What do equity, diversity and inclusion mean in the higher education context? Academics explore how EDI issues should shape universities’ teaching, culture and management


Equity, diversity and inclusion

A 2023 Transforming Access and Student Outcomes in Higher Education (TASO) and King’s College London’s Policy Institute report found that 16 per cent of students identified as having a mental health challenge – tripling from 6 per cent in 2017.&nbsp;Universities are continuing to explore the ways they can support mental health, alongside retention and other well-being initiatives. However, it is an ongoing effort competing against a whole plethora of challenges, from the cost-of-living crisis to regulations and funding concerns. Add this to the continued focus on digital transformation and the government’s ongoing discussion around universities’ duty of care to student welfare, and it is clear something must change. I believe that one of the key parts of this change could lie in the way we communicate with our students.&nbsp;A student-centric approachThe first step to developing compassion in student communication is to understand who our students are and the climate in which they are studying. Today’s students are facing a learning landscape that has never been seen before. Many have to balance study, work and caring responsibilities, with increasing financial and welfare pressures. We are also still seeing the effects of the pandemic as students entering higher education now are used to online and hybrid learning. Even those who went to university just a couple of years before them will have very different stories to tell about their time on campus.&nbsp;Technology provides us with ways to reach our students, with research finding that 83 per cent of students believe digital makes their learning more convenient. However, it can also act as a barrier to some of the personal interactions that students value. As we see the hybrid model continuing to be a prevalent mode of teaching and learning, both online and in-person activities must focus on fostering a supportive learning environment which increases a sense of student belonging.&nbsp;Let’s take the example of Chloe, a first-year student who works every Tuesday, meaning that she is unable to attend her weekly seminar group. She is wondering if the university is right for her as she feels she is not able to give her studies the attention they need and so could be at risk of withdrawal.A student engagement analytics platform could help us to identify where a student is disengaging with academically purposeful activity. In this case, Chloe’s personal tutor could be notified that Chloe is not engaging in a way that we would expect and that she should be contacted to check everything is OK. This is where compassionate student communication comes into play.Imagine if the tutor reaches out to Chloe and they say: “Chloe, it looks like you aren’t turning up to classes on a Tuesday. This will really affect your grades if you don’t come to these sessions, and you really need to make sure you are in class. Come and see me next Tuesday to discuss.”This scenario shows an exaggerated case, but how would Chloe feel if she got that message? She is already struggling to pay her bills, so she must work, and the tone would reinforce her belief that she is not cut out for university.&nbsp;Instead, what if the message said something like: “Hi Chloe, this is Bill, your personal tutor. As you know we use learning analytics to help improve your university experience. It looks like you may be struggling to attend classes on a Tuesday, and I wanted to reach out to you to see if there is anything that we could do to support you. My office hours are Monday and Wednesday from 3pm to 4pm, please feel free to drop in during that time to have a chat about how I can help, otherwise I’ll give you a ring next week. In the meantime, please don’t hesitate to get in touch if you have any concerns.”&nbsp;Giving the student context as to why you are getting in touch, and what the next steps are to get help, provides students with the reassurance they need to meet with their tutors and discuss steps forward. The smallest rephrasing of communications, so that they are specific and supportive of the student’s needs, can go a long way in helping encourage a student to respond.Resource collection: Catching students before they fallHow can universities ensure all new students feel welcome?Understanding attrition: What can be done to reduce student dropouts post pandemic?Transform how you communicateFor universities, having a robust and thoughtful framework in place can be the starting point for developing positive student communication and growing a culture of trust between institutions and students.&nbsp;An alerting framework makes it easy to send emails to students based on their engagement behaviours. Notifications can be sent to students and/or staff that support them when they meet specified criteria – for example, if they have not been using the VLE for some time, or if their attendance falls below the agreed threshold.&nbsp;Celebrate the winsWhile we have mainly discussed compassion through the lens of struggling students, I think it’s also important to acknowledge and celebrate success. Success is as individual as the learner, so let’s think again about Chloe.It’s now been three weeks since her seminar group has changed, and her engagement has picked up. The university has an alert set up so that when a student has been in a high engagement category for a period, they get a message congratulating them on their hard work. This further reinforces to the student that their effort has not gone unnoticed. It also gives another opportunity to touch base with Chloe, to perhaps remind her to take a break every so often so she doesn’t burn out or to share some resources on campus support services or peer mentorship opportunities.&nbsp;Compassion and digital go hand in handThis isn’t about a big sector change; we know how much universities care about their students. The Teaching Excellence Framework (TEF) acknowledges the major part that academic and pastoral support plays in growing excellence in teaching and student outcomes. Rather, the opportunity lies now with how we can utilise the ideas through technology.Analytical insight into an individual student’s learning journey gives pastoral and support teams the information they need to be able to give personalised, compassionate support. By understanding our students’ lived experiences, we can create a supportive environment in which they can thrive. The resources are available to aid positive learning experiences – all it takes is a little compassion.&nbsp;James Gray is the CEO of Kortext.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Student communication: a compassionate approach

Compassionate student communication that ensures engagement is personal and unique to each student could enhance the university experience

While there are many features to consider when designing a new course, equity, diversity and inclusion (EDI) is one of the most important.&nbsp;Equality and equity aren’t necessarily the same thing. Of course, we should strive to ensure equality, but sometimes doing so is not always fair. Perception, personal beliefs and situational nuances all have to be considered and, ultimately, relative judgements made.Weaving gold from EDI straw: an intersectional approachTen actions to improve the experiences of Black students within UK universitiesResource collection: Champion inclusion on your campusBut how best to promote and incorporate EDI as a reality, rather than simply corporate rhetoric? We believe the answer is to build it into courses as much as possible. It’s important to raise awareness of the issues encountered as a result of doing this.&nbsp;On a practical level, educators can look at their syllabuses, course materials and readings, assignments and assessments as a starting point. Make sure these things are as inclusive and diverse as possible.Consider course topics and materialsCourse topics could ask students to critically review publishing material within the context of the module and through an EDI lens. Ask students to consider issues of gender, ethnicity, disability or sexuality, for example, when reading, if the context allows.When thinking about course materials, consider if their design is accessible to visually impaired or second-language learners. Think about the colour schemes and fonts. Perhaps build from EDI-proofed templates, if you have them.&nbsp;It might be worth asking a trained person to look at the language being used in the materials to help review whether it’s pitched at an accessible level. Measures such as the Common European Framework of Reference for Languages (CEFR) levels and Flesch Kincaid judgements can be examined for second-language learners, but also consider the needs of those with learning difficulties such as dyslexia.&nbsp;Think about images too. Are the choices going to resonate with learners? Do they reflect diversity? Are they culturally sensitive? It’s a fine balancing act. Also important is that material does not unintentionally adopt one region as an example of good practice over others without good reason. Make sure the choices are measured.Assess inclusivelyAssessments are also not immune. In many institutions, it’s now common practice to allocate extra time to some learners. Others design exam site selection to make sure they’re accessible to all. Be careful of typed assignments – learners using computer systems in their own languages might not be aware that some of the punctuation nuances differ when writing in another language, such as English.&nbsp;Recruit fairlyWe can think about EDI beyond the classroom. How does it reflect across our higher education working lives? Project team composition and hiring committees are areas where we could be more inclusive and diverse. But recruitment fairness is still just as important – hiring should be competence- and evidence-based as well, with additional considerations such as transparency.&nbsp;Focusing on EDI is by no means straightforward in higher education. But opening dialogues and looking at ways we can better promote it does help us to better consider our social worlds – and improve our workplaces too.Gareth Morris and Joy Edmonson work at the Centre of English Language Education at the University of Nottingham Ningbo.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Make EDI a reality by building it into your course design

When designing a new course, equality, diversity and inclusion should be among the first things to consider. Gareth Morris and Joy Edmonson show how

Make EDI in higher education a reality by building it into your course design

Neurodiversity typically recognises&nbsp;the natural expanse of human differences and the diversity of the human brain. The&nbsp;more clinical view is that neurodiversity encompasses individuals with dyspraxia, dyslexia, attention deficit hyperactivity disorder (ADHD), dyscalculia, autistic spectrum and Tourette’s syndrome. A social view of neurodiversity separates the difference in the brain and thinking (impairment) from how the individual interacts with, or the barriers in, their environment (disability). For example, a person with dyslexia may read with a different part of their brain. The accessibility of materials and accommodations provided, from a student’s application and enrolment to the materials used in courses, will impact how “disabled” that individual is on campus and in the classroom.&nbsp;Neurodivergent people are not a monolith, and we must consider that there will be times that the best ways to ensure inclusion and access for one person may not be the best for another. For instance, we recognise the various views of the neurodivergent community, such as a preference for the use of person-first language (using terms such as “person with a disability”) or identity-first language (“disabled person”). Being flexible and accommodating to the varied student needs on campus shows recognition and support for diverse communities. By implementing accessible resources and supports such as alternative learning spaces, sensory spaces, comprehensive mental health support and accessible modalities to learning, universities can support neurodivergent students to succeed.&nbsp;How can we create accessible and inclusive learning environments for neurodivergent students?Changing instructor behaviour to improve learning for university students with ADHDGet real about hiring people with disabilitiesA neurodivergent-inclusive campus promotes understanding of neurodivergence and neurodivergent perspectives and celebrates differences and different ways of thinking. University leadership, faculty and staff can take steps to build an inclusive campus for neurodivergent students that also benefits all students on campus. Understand neurodivergence from multiple perspectivesAll too often, leadership, faculty and staff lack understanding about neurodivergence. The result is that neurodiverse college students can experience barriers to the implementation of accommodations as well as biases and misconceptions about neurodiversity. This can lead to misunderstandings and biases against the neurodiverse student population. For example, neurodivergent college students have&nbsp;expressed frustration with their instructors’ lack of understanding of neurodivergence.&nbsp;Ensuring accessibility on university campuses involves fostering a deep understanding of neurodivergence and the perspectives of neurodivergent students among leadership, faculty and staff. Providing professional learning opportunities to leadership, faculty and staff is a key step in this process. A series of lectures on neurodivergence that leads to a certificate, for example, could be one way of fostering understanding and knowledge development. Listen to and engage neurodivergent students and staff Actively engaging neurodivergent students and staff in conversations about neurodivergence is a critical part of creating an inclusive campus. Lack of understanding of the needs and experiences of neurodiverse individuals can result in unintentionally limited access and inclusion and send a message that neurodivergent staff and students are unwelcome or even unwanted. Faculty should avoid making assumptions about the neurodiverse community. Dismissing their perspectives and experiences can perpetuate stereotypes and stigmas. By listening to and engaging with the neurodivergent community, we can gain insight into the barriers this community faces and respond to their needs to promote equity and access. Universities can use feedback from the neurodivergent community to create goals and action steps for increasing inclusivity. Allocating personnel and resources to enacting action steps to realise the goals shows the institution’s commitment to realising these aims. When decision-makers take into account neurodivergent voices, it fosters a sense of belonging and creates a campus where all feel valued, respected and welcomed. Provide university-wide training&nbsp;to all facultyUniversal design for learning (UDL) is an approach that offers pathways and engagement opportunities for all students in their courses. If UDL is understood and applied across all majors and content areas, the campus itself becomes more inclusive.&nbsp;College campuses are diverse environments with a wide range of students, each with their own backgrounds, abilities, needs and goals. To support the diversity of the campus, faculty and staff need to be provided with professional development in UDL to produce inclusive, equitable and effective learning environments that support the success of all students.By embracing UDL principles, universities can effectively accommodate varying learning styles, preferences and abilities, fostering an environment where students can thrive academically and contribute meaningfully to the campus community.This commitment to support a neurodivergent-inclusive campus enriches the educational experience and provides a more equitable and supportive environment for everyone.Meghan Cosier is associate professor and executive director of the Thompson Policy Institute on Disability, and&nbsp;Audri Sandoval Gomez is director of the Thompson Policy Institute on Disability, both in the Attallah College of Educational Studies at Chapman University. If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the&nbsp;Campus newsletter.

Making your campus inclusive for neurodivergent students

Training, consultation and embracing UDL are a few actions that university leaders, faculty and staff can use to support different ways of thinking and learning on campus 

How to create an inclusive campus for neurodivergent students

A radical change in university education in Australia is significantly&nbsp;improving students’ pass rates. Our&nbsp;new research shows that changing how universities design and deliver learning experiences is resulting in better outcomes for students from under-represented backgrounds. This suggests the potential of this approach for improving academic outcomes for those students most at disadvantage in higher education globally.&nbsp;This article explores how one Australian regional public university with a high proportion of under-represented students&nbsp;revolutionised its delivery model and created the conditions for more of its students to succeed in their studies. Changing demographics require different teaching approachesGlobal participation in higher education doubled from 19 per cent in 2000 to 40 per cent in&nbsp;2020, according to figures from the Unesco Institute for Statistics. Many countries now have initiatives to allow a wider variety of people to study. As a result, more&nbsp;students from a diverse range of backgrounds are studying at universities in countries such as Australia and the UK and elsewhere in Europe.&nbsp;Collection: What is block teaching?Weaving gold from EDI straw: an intersectional approachMaking higher education accessible for students with unmet financial needIn the past, people from low socio-economic areas, registered with a disability, from regional areas, the first-in-family to study or identifying as Indigenous (in countries such as Canada, New Zealand and Australia) were less likely to study than their peers. These students are sometimes referred to as&nbsp;equity&nbsp;or under-represented&nbsp;students, although these groupings are not without their critics. While this diversity in universities is positive, under-represented students often experience&nbsp;very different outcomes.Radical change to block model at an Australian university Our study examined a recent large-scale curriculum reform at Southern Cross University, a regional public Australian university. As many as 60 per cent of our students identify as first-in-family to study, 42 per cent live in regional or remote areas, and 5 per cent identify as Aboriginal or Torres Strait Islanders.&nbsp; In 2021, we introduced a curriculum known as the Southern Cross model (SCM). The SCM uses “immersive scheduling”, or a “block” model. Block models engage students in shorter, more focused periods of study, mostly one subject at a time over four weeks.&nbsp;The&nbsp;SCM allows students to focus on up to two units over six-week terms. Active learning, which requires students to engage with the content, is delivered through online modules and twice-weekly scheduled classes. We have done away with lectures and, for the most part, exams. We have tried to make the learning more authentic. Students come to class and are required to participate in discussion, solve problems and work on cases – not sit and listen to lecturers. Outcomes We compared students’ results in our courses before the pandemic in 2019 using the traditional university approach with students’ results under the new model. Our analysis shows statistically significant increases in pass rates for under-represented groups, particularly Indigenous (10 per cent increase), registered with a disability (7.9 per cent), from low socio-economic areas (7.6 per cent), from regional/remote areas (5 per cent) and first-in-family (3.7 per cent). The immersive block model positively influenced academic achievement.&nbsp;International students, typically using English as an additional language, also showed increases (20 per cent). Five reasons why immersive block models work better for university students Greater focus: students learn better when they study fewer subjects at once. Active learning: students learn better when they are engaged participants rather than passive observers. Flexible online learning: student learn better when they can access interactive, engaging content when they choose to, rather than travelling to campus for scheduled lectures. Fewer competing assessments: students perform better with fewer assessments at once. Better work-life balance: more focus and flexibility allows students to study when the time is right for them, fitted around work and family commitments, rather than when our timetables dictate.These findings highlight the power of immersive block models to improve academic success for under-represented students. Holistic curriculum reform and focused, active learning pedagogy can be part of the solution to creating more inclusive universities.&nbsp;So, how do universities go about transforming their institution?As part of our recent&nbsp;research, we asked five staff who were academic and professional leaders at our institution what they would recommend considering when launching a whole-of-institution curriculum change process. We found the following five elements are essential to effective curriculum reform.Transparent leadership structures: leadership was required to systematically direct and communicate the change as well as plan for professional development for all academics. We established a new executive office to lead the planning, implementation and monitoring of the transition.Communities of practice: leadership is important, but leadership alone won’t shift the dial of practice across an academic community. Groups who meet across the institution regularly, working on changing business processes, the curriculum and policy, are absolutely necessary.Fit-for-purpose governance mechanisms: the shift to a block model requires a change to policy settings for everything from marking turnarounds to grade ratification, special consideration timelines (for make-up assessments) and appeal decision timelines. So many of the administrative processes that support students’ journey through higher education need to change.&nbsp;Appropriate levels of resourcing and planning: the aforementioned changes in policy and practice need resources. For example, our Centre for Teaching and Learning employed new teams of digital designers and educational designers, who led professional development sessions on best practice before and during the rollout.Robust monitoring processes: developing consistent reporting templates for tracking progress towards changing the curriculum, rolling out new policies and identifying risk to the provider’s executive are essential. Institutions need to agree goals and timelines (for example: “Rewrite 934 modules by 10 January” or “Increase student pass rates by 20 per cent”).While these aren’t the only considerations for institutions planning radical curriculum transformations, we found that dealing with these matters before embarking on a change programme helped us achieve our goals.Finally, our interviewees also pointed to the need to watch out for the uneven adoption of your block model’s precepts among academic staff. Rigorous quality assurance processes along the way can help here. Policy processes are important, but don’t forget that many of these require new technical solutions to ensure business processes work.&nbsp;Thomas Roche is pro vice-chancellor for academic quality, Erica Wilson is pro vice-chancellor for academic innovation, and Liz Goode is a teaching scholar, all at Southern Cross University, Australia.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Curriculum reform to support under-represented students

Large-scale transition from traditional curricula to a block model can have a positive impact on student achievement. Here, Thomas Roche, Erica Wilson and Liz Goode describe five steps to implement whole-institution reform, based on a study of a regional public university in Australia  

Curriculum reform to boost under-represented students’ success in higher education 

We are two staff working in different areas of the university. One of us is an academic member of staff and one of us works in professional services within the well-being team. We have different disabilities; one has a visual impairment and the other has non-visible and chronic conditions. While the visual impairment is visible, features such as fatigue, light sensitivity and sensory overload are not.&nbsp;We need techniques to balance our medical conditions with our everyday lives, including our university jobs. A method we have both used is pacing.&nbsp;In this article, we outline what pacing is, explain how it can be used for visible and invisible disabilities, and give our top tips for pacing.&nbsp;What is pacing?&nbsp;The UK National Institute for Health and Care Excellence (Nice) 2021 guidelines describe pacing as an energy-management technique. Pacing aims to manage energy and rest, enabling people to balance activities with their health. In essence, it is a self-management technique that individuals develop over time with a degree of trial and error. It enables people to get an awareness of their energy levels and limitations. While it takes a level of self-control and experimentation, pacing should eventually result in people being able to do more.&nbsp;How to make your university more neurodiverse friendlyFor diverse communities to thrive, we need intersectional policies and practicesWhat I’ve learned from a decade of working with a disability in academiaGiven the self-management nature of pacing and the fact that everyone is different, people will have different strategies for putting it into practice.&nbsp;For example, when considering chronic pain conditions such as Ehlers-Danlos syndrome, fibromyalgia and arthritis, individuals may find that activities such as prolonged periods of typing while seated can exacerbate their pain. Therefore, they might set a goal to sit for one hour and then stand for the next hour. If standing is not feasible (for instance, if they do not yet have accommodations like a sit-to-stand desk), they could pace themselves by doing five minutes of stretches for every hour of continuous work.Pacing for visible and invisible disabilities&nbsp;The concept of pacing was first developed for individuals with chronic pain conditions, but it can be applied to a range of disabilities. For visible disabilities such as sight loss, pacing can be used to manage fatigue and pain. It can also be used as a strategy for pain management in other visible conditions relating to mobility.Pacing is not usually applied to conditions such as visual impairment, but we believe there is much to be gained from this strategy. A person with a visual impairment might factor breaks into their reading, for example, to prevent their eyes becoming too fatigued and as a result be able to work more effectively later. This means the individual needs to be able to judge when they are getting tired, and when to stop and and then resume work. While a level of frustration might come with needing to take a break, the aim of this pacing is to enable the individual to work better later.&nbsp;&nbsp;For individuals with non-visible disabilities, such as chronic pain, the strategy of pacing may involve considering their pain and energy levels to determine the most suitable times for activities. For example, if tasks requiring intense concentration exacerbate fatigue or discomfort, scheduling these tasks during a person’s peak energy periods can enhance productivity and reduce strain. Additionally, incorporating short, frequent breaks throughout the day can help manage energy levels and prevent overexertion. This approach allows for sustained productivity while still accommodating the individual’s health needs.&nbsp;Top tips for pacing&nbsp;It takes time to find the right pace. If you are starting with pacing, and you find it is taking time to get it right, don’t be disheartened. There is a degree of trial and error. Tips that we’ve found useful include sharing your experience with others who may be more experienced at it and keeping a diary of your experiences.&nbsp;Don’t be frustrated if your pacing discipline drops off. Academia is a busy environment to work in. While we set out to pace, we may have intense periods of work demands which make it less easy to do so.&nbsp;Talk to colleagues. If you have started pacing, it is good to tell your colleagues about it. This is so they understand if you cannot make a meeting or need more time for a deadline. We would also encourage you to talk to your line manager or PhD supervisor so they can support you in this.&nbsp;Seek support from fellow pacers. When the first author decided to give pacing a go, they sought support from the second author.&nbsp;This was decided based on their wanting to get better at managing their visual impairment with their life. This enabled them to have some idea of what it was and gain tips and tricks.&nbsp;Your body knows what it needs. One of the hardest things for anyone with a disability, visible or invisible, is that sometimes the body wants its say (even when we don’t want it to). Listen to your body, and respect your health boundaries.&nbsp;Branch out. Remember, if pacing does not work for you, a range of other energy-expenditure tools is out there for those with chronic conditions. For instance, you could consider the well-known tool Spoon Theory.&nbsp;Pacing is a useful technique for management of visible and invisible disabilities. Both authors have used pacing in their daily lives for different medical conditions, and it has improved both their lives. For the first author, it has helped balance their visual impairment with their work.&nbsp;For the second, it has helped them to thrive despite the barriers of pain and fatigue.&nbsp;Meredith Wilkinson is&nbsp;senior lecturer in psychology in the School of Applied Social Sciences and&nbsp;co-chair of the DisAbility and Well-being Network (Dawn)&nbsp;at De Montfort University.&nbsp;Imogen Varle is a mental health intervention officer at De Montfort University, author and writer at HNDL magazine.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Pacing is an energy-management technique that can help people with visible and non-visible disabilities to do more in their everyday lives, including in busy university jobs. Here, Meredith Wilkinson and Imogen Varle offer their top tips for putting it into practice

The power of pacing

As many as 85,000 students will stammer in the UK. While many will successfully negotiate their university experience, others will experience barriers and discrimination.&nbsp;This 10-point guide explains how to help.&nbsp;Stammering is not the same as the disfluency you might experienceThe UK organisation Stamma describes stammering as “when someone repeats, prolongs or gets stuck on sounds or words, often accompanied by some physical tension”. This happens over a period of time and is not the same as the occasional disfluencies that fluent speakers may experience. Different terms are used internationally, but stammering and stuttering mean the same thing. Most people start stammering before the age of five, but some do start later in life.Forget what you think you know about the causes of stammeringThe basis for stammering is neurological and many commonly held views are incorrect (for example, that it is a sign of nerves or that there is a link to intelligence). A genetic link to stammering has been indicated.Most children who stammer will stop stammering either spontaneously or with therapy. However, if someone stammers into adulthood, they are likely to continue stammering. While there is no intervention that stops adult stammering, a range of approaches can help people stammer with confidence or manage their stammer, should they wish to.Always work in partnership with the studentStammering varies between people and can vary from moment to moment. Everyone who stammers is different and may have varied feelings about their stammer. Some people who stammer (PWS) may not want support and may be comfortable with their speech difference. However, others often report feeling ashamed, frustrated or anxious. Therefore, it is important to keep the student at the centre of any discussions on support.&nbsp;Remember that stammering can be defined as a disabilityStammering can be defined as a disability under the Equality Act 2010&nbsp;and the Disability Discrimination Act (NI).&nbsp;However, for a range of reasons, PWS rarely disclose a disability when joining university and so may miss out on both reasonable adjustments or disabled student allowance-funded services. If they do reach out, course staff and study skills teams are likely to be the first point of contact for students who stammer. It is important to let students know about the benefits of using formal disability support if they choose.Keep in mind that stammering can have a very wide impactFor those PWS who are uncomfortable stammering, a common way of coping is to try to avoid stammering. This can affect their ability to ask or answer questions in certain settings. A student might say less than they want to or, to avoid a difficult word, use complex sentence structures, replace with a less-specific word or use fillers (“ums” and “ers”) making it hard to follow their meaning. Students may avoid introductions or icebreakers and fail to give presentations.&nbsp;Students might choose modules or even courses that would not involve speaking. They might find it hard to settle in socially because of the stigma associated with stammering. While many PWS develop excellent problem-solving skills and resilience, some can become extremely isolated and depressed.Solutions are set out below, but a key approach is to design variety in teaching, learning and assessment approaches.&nbsp;Look carefully at any oral assessment rubricIf your module uses oral assessment, consider how it fits the course learning outcomes. Unless the outcomes specifically refer to a competence standard in public speaking, you may find that you are using oral assessment to test knowledge and so you could build in alternatives, such as posters, reports or written tests.Where oral presentation is a required competence, you could allow reasonable adjustments for PWS.&nbsp;Change the format of the presentation through adjustments such as allowing extra time, the ability to co-present with a peer or the use of audio-visual aids.Change the presentation environment to a smaller group, a smaller room or less formality.Allow them to record their presentation in private to be shown later on.Review your assessment rubric to replace “fluency” with “effective communication”, so that you focus on the ability to convey ideas logically.&nbsp;Check your own perceptionsStudies show that fluent speakers can incorrectly associate stammered speech with lack of knowledge, uncertainty or even untruth. Sadly, there are reports of students being bullied or humiliated by teachers and lecturers. Conversely, fluency may be conflated with confidence and depth of understanding. Some staff may unwittingly find that their marks are influenced by the fluency of a presentation, even when fluency is not one of the learning outcomes.We should all reflect on how we respond to speech differences. The key rules are: wait patiently for someone to finish their sentence; maintain eye contact; and keep a respectful demeanour.Design an inclusive approach from the start&nbsp;Designing an inclusive approach to your module or course is preferable to trying to adjust it later. Inclusive approaches will include a wider range of teaching and learning styles, with varied ways of engaging students (such as asking questions through virtual learning environments or electronic platforms). Assessment flexibility allows students to choose how they demonstrate their learning most effectively.Inclusive practice is also about setting standards of behaviour. So, lecturers could set out ground rules about acceptance of others, modelling inclusive behaviour and making clear that bullying has serious consequences.Displaying Stamma material (or similar) in your university will encourage PWS to be more comfortable talking about their stammer and increase awareness of support. And improving knowledge about additional support for disabled students will help all students who have not shared that they have a disability.&nbsp;Research further if you are unsureMany higher education professionals will have limited experience to draw on to inform their practice in supporting PWS. To widen their knowledge and perspectives, academics and professionals services staff can find a range of useful material.On educational approaches, see: Stamma and Stammerers through University Consultancy.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;On employability and career paths, see: 50 Million Voices and Stambassadors.See the wider benefitsIn conclusion, the approaches that benefit students who stammer are likely to help other students in your class. Research has shown that fear of public speaking is one of the biggest concerns for students, and there can be big differences in the perception of public speaking by gender, ethnicity and even accent. Providing a thoughtful approach to speaking and student engagement will contribute to a higher education environment that rewards understanding, rather than speaking style.&nbsp;Deborah Johnston is deputy vice-chancellor (academic framework) at London South Bank University.&nbsp;She is a person who stammers and has worked closely with the British Stammering Association (Stamma) and the Stammering through University Campaign to ensure greater awareness of the needs of students who stammer.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Teaching and assessment approaches that benefit students who stammer are likely to help others in your class. Here, Deborah Johnston offers a 10-point guide to adopting an inclusive mindset and methods

