Also referred to as diversity, equity and inclusion (DEI), what do these three terms mean in the higher education context? Academics explore how equity, diversity and inclusion issues should shape universities’ teaching, culture and management. Find advice on creating inclusive learning and research environments, supporting diverse students and staff and designing university policies which enable everyone to thrive.&nbsp;

Equity, diversity and inclusion

In 2004, when I first arrived on campus, almost immediately I noticed a lack of working-class students like me. The giveaway was the lack of Yorkshire accents or, indeed, many regional accents at all. This came as a surprise to me because I had travelled just 12 miles from my home in the Calder Valley, an area popularised by Sally Wainwright’s Happy Valley.As my time at the University of Leeds went on, almost everyone I met seemed to be from privileged backgrounds. Some had parents who owned businesses, some enjoyed rowing, others spoke fondly about their time at Cheltenham Ladies’ College and other private schools. None had grown up in a single-parent household and waited in a bank after school while their mother cleaned it. That experience was all mine.ImpostersFast forward 20 years and I’m back at the University of Leeds. But this time I’m a lecturer teaching the subject that I studied two decades earlier. After a successful corporate career as a human capital consultant, I had hoped mine was the kind of social mobility success story that would now be commonplace. Except it isn’t. In fact, the opposite is true. Examples of working-class students seem even harder to identify than before.White privilege?The notion of “white privilege” is lazily tossed around within higher education. But this crude term of reference is extremely problematic. While there are, of course, white people who enjoy considerable privileges, there are many, many more who benefit from none, but who nonetheless find themselves incorrectly labelled.&nbsp;The reality of “white privilege" for working-class students is that it doesn’t exist. “White working class pupils have been badly let down by decades of neglect and muddled policy thinking,” concluded a report by the Education Committee in 2021, with its chair, Robert Halfon, adding: “We also desperately need to move away from dealing with racial disparity by using divisive concepts like white privilege that pits one group against another.” A report by King’s College London went further, concluding that “white working class boys with good school grades are still less likely to progress to higher education than their high-attaining peers from other ethnic groups and social classes” and that “the problem is more pronounced in elite institutions, where barriers exist at both application and admission”.&nbsp;Something is going badly wrong. There are also potentially serious consequences. The Financial Times rightly stated that “teaching poor white kids about ‘white privilege’ might be at best inappropriate, and at worst stoke resentment.”Lack of actionThe obstacles faced by white working-class men at elite universities are nothing new. But the rate of progress in relation to this issue remains painfully slow. The underlying consideration, of course, relates first and foremost to social class. There is also a clear reluctance among elite universities to acknowledge the issue and take assertive actions to address it. It is hardly the behaviour of organisations that claim to promote meaningful commitments to&nbsp;equity, diversity and inclusion.There is, however, some cause for optimism. The University of Bradford recently announced the launch of scholarships for white working-class males. It identified that just 1.7 per cent of its students were white working-class males versus an equally pitiful 4.6 per cent average across the higher education sector. The inaction of elite universities is concerning.Resources on equity, diversity and inclusion in higher educationBuilding a university library service where everyone feels welcomeHow to embed inclusion into the curriculumThe forgotten ‘ism’: classismElite universities urgently need to start focusing their diversity and inclusion activities on social class, with a clear focus on white, working-class men in particular. Social class must be considered a protected characteristic. An abundance of socio-economic data can be used to support this, including data in relation to household wealth provided by the&nbsp;Office for National Statistics.&nbsp;Target settingUniversities need to work with the Higher Education Statistics Agency (Hesa) to set clear targets for the recruitment of white working-class men. Positive action must be taken to ensure that university populations reflect wider society.Financial barriersSupport must include grants to help with rising living costs, yet another barrier for white working-class males. Many elite universities are cash-rich and have large endowments, so money is therefore not the problem. The issue is whether leaders have an appetite to use it in a way that drives change.Universities, particularly those in the Russell Group, need to offer meaningful funding to white working-class men to encourage them to apply and study. My own postgraduate course cost about £3,000 when I completed it in 2004. It now costs in excess of £15,000. For international students, this rises to more than £30,000. That’s before even factoring in living expenses. The inevitable outcome is that rather than education driving social mobility, the diametric opposite is now true.&nbsp;Role modelsUniversities must also provide relatable examples of role models who demonstrate what can be achieved by white working-class men with the right support and encouragement. At the University of Leeds, we have Prime Minister Keir Starmer as a compelling example of how effective education can drive social mobility. But we need many more. Without them, and without putting the above strategies in action, elite universities cannot in good conscience say that they are delivering a core purpose of their social mission.&nbsp;Mark Butterick is lecturer in human resource management and management consulting at the University of Leeds.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus&nbsp;newsletter.

White privilege doesn't exist for working-class men in HE

Consider social class a protected characteristic and remove financial barriers to make HE accessible to white, working-class men, writes Mark Butterick

White privilege doesn’t exist for working-class men in higher education

When I began my role as a university equality, diversity and inclusion consultant, I had only a surface-level understanding of British Sign Language (BSL) and the experiences of BSL users. I knew about some of the barriers faced by BSL users but it wasn’t until immersing myself in the work that I truly appreciated the depth of BSL as a language – complete with its own grammar, syntax and vocabulary – and the richness of Deaf culture and history. These insights made me realise the importance of ensuring that higher education institutions go beyond compliance, and actively foster inclusive environments that support BSL users in meaningful ways.By making education accessible to BSL users, we can widen participation and accessibility even further. However, doing so requires dedicated attention and resources. Here, I’ll outline what the sector can do.Establish a groupThe British Sign Language (Scotland) Act 2015 promotes the use of BSL in Scotland and requires many authorities (including universities) to develop a BSL action plan. As I set out to review and renew the six-year UWS BSL action plan, I established a Scottish higher and further education sector-wide BSL group. I hoped to understand the sectoral context around BSL action plans better, and to share learnings from past BSL action plans. This group became a valuable platform for discussing best practice, sharing research, addressing shared challenges and exchanging knowledge. What became evident was that the Scottish sector faces several recurring challenges, which require a collaborative and coordinated approach to resolve.Creating inclusive spaces for inclusive eventsHow to create an inclusive learning environment for visually impaired studentsWhat can universities do to attract and support students with disabilities?Consultation fatigue was highlighted as a primary concern for a lot of institutions when they were drafting, and consulting on, their updated plans. The same BSL users and Deaf individuals are often consulted on accessibility issues across various sectors, and tend to be asked very similar (if not the same) questions time and time again. This can make them feel exhausted and frustrated, especially when their input has often not resulted in meaningful change. As a sector, it’s important we approach consultations thoughtfully, and where possible, collaboratively, so they don’t lead to consultation fatigue, and that consultations are purposeful and lead to tangible outcomes.&nbsp;The importance of visibilityOne of the key challenges we identified is the under-representation of BSL users in academia. Although there is no consensus on the number of BSL users in the UK, estimates suggest that about 25,000 people use BSL as their primary language. Despite this, the number of BSL users entering higher education remains disproportionately low, and they also continue to be significantly under-represented in the workforce.&nbsp;To address this critical gap, universities need to actively engage with BSL users. The goal should not be for BSL users to attend any one institution but to raise awareness about available programmes and the support structures in place.&nbsp;Accessibility issuesAnother shared problem is the difficulty of booking interpreters in Scotland. Many universities struggle to source interpreters with the necessary skills. While booking an interpreter may appear straightforward, there are several underlying challenges. Most are concentrated in the central belt of Scotland, making it especially difficult for institutions outside this region to secure interpreters locally. There’s also a shortage, with only 129 qualified BSL/English interpreters registered in Scotland.&nbsp;Academic interpreting requires additional considerations because interpreters need to become familiar with specialised vocabulary relating to different subject areas –&nbsp;crucial to ensure effective communication between educators and BSL users across disciplines.&nbsp;While challenges contributing to the lack of access to interpreters are complex, two major factors seem to contribute to the scarcity of interpreters: the overall number of qualified interpreters and the way they are used across the sector.We have an opportunity to be part of the solution to this problem, particularly by working to increase the number of interpreters available. Some higher education institutions already have specialised interpreter training programmes. Heriot-Watt University runs a British Sign Language and Applied Language Studies programme and Queen Margaret University runs an Advancing Practice in Signed/Spoken Language Interpreting programme.&nbsp;Other higher education institutions provide introductory BSL courses and modules to equip participants with a basic level of BSL. Universities can offer dedicated BSL interpreter training programmes, including diplomas, undergraduate and postgraduate courses.&nbsp;Join togetherCollaboration between higher education and Deaf community organisations could increase the number of interpreters equipped to work in tertiary educational settings. By offering placements and mentorship programmes, interpreting students can gain hands-on experience working alongside professionals in real-world environments. This practical exposure is essential for developing the specialised vocabulary and knowledge required to succeed in different academic contexts, ensuring that future interpreters are well prepared to meet the demands of higher education.No single institution can tackle these complex issues in isolation. By working together, as well as with the Deaf community, institutions can share best practice and develop unified strategies that benefit BSL users.Astrid Smallenbroek is equality, diversity and inclusion consultant 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.

British sign language users deserve a place in HE

BSL users are under-represented in academia. What can we do to foster an inclusive environment for them?

British sign language users deserve a place in higher education

Although some progress has been made in widening participation, inclusion and social change in higher education, evidence suggests that inequality of access to university for socio-economically disadvantaged students remains a major policy challenge. In recent years, the conversation around equality has gained significant traction. As the UK strives for inclusivity, universities must critically examine their admissions policies and practices to foster genuine equality. Levelling the playing field is not merely an idealistic aspiration; it is a necessity if higher education institutions are to reflect the diversity of the societies they serve.The uneven landscape of university admissionsAlthough a claim by Ucas that there is “no evidence of bias within the admissions system” is broadly true at an aggregate level, a closer analysis of the data shows that there are&nbsp;substantial variations between institutions. Black students face multifaceted challenges during the admissions process. Research consistently highlights disparities in acceptance rates and a lack of representation in elite institutions. These inequities often arise from systemic factors, such as the reliance on traditional academic qualifications that may not fully reflect the potential of Black applicants.Reimagining admissions criteriaCurrent admissions processes often overemphasise academic qualifications at the expense of other valuable skills and experiences. This narrow focus not only marginalises Black applicants but fails to recognise the broader competencies required for success in higher education and beyond. While academic achievement should remain an essential component, it must be evaluated alongside other indicators such as potential and resilience. Alternative criteria, such as contextual admissions, that consider an applicant’s socio-economic background and schooling context, offer a more equitable approach.For example, applicants from disadvantaged backgrounds who achieve lower grades as a result of systemic barriers may possess qualities such as perseverance, adaptability and leadership skills that traditional metrics fail to capture. Vocational qualifications, non-traditional educational pathways and professional experiences should also carry weight in admissions decisions. By valuing a diverse range of qualifications and implementing holistic admissions frameworks that assess applicants’ life experiences, extracurricular achievements and personal statements, universities can attract a broader talent pool and create an academic environment enriched by varied perspectives and experiences.&nbsp;They can also move beyond traditional academic metrics to assess applicants’ potential more comprehensively. In practice, this could involve structured interviews, assessment centres or scenario-based evaluations that examine qualities such as resilience, leadership and problem-solving skills.&nbsp;Personal statements and references can be used to identify evidence of extracurricular achievements, community engagement or overcoming adversity. Additionally, contextual data, such as school performance, socio-economic background and access to academic resources, can provide valuable insights into an applicant’s achievements relative to their circumstances. Together, these approaches enable universities to build more inclusive admissions processes that recognise a wider range of talents and experiences.Collection: Being Black in the academyBlack students are succeeding in spite of academia, rather than because of it – we need a resetHow to build inclusive mentorship programmes for Black studentsThe role of targeted outreach programmesOutreach programmes tailored to Black students are crucial in levelling the playing field. Many lack exposure to higher education opportunities, often because of a dearth of role models, limited guidance counselling and inadequate information about application processes. Universities can bridge this gap by proactively engaging with schools in underserved communities.Programmes such as summer schools, mentorship schemes and university taster days can demystify the admissions process and inspire confidence among prospective students. For example, the University of Oxford’s Opportunity Oxford programme has demonstrated how tailored support can help students from under-represented groups transition successfully to higher education. Expanding such initiatives across the UK could provide Black students with the tools they need to compete on an equal footing.Addressing implicit biasesWhile university admissions panels often strive for impartiality, unconscious perceptions about race and academic ability can subtly influence decision-making. To counter this, institutions must invest in regular anti-bias training for admissions staff and ensure that decision-making panels are diverse.Moreover, anonymised applications, which remove identifiers such as name, ethnicity and school attended, could help reduce unconscious bias. Some universities have already begun experimenting with this approach, yielding promising results.A call to action for universitiesTo create meaningful change, universities must go beyond incremental reforms and commit to systemic transformation. This includes setting measurable targets for Black student admissions, monitoring progress and holding themselves accountable for outcomes. Institutions should also establish partnerships with community organisations, local authorities and schools to tackle the root causes of educational inequality. A successful example of this approach is the Uni Connect programme, which brings together 29 universities, colleges and other local partners to offer activities, advice and information on the benefits and realities of higher education. The initiative has engaged more than 1.5 million young people from under-represented groups since its inception in 2017. It supports schools by running activities such as subject masterclasses, targeted academic support and summer schools.&nbsp;Importantly, change must extend beyond the admissions process. Supporting Black students throughout their university journey is critical to ensuring they thrive academically, socially and professionally. From financial aid schemes to mentorship programmes and culturally responsive curricula, universities must adopt a holistic approach to fostering Black student success.The moral and strategic imperativePromoting equity in admissions is not merely a matter of social justice; it is also a strategic imperative for universities. Diverse campuses drive innovation, enrich academic discourse and prepare students to navigate a multicultural world. Moreover, by addressing systemic barriers, universities can enhance their reputations, attract international talent and fulfil their missions as engines of social mobility.Levelling the playing field in higher education admissions is a complex challenge, but it is not insurmountable. As higher education institutions, we must ask ourselves: are we truly committed to inclusivity, or are we merely paying lip service to the idea? The future of our society and the generations of talent waiting to be unlocked depend on our answer.Patrice Seuwou is associate professor of learning and teaching, and director of the Centre for the Advancement of Racial Equality at the University of Northampton.&nbsp;If you would like advice and insight from academics and university staff delivered directly to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Making admissions fair on Black students

How we can use alternative criteria and targeted outreach to promote fair access to higher education for Black students

Making admissions processes fair on Black students

Recently, a student who uses a wheelchair was unable to access her usual classroom because of a newly built, inaccessible building at my institution. After coordinating with other staff, I managed to find a more accessible classroom for her, and she thanked me, saying that our efforts made her feel “less alone”. Her response stayed with me and made me reflect on the challenges students with disabilities face.With a cohort of 80 students and a classroom always buzzing with laughter or chatter, the fact that anyone could feel alienated never even crossed my mind. How naive I was. The truth is, as lecturers, we know very little about the struggles our students face, particularly those with disabilities.&nbsp;While campuses are becoming more accessible, installing features such as elevators and ramps, universities often forget that students with disabilities also need emotional support. However, with strained budgets, it is not always possible to offer things like free counselling and staff training. Creating a student-led support group can provide an affordable way to build a supportive learning environment for students with disabilities. In this article, I share advice on how to start one.&nbsp;Getting buy-in from leadershipAcademics in regions where equity, diversity and inclusion (EDI) are less prioritised need to be proactive in advocating for the establishment of a support group. To get campus leadership onboard in these instances, you can highlight Unesco’s concerns about EDI in Asia-Pacific higher education, which call for a system overhaul.&nbsp;Diversity and inclusion are key pillars of the UN Sustainable Development Goals (SDGs), particularly Good Health and Well-Being (SDG 3) and Quality Education (SDG 4). Framing conversations around these can strengthen your case.Another option is to follow the example of institutions such as the State University of Surabaya (UNESA) in East Java, Indonesia. It created its own disability metrics, UNESA DIMETRIC, to measure its performance against several accessibility criteria. Using this system can demonstrate to leadership where your institution falls short.Establishing a group&nbsp;Often, starting a support group only requires a petition and support from lecturers willing to oversee the activities. Academics interested in starting a group can begin by approaching existing student bodies and finding volunteers.Next, decide on a title that best describes the purpose and activities of the group. For example, the University of Massachusetts Lowell’s group is called Disable the Label. It aims not only to support students with disabilities but also to combat associated stigmas. Discuss the aims of the group with members and establish its mission. This will help you to come up with a memorable and impactful name.&nbsp;Collection: Well-being in higher educationCareers services must step up to support students with disabilitiesWhat can universities do to attract and support students with disabilities?Recruiting membersThe support group should be open to all students, regardless of whether they have a disability or not. Having an open-door policy will foster a diverse community and also support those studying courses such as health and social care, psychology and education. Disability studies is also a developing field in the humanities, and lecturers teaching relevant courses should encourage their students to join as well.&nbsp;Starting discussionsOne of the main priorities of a disability support group should be empowering students to advocate for themselves. As such, topics of focus should include higher education and national policies that support students with disability. Use the group to help students gain knowledge about their country’s current policies and brainstorm practical ways to advocate for further improvements.The group can also spread awareness about disability. Many students have a limited understanding of how to recognise and understand its various forms, which include invisible disabilities. In this instance, films and books that convey the struggles associated with specific disabilities can be valuable sources of learning. A support group can hold film screenings and discussions with experts to raise awareness. Films such as Wonder and Life, Animated capture how inclusive schools and society can create safe spaces for disabled students, for example. It is also important to find films made by and from the point of view of people with disabilities that authentically reflect the experiences of these individuals.&nbsp;In my English literature classes, we discuss well-known characters with illnesses and disabilities that are frequently left out of discussions, such as Captain Ahab in Moby-Dick and Beth in Little Women. When texts oversimplify disabilities or present them in a negative light, we discuss how this contributes to negative stereotypes and how we, as a community, can counter these stigmas.&nbsp;Think smallStudent support groups often have limited budgets that prevent them from holding large events. Often, smaller, more intimate gatherings work just as well – if not better – for helping students feel supported, heard and included. Aim to hold small and regular events. A biweekly get-together with refreshments can work wonders to create a sense of community. Sometimes, the most important thing is to show up.&nbsp;Asri Saraswati&nbsp;is an assistant professor of English studies&nbsp;at the&nbsp;University of Indonesia.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.

Starting a support group for students with disabilities

Supporting students with disabilities in regions where universities place less emphasis on equity, diversity and inclusion requires a proactive approach from staff. Establishing a student-led support group can make a significant impact

Since Caroline Criado Perez’s book Invisible Women was published in 2019, here at the University of Southampton’s School of Engineering we have been considering the gender data gap in transport research, and how to close it. Transport is, after all, a highly gendered domain and is our research group’s focus. The working group we set up was aimed at influencing transport research design and reporting practices.&nbsp;Of course, research is not the only, nor perhaps even the most important, academic activity that suffers from gender inequity and imbalance. This won’t be news to most readers. As with so many of society’s challenges, education is key.There is a substantial and persistent under-representation of women in science, technology, engineering and mathematics (STEM). In the 2021-22 academic year, 69 per cent of STEM students at UK universities identified as male. Although the gender gap differs in amount by nation, its presence and direction are ubiquitous.&nbsp;How to help young women see themselves as coders, inventors and engineersSteps to adapt engineering education to changing skills demandsHow to support women of all ages in post-secondary science educationWe’ve seen many interventions over the years, from university-targeted frameworks such as Athena Swan to longstanding efforts to enhance girls’ underlying interest in STEM subjects. Although success is being seen in some of the fundamental sciences (for example, maths and physics), these approaches have proved unhelpful in addressing the especially pronounced inequities in engineering and technology subjects. We need engineering-focused solutions. We need to incorporate more social sciences into engineering courses.Engineering is about more than just building things. It is about solving human problems. It is about the people for whom systems are being designed and built as much as it is about the “nuts and bolts and calculations”. Engineering education requires more than the training of technical competencies. This has been recognised in the UK Engineering Council’s latest accreditation requirements for engineering degrees.&nbsp;Many have argued that greater focus on the social relevance of engineering would attract more women into the field and would sustain women’s motivation to pursue engineering. But how do we go about doing this?&nbsp;Thankfully, we already have a subdiscipline, with its own UK chartered institute, that deals expressly with the topic: human factors and ergonomics. Ergonomics (to use its shorter title) sits in the interdisciplinary space between the engineering and human sciences. We are not just talking about the ergonomically designed keyboard here, with its curving hand and wrist support, but of cognitive and systems ergonomics. These help us understand how we design and build things that match the way people think, and how we structure and organise large, complex systems in a way that ensures they successfully contribute to a happy, healthy, sustainable society.&nbsp;Since around 2009, at Southampton, we have been teaching cognitive and systems ergonomics in a module taken by third- and fourth-year engineering students. For many of them, it is their first exposure to this human-in-the-system perspective, and I am often asked if we run a master’s course (to which I answer: not yet). Postgraduate ergonomics degrees are undoubtedly useful, given they offer an appealing route into the engineering workplace for many women; however, this approach does not do enough to address the broader engineering gender challenge. We need a transversal approach whereby these perspectives are embedded across core undergraduate engineering modules.Researchers in the broader pedagogy field have long argued for this approach to gender mainstreaming; however, there is resistance to incorporating a gender perspective across modules and programmes. Our own ongoing research with HE students and educators is suggesting that integrating ergonomics materials across engineering subdisciplines could present a way to bypass some of this resistance while indirectly contributing positively to gender equity in engineering (with the side-effect of producing more rounded engineers).&nbsp;How we do this could follow the way the UN’s Sustainable Development Goals are already being incorporated into engineering education (that is, through direct reference to the social importance of the topic being discussed in a given lecture or tutorial). Although it may feel forced to discuss the human or social implications of some topics (for example, in basic maths classes), this is likely to be the exception rather than the rule. There are more modules that relate to systems that will involve humans in some way than modules focusing on first principles. Guest lectures, delivered by chartered ergonomists, could be included in many programmes. We could also provide training courses for educators on the societal relevance of engineering. These have been shown to help.&nbsp;Of course, to do all this we are going to need greater representation of chartered ergonomists in engineering faculties. This represents a barrier in financially challenging times for the HE sector. That said, considering the updated accreditation requirements and the continued need for solutions to the overwhelming gender imbalance, the cost should be viewed as a necessary and beneficial investment, not an expense. At Southampton, we are still on this journey. Our ergonomics module is available to students from across engineering disciplines, we have begun to incorporate ergonomics content into other modules, and we are working towards a master’s programme. However, we are still far from fully embedding social science principles across relevant teaching. The journey continues.&nbsp;Finally, some reading this will likely be thinking that this is all nonsense and that it simply perpetuates the entirely fallacious “men are technical and women are social” dichotomy. We should be emphasising the capacity for women and girls to succeed in maths, physics and the other “hard” aspects of engineering, not pandering to stereotypes. While I agree that the situation has been entirely socially constructed, current approaches are not working fast enough. If bringing more social sciences into engineering helps get more women and girls interested in engineering, and at the same time produces better engineers, why wouldn’t we give it a try?Rich McIlroy is a senior research fellow at the University of Southampton.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.

Despite years of effort across the education sector, engineering sciences are still not gender equitable. Incorporating more social sciences into engineering education could help address the imbalance 

How to humanise engineering education and why we must

As an educator living with blepharospasm, a rare genetic condition causing involuntary blinking and eye twitching, I face physical and emotional challenges. One of my most difficult experiences was during a conference presentation when an attendee remarked, “I couldn’t focus on your research because you were blinking so much, and I couldn’t take my eyes off your eyes.” The comment shook me so much that I could not interact with anyone else for the remainder of the conference. It also affected my confidence and how I engaged with students. However, with time, I developed my “ABC” strategy to help me overcome these hurdles and create a positive, inclusive classroom where all participants feel valued, understood and empowered. ABC stands for:&nbsp;AcceptanceI built emotional resilience by acknowledging my struggles and accepting them as part of who I am rather than as flaws. This internal acceptance reduced feelings of shame or inadequacy that had previously impacted my teaching.&nbsp;I began recording my presentations to better understand how my eyes might affect my audience’s focus. I then tried to balance that out using other non-verbal communication such as gestures and deliberate pauses for emphasis. I also optimised my content by using visually compelling and well-structured slides that complemented my verbal commentary and kept participants’ attention away from my eyes.Embracing my challenges empowered me to improve my teaching practice. However, this journey of self-acceptance has often been hindered by others. People sometimes pass remarks or ask questions prompted by genuine curiosity. But sometimes the intentions of those asking are less innocent. As such, I have had to develop emotional resilience to interpret such judgments as reflections of others’ perceptions rather than my self-worth. Strategies include self-reflective exercises and maintaining a support system of trusted colleagues and friends. Journaling my experiences has allowed me to celebrate progress, analyse setbacks and adopt a growth mindset.&nbsp;Spotlight guide: Routes to improving disability support in higher educationA practical guide to navigating the language of diversityWe need systemic change to tackle EDI in educationBalanceFocusing on my well-being and balancing my work and personal life is important because my condition worsens with stress. Self-care practices such as incorporating short breaks and staying hydrated and active have made a significant difference.&nbsp;However, in academia, with tight deadlines, back-to-back commitments and sometimes last-minute requests, finding a balance is not always easy. I have had to improve my time management skills. Including buffers in my schedule to account for days when my symptoms might worsen is key. For example, I always ensure I’m aware of any deadlines so that I can plan to finish tasks a day or two before the deadline. This allows me to mitigate any interruptions caused by my condition and gives me time to deal with any last-minute requests that might come in.&nbsp;There are also times when I have to communicate my needs effectively. I’ve learned to confidently and politely decline additional responsibilities when necessary. When doing so, I focus on constructive communication by suggesting an alternative timeline or other ways I can contribute without overextending myself.&nbsp;CommunicationAt the start of each semester, I have started to openly discuss how my condition affects my teaching in class. This has not only helped dispel any fears or misinterpretations but also created a more supportive classroom atmosphere where students feel encouraged to share their challenges without fear of judgement.&nbsp;In 2022, I had a student who always wore a mask. While not unusual considering the pandemic was still fresh in our minds, his refusal to remove it, even during interviews or other significant moments, puzzled me. After I shared my condition in class, he confided in me about a large mole next to his nose that made him feel self-conscious. Inspired by my self-acceptance, he gradually began working on his, too. It took him a year to finally take off his mask and attend an interview, but he did it and got the job. This transformational moment motivated me to continue on my path.Although there are several articles discussing blepharospasm, the lack of a dedicated support network within the academic community can feel isolating. I understand that following my ABC principles can be difficult; sometimes the weight of it all makes me want to give up. However, living with blepharospasm has taught me to document life’s involuntary blinks, find clarity, and focus beyond them.&nbsp;Bhawana Shrestha is a research fellow at Xi’an Jiaotong-Liverpool University’s Learning Institute for Future Excellence.&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.

