Examples
Below are some examples of how providers are tackling the black, Asian and minority ethnic degree awarding gap which you may find helpful when developing your own approaches. Some of these approaches may not yet be fully evaluated.
We will update this page with more examples of effective practice as we identify them. If you have, or are aware of, examples of effective practice in this area please contact [email protected].
Using a value added metric and an inclusive curriculum framework to address the black and minority ethnic awarding gap
This project was run by Kingston University as part of our Addressing Barriers to Student Success (ABSS) programme. It explored using a value added metric and an inclusive curriculum framework to address the black and minority ethnic awarding gap in higher education providers.
You can read about the practicalities of embedding these innovative approaches into a range of higher education providers in our case study.
The video below introduces Kingston University’s Inclusive Curriculum Consultant programme, an approach that aims to address the awarding gap for black, Asian and minority ethnic students.
Levelling the playing field through work-based learning
This project explored improving graduate level employment rates for underrepresented students by scaling up existing employability interventions as part of our ABSS programme.
Read the full case study
Scaling up active and collaborative learning for student success
This ABSS project led by Nottingham Trent University aimed to promote greater student engagement by encouraging students to work together to become the main contributors to all discovery and knowledge building processes in class and online.
Find out more about the project
Intervention for success
This project led by University of Huddersfield aimed to identify students at risk of underachievement and offer appropriate, high-quality academic interventions to ensure those students continue and succeed.
Find out more about the project
Improving progression rates to taught postgraduate study
This ABSS project focused on improving progression rates to taught postgraduate study among students from neighbourhoods with low rates of participation in higher education and from black, Asian or minority ethnic backgrounds.
Read the full case study
Developing a black and minority ethnic student advocate programme
This case study published on the Compass Journal of Learning and Teaching provides an overview of the experience of developing a black and minority ethnic student advocate programme at the University of Hertfordshire to reduce the awarding gap between white and black and minority ethnic students.
Effective data analysis for targeting interventions
In its access and participation plan 2020-25, the University of Manchester used its disaggregated data for Asian students to highlight continuation and awarding gaps for Pakistani and Bangladeshi students who were more likely to live at home during their studies than Indian and Chinese students.
This data enabled the university to target interventions for commuter students where it will have the most impact on continuation and subsequently attainment rates.
Read the University of Manchester’s plan
