Invisible inequities in higher education: faculty EDI disclosures in university sustainability reports

Purpose This study aims to examine the integration of faculty-related equity, diversity and inclusion into the sustainability reporting of Taiwanese higher education institutions, drawing on equity theory. Design/methodology/approach Adopting a content analysis approach, this study systematically codes and categorizes information related to gender and faculty career development. The analysis centers on three key variables – female faculty recruitment, female administrative representation and the disclosure of promotion mechanisms – to evaluate variations in the depth and transparency of reporting across institutions. Findings This study reveals that most university sustainability reports provide only superficial disclosures on gender- and faculty-related issues, typically confined to statistics or institutional statements without substantive measures. Such practices highlight a gap between organizational claims and actual implementation. Women remain underrepresented in leadership and administrative positions, reflecting persistent gender inequality. Disclosures are largely compliance-oriented rather than proactive efforts toward sustainability, and institutional support for faculty promotion remains limited. Originality/value This study underscores the significance of faculty-related issues in sustainability reporting, addressing the limitations of prior research that has predominantly emphasized students or broader organizational dimensions. It highlights the need for universities to enhance the disclosure of faculty recruitment practices, administrative representation and promotion mechanisms as part of advancing gender equality and sustainable development in higher education.