Closing the attainment gap for students from black and minority ethnic backgrounds through institutional change

English universities are achieving some success in attracting increasingly diverse undergraduate cohorts. However, there is compelling evidence that students from black and minority ethnic (BME) backgrounds do much less well in their final degree classifications than their white counterparts, even when entry qualifications are taken into account. Known as the BME attainment gap,: too little attention has been given to interventions to try to address it . This paper describes how Kingston University has substantially narrowed the gap through an outcome focused institutional change programme. Drawing on race theory, the institutional programme used a multifaceted approach to change that involved: defining the scale of the problem; adopting a value added (VA) metric; engaging the university leadership and academic community; agreeing goals, interventions and outcomes/targets. Over a five-year period of collecting VA data on BME attainment, there is evidence of significant year on year improvement. We discuss the challenges of complex cultural change and the initial reluctance of staff to discuss issues around racial disadvantage, and highlight implications for higher education institutions, especially those in the UK seeking a sustained way to close differentials in attainment.