Supporting students who stammer in higher education 

The first time in my life I truly felt seen, accepted and heard was when I was approved for Australia’s National Disability Insurance Scheme eight years ago. The other time was 15 February 2024 when the University of Newcastle in Australia ran the Empowering Neurodivergent Students for Success programme. I am not too proud to admit that these words brought tears to my eyes.&nbsp;The recent introduction of an early entry programme at the University of Newcastle created an unexpected but welcome opportunity to respond to a growing population of neurodivergent students commencing their studies. Pre-armed with early enrolment data, in which students had self-identified as having a disability, our AccessAbility team was able to contact those students earlier in their admissions journey. This led to us developing a bespoke onboarding programme to provide a soft entry to our regular welcome week activities.&nbsp;We promoted the two-day Empowering Neurodivergent Students for Success programme as providing neurodivergent students with the tools and resources they need to successfully navigate the transition to university life. The programme taught them about study skills, developing a well-being plan, university support services and how to communicate with academics and offered them an opportunity to attend a campus tour and connect with other neurodivergent students and allies.&nbsp;Resource collection: Routes to improving disability support in higher educationWhat universities can do to support their autistic employees10 ways universities can reject ableismHonestly, we expected about 10-15 students to enrol. When 80+ students and 10 support people registered, we had to quickly relocate the programme from a meeting room to a larger venue – not necessarily an ideal start for those who often seek structure. The move to lecture theatres (and splitting students into two groups for some activities), however, was a success as it helped students get a taste of how lectures worked in an emotionally safe and responsive environment. That was the first learning, which we will take into how we improve the programme for next year.&nbsp;For those interested in developing such a programme, the run sheet across the two days included:&nbsp;A talk by a neurodivergent guest speaker who recounted their experiences. We provided the guest speaker with prompts to help them develop their presentation, including:&nbsp;What helped you settle in and survive the first few weeks?What tips would you share to motivate and reassure students just starting?What it was like when you first started your studies?An introduction to first-year basics:&nbsp;Parking on campus&nbsp;Finding your class on campus&nbsp;Accessibility, including transport options such as the mobility shuttle&nbsp;How to use Canvas, our learning management systemHow to use the student portal for tasks such as registering mandatory attendance&nbsp;An introduction to our student enquiries team and portal&nbsp;Information about how to apply for adverse circumstancesAn introduction to the counselling team, who facilitated group discussions on common concerns, hopes and fears. Students left with tips and resources to build a well-being plan, including their support networkA presentation by learning and development staff on planning for academic success, including advice on time managementInformation regarding how to communicate with academicsAn overview of the AccessAbility service and mentoring programmes by accessibility staffAn overview of the student union’s role in student lifeGuidance on how to use the university’s library services&nbsp;A guided tour of campus by student mentors. &nbsp;The programme was run over two short days (10am–2pm), which made it more manageable for these students. We provided morning tea and lunch to attract students, help them connect with each other and show them that the university values them. We tailored a welcome pack to include specific tip sheets and resources, as well as their choice of fidget toy.&nbsp;By the end of day one, many students had formed social connections, shared contact details and started developing their support network. Some students struggled on day one but had made friends by the end of day two. And by day two, new participants attended after hearing of the programme via word of mouth.&nbsp;&nbsp;The participants in our programme ranged from 17 to 53 years of age. There was no common entry pathway; some were school-leavers, some were returning to study and some came to us from other universities or vocational education. Some attended alone, some had support people, some brought their parents and some brought support animals.&nbsp;&nbsp;In Australia, 9.1 per cent of people aged 15-64 with a disability are studying for a non-school qualification. This compares with 15 per cent without a disability. I hope that through designing bespoke onboarding programmes that assist neurodivergent students with the transition to tertiary education we can help to achieve parity in those statistics. I’m pleased that, as an institution, we are helping neurodivergent students feel better prepared to start their academic journey. The testimonials we have received reflect that.&nbsp;&nbsp;Scott Laing is the associate director of student well-being at the University of Newcastle, Australia.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Create an onboarding programme for neurodivergent students

The recent introduction of an early entry programme at the University of Newcastle created an unexpected but welcome opportunity to respond to a growing population of neurodivergent students commencing their studies

A tailored onboarding programme can help set neurodivergent students up for success

On 14 February 2024, the UK High Court ruled that the University of Bristol had failed in its duty to make reasonable adjustments for Natasha Abrahart, a 20-year-old physics student with chronic social anxiety disorder. Having repeatedly struggled with the oral assessment component of her degree, Natasha took her own life on 30 April 2018, the day that she was scheduled to offer a presentation to lecturers and her peers in a lecture theatre of over 300 seats. The court upheld the ruling that the university was guilty of discrimination that had contributed to her suicide. The chair of the Equality and Human Rights Commission, Baroness Kishwer Falkner, expressed her hope that the High Court ruling would empower disabled students and clarify what they should expect from their universities.

All statistics and examples in this article are taken from a two-year period of research during which I have collated the experiences of disabled university students across the UK. These case studies and feedback have highlighted that the failure to provide reasonable adjustments, when the practicability of these adjustments is clear, is the most common form of discrimination encountered. While many disabled students reported supportive working environments, with the Open University emerging as outstanding, only 40 per cent reported that the lecturers they worked with were aware of the UK government’s 2010 Equality Act. Only 68 per cent of students found that academic staff readily committed to the provision of reasonable adjustments. Of those students who confirmed experiencing discrimination, 72 per cent admitted that they were unsure how to challenge decisions, and an even higher percentage feared retaliation and further discrimination if they turned to other areas of the university for help. 


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Students with disabilities ranging from sensory impairments and motor neurone disease to dyslexia and mental health diagnoses are making their way through secondary school only to find that their university experiences are unpredictable and often dependent on the attitude and understanding of their lecturers and support staff. Under the government’s Equality Act of 2010, disability is one of nine protected characteristics, and prohibited conducts fall into several categories. 

Reasonable adjustments create an environment in which students with special educational needs or disabilities have an equal opportunity to display their intelligence, accomplishments and understanding. This could be extra time allowances for written assessments and exams, alternative means of assessment if oral assessments prove distressing or impossible, seminar rooms or labs with access for wheelchairs, assisted technologies in study areas or altered formats of module reading.

The most common failing reported was time extensions being refused, and the reasons given by lecturers included wanting to mark all assessments at once, going on holiday, the end of term or attending a conference – or the student was pressured to submit at the same time as other students if they wanted the work to be marked. Most of the students in this situation found the struggle to complete work impacted their mental health and, for many, assessments were submitted unfinished. Other case studies included wheelchair users who were unable to access seminar rooms, lecture theatres and offices, when swapping venues would have been both practicable and easy to arrange. 

Students struggling with anxiety disorders and post-traumatic stress reported being put on the spot in seminars and told to contribute to discussion or their marks for the term would be adversely affected. One young woman struggling with severe social anxiety was told she shouldn’t be discussing her “weakness” with lecturers or her peers after stammering and struggling to deliver a presentation and trying to explain her nerves. Most disabled individuals in my study feared that their marks would suffer if they complained about failings, 23 per cent said they had dropped out or thought this would be the result if the failure to provide reasonable adjustments continued with their degree course. 

How to ensure reasonable adjustments are made for disabled students 

These situations can be avoided. Lecturers can follow a simple process to guide students with disabilities to the right solutions. 

For most students in the UK, reasonable adjustments will be detailed in their assessment for the Disabled Students Allowance.&nbsp;

Alternatively, students can ask the university’s disability officer or adviser to carry out a needs assessment. The disability adviser will then advocate for the student by emailing lecturers to request the adjustments. If these are not forthcoming, the student should then email the lecturer who has failed to comply, detailing the reasonable adjustment they need and why it’s important. They can add a copy of the relevant section of their DSA assessment. The student should ensure they copy in a third party, such as the module leader, disability adviser or a supportive lecturer, and they should keep records. 

If the individual approached refuses or ignores the request, the Equality Advisory Support Service&nbsp;(EASS) stipulates that after two weeks, the student should escalate the request using the university’s official complaints procedure. At this point, most requests find a happy resolution. If not, the student can apply to an ombudsman or county court.

The best place to look for a template for any complaint in the UK is the resources section of the EASS&nbsp;website. A subheading under disability deals with further and higher education, and both existing and prospective students are protected under the Equality Act 2010. The Equality and Human Rights Commission website also has a subsection on disability discrimination and the commission’s legal work. Do reassure your student that in the UK complying with the request for reasonable adjustments is a legal obligation.

Kate Armond has taught literature and international modernism at the University of East Anglia and the University of Essex. She is now senior lecturer in literature and critical theory. The research for this article was made possible thanks to the Royal National Institute of Blind People&nbsp;(RNIB), the Equality and Human Rights Commission, Scope and Mind. 

If you’re having suicidal thoughts or feel you need to talk to someone, a free helpline is available around the clock in the UK on 116123, or you can email&nbsp;jo@samaritans.org. In the US, the National Suicide Prevention Lifeline is 1-800-273-8255. In&nbsp;Australia, the crisis support service Lifeline is 13&nbsp;11&nbsp;14. Other international suicide helplines can be found at&nbsp;befrienders.org.

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Guiding disabled students to ask for reasonable adjustments

Students with disabilities are often dependent on the attitude and understanding of their lecturers and support staff. Here is advice on supporting requests for reasonable adjustments in the university environment

Disability, discrimination and redress: how to guide your students through the process of asking for reasonable adjustments

We’ve taken great strides forward when it comes to how people who live with autism, attention deficit hyperactivity disorder (ADHD) and other developmental and/or learning disabilities are treated and viewed within society. The neurodiversity movement, which has seen neurodivergent people and their allies celebrate their strengths and call for society to value their differences, has brought about a positive shift in how we consider and respond to neurodivergent individuals.Unfortunately, language use has not kept pace with this grass-roots movement. Many people still use stigmatising, ableist language to describe neurodivergent people, defining them by their disabilities. It’s often clumsy rather than unkind, but it matters. People might use terms such as “special needs” with good intentions, but the phrase has unwanted connotations.&nbsp;A road map to diagnosis and support for autistic women in higher educationFive steps to support autistic students on their higher education journeyHow to make your university more neurodiverse friendly&nbsp;The same applies to words such as “normal” or “ordinary”, which take on a far more emotive and critical tone when preceded with “not”. Despite “special” implying the opposite, being on the receiving end of this label can feel demeaning and patronising. Such ableist language and labels can lead neurodivergent people to conceal their symptoms and behaviours, and ultimately under-reporting their needs.&nbsp;The dangers of ableism“Ableism” is a term that is often used – and often misunderstood. To put it simply, ableism is presenting one type of person as “the ideal” and assuming that people who are not like that – because of disability or neurodivergence – are inferior. If we hold ourselves to a specific ideal, we are always going to fall short. This applies not only to disability, but also to discussions surrounding race and gender. There cannot be one ideal – diversity is not only necessary but unavoidable. If we follow ableist thinking and, consequently, ableist language, we negate the contribution, creativity and perspective of the full breadth of society. Language choices can help enforce and perpetuate this approach.&nbsp;Sadly, ableism remains very present in the higher education sector. A recent study of neurodivergent staff&nbsp;found that they were likely to under-report their diagnoses, because they were concerned they would face stigma and discrimination.&nbsp;It’s not just staff — many students also experience negative perceptions about their ability and their work. This can have a detrimental effect on their mental health and lead to an increase in anxiety and depression due to increasingly low self-esteem. The impact of ableism can result in students performing less well in their studies, rather than their neurodivergence having that effect.The language that we use to describe ourselves — whether consciously or unconsciously — leads to beliefs about ourselves and others. The neurodiversity movement is making some headway in correcting commonly used (and all-too-easily accepted) ableist language. But there is still some confusion over the correct terminology within communities and in academia. Consider neurodiversity and neurodivergence – aren’t they interchangeable terms? Neurodiversity suggests just that: diversity within neurotypes. But one person cannot be neurodiverse, because that suggests that they are multiple neurotypes. A person can be neurodivergent, meaning that they are different from what is typical.&nbsp;How to address neurodiverse peopleMany research projects have asked neurodiverse individuals how they would like to be addressed. In one study focusing on autism, the majority of the autistic adults and caregivers said they preferred the identity-first approach (“autistic person”), while many professionals preferred the person-first approach (such as “child with autism”). There was a strong consensus among both groups against using “autism spectrum disorder” because they felt it had negative connotations. Many of the people questioned simply preferred “autism” or “autism spectrum”. We should recognise that how someone wants to be labelled or addressed is up to them. Whether they identify as a person with autism or an autistic person, they get to choose.Within higher education, we should focus on what people can add to our quest for greater knowledge and understanding of the world. To do this, we need to create safe and inclusive spaces, where people feel able to share their experiences and skills. There are already signs that this is happening. Participatory research within academia, where stakeholder communities are directly consulted and engaged with to define the problem and develop the path to a solution, is now not only accepted, but also expected.&nbsp;We already know the difference such a positive and purposeful use of language can make. No one regrets the demise of terms such as “the handicapped”, “remedial teacher” or “wheelchair-bound”. Language and meaning will continue to evolve. By consciously moving away from using ableist language, we allow neurodivergent staff and students to work in a space where they can access support without stigma. Let’s help them realise their potential by allowing the strengths and qualities they possess to shine through.Carrie Ballantyne is a reader in psychology at the University of the West of Scotland.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

On the neurodivergent campus, language matters

The neurodiversity movement has made great strides, but out-of-date, ableist language is still prevalent, even in academia. Carrie Ballantyne advises us to think about the words we use

In 2009, I walked into a class called Introduction to African American Education at Teachers College, Columbia University. This course was the only one taught at this institution to help us understand how African American students had been educated historically in the United States. In the class, I met four Black ​​women who were also​​ going through their doctoral journeys. We began a friendship that has since lasted more than a decade. For me, this class also provided an opportunity to meet other students who shared scholarly and intellectual interests in a very white space. As an ​​Ecuadorian-American woman who identifies as Afro-descendant and was born and raised in New York City, my relationship with race is rooted in the knowledge that anti-Black racism is a specific form of racism that often becomes lost in notions of diversity. Thus, to be entrenched in Black scholarship within a white space was important for my spirit. 

In predominantly white institutions (PWIs), Black spaces where Black scholarship is cultivated are that much more important but, unfortunately, very scarce. Classrooms can be Black spaces where Black scholarship is intentionally constructed. I acknowledged this class, the Introduction to African American Education, as a Black space and also as a space that cultivated Black scholarship. It was taught by a scholar and historian who also identified as a Black​ woman and the majority of students in the class identified as Black. Being in a space that elevated Blackness to an accurate perspective and not one filled with deficits and lies countered some of the effects we ​​were all feeling at a PWI.


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Despite the various contributions of Black scholars to our understanding of social life globally and in the United States, Black scholarship and Black scholars remain vulnerable to epistemological attacks, particularly in white spaces. “Black scholars...are marginalised based both on their race and on their research on Black social realities...[and are] socially located as less powerful, less knowledgeable...​less acceptable and — more broadly —rather untrustworthy in relation to white scholars,” Penelope&nbsp;Muzanenhamo&nbsp;and&nbsp;Rashedur&nbsp;Chowdhury argue in their 2021 article on epistemic injustice. Thus, attacks on Black scholars and Black scholarship in white spaces are consistent with white supremacist and anti-Black logic, and they are unfortunately typical in higher education.

I argue that Black spaces, while not serving all members of a post-secondary campus, should not be intended to do so given the resource deprivation experienced by Black​​ people in predominantly white spaces. This resource deprivation results in epistemological deprivation experienced by Black scholars, to the detriment of the whole campus community. I call on higher education and student affairs (HESA) administrators to add Black epistemological inclusion as a value​​ toward building more equitable and more just environments.

Higher education leaders play a critical role in ​​either supporting or defunding Black spaces, since Black spaces are often a source of organisational conflict for HESA administrators who experience scarcity of resources and space. Using BlackCrit theory, which centres Blackness and Black ​​people in critical race theory and explains the particular ways racism affects Black ​​people in the United States, HESA administrators can learn how Black spaces on their campuses contribute to Black epistemological inclusion and explore their significance to Black scholarship.​​

These recommendations for Black spaces are offered in the spirit of hope, which is critical to drive change — or, if no change occurs, to ensure we are not replicating any systems of domination. In higher education, “critical hope reflects the ability to realistically assess one’s environment through a lens of equity and justice while also envisioning the possibility of a better future”. The following are suggestions for HESA professionals and leaders to build Black spaces committed to Black epistemological inclusion and the development of Black scholarship at PWIs – and other institutions such as Hispanic-serving institutions (HSIs) – to ​​counter the devaluation of Black students in higher education.

•HESA professionals and leaders should adopt a BlackCrit perspective to analyse Black spaces and their role in contributing to Black epistemological inclusion. This is especially salient in PWIs. Additionally, HESA professionals at other types of institutions (such as minority-serving institutions (MSIs)) could consider BlackCrit perspectives in their work to ensure that Black students, administrators and faculty are being served. Applying racially and culturally relevant lenses and perspectives of minoritised populations within MSIs would prevent a flattening of various identities and the development of a “minority” monolith.

•HESA professionals and leaders should centre Black epistemological inclusion in conversations about diversity. Practices related to diversity are more harmful to Black scholarship and Black scholars than they are helpful ​​because they typically erase the experiences of Black​​ people. Centring Black scholarship and valuing Black epistemological inclusion involves two things: (1) recognising that Black epistemological exclusion exists in white spaces such as PWIs and (2) moving past the understanding that racial conflict is largely interpersonal and individual and instead focusing on institutional and structural racism.

•HESA professionals and leaders should explore existing Black spaces on campuses. Where are they? Who uses them? Black spaces provide a place for refuge from larger white spaces. HESA professionals should protect ​​these spaces by ensuring their existence and providing them with resources. Additionally, faculty or administrators who work within Black spaces supporting Black epistemological inclusion should be given some release from their day-to-day employment activities.

•HESA professionals and leaders should document Black epistemological deprivation. This includes a lack of Black studies departments, Black faculty and Black HESA administrators. In PWIs that already have dedicated Black spaces, HESA professionals could document how ​​these spaces are funded in relation to other spaces or​​ services on campus. Are they being equitably funded and supported? Where are the disparities and what are the plans to ameliorate them? 

•HESA professionals and leaders should support the liberatory and visionary needs of Black students, Black faculty and Black HESA professionals. Black spaces prevent Black epistemological deprivation. They demonstrate to Black scholars that their knowledge is valued. Within Black spaces, Black scholarship is cultivated, but so is hope ​​because plans and activities geared ​​towards liberation from white supremacy are acknowledged and developed.

Blanca Elizabeth Vega is an associate professor in educational leadership at Montclair State University.

Excerpted from&nbsp;Black Scholarship in a White Academy: Perseverance in the Face of Injustice, edited by Robert T. Palmer, Alonzo M. Flowers III, and Sosanya Jones. Copyright 2023. Published with permission of Johns Hopkins University Press.

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The importance of Black spaces in white academia

An epistemological approach is needed to build more inclusive environments, argues Blanca Elizabeth Vega in this excerpt from Black Scholarship in a White Academy

Women are making significant strides in fields such as academia, literature, music, film and increasingly in science, technology and healthcare. There’s virtually no realm where women are not making their mark. 

However, we often observe the following situations, underscoring the need to intensify our endeavours in expanding opportunities for women and nurturing their ambitions.


	Women often surpass their male counterparts in academic contexts, but they commonly undervalue their capabilities
	Women shy away from taking a prominent, intentional role in their narratives, frequently redirecting credit to others and avoiding acknowledgement
	When a woman showcases her ambition, she might be perceived as deviating from societal expectations
	Society often praises women who sacrifice their ambitions. 


Cultivating ambition in female students involves creating an empowering atmosphere that nurtures confidence and self-belief. In higher education institutions, the first step in nurturing women involves emphasising the importance of embracing ambition. It should not be perceived as negative or taboo, but as a conduit for realising aspirations and shaping a brighter future. We must all take steps to nurture a supportive environment and provide opportunities for growth and development. An important part of this is ensuring our institutions are inclusive and encourage female students to feel supported when expressing their opinions and pursuing their aspirations, both within the classroom and in extracurricular activities. Some strategies include:

Provide mentors: establish mentorship initiatives that link female students with accomplished experts in their respective areas. These programmes should allow students to receive insight and guidance in a safe and private environment and enrich their academic journeys. Wherever possible, expose the students to accomplished role models from different fields to broaden their horizons. 

Close gender gaps: promote the active involvement of female students in science, technology, engineering and mathematics programmes. Run awareness campaigns regarding stereotypes and guide female students to recognise and overcome biases that could influence their performance and choices. Such programmes can take the form of workshops, seminars and diversity training to raise awareness about stereotypes’ influence on decision-making, or community outreach events such as panel discussions and film screenings to engage a broader community in important conversations.


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Expose students to a diverse array of career options and skills: create opportunities for them to improve their public speaking, critical thinking and problem-solving skills and champion project-based learning. 

Nurture future leaders: introduce leadership development programmes designed specifically for female students that involve tailoring curricula for self-awareness, goal-setting and skills enhancement, offering mentorship and networking for career growth. Promote leadership opportunities and encourage female students to take on leadership roles in classes, clubs, sports teams and college events. 

Get buy-in from others: engage parents, classmates and guardians in female students’ educational journeys by communicating frequently with them and arranging informative workshops for them. You can also introduce teacher guardian schemes where teachers are assigned to groups of students, and they monitor academic and extracurricular activities to report back to teachers.

Success mainly depends on motivation, which is driven by setting goals, exerting effort and overcoming obstacles. Without motivation, staying focused and committed to our aspirations can be a daunting task. It is therefore important to encourage our female students to set goals throughout their academic careers, and keep setting goals to nurture their self-development. Gradually, they can work their way up to particularly ambitious objectives.

Nurturing ambition in female students is a fundamental investment in building a more equitable and dynamic society. We must inspire students to assert themselves, pose questions and proactively seek the support they need to achieve their goals. As we inspire and uplift female students, we lay the foundation for a future where their potential is recognised and celebrated without limitations, ultimately leading to a more inclusive and thriving global community. 

Geetha Maiya&nbsp;is the director of student affairs at Manipal Academy of Higher Education, Manipal, India.

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Strategies for nurturing ambition in female students

Nurturing ambition in female students is crucial for their personal and professional growth. By highlighting diverse role models from various fields and empowering our students to strive for more, we can set them up for success

Personal stories, citizen journalism and social media – sources of information made more visible through wide access to the internet – have contributed to rising social consciousness. The pandemic lockdown, which resulted in people spending more time online, brought many into closer proximity to events across the country and the world. As a result, engagement with social justice movements also rose across categories, and with it a sense of responsibility to effect change. 

With a similar rise in activism among medical students, such as higher participation in discussions and movements, medical schools might seem to be a microcosm of wider society. Discourse has increased around racism, misogyny and LGBTQ+ issues, not only in medical education journals but also more widely in newspapers and public discussion forums. So the encouragement from trade unions, global movements and organisations for medical schools to sign pledges, charters or initiatives demonstrating their support of the aims detailed in the document is not surprising. 

Recent examples of charters and pledges include:


	The British Medical Association (BMA) racial harassment charter (2020)
	Statement of solidarity with Jewish students at Bristol University (2021)
	UK Medical Schools Charter on so-called LGBTQ+ “conversion therapy” (2021)
	Stonewall’s Diversity Champions Programme (2021)
	An initiative led by medical student societies to advocate for reform to the NHS bursary provision (2023)
	BMA’s ending sexism in medicine pledge (2023).


At first glance, these pledges and initiatives seem to be clear, well-intentioned statements about institutions’ stances on matters that could be reassuring to students. There might also be guidance about how to demonstrate or promote positive behaviours or cultures in line with the pledges. They may offer sources of accountability and provide benchmarks for progress. 

However, upon deeper reflection I have found myself questioning their utility and have become concerned that they could even be detrimental to progressive action. 

When the conversations in institutions begin with “What happens when this pledge is signed?”, they risk overlooking what has been happening before. What was the institution’s stance on the matter before this? Did the culture on campus and experience of staff and students reflect this? I think it is important for institutions to understand what processes and structures had already been implemented and critically examine what challenges are preventing their progress and why. This will allow identification and prioritisation of tangible actions and facilitate a more strategic approach to generating impactful change. 


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There is a danger that pledges and charters – neatly packaged, with definable and measurable outputs that allude to the work required being similarly succinct – oversimplify highly complex topics. At best, these pledges will garner interest and revive enthusiasm; they might even attract pockets of funding. There is also the risk that faculty will see involvement as an opportunity to progress their careers, especially if implementation of the charter is attached to a leadership position. Individuals wishing to become involved should seek to understand what work has been and is being done (often by minoritised staff whose work is not formally recognised nor adequately resourced), and how these efforts can be supported and developed further. Institutions should make a concerted effort to invest in existing structures and staff, in addition to supporting new initiatives. 

Another important consideration is how we measure change and evaluate the impact of interventions. We need to be brutally honest with why and how we evaluate initiatives. Are we measuring purely to demonstrate that we have done something or are we truly invested in measuring tangible change? How can we quantify such broad and intersecting domains in a meaningful way? Even qualitative feedback, which might capture the effect more successfully, is often scrutinised, with subjectivity and contextualisation used to critique its robustness. 

Signing charters and pledges requires more than just a signature. The work is likely to be time-consuming and complex. Below are tips for institutions to consider when supporting EDI initiatives:


	Consider the resources that you have allocated to supporting this work. Financial commitment, inclusion of tasks on job descriptions&nbsp;and acknowledgement of work in appraisal and promotion pathways is essential to ensure sustainability and reflect the institution’s commitment and the value of the work being done.
	Seek out and engage with staff already doing EDI work. Many of these staff will have worked closely with students and staff and will have a good understanding of the nuances within your institution. 
	EDI work cannot be successful in isolation;&nbsp;even the smallest projects will require buy-in across teams and might involve policy changes. This interdisciplinary approach, although more time consuming, promotes sustainability and success.
	Accountability is important for institutions, their staff and their students. There should be transparency in the process&nbsp;and institutions should make their objectives, plans and timeframes available for review. 
	Careful consideration should be given to evaluation methods&nbsp;and what are defined as measures of success. 


Pledges and charters should be a reminder to review ongoing work, reflect on the impact that has been made, re-evaluate strategies and consider refreshing ideas and initiatives. We should always consider the desired and unintended consequences that signing pledges might have for staff, students and the university. 

Lois Haruna-Cooper is a clinical (teaching) lecturer in the Centre for International Medical Education Collaborations at University College London (UCL). She is also a co-chair of UCL Medical Schools’ equality, diversity and inclusion committee and a member of the Medical Schools Council EDI Alliance. 

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Are pledges catalysts for change or performative promises?

Pledges demonstrating support in addressing issues such as racism and misogyny will often garner interest and may even attract pockets of funding. But they also risk oversimplifying complex problems, writes Lois Haruna-Cooper

Pledges and charters in medical schools: catalysts for change or performative promises?

