+ in Finance Training (SWIFT) is a finance program for students who identify as women, Two-Spirit, or non-binary, aimed at promoting excellence, equity, diversity, and inclusion in finance. SWIFT has seen strong demand for its training, guest speakers, and networking events. Each year, two cohorts of 8–13 students are selected from a large applicant pool (e.g., 13 students from 92 applicants this past year). SWIFT participants complete a one-year program featuring investment research, workshops, and industry mentorship. They gain practical experience through summer internships and contribute to the community by hosting workshops and volunteering off-campus for the Down Syndrome Research Foundation, the Greater Vancouver Food Bank, and Her Wealth Society.

Peter P. Dhillon Centre for Business Ethics The Dhillon Centre views business ethics as encompassing how individuals and companies can operate in ways that promote integrity, compassion, inclusion, responsibility, and societal good. The centre works on a number of events and initiatives related to EDI: JEDDI Seminar Series. The Dhillon Centre and the UBC Sauder Dean’s Office have created and co-hosted the JEDDI (Justice, Equity, Diversity, Decolonization, & Inclusion) Seminar Series featuring academic and business thought leaders sharing their experiences and strategies for creating more just, equitable, diverse, decolonized, and inclusive workplaces (for more details see https://www.sauder.ubc. ca/thought-leadership/research-outreach-centres/peter-p-dhillon-centre-businessethics/events/jeddi). ESGI Investing Speakers Series. The Dhillon Centre runs an annual speakers series on ESGI topics, including EDI, featuring diverse speakers such as Indigenous leaders. 2SLGBTQIA+ Roundtables. The Dhillon Centre hosted a series of roundtables to create space for students to connect, share their experiences, and reflect on leadership, resilience, and connection within the 2SLGBTQIA+ community. Through its Governance Pathways Program, the Dhillon Centre has supported individuals from underrepresented communities who are interested in serving on corporate boards.

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Montalbano Centre for Responsible Leadership Development The Montalbano Centre develops leaders committed to building a more just, sustainable, and prosperous world. EDI-focused initiatives include: HR Connect: A knowledge exchange exploring diversity, equity, and inclusion in the workplace, bringing together industry representatives and faculty to discuss strategies for fostering belonging in evolving organizational environments. Montalbano Mentorship Program: This eight-month program connects highachieving students with UBC Sauder alumni through one-to-one mentorship. The program matched 11 students in 2025 and 20 students in 2026, intentionally bringing together participants with diverse backgrounds, identities, experiences, and career interests.

UBC Sauder Centre for Climate and Business Solutions

Creative Destruction Lab – Vancouver (CDL-Vancouver)

The UBC Sauder Centre for Climate and Business Solutions hosted former Minister of Environment and Climate Change Catherine McKenna for events focused on women’s leadership in climate action. Discussions highlighted the importance of inclusive leadership, resilience, and addressing barriers faced by women in the sector.

Creative Destruction Lab – Vancouver supports deep technology ventures while advancing inclusion among founders and mentors. The program actively supports entrepreneurs who identify as women, non-binary, Two-Spirit, or IBPOC by recruiting diverse founders and mentors with varied lived experiences.

Following the success of its Run Like a Girl event, the Centre co-hosted Vancouver’s first Women Leading on Climate convening, bringing together cross-sector leaders to strengthen collaboration and advance collective climate action.

CDL-Vancouver also delivers the CDL Apprentice Program, providing femaleidentifying students ages 14–18 with exposure to entrepreneurship and technology while helping address the underrepresentation of women in technical careers and venture-backed startups.

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UBC Sauder Leadership, Innovation, Fundamentals, and Training (LIFT) UBC Sauder LIFT (Leadership, Innovation, Fundamentals, and Training) is a global program delivering essential business training to aspiring entrepreneurs through both virtual and in-person engagement. Led year-round by UBC students, LIFT supports participants in Kenya and Ghana in launching and scaling their businesses, contributing to local economic growth. Since its inception in 2006, the program has reached 800+ entrepreneurs across diverse socioeconomic backgrounds and continues to expand across Africa. Participating UBC students gain crosscultural experience while contributing to business development and witnessing the impact of education on economic empowerment.

