Equality and diversity ... making it happen
The Open University Equality Scheme 2012-2016
Equality, Diversity and Widening Participation Action Plan - 2012/13
Published: September 2012 (External version)
If you would like to receive the information in this plan in an alternative format to
meet your needs, please contact the Equality, Diversity and Information Rights Team.
Tel: 01908 652867/652566 Minicom: 01908 653074 Email: strategy-equality@open.ac.uk
2
Measure of success
Evaluation method
Provide independent assurance that the
University’s equality duties are being met by
integrating equality into the development of
individual audits where relevant.
Delivery of the audit plan.
Audit opinions and
recommendations.
Consider whether a specific equality and diversity
audit will be beneficial over the next couple of
years.
Outcome from individual audits.
Audit opinions and
recommendations.
To instruct all course development staff to
familiarise themselves with the BDU e-learning
accessibility policy/criteria and review existing
and new BDU e-learning developments against
the policy.
Accessibility guidelines
produced and implemented.
Check that each member of
solutions and development
teams are aware of
guidelines. Monitor the uptake
by clients of optimum
accessibility being built into
courses. Testing of existing
product ranges as part of
regular review cycles.
3
Include Equality in the review of consultant.
Associate Lecturers recruitment processes –
particularly for learner support roles.
Open and fairer recruitment of
appropriate learning advisors
and consultants, open to a
larger pool of skilled candidates
available for recruitment.
A policy in place by August
2012 which is monitored
every 6 months to promote an
inclusive approach to
recruitment.
Ref
Action
4
Equality
WP objective
objective no (if applicable)
(if applicable)
2
1
Audit
Business Development Unit (BDU)
3
Action
Measure of success
Evaluation method
Brief all authors, subject matter experts and
critical readers for courses in development to
comment on aspects of equality and diversity to
ensure that consideration of Equality and
Diversity (E&D) is embedded throughout course
development.
All new courses are developed
with due regard for
representation of diversity and
promotion of equality in images,
case materials, language and
accessibility. That E&D features
in all stages of quality assurance
of content and functionality.
Check each author, subject
expert or critical reader is
instructed to address and
appraise E&D. Testing of
existing product ranges for
E&D as part of regular review
cycles.
We are providing teaching and assessment of
overseas students recruited by our collaboration
partners. Therefore we will include clauses in our
new operations partnership handbook (circulated
to partner institutions) to cover aspects of E & D.
We will request reasonable adjustments to be
made by the partner institutions. For example see
action point from 2011/12 regarding building
access which we may also include in the revised
handbook. Plus provision for accessible teaching /
assessment, accessible services provided fairly to
all disabled students by our partners.
We will audit the compliance of
our requests to the partner
institutions.
This will be part of the annual
partnerships review.
Monitoring and evaluating by
the Global Partnerships team,
by garnering feedback plus
observations by staff /
Associate Lecturers when
travelling to the partner
institutions.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
6
5
Business Development Unit (BDU)
Work on the development of three level 0
modules for presentation in September 2013.
Successful delivery of modules on
time.
Successful delivery of
modules on time.
Redevelop Professional
Development module as an Open
Educational Resource (OER).
To produce the current Professional
Development Module in Widening Participation in
an OER format.
Successful delivery of module as
an OER by May 2013.
Successful delivery of
module as an OER by May
2013.
8
Maintain the sustainability of the
Journal of Widening Participation
and Lifelong Learning.
Maintain the current level of subscriptions and
move the journal online to keep costs down but
maintain quality.
When current subscriptions are
maintained and the journal is cost
neutral.
Analysis of number of
subscriptions to journal and
cost of the journal to CIC.
7
Work towards completion of new
access curriculum for September
2013 presentation.
9
Centre for Inclusion and Collaborative Partnerships
Action
Measure of success
Evaluation method
Production of annual report by November 2012.
Completion of annual report.
Completion of annual report.
1
Improve satisfaction of disabled students
studying on CIC produced modules through the
development of an inclusive curriculum on the
new level 0 modules, to be introduced in
September 2013.
Higher rates of satisfaction
expressed by disabled students.
Comparison of end of
module survey for new level
0 modules with Openings
modules.
3
Reduce the ethnicity attainment gap by
embedding of English as an Additional Language
provision in level 0 and level 1 modules.
Higher levels of attainment by
Black and Minority Ethnic (BME)
students than there is currently on
Openings and level 1 modules.
Pre- and Post- comparison
of data on attainment for
BME students.
Recruit a total of 8,544 Access to Success
students, on substantially reduced fees, to
Opening modules in 2012.
When students recruited stand at
8,544.
Analysis of student
numbers.
Develop an Open University (OU) ethics policy, in
collaboration with other units, grounded in our
equality and diversity principles.
Ethics policy agreed by the ViceChancellor’s Executive (VCE)
(Autumn 2012)
Ethics policy addresses all key
ethical issues.
Feedback from VCE
Feedback from staff on
application of the policy.
Renew OU message house, values and message
bank annually to ensure inclusivity.
Messages are inclusive and reflect
our commitment to Equality and
Diversity (E&D), Diversity of case
studies and proof points.
Peer review and feedback
from external stakeholders.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Recruit to target on Access to
Success in 2012/13
11
12
13
Produce annual report on
Widening Participation
achievements from across
academic units in the Open
University.
10
Centre for Inclusion and Collaborative Partnerships
15
14
Communications
5
Action
Measure of success
Evaluation method
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Ensure that equality analysis is fully embedded in Evidence of equality analysis for
project management framework used by unit staff. significant change projects.
Project documentation and
progress reports.
Determine and deliver stakeholder engagement
plan to influence governmental decisions over the
coming year which could significantly reduce our
WP income.
£37 million funding continues in
2013/14.
Government decisions and
funding letters from the
department for Business,
Innovation and Skills (BIS) /
Higher Education Funding
Council for England
(HEFCE).
Increase the proportion of younger academic
staff
A project tasked with identifying a strategy for
improving the proportion of younger academic
staff has been established. Mike Dutton, Faculty
of Business and Law is currently leading this
project, which includes all key stakeholders.
Project outcomes will continue to be monitored
by Curriculum and Qualifications on behalf of the
Pro-Vice Chancellor (Curriculum and
Qualifications) who has been identified as the
‘Champion’ for this objective.
Successful completion of the
project including the
implementation of a range of new
initiatives that have been piloted
and tested.
The population of young academic
staff will continue to be monitored
on a regular basis.
Human Resources Workforce age statistics.
17
Review of briefs, content
and feedback from external
stakeholders.
18
Secure £37 million Widening
Participation (WP) allocation to
continue to enhance our ability to
widen participation and access.
Ensure that diversity is explicitly included in
Diverse images/videos captured
briefings for image selection and new image/video and shared through OU
capture.
communications.
16
Communications
4
19
Curriculum and Qualifications Office
6
Action
Measure of success
Evaluation method
Ensure that the underpinning principles of the
Curriculum Strategy 2009 – 2014 and the
Strategic Plan 2012 – 2015 that promote equality
of opportunity to access the OU curriculum are
reflected in Faculty business plans and
associated key performance measures are
monitored in line with these principles.*
Continue to monitor faculty key performance
indicators for identified priority groups at the
Pro-Vice Chancellor faculty visits. Curriculum and
Qualifications will also manage the relationship
between the access project and faculties to ensure
all equality and widening participation objectives are
achieved.
Achievement or progression
towards agreed targets for new
registrations, attainment and
module completion for all priority
target groups.
Faculty key performance
indicators produced by
Curriculum and
Qualifications.
Reduce the gender pay gap
A project being led by Human Resources is tasked
with identifying a strategy for reducing the gender
pay gap amongst academic and research staff has
been established. This project will include all key
stakeholders. Project outcomes will continue to be
monitored by Human Resources on behalf of the
Pro-Vice Chancellor (Curriculum and Qualifications)
who has been identified as the ‘Champion’ for this
objective.
The University’s gender pay gap
reduces for internal
academic/research staff. This
measure will continue to be
monitored on a regular basis.