Women who study science, technology, engineering or mathematics tend to be overlooked, especially in the engineering domain. My observations are that it can be difficult for them not just to use their voice but even to find it in the first place. As educators, we have a unique opportunity to make a lasting impact on these women and help nurture their ambition.I went to an all-girls high school in Jamaica, where all my mathematics and science teachers were Black and female. Looking back, I realise how impactful that was on my early years and how instrumental it became in my career journey. Those early experiences created a belief that success as a STEM professional was achievable and helped me in overcoming both real and perceived barriers.To give female students an equal educational experience, we need to promote womenGender equality is more than a box-ticking exercise – let’s champion itTHE podcast: an interview with Ngiare Brown, chancellor of James Cook UniversityBut my experience is not universal. Even today, many young women pursuing a technical or engineering career don’t see others who look like them with a seat or a voice at the table. Men represent about two-thirds of those employed in STEM occupations. Similarly, men vastly outnumber women majoring in STEM fields at US universities, and the gender gap is especially high in majors for the fastest growing and most lucrative jobs of the future. Only 21 per cent of engineering majors and 19 per cent of computer science majors are women.&nbsp;This can make it difficult for young women to imagine themselves as future coders, inventors or engineers.Here are four key ways to improve the experience and retention rate of female students in STEM majors:1. Women in STEM need to become mentorsIf you are a female educator in a STEM subject, I highly encourage you to mentor young women as often as you can. There is a concerning lack of female mentors in both academia and STEM fields. The more female students see successful women in STEM as role models and mentors, the more inspired and confident they will become. Students need people they can emulate. My PhD adviser was a Black woman, and having a mentor who looked like me allowed me to imagine myself thriving in academic places and spaces.2. Extend leadership opportunitiesDon’t wait for your female students to volunteer for leadership positions. Many times, women who are perfectly capable don’t get approached for such opportunities, and they often do not have the fortitude to put themselves forward. So, seek them out and nominate them. For example, I was asked to mentor the campus chapter of the Texas Society of Professional Engineers to help recharter the organisation and form a new board. I teach introduction to civil and environmental engineering and had a lot of first-year students who I thought could benefit from this great leadership opportunity. I approached four female students about joining the board. All agreed to join, even though none had initially volunteered themselves.3. Challenge biases and gender-based stereotypesChallenging stereotypes and biases allows educators to contribute to an environment where all students – regardless of gender, race or background – feel supported and encouraged to explore and excel in STEM fields. Don’t stop at establishing a classroom culture that is safe, inclusive and respectful; integrate diverse perspectives into the curriculum. Include examples and case studies that feature contributions from women and minorities. Foster a collaborative learning environment where students work together on projects and encourage diverse groups that give everyone an opportunity to contribute. Lastly, facilitate discussions about stereotypes and encourage critical thinking.4. Encourage female students to find a peer communityA support system of like-minded people can make all the difference for women pursuing STEM degrees. Organisations such as the Society of Women Engineers, National Society of Black Engineers and Women’s Transportation Seminar all have chapters across the US and help provide a sense of belonging and encouragement for the next generation of female engineers. At Southern Methodist University, student-led organisations perform outreach, bring in companies to talk to students, and help under-represented students make it through the tougher majors at our university.Higher education is a big space, and finding the ways you can make an impact and make your voice heard can be hard – especially as a female in a male-dominated major. Educational institutions and communities can work to create an environment that empowers female students in STEM and encourages their pursuit of careers in these fields.Janille Smith-Colin is the J. Lindsay Embrey Trustee assistant professor of civil and environmental engineering at Southern Methodist University’s Lyle School of Engineering, and a licensed professional engineer.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

How to help young women see themselves as coders

Female students can be overlooked in STEM fields. Janille Smith-Colin shares four ways to empower tomorrow’s engineering leaders to find their voice and the determination to use it

How to help young women see themselves as coders, inventors and engineers

There is no single way to create an inclusive culture in higher education. Nor is there even an agreed and shared understanding of what that means. And in our experience, this makes sense. At The University of Manchester, our three-year equality, diversity and inclusion (EDI) strategy is focused on an intersectional approach that brings together three academic leads focused on race, religion and belief, gender and sexualities and disability. Despite having separate remits and responsibilities, we are all connected by the golden thread of intersectionality. The university has also signalled the importance of this work by appointing the vice-president for social responsibility to oversee it. 

In this resource, we, the three University of Manchester academic leads for EDI, explain how we work together and learn from each other. We’re proud to say that our approaches have been recognised by charter marks for excellence in our specific areas of work. 

Dawn Edge, academic lead for race, religion and belief, who led on the successful Race Equality Charter (REC) Silver Award in 2023

In 2017, I was appointed the first university academic lead for EDI. Together with my co-authors, we work collaboratively with our EDI and people and organisational development directorates, faculties, schools and departments within an integrated and strengthened governance structure to advance key EDI priorities. For example, alongside monthly meetings, we are members of the REC and Athena Swan teams and the university-level EDI committee.

Alignment with organisational strategic objectives ensures that EDI is “everybody’s business” and not solely the responsibility of a few EDI specialists. This explicitly intersectional approach has been a game changer. It has been integral to our success in achieving external recognition for our EDI work via Advance HE’s Athena Swan framework and the REC alongside other frameworks including Disability Confident and Stonewall. Importantly, this way of working facilitates the identification of both long-standing and hidden inequalities, which can occur with more siloed approaches. 

The scale of the challenge to achieve our ambition of becoming a non-discriminatory, anti-racist organisation where everyone feels that they belong and can thrive is considerable and ongoing.&nbsp; In this context, agglomerated race/ethnicity data can obscure significant differences in experiences and attainment between and within groups as evidenced by our staff and student surveys. For example, while the number of academics from minority backgrounds applying for promotion has doubled since 2017, only 32 per cent reported being encouraged to apply for promotion, compared with 57 per cent of peers from non-minority backgrounds. 

We have significantly narrowed the undergraduate degree awarding gap between white and “ethnic minority” students by 5 per cent to 8.3 per cent with an ambition to eliminate the gap. However, distances between groups remain marked, with consistently higher proportions of students from other/mixed and white backgrounds achieving “good degrees” (2.1 or first) compared with Asian and Black students. Although the proportion of Black undergraduates who achieve these has increased by 6 per cent in the past five years, they are least likely to achieve upper second or higher degrees. &nbsp;

Our honest reporting of these and other issues, including actions to address the under-representation of minority staff in senior professional services roles and improve recruitment, retention and progression of minority staff and students was commended in our REC submission. We have also invested in bespoke, innovative leadership and development opportunities for minority staff that address systemic barriers to achievement. Our Inclusive Advocacy Programme seeks to improve the research career pipeline and promote inclusive research cultures by connecting senior researchers (advocates) with talented research staff (participants) for a 12-month period. Meanwhile, our StellarHE programme focuses on leadership development and career progression for both academic and professional services staff. And reflecting our commitment to intersectionality, our 100 Black Women Professors Now initiative aims to address the under-representation of Black women in senior academic roles by enhancing the career paths for PhD students as well as early and mid-career, and senior colleagues. Our ambition is that, by 2027, we will have at least a 50 per cent increase in the representation of Black academics and researchers at all levels, up from 3.2 per cent lecturers and 0.6 per cent professors, with at least one-third female Black professors and Black readers. 

On a personal level, I am especially proud to have led the team to become the first Russell Group university (and only the second higher education institution in the country) to achieve REC Silver. Alongside being the first Black woman professor in our university’s 200-year history, this ranks as one of my greatest academic achievements.


	Being Black in the academy
	The rainbow university
	Routes to improving disability support in higher education


Rachel Cowen, academic lead for gender and sexual orientation, who led on the Athena Swan Silver Award in 2024

I was appointed gender lead in 2019 to accelerate gender equality progress through the University’s Athena Swan charter work, with the role later expanding to include sexual orientation. This was my first university leadership role and it was a job share that signalled to me the institutional commitment to think differently about our culture and what leadership in HE looks like. Frankly, this was the only way I could step up to a leadership position as a part-time academic with childcare responsibilities.

Our work, recognised with an Athena Swan Silver Award in Jan 2024, includes increasing our binary sex data, showing parity in our overall student profile, in senior professional services roles, early career academic roles and on senior committees, including our senior leadership team. We have increased female representation for senior academics (42 per cent female) and professors (30 per cent female) and we are slowly narrowing the gender pay gap over time. 

To achieve these goals, we expanded our diverse women’s leadership programmes including Aurora and 100 Black Women Professors Now. We are prioritising allyship and advocacy through our impactful LGBTQ+ ALLOUT network and thriving Women@Manchester network. These raise awareness of issues, challenge stereotypes and bias, influence inclusive policy and practice and provide staff with mutual support, professional development and mentoring opportunities. We’ve launched new policies, such as our flexible and hybrid working policy supporting better work-life balance, and aim to maintain academic career progression following extended leave through our academic returners policy. Through our international work, we are also able to share our experiences and challenges globally, especially during the Covid pandemic, and we are collaborating to develop gender equality frameworks to facilitate global progress.

However, we know we still have a lot of work to do including closing male student awarding gaps, addressing gender disparities within disciplines and ensuring that we have equally robust non-binary gender and sexual orientation data on a par with our sex data. Importantly, we are also focusing on our campus and culture so that everyone feels included, particularly people of other gender identities, and for our parents and carers. Examples of good practice that we will build on include the expansion of our parents and carers networks and carers fund, covering additional caring costs incurred by staff taking part in professional development and career profile-raising activity. 

Jackie Carter, academic lead for disability, who led on our Disability Confident Leader status in 2023

One of my first tasks as the academic lead disability in our EDI strategy was to understand the lived experience of disabled staff and students. We collate and share our disability statistics, but it’s important for us to understand the impact that having a disability can have on our people, the barriers they face and the unique capabilities they bring to their roles. I commissioned an external needs analysis, focused on staff and postgraduate researchers, to identify the strengths and gaps. This report is currently being analysed and triangulated with our existing data and knowledge and will inform the action plan we are creating to make needed changes. 

My second priority was starting a series of recorded conversations called “Let’s talk disability” (see episodes below). The aim of these is to host open and honest conversations with two guests: one senior leader and one disabled member of staff or postgraduate researcher. Recording and openly sharing these conversations enable us to collect a list of “one things” from both guests; the senior leader is asked what one thing they will commit to change while the disabled person shares what one thing they would like to see happen that would make a difference to their everyday experience at the university.&nbsp; 

Our chief information officer and pro vice-chancellor for research have already made commitments to improve disabled people’s experiences.&nbsp; This has resulted in a senior-level commitment to improve the IT helpdesk experience and the PhD Supervisors Toolkit, in both cases addressing the needs of disabled people. This bank of conversations will also show our academic community what it is like to be disabled. The challenges and barriers, as well as the strengths and resilience, of disabled peers, will be highlighted in this way for the first time. I hope that disability will become as much a talking point as other protected characteristics, and the Let’s Talk initiative is now being adopted across all protected characteristics. 

In January 2024 we were pleased to be named a Disability Confident Leader. We are one of only 13 UK universities to achieve this status, and one of only three in the Russell Group. Our commitment to disability inclusion is underpinned by and reflected in this scheme, and I am proud and honoured to share this space with my professional services colleagues.

I live with invisible disabilities and am very open about my own struggles with the challenges I face. I want to be able to bring compassionate leadership to this important role. My recognition in the Shaw Trust’s 2023 Disability Power 100 List as one of the top 10 voices in education makes me think I am doing something right. 

As proud as we are to have received recognition in accreditation schemes and charter mark frameworks, we acknowledge that our work isn’t complete. And while there is no standard way to foster inclusivity in higher education, we’ve found that for EDI activities to create environments our staff and students deserve, long-term strategic approaches with intersectional teams and investment in schemes that move the needle are the best way to start. 

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

An intersectional approach to EDI

In this resource, the University of Manchester’s three academic leads for EDI explain how they work together and learn from each other 

Weaving gold from EDI straw: an intersectional approach

Being a woman with autism spectrum disorder (ASD) in higher education, I&nbsp;thrive in a progressive environment where autism’s positive traits are often celebrated. Qualities such as hyperfocus, meticulous attention to detail, exceptional memory and efficiency are not just beneficial for researchers but also for staff members like me working in student well-being teams. In my role, I&nbsp;can channel my creativity and autonomy to support our students effectively.However, this experience isn’t universal. A critical issue that needs addressing is the frequent underdiagnosis and misunderstanding of ASD in women. My late diagnosis at&nbsp;28, despite having siblings with ASD and ADHD, is a testament to this challenge. My diagnosis, while validating, also shed light on the reason behind the struggles I&nbsp;faced growing up and in my career, such as my reliance on colour-coded “to-do” lists and my indifference towards casual friendships. Let’s delve into the diagnosis process and explore how to find support within the academic setting.If you’re contemplating seeking a diagnosis, there are typically two routes. The first involves consulting your GP for a referral to a local adult autism assessment service. My experience involved an initial one-hour assessment, followed by a more extensive four-hour session (though it can last up to eight hours) and, finally, a meeting to discuss the findings. While time-consuming, this journey is invaluable for gaining insights into your thought processes and behaviours. Having a close acquaintance or family member with you during this process can be beneficial. I&nbsp;had the support of my mother and husband, but recognise that this might not be feasible for everyone.Alternatively, you can exercise your “right to choose”, a policy that allows patients in some healthcare systems, like the NHS in the UK, to choose where they receive certain healthcare services. This means you have the option to select from different providers for your autism assessment, potentially reducing waiting times and allowing you to find a service that you feel more comfortable with. It’s important to research and understand the options available in your area, as this can significantly impact your experience and the speed of the diagnostic process.Resources for women in higher educationThe power of gender-sensitive mentoringI found my voice as a woman in academia; here’s how you can do the samePost-diagnosis, or if you’re already diagnosed, the next step is seeking appropriate support.In university settings, a good starting point for accommodation support is to have a conversation with your manager. However, disclosing your diagnosis can be daunting. Many universities operate under equality, diversity and inclusion (EDI) policies and schemes. If you’re anxious about discussing your ASD directly with your manager, consider speaking first with your university’s EDI lead. They can provide guidance and support, making the disclosure process more comfortable and ensuring that your needs are understood and met.If you choose to disclose, it’s important to remember that you are protected by the Equality Act and the Public Sector Equality Duty, which universities are required to uphold. The Equality Act safeguards individuals from discrimination in the workplace and in wider society, ensuring that your rights are respected and that your employer makes reasonable adjustments to accommodate your needs. The Public Sector Equality Duty further mandates that public institutions, such as universities, actively consider the need to eliminate discrimination, advance equality of opportunity and foster good relations between different people when making decisions about policies and services.This can lead to support options like Access to Work, which might offer tools such as noise-cancelling headphones or a mentor for regular discussions. Occupational health referrals can also be beneficial, with practitioners being able to suggest changes such as a quieter workspace or a private office as opposed to an open-plan setting. Additionally, consider self-initiated adjustments such as prioritising tasks, using headphones to minimise distractions and having stim-related tools such as a fidget ring.Last, explore if your university has supportive staff networks, like disability and wellness groups. These can be invaluable for sharing experiences and strategies to navigate academic life with ASD.Navigating autism as a woman in academia involves understanding the unique challenges and opportunities it presents. From the often-late diagnosis of ASD in women to finding effective support systems within academic institutions, this journey is both personal and universal. By exploring diagnosis options, understanding workplace rights under the Equality Act and using available resources such as EDI policies and staff networks, women with ASD can find empowerment and success in their academic careers. Remember, seeking support and making informed choices are key steps in this journey, ensuring a fulfilling and accommodating academic experience.Imogen Varle is the mental health intervention officer at De Montfort University.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

How to find support as an autistic woman in HE

From the journey to diagnosis to the laws that protect employees with autism, this resource sheds light on how to navigate the academic world with this disorder

A road map to diagnosis and support for autistic women in higher education

Job descriptions for positions that influence disability outcomes and policy often target those with “experience working with people with disabilities” rather than the people themselves.

This comes out of the long-established trend for those with “lived experience” as carers of people with disabilities and medical practitioners to speak on behalf of those with disabilities. It makes some sense in the context of children or those who are unable to represent themselves. However, many people’s disabilities are not limiting to the point that they need conservatorships or other types of guardian. In fact, many people even within these situations are capable of representing themselves and can’t be judged based on the expectations of their disability. 

So, with Australians with disabilities being less likely to be employed than their peers without disabilities, is it really good enough that positions with powers that directly affect our participation be kept for those who don’t have disabilities? 


	Apply the social model of disability to HE: viewing inclusion as a social good
	What I’ve learned from a decade of working with a disability in academia
	How to improve digital accessibility at your institution


It’s time for those hiring for these positions to seek out people with disabilities. 

The rhetoric that people with disabilities are incapable of thriving at and contributing to workplaces persists. This is true even in the context of those living and working in our universities. Yet Universities Enable, a sector-wide advisory group on disability, only counts people with disabilities within its membership. This group includes leaders with disabilities such as deputy-vice chancellors, professors and members of ministerial reference groups. 

Then there are those who think we should exclude specific people or types of disability because of assumptions about their value and abilities. One example is the idea of excluding those with intellectual disability. However, we would argue that this view is short-sighted and misguided. Just look to the work of adjunct lecturer Julie Loblinzk, a campaigner with an intellectual disability who is heavily involved in advocacy for better inclusion of people with disabilities and making life choices. Her co-designed and co-produced research has made great progress in improving the rights of people with intellectual disabilities, especially within research. Others have also demonstrated their value to teaching and learning, as well as research and policy within our universities, such as the research assistants at the UQ Down syndrome project.

With this precedent, we ask how we can continue to justify the case that we can’t be included at every level.

Indeed, you would never hear that a job description required previous experience working with lesbians or any member of the LGBTQ+ community. Nor would you have someone who has a Korean adopted sister as a representative on a CALD (culturally and linguistically diverse) committee on that person’s behalf. 

Here’s something for you, the reader, to think about: if you had someone representing you on such a level, would your parents or siblings be the most suitable candidates for the job?&nbsp;For some of you, the answer will be yes. But many will not feel they are truly understood by even close family members and will feel better connected to friends and community. 

So why is this blanket OK for those with disabilities?

Of course, allies and supporters have a role. These people are valuable contributors to our communities, but should no longer be in a position of speaking for people with disabilities or taking roles that would help us achieve our goals of disability-led initiatives and solutions to the education and employment gap.

You might be wondering what this means for you. Maybe you’re a disability researcher on a funded project. Maybe you’re the champion of a programme that supports higher education students with disabilities. It may be confronting to have that position challenged after so long, and after all the good you have done to help our participation.

However, it is time for us as a society to move on to the next stage of inclusion and fully realise the goals of the UN Conventions on the Rights of Persons with Disabilities – “Nothing about us without us” – and even take that even further to “Nothing about us unless it is led by us”. All this time, you have been working towards further disability inclusion, and this is a vital step. We still need allies and supporters, those with skills and specialities that further our cause, those who have privileges and connections that we don’t yet have access to. We still need you.

However, the dynamic is changing and needs to change. 

We need to shift from being protected and represented to being in control of our own destinies.

We need to stop asking for lived experience and asking for people with disabilities to fill roles.

We need to empower those with disabilities to step up into roles that will make a difference, for them and for the community.

We need people’s responses to discovery issues with those with disabilities to be: why don’t we hire that group to create an authentic and informed solution?

Paul Harpur is an ARC future fellow in the TC Beirne School of Law at the University of Queensland, an&nbsp;associate&nbsp;with the Harvard Law School Project on Disability and an international distinguished fellow with the&nbsp;Burton Blatt Institute in the College of Law at Syracuse University. Brooke Szücs is a research assistant in the TC Beirne School of Law and co-chair of the disability subcommittee at the University of Queensland. 

Paul Harpur and Brooke Szücs are both university staff members with disabilities, leveraging their experiences with disabilities to advocate for and foster a culture of inclusivity. They actively engage in initiatives aimed at empowering universities to embrace their role as champions of disability rights and catalysts for positive change within their communities. 

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

For too long ‘lived experience’ has been an inadequate requirement for jobs that make decisions for people with disabilities, and recruitment practices need to change, write Paul Harpur and Brooke Szücs

Get real about hiring people with disabilities

Between May and September 2023, the Research Centre for Museums and Galleries (RCMG) at the University of Leicester drew together a small team to generate Trans-Inclusive Culture: Guidance on Advancing Trans Inclusion for Museums, Galleries, Archives and Heritage Organisations. The initiative emerged in response to a climate of growing hostility towards trans people and requests from heritage, arts and cultural organisations for support of their ambitions to advance trans inclusion. 

Over the past two years, a few high-profile employment tribunals have generated case law which has meant that “gender-critical” beliefs – “broadly speaking, the belief that sex is biologically determined, binary and immutable”, write Sharon Cowan, of the University of Edinburgh, and independent researcher Sean Morris in a 2022 paper – alongside other beliefs, are now protected under the Equality Act. For those working in cultural organisations that are committed to creating and maintaining inclusive, safe environments for trans people, a changing legal landscape and a highly charged public discourse surrounding trans rights have contributed to growing wariness in advancing trans inclusion. 


	Using primary sources to tell queer histories
	How can universities support global LGBTQI+ human rights?
	We need an integrated approach to inclusion in higher education


The need for clear, practical advice became more apparent last summer, with challenges to trans inclusion playing out publicly at several UK museums. Following its launch on 7 September, the guidance has attracted a level of interest and support that far exceeded our expectations; more than 6,400 people accessed the guidance in its first four months.&nbsp;

Developed with legal scholars and ethics, trans-inclusion and equality experts – and building on a survey of sector needs – the guidance,&nbsp;funded via the Economic and Social Research Council, has multiple aims. It explains key components of the UK law; sets out an ethical framework to support cultural organisations to advance trans inclusion; and uses scenarios to illustrate how cultural organisations can use the guidance. The actions and strategies in the guidance enable staff, volunteers, freelancers, managers and trustees to work together to positively impact the experiences of trans individuals and communities. 

How UK universities are navigating the Higher Education (Freedom of Speech) Act 2023&nbsp;

As we write this article, UK universities are exploring strategies and solutions to navigate the additional complexities that the Freedom of Speech Act introduces for them. The Higher Education (Freedom of Speech) Act 2023 became law in May 2023, placing new duties on higher education institutions (HEIs) and students’ unions to protect freedom of speech and academic freedom in higher education. Although not yet fully in force, the act has generated considerable debate and anxiety among HEIs, with particular attention given to tensions – real or perceived – between free speech and protection from discrimination.&nbsp;

The law makes clear that free speech in university contexts must include the right to express views that some may find controversial or offensive, so long as the views and opinions are not expressed in a way that “results in harassment or subjects students to discrimination or other detriment” (Equality and Human Rights Commission). The reassertion of the point that we each have a right to hold and express our beliefs and must expect and value a diversity of beliefs among staff and students has generated considerable discussion around non-conflictual debate and tolerance. Universities are working hard to understand where (lawful) freedom of speech and the expression of belief might tip into (unlawful) discrimination or harassment. Perhaps unsurprisingly, the issues of free speech around gender-critical views and the protection from harassment of trans staff and students is a topic that has animated debates.

Some see huge incompatibility between free speech and protection from discrimination, and others argue that they can be equally important and reconciled. In his first speech in his role as director of freedom of speech at the Office for Students, Arif Ahmed stated: “We do not think that merely offensive speech, at any rate in an academic context, comes anywhere near contravention of the broader duties and prohibitions under the Equality Act.”

Of course, whether the expression of an offensive view amounts to harassment or not is context specific and for the courts to decide on a case-by-case basis. However, stating that offensive speech in universities is far from unlawful puts the emphasis solely on the question of what is legally permissible, rather than on the equally important&nbsp;question of what kinds of campus communities we want to build. 

Advice for universities on supporting trans inclusion

Our research and experience, exploring these issues in the cultural sector, have shown that community and culture building may be a&nbsp;more productive approach for universities to take. This&nbsp;would involve&nbsp;proactively encouraging people to&nbsp;reflect, with due care and attention, on how they can express their beliefs in ways that do not undermine the dignity and respect of those who have a right to study and work in a safe and respectful environment and on fostering good relations among members of the university community to create an inclusive culture for all.

To enable freedom of speech where a diversity of views can flourish and, at the same time, ensure that all students and staff feel safe and secure, universities will need to work even harder in advancing inclusion for everyone and, in particular, for disadvantaged and oppressed groups. Contrary to some received wisdom, it is not discriminatory to advance trans inclusion alongside and as part of a wider programme of equality, diversity and inclusion initiatives. At the present time, this is more important than ever.

This means that, rather than muting themselves on trans inclusion and pulling back on initiatives that support trans equality, universities need to put significant effort into advancing trans inclusion (alongside their other inclusion work), ensuring that they are inclusive spaces where trans staff and students can feel safe and supported. We must defend our commitments to create places where people can not only encounter diverse views, but where freedom of speech is nested within a safe space; where staff and students can thrive without their very existence and rights to dignity and respect being undermined or opened to question.

Suzanne MacLeod and Richard Sandell are professors of museum studies and co-directors of the Research Centre for Museums and Galleries, both in the School of Museum Studies at the University of Leicester. Sharon Cowan is professor of feminist and queer legal studies at the University of Edinburgh School of Law. E-J Scott is senior lecturer at Central Saint Martins, University of the Arts London and curator and founder of the Museum of Transology.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Guidance for universities on being more trans inclusive

Guidance for museums, galleries and heritage has insight for universities as they prepare to bolster freedom of speech, write four academics

‘Strengthening institution-wide commitment to trans inclusion is more important than ever’

Women of colour are significantly under-represented in higher education leadership positions. Although much progress has been made, which is crucial given the prevalence of women and people of colour in the student population, this must remain a priority for the sector. Women of colour leave a legacy that extends far beyond their tenures.

In my work as vice-president for strategic affairs and diversity and professor of education at Virginia Tech, I&nbsp;am both a firm believer in and passionate advocate for the profound legacies that female leaders of colour can leave in&nbsp;HE.

I knew from a young age that racism and sexism are rampant, devastating and far-reaching. I&nbsp;followed my parents’ example and turned to education to give me the legitimacy I&nbsp;knew I’d need to make a difference. I&nbsp;obtained five degrees so my qualifications would be unassailable. Once I&nbsp;finished my formal education, I&nbsp;pursued an informal education about the world of power, wealth, networks and influence. I&nbsp;saw the way power operated in my own journey as an attorney at a large law firm in Nashville. I&nbsp;experienced the challenges of being the only African American woman attorney out of almost a hundred, and navigated issues of race and gender, including comments about my hairstyle of dreadlocks and my refusal to wear skirts.


	What we can learn from Black women academics in the UK
	THE podcast: how to navigate HE as a woman of colour
	As a Black, female student, I wish I’d had a peer mentoring scheme


After almost 10 years working as a lawyer in compliance, real estate, construction and governance, I&nbsp;committed to finding a profession that aligned with my passion for social justice, so I&nbsp;could influence the redistribution of power, privileges and opportunity. I&nbsp;moved professionally into the work of diversity and inclusion, affirmative action, equal employment opportunity and disability rights. I&nbsp;also began to focus on research and scholarship and became a tenured faculty member.

Before I accepted a position with Virginia Tech, I&nbsp;did my due diligence. I&nbsp;saw the sincerity behind university president Timothy Sands’ commitment to diversity, equity and inclusion initiatives. Resources were attached to the vision, and I&nbsp;felt that the institution was ready to embark on a different journey.

Seven ways that universities can support diversity on their campuses

Here’s what we’re doing at Virginia Tech that might be helpful strategies for other institutions:


	Affordability:&nbsp;HE institutions need to find ways to defray costs, especially for under-resourced students. At Virginia Tech, we launched Virginia Tech Advantage last year. This initiative focuses on increasing support and funding for students from economically vulnerable backgrounds.
	Learning environment:&nbsp;Community and culture matter, and we are openly discussing inclusive pedagogies and ways to foster inclusive environments to create a richer and more dynamic learning environment for all students.
	Mentorship and empowerment:&nbsp;Female leaders of colour need to feel supported and guided. One example of what we’re doing to undergird female leaders of colour is the Faculty Women of Color in the Academy (FWCA) national conference, which I&nbsp;launched 12 years ago. The FWCA is a unique educational and professional opportunity for Indigenous and women of colour in HE to network, engage and learn with colleagues from around the country. It helps women heal through sisterhood and kinship. The conference and quarterly healing hours benefit 1,000 women of colour annually.
	Community engagement and partnerships:&nbsp;Universities must find ways to reach beyond campus boundaries to show children and youth who have historically been under-represented that higher education is possible for them. For example, Virginia Tech hosts the Black College Institute (BCI) and the Hispanic College Institute (HCI) for high school students, which have helped many future Hokies to find community and friendship long before classes begin.&nbsp;The College Access Collaborative is another important community resource for teachers, counsellors&nbsp;and families in Virginia to learn about Virginia Tech.
	Research and innovation:&nbsp;In higher education, research is pivotal, including research that addresses social justice, equity&nbsp;and inclusion. Exploring diverse perspectives promotes innovation and invites new avenues of knowledge creation in areas such as civic engagement, public interest technology&nbsp;and environmental justice.
	Amplifying perspectives and voices:&nbsp;It is important to encourage faculty, staff&nbsp;and students to explore others’ perspectives through diverse authors, performances, historical events&nbsp;and cultural contexts. We emphatically promote inclusion and belonging through InclusiveVT, the institutional and individual commitment to Ut&nbsp;Prosim (That I&nbsp;May Serve) in the spirit of community, diversity&nbsp;and excellence.
	Advocacy for women and minority faculty:&nbsp;We are actively engaged in diversifying faculty demographics to broaden perspectives in the academic discourse. One example is Virginia Tech’s Future Faculty Diversity Program and our mentoring and faculty success programmes.


