A holistic approach to addressing the degree awarding gap: a perspective

Area of Science:

• Higher Education
• Student Success
• Equity in Education

Background:

• The degree awarding gap (DAG) persists in UK higher education, showing disparities in outcomes across student demographics.
• Sheffield Hallam University's School of Biosciences and Chemistry addresses the DAG through inclusive initiatives.

Purpose of the Study:

• To implement and evaluate culturally responsive pedagogies to reduce the degree awarding gap.
• To foster student belonging, representation, and address the hidden curriculum.

Main Methods:

• Implementing outreach programs, peer-led networks, and visible role models.
• Conducting inclusive seminars and embedding equality, diversity, and inclusion (EDI) into school operations.
• Utilizing mini case studies on curriculum diversification, co-created assessment rubrics, and identity-affirming student groups.

Main Results:

• Enhanced student engagement and increased staff confidence.
• Improved visibility of underrepresented student voices.
• Successful integration of EDI principles into school-wide operations.

Conclusions:

• Closing the degree awarding gap requires sustained, institution-wide commitment to equity.
• Long-term structural change, shared responsibility, and a culture of belonging are essential for student success.
• Inclusive initiatives positively impact student experience and outcomes.