Annual Review of Equality Policy and Strategy 2011-14
This is the second annual review of the University’s Equality Policy and Strategy 2011-14 which was published in April 2011. It covers the period April 2012 to
March 2013 and focuses on progress made against actions in the Action Plan during that period. In addition, for the first time the review expresses progress
made as a RAG report, identifying actions that have been met, actions towards which good progress is being made and actions towards which little or no
progress has been made. Of the 43 actions 9 are red, 22 are amber and 12 are green.
This report can be found on the Equality and Diversity web site at this address: http://www.essex.ac.uk/eo/codespolicies/codesdefault.htm.
Highlights
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Successful completion of the Caring for Carers project which resulted in a number of recommendations currently being considered;
Equality and Diversity Course Administrators appointed in Departments and Sections to ensure new staff complete the Equality and Diversity online
programme within six months of starting their employment;
Significant progress made towards making an application for an Athena SWAN Bronze Institution awarded (expected submission date April 2013);
Achieving re-accreditation to use the Two Ticks disability symbol for a further year until February 2014;
Successful introduction of monitoring the sexual orientation, gender identity and religion or belief of all students and new staff;
Staff Survey undertaken in Autumn Term 2012 – 56% response rate achieved; work on actions is underway;
Another individual successfully completed a placement under the Work Experience Scheme for Disabled People;
Various awareness-raising activities have taken place such as events to mark Disability History Month in December 2012, participation in Stress
Awareness Day in November 2012 and having stalls at Fresher’s Village and New Staff Induction.
Priority actions for 2012-13
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To submit an application to the Stonewall Workplace Equality Index in September 2013;
To progress actions identified in our Athena SWAN Bronze Institution award application;
To complete the equal pay review currently underway and progress any actions arising from that;
To introduce monitoring of all staff in respect of sexual orientation, gender identity and religion or belief;
To make completion of the Equality and Diversity online programme compulsory for all staff;
To progress recommendations identified in the Caring for Carers project.
Equality and Diversity, April 2013
ACTION PLAN AND KEY PERFORMANCE INDICATORS
4.1
Component 1: Promoting positive attitudes: The University Of Essex Way
OVERARCHING AIM: To build the knowledge, understanding and commitment to equality and diversity of all members of the University
community
Action
Number
1.1
Objective
Action
Actions taken to achieve objectives
To raise the awareness, and
increase the understanding,
of equality and diversity
issues of all members of the
University community
Plan and implement an
ongoing schedule of
awareness raising and
promotional activities for
staff, students and
members of the local
community
Participation in New Staff Induction Conference, September 2012 – promotional material and
information relating to HAN, the International Staff web site, the Equality and Diversity on-line
programme, staff networks, the Dignity and Respect Group, made available to all staff who
attended.
Appropriately inform
visitors e.g. contractors,
visiting academics,
consultants etc of our
equality policy
Caring responsibilities project, which concluded in June 2012, raised awareness of the rights
of staff and student carers.
Promote this policy in a
variety of different ways
e.g. digital signage,
staff/student portal, E&D
website, briefing sessions
Participation in Fresher’s Village, October 2012 and Unity Week in March 2013 – promotional
material and information relating to HAN and general equality and diversity work distributed.
During Unity Week in March 2013 staff and students were asked what Equality and Diversity
meant to them – a selection of responses will be used to develop ‘Equality and Diversity’
cards to complement the Dignity and Respect cards.
Dignity and Respect cards distributed throughout the University in public places such as HR
reception, main University Reception, Square 3 Information Centre, Estates Management
Help Desk etc. These cards are also given to all new members of staff with their contracts.
Photo competition launched in March 2013 – open to all staff and students who have an
opportunity to submit a photo on an equality and diversity-related topic e.g. ethnicity, sexual
orientation, and some accompanying text. Winning photos will be used to produce an equality
and diversity calendar for the academic year 2013-14.
