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Racial Equity Working Group Report
Duke University’s Fuqua School of Business; October 6, 2020
Executive Summary
Following the unrest and nation-wide soul-searching that occurred after the death of George Floyd,
Fuqua School of Business Dean Bill Boulding committed Fuqua to address issues of racial
inequity:

“We can collectively commit to leading the way in our industry, our community and in each of our
lives in being anti-racist. We can make this the moment we begin dismantling systemic racism.
Our community prides itself on decency. Now, more than ever, we need to let our decency shine
through and fully hold ourselves accountable to living our values every day.”
– Bill Boulding
Dean Boulding’s June 15, 2020 message announced specific commitments that the Fuqua School
of Business would enact to address racism and racial inequities faced by many, with a specific
focus on the experiences of Black Americans.* One week later Dean Boulding formed the Racial
Equity Working Group (REWG) to make recommendations on how to implement these stated
commitments. The REWG focused on recommendations pertaining to the Black experience,
though also considered Latinx and broader diversity issues when there were natural synergies and
complementarities.
*https://www.fuqua.duke.edu/duke-fuqua-insights/commitment-to-action
Purpose: This report summarizes the recommendations made by the Racial Equity Working
Group (REWG) to implement initiatives that address issues of race at Fuqua and in some cases in
the broader community in which Fuqua operates.
Approach: At the initial meeting of the 18-member team, REWG formed four subgroups: alumni,
staff, students, and faculty. The full REWG held weekly meetings, with subgroups holding
separate weekly meetings. Each of the four subgroups generated recommendations for
implementation that were commensurate with their function as a group at Fuqua (e.g., faculty task
force members generated the first iteration of the Teaching & Curriculum section). The report was
created through an iterative process in which all committee members were able to provide ideas
and feedback in both full committee meetings and subgroup committee meetings.
Recommendations: A key mission of the Fuqua School of Business is to teach critical thinking
skills to the next generation of business leaders. The recommendations described herein are meant
to enhance Fuqua’s ability to accomplish this mission. Moreover, the REWG believes that it will
be difficult to achieve long-run success in addressing racial inequities if these initiatives are simply
“extra” tasks and events; rather, success requires that these initiatives be woven into the fabric of
Fuqua’s core activities. Hence, the recommendations made here are comprehensive, integrative,
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and reinforcing of each other, with the goal of increasing racial awareness and understanding at
Fuqua.
Our first recommendation is that the REWG or a portion of the group remain intact through Fall
2020 as the initiatives described in this report commence. In late 2020, we recommend that a
permanent, smaller racial equity committee be formed to work with the Dean’s office to oversee
various recommendations and related initiatives and to assess progress made toward the
recommendations for, at a minimum, the next three to four years.
The REWG’s other recommendations appear below in this report.
Report Format: The main body of the report focuses on recommendations to fulfill the
commitments made by Dean Boulding. The main body also identifies who will be responsible for
ensuring that a given recommendation is enacted. Other details appear in the Appendices, which
include a summary of the commitments and recommendations, details about how to measure
whether Fuqua is making progress on fulfilling the commitments, incremental resources required
to implement some recommendations, a sampling of initiatives related to race that Fuqua currently
pursues, and the membership of the Racial Equity Working Group. Note that the commitments
described herein closely parallel those made by Dean Boulding, though we reworded some. A
mapping of the Dean’s original commitments to the recommendations of this report appears in
Appendix 1.
The recommendations in this report are divided into four broad categories that align with those
outlined in Dean Boulding’s commitment statement: (A) Teaching & Curriculum, (B) Diverse
Representation, (C) Inclusive Community, and (D) Partnerships.
The report is divided into corresponding sections:
A. Teaching and Curriculum
B. Diverse Representation
C. Community and Inclusion
D. Partnerships
We start the report with an overview of the recommendations for each of these sections, followed
by details about each initiative.


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Table of Contents
Executive Summary ................................................................................................................................1
Overview ....................................................................................................................................................7
A) Teaching and Curriculum ...............................................................................................................9
Commitment A.1: Expand class materials to increase the number of Black protagonists and
to increase class discussions of racial inequality .................................................................................. 9
Recommendation A.1.a: We recommend encouraging faculty to increase breadth and depth of racial
coverage in existing classes; and we recommend that Fuqua conduct an annual faculty survey to assess
baseline and measure progress. .................................................................................................................................................... 9
Recommendation A.1.b: We recommend the creation and identification of teaching materials on race,
racial experience, and/or with a racially diverse protagonist; and that Fuqua build a repository to store
materials. ................................................................................................................................................................................................ 10
Recommendation A.1.c: Integrate coverage of diversity throughout the Management Communications
course in all degree programs. ..................................................................................................................................................... 10
Commitment A.2: Increase diversity of guest speakers invited to Fuqua ................................. 10
Recommendation A.2.a: We recommend that a diverse set of speakers be invited to Fuqua with
centralized speaker tracking. ........................................................................................................................................................ 10
Commitment A.3: Create additional elective courses that focus on race, racial inequality,
diversity, justice, and/or fairness ............................................................................................................ 11
Recommendation A.3.a: We recommend that Fuqua offer at least two new electives focusing on the
aforementioned topics. .................................................................................................................................................................... 11
Recommendation A.3.b: We recommend that Fuqua explore the possibility of creating a for-credit
“Diversity and Inclusion” (D&I) weekly seminar. ................................................................................................................ 11
Recommendation A.3.c: We recommend that Fuqua explore the possibility of creating a “Diversity and
Inclusion” concentration. ................................................................................................................................................................ 12
Commitment A.4: Create an executive development course about Leadership and Race ... 12
Recommendation A.4.a: We recommend that Fuqua add an Executive Education course titled “What
Leaders Need to Know about Race in the U.S.” ..................................................................................................................... 12
B) Diverse Representation ................................................................................................................ 12
Commitment B.1: Increase diversity of master’s students ............................................................. 12
Recommendation B.1.a: We recommend that Fuqua create new, specialized recruitment events targeting
underrepresented racial minority groups. ............................................................................................................................. 13
Recommendation B.1.b: We recommend that Fuqua explore opportunities to leverage existing diversity
partnerships for new engagement opportunities and also identify new partnership alliances. .................... 13
Recommendation B.1.c: We recommend that Fuqua increase its outreach to admitted students from time
of admission to enrollment to increase URM yield.............................................................................................................. 13
Recommendation B.1.d: We recommend that Fuqua create a D&I webpage that conveys Fuqua’s efforts
in this space. .......................................................................................................................................................................................... 14
Recommendation B.1.e: We recommend that Fuqua increase the detail of diversity (URM) reporting. .... 14
Commitment B.2: Increase diversity of doctoral students .............................................................. 15
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Recommendation B.2.a: We recommend that the Fuqua Ph.D. Program Office generate a list of best
practices to increase diversity among doctoral candidates. ........................................................................................... 15
Recommendation B.2.b: We recommend that Fuqua consider implementing a policy of expanding Ph.D.
class size. ................................................................................................................................................................................................ 15
Recommendation B.2.c: We recommend that Fuqua create a system in which Ph.D. students visit from
other schools. ....................................................................................................................................................................................... 16
Recommendation B.2.d: We recommend that Fuqua explore the feasibility of developing a pre-Ph.D.
research assistant (RA) training program for college graduates. ................................................................................. 16
Commitment B.3: Increase the diversity of Fuqua’s faculty ........................................................... 16
Recommendation B.3.a: We recommend that Fuqua focus on the training of the faculty candidate and the
candidate’s potential in addition to the rank of the program from which the candidate receives a degree.
.................................................................................................................................................................................................................... 17
Recommendation B.3.b: We recommend that Fuqua engage in philanthropic activities that support
diverse academic associations. ..................................................................................................................................................... 17
Recommendation B.3.c: We recommend that Fuqua expand hiring of research associates either as post-
docs or in other positions defined within the Duke system. ........................................................................................... 17
Commitment B.4: Increase staff diversity, particularly among senior administrators ....... 18
Recommendation B.4.a: We recommend that Fuqua work with Duke HR to improve upon and implement
inclusive hiring and promotion practices for staff positions, particularly senior positions. ............................ 18
Recommendation B.4.b: We recommend that Fuqua promote mentorship and development programs for
all employees. ....................................................................................................................................................................................... 18
