Skip to main content
Add as a preferred source on Google

Don't Forget Supplier Diversity

  • 02/01/17

Supplier diversity programs are in place in many campus procurement departments at both large and small, public and private institutions, in order to encourage buying from a wide variety of suppliers, including small suppliers and businesses owned by people from demographic groups that have been historically discriminated against.

At the City University of New York (CUNY), for example, the university has an overall 30 percent MWBE (minority- and women-owned business enterprises) participation goal and 6 percent SDVOB (service-disabled veteran owned businesses) participation goal. Every CUNY campus (senior colleges, community colleges, honors and professional schools) is required to make a good faith effort to achieve the university’s MWBE and SDVOB goal.

At the University of Washington in Seattle, Purchasing Services is committed to ensuring that minority-owned, women-owned, small, disadvantaged, HUB Zone (historically underutilized business zones), veteran-owned and service-disabled-veteran owned businesses have the maximum practicable opportunity to participate in purchasing and contracting at the university of Washington.

Sinclair Community College in Dayton, OH, states a long-term objective to attain 15 percent of its annual volume in Tier I minority- and woman-owned spend.

Purdue University in West Lafayette, IN, is known as one of the premier supplier diversity programs in higher education in the U.S. The university has received numerous awards for its work to develop a diverse supplier base and to increase the contracts awarded to Indiana women and minority businesses. Information on Purdue’s commitment and processes can be explored at www.purdue.edu/supplierdiversity.

This article originally appeared in the issue of .

Featured

  • TCU Marks Campus Expansion Milestone

    Texas Christian University in Fort Worth, Texas, recently held a topping-out ceremony to mark progress on a major campus expansion effort including four new residential facilities and a five-story parking garage, according to a news release.

  • Rethinking K-12 Schools as a Continuous Learning Experience

    Most students move through three or more separate facilities during their K-12 journey, yet the built environments they encounter at each stage have traditionally been designed in isolation, with little continuity in spatial language, learning philosophy, or physical resources. Each new school is a reset with different layouts, learning models, expectations, and ways of moving through a building. The next generation of school design is making the case that the first day of kindergarten and the last day of high school can and should feel connected through common support systems and infrastructure in the physical environment.

  • Q&A: How to Prevent Kitchen Grease Fires in Commercial Kitchens

    School cafeterias and university dining halls serve thousands of meals daily, relying on high-heat equipment like fryers, grills, and ovens. While these operations keep students fed, they also generate significant grease-laden vapors. Without proper controls, this grease becomes a silent fire threat. As a certified exhaust cleaning specialist and business coach who has helped hundreds of institutional facilities achieve NFPA 96 compliance, I emphasize that proactive grease management isn’t optional; it’s a core fire/life safety practice.

  • Designing Third Spaces That Do What AI Can't

    In 2026, education is evolving faster than ever. With AI reshaping everything from lesson planning to personalized instruction, schools and universities are turning their attention to what AI can’t replicate: spaces that foster collaboration, community, and creativity.