Closing the gap: building equality, diversity and inclusion into our training recruitment process

Training and inspiring the next generation of translational researchers is a key aim of our new Centre. We hope to reach people at all stages of their research careers, from PhD students to Senior NHS Clinical Academics, helping them to realise their potential and bring benefits to the people and communities of our region by delivering cutting-edge translational research in a fully inclusive environment.

In 2023 we recruited our first cohort of PhD students; six exceptional young scientists to carry out projects across our core research themes under the expert supervision of leading academics. For our second round in 2024 we wanted to build on our experience to cement our core values of equality, diversity and inclusivity into the application process and encourage applications from people who might not have thought that a career in research was a path open to them.

Assessing research potential

Our Training and Events Manager Dr Sophie Gould said: “We wanted a process that helped us to assess people on research potential rather than research experience and to be supportive of as broad a range of applicants as possible. Often students applying for a PhD might come from more privileged backgrounds or have more opportunities for further study and internships. But we know that not everybody has these opportunities or a good support system to help with things like applications and feedback. I think one thing that’s great about science is that it can be quite inclusive, because it’s global and international. Good science needs perspectives and opinions from people from diverse backgrounds, including from multiple ethnic minority and lower socioeconomic backgrounds. This kind of collaboration and insight is needed, because all people bring something very individual.

For our studentships we kept our criteria to a 2/1 undergraduate degree, without the need for further research experience. Instead, we asked people to tell us in their application, by answering provided guiding questions, about their ideas for research, about what was important about this area for them and to hear how the studentship would help them to achieve their career goals. We wanted to hear about their life experience, about their relevant and transferable skills and to include any mitigating factors such as a career break, illness, parental leave, or applying as a mature student.”

Supporting people through the application process

“I sent each applicant a pre-interview guidance document to outline, step by step, the interview process, including a section about accessibility to let us know about any support needed during the interview. I’m aware that not everyone would necessarily have had experience in these kinds of interviews or know what types of things you might get asked. I thought it would be helpful for people that are neurodiverse or might need more processing time to have this level of detail to help them feel more prepared and less stressed – this generally makes for better interviews!”

Sophie produced an application pack, including guidance around the application and interview process, detailing what to include and what to expand on in letters of motivation and CVs, and detailing the structure of the interviews. She introduced the interviewers to the candidates to put them at ease and provided lists of guiding interview topics.

Positive feedback

Feedback about the supportive application process was uniformly positive. One applicant said: “This was really, really helpful. It made me feel like I wasn’t second guessing what you wanted to know about me. Cover letters are really hard to write so it made it feel a bit easier, like an application form.” Another applicant commented: “It was really helpful, very clearly laid out and explained. It made me feel more comfortable, at ease and confident with my preparation going into the interview.” Another applicant commented: “This was really helpful. I liked knowing who would be in the interview and what would be asked as this helped me better prepare.”

Involving patients and the public

A patient and public involvement and engagement representative from our patient research groups was invited to sit in the interview panels and ask a question about involving patients in research. Sophie said: “I think having the PPIE representatives view was really helpful. PPIE is a core value of our research at the BRC and having their perspective was enormously valuable with their different backgrounds and insights.”

Looking to the future

Sophie is already looking to the future: “I want to keep improving our recruitment process. Things are changing constantly, so our EDI strategy will need to evolve with the changes, helping us to incorporate new best practises. We want, and need, to hear diverse voices in science!”