REPORT ON THE
UNIVERSITY OF BIRMINGHAM’S
BAME STUDENT EMPLOYABILITY PROJECT
2010 - 2011
Supported by the Alumni Annual Giving Fund 2010
Additional Project Support provided by:
1.
Background and aims of the Project
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1.1.
BACKGROUND
The Equality Act 2010 places a duty on universities to monitor student
outcomes by ethnicity, publish that information and take action to
rectify any evident disadvantage.
Around 28% of all students at the University of Birmingham are from a
Black, Asian or minority ethnic (BAME) background. This figure
includes international students. Outside London this is the largest
percentage population of BAME students at a Russell Group university.
BAME students appear to be attracted to the University of Birmingham.
However, data suggests that generally BAME students are less likely to
stay after the first year, gain a first or upper second class degree,
complete their degree or gain a fulltime job after graduation.
Annual reviews of the University’s ethnicity data have indicated that
generally Black, Asian and ethnic minority students are not as
successful as their white counterparts in finding full time work after
graduation. For example, in 2006/7 52.8% of BAME and 58.6% white
students gained full-time employment and in 2007/8 the percentages
were 54.2 and 58.7 respectively. BAME students were almost twice as
likely to be unemployed (in 2007/8 9.9% as against 5.6%).
The BAME Employability Project was conceived as a direct, positive
response to what appeared to be a disadvantage experienced by
BAME students.
This initiative was funded by a one-off donation of £4,000 from the
Alumni Annual Giving fund
1.2.
WHY AN INITIATIVE FOR BAME STUDENTS?

As indicated in the introduction, BAME students are less likely to gain
full time employment after graduation. This is not particular to the
University of Birmingham but is a higher education sector issue. Bird
(1996)1 adds that not only do Black graduates have greater difficulty
gaining employment than their white counterparts, they also gain
inferior jobs.

Research (Reay 1998, 2009)2suggests that students who are the first
in their family to gain a university place are less likely to understand,
1
Bird J.( 1996) Black Student in Higher Education: Rhetoric and Realities, OUP, Milton
Keynes
2 Reay D. (1998) ‘Always knowing’ and ‘never being sure’: familial and institutional habituses
and higher education choice. Journal of Education Policy, 13:4, 519-529
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and have easy access to, the taken -for -granted assumptions about
how best to assimilate into university life. It may take these students
time to gain the student support and other networks that other students
have knowledge of. This may have an impact on the outcomes of the
university experience.

According to Bird(1996)3 BAME students in elite higher education
institutions are more likely to experience feelings of isolation; to
experience being a ‘fish out of water’ and to consciously recognise
being in a minority.

Those who have researched BAME success (Rhamie and Hallam
2002)4 have suggested that important in success is the availability of
positive role models, spaces for students to relax together and a
relevant, representative and inclusive curriculum.

HEA)5 commissioned research on the variable degree attainment of
BAME groups and called upon HEIs to investigate the varied and
uneven dimension of student experiences and how that impacts on
student progression. Universities, they suggest, should have a much
clearer insight into what impacts on BAME success.

Positive action is legal under the Equality Act 2010 and allows
organisations the freedom to use targeted initiatives where they
recognised a protected group my be under-represented or
underperforming in comparison with the wider community.
Reay D. Crozier G. and Clayton J. (2009) ‘Strangers in Paradise? Working Class Students in
Elite Universities’. Sociology 43 :6
3 Bird J.( 1996) Black Student in Higher Education: Rhetoric and Realities, OUP, Milton
Keynes
4 Rhamie J.and Hallam S.(2002) An Investigation into African-Caribbean Success in the UK’
Race Ethnicity and Education, 5:2, 151-170
5 HEA( Higher Education Academy (2008) Ethnicity, Gender and Degree Attainment Project –
A Final Report. ECU and HEA
5 Brennan J.and McGeevor P. (1987) The Employment of Graduates from Ethnic Minorities.
London. Commission for Racial Equality in Bird J. (1996) Black Students in Higher Education:
Rhetorics and Realities OUP Milton Keynes
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1.3.
AIMS
The aims of the Project were to:

Provide BAME focus groups to discover from the students themselves
what, if any, were the issues/experiences/barriers that might negatively
impact on the students’ experience and therefore contribute to any
disadvantage in finding full time work.

To consider a mentoring scheme as a possible response to any issues
identified by students.

