Creative journalling is a reflective practice that combines writing, images, collage and other creative materials to help people explore ideas, experiences and emotions in a more open and personal way. In this blog post we, Chathushka Kiriella and Hilary Lowe from the Human Resources, Work and Employment research group (HRWE), examine how this approach can be used in educational and professional settings to support reflection, wellbeing, connection and conversation.
Creative journalling is becoming an increasingly important strand of our collaborative work. It develops out of our own personal journalling practices, and we have brought this into an educational space. Sitting within the Human Resource Management cluster, our interest lies in how creative, low-pressure activities can support self-efficacy and employability outcomes.
Creative journalling creates opportunities for reflection, wellbeing and meaningful conversation, particularly in academic and professional settings where people may not always feel comfortable expressing ideas through conventional discussion alone.
Recently, we presented our work at UWE’s Festival of Research, where our presentation was awarded the prize for best presentation. Following the positive response, we were keen to share the approach more widely, elicit some feedback on our ideas for further work but, most importantly, to give colleagues within the HRWE group an opportunity to experience creative journalling for themselves at the group’s away day.
Our HRWE Away Day took place in the beautiful Bristol City Hall in July 2026. During our session, colleagues had the opportunity to experiment with a range of materials to create a journal spread inspired by a personally meaningful theme. Papers, images, words, stickers and washi tape provided a route into reflection, with colleagues creating pages that were personal, thoughtful and often unexpectedly expressive. While some chose to reflect on the day itself, others focused on a significant life event or memorable moment. One of the previous sessions had been an excellent overview of the UWE RISE beacons by Prof. Hugo Gaggioti and some of our colleagues even incorporated RISE into their spreads.
One of the most interesting aspects was watching colleagues engaging with the materials. Some approached the activity immediately, while others were initially more hesitant. However, as the session developed, many of those who had seemed reluctant gradually became absorbed in the process. This gradual shift from uncertainty to engagement is one of the things that makes creative journalling particularly interesting to us and, most certainly, the way in which the HRWE staff engaged in our awayday session mirrored our experience of how students engage with critical journalling.
The activity does not require artistic skill, nor does it ask participants to produce a polished outcome. Instead, it creates space to pause, make choices, notice connections and represent ideas in ways that may be difficult to articulate verbally.
Nevertheless, for some participants, it can be difficult to overcome the initial nervousness about needing to create something perfect or special.
The activity encouraged everyone to pause and reflect and express their thoughts creatively, resulting in a collection of individual pieces that captured different experiences, memories, and perspectives. At the end of the session, we invited colleagues to share their experiences and reflections. The feedback was encouraging, with participants discussing both the enjoyment of the activity and its potential value as a reflective and developmental practice. We also shared our plans for taking the research further, and these ideas were met with a positive response from the group.
The session provided valuable insight into how people respond to creative journalling in a workplace and academic context, particularly the ways in which initial reluctance can give way to curiosity and immersion. It also reinforced our interest in exploring how creative methods can support reflection, connection and wellbeing. We are now looking forward to developing this work further, building on what we learned from the HRWE away day and continuing to explore the possibilities offered by creative journalling as both a pedagogic and research practice.
On 21st January 2026 the Job Share South West (JSSW) inaugural event brought together leaders, managers and researchers to explore the potential of job sharing. Organised by Clare Freshwater-Turner and Annabelle Richards from Lloyds Banking Group and Sarah Houghton and Louise Cuthberston from BT Group, the event, held at the Lloyds Banking Group Harbourside Office, offered a combination of academic insight, real-world experience and practical discussions culminating in a networking breakout session that fostered connections and community building.
Opening with a warm welcome from Annabelle Richards and Clare Freshwater-Turner who introduced the keynote speaker Professor Susan Durbin from the College of Business and Law, University of the West of England (UWE). Drawing upon her specialisms in gender, employment and women’s careers in male-dominated industries Professor Durbin presented her findings on part-time work, flexible working and job share partnerships (JSPs).
This research conducted by Professor Durbin and Stella Warren (UWE) and Professor Jennifer Tomlinson, Leeds Business School, focused upon senior level men and women who job share (although male participation in job sharing remains low). It demonstrated that the outcomes of JSPs are similar for men and women. It also highlighted the significant benefits for those who engage in JSPs including improved work-life balance with alternating work patterns enabling flexibility without sacrificing productivity; high levels of job satisfaction compared with part-time working and a strong sense of achievement amongst participants in the study. Importantly career progression was found not to be negatively impacted by JSPs. Key to the success of JSPs was trust, partnership, collaboration and friendship between job sharers.
Notable challenges to JSPs were that employers appear reluctant to embrace this way of working due to JSPs often operating on slightly over full-time contract hours. However Professor Durbin argued that rather than seeing this as a cost employers should recognise the ‘value for money’ when two highly skilled and experienced senior managers come together to work in a JSP. She also argued for the significant benefits when those in JSPs are able to maintain a work-life balance and thus give their ‘whole selves’ when they are at work. Professor Durbin also reflected upon the need to conduct a larger study to include more men in order to identify any potential gender differences in the experiences and perceptions of JSPs and to consider the potential pitfalls of JSPs from both the employer and employee perspectives.
The presentation by Professor Durbin concluded with a thoughtful Q&A session where the audience explored the practical realities of job sharing in more depth. Questions focused on how job share partners navigate change together particularly during periods of job share partner promotions and how alignment and communication can be maintained as a pair. Attendees also asked about the benefits and challenges of job sharing from an employer’s perspective including productivity, continuity and management perceptions. Another area of interest was whether generational differences between job sharers create challenges with discussion around how differing experiences, working styles and expectations can be addressed through trust, openness and clear ways of working.
The subsequent panel discussion hosted by Louise and Sarah featuring leaders with direct experience of JSPs and managing JSPs included Justin Jennings, Head of Finance at Lloyds Banking Group; Racheal Nash a job-sharing Business Support Manager at Lloyds Banking Group; Zak Mensah Co-Chief Executive of Birmingham Museum Trust; and Katherine Carr, Director of Strategy and Corporate Affairs at the National Armaments Director Group (Job Share) and Ministry of Defence (Job share).
The discussion explored how JSPs work in senior roles and highlighted recurring themes of the importance of trust, establishing a shared way of working and complementary skills in the JSP. The hardest part was believed to be at the start of a JSP, one panel member expressing ‘Once you can say, “We’ve done it, it worked, we proved it, you can overcome many barriers.”’ The panel also spoke of the initial scepticism towards JSPs from colleagues or members of the board and that this is ‘normal’. One panellist recalled how the board had initially questioned the JSP she was in regarding who from the JSP would attend board meetings but after two or three sessions the attendance by one or other of the JSP was fully accepted.
