Co-developing inclusive and accessible e-learning resources: Placing disabled and neurodiverse student voices at the centre of our practice

A new ecology of higher education: Disability, access, participation and belonging

What is required to support disabled and neurodiverse university students into meaningful, work-based opportunities? A consultation undertaken through the University of Plymouth’s Office for...

Disabled students’ allowance: Enabling through degrees?

A new ecology of higher education: Disability, access, participation and belonging

The disabled students’ allowance (DSA) is a grant designed to remove barriers and improve participation in higher education of students with disabilities. The objectives of the policy are...

The consequences of non-disclosure in higher education

A new ecology of higher education: Disability, access, participation and belonging

Many individuals who have a disability, chronic illness and/or neurodivergence can decide what they disclose, be that whether or not they share that information or how much detail they provide...

Creating the conditions for inclusion: How the Writing Café is facilitating accessibility for disability through mutuality and empowerment

A new ecology of higher education: Disability, access, participation and belonging

Within higher education (HE) there are specific power dynamics that can be attributed to institutionalised intersectional inequality (for example lecturer-student hierarchy, social class and...

Going back is not a choice: Lessons from the pandemic

A new ecology of higher education: Disability, access, participation and belonging

Over the past five academic years, the number of UK students with a declared disability has increased by 46 per cent, today making up almost one in five home students (OfS, 2022). This increase is...

A new ecology of higher education: Disability, access, participation and belonging

This special issue of the BERA Blog aims to push higher education towards a new ecology that embraces the values and voices of disabled students, and places inclusion and equity at the forefront...

BERA Brian Simon Fund

BERA is pleased to issue a call for applications for a new grants scheme supported by use of the Brian Simon fellowship fund. These grants are made possible due to a gift from the family of Brian...

Education: The State of the Discipline. Staff equality in UK higher education

An exploration of existing statistical data relating to staff equality in UK higher education

Where are the teachers’ voices in the reform of early career teacher induction?

England continues to have a long-standing problem with recruiting and retaining teachers. Despite high-profile policy discourses such as those in the 2022 initial teacher training (ITT) market...

Reflections on using western survey techniques in Chinese contexts

This blog presents a possible example to apply western survey instruments to probe into the impact of gender and social economic status (SES) on career choices of engineering undergraduates in...

Winter 2022/23

Research Intelligence issue 153: Off the cutting room floor: Learning from research when things do not go as planned

Editorial: Transitions, wellbeing and mental health: Education after lockdown

Transitions, wellbeing and mental health: Education after lockdown

This special issue focuses on the experiences of educators and students returning to the classroom post-lockdown. We have included contributions from lecturers, students and academics to capture a...