1.2
To encourage all staff to
complete the online Equality
and Diversity training course
Continue to ask all new
staff to complete the first
module ‘Equality and
Diversity Essentials’,
Credit-card size cards giving details of the Equality and Diversity on-line programme
distributed at New Staff Induction Conference, September 2012 and Freshers’ Village,
October 2012
encourage existing staff
who have not completed it
to do so and monitor % of
staff successfully
completing it
Routinely recommend
staff who register for other
equality-related courses
to complete the on-line
E&D course
Following agreement by EADC in November 2011 that successful completion of Module 1 be
compulsory for all new members of staff during the first six months of their employment, a
new administrative process was developed to support the monitoring of completion rates.
Equality and Diversity Course Administrators have been appointed in Departments and
Sections who are responsible for enrolling new staff on the programme and ensuring they
complete it.
Completion of Module 1 was also made compulsory for all staff with some decision-making
responsibility in relation to the REF, including Heads of Departments and Research Directors.
Two face-to-face training sessions, for accommodation staff who do not have regular access
to IT at work, were held in March 2013. In total 60 staff
Of the 38 Equality and Diversity Course Administrators, 24 responded to a request for
completion rates within their areas as at 30 April 2013. Within those 24 areas, there were 110
new staff of which 52 (47%) have successfully completed the course.
1.3
To provide a range of tailored
equality and diversity related
training, using external
experts where appropriate
Continue to plan and
implement an ongoing
programme of equality
and diversity related
training courses
Developing Inclusive Learning and Teaching Practices and Disability Awareness courses
delivered by Val Chapman, University of Worcester in May and October 2012 on both
Colchester and Southend campuses.
Equality and Diversity Manager developed and delivered REF-specific E&D training for
Research Strategy Committee members who have responsibility for the University’s REF
submission.
Equality and Diversity Manager developed and delivered an ‘Equality and Diversity, Dignity
and Respect’ session specifically for Traffic Officers and Car Park Attendants in September
2012.
Equality and Diversity Manager and Deputy Director of Student Support (Disability) are
currently conducting a review of training provision in relation to disability to ensure the training
offered meets the needs of individuals.
Consideration is currently also being given to using Theatre&, a theatre-based training
company, to deliver some training around the theme of Managing Diversity in a High
Performance Culture with a view to running this in September 2013.
1.4
To raise awareness of the
Harassment Advisory
Implement
recommendations from
A joint training session with the Resident’s Assistants (RAs) was held in September 2012 to
provide more detailed information about the role of Harassment Advisers and how their work
Network (HAN) to staff and
students, and increase its
use
HAN Review Group
relates to the role of the RAs.
Equality and Diversity held a stall at the New Staff Induction Conference, September 2012
and Fresher’s Village – HAN keys rings, pens and magnets distributed and posters displayed.
Revised posters and leaflets, designed to highlight that the service is confidential and is a
‘signposting service’, developed and distributed.
HAN advisers have received training on Hate Crime and the ‘Prevent’ agenda from Essex
Police and on Psychological First Aid from the University’s Head of Occupational Health.
In the 2012 staff survey 89% of respondents said they were aware of HAN. This compares to
83% in the Working Well 2009 survey.
1.5
To make clear what ‘The
University of Essex Way’ is
and to encourage staff and
students to sign up to its
principles
Develop a charter
Widely distribute ‘Dignity
and Respect’ cards and
posters
June 2011, the Dignity and Respect Group produced a draft charter for comment. Having
undergone a series of revisions, this has now been published as the Dignity and Respect
Community Principles. Flyers have been produced and are distributed at equality and
diversity-related events.
D&R cards included in pack of information given to all new staff with their contracts and
distributed at Equality and Diversity-related events and activities.
1.6
Encourage staff and students
to provide equality monitoring
information
Prompt current staff
through Integrated Human
Resources (IHR) selfservice system
The self-service element of IHR is going live on 17 May 2013 – existing staff will be asked to
disclose their religion or belief and sexual orientation (for the first time) in addition to the
equality-related information already collected i.e. ethnicity, nationality, gender, disability and
age.
Prompt students to
update their details via the
Student Portal
From 1 September 2012 all new staff were asked to disclose their religion or belief and
sexual orientation for the first time. Disclosure rates for these protected characteristics are
currently 8.2% and 8.1% respectively.
Students are prompted at least once per academic year to update their personal details via
the Student Portal.
