LAUSR

ABSTRACT As a result of changing national values and unrest, demographic and population shifts, and ever-changing admissions practices and policies, implementing a diversity and cultural-competency agenda within university settings has become a priority across the UK, Europe, and US. Furthermore, public institutions across the UK, EU, and US are now more racially and ethnically diverse than ever [Snyder, T. D., C. Debray, and S. A. Dillow. 2016. ‘Digest of Education Statistics 2016.’ NCES 2016-006. National Centre for Education Statistics; Sursock, Andree. 2015. Trends 2015: Learning and Teaching in European Universities. European University Association. Accessed October 28 2017. www.eua.be/Libraries/publicationshomepage-list/EUA_Trends_2015_web.]. Yet, cultural competency efforts on campuses remain largely under theorized [Bezrukova, K., K. A. Jehn, and C. S. Spell. 2012. “Reviewing Diversity Training: Where We Have Been and Where We Should Go.” Academy of Management Learning and Education 11 (2): 207–227] and diffuse [Sue, S., D. C. Fujino, L. T. Hu, D. T. Takeuchi, and N. W. Zane. 1991. ‘Community Mental Health Services for Ethnic Minority Groups: A Test of the Cultural Responsiveness Hypothesis.’ Journal of Consulting and Clinical Psychology 59 (4): 533–540]. This article seeks to outline an agenda for this work, highlighting outcomes of cultural competency learning and underscoring the role of campus leadership in the development of supportive characteristics. These characteristics include attention to shared knowledge, professional learning at all levels of the organization, inclusive instructional methods, integration with other campus initiatives, and inclusivity of diversity foci. Posited are six supportive conditions for successful implementation.