4.1.2 Educational Practices
We now turn to consider educational practices, focusing on major pieces of work and innovations. This work is reported to the UoW as part of our inclusive education strategy.
Pre-study: communicating values Before students arrive, they engage with our recruitment teams, marketing materials, and events. They engage with pre-arrival information and training materials. Our commitment to inclusivity and equality permeates these practices. Considering recruitment , RRG sets diversity targets for each course, and monitors recruitment figures on a bi-weekly basis. Diversity is central to decision making. Poor diversity is challenged. We have closed courses where it has not been possible to improve diversity. Overall, the student body is gender balanced, but this conceals variation by course. Work to drive diversity is most apparent where female students are underrepresented. Most work has been done in two areas. First, across the period FY and WP students have been more likely to be male. These students are mostly British. The populations are respectively 38% and 36% female. This mirrors UG admissions, where 39% of DE students are female. The UG balances because overseas students are more often female. The FY isn’t unusual, though we have worked to grow the female cohort. Our first gender-balanced FY was achieved in 2021/22, although the numbers dipped the following year [2017AP.Partially achieved 4.1.1]. Second, the MBA is a bigger challenge. Work within the auspices of the 2017AP [4.1.5] has been extensive. Over the course of ten years gender equality has become part of the DNA of our marketing and recruitment team who established their gender parity strategy towards
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