1.7
To promote positive attitudes
towards lesbian, gay,
bisexual and transsexual
people
Consider the benefits of
joining Stonewall
Gauge enthusiasm of staff
for participating in an
Joined Stonewall June 2011. An audit of HR policies was undertaken in 2012 by the
University’s Account Manager, looking at how inclusive the language used was and whether
there were any appropriate, explicit references made to LGBT issues. This resulted in some
changes being made to the Harassment Advisory Network guidelines.
LGBT staff network
In Stonewall’s University Guide 2012 and 2013, Essex scored 8 out of 10 – this is an
improvement on 2011 when Essex scored 5 out of 10.
Continue to support the
Students’ Union LGBT
Society in their activities
Equality and Diversity supported the Students’ Union LGBT Committee in putting on The
Devotion Project - an event to promote LGBT History Month in February 2013
A Tuesday Taster is taking place in May 2013 to coincide with IDAHO (International Day
Against Homophobia) day. A representative from Stonewall and a gay member of staff have
agreed to speak and the event will also be used to discuss the benefits of having an LGBT
staff network.
4.2
Component 2: The student experience
OVERARCHING AIM: To appeal to a broad student market and provide a living, studying and working environment in which a diverse student
population can learn, achieve and prosper
Action
Number
2.1
2.2
Objective
Action
Actions taken to achieve objectives
To ensure that procedures for
student admissions continue
to be non-discriminatory and
make Essex a firm choice for
those with protected
characteristics and from nontraditional backgrounds
Implement the
recommendations from
the EIA on Student
Admissions completed in
March 2009
Work continues. The University’s Admissions Policy has been developed and is awaiting
publication.
Encourage collaborative
working to ensure
relevant responsible
people are aware of
current equality legislation
and good equality practice
within the sector
In July 2012 Equality and Diversity alerted admissions to new ECU guidance on avoiding
discrimination when offering bursaries, scholarships and prizes – this was particularly timely
as consideration was been given at the time to a proposal to offer a scholarship for Roma
people.
One of the recommendations arising from the Caring for Carers project was to review prearrival information provided to prospective students. Attention was drawn to those responsible
for this work to good practice guidance issued by StudentParents.org and the National Union
of Students.
To be better informed about
the diversity of the student
population
Introduce monitoring for
religion or belief and
sexual orientation
New and returning students were asked to disclose their religion or belief, sexual orientation
and gender identity at registration in October 2012. Response and disclosure rates were as
follows:
Religion or belief: Response rate, 80.73%, Disclosure rate, 73.39%
Sexual orientation: Response rate, 80.73%, Disclosure rate, 71.32%
Gender identity: Response rate, 80.63%, Disclosure rate, 77.13%
To identify the barriers facing
students and staff who are
juggling caring
responsibilities with their
studies or work and make
recommendations to improve
provision/information
Set up a ‘caring
responsibilities’ project to
review current
arrangements for both
students and staff and
make recommendations
for future actions.
Project completed in the summer of 2012. Three priority recommendations each for staff and
students were approved by the Equality and Diversity Committee in February 2013. Work is
now underway to progress those actions.
2.4
To seek to obtain specific
equality-related student
satisfaction information via
the University’s Student
Satisfaction Survey (SSS)
Work with the SSS Group
to consider the
development of equalityrelated questions to be
included in the SSS
commencing in 2012
Students were asked whether they agreed or disagreed with the statement ‘I feel I am treated
with dignity and respect’ for the first time in the SSS in 2012 - 90% of respondents agreed
with the statement.
2.5
To consolidate mechanisms
within the University to
enable disabled students to
be proactive in disability
equality
To improve access to
learning resources for
disabled students
Publish the role of the
Access Forum
Work took place over the summer of 2012 to develop publicity material for the Access Forum
– this included a roll-up banner and postcards. The postcards have been distributed at
various Equality and Diversity-related events and activities and the banner used at New Staff
Induction, Fresher’s Village and at events during Disability History Month in December 2012.
To implement
recommendations from
disability library review
The recommendations of the library review were implemented in 2011 and 2012 including the
purchase of aids for visually impaired users.
To feed information
obtained from the review
into the development of
the new Skills Centre
and/or Student Centre
Student Support delivered briefings to the Skills Centre on Student Support and support for
disabled students in June 2012 and February 2013. The Disability Service is represented on
the Skills Centre strategy group.