Recommendation B.4.c: We recommend that Fuqua consider joining external programs geared toward
underrepresented populations interested in working in higher education. ........................................................... 19
Commitment B.5: Increase diversity on Fuqua Boards .................................................................... 20
C) Community and Inclusion at Fuqua .......................................................................................... 22
Commitment C.1: Offer school-wide training and other opportunities to increase
awareness about issues of race and to create inclusiveness across the school ...................... 22
Recommendation C.1.a: We recommend that Fuqua offer school-wide training that teaches the historic
origins of, and present-day systems that reinforce, racial inequity. ........................................................................... 22
Recommendation C.1.b: We recommend that Fuqua continue and expand opportunities to discuss issues
of race ...................................................................................................................................................................................................... 23
Recommendation C.1.c: We recommend that Fuqua make available clear procedures for Fuquans to
report racial incidents and to receive support for corrective steps. ........................................................................... 23
Recommendation C.1.d: We recommend that Fuqua create new events in which members of the
community celebrate the diversity of the community. ...................................................................................................... 23
Commitment C.2: Increase awareness and inclusiveness among students .............................. 24
Recommendation C.2.a: We recommend that Fuqua expand current student programming on racial
equity and leadership in all programs, offering new kinds of events. ........................................................................ 24
Recommendation C.2.b: We recommend that Fuqua create or solidify mentorship programs for students.
.................................................................................................................................................................................................................... 25
Recommendation C.2.c: We recommend that Fuqua encourage clubs to incorporate D&I in their
programming. ....................................................................................................................................................................................... 25
Recommendation C.2.d: We recommend that Fuqua create processes for affinity groups to share insights
and coordinate their initiatives. ................................................................................................................................................... 25
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Commitment C.3: Reinforce a culture of inclusivity among staff. ................................................. 25
Recommendation C.3.a: We recommend that Fuqua measure and monitor staff perceptions about
Fuqua’s current culture of inclusivity. ...................................................................................................................................... 26
Recommendation C.3.b: We recommend that Fuqua provide staff training opportunities that focus on
how to talk about race and discrimination. ............................................................................................................................ 26
Commitment C.4: Increase awareness and inclusiveness among faculty .................................. 26
Recommendation C.4.a: We recommend that Fuqua offer two kinds of training to faculty. The first
should focus on understanding systemic racism, the history of race in America, and systemic racism
today. The second should focus on equipping faculty to facilitate discussions about race in the classroom.
.................................................................................................................................................................................................................... 26
D) Partnerships .................................................................................................................................... 27
Commitment D.1: Support Black- and Latinx-led organizations, especially in Durham ...... 27
Recommendation D.1.a: We recommend that Fuqua increase Black- and Latinx-led clients in existing
experiential learning programs. .................................................................................................................................................. 28
Recommendation D.1.b: We recommend that Fuqua launch a Black Student Founders pitch competition
in partnership with NCCU. .............................................................................................................................................................. 28
Recommendation D.1.c: We recommend that Fuqua partner with Durham-based organizations to co-
create programming that supports local organizations tackling racial equity issues ......................................... 29
Recommendation D.1.d: We recommend that Fuqua provide information to those making purchasing
decisions that will allow them to increase sourcing of Fuqua goods and services from minority-owned
businesses. ............................................................................................................................................................................................. 29
Commitment D.2: Work with other higher education institutions to create and share best
practices regarding issues of race ............................................................................................................ 29
Recommendation D.2.a: We recommend that Fuqua establish and convene a network of peer business
schools that commit to share best practices and push collective practice. .............................................................. 29
Recommendation D.2.b: We recommend that Fuqua partner with Historically Black Colleges and
Universities (HBCUs) to identify areas for collaboration and co-learning. .............................................................. 30
Commitment D.3: Engage Fuqua’s alumni network to increase racial equity in industry .. 30
Recommendation D.3.a: We recommend that Fuqua create a Duke alumni community of practice for DEI
professionals to support each other and to learn from each other. ............................................................................. 30
Recommendation D.3.b: We recommend that Fuqua increase outreach and engagement of alumni that
want to be engaged in racial equity............................................................................................................................................ 31
Commitment D.4: Bring together internal and external communities in an on-going way to
advise the Director of Community Engagement and Inclusion ..................................................... 31
Recommendation D.4.a: We recommend that Fuqua form an advisory council that can help support
Community Engagement and Inclusion efforts ..................................................................................................................... 31
Commitment D.5: Publicly recognize the efforts of faculty, staff and students who work
through other organizations to address issues of race. ................................................................... 31
Recommendation D.5.a: We recommend that Fuqua recognize the efforts of faculty, staff, and students
that address issues of racial equity outside of Fuqua. ....................................................................................................... 32
Appendix 1: Summary and mapping to original June 15 commitments ............................. 33
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In these appendices only, CEI stands for “Community Engagement and Inclusion”. Elsewhere in
the report, CEI stands for “Center for Entrepreneurship and Innovation”. .................................... 33
A. Teaching and Curriculum ....................................................................................................................... 33
B. Diverse Representation .......................................................................................................................... 34
C. Community and Inclusion ....................................................................................................................... 36
D. Partnerships ............................................................................................................................................... 37
Appendix 2: Recommendations that require additional resources ...................................... 39
Appendix 3: Members of Fuqua’s Racial Equity Working Group ........................................... 40
Current Students ............................................................................................................................................ 40
Alumni ................................................................................................................................................................ 40
Staff ...................................................................................................................................................................... 40
Faculty ................................................................................................................................................................ 40
REWG co-chairs: John Graham and Derek Penn ................................................................................. 40
Administrative Support: Kerrie Hillman ............................................................................................... 40
Appendix 4: Survey Instrument (for a class that meets 12 times) ........................................ 41
Appendix 5: Existing Fuqua Initiatives Related to Racial Equity .......................................... 46
Admissions ....................................................................................................................................................... 46
The Duke MBA Workshop .............................................................................................................................................................. 46
Additional Targeted Admissions Events .................................................................................................................................. 46
Partnership with JumpStart - Path2MBA ................................................................................................................................. 47
Partnership with the Posse Foundation ................................................................................................................................... 47
Participating in Conferences with Industry Associations ................................................................................................ 47
Alumni ................................................................................................................................................................ 48
Curricular Offerings ...................................................................................................................................... 48
Co-Curricular Programs and Training .................................................................................................... 48
Formal and Informal Discussions ............................................................................................................................................... 48
Training................................................................................................................................................................................................... 49
Speaker Events .................................................................................................................................................................................... 49
Operations ........................................................................................................................................................ 49
Thought Leadership ...................................................................................................................................... 50
External Activities .......................................................................................................................................... 51




