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We take a research-informed approach to access and participation, leading and participating in research projects alongside academic colleagues within the University and the wider community. Please find our latest publications below.

Supporting Transgender and Non-Binary Students and Staff in Further and Higher Education, Dr Matson Lawrence and Dr Stephanie Mckendry, forthcoming early 2019, Jessica Kingsley Publishers

Front Cover of Supporting Transgender Student and Staff

Blueprint for Fairness in the Glasgow Region Research Report, Dr Allison Browitt and Dr Robert Ingram, December 2018

Supported by the Scottish Funding Council, this collaborative project was established in response to the Commission on Widening Access' Final Report, particularly Recommendation Four which asked that 'Universities, colleges, local authorities, schools, SFC funded access programmes and early years providers should work together to deliver a coordinated approach to access which removes duplication and provides a coherent and comprehensive offer to learners'. The specific aims of the research were to map existing WA activity within Glasgow and the west of Scotland, highlighting gaps and duplication/overlap across the learner journey; to understand issues around WA and targeting in the region, and the effectiveness of current access activities. Quantitative and qualitative research was undertaken with relevant stakeholders in the field of WA and school education to inform proposals for a regional approach. The Project Board has now established work streams to consider implementation of the recommendations.

Empowering leadership to support transgender students and staff within higher education: what works to raise awareness and effect change, Dr Stephanie Mckendry and Dr Matson Lawrence, December 2018

There is increasing evidence that trans people face significant challenges studying and working in higher education. Research undertaken at the University of Strathclyde to explore the experiences and challenges of this diverse group discovered a far greater proportion of students considering or having left their course, and issues around learning and teaching, placements and confidentiality. Whilst staff are keen to support trans students, there is a lack of awareness or training to provide background context, a wider understanding of terminology or the support requirements that might improve their student experieence. Similarly, trans staff encountered barriers in relation to applications and other elements of daily working life. Building upon that research, and supported by AdvanceHE, this project explored what works to effectively raise awareness and promote change and leadership. The team created and evaluated training materials, policy templates, mapping documents and multimedia resources that inform HE leaders and practitioners about the lived experiences, support needs and views of trans students and staff. The project worked with a sample of instiuttions to pilot and evaluate the materials to determine how to effectively increase awareness of the transgender population, build capacity and motivation to improve support and provide practical resources to enable positive action.

AdvanceHE members can also access the research here.

TransEdu Scotland Report 2017, Dr Stephanie Mckendry and Dr Matson Lawrence, July 2017

This SFC funded project explored the experiences of trans and gender diverse applicants, students and staff at Scotland's colleges and universities. Alongside the project report, the team have created a website with resources and information for the sector.