Addressing Student Sexual Violence in Higher Education

Humphreys, Clarissa J.

doi:10.1108/9781838671389

Cited by 18 publications

(7 citation statements)

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“…For instance, "sexting" is a sexual offence, and in 2018, 37% of young people were cautioned or conditionally cautioned for sexual crimes (Ministry of Justice/Youth Justice Board, 2019). There is also evidence of student sexual violence in higher education (Humphreys and Towl, 2020); such research is lacking in other sectors.…”

Section: Resultsmentioning

confidence: 99%

“A melting pot”: challenging student behaviour in the United Kingdom’s further education sector

Zaman

2023

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Purpose Challenging behaviour among school pupils has been the focus of extensive research in the UK and beyond; however, there has been a lack of recent comparable research on these issues in the further education (FE) sector. This paper aims to report the findings from a larger PhD research examining the introduction of interventions based on restorative justice implemented in colleges. This study focuses on the extent and nature of challenging student behaviour, as explained and understood by the students and staff. Design/methodology/approach The author used an interpretivist exploratory case study design and mixed qualitative research methods. The institute considered in the case study, Restorative College (pseudonymised), has education provisions for students aged 16+ years and enrols over 16,000 students annually. In the academic year 2017/2018, Restorative College committed itself to becoming a “restorative” institution. Data collection consisted of three stages (including semi-structured interviews, analyses of institutional policy documents and focus group discussions) and was conducted over 14 months. Findings The extent and nature of challenging student behaviours in the FE sector are significant and merit further research and analysis to support policy development. Research limitations/implications Given the research methods adopted (single case study and qualitative research), the findings do not necessarily represent experiences across the FE sector. Originality/value This study emphasises the need to expand research on challenging behaviour in the FE sector, which has been limited thus far, also making a contribution in this direction.

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Section: Resultsmentioning

confidence: 99%

“A melting pot”: challenging student behaviour in the United Kingdom’s further education sector

Zaman

2023

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“…There are notable exceptions to this, where we do see detailed practical guidance (see e.g. Humphreys and Towl, 2020). The unprecedented impact of the coronavirus (COVID-19) pandemic brought further unique challenges to this field, specifically relating to delivering an appropriate practical response online.…”

Section: Climate On Campusmentioning

confidence: 99%

Responding to gender-based violence in higher education: changes as a function of Covid-19

Franklin-Corben

Towl

2023

JACPR

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Purpose The purpose of this paper is to comment on how responses to gender-based violence (GBV) in higher education (HE) changed as a function of COVID-19. Since the original lockdown directive was issued by the UK Government in March 2020, there was an acute awareness of the impact the stay-at-home order could have on prevalence and patterns of GBV, with technology-facilitated sexual violence and domestic abuse being of particular concern (Universities UK, 2020). Design/methodology/approach We give the illustrative example of our learning (from 2020 to 2022) around how we have changed our approach to supporting survivors to access information and support, and the conduct of investigations during this period. Findings For HE Institutions who were quick and keen to embrace online teaching, there was a necessity to recognise that this change in learning environment may bring an increase in online forms of sexual misconduct, and additional challenges associated with supporting survivors who were often remote from university campus. Subsequently, and swiftly, responses to GBV in HE (including formal investigations where requested) needed to change to ensure those who were subjected to sexual misconduct could access support and information, in the knowledge that they would not be disadvantaged by bringing their reports forward during a time of global uncertainty. Originality/value An insight is provided on the changes adopted to respond to GBV on campus during the early pandemic, and the impact that these changes have had to the provision of specialist service delivery over two years on.

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“…The concept of 'remedy', as defined below, is an important part of administrative justice complaints processes, including those in higher education. In the UK context, policy and practice are still at a relatively early stage in relation to formulating remedies and sanctions for student-student sexual misconduct (Humphreys and Towl, 2020) and there are no agreed standards for sanctions or remedies for staff sexual misconduct (The 1752 Group and McAllister Olivarius, 2020). In the US, there have been calls for a wider range of responses, including increased transparency and victim-led resolution policies (Clancy, 2018;National Academies of Sciences, 2018: 144).…”

Section: Justice For Sexual Misconduct Victim-survivorsmentioning

confidence: 99%

The Governance of Complaints in UK Higher Education: Critically Examining ‘Remedies’ for Staff Sexual Misconduct

Bull

Page

2021

Social & Legal Studies

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Complaints processes and their governance in UK higher education (HE) have received little critical scrutiny, despite their expanded role under the increasing marketisation of HE. This article draws on interviews with students who attempted to make complaints of staff sexual misconduct to their HE institution. It outlines four groups among the interviewees according to the ‘remedy’ that they obtained, describing how most interviewees could not access the services of the Office of the Independent Adjudicator for Higher Education in England as they could not complete internal institutional complaints processes. The failure of most complainants to obtain remedy, and the difficult experiences of those who did, reveals the inadequacies of using an individualist, consumer-oriented model for addressing discrimination complaints in HE. The article also contributes to discussions of justice for sexual violence survivors, suggesting that community-oriented remedies are needed alongside formal administrative justice processes to address power-based sexual misconduct in institutions.

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Addressing Student Sexual Violence in Higher Education

Cited by 18 publications

References 0 publications

“A melting pot”: challenging student behaviour in the United Kingdom’s further education sector

“A melting pot”: challenging student behaviour in the United Kingdom’s further education sector

Responding to gender-based violence in higher education: changes as a function of Covid-19

The Governance of Complaints in UK Higher Education: Critically Examining ‘Remedies’ for Staff Sexual Misconduct

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