At the UT the commitment to fostering Diversity, Equity and Inclusion (DE&I) is not just a policy but about creating an academic environment where everyone feels valued and supported. The DE&I Team and Advisory Board play key roles in ensuring that these values are integrated across all aspects of university life. In this interview, I had the opportunity to speak with Linda Pasqual van der Landen, a key figure in the University of Twente’s Diversity, Equity, and Inclusion (DE&I) efforts. We discussed the university’s ongoing plans and initiatives to embed DE&I in education, particularly focusing on inclusive teaching practices and equitable assessment. Linda shared insights on how these strategies are shaping the future of education at UT and how collaboration across teams can further enhance inclusivity and equity in the learning environment.
Could you provide some insight into your background and the path that led you to your current role in this diversity network/team?
I’m currently working as a policy and communication advisor, focusing on diversity, equity, inclusion (DE&I), and social safety. In addition to this role, I’m also a linguist, trained in language use and argumentation theories, having done my thesis on argumentation. Alongside my advisory role, I’m also a trainer and teacher, which allows me to apply these theoretical skills in practical settings.
I began my journey at the University of Twente (UT) as a communication advisor within one of the faculties. Over time, I felt a desire to move beyond just the communication aspect and make a stronger connection between the content we create and how we present it. This interest led me towards policy-making, as I wanted to be more involved in the decision-making processes that affect DE&I. I officially transitioned into this role in 2021.
What specific initiatives have had the most impact in promoting diversity and inclusion at the University of Twente, and how do you measure their success?
One of the most impactful initiatives we've implemented is a series of work sessions and workshops aimed at integrating diversity, equity, and inclusion (DE&I) into everyday practices. These sessions aren’t just about raising awareness but about ensuring that DE&I becomes an integral part of our organisational processes and decision-making. The idea is to treat DE&I not as a separate or additional task but as something embedded in everything we do.
These sessions help teams or management boards develop new missions, visions, or year plans. We begin by asking participants to reflect on fairness, equal opportunities, and We then guide discussions on integrating DE&I into their strategies in practical, sustainable ways.
What makes these sessions impactful is their hands-on approach. We work collaboratively with participants, encouraging them to think about inclusion not as something you add at the end of a project but as something that should be central to how the project is designed from the start. It’s about creating a space where everyone can openly discuss these concepts and work towards making them a fundamental part of the organization’s culture and policies.
By focusing on tangible steps rather than abstract ideas, these workshops help participants put DE&I into practice in a way that aligns with their broader goals. It’s not just about being “nice” to certain groups but about fostering an inclusive environment where everyone feels valued and where inclusion is seen as a collective responsibility.
What do you see as the biggest challenges in advancing diversity and inclusion within academia (also with implementing diversity policies), and how has your team addressed these obstacles at the University of Twente?
One of the biggest challenges is shifting the perception that DE&I is something extra or special. Many people still see it as an add-on, rather than an integral part of everyday processes. In reality, DE&I is something we all need to work on consistently, particularly equity and inclusion. Diversity, to some extent, is a given—it's naturally present in society. However, achieving equity and fostering an inclusive environment requires ongoing, deliberate effort.
There’s also the misconception that DE&I only concerns people who face specific challenges, like international students or those from underrepresented backgrounds. But DE&I is for everyone—it’s about creating an environment where all individuals, regardless of their background, feel valued and included. This requires us to continually reflect on our practices and ensure they are equitable for all.
A significant struggle is maintaining focus on inclusion and equity, even when they don’t appear to be immediate concerns. For instance, diversity can sometimes be addressed by hiring more diverse candidates, but the bigger challenge is ensuring that everyone feels included and has equal opportunities once they are part of the community. It’s about changing the climate, not just ticking a box.
Moreover, it’s important to recognise that listening plays a crucial role in addressing these challenges. Often, the issues people face are subtle or deeply personal, like being the first in their family to attend university or adjusting to a new cultural environment. Taking the time to listen to these experiences, without rushing to solve them, helps create a more empathetic and inclusive atmosphere. This type of understanding is essential to advancing DE&I in academia.
What are the long-term goals for diversity at the University of Twente, and how do you plan to maintain momentum and avoid stagnation in the coming years?
We are currently preparing a new plan that will run from 2025 to 2027. This plan will focus on integrating inclusion as a core value across all areas of the university. The idea is that inclusion becomes a shared responsibility, not just for our DE&I Team and collaborative groups and networks but for all staff, managers, and supervisors.
We want to ensure that everyone who has the ability to influence the university’s policies and practices is accountable for creating an inclusive climate. Whether it’s through workshops, revising administrative processes, or reconsidering educational approaches, we’ll be working on embedding DE&I in a way that’s sustainable over the long term.
In your view, how do you envision reshaping education to promote the values of DE&I proactively and meaningfully?
Reshaping education to promote DE&I begins with fostering a climate where both students and educators feel safe to express their needs openly, whether they require extra support or changes to the learning environment. Instead of offering quick fixes, we should ask deeper questions like, “Is the issue the need for extra time, or is there something about the course structure that needs adjustment?” This proactive approach addresses not only individual needs but the inclusivity of the entire educational context.
Preventive measures are also key. By building inclusion into the educational model from the start, educators can anticipate challenges and make courses accessible to all. However, there’s no one-size-fits-all solution—educators must critically assess whether their methods allow everyone to participate fully and adapt when necessary.
Assessing inclusion requires more specific questions tied to educational experiences, like, “Did the collaboration in this project make you feel part of the group?” This approach provides clearer insights than broad questions about feeling included, which can vary in different contexts.
Ultimately, reshaping education with DE&I as base value demands more than surface change. It requires questioning long-standing structures and practices to ensure they serve all students equally, and being willing to reform them for a more equitable and inclusive learning environment.
