UNIVERSITY OF WARWICK
Progress on Equality Objectives for the Period May 2012 – May 2013
EQUALITY OBJECTIVE
PROGRESS
FURTHER ACTIONS
PLANNED
OBJECTIVE 1 – To ensure that the University’s strategic committees are able, through their membership and activities, to understand the needs and perspectives of protected
groups and address equality and diversity issues throughout their activities
Rationale: To raise awareness of and support the embedding of equality and diversity issues into strategic decision making committees
(a) Ensure that University strategic Equality Analysis Toolkit Project - working on customisation of the package and project plan in place to ensure effective
committees are trained and implementation. Aim to launch end of 2013.
informed of Equality and Diversity E&D Training Schedule – sessions taken place in February, March, August, October, December 2012, March, April and
issues, such as legislation and June 2013. Two different sessions have been offered (1) ‘Think What you Think’ (246 members of staff trained) and (2)
understanding the needs and Types of Discrimination (216 members of staff trained).
perspectives of protected groups. A new training course ‘Disability Awareness’ scheduled for June 2013.
To ensure that equality and New interactive e-learning modules purchased on ‘Diversity in the Workplace’ and ‘Recruitment and Selection’,
diversity is embedded into currently being customised to Warwick and expected to be available in May 2013.
everyday business
Training for staff involved with REF received training on the Warwick REF Code of Practice (this included HR Advisors,
Heads of Departments, Members of the REF Steering Group, Special Circumstances Panel and Appeals Panel.
(b)
(c)
The
Equality
and
Diversity
Committee (ED) to meet each term
to
review
and
make
recommendations to Steering/
Senate on the development of the
E&D Strategy, including the
amalgamation of the Single
Equality Action Plan into this
document.
Departmental E&D representatives
to attend termly E&D Network
Meetings to communicate E&D
strategy into academic and service
departments. To raise awareness
of E&D issues by holding E&D
1
1. Equality Analysis Project to be
finalised and implemented.
2. New E&D Training schedule
has already been organised for
2013/14.
3. Evaluate the ‘Disability
Awareness’ course, with a view
to purchasing more sessions.
4. Communicate to departments
the availability on the new
interactive e-learning modules,
encourage and monitor use.
Equality and Diversity Committee meet once per term to review and make recommendations to Steering, Senate and
Council.
Progress on Equality Objectives monitored and recorded. Up-dates papers on Equality and Diversity submitted to
Steering, Senate and Council for information and/or approval
Senate Meetings on 13 June 2012, 3 October 2012, 24 April 2013
Council Meetings on 16 May 2012, 11 July 2012 and 15 May 2013.
Papers on HR Excellence in Research and Athena SWAN have also been submitted to the Committees for approval.
Agenda and Minutes of meetings up-loaded to Governance website.
1.
Progress on Equality
Objectives to be monitored
continuously.
2. Workforce Profile to be aligned
to new and existing equality
objectives.
3. E&D website to be regularly
and appropriately up-dated.
Equality and Diversity representatives for all departments have undertaken E&D training and are invited to attend the
termly meetings.
There has been a noticeable increase in attendance levels at Equality and Diversity Network meetings. Departments
have now also nominated Disability Contacts, to help provide assistance to staff and students with disabilities in their
departments.
Minutes from each meeting are reported to the Equality and Diversity
1. Review and renew departmental E&D representatives as
required.
2. Ensure new representatives
receive E&D training.
3. Continue to communicate
events/awareness days.
(d)
To ensure the REF Code of Practice
includes
all
required
E&D
information as required by HEFCE
and demonstrates fairness to staff
by addressing the principles:
Transparency,
Consistency,
Accountability and Inclusivity. That
the
Code
of
Practice
is
communicated to all staff involved
with REF.
E&D Representatives continue to be urged to request their departments make it compulsory as part of their induction
schedule for when the MIND
