Edinburgh Napier University

  This workshop explores the equity implications of assessment deadline extension policies in higher education. Drawing on data from a UK university business school (2018-2023), it examines the impact of these policies on diverse student demographics, including under-represented and intersectional groups. The session evaluates whether current practices fulfil their inclusive intent or perpetuate systemic inequities. Leveraging the framework of constructive alignment (Biggs, 1996) and EDI principles, the session aims to collaboratively design an equity-driven policy roadmap. Aligned with EDI conference themes, the workshop emphasises evidence-based approaches for fostering equality, diversity, and inclusion in academic policy. It integrates intersectionality and systemic insights (Crenshaw, 1989; Robinson, 2016) to propose actionable solutions (Gibbs, 1988). Attendees engage in discussions and co-create frameworks addressing equity challenges. Outcomes include enhanced understanding of policy impacts, a refined equity-focused framework, and strategies for embedding EDI principles into policy design.