Annual Review of Equality Policy and Strategy 2011-14
This is the third annual review of the University’s Equality Policy and Strategy 2011-14 which was published in April 2011. It covers the period April 2013 to
March 2014 and focuses on progress made against actions in the Action Plan during that period. In addition, 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 2 are red, 14 are amber and 27 are green. In April 2013 9 were red, 22 were amber and 12 were green. This Equality Policy and
Strategy, including the action plan, is due for full review in 2014.
This report can be found on the Equality and Diversity web site at this address: http://www.essex.ac.uk/equality/strategy.aspx
Highlights
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Making completion of the Equality and Diversity online programme compulsory for all staff;
Being a founder member of the Essex LGBT Alliance;
The introduction of monitoring for all staff in respect of sexual orientation, gender identity and religion or belief;
Achieving a Bronze Athena SWAN institutional award;
Being selected to participate in the Equality Challenge Unit’s Gender Equality Charter Mark (GEM) trial;
The recruitment and training of two new Harassment Advisers, one for Southend campus and one for Loughton campus;
Producing the University’s first Equality and Diversity calendar, using photos submitted by staff and students;
Giving equality and diversity prominence in the Education Action Pan
Priority actions for 2014-15
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To submit an application to the Stonewall Workplace Equality Index in September 2014;
To progress actions identified in the Athena SWAN and GEM action plans;
To continue to be an active partner in the Essex LGBT Alliance;
To extend the requirement to complete the Equality and Diversity online programme to students;
To continue to work to raise awareness of the Harassment Advisory Network;
To develop more effective strategies for embedding equality considerations into policy development, using the example of how this has been done in
relation to the Education Action Plan as a model;
Equality and Diversity, April 2014
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 Welcome Week, October 2013, Global Dignity Day in October 2013 and One
World Essex Week in March 2014– promotional material and information relating to HAN and
general equality and diversity work distributed.
Appropriately inform
visitors e.g. contractors,
visiting academics,
consultants etc of our
equality policy
Promote this policy in a
variety of different ways
e.g. digital signage,
staff/student portal, E&D
website, briefing sessions
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’,
encourage existing staff
who have not completed it
Dignity and Respect and Equality and Diversity cards distributed throughout the University in
public places such as HR reception, main University Reception, Square 3 Information Centre,
Estates Management Help Desk etc. Both cards are also given to all new members of staff
with their contracts.
The University’s first Equality and Diversity calendar was produced using photos and
accompanying text submitted to a competition by both staff and students.
Participation in the Athena SWAN Charter and Gender Equality Charter Mark (GEM) trial has
raised awareness of gender equality issues.
A large Equality and Diversity roll-up banner has been produced for use at Southend campus
and the Equality and Diversity poster-board on Colchester campus is now used to display
large posters on a variety of equality and diversity-related themes.
Equality and Diversity periodically inform staff and students of equality-related national and
international days e.g. International Men’s Day, IDAHO day in order to raise awareness of
specific issues and to inform staff and students of related University policies and/or activities.
Completion of the first module of the Equality and Diversity online programme has been
compulsory for all new staff since October 2012 and was subsequently made compulsory for
all staff in February 2014. A network of Equality and Diversity Administrators in Departments
and Sections monitor completion for staff in their areas.
Equality and Diversity offer tutor-led sessions and PC Lab sessions for staff without regular
to do so and monitor % of
staff successfully
completing it
1.3
1.4
To provide a range of tailored
equality and diversity related
training, using external
experts where appropriate
To raise awareness of the
Harassment Advisory
Network (HAN) to staff and
students, and increase its
use
Routinely recommend
staff who register for other
equality-related courses
to complete the on-line
E&D course
Continue to plan and
implement an ongoing
programme of equality
and diversity related
training courses
Implement
recommendations from
HAN Review Group
access to a computer at work in order that they can complete the programme.
The completion rate for staff who started between 1/10/12 and 31/3/14 is 58%.
Theatre&, a theatre-based training company, delivered a training session on the theme of
Managing Inclusion and Diversity: Good for you, good for your team in September 2013.
The Equality and Diversity Manager developed and delivered a session on the Equality Act
2010, with a specific focus on employment, to a group of students studying an undergraduate
Law course.
Training sessions on the following topics have also been run: ‘Working with International
Students’, ‘Inclusive or excluding? Intercultural encounter on our campus communities’,
‘Supervising International Research Students’, ‘Internationalising the Curriculum’, ‘Marking
and Giving Feedback to Dyslexic Students’.
