Equality Impact Assessment Form
Step 1 – Identify the policy
The term policy is interpreted broadly in equality legislation, and refers to anything that describes
what we do and how we expect to do it. It can range from published University policies and
procedures to the everyday customs and practices – sometimes unwritten – that contribute to the
way our policies are implemented and how our services are delivered.
Published statements of policy are a useful starting point for equality impact assessments, as they
establish the overall purpose of particular activities. Please use this form to document your
assessment.
Policy title
Policy on Intellectual Property
Faculty / Support Service carrying out the
assessment
Research, Development & Commercial
Services
New or previously approved policy?
New
Date of approval / last review (if known)
N/A
Name and role of Assessor(s)
Julia Marsh
Project & Compliance Support Manager
Step 2 – Further information
1. Who is responsible for the policy that is
being assessed?
2. Describe the main aims, objectives and
purpose of the policy
Director of Research, Development &
Commercial Services
To set out our policy on ownership and
commercialisation of Intellectual Property
rights in work created by members of our
staff. The policy is intended to reflect not
only the provisions of the relevant UK
legislation but also academic custom and
practice as it currently operates in the
university sector.
3. Are there associated objectives of the
policy? If so, please explain.
Examples include statutory requirements,
sector initiatives, etc.
As noted above, to take account of the
provisions of relevant UK legislation
4. Who is expected to benefit from this
policy?
Staff will benefit from a generous incomesharing formula for intellectual property
created by them and owned by our
University.
Our University should also benefit
financially from the appropriate registration
and exploitation of intellectual property
owned by us.
5. Who was consulted on this policy?
All members of the Corporate Management
Team. All members of the Research Policy
Committee. All Deans of Faculty and those
Associate Deans with responsibility for
external income generation. Business
Development Managers. Knowledge
Transfer Manager. Denise Thorpe from
Human Resource Services.
6. How has the policy been explained to
those who would be directly or indirectly
affected by it?
As the policy is in draft at this stage, it is
not appropriate to circulate to a wider group
at present.
7. What outcome(s) are meant to be
achieved from this policy?
Clarity for staff on how to identify
circumstances in which intellectual property
might exist, and how to handle intellectual
property to ensure both they and we gain
maximum benefit from it.
8. What factor(s) could contribute to the
outcome(s)?
Endorsement of the policy by Deans and
other members of CMT; willingness on the
part of Deans to implement and explain the
policy to their staff (and in some cases to
students); action by Business Development
Managers to check all external funding bids
and contracts for intellectual property
opportunities and to highlight any identified
to relevant Faculty staff. Suitable training
for key staff may also be necessary.
9. What factor(s) could detract from the
outcome(s)?
Inadequate communication of the policy
and its intended benefit; lack of suitable
training for key staff.
Step 3 – Assess the impact on different groups of people
10. In the table below, please tick whether the policy affects particular groups of people –
the Equality Target Groups below -- in different ways, compared to other groups. Here
are some examples:
Positive impact: a policy or practice where the impact on a particular group of people is
more positive than for other groups, e.g., accessible website design. It can also include
legally permitted positive action initiatives designed to remedy workforce imbalance, such
as job interview guarantee schemes for disabled people.
Negative impact: a policy or practice where the impact on a particular group of people is
more negative than for other groups (e.g., where the choice of venue for a staff social
occasion precludes members of a particular faith or belief group from participating).
Neutral impact: a policy or practice with neither a positive nor a negative impact on any
group or groups of people, compared to others.
Equality Target
Group
Positive
impact
Negative
impact
Neutral
impact
Reasons / comments
Men
X
The only ‘grouping’ relevant to
this policy is that of university
staff, not limited to academic
staff. Within this particular group,
the policy does not make any
other discrimination. This
comment applies to every
category below. In addition, the
policy makes provision for
students to benefit financially in
the same way as staff when they
enter into an agreement with us,
assigning to us ownership rights
to intellectual property they have
created.
Women
X
See above
People from
black and
minority ethnic
communities
X
See above
Disabled people
X
See above. Note that once
ratified by Senate, the final
version of the policy and
guidance will be made available
in alternative formats to ensure it
is fully accessible to all staff and
to students who request it
Lesbian, gay, or
bisexual people
X
See comment under ‘men’ above
Transgender
people
X
See comment under ‘men’ above
Older people
(50+)
X
See comment under ‘men’ above
Younger people
(17 – 25)
X
See comment under ‘men’ above
Faith or belief
groups
X
See comment under ‘men’ above
Step 4 – Promoting equality
11. Please give a brief description of
how this policy promotes equality.
It applies equally to all staff and makes no other
distinction, other than to provide for students to
be treated on an equal footing when they enter
the same kind of agreement to assign to us
ownership rights to intellectual property they
have created
12. If there is no evidence that the
policy promotes equality, what
changes, if any, could be made to
achieve this?
N/A
13. If there is a negative impact on
any equality target groups, can this
impact be legally and objectively
justified? (If no, then a full Equality
Impact Assessment should be
completed* ).
N/A
Step 5 – Recommendation
14. Is a more detailed Equality Impact
Assessment required?
Signature of Assessor(s):
No x
Yes 
Date:
Authorised by:
(Dean of Faculty, Director of Support Service)
Approved for publication by:
(Member of the Equality & Diversity Group)
* Recommended reading:
Conducting Impact Assessments for Equal Opportunities in Higher Education. September
2007, HEFCE and Equality Challenge Unit.
This publication is available online in .pdf and text format at:
http://www.ecu.ac.uk/publications/
Equality Impact Assessment Flowchart
Identify the policy,
practice or procedure
In its design or implementation,
does it intentionally or unwittingly
discriminate against particular
groups of people, e.g., men,
women, disabled people, people
from different racial groups and
religions, age groups, and sexual
orientations?
How do you know?
Who or what
information did you
consult?
YES
Can you legally
justify the
discrimination on
objective grounds?
NO
UNSURE
Ask those most
affected, and
consult relevant
staff or student
data.
NO
How do you know?
Who or what
information did you
consult?
Good! There is no need
to change this policy at
present, though
remember to keep it
under review.
YES
You will need to change this
policy, practice or procedure.
When doing so, you will need to
ensure that any amendments
made do not result in unjustified
discrimination towards other
groups. You will then need to
repeat the Policy Impact
Assessment process.
You may need to
explain your
justification further. A
more detailed Policy
Impact Assessment
may also be required.
Recommended reading:
Conducting Impact Assessments for Equal Opportunities in Higher Education. September 2007,
HEFCE and Equality Challenge Unit.
This publication is available online in .pdf and text format at:
http://www.ecu.ac.uk/publications/