Equality and Diversity
Framework 2010-2015
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Equality and Diversity Framework
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University of the Arts London
Equality & Diversity Framework 2010–
2015
Contents
Introduction
Foreword from the University’s Rector, Nigel Carrington
Executive Summary
Part One: Equal Opportunities Policy
1.1 Overview
1.2 The Student Experience
1.3 The Staff Experience
Part Two: The Equality Schemes
Context
2.1 Legal Duties and Regulatory Requirements
2.2 Developing the University’s Integrated Equality
and Diversity Framework
2.3 Equality and Diversity Implementation
Policy, Profile, Progress and Priorities
 Age
 Caring Responsibilities
 Disability
 Gender
 Race
 Religion and Belief
 Sexual Orientation
 Socio-Economic Class
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
Transgender
Part Three: Equality and Diversity Strategy
3.1 Context
3.2 Aims
3.3 Strategic Themes
3.4 Implementation and Resources Plan
3.5 Regulation, Benchmarking and Network
Participation
3.6 Action plan
Appendices
Appendix 1: Equality Duties Checklist
Appendix 2: Glossary
The Equality and Diversity Framework was approved by
Diversity Committee on Wednesday 16 June and
Executive Board on 22 September 2010.
Please contact the Diversity Team for further information
or alternative formats by email: diversity@arts.ac.uk or
telephone: 0207 514 9862.
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Foreword: Rector of University of the Arts London
Diversity, individuality and equality of opportunity are
amongst our principal values. I’m therefore proud to
introduce our Equality and Diversity Framework for 2010
- 2015, which provides a blueprint for creating an
inclusive environment for all our students and staff over
the next five years.
The Framework allows us the opportunity to integrate
equality and diversity principles and practice more
closely within our collegiate structure and practice-led
tradition, enabling our students and staff to excel,
allowing us to meet legal requirements and providing
value for money.
The Framework acknowledges our achievements to date
through the valuable contribution of our staff, students
and alumni, and outlines how we will build on these
achievements to ensure that we remain a leading
institution in the arts, design and communication. The
Diversity Strategy, drawing on this Framework, forms an
integral part of the University’s medium-term strategic
plan 2010-2015.
I would like to thank the many students and staff who
helped create the Framework, and believe that our
combined efforts will help us realise our ambitions.
Nigel Carrington
Equality and Diversity Framework
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Executive Summary
The University of the Arts London’s Equality and
Diversity Framework has been developed in recognition
of our unique and distinguished position as a leading
global arts institution, outlining the challenges and
opportunities we face and identifying how we can
address the former and embrace the latter. It identifies
our past and current efforts on equality and diversity
issues, and provides a tangible vision for the future.
The Framework responds to the forthcoming legislative
framework for equality and diversity under the Equality
Act 2010, along with the regulatory requirements set by
the Higher Education Funding Council for England and
Ofsted. However, it should be noted that the overall
approach of the Framework is to go beyond the letter of
the law and regulation, allowing the University and
Colleges to articulate what equality and diversity truly
means for all our students and staff. This approach
provides a solid foundation for current and future work
and will help assure the University’s position as a world
leader on academic excellence, commercial expertise
and diversity within the arts, communication and design.
The Framework is therefore a comprehensive resource
for the University, with the following discrete but linked
sections:
 Equal Opportunities Policy — The Policy
identifies our commitment to equality and diversity
through a series of over-arching values, along with
commitments specifically targeted at our students
and staff.
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 Equality Schemes — The Framework includes
separate equality schemes for each of the protected
characteristics outlined under the Equality Act 2010,
each of which provides a picture of past and
proposed activity under each strand. In keeping with
the forthcoming legislation, the Framework also
incorporates and enhances the legal framework with
proactive public sector duty requirements for each
of these characteristics.
 Equality and Diversity Strategy — The Strategy is
underpinned by the following three aims:
 Ensuring legal and sectoral compliance – That the
University complies with all legal duties and sectoral
requirements (through HEFCE and Ofsted) to
eliminate unlawful discrimination, harassment and
victimisation, further equality of opportunity and
promote involvement, accountability and good
relations between all stakeholders. This Strategy
has anticipated and responded to the Equality Act
2010 by extending its provision to a further six
equality strands (age, caring responsibilities, religion
or belief, sexual orientation, socio-economic class
and trans) in addition to the three previous statutory
duties for disability, gender and race.
 Advancing University ownership and leadership –
That the equality and diversity agenda is owned by
the University’s leadership and is fully embedded
into the ethos, policy and practice of the institution
through the Governors’ Court, Executive Board,
Diversity Committee, sub-committees and all other
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University committees, groups, fora and external
networks. This approach in turn underpins our
status as informed and committed leaders of
equality and diversity in the higher education arts
sector, nationally and internationally.
 Recognising the value of diversity and developing
exemplary practice across the University – That we
recognise our increasingly rich diversity is part of
our distinctive brand as an international, inclusive
arts institution; that diversity is central to the
academic, research, practice-led and commercial
reputation of the University; and that our
commitment to promoting equality and diversity
serves to inform and enhance our student and staff
experience, our creativity, teaching, learning and
innovation and the dynamic practitioners we prepare
for industry.
The Strategy draws from the above documents to
provide a tangible action plan that organizes our activity
under the following themes:
 Theme one: Establishing an evidence base for
informed decision-making on equality and diversity
 Theme two: Integrating equality and diversity
considerations into functions, policies and
processes
 Theme three: Providing training, guidance and
information
 Theme four: Ensuring accessibility and inclusivity
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 Theme five: Promoting leadership and effective
communications
Collectively, these themes provide a continuum of
activity from compliance to best practice that can help
the University promote its work as a lead institution on
issues of equality, diversity and the arts. Individually,
each theme contains challenging but realistic specific
equality objectives to help us progress against this
continuum. Current and forthcoming legislation requires
that we research, consider and set specific objectives for
each equality area. Following deliberation by the
University’s Diversity Committee, these objectives have
been prioritised and organised into an action plan for
2010–2013. The very nature of this plan also means that
it is subject to further development as work progresses,
legislative developments under the Equality Act 2010
and the outcomes of relevant data and information.
Towards the end of 2012/2013 the plan will be reviewed
and activities for the remaining period set. Again, this will
be reviewed by the Committee on an annual basis.
The Framework may at first appear to be ambitious, but
in both essence and effect truly suits the needs of the
University, its students, staff and other stakeholders over
a time of great internal and external change. It belongs
to us all, and will help us in continuing to set and lead
the arts, communication and design agenda in an
increasingly diverse environment.
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Equality and Diversity
Framework 2010-2015
Part One: Equal
Opportunities Policy
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Equality & Diversity Framework
Part One: Equal Opportunities Policy
The University’s Equal Opportunities Policy embodies its
vision to integrate equality and diversity into all areas of
the institution’s ethos, policy and practice. The rich
diversity of our students, staff and alumni is core and
vital to the University’s distinctive and global reputation
for academia and enterprise in the arts, communication
and design. Our diversity informs our practice-led
teaching and learning traditions, our innovation and our
employment practices, producing inspired practitioners
who are a dynamic, influential and leading force in the
creative industries. Our vision is underpinned by the
following values that we will work towards:
1.1. Overview
 We believe that equality and diversity is integral to
our inclusive curriculum, our creative innovation, our
global reputation and the richness of our University
life. We are committed to addressing inequality and
celebrating diversity in order to sustain an accessible
and inclusive environment for all students, staff,
alumni, governors, visitors, community and
commercial partners with whom we engage.
 Reminding, developing and supporting our staff,
students, governors, service users and external
partners in understanding how equality and diversity
is meaningful and relevant to the University on an
individual, collective and institutional level.
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 Prohibiting unlawful discrimination, harassment or
victimisation on grounds of age, caring
responsibilities, disability, gender, nationality, race,
religious belief (or no belief), sexual orientation
socio-economic class or trans and whether such an
identity is actual or perceived or whether this is by
association with persons from any of these equality
strands. This will apply to all stages of the student
and staff life cycle and to our engagement with
service users, suppliers and external partners. Noncompliance will be investigated seriously within the
University’s complaints and disciplinary procedures.
 Complying with the requirements of equality
legislation and fulfilling all our statutory and
regulatory duties. In specific circumstances where
differential treatment may be required, we will use
lawful exception or exemption, apply a genuine
occupational requirement or positive action
intervention to address historical and persistent
disadvantage or under-representation, apply an
academic admission requirement, or provide
objective justification that constitutes a proportionate
means of achieving a legitimate aim.
 Setting and monitoring targets to increase the
presence of those traditionally under-represented
and in accordance with the provision made by
equality legislation, develop interventions to address
the imbalance as appropriate.
 Regularly monitoring the recruitment, progress and
experiences of all students and staff, paying
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particular attention to those protected in the
aforementioned equality strands. We will endeavour
to publish the results of our monitoring on an annual
basis.
 Assessing University policies, strategies and
functions for adverse impact upon staff and students,
with respect to all the equality strands.
 Actively consulting on, communicating and promoting
our Equality and Diversity Framework, ensuring
accessibility for all students, staff, service users and
partners and in particular, involve disabled people in
these processes.
