Reflecting on the experiential journey: Creating, developing and understanding leadership in Equality, Diversity and Inclusion within a Faculty

London South Bank University (LSBU) appointed equality, diversity and inclusion (EDI) leads in each of its Schools in 2021/22. The leaders’ remit was to deliver and embed LSBU’s EDI strategy cognisant of the uniqueness of the Schools. LSBU’s pioneering EDI strategy has been recognised as a symbol of excellence and shortlisted for two national EDI awards. The composition of LSBU’s academic senior management does not yet fully reflect the intersectional diversity of the organisation. Therefore, this session aims to share the experience of LSBU’s EDI leads and facilitate discussion about the benchmarks for achieving leadership in EDI within a School

Pre-entry self-assessment and mapping to relevant services as a means of developing learner autonomy in undergraduates.

A pre-entry self-assessment protocol was developed by academics and professional services staff with input from students at London South Bank University (LSBU). It was trialed with a cohort of undergraduate students in the Division of Education. The purpose was to help the students to identify the practical and academic skills they would need to develop in order to succeed and to understand what sort of support would be available to help them to do so. By completing the exercise pre-entry, students were able to generate a personal profile and access advice on how to go about developing their skills. The profile formed the basis of a useful conversation with their academic advisor in the early stages of the course. Self-assessment was repeated during the first semester enabling students to consider their changing requirements. Students reported finding the exercise helpful and empowering in that they were able to take control of their own help-seeking. They were surprised by the support available. Staff reported an uptake in accessing services. Principles of Universal Design for Learning (UDL) underpinned the project. London South Bank is a university providing the sort of infrastructure which enables students to access support easily and not assuming that they will know what sort of skills they need to develop and where to find help proved to be a useful and positive starting point which was of benefit to all students. DSA reforms are prompting the sector to think more coherently in terms of embedding UDL and inclusive practices. This initiative represents a practical response to the task with the potential to be useful beyond LSBU