YCEDE Circle Mentoring
Circle Mentoring is an online, group PGR mentoring opportunity where you’ll engage with 2-3 mentors. In this session, our mentors will discuss their experiences of working in the industries beyond academia.
Our mentors will share their career journeys, providing insights into their roles and answering your questions. The session includes group discussion and breakout rooms where you can engage with each mentor separately.
How it works
- In order to align with YCEDE eligibility, this session is open to UK/home domiciled PGRs from racially-marginalised backgrounds at YCEDE partner universities (Bradford, Sheffield, Sheffield Hallam, York, and Leeds).
- Please see the information sheet circulated for further information on the circle mentoring session.
- Once you are happy, please register ahead of the session registration deadline.
- Our team will be in touch shortly after this with the outcome of registration.
- If you have any additional questions about what the session will be like or your role within it, please get in touch.
*For information on what ethnicities are considered minoritized please visit: https://www.hesa.ac.uk/
Our Mentors
See links to our mentor profile pages below.
- Academics at research-intensive universities
- Passionate about research
- Experience of supervising postgraduate students
- Committed to improving diversity of PGR study in Higher Education
Why take part?
- Circle Mentoring offers a chance to ask mentors about their career paths and gain advice on your career and professional development.
- You will have the opportunity to listen and learn from the mentors experience, and this may help you in making an informed choice about your next steps in your PGR journey.
Upcoming Group Circle Mentoring Session
This session is an excellent opportunity for anyone interested in learning more about post-docs, fellowships and careers post-PhD.
Please keep an eye out for further information and registration for our upcoming session.
Our team will be in touch shortly after this with the outcome of registration.
For more information, contact our mentoring team on mentoring@ycede.ac.uk
Apply Now
This application form will be live once details of the session have been confirmed.
Meet some of our previous mentors
Dr Alex Rajinder Mason
Lecturer in Pharmacy Practice at the School of Pharmacy, Newcastle University.
Dr Tiffany R. Holloman
Lecturer in Pharmacy Practice at the School of Pharmacy, Newcastle University.
Donald Palmer
Lecturer in Pharmacy Practice at the School of Pharmacy, Newcastle University.
Dr Daniel Okeowo
Lecturer in Pharmacy Practice at the School of Pharmacy, Newcastle University.
UK doctoral education has an equity problem. The population of PhD researchers in the UK does not represent the general population, nor indeed the population of first-degree graduates from which it is drawn. As a consequence, important voices are not heard, and as a result, the research enterprise is deprived of invaluable opportunities for creative problem solving.
Black, Asian and Minority Ethnic people are underrepresented in postgraduate research study – and data published by the OfS shows there has been little change in recent years. Participation in postgraduate research at the UK’s top universities and colleges remains low; 17.1% of PGRs in 2017-18 were from Black, Asian and minority ethnic backgrounds, a rise of just 1.4 percentage points compared to participation levels in 2010-11.
Similar to the national patterns, data from YCEDE partner universities shows that People of Colour are under-represented among our PGR community and that they are less likely to receive PhD offers than White applicants. We take both of these patterns as indications that intervention is needed both to expand access to doctoral opportunities and to address selection and offer-making practices at doctoral level.
UK doctoral education has an equity problem. The population of PhD researchers in the UK does not represent the general population, nor indeed the population of first-degree graduates from which it is drawn. As a consequence, important voices are not heard, and as a result, the research enterprise is deprived of invaluable opportunities for creative problem solving.
Black, Asian and Minority Ethnic people are underrepresented in postgraduate research study – and data published by the OfS shows there has been little change in recent years. Participation in postgraduate research at the UK’s top universities and colleges remains low; 17.1% of PGRs in 2017-18 were from Black, Asian and minority ethnic backgrounds, a rise of just 1.4 percentage points compared to participation levels in 2010-11.
Similar to the national patterns, data from YCEDE partner universities shows that People of Colour are under-represented among our PGR community and that they are less likely to receive PhD offers than White applicants. We take both of these patterns as indications that intervention is needed both to expand access to doctoral opportunities and to address selection and offer-making practices at doctoral level.
UK doctoral education has an equity problem. The population of PhD researchers in the UK does not represent the general population, nor indeed the population of first-degree graduates from which it is drawn. As a consequence, important voices are not heard, and as a result, the research enterprise is deprived of invaluable opportunities for creative problem solving.
Black, Asian and Minority Ethnic people are underrepresented in postgraduate research study – and data published by the OfS shows there has been little change in recent years. Participation in postgraduate research at the UK’s top universities and colleges remains low; 17.1% of PGRs in 2017-18 were from Black, Asian and minority ethnic backgrounds, a rise of just 1.4 percentage points compared to participation levels in 2010-11.
Similar to the national patterns, data from YCEDE partner universities shows that People of Colour are under-represented among our PGR community and that they are less likely to receive PhD offers than White applicants. We take both of these patterns as indications that intervention is needed both to expand access to doctoral opportunities and to address selection and offer-making practices at doctoral level.