Exploring staff perceptions and experiences of decolonising practice as academic development in a UK business school

This research explores the perceptions and experiences of academic staff regarding decolonising practices in HE, specifically within a UK Business School. This study explored how academic staff perceive, engage with, and implement decolonising practices as part of their academic development. It employed a qualitative methodology, utilising semi-structured interviews with participants who took part in a staff‑development series focused on decolonising through reflexive practice. The findings highlight the importance of reflexivity in decolonising education and the need for ongoing support and resources to sustain these efforts. The implications for HE practice emphasise the need for enhanced awareness, curriculum and pedagogical changes, institutional commitment, and addressing resistance to decolonising efforts. This study underscores the complexity and ongoing nature of decolonising HE and the importance of reflectively engaging in decolonising efforts, calling for a collaborative and sustained approach to create a more inclusive and equitable educational environment.