The Significance of Role-Modelling: creating an LGBT+ safe environment

To celebrate LGBT History Month, we asked UHI students and staff to share their thoughts, reflections and stories. Social Sciences lecturer Carol Shepherd discusses the importance of creating a supportive environment for LGBT+ students and staff.

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In terms of supporting our LGBT+ students, I believe role-modelling is key. With regard to supporting LGBT+ members of staff, I believe it is imperative that some of us are open about our sexuality to create a supportive environment for colleagues who may be struggling to be themselves in the workplace, or who may be dealing with incidences of stigmatisation in their personal or working lives.

I grew up in South Wales during the Thatcher years. Section 28 came into force in 1988 when I was 17 years old and attending a local FE college in a socially conservative area. At that time, I was struggling to understand my confusing dual attraction to both men and women, as well as reconciling that with my new Christian faith. How I would have appreciated being able to talk to someone about this complex identity crisis I was facing. No priests were going to entertain the idea of bisexuality as a positive, God-given facet of my being and it was illegal for any teacher to discuss such issues with me, under the new regulations in place. In her now infamous address to the Conservative Party Conference in 1987, Thatcher informed delegates and a watching TV audience of millions, that “children are being taught that they have an inalienable right to be gay. All of these children are being cheated of a sound start in life.”

How times have changed, thankfully. The UK Government under Labour finally repealed Section 28 law in 2003, in part due to the campaigning work of the Stonewall LGBT Rights pressure group, and now many LGBT children are receiving the sound start in life so cruelly denied young people of my generation. Nevertheless, there is still a considerable way to go, before we can say there is an equal playing field for young people of all sexual orientations and gender IDs. The Stonewall Schools Report of 2017 revealed that nearly half (45%) of LGBT pupils are bullied in UK schools for being themselves, whereas a report by Stonewall and BritainThinks found that one in five LGBT NEETS (not in education, employment or training) have struggled to find a job owing to their sexual orientation or gender identity.

How does that impact on my role as a lecturer at UHI? As a teacher of Sociology and Politics, sexuality is a subject that frequently makes an appearance in teaching resources and classroom discussion. Being willing to use myself as an example in topic exploration, sends out a message that LGBT students are not only welcome in my class, but understood. It also communicates that even a queer woman from a non-liberal background can succeed in professional life. This is vital, when so many young people face micro-aggressions and sometimes outright hostility linked to their orientation or gender ID on a daily basis. As an out bisexual woman of faith, I have an intersectional identity (a personal identity consisting of two or more stigmatised aspects) which not only speaks to the complexity of existing within mainstream heteronormative society, but which also enables and challenges students enjoying heterosexual privilege, or indeed any other form of hegemonic identity such as white or male, to gain new insights into how different life can feel viewed through a minority lens.

Teaching the Social Sciences, as well as performative subjects such as Drama and Theatre Production, provide a platform to facilitate conversations on LGBT issues that other curriculum areas do not so easily lend themselves to. Whilst there is no obligation for any queer teacher to out themselves, and certainly no need to rub one’s sexual orientation or gender ID in people’s faces, the casual dropping of ‘my wife and I’ into the conversation about plans for the weekend, normalises same sex relationships and can be done no matter what the subject taught. There is no requirement to engage in unsubtle or unnecessary self-revelation to make it clear to students that it’s absolutely ok to be LGBT or simply ‘different.’

Such conversations apply to the staffroom and online meetings as well. This is my second year of teaching here, and I have to say, I am not aware of any LGBT staff groups, though I am a member of the EIS LGBT staff caucus. Whilst I feel secure in my sexual orientation and gender ID, there may be NQTs or younger members of staff who have not been privileged to receive the support I have from my line managers and colleagues at UHI and within the affirming church I attend in Edinburgh.

For that reason, I believe it is vital, where a lecturer feels able, to serve as a role model to students and colleagues alike.

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Support for LGBT students and staff is available here.

Growing up bi: films, TV shows and ‘otherness’

To celebrate LGBT History Month, we asked UHI students and staff to share their thoughts, reflections and stories. BA (Hons) Scottish History and Archaeology student Nicola Thompson reflects on her experiences growing up bisexual, and what LGBT History Month means to her.