To develop written
guidance for students and
staff arranging
placements and
It was not possible to complete proposed work under the TALIF project in 2011/12 however
work reviewing guidance to students and placement providers with disabled students has
been completed. In addition the University has been reviewing approval of policies and
procedures in relation to work-based and placement learning in a group reporting to the
2.3
2.6
2.7
To seek to ensure that all
students have an equal
opportunity to improve their
employability skills through
On 19 February 2013 a Tuesday Taster was held for staff to inform them of the project’s
findings and recommendations and to provide an opportunity for carers to meet and share
their experiences.
for example, study abroad,
volunteering, work placement
opportunities
communicate this to
departments
Quality Assurance and Enhancement Committee (QAEC).
To ensure that those who
take part in the
recruitment and selection
of Frontrunners have
completed the University’s
recruitment and selection
training
The Frontrunner Placements Manager makes recruiters aware of the requirement to
complete the course but to date no monitoring of this has taken place. With effect from the
next round of recruitment (for summer 2013 placements), all recruiters will be asked to
provide the Frontrunner Placements Manager with their course completion certificate and
completion rates will be reported as part of the annual review of this policy in 2014.
2.8
To provide information and
guidance to teaching staff on
inclusive learning and
teaching methods
To continue to run
‘Developing Inclusive
Learning and Teaching’
training courses
Developing Inclusive Learning and Teaching Practices course delivered by Val Chapman,
University of Worcester in May and October 2012 on both Colchester and Southend
campuses
2.9
To seek to provide an
internationalised student
experience for all students
To contribute to the work
of the International
Student Experience Task
Force (ISETF) and ensure
relevant equality-related
issues are raised and
considered during the
decision-making process
The ISETF is no longer in existence but ‘internationalisation’ is a cross-cutting theme of the
University’s revised Strategic Plan (SP) and is embedded within the two core strands of the
SP, excellence in research and excellence in education.
To contribute financially,
where appropriate, to
relevant events initiated
by the SU and to promote
via posters, the Equality
and Diversity web site and
other relevant means,
appropriate equalityrelated SU events and
activities
E&D supported the SU’s Zero Tolerance to Sexual Harassment by contributing £125 towards
T-shirts worn by the sports teams during Fresher’s Week in October 2012.
2.10
To continue to promote and
support equality-related
events and activities
organised by the Students’
Union (SU)
In addition, the Pro-Vice-Chancellor (Education) has suggested that a Working Group to
consider how to mainstream equality and diversity, both within and without the curriculum,
should be set up. This will be considered by Senate in April 2013.
E&D worked with the SU on a range of activities to mark Disability History Month in
December 2012. These included an opportunity to test-drive the Boma 7, an all-terrain
vehicle for wheelchair-users, taster sessions for paralympic events including wheelchair
basketball and seated volleyball and a Disability Fair.
E&D supported the work of the SU’s VP International and Equality and Diversity Officer by
contributing £50 towards an International Student’s Society event.
In March 2013, E&D contributed to the SU’s Unity Week, by having a stall to promote equality
and diversity-related activities.
4.3
Component 3: Staff
OVERARCHING AIM: To maintain the diversity of the workforce and deliver a fair and supportive working environment for all
Action
Number
3.1
3.2
Objective
Action
Actions taken to achieve objectives
To be better informed about
the diversity of the workforce
Introduce monitoring for
religion or belief and
sexual orientation
Monitoring for religion or belief, sexual orientation and gender identity has been introduced for
all new staff. A ‘data-trawl’ exercise is planned for later in 2013, to capture this information
from existing staff.
To introduce a system of
monitoring and recording the
reasons why staff leave the
University
Monitor reasons for
leaving from exit
questionnaires to identify,
and where possible take
steps to address, equalityrelated issues and identify
trends
One of the actions relating to the University’s Athena SWAN application is to ‘record
additional information captured on exit interview questionnaire centrally to help identify any
problem areas’. Currently, this information is gathered but not recorded centrally. There is a
commitment to start doing this by the end of July 2013.