A key takeaway from the panel was that visibility of JSPs matters. Panellists encouraged those in JSPs to role-model the arrangement at all levels. As one panellist commented:
“Whatever level you’re at, if you’re in a job share, tell people, be visible, role model it.”
It was emphasised that educating colleagues about JSPs is essential to building organisational acceptance.
Work-life balance was another recurring theme for panellists who described how managing non-working days required adaptation but ultimately provided freedom and focus. One participant explained how job sharing had changed the ways she had previously worked on a part-time basis as she was always playing ‘catch up’ on her two non-workdays. She said ‘My time and energy were spent managing, not leading; job sharing changed that completely.’ Maintaining a consistent rhythm, clear handovers and shared communication channels were cited as key strategies for making JSPs seamless.
Another important insight was the power of complementary skills. Panellists explained that successful JSPs often thrive when partners bring different strengths: “One of us is more analytical, the other more creative. Together it’s stronger than either of us alone.” These dynamics allowed job sharers to cover each other’s blind spots, celebrate successes together and reduce managerial oversight.
The panel also challenged the common stereotype that job sharing is primarily for those with childcare responsibilities. Job sharing was framed instead as a leadership strategy enabling senior talent to thrive sustainably while bringing fresh perspectives to their organisations.
“People always assume a job share is because of childcare. There’s no reason why more people can’t do job shares at any stage of life.”
The event concluded with a ‘Chat & Connect’ breakout session led by Louise, Sarah, Clare and Annabelle where participants shared experiences, discussed tools and tips and explored ways to expand job share opportunities. The importance of community, mentoring and peer support was emphasised as central to making job sharing a sustainable mainstream approach: “Once people see it working, the questions stop,” noted one participant.
Key takeaways from the event included the importance of trust, role modelling, complementary skills, consistent rhythms and visibility. Work-life balance, career progression and job satisfaction were all achievable through job sharing while the challenges such as handovers, continuity and organisational culture could be mitigated through careful planning and communication.
The Job Share SW inaugural event highlighted the growing momentum behind job sharing as a sustainable and effective way of working. Through academic research, lived experience and open discussion the event reinforced that job sharing thrives when built on trust, visibility and strong collaboration and that it can support career progression, wellbeing and organisational resilience at all levels. The event received an average feedback score of 4.9 out of 5 reflecting the strong engagement and positive response from attendees. In particular participants highlighted the value of community and the opportunity to connect with others navigating similar experiences.
The Job Share SW inaugural event demonstrated that job sharing is far more than a flexible working arrangement. It is a powerful strategy for sustainable, inclusive and resilient leadership
By embracing collaboration, trust and complementary strengths senior roles can become accessible and effective for a wider range of people helping organisations thrive in an evolving workplace.
Looking ahead the collaboration between the Job Share Network South West and the University of the West of England marks an exciting next phase. We are delighted to announce that Professor Susan Durbin and Chathushka Kiriella (UWE) have been awarded Higher Education Innovation Funding to work with industry partners to develop this network. The aim is to reach further into the South West of England to enhance the knowledge exchange and impact activities currently centred in Bristol. This will involve setting up a regional workshop bringing together employers, academics, practitioners and policymakers to explore how to mainstream JSPs and identify key enablers and challenges (e.g. recruitment, workload balance, governance, dual site roles). It will also enable us to explore the feasibility of a regional job share register to expand access, improve sustainability and support long term impact.
Placements are a key part of employability in higher education. They give students real world experience and help employers spot future talent. However, for disabled students, placements can involve barriers that are not always visible.
In a recent systematic literature review co-authored with Dr Laura William from the University of Greenwich and published in Studies in Higher Education1, we explored these challenges in detail. In this blog post, we focus on what the findings mean for HR professionals and placement providers and why inclusive pathways into work matter.
Why building awareness of disability and placements matters for HR and workforce planning
Many employers use placements to build talent pipelines and assess potential recruits. Yet there remains a 27.9 percent employment gap between disabled and non disabled people, alongside widening pay gaps. These inequalities often begin long before formal recruitment.
Placements are frequently a student’s first interaction with an employer. This makes HR teams central to shaping experiences that can influence confidence, skills development and long term career outcomes. Inclusive placements are therefore not just beneficial for students, they are critical for fair workforce planning.
Four key barriers HR should address
Our review of the existing literature identified four connected themes that affect disabled students’ access to and experiences of placements.
1. Organisational processes and systems: The most significant barrier is the lack of timely and effective reasonable adjustments. While the Equality Act 2010 places a legal duty on employers to remove barriers, this duty is often reactive and poorly understood.
Students describe delays, inconsistent support and anxiety about disclosing a disability. For HR professionals, this points to the importance of proactive policies, clear communication and training for managers so adjustments are put in place quickly and confidently.
2. Low expectations: Disabled students often face assumptions about what they can or cannot do. These low expectations can damage confidence and limit opportunities to learn and progress.
Employers who underestimate students’ potential risk missing out on skilled and motivated talent. HR professionals can help by challenging bias, promoting inclusive recruitment practices and designing placements that focus on strengths rather than perceived limitations.
3. Bio-social factors: Many students manage health related needs alongside placement demands. Balancing work and impairment can be particularly difficult when placements are inflexible.
Rigid schedules and limited understanding from supervisors can make challenges worse. HR teams can reduce these pressures by supporting flexible working, enabling access to healthcare where possible and recognising that disability often intersects with factors such as gender, age or cultural background.
4. The nature of the placement: Some placements involve poorly defined tasks, pressure to over perform or feelings of isolation. These conditions can be especially challenging for disabled students.
Inclusive placement design can make a significant difference. This includes meaningful tasks, clear expectations and visible support networks. When placements are well structured, both students and employers benefit.
Implications for HR practice
These barriers reflect wider patterns of disablism in the labour market. For HR professionals, the message is clear. Inclusive placement practices are not only about legal compliance, they are a strategic priority.
By building accessibility and equity into early career programmes, organisations can reach a wider talent pool, improve diversity and strengthen their reputation as inclusive employers.
Our next steps: empirical research
Before starting the systematic review, we established an Advisory Group that brought together placement officers, academics and employer representatives. This helped ensure the research was grounded in practical experience and informed by different perspectives.
