The purpose of this studentship is to research the effectiveness of models for evaluating the impact of inclusive curriculum and delivery.
Teaching, learning and the curriculum are considered the core business of the University. As the key focus of the student experience, much attention has been placed on how they can be made more inclusive. An inclusive curriculum is one where the entitlement of all students to access and participate in a course is anticipated, acknowledged, and considered . The aim is to improve student outcomes by facilitating all students to achieve their full potential.
The evidence base for both the best approaches for inclusive practice and its impact on student success measures is limited. However, it is a widely held view that inequalities in such measures cannot be tackled through single, bounded interventions – there is no panacea.
Teaching, learning, and assessment are central agents in the construction of inclusive curriculum, but they must be located within a project that operates across all activities and areas of an institution. It is recognised that strategies for developing inclusive curriculum and delivery models must be positioned within a holistic, interconnected, programme of change.
Models for the systematic planning, delivery, and evaluation of programmes of activity, like the Theory of Change are well reported. Such models tend to align with strategic change at the ‘macro’ or institutional level. There is less focus the evaluation of ‘micro’ classroom level activities, and their intersection with higher-level strategic plans.
This PhD is rooted in micro level inclusive curriculum and delivery initiatives that cumulatively have the potential for high impact.