 Benchmarking our performance against the best and
endeavour to network, collaborate and learn from
best practice in the HE sector, equality and diversity
field and from institutions and practitioners in the
creative industries.
1.2 The Student Experience
Students will have a holistic University experience which
is positive, fair and inclusive, from application to
opportunities for employment and volunteering. To this
end, we will work towards:
 Application — encouraging applications from a
diverse range of potential students, and where
appropriate, undertaking initiatives to attract
applications from under-represented groups. We will
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ensure the publicity, information and guidance we
produce displays diverse images, is available in
accessible formats and meets the needs of potential
students from diverse backgrounds.
 Admission — basing admissions solely on the
student’s ability to meet the requirements of the
selection criteria for competitive admissions and their
potential to benefit from a successful completion of
study. We aim to ensure that students of all
backgrounds are not discriminated against at all
points of the admissions process. Disabled
applicants will be encouraged to discuss their
particular requirements post-acceptance so that we
can identify and accommodate reasonable
adjustments that will enable them to participate fully
as a student of the University.
 Induction — making all our students aware at
induction of the ways in which this Policy affects
them and their rights and responsibilities in relation
to equal opportunities. This will apply particularly to
equalities monitoring, opportunities to be involved in
future equality research and the consultation
activities and mechanisms that are in place to
support and guide students with diverse needs. We
will endeavour to inform all students of the facilities
and resources available to them.
 Academic Progression — providing academic
guidance and tutoring to support academic
progression and with recognition and sensitivity to
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the different needs of students in relation to further
education, undergraduate and postgraduate study.
 Withdrawal and Transfer — ensuring students have
access to academic advice and guidance when
considering withdrawal or transfer and monitoring
any significant variations between different groups,
including those belonging to the equality strands of
age, caring responsibilities, disability, gender,
nationality, race, religious belief (or no belief), sexual
orientation, socio-economic class or trans.
 Curriculum and Course Design — regularly
reviewing the design and content of the curriculum,
timetabling and the teaching methods and materials
used will be as part of existing processes to ensure
that they are appropriate for our diverse student body
and are compliant with our commitment to equality
and accessibility.
 Assessment — ensuring that no bias exists in our
assessment policy and practice and making
reasonable adjustments to assessment methods to
meet the needs of disabled students.
 Work Placements — ensuring that where work
placements are offered the arrangements are
proportionate, transparent and provide students with
comparable opportunities and experiences as far as
possible. Providers will be informed of their
responsibilities through our Equality Framework and
we will incorporate measures to monitor progress to
ensure that the learning opportunities provided are
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appropriate and will refer to relevant sectoral
guidance. Employment obstacles faced by disabled
and BME students will receive particular attention.
 Research — encouraging and supporting diversity in
both staff and student research activities and
addressing the recruitment of postgraduate research
students from under-represented groups.
 Student Support Services — offering support
services that provide information, advice, guidance
and counselling sensitive to the background, learning
and support needs of all students. Accessibility
issues will be reviewed as regularly as possible.
 Complaints and Appeals — All students will be
made aware of the mechanism for reporting
instances of discrimination or harassment through
the University complaints procedure.
 Course Validation – We aim to include equality
considerations into the course validation process.
 Employment Outcomes — Ensuring employability
is an important element of the learning experience
and we will work towards monitoring any significant
differences in first destination between all groups of
students of all backgrounds and academic levels.
1.3 The Staff Experience
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This policy covers every aspect of the employment of
staff, and will be issued to all following appointment at
the University. Working in the ways described will mean
we recruit and retain staff of the highest quality who will
be motivated by the creative and diverse environment in
which they work. To this end, we will work towards:
 Recruitment and Selection — ensuring that no bias
exists in all stages of the recruitment and selection
process. We will encourage applications through
open competition and from all groups. Word of mouth
recruitment as the sole method of selection will be
unacceptable. Advertisements, placement of
advertising and recruitment information will reflect
this. Appointments will be made on personal merit
and performance. Every member of a selection panel
will be required to attend the University’s ‘Managing
Equality and Fairness in Recruitment and Selection’
training programme. Each panel should aim to be
diverse in terms of its gender and ethnic mix.
Recruitment will be sensitive to the access
requirements of disabled applicants at all stages of
the process.
 Contractual Status and Work-Life Balance —
where possible and on request, giving due regard to
offering contracts that are appropriate to the type of
work and accommodate the needs of those who wish
to balance employment with caring responsibilities,
reasonable adjustment needs, faith observance or
other interests.
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 Job Description, Grading, Pay and Benefits —
through job descriptions and person specifications,
job evaluation and reward policy, ensuring that there
is equal pay for work of equal value.
 Induction — as part of their inductions, making sure
staff, and in particular line managers, are aware of
their responsibilities through online diversity training,
in their Welcome Packs and in the setting of their
objectives for Planning, Review and Appraisal.
 Probation — ensuring decisions on probation are
based solely on the ability of staff to undertake duties
and responsibilities of the role, to the standards
required, and take into consideration any reasonable
adjustments made to meet individual needs.
 Planning, Review and Appraisal — ensuring that
through our Planning, Review and Appraisal scheme
everyone has a regular opportunity to discuss their
role, contribution and development. Decisions arising
from these discussions will be fair and transparent.
All staff will be required to comment on how they
have demonstrated the University’s commitment to
equality and diversity in their role.
 Employee Relations — ensuring that procedures to
handle complaints or conduct disciplinary matters are
enacted fairly and effectively. A Dignity at Work and
in the Learning Environment programme will provide
advice, support and the formal procedures for
redress for those who believe they are experiencing
or for those who have received allegations against
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them of harassment, bullying, victimisation or any
other form of unlawful discrimination.
 Staff Development — ensuring fair access for all
staff development opportunities. To maintain the
University’s commitment to equality and diversity,
every member of staff will be required to undertake
mandatory training in equality and diversity.
Managers will also receive specific training in
addition to other support and resources from the
Diversity Team and Human Resources.
 Career Progression — promotion being on merit.
Those who have been given less opportunity in the
past may benefit from targeted development
programmes to enable them to compete fairly.
 Length of Service and Retention — aiming to
create an environment where staff satisfaction levels
are high and hence encourage loyalty, commitment
and prolonged lengths of service at the University.
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Equality and Diversity
Framework 2010-2015
Part Two: The Equality
Schemes
Equality and Diversity Framework
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Equality & Diversity Framework
Part Two: The Equality Schemes Context
2.1 Legal Duties and Regulatory Requirements
Background
The University has hitherto fulfilled its statutory
obligations by producing separate policies and schemes
for age, disability, gender, race, religion and belief and
sexual orientation. In recognition of the new Equality Act
2010 and in the interests of parity and best practice, this
Equality and Diversity Framework 2010–2015 will
supersede and/or incorporate all previous equality
policies and schemes as follows:
Equality
Legislation/Statutory
Regulation
UAL Policy
Race Relations Act 1976
Race Relations
Amendments Act 2000
Race Relations Act 1976
(Amendment) Regulation
2003
Racial and Religious
Hatred Act 2006
Race Equality
Policy
Revised Feb
2010
Disability Discrimination
Act 1995
Disability
Equality
Equality and Diversity Framework
Superseded
or
Incorporated
by:
Equality Act
2010
and
Equality &
Diversity
Framework
2010–2015
19
Disability Discrimination
(Amendment) Act 2005
Equal Pay Act 1970
Sex Discrimination Act
1975
The Sex Discrimination
(Gender Reassignment)
Regulations 1999
Gender Recognition Act
(2004)
Employment Equality
(Sex Discrimination)
Regulation 2005
Equality Act 2006
Scheme
Revised Dec
2009
Gender
Equality
Scheme
Revised Feb
2010
Employment Equality
(Sexual Orientation)
Regulation 2003
Civil Partnerships Act
2004
Sexual
Orientation
Policy
Employment Equality
(Religion and Belief)
Regulation 2003
Equality Act 2006
Racial and Religious
Hatred Act 2006
Faith and
Belief Policy
Employment Equality
(Age) Regulation 2006
Age Policy
The Flexible Working
(Eligibility, Complaints
Flexible
Working
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and Remedies)
Policy
(Amendment) Regulations (Incorporated)
2002, 2007 and 2009
National Target to Widen
Participation in HE of
SEC 4–7 of 18–30 year
olds to 50% by 2010.
Widening
Participation
Strategic
Assessment
(Incorporated)
The Equality Act 2010
The Framework is informed by the Equality Act 2010,
which supersedes all previous equality legislation.
The main provisions of the Act (covering employment
and the admission and treatment of students) are
expected to come into force by autumn 2010. These
provisions are intended to protect students and staff of a
higher education institution from discrimination and
harassment based on age, disability, gender, gender
reassignment, marriage and civil partnership (staff only),
pregnancy and maternity, race, religion or belief and
sexual orientation. These equality areas are referred to
in the Act as ‘protected characteristics’.
A new integrated public sector equality duty (covering
the protected characteristics of age, caring
responsibilities, disability, gender, gender reassignment,
pregnancy and maternity, race, religion or belief and
sexual orientation) and protection against dual
discrimination are expected to apply in spring 2011.