As we move into the next phase of our research, we will continue working with this group to gather lived experiences from disabled students and placement providers. This collaborative approach will allow future recommendations to reflect real world insights and support the development of HR policies, employer training and inclusive placement design.
By Chathushka Kiriella, Tinkuma Edafioghor, Vanda Papafilippou and Susan Durbin
The last couple of weeks have been an incredibly busy and productive time for for HRWE group members as we celebrated International Women’s Day with a series of inspiring events. We wanted to share what we have been doing to Inspire Inclusion and Accelerate Action, the theme of this year’s International Women’s Day and one that resonates with us all as we continue to address gender inequalities and to celebrate women’s achievements and actions.
The celebrations began within the University with a ‘pledge campaign’ where we asked staff and students to commit to how they would promote gender equality and to reaffirm their commitment to fostering gender inclusivity. Midweek, we hosted an international women’s day celebration event featuring powerful speeches from influential leaders, highlighting the importance of diversity in the workplace. Our activities then turned externally to an event in London, hosted by the Royal Aeronautical Society’s Women in Aviation, Aerospace and Space Committee, highlighted and honouring the achievements of women in the industry; and a further event in Paris, France, hosted by the Royal Aeronautical Society’s Paris Branch, where we engaged with more incredible women from the aviation sector, sharing experiences and discussing ways to drive inclusive change. These events provided an excellent platform for networking, learning, and celebrating progress toward gender equality. In this blog, we will take a closer look at each event, sharing key moments and takeaways from this inspiring celebration.
To celebrate International Women’s Day, Dr. Vanda Papafilippou and Ms. Chathushka Kiriella organised an interactive event aimed at promoting gender equality and inclusivity within the College of Business and Law (CBL) and wider University of the West of England (UWE Bristol) community. Staff and students participated by adding their personal pledges for gender equality to notice boards in the Atrium area. Organising such an event was crucial for several reasons: it made International Women’s Day more relevant by actively engaging staff and students, prompting them to reflect on their own experiences and the importance of gender equality in their personal and professional lives, and creating a space for open discussions about gender equality. By gathering pledges, the event provided tangible evidence of our community’s commitment to gender equality, which will inform future actions and initiatives, including our Athena SWAN application.
Many pledges emphasised the importance of supporting gender equality in all areas: workplace, home, and community, highlighting that “the future is dependent on the continued development of gender equality” and that “women should not feel their gender is a barrier to work or education”. Staff and students expressed their commitment to empowering and supporting women and trans women in their personal and professional lives, saying “I pledge to support all women in work and home life,” “I pledge to continue to promote gender equality in my life and my teaching”. Recognising and celebrating women’s achievements was also a key theme, highlighted by pledges such as “I pledge to make time to celebrate all women’s achievements”. Many pledges also called for active advocacy and taking action to promote gender equality with commitments like “I pledge to raise my voice,” “speak more about it encourage more open talks” and “I pledge to support our amazing UWE female students advocating for themselves and stand up when facing any sort of injustice or devaluing behaviour”. Finally, a great number of participants focused on the need for “equal pay, promotion, career opportunities for everyone” pledging to mentor colleagues and enabling them to reach their full potential.
Midweek on March 5th, HRWE group members gathered to celebrate International Women’s Day (IWD) in their own unique style at Bristol Business School, UWE. A ‘grand potluck’ was organized, featuring a themed cake. The event began with a welcome speech by Chathushka Kiriella, who emphasized the importance of accelerating action—both in the workplace and in personal life. Whether big or small, committing to action was a key takeaway from her speech. The group lead, Professor Susan Durbin, then addressed the gathering, highlighting the significance of celebrating women and their contributions.
The event featured three inspiring talks by Dr. Vanda Papafilippou, Dr. Tinkuma Edafioghor, and Dr. Stefano Gasparri. Dr. Papafilippou discussed UWE Bristol Business School’s application for the Athena Swan award and shared key insights into gender equality initiatives at UWE Bristol. Dr. Edafioghor shared her personal experience with the 100 Black Professors Scheme, highlighting the invaluable support she had received as a mentee. Her speech was deeply inspiring and underscored the importance of strong support networks for women. Dr. Gasparri spoke about the crucial role men must play in shifting from bystanders to “man-allies” in protecting women from sexual harassment, sharing key findings from his recent research. The event was filled with inspiration, empowerment, and a strong sense of community.
The IWD celebrations then expanded to London, where Professor. Susan Durbin, Dr. Tinkuma Edafioghor, and Ms Chathushka Kiriella attended the International Women’s Day event organized by the women in Aviation, Aerospace and Space Committee, Royal Aeronautical Society, London. The event featured inspiring talks by women leaders, panel discussions, and networking sessions. The event was opened by Christine Matthews, WAASC Chair, with a welcome speech from Sameer Savani, GKN, who sponsored the event. Speakers included, Celia Pelaz, COO and Theresa Condor, CEO At Spire Global. There was also a panel event on ‘Voices of the Future” with Maleha Khan, UK Space Agency, Alice Goodwin, Virgin Atlantic and Janine Hornsby, CEO – Air League. The keynote speech was delivered by Former Boeing VP Pam Valdez, who shared the incredible journey of Hedy Lamarr as an inventor—an inspiring story to hear on International Women’s Day. The day rounded off with Professor Susan Durbin presenting on ‘women’s safety at work’ with Kathleen Lowe, COO, Force Air Defence and Judith Milne, Little Blue Private Jets Limited. The importance of mentoring in this highly male-dominated sector was a theme throughout the day, the alta mentoring platform being highlited and promoted by the UWE team.
The final event, sponsored by the University of the West of England and run in parallel with the London event, was the Royal Aeronauticial Society’s Paris Branch IWD event, on 11th March, 2025. The event was base upon an expert panel of six women leaders from the aviation industry, with a focus on actions to improve gender diversity and inclusion and advice from panel members’ experiences of what does and does not work to achieve this. The panel, moderated by Carine Petitdemange, Logix Aero, comprised Yannick Assouad, Thales, Judith Milne, Eastwinds Resort, Anne-Segolene Abscheidt, IPSA, Ann-Marie Matheus Ochoa, Eutelsat and Space women Alliance, Claire Barcham, UK Space Agency and Professor Susan Durbin, UWE. The event was opened by the Branch Chair (David Cooke) and an introduction by Dr Susanne Svensdotter.