3.3
To measure, monitor and
take steps to improve staff
satisfaction
3.4
To ensure permanency and
promotion procedures for
academic and research staff
are fair and transparent
3.5
To ensure as far as possible,
equality of development
Include equality data in
exit questionnaires
Survey staff on a regular
basis, take action based
on results of survey and
communicate those
actions to all staff
Undertake a full Equality
Impact Review of the
Annual Review
Procedures for Academic
and Research Staff
To audit annually the
equality profile of those
applying for promotion,
successful and
unsuccessful candidates
Audit access to Learning
and Development events
An all-staff survey took place in November/December 2012 with a response rate of 56%. The
results were communicated to all staff in February 2013 and the action-planning process is
underway.
Equality Impact Review completed in October 2012. Actions relating to additional data
collection in order to facilitate better analysis will be progressed in 2013.
Data is collected and analysed annually and presented to the Equality and Diversity
Committee for consideration in May of each year.
Awaiting IHR Learning and Development module to go live (expected July 2014) in order to
cross-reference attendance with protected characteristics.
opportunities for all staff
3.6
3.7
3.8
3.9
To promote the University to
disabled applicants as an
employer of choice
To reduce the identified
gender pay gap at Grade 11
To provide information and
support for international staff
relocating to Essex
To give staff with an interest
in promoting equality issues
an opportunity to do so
with respect to protected
characteristics, where
possible
In the meantime some analysis in relation to gender has been undertaken – the gender
participation at each session is 54.33% female, 45.67% male. The overall gender
participation (i.e. the number of males and females attending one or more Learning and
Development event/activity) is 64.61% female, 35.39% male.
Continue to operate the
Two Ticks system for all
University posts
Achieved Two Ticks re-accreditation for a further year (until February 2014). The percentage
of staff disclosing a disability has risen year on year from 4% in 2009 to 5.3% as at 31
December 2012.
Continue to recruit
participants to the work
experience scheme for
disabled people
September/October 2012 – facilitated a four-week placement in Essex Business School for
an individual referred to the University by the North Essex Partnership NHS Foundation Trust.
October 2011 - joined a University/MOD partnership to provide work experience opportunities
in support of the rehabilitation and resettlement of wounded, injured and sick Service
personnel – no referrals to date.
Consider signing up to the
Mindful Employer charter
October 2011 – signed up to the Mindful Employer Charter.
To use positive action to
encourage women to
apply for senior positions
This is also an action on the Athena SWAN action plan. The percentage of female Professors
has risen year on year from 20% in 2008 to 23.4% in 2012.
To undertake regular
equal pay reviews and
take appropriate action
based on the results
To continue to subscribe
to, and promote, the
International Staff website
Equal Pay audit conducted in January 2013 – results pending.
To consider having an
annual event to welcome
new international staff
To put information about
staff forums on the
Equality and Diversity
web site
Subscription continues. The website is promoted via the HR website as a resource for all new
staff (not just new international staff). Postcards to promote the web site are also distributed
at new staff induction sessions and to those applying for posts.
Information about the Access Forum, the International Minority Ethnic Staff network and the
Dignity and Respect Group can be found on the Equality and Diversity web site.
To include information
about staff forums in the
Induction Programme for
new staff
4.4
New staff were made aware of the staff forums during the Induction Programme
In addition, all new staff are given the opportunity to receive information about ‘accessrelated’ activities (there is a section on the equality and diversity monitoring form for staff to
indicate this). Those who say ‘yes’ are added to the Access Forum email list and so then
receive information about the work of the Forum.
Component 4: Services, facilities and information
OVERARCHING AIM: To promote and enhance equality of access to our services, goods, facilities, premises and information
Action
Number
4.1
4.2
Objective
Action
Actions taken to achieve objectives
To continue to meet our
statutory responsibilities
under Building Regulations
and in accordance with
Approved Document M, or
equivalent, regarding
physical accessibility and
exceed these as far as is
reasonably practicable
To ensure access issues
are properly considered,
in line with best practice,
when planning new
buildings, adapted
buildings and
refurbishments
The Access Forum continue to have input in relation to access issues when new buildings
and refurbishments are at the planning stage, although shortcomings in communication
channels have meant that access considerations have not always properly been taken into
account. The Chair of the Access Forum intends meeting with the new Director of Estate
Management in order to try and improve the situation.
