Revealed: Durham modules ranked by student attainment in 2021-2022

This article demonstrates the value of Freedom of Information requests in enhancing transparency within higher education institutions. By leveraging open data published via platforms like whatdotheyknow.com, independent entities can access granular academic performance metrics that are otherwise obscured. This process allows stakeholders to scrutinize educational standards and institutional outcomes without relying solely on internal institutional reports, thereby fostering accountability. The data reveals significant disparities in student attainment across different disciplines and academic years. Physics and English lead in overall grades, while foundation years and certain language modules lag behind, highlighting structural variations in assessment difficulty or student support needs. Such transparency exposes specific strengths and weaknesses within the curriculum, enabling potential stakeholders, including prospective students and policymakers, to make informed decisions based on empirical evidence rather than vague institutional marketing. Open data is relevant here as it transforms raw administrative records into public knowledge. When academic performance metrics are freely accessible, it encourages critical analysis of teaching quality and resource allocation. This case illustrates how FOI laws, combined with public interest journalism, can democratize information, pushing universities toward greater openness and allowing the community to hold institutions accountable for their educational results and diversity in student success rates.

Source: palatinate.org.uk
Published on 2024-06-22

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