closing the bme attainment gap through an institutional
TRANSCRIPT
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Closing the BME attainment gap through an institutional approach
Nona McDuff OBE
Director of Student Achievement
Kingston University
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The problem
“Universities transform lives. Going to university leads to new ways of seeing the world, to new horizons and networks, and to significantly
enhanced job opportunities. But not everyone benefits in the same way. Fewer students from socially and economically disadvantaged
backgrounds go to university, and when they do they tend not to do as well as their more privileged peers. The influence of background
continues long after graduation.”
Nicola Dandridge, CEO, Universities UK, (now OFS)Social Mobility Advisory Group Report 2016
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Take a whole student life cycle
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Creating change
Understand the arguments:
It’s because BME students come in with different tariff points or subjects of study
It’s someone else’s fault in the University
I am not racist, I treat everyone the same
I don’t know what to do about it
I cant make a difference
It’s not my role as a lecturer
Standards will drop (Brinks, 2009)
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Differential Expectations…
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…only explain part of the gap
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Value Added statistics summarise the unexplained disparities
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Different student groups may show
gaps
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Complex issues require research informed approaches
• Improve institutional approaches
• Enhance knowledge and skills of staff
• Better support student success
We adopted a multifaceted longitudinal approach to institutional change that took account of cultural complexity as described by Van de Ven et al (1999), Scott Poole and Van de Ven (2004).
We explored issues of race and racism with staff – challenging perceptions
An inclusive approach “Necessitates…equity considerations being embedded within all functions of the institution and treated as an ongoing process of quality enhancement.
Making a shift of such magnitude requires cultural and systemic change at both the policy and practice levels.” (Wray, 2013: 4)
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Kingston’s Institutional Approach
1. Improve Institutional
Process
2. Enhance Knowledge &
Skills
3. Better Support Students
Measuring impact of initiatives
Student Inclusive curriculum consultants
Student Union partnership
Value Added Score
Steering Group
Attainment Gap as Institutional KPI
BME attainment and diversity considered in Quality Assurance
EDI as academic promotion criteria
Connected access agreement milestone with student success and KPIs
Course and faculty meetings to raise awareness of their VA score
Workshops:• Inclusive curriculum• Equality essentials• Unconscious bias
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What is an inclusive curriculum?
“Inclusive learning and teaching in higher education refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, and accessibleto all” (Hocking, 2010)
12
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TeachingCreate an accessible
curriculum
Enable students to see themselves reflected
in the curriculum
Equip students with the skills to positively
contribute to and work in a global and diverse environment
In the concept
In the content(case study: question,
discussion)
In the delivery
In the assessment
In the feedback/forward
In the review
Inclusive curriculum framework McDuff & Hughes, developed 2015
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ModuleCreate an accessible
curriculum
Enable students to see themselves reflected
in the curriculum
Equip students with the skills to positively
contribute to and work in a global and diverse environment
In the concept
In the content(learning outcomes, reading
lists)
In the delivery (learning
and teaching strategy)
In the assessment (assessment strategy)
In the feedback (feedback strategy)
In the review/evaluation
(MRDP)
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ProgrammeCreate an accessible
curriculum
Enable students to see themselves reflected
in the curriculum
Equip students with the skills to positively
contribute to and work in a global and diverse environment
In the concept (programme specification)
In the content(module offer)
In the delivery (learning
and teaching strategy)
In the assessment (assessment strategy)
In the feedback (feedback strategy)
In the review/evaluation
(revalidation/ISR)
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UniversityCreate an accessible
curriculum
Enable students to see themselves reflected
in the curriculum
Equip students with the skills to positively
contribute to and work in a global and diverse environment
In the concept(strategy, academic
framework)
In the content(portfolio offer)
In the delivery(education strategy and co-
curricular offer)
In the assessment (assessment strategy, HEAR
& institutional awards)
In the feedback (feedback strategy)
In the review(KPI’s, QA & audit)
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The VA is a quality threshold (an example)
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How are we doing?
Longer term is the AG/VA score: VA score for BME students has
increased from 0.72 to 0.96 and the attainment gap from 29% to
13%.
Interim measures of success include:
Institutional: changes to process, race budgeting, Inclusive
curriculum prizes, estates and flexi-stay
Knowledge and skills: staff engagement in related training e.g.
inclusive curriculum workshops, evaluation of impact, changes
made as a result of attendance
Better support for students: Investment in initiatives that have
high impact on student success
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Thank you for listening
• McDuff, Ross, Tatam and Beacock, 2018 Closing the attainment gap for students from black and minority ethnic backgrounds through institutional change Widening Participation and Lifelong Learning.