From Surviving to Thriving - Kaushika Patel
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Kaushika Patel's presentation slides from the Surviving to Thriving event in Wolverhampton (14th June 2019)
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From Surviving to Thriving - Kaushika Patel
- 2. Freedom to Achieve Closing the BAME Attainment Gap Kaushika Patel Project Director: Freedom to Achieve Interim Pro Vice Chancellor/Dean - Health and Life Sciences 14th June 2019
- 3. From Surviving to Thriving • Nursing and Midwifery professions are attracting increasingly more people from BAME heritage than at any previous time. • There are however significantly less BAME staff in senior leadership roles, increased attrition during training and high number about to retire from the profession. • Our staff should look at their leaders and see themselves represented, and our patients deserve the same. We know that when we support black and minority ethnic (BME) staff to rise through our organisations and take leadership positions, everybody benefits” (The Model Employer January 2019)
- 4. National attainment gap • The attainment gap – HE’s best kept secret • Statistically Black, Asian & Minority Ethnic (BAME) students are less likely to achieve good honours degree than their white counterparts • The attainment gap is a national issue, prevalent at all UK universities • Figures suggest the national attainment gap is at 15.6% (HESA, 2015/16)
- 7. De Montfort University’s Response to the BAME Attainment Gap
- 8. Freedom to… Achieve • Selected as one of five universities to be awarded Office for Students funding to redress the attainment gap • Aim is to adapt and develop two approaches which have been successfully used by Kingston University to start to close the attainment gap • The VA metric which, controlling for entry qualifications, highlights the differences in student attainment and has proved powerful in engaging staff • An Inclusive Curriculum Framework which provides a structured way to explore whether teaching, learning and assessment practices are or should be more culturally competent • Incorporates other projects such as the Race Charter mark – taking a holistic approach to matters of race
- 10. Co-creation Information Gathering • Co-creation events held for students and staff to consider how we close the gap • Together staff and students suggested ideas and actions to close the attainment gap • The sessions identified six key themes which attendees considered essential for closing the gap
- 11. Key Themes Relationshi ps •Role Models •Improved communications •Student integration Teaching and Learning •Cultural examples in lectures •Learning resources cultural diversity Community •Importance of Belonging •Cultural inclusivity •Campus development •Student societies Development •Culturally relevant support •Academic skills Employabi lity •Practical experience •Specialised career advice •Placements Exclusio n •Sense of not belonging due to… •Perception of inherent White culture
- 12. A Holistic Approach Enhance BAME Student Achievem ent Student Curriculum Advisors Highlight internal and external role models BAME Student Mentorin g SchemePromote Positive BAME Images In-class activities Aspirations, self-efficacy Employability soft skills
- 13. A Holistic Approach Race Equality Charter Mark DMU Inspirational Speaker Series Read to Debate Colourful Reading Club Team Talks Roll out across all programmes Review staff demographic s Develop Unlearning Whiteness training
- 14. Our progress to date…. • Since 2015/16 there has been a 4.7% reduction in the attainment gap • Over 40 programmes have engaged across the university • Our vision is to see an average of 2% reduction in the attainment gap each year and practices mainstreamed into business as usual Academic Session* Overall White Good Honours (First / 2:1) BAME Good Honours (First / 2:1) Attainment Gap 2012-13 66.5% 72.4% 57.8% -14.6% 2013-14 70.9% 76.9% 63.6% -13.3% 2014-15 70.1% 74.4% 65.1% -9.3% 2015-16 67.3% 73.5% 60.0% -13.6% 2016-17 71.3% 75.2% 64.7% -10.5% 2017-18 75.1% 78.9% 70% -8.9% *The data includes only UK domiciled students
- 15. World Café Session; • Consider the toolkit used in the DMU co-creation sessions and see if it translates to use to address todays challenge • Use the toolkit practically to see what reflections emerge to support the empowering of change
- 16. Thank You
Notes de l'éditeur
- Closing the gap between the honors degrees, between BAME students and white students, our university have tried to look at how to clear the gap. The FtA project is funded by the Office for Students and looks at utilising value added date and an inclusive curriculum framework to review why BAME students are achieving 1st and 2:1 outcome at a level significantly lower than their white counterparts. The VA data allows us to review national data that ‘baselines’ for qualifications, programme of study and demographic factors…it allows for a conversation to look at what the structural issues are and move away from the student deficit model We then utilise the inclusive curriculum framework to review the curriculum, teaching and assessment strategies, sense of belonging, images and identity to make changes to everything we do to make it more inclusive and culturally inclusive to all students. Nationally there is an attainment gap at an average of 15%. DMU at start of this project had a gap of 13%, this reduced in the first year to 10% and we are predicting a further reduction to 7% WE have a target of a reduction of 2% in the gap each year until the gap is closed.
