Waiting List

1st UKCGE Conference on Equity, Diversity and Inclusion in Postgraduate Research

Race and Ethnicity in PGR

Conference
Widening Participation & EDI

Date(s): 02 — 03 Nov 2023
Location: Crowne Plaza, Sheffield
Price: £100–525

Greater diversity in postgraduate research benefits everybody. It generates work that reflects current society more accurately and is fundamental to our understanding of universities as public institutions. Ensuring inclusivity in postgraduate education is at the heart of furthering our economic, scientific and social progress.

This conference, which takes as its starting point the 2020 Office for Students / Research England funding competition to improve access and participation for black, Asian and minority ethnic groups in postgraduate research, is an opportunity to take stock.

At the end you will feel more connected to issues of diversity in the sector and understand how they impact on research. There will be opportunities to exchange information on what has been learned so far, enabling you to tackle bias in the postgraduate research environment with greater confidence.

Although the primary focus will be race and ethnicity, we will also consider the interconnected nature of these social categorisations and how they are related to other examples of discrimination and disadvantage. We welcome contributions that address race from different angles – from the perspective of mental health, for example, or in tandem with gender discrimination.

Conference Themes

Admissions and recruitment
Supervisor relationships
Research funding
Building communities
Effective practices in coaching and mentoring
Tackling bias and privilege
The uses of Equity, Diversity and Inclusion (included how it’s defined and measured)
Equality after the doctorate; employability
Learning from global approaches

Conference Background

This conference has grown out of the 2020 Office for Students / Research England funding competition to “improve access and participation for black, Asian and minority ethnic groups in postgraduate research”. Thirteen projects were funded, with each being given a portion of £8million. However, the funding competition has catalysed a number of other projects looking at equality in postgraduate research, including this event.

Inclusivity at UKCGE events

Everyone involved in the conference should be able to enjoy it and benefit from attending, whether they are an organiser, supporter, presenter or audience member. Those who are most affected by prejudice, micro-aggressions or abuse of power are often those who face other systemic barriers relating to their race, ethnicity, class, sexuality, gender or (mental) health.

Ahead of the conference, we are asking everyone involved to think about how to promote inclusivity, and to play their role in actioning change. We want a conference which is safer, more accessible, more inclusive, and convivial, not just for those who already experience these spaces as comfortable or welcoming, but for everyone. We all have a role to play in challenging and changing the environment around supporting access for all. Participation in the conference is conditional on behaving in accordance with UKCGE Equality, Diversity and Inclusion ethos in ways that are fair, collegiate, caring, equitable, inclusive, respectful, non-exploitative and anti-discriminatory.

Keynote Speakers

Maisha Islam
Research Culture Lead (Equality, Diversity and Inclusion) | University of Southampton
- Thu 2 Nov, 09.45
- Welcome & Introduction
Maisha Islam is the Doctoral College Research Culture Lead (Equality, Diversity and Inclusion) at the University of Southampton, and is also studying for a professional doctorate in Education. Maisha’s main research interests lie in the area of racially minoritised students’ experience, and Muslim student sense of belonging/student voice in Higher Education, where she presents, writes and has published on these topics. Maisha is heavily invested in the area of race and religious equality in Higher Education. For example, Maisha has investigated ‘Asian’ student experience in relation to degree-awarding gaps and has sat on a Universities UK staff panels which developed guidance for universities tackling racial harassment and Islamophobia on campus. Additionally, she has completed a two-year term serving on the Office for Students’ Student Panel (2020–22) and is Co-Chair of a Steering Group for a Research England/Office for Students funded programme seeking to improve access and participation of students in colour in postgraduate research study.
Professor Jason Arday
Professor of Sociology of Education | University of Cambridge
- Thu 2 Nov, 10.00
- Keynote Presentation — There we were… Now here we are: Exploring Race and Higher Education
Princess Banda
Doctoral Candidate | University of Oxford
- Thu 2 Nov, 12.10
- Keynote Panel Discussion — The Experiences of PGRs
Princess Banda (she/her) is a socio-medical anthropologist who, amongst many things, is primarily a writer, educator, and researcher. Princess is currently a DPhil Anthropology student at the University of Oxford as both a Clarendon scholar and a Black Academic Futures scholar (2021–2025), and is cultivating a research pathway which embraces the intersections and entanglements between socio-medical anthropology, women’s health, racial and social justice, and critical qualitative research methods. Her areas of interest include racial health disparities, socio-structural and political determinants of health, biopolitics, biopsychosociality, maternal health, and non-communicable diseases. Her doctoral thesis explores how obstetric racism is not only a significant risk factor in UK Black women’s intergenerational experiences of poor and unequal maternal health, but how it is also a kind of biopolitics which reflects the UK’s wider politics of race and anti-Blackness. In doing so, Princess is exploring critical ethnographic and qualitative mixed methods which are rooted in Black feminist politics of sisterhood and ethics of care, ultimately utilising narratives, life histories, and (what she conceptualises as) ‘hybrid ethnography’ as primary methods.
Anita Chonzi
Doctoral Candidate | Sheffield Hallam University
- Thu 2 Nov, 12.10
- Keynote Panel Discussion — The Experiences of PGRs
Anita Chonzi is a full-time Health, Wellbeing and Life Sciences PhD student. Her research interests include the use of multisensory stimulation interventions., with her current research seeking to understand multisensory stimulation’s impact on people with dementia. My research project is an Interpretive Phenomenological Analysis (IPA) which examines human experiences. In Consistence to my beliefs, IPA gives voice to those underrepresented. She also holds several professional positions within the university, including student representative and PGR mentor, and is an active Yorkshire Consortium for Equity in Doctoral Education (YCEDE) Scholars Board member. which aims to improve access and participation of BAME students in postgraduate research study across Yorkshire. The previous roles highlighted the career challenges those from BAME groups face, motivating her desire to drive change and overcome these challenges. To improve the overall education experience and facilitate access and participation of BAME students in postgraduate research.
Garth Dallas
PhD Researcher Business Management | Liverpool John Moores University
- Thu 2 Nov, 12.10
- Keynote Panel Discussion — The Experiences of PGRs
Garth O. Dallas MBA, LLM, FRSA