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I’m 13 and standing in the women’s underwear department of Marks and Spencer’s, my face is flushed red, and I can’t look up at the display models staring down at me. What if someone knew what was going on in my head, could see what I was thinking as I studied my scuffed school shoes with artificial interest. There is something writhing in my stomach, low and nauseating. It feels like shame.

I haven’t done anything wrong. But nice girls like me from families like mine don’t have thoughts like that. It’s okay for some ‘types’ of people my mother would whisper. Actors and musicians, those sorts of people who were happy to break the mould and live in the colourful fringes of society. But under the warm light of the sensibly designed kitchen, there is little room for a daughter with those sorts of ideas.

Maybe had I been a lesbian, settled firmly in one direction they would have had an easier time understanding. But this strange, blurred area of bisexuality confused them. A word synonymous with promiscuity. Of colourful club girls who played loose and fast. Or equally synonymous with confused.  Like a rudderless ship blundering through life unable to commit to anyone or even commit to their attraction.

Every depiction of bisexuality on tv and in films was portrayed under those two categories. Darting from relationship to relationship, too wild and free to ever do something as mundane as falling in love.

And then the TV show The 100 came out. Gritty and post-apocalyptic, an unusual stage for a teenage girl to find a healthy depiction of love. But there it was in the shape of Clarke Griffin. A steadfast and committed woman who loved sincerely and with passion. Whose bisexuality was never treated as a joke. Who was not painted as confused or indecisive. She just was. And as a teenager desperately trying to carve out some sense of identity this was a game changer.

Then they went and killed off her lesbian lover in a classic example of bury your gays.  For those unfamiliar, it is a common trope in TV in which LGBT+ characters tend to be the first to die or are killed off just as their scandalous gay romances come to fruition. The 100 may have written some strong LGBT+ characters but they are no less guilty of burying them as many other TV shows are.

Buffy the vampire slayer gave us years of fast-paced and entertaining television. But also gave us the equally common bisexual love triangle. In which any bisexual character, or bi-questioning character must be embroiled in some angsty and drawn-out love triangle with a man and a woman. These are just two examples; the list goes on and on.

Watch carefully the next time you put the TV on. Once you start spotting it, you never stop. Play a game of bisexual-bingo! Tv and film have come a long way, but even now the word bisexual is often relegated to the fringes of romance. A fun little plot device to add some angst or steamy sex scenes into a show.

Growing up bisexual in a rural area there was little in the way of community. There was always this slight feeling of ‘otherness’ like you were carved out slightly wrong. Like someone had made a mistake when putting together your brain.

But once a year, just for a few weeks, I felt seen. Every June there was this confirmation that I wasn’t alone. There were others. Colourful pins stuck into polyester blazers.  A peek of rainbow socks poking out of the regulation black school shoes. Hints and flashes of pride shining through. And every year I felt less and less like a scared little girl peeking out of her closet.

Now I’m completely okay with who I am. I’m proud of how far I’ve come from that nervous teenage girl hiding away and desperately trying to find people like her on the screen.

LGBT History Month on the screen and away from it is a time to share love and pride, to educate others and most importantly feel seen. Feel heard. Feel like you’re not alone.

And a final thank you to Clarke Griffin and her dead lesbian lover on The 100 for showing a very confused teenage me that she wasn’t alone.

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Support for LGBT students and staff is available here.

UK Disability History Month – Reflections from UHI’s disability support coordinator

As UK Disability History Month draws to a close, Mark Ross shares some reflections on his role as UHI’s disability support coordinator.

The theme of this year’s UK Disability History Month is ‘disability, health and wellbeing’.

The Association of Managers of Student Services in Higher Education is taking the opportunity to highlight the experiences of disabled staff working in student services.

Lived experience helps

Sir Ranulph Feinnes is considered to have written a definitive biography of Captain Scott, due in part to his personal experience in Antarctica. As Feinnes explains:  

“No previous Scott biographer has manhauled a heavy sledgeload through the great crevasse fields of the Beardmore Glacier, explored icefields never seen by man or walked a thousand miles on poisoned feet.”

