Abstract:

First‑generation academics often enter higher education without the inherited networks, tacit knowledge, and cultural capital that ease progression through academic careers. As institutions seek to diversify and strengthen their academic workforce, first‑generation staff networks are increasingly recognised as vital peer‑support structures for those who face structural and cultural barriers. Yet such networks are frequently established without the direct involvement of the communities they aim to serve. This study reports findings from an asynchronous co‑design activity with eight first‑generation academics, undertaken to inform the development of a first‑generation staff network that meaningfully contributes to workforce development, belonging, and retention.

Participants engaged in structured online tasks over two weeks, including reflective prompts, scenario‑based design exercises, and prioritisation activities. The asynchronous format enabled flexible participation across varied workloads, geographical locations and caring responsibilities, allowing contributors to reflect deeply and respond at their own pace. Data were analysed using reflexive thematic analysis.

Three themes emerged. The first, navigating institutional complexity, captured how opaque expectations, unwritten rules, and uneven access to guidance and financial support shape career trajectories and create barriers to progression. The second, negotiating identity, belonging, and emotional labour, highlighted the ongoing work required to establish legitimacy, manage imposter feelings, and absorb disproportionate informal support demands - pressures that accumulate over time and affect wellbeing and career confidence. The third, designing networks that are safe, flexible, and culturally aware, reflected participants’ desire for peer‑support structures that recognise diverse pathways into higher education, avoid deficit framing, and prioritise relational, psychologically safe connection. Across themes, participants emphasised the need for network facilitators and members to be offered training on boundaries, inclusive practice, and the specific dynamics of first‑generation identity, while identifying transparent processes for participation, leadership, and ongoing feedback.

The findings demonstrate the value of asynchronous co‑design for surfacing nuanced, experience‑based insights that directly inform workforce development initiatives. Involving first‑generation academics in the design of staff networks generated recommendations that highlight equitable access to knowledge, relational connection, and sustainable support structures. These insights offer a foundation for peer‑support networks that not only enhance individual progression but also contribute to building a more inclusive, resilient academic workforce.

Keywords:

Higher Education, Inclusivity, First-Generation, Workforce, Co-Design, Peer-Support, Networks.