The panel discussed key challenges, including the decline in STEM participation due to educational reforms in France and the importance of fostering interest in STEM from an early age, with parents playing a key role. Panellists emphasised the importance of creating supportive communities, promoting mentorship, and addressing barriers such as visa restrictions and language challenges for international female talents. They critiqued superficial diversity policies, advocating for meaningful cultural change, inclusive language, and environments where women succeed on merit, not quotas. Reverse mentorship was suggested to challenge traditional perspectives, and the importance of diverse career paths beyond engineering — such as HR and data analysis — was highlighted. Intersectionality and microaggressions were acknowledged as significant hurdles for women from diverse backgrounds, with advice to leverage networks and speak out against inappropriate behaviours. David Cooke closed the event with a powerful statement: “The future of humanity is in the hands of women,” leaving attendees inspired to drive lasting change in the industry.
The past few weeks of International Women’s Day celebrations have been a testament to the power of collective action in promoting gender equality and inclusivity. From pledge campaigns and interactive discussions to thought-provoking speeches and global networking events, the HRWE group has played a pivotal role in fostering dialogue and inspiring change. The celebrations in Bristol, London, and Paris have provided valuable platforms for sharing experiences, advocating for systemic progress, and emphasizing the importance of mentorship and community support. As we reflect on these impactful events, it is clear that the journey toward gender equality requires continuous effort, collaboration, and commitment. By championing these conversations and supporting one another, we can continue to break barriers and create a more inclusive future for all.
Dr Tinkuma Edafioghor is a Senior Lecturer in Human Resource Management and a member of HRWE. She holds a PhD from the University of York, their research focuses on the intersection of HRM and organizational resilience, particularly in SMEs. Tinkuma brings valuable insights from both academia and industry to her teaching and her research. Her work explores critical areas such as talent management, employee engagement, and strategic HRM alignment, aimed at helping organizations thrive in today’s dynamic business environment.
Tinkuma has joined the WHEN 100 Black Women Professors Now (BWPN) programme and reflects on the importance of the support this programme has given her when navigating the world of academia.
The 100 Black Women Professor Now (100 BWPN) programme is an initiative committed to increasing the representation of Black women in academic leadership positions, particularly in professional roles. Its primary purpose is to address the systemic barriers that hinder the career advancement of Black female academics, creating pathways for professional growth and visibility within higher education. By providing mentorship, networking opportunities, and resources, the programme aims to empower participants to navigate the challenges they face and cultivate a supportive community that champions their success.
As I pause to reflect on my journey in academia, I can’t help but acknowledge the transformative role the 100 BWPN programme has played in shaping my experience. When I found myself at a crossroads, seriously contemplating a departure from academia, this programme became a lifeline that reignited my passion and provided the vital support I so desperately needed.
The Crossroads of Doubt
Upon entering the world of academia, my heart brimmed with enthusiasm and hope. I envisioned myself making a significant impact, contributing to the tapestry of knowledge, and nurturing the minds of future generations. Yet, as time passed, the reality of academia began to take a toll on my spirit. The demands of navigating institutional politics and the subtle challenges of belonging created an overwhelming sense of doubt. I often found myself wondering if I truly belonged in this space. I questioned whether I could carve out a fulfilling career in a field that sometimes felt unwelcoming, particularly for someone like me.
This internal struggle came to a head during moments of introspection when I contemplated leaving academia altogether. The idea of abandoning a path I had invested so much in was daunting. But just when I felt most adrift, the 100 BWPN programme emerged as a beacon of hope.
The Arrival of a Supportive Community
Upon joining the 100 BWPN programme, I was welcomed into a vibrant community that warmly embraced me. It was a stark contrast to the feelings of isolation I had experienced before. Here, I encountered a diverse cohort of Black women scholars, each with unique stories, aspirations, and challenges. Engaging with this community ignited a transformative shift in my perspective; I was no longer alone in my struggles. Instead, I found myself surrounded by sisters in spirit, all navigating similar pathways.
Through shared experiences and heartfelt conversations, I discovered that many of my peers had faced similar doubts and obstacles. Hearing their stories illuminated my own journey and made me to realise that I was part of a larger narrative – one that celebrated resilience, strength, and unity among Black women in academia. This newfound sense of belonging was both comforting and empowering.
The Transformative Workshop Experience
Among the moments that stood out for me in my journey with the programme was the two-day career planning workshop. This event was meticulously designed to provide participants with practical tools and strategies for navigating the academic landscape. From identifying career goals to planning actionable steps for achieving them, the workshop offered invaluable insights.
As I engaged in the various sessions, I was struck by the collective energy of the group. Women from different disciplines came together to share their aspirations and challenges in an atmosphere of collaboration and support. It was refreshing to witness such openness, where vulnerabilities were met with encouragement rather than judgement.
One particular exercise that resonated with me involved creating an empowerment network map. We were encouraged to identify the key individuals and connections that could support our career trajectories. This activity prompted me to reflect on my current relationships and consider how to expand my network with people who could help me achieve my goals. It pushed me to confront my aspirations and recognise the support systems I need to thrive.
As I left the workshop, I took with me not just a sense of direction but also a newfound clarity and purpose – an invigorating realisation that I no longer walk this path alone.
The Power of Affirmation
The encouragement I received from my colleagues, line manager, mentor, coach, and sponsor has been absolutely remarkable. Their unwavering support has helped me recognise my potential in an often-challenging environment. I remember instances where their words of affirmation lifted my spirit when I was doubting my capabilities.
One particularly impactful moment was when my mentor took the time to review my career action plan. His insights not only enhanced the clarity and direction of my goals but also instilled a sense of confidence that I had been lacking. Also, the feedback from my sponsor, line manager, and coach reinforced my sense of purpose and direction. This mentorship type is invaluable, underscoring the importance of cultivating supportive relationships within academia.
The Importance of Representation and Community
As we celebrate Black History Month, I am reminded of the critical importance of representation and support systems for Black women in academia. The 100 BWPN programme exemplifies how mentorship and community can transform individual lives and foster collective progress, especially for those of us navigating a landscape where most mentors and sponsors may not share our racial or cultural background.
Through this experience, I have come to appreciate the vital role of representation in shaping the academic landscape. When Black women occupy positions of influence and leadership, they open doors for future generations. The visibility of successful Black women in academia is a powerful reminder that we belong in these spaces. It challenges the prevailing narratives that often marginalise our contributions and inspires others to pursue their dreams fearlessly.
