Contextualising the landscape and developing a typology. Andrews, S., Stephenson, J., Adefila, A., Cuthbert, K., Lee, S., Dodd, V. & Jones-Devitt, S. (2023) Approaches to addressing the ethnicity degree award gap: Contextualising the landscape and developing a typology. Transforming Access and Student Outcomes in Higher Education [online] Author reflection Dr. Sally Andrews, Staffordshire University, reflects on leading […]
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Student Mentorship Scheme
CONTRIBUTORS EDUCATIONATIONAL AFFILIATION Manchester Metropolitan University Summary The mentor scheme was originally designed to provide additional support to students and tutors in teaching and learning activities during the pandemic for the Business Technology programme. It has now expanded to include a number of impactful activities, from designing content, running support sessions, facilitating outreach for local […]
Contributors Educational affiliation Manchester Metropolitan University VIDEO: Decolonising the STEM Curriculum Online Toolkit [6:24] Abstract Decolonising curricula is about addressing disadvantage and inequality associated with racism and the legacy of colonialism. Decolonising benefits individuals, HEIs, and society, and can contribute to closing award gaps. This project aimed to create easily accessible guidance and resources to […]
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 […]
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 […]
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 […]