Inclusivity in the research community and academic staff development

1
Inclusivity in the research community and
academic staff development

• Dr Stan Taylor, Academic Staff Development Officer

2
Background

• In 2000, while much research on disabled students
  on taught programmes, virtually none at all on
  disabled students taking research programmes
• The Premia study (2003-5) showed
• that disabled students identified a range of
  issues with admissions
• that disabled research students had very varied
  experiences with their supervisors, with some
  finding them highly supportive and empathetic,
  while others were by and large left to get on
  with it

3
Staff development response so far

• Inclusion of case studies and exercises in
• E-learning module for admissions tutors
• Preparing to supervise workshop for new
  supervisors
• Reflecting on supervision workshop for
  established supervisors
• Improving retention and completion course for
  supervisors and administrators.

4
In future, need for attention to issues involved
in examination

• Feature of the doctorate is that, almost
  everywhere, assessed through an oral examination
• Can pose particular issues for students with
  disabilities, particularly in relation to
  language and the physiological effects of dealing
  with stress
• Need to embody guidelines in workshops relating
  to examination.

5
Premia guidelines for supervisors and those who
administer the viva

• Several months before a viva date is arranged,
  talk through with the candidate what impact the
  viva will have on them. It is a good idea to
  include one of the institutions disability
  advisers in early discussions.
• Record the outcomes of the meeting, including an
  outline of the disability-related issues raised
  by the viva.
• Talk through with the student what they identify
  as reasonable adjustments. Reflect on these with
  academic colleagues and the disability service
  staff.

6
Premia guidelines for supervisors and those who
administer the viva (cont.)

• Consider Will the adjustments work? Are they
  reasonable? Do they create parity? Do they
  maintain academic standards?
• Talk through with the student how their personal
  preparation can be handled mock viva(s) how
  they can plan their answers and notate their
  thesis. How much will this influence the
  provision of support on the day? Can some of the
  barriers be surmounted by thorough preparation?

7
Premia guidelines for supervisors and those who
administer the viva (cont.)

• Set in motion practicalities like supporting
  evidence, accessible rooming, portable loop
  systems, lighting and arrangement of the
  furniture agree who will co-ordinate the
  arrangements - the examinations office, the
  disability service or the supervisor.
• At each point, check back with the student that
  what is being arranged is necessary and will
  work.

8
Premia guidelines for supervisors and those who
administer the viva (cont.)

• Agree with the student the wording of personal
  details to be passed on to the examiners. The
  examiners should have an opportunity to raise any
  concerns.
• Offer to provide examiners with briefing notes,
  links to awareness materials or in some cases to
  training. Disability advisers can provide such
  resources.
• On the day check all arrangements to ensure that
  the venue and the process of the viva are
  accessible.

9
Premia guidelines for supervisors and those who
administer the viva (cont.)

• The chair of the panel has a responsibility to
  monitor the adjustments and to make sure that the
  agreed action takes place.
• Review the viva process in the light of
  experience. Would you or the panel have done it
  differently? How does the student view the
  experience? Have they suggestions about how it
  could be improved?

10
Premia guidelines for examiners

• When informed of the type of adjustments needed
  for a disabled candidate in their viva and the
  rationale for the adjustments, analyse the
  practical and academic implications of those
  adjustments.
• Relay promptly any concerns about the validity of
  the adjustments to the viva co-ordinator.
• Is it clear what is expected of the examiners? Is
  there sufficient information for the adjustments
  to be confidently made?

11
Premia guidelines for examiners

• If further information or advice is needed,
  contact the person co-ordinating the viva.
  Specify what more is needed briefing notes,
  evidence, detail of what is expected from
  examiners, briefing session, meeting of the panel
  prior to the viva.
• Source http//www.premia.ac.uk/

12
Radical proposal

• All above presume that the viva with unseen
  questions is still necessary to examine the PhD
• In fact, doctoral students are the only ones in
  the system who do not gain formative feedback
  from their examiners
• It can be suggested that, for all students, a
  more appropriate way of examining would be for
  the examiners to give written feedback before the
  viva and use the viva to explore this
• Would arguably benefit all students, but
  particularly some with disabilities which can
  disadvantage them in traditional methods of
  examination.

13
In relation to academic staff development and
disabled research students

• Much done, much to be done.