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Overview
The following four charts summarize the REWG’s recommendations. The numbers in the chart
serve as an outline to help readers navigate the report. Stars indicate priority recommendations.
Implementing items in the middle column would require new resources.





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A) Teaching and Curriculum
In business school curricula, representation of Blacks and issues of race have been limited. This
section discusses how to change Fuqua’s curricula to increase the portrayal of Blacks in classroom
content, increase classroom dialogues of racial inequality, and increase discussions about the role
of business in finding solutions to negative bias and systemic racism. Unless otherwise stated, each
commitment applies to both core courses and electives across the various master’s programs.
Commitment A.1: Expand class materials to increase the
number of Black protagonists and to increase class discussions
of racial inequality
Materials used in class should reflect the characteristics of the current and future workforce.
Materials can include examples, illustrations, brief readings, and problem sets. Class materials can
be about the Black experience, can highlight a Black protagonist, or can consider aspects of
systemic racism that have created differential opportunities for Blacks and non-Blacks.
Recommendation A.1.a: We recommend encouraging faculty to increase
breadth and depth of racial coverage in existing classes; and we recommend
that Fuqua conduct an annual faculty survey to assess baseline and
measure progress.
● In Fall 2020, a survey generated by REWG will be distributed to all faculty who taught
courses across all degree programs during the 2019-2020 academic year. Following a two-
week period to complete the survey, results will be compiled and sent to the Dean’s office
and Area Coordinators for review.
● For each class in each area, Area Coordinators will discuss with the faculty responsible for
each course the optimal amount of racial coverage. Progress would be reflected in an
improvement towards the desired proportion of coverage dedicated to race.
● To assess progress toward the desired goals, we recommend that this metric (reporting of
racial content in the course curriculum) be added to and reported in the annual activity
reports in 2022 and discussed in annual review with the Senior Associate Dean for Faculty
or annual discussions with Area Coordinators.
● The goal is to achieve the desired racial content in the respective faculty member’s course
curriculum within 2-3 years. We recommend that the survey sent to faculty to assess the
racial content in their courses occur in the fall of each year such that content can be
aggregated and progress tracked toward the general goal to increase representation of racial
content in the curriculum.
Responsible for implementation: Faculty member of REWG, faculty, Area Coordinators, Senior
Associate Dean of Faculty
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Recommendation A.1.b: We recommend the creation and identification of
teaching materials on race, racial experience, and/or with a racially diverse
protagonist; and that Fuqua build a repository to store materials.
● Faculty are responsible for finding or developing materials to use in their classes such that
their course content moves toward achieving the stated racial content goals agreed upon
between the faculty and the Area Coordinator.
● To assist in this endeavor, we recommend that appropriate class materials be placed in a
repository that will be organized by Area. Given that the Fall 2020 term will commence
soon, the REWG took the initiative to generate this repository. It can be found at this url:
https://duke.box.com/s/fivph5a5bvtrmgiwk8utqok87wsty18e
 Any existing materials pertaining to race that are already part of the curriculum should
be placed in the repository.
● To facilitate development of repository materials, we encourage faculty to survey their
students (formally or informally) at the end of each term (while the course content is fresh
in memory and students are excited) to get advice for improving race content in future
years as well as to solicit assistance in developing materials from students who have taken
the course. We recommend that this survey process be supported by and coordinated by
the school.
Responsible for implementation: Faculty member of REWG, Senior Associate Dean of Faculty,
a faculty liaison for each area (who will coordinate with the Office of Community Engagement
and Inclusion, to create the repository).
Recommendation A.1.c: Integrate coverage of diversity throughout the
Management Communications course in all degree programs.
● Fuqua recently hired a Professor of the Practice (Daisy Lovelace) who has the requisite
training to teach diversity and inclusion topics. We recommend that the recently hired PoP
teach the appropriate number of sections of daytime Management Communication to
become familiar with the curriculum. We recommend that she teach a diversity class
session that can be taught in most or all Management Communications sections across
programs in which Management Communications is offered.
Responsible for implementation: Senior Associate Dean of Faculty and Program Deans
Commitment A.2: Increase diversity of guest speakers invited to
Fuqua
Recommendation A.2.a: We recommend that a diverse set of speakers be
invited to Fuqua with centralized speaker tracking.
● We recommend that Fuqua professors and other Fuqua leaders (e.g., Center Directors)
invite a diverse set of guest speakers reflective of the current and future workforce. For
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faculty, information related to diversity of guest speakers will be collected via an annual
survey of faculty (the same survey described in A.1.a).
● We recommend that Fuqua create a centralized database of guest speakers. Among other
things, this database will serve as a place for faculty to identify guest speaker candidates.
The database should include a listing of past speakers (e.g., seminar speakers, club
speakers, distinguished speakers, center speakers) with relevant demographics to assess the
extent of the diversity composition of previous guest speakers.
Responsible for implementation: Fuqua faculty, Center Directors, DAR, and the Office of
Community Engagement and Inclusion.
Commitment A.3: Create additional elective courses that focus on
race, racial inequality, diversity, justice, and/or fairness
Recommendation A.3.a: We recommend that Fuqua offer at least two new
electives focusing on the aforementioned topics.
● There currently exists a course labeled Human Assets that is taught by the Management
Area. We recommend that Fuqua change the name of this existing course (e.g., to
“Diversity and Human Resources” or “Talent Management and Diversity”) to reflect a
focus on managing and developing diverse talent in organizations. We recommend that this
course be added to Fuqua’s offerings by the end of the 2020/2021 academic year. A
potential adjunct faculty member has been identified to teach this course in the 2020/2021
academic year. It is possible that this course could be taught by full-time faculty at some
point in the future.
● We recommend that at least one additional elective be developed and taught on the
aforementioned topics. Given that most teaching of these topics currently occurs in the
Management Area, we encourage the development of additional electives in Academic
Areas outside of the Management Area. We recommend that these electives be added to
Fuqua’s offerings by the end of the 2022/2023 academic year
Responsible for implementation: Area Coordinators and Senior Associate Deans
Recommendation A.3.b: We recommend that Fuqua explore the possibility
of creating a for-credit “Diversity and Inclusion” (D&I) weekly seminar.
● The seminar would be modeled after the seminars offered in HSM and EDGE in which
leading experts in business visit class to discuss current challenges and opportunities. It
could be coordinated by a professor of the practice.
● The decision to introduce this seminar may be made jointly with the decision on whether
to introduce a concentration in diversity and inclusion (see A.3.c).
● Presently, our advice is that this possibility should be evaluated in 2021/2022 and in light
of other course offerings.
Responsible for implementation: Area Coordinators and Senior Associate Deans
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Recommendation A.3.c: We recommend that Fuqua explore the possibility
of creating a “Diversity and Inclusion” concentration.
● The viability of this offering is contingent on the extent to which previous
Recommendations (A.3.a and A.3.b) are implemented and the interest of students.
● When the referenced Recommendations are successfully implemented, we recommend that
the Management Area Coordinator discuss the concentration with the Management Area
to determine the feasibility of this concentration and whether it is possible to fill out the
concentration by drawing on existing courses in other parts of Duke (such as sociology,
law, or public policy).
● We recommend that this feasibility assessment occur during the 2022/2023 academic year.
Responsible for implementation: Management Area Coordinator and Program Deans
Commitment A.4: Create an executive development course about
Leadership and Race
Recommendation A.4.a: We recommend that Fuqua add an Executive
Education course titled “What Leaders Need to Know about Race in the U.S.”
● This course would be based on the Summer 2020 LinkedIn Live sessions.
● The length of this course should be commensurate with the medium by which the offering
will be delivered (e.g., Zoom or face-to-face) and be based on the expertise of Fuqua faculty
in the area of diversity.
● We recommend that development of the program commence in Fall 2020 with the goal of
adding the course in 2021 to those offered by Executive Education.
Responsible for implementation: Executive Education Director, faculty with the needed expertise
in the area of diversity and leadership, Senior Associate Dean of Non-Degree Programs.
B) Diverse Representation
The students and employees of Fuqua should reflect the diversity of American society. This section
describes goals, plans, and challenges for diverse representation among students, staff, faculty, and
boards. By having a diverse community, Fuqua creates an environment that enables our faculty,
staff, students, and alumni to learn from people who are different from themselves.
Commitment B.1: Increase diversity of master’s students
Master’s Students: The URM representation in the entering (in Fall 2020) class of the Daytime
MBA program is 23% of the domestic student body and 17% of the total class. This is our largest
URM representation to date. Admissions believes the strong outcome is due to partnerships with
diverse organizations, and early and consistent engagement with staff, students, and alumni – this
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engagement enabled Fuqua to convey our genuine commitment to diversity. We recommend that
Fuqua maintain this level of communication throughout the application process for applicants in
all Fuqua’s programs. As we explain below, we also recommend that Fuqua engage in new
opportunities to identify, recruit and enroll more URM students in all of our master’s programs.
Fuqua should also increase our brand recognition in the diversity and inclusion space to support
our recruitment and yield efforts.
Recommendation B.1.a: We recommend that Fuqua create new, specialized
recruitment events targeting underrepresented racial minority groups.
● We recommend that at least one new recruiting event be added for each of our Daytime,
EMBA, MMS, and MQM programs, with the goal of increasing URM applicants. Similar
efforts should be made in the online programs. The purpose of these specialized events is
to help URM prospective students better understand Fuqua’s programs and how to best
prepare and navigate the admissions process.
● We recommend that one new event for each respective program be offered in the
2020/2021 academic year. We recommend that these events be evaluated for their
effectiveness, adjusted accordingly and successful events be repeated in subsequent
academic years.
Responsible for implementation: Office of Admissions
Recommendation B.1.b: We recommend that Fuqua explore opportunities to
leverage existing diversity partnerships for new engagement opportunities
and also identify new partnership alliances.
● Many of Fuqua’s partnering organizations offer programs or opportunities beyond those
we are currently utilizing. By tapping into these additional programs, Fuqua can source
additional business school applications from URMs. There are also new opportunities to
create customized marketing campaigns for URM prospective students from partnership
organizations. We recommend that the Office of Admissions explore at least one new
partnership in each academic cycle.
Responsible for implementation: Office of Admissions and Marketing
Recommendation B.1.c: We recommend that Fuqua increase its outreach to
admitted students from time of admission to enrollment to increase URM
yield.
● The competition for URM admitted students is fierce. Most URM students in Fuqua’s
applicant pool have multiple options for business school. Throughout the admissions cycle
Fuqua provides many connections for prospective students with staff, alumni, and current
students.
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● We recommend that the Office of Admissions collaborate with the Minority Alumni
Advisory Board to re-establish our alumni-led YES (Yield Enhancement Strategy)
program.
● We recommend that Fuqua work with Development and Alumni Relations (DAR) to
establish additional scholarship opportunities for students from Historically Black Colleges
and Universities.
● We recommend considering the addition of the YES program for EMBA, MMS, & MQM
in 2021/2022.
Responsible for implementation: Office of Admissions, Marketing, and Development and Alumni
Relations (DAR)
Recommendation B.1.d: We recommend that Fuqua create a D&I webpage
that conveys Fuqua’s efforts in this space.
● While diverse representation is embedded throughout Fuqua’s digital content, we
recognize the need to have a dedicated space on our website to highlight the depth of the
diversity programs we offer and to provide prospective students with a snapshot of Fuqua’s
strong commitment to diversity.
● We recommend that a dedicated webpage be created that contains information on Fuqua’s
diversity efforts. This webpage will provide information for prospective students and also
serve as an up-to-date repository for information about Fuqua’s diversity and inclusion
(D&I) events and opportunities, so that interested Fuquans can easily find upcoming
events. We recommend that the development for the page commence in 2020/2021.
Responsible for implementation: Marketing, Office of Admissions, Office of Community
Engagement and Inclusion.
Recommendation B.1.e: We recommend that Fuqua increase the detail of
diversity (URM) reporting.
● Currently, underrepresented minority metrics are reported in aggregate for each racial
category. For internal purposes, we believe there is value in having more fine-grained data.
The school should also decide when and how to communicate this externally. We
recommend that Fuqua communicate the composition of URM students more clearly to
prospective students while gathering and presenting information externally in a way
consistent with peer institutions.
● We recommend that starting in 2020/2021 Fuqua clearly report student demographics (e.g.,
define what is meant by URM in external documents.
● In the longer term, we recommend that Fuqua prepare an annual diversity report that
presents metrics across a variety of dimensions and relative to peers – the makeup of
faculty, students, cases, speakers, etc. We recommend that Fuqua’s Dean work with deans
of other top business schools (see D.2.a) to establish a standard for reporting this
information externally. Fuqua should be a leader in clearly reporting this diversity
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information externally (e.g., on the public diversity webpage referenced in B.1.d) while at
the same time be cognizant of how peer institutions report this information.
Responsible for implementation: Senior Associate Deans, Fuqua Dean, and Admissions
Commitment B.2: Increase diversity of doctoral students
Admission to Fuqua’s doctoral program is very competitive. The admitted students have
outstanding undergraduate and often master’s education, very high test scores, and often have
unique work or research experience. The pool of URM Ph.D. applicants is small and competition
among top universities is high.

