Enhancing attainment and belonging at the London College of Fashion: a proactive, personalised approach to address limitations of the academic support provision

Authors

  • Emma Shackleton University of the Arts London College of Fashion https://orcid.org/0009-0004-4236-5320
  • Jo Peel University of the Arts London College of Fashion

DOI:

https://doi.org/10.47408/jldhe.vi29.1109

Keywords:

proactive, personalised, equity, awarding differentials, learning conversations

Abstract

This paper shared a proactive approach, developed by the Academic Support department in London College of Fashion (LCF), designed to enhance equity of take up of the department’s tutorials and contribute to reducing awarding differences.  The paper uses the term Black, Asian and minority ethnic students because University of the Arts London (UAL) uses it as one of the categories for students as part of its collection, analysis and reporting of institutional data. We recognise and acknowledge the terminology is overly broad and contested. Since the paper used UAL’s institutional data, it was working with UAL’s definitions, terminology and categorisations.

In late 2019, examination of university data indicated lower bookings by Year 3 Home Black, Asian and minority ethnic students (Malik et al., 2021) and International students, and lower enhancement for degree awards, compared to Home White students. LCF has an open-to-all offer of tutorials and dedicated final-year workshops. However, research identifies systemic obstacles encountered by some students within and outside universities (Snoussi and Mompelat, 2019; UUK, 2019). While the department’s offer appeared popular, it required self-initiation by students, which could be a barrier for students experiencing a limited sense of belonging within the College.   

Drawing on compassionate and solutions-focused approaches, the generic offer was adapted to enable a lecturer-team to offer personalised support to students identified as having the greatest opportunity to benefit from tutorials. Now in its third year, the Proactive Approach has led to greater equity of take up of the department’s provision and higher outcomes for students taking it up. The intervention is being evaluated for the UAL Access and Participation Plan, and data to date suggests it can contribute to enhancing a sense of belonging and unit grades.

This learning development offer was tailored to be flexible for delivery within restricted time frames and the existing resource of the Academic Support department. Our hopes when sharing it with delegates included giving space to consider its benefits, limitations and potential opportunities to use institutional data to stimulate a redesign of a learning development offer to contribute to universities’ work for Equality, Diversity and Inclusion.

Keywords: proactive, personalised, equity, awarding differentials, learning conversations.

Author Biographies

Emma Shackleton , University of the Arts London College of Fashion

Emma Shackleton is joint Head of Academic Support at London College of Fashion (LCF), University of the Arts. Her PhD research, at the Institute of Education, University College London, focuses on self-regulated learning within in-person and online educational contexts in art and design, with a particular focus on how learning environments can foster self-regulation for students’ success in their studies. This focus underpins her action research at LCF to explore how proactive approaches may enhance students' learning experiences and outcomes. She is a Senior Fellow of the Higher Education Academy.

Jo Peel, University of the Arts London College of Fashion

Jo Peel is joint Head of Academic Support at London College of Fashion, University of the Arts. Her current research focus is on identifying how learning development in art and design higher education can bridge attainment gaps through working proactively to bring about positive impact for students. She has a particular interest in applying intersectional pedagogy and frameworks to address inequality of attainment at UAL. She is a Senior Fellow of the Higher Education Academy.

References

Malik, S., Ryder, M., Marsden, S., Lawson, R. and Gee, M. (2021) BAME: A report on the use of the term and responses to it: terminology review for the BBC and creative industries. Available at: https://www.bbc.co.uk/diversity/documents/b.a.m.e.-terminology-review-report-plaintext.docx (Accessed: 6 March 2023).

Nuffield Foundation (2020) ‘First in family’ students are more likely to drop out of university’. Available at: https://www.nuffieldfoundation.org/news/first-in-family-university-students-need-more-guidance-navigating-education-system (Accessed: 5 June 2023).

Snoussi, D. and Mompelat, L. (2019) ‘We are ghosts’: race, class and institutional prejudice. London: Runnymede. Available at: https://www.runnymedetrust.org/publications/we-are-ghosts-race-class-and-institutional-prejudice (Accessed: 27 March 2022).

Universities UK (2019) Black, Asian and minority ethnic student attainment at UK universities: closing the gap. Available at: https://www.universitiesuk.ac.uk/sites/default/files/field/downloads/2021-07/bame-student-attainment.pdf (Accessed: 27 March 2022).

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Published

31-10-2023

How to Cite

Shackleton , E. . and Peel, J. (2023) “Enhancing attainment and belonging at the London College of Fashion: a proactive, personalised approach to address limitations of the academic support provision”, Journal of Learning Development in Higher Education, (29). doi: 10.47408/jldhe.vi29.1109.

Issue

No. 29 (2023): Special Edition, ALDinHE Conference Collaborative Proceedings

Section

Conference Proceedings

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