Via the Access Forum,
raise access issues for
debate, investigate and
follow up. Pursue issue of
door opening and closing
pressures
The Access Forum have raised the issue of computer terminals in the new Student Centre all
being designed at standing height and are non-adjustable – this mirrors the issue that
occurred in the design of Zest.
Develop a set of protocols
for ‘Issues of accessible
design’
It has been decided that in order to encourage best practice, rather than producing protocols
for accessible design, better communication between Estate Management and the Access
Forum is required (see paragraph above).
To produce: an interactive
The interactive campus map launched in the autumn of 2012. The map enables detailed
search and route-finding activities to all internal spaces on Colchester campus and allows the
To improve information for
students, staff and visitors on
physical access to the
Colchester campus


version of the
Colchester
campus access
map
an under podia
access map
a mobile phone
app
user to select between shortest route, step-free route and indoors where possible route
options.
The under podia access map was published in April 2012.
The mobile phone app is also now available for use on smartphones, including iPhones.
To provide clearer
directions around
Colchester campus, both
internal and external, by
implementing proposals
for new signs
In addition to the new ‘B’ style signs which are predominately located at the roads and car
parks around Colchester campus and the 21 ‘C’ style totem signs which are predominately
located on pathways leading to the main Colchester campus, a contractor has been selected
to carry out work to improve signage on the squares and within campus buildings. The
wayfinding process has been completed and final proposals are due to go to USG before the
summer break, these will detail form, look and finish. Final detail will be circulated to Equality
and Diversity, the Access Forum and Student Support to ensure that everyone is happy with
the final design layouts and provision.
4.3
To facilitate links with faith
groups for staff and students
based at the Loughton
campus
Chaplaincy based at
Colchester Campus to
facilitate links in the
Loughton area
The University conducted a review of the Multi-Faith Chaplaincy Centre in 2012. Equality and
Diversity fed in this issue as part of the consultation process. A new Anglican Chaplain was
appointed at the end of 2012 – the Equality and Diversity Manager and Assistant met with the
Chaplain in February 2013 and raised this as an ongoing issue.
4.4
To seek to ensure
appropriate, accessible
parking is available at
Loughton campus
To continue to provide
excellent support services
and seek to ensure staff and
students are aware of what
services are available and
how to access them
To provide designated
accessible parking spaces
at Loughton campus
Two designated spaces at the upper level by the Corbett Theatre Cafe were completed in
Summer 2012 and are now in use.
To review where on the
University web site
information about support
services is made
available, and make
recommendations for
change to reduce
duplication and ensure
consistency
Caring Responsibilities project is looking at this issue in respect of carers – a page on the
Equality and Diversity web site has been set up which brings together information relating to
both internal and external support available to carers. The web page provides links to each
identified area of support, notably to Student Support web pages. This is a work in progress
and new links are being added on a rolling basis.
To review current
practice, identify issues,
It was not possible to complete proposed work under the TALIF project in 2011/12 however
work reviewing guidance to students and placement providers with disabled students has
4.5
4.6
To provide staff and students
with the information to enable
A review was undertaken in Spring 2012 and the main support links for students were
updated as a result. Work is ongoing on maintaining this information and improving
communication to students.
them to make the best use of
assistive technologies
4.7
4.8
To seek to provide an equal
opportunity for staff,
regardless of which campus
they are based at, to attend
equality-related training
To enhance access to
Human Resources for staff
via the new Integrated
Human Resources (IHR)
system
and develop good
practice guidance
been completed. In addition the University has been reviewing approval of policies and
procedures in relation to work-based and placement learning in a group reporting to QAEC.
To consider the
accessibility of
e-learning materials within
the e-books project
To use videoconferencing technology,
where appropriate, to
deliver face-to-face
equality-related training
across multiple campuses
The project took account of the advantages of e-books to disabled students and considered
their needs as part of the review. The review will influence resources for the Student Centre
in 2013.
To offer similar equalityrelated training across all
three campuses where
possible
To implement the selfservice element of the
IHR system to enable
staff to update their
personal information,
including equality-related
information
The introduction of the ‘Recruitment and Selection Essentials’ online course has made this
training more easily accessible by staff at Southend and Loughton campuses.
