Lets diversify by changing culture and challenging stereotypes: a case study from professional construction higher education programmes

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2020-01-01 DOI:10.1080/23752696.2020.1847159

R. Strachan, Opeyemi Dele-Ajayi, J. Stonehouse, S. Logan, Tim Poolan, Linda Blakelock, R. Bell

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引用次数: 1

Abstract

ABSTRACT The UK construction sector is not diverse and is reputed to be dangerous, dirty, physically demanding and non-professional. Young people often regard construction jobs as a last resort. Yet there is a growing skills shortage that needs to attract greater diversity of applicants. The aim of the BRIDGE (Building Routes Into Degrees with Greater Equality) project was to improve the number and diversity of entrants to professional construction higher education programmes. An in-depth assessment of the current situation informed a theory of change, and identified seven interrelated themes to tackle this. This case study is focused on the recruitment theme. Using action research, imagery/wording used in student recruitment was updated and staff undertook equality, diversity and inclusion training. The findings demonstrate the positive effective of these interventions. For example, on one target programme, the percentage of female students increased from 8% in 2016 to 23% in 2017.

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让我们通过改变文化和挑战刻板印象来实现多元化:一个来自专业建筑高等教育课程的案例研究

摘要：英国建筑行业并不多元化，以危险、肮脏、体力要求高和不专业著称。年轻人常常把建筑工作当作万不得已的手段。然而，技能短缺日益严重，需要吸引更多样化的申请人。BRIDGE（构建更平等的学位之路）项目的目的是提高专业建筑高等教育课程的入学人数和多样性。对当前局势的深入评估为变革理论提供了依据，并确定了应对这一问题的七个相互关联的主题。本案例研究的重点是招聘主题。通过行动研究，更新了学生招聘中使用的形象/措辞，工作人员进行了平等、多样性和包容性培训。研究结果表明了这些干预措施的积极有效性。例如，在一个目标方案中，女生比例从2016年的8%增加到2017年的23%。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.