HE7205 - Exploring Inclusivity in Higher Education


Exploring Inclusivity in Higher Education


20 CC   10 ECTS

Online preparation through Moodle but face-to-face small group tutorials delivered at the Parkgate Road Campus.

If participants wish to complete the assessment for this module to gain credit then the normal pre-requisites for the MA in Learning and Teaching in Higher Education and the MA in Higher Education Studies apply. Otherwise, there are no pre-requisites for the module.

Face to face small group workshop tutorials 20 hours
No placement hours for this module
A combination of formative and summative assessment tasks and online guided study 180 hours

200 hours of study. This includes expected attendance at 10 scheduled small group tutorial workshops (2 hours each = 20 contact hours). Preparation will be expected prior to attendance at each small group workshop tutorial and the completion of formative assessment tasks and online learning prior to and post attendance is also expected. These tasks will be posted on Moodle.
Scheduled hours Placement Hours Independent Guided study
20 0 180

It is expected that participants will attend all teaching sessions (e.g. attend the 10 scheduled small group tutorial workshops). It is also expected that participants will access online learning materials and participate in the preparation tasks prior to the workshops and the formative assessment tasks during and after the small group tutorial workshops

  • Student diversity in higher education
  • Inclusivity within the curriculum, learning, teaching and assessment – theory and practice
  • Inclusivity in the whole HE environment
  • Critical appraisal of case studies of embedding inclusivity in HE
  • Considering research methods for assessing and evaluating inclusivity in HE
  • Embedding inclusivity: implications for policy and practice

  • To develop expertise in inclusive practice in an HE environment
  • To consider and evaluate the practical applications of inclusive practice in HE

The content will be delivered in a variety of ways:

  • In class, there will be presentations and small group discussion. 
  • Online learning material that will be placed on the Moodle and participants will be expected to access, read and engage with this prior to and after class.
  • Participants will also be expected to locate, read and evaluate a wide range of literature, as part of their independent study, both in preparation for class and for the completion of the assessment.

Formative assessment: Engagement in and preparation of tasks prior to attending small group workshop tutorials. Feedback by tutor, self and, where possible, peers during the small group tutorial workshops as well as on Moodle in the post-workshop activities.

  1. Analyse one’s effectiveness as a practitioner in relation to critical reading of a range of relevant literature, application of current practices and justification of approaches.
  2. Evaluate examples of inclusive practice, within the curriculum and wider HE environment
  3. Critically reflect on academic practice and outcomes within the institution that might be enhanced through application of inclusive theory and practice
  4. Consider strategies and frameworks to embed and evaluate inclusivity within an institution and within one’s own practice to enhance the student experience of learning, teaching and assessment.

Component Weighting % Learning outcome(s) assessed Assessment category

A 4,000 word (+/- 10%) essay
Resubmission of essay

Arday, J., & Mirza, H.S. (Eds.). (2018). Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy. London: Palgrave Macmillan.

Aouad, G., Bebbington, D., Madubuko, L., & Perera, K. (2012). Leading culturally diverse communities in higher education: A self-assessment and improvement tool to support equality and diversity strategies. Research and Development Series 3, Publication 3. London: Leadership Foundation for Higher Education & University of Salford. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/leading-culturally-diverse-communities-higher-education-self-assessment-and

Bell, A., & Santamaria, L. (Eds.). (2018). Understanding experiences of first generation university students: Culturally responsive and sustaining methodologies. London: Bloomsbury Academic.

Bowl, M., McCraig, C., & Hughes, J. (Eds.). (2018). Equality and differentiation in marketised higher education: A new level playing field? New York: Palgrave Macmillan U.S.A.

Burke, P., Hayton, A., & Stevenson, J. (Eds.). (2018). Evaluating equity and widening participation in higher education. London, UK: Trentham Books.

Carruthers Thomas, K. (2018). Rethinking student belonging in higher education. Abingdon, UK: Routledge Focus.

Coleman, M.R., & Shevlin, M. (Eds.). (2017). Postsecondary educational opportunities for students with special education needs [Special issue]. European Journal of Special Needs Education, 32(1).

Deardorff, D. K., de Wit, H., Heyl, J. D., & Adams, T. (Eds.). (2012). The SAGE handbook of international higher education. London: Sage.

Gertz, S.K., Huang, B., & Cyr, L. (Eds.). (2018). Diversity and inclusion in higher education and societal contexts: International and interdisciplinary approaches. New York: Palgrave Macmillan U.S.A.

Glass, C.R., Wongtrirat, R., Buus, S., & Aw, F. (2014). International Student Engagement: Strategies for Creating Inclusive, Connected, and Purposeful Campus Environments. Sterling, V.A.: Stylus Publishing.

Linder, C. (2016). An intersectional approach to supporting students. In M.J. Cuyjet, M.F. Howard-Hamilton, D.L. Cooper, & C. Linder (Eds.), Theory, models and practices for understanding diversity and creating inclusion (2nd ed.). (pp. 66-80). Sterling, V.A.: Stylus Publishing.

Lumby, J., & Coleman, M. (2007). Leadership and diversity: Challenging theory and practice in education. London: Sage.

Mountford-Zimdars, A., Sabri, D., Moore, J., Sanders, J., Jones, S., & 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. Retrieved from https://dera.ioe.ac.uk/23653/1/HEFCE2015_diffout.pdf

Rolls, N., Northedge, A., & Chambers, E. (Eds.). (2017). Successful University Teaching in Times of Diversity. London: Macmillan Teaching and Learning.

Samuels, R. (2018). Educating Inequality: Beyond the Political Myths of Higher Education and the Job Market. London: Routledge.

Tannock, S. (2018). Educational Equality and International Students: Justice Across Borders? New York: Palgrave Macmillan U.S.A.

Thomas, L. (2012). Building student engagement and belonging in higher education at a time of change: Final report from the What Works? Student retention and success programme. London: Paul Hamlyn Foundation. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/building-student-engagement-and-belonging-higher-education-time-change-final-report

Thomas, L., Hill, M., O’Mahony, J., & Yorke, M. (2017). Supporting student success: Strategies for institutional change: What Works? Student Retention & Success programme. Retrieved from https://www.advance-he.ac.uk/knowledge-hub/supporting-student-success-strategies-institutional-change

The above is an indicative reading list. Other reading resources will include journal articles, reports, frameworks and other resources.

Dr Michaela Borg

Learning and Teaching Institute Module Assessment Board

Learning and Teaching Institute Board of Studies

Mon, 02 Jul 2018

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