Collaboration and co-production with Black, Asian and minority ethnic students: working in partnership with our students to inform and deliver access and participation practice

2021 ◽  
Vol 23 (3) ◽  
pp. 108-123
Author(s):  
Heather Lloyd ◽  
Reena Kaur
Keyword(s):  
Undergraduate Students ◽  
Advisory Panel ◽  
Widening Participation ◽  
Student Groups ◽  
North West ◽  
Biennial Conference ◽  
University Access ◽  
Access Programme ◽  
Ethnic Students ◽  
Minority Ethnic

In recent years, the topic of UK-domiciled undergraduate students from Black, Asian and minority ethnic (BAME) backgrounds not accessing, succeeding and progressing as well as their White peers in Higher Education (HE) has gained increased policy and media attention. Institutions are required to address gaps amongst student groups that are underrepresented within HE, including students from BAME backgrounds, through their Office for Students' (OfS) regulated Access and Participation Plan (APP). This paper offers specific examples of how Edge Hill University, a university in North West England, has begun to approach this work in the new regulatory environment. APPs now place an increased emphasis upon research informed practice, student engagement, consultation, and evaluation. This innovative practice article provides a detailed example of genuine collaboration and coproduction with students to develop and deliver APP work, and extends an earlier presentation delivered at the March 2021 Open University Access Participation and Success International Biennial Conference. In this article, the authors outline the development of a new Diversity Access Programme and a BAME Student Advisory Panel. The paper offers a reflective account of how APP leads, Widening Participation (WP) practitioners, evaluators and students can work together effectively in partnership to design and deliver WP initiatives.

The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations

2011 ◽  
Vol 12 (3) ◽  
pp. 203-215 ◽  
Author(s):  
Mary Stuart ◽  
Catherine Lido ◽  
Jessica Morgan ◽  
Lucy Solomon ◽  
Steve May
Keyword(s):  
Extracurricular Activities ◽  
Undergraduate Students ◽  
Economic Status ◽  
Widening Participation ◽  
Extracurricular Activity ◽  
Student Groups ◽  
Self Identity ◽  
Cultural Fit ◽  
Potential Employer ◽  
The Impact

This research examined extracurricular activity (ECA) effects on students’ experiences, outcomes and future job prospects. A survey of diverse undergraduate students, along with alumni and potential employer interviews, revealed differences in students’ engagement with ECAs beyond the classroom. Variations between ‘traditional’ and ‘widening participation’ student groups emerged, with older and ethnic minority students spending more time with non-university ECAs, engaged in family, religious and solitary activities. Lower socio-economic status (SES) students spent more time working, and less time engaging in ECAs. Alumni reflected ECAs as key to developing self-identity, social networks and career prospects/pathways. Employers stressed the value of ECAs for ‘distinguishing’ candidates, providing evidence of cultural fit, leadership, commitment, and ‘selling’ original activities. As (university-linked) ECAs were key for undergraduate outcomes and graduate employment prospects, emerging ethnic, age and SES patterns of engagement have implications for persistent inequalities in employment (despite widening participation agendas).

scholarly journals Alternative strategies for closing the award gap between white and minority ethnic students

eLife ◽  
2021 ◽  
Vol 10 ◽  
Author(s):  
Louise Cramer
Keyword(s):  
Undergraduate Students ◽  
Ethnic Diversity ◽  
Cell Biology ◽  
Academic Research ◽  
The United Kingdom ◽  
University College London ◽  
Speed Up ◽  
The Uk ◽  
Ethnic Students ◽  
Minority Ethnic

In the United Kingdom, undergraduate students from Black, Asian and other minority ethnic backgrounds receive lower classes of degrees than white students, and similar gaps have been reported in other countries. Such award gaps limit ethnic diversity in academic research, and in the broader job market. Whilst there has been some success in reducing the award gap in the UK, a significant gap still persists. Here, based on an analysis of students studying cell biology at University College London, I show that differences in performance at exams contribute significantly more to the award gap than differences in performance in coursework. From these data, plus scrutiny of the literature, alternative policies are identified to speed up the closure of the award gap and to remove the barriers that prevent students from Black, Asian and other minority ethnic backgrounds from progressing to PhD and postdoctoral positions.

scholarly journals The impact of student timetables and commuting on student satisfaction

