Student-led approaches for reducing awarding gaps through widening participation in placement programmes: co-creation in the design of inclusive practices in UK higher education

Authors

DOI:

https://doi.org/10.47408/jldhe.vi41.1797

Keywords:

placements, year in industry, employability, awarding gaps, widening participation, co-creation, higher education

Abstract

This paper shares new empirical data from focus groups with 18 student participants identified as under-represented within placement programmes including students who are female, students with disabilities, ethnically-minoritised students and students from communities with traditionally low levels of participation in higher education, as a proxy for social and economic disadvantage. Co-designed and co-delivered by a team of staff and postgraduate student co-researchers with understanding of traditionally marginalised groups, focus groups explored the lived experiences and perceptions of barriers to participation in placement programmes and student solutions for widening participation, with the aim of improving degree outcomes and narrowing awarding gaps. The paper first reviews recent research on placement participation and describes the study’s methodological approach. Next, key findings are set out, highlighting three overlapping themes concerning informational, practical and psychological barriers and solutions. The paper concludes with practical recommendations to enhance placement support and communications, staff training and employer awareness.

Author Biographies

Kerry Traynor, University of Liverpool

Kerry Traynor is Professor of Participatory Futures at the University of Liverpool, where she has taught since 2015. A National Teaching Fellow and a Senior Fellow of Advance HE, she is an active advocate for inclusive education, embedded employability, and industry/HE collaboration. Kerry is also a practising social entrepreneur in the creative and social economies, and writes about non-profit communication, practice, and strategy.

Christopher Barlow, University of Liverpool

Chris Barlow is the Director of Employability and Placements at the University of Liverpool Management School where he oversees the students’ placement journey from when they start their academic journey in year one, guiding them on how to secure placements and helping them secure highly skilled graduate jobs and further study on completion of their studies.

Kate Evans, University of Liverpool

Kate Evans is an educational developer working on curriculum enhancement, with a focus on Equity, Diversity, and Inclusion (EDI) in the curriculum. Kate supports educational innovation and best practice implementation via: events, communities of practice, case studies, workshops, guidance material, and research, working with academics, programme teams, and (whenever she can) student partners. She co-created, in partnership with staff and students, the University's Inclusive Curriculum Tool, and helped the institution achieve the Race Equality Charter Bronze Award in February 2024.

Amy Gerrard, University of Liverpool

Amy Gerrard is the Academic Lead for Employability and Placements at the University of Liverpool's School of the Arts. She oversees the School's curricular placement programme, develops employer-led experiences for students and supports colleagues to embed employability across the School. A Fellow of Advance HE, she also holds fellowships with the Royal Society for the Arts and Enterprise Educators UK in recognition of her entrepreneurialism, both inside and out of the classroom. Amy is currently pursuing a PhD in Higher Education Research, specialising in employability, enterprise, and access to creative industries.

Charlotte May Brown, University of Liverpool

Charlotte-May Brown is a recent MRes Criminological Research graduate from the University of Liverpool with interests in the lived experiences of marginalised groups. As a Student Co-Researcher on this project and working as a Careers Coach in the University of Liverpool's Careers and Employability department, she contributed a strong understanding of student experiences in this context. She is currently a Wellbeing Intervention Coach at a sixth-form college, where she supports students in overcoming barriers to academic achievement and professional development.

Omar Hussein, University of Liverpool

Omar Hussein is a final year PhD student and Graduate Teaching Fellow in Sociology and Social Policy at the University of Liverpool. In addition to working with the University's Widening Participation team, he had previously spent 2 years working as a Career Coach at the University, and has seen first-hand the value of a Year in Industry Placement for bolstering students' employability prospects and attainment levels upon the conclusion of their degree.

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Published

30-09-2026

How to Cite

Traynor, K., Barlow, C., Evans, K., Gerrard, A., Brown, C. M., & Hussein, O. (2026). Student-led approaches for reducing awarding gaps through widening participation in placement programmes: co-creation in the design of inclusive practices in UK higher education . Journal of Learning Development in Higher Education, (41). https://doi.org/10.47408/jldhe.vi41.1797

Issue

No. 41 (2026)

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Papers

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