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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
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
FullText Text:
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  Data: Addressing the Ethnicity Degree Awarding Gap through Writing Retreats: A Case Study and Reflection
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  Data: 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/
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  Data: 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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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Blacks
        Type: general
      – SubjectFull: Whites
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      – SubjectFull: Graduate Students
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      – SubjectFull: Writing Workshops
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      – SubjectFull: Achievement Gap
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      – SubjectFull: Empowerment
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Addressing the Ethnicity Degree Awarding Gap through Writing Retreats: A Case Study and Reflection
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