Dr Dean Kavanagh is an Assistant Professor of Cardiovascular Science in the School of Medical Sciences at the University of Birmingham, where he teaches across Biomedical Science and Medical Education. Alongside his research in cardiovascular science, he has an interest in assessment, student progression and educational equity in higher education.
This article, initially conceived as part of a PGCHE final assignment, examines the limitations of the awarding gap as a measure of educational inequity in higher education. It argues that binary end-point metrics, such as the proportion of students achieving a “good degree”, can obscure important differences in student progress, prior attainment, continuation, and institutional context. The article makes the case for moving beyond awarding metrics alone and towards more granular progress measures that help universities identify where inequity emerges and where meaningful intervention is possible.
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