Sep 27 2022

We are delighted to announce five Inclusive Education Projects will be funded in 2022/23 following a competitive process.

These projects are designed to address our awarding gaps, especially those for BGM and Black students but also for those from less-advantaged socio-economic backgrounds. Removing these awarding differences is part of our commitment to making our education available to all students irrespective of their background. The successful projects stood out due to the potential impact, potential for cross College implementation and pedagogic publication.

Find out more about each project below:

Professor James Knowles

Senior Vice Principal (Education)




Student co-created pre-arrival/transition module


The project aims to provide an expansion of the existing Head Start to University Study course into a non-credit bearing, self-access pre-arrival / transition module for new undergraduate students. The objectives of the module are to help students to:  

  • understand of the academic expectations of university study;  
  • understand the nature of university cultures, systems and approaches;  
  • feel confident to study at Royal Holloway;  
  • feel that they belong to Royal Holloway’s academic community;  
  • identify practical ways in which they can succeed at university.  


The project aims to complement existing information and resources, such as those available through the Get Set day, the Applicant Hub, personal tutors and peer guides. Depending on the outcome of an initial scoping and consultation stage, it may also serve as a way to tie these together and develop them further.  


PEer MEntoring TO Succeed (PEMENTOS)


Demographic awarding gaps are caused in part by disadvantaged students’ experience of a harder transition, and a reduced sense of belonging, to higher education. PEMENTOS is a peer mentoring project that aims to ease the transition of demographically disadvantaged undergraduate students into the LSE School and to increase their sense of belonging, thereby reducing awarding gaps. This will be done by alleviating the sense of isolation experienced by underrepresented students “as they interact with students who share their cultural and career values as well as giving them a sense of inclusion, purpose, identity, and meaning.” (Seery et al., 2021). 


The scheme is for all students in the LSE School, but is particularly aimed at minoritised students who are more likely to be adversely affected by awarding gaps. These students include members of ethnic minorities and those from lower socioeconomic backgrounds. PEMENTOS will offer Year Two and Three undergraduates (and if possible, also MSc & PhD postgraduates) an opportunity to support the cohorts that follow them, helping later cohorts to develop a stronger sense of belonging through contact with more experienced students from similar backgrounds. We hope to see this reflected in a narrowing of the demographic awarding gaps seen at all stages in our School, in line with the existing evidence base ( 


E4s: Enhancing early engagement with employability support


To increase engagement and participation in the Professional Skills and Insights Programme (PSIP), and central Careers events and 1:1 meetings, by students from the Schools of Performing and Digital Arts and Humanities who belong to the priority groups identified in the Access and Participation Plan: namely those “from low participation neighbourhoods (POLAR 4 Q1), students from the most deprived areas as defined by the Index of Multiple Deprivation (IMD Q1) and black students”.

The Case Study Method – An Inclusive Pedagogy


The project’s aim is to examine the effectiveness of case method teaching as an inclusive pedagogy for reducing the attainment gap. 


More specifically, the research objectives are as follows: 

  • To determine whether case-based learning fosters the feeling of inclusion in the classroom? 
  • To understand in what way case-based learning fosters a feeling of belongingness? 
  • To determine whether the feeling of belongingness in the classroom leads to an increase in learning performance? 
  • To determine whether case-based teaching leads to less disparity in learning performance than traditional teaching methods? 


Inclusive assessment


The aim of this project is to: 

  • Investigate School of Business & Management (SBM) student barriers to meaningfully engaging with and understanding assignment briefs 
  • Understand what information students would find most useful in understanding their assignment tasks 

The project will seek participants from the second and third year of UG study to give their feedback on current assignment brief formats and contents.