1. 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
Web:
REACT:

2. Our context

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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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 ...

10. 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

11. The wicked problem References
“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):
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.