Decision Insights for Business and Society (DIBS) Decision Insights for Business & Society (UBC-DIBS) is a behavioural research and policy solutions initiative at UBC Sauder School of Business. Its mission is to improve outcomes across major societal and planetary challenges by improving our understanding of decisionmaking, encouraging long-term behaviour change, and working together toward an environmentally, economically, and socially sustainable future.

UBC-DIBS hosts the Behavioural Insights Seminar Series featuring researchers and practitioners sharing their field and lab projects that use the behavioural and decision sciences to “nudge for good.” Multiple seminars focused on projects related to EDI topics, including the effects of diversity language on perceived organizational sincerity, designing research to be antiracist, and Indigenous identity fraud.

UBC-DIBS produces the Calling DIBS podcast about applied behavioural science. Several episodes focused on EDI topics, including designing for antiracism (Episode 98), using diverse sources in research (Episode 83), and Indigenizing Behavioural Science (Episode 80).

Since its inception in 2006, the program has reached 800+ entrepreneurs across diverse socioeconomic backgrounds and continues to expand across Africa.

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Goal C: Inclusive Research

Research Funding At UBC Sauder, our faculty currently hold 29 research grants related to EDI, totalling $333,469.00 in funding. The Dhillon Centre awarded four EDI Catalyst grants totaling $15,000 to support research on topics such as advancing EDI engagement among leaders, gender and innovation, stigma and leadership, and career dynamics.

The Montalbano Centre funded two projects related to EDI, totaling $14,000. These focused on how leaders evaluate and respond to EDI-related issues, including the impact of moral framing and leadership consistency on hiring decisions.

Faculty Publications Related to EDI • Beausoleil, Angèle M. “Influential Perspectives on Gender and Innovation.” Encyclopedia of Diversity, Equity, Inclusion and Spirituality, edited by J. Marques, Springer Nature Switzerland, 19 June 2025, pp. 1–8. • Bryan, Camellia, and Brent J. Lyons. “Beyond Backlash: Advancing Dominant Group Employees’ Learning, Allyship, and Growth Through Social Identity Threat.” Academy of Management Review, 30 Oct. 2024.

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• Bryan, Camellia. From Backlash to Breakthrough. Information Age Publishing. (2025) • Chen, A. J. Yuan, Patricia M. Dechow, and Samuel T. Tan. “Corporate Response to the Black Lives Matter Movement: Determinants of Speaking Out in Support of Social Causes.” Review of Accounting Studies, 27 Apr. 2026. • Hu, Allen, and Song Ma. “Persuading Investors: A Video Based Study.” Journal of Finance, vol. 80, no. 5, Oct. 2025, pp. 2639–2688.

• Li, Kai, et al. “Gender, Competition, and Performance: International Evidence.” Journal of Financial and Quantitative Analysis, vol. 60, no. 4, June 2025, pp. 1686–1726. • Ryan, Christopher, Kimberley Marsh, and Lindsey Joseph. Ezza Nails: Scaling the Nail Salon. Ivey Publishing, 26 Aug. 2025. • Pikulina, Elena S., and Daniel Ferreira. “Subtle Discrimination.” Journal of Finance, vol. 81, no. 1, Feb. 2026, pp. 329–369.

2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

Mentoring Student Researchers Indigenous Undergraduate Research Mentorship Program (IURMP) The Indigenous Undergraduate Research Mentorship Program (IURMP) is an opportunity for Indigenous undergraduate students interested in academic research in any field to be paired with a faculty member on campus.

Pathways to Research Excellence Program (PREP) UBC Sauder is collaborating with the Department of Psychology and Faculty of Arts on a SSHRC Partnership Grant (Stage 1), supported by UBC StEAR funding, to develop the Pathways to Research Excellence Program (PREP). PREP will build a national network offering equity-focused research training to address the underrepresentation of Indigenous, Black, and racialized scholars

in academia. The program expands access to paid research experience, mentorship, and guidance on graduate studies to support IBR students in pursuing PhDs.

PREP will build a national network offering equity-focused research training to address the underrepresentation of Indigenous, Black, and racialized scholars in academia.

