Universities have symbolized inclusion and social mobility since World War II, with “diversity” now firmly established as a cultural and institutional value in global higher education. However, despite its widespread presence, diversity remains an ambiguous and contested concept. Questions about whom the term encompasses and the values or benefits it offers continue to provoke debate. This paper examines the varying definitions and justifications underpinning the diversity frameworks adopted by universities in Germany, the United Kingdom, the United States, and India. These four countries differ in their historical approaches to documenting social differences and their positions in the global ranking ecosystem, offering insights into both global and nation-specific interpretations of diversity.
Using computational analysis of text data from university websites, we explore three key themes: the prevalence of diversity across national contexts; the purposes and utilities ascribed to diversity (e.g., talent recruitment or addressing historical injustices); and how these purposes justify the inclusion of particular social groups. Finally, we reflect on the future of diversity politics in higher education amidst rising discord and backlash against inclusion efforts worldwide.