Abstract:

The widening gap in degree attainment among different ethnic groups has been at the heart of government agendas, policymaking, higher education discourse, and social debate in the UK in recent years. This gap typically refers to the persistent difference in academic outcomes between students from different ethnic backgrounds, particularly between white students and students from Black, Asian, and minority ethnic (BAME) groups. UK’s BAME attainment gap research has involved collaboration between different stakeholders such as universities, the National Union of Students (NUS), other institutions with the aim of acknowledging this gap and implementing long-term support measures for diverse education (Doku 2021). Despite numerous policy initiatives, research studies, and institutional strategies aimed at addressing this issue, the award gap remains a significant and enduring challenge within the higher education sector. While some universities have been slow in recognising the scale of the challenge and in committing to making the changes required, others made significant progress in narrowing the gap among which is the University of Hertfordshire (UH) which is the case of this project.

The aim of this ongoing project is to identify the factors influencing the BAME degree attainment gap and to explore the role of inclusive curriculum design and AI-enhanced learning in bridging the gap

Please choose your submission type: Developmental Paper

Primary Track: Knowledge and Learning

Keywords: challenges of learning;Higher Education Institutions;equitable educational opportunities;pedagogy in HEI;management education

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Dr. Christopher Nicholas