A Call to Action
Reflecting on my journey, I am motivated to act beyond my ambitions. The 100 BWPN programme has encouraged me to actively seek opportunities to support emerging scholars within our community. I recognise that the struggles we face are interconnected, and by lifting each other, we can create a more equitable academic environment.
In this spirit, I am excited to be launching the upcoming Safe Space Initiative alongside my colleague, Dr Ifeoma Dan-Ogosi, with the support of the EDI team. This initiative is designed to foster an environment where Black women academics can openly share their experiences, challenges, and aspirations without fear of judgement. It is a platform for open dialogue and collaboration, allowing us to strengthen our community ties and amplify our voices. By creating a safe space for Black women academics, we can empower one another to navigate the complexities of academia, share best practices, and celebrate our successes together. For more details, please read our blog post here.
Looking Ahead: A Renewed Sense of Purpose
I am incredibly grateful for the opportunity to participate in the 100 BWPN programme. It has revitalised my passion for academia and endowed me with a renewed sense of purpose. I have gained the currency to navigate my career and a profound understanding of the collective strength we possess as Black women scholars.
As I look to the future, I am excited about the possibilities. I envision a path where I can establish myself and contribute meaningfully to my field while fostering an inclusive environment for others. I am determined to carry the lessons learned from the 100 BWPN programme with me, embracing the potential for growth that lies ahead, ready to walk boldly into my rising!
HRWE are proud to announce that for academic year 2024/2025 we will be collaborating with the Bristol Leadership and Change Centre to give a year long series of seminars, talks and workshops open to all and completely free.
More information and registration links to the events are coming soon but in the mean time we’d love to hear what you’d like to see.
Get in touch with any suggestions or requests, and of course if you would like to present as a guest speaker we would love to hear from you!
Vanda Papafilippou and Lucy Downes, have recently published a series of videos exploring their findings around their research on neurodiversity in engineering. They have made these videos so that the information from their research is free and accessible, publishing the information on YouTube for all to access. More information on each video can be found below as well as a brief bio of each author.
Introducing the study.
The first video in the series, Introducing the study neurodiversity in engineering, introduces a study conducted by Dr. Vanda Papafilippou (Principal Investigator) and Miss Lucy Downes (co-Investigator). The study, carried out in 2023, focused on the experience of neurodivergent engineers in the workplace.
Getting in.
91% of survey respondents found that there were barriers in the recruitment process for neurodivergent people. The second video, Neurodiversity in Engineering: Getting in, addresses the topic of recruitment and selection. What parts of the recruitment process pose the biggest barriers – what works well? The video looks at what organisations can do to remove barriers from the selection process, and what Neurodivergent people look for when applying for a new role.
Moving on.
The third video, Neurodiversity in Engineering: Moving on, presents the main findings of the research on neurodiversity in engineering, focusing on the experience of neurodivergent engineers once in the workplace. What are challenges both physical and social that they face and how HR processes and the questions of ‘’disclosure’’ can have an impact.
Moving up.
Part four of the series, Neurodiversity in Engineering: Moving up, explores the findings related to career development and progression, and how this interacts with neurodiversity in engineering. How lack or role models and certain role requirements not inline with the skill set such as people management created barriers to progression in the workplace.
Implications for practice.
Finally, the last video in the series, Neurodiversity in engineering: Implications for practice, discusses the implications of the research findings for smaller teams, line managers, senior managers, HR policies and practices, and organizational culture more broadly.
About the Authors
Dr. Vanda Papafilippou is a Senior Lecturer in Human Resources Management at the University of the West of England (UWE Bristol), specializing in Equality, Diversity, and Inclusion (EDI) in the workplace. Her research focuses on addressing gender inequality, improving diversity management practices, and promoting inclusive recruitment, as evidenced by her leadership on projects exploring women’s networks, the experiences of European expatriates, and neurodiversity in engineering. Combining her academic expertise in qualitative research methods with her active engagement with industry, Vanda has developed and delivered inclusive recruitment and selection training for organizations, created EDI training materials for social enterprises, and served as a judge for the Chartered Institute of Personnel and Development’s Applied Research Conference, making her a prolific researcher and practitioner dedicated to fostering more equitable and inclusive workplaces.
Lucy Downes, a Lecturer in Human Resource Management at UWE Bristol. She has achieved Fellow status with the Higher Education Academy and is close to completing the Post Graduate Certificate in Academic Practice. Lucy’s research interests centre on equality, diversity, and inclusion in the workplace. As part of her dissertation, she explored the social factors that support or hinder the professional identities of senior female aerospace engineers. Since joining UWE Bristol, she has worked on a research project investigating the experiences of international students during the COVID-19 pandemic.
She has also collaborated with an interdisciplinary team on a Higher Education Innovation Fund-supported project to develop a framework to help engineering organizations recruit and retain neurodiverse employees.
In this blog, we draw upon our own research that explored the experiences of new mothers on maternity leave during the pandemic. We unravel the immense layers of unpaid work that mothers undertake and define this as ‘Invisible Work’. Our work aids understanding of the complex layers of emotion work, physical work, and mental load that women are expected to undertake during maternity leave.
What is Invisible Work?
The term ‘Invisible Work’ was developed by feminist academic Arlene Kaplan Daniels (1987) to describe women’s unpaid labour, such as housework and volunteer work. The concept has since been expanded and used to describe lots of different types of work (not just ‘women’s work’); work that is not valued economically, legally, culturally and work that is socially marginalized, physically out of sight or some combination thereof (Hatton, 2017). Invisible Work is unseen, unacknowledged and neither defined nor recognized or compensated as labour (Kaplan, 2022). Examples of Invisible Work have included prison labour (Pandeli et al, 2019), ‘dirty work’ (Duffy, 2007; Simpson et al., 2012), sex work (Kotiswaran, 2011), student internships (Hatton, 2017), emotion work and so on. Essentially, Invisible Work is being undertaken everywhere, but because this type of work is hidden in some shape or form, this obscures the fact that work is being performed and therefore this contributes to its economic devaluation.
So, what does ‘Invisible Work’ have to do with maternity leave and the pandemic?
For families, the pandemic meant a collapse of the boundaries between public and private space, where work, childcare and personal time all happened within the home. Research on parenting during the pandemic shows how the lack of separation between these spaces impacted mothers in a more pronounced way than fathers. Findings suggest that mothers experienced far greater anxieties and a greater sense of responsibility for their child’s safety (Ben Yaakov and Ben-Ari, 2021) often assuming accountability for making decisions and warding off the virus (Dutta et al., 2020; Kelly and Senior, 2021), and had an increased mental load (Dean et al. 2021; Kelly and Senior, 2021) than their male counterparts. Maternity leave makes this collapse of boundaries more extreme. Women having babies and taking maternity are removed from the economic labour market and confined to the domestic space. Without respite through social interaction, family and professional support, these women sat at the sharp end of the Covid pandemic. They were completing vast layers of unpaid work – emotional, physical and mental.