In the realm of higher education, emerging female leaders of colour are transforming the landscape, and bringing innovative perspectives to the forefront. As we continue to shape the landscape of higher education, our impact will reverberate through generations, inspiring a new era of leaders who will carry the torch forward.

Menah Pratt is vice-president for strategic affairs and diversity at Virginia Tech and professor of education as well as chair-elect for the Council on Diversity, Equity, and Inclusion of the Association of Public and Land-Grant Universities. Her latest book, Blackwildgirl: A Writer’s Journey to Take Back Her Superpower, will be published by She Writes Press in April.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Legacy as a Black female leader in higher education

Women of colour can leave a legacy that endures far beyond their tenures, writes Menah Pratt. Here, she shares her experience with racism and sexism and describes actions that leave a mark on institutions and students and defy under-representation

Leaving a legacy as a Black female leader in higher education

Diverse teams make better decisions. The evidence that they help organisations, including universities, attract and retain colleagues, generate more creative ideas and achieve better results is overwhelming. In the lead-up to International Women’s Day, it’s vital we address the question “How can we include more women in our leadership teams?”

It turns out it’s not hard. We offer seven concrete suggestions below that apply to women, but they also work to attract and retain other great leaders who belong to equity-deserving groups. 

Invite women to join your team

You might be surprised to hear us suggest this since it seems so obvious. But for many teams, in the immediate term when you don’t have leadership turnover, strict adherence to “role” precludes diversity. Let’s say your team includes your vice-presidents and none or few of them are women. Why not invite a dean or an associate vice-president who is a woman to join? This way, you can diversify the team, create richer discussions and outcomes and grow talented employees and colleagues. 

Have each member of your team cultivate a diverse group of possible successors

Unless you’re in the fortunate position of having the resources to expand your team, the opportunity to diversify only arises with turnovers in roles. And even though turnover is predictable (we all move on at some point!), many higher education institutions don’t approach succession in an explicit and deliberate way. Each member of your team should be responsible for cultivating a diverse pool of internal talent: people who might be able to step into the role in either an emergency or when the role is vacated.

This is easier than many people think. It requires that leaders look, in an open-minded way, at the people who report to them (and perhaps sometimes who work in adjacent fields but who could bridge knowledge and other gaps). You can create intentional opportunities to fill roles with an equity, diversity, inclusion and accessibility (EDIA) recruitment lens, build relationships and partnerships with diverse communities, weave equity practices into talent and succession planning and ensure that other leaders on your team have critical EDIA training and understand inclusive leadership. You can also build equity-related responsibilities into development and performance measures.&nbsp; 

Colleagues from equity-deserving groups are often underestimated or, because of implicit bias, they might not seem like obvious successors. Yet we know that active sponsorship of equity-deserving colleagues makes a difference to their willingness to step into leadership positions. We also know that equity-deserving employees leave organisations at higher rates than their colleagues. When we intentionally cultivate internal talent, it improves the likelihood that there is a diverse pipeline of people able to step in when positions become available. 

Attend to the realities of life 

It’s no longer the case that only women do caring work. But the data still suggests that we do more of it than our male colleagues. That means that if your team is expected to work atypical or long hours or travel away from home for extended periods, you want to design roles that work alongside people’s life commitments. For example, it can mean a lot to families to be able to regularly (or always) eat breakfast or dinner (or both) together. Keeping team meetings scheduled between 9am and 5pm can really help people meet those family commitments.&nbsp; 

You can also ensure that people have the right tools to work remotely or in hybrid formats, review leave policies to ensure they meet or exceed minimum standards and have flexibility built in, examine meeting spaces and the frequency and accessibility of meetings and ensure that you use engagement surveys and check-ins with questions that help you better understand work-life balance and care commitments. 

There used to be a perception that no job could be done outside of fixed hours and that, to work effectively, people must be physically at the office. We’ve learned this isn’t true. Good team members will care about doing a good job. They can help you understand how they can accomplish excellent results while building their work time in a way that enables them to satisfy their other obligations. Understanding how flexible and alternative work arrangements can truly meet the evolving needs of your workplace is key.


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Include other women on your team

The reality is, you can’t just stop with one. Most of us connect across all kinds of differences: identity, expertise, personality type, for example. We also like to work with people with whom we share some common experiences. If you create singular outliers on your team (eg, one woman on a team of five) it can be challenging for those people to feel fully included. Once you start down the path of inclusion, you should keep at it.

Work collaboratively with people you’re seeking to bring into the fold outside of full-team environments

When we work in teams we often work as a whole team (for example, in weekly team meetings) and in smaller groups (for example, when the communications person, the government relations person, and the advancement person get together to work through a tricky external relations file). Be attentive to whether you include a diverse group of colleagues in those “outside the team” smaller-group meetings. Those meetings enable informal relationship-building and expertise-deepening, including expertise about the university. They are enormously valuable to all of us.

Pay people equitably

We hope we don’t need to say more here, but there is nothing more demoralising than discovering that you are being paid less than other people on your team for doing the same work.

Be willing to change

The full benefit of building an inclusive team only materialises if you’re willing to change to embrace new voices, perspectives and ways of doing things. Change is shockingly hard, especially in higher education institutions. But in our sector, when you do something truly great with an amazing group of people, the consequences for the world can be spectacular. 

Kim Brooks is the president and vice-chancellor of Dalhousie University and Grace Jefferies-Aldridge is the vice-president of people and culture at Dalhousie University. 

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Increase accessibility to leadership for women

Weaving equity practices into talent and succession planning and creating roles that work alongside personal commitments are just two of the ways you can enhance the diversity of your leadership 

Improve women’s accessibility to leadership by following these steps

As tuition charges, fees and living expenses rise, US college students find themselves grappling with financial burdens that can hinder or even end their academic pursuits. In fact, the cost of college is higher in America than in almost any other wealthy country – as is the resulting debt. Student loans have burgeoned, resulting in a trillion-dollar student loan debt problem for Americans – about $1.7&nbsp;trillion (£1.35&nbsp;trillion), to be specific.

For students, addressing the financial challenges associated with higher education means that they can focus on their studies and career prospects (rather than on financial stress) – and ideally without incurring student loan debt. At Virginia Tech, we are committed to closing the gap between the total cost of attendance and a student’s ability to contribute their own resources.


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I am a first-generation student who has long understood the meaning of hard work and sacrifice – I&nbsp;grew up on a family farm – but I&nbsp;didn’t always understand the inner workings of higher education. My path to obtaining my degree was non-linear and often a struggle. As a Pell Grant-eligible student, I&nbsp;worked every summer in agriculture or construction and never knew I could apply for an internship. The fear of not being able to afford my education was ever present, as was the temptation to drop out and turn to farming or construction work full-time.

My experience is not unique. An estimated 5,500 undergraduate Virginians now at Virginia Tech have demonstrated financial need. This represents just over 18&nbsp;per cent of the undergraduate student population.

How institutions can help students in financial need

Institutions have several ways to help students in financial difficulty – from scholarships and internships to food banks and support services.

Virginia Tech Advantage is a university-wide, multi-year commitment to making higher education more accessible to undergraduate students from Virginia who have financial need. As a reflection of our land-grant mission and our university motto of Ut&nbsp;Prosim (That I&nbsp;May Serve), the initiative will provide a significant amount of new scholarship dollars to offset tuition fees and increase support for students’ basic needs, career preparation and transformational learning experiences.

The initiative’s four support strategies include:


	Providing new scholarship dollars, including doubling the number of students in the Presidential Scholarship Initiative (PSI) for in-state Virginia high school students
	Expanding support for students’ basic needs through The Market of Virginia Tech, which provides eligible students with regular groceries, and through emergency funds, which help students maintain their academic trajectories during times of unexpected financial hardship
	Offering career preparation through paid internships and co-ops while defraying associated internship costs and providing mentoring and advising throughout the students’ college tenure
	Giving students transformational learning experiences such as study-abroad programmes and undergraduate research.


While the new scholarship funding will be focused on in-state undergraduates who are eligible for Pell and state grants, numerous aspects of the programme will benefit all students. For example, enhanced resources to meet basic needs – such as food insecurity through The Market of Virginia Tech and emergency funds – will be available to all students who need support.

How will success be measured?

The university is developing a variety of metrics, including the number of students who need support and our ability over time to close the affordability gap. The overall goal of Virginia Tech Advantage is for a student with financial need to graduate on time with experiences and a college résumé that are on par with those of a student without financial need. The objective is to increase the amount of support students receive so a student could cover all remaining costs of attendance through a 20-hour-per-week job.

Importantly, applying and qualifying for Virginia Tech Advantage is convenient and easy for students. Prospective students simply apply as usual, filling out documents such as the Free Application for Federal Student Aid (FAFSA). The Office of University Scholarships and Financial Aid will work to allocate available funds to meet students’ needs.

In today’s divisive political climate, this initiative is quite simply the right thing to do. Virginia Tech’s land-grant university status represents the country’s historical commitment to the democratisation of higher education through financial support. I&nbsp;am fully aware that my eventual college degree helped secure not just my future but that of my family. It is my profound hope – and personal goal – that this shared, lasting commitment to our mission will unleash students’ full and unfettered potential regardless of income or socio-economic status.

Matt Holt is professor and head of the department of agricultural and applied economics and co-lead of Virginia Tech Advantage (with vice-president for strategic affairs and diversity Menah Pratt) at Virginia Polytechnic Institute and State University.

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Making university accessible for students in financial need

Rising costs of college leave many students struggling to afford higher education. And we know that enhancing the affordability of going to university is critical for realising students’ potential and elevating lives and livelihoods for generations to come, writes Matt Holt

Making higher education accessible for students with unmet financial need

The figures are stark. Women make up 54 per cent of the higher education workforce and occupy 45 per cent of academic jobs. Only 28 per cent of academic leaders are women – even fewer than the 31 per cent of female executive leaders in the UK’s private sector.

The proportion of male staff on senior higher education contracts is nearly three times higher than for female staff. Of vice-chancellors, 83 per cent identify as male. This is a loss to our sector, which stands to benefit enormously from a broader range of skills and perspectives.&nbsp; 


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&nbsp;

I would have predicted that universities would fare better than the private sector. Higher education is known to be family-friendly, with its generous holidays, maternity leave and flexible work patterns. Yet the&nbsp;Fawcett Society&nbsp;calculated the 2022 UK mean gender pay gap at 11.3 per cent, while figures from&nbsp;Advance&nbsp;HE&nbsp;show the 2021 mean gender pay gap in our HE sector was 14.8 per cent.

My current institution, the University of Westminster, bucks this trend with a 7.2 per cent mean pay differential, which is encouraging. But why are we so careless as a sector? Can we not double down on gender equality to ensure female leaders aren’t ignored and under-promoted? We must all do better to narrow the gap.

Dismantle hierarchical structures

I left the BBC for academia after 16 years as a journalist and programme maker. I was attracted to academic work for many reasons. One was leaving behind a top-down, male-dominated media business for a change in power relations.

Ostensibly, higher education is run on democratic lines. But there is a paradox here. After working for a few higher education institutions, I’ve found that universities can be quite hierarchical, exhibiting an uneasy relationship to distributed leadership. I dislike overgeneralisations, but women tend to flourish in open spaces that have a genuine commitment to organisational democracy. Is that why senior female leaders have had to wait so long for their equal pay day?

Leaders who flex agency and power, dominance and assertiveness are more successful in running hierarchical institutions, according to research. These attributes are often associated with male leadership styles. So is higher education’s pay gap down to our organisational cultures? 

Close the gender gap in skills

Female leaders are reported to be good at sense-making, exploring root causes of issues while developing a deeper understanding of the organisation’s purpose and potential challenges. But does this come across at the interview? Do panels prefer confidence to self-awareness – do they favour candidates with the ability to adopt quick actions and decisiveness and own the outputs of other’s labour? Research shows that women are more likely to share credit and praise others. Is this form of modesty our undoing, or a strength? I would say it’s a strength. 

We could improve our performance as a sector by promoting leaders, of all genders, who can build high-performing teams underpinned by support, trust and collaboration – critical skills for leading through crisis successfully. Recent published research showed that women were rated more highly than men in navigating Covid, where these skills were essential. They also found that women published significantly less than their male counterparts through the pandemic, with kitchen offices and home-schooling taking precedence. Overall, women tend to be time-poor and must do more with less. For us, there’s no time to play around.

Build a network

There’s plenty of evidence that women are good at leading large, complex civic institutions, where communicating powerfully and prolifically are central to the leadership style. I’m certainly not comfortable with the standard deficit model, suggesting women have in-built incompetencies such as: a lack of confidence or ambition;&nbsp;poor skills for self-promotion;&nbsp;a tendency to opt out of applying for jobs;&nbsp;limited external career capital;&nbsp;mobility resistance;&nbsp;couching their discourse in “just” and “oh it’s nothing”.

I question this characterisation, but it might explain why gendered strengths may be offset by other factors. To address this, informal and formal mentoring systems that build confidence are essential for women across all workplaces, especially higher education. We definitely need allies and mutual support networks. 

I recognise this short personal view is an oversimplification, but generative leadership defined by a high level of reflexivity, learning and discerning – and less dominated by facts, figures and reports with overly bureaucratic and hierarchical leadership – is often a more comfortable place for female leaders to occupy. We need many styles of leadership around the boardroom table. But I believe a healthy organisational culture is one that balances its workforce across the genders, valuing female-centred approaches and creating an environment and culture where women can thrive.

Janet Jones is pro vice-chancellor and head of the College of Design, Creative and Digital Industries at the University of Westminster.

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Why have women in HE had to wait so long for equal pay?

The higher education sector’s gender pay gap stands at 14.8 per cent, three percentage points higher than the UK as a whole. Janet Jones asks why and what we can do about it

Why have higher education’s female leaders had to wait so long for equal pay?

Rising prejudice and polarisation are pressing issues in American civic life, and they may have a shared solution: colleges and universities making pluralism a central principle in campus life. Campuses ought to be models for pluralism and launching pads for leaders who can lead in an increasingly divided nation and world.&nbsp; 

Pluralism – which we at Interfaith America understand as cultivating respect across differences, building relationships between diverse communities and cooperating on concrete projects with common aims – is core to both the American project and the purpose of higher education. In a pluralistic campus, people with different identities and divergent ideologies learn from one another, work together and build the leadership skills to equip people beyond campus to do the same. Members of this campus community do not expect uniformity of thought, but rather that they will disagree on some things and work together on others. The campus experience expands the boundaries of both their complex thinking and their capacity for empathy; they approach areas of disagreement with curiosity and respect.

In a longitudinal study our organisation conducted with higher education scholars Alyssa Rockenbach and Matthew J. Mayhew, we found that student attitudes towards political conservatives declined more starkly during college than attitudes towards any other identity group. This data point highlights the urgency of our current work. In order to prepare graduates for the diversity they will encounter in their civic and professional lives, campuses must foster a culture where people expect deep ideological disagreements and build the intellectual and emotional fortitude to navigate them productively. 


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This research also affirmed that a combination of support (for example, space for spiritual expression on campus) and challenge (such as experiences that bring diverse students together or prompt reflection on one’s assumptions and perceptions) is critical for shaping college students’ ethos of pluralism.

Our advice for institutions to foster civic pluralism is informed by our research and decades of experience in US higher education. These practices define structures, programmes and approaches critical to creating a campus environment conducive to bridge-building across deep differences. 

1. Make a presidential-level commitment to pluralism.&nbsp;This can take the form of “Pluralism principles” or a “Covenant for civil discourse” which articulates a commitment to and expectations for how people within the campus community will engage across divides. For example, Vanderbilt University launched Dialogue Vanderbilt to “promote civil discourse and better understand and address political polarization”. Meanwhile DePauw University’s statement on freedom of expression states that one of its goals is “to help our students acquire the skills to civilly debate and disagree – skills that will prepare them to lead”.&nbsp;&nbsp;

2. Coordinate a series of courses on the theory, skills and practice of cooperation across difference. Integrate this content into general education to ensure that all students learn how to be an effective citizen in a diverse democracy. Offer course sequences that facilitate deep learning and leadership development for interested students. Anchor these courses in the intellectual history of pluralism, relevant contemporary research and real-world case studies. For example, the private, Christian institution Spring Arbor University has offered a “Bridging the gap” course with Oberlin College, a secular, independent liberal arts institution. Spring Arbor then incorporated bridge-building skills into interdisciplinary “core” courses required of all first-year and junior students and partnered with a hospital system and schools to bring their approach to bridge-building to the local community. 

3. Run a student fellowship for pluralism – a competitive, paid, cohort-based fellowship, scholars or internship programme anchored at the senior level of the institution such as a president’s bridge-builders fellowship. Invest in these students’ intellectual growth, leadership development and skill-building. Charge them with fostering a pluralistic campus culture and partnering with the administration to build bridges when crises occur. For example, the Intercollegiate Civil Disagreement Partnership Fellowship gathers students from five diverse colleges and universities to develop their abilities to engage in and lead conversations about difficult, important topics across political difference. 

4. Lead pluralism training during first-year orientation and for all campus staff, faculty and student leaders, thus socialising the entire campus community to the value of cooperation across difference. Focus the training on skills for bridge-building, including listening, sharing stories, dialogue facilitation and navigating tension constructively. For example, Dickinson College’s Dialogues Across Differences programme includes faculty learning communities to help them think critically about how to incorporate dialogical skills into their classes. Doane University is training its diversity, equity and inclusion representatives in bridge-building skills, who then host their own training sessions for colleagues in their department and for student leaders. 

&nbsp;5. Plan ongoing pluralism programming such as speaker series, dinner and dialogue events and service projects. Student bridge-building fellows can lead some programmatic elements as part of their leadership development. For example, the University of Virginia’s Karsh Institute for Democracy has created a series of initiatives to support its&nbsp;Talking Across Difference programme. 

6. Encourage research that explores the kind of leadership in engaging diversity (vision, knowledge base, skill set and decision making) that key external stakeholders (eg, employers who hire from the university, local institutions such as hospitals who rely on experts from the university) require, and produce knowledgeable graduates who can meet these needs. For example, Middlebury College’s Davis Collaborative in Conflict Transformation works with more than 100 partner organisations worldwide and serves as an incubator for research, teaching and student experiences to address divisiveness in society.&nbsp; 

7. Create a proactive strategy for navigating moments of crisis. Who is your leadership team when a crisis related to ideological diversity arises? What are the values and guidelines that help you determine when to issue public messages? What steps do you take to de-escalate the crisis and create space for expression of divergent viewpoints? Developing this team and strategy during times of calm is essential for leading during inevitable moments of crisis. 

We encourage campuses that commit to these practices to also be intentional about measuring outcomes, reflecting on progress and refining their strategy as needed to ensure their efforts have impact.

Higher education has a responsibility to meet the urgent needs of our nation, including the contemporary dual crises of prejudice and polarisation. Now is the time for campuses to live up to their promise and model for the nation how we can engage our deep differences more constructively.

Eboo Patel is founder and president of Interfaith America, and Rebecca Russo is vice-president of higher education strategy at Interfaith America.




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Pluralistic campuses will foster bridge-builders 

Students with the skills to treat diverse viewpoints with curiosity and respect will be prepared to navigate the complexities of the real world, say Eboo Patel and Rebecca Russo

Pluralistic campuses will foster the bridge-builders our divided nations need

Inflation in the US has significantly increased the cost of living for many Americans, and students are not immune to this stressful reality – in fact, studies show that between 30 and 40 per cent of college students are food insecure, rates that are two to four times that of the general US population.

Insufficient access to food and other basic needs, such as clothing and stable housing, profoundly affects individuals and can compromise students’ academic performance, mental health and physical well-being.&nbsp;

In 2016, Montclair State University became the first four-year university in New Jersey to open an on-campus food pantry.&nbsp;The Red Hawk Pantry is the outcome of a campus-wide survey conducted to assess the basic needs of our campus community. The results showed that 10-15 per cent of survey participants expressed some level of food insecurity on a regular basis, signalling the need for action in order to best serve our campus’ growing and diverse population.


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Our community food pantry is a crucial source of support for the entire campus community. It serves as a vital cushion for individuals who lack the means to shop after work or classes, offering a resource to alleviate the financial strain caused by higher living costs and rising college prices.

Since Red Hawk Pantry opened, Montclair has also been designated by the state of New Jersey as a hunger-free campus, in acknowledgement of the university’s dedication and progress towards addressing student food needs.

Here are some of the key elements necessary to establish a successful food pantry on campus:

Tips for setting up a food pantry on campus

1. What are your campus’ needs?

Conduct a thorough needs assessment to understand the level of food insecurity among students and staff. The USDA food security survey can be administered annually to determine food insecurity rates, but be sure to also include questions specific to your campus and its demographics. Together, this data can guide details such as the pantry’s size, resources and the types of food items needed.

2. Who can help you?

Get buy-in from your stakeholders, including students, staff, faculty, senior leadership and donors. It might be helpful to facilitate focus groups or information sessions to educate the community about food insecurity and share survey results.

3. How much will it cost to set up?

Identify your start-up costs and work with the development team at your institution if you need to embark on fundraising efforts. 

4. Establish a timeline

Develop an infrastructure plan and timeline. You will need to find a location, decide hours of operation, levels of staffing, suppliers and a tracking system for inventory management and user data. Choose a central location on campus that is accessible and convenient.

5. Network with your communities

There’s no need to reinvent the wheel. Visit similar operations at other campuses and in the local community; ask questions, take notes and start building a network. Our on- and off-campus partners include:


	the university’s nutrition and public health departments, which offer guidance, research and education on the importance of food security
	the Montclair State University Community Garden, which assists in the cost-efficiency of the pantry, ensuring that visitors have access to fresh produce and reducing reliance on external suppliers&nbsp;
	local food pantries, businesses and community organisations&nbsp;(establishing partnerships can help secure donations and reduce operational costs; the university foundation can assist with developing these outside partnerships)&nbsp;
	departments and student organisations can host food drives. For us, an unlikely partner is parking services. Each semester they host Cans for Citations, where students can donate canned goods to the pantry to pay off parking tickets.


Remember that support goes both ways. Red Hawk Pantry staff actively participate in campus events, an approach that fosters an environment where accessing the pantry is normalised and seen as a positive and inclusive aspect of campus life.

Recipe for success in running a campus food pantry&nbsp;

Once the plans and infrastructure are in motion, you can turn to the day-to-day running of your pantry. Here are tips that have worked for us.


	Provide a diverse range of foods to accommodate varied dietary needs and preferences.&nbsp;
	Prioritise nutritionally balanced choices.
	Provide personal-care items and other non-food essentials to address broader needs beyond nutrition.
	Create a welcoming and confidential space for pantry users to maintain their dignity.
	Offer extended hours to accommodate diverse student schedules. This will also help to destigmatise the use of the pantry, because the goal is for the pantry to be viewed as any other resource on campus.&nbsp;
	Have a plan to promote the pantry and establish clear communication channels, such as through social media or campus announcements, to reach those in need.
	Regularly assess the pantry’s impact through surveys and feedback mechanisms, allowing for continuous improvement. One helpful resource is the Healthy Food Pantry Assessment Toolkit.
	Comply with campus regulations and local health standards to guarantee a safe and hygienic environment.


The pantry is not the only campus initiative that could free up students’ money for their food budgets. Other complementary campus services could include community fridges, meal swipe donations, food recovery programmes, nutrition/food budgeting/meal preparation workshops, SNAP (Supplemental Nutrition Assistance Program) enrolment assistance and SNAP purchasing options on campus.&nbsp;

Non-food types of support at your institution, such as clothing swaps, professional clothing donations, housing assistance, on-campus job opportunities, public transportation options and on-campus childcare programmes, can also help to ease financial pressure.

Once the pantry is established, make sure everyone on campus is invited to visit, even those who are not personally dealing with food insecurity. Through word of mouth, your food pantry’s services could reach someone in need.

Lauren Dinour is an associate professor of nutrition and Fatima deCarvalho is senior associate dean of students; both are on Montclair State University’s hunger-free campus task force. Karina Escobar is coordinator for student access to community services at Montclair State University and helps to oversee the Red Hawk Pantry.

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Steps to set up a food pantry on campus

Food insecurity and hunger affect students’ mental and physical well-being as well as their academic performance. Karina Escobar, Fatima deCarvalho and Lauren Dinour offer advice on establishing a successful community food pantry

A food pantry can help support your campus through the cost-of-living crisis

Rising tuition, housing and essentials costs put pressure on students who are already prone to the negative efects of financial issues. These costs can lead to financial strain, insecurity and mental health issues, all of which can impede academic performance and achievement. Institutions need to offer support by creating safe spaces where students can openly discuss their financial concerns. 

Eradicate stigma

The fear of being criticised often causes students to remain silent about their financial struggles. Establishing secure environments requires removing this stigma and cultivating a culture that recognises and celebrates a wide spectrum of student experiences. Institutions must actively combat judgement, advocate for empathy and encourage understanding to build an environment that is conducive to open communication. They can achieve this by educating students and staff through various programmes, such as workshops and seminars, and encouraging them to watch TED Talks.&nbsp; 

Support mental health

Financial difficulties create hurdles, enormous stress and anxiety. Financial counselling and mental health support should be part of every educational institution’s student care system. Offering students spaces where they can openly discuss their financial concerns with experienced professionals allows colleges to address issues and support students emotionally. 


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Build peer support networks

Many students find solace in sharing their experiences with peers facing similar issues. Creating peer support networks inside the college community allows students to connect with others who understand their problems. The power of peer support stems from its ability to generate a sense of community and understanding that reduces the isolation typically associated with financial difficulties. 

University staff should be responsible for creating these peer support networks. At Manipal Academy of Higher Education, for example, we create peer support clubs in which 10-12 students come together with the help of a designated faculty coordinator and the student affairs department. In these clubs, the students voluntarily take up peer support roles and discuss matters related to academics, financial difficulties and relationship issues. These networks provide safe spaces for honest interactions, allowing students to share coping strategies, resources and guidance, and they are monitored by a student welfare committee. 

In cases where expert intervention is needed, peer support club members can report matters to the concerned faculty coordinator who can then pass issues on to a counsellor or a financial adviser for further advice. It is a good idea to implement an anonymised process for those who do not want their identities known. 

It’s important to provide physical spaces where students can discreetly access information and interact with support services. These are good places to encourage peer-to-peer storytelling to enable students to learn strategies from one another on how to confront financial challenges. 

Implement financial literacy initiatives

To prepare students to manage their funds successfully, educational institutions should implement comprehensive financial literacy programmes in the form of online life skills courses or in-person guest talks, workshops and seminars. Topics of study should include budgeting, debt management and analysis of expenses to provide students with the information and skills they need to navigate the complex world of finance. These sessions can also offer students opportunities to ask questions and gain practical ideas on how to improve their financial situations. 

Engage with community organisations

It is critical for universities to interact with local community organisations and resources to enhance the support they provide students. Establishing agreements with local food banks, affordable housing programmes and healthcare providers facilitates the provision of additional resources, reducing financial pressures. 

Addressing the issues students face as a result of the cost-of-living crisis requires a comprehensive plan that goes beyond traditional academic support. Creating safe spaces where students can openly share financial challenges is a critical step towards establishing a compassionate and inclusive school environment. 

Institutions can help students confront and overcome obstacles to their academic success by breaking down societal taboos, providing counselling services, cultivating peer support networks, advocating for financial literacy and engaging with community resources. Universities act as strong pillars of support for students during these difficult times. In doing this, they can build resilience among students, helping them to improve their situations and become assets to the university. 

Rashmi Yogesh Pai is the deputy director of student affairs and an associate professor in the department of commerce at Manipal Academy of Higher Education.

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Help students speak up about financial woes

Institutions can help students confront and overcome obstacles to their academic success by breaking down societal taboos, providing counselling services and cultivating peer support networks

The first step towards supporting students with finances is to encourage them to speak up

As president of Simon Fraser University (SFU), it sometimes surprises people to hear that I did not always envision a career in academia. In fact, I studied nursing originally and my professional career started as a nurse at a large hospital that served the inner city.

I’ve had an incredible amount of support over the years. But there have been times when people looked at my history, my career path – and yes, my gender – and made assumptions about me. They assumed someone who began their career as a nurse couldn’t become a university president or that my leadership style wouldn’t lend itself to running a large organisation.


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This International Women’s Day, I want to share some reflections on why I think my lived history and experience makes me better at my job – why I think that difference matters. 

