Disability Equality Scheme
2009-2012
This document is available online at http://www.rdg.ac.uk/equality and copies (including
those in alternative formats) are available from the Equal Opportunities and Diversity Office
or Disability Advisory Service on request. Further information and queries may be directed
to:
Equal Opportunities and Diversity Office (0118 3786249)
E-mail: j.m.marsh@reading.ac.uk
Website: http://www.rdg.ac.uk/equality
Disability Advisory Service (0118 3788921)
E-mail: disability@reading.ac.uk
Website: http://www.rdg.ac.uk/disability
©University of Reading 2011
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Table of Contents
1
Introduction
1.1 General statement
1.2 Legal background
1.3 Other relevant policies and procedures
2
Context and Background
2.1
2.2
2.3
2.4
2.5
3
Scheme Implementation
3.1
3.2
3.3
3.4
3.5
3.6
3.7
4
Role of equal opportunities and diversity in our strategic objectives
Scope and vision
Social and political context
Legal context
Institutional context
Leadership, accountability and responsibility
Involvement of disabled stakeholders
Publication, monitoring and review and progress reporting
Gathering and using information
Impact assessment activity
Preventing harassment on the grounds of disability
Raising concerns and compliance
2009-2012 Action Plan
©University of Reading 2011
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Introduction
1.1
General statement
The University is committed to providing equality of opportunity to all its staff and students,
potential staff and students, suppliers, providers, contractors and users of facilities
regardless of disability. Evidence of discriminatory behaviour (including disability related
discrimination or harassment) will be treated as a potential disciplinary matter which may,
in turn, result in sanctions up to and including staff dismissal or student expulsion in line
with staff grievance and disciplinary procedures and student complaints and disciplinary
procedures.
Our overarching goal of this Disability Equality Scheme 2009-2012 (Scheme) is to promote
equality of opportunity, eliminate disability related discrimination and harassment,
promote positive attitudes towards disabled people and to encourage disabled people to
participate in public life.
During the period of this Scheme, the University will endeavour to gather information and
allocate resources to support the Scheme and meet the objectives detailed in the included
Action Plan. This entire process will be strengthened by the involvement of disabled people
and the University’s Disability Advisory Group (DAG), which will monitor annual progress
and reporting.
1.2 Legal background
The Disability Discrimination Act (DDA) (1995) was amended in 2005 to introduce a
Disability Equality Duty, which includes a framework of ‚general‛ and ‚specific‛ duties
imposed on public bodies (including universities) to promote disability equality.
The University aims to meet the general duties by having a due regard to the need to:
Promote equality of opportunity between disabled people and others
Eliminate discrimination that is unlawful under the Act
Eliminate harassment of disabled people that is related to their disabilities
Promote positive attitudes towards disabled people
Encourage participation by disabled people in public life and take steps to take
account of their disabilities, even where that involves treating disabled people more
favourably.
The University aims to meet the specific duties by publishing this document, our second
Disability Equality Scheme running from December 2009-December 2012, to include a
statement of:
The way in which disabled people have been involved in the development of the
scheme
An ‘action plan’
Methods for impact assessment
Arrangements for gathering information on the effect of University policies and
practices on the recruitment, development and retention of disabled employees, the
educational opportunities available to, and the achievements of, disabled students
and the extent to which the services we provide take account of the needs of
disabled people
Arrangements for putting the information gathered to use, in particular in
reviewing the effectiveness of its action plan and in preparing subsequent Disability
Equality Schemes
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Arrangements for publishing an annual report summarising steps taken under the
action plan, the results of information gathering and the use to which we have put
the information.
1.3
Other relevant policies and procedures
The Scheme should be read as part of the wider set of policies and procedures within the
University including but not limited to the following:
1. Policy on Equal Opportunities and Diversity
2. Code of Good Practice (Valuing Ourselves and Others)
3. Harassment related policy and procedures
4. Equality policies/schemes and action plans (race and gender)
5. Staff Grievance and Disciplinary procedures
6. Student Complaints and Disciplinary procedures
7. Disability-Related Reasonable Adjustments Policy for Staff
8. Policy for Academic Adjustments for Disabled Students.
2 Context and Background
2.1
Role of equal opportunities and diversity in our strategic objectives
The University is ranked as one of the UK’s 10 most research-intensive universities and as
one of the top 200 universities in the world. We enjoy first-class resources to support worldclass teaching. The University has circa 15,000 students (in 2008/9 there were over 2000 full
and part-time students from outside the European Union from 120 different countries) and
4,000 staff.
