The inclusive doctoral journey, pre entry to post exit

We are collaboratively developing a modern understanding of neurodivergent students’ access to, participation and success in doctoral study from pre-entry to post exit (including barriers and enablers). Findings will be translated into practical guidance relating to the whole student journey which will be freely available for the sector. Our research builds on a previous project, the findings of which are widely informing the doctoral viva experience of UK-based autistic candidates. We are currently conducting focus groups and surveys with neurodivergent PGR candidates, PGR alumni, those who were unable to start or complete a doctorate, and staff in various roles associated with PGR study. Findings so far have revealed that numbers of neurodivergent doctoral candidates are increasing, professional services staff working with PGRs to negotiate reasonable adjustments are often unfamiliar with PGR study requirements, candidates and staff are not well informed about available support and staff involved in supervising and examining are often unfamiliar with neurodivergence and legislative requirements to facilitate access. In order to be of practical use, we have ensured that the research includes authentic voices of PGR’s and staff in various relevant roles. Principles of Universal Design for Learning are emerging strongly, and we are finding that the practical ideas proposed by participants have the potential to benefit everyone.