At the same time, every individual knows their own situation best and it is only by working with the student that student services staff can determine the impact of the student’s needs on their learning. The needs assessment process is underpinned by informed professional judgement and I would like to think that my lived experience as a disabled person gives me a head start in terms of cultivating empathy and understanding with the students and staff I work with. In a complex organisation like UHI, building relationships is key, after all.

Student equivalence

As a UHI graduate, I understand the practical realities of studying with a disability. I received an excellent standard of support as a student and my main motivation since taking up my current post in 2010 has been to use that experience to benefit others. As disability support coordinator, my role involves supporting our partnership to deliver consistent processes with student equivalence in mind.

At UHI, students can disclose formally and informally and at any time during their student journey. Student services staff at your UHI partner would be happy to speak with you if you would like to know more about the support available to you.

Flexibility is important

I believe passionately in UHI and work with a tremendously supportive group of colleagues. We all have extremely busy and varied workloads and, like many, I work flexibly. This flexibility is important because it allows me to manage the varying impact of my own needs on a day-to-day basis. It also enables to shape my role and, to some extent, make it my own, so I am proud of the role I play in ensuring disability support is an institutional strength at UHI.

All about the students

When our dean of student experience suggested I write something to mark UK Disability History Month, I wasn’t sure what I could contribute at first. As I see it, I am simply doing my job – it is a job I have grown into over the past thirteen years and one in which my lived experience is a definite benefit. For example, one of my former students feels that:

“Having a disability adviser with personal experience of disability…provides a kind of reassurance or confidence which is rare. This has been a really valuable thing for me during my time at UHI.”

The British sociologist Michael Oliver, who pioneered the academic discipline of disability studies, rightly described disability as “an essential part of the self.” Still, one of the many wonderful things about UHI is the recognition that, whilst my disability is a significant part of my life, it certainly doesn’t define me or change what is expected of me. I much prefer to let my character, work ethic and abilities speak for themselves – which frees me up to be as full a member of our student services team as anyone else, and hopefully to inspire one or two people along the way. As our team motto says: “It’s all about the students.”

Quote from Dr Iain Morrison, Dean of Student Experience

Mark is highly professional, hard-working, conscientious, respected across our complex partnership and externally, a charming and enthusiastic ambassador for UHI and an unending source of puns and jokes that are annoyingly better than my own. He is also a disabled person. He is certainly not defined by this and, as one of my longest lasting colleagues, is a core member of my team purely because of his many personal strengths and the expertise he brings to his role.

The extent to which his own health conditions inform his work is a matter for Mark and I would not presume to fully understand the challenges he faces. What I see are the benefits in the empathy, understanding and insight he applies through his work to the benefit of our students. I can think of no issue or situation through the 13 years of working closely together that have caused problems in ensuring that Mark played his full part in the life of the team and UHI. It is his ability that has shone brightly.

I am delighted that, through his blog and the focus on student services colleagues with disabilities as part of UK Disability History Month 2022, we can celebrate Mark’s work and underline how we can create supportive and encouraging environments for all our colleagues to thrive.

Introducing: Stephanie Kirkham, new Head of Equality, Diversity and Inclusion

“We are a progressive and unique university, proud to be inclusive, offering flexible and supportive learning from access to PhD level.”

Stephanie Kirkham, newly appointed Head of Equality, Diversity and Inclusion, aims to cultivate a more inclusive learning environment, enriching experiences and collaborating with staff and students to support, promote and celebrate equality, diversity and inclusion:

Our staff, students, and the communities we serve are central to our future planning and vision of becoming a connected and diverse organisation. Enhancing equality and inclusion will ensure all staff and students can be the best version of themselves, regardless of their socio-economic background or protected characteristic (age, disability, gender reassignment, marriage or civil partnership status, race, religion or belief, sex, or sexual orientation).

Our ‘Daring to be different’ strategic plan is built around our core values: Collaboration, Openness, Respect and Excellence. Each value reflects the essence of equality and diversity, where we aspire for everyone to feel a sense of belonging. 

During Black History Month we are highlighting some online and in-person events taking place across Scotland.

Students and staff can also sign up to Santander Scholarships ‘Union Black: Britain’s Black cultures and steps to anti-racism’ online short course which explores Black British history, cultures and steps to anti-racism.

