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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There are three times more autistic people studying creative art and design subjects than students with no disability, recent research has shown. 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.&nbsp;We urgently need more research into neurodivergence at the intersection of HE 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;I write about this as someone who is autistic and has dyscalculia, and as someone who abandoned a once thriving art practice because I couldn’t make sense of the opaque systems and the obtuse hierarchies I was meant to intuitively navigate in the art world. It was these difficulties that led me from creative practice to creative employability education, where I shifted my focus to helping others unpack the complex systems that can make the creative industries inaccessible to all but the most privileged.&nbsp;It’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 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.Autism in academic settings: unleashing unique strengths with adjustmentsSupervising neurodivergent&nbsp;postgraduate researchersHow to make your university more neurodivergent&nbsp;friendlyI’ll build on this further by clarifying that neuro does not mean brain but refers to the nervous system. For me, being autistic, in particular, 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 which 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.Neuro-affirming teaching doesn’t interpret behaviour solely through a neurotypical lensMost neurodivergent people have faced their fair share of criticism across their lifetimes, simply by showing up as themselves. This is because some behaviours are being interpreted through a neurotypical lens, when in fact the motivation and intent behind our behaviour can be quite different. So, I may be considered obstinate because I ask lots of detailed questions - not to challenge, but to make sure I have really understood something. Or I may undertake parallel activities to aid concentration when trying to learn. My fidgeting is not a sign of disinterest but a desire to focus. Or I may avoid eye contact, not because I’m ignoring you, but because it requires a significant amount of energy for me to maintain - energy I would rather redirect to learning.&nbsp;Neuro-affirming teaching considers 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. While teaching spaces cannot usually be controlled by teaching staff, regular movement and sensory breaks can support neurodivergent learners to meet their body’s needs, so they’re more readily able to learn.Neuro-affirming teaching embeds a focus on social justice, activism and advocacy&nbsp;&nbsp;&nbsp;&nbsp;&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. Making the systems and processes at play in the creative industries transparent, including inequitable access and poor working practices, will support these students to see these as problems of the system, rather than with themselves. Helping people frame their experiences through the lens of social justice, encouraging them to question the status quo and building their confidence in, and awareness of, their strengths will support neurodivergent students to shape more equitable practice.By centring neuro-affirming practice in teaching we will support more than just neurodivergent learners to thrive. 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. There are few spaces more inequitable than the creative industries so we must 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;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.

Neurodiversity-affirming education for creative students

Not enough is said about the likely disproportionate number of neurodivergent people working in the creative industries, and this has real implications for how effective support is for creative students

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

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.School visits are a triple-win for academics, schools and societyOpinion: 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 has been 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. The awards will be presented at a ceremony in Birmingham on 28&nbsp;November 2024.Academics and university leaders from across the UK and Ireland will come together on 27-28 November at&nbsp;THE Campus Live UK&amp;IE&nbsp;to talk about how higher education can build resilience for a sustainable future.&nbsp;Join us&nbsp;for this two-day event in Birmingham.

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.For those seeking to create more inclusive learning environments, it is important to:Cater to unpredictable, evolving student needs: with an increasing number of students working longer hours, having caring responsibilities, disabilities, or significant financial and travel challenges, flexibility is needed to support students leading busy lives. You can factor this into your teaching by offering flexibility not just through delivery (eg, 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 HEIncorporating content and applied learning activities that resonate with a diverse student body: for example, 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 strengths-based approach: rather 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 unique 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”: apply theoretical concepts to a range of diverse everyday topics/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

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.

Supporting mature students into creative careers

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

As we dig into the challenges of balancing family life with the demands of higher education, we can learn from the analogy of tending a garden. Just as a garden requires careful planning, consistent care and attention to detail, so too does balancing family responsibilities with academic pursuits.Preparing the soil: laying the foundationThe first step to a successful garden is preparing the soil – enriching it with nutrients, clearing away weeds and making sure it’s ready to support healthy growth. In the context of balancing family and higher education, preparing the soil involves setting realistic expectations for yourself and your family. This foundation requires open communication, where you explain the demands of your academic pursuits and work together to set up routines that accommodate both study and family time.The art of balance: tips for primary carers in higher educationHow to manage parental leave for university staffFrom prams to postgraduate degrees: how universities can support student parentsConsider these questions as you prepare your soil:What are your academic goals, and how do they align with your family’s needs?Are there specific times of day when you can focus on your studies without compromising family time?How can your family support you in achieving your academic goals?By addressing these questions, you create a strong foundation for managing the demands of both family and education.Planting the seeds: integrating family into academic lifeJust as you carefully plant seeds in a garden, considering their placement for best growth, integrating family into academic life requires thoughtful planning. For students who are also parents, this might involve including children in their educational journey by sharing what they are learning or involving them in study activities. For instance, you might explain concepts in simple terms or relate them to something your children are familiar with, making it a family learning experience.Here are a few ways to plant these seeds:Share your learning experiences with your family, making them feel included in your academic journeyInvolve your children in educational activities that complement your studies, such as reading together or exploring topics that relate to your courseworkUse family time as an opportunity to discuss what you are learning, making your studies a shared experienceThis integration not only helps your family understand your academic responsibilities but also strengthens the bond between you and your loved ones.Watering and feeding: consistent care and attentionA garden requires regular watering and feeding to flourish, just as balancing family and academic life requires ongoing effort and care. Time management is the key to ensuring that both areas of your life receive the attention they need. Setting aside specific times for study sessions, family activities and self-care ensures that neither area is neglected.Specific actions you can take include:Create a schedule: block out time for study sessions, family activities and relaxation to ensure a balanced approachSet priorities: decide which tasks are most important each day and focus on those, allowing yourself to let go of less critical responsibilities when necessaryInvolve your family: encourage family members to respect your study time, but also involve them in your planning so that everyone feels includedStay consistent: keeping up with these efforts will help you keep a balance that supports both your academic and family goals.Pruning and weeding: setting boundariesPruning and weeding are essential for a garden’s health, just as setting boundaries is crucial for supporting a healthy balance between family and academia. Just as you trim back overgrowth to allow for new growth, setting clear boundaries around your time and energy can prevent burnout and ensure that you are giving your best to both your family and your studies.Here are some boundary-setting strategies:Establish “quiet hours”: designate specific times during the day when you focus solely on your studies and communicate this to your familyLimit distractions: find and eliminate distractions during study time, whether that means turning off your phone, finding a quiet place to work, or setting limits on social media usePractise saying no: learn to decline more commitments that do not align with your priorities or that could overwhelm your schedule.By pruning and setting boundaries, you create space for both your academic and family life to thrive without one overshadowing the other.Harvesting: reaping the benefits of balanceA well-tended vegetable garden yields a bountiful harvest. Similarly, when you successfully balance family life with academic responsibilities, you reap the rewards of both. The satisfaction of achieving academic goals while being present for your family’s important moments is akin to the joy of harvesting ripe, healthy produce from your garden.The rewards of balance include:Personal fulfilment: the satisfaction of achieving academic success while keeping a strong family connectionReduced stress: a balanced approach to family and academic life can reduce stress and prevent burnout, allowing you to enjoy both aspects of your lifeStrong relationships: by involving your family in your academic journey and setting clear boundaries, you strengthen the bond with your loved ones.Balancing family life and higher education is no easy task, but like a well-tended garden, it is possible to cultivate a thriving environment where both can flourish. With careful planning, consistent care and a few strategic adjustments, you can create a life where your family and academic pursuits grow together, bringing you fulfilment and success in both areas.John Sinclair is a part-time faculty member at the MBA programme at CSU Global.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.

Plant the seeds for a balance between family and academia

Balancing the demands of family life and higher education can feel as daunting as starting a garden from scratch. But with careful planning, consistent care and the right tools, you can cultivate a thriving environment where both areas of your life flourish

Plant the seeds for a rewarding balance between family and academia

Among married couples with children, 98 per cent had at least one employed parent in 2023, and in 67 per cent of these families both parents were employed, according to the&nbsp;US Bureau of Labor Statistics. Access to quality, affordable and flexible care options is fundamental – yet working parents face rising challenges in a childcare system that is under immense pressure. Moreover, the number one reason women left or changed jobs was the lack of accessible and affordable childcare,&nbsp;research has shown.Most university campuses in the US do not offer childcare for parenting students, faculty or staff. Only&nbsp;38 per cent of public institutions and 7 per cent of non-profit institutions have on-campus childcare options that serve students, according to the New America Foundation, a non-partisan think tank in the US. Furthermore, the percentage of public academic institutions that do have childcare services fell from&nbsp;59 per cent in 2004 to 45 in 2019, according to figures from the Institute for Women’s Policy Research. For-profit institutions almost never report on their on-campus childcare provision.&nbsp;These numbers could make a case that it is necessary for academic institutions to provide resources to student parents they enrol, faculty they recruit and staff they hire, who are or may become parents. Available resources and opportunities should be designed to ease the stress surrounding access to childcare.Balancing books and babies: empowering graduate-student parentsSupporting parent academics through staff networksWhat can universities do to support academic couples?Having quality childcare helps universities recruit and retain faculty, staff and students. It enables employees and students to engage actively with their work and studies, knowing that their children are being cared for in a safe, healthy environment. Locally, the challenges of finding affordable, flexible childcare have forced Virginia Tech employees and students to make tough decisions affecting their family’s quality of life. The past fiscal year was particularly stressful as childcare centres and parents anticipated the end of Covid-era funding and increased enrolment costs.&nbsp;Additionally, we have a significant early childhood education workforce crisis; childcare workers are paid only slightly above minimum wage, meaning they can earn more working in retail or other industries. This sends turnover rates soaring and forces many childcare programmes to operate at less than capacity.&nbsp;To address both sides of this challenge, Virginia Tech launched the Early Childhood Education Initiative (ECEI) in 2021. ECEI has two aims: first, to serve the university’s parents; and second, to forge relationships with community organisations to both advocate for childcare stabilisation and increase the workforce. To accomplish the latter, we offer information and opportunities to future childcare providers to show them the pathway to becoming an early care and education professional. The key pillars for ECEI – quality, accessible, affordable and flexible – drive our programmes and strategies surrounding childcare.Resourcing parenting staff, faculty and studentsTo support staff and students who are parents, institutions first need to find out their childcare needs and concerns, and tailor their offering – whether providing financial assistance, networks or information or building community.About half of respondents to our 2022 and 2023 surveys who needed or used childcare reported that their care arrangements did not meet their needs in terms of reliability, flexibility or accessibility. The main reasons included a lack of back-up care options, lack of available childcare in the respondent’s area, and the financial strain of childcare.These survey responses underscored the importance of our work. Our most popular resources for parenting stakeholders include:partnerships with local childcare programmesdiscounts towards au pair servicesup-to-date lists of summer camps for school-age childrenpremium access to resource site Care.com for finding childcare, adult care, pet care, housekeeping and tutoringsearch for quality care through university and state resourcesmonthly lunchtime seminars on caregiving topics such as raising a child with disabilities, school readiness and choosing quality childcareconfidential office hours with ECEI for all employees to ask peers questions about resources for employees who are parentsgrants for faculty, which are being piloted for dependent care when travelling for worksocial media to connect Virginia Tech employees with colleagues who are also parentsCaregiving.vt.edu, a comprehensive website of university resources to support caregivers working or studying at Virginia Tech.Strengthening availability of qualified childcare professionalsTo grow the pool of resources and strengthen the childcare workforce, ECEI offers free and accessible professional development to early care and education professionals. Examples include facilitating childcare symposia for educators, collaborating with other organisations training educators, advocating for educator salaries and support systems, and working alongside aligned organisations such as New River Community Foundation First Steps and New River Community College to share with high school students the possible career paths that stem from a qualification in child development or early childhood education.Of course, all the resources in the world cannot be helpful if our audience doesn’t know about them. ECEI works alongside college communicators,&nbsp;human resources and&nbsp;Work-Life offices at Virginia Tech to make sure resource information is conveyed across our employee and student networks. Examples of resources shared can be seen on our webpage&nbsp;Caregiving.vt.edu, Working Parents of VT Facebook page, resource tables hosted at campus events and through one-on-one consultations with parenting students, faculty and staff.&nbsp;When we empower and resource parents, we are improving not just the parents’ outcomes but the future for their entire family – and future generations.Kim Thomason is programme manager for early childhood education initiatives at Virginia Tech and works across the region to expand childcare options.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.

Handling a challenging academic workload along with parenting responsibilities is complicated. Support, connection to resources and access to reliable childcare are all needed for parenting students and professionals to succeed

Childcare for students and academics needs resources and relationships

Changes are difficult for many autistic students, and the transition to university is particularly challenging, involving major adjustments to both study and home environments.&nbsp;The methods institutions use to present information, particularly videos packaged in a high-stimulus format, are not attuned to the needs of some neurodiverse students when they are making this change. Just as a noisy seminar room can quickly become overwhelming for some students, a “noisy” (both auditory and visual) video can have unintended negative consequences.To address this, we piloted a series of low-stimulus videos aimed at students with autism spectrum conditions to help ease their transition into higher education. In this resource, we discuss the videos, the feedback we received and some hints and tips for those who wish to create a low-stimulus video library.Our processWe created four videos for the pilot: an introduction to Manchester, an introduction to the University of Manchester’s disability service and its support for autistic students, a short introduction to some well-being facilities and an introduction to the department of physics and astronomy.&nbsp;We posted these online in 2011, and some years later, we rerecorded some and refined others using more professional methods such as autocue.&nbsp;After close consultation with students, we filmed an introduction to the main university library, updated information about quiet spaces and well-being facilities on campus and a short video on a specific, smaller on-campus library with a room that students identified as being particularly quiet and that operated with an easy booking system.&nbsp;The aim was to produce the videos clearly and logically with no unnecessary background noise or visual effects. Everything in the video had to be in there for a reason. It required considerable thought and consideration.At the time, one of the co-authors of this piece, Norman Darwen, a recently retired autism transitions officer, regularly provided support to undergraduate and postgraduate autistic students, so we decided that he would be the face and voice of the videos to provide a level of familiarity for students. Norman evaluated the videos using his experience working with autistic students.&nbsp;Resource collection: Making your campus neurodivergent friendlyHow can we create accessible and inclusive learning environments for neurodivergent students?Supervising neurodiverse postgraduate researchersStudent feedbackStudent feedback was positive. Some students and parents told us they had viewed the videos before making their applications (we posted them on our disability service website and student advisers sent them around. Some students shared links to the videos on social media and we played them at the university’s welcome day events. Interestingly, some non-neurodiverse students also said they found them useful (remember, some students may not yet have a diagnosis). We’ve noticed these videos being watched throughout the academic year. The only criticism was that there weren’t enough of them.Tips for making low-stimulus videosDo involve current students in the production development. Ask them what they would have liked to have known. Ideally, show first drafts of the videos to current students for feedbackDo keep noise and visual effects to only those that are necessaryDo present information in a logical order, for example, if you are showing a route into a building, then show images of the actual route as if you were walking itDo make sure what is appearing on screen is what you are talking aboutDo add interesting facts about what you are talking aboutDo think about who will provide the voice-over. A staff member with whom students are familiar is idealDo keep videos between approximately two and a half to five minutes long. Student feedback suggests this is the most effective lengthDo provide information that will help address concerns about the unknown. Examples include: “Between lectures, the foyer becomes noisy, but there is a quiet room at…”, “The office closes at 4pm…” and “This is an image of a typical lecture theatre, it holds 260 students.”Don’t worry if some people find the videos boring. This is about doing the best for our studentsDon’t worry about making all your videos at once. It is better to build up a library of videos slowly, evaluating and learning from each one.Suggestions for further videos&nbsp;A breakdown of the structure of the academic year, since a major stress factor for many neurodiverse students is the timetable changes that each new semester brings.&nbsp;A video outlining and explaining the definitions of university-specific terms, such as: “semester” and “term” and differences between “school”, “department” and “faculty” for example.Low-stimulus videos are underused in higher education. They are initially challenging to make because each image and sentence needs to be carefully thought through to ensure their clarity, succinctness and value. Our experience is that they can be extremely useful to students who need them.Norman Darwen is a recently retired autism transitions officer and Mark Hughes is senior lecturer in physics at the University of Manchester.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.

Ease autistic students’ transition to university

University communications are often high impact and visually appealing. But this can be the opposite of what some of our students need

Ease autistic students’ transition to university with low-stimulus videos 

Students with caring responsibilities are often overlooked in higher education despite the&nbsp;increasing population of mature students in the UK. There are about 5.7 million unpaid carers, according to the 2021 census that collated data from the Office for National Statistics England, Wales and Scotland, although Carers UK estimates this figure is double. Student carers reflect one component of this subgroup, with expectant student parents and student parents also comprising students with caring responsibilities, which was part of a study conducted&nbsp;by researchers based at the University of Edinburgh.We engaged with students to gain insight into their lived experiences to uncover the challenges that diverse (past and current) students with caring responsibilities face throughout their higher education journey. The experiences and key concerns were varied for different cohorts of students with caring responsibilities.&nbsp;Student parents and expectant parentsThere’s an urgent need to change the narratives about student parents across higher education. Students we spoke to stated that being a parent was considered part of post-university career planning and professional development activities and that having children while studying was seen as taboo. Unsurprisingly, there is a fear around breaking pregnancy news to other students and student parents feel they must keep their children a secret to normalise their university experience. Finally, fathers, who are less likely to be seen as student parents, desire acknowledgement of their dual role as both parent and student.Student carersBoth student carers and parents called for empathy and compassion from university lecturers and tutors. This highlights the importance of increasing awareness of what it means to be a student carer to tutors and staff and explaining the support services available.Supporting parent academics through staff networksFrom prams to postgraduate degrees: how universities can support student parentsHow to manage parental leave for university staffWhat more can we do?Listening to the voices of students with caring responsibilities helps us to answer the question: “Are we doing enough?”&nbsp;Within the School of Health in Social Science at the University of Edinburgh, in addition to facilitating networking and impact events, we also worked together with students to create two awareness videos to establish peer-support relationships and support networks based on the shared experience of students with a diverse range of caring responsibilities. Students representing each category stepped forward to lead and engage with their peers. Subsequently, we developed the buddy scheme, which involves pairing students from similar programmes of study. Meanwhile, the student ambassador scheme identifies someone (with lived experience) who undertakes the role of advocate for students according to their cohort group. This acts as a continuous and supportive pathway for students within each of the caring cohort groups.Gaps identifiedData shows we need to do more. In 2021-22, there were 679,970 international students enrolled in UK higher education institutions, 120,140 of them EU and 559,825 of them non-EU students,&nbsp;according to Universities UK. It is important to note that international students represent a larger subset of students. However, higher education institutions&nbsp;do not routinely collect data to have a clearer understanding of numbers that are representative of students with caring responsibilities across local, regional and international students. This needs to be addressed to support the increasing diversity and widening participation initiatives, ensuring resources provide tailored approaches.&nbsp;Given their immense personal responsibilities alongside their studies, universities must recognise, promote initiatives and support students with caring responsibilities and prioritise their overall well-being. This would motivate expectant parents, parents and carers to pursue their educational goals.Key collaborations to support students with caring responsibilitiesRich discussions we had with our study participants highlighted the need for collaborative approaches including public sector support and the UK government, especially the Home Office, whose current rules could deter bright and talented international students with caregiving responsibilities from pursuing studies at UK institutions.We offer four recommendations:Consideration of student carers’ and parents’ unique needs, such as flexibility in teaching and assignment submissions and provision of spaces for babies and children across universitiesAlternative approaches to support such as conference and online learning throughout the different stages of students’ journeysHighlighting the challenges and strengths these students face via student and staff forums and during classroom activities and aligning with ongoing equality, diversity and inclusion higher education and local government initiativesOffering specific and tailored events and “safe spaces” facilitated by your institution and external organisations, such as seminars for student carers, local support groups, impact events and cohort activities.Michelle King-Okoye is a lecturer at the School of Health in Social Science (HISS), and co-director at the Centre for Research on Families and Relationships at the University of Edinburgh; Aigli Raouna is a former clinical psychology PhD student at the School of Health in Social Science (HiSS); Joanna Alexjuk is a lecturer in counselling, psychotherapy and applied social science (CPASS), within the School of Health in Social Science (HiSS) 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.

Support students with caring responsibilities in HE 

Universities have a duty to ensure a robust system is in place to support a growing number of students with caring responsibilities

More needs to be done to normalise and support students with caring responsibilities in HE 

Stories about the challenges that migrant and refugee women face in their host countries&nbsp;compel many to want to help. In my case, an encounter with a refugee woman I met on Facebook Marketplace pushed me to take action. I had arranged to collect a plant from her home, and she brought it out to me in front of her garage and asked for cash payment, but, assuming that a bank transfer would be acceptable, I hadn’t brought enough with me. I felt my stomach drop as she explained that she didn’t have a personal bank account to receive my payment. Tears started streaming down her face as she glanced back at a group of men sitting and conversing in the garage, and I understood the situation.Many migrant and refugee women’s journeys are fraught with uncertainty, fear and sometimes danger. As they arrive in new lands seeking security, they are confronted with challenges and barriers like lack of language skills, cultural differences, social isolation, financial dependency and lack of recognition of their previous education and work experience. For mothers, these challenges are compounded by the pressure of raising a family in an unfamiliar terrain.&nbsp;Gendered socialisation (a process in which individuals are taught to conform to specific roles based on their gender) of women, especially among culturally and linguistically diverse communities, leaves many lacking the confidence to pursue work opportunities. It is an educational script: girls are often guided to be empathetic and prefer stereotypically feminine things, while boys are encouraged to pursue strength and adventure. This shapes not only personal preferences but also influences professional aspirations and acceptable conduct within society. It is perpetuated by key societal educators: parents, schools, the media and peers, often without conscious awareness.In a world where barriers often obstruct the paths of those seeking refuge and a better life, finding ways to create, teach and enable skills development, employment opportunities and economic empowerment among at-risk migrant and refugee women is imperative to build social and financial resilience. &nbsp;Campus resource collection: What universities can do to assist refugeesPractical ways to develop a comprehensive university ‘sanctuary’ programmeSix steps to improve access to UK higher education for displaced studentsPlaying to my strengths as a professor of construction and disaster management, I created a tailored course for women to obtain a Certificate II in construction, with support from the university of Newcastle, TAFE and Newcastle Permanent Charitable Foundation. The Certificate II in construction provides foundational knowledge and skills for the construction industry. It covers practical skills such as using power tools, working with building materials and reading and interpreting plans. The course is designed to prepare students for a career in construction, offering a pathway to an apprenticeship and further study opportunities. In doing so, I followed several guiding principles that would be useful when developing similar programmes to provide broader access to many fields of study and vocational learning:&nbsp;Identify and address the barriers to participation in education and training that your target demographic faces. Then design the programme to minimise or remove those barriers. For example, we ensured that classes were conducted during school or other child-free periods.Identify who, outside the classroom, will be instrumental to the programme’s success. This could be industry, government and local advocacy organisations, especially those that will help to build credibility for the programme among the target cohort’s community such as Zara’s House, a local not-for-profit organisation which serves as a welcoming centre for refugee women and children, offering services such as English and citizenship lessons, cultural activities and wellness classes.Do not assume you’ll reach your target cohort through typical student recruitment marketing channels. Our outreach programmes included keynote presentations at several community events attended by women we wanted to reach. For example: the Multicultural Expo organised by Hunter Multicultural Communities and an Arabic women’s meeting held at the Jesmond Neighbourhood Centre that was organised by Mosaic Multicultural Connections (another non-profit organisation for settling refugees in Newcastle).Include a practical work experience component. The women who took part in our programme expressed gratitude that, for the first time since arriving in Australia, they got some insight into a typical work environment.Explore opportunities for participants to gain employment within the organisations that offer the placements upon completion of the course.Provide practical skills training such as workshops on CV building, confidence in the workplace and job interviews.Connect participants with relevant industry mentors.Provide support and guidance if course participants need to navigate sensitive cultural issues such as entrenched gender roles in care and domestic responsibilities or, in our case, how to navigate a male-dominated industry.The most inspiring aspect of this University of Newcastle, Australia project is the impact it has had on the lives of the women who participated. It is not just about finding a job; it is about building confidence and helping women reclaim independence, break free from a cycle of dependency, and build a better future for themselves and their families. So far, 18 participants have taken part, with four from the first cohort pursuing further education such as a Certificate III that will enable them to get apprenticeships, and the other 14 are onboarding with the registered training organisation for job opportunities.&nbsp;As we know, global human displacement is rising to record levels. Australia provides refugees with resettlement opportunities through the United Nations High Commissioner for Refugees. Among the young people arriving in Australia, 34 per cent prefer to resettle in the state of New South Wales. Furthermore, 11 per cent of these individuals choose to settle in the regional areas of New South Wales. As we welcome new immigrants and refugees, I hope that this programme continues to provide culturally responsive outcomes that dismantle systemic barriers and challenge the societal norms that perpetuate inequality.&nbsp;By empowering migrant and refugee women to pursue careers in construction, we are not only diversifying the workforce but also creating a more inclusive and equitable society. &nbsp;Temitope Egbelakin is a professor of construction and disaster management at the University of Newcastle, Australia.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.