Garth is a Lawyer, Business Consultant, and Global Equity, Diversity and Inclusion Practitioner.

He is in the second year of his PhD research in the Faculty of Business and Law at Liverpool John Moores University. His research explores the Social and Solidarity Economy as an alternative economic system to neo-liberalism.

His research topic is “How can a sustainability-oriented Social and Solidarity Economy (SSE) Entrepreneurial Ecosystem be developed in the Liverpool City Region?”. The research aims to propose an inclusive sustainability-oriented regional SSE Entrepreneurial Ecosystem Framework, based on the global SSE principles, the diverse characteristics of the region’s business communities, and the requisite legal and policy levers.
Dr Christine Edwards-Leis
Associate Professor — Education | St Mary’s University
- Thu 2 Nov, 15.50
- Keynote Presentation — Call and Response: Inclusive approaches to supervision
Christine holds degrees in Business and Education and has worked in business and educational settings in Australia and England. Her research interests focus on how individuals learn and she has researched, presented and published on aspects of learning in design and technology, mathematics and teacher education. Christine is particularly interested in how individuals manage to investigate and solve problems in unique situations: her doctoral work on mental model theory has informed much of her teaching and research. She is presently the post-graduate research lead for the School of Education at St Mary’s University and manages the EdD: Professional Doctorate in Education. She leads the Pedagogy Special Interest Group and is the editor of ReflectED: St Mary’s Journal of Education. Her current project is editing a text on Pedagogy in Higher Education which brings novice and experienced scholars from the UK and international locations together in a shared writing space. Christine is also conducting research on the experiences of the text authors to better understand the value of community writing spaces. Her doctoral research supervision encompasses projects which advance learning in diverse educational settings and creative industries.
Dr Julie Spencer
Principal | ArtsEd
- Thu 2 Nov, 15.50
- Keynote Presentation — Call and Response: Inclusive approaches to supervision
Julie holds degrees in Acting and Actor Training and has worked as a director and educator within the creative industries and education nationally and internationally. She is Principal of ArtsEd one of the leading conservatoire Performing Arts higher education institutions. Her Professional Doctorate in Education thesis title Navigating Whiteness to Re/Voice a Transculturate Call and Response Pedagogy for Actor Training in Higher Education autoethnographically charts her research into practically actioning inclusive teaching practices in Higher Education. Currently, Julie is writing a chapter for a book about Pedagogy in Higher Education and is working with Bloomsbury to publish her doctorate.
Dr Diego Baptista
Head of Research and Funding Equity | Wellcome Trust
- Fri 3 Nov, 09.05
- Keynote Panel Discussion — Funders Panel
Dr. Diego Baptista is the Head of Research and Funding Equity in the Culture, Equity, Diversity, and Inclusion (CEDI) team and leads a team to help Wellcome become a more inclusive and supportive funder. He is also working on how Wellcome can understand and support Inclusive Research Design and Practice. Previously, he worked on Wellcome’s #ReimagineResearch campaign and led on how to build incentives to fund and supporting positive research cultures through how Wellcome delivers its funding. His first role at Wellcome was in the Open Research team.

Prior to joining Wellcome Diego worked on basic research in molecular biophysics. His work helped accelerate the discovery of membrane protein structures and participated in many activities to increase the diversity of who pursues post graduate study.
Dr David McAllister
Director of Talent and Funding Policy & Delivery | BBSRC
- Tue 3 Oct, 09.05
- Keynote Panel Discussion — Funders Panel
Dr Silvia Panico
Research Programme Manager | Cancer Research UK
- Fri 3 Nov, 09.05
- Keynote Panel Discussion — Funders Panel
Dr Maria Augusta Arruda
Director | Brazilian Biosciences National Laboratory — LNBio
- Fri 3 Nov, 12.20
- Keynote Presentation — From power-hoarding to power-sharing: why do we need diversity for a healthier research culture
Maria Augusta Arruda is Director of the Brazilian Biosciences National Laboratory, part of the National Centre for Research in Energy and Materials (LNBIO-CNPEM), where she leads research groups that employ cutting-edge integrative biology experimental approaches to themes spanning from fundamental biology to host-pathogen interactions to drug discovery. She spent 12 years at the University of Nottingham across several roles, from creating and leading the Brazil-Nottingham Drug Discovery Partnership to supporting the University’s strategic relationship with UKRI to, more recently, being their Head of Researcher Development and Chair of their Race Equity Network. Maria Augusta holds a BSc. and PhD in Pharmacology and has almost 30 years of experience in academic and non-academic research environments, during which she has implemented Research Culture interventions for high performance in Science. Maria Augusta is an Affiliate Fellow of the University of Cambridge’s Robinson College and Elected Fellow of the British Pharmacological Society.

