A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Creation and Confidence: BME students as academic partners.but where were the staff?
This Case Study documents the REACT project 'Creation and Confidence' based at Sheffield Hallam University, which has a larger-than-expected Black Minority and Ethnic (BME) attainment gap; hence, this student group has been constructed as 'hard to reach'. The project team consisted of a range of academic and professional services staff alongside three dedicated student researchers. The project set out to achieve: gaining evidence-based insights into the use of co-design and peer-learning as conduits of confidence-building for and belonging of BME students; developing a scalable approach to building confidence for and fostering belonging of all students; raising awareness of the need to think differently about explanations for BME underachievement. In reality, the team found that staff engagement constituted the biggest barrier, as - no matter how much incontrovertible evidence was presented - other facets of institutional provision were always identified as having priority, which resulted in inertia. This study documents the emotional labour of trying to effect change within a resistant culture. Whilst some of the aims remain unachieved and, arguably, were always going to be unachievable - there have been some very positive developments and enlightening lessons.
Creation and Confidence: BME students as academic partners.but where were the staff?
This Case Study documents the REACT project 'Creation and Confidence' based at Sheffield Hallam University, which has a larger-than-expected Black Minority and Ethnic (BME) attainment gap; hence, this student group has been constructed as 'hard to reach'. The project team consisted of a range of academic and professional services staff alongside three dedicated student researchers. The project set out to achieve: gaining evidence-based insights into the use of co-design and peer-learning as conduits of confidence-building for and belonging of BME students; developing a scalable approach to building confidence for and fostering belonging of all students; raising awareness of the need to think differently about explanations for BME underachievement. In reality, the team found that staff engagement constituted the biggest barrier, as - no matter how much incontrovertible evidence was presented - other facets of institutional provision were always identified as having priority, which resulted in inertia. This study documents the emotional labour of trying to effect change within a resistant culture. Whilst some of the aims remain unachieved and, arguably, were always going to be unachievable - there have been some very positive developments and enlightening lessons.
Creation and Confidence: BME students as academic partners.but where were the staff?
Jones-Devitt, Stella (author) / Austen, Liz (author) / Chitwood, Liz (author) / Donnelly, Alan (author) / Fearn, Carolyn (author) / Heaton, Caroline (author) / Latham, Gabrielle (author) / LeBihan, Jill (author) / Middleton, Andrew (author) / Morgan, Matt (author)
2017-10-02
doi:10.21100/jeipc.v3i1.580
The Journal of Educational Innovation, Partnership and Change; Vol 3, No 1 (2017); 278-285 ; 2055-4990
Article (Journal)
Electronic Resource
English
DDC:
690
Reference management practices of students, researchers, and academic staff
| Elsevier | 2024
| Wiley | 2004
| Taylor & Francis Verlag | 2020
Where were you? Do you remember where you were on 11 September?
British Library Online Contents | 2001
Where were you when the world went online?
British Library Online Contents | 2004