Theories of change for the ethnicity degree awarding gap (EDAG)
To support the sector to better understand and evaluate their interventions which aim to tackle the ethnicity degree awarding gap (EDAG), TASO commissioned Staffordshire University and Advance HE to work with six higher education providers to produce Theories of Change and evaluation plans for their interventions.
A Core Theory of Change, Enhanced Theory of Change and evaluation plan for each provider and their associated interventions are included below. The evaluation plans vary depending on the maturity of the intervention and where possible, recommendations for producing Type 3 (causal) evidence are made. For interventions that have never previously been implemented, however, the evaluation methodologies are more exploratory, or ‘pilot evaluations’.
- Accessible Assessment Principles (Birmingham City University)
- Student Referral Scheme (Loughborough University)
- Staff Accountability Partnerships (Manchester Metropolitan University)
- Monitoring of Inclusive Learning Panel (University of Law)
- Dissertation Retreats and Student Panels (University of Southampton)
- Departmental EDAG Framework (University of York)