University of Sheffield March 2024: Staff Roundtable Resources

Generation Delta Staff Roundtable Report 

3rd stage of the PGR cycle: Training for Careers (T4C) 

 

Hosting institution: University of Sheffield 

Date: Friday 15 March 2024 

Time: 1:00 pm to 4.00 pm 

Venue: Online 

 

1. Introduction, Goals And Agenda
2. Registration And Attendees
3. Overview Of Generation Delta
4. Summary Of Student Workshop
5. Victoria Showunmi, Associate Professor, Ioe Ucl’s Faculty Of Education And Practice: ‘What’s Race Got To Do With Leadership?’
6. Feedback From Plenary Session Question
7. Feedback From Plenary Question

 

1. Introduction, goals and agenda 

This roundtable was offered to staff from the six Generation Delta institutions (Universities of Leeds, Goldsmiths, Reading, Sheffield, Plymouth and Sunderland). 

 

The aims/objectives for the session were to collaborate cross-institutionally to: 

 

1. a) Brainstorm about how BAME women PGR students are encouraged to build their academic profiles and engage in academic citizenship (e.g., peer reviewing articles, h-index, ORCID, delivering seminars, attending conferences)
   b) Brainstorm about in what ways BAME women PGR students are supported to build networks within their university using their social and cultural capital and with external universities/employers

 

Agenda: 

 

Time	Activity	Notes
1:00 – 1:15	Welcome and introduction to session.	Professor Amaka Offiah to introduce the session and how it will proceed.  Participants to introduce themselves briefly.
1:15 – 1:25 pm	Overview of aims of Generation Delta	Professor Uma Kambhampati
1:25 – 1:40 pm	Feedback from Student Workshop on T4C	Professor Amaka Offiah
1:40 – 2:10 pm	Invited speaker:   Victoria Showunmi, Associate Professor, IOE UCL’s Faculty of Education and Practice	“What’s race got to do with leadership?”
2:10 – 2:20 pm	COMFORT BREAK
2:20–2:50	Breakout Groups Question 1	How are BAME women students encouraged to build their academic profiles and engage in academic citizenship (e.g., peer reviewing articles, h-index, ORCID, delivering seminars, attending conferences)?
2:50 – 3:05	Feedback from Breakout Group 1
3:05 – 3:35	Breakout Groups Question 2	In what ways are BAME women students supported to build networks within their university using their social and cultural capital and with external universities/employers?
3:35– 4:00	Feedback from Breakout Group 2 PLUS next steps

 

2. Registration and attendees 

A total of 24 staff registered for the workshop and 10 attended the session’ 

 

 

3. Overview of Generation Delta 

By Professor Uma Kambhampati: Overview of Generation Delta.mp4 

4. Summary of student workshop 

Professor Amaka Offiah presents an overview of the key points raised by the students via the Mentimeter polls during the in-person workshop at Sheffield earlier in the week: Student feedback.mp4 

5. Victoria Showunmi, Associate Professor, IOE UCL’s Faculty of Education and Practice: ‘What’s race got to do with leadership?’ 

To see the video of the presentation and the Q&A, follow this link: Victoria Showunmi.mp4 

6. Feedback from plenary session Question 1 

How are BAME women students encouraged to build their academic profiles and engage in academic citizenship (e.g., peer reviewing articles, h-index, ORCID, delivering seminars, attending conferences)? 

 

• The conversation began with one participant reflecting on the variability in support for PhD students across disciplines, noting that in their field, the level of support often depends on individual supervisors. Some are highly engaged with students, while others may feel hesitant to collaborate with them on research or academic activities. This discrepancy highlights the need for more consistent and structured support mechanisms. 

 

• Within their department of education, another participant notes that they have made efforts to create a sense of community among PhD students. They highlight student-led initiatives, such as the "Aspiring Academics" group, which provides a platform for students from diverse backgrounds to collaborate and share their research. 