Human Resources –
Workforce gender pay
statistics
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
21
7
20
Curriculum and Qualifications Office
Action
Measure of success
Evaluation method
Provide leadership in embedding equality
scheme objectives in Faculty curriculum
activities by monitoring Business plans for
2012-2013 from units for which Pro-ViceChancellor (Curriculum and Qualifications) has
Planning and Resource Officer responsibility.*
Continue to review faculty business plans to ensure
equality and diversity objectives are sufficiently
identified; including the impact of curriculum
activities. This will be supported by the introduction
of the new equality and diversity scheme; including
the equality analysis section in the unit business
plan. Therefore it will continue to become necessary
to review faculty plans in this way to ensure equality
objectives and implications have been taken into
account.
Progression of faculty related
equality scheme objectives
towards attainment of specified
targets.
Monitor the progression of
equality objectives through
established University Key
Performance Indicators
(KPIs) and compare faculty
plans with previous years.
Implement a photo ID policy for women wearing
religious headwear which obstructs the face.
No complaints received.
Estates complaints log.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
22
Curriculum and Qualifications Office
9
23
Estates
8
Action
Measure of success
Evaluation method
Review campus accessibility guides for the Open
University (OU) premises/campus for
visitors/staff/students.
Completion of review by end
November. The reason for the
review is for visitors/staff/students
and respond appropriately to
enhance the experience of
disabled people using OU
premises/campus:
- deliver a report by mid
December.
- engage disabled people.
Respond to feedback from
engagement with disabled staff
and students
Updated campus accessibility
guides published
Report of the review.
Individual accessibility needs of
users of new premises/refurbished
premises/temporary locations are
met in full before users occupy
buildings.
Disability log which displays
ongoing
accessibility/disability
requests.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
2,6
Implement a new procedure for accommodation
moves to take into account requirements for
disabled users prior to any building moves and/or
refurbishments.
1. Engage all people affected in building
moves/refurbishments to identify individual access
requirements.
2. Gather and respond to feedback from disabled
people involved in office moves/refurbishments.
3. Introduce a specific question in the Estates
Customer Service Survey related to meeting the
needs of disabled staff in office
moves/refurbishments.
4. Deliver training to workspace planning staff
involved in office moves/refurbishments.
97% of disabled staff completing
the Estates Customer Service
survey feel their accessibility
needs were met in full before,
during and after office
moves/refurbishments.
Disabled staff/student
feedback.
Estates Customer Survey
which has a question “Do
you feel Estates meet the
needs of staff with a
disability within your
Unit/Department”.
25
2,6
24
Estates
Action
Measure of success
Evaluation method
Work with appropriate University units to identify
dissatisfaction (and underlying reasons) for
students with disabilities on Arts modules, using
current data on complaints and student feedback.
Analysis of data complete and
reasons for dissatisfaction
identified.
Survey statistics.
Collate and disseminate Arts
Black and Minority Ethnic
(BME) students' attainment and
completion research from
appropriate University units, to
appropriate Faculty staff for
identification of areas for
action.
Work with appropriate units to better collate and
analyse BME attainment and completion rates on
key Faculty modules (including possible issues of
language, assessment format, and use of
technology), and disseminate results to Faculty
colleagues.
Analysis complete and results
disseminated, enabling action to
be taken to address attainment
and completion gap.
Comparison of student
data.
Monitor demographic data for
key Arts modules 2012-13
across nations and level
following introduction of new
funding regime
With particular focus on gender, age, socioeconomic group, ethnic origin, and disability,
analyse demographic data for new and continuing
students on key Arts modules across nations and
levels to identify impact of new funding regime upon
diversity of, and access for, Arts students.
Analysis complete, and possibly
action for curriculum changes
identified.
Comparison of student
data.
Work with colleagues in Centre
for Inclusion and Curriculum
(CIC) on development of
Access to Success module.
With appropriate colleagues in CIC, develop Arts
contribution to new Widening Access to Success
module.
Successful contribution of Arts
material for new module.
Material ready for module
presentation in 2013.
Review and modify instructions for all Critical
Readers and developmental testers on Production
courses with reference to Equality and Diversity and
their guidance – this work has been carried forward
from 2011/12 and is expected to be completed by
Autumn 2012.
Completion of revised instructions
and guidance for all Critical
Readers and developmental
testers on Production courses.
Evidence that the modified
templates are being used
on all production courses
by end of May 2013.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
4
27
28
3
29
2
26
Faculty of Arts
30
Faculty of Business and Law
10
Action
Measure of success
Evaluation method
Re-structure Level 1 curriculum to provide more
coherence and clearer study pathways, which
should improve retention in all modules which
should have a positive impact on disabled students.
Improved retention and
progression for disabled students.
Retention and progression
for key groups. Completion
rates for Certificate of
Higher Education.
Changes to the curriculum at Level 1 will be
informed by the work of the University SeGA
(Securing Greater Accessibility) Project led by the
Institute of Educational Technology (IET).
Curriculum changes meet the key
criteria for accessibility set by
SeGA Project.
Evaluation of curriculum
changes to assess whether
they have successfully
delivered the desired
outcomes (Stage Gate).
Ensuring our Qualification Online environments
meet SeGA requirements.
Positive student feedback.
IET student surveys linked
to above.
2
Implement a reorganisation of the student support
structure to provide subject-specific Curriculum
Support Teams, including specific guidance for the
support of equality groups and promoting Widening
Participation.
Successful implementation of the
Curriculum support Teams (CSTs)
in ways that maintain inclusivity
and enhance student satisfaction.
Evaluation of the CST
implementation programme
to assess whether it
successfully delivered the
desired outcomes.
4
Lead and participate in the University-wide project
to develop and pilot new initiatives directed at
facilitating and encouraging the recruitment and
retention of a higher proportion of younger
academic staff (aged <35) by the Central Academic
Units (CAUs).
Successful completion of the
project including a range of new
initiatives that have been piloted
and tested.
A decision by the University to rollout some or all of these initiatives.
Piloting of the short-listed
initiatives to test their
feasibility and efficacy in
supporting Objective 4.
7
Review the starting salary for applicants with the
recruiting manager.
The Staffing Manager has agreed
all starting salaries after ensuring
no gender bias by checking
comparable roles in the Faculty.
Analysis of starting salaries
of all new appointees to
ensure that there are no
adverse gender
differentials.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
36
35
34
33
32
31
Faculty of Business and Law
11
Action
Measure of success
Evaluation method
Identify the key documentation.
Staff apply equality and diversity
principles in their work.
Fair, efficient and effective practice
is followed in staff recruitment.
Evaluation of revised
recruitment documentation
to ensure that this fully
conforms to Equality and
Diversity policies and
guidelines.
Feedback received from
applicants regarding the
recruitment procedure.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Undertake a review of the Staffing page on the
intranet to ensure this documentation is easily
accessible and visible.
Curriculum Manager as member of the universitywide Offender Learning Group. Information to
feedback into module production and presentation
and concerns/issues of the faculty to feed into the
Offender Learner Group.
Consistency of support where
possible in terms of materials and
tuition.
Feedback from prison
tutors and from students.
To continue to monitor and
improve attainment rates
amongst the two target groups
on all undergraduate Business
and Law courses to within target
differential bands by 2012.
To use the opportunity of the work to redevelop
the Level 1 curriculum (business) to investigate
more closely the obstacles in assessment that
may be adversely impacting attainment rates
amongst the two target groups.
Any obstacles in assessment are
removed and attainment rates
amongst the two target groups
show some improvement.
Measure attainment rates
amongst the two target
groups, before and after
changes to the assessment
regime for the new Level 1
curriculum.
Reduction in completion gap for
low SES students by 2%.
Evaluation through student
and tutor feedback and
monitoring of student data
in 2013 /14.
38
To develop a shared
understanding of the complex
issues in supporting offender
learners during module
presentation.
39
9
37
Faculty of Business and Law
Continuation from 2011/12:
Improve performance of SocioEconomic Status (SES) students
on Level 1 Language Studies
modules.
Implementation of new assessment framework in
level 1 language modules for 2012/13
presentations.
40
Faculty of Education and Language Studies (FELS)
12
Action
Measure of success
Evaluation method
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Faculty of Education and Language Studies (FELS)
Completion of articulation of ‘Communication and
Collaboration’ statements for each level with
examples.
Mapping to each module.
Use of pilot survey with wider sample of ALs to
identify areas of most need.
Evaluation of English Language demands of one
FELS Level 1 module – E100.
Identification of key resources to support study
skill progression to be available on relevant
Qualification online site.
Increased guidance for Associate Lecturers in
tutor notes.
