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The academic staff are also research active in the areas of Family Law, Criminal Justice, the general area of Human Rights and Discrimination, and the development of legal education.
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Developing an Equality Impact Assessment Framework for the HE sector: Full reportThis research project applies an evidence-based approach to understanding obstacles to effective use of Equality Impact Assessments (EqIAs) across the higher education (HE) sector. It explores the benefits of co-production with staff and students to inform the development of an impact assessment framework underpinned by the staff/student voice. The project's principal aim was to review existing higher education institution practice and collate stakeholder perceived obstacles in relation to EqIAs to support the development of an evidence-based, holistic, context-driven framework for EqIAs. This aim is underpinned by principles of co-production across the HE sector. The current UK legislative framework is considered a floor not a ceiling, therefore there is the potential for the framework to be used around the world. This project, by the University of Chester alongside the University of Hertfordshire, was funded by the 2024-25 round of the Advance HE Collaborative Development Fund.
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Developing an Equality Impact Assessment Framework for the HE sector: Summary reportThis research project applies an evidence-based approach to understanding obstacles to effective use of Equality Impact Assessments (EqIAs) across the higher education (HE) sector. It explores the benefits of co-production with staff and students to inform the development of an impact assessment framework underpinned by the staff/student voice. The project's principal aim was to review existing higher education institution practice and collate stakeholder perceived obstacles in relation to EqIAs to support the development of an evidence-based, holistic, context-driven framework for EqIAs. This aim is underpinned by principles of co-production across the HE sector. The current UK legislative framework is considered a floor not a ceiling, therefore there is the potential for the framework to be used around the world. This project, by the University of Chester alongside the University of Hertfordshire, was funded by the 2024-25 round of the Advance HE Collaborative Development Fund.
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Co-production with staff and students: Principles and practices for promoting equality and changeThis document serves as a guide for implementing co-production in the development of policy and practice within HE settings. It explores how co-production can be embedded more broadly across institutions through the engagement of key stakeholders who should have opportunities to have a meaningful role as change agents or partners in driving meaningful development of policies and practices within HE. As part of the Equality Analysis Framework, it gives particular focus to how co-production can underpin an equality impact assessment process to support effective and inclusive decision-making. However, these principles encourage co-production approaches throughout institutional decision-making from the inception of policies/practices through to monitoring and evaluation. This means that co-production cultures are encouraged prior to commencing an equality impact assessment process, as detailed further in the Equality Analysis Framework through capacity building on developing and embedding cultures of co production in higher education institutions. This document seeks to assist in this capacity building. Drawing on data from student focus groups as part of the research project (Davies et al., 2025) that underpins these principles, the guide highlights the importance of inclusive collaboration that aligns with principles of social justice and contributes to broader institutional development. The discussion of co-production draws upon wider context of public sector efforts to foster cultural change. The document recognises both the potential and the challenges of co production, acknowledging that while the process can be demanding, it is a critical step toward creating more equitable, inclusive and responsive HE environments.
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Equality Analysis FrameworkThis Equality Analysis Framework is underpinned by a 6 month collaborative research project and forms part of an expanding dialogue across the HE sector in relation to EqIAs. The project has sought to understand and respond to criticisms and obstacles to the effective use of equality impact assessments (EqIAs) across the sector. It has also explored the link between the emerging focus on co-production and EqIA practice. This Equality Analysis Framework is a work in progress and the sector is encouraged to view this as a dynamic collaborative tool to support proportionate, context driven approaches as a means of ensuring more effective and inclusive decision-making processes. This Framework is intended for use by those with EDI expertise and suggests an approach to support decision makers to engage with EqIAs. A separate accessible EqIA Toolkit for decision makers on EqIAs is also available.
