Readiness assessments, portfolio and peer support – a panacea for achieving the EDI agenda and student engagement? A reflection and preview

Authors

  • Ogechi Ohadomere Coventry University

DOI:

https://doi.org/10.47408/jldhe.vi26.931

Keywords:

higher education, EDI, teaching styles, international students, attainment gap

Abstract

Having taught and supported international students in higher education (HE) for several years, I continually observe the uniqueness and dynamism of every new cohort. My role spans being an Induction tutor to offering pastoral support as an Academic and Personal Tutor (APT) Lead, a Module leader, an Academic Conduct Officer, and a Course director. I know you will say – isn’t that so much to do? Well, it is. However, these roles have offered me the opportunity to appreciate the diversity that exists within higher education in the UK and reiterates the need for equality and inclusion within my teaching practice. The Advance HE’s (2020) Equality, Diversity and Inclusion (EDI) agenda advocates support for all students irrespective of who they are and where they come from, a call to minimise the widening attainment gap which was actually negatively impacted during the Covid-19 pandemic (Goudeau et al., 2021).

Author Biography

Ogechi Ohadomere, Coventry University

Ogechi Ohadomere is a Senior Lecturer and Course Director in Healthcare Leadership and Management at Coventry University, UK and a Fellow of Advanced HE, UK. She is skilled in coaching and mentoring individuals, managing and planning resources in Health, and leads the Portfolio Module. Her research interests are in leadership, inclusive practices, wellbeing and health promotion, and she is currently researching the impact of the learning environment on developing the leadership capabilities of early career healthcare leaders and managers.

References

Adedoyin, O.B. and Soykan, E. (2020) ‘Covid-19 pandemic and online learning: the challenges and opportunities’, Interactive Learning Environments, pp.1-13. Available at: https://doi.org/10.1080/10494820.2020.1813180 (Accessed: 25 August 2022).

Advance HE (2020) The importance of EDI in higher education. Available at: https://www.advance-he.ac.uk/guidance/governance/governance-and-edi/importance-edi-higher-education (Accessed: 29 August 2022).

Coventry University (2015) 2030 Group Strategy. Available at: https://www.coventry.ac.uk/the-university/about-coventry-university/2030-group-strategy/ (Accessed: 25 August 2022).

Goudeau, S., Sanrey, C., Stanczak, A., Manstead, A. and Darnon, C. (2021) ‘Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap’, Nature Human Behaviour, 5, 1273-1281. Available at: https://doi.org/10.1038/s41562-021-01212-7 (Accessed: 21 December 2022).

Ogamba, I. (2021) ‘Rapid re-design of a postgraduate taught module for asynchronous delivery on the FutureLearn platform’, Journal of Learning Development in Higher Education, (22). Available at: https://doi.org/10.47408/jldhe.vi22.791 (Accessed: 25 August 2022).

Rashid, S. and Yadav, S.S. (2020) ‘Impact of Covid-19 Pandemic on Higher Education and Research’, Indian Journal of Human Development, 14(2), 340–343. Available at: https://doi.org/10.1177/0973703020946700 (Accessed: 21 December 2022).

United Nations (2022) Do you know all 17 SDGs? Available at: https://sdgs.un.org/goals (Accessed: 29 August 2022).

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Published

28-02-2023

How to Cite

Ohadomere, O. (2023) “Readiness assessments, portfolio and peer support – a panacea for achieving the EDI agenda and student engagement? A reflection and preview”, Journal of Learning Development in Higher Education, (26). doi: 10.47408/jldhe.vi26.931.

Issue

No. 26 (2023): Special Edition, Equality, Diversity and Inclusion

Section

Brief Communications

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Copyright (c) 2023 Journal of Learning Development in Higher Education

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