Addressing the Ethnicity Degree Awarding Gap through Writing Retreats: A Case Study and Reflection
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| Title: | Addressing the Ethnicity Degree Awarding Gap through Writing Retreats: A Case Study and Reflection |
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| Language: | English |
| Authors: | Julia O’Connell, Alison Daniell |
| Source: | Journal of Learning Development in Higher Education. 2024 (31). |
| Availability: | Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Blacks, Whites, Graduate Students, Doctoral Dissertations, Writing Workshops, Race, Disproportionate Representation, Case Studies, Achievement Gap, Empowerment |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 1759-667X |
| Abstract: | The awarding gap between UK-domiciled full-time Black and white students is a significant problem at HE institutions across the country. This paper examines a case study of a dissertation writing retreat programme which sought to address this awarding gap at a university in the south of England. The programme was based on an innovative 'three Cs' framework which focused on three core areas: Community, Culture, and Curriculum. Inspired by the community-building and curriculum elements of the framework, the programme built trust and collaboration between specialists and students, aiming to empower Black students to excel in one of the most important and impactful aspects of their degree, whilst also providing them with a space to engage positively with their peers and the wider university community. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447077 |
| Database: | ERIC |
| Abstract: | The awarding gap between UK-domiciled full-time Black and white students is a significant problem at HE institutions across the country. This paper examines a case study of a dissertation writing retreat programme which sought to address this awarding gap at a university in the south of England. The programme was based on an innovative 'three Cs' framework which focused on three core areas: Community, Culture, and Curriculum. Inspired by the community-building and curriculum elements of the framework, the programme built trust and collaboration between specialists and students, aiming to empower Black students to excel in one of the most important and impactful aspects of their degree, whilst also providing them with a space to engage positively with their peers and the wider university community. |
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| ISSN: | 1759-667X |