To test accessibility of
IHR system for use with
assistive technology
The Web & Digital Media team have been made aware of the need to ensure the system is
accessible for use with assistive technology.
No appropriate opportunities to use video-conferencing technology to deliver equality-related
training were identified. Developing Inclusive Learning and Teaching Practices and Disability
Awareness courses delivered by Val Chapman, University of Worcester in May and October
2012 on both Colchester and Southend campuses.
Work on implementing the self service element of IHR is on-going. Launch is expected in the
summer of 2013. E&D have been liaising with the Working Group to develop appropriate
wording which explains why the University collects information relating to protected
characteristics and how it uses the information.
4.5
Component 5: Management and governance
OVERARCHING AIM: To ensure that major strategic decisions are made with an awareness of their consequences for different groups of people
and those with managerial responsibilities demonstrate inclusive leadership behaviours
Action
Number
5.1
5.2
5.3
Objective
Action
Actions taken to achieve objectives
To encourage senior leaders
to develop behaviours that
define the ‘ University of
Essex Way’ of doing things in
order to eradicate unwanted
behaviours
To develop a set of
inclusive leadership
behaviours for all leaders
and managers within the
University
E&D collaborated with academic staff with expertise in this area for initial ideas, September
2011. Also contacted those in L&D and external trainers with responsibility for management
training to gather material, exchange ideas and to ensure that the agreed set of behaviours
are included in training going forward.
To provide managers with
the skills and knowledge to
manage fairly and effectively
To include equality and
diversity in management
training, including induction
for Heads of Departments
No explicit equality and diversity element currently included.
To encourage managers to
complete the ‘Managing
Diversity’ element of the
on-line equality and
diversity training course
and monitor twice per year
the numbers of staff
completing it
To identify female, disabled
and international talent for
promotion to senior
positions by actively
communicating and
encouraging participation in
management development
activities
The Equality and Diversity Assistant encourages managers to complete the ‘Managing
Diversity’ element of the on-line equality and diversity programme via the Equality and
Diversity Course Administrators located in departments and sections. Completion rates are
not currently monitored.
To increase the diversity of
the senior management team
Essex Leadership Attributes have now been developed and approved by the ViceChancellor. These key attributes (which have 2 levels – one for leaders and one for
strategic leaders), represent the skills and qualities valued highly by the University and they
will be embedded within the Future Leaders and Strategic Leaders programmes.
This is also an action on our Athena SWAN action plan (in relation to gender).
5.4
To seek to have as diverse a
Council membership as
possible
To monitor Council
members by protected
characteristics, taking steps
to recruit those from underrepresented groups where
possible
Analysis of data gathered for Council members for the years 2009-10, 2010-11, 2011-12
and 2012-13 reveals the proportion of female Council members has increased year on year
from 32% in 2009-10 to 40% in 2010-11 to 48% in 2011-12 to 55% in 2012-13.
Current Council members were given the following advice when being asked to consider
nominations for new members in 2012: ‘Two members of Council will be stepping down
over the next 9 months. Both are women. As a consequence there is the potential for the
current gender balance on Council to be altered. The Nominations Committee believes this
is an issue to be taken into account in considering new appointments, reflecting a more
general recognition that issues of equality are a legitimate concern in identifying future
members of Council. Suggestions that would help Council better reflect the social and
cultural diversity of the Essex student population would therefore be welcome’.
This ‘positive action’ statement resulted in there being more females than males
represented on Council for the first time since monitoring began but those from ‘other
ethnic’ backgrounds has reduced from 8% in the years 2009-10 to 2011-12 to 5% in 201213. Likewise, the percentage of Council members from outside the UK is at its lowest since
monitoring started at 5%.
5.5
To increase understanding of
how the University’s policies
and procedures have
contributed to furthering the
aims of the Public Sector
Equality Duty
To encourage Heads of
Departments and Sections,
to conduct Equality Impact
Assessments on the
policies and procedures
they have responsibility for
All HoDs and HoSs were emailed in February 2012 and asked to ensure Equality Impact
Assessments were carried out on the policies they have responsibility for by the end of April
2013. In addition, when Equality and Diversity are contacted with regard to the equality
impact of a particular policy or are asked to advise on an equality-related matter, completion
of an EIA is advised.
