Abstract
As universities embrace widening participation, we are starting to observe sector-wide awarding gaps, and with student continuation within Engineering & Technology as one of the lowest in Higher Education (HE), it would appear that our current curricular is not always effective for the attainment of a diverse student body. This paper highlights the external driving forces related to the widening participation within HE and how this is influencing STEM education. It describes the current practice that has positively influenced diversity awareness and how HE can use the student voice more effectively to drive forward both institutional change and programme curricula design to ensure positive outcomes for all students.
| Original language | English |
|---|---|
| Pages (from-to) | 37-40 |
| Number of pages | 4 |
| Journal | Higher Education Pedagogies |
| Volume | 6 |
| Issue number | 1 |
| Early online date | 1 Mar 2021 |
| DOIs | |
| Publication status | Published - 2021 |
Bibliographical note
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/
by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.