programme for new staff to undertake the e-learning module ‘Diversity in the Workplace’, and for those staff involved in
bus visits campus.
Recruitment to take the ‘Recruitment and Selection’ module prior to serving on recruitment panels.
4. Ensure identified actions from
One of Warwick’s Mental Health Adviser offers a ‘Mental Health First Aid Awareness’ course to staff.
the Stonewall Equality Index
A Mental Health and Wellbeing Day took place on campus on 20 February 2013 which focussed on reducing the stigma
are implemented where
of mental illness and promoting mental health and wellbeing. Warwick Psychology Society hosted a variety of events,
appropriate.
and talks from specialists on topics such as eating disorders, depression and anxiety.
The MIND bus continues to come on to campus each term, where staff and students can get information on mental
health and speak with someone in confidence about any concerns.
The University also became a Stonewall Diversity champion (which offers support to LGB staff/students) in February
2013. The University completed the Stonewall Workplace Equality Index to benchmark against other sectors – feedback
on the submission has now been received and actions identified for improvement.
Warwick REF Code of Practice was approved by HEFCE and subsequently made available on the Warwick REF website
Final REF submission to be
and send to all Heads of Departments, all academics (including a hard copy to those members of staff on sick leave,
made to HEFCE late 2013.
maternity/adoption/paternity leave and career breaks/secondments).
All staff with involvement with REF received training on the Warwick REF Code of Practice during 2012 (this included HR
Advisors, Heads of Departments, Members of the REF Steering Group, Special Circumstances Panel and Appeals Panel.
REF Steering Group meetings and REF Special Circumstances group continue to meet throughout 2013.
OBJECTIVE 2 – Raise the profile and visibility of equality and diversity initiatives across the University
Rationale: To raise awareness of and support the embedding of equality and diversity issues
(a) To meet our E&D duties as an A Dignity at Work and Study Policy is in place and regularly reviewed/updated.
1. Undertake a complete review
employer and service provider, Regular staff surveys (PULSE) are undertaken. 2013 results to be analysed and any E&D issues addressed as appropriate.
of the ‘Dignity at Work and
creating an environment where Equality and Diversity web pages regularly up-dated.
Study Policy’ and the role of
everyone can contribute and feel Equality and Diversity Training schedules organised for all terms.
the Dignity Contacts during the
valued.
Usage of E-learning modules on ‘Diversity in the Workplace’ and ‘Recruitment and Selection’ monitored by the Learning
Summer/Autumn terms of
and Development Centre. Staff encouraged to take modules as part of the induction process for new staff.
2013.
2. Assess results from PULSE
survey 2013 and address E&D
issues as appropriate.
3. New E&D Training schedule
organised for 2013/14.
(b)
To refresh and encourage informal
staff network groups (such as
LGBT, BME, Disability) to offer
2
The Returning Parents Network group continues to meet regularly and is well supported. The Staff Disability group has
become a sub-group of the Disability Interest Group and meets termly. There has been difficulties in setting up an
Lesbian, Gay, Bisexual and Transgender Group (LGBT) Staff Network group due to lack of interest, but the HR Adviser,
1. To consult with Staff Network
Groups on issues pertinent to
the particular group.
support in a safe and confidential
environment.
Equality and Diversity will work with Stonewall on best practice initiatives to encourage more interest in the formation
of this network.
2. To liaise with Stonewall on
best practice and support for
the LGBT Network.
OBJECTIVE 3 – To add, address and monitor actions from the Single Equality Action Plan (some of which relate to Athena SWAN issues)
Rationale: To move forward and take appropriate action on issues highlighted on the Single Equality Action Plan, and regularly reporting progress to E&D Committee, Steering, Senate and Council
Cttees
(i)
STAFF ISSUES
Following further consultation with students and other Russell Group Universities (who do collect such data), a
1. Further consultation to take

