Equality analysis form
If the activity you are planning to analyse is covered by an existing Equality Analysis or a
relevant former Equality Impact Assessment, please use Section 2 of the form to highlight any
updated information. The updated form should be sent through to the Equality and Diversity Unit
for feedback, the start of the online consultation process and publication.
Section 1
Equality Analysis Screening
The following questions will identify whether a full Equality Analysis will be required. Please read
the Equality Analysis guidance prior to completing the screening.
1. Name of the activity (strategy, policy, practice etc)
Academic Regulatory Framework Review
2. Will this activity have the potential to deliver positive outcomes for students, staff and/or
visitors from equality groups? Please provide evidence for your answer.
The intention is that the changes to the regulations will make them easier to read, access and
understand for all students and staff. By reviewing the regulations around extenuating
circumstances the intention is that students will be much clearer on when they can apply and
what the outcomes of applying are. It is hoped that this clarity will also encourage students to
bring forward personal difficulties they may be facing at a much earlier stage when it is still
possible to help them, rather than waiting until appeal for example. The regulations will also see
a return to students having two attempts at a module ‘by right’ provided they engage at the first
attempt.
3. Will this activity have the potential to create negative impacts on students, staff and/or
visitors from equality groups? Please provide evidence for your answer.
Any potential negative impact on a student would most likely come from poor communication
about the changes. Therefore, the intention is to begin a campaign of notifying current students
about the forthcoming changes to the regulations as soon as possible at the start of the 2014
calendar year and to keep reinforcing the messages throughout the year. This will be mirrored
by ongoing communications to staff, particularly those who might be required to provide advice
to students. There will be regulatory updates (e-mails, weekly news) and briefings given.
4. Does the activity have the potential to impact equality groups in the following ways:
 Access to or participation in UWE Faculties or Professional Services?
 Levels of representation across the UWE workforce?
 Student experience, attainment or withdrawal?
 Staff experience?
Please indicate YES or NO. If the answer is YES then a full analysis must be carried out. If the
answer is NO, please provide a justification.
Yes
E and D Unit – November 2013
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Equality analysis screening sign off:
Faculty Dean or
Head of Service
Faculty / service
Date
Please return the completed form back to the Equality & Diversity Unit for feedback and
publication
Section 2
Full Equality Analysis
1. Name of the activity (strategy, policy or practice etc)
Academic Regulatory Framework Review (January 2014 - EA updated from an earlier version
dated April 2012)
2. What is the aim of the activity (objective or purpose)?
The proposals have been generated following an academic-led review that explored the fitness
for purpose of UWE’s regulations, with the goal of making them understandable, user-friendly, fit
for global student groups and flexible enough to be enduring.
-
Parity: equity of treatment through a sensibility that recognises ‘natural justice’, diversity
and equality
-
Proportionality: an emphasis on enablement, not creating obstacles, of creating a set of
rules, regulations and responsibilities appropriate to the task
-
Progression: recognizing the accumulation of learning, while not losing sight of diversity
of offer and equality of opportunity
-
Programme: focused increasingly on programmes of study, around cognate disciplines,
although mindful of variants of practice and capable of flexing to meet, for example, the
needs of work-based learners
-
Partnership: mindful of our many professional and statutory bodies as well as the
particular needs of our part-time and international partners
-
Precision: promoting the use of clear and transparent language and terms, which is
concise and precise
3. If amending a current activity, what changes are proposed?
It is proposed to make changes to UWE’s current Academic Regulations and Procedures (with
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effect from the 2014/15 academic year).
Changes will include updating the Extenuating Circumstances regulations. This will include
aligning them with the process of granting new assignment deadlines for students with
reasonable adjustments (potentially introducing extensions for all students), introducing a ‘fit to
sit’ policy, allowing students four goes by right at a module, clarifying the moderation and double
marking processes and streamlining examination board procedures.
4. Who is responsible for developing and delivering the activity?
Academic Regulatory Framework Management Group
•
•
•
•
•
Rachel Cowie (Acting Director, Corporate & Academic Services/Academic Registrar)
Paul Gough (Deputy Vice Chancellor: Academic)
Jane Harrington (Executive Dean, FBL)
Julie McLeod (PVC Teaching, Learning and Student Experience)
Tracey Horton (Academic Regulatory Framework Review Manager)
5. What measures will be used to assess whether the activity is successful?
The following key points will provide specific opportunities for feedback and review, but more
informal feedback from students and staff will be sought as the development of the new
Academic Regulatory framework progresses.