The number of completed EIAs is low. It is hoped that in April 2013 Senate will approve the
formation of a Working Group to consider how to mainstream equality and diversity, both
within and without the curriculum and that this will increase understanding of the impact on
equality of some of the University’s policies and procedures.
In addition, the Deputy Vice-Chancellor now has specific responsibility for equality and
diversity in his remit and Equality and Diversity will be working with him to develop
strategies for embedding equality considerations into policy development.
5.6
To increase our
understanding of our equality
and diversity staff profile in
relation to other HEIs in the
1994 Group and develop a
Gather equality-related
data for HEIs in the 1994
Group and use this to
determine our current
position
No progress made on this. Given that the University’s goal is to be ranked in the top 25 in
The Times Good University Guide by the end of the planning period (2013-14 to 2018-19),
the proposed new KPIs focus on our ranking in relation to all UK HEIs as opposed to the
1994 Group and the fact that the overall profile of institutions contained within the 1994
Group has changed over recent years, it no longer seems appropriate to benchmark
target position and
milestones
5.7
To ensure information
gathered demonstrates how
the University is working
towards meeting the general
equality duty
5.8
To follow best equality
practice in the HE sector and
encourage our partners and
those organisations we
collaborate with to do the
same
ourselves in this way.
Decide who we want to
benchmark ourselves
against and set targets and
milestones
Form a Working Group to
look at what information
is/should be gathered and
analysed and to make
recommendations to the
Equality and Diversity
Committee
To continue to work with
the Equality Challenge Unit,
the Higher Education Equal
Opportunities Network
(HEEON) and the Eastern
Region Forum of equality
practitioners to determine
best practice
To contribute to equalityrelated meetings of partner
institutions to share
information and best
practice
To advise the Equality and
Diversity Committee
(EADC) of best practice to
inform policy-making
5.9
To build equality
considerations into our
commissioning and
procurement processes,
where relevant, and ensure
Where relevant, ask those
tendering for a contract
equality-related questions
and factor that in to the
decision-making process
Talks to be held with the DVC who has recently taken on specific responsibility for equality
and diversity to discuss this issue.
Working Groups set up have concluded and made recommendations to the Equality and
Diversity Committee. Available information has been gathered, analysed and published.
Equality & Diversity Manager attended ECU Conference in November 2012.
Equality & Diversity Manager attended meetings of the Eastern Region Forum in May and
October 2012
Equality and Diversity Manager attended a meeting of the Athena SWAN regional network
in December 2012
Equality and Diversity and Student Support successfully bid to take part in an ECU and
AMOSSHE ‘Student Services and equality’ project. An initial fact-finding meeting was held
in March 2012. The aim of the project is to examine the working practices and links between
different Student Services and equality and diversity teams to understand how they work
together to support and promote equality and improve retention and attainment rates. The
University will also receive recommendations on how services can work closer together and
how systems and communication practices can be improved to enhance the student
experience. ECU will then work with the University to support us in taking forward one or
more of the project’s recommendations.
The Equality and Diversity Manager no longer attends equality-related meetings of partner
institutions, however best practice and information is shared by exchanging minutes of
equality committees and responding to requests for information and/or advice.
An explicit question has been included within our tender documents which bidders are
required to complete when tendering to provide goods and services to the University.
Wording is as follows (from one recent example), and on certain occasions we also ask for
a copy of E&D policies to be appended to bid submissions which we also check through:
contractors are aware of their
legal obligations
To include a clause in
every contract that prohibits
the contractor from
unlawfully discriminating
“What does your organisation do to ensure that equality and diversity measures are
embedded within your organisation?”
The University’s Equality and Diversity Policy Statement is also included for the information
of all bidders for all tenders.
Key Objective No. 12 in the University’s Procurement Plan is “To promote equality and
diversity in procurement activities”. The action associated with this objective is that “The
University will promote a positive approach to equality and diversity in all procurement and
ensure suppliers demonstrate compliance with equal opportunities legislation and will
encourage all suppliers regardless of size or ethnic origin to tender for University business.
Latest update: April 2013