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Principle II: Diverse and Vibrant Faculty, Staff, and Students

Recruiting and retention practices that eliminate biases and barriers, and increase representation of under-represented and marginalized groups in order to create an organization that embodies diverse perspectives, enhance feelings of belonging, inclusion and safety, and increase accessibility.

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Goal A: Accessibility

Accessible and Inclusive Spaces All-Gender Washrooms

Increasing Accessibility

After consulting with UBC Sauder communities, especially those who are 2SLGBTQIA+ and people with disabilities, the UBC Sauder School converted the existing washrooms on the 2nd floor of Henry Angus building to an all-gender multi-stall, single occupancy washroom. This was completed in September 2024.

In 2011, UBC Sauder only had four Automatic Door Openers (ADOs) in the building. Today, the total number of ADOs in the building(s) is 22. In the reporting period, we have installed three additional ADOs.

In the reporting period, 20 sit-stand desks were procured for staff and 5 sit-stand desks were procured for student classrooms, to better accommodate our staff and students.

Goal B: Equitable Recruitment

Inclusive and Equitable Recruitment Inclusive Hiring

Using Recruitment to Broaden Student Applicant Pools

Faculty members who are recruiting have received training on implicit bias and strategies for inclusive and equitable hiring. In addition, we are pilot testing some new best practices for hiring faculty, including formally asking for EDI statements as part of the application process, extending applicant pools and shortlists, and using standardized scoring rubrics for evaluating job candidates.

In 2024–25, UBC Sauder’s in-person and virtual recruitment efforts reached prospective students across 27 countries, with a focus on equitydeserving regions in Mexico, Colombia, Ecuador, and Peru. By prioritizing areas with limited awareness and affordability challenges, the strategy expanded access to higher education for a more diverse global student population.

The Office of Student Academic Services (OSAS) also partnered with UBC Enrolment Services to support Indigenous student recruitment through initiatives such as Indigenous Grade 12 Day, Destination UBC, and the UBC-Langara Indigenous Transfer Partnership. In addition, UBC Sauder hosted an Indigenous economies workshop for the UBC CEDAR Summer Camp, engaging approximately 30 local Indigenous youth through interactive campus programming. UBC SAUDER SCHOOL OF BUSINESS / 36

2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

Financial Support and Scholarships Financial Access

Alternative Financing Pathways

UBC Sauder directs graduate entrance funding to strengthen representation across geography, gender, and equitydeserving communities. In total, $2.5 million in scholarships and awards support candidates from Africa, Asia, South & Latin America, the Middle East, Canada, and Indigenous communities, with a strong emphasis on womenidentifying students. At the undergraduate level, region-specific and Indigenous scholarships totaling over $80,000 support students from underrepresented communities.

UBC Sauder partners with Prodigy Finance and MPOWER Financing to expand access to funding for international students, particularly those from emerging markets who may not have access to traditional co-signers or credit systems.

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Scholarships Across our programs, OSAS strategically allocates 155 awards to strengthen representation across geography, gender, and equity-deserving communities. This includes 32 regionally targeted awards (Africa, Asia, South & Latin America, and the Middle East), 89 women-focused awards spanning leadership, entrance, and merit-based scholarships, and 34 additional awards supporting broader diversity and inclusion priorities, including international talent, Indigenous fellowships, and excellence in diversity.

UBC Decision Insights for Business and Society (DIBS) and Continuing Business Studies (CBS), in collaboration with BIG Difference BC, offer up to four scholarships in our Advanced Professional Certificate in Behavioural Insights program. Priority is given to people who identify as IBPOC, 2SLGBTQIA+, and/or persons with disability. The Dhillon Centre continued to support UBC Sauder undergraduate students who identify as part of the 2SLGBTQIA+ community through the Triumph Award. The award recognizes leadership, resilience, community contributions, and the potential impact of financial support.

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Goal C: Equitable Retention and Career Advancement

Recognizing EDI Contributions of Faculty and Staff Faculty Activity Reports

EDI Awards for Faculty and Staff

UBC Sauder faculty members are formally asked to report their contributions to EDI in their yearly Faculty Activity Reports. This signifies the importance of EDI to UBC Sauder.