Conference Programme

Download as PDF

09:00

Registration with Tea & Coffee

Duration: 30 mins

09:30

Conference Briefing

Duration: 15 mins

09:45

Welcome & Introduction

Maisha Islam

Research Culture Lead (Equality, Diversity and Inclusion) | University of Southampton

View Presentation

Duration: 15 mins

10:00

Keynote Presentation — There we were… Now here we are: Exploring Race and Higher Education

Professor Jason Arday

Professor of Sociology of Education | University of Cambridge

Duration: 40 mins

10:40

Refreshment Break

Duration: 20 mins

11:00

Option 1 — “This stuff is actually working, isn’t it?” — Magnifying and Amplifying racial equity

Workshop

Rachel Van Krimpen, Alice Haslam & Sandra Rose | University of Nottingham

Primary theme: Tackling bias and privilege
Secondary theme: Admissions and recruitment

View Presentation

Duration: 65 mins

Since 2019, the Nottingham BBSRC Doctoral Training Partnership has taken a long and honest look at its practices and transformed the way it operates to embed equity, diversity and inclusion at the heart of all its activities. This has included a particular focus on developing programmes of activity specifically designed to support the ethnic diversity of our cohorts of postgraduate researchers, with a particular focus on PGRs from Black backgrounds.

In this workshop, members of the DTP team will share the initiatives they have co-developed with our PGRs which have transformed the diversity of those recruited to our programme over the last three years and constructively challenge attendees to consider what practical action they could take within their own context to make a positive difference. We will also explore ongoing work within our programme to ensure we offer an inclusive and supportive environment for our increasingly diverse cohorts, including a recent QAA-funded Collaborative Enhancement Project looking at defining, measuring and supporting success for PGRs from diverse backgrounds.

We will cover:

The Magnify widening participation summer school programme

The AMPlify applicant mentoring programme

Inclusive recruitment processes (including inclusive marketing)

Inclusive student support

Embedding EDI within a training programme

Supporting success for PGRs from diverse backgrounds (QAA Framework)

The PGR voice and co-creation as key

Sharing practice – resources

Participants in this workshop will have space to discuss their own experiences, ideas and ambitions, and leave with practical tools and strategies to shape positive change in their own context.

11:00

Option 2 — How can universities make postgraduate research degrees more accessible?

Workshop

Professor Farzana Shain | Goldsmiths, University of London

Professor Donna Chambers | University of Northumbria

Professor Uma Kambhampati | University of Reading

Professor Shaofeng Liu | University of Plymouth

Professor Iyiola Solanke | University of Oxford

Professor Amaka Offiah | University of Sheffield

Dr Monica Bernal | University of Leeds

Primary theme: Admissions and recruitment
Secondary theme: Research funding

Duration: 65 mins

This paper addresses equity issues in the recruitment and selection processes of English Higher Education Institutions (HEIs). Our focus is recruitment and selection in postgraduate research degrees where Black and racially minoritized students remain highly disadvantaged especially when it comes to accessing funding for their study. We present the emerging findings from the Generation Delta project.

Generation Delta is an OFS/RE funded project (2022–2026), that draws together a consortium of 6 universities (Leeds, Goldsmiths, University of London, Plymouth, Reading, Sheffield and Sunderland) working to create the foundations for a long-term increase in the number of Black, Asian and minority Ethnic (BAME) women professors. The project is designed and focused in particular on addressing both institutional and individual barriers experienced by BAME women at different stages of the PGR life cycle: (i) Access to Academy/admissions (ii) Retention and Progression and (iii) Career Progression building on the research degree.

In this paper we will present the emerging findings of our work in relation to strand (i) Access to Academy. We draw on data collected via two annual rounds of student and staff workshops as well as a baseline survey that targeted all PGR students across the six institutions (442 responses). The paper highlights the key barriers and opportunities identified by students and staff in making recruitment and selection for research degrees more accessible and equitable. We present our findings in the context of wider research debates about institutional change strategies focused on ‘contextualised admissions’ as well as UK Research Councils’ proposals for more inclusive and equitable research degrees including UKRI’s New Deal for Postgraduate Research.

11:00

Option 3 — Small Group Discussions

Featuring the following presentations.

Each discussion will last for 30minutes and the be repeated, allowing delegates to attend two different discussions.