This commitment is about increasing URM representation among Fuqua Ph.D. students. A main
focus is on proactively increasing the base of strong URM applicants. Commitment D.5 discusses
the related topic of Fuqua professors being involved in mentorship and training of students that
attend other universities.
Recommendation B.2.a: We recommend that the Fuqua Ph.D. Program
Office generate a list of best practices to increase diversity among doctoral
candidates.
● We recommend that starting in 2020/2021 the Fuqua Ph.D. Program Office, in conjunction
with each area’s Ph.D. coordinator, generate a list of best practices to increase the pipeline
of URM students who apply to our doctoral programs. Examples of best practices could
include:
○ Reaching out to key Duke undergrad departments (math, econ, psych, etc.) to find
good candidates.
○ Reaching out to undergrad Black Business clubs and other URM clubs.
○ Hosting a Fuqua Friday gathering of URM undergrads to introduce them to Fuqua
and its Ph.D. program.
○ Expanding the selection criteria to include valuable experiences, including
professional experience.
○ Being open to non-traditional backgrounds and preparation.
○ These practices must be supported by a set of faculty who make clear, personal
commitments to supporting the training and research of candidates coming from
non-traditional backgrounds and preparation
● While the recommended list of best practices may change from time to time, the practice
of following best practices to attract URM students should occur every year.
Responsible for implementation: Ph.D. Program Office and Area Ph.D. Coordinators.
Recommendation B.2.b: We recommend that Fuqua consider implementing
a policy of expanding Ph.D. class size.
● We recommend that Fuqua consider implementing a policy that admits larger classes of
Ph.D. students, which should allow more URM students to enter Fuqua’s Ph.D. program.
16
● We recommend this begin with admissions in the 2020/2021 academic year, budget
permitting.
Responsible for implementation: Ph.D. Program Office and Area Ph.D. Coordinators.
Recommendation B.2.c: We recommend that Fuqua create a system in
which Ph.D. students visit from other schools.
● These students would typically spend one or two years at Fuqua collaborating with Fuqua
faculty identified in advance to serve as committed mentors.
● This program would be targeted at but not exclusive to URM students.
● We recommend that these invitations commence in the 2020/2021 academic year.
Responsible for implementation: Fuqua faculty, Ph.D. Program Office, Area Ph.D. Coordinators.
Recommendation B.2.d: We recommend that Fuqua explore the feasibility
of developing a pre-Ph.D. research assistant (RA) training program for
college graduates.
● We recommend that Fuqua explore the feasibility of hiring individuals interested in a
doctoral program to work at Fuqua for two years, learning the skills required to conduct
academic research and perhaps attend appropriate classes.
● Advertising for this program would be targeted at graduates from HBCU schools.
● We propose that each academic area would have one first year and one second year RA in
this program (two-year program). The RAs would be full-time employees of Duke. We
would encourage a cluster hire such that the RAs would have a cohort.
● For the program to work, each RA would need at least one committed faculty mentor who
would ensure that the RA is gaining relevant research skills to be competitive when
applying for a doctoral degree.
● We recommend that exploration of this idea occur during the 2021/2022 academic year.
Responsible for implementation: Ph.D. Program Office, Area Ph.D. Coordinators, Senior
Associate Dean for Faculty.
Commitment B.3: Increase the diversity of Fuqua’s faculty
Recruiting URM professors is a challenge for most top business schools. The common challenge
is that there are only a few URM Ph.D. students graduating from top Ph.D. programs each year
and, accordingly, competition for the select few can be aggressive. However, we note that there
are numerous faculty members around the nation who did not attend top-ranked business Ph.D.
programs, yet they are considered as leaders in their fields. Perhaps more candidates can be
identified by expanding the faculty hiring search to include a broad set of schools, in addition to
top-ranked schools, to identify candidates with strong training and potential.
17
Recommendation B.3.a: We recommend that Fuqua focus on the training of
the faculty candidate and the candidate’s potential in addition to the rank of
the program from which the candidate receives a degree.
● We recommend that, when recruiting for new faculty members, Fuqua faculty be proactive
every year in generating lists of advanced URM doctoral students who are on the market
(or will be on the market) that graduate from a variety of institutions.
● We recommend that, when recruiting, Fuqua faculty should actively search for URM junior
faculty who are under-placed. Again, here the focus should be on the candidate’s record
not the institution at which he or she currently resides nor the candidate’s degree institution.
● We recommend that this effort begin in 2020/2021. Duke University has a general hiring
freeze in 2020/2021, though it is permitting targeted URM hiring.
Responsible for implementation: Area Coordinators, Senior Associate Dean for Faculty.
Recommendation B.3.b: We recommend that Fuqua engage in philanthropic
activities that support diverse academic associations.
● We recommend that Fuqua partner with professional URM associations like the Ph.D.
Project, the Association of Black Psychologists, the Management Faculty of Color
Association, the Association of Black Sociologists, etc. The goal is to build and maintain
Fuqua’s presence in these communities and to build associations through strategic
sponsorship of events, to provide support for these groups, and also to connect Fuqua to
potential hires.
● We recommend that Fuqua faculty find ways to actively engage in and be represented at
the respective association’s conferences and that this effort continue every year. This will
help Fuqua to cast a broader net and increase mutual awareness between Fuqua faculty and
potential URM candidates.
● We recommend that these activities begin in 2020/2021, though budgetary commitments
may be delayed until 2021/2022.
Responsible for implementation: Fuqua faculty, Ph.D. Program Office, Area Ph.D. Coordinators,
Senior Associate Dean for Faculty.
Recommendation B.3.c: We recommend that Fuqua expand hiring of
research associates either as post-docs or in other positions defined within
the Duke system.
● These professors would have their Ph.D.s but would not be tenure track. We recommend
that this initiative advertise to HBCU’s and organizations that work with URM Ph.D.
students.
● In this position, research associates could use their time to gain research skills, including
working on research, collaborating with Fuqua faculty, and attending seminars.
● While at Fuqua, they could teach a class or two.
18
● We recommend that Fuqua hire as many post docs as budgetary constraints allow with a
goal of at least one per academic area.
● We recommend that this program commence as soon as funds are available to allocate to
it.
Responsible for implementation: Fuqua faculty, Ph.D. Program Office, Area Ph.D. Coordinators,
Senior Associate Dean for Faculty.
Commitment B.4: Increase staff diversity, particularly among senior
administrators
There are approximately 253 Duke-employed staff members at Fuqua. The number of Black,
Latinx, and Native American staff at Fuqua is approximately 37. Out of 61 director-level
employees or higher rank, 6 are URM. To increase representation of Black and Latinx
administrators at Fuqua, especially in senior roles, Fuqua should pursue a combination of
promoting internal candidates, promoting from within the Duke community, building a pipeline of
future leaders, and hiring externally. The bullet points below contain potential ideas to be
considered by Fuqua HR and others responsible for implementation.
Recommendation B.4.a: We recommend that Fuqua work with Duke HR to
improve upon and implement inclusive hiring and promotion practices for
staff positions, particularly senior positions.
 We recommend that Fuqua follow inclusive hiring and promotion practices such as (but
not limited to) having diverse search committees and having search committees use a rubric
to evaluate key skills.
 We recommend that all hiring managers be encouraged to attend Duke training on
“Employment Best Practices” to ensure candidates are evaluated legally and fairly.
 We recommend that Fuqua provide information to job candidates and current employees
about opportunities available at Fuqua such as professional development opportunities,
compensation, and promotions.
● We recommend that hiring efforts begin as soon as the hiring freeze is lifted.
● We recommend that promotion efforts begin in 2020/2021
Responsible for implementation: Fuqua HR, Dean’s Office.
Recommendation B.4.b: We recommend that Fuqua promote mentorship
and development programs for all employees.
 We recommend that Fuqua encourage participation by Fuqua employees in professional
development opportunities available at Duke, such as the Duke Leadership Academy.
19
 In addition, we recommend that Fuqua increase awareness of the Tuition Assistance
Program, which provides full-time Fuqua employees partial payment of tuition for a Fuqua
Executive MBA Program. The purpose of the program is to attract, retain and support high-
performing employees with the opportunity to earn a Fuqua MBA. We recommend that
Fuqua actively identify strong candidates rather than waiting for employees to self-
nominate.
 We recommend some combination of mentoring and career path development program be
developed and made available to all staff to prepare employees for promotion to senior
roles. While such programs would be available to all employees, we believe this will help
URM employees progress to senior roles.
 We make these recommendations with a clear understanding that senior openings at Fuqua
are rare. Thus, Fuqua pursues two goals when it supports its employees: One is to
strengthen personal skills generally, such that it equips an employee to be competitive in
many future opportunities; the other is to enhance the fit between current employees and
Fuqua’s managerial needs at the time an internal candidate is considered for promotion.
We recommend that these recommendations be evaluated in 2020/2021.
Responsible for implementation: Fuqua HR, Dean’s Office.
Recommendation B.4.c: We recommend that Fuqua consider joining
external programs geared toward underrepresented populations interested
in working in higher education.
 Currently, Fuqua works with Duke HR and its relationships to external groups to increase
candidates in several targeted areas including: URMs, women, veterans and disability
alliances.
 Fuqua should work to increase its pool of diverse candidates by advertising vacancies in
places likely to attract minority audiences.
 Fuqua should consider working with universities (HBCUs and HSIs), associations, etc. to
recruit Black and Latinx populations interested in higher education.
 We should consider creating/joining formal mentoring/fellowship programs aimed at
underrepresented
populations
interested
in working
in
higher
education.
(https://hr.harvard.edu/administrative-fellows-program,
https://www.naspa.org/division/naspa-undergraduate-fellows-program-nufp)
● Although these recommendations focus on external processes for increasing the numbers
of Black and Latinx staff in senior roles, a longer run objective should be to build a pipeline
of internal URM employees who are currently below senior level (but who can rise to
senior level in time).
● We recommend that this begin as soon as the hiring freeze is lifted.
Responsible for implementation: Fuqua HR, Dean’s Office
20
Commitment B.5: Increase diversity on Fuqua Boards
Fuqua oversees eight boards. Currently, the Fuqua alumni base is made up of Caucasian (59.5%),
Asian (21.9%), Undisclosed (7.1%), Hispanic (5.7%), Black (5.4%), Native American (0.3%), and
Native Hawaiian/Other Pacific Islander (0.1%) people. The following table shows the Black and
Latinx percentage for each current board.

Board
Composition
Responsible
Black
Latinx
Total
Board
Size
Board of
Visitors
Alumni and
others
Dean’s Office
5.1%
3.3%
58
Alumni
Council
Alumni
Development and
Alumni Relations
(DAR)
13.5%
5.8%
51
Health Care
Alumni
Advisory
Board
3.6%
7.1%
27
Minority
Alumni
Advisory
Board
76.0%
24.0%
25
CASE/CASE
i3 Boards
Industry
leaders,
including
some alumni
CASE
10.3%
5.1%
39
CEI Board
CEI
5.0%
0.0%
20
EDGE Board
EDGE
6.3%
12.5%
16
COLE Board
COLE
8.3%
8.3%
12
21
● Members of the Board of Visitors have 12-year terms, so change will take time. We
therefore recommend a 5-year goal. Recommendations specific to various boards appear
below.

Recommendation B.5a: Establish goals for increased URM representation
on boards and establish work plans to achieve these goals.