Introduce provision for monitoring
recommendation will be made to the Equality and Diversity Committee in May 2013 that collection of this type of data
place with staff.
of sexual orientation of staff and
be considered for collection in the next academic year.
2. Modification of systems (staff
new employees
and students) to record sexual
orientation.
3. Record such data in the annual
workforce profile
Following further consultation with students and other Russell Group Universities (who do collect such data), a
1. Further consultation to take

Introduce provision for monitoring
recommendation will be made to the Equality and Diversity Committee in May 2013 that collection of this type of data
place with staff.
of religion or belief for staff and
be considered for collection in the next academic year.
2. Modification of systems (staff
new employees
and students) to record
religion and belief.
3. Record such data in the annual
workforce profile
1. Best practice through Athena

Investigate whether due to the This issue has been progressed as part of the University’s Athena SWAN initiatives under the key area of
work to be communicated to
smaller numbers of senior female assessment for: To review how best to promote female representation on University Committees:
non-STEMM departments.
academic
staff,
the
same
Equality Challenge Unit may
individuals are over-burdened with  Rotation of committee membership ensures that early/mid-career academics have the necessary
professional development to serve on committees.
bring in an Equality Charter
committee duties. Review how
mark scheme for ALL
Committee roles should be  Heavy Committee responsibilities are reflected in Workload Allocation Models.
departments in 2014.
reflected in women’s promotion  Committee membership to be monitored annually to ensure appropriate gender balance whenever
aspirations. – Athena SWAN (AS)
possible.
 Strategic University Committee Membership is displayed on the Governance Section of the webpages to
ensure transparency of membership.
Consultation with early and mid-career females to understand and implement mechanisms to encourage them
1. To continue to offer

Investigate ways of encouraging
appropriate events and
female academics to put
to put themselves forward for wider University tasks – such as mentoring, networking opportunities and
services to staff to aid their
themselves forward for wider
flexible working conditions. Assistance with child care arrangements/costs whilst attending workshops and
career development.
University opportunities. (AS)
conferences.
2. To collaborate with staff at
Warwick is also collaborating with Monash University in Australia on sharing best practice (e.g. senior female
Monash University on gender
work shadowing scheme) and intends to undertake research on relevant gender initiatives .
related projects identified after
3
sharing staff and student data.
Addressing ”universal” trends
within that data, by comparing
and sharing best practice in
policies and processes.




To review the longitudinal data for
promotion in departments and to
determine any generic reasons or
underlying development needs
linked
to
the
protected
characteristics why promotion
recommendations may not have
been successful. (AS)

All promotion documentation has been up-dated and communicated via Heads of Department, web site and
through Network Groups.

Heads of Departments have been made aware of the importance of communicating promotion criteria to all staff
and to provide the appropriate guidance to staff, through line managers and Departmental Promotion Groups.
To put in place any local
development opportunities and /
or mentoring to support career
development and to ensure that
staff with protected characteristics
understand how to prepare
themselves for promotion at the
appropriate time. (AS)
Ensure that the application of
promotion criteria to part-time
staff is understood locally. (AS)
Formalise
local
mentoring
processes, investigate making
training for mentors mandatory
and determine an appropriate
formal monitoring process. Review
mentoring at various levels within
departments by: Investigating the
effectiveness of existing mentoring
arrangements
for
staff
on
probation
through
local
departmental
probation
Mentors available through departments and through the Learning and Development Centre. A Promotion event for
academic and research staff was held in April 2013, and many STEMM departments have held their own promotion
events to ensure that staff are aware of criteria and timings. Feedback from these events has been good. STEMM
Heads of Departments are being made aware of the importance of communicating promotion criteria to all staff and to
provide guidance to staff, through line managers and Departmental Promotion Groups.
4
1. To continue to monitor forms
to ensure no discrimination
occurs and that adequate
support is provided to staff to
help with career development.
Nomination forms for promotion that academic Heads of Departments complete have been modified by HR. This will
improve the data monitoring of which academic staff in departments requested promotion and then who was
subsequently put forward for consideration. The form also requests information of the support mechanisms that will be
used to assist those staff not put forward for promotion. These forms will be monitored annually.
1. To hold the University
promotion event annually.
2. Good practice on promotion
communication to be extended
to non-STEMM departments.
Promotion information – criteria and process – is sent on an annual basis to departments. This information is also
published on the University website. Information will be reviewed to ensure inclusivity of both part and full time staff.
LDC continue to funded and support the setting up of mentoring schemes.
Information about general mentoring schemes open to all departments.
Work needs to be done to monitor uptake of mentoring schemes in the context of E&D.
 Mentors are available through departments and also through the Learning and Development Centre. All females in
STEMM departments are offered coaching by LDC and take up is monitored.
 All LDC mentors have received appropriate training and LDC can monitor staff who have been mentored through their
programmes. Departments have lists of selected mentors for new members of staff.
1. To continue to monitor uptake
of mentoring schemes in the
context of E&D.
STEMM departments going for Athena awards are all reviewing their mentoring processes to investigate the
effectiveness of their individual programmes. These will be monitored and reported in individual departmental actions
2. Departments to review their
mentoring processes.