Duration: 65 mins

A

Supervisor Development Through Mentoring Circles

Andrea Ferguson & Prof Karen Wright | UCLan

Primary theme: Supervisor relationships
Secondary theme: Effective practices in coaching and mentoring

Duration

30 mins

This presentation will outline the outcomes of a pilot study of a mentorship programme established within the School of Nursing at UCLan. The programme was designed to prepare academics to become research degree supervisors through peer discussions and support, facilitated by an experienced supervisor acting as the group co-ordinator. The pilot ran alongside the centrally delivered programme of supervisor development workshops which it was intended to augment by providing localised, bespoke support within a safe space.

The overall purpose of programme was to develop colleagues into the research supervisor role, enabling confidence and competency to be developed in a supportive environment, providing a positive staff experience and enhancing the broader research culture and environment. By taking part in the pilot study and its evaluation participants shared their unique insights into their experiences of the programme, which have been utilised to make and implement recommendations regarding how to effectively prepare research supervisors.

The presentation will share the format of the programme and explain the outcomes to enable discussion as to how mentoring circles may be implemented at other HEIs for effective research supervisor development — both for those new to supervision and those who are more experienced in the role.

1. The pilot was aimed at developing staff in the School of Nursing to become research supervisors through developing their capacity and confidence to undertake the role. Participants had completed their own doctoral studies but were struggling to join supervisory teams. The pilot uncovered a number of issues such as the selection of research supervisors being opaque or a closed shop, resulting in a lack of diversity and teaching focused staff not being sure about developing as researchers which suggested a lack of inclusivity in the broader research environment/culture which could in turn be passed onto PGRs if not addressed.

2. Enabling potential supervisors to have discussions about research supervision in safe space with a range of different colleagues allowed a range of voices and experiences to be heard, such that research supervisors can develop a rounded view of the role and how to support students in an inclusive way.

3. The pilot participants were themselves a diverse group, in terms of gender and ethnicity and so brought different perspectives, which enabled the pilot itself to be developed/modified as it progressed to ensure EDI issue could be surfaced and discussed.

In the 30minute workshop I will use the 10 mins to present ‘what we did/conclusions’ then use the 20 mins discussion to consider how this approach to supervisor development could be effectively used/adapted/developed further to raise awareness of/resolve EDI issues in PGR.
B

Taking off the mask – analysing outcomes for researchers by detailed ethnicity

Lucy Batten & Tara Wittin | University of Birmingham

Primary theme: The uses of Equity, Diversity and Inclusion
Secondary theme: Tackling bias and privilege

Duration

30 mins

The ‘leaky pipeline’ in ethnic diversity in academia is well evidenced, but it is only with detailed information, that we can target resources most effectively and justify the decisions made, to support current and future researchers where it will make the biggest difference.

As part of the Race Equality Charter Action Plan, the University Graduate School at the University of Birmingham (UoB) conducted an analysis of population, submission, completion, and attainment data for Postgraduate Researchers (PGRs) by detailed ethnicity, split by home and international.

The aims of this work are to monitor and improve over time the representation, progression and success of minority ethnic PGRs, to identify groups of PGRs who may benefit from additional support, and to build a more diverse and inclusive pipeline into academic careers.

Our introduction will put forward that it is important to look at ethnicity in a detailed way and split by home/international. This is because looking purely at a difference between BAME and White can mask a more nuanced and varied underlying picture.

Our analysis revealed that at UoB, Black British Home PGRs had lower submission, completion and outcome rates than average.

This picture would be partially masked if we looked solely at a BAME/White/Unknown split, as for example international Chinese PGRs had higher rates and make up a significant part of the BAME PGR population at UoB.

Further analysis found that at UoB Black British Home students were more likely to be part time students, and it is hypothesised that this could potentially explain part of the differences in progression, due to increased pressures on the PGRs time due to paid work or caring responsibilities.

As a result of this analysis, the UoB is considering measures to support future Black British researchers and to encourage applications from this under-represented group.
C

An approach to building a community at St George’s, University of London

Dr Mohani-Preet Dhillon, Dr Carwyn Hooper & Dr Mark Bodman-Smith | St George’s University of London

Primary theme: Building communities
Secondary theme: The uses of Equity, Diversity and Inclusion

View Presentation

Duration

30 mins

Lack of inclusion is a recognised problem in the UK HEI sector, the problems span several characteristics with a particular focus recently on ethnicity. St George’s, University of London (SGUL) in conjunction with Equal Representation in Academia (ERA), developed a new initiative to improve access to and awareness of biomedical research and subsequently doctoral education.

ERA is an initiative that offers students (BSc, MRes/MSc) from statistically underrepresented backgrounds the opportunity to enrol on a bespoke programme that provides research experience (lab/clinical) tailored to the student. Projects are supervised by a host of key scientific personnel including, principal investigators, lab technicians, PhD students and postdocs. In addition to this the programme offers 1:1 mentoring, and careers coaching (resilience training, interview techniques, CV building etc). Upon completing the programme students join an ERA ambassadors programme where they participate in community engagement activities, led by the postgraduate researchers, raising awareness of scientific work and role modelling.

