Understanding postgraduate awarding gaps in higher education

Educational inequality remains a persistent issue in higher education, particularly in how degree outcomes vary among different groups of students.

A new study from Dr Matt Homer, Dr Huiming Ding, and Layla Kouara ‘What drives postgraduate awarding gaps? Modelling master’s degree outcomes’ sheds light on the factors influencing disparities in postgraduate taught (PGT) results within a UK university context.

Using a large dataset of over 6,000 students, the study applied statistical modelling techniques to examine how various factors affect the likelihood of achieving different degree classifications. The study considers how students’ background characteristics and their university experiences interact to shape academic outcomes.

One of the most significant findings is the strong link between undergraduate and postgraduate performance. Students who achieved higher grades at undergraduate level were more likely to obtain higher classifications in their master’s degrees. This highlights the lasting influence of prior academic achievement on future educational outcomes.

However, the study also reveals that academic performance alone does not tell the whole story. Other factors, such as students’ ethnicity, departmental context, age, and gender, also play a role in shaping outcomes. Although their effects are generally smaller, these factors still contribute to observable attainment gaps between groups.

This study shows that differences in outcomes cannot be fully explained by prior attainment or measurable characteristics. This suggests that structural or systemic issues within higher education may also be influencing postgraduate results.

In order to enhance equity within postgraduate taught degrees it is essential that institutions carefully account for patterns in attainment which are identified when accounting for relatively small but important factors which influence the likelihood of particular degree outcomes.

The study highlights the complexity of postgraduate awarding gaps. The findings undoubtedly raise important policy concerns which require further research to be fully understood. By better understanding the multiple factors that influence student success, universities can work towards creating a more inclusive and fair academic system.

You can read the full paper here.

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