Ignore difference at your peril

People sometimes get uncomfortable with the idea that difference matters. They assume that focusing on our differences pushes people apart instead of bringing them together. 

I think that viewpoint misses a part of the picture.

Although we share much in common, everyone brings different intersections of identity and experience to their lives. It is those differences that make us better teachers, researchers and innovators. &nbsp;

When I was scientific director for the Institute of Gender and Health at the Canadian Institutes of Health Research, I was constantly reminded that paying attention to sex and gender differences results in better research. 

Take research trials on new drugs. Historically, trials were conducted on male animals and humans because scientists had trouble accounting for hormone fluctuations in females. Rather than addressing this difference, researchers chose to ignore it. Unsurprisingly, some of these new drugs created “unexpected” problems for women and had to be removed from the market.

So when I say that difference matters, I mean that ignoring difference creates worse results for everyone, across all fields and professions. But I also mean that our differences –&nbsp;the unique parts of us that we bring to every role in our lives – matter too. 

Which brings me to some reflections on my time at SFU. 

Embrace the skills that set you apart

I was appointed president in September 2020 in the heart of the Covid-19 pandemic. And during those early, difficult months of my presidency, I found myself leaning on skills I developed in nursing school.

As a nurse, I learned to listen to the needs of my patients, to work under highly stressful situations and to apply my critical thinking skills through the Nursing Process. I still use this approach to solving problems today.

It turns out that my different path to becoming a university president gave me tools that make me a better leader, while empowering me to make positive changes at my organisation.

Build a culture that celebrates difference

At the outset of my presidency, I established three priorities for the university: reconciliation, transforming the student experience and advancing equity, diversity and inclusion (EDI). That final priority was important to me because it was personal. As a member of the queer community, I was deeply affected when Delwin Vriend was fired from a college in Alberta in 1991 because of his sexual orientation. I was a graduate student at the time and I questioned whether there was a place for me in academia.

As one of few female presidents of a research-intensive university in Canada, I want to use my time in this role to build a community where difference is celebrated and valued instead of something to be afraid of.

I am proud of the progress we are making with the hiring of SFU’s first vice-president for people, equity and inclusion, the development of our equity office and a renewed commitment to a more equitable and inclusive campus environment. 

It has not always been easy. But I don’t ever want a student at SFU to feel the way I did in 1991, so I keep pushing. And I hope that my lived experience and deep personal commitment is moving us forward while also showing that leaders can emerge from different circumstances and backgrounds.

Because now more than ever, at this time of extreme polarisation and uncertainty, we need to build a culture where we embrace difference. It makes us better students, colleagues, parents, teachers and community members. It helps us resist the societal narrative that leadership is reserved for certain types of people, with certain types of experience.

If we can work together to support each other, uplift the women in our lives and embrace difference as a value to be celebrated and nurtured, then I truly believe we will see a change – not just on International Women’s Day, but every day.

Joy Johnson is president and vice-chancellor of Simon Fraser University.

A version of this article was originally posted to LinkedIn.

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Difference matters – and embracing it can change the world 

Joy Johnson reflects on her journey from inner-city hospital nurse to president of Simon Fraser University, and offers her advice on being a woman in leadership

Difference matters – and embracing it can change the world for all women

Working in business schools for nearly 35 years meant starting my career in male-dominated environments. In my first job, I&nbsp;think there were about five women in total on a large faculty. The students were nearly all men. I&nbsp;vividly recall a student newsletter that featured cartoons and comments about my and other female colleagues’ dress sense. That would not be allowed to happen now, thank goodness, but it did then.

I can also remember challenging why I&nbsp;had not gone through for promotion at the same time as a male colleague when I&nbsp;clearly had the same CV, if not a better one. The answer I&nbsp;got was that my hair was looking a lot better these days, so I&nbsp;could go for promotion next year. Navigating through such an environment was at times utterly demoralising, but when I’m sometimes now described as feisty, I&nbsp;just smile at people and think, “You have no idea what I&nbsp;have had to put up with to get here!” Having a supportive partner and family was and remains a great source of affirmation.

My area of research is leading strategic change, and I&nbsp;have been fortunate throughout my career to have worked with very senior leaders in business and government. I&nbsp;learned from watching and listening to these (mostly) incredibly able people; that’s been more helpful than anything else that the higher education environment has provided me with. So what have I&nbsp;learned?

People will listen if they trust and respect you. I&nbsp;found my voice in meetings through being recognised as an able and trustworthy leader. People want to know that you are competent. If you are not a capable pilot, no&nbsp;one is going to get on your plane. People will also trust you if they can see integrity within you, which usually requires honesty and transparency at the core of leadership. I&nbsp;like to think I&nbsp;have a reputation for communicating uncomfortable truths rather than comforting lies. How does that play out in practice?

Do your homework: to be able to speak up and pursue one’s case, one must have done the preparation before any meeting. That means reading any papers, however dull. If you are going to disagree, gather evidence and perhaps share that information in advance.


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Listen to others: listen to those who have a different point of view from you. Luckily, most people I&nbsp;have worked with in higher education have good intentions, and I&nbsp;can always learn from those who might seem like opponents. Also, listen to the mood music of any meeting. What are other people’s concerns and worries, not just your own? To have a voice, you need to listen to others’ conversations, not just blurt out what’s on your mind.

Know when being there for other women matters: in the past, I&nbsp;have been the only woman taking part in some senior discussions. Suddenly, situations might arise where, knowing that I&nbsp;am the only voice women have in that discussion, I&nbsp;must be responsible and brave enough to speak up for all.

Pick your moments and arguments: people trust competence, not someone mouthing off opinions. If I&nbsp;am asked to contribute on a subject I’m not confident with, I&nbsp;will couch it by saying, “Look I&nbsp;am not an expert on this, I&nbsp;can only offer my opinion based on experience.” Also, know when to keep quiet. Every chair thanks those who help them keep to time. When I&nbsp;was younger, I&nbsp;thought I&nbsp;needed a voice on most of the agenda. Now I&nbsp;don’t think like that. I&nbsp;know which items matter to me and I&nbsp;let others hold forth until we get to the critical issues that affect my faculty and staff.

Prepare the ground politically but honestly: I&nbsp;have found it useful to warn other people that I&nbsp;am going to “have some difficulties” with what they are proposing. Just this week, I&nbsp;was going into a committee and I&nbsp;was disappointed with some colleagues who had not shared a paper that had an impact on my school before submitting. Before the meeting, I&nbsp;just said: “Look, I&nbsp;am going to be honest with you. I’ve got problems with what you’re going to say; I&nbsp;am disappointed that you didn’t run this past my team in advance; I&nbsp;am not going to have an argument with you in the formal meeting, but I&nbsp;have expressed my concerns to the chair and we will take this offline.”

Growing old as a woman has mixed blessings. On the one hand, I&nbsp;am confident from my decades of experience but very conscious that, just as assumptions used to be made about women and their legitimacy in leadership teams, people are unconsciously biased against older women in Western societies. So I&nbsp;say to the rest of you, I&nbsp;might not arrive at meetings in Lycra and running shoes, but it doesn’t mean that my brain is any less alert than yours.

As for legacy, I would like to feel that I&nbsp;have been a role model for other women. I&nbsp;have shown that you can be a mother of five daughters, and a grandmother, and still lead well in complex and challenging situations.

But don’t outstay your welcome. Have the humility to know when it’s time to pass the baton to somebody else. We all have only so many talents or innovations to bring. University leadership should never be built around the personalities of an individual – it’s a team sport. My attitude is that, when I&nbsp;have finished this circuit of the relay and run my best race, I&nbsp;will happily pass the baton to another.

Veronica Hope Hailey is the dean of the University of Bristol Business School.

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Finding your voice as a woman in academia

People want to know that you are competent. If you are not a capable pilot, no one is going to get on your plane, writes Veronica Hope Hailey

I found my voice as a woman in academia; here’s how you can do the same

Many people assume college students are better off than the population at large – if they can afford a university education, they must be doing well financially. But students are more likely to be food insecure than the general public.

In 2019, Virginia Tech embarked on an eye-opening research study on hunger on campus. At the time, nearly 11 per cent of all US households were food insecure at some point. The&nbsp;Virginia Tech study, released in October that year, showed that a stunning 29 per cent of undergraduates and 35 per cent of graduate students were estimated to experience low or very low food security at some point, with “low food security” defined as reduced dietary quality and “very low food security” defined as disrupted eating patterns and skipped meals. 


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Most data on the scope of food insecurity among college students predate the Covid-19 pandemic’s disruptions to higher education and society at large, but the pandemic is widely assumed to have worsened the problem. For example, in 2022, nearly 13 per cent of all US households were food insecure, up 2 percentage points from 2019. 

Research&nbsp;links food insecurity to poor academic performance. As assistant director for food access initiatives at Virginia Tech, I am exceptionally aware of the pressing issues that food insecurity presents to students. I have lived experience – I was a financially independent, Pell Grant student at Virginia Tech who struggled with food security. I worked as a student representative on the task force that resulted from the 2019 research on food insecurity. And as a student, I worked at The Market of Virginia Tech through the Federal Work-Study programme. 

Food insecurity cuts across backgrounds and university departments&nbsp;

When the 2019 research was published, Hema and Mehul Sanghani, both graduates of Virginia Tech, were profoundly moved by the sheer numbers of how many Virginia Tech students were grappling with a lack of food security. They donated $1.5 million (£1.2 million) in seed money and partnered with the university to launch The Market of Virginia Tech.

Food security cuts across backgrounds and can be found in every college and department here at Virginia Tech. Nonetheless, the 2019 study found that certain segments of the campus community were disproportionately affected by low or very low food security status. These include Black and Hispanic students, students with Pell Grants or financing that requires repayment, and students with disabilities. 

Moreover, it’s poignant that so many graduate students are affected by it; many are international students, who often come here with dependants, and international students make up 56 per cent of the food service’s customers enrolled for full-service pick-ups. 

A community-based approach of convivial respect and service 

“We believe the university has collective responsibility to ensure that no student at Virginia Tech goes hungry or is unable to access nutritious foods, and to create a community that nurtures learning and growth for all of its members,” noted Ralph Hall, professor of urban affairs and one of the lead faculty for the 2019 study. 

This community-based approach, with its underpinnings of service – Virginia Tech’s motto is Ut Prosim (That I May Serve) – influenced how the university set up the market service. Its success rests on a few key points:


	The market offers different levels of assistance, including the “grocery store” model for full-service market pick-ups, open market hours and pop-up shops. Full-service market pick-ups are for students who are enrolled in the programme –&nbsp;presently 115 students. Students arrive during pick-up hours and shop for their preferences once per week. They can take as many produce, grains and shelf-stable items as they&nbsp;like. The market plays a pivotal role in giving enrolled students a nutritious and reliable food supply so they can focus on their studies and improve their well-being.
	It caters to varied dietary requirements. Students can select from dairy and meat options as well as non-dairy or non-meat food and preparation preferences such as halal.
	Open market hours and pop-up shops allow any Virginia Tech student (not just those on the programme) to choose shelf-stable items year-round. This support – the result of a sizeable family donation – enables students to allocate their limited resources to other critical needs while ensuring they do not compromise on nutrition. It also allows for evolving or seasonal needs.
	Beyond offering sustenance, the market fosters a sense of community and support among students. It creates a safe space where students can access necessities without stigma or judgement. Through volunteer opportunities and engagement with peers, it cultivates a culture of empathy and solidarity within the campus community. Students see the same friendly peers from week to week; the atmosphere is convivial, supportive and engaging with music and welcoming conversation in ready supply.
	The Market of Virginia Tech also uses university and local resources for sustainability and university ecosystem synergies. For example, meat is largely sourced from the Virginia Tech Meat Center. This helps educate students on responsible consumption and sustainability, empowering them to make informed choices about their food intake and lifestyle.


Plans for the future

Students have enthusiastically responded to The Market of Virginia Tech, as evidenced not only by use data but also by overwhelmingly positive feedback. We anticipate the urgent need for food pantry resources to continue long into the future. 

The market model presently is limited by cold storage availability – for meat and produce – and by funding. We rely on donations for funding, and our space does not allow for significant expansion. We are actively working on solutions to both constraints and expect to have news in the near future.

Isabelle Largen is assistant director for food access initiatives at Virginia Tech. 

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The vital role of a student food pantry

The rising costs of education and living expenses leave many students struggling to stretch their funds to cover basic necessities. In this landscape, the university’s student food bank can offer a lifeline, writes Isabelle Largen

Nourishing bodies and minds: the vital role of a student food pantry

The “leaky pipeline” of women leaving academia after having children is a well-documented symptom of failures in the higher education system to support academics who might need to, or choose to, take extended periods of leave. However, it is possible to support an extended leaver (those who choose to take more than one year out for family or caring responsibilities) and we show what that can look like – from the perspective of the leaver, her principal investigator (PI), their line manager and a human resources professional. 

Why solutions are needed to re-integrate academics on maternity and extended leave (Theresa Mercer)

“I am so sorry, Jim, but I don’t think I will be able to return to my research fellow position after my maternity leave period.” This was the start of the teary conversation I had with Jim Harris, my PI, in 2014 during what I thought was the end of my academic career.

I discovered I was pregnant three months into my role working as a research fellow on an exciting research project investigating the link between biodiversity and ecosystem services. It came as a shock and I was heavily involved in the field planning, fieldwork and stakeholder engagement with the project, relishing the opportunity to work on interesting science with an interdisciplinary team across a large consortium. 

Becoming a mother was a steep learning curve for me. I found that my priorities and perspective changed. My husband was already in a tenured position on the other side of the UK, so it made sense for me to move to where he was based while I was on maternity leave. As the end of my leave approached, however, I realised that cross-country commuting wouldn’t be possible. But I also knew that I wanted more time out to focus on motherhood and had no idea how I would get back into academia when I was ready.

At the time I didn’t know that support was available for extended leave beyond statutory maternity leave (52 weeks in the UK). There were no formal provisions in place that I knew of at my institution, and I hadn’t heard of any initiatives within the sector. So when I heard back from Professor Harris a few days after my call I was surprised. 

“Theresa, you do not need to resign,” he assured me, telling me that I could continue working on the project on a casual contract. This was a forward-thinking and supportive move that allowed me to work remotely and flexibly (pre-Covid). It proved to be an absolute career lifeline for me. I was able to keep up to date with developments in my field and my PI and project manager (Ron Corstanje) gave me constant career mentoring and friendship for what turned out to be five years away from full- or part-time academic work – well beyond the timeline of the research project I was involved in. 

While a growing number of initiatives designed to support women and parents back into academia after taking time out are helpful, what is missing is support while they are away. This can help make the transition back into academia less of a shock to the system. I managed to re-enter academia as a lecturer in late 2018 and I know this is because I was enabled to keep my hand in the work while I was on leave. 

How principal investigators can offer empathetic leadership to academics on extended leave (Jim Harris)

I discovered how to secure Theresa’s continued engagement with the project, in which she had already invested significant time, effort and intellectual contribution, through discussions with colleagues in the university’s academic and support services. I was aware that this had been done for short-term contracts, mainly for graduates who were looking to secure permanent positions, but not in the context of extended leavers where maternity leave had come to an end. I had help from a supportive manager and an available budget. With some careful management of costs and activities, we were able to make it happen. Having a clearly identified task for Theresa was a significant help in making the case internally, and Theresa’s continued engagement with the whole project followed naturally. It would be harder to offer extended leave to an academic, even on a casual contract basis, if it were not tied to a specific project or task. Exploring honorary positions, such as visiting fellowships, could be a solution to ensuring an ongoing relationship with the extended leaver.


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How line managers can help people return from extended leave (Ron Corstanje)

A career in science research or teaching is often substantially more than an exercise in paid employment. It involves wide-ranging commitments to the institution, the field of science and/or teaching. It is often described as more than a professional career, but rather a calling or vocation, with success measured by peer groups through the value of contributions to your discipline, students and institution. A period of time out, whether this is for maternity/paternity reasons, health or other personal circumstances, can have an impact on colleagues when they return to work and sometimes as their careers progress. However, the success of an organisation, a scientific discipline, a research or teaching community is entirely dependent on its people. It is imperative that we actively retain talented extended leavers who might otherwise become victims of the leaky pipeline.

As a line manager, research group and centre lead (of 40 FTEs), enabling the professional success of my team members is one of my key aims. This approach requires individual growth plans for my team’s personal opportunities and challenges. To work, these plans need to be embedded in an organisational culture that is invested in accelerating their careers, whether they are in research or teaching. Continued support for extended leavers should be led by them and take into account their level of interest and capability/ability throughout the period they are away. This needs to be coupled with a community-led return plan that, again, delivers the appropriate level of support. The framework with which to support and develop their careers should also rekindle the interest and enjoyment in careers in science that attracted them to it in the first place. 

How higher education can support people on extended leave (all)

Our call to HE institutions is to consider how you can better serve those in your workforce who might want to take extended periods of leave, through both formal provisions such as casual contracts or honorary positions, alongside informal support. We found that there were no formal structures in place to keep Theresa engaged while she was on leave. What we achieved was down to the will of her PI and the strong working relationship they had. This support should not be dependent on relationships only; universities should also establish formal support frameworks that are specific to individuals’ needs, flexible and innovative. 

Networks connecting parents and carers that give extended leavers the chance to share their experiences would also be helpful. And allowing for a phased return (similar to a situation in which someone has been off on long-term sick leave), providing a carers fund to support childcare at conferences and flexible working arrangements can also help extended leavers to remain in the workforce. 

And for extended leavers, our advice is to speak to your university support services to see what is available; nurture your networks; keep your hand in with papers and developments in your field; keep your curiosity alive; and remember that, in your time away, you will develop new skills – such as project management or productivity – that will serve you well if you decide to return.

Extended leavers have so much to offer academia. And if they are able to maintain their careers then institutions will have greater staff retention. It is our hope that formal structures to plug the leaky pipeline will become the norm for our sector. Our institution has shown how life changing this support can be. 

Theresa Mercer is a senior lecturer in environmental sustainability and environment programme director and Jim Harris is a professor of environmental technology, both within the Cranfield Environment Centre. Ron Corstanje is a professor of environmental data science and head of the Cranfield Environment Centre. Chhaya Kerai-Jones is a business partner within the people and culture department. All authors are based at Cranfield University, UK.

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Support for faculty on long-term leave is a career lifeline 

Institutions and academics both benefit when support frameworks are in place to help extended leavers back into work. Four educators offer a case study in what one might look like

So you’re about to start a new role in academia. Congratulations!

You’re excited – of course you are – but perhaps you’re also feeling a bit nervous. Quiet whispers in the corner of your brain remind you of your perceived inadequacies. Suddenly, you start to ask yourself a series of vicious questions…

“Am I truly good enough?”
“Can I really handle this job?”
“How on earth did I&nbsp;get this role in the first place? Did they make a mistake?”

Impostor syndrome has reared its ugly head.

We’ve all been there – and it’s a horrible place to be.

This is why mentorship is so important. It’s a crucial tool in ensuring that someone is able to start a role with confidence – that feeling that they are achieving what they should at this stage of their career and have the ability to thrive. If you feel like you are sinking, it can be difficult to learn to swim. Mentorship is, in essence, a&nbsp;life&nbsp;raft.


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For the purpose of this article, I&nbsp;am defining mentorship as a collaborative relationship between a more experienced or knowledgeable individual, and a less experienced or knowledgeable individual. In academia, the mentor/mentee relationship is even more specialised, as the mentor has a responsibility that requires expertise in diverse academic pursuits – often beyond their own – and a keen understanding of the wider higher education landscape.

Mentorship as empowerment

When a mentee starts a new role – whether within their institution or at a new university– they inevitably face challenges. Mentorship is a useful way to attain the delicate balance between professional pursuit and personal growth. A mentor can provide insight, guidance, support and stability during periods of uncertainty, providing the necessary tools for the mentee to steer through diverse scenarios successfully. It’s a mutually beneficial relationship, promoting continuous learning for both sides – but for the mentee, it empowers them with the skills and strategies required to adapt to the new situation that they are&nbsp;in. This empowerment simply doesn’t exist when an individual starts a role without this support. It doesn’t mean that they can’t succeed during the early days, but they likely will&nbsp;not feel that they’re doing well – and that matters.

Identify potential mentors

Some organisations assign mentors to accompany you through the initial stages of a role. This is valuable for both sides of the relationship, assuming that they are able to build trusting relationships. But even when you have&nbsp;not been assigned a direct mentor, there are still avenues to explore. You might even prefer this situation as it allows you to explore your mentorship options and draw on a range of expertise and potential collaborators.

Looking at practical steps to consider, first and foremost, look outside the confines of your role and define what success means to both you and the university. Once you have that clarity, identify individuals who embody the attributes and capabilities necessary for that success. My recommendation is to identify at least one mentor who is knowledgeable about your new role, and as many as you require for the different areas that contribute to your definition of success.

Persuade your mentor

This approach provides a broader perspective and a greater potential for academic and personal growth. After identifying potential mentors, approach them and enquire about their willingness to engage in a mentoring relationship. Clearly articulate why you specifically chose them, highlighting the value that you believe they can bring to your development. Communicate how the relationship can be mutually beneficial, emphasising what you bring to the relationship and demonstrating that you have done your research on their background and expertise. This proves your commitment to a purposeful mentorship and assures them that their time will&nbsp;not be wasted.

Acknowledge the voluntary nature of mentoring, recognising the commitment of their time, and express your understanding of the need for a mutually rewarding relationship.

So…You’ve started a new role. Congratulations!

You’re excited – of course you are. But you’re also feeling nervous. Doubts are starting to swirl. And those familiar questions…

Until you speak to your mentor. They remind you why you were selected for the role. They share their experiences. You feel at ease, you settle. It’s going to&nbsp;be&nbsp;OK. It’s a challenge to start a new role – but you know you’re going to be just fine.

Ibiyemi Omeihe is programme leader of the master’s in&nbsp;logistics and supply chain management and lecturer in enterprise at the University of the West of Scotland.

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Build yourself a life raft with a strong mentor relationship

Mentorship can offer a place of stability amid the choppy waters of a new role. Ibiyemi Omeihe explains how to find your new guide

Build yourself a life raft by establishing a strong mentor relationship

Financial concerns often arise on a student’s path through university, and financial support is a key part of the inclusion service on university campuses. This makes sense because the correlation between financial need and mental health among students is well documented. High levels of financial instability and basic-needs insecurity often lead to mental health challenges, which in turn can negatively affect a student’s academic performance and progression. 

Yet, a stigma is often attached to financial insecurity, and this can prevent students from seeking help.

Creating safe spaces on campus for students to talk about their concerns is essential for several reasons: inclusivity, supporting mental health, encouraging open dialogue and understanding. It is also a visible way to inform the campus community that support is available and that asking for support is a positive step forward. 


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Apart from being places of physical safety, safe spaces also offer emotional safety; these interconnected concepts support an environment where students, especially those belonging to marginalised or vulnerable groups, can feel secure, respected and free from judgement or criticism.&nbsp; 

The University of Luxembourg’s Inclusion Office (Service des Études et de la Vie Étudiante or SEVE) is a safe space on campus to talk about inclusion issues, a place where students can come and share their worries without feeling exposed or judged. By offering financial support, we have a more diverse student body and we have a positive impact on retention and graduation rates. At SEVE, we believe that creating a safe, caring, supportive environment encourages students to share their situations, concerns and thoughts with professionals, and we work together to find solutions.

How to create a safe place for students

Creating a safe space is no easy task – especially when physical campus space is limited. And it often requires a deliberate effort to create an environment where students feel welcome, respected and supported. The Inclusion Office’s focus is on communication, boosting awareness of campus resources and informing students that professionals are available if they wish to talk with someone.

Under the umbrella of the UMatter initiative, the university affirms that every student matters. Just making this known can often encourage students to visit campus safe spaces for help, support and guidance when facing challenges or during uncertain times. Our communication strategy includes faculty and staff because we find this can be an effective way to signpost safe spaces. 

When students visit the service, they have access to trained professionals such as inclusion specialists, psychologists, coaches, counsellors and mentors. The inclusion team offers an empathetic ear and understanding in an open and non-judgemental space. The team has developed well-being, self-help and information resources to complement a holistic approach to financial support for our students.

What financial support do we offer students?

UMatter’s underlying philosophy is to create a holistic frame around students experiencing financial difficulties to ensure their physical, emotional, social and academic needs are supported at the same time. At the University of Luxembourg, we financially support students in several ways. On top of traditional scholarships and grants, the university and Friends of the University of Luxembourg offer traditional and targeted hardship support that is open to bachelor’s, master’s and self-funded doctoral students. The hardship funds focus on housing assistance and subsistence support for a limited time. Food vouchers are available to students to ensure access to healthy, nutritious food, and the Access to Tech initiative provides laptops on long- and short-term loans so students have the tools they need for their studies. 

The inclusion service works closely with the university career service to support and prepare students who are actively looking for jobs. Students receive advice and information regarding their CVs, application letters and interview techniques, and they have access to open positions at the university and in Luxembourg.

All our students are encouraged to get involved with the Campus Life programme, which offers free social, sport and well-being activities both on and off campus.

What’s the impact of inclusivity support?

At the Inclusion Office, we notice our approach to supporting students and offering a safe space to talk through difficulties is working. The number of students visiting the service increases each year, due to a mix of the cost-of-living crisis, world events and more awareness of the service. In their feedback, students who have received support report lower stress levels, improved quality of sleep and a feeling of being more engaged in academic and social life. 

Safe spaces are not limited to formal university structures. We also offer peer-support networks through student associations and clubs. Peer support can be an accessible and effective avenue for students to receive support and a first step for signposting services within the university. 

By providing safe spaces to talk, and addressing the interconnected dimensions of student well-being, universities can create a strong, positive relationship with students, helping them to thrive on their academic journeys and beyond. 

Caroline Deylaud Koukabi is an inclusion and well-being specialist and Joanna West is a team leader in student services and chair of the reasonable adjustment committee, both at the University of Luxembourg.

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Making safe spaces for students in the cost-of-living crisis

Poor financial health can lead to mental health difficulties and isolation for students. Here, Caroline Deylaud Koukabi and Joanna West offer tips for giving students inclusive spaces to discuss concerns amid the cost-of-living crisis

Creating safe spaces for students to talk about financial difficulties

In recent years, academics have had to think a lot about how to adapt teaching to meet students’ learning needs. This has led to some positive change; we’ve created face-to-face, online and hybrid learning environments using a combination of approaches. What we may have thought less about is whether the inclusive environments we have created are accessible to our students.

The Higher Education Statistics Agency 2023 report data show that in 2021-22 there were 451,580 students with a known disability and 679,970 international students in UK higher education institutions. It also showed that there were 532,460 students enrolled on UK courses accessed outside the UK. The data reflect the diversity of our student cohorts, all of whom will have varied cognitive, cultural and linguistic learning needs.

Issues that students face with listening

Evidence shows that putting effort into listening affects cognitive load, the quantity of information that working memory can hold at any given time. The more effort we put into listening, the greater the effect on cognition. If our brains are working too hard to hear what is said, we will find it more difficult to retain information. As educators, if we create an environment where listening is effortful for our learners, be it face-to-face, hybrid or online, we are limiting access to knowledge and subsequently affecting attainment. If we consider the increased listening effort required by neurodiverse students, those with hearing loss or students learning in a second or third language, we can start to realise how important effective listening environments are. If we want to plug the attainment gap, we need to consider access to language for all kinds of students.


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	The language of inclusivity is not inclusive


What we did to create more effective listening environments

In my role as a lecturer in deaf education, ensuring that learning is inclusive and accessible has always been central to my teaching. As a programme team, we have shared our expertise on the University of Manchester’s initial teacher training (ITT) primary postgraduate certificate in education programme to support trainees’ understanding of how to create accessible listening and learning environments to meet the diverse needs of deaf children in primary schools. We teach trainees about creating acoustically friendly environments, capitalising on technology and ensuring that deaf children who access the curriculum through speaking and listening can do so effectively.

To meet the needs of colleagues in academia, we condensed our lecture for ITT into a short online continued professional development (CPD) session about creating effective listening environments. We have added this to the institute for teaching and learning’s online CPD platform to encourage academics to take small actions to adapt their teaching and learning environments to ensure that their spoken language content is accessible to all students. The CPD session included advice on making small tweaks to learning environments that would not affect preferred pedagogical practices but could significantly improve access.

