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

Cheung, K. L., Thomas, M., Wong, B. ORCID: https://orcid.org/0000-0002-7310-6418, Hills, L., Froome, H., Worsfold, N. and Bailey, D. P. (2025) Exploring student consensus about module-level ethnicity awarding gaps: a Delphi approach. Journal of Further and Higher Education, 49 (1). pp. 31-44. ISSN 1469-9486 doi: 10.1080/0309877X.2024.2428722

Abstract/Summary

Attention to awarding gaps in higher education linked to ethnicity tend to focus on outcomes at final award. Our project sought to scrutinise awarding gaps at module level where these gaps may emerge. Our aim is twofold: (1) 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 (2) 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 these barriers, 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 listen to our students will be needed. Our findings offer actionable recommendations for embedding this understanding into existing university procedures, thereby fostering more equitable educational outcomes.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/119381
Item Type	Article
Refereed	Yes
Divisions	Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
Publisher	Taylor & Francis
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