Tag: EDI in HE (Page 5 of 5)

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#BHM2019: Four Stubborn Issues

October 3, 2019 / Sarah Mander

Talah Anderson has joined the team as one of the new Diversity & Inclusion Project Interns. As part of their induction, we’ve asked them to write a blog post about something important to them.

It is an exciting time to join the Diversity & Inclusion team at King’s, given that the function is presently expanding in attempt to better combat structural inequality in the University and its faculties. In the light of its recent re-application to the Race Equality Charter Mark, King’s has identified four key obstacles to bringing about race equality across the University.

In this blog post, I intend to review these so-called “stubborn issues” and reflect on their significance, as well as restate, so as to witness, King’s’ action plan to bring about “an inclusive environment where all individuals are valued and able to succeed”, a fundamental tenet of King’s Strategic Vision 2029.

The first stubborn issue identified in the report is the extreme lack of ethnic diversity among King’s’ senior leaders. According to King’s self-assessment, just 8% of King’s professors belong to Black and Minority Ethnic (BME) groups – and only 0.6% of those UK BME professors are Black. These figures unfortunately do compare to national trends. Advance HE’s Equality in higher education: staff statistical report 2018 reveals that just 9.3% of UK professors are BME, while only 0.4% are Black. There is also an extreme lack of ethnic diversity among King’s’ senior professional services staff. Just 6.8% of King’s most senior professional services staff are BME, a figure only fractionally better than the national average of 4.5%.

The second stubborn issue identified in the report is the widespread perception among King’s students and staff that the University does not talk about race and racism or fails to do so with appropriate sensitivity. According to King’s’ self-assessment, a third of BME students and just under a third of BME staff feel they lack opportunities to discuss race at the University. On the occasions that these discussions have taken place, BME students and staff report being made to feel uncomfortable due to having been met with defensive and/or emotional reactions, which ultimately silence and undermine their experiences.

The third stubborn issue identified in the report is the prevalence of “microaggressions”; implicit forms of racism (whether conscious or unconscious) across King’s campuses. Microaggressions, e.g., a lecturer never making the effort to pronounce a student’s name correctly; a student claiming that they never “see” colour, convey hidden messages (e.g., disregard for “foreign” identities; denial of racism) and so signpost racist subtexts: that is, that BME students and staff do not belong at King’s. Microaggressions negatively impact King’s BME staff and student retention and, in turn, the University’s BME talent pipeline.

The fourth stubborn issue identified in the report is the attainment gap at King’s. Differential outcomes vary between faculties at the University, but BME students are 4% less likely to achieve a first or 2:1 than their white peers. Black students are significantly less likely to achieve a first-class degree than any other student group. Differential attainment then goes on to disadvantage BME students in postgraduate education and in the labour market. Indeed, as a result of the aforementioned structural inequalities, BME cohorts are less likely to enter graduate employment and continue on to postgraduate study when compared to their white peers.

Taking a broad view of these issues, it seems apt to stress their interconnectedness. Of course, an institution with few BME employees in senior management positions is less likely to be steered by the knowledge and experiences of BME people, making it less likely for discussions involving race and racism to be facilitated appropriately, if at all. If an institution fails to facilitate effective, open dialogue with its staff and students (where the institution’s primary role is to listen), institutional cultures that normalise microaggressions cannot be corrected and will instead be perpetuated, compromising King’s commitment to creating an “inclusive environment where all individuals are valued and able to succeed” as part of Vision 2029, in appreciation of, and yet still despite, race.

In response to these Stubborn Issues, King’s has developed a four-year strategic plan, which includes the following flagship actions:

Establishing King’s first Race Equality Board to govern our progress towards race equity
Conducting a comprehensive review of King’s staff recruitment and selection processes
The creation of a ring-fenced fund to support the development and progression of BME talent
Researching King’s history with race and racism – uncovering hidden and erased contributions of BME people to our institution and disciplines
Detailed research and actions to identify, track, and respond to micro-aggressions at King’s

Passports, questions, flags and a cheery welcome – my day within Early Enrolment

September 13, 2019 / Sarah Mander

In the lead up to Welcome Week, D&I Consultant Alison Devlin took a day out to volunteer on the university frontlines, supporting student enrolment and helping students get their first taste of King’s and their ID cards.

I volunteered for my first assisting in student enrolments this week and what a truly amazing and worthwhile experience it was. In large bureaucratic organisations it’s always beneficial for backroom corporate staff to get ‘back to the floor’ to reconnect with the service users and this was no exception.