Empower refugee women for career success

Creating educational opportunities tailored to the needs of refugee women equips them with the skills and confidence to pursue employment opportunities

Empower migrant and refugee women for career success

Previously, I wrote about the harmful effects of linguistic racism on the mental well-being of international students, in a resource titled Linguistic racism can take a high toll on international students. Linguistic racism refers to a race/racism-based understanding of linguistic discrimination, making the combination of both racial and linguistic factors particularly important. Writing with fellow academic Vander Tavares, I’m hoping to continue the discussion on linguistic racism targeted at faculty of colour with non-Western linguistic, ethnic and racial backgrounds, working in Western higher education.The effects of linguistic racism on faculty of colourDonald L. Rubin and his colleagues conducted an experiment in the 1980s among undergraduate students at a university in Florida. The researchers audio-recorded a science lecture, delivered by a native speaker of American English with a standard American English accent. Two groups of undergraduate students listened to the lecture recording. In the first scenario, a picture of a Caucasian woman was shown during the lecture. In the second, a picture of an Asian woman was shown. These scenarios were intended to create an impression that a Caucasian woman was reading the lecture in the first scenario and an Asian woman in the other.&nbsp;A practical guide to navigating the language of diversityThe problem with equity, diversity and inclusion in a multiracist worldSaying people’s names right: what policymakers can doAfterwards, the students who had seen the picture of an Asian woman affirmed that they heard a “foreign” and “Asian” accent, despite this accent being completely absent in the auditory signal. The students further rated the perceived “foreign” accent of the Asian lecturer as causing low comprehension. Overall, the students rated the lecture quality much lower, assuming that an Asian speaker had delivered it.&nbsp;By viewing the subjects addressed in this experiment through a historical lens, we can see that little has changed over the past three decades in regard to linguistic racism targeted at faculty of colour. Many university lecturers of colour experience linguistic racism, especially from their students, according to most recent studies. White faculty had the highest student evaluations, while faculty of colour consistently received the lowest scores, research found.&nbsp;In our own interactions, a lecturer of an African background at an Australian university explained that she often feels “anxious” and “fearful” when receiving students’ evaluation feedback at the end of the semester. This is due to condescending comments, such as “I didn’t understand her lecture because she doesn’t speak English properly,” or alternatively, “Her English is good for someone not from Australia!”&nbsp;Another lecturer at an Australian institution, with an Asian background but whose first language is English, shared that she has experienced a loss of self-esteem because of her Asian appearance. She observed that when teaching alongside a white Anglo-Australian unit coordinator in the same classroom, she was often ignored by students. In contrast, they frequently approached her white colleague.Linguistic racism includes a widespread belief that the English spoken by people of colour is of lower linguistic and social status than that spoken by white speakers. Regardless of having acquired English as a first or additional language, English speakers of colour are often considered “almost but not quite white” or “not quite” the same.&nbsp;However, linguistic racism does not sustain discrimination only toward faculty of colour’s language, but by extension also their intelligence, work ethic and professional skills. This may be questioned solely on their race or appearance, with race having more of an impact than actual English language skills. So, the main question of linguistic racism is: “What colour is your English?”&nbsp;But what can we do to combat linguistic racism? The solution is not simple, but it is necessary.Hire diverse staffThe first step is to enhance faculty diversity to create linguistically and culturally inclusive environments. Having a higher number of faculty members from diverse backgrounds can significantly impact the campus culture, leading to reduced prejudice, improved learning outcomes, greater acceptance of diverse identities and backgrounds, and increased activism for social justice.&nbsp;Additionally, a more diverse faculty helps to attract a more diverse student body, as students of colour are more likely to thrive when they can connect with mentors who share their language, race, ethnicity and gender identity. In the Canadian context, for example, a student of an Asian background, who learned English as an additional language, was studying to make her dream of becoming a psychologist come true. However, after experiencing little linguistic diversity on the part of the faculty in her programme, she began seeing herself from a deficit perspective and decided to make other career plans.&nbsp;Re-examine existing processesUniversities should also take steps to eliminate linguistic racism in their hiring process. Diversify search committees, provide mentorship and professional development programmes to support diverse faculty members, and take effective measures to ensure they feel welcomed and supported.&nbsp;It is also essential that pedagogy be diversified. What values are communicated to students when the curriculum does not present content from and through the voices and perspectives of diverse communities?&nbsp;When combating the linguistic racism that originates in a monoglossic understanding of the English language, start with measures that embed multilingualism and multiculturalism into the fabric of higher education institutions, instead of simply as a goal for discrete institutional areas.Sender Dovchin is a professor at Curtin University; Vander Tavares is associate professor at Inland Norway University of Applied Sciences.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.

‘What colour is your English?’

Linguistic racism doesn’t just affect international students – it can hurt the mental health of staff too. Here’s how we can combat it

‘What colour is your English?’ Linguistic racism’s impact on faculty of colour

The demands of a university job often become a challenge when combined with the demands of parenting. Giving a voice to parents, so that individuals aren’t seen as complaining or martyrs, raises awareness and builds a community. The loss of women from academia, as has been widely reported – and which is the impetus behind the Athena Swan charter – is part of the picture. As a result of a focus on retaining women, universities are becoming more family friendly, but there is a long way to go. And, of course, not all parents are women.&nbsp;Formal networks can give parents a combined voice and provide a forum to share the pressure points that come when university staff and faculty mix research, teaching and service duties with parenting responsibilities. They can also work with human resources to develop guidance and awareness for managers. This is especially important for academic staff, where the gender balance is still working its way through to senior management.At the University of Southampton, our staff networks include the Parent Carers Network (PCN), which brings together parents and carers from job roles across the university. Most members of the network are women. The PCN has a steering group, composed of volunteers with a variety of lived experiences in terms of caring responsibilities and job roles in order to provide a voice that represents as many parents and carers as possible. The central equality, diversity and inclusion team uses staff and student networks for stakeholder engagement with proposed policy. For example, proposed changes to our family leave policy were sent to all members of the PCN for comment, which was fed back through the network chairs at an engagement meeting. The Women’s Network was also asked for feedback on the same policy.&nbsp;Breaking barriers for women: closing the gender health gap in academiaWhat can universities do to support academic couples?From prams to postgraduate degrees: how universities can support student parentsWhen I previously wrote for Campus about suggestions for return from parental leave, a lot of the advice came from my own experiences of return from two maternity leaves, based on positive and negative experiences. There is a large effect of becoming a parent or the primary caregiver.Loss of identity is probably the first issue that is difficult to deal with. As an academic, you are what you do; you live and breathe it. That identity is lost when you become a parent. I remember wanting to return to work to find myself again. I didn’t feel part of the crowd at baby classes. I found the National Childbirth Trust group cliquey and oversharing. I longed to get back to work, but when I did, the struggle began. I couldn’t find the old me, because that person didn’t exist any more. Talking to other members of the PCN has helped me to see that I am not the only one with a lot to juggle, and it has been helpful to find out how others manage work-life balance. The PCN also runs events to help with this, such as a recent event focusing on the importance of self-care for parents.Feeling overwhelmed is the next issue. Workloads should be manageable for all staff, but those with caring responsibilities are already juggling a huge mental load. Work should not reach overload. I found that the feeling of being overwhelmed increased after my second child. Having managers or mentors who are aware of the real-life challenges of parenting, and have recent experience of it, is vital to ensuring that staff do not overcommit themselves and providing a voice of experience, most usefully to first-time parents.&nbsp;Universities are increasingly aware of mental health and well-being in our students, but we also need to be aware that it may be our colleagues who may be struggling. Managing everyday tasks, such as that growing pile of laundry, is also eased by being able to work from home when I don’t have commitments, such as teaching, on campus. Covid-19 lockdowns have shown that remote working can work well – and enhance work-life balance. Again, the PCN provides a forum for receiving independent advice. Its sister network, the Women’s Network, is developing a mentoring scheme, to find support from others within the workplace, and together providing a unified voice.Loss of identity and feeling overwhelmed are both exacerbated by chronic sleep deprivation that comes with having young children. Babies wake up at night a lot because they are hungry or thirsty or need a cuddle. This doesn’t stop at a set age; every baby is different. Many universities have breastfeeding policies, which are mainly about somewhere to privately pump and store milk. However, breastfeeding demands on mothers are far more complex than using a breast pump in a lockable room (incidentally, pumping doesn’t work for many women). I personally found it hard to discuss with my male line manager and colleagues the challenges of waking up three times a night to feed my daughter. I felt too embarrassed talking about it, despite the effect on my general functioning and well-being, let alone trying to explain the difficulties of giving a double lecture after a bad night.The PCN was involved in the development of a new and expectant parents’ room on campus. The name of the room is important because it invites new parents to visit campus during parental leave, as a family-friendly location.My own children still love visiting campus, and to talk to the people I work with; it shows them who I am, not just their mummy, which is helping me to find the me who is a working parent.Judith Lock is principal teaching fellow in ecology and evolution within biological sciences at the University of Southampton.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.

The power of a combined voice can make working life easier for university faculty and staff with children. Here, Judith Lock lays out the challenges of mixing parenthood with academia and how networks lead to more family-friendly campuses 

Supporting parent academics through staff networks

Equity, diversity and inclusion (EDI) are central to the success and sustainability of higher education institutions. While many universities are committed to these principles, effectively implementing them remains a challenge. Minority staff often bear a disproportionate burden of representation and mentorship, which can hinder their professional growth and overall well-being.&nbsp;This piece explores practical strategies that higher education institutions can adopt to alleviate these burdens, foster a sense of belonging and empower minority staff to thrive. From building a strong talent pipeline to creating safe spaces and support systems, these approaches aim to create a truly inclusive environment where all staff can flourish.Removing the burden of representation responsibilities from minority staffMinority staff often face an undue burden of representation. They are expected to serve on diversity committees, mentor other minority staff and represent their groups in various capacities. While these roles are important, they should not disproportionately fall on minority staff. Additionally, it is incorrect to assume that minority staff are inherently equipped to handle these roles.&nbsp;An effective strategy is to provide incentives and support, such as professional development opportunities, to acknowledge the extra efforts of those who take on these roles. For example, offering targeted leadership development programmes that prepare minority staff for higher-level administrative and leadership positions within the institution recognises their contributions and invests in their professional growth.Cultivating a strong talent pipelineBuilding a diverse workforce begins with cultivating a strong talent pipeline. Institutions should take steps to attract potential candidates by developing internship and fellowship programmes specifically designed for minority students to provide early exposure to academia and create pathways to future employment.Partnerships with professional associations and conferences that focus on diversity in academia are also crucial for identifying and recruiting top talent. Engaging with organisations and presenting at conferences such as the Race Equality Charter Conference and similar annual events led by AdvanceHE can enhance visibility and attract diverse candidates.Additionally, mentoring programmes that connect minority students with faculty members can foster long-term relationships and encourage students to pursue academic careers. These initiatives not only support the recruitment of staff from ethnic minority groups but also help retain them by providing a supportive and inclusive environment.Creating a sense of belonging and prideA sense of belonging is essential for retaining minority staff. Institutions should actively celebrate the diverse cultures and backgrounds of their staff through events, cultural competency workshops and inclusive communication practices. For instance, hosting cultural events such as food fairs, music and dance performances or art exhibitions can honour the rich cultural diversity within the institution. Similarly, promoting heritage months such as Black or Hispanic heritage months featuring panel discussions and guest lectures can recognise and celebrate the contributions of these communities.Cultural competency workshops are also vital. Offering comprehensive training programmes on topics such as unconscious bias, microaggressions and inclusive teaching practices can equip staff with the skills needed to nurture a more inclusive environment. Expert-led discussions and customisable online learning modules can further enhance these efforts.Creating platforms where minority staff can share their experiences, such as employee resource groups or internal publications, helps foster an inclusive culture and instil pride. Regularly seeking feedback from minority staff through surveys or focus groups is essential for understanding their needs and making necessary adjustments. This feedback should directly inform policies and practices to ensure they are inclusive and supportive.Campus resource collection: Being Black in the academyWe need an integrated approach to inclusion in higher educationTackling bias and microaggressions in higher educationBeyond mentorship: new ways to empower minority staffTraditional mentorship (annual appraisal/review/professional development) programmes are often seen as a tick-box activity with limited scope for meaningful career development discussions. This experience can be particularly frustrating for minority staff, who may find their experiences vastly different from those of their colleagues from dominant groups who have been nurtured as part of “home-grown talent” initiatives. While mentorship is valuable, institutions must explore additional ways to empower minority staff.Staff development programmes, where senior leaders advocate for and support the career advancement of minority staff, can be particularly effective. Such initiatives provide visibility, opportunities and resources that might otherwise be inaccessible. Tailored professional development programmes, such as leadership training and skills-building workshops, can also enhance career progression. Additionally, creating networks and affinity groups can provide support and facilitate the sharing of experiences and strategies for overcoming challenges.Navigating the language of diversityLanguage plays a powerful role in shaping perceptions and attitudes. Universities must be mindful of the language used in communications and policies, ensuring that terms and phrases are inclusive and respectful. Institutions should provide guidelines and training on inclusive language to ensure consistency and awareness across the board. This training can include examples of inclusive language practices and common pitfalls to avoid. Regularly reviewing and updating language in official documents and communication materials is essential for reflecting evolving understandings of diversity and inclusion.Engaging with minority staff to gather their input on language usage can also provide valuable insights and ensure that communications are truly inclusive. For example, institutions might establish focus groups or surveys to gather feedback on the language used in policies, promotional materials and internal communications. This collaborative approach helps identify potentially problematic language and fosters a more inclusive and supportive institutional culture.Creating safe spaces and support systemsSafe spaces where minority staff can freely express themselves without fear of judgement or retaliation are crucial. These can be physical spaces, such as designated rooms for cultural or affinity groups, or virtual spaces, such as online forums and discussion groups. Support systems including counselling services, peer support groups and employee assistance programmes provide necessary resources for minority staff.Institutions should also establish diversity and inclusion offices that offer support and advocacy for minority staff and address relevant needs and concerns.Pallavi Banerjee is a senior lecturer in the School of Education at the University of Exeter.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.

Empower minority staff and students to thrive 

Practical strategies to reduce representation burdens, build diverse talent pipelines and foster inclusive environments in higher education

Empower minority staff and students to thrive at your institution

Neurodiverse academics with dyslexia, attention deficit hyperactivity disorder (ADHD) and autism are often under-appreciated, inadequately supported and underutilised, according to our research. They often actively “shun” promotion or leadership positions owing to what amounts to not only a lack of support, but also, in some cases, systematic discrimination and the normalisation of an ableist environment that can be so deeply entrenched to warrant claims that it is simply “isn’t safe to disclose”.&nbsp;Universities must start the work of providing equity of support for all. Inclusion must not remain a strategic priority merely for fee-paying students (customers) while institutions pay lip service to the needs of neurodiverse academics (by fobbing them off with occupational health referrals or avoiding implementing what can be perceived as costly or time-consuming “reasonable adjustments”).&nbsp;A starting point, of course, must be the legal protections afforded by employment law. The UK’s Equality Act (2010) defines “disabilities”, such as specific learning difficulties, as a protected characteristic. The act protects against discrimination and requires employers to make reasonable adjustments to reduce the impact that an employee’s disability has on their ability to perform effectively in their role. Furthermore, the&nbsp;Public Sector Equality Duty (2011) requires public bodies to: 1) eliminate discrimination; 2) advance equality of opportunity; and 3) foster good relations among people when carrying out activities.&nbsp;Advice for making your campus neurodivergent friendlyHow to create inclusive spaces for inclusive eventsLet’s get real about hiring people with disabilitiesNeurodivergent academics often become academically successful through sheer grit and determination to overcome their challenges, but they still encounter significant issues relating to cognitive overload, working memory and sequencing, writing and recalling information, and organisation or communication. Not all these difficulties can be alleviated through assistive software. Our study of 35 neurodiverse respondents from across the UK sector, which has yet to be published, aimed to ascertain what kinds of challenges neurodiverse academics face in their day-to-day practice. The study also sought to understand how the positive aspects of neurodiversity contribute to success in an academic role.We asked participants to elaborate on the talents their neurodivergence has given them, and responses included the “capacity for deep focus and immersion in a task”, “attention to detail”, “looking at the whole picture empathetically and valuing justice”, “strong sense of values, mission and ethics”, “work ethic”, “bringing in new ideas or changes”, “dedication and focus”, “creativity”, “seeing across problems”, the ability to “spot patterns and join dots, to also see into the future as to how a whole system/process is going to play out”, “pattern recognition”, a “quick mind”, “understanding of what some students are experiencing” and “championing our diverse student body”.&nbsp;These are all valuable traits within today’s diverse, complex institutional environments, yet many respondents reported lack of support (20 per cent rated their institution’s support at one out of 10), that research was “impossible” owing to lack of time (as more time was needed in other areas to compensate for the challenges associated with their neurodivergence), project management and grant systems being inaccessible due to “vague and non-specific” criteria, “opaque processes”, burnout and lack of energy (owing to having to compensate for the challenges presented by their neurodivergence) and lack of tolerance.&nbsp;One striking aspect of our research, however, was the topic of leadership and promotion into leadership positions.&nbsp;Among respondents’ comments (particularly those with autism, who ranked leadership as their top challenge in their day-to-day practice) were comments that they hid their neurodivergence for fear of stigma and resented what they saw as “internalised ableism”. They also claimed they had been overlooked for promotion owing to their neurodivergence or simply did not apply for promotions because they saw themselves as “no good at the political side” of leadership. Many said that not only was their neurodivergence an intrinsic barrier to leadership positions, but that the requirement to put on a polished performance in interviews, coupled with the fact that “often the requirements hit all my weaknesses and do not play to my strengths” rendered promotion either unobtainable or undesirable. As one respondent put it: “It would be good to have more opportunity for my strengths to be used rather than having to fit in with everyone else in their non-dyslexic world.”&nbsp;Some respondents mentioned that colleagues subjected them to banter in front of others about the traits associated with their neurodiversity, and others mentioned that the characteristics associated with their neurodivergence were perceived by more senior management as “odd” or even “concerning”. One respondent with dyslexia mentioned that their ability to see connections and implications by “joining the dots” had been described as “erratic” and “unfocused”. Another put it beautifully: “I do believe both dyslexia and ADHD create a huge barrier to leadership as my neurodiversity is too ‘different’ from the others around me. I have been asked to essentially mask my personality to fit more into the ‘academic’ environment.”&nbsp;Another said: “I would love to see the same support for students extended to faculty. Right now, it just isn’t safe to disclose.” While discussing what could be done to remedy this situation, a respondent stated that “making all aspects of the profession less impenetrable, alienating, ancient and attention-thwarting would be a good start”.&nbsp;These findings should be a wake-up call to us all, especially since most institutions have what appear to be robust equity, diversity and inclusion (EDI) policies that purport to support neurodiverse staff. Given the strengths neurodivergence brings to academia and academic roles in all aspects of teaching, assessment, research, leadership and administration, employers ought to be doing more to develop, support and retain this talent.What needs to be considered is how can we improve the working environment for neurodiverse staff members to render the application of reasonable adjustments equitable across both students and staff. Initial ideas might include:Greater understanding and empathy: line managers, senior management and so-called “change agents” such as educational/staff developers should apprise themselves of the main challenges faced by neurodiverse academics – and, equally importantly, the main strengths – to adapt their support and advice accordingly.Provide bespoke support or mentoring (especially for educational leadership): many respondents in our study, especially those with autism, identified the expectations associated with leadership as a major barrier.Implement reasonable adjustments: the most pressing area concerns marking. Extra time, like that provided to neurodivergent students, would alleviate cognitive overload issues associated with the challenges neurodiverse academics face in finding workarounds or implementing compensatory strategies to overcome their challenges.&nbsp;Adrian J. Wallbank is a principal lecturer in education and student experience, and Andrew Page-Towers is a lecturer in paramedic science, both at Oxford Brookes University.&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.