● We recommend that the Dean’s Office, DAR, and Center Directors consider two cross-
cutting principles when forming diverse boards.
○ First, when evaluating candidates for boards, Fuqua should consider various forms
of contribution that board members can make – financial, time, insights,
demographic representation and perspectives, industry, access to jobs for students,
etc. – and also consider the financial means of alumni from varying backgrounds.
○ Second, when identifying candidates for boards, and when establishing board
governance, Fuqua should consult with current board leadership and other alumni
to obtain their insights and network knowledge.

● For the Board of Visitors, we recommend that the Dean’s Office
○ Determine an appropriate five-year goal to increase URM representation.
○ Review the processes used for identifying candidates.
○ Review current board expectations to determine potential adjustments to allow for
increased URM candidates/representation.
○ Review Dean’s expectations of board members (C-level or other top position,
financial support, previous engagement) and purpose to determine if adjustments
are needed.
○ Develop a board-ready initiative that will help create a pipeline of strong
candidates.
○ Consider having the Chair of the Minority Alumni Advisory Board serve on BOV
(as is currently done with the Chair from the Alumni Council).
Responsible for implementation: Dean’s Office
● For the Alumni Council, Minority Alumni Advisory Board, Health Care Alumni Advisory
Board, we recommend that DAR and the Dean’s Office
○ Determine appropriate five-year goals to increase URM representation.
○ Review the processes used for identifying candidates.
○ Balance need for growth with desires to remain inclusive of programs, class years,
careers, etc.
Responsible for implementation: DAR, Dean’s Office
● For the CASE, CEI, COLE, EDGE Advisory Boards, we recommend that Center Directors
work with the Dean’s Office to
○ Determine an appropriate five-year goal to increase URM representation.
○ Review the processes used for identifying candidates.

Responsible for implementation: Center Directors, Dean’s Office
22
C) Community and Inclusion at Fuqua
This section discusses how to use formal training and informal interactions to increase awareness
of and change behavior with respect to racial issues and how to build an inclusive community. In
some cases, the school should focus on school-wide opportunities that span students, staff, and
faculty. In other cases, the opportunities should be tailored to specific groups. The first
commitment in this section describes events designed for two or more groups jointly. The
remaining commitments each focus on a specific group.
It is worth noting with respect to the recommendations described in this section that while the
training and events described in this section are diversity-related, having other team-building
activities, not necessarily oriented towards racial issues, helps to build community and trust; this
in turn strengthens the community to tackle challenging issues like those related to race.
Commitment C.1: Offer school-wide
training and other
opportunities to increase awareness about issues of race and to
create inclusiveness across the school
Recommendation C.1.a: We recommend that Fuqua offer school-wide
training that teaches the historic origins of, and present-day systems that
reinforce, racial inequity.
● We recommend that Fuqua host a school-wide educational event focused on issues of race.
This event would facilitate students, staff, and faculty learning together. A school-wide
event will improve overall inclusivity at Fuqua at the same time as teaching a shared,
foundational understanding of the issues.
● We recommend that the training use a mix of outside expertise, which benefits from
detachment from relationships at Fuqua (and can lead to open and challenging
conversations), and inside expertise, so people at Fuqua will see fellow community
members who serve both as advocates and as experts who can be sought out in the future.
● We recommend that Fuqua appoint a faculty liaison to work closely with the Director of
Community Engagement and Inclusion to design this training and advise on other related
initiatives.
● Following a foundational school-wide event, we recommend (in C.2, C.3, and C.4)
separate, tailored training for each stakeholder group (e.g., related to specific challenges of
teaching about race in the classroom for faculty).
● We recommend that this foundational training begin in Fall 2020.
Responsible for implementation: Office of Community Engagement and Inclusion, Faculty
Liaison, Dean’s Office
23
Recommendation C.1.b: We recommend that Fuqua continue and expand
opportunities to discuss issues of race
 Ongoing discussions are important to help people continue to learn from each other’s
experiences and to sustain a supportive environment. These are intended to include faculty,
staff, and students in inclusive discussions, but does not restrict a group from hosting events
that could be more relevant to the respective group.
o We will continue to grow our “Thought Leader Lunches” conversations focusing
on learning more about topics related to diversity and inclusion.
o We will develop a new monthly “Book Club” which will focus on topics related to
racism, including the history of racism in the US and how to actively be an ally.
 We recommend that these ongoing activities resume and continue after the foundational
training described in C.1.a, starting in Fall 2020.
Responsible for implementation: Office of Community Engagement and Inclusion, Dean’s
Office.
Recommendation C.1.c: We recommend that Fuqua make available clear
procedures for Fuquans to report racial incidents and to receive support for
corrective steps.
 We recommend that Fuqua create and disseminate a clear description of how staff, faculty,
and students can confidentially report racial experiences (and other workplace incidents).
Reporting should be confidential unless the concerned individual would like his or her
identity known.
 This recommendation should lead to their being more identifiable people who can listen to
and provide support for a concerned individual. Support includes sharing knowledge of
school and university resources and sharing knowledge of available actions that can be
taken to address the individual’s concerns if the individual desires.
Responsible for implementation: Dean’s Office, Office of Community Engagement and Inclusion
Recommendation C.1.d: We recommend that Fuqua create new events in
which members of the community celebrate the diversity of the community.
 These events are focused on getting to know Fuqua community members and individuals
(and are not directly about racism, allyship, etc.).
 We recommend that Fuqua host activities and events to facilitate community celebration
of diversity. These events might include but not be limited to
o Spotlights that are less about our jobs and more about who we are. This would
include videos about current employees (like those used for new employees)
describing themselves and their background. They could be featured on the Fuqua
website and on the new D&I webpage.
o Peer-nominated staff recognition awards for contributions to building a strong and
inclusive Fuqua community.
 We recommend that these events begin in Fall 2020
24
Responsible for implementation: Office of Community Engagement and Inclusion, Dean’s
Office.
Commitment C.2: Increase awareness and inclusiveness among
students
The goals of this Commitment are to a) raise awareness among students about the history of
discrimination and racial inequities in the United States and b) change behaviors to create a culture
of inclusion, so all students feel like they belong at Fuqua.

Desired outcomes include stating core values to students early and often (e.g. “Racism and hatred
will not be tolerated at Fuqua”); calling out racism when you see it and hear it (as the late
Congressman John Lewis said, “When you see something wrong, say something”); and, doing the
“right” thing, not necessarily the “easy” thing. We believe this builds a stronger community while
students are at Fuqua, and, as importantly, prepares our students to be leaders with critical skills
and insights as they make a difference in their future workplaces.
Recommendation C.2.a: We recommend that Fuqua expand current student
programming on racial equity and leadership in all programs, offering new
kinds of events.
● We recommend that student education on racial equity be embedded throughout the Fuqua
experience, including the classroom (see Section A) and in co-curricular events. There is
currently a strong base of co-curricular programming in the Daytime MBA program. We
make two new recommendations below. First, we recommend that appropriately-tailored
forms of co-curricular events, symposia, and training be extended to GEMBA, WEMBA,
MQM, and MMS. Second, we recommend new forms of events designed to reach a broader
audience that includes both URM and non-URM students.
● Many current daytime MBA events are tailored to specific MBA clubs, such as a black
speaker visiting to speak to BLMBAO. These are important experiences. We also
recommend that other types of speaker events be developed that aim to reach broader
audiences – audiences that include URM and non-URM students and that span programs.
Examples include:
○ inviting Chief Diversity Officers to speak to a broad audience in a school-wide
event. A marquee event, such as a one day symposium, could attract a broader
audience and have more impact.
○ inviting Black speakers from Corporate America, including Black Fuqua alumni,
to discuss their racial experiences in Corporate America to a mix of URM and non-
URM audiences across programs.
○ hosting “lunch & learns” that bring together URM students from multiple programs
to interact with members of the BOV and Alumni Council to discuss personal
experiences and career development.

Responsible for implementation: Office of Community Engagement and Inclusion, Dean’s
Office.
25
Recommendation C.2.b: We recommend that Fuqua create or solidify
mentorship programs for students.
● We recommend that incoming students have the opportunity to be assigned a mentor, who
would provide advice about how to navigate Fuqua and how to navigate the workplace.
● Mentors might be alumni or second-year students in some programs. For URM students,
these mentors might be the incoming students’ YES mentors (B.1.c) or they might be
different mentors.
● This may require bilateral training of both mentors and mentees.
● We recommend that mentorship programs be a focus for 2021/2022

Responsible for implementation: Student Life, CMC, Dean’s Office
Recommendation C.2.c: We recommend that Fuqua encourage clubs to
incorporate D&I in their programming.
● We recommend that non-racial-focused clubs be encouraged to incorporate diversity and
inclusion (D&I) components within their core work (e.g., the marketing club could have a
session on URM issues in marketing).
● We recommend that this begin in 2020/2021

Responsible for implementation: Program Deans, MBAA

Recommendation C.2.d: We recommend that Fuqua create processes for
affinity groups to share insights and coordinate their initiatives.
 Formal: We recommend that leaders of Fuqua affinity groups (e.g. BLMBAO, LGBTQ,
etc.) meet once or twice a year to share experiences and best practices and to identify
shared opportunities and partnerships (e.g., for events, speakers, school engagement,
etc.).

Informal: We encourage Fuqua affinity groups to interact with affinity groups (e.g.,
BLMBAO) at neighboring schools and institutions, as well as with the undergraduate
institutions of Fuqua students.
 This recommendation is longer term, starting in calendar year 2022.