 

• The discussion then shifted to the existence of specific events or support systems for women and racially minoritised students. While there are general seminars and research activities open to all students, there is little distinction or targeted support for these demographics. However, some departments offer seminars focusing on critical race theory as part of their research training, which is open to all students. 

 

• Participants also discussed the importance of access and representation within PhD programs. They note challenges in attracting diverse applicants and the need for more proactive outreach efforts, particularly in engaging with students at the undergraduate level to encourage them to pursue postgraduate research. 

 

• Furthermore, the conversation touches on the broader issue of career pathways for PhD graduates, especially those from underrepresented backgrounds. While academic positions are often considered the traditional trajectory, there is recognition of the need to explore alternative career paths and provide tailored support for diverse career aspirations. 

 

• Several participants emphasised the importance of addressing systemic barriers within higher education institutions, including disparities in funding, access to opportunities, and representation. They call for more proactive measures to support diversity and inclusion at all levels, from recruitment to career advancement. 

 

 

• The discussion concluded with reflections on the Generation Delta project, which aims to increase diversity in doctoral education and support students from underrepresented backgrounds. Participants highlight the project's successes in fostering a sense of community among students and providing opportunities for professional development and networking. 

 

 

7. Feedback from plenary Question 2 

In what ways are BAME women students supported to build networks within their university using their social and cultural capital and with external universities/employers? 

 

• The discussion focused on the challenges and initiatives related to supporting postgraduate researchers (PGRs), particularly in terms of their career development and employability. It began with the assertion that there is still a need to convince PhD students and their supporters that alternative career paths are valuable and should not be seen as a backup plan but as exciting options. The perception persists, especially among those who have struggled to attain a PhD, that pursuing an academic career is the only route to success, leading to a reluctance to explore other opportunities. 

 

• One participant reflected on the limitations she faces as a lone careers’ consultant responsible for all PGRs and postdocs at their organisation. Despite her efforts to provide career guidance, she acknowledges the challenge of reaching every department and individual due to limited resources. She describes conducting sessions aimed at demystifying career options within academia and beyond, noting the interest from international students but also the difficulty in scaling these efforts university-wide. 

 

• Other participants shared similar challenges and initiatives at their respective institutions. One of them suggests implementing structured programs, similar to those for undergraduate students, to enhance PGRs' employability skills throughout their doctoral journey. The other participant, emphasises the need to shift the perception that academic careers are the only measure of success for PGRs and mentions efforts at the University of Leeds to develop a PGR-friendly employability strategy. 

 

• Another participant highlighted initiatives at Goldsmiths, including a fellowship scheme and ongoing support for newly graduated PGRs to facilitate their transition into early career researchers. The discussion also touched on engaging alumni and employers to provide insights into non-academic career paths and facilitate networking opportunities for PGRs. 

 

• One participant talked about initiatives at the University of Leeds, including light fellowships and PGR-specific career fairs. He highlights the importance of employer engagement and funding challenges. 

 

• The discussion widened to include the effectiveness of workshops and career fairs in supporting PGRs' career development. One participant mentioned the positive feedback from workshops and the importance of the Graduate Outcome Survey in measuring long-term impact. 
• There are doctoral development programmes, such as the vitae framework and the Sheffield DTP. Participants discussed the framework's multidimensional approach to training and its international usage. 

 

• Participants expressed the need for better networking and collaboration among departments and universities. They highlight the importance of sharing best practices and supporting informal networks to enhance support for PGRs. 

 

• The discussion touched on the importance of securing funding for ongoing initiatives beyond the lifespan of specific projects. Participants stressed the need for sustained financial support to ensure continued access to resources and events for PGRs. 

 

• There's a call for increased involvement of supervisors in supporting PGRs and attending relevant events. Suggestions include organising supervisor-specific sessions and fostering a culture of participation among academic staff. 

 

• Throughout the conversation, participants acknowledged challenges such as data collection, funding, and coordination, while also highlighting opportunities for improvement and collaboration across universities.