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Despite universities’ attempts to become more diverse, some groups continue to be underrepresented or minoritised in academic roles based on intersecting characteristics of gender, ethnicity, and disability. This is an important problem that requires further investigation (Benschop and Brouns, 2003; Bhopal, 2016; Eddy and Ward, 2017; Fitzgerald, 2014; Llorens et al., 2021; Yarrow, 2020).  The case is compelling; inequity and lack of diversity are not unique to universities (Bhopal, 2016; Garrett, 2023), however, it has been suggested that university leaders have a moral imperative to ensure institutions are representative of our communities (Bhopal, 2016). Further, despite uncertainty over student enrolments post-covid-19, changes to student number caps, visas, and post-Brexit changes to the funding landscape, the UK HE sector remains a significant contributor to economic growth.

A literature review revealed barriers to underrepresented groups as implicit constructs linked to ideal worker theory. This review revealed themes related to universities as being “inequality regimes” (Acker, 1990, 2006; Williams, 1989a), as well as themes linked to ideal worker theory (Lester and Sallee, 2017; Williams, 1989b). The literature suggests a tacit, shared understanding of what is expected of an academic today, aligning with broader ideal worker theory. Through synthesising and problematising the extant literature, (Alvesson and Sandberg, 2011) it was determined that further research was needed to deepen our understanding of the notion of an ‘ideal worker’ in an academic context, and the relation of the ideal academic worker to marginalised people in academic roles. By understanding this notion, it would afford universities greater awareness of the barriers faced by academics from underrepresented groups and enable steps to be taken to lower these barriers.

Two research questions were developed:

• How do people construe an ideal worker in an academic context?
• How does this construction relate to underrepresented groups?

A qualitative study was conducted at a UK postgraduate-specialist university, taking an idealist, constructionist approach and using the Repertory Grid Interview Technique, based upon Personal Construct Theory (Kelly, 1955). Interview participants included academics in STEM and social sciences and HR professionals.  A total of 37 Repertory Grid Interviews were conducted, creating 469 constructs and poles. These constructs and poles generated rich qualitative data. The Repertory Grid technique also generates quantitative data as interview participants provide ratings of the constructs and poles. Qualitative and quantitative analysis was conducted including developing Common Construct Codes; identifying Key Constructs through Frequency Analysis and Average Normalised Variability; thematic analysis of the personal constructs; and Honey’s Content analysis. This revealed the underlying construction of an ideal academic worker and the relation of this with underrepresented groups.

Interview participants construed the ideal academic in ways consistent with general ideal worker theory. The ideal academic is expected to view their vocation as a life’s calling, be flexible to respond to the demands of the role, and work long hours unencumbered by caring or other considerations such as their faith. Additionally, participants construe an ideal academic as hardworking, collegiate, outgoing, strategic in their career, and a good manager. Thematic analysis revealed expectations of extensive contribution and excellence across research, education, and management.

Honey’s content analysis indicated that the way people construe an ideal academic relates to people from underrepresented groups in that those  most closely aligned with the ideal are typically unencumbered, part of the neuromajority, politically astute and possess the tacit knowledge to navigate ‘the system’, often gained from being middle-class and brought up in a Western, Educated, Industrialised, Rich and Democratic (WEIRD) context (Henrich, Heine and Norenzayan, 2010). A case is therefore made for a relationship between this implicit construction of an ‘ideal academic worker’ and marginalised or underrepresented groups, beyond gender.

This research contributes to our understanding of ideal worker theory in an academic context and the relationship of this as a barrier to people from marginalised or underrepresented groups beyond gender. By fostering awareness of ‘an ideal academic worker’ universities can take steps to mitigate the impact on underrepresented groups. A methodological contribution is made through applying Repertory Grids in a new context with a constructivist approach.

This research indicates that there is a relationship between how an ideal academic worker is construed and universities’ selection, promotion, and collaboration practices. Further research could be carried out to explore this in greater detail. In addition, a similar study could be applicable to contexts outside of universities, such as the professions (Krekula and Vickerstaff, 2020; Poorhosseinzadeh and Strachan, 2021; Reid, 2015; Turnbull, Graham and Taket, 2022).