Papers presented at the UK Postgraduate Diversity Summit 2024

Widening access to postgraduate taught and doctoral research for students from low-socioeconomic backgrounds: a case study of Martingale Foundation
Cassie Hugill (Martingale Foundation)

People from low-socioeconomic backgrounds are 15x less likely to pursue postgraduate research than their more privileged peers.Martingale recruits, funds and supports students from low-socioeconomic backgrounds to undertake postgraduate degrees, ensuring that talented people can follow their passion and bring a diversity of thought to research and industry. In the 18 months since Martingale was founded, we have:

  • recruited over 50 students from low-socioeconomic backgrounds to undertake postgraduate degrees in mathematical sciences;

  • committed over £4m of funding towards postgraduate degrees;

  • developed a comprehensive programme of support that ensures Martingale Scholars not only access but thrive within their postgraduate study.

In this session, Martingale will outline the way the Foundation assesses for low-socioeconomic backgrounds, balancing historic and current financial circumstances with characteristics such as parental occupation. Martingale will reflect on iterations to our application forms, assessment rubric, and interviews, thanks to kind input from our partner universities and also Professor Paul Wakeling (York), Dr QueeLim Ch'ng (LiDO), and Paulette Williams (Leading Routes).
We will share data from our first two rounds of recruitment, as well as learnings from our first year of programme delivery supporting Scholars across eight research-intensive partner universities. We will share our reflections on transitions from non-research-intensive universities for undergraduate degrees, to research-intensive universities for postgraduate taught and research degrees.
Finally, we will share our hopes for future access to postgraduate study and research, and the ways we would like to see universities, charities, funders and policy makers consider how to recruit and support students from low-socioeconomic backgrounds.

Addressing Isolation among Black, Asian, and Minoritised Ethnic Postgraduate Students: A Case Study of the Brad-ATTAIN PGR Networking Bootcamp
Tiffany R Holloman (University of Bradford)

Despite the growing diversity of postgraduate students in UK universities, many Black, Asian, and minoritised ethnic students continue to experience feelings of isolation and marginalisation. This case study aims to investigate how institutions can decrease these feelings of isolation among postgraduate students from Black, Asian, and minoritised ethnicities.
This case study evaluates the effectiveness of the Brad-ATTAIN PGR Networking Bootcamp, a two-year initiative designed to promote collegiality and support among postgraduate students from different institutions in Yorkshire, UK. The event brings together Black, Asian, and minoritised PGRs for a day of sharing, learning, and networking.
Feedback from attendees suggests that the bootcamp has been successful in reducing feelings of isolation and promoting a sense of belonging among participants. The case study aims to provide evidence of the benefits of hosting similar events across various regions in the UK and to expand knowledge on how inclusive initiatives can foster positive social and academic environments.
This study contributes to the growing body of research on diversity, equity, and inclusion in higher education, highlighting the importance of targeted initiatives to address the specific needs of Black, Asian, and minoritised ethnic postgraduate students. The findings have implications for university policies and practices aimed at creating more inclusive academic environments.

   

Roles for Students’ Unions: a place to belong, a foil to power, and a site for change
Matthew Jenkins, University of Leeds

The student movement in the UK has seen some substantial success in winning both local and national battles in a variety of liberation contexts. This presentation will articulate some of the opportunities and challenges for, and to, students unions working to see diverse representation at postgraduate level. Beginning with the context of Leeds University Union’s existing work with international students and identifying some key areas of opportunity in working with postgraduates, it ultimately presents a provocation about how to utilise Students Unions’ positions, resources, and scope to drive improved continuation for their under-represented postgraduate members. It also presents a challenge to students unions to engage with work from groups like NEON which require them to re-understand their members’ experience and re-understand their own role in tackling challenges that begin before enrolment.
Matthew Bachmann (Academic Engagement Manager for Postgraduates) will share some insight on ongoing work to engage Leeds’ diverse postgraduate community as well as the institutional challenges to articulating student trajectory projects in students' union spaces. The work centres around successful partnerships, effective representation structures, and supporting student voices.