After just 30 minutes training on using the student records system (SITS) to verify the students’ identity and learning how to produce an encoded ID badge from the Gallagher software, I wasn’t sure if I was safe to be let loose on the systems. My worries were unfounded though, as us volunteers had been given very controlled access rights and the SED staff were available as our ‘supervisors’ and were at our side the moment that we waved our red flag. Yes, we had flags, one to summon the supervisor and a green one to indicate to the student ambassador to send the next student forward. I think Primark’s check out queue management could learn a lot from this simple method. By mid-afternoon though, several of us were commenting that we needed a third, “someone-make me-a-cup-of-tea-please”, flag as the stream of students was non-stop from 1.30-5.30 and from about 4.30pm some of us were having difficulty articulating our words. I don’t think I have spoken so constantly in my entire life, why, you wonder? Well, it wasn’t just a case of looking at their proffered passport, verifying the picture and date of birth and printing off the Kings ID card, that would barely have strained a vocal cord. No, this one-to-one session was the ideal opportunity for King’s to check that each enrolling student was up-to-speed with their onboarding processes and to create a fantastic King’s first impression for a whole variety of UK and EU students.

Hello, have a seat, do you have your student number. It’ll probably start “one nine” It’s in the subject line of your enrolment confirmation email. That’s the one. Fantastic. Now, whilst I confirm your identity and print off your ID card, can I just check, have you downloaded the ‘Welcome to Kings’ app? You have? That’s marvelous. And have you booked yourself onto your course, and department induction sessions? Next Tuesday? Excellent! But do consider attending some wider events to meet students who aren’t also studying molecular genetics / classical archaeology /astrophysics and cosmology. Don’t forget next week’s Welcome Hubs and the freshers fair over at The Barbican. That’s at Old Street. No, not really walkable but easy enough by bus. What bus from your accommodation in Camberwell? Do you know the TFL journey-planner? Perhaps you prefer Google maps, that’s good for buses too. Have you received your personal timetable yet? No? Well, the schools are publishing them at different times, yours might not be up there yet but keep checking KEATS. There’s a link to KEATS from the Kings App, yes that’s the one. Now I sense you’re new to London, have you registered with a GP yet? No, the one back at home isn’t going to help if you’re ill during term time. Oh, you’ve only been in the UK since Saturday. Well, you’ll need to register with a GP…Family doctor…It’s the route that you take to access most hospital-based health services in the UK. Yes, this is the NHS, you’ve heard of that? Good. Yes, it’s free and we’re very proud of it. Now you need to register now before you’re ill. No, they’re all ‘general’ practitioners, they refer you to the hospital specialists. Yes, it’s free for EU students with the European Health Insurance Card. Yes, well, who knows after 31^st October…Here’s your ID badge it gives you access to all sites, so, it’s a lovely day, go off and explore. Whilst in this building check out the Loft student space on the 7^th and 8^th floors, the student bar in the basement, oh and pop into the Strand Building opposite and have a look at the King’s Chapel, it’s fabulous. Any questions? No? Well, “Welcome to Kings!”. Waves green flag “Next!”

By 5.30pm I had confirmed and issued IDs to around 40 students, was mildly hoarse and exhausted but I’d do it again most certainly and would recommend the opportunity to others.

Empathy Epiphany

August 13, 2019 / Sarah Mander

I joined King’s 2½ years ago, and am seeing the end of my third academic year. It has always made me laugh how many people ask if I get the holidays off – if only! As much as a long summer holiday would be attractive, one of the main reasons I wanted this role was that it brought together the staff and student focus. I believe D&I applies to everyone everywhere in our organisation, and making and sustaining improvements requires looking at King’s as a whole.

An intrinsic part of my role is understanding our student body and forming good working relationships with the Students’ Union (KCLSU) elected Officers. Recently, I was privileged enough to attend this year’s outgoing Officers leaving party. I was astounded when I joined King’s and learned what was expected from student Officers. Taking a year out from their degrees, they are responsible for overseeing the work of the Students’ Union as a democratic charity, making collective decisions with other KCLSU Trustees, championing change and student activism, and supporting and empowering King’s students to influence change. This often involves them sitting on some of the College’s most senior or influential bodies like Council and Academic Board. It’s a steep learning curve and the stakes are high.

I found the leaving event really moving. Denis Shukur (CEO of KCLSU) and Evelyn Welch (Provost and Acting Principal) both gave lovely speeches recognising the Officers’ achievements and contributions. Then each of the Officers made a speech reflecting on their year; their election, the highs and lows, how they had formed and performed as a team and are clearly, now, close friends.

Denis Shukur (CEO of KCLSU) and Evelyn Welch (Provost and Acting Principal)

I was particularly affected by Jessica Oshodin’s speech. She was overcome with emotion and gave a living, breathing exposition of imposter syndrome and the isolation that comes with being the only black and female team member. She had been surprised to be elected. Each of her peers had clearly recognised, in their speeches, her hard work, her leadership, her competence and her legacy. While in post, Jessica ran the She Should Run campaign to encourage more women and those that self-identify as women to run for part of KCLSU’s elected positions. This hard work has resulted in two women winning elected positions in the 2019/20 KCLSU Officer team.