Neurodiverse academics face real and significant barriers to achieving positions of educational leadership. Here are considerations for universities to make promotion more equitable

‘It just isn’t safe to disclose’

In the months since October 2023, Jewish communities in Britain have endured an unprecedented surge in antisemitism: online molestation, verbal assault and physical attacks, among other forms of abuse. Fury over the war in Gaza resulted in 36 student encampments, comprising pro-Palestinian protesters, occupying university green spaces this spring from Edinburgh to Leeds, London to Bristol.&nbsp;Jewish students and staff have experienced hostility and intimidation&nbsp;and expressed feelings of anger and hurt at the absence of a “balanced” response which takes account of both Israeli and Palestinian suffering resulting from the events of October 7th&nbsp;and its aftermath.Equally, many anti-war activists on campus have struggled in good faith to understand the relationship between anti-Zionism and antisemitism, expressing a wish to criticise Israel’s actions but lacking the tools or historical grounding to do so with the necessary nuance.&nbsp;Fear of antisemitism allegations, and sensitivity of Holocaust memory and of Jewish insecurity more broadly, can be, and have been, used to shut down legitimate pedagogical conversations before they have begun.&nbsp; &nbsp;The proposal for a British Jewish History Month, debated in the House of Commons in January, may offer an antidote to this troubling, divisive climate. Brought by Conservative MP Nickie Aiken and endorsed by more than 40 MPs from across Parliament, the debate highlighted the rich seam of Jewish life in Britain since Jewish readmittance under Oliver Cromwell. As growing levels of engagement with Black History Month since its inception in the late 1980s suggests, history education, when done well, can be a bridge towards greater understanding, tolerance and respect.&nbsp;How to teach Jewish historyDon’t be under any illusions. Jewish history is chronologically vast and geographically expansive, spanning millennia and virtually every continent. But herein lies an opportunity for every educator.&nbsp;Consider the nature and character of the Jewish presence in any given context; in the sphere of labour and the economy, spatially and geographically as minoritised groups, migrants and urban dwellers, as political subjects and objects, as a religious and political cipher, as both “product” and producer within the cultural realm. Capitalising upon the interdisciplinarity of Jewish Studies means that virtually all disciplines can benefit, albeit without the need for an overhaul of programmes or modules.Take, for example, how a historian might approach this: the British Jewish experience itself is richly diverse. Jewish life since Roman times can be mapped to all corners of the British Isles, and charts the full schema of Jewish religious, ethnic and cultural life. It is often intertwined with the stories of other communities in the UK and, indeed, thanks to the Jewish diaspora, to other parts of the world. Hence, modules on British, trans-national and global history can draw attention to Jewish presence and realms of experience, utilising this as a means to nuance and diversify social, cultural and political themes and frames of analysis.&nbsp;&nbsp;From this, we learn that Jewish history should be treated as more than a mere adjunct to “mainstream” histories and rather as an integral part of local, national and global pasts.&nbsp;Resources for higher education professionals on race and ethnicityTackling bias and microaggressions in higher educationA practical guide to navigating the language of diversityGo beyond the HolocaustSince the mandating of Holocaust education within the history curriculum in 1991, all pupils in England and Wales will have been exposed to an aspect of Jewish history. However, the tendency to teach the Holocaust with virtually no contextual reference points, such as the emergence of modern antisemitism as a component of 19th-century scientific racism, to racist thought and ideology in nation-states and colonial systems concurrent with the rise of fascism and to the modern history of Jewish bloodletting outside of the “German case”, means pupils emerge with a strangely abstract notion of Jewish persecution as a singular, historical and distinctly “German” phenomenon.&nbsp;Equally, Jews themselves appear only as “victims”, as passive actors within a hostile regime, which, in turn, serves to reduce the modern Jewish past to a mere atrocity paradigm.&nbsp;A more nuanced approach might be to teach the schema of global racisms from the Early Modern period onwards, in which Judaeo-phobia (later, “antisemitism”) is one distinctive and virulent strand. Another could be to stress the international context for and legacies of the Holocaust; a genocide that germinated over long duration and within the political consciousness of a variety of nation-states.&nbsp;Be sensitive and creative if teaching about Israel and PalestineTeaching the history of Israel and Palestine is never easy, but following certain principles can help to anticipate and de-escalate classroom tensions.&nbsp;First, take a long view, explaining the history of Jews and Arabs in the region before and beyond the modern-day conflict.&nbsp;Tap into cultural anchors such as food or music to unlock stories about identity, belonging and shared histories. This cultural lens might, in time, enable you to address more fraught topics with sensitivity.&nbsp;Create a balanced curriculum, making space for both Palestinian and Israeli voices. Think about and acknowledge your own positionality within this history and encourage students to share theirs if they feel comfortable doing so.&nbsp;There are some excellent resources that can support curriculum development such as Teaching the Arab-Israeli Conflict, edited by Rachel S. Harris. But it is important to bear in mind that the North American context where this volume was conceived is very different from the UK context. Also the post-7 October landscape has altered, in some cases quite radically, the preconceptions and perspectives that students and educators bring to this history. So, handle with care.&nbsp;Understanding the Jewish past in ways that goes beyond the obvious, superficial or tokenistic can help to heal wounds as well as build resilient communities of tolerance and allyship.&nbsp;Hannah Ewence is the head of humanities, cultures and environment at the University of Chester.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.

To combat antisemitism, teach students about Jewish history

Some guidance on a more nuanced approach to teaching Jewish history to university students

To combat antisemitism in HE, teach students about Jewish history

The success and well-being of Black international students at UK institutions relies not only on their initial integration but on ongoing, culturally sensitive support and strategic planning. In my previous resource, I discussed how to support students pre- and on arrival to univeristy, and in this resource, I explore the role of strategic planning, cultural sensitivity and ongoing support in improving the experience for these students.Ongoing support and cultural sensitivityBeyond the first induction period, universities must provide constant support. Regular seminars, training courses and one-on-one assistance with digital literacy, academic practices and technological tools constitute part of this. Furthermore, clear direction on ethical behaviour and artificial intelligence use is crucial to making sure students negotiate the expectations and standards of digital behaviour in the UK. Such ongoing learning helps students understand academic standards and technological innovations here.Support systems should be culturally sensitive, recognising the diverse backgrounds of Black international students. This involves creating supportive environments where students feel comfortable sharing their challenges and experiences, such as through regular peer support groups, culturally inclusive mentoring schemes and safe spaces for open dialogue. Additionally, universities should provide dedicated student advisers, accessible feedback mechanisms and forums for anonymous input, ensuring that the voices of Black international students are heard and their needs addressed. These initiatives foster a sense of belonging and empower students to navigate their academic journey with confidence.&nbsp;Gathering an understanding of students' needs and preferences depends critically on feedback systems such as surveys and focus groups.&nbsp;Action learning sets, which involve small groups of students working collaboratively to solve real-world problems while reflecting on their experiences, are excellent for fostering active participation and a strong sense of community. This approach not only encourages students to engage deeply with their learning but promotes teamwork and mutual support, creating an environment where students feel connected and invested in each other’s success.&nbsp;Establishing robust peer support systems, such as cultural or academic societies (African or Caribbean societies, religious groups and subject-specific clubs, for example) will significantly enhance ongoing assistance for Black international students. These networks offer students a platform to connect with peers who share similar experiences, thereby fostering a stronger sense of community and support.&nbsp;Current students and alumni can help new students negotiate the digital and academic terrain of the university and provide mentoring, direction and practical advice within these societies.&nbsp;Resource collection: Being Black in the academyHow to build inclusive mentorship programmes for Black studentsCelebrate Black History Year and tackle racial inequality all year longStrategic planning and equityStrategic planning is vital for making sure the digital experience is equitable, and that every student has access to the tools and support required.&nbsp;This involves providing tools and resources tailored to the diverse needs of the student body. Drawing on insights from digital experiences, universities could develop mobile-friendly apps that ensure students can easily access and navigate digital resources from their devices, ensuring that these are inclusive and user-friendly to accommodate the varying levels of technological proficiency and preferences among Black international students.Creating an inclusive learning environment critically depends on maintaining academic integrity in the context of digital education. Universities can achieve this by emphasising the importance of individual voice and reasoning through workshops on ethical academic practices or by embedding discussions around integrity into course content. This approach might include personalised guidance sessions where students receive tailored advice on how to navigate academic expectations, understand citation rules and develop their own critical thinking skills. Such initiatives would ensure that students are not only aware of academic standards but are also equipped to meet them confidently in their digital and academic work.&nbsp;Institutions&nbsp;can also empower Black international students to confidently engage in scholarly discussions and contribute to the academic community by fostering moral behaviour and critical thinking. This is possible through targeted mentorship programmes run by academics that focus on ethical scholarship and discussion-based seminars that encourage debate and the exploration of diverse perspectives. By creating spaces where students can practise articulating their ideas and receive constructive feedback, universities can help them develop the skills needed to participate actively and ethically in academic conversations.Evaluating the success of digital support plans and pointing out areas needing development depend on having regular feedback systems. Institutions should carry out regular evaluations of support programmes using surveys, focus groups and unofficial feedback sessions to get Black international students’ opinions. This process of ongoing development guarantees that support plans stay relevant and flexible enough for students’ changing needs.Holistic digital support integrates technological, sociocultural and academic dimensions. This requires coordination among departments, including the international office, digital learning team and student support services. At some universities, cross-departmental initiatives such as integrated orientation programmes have successfully addressed the diverse challenges Black international students face. These programmes combine digital literacy workshops, cultural adjustment sessions and academic skills training all facilitated by departmental collaboration. To initiate such cross-collaboration, universities can plan regular interdepartmental meetings and create task forces focused on specific student needs, ensuring that support services are aligned and comprehensive.&nbsp;We must encourage Black international students to improve their digital experience by means of ongoing support, cultural sensitivity and strategic planning, all of which create an environment where Black international students feel supported, valued and empowered to succeed. It is not just Black students who stand to gain from this dedication to inclusivity and equity but institutions themselves.&nbsp;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.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.

Improving the digital experience for Black students

Ongoing support, cultural sensitivity and strategic planning can create an environment where Black international students feel valued and empowered to succeed

Culturally sensitive support for Black international students

Inclusion is not just about accepting and celebrating diversity. It should also be about taking steps to provide fairer access and opportunities to students from all backgrounds, from the time they show interest in tertiary study, right up to after they graduate. Fundamentally, we need to be careful that inclusion does not become merely a buzzword or a tick-box exercise, but rather a holistic view of how we, as higher education institutions, can widen access to quality education and add value to students through enhanced support and knowledge and skills development. Thus, considering the whole systemic view of the student journey, institutions must have effective intervention strategies in place and cultivate the right culture to deliver value to our students.For instance, at the point of access, in addition to the conventional admissions processes, contextualised admissions schemes are important. These could take into account an array of information such as an applicant’s social and economic circumstances, where they live and whether they are a care-leaver. Such measures ensure that factors beyond an applicant's control do not hinder their access to quality education. Institutions should also evaluate the fairness and inclusiveness of their admissions process and financial support by examining declined offers and the reasons behind them, such as caring responsibilities or needing the flexibility to work part-time while studying to support household income. These reasons or measures can vary from institution to institution, and it is important that universities reflect on and identify ones that assist in expanding their own underrepresented applicant and student pools.Thanks to the Access and Participation Plans (APP) in the UK, there are many concerted institutional efforts leading to good practices in the sector. The following examples, though not exhaustive, illustrate initiatives across the student journey, from university admission to successful degree completion and career outcomes.Student access: institutions should take a closer look at their targeted outreach activities to attract members of underrepresented communities, enhance the fairness of their admission process and offer financial support to improve student access to quality education. Apart from working in partnership with regional initiatives (such as UniConnect) to offer targeted outreach activities working with local colleges, schools, employers and charities, they should evaluate each specific study and academic area (eg, undergraduate, postgraduate or research studies) where there is underrepresentation of communities such as female, Black and care-experienced students to create pathways for access to studies. This then helps institutions develop tailored initiatives and pilot schemes such as financial incentives and contextualised admissions criteria by reviewing grade reductions or making them more widely available to disadvantaged students. Once the piloting stage is complete, institutions can evaluate schemes by seeking feedback and then extend them to other similar courses. For example, the Close the Gap project by the universities of Oxford and Cambridge focuses on formal and informal admissions cultures and practices to enable fair doctoral candidate selection systems.&nbsp;Resource collection: Being Black in the academyEquity without whiteness: what leaders get wrong in pursuit of an equitable campusChallenge strategic silencing to improve the experiences of global majority studentsStudent participation: once students enrol, institutions must create a sense of belonging and an environment where students feel they can be themselves. For example, Manchester’s 10/10 programme supports Black students with a package of targeted support. The programme is co-designed in partnership with these students and offers events such as tailored career workshops, personal development events and peer and professional networking opportunities. Other institutions can also design and implement programmes looking at their own underrepresented groups of students to provide access to initiatives such as celebrating and recognising role models that resonate with the student demographics, providing access to mentorship and community and hosting peer networking events to improve participation and engagement.Student success: ultimately, success for students would mean that they are able to achieve their career outcomes, no matter their background. Apart from the career support that institutions provide, they must gather insights through tailored graduate outcome surveys or focus groups and address specific challenges that may vary from one institution to another due to socio-economic and cultural divides, such as lack of confidence, family or cultural restrictions and the difficulties with cost of living that students from disadvantaged backgrounds may face, all of which hinder student outcomes. Once institutions understand their students' barriers, they can design and provide targeted interventions. For example, the Make it Happen Fund at Newcastle University supports students and recent graduates with access to financial support to attend interviews or conferences that lead to career development. Such financial support addresses challenges such as not having the means to buy formal attire or pay for accommodation and travel to attend interviews or assessment centres.Institutions must collectively address systemic issues to ensure fair access, participation and student success. By doing so, we can improve inclusivity in the sector and provide equal opportunities for students from disadvantaged backgrounds, overcoming barriers beyond their control.Sankar&nbsp;Sivarajah is the dean of the School of Management at the University of&nbsp;Bradford.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 HE institutions become fairer and more inclusive?

Rather than treating inclusivity as a tick-box exercise, institutions should be implementing strategies to ensure they champion it

Equity has become part of the leader lexicon in higher education in recent years. But few leaders or equity advocates explicitly name whiteness as a target of analysis and intervention in their equitable institutional transformation pursuits.&nbsp;Whiteness can be defined as the prevailing system (comprising structures, norms, ideologies and practices) that sets the terms and conditions for continued oppression within the hegemonic global social order. Through the adoption of racial hierarchies, anti-Black perspectives and the white gaze, whiteness is valorised, normalised and protected. Within this oppressive system, whiteness represents the structural status quo designed to uphold hierarchy, maximise profits and centralise resources and decision-making power among an elite few.&nbsp;The importance of Black spaces in white academiaHow to train university staff to become anti-racist agents of changeWhat will your anti-racist university look like?Similar to Eduardo Bonilla-Silva’s notion of “racism without racists” and Shaun Harper’s “race without racism”, we propose that higher education leadership has advanced the idea of equity without whiteness. This reflects a rhetorical and reformist desire to advance equity while avoiding a structural confrontation of how whiteness influences the leadership process and affects institutional outcomes.In our book Higher Education Leadership: Challenging Tradition and Forging Possibilities, we illuminate the consequences of “equity without whiteness” by placing emphasis on the examination of whiteness in higher education leadership – how it manifests and the implications of its manifestation when pursuing equity. We explore how whiteness is upheld in higher education leadership through specific roles, tools and protective strategies.&nbsp;For instance, senior administrators often engage in oppressive decision-making and communication strategies rooted in normative white behaviour (ie, whiteness as professionalism and niceness). Leadership communications&nbsp;are carefully crafted in ways that promote neutrality rather than explicitly naming and challenging anti-Black perspectives and practices. Efforts to consolidate power and decision-making authority allow higher education leaders to bypass norms of shared governance and collaboration with diverse stakeholders.&nbsp;In the book, we outline some recommendations for how leaders can meaningfully grapple with and challenge whiteness in their equitable institutional transformation work. Here are just a few:&nbsp;Placing people over profits&nbsp;Whiteness is a system that prioritises profits over people. To truly advance equity, leaders need to think about the inverse: placing people over profits. This new value system must focus on the humanisation of systemically disadvantaged groups, whose wants, needs and desires are often marginalised to instead advance white supremacist and capitalist interests. A recent op-ed by University of Wisconsin-Madison professor Xueli Wang offers some tangible ways to advance more humanising practices in higher education, which also hold great promise for equitable institutional transformation.Relinquishing power and diminishing hierarchies&nbsp;Whiteness holds power as a system because of its unwavering commitment to upholding hierarchies in all corners of life and the global social order. As such, higher education leaders must make conscious efforts to diminish hierarchies and to share power and resources in order to make equitable transformation possible.&nbsp;Leaders must be willing to share power with people like local community members, marginalised staff, faculty and students. Environments must be created for these individuals to feel that their perspectives will be valued in the decision-making process and that accountability measures will be implemented to ensure equitable transformation.Revisiting policies and politicsWhiteness is largely an invisible force, going unchecked at universities globally. We suggest that leaders examine their existing policies and guiding political ideologies deeply.&nbsp;For instance, what political ideologies are guiding student activism policies on campus? Is student activism viewed on your campus as a political engagement activity, an accountability check and a way to push for equitable institutional transformation at the hands of concerned students? Or are you viewing it as a disruptive activity?&nbsp;Another example is hiring. Is compositional diversity being used as a proxy for equity? Or are you carefully vetting the politics and stances of new hires concerning anti-blackness, white supremacy and other pressing social issues?&nbsp;If, at any point of reflection, leaders find themselves solely concerned with compositional diversity and peace and order on campus, odds are their policies and politics are maintaining a status quo rooted in whiteness. Leadership is not an apolitical process.&nbsp;Reading beyond leadership theory and the field of higher education&nbsp;Throughout the book, we point to the hard-to-miss fact that leadership perspectives are mainly written by white authors, especially white men. If leaders are serious about advancing equitable institutional transformation, they must read beyond traditional leadership studies and the field of higher education. Black feminist thinkers, political theory and grassroots organising guided many aspects of our own book’s theoretical direction. We suggest that leaders explore these areas to guide their equitable institutional transformation pursuits. Two recommendations we have are Redeeming Leadership: An Anti-Racist Feminist Intervention by Helena Liu and Freedom Dreams: The Black Radical Tradition by Robin D.G. Kelley.&nbsp;Higher education leaders, from senior executives to grassroots activists, seeking to foster equitable organisational transformation must dedicate time and energy to examining and disrupting the system of whiteness. The strategies described above offer practical action steps that both individuals and organisations can take to initiate and sustain this process of equitable transformation.&nbsp;Jordan Harper&nbsp;is an assistant professor of higher education and student affairs in the department of advanced studies, leadership and policy at Morgan State University. Rozana Carducci&nbsp;is an associate professor and graduate director of the master’s of higher education programme at Elon University. Adrianna Kezar&nbsp;is a professor of higher education at the University of Southern California and the director of the Pullias Center for Higher Education.&nbsp;Higher Education Leadership: Challenging Tradition and Forging Possibilities 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.

What leaders get wrong in pursuit of an equitable campus 

How can equity be advanced within a system that protects the status quo, and how can university leaders make a difference? Jordan Harper, Rozana Carducci and Adrianna Kezar examine how

Equity without whiteness: what leaders get wrong in pursuit of an equitable campus 

Higher education (HE) institutions are crucial engines of societal progress, and their commitment to diversity is fundamental to their mission. Attracting and retaining racial and ethnic minority staff, academics and leaders is essential for fostering inclusive environments that reflect the diverse world we live in. Here, I present practical advice on ensuring fair recruitment and preventing microaggressions.Ensuring fair and non-biased recruitment processesTo attract diverse talent, HE institutions must begin with equitable recruitment practices. This involves revising job descriptions to remove biased language, such as terms like “native English speaker” in favour of “proficient in English”, which does not alienate non-native speakers. Additionally, replacing phrases such as “cultural fit” with “cultural contribution” encourages valuing diverse perspectives rather than conforming to existing norms.&nbsp;Using inclusive language and specifying a commitment to diversity and inclusion in job descriptions can also signal an institution’s openness to diverse candidates. Ensuring that selection criteria focus on skills and competencies rather than arbitrary qualifications, such as requiring specific prestigious university degrees, helps level the playing field.&nbsp;Moreover, diversifying hiring committees ensures multiple perspectives are considered, minimising the risk of homogeneity in decision-making and creating a more welcoming environment for ethnic minority staff.Training programmes on implicit bias are essential for all members involved in the recruitment process. These sessions should highlight the importance of diversity and provide tools for recognising and mitigating biases, such as using structured interviews, implementing standardised evaluation criteria and employing software tools like Textio for unbiased language in job descriptions. Additionally, utilising bias-checking tools like Blendoor can help identify and address biases in the recruitment process.Blind recruitment, where identifying details such as names and photos are omitted, can reduce unconscious bias. Institutions should also commit to transparency by publicly sharing their diversity goals and the steps they are taking to achieve them.Identifying and addressing microaggressionsMicroaggressions are subtle, often unintentional, discriminatory comments or behaviours that can make minority staff feel marginalised or undervalued. These can manifest in various forms, including verbal, behavioural and environmental. Verbal microaggressions might include comments that imply surprise at someone’s linguistic ability based on their ethnicity, or questions suggesting that the person doesn’t belong “here”.&nbsp;Behavioural microaggressions may involve assuming a person of colour is a junior staff member rather than a professor or scholar, revealing biased assumptions about their professional status, or avoiding eye contact and interrupting someone, signalling a lack of respect. Another example is seen in university-wide strategy group meetings or meetings where most attendees are from the majority ethnic group, and one person is from a minority ethnic group. In such situations, microaggressions can occur when several chairs are left vacant next to the ethnic minority staff member, or chairs are pulled away to avoid sitting next to them, creating a sense of exclusion. Additionally, an institutional focus on “nurturing home-grown talent” can unintentionally marginalise minority staff by implying a preference for those perceived as more familiar or fitting a particular cultural norm.&nbsp;Environmental microaggressions occur when institutional practices, such as a lack of diverse representation in promotional materials or inadequate accommodations for cultural or religious practices, subtly convey that diversity is not valued.For those who do not directly experience microaggressions, identifying them can be challenging owing to their subtle nature. One effective approach is self-education, which involves learning about common microaggressions and understanding their impact. Engaging with books, workshops and online resources, as well as listening to the experiences of minority groups, can provide valuable insights. Additionally, observing and reflecting on everyday interactions is crucial. This means being mindful of your own reactions and assumptions and considering whether they are based on stereotypes or biases. Observing the dynamics in meetings and conversations (particularly who is interrupted, ignored or not addressed respectfully) can also reveal patterns of microaggressions. Lastly, seeking feedback from colleagues, especially those from minority backgrounds, and creating safe spaces for open dialogue can further enhance understanding and awareness.Resources for HE professionals on equity, diversity and inclusionImproving the digital experience for Black international students, part one: before and on arrivalHow to improve diversity and inclusion for Black students and staffAddressing microaggressionsAddressing microaggressions requires both individual and institutional efforts. On an individual level, it is essential to acknowledge and validate the experiences of those who face microaggressions. If someone shares their experience, responding with understanding rather than defensiveness is key to validating their feelings. Self-reflection is another important step; being open to recognising and changing one's own behaviour can lead to personal growth. When witnessing microaggressions, it is important to stand up against them, either by speaking up in the moment or by supporting the affected person afterwards.&nbsp;HE institutions must actively work to prevent such occurrences. Regular training sessions on cultural competency and sensitivity can help staff recognise and avoid microaggressions. Creating an open dialogue about the impact of these behaviours and encouraging staff to speak up when they witness them is also crucial.&nbsp;Implementing clear policies and procedures for reporting and addressing microaggressions is vital. Anonymous reporting mechanisms and assurance of non-retaliation are necessary to make staff feel safe when coming forward. Additionally, leadership must model inclusive behaviour and take immediate action when issues are reported.&nbsp;Promoting diversity in hiring, representation and leadership helps to create an inclusive environment where all staff members feel valued and respected. By taking these steps, both individuals and institutions can contribute to a more inclusive and supportive work environment in higher education.Attracting and retaining racial and ethnic minority staff in higher education requires a multifaceted approach that addresses recruitment, retention and empowerment. By ensuring fair and non-biased recruitment processes and preventing microaggressions, HE institutions can build inclusive environments that reflect and celebrate diversity. These efforts not only benefit minority staff but enrich the entire academic community, driving innovation and excellence in higher education.Pallavi Banerjee is a senior lecturer in the School of Education at the University of Exeter.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.

