Principles of Success Po S JAMIE CAINE JOHANNE

Principles of Success (Po. S) JAMIE CAINE, JOHANNE GILROY & MAXINE GREAVES

Sheffield Hallam University Context Background to Po. S Agenda Findings & proposal Architectural considerations Future intentions

Context Sheffield Hallam University is amongst the ‘worst offenders’ for differentiated attainment Absence of a unified university wide approach Complexity in ensuring outcomes with local siloed African Asian and Minoritized Groups (AAMG) projects addressing Sheffield Hallam’s debt.

Background to Po. S Co-creation adopting a Students as Partners approach (Mountford. Zimdars et al. , 2015) Pragmatism philosophy Universal principles of success – experiential and research led Meaningful interaction with professionals, advocates and networks that reflect students and their experiences

Pre-Launch Survey findings 1. Percentage of students aiming for a First or 2: 1 classification 77% of students hope to achieve First Class honours whilst 6% hope for a 2: 1. For Post Graduate 53% hope for distinction and 47% merit 2. Student confidence towards achieving this classification 16% of all students (UG and PG) are confident they will achieve their ideal degree classification 3. Percentage of students who are the first to attend university in their immediate family 42% of students who engaged are the first to attend university in their family 4. Percentage of students who believe they will attain leadership or management roles in their future career. 25% believe they will attain leadership or management roles in the future 5. Ethnicity It was clear through their use of 'African' and 'Asian' to identify themselves, it was no longer appropriate to use the term 'Black' in describing African students. Hence the use of the term AAMG students.

Communities of Color Cultural Wealth – Tara Yosso – “Whose Culture has Capital? ” Aspirational Capital: resiliency and ability to nurture hopes and dreams Linguistic Capital: intellectual and communication skills used with multiple languages Familial Capital: produced and maintained by family members Social Capital: people and community resources Navigational Capital: ability to manoeuvre through systems that are often hostile to people of colour Resistant Capital: knowledge and skills used to challenge inequality and oppression • Rejects deficit model • Acknowledges rich cultural wealth of students of colour

The importance of owning your own narrative Harvey Coleman in his book Empowering Yourself, The Organizational Game Revealed asserts that career success is based on the 3 key elements of Performance, Image and Exposure Campaigns such as 56 Black Men challenging negative stereotypes in media and public about black people

Three distinct work streams Student Self Staff SHU Habitus

Alignment Future Intentions (Architectural Considerations) Integration Culture transformation All supported by application of enterprise standards that enable the engineering, architecture and modelling of integrated practice enhanced by research led continuous improvement

Critical thinking. . . What effective methods can be adopted to effectively integrate practice that enhances progression, retention and success? What can we learn from the educational history of England to inform the current landscape of retention, progression and success in HE? What are the key disruptive changes needed at institutional level to support retention, progression and success?

References Mountford-Zimdars, A. K. , Sanders, J. , Jones, S. , Sabri, D. , & Moore, J. (2015). Causes of differences in student outcomes, Higher Education Funding Council for England. Yosso, T. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69– 91.