New QAA podcast explores awarding gaps

In our latest podcast, regular host Dr Kerr Castle introduces a discussion of awarding gaps and what we can do to close them.

The podcast follows the publication earlier this week of a QAA report which charts a broad range of initiatives and resources designed to meet these challenges.

Kerr is joined by Kevin Brazant, Progression & Attainment Project Manager at the University of the Arts London (UAL); Dr Sally Andrews, Pedagogic Projects Development Manager at Staffordshire University; Professor Nicky King, Associate Pro-Vice Chancellor at the University of Exeter; and Professor Gabriella Cagliesi from the University of Sussex - a team that are working on a QAA-funded Collaborative Enhancement Project exploring the use of institutional data to address the causes of awarding gaps.

‘Significant awarding gaps exist and persist for underrepresented groups across UK higher education,’ Kerr explains, adding that, although these gaps showed signs of closing during the COVID-19 crisis, they have started to grow again.

Kevin Brazant explains that UAL has taken a data-driven approach to this issue, using dashboards to identify courses which might need additional support in this area.

‘What's been really helpful for us is looking at good examples where the gap has significantly narrowed and looking at what's been happening around those courses and how we can translate that good practice to other courses that may need that help,’ he says.

‘We've recognised that our biggest challenges are with ethnicity awarding gaps, and recognizing that diversity in our student population requires different approaches,’ adds Dr Andrews. ‘We're focusing predominantly on curriculum in its broadest sense, looking to raise awareness among our staff about what awarding gaps are, and facilitating staff to be empowered to address that within their own curricula.’

Professor King praises what she calls ‘small-scale meaningful interventions’. She argues that these challenges should be evaluated and addressed not only at the point of the award but throughout the learning experience and the entirety of student attainment, by drawing upon datasets across the full grade range and across all stages of study.

Professor Cagliesi also emphasises the importance of examining attainment levels through the whole course of the student life cycle, introducing timely interventions to reduce gaps in opportunities which lead eventually to awarding gaps, and evaluating the impacts of those initiatives.

‘All this is done with the help of students,’ she says. ‘Students are part of this project. It's by listening to them that we can better interpret the reasons and design strategies to help to remove the obstacles.’

How to tune in

QAA Membership podcasts can be found on Buzzsprout and other popular streaming platforms, including Apple Podcasts,  Spotify and Google Podcasts. On these platforms, you can explore our full catalogue of podcasts, covering topics including student transitions, experiences of pass/fail assessment, employability, and neuroinclusivity.

Find out more

QAA’s new Awarding Map resource is now available to QAA Members on our Membership Resources site. It is designed to provide a holistic view of awarding gaps, making the origins and emergence of gaps more visible and accessible. It highlights practical tools, insights and approaches that can support you to address awarding gaps across different levels within your provider. Sign up to use the site by completing our simple registration form. 

If you would like to contribute to our research and/or engagement activities on awarding gaps, please contact membership@qaa.ac.uk.