Living with blepharospasm helped me become a better teacher

Read about a strategy that helped an educator living with an eye condition build emotional resilience and create a more inclusive classroom environment 

How living with blepharospasm helped me become a better teacher 

The PhD community is neurodiverse. It includes researchers whose brains work in different ways, and some of those researchers will be neurodivergent. Being prepared to provide neurodiversity-affirmative PhD supervision means being prepared to understand and support all types of thinkers. When supporting neurodivergent PhD students, it means being prepared to understand neurodiversity and consider how best to feed this understanding into supervision practices, especially where students may have additional needs that require focused support.&nbsp;The number of neurodivergent university students is rapidly&nbsp;increasing. At postgraduate research level, 16 per cent of students reported a known disability in 2022-23, up from 10 per cent in 2018-19, according to HESA data. More students are reporting developmental conditions, learning differences, social/communication conditions or multiple impairments – all of which may be associated with neurodivergence – than ever before.Five steps to support autistic students on their higher education journeyHow can we make the university experience more inclusive for neurodivergent students?Adult ADHD and higher education: improving the student experienceOf 192 STEM-based disabled PhD students surveyed by Disabled Students UK, 92 per cent were neurodivergent, suggesting that this group is highly represented within a broader disabled postgraduate research community. Across the UK, the actual number is likely to be higher than indicated by quantitative data. Many choose not to disclose, perhaps due to&nbsp;stigma, or have experienced barriers to diagnosis, such as&nbsp;waiting times. Alongside increasing numbers, completion times can be longer and&nbsp;dropout rates can be higher for&nbsp;disabled students, including neurodivergent PhD researchers. Creating the right support is essential and supervisors play a central role.What can supervisors do?While far from exhaustive, we provide a sensible starting point for positive actions to both increase the quality of supervision for neurodivergent postgraduate researchers and enhance supervisory skills.&nbsp;All supervisors should have access to, and complete, training on neurodiversity. Such training should include the importance of using respectful and&nbsp;appropriate language regarding neurodiversity:Acknowledge that neurodivergence is not limited to individuals of a specific gender, colour, age or ethnicity, but is intersectional in nature. Some neurodivergent individuals will experience multiple forms of minority group membershipAt the start of supervision, discuss a communications approach – for example, oral, written, visual – and working method that combines the preferences of the supervisee and supervisor. This may include how regularly you meet and who takes meeting notes. It may be that if the supervisor takes responsibility for note-taking, then the supervisee can engage more freely in discussion (see&nbsp;Disabled Students UK report)When communicating, be knowledgeable on the concept of&nbsp;double empathy – the idea that people of different neurotypes may communicate in different ways which leads to misinterpretation of each other. If the supervisor and supervisee are from different neurotypes, consider the requirements of&nbsp;cross-neurotype communicationAvoid the many hidden nuances of academia (for example, assuming that students will have innate knowledge of conference dress codes or training expectations)Be aware of potential&nbsp;masking that might contribute to the increased likelihood of&nbsp;burnout. Masking could include mimicking facial expressions and tone of voice, making forced eye contact, and hiding responses to sensory overwhelmNote that neurodivergence and&nbsp;mental health challenges can frequently intersect. It’s even more important to balance well-being and structure workload, as the risk of burnout is higher for neurodivergent peopleIncrease explicit planning, reduce uncertainty, use clear timelines, increase task structure and reduce multi-tasking expectationsConsider scaffolding questions with clear, concrete informationBe mindful that some students may be more sensitive to negative feedback, possibly due to&nbsp;more frequent experiences of rejection. Autistic students, those with ADHD or with heightened anxiety may be particularly affectedAllow individuality and creativity to flourish. Bringing together people who think differently allows for more creative problem-solving. Many&nbsp;businesses are capitalising on neurodiverse creativity.What can higher education institutions do?Institutions need to reflect on the principles for the Universal Design for Learning and its implications on&nbsp;recommendations for neurodiversity in doctoral-level education and research training. Has your university made a commitment to supporting the needs of its neurodivergent doctoral community? Institutions should:&nbsp;Ensure support is provided on a needs-based, rather than diagnosis-based model, recognising that the number of neurodivergent students will be far greater than those with a formal diagnosis or who opt to engage with local disability services. Neurodiversity-affirmative provision means provision for all neurotypesEncourage neurodiversity training for all PhD supervisors, irrespective of supervision experience and through a programme of continued professional developmentReflect on the&nbsp;viva process, ensuring this is evaluating intellectual, rather than social, capabilities. Consider how the viva is structured, where it takes place, guidance provided to examiners and whether an independent chair is involved.These reflections are about enabling postgraduate researchers of all neurotypes to thrive and the additional considerations needed to support the growing number of neurodivergent PhD students. It is about ensuring that higher education and PhD supervision is neurodiversity-affirmative as part of our wider research culture.Deborah Riby is professor of developmental psychology, Amy Pearson is assistant professor in psychology and Jess Hirst is a PhD researcher in psychology, all within the Centre for Neurodiversity &amp; Development at Durham 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 support neurodivergent postgraduate researchers

How can universities ensure PhD students of all neurotypes can thrive? Here’s how to provide neurodiversity-affirmative supervision 

In a world of deepening economic and social inequalities, how can online learning programmes help tackle systemic global injustices? How can universities build effective educational environments and creative pedagogies to support critical thinking and vigorously challenge contemporary forms of racism, colonialism and inequity?These are some of the questions I have reflected on over the past almost 14 years of teaching at the University of Edinburgh. In 2011, along with colleagues at the School of Social and Political Science, I developed our school’s first fully online distance learning MSc postgraduate programmes. To achieve this, we partnered with an interdisciplinary team spanning the three colleges&nbsp;of the university to co-create and co-teach the&nbsp;MSc in Global Challenges.Creating the&nbsp;MSc in Global ChallengesAddressing global development, health and environmental inequalities, this programme has attracted students from across the world. The insights and trajectories of our students have been deeply inspirational – many have gone on to do PhDs or work with the United Nations, embassies and non-governmental and humanitarian organisations. In this resource, I reflect on the teaching philosophy and learning approach we have nurtured and associated critical conversations about pedagogy.In 2016 my colleagues and I published an article called “Decolonising online development studies? Emancipatory aspirations and critical reflections – a case study”. At the time, it was one of the few critical pedagogy studies to think through international development teaching and the risks of unintentionally repeating or adopting problematic thinking patterns that support Western biases and colonial power relations in online learning (and how to try to counter these). We proposed a critical framework for analysis that took into account barriers to social inclusivity, including the politics of language, that shaped how people were able to interact in the programme. And we explored what it meant to integrate critical theory with practitioner-oriented approaches, asking questions about what decolonisation means to whom and with what implications in course modules that covered topics from migration and displacement issues to questions of climate change policy and global health equity initiatives, among other themes.Collection: Decolonising the curriculumSteps to decolonise higher education: after yourself, change the curriculumTruth is necessary for reconciliationSome years ago, online learning initiatives were treated with suspicion as a technology craze that could not truly build effective communities of critical learners. This is no longer the case, by and large. Our online students have carved out sophisticated learning paths while interacting with ambitious courses – sometimes in live discussions and sometimes in asynchronous conversations that have built incredible communities of practice. But there are important online learning-specific pedagogic points to keep in mind as course instructors craft and adapt approaches to support individual and group learning.One is the risk of re-entrenching problematic dynamics of “tokenising” knowledge from historically marginalised populations, even when intentions are to do exactly the opposite. It is important to ensure that online learning platforms grapple with colonial legacies and tendencies – including biases that are easily replicable in virtual technology platforms. For example, it is increasingly recognised that decolonising is not simply a matter of adding authors from Global South countries to reading lists. It is also a matter of ensuring that the underpinning pedagogies, assignments and learning strategies themselves tackle systemic biases that have often shaped the field of international development, and doing so from the outset. This may mean inviting students into at times uncomfortable conversations about ways of understanding histories of dispossession, or ways of thinking about and governing societies. It also means ensuring that early course activities trouble assumptions, including about what development is or means to different people and whose values are prioritised or overlooked. There is a range of other possibilities, too, such as changing the way that case studies are framed. For example, you could start with stories of heavily oppressed peoples instead of with the technocratic logic of United Nations and government reports.Challenging hegemonic assumptionsDespite global talk of “decolonisation”, there has been a tendency for globally renowned development academics from wealthy countries to dominate reading lists. We have tried to challenge this and to ensure that activity-focused coursework and online case studies challenge hegemonic assumptions in mainstream policy literature and development discourse. Activities include making mind maps and counter maps (maps that challenge state borders) that explore different views on the life journeys of refugees and the political dynamics that shape these experiences. We also give students the opportunity to reflect on films that can bring underappreciated injustices to light. It is important to note that these also have ambiguities and limitations that need to be discussed critically.Our pedagogy work has also been part of a wider conversation in the scholarly literature on how, as Lisa Lau and Ana Cristina Mendes in their article “Decolonising the Global North university: host-guest dynamics and the limits of hospitality” argue, “precautions need to be taken when incorporating non-Western knowledges into Western universities to avoid mishearing, misrepresenting, exploiting, and decontextualizing them”.My colleagues and I have cautioned against educational philosophies that too presumptively cling to Western politicians’ framings of global challenges. In our pedagogies, we have sought to encourage students to explore numerous forms of racism in development policy and various ethics of care, including in the roles of small non-governmental organisations and networks that support refugee rights and solidarity-building.Addressing inequities in admissions practicesAttempts at decolonising development education also require attention to the link between learning strategy and wider institutional practices, including heeding inequities in admissions processes and language barriers in higher education. In this regard, we have been interacting closely with university admissions offices on strengthening approaches to make admissions more inclusive. This has meant moving beyond narrow criteria that may undervalue practitioner experiences that strongly equip applicants. For example, someone who has worked as a nurse for many years in a conflict zone or as a government policy adviser may be seen as having as suitable a background for this online master’s course as someone who qualifies through academic achievements.Also, some modifications in how English language levels were assessed were a focus point. For example, there have been challenges with supporting applicants internationally who had demonstrable proof of English language competency from institutional and/or university experiences, but lived far from test centres and could not afford testing. Being sensitive to the circumstances at hand has, in some cases, led to alternatives besides expensive and hard-to-access testing, which would otherwise bar promising students from access.How these ideas are to be taken forward is an ethically important conversation that relates to the very core of what education seeks to do, requiring ongoing attention to the interplay of values, philosophies, curricula and collaborative teaching methods. Creativity and care need to guide the way forward.Sam Spiegel is director of the Global Challenges MSc programme at the University of Edinburgh.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.

A critical look at how online learning can be used to decolonise global development curricula

Rethinking online learning to tackle global injustices

Postgraduate students contribute significantly to the income of higher education institutions. They also plug skills gaps, typically entering the workplace with advanced competencies. The number of postgraduate students in the UK is growing, according to the Higher Education Statistics Agency. Given the value of these students to the UK higher education sector and the workplace, retaining them is key. However, compared with their more numerous undergraduate counterparts, the postgraduate student experience receives relatively little research attention and is comparatively poorly understood. In 2023, for the first time, the sector-wide Postgraduate Taught Experience Survey (PTES) introduced a community scale to measure how connected postgraduate students feel to a community within their institution and a wider sense of belonging. This resource provides strategies that can be used to help develop a stronger sense of community and belonging for postgraduate students.Understand your cohortDescribing a typical taught postgraduate course cohort presents challenges. More so than undergraduate student cohorts, the demographics of postgraduate student cohorts are heavily influenced by external factors such as study visa rules, changes to student maintenance loans and wider economic issues that impact rising living costs. Striving to understand the nuances of each intake as early as possible in their postgraduate journey is key to being able to understand and respond to their specific needs and concerns.&nbsp;For example, at the University of East Anglia, a postgraduate pre-arrival survey identified concerns over the commute to campus. In response, our commuting student officer shared a video with advice on travel deals and commuting options that students hadn’t previously been aware of.&nbsp;Communicate clearlyAcademic support came out as one of the weakest themes from the 2023 PTES survey with many comments highlighting communication with teaching staff as an area of weakness. Providing information about the expectations and the content of a module well in advance of a session can be particularly important for postgraduate students, many of whom need to work to make up for the shortfall in tuition loan payments. Many postgraduate students are not necessarily engaging in their studies to make friends but to develop themselves professionally. Ensuring that students know what they are expected to do, and when, allows them to plan work shifts, caring responsibilities and other life commitments around their studies.&nbsp;From prams to postgraduate degrees: how universities can support student parentsThree ways to support women’s career progression in higher educationHow can universities encourage active ageing?Offer flexibilityPostgraduate courses are often a choice for those who are undertaking continuing professional development (CPD). This means that options for part-time study, alternative course start dates (that move away from September) and potentially remote learning variants can create a more inclusive programme offering that supports postgraduate students to better balance other life commitments around their studies. For postgraduate courses that are typically offered as one-year full-time programmes, consider whether students really do need to attend in person to be able to meet the learning outcomes of the course.&nbsp;Create social spacesPostgraduate courses are relatively short compared with undergraduate programmes. These intense study periods can feel like high-stakes scenarios, resulting in students prioritising paid work and study opportunities over the classic social opportunities of joining clubs and societies. Organising informal social opportunities across postgraduate cohorts helps connect students with their peers, can remove the pressure of having to organise or commit to attending a peer-led event and can help connect students to academic staff. Examples of activities we have seen success with include short field trips, nature walks on campus and drop-in social and support sessions. As with all student groups, the offer of snacks and ice-breaker activities (eg, card games, short team quizzes etc) seem to encourage attendance.Postgraduate students’ sense of belonging and community are frequently overlooked in the higher education sector. Since most postgraduate students will have experienced higher education before and are more likely to be mature than their undergraduate counterparts, it is important to avoid making assumptions that downplay their need for support.&nbsp;Ellen Bell is a lecturer in ecology and bioinformatics and Kelly Edmunds is an associate professor at the University of East Anglia.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.&nbsp;

How can we better support our postgraduate students?

The challenges postgraduate taught students face are different from those of their undergraduate counterparts. Here are some ways to help them overcome them

Despite institutional measures to address disparities in the award of “good” degrees, such as Access and Participation Plan (APP) interventions and Race Equality Charter (REC) action plans, the gap between racially minoritised students and white students remains. Between 2019-20 and 2020-21, the gap between them had decreased from 10.8 percentage points to 9 percentage points. However, more recently, this gap returned to pre-pandemic levels, rising to 10.7 percentage points in 2021-22.&nbsp;Against this backdrop, the awarding gap is even worse for Black students when compared with their white peers, with an average gap of 19.3 per cent and up to 30 per cent at some institutions, according to the UAL Ethnic Representation Index 2023. The disparity between white and Black female students is 19.5 per cent, compared with 22 per cent for white and Black male students, data shows. Interventions and strategies to tackle this gap range from racially minoritised student advisory panels harnessing student voice; revising curricula; implementing decolonised reading lists; increasing the prominence of personal tutors and their role in providing targeted pastoral support and addressing awarding gaps through assessment design, to mention a few.&nbsp;Coaching, as a form of development and empowerment, can play a crucial role in supporting Black students and helping them to navigate university studies, along with the challenges and opportunities that arise. But, importantly, it can also address awarding gap disparities. Research has already demonstrated the impact coaching offers Black students in self-reported behaviour changes, such as self-confidence and self-efficacy.&nbsp;The primary goal of teaching in higher education is to support all students in achieving and thriving. However, due to the differing outcomes and significant impacts of the awarding gap over time – such as disparities in graduate outcomes and the ethnicity pay gap – we need to develop targeted strategies for Black students. If we’re going to tackle the awarding gaps, coaching is crucial, along with addressing the structural and institutional factors that contribute to these disparities. It can also enhance the students’ overall experience.&nbsp;Here are five ways that coaching can positively impact the outcomes for Black students:Placing Black students at the helm of uncovering their own solutions to the issues they face, using coaching questions, helps to build confidence and self-efficacy. This can facilitate students’ own action-orientated skills, such as decision-making, problem-solving and visualisation of goals.&nbsp;Black students can develop a strong sense of ownership and accountability for their studies and their learning approaches through coaching. In this respect, coaching can be embedded within the curriculum, through lecturers adopting coaching approaches to supporting students in teaching and learning. Coaching can be embedded on a co-curricular and extracurricular basis by institutions, in addition to structural interventions.Where Black students have experienced discrimination and anti-Black racism at university or within their student accommodation, coaching can help to develop coping skills to manage, combat and navigate the experiences that they face. Coaching can develop essential strategies, including promoting a sense of agency, building resilience and enhancing well-being.Where Black students are the first in their families to go to university, coaching can be a practical resource and approach to talk through their feelings and experiences. This supportive and empowering outlet can positively impact continuation and progression rates, whereby Black students have someone to turn to, as and when issues arise in their university life.Coaching can address the specific needs of Black students when it’s culturally responsive in approach – that is, coaches reflect upon their own biases and respect the cultural backgrounds of their coaches. This can help to foster trust and a sense of belonging in students, challenge the stereotypes that are impacting them and build a safe space for dialogue.&nbsp;To address the awarding gap and other disparities faced by Black students in universities, institutions should implement coaching approaches in the curriculum and co-curricular activities. This will create a supportive and empowering environment for Black students and other student groups experiencing disparities in outcomes. By training staff in coaching techniques and hiring culturally responsive coaches, as well as implementing structural and institutional interventions, universities can better support Black students to thrive in their studies.Yaz Osho is director of academic professional development at the University of Westminster.&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&nbsp;THE Campus&nbsp;newsletter.

Five ways that coaching can help Black students

The ethnicity awarding gap continues to be an issue in UK universities, especially for Black students. Could coaching be the answer?

Five ways coaching can improve the university experience of Black students

The world's population is ageing. The United Nations’ World Population Prospects 2019 projects that the global population aged 65 will rise significantly, reaching one in six people by 2050, compared to one in 11 in 2019. This demographic megatrend prevails in many countries, such as Japan, Italy, and Finland, with all three hosting the highest proportion of senior citizens in the world. As birth rates slow and life expectancy increases, society must adapt to this changing demographic reality.&nbsp;When I was an undergraduate, one of the study programmes at my university admitted an older adult student. This was an uncommon case in my home country. In fact, we rarely see older students in formal higher education in Indonesia. Most top universities here typically admit undergraduate students between the ages of 18 and 21 years, and many graduate programmes are tailored to young and middle-aged adults. But an ageing population could buck these trends.&nbsp;Higher education and active ageing&nbsp;The World Health Organization (WHO) first coined the concept of active ageing in 2007. The concept promotes improving the quality of life for older people by providing opportunities for healthy ageing and greater participation in society. It aims to correct negative perceptions of senior citizens as “burdens to society" due to their physical limitations and declining health. Higher education should promote active ageing. But how?How can we support older students?Older adults have characteristics that are distinct from their younger adult counterparts, such as life experience and the ability to apply this to their learning. Such characteristics are the focus of geragogy, a theory and practice of teaching the elderly. But geragogy is still under-researched. It mostly focuses on the weaknesses and limitations of older learners and perceives them as dependent persons due to their physical and mental decline. Therefore we need a novel, critical interpretation. One that acknowledges that older learners are active and independent in their learning, but that they also need an emotional, considerate and empathetic approach to support their autonomy.&nbsp;Ageing students typically enter formal education with a high motivation for learning and a deep sense of curiosity. However, their weakening cognitive functions and physical abilities may lead to a slower learning pace. Therefore, educators play a crucial role in creating a safe and stress-free learning space by responding to their enthusiasm with patience and a positive attitude. Older learners may also benefit from a more interactive and personalised learning support system or a buddy programme with fellow older adults or younger classmates.&nbsp;Educators should foster a conducive learning environment for older students by giving them clear instructions and flexibility. For example, this can include providing video or audio tutorials in the form of detailed, step-by-step guides that students can engage with at their own pace.&nbsp;Resources on diversity and inclusion workEnsuring online education is inclusive and accessible to allHow to embed inclusion into the curriculumCreating an inclusive campusHigher education institutions can take several steps to reduce discrimination towards older students, including promoting awareness and sensitivity training for all staff; designing inclusive curriculum programmes that offer flexible, self-paced learning options; providing learning resources that are accessible and user-friendly; establishing a mentorship programme specifically for older students and establishing a transfer credit system that values older students’ work experience.Additionally, campuses must be accessible to older students. We can use universal design principles to facilitate the physical needs of older generations, such as level, slip-resistant flooring and handrails in campus buildings. We can also use technology to support older students’ learning needs. For example, screen readers and text-to-speech technology are among many assistive devices that help improve textbook readability.Mixed or separate classes?Due to older students’ unique needs and characteristics, multigenerational classrooms may not be ideal learning environments for them. On the other hand, differences in life stages and skill sets within mixed classrooms can promote a productive culture of knowledge sharing and exchange.&nbsp;Separate classes may be more fitting for technical and tech skills courses because younger students are generally more familiar with technology. Conversely, mixed classes may be ideal for social sciences, humanities, or other non-technical or non-practical courses because such academic settings stimulate intergenerational dialogue and knowledge transfer between older and younger generations. Intergenerational classes can also equip younger learners with new, positive perspectives that can correct negative biases towards older people. Also, intergenerational contact can help prevent older adults from experiencing social exclusion as their social circles become smaller later in life.&nbsp;&nbsp;Supporting active ageing will help universities become more inclusive as we get closer to realising a lifelong learning ideal. This learning model can redefine the meaning of ageing in our society. I think Henry Ford says it best: “Anyone who keeps learning stays young.”Husnul Fitri&nbsp;is a lecturer in urban development studies at the&nbsp;University of Indonesia.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 can universities encourage active ageing? 

As life expectancies rise, universities must prepare to welcome more older students. Here are some ways to ensure institutions are inclusive spaces for these learners

Given the exponential growth of the computer science field and its increasing impact on everyday life, it is imperative that undergraduate and graduate programmes open their doors to as wide and diverse a student population as possible.&nbsp;While various colleges and universities have experienced success, many have struggled.&nbsp;Over the past few years, Northeastern University Khoury College of Computer Sciences has made steady advances in attracting a diverse range of students. At the undergraduate level, 35 per cent of our students identify as female or non-binary and 15 per cent come from Black, Hispanic, or indigenous communities; in our Align master’s programme, 53 per cent of our students identify as female or non-binary and 11 per cent of our domestic students come from Black, Hispanic or indigenous communities. While many factors have contributed to our success, there are a few key drivers.&nbsp;Joint majors&nbsp;Joint undergraduate majors are key to attracting students with a breadth of interests. We offer 56 across a wide range of disciplines from biology to business to design. More than half of our undergraduate students take advantage of this option, and this group of students is more diverse than our overall student population, with more than 40 per cent of them being women. We offered our first joint degree in 2001 and have added more almost every year since. This incremental approach has proven successful for us.With a combined major degree in hand, graduates can enter the workplace able to use the power of tech to make significant contributions in their areas of passion. We have found that female students and students from under-represented groups often cite the combined major option as a reason they chose to study computer science.&nbsp;Rigorous support that prepares students for the workplace&nbsp;&nbsp;Internships and hackathons allow students to quickly apply what they are learning to real-world situations in a variety of work settings. Integrating industry-aligned experiences into joint degree programmes allows students to gain hands-on experience in an area that speaks directly to them. In addition, designated career advisers working in tandem with academic advisers are key to supporting students with their long-term goals and ensuring students&nbsp;are career-ready at graduation.&nbsp;&nbsp;Resources and advice for academics and students in the STEM fieldsThese AI tools can help prepare future programmers for the workplaceEquipping university students to be leaders in addressing climate changeRobust teaching assistant programme for introductory classes&nbsp;Support from teaching assistants is critical to success in introductory courses. Like many fields, computer science students learn by doing. When you learn to ride a bike you fall down, and when you learn to program, there are false starts and misconceptions. It is important to have support to help you get back up. It is critical to keep the student to teaching assistant ratio low in introductory courses both at undergraduate and master’s level.&nbsp;Master’s programmes for students with no tech background&nbsp;For the past 11 years, Khoury College has had great success with its Align master’s programme that provides a pathway to gaining a computer science master’s degree to students from non-computer science backgrounds. The programme begins with a two-semester bridge, where foundational computer science principles are covered in a supportive, hands-on manner that not only readies students for rigorous studies but also gives them confidence in their ability to succeed. In addition, during the course of the programme, students can participate in up to two work placements that allow them to apply what they are learning and explore various career opportunities. Support from fellow students and advisers&nbsp;A cohort model, in which students progress through a programme with a group of peers, is also key to a successful computer science master’s programme for students from non-tech backgrounds. This model allows students from a wide range of backgrounds and a shared interest in computer science to collaborate, create, solve problems and support one another. Here again, advisers are integral in guiding students every step of the way, including facilitating connections with tech partners.&nbsp;A common thread in successful undergraduate and graduate programmes is meeting students where they are. What beyond computer science are they passionate about? How can we help students who have ambition and drive but may lack a computer science background succeed?&nbsp;As we well know, technology, when used ethically, can change lives. Making this powerful tool available to tomorrow’s leaders, with their varied passions, not only benefits the individual student but ultimately society as a whole.&nbsp;&nbsp;&nbsp;Beth Mynatt is dean of Northeastern University Khoury College of Computer Sciences.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.&nbsp;

Opening doors to computer science education to all students 

Ways to get more students from under-represented backgrounds into computer science, including offering joint undergraduate degrees and master’s degrees that require no tech background

Opening doors to computer science education

Podcast: what Indigenous knowledges bring to universities

Two Indigenous university leaders explain how their institutions support First Nations’ participation in higher education, create space for community and build trust in postcolonial environments

THE podcast: what Indigenous knowledge brings to higher education

With targeted support that fosters aspiration and adapts to local needs, the UWS Foundation Academy exemplifies how widening participation initiatives can make a meaningful difference to individuals and communities. Its success is a testament to the power of education as a tool for positive social change.&nbsp;The academy is designed to bridge the gap between high school and university for students who may not typically consider higher education, with a programme that reflects the principles of widening access and breaking down barriers to education. In line with the University of the West of Scotland’s (UWS) strategic mission, the academy seeks to inspire individuals and make a positive impact on local communities and wider society, while addressing United Nations Sustainable Development Goals 4 (quality education) and 10 (reduced inequalities).&nbsp;The UWS Foundation Academy was established – its pilot programme launched in 2022 – with a clear mission to provide high school pupils, primarily from areas of significant socio-economic disadvantage, as identified by the Scottish Index of Multiple Deprivation (SIMD), with the tools and support to succeed in higher education. This programme offers a progressive, comprehensive 12-month transition support package, including an interactive day on one of our campuses, one-to-one support after results day, a dedicated email service throughout the programme, access to online resources on our teaching platform, and 10 weekly sessions. These cover topics such as transitions support, preparation for higher education, personal statement feedback, Ucas application support, budgeting, academic skills and preparing for life as a student. Participants also receive support with submitting their Ucas statement, a certificate upon completion and continued support from February/March until university entry in September.THE Awards 2024 spotlight: learn from the best in UK and Irish higher educationStudent ambassadors, key players in widening participationWidening access to postgraduate studies: from research to strategy to actionThe academy’s structure is as robust as it is flexible. It comprises a 10-week module delivered by UWS academics within the school setting, complemented by on-campus activities including subject taster sessions, lectures, interactive labs and workshops. This combination of in-school and campus-based learning is designed to provide a holistic educational experience, while online resources ensure that support is continuous and accessible. Strong liaison and communication with secondary schools underpin the programme’s success and high pupil engagement rates. These elements ensure that school staff are updated on developments and understand the programme’s benefits.&nbsp;While bringing large groups on to campus can be logistically challenging at times, the experience of mixing with peers from other schools and engaging with university life is transformational for students. They are able to envision higher education as a realistic and attainable goal.One of the key features of the academy is its bespoke approach to local authority areas. For instance, the academy collaborates with Dumfries and Galloway College to match regional needs, demonstrating a commitment to equity of access in rural and island communities. For schools, the academy visits directly, inviting pupils to register their interest before liaising with teachers to formulate a final list of participants. As part of this process, key widening access indicators are encouraged; however, selection is ultimately decided by teaching staff. At Dumfries and Galloway College, for example, the partnership focuses on identifying pupils who will benefit most from the programme. It is then delivered collaboratively to prepare participants for higher education and develops college-level content that supports progression to higher education through articulated routes.The programme is not static. It develops based on feedback and evolving needs. For example, a pilot is in progress to extend the academy’s reach to younger year groups and even primary schools. This proactive approach ensures that it continues to adapt to the evolving educational landscape.Since its pilot, the academy has engaged more than 2,500 senior high school pupils across 41 schools in 10 local authorities. Participants can work towards achieving a credit-bearing qualification equivalent to a Higher B, a qualification that not only enhances educational outcomes but also boosts self-belief, which is a crucial factor for many students from disadvantaged backgrounds.The impact of the UWS Foundation Academy extends beyond individual success stories. From 2022 to 2023, the number of its pupils applying to Ucas courses surged by 86 per cent, with 39 per cent of these applicants coming from SIMD40 backgrounds. This significant increase reflects the programme’s effectiveness in fostering aspiration and providing tangible pathways to higher education.As the academy continues to evolve and expand, it may serve as a useful model for future efforts to make higher education accessible to all, regardless of background or personal circumstances.Gillian Lavercombe&nbsp;is head of admissions and student recruitment at the University of the West of Scotland. The UWS Foundation Academy was shortlisted in the Widening Participation or Outreach Initiative of the Year category at the THE Awards 2024.&nbsp;A full list of nominees can be found&nbsp;here.&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&nbsp;newsletter.