committees.
Reviewing the
opportunity of supporting mid
career staff with a professorial
mentor
of
their
choice.
Encouraging Professorial staff to
have a co-mentoring relationship.
(AS)
plans.
During the period since the Institutional Athena Bronze award, particular focus on activities has been directed towards
Early Career Researchers and it is only recently that the AS Steering Committee has engaged fully with mid-career staff.
Activities will therefore form part of the Silver Athena submission, but will include: Annual events, such as International
Women’s Day that engages with female staff and provides role models.
Launch of Women’s Network Group with termly meetings for mid-career staff to discuss relevant initiatives with a view
to improve work life balance and promotion prospects.
Consider how to balance ‘fixed and
variable’ contributions from parttime staff – i.e. quantity of output
versus accomplishment of a
category of task. (AS)
To investigate the option of a
Women-only
Leadership
Programme with LDC to look at
gender specific challenges in
management. (AS)
A statement has been added to promotion documentation sent to departments (and on the web) that makes it clear
that staff with special circumstances who wish to submit for promotion have the opportunity to disclose this
circumstance (e.g. part time staff to mitigate differences in their rate of progression of quantity of publications). These
circumstances can then be taken into account by the Vice Chancellors Promotions Group.
1. Monitor promotion rates of
part-time staff.
The Learning and Development Centre ran two focus groups for female academics and researchers in 2011 on the key
issues facing women moving into leadership roles. There was not a clear consensus on the value of a women only
leadership programme as Warwick already has an extremely good programme in place, which the female academics
gave feedback that it was entirely adequate for their needs. To date 13 academic and senior administrative staff from
STEMM departments have successfully taken the Warwick Leadership Programme. The Learning and Development
Centre will continue to monitor attendance and success of the programme and will continuously review if there is a
need/desire to run a female only leadership course.
As mentioned above an additional statement has been included in the Annual Review Form for staff to elaborate on
collaborative work. Staff undertaking Annual Reviews have all received Reviewer Training which includes emphasis on
career development for staff.
The Learning and Development Centre now run various modules for staff (both male and female):- Envisioning and
Enabling Innovation; Communication and Impact; Writing and Presentation Skills. They also provide funding for
Research Active Staff Networks, EPSRC funds for Impact Career Development & Leadership.
1. LDC to continue to monitor this
through their other leadership
programmes.
Integrate into annual review
process a particular emphasis on
career development for the next
step. Consider how that can be
developed to ensure equal
treatment for men and women,
e.g.Warwick Leadership
programme, experiential
development. (AS)
Review how to provide more
assistance for working parents with
school aged children (4-14 yrs)
during school holiday periods and
promote any actions under the
University’s work life balance
approach. (AS)
5
All up-take of these sessions are monitored and reviewed on a regular basis by LDC.
The University is year on year increasing the summer clubs available to children of staff and students. Summer 2011
accommodated:
Mad Science Club – places for up to 35 children, Tennis and Climbing (9-16 years of age), Tennis, Rookie Lifeguarding
and Team Sports (8-12 years of age); Tots and Parents (3-4 years of age), Mini Tennis Red (5-8 years of age). A similar
programme was also held in Summer 2012 with the addition of further activities, e.g.: Bear Rock Cubs Club (aged 8 and
over), Junior Tennis Club (10-16 years of age). The Warwick Arts Centre has also established Youth Theatre Groups
which run on a Saturday morning and Monday evenings. The Groups are divided into the following age groups: 8-11
years; 11-15 years; 14-16 years and 16-18 years.
3. Departments to host annual
events to celebrate
International Women’s Day.
4. Ensure the Women’s Network
Group continues to meet on a
termly basis.
1. LDC to review annual review
training and guidance.
In 2013 it is anticipated to pilot a Summer Scheme for school aged children (4 – 14 years of age) which will be held every
day, all day, for working parents. If successful this scheme will be rolled out to cover half term holidays which are
particularly problematic for working parents and for students as the half term breaks usually fall within the University
term time.
A project team has been established to investigate potential options for school holiday childcare provision at the
University. Consultation is already underway with stakeholders. Plans for a pilot Holiday Scheme to take place in July-A
Provision of good quality/inexpensive childcare during school holidays.
Measure take up and feedback on the pilot scheme will be monitored.
Dependent on feedback further Holiday childcare programmes taking place may be developed over all school holidays in
July - August 2013


