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Manchester Metropolitan University

Senior Management Development Programme

2014

'Promoting Success for All'

Policy into Practice

Acknowledgments

The SMDP 2014 Project Team

Valerie Butcher

Elaine McCreery

Mike Dempsey

Jacqui Gladwin

Nicola Hughes

Keith Hilton

Ian Kay

Gillian Marks

Michelle Morris

Ian Roberts

Julie Wright

Ian Warwick

Grateful thanks for all their help and support

Josie Elson

Penny Sweasey

Penny Renwick

Jackie Njoroge

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Introduction

In focusing on increasing the success and achievement of black and minority ethnic (BME) students across the University it was clear from the evidence that such minority groups do not wish to have targeted interventions (Berry & Loke, 2011)1. Whilst not wanting to alienate any specific groups it was apparent that there are issues with both retention and attainment of BME students in comparison to other groups (Dhanda,2010)2. The reasons for this are complex and thus cannot be generalised. As an institution with a history of widening access and raising aspirations of those who are traditionally under represented within the Higher Education (HE) sector, it is important to ensure that we

'create an environment that encourages and supports all students to actively engage with the University and realise their full potential.' p.5, MMU (2011)3

We also need to recognise that success means different things to different people and that attainment of 'Good Honours' is only one measure of success for the institution. In fact completing the course and gaining employment regardless of the degree classification will be a measure of success for many.

The Government wish to ensure that universities make effective use of funding and are accountable for results. As with all public sector organisations, there is an increased focus on results and efficiency. Therefore, progression, retention and completion have been priorities nationally in relation to HE provision. A report commissioned by the government in 20124 to investigate the experiences of BME students in HE found that:

‘BME graduates are less likely to possess a good degree leaving university, and more than three times as likely to be unemployed after graduation as compared to White UK and Irish students. ‘ (P18)

In addition to this, there is an increasing need internally and externally to consider a more global or international approach to HE; to both improve our income from international students and to prepare our graduates for global employment. In order to achieve these objectives, we must prepare ourselves to offer a more culturally diverse experience to students, across the whole range of our activities.

1 Berry J, Loke G, (2011) Improving the degree attainment of Black and minority ethnic students Equality Challenge

Unit & Higher Education Academy 2 Dhanda M (2010) Understanding disparities in student attainment: Black and minority ethnic students experience.

Wolverhampton University Report available at: http://www2.wlv.ac.uk/equalopps/mdreport.pdf 3 MMU (2011) MMU Single Equality Scheme (SES) available at: http://www.mmu.ac.uk/humanresources/equalities/

4 Elevations Network Trust (2012) Race to the Top: The experience of black students in Higher Education. The Bow

Group available at: http://www.abdn.ac.uk/careers/resources/documents/4854.pdf

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In order to address the issues outlined in the Senior Management Development Programme (SMDP) project report, a framework for ensuring all of the current MMU strategies are implemented at programme level has been developed. The framework promotes advice and guidance to staff at all levels within the University on how to ensure we are providing education and experiences which reflect the diverse nature of both our student population and our environment.

There are no 'quick fixes' but this framework offers a practical approach to planning and evaluation which can be utilised at university level and particularly at programme level.

Attainment and success is a key element of our business to which all staff contribute, directly or indirectly, and we take pride in the achievement of our students. In addressing the specific issues raised in relation to BME students we hope to increase awareness of the needs of this group and demonstrate in a tangible manner that we value diversity, whilst at the same time continuing to enhance the support provided for all students and to promote the University as a socially aware, responsive and sustainable organisation.

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Planning Framework for Programme Leaders: Policy into Practice

The concept of inclusive curriculum requires investment and planning at both institutional and programme level. In order for programme leaders to identify how inclusive their curriculum is, the following 'Preparedness Planning Framework' is proposed. The framework can be applied at any time within the academic cycle but could be included within the review cycle in particular as a reference point for planning new curricula. The metrics are there to encourage debate and discussion with programme teams so they can identify the current state of play. Guidance is provided in relation to the evidence of the specific issues to consider in relation to each metric. Programme leads would in discussion with their teams identify what evidence they have to support achievement against each metric. It is envisaged that an action plan would be developed and discussed with the respective Head of Department so that any gaps in provision, resource or training issues can be identified and incorporated into the strategic planning process. The ultimate way to embed this approach would be to include it within the Continuous Monitoring and Improvement Process which facilitates student engagement and wider awareness of the work undertaken in relation to inclusivity and attainment.