Increased awareness and skills of
ALs in supporting English
language development.
Reduction in attainment gap of 2%
by 2014 for low SES and BME
students at Under Graduate level
and BME students a Post
Graduate level.
Evaluation through student
tutor feedback and analysis
of tutor marked assignment
comments, the latter to take
place 2012/13.
Continuation from 2011/12
Improve attainment of low SES
students through increased
support for Information and
Communication Technology
(ICT) skills.
Clear guidance for all tasks involving ICT and ICT
skills development on Qualification online
websites.
ALs to be aware of the guidance and to be
encouraged to proactively highlight to students.
Completion of Level 1 ICT Scholarship project,
publication of report and implementation of any
actions arising from the findings of this project.
Use Information Literacy (IL) module activities
mapping carried out by the Library to identify
guidance and activity gaps that need addressing
across both Department of Languages (DoL) and
Childhood Youth and Education Programme
(ChYE) modules.
Reduction in attainment gap of
0.5% for low SES students by
2013.
Evaluation through student
and tutor feedback and
analysis of attainment
scores.
42
41
Continuation from 2011/12
Increase completion and
attainment of low SES and Black
and Minority Ethnic (BME)
students on all Education and
Childhood and Youth
Programme Committee (ChY)
undergraduate and postgraduate
modules through increased focus
on English language
development.
13
Action
Measure of success
Evaluation method
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
1
Report for consideration of
Childhood Youth and
Education Programme
(ChYE) Programme
Committee by April 2013.
Evaluation through student
and tutor feedback and
analysis of completion rates
in 2014 onwards.
2
Reduce the difference in
satisfaction with overall study
experience between disabled
and non-disabled students on
language courses.
Continue to work with module teams to analyse
how well the materials meet accessibility
guidelines. Make low cost changes for
improvement where possible and plan for higher
cost changes.
Action plan for longer term actions.
Increase in disabled students’
satisfaction by 2014/15.1
Evaluation through student
and tutor feedback and
analysis of satisfaction
rates.
3
Reduce the difference between
the proportion of White and
Black students obtaining a ‘good
pass’ on modules at Levels 2
and 3.
All module teams to analyse relevant data as part
of the annual review process and to offer
comment.
Commission small-scale Scholarship project to
investigate possible reasons for the difference in
FELS. Action plan following report.
Report completed.
Action plan completed and
implemented for 2013/14.
Improvement in achievement of
Black students on levels 2 and 3 of
at least 2% by 2014.
Report for consideration of
Programme Committees by
April 2013.
2
Raise awareness of Securing
Greater Accessibility (SEGA)
throughout the faculty and
continue implementation of
Securing Greater Accessibility on
all FELS curriculum.
Focus on ensuring that module design includes
sufficient consideration of accessibility issues.
Advising module teams on Accessibility at REPO3
(course specification plan report) stage and during
the production process eg when selecting external
websites as module resources.
Development of spreadsheet to audit trail
Accessibility issues through the production
process.
All modules going to first
presentation from 2013 onwards
have accessibility audit trail
available.
Existence of audit trail for
those courses.
figures too low to set valid quantitative target
44
Agreed action plan for 2013/14
Reduction of gap in completion
and progression of at least 5% by
2015.
45
Investigation of social and personal factors which
impact on student progress on WBL modules and
how these might be mitigated.
Analysis and dissemination of good practice on
E105.
Action plan following the reports; actions to be
formulated following analysis of student cohorts in
2012/13 in relevant qualifications. (Centre for
Inclusion and Curriculum Partnerships funded
Scholarship activity).
46
Improve completion and
progression of students from low
Socio-Economic Status (SES)
groups studying work-based
learning modules at Level 1.
43
Faculty of Education and Language Studies (FELS)
Evaluation method
Contribute staff time as appropriate to these
projects, set up feedback lines from staff involved
to ensure that Head of Planning and Resources
and the Dean are fully apprised of the actions the
Faculty can and should take to enable the
University to achieve its equality objectives.
The Faculty will have considered
and taken appropriate steps in line
with the recommendations of the
University projects.
Self-reflection.
Audit user and carer involvement
to identify good practice and to
create Faculty strategy.
A member of the Nursing Department has been
tasked to lead on this work – no further details as
yet.
Audit under way.
Audit report completed and
strategy developed as an
outcome.
Improve completion and
attainment of low socio-economic
status (SES) students at level 1.
Use existing data more effectively in new IAG and
student support, including Curriculum support
Team (CST) priorities if HSC is early adopter, to
identify and support Widening Participation (WP)
students (and vulnerable students in general).
Reduction of overall gap to 10.2%
(Open University target).
IET WP statistics and
module statistics.
Continue to promote recruitment
of younger academic staff where
possible as currently only 1.6%
of academic staff are under 35.
To continue to balance the recruitment of more
experienced staff at Senior Lecturer and
professorial grades with early career staff such as
Research Assistants.
Age demographic of academic
staff over 5 year period.
Take into account other
factors which affect the
profile, such as
disproportionate number of
leavers in a particular group
etc.
50
Action
To evaluate the impact of the
new merit award process on the
categories of staff obtaining
awards.
After the second round in autumn 2012 of the new Evaluation undertaken.
merit award process an evaluation on staff gaining
merit awards, increments and discretionary points
will be undertaken to see if the desired effect of the
change has been met.
A trend analysis of the last
two years will be evaluated
against the original analysis
which highlighted the
problem for support staff in
particular.
Ref
Measure of success
51
Equality
WP objective
objective no (if applicable)
(if applicable)
4&7
Monitor and engage with
University projects on proportion
of academic staff under 35 and
gender pay differential.
47
Faculty of Education and Language Studies (FELS)
4
49
48
Faculty of Health and Social Care (HSC)
15
Action
Measure of success
Evaluation method
Seek to improve low progression
from level 1 to level 2 in
qualifications based in HSC
Department by 5%.
Utilise new opportunities to provide clear
Information, Advice and Guidance (IAG) and
appropriate support for pathways including use of
Qualifications Online to develop a stronger
academic community.
Meeting target.
Analysis of student
progression data from
Institute of Educational
Technology (IET) including
module flow information on
module profiles.
Embed model of good practice
for tutor feedback on Tutor
Marked Assignments (TMAs)
throughout the Faculty teaching
– model based on Mirabelle
Walker’s research for Centre for
Open Learning of Mathematics,
Science, Computing and
Technology (COLMSC) Centre
for Excellence in Teaching and
Learning (CETL).
Work with staff tutor line managers and Associate
Lecturers (ALs) to encourage discussion and staff
development around the model using existing
materials and with the support of the central
academic teams.
Evidence of forum discussion and
staff development events plus
evidence of improved feedback
detected in monitoring process.
Monitoring
reports/evidenced staff
development events.
The Faculty is committed to the
implementation of the Securing
Greater Accessibility Project
(SEGA) project.
Comply with the SEGA report requirements for the
AD lead and the Faculty accessibility specialist as
specified in the Deliverable document 3b and
ensure that the Faculty has appropriate leadership
in ensuring implementation of SEGA.
Audited trail of actions/briefings
and workshops tba.
Review and report via
Faculty Committees and
sub-committees.
Evidence of implementation
in stagegate documents
and module materials.
Improved satisfaction and
attainment levels for
students with disabilities.
The Faculty is committed to
supporting the development of
the new access modules.
Engage with the process of consultation and
provide staff resource for module production.
Audited trail of attendance at
workshops and responses to
consultation plus nomination of
HSC academic/s for membership
of access module teams.
Review and report to
Faculty Executive.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
53
54
Work with module teams to influence tutor
guidance and briefing of monitors in line with the
tenets of the research findings.
55
2
52
Faculty of Health and Social Care (HSC)
Action
Measure of success
Evaluation method
Enable socially disadvantaged and underrepresented students to access and be successful
in Higher Education (HE) level study in the Open
University (OU) via the Access to Success (ATS)
route.
MCT will play a key role in ensuring this by
leading and working with the team that will create
the Science, Technology, Engineering and
Mathematics (STEM) module. This will involve
colleagues in Student Services, Science and the
Centre for Inclusion and Curriculum (CIC).
Production and presentation of a
cost-effective module and
evaluation of student outcomes.
Survey and analysis of
statistical evidence across
both the Access and Level 1
modules to identify
improvement.