‘Engaging with university life is transformational’

By building a bridge between high school and university, outreach teams can foster aspiration and provide tangible pathways for students who might not otherwise pursue higher education

‘The experience of mixing with peers from other schools and engaging with university life is transformational’

Ten years ago, I led my first educational visit for LSE students to Israel and Palestine. Coinciding with the opening of the LSE Faith Centre, the programme was targeted at active members of student faith societies, with the intention of generating a more informed, more respectful conversation on campus around this most divisive of conflicts.&nbsp;This trip (and the five that followed) had many memorable moments. But one of the more heartening occurred as we queued up to ascend the highly contested Temple Mount in Jerusalem. A security guard looked in bewilderment at our multifaith group – young women in hijabs, young men in kippot (skull caps) and me in a clerical shirt – and asked: “Where are you from, and can I come back with you?”The answer is that we were from a diverse university campus where, in the most part, staff and students of all faiths (and none) get along incredibly well. This is true of most British universities now. It is 14 years since the Equality Act required all public institutions to think more seriously about how they can incorporate the beliefs and customs of different religious groups into the ecosystem of a plural community. New facilities (such as the LSE Faith Centre) have been built, canteens are catering for religious dietary requirements and religious holidays are taken into account when timetabling.To combat antisemitism in HE, teach students about Jewish historyChallenging Islamophobia across higher educationPluralistic campuses will foster the bridge-builders our divided nations needBut to think of religion simply in terms of a “protected characteristic” can leave us a little naïve about the task of building a religiously plural community in times when religion is increasingly entangled with political divisions around the world. As many pointed out when the Equality Act was passed, faith identities are rather more complex than other categories of identity. They can be personal and spiritual, cultural and political, metaphysical and all-encompassing. As such, they require not merely practical accommodations but a sustained process of engagement and relationship-building.This has been the LSE Faith Centre’s mission for the past decade, pursued through a range of programmes, events and research supported by the Templeton Religion Trust. Sadly, the interfaith trips to the Holy Land have been paused since 2019, but every year roughly 80 students take part in our extracurricular programme, Beecken Faith and Leadership, which builds students’ religious literacy and develops their skills for dialogue and leadership across difference. While this is a small proportion of the whole student body, engaging key figures within religious groups and establishing a good reputation for this work can impact campus culture significantly.&nbsp;In the course of this work, we have learned three important lessons.First, interfaith work can’t just be a crisis response. It needs to be sustained, building up credibility and capacity in the good times that can be drawn upon in the bad. Too many institutions have only recently been prompted to pay attention to their community’s inter-religious dynamics. But the current conflict in the Middle East creates a difficult backdrop for new initiatives that do the slow and patient work of building trust. LSE has certainly had its own challenges in the past 12 months, but the Faith Centre has been able to sustain its work and has acted as a trusted broker in efforts to bring communities together.Chaplaincies can be good vehicles for ongoing interfaith work. But too often they are underfunded (sometimes even dependent on volunteers), lacking in interfaith competences and attempting to deliver on a range of different agendas. While religious expertise is needed for interfaith work, there is no reason why institutions cannot recruit interfaith practitioners and invest in this work themselves.Second, we have learned that effective interfaith engagement will not shy away from intractable disagreement. Considering religion purely through the lens of diversity and inclusion can lead to an implicit relativism that most religious people reject. Religious differences matter. They matter to religious believers for ultimate reasons of truth, meaning and salvation. But they matter for more immediate practical reasons because they lead people to see the world differently, from the politics of the Middle East to the meaning of the human person.The task of interfaith relations is to create spaces where these differences can be explored respectfully but robustly. Differences need to be confronted. This is not in some naïve attempt to eradicate them but so that through better understanding in the context of interpersonal encounter, they can be held peacefully and without prejudice. We are seeing more and more that this doesn’t just apply to religious differences. Engaging critical thinking with civility is the core task of the university in a polarising world.&nbsp;&nbsp;Third, there is wisdom in linking interfaith engagement with common cause. Our leadership programme has a focus on climate change and the contribution that religious narratives and communities can make to ecological repair. In the face of intractable differences, a reminder of shared concerns and common humanity give renewed impetus to dialogue. While religio-political conflicts may divide us, the ever more serious climate emergency demands unified action. Closer to home, during last year’s Interfaith Week, with intercommunal tensions heightened, our Muslim and Jewish students were still able to cooperate on an interfaith soup kitchen for homeless people near the LSE campus.The violence in the Middle East will die down but this endlessly tragic conflict will not be resolved any time soon. All the while, we see rising inter-religious tensions in other parts of the world where many UK universities draw their students from, such as the Indian subcontinent. Interfaith work can no longer be seen as tangential to campus relations; it is central. And if we do it well, we will indeed model – and, may we hope, export – the cohesive religious pluralism needed in so many societies around the world.James Walters is director of the LSE Faith Centre.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.

Three lessons for interfaith engagement on campus

How can we build a religiously plural community on campus in times of global division? Ten years on from the LSE Faith Centre’s opening, James Walters reflects on three lessons learned

It is no secret that women, and mothers in particular, face challenges in academia. While many institutions in Western countries provide parental leave for fathers, academic fathers often take shorter periods of leave than mothers&nbsp;and assume fewer caregiving responsibilities, according to recent research by Georgia Tech, and this enables them to be more productive at work compared with their female counterparts.Women academics, regardless of their parental status, also often take on “care work” in the workplace. This includes offering longer periods of consultation to students and supporting colleagues and institutions in ways that extend beyond their job descriptions.&nbsp;Solutions offered by institutions have included better on-campus childcare facilities, decent parental leave for both women and men, and placing more women in tenure-review committees, student senate and high-level university leadership positions. While these are important, they’re often unachievable in the short term and require material support.&nbsp;At the University of Indonesia, we surveyed early-career academics in Indonesia who shared further solutions to create a culture that supports women academics. The proposed solutions are as follows:1. Establish a formal mentorship programmeMentoring is often an afterthought when resources are scarce and academics carry large workloads. It’s common for institutions with limited resources to lack a formal programme in place, and while some senior lecturers might be willing to support junior staff, the absence of a structured programme often leads to missed check-ins, and mentors may not receive adequate training to understand what constitutes a good mentorship relationship to measure the progress of their mentees.Human resources teams can incentivise staff to take up mentor positions by integrating mentorship into tenure review and training them to communicate effectively with their mentees so that they are able to support them effectively. To further assist, it is important to provide a checklist containing the important milestones mentees should be aiming for and establish a place where both mentees and mentors can report progress.How to factor family into higher education&nbsp;Wisdom from women leaders in higher educationGender equality in higher education: how to overcome key challenges2. Encourage peer groups for women academicsWomen academics all over the world have initiated collectives where they can discuss gender-specific challenges. One example of this is the Great Lakes Feminist Geography Collective&nbsp;in the US, which advocates for better working conditions for women academics. Peer groups should meet regularly, serving as sounding boards for any issues their members face. University management can support these peer groups by providing regular meeting space and by taking steps to understand the challenges and possible solutions discussed in these forums.&nbsp;3. Reduce unnecessary&nbsp;admin&nbsp;In our research, which is&nbsp;still under review for publication, we found that administrative tasks frequently take lecturers away from essential activities such as research and publishing, which are crucial for career progression. We also found that women academics find it difficult to establish boundaries between work and their personal lives. University leadership must understand the extent of this workload and delegate tasks to administrative staff where possible. It is also necessary to regularly review women academics’ workloads to ensure they have enough time for research and other tasks that support career progression. Alternatively, institutions can provide training on soft skills that are often overlooked in the profession, such as how to balance workloads, manage time and conflicts, and improve communication skills.&nbsp;4. Examine biases in work cultureWomen are often assigned “office housework” based on the assumption that they are more likely to exhibit nurturing characteristics. This needs to be replaced with opportunities to complete work that is rewarded in performance metrics systems.&nbsp;Departments need to reflect on their respective work cultures, examine biases and be willing to seek ways to improve organisational culture. One of the participants we interviewed told us about how her institution rotates research projects among early-career and senior lecturers alike, which has given her the opportunity to lead research projects, with senior lecturers serving as team members to support and mentor her along the way. These are the kinds of opportunities we should create for women, to ensure they have the same chances to progress in their academic careers as men.Asri Saraswati is an assistant professor of the&nbsp;English studies programme in the Faculty of Humanities at the University of Indonesia.&nbsp;She is also a research fellow at the University of Indonesia’s Asia Research Centre.&nbsp;&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.

Low-cost ways to support women academics

Offering mentorship opportunities, supporting peer groups and addressing bias are some of the ways institutions can support women academics

The global refugee crisis continues to grow, with millions of displaced people seeking safety, stability and the opportunity to rebuild their lives. While government and humanitarian organisations play critical roles in resettling refugees in the United States, universities are ideally positioned to become support hubs. With new initiatives such as Welcome Corps on Campus, the federal government (with the help of six nationwide non-governmental organisations) is tapping into that power. It’s an exciting step.Welcome Corps on Campus allows higher education institutions to open their doors to qualified refugee students and offer them the support they need, all with the backing of the U.S. State Department. Eastern Michigan University is proud to be a part of seventeen colleges and universities nationwide that welcomed refugee students in the programme’s first year, with many more expected in years to come.&nbsp;Spotlight collection: What universities can do to assist refugeesThe role of complementary higher education pathways for refugeesHelping refugees get their qualifications recognisedBut it’s not a responsibility to take lightly, particularly for campuses unfamiliar with refugees.&nbsp;How can we create a sustainable, effective approach to integrating these students into our academic communities?Although we’re still at the beginning stages of the Welcome Corps programme, we’ve noticed some trends, and find ourselves leaning heavily on a few key resources.&nbsp;Bridge knowledge gapsOne of the most pressing challenges refugee students face is varying levels of prior education. Many have had their learning interrupted, leaving gaps in their knowledge and skills. Several might not have used computers – to say nothing of virtual learning platforms – ever before. Traditional admissions standards may not reflect these students’ potential or identify critical gaps in procedural knowledge.To address this, institutions should consider flexible, tailored academic support programmes that allow students to catch up on key skills. Partnering with local organisations that specialise in adult education or peer mentorship can provide additional resources and advice in this regard.Overcome language barriersLanguage barriers present a similarly significant challenge. Even refugees who have English proficiency may struggle with academic language, which is often complex. They might also need help understanding professors who have strong accents themselves, or who speak very quickly.To help, institutions should offer refugee students the chance to take intensive English-language classes as part of their initial coursework. At Eastern, although our refugee students arrived with good English proficiency, we were surprised at how thrilled and relieved they were to add this class to their schedules.Discipline-specific language support in areas such as engineering, business or medicine can also make a significant difference. Pairing refugee students with language mentors – professors or advanced students – can also help.Foster inclusivityRefugee students bring rich cultural backgrounds and experiences that can greatly enrich campus life, but they also face the challenge of adapting to a new cultural environment. New foods, gestures, clothing and social mores can be daunting. We must ensure our communities are as welcoming as we advertise them to be.Creating campus-wide cultural competence programmes, with help from international student offices and student-led groups, is a great way to start. These programmes ensure the learning goes both ways: they provide further integration for refugees and educate the broader student body about the refugees’ diverse backgrounds. Programming can include workshops, meals and peer-to-peer mentorship programmes where domestic students are encouraged to connect with refugees. These programmes can also help campuses suffering from a dearth of student-focused activities on weekends. They’re fun, casual events and involve the prospect of free food, something college students rarely refuse.&nbsp;Building comprehensive support systemsWhile academic success is critical, universities must also recognise that refugee students need holistic support that extends beyond the classroom. We should aim to provide a comprehensive network that includes psychological, social and career services.For example, offering refugee students mental health services catered to the unique trauma and stressors they might have experienced is vital for their emotional well-being. Further, developing partnerships with local refugee resettlement organisations can enhance support by providing additional resources such as transportation, mentorship, financial assistance and legal services.&nbsp;How we move forwardIntegrating refugee students into higher education is not just an ethical obligation – it’s an investment in ourselves. For many, opening doors to these students demonstrates the welcoming, inclusive atmosphere we all hope to create. But we must proceed mindfully, with an eye to each student’s success at school and in the community. Don’t just let them in the door; help them to thrive.&nbsp;By providing these students with the tools they need to succeed academically, socially and emotionally, we are helping shape a generation of individuals who can contribute meaningfully to society and the global workforce. The Welcome Corps&nbsp;initiative provides a great framework for this effort, but it’s up to individual institutions to ensure their support systems are robust, inclusive and sustainable.Lauren M London is general counsel at Eastern Michigan 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 higher education can lead way in refugee resettlement

Higher education has an important role to play in the global refugee crisis. Here’s how a national initiative resettled refugees and helped them continue their education in their new home

How higher education can lead the way in refugee resettlement

UK higher education is increasingly global, with 679,970 students categorised as international in 2021-22, according to data from the Higher Education Statistics Agency (Hesa). Internationalisation is a key strategic priority: the University of Edinburgh strives to develop international partnerships and celebrates its multicultural community.The international campus has many benefits: diversity can build tolerance and respect. A multilingual campus can enhance cognitive abilities, mutual understanding, social cohesion and also employability.&nbsp;The problem with the ‘international student’ labelFrom an admissions perspective, the label “international student” reflects a differentiated fee status. A large proportion of universities’ income is&nbsp;estimated to come from international student fees, and the higher cost for international students in Scotland cross-subsidises “home” students.In a climate that creates a disconnect between internationalisation as an enriching academic, social and cultural objective and as a neoliberal income generator, can we create a culture that truly values diversity?Diversity can manifest in several ways. Perhaps students’ first language differs from the language of instruction, and there is also diversity in perceptions of politeness, pedagogical beliefs, values and academic expectations, all of which, along with other markers of identity, such as age, gender and social class paint a more complex picture of the student than nationality alone. Below are some suggestions to harness diversity and create inclusive international classroom spaces.Begin with self-awareness: reflect on your implicit biases (and take the Harvard test, which analyses implicit attitudes and beliefs). Monitoring your classroom behaviour, eg, where your attention is directed and taking time for post-class reflection, can help correct spontaneous reactions.Tasks such as mindful breathing and hearing/listening can foster self-awareness and boost well-being and collective empathy, as well as restore focus. Lead students in a five-minute mindful pause. To do this, invite students to sit with their eyes closed and guide them to become aware of their posture and sensations, breath, surrounding sounds, and where their attention is drawn. Diving into subconscious beliefs can be destabilising, but disrupting stereotypes can help us move away from othering international students.Think of students as individuals: move away from reductive perspectives to get to know your international students. Pair students up and try the following icebreakers:Ask students to share their names, programmes of study and a fact about themselvesThe name stories game, in which each student shares the story behind their names, which could include its meaning, origin, family links and associations.Get to know students’ beliefs and values: use case studies to present a scenario for students to interpret. Question the origins of students’ responses, whether information gaps exist or whether students make any assumptions. Use the discussion to steer students towards respectful communication.Demonstrate and encourage active listening: reflecting a sincere commitment to understanding a speaker’s ideas, active listening involves withholding judgement, checking your understanding by paraphrasing and making eye contact, but note that non-verbal responses such as eye contact are not necessarily universal signs of respect.Resource collection: Create welcoming classrooms for international studentsHow to support international students’ smooth transition to a new countryFive useful measures for welcoming students to international classroomsLet students participate in a range of ways: multimodal options for participation and knowledge demonstration include digital polls (eg, Wooclap), group work or an image/mind map/graphic/poster task. Use a platform such as Microsoft Teams to post materials, collect task responses and allow students to participate using chat functions.Work with students as partners in their learning: to do this, take and act on feedback regularly, work with students to redesign (parts&nbsp;of) courses or revise pedagogical approaches and address a negatively biased perspective towards silence. (Re)consider it as an indication of thinking, engagement, reflection, critical response and/or respect when combined with multimodal participation methods. Allowing students time for silence also helps to rebalance power dynamics between quieter and more talkative students.Consider language: translanguaging, which involves encouraging multilingual learners to draw on all available linguistic resources for expression, could be an effective approach. For example, in group work, students can choose a common language for discussion and produce collaborative translations; or in multilingual groups, students can share multilingual resources. This approach promotes positive attitudes towards multilingualism.Include international voices: create globally diverse reading lists to include multiple perspectives, contextualise issues, encourage critical reflection and question power structures.An inclusive, diverse classroom can be a stimulus for a socially just international campus for all students.Meg Maclean is a lecturer and COL director of the International Centre for Open Learning at the University of Edinburgh.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus&nbsp;newsletter.

We need to get to know our international students better

To create inclusive classrooms for international students, we must address bias and challenge assumptions. Here’s how

One of my pet peeves as a historian and Indigenous studies scholar is how often people in general, but fellow scholars in particular, say things about Indigenous topics that are either generalisations or just flat out wrong. While it should be obvious why the latter annoys me, the former can be equally aggravating when the baseline of knowledge is so low that generalisations not only get accepted as the gospel truth but become the standard by which future information is judged. What is perhaps even worse, in either situation, is the realisation that false claims – even as part of what is said – can be used to discount other statements the discoverer finds troubling.Neither of these outcomes promotes reconciliation. In each case, it potentially results in Indigenous peoples having to prove themselves against simplifications, and it can create a slippery slope that can lead to all information on Indigenous topics at best being called into question and at worst rejected.Resource collection: decolonising the curriculumHow to bring Indigenous knowledge into classrooms and curriculaDecolonisation to Indigenisation: how can institutions centre Indigenous knowledge?Now, I understand the usefulness of generalisations. I have been teaching history, Indigenous studies and education for more than a decade at two post-secondary institutions and at different academic levels. If someone is just learning about a subject, you do not want to overwhelm them with exceptions and nuance. In my senior-level Indigenous history course, I regularly compare generalisations, such as that all Indigenous veterans automatically lost their Indian status for serving, to the planetary model of the atom. They serve their purpose, but part of the learning process is learning why they are wrong. To this end, one of my goals as an educator when it comes to Indigenous topics is to make much of the course content I covered in my first class obsolete because it is common knowledge among first-year students. It will take some time, and I know it is beyond me, but I long for the day when discussion of treaties between Indigenous peoples and the Crown doesn’t start with talking about what treaties are or how they exist in many parts of Canada and allow for non-Indigenous settlement and/or development.And this highlights a necessary step in reconciliation – education. Next year will be the 10th anniversary of the release of the Truth and Reconciliation Commission’s report on Indian residential schools. It is time for us as educators to begin to move beyond base-level knowledge and generalisations. My nation does not have a treaty and the axiom “We are all treaty people” does not change that, even if it is mostly true, and I do mean mostly true. To make it entirely true, you need to situate it geographically and/or understand it in the context of not everyone having a treaty, and of numerous nations in British Columbia seemingly not interested in having one any time soon. And while some people might be concerned that either qualification diminishes the importance of treaties, it must be remembered that the alternative ignores the contemporary situation and history, if not very existence, of those nations without a treaty. In other words, it is an example of erasure. Moreover, problematising the axiom “We are all treaty people” provides an excellent opportunity to talk about what treaties are and the history of treaty-making in Canada, as well as how Indigenous groups in Canada are diverse, and how this diversity plays out when it comes to their view of treaty.An unqualified “We are all treaty people” also presents a problem because evidence to the contrary is so readily available. It should be obvious by now, if it was not already, that some scholars and politicians are opposed to or concerned about decolonisation, Indigenisation and/or reconciliation. The reasons for this position are beyond this article, but it is important to say it is simplistic to conclude they are all nefarious or that it is a binary of either supporting these efforts or opposing them. Furthermore, since all three are seeking larger societal change, it is the task of those working towards this transformation to promote change in everyone, not just those who are receptive or indifferent. This undertaking is difficult enough, and because of confirmation bias and perceptions of plausibility it can become harder when generalisations are presented as absolutes. After all, what better excuse is there to discount something said to you that you do not like than to identify it as falsehood – any falsehood, no matter how minor – and use it to call into question or make suspect everything else that is said.Details matter, history is not a morality play, and Indigenous research is research, meaning that the corpus of knowledge changes and expands as research occurs. It’s been more than five years since Kivalliq Hall was recognised as the last Indian residential school and pushed back the year that the last one closed to 1997. I am still surprised how many people do not know this change happened. And to be clear, it does not do anything to make the residential school system better. In fact, it makes it worse by extending its timeline and increasing the number of survivors.Still, I think it is a concern that details and nuance, especially when they are exceptions to general trends, might be seen as somehow lessening negative things in the past that sometimes stop people moving beyond generalisations. We need to overcome this fear, especially since, as I often argue, exceptions do not make horrible things better; they make them worse by highlighting that they are not necessary and often arbitrary. And more importantly, if we hope to move towards reconciliation, we need to move beyond generalisations and kind words that give ammunition to those opposed to and/or concerned by it. We need more than an introduction to reconciliation.Daniel Sims is associate professor of First Nations studies at the University of Northern British Columbia.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.

Good intentions and generalisations can harm reconciliation in the classroom and academy, writes Daniel Sims

Truth is necessary for reconciliation

Senior administrative roles in academia were never my ambition. Like many, I saw them as bureaucratic and often thankless. But in stepping into leadership, I found immense value in addition to its specific challenges – particularly as an Indigenous dean. Indeed, I’ve come to see self-care, for oneself and one’s team, as among the most essential practices an academic leader can cultivate.&nbsp;Over time, I developed 10 guiding principles to help navigate this role, honour my Métis heritage and uphold cultural values. To be clear, these principles are aspirations, not strict rules. After returning from leave 18 months ago, I’ve seen how challenging they can be to achieve consistently. So, while I can personally attest to the fact that they won’t necessarily prevent burnout, they help foster self-awareness that, at the very least, tempers its worst effects.1. Humility: a foundation for lasting relationshipsHumility is essential for me. Leadership often requires decisions with incomplete information, making it tempting to project certainty. I try to adopt a “big eyes, big ears” approach: listening and learning first. This humility reminds me I don’t need all the answers, as I remember to give myself the same grace I readily give others.Read more: how can institutions centre Indigenous knowledge?Uncovering Indigenous insights: let’s research togetherSeven structural changes to help bring Indigenous perspectives into curriculaPractical application: Regularly seek feedback from your team and be certain to ask clarifying questions instead of jumping to conclusions. This deepens connections and fosters a respectful learning environment, although consistency here can be challenging. When I am short-tempered (a constant companion to burnout), I find myself immediately looking for solutions rather than simply listening.&nbsp;2. Relationality and reciprocity: building sustainable connectionsReciprocity is integral to many Indigenous cultures, as it is to building strong relationships in academia. I try to understand what drives each team member (within and outside our faculty), knowing that a uniform approach rarely works. Although reciprocity is sometimes difficult to fully maintain in fast-paced work environments such as the academy, it remains an ideal I strive for.Practical application: Observe who offers resources versus those who only seek assistance. True reciprocity is often elusive, yet it is important to try to support balanced exchanges whenever possible.3. Detachment and perspective: balancing personal and professional rolesLeadership requires putting the unit’s needs before personal preferences. Detachment, a principle I learned from the leadership book Extreme Ownership, by retired Navy SEAL officer Jocko Willink, helps me manage challenging dynamics, especially around reconciliation, where Métis perspectives in particular are often sidelined. Although detachment is valuable, it takes continued effort not to internalise institutional biases.Practical application: Focus on building professional relationships, even with colleagues you may not naturally align with. Achieving detachment in every interaction may remain a work in progress (it definitely is for me), but it is usually worth the effort.&nbsp;4. Encouraging autonomy and capacity-buildingEncouraging autonomy has been transformative. I try to allow colleagues to focus on their strengths while I handle strategic objectives. Although full autonomy isn’t always feasible, it remains a goal for cultivating team independence.Practical application: Set collective goals and give guidance when necessary, even though balancing autonomy with oversight can often be challenging under time constraints.5. The importance of small gesturesLeadership is as much about daily interactions as it is about strategy. Recognising hard work and listening to ideas uplift morale. Although I strive to make these gestures consistently, some days the pace of work limits my ability to prioritise them.Practical application: Aim to acknowledge contributions regularly, in spite of time limitations. Even when imperfectly applied, small acts of care remain valuable.6. Prioritise saying ‘yes’ and ‘no’ with intentionAs an academic leader, I’ve learned that saying “yes” to everything, especially reconciliation projects, isn’t sustainable. I try to focus on projects aligned with our shared goals, although overcommitting is sometimes inevitable.Practical application: Fashion clear criteria for new projects and share them with your team. Despite this framework, when demands affect capacity, I remember that prioritisation is a continuous learning process and that it is a practice.7. Collective care: supporting team wellnessSelf-care is essential, but so is collective wellness. Supporting my team’s wellness is important, although balancing this with workload demands can be challenging. Fostering a culture of care is an ideal that I intentionally work towards daily.Practical application: Conduct regular check-ins on workloads and encourage open discussions on capacity. Model boundaries, but remember also that maintaining balance is an evolving process.8. Set an organisational toneSetting the tone of an organisation, department or team is about more than small gestures; it requires embedding values into formal policies. However, institutional constraints sometimes limit my ability to fully achieve this. I continue to pursue it as an aspiration, even when it feels more rhetorical than practical.Practical application: Seek to implement guidelines that promote respect and work-life balance, while acknowledging there must be flexibility in this ideal during high-demand periods.9. Cultivate a culture of constructive feedbackI encourage a culture of constructive feedback, while balancing competing priorities. When receiving or offering feedback, think about its intention. Accepting feedback without personalising it was difficult at first, but it’s essential for growth.&nbsp;Practical application: Set up feedback mechanisms, even though consistency can prove difficult in a high-stakes environment. Despite challenges, aim to view feedback as a tool for growth.10. Lead by example: practising what we preachLeadership means embodying the values we expect in others, but aligning actions with ideals is a perceptual process. I work to reflect values such as humility, reciprocity and resilience, even when demands make this difficult.Practical application: Reflect on your behaviour to align it with these principles, and accept that staying aligned with these ideals every day is a continual challenge.Understand the difference between intention and realityIndigenous leadership in academia demands resilience, humility and a commitment to self-care. These 10 principles have served me well as a guide for my own wellness and for fostering a supportive community. In environments where Indigenous perspectives are under-represented, embodying these values becomes especially important, even if they sometimes feel more aspirational than achievable. As we strive for equity and representation, may we stay grounded and supportive, understanding that the best intentions are sometimes difficult to realise in practice.Chris Andersen is dean of the Faculty of Native Studies and special adviser to the provost on leadership and EDI at the University of Alberta. He was a founding member of the Native American and Indigenous Studies Association Executive Council and a past editor of the journal aboriginal policy studies, and is an alum of the Royal Society of Canada’s College of New Scholars, Artists and Scientists. He was made a fellow of Canadian Institute for Advanced Research’s (CIFAR) Boundaries, Membership &amp; Belonging programme in 2023.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.

