The Diversity and Inclusion Fund 2024 to 2025

Project leads: Dr Billie-Gina Thomason and Kimberley Rowlands

Email: b.thomason@ljmu.ac.uk and k.a.rowlands@ljmu.ac.uk

Exploring the experiences of Trans and Non-binary estranged students through a queer lens is crucial for amplifying their voices and providing valuable recommendations for future students at LJMU. This project will employ Creative Methods, inviting 5-6 students to craft a map highlighting the locations in the city where they feel safe and welcomed. These maps will serve as the foundation for a walking interview, allowing students to share their stories about how these spaces contribute to their sense of belonging and identity. Public venues identified on these maps, such as coffee shops, salons, restaurants, shops, museums, and galleries, can be compiled into a leaflet or shared digitally, offering new Trans and Non-binary students a guide to supportive spaces as they begin their journey at LJMU.

Project Leads: Dr Graham Dowes and Dr Matt McLain

Email: g.a.downes@ljmu.ac.uk and m.n.mclain@ljmu.ac.uk

The Digital Empathy initiative aims to enhance and highlight inclusivity at both the individual and institutional levels at LJMU, demonstrating how diversity and inclusion can be prioritised throughout the organisation, starting from the executive leadership team. By participating in this digital micro-learning programme, LJMU will be able to advocate for inclusive principles and practices. The project will provide participants with a deeper understanding of cultural competence and inclusive behaviours, which will significantly contribute to the university's core values and overall culture. This effort is expected to lead to improved outcomes for students from diverse backgrounds and experiences, fostering greater sociocultural cohesion within the dynamic LJMU community. To kick off this cultural competency digital micro-learning and credentialing project, a working group will be established to oversee the initiative, ensuring it aligns with institutional policies and strategic objectives. This research group will analyse data and insights from previous EDI projects to extract essential content for the online micro-learning courses. Additionally, a micro-credential framework will be developed to recognise staff development in this area. The introduction of digital micro-learning and credentials will create a more civic-minded, responsive, and accessible platform for engaging with LJMU staff and students, as well as staff from partner institutions, including local further education colleges and schools.

Project Leads: Rosa Fong and Yin Yinan

Email: r.fong@ljmu.ac.uk and y.yin@ljmu.ac.uk

Moongate Mix North is set to host a series of salon events designed to unite East and Southeast Asian (ESEA) scholars, artists, researchers, and the broader community, encouraging meaningful discussions on ESEA-related topics. The initiative highlights critical and cultural collaboration with stakeholders and community groups based in the Northwest. This project will be developed in partnership with Jennifer Lim of Moongate Mix, known for its successful monthly salons at Omnibus Theatre in London. Previous collaborations have included institutions like City, University of London, King’s College London, and Urdang. Through this consultation, we aim to share effective practices and utilise a proven approach to connect academics, creatives, researchers, and the community with Liverpool John Moores University. The overarching goal of this project is to enhance community involvement and generate a positive societal impact through the intersection of arts and academia.

Project Leads: James Williams and Leona Forde

Email: j.p.williams@ljmu.ac.uk and l.j.forde@ljmu.ac.uk

The aim of this initiative is to offer migrants comprehensive language assistance through a series of ten sessions focused on areas where they might seek help within the criminal justice system. These sessions will align with the Adult ESOL Curriculum, ensuring that learners become accustomed to the teaching techniques used. The project is designed to equip migrants with essential language skills, boost their confidence, and enhance their communication abilities as they integrate into the local community in the Liverpool City Region. The project team will work closely with 4 Wings Charity, which will provide observation and support to participants throughout the duration of the project. This charity is dedicated to helping migrant women seeking asylum to assimilate into new communities and access various opportunities. All participants who are involved in the programme will have the chance to utilise LJMU facilities, with the aspiration of possibly enrolling at LJMU in the future. They will also interact with LJMU staff, fostering connections with migrant communities. This initiative aims to create a pathway to LJMU and offer vital support for migrants in the city.

Project Leads: Dr Stacey Habergham-Mawson and Dr Emma Smith

Email: l.j.forde@ljmu.ac.uk and e.l.smith1@ljmu.ac.uk

This project aims to tackle the pressing need for greater diversity in the realms of science, technology, engineering, and mathematics (STEM). Currently, these sectors are predominantly represented by a limited range of demographic groups, highlighting the necessity for broader inclusivity and representation from diverse backgrounds.

