The University of Brighton commissioned a university-wide study to identify some of the factors contributing to the Black, Asian and Minority Ethnic degree awarding gap at UK Higher Education Institutions from the perspective of the students that it impacts. An Action Research focus-group approach was used to inform the planning for the institutional 2020–2025 Access and Participation Plan and an application for the Advance HE Race Equality Charter. This project focused on students who were identified as British and/or qualified for home (UK-resident) tuition fees. This paper presents the positive and negative factors identified from the focus groups as having a potential impact on the Black, Asian and Minority Ethnic student experience. Findings are separated into two categories, the academic student experience and the non-academic student experience, and the paper highlights those factors which were consistent across the institution's provision. The paper also discusses the multifaceted, whole-institution approach which has been taken in response to these findings and the principles underpinning the actions and interventions. Final remarks share reflections on the learning, both at an institutional and sector-level, and next steps that the University of Brighton intends to take to improve the student experience and address degree awarding gaps.

In this paper, we discuss a student–staff partnership project to diversify and decolonise the Higher Education curriculum at the University of Brighton, UK. The Inclusive Practice Partnership Scheme was launched in November 2020, and now in its second year, recruits 64 undergraduate students to co-develop the curriculum within each of the eight Schools across the University. The Scheme is unique in the sector in its focus on undergraduate student experience as the catalyst for a review of curriculum, supporting the development of this work across a wide range of subject areas. It uses the expertise of academic developers to guide and facilitate the work, developing an institutional approach with localised strategies and outcomes, and establishing effective partnership working relationships with academic staff to change perceptions about the relevance and importance of curriculum reparation in all disciplinary areas. The Scheme is a key part of University strategy that aims to address differential outcomes for Black, Asian and Minority Ethnic students and is supported through the Access and Participation Plan and Race Equality Charter Action Plan.

Minority ethnic students are well represented in undergraduate and postgraduate taught study, but over a sustained period, representation in postgraduate research (PGR) study has been significantly lower. Various barriers to participation in PGR study have been suggested, however, it is not clear if these barriers are similar across different hierarchies of higher education institution within the UK. Our study explored specifically the perceived barriers that may exist towards PGR study for minority ethnic students at a post-1992 university. Our findings showed that one third of minority ethnic students did not learn about PGR study. To gain more insight into PGR study, minority ethnic students would approach academic staff. The perceived key barriers to participation in PGR study were associated with understanding the application process and feeling if they would not be selected by a research-intensive university. To address these barriers, the solutions that were proposed where to have PGR role models which can provide mentorship on the application process and highlight the career benefits of conducting PGR study. Our findings provide vital insight into key challenges faced by minority ethnic students at a post-1992 university and help identify approaches which can be implemented to address these barriers.

Over the last decade there has been a move towards live episodes of popular television dramas and soap operas in the UK being used to celebrate programme and channel anniversaries. This paper, written by a member of the production team is focused on the ‘behind the scenes’ preparation and subsequent broadcast of the live episode of British police drama The Bill on September 22nd 2005. This live episode became a landmark broadcast as it was the first time that dramatic stunt sequences had been performed live. This article will be supported with examples from the original planning documentation and rehearsal photographs and will examine the production culture in the planning and preparation of the episode. It will also reveal some of the trickery used to execute the stunts, will discuss the difficulties experienced during the live episode and how problems were overcome.