Ensure that staff and students with
and
without
protected
characteristics continue to feature
in any external and internal
publicity activities to ensure
representative balance.(AS)
Advertise LDC and PGCTSS Science
Communication courses across
departments. Offer departmental
courses in science communication.
Involve the Communications Office
in this. (AS)
Warwick has a professional publicity office that advises staff on all aspects of publicity. This facility is available to ALL
staff regardless of gender. Warwick has also developed a national “Communication and Impact for Female Early Career
Researchers” course - See Silver Action Plan § 4.a.i
All publicity material does reflect the diversity of the campus environment and images contain people with and without
protected characteristics.
Since the Bronze submission, LDC has worked tirelessly with STEMM departments to ascertain appropriate courses for
academic and research staff. There has been a vast improvement in the quality and number of courses now available to
staff, which include communication, assertiveness, written and spoken skills etc. MOAC have run two very successful
science communication courses to Postdoctoral staff – approximately 25 PDRAs attended each course. Feedback from
attendees was very good.
1. Work with Publicity Office to
continually monitor diversity of
material.
Completed
As mentioned early in this Action Plan and within the Silver Submission, the first of an annual series of Communication
and Impact courses for female scientists has been held. Feedback from the course has been excellent, and the course
will continue and uptake monitored - See Silver Action Plan § 4.a.i

Review the local application of
opportunities for variable work
patterns in Departments and what
may be alternative options e.g.
short-term part-time work for
Postdoctoral researchers and
permanent staff. (AS)
6
It has been identified that all STEMM departments have ad-hoc arrangements for flexible working that meets the needs
of the department and the staff member.
Timings of meetings have been addressed as far as possible to be in core hours, so that staff with parental
responsibilities are able to attend.
Some departments employ post docs coming to the end of their contracts on further short term contracts to cover
1. Athena Project Officer to liaise
with STEM departments to
investigate
existing
work
patterns.
additional teaching or maternity leave.
Postdoctoral staff whose fixed term contracts have ended, are sometimes appointed on an Associate Fellow basis, which
whilst not being paid, still gives them access to University facilities, such as the library and IT, which helps them to
continue to pursue their research career.

Ensure
appropriate
H&S
information is readily available to
all staff e.g. to ensure that
information for pregnant women
in SET departments reflects the
impact of SET roles. To make
available
an
on-line
safety
induction package to complement
other central and induction
activities. (AS)
The Health and Safety Office has undergone a restructure during 2012 and therefore some of this action has not yet
been completed (on-line H&S induction package). However, the H&S web site is undergoing a review and data is being
updated. A project on access to buildings and facilities is also on-going and involves Departmental Disability Contacts
working closely with the H&S Office.
1. Deliver on-line safety induction
package for December 2012.

