This article presents initial analyses of degree attainment data, which reveal important questions surrounding writing for academic and other purposes in creative arts education. It reflects on phase one of an ongoing exploratory enquiry into the relationship between assessed writing and undergraduate attainment of first class and 2.1 as the final grade of the degree. Prompted by students’ increasing requests for support in ‘academic’ writing, this study was initiated within a project at the University of the Arts London, addressing the lower degree attainment levels of UK ethnic minority and International students compared with white British and home/EU students. By identifying genres within assessed writing and their impacts on students’ grades, the study revealed the complexity of writing as a factor in attainment in creative arts, suggesting areas for further enquiry.
creative arts curricula, attainment differentials, writing genres, assessment, academic support
Alexandra Lumley is the Associate Dean of Academic Support, in the Library and Student Support Services Directorate at UAL. She developed and implemented the first Strategy for Academic Support across UAL in 2013 and provides leadership for the five teams supporting students across the university. Alex’s previous roles have included Associate Dean of Learning and Teaching at Central Saint Martins and Programme Director and teaching posts in Graphic Design at Camberwell College of Arts. Alex has long held interests in writing as a creative practice, widening participation, and the differences and commonalities between disciplines.
Chris Lloyd is the Associate Director of Planning: Management Information in the UAL Central Planning Unit, joining the team in 2014. He is responsible for the production of student-related management information and data reporting associated with the student lifecycle - such as admissions, enrolments and quality performance measures. Chris previously worked at Goldsmiths, University of London, and the former University of Wales, Newport where he worked as a Learning Technologist which started his interest in learning and teaching approaches and the achievement of different student groups.
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