• Gendered experiences of academic staff in relation to research activity and the REF2014

      Davies, Chantal; Healey, Ruth L.; Cliffe, Anthony D.; University of Chester (2016-06)
      This report is based on research commissioned by the institutional Research and Knowledge Transfer Office between June 2015 and June 2016. This research has focused on generating qualitative and quantitative data as to the potential reasons why there appears to be a gender disparity in research productivity within the commissioning institution. In particular, the number of women self-selecting for representation in the REF2014 was comparatively low. This research was led by Dr Chantal Davies (as part of her broader remit in relation to the Forum for Research into Equality and Diversity) with Dr Ruth Healey as co-researcher and Anthony Cliffe as research assistant. A Steering Group made up of representatives from across the institution oversaw the process.
    • Gendered Perspectives of Research Activity Symposium Report 2016

      Davies, Chantal; Healey, Ruth L.; Manfredi, Simonetta; Vickers, Lucy; University of Chester; Oxford Brookes University (University of Chester, 2016-10-20)
      On the 15th-16th June 2016, The Forum for Research into Equality and Diversity (University of Chester), in partnership with the Centre for Diversity Policy Research and Practice (Oxford Brookes University), hosted the Gendered perspectives of research activity Symposium at the University of Chester, Chester, UK. The Symposium brought 30 representatives and researchers from across Higher Education in the UK, Europe and beyond together with sector bodies and policy drivers in order to workshop the gendered barriers and obstacles to research activity in Higher Education. This report provides a summary of the discussions and findings, as well as the key ideas, themes, questions, challenges and conclusions that came out of the two-day discussion. A further goal of the report is to seek to articulate the participants’ deliberations and considerations in order to contribute to the development of an effective strategy in the UK and beyond seeking to break down gendered barriers in relation to research activity.
    • Hacking through the Gordian Knot: can facilitating operational mentoring untangle the gender research productivity puzzle in higher education?

      Davies, Chantal; Healey, Ruth L.; University of Chester (Taylor & Francis, 2017-05-30)
      In spite of a number of drivers for change in the pursuit of gender equality in higher education in the UK and beyond, the gender gap in research activity is still widely recognised across most subject disciplines. Over recent years, mentoring strategies have often been seen as the Alexandrian sword capable of cutting the gender deficit ‘Gordian Knot’. However, analysis of current practice and dialogue points to a lack of a consistent approach in addressing and implementing HE policy in this area with many initiatives providing standardised non-evidence-based provision aimed at addressing an alleged confidence deficit and exhausting an already fatigued group of successful senior women. This paper seeks to triangulate existing literature with an analysis of data collected from a funded UK-based research project ultimately proposing a five-step institutional mentoring approach aimed at providing some inroads into alleviating the gender deficit in research productivity in the academy.
    • The Right to Healthcare: A Critical Examination of the Human Right of Irregular Migrants to Access State-Funded HIV/AIDS Treatment in the UK

      Hand, David; Davies, Chantal; Healey, Ruth L.; University of Chester (Springer, 2015-11)
      The United Kingdom’s National Health Service (‘NHS’) emerged in the post-war era as part of a joint European effort to consolidate key social rights such as the right to health. To this end, the NHS pledged to provide a ‘comprehensive health service’ imparting health services free of charge at the point of delivery. It is true that, for the most part, the NHS has fulfilled its intended role and has offered its valuable services free of charge irrespective of the patient’s background. On the other hand legislation has always permitted ‘the making and recovery of charges [for health services]’ where ‘expressly provided for’ in the Act in question. Irregular migrants are ‘foreign nationals who do not comply with immigration law requirements.’ They carry the more familiar label of ‘illegal immigrants’ in everyday parlance. That term is avoided here partly because of its (largely erroneous) associations with criminality, but primarily because of the stigmatising and dehumanising effects that such epithets bear on the individual concerned. For these reasons the more neutral term ‘irregular migrant’ is preferred by some authors and is used throughout this chapter. Irregular migrants include clandestine entrants into the country, those in possession of falsified travel documents such as passports, those who have overstayed their visas or who are in employment contrary to their conditions of residence, and refused asylum seekers.
    • Scaling the mountain: an exploration of gendered experience of academic staff in relation to the Research Excellence Framework 2014

      Davies, Chantal; Healey, Ruth L.; Cliffe, Anthony D.; University of Chester (2015-12)
      This paper will explore the experiences of female academics within the research institution in relation to the recent Research Excellence Framework in 2014 (REF 2014). Pursuant to the Equality Act 2010, there is now a legal duty (the Public Sector Equality Duty or PSED) for public bodies and therefore Higher Education Institutions (HEI) to have ‘due regard’ to the need to eliminate unlawful discrimination; advance equality of opportunity; and foster good relations between people who share a protected characteristic and people who do not share it (Equality and Human Rights Commission, 2015). It is considered that the PSED thus requires individual institutions to consider and explore the experience of female academics with a view to generating qualitative data about the experience of this group in relation to the REF 2014. This paper will explore some of the early findings of an institutionally funded research project in relation to the gendered experience of academic staff in the research institution in relation to the REF 2014 process and provide the opportunity for local perspectives in this regard to feed into lessons learnt at a national and global level.