Dr Jenna Pandeli, Dr Chloe Tarrabain and Dr Mahwish Khan, all researchers at the University of the West of England gave birth (each to their first child) during the lockdowns of the global pandemic in 2020. Their experiences were understandably distressing, emotional and painful. On returning to work, they joked that they felt like they were ‘on holiday’ – being back at work felt like a holiday, which really made them realise that they had undertaken real, sweated labour while on maternity leave…exhausting, stressful and all-consuming labour…If their (professional, stressful, busy) paid jobs felt like relief/a break, what the hell had they been doing on maternity leave!? As a result, they undertook research, using their own experiences as well as interviewing 13 women who had given birth in 2020 to gain a deeper understanding of the type of work they were undertaking whilst on maternity leave in a pandemic.
What type of work were mothers undertaking on maternity leave in the pandemic?
Their research found that new mothers were undertaking significant layers of work during their maternity leave in the pandemic that included such things as:
Managing the expectations of maternity leave versus the reality of their experiences
Struggling to be heard and advocate for themselves in the absence of support
Managing safety, fear, and risk to keep themselves and their babies safe during the pandemic
Managing boredom, monotony, and loneliness due to isolation, restrictions, lockdown, and the confinement of motherhood more generally
Managing the relentlessness of caring for a baby whilst never being able to ‘switch off’
Managing and worrying about societal expectations of being the ‘ideal mother’
The Covid-19 pandemic dramatically altered the expectations and experiences of mothers during their maternity leave; adjusting to these changes and managing their expectations took its toll. Initially anticipating a period of bonding and shared joy, many women found themselves isolated, with limited social interactions and a sense of stolen moments. The absence of crucial social support networks left mothers mourning the maternity leave they had envisioned. The emotional and mental work needed to manage these expectations was often overlooked.
Many mothers felt that their experiences were devalued, leading to feelings of abandonment and disempowerment. Without adequate professional and social support, they had to navigate complex healthcare decisions and the challenges of early motherhood largely on their own, often feeling dismissed. They encountered the usual trope of being considered overly emotional, irrational, and hysterical. Their struggles were not treated as legitimate, and they were forced to ‘just get on with it’ at every stage. Fielding-Singh and Dmowska (2022) have shown us that women experience gaslighting during pregnancy, childbirth, and postpartum; their realities are denied and thereby destabilized; mothers are rendered non-credible, and their experiences are not taken seriously. Even large organisations are now starting to acknowledge gender bias in healthcare and pain (See Nurofen’s recent ‘See My Pain’ Campaign here: See My Pain | Nurofen). Therefore, women were forced to undertake intense amounts of labour in order to advocate for themselves and their children during this time, and ensure their voices were heard.
Balancing the risks posed by the pandemic with their emotional wellbeing became a complex challenge for many mothers on maternity leave during this time. The lifting of restrictions introduced new fears and anxieties e.g. ‘Restrictions have eased but is it actually safe to go out?’ or ‘I had planned to meet a friend outside for coffee, but she has been in contact with someone who has covid – should I cancel plans?’ Constantly having to make these decisions with limited information, not only for themselves but also to protect their baby only added to their emotional burden and decision fatigue.
Additionally, loneliness and monotony became prominent features of maternity leave during covid as the absence of social support intensified feelings of isolation. Women had to form networks, reach out, socialise while physically and mentally exhausted in order to manage their mental health on maternity leave. Organising coffee meetups or play dates with the added pressure or masks, navigating lockdown rules and restrictions, lateral flow tests etc. was challenging and exhausting, albeit necessary for survival.
Mothers felt immense, relentless pressure to meet unrealistic expectations of being the ‘perfect’ mum, which was exacerbated by the lack of social support, resulting in feelings of exhaustion, guilt, shame, and a distorted sense of self-worth. Society tells us:
“You must feed your child healthy, home-cooked food, but you must still make time to play with them, you must not use screen time, but you must ensure your home is always clean. You must be a calm and gentle parent, but you must parent without support. You cannot use soothers, but your child must nap independently…. actually, don’t let your child nap independently enjoy this time together and have contact naps. You should breastfeed but not for too long. You should go back to work after your maternity leave, but if you do go back, you are neglecting your child. You must ensure you have some ‘me time’ but only after everyone else in your household is sorted and your chores are done. Motherhood is a blessing, and you must enjoy every minute so please don’t complain…. oh, and by the way, when are you going to have another child?’
These are the constant messages, often conflicting and confusing, that women are bombarded with on a daily basis. Mothers are expected to strike exactly the right balance in all areas of their child’s life and development and are considered failures if they can’t meet these impossible expectations, whilst isolated and doing it all alone. Inevitably, this pressure leads to burnout for many mothers.
These are just a handful of examples of the emotional, physical, and mental work taking place whilst on maternity leave and well into motherhood.
What does this tell us about maternity leave more generally? are these experiences only relevant to the pandemic?
Overall, the research argues that these experiences are not necessarily unique to the pandemic, instead what was discovered was the Invisible Work of maternity leave more generally. The pandemic allowed us to see more clearly the work that new mothers were forced to undertake whilst on maternity leave. Covid-19 exacerbated the difficult experiences of motherhood, isolating mothers, removing support, and pushing Invisible Work to an almost unbearable extreme. But we can learn from these experiences as we can now see more clearly the multiple layers of work being undertaken on maternity leave.
Ben-Yaakov, O. and Ben-Ari, O.T (2022) Covid-19-Related anxieties and parenting stress among first-time mothers and fathers in their first year of parenthood. Psychology & Health, 37(11),1327-1341.
Dean, L., Churchill, B., & Ruppanner, L (2021) The mental load: building a deeper theoretical understanding of how cognitive and emotional labor overload women and mothers. Community, Work & Family, 25(1), 13-29.
Duffy M (2007) Doing the dirty work: gender, race, and reproductive labor in historical perspective. Gender & Society, 21(3): 313–36.
Dutta, M., Agarwal, D., & Sivakami, M. (2020 The “invisible” among the marginalised: Do gender and intersectionality matter in the Covid-19 response. Indian Journal of Medical Ethics, 5(4), 302-308.