Our commitment to equality of opportunity is evidenced at the highest strategic level via
our Corporate Plan 2008-2013, which provides a framework to enable us to develop our
national and international reputation for excellence in teaching, research and enterprise.
The Corporate Plan is complemented by a range of Sector Strategies and a Mission
Statement that underpin our commitment to promote equality. Through our engagement
with equal opportunities and diversity across all our functions we aim to make progress
towards our vision:
‚to translate our excellence into a major contribution to culture, economic
wellbeing and quality of life…*and+ develop[e] a culture that stimulates and
supports our staff and students.‛
(Mission Statement)
In regard to disability equality, the University has a sound history of activity in this area,
particularly in relation to supporting disabled students. We welcome the opportunity to
improve provision for both staff and students through the implementation of this Scheme,
which provides an exciting opportunity to further develop the disability equality agenda
which has been actively developing for a number of years. The Scheme will help drive
forward change as well as providing a formal institutional framework through which to coordinate our approach to disability related activity.
2.2
Scope and vision
Scope
The scope of the Scheme is far reaching and aims to cover all disabled stakeholders at the
University1. By involving disabled people in identifying barriers and unsatisfactory
outcomes we aim to set priorities for actions and focus our activity. Our intention is to play
1
Staff (potential and existing), students (potential and existing), suppliers, providers, contractors and users of
facilities, etc.
©University of Reading 2011
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an active role in promoting equality of opportunity for disabled stakeholders as part of their
University experience. The University also works to raise awareness of equality and
diversity issues both in its overall approach to learning as well as in its relations with
employers. We envisage many practical ways in which the University will benefit from
implementing the requirements of the Disability Equality Duty, notably:
Enable the University to demonstrate a commitment to make a real, positive
change to the lives of disabled people
Improve our ability to deliver suitable and accessible services and to carry out
functions of the University so that they meet various needs
Encourage greater openness in policy-making, increase involvement of disabled
people in policy making and encourage policy makers to be more aware of issues
concerning particular groups
Encourage representation of disabled staff and students at all levels
Attract and retain disabled staff
Help widen participation and student retention, enabling all students to reach their
full potential
Give a greater imperative to implement our duties under disability legislation
Identify and develop good practice in the sector
Avoid claims of unlawful disability discrimination
Promote a greater knowledge and understanding of disability amongst members of
the University community with benefits to society at large.
Vision
Our vision is that through our 2009-2012 Action Plan we will continue to secure meaningful
outcomes which will have a real impact on the experiences of disabled stakeholders. We
will plan for specific, measurable, achievable and timely objectives with clear lines of
accountability to best support the actions/priorities identified.
2.3
Social and political context
In its report ‚Improving the Life Chances of Disabled People‛ (Strategy Unit, 2005), the
Government sets out its vision of disability equality as follows:
‚By 2025, disabled people in Britain should have full opportunities and choices to
improve their quality of life and will be respected and included as equal members
of society‛.
Through the Disability Equality Duty public authorities (including universities) have been
specifically tasked with working towards this goal. It is now widely acknowledged that
disabled people are disadvantaged by attitudinal and environmental barriers rather than
their impairment or medical condition alone. This is known as ‘the social model of
disability’ and provides a basis for the successful implementation of the duty to promote
disability equality.
2.4
Legal context
Disability equality legislation has been developing and expanding since 1995 when the
Disability Discrimination Act (DDA) was introduced in its original form. Since 1995 there
have been many improvements to the scope of the DDA culminating in the amended DDA
of 2005 which introduced the Disability Equality Duty for public authorities and broadened
the scope of what is meant by ‘disability’.
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The Disability Equality Duty
The Disability Equality Duty gives public authorities (including universities) general and
specific duties to promote disability equality which, as outlined previously, place a positive
duty on public authorities to tackle discrimination and its causes in a proactive way by
mainstreaming disability equality into all decisions and activities. This presents a shift from
the former reactive approach of providing restitution only when a disabled person had been
the subject of discriminatory treatment and provides a framework for public authorities to
carry out their functions more effectively.
Disability defined
The DDA states that a disabled person is someone with a physical or mental impairment
which has a substantial and long-term adverse effect on his ability to carry out normal dayto-day activities. Examples include cancer, HIV, diabetes, multiple sclerosis, heart
conditions, hearing or sight impairments, a significant mobility difficulty, mental health
conditions or specific learning difficulties. People in these circumstances and some others
(such as people with a facial disfigurement) are likely to have rights under the DDA to
protect them from discrimination.
