Challenges to the career progression of racially minoritised academics in UK higher education: exploring institutional and social barriers: Exploring Institutional and Social Barriers

This study investigates the career progression challenges faced by racially minoritised (RM) academics in UK higher education, with a specific focus on a School of Nursing, Midwifery and Health. Using a qualitative methodology, semi-structured interviews were conducted with RM staff to examine institutional and social barriers to promotion. Grounded in Institutional Logics and Social Closure Theory, the findings identify five interconnected themes: lack of readiness for promotion, unclear progression pathways, inequitable access to mentoring and networks, systemic bias, and emotional burden. The study contributes to Human Resource Development (HRD) by offering practical and policy-level recommendations that align with HRD values of inclusive leadership, equity, and organisational learning. The findings highlight the importance of transparent development pathways and equitable support mechanisms to enhance minority representation in senior academic roles. This work informs HRD strategies that address institutional injustice and foster inclusive growth.