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Barriers Faced by Black People in UK Public Sector Organisations: Enabling and Sustaining Factors Preventing Board-Level Representation
No full textesearch aim: The purpose of this study is to investigate the barriers faced by black people in UK public sector organisations, and to explore the factors that enable and sustain these barriers, ultimately preventing Black individuals from reaching board-level management positions. The study provides a more detailed understanding of the specific barrier enabling and sustaining factors that have been overlooked in previous studies. Methodology: To achieve the aim of the study, a qualitative research design was employed, which involved a comprehensive review of relevant literature on organisational justice to inform the theoretical framework and analysis of interview data. A purposive and snowball sampling technique was used to recruit 46 Black participants from diverse Black ethnic backgrounds, including Black British, Black African, and Black Caribbean, who held various job roles, including managerial positions, in two public sector organisations: the National Health Service and Higher Education. Through semi-structured interviews, the study captures the experiences of the participants regarding their work, selection and promotion opportunities and analyse these experiences using thematic analysis. The use of thematic analysis allowed for a more in-depth understanding of the barriers faced by Black individuals in the public sector from an organisational justice perspective, as well as the factors that enable and sustain these barriers. By focusing on the experiences of Black participants, the study provides a more nuanced understanding of the specific challenges faced by this group in the UK public sector. By employing a qualitative research design and focusing on organisational justice theory, the study provides a comprehensive and detailed account of the barriers that Black individuals face in accessing board-level management positions in UK public sector organisations. Findings: The study identified complex and intersecting barriers faced by Black individuals in the UK public sector, despite anti-racist initiatives and efforts by the UK government to promote diversity and inclusion. These barriers are perpetrated and sustained by those in senior, very senior management, and board level positions who are legally required to eliminate them. The study emphasises the importance of taking concerted effort and actions in response to workplace injustice, discrimination, racism, bullying, harassment, victimisation, and retaliation. The identified barriers are Procedural justice barriers which include a lack of transparency and fairness in recruitment, selection, and promotional processes, exploitation of positive action under section 159 of Equality Acts 2010 to further discriminate as well as insufficient support and feedback during the selection and promotion processes. Distributive justice barriers include unequal opportunities, a lack of recognition for work and contributions, an inequitable distribution of pay, rewards, and resources, and a lack of managerial support for promotion. Interactional justice barriers involve discriminatory behaviours towards Black individuals from managers and very senior management, including bullying and harassment, microaggressions, victimisation and retaliation, as well as negative stereotypes. Finally, informational justice barriers include a lack of access to important information about career progression and promotion opportunities, a lack of transparency in decision-making, and limited access to decision-making processes. The study also identified systemic justice barriers and barriers enablers and sustainers, which are structural in nature and include various factors such as a lack of leadership accountability, a lack of genuine commitment to equity, diversity, and inclusion, power imbalances, cultural incompetence and disregard, white solidarity, managerial incompetency, cliques at senior level management, as well as conscious and unconscious bias. HRM practises were found to contribute significantly to these barriers, including conflicts of interest and poor practises within HRM, inadequate application of HRM processes and procedures, and the use of the term "perception" to undermine the experiences of Black individuals. Additionally, external factors such as racism in UK society, gaps in the legal system, and a systemic bypass of legal safeguards contribute to the perpetuation, enabling and sustaining of these barriers. Addressing these barriers requires a multi-level approach that involves both internal and external efforts. Contribution: This study makes important contributions to the literature on the employment and career experiences of Black ethnic groups in UK public sector organisations. Specifically, it identifies systemic justice barriers, factors that enables and sustains the barriers that impede the selection and promotion of Black individuals and underscores the significance of distributive justice, procedural justice, interactional justice, and informational justice in promoting equity, justice, and fairness. Potentially, the findings may inform the development of policies and practises that promote diversity, equity, and inclusion and address these barriers and enablers. This study highlights the need for genuine leadership accountability and a commitment to EDI to create a more just and equitable work environment for all employees, regardless of their race or ethnicity. The theoretical contribution of this study is the production of a process model that extends the applicability of organisational justice theory. This model forms a conceptual link between the barriers, the enablers, and the impact of the barriers. By applying organisational justice theory as an alternative lens for examining workplace (in)justice, this study provides a deeper understanding of the nature and extent of barriers faced by underrepresented groups, specifically Black people. Additionally, it inspires recommendations for expanding the study of (in)justice in the workplace as well as organisational learning and accountability. Overall, this study provides theoretical, practical, and policy-related contributions to the literature on the employment and career experiences of Black ethnic groups in UK public sector organisations. It contributes to the global agenda on inclusion, respect, dignity, and diversity in a volatile, uncertain, complex, and ambiguous world, as well as the implications of the fourth industrial revolution. By embracing a broader understanding of workplace justice and a commitment to equity, diversity, and inclusion, organisations can create more equitable and just workplaces for all employees, regardless of their race or ethnicity