Online:

• Every Tuesday lunchtime in October: Black History Month – Lunchtime Talks by the Scottish Graduate School for Arts & Humanities and the Scottish Graduate School of Social Science.
• Friday 14 October: Curating Discomfort and Black History Month in Scotland by The Hunterian.
• Tuesday 18 October: Teshome Douglas-Campbell interviewing Ade Adesina by the V&A Dundee.
• Saturday 22 October: Multicultural and Intergenerational Folk and Extracts from Aces’s Book Project by the African Caribbean and Elders in Scotland Society.
• Thursday 27 October: Scotland, India, Families and Race by The Hunterian Museum and University of Glasgow.
• Thursday 27 October: Racializing Children: Addressing Anti-Black Racism in the Museum of Childhood Collection by Museum & Galleries Edinburgh.
• Thursday 27 October: Ancient African Queens by National Museums Scotland.

In-person:

• Saturday 15 October: Family Fun Day for Black History Month, Eden Court Theatre and Cinema, Inverness.
• Friday 28 to Saturday 29 October: ‘Enough of Him’ by the National Theatre of Scotland, Pitlochry Festival Theatre, Pitlochry.
• Wednesday 16 to Friday 18 November: ‘Enough of Him’ by the National Theatre of Scotland, Perth Theatre, Perth.

Further key dates coming up:

• Monday 10 October: World Mental Health Day.
• Monday 24 October: Diwali (Hindu, Sikhs, Jains and Buddhists- Festival of lights).
• Saturday 19 November: International Men’s Day
• Sunday 20 November: Transgender Day of Remembrance
• Friday 25 November: Elimination of Violence Against Women Day
• Friday 25 November to Friday 9 December: 16 Days of Action raising awareness of Gender Based Violence
• Saturday 3 December: International Day of People with Disabilities
• Saturday 10 December: Human Rights Day
• Sunday 25 December: Christmas Day
• Sunday 18 to Monday 26 December: Hannuka (Chanuka)

Supporting students with dyslexia

To mark Dyslexia Awareness Week Scotland, our disability support coordinator Mark Ross has gathered insights from staff who have experience of dyslexia and provides information about support services which are available.

Dyslexia has consistently been among the most disclosed disabilities within our university partnership and across further and higher education over the last few years. The university has clear processes in place to ensure the support requirements of individual students are identified, captured and communicated with relevant staff on a need-to-know basis.

Our disability and personal learning support plan processes enable us to make reasonable adjustments for students with dyslexia in line with our responsibilities under the Equality Act 2010. We also do as much as possible to ensure our provision is accessible to current and prospective students in advance and we recognise that not every student will require, or wish to set up, a personal learning support plan.

Gerald McLaughlin – Student Services Manager, Perth College UHI

The most often seen condition at Perth College UHI’s additional support service is specific learning difficulties. These conditions constitute around 40% to 45% of the students we support each year. Specific learning difficulties is an umbrella term for conditions such as dyslexia, dyspraxia and dyscalculia. The etymology (origin of the word) of these conditions is: dys – difficult, then add the suffix (or ending) lexis – speech (for dyslexia) or praxis – movement (for dyspraxia) and calculia – to count (for dyscalculia). The most common specific learning difficulties condition we see is dyslexia.

As a dyslexia specialist and specific learning difficulty assessor of a number of years now, it is clear that the benefits of a dyslexia diagnosis are multifaceted and, more often than not, personal to the individual. The obvious benefit for our higher education students is to unlock funding such as Disabled Students’ Allowance.

However, there is personal benefit in terms of a diagnosis too. Anecdotally speaking, after more than a decade working in additional support, you begin to see patterns of folk with specific conditions congregating in certain courses. While I have not done any formal research (although, I do believe I have a PhD thesis in here somewhere) my contention is as follows. People with dyslexia are attracted to jobs that are more practical in nature, childcare and early education being a good example.

From around 2012 onwards, colleges such as Perth College UHI saw a steady stream of early childhood practitioners come on to degree courses such as the BA (Hons) childhood practice. A number of these, usually mature, students began to struggle with the advanced literacy elements of their courses. The college support systems would kick in and dyslexia screening and eventual diagnosis would be scheduled. Having completed a number of diagnoses for these (predominantly female) students, the overwhelming feedback I would receive from is that of catharsis! The student would invariably feel a sense of relief. Some comments I would receive, would be along the lines of ‘I knew I wasn’t thick’ – ‘I always knew there was something not right’. There were sometimes even tears of relief.

