What are we doing?

An overview of our current activities.

We take an evidence-based approach, proactively collecting, analysing, acting and monitoring EDI data related to our students and staff. Typically, we work in consultation with student and staff networks, academic experts, managers, and behind the scenes staff, to analyse and resolve EDI problems. We also conduct research to understand how discrimination arises within our institutional culture, and to identify appropriate interventions.

It is also important to realise that our culture is influenced by many external factors. Recognising this, we also work with schools, funding agencies, and policy makers to evolve coordinated approaches to EDI.

Workflow Schematic

Decolonising Working Group (DWG)

You may have heard about our “Decolonising Working Group”, but what do we do?  We are re-examining our curriculum to ensure the material we teach brings knowledge and learning from a range of cultures across the globe. We feel this is necessary because often what we teach today still reflects the colonial legacy where the (predominantly) white and global north intellectual tradition and is presented as standard. This narrow focus can exclude or marginalise science knowledge from other regions and, additionally, it can alienate students, particularly Black, Asian and Minority Ethnic students, who do not see themselves or their cultures reflected in the curriculum. The DWG provides a forum to share expert knowledge from social scientists, to review best practice across the sector, and to identify approaches that best suit our needs. 

Key contacts:

Professor Karen Halliday, Dean of Systematic Inclusion

Progression and Attainment Working Group  

Across the University School Quality Reports, and associated data, have consistently revealed a discrepancy of achievement at each year transition (progression) as well as in final attainment when comparing the performance of Scottish students, students from a BAME and WP background, and their RUK peers. Having consistently identified concerns relating to progression and attainment outcomes for the above groups, it is now a priority to undertake further analysis and develop coherent plans to support students at key stages including transitioning into the University and progressing between levels.  It is time to move beyond recognising the issues and identify what actions might make a difference in CSE.

We recognise that all students are individual, however the data suggest students from particular backgrounds are disadvantaged in terms of attainment and may benefit from additional support. Previously we have discussed both community (belonging, engagement, visibility) and curriculum (entry qualifications, transition, knowledge, confidence) as some of the potential barriers. We now propose to delve into this further, learning from specific School experiences and working with the student body with the aim of improving understanding of the particular issues at play, and to identify and share good practice to address the attainment gap. The Working Group is focused on specifically addressing this issue in CSE, but will share its findings more broadly once available.

The Working Group will be convened by the Dean of Education Quality Assurance and Culture. It is proposed the working group will consist of:

• one individual staff member nominated from each School (ideally someone who is already working on progression and attainment issues).
• at least three student representatives that have strong relationships with the student body.

The Group will present its findings and recommendations to the College Learning and Teaching Committee, the College Quality Assurance Committee, and the College Equality and Diversity Committee.

Research Cultures Working Group (RCWG)

Research culture encompasses the behaviours, values, expectations, attitudes and norms of our research communities. It influences career paths of those who carry out research and determines the way that research is conducted and communicated. RCWG is working on behalf of the Research Strategy Group to establish policies and mechanisms to promote positive research cultures at the University of Edinburgh, incorporating equality, diversity and inclusion, across all career stages. These cultures should ensure that the university offers a world-class environment in which to do research. 

Key contact:

Professor Jane Hillston

Widening Participation Strategy Group (WPSG)

Widening Participation is about improving access to higher education for people from more disadvantaged or underrepresented groups – in terms of education, personal/family or community circumstances or based on protected characteristics, and most critically it is about supporting those learners throughout their whole student journey. Higher education, and a student experience at Edinburgh, has the power to transform lives, not just of those who come to study with us, but their families and communities. Because of this we are working with WPSG to open-up alternative university access routes, to improve financial support and the student experience for WP entrants. 

Key contacts:

Professor Karen Halliday, Dean of Systematic Inclusion

Recruitment and Equal Pay 

In the College of Science and Engineering we are committed to improving the diversity of our staff workforce and ensuring that our policies and procedures reflect this ambition. Our human resources team monitor equal pay data and are actively working to evolve measures to reduce the existing gender and BAME pay gaps.  Currently our focus is on advertising and recruitment strategy, the adoption of narrative-style CVs (broader-scope) and monitoring the promotions and awards process.  

Key Contact:

Mike Cowan, Head of Human Resources (College of Science & Engineering)

evidenceBase (eBase) Research

eBase is an Engineering and Physical Sciences Research Council (EPSRC)-funded, cross-disciplinary research project, comprising social and STEM scientists. eBase conducts empirical research aimed at identifying institutional (University/Research Council) constraints that restrict access of women and BAME groups to research grant funding. The project is using combined methods, including field interviews to uncover the cultural barriers that disproportionately affect women and BAME scientists. Ongoing work with UKRI-EPSRC includes analysis of data and community surveys on gender and BAME underrepresentation in the EPSRC grant portfolio. 

Key contacts:

Dr Job Thijssen Reader, Physics and Astronomy

Professor Karen Halliday, Dean of Systematic Inclusion

Dr Gwenetta Curry, Lecturer of Race, Ethnicity, and Health, Usher Institute