Principles of Indigenous leadership in the academy

Indigenous leadership requires resilience, humility and self-awareness. These 10 principles offer a guide to cultivating wellness and fostering a supportive community

Principles of Indigenous leadership and self-care in the academy

As universities look towards the future, rethinking curricula becomes crucial for shaping social, cultural and economic progress, and for producing graduates who are well equipped to respond to the challenges of modern society.&nbsp;Daniel Reyes-Guerra and Ira Bogotch conceptualise curriculum as a “totality of experiences – with multiple dimensions including cognitive, social, political, economic, moral, aesthetic, cultural and spiritual aspects of life”. This highlights the critical importance of developing new and innovative curricula that encompass each of these dimensions.&nbsp;Entrenched colonial mindsets, however, result in Eurocentric curricula that exclude and marginalise Indigenous epistemes, perpetuating narrow worldviews, which reinforce colonial legacies. To prepare students as thoughtful and engaged global citizens, institutions must embrace a decolonised curriculum that promotes transformative learning and enables the coexistence of multiple knowledge systems. Here – drawing on my analysis of selected publications – I outline five steps that universities can take, to begin the process of decolonising their curriculum and lay the groundwork for a future that embraces many different knowledge systems.Critique and identify colonial historiesThe decolonising task must begin with a critique of colonialism. A first step would be to identify colonial histories that inform curriculum content and our pedagogical practices. Indigenous scholars have argued that, given the colonial curriculum has been characterised by its unrepresentative, inaccessible and privileged nature, a critical examination of how colonial histories continue to shape academic disciplines is required, as this continues to inform both the content and methodologies of teaching.&nbsp;Start the journey of anti-colonial work with these first stepsIndigenising teaching and learning through the Big Five ideas of traditional knowledgeDecolonisation to Indigenisation: how can institutions centre Indigenous knowledge?Genuine engagement with decolonisation is not limited to the integration of new material from Indigenous knowledge systems into existing theories. It also requires linking structures of colonialism to the curriculum. This entails both uncovering and addressing content that has historically privileged Western knowledge systems, confronting the ongoing impact of these colonial legacies on contemporary educational practices and structures.Challenge colonial structuresThe next step in decolonising the curriculum is to move beyond merely including Indigenous epistemologies, to actively challenging existing colonial systems and inherent power relations. This requires creating genuine spaces for engaging alternative political philosophies and knowledge systems, changing adverse cultural perceptions and shifting the asymmetrical power dynamics that uphold them. A decolonised curriculum goes beyond being “inclusive” or “diverse”, to necessitate a more radical questioning of the canons of knowledge that inform the Eurocentric curricula of Western universities.&nbsp;Indigenous scholars believe the central problem is the way Indigenous people are inevitably treated as outsiders. While they recognise culturally based educational initiatives do much to make the academic world more hospitable and relevant for Indigenous students, these efforts fail to address the core issue – the sanctioned ignorance of Western academies. The process of challenging colonial systems requires a shift from “mainstreaming” Indigenous students into the conventions of the university. Instead, Indigenous philosophies and worldviews must be shifted from the margins of academic discourse into the centre so they can be heard.&nbsp;Revise assessment systems&nbsp;Revising assessment systems is also essential to addressing the broader inequalities reproduced within the curriculum. This challenge has received very little attention in the recent debates on decolonising. Indigenous scholars point to the way in which the curriculum at every point – from who gets admitted, who thrives, who survives, who fails – reflects the historical and current unequal distribution of educational resources in the broader society.&nbsp;Therefore, a key challenge in the decolonising project is the recognition that traditional assessment practices often reinforce inequities by privileging certain knowledge and perspectives over others. Decolonising curricula therefore requires assessment regimes that ensure non-Western worldviews and epistemes are afforded parity of esteem. This means developing alternative forms of assessment that genuinely acknowledge and support the varied experiences and strengths of Indigenous students.Support and resource staff to engage in decolonisation work&nbsp;To ensure the success of curriculum decolonisation, supporting and resourcing staff is critical. Staff must be provided with adequate time, space and resources to engage in this complex work, and university leadership must legitimise and mandate this work as an immediate and ongoing priority of the university. Additionally, professional development imperatives for staff should be made available, and this work must also be recognised and valued for professional and academic career enhancement.Adopt a whole-of-university strategy&nbsp;Achieving lasting change requires a commitment to a clear whole-of-university strategy, supported by leadership at all levels. Such a strategy must embrace decolonisation as a transformative process that challenges sanctioned ignorance and addresses the persistent colonial structures and mindsets embedded in the academy. This means allocating resources, responsibilities and accountability for decolonising efforts across all faculties, colleges, schools and departments. The decolonisation project must be understood as a journey, not as a model, primarily because the work must inform all academic business-as-usual practices as an ongoing priority integrated into the university’s core business.&nbsp;Why it mattersAs centres of knowledge production, universities have a responsibility to lead this effort, promoting social transformation and addressing structural inequalities. Indigenous scholars insist the commitment to decolonisation is not simply about what the academy can do for Indigenous people, it’s also what the academy must do for itself.&nbsp;If universities continue to ignore or shunt aside Indigenous epistemes, they will remain complicit in continuing to support the colonial project. They will also be failing in their responsibility to provide a comprehensive higher education experience if they do not expose their students to a range of knowledges, perspectives and experiences. If universities choose to act, they have so much to gain. If they don’t respond, they stand to lose much more.&nbsp;Steve Larkin is pro vice-chancellor (Indigenous Engagement) and deputy vice-chancellor (Indigenous) at the University of Adelaide.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.

Five steps to decolonise your university curriculum 

How can universities reset their curricula and embrace a range of experiences? Here are five ways to start down the path of decolonisation

Five steps to decolonise your university curriculum and pave the way for a better future

Everyday gender injustices are entrenched in academia via its systemic flaws, rigid policies and the fierce (often white male) protectors of the hierarchical status quo. And nowhere is the patriarchal beast better fed than through academia’s promotion processes and policies.&nbsp;While the gendered nature of academia has been sluggishly shifting for the better across the 21st century, promotion “traditions” have remained resistant to change. Many women in academia are still tenured and promoted at far lower rates than their male colleagues, despite decades of advancement in feminism. Indeed, there is an under-representation of women in senior positions across the sector. The institution needs radical disruption from the inside out.&nbsp;Linearity in the institution: from lecturer to professorOne of the most common structural inequalities that women in academia face is the preferred linear pathway from lecturer to professor. Very few women have uninterrupted time across their academic careers, and many still bear the domestic cognitive load in their personal lives.&nbsp;Seven exercises to incorporate into your gender studies classesFive leadership tips for women in higher educationQuestions for the next stage of university leadershipPostdoctoral women can endure a “motherhood penalty” for career breaks and on their return to work choose to sidestep senior academic responsibilities involving long working hours, competition, productivity and requirements for constant availability.&nbsp;Some women choose to opt out of academia completely, leading to a gendered brain drain.&nbsp;Delaying motherhood in academia is common, as is completing a PhD later in life for family reasons; both strategies interrupt research and career trajectories. Maternity leave and flexible working are still non-existent for employees in higher education institutions and research bodies in many parts of the world.Implicit bias within the promotion system&nbsp;The promotion system for lower-ranked teaching-researchers (the majority of whom are women) prioritises high-quality research outputs, successful grants, conference attendance and PhD completions. The disciplines in which academics work can affect their career pathways, with science, technology, engineering and mathematics (STEM) subjects being viewed as more important and attracting higher research funding than arts or education, where far more female academics reside. Fewer women lead these research grants, too, which indicates gender bias in funding systems.&nbsp;And the institutional discrimination does not stop there. With fewer women as chief investigators, they are less likely to be lead authors of quality publications and conference outputs – key performance indicators that affect promotion potential.The advantage increases as men climb up the university career ladder, since they are bestowed with more research time and higher numbers of PhD students with whom they can co-publish. Men quickly learn to play the academic game, while women in academia are much more likely to be engaged in service activities (such as teaching, student support, committee membership or conference organisation).&nbsp;Women’s institutional “housework” involves non-promotable activities when compared with revenue-generating research tasks. Students’ subject evaluations are notoriously gender biased, too, yet universities still cling to this unreliable evidence for promotion purposes.&nbsp;Troubling the promotion system from the inside&nbsp;Lessons from successful women in academia have been touted as solutions to the promotion predicament, yet they fail to reach the beating heart of the sector’s gender inequity. Women academics often feel othered by hegemonic masculine norms that freely flow through the institution’s arteries.Here’s how we can rebalance the system:Ensure that women of every rank in the university, not merely associate professors or professors, are involved in the regular review and development of more equitable promotion processes and policies.Collate promotion feedback from applicants each year, asking specific gender-related questions to monitor where change is most needed.&nbsp;Embed more flexible, holistic ways of framing academic “success” in promotion criteria. Build them into each career level, reducing the dominant research bias that favours male academics.Ensure women at all levels of the university are called upon to be promotion mentors, giving them opportunities to take on this role in accordance with the promotion level sought (for example, Level B females mentoring Level A applicants).&nbsp;Embed equal employment opportunity statements in promotion applicants to permit all applicants, especially women as marginalised staff members, to summarise their personal and professional challenges. Concessions made for these challenges must be transparent and communicated to each applicant in their feedback from the promotion committee; this is particularly important if the applicant is classed as unsuccessful due to not meeting certain alleged requirements.Allow academics to weight their applications in alignment with their teaching-research-academic citizenship workloads. While universities prioritise research, the reality is that heavy teaching workloads actively prevent lower-ranked (often female) academics from meeting higher research standards.&nbsp;Remove student subject evaluation surveys as evidence of effective teaching, due to their inherent gender bias.Include external committee members on all promotion committees to lessen in-house prejudice.&nbsp;Allow the applicant to remove promotion committee members if they can sufficiently explain the perceived conflicts of interest they have with them. Only overrule these conflicts of interest in exceptional circumstances – this should be a committee decision, not a hierarchical one (since this is where male governance dominates).Ensure that promotion feedback prioritises staff well-being. Do not offload the communication of final promotion results to administrators, who are mostly women. Instead, organise a known support colleague for all applicants when promotion results are conveyed.Review promotion appeals with new committees to avoid hierarchical decisions where greater numbers of men are making judgements about female academics’ futures. Recognise that it is a red flag if all promotion appeals are unsuccessful in an institution. Listen to and act upon appellants’ promotion process feedback and their experiences of the appeal system. Until we recognise, validate and action these types of systemic changes, we will continue to see our gendered academic bastions working to keep women out. Before more damage is done to women’s psychological and financial well-being, each and every university must take a hammer to the patriarchal monolith.&nbsp;Rachael Jefferson is senior lecturer and discipline lead in human movement studies (health and PE) and creative arts at Charles Sturt 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.

We need to dismantle the promotion patriarchy from inside

Women in academia are promoted at far lower rates than their male peers and are under-represented in senior positions. To fix this, universities will need to embrace systemic change 

We need to dismantle the promotion patriarchy in academia from the inside

As a non-Indigenous person in Australia, I was willing to engage in anti-colonial work in the academy but didn’t know where to start. I didn’t want to add unnecessarily to the cultural load of the Indigenous staff around me. I knew I needed to “do the work” but didn’t want to get it wrong and cause harm.&nbsp;I’ve found that, while it isn’t appropriate to speak for Indigenous people, I can acknowledge, respect and celebrate Indigenous peoples’ history, contributions, research and excellence in all teaching and learning practices.Aboriginal and Torres Strait Islanders have been teaching and learning on Country for millennia. In our Australian institutions, we are always on Country, and we are privileged to work and learn on and with this land.How to bring Indigenous knowledge into classrooms and curriculaFulfilling a mission and serving Indigenous studentsUncovering Indigenous insights: let’s research togetherAs a sign of respect, we can make more space for Indigenous people in places where they, their knowledge and their perspectives have historically been excluded in our educational institutions. This work is essential for a positive future for all Australians.The following are suggestions from my own journey. It’s not intended to be a comprehensive list, just a place to get started.Consider your own positionalityLooking at your own personal truths and experiences takes time and sometimes feels as if you’re not doing anything at all. This might feel uncomfortable, or too inactive, and you may feel urgency to move forward.But positionality is an essential starting point for this journey. It begins with carefully considering our own identities, lives and relationships. We must reflect on who we are, what we think and why we think it. It means asking yourself questions about your whole self, not just your work identity.&nbsp;Consider:&nbsp;What are your beliefs, attitudes and behaviours?&nbsp;How do you communicate with people?&nbsp;With what assumptions and biases do you unconsciously practice?What is your connection to your physical place, and why does it matter?Who are the people who matter to you and how do you interact with them? Who are you in relation to them, what is your place in your family?&nbsp;Why does your subject/research/teaching matter to you?&nbsp;Who do you think Indigenous people are? What do you think matters to Indigenous peoples?What is an Indigenous community?Challenge your responses, do some research and reading and talk to people. You may be surprised by what you learn about yourself.&nbsp;Present Western knowledge as a part, not the wholeHave you cited or described research carried out by people from, and in, a diverse range of countries? Shifting your curriculum from a position of Western knowledge to a place of worldwide knowledge will broaden your own and your students’ view. You can start slowly, adding more over time.&nbsp;Appreciating diverse perspectives in the literature can impact the classroom. When a student identifies voices of people from their own places, their sense of belonging and worth may increase. Both international and domestic undergraduate students at Australian universities believe diverse cultural perspectives in curricula to be extremely important.Proactively seek and cite Indigenous authors to enrich your curriculum. If you already cite Indigenous authors in course materials, look for Indigenous scholars writing about topics that aren’t Indigenous-specific. Citations assign value and support career advancement.&nbsp;Aboriginal and Torres Strait Islander people have made valuable contributions to many fields, but citation practices (often inadvertently) decrease their chances of being cited. Challenge yourself to amplify Indigenous peoples’ voices and consider new ways to cite knowledge-holders that embrace non-written forms of being and learning.Identify opposing paradigms and perspectivesWestern knowledges are often positioned as superior to other knowledges, sometimes even considered the only or normal way of thinking. Identifying alternative paradigms may challenge you, but could enhance understanding, encouraging your students to think critically. Simultaneously, the action can shift power, broadening the concept of “legitimate” knowledge. This may make space for Indigenous scholars and knowledge.&nbsp;Reflect on dominant paradigms and perspectives in your field. Have you acknowledged or discussed opposing views? Consider adding some historical or geopolitical context of knowledge development in your field.Acknowledge and give creditFor thousands of years, Aboriginal and Torres Strait Islanders have been scientists, artists, engineers and more. Their knowledge has contributed enormously to the development of Australia as it exists today. If you are aware of an Indigenous origin to your information, clearly identify and acknowledge it. If not, do some research to check.See it as a journey, not a destinationThese suggestions are only a beginning and can be made gradually, within your available time. They could inspire your students to think about which voices are heard and why. It can help them look at themselves, and it will encourage you to look at yourself too. This is an important first step. It all matters.Don’t underestimate the potential of small changes but realise that this work is never complete.To truly represent Indigenous perspectives, you’ll need to collaborate and reciprocate, building authentic relationships. This process will better prepare you to do that, entering those discussions more informed – emotionally, psychologically and intellectually.Acknowledgements&nbsp;This article was inspired by associate professor Jess Russ-Smith (assistant deputy head of school, School of Allied Health, Australian Catholic University) and Susan Brooman-Jones (academic developer, ACU), aiming to meet their challenge to “do the legwork” and act within my sphere of influence.Thanks to Sarah-Jane Burton (graduate attributes lead, College of Arts and Social Sciences, Australian National University) for reviewing the article and providing feedback. Writing and reviewing this article has been part of my learning journey and has further deepened my understanding.Sue Sharpe is an education designer at Australian National 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.

Start the journey of anti-colonial work 

Many non-Indigenous staff are worried about doing anti-colonial work for fear of getting it wrong. Sue Sharpe shares four tips for getting started

Start the journey of anti-colonial work with these first steps

Despite an increasing focus on widening access and participation of those from “non-traditional” and under-represented groups, those with live or spent criminal convictions are often excluded from conversations. This population frequently experiences marginalisation, stigma, educational disadvantage and financial hardship.People who have gone through the criminal justice system often come from disadvantaged backgrounds and face exclusion from education, making it crucial to provide them with opportunities to improve their circumstances. However, institutions often view them as “risky”, fearing reputational harm if they reoffend – despite no&nbsp;evidence suggesting that they are more likely to do so. Denying educational opportunities to individuals with criminal convictions further marginalises them. Ensuring equitable admissions policies can promote institutional values related to citizenship and community engagement.Thanks to the “Ban the Box” movement, which led to a reduction of courses requiring prospective students to declare their convictions, university recruitment practices for this group have altered. We evaluated these changes to recommend improvements in practice, conducting semi-structured interviews with nine internal and 12 external participants involved in the widening participation agenda for individuals with criminal convictions.Our research found that even after “Ban the Box”, applicants to non-regulated programmes might still face questions about criminal convictions at the offer stage, meaning that this intervention merely delays the issue of disclosure. This raises concerns about exclusion and who determines suitability for university study.&nbsp;Resources on equity, diversity and inclusion in higher educationHow can HE institutions become fairer and more inclusive?Tackling bias and microaggressions in higher educationUcas suggests considering the course context before requiring criminal conviction information. Some disclosures may be necessary, for example, for accommodation or IT access, but not at the admissions stage. Criminal records data is a distinct category, and the collection of this data should be proportionate, necessary and have a lawful basis that is stated in relevant policy.Disclosure of convictions should be voluntary and viewed as a necessary route to enabling access to higher education. This approach does not downplay the seriousness of certain offences or compromise student safety but advocates for fair treatment for all potential students. It is important that the purposes and responses to disclosures are clear, as uncertainty about how universities may respond can deter potential applicants. Having a designated contact on hand to answer questions is valuable.&nbsp;Our findings revealed a differentiation between perceptions of those “deserving” (those without a criminal conviction) and “undeserving” (those with criminal convictions) of university access. This underscores the need for a whole-university approach (including appropriate use of risk-related language in policy and practice) to reduce stigma. This can include the use of clear external messaging about support for under-represented groups and appropriate staff training to handle disclosures.In 2019, Unlock introduced a “fair chance pledge” for students with criminal records, adopted by 18 universities. This initiative promotes accessible, fair and positive engagement with applicants, offering them the opportunity to discuss their circumstances in person with trained staff. The pledge and associated toolkit recommend the following:Applicants should be asked about criminal records only when necessary and should have the opportunity for an in-person discussion before a decision is madeUniversity policies should be clearly accessible via an institution’s external-facing website and include information on when and why data may be collectedUniversities should specify what criminal convictions data is necessary to collect and why. For example, licence or bail conditions might be necessary to disclose if they might impact attendance or access to accommodationOffer in-person or video meetings to help reduce assumptions and biasesUse a consistent approach to train staff and appoint an internal contact responsible for data handling and compliance with relevant policies and legislationProvide an anonymous contact point for students to address questions or concerns.We hope this guidance can encourage universities to establish clearer policies around the disclosure of criminal convictions, create a more inclusive recruitment experience and ensure that prospective students are aware of why it is necessary to collate this data.Jayne Price is the deputy head of social and political science, and Paul Taylor is head of the School of Humanities and Social Sciences at the University of Chester.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.

Making HE accessible for those with criminal convictions

Students with criminal convictions are often left out of higher education widening participation efforts. This resource challenges the narrative and offers strategies to support them

How can we make HE more accessible for those with criminal convictions?

Every summer, Dublin City University (DCU) Library opens its doors to secondary school students preparing for the leaving certificate exam, an important qualification for entry into higher education in Ireland and similar to A levels in the UK. By offering access to study spaces, the scheme demystifies university life, breaking down walls for students from all backgrounds to consider university as a viable walkway to the future.The scheme initially focused on students from under-resourced schools within the local community&nbsp;in the heart of Dublin’s Northside, aligning with the library’s longstanding commitment to educational outreach. Since its launch in 2015, it has expanded significantly and now serves as a model for other Irish universities. The Leaving Certificate Scheme at DCU supports more than 1,600 students, preparing for their leaving certificate exams. The group ranges from 17 to 18 years of age.&nbsp;The scheme is active between May and June, offering a structured environment for students to focus on their revision. The students who participate in the scheme have access to all library spaces and study rooms, which are available for group work and independent study. These facilities provide an ideal setting for collaborative learning and exam preparation.Introducing masterclassesThe number of students registering for the scheme has risen by 213 per cent in recent years. In 2024, we welcomed 1,676 online applications through the library website. This surge in popularity can be attributed to three factors.&nbsp;THE Awards 2024 spotlight: learn from the best in UK and Irish higher educationSchool Tasking: forget explosions, it’s all about the skillsTHE podcast: how the university library is an agent of changeFirst, the library introduced masterclasses in 2022 that provide exam tips and guidance on structuring answers for leaving certificate English and Irish. These sessions, led by the DCU writer-in-residence and local schoolteachers, were well attended and became so popular that a waiting list was introduced.Second, the library’s outreach and engagement team has made significant efforts to promote the scheme online and connect directly with more than 100 schools.&nbsp;They use the library’s website and social-media channels to share updates and key information, such as the start and end dates of the scheme, how to apply and the facilities that are available to them in the library. Additionally, they reach out to local schools directly to encourage applications in the months leading up to the launch in May.Third, the scheme has benefited significantly from word of mouth, as satisfied students and their families share their positive experiences with their peers. This organic promotion has helped generate interest and trust in the scheme.&nbsp;

  
      
  
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Masterclass in action at DCU Library. Photo courtesy of Dublin City University

&nbsp;Mastery of the schemePlanning for the scheme involves collaboration with DCU units, such as communications and marketing, DCU Access and the student recruitment office, as well as support from the local community. The process begins in January. To reach students and parents effectively, emails and promotional posters are distributed to local schools. A dedicated web page is created, masterclass teachers are confirmed and venues are reserved. The leaving certificate masterclasses take place in early May, and the study scheme runs from May to June at two of our sites, Cregan and O’Reilly libraries. As the launch approaches, both the masterclasses and the overall scheme are actively promoted on social media and external websites to maximise visibility.&nbsp;Library staff play a crucial role in ensuring students feel welcomed and supported during their visits. They provide amenities, such as sweets, earplugs and in-house “good luck” posters to create a positive atmosphere. Staff members are also on hand to offer guidance and support. These thoughtful measures contribute to an inviting experience for all participants.

  
      
  
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Promotional poster&nbsp;for 2024 DCU Library masterclasses. Image courtesy of Dublin City University

&nbsp;What students tell us about the scheme in their own wordsCollecting quantitative statistics and assessing the qualitative impact on user experience is an important part of maintaining the scheme. So, we have introduced an anonymous student exit questionnaire.The “quiet” and “peaceful environment” were the aspects students praised most frequently. They mentioned that the silence allowed them to focus better than they could at home.Spaciousness was another standout benefit. Students valued the large desks and ample room, which made it easier to spread out study materials. The overall size of the library was often mentioned, with one student likening our space to an “enchanting labyrinth”.Students also appreciated the change of scenery from home. Many mentioned that the library provided a focused environment. For some, simply being around others who were also studying was helpful, as one student remarked: “Being around others studying helped motivate me.” Others valued the opportunity to study alongside friends.Looking to the futureThe Leaving Certificate Scheme is just one component of a broader outreach network that encompasses the immensely popular Culture Night and the longstanding&nbsp;creative writing competition. Together, these initiatives strengthen our connection with the local community and promote the offerings of DCU Library.Given the increasing demand for the scheme, we need to find the best ways to accommodate this influx of additional users and their specific needs within our spaces. We must consider their requirements, which may differ from those of university students, and collaborate to create a scheme that effectively serves us all. This may involve exploring extended opening hours and granting access to our newest site, Woodlock Hall Library.&nbsp;We continue to empower future generations to pursue their dreams of higher education, transforming walls into walkways of opportunity.Aoife Murphy is a public services operations coordinator, Nuala Murray is a help desk supervisor at Cregan Library, and Angela Laddaga is a help desk supervisor at O’Reilly Library. All three are senior library assistants in public services and outreach at DCU Library at Dublin City University.Dublin City University was highly commended in the Outstanding Library Team of the Year category in the 2024&nbsp;THE&nbsp;Awards. A&nbsp;full list of nominees can be found&nbsp;here.&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.

Access to library spaces in preparation for exams is helping Dublin secondary school students find a pathway into university. Here’s how DCU Library has made them feel welcome

Walls into walkways

Autistic representation in creative art and design subjects is almost three times higher, as a proportion, than that of students with no disability, as evidenced by recent research by Jonathan Vincent and Kevin Ralston. While autism is just one form of neurodivergence, other forms are often more prevalent. So, it stands to reason that creative courses and institutions have significant numbers of neurodivergent students in their workshops, studios and lecture halls.&nbsp;We urgently need more research into neurodivergence at the intersection of higher education and the creative industries, because standard systems, assumptions and processes do not take into account differences in the way neurodivergent people experience the world.&nbsp;Neurodiversity literacy 101It’s important to define some of the language of neurodiversity, as I observe a lack of fluency that holds back meaningful discussion.I will begin by saying neurodiversity refers to the naturally occurring variation in the ways humans experience the world. Neurodivergence, however, refers to a range of ways of experiencing the world that differ from what is considered typical or standard.&nbsp;I am autistic and have dyscalculia, so I am neurodivergent. I cannot be described as neurodiverse because no individual can be diverse. I’ve written about this in more detail elsewhere, with a particular focus on why getting this distinction right is an issue of social justice. For brevity, using the word neurodiverse when describing someone who is neurodivergent indicates an assumption that “diversity” means minority.I’ll build on this further by clarifying that neuro does not mean brain but refers to the nervous system. For me, being autistic is a full-bodied experience. I think, feel, sense, perceive and interpret the world differently. To place neurodivergence in the realm of a single organ is shortsighted. This is particularly the case when it comes to teaching and learning which, in Western contexts, often champions the brain as the sole site of learning. Teaching that overlooks the embodied experience of learning will never result in truly neurodiversity-affirming practice.Finally, I’ll further share that I define neurodiversity-affirming (neuro-affirming for short) teaching practice as one that attends to the needs and strengths of neurodiverse learners. That is, learning is accessible to all, without any one neurotype being privileged.&nbsp;What does neuro-affirming teaching look and feel like?&nbsp;There is a lot of good advice out there about practical adjustments that can make learning more accessible to neurodivergent learners. These tips often focus on tools, like voice-to-text software or wider considerations like sending slides and learning materials in advance. These are good tips, but I find myself advocating for more holistic considerations of neurodivergent experiences.From my experience as a student and an educator and in my role supporting others to develop their teaching practice, there are three shifts I would love to see happen.Moving beyond assumptionsMost neurodivergent people have faced their fair share of criticism across their lifetimes, simply by showing up as themselves. This is because certain behaviours are being interpreted through a neurotypical lens, when in fact the motivation and intent behind our actions can be quite different.&nbsp;Next time you feel frustrated with a student asking lots of detailed questions, reflect on your assumptions about why they are doing so. If you assume they are challenging you, you might be overlooking the fact that the student may have experienced a lifetime of inadvertently misunderstanding things, so needs to ask lots of clarifying questions for reassurance.&nbsp;When you notice a student doodling or scrolling on their phone or not looking directly at you in a one-to-one situation, it’s easy to assume they are uninterested and not paying attention. For many neurodivergent people, focus, particularly on the spoken word, is aided by undertaking another task, or focusing on something else, simultaneously. So unending scrolling may be a helpful workaround to support sustained focus and information processing.These are just two examples of where you might misinterpret behaviour but the general principle of questioning your assumption applies in a multitude of scenarios. I recommend building reflection around your assumptions into your own practice and exploring potential alternative interpretations through a more inclusive lens.Autism in academic settings: unleashing unique strengths with adjustmentsSupervising neurodivergent&nbsp;postgraduate researchersHow to make your university more neurodivergent&nbsp;friendlyConsidering the bodily experience of learningMany neurodivergent people experience differences in the way their bodies interpret sensory input. In my case, sitting under strong overhead lights for more than 15 minutes results in a burning, tingling sensation across my scalp that eventually settles into a prolonged migraine. Many of us also find the expectation of sitting on a hard chair for extended periods does not attend to the needs of our often hyper-mobile bodies.&nbsp;While staff rarely have full control over the teaching environment, this can be offset by making space for movement and sensory breaks in session planning. In essence this just means building in time for breaks in any sessions that you are delivering and ensuring that students have the option to leave the room for these breaks. This will support neurodivergent learners to regulate their nervous systems and move in the ways their bodies need.Embedding a focus on social justice, activism and advocacy&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Most people who have experienced discrimination as a result of their neurotype will be all too familiar with the exhausting process of advocating for themselves. It would be wonderful to imagine this would no longer be needed as they move through their career. However, while not a monolith, inequity is deeply embedded in the creative industries – from the continued proliferation of unpaid work and the myth of exposure to the chronic undervaluing of art production and the abuse of creatives’ intellectual property rights. Poor, and at times illegal, employment practices are a hallmark of many creatives’ experiences.&nbsp;Highlighting the systemic barriers neurodivergent students are likely to encounter can help them contextualise their continuing need to advocate for themselves. Understanding that the challenges they might face are symptoms of a dysfunctional system, rather than personal failings, can be transformative. When empowered and supported, neurodivergent students are well placed to advocate for social justice, question the status quo and shape equitable practice.Centring neuro-affirming practice in careers education by moving beyond assumptions, considering the bodily experience of learning and embedding a focus on social justice in our conversations with students will support neurodivergent learners to thrive. Indeed, all minoritised groups stand to benefit from support that allows them to express their authentic selves and meet the needs of their body and mind, all while learning to advocate for themselves.&nbsp;There are few spaces more inequitable than the creative industries, so it’s vital we empower neurodivergent learners to be the changemakers the creative industries so urgently need.Hannah Breslin is an educational developer (employability) at the University of the Arts London.&nbsp;&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&nbsp;newsletter.

