Transcript Document

Practical Recipes for Student Success – closing the
student attainment gap at the University of Derby
Jean Mutton, Student Experience Project Manager,
[email protected] @myderbi @derbyunisap
SRHE 20 March 2015
Overview
BME attainment gap - background
The Derby approach: PReSS
Data and Impact
What next?
Q/A
Background
• Derby is a modern (post 1992) university with a
diverse student body of 23,000 +
• 1 in 5 define themselves as ‘Black Minority Ethnic’
(inc International, EU and Home students)
• Widening Participation agenda across HE: the
proportion of BME students in 2012/13 was 19.6%,
up by 4.7% since 2003/04*
• The ‘good honours’ (1st or 2i) attainment gap of UKdomiciled BME students in 2012/13 was 16.1%*
*(Ref: ECU: Equality in HE: statistical report 2014)
Derby’s response
We looked across the sector, internationally,
nationally and at Derby for best practice and
research into what works
Joined the Higher Education Race Action Group
(HERAG)
Contacted staff in other universities researching
into BME attainment through networks such as
‘RAISE‘
Disparity in Student Attainment Project (DISA)
The solution! Or not….
1. No Magic Bullet
2. Post-racial, inclusive approach
required
3. A suite of different strategies
required
The Derby Approach
• PReSS!
• But also…
…Preparing to Start University (VO)
…Students as partners
…Students as mentors
…Transition Pedagogies
…Data and more!
PReSS
Easy for staff to access and use
• Packs are
downloadable as word
documents for easy
customisation
• Blog format allows
users to post feedback
and suggestions
Methodology for standard reporting
• Good honours analysis published across the
institution is based on the HESA return
• Consistent
population yearon year
• Easily comparable
with other
institutions
• No ethnicity
against overseas
students
Annual Monitoring - Attainment Information
Produced by the Corporate Intelliegence unit. Contact: [email protected]
Annual Monitoring: Notes on tables
Shows the percentage of first degree students who achieved a first or 2:1 classification (of all those awarded) in 2013/14.
Does not include unclassified degrees or exit awards.
- indicates that the base population is less than 10; .. indicates the measure population is less than 10.
Source: HESA student return 2013/14
University level
21/01/2015 12:54
College of Business
Measure
Overall
% Good Honours
62.7%
Measure
Overall
% Good Honours
62.1%
Gender
Male
Female
% Good Honours
59.9%
65.0%
Gender
Male
Female
% Good Honours
63.2%
60.8%
Age
Under 25
25 and Over
% Good Honours
62.5%
63.5%
Age
Under 25
25 and Over
% Good Honours
62.4%
60.9%
Disability
Declared Disability
No known disability
% Good Honours
60.3%
64.4%
Disability
Declared Disability
No known disability
% Good Honours
88.9%
61.5%
Ethnicity
White
BME
Not known or refused
% Good Honours
66.4%
52.0%
69.2%
Ethnicity
White
BME
Not known or refused
% Good Honours
74.7%
50.5%
..
Socio-economic classification
Lower SEC
Higher SEC
Not known
% Good Honours
65.2%
63.5%
59.0%
Socio-economic classification
Lower SEC
Higher SEC
Not known
% Good Honours
72.7%
72.0%
54.4%
Methodology for SAP reporting
• Good honours data is taken from internal data
• Allows attribution
of ethnicity code
to overseas
students
• Allows deeper
analysis of trends
in UoD data
• Potentially
incomparable with
other institutions
Notes: figures taken from internal PeopleSoft data as at 16.09.14. Figures are for home campus, degree level qualifications only (excludes UDOL). Please
note: Internally generated figures will not match the HESA generated data due to population differences (primarily due to te reporting of dormant
students). Figures are subject to change as late awards for 2013 continue to be processed through PeopleSoft.
Ethnicity
BME
Non-BME
Not known or refused
Grand total
Ethnicity
BME
Yr-on-yr
8%
3%
12%
4%
Residency
Home
EU
Overseas
Non-BME
Home
EU
Overseas
Not known or refused Home
EU
Overseas
Good Honours
Number
%
318
50%
1699
68%
53
68%
2070
64%
Yr-on-yr
7.3%
23.6%
9.0%
3.3%
6.7%
42.9%
16.5%
7.9%
29.9%
2013/14
Non-Good Honours
Number
%
317
50%
804
32%
25
32%
1146
36%
Good Honours
Number
%
235
52%
7
64%
76
43%
1619
68%
78
60%
2
29%
21
70%
23
74%
9
53%
Good Honours
Number
%
225
42%
1568
65%
80
56%
1873
60%
2013/14
Non-Good Honours
Number
%
213
48%
4
36%
100
57%
747
32%
52
40%
5
71%
9
30%
8
26%
8
47%
2012/13
Non-Good Honours
Number
%
310
58%
863
35%
62
44%
1235
40%
Good Honours
Number
%
172
45%
2
40%
51
34%
1490
65%
73
53%
5
71%
54
53%
23
82%
3
23%
2012/13
Non-Good Honours
Number
%
209
55%
3
60%
98
66%
797
35%
64
47%
2
29%
47
47%
5
18%
10
77%
Results
‘Good
Hons’
2011/12 2012/13 2013/14 2014/15 2015/16 2016/17
(HESA)
BME
35%
45%
52%
?%
?%
?%
OTHER
61%
65%
66%
?%
?%
?%
Attainment
Gap
26%
20%
14%
?%
?%
0%
What Next?
• Challenges:
dissemination
• Is the project ‘out of
control’?
• More than
action research
• Need more suggestions
for packs
• How else can we • Feedback on usefulness of
assess impact?
existing packs
Questions?
References
•
ECU Equality in higher education: statistical report 2014 Part 2: Students
•
QAA (2007) Subject benchmark statement Education Studies (2nd edition)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Educati
on07.pdf [accessed 6th May 2013]
•
QAA (2013) UK quality code for higher education chapter B4: enabling student
development and achievement.
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/QualityCode-Chapter-B4.pdf [accessed 6th May 2013]
•
DiSA project http://www.wlv.ac.uk/about-us/internal-departments/centre-foracademic-practice/wolverhampton-learning-and-teaching-projects/disparities-instudent-attainment-disa/ [accessed 10 November 2014]
•
Spencer, S. (2012) Super diversity and the city
http://citiesofmigration.ca/ezine_stories/sarah-spencer-super-diversity-and-thecity/ [accessed 6th May 2013]
•
PReSS https://uodpress.wordpress.com