Equality, Diversity, Inclusion:
Informing technē Doctoral Training Partnership Action Plan (3 years)
What is this project about?
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This EDI Action Plan underpins techne's three governing principles to account for EDI within the techne Doctoral Training Partnership (DTP). Over the next three years a series of small projects are undertaken to investigate and promote a greater sense of EDI awareness into techne DTP practices.
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Principal 1: Activities will align with the broad aims and spirit of the EDI action plan, given that the action plan is a live document and can be expected to evolve with the needs of the partner institutions, PGR student cohorts, and lessons learned from initiatives undertaken.
Principal 2: The workplan for activities will be coordinated against the PGR lifecycle, recognising that there may be different EDI considerations at the application stage, during the programme of study, and beyond, with career expectations, development, and future learning opportunities.
Principal 3: The techne EDI action plan is not a monolith but must be contextualised in a wider ecosystem of EDI directives, including the AHRC EDI policy, UKRI’s EDI strategy, and the equality-driven governance and statutory commitment schemes of the techne partner institutions.
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The following sections detail the activities and findings completed through this project's cycle. This includes accessibility to content produced and outputs created from the data collection and analysis of this body of work.
Project Outputs
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Learn more about our project outputs:
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1. Intersectionality through the lens of PGR students - videos of intersectionality
2. PGR Student Wellbeing Fortuneteller - new approach to taking mental breaks
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Activity 1: Intersectionality through the lens of PGR students
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We commissioned the work of 12 ‘Sketch’ videos will be 1–2-minute animated line drawings with a narrative overlay of techne student (in some cases two students partnered), with the aim of exposing challenges, opportunities and benefits related to intersectional characteristics of the students in relation to their lived experiences as PGRs. This aligns with the action to challenge the siloed approach to EDI, while anticipating an evolution of student needs according to the unique situations they face by virtue of experiencing inequality, minoritisation, or discrimination through multiple channels.
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Video 2: Race & Religion
Video 1: Gender & Disability
Video 3: Race & Disability
Video 4: Gender & Religion
Video 5: Race & Gender
Video 7: Marriage & Sexuality
Video 9: Gender & Race
Video 6: Age & Gender
Video 8: Ethnicity & Gender
Video 10: Age & Religion
Video 11: Race & Age
Video 12: Gender & Age
Activity 2: PGR Mental Wellbeing Fortuneteller
We engaged three experts (James Scrogg MBE, Mark Smallman, Professor Cecilia Essau) to collaborate on the co-creation of a specialized mental health and wellbeing toolkit designed specifically for PGR students. These students often face unique challenges, such as working in isolation, where their external environment or academic community may not actively support their mental health and wellbeing.
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To address this, we developed an innovative approach that allows PGR students to take a wellbeing break at their convenience, from the comfort of their own space. As part of this initiative, we created a downloadable fortuneteller resource, along with additional materials designed to support mental health.
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Additionally, we developed pocket-sized briefing notes and infographics tailored for PGR students who may experience mental distress due to stigma, prejudice, or bias. These resources are intended to complement—not replace—existing mental health and wellbeing services, helping to guide students toward appropriate support systems.
To download your own fortuneteller temple click here.
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Artistic design and video creation by Kryssygold.
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Research Collaborator:
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Professor Ted Vallance
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Prof Ted Vallance is Director of the Graduate School at the University of Roehampton and institutional lead for TECHNE. He is a historian of early modern England, currently researching the trial and execution of Charles I. He has led development of the TECHNE diversity hub which aims to support current and prospective postgraduate researchers from under-represented communities.
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Research Assistant:
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Sherin John
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Sherin John is a versatile research assistant with professional experience across India, the UAE, and the UK. She combines a robust academic background in biomedical sciences and biotechnology with extensive industry experience in logistics, clinical support, and research coordination. She has contributed to research, including cancer genomics and biosorption techniques, and is skilled in advanced laboratory techniques such as CRISPR gene editing and plasmid construction. Currently supporting Equality, Diversity, and Inclusion (EDI) initiatives, She excels in designing research projects, coordinating events, and facilitating data collection. Her global exposure and commitment to excellence make her a valuable asset to the research team.
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Research Assistant:
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Gloria Anandappa
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Gloria is a PhD student at the Centre for International Education Research at the University of Nottingham. Her current thesis focuses on access to education for disabled children of foreign workers in Singapore. Her research background covers international education, international development, disability, inclusion, and social justice in education. She has been working in the role of research assistant and project manager on various projects for Dr. Melissa Jogie at the University of Roehampton since October 2021.
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