Neurodiversity-affirming education for creative students

More needs to be done to support neurodivergent people seeking careers in the creative industries. Here are some strategies 

Neurodiversity-affirming education is key to supporting students into the creative industries

Working with students as&nbsp;partners was a new process for the library team and something we found extremely rewarding. Involving four students during a project to create a toolkit to decolonise and diversify reading lists acknowledged the power of their voice in shaping a more inclusive education. It was hoped that the work completed as part of the project could pave the way to influence the development of library collections and lead to a more inclusive curriculum.The library team was cognisant that student participation in the project was central to achieving the objectives, and therefore engagement with the people who would ultimately be impacted by the project’s aims was crucial. Partnership working between the library and student team facilitated opportunities for students to explore an area of work that was important to them, while also offering solutions to enact change.&nbsp;Building a university library service where everyone feels welcomeCampus podcast: how the university library is an agent of changeTHE Awards 2024 spotlight: learn from the best in UK and Irish higher educationWorking collaboratively with students to create the toolkit enabled students to provide resources that fully reflect the diverse backgrounds and interests of their peers and potentially shape the library collection.&nbsp;Advice for working with students as partners Based on our experiences, these eight points could be useful to consider when working in partnership with students to diversify reading lists.Plan and invest time. Consider using a tool such as a Gantt chart to plan ahead and work out the relevant deadlines for the project. Juggling busy student schedules can make it challenging to coordinate meetings. Having a plan can help to keep the project on track.&nbsp;Look to other institutions for examples of best practice.&nbsp;We valued sector knowledge and experience, which helped us determine and define methods for our work.Adopt technology and provide training. Use&nbsp;tools such as SharePoint to co-create and share documents.&nbsp;A Microsoft Teams site also helped us to post messages and reminders and remain aligned&nbsp;with key deadlines. While students will likely already be familiar with using this technology for their studies, it is still important to ensure training and&nbsp;support are available, particularly if they have not used the specific tools you are using.Align communication and values. Take time to get to know the students in order to develop an authentic partnership. The student voice is equal to, if not more important than, yours. Consider developing a “living partnership agreement”, which can help you to think about the values and benefits of working in partnership. Ensure the students have a central point of contact to make it easier for them to get in touch if they have any queries. Also, consider adopting a hybrid approach to meetings with a mixture of in-person and online to manage group communications and interactions.Empower your student partners. Students are active agents of change. They want to push for change on important issues and topics, such as diversifying reading lists. Empower students to do this by giving them ownership.Involve students in delivery of content. Consider asking&nbsp;students to create content. We wanted students to be central in our messaging on the importance of diversifying reading lists. So, we asked them to create a video that would appeal to staff and students on what diversifying reading lists meant to them. The idea was to help drive further engagement on this area of work. Including student voices in key outputs such as videos (see Figure 1) instantly makes this content more relatable to audiences.Tell people about what you have done. Marketing helps to keep the conversation going and motivates further development for the team and beyond. Working closely with key stakeholders both within the university and externally can help to enable change further. This could be through opportunities at conferences and external events.&nbsp;Enable feedback. Students are great advocates for their peers. Allow them the opportunity to share what went well from their perspective and what could be improved for the future.

  
      
  
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Figure 1

&nbsp;From our experiences, the toolkit and resources have been well received, in part due to the co-creation by students. Students want to see resources in the library and on reading lists that are more representative of all students at the university, reflecting diverse backgrounds and interests.&nbsp; &nbsp;Following the completion of the project, work continues in the team to explore opportunities to&nbsp;embed the toolkit further within programme delivery and work towards a more inclusive curriculum that acknowledges broader diversity considerations. Working in partnership with students has helped us to think differently.&nbsp;We know that working more with students in this way in future can only help enhance understanding and engagement.&nbsp;&nbsp;&nbsp;Charlotte Gleeson is senior librarian, Debbie Spencer is academic liaison librarian, and Jenny Warren is collections and content librarian, all at the University of Chester. They were shortlisted in the Outstanding Library Team of the Year category in the 2024&nbsp;THE&nbsp;Awards. A full list of nominees can be found&nbsp;here.&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.

Bringing the student voice into the creation of a toolkit to decolonise and diversify university reading lists was a key purpose of a library project at the University of Chester 

A toolkit for working with students as partners 

Only 1.2 per cent of research council funding was awarded to Black or mixed Black students between the academic years of 2016-17 and 2018-19, revealed research conducted by Leading Routes in 2019. Like many other institutions working on reparations and racial inequality, the University of Glasgow considered it imperative to address this injustice.Our university was the first in the UK to establish a programme of reparative justice. We also commissioned research and published a report called Understanding Racism, Transforming University Cultures and an associated action plan. In 2020, the university reviewed its own data on the under-representation of Black UK PhD students and found that only 1 per cent of its postgraduate research population was Black and UK-domiciled. This set the stage for our ambition to increase Black UK students’ access to PhD programmes.&nbsp;Starting in 2021, the University of Glasgow decided to invest in diversifying its student body by launching the James McCune Smith (JMS) scholarship and development programme. The JMS programme recruits Black UK-domiciled students from across all disciplines to study in Glasgow. As of October 2024, we now have more than 50 JMS Scholars working across all disciplines at the university.But it isn’t enough to just recruit students. We also wanted to ensure that once they had commenced their programme, our scholars were given the best possible chance of success during and beyond their PhDs. To this end, the programme takes a holistic approach to student success, including mentorship, networking, leadership training and a built-in placement programme.Having been involved in the design of the programme and its conceptualisation, I believe the following aspects are crucial to anyone planning to implement a similar programme.ConsultationSpeak to as many people as possible. In fact, talk to anyone you can think of who might be able to provide valuable insight into what will make the programme the strongest it can be. For us, this has meant speaking to alumni about some of the barriers they have experienced prior to and during their PhDs, reviewing existing programmes and talking to the people who can support the programme. The perhaps unexpected highlight for me has been the enthusiasm and support from all parties.Creation/co-creationCreate the programme with warmth and care and in a way that reduces the opacity of processes, particularly in relation to application systems and funding. This is easier said than done but requires timely communication and contact with prospective applicants to support them through the application process. We provide a timeline for applicants and also offer one-to-one drop-in sessions to offer tailored advice.&nbsp;Warmth and care are also central to the ongoing success of the programme. We co-create with scholars by running short-life working groups that organise and deliver high-profile conferences and networking events. This ensures that our scholars feel a sense of belonging and ownership at all stages of the programme. To support this, we also hire two paid interns each year who provide valuable feedback and suggestions for improving programme delivery.&nbsp;Resource collection: Being Black in the academyEmpower minority staff and students to thrive at your institutionHow to build inclusive mentorship programmes for Black studentsRecruitmentRecruitment is one of the biggest obstacles facing a programme like ours. Overcoming this challenge requires meeting students and prospective students where they are, because traditional recruitment methods only go so far. For example, advertising on the usual platforms generates relatively few applications for this particular scholarship. In our first year, we were fortunate to have the support of an influential Black activist on social media. This widely disseminated information. Over time, it’s become clear that many applicants find out about the scholarships through WhatsApp and church groups, family members&nbsp;and now, in our third year, from our existing scholars.&nbsp;

  
      
  
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Our scholars at the annual JMS conference

Key suggestionsDeliver online information sessions to prospective applicants that provide insight into the application process and PhD study and offer drop-in sessions to answer specific questions.&nbsp;Develop assessment metrics that evaluate the whole student, taking into account non-standard achievements. For example, ensure that the applicant’s personal statement is considered an equally important part of the application. Many of our scholars have returned to education following successful careers or career breaks. We want to ensure we do not penalise anyone for following a less conventional&nbsp;path.&nbsp;Peer supportStudents thrive in communities. This means that providing the foundations for peer support is vital to ensuring that they do not feel isolated. Of course, this can be hard to engineer. Informal networking and WhatsApp groups work well, but we also do some top-down community building with monthly scholar “connect” meetings, whereby scholars can share information or insights into PhD studies, receive updates about the programme or just chat with one another in an informal environment.&nbsp;SupervisionDeliver anti-racism training for supervisors and a similar reflective session for scholars so they know the information their supervisors have been given and what they can expect.&nbsp;Governance/sustainabilityEnsure equitable governance by establishing a steering board that includes senior academics from the Black community. This will prove invaluable in terms of additional advocacy of the programme, providing academic credibility and, hopefully, in ensuring that the&nbsp;programme extends beyond its current funded period.&nbsp;Extend reach beyond the universityEach year, we host an annual conference where scholars present their research and prominent Black academics deliver keynote speeches. The theme is determined by the scholars, and this year was Curating Circles: Finding Yourself and Others. The conference is open to everyone and many individuals from outside of the university have attended. This is an important aspect in ensuring the programme’s impact goes beyond the walls of the institution and the academy community as a whole.&nbsp;We also deliver a programme of monthly events via the JMS Network, featuring Black speakers who share their experiences and work with our scholars and guests.Ultimately, the JMS programme holds significant importance at the University of Glasgow. Those of us fortunate enough to work on it get joy from witnessing the incredible work of our scholars. We really are privileged to work with such talented people. We believe they are changing the university and the nature of scholarship, and that this is a hugely positive legacy.&nbsp;Heather Lambie is the graduate school/DT Hub manager at the University of Glasgow.&nbsp;The University of Glasgow is shortlisted for Outstanding Contribution to Equality, Diversity and Inclusion at the Times Higher Education Awards 2024 #THEAwards. A full list of shortlisted candidates can be found here.&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.

Reparative justice via PhD programmes for Black UK students 

How to co-create, recruit and deliver PhD programmes for Black students: lessons from the University of Glasgow’s James McCune Smith (JMS) scholarship and development programme

Co-creating PhD programmes for Black UK students offers a route to reparative justice

It can feel overwhelming to put cultural change into practice.&nbsp;Our Library Strategy 2023-2027, which is built around our core values of fostering belonging, empowering our users, inclusivity and environmental sustainability, gives us a framework. We are living our values through our work on anti-racism and sustainability, as well as our commitment to&nbsp;equality, inclusion and diversity (EDI) and meaningful community engagement.&nbsp;These are some lessons we have learned on how to get started through practical actions and initiatives.&nbsp;Start small&nbsp;It is one thing to sit in a training room and listen to EDI goals and strategies, and another to put those lessons to work. The most important thing is that you start – to go, as one participant in our Reading about Racism programme put it, “from overthinking to action”. &nbsp;In addition, all our managers participated in the Advance HE Anti-Racist Practice programme. Initially, some felt overwhelmed and were not sure where to start on the issues that this programme raised.&nbsp;THE podcast: how the university library is an agent of changeVideo: tips on providing free public access to your university librarySeven strategies to turn academic libraries into social organisationsCollectively, we realised that it is enough to start somewhere and build on your small successes. We became aware of the need to understand the impact of exclusion and how this relates to a lack of a sense of belonging. Over time, these have added up to significant, meaningful and impactful changes, such as implementing more inclusive recruitment practices. Colleagues in the university have seen and wanted to emulate these, thus building up a momentum of positive change within our university community.&nbsp;Be a good partner&nbsp;Good partnership working acknowledges that everyone brings value, but not everyone has equal access to power. It might not always feel like it, but in higher education we have a great amount of institutional privilege – access to resources, spaces and experts. Be mindful that it is not our job to “fix” or “solve”, but to support our partners in achieving shared aims. We are especially proud of what our library eco-champions have achieved by working in partnership, for example, leading on a Welsh-government-funded climate conversation for the entire university.&nbsp;Get out of your comfort zoneLearning and growth involve reflection and emotion, as well as book-learning. Acknowledging this and supporting each other has helped us work through uncomfortable and emotional territory. This has included developing an anti-racist cataloguing guide and working with Cardiff University School of Medicine to develop online teaching resources on representation of race in the medical literature and the history of racism in medicine. It became a valuable learning experience for all involved.&nbsp;This shift in our comfort zones moved us into the unknown where there were more questions than answers around complex patterns of exclusion. But within these conversations, we increased our knowledge and understanding of how marginalised groups experience their lives in our university. Inviting staff and students into these conversations is an essential aspect of intentional inclusion that will improve the quality of our decision-making and our awareness of difference.&nbsp;Build on good practice&nbsp;With so much good work out there, it is motivating to engage with the literature, projects and individuals who are leading the charge. When it comes to larger, more complex work, they will be your guiding light. In our work to modernise and tackle historical racist, ableist, homophobic and misogynistic bias in our own library metadata, we actively sought out and evaluated ground-breaking work, learning and drawing inspiration from those who had gone before.Use co-design to develop meaningful community connectionsPublic engagement projects in higher education can often end up being a little dry, self-serving and, at their worst, extractive and careless with people’s marginalities. To prevent this, we put participants’ needs and enjoyment at the centre of our engagement programme. By asking: “What do you need?”, “What do you fancy trying?” and “What could we make together?”, we have developed meaningful and enduring relationships with local LGBTQ+ communities, people with experience of homelessness and Welsh-speaking communities.&nbsp;Tracey Stanley is the library director, and Sara Huws is civic engagement officer, both at Cardiff University Library. This article was written with contributions from Susan Cousins, who is senior compliance adviser for race, religion and belief at Cardiff University.Cardiff University Library was shortlisted in the Outstanding Library Team of the Year category in the 2024&nbsp;THE&nbsp;Awards. A full list of nominees can be found&nbsp;here.&nbsp;If you would like advice and insight from academics and university staff delivered directly to your inbox each week, sign up for the Campus newsletter.

Building a university library service where all feel welcome

Practical actions and meaningful community engagement can support libraries’ work to be more equitable, inclusive and sustainable. Here are ways to get started

Building a university library service where everyone feels welcome

Accessible learning support and student well-being are priorities for many institutions. At Queen’s University Belfast, a team of highly trained disability and well-being advisors offers support to students at any stage in safe, confidential, non-judgemental spaces.Recently, in response to student and staff feedback, the university rebranded “disability services” to “accessible learning support” to make support services more inclusive and encourage students who may have previously hesitated to seek support.Our accessible learning support service ensures students with a disability or long-term condition, including those with mental health conditions or a working diagnosis, are supported to succeed throughout their studies. All our support services are free and open to all students at all levels. This resource outlines some of the strategies we use to support our students.PeopleTeams work collaboratively across departments to promote equality, diversity and inclusion. Our accessible learning staff collaborate with careers and employability staff to develop focused resources and prepare students with disabilities for future employment. This has included working with specialist organisations to offer drop-in and group sessions to help neurodivergent students plan their careers.A coordinator supports students to use our campus-wide assistive technologies, and collaboration between accessible learning and well-being team staff ensures students facing challenges are signposted to relevant support pathways.Safe spacesCreating spaces where students can share concerns and seek support is key. We have a daily well-being and accessible learning drop-in slot during which students can discuss individual concerns and access tailored, practical guidance related to well-being and academic challenges. Students can also access free counselling provided by a local organisation that offers self-help materials, guided self-help courses and one-to-one talking therapy.We have also created a bespoke peer support group for students with Autism Spectrum Condition (ASC) which runs during term time and holds regular events for members to foster a sense of community. Additionally, we hold an ASC induction event every September to support students with the condition in their transition to higher education. It includes sessions aimed at familiarising students with our campus and information on the support and opportunities available once they join.Along with this, in collaboration with the students’ union, we deliver a diverse range of workshops and events throughout the year under our “Take 5 Steps to Well-being” framework to equip students to proactively manage their mental health and enhance their overall university experience.Finally, the university recognises and celebrates various disability awareness days throughout the year, including International Day of Persons with Disabilities on 3 December. Previous events have involved competitive athletes and students with disabilities sharing their experiences and pop-up sensory areas in the student centre.THE Awards 2024 spotlight: learn from the best in UK and Irish higher educationMake universities disability-inclusive, part two: co-creation, workloads and promotion processesThe 10 steps towards inclusivity in universitiesPractical supportThe practical support we offer to students with disabilities includes running a disabled students’ allowance drop-in to offer guidance on accessing funded support and an annual offer holder event for students with disabilities and their parents that provides advice on how to make the transition to university a smooth one.In a response to the challenges students face in accessing medical evidence for their conditions, we have also reviewed internal requirements to better support students who are awaiting a diagnosis. The student well-being team provides an initial, non-clinical assessment along with guidance and well-being support to ensure these students receive the right help when they need it. The team conducts initial assessments to identify individual risks and needs, addressing immediate issues and, where appropriate, referring those with ongoing mental health needs to external services, such as the NHS and third-sector providers, for further clinical support.Work experienceOur inclusive employment scheme is a novel partnership approach to giving people with disabilities the opportunity to gain valuable work experience. It has been embraced by the Department for Communities “as a great example of partnership working between a government body, the local disability sector and a major employer, who have provided the opportunities and in-work support that will really enhance the employment prospects of many disabled people”.The scheme fosters relationships with a wide range of disability organisations, which collaborate with the Northern Ireland Union of Supported Employment to support vulnerable adults and those living with disabilities, mental health challenges and long-term conditions. We take great care in understanding the unique challenges of each individual with a disability and work with them to identify appropriate placements based on their requirements.Students on these placements have gained skills and developed relationships, built confidence and enhanced their CVs. Many participants have gone on to secure employment within and beyond the institution. The scheme is a unique and innovative solution to a complex issue, and the ripple effect of this initiative is both long-lasting and wide-reaching for both the host departments and students. It is a fantastic platform for both the university and local disability organisations to showcase excellence in collaborative working in practice.Key to the success of the inclusive employment scheme is our ability to work in partnership with employers, support workers and match students with the right placements. To facilitate this, we ask students to use PenPics as an alternative to traditional CVs. PenPics are templates that allow users to provide a succinct summary of themselves, highlighting their experience, skills and interests. They include the following sections:&nbsp;Preferred placement/s&nbsp;Preferred length of placement (hours / days per week / no of weeks)&nbsp;&nbsp;Skills (including training)&nbsp;&nbsp;Previous experience – paid or unpaid &nbsp;&nbsp;&nbsp;IT experience – Please specify: Excel; Word; Outlook etc&nbsp;&nbsp;&nbsp;&nbsp;Interests and aptitudesReasonable adjustments/support requiredThese partnerships and the collaborative approach have been particularly welcomed by the third sector and local disability organisations which are facing immense challenges and financial pressuresEmbedding EDI into the university’s strategy and maintaining a dedicated EDI and well-being team are essential to supporting staff and students and sustaining a global, inclusive campus culture.Conor Curran is head of diversity, inclusion and staff well-being, Shauna McKeown is head of student well-being and accessible learning support and Will Plunkett is accessible learning support manager, all at Queen’s University Belfast.Queen’s University Belfast was shortlisted for Outstanding Contribution to Equality, Diversity and Inclusion at the Times Higher Education Awards 2024 #THEAwards. A full list of shortlisted candidates can be found here.&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&nbsp;newsletter.

Ways we support accessible learning 

See how effective support, from the provision of counselling services, Autism Spectrum Disorder induction days and appropriate work experience opportunities, ensures students with a disability or long-term condition succeed during their studies and beyond

How we support accessible learning for students with disabilities

Little more than one in four GCSE-level school-age children in England are engaging with music. It’s shocking that a country renowned for its musicians and musical output – from Thomas Tallis and Vaughan Williams to Dizzy Rascal and Dua Lipa – is now ploughing one of the smallest pots of government funding in Europe into arts and culture. Colleges and universities show no greater reasons to be cheerful, either, according to the State of the Arts Survey 2023.&nbsp;There are glimmers of hope that the latest statistics could be turned around, though. UK prime minister Keir Starmer has promised “every child…the chance to study the creative subjects that widen their horizons”, and that’s (cough) music to our ears. The only way to do that is through long-term investment in education, because being good at music or any arts discipline requires time, skill and plenty of patience (and often money, of course, but we’ll come to that). Our own educators and alumni of the Royal Northern College of Music (RNCM) will tell you that it takes many years of disciplined study to master an instrument, and then many more to discover one’s artistic identity.&nbsp;Music also remains a “who you know” business, and the sooner young musicians get comfortable with the idea of networking with their peers, industry professionals and music educators, the more demystified the business becomes and the better they’ll fare when they step into the industry proper. (Developing the communication skills of generations Z and Alpha are worth our focus; after all, these are the generations reportedly too scared to answer an unexpected phone call.)Spotlight guide: THE Awards 2024: learn from the best in UK and Irish higher educationWe need to bang the drum for music degreesTHE podcast: when pop culture meets academiaFor many years, the RNCM has supported the artistic growth of classical music pupils from ages five up through elite and accessible initiatives from our Junior RNCM team.&nbsp;Our classical credentials are clear, then, but so too is our progressive spirit. Since 2022, we’ve developed RNCM Young Artists, opening up our state-of-the-art recording and production spaces to a diverse, hard-to-reach group of aspiring pop talent aged 11 to 18 from across Greater Manchester. Through weekly lessons, visiting masterclasses and live showcase events, RNCM Young Artists provides wraparound support for all students in their music-making, taking them through the processes of collaboration, composition, recording, producing, marketing and performance.&nbsp;Perhaps the most critical and distinctive qualities of Young Artists, though, are its equitable aims and the conscious inclusion at its heart.RNCM Young Artists has already provided opportunities for 92 young people in underserved communities to improve education, skills and life chances, and opened up viable pathways to higher education. Support from Sony Music Group’s Global Social Justice Fund lets us offer around half of our places for free, plus highly discounted and subsidised places to many more students, and bursaries to more still to help with essential travel and food costs.&nbsp;RNCM Young Artists is central to RNCM’s access and participation work with under-18s (as a key part of our RNCM Engage initiative) and a way for us to address the wider crisis of inequity and under-provision in the music education sector. The project has extended RNCM’s reach to new areas of activity and new audiences – 41 per cent combined ethnicity (other than white); 55 per cent indices of multiple deprivations (IMD) quintiles one and two, with 76 per cent of those places fully subsidised; 29 per cent identifying as disabled – and the programme has a 94 per cent completion rate.&nbsp;Young people at key stages 3, 4, and 5 are generally referred from schools, music hubs, tutors and grassroots community music groups for their raw talent and potential – further emphasising how vital joined-up music education needs to be to create meaningful pathways – while other students are self-taught bedroom musicians accessing structured tuition for the first time. The results are already encouraging; many more applicants are from non-traditional backgrounds, and several have “graduated” from Young Artists and joined conservatoire degree programmes – including two with us.Repeated reports draw the same disappointing conclusion that talented artists from lower socio-economic backgrounds consistently find themselves excluded from formal education and so too from the wider industry. We must find a way to turn that around. That income can have such a profound effect on a young person’s outcomes should worry us all. After all, many musical giants have come from challenging financial backgrounds (in every musical field, from Haydn and Holst to Dolly Parton and Jay-Z), and we know financial pressures disproportionally affect people from the global majority. The only way to solve that is targeted intervention; there’s no excuse for accepting inequality when it’s staring us in the face.We believe there should be no barriers to participation, that meaningful representation matters, that every musician in every discipline can benefit from elite performance and enterprise training, and that music should be allowed to evolve with each generation and be revered on the same stages. Only by supporting a diverse community of musicians to find their voices and talents alongside their peers, and with the support of respected professional musicians, will long-term barriers to elite education for young people finally be broken down.&nbsp;Jennie Henley is a professor in music education and director of programmes at the Royal Northern College of Music (RNCM). RNCM Young Artists was shortlisted in the Widening Participation or Outreach Initiative of the Year category in the 2024&nbsp;THE&nbsp;Awards. A full list of nominees can be found&nbsp;here.&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&nbsp;newsletter.

If we accept the view that music education is only for the rich, it makes us complicit in stifling the life choices of talented artists, writes Jennie Henley

Income should not determine outcomes for young musicians

The allure of successful tech startups is evident; a majority of 16-25-year-olds want to be entrepreneurs, reveal recent surveys by Samsung and Santander. At Stanford University and Massachusetts Institute of Technology (MIT), students learn through a “fail fast” process where more than 90 per cent of ideas are rejected but a small number become household names. An inclusive alternative supports students’ entrepreneurial learning by empowering them to gain skills through freelance work, self-employment or starting a microbusiness or social enterprise.To be inclusive, supporting students to build skills is not enough. Approximately 58 per cent of the University of Westminster’s home undergraduates come from communities lacking the cultural and material capital to benefit from extracurricular enterprise programmes. For these students, conventional “one-size-fits-all” entrepreneurship education often feels out of reach and disconnected from their realities.A tailored, scalable model of entrepreneurship educationTo respond to this challenge, the University of Westminster has developed a model that operates at scale while offering tailored support to our diverse population of 20,000 students. The Westminster Enterprise Network (WeNetwork), comprising students, colleagues, alumni and external partners, has been key to implementing this strategy. As the network grows, so does our potential to demystify and contextualise entrepreneurship for all our students. This improves our ability to deliver inclusive and curriculum-embedded entrepreneurship education at scale.&nbsp;For institutions wanting to create a similar network, partnering with an alumni relations team is vital for identifying entrepreneurial alumni who can share their experiences and make the concept of entrepreneurship more relatable to students.Spotlight: What innovation needs to thrive in higher educationHow can students learn to be innovative?Spark creativity in your students – and boost their employabilityRemoving barriers to accessTraditional university enterprise programmes often depend on extracurricular activities, inadvertently excluding students with work or family responsibilities. An inclusive approach requires that we reduce the practical barriers to entrepreneurship. A prime example of this is our Elevate incubator, which offers £10,000 of in-programme funding specifically for microbusinesses. This is crucial support for students looking to establish themselves in self-employment or small-scale entrepreneurship.This inclusive approach has already yielded results: 80 per cent of participants in recent enterprise programmes were from under-represented communities. This impact contributed to WeNetwork winning the Engaging Alumni Networks to Demystify Enterprise award at the 2023 National Enterprise Educator Awards.&nbsp;Providing financial support to enable inclusivity requires external resources. Higher education institutions will need support from a strong fundraising and development team that is able to build relationships with alumni and corporate partners committed to widening access to entrepreneurship.Embedding entrepreneurship into curricula&nbsp;To be a truly entrepreneurial university, we need to make enterprise education an integral part of every student’s experience. This means adapting entrepreneurship to the differing disciplines and contexts that our students inhabit. “Enterprise” takes on unique forms relevant to their specific fields of study. To overcome this challenge, we have started embedding discipline-specific entrepreneurial pathways within the curriculum. Underlining this approach to scaling enterprise education has been the commitment and significant investment of the university executive board, most recently evidenced in Zone29, a new, purpose-built facility in central London designed to foster innovation at scale.To achieve this “embedding” approach will require changes across the whole institution. This can begin with facilitating collaboration between enterprise, careers and alumni teams to offer an integrated service that supports academic colleagues to deliver entrepreneurship as part of a range of effective work-based learning options in their curricula. For example, the delivery of workshops by alumni with discipline-specific experience and expertise helps students understand how they can take entrepreneurial action as an alternative to, or alongside, traditional career options within their field or areas of interest.The success of an entrepreneurial university is not defined by the number or value of its start-ups but by how many students feel empowered to take entrepreneurial action throughout their lives. In creating the Westminster Enterprise Network, we are building relationships we hope will continue to deepen and enrich our students’ learning as they apply entrepreneurial skills and thinking to their careers and communities throughout their lives.Paul Dwyer is a professor of creative enterprise at the University of Westminster.The University of Westminster&nbsp;is shortlisted for Outstanding Entrepreneurial University at the Times Higher Education Awards 2024 #THEAwards. A full list of shortlisted candidates can be found here.&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&nbsp;newsletter.

