Royal Holloway, University of London - Inclusive curriculum design

Efforts to reduce progression gaps in some faculties and departments are attributed to an action providing departments with opportunities to share good practice/case studies regarding curriculum design; focussing on how curricula reflect/address diversity issues in the CAPITAL programme; and an added question on curriculum inclusivity within relevant forms. This has resulted in an increase in the overall proportion of new BAME students from 28% to 47%; a reduction in the UK degree-awarding gap to 10% (from 15%/16% previous years); and the non-UK to 7% (from 17%/24%) in one faculty.