Consider ways to build sustainability into the initiative

Promote the positive impacts of such an intervention in support of BME
students.
2.
Development of the Project
2.1
PROGRESS
October 2010 to March 2011
The Equality and Diversity Adviser for Students, Jane Tope
commissioned the support of local businessman, Joel Graham-Blake to
the project. Joel is an award-winning consultant and founder of Cultiv8
Solutions, a niche diversity development service for universities and
the professional services sector.
After analysing the responses from the focus groups they identified a
need for a direct, interactive and personal development approach to
employability support, different to initiatives conducted by other
universities who, from the information available, seem to offer
mentoring to all students who are interested.
Through his networks, Joel recruited local BAME business and
community based mentors onto the programme and he provided
additional project support.
2.2
THE CHRONOLOGY
October 2010
-
2 student focus groups were run engaging with
40 BAME students.
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-
An evening social event was held for both students and
mentors to introduce and induct them into the Project
-
12 mentors were individually interviewed and recruited.
-
25 students were interviewed and given 30 minutes to explain
why they felt they could benefit from the Project.
-
18 students were accepted on the Project and carefully matched
to mentors who best reflected their interests and background.
-
Support materials, such as the bespoke mentor and mentee
handbooks which included how the Project would be monitored
and supported were created and disseminated to both mentors
and mentees.
November 2010 – March 2011
-
Each mentor and mentee was requested to meet at least once
per month, and were encouraged to keep in touch weekly
through email / telephone.
-
Contact by the Equality and Diversity Adviser for Students and
the external consultant was made with the mentors and mentees
to ensure they felt supported, to monitor progress and deal with
any difficulties that arose. Generally, during this time both
mentees and mentors needed very little intervention to enable
them to progress their relationships.
March
-
2.3
End of Project consultation and social event with mentors and
mentees. The feedback from students and mentors was elicited
by a series of open-ended informal question and answer
session. In attendance were 10 students and 7 mentors. Some
gave their feedback via email.
THE ISSUES identified by the students (general and specific to the
Project’s aims):

Lack of BAME role models at the University for students to connect
with. Although there has been much research on the benefits, or
otherwise of BAME role models for students, the students on this
Project highlighted the lack of visible BAME role models as having a
negative impact on their self confidence.
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
Feelings of isolation i.e. being visibly and culturally in a minority on
their course. Where students were very clearly in the minority they felt
that it was more difficult to find a voice, and be heard.

Lack of networking/family connections. In many cases the students on
the Project were the first from their family or community to go to
university. See below for further discussion.

Some students identified possible (perceived) racist comments from
others around the University. For example, 3 students stated that when
they looked for help by visiting their departmental administration, they
felt that they were not immediately identified as students.

Feelings of de-motivation in respect of job seeking because of the
perceived lack of potential job opportunities within the current climate.
The students felt that the current lack of job opportunities for graduates
was likely to impact more on BAME students.
Other issues that were highlighted included:

Reliance on gaining support from Guild societies such as BEMA
(Birmingham Ethnic Minorities Association) and friends from similar
background rather than from staff. The support they consider useful
included being able to relax with others from similar cultural/social
backgrounds, values and attitudes to themselves. They also identified
the importance of feeling integrated and settled at the beginning of their
university life.

Most students had supportive family structures, but stated they were
the first to go to university. This made it more difficult to have familial
discussions on the opportunities open to them and choice of career.

Enthusiasm to ‘give back’ to the communities from which the students
came and a commitment to making a difference in social terms. Bird
(1994) draws on research by Brennan and McGeevor (1987:40)6 who
state’ While the perceived benefits for white graduates tended to be
greater in terms of individualistic goals, for black graduates they were
greater for aims with a more social orientation’.

Many of the students interviewed were already involved in voluntary /
community / own businesses activities.

Their choice of Birmingham was influenced by its reputation and
students were attracted to a university situated in a multi- cultural city.
6
Brennan J.and McGeevor P. (1987) The Employment of Graduates from Ethnic Minorities.
London. Commission for Racial Equality in Bird J. (1996) Black Students in Higher Education:
Rhetorics and Realities OUP Milton Keynes.
6

Some international students felt they might benefit from the mentoring
scheme, but it was decided to keep the Project focussed on UK
students initially because the scheme was being managed by a small
team.
3.
The outcomes of the Project
3.1
PROJECT ACHIEVEMENTS
This six-month pilot programme with 18 students and 10 mentors
achieved a positive number of results including:

1 student has applied to journalist college and for a bursary to enable
this to happen, supported by their mentor. 1 student has been
accepted and is starting in 2011.

1 student has decided to start their own business again supported by
their mentor.

1 student has already embarked on a new social enterprise venture
with his mentor.

2 students have changed career goals and are now aiming for a more
senior job role than first anticipated.

All students have highlighted an increase in their understanding of the
world of work, increased confidence and an appreciation of what they
can achieve.

All students have stated they have been inspired and motivated by the
Project and consequently value the investment provided by DARO

A number of mentees have expressed interest in becoming mentors for
new students.
Here are a few examples of some of the comments from mentees:
Cheyenne – ‘It was really good to be paired with such a supportive and
enthusiastic mentor. She has been so helpful, pointing me in the right
direction for help and resources for my future. It’s been great to have a neutral
space to talk through my decisions. It’s not always that easy to do that with a
family member’.
Amita – ‘The mentoring scheme has offered me so many skills and
developed me as a person; I would never have envisaged how much it has
impacted on my life. I now know that I can achieve whatever I want to achieve
with hard work and dedication.’
Olu – ‘I’ve learned so many things from my mentor, and he’s helped me hone
my presentation skills. He gave me insight into some of the ‘tricks of the trade’
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and he even set me homework! I did it and found it useful. My mentor
understands where I’m coming from’.
Wendy – ‘My mentor has really helped me gain more confidence. I am
working on my presentation skills with his help’.
Paris – ‘Working with my mentor has helped me see what is possible. We are
working on two projects at the moment. It’s very exciting.’
The only comment for improvement from mentees is that they would have
liked to have come together as a group a couple of times during the Project to
offer each other peer to peer support.
OUTCOMES – Mentors
3.2


