Xiangming has incorporated more diverse protagonists, global perspectives and diversity, equity and inclusion-related themes into his case studies, making the curriculum more representative and strengthening students’ sense of belonging.

Teaching area

Decolonial curriculum design, seminar teaching and case-study pedagogy

Course

Postgraduate teaching in the Business School, particularly in Business, Innovation and Project Management modules with highly international and diverse cohorts (typically 15 to 25 students per seminar group).

Description

I recognised that many traditional business teaching cases still centre on white male protagonists and give limited attention to diverse cultural, gender and socio-economic perspectives. This can restrict students’ sense of representation and narrow the range of experiences discussed in class.

To address this, I have integrated diversity, equity and inclusion (DEI) into case-study pedagogy. I reviewed and updated my teaching materials to include more diverse protagonists, global perspectives and DEI-related themes. My aim was both to improve representation and to encourage students to engage critically with issues of inclusion, inequality and leadership in real-world business contexts.

Case study: HungryPanda

One example is my case study ‘From Dormitory to Doorsteps: The Rise of HungryPanda in Global Food Delivery’, which focuses on Kelu Liu, a Chinese international student entrepreneur at the University of Nottingham who struggled to access authentic Chinese food through mainstream delivery apps. Identifying a gap in the market, Kelu founded HungryPanda, a food delivery platform serving the overseas Chinese diaspora, which grew to operate in over 80 cities across ten countries. The case explores strategic growth, niche market positioning and – critically for DEI – the ethical treatment of gig economy workers, many of whom are from migrant and minority ethnic backgrounds. The largely international Masters cohort can readily identify with Kelu’s experience as a student navigating cultural and linguistic barriers abroad, making the case a powerful vehicle for discussing representation, belonging and responsible business practice.

Structured discussions

In seminars, I begin by asking students to read the case individually before forming small, diverse groups for structured discussion. I use targeted prompts to surface assumptions. For example, I ask students to consider why gig workers in the case lack legal protections, and whether classifying them as independent contractors is an ethical or merely a cost-driven decision. Students are encouraged to apply frameworks such as Stakeholder Theory and Corporate Social Responsibility to evaluate whose interests are prioritised and whose are marginalised. This approach challenges assumptions about entrepreneurship being value-neutral and prompts students to consider how cultural background, ethnicity and migration status shape both business opportunities and worker vulnerability.

I also use structured debates where groups argue opposing positions – for instance, defending or critiquing HungryPanda’s niche strategy from an inclusion perspective – which develops critical thinking and empathy for different viewpoints. Quieter students, particularly those from underrepresented backgrounds, often find it easier to contribute through these structured formats rather than in open plenary discussion.

Outcomes

This initiative directly addresses several factors that contribute to ethnicity awarding gaps in higher education, including a lack of curriculum representation, limited sense of belonging and unequal participation in classroom discussions.

Fostering sense of belonging

By featuring protagonists from diverse ethnic and cultural backgrounds, the initiative has strengthened students’ sense of belonging. Students from minority ethnic backgrounds reported feeling more seen and valued in the classroom when case materials reflected experiences closer to their own.

Decolonisation of the curriculum and student engagement

By embedding diverse protagonists and culturally relevant scenarios into case materials, the curriculum has become more representative, helping students from minority ethnic backgrounds see their experiences reflected in what they study. Participation in group discussions among underrepresented and international students increased by approximately 50 per cent, based on classroom observation and student feedback. Students reported that the cases made learning feel more personally relevant and encouraged more open, confident contributions. One MSc student commented that the cases deepened their understanding of inclusivity in leadership and decision-making.

The structured seminar approach also helped reduce participation inequalities by providing scaffolded, low-risk formats for contribution, supporting deeper engagement with the module content.

Reflection

Inclusive teaching depends not only on classroom style but also on the materials we choose. This work has reinforced my conviction that embedding inclusion directly into curriculum content, rather than treating it as an add-on, is one of the most effective ways to narrow awarding gaps and foster a genuinely equitable learning environment.