For more information on the definition of disability, please visit the Equality and Human
Rights Commission (EHRC) document ‘Guidance on matters to be taken into account in
determining questions relating to the definition of disability’ or visit the EHRC webpage on
disability, available via the following links:
http://www.equalityhumanrights.com/uploaded_files/definition_of_disability.pdf
http://www.equalityhumanrights.com/your-rights/disability.
2.5 Institutional context
Financial resourcing considerations
To support the 2006-2009 Scheme, the University made significant investment (£1.6 million)
for DDA works and was committed to ensuring that the University environment, both
internally and externally, is suitable for all its students and staff. To support the 2009-2012
Scheme, the University again affirms this commitment to disabled individuals. All new
building projects will be built to accord with the Building Regulation Part M (Access to and
the use of Buildings) and, in general, the University goes beyond these regulations to ensure
that the facilities within a building are accessible to all. The same applies to the
refurbishment of existing buildings, where, if it is physically possible to make the necessary
improvements, these will be incorporated.
Additionally, the University makes efforts to address all requests for reasonable adjustments
(as raised and anticipatory) and their financial resourcing in a timely fashion and this is
supplemented by a strong infrastructure of disability support staff (for both staff and
students).
Staff and student disability disclosure rates
According to the 2001 Census, the UK disability figure is 5.8%2 of the total population.
When looking at the University specifically, circa 1% of our staff have disclosed a disability
and circa 10% of our students have disclosed a disability. This baseline data is a meaningful
benchmark to help us assess and improve our disability provision, but we note that
disclosure issues are problematic and we may never have the full picture of the disability
status of members of the University community or full engagement on how best to improve
our disability provision. This is particularly relevant when looking at levels of staff
disclosure, where we have relatively few members of disabled staff to engage with. The fact
2
2001 Census data
©University of Reading 2011
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that the representation level of disabled staff in higher education at a national level is only
2.7%3 highlights the issue of staff disclosure as an issue for the sector as a whole. Disclosure
rate analysis is less of an issue on the student side as we currently have a 10% representation
profile of disabled students and note a 7.3%4 profile at a national level in higher education.
Key projects and milestones 2009-2012
Projects with a significant impact on disability equality in the life-cycle of this scheme
include:
Involvement in strategy and planning for accessible accommodation
Implementation of disability support structures to the Henley Business School
Implementation of the enhanced Policy for Academic Adjustments for Disabled
Students
We welcome these projects which will have a positive and lasting impact on disabled
stakeholders and complement the more specific 2009-2012 Action Plan objectives.
The University is pleased to highlight that the following key projects and milestones linked
to our 2006-2009 Scheme have been successfully completed/implemented:
Construction of a new, fully accessible Student Services Centre
Implementation of a new Human Resources System with increased management
information capabilities for disability and improved provision for the
management of sickness absence
Launch of Employee Health and Well-being Policy
Renovation of the SportsPark with improved provision for disabled
users
Renovation of the Reading University Students’ Union (RUSU) building.
Due to these key projects and milestones, there have been recognised improvements in
regard to the University’s physical environment, the support available to disabled staff and
students and in efforts to highlight the support structures in place.
3 Scheme Implementation
3.1
Leadership, accountability and responsibility
Role of the Council and the Vice-Chancellor
The Council and Vice-Chancellor have overall responsibility for ensuring that the University
complies with its disability equality statutory obligations under the Disability
Discrimination Act (2005).
Role of a member of senior staff with disability responsibilities
Currently a Dean, as Chair of the University’s DAG, has responsibility for monitoring
progress towards the strategic aims and objectives articulated via this Scheme. In this role
the Dean works closely with the Disability Advisers, the Equal Opportunities and Diversity
Officer and other key staff, including senior management, as appropriate. Specifically, the
Dean with disability responsibilities is responsible for:
Giving a consistent and high profile lead on disability equality issues
Promoting the Disability Equality Scheme internally and externally
Making sure the Disability Equality Scheme is implemented.
3
4
Up from 2.4% in 2003/04 (HESA 2003/04 and 2007/08 data set)
HESA 2007/08 data set
©University of Reading 2011
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Role of Deans/Heads of School/ Heads of Directorate/Faculty Directors of Teaching and
Learning/equivalent line manager
The above are responsible for the following:
Implementing the scheme within their area of responsibility
Reviewing and revising the scheme as appropriate
Making sure that all staff know their responsibilities under disability legislation and
receive support and training where needed
Taking action in situations where complaints of discrimination on disability grounds
are raised.