Two new advisors were recruited and trained, one based at Southend, one based at
Loughton, ensuring staff at all campuses have access to the Network. Staff at Southend and
Loughton were made aware of the new advisors via a publicity campaign at both campuses
and use of the digital display screens to promote the Network. The Network is also promoted
at Southend on the new roll-up banner.
HAN publicity has been updated to include a male image to encourage more men to access
the network (in 2013 39% of HAN clients were men and 61% were women and in the Staff
Survey 2012 82% of male respondents, compared with 93% of female respondents, said they
were aware of HAN).
In November 2012, the Network celebrated its 20th anniversary with a lunch event to which
past and present advisors and those who were instrumental in the formation of the Network
were invited. This was widely publicised across the University.
1.5
To make clear what ‘The
University of Essex Way’ is
and to encourage staff and
students to sign up to its
Develop a charter
Widely distribute ‘Dignity
and Respect’ cards and
In the calendar year 2103, the Network dealt with 43 cases, this compares to 41 in 2012.
June 2011, the Dignity and Respect Group produced a draft charter for comment. Having
undergone a series of revisions, this was subsequently published as the Dignity and Respect
Community Principles. Flyers have been produced and are distributed at equality and
diversity-related events.
1.6
principles
posters
Encourage staff and students
to provide equality monitoring
information
Prompt current staff
through Integrated Human
Resources (IHR) selfservice system
Prompt students to
update their details via the
Student Portal
1.7
To promote positive attitudes
towards lesbian, gay,
bisexual and transgender
people
Consider the benefits of
joining Stonewall
Gauge enthusiasm of staff
for participating in an
LGBT staff network
Continue to support the
Students’ Union LGBT
Society in their activities
Dignity and Respect cards are included in the pack of information given to all new staff with
their contracts and distributed throughout the University and at Equality and Diversity-related
events and activities.
The self-service element of IHR went live in May 2013 – existing staff were asked to disclose
their religion or belief, sexual orientation and gender identity for the first time in addition to the
equality-related information already collected i.e. ethnicity, nationality, gender, disability and
age. From 1 September 2012 all new staff were asked to disclose their religion or belief and
sexual orientation for the first time.
As at 31 December 2013, the disclosure rate for sexual orientation was 25.8% and for religion
or belief 27.8%. This compares to 8.1% and 8.2% respectively as at 31 December 2012.
The percentage of staff choosing not to disclose their ethnicity or disability is at its highest
ever level, 11.7% and 14.4% respectively indicating further communication with staff about
why the University collects this information and what it is used for is required.
Students are prompted at least once per academic year to update their personal details via
the Student Portal.
Joined Stonewall June 2011.
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. In 2014 this score increased to 9 out
of 10.
In February 2014, the University launched the Essex LGBT Alliance, a collaboration of
organisations based in Essex who wish to support each other in furthering LGBT equality.
As part of the Gender Equality Charter Mark trial, research was undertaken into how the
University can better support transgender staff and students and a number of actions will be
taken as a result of this.
Equality and Diversity funded a large banner for the SU LGBT Society to use at Pride events
– this clearly displays the University of Essex logo and was used at Southend Pride in August
2013. In addition, Equality and Diversity sponsored the prizes for the International Quiz held
during One World Essex Week in March 2014.
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.
To be better informed about
the diversity of the student
population
Encourage collaborative
working to ensure
relevant responsible
people are aware of
current equality legislation
and good equality practice
within the sector
Introduce monitoring for
religion or belief and
sexual orientation
With effect from the academic year 2013-14 the Education Committee, who have
responsibility for the University’s policy regarding the admissions of students, have within
their terms of reference, specific responsibility for equality and diversity. The Equality and
Diversity Manager, although not a member of the Education Committee, works closely with
members of the Committee to provide advice and guidance on legislation and good practice.
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%
In 2013, the response and disclosure rates were as follows:
Religion or belief: Response rate, 86.28%, Disclosure rate, 79.33%
Sexual orientation: Response rate, 86.28%, Disclosure rate, 77.68%
Gender identity: Response rate, 86.21%, Disclosure rate, 83.53%
2.3
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. Actions
progressed include:
 Giving staff the opportunity to disclose caring responsibilities (via annual appraisal
and, specifically as part of the permanency/promotion application process)
 Giving students the opportunity to disclose caring responsibilities, specifically at
registration. This was introduced in 2013 – the response rate was 54.18% and the

disclosure rate 51.95%. This information has been shared with the Students’ Unions’
Mature Students and Part-Time Officer whose role now contains specific
responsibility for students with caring responsibilities (this was also an action arising
from the project).
