Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach

Abstract

Attention paid to awarding gaps in higher education linked to ethnicity tends to focus on outcomes at the final award stage. Our project sought to scrutinise awarding gaps at module level where these gaps may emerge. Our aim was twofold: to identify the most important barriers to student success and determine strategies to reduce awarding gaps at module level, as perceived by students from various ethnic backgrounds and to investigate to what extent there is consensus amongst students of various ethnic backgrounds regarding these barriers and strategies. We employed a two-phase Delphi approach. The first phase involved data analytics to identify modules with awarding gaps in health and life sciences undergraduate degree programmes. The second phase employed a Delphi approach to collect student feedback on barriers to success and strategies to overcome them, focusing on culture, curriculum, and assessment. The study engaged 36 students in the first round and 53 in the second round. Our research confirmed the existence of awarding gaps at the module level. Students reached consensus on 55 out of 79 factors affecting their academic performance, with notable differences between White and racially minoritised student groups. This study suggests that, to close awarding gaps, both a module-level approach and a deep commitment to listening to our students is needed. Our study is the first to use a consensus-driven Delphi approach to identify key barriers and strategies at the module level, offering a framework for addressing awarding gaps and fostering inclusive, equitable education within and beyond the UK.