 

Preparing students for the PGR application process: Yorkshire Consortium for Equity in Doctoral Education
George Gisborne (University of Leeds) & Thomas Murray (University of York)

The YCEDE Advocacy Scheme exists to support Black, Asian and minority ethnic, UK domiciled individuals considering studying a PhD by brokering relationships between prospective students and experienced academics and PhD application specialists (‘advocates’) who are committed to improving diversity of PGR study in Higher Education. Once a connection has been established, the prospective student and advocate work together to identify potential supervisors, develop research ideas, explore potential routes into doctoral study, and create a relevant research proposal.
In their paper today, George Gisborne (Advocacy scheme coordinator) and Tom Murray (Advocate) will present an overview of the advocacy scheme, outlining its scope and day-to-day functioning, as well as the challenges and opportunities presented by the scheme after 12 months of existence. The presentation will open with a discussion of the rationale for the scheme’s foundation, YCEDE’s structure, a timeline of the project so far, and an overview of the process through which prospective students and advocates get involved with the scheme.
This outline and the ‘why’ and ‘what’ of the project will be followed by a discussion of the ‘who’ and ‘how’ based on data collected about users of the scheme, contributions from advocates involved in the project, and feedback from students who have gone on to submit PhD applications under the guidance of an advocate. This second section will focus on the professional and personal profiles of prospective students, as well as the specific obstacles that advocates are helping students to overcome.

  

Understanding PGT decision-making of students from Black backgrounds
Zara Lawson (Alterline Research) & Jenn Coates (University of Leeds)

This presentation will provide delegates with an overview of the objectives, methodology and some insights from a qualitative research project run this year by Alterline, working with seven university partners to better understand the undergraduate and PGT recruitment decisions of students from Black backgrounds. For the purposes of this event we will focus on the PGT decision making aspects of the research.
In our unique project, conducting 30 interviews with 20 prospective undergraduate students and 10 prospective Master’s students, which will be complete by the beginning of June, we are diving into the detail behind the data, exploring the life stories of students from Black backgrounds and how universities can better support their decision-making and recruitment journeys.

Research objectives include:

  • What is the decision-making process for student applications? How does this differ from applicants from other backgrounds?

  • What are the key drivers of decision-making and what influences decisions?

  • What are the barriers to considering study at university; what support could be provided which would be helpful and at what points in time?

  • What support have students received/been aware of but not engaged with?

  • What specific hopes, fears and aspirations are underpinning prospective students from Black backgrounds’ information needs?

  • What types of messaging will resonate effectively with students from Black backgrounds?

Alterline will co-present the session alongside at least one of our university partners from the project. If possible, we will also arrange for one of the three life story interviewers to join the session, all of whom are current/previous students from Black backgrounds.
The students were recruited and trained to conduct the interviews and are passionate about improving opportunity and choice for other students from Black backgrounds and maximising the impact of the insights from this project.

  

The Brilliant Club: Mobilising a diverse cohort of PGRs to inspire the next generation
Sabrina Luisi (The Brilliant Club)

The Brilliant Club is the UK’s largest national university access charity, and our mission is to mobilise the PhD community to support students from less advantaged backgrounds to access university and succeed when they get there. We do this by recruiting and training researchers to be tutors with us, and then placing them in schools to deliver our programmes.
Motivated by the impact they can have on young people and enabled by our commitment to equitable recruitment processes and fair pay and working conditions, our PGR tutor cohorts are consistently more diverse than the wider PGR population nationally.
We empower our tutors to see themselves as change agents, supporting young people at a pivotal point in their academic journey, and advocating for accessible teaching. The opportunities we offer support PGRs to communicate their research beyond the academy and provide accurate, supportive information and guidance to young people. They act as relatable role models for the next generation, shifting perceptions of PG study and research, as well as developing inclusive teaching practices which they can take back into their institutions.
As well as the pedagogical training we offer, our tutors undertake public narrative training, allowing them to take a relational approach to building rapport with young people. This narrative building provides the foundation for effective, relational public speaking, and allows our diverse cohort to continue to inspire others by sharing their journey to PGR.
We also offer internship placements within The Brilliant Club, giving researchers a deeper insight into fair access and outreach, and an opportunity to explore careers in the charity, education and widening participation sector.
Through working with us, PGRs will develop transferable skills and behaviours which will support them to advocate for inclusivity both in their current institutions and as they go into their future careers.

 

The same but different:  The career planning motivations and behaviours of WP and non-WP PGTs
Iwi Ugiagbe-Green (Manchester Metropolitan University)

In this session, co-chair of NEON's WP PGT group, Dr Iwi Ugiagbe-Green presents the findings from a 2023 JISC (luminate grant) funded research project that explores the career planning motivations and behaviours of WP and non-WP PGTs.  The final report of the study can be  here - Widening Participation and career planning among taught PG students | Luminate (prospects.ac.uk)
We conducted a mixed methods, cross (5) institutional study in which we determined taught postgraduate students from Widening Participation (WP) backgrounds are less likely to engage with careers preparation provision than non-WP postgraduate taught students.  Data was from 716 postgraduate students was collected via an online survey, followed up by focus groups with 18 WP postgraduate students.  Both the survey and focus groups explore the ways in which both non-WP and WP postgraduate students engage with careers provision available at their respective universities.  
The quantitative analysis of data collected on the project shows that widening participation status of postgraduate taught students has a statistically significant relationship with engagement with careers support provision.  The qualitative data analysis provides important insights into specific issues associated with career planning and barriers to engagement with careers support provision.
The presentation concludes with some recommendations of how to address some of the barriers to engagement with careers support provision experienced by students.

