Making The Case: Greater B-School Diversity As A Path To Success

Elizabeth Granger of UCL: “Our evaluation shows that bringing students on campus and showing them what university is about creates a positive experience.”

MEASURING IMPACT

Granger stresses how important it is for institutions to measure the impact of student outreach activities. UCL does so by using a Higher Education Access Tracker to track which students take part in each activity. For the students who eventually attend university, the database can see which activities the students went to in order to track longer-term outcomes.

“This allows us to eventually map whether certain activities lead to changes in attitude, and whether either of those things then lead to different outcomes in terms of higher education participation,” she says.

After the school’s targeted outreach activities, Granger says that 40% of students reported that they’re more likely to go to university. “Our evaluation shows that bringing students on campus and showing them what university is about creates a positive experience,” she explains.

CONTEXTUALIZED ADMISSIONS

Another tool UCL uses to widen student access and success is contextualized admissions.

This is a process of admission that takes into account the barriers that students from less advantaged backgrounds face. It also acknowledges student potential that may not be reflected in their exam scores. “We draw in indices of multiple deprivation alongside some other factors and also take into account whether young people have an experience of care – whether that’s foster care or being in a care home,” says Granger. “What it does is allow eligible applicants to have a reduced offer of 80 test points, which in the UK is equivalent to about one hour.”

For those who require more than 80 points of reduction – and for those who may have the potential to do well at university but maybe don’t have the grades that are needed to do so – there is a final foundation entry year program. This helps them to develop skills and bring them up in line with the entry requirements. If they pass the foundation year, they’re able to progress to an undergraduate course.

CONTINUED STUDENT SUCCESS

Passi says that once underrepresented students have enrolled into UCL, the school focuses on continued student success. “From our data, we know that students from lower socioeconomic backgrounds are more likely to drop out,” he explains.

What’s been paying dividends in continuation rates – specifically in business school – is helping build students’ self-efficacy, confidence, self-esteem, and ideas about who they are and where they wish to go. “We try to build this right into the heart of the curriculum so that everyone gets the opportunity to benefit everyone,” he says. “Plus, we put in a range of additional support for students. “

Passi says that instead of sticking to the usual university diet of exams and 4,000 word essays, the curriculum is composed with work opportunities, start-up and enterprise guidance, and targeted support. This support is for students who the school deems is at risk of leaving or not achieving their potential. “We try to get in there early with students using the data to help us identify those students who might be less engaged or not performing as well as they could be,” continues Passi.

ONE-ON-ONE SUPPORT

Once at-risk students are identified, they’re offered the opportunity to work with a student coach – who are full-time staff or faculty. “The underpinning principle of student coaching is to empower the student to take control of their own lives, time management, and motivation to help them achieve their goals in higher education,” says Passi.

When the school did an evaluation of the impact of the coaches in the business school, it found that there were 1,070 students that engaged with the two student coaches. It also found that 92% of students who engaged with a coach found it extremely useful, 100% would recommend the service to a friend, and most students’ grades improved dramatically.

Granger says that some students will see their coach once and that will be enough to get them back on track. Other students will see the coach regularly for a whole year because of the complexity of some of the challenges that they’re facing. “There’s no fixed time limit,” she says. “Each student is treated as an individual.”

THE IMPORTANCE OF IDENTIFYING GAPS

Granger says that the most important factor for institutions wanting to widen student access and success is to be data-driven. “It’s important to be able to identify gaps and design interventions and activities to address them,” she explains.

Passi believes schools must make sure that this intention is built into their core values. “You certainly need that kind of passion,” he says. “And this is often how resources are found. Resources are a key factor in designing interventions that are going to work.”

Perry adds that although diversity, equity and inclusion changes may take time, it’s integral to continue consistent implementation. “We may never reach perfection, but we always need to be pushing forward,” he says.

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