Each year, UBC Sauder recognizes faculty and staff for outstanding contributions to equity, diversity, and inclusion. The award was presented to Visha Thamboo (2025) and Jana Hinz

(2024). Both recipients were recognized for their impactful work supporting students and fostering more accessible, inclusive learning and working environments.

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EDI Data

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Cultural Diversity at UBC Sauder The maps and statistics display the cultural diversity of UBC Sauder students and full-time faculty in terms of citizenship. Students and faculty are citizens of a wide range of countries, as shown by our diversity scores, measured by the Gini-Simpson Diversity Index. The Gini-Simpson Diversity Index is the probability that two people taken randomly have a different country of citizenship, where higher numbers indicate more diversity. UBC Sauder continues to attract a globally diverse community, with students representing 86 countries and faculty originating from more than 20 countries.

UBC Sauder continues to attract a globally diverse community, with students representing 86 countries and faculty originating from more than 20 countries. UBC SAUDER SCHOOL OF BUSINESS / 40

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World Map of Student Citizen Diversity in 2025 This map shows the countries of citizenship of students enrolled in any UBC Sauder program as of December 2025. A darker colour indicates a higher headcount by country, except for Canada which is intentionally left in a fixed colour. Country of citizenship is the one that students most recently reported to UBC Sauder as their primary citizenship.

Number of Students 2675 (Canada)

11 to 39

797 (China)

5 to 10

392 (India)

<= 4

101 (Indonesia)

None

40 to 80

Cultural Diversity of UBC Sauder Students in Terms of Citizenship Gini-Simpson Diversity Index (by citizenship) 2025

BCom

FT-MBA

PhD

62%

83%

52%

Number of countries of citizenship 2025

BCom 76

FT-MBA 32

PHD 13

Gini-Simpson Diversity Index represents the probability that the two students taken at random have a different country of citizenship

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2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

World Map of Full-Time Faculty Diversityin 2025 This map shows the countries of citizenship of full-time faculty (research and teaching) working at UBC Sauder as of December 2025. A darker colour indicates a higher headcount by country, except for Canada which is intentionally left in a fixed colour. Country of citizenship is the one that faculty had at the time they joined the School (the map does not account for changes in citizenship after faculty joined the School). Faculty with dual citizenship at the time they joined the School are represented twice on the map.

Cultural Diversity of Research Faculty and Full-Time Teaching Faculty in Terms of Citizenship Gini-Simpson Diversity Index (by citizenship) 2025 Full-Time Research Faculty

Full-Time Teaching Faculty

81%

52%

Number of Faculty 52 (Canada)

2

40 (USA)

1

8 to 15

None

Number of countries of citizenship 2025 Full-Time Research Faculty

Full-Time Teaching Faculty

22

9 Total Headcount

3 to 6

Full-Time Research Faculty

Full-Time Teaching Faculty

110

43

Gini-Simpson Diversity Index represents the probability that the two students taken at random have a different country of citizenship

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Additional Diversity Data for Students (2025) Student Gender Data (2025 data)

Student Status Data

Proportion of Female Students

Student Origin

Undergraduate

Graduate

Domestic Students

International Students

41%

53%

72%

28%

Indigenous Students at UBC Sauder

Since 2012,

the number of Canadian Indigenous students enrolled in the BCom program has

increased by

156

%

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78

3.0%

Total Indigenous BCom Students

of Domestic Students

2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

Additional Diversity Statistics for Faculty and Staff The data that we present on gender and racialization is collected by the UBC Equity and Inclusion Office as part of the Employment Equity Survey which staff and faculty are asked to complete. Response rates for these data are strong: research faculty (93%), and staff (98%).

The question asked was: “Do you identify as a woman, man or non-binary person?” and the responses were: Woman; Man; Non-Binary Person; Prefer not to answer.

Gender (share of women):

%

36

70

Teaching Faculty

Staff

49%

36%

48%

Research Faculty

Teaching Faculty

Staff

%

Research Faculty

40

%

Racialization (share of racialized):

Racialized people are those who do not identify as Indigenous peoples and who do not identify as primarily White in race, ethnicity, origin, and/or colour, regardless of their birthplace or citizenship.