The general public sector equality duty will require the
University to have due regard to the need to:
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 Eliminate discrimination, harassment and
victimisation.
 Advance equality of opportunity between persons
who share a protected characteristic and persons
who do not share it.
 Foster good relations between persons who share a
protected characteristic and persons who do not
share it.
Universities may also be required to:
 Evidence, set, consult on and review equality
objectives.
 Identify how they have engaged with people with
different protected characteristics.
 Demonstrate how policy and service delivery have
been assessed for their impact on equality and the
information that was considered as part of the
assessment.
 Publish their gender pay gap figures and their black
and minority ethnic and disabled people employment
rates.
The precise detail of these additional requirements will
be determined by Government, which is empowered to
specify the types of public authorities (including
universities) that are subject to additional, more specific
duties, and the nature of those duties themselves. The
Diversity Team will provide updates and briefings when
more information is known.
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2.2 Developing the University’s Integrated Equality
and Diversity Framework
While this Framework is in essence, a single equality
scheme, we recognise the subtle differences in the
history of inequalities and experiences of persons from
each of the equality strands. We have therefore
continued to address these separately in Part II where
appropriate. In the interests of parity and fairness, we
have upgraded and applied the General and Specific
Duty requirements of the former Gender, Disability and
Race Schemes and those anticipated from the Act
across all the equality strands wherever possible.
Regulatory Requirements
The University is also subject to regulation, inspection
and compliance with specific Codes of Practice with
respect to equality and diversity. These include:
 Higher Education Funding Council for England
(HEFCE): Annual reporting on equality objectives.
 OFSTED: Self Assessment of further education
provision, including a grading on equality progress.
 Quality Assurance Authority (QAA): Codes of
Practice (Disability).
 Office of the Independent Adjudicator (OIA):
Reviews of University student complaints and
appeals.
2.3
Equality and Diversity Implementation
The University’s Equality and Diversity Framework
belongs collectively to the University, though each
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College, department, function, committee and individual
has a responsibility to honour and further its aims and
objectives.
The following infrastructure informed equality and
diversity work at the time of writing.
Diversity Committee
The UAL Diversity Committee provides a forum for
discussion, recommendation and action relating to the
implementation of the University’s Equality and Diversity
Agenda, and in so doing ensures that the University
meets its legal statutory and regulatory obligations.
University of the Arts London consists of six Colleges,
namely Central Saint Martins (CSM), London College of
Communication (LCC), London College of Fashion
(LCF) and the amalgamated Camberwell College of Arts,
Chelsea College of Art & Design and Wimbledon
College of Art (CCW). In addition to the HR, Finance
and Communications and Development Service
departments that report into the Rector’s Office, there
are also two Pro-rectorates, namely Academic
Development & Services and Planning & Operations.
Each of the Colleges, Pro-rectorates and combined
Services has a Chair of their Diversity Sub Committee
that furthers the Equality and Diversity agenda as part of
their annual Business Plans. These meet at least once a
term.
Diversity Team
The Diversity Team is the ‘engine’ behind the
University’s Equality and Diversity Framework and works
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collaboratively across the institution to engage
stakeholders to embed diversity into policy and practice.
Its remit includes both staff and students. The Team is
made up of the Diversity Adviser, the Equality and
Diversity Officer (Students) and the Diversity Team
Coordinator. The Team facilitates the University’s
Diversity Committee and provides administrative support
to the Diversity Staff Networks/Groups, as well as
providing ongoing guidance, policy development,
training, consultation, signposting and bespoke project
and events management. Further information on the
Team can be found at:
http://www.arts.ac.uk/diversity_committee.htm
The University also attends and/or contributes to equality
and diversity initiatives across the Higher Education
sector, such as those conducted by the Quality
Assurance Authority, Higher Education Funding Council
for England (HEFCE), Higher Education Academy,
Equality Challenge Unit (ECU), National Arts Learning
Network (NALN) and practitioner networks such as the
Higher Education Race Equality Group (HERAG), Higher
Education Equal Opportunities Network (HEEON) and
the Higher Education London Equality Network
(HELEN). It also intends to pilot external equality
benchmarking programmes such as those conducted by
Stonewall.
Looking Forward — Equality Implementation
Principles
Implementation of the Equality and Diversity Framework
is founded on 10 essential Equality Implementation
Principles (EIPs). These apply to all equality strands and
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serve as the bedrock to the University’s Equality
Schemes and Equality and Diversity Strategy 2010–
2015. They are as follows:
 Inclusive Curriculum and Pedagogy Initiatives
The University is committed to developing a curricula
that encourages, supports and reflects the multiplicity
of identities, interests and cultural capital of its
students in terms of course offering, design, delivery,
content, pedagogy and attainment outcomes. This is
led by a number of initiatives emanating from the
University’s Centre for Learning Teaching in Art and
Design and also the influential role the University
serves through its current Directorship of the National
Arts Learning Network.
 Integrating Equality and Diversity into Research
The University is currently restructuring the
administration of its research function and is
reinforcing its postgraduate capacity and research
activities. The University is committed to the
recruitment of postgraduate research students from
under-represented groups. An Equality Impact
Assessment (EIA) is currently planned for this area.
 Equality Impact Assessments of Policies, Services
and Functions and Development of Action Plans*
In spring 2009 the University’s Diversity Committee
endorsed a new generic approach to undertaking EIAs
to discern negative, positive or neutral impact of all
existing and new policies, strategies and functions.
This now includes consideration of all the nine equality
strands, with additional consideration for socioEquality and Diversity Framework
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economic class and caring responsibilities where
relevant. It is also planned that the EIA process will be
included in the service reviews of individual University
functions/ departments (each undertaken every five
years) and possibly course monitoring. The
programme of EIAs is agreed and updated annually.
See
http://www.arts.ac.uk/equality_impact_assessments.ht
m.
 Equal Opportunities Research, Interventions and
Benchmarking*
The University currently monitors on age, disability,
gender, race and socio-economic class (for students).
Data is reported annually via the production and
publishing of Equality & Diversity Monitoring Reports
on the Diversity Team’s website:
http://www.arts.ac.uk/eo_monitoring_reports.htm
With new management information and online selfreporting systems for students expected in 2010/11
along with a new HR Management System (I-Trent)
there are plans to extend student and staff monitoring
to sexual orientation, religion and belief, trans and
those with caring responsibilities where disclosure
rates and the capacity for analysis makes this feasible.
Monitoring points of the student life cycle will include
Admissions, Progression (Year 1–2 and Year 2–3),
Attainment, Complaints and Appeals and
Employability.
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Monitoring points of the staff life cycle will include
Recruitment (Application, Shortlisting, Interview and
Appointment), Retention, Promotion, Training and
Development, Complaints and Disciplinary Action,
Grades and Length of Service.
Diversity profiling data can be found in the Equality
Schemes pertaining to each individual equality strand.
Continued collection and analysis of this data allows
us to identify areas of good practice, and where further
work is required. It will also allow us to benchmark our
progress on a sectoral basis, and could also enhance
our efforts to gain external recognition.
 Accessibility: Physical Environment,
Communications and Services.
The Estates department has an Access Strategy
which outlines the University’s responsibilities and
objectives with respect to delivering DDA-compliant
accessibility to students and staff. This is also
underpinned by the remit of other related departments
such as Communications and Development, Health
and Safety and each of the College’s local plans. To
ensure and bolster a coordinated approach to
accessibility — that is also inclusive of the needs of
service users (internal or external), an EIA is planned
of these Strategies within the timeline of the new
Equality and Diversity Strategy.
We will also take steps to raise awareness of the
Framework as it affects students, staff and all
members of the University community. To this end, the
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Framework will be available online, with summaries
made available to staff, students and visitors.
 Equality and Diversity Training and Development
There is a wide range of training and development
programmes provided by the University with respect to
equality and diversity issues. These aim to equip staff
with the knowledge and skills to implement diversity in
their work and spheres of influence. Such training
includes the following, with a view to including in
2010/2010:
 Equality and Diversity for Managers.
 Diversity Online Module.
 Managing Equality and Fairness in Selection (for
all staff interview panellists).
 Fairness in Student Selection (for all student
interview panellists).
 Diversity Session in Induction Welcome Event (for
new staff).
 Diversity Session in Key Management of Staff
Skills Induction programme (for new managers).
 Diversity Session in Effective Managers Course.
 Various disability awareness courses e.g. DDA,
dyslexia/deaf/visual/mental health awareness.
 Bespoke Staff Career Development Programmes
for BME, disabled, male and female staff.
Take up of training is reported annually by the
Development and Learning Team along with the
diversity of participants. This data is considered by the
Staff Development Forum, chaired by the Pro-Rector
Equality and Diversity Framework
29
of Academic Development Services and also the
Diversity Committee. The Diversity Team website
provides further information on the University’s
Equality and Diversity Training.