Tackling bias and microaggressions in higher education

Actionable strategies and insights to help higher education institutions attract and retain ethnic-minority staff

Many academics are in relationships with other academics.As difficult as the job market is for most scholars, it can be even more daunting for those in dual-career relationships. They must strive to locate two positions together. If they fail, they risk sidelining one person’s career or living separately. When institutions are partner friendly, this can help couples tremendously.Institutions can also benefit from dual-career arrangements. By making such accommodations, they can improve both their recruitment and retention efforts.&nbsp;Some institutions excel in supporting dual-career needs, while others struggle, according to a new&nbsp;scorecard that ranks universities on their partner-friendly status. Those that are doing well have fully developed and staffed programmes.Applying for an academic position in the US: the basics explainedAdvice for managing parental leave for university staffHow to achieve equity in higher educationIn order to attract and retain the best talent, universities have to find ways to support academic partners, too. Here, we outline best practices that emerged from scoring these institutions.Establish dual-career programmesWhat elements can make a university stand out as being partner friendly? These can include having:A clear process for creating tenure-track faculty positions for partner hires. This process should be transparent and publicly advertised.A dual-career programme with a designated point person for enquiries. Programmes should manage dual-career requests, provide assistance to partners seeking employment, liaise with academic units, make referrals and produce outreach and training materials. Ideally, there should be at least one fully funded person running the programme.A dual-career website that shares details about the university’s offerings and encourages applicants or their partners to get in touch.Dedicated funding for partner-hire lines. In the best circumstances, this funding is centrally provided, lasts until the partner receives tenure, and includes research start-up support.Job placement services for academic and non-academic partners. Such services can offer feedback on a partner’s application materials, coach them on interviewing, and make referrals for jobs.Explicit guidance for search committees and department chairs so that they are prepared to handle partner-hire requests supportively and legally.&nbsp; &nbsp;Reciprocal arrangements with other local-area institutions. This can expand the possibilities for successfully finding a position for a partner.&nbsp;An accommodating approach to all partner-hire situations. This can mean allowing any new hires to make partner-hire requests, whether they are being hired as tenure-stream faculty, fixed-term faculty, postdocs or non-faculty. It can also mean encouraging existing employees to make such requests.Create inclusive cultures&nbsp;Universities can embrace dual-career policies and programmes to create inclusive cultures and improve gender equity. They can also work on creating cultures that are more partner-friendly.&nbsp;Although stigmatising language surrounding partner hires is on the decline, the phrases “two-body problem” or “trailing partner” are still in circulation. Such language is both delegitimising and unnecessarily constraining.&nbsp;Rather than being a problem to be solved, academic couples present an opportunity for universities to gain additional faculty, and top faculty at that. Universities in the Midwest, for instance, have some of the most robust partner-hire programmes, allowing them to lure faculty away from places on the east and west coasts. Also, many universities now include in their job ads explicit language about their responsiveness to dual-career needs as a way to signal their inclusivity and their competitiveness on this measure.History also has a way of shaping culture. When partner hires are counted against departments’ hiring allocations, rather than being seen as a bonus, this can sour them on being inclusive in the future. Likewise, the academic literature shows that when a faculty member’s dual-career needs have not been met, they may be less supportive of dual-career accommodations for others. It can take time to alter these patterns.&nbsp;Successful partner hires can build cultural support more generally. This makes sense because the more positive experiences people have with a practice, the more likely they will be to endorse it in the future. And it’s especially revealing to see that when academic couples are hired together, they tend to be more productive on average than their peers and more likely to receive tenure. These are positive things for any academic unit.Achieving gender equity in the academy could also depend on dual-career support at the institutional level. Because women are more likely than men to be in dual-career relationships, their careers are more likely to suffer if universities are not supportive of academic couples. Additionally, studies have shown that women are more likely to encounter relationship status discrimination than men and to postpone their careers if they are unable to locate positions for their partners.Supporting academic couples goes beyond individual scholarsAt a time when academics are increasingly dissatisfied with the demands their profession places upon them and their families, university investment in dual-career programmes can be an important step towards addressing those concerns. Supporting academic couples is a way of supporting the university. It communicates that the university cares about its members and sees their well-being as a reflection of its own.Torin Monahan is a professor in the department of communication and Jill A. Fisher is a professor in the Center for Bioethics and department of social medicine, both at the University of North Carolina at Chapel Hill.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.

What elements can make a university stand out as being partner-friendly? Here are ways for institutions to support academics in dual-career partnerships – and boost their ability to attract and retain the best talent 

What can universities do to support academic couples?

Black international students come to the UK for its institutions’ globally recognised degrees, high academic standards, diverse cultural exposure and opportunities for personal and professional growth.Black international students bring a wealth of cultural diversity and new perspectives to UK universities. However, they often face specific digital and cultural barriers that can hinder their academic and social integration. To address these challenges, UK institutions must implement targeted pre-arrival and on-arrival support strategies to ensure that these students are well prepared and supported from the moment they decide to study in the UK. This article explores the digital and cultural barriers faced by Black international students and highlights effective pre-arrival and on-arrival support initiatives.Understanding specific challengesBlack international students often encounter “digital shocks” because of the significant differences in digital infrastructure, pedagogical approaches and cultural contexts between their home countries and the UK. These shocks can manifest in various ways:Digital infrastructure: many Black international students come from regions where digital infrastructure is less developed. Upon arriving in the UK, they may find themselves unprepared for the high dependency on advanced digital tools and platforms integral to UK higher education.Pedagogical approaches: the assessment regime as well as the teaching and learning styles in UK universities can differ greatly from those in the students’ home countries. The emphasis on independent learning and the extensive use of digital resources for coursework and communication may be unfamiliar and overwhelming.Cultural contexts: the digital behaviour and norms in the UK can be quite different from what Black international students are used to. This includes differences in communication styles, digital etiquette and the use of technology in social and academic settings.Addressing these challenges requires a nuanced understanding of students’ backgrounds and proactive measures to bridge the digital and cultural gaps.Resource collection: Being Black in the academyAction to improve diversity and inclusion for Black students and staffHow to tell if your university is making a genuine effort to increase diversityPre-arrival supportThe journey to enhancing the digital experience for Black international students begins well before they arrive on campus. Providing comprehensive pre-arrival support is crucial in preparing them for the transition.Virtual campuses: a mobile-friendly virtual campus tour can allow prospective and incoming students to explore the campus environment digitally. This helps students familiarise themselves with the layout of the university, key facilities and available digital resources. Such virtual tours can alleviate anxiety and build a sense of belonging before students arrive.Detailed pre-arrival information: pre-arrival programmes that include detailed information about the UK’s digital landscape are effective. They should encompass guidance on device requirements, internet access and basic digital literacy resources. Such information helps students to understand what to expect and how to prepare, reducing the initial digital shock.Peer support networks: induction teams can engage current international students to contribute to the creation of pre-arrival support materials. This peer-led approach ensures that the content is relevant and relatable and addresses common concerns and questions that new students might have. Interactive platforms such as Padlet can facilitate pre-arrival community building, enabling students to connect with their peers and establish support networks.On-arrival integrationOnce these students arrive in the UK, comprehensive onboarding processes are essential in supporting their digital and cultural transition.Onboarding workshops: universities can develop mobile-friendly and low-bandwidth pre-arrival resources, and continue this support with extensive onboarding workshops. These workshops should cover the use of digital tools and platforms specific to the UK academic context. They should also address the norms of digital communication and collaboration, helping students to understand the expectations and practices in their new environment.Some suggestions for onboarding workshops include a “digital orientation” workshop covering essential UK academic platforms, digital communication norms and cybersecurity. Additional workshops should focus on library resources, time management tools, collaborative software and academic integrity, ensuring that Black international students are prepared for the digital and cultural environment of UK higher education.Extended induction programmes: universities should offer induction programmes that extend beyond the first few weeks of the semester. These should include ongoing workshops and training sessions that gradually introduce students to the digital systems and resources they will use throughout their studies. Additional cultural awareness courses will further help students to integrate into British culture, norms and values. This extended support ensures that students do not feel overwhelmed and can integrate at their own pace.Extended induction programmes should include ongoing workshops such as those in advanced digital literacy, cultural awareness and adaptation, academic writing, career readiness and mental health and well-being. These sessions ensure that Black international students gradually adapt to UK university life, offering continued support and integration into the digital and cultural environment.Peer support networks: establishing robust peer support networks is another effective strategy. These networks, comprising current students and alumni, provide mentorship and guidance, helping new students navigate the digital landscape of the university. This peer interaction fosters a sense of community and belonging, which is crucial for the well-being and success of Black international students.By understanding the challenges faced by Black international students and implementing targeted pre-arrival and on-arrival support strategies, UK universities can significantly enhance these students’ digital experiences. Initiatives such as virtual campuses, detailed pre-arrival information, comprehensive onboarding workshops and peer support networks are instrumental in preparing these students for success. As the demographic landscape of higher education continues to evolve, it is imperative for universities to adopt inclusive and proactive measures, ensuring that all students, regardless of their background, are well supported and empowered to thrive academically and socially.Patrice Seuwou is an associate professor of learning and teaching and director of the Centre for the Advancement of Racial Equality at the University of Northampton.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.

Improve digital experience for Black international students

Strategies UK institutions should take to enable Black international students’ smooth transition into university

Improving the digital experience for Black international students

“The difference between the right word and the almost-right word is the difference between a lightning bug and the lightning,” wrote Mark Twain. This sentiment rings true in a multicultural higher education landscape, where the language used to discuss equality, diversity and inclusion (EDI) holds immense power. It shapes perceptions, influences behaviours and can either bridge or widen the gaps between communities. However, navigating this language is fraught with challenges.&nbsp;Terms meant to be inclusive can sometimes be misunderstood or misused in different cultural contexts, leading to unintended offence or exclusion. A few examples include “people of colour” – popular in the US, this can seem too generic in the UK, while BAME (Black, Asian and ethnic minority) is criticised by the Commission on Race and Ethnic Disparities for lumping diverse groups together, thus ignoring unique challenges. “Disabled person” aligns with the social model of disability, focusing on societal barriers, whereas “person with disabilities” emphasises individuality but can seem distancing. Similarly, “minority” implies numerical inferiority, potentially devaluing groups, whereas “marginalised group” better captures systemic issues but may be less understood. “Diverse” celebrates variety but can obscure specific identities, which are better highlighted by naming specific groups.&nbsp;This article explores why mastering the language of diversity is crucial in higher education and offers practical strategies to improve communication and foster genuine inclusivity.The importance of inclusive languageInclusive language acknowledges and respects the diversity of people in higher education institutions. It’s essential for creating environments where everyone feels valued and understood. Missteps in language can perpetuate stereotypes, reinforce biases and alienate marginalised groups. Conversely, thoughtful and precise language can promote understanding, reduce misunderstandings and build stronger, more cohesive academic communities. For educators, administrators and staff in higher education, understanding and using the correct EDI terminology is a vital skill.Practical solutions for navigating EDI language1. Education and continuous learningUnderstanding the language of diversity begins with education. EDI terminology is continually evolving and staying informed is crucial.EDI training programmes: Enrol in comprehensive EDI training programmes and attend workshops and seminars focused on inclusive language. These can provide hands-on practice and real-world examples. The Advance HE network frequently hosts events and provides resources on EDI practices in higher education.Reading resources: Regularly read books, articles and other resources on EDI topics. Recommended readings include Why I’m No Longer Talking to White People About Race by Reni Eddo-Lodge and Natives: Race and Class in the Ruins of Empire by Akala.2. Implementing practical toolsVarious tools and resources can assist in using inclusive language effectively.Inclusive language guides: use guides provided by organisations such as Oxfam’s inclusive language guide or Collaborative Capacities’ inclusive practice glossary for facilitators. These resources offer detailed advice on the appropriate use of inclusive terminology.Feedback mechanisms: create channels for feedback where colleagues and peers can gently correct language missteps. This fosters a learning environment and helps everyone improve their EDI language skills. For example, implementing anonymous feedback forms can allow individuals to provide honest feedback on language use without fear of reprisal.3. Tailoring communication stylesActive listening: practise active listening to understand how individuals identify and the terms they prefer. This shows respect and fosters trust.&nbsp;Clear and direct communication: avoid jargon and overly complex terms. Clear and direct language helps to ensure everyone understands the message and feels included. For example, instead of using terms like “underrepresented minorities”, specify the groups you are referring to, such as “Black and minority ethnic students”.Resource collection: Being Black in the academyWe need systemic change to tackle EDI in educationThe language of inclusivity is not inclusive4. Applying EDI language across contextsThe application of inclusive language can vary widely depending on the setting within UK higher education.Cultural sensitivity: recognise that different cultural and institutional contexts may require different approaches to language. What is considered inclusive in one context may not be in another. For example, terminology used in urban universities with a diverse international student body might differ from that in rural colleges with a more homogeneous population.Educational institutions: in universities and colleges, educators should use inclusive language in curricula, classroom discussions and official communications. Inclusive syllabi and teaching materials that reflect diverse perspectives are crucial. For instance, incorporating texts by authors from diverse backgrounds in literature courses can help reflect the diversity of student experiences.Workplaces: in academic and administrative offices, inclusive language should be standard in all communications, from job postings to internal memos. HR departments can play a key role by providing training and resources. For example, using gender-neutral language in job descriptions and ensuring they are free from biased language can attract a more diverse pool of candidates.Public engagements: for university leaders and public officials, using inclusive language in speeches, public statements and community outreach can help build more inclusive and supportive academic communities. For instance, acknowledging the land and history of Indigenous peoples during public events shows respect and inclusivity.Improving outcomes through inclusive languageThe use of inclusive language has tangible benefits as supported by research. Here are a few:Enhanced understanding and collaboration: when everyone feels understood and respected, collaboration improves. This is particularly important in diverse academic teams where varied perspectives can drive innovation.Reduced bias and discrimination: consistent use of inclusive language helps dismantle stereotypes and reduce unconscious biases, leading to a more equitable environment.Increased engagement and morale: students and staff who feel respected and valued are more likely to be engaged and motivated, whether in academic settings, research or administrative roles.Navigating the language of diversity is a continuous journey that requires commitment and effort. Embracing this evolution not only improves individual interactions but also strengthens our academic communities as a whole. As we move forward, let’s continue to learn, adapt and use our words to build bridges, not barriers.Yusra Siddiqui is a lecturer and academic lead for student support (race, equality and inclusion) at the department of biosciences,at the University of Exeter.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 practical guide to navigating the language of diversity

Navigating the language of diversity is a continuous journey that requires commitment and effort

Finding employment can be one of the largest hurdles for students with disabilities. Careers services are uniquely placed to help them recognise their strengths and to work with industry to improve the recruitment process.Last year, Australia’s Disability Royal Commission recommended the Federal Government be “working with industry” to support people with disabilities “to access more inclusive, open employment options”. Universities can also play a role in this.The social model of disability serves as a guide for the sector. It says people with disabilities are limited by barriers in society, such as prejudiced attitudes and physical inaccessibility. This model stresses the need to remove these barriers to well-being and success.Careers services in essence have two options: to fit people into a potentially uncomfortable work situation or to empower them to embrace their uniqueness and participate in university life and to work with industry to adjust the recruitment process.Removing barriers to supportFirst, careers services can foster stronger relationships with university support services through regular meetings, clear referral processes, joint development of student resources and shared professional development activities. Staff can continue to ensure support services are accessible for students with disabilities by actively reviewing online resources for readability and compatibility with accessibility tools. By adopting a student-centred approach, careers services, accessibility/disability services, counselling and student advocacy teams can leverage the insights they gain from students about the most effective methods for engaging, supporting and communicating with them to ensure that they identify and remove barriers to participation.&nbsp;Careers staff play an essential role in supporting students with disabilities in preparing for employment and the recruitment process. Consultants can actively educate themselves on best-practice organisations for hiring talent with a disability, and learn from the lived experience of students to provide tailored support responsive to individual needs. For example, the NSW Government Graduate Program 2025 is actively encouraging applications from students with disabilities and has accommodations in place during the recruitment process to enhance retention. Accenture employees have access to an accommodations support tool and recruiters and senior staff are trained in managing requests for support or adjustment, such as ergonomic equipment, workstation modification and flexible work arrangements. Ernst &amp; Young’s autism employment programme SwitchedOn led to neurodivergent team members sharing their stories and improving support in the workplace and the establishment of the Autism Workplace Champions programme.&nbsp;Demystifying disclosureDisclosure refers to the deliberate and personal decision to inform others about a disability. There’s no legal obligation to disclose in the job search, but students could hesitate if disclosing is perceived as career-limiting. They can be encouraged to disclose if targeted roles are on offer for people with lived experience, and if there’s representation of disability in an organisation’s leadership, an offering of flexible work arrangements, a supportive workplace culture and accessible and clear policies outlining processes for disclosure. This reinforces the need for staff to be on the lookout for best-practice organisations.Resources on equity, diversity and inclusionCreating inclusive spaces for inclusive eventsDisability, discrimination and redress: how to guide your students through the process of asking for reasonable adjustmentsStrengths-based recruitingAny one component of the traditional job application process, from writing job applications to performing effectively in interviews, can be exhausting for applicants with a disability. It stems from the need to “mask” some traits to appear more relaxed or genuine in social interactions or fit into a process that doesn’t accommodate their needs. Some students are highly skilled at masking, but these real-time, manual, behavioural adjustments come at a high mental cost.Strengths-based recruiting offers a practical alternative to the traditional process, working with students to identify matches between their strengths and offered positions, and adjusting some aspects of the role.It is effectively a reverse engineering of the entire process, where students and consultants work with employers to determine the needs of an organisation and how people with disability can serve those needs.For instance, job interviews can include questions that best highlight the strengths of the applicant and identify areas where accommodations may be needed. For example:What are your top three strengths?&nbsp;What energises you?&nbsp;What qualities can you bring to this role?What behaviours would I observe when you are stressed or overwhelmed?How can we support you to do your best work in our team?Careers services play an important role in strengths-based recruiting. Staff can engage with industry to demonstrate the benefits of including talent with a disability, with a focus on long-term investment. Consultants can help students practise for interviews and teach students how to frame their responses from a strengths-based perspective. Staff can advocate for students with disabilities, building strong relationships with industry to implement tangible employment outcomes.Engagement beyond the classroomA more compassionate university environment means students with disabilities are empowered to participate in leadership programmes, clubs, volunteering and events outside the classroom. Extracurricular activities give students an opportunity to further develop employability skills such as communication, problem-solving, self-management and organisational skills.University-run activities (think volunteering, mentoring and leadership programmes) can be vehicles for this support. Staff can work to set expectations of what is required through clear communication. They can then encourage students to share adjustment requirements which, with permission, they can relay to supervisors and other relevant parties.Consideration of disability in all aspects of university life will help students boost their employability. If supported through their entire journey, we can empower them to advocate for their own needs, demonstrate their strengths and inspire others to achieve their career goals.Peter Hyslop is an engagement assistant at the University of Newcastle; Barbara Mackie is an employability consultant (diversity and campus projects) at the University of Newcastle.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.

