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- Convenor:
-
Yaqian (Sarah) Li
(University of Bath)
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- Format:
- Roundtable
- Stream:
- Creativity, participation and collaborative co-production in methods and practices
- Location:
- L3.12
- Sessions:
- Friday 10 July, -
Time zone: Europe/Dublin
Short Abstract
This panel invites participants to reflect on academic practice in an increasingly complex world. Through shared experiences, we’ll explore how collaborative, interdisciplinary research can foster a more connected, inclusive, and impactful academic community.
Description
I would like to dedicate this panel as an opportunity for us to pause and reflect deeply on our research practices and what it truly means to be an academic in today’s world. In an era marked by growing complexity and global challenges, the traditional silos that once separated disciplines are becoming increasingly difficult to sustain. Rather than serving us, these boundaries often limit the kinds of conversations and collaborations that contemporary problems call for, and can make it harder for us to respond to the layered realities we encounter in our research and in the world.
This space is intended not just for introspection, but also for sharing insights and experiences that highlight exemplary models of collaborative and interdisciplinary research. By fostering open dialogue and mutual learning, we can begin to reimagine academic work as a collective endeavour—one that recognises collaboration as already central to academic life, yet still unevenly structured. This panel invites us to reflect on how collaborative practices might become more genuinely inclusive, more attentive to difference, and more capable of sustaining those whose contributions are too often overlooked, diluted, or rendered peripheral within scholarly dialogue. We must also acknowledge that this is an unfinished and ongoing process: one that resists easy resolution, and that requires continual care, reflexivity, and collective effort.
Accepted contributions
Session 1 Friday 10 July, 2026, -Contribution short abstract
This study examines male allyship in Bangladeshi universities, revealing how collaborative action, mentorship, and policy reforms enable men to support women’s leadership and build inclusive, connected, and equitable academic cultures.
Contribution long abstract
Achieving inclusive and equitable leadership in higher education requires intentional collaboration across roles, disciplines, and institutions. Gender disparities in leadership remain a significant challenge worldwide, and Bangladesh is no exception. These inequalities are shaped by structural, cultural, and political factors that limit women’s access to leadership and decision-making. While men’s role in promoting gender equity is increasingly recognised, the concept of male allyship—men actively supporting women’s leadership—remains underexplored locally.
This paper draws on an online focus group titled The Role of Male Allyship in Empowering Women for Leadership in Higher Education, held on 18 November 2025 via Microsoft Teams. Participants, including male and female academics committed to inclusive cultures, discussed male allyship across three areas: conceptual understanding, practical strategies, and barriers to effective practice. Findings demonstrate that male allyship involves a conscious, collaborative, and intentional commitment to promoting gender equity, challenging structural and cultural barriers, and recognising women as equal professionals. Strategies included nominating women for leadership roles, sharing research and professional spaces, advocating gender-responsive policies, and providing mentorship and sponsorship. Barriers included patriarchal norms, identity threats, male-dominated networks, policy gaps, and fear of backlash.
The study highlights institutional strategies to support allyship, such as gender-sensitivity training, transparent reporting, gender-responsive budgeting, formal mentorship, and robust safety mechanisms. By presenting male allyship as a collaborative, multi-layered practice, the paper shows how shared commitment and systemic reform can create more inclusive, connected, and impactful academic communities.
Contribution short abstract
This study explores how international students in South East Wales navigate rising living costs, housing insecurity, and social integration challenges. Findings reveal economic precarity and adaptive resilience, highlighting the need for policies that prioritise well-being and equity.
Contribution long abstract
International student mobility has surged post-pandemic, yet research on well-being beyond England remains limited. Wales attracts thousands of international students annually but rising living costs and constrained work opportunities pose significant challenges. This study explores how international students in South East Wales negotiate economic pressures, social integration, and psychological resilience within this evolving landscape. Drawing on a survey of over 400 respondents, predominantly postgraduate, we examine experiences of accommodation, part-time employment, and coping strategies. Findings reveal a precarious economic context: while many students combine study with paid work, opportunities often fall short of meeting tuition and living expenses, prompting reliance on informal networks and adaptive behaviours. Housing arrangements range from shared spaces to insecure tenancies, amplifying stress. Academic challenges were less widespread but included difficulties with assessment and language for some. Social integration emerged as uneven - some students actively engage in cultural and community life, while others remain isolated. Integration was framed through social ties, skill development, and legal security, signalling aspirations that extend beyond academic success. Psychological responses varied, with optimism coexisting alongside emotional strain. By situating these experiences within global debates on well-being and social justice, the study highlights structural vulnerabilities and adaptive strategies shaping international student life. We argue for targeted interventions: fair work opportunities, financial counselling, and community-building initiatives - to enhance resilience and equity. These insights contribute to reimagining development through inclusive higher education policies that prioritise well-being as a cornerstone of social justice.