University of Bedfordshire: Closing the gaps: A faculty-based approach to reducing awarding gaps

Institution

University of Bedfordshire 

Author

• Dr Steve Briggs, Director of Learning, Teaching and Libraries 
• Professor Julie Brunton, Pro-Vice Chancellor, Education and Student Experience 
• Charles Birtwisle, Associate Dean of Education and Student Experience 
• Dr John Reynolds, Associate Dean of Education and Student Experience 
• Karen Robins, Associate Dean, Education and Student Experience 
• Dr Roma Thomas, Acting Associate Dean, Education and Student Experience 
• Scarlett Dawson, Strategic Project Manager, Education and Student Experience 

Overview 

The University of Bedfordshire implemented a series of ‘Closing the Gaps’ academic staff development events to explore how degree awarding gaps manifest at the subject and course level and identify best practice to implement in course enhancement planning. These events built on positive momentum, which has seen a reduction in the ethnicity awarding gap of 10 percentage points across two years (OfS access and participation dataset, published October 2025). 

About the organisation 

The University of Bedfordshire is proud to be a socially diverse institution. Our two main campuses are based in Luton and Bedford, with a small health education provision based at Stoke Mandeville Hospital. We achieved the Race Equality Charter Bronze Award in September 2025. 

We lead the way in expanding educational opportunities for students who are traditionally under-represented in Higher Education: 65% have parents who didn’t attend university, 55% are mature returners to education, and 57% are from ethnically diverse backgrounds (The Times Good University Guide, 2026). 

Our education provision spans subjects including business, education, sport, computing, engineering, creative industries, life sciences, social sciences, nursing and wider healthcare education.  

Purpose of the initiative 

The University of Bedfordshire is committed to creating a vibrant, multicultural learning community through adopting principles and practices that promote EDI, such as removing barriers to learning, success and outcomes, incorporating learning about discrimination and the obstacles to equality, and reflecting diverse backgrounds and experiences.  

Accordingly, an inclusive curriculum, teaching, learning and assessment is embedded in the University of Bedfordshire’s educational vision and Education and Student Experience Strategy 2022-26. Our commitment to reducing degree awarding gaps is explicit within this strategy and our access and participation plan 2025-29. 

In support of achieving this aim, faculty-based ‘Closing the Gaps’ events were introduced in 2024/25. 

Description of the initiative

This initiative is one of several whole-institution activities to enhance EDI practices and reduce degree awarding gaps. Our aim is to adopt practices that will enhance the attainment of all students, but with a disproportionately positive impact for students that possess one or more characteristics that are traditionally under-represented in higher education. 

These learning events combined evidence-based approaches with practical strategies for inclusive teaching and assessment. The specific needs of each of the four Faculties informed the timing and format of events during the 2024/25 academic year. 

A non-prescriptive agenda for Closing the Gap events was informed by a 2023 TASO report which identified sixteen types of approach to reducing ethnic degree awarding gaps that had been included in Access and Participation Plans. As such corresponding topics were suggested as potential areas to cover, including: 

• Adapting assessment practices 
• Developing curricula 
• Modifying leadership practices 
• Using and developing learning analytics 
• Building knowledge 
• Developing staff skills 

In 2025, an external speaker, Nathan Ghann of The Educate Group, led workshops and Q&A sessions to share expertise, develop understanding and instigate discussions. Colleagues with institutional leadership roles related to learning and teaching and EDI also contributed to the events. 

Key areas explored include inclusive curriculum development, inclusive and authentic assessment, teaching and learning approaches, strengthening student voice and engaging students as partners in this work. 

Faculty-wide events were followed up with targeted activities at the school-level, for example bespoke workshops on accessing and using internal data dashboards, and developing actions for unit and course enhancement. 

Rationale 

The key areas of activity to reduce awarding gap were framed in accordance with the Universities UK and National Union of Students co-authored 2019 report Black, Asian and ethnicity minority student attainment at UK: universities: case studies and the subsequent report closing ethnicity degree awarding gaps: three years on. 