Step up to support students with disabilities

From shaping a culture of support to working with industry, careers services have an important role in improving employability for students with disabilities

Careers services must step up to support students with disabilities

How can we make cultural diversity issues relevant to all in this age of internationalisation? People who are white, cisgender male, heterosexual and with abled bodies are less likely to engage. This reluctance stems mostly from two reasons. Some people see cultural diversity issues as relevant only to marginalised groups. Others fear potential uncomfortable conversations and changes for which they are unprepared.&nbsp;We at King’s College London have identified cultural competency as one of the two core values underpinning our internationalisation strategy, preparing students to thrive in a diverse and interconnected world.Seven exercises to incorporate into your gender studies classesMake EDI in higher education a reality by building it into your course designEquity, agency and transparency: making assessment work better for students and academicsHere, I’ll share some of the challenges and lessons we have learned while setting up the&nbsp;King’s Cultural Competency Unit (CCU), through the lens of five crucial questions.‘What’s in it for me?’To mitigate this challenge, we took these deliberate steps:Broadening the definition: We emphasised that cultural diversity encompasses all facets of human characteristics, making it relatable for everyone.&nbsp;Tackling contextual disadvantage: While we confront the systemic and structural roots of inequality, discrimination and marginalisation in cultural competency, we also view cultural competency as a practical approach to addressing contextual disadvantage that can affect people from all walks of life.&nbsp;Finding common ground: We believe that finding common ground will allow us to start building an inclusive environment that encourages constructive conversations and mutual understanding, which is more likely to result in wider systemic changes for an equitable world.‘What is cultural competency after all?’&nbsp;Cultural competency (CC) is defined collectively by students and staff as “the ability to view the world through the lens of other people – in all their diversity”. This includes people from different nations and regions, socio-economic backgrounds, races, genders, sexualities, ages, religions and abilities, to name but a few. We believe that developing cultural competency in students can boost their employability. Staff CC development can foster inclusive pedagogy and innovative research, promoting personal and professional growth and an equitable campus environment.&nbsp;As with “culture”, a consensus has never been reached on the definition of “cultural competency” and the domains it encompasses. Alternative terms, such as cultural sensibility or cultural humility, have been suggested but, as discussed in&nbsp;our work, we advocate for retaining the term “competency” because of its focus on behavioural change and transformative outcomes. Unlike other terms that emphasise cognitive development, competency drives practical shifts.&nbsp;Instead of adopting an existing definition, we carried out consultations with students and staff to come up with our own. This approach aligns with the evolving and context-bound nature of CC. However, the challenge of identifying the domains within cultural competency programmes still remained. To address this, we turned to one of our recent systematic review articles as a foundation. This article introduces the ACT Cultural Model, emphasising that CC educational programmes should address three essential domains:&nbsp;Activating consciousnessConnecting critical relationsTransforming practices and services.In addition to education, we are also developing a&nbsp;research strategy to generate knowledge about how CC is defined and implemented in different academic and professional contexts.&nbsp;‘Who owns cultural competency?’The CCU has its home in the faculty of arts and humanities, strategically positioned to draw from the wisdom of relevant subjects. Nevertheless, it transcends departmental boundaries, serving as a cross-university hub for interdisciplinary education and research. To ensure the sustainability of this model, the CCU operates in conjunction with an advisory board and a CC Co-creation (4C) Group.&nbsp;The advisory board is composed of senior leaders at the university level, to ensure that the CCU activities align with the university’s priorities and are supported by all faculties and directories. The 4C group serves as a platform for collaboration and knowledge exchange. It welcomes anyone – faculty, staff or students – interested in developing cultural competency projects.&nbsp;The 4C group prevents cultural competency from being confined to a single department or a select few individuals. Instead, it fosters collective ownership and co-creation within the university community.‘Who’s paying for it?’Successful projects hinge on proper resources. Two full-time academics were directly appointed to the CCU. Funding was also allocated to fund five secondments from other faculties to drive our interdisciplinary approach.&nbsp;Students are an intrinsic part of co-creating CC. We have hired student co-creators across all programmes. We recognised that extracurricular activities like this tend to favour more affluent students with fewer social responsibilities. To bridge the gap, we established a separate fund to compensate students for their time spent with us.‘Are we truly diverse?’Originating in North America, the concept of CC has deep roots in Western norms, values and assumptions. Our CC project at King’s presents a unique opportunity to transform its meaning, transcending its original context and incorporating perspectives that have long been under-represented. Here are some key steps we took:Avoided defining CC that favours a particular value system.Increased cultural representation among the team through direct appointment and secondment.Ensured the team has expertise on the global South.Established international collaboration in education and research with the global South.So far, just under&nbsp;5,000 students and staff have participated&nbsp;in at least one of the cultural competency programmes.&nbsp;The feedback has been very positive. Participants report an increased sense of belonging and feeling more empowered to work and study. There are also strong indications of changed perspectives and behaviours as a result of these programmes. The positive impact on the university's internationalisation agenda is evident. These programmes foster a more inclusive and globally aware campus community, enhancing the university’s appeal to culturally diverse students and staff, both nationally and internationally.Shuangyu Li is a reader in clinical communication and cultural competency and director of King’s Cultural Competency Unit at King’s College London.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 questions to ask when embedding cultural competency

Cultural competency involves seeing the world through the lens of other people, across race, gender and age barriers, among others. Shuangyu Li outlines the five questions to ask when embedding it

Five questions to consider when embedding cultural competency for internationalisation

Community engagement is a critical part of becoming a civic university, an institution embedded in, engaging with and serving the local community. Working with the community instead of on the community or perpetuating colonial and white saviour notions of working for the community will support and embolden strategic aims, research and teaching.I see community engagement as not just the geographical spaces we are situated in, but also the spaces within our institutions and how we engage with the diversity of staff and student communities.In therapy, I&nbsp;tell my clients, “What is out there will be in here,” everything an individual experiences presents in the small therapeutic space. With community engagement, I&nbsp;say, “What is in here [our institution] will be out there.” Power dynamics, biases and attitudes that exist within the institution are replicated in the community. If an institution is not representative, has power structures that are exclusionary or views minoritised members of its own community as lesser, all these attitudes will be communicated in interactions with communities in our geographical location.Acknowledging our positionality, ie, how our identities influence and bias our engagement with others, is vital. My position as a woman of colour impacts all of my experiences with others, especially working in higher education in a predominantly white elite institution. My work roles (psychologist, psychotherapist and inclusion trainer) also offer different lenses on my engagement with others. I&nbsp;have consciously chosen to situate my work within an anti-racist, intersectional and decolonial framework. Other academics who are working towards the goals of the civic university will have different personal characteristics they bring. Recognising that all aspects of our personal and professional selves influence how we engage with each other can help us understand and explore ways in which we can work effectively with communities within and outside the university. Exploring our positionality should be core to our work.Resources for higher education professionals on outreach and communicationChange in higher education is hard, but not impossibleCommunity-engaged research can give a voice to marginalised peopleOften, the language we use when discussing minoritised communities is framed in terms of deficit. Terms such as “hard to reach”, “minority”, “vulnerable” and “disadvantaged” all imply a negative bias. In reality, communities have innumerable assets that could be mobilised to achieve collaborative aims. These include offering support in communicating health messages, recruiting individuals for research and locating spaces for engagement. Collectivist cultures promote the group above the individual; this translates into great teamwork skills.It is notable that we also use a deficit lens with initiatives such as widening participation schemes where there is a balance to be struck between advancing equality and inclusion and reinforcing messages of not belonging or of being a saviour to those otherwise doomed. Here I&nbsp;return to positionality and who does the work. What are the attitudes of those who lead this work? What are their lived experiences that they bring to the connection? What support is available after students are enrolled via such schemes to ensure that they can thrive? Their support needs will be different.Power determines what knowledge is shared, what is repressed and whose knowledge is valued. I&nbsp;have witnessed projects defined as community engagement that never actually engage with the communities they purport to serve other than to deliver a white saviour-style intervention without ever asking communities what they might want or need. Projects are planned within a university about engaging with local communities, without the input of the communities. This can look like posting out leaflets to different services. Those with power (almost always white, male, able-bodied, neurotypical) badge this as inclusion and engagement work. Having a room full of similar people brings only similar approaches to the table. Not having members of the community present to hold these approaches accountable results in claims of community engagement that are far from the aims of the civic university. Some of this can be mitigated by having diverse and representative staff. Despite the increase of staff from minoritised backgrounds in higher education, decision-making and senior positions remain firmly the province of white staff. Community engagement that involves the community from the start, involves students throughout and has diverse staff can challenge these tick-box approaches. However, these can be productive and make a meaningful contribution only if there is psychological safety – a space where people feel safe to challenge and ask questions and know that they will not be ostracised if they challenge power structures.Power can also be seen in the way in which community engagement is undertaken. Distribution of leaflets can be seen as enough to bring people in without any actual engagement or relationship-building necessary. If people don’t respond to leaflets, the community risks becoming viewed as problematic and “hard to reach” in the face of institutional benevolence creating opportunities for the disadvantaged. We do&nbsp;not critically engage with why people may not want to attend, what the barriers are, who is doing the engaging, how have they connected with the communities, where is the event – is it accessible? When is our event – whose time frame are we working&nbsp;to?Spaces are never neutral, they are always racialised and gendered. My students talk to me about the “misogynoir” (anti-Black racism combined with misogyny) of academic spaces. This goes unchecked when those in power are, as a student in my research identified, predominantly “pale, male and stale”. Even when spaces are more balanced with gender representation, there is rarely racial and religious representation. Without this, even the most well-intentioned are more prone to bias, blunders and insensitivities in our engagement and inclusion efforts, be that within the university or out in the community.When it comes to community-engaged research, reframing our thinking around ethics is essential. University ethics processes are governed by the medical model, which is inherently power-driven and colonial. When working with communities as equals, developing ethical parameters to work safely and respectfully with community partners can help to rebalance power. These can be established with community partners – working with them to establish what is needed and valuable, as every community will have its own priorities. There is no one way of doing community engagement. Good practice is governed by principles of trust, relationship-building, effective communication and reciprocity where everyone feels part of the process.Reflecting on the difference between what is important and what is urgent is useful. In the neoliberal context of higher education, everything is urgent and runs to the timeline of the organisation. Time, however, is multifaceted and constructed differently across cultures. Linear time is only one facet. What is urgent to an academic – conducting our research within a short time frame or delivering a new module this term – might not align with the community’s needs.Taking time to understand community needs and establishing shared priorities and timelines will build mutually beneficial engagement. Investing in relationships across the community and attending and supporting events without any agenda of our own work can help to understand communities and their needs better. The important work – the work that can lead to change – involves working to build relationships and understanding, developing and sharing knowledge in partnership with our communities. Put simply, community engagement must engage the community.Nilufar Ahmed is a&nbsp;senior lecturer in social sciences at the University of Bristol.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;

Acknowledge positionality to engage the community

The work that can lead to change involves building relationships and understanding, and developing and sharing knowledge in partnership with our communities. Put simply, community engagement must engage the community, writes Nilufar Ahmed

We must acknowledge our positionality to inclusively engage the community

Many reading this will be familiar with UNHCR’s 15by30 campaign to ensure that 15 per cent of the world’s eligible refugees are enrolled in higher education by 2030. Some widely discussed barriers to achieving this target include disrupted secondary schooling, a lack of academic certificates and financial hardship. Through our research with refugee students in Uganda and Scotland at the Refugee Law Project in Uganda and the University of Edinburgh, however, we have seen how university admissions systems also restrict refugees’ access to higher education.&nbsp;Here, we draw on our experience to suggest ways to improve the inclusivity and accessibility of these processes.Admissions pathwaysOur project in Uganda, supported by the Mastercard Foundation, involved designing, running and evaluating a bridging programme known as Foundations for All to prepare refugees and vulnerable students to rejoin higher education. As the programme progressed, it became clear that the only university admissions pathway in Uganda accessible to refugees whose education has been affected by conflict was the Mature Age Entry Exam (MAEE). This route allows students over 25 to use their professional experience to enter university via an exam-based route, rather than use results from secondary school exams, which many refugees do not have because their education has been disrupted by conflict.&nbsp;Resource collection:&nbsp;Here to help –&nbsp;the key tenets of student supportA blueprint for supporting students affected by forced migrationWhat can universities do to improve routes into HE for displaced academics?To be more refugee-sensitive, however, this and other admissions pathways need to consider:&nbsp;Advanced warning of deadlines&nbsp;Deadlines for applications, exams and scholarships need to be consistent year on year and communicated with ample timing as refugees face additional barriers in responding to these opportunities; these include constraints on mobility and unreliable internet (all university applications in Uganda are online). In Uganda, refugee students need to apply for permission to leave the refugee settlements to register in person for the MAEE. During our project, the MAEE was announced at short notice and one student missed out on the exams because he could not get authorisation in time to travel.Accessible information&nbsp;None of the universities that we worked with in Uganda had policies, guidelines or information on their stance towards displaced students, such as what fee category students would be in based on their asylum status, what loans or scholarships were available, what flexibility there was in terms of required documents, or what language and counselling services were available. Most worried that providing separate services might be seen as discriminatory or stigmatising, whereas our work has shown that it encourages potential applicants.Waived admissions fees&nbsp;Even nominal admissions fees can be beyond the means of many refugees. The requirement that these be transferred online is also impossible for those refugees who are prohibited from having bank accounts in their host countries.English language requirements&nbsp;We found that the standard English language tests for university admission are often inaccessible to refugee students because they require highly specific preparation. We would encourage universities either to establish their own procedures for assessing refugee students’ English or to accept the results of assessment providers who adopt refugee-sensitive approaches.Onward referrals&nbsp;In Uganda, most refugees targeted the more well-known and prestigious state-owned universities for admission, despite the lower success rates. Universities at a national, regional and even global level could work collaboratively to signpost refugees towards respected courses and scholarships at lesser-known institutions to which refugees are more likely to gain admission. &nbsp;Registration status&nbsp;Universities should change the admissions pathways so that refugees are not forced to register as “international students”. This would mean that they are not charged international fees and that they are not competing for places against international peers who have not experienced displacement.Flexible entry points&nbsp;Displaced students may have started but not completed their degree. Where possible, universities should support refugees to be admitted into the later years of degree programmes, so that they are not required to experience the potential frustration associated with spending time and money repeating courses.Pre-admissions counselling&nbsp;This would help refugees to choose courses that are more likely to translate into their desired employment and/or educational outcomes in a host country context that they may be unfamiliar with.&nbsp;Staff trainingAcross our work, we have seen that university staff find it upsetting and disempowering when they do not know how to support refugee students sensitively and appropriately. Alongside a desire for further training and support, the staff we engaged with suggested the following quick administrative fixes that importantly do not have major budgetary implications or require significant policy changes:Creating a university focal point for refugee issues to provide expert support to refugee students and to work to embed more refugee-friendly services across academic and professional servicesCapturing better data on refugee applications and admissions (for example, how many begin versus complete the application process and where/why there is a drop-off; whether differences exist in terms of, for example, gender, age, location, nationality, asylum status or courses applied to, of un/successful applicants; what the conversion rate for acceptance to admissions to enrolment for displaced students with different characteristics is, among others) to ensure that they have the right services in place at the right times to support displaced students and to evidence the need for more funding and trainingEstablishing a database of multilingual university staff willing to support displaced studentsMore in-person outreach and support to refugees in places such as camps, settlements or community centres. in the run-up to the university admissions period, involving coordination and collaboration across universities and civil society organisations.Longer-term change?Our work on admissions in Uganda has also involved working with partners such as the National Council for Higher Education to consider broader structural changes. This has included discussions on establishing shorter accreditation programmes to assist refugees in acquiring documents that could then be used to help them (re)enter university. Universities have been hesitant about these sorts of alternative qualifications, voicing the sentiment that “we do not want anything to dilute our standards”. Our response here is to challenge the idea that the talent seen in refugee communities is any different from that seen in any other cross-section of society; it is often just much harder for refugees to practically evidence it.Relatedly, universities questioned a focus on refugees when many nationals face similar challenges. This we acknowledge. Many students struggle to join universities because their education has been disrupted, and similar reforms to those suggested here would benefit them, too. &nbsp;Georgia Cole is a chancellor’s fellow in the School of Social and Political Sciences at the University of Edinburgh. Martha Akello is a programme manager and Apollo Mulondo is an adult and community educator at the Refugee Law Project in the School of Law at Makerere University, Uganda.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 do we help refugees to gain admission to universities?

Many students struggle to join universities because their education has been disrupted. Here are ways to improve the inclusivity and accessibility of admissions processes

How do we make it easier for refugees to be admitted to universities?

Heart-wrenching, stomach-churning grief is expected when you experience loss. After 10&nbsp;months trying to conceive, I&nbsp;was crying on the edge of the bath again, negative pregnancy test in hand, feeling like an impostor naming what I&nbsp;felt as&nbsp;grief. How could I&nbsp;be grieving something that never existed?Six months, many invasive tests and two unsuccessful rounds of IVF later, I’ve come to understand infertility as isolating and poignant, traumatic and nuanced.Not only is infertility emotionally taxing and isolating, it is also financially devastating. If infertility is a club, IVF and other fertility treatments are the over-inflated subscription fee, averaging £13,750 for a single round in the UK. If you can’t afford to be treated privately, eligibility for rounds of IVF through the NHS is a postcode lottery, as waiting lists for NHS treatment continue to grow.Building kindness into an institutional cultureRead more: how to factor family into higher educationHow to face adversity and change in higher education with resilienceAs employers, UK universities should consider the impact IVF can have on employees. There is no legal right to time off for fertility treatment in the UK, and this has meant patchy-at-best delivery of fertility leave policies across UK universities – allowing on average between two and five days of fertility-related leave. The average IVF cycle including investigations includes five to 10 appointments, meaning that many staff appointments go unpaid or take up annual leave allowances. With a round of IVF costing 44&nbsp;per cent of the median household income, being forced to take unpaid leave can be a barrier to staff attempting to access IVF. In my experience, being offered only three appointments’ worth of fertility leave meant a significant loss of earnings in an already stressful and demoralising time.It is paramount that universities reconsider the support they offer. While my experience might be personalised, it isn’t unique. Infertility doesn’t discriminate; it can affect any gender, orientation and age. And it isn’t going anywhere – in fact, it’s on the rise: men under&nbsp;35 are more likely to experience infertility than the generation before them, and the World Health Organisation notes that 17.5&nbsp;per cent of adults globally experience infertility. If we apply this to the 2021-22 higher education staff figures, that’s a whopping 41,000 staff members who have suffered or are suffering with infertility within UK higher education.It would be misguided to think that the crux of the issue is the financial burden, when realistically it is isolation and effects on one’s mental health. IVF and infertility can place burden and strain on almost every aspect of your life: your romantic, familial and platonic relationships, your finances, your sense of self. This, when not supported, can have detrimental effects on our ability to engage in our work.Therefore, well-informed support is vital for employees going through infertility, but it can be difficult to know how best to pitch that support for such a private, personal issue. As it stands, many universities are not providing enough support for colleagues struggling with infertility. There are ways to support colleagues with infertility.Listen without lecturingListen to how your colleague is feeling and how they want to be supported rather than offer unsolicited or unfounded advice. (Just because you know someone who went on holiday and magically conceived after months of trying or someone who miraculously got pregnant after they “stopped trying” and “just relaxed”, that doesn’t mean these are sensible suggestions for someone who is struggling.) Each case of infertility is different; suggestions and advice about treatment or trying to conceive aren’t helpful and often feel dismissive.Prioritise educationEmployers should aim to educate a designated member of human resources in processes to do with infertility. The IVF process is complex – so, too, is having to explain it constantly to people who don’t understand exactly what each appointment is for. It becomes another burden to inform those who aren’t aware. A specialist contact would make conversations about appointments, reactions to medications and any adjustments that need to be made much easier. Likewise, shared employee areas could include well-informed resources about fertility. I’ve worked with my employer to establish resources online using expert content from charities and fertility organisations to support employees who are struggling.&nbsp;Raise awareness to break the stigmaYou don’t need to wait for Fertility Week to raise awareness around infertility. Making a clear effort to have ongoing open, non-judgemental dialogue around fertility will help break down barriers and will support an inclusive working environment. Support groups can be a useful way of combating isolation and grief when suffering with infertility, but fostering non-judgemental spaces is also vital to ensure that employees feel safe to speak about the private more publicly. Fertility issues are deeply personal; they alter our realities – a life with children was once probable but quickly becomes unlikely. There are no guarantees, but we shouldn’t have to suffer alone and in silence.Consider expanding fertility leave offers to one full round of IVFWe need to reconsider how effective university fertility-leave policies are. I&nbsp;understand that five to 10 appointments’ worth of leave negatively impacts institutions and businesses, but is that loss comparable to the mental and financial impact that not covering this leave will have for the staff member? When appointments for a medical condition are not covered under medical leave, we don’t leave colleagues with many options.We must consider how to stop the isolation, how to support colleagues, how to do better. Sadly, I’m aware that I&nbsp;occupy a less visible space than others who have chosen to remain childless or those who become parents. These are valid choices, but they are just that: choices. I,&nbsp;like many others, am&nbsp;childless not by my own volition. Instead, my lack of choice frequently evokes sympathy in others. I&nbsp;don’t want sympathy. I&nbsp;want change.Devon Oakley-Hogg is a teacher of English and doctoral researcher at the University of Glasgow.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.

Academics struggling with infertility need clear support

With infertility on the rise, is it time for universities to consider how they support staff struggling with fertility? Devon Oakley-Hogg shares a first-hand account of her failed IVF cycles and how the experience has left her craving change 

Infertility is a private struggle that requires open and supportive solutions

The number of disabled students and staff at UK universities has increased over the past few years. Almost 7 per cent of staff in universities declared a disability in 2021/22, a doubling over the previous 10 years, according to data from&nbsp;Advance HE. The rate has tripled for students, with 15.9 per cent declaring a disability in the same period. So, universities need to consider&nbsp;how to make their spaces and events such as graduations more accessible.&nbsp;At De Montfort University (DMU), this work is part of our equality for all cross-cutting theme, which is in turn part of our Empowering University strategy to support our staff, students and partners in building a fairer society. Creating inclusive events enables people to feel safe in that space. It is important to note that most disabilities are not visible (for example, neurodivergence) and people may not wish to disclose they have a disability, so opportunities to request support in advance should always be available. Inclusive environments cater to the needs of all individuals regardless of their disability or disclosure.&nbsp;Making your campus neurodivergent friendlyGet real about hiring people with disabilitiesMake universities disability-inclusive, part one: feedback, access and languageBased on what we have learned at DMU, this article will present eight ways in which universities can make their events more inclusive.&nbsp;Invite disabled and neurodiverse speakers. Providing an inclusive platform that represents diverse groups helps to encourage and engage participants. It also demonstrates that the event is truly inclusive for all.&nbsp;Put materials online before the event. Making materials accessible online prior to the event enables participants to adapt the material into a format suitable for them. It also means participants don’t have to declare that they need a different format; not all people feel comfortable doing so. An online map of the venue, preferably with a virtual tour, enables participants to familiarise themselves with the facilities in advance, reducing anxiety.Have quiet spaces at the event. Often events are noisy and busy. Those who experience sound sensitivity or struggle with crowded spaces may be overwhelmed. Quiet spaces give people a place to go and take time out if they need to. Outdoor spaces are also recommended because neurodiverse attendees may seek out fresh air. Be sure to advertise in advance that quiet spaces will be provided. This will make individuals feel more comfortable that if they need to take a break or time out, they can do so without having to say anything specific to organisers. People often prefer to seek out quiet space for themselves.&nbsp;Provide early access to sessions. Some event attendees may benefit from earlier entry to activities; this will permit them to identify the best place to sit or stand (such as near an exit or next to a wall). This could also apply for lunch and refreshments to avoid queuing and reduce anxiety around delays in choosing food or drink.Consider all aspects of accessibility. Think about the area where the event will be held. Accessibility goes beyond whether the space is wheelchair accessible. Other factors to consider include lighting, echo, contrast and signage. Lighting level can impact individuals with visual impairment or light sensitivity; echoing within the space may affect individuals with hearing impairment or those who struggle in echoey spaces or have vision problems (which make auditory information critical). You may wish to consider contrasts when it comes to spaces in terms of colour on walls and doors and texture of the floor. Such contrasts help those with sight loss to navigate, especially long cane users. Additionally, ensure that signage is clear and the event space offers adequate accessible private bathroom facilities. Some attendees may have hidden disabilities or require clean and safe spaces to administer medication.Create multiple ways to attend. Given potential funding cuts to conference budgets, the cost of travel and how we have developed more capacity to do things in a hybrid format, offer the option for participants to attend online, whenever possible and appropriate. We understand this will not always be possible because of the nature of the event. Enabling online attendance may give more people to opportunity to attend, whether their travel limitations are because of, for example, disability, childcare or cost.&nbsp;Diversify options for event engagement. Some participants may not wish to engage in group discussions or feel comfortable being called on to share their insights (as a result of social anxiety or speech difficulties, for example). Provide online opportunities to raise questions or viewpoints using tools such as Padlet. Participants may benefit from the provision of a notebook and pen to support capturing their thoughts or for doodling, a common activity for people with ADHD.Consult disabled staff and students. You will probably have many disabled staff and students at your institution. When planning events, consult these groups because they will be able to give you valuable insight into how to make events more accessible.&nbsp;This list is not exhaustive, but we hope it gives insight into how you can make your events more accessible. Students and staff have different needs, and recent attempts, such as by Nottingham Trent University, have aimed to develop relaxed graduation ceremonies for those who need it.&nbsp;In the past year our work at DMU has focused on building more inclusive spaces where people do not have to declare their disability needs but are accommodated. We propose this makes people feel safe in these spaces.&nbsp;Meredith Wilkinson is senior lecturer in psychology and Leanne de Main is deputy dean in the Faculty of Business and Law and associate pro vice-chancellor in education; both are at De Montfort University.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.