  

Patterns of transition from master's degrees to research degrees: a first look using UK-wide data
Paul Wakeling (University of York)

Students entering UK postgraduate research degrees have often previously completed a master's degree. Although this is not a universal pattern, it is the norm in many fields of study. Furthermore, applicants for postgraduate research studentships with a master's degree are usually at a competitive advantage. Previous studies and reports have pointed to master's degrees as a 'broken bridge', preventing access to doctoral education for underrepresented students. Following the extension of student loans to master's level however, inequalities in the bachelor's to master's transition reduced (Mateos Gonzalez and Wakeling, 2020).
Mainly due to data-related difficulties, there has been almost no systematic investigation of patterns of transition from master's degrees into doctoral research. I will address this gap by presenting a statistical overview of patterns of transition from master's to doctoral degrees. I will draw on four consecutive years of data from the Graduate Outcomes survey (2017/18 - 2021/22). This survey traces the first activities of graduates, such as employment or further study, after completion of a higher education qualification. The survey achieves approximately 50% coverage of the entire graduating master’s cohort and so provides the best available source of data on the destinations of UK master’s graduates.
The presentation will cover the main patterns of progression – or not – from a master’s degree to a research degree. This will include investigation of differences across field of study, mode of study, type of university, background characteristics such as ethnicity and gender, as well as regional differences. Where possible, the patterns uncovered will be compared to known patterns of transition from first degree to research degree. The consequences for policy and practice will also be considered.

  

Using student voice to drive inclusivity
Sita Patel (The University of Law)

The Diversity and Inclusion Advocates (DIAs) at the University of Law play a pivotal role in fostering an inclusive and supportive environment for Black, Asian, and Minority Ethnic students. This oral presentation aims to highlight the success and impact of the DIAs in empowering these students across all courses and campuses.
The primary purpose of the DIA role is to empower Black, Asian, and Minority Ethnic students by providing them with the support and inspiration needed to thrive in their academic and personal lives. Through their efforts, they aim to improve inclusive practices, ensuring that every student feels valued and supported.
One of the significant projects undertaken by the DIAs is "Intersectionality between Race, Culture and Religion " This project explores how students' cultural and religious backgrounds influence their academic journey, providing critical insights that inform policy and practice. Students were asked to read through supporting material which covered significant data, insight and other HE case studies.
A cornerstone of the DIAs' activities is the "Stop and Think" sessions. These reflective sessions challenge DIAs to consider the challenges and situations they have encountered at the University. These sessions not only foster personal growth and understanding among the DIAs but also serve as a platform for gathering valuable feedback from the wider student body. The insights gained from these sessions have led to significant improvements in the curriculum, staff training, and support services available to students.
In conclusion, the DIAs at the University of Law are instrumental in driving positive change and promoting an inclusive academic environment. Their projects and initiatives have not only empowered BAME students but have also led to meaningful institutional changes. This presentation will delve deeper into these achievements, showcasing the profound impact of the DIAs on the University's commitment to diversity and inclusion.

 

Exploring the experiences and support needs of neurodiverse doctoral students  
Zhané Murrell-Smith & Roshni Marath Jairaj (University of Leeds)

Neurodiversity encompasses a range of neurological differences, including specific learning difficulties (SPLD) like dyslexia and dyspraxia, as well as social and behavioural differences such as autism and Attention Deficit Hyperactivity Disorder (ADHD). This topic is increasingly important on university campuses, with more individuals over 18 seeking diagnoses for conditions like autism and ADHD. Among postgraduate researchers (PGRs), neurodiversity is particularly relevant due to the decreasing disclosure of disabilities as one progresses through academia and the neurotypical expectations of PGR study, which can be especially challenging for neurodivergent individuals.
As the Postgraduate Diversity Steering Committee, our mission is to recognise and address the challenges faced by neurodiverse PGRs. Our objectives are to enhance inclusivity and belonging, increase support resources and services, and educate faculty and staff on diversity and inclusion. To achieve these goals, we conducted an online survey among neurodivergent postgraduate students at the University of Leeds across various faculties.
The aim of this presentation is to share insights from our survey and outline our action plans to better support the neurodiverse PGR community. We aim to invite discussion to explore diverse perspectives and strategies for enhancing postgraduate success through inclusivity and support.

