Category: Written Case Studies

This category refers to all written case study submissions.

Decolonising through Reflexive Practice

Post author By Sami Safadi
Post date August 9, 2022

Contributors Sami Safadi Educational affiliation Salford Business School, University of Salford Abstract In 2021, after over a year of looking at decolonising practices and approaches, and delivering some introductory sessions for Salford Business School (SBS) laying the foundations for decolonising work, I decided to create a resource to support the work. Part of my efforts […]

Tags critical pedagogy, decolonising the curriculum, reflective practice, reflexive practice

Further Education Written Case Studies

Exploration of the key factors contributing to the inequality among students and the impact on progression: The Feeder College Project

Post author By Freya Ernsting
Post date July 31, 2022

Contributors Educational affiliation Manchester Metropolitan University Abstract This contribution aims to discuss the Feeder Colleges Project within Accounting Finance and Banking at MMU and the impact it has had on progression. The project is designed to explore the key factors contributing to patterns of inequality among students, specifically in the context of the award and […]

Tags BTEC, feeder-college, Inequality, Progression, Transition

Lived Experiences Written Case Studies

Lived Experiences of BAME Students Uncovered Through Reflective Diaries

Post author By Theresa Nicholson
Post date July 19, 2022

Contributors D. Theresa Nicholson Educational affiliation Manchester Metropolitan University Abstract Persistent awarding gaps are evidence of continued structural race inequality in HE. Quantitative data that demonstrate institutional and national awarding gaps, connect with our cognitive selves. Here, we inform our work to close award gaps while at the same time gathering evidence that evokes our […]

Tags Award Gap, BAME, Decolonising, Lived-Experience, Student-Voice

This repository has been developed to share resources and actions associated with closing racialised award gaps prevalent in UK Higher Education institutions.

This resource gives HE practitioners the opportunity to replicate and develop research, support mechanisms, and interventions in their own institutional contexts, minimising duplication, and progress our commitment to eliminating racialised gaps.

Investigating the elimination of differential outcomes is a Collaborative Enhancement Project supported and funded by QAA Membership. The project is led by Manchester Metropolitan University in partnership with University of Salford, Liverpool John Moores University and University of Central Lancashire. Find out more about Collaborative Enhancement Projects on the QAA website.