ABSTRACT
This chapter seeks to examine the academic diversity in contemporary higher education institutions and considers the possible implications of such diversity for learning and teaching in their approaches, practices and policies in British academia. Using the UK as a case study, we examine higher education statistics (HESA 2015/2016 data) to determine the extent of the academic diversity. We explore the academic workforce in the UK through a multitude of lenses including that of the nature of their academic contracts (full time or part time), the focus on academic work (teaching only, research only or teaching and research), age, gender, ethnicity, nationality and disability. Some of the key questions pertinent to higher education environments in relation to these aspects are discussed, such as what implications might exposure to a largely white male–dominated academic workforce have on the learning experience of students.