 ‘Dignity at Work and in a Learning Environment
Programme’ (Anti-Bullying, Harassment and
Victimisation)*
The University currently has a Staff Charter, Student
and Staff Complaints Policies, Disciplinary Policy and
Whistleblowing Policy to address incidences of
harassment, bullying and victimisation. Staff are also
offered support through HR, Harassment Contacts,
Unions, the Diversity Adviser and the Employee
Assistance Programme, a free, confidential telephone
helpline that offers signposting, advice and 1:1
counselling. Organisational health in this area is also
discerned via the Staff Survey, which asks specific
questions on bullying and harassment.
There are plans to formalise and integrate all
investigative, preventative and support mechanisms
into a ‘Dignity at Work and in a Learning Environment’
(working title) programme for 2010/11. This would also
include EIAs of all the aforementioned policies to
discern impact and effectiveness, an anti-bullying and
harassment module integrated into the Equality and
Diversity training for Managers, the revival of a
volunteer, trained Harassment Contacts Network and
Employee Assistance Programme, monitoring of
informal complaints, logs and monitoring of exit
interviews. For updates, please see the Bullying and
Equality and Diversity Framework
30
Harassment information pages on the Diversity Team
website.
 Consultation with Diverse Staff and Students*
Student consultations are undertaken via the Diversity
Team’s Student Diversity Mailing List, the University’s
Student Union’s Assemblies and Societies and
through student contacts of disability specialists and
Widening Participation practitioners. Staff
consultations are undertaken via all-staff emails,
surveys, forums and through the Chairs and members
of Diversity Staff Groups.
There are currently four Diversity Staff Groups and
Networks led by members of staff and administratively
supported by the Diversity Team. Each Group has
their own Terms of Reference and arranges regular
termly meetings, whilst others serve as a membership
mailing list, meeting only for specific events or
consultations. These Groups serve as forums for
shared interests, networking, consultation and peer
support:
 Disabled Staff Network — open to disabled staff.
 Group for the Equality of Minorities (GEMS) —
open to all black and minority ethnic (BME) staff,
and to other staff by invitation.
 Faith and Belief (FaB) — open to all and chaired
by a University Chaplain.
 Queer@arts — open to all, focus on lesbian, gay,
bisexual and trans staff issues (LGBT).
Equality and Diversity Framework
31
UAL also undertook an Equality Consultation between
October 2009 and February 2010 involving over 600
students and staff. This included:
 Online Surveys for Age and Gender Equality, with
270 and 243 respondents respectively.
 Equality Consultations Forums — open to all staff
to review the previous Race Equality Policy.
Disability Equality Scheme, Sexual Orientation
Policy and Religion and Belief Policy and to agree
on the priorities for the new Equality and Diversity
Strategy for each equality strand. These were
hosted and attended by some 46 members of the
relevant Diversity Staff Groups and general staff.
 Individual, ad hoc feedback from UAL staff by
email or phone.
 Student Surveys and 1:1 Interviews — 74
Students on the Diversity Mailing List and via the
Student Assemblies completed online surveys,
undertook phone interviews or attended 1:1
interviews with the Diversity Team’s Student
Equality and Diversity Officer.
 Diversity Events
Diversity arts and cultural events help the University
to: a) promote equality; b) nurture good relations; and
c) contribute to the curriculum or specialist subject
areas of the University. They take many forms and
include artist talks, debates, seminars, trips to
religious institutions, exhibitions, film screenings or
group discussions. Most are initiated within Colleges
Equality and Diversity Framework
32
or Pro-rectorates or by Diversity Staff or Student
Groups.
The Diversity Team maps all events that take place
across the University and records them for the annual
Equality and Diversity Monitoring Report. Capacity
and resources allowing, particular effort is made by
the Diversity Team to recognise dates/festivals of note
across the Diversity Calendar such as Gay Pride,
LGBT History Month, Black History Month, Diwali,
International Women’s Day, Ramadan and Eid,
International Day for Disabled Persons and so on.
Information will be provided on the Diversity News and
Events webpages in the first instance, and will look at
ways of integrating relevant information into University
Calendars so as to aid timetabling.
 Equality-Related Tender Templates, Award Criteria
and /or Contract Conditions*
The new Equality Act will require HEIs to actively
consider the equality requirements of every contract
they tender and, if it is relevant and proportionate, to
consider including equality-related award criteria or
contract conditions. Currently, HR requires a
commitment to the University’s Equal Opportunities
Policy from all contractors. The University has further
plans to explore our wider supplier diversity and to
embed equality considerations into terms of contracts
through an EIA of our Procurement Policy.
*Statutory Requirement of current and/or anticipated
equality legislation.
Equality and Diversity Framework
33
 Specific Equality Objectives
It is a requirement under current and anticipated
equality legislation to research, consider and set
specific objectives for each equality strand or to
provide a justification for not doing so. To demonstrate
how we have acted on the results of information
gathering, monitoring and analysis, each objective in
the Strategy will therefore be informed and/or justified
by evidence or a specific driver.
The Equality and Diversity Strategy is effective from
2010–2015. The Action Plan for the strategy runs from
2010–2013. Towards the end of 2012-2013 the plan
will be reviewed and activities for the remaining period
set.
The Specific Equality Objectives for Students and
Staff are detailed in Part III of the Framework in the
Equality and Diversity Strategy.
Equality and Diversity Framework
34
Equality and Diversity Framework
Part Two: The Equality Schemes - Age
The Age Equality Scheme
To be read in conjunction with the University’s Equal
Opportunities Policy and Appendix 1: Equality Duties
Checklist
Age Equality Mission Statement
University of the Arts London is dedicated to creating a
welcoming and inclusive culture in which people of all
ages and life stages (actual or perceived, disclosed or
not) are valued and celebrated. We are committed to
promoting age diversity, equality of opportunity and
eliminating all unlawful discrimination. Our Age Equality
Scheme is integrated into our Equality and Diversity
Framework and is also implicit in all of the University’s
other policies, strategies, plans and practice at all levels.
All students, staff, Governors and those with whom we
work in partnership are expected to adhere to this
Scheme and report any incidents of harassment,
discrimination or victimisation. Any breaches of the
University’s Age Equality Scheme will be investigated
and if appropriate, treated under the relevant Disciplinary
Code and Complaints Procedures for staff or students
and externals with whom we engage.
Age Equality Objectives
The University is committed to:
 The elimination of unlawful discrimination, harassment
and victimisation on the grounds of age, perceived
Equality and Diversity Framework
35
age or association with a person of a different age
unless this can be objectively justified.
 Advancing equality of opportunity for all age groups.
 Fostering good relations between persons of different
ages.
 Publishing this Age Equality Scheme and Objectives
(as embodied in the University’s Equality and Diversity
Framework) setting out how we will carry out our
statutory requirements and monitor, assess impact,
review and report on progress for staff, students and
service users as appropriate, and how we have
consulted with people of all ages.
The Age Equality Scheme applies to all aspects of the
student and staff life cycle, service user or supplier
experience with us including pre-commencement and
post-conclusion, as outlined in our Equal Opportunities
Policy. The Scheme will be annually monitored and
assessed for impact through our ongoing programme of
Equality Impact Assessments of University policies,
strategies and functions.
Age Equality Legislative Framework (see Appendix
1: Equality Duties Checklist)
The University has progressed age equality in
recognition of and in compliance with the following
Equality legislation:
Employment Equality (Age) Regulations 2006 —
Protects against discrimination on grounds of age in
employment and vocational training. Prohibits direct and
indirect discrimination, victimisation, harassment and
instructions to discriminate.
Equality and Diversity Framework
36
Exemptions —In accordance with the Employment
Equality Regulations (Age), in specific circumstances,
the University may use a lawful exception or exemption,
apply a genuine occupational requirement or academic
admission requirement, or provide objective justifications
that is a proportionate means of achieving a legitimate
aim if it is going to treat staff or students differently
because of their age.
Equality Act 2010 — Is anticipated to introduce a
General Equality Public Duty in 2011, with as yet
unnamed Specific Duties.
The University’s Age Profile
UAL’s equality and diversity monitoring exercise for
2008/2009 highlighted the following themes:
Students:
 Profile — Students at the University come from a wide
range of age groups, both at FE and HE level. The
table in the appendices shows the number of students
by age group. Typically, the largest proportion of
students are within the age groups 16–20 and 21–25,
however the information does demonstrate that UAL
has a substantial number of mature students (21%
over 25 years).
Staff:
 Profile — There have been only slight fluctuations in
overall age group trends since monitoring began seven
years ago. Some 59% of the University’s workforce are
Equality and Diversity Framework
37
41 years or over. In 2008/9, the predominant age
bands and those that have incrementally increased
year-on-year are the 41–45 and 46–50 age bands at
16% and 15% respectively.
 Career progression — Promotions tended to peak in
the 26–30 age group (19.6%) compared to the 12%
workforce profile, plateau from 31–35 and 36–40
(17.4%) and steadily tail off, whereby at 56–60 only
2.2% of promotions took place compared to an overall
staff profile of 10%. There were no promotions for the
over 60s.
 Pay — The age analysis shows a pay gap in favour of
older staff, with negative pay gaps for all groups under
40 and positive gaps above that age.
 Exit — Those in age bands 26–30 and 31–36 were
most likely to leave the University at 19% and 14.5%
respectively (more than their 12% staff profile).