With a robust user community, we are dedicated to ensuring our website is as inclusive as possible. Our goal is to thoroughly evaluate our online presence and develop a platform that actively combats prejudice. We envision a space where visitors from all walks of life can quickly grasp our mission—a project within an organisation that stands firmly against racism, sexism, ableism, and champions inclusivity. The insights gained from this project will be invaluable to our Outreach, Student Recruitment, and Admissions teams.

Project leads: Dr Patricia Jolliffe and Dr Helen Collins

Email: p.a.jolliffe@ljmu.ac.uk and h.collins@ljmu.ac.uk

This initiative aims to build upon the achievements of the team's previous project. Additionally, it will establish processes such as a mentoring programme designed to connect LJMU outreach efforts, LJMU GTRSB (Gypsy, Traveller, Roma, Showmen, and Boater) students, and the community, which encompasses a variety of ethnic and cultural backgrounds.  While the previous project focused on the City of Liverpool, this new endeavour will broaden its reach to the Liverpool City Region (LCR). Consequently, it will promote and inspire schools and colleges in Liverpool to engage GTRSB students in taking the pledge. The project will begin by gathering and assessing insights from the initial project to enhance and refine this proposal. The primary method for data collection will be qualitative and as part of our methodological strategy, we will include conduct semi-structured focus groups with four schools and colleges to identify the support needed for their GTRSB students.  There will also be a collaboration with local stakeholders to establish a GTRSB ‘hub’ aimed at supporting the community. 

Project Leads: Dr Gus Ryrie and Peter Dolan

Email: a.ryrie@ljmu.ac.uk and p.j.dolan@ljmu.ac.uk

LJMU has officially endorsed the Armed Forces Covenant, demonstrating our commitment to fostering positive change. As part of this initiative, the Armed Forces Steering Group is tasked with investigating and assisting students who come from service families. This project aims to enhance our understanding of the unique needs of this demographic, which will greatly benefit the institution for several reasons:

• It reinforces our dedication to the Armed Forces Covenant.
• The Office for Students has recognised the importance of supporting this group.
• By comprehending and addressing their needs, we can improve academic performance and success.
• It aligns with our institution's widening participation strategy.

The primary goal is to gather baseline data and evaluative insights regarding students from service families, allowing us to create a student-focused support system and framework.

Project Leads: Dr Joanne Vincett and Phil Bakstad

Email: j.j.vincett@ljmu.ac.uk and p.bakstad@ljmu.ac.uk

The project aims to create a charter that outlines guidelines and provisions for the LJMU community to provide compassionate and practical support to students facing life-limiting illnesses. The two primary outcomes of this initiative are: 

1. A written charter titled ‘Living to Learn Charter: Supporting LJMU Students with Terminal Illnesses’.
2. A customisable support plan designed for students impacted by these challenges.

Methodology:

• Collect data from the university regarding the number of current students and staff affected, as there is currently a lack of information on this matter.
• Facilitate group consultations with a diverse array of stakeholders to gain insights into the necessary support and resources for students with life-limiting illnesses or those receiving palliative care:
  • students who have personal experiences;
  • LJMU staff who assist or have assisted these students;
  • representatives from other universities with similar policies or those considering developing one; and
  • relevant healthcare professionals and charitable organisations.

The project will also involve collaboration with practitioners in the Liverpool City Region and surrounding communities throughout the consultation, drafting, and promotion of the Charter. 

Project Leads: Dr Nikki Street and Dr Martha Lomeli-Rodriguez

Email: n.c.street@ljmu.ac.uk and m.e.lomelirodriguez@ljmu.ac.uk

Melodies for Mindfulness is a groundbreaking research initiative and community-focused programme designed to deepen our understanding of the experiences faced by neurodiverse undergraduate students from marginalised genders in higher education. It aims to identify both the challenges they encounter and the effective practices that foster academic resilience. Additionally, the project will evaluate the practicality of a unique music-infused mindfulness programme intended to enhance cognitive functions and support the psychological well-being of these students. The Melodies for Mindfulness programme will feature a blend of group discussions, mindfulness exercises, and collaborative activities centred around songwriting and singing. A control group will be established, which will only involve data collection at the beginning and end of the study, to help assess the intervention's effectiveness.

Project leads: Janette Porter and Prof Kay Standing

Email: j.porter1@ljmu.ac.uk and k.e.standing@ljmu.ac.uk

To create learning opportunities for the Mencap members within LJMU, enabling them to develop skills and understanding to help them with their future lives, and to break down some of the barriers that can cause isolation for Mencap members. They seek to provide valuable and highly relevant WBL experiences for LJMU students who participate in the project. They will evaluate the activities of the project and disseminate the findings via a peer reviewed journal article and conference delivery.

