Reilly, Dawn ORCID: https://orcid.org/0000-0003-2317-4700 and Warren, Liz ORCID: https://orcid.org/0000-0002-1441-9369 (2020) An inclusive model of programme enhancement. Widening Participation and Lifelong Learning, 22 (3). pp. 166-172. ISSN 1466-6529 (Print), 2045-2713 (Online) (doi:10.5456/WPLL.22.3.166)

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Abstract

Within our institutions, there are an increasing number of projects that aim to make our programmes more inclusive. These kinds of projects can be motivated by a desire to address the attainment gap between students with differing ethnicities. This discussion piece aims to widen the conversation by recognising that it is essential that inclusivity does not stop at considering only the ethnicity of our students. Setting inclusivity within an agenda of continual programme enhancement keeps the need to shrink the ethnicity attainment gap in focus whilst remaining mindful of the needs of all students, whatever their age; gender; race; socio-economic background; or level of physical or academic ability. Specifically, when we aspire to improve the outcomes for our lowest attaining students, we take an intersectional approach to student support and the positive spill-over effects of the changes to content, assessment and formative feedback mechanisms we put in place will benefit the many as we pursue a more inclusive curriculum.

Item Type:	Article
Uncontrolled Keywords:	attainment gap; curriculum enhancement; inclusivity; intersectionality
Subjects:	L Education > LB Theory and practice of education
Faculty / School / Research Centre / Research Group:	Faculty of Business Faculty of Business > Department of Accounting & Finance
Last Modified:	31 May 2022 01:38
URI:	http://gala.gre.ac.uk/id/eprint/32111

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