The 'wicked problem' of BAME student attainment: a critique of attempts to implement collaborative approaches to learning Liz Austen, Caroline.

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Presentation transcript:

The 'wicked problem' of BAME student attainment: a critique of attempts to implement collaborative approaches to learning Liz Austen, Caroline Heaton, Trang (Tracy) Thu Le Email: steer@shu.ac.uk Web: www.shu.ac.uk REACT: www.studentengagement.ac.uk/

Our context

REACT (Realising Engagement through Active Culture Transformation) Our response a project funded by HEFCE focuses on the so-called "hard to reach" students with a purpose to identify and share the best practice to advance student engagement nationally REACT (Realising Engagement through Active Culture Transformation) Gain evidence-based insights into the use of co-design processes and peer-assisted to build confidence and belonging of BAME students Develop a scalable approach to building confidence and fostering belonging of all students Raise awareness of the need to think differently about explanations of BAME underachievement REACT project at SHU: Creation and confidence: BME students as academic partners

The wicked problem 1. You don't understand the problem until you have developed a solution Do we (institution & sector) understand the problem? The issue of generalisation The complexities of Intersectionality Questioning of the data Interpretation of the data

The wicked problem 2. Wicked problems have no stopping rule Dependant on allocation of resources (not a solution) When is 'good enough'? Sector comparisons Types of intervention and resource implications

The wicked problem 3. Solutions to wicked problems are not right or wrong How do we measure success? Who are the stakeholders? How might judgements be skewed? Use of BAME student researchers

The wicked problem 4. Every wicked problem is essentially unique and novel Diversity of the student population Diversity of subjects offered, and learning and teaching practices Complexity of the student experience Internal / external factors A need for customisation

The wicked problem 5. Every solution to a wicked problem is a ‘one-shot operation One 'go' per cohort The risks of deviating from the norm v. the consequences of doing nothing new The challenge of identifying an appropriate sample

The wicked problem 6. Wicked problems have no given alternative solutions If there was a known solution... Which potential solutions to pursue How to get buy-in to something which may not work What we have done... What we're trying to do ...

The right approach? Questions for you Is the BAME attainment gap a wicked problem? Is our perception affected by our 'white lens'? Student Engagement, Evaluation and Research steer@shu.ac.uk

The wicked problem References “Some problems are so complex that you have to be highly intelligent and well informed just to be undecided about them.” Laurence J. Peter References Conklin, J., (2005). Dialogue mapping: Building shared understanding of wicked problems. John Wiley & Sons, Inc.. Mountford-Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S. and Higham, L. (2015) Causes of differences in student outcomes. Report to HEFCE by King’s College London, ARC Network and The University of Manchester. Bristol: HEFCE. Richardson, T. E. (2015) The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know. Journal of Further and Higher Education 39 (2): 278-291. Rittel, H and Webber, M (1973). "Dilemmas in a General Theory of Planning" (PDF). Policy Sciences 4: 155–169 Stevenson, J. and Whelan, P. (2013) Synthesis of US literature relating to the retention, progression, completion and attainment of black and minority ethnic (BME) students in HE. York: Higher Education Academy.