An inclusive approach to enterprise education

How to enable all our students, especially those from under-represented communities, to become entrepreneurs

Empower the next generation with an inclusive approach to enterprise education

Embedding inclusion at the heart of a university curriculum is essential for fostering an environment where all students feel represented, respected, and empowered to learn.Here are steps that universities can take to help ensure students, regardless of background or identity, have equal opportunities to succeed and feel valued in their academic journey.&nbsp;Lead by example&nbsp;University leadership, including deans, department heads and faculty, should publicly champion inclusivity. Their commitment sets the tone for the institution. Those in leadership roles should actively demonstrate their investment in inclusivity by participating in initiatives and supporting policy changes.Inclusivity should be embedded at the heart of the institution’s strategic plan. By making it a core priority, universities demonstrate that these goals are not an afterthought but central to their mission.Communication is keyArticulate inclusivity goals in a way that resonates with everyone across all levels of the institution. Workshops tailored to different audiences, which are evidence based and reinforced by data, ensure all staff and students understand the goals and can see the relevance of these to their own practice.&nbsp;Share progress and challenges through regular communication so the entire community understands both the university’s commitment and their individual roles in achieving inclusivity goals. Our weekly and fortnightly Citizen newsletters to staff and students respectively, provide an excellent channel to communicate successes and share examples of best practice and good news. We host termly Q&amp;A sessions with our executive board members which reinforce and update on strategic aims and objectives.Spotlight guide: THE Awards 2024: learn from the best in UK and Irish higher educationDecolonising the curriculum through collaboration, partnership and disseminationSpotlight guide: How universities can boost staff diversityFinally, create mechanisms for ongoing feedback from students, faculty, and staff, ensuring everyone has a voice in shaping inclusivity strategy. Students and staff play a key role in our committee structure, through which they can shape our institutional approach to inclusivity. We work closely with students through student staff committees, student representatives at school and college level, and student listening events. We also host regular “You said, we did” sessions that close the feedback loop, and showcase the positive changes made as a result of student input.Faculty and staff trainingRegular workshops and training on equity, diversity and inclusion (EDI) help all staff develop the knowledge and skills to foster an inclusive learning environment. Topics might include unconscious bias, inclusive teaching practices, and supporting underrepresented and minority student groups.Know your dataDifferent attainment impacts many protected groups. One of the most pervasive gaps across the sector is the ethnicity awarding gap, in which minority ethnic students are systematically awarded lower degree outcomes than white students. This can have long-term effects on students’ future lives and career paths.Analysis of data allows you to identify and address the root causes of disparities in academic outcomes among different student groups. By looking at data on academic performance and student demographics you can pinpoint where awarding gaps at your institution exist and take targeted action. At Leicester we have:Introduced race inclusion workshops across all our schoolsMade race inclusion action plans mandatory for all schools, divisions and departmentsDeveloped a “Talk about Race” module for undergraduate programmes.Diversify course contentMaking curriculum content more diverse is an important step in making education more inclusive and reflective of global perspectives. It involves critically rethinking and reshaping what is taught and how it’s taught.&nbsp;This involves regularly reviewing the traditional texts that are seen as essential to a discipline. It’s important to continually question why certain works are considered central, and whose voices are missing.&nbsp;Ensure that the curriculum reflects diverse perspectives and experiences. This can mean incorporating more diverse readings, case studies, imagery or topics that acknowledge and celebrate differences in race, gender, culture, socioeconomic status, and more.Faculty diversityDiversifying the curriculum also involves addressing who is teaching it. The&nbsp;academic workforce across the UK has not diversified at the same rate as the student body.The scarcity of Black professors, for example, reflects broader structural inequities that affect recruitment, retention and advancement in academia.&nbsp;By addressing these issues through institutional reform, mentorship and recruitment policies, universities can help create a more inclusive and diverse academic environment that benefits all.&nbsp;We have initiatives in place to increase the diversity of our staff, ensuring that we recruit in a way that promotes fairness and transparency at each stage of the process, and where skills and experience are the only factors taken into account. This involved the following actions:We commissioned a comprehensive review to&nbsp;identify potential barriers to success that minoritised applicants face when applying for rolesFrom this we developed an Inclusive Recruitment Toolkit with resources to help ensure that each stage of the recruitment cycle&nbsp;is free from bias and is conscious of the systemic challenges faced by applicantsWe provide annual Diversity Data Dashboards, so each area of the university has a&nbsp; breakdown of its staff demographic (disability, ethnicity, gender and sexual orientation) and equity pay gaps.Empower students to work with youInvolve students in decision-making,&nbsp;discussions about inclusivity, and all aspects of their education and experience. By establishing student voice committees or advisory boards, you allow students to express concerns and make suggestions. This helps tailor initiatives so they reflect the actual experiences and needs of students. Support this by creating safe spaces&nbsp;where students and staff can engage in open, respectful dialogue about inclusivity.&nbsp;In addition, create opportunities for students to co-lead projects that will generate real change. From the micro to the macro scale, empowering students ensures that the work being done is relevant and reflects their real needs.&nbsp;A great example is Leicester medical school’s&nbsp;MedRACE, a student-led, staff supported group that was formed following the release of the&nbsp;BMA Racial Harassment Charter&nbsp;in 2020. The working group meets regularly and has implemented a number of initiatives that have impacted practice not only within the medical school at Leicester but beyond, including:Delivering bystander training within the curriculumAddressing racial harassment on work placementsCreating surgical headwear representative of the medical school populationIt is clear that delivering truly inclusive education requires a multitude of actions, on many fronts. In all of this, co-production with students must be at the heart: only through understanding diverse lived experiences and by empowering students to be equal partners, will we make real change.&nbsp;Liz Jones is pro vice-chancellor for education at the University of Leicester.The University of Leicester is shortlisted for University of the Year at the Times Higher Education Awards 2024 #THEAwards. A&nbsp;full list of shortlisted candidates can be found here.&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.

From getting buy-in at the highest level within an institution to clearly communicating inclusivity goals, Liz Jones outlines the foundations for putting inclusion at the heart of the curriculum

How to embed inclusion into the curriculum 

Many adult refugees arrive in their new country of residence well qualified and experienced, with established careers they cannot continue there. Lack of recognised proof of the English language level required to study in the UK prevents young people pursuing higher education and building the careers they were destined for. As a result, many routinely find themselves unemployed or in precarious low-wage jobs and unable to use or develop the skills necessary to build secure lives.&nbsp;&nbsp;Access to higher education, which Unesco describes as “a passport to economic security and a stable future”, could provide the opportunity to change this. However, as the UNHCR and its partners recognise, there are multiple barriers in place. The organisation has pledged to increase progression to higher education for those from a forced migration background.Universities are taking steps to improve access for refugees and asylum seekers, including making offers and providing financial support through scholarships. Also, more places on intensive pre-sessional English courses are becoming available. But could this support reach further out into the community and extend the pathway to higher education?It often takes years for someone from a forced migration background to get to university, and a significant factor defining this is how long it takes to achieve the language level and qualification needed. Essential English language support is typically provided by further education colleges, but access to tuition needed for academic study and assessment is much less widely available. It often means piecing together provision via short online courses, private tutors, charity provision and independent study, normally while also managing heavy life loads. Unsurprisingly, this is unsustainable for many.How universities can support with local provisionUniversities could provide academic language support via established recognised partnerships between local councils and FE colleges offering vital ESOL classes.&nbsp;At Kingston University, we partnered with the Royal Borough of Kingston to provide suitable academic English tuition and academic mentoring by inviting the borough’s resettled residents who want to go to university to join our existing in-sessional English courses.&nbsp;This is envisaged as a route operating alongside and extending beyond ESOL provision, specifically focusing on supporting transitions to higher education.&nbsp;The benefitsClasses are offered at a range of levels. This means students can start their higher education journey earlier and can be supported through to progressionSupport is cohesive and locally provided and so builds sustainable local networks and relationships for resettled residentsStudents become familiar with university life, develop key skills, forge new identities and envisage new futures.Our experience has taught us a great deal. Some key advice is as follows:Learn from othersMake connections and build networks with others who have been down similar paths to gain an understanding of the local and national landscape and learn from them. Make contact with appropriate local authority staff and local charity groups working with refugees and asylum seekers and connect with colleagues at other universities with pathway to higher education provision. This can help you identify what is needed in your area and build a compelling narrative for when you make your proposal.Spotlight guide: THE Awards 2024: learn from the best in UK and Irish higher educationIncreasing access to higher education for refugees through digital learningPractical ways to develop a comprehensive university ‘sanctuary’ programmeStart smallOur 10-week pilot project enabled us to gather data, assess the viability of the proposal and make necessary adjustments. It also significantly strengthened our subsequent proposal to the local authority.Embed flexibilityThe lives of refugees and asylum seekers can be complex and vulnerable to change. The local council’s duty of care is naturally focused on core needs, and it’s vital to recognise this. Ensure your course can accommodate life changes and doesn’t become an obstacle to taking up valuable opportunities. Our course offers classes and mentoring at times that are compatible with employment and provides independent study options that students can access according to their schedules. You can add additional flexibility through modes of delivery and course management. To encourage participation and uptake of language support, our existing classes are delivered online and students can join lessons for as much or as little time as they have.Embed dedicated supportAcademic mentoring has proven invaluable to the project’s students. Without established networks, working in a different language and with an unfamiliar and complex education system, they need guidance and support for their transition into higher education, to help develop study skills and navigate university systems.&nbsp;Beware of assumptionsAs academic language specialists, what we may take as understood is not necessarily so for other organisations or even other departments within your university. Help colleagues see and understand key points such as how academic English provision differs from ESOL or why access to funded tuition and certification is necessary.FundingMuch of what has been mentioned already is about building a robust proposal to attract funding. You also need to know how both your organisations allocate. What are the “pots” available? What are the processes and timelines? Who makes the decisions? They are unlikely to be the same in each organisation, so be ready to balance the requirements of each.&nbsp;Metrics of successYour local council and those who have funded you within the university will be reporting back to their organisations and the information you provide needs to fit what they acknowledge as success. For our project, this included presenting levels of attendance, monitoring participation in online independent study tasks, collating results from end-of-block assessments and feedback from our university quality assurance processes. We also reported on progression outcomes for both level progression and progression to university. Do also highlight other relevant successes such as developing self-reliance and strengthening community connections because this contributes to the holistic picture of the project.Pay it forwardMonitor, chart and share your experiences. By adding to the body of evidence, you contribute to creating a more powerful narrative. In turn, this can strengthen your continued partnership because it highlights the wider impacts of what may, on the surface, seem like a small local initiative.Gabrielle Smallbone is senior lecturer in English for academic and professional development at Kingston 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.Kingston University was shortlisted for Outstanding Contribution to Equality, Diversity and Inclusion at the Times Higher Education Awards 2024 #THEAwards. A full list of shortlisted candidates can be found here.&nbsp;

Working with local authorities to support asylum seekers 

How institutions can partner with local authorities to provide English language support to asylum seekers and refugees who wish to pursue higher education

Working with local authorities to support asylum seekers into HE

Incorporating Indigenous knowledge into university curricula is a vital step towards creating more inclusive, diverse and holistic educational environments that reflect any given university’s Land Acknowledgement.My ancestors are from Kuskatan, the Nahua territory in El&nbsp;Salvador, and my commitment to amplifying Indigenous perspectives in academia has fuelled my research on Mesoamerica. The US state of Virginia is home to 11 Indigenous nations, and Virginia Tech’s Blacksburg campus sits on Tutelo/Monacan Nation land. As a land-grant university, Virginia Tech’s mission includes actively reaching out to underserved communities throughout the commonwealth. As such, empowering Indigenous peoples is an institutional responsibility.Read more: how can institutions centre Indigenous knowledge?Fulfilling a mission and serving Indigenous studentsIndigenising teaching and learning through the Big Five ideas of traditional knowledgeIndigenous knowledge systems offer valuable perspectives that complement and challenge conventional academic knowledge. Below, I&nbsp;offer actionable and inter-related strategies that can help university faculty to integrate Indigenous knowledge into their teaching.Combine scholarship with experiences&nbsp;One of the best ways to amplify Indigenous voices is to have Indigenous voices in the academy. Non-Indigenous faculty can also support Indigenous faculty and students on campus, propel Indigenous scholarship, methodologies and theories in the classroom, and responsibly bring Indigenous experts on to dissertation and thesis committees as leaders.Indigenous teaching methods, which emphasise experiential learning, storytelling and communal learning, can be woven into academic frameworks, and faculty can adopt more interactive, participatory forms of education. For example, one of the classes I&nbsp;teach is on historical methods, a required course for all undergraduate history students. I&nbsp;provide students with a heavy dose of Indigenous-authored scholarship by scholars such as Linda Tuhiwai-Smith, Adam Gaudry, Eve Tuck, Vine Deloria, Gerald Vizenor, Shannon Speed and Thomas Holm.The historical methods class requires all students to write a 12- to 15-page research paper on a facet of Virginia Indigenous history. I&nbsp;push the students to tackle topics such as race-crafting, which is the creation of racial categories and the illusion that race exists. With student consent, we share their papers with pertinent Indigenous Nations so they can also benefit from the research. This aligns with Indigenous methodologies of reciprocity – students benefit from the research by learning and fulfilling class requirements, and they then give back by offering their study and bibliography to the community.Meeting Indigenous people in person and listening to their stories truly humanises and personalises research. I&nbsp;partner with people and groups on campus to give students additional experiential dimensions. Melissa Faircloth (Coharie), who is director of the Indigenous Community Center, encourages my students to present their work at the annual intertribal powwow, which celebrates Indigenous traditions and histories. I&nbsp;also work with the elder/Indigenous fellow-in-residence programme. Bringing an elder into the classroom is always an immersive experience for students.Also, I take my classes to Solitude, the oldest building on campus, which has a long history with a painful past. Victoria Persinger Ferguson, who directs Solitude, is an enrolled citizen of the Monacan Indian Nation and has spent 25 years investigating Eastern Siouan peoples. She is a gifted storyteller whose lived experience and research deeply resonate with student and faculty audiences.Collaborate with Indigenous communitiesBuilding authentic relationships with Indigenous communities in the region, the nation and even worldwide is essential. Guest lecturers, field trips to Indigenous nations or co-teaching arrangements with community members are practical ways to integrate lived experiences into the classroom. Once relationships have been properly established, faculty can work directly with Indigenous leaders, elders and knowledge keepers to co-develop course content that accurately reflects Indigenous worldviews and knowledge systems.Adapt course contentFaculty can revise their curricula to incorporate Indigenous perspectives on subjects such as environmental science, history, health and governance. For example, in health sciences, traditional Indigenous medicine and holistic well-being practices provide a complementary view to Western healthcare models. In my own research pertaining to Nahua communities in Central Mexico, I&nbsp;concluded that female healers (titiçih) not only helped women give birth but also served as healing specialists who executed important ceremonies, practices that continue to this day.Acknowledge historical contexts to retain an open mindUnderstanding and addressing the historical and ongoing impacts of colonisation is crucial when incorporating Indigenous knowledge into the curriculum so students understand that Indigenous people yet live.We also need to address that what students are taught in school may at times conflict with what really happened in the past. From its inception, the United States’ social, legal and economic institutions used the constructs of race and property to establish and maintain the subordination of non-white peoples. Many of these stereotypes persist and continue to inflict damage today.Exercise due cautionFinally, we need to be careful about the terms we use when discussing Indigenous people. In the classroom, I&nbsp;discuss the origins of the word “Indian” and its Spanish cognate with students. We learn about “exonyms” (what others call us) and “endonyms” (what we call ourselves) and the importance of calling people what they want to be called.Discussions and assignments in my classroom challenge students to understand that the practices and knowledge of native peoples are not inferior to Western thought. They’re different but not less valid. My students at graduate and undergraduate level learn that we must work with Indigenous peoples, not on them. This is a crucial difference, one that implies and celebrates accountability, reciprocity, mutual respect and collaboration.The Indigenous peoples of our world have knowledge and wisdom that connect the present to the past, and – more importantly – to the future. By integrating Indigenous knowledge, universities can broaden the scope of education, engendering respect for pluriverse realities and truths that tolerate and embrace diverse perspectives. This will benefit us all as we engage with complex global challenges in a more nuanced and sensitive manner.Edward Polanco is an assistant professor of history and director of the Indigenous studies programme at Virginia Tech.&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.

How to bring Indigenous knowledge into university classrooms

Academic institutions have a mandate to engage and serve the Indigenous communities whose land they occupy, writes Edward Polanco. Here, he offers tangible techniques for amplifying these voices on campus

How to bring Indigenous knowledge into classrooms and curricula

There is a comparative lack of research around the health, well-being and performance of Para athletes. Our unique approach to doctoral studies addresses this paucity by preparing students for successful careers in Para sport, as well as across disability health and well-being professions worldwide.The Embedded Scientist Approach (ESA) to doctoral supervision that I’ve developed immerses students within a sport national governing body (NGB) to work as an expert in their specific field within Para sport.Each opportunity is typically matched-funded by the host NGB, the Engineering and Physical Sciences Research Council (EPSRC) or UK&nbsp;Sport Institute (UKSI). Over the years, I’ve worked hard to establish strong relationships with these organisations, and each new doctoral programme is an opportunity to further cement these partnerships.Where are the leaders with a disability in higher education?Making sport accessible to everyone on campusWhat I’ve learned from a decade of working with a disability in academiaOnce the student is in&nbsp;situ, my role is to nurture the relationship – ensuring that the student is equipped to meet the challenge of their research programme while delivering real value to their host, often beyond their doctoral remit.Recruiting the right student, matching them with a suitable host and managing expectations on both sides are critical to the approach’s success.If you’re interested in adopting the ESA, here are some important lessons I’ve learned that you might find useful.The value of positive action recruitment

  
      
  
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A lesson in empathy – Vicky Goosey-Tolfrey and her students join a&nbsp;game of&nbsp;wheelchair basketball

Obviously, I aim to recruit students with a strong academic background. However, previous experience within the sporting arena – for example, as an athlete – is equally important.It makes them better able to implement their knowledge and expertise in a practical manner within high-performance Para sport.My positive recruitment of disabled students means that almost half of my current doctoral cohort have a physical or sensory disability. This far exceeds the demographic elsewhere across higher education.The empathy and insight that they’ve gained via lived experience uniquely place them to lead research in this area – and they commonly have an acutely pertinent issue they’d like to pursue as their thesis. This is hugely motivating for them – and frequently opens novel areas of research.To support them, I work hard to eliminate the barriers to their success, ensuring that their workstations, work patterns and Loughborough University’s Peter Harrison Centre for Disability Sport (PHC) meet their accessibility needs. Their accommodation and social activities also need consideration, as does the environment at their host organisation.However, this effort pays dividends. The new knowledge students generate is invaluable and game-changing.Access to first-class facilities and training

  
      
  
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Doctoral student Tom O’Brien performing physiological profiling with a GB&nbsp;Wheelchair Rugby player in Loughborough University’s facilities

Throughout their doctoral studies, students have access to the PHC’s research facilities as well as the expertise we can offer them. Alongside the resources, practitioners and athletes at their host organisation, this ensures that they have the best tools available to advance their research.Where their research requires specialist skills or knowledge, I&nbsp;mine my global network to secure the best training possible, either in the UK or at the expert’s facilities.For example, in January 2024, Fransiska Bossuyt of ETH Zurich visited the university to upskill students in the use of ultrasound equipment to assess shoulder health in wheelchair rugby players.What the students subsequently discovered underpins an international collaboration and is enhancing global understanding of athlete performance, injury risks and shoulder tendon adaptations.Road to the ParalympicsThis is an exciting element of the ESA that relies on the goodwill and trust of a longstanding research partner, the British Paralympic Association (BPA).It comprises a series of workshops and our Para Sport Symposium – organised by the students for an international audience, with sessions delivered by partners, including the BPA and the International Paralympic Committee (IPC). The initiative culminates with the students heading to the Games as part of a Paralympics&nbsp;GB team, including GB&nbsp;Wheelchair Rugby and British Wheelchair Basketball.This amazing opportunity for students to gain invaluable experience of the elite, multi-sport Para environment is possible only because of the hard work of my campus colleagues alongside the dedicated staff at the BPA – which is why nurturing my research partnerships is so very important to me.Managing and balancing expectationsThe ESA exposes students to a wide range of stakeholders with diverse expectations, perhaps more than a conventional doctoral programme.It’s essential to balance the expectations of the research community, student and host. While I’m looking for research publications and conference presentations to evidence new knowledge, it’s equally important to generate practical translational intelligence to enhance athlete performance and well-being.From the outset, to maintain good working relationships, I&nbsp;clearly define deliverables – what the stakeholder can hope to receive from the student. For example, supporting training sessions alongside performance reports for coaches and athletes can really boost stakeholder rapport.That said, the student will likely need training around effective time management and prioritisation to balance this activity with their doctoral research.Adopt an adaptive mindsetApplied sport environments are fast-paced and ever changing, even before you factor in the above pull of expectations. You need to be flexible and adaptable and possess an&nbsp;agile mindset.Combining the rigours of doctoral studies with the demands of applied work is challenging, but anticipating setbacks and addressing them – without panic – is crucial.So I coach my students to adjust their approach when circumstances demand, even if it means revising their research plans.Measuring the ESA’s success

  
      
  
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Ben Stephenson (former doctoral student) at the Paralympic Games in Tokyo as the GB Paratriathlon lead physiologist

I’m inordinately proud of my students and alumni. Each has risen to the unique challenges of the ESA, undertaking research of the highest calibre while delivering above and beyond for their host organisation.They’ve added to our collective understanding of the key questions around Para athlete well-being, training and performance.Many are now employed with their former doctoral host or a similar organisation. In fact, about 20&nbsp;per cent of the Paris&nbsp;2024 Paralympic Leadership Team were PHC alumni. Others have roles with ParalympicsGB, GB&nbsp;Wheelchair Rugby, British Wheelchair Basketball, British Para Cycling, British Paratriathlon and UK&nbsp;Athletics.Their achievements are a reflection of their own determination and ability – as well as the generosity of my partners across the sector, to whom I’m hugely grateful.Vicky Goosey-Tolfrey is professor of applied disability and Para sport and director of the Peter Harrison Centre for Disability Sport at Loughborough University. She has been shortlisted in the Outstanding Research Supervisor of the Year category in the 2024 THE&nbsp;Awards. A full list of nominees can be found here. The awards will be presented at a ceremony in Birmingham on 28&nbsp;November 2024.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.

Let’s address the lack of research in Para sport

The Embedded Scientist Approach places doctoral students in Para sport-focused research programmes. Vicky Goosey-Tolfrey explores the lessons she learned from implementing it

Address the lack of research in Para sport by embedding students in doctoral programmes

Since the Black Lives Matter debates of 2020, racial injustice has continually been in the media. It should be. Despite attempts by universities and other public bodies such as museums, libraries and archives to become more representative of the communities they serve, too many institutions remain dominated by white voices.&nbsp;In 2022 the University of Hull and Hull Museums joined forces to try to remedy this injustice at the Wilberforce House Museum, the world’s oldest slavery museum. Despite opening to the general public in 1906, the museum remained shaped by generations of white curators and white academics. Change was desperately needed.The task of making the city’s leading gallery space more inclusive fell to a new advisory board, the Wilberforce House Museum Advisory Board, comprising 11 brilliant global majority people. Chosen thanks to their previous work in advancing racial equality, or because of their previous participation in the work of the university’s Wilberforce Institute that opened in 2006, all members have lived experience of racism or systemic prejudice in Hull and further afield.Supported by one academic, me, and one curator, Robin Diaper, the board now meets four times a year to guide the decolonisation of heritage work in the city.&nbsp;Heritage, especially in a mostly monocultural city like Hull, remains mainly shaped by white people. It mirrors our university, which in the words of one newly appointed colleague appears to be a predominantly white institution. The key focus of the board’s work is to reset the agenda and make knowledge exchange by the museum and the university more inclusive.Spotlight guide: THE Awards 2024: learn from the best in UK and Irish higher educationA collection looking at why knowledge exchange is important for universitiesWhy is self-reflection core to decolonisation and anti-racism in the academy?Decision-making for exhibition design or content development is firmly centred on the ideas of the board, either reframing permanent exhibition spaces or producing temporary displays that respond to silences in the museum collections. Beyond exhibitions, the board also guides the nature and format of public-facing events that they feel are missing, from marking Windrush Day to developing art trails centred on West African diasporic identity. The underlying driver is to make the museum and adjoining institute spaces where the global majority feel represented and safe.Best practice in authentic knowledge exchange&nbsp;Listening to those who have been at the back of the city’s agendas for too long has often been uncomfortable. But the focus is on how the academic community, through partnership work, can help the global majority have a greater presence in shaping physical spaces, events programmes and policymaking.Authentic partnership working requires real empathy and a lot of investment from all parties. Our four annual meetings take place at a time and location that suits the board – so this varies for every meeting. Meetings typically last a couple of hours. For their support, the advisory board members receive a small honorarium and we offer catering to make the meetings more personal and less corporate.It is vital to understand that the work of such advisory groups is centred on the board members and not the university or city council or other priorities. Attendance can vary – at times people cannot join meetings because of work or family commitments, or because the subject matter is too prescient in everyday life.&nbsp;Trust takes time to develop. This means ensuring that everyone’s voice is heard, from the start, and the views of the board are not tokenistic. This means following through on agreed group priorities for change and dividing tasks based on the group’s expertise or particular interests. Everyone is invited to speak at meetings and solicit both oral and written feedback to ensure everyone can share their ideas equally. We end all face-to-face meetings by going around the group to hear from everyone so all ideas are shared and everyone is supported if concerns are raised.We don’t ever want to abuse the hard work of our team. We have never claimed we have got everything right and remain on a journey together.&nbsp;The evolution of the Wilberforce House Museum projectOur work began with revising permanent panels in the Wilberforce House Museum, a museum priority, and developing a touring temporary exhibition that reframed Britain’s imperial ties with Sierra Leone, a university priority.&nbsp;But the partnership work quickly expanded to focus on what our advisory board members wanted – not just in a format we knew, but in new, exciting ways, far outside our comfort zones as curators and academics.&nbsp;This included new interactive displays showcasing black antislavery campaigners often under-represented in history curricula. It has progressed to a stage where we now play an advisory role to the work of individual members of the board who want to produce their own exhibitions, learning resources, educational curricula or cultural festivals.Here are five simple suggestions if you are considering embarking on a knowledge exchange project.1. Establish clear parameters for the work of your group. No one group can achieve everything so focus on what you can realistically do.2. Be realistic about what is involved. Community partners have busy lives so establish when, and where, it is best to meet.3. Protect each other. External parties are often keen to exploit advisory groups, despite their best intentions. Always take the time to ask how everyone in the group is doing, because circumstances change over time.4. Share success. When projects are delivered, ensure all members of the team are profiled in the exhibitions, publicity, or even award ceremonies.5. Support the external agendas of everyone in the group. In return for board members helping us, we return the favour when we can by supporting their aspirations.Authentic knowledge exchange provides an important vehicle through which universities and partners can begin to advance racial equality in non-metropolitan parts of the UK, amplifying the voices of the global majority. These partnerships take time and effort by everyone involved and learning from mistakes is important. But effective partnership working is vital for civic universities to drive societal change.Nick Evans is deputy director of the Wilberforce Institute at the University of Hull.The University of Hull was shortlisted for Knowledge Exchange/Transfer Initiative of the Year at the Times Higher Education Awards 2024 #THEAwards. A full list of shortlisted candidates can be found here.&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.

An example of how knowledge exchange can help remedy social injustice and bring forward previously overlooked perspectives, based on a project at Hull’s Wilberforce House Museum

A model of authentic knowledge exchange to advance social inclusion

As a Black academic with the privilege of working in higher education, I want to be able to share positive, life-affirming stories that will inspire future generations to consider university and doctoral studies in particular. But after working with my co-editors on the collective experiences of Black PhD students in the UK, I’m not able to do that.&nbsp;Listening to, and then reading, the lived experiences of some of the brightest, most talented individuals to emerge from our communities has been heart-wrenching, inspiring and has filled me with anger. These students have had to face scepticism that they could do a PhD, they have endured outright discrimination in interviews and selection processes, they have experienced marginalisation in labs and lecture theatres. Faced with these daunting challenges, they have struggled against the odds to survive in UK academia.&nbsp;&nbsp;Empower minority staff and students to thrive at your institutionHow can HE institutions become fairer and more inclusive?The importance of Black spaces in white academiaBlack students are being invited to bring plurality to the university, in ever-increasing numbers. They do so, however, on fundamentally unequal terms. They pay the same fees but are systematically awarded lesser degrees. They are afforded fewer opportunities to access funded opportunities at the postgraduate level, with the knock-on effect that they enter into employed academia later, if at all, and hardly ever reach the highest echelons of university leadership.&nbsp;Structural racism is the root cause of the problem, but it is the widening participation narrative at undergraduate and now, increasingly, at postgraduate level which creates false expectations. This leads to more Black suffering, isolation and disillusionment within the academy.How is one expected to thrive and flourish within a higher education system that devalues and marginalises your culture? How is one expected to actively participate in a system where your spirituality cannot be authentically expressed? How does someone used to community and collective support operate successfully in an environment where individualism is prized and isolated endeavour the norm?&nbsp;Ditch the participation narrativeOur book, The Black PhD Experience: Stories of Strength, Courage and Wisdom in UK Academia, reveals that Black students strive to participate and succeed in this often hostile environment, but that it often comes at great cost to their mental and physical health. The stories told do show pockets of very good practice, where supportive supervisors, proactive mental health support and Black support networks enable students to thrive. The overall picture, however, is one where Black students succeed in spite of the university, rather than because of it.To fix this state of affairs and to enable Black students to thrive rather than just survive, we need a reset. We need to ditch the participation narrative and focus on empowerment. We can no longer be expected to be grateful to be given the opportunity to study for a PhD – we need power to shape and reimagine what equitable and transparent PhD application and funded programmes look like. We can’t settle for participating in yet another special project with three years’ funding to broaden opportunities for the nebulous (underserved, BAME, Black heritage, hard to reach) community.&nbsp;Empower Black academicsWe need permanent centres for Black interdisciplinary research in all regions of the UK. These need to be led by Black scholars committed to compassionate, community-focused Black excellence. Black people need to be in positions of power, making long-term decisions concerning Black futures in higher education.&nbsp;We are well-versed in what happens when we are asked to participate in yet another&nbsp;diversity initiative. We put all the energy into the bids, we get community buy-in, we appear on the brochures. The universities get the money on the back of our labour and hire a few new Black faces on short-term contracts. When the project ends all the Black faces get let go as their, and our, participation is no longer required.&nbsp;It is not possible to build a sustainable pipeline for Black academic success with this piecemeal approach to Black students and staff. In the wake of the heinous murder of George Floyd in 2020, Black students and our allies rose up and demanded change. Universities responded with words, schemes and charters – and yet more participation schemes!As our work with PhD students reveals, this approach is storing up future pain for emerging Black scholars, who are literally being forced to participate within a scholarly environment that does not value them and still insists that it is their way or the highway. In our book, we call for greater transparency in the PhD application process, more mental health support for students, better and more consistent training for PhD supervisors and funding and recognition for Black support groups. It is not a total solution, but we believe it would go some way in enabling an empowered Black doctoral culture in UK higher education and stop the endless cycle of temporary initiatives.&nbsp;The accounts detailed in The Black PhD Experience show that we are part of the academic landscape. The talent, tenacity and drive demonstrated by the contributors to this ground-breaking volume clearly demonstrate that Black PhD students can be a tremendous asset to institutional success. We just need to be recognised, not patronised, and empowered to thrive, not just survive.&nbsp;William Ackah is reader in social sciences and African diaspora studies at Birkbeck, University of London.The Black PhD Experience: Stories of Strength, Courage and Wisdom in UK Academia is published by Policy Press and edited by William Ackah, Jacqueline Darkwa, Wayne A. Mitchell, De-Shaine Murray and Madina Wane, featuring 27 contributions by Black PhD students past, present and future.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.