Since 2021, 16 students have progressed to research related careers upon completion of their ERA placements. 100% of students rated their ERA experience as highly effective (5‑star rating) with one stating that “this ERA placement has provided me with the opportunity to gain invaluable insight into research and academia which has had a positive influence and impact on the career path I would like to pursue”. The ERA has built a large following, one student stated that “by taking part in this placement, you can advocate for the need of improved representation in the world of research”. The initiative has also provided teaching opportunities for the postgraduate research community and provided a platform for them to co-produce and connect.

The ERA initiative has secured 4 national awards for its work to improve access to academia and knowledge transfer throughout the sector. An example of the latter was a successful collaboration with St Mary’s University whereby 2 of their students gained experience in research laboratories at SGUL. Work is ongoing to build connections with the wider higher education community.
D

Community-building initiatives co-developed for racially marginalised PGRs: Facilitating engagement

Dr Myles-Jay Linton & Mar Ruiz Molina | University of Bristol

Primary theme: Building communities
Secondary theme: The uses of Equity, Diversity and Inclusion

Duration

30 mins

Background:

While postgraduate research can be a highly rewarding experience, universities are increasingly aware that many racially marginalised prospective students fear they will not be welcomed, and many existing PGRs struggle to find spaces where they feel they belong. In 2021 Bristol Doctoral College (BDC) launched the Be More Empowered For Success PGR programme. This programme seeks to influence positive change for home racially marginalised postgraduate researchers (PGRs). An undergraduate Be More Empowered For Success initiative has been in place since 2019.

Programme overview:

Alongside staff members in the BDC, the programme is collaboratively run with a small cohort of existing PGRs (Advocates), who bring lived experience combined with practical experience of equity, diversity and inclusion work in HE settings. As the programme has developed, increasing focus has been placed on supporting home students (whose academic journey thus far we recognise may have involved disproportionate exposure to social injustices specific to growing up in a UK context). Two key areas of focus for the programme are: (1) Belonging: supporting community building through social activities, and (2) Empowerment: promoting opportunities for skills/professional development. The programme hosted 8 events conceived by the PGR Advocates in 2021/2022 and 13 events in 2022/2023.

We will facilitate discussion around the following questions, to generate insight for our own programme, and inform thinking for others developing similar initiatives:

- How should new programmes build awareness among beneficiaries within institutions?

- What strategies should universities use to incentivise participation in new programmes among racially marginalised PGRs?

- How should we measure the success and impact of community-building initiatives?

* While language is not the critical focus of this session, we recognise the complexity, imperfection and need for ongoing discussion around how we talk about race and ethnicity. We are committed to an ongoing process of learning.

12:05

Changeover

Duration: 5 mins

12:10

Keynote Panel Discussion — The Experiences of PGRs

Princess Banda—PGR Candidate | University of Oxford

Anita Chonzi—Doctoral Candidate | Sheffield Hallam University
View Presentation

Garth Dallas—PhD Researcher Business Management | Liverpool John Moores University

Duration: 40 mins

12:50

Lunch

Duration: 60 mins

13:50

Option 1 — Symposium on Admissions & Recruitment (i)

Please note that this session will last until 14:55. Presentations will include:

Duration: 60 mins

A

Accomplished Study Programme in Research Excellence (ASPIRE)

Dr Ifedapo Francis Awolowo | Sheffield Hallam University

Primary theme: Admissions and recruitment
Secondary theme: Building communities

View Presentation

Duration

15 mins

The Accomplished Study Programme in Research Excellence (ASPIRE) is a unique intervention and innovative approach designed by Black academics for Black students towards increasing access and participation at doctoral level study. Sheffield Hallam University leads ASPIRE in partnership with Manchester Metropolitan University & Advance HE as part of the 13 funded projects by OFS and Research England. The programme aims to develop Black students’ capabilities to navigate structural barriers to doctoral study and enhance pathways of opportunity through inclusive targeting.

The programme centres on health, well-being, and compassionate conversations, building the confidence of Black and Black heritage students interested in doctoral study. It is reciprocal in that it also develops the supervisory teams’ understanding of the often-taboo subject of race and its importance to the ‘Black experience’.

The ASPIRE programme is a 6‑month programme of exciting, interesting & thought-provoking weekly workshops, activities & synchronous and asynchronous classes. These classes cover professional & personal development, academic writing, employability, research skills (quantitative and qualitative) and project management, which are the five core pillars of ASPIRE. The programme has contributed toward fixing the broken pipeline through personalised mentorship. 46 scholars have gone through the mentorship scheme, of which 9 have successfully secured PhD places with full funding. ASPIRE has also contributed to shaping the teaching and supervision practices of mentors and supervisors participating in the programme.
B

Tackling racial inequalities in PGR recruitment and admission (Pro:NE project)

Professor Vikki Boliver | Durham University

Primary theme: Admissions and recruitment

Duration

15 mins

This session presents some insights from the admissions strand of the OFS-funded Pro:NE project which aims to improve racially minoritised students’ access to and successful undertaking of doctoral level study at the five universities of the North East. Drawing on a mix of quantitative and qualitative evidence relating to application and admission to doctoral programmes at the universities of Durham, Newcastle, Northumbria, Sunderland and Teesside, we identify several leaky parts of the PhD pipeline and outline some of the initiatives being trialled to help repair these leaks. Session participants are warmly invited to offer their critical feedback on the likely adequacy of these initiatives and their thoughts on what could be done differently or in addition.
C