‘The impact of this project would mean a significant improvement on Mencap Members educational, social and mental wellbeing. Having access to the workshops, facilities and opportunities through collaborating with JMU in this project would be invaluable. This would be a strong step towards making educational spaces more inclusive which would help members feel safe and valued in their communities.’ - Quote from Mencap Liverpool and Sefton

Project Leads: Dr Katherine Neary and Dr Hannah Wilson

Email: k.r.neary@ljmu.ac.uk and h.k.wilson@ljmu.ac.uk

This study aims to expand on the successful #LJMUFreePeriod initiative, which provided free menstrual products to students, by delving into the menstruation experiences of LJMU students. It seeks to enhance ongoing efforts within the university to tackle issues related to menstrual dignity. This topic is a multifaceted societal equality, diversity, and inclusion (EDI) concern, characterised by specific contextual intersectionality (Suleman et al., 2024; Bauer et al., 2021). The research will focus on menstruation as a societal challenge, examining disparities, individual experiences, and the broader implications of sustainability in line with LJMU's commitment to the Sustainable Development Goals (SDGs). As part of this project, previous decisions made by LJMU aimed at improving menstrual health on campus will be reassessed to gather student feedback and identify new factors influencing personal menstruation experiences in higher education settings. The educational goal is to raise awareness about menstruation-related issues affecting students and to link these challenges to broader concerns regarding educational attendance, academic performance, and mental and physical health, thereby encouraging a shift in the conversation among key stakeholders.

In January 2023, the University Funded Diversity and Inclusion launched a scheme to provide grants to support research initiatives across the University. These projects must be aimed at challenging discrimination and inequalities, increasing representation of under-represented groups, raising awareness of issues related to Diversity and Inclusion, and facilitating implementation of good practice at the university.

Applications were accessed by a judging panel consisting of Tina Purkis, Executive Director of HR, Professor Phil Vickerman, Pro-Vice-Chancellor of Student Experience and Moni Akinsanya, Associate Director, Diversity and Inclusion.

This funding opportunity received great interest from the university, and the panel received a high volume of applications which focused on the following:

• Black student attainment gap
• Care leavers
• People estranged from their families
• People from Gypsy, Roma, and Traveller communities
• Neurodiversity
• Northern Irish students
• White young working-class male students
• Projects targeting specific demographics/groups of student/staff/community groups
• Decolonising/Inclusive curriculum
• Recruitment and progression of staff from ethnically diverse communities

After careful consideration of all applications, the judging panel decided to fund the following projects:

Helen Collins: Using the Gypsy, Traveller, Roma, Showmen and Boaters' (GTRSB) HE and Schools Pledge to increase Liverpool GTRSB into FE and HE

The objective of this project extends beyond LJMU's commitment to signing the GTRSB Pledge. It also aims to establish valuable partnerships within Liverpool's local community, including schools, further education colleges, non-governmental organisations (NGOs) and employers. This collaborative effort seeks to create a pathway for recruiting a more diverse cohort of GTRSB students to LJMU. Additionally, it strives to ensure that high-quality, meaningful employment opportunities, emphasising training and development, are accessible to GTRSB graduates within Liverpool's skills ecosystem.

By becoming a GTRSB pledge university in the Northwest, LJMU will have a platform to advocate for change on both national and local levels. This includes contributing to the discussions held by the All-Party Parliamentary Group and actively engaging with GTRSB networks, advocacy groups, and activism within the local community.

Denise Lee: Lean in Construction for Girls

The objective of this project is to enlist between 5 and 10 female staff advocates/mentors, each dedicating 3 to 6 hours per week to mentor and support younger and other female students. In June 2023, an invitation was extended to all female staff members within the School of Civil Engineering and Built Environment to participate in the inaugural ‘Lean In circle’ project. During this gathering, staff members established trust circles, facilitating the formation of peer-to-peer mentorship and support relationships. The overarching goal of this meeting is to recruit a cohort of 5 to 10 advocates/mentors who will contribute to this valuable initiative.

