Gendered experience

This impact report documents the Research Design for Social Impact Continuing Professional Development (CPD) programme delivered by Design for Social Impact Lab (DFSI Lab) between 2023 and 2025, in partnership with the University of East London (UEL) and the University of Bristol. 

Presented by Generation Delta, these training resources emerged directly from the Workshops organised by this project and held around the country between 2022 and 2025 to understand and enhance the experience of racially minoritised women students at the postgraduate research level. They are designed with the needs of these women in mind, but we hope they will help all those wishing to pursue a research career in higher education.

The following is the script of a keynote lecture given by UKCGE’s Chair, Dr Rebekah Smith McGloin, as part of The Bob Burgess Memorial Lecture series. It took place on Friday July 4th 2025 at the ARC, University of Glasgow.

This resource addressing accessing and entering into postgraduate study was created by Generation Delta, one of the 13 Research England-funded projects focused on racial equity and widening access to postgraduate education, to address entering into PGR studies. 

From August 1st 2025, higher education institutions in England will be required by the regulator, the Office for Students, to comply with a set of conditions around tackling harassment and sexual misconduct.

This guidance document was developed by Yorkshire Consortium for Equity in Doctoral Education (YCEDE) and YCEDE’s Scholars Board, in order to outline their expectations of YCEDE and YCEDE attendees at events. 

In this interview, Anna Bull discusses the E6 regulations, how institutions can comply with the conditions, and how institutions can better address harassment and sexual misconduct.

Presented by Generation Delta, these training resources emerged directly from the Workshops organised by this project and held around the country between 2022 and 2025 to understand and enhance the experience of racially minoritised women students at the postgraduate research level. They are designed with the needs of these women in mind, but we hope they will help all those wishing to pursue a research career in higher education.

This blog post has been written by Tyra Amofah-Akardom and Dami Folayan, both students in the Faculty of Education at the University of Cambridge.