In2research — Addressing the research access problem

Dr Michael Sulu & Dr Snigdha Dutta | UCL

Rebecca Jelbert & Anishta Shegobin | In2science

Primary theme: Admissions and recruitment
Secondary theme: Building communities

View Presentation

Duration

15 mins

In2research is a flagship access programme designed to give people from low socio-economic backgrounds, and a variety of underrepresented groups, experience of research. It uses a year-long training and mentoring provision alongside an 8‑week research placement supported by a tax-free stipend to equip the participant with a range of skills and experiences that enable a deeper understanding of the research process and environment. Combined with the participant provision, there is also training for staff that volunteer as both mentors and placement hosts. This element of the training is designed to equip staff with a deeper understanding of both race and culture, and enable institutional and sector wide culture change through a change in recruitment practice and a concomitant diversification of the concept of excellence when seeking new doctoral students.

An overarching aim of the programme is sustainability, so alongside delivery and raising awareness, there is fundraising and a strategic focus that will support growth. As In2research enters its third cycle, it has grown from 23 participants (in it’s pilot phase) and 12 volunteer mentors, to supporting 90 participants and 154 volunteer mentors, hosts, and workshop speakers. Our mentor numbers have increased from 12 to 46, and while we consider all completing participants a success, we have also had 10 students continue in PG study/research with a further 24 in the process of applying for a PhD (2021–22 cohort with 50 participants).

This talk will talk about the challenges and opportunities of the programme from both a delivery and management perspective. with a focus on lessons learned and decisions made to enable growth in the future as the scale of the program shifts from local (London-based) to national (with potential for international replication and collaboration).

13:50

Option 2 — Research culture, community building with a focus on wellness and inclusivity

Oral Presentation

Dr Márjory Da Costa Abreu, Dr Elizabeth Scanlon, Liz Brearley & Rebecca Oldfield | Sheffield Hallam University

Primary theme: Building communities
Secondary theme: Effective practices in coaching and mentoring

View Presentation

Duration: 30 mins

A supportive and positive research culture is essential for PGR students, supporting their development and interaction with other like-minded researchers and broader communities supports their wider wellbeing.

This is even more important if the PGR student comes from a disadvantage background and/or is part of a minoritised group.

This relationship was starting to show on the PRES results before the pandemic, but it became even more evident during and after COVID.

As a response to increase the support provided, the PGR Wellness Group was formed with the aim of specifically supporting the wellbeing of PGR students in face of the PRES 2020 results and its strong indication that the students were not coping well with the changes in the social dynamics caused by COVID. Establishing the PGR community across all the areas have built critical mass of PGR students for induction events, training sessions, internal poster events and research conferences and symposiums. More impactful feedback came when we promoted a range of wellness related sessions that were thought to support all students but focusing on EDI related issues. They followed hybrid formats where they existed pre-COVID. Organised in a synchronised manner so that different disciplines could attend any seminars.

We have developed a strong and continuous strategy to engage and promote this support with events being diverse with attendance of both students and academics where they were offered safe spaces to share experiences. Student representative roles have played a key part into demystifying mental health related topics and supported the academic team to make students feel comfortable to attend and participate.

This session will explore how such strategies can enhance and promote research culture in the diverse environment of PGR students.

13:50

Option 3 — The Leadership Course: A Pilot EDI Initiative for black Asian and minority ethnic PGR students

Oral Presentation

Francesca Bartram & Dr David M Rea |Swansea University

Dr Natalie Wint | UCL

Primary theme: Effective practices in coaching and mentoring
Secondary theme: The uses of Equity, Diversity and Inclusion Oral Presentation

View Presentation

Duration: 30 mins

UK Higher Education is characterised by disproportionately low participation rates of black, Asian and minority ethnic groups, particularly in postgraduate study, and there are stark differences between ethnic groups in terms of retention, outcomes, and progression. Disparities increase at higher levels of education, suggesting the existence of barriers to the progression of black Asian and minority ethnic students into postgraduate education. The impact of this appears to continue beyond Higher Education, as disparities persist into employment and progression to senior levels. Such disparities have led to a large focus on the implementation of interventions that aim to improve equity, diversity and inclusion (EDI).

This work examines the implementation of a pilot Leadership Course as an EDI initiative for black, Asian and minority ethnic engineering postgraduate research students at Swansea University. Throughout the Leadership Course, students participated in coaching sessions and leadership development sessions with two external providers and received formal sponsorship from senior staff members. This research investigates the decision-making processes regarding the course and the impact of the course within the wider context in which it was implemented. A thematic approach is utilised to analyse data from semi-structured interviews held with key stakeholders involved in the course: students who participated, external providers who delivered the course, sponsors, and university staff members who implemented the course. Content analysis is also performed on course documentation. The key findings highlight the potential benefits of coaching, leadership development, and sponsorship for black Asian and minority ethnic postgraduate research students, certain ways in which the institutional culture may limit the advancement of EDI, particularly related to race equity, and the importance of authentic institutional support of EDI for meaningful change. The data-driven conclusions provide actionable recommendations to improve the EDI landscape within the institution and elsewhere.

