News & blog

TASO co-funds new project to develop research communities and drive transformative insights about young people

TASO is co-funding ‘ADR England Research Community Catalyst for Youth Transitions’ which aims to map the data sources, identify potential avenues for better data linking and create a community of data users to answer important research questions.

Mind the (ethnicity degree awarding) gap: supporting academic departments to proactively evaluate and enhance their practice

by Professor Jill Webb; Jan Ball-Smith; Jess Penn (University of York)

The University of York wants to ensure that efforts to close the ethnicity degree awarding gap are central to ‘business as usual’ in departments. As part of TASO’s Theory of Change project, the project team at the University of York is seeking to integrate ethnicity degree awarding gap considerations into its annual departmental action planning and reporting cycle. The team reflect on their experience.

Drivers of change: Using the ‘three Cs framework’ to tackle ethnicity awarding gaps

by Chido Chipato, Student Success and Inclusion Coordinator at the University of Southampton

Chido Chipato, Student Success and Inclusion Coordinator at the University of Southampton, discusses the University of Southampton’s Awarding Gap Project and how culture, community, and curricula (‘the three Cs’) are central to the project’s development.

From grassroots to government: working together to achieve impact

by Dr Omar Khan

TASO CEO Dr Omar Khan shares his thoughts on a busy year at TASO, and discusses opportunities for 2024.

Mind the (ethnicity degree awarding) gap: students at the forefront of Theory of Change development

by Dr Mandy Crow, Assistant Head of Future Students and Marketing Operations & Jared Patel, Access and Participation Policy and Impact Manager, Loughborough University

Dr Mandy Crow and Jared Patel from Loughborough University discuss the five things they have learned from their involvement on TASO’s project to develop Theories of Change and evaluation plans for interventions addressing the ethnicity degree awarding gap.