The above information has helped to shape UAL’s
specific objectives for diversity, together with other
sources of information and data (such as the results of
equality impact assessments — all of which can be
found at (http://www.arts.ac.uk/equality-and-diversityhistory.htm) and the results of consultations as referred
to below.
Age Equality Initiatives 2007–2010
Since the introduction of the University’s first Age Policy
(2007), there have been a number of initiatives to
promote age equality and the contribution of staff and
Equality and Diversity Framework
38
students of all ages to the cultural life of the University.
These have included the following:
Policy Developments — Equality Impact Assessments,
including Age, of the Staff Development and Recruitment
Policies, HR Service Review, WP Strategic Assessment,
Tutorial and Student Complaints and Appeals Policies.
Staff Initiatives — Application forms will no longer ask for
an applicant’s age/date of birth. References to age are
being avoided in job descriptions and person
specifications. Any requirement for relevant experience
in a particular role will be kept to the minimum necessary
and be objectively justified. Selection Criteria are ageneutral unless, in very exceptional circumstances, there
is a genuine occupational requirement allowed for in the
Regulations (e.g. an actor is being employed to play an
age-specific part in a play).
Student Initiatives — Student fees and funding —
Student fees will not be differentiated based on age
unless there are objective justifications as to why this is
so (for example, LSC/Funding Council regulations).
Student bursaries will not be differentiated based on the
age of applicants, unless so determined by Government
bodies or other external funders, or unless required by
the University’s widening participation and outreach
strategies as part of positive action to enhance inclusion.
Training and Development — Training and Development
opportunities will continue to be made available to all
staff throughout the University without any selection
criteria based on age (except when lawful exemptions
Equality and Diversity Framework
39
and positive action apply). Information on age is being
collected on staff participating in development and
training activities and we will continue to monitor to
ensure that no particular age group is missing out on
opportunities.
Events — UK Older Persons Day 2009 — ‘Age
Snapped’ photography exhibition held at LCC
showcased images taken by secondary school children
of the influential older people in their lives. It also
included images challenging perceptions of old age and
of inter-generational projects from key charities.
Further information on past and current initiatives can be
found at: http://www.arts.ac.uk/docs/Link_B7__Age_Equality_Initiatives_2007-2010.pdf
Staff and Student Diversity Groups
There is no specific Staff Diversity Group for age.
However, the results of the recent all-staff survey on age
equality can be found on the Diversity Team website at:
http://www.arts.ac.uk/Age_Policy_Review.htm
UAL Student Union’s Mature Students Assembly
represents mature students at University of the Arts.
They defend and extend the right of mature students in
both further and higher education and tackle the barriers
and stigmas that mature students face in education. The
Assembly’s webpage can be found at:
http://www.suarts.org/content/54485/mature_students_a
ssembly/
Equality and Diversity Framework
40
Specific Age Equality Priorities (See Equality and
Diversity Strategy 2010–15 for associated activities)
Students:
 Revise the University’s procedures and guidelines
with respect to its duty of care to safeguard young
people who study or participate in University outreach
activities.
 Develop guidelines to assist and inform students (and
their parents) attending the University who are under18 years of age.
Staff:
 Better promote policy, procedures and flexible working
options with respect to the ‘Right to Request’ working
beyond normal retirement age.
For more information on age equality at UAL, please see
the Diversity Team website at:
http://www.arts.ac.uk/diversity.htm
Equality and Diversity Framework
41
Equality and Diversity Framework
Part Two: The Equality Schemes –
Caring Responsibilities
The Caring Responsibilities Equality Scheme
To be read in conjunction with the University’s Equal
Opportunities Policy, Gender Equality Scheme
(Incorporating Marriage and Partnership & Pregnancy
and Maternity) and Appendix 1: Equality Duties
Checklist
Caring Responsibilities Mission Statement
University of the Arts London is dedicated to creating a
welcoming and inclusive culture in which students and
staff with caring responsibilities feel supported and
valued. We are committed to promoting equality of
opportunity and addressing institutional barriers that may
preclude those with caring responsibilities wherever
reasonable and practicable. Our Caring Responsibilities
Equality Scheme is integrated into our Equality and
Diversity Framework and is also implicit in all of the
University’s other policies, strategies, plans and practice
at all levels.
All students, staff, Governors and those with whom we
work in partnership are expected to adhere to this
Scheme and report any incidents of harassment,
discrimination or victimisation. Any breaches of the
University’s Caring Responsibilities Equality Scheme will
be investigated and if appropriate, treated under the
relevant Disciplinary Code and Complaints Procedures
Equality and Diversity Framework
42
for Staff or Students and externals with whom we
engage.
Caring Responsibility Equality Aims (see Appendix
1: Equality Duties Checklist)
The University is committed to:
 The elimination of unfair discrimination, harassment
and victimisation towards students and staff with
caring responsibilities unless this is proportionate to
achieve a legitimate aim.
 Advancing equality of opportunity for persons with
caring responsibilities.
 Fostering good relations between persons with
caring responsibilities and those without.
 Publishing this Caring Responsibilities Equality
Scheme and Priority Objectives (as embodied in the
University’s Equality and Diversity Framework),
setting out how we will carry out our statutory
requirements and monitor, assess impact, review
and report on progress and pay for staff, students
and service users as appropriate, and how we have
involved people with caring responsibilities.
Our Caring Responsibility Equality Aims apply to all
aspects of the student and staff relationship with us
including pre-commencement and post-conclusion as
outlined in our Equal Opportunities Policy, and will be
progressed through the specific objectives identified in
our Equality and Diversity Strategy for 2010 – 2015.
Equality and Diversity Framework
43
Caring Responsibilities Statutory Framework
The University has progressed equality for students and
staff with caring responsibilities in recognition of and in
compliance with the following equality legislation:
Employment Act 2002 — Made provision for statutory
rights to paternity and adoption leave and pay; statutory
maternity leave and pay; and flexible working and
maternity allowance.
Work and Families Act 2006 — Extended maternity and
adoption pay from six to nine months; extended the right
to request flexible working to carers of adults from April
2007; and gave employers and employees guidance on
improved communication during maternity leave.
Flexible Working (Eligibility, Complaints and Remedies)
2003 and Amended 2009 — Extended the Right to
Request Flexible Working for carers of children under
17, disabled children under 18 and certain adults.
Equality Act 2006 — Amended the original Sex
Discrimination Act and introduced a General Equality
Duty that required public bodies to proactively eliminate
unlawful discrimination and harassment on the grounds
of sex and gender reassignment and promote equality
between men and women.
Equality Act 2010 — Has defined pregnancy and
maternity as a protected characteristic in its own right
and in relation to staff and students.
Definitions - Persons with Caring Responsibilities will
include those who:
Equality and Diversity Framework
44
 Have or expect to have parental responsibility of a
child aged 16 or under or a disabled child under 18
who receives Disability Living Allowance (DLA).
 Are the parent, guardian, special guardian, foster
parent, private foster carer or the holder of a residence
order or the spouse, partner or civil partner of one of
these and are applying to care for the child.
 Are a carer who cares, or expects to be caring, for an
adult who is a spouse, partner, civil partner or relative;
or who although not related to you, lives at the same
address.
The University’s Caring Responsibilities Profile
The University has not collected equal opportunities
monitoring data on staff or students with caring
responsibilities to date. Plans are in place to do this in
the 2010/11 academic year. Results of this monitoring
will be available in future annual Equality and Diversity
Monitoring Reports currently located at:
http://www.arts.ac.uk/eo_monitoring_reports.htm. In the
meantime, HR currently does maintain a list of women
returning from Maternity Leave and numbers making
flexible working requests.
Caring Responsibility Equality Initiatives
The University has developed a number of initiatives to
promote equality for those with caring responsibilities.
These have included the following:
Policy Developments — Monitoring the numbers of staff
with caring responsibilities, including population,
Equality and Diversity Framework
45
recruitment, training, promotion, complaints and
disciplinary action, retention and length of service and
equal pay is in the planning for 2010/2011. Similar
monitoring for students is being explored.
Further information on past and current initiatives can be
found at: http://www.arts.ac.uk/docs/Link_B9__Caring_Responsibility_Initiatives.pdf
Involvement and/or Consultation with Students and
Staff with Caring Responsibilities
There is currently no bespoke Diversity Staff Group for
people with caring responsibilities.
The recent Gender Equality Survey and UAL Staff
Survey included questions on caring responsibilities.
See: http://www.arts.ac.uk/SES_Consultations.htm
The Student Union have undertaken a survey into the
experiences of student parents at UAL and written a
report, The lives of student parents at the University of
the Arts.
UAL Student Union’s Student Parents Assembly is an
independent Group which aims to represent student
parents and carers studying at UAL. They report and
campaign on specific issues relating to student parents
with the aim to improve the experience of student
parents, carers and their families at UAL. This Assembly
also provides support for student parents and carers and
the opportunity to network and socialise with others in
the same situation, making the University and the Union
Equality and Diversity Framework
46
a more family-friendly environment. See:
http://www.suarts.org/content/179445/student_parents_a
ssembly/
Specific Caring Responsibilities Equality Priorities
(See Equality and Diversity Strategy 2010–15 for
associated activities)
Students
 Introduce caring responsibilities as a new equal
opportunities monitoring category on Registry
Management Information Systems and within the
monitoring and analysis mechanisms that inform the
annual Equality and Diversity Monitoring Report.
