Inclusive curriculum and BAME student advocacy in a business school: reflections on three years of inclusive module reviews

Sara de Sousa, Omotolani Fatilewa, Tejal Mistry

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This article presents a case study of BAME (Black, Asian and minority ethnic) student advocacy and its impact upon the curriculum of a large business school within a post-92 UK university. Learning from the University of Birmingham’s (2017) ‘BME Ambassador Scheme’ and the ‘Curriculum Consultants’ model at Kingston University (2017), a programme of BAME Student Advocates was established in 2018 across this university, to raise issues of race equity with staff in positions of power. The scheme has grown from 10 BAME Student Advocates in 2018 to 14 in 2020, offering student advocacy on many aspects of university life, including employability services, the learning environment, academic skills workshops, student community and belonging, and the undergraduate curriculum. The role-holder is employed by the central Student Success Team, and partners with a senior member of staff in each academic school (and several other business functions) to collaborate on specific race equity objectives each year. One recurring aspect of the role involves offering diverse student perspectives on module content, delivery and assessment to achieve a more inclusive curriculum design for programmes with the largest awarding gaps. This article reflects upon the outcomes and lessons learned through conducting 24 such module reviews over a three-year period within a business school and proposes potential future developments.
Original languageEnglish
Pages (from-to)48-56
Number of pages9
JournalJournal of Widening Participation and Lifelong Learning
Issue number3
Publication statusPublished - 9 Dec 2021


  • Key words inclusive curriculum; Black, Asian and minority ethnic; business school; higher education; decolonising; awarding gap


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