Many of these students would continue their educational journey to success. They would often report a sense of achievement from their hard work and endeavour. You could see their negative experiences of education dissipate; it is almost tangible.

They would now be supported appropriately by the university support systems and have equal access to the curriculum, sometimes for the first time in their life.

My part in the student journey to success is relatively incidental. You simply give the student a key. It needs to be said though, as a specific learning difficulty assessor, being able to give someone the key that allows them to unlock their full potential is by far the biggest privilege you can have!

Dr Gareth Davies – Lecturer and Programme Leader, Lews Castle College UHI

I started secondary school in Wales in 1979 and I was told I was thick. In the late 70s there wasn’t as much known about dyslexia as there is today and there was far less understanding of the challenges that those with dyslexia faced daily. A teacher told me I was too thick to do “O” level English and the school refused to put me in the “O” level group. 

Thus, I was denied the opportunity to study for one of the most basic and important gateway qualifications. Fortunately for me, my mother was an English teacher and she did not give up on me.  She told the school that she would keep me home on a Thursday morning and teach me herself. She did and I passed, but that was not the end of the story. I struggled to gain a BTEC diploma in business studies and then got relatively mundane jobs.

One job was working in a shop on the high-street in Bangor. I spent Saturdays watching students from the university casually milling around and popping into the pubs and I thought that looked like a fun thing to do, so I signed up for “A” level English evening classes and I squeaked through with a grade D which was enough to get me into Bangor University to study psychology. I honestly thought that if I lasted until Christmas before they found out I was thick and booted me out, I would be doing well. But that did not matter because I was in university having a great time and I was not working in the shop. Much to my surprise, I made it through to the second year (a degree is three years in Wales and England). 

As part of the degree, participation as a research subject was strongly encouraged so I signed up to be a control participant for Prof Tim Miles, a name that many in the dyslexia community will recognise. He told me I had come on the wrong day and that the subjects with dyslexia should come the following day. Of course, I protested that I did not have dyslexia, but Prof Miles just smiled and said that he was pretty sure that I was dyslexic. Who was I to argue? He referred me to an educational psychologist who confirmed his hunch. Thanks Tim!

Discovering that I had dyslexia was a moment that gave me the confidence to carry on with my studies. I did and I was successful. I had the feeling that a weight had been lifted from my shoulders and I was not, after all, “thick”. It was a great boost to my self-confidence.

I did a Master’s degree straight after my Bachelor’s degree and a few years later I completed a teaching qualification. A couple of years after that I did my PhD. The school was wrong, but to be fair, this was 35 years ago and dyslexia is now far better understood. Help and support is available in ways that didn’t exist when I was a student. There was some; I was given a computer and extra exam time and that was it. No one ever asked me how I was getting on. The university partnership has a host of resources that those with dyslexia can access so seek the help that is out there – it is far better than the help that was on offer 35 years ago. 

The lesson I have taken away from all this is never to let anyone hold you back. Having dyslexia does not mean that you cannot succeed – you can. I did.

The university’s accessibility project

To help staff ensure their learning content is accessible and to comply with accessibility regulations, the university is running a project with staff training at the heart of it. Not only will this ensure that students with disabilities are able to access learning content, creating accessible learning resources also enhances the experience for all students.  

The accessibility project team has:

• Established a university-wide accessibility champions forum which will help staff locally
• Created a self-directed accessibility support module for staff, comprising a suite of useful resources
• Arranged online support which will include webinars, workshops, drop-ins and question and answer sessions
• Used software tools to help make learning content accessible and available to students in alternative formats
• Created an accessibility communications site which will give staff the information they need to start their accessibility enhancement journey

Students with dyslexia may find some of the available alternative formats such as audio, tagged PDF and BeeLine Reader useful. The BeeLine Reader is particularly helpful for people with dyslexia as it displays lines of text in different colours. For more information, see the BeeLine Reader section on Blackboard Ally’s  alternative formats webpage.