Ensure departments are aware of
their responsibilities to provide
information on maternity cover
and information and support for
staff returning from maternity
leave.
Returning Parents Network Group and Mentor Scheme continues with good support.
Departments to ensure that their web pages are up to date and have the appropriate links to policies and processes.
Departments to improve induction documentation given to new staff, regardless of their contract type. Departments
will receive returning parents checklist when notified of the date the staff member intends to return to work.
Work Completed

To refresh and reinforce the
information and advice on the
process of reporting and dealing
with B&H incidents and to
publicise the Dignity at Work
contacts for all departments.
Dignity at Work and Study Policy regularly reviewed/updated (due to be reviewed again in Autumn 2013). Bullying and
Harassment questions in Staff Survey to try to identify any “hotspot” areas, to be dealt with accordingly.
Work is continuously being done
to communicate the Dignity at
Work and Study Policy.
The staff maternity policy has been reviewed and a student maternity policy is in the final stages of review and will be
uploaded to the website shortly.
STEMM departments are ensuring that appropriate H&S documentation is provided to new and existing staff as
operational needs or legislation changes.
Equality and Diversity web pages updated regularly to ensure legislation is current. Equality and Diversity Training
Schedules organised for every term and attendance recorded and monitored.
Usage of e-learning modules on ‘Diversity in the Workplace’ and ‘Recruitment and Selection’ monitored by LDC.
Staff encouraged to take modules as part of their induction process.
Awareness days organised and publicised.

To review the feasibility of the
University recording statistics on
7
All staff should be able to find the official policy and also the departmental practice that implements it for issues such as:
1.
Planning and development
work on HR systems to be

up-take of flexible working with
cooperation from departments
who agree to flexible working
requests. To ensure information is
readily available on a range of
flexible working opportunities.
To support an equal pay audit as
and when required to do so by law.
flexible working; returning parents; maternity and paternity and adoption leave.
completed.
2. Uptake of flexible working to
It has been identified that many ad-hoc flexible working arrangements exist in departments but are not formally
recorded (done by local arrangement with line manager). In an attempt to capture data, HR have developed a form for
department to use to start to record these ad-hoc arrangements so that the University can begin to monitor flexible
working.
All University policies and reviewed and updated on an annual basis by the HR Policy Team and the Governance Team.
be monitored by HR.
To be reviewed in line with
timescales agreed.
An Equal Pay Review was completed in 2011 and the results published on the E&D web pages. Separate reviews were
taken for staff in grades 1a-8 and in Grade 9.
The University is under statutory obligation to undertaken an Equal Pay Review and to publish the results of that
Review. The Review is undertaken in compliance with statutory obligation and in accordance with JNCHES Guidance on
Equal Pay Reviews of 2007.
The Review has been reported to the Equality and Diversity Committee and the Joint Consultative Committee and
discussed with Trade Union representatives prior to submission for publication. The Review was undertaken by grade in
line with Hay job evaluation methods.
The University Senate approved a recommendation to a light touch review on an annual basis for Levels 1a-8, with a
detailed review through a formal route every 2 years. For level 9 (professorial/senior management), where a disparity
on gender data was identified, a review will be carried out on an annual basis with the ownership resting with the Vice
Chancellor’s Advisory Group.
Ii STUDENT ISSUES
(a)
Incorporation of Equality and
Diversity into the review of the
Learning and Teaching Strategy in
line with the Vision 2015
document.
Draft of the Learning and Teaching Strategy is currently being prepared to go to committees. Senior Assistant Registrar
(Teaching and Quality) to work with the Academic Quality Standards Committee to examine the extent to which it
