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.
Faculty / Support Service carrying out the
assessment
Policy for undertaking
Commercial Work including
Consultancy and Contract Research
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
Policy title
Step 2 – Further information
1. Who is responsible for the policy that is
being assessed?
Director of Research, Development &
Commercial Services
2. Describe the main aims, objectives and
purpose of the policy
To make clear to academic staff how
opportunities to undertake consultancy
work should be handled and remind them
of the benefits and responsibilities of
undertaking such work, whether for the
financial benefit of our University or for
themselves personally.
3. Are there associated objectives of the
policy? If so, please explain.
Examples include statutory requirements,
sector initiatives, etc.
We are committed to increasing the levels
of income we achieve from undertaking
consultancy work year on year and to this
end wish to encourage academic staff to do
such work under University contracts. I
4. Who is expected to benefit from this
policy?
Academic staff - when undertaking
consultancy work under University
contracts, they gain the benefit of being
able to use our facilities and resources as
well as having the protection of our
insurance policies. Whilst they may not
receive direct personal financial benefit,
there is scope for their departments and
Faculty to benefit from any surplus income
generated by such work.
Our University – if the policy is effective in
encouraging growth in this type of work, we
will benefit from an overall increase in
external income from this source.
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. The Policy is intended to be
accompanied by more detailed Guidance
Notes (also currently in draft and circulated
with the Policy itself), which are based on
the advice and guidance issued by AURIL
in May 2008.
7. What outcome(s) are meant to be
achieved from this policy?
Clarity for academic staff on how
opportunities to undertake consultancy
work should be handled. This takes into
account the requirements already stated in
the standard contract of employment for
academic staff.
Increase in external income generated from
this source, with potential benefit for
departments and Faculties from any
surplus achieved.
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 academic staff; action by
Business Development Managers to
highlight consultancy opportunities to the
appropriate Faculty.
9. What factor(s) could detract from the
outcome(s)?
Lack of willingness within Faculties to
remind academic staff of the requirements
already contained within their contracts of
employment regarding getting agreement
to undertake external work.
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 academic
staff. Within this particular group,
the policy does not make any
other discrimination. This
comment applies to every
category below.
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 academic
staff.
Lesbian, gay, or
bisexual people
X
See comment under ‘Men’ above
Transgender
X
See comment under ‘Men’ above
people
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 academic staff and
makes no other distinction
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?
No x
Signature of Assessor(s): Julia Marsh
Yes 
Date: 24 July 08
Authorised by: Tony West
(Dean of Faculty, Director of Support Service)
Approved for publication by: Faith Marchal (Vice Chair)
(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/