Abstract
This article reports on research undertaken in 2011–2012 into the role of religion and belief in one British university. In this indicative qualitative case study, we observed six important features in relation to religion and belief: a clear divide in attitudes to the place of religion and belief between operations and curriculum; a lack of knowledge and understanding of the religious landscape within the institution; differing and localized responses to religion and belief within and between departments; variation in the approaches of different academic disciplines; very strong desire to promote a good student experience, which included a recognition that some students identify as religious; and that religious and non-religious perspectives are widely conceived of as binary, meaning either ‘secular’ or religious. We conclude that these findings demonstrate, at this institution, a struggle to think and act strategically and consistently on religion and belief, and suggest that, because of their influential educational positions, this reflects and reproduces muddled thinking and acting about religion and belief in wider society.
Highlights
This article reports on research undertaken in 2011–2012 into the role of religion and belief in one British university
The connection to higher education is the role played by universities in reflecting and reproducing wider thinking about religion and belief among their graduates, and among future professionals and leaders
The research was in two stages: a survey, and interviews and focus groups. Questions reflected those key aspects identified as important in the previous research referred to above. These were concentrated on equalities and diversity (E&D); widening participation and social mobility; student experience; and fostering good campus relations
Summary
This article reports on research undertaken in 2011–2012 into the role of religion and belief in one British university In this indicative qualitative case study, we observed six important features in relation to religion and belief: a clear divide in attitudes to the place of religion and belief between operations and curriculum; a lack of knowledge and understanding of the religious landscape within the institution; differing and localized responses to religion and belief within and between departments; variation in the approaches of different academic disciplines; very strong desire to promote a good student experience, which included a recognition that some students identify as religious; and that religious and non-religious perspectives are widely conceived of as binary, meaning either ‘secular’ or religious. This puts them in positions of greater influence than non-graduate counterparts and their approaches to the full range of identity issues, including religion and belief, in workplaces and the public sphere is critical
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