wishes to take wider equality issues into consideration – currently have an objective with the aim to increase diversity of
our student intake (tends to relate more to widening participation and internationalisation).
The University of Warwick’s previous Learning and Teaching Strategy was developed in 2007/08 in a markedly different
political and financial environment to that in which the University is now operating. In developing this renewed Strategy
we have set out a plan which enables us to retain the fullest confidence in our ability to offer an excellent experience to
our students, identifying key objectives to enhance our provision in line with the Vision 2015 University Strategy and in
response to our internal Institutional Review of Learning and Teaching.
This updated version of the University’s Learning and Teaching Strategy retains the core values and features of earlier
8
1. Senior Assistant Registrar
(Teaching and Quality) to
report progress on this
objective.
versions which define the unique aspects of a Warwick education but in its underpinning objectives reflects the
changing context within which the University is now operating and in which the University continues to strive for
excellence, together with the progress which has been made since 2008. The values on which a Warwick education and
the exceptional characteristics which define a Warwick graduate are set out in Sections 2 and 3.
A number of key developments that have occurred since the last Learning and Teaching Strategy was launched and
which have informed the development of this Strategy are set out below.
Institutional Review of Teaching and Learning 2011/12
An institution-wide review of the University’s teaching and learning provision was undertaken in 2011/12 with the
intention of not only assuring the University of the quality of its courses but also providing an opportunity to explore
strategic objectives set out in Vision 2015, to identify themes for future enhancement and to share examples of good
practice. The review process in itself was highly innovative, providing a unique opportunity to focus debate
simultaneously on specific issues across the institution, to identify cross-cutting strategic issues and to stimulate ideas
for enhancement that earlier cyclical review processes had not afforded. Key themes arising from the Review related to
technology-led teaching provision, staff development, assessment and feedback, management of joint degrees,
employability, personal tutoring, and student progression. Those themes and initial actions being taken are reflected in
this Strategy document.
Institute for Advanced Teaching and Learning
The Institute for Advanced Teaching and Learning (IATL) was established in 2010 with a view to taking forward the work
initiated by the two Centres for Excellence in Teaching and Learning (CETLs) hosted by the University and critically to
expand on this work to support and embed excellence and innovation in teaching and learning across the University.
This is achieved through provision of grant funding for pedagogic projects; pedagogic interventions and events; support
for strategic developments through collaboration and co-funding of initiatives; identification and dissemination of
innovation in teaching and learning; production of new practice to support research and development in new and
emerging areas. Its work is also informed by the findings of the King’s Warwick Project, undertaken in 2009/10, the
objective of which was to review approaches to undergraduate curricula to provide a distinctive, engaging and high
quality education within research intensive universities. Themes of specific relevance to the work of IATL reflected in
this Strategy are open-space learning; interdisciplinarity; academic literacy internationalisation, involvement with the
community, research-lead learning and student engagement and leadership in the pursuit and creation of knowledge.
9
Refresh of Vision 2015
The Vision 2015 strategy document was refreshed in 2011 to reflect the changing external environment in which the
University was operating and the progress made in achieving the goals set out in the original version. The ambitions and
values remain the same and underpin the Learning and Teaching Strategy as they do other areas of the University’s
activities (http://www2.warwick.ac.uk/about/vision2015/ ) while the goals of particular relevance to this Strategy are:

