Abstract
This study investigates the maternity and paternity leave policies for postgraduate research (PGR) students at the University of Bristol, focusing on their impact on student well-being and productivity. These policies not only support individual students but also demonstrate the university’s commitment to fostering a diverse and inclusive academic environment. The research aims to assess the effectiveness and accessibility of the university’s provisions, especially as PGR students often face distinct challenges compared to employed researchers and staff.
To gather a comprehensive understanding, this study draws on data from two main sources: official parental leave figures provided by the University of Bristol and responses from interviews and questionnaires conducted with 8 staff and 8 PGR students who went through the parental leave protocol within the last five years. These participants were selected based on their direct experiences with maternity or paternity leave, or their involvement in supporting students during parental leave. The sample included a diverse mix of international and home students, representing various funding bodies, stages of their PhD journeys, and age groups. This diversity was key to understanding how the university’s policies affect different segments of the PGR student body.
The goal of the research was to ensure that all students can have an equitable academic experience, regardless of their parental status. It aimed to identify where current resources fall short in meeting the needs of PGR students, while also embracing the diversity within the student community. By understanding these gaps, the university can work towards improving its parental leave documentation, ensuring better support and inclusivity for all PGR students. The findings from this study are expected to contribute to policy recommendations that strengthen the University of Bristol’s commitment to a more supportive academic environment for all students, regardless of their background or parental responsibilities.
To gather a comprehensive understanding, this study draws on data from two main sources: official parental leave figures provided by the University of Bristol and responses from interviews and questionnaires conducted with 8 staff and 8 PGR students who went through the parental leave protocol within the last five years. These participants were selected based on their direct experiences with maternity or paternity leave, or their involvement in supporting students during parental leave. The sample included a diverse mix of international and home students, representing various funding bodies, stages of their PhD journeys, and age groups. This diversity was key to understanding how the university’s policies affect different segments of the PGR student body.
The goal of the research was to ensure that all students can have an equitable academic experience, regardless of their parental status. It aimed to identify where current resources fall short in meeting the needs of PGR students, while also embracing the diversity within the student community. By understanding these gaps, the university can work towards improving its parental leave documentation, ensuring better support and inclusivity for all PGR students. The findings from this study are expected to contribute to policy recommendations that strengthen the University of Bristol’s commitment to a more supportive academic environment for all students, regardless of their background or parental responsibilities.
| Original language | English |
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| Publication status | Published - 14 Nov 2024 |
| Event | 2nd UKCGE Conference on Equity, Diversity and Inclusion in PG Research - Brighton, United Kingdom Duration: 14 Nov 2024 → 15 Nov 2024 |
Conference
| Conference | 2nd UKCGE Conference on Equity, Diversity and Inclusion in PG Research |
|---|---|
| Country/Territory | United Kingdom |
| Period | 14/11/24 → 15/11/24 |