We need a reset to help Black academics thrive, not survive

The narrative that widening participation is enough is creating isolation and disillusionment among Black PhD students. How can universities move beyond it to empower Black academics?

Black students are succeeding in spite of academia, rather than because of it – we need a reset

The neurodiversity movement has gained momentum in recent years, with higher education professionals becoming more aware of the strengths and needs of&nbsp;neurodivergent individuals, particularly those with&nbsp;autism and ADHD. However, despite this progress, the academic system still struggles to fully recognise the potential of dyslexic academics. Dyslexia is often framed as a challenge to be managed, rather than a cognitive strength that can bring profound benefits to qualitative research.As a dyslexic academic, I know the barriers that academia places in front of those who think differently. During my early academic years, I constantly felt&nbsp;out of place, especially in environments where linear thinking and rigid structures were the norm. Group reading sessions filled me with dread, and even during my PhD, writing in structured formats felt like an insurmountable task. Deadlines were elusive, and each paragraph was a monumental effort. Yet, my dyslexia gave me an edge – allowing me to see connections others often missed and approach problems with creativity and intuition, making me well suited to qualitative research.The cognitive strengths of dyslexic academicsDyslexia, often misunderstood as merely a reading or writing difficulty, brings a suite of cognitive strengths, including holistic thinking, pattern recognition and creativity. These abilities are particularly valuable in qualitative research, where complexity and ambiguity often define the work. Dyslexic academics can offer unique insights, drawing connections across different areas of research and viewing data from non-linear perspectives that might otherwise go unnoticed.Yet, higher education remains anchored in neurotypical norms that marginalise these strengths. Linear writing structures and rigid methods of research collection pose challenges to dyslexic scholars. Many dyslexic academics struggle to find their place, despite having the&nbsp;capacity to contribute deeply to their fields.Cultural competency: a framework for changeHigher education must adopt a framework of cultural competency, which provides tools to ensure the inclusion of neurodiverse scholars. As explored by Shuangyu Li in a recent&nbsp;Campus article, cultural competency is not just about awareness but about embedding inclusive practices into academic structures. Li’s work highlights the need for institutions to reflect on their practices and create systems that engage with, rather than exclude, cognitive diversity. In the context of dyslexic academics, this means creating environments where their contributions are recognised and valued.Drawing on the&nbsp;ACT Cultural Model&nbsp;– Activate Consciousness, Connect Relations and Transform Practices – universities can take tangible steps to improve how they engage with dyslexic scholars:Activate consciousness: Institutions must raise awareness of the specific challenges and strengths that dyslexic academics face. This involves reflecting on how academic structures may marginalise dyslexic thinkers and shifting away from practices that undervalue non-linear approaches to research.Connect relations: Dyslexic scholars must be integral contributors to academic research, not simply individuals requiring accommodation. Encouraging collaboration between neurodivergent and neurotypical academics, and building mentorship programmes where dyslexic academics can share their strengths, will foster a more inclusive research environment.Transform practices: Institutions must adopt flexible research practices that recognise dyslexic cognitive strengths. This might include embracing visual data mapping and non-linear frameworks that align with dyslexic researchers’ thinking styles.Embedding these approaches into qualitative researchThese shifts are crucial within qualitative research, where the ability to synthesise complex information and view data from multiple perspectives is vital. As a dyslexic academic, I’ve learned to embrace methods that play to my strengths – such as using voice recordings to capture thoughts before they slip away. Rather than relying on linear note-taking, which often leaves me stuck, I record my ideas as they come to me, allowing for more fluid and spontaneous thinking. This approach has helped me overcome the frustration of trying to fit my thought process into rigid academic formats.Dyslexic scholars also tend to think in associative, big-picture ways, making them adept at connecting seemingly unrelated themes or ideas. This strength can bring unique insights to qualitative research, where patterns and broader narratives are key to understanding complex social phenomena. For example, while others may focus on the fine details of a single interview transcript, a dyslexic researcher might notice overarching trends across a series of interviews – spotting a common thread others miss. By encouraging these broader, non-linear approaches, institutions can foster a richer, more inclusive research environment.Promoting cultural competency in academiaMy research paper, “Appreciating dyslexic thinking in qualitative research: reflections and recommendations for culturally competent neuro-inclusive academia”, delves deeper into how cultural competency fosters environments where dyslexic academics can thrive. By reframing dyslexia as a cognitive asset, I argue that institutions can enhance the quality and depth of academic research. This approach is key to breaking down the&nbsp;neurotypical biases that currently dominate academia and creating a system that values all ways of thinking.To support dyslexic scholars, institutions need to rethink how they define success in academia and to create spaces where diverse cognitive profiles can flourish. Dyslexic academics are not simply adapting to fit into academia. They offer vital new ways of engaging with knowledge that could transform the field.Time for a paradigm shift – and a laughHigher education is at a turning point. While progress has been made in supporting neurodiverse students, dyslexic academics remain under-represented and undervalued in research spaces. By adopting cultural competency frameworks and embedding inclusive practices, universities can unlock the potential of dyslexic scholars and ensure they contribute fully to qualitative research.And while this all sounds serious – and it is – let’s acknowledge that dyslexic academics often develop inventive workarounds. I’ve become a master at pretending I’m “thinking” during awkward silences in meetings when, really, I’m just trying to decode the last three sentences someone said. You smile, nod and hope your brain catches up before a question comes your way. Sometimes, creative improvisation leads to breakthroughs – something academia could use more of.Rather than viewing dyslexia as a challenge, it’s time to recognise it as a strength. By rethinking how we support dyslexic academics, we can build a richer, more inclusive academic landscape for all.Edward Ademolu is a lecturer in cultural competency education at King’s College London.If you’d like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Embrace dyslexic thinkers for the future of reserch

Academia has made progress in recognising neurodiversity, but dyslexic academics still face significant barriers. Here’s how universities can embrace cultural competency to support and unlock the potential of dyslexic thinkers

Embrace the potential of dyslexic thinkers for the future of research

Children aged from nine to 10 years old can be better at legal reasoning than law students. At this age, they remain unconstrained by concern about what the law is or what the lecturer at the front of the room is expecting them to say. They answer honestly, logically, usually rationally and, perhaps most importantly, with the innate sense of justice and fairness that children of this age tend to possess.Here’s an example from&nbsp;School Tasking, the university-led outreach project that started life at Warwick Law School and is now running at 30 universities (and counting) across the UK and Ireland. Classes discuss a real case in which the respondent argued that a tax applying to all vehicles “on the road” certainly didn’t apply to his car, which he had lifted up and placed on roller skates. The car, he claimed, wasn’t on the road; it was on roller skates, obviously. During a School Tasking session, a Year 5 girl put up her hand and proclaimed: “But if you were a person on the road on roller skates, you’d still be on the road.” Beautiful, logical and simple reasoning that wasn’t mentioned in the case but, one might suggest, ought to have been.Spotlight guide: THE Awards 2024: learn from the best in UK and Irish higher educationOpinion: academics can (and should) be idiotsKey questions to help universities measure societal impactReasoning skills tend not to be honed to a great extent within formal schooling, and certainly not legal reasoning skills with children as young as Year 5. Yet they arguably provide a crucial foundation for other skills, including problem-solving and critical and lateral thinking. School Tasking sets out to foster these skills, and others, by introducing children from schools in less-advantaged areas to the most interesting, contentious and curious aspects of law, while also building broader positive connections with higher education. The success of the project has shown that outreach based around skills and interactivity can be dynamic, innovative and, perhaps most importantly, an awful lot of fun.Even if you haven’t considered it before, the beloved and&nbsp;idiosyncratic television show&nbsp;Taskmaster is actually all about law: people following written instructions, debating the meaning of the words in those instructions and then trying to convince an often sceptical judge that the meaning they have ascribed to the words is, indeed, the correct one. This, of itself, made the show a natural candidate for engaging legal outreach.&nbsp;But Taskmaster is also wonderfully inclusive and, when this is translated into the classroom, it enables the contribution and success of pupils with varied skillsets. It is not always the academic team members who excel, nor is it exclusively the creative children, the talented orators or the gifted problem-solvers. The tasks are designed to speak to a broad spectrum of skills, with the aim of encouraging all children to contribute to their teams and share in their success.School Tasking borrows the format of Taskmaster to transform legal outreach into an interactive and inclusive competition, where Year 5 teams compete against their classmates, schoolmates, other schools in their university competition, other universities in their regions (if they make it to the&nbsp;regional final) and, ultimately, the winners from each of the six regional finals (if they make it to the&nbsp;champion of champions grand final). At each stage, School Tasking becomes less traditionally&nbsp;educational. The in-school sessions involve learning about law and practising legal skills in an interactive way. The regional finals include tasks with Lego, biscuits, needle-felted Little Alex Hornes (who, for the uninitiated, is the creator of Taskmaster) and so on, largely for the joy of it but with a connection to law. By the grand final, children are simply larking about doing nonsensical tasks with Alex on stage in front of an audience of around 1,000 people. This is deliberate. We are aiming to introduce children to law and to encourage positive connections with higher education. By the time of the champion of champions competition, the latter goal becomes our exclusive focus.This is where School Tasking might offer a blueprint for other disciplines. It can be challenging for outreach in the humanities and social sciences to compete with the instantly awe-inspiring explosions and colour-changing chemical reactions of the sciences, but School Tasking has shown that where outreach is designed to be joyful, inclusive and, in this case, supportively competitive, children can be just as engaged. When outreach focuses on the skills that children gain, rather than attempting to distil university-level knowledge about a subject into a short classroom session, it is not only more impactful but, ultimately, more enjoyable, too.&nbsp;And, indeed, you might be surprised at just how proficient young children are when given the chance to practise complex skills such as reasoning and critical thinking. At one time, a task in the project was worded like this:Draw the Law. Your poster can include up to 30 words.A Year 5 said to Ali: “So my poster can include more&nbsp;than 30 words?”&nbsp;“All the information is on the task” was, of course, the standard response.&nbsp;“Well, it says ‘can include’. My poster can include a giraffe, but it doesn’t have to.”Children are considerably more competent than they are often given credit for. Outreach can, and should, be the vehicle that enables them to shine.&nbsp;Oh, and the task now reads: “Your poster must not include more than 30 words.”Ali Struthers is a&nbsp;reader at Warwick Law School, director of widening participation&nbsp;and creator of School Tasking at the University of Warwick. Alex Horne is the star and creator of Taskmaster.The University of Warwick was shortlisted in the Widening Participation or Outreach Initiative of the Year category in the 2024&nbsp;THE&nbsp;Awards. A full list of nominees can be found&nbsp;here.&nbsp;

Successful university outreach doesn’t always have to involve awe-inspiring explosions and colour-changing chemical reactions, but it should seek to hone key skills through dynamic and interactive activities that enable all children to shine

School Tasking: forget explosions, it’s all about the skills

While the idea of being a leader for social justice and advancing an equity agenda on campus is not a new endeavour, it has certainly become more challenging as diversity, equity and inclusion (DEI) efforts have come under fire. In our book, A Blueprint for Equity-Driven Community College Leadership, we’ve arrived at tangible, visible strategies for leaders to create, support and institutionalise equity-driven communities of practice. We argue that community colleges must move beyond a mere valuing of access to a focus on how these institutions and their leaders can work to cultivate collective practices that advance equity and social justice for all community members.As of 2024, nearly half of US states have passed or proposed legislation to defund and ban DEI initiatives, making the need for equity-driven leadership greater – particularly at community colleges, with their history of being open access and serving students who might otherwise have limited educational opportunities.What do we mean by communities of practice?Building equity-driven communities of practice requires taking critical action. It is important to note that a community of practice is more than just a committee or a task force. Rather, it is a group of advocates from across the campus with shared values related to equity who are dedicated to making systemic change. At its roots, a community of practice involves a commitment to a set of shared practices, in this case around equity, with the practice providing opportunities for campus members to refine strategies and resources that are ultimately shared with others. In organisational cultures with high levels of trust and high-functioning communities of practice, the following strategies can help to advance equity.Supporting affinity groupsAffinity groups are gatherings of people who share common characteristics, identities and life experiences. These groups consist of individuals with various social identities, whether that be gender, race, sexual orientation, language, nationality, physical/mental ability, socio-economic class, family structure, religion or any other aspect of one’s identity. While the groups provide opportunities for professional development, mentoring and engagement, a common theme that cuts across all affinity groups is the desire to create a safe space for group members. Leaders can signal support for affinity groups by providing spaces for groups to meet, identifying resources, and communicating broadly the ways in which people can connect on campus to create a sense of belonging.Reconceptualising mentorship as a form of allyshipMentoring relationships are common in higher education, yet mentoring alone has not advanced equity in leadership. In fact, mentoring among people who share the same characteristics may actually serve to perpetuate the status quo in terms of who is positioned to lead. To signify a commitment to advancing equity, campuses can shift the role of mentor (and mentoring programmes) to the role of ally and allyship. This way, members of the dominant group who are allies work to end oppression by supporting and advocating for oppressed populations. By reconceptualising mentoring programmes and relabelling mentorship as allyship, leaders are publicly acknowledging that some people have been excluded from mentoring because of their position in non-dominant groups.Recognising advocacy work in the local communityCommunity colleges are intricately linked to their local communities. Separating advocacy work on campus from efforts off campus creates an artificial boundary that may create a divide between leaders’ work and non-work personas. Encouraging leaders to engage in their local, regional and state communities and to bring those experiences to their leadership practice acknowledges the value of their community advocacy. Community engagement also serves to expose residents to the community college and to see it as a place they can access. Community college leaders should celebrate and recognise the importance of advocacy activities in the local community through public ceremonies and recognition activities.Resources on leadership in higher educationResources on student successWe need to improve credit portability. Here’s howCreating opportunities for rational discourse by combating microaggressions and silencing bulliesEquity-driven leaders recognise, confront and create environments that are free from microaggressions and bullying and create opportunities for rational discourse and intervene in instances where individuals engage in microaggressive behaviour and bullying. Microaggressions occur when individuals or groups of individuals are subjected to verbal, behavioural or public embarrassments that communicate hostile, derogatory or negative slights. Bullying, in comparison, is repeated behaviour that aims to hurt, undermine or silence others.Rational discourse allows for extended and repeated conversations that evolve over time into a culture of careful listening and cautious openness to new perspectives. Engaging in trust-building activities on campus provides a foundation for more honest conversations.Being an equity-driven leader is more than a mindset. It is the public display of support that can be observed in a leader’s actions. Those actions then create environments where communities of practice can thrive. Equity work is hard, especially in the current context. There are risks to this work, yet the potential risks of taking no action could be more detrimental.Pamela L. Eddy is the associate provost for faculty affairs and development and professor of higher education at William &amp; Mary university. Kim VanDerLinden is the director of the social sciences interdisciplinary programme at the University of Buffalo.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.

Giving voice and taking action: equity-driven leadership

Ways for leaders of community colleges to encourage collective practices that advance equity and social justice for their institutions and the wider community

For half a century, equitable (also known as enabling) pathways have provided transformational experiences and outcomes across Australia. Importantly, these pathways are free and completely open access for students, not requiring any previous educational attainment or the attendance of interviews to enrol. This ensures equity of opportunity and prevents admissions performance criteria from inadvertently reproducing inequalities.The first pathway of its kind in Australia was established at the University of Newcastle in 1974 and was called Open Foundation. Since this free programme was established, more than 70,000 people have participated in the university’s pathways suite. Among them, about 300 First Nations students participate annually.Students and people across the country describe being struck by the powerful impacts that open-access equitable higher education pathways have on individuals, families and communities. Their inclusive educational philosophy centres on developing each student’s strengths, carefully building their foundational knowledge and academic skills, and helping them to apply their learning. This approach is better for memory and makes learning meaningful to students and their desired futures.How to establish inclusive learning within universitiesFor those seeking to create more inclusive learning environments, it is important to:Cater to unpredictable, evolving student needs&nbsp;With an increasing number of students working longer hours, or having caring responsibilities, disabilities or significant financial and travel challenges, flexibility is needed to support students leading busy lives. You can factor evolving student needs into your teaching by offering flexibility not just through delivery (for example, offering both face-to-face classes and high-quality online learning resources depending on students’ changing needs within a term), but also by giving students greater autonomy in how they manage their time, such as through providing structured alternative due dates for assessments.&nbsp;Resources on equity, diversity and inclusion in higher educationA guide to supporting student parents at university: part oneMore needs to be done to normalise and support students with caring responsibilities in HEIncorporate content and applied learning activities that resonate with a diverse student body&nbsp;Give students a choice of topics to apply course concepts to or allow them to choose their own topic, so that their learning becomes tailored to them. Topics or contexts might include students’ workplaces, homes, hobbies, sports or news items they consider important. You can then scaffold learning activities so that assessments also reflect students’ own experiences, life situations or aspirations.Take a strength-based approachRather than rely on a deficit approach focused on what students don’t yet know, recognise the considerable knowledge and skills students bring to higher education. You can convey this during class discussions and reinforce their right to learn by embracing their strengths, incorporating their diverse backgrounds in your content and teaching and giving them the opportunity to develop at their own pace.&nbsp;Guide students from the ‘known to the unknown’&nbsp;Apply theoretical concepts to a range of diverse everyday topics or examples, and then ask students to workshop this together, finding their own meaningful examples while asking questions of each other and the teacher. Then, after scaffolding academic literacies and other requirements, ask students to convey an understanding of those concept/s and example/s in an assessment item.Every unit of study and all pedagogies, curricula, supports and services across universities need to be informed about and focused on equity and inclusion. Too often, it has been the other way around, with students simply having to conform and change in order to survive in rigid and limiting educational systems or to not participate.University pathways that include and clearly value all people make higher education and our communities better for everyone.Anna Bennett is an associate professor and the director of the Pathways and Academic Learning Support Centre 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, sign up for the Campus newsletter.

Building equitable learning pathways in HE

Higher education pathways that enable equitable opportunities for students to gain the required academic knowledge and skills for successful study are essential for widening participation

Building equitable learning pathways in higher education

It was with great anticipation that I&nbsp;read the newly released Competencies for the College Presidency, which surveys American university leaders and the issues they’ve tackled over the past year. Entering my 11th year in the role of president, I&nbsp;was curious to see how the results of this survey aligned with my experience and, as someone who is committed to developing the next generation of higher education leaders, I&nbsp;was eager to understand how I&nbsp;could best continue to support their development.The study provided great insights on both counts. I&nbsp;was especially drawn to findings that the skills in demand for higher education leaders wax and wane in intensity and in response to context over time, as I&nbsp;believe my college presidency has gone through four stages over 11 years.The research results also resonate with much of the counsel I&nbsp;offer when addressing groups of current and aspiring leaders about what it is like to lead from the margins, including how leaders from under-represented populations are uniquely qualified, considering our capacities to centre open-mindedness, vulnerability and honouring everyone’s humanity.Finding – and raising – my voice as a Black female leader in higher educationBacking Black scholars: here’s how universities can do betterTaking on academic leadership even if you are not prepared for itIndeed, what stood out most to me in this report was the fact that the responses of women and presidents of colour often differed from those of white men. While it is not surprising that there are significant differences in their experiences, the depth of difference and where those differences emerged was clear.A precarious environmentFor example, in the section of the survey exploring knowledge areas to be effective, nearly 20&nbsp;per cent more women than men (76&nbsp;per cent versus 59&nbsp;per cent) expressed the need to be knowledgeable about demographic changes that impact enrolment and institutional mission. This signals that women are more likely to be leading institutions where enrolment is less stable, by a significant margin.Similarly, in the same category of questions, when sorted by race, presidents of colour – by a firm 20&nbsp;per cent margin – indicate that accreditation is a critically important knowledge area, signalling perhaps greater precarity for their institutions than those led by white leaders.A parallel trend emerges in the institutional management skills category of the survey. Here, women were more likely than men to say that they must orchestrate effective change management via short- and long-term strategies planning (74&nbsp;per cent versus 60&nbsp;per cent). A similar difference (16 per cent) was found among presidents of colour and white presidents regarding the need to assess legal risk and assure compliance with local, state and federal laws. In this instance, it seems to indicate that women and people of colour are being tasked to make immediate changes to make their institutions sustainable, whereas white presidents may have a longer runway.Of particular interest is that the more transactional elements of being a college president – issues around accreditation, institutional management, legal compliance and so on – rose higher on the list for women and people of colour than for white male respondents. While I&nbsp;believe this signals enhanced institutional precarity for these leaders, I&nbsp;think it also speaks to the additional demands that women and leaders of colour carry on their backs. As&nbsp;a&nbsp;Black woman, I&nbsp;daily feel the need to prove myself and my ability to lead. Clearly, I&nbsp;am not alone in this.According to the survey: “There were multiple survey items where a larger share of presidents of colour rated as very important compared to white presidents. There were enough items with double-digit differences that it suggests presidents of colour perceive a greater need to be knowledgeable about a longer list of areas than white presidents.”The most significant exception to this trend is that presidents of colour are 20&nbsp;per cent more likely to integrate knowledge of effective policies and practices to support student success. In my mind, this reflects the need to put students first – a clarion call for leaders from the margins – as we attempt to give back to the next generation.The glass cliffAgain, none of this was completely surprising. In my book, Leading from the Margins, I&nbsp;cite studies that show that people from the margins are often given uneven opportunities. Over the past several years, women and people of colour are finding themselves in leadership roles with a higher propensity for failure. Ryan and Haslam’s groundbreaking study finds: “[Some] women [leaders] can be seen to be placed on top of a ‘glass cliff’, in the sense that their leadership appointments are made in problematic organisational circumstances and hence are more precarious.”And, as with most issues, we see this phenomenon playing out unequally with leaders of colour, too. According to Korn Ferry, “Even when Black leaders break through the glass ceiling, they often find themselves standing on a ‘glass cliff’ – facing a high-risk assignment where few can succeed. More than a third (36&nbsp;per cent) of Black leaders we spoke with said they were given tough projects that no&nbsp;one else wanted to handle. And the unspoken assumption was that they were given these projects so they could prove their worth.”The competencies report clearly supports the research. Women and people of colour are indeed having to deal with issues that suggest their institutions face a higher level of precarity than those led by white males. While I&nbsp;think we are all excited about the opportunity for people of colour and women to take on more college presidencies, this survey points to the fact that we still face unequal opportunity when we are called to lead an institution.How do we excel in light of these realities? A few immediate steps come to mind:Be especially discerning when you are in the search process for a leadership position. As a candidate, you must be diligent in asking questions and honest with yourself about whether those questions are being answered. The 2023 American Council on Education’s American College President Study found that women and people of colour report fewer disclosures about institutional challenges and expectations during the search process. The burden is, unfortunately, on the candidate to ensure transparency in the process.Next, recognise that the challenges you are perceiving in your work are not “all in your head”. You are treading a different path from many of your colleagues. Just being affirmed about that reality can make a tremendous difference in your ability to persevere.Find and rely on a group of supporters, peers and confidants to whom you can turn when the road gets hard. Having a trusted group of colleagues who offer unconditional support is invaluable.Finally, remember what brought you into this work. It’s about the students. As a college or university leader, you have the opportunity to touch the future. Hold that joy and responsibility close to your heart.Leaders from the margins certainly can offer unique leadership skills that enable them to lead more difficult institutions with excellence. As I&nbsp;look at the results of this survey, however, I&nbsp;am reminded that, once again, women and people of colour are being asked to do so during one of the most unsettled times in modern higher education history. Despite the unfairness, I&nbsp;know that we are up to the challenge.Mary Dana Hinton is president of Hollins University.&nbsp;Leading from the Margins is published by Johns Hopkins University Press.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 university leaders can hold firm on the glass cliff

In her book ‘Leading from the Margins’, Mary Dana Hinton considers the challenges facing the next generation of women and people of colour in leadership positions

There are stark differences in the quality of personal tutoring student parents experience across the UK, as revealed in the findings of a 2024 national research project. More than 40 per cent of respondents reported having had “excellent” or “good” personal tutor support, with some ascribing their success to it. However, the good news stops there: 17 per cent reported their experience as just “okay” (citing a lack of tutor reliability and/or availability) and worse still, four in 10 were completely let down by the system. Twelve per cent reported that they did not think they had a personal tutor and 29 per cent felt their experience with theirs had been “poor”, citing unavailability, unreliability and/or lack of concern as reasons.It is worth noting that, in many cases, personal tutors have had to feel their way into supporting under-represented students such as student parents alongside time-consuming teaching, research, administrative and other responsibilities. Personal tutors can also struggle to fulfil their responsibilities because of a lack of training and confidence.&nbsp;Resource collection: how to factor family into higher educationSupporting parent academics through staff networksChildcare for students and academics needs resources and relationshipsThe toolkitI designed The Personal Tutor’s Guide to Supporting Student Parents to provide a research-informed road map for personal tutors via six “keys”.&nbsp;For each key, the toolkit sets out evidence to underline the importance of the intervention described and walks personal tutors through the practical steps they can take to support their tutees.&nbsp;The drafts of the toolkit resources were peer-reviewed by a team of five student parents from four UK universities and finalised during a focus group setting.&nbsp;Here are the key takeaways from the toolkit:Getting induction rightGiven the negative feelings two thirds of research participants reported about their transition to university, it is clear that getting induction right is crucial.&nbsp;&nbsp;&nbsp;Personal tutors should seek to:Carve out time during this period for open and positive discussions with student parent tutees about their children, their childcare options and their plans for balancing study, family and workDiscuss whether the student parent’s timetable works with childcare needs and, where it does not, help them navigate the possibility of requesting changes to their timetabled sessions, and if so, howIntroduce the provider’s mitigating circumstances policy, given the likelihood that student parents will need to rely on it when their child falls ill or their childcare provisions fall through.The toolkit contains an induction checklist for personal tutors, designed to ensure all relevant issues have been discussed during induction.&nbsp;Time planningGiven the time poverty student parents experience, personal tutees will need to do what they can to assist student parents tutees with time planning and dealing with absence. For example:Consider whether any early drafts of the timetable (or indications of which days are unlikely to contain on-campus sessions) can be shared in advance to assist with childcare planningHelp student parents come up with a plan for what action they will take when they miss a session because of a child-related absence to prevent them falling behindExplore whether it will be possible to switch off automated email notifications requiring explanations for absence when the student parent has notified their personal tutor of a childcare-related absence to help reduce stress during such challenging circumstances.Assessment challengesAnticipated events such as school holidays could interfere with assessment preparation. Consider whether it will be possible for the student to work well in advance of the assessment deadline to manage their workload. If not, personal tutors should encourage their tutee to put a contingency plan in place for childcare during assessment windows.Where unforeseen child-related circumstances interfere with assessment, personal tutors need to be clear about what evidence might be required to support mitigating circumstances applications and need to be ready to assist their student parent tutee in navigating this evidential hurdle.Childcare practicalitiesA common theme that arose in both research projects was the negative impact of the lack of understanding of the emotions and practicalities behind childcare. Personal tutors should make themselves aware of the current government childcare funding model for student parents, which will depend on where in the UK the student is studying (the toolkit provides advice on this) and should familiarise themselves with the grants and bursaries available within their institution that may be appropriate for their student parent tutees.Feeling connected&nbsp;To help alleviate the feelings of isolation reported by student parents, personal tutors should familiarise themselves with institutional student parent support groups (most institutions should have these in place) and signpost these to their tutees. In the absence of an institutional group (or even where one is available but a departmental group would also help to support student parents locally), personal tutors could set up a group within the department which operates via Microsoft Teams chat or similar online platform.&nbsp; This should take very little time to set up and, once established, can be run by the student parent members themselves as a platform for support, advice and celebration of their achievements.&nbsp;If you missed them, read part one and two of this series, or, for more details and an induction, you can access the full toolkit here.&nbsp;Andy Todd is associate professor of active citizenship at the University of Chester.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.

