Learn more about the latest IES research projects
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IES are partnering with Trussell on new research to understand how employment support and Universal Credit conditionality can better meet the needs of people facing complex barriers to work.
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This research aim to provide evidence on what does and does not work in leadership and career progression programmes aimed at increasing diversity in senior leadership of large firms and in-house teams. The aim is to identify barriers, effective features, gaps in current practices, and evidence of impact to support the design, improvement or implementation of such programmes.
The phase 2 evaluation of DBT's Help to Grow: Management programme follows on from the 4-year phase 1 evaluation that ran until 2025. For phase 2, IES will continue to be subcontracted by Ipsos to lead the qualitative strand of the evaluation. The IPE will run until December 2026 with a possible extension to 31 December 2029, and involves interviews with around 55 stakeholders (e.g. programme participants, mentors and business schools) each year which feed into annual reports.
The multi-year, qualitative evaluation of the GLA's Adult Skills Fund (ASF) will explore the ASF's contribution to the GLA's strategic priorities set out in the Skills Roadmap for London, and the Inclusive Talent Strategy. The work is intended to provide an evidence base for the ongoing development of the GLA's policies related to the ASF, to inform future arrangements for the management of the ASF and strengthen the GLA's policy positions.
Implementation and process evaluation of the Embedded Maths, which is one of the interventions devised through the Multiply project researching adult maths skills. The Embedded Maths trial integrates Level 1 maths concepts into the curricula of Health & Social Care (H&SC) Level 2 qualifications (certificate or diploma programmes). The intervention has adapted Functional Skills Level 1 maths concepts to align with the application of maths in H&SC jobs. This project will look at how this trial has been implemented and delivered within two adult education providers.
This research project aims to understand whether, when and how unfair treatment and discrimination relating to pregnancy, maternity and other kinds of parental leave are manifesting in the workplace. It is a mixed-methods study examining labour market outcomes of pregnant women, mothers and parents on other forms of leave alongside qualitative interviews with mothers, parents, and employers to understand their lived experiences, awareness of rights and good practices organisations are implementing to minimise unfair treatment and discrimination. Findings from this research will inform policy development by the Department for Business and Trade (DBT).
We are researching flexibility options for AE pensions for lower paid workers, interviewing experts and employers and developing a policy paper and employer toolkit to help support lower paid workers in pension decisions.
The WMCA is drafting it's Get Britain Working Plan to support the ambition of an 80% employment rate. IES is designing and facilitating a workshop session for 80 stakeholders from work, health and skills, to develop a shared understanding of the local priorities and challenges, consider opportunities for change and create a collection action plan. The session will inform a Key Directions report and the WMCA Local Plan.
Survey of barristers about their working lives, looking at wellbeing and work-life balance, working hours and patterns, bullying and discrimination, and specific legal system issues such as remote hearings and ethics.
Research into the size and profile of the Careers Adviser workforce in England with reference to the most up-to-date data from the 2021 Census of Population, and particularly in English schools and colleges.
An evaluation of the SLN Uni Connect Raising Attainment Programme across two schools in Sussex, delivered by Action Your Potential. This will involve focus groups with students and their parents, interviews with teachers and staff at Action Your Potential and SLN, and analysis of GCSE attainment data.