Support actively the University’s commitment to
the Athena SWAN Charter, specifically to:
Attainment of bronze status.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
 Support University achievement of the Athena
SWAN Bronze status.
Identify Departmental Champions who will lead
towards the attainment of silver status, initially for
at least 2 of the 4 MCT Departments.
3
Champions in place and
progress towards upgrading of
status made.
External assessment.
The establishment of
mentoring programmes
across the Faculty, and a
formal record of
achievements within each
Department.
Targeting all Level 1 and all new Level 2 modules
to have an Accessibility Guide in place by
2012/13.
Guides will be available to
students.
Use of Guides as a module
resource.
MCT will review the performance
of low (SES)/Black and minority
ethnic (BME) students
Review attainment across 2 key nominated
awards to identify differences between low socioeconomic status (SES)/Black and minority ethnic
(BME) students and their cohorts, leading to the
building of measures to improve performance
initially at level 1 but feeding through to the
undergraduate MCT curriculum.
Identification of issues impacting
on student performance in 2
curriculum areas to be agreed.
Improvement in the overall
indicators for the nominated
awards.
58
MCT will contribute to the
development new access
curriculum in Science,
technology, Engineering and
Mathematics (STEM); & develop
accessibility guide and induction
material.
57
7
An increase in students from a
low socio-economic background
progressing to further study at the
OU.
59
3.5 Level 1 and Access
Level 1 review in MCT will focus
on ensuring consistent &
effective Level 1 learning
experience & improving
progression after year 1 where
issues identified.
56
Faculty of Maths, Computing and Technology (MCT)
17
Action
Measure of success
Evaluation method
Develop a better understanding of gender balance
across all levels of engineering students by
considering comparators in the employment and
Higher Education Institute (HEI) sectors.
Raised awareness of the gender
balance across the Engineering
Programme.
Provision of a comparison
between OU and others
within the HEI sector.
Analysis of survey and trend
data.
Development of promotional
materials to address any
apparent gender imbalance.
Participation in the Faculty of Education and
Language Studies (FELS)-based English
competency project via the inclusion of TU00 My
digital life, to gain better understanding of
appropriate materials and activities within the
Open Access environment.
MCT acts upon feedback from
the project outputs and
disseminates best practice
across the curriculum.
Student Tutor Marked
Assignments (TMAs) and End
of Module Assessments
(EMAs) assessed, together
with tutor materials and a
single set of module
materials.
1. Contribute to CST implementation and Access
to Success development.
2. Work with the CIC project team to profile
Science qualifications and provide academic
support for any discussions with Further
Education Colleges with a view to promoting
Science degree take-up by one or more
Colleges in the future.
Completion and progression
rates improve for all groups,
leading to improved student
satisfaction and achievement of
learning goals.
Low socio-economic status
(SES) recruitment rates
improve.
University completion,
progression and WP data.
Contribute to University level submission for
Athena SWAN award in 2012, and submit a
Faculty Department for an award in 2013. This will
include auditing practice on recruitment,
promotion and merit awards for academic staff.
Awards achieved.
Based on Athena SWAN
action plan criteria.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
2
3
MCT will review English
language competency with a
view to improving student’s
employability skills.
61
8
60
Faculty of Maths, Computing and Technology (MCT)
7
63
Improve recruitment for low SES,
and completion and progression
rates, by getting students onto
right modules, without widening
differentials for WP groups
62
Faculty of Science
Action
Measure of success
Evaluation method
Renew Project Juno Practitioner status and, if
possible, achieve Champion status.
Current status renewed;
Champion status achieved.
Based on Project Juno
criteria.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
7
Improve BME and Low SES
completion and attainment rates,
especially at Level 1
Set up Faculty Equality and Diversity Group to
ensure use of best practice and undertake
equality analysis.
Contribute to Council for Science and Technology
implementation and Access to Success
development.
Differentials continue to reduce,
leading to improved student
satisfaction and achievement of
learning goals.
University Widening
Participation data.
2
Continue to develop appropriate
study resources for students with
visual and hearing impairments.
1. Make more mathematically and symbolically
rich text available to students with visual
impairments.
2. Develop use of Elluminate by those with
hearing impairment.
Satisfaction levels among
specified student groups.
Survey data.
2
Raise awareness of SeGA
(Securing Greater Accessibility)
principles in the Faculty and
continue to support
implementation
Ensure appropriate leadership so that module
teams give appropriate consideration to
accessibility issues at design stage
All modules going to first
presentation from 2013J
onwards have accessibility audit
trail
Audit trails available
67
66
65
2,3
64
Faculty of Science
Faculty of Social Science
3
5 WP priorities
The Faculty is reviewing the use of forums on its
modules with the aim of developing a revised
Faculty policy and guidance on the use of forums
in modules to have greater consistency across
qualifications. One aim is to encourage students
who lack confidence to participate and develop
their confidence.
Larger numbers of students who
engage with the forums.
Students becoming more
confidence in participating in
forums.
Feedback from ALs about use
of forums. Review numbers of
students who participate in
forums.
68
The action plan for 2012/13, as set out in this section, contributes to the five priority groups of: completion, attainment, student satisfaction and student achievement of stated
learning goals. Each action covers a number of the five stated priority groups and for this reason they are not listed individually for each item.
19
Action
Measure of success
Evaluation method
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
5 WP priorities
Refreshing UG curriculum starting with Level 1.
There is a greater focus on developing module
materials and assessment strategies which are
accessible to students with a wide range of
individual circumstances and educational
backgrounds.
Improved completion and
progression rates for students
studying on these modules.
Analysis and evaluation of
statistical information on
student cohorts and review
student and AL feedback.
3
5 WP priorities
The Faculty is reviewing its tuition strategy
(tutorials) to provide greater consistency and
choice for students across the Faculty’s modules.
The Faculty has undertaken pilots this past year
to access student response which was positive.
This initiative will benefit all students by providing
a flexible range of tutorial opportunities.
Increased number of students
who take part in tutorials.
Students benefit from tutorials
and there should be an
improvement in completion
rates.
Review numbers of students
participating in tutorials and
also student feedback.
2
5 WP priorities
As part of the Securing Greater Accessibility
initiative, (SeGA) the Faculty is enhancing support
to module teams on developing accessibility
strategies for new modules at stage 3. In addition
the Faculty is developing an accessibility strategy
across its qualifications to ensure greater
consistency for students. This initiative will be
beneficial to students with circumstances that
require greater flexibility, e.g. disability, illness,
caring responsibilities.
Provide more consistency
across qualifications and
improve advice provided to
students in the module
information.
Students with disabilities are
able to make informed
choices about qualifications to
study.
Fewer requests from students
about providing accessible
materials during their study of
the module.
3
5 WP priorities
Assessment Innovation Group is progressing in its
work to develop a range of more inclusive
assessment methods and practices for the
Faculty’s modules including employability.
Improved completion and
progression rates for students
studying on these modules.
Evaluate statistical
information on student
cohorts.
72
71
70
3
69
Faculty of Social Science
20
Action
Measure of success
Evaluation method
Review the University’s standard terms and
conditions and include a new generic clause to
support the implementation of the Equality Act
2010 and the University’s Equality Scheme. The
aim is to achieve this by the end of 2011/12.
Evidence of equality clause in all
relevant contracts, using
University standard terms.
Conditions reviewed and
used consistently.
Embed guidance to help further implementation.
Develop case studies and training during 2012/13.
The template is used on relevant
projects.
Review of key projects.
With regard to the Financial Sustainability
Strategic Priority, liaise with Human Resources to
ensure that change process is well managed and
units supported during the implementation phase
of any changes to structure, systems and process.
Any required change is
successfully implemented.
Units adopt new systems and
processes and resources are
managed using consistent
and appropriate methods
across the University.
a) Sponsor leadership mentoring for ethnic
minority staff.
a) Number of ethnic minority
staff completing the programme.
b) Proactively engage and support the Black and
Minority Ethnic (BME) staff network by:
i) consulting with network on type of support and
ii) exploring the possibility of regular meetings with
HR & network chair
iii) Exploring the provision of professional
facilitation for key network events.
c) Conducting qualitative research to assess
progress since previous research.
d) Enhancing and promoting cultural diversity staff
learning and development.
b) Type and frequency of
support agreed with BME staff
network.
a) Ethnic minority staff
satisfaction via staff survey
show increased staff
satisfaction.
b) Feedback from BME staff
network.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
75
74
73
Finance
5
76
Human Resources (HR)
c) Qualitative research
completed and progress
identified.
d) Positive feedback received
from attendees;
Decrease in discrimination
cases.
c) Identified progress agreed
by BME network.
d) Evaluation of feedback;
Monitor number of
discrimination cases.