The central Academy for Learning and Teaching Excellence provides a programme of CPD throughout the year to support colleagues to embed inclusive teaching and learning practices. Holding ‘Closing the Gaps’ events at the Faculty and School-level allowed academic teams to collectively explore barriers and interventions for cohorts at a granular level. 

Results 

Each Faculty reported that the events were well received. Examples of positive outcomes include: 

• Improved knowledge and awareness among academic staff of the awarding gap and how to implement strategies in course programmes to address the gap. 
• Developed confidence in providing more inclusive and creative assessment approaches. 
• A resource developed with examples of good practice to embed EDI in the curriculum as a source of new ideas and inspiration for teaching staff. 
• Audit and enhancement of course materials, reading lists, placement providers and other partnerships – to ensure they are inclusive and accessible to students from a range of backgrounds. 
• Amendment to assessment practices to increase optionality and flexibility for students. 
• Embedding library sessions in curriculum to help with contextual learning 
• Support for Postgraduate Course Leaders on working with neurodiversity and supporting students with Learning and Teaching Support Agreements. 
• Lego Serious Play sessions delivered utilising internal expertise. 

Curriculum enhancement spotlight: The School of Applied Social Sciences Changemaker Dissertation pathways. This offers students the choice of undertaking a project-based dissertation through work with a local organisation or the more traditional written dissertation with an option to undertake primary research. Greater choice enables students to match their final dissertation pathway to their interests and strengths, supporting them in achieving their full potential.   

This initiative is one aspect of a wider strategy to enhance staff development, and learning, teaching and assessment practices related to EDI. Cumulatively, at the University-level we can see the positive impact with an increase in the attainment rate for full-time undergraduate qualifiers from 22/23 to 23/24 (OfS APP dataset) and a reduction in the ethnicity awarding gap to 12 percentage points (pp), now in line with the sector. From 22/23 to 23/24 the largest increases in attainment are for: 

Male students: +11.7pp 

Black students: +10.6pp 

Mature students: +9.6pp 

IMD Q1-2 students: +8.9pp 

Free School Meals eligible students: +6.5pp 

Key barriers and facilitators 

The Education and Student Experience Strategy 2022-26 set out the ambition to embed EDI in teaching, assessment and curriculum practices with an explicit commitment to address degree awarding gaps and improve student continuation, satisfaction and progression outcomes. The strategy provided a framework to progressively implement changes and enhancements to improve student outcomes. 

Since 2022, the University has expanded capacity for analysis of external and internal datasets, with the creation of accessible dashboards for colleagues to access B3/ TEF and APP data at a granular level, in addition to internal Exam Board data. 

There has also been significant investment in providing opportunities for staff to engage with EDI-related development sessions and take on leadership roles such as Faculty EDI Leads, Race Equality Charter Co-Chair and Staff Equality Network leads. 

One key challenge relates to the movement of staff, either through changing roles or institutional restructuring, which has been ongoing in AY2024/25 and 2025/26. This can impact the momentum and emphasis on changing practices whilst colleagues adjust to changing roles and structures. 

The future?

The events will continue to run annually with the agenda tailored to address emerging needs. For AY2025/26, the focus is on:  

• Empowering staff to interrogate the data – Strategic Improvement Team  
• Sharing findings of the institutional research based on the School of Nursing, Midwifery and Health Education – Educational Development and Evaluation Team  
• Identifying specific course and subject-level priorities for course enhancement planning  

Advice for other members

• It is important to have executive leadership commitment and a whole-university approach to ensure EDI considerations are embedded and not seen as an add-on. 
• Work collaboratively – consider joint sessions if bringing in externals to maximise the benefit, and utilise internal expertise – University and Faculty EDI leads/ champions and colleagues with examples of impactful initiatives. 
• Collectively shape the agenda to support engagement. 
• Ensure data is accessible, and that colleagues are equipped with the time and support needed to interpret it. 
• Identify a small number of key priorities to address at one time, to support a long-term culture change. 

Web links

• https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/black-asian-and-minority-ethnic-student 
• https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/closing-gap-three-years 
• https://taso.org.uk/libraryitem/report-approaches-to-addressing-the-ethnicity-degree-awarding-gap/