Responsibilities of all members of the University community
The above have a responsibility to adhere to the principles of the Disability Equality Scheme
at all times, specifically:
Having due regard to consider how they can promote equal opportunities generally
(and disability equality specifically) in their work and how the Scheme will effect
the way they carry out their duties
Promoting equal opportunities
Keeping up to date with the law on disability discrimination and taking up training
and learning opportunities as appropriate to their study or work
To adhere to disability equality requirements in contracts or agreements.
3.2
Involvement of disabled stakeholders
To develop our 2006-2009 Scheme, a working group was set up as recommended by the
University’s Senior Management Board. With the involvement of disabled stakeholders, this
group undertook broad efforts (e.g., researching good practice, consultation exercises,
identifying lead people to be involved) to draft a comprehensive and meaningful scheme,
which now serves as a foundation for our 2009-2012 revision.
In implementing our 2009-2012 Scheme we will continue to use accessible mechanisms to
enable a wide range of disabled people to participate in the Scheme, adopt a proportionate
approach to consult with disabled individuals where possible and to be transparent in our
annual reporting. We are pleased to highlight our achievements and in our annual
disability equality reports, but will also reflect on information gathered and identify areas
for improvement.
We consider the involvement of disabled people a crucial component of developing and
implementing this Scheme. Consultation and engagement activities may include the
flowing:
Direct consultation with disabled staff and students
‘All Staff’ data update requests to encourage individuals who have not declared a
disability to do so
One-to-one consultation activity where appropriate
Ongoing contributions and debate with equality and disability advisory groups.
Engagement with stakeholders has informed the development of this Scheme, action
priorities and the key projects and milestones identified in Section 2.5.
3.3 Publication, monitoring and review and progress reporting
Publication
The Scheme will be clearly identifiable and published on the University’s Equal
Opportunities and Diversity website. Hard copies will be available from the Equal
Opportunities Officer and Disability Advisers, with alternative formats available on request.
©University of Reading 2011
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Also, the Scheme will be disseminated to stakeholders and those staff with obligations set
forth in the 2009-2012 Action Plan.
Monitoring and review
The University is committed to actively involving disabled people throughout the life-cycle
of the scheme and the content and effectiveness of the Scheme will be monitored on an
ongoing basis by DAG (in partnership with disabled stakeholders as appropriate). DAG will
provide the main forum for monitoring progress against the Scheme (primarily by tracking
progress against the 2009-2012 Action Plan) and other activity to support our Disability
Equality Duty. DAG reports to other University committees (e.g., Senior Management Board,
University Board for Teaching and Learning and Staffing Committee) as needed to take
actions forward.
Formal review of the Scheme will take place every three years and changes will be made to
ensure that the Scheme is having a meaningful impact on the experiences of disabled
stakeholders. The 2009 revision process has made use of evidence gathered to date, impact
assessment results, good practice in the sector and information learned as a result of
consultation with disabled people.
Progress reporting
Our Disability Equality Annual Report will contain a summary of steps taken to fulfil our
obligations as set forth in this Scheme and will include the results of information gathering
and what the results indicate. This report will be made available on the Equal Opportunities
and Diversity website and promoted amongst relevant University committees. Publishing
this information will demonstrate our commitment to making progress on equality for
disabled people and will allow our staff, students and members of the community to assess
how successful we have been at delivering our noted disability equality priorities.
3.4
Gathering and using information
We aim to ensure that any disability related information gathered is analysed and used as
the basis for guiding disability strategy or improving disability provision offered. The
information gathered will act as evidence of our progress in relation to disability equality
and will provide us with quantitative and qualitative data for the purpose of assessing our
policies and procedure to identify adverse impact (potential or actual) on disabled
stakeholders. We respect that disability data is confidential and will only seek and use data
in a manner that improves confidence in disclosure and is in accord with data protection
requirements.
We note that disability disclosures rate will affect the reliability and breadth of our data.
Many people may not identify themselves as disabled even if they may meet the criteria
under the DDA. It may also be that they do not feel comfortable disclosing or indeed they
do not see the need to disclose. We are hopeful that through the effective implementation
of this Scheme both staff and students will feel encouraged and be offered many
opportunities to disclose information about a disability.
Our arrangements for gathering data
Staff and student database systems are already in place for gathering disability related
information. The University is committed to continually developing monitoring capabilities
with a view to effectively monitoring the following types of information:
Disabled student admissions, progress and employability
Disabled staff recruitment and career progression.
