EQUALITY IMPACT ASSESSMENT (EIA) PRO-FORMA
Legislation says that the University must take steps to understand the effect, or potential effect, of its
policies* on different groups of people. This is to ensure that a policy is neither directly nor indirectly
discriminatory and to identify how it does, or could, advance equality and foster good relations
between different groups of people.
Legislation groups people by ‘protected characteristics’ and it is these ‘protected characteristics’ that
need to be considered when carrying out an EIA.
The protected characteristics are: disability, race, sex, age, gender reassignment, marriage and
civil partnership, pregnancy and maternity, religion or belief and sexual orientation.
Your help is needed to do this, not just because the law says so, but because the University is
committed to equality of opportunity for all and to ensuring that all the University’s policies are
developed with an awareness of their consequences for different groups of people.
Heads of Sections/Departments are responsible for ensuring this form is completed for each policy
they ‘own’. It should take no more than 30 minutes to complete. Questions 1-6 only of this EIA proforma need to be completed for new policies. For existing policies, please answer all the questions.
Policies should be assessed for their effect on equality every 3-5 years.
* For the purpose of EIAs, the term policy refers to formal policies, procedures and processes. It does
not include informal policies, procedures or processes.
Name of policy
Web address of policy
Policy-holding Department/Section
Policies, Procedures and Practices – No.3 Examination and
Assessment of Research Degrees
http://www2.essex.ac.uk/academic/students/pgr/PPPNo3.html
Is this a new or existing policy?
Registry
Academic Section
Existing
Date assessment completed
26/04/2013
Name and job title of person
completing pro-forma
Adam Atkins
Academic Section Project Assistant
Q1. What is the purpose of the policy?
This policy document contains information relevant to the examination and assessment of research
students. It includes policies, procedures, references to decisions taken at University committees, and
to regulations, and information about custom and practice adopted within the University.
Q2. Does the policy involve, or have consequences for, the people the University serves and
employs?
Yes. This policy document outlines the criteria used for the examination of research degrees. Should
research students not meet the requirements outlined, they may not be awarded their degrees.
Q3. Does the policy require decisions to be made in relation to individuals or groups of
individuals?
Yes. The examination of a thesis will be conducted by the relevant Board of Examiners, who will
make recommendations on whether the work has passed or whether further work is required.
Q4. What is the decision-making process and is it fair and transparent?
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Once a research student has submitted their thesis, the board of examiners will assess the work
based on the guidelines outlined in the Higher Degree Regulations and Procedures and the Code of
Practice on Postgraduate Research Degrees. This assessment will result in one of the following
recommendations:
 Straight pass
 Pass with minor corrections
 Pass with minor editorial revisions
 Referred
 Fail
 Other recommendations (change to Mphil etc.)
The policy outlines a clear process where the assessment of a thesis is carried out in line with a set of
strict criteria and in accordance with the minimum and maximum periods of completion.
Q5. Please give details of what equality training is/will be provided for decision makers?
All University staff are required to complete the University’s online equality and diversity training
programme.
Q6. Referring to the list of protected characteristics at the top of this form, how do you/will you
monitor the effect this policy has on groups of people with these PCs?
Any detrimental effect on persons with any particular protected characteristic identified by monitoring
or complaint will be investigated and if necessary appropriate remedial action will be taken.
Q7. Referring to Q6 above, have you identified any positive or negative impact on any group of
people who share a protected characteristic?
The policy outlines a clear process of examination where research degree students are assessed on
the quality of their work in accordance with a strict set of criteria. If students wish to bring instances of
extenuating circumstances to light, including those relating to a protected characteristic, they may do
so by following the extenuating circumstances procedure, where greater consideration will be given in
light of the situation they were / are subject to.
Undergraduate students with a diagnosis of a Specific Learning Difficulty or Asperger Syndrome may
wish to alert markers to difficulties that are encountered when writing and to request that they give
consideration to neurodiverse factors when marking. They can do this by attaching a coversheet to
their submitted work (arranged by Student Support). This will not result in the student being given
extra marks, but it should prompt the marker to respect any difficulties that might be encountered and,
if learning outcomes are not compromised, it may mean that they are less likely to penalise for
infelicities of style. These coversheets are designed to remove any unfair disadvantage that might
come from having a Specific learning Difficulty or Asperger Syndrome in the marking process.
This method of notification is not relevant to research degree students submitting their thesis or
dissertation, meaning that examiners are not made aware of the difficulties a student might encounter
as a result of their disability during the marking process.
Q8. Have there been any complaints or issues raised about the policy in relation to its effect
on people who share a protected characteristic?
No
Q9. Are there any (further) measures that could be taken to continue to ensure the policy is
neither directly nor indirectly discriminatory?
Consideration might be given to providing a mechanism for students to disclose a Specific Learning
Difficulty or diagnosis of Asperger Syndrome to examiners when submitting their research degree
thesis or dissertation. This would alert examiners of the extra difficulties that might be encountered as
a result of this protected characteristic and in turn take active steps to remove any unfair
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disadvantage that might come from having a Specific learning Difficulty or Asperger Syndrome in the
marking process.
Q10. Have you identified any ways in which the policy does, or could advance equality or
foster good relations between different groups of people?
The extenuating circumstances procedure demonstrates a way in which the University shows
understanding for how some students might encounter situations beyond their control that have a
significant effect on their academic performance. This can include students with protected
characteristics and offers an opportunity for explanation if extra difficulties are encountered as a result
of a protected characteristic.
Please now email the completed form to diversity@essex.ac.uk. The Equality and Diversity
Committee (EADC) have responsibility for overseeing the completion of EIAs. Equality and Diversity
will assess the information provided in the first instance and will either:
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Decide that no action is required and report this to the Equality and Diversity Committee;
Recommend actions to be taken and report this to the Equality and Diversity Committee *;
Refer the EIA to the Equality and Diversity Committee who have the option to require a more
detailed assessment be carried out.
The individual completing the EIA pro-forma will be informed of the outcome of the assessment by
Equality and Diversity as soon as possible after submitting the form.
*If Equality and Diversity recommend action(s) be taken, a report outlining the progress made against
the recommended actions will be requested one year after the EIA has taken place.
For completion by Equality and Diversity
Policies, Procedures and Practices – No.3
Examination and Assessment of Research
Degrees
No.
Name of Policy
Should this EIA be referred on to the Equality
and Diversity Committee for further
consideration?
This document provides information to students
about policies, procedures, regulations and
decisions taken by individuals and at University
committees. Other EIAs have been undertaken
on those policies, procedures, regulations and
decision-making processes and appropriate
recommendations made.
If no, what recommendations, if any, should
be made to the Policy-holding
Department/Section?
None.
Date:
28 August 2013
Signed
Karen Bush, Equality and Diversity Manager
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