With diversity and exclusion of people increasing worldwide, meaningful transformation of students occur when they are taught to critically think about the assumptions, beliefs, and worldviews in which they operate. In this sense, identity can be viewed as one’s own personal histories of becoming and belonging and the negotiation of meanings between them. University group communities can definitely help increase our understanding of ourselves through our social interactions. This book emphasizes the importance of social settings and social interactions in the learning process of equity and inclusion of university students. Well done!

The authors present a compelling series of arguments around inclusivity in higher education and what this means for curricula, assessment and leadership within our institutions. Their discussion is focussed upon engaging, cultivating and supporting an increasingly diverse student body but they are clearly gazing beyond this to a future awash with potential.

This book offers a view inside the student experience in higher education and the impact of these experiences on identity and academic success. The encapsulation of formal, non-formal and informal learning adds an innovative twist to the discussion of student development. The case is firmly established for inclusive leadership in the development of engaging learning environments, leading to greater equity and inclusion in teaching and learning.