Tag: Attainment/Student Success


Sheffield Business School (SBS)

Department of Management

The department for subject groups at the September induction 2018 to have course wide welcome events. This allowed new students from a BAME background to potentially identify informal role models amongst the senior students. It is too early to identify whether this has made a difference to retention and attainment in BAME students.

For further information contact the project lead Michelle Blackburn, m.blackburn@shu.ac.uk

Status: completed

Student inspirations and aspirations: and the effect on the BAME attainment gap

Faculty of Health and Wellbeing (HWB)

Department of Biosciences and Chemistry

This Hallam Guild project works closely with students to determine how their inspirations to study as well as their career aspirations correlate with level 4 attainment, retention and progression.The overarching aim of this project is to reduce the BAME attainment gap by gaining a better understanding of why students choose courses to study at university and how this links to career aspirations. Mixed methodology will be used to inform key recommendations and allow university-wide interventions to be implemented. This project is forecasted to be completed by 31st July 2019.

For further information contact the project lead Dr Mel Lacey, m.lacey@shu.ac.uk

Status: completed

Barriers to applying for taking up placements

Sheffield Business School (SBS)

Department of Finance, Accounting and Business Systems

In 2018/19 a research study was undertaken looking at students from BME backgrounds and their engagement and experience with placements and the placement system in SBS. Semi structured focus groups held and an open ended questionnaire was used. The objectives of the project are:

-Increase the number of BME students going on placement, as this ‘creates a better student’ and one who is more likely to narrowingthegaps good honours.
-Intervention to involve PETS (placement employability tutors) and possibly Personal Tutors.
-Exploring (through data and with PETS/tutors and BME students) the barriers to seeking/securing placements and impact on final degree (see below).
-Identify possible solutions to barriers – e.g. internships, summer placements or by generally increasing and tailoring support for BME students.

Given the number of projects being undertaken within the placement area, it is extremely replicable, transferable and scalable.

For further information contact the project lead Diane Jamieson, d.jamieson@shu.ac.uk

Status: ongoing

Role Modelling Campaign

Sheffield Business School (SBS)

Department of Management

Research suggests that students from BAME backgrounds respond positively to BAME role models. Consequently, the class of 2018 students who graduated with a good honours (first or 2:1) were approached to become SBS role models. The department now has a diverse group of participants and aim to publish their role model stories on screens within the Business School and display posters within semester 2018/19.

For further information contact the project lead Michelle Blackburn, m.blackburn@shu.ac.uk

Status: ongoing

BAME mentoring programme for Architectural Technology degree

Faculty of Social Sciences and Humanities: Department of the Natural and Built Environment

The aim of this intervention was to support BAME students’ attainment through the introduction of an opt-in mentoring scheme where BAME students would be allocated professional mentors working in practice. Mentors were identified and offered to both level 4 and 5 students. The idea was that by matching students with external mentors it would help level 4 students transition into university and further support level 5 students to develop professional competencies/attitudes and focus on career development, as well as improving retention and attainment across the levels.

This project is highly replicable. The offer for the BAME mentoring could be implemented across different departments and faculties. Each department has the potential to adapt the project to better suit their own departmental needs/targets.

For further information contact the project lead Frances Robertson, f.j.robertson@shu.ac.uk


Academic integrity and academic conduct and the BAME attainment gap

Faculty of Health and Wellbeing

The university has a responsibility for operating processes for preventing, identifying, investigating and responding to unacceptable academic practice, outlined by the QAA Quality Code. As well as this, the university has stated intent to have an inclusive culture and curriculum. Currently Black and minority ethnic (BME) students are over represented in proven cases of academic misconduct in HWB, and we want to see this reduced, with a consequent positive impact on achievement and retention.

We wanted to reduce the incidence of proven cases of academic misconduct among BME students and also increase the diversity of panel members.

This work is highly replicable and transferable as it links to the new Academic Conduct Regulation, which is university-wide. In addition, the evidence indicates that the issues are sector-wide.

For further information contact the project lead John Freeman, J.P.Freeman@shu.ac.uk

Status: ongoing

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