- The model employers strategy speaks about nursing and midwifery profession is attracting BAME staff, senior leadership. Our staff should look at their leaders and see themselves represented – and the patients need to see the same too. So I want to tell you about our Freedom to Achieve project looking at closing the BAME attainment gap because some of our interim evaluation findings, I would suggest, are transferable to the work you are doing in looking at increasing the number of BAME staff in senior leadership positions. Also clearly a synergy in universities ensuring their nursing and midwifery students are achieving classifications they are capable of doing.
- Some of the things we did and the outcomes identified, and things that are changing in the university – and the levels of success that has been achieved.: The national attainment gap is that BAME students are not achieving the same as their white counterparts. The best kept secret of higher education because weve known about this for a long time and it hasn’t changed – we are in partnership with other universities to try and move this gap to 0. A national project that we are part of. In NHS overall the gap between overall BAME staff and representation at band 8a to very senior management is 7.7%, this is the gap. NHS workforce as a whole is 19% BAME staff but board members in NHS trusts are 88% white and 7% BAME (5% unknown) so not reflective of the NHS workforce.
- From the bottom you can see the differences between white students and BAME students and their attainments. If you can see that in the 12 year period is has pretty much stayed the same – higher education has
- When you break the BAME category there is a difference of progession of BAME staff, different groups of BAME staff have different levels of attainment.
- ‘ VA metric model’ looks at baselining for attainment, when weve had these conversations the first thing that comes into the student – a whole range of reasons why it’s the students fault for them not doing better. We find that even with the same baselining the BAME students are stilll achieving less than their white counterparts. Moving away from the staff deposit model. Taken the value added metrics to get accademics to realise that it isnt hes tudent. Universal design of learning – we will deliver our teaching to allow people to have access to it. Using that model to look at everything that we teach, is our curriculum inclusive can you see your history in the potential outcomes. Do we teach about the BAME community – what might happen if you take blood from a BAME person and what that might look like on your arm? Learning about cultural relevance and why that is so important – its not just the curriculm but also things are bigger and influence you as individuals. Holistic approach to this, not only the curriculm and how we assess people – what does the institution look like and what does the organisation look like. The FtA project is funded by the Office for Students and looks at utilising value added date and an inclusive curriculum framework to review why BAME students are achieving 1st and 2:1 outcome at a level significantly lower than their white counterparts. The VA data allows us to review national data that ‘baselines’ for qualifications, programme of study and demographic factors…it allows for a conversation to look at what the structural issues are and move away from the student deficit model We then utilise the inclusive curriculum framework to review the curriculum, teaching and assessment strategies, sense of belonging, images and identity to make changes to everything we do to make it more inclusive and culturally inclusive to all students. Nationally there is an attainment gap at an average of 15%. DMU at start of this project had a gap of 13%, this reduced in the first year to 10% and we are predicting a further reduction to 7% WE have a target of a reduction of 2% in the gap each year until the gap is closed. HOLISTIC APPROACH: A Model Employer’ Strategy documents cites: Challenge is cultural and transformational change
- Enhances theBAME student achievement? What else might there be. Student Deficit Model: VA allows us to move away from that: ‘A Model Employer’ documents states: “one of the limitations of previous efforts to improve BAME staff reprsentaion at senior levels is an over focus upon the deficit model: the notion that there are inherent weaknesses or deficits amongst BAME staff themselves rather than deep-rooted issues within organisations.
- Co-creation events , staff and students working togrther to gain the answers – what are the ideas that they might have and why do we have this gap.
- Cultural examples – reading lists being inclusive, parts of the world you arent living with but your patients might come from. Community within the university and that your culture is relevant Welfare support for BAME students – like girls who have been through genital mutilation/ force marriages, is there anyone in the workforce that can emphasize in the community. Exclusion – not belonging, living in a white environment where you see yourself as other and not part of the community. ‘A Model Employer’ Strategy documents cites: pages 12 onwards: Leadership and cultural transformations Positive action and practical support Accountability and assurance Monitoring progress and benchmarking
- BAME students to look zt the curriculum and critique and ask questions about where this has been chosen. Internal and external role models, students see that they can achieve. BAME mentoring – the number of mentors and students that want the help. Positive images – Handful of images of people who are BAME. The lamposts have to be diverse, not just BAME people but diversity in all the promotional images of DMU. One of the things we found that is relevant here, BAME students lack networking skills – soft employability skills. When spoken about that the BAME students said we’ve never experienced networking – why is that difference there maybe that is relevant in progession in the NHS too.
- Only 16 universities have done the race equality charter mark. BAME speakers from all professions to speak about their experiences. Colourful reading, using authors who are of colour and see what they are writing. 50% BAME students 19% BAME staff and right on the top of the table there are only 3 people who are BAME Develop unlearning whiteness training – white privilage, its difficult to talk about but it is important
- The success and outcomes of the programs implemnted from DMU: When we started the project 2015/16 the gap was 13% Closed that gap by 4.7% Somehting must be working.