14:20

Changeover

Duration: 5 mins

14:25

Option 1 — Fostering Inclusivity in Postgraduate Research: An Innovative Methodology for RM groups Empowerment

Oral Presentation

Dr Benjamin Ajibade | Northumbria University

Primary theme: Building communities

View Presentation

Duration: 30 mins

Abstract:

In response to the pressing need to address disparities in postgraduate research studies, especially for Racially Minoritised (RM) students (17.2% in 2017/18: AdvanceHE, 2019), we present an innovative methodology. Our approach focuses on fostering inclusivity and engagement among RM students while nurturing the next generation of scholars. This holistic approach promotes collaborative knowledge creation, culturally responsive mentorship, and technology-driven connectivity.

Our unique methodology combines several vital components:

1. Focus group: We partner with RM students to collaboratively design research projects that reflect their unique needs. This ensures culturally relevant research and amplifies underrepresented voices (Nyumba et al, 2018).

2. Pro:NE Conference: An annual event showcases the previous year’s Pro:NE Project work and invites RM postgraduates to present their research. External experts contribute insights.

3. LEGO Serious Play: An interactive exercise at the Pro:NE Conference helps identify key success factors for PhD completion themed Building the Blocks to Successful PhD completion (Ajibade and Hayes, 2022).

4. Mentorship Networks: We pair RM postgraduates with established scholars from similar backgrounds, offering academic and holistic support (Williams, 2022).

5. Workshops and Interventions: These include scholarships, career modules, networking events, and conferences.

6. Digital Platforms: We create an online space for communication, knowledge-sharing, mentoring, and networking.

7. Inclusive Research Symposia: Regular events to allow RM researchers to present their work, fostering knowledge exchange and networking.

Our methodology aims to create a transformative experience for RM postgraduates by nurturing their academic growth and research skills. By dismantling systemic barriers, we empower the next generation of scholars to drive positive change.

In conclusion, our innovative approach offers a comprehensive framework for fostering inclusivity in postgraduate research, ultimately contributing to a more diverse and equitable academic landscape.

14:25

Option 2 — Social and Epistemic Justice in Elite U.K. Universities: A Systematic Review on Doctoral Studies

Oral Presentation

Katerina Psilopoulou & Melissa McCreery | University of Cambridge

Primary theme: Building communities
Secondary theme: Admissions and recruitment

Duration: 30 mins

Oxbridge, and other elite UK universities, have a history of admitting and graduating mostly traditional students, typically defined as majority white from middle to upper socioeconomic backgrounds who have a longstanding history of attending fee-charging schools (Sutton Trust 2016; Blackman 2017). These students are twice as likely to receive an offer to study at the doctoral level than their ethnic minority peers (Wakeling 2009; Richardson 2013) who have been historically underrepresented. Recently there has been a call to diversify the doctoral student body through widening participation (WP) policies and practices in order to achieve greater social and epistemic justice (Bhopal 2017; Koutsouris & Stentiford 2022, Bell 2016; Otteson 2019). Yet, increasing the numbers of underrepresented students –often the metrics of successful WP policies and practices– is not the sole indicator that the university has achieved social and epistemic justice. Social justice has been defined as both a goal and a process for institutions, with the ultimate aim being full and equitable participation of people from all social identity groups (Bell 2016; Otteson 2019), while epistemic justice refers to equal and democratic access to knowledge consumption and creation (Anderson 2012; Wallis and Rocha 2022). Our research aims to review and evaluate methods for achieving social and epistemic justice beyond WP schemes that often do not address the core issues behind application and offer discrepancies. We have conducted a systematic review that analyzes the role of Oxbridge and other elite UK universities in promoting –or hindering– social and epistemic justice beyond the admissions life-cycle. The findings show that there is an emphasis on a student deficit-based rationale to WP and that hinders progress towards social and epistemic justice. The review aims to start a conversation between universities and policy makers, as well as prospective students, to address the gaps in the literature on equality within the doctoral admissions cycle.

14:55

Refreshment Break

Duration: 20 mins

15:15

Option 1 — Building a subaltern community of belonging for British-Bangladeshi female PGR students

Oral Presentation

Maisha Islam | University of Southampton

Primary theme: Building communities
Secondary theme: Tackling bias and privilege

Duration: 30 mins

Centered on a doctoral thesis, this presentation aims to explore feelings of (un)belonging from the positionality of Bangladeshi female postgraduate research (PGR) students — a group representing minoritised identities in the most hyperbolic of ways. Where discourses related to belonging privilege ‘traditional’ undergraduate student experiences (Sabri, 2011), I report on the experiences and aspirations of Bangladeshi female PGRs and the complexities involved in their doctoral journeys due to intersectionalities based on race, gender and religion. Realising an urgency to belong and be truly understood in a HE landscape so dislocated from our realities, the creation of an informal support network (Angaaz sisters) is described to demonstrate the importance of our developing a subaltern space of belonging where our voices are no longer historically written out of existence (Spivak, 1988). Drawing on participatory and experience-based co-design, this multi-modal presentation will give insight into our experiences, hoping to draw attention to the ways in which racially minoritised PGRs are supported to thrive within academia.

