Introduction
Cambridge has committed to ensuring our undergraduate students are able to access the same opportunities and quality of experience and expect the same outcomes (Access & Participation Plan 2020-25). We are developing an evidence base for enhancing education at Cambridge and provide a focus for Cambridge-wide debate and knowledge exchange.
Access & Participation Plan: Participatory Action Research Project
Since 2020, we have supported annual cycles of student-led qualitative research to develop insights into students’ experiences of their education at Cambridge. Focused on students with declared mental health conditions and Black British students, these projects have generated knowledge that can inform meaningful progress and practical steps towards addressing the awarding gaps which affect these cohorts at Cambridge.
Since its launch, 80 students have contributed as paid research assistants to the project, and several hundred students and staff have engaged as respondents. The co-researchers have presented at CCTL events and national conferences; a peer-reviewed publication is pending.
In 2022-23, one strand of students co-developed a brief for guidance on supporting students with mental health conditions with the ADRC. The other strand co-organised a Black Awarding Gaps & Decolonisation Forum, bringing together students and staff to reflect critically and constructively on strategies to address inequitable educational experiences at Cambridge.
For more information, contact Dr Ruth Walker (rgcw3)
“I wasn’t aware how much work was going on across the University. I am very keen to think more about how this type of work might be showcased to share best practice across the rest of the School. I am surprised (but then not surprised) how much of the work is student-led. It is wonderful that our students are so passionate and driven.”
Intercollegiate Fora
We convened two fora in 2022-23 which brought together for the first time academic and professional staff and students from across the Colleges, including Senior Tutors, Directors of Studies, librarians and tutorial staff. Structured around panels of Cambridge and external contributors and focused discussion of key aspects of undergraduate education at Cambridge, they provided opportunities to learn from research and practice in the sector and within Cambridge, to share ideas and experiences, and to identify ways of making positive differences to students’ experiences and outcomes.
Outputs so far have included a literature review and formative evaluation framework to improve first-year academic induction.
For more information, contact Dr Meg Tait (mebt1)
“A cross-College forum which includes representatives from different departments, triposes, DoSs, library staff, etc. This doesn’t happen often! It has been great sharing experiences and ideas. Was good to hear case studies from within Colleges and to have input from a researcher from another university.”