Make the classroom inclusive

Realise that language underpins learning. If you want your students to remember what you’ve taught them, it’s helpful if they can clearly hear what you’ve said to them! Any restrictions to accessing language will have a negative impact on learning and attainment.

Consider what teaching strategies you use to support learning and how these affect access and the learning environment. For example:

Q&amp;A sessions: it’s great if we can manage the space so that one person speaks at a time, but remember that a student with hearing loss might not hear any spoken language that comes from more than 1.5m from them (because of the limitations of hearing aids’ microphones). Recasting (repeating what a student says but adding in more detailed information to aid learning) and repeating comments ensure that everyone hears input.

Group discussions: these can create powerful teaching and learning opportunities, but the noise generated can be overwhelming for neurodiverse learners and those with hearing loss. Can you create breakout spaces for those who require a quieter space? Asking students to add discussion points to Menti or Padlet ensures that key information isn’t lost for learners.

Manage acoustics

One of the easiest ways to improve acoustics is to manage noise. In lecture theatres, or even in smaller learning spaces, students with difficulty hearing or listening will typically position themselves close to the front. By moving away from the front of the room, you reduce access to your voice. Think about:

Positioning: speak only when you are at the front of the room, or, if you move around, stand still when you speak. This allows students to locate you and support their listening with speech reading (reading lips and getting visual cues from body language and gestures).

The inverse square law (in other words – sound gets quieter as it travels away from you): some students avoid sitting at the front, for example, those who struggle with social interactions or anxiety, so their access to your voice (and thus your teaching) is reduced. Raising your voice above typical speaking levels is unsustainable and distorts it.

Capitalising on the technology that’s available in most teaching spaces. Use soundfield systems, sound systems that can be installed in teaching spaces or in-built lecture theatre mics to ensure a consistent sound level, to ensure that your speech reaches all students (and you don’t need time off work due to voice strain).

Using assistive learning devices (ALDs): for deaf students, using ALDs can overcome some of the limitations of hearing aids. Deaf students who access learning through spoken language need you to use the technology well, so if they ask you to wear an ALD, please put it on.

Managing internal and external noise that competes with your voice


	Close doors and windows to block out external noise
	Turn off any unused equipment to reduce internal noise
	Manage behaviour: It’s difficult to ask adult students to not talk while you’re speaking, but letting students know that this is to ensure access to all demonstrates your commitment to individual learning needs and helps bring others on board (no&nbsp;student wants to be the one who prevents someone else from learning). &nbsp;


Excellence needs to be accessible. No matter how good you are, if students can’t access your content, then learning opportunities are lost. Working to create an effective listening environment gives students access to your excellent content. To close the attainment gap, consider the influence of your learning environment on listening effort, cognitive load and cognitive fatigue. Remember that small adaptations can make a substantial difference in supporting the diverse learning needs of all students.

Lindsey Jones is a lecturer in deaf education at the University of Manchester.

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Create effective listening environments for all students

It’s important to consider the influence of your learning environment on listening effort, cognitive load and cognitive fatigue. Here are some tips

How to create effective listening environments for neurodiverse, international and deaf students

In the landscape of US higher education, historically black colleges and universities (HBCUs) stand out not only for their rich history. HBCUs foster a spirit of mentoring among faculty, staff and students that extends far beyond the campus. In fact, according to a 2022 report from the Strada Education Foundation, The Significant Value of Historically Black Colleges and Universities, 56 per cent of Black HBCU alumni considered their HBCU mentors to be “extremely” or “very” valuable, in comparison with 40 per cent of Black graduates of predominantly white institutions (PWIs). Moreover, 86 per cent of Black HBCU graduates described their experiences with faculty to be “extremely or “very” valuable, whereas only 67 per cent of Black PWI graduates felt similarly.

The culture of HBCUs offers lessons for all colleges and universities – in supporting achievement, building community and fostering belonging.


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Alumni from HBCUs often recount how their experiences have inspired them to give back to future generations. This commitment is deeply rooted in the knowledge that prominent alumni such as film producer Spike Lee, media mogul Oprah Winfrey and Supreme Court associate Justice Thurgood Marshall walked the same hallowed halls. Recent graduates, including voting rights activist Stacey Abrams, US vice-president Kamala Harris and film producer Will Packer, add to the legacy, highlighting the excellence that HBCUs continue to produce.

How a teaching focus supports mentoring

The emphasis on teaching at HBCUs translates into an expectation of mentoring, setting them apart from many PWIs. Gallup &amp; USA Funds research in 2015 suggests that the teaching-intensive nature of HBCUs provides students with more opportunities to engage with faculty, contributing to a greater likelihood of mentoring relationships. 

Mentoring at HBCUs extends beyond the traditional academic adviser role to a familial nature, where mentors express genuine care and concern for students as individuals. Faculty commitments include helping with class schedules, providing emotional support, attending students’ family events, ensuring students are well prepared for job interviews, and much more. This holistic approach to mentoring results in positive, long-term outcomes for students, including increased well-being and a more positive perception of their alma mater. The value of faculty mentoring lies in its ability to help students translate their talents and potential into tangible outcomes, fostering self-sufficiency and preparing them for future accomplishments.

Compared with their counterparts at PWIs, HBCU students often experience a more inclusive and supportive environment, fostering a stronger sense of belonging. The family-centred atmosphere on HBCU campuses, as described by those alumni we have interviewed, plays a crucial role in academic success and overall personal growth. For example, 42 per cent of Black HBCU alumni, compared with 23 per cent of Black PWI alumni, surveyed by Gallup &amp; USA Funds, had a mentor to help them pursue their “goals and dreams”. Additionally, 58 per cent of Black HBCU graduates shared that their professors cared about them as individuals; 25 per cent of Black PWI graduates felt similarly.

Mentoring benefits that extend beyond campus

We have found through our research that the experiences of HBCU graduates attest that mentoring is not just a cultural norm within these institutions but a practice that extends beyond, as graduates feel a deep commitment to pay it forward. 

This commitment was expressed to us by Amber Johnson, a graduate of Tougaloo College. Johnson said: “I don't even think of it in terms of mentoring. It’s just like somebody is here, they need me, I’m here. It’s a lot of what people have poured into me, it’s not even a thought for me. Everything that’s poured into me, if I can pour it out into somebody else, I’m doing it.” Her sentiment reflects a broader culture within HBCUs, where mentorship is not viewed as an obligation but as a natural extension of the support and guidance received during one’s academic journey. 

Those we interviewed also described how the mentoring they received had a familial nature, with mentors expressing care and concern for them as individuals, both personally and academically. Isaac Addae, a faculty member at Tennessee State University (TSU) and graduate of both Tennessee State and Morgan State universities, shared: “When I was at Alcorn State University, my dad’s colleague, Dr Napoleon Moses, became like my godfather. He took me under his wing, and I learned a lot from him, so much so that I call him my other dad. But he was just a faculty member who saw a young man who was talented, and he wanted to invest in me.” 

As we celebrate the rich legacy of HBCUs, it is vital to recognise and appreciate the transformative power of mentoring in shaping not only successful individuals but also a community that thrives on shared support and empowerment. 

HBCUs offer strategies that all colleges and universities could learn from. These include: 


	emphasising teaching and mentoring alongside research, while also providing resources to support these efforts as they lead to students’ success 
	providing training in mentoring for faculty as the practice doesn’t always come naturally and is often neglected for a focus on research productivity 
	rewarding excellence in mentorship in tenure and promotion processes, as well as in formal award programmes 
	fostering a culture of paying it forward, encouraging students to mentor other students and alumni to come back to campus and mentor students. 


These approaches lead to greater student success and a stronger sense of belonging, and foster institutions that centre generosity and nurturing over competition.

Marybeth Gasman is the Samuel DeWitt Proctor endowed chair in education and a distinguished professor in the Graduate School of Education at Rutgers University. Levon T. Esters is the dean of the Graduate School and vice-president of graduate education at The Pennsylvania State University. They are the authors of HBCU: The Power of Historically Black Colleges and Universities (Johns Hopkins University Press, 2024).

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The transformative power of mentoring in HBCUs

HBCUs’ culture of generosity and community has much to offer all colleges and universities, write Marybeth Gasman and Levon T. Esters. Here, they distill their research into four key elements 

The transformative power of mentoring in historically black colleges and universities

Fully open access (OA) publishing plays a crucial role in democratising access to knowledge. Instead of being hidden behind a paywall, scholarship is freely accessible to anyone with an internet connection. 

It is not just society that benefits from this greater inclusivity. The potential for increased visibility, impact and citations of OA publications also aids scholars. Additionally, authors maintain the copyright to their work rather than having to sign it over to the publisher. From these perspectives, OA publishing should be applauded and has a role to play in promoting inclusivity. 


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However, my experience of nearly a decade in academia has spotlighted some consequences for inclusivity of OA publishing from a scholar’s perspective. 

When publishing OA, authors are often responsible for covering the article processing charges&nbsp;(APC). This fee, payable to the publisher, effectively replaces the subscription revenue stream from non-OA content. Four of the most common ways an APC can be covered are: 1) a funding agency mandates OA and covers the APC as part of the project’s funding; 2) a university has an agreement with a publisher whereby the university pays an upfront amount to the publisher in exchange for their faculty being able to publish OA free for a fixed period; 3) the author(s) self-fund the cost of the APC; 4) the author(s) apply to the journal for an APC waiver. However, many hybrid journals do not offer APC waivers, so OA and non-OA articles can be published in the same issue of the same journal. 

How APC waivers can affect inclusivity

So, why might these four ways to fund the APC be problematic for inclusivity?

Let’s first discuss access to research grants via a funding agency. In this highly competitive landscape, the availability of funding opportunities differs by country, field and topic of study. Established researchers generally hold an advantage over their junior colleagues, as the principal investigator’s track record for securing grants and publishing often plays a pivotal role in the decision-making process for allocating research grants.

Then, there are transformative agreements between universities and publishers. Not all universities have the financial resources to pay the costs associated with such agreements. This creates a two-tier system where scholars from universities that are able to pay can have their research published OA, which leads to broader dissemination, increased impact and more citations. In contrast, scholars from universities with less financial means see their work locked behind a paywall and the copyright of their work signed over to the publisher. Even when a university has such an agreement with a publisher, it often applies only to salaried faculty or current students. This often excludes independent scholars or those from institutions without a transformative agreement, and visiting faculty members at a university that holds such an agreement may still not qualify to publish OA via this route.

If we turn our attention to self-funding, we find that this, by its nature, requires the individual to pay the APC, which often exceeds £1,000. Scholars from affluent backgrounds may have the means to pay such fees, but other colleagues might not. 

Finally, APC waivers from publishers often feel like a lottery. Some publishers offer discounts based on the location of the research institution with which the lead author is affiliated. However, even with a 25 per cent, 50 per cent or 75 per cent discount, the APC may remain beyond the means of many scholars worldwide. Individual scholars can often apply directly for a full APC waiver, assessed on a case-by-case basis. But this requires: a) that the scholar knows this path exists; and b) an element of luck when making a case for the full APC waiver.

Ways to address inequalities in OA publishing

So, where does that leave us? What can we do to address the lack of inclusivity for authors within the OA publishing model? 

Here are three scenarios with various degrees of change required to realise them.


	Established publishers look at ways to promote opportunities for APC waivers and consider increasing the availability of full waivers to scholars who otherwise would not have the means to publish OA. Restrictions around using preprint servers or sharing the author accepted manuscript (AAM) are removed to offset the lack of access to work behind a paywall (termed “green OA”) while continuing to generate revenue from APCs for fully OA (“gold OA”). Such changes could benefit both the journals and broader society because of the range of voices included and the reduced risk of echo chambers.
	As a community of academics, we move to measure the quality of outputs more inclusively. We address the choice, often faced by scholars, of publishing either non-OA in a higher-ranked journal or OA in a less-prestigious journal that does not charge an APC. We consider how to account for the differences in citation metrics among scholars in the same field, where some can regularly publish OA while others cannot. Can we make hiring, performance and promotion decisions linked to research outputs without relying on the name and rank of the journal where the work is published as a proxy for quality? 
	We ask whether the academic publishing model remains fit for purpose and what alternatives might exist. Is there a place for fully OA journals without APCs? If so, how do we overcome the pushback from established publishers and senior academics with the means to publish gold OA in “top ranked”&nbsp;journals? And how do we sustainably fund such a model to benefit authors, institutions and broader society operating within a sustainable career ecosystem?


Further discourse on this topic includes questions such as how we distinguish genuine journals from predatory ones. Still, I hope this article has catalysed thoughts about how inclusivity in access can sit at the core of decision-making.

William E. Donald is an associate professor in sustainable careers and human resource management at the Ronin Institute in Montclair, New Jersey, and a visiting research fellow in organisational behaviour and human resource management at the University of Southampton.

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Inclusivity is seen as a benefit of open access publishing, but is this an illusion? Here, William E. Donald asks questions about who pays and what counts, and offers scenarios for a fairer journal model

The double-edged sword of open access publishing

Producing the knowledge and evidence that shape our everyday lives is conventionally the domain of university and government scientists. Citizen science is changing that. From surveying wildlife to planet spotting for Nasa, a plethora of citizen science projects now invite the public to take part in scientific research. These projects have shown that involving the public in science can hugely expand the reach and possibilities of research. The public’s involvement in the ZOE Health Study, for example, rapidly provided greater understanding of the spread and effects of Covid-19, with crowdsourced results published in respected academic journals such as The Lancet.&nbsp; 

Yet, less than 2 per cent of citizen science projects are rooted in the social sciences, suggesting a missed opportunity to use this powerful way to target complex social and economic problems. At the UCL Institute for Global Prosperity (IGP), we believe that involving the experiences, knowledge and expertise of local people is the key for change. Our Citizen Science Academy was developed to work with local communities and connect the public with policymaking. 


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This article explains the process and results of setting up a citizen science project, using Good Life Euston in London as a case study. 

Inclusion, empowerment and impact: key principles for facilitating citizen science

Citizen scientists are recruited through local voluntary and community organisations that are trusted and ingrained in their community and therefore can reach recruits universities typically would not.

Through training programmes at the Citizen Science Academy, and by using a citizen social science approach, we empower residents to get involved in social action and local decision-making to create change within their own communities. 

This approach to conducting citizen social science involves:


	partnering with organisations who can connect results directly into local decision-making
	teaming with voluntary and community sector groups who have the trust and local knowledge to make research that connects with local citizens
	training citizen social scientists in practical research methods through a practice-led, community-based approach
	demonstrating the value of citizens’ contributions through financial reward, and through welcoming their input at all stages of a project, from planning to the presentation of outputs
	establishing avenues for ongoing collaboration and involvement with citizen scientists to make citizen social science transformative for not just academic practice but citizens’ lives, too.


Our academy has moved from a crowdsourcing approach, where volunteers collect data for large-scale scientific projects, to locally based projects that are designed by citizens and academics, who collaborate to collect, analyse and act on research findings.&nbsp; 

The academy has been co-designed with community partners, citizen scientists and policymakers to understand the barriers to involvement in research for local residents, such as finding routes that allow us to reward them financially (rather than relying on volunteers), which increases inclusivity. Collaborating with policymakers also helps us understand how they want to use the research alongside other forms of evidence, so we can develop outputs of direct practical use to them.&nbsp; 

Citizen social science: the example of Good Life Euston

How do we put the principles underpinning our projects into practice? Good Life Euston is a good example. This project involves the IGP, Camden Council, local voluntary organisation Camden Giving, Lendlease (the global construction company redeveloping Euston Station), The Euston Partnership and 22 citizen scientists who designed and conducted research to help establish what prosperity means to people living in Euston, London. The research aimed to contribute to improving the lives of those citizens producing the work.

Camden Giving, which already had strong connections to both the local community and Camden Council, recruited the citizen scientists, and we trained them to carry out qualitative research within their own locality. They did walking ethnographies, interviews with residents and mapping activities, and the resulting data was coded and analysed, feeding into the development of the Good Life Euston Model, a tool to inform regeneration planning in the area.

Enhancing research impact through a more inclusive approach

The cohort were taken through a high-quality, practice-led training programme, leading to the awarding of a UCL Citizen Science Certificate, a new community-based, non-academic certification. 

By including the citizen scientists not only in the development of research questions but also in post-data analysis, the project demonstrated that their input is valued, and their research directly contributed to recommendations put to local councillors and developers. 

A focus on valuing the citizen

Our citizen social science approach is not light touch. It can’t be. It involves asking local people to explore their communities, engage with underserved groups, build up trust with residents, and produce engaging and personal outputs.

For this kind of methodology to be inclusive, academic researchers must demonstrate they value the work of citizen social scientists in terms of appreciation and money. Each of the 22 citizens engaged on the Good Life Euston project was employed and paid the London living wage (which is now about £13 per hour) throughout their training, research and for presentations to decision-makers. They are also credited as named citizen scientists in project outputs and awarded with a UCL Citizen Science Certificate. And, ultimately, it helps them in pursuing career pathways. 

This emphasis on citizen scientists as key stakeholders in the project breaks down barriers and means that for those who take part, citizen science can be a transformative process. 

The value provided by our citizen scientists in Camden is demonstrated through the council’s commitment to further citizen-led research. A new 12-month Citizen Scientists-in-Residence course will focus on the council’s Community Wealth Fund and Tenant Engagement programmes, and new forms of embedding citizen science in planning policy are being trialled. This is all while developing the kinds of research that only locals can produce.

Saffron Woodcraft is executive lead for the Prosperity Co-Lab UK (ProCol UK), principal research fellow and director of social&nbsp;policy at the Institute for Global Prosperity (IGP) at UCL. Joseph Cook is the Citizen Science Academy lead at the IGP. 

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Using citizen science to tackle local challenges

Working with local communities can help uncover new insights to tackle complex social policy challenges. Saffron Woodcraft and Joseph Cook explain how to set up high-impact citizen social science research

How to harness community knowledge to tackle complex policy challenges

Black History Month – February in the US, October in the UK – is the one time of year that Black people’s histories are featured. Yet, cramming a deluge of talks and cultural activities into a single month creates a false sense of engagement – and as soon as the month is over, Black histories and cultures are often once again relegated to the background. 

The University of Westminster’s Black and Minority Ethnic Network became concerned about this one-month approach because it constrained the celebration of Black people’s achievements without sufficiently recognising the injustices they were experiencing. This limited focus could also diminish the significance of their experiences, effectively recolonising histories through tokenistic posturing. 

The need for a sustainable Black History Year Programme

The killing of George Floyd in May 2020 sparked Black Lives Matter protests around the world. Across the higher education sector in the UK, it exposed what seemed to be an institutional unresponsiveness at a critical time in history.


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The BME Network collectively drafted a statement outlining the changes required. Senior leaders at the University of Westminster committed to working collaboratively to become an anti-racist institution. Members of the network founded a steering group to focus on addressing often misunderstood, ignored or erased Black histories. 

With emerging inequalities laid bare by the disproportionate impact of the Covid-19 pandemic, alongside the BLM movement, the focus on Black History Year was galvanised. 

How to do a Black History Year

Start by exploring the history of racialised communities. Westminster’s Black History Year programme was launched with a review of Black people’s contributions in historical England, specifically the Tudor era. It recognised the people who were initially respected for their artistry, skills and economic contribution to society and gave the BHY steering group a solid foundation on which to build programme content and initiatives. Adopt a similar approach to ensure your programmes lay the groundwork for further activism in this area.

The steering group held online conversations about the experiences of Black people in higher education in order to span the breadth of Black people’s present-day experiences and help understand how we had arrived at such inequalities. We heard from activists on issues such as the Windrush generation and Black experts in the music industry, politics and business. It’s crucial that coverage of racialised experiences is balanced to include achievements and challenges, to inspire the university community. 

For example, imposter syndrome is a common experience among Black academics and students. It was important to put it in the context of institutional racism and structural challenges to distinguish it from mental health issues. Expert academics and practitioners discussed the seldom-heard experiences of Black men’s mental health, and topics such as Black love and death and grief were also explored. Embrace the sensitive aspects of human experience. This will raise awareness of the depth of emotion that can fester in racialised circumstances and help develop culturally relevant support for staff and students. 

Measure impact and sustainable outcomes 

The impact of the programme has been significant, contributing to education, research, knowledge exchange and relationship-building within and outside the university. It complements initiatives to improve a sense of belonging&nbsp;for students and staff through teaching and learning, research and knowledge exchange. In turn, this has encouraged compassionate behaviour and allyship as part of equality, diversity and inclusion strategies. Black History Year programmes can strengthen collaborations between staff and students and lead to sustainable partnerships all year round.

Westminster’s Black History Year led to bespoke initiatives such as BHY Create, a six-month initiative designed to empower Black students during the final years of their undergraduate degree programmes, and the BHY Researchers Network, which helps build skills for writing papers and applying for grants.

Senior leadership support is crucial 

Establishing a Black History Year programme creates a legacy of cultural information with a credible space in university archives. But senior leaders must provide support if the programme is to endure. At the University of Westminster, leaders have committed to the BHY as it enters its fourth year, enabling us to celebrate diverse academics, students, staff and businesses in our communities.

Though we have experienced pushback, with some seeing Black History Year as “neoliberal pandering” and others as “too woke”, the university is determined to continue with an initiative that started when the world was in flux. By recognising the histories and cultures of people who have overcome persistent challenges, we give ourselves and the sector a hopeful frame for the future. 

Deborah Husbands is a reader in psychology, leads the Black History Year programme and is a co-chair for the BME Network; Dibyesh Anand is the interim deputy vice-chancellor for employability and global engagement; Stephen Bunbury is a senior lecturer in law, co-chair for the BME Network and programme lead for Black History Create, all at the University of Westminster.

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Celebrate Black History Year and tackle racial inequality 

Instead of consigning the recognition of Black histories to one single month, Deborah Husbands, Stephen Bunbury and Dibyesh Anand advocate for a Black History Year 

Celebrate Black History Year and tackle racial inequality all year long

Equality
Diversity
Inclusion
Equity
Equality, diversity and inclusion (EDI)
Equity, diversity and inclusion (EDI)
Equity and inclusion
Diversity and inclusion
Equality, diversity and inclusion and social justice
Justice, equity, diversity and inclusion (JEDI)

When I present an equality, diversity and inclusion session, my opening question is often: “What does EDI mean?” Many can recount the acronym; most can explain in the broadest terms what equality, diversity and inclusion mean. Many explanations have little consensus, however; they are vague and, it could be argued, idealistic. It is the idealism that not only hinders EDI efforts but decelerates their impact in institutions. 

The language (for the purposes of this piece, I will use EDI for consistency) is problematic at best; at its worst, it demonstrates historical, social and linguistic shortcomings. The term is a well-meaning attempt to highlight key areas of focus in order to make this work comprehensible. But it is not inclusive to use an acronym for a term that, in its essence, is intended to address issues of systemic and systematic discrimination in higher education institutions (HEIs). 


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To drive forward with inclusion, we must use inclusive language. We must use language that is clear, consistent and comprehensible. This applies not only to individuals working in the EDI space but to all who centre equality, diversity, inclusion and social justice within their institutions or organisations.

EDI deals with the absence of equity, diversity and inclusion

EDI as a term is oxymoronic, especially in education. It does not deal with equality; it deals with inequality. Similarly, it does not deal with diversity or inclusion; it deals with a lack of diversity and inclusivity. These terms give the impression that they are dealing with what is present; in fact, EDI work deals with what is absent.

EDI is a statement of intent. The fundamental shortcoming of language will always hold EDI as an option, and not as essential for not only higher education but all education and society. The lack of governance over language allows HEIs to adopt and inherit terminology that is in many cases more exclusive than inclusive.

So, what can universities do about this adopted and inherited terminology? 

EDI work must accept, acknowledge and explore how social inequality is in large part embedded by and enabled by non-inclusive language. Non-inclusive policies, practices and procedures that do little to question the foundations and language on which they are built will perpetuate the same outcomes. As language changes, organisations must adapt. It is common to still come across language that polarises, marginalises and minoritises according to characteristics such as gender, class, disability, race and age. 

The multitude of EDI terms encourages ambiguity and an abstractness that is dangerous for those directly affected. Where EDI will often mention equality, it will fail to mention equity. Equality suggests that all people are treated equally. Equity is a recognition of individual needs. Equality could be described as an awareness of what is required, where equity is an acknowledgement of what is required. The difference is subtle but important.

The terminology extends beyond EDI and its definitions to incorporate vocabulary such as BAME. When Black, Asian and minority ethic is casually acronymised, it strips away meaning that exists within the term. BAME is a term many students and staff feel uncomfortable with, but it is consistently used. Many inclusive employers ceased using the term after the murder of George Floyd in 2020. The endeavour for many institutions and organisations is to find alternative options that are inclusive for all lived experiences. 

Terminology such as male or female, ethnic minorities, international students, home students and disadvantaged students can act as a divisive tool in how institutions both think and act around EDI strategy. Other terms like “global majority” may indicate an alternative assessment, but even this term feeds into the challenges of working in EDI and making sure the language used in EDI work is aligned to EDI objectives. Terms such as BAME, “minorities” and “international” only further marginalise, polarise, isolate and minoritise staff and students. 

International, for example, is used to describe students from overseas or outside the home country. The use of language referring to home students (as opposed to international students) creates a division not only in how an institution views a student but also how a student views themselves. I am not advocating that we homogenise language but rather acknowledge the importance of language in how marginalised groups as well as groups with protected characteristics can feel. How can our language help everyone feel seen, safe and supported?

Language that enables one group while opposing another

Subtleties of language, such as a prefix, can be as damaging as acronyms and more overtly discriminatory. Vocabulary such as “disadvantaged group”, “under-represented group”, disabled professor or early career researcher, it could be argued, enables one position while simultaneously conceding an oppositional disposition. The deficit serves to disempower. It could be argued that some of these terms are helpful. What the terms also do is position EDI work as oppositional, and it is not. If the language does not promote inclusivity in its structure, then it will &nbsp;often serve as a tool to suppress and disadvantage certain groups.

This deficit can reveal itself in a self-fulfilling prophecy that, say, if you are labelled as possessing a disadvantage, an extra burden is placed on you that more empowered groups do not have to consider, let alone carry.

Angela Carter said that “language is power, life is the instrument of culture, the instrument of domination and liberation”.&nbsp;EDI work can and should be a liberation. Often EDI work can be seen as only a prevention or intervention of acts and thoughts that promote social injustice. 

Another way forward for EDI is where it is embedded so deeply within a culture that the way we think, act and speak reflects inclusive values. This is by no means an easy thing to achieve. It can be achieved if EDI adopts a greater sense of awareness in what is being communicated as much as why. For EDI to be impactful, an individual and collective audit is required to assess how EDI is embedded in how we operate in our respective institutions. This also goes beyond vocabulary and includes syntax and tone.

The title of Audre Lorde’s essay collection – The Master’s Tools Will Never Dismantle the Master’s House – is apt. It is a fitting and cautionary way to review how reflective, innovative and inclusive the language of&nbsp;EDI must be. If we continue to use traditional methods devoid of creative thinking, analysis and evaluation, we may never reach the outcomes that are so desperately needed in educational spaces. 

To further EDI work we must reassess and ask: is the language we use in practice a tool for liberation or a harness of limitation?

Pascal Matthias&nbsp;is associate vice-president (EDI and social justice)&nbsp;and a senior teaching fellow&nbsp;in&nbsp;fashion marketing and management in the Winchester School of Art&nbsp;at the&nbsp;University of Southampton.

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Why EDI language is not inclusive

Terms such as equity, diversity and inclusion give the impression that they are dealing with what is present. In fact, EDI work deals with what is absent, writes Pascal Matthias. He offers ways to think, speak and write differently

The language of inclusivity is not inclusive

The University of East Anglia (UEA) has launched initiatives&nbsp;aimed at developing early insight into pharmacy as a career for groups under-represented in higher education. Working in partnership with schools, colleges and local pharmacy providers in Norfolk and North Suffolk, we aim to improve access and retention in the pharmacy profession. Here, we outline practical tips following our pilot programme: Preparing for Pharmacy.