October – November 2012 – proposals were tested by cross service / cross faculty
groups
November 2012 – proposals were circulated to faculties for comment
December 2012 - proposals for change were taken to Academic Board and approved
December 2013 Systems development is ongoing with ITS.
January 2014 – May 2014 – initiate and maintain a programme of communications with
staff and students
January 2014 – May 2014 – draft sections of the regulations to be made available to
staff and students for feedback (via a wiki)
June 2014 – new regulations to be taken to Academic Board for approval
June 2014 – summary communication to all staff and students about the forthcoming
changes – aim to use briefings and e-bulletins (consolidated information), myUWE etc.
September 2014 – start of the year communication to all staff and students
6. Does the activity have a potentially adverse impact on equality groups, in terms of
employment issues and/or service delivery for students and/or staff? In the table below, please
give evidence to support your yes or no answers. If the answer is not known, indicate how you
will source evidence.
Meeting the public sector equality duty
Please also use the table below to demonstrate whether the activity has the potential to
eliminate unlawful discrimination, advance equality of opportunity and foster good relations.
Please use the ‘no’ column to highlight your responses.
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Yes
No
Women and men
No, all proposals
relate to the
academic
regulations which
apply equally to all
students.
Proposals for
extensions are
intended to align
with the processes
of the Student
Pregnancy,
Maternity,
Adoption and
Partner Leave
Policy and
Procedures
Making extensions
available to all
students with
extenuating
circumstances
may reduce any
perceived stigma
around asking for
an extended
deadline as part of
a reasonable
adjustment.
Trans people
Black and minority
ethnic groups
Disabled people
E and D Unit – November 2013
‘‘Fit to sit’ may
pose dilemmas for
students whose
disability could
‘flare up’ or in the
case of students
who have a
certified illness or
mental health
difficulty that would
mean they are
unable to exercise
the judgement
necessary at the
time to deem
themselves fit or
unfit to take an
assessment.
However, these
students will be
able to submit
extenuating
circumstances
provided they can
provide evidence
of a condition.
They will also have
access to advice
from Student
Advisers and
Disability Advisers.
In order to
‘release’ the
entitlement to a
second attempt,
students must
have
demonstrated
engagement with
the module at the
first attempt, or
have ECs
accepted.
Students who have
disabilities may be
more vulnerable to
not fulfilling these
criteria than
others. Therefore,
4
Not known
clear comms. and
encouragement for
students to engage
with the University
is key.
Younger or older
people
Need to ensure
that regulations
are written in a
clear,
unambiguous
manner and
ensure they are
are accessible to
all. Use the
services of the
University
solicitors and / or a
reviewer to check
the language.
Regulations are
available online,
but hard copies
summarising the
key points are also
available at
infopoints and from
the SU Advice
Centre.
People of different
religion and beliefs
Need to ensure
that regulations
are written in a
clear,
unambiguous
manner and
ensure they are
are accessible to
all. Use the
services of the
University
solicitors and / or a
reviewer to check
the language.
Lesbian, gay, bisexual
people
Marriage and civil
partnership
Pregnancy and
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No, all proposals
relate to the
academic
regulations which
apply equally to all
students.
For all groups,
‘Fit to sit’ may
5
maternity
pose dilemmas for
students in terms
of whether to
engage with an
assessment.
However,
reference can be
made to the
Student
Pregnancy,
Maternity,
Adoption and
Partner Leave
Policy and
Procedures as well
as any
requirements set
out in an
individual’s
pregnancy support
plan.
care must be taken
in cases where
extensions are
granted, not to
overburden
vulnerable
individuals
because
assessment
handin dates can
become ‘bunched’
due to extended
deadlines.
In order to
‘release’ the
entitlement to a
second attempt,
students must
have
demonstrated
engagement with
the module at the
first attempt, or
have ECs
accepted.
Students who are
in a period of
maternity or
adoption may be
more vulnerable to
not fulfilling these
criteria than
others. Therefore,
clear comms. and
encouragement for
students to engage
with the University
is key.