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Building a bridge over turbulent waters: an equality impact assessment co-production approach to developing an environmental justice framework for the UK and beyondThere is increasing recognition that the environmental crisis places disproportionate burdens on already marginalised communities. It is also increasingly clear that environmental sustainability policies can increase inequality if not accompanied by broader policy measures to address inequalities. To seek to address these environmental inequalities, it is vital that the communities most impacted are at the centre of providing just environmental solutions that don’t further disadvantage them. Thinking beyond the silos of disciplines and creating better nexus between inclusive approaches, equality legislation and the environment is key to addressing climate injustice and environmental inequalities. This paper details findings of research underpinned by an innovative interdisciplinary approach undertaken by the authors in 2023. This distinctive approach has provided an evidence base to develop a novel co-produced Environmental Justice Framework for the public and private sector across a sub-region of the UK. Underpinned by existing theory and practice around equality impact assessments (within the UK context), environmental justice and co-production principles, the authors present a Framework which encourages a new interdisciplinary justice centred approach to environmental sustainability decision making. It is argued that this approach (which encourages context based application) could be usefully developed to provide a globally accessible framework for environmental justice.
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Student-Parents’ experiences of transitioning into university in the UK: how they feel, what they need, and how we can respondResearch exploring the transition into university of students with parental responsibility (student-parents) in the UK is very limited. This is a notable gap, not least given the recent inclusion of student-parents in the Office for Students’ Equality of Opportunity Register, meaning that all English providers are now obliged to identify and mitigate barriers to success for student-parents in their institutional Access & Participation Plans. This paper explores the findings of a UK-wide study of undergraduate student-parents. It provides an insight into participants’ feelings and motivations on starting university and reveals what student-parents need to ensure their successful transition into higher education. The paper concludes with recommendations for practice and shares two evidence-based, research-informed guides co-created with student-parents. These guides translate the learnings from the research project into practical toolkits aimed at assisting student-parents to navigate university and supporting personal tutors to facilitate their student-parent tutees’ transition into Higher Education.
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What democracy in action taught me about student empowermentA seed that was sown during lockdown – testing the boundaries of student agency and democratic participation – came to fruition two years later. This chapter reflects upon the journey from 2020, when the author explored ‘emergency’ democracy by way of students making online delivery decisions within the constraints of a pre-existing modular framework, to 2022, which saw students being handed the reins to create an entire module from a blank piece of paper. The chapter provides a practical insight into the process and timeline of facilitating students as module leaders as well as students’ views on the benefits of building a module’s learning outcomes, module content, delivery methods, and assessment techniques to meet their employability requirements. It closes with the author’s top three tips for those considering a process within their setting.
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My legal lifeArticle on legal life.
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Towards Social Justice for Student-Parents: Learning from lived experiences to address social injustice for undergraduate students with parental responsibility in the UKOver the past two decades, students with parental responsibility have been encouraged into university by successive governments’ Widening Participation (WP) and Lifelong Learning agendas but have been consistently let down by a failure on behalf of institutions and policy makers to provide appropriate support for this cohort once they arrive at university. As such, student-parents have been unable to participate in their education on an equal footing with their non-WP peers, and in being expected to adapt to systems and expectations neither designed for nor accommodating of their needs, they have experienced a socially unjust higher education journey. This commentary introduces two research projects which produced original insight into the lived experiences of undergraduate student-parents in the UK and presents nine publications emanating from these projects, with a view to testing the following overriding thesis: ‘A socially just higher education experience for student-parents can be facilitated by gaining a rich insight into their lived experiences and from this, developing mechanisms to respond to their needs.’ The commentary explores the originality of the publications, evaluates their contribution to the literature and to the student-parents’ agenda, and presents two new models to address social injustice for student-parents. The influence, impact, and policy and practice implications of the work presented are considered, and evidence is put forward to demonstrate that the work presented has facilitated, and will continue to facilitate, the journey towards social justice for undergraduate student-parents in the UK and beyond. The commentary concludes with a consideration of my personal and professional journey in undertaking a PhD by Published Works and evaluates the extent to which this doctoral route is a facilitator of social justice for pracademics in a higher education context.