Those responsible for generating staff and student data will forward data to the Equal
Opportunities and Diversity Officer in the appropriate format as soon as is practicable
©University of Reading 2011
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following the end of each academic year. The Equal Opportunities and Diversity Officer will
then include the data, as needed, into the Disability Equality Annual Report which will be
presented to DAG before being made publicly available. We aim to produce a succinct and
understandable annual report and to align the report with other existing University
reporting that might also reflect disability data.
In addition to these quantitative measures, we will consider qualitative measures to inform
our activity, including information on the extent to which the services we provide and the
functions we perform take account of the needs of disabled persons. We will use the
following mechanisms as appropriate to gather such data:
Consultation methods noted in Section 3.2
Staff and student surveys
Feedback from relevant staff and student groups
Good practice used in the sector (e.g., from conferences, training events).
The quantitative and qualitative obtained may be used in the following ways:
To evidence the impact our policies and procedures are having upon our duty to
promote disability equality
To evidence whether our disability related activity is delivering greater equality
for disabled people and whether the priorities underlying our activity are
supported by the Corporate Plan 2008-2013
To support the annual review of our disability activity
To inform subsequent revision of the Disability Equality Scheme.
3.5
Impact assessment activity
The University is committed to mainstreaming disability equality throughout all of its
functions and we will assess the impact of our policies on equality for disabled people.
Impact assessment is a process that policy owners can use to review and evaluate policy in
relation to disability equality. Where possible, assessments may be built in to existing
arrangements the University has for reviewing policies. Impact Assessment activity will
vary depending upon the degree of relevance of a policy on disability equality and its impact
on disabled people. Also, this activity will be guided by the various ‘functions’ of the
University as carried out by the faculties/directorates, which are:
Faculty of Arts and Humanities
Faculty of Social Sciences
Faculty of Life Sciences
Faculty of Science
Henley Business School
Academic Services
External Affairs
Finance and Corporate Services
Governance
Facilities Management
Student Services.
Impact Assessments will be led by policy owners and involve:
Consideration of available data and research
Engagement with disabled stakeholders to help determine the effect the policy
has (or will have) on disabled stakeholders
Consideration of measures which might mitigate any adverse impact (e.g.,
amending policies) and promote disability equality.
Where a negative impact or opportunity for improvement is identified the University will
give due regard to the need to respond appropriately and institute changes. Results of
initial impact assessments have helped guide our equality related activity and
©University of Reading 2011
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future impact assessment activity will continue with the involvement of disabled people and
interested stakeholders and with reference to internal and external data. We aim to
continually review and improve the effectiveness of our impact assessment programme.
3.6
Preventing harassment on the grounds of disability
The University has had a formal policy on the prevention of harassment for a number of
years, with specific reference to harassment on grounds of disability. The University offers
support and advice for students and staff who believe that they are being harassed on
grounds of disability up to and including advice on how to make a formal complaint.
Support structures (both formal and informal) include:
Students can seek advice from a trained Harassment Adviser, Disability Adviser,
Equal Opportunities and Diversity Officer, Personal Tutor, Head of School, the
Counselling Service or the Students’ Union, etc.
Members of staff can seek advice from a trained Harassment Adviser, Human
Resources Partner, the Equal Opportunities and Diversity Officer, Head of School or
Directorate (or equivalent line manager), Trade Union representative or a range of
occupational health services, etc.
Incidents of alleged harassment are and will continue to be regarded as extremely serious.
Behaviour which amounts to harassment may be grounds for disciplinary action up to and
including staff dismissal or student expulsion. Procedures for dealing with harassment are
given in the University’s Policy Statement on Harassment and Notes of Guidance. These
documents are included and highlighted in key University publications and are readily
available on the University website. To help prevent harassment we have a longstanding
Code of Good Practice (Valuing Ourselves and Others).
The number of staff and students who have made complaints of alleged harassment to a
Harassment Adviser (including harassment on grounds of disability) will be monitored
annually. The findings will be published in our annual equality reporting.
3.7 Raising concerns and compliance
Procedures for staff
Any member of staff who considers that s/he has not been treated in accordance with this
Scheme should raise their concerns with their Head of School or Directorate (or equivalent
line manager), a Human Resources Partner, the Equal Opportunities and Diversity Officer or
a trained Harassment Adviser. Should formal action be taken this would be in line with
staff grievance and disciplinary procedures.