Fielding-Singh, P. & Dmowska, A (2022) Obstetric gaslighting and the denial of mothers’ realities. Social Science & Medicine, 301: 1-8.
Hatton, Erin (2017). Mechanisms of invisibility: rethinking the concept of Invisible Work. Work, Employment and Society, 31(2): 336–351.
Kaplan Daniels, Arlene (1987). Invisible Work. Social Problems, 34(5): 403–415.
Kaplan, Amit (2022). ‘Just Let it Pass by and it Will Fall on Some Woman’: Invisible Work in the Labor Market. Gender & Society, 36(6): 838-868.
Kelly, S., & Senior, A (2021) Towards a feminist parental ethics. Gender, Work & Organization, 28(2): 807-825.
Kotiswaran P (2011) Dangerous Sex, Invisible Labor: Sex Work and the Law in India. Princeton, NJ: Princeton University Press.
Pandeli, J., Marinetto, M. and Jenkins, J., 2019. Captive in cycles of invisibility? Prisoners’ work for the private sector. Work, Employment and Society, 33(4): 596-612.
Simpson R, Slutskaya N, Lewis P, Höpfl H (eds) (2012) Dirty Work: Concepts and Identities. London: Palgrave Macmillan.
Professor Hazel Conley would like to introduce her latest publication, at the formal launch of this handbook in the 11.12.23. There will be light refreshments, and ample opportunity to discuss the work. You can register to attend here.
Public sector employment is characterized by its high levels of gender segregation and, in many countries of the world, it is feminized providing both high and low skilled work for women. Public sector employment is inevitably politically charged because the State is often both employer and paymaster and because adequate public services rely on significant levels of taxation, making it a target for neo-liberal reforms fuelled; in recent times, by austerity. Here, trade unions still have a significant representation and collective bargaining presence, which periodically results in industrial unrest.
Further, Public sector employment is emotionally charged because it often involves work with the most vulnerable members of society – the old, the young, the sick, the homeless, victims of crime and other emergencies, which has included being on the front line of a global pandemic. Despite this, the rewards for public sector employment, particularly in relation to gender pay equality, are frequently called into question. However, these issues also mean that public sector employment has often been the focus of developing gender equality policies, practices and legislation. These debates provide fertile ground for feminist and academic research on equality, from which the contributions to the Handbook are drawn. The volume explores theoretical, conceptual and empirical research from established and early career researchers. It takes an international and intersectional perspective, which acknowledges that those who work in public sector employment have differences in demography that shape their experiences at work.
The 26 chapters of this book explore five main subject areas:
Gender and the Neo-Liberal State as Employer
Gender and Working Conditions in the Public Sector
Women’s Pay, Reward and Pensions in the Public Sector
Women’s Representation and Voice in the Public Sector
Gender, Pandemic and Public Sector Employment
The book produces a wide range of global evidence detailing the ways in which women’s employment in public services is inevitably impacted by the many political and economic tensions that surround public spending. Women are used as flexible resources to move into or out of the labour market, depending on prevailing political ideologies and economic conditions. Their pay and job quality are used as tools to keep public spending low where neo-liberal ideologies demand while; at the same time maintaining levels of public service that limit the damage to the electoral chances of incumbent governments.
”…Women are used as flexible resources to move into or out of the labour market, depending on prevailing political ideologies and economic conditions...”
During the global pandemic the commitment and dedication of public service workers to the care of others was lauded, but their own health and well-being were secondary concerns, with ethnic minority and migrant women faring particularly badly. This book documents how years of underfunding combined with the effects of the pandemic have left public services, and the women who work in them, exhausted and demoralized. Lastly, despite propping up underfunded public services around the globe, women’s progress into leadership positions in this sector remains tortuously slow and unequally rewarded.
Although the evidence in this volume is international and is shaped by quite different cultural and political contexts, the underpinning logic for the position of women identified in each chapter is consistent: women’s paid labour is universally valued less than men’s and their unpaid labour is generally disregarded. Although one of the main roles of the state should be to uphold the human rights of its citizens not to be discriminated against, it is complicit in discrimination when it draws on gendered assumptions about women’s lives, skills and motivations to keep public spending low. The book highlights that change is possible, but this would require rethinking how public services, particularly care work, are valued and funded in societies. Importantly, change can only be achieved if women’s labour ceases to be thought of as secondary, low-skilled, cheap and dispensable. For these conditions to be realized, the trade unions and organisations that give women working in public services a collective voice must take this up as their raison d’etre and make sure that the exploitation of women is not the go-to solution for limiting public spending.
The International Handbook on Gender and Employment in the Public Sector provides a comprehensive overview of the latest research and policy debates on gender equality and diversity in public sector workforces around the world. Co-edited by Hazel Conley and Paula Koskinen Sandberg, this insightful volume features contributions from leading scholars across various disciplines. If you are interested in learning more about the challenges and opportunities related to promoting gender equality in public sector organizations globally, be sure to get yourself a copy of this important new handbook published by Edward Elgar Publishing.
Stress in students is well-documented in the literature as having negative effects on cognitive, emotional and physical health. We’re all aware of the great stress most of our students are under, juggling paid work with university work, the ever-rising cost of living, negotiating personal relationships and trying to carve out time for a social life. But add into the mix, the challenges associated with being a parent, and the stress triggers are amplified. This blog post by Dr Hilary Drew discusses a new research project, in collaboration with Cardiff Metropolitan and Aberystwyth universities, investigating how students, who are also parents, juggle the demands of family, university work and sometimes paid work and how their ability to complete their chosen programme of study is affected.
What do we know?
Student parents in Higher Education (HE) are not a new phenomenon. Widening participation strategies since the late 1990s have deliberately targeted mature students, a demographic more likely to have caring responsibilities for dependent children than the under-21s (Brooks, 2012). We know that student parents typically come from disadvantaged socio-economic backgrounds and may experience intersectional inequality due to class, gender, disability or ethnicity (Moreau, 2016; Arday, 2017). Furthermore, in latter years, the number of international students, especially at postgraduate level, has increased. Many of these students are also likely to have dependents, as highlighted by changes to student visa requirements from January 2024, impacting students with dependents.
Whilst we can estimate that there has been an increase in the number of students who fall into the category of being most likely to have parental responsibilities, there are no exact figures available. This is not surprising, as there is no requirement to collect data about student parents, either at institutional or national level. The Higher Education Statistics Agency (HESA) does not require that universities collect data on caring responsibilities, and many universities do not systematically collect information on student parents.