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79% of faculty and 80% of staff reported feeling a positive sense of inclusion and respect at UBC Sauder

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People with Disabilities (share of those with disabilities)

7%

5%

Research Faculty

Staff

People with disabilities are those who self-identify as having significant and persistent or recurring mobility, sensory, learning, or other physical or mental health impairments.

2SLGBTQIA+ People (share of people identifying as 2SLGBTQIA+)

8%

8%

11%

Research Faculty

Teaching Faculty

Staff

2SLGBTQIA+ people are those who self-identify as lesbian, gay, bisexual, queer, Two-spirit, or an analogous term.

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Principle III: Accountability, Engagement, and Communication

Timely reporting processes, community engagement, and transparent communication to the broader UBC Sauder community.

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Goal A: Accountability

Internal Engagement Guidelines for Consultation with Marginalized Communities The UBC Sauder EDI Committee has created a set of guidelines around best practices for engaging and consulting with those from historically, persistently, or systematically marginalized communities in decisionmaking and projects. The goal of these guidelines is to inform UBC Sauder decision makers on how best to consult with marginalized communities at UBC Sauder as an ongoing and standard practice.

Employee Mentorship Program The UBC Sauder Employee Mentorship Program has supported 90 employees in their professional development by equipping them with the knowledge, skills, and opportunities needed to advance their careers within UBC and UBC Sauder. The program prioritizes employees who identify with one or more historically marginalized communities. To date, participants have achieved a promotion rate of approximately 10%, reflecting a meaningful and encouraging outcome for the program.

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Goal B: External Dialogue and Engagement

External Partnerships and Engagement UBC Sauder has been working towards embedding EDI criteria into its partnerships with employers, external contractors, Indigenous communities of interest, alumni, and other external stakeholders to support an inclusive

environment at UBC Sauder. The Events Team and other groups at UBC Sauder aim to promote sustainability and responsible leadership by using more sustainable and inclusive vendors and caterers at events. The Events Team

purchased gifts/giveaways for SWAG and special events (e.g., Dean’s Dinner and Reception) to be inclusive of different vendors in the community.

The Events Team and other groups at UBC Sauder aim to promote sustainability and responsible leadership by using more sustainable and inclusive vendors and caterers at events.

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Goal C: EDI-related Communication

EDI Surveys It is important to us is that our communication is two-directional and that we listen to our UBC Sauder Communities in addition to communicating out to them. To this end, the UBC Sauder EDI Committee collected survey data on student experiences related to equity, diversity,

and inclusion. The survey asked questions about feelings of inclusion, equitable access to resources, EDIrelated pedagogy in courses, and UBC Sauder leadership’s efforts around EDI. In total, 362 students (277 undergraduate students, 57 graduate students, and 28 Diploma in Accounting

Program (DAP) students) participated in the survey. To learn more about the survey results, see: https://issuu.com/ sauder-business-school/docs/edi_ survey_2026_digital?fr=sOTg3NDc 2MDU1MDc

Overall Sense of Inclusion: Overall Sample Breakdown per Item To what extent do you agree with the following statements about your general experience at the UBC Sauder School of Business? I feel a positive sense of belonging and inclusion at UBC Sauder

12% 14%

74%

I feel included by most people I engage with at UBC Sauder

8% 15%

77%

I feel my beliefs, identity, and experiences as an individual are valued at UBC Sauder

10% 16%

74%

23%

I feel that finding community is easy at UBC Sauder

21%

56%

I feel that UBC Sauder fosters a culture of respect and understanding

9%

19%

72%

I feel welcome, seen, and heard at UBC Sauder

7% 19%

74%

1

2

3

4

5

Strongly disagree

Somewhat disagree

Neither agree nor disagree

Somewhat agree

Strongly agree

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Overall Sense of Inclusion Scale: Within Subsamples Index across all items1 Equitable Access Index (1-5 Scale)

