PACE - This Project and its Strategic Importance

This project is aligned to 7 of our 8 Access and Participation Plan (APP) targets: Increase recruitment of local mature students; reduce continuation and award gaps between black and white students and Index of Multiple Deprivation (IMD) quintiles 1,2,3 & 4,5; reduce progression gaps between BAME and white students IMD quintiles 1,2,3 & 4,5. The intended pilot groups are drawn from programmes where there is a high proportion of BAME and IMD 1,2 & 3, and mature students are a significant proportion of our nursing pilot programme. Attainment gaps would have us in part focus on poor mh as a contributing factor, how we identify and respond to the needs of students who may be left behind; but not assume that what is currently on offer, is necessarily what is needed. The sustainable nature of the project means that we will also be able to adapt and roll out to other programme areas where mh disparities may be a factor in continuation, award and progression gaps. Our 2030 strategic plan, has at its heart a vision to transform the leadership and workforce of our Place through inclusive student success which is based on connecting inclusivity, well-being and employability not just for our students but for our communities. Relative to other universities, more of our students are recruited from the region, particularly our sub-region, the Black Country, and remain here upon graduation. Consequently it is a strategic imperative for us to lead the transformation of our region, working with partners such as NHRSC, through the employability and wellbeing of our graduates.

Inclusive practice underpins our Vision 2030. Our Students and Education sub-strategy recognises that inclusivity and wellbeing are mutually reinforcing. Our diverse student population bring with them their identities and interests from their personal communities forming a rich cultural base. Our inclusive framework comprises four overarching principles:

• Where am I in the curriculum?
• Removing obstacles to our students’ success and progression.
• Are our students co-creators?
• How are we developing our inclusive lens?

These principles are our enactment of our vision as a University of Opportunity through our curriculum design and delivery.

Wellbeing is a strong consideration in removing obstacles to students’ success and progression. Our programme design will create an inclusive culture by including considerations of how wellbeing principles are embedded in curriculum content and pedagogy so as to enable all of our students to achieve their full potential.

We fully recognise that differing personal, circumstantial, and socio-demographic backgrounds can lend to increased mental health and wellbeing issues.

To this end, we work hard to build resilience strategies across programmes and/or scaffold and stagger assessments to reduce potential stress on students, some of whom may have disabilities, lead busy and complex lives and/or may have a fragile sense of belonging. We are embedding this strategic vision with the recruitment of inclusivity leads within each of our programmes and institutes, we meet regularly, and progress related to this project to include insights and learning are disseminated. This project will produce a framework for pedagogic co production, offering a recipe of sorts for other departments within the university to adopt.