Responsible for implementation: Program Deans, Student Life, MBAA
Commitment C.3: Reinforce a culture of inclusivity among staff.
The goals of this Commitment are a) to monitor how inclusive staff feel that Fuqua is and b) to
empower staff members to discuss racism. These efforts, and similar activities described in C.1,
will build and reinforce a culture of inclusivity at Fuqua.
26
Recommendation C.3.a: We recommend that Fuqua measure and monitor
staff perceptions about Fuqua’s current culture of inclusivity.
● We recommend that Fuqua add questions to the annual staff survey to measure staff
perceptions about the current level of inclusivity.
● We recommend that Fuqua execute a listening tour where the Office of Community
Engagement and Inclusion listens to staff members across all functions.
● We recommend that these listening events begin in 2021 and continue annually.
Responsible for implementation: Office of Community Engagement and Inclusion, HR, Dean’s
Office.
Recommendation C.3.b: We recommend that Fuqua provide staff training
opportunities that focus on how to talk about race and discrimination.
● We recommend that Fuqua train staff members on how to have conversations with each
other about race and racism. An example program could be Courageous Conversations
training.
● We recommend that Fuqua train staff members in different intervention strategies and how
to react when they observe racial discrimination. An example program is Active Bystander
training.
● Some of these programs can be “tailored” components that follow school-wide events
described in C.1.a.
Responsible for implementation: Office of Community Engagement and Inclusion, Dean’s
Office.
Commitment C.4: Increase awareness and inclusiveness among
faculty
Goals of Commitment C include a) raising awareness among Fuquans about the history of
discrimination and racial inequities in the Unites States, b) and changing behaviors to create a
culture of inclusion so that all Fuquans feel like they belong at Fuqua. This section focuses on
activities with academic content or other activities aimed at faculty.
Recommendation C.4.a: We recommend that Fuqua offer two kinds of
training to faculty. The first should focus on understanding systemic racism,
the history of race in America, and systemic racism today. The second
should focus on equipping faculty to facilitate discussions about race in the
classroom.
● One aspect of training, which we call Systemic Racism, will focus on issues such as the
accumulation of historical disadvantage, evidence for the contemporary role of implicit
racial bias, and insight about concrete steps that businesses can take to mitigate these
problems. This training could be in conjunction with the comprehensive school-wide
training and education effort described Section C.1.a or it could be tailored.
27
● The second aspect of training, which we call Discussing Race, will focus on equipping
faculty to discuss race and race-related issues in the classroom. This will likely have several
elements, including helping faculty feel confident when they present ideas in their teaching
and when they facilitate discussions among students in which different perspectives will
be voiced. This could follow a “kick off” based on the events described in Section C.1.a
but must necessarily be tailored to faculty.
● Both kinds of training should be beta-tested or properly vetted by a small group of faculty
who are willing to do so before the training is offered. The Office for Faculty Advancement
office requests proposals for seed grants which could be used should this training be
conducted by an outside consultant or non-Fuqua professor.
● We recommend that this training begin in Fall 2020, possibly rolling into Spring 2021,
possibly via several LinkedIn Live training sessions. We recommend that versions of the
training be offered on a recurring basis thereafter depending on the preferences of the
faculty.

Responsible for implementation: Dean’s Office.

D) Partnerships
This section explores partnerships and collaborations that Fuqua can be part of to increase and
strengthen Fuqua’s reach in addressing racial inequities.

Fuqua has an opportunity and a responsibility to use its people, resources, and knowledge to
strengthen the communities of which we are a part. These communities begin with our home here
in Durham, and extend to the business school community at large, and to our alumni working in
industry all around the globe. We believe that business can be a powerful ally and an advocate for
racial equity.
Although we have offered concrete recommendations here, we believe that they need to be further
informed by additional conversations and exploration. In addition, to achieve the commitments
stated here, Fuqua will need to be a committed partner over time. We believe this means starting
with a small number of initiatives and implementing them well to build trust with our partners.
Commitment D.1: Support Black- and Latinx-led organizations,
especially in Durham
As we reach out to Black- and Latinx-led organizations, we believe that we need to first listen to
outside leaders, such as the leaders of the Durham Community, to understand the intersection of
what they need with what Fuqua can provide. In the same spirit, we think it is important to
recognize that in many cases Fuqua will not play the lead role in a collaboration, but instead will
focus on listening, learning from, and supporting our partners.
28
Recommendation D.1.a: We recommend that Fuqua increase Black- and
Latinx-led clients in existing experiential learning programs.
● Through a variety of programs (Fuqua Client Consulting Practicum (FCCP); CASE
Initiative on Impact Investing Consulting Practicum (CASE i3CP); Fuqua on Board; and
many others), Fuqua students have the chance to consult with and learn from external client
organizations, nonprofit and for-profit, in Durham and around the world.
● Within these programs, we recommend that Fuqua increase the number of Black and
Latinx-led client organizations. By increasing the diversity of the client portfolio, Fuqua
students will gain valuable exposure to diverse leaders while simultaneously providing
value to Black and Latinx-led organizations.
● We recommend that relationships be developed with local, national and international
partners that can help market to/source Black- and Latinx-led clients. This process has
already commenced with examples such as CASE’s sourcing partnerships with networks
such as Camelback Ventures and Echoing Green, and initial conversations with NCCU’s
Dean about creating joint Fuqua/NCCU teams working with the City of Durham as client.
● We recommend 2020/2021 be used for planning and to convene a task force to set new
processes in place. We recommend that this initiative be rolled out in 2021/2022.

Responsible for implementation: Experiential Learning office, CASE, Student Life (depending
on specific program)
Recommendation D.1.b: We recommend that Fuqua launch a Black Student
Founders pitch competition in partnership with NCCU.
● We recommend that Fuqua’s Center for Entrepreneurship and Innovation (CEI) and the
NCCU School of Business, in partnership with the Duke Innovation & Entrepreneurship
Initiative (Duke I&E) and the Black Founders Exchange hosted by American Underground
and Google for Start-Ups, co-create and launch a pitch competition for Black Student-
Founders in the 2020-21 academic year.
○ The competition will convene Black student-founders from across the U.S., judges
who can provide feedback on their ventures, and funders who can provide the
capital to accelerate venture growth.
○ The CEI and NCCU teams are currently co-creating the application process,
eligibility requirements, and building the support networks needed to support and
accelerate Black-founded ventures.
● We recommend that competition be formally announced in September 2020 and the
inaugural competition held in April 2021.
Responsible for implementation: Fuqua’s Center for Entrepreneurship and Innovation (CEI) and
NCCU School of Business
29
Recommendation D.1.c: We recommend that Fuqua partner with Durham-
based organizations to co-create programming that supports local
organizations tackling racial equity issues
● While Fuqua already partners with the Durham community in a variety of ways (e.g,
supporting Durham nonprofits through Fuqua on Board; co-hosting events; contributing
financially and through volunteer efforts, and much more), we see an additional
opportunity to co-create programming with local organizations that are tackling the
underlying racial equity issues present in our community.
● We recommend that a group from Fuqua, led by the Center for the Advancement of Social
Entrepreneurship (CASE), begin to have conversations with Durham community partners
about their ideas for partnership.
● We recommend that these conversations occur 2020-21 to explore joint opportunities. We
recommend that an initial joint project be launched in 2021-22.

Responsible for implementation: CASE and relevant faculty volunteers
Recommendation D.1.d: We recommend that Fuqua provide information to
those making purchasing decisions that will allow them to increase sourcing
of Fuqua goods and services from minority-owned businesses.
● Fuqua has the opportunity to support Black and Latinx businesses through our procurement
of goods and services for school operations. One challenge to increasing this support is that
purchasing at Fuqua is decentralized, with vendors chosen by many different units and
even by individual professors.
● We recommend that Fuqua create and publicize a list of locally-owned URM businesses,
to enable those making purchasing decisions to purchase from local vendors. We
recommend that Fuqua coordinate with Duke University leadership on the creation of this
list.
● We recommend that a baseline assessment and Durham-based resource guide be created in
2020-21. We recommend that Fuqua consider in its next budgetary planning cycle when
and how to implement this initiative.

Responsible for implementation: Dean’s Office
Commitment D.2: Work with other higher education institutions to
create and share best practices regarding issues of race
Recommendation D.2.a: We recommend that Fuqua establish and convene
a network of peer business schools that commit to share best practices and
push collective practice.
● We recommend that Fuqua take a leadership role by establishing a network of peer business
30
schools that commit to share best practices and push collective practice. This group will be
committed to furthering racial equity in business schools and will be used to share best
practices, identify our own gaps, and avoid complacency by supporting and holding each
other accountable for equity work being done.
● We recommend that the senior leaders of this network meet annually; between annual
meetings, schools should continue conversations at the departmental level.
● We recommend that in Fall 2020 Fuqua conduct online benchmarking to identify the
appropriate peer schools (and leaders within) to invite, and to create an MOU or application
process regarding the expectations and commitments of member schools.
● We recommend that in Spring 2021 Fuqua host an inaugural summit of business schools
leaders focused on best practices in increasing racial equity and inclusion in business
schools and the business world.

Responsible for implementation: Dean’s Office, Office of Community Engagement and
Inclusion.
Recommendation D.2.b: We recommend that Fuqua partner with Historically
Black Colleges and Universities (HBCUs) to identify areas for collaboration
and co-learning.
● Throughout this report, the Racial Equity Working Group has made recommendations that
might be done in partnership with HBCUs, especially those local to Fuqua (e.g.,
Recommendations D.1.a, D.1.b, D.1.c).
● We recommend that Fuqua meet with HBCU partners to understand their current strengths
and needs to find ways in which Fuqua can be a complementary partner.
● As one example, conversations have already begun with multiple touchpoints at North
Carolina Central University (NCCU). Based on these conversations, we recommend that
Fuqua explore with NCCU the possibility of holding an educational session for Durham
high-school students. NCCU had held such an event in the past and has expressed interest
in exploring whether it is desirable to revive this effort jointly with Fuqua.
● We recommend that conversations with HBCU schools occur during 2020-2021.