Action
Measure of success
Evaluation method
i), ii), iii) and iv) Participate in the
project group and provide
expertise and support where
appropriate.
i), ii), iii) and iv) Staff policies
and practices amended,
where appropriate, to support
the project groups aims and
objectives.
a) Identify relevant initiatives in
the sector and evaluate
appropriateness for OU.
b) An increase in women
achieving senior roles.
c) Completed equality analysis
of academic
promotion/appointment
procedures; support appropriate
faculties in their application for
the Athena Swan Bronze Award.
d) Detailed understanding of pay
gap issues across categories
and grades.
a) Potential initiatives
considered, resource issues
weighed and take any actions
forward.
b) Annual EDMG workforce
statistics.
c) Barriers to progression for
women identified; staff
policies and practices support
the achievement of the
Athena Swan Bronze Award.
d) Analysis will be able to
drive forward appropriate
action plans for remedial
measures.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
7
Increase the proportion of internal academic staff
aged 35 and under by supporting faculties to:
i) Review recruitment arrangements, guidance
and training to identify and address age bias.
ii) Review structure of job roles to create
opportunities for younger academics.
iii) Promote positive attitudes towards younger
academics.
iv) Develop clearer career paths for younger
academics.
a) Understand best practice in addressing the
gender pay gap.
b) Respond to the identified barriers to
progression of women to senior roles.
c) Consider changes to procedures and guidelines
in relation to recruitment and selection,
promotions, discretionary increments, career
breaks and maternity leave.
d) Increase pay transparency.
78
4
77
Human Resources (HR)
22
Action
Measure of success
Evaluation method
i) Research and initial
development of policy and
guidance for staff with caring
responsibilities started.
ii) Encourage feedback from
management and staff who
access the policy.
i) Research completed.
a) Sponsor leadership mentoring for disabled
staff.
a) Number of disabled staff
completing the programme.
b) Proactively engage and support the disabled
staff network by:
i) consulting with network on type of support and
ii) exploring the possibility of regular meetings with
HR & network chair
iii) Exploring the provision of professional
facilitation for key network events.
c) Conducting qualitative research to identify and
address barriers to staff satisfaction (disabled
staff).
d) Enhancing and promoting existing resources
for managers in supporting disabled staff and
making reasonable adjustments.
b) Type and frequency of
support agreed with disabled
staff network.
a) Disabled staff satisfaction
via staff survey show
increased staff satisfaction.
b) Feedback from disabled
staff network.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Support the E&D Team to improve equality policy
and guidance for staff by:
i) Ensuring policy and guidance is easily
accessible.
ii) Evaluating to ensure effective implementation.
6
ii) Positive feedback from
managers and staff; monitor
grievances for staff related to
caring issues.
80
9
79
Human Resources
c) Qualitative research
completed, barriers identified
and actions developed.
c) Actions agreed by disabled
staff network.
d) Existing resources reviewed
and promoted.
d) Disabled staff satisfaction
via staff survey show
increased staff satisfaction.
23
Action
Measure of success
Evaluation method
Support the Equality and Diversity (E&D) Team to
improve equality monitoring information by:
i) Embedding revised questions at point of staff
recruitment.
i) religion/belief and sexual
orientation - monitoring form
amended to reflect additional
characteristics; maternity - new
HR IT system will require data to
be captured.
ii) The statistics will show that the
data is being returned for the
added characteristics; annual
reminder to staff and managers to
update information.
i) Annual Equality, Diversity
Management Group
(EDMG) workforce statistics
report will identify if meeting
targets.
Respond to any requests from the Equality and
Diversity (E&D) Team or Equality and Diversity
Management Group, (EDMG) to support work with
the Central Academic Units.
Reports submitted to Equality and
Diversity Team.
Feedback from Equality and
Diversity Team and EDMG.
2
Usability and accessibility testing will continue in
2012/13 as this is an ongoing requirement as
technology develops and changes.
Changes made to materials as
indicated in our reports to the
developers.
Direct follow-up to confirm
status of recommendations
from project leads’.
8
1) E and D data made available in a more user
friendly way for programme committees in 2012.
2) Additional data to provide an element of
progression to be made available to programme
committees in 2012.
3) IET have agreed to take over responsibility for
sourcing and making Higher Education Statistics
Agency (HESA) data available in 2013 for
programme committees working with the
Information Office on the specification.
Data delivered in new format and
progression data included.
HESA data provided for 2013
reports.
Feedback from programme
committees.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
8
ii) Encouraging and enabling staff to update
information regularly.
81
Human Resources
ii) Annual EDMG workforce
statistics report will show
increase in percentages.
84
83
82
Institute of Educational Technology (IET)
Action
Measure of success
Evaluation method
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Institute of Educational Technology (IET)
Programme Director to continue to encourage fuller New opportunities for using
annual module and stagegate 4/5 review reports
demographic data identified and
based on exemplars now available. These will form implemented.
a basis on which to explore better use of data.
Programme Director will also investigate the
possibility of combining several years’ worth of data
to produce more robust data.
Through annual module and
stagegate 4/5 review
reports.
2
Embed key Securing Greater Accessibility work
into IET as part of our business.
Continue to implement the
Securing Greater Accessibility
(SeGA) plan, facilitate the SeGA
Coordinating Group, and
Accessibility Practitioners Group.
This will be checked and
reported on a monthly basis
within IET and at the SeGA
Co-ordination Group
monthly meetings.
2
Increase the satisfaction of disabled students
Specific target for 12/13 will be to
maintain satisfaction of disabled
students with the overall quality of
the module at 82%, leading to an
increase in the satisfaction to 84%
in 14/15.
Through assessment of
whether the specific 12/13
targets have been met.
Analysis to support the development of the new
widening participation strategy.
Specification for analysis required
met.
Consultation with
stakeholders in the WP
strategy.
All new systems will achieve the
standard.
Feedback from Testing
process.
87
86
85
8
88
Information Office
Review code development standards to ensure
new systems are continuing to be reviewed for
compliance with accessibility standards when
designed by referral to the Compliance test.
89
Information Technology (IT)
25
Measure of success
Evaluation method
Ensure the new Desktop Optimisation rollout
plans for OU staff take heed of accessibility
standards; validate the proposed screen against
Accessibility Design principles.
All PCs with the new desktop will
conform to standards.
Spot check against a
sample number of PCs.
Ensure the new Out of Hours scheme for IT staff
conforms to any Equality and Diversity (E&D)
principles.
Scheme takes account of staff
needs and circumstances as
evidenced by completed equality
analysis.
Feedback from staff after
implementation.
Reviewing testing process and procedures to
ensure compliance design standards are
continuing to be met in Systems Development via
an improved structured testing approach.
All new systems development
follows the new testing process.
Random sample of system
designs.
Verify that due regard has been given to
individual characteristics in the management of
potential and active research and enterprise
collaborations.
By working with partners already
assessed by the funding body and
no additional E&D issues arising.
Project meeting discussion
as and when required and if
further action is required,
discussion at management
board. If no issues arise,
then the E&D team in KMi
can be satisfied the actions
have been taken.
93
Demonstrate that due regard is given to
individual characteristics in any development of
user interfaces for learning and/or research
technologies.
Technology meeting discussion
and awareness of any issues.
Technology meeting
discussions as and when
required and if further
action is required,
discussion at management
board. If no issues arise,
then the E&D team in KMi
can be satisfied the actions
have been taken.
Ref
Action
94
Equality
WP objective
objective no (if applicable)
(if applicable)
92
91
90
Information Technology (IT)
Knowledge Media Institute (KMi)
Action
Measure of success
Evaluation method
Continuing promotion of accessibility issues to
Faculties, Learning & Teaching Librarians and
Library Assistants so issues are discussed
throughout the module development cycle.
Accessibility issues will also be raised through
the Chair of JIBS (JISC (Joint Information
Systems Committee) assisted Bibliographic
dataserviceS), who is a member of the Library
Services staff. As a national group this has
greater weight to influence publishers.