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Student-parents’ experiences of personal and academic support in UK higher education: barriers and challenges to equality of opportunity and policy and practice recommendations to mitigate themThis paper discusses the findings of a study of students with parental responsibility (student-parents) in England and Scotland. Exploring participants’ experiences of pastoral and academic support during their university journey, the study builds on previous small-scale research projects into the needs of student-parents (Todd, 2023a; 2023b) and was undertaken in the wake of both the UK's Universities and Colleges Admissions Service's (UCAS) new question inviting student-parents to self-identify when applying to university and the 2023 introduction of the Office for Students’ (OfS) Equality of Opportunity Risk Register (EORR) for institutions based in England. The study's findings reveal pockets of institutional good practice but also systemic failures in pastoral and academic support for student-parents across the sector, which pose a considerable risk to their retention, progression and success. This paper links these failures to the risk factors identified in the EORR, explores recommendations for practice to minimise these risks, and shares the findings that contributed to the OfS's decision, in January 2024, to include student-parents in the EORR, meaning all providers in England will now be obliged to have regard to this cohort in their Access and Participation planning.
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A guide to supporting student parents at university: part threeIn the final piece in her series, Andy Todd explores ways personal tutors can help their tutees transition into university smoothly
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A guide to supporting student parents at university: part twoThe second in a three-part series provides detailed, practical guidance on how student parents can be supported to succeed at UK universities
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A guide to supporting student parents at university: part oneThe first in a three-part series provides an overview on how student parents can be supported to succeed at UK universities
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Five top tips for supporting flexible working in the legal sectorWomen in Law Pledge signatories met at a recent round table to discuss flexible working and how it can be used to promote the progression and retention of women in the legal sector. Our Women Solicitors Network committee co-chairs Chantal Davies and Liz Turner explore the findings of the discussion and set out five top tips to support you with your approach to flexible working.
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Menopause and the Legal Sector: A Call for Awareness and ActionThis article celebrates World Menopause day and calls on the legal sector to reflect on the importance of increasing awareness and activity to support those experiencing the menopause while pursuing a legal career in the profession.
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Supporting Parents Through Their Studies: Insights from the University of Chester and QAAThis blog for HE Professional provides research-informed insights into how providers can best support students with parental responsibility through their studies.
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The Student-Parent's Guide to Open DaysThis short guide is to help you feel in control of your open day experience. It will help you gather the information you need to make an informed decision about whether the setting you're visiting is right for you and your family commitments.
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‘It’s both a blessing and a curse’: law firm attitudes to Qualifying Work Experience in England & WalesWith the advent of the Solicitors’ Qualifying Exam (SQE), Qualifying Work Experience (QWE) allows for flexibility in the journey to qualification as a solicitor in England & Wales that was not previously permitted by the Period of Recognised Training. This development was heralded as a lever to widening access to the profession, with the potential to assist those who may not have been recruited onto traditional graduate-level training programmes in securing a qualified legal role. This paper discusses the findings of empirical research conducted by the authors with a view to understanding the perceptions of, and attitudes towards, QWE of those responsible for recruitment in UK law firms. It reveals a friction between the perceived, and actual, value of QWE obtained via non-traditional routes and exposes the threat that law firm stances on QWE pose to the regulator’s aim of widening access to the profession.
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A Practical Guide to Embedding Commercial Awareness into your CurriculumThis chapter aims to equip lecturers with the tools they need to embed ‘commercial awareness’ in their teaching. The meaning of commercial awareness is explored and the arguments in favour of students developing this attribute are discussed. The chapter then introduces two examples from the law schools of UK universities where commercial awareness has been embedded. The first example concerns a very practical module which was specifically designed to ensure commercial awareness was at its core. The second example used student and employer partnerships to add commercial awareness to an established module which had a lot of ‘textbook’ learning but little real-world application. The examples provided offer lecturers with step-by-step toolkits to facilitate the creation of their own learning activities which embed commercial awareness. The positive impact of integrating commercial awareness is highlighted using feedback from students who have experienced these modules.
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Law in ActionThis case study considers the impact on student wellbeing of 'Law in Action', a Level 6 module co-constructed with students. The module aims to empower students to appreciate their transferable skills, understand how to articulate them to themselves and future employers, how to identify, and deal with, imposter syndrome, and to appreciate the importance of self-care and mental wellbeing within the legal profession.