Microsoft Office

University of the Highlands and Islands students can download the offline versions of Office 365 applications (e.g. Word, PowerPoint, etc) for use during their studies. Microsoft Office has several in-built accessibility tools which can be useful for students and staff alike.

Accessing support  

• Students who would like further details of available support can contact student services for advice.
• Students can also contact their personal academic tutor for further information on the university’s accessibility project.

Student safety: drink spiking

Recent news reports of allegations of drink spiking and spiking by injection have highlighted how important it is to be vigilant when out socialising. The university’s student services team has put together a handy guide below to help you stay safe.

Student safety: We want to ensure our students are aware of how to keep themselves safe when enjoying a night out and have linked online resources in this blog which highlight how you can look after yourself and where to go for support should you be a victim of spiking. Our student support teams are also on hand to speak to whenever you need us.  

What is drink spiking? Drink spiking occurs when a substance, such as drugs or alcohol, is added to your drink without you knowing about it. It can happen in any situation and may affect how you act or behave with other people. However, there are things that you can do to protect yourself. 

How to avoid drink spiking: Please be vigilant with your drinks when in a social setting – this can be a bar, club, concert, or even a house party. Try to get into the habit of never leaving your drink unattended, and don’t accept a drink from someone you don’t know.  Possible symptoms of spiking may include:

• Feeling drowsy

• Feeling more drunk than expected

• Difficulty in speaking and slurring of word

• Memory loss

How to seek help: If you think you or a friend may have been spiked, seek help from the venue staff or a friend as soon as possible. We also encourage anyone who believes they have had their drink spiked to contact Police Scotland by dialling 101, or in an emergency dial 999.

Police Scotland recently issued a statement including further advice on what to do if you think you or someone you know have been spiked.

More information on how you can keep yourself safe and what to do if you think you have been the victim of spiking can be found on the Drinkaware website.

Freelance February Recap: Insights from #ThinkUHI Creative Industry Experts

Did you know that according to the Creative Industries Federation, a third of the creative industries sector are either self-employed or freelance?

This article features a summary of useful insights from creative industries staff at the University of the Highlands and Islands, sharing their practical advice and links to resources to help navigate a career as a freelancer. The university ran a social media campaign labelled #FreelanceFeb throughout February to raise awareness and encourage a dialogue around the challenges, benefits and realities of being self-employed.

Build contacts and collaborate  

Stacey Toner, Creative Industries Curriculum Team Leader based at Moray College UHI, has developed her own arts organisation, providing work for freelance artists. 

From the perspective of arts administration, her advice is to dedicate time to paperwork every week – and if you commit to a piece of work, follow it through.  Securing the next gig will often come from successful delivery and building a reputation of being reliable.

 

Lesley Mickel, Programme Leader, for BA (Hons) Drama and Production based at Inverness College UHI gives advice for people doing freelance work:

“We have a flourishing performance culture in the Highlands, but this does require a significant degree of entrepreneurship and self-motivation…

Don’t wait for the opportunities to fall into your lap – go out and make them happen.”

Patience, determination and self-motivation  

Anna McPherson, Lecturer, Contemporary Film Making in the Highlands and Islands:

“It’s important that you work at your craft. Determination will get you through challenges and you’ll reap the rewards.

Your work may take you to the four corners of the world.

I had the amazing opportunity to carry out documentary work in remote Nepal after the 2015 earthquake I’m planning to revisit this Easter.  Here’s a short extract of the footage.”

Frank To, Art and Design Lecturer, Inverness College UHI.

Frank To (instagram @Frank_To_Artist) is a celebrated artist using gunpowder to promote peace. “You have to be prepared to go all out and break your limits. It’s better to strive to be the best than to settle for less.”

Develop diversity and be innovative

Professor Keith McIntyre, Interim Director of the Centre for Rural Creativity at the University of the Highlands and Islands:

“The notion of the artist working in self-imposed isolation is not an unfamiliar story. Having private creative spaces are essential, however, I have found enormous benefits to collaborating with other artists or technical specialists.

Do seize opportunities to work on multi-disciplinary projects. It can be creatively and professionally rewarding. Returning to the privacy of the studio can be reinvigorated by this valuable process.”

