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11 Apr 2019: His lectures set complex scientific material within a rich social, economic and cultural context, in a way that is accessi-ble to students who have typically not studied any humanities since

20 Sep 2022: education, socio-economic background or other intersecting variables including gender. In Cambridge, the Business Information Team1 (BIT, 2020) undertook detailed statistical analyses of. ... was identified as a key cause for differences in progression).

4 Feb 2022: experts in the subject to help them, is a little bit disappointing.” (1st year Economics student). ... universities and so I would prefer to have that in person." (1st year Economics student).

14 Jun 2021: gender, BAME, LBTQ etc.) and other characteristics (e.g., lower socio-economic status, mature students, commuter.

24 Feb 2021: such as differences in entry qualifications or socio-economic status.

4 Mar 2022: That is, assessment has an impact on students’ current and future lives: their wellbeing, self-esteem, identity and social and economic opportunities (McArthur, 2018).

13 Sep 2022: I really believe that traditional exams are out of date and disadvantage students with mental health conditions, from marginalised socio-economic backgrounds, students with care responsibilities, those with additional support needs,

19 May 2021: including Black thinkers in the syllabus.

2 Mar 2021: That is, assessment has an impact on students’ current and future lives: their wellbeing, self-esteem, identity and social and economic opportunities (McArthur, 2018).

24 Feb 2021: Cambridge, Cambridge University Press. Sen, A. (1993) Does business ethics make economic sense? ... gradient of economic disadvantage across society. The poorer and more disadvantaged are disproportionately affected by common mental health problems and