Program

Gender Identity

Sexual Orientation

Number of Respondents

Mean

Standard Error of Mean

ALL RESPONDENTS

360

3.85

0.04

Undergraduate

277

3.85

0.05

Graduate

57

3.81

0.12

Diploma in Accounting

26

3.97

0.18

Man

122

3.93

0.07

Woman

221

3.83

0.05

Transgender and/or Non-Binary

7

3.14

0.34

Identifies as 2SLGBTQIA+

45

3.78

0.11

Does Not Identify as 2SLGBTQIA+

276

3.88

0.05

Questioning

17

3.69

0.19

Indigenous

11

3.91

0.39

Non-Indigenous

345

3.86

0.04

Racialized

232

3.88

0.05

Non-Racialized

103

3.84

0.09

Significant and persistent or recurring mobility, sensory, learning, or other physical or mental health impairment

40

3.70

0.14

No impairment listed above

291

3.88

0.04

Indigeneity

Racialization

Barriers to Accessibility

1

I ndex based on the 6 Items measuring Overall Sense of Inclusion (see figure on page 50), answered on scales ranging from 1 (Strongly Disagree) to 5 (Strongly Agree).

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2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

EDI Report, EDI Webpage, and UBC Sauder Hub One way that we are communicating what is going on at UBC Sauder in EDI is through our EDI Report. This is the fourth version of our EDI report.

We also have created a webpage for EDI at UBC Sauder. The page highlights our core principles and goals, promotes current events and news stories, showcases ways to get involved, and provides links to sources of support. You can see the webpage at: https://www. sauder.ubc.ca/current-students/equitydiversity-inclusion

In addition, staff and faculty are regularly updated with EDI-related events, initiatives, and resources on the UBC Sauder Hub.

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2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

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2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

Looking Ahead New UBC Sauder Building: Business West Construction of our new building is underway, with anticipated completion in summer 2027. From the outset, the facility has been designed with a strong and deliberate commitment to equity, inclusion, and accessibility, ensuring that all occupants can fully participate in and benefit from the space. Accessibility has been thoughtfully integrated throughout the building. Features include an auditorium equipped with a wheelchair lift, a dedicated family room to support nursing, and sit-stand desks in all offices and classrooms, which are positioned at both the front and back of classrooms, to accommodate diverse physical needs and working styles. Automatic door openers, barrier-free pathways, accessible washrooms, and clearly designed circulation routes further support independent and dignified navigation throughout the facility.

The building offers a range of washroom options to promote choice, dignity, and respect, including all-gender and gender-specific facilities, a universal washroom with both baby and adult change tables, and a wheelchairaccessible universal shower for staff and faculty. Inclusive wayfinding and communication are also prioritized: room signage will include Braille, and classrooms will be equipped to support Assistive Listening Devices.

Beyond physical infrastructure, the building prioritizes inclusive access to shared and functional spaces, recognizing that equitable environments extend beyond compliance to foster a genuine sense of belonging. By embedding accessibility considerations into both design and everyday use, the facility creates a workplace that is welcoming, adaptable, and responsive to diverse needs—enabling everyone to contribute and thrive.

By embedding accessibility considerations into both design and everyday use, the facility creates a workplace that is welcoming, adaptable, and responsive to diverse needs

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2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

How to Get Involved The UBC Sauder School of Business is committed to continuous improvement in EDI. All of us have a part to play in furthering equity, diversity, and inclusion. Ultimately, we strive to be a place where everyone—students, faculty, staff, alumni, and visitors—feels that they belong. The UBC Sauder EDI Committee and the School leadership welcome your feedback and would love to hear from you about innovative ideas and solutions related to equity, diversity, and inclusion.

55 / UBC SAUDER SCHOOL OF BUSINESS

Please check out this page of our website for some different ideas around how to get involved: https://www. sauder.ubc.ca/about-ubc-sauder/ equity-diversity-inclusion/get-involved If you have some ideas for what your would like to see in EDI at UBC Sauder, please consider applying to the EDI Action Fund. The fund supports and encourages EDI events, initiatives, and resources that are dreamed up by you— members of our UBC Sauder Communities. Learn more at: www.sauder.ubc.ca/current-students/ ubc-sauder-edi-action-fund

EDI Report Working Group: Hatice Cavusoglu Teresa Pu Laura Storan Visha Thamboo Kate White

2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

Acknowledgements: We gratefully acknowledge the contributions to this report from these passionate individuals from across our UBC Sauder communities.

