On reflection of my ARP, I originally foresaw an intervention that would be based on an amendment to the current UAL code of Conduct. However, the legal requirements and structural sign offs that this would require would be extremely transformational and would need evidence to initiate the multiple phases to be approved. So, I have opted to pilot an intervention and gain data from its findings, to support my ambitions.
According to The Advance HE annual staff and student statistical report, there are an increasing number of staff and students openly identifying as disabled, while females continue to be underrepresented in academic roles and professorship and the Black, Asian and minority ethnic student awarding gap persists (www.advance-he.ac.uk, n.d.).This information relates directly to industry, where members of the Creative Industries Federation have reported, that there is evidence that there is greater inequality than government statistics suggest, respective of the representation of BAME and female creative roles in the UK (Creative Industries Federation, n.d.).
The increase of diversity highlights the importance of EDI training (encompassing anti-racism) within higher education is to ensure that all students, staff and external stakeholders, regardless of their background, have an opportunity to have a fulfilling experience of higher education that enriches their lives and careers. This importance then lends itself to an impact on the attitudes and behaviours within employability/industry.
Proposing a new methodology for industry engagement, I have chosen to invite external stakeholders, who visit LCC to contextualise careers education, to complete the staff’s mandatory anti-racism training. This should reinforce concepts of zero tolerance, proportional consequences and consent-based interactions. It should also positively support and influence meaningful industry engagement and delivery. As noted in Shades of Noir: Who am I – An Exploration of the Arts Community, my intervention should dilute unconscious bias, encourage the accountability of professionals and inform the content of delivery (Shades Of Noir, n.d.).
Within my practice, industry professionals (externals) contribute to topical sessions and initiatives around the subject matter of employability. These provisions form part of the KE objectives within my department and are led by students and industry trends. Therefore, my intervention is of importance, in the context of my role, as it links directly to The Creative Attributes Framework (Anon, n.d); the framework utilised within my practice and the departmental strategy.
The research question that I pose, respective to my inquiries is:
Final research question: How can the Employability Hub at LCC, influence and support social justice within industry vs student engagement?
Hypothetical answer: By introducing the EDI values and ethics of UAL to the industry before engagement.
To conclude, the rationale of my ARP is to decrease the equity and diversity gap, within my practice, with considerations of ethics and risks, by encouraging diversity and inclusion in industry engagement. I aim to protect students, colleagues and externals, enabling all stakeholders to take accountability for their contributions.
References:
Shades Of Noir. (n.d.). Who Am I? An Exploration of the Arts Community. [online] Available at: https://shadesofnoir.org.uk/journals/who-am-i-an-exploration-of-the-arts-community/ [Accessed 17 Sep. 2023].
www.advance-he.ac.uk. (n.d.). Supporting Equality Diversity and Inclusion in Higher Education | Advance HE. [online] Available at: https://www.advance-he.ac.uk/programme-events/supporting-equality-diversity-inclusion-higher-education#ITLWorkshops [Accessed 27 Dec. 2024].
Creative Industries Federation (n.d.). Creative Diversity. [online] Available at: https://www.creativeindustriesfederation.com/sites/default/files/2017-06/30183-CIF%20Access%20&%20Diversity%20Booklet_A4_Web%20(1)(1).pdf.
Anon, (n.d.). Creative Attributes Framework – LCC Teaching Hub. [online] Available at: https://lccteaching.myblog.arts.ac.uk/curriculum/creative-attributes-framework/ [Accessed 12 Jan. 2024].