The development of a pregnancy policy for students
Work continues on outstanding actions.
2.4
To seek to obtain specific
equality-related student
satisfaction information via
the University’s Student
Satisfaction Survey (SSS)
2.5
To consolidate mechanisms
within the University to
enable disabled students to
be proactive in disability
equality
2.6
2.7
To improve access to
learning resources for
disabled students
To seek to ensure that all
students have an equal
opportunity to improve their
employability skills through
for example, study abroad,
volunteering, work placement
opportunities
Work with the SSS Group
to consider the
development of equalityrelated questions to be
included in the SSS
commencing in 2012
Publish the role of the
Access Forum
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 in both 2012 and 2013.
Publicity related to the Forum has been distributed at various Equality and Diversity-related
events and activities and the new roll-up banner has also been used at Welcome Week and
on Global Dignity Day 2013.
Information relating to the Forum was also enhanced during the development of the new
Equality and Diversity web site.
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
To develop written
guidance for students and
staff arranging
placements and
communicate this to
departments
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 ensure that those who
The Frontrunner Placements Manager makes recruiters aware of the requirement to
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
Quality Assurance and Enhancement Committee (QAEC).
2.8
To provide information and
guidance to teaching staff on
inclusive learning and
teaching methods
2.9
To seek to provide an
internationalised student
experience for all students
2.10
To continue to promote and
support equality-related
events and activities
organised by the Students’
Union (SU)
take part in the
recruitment and selection
of Frontrunners have
completed the University’s
recruitment and selection
training
To continue to run
‘Developing Inclusive
Learning and Teaching’
training courses
complete the course and all recruiters are asked to confirm to the Frontrunner Placements
Manager that they have completed the training.
Monitoring completion rates will be possible when the Staff Development module of HR
Organiser.
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
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
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.
A range of courses focusing in inclusivity in learning and teaching methods have taken place
e.g. ‘Supervising International Research Students’, ‘Internationalising the Curriculum’,
‘Marking and Giving Feedback to Dyslexic Students’.
In addition, a range of How To….Guides have been developed on subjects such as
‘Internationalising the curriculum’, ‘Supporting students with disabilities’, ‘Supporting students
with mental health difficulties’ and ‘Supporting mature students’.
In addition equality and diversity considerations are embedded in the work of the Education
Committee.
Equality & Diversity supported the work of the SU’s VP International by contributing £100
towards prizes for winners of the international quiz during the One World Essex week in
March 2014.
Equality and & Diversity also contributed to the SU’s One World Essex week and Global
Dignity Day (October 2013) events 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
3.3
3.4
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
Monitor reasons for
leaving from exit
questionnaires to identify,
and where possible take
steps to address, equalityrelated issues and identify
trends
Monitoring for religion or belief, sexual orientation and gender identity was been introduced
for all staff in May 2013 (see action 1.6 for further details).
To introduce a system of
monitoring and recording the
reasons why staff leave the
University
To measure, monitor and
take steps to improve staff
satisfaction
To ensure permanency and
promotion procedures for
academic and research staff
are fair and transparent
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
A central record of the free text comments made on exit interview questionnaires has been
compiled (using data from September 2013 onwards) and is being reviewed periodically by
HR to help identify any problem areas. HR will work with the relevant Head to address and
issues identified and for further investigation/action to be taken as appropriate.
Alongside the free text comment, the leaver’s protected characteristic is being recorded in
order to identify any trends relating to gender, age, ethnicity etc.
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 an action plan has been
developed. A report detailing progress made towards achieving identified actions was
published in January 2014, with further updates planned.
Two focus groups were held in March 2013, one looking at issues raised in the survey by
disabled staff and one looking at issues raised by international and minority ethnic staff. The
findings will be used to inform the revised Equality Policy & Strategy action plan.
Equality Impact Review completed in October 2012. Actions relating to additional data
collection in order to facilitate better analysis were progressed in 2013. Further revisions to
the criteria and procedures are underway – an equality impact assessment of these will be
undertaken prior to submission to Senate for final approval.
Data is collected and analysed annually and will be presented in future to the Human
Resources and Equality and Diversity Group for consideration in November of each year.