The reports from Berry and Loke (2011)5, Stevenson (2012)6and NUS (2011)7 regarding the attainment of BME students make several recommendations in relation to increasing the potential of progression and success in this group. They also include internationalisation of the curriculum in an effort to make them more responsive and inclusive to a greater range of students. Stevenson (2012) further suggests that:

‘Those HEIs who maximise the attainment of all students, including BME students are likely to attract more 'consumers' of higher education’ (p17)

The proposed framework has been developed to incorporate a range of evidence associated with student engagement, culture and diversity, internationalising curricula, promoting retention, progression and attainment in under represented groups including BME students. The literature relating to the issue of attainment differences in BME students was explored over the last five years. This included a range of reports and papers which sought to identify potential explanations for the

5 Berry J, Loke G, (2011) Improving the degree attainment of Black and minority ethnic students Equality Challenge

Unit & Higher Education Academy 6 Stevenson, J (2012) Higher Education Academy: Black and minority ethnic student degree retention and

attainment. Higher Education Academy. London 7 National Union of Students (2011) Race for equality: A report on the experiences of Black students in further and

higher education. Available at: http://www.nus.org.uk/PageFiles/12350/NUS_Race_for_Equality_web.pdf

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gap in attainment and strategies and guidance designed to both reduce the gap and to encourage organisations to develop a more inclusive approach to diversity within either the customer base or workforce.

There is little evidence of any individual interventions or strategies which can be linked to increasing attainment in BME students but overall the literature suggests a multi interventional approach.

Literature relating to internationalising curricula suggests that many of the issues associated with BME students also relate to the factors identified as being important in making curricula responsive to the needs of international students. Liverpool John Moores8 developed a tool kit for internationalising the curriculum. It suggests internationalisation and diversity awareness are linked:

“I think of Internationalisation in terms of building capacity for the university to work with a diversity of backgrounds.” (p10)

The tool kit provides a range of activities to assist programme teams to identify how to approach the internationalisation agenda and to identify areas of the curriculum which require development.

Universities Scotland (2010)9 developed a ‘Race Equality Tool Kit’ which seeks to bring relevant policies for both teaching and learning and for equality and diversity together to encourage an integrated approach to developing inclusive curriculum.

‘it encourages the academic staff to self-evaluate, and to review the curriculum and their teaching and assessment methods, in order to create as inclusive a learning environment as possible’ (Universities Scotland website)

The use of self-evaluation, action planning and user friendly metrics used in the two toolkits has been adopted for use in the proposed MMU preparedness planning framework for programme.

Evidence from the literature, current MMU policy and strategy guidance documents were used to develop a framework to assess the level of preparedness at programme level in responding to the needs of a diverse student population. The purpose of which is to raise awareness of some of the areas which may impact on inequalities in engagement, attainment and therefore may lead to certain groups of student being at higher risk of untimely progression or failure to complete.

Putting evidence and policy into practice is often difficult and it was apparent during this process that a lot of guidance, policy and strategy documents already

8 Liverpool John Moores Internationalising the curriculum: A toolkit. Available at:

http://www.ljmu.ac.uk/HSS/HSS_Docs/internationalisation_toolkit.pdf (accessed 10/5/14) 9 Universities Scotland (2010) Race Equalities Tool Kit available at: http://www.universities-

scotland.ac.uk/raceequalitytoolkit/ (accessed 7/5/14)

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exist within the university. The challenge of implementation is to ensure that reference is made to existing policy and guidelines and that measures are put in place that have a positive impact on the students.

Henard & Roseveare (2012)10 suggest that programme teams are ‘pivotal’ in ensuring policy is implemented and as they are most likely to engage with the students it is important they buy into any change understanding the importance of it within the context of the organisation.

The aim of the framework is to provide information and guidance to programme teams regarding the potential risk factors and encourage them to critically evaluate the programme they develop/ deliver to ensure it is appropriate to a diverse audience.

Current MMU Policy and guidelines

MMU Commitment http://www2.mmu.ac.uk/commitment/

MMU International Strategy

http://www2.mmu.ac.uk/media/mmuacuk/content/documents/about/corporate-strategy/internationalisation-strategy-2013.pdf

MMU Retention Strategy framework (2013) http://www.celt.mmu.ac.uk/retention_framework/index.php

MMU Strategy for Learning, Teaching and Assessment http://www.celt.mmu.ac.uk/ltastrategy/index.php

MMU CASQE/CELT Guidance note on inclusive curriculum planning (2010)

http://www.mmu.ac.uk/academic/casqe/event/docs/inclusive_curriculum_guidance.pdf

MMU Vision of the Future http://www2.mmu.ac.uk/about/vision/

MMU Widening Participation Strategy http://www.mmu.ac.uk/sas/cpo/wp-strategy.php

MMU Equality and Diversity Policy http://www.mmu.ac.uk/equality-and-diversity/pdf/mmu-equality-&-diversity-policy.pdf

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Henard, Fabrice. Roseveare, D (2012) Fostering quality teaching in higher education: Policies and practices. Institutional Management in Higher Education

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Examples of ways to embed the framework into the everyday business of the university

All University programmes are quality assured both in development and delivery. The PARM and CMI processes ensure robust methods of curriculum design and delivery and that issues raised within programmes are addressed. The Preparedness Planning Framework seeks to engage programme teams in discussions which allow them to evaluate how responsive they are to the diverse needs of the student body without focusing on any particular group. By including the framework within the quality assurance processes (CMI, PARM and minor modifications through FAQSC) this will raise awareness of it and demonstrates its value within the organisation. The following are a range of examples as to how the current processes could be adapted to include the metrics within the framework.

