The Water-WISER Centre for Doctoral Training (CDT) aspires to achieving excellence in terms of equity, diversity and inclusion.
Water-WISER hopes to influence future research culture towards greater inclusivity, by ensuring that any person who meets our eligibility and entry requirements, and has the right potential, is supported and encouraged to participate, and enabled to contribute. Our intention is to ensure that the Water-WISER CDT is a place of security and creativity for people of any gender, sexual orientation, race or nationality, and at any period of their lives, to work and to excel.
Current indicators and processes in support of achieving diversity
Diversity within both our student cohort, and our management and interview team, by age, ethnicity, background and gender split. Our student diversity has been commended by EPSRC, our funding council.
We actively monitor the diversity of our applicants; we review this at our Management Board meetings and Advisory Group (external members) meetings.
The interview team does not consider age, ethnic origin or other protected characteristics of applicants, the exception being caring responsibilities so we can better decide how the student can be supported.
We continually develop and review our Equity, Diversity and Inclusion plan and achievements.
We have successfully supported a number of students with very young children through maternity leave provision and subsequent workload flexibility.
We have helped students from non-traditional backgrounds to start the programme despite significant practical challenges.
We have supported students with long-term/chronic health issues to take time out and return to their studies successfully.
Intended measures to improve Equity, Diversity and Inclusion (as of 2020)
We interview all candidates who meet our entry requirements and are eligible for full EPSRC funding, where practicable.
We monitor the diversity of staff (particularly staff of BAME origin) in the management team, supervisor pool and interview panels.
We survey applicants to find out their views of our applications process, in order to make improvements to the fairness of our processes and to improve our marketing to better attract applicants from non-traditional backgrounds.
Commitment to ongoing review
We are committed to continually reviewing the Equity, Diversity and Inclusivity of our CDT, as we recognise that the postgraduate research sector is inherently biased against applicants from minority backgrounds, non-traditional backgrounds and those with disabilities. This is often because it is harder for these applicants to secure high grades, or relevant work experience, at University or earlier in the education system.
We therefore particularly encourage applications from these candidates. All scholarships will be awarded on the basis of merit but candidates should also note that we are working with leading groups looking at implementing contextual admissions strategies.
We welcome feedback about our commitments (including feedback relating to the content of this website). If you would like to give feedback, please contact our EDI lead Emily Bryan-Kinns e.bryan-kinns@leeds.ac.uk.
Case Studies
Ayan Hujaleh – Case Study
Richard Dewhurst – Case Study
Bushra Hassan – Case Study
Ayan Hujaleh – Case Study
What really drew me to this PhD was the real-world relevance. I have always had a keen interest in WASH and my research interests were further shaped after having the opportunity to work on a WASH project in Somaliland and I consequently decided to take on the challenge of doing a PhD. Re-entering academia after spending some years in industry has been harder than I expected, sometimes it can be difficult to find the right balance especially being a new mum and everything just seeming to take longer. But the structured learning and taught modules at the start of the programme I have found particularly useful, and I have managed to find a work-life balance and a routine that works for me.
The guidance and the expertise provided by the staff across the CDT has been excellent. Being part of a supportive cohort has also been great. So far, I’d say it has definitely been a challenging but also a fulfilling experience as I get to work on something that truly excites me.
Richard Dewhurst – Case Study
Having worked as a civil engineer in industry for nearly 20 years, I was initially a little uncertain about returning to education and how I would be received into academia as a mature student. However, I have found the experience very rewarding, and my fears were ultimately unfounded; the freedom to explore a subject that I am passionate about has been thoroughly liberating and fulfilling. Additionally, as a mature student, I have been able to apply my knowledge from career experience to my topic which has enabled me to develop my work in a direction that would not have been possible otherwise. My biggest challenge has been developing my area of interest into something ‘researchable’ rather than merely conducting a consultancy exercise; as a result of my practical engineering work experience, my mindset had become very focussed on dealing with the effects of problems. As such, during my research I have tried to develop a more inquisitive and questioning philosophical approach to identify and understand the actual root causes of issues to ensure that my work makes a worthwhile contribution to knowledge.
Being surrounded by a very supportive team, both in terms of the academic staff but also my fellow students in the CDT, has enabled me to progress through the programme despite the challenges that the COVID pandemic has presented. The CDT provides the perfect environment for individuals with likeminded passions and interests to work together, share ideas and support each other during their individual journeys. There is a significant amount of training and guidance provided by the programme that is available to assist students through the entire PhD process which ensures that support is always available – something particularly valuable for those who have not been in an academic environment for some time.
Bushra Hassan – Case Study
I am a second year Water-WISER CDT candidate at the University of Leeds.  My PhD research focuses on behaviours in shared sanitation facilities and their impact on infectious disease transmission. After working in a local authority as a planning policy officer, I decided to embark on the Water-WISER CDT as I wanted to pursue my academic interests in WaSH research, both by developing my own knowledge and skills in the field and contributing to the sector with my own research project.
Being the first in my family to pursue a postgraduate research degree, I was uncertain at first whether going back into academia from full time employment early in my career would impact my future prospects, particularly due to the limited experience I had in the WaSH sector. However I have found reassurance that my opportunities have only been expanded through the CDT programme, by taking developing my own WaSH knowledge and skills through taking modules, working on research publications with both Oxfam and my postgraduate peers and developing an exciting PhD research project with a chance to conduct research both in the UK and India.
The programme has also helped me strengthen my network with other researchers and WaSH practitioners both in the UK and abroad. The supportive and friendly nature of the Water-WISER team means that I can seek support to face challenges throughout my academic journey, while also being a support to others in the team.