Jessica was brutally honest about how hard she had found the year and it made me cry.

Cry for so many reasons; because I was proud to know her and have played some small part in her journey. I had seen her in action and know her to be a woman of integrity, intelligence and effectiveness.

Because so much of what she said had personal resonance. I have often been the first or only woman/brown person somewhere and know well the feeling that I’m not good enough or worthy.

Because, even now, I believe she is still self-questioning, having completed her degree at King’s and been the Vice President Postgraduate officer in a pretty tough year. As someone with a Masters in exactly what she wants to do, she still holds a heap of self-doubt that is to do with her identity, not her capability.

It may surprise readers to know that I am often felt not to be a very empathetic person. Empathy, Google tells me, is the capacity to understand or feel what another person is experiencing from within their frame of reference. Simply, the capacity to place oneself in another’s position. It is a difficult thing to admit as core to my role is enabling others to develop and practice empathy. It’s an element of my personal development that I have worked on consistently over the years.

I believe myself to be and have been told that I am a good listener. What I am not is patient or good at listening without ‘helping’, which is what real empathy often requires: being able to listen and show that you understand and, in some situations, just allow the other person time and space. I am a ‘fixer’, I love to problem solve and act – so believe I am helping by advising and chivvying. I have had to learn to stop myself and I continue to try but know it’s not something that comes naturally.

Another area of improvement that I have recognised is that I need to stop immediately thinking about how I would feel or what I would do in a situation, but to step back and really make myself focus on understanding how the other person is feeling in the situation they are in. The more I have reflected, the more honest I have had to be with myself and know that I am not good at that particular element of empathy.

Being able to imagine myself in a situation is not the same as understanding how someone else is experiencing something. At the leaving party, l was truly able to see things through the individual Officers’ eyes and understand – I had an empathy epiphany! Their storytelling really stopped me and made me listen. Their stories also made me want to work harder to prevent future Jessicas and Mohammeds from feeling isolated and othered simply because of who they are and instead allow them to revel in their talent. So, as we face a new academic year, I will commit to redoubling my efforts to build my empathy skills and to more proactively supporting our newly elected KCLSU Officers.

Mentoring Matters

September 27, 2018 / Sarah Mander

I’ve been reflecting on the elements that have fed into my feeling successful in my career and frankly in my life.

In my vast experience (I am approaching a birthday and feeling the weight of my years) one of the things that has made the biggest difference to my personal growth and career progression have been great mentors. ‘Mentor’ is a word that is bandied about and often misunderstood. So, as we build on the success of King’s previous Diversity Mentoring Scheme and launch the ‘More than Mentoring scheme’ this month I want to share what it has meant to me and how I have found it beneficial.

I have had many mentors, but those who have had the most impact are namely: Michelle Wyer, Caroline Waters and Jonathan Slater. These are individuals who have had illustrious careers: Michelle was a female president of a male-dominated union, Caroline, amongst other things, is the deputy chair of the ECHR and Jonathan, who I met while at the Ministry of Defence, is now the Permanent Secretary of the Department of Education.

Whilst the three of them were very different in life experience and personality, they had in common a high level of self-awareness, a sense of being comfortable in their own skin, a strong professional skill in their respective areas and great knowledge of their organisational contexts.

More importantly for me, as a mentee, they were empathetic listeners who put themselves in my shoes without dismissing or patronising me. They put thought and effort into seeing the connections and gaps that were in my blind spots. They challenged, supported or nudged me into thinking about situations differently. They helped me work out what was important to me, what my options were, as well as my pitfalls – including those I was creating for myself. Importantly they supported and encouraged me to move from conversation to action. At different times they each personally taught me or helped me seek input to develop new skills.

They provided a wide angle, zoom and telescopic lens, sometimes on me – why did I believe I couldn’t do it or that the world wouldn’t accept me? It wasn’t without challenge or emotion – at any given point I would feel like I couldn’t do it, or as if I they were prodding me to be someone I am not. Or like I just wanted them to help me – to make something go away, or let me hide under my duvet or whatever.

Mentoring isn’t just one way. These relationships worked because we had real rapport – mutual interest and respect. Here I’ve focused on being the ‘mentee’ but I know from has also mentoring others I could equally have about how rewarding and developmental I found mentoring can be as well.

So, I am proud that we are launching More than Mentoring as the value and benefits of mentoring are well proven and I am a living example. The scheme will also provide the opportunity to network and develop a community through training, workshops and events. Here at King’s those who identify as disabled, women, BME or LGBTQ+ are underrepresented at senior level and this is one form of positive action that we are taking to help address this. If you are interested in becoming a mentor or mentee, sign up here.