Preparing for Pharmacy aims to encourage those curious about pharmacy to explore the subject and career in greater depth and make informed choices about applying for and studying pharmacy. It also provides the opportunity to interact with pharmacy professionals across different settings within the local area. This 18-month-long programme funded through the university’s Access and Participation Plan (APP) offers on- and off-campus activities to support and nurture interest. We summarise the scheme as follows:


  
      
  
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Practical tips for other institutions interested in adopting a similar scheme&nbsp;

The pilot two-year programme began in early 2023 and was oversubscribed. In sharing our tips, we aim to support universities to adopt this as a model.

Engage with external collaborators

By working with external collaborators such as NHS Health Education England, integrated care system representatives keen to recruit and retain pharmacists within the region, and pharmacies in our local area that host placements for our current undergraduate pharmacy students, we were able to secure a pharmacy placement local to programme participants. Building good relationships with these collaborators is essential for overcoming barriers to placement provision.


	Resource collection:&nbsp;Supporting first-generation students in higher education
	How can we encourage more prospective first-generation students to apply to university?
	How to help first-generation students navigate the challenges of higher education


Provide an integrated pharmacy placement experience

First-generation students are less likely to have had the opportunity to undergo a pharmacy placement before university, and current financial, recruitment and time pressures within the pharmacy workforce make hosting individual students a challenge. Qualitative research exploring the lived experience of our pharmacy undergraduate students from under-represented backgrounds identified difficulty obtaining pre-university pharmacy placement experience as a barrier to contextualised learning on the course. Studies have shown the importance of contextual learning for linking learning to the real world, therefore gaining placement experience during the formative pre-Ucas stage supports students with foundational knowledge and skills development.&nbsp;

Integrating the placement experience with preparation for the placement is key. Participants on our programme receive a workbook with guided activities to complete during their placement with the pharmacy team, which includes the layout of the pharmacy, the roles of the pharmacy team and information about the journey of a prescription. The day after the placement finishes, students return to UEA to reflect and give feedback to other programme participants on their placement experience, which maximises contextualisation and learning gains.

Embed authentic course and career experiences

Prospective students need authentic experiences to immerse themselves in and learn about the different and ever-expanding roles of a pharmacist. Facilitating meetings between prospective students and pharmacists, tours of pharmacies and clinical simulations enables students to explore the wide-ranging career possibilities and draw on these in university applications and interviews.

Address gaps in the provision of application and interview support

Teachers and career advisers reach out to pharmacy academics and admission teams for advice on how best to support individuals interested in pharmacy with personal statements and interviews. First-generation students have less higher education experience to draw on in the application process, and pharmacy is a niche subject that is less understood compared with subjects like medicine. First-generation students on our programme have valued having generic Ucas support in addition to specific pharmacy application guidance which has helped them reflect on and develop their skill sets, and offer them authentic experiences they can draw on during interviews.&nbsp;

Provide opportunities for peer-to-peer mentoring

Bringing prospective pharmacy students together enables collaboration and creates a shared sense of belonging. Encouraging students on our programme to network with our current pharmacy undergraduate students at our scheduled events and access the scheme’s mentoring programme, where we match participants with trained pharmacy student mentors, helps prospective students’ personal development. When we advertise these schemes, current programme participants in year 13 are available to talk to prospective year 12 participants at their schools/colleges about their experiences and act as positive role models for the next cohort.

Include transitions and retention in your project

Helping students make informed decisions about applying for a pharmacy course and career is just the first step. Programmes should consider how to support the transition and retention of under-represented groups and first-generation students once at university. Participants who apply to UEA after the course and are successful attend a pre-transition on-campus welcome event, are paired with an academic adviser they have worked with on the programme for continuity of support through to graduation, and receive further bespoke academic support in their first year of study. In addition, we hope to be able to offer participants a further placement experience on top of the standard course placement provision in a pharmacy close to where they lived in year 12 during their UEA studies.

Many institutions are working towards their APPs and improving access to under-represented groups, including first-generation students. Through working in close partnership and sharing best practices in this area, universities can collectively support access, transition and retention of these students within pharmacy, wherever they choose to study.

Carl Harrington is lecturer in the school of biological sciences and widening participation academic lead, and Rosemary Norton is associate professor in pharmacology at the school of pharmacy, both at the University of East Anglia.

Encouraging first-generation students into a pharmacy career

Many students have little knowledge of the role and career opportunities of a pharmacist. This is even more so the case for first-generation students

What we learned from a pilot study aimed at getting first-generation students into pharmacy

Universities play a pivotal role within their local communities. Multiple studies have found a correlation between the presence of a university in a large town or city and socio-economic development in the local area. They are key drivers of social, technological and economic innovation. 

With that fact comes one simple question: how do we make sure the impact upon a region is long-lasting and fit for purpose? There is not a one-size-fits-all answer. Instead, it requires a nuanced exploration of potential avenues through which universities can enhance their community impact. 

Partner with the local community

Initiate and nurture collaborative partnerships between universities and local stakeholders. This involves forging alliances with community organisations, governmental entities, businesses, schools, community groups and charitable organisations. Collaborations like these are instrumental in addressing shared objectives and challenges, pooling resources and leveraging collective expertise. By fostering these partnerships, universities and local communities can establish a dynamic platform for exchanging knowledge, resources and skills.


	Unlocking knowledge within local communities as part of ‘levelling up’
	To build a community in higher education, start from the ground up
	Promoting community and inclusiveness to diverse and dispersed students


These partnerships can help amplify the impact of initiatives, leading to more effective and sustainable development. For example, many universities participate in Knowledge Transfer Partnerships (KTPs), getting involved in successful collaborations with businesses. These play a pivotal role in facilitating innovation for growth and create a positive impact on both the business landscape and the community at large.

Universities also play a key role in bridging the gap between academia and industry by offering internships and organising job placement programmes. These initiatives not only enhance students’ practical skills, but also directly benefit local businesses by providing them with access to a pool of skilled and knowledgeable individuals. A reciprocal relationship between universities and local businesses solidifies the bond between higher education institutions and the communities they serve, resulting in a mutually beneficial ecosystem.

Identify and address community needs 

Universities must understand the challenges and opportunities faced by their local communities. A strategic approach involves conducting research with local relevance and addressing community-specific (and perhaps not obvious) issues, allowing the institution to make a meaningful contribution to overall community development.

To enhance the impact of this research, members of the community or local groups should be invited to participate in the research process. This engagement may include activities such as defining research questions, collecting data and co-creating research agendas and solutions together. By involving the community in these processes, universities ensure that their academic research aligns with the needs and priorities of the community, remaining both relevant and impactful. 

Communicating research findings in accessible formats empowers local policymakers, enabling evidence-based decision-making at the community level. For example, my university collaborates with local councils and is involved in local projects, such as the ongoing regeneration of Paisley town centre.

Extend educational outreach to the local community

Universities can bridge the gap between academia and local businesses and residents by organising workshops, seminars and educational initiatives. Tailor these sessions to address specific needs and skill gaps within the community. They should encompass a broad spectrum, from academic subjects to practical skills development, and equip both individuals and community organisations with knowledge directly applicable to their businesses and daily lives. 

Additionally, extension programmes such as public lectures, community forums and educational outreach initiatives can be established, creating an ongoing dialogue between the university and local businesses and residents. 

Collaborating with local colleges and schools also presents an opportunity to inspire students and establish mentorship programmes, nurturing a symbiotic relationship between higher education institutions and the broader community.

Support entrepreneurship

Create innovation hubs or business incubators to foster local economic development. These spaces serve as collaborative environments that encourage local entrepreneurs to conceptualise, develop and launch their ventures. 

Universities’ involvement can extend beyond physical spaces, encompassing mentorship, workshops and resource provision for aspiring business owners. This support contributes not only to economic development and job creation but also to the overall well-being of the local community.

By actively engaging in collaborative partnerships, conducting impactful research, extending educational outreach and supporting entrepreneurial initiatives, universities can make a positive and enduring impact that goes beyond the campus wall, resonating throughout the broader community.

Xiuli Guo is programme leader in business &amp; marketing at the University of the West of Scotland.

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Four ways universities can enhance their community impact

Go beyond the campus walls to enrich the surrounding community educationally, socially and economically. Xiuli Guo outlines how

The World Health Organisation estimates that more than 1.5 billion people worldwide currently live with some form of hearing loss. It expects this number to increase dramatically to one in four of the global population by 2050.

Despite its prevalence, our understanding of how to support people with hearing loss is lacking in higher education. While universities are addressing support for academics with hearing impairments through equality, diversity and inclusion policies, there is still a large and essentially invisible community of people that this strategy does not serve. 

Individuals belonging to this community are not easily identifiable as people needing support. This is due to the fact that hearing impairments are often invisible and largely ignored because society sees certain levels of hearing loss as part of the natural ageing process. Consequently, many people with hearing impairments do not think they need support. The word impairment has connotations that academics generally do not want to be associated with. For this reason, it is important to offer appropriate support to those who have hearing loss but who do not want to be singled out.

Futureproofing careers for academics with hearing impairments

As more people survive into old age, and more academics choose to work beyond retirement age, the number of academics with hearing loss and other impairments will continue to rise. We need to acknowledge the issues related to an ageing workforce and introduce policies and training practices that help academics adapt the way they work in order to continue participating in teaching and research for as long as they like. Those in leadership positions will need support on how to deliver effective line management to these people.


	Resource collection:&nbsp;Routes to improving disability support in higher education
	Where are the leaders with a disability in higher education?
	How to improve digital accessibility at your institution


Making adjustments to improve sound quality

Aside from hearing aids, people with hearing impairments rarely have outward signs of their impairment. Since many do not identify as having impairments, we should incorporate all-inclusive strategies to ensure sound quality because, while it may sound like a contradiction, most people with hearing impairments still rely on their hearing, and it is often the sound quality that causes issues. 

Therefore, we need to adjust environments to reduce extraneous noises and make the sound that we want people to hear in classrooms and meeting rooms clearer. We can do this by reducing the number of hard surfaces in classrooms and lecture halls because these reflect sound. Carpeted floor and cushioned materials on floors and ceilings of teaching rooms similar to cinema screening rooms help, as does having lower ceilings.

For online meetings or classes, we must invest in high-quality equipment that promotes sound clarity. We should also ensure we provide clear information in a variety of forms. Examples include audio-visual and sound recordings using high-definition sound files that increase the clarity of sound. We must also encourage the use of captions and the recording feature during lectures. Finally, portable technology that has clear visual or high-quality audio and improves access for people with hearing impairments should be seen as mainstream and not simply designed for a small section of the academic body.

Creating online communities

In 2015, I set up a course to support neurodiverse staff and students with hearing and visual impairments at the London School of Economics. As part of this intervention, I, along with others, also set up a virtual learning environment that contained learning resources, lecture recordings and a bulletin board that anyone who wanted to contribute to could control. 

When we evaluated the course, we examined face-to-face attendance data and engagement data from students and staff who had accessed the learning materials and discussed the materials and tips and tricks posted on the bulletin board online. Rather embarrassingly, my lectures were less popular than the online recordings and the learning materials – and, even more embarrassingly, the resources and recordings were much less popular than the bulletin boards.

What I learnt from this evaluation was that people with impairments and neurodiversity want to control their own access to teaching and learning more than they want to be handed information and strategies by academics like me. Since then, I have encouraged participatory practices that include providing online platforms that act as blank canvases for communities to provide their own access tips and tricks and recommend apps and technology.

I have also set up projects in which the first thing my colleagues and I do is listen to people from diverse backgrounds with a range of impairments and neurodiversity, and we always start by asking these diverse groups what online content and what means of learning they recommend. It is not always easy and there are always clashes and tensions. However, what is produced is unfailingly better than what we had previously produced without participants’ input.

Addressing the needs of individuals with hearing loss in higher education should be high up on your institution’s agenda. The invisible nature of hearing impairments underscores the importance of implementing inclusive strategies that go beyond traditional equality and diversity policies. Creating supportive environments with improved sound quality in classrooms and meeting spaces, both physical and virtual, is crucial, and fostering online communities can empower individuals with hearing impairments to control their own access to teaching and learning.

Simon Hayhoe is an associate professor of special educational needs, disability and inclusion.

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How to support individuals with hearing loss

Many people with hearing impairments do not think they need support. Here are some ways to provide it 

How to support individuals with hearing loss at your institution 

There is untapped potential in Bristol’s 60,000-strong student population to assist charities and third-sector organisations beyond traditional volunteering routes. Say, for example, a small charity needs some space to store craft supplies, or a group working with young people wants some advice about gardening or sewing machines to help teach skills. There is almost always someone in the city who can offer a solution, but the problem is how we make the connections. Our project aims to do just that. 

AskingBristol is an experiment that John Manley, the former high sheriff of Bristol, and I have been running since 2020 to see if we could make the city hyper-connected in the context of requests or asks from third-sector organisations and offers from those who are in a position to help. We know that there are already lots of networks within Bristol, but they tend to be limited to neighbourhoods, workplaces, places of worship or schools. What we are trying to do is to knit together some of these networks with our students. 

We want to create a network of networks that allows asks to be shared across the city. In order to do this, we are using our contacts to collect people and organisations who might be able to help by making offers of things they can give or lend, spaces they can lend, volunteering time, specialised expertise and advice, and even money. These might be small and large businesses, professional networks, anchor institutions or other charities: any group or individual that has resources to spare.

To collect the asks, in one version of our experiment we used student interns whom we employed through the Professional Liaison Network (our student placement department) at the University of Bristol. They recruited students from Bristol’s two universities to act as “ask authors” to speak to the charities and collect the requests. We then trained the ask authors before they had conversations with some representatives from different organisations. The ask authors then filled in a form detailing some specific asks. We matched these up with offers from the organisations in our network. 

We think there are something like 10,000 charities in the Bristol region, each with very specific needs. In one instance, a wine importer  provided some empty cardboard boxes for a food bank; in another, we managed to get a large distributor to free up some clean and accessible space in their warehouse for a school materials charity to store its excess stock.


	Resource collection:&nbsp;The art of collegiality and why it matters
	A ‘grocery store’ model can help your campus food bank reduce waste
	In this together: developing meaningful community engagement


Benefits of the experiment

Our research suggests that the students themselves build connections in the city, benefit from doing something useful and increase their employability. The charities, social groups and activist organisations that we are working with gain resources, expertise, space or whatever it is that they need. Finally, the universities build genuine credibility with the residents of the cities on which they are very often having such a substantial impact.

Any large organisation could host a version of AskingBristol or its counterparts AskingCardiff or AskingStoke, but universities have a particular advantage because they have a large number of staff and students. Building and hosting these networks nationally from within universities could help to construct an enduring social infrastructure that becomes an asset for their respective cities. 

How to make it work well

The key to the success of a project like this is to ensure that the network of ask and offer providers is as broad as it can be. Don’t just include the organisations that already work with the university, but as many organisations as possible from as many parts of your town or city as you can identify. In addition, there is no point in collecting asks if you do not have enough offer providers, or vice versa. Finally, students need to be involved in designing and running the initiative because it relies on their enthusiasm and connections.

We think that AskingBristol is a way of building something enduring and systemic that benefits the community as a whole. This holds the potential to make universities central to the civil society of their cities.

Martin Parker is a professor of organisation studies at the University of Bristol Business School.

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Impactful collaborations that benefit the community

Using students to connect third-sector organisations with people who can help them brings benefits to all involved. By Martin Parker

Use students to facilitate impactful collaborations that benefit the community

Given the importance of social cohesion and community to mental well-being, performance, satisfaction and quality of life, universities need to work on developing cultures with a positive social environment at the centre. This can be achieved in many ways, with both top-down and grass-roots initiatives playing their part. Institutions should consider the following:

Get in early

Enhance the sense of institutional community by providing high-quality communal events, helping to bring people together initially and integrate new and existing employees. Hold annual events that celebrate developments, promote interdisciplinary work in research and teaching and ensure that HR support exists when required. Clear and timely communication allows new staff to devote their energy to other areas, during a time when they’re out of their comfort zone and first impressions are being set. 


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Manage sensitively

Fostering a supportive management culture is highly influential in establishing a sense of belonging. Hold 360-degree evaluations in which staff review their managers in a similar way to that in which students review their teachers and courses for feedback. 

Higher education providers could also promote a sense of community through school, departmental and centre-level professional development days, and by hosting semester and annual events recognising achievements and successes. 

Connect people

Clubs, associations, events and activities are integral to creating a sense of community. Bringing staff and students together outside the classroom, lab or lecture hall through these initiatives could also help to better promote a shared sense of institutional identity. But make sure these are optional and based around a common interest, such as campus runs, recycling or freecycling initiatives or sports. 

Activities that engage and include the families of staff and students can also be beneficial because they lead to more committed people working together.

Value one another

Many university key performance indicators (KPIs) and performance development reviews target business-style goal-setting and achievement. However, getting the best out of people is often achieved through more interest-oriented and selfless acts. Universities should promote community cohesion through various initiatives that reward acts of kindness or goodwill. Members of the community could nominate people they feel make a positive difference to the lives of others. 

Reach out to your local community

Universities can also bring local communities together, as noted by the British Council’s article “How can universities create stronger communities?” Develop partnerships with local schools and invite them to visit. Allowing the pupils to see a project such as undergraduate shelter construction in architecture, for example, will bring together subjects such as art, design, maths and engineering.

Host events for local schools that focus on topics such as sports, language or study skills. Staff and students can also volunteer to help teach final-year secondary students.

Jane Robinson of Newcastle University’s Campus resource&nbsp;“How universities can ensure they have a positive impact on local communities” discusses how the local community can be further supported through civic engagement initiatives. 

The importance of social cohesion and strong communities cannot be underestimated and universities can do a lot to cultivate it. On an individual level, the most direct way of enhancing personal and social community is simply to be kind. Small acts can have a large, often unexpected impact – for example, spending time with a struggling colleague and supporting them can make a big difference. It’s a way to make the world a slightly better place because, when we help others, we also encourage them to do the same. This advances the development of cohesive communities in which we can all hopefully thrive.

Gareth Morris is a senior tutor in English for academic purposes and Fiseha Berhanu Tesema is an assistant professor in computer science at the University of Nottingham Ningbo.

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How to build a community in higher education

Gareth Morris and Fiseha Berhanu Tesema outline grass-roots initiatives to help make your campus a socially cohesive place to work and study

To build a community in higher education, start from the ground up

First-generation students are less likely to persist through degree completion, according to recent literature highlighting student retention in higher education. The Postsecondary National Policy Institute found that, as of the 2015-16 academic year, 56 per cent of the US undergraduate population were first-generation college students (that is, neither parent has a bachelor’s degree). The percentage nationally of first-generation students who persisted at public four-year institutions after the first year was 82 per cent, compared with 86 per cent of continuing-generation students (who have at least one parent with a college degree). 


	How universities can ensure first-generation students and their families feel connected
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The challenges these students face are defined by their first-generation status, race and socio-economic status. First-generation students are more likely to be people of colour and to come from a low socio-economic background. The median parental income among dependent students is $41,000 (£32,500) for first-generation students, in comparison with $90,000 for continuing-generation students. To increase access and equity among first-generation students and continuing students, increasing the retention and graduation rates of first-generation students through targeted support programming is imperative.&nbsp; 

How programming for first-generation students can draw on their backgrounds and experience

Many first-generation students feel ill prepared for classes and life on campus because they do not have family members to rely on for advice. Although first-generation student programming will vary by institution and the specific populations served, there is one assumption that can inform service design: students who are continuing generation will possess knowledge and experiences that could be seen as assets that will enrich their own academic experience. This assumption can be used to explore how first-generation students’ backgrounds and experiences can be drawn on both for their own support and to shape how institutions can create services and inclusive structures that will benefit them. 

Institutional retention efforts must address the challenges that first-generation students face if they want to achieve a more equitable educational attainment rate. Some common challenges include a sense of belonging, limited family guidance, limited support networks, financial constraints, academic preparedness and impostor syndrome. The creation of promising outreach initiatives and support programmes can address these challenges while increasing success, retention and graduation rates. 

Four strategies to help first-gen students succeed in higher education

Here are four ideas for targeted support programmes to help these students navigate the academic and social challenges of starting university: 

Mentorship programmes

Mentorship programmes play a critical role in the success and retention of first-generation students. Mentoring can provide guidance and support as they navigate academic and social challenges, set goals and make informed decisions about their educational and career paths. Mentors also offer a supportive relationship for those who may feel isolated on campus and so create a sense of belonging. 

Cultural celebration and events

In promoting awareness and understanding and celebrating diverse cultures, identities and perspectives, institutions can create an inclusive and welcoming environment for first-generation students. Examples of cultural initiatives include: 


	a welcome reception for admitted first-generation students hosted by the university’s admissions office, first-generation student support&nbsp;and first-gen alumni
	a Welcome Week event for first-generation students that includes first-gen peer mentors and the first-generation student organisation
	a graduation ceremony for first-gen students
	marking the US national First-Generation College Celebration Day on your campus.


Transition programmes

Transition programmes create opportunities for first-generation students to build connections with peers, faculty and staff and introduce them to campus culture. Students are introduced to campus resources and support services that can help them succeed both academically and socially. These programmes can also assist them in building a road map for their college journey. Examples of transition programmes include summer bridge programmes (which are typically one or two months long) and living-learning communities (which are run during the academic year).

Financial literacy workshops

Findings show that the financial decisions students make in college impact their financial status after college. Institutions may want to offer one-credit-hour courses such as personal finance or financial life skills. A course covering the foundation of financial literacy could help to close the wealth gap for first-generation students. It could cover the following basics of financial management:


	budgeting (by understanding their incomes and expenses, students can avoid overspending)
	debt management (this can help students learn about repayment options, interest rates and the importance of paying their bills on time)
	investing (this can help students understand the importance of diversification and long-term financial planning)
	building credit (how to use credit responsibly, making debt payments on time and the importance of building a strong credit history)
	salary negotiation (how to negotiate for higher pay and the value of benefits).


While many targeted programmes exist to support first-generation students, it is important to assess the needs of the specific population that your institution serves before implementation. The initiatives outlined here can serve as a start or addition to first-generation student programming already in place.

Charmaine Troy is associate director of first-generation student initiatives at Georgia Tech.

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How to enhance retention among first-generation students

Outreach initiatives and support programmes can address first-generation students’ challenges, such as belonging and financial literacy, while increasing retention and graduation rates. Here, Charmaine Troy shares her recommendations

Targeted support to enhance retention among first-generation students

Meaningful support of first-generation students requires pathways that both focus on young learners and engage them as leaders of their own success and that of their peers. Before first-generation students even set foot on campus, institutions can create a funnel of involvement that will sustain them through four years of study while offering a hand to the incoming class. 

This is no small issue. The retention rate for all first-generation students in the US was 88.51 per cent for fall 2022 to fall 2023. Successful measures to boost this, based on the experience of Chapman University, include making physical spaces where first-gen and transfer students feel they belong, clear support in the transition to university life, peer-to-peer mentoring and events that welcome diverse cultures on campus.


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First-generation students who participated in the First-Generation’s Promising Futures Program (PFP) at Chapman had a retention rate of 89.89 per cent for fall 2022 to fall 2023. 

Here’s how we do it.&nbsp;

Create space where students and staff can meet in a relaxed environment 

The Cross-Cultural Center (CCC) is a physical space on campus for students to gather, study, socialise and build community and a sense of belonging. We encourage students to explore, celebrate and share their diverse cultures, ideologies and traditions in recognition that first-generation students may have various intersectionalities. The aim is to improve outreach/recruitment, retention and graduation rates for all our student population. The CCC allows diverse and affinity-based staff and faculty to meet and interact with students.

Reg Chhen Stewart, vice-president of the Office of Diversity, Equity, and Inclusion, re-organised the Cross-Cultural Center by giving the PFP a “home” within the CCC and providing two full-time staff members. The PFP is proud to have the First Gen Forward designation from the Center for First-Generation Student Success’ First Scholars Network within the National Association of Student Personnel Administrators (NASPA). 

Enhance summer bridge programming to develop confidence and leadership skills 

Many universities offer a summer bridge programme to support first-generation students with their transition to a four-year university. Promising Futures at Chapman University is a four-day hybrid programme that introduces first-year and transfer (mentee) students to the university and the larger first-generation community. 

Within the programme, student volunteers, who are called Promising Futures Leaders (PFLs), act as mentors. The professional staff of the DEI office train them to guide incoming students through workshops such as “Reinventing oneself in your role as a PFL” and “PFLs’ expectations and formality”. The training is a way to offer professional development opportunities to upper-class students as well as support incoming first-gen students. 

Collaboration with departments across campus includes workshops on how families can support their students through the transition into college and navigating financial aid as well as answering families’ questions. These initiatives help families and students identify campus contacts they can approach for assistance.

Offer first-generation peer-to-peer mentorship

Peer-to-peer mentoring helps build authentic relationships in a space supported by staff and faculty. In a safe environment that is conducive to learning and developing an overall sense of belonging, all participants can create community, creativity and resiliency.

Incoming students benefit from the PFLs’ support to feel included and more comfortable in communicating openly and freely. PFLs’ wealth of knowledge provides mentees with resources, networking connections and accountability around their goals and aspirations. Mentees can find trustworthy role models who will listen without judgement and are prepared to help fellow first-generation students with challenges. 

Being part of peer mentoring has inspired summer bridge mentees to return and become PFLs themselves. They may come back every year as peer mentors to continue their civic engagement, professional development and improve their confidence. 

PFLs are assigned their own mentee groups, but they are also expected to provide presentations and workshops to other groups and interact with all students during the programme. Creating and facilitating presentations, workshops and student panels provides PFLs with an avenue for self-reflection, culminating in leadership skills and professional development. Sharing experiences via student panels, the PFLs assist mentees in identifying their needs and fears and validating their feelings during their college transition. 

Continue student engagement opportunities throughout the year

After the Promising Futures programme, PFLs and their mentees stay in communication and continue developing their mentorship through programmes, events and volunteer opportunities throughout the year. 

PFP study sessions in the CCC are among our most attended programmes. During this time, upper-class students support first-year students with academic guidance and study skills while working on their own homework and studying.

We celebrate our first-generation students, staff and faculty during National First-Gen Day, an annual weeklong celebration. This is yet another opportunity for our PFLs to reunite with their mentees and celebrate their accomplishments and resilience. Events during this week include a kick-off breakfast and luncheon, which features a first-gen-student, staff and faculty panel that focuses on the experiences and challenges of navigating spaces as a first-generation student and a first-generation professional. 

Throughout the year, PFLs and mentees can volunteer in events, including our first-generation graduation and our Office of Diversity, Equity and Inclusion homecoming barbecue. As volunteers, students can practise their leadership skills and become more integrated into the Chapman community. We believe that exposure to these opportunities is essential for student development. Many of our programmes are tailored for first-generation students, but all current and prospective students are welcome at the CCC. 

Araceli Martinez is executive director of the Cross-Cultural Center and First-Generation Programs, and Athina Cuevas is assistant director of the Promising Futures First-Generation Program and Cross-Cultural Center, both at Chapman University.

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How to connect first-gen students to the campus community

Engagement opportunities don’t end with orientation or even the first year of study. Here, Araceli Martinez and Athina Cuevas explain how to build a programme that helps students develop confidence and leadership skills and support the next cohort

How to keep first-generation students engaged throughout the academic year

Fourteen years ago, I began a degree in person as a first-generation student. My social and academic interactions with peers enriched my university life. But 12 years of working in higher education, the last two of which have been in student experience, have taught me that online, first-generation students don’t share my experiences. Forums on learning platforms can help build a sense of camaraderie. But, while they help empower them and promote engagement, they’re no substitute for physical spaces that nurture social connections. So how can we set up peer-to-peer support networks that help online, first-generation students during their academic careers? 

Create support systems

Since online students tend to feel more isolated, universities must make an effort to create opportunities for students to build social connections. This is even more important for first-generation online students who might not have anyone at home who can share their experiences of higher education. Here are some ways to foster connections.

Hold workshops for first-generation students

Many first-generation students might not know there are others in the same position at their institutions. Holding orientation workshops specifically for them is a great way to introduce them to each other. Include presentations on key areas that first-generation students find challenging, such as how to designate a specific space for their studies at home, how to encourage family members to support their academic journeys and how to set healthy boundaries. Most first-generation students are part-time learners, so hold these sessions during the evenings. 

