New report: addressing the ethnicity degree awarding gap

TASO has launched a new report exploring approaches to addressing the ethnicity degree awarding gap (EDAG) in higher education (HE).

Staffordshire University were commissioned to carry out the project, which involved three distinct phases:

• A review of Access and Participation Plans (APPs) to produce the initial typology of approaches.
• Interviews with a range of sector stakeholders to gain further understanding of institutional infrastructure, attitudes, barriers, and enablers around these approaches.
• Recruitment of an Expert Reference Group to support the development of the final outputs.

Key findings:

• The analysis of APPs identified 16 different types of approaches to addressing the EDAG – developing curricula and using learning analytics were the most prevalent approaches.
• Despite the sector being broadly aware of the EDAG, they lack confidence about how to address the gap.
• While the report shows a real commitment to addressing the gap, HE providers need to do more to consider approaches based on contextual factors – such as institutional student data – to bring about meaningful change.
• One-of-a-kind individuals were hailed as catalysts for effective progress when addressing the EDAG therefore there is concern that meaningful work may stagnate or cease if these individuals were to move roles.
• The sector has a good awareness of the need for evidence-informed practice, and the need to evaluate approaches to addressing the EDAG. However, capacity and capability for evaluation vary greatly between HE providers.
• Working with students is central to addressing the EDAG, therefore there is a need for HE providers to consider how they work with students to ensure their voices are sought and valued.

In response to the findings, TASO recommends higher education providers:

• Develop Theories of Change (ToCs) and associated evaluation plans which make clear links between proposed activities and desired outcomes. This will allow providers to consider the barriers and facilitators to carrying out an approach successfully.
• Consider the different elements of approaches and how these would work at their organisation so they are better placed to develop interventions that are tailored to their organisational context.
• Reflect on organisational structures and allocate accountability and responsibility for addressing this gap so providers can best determine what systemic changes can be implemented to support these challenges.
• Use data to inform action taken to address this gap. By including data analysis as a stage in their ToC, providers can highlight the importance of this and use findings to inform later stages of the approach.
• Include students in their work to address this gap and develop models for student co-creation, moving away from a model that only consults students on plans to address these inequalities.

Based on the findings and recommendations from this report, TASO will be collaborating with six higher education providers, providing them with evaluation support to develop a Theory of Change and evaluation plan for interventions aimed at addressing this gap.

A total of 249 APPs were analysed for this project. Interviews were held with staff from HE providers in England to give important context and an Expert Reference Group provided critical reflection and discussion when developing and refining the findings and recommendations.
Download the full report: Approaches to addressing the ethnicity degree awarding gap
Download the executive summary report: Approaches to addressing the ethnicity degree awarding gap

If you have any questions around the report, or would like the report in another format, you can get in touch with us at info@taso-db.robin.thebureaulondon.com.