15:15

Option 2 — 20:20 Presentations

Featuring the following presentations.

Each discussion will use 20 slides, with each slide being shown for no longer than 20 seconds. There will be opportunity for questions/discussion at the end of the session.

Duration: 30 mins

A

Re-imagining a de-colonised, anti-racist curriculum within Initial Teacher Education in Wales

Dr Susan Davis, Chantelle Haughton & Sharne Watkins | Cardiff Metropolitan University

Primary theme: Learning from global
approaches
Secondary theme: Tackling bias and
privilege

View Presentation

Welsh Government legislation around anti-racist professional practice in education, thinking and learning is changing rapidly. As a collective of lecturers in Initial Teacher Education (ITE) in a Welsh university, we were mindful of this agenda, or had lived experience of racism. Thus, we formed a strategic research collective with the goal being to work towards anti-racist practice and primarily to de-colonise our own pedagogy and curriculum delivery. It was also essential that we re-imagined our professional practice, employing an anti-racist lens — in order to re-imagine ways to avoid ‘not doing what we had always done’.
We therefore subscribed to and are continuing to learn from — a wide range of global approaches to education and academic thinking and learning. Using a patchwork methodological approach as our research framework. We employed a process of ‘deep thinking and deep listening’ based on a range of indigenous and global world knowledge systems. We forensically interrogated our practice and begun our journey to de-colonise our minds (Ngugi, 1988) as an initial starting point. We also had to become comfortable with ‘unknowing and unlearning’ which was a journey based on acknowledging ‘synergies of discomfort’. The research collective comprised of a group of six like-minded colleagues from both White, Black and Global Majority backgrounds, we found it to be a supportive space with opportunities to share, learn and make mistakes in safe environment. Our presentation will chart our ongoing journey and makes recommendations to improve practice, gained from our experiences.
B

The power of podcasting in connecting underrepresented researchers with their communities

Megan Bradshaw | Amazon Music & University of East Anglia

Primary theme: Building communities
Secondary theme: Tackling bias and privilege

Podcasts have only recently become a topic of serious academic study, and, even more recently, considered a literary medium. Podcasts possess the unique affordance of immediate intimacy that allows listeners to tap into personal experiences and emotional connections. Intersecting with social media spaces, these connections encourage listeners to confer a sense of belonging with the host and with other fans. My presentation will demonstrate how podcasts can act as community-building tools to connect underrepresented (postgraduate) researchers with their communities, taking examples from current successful podcasts. Given my professional background as a podcast producer, commissioner, and researcher, this project will be aided by my direct access to the creators, hosts, and production history behind some key podcasts included in this presentation as examples of building community.
C

Conational Communities within Diverse Academic Environments: Safe Havens or Integration Obstacles?

Xuande Wu | The University of Edinburgh

Kunyang Qu | Independent
researcher

Zhuomiao Guo | City University of Hongkong

Primary theme: Building communities
Secondary theme: The uses of Equity, Diversity and Inclusion

View Presentation

The fabric of postgraduate education in the UK is richly interwoven with a diverse range of ethnic backgrounds among both teachers and students. Notably, a trend emerges whereby international students predominantly communicate and collaborate within their conational groups, inadvertently cultivating separate communities within the broader inclusive environment. This study employs Chinese Postgraduate Taught (PGT) students in Scotland as a case study to illuminate the dynamics and implications of such isolated communities.

Utilizing a longitudinal mixed-methods approach and data from 166 Chinese international students, we identify the formation and lasting impact of conational communities. Frequently led by students with superior language skills, these communities serve as Chinese international students’ initial social and academic networks. They induce a lasting, albeit contradictory, influence on the students’ subsequent assimilation into the broader university environment.

Conational communities offer a buffer against emotional and academic pressures, fostering a sense of belonging and security. However, these protective enclaves may prevent international students from fully integrating into the heterogeneous academic landscape. Students operate within a homogeneous conational community in a host nation celebrated for its diversity, leading to a form of integration confined to their conational community rather than the larger inclusive community.

The themes of such insulated conational communities include detachment from supervisors, dependency on conational leaders, alienation from classmates of different backgrounds, perceived feelings of exclusion, and negative self-perception. These features persist throughout the international students’ tenure at the host university. The initial three themes simultaneously symbolize and incite the latter two themes. Moreover, factors such as language proficiency, limited social interaction opportunities, and perceived educational disparities between home and host countries contribute to forming these separated conational communities.

This study can inform educators, supervisors, curriculum designers, and policymakers, providing implications for constructing genuinely diverse and inclusive communities within postgraduate education in UK universities.

15:45

Changeover

Duration: 5 mins

15:50

Keynote Presentation — Call and Response: Inclusive approaches to supervision

Dr Christine Edwards-Leis
Associate Professor — Education | St Mary’s University

Dr Julie Spencer
Principal | ArtsEd

View Presentation