3.5
3.6
To ensure as far as possible,
equality of development
opportunities for all staff
To promote the University to
disabled applicants as an
employer of choice
Audit access to Learning
and Development events
with respect to protected
characteristics, where
possible
Continue to operate the
Two Ticks system for all
University posts
Continue to recruit
participants to the work
experience scheme for
disabled people
3.7
3.8
To reduce the identified
gender pay gap at Grade 11
To provide information and
support for international staff
relocating to Essex
Consider signing up to the
Mindful Employer charter
To use positive action to
encourage women to
apply for senior positions
Awaiting IHR Staff Development module to go live (expected July 2014) in order to crossreference attendance with protected characteristics. In the meantime some analysis in
relation to gender has been undertaken.
In the year 1/9/11 to 31/8/12 gender participation at each session was 54.33% female,
45.67% male. In the year 1/9/12 to 31/8/13 the gender participation at each session was 60%
female, 40% male.
The overall gender participation (i.e. the number of males and females attending one or more
Learning and Development event/activity) was 64.61% female, 35.39% male. In the year
1/9/12 to 31/8/13 the overall gender participation was 66% female, 34% male.
Achieved Two Ticks re-accreditation for a further year (until February 2015). The percentage
of staff disclosing a disability has risen year on year from 4% in 2009 to 5.3% as at 31
December 2012, however this decreased to 4.7% as at 31 December 2013.
In October 2013 the University facilitated a ‘Taster Day’ for an ex-soldier who was referred
under our partnership agreement with the MoD.
October 2011 – signed up to the Mindful Employer Charter. Successful annual renewals in
2012 and 2013.
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 24.1% as at 31 December 2013. The use of
positive action statements, encouraging women to apply for academic posts, commenced in
March 2014.
To undertake regular
equal pay reviews and
take appropriate action
based on the results
Equal Pay audit (using data as at April 2013) concluded in November 2013. An action plan
based on the resulting recommendations has been developed and endorsed by USG.
To continue to subscribe
to, and promote, the
International Staff website
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.
To consider having an
annual event to welcome
new international staff
This is under consideration for 2014 by the International Minority Ethnic Staff (IMES)
Network.
3.9
To give staff with an interest
in promoting equality issues
an opportunity to do so
To put information about
staff forums on the
Equality and Diversity
web site
Information about the Access Forum, the International Minority Ethnic Staff network, the
Essex LGBT Alliance 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
New staff were made aware of the staff forums by Equality and Diversity as part of their
Market Stall held as part of new staff induction conferences held in April and September
2013.
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.
4.4
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
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 seek 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, The Equality and Diversity Manager
and the Deputy Director of Student Support (Disability, Access, Retention and Success) have
written jointly to the 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. In addition, concern has been raised about the removal of the
‘Changing Places’ toilet facility from the plans for the Student Hub.
4.2
To improve information for
students, staff and visitors on
physical access to the
Colchester campus
4.3
To facilitate links with faith
groups for staff and students
based at the Loughton
campus
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
4.5
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
version of the
Colchester
campus access
map
 an under podia
access map
 a mobile phone
app
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
user to select between shortest route, step-free route and indoors where possible route
options.
To provide clearer
directions around
Colchester campus, both
internal and external, by
implementing proposals
for new signs
Chaplaincy based at
Colchester Campus to
facilitate links in the
Loughton area
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, although
the project has been ‘parked’ for the time being.
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
As part of the work to redesign both the Human Resources and the Equality and Diversity
web site into the University brand style, information about support services was reviewed
and, as result, a number of changes were made. For example, it was identified that there was
considerable duplication between the information on the Student Support web site and the
information on the Equality and Diversity web site. SS and E&D worked together to ensure
consistency and reduce duplication.
The under podia access map was published in April 2012.
The mobile phone app is also now available for use on smartphones, including iPhones.
Other than the International Staff Website having a list of places of worship in the Loughton
area no progress has been made on this. The Chaplaincy has recently appointed a part-time,
fixed-term administrator and part of their role is to look at ways in which this action can be
achieved.
4.6
To provide staff and students
with the information to enable
them to make the best use of
assistive technologies
duplication and ensure
consistency
To review current
practice, identify issues,
and develop good
practice guidance
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 QAEC.
To consider the
accessibility of
e-learning materials within
the e-books project
Department of Widgetology good practice guides include information about course
accessibility. Learning and Development are currently looking specifically at accessibility
issues within their course design training to ensure a clear link with how these issues
manifest themselves during course delivery.
The e-books project (now concluded) 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 Hub which will have an increased number of links to resources in
the Library catalogue.