High percentage of REPO3s
(course specification plan report)
which are signed off have had the
support of a Learning and
Teaching librarian. Ongoing
support of specialist Librarians for
module teams.
Check with Librarians to
see how many of the
signed-off REPO3s they
have been involved with.
Set baseline figure so that
future improvements can be
calculated.
Working with three key publishers to enhance
accessibility of e-resources on the publisher’s
databases to reduce the need for conversion by
the Open University Library Services at a later
date.
Discussions and
recommendations to have taken
place with all three key publishers.
Agree way forward with at least
one of these publishers.
Regular updates will be
provided by the Content &
Licensing Team to track
progress.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Analysis of feedback from
students with a disability.
Comparisons with previous
years re: quantity and type
of feedback.
97
96
A new Library Services Intranet website is being
Feedback from students with a
developed and it will provide information on
disability. This will include both
services for students with disabilities so all
positive and negative comments.
members of staff will be able to refer to up-to-date
information as and when needed.
Work is being undertaken to improve the ability to
access Library Services resources via mobile
devices for non Broadband users. This will open
up access to The OU’s Library resources to some
developing countries who have limited
Broadband access.
Track the numbers of page
accesses from mobile
phones. Once base data is
available track annually to
measure trend changes.
98
2
95
Library Services
Increase in the number of web
pages accessed via mobile
devices.
27
Action
Measure of success
Evaluation method
The Open University is hosting an m-libraries
conference on 24-26 September 2012. We will,
for the first time, be providing live streaming of the
keynote speeches, thereby opening up free
access to the conference to individuals who are
unable to physically attend the conference ie,
prohibited by travel, cost, disability, illness,
religion, caring responsibilities, etc.
Feedback from conference
attendees, including those who
physically attended the conference
and those who attended remotely.
Analysis of feedback from
conference attendees.
This information will be
used to improve future
conferences, including
ways to improve
accessibility-related issues.
Work around improving the gender balance of
interview panels will continue in 2012-13.
Achievement of at least 85%
gender balance of interviews
achieved in 2012-13.
Percentage to be calculated
by HR team on annual
basis.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
100
7
99
Library Services
Ensure that the work to create a prototype for a
new online interface for Open University students
is developed for student testing in accordance
with usability and accessibility guidelines to
ensure that it does not disadvantage disabled
students.
Students taking part in the
prototype testing provide positive
feedback.
Data from user testing
exercises/surveys.
5
Ensure that all staff in the Unit are aware of any
support that the University provides for staff in
any of the “protected characteristic” groups that
might be applicable to their circumstances e.g.
Staff Network, Aspire Leadership Mentoring,
Prayer space, reasonable adjustments, etc.
100% of staff in the unit are made
aware of the support available as
reported in Career Development
and Staff Appraisal (CDSA)
documentation.
Line managers are asked to
feedback to confirm that
this was completed at
CDSA.
102
Monitor the demographic profile for Teaching
Award nominees over the past three years
against gender, age, disability and race and
compare to overall OU demographics to ensure
nominees reflect the staff profile.
An anonymous report on the
findings of the monitoring will be
produced for review by the
National Teaching Fellowship/OU
Teaching Awards Panel.
Analysis of data supplied by
Human Resources and
LTQ Office.
101
2
103
Learning, Teaching and Quality Office (LTQ)
28
Action
Measure of success
Evaluation method
Complete the updating of LTS's Accessibility
Policy in consultation with the Institute of
Educational Technology (IET) and Disabled
Student Services, ideally working towards a
single Open University policy document.
Accessibility policy document
updated.
Module team decisions
consistent with policy.
2
Work with the Stagegate review to ensure that
clearer and more focused information about the
accessibility of qualifications and modules is
addressed as part of the specification process.
Stage-gate process includes clear
specification which includes
accessibility compliance.
Post-project reviews.
2
Work with IET, Disabled Student Services (DSS)
and Student Services to ensure that information
about accessibility of qualifications and modules
is available to both prospective and continuing
students.
Agreement between the units on
what information is required.
Sources of information identified.
Information made available to
students and prospective students
as part of qualification and module
descriptions.
The task for LTS is to
provide appropriate
information on what LTS
will deliver.
2
Develop a single University website on behalf of
Securing Greater Accessibility (SeGA) that will
contain all guidance and information about
accessibility.
Site available with comprehensive
content.
The task for LTS is to work
with colleagues in IET to
deliver the site.
2
Embed the use of the new Design Reviews and
Asset and Accessibility lists in module
development.
Design reviews conducted
consistently across module
development projects.
Post-project reviews.
Analysis to better understand the profile of new
undergraduate disabled students.
Analysis delivered by 31/12/12.
Review progress as part of
Management Surgeries
(Monthly sub unit
meetings).
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
2
104
Learning, Teaching and Quality Office (LTQ)
108
107
106
105
Learning and Teaching Solutions (LTS)
1
Maintain an average of 3.3% new
disabled undergraduates each
year from 2012/13 to 2015/16.
109
Marketing
Action
Measure of success
Evaluation method
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Continue to ensure that disabled students are
proportionately included as part of overall
marketing campaigns and materials.
Maintain the proportion of disabled
students.
Add Key Performance
Indicator (KPI) proportion of
disabled students to unit
dashboard and review
regularly as part of normal
management review.
1
Maintain an average of 3.3% new
disabled undergraduates each
year from 2012/13 to 2015/16.
Working with the Communications unit on Media
relations and Government relations activity to
support delivery of this objective.
Maintain the proportion of disabled
students.
Add KPI proportion of
disabled students to unit
dashboard and review
regularly as part of normal
management review.
1
Maintain an average of 3.3% new
disabled undergraduates each
year from 2012/13 to 2015/16.
Building an asset bank that includes stories and
testimonials from disabled students to support
campaigns activity.
+ Annual review of image bank to ensure images
are representative of the UK population.
Enhanced asset bank implement
by 31/12/12.
Review progress as part of
Management Surgeries
(Monthly sub unit meetings)
+ Critical review by
Marketing Communications,
liaising with the Equality
and Diversity Team.
Continue to develop guidelines and monitoring
arrangements to ensure content commissioned
for online purposes meets usability and
accessibility standards.
Results to usability and
accessibility tests will show Open
Media content meets the required
standards.
Usability and Accessibility
testing using real user
experience data and
feedback from users with
disabilities.
Continue to monitor the online demographics of
existing Open University Open Media Platforms
and 3rd party platforms containing OU content.
Research will show appropriate
reach to target audiences.
Hitwise Experian data
analysis.
Work to actively expand representation of diverse
characteristics in the Open Media Unit talent pool
for generating audio visual material.
Feedback at Career Development
and Staff Appraisal (CDSA)
reviews around working practices
relating to objective.
Evaluate through individual
CDSA reviews.
111
Maintain an average of 3.3% new
disabled undergraduates each
year from 2012/13 to 2015/16.
112
1
110
Marketing
114
115
2
113
Open Media Unit (OMU)
30
Action
Measure of success
Evaluation method
Ensure new partner platforms meet OU’s
demographic requirements.
Research will show appropriate
reach to target audiences.
Market Research and
Hitwise Experian data
analysis.
Ensure job titles and descriptions on adverts
reflect the role accurately to encourage the
widest field of applicants ensuring a workforce
that is gender balanced with appropriate skills.
Increase the proportion of male
applicants to 25%.
Analysis on applications at
the time of advertising will
ensure constant review of
documents to meet %
increase.
Investigate the possibility of the relevant
partnership Embassies providing briefings to the
International Development Office (IDO) for all
staff and their colleagues.
Promote awareness of cultural
diversity and business etiquette in
the contact of International
business.
Embed briefing meetings
into IDO processors and
into staff training records.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
116
Open Media Unit (OMU)
Review recent students characteristics and looking Ensure fundraising publications
at underrepresented groups with regard to new
represent particular priority groups
fundraising markets and publications.
identified by the University.
Complete an Equality
Analysis in 2013.
118
119
.
117
Open University Development Office (OUDO)
Consider and propose appropriate changes
required in Quality Assurance Agency Action
Plan that ensure alignment with institutional
priorities and make sure that student voice is
included in Equality and Diversity data.
All actions will have been
considered and changes/
improvements implemented as
required in action plan and as
approved by Senate and Quality
Assurance and Enhancement
Committee.