Procedures for students
Any student who considers that s/he has not been treated in accordance with this Scheme
should raise their concerns with their Head of School, Director of Teaching and Learning,
Personal Tutor, the Disability Advisers, the Equal Opportunities and Diversity Officer, the
Students’ Union or a trained Harassment Adviser. Should formal action be taken this would
be in line with the student complaints and disciplinary procedures.
Compliance
The EHRC has both promotional and enforcement powers over public bodies (including
universities) to ensure the Disability Equality Duty is satisfied. Our aim is to follow EHRC
guidance and work with the EHRC in a constructive way to ensure the success of our
Scheme and disability related activity.
4
2009-2012 Action Plan (Draft)
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Following consultation with disabled staff and students and other interested stakeholders,
the University has indentified the actions noted below. To support this Scheme, additional
action items may be added over the next three years to ensure our activity covers all
University functions and priorities in regard to disability equality.
No. University
function
Lead person
Objective/Proposed action
1
Academic
Services
Director of
Academic Quality
Support
Objective: Decrease Disability Advisory Service and
Study Advice involvement in Extenuating
Circumstances requests.
Proposed Action: Formalise ECF guidelines so that
all departments will accept Disability Adviser or
Study Adviser input as they do for medical
professionals and to limit the involvement of these
offices in ECF proceedings beyond an initial
consultation stage.
2
All Faculties
Faculty Boards for
Teaching and
Learning
Objective: Improve staff understanding of
disability related issues.
Proposed Action: Create a policy that requires new
staff to undertake disability awareness training,
possibly as part of other equality and diversity
awareness training initiatives or as part of
induction.
3
All Faculties
Faculty Directors
of Teaching and
Learning
Objective: Make general lecture materials easily
accessible for all students so that students with
disabilities do not have to seek special permissions.
Proposed Action: Create a policy that guarantees
all students advance access to lecture notes or
lecture outlines and any handouts. Also, remind
academic staff of student permission to record
lectures.
4
Facilities
Management
Health and Safety
Services
Objective: Improve arrangements for safe
evacuation of buildings.
Proposed Action: Review Personal Emergency
Evacuation Plan (PEEP) process for staff/students
and continue fire upgrade works.
5
Facilities
Management
Head of Capital
Projects
Objective: Ensure accessibility issues are
considered in any new building projects.
Proposed Action: Create a practice whereby all
new building projects are subject to a review by a
Disability Adviser in conjunction with relevant FMD
staff, for the initial design and building phases,
including project changes that impact access.
6
Finance and
Corporate
Services
Human
Resources/Equal
Opportunities and
Diversity Office
Objective: Ensure that visiting lecturers are aware
of their obligations to disabled students.
Proposed Action: Provide guidance materials at
the time of contract signing.
7
Finance and
Corporate
Services
Human
Resources/Equal
Opportunities and
Objective: Ensure that sessional staff are aware of
their obligations to disabled students.
Proposed Action: Provide guidance materials at
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Annual
Progress/result
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Diversity Office
the time of contract signing.
8
Finance and
Corporate
Services
Equal
Opportunities and
Diversity Office
Objective: Improve staff confidence in disclosing a
disability.
Proposed Action: Create materials to highlight
support structures in place and case
studies/examples to encourage staff disclosure of
disability.
9
Henley Business
School
HBS /Facilities
Management
Directorate
Objective: Enhance disability support structures
across campus locations.
Proposed Action: Raise awareness of disability
policies and procedures and make improvements
to physical environment where practicable.
10
Student Services Student Finance
Team
Objective: Review academic support schemes
(bursaries, scholarships and prizes) to ensure they
deliver the University’s stated intentions.
Proposed Action: Review and revise schemes as
necessary. (Milestone: It is anticipated this action
can be completed within 18 months)
11
Student Services Careers Advisory
Service/Academic
Services
Objective: Identify and promote opportunities for
work experience and employability.
Proposed Action: Develop more consistent
procedures and reference guide for work
experience and off-campus learning components.
12
Student Services Disability Advisory
Service/Study
Advice/Helpdesk
Objective: Develop a formal process to ensure we
identify and overcome disability related challenges
in academic programmes.
Proposed Action: Create a policy and
documentation procedures to address reports of
incidents a student perceives to be unreasonable so
that the incident can be investigated.
Proposed Action: Organise a working party to
devise a guidance document that will promote
more inclusive approaches to lab work for disabled
students.
and
Faculty Director of
Teaching and
Learning for the
Faculty of Life
Sciences
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