Introduction

Academic staff are critical to the HE system, contributing both original knowledge and scholarship to schools of thought and subjects of study. The role of academic staff has changed considerably with them now engaged in governance, lead roles, publishing, delivering research and teaching excellence, conferences and curriculum development, among a few areas (Graham, 2015). This chapter explores the different aspects of academic staff experience.

Despite various policy changes and anti-racism frameworks in many HEIs, systemic institutional racism continues to make Black, Asian, and minority ethnic1 academics feel like they are excluded and discriminated against (ECU, 2011; Pilkington, 2013; Alexander & Arday, 2015; UCU, 2016). While navigating the inequitable landscape of academia, Black academics face a ‘culture of explicit and passive bullying [that] persists across higher education along with racial stereotyping and racial microaggressions’ (Rollock, 2019, p 4).

While some progress has been made in HEIs with regards to addressing race equality, Pilkington (2013) argues that the rhetoric surrounding policy making and recruitment should not seduce us into believing that HEIs are sufficiently addressing racism. Little difference is being made for Black, Asian and minority ethnic academics, as many HEIs fail to turn well-written policy into meaningful action. The Equality Challenge Unit (ECU, 2011) highlighted the disparities between the experiences of Black and minority ethnic staff in higher education (HE) and the policies and strategies designed to promote race equality. Recently, the McGregor-Smith Review (2017) identified discrimination and bias against individuals from Black, Asian and minority ethnic backgrounds at every stage of their careers. A year on from the review, Kerr’s (2018) Scorecard Report highlighted that ambitious Black, Asian and minority ethnic individuals in the workplace were facing lack of opportunity, thus wasting their talent, enthusiasm and expertise in the sector. The University and College Union (UCU, 2016) found that most Black, Asian and minority ethnic academics surveyed had reported facing barriers to promotion. These barriers included not being fully informed on the application process for promotion, as well as a lack of support from senior colleagues and managers in seeking career progression.