Hidden Figures
In our provisional enquiries here; at UWE Bristol, we contacted a number of different services across the university to find out whether or not our institution collects any data on student parents, as well as to ascertain the extent to which students with dependents are visible at UWE Bristol. However, in line with the literature, and in common with the findings of the two other institutions in our research project, we were unable to piece together a conclusive picture of student parents at our institution. Nevertheless, many student-facing services admitted that more information about student parents would assist them greatly in designing and delivering more targeted support and other initiatives.
Our enquiries about student parents bounced around the university; for example, we were directed to the Student Advice Team, as they support students facing both personal and academic challenges. We were recommended to contact Halley Nursery, but obviously this did not give us a full picture, because students can use other childcare services. We also spoke to Student Money Services as students may access the Enhanced Childcare Bursary, amongst other university service providers. Evidently, a further obstacle in obtaining this information is GDPR issues, as services are not able to share sensitive data on individual students and there is no central system where all the different pieces of information about students are captured.
‘That’ Gap
The conflicting demands of being a student and a parent are already well-documented in the literature, as well as, in some cases, undertaking paid work. It is widely reported that balancing parenting and academic work requires careful planning, in contrast with the widespread assumption that students’ lifestyles are hedonistic (Hodge, 2002). Moreover, unequal gender responsibilities at home, which we see elsewhere in society, also play a role here (Connell 2013; Osborne et al., 2004). Student-mothers report needing to develop coping strategies to manage their academic workload. These include studying when children are at school or nursery, or in bed and restricting any non-university or non-child-related activities (Moreau and Kerner, 2015). We’ve met parents of younger children who have even admitted to taking study notes along to soft play! Student-mothers admitted feeling guilty about trying to juggle motherhood and their studies; whereas Brooks (2015; 2012) found that student-fathers did not report feelings of guilt about being a student and a parent.
Since most universities are not set up to support students with dependents (Moreau, 2016), once on campus, we see student parents facing a myriad of challenges due to HE structural and policy barriers (poor on-site childcare facilities; restrictive ‘no child on campus’ policies; late availability of timetables; lectures scheduled too early or too late (Osborne et al., 2004; Alsop et al. 2008; Brooks, 2012; Brooks, 2015; Moreau and Kerner, 2015; Moreau 2016).
Where Next?
Building on the work of Claire Evans (Cardiff Metropolitan University) on student parents during the pandemic (Evans, 2023 Forthcoming), Hilary Drew[1], Damian Whittard[2], Mahwish Khan[3] and Lucy Venables[4] from UWE, together with Dr Evans[5] and Megan Williams[6] (Aberystwyth University) have gained ethical approval to find out more about students with dependents and are seeking funding to begin work on a project, entitled A Cross-Institutional Analysis of Student Parents’ Experience of Studying in Higher Education.
The overarching aim of the research is to examine parental provision at the three institutions, with the aim of encouraging our institutions to make student parents visible and to use their voices and experiences to inform policy and practice. Across the three institutions (Cardiff Metropolitan University, UWE and Aberystwyth University), we will focus on two key research questions:
To determine how being a student-parent affects engagement with the programme of study;
To determine what kind of initiatives help or hinder student-parents to pursue their HE goals.
Given the exploratory nature of the research questions, a qualitative approach will be adopted. To that end, a series of semi-structured interviews, lasting approximately 60 minutes, will be undertaken. In order to ensure that we can be as flexible as possible, and can fit into the participants’ already busy lives, these interviews will be performed on-line via Teams, telephone or in-person, according to the availability of the participants. For more information about the study and how to participate, please see our Sway presentation and/or get in contact with Dr Hilary Drew hilary.drew@uwe.ac.uk .
References
Alsop, R., Gonzalez‐Arnal, S. and Kilkey, M. (2008). The widening participation agenda: The marginal place of care. Gender and Education, 20(6), pp.623-637.
Arday, J. (2017). Exploring black and minority ethnic (BME) doctoral students’ perceptions of an academic career. University and College Union.
Brooks, R. (2012). Student-parents and higher education: a cross-national comparison. Journal of Education Policy, 27(3), pp.423-439.
Brooks, R. (2015). Social and spatial disparities in emotional responses to education: feelings of ‘guilt’ among student‐parents. British Educational Research Journal, 41(3), pp.505-519.
Connell, R. (2013). Gender and power: Society, the person and sexual politics. John Wiley & Sons.
Evans, C. (2023) ‘Failing as a parent, failing as a student’: the challenges faced by student parents in the COVID-19 pandemic. Forthcoming.
Hodge, M. (2002) Examination of witness, question 263 (London, House of Commons Select Committee on Education & Skills).
Moreau, M. P., & Kerner, C. (2015). Care in academia: An exploration of student parents’ experiences. British Journal of Sociology of Education, 36(2), 215-233.
Moreau, M.P. (2016). Regulating the student body/ies: University policies and student parents. British Educational Research Journal, 42(5), pp.906-925.
Osborne, M., Marks, A. and Turner, E. (2004). Becoming a mature student: How adult applicants weigh the advantages and disadvantages of higher education. Higher education, 48, pp.291-315.
[1]Hilary Drew gained her PhD from Cardiff University. She joined UWE in 2011 and is currently the Director of Partnerships and International at CBL. She is a member of the HRWE and DRAGoN groups and her research interests are in low pay and student working.
[2]Damian Whittard is an Associate Professor in Economics at UWE, Programme Manager of the Wage and Employment Dynamics Project, and an Academic Assessor for the Government Economic Service. Additionally, he is a Research Fellow funded by ADR UK, an ESRC investment.
[3]Mahwish Khan has a PhD from UWE and she is the Associate Director of Organisation Studies cluster and a member of the HRWE Group. Her research interests include gender and employment, equality and diversity management and comparison of public and private sector employment practices.
[4]Lucy Venables is the School Manager for Bristol Business School, UWE. She has over seven years’ experience working in student service roles in universities and is interested in using research to better understand and support the student experience.
[5] Before turning to academia, Dr Claire Evans qualified as a chartered accountant with PwC (Coopers & Lybrand Deloitte at the time) and worked in industry. Since working at Cardiff Metropolitan University, Claire’s research interests have focused gender, inequality and low-pay.
[6]Megan Williams, Aberystwyth University, is a qualified accountant (CIMA). She has taught in Higher Education for over 20 years, teaching financial and management accounting to UG and PG students.