Review Quality Assurance
Agency action plan to
ensure that all changes
have been effected, eg
check that meetings with
students from partner
institutions have been
carried out.
120
Open University Validation Services (OUVS)
31
Evaluation method
Encourage all staff to complete online Diversity
modules and attend "Understanding cultural
diversity" workshop.
All new members of staff will
complete the online Diversity
modules during induction. Quality
and Partnerships Managers will
have attended the Understanding
cultural diversity workshops.
Check training records to
ascertain completion
records for all new staff and
Quality and Partnerships
Managers.
Identify champion to work closely with IT analysts
on Vantage projects so that student data from
partner institutions can be included in
replacement for Valencia.
Data on partner institutions’
students will be held on Open
University system and will enable
accurate reporting on Equality
and Diversity statistics to
Curriculum and Validation
Committee (CVC).
Verify that staff are not
using OUVS bespoke
database and data and
certificates are produced on
OU system. Accurate
Equality and Diversity data
will be reported to CVC.
Liaise with Human Resources (HR) to ensure
that change process following unit merger is
facilitated for staff; to ensure structure and
resources are adequate for new role and that
individuals’ needs and past arrangements are not
adversely affected.
Change process is planned and
change is fully effected. New unit
structure and objectives are in
place and staff on/returning from
maternity leave, transgender staff,
staff with caring responsibilities and
all staff affected by changes are
supported.
Survey staff to ensure that
individual needs and
priorities, eg flexible
working, have been
maintained and not
adversely impacted by
merger of new unit.
8
Submit alternative arrangements for digitisation
of Council for National Academic Awards
database.
Validation Services complies with
legal duty to protect the privacy of
fully transitioned individuals.
Check that interim
measures approved by
Equality Office are no longer
necessary.
124
Action
8
Review annual monitoring and reporting process
to ensure equality and diversity principles and
values are promoted through work with partner
institutions.
Annual Monitoring forms will
request additional Equality and
Diversity data from partner
institutions.
Additional Equality and
Diversity data will be
reported to Validation
Committee and Curriculum
and Validation Committee
Ref
Measure of success
125
Equality
WP objective
objective no (if applicable)
(if applicable)
122
123
8
121
Open University Validation Services (OUVS)
32
Evaluation method
Obtain and evaluate institutions’ equality and
diversity policies during Annual Information
Request exercise.
Partner institutions will provide
copies of equality and diversity
policies.
Partner institutions’ equality
and diversity policies will be
examined to determine
whether they correspond
with The Open University’s
policies.
Promote equality, diversity and accessibility
principles and values to our partners through the
Validation Service website.
Feedback from Communications
will indicate that external visitors
clicked on OUVS’s website link to
the Open University’s Equality and
Diversity pages.
Ask Communications to
advise on traffic on website
at regular intervals.
Achieve Athena SWAN bronze accreditation for
the University, which will demonstrate that the
OU has a solid foundation for eliminating gender
bias and developing an inclusive culture that
values all staff.
Bronze accreditation gained.
Bronze accreditation
gained.
Introduce collection of additional equality data on
individuals submitting bids for external research
funding
Equality data collected.
The data will be available
for use in evaluation
processes.
Consolidate collection of equality data on
Equality data collected.
Postgraduate research students in order to
consider if any equality groups are adversely
affected by processes relating to the postgraduate
student journey.
The data will be available
for use in evaluation
processes, and will be
considered by the
Research Degrees
Committee.
130
Action
Produce Code of Practice (CoP) for Research
Excellence Framework (REF) 2014, building on
foundation of Draft CoP for Mock REF.
Evaluation of appeals
received with, relating to
selection process.
Ref
Measure of success
131
Equality
WP objective
objective no (if applicable)
(if applicable)
127
9
126
Open University Validation Services (OUVS)
REF selection processes carried
out in accordance with guidelines
set out in CoP.
129
128
Research School
Action
Measure of success
Evaluation method
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Review information to postgraduate research
Information required is provided to
students to ensure that students know what
students in a clear and accessible
support is available in response to a wide range of format.
individual needs and circumstances.
Feedback from students will
be evaluated to identify any
issues.
One of the measures contained in the Strategic
Plan 2012-15 is the monitoring of student
numbers, including those from disadvantaged
backgrounds. We will report quarterly to VCE on
this measure, and advise suitable action if the
targets are not met.
Numbers of students from
disadvantaged groups meet or
exceed targets. Suitable action is
taken if the targets are not met.
Quarterly reports to VCE
will identify whether targets
have been met.
Proposed developments to make Disability and
Additional Requirements profile writing more
efficient and to provide better information to
Associate Lecturers on how they can support
individual disabled students to succeed in their
studies.
More succinct Disability and
Additional Requirements profiles;
Associate Lecturers more aware of
disabled student support available.
Review in 2013 to measure
whether student complaints
have reduced and that
there is a corresponding fall
in referrals to the Disability
Advisory Services team.
Delivery of the Open University in
Scotland strategies for widening
access and retention in order to
meet Scottish Government and
Scottish Funding Council strategic
priorities.
Delivery of activities articulated in detail in the
Open University in Scotland Outcome Agreement
signed with the Scottish Funding Council.
Meeting agreed outcomes and
targets
Quantitative and qualitative
methods depending on
objective.
Delivery of the Open University in
Wales Widening Access strategy
objectives in order to meet Welsh
Government and the Higher
Education Funding Council for
Wales (HEFCE) strategic
priorities.
Delivery of activities articulated in detail in the
corresponding action plan and the strategic
priorities for Widening Access in Wales.
Meeting SMART targets set within
action plan
Quantitative and qualitative
methods depending on
objective.
132
Research School
133
Strategy Office
135
136
2
134
Student Services
34
Action
Measure of success
Evaluation method
2
Disability Resources Team with one-off funding
will produce synthetic voiced DAISY digital
talking books as new accessible alternative
format provision for a further 45 modules.
At least 140 modules will be
available in DAISY format to
disabled students.
Advertised provision on
Services for disabled
students’ website.
2
Develop a training package for regional/national
Learner Support staff which covers mental health
awareness; the impact of mental health
difficulties on students who access Information,
Advice and Guidance services; reasonable
adjustments we need to make to our service;
profile writing for students with mental health
difficulties; suicide awareness and working with
the guidelines, by June 2012.
The package will be available by
June 2012 and delivered at
Cluster groups in October /
November.
Staff will be asked to
complete an evaluation
form to evaluate the
material. The package can
then be amended as
appropriate.
2
Disability Resources Team will reduce the time it
takes from request to receipt of specialist
equipment loaned to disabled students.
Assistive technology, lending,
specialist Loans will reduce from
4.5 to 3 months at point of
equipment supplied to students.
Interim loans will reduce from
three weeks to nine days to point
of delivery to student.
Comparison of student data
and operational records.
1
Reconfigure the Services to Disabled Students
website (external) in conjunction with Learning
Design and Technology.
Improved clarity and navigation,
accurate information support and
how to access it, more video clips.
Monitor feedback received
via mechanism on the
website.
9
Ensure all Student Recruitment and Financial
Support staff are aware of the 2010 Equality Act
and the changes around protected characteristics
through staff induction, training for new and
existing staff and centre briefings.
100% of staff have been briefed
on the 2010 Equality Act and
obtained a score of 80% or higher
in the 2010 Equality Act quiz.
100% of new staff completed the
Diversity e-learning module as part
of their induction training.
One-to-one and Career
Development and Staff
Appraisal meetings.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
141
140
139
138
137
Student Services
Action
Measure of success
Evaluation method
Ensure all project and programme planning
includes completion of an Equality Analysis which
has been discussed and agreed with the Equality
and Diversity Team, and any recommendations
have been acted upon.
All project and programme plans
submitted include an Equality
Analysis which has been agreed
and approved by the Equality and
Diversity Office.
Projects and programmes do not
adversely impact on staff/students
with protected characteristics.
Project checklist and
feedback at management
team meetings.
Implementation of Access to Success Route for
students from low socio-economic groups for
12/13 including a review of the Community
Partnerships Programme and decisions about the
most effective way forward.
Student recruitment and
progression targets achieved.
Data provided by
Information Office.