 Encourage University departments to provide early,
advance information on course timetabling, costs and
study requirements to all students in recognition of the
positive impact this can have, particularly on students
with caring responsibilities.
Staff
 Introduce caring responsibilities as a new equal
opportunities monitoring category on HR Management
Information Systems and within the monitoring and
analysis mechanisms that inform the annual Equality
and Diversity Monitoring Report.
 Highlight and publicise the statutory Right to Request
Flexible Working and promote the University’s FamilyFriendly policies and initiatives more regularly (e.g.
childcare vouchers, leave entitlements).
Equality and Diversity Framework
47
 Encourage HR to promote earlier succession planning
in Teams that grant Flexible Working requests to those
with caring responsibilities.
For more information on equality for persons with caring
responsibilities at UAL, please see the Diversity Team
website at: http://www.arts.ac.uk/diversity.htm
Equality and Diversity Framework
48
Equality and Diversity Framework
Part Two: The Equality Schemes –
Disability
The Disability Equality Scheme
To be read in conjunction with the University’s Equal
Opportunities Policy and Appendix 1: Equality Duties
Checklist
Our Disability Equality Mission Statement
University of the Arts London is dedicated to creating a
welcoming, fair and inclusive culture in which disabled
people, their contribution and achievements are valued
and celebrated. We are committed to promoting
diversity, equality of opportunity and eliminating all
unlawful discrimination. Our Disability Equality Scheme
is integrated into our Equality and Diversity Framework
2010–15 and is also implicit in all of the University’s
other policies, strategies, plans and practices at all
levels.
All students, staff, Governors and those with whom we
work in partnership are expected to adhere to this
Scheme and report any incidents of harassment,
discrimination or victimisation. Any breaches of the
University’s Disability Equality Scheme will be
investigated and if appropriate treated under the relevant
Disciplinary Code and Complaints Procedures for Staff
or Students and externals with whom we engage.
Equality and Diversity Framework
49
Disability Equality Aims
The University is committed to:
 Eliminating unlawful discrimination, harassment,
victimisation because of disability, a perception of
disability or because of association with a disabled
person.
 Promoting equality of opportunity and good relations
between disabled persons and other persons.
 Taking steps to consider disabled persons’ disabilities,
even where that involves treating disabled persons
more favourably than other persons.
 Taking steps to make reasonable adjustments in
relation to practices, physical accessibility and
providing auxiliary aids where it is appropriate to do
so.
 Encouraging participation by disabled persons in
public life.
 Promoting positive attitudes towards disabled persons.
 Publishing this Disability Equality Scheme and
Objectives (as embodied in the University’s Equality
and Diversity Framework) setting out how we will carry
out our Duties and monitor, assess impact, review and
report on progress for staff, students (and service
users as appropriate) and how we have involved
disabled people.
Our Disability Equality Scheme applies to all aspects of
the student and staff life cycle, service user or suppliers
experience with us including commencement and after
conclusion, as outlined in our Equal Opportunities Policy.
The Scheme will be annually monitored and assessed
for impact through our ongoing programme of Equality
Equality and Diversity Framework
50
Impact Assessments of University policies, strategies
and functions.
Disability Equality Legislative Framework (see
Appendix 1: Equality Duties Checklist)
The University has progressed disability equality in
recognition of and in compliance with the following
Equality legislation:
Disability Discrimination Act 1995 (DDA) and
Amendment Act 2005 — In essence, the DDA makes it
unlawful to discriminate against disabled people in:
 Recruitment and employment.
 Access to goods, facilities and services.
 The management, buying or renting of land or
property.
In addition, the DDA (as amended by the Special
Educational Needs and Disability Act 2001), makes it
unlawful for providers of education and related services
to discriminate against disabled people.
The Equality Act 2010 will introduce a General Public
Sector Equality Duty in 2011, with as yet unnamed
specific duties.
Definition of Disability —The University adheres to the
definition of disability as outlined in the Disability
Discrimination Act, namely:
 ‘Substantial’ meaning neither minor nor trivial.
 ‘Long term’ meaning that the effect of the impairment
has lasted or is likely to last for at least 12 months
Equality and Diversity Framework
51
(there are special rules covering recurring or
fluctuating conditions).
 Normal day-to-day activities including everyday
things like eating, washing, walking and going
shopping.
 A ‘normal day-to-day activity’ meaning to affect one
of the ‘capacities’ listed in the Act which include
mobility, manual dexterity, speech, hearing, seeing
and memory.
People who have had a disability in the past that meet
this definition are also covered by the scope of the Act.
There are additional provisions relating to people with
progressive conditions and those affected by long term
or terminal illness.
Social Model of Disability —The University supports an
inclusive social model of disability, rather than a ‘deficit
model’ where the focus is placed on a person’s disability
or impairment alone. This requires the University to take
proactive steps identify and address limiting and
discriminatory organisational and institutional barriers.
Such barriers may be of a social, physical,
environmental or attitudinal nature, but serve to prohibit
the access, participation or potential of disabled
students, staff, guests, practitioners and communities
with whom we seek to engage.
The University’s Disability Profile
UAL’s equality and diversity monitoring exercise for
2008/2009 highlighted the following themes:
Equality and Diversity Framework
52
Students:
 Profile — 14% of the overall University student
population has a declared disability. There are
differences between the proportion of students with a
declared disability at the various Colleges and at
further and higher education levels.
 First Degree — In 2007/08, 64% of students with a
declared disability achieved a first/2:1 compared to
60% of students with no declared disability.
 Foundation Degree — In 2007/08, the achievement
rate of students with a declared disability dropped from
45% to 39%. For students with no declared disability,
the achievement rate dropped less significantly from
49% to 48%.
 Satisfaction — Students with no known disability
generally scored in line with the University average
across all question areas. Disabled students were
generally less satisfied with all question areas apart
from “Academic Support”. For “Overall Satisfaction”
and “Assessment and Feedback” Disabled students
were 6% less satisfied than the University average.
Dyslexic students tended to be as satisfied or more
satisfied than the average. They were 2% less satisfied
with “Personal Development” but 4% more satisfied
with “Learning Resources” than the University average.
 Retention — The gap in retention rates between
students declaring a disability and those not declaring
a disability decreased from 7% in 2007/08 to 3% in
2006/07. 80% of students declaring a disability were
retained in 2007/08 compared to 83% of students not
declaring a disability.
Equality and Diversity Framework
53
Staff:
 Profile — For the first time in five years, the
percentage of salaried staff at the University has fallen
to 2%, a decrease of -1%. This compares to an HE
sector average of 2.2%. The student disability profile
remains more than seven times that for staff (at 15%).
 Complaints — There were no complaints made by
disabled staff whatsoever, even though numerous
‘informal’ concerns have been expressed by disabled
staff participating in equality consultations with the
Diversity Team. Disabled staff occurrences were
slightly more than their staff profile at 2.7%.
The above information has helped to shape UAL’s
specific objectives for diversity, together with other
sources of information and data (such as the results of
equality impact assessments — all of which can be
found at (http://www.arts.ac.uk/equality-and-diversityhistory.htm) and the results of consultations as referred
to below.
Disability Equality Initiatives 2007–2010
Policy and HR Developments — The Disability Equality
Consultation in 2009/10 involved a forum hosted by the
Disabled Staff Network to review the success of the
Disability Equality Scheme 2007. Feedback from this
session, from all-staff consultation and HE best practices
has shaped the disability equality priorities for the new
single Equality and Diversity Framework 2010–2015.
Equality and Diversity Framework
54
Structure of Provision — University of the Arts London is
made up of six Colleges and central services
departments spread over 17 sites across London.
Students — Along with a central Disability Team and
Diversity Team, each College has a dedicated disability
officer plus a learning and study support co-ordinator.
Within every College there is a dyslexia co-ordinator who
provides screening, referral for diagnostic evidence and
dyslexia support. A number of staff are PATOSS
registered and undertake formal assessments for local
education authorities.
Procedures and provision for students is outlined in
detail in the University’s Breaking the Barriers guide,
produced annually by the central Disability Team and
found on their website at:
http://www.arts.ac.uk/student/disability/ss-dis-pubs.htm
A range of assistive software has been implemented at
the University for students including Touch Type Read
and Spell, Inspiration, Read and Write Gold, Omni
Scanners and Claro Read.
Physical Environment — In April 2005 external
consultants Tribal completed access audits of the
University’s premises to identify areas which fell below
the provisions of best practice in respect of meeting the
needs of disabled people. The audits were prepared in
response to the DDA and focused exclusively on the
physical environment in and around the university
estate. The audits identified the physical improvements
necessary to comply with associated legislation,
Equality and Diversity Framework
55
regulations and standards, at an estimated cost in
excess of £6 million. HEFCE Learning & Teaching
Capital and SRIP 2006–08 Capital Grants have provided
£1.25 million to undertake urgent priority works.
