Prf Shonil Bhagwat

The lack of diversity of people in subjects of the environment subjects in higher education and professions is a well-recognised challenge. For example, ethnic minorities make <5% of the labour force in environmental professions. The same could be said of those who come from low socio-economic status as well as those who identify as disabled. Additionally, as pupils and students progress towards higher education in STEM subjects there is a steady decline of underrepresented members of the community, in what is referred to as leaky pipeline syndrome. Various reasons have been suggested for the low representation in geography and environmental science subjects, a salient one being lack of early exposure and connection with the natural world. Looking broadly, often areas of multiple deprivation have communities least connected to nature, as well as being cold spots i.e. areas of low inclusion, for higher education. These deprivations feed into the low diversity and lack of inclusion in students studying environment at higher education level and subsequently low numbers in the profession. To address this challenge creating early engagement with nature, whether it is via community or at school has been recognised, not least by professional environmental bodies such as the British Ecological Society. However often it is not easy finding appropriate inclusive opportunities to engage these members of the community, thereby a need for innovative approaches. This project aims to undertake an intervention that connects youth within their local community and school with their natural environment and local higher education institution, creating a stepping stone from nature engagement to education and profession. Milton Keynes, a new city designed in the 1960’s on a template of garden city movement, is a case study selected here. Milton Keynes was designed on a grid system, in effect creating lots of individual communities, or as they’re known locally as ‘designated neighbourhood areas’ (DSAs). By virtue of its original design, Milton Keynes possesses a unique extensive network of parks and greenspaces. Large parts of the city score higher in Green Space Index than the UK minimum standard (Fields in Trust, 2023). However, despite this overall score there are significant ‘designated neighbourhood areas’ that fall below the national minimum standard [Parks Trust Data], in line with prevalent structural inequalities. Moreover these areas coincide with the city’s index of multiple deprivation (CDRC, 2024) as well as associated cold spots for higher education (BA, 2024). [See superimposed map] The major higher education institute of the city, The Open University whilst close to those areas, has had little influence on communities that can be described as ‘cold spots’ in the past. This project aims to test broadening/opening up the world of nature and environmental studies for a cold spot/ deprived community in the university’s neighbourhood. Taking residents of Woughton Community in the heart of MK City and right next to The Open University, the project aims to engage youth with opportunities to engage with the Community Fridge, Larder and Cafe to gather, eat, tell stories, and build connection with nature, so as to encourage higher learning and subsequent profession. The creative approaches will undertake 5 intervention meetings (2 at Community Council, 2 at local college and one at The Open University) engaging approximately 100 youth. To enable this we will follow up existing and new partnerships with The Parks Trust MK, Woughton Community Council, MK College and enrich it with expertise from the National Trust and The British Ecological Society. Whilst we focus on these areas close to the University on efforts for the 2025 call, our vision is to taking the learning from this into the 2026 call where we would look to work across the four nations through the OU’s offices in Edinburgh, Cardiff and Belfast.

Astrobiology is an emerging scientific field and is driven by the question ‘are we alone in the Universe?’ With an increasing number of life-detection/habitability missions, astrobiology is at the core of nations’ space strategies. The Open University Astrobiology Unit focuses on understanding how, and where, life might be found, by combining field work, laboratory simulations and mission data. Building on this expertise, Unit members are involved in key astrobiology-related missions and in developing planetary protection regulations. E3 funding will build capacity in line with future missions by furthering our understanding of extraterrestrial environments and potential life, through developing facilities to simulate these environments and investigating analogue sites. This is aimed at understanding if, and where, life may be found beyond the Earth. The Unit will develop its expertise to meet the new challenges that arise as the private sector and smaller nations develop exploration capacity. This includes supporting the sector to meet, and define, planetary protection requirements and to address space governance, for example, ensuring environmental sustainability of missions. The Unit will develop relevant education material for the expanding space sector, and it will work to ensure knowledge and expertise in astrobiology is used in a just and equitable manner. Sustainability of the Unit will be underpinned by commercial services, external funding, and University investment. The Unit will support the growth of astrobiology networks of industry, higher educational institutes and policymakers, and early career researchers, to ensure that the UK is globally recognised and influential within the field.

This project (E-DIAL) will provide a snapshot of diversity in the UK’s geochemistry community, through an intersectional lens, with emphasis on the HEI academic ladder. As a multi-faceted discipline, geochemistry is central to Earth and environmental science. However, no specific workforce data exists with which to motivate or evaluate policies to tackle under-representation of minoritised groups. Our approach is only possible through timely collaboration of social scientists with serving members of a committee of the European Association of Geochemistry (EAG). Geochemistry community data, collected through an EAG survey, will be the first of its kind. Alongside, we will evidence past and recent rates of appointment, progression, and retention of under-represented groups across all levels of seniority within UK HEIs. In profiling the career pipeline(s) of geochemists and evidencing lived experiences, understanding will be built to inform prevailing policies, attitudes, and practice while assessing the effectiveness of policies at institutions with, e.g., differing Athena Swan certifications. Findings will test the hypothesis that “there is an erosion of diversity within geochemistry careers”. Project results will be disseminated via publication, institutional seminars, conference presentations/networking, panel discussions and a NERC knowledge exchange virtual event; raising awareness and stimulating people at all educational stages to prompt wider participation. E-DIAL investigators interact at higher organisational levels and may submit evidence to inform the next All-Party Parliamentary Group report on Diversity and Inclusion in STEM. Hence, informing and shaping policy change to achieve improved diversity and inclusion while establishing practice for continued institutional level monitoring.