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
To use videoconferencing technology,
where appropriate, to
deliver face-to-face
equality-related training
across multiple campuses
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
To test accessibility of
IHR system for use with
assistive technology
No appropriate opportunities to use video-conferencing technology to deliver equality-related
training were identified.
The introduction of the ‘Recruitment and Selection Essentials’ online course has made this
training more easily accessible by staff at Southend and Loughton campuses.
In addition, staff at Loughton and Southend are able to complete Equality and Diversity
training online.
The self service element of IHR was launched in the summer of 2013. E&D liaised 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.
The Web & Digital Media team have been made aware of the need to ensure the system is
accessible for use with assistive technology. No issues have arisen to date.
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 and GEM action plans (in relation to gender)
and a range of activities have been put in place e.g. creating an email newsgroup to
circulate information on internal/external courses, workshops, careers advice, training,
funding/fellowship opportunities to female staff and via the ‘Women in Science
Network’, highlighting specific opportunities aimed at women e.g. Springboard
Programme, including information about management development activities in the gender,
disabled and ethnicity sections of the E&D website.
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 to 60% in
2013-14..
Actively seeking female members of Council 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 to 4% in 2013-14. Likewise, the percentage of Council members from outside the UK is
at its lowest since monitoring started at 4%.
The Director Strategic Planning and Change and the Equality and Diversity Manager are
working together to identify potential Council members who come from minority ethnic
backgrounds and those who are from outside the UK, using existing networks and contacts.
5.5
5.6
5.7
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
To increase our
understanding of our equality
and diversity staff profile in
relation to other HEIs in the
1994 Group and develop a
target position and
milestones
Gather equality-related
data for HEIs in the 1994
Group and use this to
determine our current
position
To ensure information
gathered demonstrates how
the University is working
towards meeting the general
Form a Working Group to
look at what information
is/should be gathered and
analysed and to make
Decide who we want to
benchmark ourselves
against and set targets and
milestones
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 and a priority action is therefore to develop more
effective strategies for embedding equality considerations into policy development, using
the example of how this has been done in relation to the Education Action Plan as a model.
The 1994 Group has been disbanded since this action was developed so this is no longer
relevant.
Our new Strategic Plan sets clear targets and milestones in relation to a number of areas
related to overall performance and standing, research, education and financial
sustainability. With the demise of the 1994 Group, further work is required to determine who
it is appropriate to benchmark ourselves against in terms of the equality profile of our staff
and what our targets should be.
Working Groups set up have concluded and made recommendations to the Equality and
Diversity Committee. Available information has been gathered, analysed and published.
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
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
The University has been working closely with the Equality Challenge Unit in relation to its
Athena SWAN and Gender Equality Charter Mark activities.
The Eastern Region Forum has become primarily an email Forum with the introduction of
an Eastern Region Athena SWAN network and the HEEON email network remains an
active and invaluable resource for the sharing of information and good practice. Equality
and Diversity attend Athena SWAN regional meetings and regularly engage with debate on
the HEEON email network.
Equality and Diversity and Student Support successfully bid to take part in an ECU and
AMOSSHE ‘Student Services and equality’ project. The aim of the project was 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 received recommendations on how
services can work closer together and how systems and communication practices can be
improved to enhance the student experience. As a result the Director of Student Support
and the Equality and Diversity Manager have drawn up a ‘Roles and Responsibilities’
document which aims to clarify the main areas of work between Student Support and
Equality and Diversity on matters affecting students. This is to ensure that students have
access to appropriate and timely advice and support on issues affecting them as students
and to ensure that policy matters arising from one to one client work are taken forward and
to work together on matters of equality and diversity policy affecting students .
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.
With the creation of the Essex LGBT Alliance, a new partnership has been established. In
addition, the Equality and Diversity Manager has been selected to be a member of the
Essex Football Association’s Inclusion Advisory Group.
The Equality and Diversity Committee was disbanded in 2013-14 however the Equality and
Diversity Manager advises on best practice to both the Education Committee and the
Human Resources and Equality and Diversity Group who both have specific responsibility
for Equality and Diversity within their remit.
5.9
To build equality
considerations into our
commissioning and
procurement processes,
where relevant, and ensure
contractors are aware of their
legal obligations
Where relevant, ask those
tendering for a contract
equality-related questions
and factor that in to the
decision-making process
To include a clause in
every contract that prohibits
the contractor from
unlawfully discriminating
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:
“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 2014