A network of enthusiastic mentors ahs been built up, all of whom are
keen to work with the University in future.
All mentors felt they have positively gained from their mentoring role by
being able to support students in their future development and by
learning more about what it means to be a University of Birmingham
BAME student. In some cases, the students’ ideas were supported by,
and enhanced, the mentors’ business development.
Here are a few examples of some of the comments from the mentors:
Peter - ''My relationship with my mentee gave me a real life insight into what
young people really need to succeed. His personal drive and passion to
overcome any obstacle, was so humbling.
He represented the passion and ability that young people from BAME
backgrounds possess and can offer employers. The programme exceeded my
expectations and I will definitely be volunteering again next year!''
Tony – “This process has allowed me to become more reflective and
analytical about my own approaches to work, whilst at the same time, offer
the benefit of my experience and skill to my mentee”.
Marverine – “My mentee was rather shy and nervous to begin with. But I
found that the moment we focused on what she can do, she built up the selfconfidence to overcome the fear of things that she thought she could not do”.
Rickie – “This wonderful programme has taught me how to listen and
encourage others more, rather than just telling them!”
The only criticism from mentors was that there was too much tracking
paperwork on the mentoring relationships. They understood the importance of
effective monitoring and evaluation but suggested that the programme could
use social media and other online resources as a way of tracking progress.
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3. Other outcomes

As a result of this project, professional and sustainable training
materials for mentors and mentees have been produced. These can be
shared across the university and be used for similar future schemes
and initiatives.

Positive publicity in internal University communications, including the
Guild’s Redbrick diversity supplement.

Interest in the Project shown by other universities who are looking to
support BAME students into employment.
Profiles of the mentors on page 10.
4.
The future of the Project
After having such a successful pilot phase and given the evident need,
as highlighted in the research, for such positive actions, it is felt that the
programme should continue to help support the progress into
employment of other BAME students.
It is planned to continue with the Project in its current organisation as
detailed below:

Joel Graham-Blake has agreed to continue his association and input
into the programme and has already recruited new mentors to bring to
the Project

Focus groups will take place in May 2011 in order to identify the next
cohort of mentees.

New mentees will be recruited and matched to mentors by the end of
October 2011.

A minimum of two peer to peer sessions for mentees will be integrated
into the programme.

The aim is to enhance the programme by becoming a specific link with
graduate recruiters to help find available job opportunities for BAME
mentees on the programme.

There is a possibility of training all the mentees from this pilot
programme in peer mentoring, so that they can act as supportive
mentors for first year BAME students at the University. Data analysis
indicates that BAME students are less likely to stay after the first year.
Transition to university is a key stage for many BAME students.
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
This initial pilot year of the Project has been successful and therefore
Student services will now continue to resource this work for another
year (2011/12) and seek recurrent funding for future years.
MENTORS’ PROFILES
Marverine Cole – www.funfmedia.co.uk
Marverine Cole has over 20 years presenting experience in broadcast television &
radio including many midlands radio stations and Sky News. In 2008, Marverine set
up her own corporate video production company, Funf Media.
Gman – www.tabooenergydrink.co.uk
Gauntie is the Chief Executive of Taboo Energy Drinks and the Director of event
management company C.G Marketing. He is a well-known personality within local
communities and has over 25 years experience in media.
Rickie Josen – www.missjones.info
Rickie is the Managing Director of Miss Jones Concierge – a global PA and admin
assistant service. She is also the project manager for FutureChefs – a national
initiative focused on youth development through food!
Anthony Andrews – www.wmbusinessfutures.co.uk
Anthony is a small business adviser / consultant. He is also the Community
Development Manager for a not-for-profit organisation that helps local parishes,
make a positive impact in local communities.
Herman Stewart – www.hermanstewart.co.uk
Herman Stewart Assoc CIPD is a Consultant, Trainer and Motivational Speaker in
mentoring within primary and secondary education. His work has been recognised as
“High Quality” by Ofsted.
Raj Theper
Raj is a Business Account Manager for Business Link and has substantial experience
in develop enterprise and community development.
Peter Morrison – www.solasconsulting.com
Peter Morrison is the MD of Solas Consultants, a personal development and coaching
service for professionals and business owners. He is the founder of Leaflog – a low
carbon biomass fuel source that burns 3 times longer than coal and has twice been
awarded the prestigious title of British Inventor of the Year.
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Matthew Broomhead – www.c4ucoaching.com.
Matthew uses has over fifteen years practical experience (in corporate, non-profit
and public sector) with professional qualifications in training and coaching. He is also
a distributor for a utilities company and a member of the CIPD.
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