Inclusive Excellence Commitment@WFUSB

We will make Inclusive Excellence the standard in all our interaction and engagement with members of our internal campus community – and external community. This means providing the resources it requires to minimize (or eliminate) the barriers that impede access, support, and opportunities for our community members. It also means that all students, faculty, and staff should aspire to be part of accountability, education, and growth systems that contribute to the creation and sustainability of an internal and external inclusive community.

• Internal to WFUSB: Develop and implement WFUSB initiatives to: 1) Access, recruit, and retain a global talent pool of students, faculty, and staff regardless of the identity groups they hold. 2) Create a workplace and learning environment that foster high-engagement, well-being, and high-performance for all students, faculty, and staff.
  • This will contribute to supporting and sustaining Inclusive Excellence that builds a consistently great school and employer of choice.
• External to WFUSB: Develop and implement WFUSB initiatives to: 1) Expand research and experiential learning that address societal challenges facing vulnerable groups in the communities we serve. 2) Expand collaboration with designated societal-impact non-profits and under-resourced businesses in the communities we serve.
  • This will contribute to supporting and sustaining Inclusive Excellence that builds socio-economic well-being for vulnerable groups.

Inclusive Excellence strategies will enhance how we deliver a world-class business education that benefits stakeholders and shareholders. Future business leaders must be able to manage across myriad complex political, economic, socio-cultural, technological, environmental, and legal (PESTEL) challenges. This will require today’s business school learners to develop a deeper understanding of various Inclusive Excellence perspectives and competencies at the: 1) Individual Level, 2) Organizational Level, and 3) Societal Level.

• Individual Level: Students, faculty, and staff will need to become more self-aware about biases and stereotypes we form throughout our lives. The myriad combinations of interactions between students, faculty, and staff can inevitably lead to disagreements, conflicts, and misunderstandings. These scenarios present opportunities for each person to improve their teamwork, communication, and inclusive leadership skills. The goal is to strengthen an individual student’s personal and professional brand in ways that enhance their value with peers, faculty, staff, and employers.
• Organizational Level: Building on the individual level, people at the organizational level would then be equipped to positively impact the organizations in which they work (or study), invest, or create by advocating for an inclusive workplace (or learning) environments. They would position themselves to influence and/or shape the organizational practices, policies, and procedures that create a high-engagement, high-performance culture. The goal is to strengthen an organization’s employer brand and profitability in ways that enhance its value relative to its competitors.
• Societal Level: Combining the individual and organizational levels enhances the capacity to deliver scalable impact at a societal level. This involves micro and macro inclusive excellence competencies that reinforce the spirit of Pro Humanitate. This means that individuals and organizations do their part to improve the socio-economic equity among members of the communities in which they live, work, and operate. It also means creating, influencing, leading, or partnering with organizations that are catalysts for socio-economic well-being in local, national, or international communities. The goal is to strengthen a community’s health, education, and employment outcomes in ways that enhance its overall welfare.