Towards widening participation in post-graduate research: The ASPIRE programme

Abstract

In recent years, universities in the UK have increased efforts to promote diversity and equality in their institutions. Such efforts include establishing partnerships with schools and colleges in local communities (Russell Group, 2023), creating mentorship programmes (SHU, 2022), attempting to decolonise the curriculum (HEPI, 2020), funding research to address the ethnic minorities awarding gap (OFS, 2021), and providing ringed-fenced scholarships for Black and mixed heritage students (Sucharitkul and Windsor, 2021). These interventions are directly aimed at widening access and participation for under-represented groups. Nevertheless, there remains a significant amount of work to be done in supporting improvements in the progression and outcomes for minoritised students in universities, especially those from Black and mixed-Black ethnic backgrounds.

In September 2019, Leading Routes (2019) produced a ground-breaking report on Black students’ access to postgraduate research programmes and race-based inequalities within Higher Education in the UK. Citing figures from Higher Education Statistics Agency, (HESA), the report revealed that in 2017/18, out of 15,560 full-time UK domiciled PhD students in their first year of study, just three per cent of those students were Black (HESA, 2019).

The Leading Routes (2019) report highlighted three key factors influencing Black PhD students’ decision-making and application process. First, there is an emphasis on prior attainment – which disadvantages Black students who are the least likely to achieve a ​‘good undergraduate degree’ (upper second-class or first-class honours) (Universities UK, 2019). Second, the preference for graduates from research-intensive institutions was highlighted. This is important because Black students are more likely to attend post-92 universities (Boliver, 2016). In addition, applicants who have attended Russel Group institutions are regularly favoured over post-92 universities in determining funded PhD places. Thirdly, almost half of all Black doctoral students are enrolled part-time, the most significant percentage of part-time PhD students across all ethnic groups, and part-time students are more likely to be self-funded. (Leading Routes, 2019).

While over the last two decades, there has been significant progress in increasing access for Black and other ethnic minoritised groups (Pimblott, 2020; Sucharitkul and Windsor, 2021), there is a concerted effort at play to increase the representation of Black and mixed-Black heritage students in postgraduate and research level degrees (Pimblott, 2020). One such effort is the deliberate action of increasing access to Black heritage students through ring-fencing of scholarship slots at postgraduate and research study levels (Sucharitkul and Windsor, 2021).

To address the underrepresentation of Black students and other ethnic minority groups at PhD level, the Office for Students (OFS) funded 13 projects to increase access and participation for Black, Asian and Minority ethnic groups in the postgraduate research study. One of the funded projects is the Accomplished Study Program in Research Excellence (ASPIRE).

This article will provide an overview of the literature on the history of racism in higher education in the UK, focusing on postgraduate research education, and provide insight and evidence from the ASPIRE programme on how a personalised mentorship program has the potential to make a difference in widening participation for Black students.

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