Exploring the 'unexplained' awarding gap through understanding BAME students' experiences. (9th December 2021)

• Record Type: Journal Article
• Authors: de Sousa, Sara; St John, Judy; Emovon, Emmanuella
• Is Part Of: Widening participation and lifelong learning. Volume 23:Number 3(2021)
• Page Start: 57
• Page End: 67
• Publication Date: 2021-12-09
• Subjects: Adult education -- Great Britain -- Periodicals; Adult education -- Periodicals; Continuing education -- Great Britain -- Periodicals; Continuing education -- Periodicals; 374.005
• DOI: 10.5456/WPLL.23.3.57
• Languages: English
• ISSNs: 1466-6529

Abstract

A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a 'Thinking Group' (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students' success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.