Published Research from The ERB Centre
Take a look at the official publications of the ERB Centre to discover the funded research projects they have undertaken.
Lived experiences of diverse university staff during COVID-19: an examination of workplace wellbeing
Professor Leslie Gutman, Dr Fatima Y., Rachel Perowne and Eanna O’Hanrachtaigh focus on the experiences of diverse university staff during COVID-19. It uses qualitative data to emphasize the importance of ethnicity, religion, gender, and personal circumstances (e.g., disabilities, caregiving, living arrangements) in shaping workplace wellbeing, especially during crises. The research suggests evidence-based strategies for improving workplace wellbeing, including simplifying the process of requesting reasonable adjustments, promoting transparency on diversity issues, encouraging flexible working policies, reducing mental health stigma, implementing tools like the Talking Toolkit for problem-solving, and acknowledging and addressing the diverse experiences of loss and grief with input from mental health professionals. Read the full publication here.
Gutman, L. M., Perowne, R., Younas, F., & O'Hanrachtaigh, E. (2024). Making hybrid work for diverse staff in higher education: A behaviour change approach. Higher Education Quarterly, 78(3), 784-806. https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/hequ.12487
Inclusiveness in mental health research: a survey of attitudes, awareness, and actions among journal editors.
Patrizia Pezzoli, Weili Zhai, Joan Marsh, and Essi Viding sought to investigate the attitudes, awareness, and actions of journal editors concerning inclusiveness in mental health research and editorial practices. As academic journals can promote inclusiveness through editorial practices related to the selection of content and the composition of journal editorial boards, this study surveyed 74 chief and senior editors, representing 55 prominent journals in neuroscience, psychiatry, and psychology. Results highlighted an intention-action gap, with positive attitudes and awareness but limited editorial practices promoting inclusiveness in mental health research. Inclusion of individuals with lived experience emerged as an area in particular need of improvement. This paper discusses potential strategies that journals might consider to foster inclusiveness, such as diversity training, publication checklists, and infrastructure that supports participatory approaches.
The experiences of home‐domiciled and international ethnic minority students on a pre‐registration speech and language therapy training programme
The study by Rees, R., Smith, C., Loke, A,. Nightingale, R. (2024) explores the experiences of home-domiciled and international ethnic minority students in a UK speech and language therapy (SLT) training programme, addressing a gap in research on this specific student population. Given the attainment inequalities ethnic minority students face in higher education, the study examines their sense of belonging, coping strategies, and ways to improve their experience. Using reflexive thematic analysis, researchers analysed data from two focus groups—one with international students and another with home students. The findings identified three key themes: students often felt like outsiders within SLT education, developed various strategies to manage experiences of marginalisation, and suggested modifications to the training programme to promote inclusion. The study underscores the importance of understanding these students' experiences to provide better support and enhance their academic and professional journey.
Making hybrid work for diverse staff in higher education: A behaviour change approach
Gutman, L. M., Perowne, R., Younas, F., & O'Hanrachtaigh, E. (2024) study examines the barriers and enablers of hybrid working after the COVID-19 pandemic, with a focus on inclusivity, using the Behaviour Change Wheel framework. Conducted at a large UK public research university, the research involved 36 open-ended questionnaires and 20 interviews with diverse academic and professional staff. Key barriers identified included a lack of technological skills, unclear hybrid working policies, childcare and travel challenges, inadequate workspace and equipment, managers' lack of understanding, isolation, and uncertainty. Enablers included self-management skills, structured office days, positive emotions, work-life balance, productivity, and support from colleagues. Issues of equity and inclusivity were particularly relevant for staff with disabilities, caregiving responsibilities, specific job roles, and different age groups. The study suggests strategies such as training, improved organisational infrastructure, and inclusive policies to foster a more cooperative and supportive hybrid work environment.