Elena Zaitseva: Understanding Barriers to Academic Achievement of Male Students from Low HE Participation Areas and Developing Institutional Interventions

The primary objective of this project is to uncover patterns in the experiences and perspectives of the group, with the ultimate goal of gaining a comprehensive understanding of the factors that hinder the academic achievement of white working-class male students. The aim is also to identify effective academic support approaches and interventions that can effectively address these challenges. The insights derived from this project will serve as the foundation for developing recommendations and interventions at multiple levels within the institution. These levels encompass pre-enrollment and induction activities, personalised guidance from tutors, resources and sessions aimed at enhancing academic achievement, as well as other student-facing services, including mental health and wellbeing support, and assistance with student finance, among others. 

Ceri Daniels: ‘Story Creators’ - A collaborative inclusion project for LJMU students and pupils in the Liverpool City Region (LCR) with Special Educational Needs and Disability (SEND)

A collaborative inclusion initiative for LJMU students and pupils in the Liverpool City Region (LCR) with Special Educational Needs and Disability (SEND). The project has since worked with 5 LJMU students from different courses such as Early Childhood Studies, Creative Writing, and English Literature and Creative Writing, to conduct 4 workshops with the assistance of a specialist lead facilitator, Heather J Ray from My Well Being School Australia. This project has created valuable opportunities for LJMU students to engage in a unique partnership with young individuals to share their stories.  

Paula McNulty: ‘Intern to Work’ - A collaborative inclusion project for LJMU to partner with Liverpool City Council (LCC) to provide supported internships to students in the Liverpool City Region (LCR) with Special Educational Needs and Disability (SEND)

The primary objective of this project is to establish five supported internships tailored for young adults with Special Educational Needs and Disabilities (SEND) within LJMU, complemented by the engagement of five LJMU student mentors to provide support for these individuals. In our society, there persists an expectation that marginalised groups should conform to the established norms, hindering their full inclusion. However, LJMU is committed to setting an example of inclusivity for all. In an ideal and socially just society, it is the responsibility of the broader community to adapt to the unique needs of marginalised groups. This adaptation ensures that all voices are not only heard but also celebrated, fostering a diverse and equitable environment. This fundamental principle underpins the core aim of our supported internship program.

Dominique Walker: #BlackintheIvory

The project is dedicated to equipping Black women with the essential tools they need for success in academia. Throughout the year, a series of sessions has been meticulously designed. These monthly sessions have garnered significant interest and participation, with consistent attendance by 10 to 20 Black women representing diverse backgrounds from various faculties, universities, and the local community.

Amos Fatokun: Clues in the Cues - Chronicling and Contextualising Non-Western Socio-Cultural Norms for Improved Student Experience

The project's objective is to create an online survey designed to capture the essential socio-cultural values and cues of undergraduate and postgraduate Ethnically Diverse students at LJMU and other UK institutions. These cues are particularly important for students who may have a distinct context or understanding of UK (or Western) cultures that could be misinterpreted.

The data collected through this survey will serve as the foundation for developing a comprehensive database or repository that houses these cues and clues. This repository can be continually expanded upon in the future. Its primary purpose is to promote and enhance inclusive learning and teaching practices by fostering a deeper understanding of diverse cultural perspectives and values within the academic community.

Sarah Williams: You Can't Be What You Can't See

The primary objective of this project is to enhance the social capital of ethnically diverse HR students at LJMU by facilitating connections between them and ethnically diverse HR professionals in the Liverpool City Region. The project seeks to provide ethnically diverse students with valuable insights into the practical aspects of employment and training processes within organisations. To achieve this goal, the project will establish mentoring relationships by pairing students with HR professionals, drawing inspiration from the successful Reciprocal Mentoring Scheme at LJMU. Additionally, the project will organise customised workshops and events, fostering the creation of a supportive community of practice.

To optimise the impact and effectiveness of this initiative, the project start date has been backdated to October 2023, aligning with the beginning of the academic term. This adjustment will ensure that the project gains more momentum and has a broader reach, ultimately maximising its positive impact.

Simon Ward: The Experiences of Disabled Staff within a Higher Education Setting

The primary objective of this project is to amplify the voices of LJMU staff who identify themselves as disabled or having a disability. This endeavour is aligned with the university's commitment to fulfil its responsibilities under the Public Sector Equality Duty, as outlined in section 149 of the Equality Act 2010. Specifically, the project aims to facilitate consultation with disabled employees, eliminate discrimination, foster greater understanding and empathy between individuals with disabilities and those without, and advance equal opportunities within the university.

Moreover, the project's findings are expected to contribute to LJMU's deeper understanding of areas where it may be necessary to implement "reasonable adjustments." These adjustments are vital to prevent substantial disadvantages for individuals, as mandated by section 20 of the Equality Act 2010.