1 PARM process

Amend documentation to require inclusion of:

internationalisation elements

cultural diversity

Example:

PROGRAMME SPECIFICATION*

SECTION D- TEACHING, LEARNING AND ASSESSMENT

examples

29: Articulation of graduate prospects

Tutors on a food technology course have established contacts with overseas establishments They are able to introduce their students to these contacts

30: Curriculum design An Art course that includes a module on Islamic art

31: Learning and Teaching Small group discussion is a regular feature of a politics course. Clear rules are established for engagement to make sure all students have opportunity to contribute and none feel embarrassed or intimidated

32: Assessment The assignment title on a Geography course is deliberately open. Students are able to select a locality to study which is meaningful to them

33: Inclusive practice A part time Education programme is taught at evenings and

weekends. Tutors avoid planning teaching on religious days such as

Fridays and festival days

34: Technology enhanced learning

A nursing programme in a rural area established an e-community via email and skype with courses in urban areas to help students

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share the demands of serving different communities

35: Work related learning and/or placement

Students on an Architecture programme made links with a local Muslim community to discuss their needs for a purpose built Mosque

36: Engagement with employers

Employers who are UK based and/or have links overseas are invited to a job fair for final year physiotherapy students.

37: Personal Development Planning

Students are expected to provide evidence of acquiring skills in global citizenship in their development portfolios.

*See CASQE website for further information about PARM documentation

2. Programme Design

Programme aims should include reference to:

international employability

ability to contribute to a diverse society

Global citizenship

Student support

Explicit reference should be made to ways in which the needs of different groups of students might be met.

Example:

This could link directly to the information in the framework and would be anticipatory in nature

Programme Units

The learning outcomes of units should reflect a diverse society and the content of units should reflect a diverse society

Example 1: A team in a faculty of health reviewed a course which looked at drug treatment of particular conditions. There are differences in the expression of drug metabolizing enzymes across different ethnic groups – the implications of this are essentially increased adverse effects or decreased efficacy depending on the change in expression. Therefore, when teaching drug metabolism, it would be appropriate to make reference to how particular ethnic groups are affected. The genetic factors of conditions such as cystic fibrosis (affecting predominantly white populations) sickle cell anaemia (affecting people in southern Mediterranean regions) or thalassemia (affecting people with African heritage) .

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Example 2: The units on a modern history course, tended to focus mainly on British and European history. The team met to discuss how the course could incorporate the rest of the world more for different time periods, for example, examining the impact of the second world war on Asia.

The resources for units should represent a diverse society

Example :

Making use of visiting speakers from a range of ethnic/cultural/religious backgrounds

The teaching methods of units should provide opportunities for students to share their ethnic/cultural/religious backgrounds

Example:

Science – the contribution of Arabic culture to scientific understanding

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3.CMI process

Amend documentation to require analysis of BME recruitment, retention and attainment on programmes and include reference to the preparedness framework action plan

Example:

CONTINUOUS IMPROVEMENT PLAN FOR 2013/2014

ISSUE & DATE ADDED TO THE CONTINUOUS IMPROVEMENT PLAN

COMMENT

Including identification of the source of the issue identified (eg external examiner report; PARM recommendation)

ACTION TAKEN OR REQUIRED

PERSON(S) RESPONSIBLE

PROGRESS TO DATE

OR

DATE ACTION ACHIEVED

OR

DATE REFERRED AND TO WHOM

DATE GOOD PRACTICE REFERRED TO CELT

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Analysis of issues raised in Student Performance Data

(analysis to include: gender, ethnicity, disability)

Exam board data indicated that 78% of white students gained a degree classification of 2:1 or above. Only 56% BME students achieved the same

By end of spring term:

1. Build internationalisation elements into all units

2. Ensure all marking is anonymous

3 Review access to language support systems

Programme Leader

All members of the programme team have been alerted to this issue

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Conclusion and Recommendations for Implementation of the Framework

The Senior Management Development Team have undertaken a project to explore the differences in attainment in BME students. In the process a range of policy and strategy documents were used which address many of the issues raised in the report. The use of the Preparedness Planning Framework, together with the examples, aims to develop inclusivity across the University, with programme teams being integral in the process.

The Framework alongside the recommendations within the report will ensure we align ourselves fully with the strategic direction of the university and in the process increase the overall rate of achievement and success for all.

In conclusion, the following needs to take pace to ensure policy and guidance are embedded and operationalised at programme level:

Dissemination of findings and framework for practice to wider audience via FEG, CELT and CASQE, ensuring programme teams are integral to the development;

Review and development of the programme lead workshops to include these principles and practical planning and resourcing;

Implementation at Faculty/Department/ Programme level and monitored through CMI and programme review;

Carry out an impact evaluation project including potential measures of success: student survey data, retention and progression data, attainment data (% Good Honours), league table position.

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