Pathways to Progress: Tackling the Challenges and Unlocking Opportunities for Young People Not in Education, Employment, or Training
No full textThe experiences of English National Health Service professional communicators during the Covid-19 pandemic
No full textThis article presents the findings of empirical research on the experiences of senior National Health Service communication practitioners in England during the Covid-19 pandemic, viewed through the prism of their emotional responses. Using narrative interviews with 15 senior communicators, the study discovered that contextual factors elicited the strongest emotional reactions, rather than dealing with the health crisis itself. Five common contextual factors were identified: ‘command and control’, working from home, social media, technology, and professional recognition. Linked to these factors were a range of emotions which can be clustered into eight main categories: stress and anxiety, guilt, frustration and anger, inadequacy, isolation, pride, excitement and a growing sense of confidence. The findings lead to a conclusion that internal contextual factors rather than the challenges posed by the progress of the disease itself determined the most significant elements of the experience of these practitioners. The study also identified the sources of personal support for communicators and their own recommendations for policy changes. The study concludes that health communicators were hindered by the environment in which they undertook their duties. Necessary policy changes will assist in ensuring this professional group can perform more optimally during major health crises in the future
Improving the patient experience of transition from hospital to home after stroke: a service evaluation
No full textThe period when a patient returns home from hospital after a stroke can be a challenging time. There is often a need for patients to be discharged quickly; therefore, a poor discharge experience for patients and their carers is consistently reported. Individuals can feel anxious and
unsupported during this period. The aim was to conduct a service evaluation and improvement project in a regional stroke service to explore the experiences of patients being discharged home from the Acute Stroke Unit with support from the Early Supported Discharge Service. Specific
elements of a previously validated questionnaire were completed by nine participants. The service evaluation built on previous research and expanded the data by including patients with communication or cognitive
difficulties. Patients had a positive experience of discharge home from hospital. Most patients received the information they needed and felt involved in discharge decisions. However, one-third of patients experienced a delay related to waiting for medication. The need for
psychological support was identified. A collaborative approach involving patients and professionals is suggested to create changes in stroke services. Patients should be offered psychological support and medication delays should be addressed. Any subsequent study would be improved by recruiting a larger number of participants, particularly from more diverse ethnic groups, and the option of online or hard copy questionnaire distribution
What are the experiences of student nurses with online learning? Do they have the necessary digital and technological competencies?
No full textBackground and objective: Student Nurses have been conventionally and predominantly taught face to face for several decades. A recent surge in teaching student nurses online in the last decade has been expedited by the onset of the covid-19 pandemic. A significant number of research on online learning, focuses on its effectiveness from an educator’s perspective. Exploring student nurses’ experiences with online learning in relation to their digital and technology skills readiness is pertinent to informing a student-led pedagogy. The research aims to explore the experiences of student nurses with online learning and if they are digital and technology skills ready for online learning or not.
Methods: The study is a descriptive qualitative research, which utilises Interpretative phenomenological analysis and hermeneutic Interpretative phenomenology. Four pre-registration student nurses in a university in the South-East of England were recruited for the study. Individual face-to-face tape recorded semi-structured interviews were conducted with verbal and written consent from participants. Data collected was concurrently transcribed and analysed. Preliminary codes were given to the collected data to describe the contents. Interviews were then searched for patterns in the given codes from the transcripts. The themes that emerged were reviewed and refined with written up verbatim quotations from participants to support interpretations. A reflexive diary was kept by the researcher throughout the research, to reduce the likelihood of biases.
Results: The themes that emerged from the collected and analysed data indicated that student nurses were digital and technology skills competent to engage in online learning. Online learning was deemed beneficial by all students although a preference for face-to-face learning was reported. Factors that inhibited students from fully engaging with online learning included internet hitches and the inability of nurse educators to use technology. A lack of effective communication between lecturers and students during online learning also marred the experiences of students. Environmental distractions at home and a lack of support from peers and lecturers during online learning were further cited as inhibitors for online learning.
Conclusions: The Nursing and Midwifery Council (NMC) requires qualified nurses to have sound technology skills for care delivery. Considerations for online learning must include a prior technology skills competence assessment. The approach will ensure a level playing field for all students who engage in online learning. The appropriate support and interventions can be put in place for students who may not have the prerequisite level of technology skills to engage in online learning. Findings supports a blended learning approach with a student led digital and technology skills baseline assessment, prior to online learning. The approach will ensure a successful co-creation with an amalgamation with pedagogy
