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University of Sunderland Oct 2023: Staff Roundtable Resources

Generation Delta Staff Roundtable Report 

1st stage of the PGR cycle: Access to Academy (A2A) 

 

Roundtable title: “Addressing institutional and structural barriers to access doctoral programmes for Black, Asian or minority ethnic women who are eligible to pay Home Fees in England.” 

Hosting institution: University of Plymouth 

Date: Friday 20 October 2023 

Time: 1:00 pm to 4.00 pm 

Venue: Online 

 

  1. Introduction 

This roundtable was offered to staff from the six Generation Delta institutions (Universities of Leeds, Goldsmiths, Reading, Sheffield, Plymouth and Sunderland) to provide a forum for honest discussion and debate about the challenges and opportunities faced by women from Black, Asian and minority ethnic backgrounds in accessing doctoral programmes. The roundtable also aimed to brainstorm actions to address the identified issues that can contribute to institutional policies and processes and the design of further training. 

 

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

a) Hear about lessons learned from Pro:NE project regarding admissions

b) Brainstorm about opportunities and challenges in working for a more equitable PGR admissions system for Black, Asian and minority ethnic women

c) Brainstorm about recommendations and actions that can inform institutional processes as well as the design of further training and workshops

 

The following was the roundtable agenda: 

 

Time   Activity  

 
1:00 – 1:15   Welcome and introduction to session    
1:15 – 1:25   Very brief overview of aims of Generation Delta  
1:25 – 1:40   Feedback from Student Workshop on A2A 
1:40 – 2:10   Invited speaker from Pro:NE project to share any lessons learned from their project re admissions – Dr Benjamin Ajibade  
2:10 – 2:20  COMFORT BREAK 

 
2:20 – 2:50    Breakout Groups Question 1  
2:50 – 3:05    Feedback from Breakout Groups Question 1 
3:05 – 3:35   Breakout Groups Question 2 
3:35 – 4:00    Feedback from Breakout Groups Question 2 PLUS next steps 

 
4:00    END 

 

 

2. Registration and attendees 

A total of 31 staff registered for the workshop and 12 attended the session, in addition to the Generation Delta team. 

 

3. Overview of the aims of Generation Delta 

By Professor Donna Chambers: Intro by Donna.mp4 

 4. Results of the Mentimeter polls 

Professor Dona Chambers presents an overview of the key points raised by the students via the Mentimeter polls the students answered during the in-person workshop at Sunderalnd earlier in the week: Menti polls results.mp4 

 5. Workshop evaluation by the students 

Professor Dona Chambers summarises how the students evaluated the in-person workshop: Workshop evaluation.mp4 

 

6. Pro:NE project lessons learned from the project re admissions – Dr Benjamin Ajibade  

To see the video of the presentation, follow this link Benjamin Ajibade.mp4 

and here to access the slides Admissions ProNE Round table discussion 2023.pdf 

 

7. Feedback from breakout groups Question 1 

 What are the opportunities and challenges in working for a more equitable PGR admissions system for Black, Asian and Minority Ethnic women? 

 

Opportunities 

  • Visibility of potential supervisors that students can contact before the formal application process. Depends on the university structure, it might work in some but not others. 
  • Connecting with local groups engaged with BAME communities to promote PGR opportunities 
  • Reaching out to the presidents of the undergraduate societies, and reaching out to the networks within the universities, both students and staff. Building on the networks already existing and building upon that. 
  • Developing networks across undergraduates, PGTs and PGRs, embedding PGR roots and aspirations within undergraduate and PGT curriculums. Undergraduate research placement schemes is a way of thinking about this., but then again, who takes those opportunities up? 
  • Providing support for people developing proposals 
  • Shifting institutional culture, diversifying PGR study is a collective responsibility  
  • There is a need for a more national approach to sharing resources instead of keeping it regional 
  • Try not to take the 'white saviour approach' and talking to students to ask what they think would be more appropriate thus taking a more collaborative approach. 
  • In Leeds there is an initiative where BAME students are connected to BAME staff to establish a form of mentoring 
  • Starting networking and events to bring BAME PGR students together within and across institutions 
  • Interviews for admissions could be framed in a more positive and encouraging manner 
  • Anonymising applications could potential be helpful 
  • When reaching out to BAME communities, there is a need for recognising the differences within and among said 'communities' which are often mistaken as homogeneous groups. One way to do this is to select people within these groups to be the spokesperson on behalf of the institution or university marketing efforts. 

