Matonhodze, Jane, Orpin, Hilary, Onilude, Olayemi (Yemi) ORCID: https://orcid.org/0000-0003-0070-7949, Gale, Elizabeth and Newton, Paul ORCID: https://orcid.org/0000-0002-8525-6763 (2024) Creating a co-produced strategic framework for enhancing student engagement and outcomes through addressing inequalities experienced by healthcare students. In: SHIFT 2025 University of Greenwich Annual Learning & Teaching Conference, Thursday 9th January 2025, University of Greenwich, London.

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Abstract

Background: Students experience various inequalities within higher education institutions influenced by the intersectionality between socioeconomic, ethnicity, age and gender (House of Commons,2023; Richardson, Mittelmeier and Rienties,2020). To meet the central principle of the 2030 Agenda for Sustainable Development is to Leave no one behind (UNSDG,2022).
Aims: To investigate the relationship between socio-economic status, ethnicity, age, gender and students’ educational outcomes; to inform the design and development of a framework co-created with students.
Principal research question: Is there a relationship between socio-economic status, ethnicity, age and gender in relation to students’ educational outcomes and social identification with the university culture?
Methodology: A three-phase, cross-sectional, explanatory sequential mixed-method design using a purposive sample of students on healthcare professional programmes. Phase 1 was an online survey followed by phase 2 semi-structured interviews. Survey data was analysed using descriptive statistics and triangulated with interview data using thematic analysis. Phase 3 will be completed using Nominal Group Technique workshop with students and university representatives.
Findings: Preliminary findings from survey (n=144) and interviews (n=7) indicate various barriers to student identification with university culture, namely structure of healthcare programmes requiring intensive theory blocks and extensive time on work-based learning experiences compounded by personal life demands, as age and socio-economic status. Conversely, support from staff contributed to university belonging, connection and identification.
Conclusion: Phase 3 will lead to the development of an engagement framework co-created with students to support the school Equality Diversity Inclusion strategy and manualised for adoption by other faculties to enhance student experience university wide.

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	Socioeconomic status, ethnicity, age, gender, educational outcome, social identification, university culture, student engagement.
Subjects:	H Social Sciences > H Social Sciences (General) L Education > L Education (General) R Medicine > R Medicine (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Health Sciences (HEA)
Last Modified:	10 Jan 2025 12:45
URI:	http://gala.gre.ac.uk/id/eprint/49333

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