2021 ◽  
Author(s):  
Nigel Page ◽  
Gary Forster-Wilkins ◽  
Mark Bonetzky
Keyword(s):  
Student Satisfaction ◽  
Learning Environments ◽  
Negative Correlation ◽  
Widening Participation ◽  
Student Survey ◽  
Strong Negative Correlation ◽  
Diverse Range ◽  
Student Groups ◽  
The Impact ◽  
Minority Ethnic

Widening participation has encouraged students from a diverse range of backgrounds into university with more students commuting (many being Black and Minority Ethnic, BME). Since timetabling forms a major way by which students identify and interact with their learning environment understanding its influence is important. This project aimed to identify the experiences of students with their timetables using questionnaires and focus groups to determine perceptions and relationship to travel to university by ethnicity, gender, age and level of study. Five hundred and fifty students participated across levels 4 to 6 at Kingston University. There was a strong negative correlation between travel time and ‘the timetable works efficiently for me’ (Question 16, National Student Survey). Students from ethnic backgrounds on average were found to travel double the distances of their White counterparts to get to university. In addition, timetable satisfaction was also reflected in the modes of transport used and in perceptions of expected timetabled hours (i.e., whether too many or too few hours scheduled) based on travel times. We identified a number of inclusive priorities to help improve the timetable for student groups including having later starts to days and one guaranteed day free per week. In addition, the COVID-19 world has temporarily reduced the need for most students to commute and can be regarded as a positive disruptor for future commuting students. Certainly, it will be important to find a new balance in applying the identified priorities and the realised alternative COVID-19 teaching practices for creating more inclusive, flexible and blended learning environments to achieve the ultimate student-centred timetable.

Exploring the ‘unexplained’ awarding gap through understanding BAME students' experiences

2021 ◽  
Vol 23 (3) ◽  
pp. 57-67
Author(s):  
Sara de Sousa ◽  
Judy St John ◽  
Emmanuella Emovon
Keyword(s):  
Business School ◽  
Academic Staff ◽  
Professional Staff ◽  
Inclusive Curriculum ◽  
Recommendations For Action ◽  
University Experiences ◽  
Narrative Methodology ◽  
Ethnic Students ◽  
The University ◽  
Minority Ethnic

A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students' success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.

Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback

2015 ◽  
pp. 2141-2158
Author(s):  
Svetlana Titova ◽  
Tord Talmo
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Intercultural Competence ◽  
Student Response ◽  
Target Language ◽  
Student Response System ◽  
Immediate Feedback ◽  
Student Groups ◽  
Learning And Teaching ◽  
Foreign Language Learners

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors' research demonstrated that Student Response System (SRS) supported approaches influenced not only lecture design - time management, the mode of material presentation, activity switch patterns - but also learner-teacher interaction, student collaboration and output, formats of activities and tasks. SRS-supported lectures help instructors gradually move towards flipped classrooms and MOOC lecturing. The authors' analysis, based on qualitative and quantitative data collected from two student groups (56 undergraduate students) in the 2012-2013 academic year, showed that SRS supported lectures encouraged foreign language learners to produce more output in the target language, improved their intercultural competence and language skills and enhanced their motivation.

Examining Sexuality in the Context of HIV/AIDS Knowledge among Students of the North-West University Mafikeng Campus

2017 ◽  
pp. 232-244
Author(s):  
Paul Bigala
Keyword(s):  
Undergraduate Students ◽  
Married Couples ◽  
Cross Sectional Study ◽  
Female Students ◽  
Sexual Pleasure ◽  
Male Students ◽  
Cross Sectional ◽  
North West ◽  
The North ◽  
Hiv Aids

The study investigated gender differences in attitudes towards sexuality in the context of HIV/AIDS among undergraduate students. The cross-sectional study was conducted among 1,498 randomly selected students. The majority of the students interviewed were females at 53.9% (M= 20.24, SD=2.98) compared to 46.1% males (M=21.67, SD=3.35). More Males (16%) responded in the affirmative with regard to having more than one sexual partner than female students (10%). Also, more male students (32.7%) than female students (18.6%) indicated that using condom reduces sexual pleasure and over 40% of both sets of respondents indicated that sexual intercourse should only be done between married couples. This study underscores the need to strengthen HIV/AIDS programmes to include issues on sexuality and encourage undergraduate students to attend these programmes.

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