The wicked problem of BAME student attainment a

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

Our response REACT (Realising Engagement through Active Culture Transformation) • 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 project at • Gain evidence-based insights into the use of codesign processes and peer-assisted to build SHU: Creation and confidence: confidence and belonging of BAME students BME students as • Develop a scalable approach to building confidence academic and fostering belonging of all students partners • Raise awareness of the need to think differently about explanations of BAME underachievement

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 “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.