7. Please give evidence of how you have engaged equality groups in the equality analysis
process. Is further engagement required?
Includes details of the evidence from the previous equality analysis of April 2012
Consultation:
1. Consulted directly with Students’ Union officers, who have consulted with student
representatives.
2. Consulted with staff working in the Disability Service.
3. Consulted directly with Student Advisers.
4. Consulted with academic and administrative staff in meetings and via e-mail.
5. Compared UWE regulations with those of other HEIs.
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6. Monthly meetings commenced from October 2013 looking at the proposed changes to the
extenuating circumstances regulations, this group includes staff from the Disability
Service, SPS, Wellbeing and the SU President, the VP Education and the VP Community
and Welfare. These meetings are ongoing.
Methods used:
 Working groups
 1:1 meetings
 Feedback sought in scheduled meetings (e.g. Academic Board, Student Representation
Council).
 E-mail communication
 Testing groups
 Met with / consulted with staff at other HEIs (e-mail and use of forums)
8. What action can be taken to mitigate any potential negative impacts or address different
needs? Please comment and then complete an action plan (see appendix 1).
During the initial 2012 scoping phase the project manager consulted as widely as possible
across the institution, with staff (including those working with our partner institutions), students
and External Examiners.
Following this there continues to be engagement with a cross section of University staff and
Student Union staff. The intention is to publish draft sections of the new regulations on the web
for comment from staff / students before they are finalised.
9. Please indicate the level of equality relevance:
High 
Medium  √
Low 
10. Equality analysis sign off:
Faculty Dean or
Rachel Cowie (Acting Director of Corporate ＆ Academic Services/Academic
Head of Service
Registrar)
Faculty / service
Corporate and Academic Services
Date
06/01/14
Please return this form to the Equality and Diversity Unit for feedback, the start of the
consultation process and publication.
E and D Unit – November 2013
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Equality analysis - action plan
Appendix 1
Name of activity:
Academic Regulatory Framework Review (Update)
Plan completed by:
Tracey Horton (TH)
Issues
Actions
required
Information/data ITS resource to be
required
identified.
Consultation
Monitoring and
review
arrangements
Responsible
Person
TH
Final consultation
with Faculty staff.
TH
Consultation with
Chief External
Examiners.
TH
Academic Board
Meetings.
TH
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Service / faculty: Corporate and Academic Services (CAS)
Resources
required
Need lead
times for staff
to implement
proposed
changes
Target
date
Ongoing
Success
Indicators
Develop an
agreed
schedule for
changes.
TH to coordinate with
support of
Associate
Deans
TH to coordinate
November
2012
To receive
approval from
faculty staff on
the proposals.
November
2012
TH to write
report /
regulations for
each meeting.
December
2012
April 2013
December
2013
To receive
External
Examiner
support for the
changes.
Approval of
committee
and / or
receiving
feedback
8
What progress
has been made?
Initial meeting
has been held
with ITS (October
2012).
Paper re.
reintroduction of
two attempts
drafted in
December 2013
for ISCG
Completed 2012
Proposals
circulated 2nd
November.
Completed 19th
November 2012.
Completed and
approved.
Publication
Review impact on
new regulations
post
implementation
TH
Publication of new
regulations (13/14)
TH
CAS
TH to coordinate for
2013. Project
manager role
ends in 2014
so CAS to
identify
support for the
regulations
thereafter.
Marketing
support to
publish new
regulations
Publication of new
regulations (14/15)
Sept / Oct
2014
To obtain
feedback /
comments
from students
and staff.
Action – Post
Sept 2014
September
2013
To ensure all
staff and
students are
able to access
copies of the
regulations
and that
briefing
sessions have
taken place to
explain the
changes.
Published Sept
2013
September
2014
A communications
strategy will need
to be designed to
align with each
publication date.
Other actions
Liaise with
marketing to
establish most
effective way to
present the
regulations online
TH
Marketing
CAS
May 2014
Please return form to the Equality and Diversity Unit
E and D Unit – November 2013
May 2013
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Publication due
Sept 2014
Comms strategy
has been
devised. Was
used in 2013, will
be used again in
2014.
TH and Rachel
Cowie met with
Marketing on 17th
July 2013, future
meetings to be
arranged as
required.