Kirstin Appelt Research Director, UBC Decision Insights for Business & Society (UBC-DIBS)

Raquel Collins Executive Director, Real Estate Programs

Academic Director, UBC’s Advanced Professional Certificate in Behavioural Insights

Yann Cornil Assistant Professor, Marketing & Behavioural Science

Adeola Adeniji Undergraduate Student; EDI Committee Representative

Tara Csont-Mollet Associate Director, Montalbano Centre for Responsible Business Leadership Development

Justin Bull Lecturer, Entrepreneurship and Innovation Group

Darren Dahl Dean

Erin Catherall Program Manager, Ch’nook Indigenous Business Education

Colin Dodds Lecturer, Law, Communications, and General Business Group

Hatice Cavusoglu Lead, Strategic Decision Support Analytics

Elsa Doxtdator-Jansson Indigenous Student Engagement Advisor

Kookai Chaimahawong Executive Director, Centre for Climate and Business Solutions

Kimberly Fama Acting Head Librarian, David Lam Management Research Library

Elaine Cho PhD and MSc Programs Manager

Lorenzo Garlappi Senior Associate Dean, Research

Pennie George Adjunct Professor, Finance Division Managing Director, Portfolio Management Foundation Ann Gilray International Programs & Awards Advisor Michael Guimond Assistant Dean, Finance Strategy and Support Keith Head Professor, Strategy & Business Economics Dharm Joshi Assistant Dean, Recruitment and Admissions Devin Kanhai Executive Director, Licensing Education, UBC Sauder Real Estate Division Harish Krishnan Senior Associate Dean, Operations Darrell Kopke Executive Director and Site Lead, CDLVancouver

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Jeff Kroeker Lecturer, Accounting & Information Systems

Rebecca (Becky) Paluch Assistant Professor, Organizational Behaviour & Human Resources

Zorana Svedic Lecturer, Organizational Behaviour and Human Resources Division

Tom Leslie Communications Manager, Faculty

Vanessa Park Full-time Lecturer, Law, Communications, and General Business Group

Visha Thamboo Director, Student Engagement and Development

Nicole Linzmeyer Manager, Operations & Community Engagement, CCBS

Teresa Pan Senior Advisor to the Dean

Dennis Thomas-Whonoak Executive Director, Spitz Centre for Indigenous Business Education

Lucy (Tianyujun) Lu PhD Student, Marketing and Behavioural Science

Teresa Pu Senior Manager, Engagement and Organizational Development

Gongning Ma CUS Equity Advisor, Undergraduate Student

Ethan Ruggiero Undergraduate Student; EDI Committee Representative

Linda Tommasini Director, Resources & Operations

Laine McDonald Assistant Dean, Hari B. Varshney Business Career Centre

Marlisse Silvery Sweeny Full-time Lecturer, Law, Communications, and General Business Group

Erin Townley-Smith Assistant Dean, Development and Alumni Engagement

Mahesh Nagarajan Senior Associate Dean, Faculty

Christie Stephenson Executive Director, Dhillon Centre for Business Ethics

Danielle van Jaarsveld Division Chair, Organizational Behaviour & Human Resources Division

Déogratias (Deo) Nizonkiza Full-time Lecturer, Law, Communications, and General Business Group

Shannon Sterling Assistant Dean, Undergraduate Program

Greg Werker Senior Associate Dean, Student Experience

Ning Nan Senior Associate Dean Academic

Laura Storan Examinations Leader, Real Estate Division

Kate White Senior Associate Dean, Strategy and Responsible Business

57 / UBC SAUDER SCHOOL OF BUSINESS

Conor Topley Adjunct Professor, Law & Business Communications

2024-2026 REPORT ON EQUITY, DIVERSITY, AND INCLUSION

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UBC Sauder 2024-2026 Biennial Report on Equity, Diversity, and Inclusion