Representation Matters

The Representation Matters project aims to address awarding and retention gaps for disability and race at the University of Manchester by developing open access resources for inclusive and representative assessments across each academic faculty. Once complete, we will share the resources on this page.

The project employs a transformative and collaborative framework, informed by critical theories of education and pedagogy, and participatory methodologies. It will centre the voices of marginalised students and connect the theoretical and practical actions and principles that challenge notions of individual or group deficits, generating situated knowledge to transform systems instead.

Project Timeline

Planning, Scoping, and Ethics (Oct–Nov 2025)
Participant and wider team recruitment (Nov 2025–Jan 2026)
Workshops, Design & Resource Development (Feb 2025–June 2026)
Resource Trial (Sept–Dec 2026)
Evaluation & Dissemination (Oct–Dec 2026)

Outputs

Introduction to the Workshops

The Representation Matters workshop series explored staff and student experiences of assessment, accessibility, and inclusion, with the aim of informing the development of practical resources to support assessment and feedback practices.

The insights presented here were gathered through a combination of interactive workshops and individual interviews, ensuring that participants could share both collective perspectives and more personal experiences. Sessions were delivered in a hybrid format, bringing together students, academic staff, facilitators, and creative practitioners in a collaborative environment.

A participatory, peer-led approach was used throughout. Students and staff were grouped separately and supported by facilitators to encourage open and honest discussion. Alongside these conversations, live visual documentation captured key themes, connections, and emotional responses in real time. These visuals acted not only as records, but as interpretive tools that helped make complex experiences more accessible and visible.

The workshops were structured in three stages: identifying challenges, exploring solutions, and beginning the design of tangible resources. Sessions included:

Disability 1 (Issues) – Monday, 9th March
Disability 2 (Solutions) – Monday, 16th March
Race 1 (Issues) – Monday, 27th April
Race 2 (Solutions) – Thursday, 30th April
Resource Design 1 (Outlines) – Thursday, 7th May
Resource Design 2 (Specifications) – Monday, 11th May

Together, these activities created a structured process for moving from lived experience to practical, design-informed outputs.

Representation Matters Disability Workshop Outputs

Workshop 1: Identifying Issues in Inclusion & Representation in Student Assessment

Student Perspectives: Challenges

The student discussions centred on the lived realities of navigating higher education systems, particularly for students with disabilities. A strong sense of disconnect was evident between students and staff, students and support services, and within institutional processes that were often experienced as unclear or inaccessible.

Participants highlighted how standardised approaches failed to reflect diverse needs, emphasising that “one size does not fit all.” Experiences of stigma, administrative complexity, and inconsistent support were compounded by wider pressures such as commuting, financial constraints, and caring responsibilities.

Beyond practical barriers, the discussions also revealed the emotional impact of these systems, including frustration, uncertainty, and a lack of confidence in accessing support.

Colourful hand‑drawn infographic titled “Student Perspectives,” showing students’ experiences of assessment, accessibility, support, and everyday challenges in higher education. — Students described assessments as exclusionary, citing disconnect, rigid systems, and inaccessible support. They called for flexible, student-centred accommodations and open dialogue.

Staff Perspectives: Challenges

The staff discussions highlighted a complex landscape shaped by both commitment and constraint. Participants reflected on their willingness to support students, while also describing how institutional systems and processes limited their ability to act flexibly.

A key theme that emerged was a sense of disconnect from support structures, particularly in relation to navigating systems such as DASS. Staff described challenges in understanding processes, communicating effectively with support services, and confidently implementing adjustments.

At the same time, tensions were identified between maintaining academic integrity and developing inclusive assessment practices, particularly in the context of large cohorts and emerging technologies such as AI. Overall, staff perspectives revealed both a strong desire to improve and the structural barriers that shaped their practice.

Colourful hand‑drawn infographic titled “Staff Perspectives: Representation Matters,” showing staff views on assessment, inclusion, and learning in higher education. — Staff felt constrained by institutional systems and AI-related challenges. They stressed listening to students, improving communication, and creating more collaborative support systems.

Workshop 2: Generating Solutions for Inclusive & Representative Assessment

Student Perspectives: Solutions

In the second stage of workshops, students focused on identifying practical, achievable improvements. Central to these discussions was the need for clearer communication and easier access to support.

One key proposal was the introduction of a centralised point of contact, enabling students to quickly understand where to go, who to speak to, and how to navigate processes. Participants also emphasised the importance of timely, consistent information, including early access to assessment guidance, key dates, and available resources.

Suggestions such as improved access to lecture recordings, notes, and opportunities for interaction were seen as ways to reduce stress and improve inclusivity. Overall, student solutions reflected a desire for simpler, more transparent systems that work effectively for all.

Colourful hand‑drawn infographic exploring student views on assessment, exams, disability support, and inclusive approaches in higher education. — Workshop 2 focused on solutions such as, clearer communication, accessible support, centralised guidance, and transparent assessments to reduce stress and improve inclusion.

Staff Perspectives: Solutions

Staff responses to proposed solutions aligned closely with student priorities, while also highlighting the importance of balance and careful implementation. In particular, participants emphasised the need for structured flexibility, ensuring that assessment choices were meaningful without becoming overwhelming or inconsistent.

There was a strong focus on providing clear, detailed, and timely guidance to support student understanding and preparation. Staff also reflected on the importance of shifting away from a deficit-based view of disability, advocating instead for approaches that recognise student strengths and promote inclusive learning environments.

Overall, staff perspectives highlighted the need for clarity, consistency, and a more holistic approach to inclusion, supporting both students and educators in navigating assessment more effectively.

Colourful hand‑drawn infographic showing what helps students, including communication, clarity, disability support, and accessible processes in higher education. — Staff advocated for balanced flexibility, clearer assessment guidance, and moving beyond a “deficit lens” to recognise students’ strengths and support inclusive learning.

Project Team

Co-PIs: Prof Hannah Cobb, Academic Lead for Academic Development and Professor of Archaeology and Prof Gabrielle Finn, Professor of Medical Education
Research Associate: Dr Laura Shobiye
Project Support: Raluca-Elena Valcescu
Student Partners: Alayna Kondamudi, William Odumosu and Carl Kulimushi

How to find out more?

To find out more about the project, please contact Laura at laura.shobiye@manchester.ac.uk or on +44 161 306 2968.

Want to be part of this work?

You can complete this form to express an interest in participating/being part of the project.