Simon Reekie, Contemporary Art and Contextualised Practice leader at Perth College UHI: 

“Outside my work at the university, I work as a self-employed artist and freelance art therapist.

Through working as an artist and art therapist, I have learned that it is vital to find meaning and joy in all the work that I do.  I have found a way to follow my passions and hopefully be of use to others at the same time.”

Faye Hackers is a technical knitwear designer and mixes freelance work with her contemporary textiles Programme Leader role based at Shetland College UHI:

“Freelancing helps me keep my practice fresh and informed. I work predominantly with trend forecasting, technical structure design and technical shape design for kids and women’s knitwear at a high street level.

Staying on top of trends is a key part of working in design. I have a home studio, containing all the machinery and equipment I need to take on design jobs from afar.”

Katie Masheter, Curriculum Development and Employer Engagement for the Creative Industries Subject Network:

“Seize all the opportunities flung your way or seek them out. Never underestimate the power of your network and potential connections you meet day-to-day. There are lots of mentors out there who can help you hone your practice. Someone recently said to me; if not you, then who? If not now, then when?”

Develop good organisational and planning skills

Pete Honeyman, Creative Industries Subject Network Leader, musician and wood turner:

“Take care of business. Be proactive and professional with contracts, communications and finances, be aware of and plan for your responsibilities.  With that taken care of you create a safe and less stressful space to work and express yourself – which is the important stuff.”

It’s important to manage your money well, @HMRCgovuk have online resources to help you understand the different tax thresholds & what you can claim as expenses – all key if you don’t want to end up with an unexpected bill!

Mandy Haggith Literature Lecturer based at Inverness College UHI comments on the benefits of being freelance:

“The beauty of being freelance, for me, has been the ability to organise my work as an activist and researcher to make sure I always have time to prioritise my own creative projects, like writing my historical novel trilogy, The Walrus Mutterer, The Amber Seeker and The Lyre Dancers, plus grabbing opportunities for pieces of work that directly support my writing by helping with research for the books, such as working with archaeologist as a writer on an iron age dig.”

Mandy’s top tips for working freelance are:
1) cultivate a couple of really strong, core relationships with client organisations and be reliable and consistently available for them;
2) have a sense of where you’re trying to get to and regularly pitch for work that will take you there, even if it’s a long shot;
3) there will be times of feast (too much work) and times of famine (not enough), don’t worry; 4) take inspiration from trees, which root deeply, work hard when the sun shines and take time for resting;
5) don’t let work take over your life, otherwise what’s the point of being free?

Make use of the #supportingresources available and network, network, network! 

Blogs | Do you want to know how to make the most out of your camera? Llewellyn Bailey from the university’s webteam shares his top tips for video production, featuring short informative videos from our YouTube channel. Check it out

@CreativeScots support the arts, screen & creative industries across Scotland. As well as a helpful resource for funding and reports, the ‘Creative Scotland Opportunities’ page is where you can find and promote any role or position for free – sign up for a regular newsletter that helps keep you in the loop.

Business Gateway offers practical help for new and growing businesses. Online resources, tailored advice, workshops, events and business development programmes. Not sure if they can help you? Just ask!

Check out the Creative Rebels podcast – inspiring interviews with creative people who have rebelled against the 9-5 (and advice on how you can too). Hosted by David Speed and Adam Brazier, co-founders of Graffiti Life & Parlour Tattoo.

Scotland’s first Impact Hub serving the Highlands and Islands offer a flexible co-working space in the heart of Inverness. It brings together lone workers, to combat social isolation and encourage social entrepreneurship. A space to work and to connect with like minded individuals and organisations. Rent a desk for an hour, a day, a week, a month. Book a meeting room, join for coffee or a networking event.

With thanks to all the contributors and the University of the Highlands and Islands Careers and Employability Centre and the webteam for producing the #FreelanceFeb campaign.

The University of the Highlands and Islands Careers and Employability Centre offers all students and graduates support with personalised careers advice and support with skills development. Book at appointment via Future Me

Check out the list of Creative Programmes on offer to study at the University of the Highlands and Islands.

Feel free to share your own advice and tips in the comments

Reference: Creative Industries Federation website https://www.creativeindustriesfederation.com/statistics accessed on 28/02/20