Respect, Report, Support

September 10, 2018 / Sarah Mander

As It Stops Here gears up for 2018/19, Diversity & Inclusion Consultant and Project Lead, Nicole Robinson has written a blog on the importance of having an anonymous reporting mechanism as an option for reporting harassment, hate crime or sexual misconduct.

It Stops Here is a collaborative campaign by King’s College London and KCLSU to build an environment where all our students, staff and community members feel welcome, supported and safe regardless of who they are.

The official report from the Universities UK Taskforce examining violence against women, harassment and hate crime affecting university students recommended a centralised reporting system, allowing for anonymity if preferred.

Over the last few years, anonymous reporting has been introduced by several universities nationally, including the University of Manchester, University of Cambridge, and Goldsmiths University of London.

Anonymous reporting is recommended in recognition of widespread international and national underreporting of sexual violence, harassment and hate crime. The Ministry of Justice, Home Office and Office for National statistics estimated in a 2013 report that only 15% of sexual violence cases are reported to the police. (Ministry of Justice, 2013) In 2014, a report from the National Union of Students reported high rates of sexual violence in universities; figures which are not often reflected in institutions formal reporting data. (NUS, 2014)

As part of the It Stops Here project, the Diversity & Inclusion Team created and implemented an online anonymous form which provides individuals the opportunity to share their experience confidentially, without having to speak to someone directly, relive their experience, or go through a formal process.

At King’s, we have chosen to ensure that the form is completely confidential. This means that we ask closed questions and do not collect detailed information such as names, dates and times. This also means that we can’t follow up on or resolve these specific incidents of harassment.

Whilst we cannot respond directly, the form aims to allow King’s to identify trends in types of incidents, and reasons for not using formal reporting methods, to help us see if, and how, initiatives are affecting the levels of harassment in the long term and to help measure the effectiveness of It Stops Here.

For some, simply having a way to let us know something has happened, and that there is a problem, is enough. For others, it may be important to take it further. In both cases, it is likely beneficial to get further emotional support. With anonymous reporting, staff and students at King’s have multiple options when deciding how to respond to incidents, in a way that is right for them.

For more information about reporting options, available internal and external support services and the It Stops Here campaign visit our website.

If you have any questions, you can get in touch with us on diversity@kcl.ac.uk

Following the leader.

June 8, 2018 / Sarah Mander

I spend a lot of time thinking about and discussing the ‘solutions’ to the various diversity and inclusivity challenges we face as employers and educators. Regardless of who I’m talking to or what I’m reading, the one thing that remains consistent in these discussion is that we need great leaders to create and sustain environments that people want to work in. The kind of work environment that gets you out of bed in the morning.

For me, this means having sense of purpose and feeling as though I’m adding real value – doing real good to ‘change the world’ to make it a fairer place. Working somewhere that has that purpose and with people who share my values is important. That’s what gets me out of bed with a spring in my step.

What also keeps me going is working with leaders that I respect, and given that Diversity & Inclusion will be working closely with some senior leaders in the coming weeks. We will be briefing College Council, the governing body of King’s, on our work in race equality and disability inclusion, and engaging the Senior Management Team in Structural Inequality Training.

This level of commitment form those in such senior positions is heartening and leads me to reflect on what it takes to make a leader that I respect? What characteristics, skills and abilities make for good leadership in the book of Guerra?

Self-awareness is the cornerstone of good leadership for me. We emulate the behaviour of those we look up to. Leaders set the tone and standards of behaviour and are also role models rather than negative influences. Lessons in empathy and understanding yourself as well as your impact is one of the essential steps anyone can take in developing their leadership style.
Dealing with uncertainty whilst creating a vision – this leads people to understand how they influence and persuade others and so enable them to consistently perform well. Part of a leader’s job is to create an environment that enables and inspires people to use their energy and ability create personal, team and organisational success. That means leaders need to deal with uncertainty, find a path for themselves through complexity and a labyrinth of conflicting priorities. To do that they have to have a clear view of a future state they are aiming for and galvanise their own enthusiasm and commitment to achieve success.
Involve others – good leaders recognise they don’t know everything and know they need to work with others and ask for support , listen to answers, join the dots and giving credit generously. Leading is about fostering relationships to achieve mutual goals, which can only work when both parties are honest and transparent. That involves taking responsibility for communicating and being open with those they work with. Communication is a two-way street. It’s so important to get to ‘know your people well’ – paying attention and taking the time to listen and learn from those they are leading.
Inspire and persuade – Those who lead should inspire and persuade through their interactions, rather than relying on status. The create genuine engagement and commitment in others rather than blind acceptance.
Be honest – No one can get things right all the time and good leaders are no exception. Recognising when things go wrong and taking responsibility, being open and showing you have learnt from them is a key leadership behaviour.