Responsible for implementation: Dean’s Office, Office of Community Engagement and Inclusion
Commitment D.3: Engage Fuqua’s alumni network to increase
racial equity in industry
Recommendation D.3.a: We recommend that Fuqua create a Duke alumni
community of practice for DEI professionals to support each other and to
learn from each other.
● We recommend that Fuqua continue to develop a Duke alumni community of practice for
DEI professionals to support each other and share best practices, and from which Fuqua
can receive guidance on how best to train inclusive business leaders.
31
● Fuqua hosted a small, virtual roundtable in the summer of 2020 with approximately 12
Fuqua and Duke alumni whose jobs are focused around DEI. We recommend growing this
network and hosting a larger, hopefully in-person conference in Fall 2021.

Responsible for implementation: Office of Community Engagement and Inclusion, Dean’s Office
with support from DAR and CMC
Recommendation D.3.b: We recommend that Fuqua increase outreach and
engagement of alumni that want to be engaged in racial equity
● We recommend that in 2021 Fuqua poll alumni to determine whether they would like to be
involved in addressing issues of racial equity. We recommend that this effort include but
reach beyond current Fuqua board members.
● Based on this information, we recommend that Fuqua connect some alumni with efforts
occurring at Fuqua with current students, and provide other alumni with resources to
implement change outside of Fuqua.
● One example of a possible activity would be an alumni-led webinar series on racial equity.
Responsible for implementation: DAR in partnership with Office of Community Engagement and
Inclusion, Dean’s Office, Minority Alumni Advisory Board
Commitment D.4: Bring together internal and external communities
in an on-going way to advise the Director of Community
Engagement and Inclusion
Recommendation D.4.a: We recommend that Fuqua form an advisory
council that can help support Community Engagement and Inclusion efforts
● We recommend that the council have broad representation, including students, alumni,
faculty, and community members
● We recommend that the process of forming council be undertaken during the 2020-2021
academic year with a goal of completing by the end of Spring 2021.
Responsible for implementation: Office of Community Engagement and Inclusion, Dean’s
Office,
Commitment D.5: Publicly recognize the efforts of faculty, staff and
students who work through other organizations to address issues
of race.
This report makes a number of recommendations that involve specific actions led by Fuqua as an
institution. There are in addition many issues and initiatives that Fuqua employees and students
32
may initiate or conduct that address issues of racial equity -- but for which Fuqua does not play a
direct role in organizing or conducting.
Recommendation D.5.a: We recommend that Fuqua recognize the efforts
of faculty, staff, and students that address issues of racial equity outside of
Fuqua.
● The following are examples of efforts involving Fuquans:
○ Fuqua professors have worked with national organizations to found and
participate in programs that provide mentorship for URM Ph.D. students and
URM business school professors. One example:
○
https://www.fma.org/diversity-emerging-scholars-initiative
○ Fuquans volunteer in various ways in the Durham Public Schools. We
recommend that these efforts first involve asking DPS leadership what they
most need.
○ Fuquans participate in efforts to encourage voter participation within the US,
focusing on the local communities and volunteering with such organizations
as You Can Vote.
● The webpage described in B.1.d can be used both to celebrate these contributions as well
as to broadcast current events and opportunities that Fuquans can choose to participate in.
Responsible for implementation: Fuquans doing such work (who inform the Dean’s Office or
their supervisor); Dean’s Office.


33
Appendix 1: Summary and mapping to original June
15 commitments
In these appendices only, CEI stands for “Community Engagement and Inclusion”. Elsewhere in
the report, CEI stands for “Center for Entrepreneurship and Innovation”.
A. Teaching and Curriculum


Recommendation
Primary
Leader
Secondary
Leader
Earliest
Timing Measurement
Key
Resource
June 15
Initial #
Class
content
A1a - survey faculty
to determine baseline,
set goals to increase
coverage of race
Area
Coordinator,
Area faculty
REWG
Faculty
Member
2020
Fall
Administered
(Y/N) &
Reported (Y/N);
Goals set, met
(Y/N)
Faculty time
7, 8, 9,
11, 13
A1b - create teaching
materials on race and
build repository
Faculty Dean;
one faculty
liaison per
area
REWG
Faculty
Member,
CEI Director
2020
Fall
# of items
created and
uploaded
Student
volunteers,
faculty time,
TA hours
7, 8, 9, 11
A1c - increase
diversity content in
ManComm
Faculty Dean
and Program
Deans

2020
Fall
Diversity
expansion
occurred (Y/N)
Faculty time
10
Speakers A2a - increase
diversity of Fuqua
guest speakers
Center
Directors
DAR, Fuqua
Faculty
2020
Fall
Administered
(Y/N) &
Reported (Y/N)
Faculty time
18
Class
offerings
A3a - create new
Fuqua electives
Area
Coordinators
Senior
Associate
Deans
2021
Spring
Class offered
(Y/N)
Adjunct
faculty
salary,
existing TT
faculty
12
A3b - consider
creating for credit
D&I seminar
Area
Coordinators
Senior
Associate
Deans
2021
Fall
Seminar offered
(Y/N)
Existing PoP
12
A3c - consider
creating D&I
concentration
Management
Area Coord.
Program
Deans
2022
Fall
Approved by
Curriculum
Committee
(Y/N)
Faculty time
12
Executive
education
A4a - create open
enrollment executive
education on race
Executive
Education
Director &
Fuqua Faculty
Senior
Associate
Dean for
Non-Degree
Programs
2020
Fall
Class offered
(Y/N)
Faculty time
& possible
incremental
profit for
Fuqua
15




34
B. Diverse Representation

Recommendation
Primary
Leader
Secondary
Leader
Earliest
Timing Measurement
Key Resource
June 15
Initial #
Master's
students
B1a - increase URM
applications via new
recruiting events
Admissions

2021
Spring
# of URM events
added
Existing
admissions
budget
16, 17
B1b - increase URM
applications via
existing and new
diversity partnerships
Admissions Marketing
2021
Spring
# new
partnership
strategies tried
Existing
admissions
budget
16, 17
B1c - increase yield of
admitted URM
students via outreach
Admissions Marketing &
DAR
2021
Spring
# alumni
engaged with
initiatives
Existing
admissions
budget
16, 17
B1d - D&I webpage
as a repository for
information about
diversity events and
opportunities
Marketing
Admissions,
CEI Director
2020 Fall Website
launched (Y/N)
number of clicks
Admission and
IT personnel
time
16, 17
B1e - Increase the
transparency of
diversity (URM)
reporting
Senior
Associate
Deans, Fuqua
Dean
Admissions
2021
Summer
Report
completed (Y/N)
Admissions
personnel time
17
Doctoral
students
B2a - formalize best
practices to increase
doctoral candidate
diversity
PhD Program
Office
Area PhD
Coordinators
2020
Year- end
# unique
outreaches
Faculty time
16
B2b – Create Fuqua
policy of expanding
PhD cohort size
PhD Program
Office
Area PhD
Coordinators
2020
Year- end
% of URM
applications
given offers
relative to all
URM
applications
Faculty time
16
B2c - invite visiting
Ph.D. students
Fuqua
Faculty, Area
PhD
Coordinators
PhD Program
Office
2021 Fall % of URM
visitors relative
to all PhD
students plus
PhD student
visitors
Office space,
faculty time
16
B2d - hire pre-Ph.D.
college graduates as
research assistants
PhD Program
Office, Area
PhD
Coordinators
Faculty Dean 2022 Fall # pre-PhD RAs
Full time Duke
Employee RA
salary, office
space, faculty
time
16
Faculty B3a - consider faculty
training and potential
in addition to
candidate degree
institution
Area
Coordinators
Faculty Dean 2020 Fall # targeted
outreaches
Faculty time,
allocation from
existing area
recruiting budget
16
B3b - Engage in
philanthropic
activities that support
Fuqua
Faculty, PhD
Program
Faculty Dean 2020 Fall # targeted
engagements
Faculty time,
existing
recruiting
16
35
diverse academic
associations
Office, PhD
Coordinators
budget,
incremental cost
for sponsoring
events
B3c - hire research
associates (post-docs)
Fuqua
Faculty, PhD
Program
Office, PhD
Coordinators
Faculty Dean
When
funding
available
# URM post docs Faculty time,
could be cost
decremental
relative to
regular hire to
meet teaching
needs
16
Staff
B4a - improve
inclusive hiring and
promotion practices,
especially in senior
positions
Fuqua HR
Dean's Office 2020 Fall # applicants,
#interviewees, #
hires
HR personnel
time
16
B4b - create
mentorship and
development
programs for all
employees
Fuqua HR
Dean's Office 2020 Fall # internal URM
promotions
HR personnel
time
16
B4c - join external
programs geared
toward URM
interested in higher
education
Fuqua HR
Dean's Office
When
hiring
freeze
lifted
# programs
partnered with
HR personnel
time
16
Fuqua
boards
B5a - increase URM
representation on
boards
Dean's Office DAR, Center
Directors
2025 Fall # URM
appointed
Dean time
16