Channel key information through student representatives

Assessing data on challenges that first-generation students face can help you identify key information that you can channel to them through student representatives. For example, tips on navigating the learning platform or how to balance family life and/or work. This helps first-generation students form connections with their student representatives and encourages them to seek them out for information that can help them succeed.

Use data to form social groups

Data that groups first-generation students into various subcategories can allow your institution to lead the charge in forming social groups for them. For example, you can connect students whose parents did not pursue tertiary education but whose siblings did, students who work part-time, students with dependants and students on the same or similar programmes. 

You could also create a first-generation student activist group that reports their findings and recommendations to student representatives every semester to enhance support for first-generation students. Consider creating a social network or app where students can connect with others and learn about relevant events tailored to them. 


	Resource collection:&nbsp;Creating online learning communities
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Create a mentorship programme

Another benefit of tapping into data is that it allows institutions to connect mentees with suitable mentors. If possible, find mentors who are first-generation students, or contact recent first-generation alumni to see if they’d be interested in mentoring current students.

When mentors and mentees apply to join the programme, they can indicate the number of hours they’d like to dedicate to it. This will help with matching the right people with each other. Ensure that the mentors you have selected are not assigned to more than two mentees and, at the end of each year, request feedback from mentors and mentees to assess satisfaction with the programme and identify any areas for improvement. 

Review and enhance the support systems

The review of a peer-to-peer support system is critical to its success. Gather feedback regularly from students, staff and student representatives to assess the effectiveness of the support systems. 

Ensure you continuously assess any deficiencies in your data. Are you being granular enough? Are there more insights you could capture? The quality of it will affect how well you can tailor your support to first-generation students. 

While there are many differences between online and face-to-face learning, peer-to-peer support networks are vital components of the student experience, especially for first-generation students. Given the limited opportunities for organic peer-to-peer interactions online, universities must use a data-driven approach to create opportunities for students to build connections. Ultimately, the success of any strategy will be reflected in the retention rates for your institution’s first-generation students.

Nesha Thompson is the officer-in-charge of student experience at the University of the West Indies.

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Build support networks for online, first-generation students

Given the limited opportunities for organic peer-to-peer interactions online, universities must use a data-driven approach to create opportunities for students to build connections, writes Nesha Thompson 

How to establish peer-to-peer support networks for online, first-generation students

A first-generation student’s path through higher education is marked with challenges and triumphs. I speak from my own experience as a former first-generation student; this topic holds a deep and personal significance. In this article, I share insights from my own journey to shed light on the resilience that defines our collective experience. Understanding the hurdles these students face can pave the way for a more inclusive campus environment.

As a first-generation student, I faced obstacles such as academic jargon, finances and imposter syndrome. Many of us must also balance part-time jobs, family responsibilities and coursework. These challenges mould us into resilient individuals, and our stories illustrate that resilience isn’t solely about overcoming obstacles; it's about thriving in spite of them.

Cultivating a supportive environment

Recognising the significance of a supportive academic environment for first-generation students is crucial. We can actively contribute to this by acknowledging and addressing their unique needs. As someone who has benefited from mentorship, I encourage establishing programmes that connect first-generation students with faculty members from similar backgrounds. Here are some tips for those seeking to implement effective mentorship programmes:


	Seek faculty members who empathise with the challenges faced by first-generation students and are eager to serve as mentors
	Develop clear objectives and roles for mentors and mentees
	Provide mentors with training and ongoing support, including workshops on effective mentoring techniques
	Consider pairing first-generation students with peer mentors who have successfully navigated similar challenges
	Encourage mentors to hold regular meetings with mentees to monitor academic progress and address concerns
	Organise events that bring mentors, mentees and other first-generation students together 
	Continuously gather feedback to fine-tune the programme’s effectiveness.


Successful mentorship programs at institutions like those at the University of the West Indies and the University of Arkansas can serve as inspiring models. 

Celebrating diverse experiences

The first-generation student community is diverse, and each student’s journey is different from the next. Staff can celebrate this by showcasing first-generation students’ success stories in newsletters, on social media and at campus events. By highlighting these narratives we can inspire and motivate our students. 

On 8 November every year, the University of Washington joins colleges and universities throughout North America in participating in the National First-Generation College Celebration. Events held on this day celebrate the successes and experiences of first-generation students, bringing together staff and students in fireside chats, open panel discussions and library pop-ups.


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Providing accessible resources

Navigating academia as a first-generation student can be overwhelming without easy access to the right resources. Institutions must ensure that tutoring services and information about financial aid and mental health support are easily available. By incorporating these resources into syllabi and openly discussing them in class, faculty can signpost students to the information they need.

The University of California serves as an excellent example. There, staff have created a comprehensive online portal containing information about health and wellness, basic needs and counselling and psychological services to make the information more navigable for first-generation students.

Cultivating a growth mindset

Embracing a growth mindset has been transformative in my academic journey as a former first-generation student. By fostering this perspective among faculty and students, institutions can redefine resilience as a skill that can be cultivated. This cultural shift encourages us to view setbacks as opportunities for growth rather than insurmountable obstacles.

Reflecting on my experiences, I would have benefitted from conversations on resilience and navigating the challenges of university life. Workshops aimed at instilling a growth mindset and empowering faculty and students to face challenges head-on, such as those provided by the Nicholls State University, facilitate these discussions. Here are some tips on running successful workshops:


	Start with a clear introduction outlining the workshop’s purpose
	Share relatable experiences to create rapport
	Include discussions, activities and group exercises to encourage active participation
	Outline actionable strategies for developing a growth mindset and resilience
	Encourage students to ask questions that spark useful discussions
	Prompt participants to devise actionable plans for applying newfound insights.


As a former first-generation student, this topic isn’t just of professional interest to me; it’s deeply personal. By acknowledging and integrating the lessons from first-generation students into our practices, we can contribute to a more resilient, inclusive and supportive educational environment for all.

Lyn R. Keith is a programme officer at the University of the West Indies.

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First-generation students face unique challenges. Here are some strategies to help them succeed 

How to help first-generation students navigate the challenges of higher education 

As the number of English language learners (ELLs) in US public schools grows, educator preparation programmes (EPPs) must include an equity lens in co-teaching to serve the K-6 student population. Only 28 states in the US have requirements for pre-service and in-service teachers to have training working with ELLs. According to a 2023 review from the National Council on Teacher Quality, 71 per cent of EPPs allocate less than two hours of coursework related to working with ELLs. A total of 88 per cent of EPPs do not offer opportunities in the field, working with or teaching ELLs. 


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As faculty in an EPP, we weave an innovative approach of co-teaching for equity through clinical experiences, methods courses, service learning and experiential learning. We are consciously improving our practices&nbsp;and here offer some insight based on our experience.

Approaches for educator preparation programmes

Explore research-based co-teaching for equity frameworks

Conduct research on frameworks with colleagues that identify effective and equitable co-teaching practices for your EPP. These frameworks would offer the lens through which you and colleagues could co-design and model equitable teaching practices. These practices should include a co-assessment and co-reflection component to measure student outcomes. We suggest researching the collaborative instructional cycle and equity framework as starting points. 

Co-teach with a colleague in the field of diversity

Consider co-teaching with a colleague who has expertise in diversity education and – ideally – with whom you work well. Co-teaching in any setting requires negotiation, compromise and trust. Explore ways to create interdisciplinary topics of study, weaving in themes that might not otherwise have exposure. For instance, we are consciously co-designing a lesson-plan template that is guiding how they co-instruct a mathematics education methods course, integrating ELL supports and scaffolds. Any research-based co-teaching model requires colleagues to share a space, figuratively and literally. 

Collaborate within or across disciplines addressing equity

To enhance content-specific courses so they address equity, we suggest professors seek out other faculty who specialise in this area for collaboration. This can include: 


	Observing each other’s classes, with an equity lens in mind
	Co-planning and co-instructing a specific unit of study related to equity
	Co-assessing and co-reflecting on each other’s instructional practices 
	Sharing resources in regard to language, culture and social justice
	Collaborating on research projects dedicated to equity.


These intentional, interdisciplinary collaborative opportunities allow professors in any discipline to expand their knowledge base and areas of expertise.

Facilitating discussions connected to equity

We encourage readers to facilitate discussions about equity connected to co-teaching. One way to do this is to weave the collaborative instructional cycle and Paul Gorski’s equity literacy framework 2014 with Lynne Cook and Marilyn Friend’s 1995 co-teaching structures. The collaborative instructional cycle affects student learning and includes four interconnected phases: co-planning, co-instruction, co-assessment and co-reflection. Paul Gorski’s equity literacy framework addresses systemic academic barriers that perpetuate inequities in schools.

Attend conferences with an equity focus

While it is not always feasible, and often costly, we suggest professors who are planning and instructing collaboratively attend conferences in each other’s fields, with a focus on equity education. For instance, we specialise in different fields – mathematics education and ELL education – and are strategic about attending conferences in each other’s disciplines. We also suggest researching and attending co-teaching conferences with a focus on diverse student populations to inform your practices. Supporting students’ attendance at these conferences is also ideal. Some universities have promotion guidelines that might restrict the opportunities outlined in this section, so check with your university’s policies. 

Co-teaching through an equity lens

We are fortunate to have a programme in our EPP that results in a licensure addition in K-12 ELL for our teacher candidates (TCs). However, the addition of the ELL licence is not mandatory and few TCs take advantage of this opportunity as incoming first-year students. As they continue their studies in our EPP, they work with and teach ELLs with varying language proficiency levels. The coursework and training offered through our K-12 ELL licensure programme prepare our TCs to work with these students. Our TCs are assigned to local schools that reflect the demographics mentioned above.

Co-teaching in educator preparation programmes expands the knowledge base of our teacher candidates to meet the needs of the diverse student populations in K-12 schools. As content and ELL teacher educators, we have been inspired to work more collaboratively to co-teach for equity. There is a need for equity education and training across all higher education fields. Intentionally approaching co-teaching in higher education with an equity lens benefits all fields. 

Molly A. Riddle is assistant professor of elementary mathematics education and Kelli D. Bernedo is assistant professor of English as a new/second language; both are at Indiana University Southeast.

If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

How co-teaching can support equity in educator preparation

Clinical experiences, methods courses, service learning and experiential learning can enhance teacher candidates’ ability to support English language learners. Here, Molly Riddle and Kelli Bernedo offer advice for using co-teaching in educator training

Better together: co-teaching to support equity in educator training

All universities claim to be inclusive, the term used liberally throughout marketing, job advertisements and policies, referenced in validation documents and foregrounded in funding applications. Yet too often the practice of inclusion is an add-on, an appendage coming from human resources principles, a sidelining that perpetuates under-representation both internally and within collaborations with communities.

Research is a case in point: according to Higher Education Statistics Agency data, of the 23,515 professors in UK higher education in 2021-22, 30 per cent were female, 910 had&nbsp;declared disabilities, 165 were black. Although as a sector we claim to be inclusive, progress is still painfully slow. At Buckinghamshire New University (BNU), we recognise that inclusive recruitment can help us to do things differently, especially given our diverse student demographic and important role as a civic institution supporting our local communities.


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Of course, to recruit a diverse workforce, we need to ensure our recruitment practices are fit for purpose. As a university that believes in fundamental shifts, we’ve introduced a new inclusive recruitment strategy that removes bias from job postings, models an inclusive interview practice and provides specialist onboarding support.

Remove bias from job postings

Gendered wording in job advertisements has been shown to sustain gender inequality, with perceptions of belonging (not skills) helping to mediate the effect of gendered wording on job appeal. When writing job postings, avoid gendered language; use “chair or chairperson” rather than “chairman”, for example, and replace masculine-coded language such as “individual” or “ambitious” with more female-coded words such as “together” or “share”.

Consider removing “desirable” criteria from job descriptions too. Such criteria are too often used as a shadowy source of deciding between candidates; for example, terms such as “essential experience” and “required qualifications” might deter less-qualified women more than less-qualified men from applying. If the requirement is not essential to do the job, should it be listed in job descriptions? 

We’ve also stopped asking for current salary and replaced this with expected salary, so we can recruit for potential and not just experience, reducing affinity bias.

Make your institution’s commitment to inclusivity clear as an equal-opportunity, disability-confident and real-living-wage employer, and Race Equality Charter member. As a disability-confident employer, we guarantee to interview all disabled applicants who meet the essential criteria (for example, qualifications, experience and skills) and, where appropriate, incorporate reasonable adjustments into the selection process, such as providing the application form in a different format or giving more time for an assessment or interview. Asking the applicant what reasonable adjustments they need is always best practice.

Reflect on staff demographics regularly at all levels as managers or executives using data dashboards with the support of human resources and equity, diversity and inclusion (EDI) and strategic-planning colleagues, especially if your workforce is less diverse than your student body. Our positive action statement on each job posting encourages applications from candidates who are likely to be under-represented at BNU, including people from global majority backgrounds, disabled people and&nbsp;LGBTQ+ people, particularly in more senior roles. By example, more than half of applications we received for five new professor posts that closed recently were from these groups.

We’re also a Ban the Box employer, joining Business in the Community’s campaign to remove the box asking for criminal convictions, so we’re judging candidates objectively on their skills and suitability for a role, rather than their past mistakes.

Inclusive interview practices

Inclusive interview practices recognise the need to support all applicants to share their best experiential responses. A way to do this is to send shortlisted candidates the interview questions 72 hours before interview. This can be earlier for neurodiverse candidates, who might find it easier to record a video of themselves answering the questions and submitting this to the panel; the questions should be specific and close-ended enquiries about work experience and avoid queries unrelated to the job.

All interview panels must be diverse, so hiring managers and interview chairs have a responsibility to ensure the panel is a mix of gender, ethnicity, age and other protected characteristics. Consider ensuring that all interviewers complete relevant e-learning and inclusive recruitment training, and make applicants aware of that. All interviews must include questions that assess the candidates’ experience of embedding inclusion within their practice. 

Finally, provide the opportunity for alternative formats to interviews such as video submissions. 

Specialist support for inclusive recruitment

Inclusive recruitment is, of course, pointless unless the culture, practices and support structures within organisations are equally inclusive and affirming, so our staff are supported by our networks in race equity and disability, the Aurora programme, plus bespoke training and funding for academics to build high-impact centres in their specialist fields.

Perhaps more importantly, new colleagues will transform our approach to inclusion, creating a culture of belonging for our staff and students, building upon our work to decolonise the curriculum and professional practice, de-gender workloads and lead our social impact work within our community. 

Inclusion needs to be more than an intention hosted on the intranet; it needs to inform every part of a university, from its culture to its behaviours, from its practices to its estate, from the entry level to the executive. Universities should continue recruiting colleagues who share these beliefs for the betterment of our students and the communities we serve.

Damien Page is deputy vice-chancellor of Buckinghamshire New University.

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How to make academic staff recruitment more inclusive

Hiring practices – from job posting to interview – are key to creating a diverse workforce. Here, Damien Page offers advice on how to drive university-wide inclusivity from the classroom to the community 

How to embed inclusive recruitment practices in a higher education setting 

College admissions faculty play a pivotal role in attracting and retaining first-generation university students. I&nbsp;was a first-generation student, and while my parents were extremely supportive, they lacked the experience to guide me on my own path to college. The application and orientation processes were bewildering, but admissions faculty simply assumed that we knew what to&nbsp;do.

Today, in my role as director of undergraduate admissions, I’m able to reduce much of the confusion that first-generation students once felt. I&nbsp;believe it’s a mandate for admissions professionals to serve as ambassadors and facilitators for the enrolment and retention of first-gen students.


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In late 2017, I&nbsp;became interim director of undergraduate admissions at Virginia Polytechnic Institute and State University (Virginia Tech). Mindful of the university’s commitment to diversity, inclusivity and accessibility (and remembering my own challenges as well as reflecting on my 19 years in admissions and enrolment management), I&nbsp;led the team to reinvent the admissions model. My principal focus was on encouraging and empowering first-generation students to pursue their educational aspirations.

Strategies to attract and admit first-generation students

Recognising the unique challenges faced by first-generation students, our admissions team leverages several strategies to ensure a more inclusive and welcoming environment for these students. These include:

Start early

Targeted outreach programmes that specifically engage with first-generation students and their families well before they reach the point of applying for university are crucial. Virginia Tech admissions faculty collaborate with community organisations, high schools and outreach programmes to effectively connect with students. Through workshops, information sessions and outreach events, we outline the benefits of higher education and break down barriers that might impede students’ pursuit of a college degree.

Simplify the admissions process

Our application process is far more streamlined than it used to be, with support and guidance offered throughout the process. For example, I&nbsp;implemented shared application platforms – the Coalition and Common App – to simplify applying. We also offer an early decision on admissions to students, giving them and their families more time to develop a plan. This tailored support helps prospective students navigate unfamiliar territory.

Make applications criteria more holistic

Traditional metrics don’t necessarily fully capture the potential and capabilities of first-generation students, so we restructured the admissions application to be more holistic and inclusive. For example, admissions criteria now encompass diverse forms of achievement, resilience and community involvement. This approach leads to a comprehensive evaluation of applicants’ potential and capabilities beyond standardised test scores.

Reduce the financial onus

Financial barriers often pose significant obstacles for first-generation students. Application fees add up, so at Virginia Tech, we implemented an easily obtained application fee waiver. Beyond that, we offer financial aid packages, need-based scholarships and grants to alleviate the financial burden and make higher education more accessible. We also expanded scholarships dedicated to first-gen students. It’s not enough just to offer these opportunities; we also make sure that students and families know about them – and can readily access them.

Be welcoming

A welcoming and inclusive environment during campus visits and open houses is essential in attracting first-generation students. We offer opportunities for them to interact with current students, faculty and staff from similar backgrounds, and we showcase supportive communities, cultural organisations and resources available for academic and personal development. Every year, we host an outreach weekend for first-gen students and their parents to give students a sense of belonging and offer families the assurance of a “home away from home”.

Be supportive

And be transparent about what is expected of students. At Virginia Tech, we developed specialised support programmes for first-generation students. To wit: we have a first-gen website, orientation sessions, events throughout the year, peer and faculty mentors, a dedicated living-learning community, academic workshops and career counselling that cater to the specific needs and challenges faced by this demographic. We also provide clear and transparent communication on academic expectations, campus resources, time-management skills and strategies for navigating college life.

Evaluate and monitor results

Maintain engagement with enrolled first-generation students through mechanisms such as regular check-ins, surveys and feedback sessions. When we truly understand first-gens’ experiences and challenges, we can adjust policies and programmes to better serve them. Additionally, we monitor key performance indicators to assess programmes’ success. For example, we know that 20&nbsp;per cent of our incoming class identify as under-represented minority population, up 63&nbsp;per cent from 2017; Black student enrolment has risen by 80&nbsp;per cent since 2017.

Implementing and assessing these strategies means admissions faculty can create an environment that attracts, retains and empowers first-generation students to thrive in higher education. These changes at Virginia Tech have resulted in record applications and record diversity, as well as matriculation of the strongest academic incoming class in the history of Virginia Tech. As a result of our efforts, Virginia Tech’s campus is a more vibrant and inclusive campus community than ever before in its storied history.

Juan Espinoza is associate vice-provost for enrolment and degree management and director of admissions at Virginia Polytechnic Institute and State University (Virginia Tech).

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Transforming admissions for first-generation students

Attracting and retaining first-generation college students is a pivotal goal for higher education institutions seeking diversity and inclusivity, and college admissions faculty play a vital role in this process, writes Juan Espinoza

Transforming admissions for first-gen university student enrolment

Internships are powerful tools that can significantly support and empower first-generation students in their academic and professional journeys. I was a first-generation college student and, throughout the four years of my undergraduate education, I did well academically but had few connections and resources and always felt as if I was a few steps behind my peers.Today, I believe that it’s up to higher education leaders and luminaries to create and facilitate opportunities for first-generation students. A 2022 report released by&nbsp;educationdata.org&nbsp;shows that first-generation students have a dropout rate that is 92.2 per cent higher than that of their legacy peers.&nbsp;We need to thread the needle in a way that is resonant and helpful. We must offer resources that are informed by first-gen students’ experiences.Resources on lifelong learningHigher apprenticeships reimagined for lifelong learnersWant student success? Modernising your careers centre is vitalAs higher ed institutions, we cannot recruit and retain first-gen students without intentionally understanding and addressing the challenges that they face. People with power and proximity to power must help level the playing field for students who do not have the financial and social capital that “legacy” students with college-educated parents possess.Creating first-gen opportunities through internshipsInternships can be transformative opportunities for college students, particularly for first-generation individuals navigating higher education’s multifaceted – and unknown – landscape. These experiences offer invaluable practical exposure, networking opportunities, financial resources and skill development crucial for professional success.One of the first things I did when I joined Virginia Tech in 2018 was to implement and develop the first-ever first-gen paid internships in my department.I knew I could do something from my perch as vice-president of scholarly integrity and research compliance. In this role, my department and I interact with almost every college and department under the Virginia Tech aegis.Internships can specifically support and empower first-generation college students on their academic and career pathways in many ways, including:Closing the experience gap:&nbsp;First-gen college students often lack familial exposure to professional settings compared with their “legacy” peers, and internships can bridge this gap. These opportunities offer practical, hands-on experiences aligned with students’ academic pursuits. They also enhance first-gen intern résumés, levelling the playing field in competitive job markets.Building professional networks:&nbsp;Internships offer first-generation students access to professional networks – a crucial asset both in real time and for the future. Exposure to industry professionals and networking opportunities during internships can dramatically boost career trajectories. These connections can even transform into job opportunities post-graduation.Enhancing skill sets and career-readiness:&nbsp;Internships offer a platform for first-generation students to develop and refine the essential skills employers seek, including soft skills – communication, collaboration, problem-solving. Acquiring these skills makes first-generation students more competitive and desirable in the job market.Addressing financial challenges:&nbsp;Financial constraints often pose significant barriers for first-generation college students. Paid internships provide much-needed financial support. To connect more students with paid internships, Virginia Tech is not only offering additional on-campus internships, but also forging partnerships with local or regional businesses for paid experiential opportunities.Instilling confidence in skills and career-readiness:&nbsp;Engaging in successful internships validates the capabilities and potential of first-generation students. These experiences instil&nbsp;confidence and a sense of belonging within the professional sphere, and these in turn reinforce interns’ belief in their abilities and their level of career readiness.Catalysing first-gen students’ holistic development and professional successWhen I came to Virginia Tech, I was impressed by what the university was doing for first-gen students – real front-of-the-curve thinking in recruitment and wrap-around support services. It resonated with me.Internships stand as a catalyst for the holistic development and professional success of first-generation college students, paving the way to a more equitable future. Empowering these students through internships not only supports their individual journeys but also contributes to a more diverse, inclusive and enriched workforce.Virginia Tech offers paid internships in many colleges and departments as well as a host of additional first-gen resources, including mentorships, peer connections, a first-gen student living learning community, social events, whole-family events and professional and career resources. Many of these were informed by the input and experiences of first-gen students.First-generation Hokies – Virginia Tech students – are incredibly fortunate with the resources available on campus. Not only is there a strong and varied first-gen community, but there are also exceptional academic, social and career resources here – holistic, authentic resources for and by first-gen students.Lisa M. Lee is associate&nbsp;vice-president for research and innovation and professor of public health in the department of population health sciences in the Virginia-Maryland College of Veterinary Medicine. She also serves as a mentor to first-gen students at Virginia Tech. Virginia Tech has been designated a First-Gen Forward institution by the Center for First-Generation Student Success, an initiative of NASPA and the Suder Foundation.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Leveraging internships to empower first-generation students

Professional placements – whether paid or unpaid – offer practical, hands-on experiences aligned with students’ academic pursuits and help level the playing field for first-gen students in competitive job markets

On a rainy Saturday morning in November, 35 parents gathered at King’s College London to plan their strategy for the 2024 London mayoral election. This meeting was part of a London-wide project to secure commitments from the mayoral candidates in advance of polling day. The parents are part of a King’s College London access initiative called Parent Power and they were discussing a lack of both affordable housing and mental health support and the closure of youth clubs to name a few targets of their collective anger. 

You might be confused.

How does this relate to higher education or to university access? 

Well, Parent Power was first set up six years ago. The idea was to train parents to become experts in accessing higher education and to enable parents to build the power to break down the barriers that stopped their children from thriving. In that time, they’ve got universities to fund travel to open days, lobbied local mental health trusts to invest in parent mental health, and even changed national immigration rules to make it easier for children to secure British citizenship. 

These actions go far beyond the usual remit of a university widening-participation team, but that’s the point. Widening participation to higher education, improving the education journeys of young people, cannot happen in isolation. 


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The challenge with engaging parents with higher education, particularly those parents from under-represented communities, is that every parent has a different starting point. Every parent’s experience of education is unique, as is their understanding of the UK education system. We want to meet them where they’re at, to listen to the needs of parents today, and not just their future needs or expectations. We want parents to gain not just expertise in higher education but also skills in leadership and to have the confidence and knowledge to support their children in making the best choices.

Parent Power is a parental engagement programme delivered in partnership with community organising charity Citizens UK. It uses community-organising methods to organise and train local parents, enabling them to become university access experts in their local communities, while also giving them the tools to start campaigns for educational equality. Community organising means building collective power to effect change, overcome social injustice and build community. At the heart of Citizens UK is helping people turn their anger into change.&nbsp; 

Four elements for success in community engagement

What techniques make the Parent Power programme work?

1. Connect with parents through relational one-to-ones 

A relational one-to-one is a 30- to 40-minute meeting with the intention to connect meaningfully with another person and understand who they are and what they care about. We use relational one-to-ones to find out more about the parents we work with and understand any gaps in their knowledge. This helps us to tailor sessions for maximum impact on things that matter to them most.

2. Build community leaders 

Run sessions that give parents a chance to hear about Citizens UK campaigns and how to get involved, with an emphasis on learning and developing leadership skills. Create a committee of parents. Give each parent a role and form working parties within the committee based on the interests of the parents. Once a parent has been on Parent Power for one year, they will be an expert in higher education and will be able to share their knowledge and insight with other parents. They will also have ownership over the direction they would like the group to go in.

3. Storytelling: sharing stories from people who have overcome injustice and won change 

Parent-to-parent advice has been at the centre of our meetings. It allows parents to share experiences that will inspire others. Most recently, parents heard from a mother who had advocated for herself and her child and effected changes in the staffing in her child’s nursery after instances of racism. This gave parents insight into steps taken to create change and that their voice holds the power to create change. We also create a space for King’s students to tell their stories, which allows parents to ask questions and hear first-hand experiences about life at university from students from a similar background to their children.

4. Start a listening campaign 

A listening campaign is a focused effort to build community and identify concerns and priorities. Last year, Parent Power took part in South London Listens, a Citizens UK campaign to listen to 6,000 people on the issue of mental health who answered the question: what is stopping your community from thriving? Parents told us it was the first time they felt as if their voices were heard, giving them the confidence to speak to key decision-makers about issues that matter in their community.&nbsp; 

Overall, what should you take away from this article?


	Get listening.
	Get involved in a local campaign.
	Speak to partner schools and run welcome sessions with parents.
	Make your meetings less formal – fewer PowerPoints, more conversations.
	Have relational one-to-ones with parents to find out what they need and want.


Michael Bennett is associate director of social mobility and widening participation in the department of social mobility and widening participation at King’s College London.

King’s College London’s Parent Power programme has been shortlisted in the Outstanding Contribution to the Local Community category in the&nbsp;Times Higher Education&nbsp;Awards 2023&nbsp;#THEAwards. Click here to see the full list of shortlisted candidates.&nbsp;The awards will be presented at a ceremony in Liverpool on 7 December.

Academics and university leaders from across the UK and Ireland will come together on 6-7 December at&nbsp;THE&nbsp;Campus Live UK&amp;IE&nbsp;to talk about institutional strategies, teaching and learning, the student experience and more.&nbsp;Join us&nbsp;for this two-day event in Liverpool.

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Community organising: a case study in parent engagement 

Widening participation in higher education and improving the education journeys of young people cannot happen in isolation, writes Michael Bennett. Here, he outlines a programme that connects parents, community groups and the university

What do equity, diversity and inclusion mean in the higher education context? Academics explore how EDI issues should shape universities’ teaching, culture and management

Equity, diversity and inclusion

What do equity, diversity and inclusion mean in the higher education context? Academics explore how EDI issues should shape universities’ teaching, culture and management

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