Inclusivity efforts must go beyond physical accessibility to include how events are advertised and who is consulted and invited to speak, write Meredith Wilkinson and Leanne de Main. Here they offer eight practical ways to make shared spaces welcoming for all

Creating inclusive spaces for inclusive events

The incorporation of Indigenous perspectives in curricula is now a shared aspiration of Australian law schools. Yet despite the agreed benefits for First Nations students and communities, as well as for the quality of “lawyering” generally, progress remains irregular and fragile. The challenge of impermanence is an intractable one for us all in tertiary educational reform. How can we work to shore up curriculum advances against inevitable shifts in resources, priorities and personnel?&nbsp;Here we offer seven strategies, divined from the collective experience of our own collaborators and First Nations advisers and tested in the supportive environment of a young regional law school in Queensland, Australia.&nbsp;Uncovering Indigenous insights: let’s research togetherWeaving gold from EDI straw: an intersectional approachThe language of inclusivity is not inclusiveSettle guiding principlesA school can agree on guiding principles for sustained and iterative curriculum reform. These can be co-designed with First Nations colleges or institutes (and in our case, affiliated First Nations lawyers), thereby opening collaborative partnerships that will be essential in the work to follow. Principles can draw from the substantial literature that emphasises the need for self-reflection, strength-based engagement with Indigenous perspectives, coherent integration, respect for diversity, attention to protocols and priority for First Nations voices and places. These guiding principles will not only guide curriculum efforts, but also manage early enthusiasm, build commitment and “place-hold” for the work to come.&nbsp;Embrace the interdisciplinary nature of First Nations issues and build resourcesWe can seek out the discipline extensions and partnerships that will provide resources for contextual curriculum reform. Identify synergistic work in the field – potentially across disciplines – then build networks that will encourage confidence in colleagues, produce more holistic curriculum strategies, encourage cross-teaching efficiencies and establish research and supervision teams. Cross-disciplinary research centres might be expanded (or developed) to house and champion the new collaborations. In conjunction with this discipline broadening, schools can support and contribute to library collection reviews and critical teaching resources can be endorsed, digested for and distributed to staff.&nbsp;Connect with First Nations colleges, colleagues and professional bodiesStrong reciprocal relationships with First Nations colleagues will be key to much of the curriculum reform work. These can provide invaluable support to staff leading a curriculum project (and build confidence in others) and strengthen curriculum strategies through expert co-design. Moreover, they can build networks for collaborative student support and supervision, ensure access to expertise in Indigenous methodologies (or practice priorities), ameliorate resource deficiencies for all and establish a unified institutional voice.Connect with First Nations communities and community organisationsGuidance on building connections with local communities – based on mutual respect and genuine collaboration – can be sought from First Nations colleagues and colleges. The potential partnerships are many and varied, ranging from broad legal or business support and law-reform advocacy (or arranging pro bono advice) through to workshops and events, commissioning of local art, site-restoration work, sponsorship and elder or youth support projects. These relationships can help to build knowledge and capacity in staff, while offering genuine support to communities. Local elders and leaders might have particular roles of relevance to curriculum development – for example in the Murri Courts or corporations (in the case of law).&nbsp;Build First Nations’ visibility&nbsp;Through partnerships with First Nations colleges and institutes and pro vice-chancellor offices, schools can support university initiatives around local art and language, and engagement with Acknowledgment and Welcome protocols. They can also advocate for the inclusion of Indigenous perspectives in administrative and infrastructure projects, committee memberships (and terms of reference) and long-term research strategies. Schools can themselves demonstrate commitment to First Nations issues and speakers in public lecture and seminar programming and web resources, and consider sharing of facilities with community bodies.&nbsp;Build roles for First Nations staff One critical aspiration must be the creation of permanent identified academic positions – with proper support for the multifaceted responsibilities attending these roles. Schools can advocate tenaciously for these positions, while working to prepare a landscape in which such staff will be well supported in the important work to follow. An interim coordinator can help to effect structural changes (such as those discussed here) in preparation for an identified appointment and concerted curriculum reform. Honorary and adjunct appointments can also be a valuable way to recognise First Nations contributions to a field and strengthen the teaching capacities and connections of a school.&nbsp;Build pathways for First Nations students&nbsp;Through strong partnerships with First Nations colleges and institutes, a school’s tailored student support can target all stages of the journey. Schools can seek to engage in secondary school and remote outreach initiatives, and to actively contribute to preparatory programmes. They can ensure personal contacts and mentors are available to students from day one, and partner with colleges and institutes to support progress and completion. Tailored school resource sites can collect and advertise opportunities for networking, internships, scholarships and employment – as well as local events and news. Just as importantly, pathways to higher degrees can be carefully laid – via cross-disciplinary supervision capacity (as above), project and publication opportunities, and project employment.&nbsp;These are our seven suggestions to help the best-laid plans of curriculum reform take root – to safeguard progress against inevitable shifts in resources, priorities and personnel. There is much more to be done, but we hope these practical steps might help to facilitate and secure the work ahead. For us, these strategies are primarily about relationships, reciprocal relationships that can help us all build a better educational landscape and help to ensure that that journey remains a genuine, supported and shared priority into the future.&nbsp;Kirstie Smith is a Mununjali, Yugambeh woman and lawyer, and First Nations law lecturer at the University of Southern Queensland’s School of Law and Justice and Centre for Heritage and Culture. Simon Young is a professor at the University of Southern Queensland’s School of Law and Justice and Centre for Heritage and Culture, adjunct professor at the University of Western Australia, and external fellow of the University of Queensland’s Centre for Public, International and Comparative Law.&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.

Seven way to bring Indigenous perspective into curricula

Impermanence of resources, priorities and personnel makes curriculum reform a challenge. Here, Kirstie Smith and Simon Young offer strategies based on their experience in a regional law school

Seven structural changes to help bring Indigenous perspectives into curricula

Is bullying an issue on college campuses? It’s a legitimate question. Students in higher education are adults, after all, and adults are assumed to have more resources to protect themselves, compared with children. But as a society, we’ve become increasingly aware that power differentials exist even among adults – perhaps especially among adults; and these power differentials can be exploited to abuse others, at times. Here’s how to identify and address bullying on campus.How can we define bullying?First, know what to look for. Identifying bullying is simple theoretically, but it’s difficult in real life. You may already have run across one or another of the classic definitions of bullying, most of which refer to three characteristics that are generally agreed upon as present in bullying cases: a power imbalance (the bully has more power), repeated occurrences and intentionality. Bullying isn’t accidental or a one-time action, and the bully feels able to act with impunity.&nbsp;These seem straightforward, but there’s a limit to the usefulness of this abstract approach. The bullying behaviours most seen today are not likely to easily indicate intention, repetition or a power imbalance. Perhaps you witness a student being mocked by other students. You see the cruel behaviour, all right. But what is the intention? Some might find the behaviour harmless if the target is unaware or seems not to care. Repetition is easy if you see bullying repeatedly, but if you see it once, how do you know whether it’s the first time or the 101st time? On a university campus, with perhaps thousands of students, how could you possibly know if there’s a power imbalance between the students?My point is that looking for these characteristics can be an exercise in frustration. In 2024, bullying is most often expressed as a form of psychological or social cruelty. The difficulty is that many adults may miss what’s happening right in front of them, dismissing it, despite the best of intentions, as something much less serious. When the overt behaviour lacks drama, it’s understandable to assume it has little impact. Adults may fail to realise that contemporary bullies tend to perfect understated methods for demonstrating dominance and contempt for their target. Today, bullies can still reliably put targets in their place by using such subtle behaviours as whispering about them right in front of them, snickering as they walk by, or rolling their eyes when they voice an opinion in class. These rude, socially malicious behaviours (called gateway behaviours) are not always indicators of bullying; mocking someone can be done when you’re just mad at them, or only once, obviously. Gateway behaviours indicate bullying only when they’re intentionally and repetitively targeted at a less powerful peer.&nbsp;Resource collection: Well-being in higher educationTackling the campus mental health crisis has to be a team sportHow to run an effective student well-being campaignDoes this mean most social cruelty on campuses is insignificant?Psychological forms of contempt aren’t necessarily minor or harmless. The pattern of a cruel behaviour may count for more than whether it’s psychological in nature. In a study I conducted of college freshmen in 2012, being targeted frequently was, in fact, the factor most strongly associated with being particularly vulnerable to bullying. Anecdotally, not a few teens have told me that they’d rather just be hit. “At least that way you get it over with,” one teenage boy pointed out to me, “but this just goes on and on. It never stops and no one notices it and you have to feel like crap every single day.”&nbsp;All freshman subjects in the 2012 study were asked what type of bullying they felt was the most serious. It’s interesting that subjects who had never been victims rated physical and psychological bullying as having a similar impact (or physical bullying as more serious) but subjects who had been targets rated psychological bullying as far more severe. Similarly, to the adult eye, gateway behaviours may appear mild and even insignificant, but they’re clearly quite significant when continuously aimed at a much less socially powerful peer.&nbsp;How do I tell if something is bullying, and what should I do?Imagine a situation where students in your class laugh or mock someone who expresses an opinion. Even though you may not be able to definitively label this situation bullying, teasing or just being mean, the good news is that you can still respond effectively. The solution is to focus on what you can see (the behaviour) instead of what you can’t see (the internal motives and feelings). When the outward behaviours that you notice are breaking a university rule (for example, a student uses a racial or ethnic slur against another student in your class), formal protocols can and should guide your reaction. So far, so good.&nbsp;Gateway behaviours can be trickier precisely because they don’t always break formal rules. In those cases, the student is obeying the letter of the law but is still behaving in a socially inappropriate way, and it’s the inappropriateness of that behaviour that calls for a brief but effective response. Consider: it’s fine (even nice) for kids to laugh along with peers, but it’s socially inappropriate to laugh pointedly at someone. My argument here is that because of the strong connection between social behaviours and social climates, socially cruel behaviours absolutely require a response, regardless of intent. Yet it’s still true that exclusion and eye rolls, by themselves, are small transgressions. So even if they’re sometimes used to bully, why focus on them?&nbsp;The best analogy I can think of is littering. Imagine that you’re sitting on a beautiful beach, enjoying the sun, the waves and the white sand. Now imagine that that beach is covered with litter. Even though the positive elements are still present (waves, sun, sand) you wouldn’t be able to enjoy them anymore; instead, you would be entirely focused on avoiding touching the disgusting garbage around you. Gateway behaviours are the litter of the class climate. Regardless of intent or purpose, they shouldn’t be happening, because they make the psychological landscape dirty and unpleasant.&nbsp;One final point about the deceptively “minor” nature of gateway behaviours. While an action may look like “no big deal” to an outsider, from the perspective of a targeted student who knows that it is a bullying situation, any adult’s lack of response can feel like a callous emotional betrayal. &nbsp;&nbsp;I’ve saved the best news for last: responding to gateway behaviours is relatively simple. Call attention to them: “When I&nbsp;ask students for their opinions in class, I&nbsp;expect all students to be respectful when others are talking. So do not laugh or mock your classmates in my class.” Make it clear that contempt for others is not all right in higher education, and that it impacts the class climate and their education. It’s not realistic to expect all contempt to instantly vanish when you respond, but it will certainly persist if you don’t respond.&nbsp;In my research, students who rate their schools as friendly, welcoming places report that teachers are more than seven times as likely to respond accordingly. A remark reminding them of the social rules takes only a moment, but it can have a big impact on the climate in your college classroom.&nbsp;Elizabeth K. Englander is executive director of the Massachusetts Aggression Reduction Center and a founding member of the Social &amp; Emotional Research Consortium at Bridgewater State University. &nbsp;&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.

Recognising and dealing with bullying on college campuses 

It’s not realistic to expect all contempt to instantly vanish when you respond, but it will certainly persist if you don’t respond, writes Elizabeth K. Englander 

Academia is not the first area that comes to mind when speaking of precarity. It is often considered a space of knowledge production, status, social prestige, and sometimes – but not always – “progressiveness”. Despite this privileged access to status, academics are not immune to precarity, as systematic powerlessness is distributed along all social strata, including the academic context. Precarity has been presented as a state of being for many and a condition of our times – where we are experiencing the weakening of welfare states, the growth of neoliberal social order and economies, climate change and the recent pandemic-induced state of precarity.&nbsp;The academy’s current state is precarious for many reasons, including job insecurity, scarcity of positions, insular community, unpaid work, unhealthy working conditions, the inadequacy of commitment to anti-discrimination and lack of academic freedom within a neoliberal context that promotes self-care instead of solidarity, individualises responsibility, masks inequalities, and pathologises radical thinking about change. In addition, Eurocentrism in academia leads to the (re)reproduction of inequalities in the formulation and dissemination of knowledge. This makes academic conditions particularly precarious for migrant academics, especially for those with ambiguous (legal) status, as the loss of previously built social networks and various forms of discrimination and disadvantage impact their lives as academics and as migrants.&nbsp;Lots of talk about diversity in corporations, but what about universities?We need systemic change to tackle EDI in educationWhy is self-reflection core to decolonisation and anti-racism in the academy?Coupled with the rampant neoliberal and competition-based work culture in academic spheres in the Global North, inequality materialises in diverse forms in academia. Discrimination based on gender, race, ability and age – among other factors – has been shown to affect everyday life, the physical and mental health of academics, and “survival” within an academic system that is often characterised by individualism and hierarchical relations. Academia inherits the flaws of the larger social system in which it is embedded. As Cecilia Ridgeway puts it, the Western labour market is only “ostensibly meritocratic”. The discrimination mentioned above has intersectional effects on the everyday lives, career paths, mental health and life course trajectories of migrant academics.Precarity has already been used to analyse how the current state of affairs in the academy contributes to systematic discrimination and moulds academic careers into tools of alienation and to answer the question of whether precarity can serve as a critical concept for challenging social exclusions or forming new political collectivities. We draw on how (feminist) scholarship has taken up precarity as a concept to illustrate different forms of structurally induced and individually perpetuated and suffered powerlessness. We extend this structural and lived experience of powerlessness to the realm of academia by centring on autoethnographic and autobiographic insights, and thereby also proliferating accounts of precarity, creating more dialogue around it. Precarity is not a set of fixed conditions but a complex and multidimensional state that is context-dependent, relational, relative, material and embodied.&nbsp;Resilience refers to strategies of endurance that people adopt to facilitate their day-to-day living but which do not really change the circumstances that make their lives difficult. It can be related to how individuals and societies adapt to externally imposed change. Some argue that, even if we cannot change the world, we can survive better by knowing how to adapt. Resilience is a currently debated concept, especially because it has expanded to include neoliberal subjectivities through its use within discourses of self-help and self-improvement. Neoliberalism is understood here as a rationality of government performed through regimes of subjectification that extend the logic of the market – and, specifically, the principles of competition and inequality – to all spheres of human activity.&nbsp;&nbsp;In this view, resilience becomes a normative concept, an ideal type of human agency fit for neoliberal logic. However, there is a post-neoliberal discourse on resilience as well, which opens up the possibility for resilience to be conceptualised in a way where individuals are not mere targets of top-down or bottom-up frameworks of government, but contextually empowered selves in a constant process of learning. In the latter view that we adopt, resilience may have the potential to enable survival and help subjects learn and prepare for uncertainty and challenges in the future.&nbsp;Resilience is, however, not experienced in the same way by all people, because our individual vulnerabilities constitute our “un-freedoms” or the restrictions – material or ideological – that prevent us adapting to change. Not everyone is afforded the same level of resilience, and scholarly literature has already revealed the gendered and racial nature of resilience. Adapting to change, resisting structural challenges and preparing for future uncertainties is difficult in the presence of inequality, precarity and the shortage or lack of support systems. Different narratives highlight exactly this: that the capacity to become resilient is not distributed equally.Olga Burlyuk is assistant professor in the department of political science and Ladan Rahbari is assistant professor in the department of sociology, both at the University of Amsterdam.Extracted with permission from Migrant Academics’ Narratives of Precarity and Resilience in Europe (Open Book Publishers).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 can migrant academics survive – and thrive?

In this extract from their book, ‘Migrant Academics’ Narratives of Precarity and Resilience in Europe’, Olga Burlyuk and Ladan Rahbari explore the ways precarity presents itself in academia

In a precarious academy, how can migrant academics survive – and thrive?

Native and Indigenous students have significantly lower higher education institution enrolment and matriculation rates than their peers across the US. Indigenous students make up only 1&nbsp;per cent of undergraduates nationwide. And only 25&nbsp;per cent of Native Americans hold an associate degree or higher (the rate for Americans overall is 42&nbsp;per cent).Add to this that potential students must weigh their desire to pursue an education against cultural and community responsibilities and that, according to 2022 US Census data, close to 27&nbsp;per cent of Native Americans live in poverty. That’s significantly more than the rest of the country, which averages close to 15&nbsp;per cent.These statistics are representative of financial and discriminatory struggles as well as significant obstacles at the primary and secondary education levels. However, universities can take action to support Indigenous students from admission to graduation and beyond. They can enhance visibility, encourage community and ease the transition to higher education.Uncovering Indigenous insights: let’s research togetherIndigenising teaching and learning through the Big Five ideas of traditional knowledgeCurriculum reform to boost under-represented students’ success in higher educationVirginia is home to 11 tribal communities, and Virginia Tech’s Blacksburg campus sits on Tutelo/Monacan Nation land. We understand that honouring Native peoples without explicit material commitments falls short of our institutional responsibilities. Sustained, transparent and meaningful engagement with the Tutelo/Monacan peoples and other Native Nations is imperative. As an institution operating on and benefiting from ancestral Indigenous land, we must make a conscious effort to support and empower Indigenous students.Moreover, Virginia Tech is a land-grant university, and our mission includes actively reaching out to underserved communities, including Virginia's tribal communities.I was drawn to Virginia Tech’s PhD programme because you could design your own curriculum – it was exceptionally interdisciplinary – but when I&nbsp;first came here in 2015, I&nbsp;found no real visible Indigenous community on campus. I&nbsp;aimed to change that. Now, as director of the Ati: Wa:oki Indigenous Community Center (ICC), I&nbsp;want Indigenous students to know how much opportunity is here for them.Promising beginnings: a powwowUniversities have a role to play in increasing cultural education and visibility of Indigenous students. Along with fellow Native students and assisted by a large network of mentors in both Virginia and North Carolina, including faculty at Virginia Tech and East Carolina University, we planned an inter-tribal powwow for spring of 2017.The powwow is now an annual event. It is a gathering full of music, dancing and friends new and old, when we celebrate traditions and amplify our history. To make sure it runs smoothly, we invite the community in addition to Virginia Tech students and staff and clarify expectations beforehand.In 2016, I was one of the first programming assistants for the ICC, and when I&nbsp;took on the director role in 2018, I&nbsp;brought experience, networks of relationships and dedication to the position. In 2018, I&nbsp;presented “Building space for American Indians in higher education” at the 12th Annual American Indian Women of Proud Nations Conference. Presenting my work in my own tribal community was a proud moment. I&nbsp;had already been involved with Native at&nbsp;VT, the Native student organisation on campus I&nbsp;now formally advise, and all of this informed my approach in shaping the ICC.Supporting Indigenous studentsIndigenous students face challenges when transitioning to higher education that include cultural barriers, financial barriers, feelings of isolation and invisibility. They also face stereotypes and romanticisation, which can feel like being trivialised as a trope.One way to help students feel understood and connected is to provide dedicated spaces on campus that can serve as reprieves as well as places for Indigenous students to connect with peers, access resources and engage in cultural activities. The ICC helps students transition to university and grow from the moment they arrive on campus through graduation and beyond. The goal is to effectively support students within the Indigenous community while also creating awareness across campus regarding Indigenous issues. We do this through intentional collaboration with campus partners. We also connect Indigenous students to academic assistance, counselling, health services and more.Building community and social support is crucial for all college students. For most, college is their first time living away from home. The experience can be isolating if the student struggles to find a community to connect with, and isolation and lack of social support tend to be major reasons that students, especially marginalised students, leave college before obtaining a degree. Community centres such as the ICC are tremendously valuable in having students connect with each other. In a hierarchy of needs, learning is not prioritised until social and emotional needs are met.Recruiting Indigenous studentsBuilding community requires a cohort who share your experience. Since his appointment as Virginia Tech’s president in 2014, Tim Sands has supported efforts to expand the enrolment of under-represented and underserved groups at the university, including minorities, first-generation college students and those from low-income households. My appointment as ICC director coincided with a university-wide effort to recruit more Native American students, tapping into the energy and expertise of current and former Native students.The Native at VT student group’s work is influencing the university’s recruitment of new students, travelling around the state to visit Virginia tribes at festivals, powwows and other events, building connections with Virginia tribes while also acting as ambassadors for the university. By showing up at powwows, Virginia Tech officials and students build relationships and create sparks of imagination that plant seeds among young people in those tribes. The experience is positive, even if it contributes to them attending college elsewhere.By engaging with Native middle school and high school students during these visits, they’re demonstrating that Virginia Tech attracts talented students while also modelling the college experience for young people who may be the first individual from their family to go to college.Melissa Faircloth is the director of the Ati: Wa:oki Indigenous Community Center at Virginia Tech. Originally from North Carolina, she is an enrolled member of the Coharie tribal community.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.

Universities can do much to support Indigenous students, strengthening the institution’s community, increasing visibility and highlighting the needs of Native Nations students and faculty through deliberate action, writes Melissa Faircloth 

Fulfilling a mission and serving Indigenous students

Many of you may be&nbsp;asking:&nbsp;“What can I even do?”&nbsp;to be an LGBTQ+ ally during Pride Month. Maybe you’ll attend&nbsp;a morning tea or share a fun post on social media about including everyone. However, if you want to do more and enact meaningful change,&nbsp;here are tips&nbsp;to start the journey to being an active ally, whether you are queer or not.&nbsp;I’m writing this article as someone strongly impacted by homophobia and related discrimination in my own workplace last year, and I wish to share the things that helped me most during this time. I hope you see these as actions you can start doing from today to make your workplace more inclusive, as well as demonstrating your commitment to allyship to a community that also includes&nbsp;those who identify as intersex, asexual and two-spirit.Pride in HE: how to create an inclusive community onlineMaking LGBTQ+ individuals feel safe, valued and empowered on campusSmall steps that make a big difference to LGBTQ+ inclusivity1. Be visible Walking through halls covered with inclusive messaging and support can mean the world to those who don’t feel welcome. Your institution should already have approved imagery for this. If not, this is the time to ask for it. My own campaigning gained us approved posters with wording such as “All are welcome here”. Other colleagues from our Faculty of Humanities, Arts, and Social Sciences (HASS) have personalised stickers for themselves and the university at large as a way to encourage diversity in a more creative manner. HASS has also decorated its reception with rainbows since a competition I held earlier this year to show support to students during orientation week. I like to visit it sometimes because I enjoy the inclusive space (see below) and recommend more of us follow their lead.

