Protocol for a Systematic Review of the Experiences and Mental Health Outcomes of BAME Academics in Non-Traditional Higher Education

Аннотация

The experiences of Black, Asian, and Minority Ethnic (BAME) academics in higher education institutions have garnered increasing attention due to persistent disparities and challenges faced by these groups. This protocol outlines a systematic review aimed at exploring the experiences of BAME academics in alternative higher education institutions. The review will synthesize existing literature to identify key themes, challenges, and opportunities encountered by BAME academics in these non-traditional settings. The systematic review will follow established guidelines, The American Journal of Social Science and Education Innovations 16 https://www.theamericanjournals.com/index.php/tajssei The American Journal of Social Science and Education Innovations including a comprehensive search strategy across The literature on BAME academics consistently multiple databases such as PubMed, Scopus, and Web highlights a persistent underrepresentation in senior of Science. Inclusion criteria will focus on peer- academic and leadership positions, reflecting broader reviewed articles, dissertations, and reports that systemic issues within higher education. Studies have examine the experiences of BAME academics in shown that BAME academics face structural and cultural alternative higher education institutions. Studies will barriers, including institutional racism, lack of be selected based on relevance, methodological rigor, mentorship, and limited access to professional and the richness of data on BAME academics' development opportunities (Arday & Mirza, 2018; experiences. Data extraction will involve detailed Bhopal, 2020; Rana et al., 2022). These barriers not only coding of study characteristics, participant hinder career advancement but also contribute to a demographics, and key findings related to the sense of isolation and marginalization among BAME experiences of BAME academics. Thematic analysis will faculty members (Rollock, 2019; Ishaq & Hussain, 2022; be employed to identify recurring patterns and themes Harris & Ogbonna, 2023). across the selected studies. This approach will allow for Alternative higher education institutions, characterized a nuanced understanding of the unique challenges and by their diverse student populations and often opportunities faced by BAME academics in alternative innovative approaches to teaching and learning, provide higher education institutions. The findings from this a unique context for examining the experiences of systematic review will provide valuable insights into BAME academics. These institutions may offer more the lived experiences of BAME academics, highlighting flexible career paths and a greater emphasis on teaching areas for policy intervention and institutional support. excellence, yet they also grapple with resource By identifying best practices and areas needing constraints and less established research infrastructures improvement, this review aims to contribute to the (Smith, 2021). The intersection of these factors creates development of more inclusive and equitable higher a complex environment in which BAME academics education environments. The results will be navigate their professional journeys. disseminated through academic publications, The need for a systematic review of the experiences of conference presentations, and stakeholder BAME academics in alternative higher education engagement to inform future research, policy, and institutions is underscored by the growing body of practice. This protocol underscores the importance of evidence documenting the challenges faced by these addressing the specific needs of BAME academics in individuals. For instance, research has revealed that low alternative higher education institutions and aims to priority status profiling of BAME faculty and foster a more inclusive academic landscape. institutionally racist structures in higher education institutions (HEIs) are key challenges facing BAME KEYWORDS: BAME Academics, Alternative Higher academics plotting career pathways to senior leadership Education, Systematic Review, Diversity and Inclusion, roles (Felix, 2022; Tiatia-Siau,2023; Mkwebu, 2024). Academic Experiences. Additionally, the intersection of race and leadership is further exacerbated by the structural and cultural inequalities that pervade within universities, often at