Goal 2: To ensure a high quality and distinctive Warwick student experience.

Goal 3: To make Warwick an international beacon by embedding internationalism into every area of the
University’s mission.
This Learning and Teaching Strategy incorporates the relevant objectives set out within these Goals but also
encompasses a wider range of aims which will together contribute to enhancing further the distinctive and fulfilling
education that the University of Warwick offers and to ensuring that our graduates are equipped to meet the challenges
of their lives beyond higher education.
(b)
Introduce provision for monitoring
of sexual orientation of existing
and prospective students.
After further consultation on the intended collection of this data with students and taking into account the feedback 1. To review in 2013/14
from other Russell Group Universities, a paper will be presented to the Equality and Diversity Committee on 17 th May
2013, to recommend that data on sexual orientation be started in the next academic year.
(c)
Introduce provision for monitoring
of religion or belief for existing and
prospective students.
After further consultation on the intended collection of this data with students and taking into account the feedback
from other Russell Group Universities, a paper will be presented to the Equality and Diversity Committee on 17th May
2013, to recommend that data on religion or belief be started in the next academic year.
1. To review in 2013/14
OBJECTIVE 4 – Address inequalities in research careers
Rationale: To examine and address barriers that early career researchers face
(a) To provide opportunities for
All courses advertised on LDC website and through the Research Staff Forum. Sharon Neal to update.
professional and personal
development of all research staff.
(b) To promote best practice identified The University has Athena web pages on the Equality and Diversity web site and all successful Warwick Athena
in SET departments through the
submissions are on published on this website and are available to the wider University, including non-STEM
Athena Swan process to other non- departments and are in the public domain.
SET departments.
Athena is discussed at University Committee meetings, such as Athena Steering Group, Equality and Diversity Network
Groups and formal Committee, Steering, Senior Officers meetings and Senate of which non-STEM departments are
represented.
10
1. Athena Project Officer to
organise a Windows on
Warwick session to
communicate the Athena
principles to non-STEM
departments.
All Athena successes are publicised and celebrated on the University Intranet InSite and minuted at various University
Committees.
Windows on Warwick session has been held in 2012 to promote Athena principles to non-STEMM departments,
however attendance was low.
he The Equality Challenge Unit have been running programmes looking at initiatives that instigate systemic change in race
and gender equality for staff in HE institutions. In these areas it has become clear that charter mark schemes would be
suitable mechanisms for advancing equality. ECU have subsequently announced that they are in the process of
developing and trialling two new charter marks: Race Equality Charter and gender equality charter mark extending the
Athena Swan scheme to ALL disciplines. It is anticipated that the Athena scheme will be rolled out to non STEMM
departments by 2014, so I am keen to start working with non-STEMM departments now, so that when the scheme is
formally announced, we will hopefully have some departments ready to submit.
(c)
Set up local structures so
postdoctoral researchers feel
supported and mentored at an
exciting but insecure time of their
career. Support departmental
initiatives to develop postdoctoral
researchers. Share best practice
between departments. Consider
how postdoctoral researchers
should be represented on the
Science faculty research
committee.
Planed for Autumn Term 12/13
The University has established a Postgraduate Certificate in Transferable Skills in Science (PGCTSS) - See Silver Action
Plan § 4.a.xiv - for research fellows which provides a structure for their individual non-technical training and
development. Work is in progress to integrate the PGCTSS with the RSC Chartered Chemist accreditation. Neither the
Forum nor the PGCTSS are specifically targeted at women. However, we note that women disproportionately take up
the opportunities they provide and we work to ensure that women are made aware of them and feel the opportunity is
targeted at them. The PGCTSS includes a formal mentoring structure. We ensure fellows can benefit from mentoring by
a senior female academic should they wish.
Warwick has a very active Research Staff Forum, with a representative from that group serving on the formal University
Research Committee.
The University has successfully achieved the HR Excellence in Research Award in Jan 2013 and has a further Action Plan
with particular emphasis on the training and development of its research staff.
OBJECTIVE 5 – To investigate the lower degree attainment by black and minority ethnic groups
Rationale: To examine and address barriers that black and minority ethnic groups may face, and to ensure adequate mentoring/support initiatives are in place
In line with HEFCE’s Equality Objectives,
Widening Participation has been discussed extensively at recent Faculty Engagements (April 2012). Reports will be
the University will monitor, seek advice
published once they have progressed through the relevant committee as advised on the Institutional Review website.
and look at initiatives to
The Law Department runs a Multi Cultural Scholars Programme which is a unique model in the UK and has gained
encourage/support ethnic minority
considerable support from the legal sector. The scheme is open to UK students of Pakistani, Bangladeshi, African or
students during their degree studies.
Caribbean origin whose household income entitles them to a full maintenance grant. Scholars must also fulfil the
academic entry requirements for the Law School.
OBJECTIVE 6 – To review and update Equality Impact Assessments/Equality Analysis of all University policies/procedures
Rationale: To completely review and update all Equality Impact Assessments on policies/procedures in order to identify potentially discriminatory practices and to advance equality, comply with
legislation and provide transparent and published evidence in line with the Public Sector Equality Duty
11
To install and roll-out a new Equality
Analysis on-line package with e-learning
module to assist managers in creating,
reviewing and monitoring equality
impact on all policies and procedures, in
order that the process becomes fully
embedded into everyday business.
Version: 1.3
Date: 03.05.2013
12
Equality Analysis Toolkit Project - working on customisation of the package and project plan in place to ensure effective
implementation. Aim to launch end of 2013.
Training schedule, roll out times and to identification of departments suitable to pilot the system.
1. Equality Analysis Project