  
      
  
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&nbsp;2. Call out bad behaviour in the workplace Many people are afraid to publicly engage in debate or call out discrimination. This is legitimate, because some people don’t react in time, for example, and power dynamics can be complicated. While it is great for those who can, we have other ways to engage in this action. These can include checking in with those affected and letting them know you cared about what was said. Having someone else acknowledge this can make the impacted person feel less alone, less “crazy” or that they had “overreacted”. In my case, when I felt that I was overreacting to something that happened and kept these things to myself, if others expressed their own shock or disgust at what they witnessed, this provided me with relief and a sense of community and security. This is part of being an ethical bystander. 

  
      
  
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&nbsp;3. Remember the stakes Unfortunately, when we talk about LGBTQ+ inclusion, we are not&nbsp;always talking about mild discomfort.&nbsp;Some people&nbsp;may no longer&nbsp;be able to participate in work or education or continue living as a result of discrimination. To you, it may be a small thing&nbsp;(such as no one wearing purple on&nbsp;Wear It Purple Day or the removal of supportive posters) but for someone else it may be the final sign that no one cares. Making sure you provide information on&nbsp;support services&nbsp;such as QLife in Australia can be life-changing, especially if staff don’t know whether the employee assistance programme is queer-friendly or not. This should also serve as a reminder of what your visible allyship means to others, and the reason your actions are so important.&nbsp;In my workplace, our inclusion posters include links to internal and external support for queer community members.&nbsp;4. Support pro-LGBTQ+ initiatives in your community At my university, we have initiatives such as For Crying Out Loud (promoting respectful relationships), the&nbsp;Ally Network and the&nbsp;Queer Collective, which already do great work in this space. Find the equivalents in your institution, follow them, go to their events, donate to their fundraisers (such as an&nbsp;International Day against Homophobia, Biphobia, Interphobia and Transphobia bake sale) and you will have plenty of opportunities to educate yourself and support their initiatives. Actively seek these out online or keep an eye out for tents and flags for awareness events during this Pride Month; you’ll find plenty of people willing to talk to you. When I was at an awareness stall, or I saw a colleague engaging with one, I already saw this interaction as a positive step towards inclusion.

  
      
  
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&nbsp;All in all, the main takeaway should be that there are easy, fun and impactful actions you can make today. Choosing any one of the above actions by itself, or a few from different points, can help you avoid tokenism and know where to start. Along the way, hopefully you will find more opportunities personalised to your situation, and that you feel confident to engage with them.I would like to thank the HASS executive office for their great leadership in this space and letting me come down and take photos for this article!Brooke Szücs is research assistant in the TC Beirne School of Law and co-chair of the disability subcommittee and the UQ Disability Inclusion Advocacy Network. She identifies as queer and uses this terminology to refer to the community. However, other community members (especially previous generations) prefer the use of LGBTIAQ+ or equivalents.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.If you’re having suicidal thoughts or feel you need to talk to someone, a free helpline is available around the clock in the UK on 116123, or you can email jo@samaritans.org. In the US, the National Suicide Prevention Lifeline is 1-800-273-8255. In Australia, the crisis support service Lifeline is 13 11 14. Other international suicide helplines can be found at www.befrienders.org.

Fear of being tokenistic, or feeling they don’t know enough to start, can stop many people from engaging with queer inclusion. Here, Brooke Szücs offers first steps towards allyship 

What you can do today for a meaningful Pride Month

Imagine starting your first year at university, brimming with excitement and nervousness. You scan the crowded cafeteria, common room or lecture hall longing for a friendly face but don’t find one. This feeling of isolation, unfortunately, is a reality for many students navigating higher education’s complex social landscape. With many universities primarily focusing on academic achievement, neglecting the fundamental human need for belonging can be detrimental to student success.Understanding belongingBelonging transcends simply being physically present on campus. It is about feeling seen, valued and connected to a community. It encompasses a sense of shared identity, purpose and support. When students feel they belong, they are more likely to thrive academically, socially and emotionally.Research underscores the importance of student integration. Students with a strong sense of belonging demonstrate higher persistence rates, improved academic performance and greater satisfaction with their university experience. Conversely, feelings of isolation and exclusion can lead to academic disengagement, loneliness and even withdrawal.Ultimately, fostering belonging hinges on building trust within the university community. When students trust academics, professional services staff and their peers, they feel safe, supported and empowered to connect meaningfully. By prioritising trust-building initiatives, universities and departments within them can create a foundation that cultivates belonging. Remember, though, that trust goes both ways; students need to trust you and you need to trust in them when it comes to building belonging through their education and student experience journeys.Navigating the maze: challenges to belongingSeveral factors contribute to a diminished sense of belonging in universities:Social structure:&nbsp;existing social groups can be difficult to crack, making it harder for newcomers to feel included.Large class sizes: a sense of anonymity in large lecture halls can make it harder for students to connect with faculty and peers.Competition:&nbsp;the pressure to succeed can foster a competitive environment that discourages collaboration and undermines feelings of shared purpose.Diversity:&nbsp;while diversity enriches the learning environment, it can also lead to feelings of alienation if not managed effectively. Students from different backgrounds may struggle to find common ground or feel their experiences are not valued.Internationalisation:&nbsp;international students face unique challenges in adapting to a new culture, language and academic system.Providing stepping stones: actionable strategies for fostering belongingUniversities and departments can implement practical steps to build a more inclusive campus environment:1. Integrate curricular, pastoral and extracurricular activities to provide a holistic experience: students are more than simply brains waiting to be filled; to learn they must be able to give themselves to a situation, not think about where their next meal will come from. We must support them to take risks and allow them to fail without damaging their chances of finishing their degree. Institutions and departments must go beyond simple commitments to belonging and inclusivity in mission statements and reflect on how belonging is built into open days, welcome week, module design and support. These include student-led orientation and induction sessions, creating a safe space for failure in assessment design and ensuring activities are inclusive for your student demographics by working with them to co-create modules and co-design student experience opportunities. Working and co-creating with students in this way means you don’t need to guess or assume what works for them and makes activities more authentic.2. Undertake exit interviews with those who withdraw and set up regular feedback sessions: no one has all the answers and no two groups of students are the same. This is important to acknowledge when sharing best practice, because what works in one context will not work in another; instead, it is about empathising with your students and giving them spaces to create connections and give their feedback. This includes those who have withdrawn from study, which helps prevent feedback survivorship bias (getting feedback just from those who have successfully navigated university, overlooking those who do not). Some example questions include:Why did you leave the course, or what led to your decision to leave?What could we (the department) have done better to keep you here?&nbsp;What were the best and worst parts of studying here?&nbsp;3. High-value, low fixed-cost, “by stealth” approach: students are reluctant to attend a well-being session that involves talking about their feelings with someone they don’t know. Instead, think about how else to get them into the room so you can build their trust and have more difficult discussions. This could involve peer-led workshops, creative well-being sessions (low-stakes sessions with free food, board games, watercolour paints and petting zoos where you can embed well-being by stealth) or student-designed feedback mechanisms.&nbsp;4. Think about feedback surveys: As staff, we also get sent lots of these by email, but never fill them in unless we feel passionately about something. The same applies to students. Focus on building trust and co-creating a non-judgemental environment where students feel comfortable seeking support and sharing their feedback. By focusing on building trust and co-creating a non-judgmental environment, we can encourage open communication. This means recognising students as the experts in their own experiences and working with them to co-create activities, events and opportunities that address their well-being needs. Some examples of what our students have used include social media polls, QR code stickers, student-led focus groups and suggestion boards.5. Recruit students into meaningful roles: work with students to understand what support they would like if they could go back to the beginning of their degrees. Use their lived experience to co-create and drive action. If you’re feeling brave, don’t just create communication plans with students, but empower them to take control of your channels and see what they can come up with. If you’re feeling really brave, don’t define the student co-producer/intern/assistant role you will recruit for this summer but ask the applicants what changes they want and would like to work on (more on that below) and build the job around them.6. Avoid “one-size fits all” student experience: it’s common to focus on readily engaged students and bombard them with opportunities. Be careful; this could lead to burnout. Instead, let’s move beyond this “go-getter” mentality and discover what truly interests each student by building rapport and trust in low-stakes contexts where they can open up. We can then support them in pursuing individual projects related to their passions alongside their academic pursuits.Resource collection: Cultivate a sense of belonging on campusUsing the Snowflake Method to build belonging on campusHow to initiate conversations about belongingA practical example: the Warwick ‘We are Chemistry’ approach:At the University of Warwick, the “We are Chemistry” programme exemplifies a practical and student-centred approach. Its core principles resonate with the broader strategies outlined above:Start small and focus on working and evaluating with students:&nbsp;small changes make a big difference. Begin with a pilot programme of activities involving students in the design and evaluation process.Be ready to be surprised: be open-minded and don’t second-guess what students suggest; the strangest things work.Pay (in food, money or skills development):&nbsp;recognise the time and effort students invest in fostering belonging. Offer incentives such as food vouchers, small stipends or workshops on skills development.No spamming and no running before walking:&nbsp;don’t overwhelm students with too many opportunities at once. Build a sturdy foundation with a few well-designed initiatives before expanding.By actively fostering belonging through these practical strategies, universities can cultivate a more holistic and supportive environment where all students can thrive, both academically and personally. This shift towards student-centred belonging initiatives holds the key to unlocking long-term student success, retention and well-being.Tom Ritchie is an assistant professor, and director of student experience at the University of Warwick. Adam Alcock&nbsp;is a student experience officer at the University of Warwick.&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.

Partner with your students to build belonging on campus

By actively fostering belonging through the strategies outlined in this resource, universities can cultivate a more holistic and supportive environment where all students can thrive, both academically and personally

Research is an essential pillar of societal advancement and knowledge dissemination, yet it has historically sidelined the voices and perspectives of Indigenous communities. Contemporary discourse, however, increasingly recognises the imperative of integrating these communities into research activities. This article delves into the salience of such involvement, delineates the Indigenous communities at stake, and elucidates strategies for meaningful engagement.Why it matters: affirming Indigenous epistemologies and perspectivesAt the heart of the matter lies a profound reverence for Indigenous knowledge systems and epistemologies. Indigenous communities possess a rich reservoir of cultural, traditional and ecological knowledge, honed over generations. Inclusion in research not only validates this wealth of wisdom but also underscores its parity and significance vis-à-vis Western scientific paradigms. Incorporating Indigenous communities into research also emphasises its equality and importance. This recognition extends beyond mere acknowledgment, highlighting the depth and relevance of Indigenous knowledge alongside mainstream scientific approaches.Indigenising teaching and learning through the Big Five ideas of traditional knowledgeHow to harness community knowledge to tackle complex policy challengesUse students to facilitate impactful collaborations that benefit the communityResearch conducted within Indigenous communities often has direct implications for their well-being, spanning domains such as healthcare, environmental sustainability and cultural preservation. By integrating these communities into the research milieu, we ensure that endeavours are not only culturally attuned but also practically relevant and advantageous to those directly implicated. An example of such a research project would be one based around an Indigenous community’s water quality.&nbsp;In New Zealand and elsewhere, historical injustices, including colonisation and forced assimilation, have engendered a palpable distrust of research institutions within Indigenous populations. Actively engaging and involving these communities in research serves as a pathway to trust, respect and reciprocity. This, in turn, contributes to the amelioration of historical grievances and the cultivation of more equitable research partnerships.Demarcation: a mosaic of cultural and traditional diversityIndigenous communities constitute a mosaic of cultures, languages and traditions, from the Arctic to the Amazon and from the Pacific Islands to the plains of Africa. Each community boasts its own historical trajectory, knowledge systems and ontological underpinnings deeply entrenched in their ancestral landscapes.For instance, in North America, Indigenous communities encompass First Nations, Métis and Inuit peoples in Canada, alongside Native American tribes in the United States. Similarly, in Australia, Aboriginal and Torres Strait Islander peoples have upheld custodianship of the land for millennia. Analogously, the Māori in New Zealand, the Ainu in Japan and numerous other Indigenous collectives worldwide contribute to the rich tapestry of human cultural heritage.Acknowledging and respecting this diversity is paramount in research initiatives to avoid the homogenisation of Indigenous identities and to honour the distinct cultural protocols and governance structures of each community.Operationalisation: tenets of meaningful engagementMeaningful engagement with Indigenous communities necessitates a shift away from conventional research methodologies and towards more collaborative and participatory approaches. Here are key tenets for efficacious engagement with Indigenous communities in research:1. Respect for Indigenous knowledges: Acknowledge and venerate Indigenous knowledge systems as equally legitimate and complementary to Western scientific frameworks. Actively seek Indigenous perspectives, attentively listen and draw from the reservoirs of wisdom embodied by community elders and knowledge custodians.2. Cultural sensitivity: Adhere to cultural protocols, traditions and customs when interacting with Indigenous communities. This encompasses securing prior informed consent, adhering to community-specific research protocols and ensuring that research aligns with cultural mores and priorities.3. Community ownership and governance: Empower Indigenous communities to spearhead and oversee the research trajectory, from conceptualisation to dissemination. Put simply, this means forging research partnerships grounded in principles of co-ownership, reciprocity and mutual benefit.4. Capacity development: Invest in bolstering research capacities within Indigenous communities; this can encompass training initiatives, mentorship programmes and resource allocation for community-driven research. This engenders self-determination and sustainability in research enterprises.5. Ethical imperatives: Adhere rigorously to ethical standards and principles of research integrity such as confidentiality, privacy safeguards and the upholding of human dignity. Additionally, ensure that research outcomes not only address community-identified challenges and foster tangible benefits but also respect data sovereignty. Data sovereignty refers to the right of Indigenous communities to own, control and manage their data in accordance with their cultural protocols and governance structures. Understanding and enforcing data sovereignty is essential for upholding Indigenous rights and preserving the integrity of research conducted within Indigenous communities.6. Longitudinal commitments: Cultivate enduring relationships grounded in trust, reciprocity and mutual esteem. Recognise that meaningful engagement with Indigenous communities necessitates ongoing commitment and investment from all stakeholders. Providing pathways to information or education are great starting points for nurturing these relationships.&nbsp;The integration of Indigenous communities into research initiatives is not only a moral imperative but also an acknowledgment of the invaluable contributions that Indigenous epistemologies and perspectives confer upon the spectrum of human understanding. By embracing principles of collaboration, reverence and mutual accord, all research communities can forge more equitable and inclusive research alliances that accrue benefits both to Indigenous communities and to humanity at large.Sarah Wiki-Bennett (Te Aupōuri) is a member of the research and innovation team at the University of Canterbury (UC). In her capacity as Kaiārahi Rangahau Māori, she works closely with UC academics to support their collaboration with Māori communities in research.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.

Meaningful engagement with Indigenous communities requires researchers to shift away from conventional methodologies and towards more collaborative and participatory approaches. Here, Sarah Wiki-Bennett shares six key tenets

Uncovering Indigenous insights: let’s research together

If you are reading this, it is likely that you that sit on, or chair, an Athena Swan or wider equity, diversity and inclusion (EDI) committee in a higher education institution. In addition, odds are that you are probably female or a member of an under-represented minority in higher education.If I have both these points right, it is not because of my psychic abilities, it is because research has shown that these groups are more likely to be performing service duties internally within higher education institutions. This leads to a paradox where the very groups these committees are meant to support are being disproportionately burdened with leadership responsibilities that divert their time away from research and stunt their career progression.This phenomenon is well known in higher education and often leads to misguided, if well-meaning, advice to avoid such committees. However, as someone with a positive experience of chairing an Athena Swan committee for three years (and acting as deputy chair for 18 months previously), I&nbsp;disagree with this advice. Such roles can be rewarding and strategic, not only for the advancement of EDI work but also for your professional journey.Weaving gold from EDI straw: an intersectional approachSpotlighting invisible Black female academicsWhat parents need to succeed in academia and how universities can helpAs with many opportunities, they are what you make them. The role itself is multifaceted; it involves feeding into the wider gender/EDI agenda for the academic unit, convening and chairing committee meetings, encouraging colleagues to support the activities of the committee, supporting colleagues to realise their objectives, bridging the gap between the realities on the ground and the experiences of senior management, mobilising funds for activities, being a safe space for colleagues and students to bring challenging work experiences, representing the gender/EDI agenda on committees and panels and, the hardest part of all, generating sufficient positive energy to drive the agenda forward through institutional hurdles.Reflecting on my own experience in the role, I&nbsp;believe these things will lead to a successful experience as an Athena Swan (or wider EDI) committee chair.Fully understand your remitSometimes these roles are clearly outlined, with clear job descriptions and remits. However, many times, especially if this is a new role, these may be vague. The more quickly you understand the role – who you answer to, what resources (including budget) are available to support you, what you are expected to achieve – the easier your transition into the chair will be. You should understand the boundaries of the role from the start. Asking questions is not a sign of lack of knowledge or understanding but one of an astute leader who realises what is important for the success of a role.You do not have to be a detective here; your line manager should be able to clearly articulate all the above. From my experience, however, this information is typically provided only if it is clearly asked for. People may assume it is common knowledge or they may not have time to articulate these parameters themselves.If this is a new role, you should jointly create the job description together with your line manager.Understand your limitationsKnowing what is outside your sphere of influence is as important as understanding what you are there to do. Often EDI committees (rightly) articulate the myriad issues that require attention and then attempt to tackle them all. Even if you are operating at an institutional level, some things will be outside your control. This list gets longer the more concentrated your focus is.Concentrate on what you can do. Getting hung up on things you cannot change may be demoralising for you and the entire committee. This can lead to people feeling as if nothing they can do will have an impact. This is not the case. You will find that even small changes, such as initiating open and honest conversations about the promotions landscape, make a big difference to women and minorities in higher education, breaking down barriers to siloed information that was previously only discussed over late-night beers that those too busy with raising children miss out on.Pass the challenges you are unable to tackle up to individuals who have the power to do so. This involves nurturing internal networks within your institution and may even be an impetus to create new networks.Mobilise othersLet other people find their strengths and bring them to the table. The role of a chair is often to identify the skill set in the room and let people shine in the tasks that come easily to them. This is more art than science, but one-to-one conversations with colleagues can shed light on what elements of work bring them joy. You can also simply ask people to pick the tasks they prefer from a list of things that need doing.By its very nature, EDI work is about changing the way we all work; you need people to buy into the ethos of the work, and it should be a team effort. The best contribution the chair can make is linking the right person to the right task, as well as identifying the tasks that have no champion and filling that gap. You cannot do this alone.Self-preservation is not a dirty wordThese roles can be exhausting and may monopolise your time. Take care of yourself on the journey, set clear time boundaries around the role, and ring-fence other career objectives that matter for your progression, so they aren’t neglected. The first thing they teach in first-aid courses is that if helping someone else puts you at risk, don’t do it. You are probably in this role because you care about others, but you must make sure you take care of yourself, too. Even if it means saying “no”.Time management is a unicorn; I&nbsp;am not sure anyone you ask will tell you they have found it. As an economist, I&nbsp;find that thinking of opportunity cost, the things I&nbsp;sacrifice to take on extra work, helps me put things into perspective – whether this is finishing other tasks, having time to nurture my professional development or even time with family. If I&nbsp;am giving up something more valuable to me, the trade-off may not be worth it.I wish you the best of luck in your role. I&nbsp;enjoyed every minute – even the tortured hours writing accreditation documents (although this is only in hindsight). I&nbsp;learned crucial information about my institution, about the structures that govern it, and about the people within it and the things that matter to them. These roles can be wonderful opportunities to grow and bring about positive change.Jana Sadeh is the undergraduate programmes coordinator in the department of economics at the University of Southampton.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.

Serving on an EDI or gender-equity committee can be not only rewarding but strategic for the advancement of your professional journey, writes Jana Sadeh. Here’s how to do it well, based on her experience

Confessions of an Athena Swan chair

As well as being spaces for learning and generating knowledge, universities are also sites for reflecting on and generating awareness about contemporary social issues, such as gender inequality. We must take our duty to encourage dialogue seriously to nurture responsibility and accountability in our students. Here are six strategies.Create online learning communitiesUsing Flip, a video-discussion platform is a great way to promote dialogue between students on important topics. Students can communicate by creating short videos on a concept or case study related to gender inequality that they have encountered in class. I suggest starting this activity with a trigger question, including instructions, responding to questions and later asking students to give feedback on the exercise. This practice will build a collaborative learning environment that helps students develop an understanding of important issues.&nbsp;Bring learning to life with immersive 360° videos360° videos, in which students can view and virtually explore content generated from real situations, offer experiential learning opportunities. Not all institutions have the resources to create their own virtual tours, so if you can’t, you can search for free videos online and plan activities that focus on a specific gender issue, such as stereotypes, discrimination or harassment.&nbsp;Encourage students to interview affected individualsEncourage your students to conduct interviews with family members from a different generation to identify changes in attitudes to gender roles and experiences of discrimination and find out how they affected their lives. After their interviews, students can outline challenges still relevant today and their social implications. For this activity, I recommend providing the students with resources on the topic and on how to design effective questions.Resource collection: Gender equality in higher education: how to overcome key challengesMentoring and teaching women with disabilities in universitiesAre STEM admissions processes hindering our diversity efforts?Use cinema as a didactic resourceIntegrating films, documentaries, short films and other audiovisual resources into course material can help students identify stereotypes, generate historical awareness, strengthen empathy, understand social issues and develop critical thinking. Examples of activities to try with your students include film analysis, comparative work and panel discussions. You can also organise film debate sessions involving the entire course community. I recommend that you anticipate possible technical problems such as access restrictions or issues with the streaming platform before holding these sessions.Bring out your students’ creativityPrompting your students to develop creative assets such as infographics, posters, comics and brochures responding to a relevant topic can motivate them to become engaged in solving gender-related issues (such as violence or exclusionary language). Digital tools can be your allies, here, as several applications and websites make it easier for your students to design these resources. Examples include Canva, Piktochart, Adobe Spark and Easel.ly. Guide your students throughout this exercise, pointing out the goal (for example, to work towards the elimination of gender violence, discrimination or inequalities) and make the importance of generating creative solutions clear.Organise sessions with experts in the fieldSchedule virtual or face-to-face sessions in which experts in gender studies and human rights can present their experiences and achievements in advancing gender equality. You can reach out to activists, academics and members of marginalised communities to ask them to share their stories, their influences and their upcoming projects. Find them at your university, non-profit organisations, academic events, professional networking sites and elsewhere. The sessions can take the form of conferences, talks, interviews, panel discussions, debates or workshops/seminars. Regardless of the format, aim to facilitate ideas exchange between the students and the speaker/s.Set a ‘women in history’ research projectExploring the lives and experiences of women throughout history can promote historical awareness, empathy and understanding of gender disparity. Advise your group on conducting research using reliable sources and ask them to submit their work in the form of a presentation, video, virtual gallery, posters, podcasts or even digital magazine.I hope that these exercises will raise your students’ awareness of gender issues and enhance engagement. Remember that, before implementing any of these activities, you must establish your objectives, gain an understanding of your student demographics and decide on the format.&nbsp; I also recommend that, once the activity is over, you use polls and surveys to gauge the efficacy of your efforts and make adjustments as necessary.&nbsp;Eunice Costilla Cruz is tutor professor of humanities and social sciences at Monterrey Institute of Technology, Mexico.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.