36
C. Community and Inclusion


Recommendation
Primary
Leader
Secondary
Leader
Earliest
Timing Measurement Key Resource
June 15
Initial #
Awareness
school wide
C1a - provide school
wide racial inequity
training (origins and
present day
reinforcement systems)
CEI
Director
Dean's
Office
2020 Fall Events held
(Y/N),
attendance
Instructor fee,
CEI Director
Time
16
C1b - foster ongoing
conversations on race
CEI
Director
Dean's
Office
2020 Fall Events held
(Y/N),
attendance
Fuqua
committee
member time
2
C1c - Facilitate
reporting of racial
incidents and support
taking remedial action
Dean's
Office
CEI Director
2021
Summer
Dissemination
of how to report
and how to get
support Y/N
Dean's Office &
CEI Director
time
2
C1d - Host events
celebrating community
diversity
CEI
Director
Dean's
Office
2021
Spring
Events held
(Y/N),
attendance
CEI Director
time, cost of
events
2
Awareness
among
students
C2a - Conduct training
and foster ongoing
conversations among
students on racial
equity
CEI
Director
Dean's
Office
2020 Fall Events held
(Y/N),
attendance
Instructor fee,
Fuqua
community
member time
2,3
C2b - create or solidify
existing mentorship
programs
CMC
Student Life,
Dean's
Office
2021 Fall where the
student is hired,
# mock
interviews done,
continuity of
engagement
beyond first
consultation,
CMC personnel
time
2,3
C2c - encourage clubs
to incorporate D&I in
their programming
Program
Deans
MBAA
2020 Fall # clubs adding
D&I content
Fuqua club
member time,
Program Dean
time
2,3
C2d - engage affinity
groups for best
practices
Dean’s
office
Student Life,
MBAA
2022
Spring
Meeting with
affinity group
(Y/N)
Affinity group
member time
2,3
Awareness
among staff
C3a - measure and
monitor perceptions of
current Fuqua culture
of inclusivity
CEI
Director
Human
Resources,
Dean’s
Office
Next
Survey
(Fall
2021)
Annual survey
results, listening
engagement
with all Fuqua
dept. each year
Office of
Community
Engagement
and Inclusion
personnel time,
IT personnel
time
2,3
C3b - education for
staff on how to talk
about race and
discrimination
CEI
Director
Dean’s
Office
2020 Fall,
2021
Spring
training
compliance,
self-reported
competency, all
managers in
Instructor fee
2,3
37
year 1 if there
are constraints
Awareness
among
faculty
C4a - offer training
opportunities for
faculty (both
background and class
discussion facilitation)
Dean's
Office

2020 Fall,
2021
Spring
# of events,
attendance
Instructor fee
2,3


D. Partnerships

Recommendation
Primary
Leader
Secondary
Leader
Earliest
Timing Measurement
Key
Resource
June 15
Initial #
Support local
URM orgs
D1a - Increase
URM-led clients in
existing experiential
learning programs
Experiential
Learning
Office,
Office of
Student Life
CASE
2021
Fall
# of Black/Latinx
clients sourced. #
selected.
Satisfaction/NPS of
Black & Latinx
owned clients.
ELO
personnel
time, Student
Life
personnel
time
5
D1b - Launch Black
Founders student
pitch competition
with NCCU
Center for
Entrepnrshp
and
Innovation
Director
NCCU
Business
School
2020
Fall
# of applicants. $
committed to
enterprises from
funders
Center
personnel
time (awards
funding will
be raised),
Faculty time
5
D1c - Partner with
Durham-based
organization to
identify
opportunities to
tackle race issues
CASE
Individual
Faculty
Volunteers
2021
Fall
# Partnerships
Launched
CASE
personnel
time
5
D1d - increase
sourcing of goods
and services from
Black-owned
businesses
Dean's
Office

2021
Spring
$ (and % change
from baseline)
spent on minority
vendors
Dean’s
Office time
4
Work with
other higher ed
D2a - Partner with
peer business
schools to share and
advance best
practices
Dean's
Office, CEI
Director

2020
Fall,
2021
Spring
Meeting occurred
for review (Y/N)
Dean’s
Office time,
faculty time
6
D2b - Partner with
HBCUs to identify
areas for partnership
and co-learning
Dean's
Office, CEI
Director

2020
Fall,
2021
Spring
# Partnership
initiated
Dean’s
Office time
5
Engage alumni
network
D3a - Engage Duke
alumni community
for DEI
professionals support
CEI
Director,
Dean's
Office
DAR, CMC 2021
Fall
# alumni engaged
with initiatives
CEI
personnel
time, funding
for meeting
events
15
38
D3b - Increase
outreach to alumni
that want to be
engaged in racial
equity
DAR, CEI
Director
Dean's
Office,
Min. Alum.
Adv. Bd.
2021
Fall
# alumni engaged
with initiatives
CEI
personnel
time, funding
for meeting
events
15
External
advisement of
Fuqua DEI
D4a - Form advisory
council that supports
Fuqua DEI efforts
CEI Director Dean's
Office
2020
Fall
Formation of
advisory council
Y/N
CEI
personnel
time, Dean’s
Office Time
15
Recognize
work outside
of Fuqua
D5a - Recognize
Fuqua who address
issues of race via
other organizations
Fuquans
doing such
work
Dean's
Office
2020
Fall
# of recognitions
Time of
individual
Fuquans
15



39
Appendix 2: Recommendations that require
additional resources
Many of the recommendations listed above will require resources to implement, such as staff or
faculty time. The recommendations in the leftmost column of the Overview (near the beginning of
this report) can largely be implemented by staff and faculty reallocating their time. Other
recommendations, listed in the middle column of the Overview, will require additional resources;
these are summarized in this appendix.

“A1c,” for example, refers to Recommendation A.1.c. Also, note that some recommendations (e.g.,
those in D.1) start with a ‘listening tour’ to determine which specific initiatives to undertake;
because the specific initiatives are not yet known, they are not listed here though some may require
new resources to implement.

● We recommend that Fuqua consider hiring/reassigning a full time staff person whose job
would consist of two parts: 1) oversee implementation of the recommendations in this
report, including being responsible for monitoring the progress of all recommendations,
and 2) help arrange or implement some recommendations, in particular those related to the
Office of Community Engagement and Inclusion.
● A1c: hire a Professor of Practice to integrate information about diversity into Management
Communications curriculum. (Professor Daisy Lovelace has already been hired).
● A3a: to teach a new elective on race, a visitor or full-time faculty would need to be hired
if this is incremental teaching above currently offered classes.
● B1c: approximately $300,000 needs to be raised to fund a scholarship for an HBCU
graduate to attend Fuqua.
● B1d: staff time needs to be dedicated to creating a new D&I webpage.
● B2d: hiring pre-Ph.D. students (who want to apply to Ph.D. programs) to become full-time
research assistants would require full-time salary and benefits for as many RAs as are hired
(approximately two per academic area).
● B3b: philanthropically supporting organizations such as the Ph.D. will require funds.
● B3c: hiring research associates (post-docs) requires paying for salary and benefits, though
these costs are partially offset by teaching done by post-doc.
● C1, C3b, C4a: hiring outside consultants / non-Fuqua professors to conduct school-wide
and tailored training will require resources.
● C2b: enhancing mentorship programs may involve funding training for mentors and
mentees.
● C4a: hire outside consultants / non-Fuqua professors to train faculty to lead conversations
about race in the classroom.
● D1b: funding is needed to launch a Black Founders Pitch Competition.


40
Appendix 3: Members of Fuqua’s Racial Equity
Working Group
Current Students
Sam Baker, Daytime ‘21
Talia Klein, Global MBA ‘20
Alysha McFall, Daytime ‘21
Erica Taylor, Duke Medicine ’06, Weekend MBA ‘20
Alumni
Owen May, Daytime ’83, Board of Visitors Emeriti
Derek Penn, Co-Chair, Duke UG ’79, Daytime ’84, Board of Visitors Emeriti
Manoj (MJ) Ramachandran, MMS ’13, Alumni Council
Stacey Rasgado, Daytime ’07, Minority Alumni Advisory Board
Staff
Ed Bernier, Director Daytime MBA Career Services, Daytime ‘06
Tom Kosempa, Director of Development
Stephanie Robertson, Director of Community Engagement and Inclusion, Duke UG ‘01
Sharon Thompson, Assistant Dean of Admissions
Erin Worsham, Executive Director, CASE, Duke UG ‘00
Faculty
John Graham, Co-Chair, Finance, Fuqua Ph.D. ‘99
Rick Larrick, Management
Bill Mayew, Accounting
David Ridley, Strategy, Health Sector Management, Duke Ph.D. ‘01
Ashleigh Shelby Rosette, Management
REWG co-chairs: John Graham and Derek Penn
Administrative Support: Kerrie Hillman


41
Appendix 4: Survey Instrument (for a class that
meets 12 times)

42

43

44

45



46
Appendix 5: Existing Fuqua Initiatives Related to
Racial Equity

The Racial Equity Working Group is building on robust work and programming already existing
within the Fuqua community. A sampling of currently occurring Fuqua initiatives related to race
are included below to illustrate that point. Please note that this is by no means an exhaustive list
but rather a representative sampling.
Admissions
Fuqua Admissions has developed targeted programming to recruit and yield high potential
minority applicants, has built strong partnerships with leading networks of minority MBA
applicants, and has prioritized participation in industry conferences, examples of which are
described below:
The Duke MBA Workshop
Since 1982, Fuqua has hosted The Duke MBA Workshop for Minority Applications. This year
will mark our 38th year of this 3-day event for 80+ prospective under-represented minority (URM)
students. During this annual event prospective students gain insights into the application process,
post-MBA career opportunities, the Fuqua curriculum, and have an opportunity to engage with the
Fuqua community. Over 60 BLMBAO (Fuqua’s Black and Latino MBA Organization) alumni
return each year to serve as panelists, speakers, and to share their perspectives.
Additional Targeted Admissions Events
Throughout the year, Fuqua plans and hosts a variety of events targeted at recruiting and yielding
high potential minority applicants, for example:
 Diverse Perspectives Panel: Fuqua alumni panel discussions hosted in select cities for
recruitment of URMs, women, LGBTQ, and veterans
 HBCU Graduate Fairs: Fuqua has participated in graduate school fairs at North
Carolina Central University (NCCU), North Carolina A&T University (NC A&T),
Morehouse College, Clark Atlanta University and Spelman College.
 URM Coffee Chats, specialized programming at Blue Devil Weekends, and BLMBAO
hosted webinars and outreach for prospective and admitted students.

Partnership with Management Leadership for Tomorrow (MLT): The late Fuqua Professor and co-
founder of Fuqua’s Center for the Advancement of Social Entrepreneurship (CASE) Greg Dees
was an advisory Board member of MLT during its inception. MLT founder, John Rice, was one
of Greg's students when he was at Harvard. Fuqua has continued to maintain a deep partnership