Academic achievement gaps between different groups of students in Higher Education (HE) has become a crucial concern. This paper focuses on an action-research oriented, skills development diagnostic programme designed and delivered in collaboration between subject-specialists and learning development practitioners to first-year management students. The aim was to bridge the skills gap for students from different backgrounds including entry qualifications, race and socio-economic class. The programme targeted: structure, critical writing, and evidence-based writing. The diagnostic used the Articulate software and the results directed students onto one of two levels of study-skills sessions: Develop or Enhance. Preliminary evaluation results showed students reported an increase in confidence levels ranging from 22% - 25.8%. This type of programme could potentially equip students with the tools and knowledge they need to succeed in their studies regardless of their backgrounds, and thereby help in facilitating student mobility and social justice in HE.