1
Ensure priority groups but particularly disabled
students and those with caring responsibilities,
are catered for in the expenditure of the Access
to Learning Fund. Access to Learning Fund
spending priorities are reviewed and focus on
advancement of equality is incorporated in the
assessing guidelines for staff.
Review spending priorities and
associated staff guidelines to
ensure that disabled students and
carers of disabled people are
favoured by Access to Learning
Fund decisions.
Corporate and Individual
Records for Customers and
Enquirers (CIRCE MI)
9
Ensure methods used to communicate with all
students encourages involvement and participation
and students particular needs are addressed to
allow genuine dialogue.
Communication with students is
identified as good or excellent for
all frontline staff in the quality
monitoring framework.
For new students any individual
requirements will be identified and
the student record updated as
standard.
Quality monitoring through
the quality framework, oneto-one and Career
Development and Staff
Appraisal meetings.
Support successful implementation of Access to
Success route for priority groups (for the Open
University).
Applications for the Access to
Success route are assessed within
agreed service levels
Queries for the Access to Success
route are handled to the same
service standards as other new
framework student groups.
Quality monitoring.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
143
144
145
Access to Success programme
146
9
142
Student Services
36
Action
Measure of success
Evaluation method
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
Data provided by
Information Office.
8
Improve equality monitoring
information.
Ability to identify and count students with caring
responsibilities - to be taken forward as part of the
Widening Access and Success Strategy 20122015.
Data provided by
Information Office.
9
Improve equality policy and
guidance for staff and students.
Action plan for students with caring responsibilities Actions identified in Widening
to be taken forward as part of the Widening
Access and Success Strategy
Access and Success Strategy 2012-2015.
implemented.
Reporting to/Monitoring by
Widening Participation
Management Group.
3
Reduce the ethnicity attainment
gap.
Information, Advice and Guidance staff to work
closely with Community Partnership Managers to
better understand the experience of black
learners.
By reducing the difference
between the proportion of white
and black students obtaining a
‘good pass’ on modules at levels 2
and 3 from 28.8% in 2009/10 to
25.8% by 2014/15.
Comparison of student
data.
Further work is being designed to take forward
the Black and Minority Ethnic attainment
recommendations in 2012/13 through involving
the Associate Lecturer community. Engagement
of key stakeholders in the initial development of
the project and consultation process.
Active and resource support for
larger project to take forward the
Black and Minority Ethnic
attainment recommendations
including production of resources.
Firm project plans in place to take
forward the creation of new staff
development and support
resources.
Receive feedback from
stakeholders involved in the
developmental project
work, obtain support for
project resourcing.
Evaluation of resources
once in use with users.
151
Markers established on Valuing
Our Integrated Customer
Experience (VOICE) and baseline
figures produced.
148
Currently being finalised through Widening Access Numerical indicators.
and Success Strategy due to go to ViceChancellor Executive in June 2012.
149
Reduce the ethnicity attainment
gap for Black and Minority Ethnic
students with low socio-economic
status
150
3
147
Student Services
37
Action
Measure of success
Evaluation method
WP
To engage with the Department of Employment
and Learning’s emerging HE and Widening
Participation Strategies and develop the Open
University in Ireland’s response to these in terms
of plans, in partnership with other stakeholders
where appropriate, to ensure that prospective
students within more disadvantaged socioeconomic groups are given support in terms of
aspiration, attainment and access to higher
education.
Open University in Ireland
provision reviewed in light of new
strategic framework.
Review of SMART
objectives in plans
WP
To work with colleagues in the Department of
Employment and Learning, with colleagues at
Milton Keynes, Department for Business,
Innovation and skills (BIS) and Higher Education
Funding Council for England (HEFCE) to develop
a clear transfer plan for Widening Participation
resources for Northern Ireland students to new
devolved arrangements.
Resources are transferred at
comparable level to 2011/12.
Review of SMART
(Specific, Measureable,
Achievable or Agreed,
Realistic, Timely or
Trackable) objectives in
Plans.
Continuing adherence to Northern Ireland
legislative requirements with regard to Fair
Employment, Equality and Diversity.
Legal compliance, effective
monitoring arrangements, reports
to Equality Commission for
Northern Ireland submitted
according to deadline.
Ongoing.
Advance worldwide educational opportunities
through membership and participation of the
British Council and the Commonwealth of
Learning.
Increased engagement and
support provided by the Open
University.
Records of engagement
and partnership activity.
Champion the University’s Aspire Leadership
Mentoring programme for minority staff.
Participation in key programme
events.
Records of participation
and engagement.
Ref
Equality
WP objective
objective no (if applicable)
(if applicable)
154
153
152
Student Services
156
155
University Secretary’s Office
38
WP objective
(if applicable)
Action
Measure of success
Evaluation method
Ensure equality issues are considered as
appropriate by the People and Culture Steering
Group.
Evidence of due regard through
equality analysis and reporting.
Documentation of steering
group meetings.
Develop a communication campaign to implement
the University’s revised equality scheme,
particularly with respect to individual
responsibilities.
Awareness of the scheme and
what it means to individuals in
practice is high.
Evaluation survey and
additional in-depth
discussions/interviews.
Ref
Equality
objective no
(if applicable)
Review of guidance and
briefings/training completed by
Sept 2012.
Template for equality analysis in
Vice-Chancellors Executive (VCE)
papers and project management
by Dec 2012.
Evidence of equality analysis in
papers to major committees.
Feedback on guidance and
training.
Evidence of templates
being used.
Sample of committee
papers from major
University committees.
1 to 9
Implement new arrangements to formalise the
reporting relationship between the Equality and
Diversity Management Group and the Senior
Accountable Executives for agreed equality
objectives.
Robust reporting arrangements in
place that ensure accountability
and adequate support.
Feedback from Senior
Accountable Executives.
8
Implement religion/belief and sexual orientation
monitoring for staff and students so that advice,
guidance and support can be more effectively
targeted.
Achieve at least 40% for staff
declaration by Dec 2012.
New registration questions in
place for 2012/13 student intake.
Equality monitoring data
available in April 2013.
Review of amended
student registration
questions.
158
159
Improve processes to provide greater assurance on
compliance with public sector equality duty and
Section 75 (Northern Ireland) in relation to equality
analysis of policy and strategy.
160
Feedback from Senior
Accountable Executives.
Annual progress reports
and scrutiny of those
reports by the Equality and
Diversity Management
Group.
161
Provide support to appointed Senior Accountable
Senior Accountable Executives
Executives in establishing projects and task groups are satisfied with support
to further agreed equality objectives.
available.
Sufficient and appropriate action
is taken to deliver equality
objectives.
162
1 to 9
157
University Secretary’s Office
WP objective
(if applicable)
Action
Measure of success
Evaluation method
Ref
Equality
objective no
(if applicable)
Implement online community background
monitoring for staff in Northern Ireland to improve
efficiency in gathering and reporting that
information.
Available on staff self-serve
system by Dec 2012.
Review of questions on
staff self-serve system.
9
Develop and implement policy and guidance to
ensure the University provides appropriate and
consistent support to students during pregnancy
and maternity.
Improved policy and guidance in
place by Dec 2012.
Feedback during
development process.
Student feedback.
9
Develop and implement policy and guidance to
ensure the University provides appropriate and
consistent support to students in relation to
observation of their religion or belief.
Improved policy and guidance in
place by June 2013.
Feedback during
development process.
Student feedback.
Provide assurance on equality analysis for policy
papers presented to Strategic Planning and
Resources Committee.
Evidence of equality analysis in
papers.
Sample of committee
papers reviewed.
To encourage staff nominations from
underrepresented groups, i.e. ethnic minority,
younger and disabled people in the 2012 elections
to the Senate and its Committees to better match
the University's profile in these areas. The new
governance website launched in autumn 2011
gave governance a greater visibility which should
help encourage greater participation by all staff
groups including under represented groups.
Better comparison of Senate
membership with all OU staff for
gender, disability, age and ethnic
origin.
Analysis of annual
statistics.
To reinforce the need for all committee papers to
be considered for equality impacts. Information on
this is already included on the governance
website.
Papers to high level governance
committees include an equality
impact statement.
Analysis of content of high
level governance
committee papers.
168
To provide further information about alternative
formats for committee papers and respond to
requests as appropriate.
Number of requests satisfied.
Analysis of requests and
any action taken.
167
166
165
164
163
8
169
University Secretary’s Office
40