 

Barriers 

  • Lack of visibility when it comes to BAME members of staff who are potential supervisors.  
  • There are significant regional differences (where universities are located) in terms of potential PGR candidates from BAME backgrounds.  
  • Some disciplinary societies such as the Royal Society of Chemistry are aware of the EDI agenda but there are many that still are not which can be brought on board rather than going from university to university.  
  • Different structures in the admissions process including the way that merit and quality is noted, and that that kind of masks inequalities 
  • Experience of potential applicants themselves; there might be a need for training and mentorship to go through the application process  
  • Changing systems to support contextual admissions. There’s a lot of technical aspects, some people might be given all the information and that might not be appropriate for people to have in terms of admissions and how do you put it in place. There are distributive systems and multiple points in the admissions process of which can serve as barriers, barriers that wold need to be transformed to create openings. 
  • PGR is not key to the financial sustainability of universities and the retention is very much focused on undergraduate and PGT admission. That’s where most of the resources go. 
  • Lack of representation among the admissions staff, not just potential supervisors 
  • There are deeper disparities across disciplines. Despite good ideas and projects put forward, the work often works unrecognised in terms of work load allocation 

 

 8. Feedback from breakout groups Question 2 

 What recommendations and actions can inform institutional processes as well as the design of further training and workshops? 

  • Training on EDI for PGR staff is essential despite it can be uncomfortable or a nuisance at worst for some. Highlighting the benefit of diversity in research instead of just framing as mandatory training might be a way to get people on board. 
  • Putting together a repository of resources for PGR staff 
  • Offering a wider variety of PGR study options like practiced-based, part-time or remote study for people who have other responsibilities such as childcare 
  • Ring-fenced scholarships that consider extra costs for childcare, travel, etc. 
  • Consultation with prospective PGRs on whether what is being offered meets their aspirations and needs 
  • Setting targets to be able to monitor progress towards BAME PGR admissions and to establish accountability 
  • Employing individuals to look specifically at race within EDI 
  • Training on having conversations, and the lexicon for white staff to better relate to BAME candidates 
  • Supporting academics to appreciate and understand applications from candidates from diverse backgrounds 
  • We still need to develop an understanding of the different sorts of application people might make (for future training within Generation Delta) 
  • Develop a systematic approach and look at application that failed and those that succeed and analyse what happens in these cases 
  • These conversation on EDI within PGR should reach beyond universities to bodies like the UKRI. Too often the response to the EDI question is being directed to the Race Charter and other similar smaller groups 
  • To get people think about EDI in PGR we need to think holistically: How many women professors are involved in leadership positions and also are related to PGR. 
  • Student Unions might assist in create networks of support and mentoring both locally and nationally 
  • Reading runs sessions for undergraduates explaining carefully what PGR study entails 
  • Grad schools have an important role to play, they need to be resourced but at the same time they cannot do everything and it is really an institutional responsibility  
  • Offer clarification on the differences between project-led and student-led PhDs considering disciplinary areas 
  • Recasting training as strategic updating for staff, and getting people involved in participating collaboratively 
  • Embed training on EDI as part of the mandatory modules for new and current staff but in a way that highlights the problem clearly and builds awareness 
  • Provide contact details of community groups to the admissions teams to promote open days and other marketing and recruitment events. Use a network or regional universities and pulling resources to do this. 
  • Targeted studentships. Despite they have not worked as well as they should because they do not include additional support potential BAME women PGR candidates might needs.