Seven exercises to use in your gender studies classes

It can be challenging to come up with new and interesting ways to educate your students on gender issues. Eunice Costilla Cruz outlines seven ways

Seven exercises to incorporate into your gender studies classes

Contemporary Australian educators are required to&nbsp;embed Indigenous Knowledges through the curriculum and pedagogies they provide to their students. As First Nations educators, we advocate for localised and community-informed approaches to teaching and learning but we also acknowledge that a few big-picture approaches can be understood and applied in broader terms. We would suggest educators familiarise themselves with these big-picture concepts if they want to integrate Indigenous Knowledges in a holistic and meaningful way.&nbsp;The best way to develop the competence for integrating Indigenous Knowledges is to understand the foundational values and beliefs that inform them. The Big Five is a simple framework consisting of five core strategies for teaching and learning that embody First Nations knowledges and ways of knowing, being and doing.What are Indigenous Knowledges?Indigenous Knowledges are a set of cultural understandings, beliefs, values and practices that have been shaped through the relationships between people, nature and spirituality. Indigenous scholars intentionally use the plural form, as we have done here, to recognise the diversity of Indigenous Knowledges.THE podcast: an interview with Ngiare Brown, chancellor of James Cook UniversityRecognising First Nations through place: creating an inclusive university environmentDecolonising interview methods: a call to look to the moonDespite the great diversity between and across First Nations communities, some commonalities in Indigenous ways of knowing have emerged through Indigenous peoples’ close relationship with the environment. From an Indigenous worldview, knowledge is holistic, cyclical and dependent on connections, supporting the idea of many truths, and that all things are alive and equal. The land is viewed as sacred and the relationship between people and the spiritual world is of relevance. This and other discussions of Indigenous worldviews highlight a strong relational focus that promotes the production and transmission of knowledge through people and entities coming together to support, strengthen and sustain each other.&nbsp;Why are Indigenous Knowledges valuable for education?The inclusion of IK is important for positive Indigenous student outcomes and is central to the self-determined aspirations and actions of Indigenous educators and communities. Indigenous Knowledges are valuable resources that can educate and enrich all students, as well as their communities. Produced through dialogue and experience and transmitted through story, art and interactions with people and Country, the Indigenous approach to knowledge injects humility and humanity into teaching and learning processes.&nbsp;“Ways of knowing” and traditional approaches to teaching and learning for Indigenous peoples are spiritual, holistic, cyclical and relational and are profoundly different from mainstream educational approaches, where spirit is largely absent and knowledge is comprised of facts to be poured from the teacher into the minds of learners. Indigenous Knowledges are a valuable alternative with the potential to provide a balanced teaching and learning environment that promotes interactive learning approaches and nurtures intuition and spirit as well as mind.Introducing the Big Five&nbsp;Knowledge is holistic: Knowledge need not be compartmentalised and separate; there is overlap. Intuitive, spiritual and intellectual knowledge is all valued. Practical example for teaching:&nbsp;project-based work that combines disciplines and considers holistic outcomes.&nbsp;Knowledge is connected: Knowledge is not isolated but connected to beliefs, ancestors, community, Country and spirituality. As educators we are always accountable to these connections. We don’t “own” knowledge; we carry and pass it on. Knowledge is meaningful and connected to living well. Practical examples for teaching: incorporating Acknowledgement of Country into the learning environment or using place-based pedagogies that develop all the senses and our connections to nature.Knowledge is interactive:&nbsp;Everyone is deemed a lifelong learner, and we are all teachers at times, also. None of us is an empty vessel to fill; we all have experiences, thoughts and ideas to contribute to our collective knowledge. Observing, practising and conversing are all useful tools for developing knowledge. Practical examples for teaching:&nbsp;yarning (storytelling) circles, mapping or visualising the learning process or collaborative problem-solving.Knowledge is process-focused: Indigenous ways of knowing value process over outcome and consider the journey to be as significant, if not more so, as the destination. Learning should be transformative and recognise significant milestones along the way. Practical example for teaching:&nbsp;critical self-reflection, enquiry-based learning or peer reviewing.Knowledge through story: A short, simple story can provide a lesson or moral that stays with us for a lifetime (The Boy Who Cried Wolf, for example). This is the power of story. Storytelling helps us relate, connect, empathise, share and understand others. It allows humility and humanity to play a role in teaching and learning. Practical examples for teaching:&nbsp;guest speakers, community service or engagement, engaging with story via arts such as literature, film or place (such as a museum).A broader application of the Big Five frameworkWhile the Big Five concepts are presented and discussed here within an educational context and with the intent of providing information related to teaching and learning that integrates Indigenous Knowledges and ways of knowing, these big-picture ideas and examples may be just as useful in other contexts where Western and Indigenous peoples and ways of knowing intersect. Being exposed to an alternative knowledge system and ways of knowing can only expand and enrich our understanding, providing greater access and diverse opportunities in education and beyond.Given First Nations peoples’ long-standing relationships with place facilitated by knowledge systems developed over tens of thousands of years, we argue that Indigenous Knowledges can provide important new directions, approaches and outcomes for culturally sustaining Australian educational reform and a paradigm shift that can expose students to new perceptions and possibilities in education, and in life, potentially to the benefit of all.Cally Jetta is a senior lecturer, and Emerson Zerafa-Payne and Paul Carmody are lecturers in the College for First Nations at the University of Southern Queensland.The authors acknowledge and honour the Giabal and Jarowair peoples of Toowoomba; the Jagera, Yuggera and Ugarapul peoples of Springfield and Ipswich; the Gadigal people of the Eora Nation, Sydney; and the Kambuwal peoples of Stanthorpe as the traditional owners of the lands and waterways where the University of Southern Queensland does business. We also acknowledge the cultural diversity of Aboriginal and Torres Strait Islander peoples and pay respect to Elders past, present and future.&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.

Indigenising teaching through traditional knowledge

Educators should familiarise themselves with the foundational values and beliefs that inform Indigenous Knowledges in order to integrate them into their teaching in a meaningful way, write three First Nations lecturers

Indigenising teaching and learning through the Big Five ideas of traditional knowledge

Strategic silencing, the deliberate and calculated decision to withhold communication, significant work, ideas or concerns&nbsp;on a particular issue or topic for various reasons, often causes institutions to overlook systemic issues that affect global majority (GM) students. This not only hinders transparency and accountability and leaves these individuals feeling unheard and undervalued, but sends a powerful message about what and who is valued in educational spaces.Research unequivocally indicates that GM students often feel left out or disconnected from the course material and learning community because their unique experiences and perspectives are overlooked. This not only leads to higher feelings of inferiority compared with non-minority peers but also creates conflicts with those in power, further exacerbating the issue.&nbsp;Higher education institutions, like society as a whole, have been on a journey of learning, change, and modernisation to address the system’s endemic inequality. However, the impact of strategic silencing on GM students extends beyond academic outcomes and is a fundamental equity and inclusion issue that demands immediate attention.&nbsp;AccountabilityUniversity leaders have a responsibility to foster open discourse and critical thinking, which requires them to uphold freedom of speech. Although they may face pressure to maintain a certain image, they must ensure the presence of robust internal mechanisms and external oversight that promote accountability. Addressing systemic issues requires a multifaceted approach, and while accountability measures are important, they alone may be insufficient. While institutions have policies and procedures that aim to prevent strategic silencing, enforcing true accountability can be challenging because of power imbalances and the potential for retaliation.&nbsp;We must all encourage and empower individuals to speak up against unfair practices and foster a culture of open communication and collective responsibility. This can include creating safe spaces for dialogue, such as open-source reporting platforms that allow the anonymous submission of information, amplifying diverse voices, and celebrating ethical behaviour. Promoting open dialogue and critical thinking skills is vital for combating strategic silence. It empowers individuals to evaluate information, challenge assumptions and engage in constructive discourse, fostering a culture of transparency and accountability.Collaborative knowledge sharingThrough my interactions, I have learned that when GM groups share their unique perspectives and experiences, it fosters deeper understanding and appreciation for different cultures and backgrounds. For instance, in many Indigenous communities, the act of storytelling and passing on knowledge through oral traditions holds great importance. This is reminiscent of Augustus Adeyinka and Michael Adeyemi’s 2003 paper, “The Principles and Content of African Traditional Education”, wherein they highlight the significance of oral literature and play-acting as means of learning for students, which still holds significance in several African countries today. This exchange is not just about transferring information; it's a powerful way to challenge stereotypes and dismantle biases.In 1995, Ladson-Billings introduced the concept of culturally relevant pedagogy, which emphasises using cultural references from diverse student populations to enhance students’ learning experiences. This approach is centred around three key components: academic success, cultural competency, and critical consciousness.&nbsp;Culturally relevant pedagogy&nbsp;is more than just adding diverse cultural content to the curriculum; it aims to transform the teaching and learning process by empowering students to embrace their cultural identities and use their critical thinking skills to challenge the inequalities that exist in higher education institutions.&nbsp;White Western educators should attempt to enhance their cultural competency by participating in workshops and reading literature on anti-racism and inclusivity. This self-education is vital because it helps them identify any biases in their teaching methods or curricula promotes a hands-on approach to addressing them. Another key aspect of promoting inclusivity is learning about and correctly pronouncing the names of GM students, which is a small but significant gesture of respect.Resource collection: Being Black in the academyHow to build inclusive mentorship programmes for Black studentsAction to improve diversity and inclusion for Black students and staffAdopting alternative approaches in education can effectively reduce the emphasis on a white-centric curriculum that reinforces stereotypes, maintains power imbalances and promotes a Eurocentric worldview and leads to a distorted understanding of the history and marginalisation of students from GM backgrounds, making them feel excluded or disengaged from the course material and learning community.&nbsp;Learning to appreciate and celebrate one’s own and others’ cultures can greatly benefit students, leading to a greater sense of belonging and engagement with the curriculum. By embracing diverse cultural perspectives, educators can move beyond a one-size-fits-all approach that fails to engage each student in their most effective learning mode and thereby risks leaving some behind.&nbsp; Culturally relevant teaching does not mean disregarding the viewpoints of white Western scholars solely based on their identity. Rather, it addresses the academic needs of students while also preparing them to question and challenge social injustices and empowering them to become drivers of social change.Open dialogueThroughout my career, I have consistently promoted open dialogue by offering colleagues and students different methods for providing feedback. Given the fear of repercussions, techniques for gaining feedback, insights and awareness must be variable.&nbsp;Accordingly, I have used workshops, Q&amp;A sessions, anonymous repositories, drop boxes, mediators and development programmes to attempt to create safe spaces to talk about topics of concern and surface ideas on how to resolve them. I have always tried to respond positively to concerned voices to help individuals feel that they are being heard and taken seriously and to give them confidence that full investigative activity will take place.&nbsp;Universities have the power to create a more inclusive and empathetic world by promoting open dialogue, accountability and cultural diversity. By shifting knowledge production practices and enhancing cultural competence, we can inspire a deeper understanding of how power structures are (re)produced and disrupted. This approach empowers students to question their own identities and explore new perspectives, fostering appreciation and respect for viewpoints that exist outside traditional knowledge frameworks. Through this, we can cultivate a stronger sense of community where everyone feels valued and included. Let’s work towards a future where universities lead the charge for lasting change, echoing their impact far beyond academia into the broader world.Christina Dzineku is an independent doctoral researcher, lecturer and consultant. Craig Mahoney is a professor and chief executive officer of&nbsp;The Education Group and former vice-chancellor 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.

Challenge strategic silencing for global majority students

Universities have the power to create a more inclusive and empathetic world by promoting open dialogue, accountability and cultural diversity, write Christina Dzineku and Craig Mahoney

Challenge strategic silencing to improve the experiences of global majority students

The leaky pipeline affects academia just as it does other sectors. Even though women have outnumbered men in undergraduate and graduate courses for many years, the number of women decreases as we go up the academic ladder. Widely studied in STEM disciplines, this phenomenon is also present in arts, humanities, medicine, social sciences, business and law (AHMSSBL). Although women make up about half of all PhD candidates,&nbsp;according to She Figures, only about 30 per cent of researchers are women, while 20 per cent of full professorships are held by women and only 20 per cent of research organisations in Europe are led by women.In this context, Esade has led the&nbsp;Equal4Europe project to develop gender-equality standards and address the leaky pipeline in AHMSSBL research institutions. The project, funded by the European Commission in the Horizon 2020 programme, has resulted in the adoption of gender-equality plans in the six research institutions participating in the project (Esade, ESMT, IEDC, INSEAD, RSM and Comenius University), including specific measures to:&nbsp;Remove barriers to recruitment, retention and career progression of female researchersPromote the presence of women in decision-making bodies and processesIntegrate the gender perspective in research and teachingMainstream gender equality.The project showed that women face important barriers when pursuing academic careers, such as balancing family responsibilities with the stringent requirements of an academic career (including travel, international mobility and long hours), unconscious or implicit gender bias and sexual harassment in male-dominated fields with a hierarchical power structure. Important differences also persist between women and men with regards to access to mentoring and formal/informal networks.Three ways to support women’s career progression in higher educationWhen good enough is not enoughThe challenges facing female leaders in higher education – and how to address themMeasures to address sexual harassment and inappropriate sexual behaviour are crucial when it comes to retaining female talent in research institutions. Recent research shows that bullying and sexual harassment are important barriers for women when accessing and pursuing careers in academia. Institutions should have policies to prevent and address situations of bullying and harassment.The Equal4Europe consortium’s&nbsp;Handbook for the Implementation of Gender Equality Plans by AHMSSBL Institutions includes best practices for implementing gender-equality standards in research institutions. The aim of the handbook is to offer specific strategies, activities and tools.Here are key actions to emerge from the project.Identify gender inequity and its causes at your institutionThe first lesson learned from the project is the importance of basing any gender-equality measure in data. To begin, conduct a complete diagnosis of gender equality at the institution to gather data-based evidence. This could include analysis of archival data on the composition of staff, participation of women and gender balance in teaching courses, research projects, hiring and promotion committees, and decision-making bodies. Other tools include interviews of relevant internal stakeholders, including high and middle management, and surveys to understand the perception of gender equality from staff, faculty, researchers and students. The information will allow institutions to detect the existence of gender inequalities and pinpoint their origin and causes.Actively involve all levels and parts of the institution in gender-equality workAnother valuable action is to engage with all relevant stakeholders when adopting gender-equality measures. A participatory approach should involve upper and middle management, academic staff, administrative staff, gender equality officers or bodies, the human resources department, workers’ representatives, students and external stakeholders such as alumni. The engagement is key to fostering involvement, strengthening the internal community and promoting the exchange of knowledge and expertise. The aim is to guarantee that the gender-equality measures not only hold on paper but are effectively implemented.Address the leaky pipeline from the recruitment stageAddressing the leaky pipeline in academia requires targeted measures to attract and retain female talent. One important finding of the Equal4Europe project was that the leaky pipeline can originate in the application phase. Applications for faculty positions in research institutions in Europe predominantly come from men. Gender-inclusive recruitment practices are needed to attract female talent. For example, there is evidence that women apply for jobs when they fulfil more than 90 per cent of job requirements, while men apply when they fulfil 65 per cent. Given this gender difference, job listings should focus on the essential job requirements to avoid deterring women from applying to the job or penalising career breaks such as maternity and childcare leave.Remove the motherhood penaltyFinally, work-life balance strategies that guarantee the compatibility of an academic career with family responsibilities (and remove the motherhood penalty) will help retain women scientists. Tenure-clock freeze or research intensification after childcare leave are interesting measures to guarantee equal opportunities between women and men in achieving their research goals.&nbsp;Gender-equality measures are essential to attract female talent to institutions and to guarantee that institutions are selecting, hiring and employing the best for each job. Gender-equality strategies can eliminate the barriers and social structures that impede the full participation of women.Anna Ginès i Fabrellas is project coordinator for Equal4Europe and associate professor of labour law at Esade Law School at Universitat Ramon Llull, Barcelona.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.

Strategies to attract and retain women scientists

Attracting more female researchers is one part of the work towards gender equity in science. Here, Anna Ginès i Fabrellas offers four actions to support women pursuing academic careers

Addressing the leaky pipeline in academia: strategies to attract and retain women scientists

Earlier this year, Queen’s University Belfast received an Athena Swan Institutional Gold Award for achievements in progressing gender equality. That sentence comprises fewer than 20 words and probably took seconds to read, but sums up 25 years of hard work – a bit longer than the time needed to just “tick a box”.We’ve heard it before – that awards or accreditation, particularly those that recognise diversity, are more of a box-ticking exercise or represent simply an organisation’s intentions, rather than bringing about real transformation.But at Queen’s, this couldn’t be further from the truth.Where our gender equality work beganIn 1999-2000, before the inception of the Athena Swan Charter, a group of senior women in the university challenged its then vice-chancellor about what was going to be done to address gender inequality. Thus was the Queen’s Gender Initiative (QGI) established, a female-focused entity to advance participation and progression of women, emerging from the Women’s Forum and setting 12 key objectives to tackle gender inequality.&nbsp;Make EDI in higher education a reality by building it into your course designPledges and charters in medical schools: catalysts for change or performative promises?Improve women’s accessibility to leadership by following these stepsWhen the Athena Swan Charter was established in 2005, we were one of its 10 founder members. Then, in 2007, Queen’s was awarded one of the first institutional silver awards, having demonstrated progress over the preceding seven years against our gender equality action plan.&nbsp;What we didAs we piloted, evaluated and embedded mentoring programmes, ran promotions workshops, championed family leave for women and men, and enhanced childcare provision on campus, we also identified and actively dismantled structural barriers to the progression of women. The culture gradually changed and now, 25 years later, is almost unrecognisable from where we started.Several sustained approaches underpinned the work recognised in the gold award:evidence-based actions and measurable outcomessynergising central and local programmesconnection, conversations and crystallising solutions.Evidence-based actions and measurable outcomesBuilding an evidence base of quantitative and qualitative data enabled us to identify the extent of problems to be addressed and, later, measure the outcomes of interventions. In complex organisations such as universities, obtaining data is challenging as it is held across multiple disconnected systems (such as student admissions/attainment, staff promotions, recruitment, uptake of family/flexible policies and evaluation of culture through survey portfolios). We learned that data makes the invisible visible and motivates colleagues to become change-makers.&nbsp;Synergising central and local programmesHow can centrally held equality plans affect an organisation of 25,000 students and 4,500 staff in locations across a city? Unfortunately, not very efficiently. So our gender-equality action plan was complemented by bespoke Athena Swan programmes in each of our 15 schools. This enables focus on the under-representation of women or men within disciplines.&nbsp;We learned that embedding champions to lead these school-specific programmes brought about transformation. Today, our schools hold three gold, seven silver and five bronze Athena Swan awards – these represent milestones of progress and standards to be measured against.&nbsp;Connection, conversations and crystallising solutionsCollaboration and connection are essential. Our Swan champions network, comprising academics and professional services colleagues from each of our schools, meets six times a year to share practice, discuss challenges and escalate matters to institutional committees. This is the glue that holds our gender-equality programme together and energises its effectiveness across Queen’s. Bringing people together regularly and frequently in staff network events, focus groups, listening exercises and informal settings has driven this endeavour from the start. We have learned that conversations crystallise solutions.How do we know our approach is working?We measure (almost) everything. When the programme started back in 2000, only 11 per cent of our professors were women; today this figure is 34 per cent. Presently, our lecturers, senior lecturers and senior professional services grades have gender balance. Staff and students have welcomed the growing portfolio of policies that address phases of life and the challenges of navigating work, study and the rhythms of everyday living.Much of this work has been led by women, on behalf of everyone. The changes to culture, structures and ways of working are sensed by and available to all. There have also been unexpected benefits.The framework by which we assess and proactively improve equality, belonging, inclusion and diversity is applicable across the myriad ways that we are different and the intersection of personal characteristics. Increasingly, we see inequalities being called out, and our introduction of Active Bystander training, whereby people are equipped to address the inappropriate behaviours of others, is making a tangible difference.&nbsp;For example, some of our students have encountered inappropriate comments and non-inclusive attitudes relating to gender/sex, race/ethnicity or other negative stereotypes when on external placements. Empowerment through bias awareness training and the Active Bystander toolkit is enabling our students to recognise and respond to such situations, cope in the moment and initiate positive change.What’s next?Our Athena Swan gold action plan defines the ongoing change that we need and how we plan to reach this. We have identified eight priority areas:values and behavioursculture and belongingimproved representation of senior female academicssupporting career development for professional services and researchersequipping and resourcing Athena Swan and EDI championsnew professional services directorates Athena Swan programmestudents and gender equalityBeyond Queen’s: partnership and leadership.Our gender-equality team reflected that a rising tide lifts all boats. Working with organisations and other universities to support their gender-equality work has been a long-standing commitment. It has taken 25 years to bring about the longitudinal, sustained change recognised in our gold award, but we are not complacent, and the job is not done at Queen’s.&nbsp;The transition of QGI to a new institute later this year is another milestone. It will deliver our gender-equality strategy, showcase and build research, support girls – particularly those from under-represented groups – to access higher education and deliver international leadership programmes.We think this is so much more rewarding than just ticking a box.&nbsp;Karen McCloskey is professor of physiology and deputy director of the Patrick G Johnston Centre for Cancer Research at Queen’s University Belfast. She is also director of the Queen’s Gender Initiative and the university’s academic lead for the Athena Swan Charter.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.&nbsp;

‘Gender equality is more rewarding than just ticking a box’

A whole-culture change to dismantle structural barriers has included mentoring, promotions workshops, and childcare and family leave support. Here are reflections on 25 years of advancing gender equality at Queen’s University Belfast

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

Equity, diversity and inclusion

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

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