                                                                                                     

UNIQ+ research internship programme at the University of Oxford
Felicity Long (University of Oxford)

Join this session to learn about the highs and lows of running a summer internship programme for 120+ students every year. The UNIQ+ internship programme at the University of Oxford has run since 2019, and offers current / recent undergraduate students from under-represented and / or disadvantaged backgrounds the opportunity to try out postgraduate research at Oxford.
What do they do for seven weeks? How is it advertised? How engaged are academics? Where are interns accommodated? How many staff does it take to run, and how much does it cost?
And the most important question of all: is it impactful?
By the end of this session, you will have gained an insight into the resource needed to run an internship programme of this scale, and some suggestions for what to consider in setting one up at your own institution. Spoiler alert: it takes a lot of time, energy, creativity and budget, but the outcome makes it worth the investment.

 

Postgraduate Widening Participation at Cambridge: What we have learnt (and are still to learn)
Nuala Murray (University of Cambridge)

The University of Cambridge has had a dedicated postgraduate widening participation team since 2020, working on initiatives such as the Close the Gap project, research experience placements, and our applicant support programme. We have also been working to improve our collection and use of contextual data to support informed decision-making and supporting colleagues across the University to take a more equitable approach to postgraduate admissions. This has not only been a case of changing processes and systems, but also trying to change longstanding cultures that result in disadvantage for applicants from underrepresented groups. Through our work, we aim to support applicants from racially minoritised backgrounds, those who have faced socioeconomic disadvantage and other groups that are underrepresented at Cambridge, such as mature students and carers.
Nuala Murray (Postgraduate Widening Participation Manager) will share information about the postgraduate widening participation work happening at Cambridge and, in particular, what the team has learnt over the past few years whilst trying to establish itself in previously uncharted waters. There have been successes, challenges and many frustrations, with much still to learn. However, progress has been made and we are making positive steps towards embedding our work across a complex and decentralised institution. 

 

In2Research: Participants reflections on a year-long access programme
Abigail Agyemang, Faiza Iqbal, Isha Negi, Rebecca Jelbert & Snigdha Dutta (University College London)

In2research is a flagship access programme designed to provide experience of and information about doctoral research to under-represented groups, including people from low socio-economic backgrounds. The year-long programme has training and mentoring provisions alongside an 8-week research placement supported by a tax-free stipend to prepare the participants with a range of skills and experiences that enable a deeper understanding of the doctoral research process and environment. There is also training for staff that volunteer as both mentors and placement hosts. This element of the training is designed to equip staff with a deeper understanding of both race and culture and enable institutional and sector wide culture change through a change in recruitment practice and a concomitant diversification of the concept of academic excellence when seeking new doctoral students.
In its third cycle, In2research has grown from 23 participants and 12 volunteer mentors, to supporting 121 participants and over 150 volunteer mentors, hosts, and workshop speakers. Over a 100 of the participants are from Black and minoritised ethnic backgrounds. The programme also places an emphasis on peer networking and community building through an online alumni forum, which includes monthly newsletters, LinkedIn group, careers information, drop-in sessions, and alumni networking events.
This talk will explore the participants’ experiences, including their motivation, the barriers to and questions they have about doctoral research, and their experiences of the programme. Being alumni, their reflections on the role of community, their research interests, their experiences with mentorship and opportunities such as research placements, are valuable for the enhancement of the programme, but to also inform institutional practices around equity and inclusion in doctoral research in the wider sector.

 

Making the case for advocacy in doctoral education: training as transition for PhD supervisors and students
Maria Hussain (University of Leeds)

This presentation makes the case for positive targeted early intervention for underrepresented potential doctoral students in addressing disparities in the research pipeline. We will explore a positive pilot project targeted at increasing participation doctoral education by minoritized-ethnic learners as part of the Yorkshire Consortia for Equity (YCEDE) in Doctoral Education. The advocacy training programme for provisional doctoral draws on the findings of my Leeds Institute of Teaching Excellence (LITE) Fellowship. The research-underpinned workshop foregrounded the value of building a diversity in research and understanding the specific needs of diverse learners. The training has been delivered to over 25 provisional PhD supervisors across the region, as part of this, underrepresented students and colleagues were given the opportunity to share their experiences and expertise as well accessing a Community of Practice, which has led to a number of students now being enrolled on a PhD programme, who would not have previously done so.