A series of Disability Group site visits were devised to
provide a suitable forum for discussion and collective
thinking on how the University could best make
reasonable adjustments, both physical and procedural
and that were cost-effective, responsive and consistent
with university-wide services. The visits, undertaken
between April and June 2006, confirmed that
modernisation and access improvements were needed
across the estate.
Common improvements included increasing the number
of accessible car-parking spaces, improving main
entrances and lift facilities, introducing signage in line
with legislative guidelines, increasing the number of
accessible toilets and reviewing the layouts of key
teaching rooms. The University’s Communications
Department also undertook significant works to provide
DDA compliant external signage in parallel with the
University’s re-branding.
Between 2007 and 2009, some 29 specific DDA works
have been undertaken by the University’s Estates
Department. In line with the current and forthcoming
positive duties for disability equality, the University aims
to ensure that the University’s premises are as
accessible and inclusive as possible, taking into account
all relevant factors and best practice. This is an ongoing
process that will need to be subject to regular review.
Equality and Diversity Framework
56
Research & Projects — Symonds, H. (2008) —
‘Introducing Oral Assessment within Creative Practice: “I
can write but it’s like walking against the wind”’, Journal
of Writing in Creative Practice 1(3): 237–36.
Training and Development — An annual programme of
disability awareness seminars and training organised by
the central Disability Team and individual College
Disability Co-ordinators has been ongoing since 2006.
Events — Disability Week March 2009 — Extravaganza
including an arts debate with external artists Alison
Lapper MBE and Jon Adams, alumnus Peter Kinkead
and UAL students, poster competition, seminars,
training, exhibitions and films attended by over 200
students, staff and guests.
Involvement and Consultation, Including Disabled
Staff and Student Diversity Groups
Involvement of Disabled People
The ‘voice’ of disabled people is critically important to
the University. In developing the Disability Equality
Scheme 2009 and the priorities for integration into the
single Equality and Diversity Strategy, the University has
actively sought to consult and involve disabled people.
This has included disabled students, staff, external
practitioners and also to some degree, service users.
The University’s Diversity Team opened a formal
consultation on all the University’s current policies and
Equality and Diversity Framework
57
equality schemes — including disability — on the 23rd
October 2009. The views and perspectives of over 40
disabled people were secured via the following means:
 A formal Consultation Session on the Disability
Equality Scheme Review 4th November 2009 (n.15,
including 6 disabled participants).
 Training Evaluation provided by disability specialist
consultants Shape Arts.
 Consultation with Disabled Staff Network, established
October 2009 (n.7).
 Feedback from participants on the University’s
Disabled Staff Career Development Programme June–
July 2009 (n.6).
 1:1 interviews with Disabled students (including
‘Freshers’) (n.11).
 Acknowledging the disability related ‘motions’
emanating from the University’s Student Union
Disabled Student Assembly (n.5 members).
 Analysis of a questionnaire on the Single Equality
Scheme priorities (ongoing).
 Drawing on the insights of disabled Alumni (n.2) and
disabled staff (n.2) shortly due to leave the University.
Disabled Staff Network — The former Disability Group
made up of disability practitioners and support staff was
formed in 2007. The Chair represented the Group at the
University’s Diversity Committee and continues to do so
as the Chair of the newly reconfigured Disabled Staff
Network, which aims to advocate the voice of disabled
staff.
Equality and Diversity Framework
58
UAL Student Union’s Disabled Students Assembly —
This is an independent group which aims to represent
and support disabled students, from all cultures and
backgrounds, with different life experiences at UAL. The
Disabled Students Assembly is campaigning for an
100% accessible University. It serves to challenge: a)
stereotypes of what a “disabled student” can achieve;
and b) barriers that disabled people face in education.
The Assembly also aims to raise awareness and fight for
equal disabled civil rights within our places of study. The
Assembly holds social and networking events to create a
strong and respectful environment, that welcomes
disabled students at all SUARTS events, as well as raise
awareness and educate fellow students and staff at
UAL. The Assembly’s Facebook site can be found at:
http://www.facebook.com/group.php?gid=122364510886
Further information on past and current initiatives can be
found at:
http://www.arts.ac.uk/docs/Link_B3__Disability_Initiatives.pdf
Specific Disability Equality Priority Objectives (See
Equality and Diversity Strategy 2010–15 for
associated activities)
Students:
 Undertake EIAs of the Admissions, Tutorial,
Assessment (incl. Accommodated Assessment
Guidelines) and Work Placement policies to inform
future online and/or group training of teaching and
Equality and Diversity Framework
59
support staff on making reasonable adjustments for
disabled students.
 Explore a pan-University programme of implementing
appropriate assistive software to ensure wide-ranging
access for all disabled students.
 Involve disabled students in the decisions/policies that
affect them through ongoing individual and collective
consultations.
 Develop clear guidelines on the access and funding
needs of disabled International students.
Staff:
 Develop positive action initiatives to increase
disclosure rates among current disabled staff.
 Introduce a dedicated 0.5 Disability Officer to address
reasonable adjustments for staff.
 Develop a Disability Leave Policy.
 Develop guidance for managers, staff and new recruits
on the procedures for establishing reasonable
adjustments in the workplace.
 Map and publicise all accessible and egressible rooms
and venues across the University to inform staff who
book training, interviews and events.
 Endeavour to become a ‘two-ticks’ disability friendly
employer.
 Provide training and guidance to staff to ensure that
disabled service users are able to access and
participate fully in the academic, cultural and business
life of the University.
Equality and Diversity Framework
60
For more information on disability equality at UAL,
please see the Diversity Team website at:
http://www.arts.ac.uk/diversity.htm
Equality and Diversity Framework
61
Equality and Diversity Framework
Part Two: The Equality Schemes Gender
The Gender Equality Scheme (Incorporating
Marriage, Partnership, Pregnancy and Maternity)
To be read in conjunction with the University’s Equal
Opportunities Policy and Appendix 1: Equality Duties
Checklist
Our Gender Equality Mission Statement
University of the Arts London is dedicated to creating a
welcoming, fair and inclusive culture in which the
contribution and achievements of staff and students are
valued and celebrated regardless of their gender. We
are committed to promoting gender diversity, equality of
opportunity and eliminating all unfair discrimination. Our
Gender Equality Scheme is integrated into our Equality
and Diversity Framework and is also implicit in all of the
University’s policies, strategies, plans and practices at all
levels.
All students, staff, Governors and those with whom we
work in partnership are expected to adhere to this
Scheme and report any incidents of harassment,
discrimination or victimisation. Any breaches of the
University’s Scheme will be investigated and, if
appropriate, treated under the relevant Disciplinary Code
and Complaints Procedures for staff or students.
Equality and Diversity Framework
62
Gender Equality Aims
The University is committed to:
 The elimination of unlawful discrimination, harassment
and victimisation because of sex/gender, perceived
sex/gender or because of association with a person of
a different sex/gender.
 Advancing equality of opportunity for persons of all
sexes.
 Fostering good relations between persons of different
sexes.
 Publishing this Gender Equality Scheme and Priority
Objectives (as embodied in the University’s Equality
and Diversity Framework) setting out how we will carry
out our statutory requirements and monitor, assess
impact, review and report on progress and pay for
staff, students (and service users as appropriate) and
how we have involved men and women.
Our Gender Equality Aims apply to all aspects of the
student, staff and service user or suppliers’ experience,
including commencement and conclusion as outlined in
our Equal Opportunities Policy.
Gender Equality Legislative Framework — The
University has progressed gender equality in recognition
of and in compliance with the following equality
legislation:
Equal Pay Act 1970 — Prohibits any less favourable
treatment between men and women in terms of pay and
conditions of employment.
Equality and Diversity Framework
63
Sex Discrimination Act 1975 (and its subsequent
amendments) — Makes it unlawful to treat a person less
favourably than a member of the other sex. The Act
applies to education, the provision of goods, facilities
and services and in the disposal or management of
premises. It applies to direct and indirect discrimination
against men and women on the grounds of sex; married
persons on the grounds of their marital status; men and
women on the grounds of gender reassignment
(including those who are undergoing or intend to
undergo gender reassignment); and any person on the
grounds of victimisation for asserting a statutory right to
equality of treatment.
Employment Act 2002 — Made provision for statutory
rights to paternity and adoption leave and pay; statutory
maternity leave and pay; flexible working and maternity
allowance.
Gender Recognition Act 2004 — The purpose of the
Act is to provide trans people with legal recognition in
their acquired gender. Legal recognition follows as a
result of a full gender recognition certificate issued by a
gender recognition panel.
Equality Act 2006 — Amended the original Sex
Discrimination Act and introduced a General Equality
Duty that required public bodies to take proactive steps
to eliminate unlawful discrimination and harassment on
the grounds of sex and gender reassignment and
promote equality between men and women.
Equality and Diversity Framework
64
Equality Act 2010 — It will introduce a General Public
Sector Equality Duty in 2011, with as yet unnamed
Specific Duties.
The University’s Gender Profile
UAL’s equality and diversity monitoring exercise for
2008/2009 highlighted the following themes:
Students
 Profile — The University has a greater proportion of
female students than male students at both further
education (76% compared to 24%) and higher
education level (72% compared to 28%). While this
information shows that there are significantly more
female students than male students overall at the
University, the breakdown by College suggests that the
proportion of male and female students varies
considerably by College.
