Ibironke Oluwakemi ¹, Lawal Bukola ², Olayinka-Phillips Cynthia ³, Ojo Olumuyiwa ⁴, Olusola Philip ⁴, Adekanmbi Oluyemi ⁴ and Idowu Olufunmi ¹, ¹ University of Lincoln, United Kingdom, ² University of Ibadan, Nigeria, ³ Cardiff Metropolitan University, United Kingdom, ⁴ Lead City University Ibadan, Nigeria

Equality, diversity, and inclusion (EDI) remain vital components to achieving sustainable innovative practices in the Nigerian higher education system. This study explored the lived experiences of the teaching staff in the Office Technology and Management (OTM) department who are currently undergoing doctoral degrees in a private university in Ibadan, Nigeria. A qualitative research approach through in-depth interviews and thematic analysis was adopted for the study. A purposive sampling was also employed to recruit OTM teaching staff in the polytechnics undergoing their PhD programme in a private university. Four broad themes emerged from the findings of the study: previous experience syndrome, professional striving, and organizational and personal barriers. The findings revealed that, by prioritizing inclusivity, institutions can empower PhD students to generate sustainable and innovative solutions for managing information and office environments. Recommendations for academic institutions include funding research competence and offering targeted mentorship programmes, which are very vital for driving sustainability.

Doctoral Journey, Office technology & management staff, Sustainability, Equality, Diversity & Inclusion.