Supporting student parents at university: part three

In the final piece in her series, Andy Todd explores ways personal tutors can help their tutees transition into university smoothly 

A guide to supporting student parents at university: part three

My Eight Steps to Identifying, Supporting and Celebrating Student parents toolkit does what it says on the tin. Designed as an easy-to-pick-up document for a range of readers from programme leaders to department and faculty leaders and senior management teams, it sets out eight research-informed steps to establishing appropriate and tailored support for student parents. Each of the steps contains practical tips on how providers and/or individual departments can achieve the aim set out. These are summarised below.
  
      
  
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Step 1: identify the cohortThis step recommends that providers use their own data-gathering methods to determine which of their students are parents, such as pre-arrival questionnaires and the inclusion of a question regarding parental status in re-enrolment surveys between academic years. I wrote the first iteration of this prior to Ucas’ inclusion of the student parent question in its application form (and before the Office for Students included student parents in their Equality of Opportunity Risk Register). Even following the introduction of the Ucas student parent question, this step remains important for two reasons:There will always be students who choose not to self-identify via Ucas (indeed, the national study revealed that while 93% believe it important for providers to know who their student parents are, only 85% would have identified themselves via Ucas because of concerns about how the information would be used);Individuals may become parents between their application and starting university, and indeed while at university.Step 2: equip personal tutorsBoth research projects revealed that, in general, personal tutors were not sufficiently informed about how to provide appropriate support to their student parents The recommendations in the toolkit seek to ameliorate this, including allocating student parents to defined individuals who volunteer to take on the role of personal tutor to student parents. It is crucial that the data identifying those with parental responsibility filters down from data teams to faculties and departments to facilitate appropriate support. Institutions can facilitate this by requiring that the data set passed to teams responsible for the allocation of personal tutors to students includes a field to flag parental responsibility.Step 3: provide effective inductionThis step provides tips on easing student parents into university by way of pre-induction communication, for example via email or messages via the institution’s pre-arrival website. I also provide recommendations for tailored induction sessions covering issues such as how students plan to balance study and family life and an early introduction to university policies. These include the rules relating to timetable change requests to facilitate childcare needs and the extenuating circumstances process (where the student’s child, rather than the student themself, falls ill).&nbsp;Resource collection: how to factor family into higher educationSupporting parent academics through staff networksChildcare for students and academics needs resources and relationshipsStep 4: amend and, where possible, clarify policies and proceduresIn both research studies, inflexible exceptional circumstances policies were cited as barriers to student-parent success, notably the evidential issues caused by child illness which interfere with the student parent’s ability to complete assessments. The provider-level recommendation to consider an exemption for childcare-related reasons is a longer-term goal given the speed at which institutional policy machinery operates, but this step also queries whether departments can take local action within existing regulations to exercise discretion in this regard.On a related note, it is worth providers exploring alternative assessment structures that obviate the need to make use of mitigating circumstances policies, for example, moving away from exam hall and/or time-released assessments or operating a “submission window” rather than deadline on a specific time and date.Step 5: facilitate effective planningA very strong theme across both research projects was the time poverty experienced by student parents. The national survey respondents flagged the need for practical assistance with time planning (this is addressed by way of detailed guidance in&nbsp;The Student Parent’s Guide to Navigating University and&nbsp;The Personal Tutor’s Guide to Supporting Student Parents). This step also provides advice on how student parent participation in learning sessions can be maximised by way of recorded didactic sessions and early release of draft timetables. Some providers (such as the Law School at the University of Chester) release draft timetables and invite students to express preferred seminar sets prior to allocating students across the available sessions. This can not only ameliorate childcare challenges but also assist those with other personal or work responsibilities outside their studies.Step 6: establish a peer support groupThe first research study showed that online peer support groups are effective, with 100% of students involved in a pilot group&nbsp;reporting that membership of the group was helpful to them, referencing the sense of belonging and reassurance that this shared experience brought. This can be set up very simply on Teams or a similar platform by student services teams or by a team member at the departmental level. Some institutions may opt for both the institutional and local approach.Step 7: provide mentoringStudent parents in both research studies reported having considered giving up on their studies. A mentoring/buddying system between students across year groups may assist with the transition into university and the transition (and retention) between academic years. Again, this can be a formal arrangement managed by central student services teams or it can be arranged on a less formal basis by the member of staff responsible for student parent peer support group at the departmental level. It would involve them simply putting new student parents in touch with those further along in their studies who have agreed to meet their new student parent peers for coffee to help them settle in.Step 8: provide equitable opportunitiesBoth research studies highlighted childcare as a barrier to effective participation in CV-building extra-curricular activities and in careers events that can assist in securing employment. This step provides practical tips as to how providers, departments and careers teams can level the playing field for student parents to enable them to participate effectively in such activities and events. This includes, for example, not just recording evening careers events (inaccessible for many parents because of childcare) but, wherever possible, live-streaming them to enable student parents to be actively involved in the event. Where extracurricular activities can be ring-fenced (for example, can be done between 10am and 2pm), this should be advertised to encourage student-parent participation.&nbsp;If you missed them, read part one and three of this series, or, for more details and an induction, you can access the full toolkit here.&nbsp;Andy Todd is associate professor of active citizenship at the University of Chester.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.

Supporting student parents in HE: part two

The second in a three-part series provides detailed, practical guidance on how student parents can be supported to succeed at UK universities

A guide to supporting student parents at university: part two

For many years, student parents have been under-represented and under-supported in higher education. However, things are looking up for this committed and motivated cohort:Providers in England must now consider (and commit to addressing) risks to student-parent success as part of their access and participation planning following the 2024 inclusion of this cohort in the OfS’ Equality of Opportunity Risk RegisterAll UK universities now have data on which of their incoming students have disclosed parental responsibility, thanks to the tick box on UCAS application forms introduced from 2023 entry.&nbsp;More than 22,000 students starting university in September 2023 disclosed parental status, representing more than 4 per cent of the national intake.&nbsp;I have worked closely with student parents to explore their experiences and perceptions of higher education over the past three years. Between 2021 and 2022, I carried out a small-scale research&nbsp;project and in 2023 launched a national&nbsp;project which sought to explore the lived experiences of undergraduate student parents across the UK.Resource collection: how to factor family into higher educationSupporting parent academics through staff networksChildcare for students and academics needs resources and relationshipsOur survey says…The three main themes emanating from the small-scale study were the time pressures felt by student parents, the guilt associated with balancing study and childcare and a feeling of not belonging to the university ecosystem. The findings revealed student parents needed two things from their providers to address these challenges:flexibility (in terms of the time, and place, of study); and&nbsp;to feel a sense of belonging on campus (via understanding and support on the one hand, and reassurance and connection on the other).The findings of the nationwide project supported these conclusions and provided a sector-wide insight into student parents’ feelings and motivations for starting university and their perceptions of the pastoral and academic support offered by their providers. The headline findings are as follows:For every one student who felt positive about starting university, there were two who felt negative about this transition (and 93 per cent of those ascribed their negative feelings to their parental status, citing concerns around balancing study and parenthood, practicalities of childcare and feeling a lack of belonging);Most student-parent concerns and challenges trace back to time poverty:&nbsp;77 per cent reported needing personal tutor support with issues such as mitigating circumstances, timetables, dealing with absence and time management;&nbsp;When recounting the most difficult points in the academic year, 100 per cent referenced the dual pressures on time that arise from being a parent and a student (e.g., assessment deadlines and inflexible mitigating circumstances policies; childcare challenges and late release of, and changes to, timetables).Overall, student parents are let down by university pastoral systems, with 17 per cent ranking their personal tutor experience as just “okay”, 29 per cent as “poor” and 12 per cent noting they did not think they had a personal tutor.What can we do about this?The research findings have informed a series of three evidence-based toolkits that translate the learnings from the research studies into practical guidance to assist providers, personal tutors and student parents in navigating the student-parent journey through higher education.My Eight Steps to Identifying, Supporting and Celebrating Student Parents toolkit aims to give providers and departments guidance on the concrete steps they can take to better support their student-parent cohort.&nbsp;Grounded in the findings of the first research study (and supported by the national study’s findings) these eight practical recommendations are summarised below and will be explored in more detail in the second resource in this series:Identify incoming student parentsEquip personal tutorsProvide effective inductionClarify (and amend where possible) policies disadvantaging student parentsFacilitate effective planningEstablish a peer support groupProvide peer mentoring/buddyingEnsure equitable access to extra-curricular activities.The Personal Tutor Guide to Supporting Student Parents is informed by the findings of the second research study and provides personal tutors with six step-by-step “keys” to supporting their student parents to settle into university, feel a sense of belonging, manage their time and succeed in their studies.&nbsp;Peer reviewed by student parents before publication, this toolkit will be explored in detail throughout this series. The six keys aim to support personal tutors on a practical level with the following:Understanding student parents’ circumstances, fears and motivationsEnsuring effective induction and transitionProviding support with timetables, attendance and time managementDealing with assessment and navigating exceptional circumstancesUnderstanding childcare, including childcare funding for student parentsProviding emotional support and facilitating connections for their student-parent tutees.The Student Parent’s Guide to Navigating University is housed on the UCAS website. Grounded in the research and peer reviewed as above, the simple five-step guide is written for and speaks directly to, student parents. It is designed to be used as a companion during the higher education journey, helping student parents to settle into university, manage the challenges they will face and understand the level of support they can expect from their provider.&nbsp;It also contains an induction checklist and suggested time-planning templates for student-parent use. I recommended that universities link to this document from their pre-induction platforms and that personal tutors signpost to it.&nbsp;A video explaining the guide is available&nbsp;here.When used together, these three toolkits provide a 360-degree approach to supporting student parents to access, progress through and succeed in HE.Read next: A guide to supporting student parents at unviersity: part two.&nbsp;Andy Todd is an associate professor of active citizenship at the University of Chester.If you’d like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Supporting student parents in HE: part one

The first in a three-part series provides an overview on how student parents can be supported to succeed at UK universities

A guide to supporting student parents at university: part one

About 15 to 20 per cent of the global population is in some way neurodivergent. Yet, unemployment and dropout rates among neurodivergent people are alarmingly high. Eighty per cent of autistic people are currently unemployed, and 56 per cent of&nbsp;autistic students consider dropping out from university, a much higher rate than that for neurotypical students.This is a disadvantage to institutions as much as it is to the individuals concerned. Neurodivergent people often possess skill sets that can be an asset to their institution or company, such as higher creativity, problem-solving and pattern-recognition skills. So even beyond the humanitarian consideration of equity and inclusivity, addressing these issues makes good business sense.My team at Loughborough University in the School of Science has been working on practical ways to make offices more accessible to neurodivergent individuals. This has made our office a happier, more comfortable environment for everyone, and it is my view that accommodations for neurodivergence, as for cultural, religious or other characteristics, benefit everyone in a team.&nbsp;Here are five practical ways to make your workplace more neurodivergent-friendly:Open up your interview questionsIn interviews, it’s common to shield the questions from candidates until they’re in the room. But this can put neurodivergent people at an even greater disadvantage.The other standard expectations of an interview panel – rapid reactions, maintaining eye contact, clear, defined responses – can all be an immense challenge to neurodivergent individuals, and in my team’s experience, they’re also not the best indicator of a strong candidate.&nbsp;We experimented with giving candidates access to interview questions in advance and allowing them a couple of days to prepare, and saw improvement in performance among neurodivergent and neurotypical candidates alike. Setting job candidates up to succeed, rather than to fail, seems to offer everyone an advantage – not least hiring managers.No stupid questions, no obvious answersPutting candidates and interview panels at ease means both sides can focus on the needs of the job in question, rather than be distracted by nerves and the logistics of the interview room. After successful trials, our team now sends a pre-interview email detailing what to expect on interview day to every candidate, setting out step-by-step responses to all the FAQs we typically receive and making sure there are no surprises.&nbsp;&nbsp;This can be particularly helpful to neurodivergent individuals, as interviews are typically structured around social expectations, not always obvious to us, or easy to navigate. What is viewed as normal to neurotypical individuals might feel entirely alien to a neurodivergent candidate, who is nonetheless the perfect fit for the role.&nbsp;&nbsp;The same principle – don’t assume knowledge or behaviour – can equally be applied to applicants from other cultures or socioeconomic backgrounds. Set expectations for the candidate yourself, spell out what their experience will be, and they can dispense with anxiety and stress to focus on showing you what they can do in the role.Is a dress code necessary?An example of implicit knowledge, often used to evaluate professionalism in a candidate, is the dress code. As anyone who has agonised over what to wear for a certain occasion can attest, an implicit or explicit dress code aggravates stress and ultimately tells you nothing about a candidate’s suitability. I could do just as good a job in my pyjamas! My team no longer sets any expectations about workplace attire, to ensure a comfortable and inclusive office environment. This is particularly useful to neurodiverse people, who can find that unfamiliar clothing, fabrics and colours lead to sensory overload.&nbsp;Invest in a respite roomAccessibility can also be achieved by providing material amenities in the workplace. As an example, “respite rooms” are usually rooms dedicated to being quiet, safe spaces open to all employees. Rather than being designated a highly specific function (such as breastfeeding or prayer rooms), they are multipurpose spaces designed for anyone with a pressing need, be it emotional distress or hot flushes.&nbsp;For neurodivergent people, a quiet space where they can guarantee alone time is invaluable as a counterweight to the sensory overload often typical in a busy workplace.Tool up with fidget toysFidget toys are small objects designed for “purposeless” activity. They can help neurodivergent people –&nbsp;and many neurotypical people – to release stress, agitation or excitement and reduce sensory overload and improve concentration and focus. Fidget toys can be used either in the office or in the respite room. They are low-cost and easy to carry.&nbsp;In my office, we have several fidget toys for shared use, and they have proved both popular and effective with all colleagues. This is another example of how improving accessibility with a specific minority group in mind often leads to a shared benefit.Safe, comfortable, accessible offices aren’t only a requirement for neurodivergent team-mates. Their neurotypical colleagues benefit just as much from these inclusive environments. Openness, transparency and the equitable application of a duty of care, even in small, incremental changes, can make a colossal difference to the workplace environment.Valen Lollato is a student support admin at Loughborough 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.

Five ways to make HE more accessible to neurodiverse people

By making workplaces more neurodivergent-friendly, we can improve the environment for everyone. Here are five ways to do it

Five ways to make higher education more accessible to neurodivergent people

As politician and educator Jane D. Hull justifiably said, “At the end of the day, the most overwhelming key to a child’s success is positive involvement of their parents.” We cannot overstate the importance of parental influence on a child’s academic progression.It is becoming increasingly important to boost parental involvement in their child’s educational experience. To do this we must create parent-friendly campuses that benefit both students and the educational community as a whole.&nbsp;Strategies we’ve used at Manipal Academy of Higher Education to meet this aim include introducing an early morning segment as part of our orientation programme. This involves the programme director accompanying parents, students and administrators on a walking tour of the campus during which parents discuss and explore the campus experience, as well as their views and ideas on their involvement in their child’s academic journey.Here are some practical strategies aimed at creating a welcoming environment for parents.&nbsp;Open and maintain the lines of communicationEffective communication is the cornerstone of any parent-friendly campus. This involves:Regular updates: institutes must ensure parents receive regular updates about campus events, academic calendars and important announcements. This is possible through newsletters, dedicated parent portals and social media channels.A dedicated parent liaison: appoint a staff member or team as the single point of contact for parents. This liaison can address queries, provide information and serve as a bridge between them and the institution.&nbsp;Create a welcoming campus environment: orientation sessions should not be just for students; they are equally valuable for parents.&nbsp;Tailor them to the needs of parents: they can provide insights into the campus culture, academic expectations and available student support services, campus safety and financial aid.Offer campus tours for parents: allow them to familiarise themselves with the facilities and environment.Live streaming/virtual viewing: allow parents the opportunity to attend events virtually or provide recordings of the sessions afterwards.&nbsp;Resource collection: How to factor family into higher educationDeveloping an effective orientation programme for families and friendsMore needs to be done to normalise and support students with caring responsibilities in HEProvide resources and support&nbsp;Parents like to know how their children can access help if needed. Tailored resources such as the following would address various parental concerns:Academic support information: resources about tutoring services, academic advising and career counselling.&nbsp;Health and wellness support services: resources about health and wellness at university, including mental health support, medical facilities and fitness programmes.Emergency protocols: resources about the campus’ safety protocols and emergency procedures and campus security and emergency services contact information.Facilitate connectionsEstablishing communities that can spark connections is important. This can include:Parent associations: setting up parent associations or committees that can participate in campus activities, provide feedback and support other parents.Alumni parent community: identifying and involving alumni from relevant industries who are willing to give talks, run seminars or speak at webinars.Parent advisory committees: involving parents in decision-making processes through advisory committees, if this is feasible. These committees can provide insights on policies, programmes, campus safety enhancements, mental health support and family-friendly facilities.Academic workshops: hosting workshops that educate parents about academic programmes and expectations and how they can support their children’s learning journey.Address financial concernsStudent parents are often proactive when it comes to fee payments and forward planning. Make their lives easier with the following:&nbsp;Transparent billing: making sure that billing processes are transparent and easy to understand and providing a detailed explanation of tuition fees, housing costs and other expenses.&nbsp;Financial aid information: offering comprehensive information about loans scholarships, grants and financial aid options. This would immensely help both the parent and the student.Leverage feedback: ask and act on feedback from parents via surveys and feedback forms. Findings can help us make informed decisions and improvements in institutional policies and procedures. At Manipal, we usually request parent feedback during campus visits. We share responses with management and form action plans to resolve any issues.&nbsp;By implementing these strategies, institutions can create an environment where parents feel valued, informed and involved. This, in turn, contributes to students’ overall success and well-being and fosters a sense of belonging for all members of the campus community while also strengthening the institution’s reputation.Poornima Panduranga Kundapur is the associate director of student welfare at Manipal Institute of Technology, Manipal.&nbsp;If you would like advice and insight from academics and university staff delivered directly to your inbox each week, sign up for the Campus newsletter.

Building a parent-friendly campus: practical considerations

Including parents in the academic experience can help build a stronger campus community and set students on a path towards success

Interrupting or changing a career to pursue an undergraduate degree in music, film, drama or English requires significant bravery. Mature students undertaking creative arts undergraduate courses report gaining confidence to follow their passions with age, case-study research has revealed. They often follow unconventional educational routes into higher education and juggle numerous responsibilities. Creative industries students also need to factor in creative pursuits such as music lessons, drama rehearsals, research for writing and time for practising their art. What support could improve their experience?Practical&nbsp;Carrying out work experience in the creative industries can help mature students confirm their career decisions, broaden their horizons, understand the sectors they’re interested in and build their networks. In addition, placements offer workplace familiarity and exposure to professional standards that can increase confidence during job searches. However, unrealistic time expectations can hinder participation.&nbsp;Mature students appreciate:Staggered work experience options: offer shorter commitments over a longer period instead of a single block. For example, offer a placement supporting the organisation of an arts festival at a senior level over the course of a year instead of two weeks on-site assisting with crowd control.A condensed timetable: ensure opportunities take place within school hours and working lunches to reduce commuting requirements and maximise efficiency. Agree on dates in advance to allow students to plan effectively.Online/remote experiences: offer opportunities to contribute remotely to project work.Make the most of existing skills: mature students with previous management or leadership experience in other sectors appreciate their transferable skills being recognised and used. For example, engaging a mature creative student in a consultancy role to critically assess an initiative, highlight gaps and create recommendations offers a valuable experience.Individual&nbsp;Mature students are often pivoting from previous non-creative careers or returning to education after raising families. They have a huge bank of skills but often don’t know which are relevant and how to sell these to employers. To help prepare mature students moving into the creative sectors, I recommend:&nbsp;Supporting students to adapt their CVs for the sectors they wish to enter. For example, “successfully juggling multiple priorities under pressure” and “negotiating outcomes” are skills that can be used both on a film set and when raising children.Helping students prepare for interviews by providing space to practise articulating their experiences.&nbsp;Informing students of labour market information and recruitment cycle timings, particularly with highly competitive graduate schemes, and helping them understand the needs of small and medium-sized enterprises.Digital upskilling students by teaching them how to build online portfolios of work, effective LinkedIn profiles or websites promoting their freelance businesses.&nbsp;Building confidence by offering constructive feedback as students navigate the recruitment process and present creative output.Institutional&nbsp;While mature creative students in case-studies research highlighted their individual support needs, they also highlighted issues at a broader institutional level. These observations related to their course provision, but also to support services. This is how we can help:Champion inclusive marketing: encouraging a student to attend an event or initiative can be difficult if they can’t picture themselves there.&nbsp;So showcase a variety of ages and subjects in marketing and communication activities.&nbsp;Not every student wears a white coat or spends the day looking into a microscope.Resource collection: Lifelong learning that will lastUniversities need to prepare for the mature student onslaughtThe three Cs of the 21st-century workplace: cognition, character and careerLeverage their experience: it can be a difficult transition from an established career to student life. Use their expertise, flip the classroom and help them take ownership of their learning. For example, during an interview skills workshop, I engage mature students by asking them to share their past interview experiences, including what they were asked, what was successful and what they learned.&nbsp;Since this cohort is likely to have been interviewed before, their stories not only interest other students but also encourage them to reflect on their own journeys.&nbsp;Facilitators can also ask students to present five-minute case studies on workplace issues they have encountered and ask the class what they would do.&nbsp;They can then guide their classmates through possible scenarios before revealing what actually happened. This develops confidence and work professionalism and enhances communication and problem-solving skills.&nbsp;Watch for subject bias: mature arts students often feel second best to STEM peers due to perceived unequal investment and promotion, which employers are invited onto campus and how success is measured. Let’s stop pitching the subjects against each other and have more cross-disciplinary collaboration. Initiatives that focus on the UN’s 17 Sustainable Development Goals need the perspective of more than one discipline. For example, the QUB Future Ready Skills for Leaders programme brings together students from all subjects and levels of study to work in cross-disciplinary teams with an employer mentor to identify and solve real-world problems. The best-performing groups always include a mixture of subjects.Collaborate and add value: the students in the previously mentioned study all successfully challenged course structures. For example, one student wanted to complete six specific modules in one year but, due to timetable clashes, they would have to sacrifice one class. This student successfully argued they could complete four modules in one semester and two in the next. Not only did they complete all six modules, but they used the extra time in semester two for additional work experience.Mature students bring innovation and confidence to the student body that academics and professional staff can use to improve the student experience. Leverage their ability to give timely and practical feedback. Regular and consistent feedback networks are key. Get them on staff/student committees and build flexibility into the institutional mindset – if the only constant is change then we must be able to change.&nbsp;By providing tailored support and fostering collaboration, universities can help mature students achieve their career goals while also making significant contributions to the creative sectors they enter, cultivating highly skilled, motivated graduates who are highly likely to challenge your processes for the better.&nbsp;Emma Lennox is a careers consultant at Queen’s University Belfast.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 can we support aspiring mature student creatives?

Helping mature students pursuing creative subjects to make the most of their university experiences shouldn’t be difficult. Here are some suggestions

It is a truism that writing about music is like dancing about architecture. It might be said that writing about widening access in higher education has a similar feel to it – it should be about lived experience and practice, not words in policy documents. Many of us have these experiences ourselves, as staff, and we should talk about them more openly with our students.&nbsp;What can universities do to improve their practices and support students from Gypsy, Roma and Traveller (GRT) backgrounds? To answer this question, we need some context, and to step back to earlier educational experiences. It is not an easy journey.A House of Commons Library&nbsp;research briefing from earlier this year confirmed that the educational outcomes for pupils from such minority ethic communities at primary and secondary schools in the UK is shockingly poor.For example, 60 per cent of all pupils in England currently reach the expected standard in English reading, writing and mathematics. For pupils of Gypsy/Roma heritage, as well as Irish Traveller backgrounds, that figure sits between 18 and 21 per cent.At secondary school, 65 per cent of state-funded pupils attain GCSEs in English and mathematics at a standard pass of Grade 4 or above. For Irish Travellers, that figure sits at 31 per cent, and for Gypsy/Roma pupils it is just 16 per cent. There are also issues of gender, as much as ethnicity, with girls doing better than boys. These figures come from a small sample size, because early exit from secondary school for pupils from such backgrounds remains common.Universities must do better at bridging the gap between diversity and belongingHow to attract students who think they cannot afford higher educationEmpower minority staff and students to thrive at your institutionThere are many reasons behind these attendance and attainment statistics, including school admissions policies, barriers to attendance, segregation and exclusion practices, and experiences of racism, bullying, and discrimination from non-GRT peers, as well as from some teachers.Despite this bleak picture at primary and secondary school, more GRT pupils than ever before are now entering university. The latest available data from the Department for Education indicates that 9 to 12 per cent of young people from those communities progressed to university. These are not high numbers when you consider that across all ethnic groups the figure is close to 47 per cent, but higher education is increasingly a space where such students can flourish.&nbsp;So, what can universities do to better support GRT students and their families? At a basic social policy level, institutions need to look closely at issues of access, take-up and delivery.&nbsp;Reach outIn relation to access, universities need to review how they promote entry to their undergraduate and postgraduate degree programmes. This should include proactive outreach work, including visiting Traveller campsites and housing estates where such communities reside. Likewise, institutions should re-examine conditions for access, such as attainment levels, fee status and support with applications. A one-size-fits-all approach will not work.&nbsp;Take-up, in this context, refers to how GRT students engage at university, once the barriers to access have been overcome. Think about areas such as the acceptance of an unconditional offer, regular attendance at lectures and seminars, attrition rates and the reasons why some students disengage. Students often have competing demands to their immediate and extended families, their communities and to part-time or self-employment. Acknowledging and discussing these choices is a step forward. &nbsp;Delivery refers here to how institutions and staff work with GRT students, as much as what universities offer in terms of the curriculum and how that curriculum is taught. Flexibility in key services is critical, something that universities often struggle with.Look at examples of best practiceMore specifically, universities need to invest in the time, resources and policy/practice nuance that is required to serve such students. There are national resources and institutional good practice examples to draw on here. Look at the innovative work on inclusion that is happening at Buckinghamshire New University, who started the&nbsp;Higher Education Pledge; at Kings College, via their ‘K+’ widening access and inclusion project; and at Glasgow University, via their&nbsp;Science Travels project.&nbsp;Some GRT students, and indeed staff, feel a sense of being located in two different worlds while at university, according to research. Adopting methods and strategies to cope can be mentally and physically challenging.&nbsp;Consider student financesFurther, the social, cultural and financial capital required to enter and stay at university is increasingly demanding, especially during a cost-of-living crisis. This is true for most students who also carry caring responsibilities for family and trying to make time for self-care. Young Irish Traveller men, for example, are principally seen as “earners”, so a course that doesn’t allow for this in terms of flexible attendance and delivery/assessment mechanisms will fail them.&nbsp;Support structures and mechanisms must be made clear to students. They should know how to find help both inside and outside university for successfully merging the worlds of studying, caring and working.In my experience, a university education can enhance GRT identities, not weaken them. Social mobility does not mean turning your back on where you come from and who you are. Universities will find, as I have, that such students tend to have tenacity, resolve and capacity for new knowledge that speaks to their character and their family’s pride in their achievements.Colin Clark is a professor 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,&nbsp;sign up for the Campus&nbsp;newsletter.

How HE can better support Gypsy, Roma and Traveller students

More students from Gypsy, Roma and Traveller communities are entering higher education. But what can universities do to better support their needs? 

How universities can better support Gypsy, Roma and Traveller students

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

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