 Satisfaction — Female students were slightly less
satisfied with “Academic Support” and “Personal
Development”; in both question areas their score was
3% and 2% lower than the University average
respectively. Male students appeared to be more
satisfied with “Academic Support” (+6%), “Personal
Development” (+5) and “Overall Satisfaction” (+5) in
comparison to the University average.
 Retention — The gap between male and female
student retention decreased to 3% in 2007/08
(compared to 4% in 2006/07). The proportion of male
students being retained dropped from 82% in 2006/07
Equality and Diversity Framework
65
to 80% in 2007/08. Comparatively, the proportion of
female students being retained dropped from 86% to
84%.
Staff:
 Profile — In 2008/09 the gender distribution became
55% female : 45% male for salaried staff, the first
change in balance in three years, though still roughly in
line with the HE Sector average of 54%.
 Pay — In 2008/09 the University undertook its first
Equal Pay Audit, encompassing analysis of pay and
bonuses across gender, race, disability and age. In
terms of gender, taking the University as a whole there
was a significant negative pay gap of 8.48%. However,
when analysed by grade/individual contract pay band,
this is largely due to the accumulation of small
negative gaps at each level. The only real significant
gap was for professors, which was 6.05% in favour of
women.
 Appointments — There were more appointments
granted to women at n.151 / 61.6% than men at n.94 /
38.4%, some +6.6% more than the current female staff
profile.
 Length of service — The University’s average length of
service is around 8.15 years; for women it is 7.3 years
and men 9.2 years.
The above information has helped to shape UAL’s
specific objectives for diversity, together with other
sources of information and data (such as the results of
equality impact assessments — all of which can be
found at (http://www.arts.ac.uk/equality-and-diversityhistory.htm and the results of consultations as referred to
below.
Equality and Diversity Framework
66
Gender Equality Initiatives 2007–2010
Since the inception of the first Gender Equality Scheme
(2007), there have been a number of initiatives to
promote gender equality and diversity at UAL. These
have included the following:
Policy and HR Developments — Equal Pay Audit 2009
included an analysis of pay and bonuses for male and
female staff.
Training and Development — In 2008, the University
held its first career development programmes exclusively
for male and female staff, entitled Navigator and
Springboard respectively.
Events — ‘Agendas, Agendas, Agendas — The Female
Artist’s Voice in South Africa’, June 2009, a play by Lebo
Mashile focusing on the issues of gender, identity, love,
spirituality, sexuality and the socio-political condition in
South Africa. Introduced by Jane Collins, Reader in
Theatre at Wimbledon College.
Further information on past and current initiatives can be
found at: http://www.arts.ac.uk/docs/Link_B1__Gender_Equality_Initiatives_2007-2010.pdf
Involvement and/or Consultation with Men and
Women: Staff and Student Diversity Groups
There is no specific Staff Diversity Group for Gender.
However, the results of the recent all-staff survey on
gender equality can be found on the Diversity Team
Equality and Diversity Framework
67
website at:
http://www.arts.ac.uk/Gender_Equality_Scheme_Review
.htm
UAL Student Union’s Women’s Assembly is an
independent Group which aims to represent all female
students at UAL, reporting and campaigning on issues
that relate specifically to them. This Assembly works to
combat sexism in all its forms and to ensure that
women’s voices are heard, respected and acted upon.
They hold regular social and networking events to create
a stronger community at SUARTS as well as raising
awareness and educating fellow students and staff at
UAL. The NUS hold an annual women’s conference and
SUARTS pay for a number of students from the
Women’s Assembly to attend. See the SUArts website:
http://www.suarts.org/content/178405/women_students_
assembly/
Specific Gender Equality Priorities (See Equality and
Diversity Strategy 2010–15 for associated activities)
Students:
 Develop University policy/guidance on interpersonal
violence for staff and students.
 Where appropriate and feasible, consider promotion
and attraction initiatives that can address historic
gender imbalances on specific courses.
Staff:
 Investigate gender differentials in Professorial Pay.
Equality and Diversity Framework
68
 Monitor the return rates, job status and progression of
women following Maternity Leave.
 Undertake equalities monitoring and action if
appropriate on the gender of those participating in
research.
For more information on gender equality at UAL, please
see the Diversity Team website at:
http://www.arts.ac.uk/diversity.htm
Equality and Diversity Framework
69
Equality and Diversity Framework
Part Two: The Equality Schemes –
Race
The Race Equality Scheme
To be read in conjunction with the University’s Equal
Opportunities Policy and Appendix 1: Equality Duties
Checklist
Our Race Equality Mission Statement
University of the Arts London is dedicated to creating a
welcoming, fair and inclusive culture in which racial and
ethnic difference is valued and celebrated. We are
committed to promoting ethnic and cultural diversity,
equality of opportunity and eliminating all unlawful
discrimination. Our Race Equality Scheme is integrated
into our Equality Framework 2010–2015 and is therefore
also implicit in all of the University’s other policies,
strategies, plans and practice at all levels.
All students, staff, governors and those with whom we
work in partnership are expected to adhere to this
Scheme and report any incidents of harassment,
discrimination or victimisation. Any breaches of the
University’s Race Equality Scheme will be investigated
and if appropriate treated under the relevant Disciplinary
Code and Complaints Procedures for staff or students
and externals with whom we engage.
Equality and Diversity Framework
70
Race Equality Scheme Aims
The University is committed to:
 The elimination of unlawful discrimination, harassment
and victimisation because of race, colour, perception
or because of association with a person with the
aforementioned characteristics.
 Advancing equality of opportunity of persons of
different racial and ethnic groups.
 Fostering good relations between persons of different
racial and ethnic groups.
 Publishing this Race Equality Scheme and Objectives
(as embodied in the University’s Equality and Diversity
Framework) setting out how we will carry out our
statutory duties and monitor, assess impact, review
and report on progress for staff, students (and service
users as appropriate) and how we have involved Black
and Minority Ethnic (BME) people.
The Race Equality Scheme applies to all aspects of the
student and staff life cycle, service user or supplier
experience with us, including commencement and after
conclusion as outlined in our Equal Opportunities Policy.
The Scheme will be annually monitored and assessed
for impact through our ongoing programme of Equality
Impact Assessments of the University policies, strategies
and functions.
Race Equality Legislative Framework (see Appendix
1: Equality Duties Checklist)
The University has progressed race equality in
recognition of and in compliance with the following
Equality legislation:
Equality and Diversity Framework
71
Race Relations Act 1976 — The Act prohibits
discrimination on racial grounds in the areas of
employment, education and the provision of goods,
facilities, services and premises.
Race Relations Amendment Act 2000 — Places a
statutory duty on all public bodies to promote equal
opportunity, eliminate racial discrimination and promote
good relations between different racial groups.
Race Relations Act 1976 (Amendment) Regulation 2003
— Introduced new definitions of indirect discrimination
and harassment, new burden of proof requirements,
continuing protection after employment ceases, new
exemption for a determinate job requirement and the
removal of certain other exemptions.
Racial and Religious Hatred Act 2006 — The Act seeks
to stop people from intentionally using threatening words
or behaviour to stir up hatred against somebody
because of what they believe.
Equality Act 2010 — Anticipated to introduce a General
Equality Public Duty in 2011, with as yet unnamed
Specific Duties.
The University’s Race Profile
UAL’s equality and diversity monitoring exercise for
2008/2009 highlighted the following themes:
Students:
 Profile — Overall, the proportion of BME home
students at the University is 36%. At College-level,
Equality and Diversity Framework
72
there are noticeable differences between the
proportions of BME students. 42% of LCF students are
from a BME background, compared to 41% at LCC,
36% at CSM, and 24% at CCW.
 Applications — There has been a steady increase in
BME applicants (prospective home students) in the last
three years. In 2008/9 there were more applications
from those of BME backgrounds than white, namely
56% BME, 2% not known and 41% white, an increase
of +6% BME applicants from the previous academic
year. However, the overall BME student profile has not
varied from around 35–36% in this same period.
 More recent UAL research1 has found that, for both
first and foundation degrees, the differences between
white and BME home student achievement are
statistically significant. For first degrees, the proportion
of white students achieving a 1st/2:1 is 29% points
higher than for BME students. A similar difference can
be seen for Foundation degrees where the proportion
of white students achieving a distinction or merit plus is
28% points higher than for BME students. Therefore
for UAL overall, the difference between white and BME
student achievement is statistically significant and this
provides evidence that white students are more likely
to achieve the higher grades than BME students rather
than the differences occurring by chance or random
variation. The differences between white and BME first
degree student achievement vary by college from a
13% point difference at CSM to a 38% point difference
at CCW. Statistical analysis of the differences between
white and BME achievement rates results in evidence
1
UAL Student Achievement Report 2008/09
Equality and Diversity Framework
73
that all Colleges have statistically significant
differences in first degree achievement rates, with
white students significantly more likely to be awarded a
1st/2:1 than BME students.




Staff:
Profile — In 2008/09 the proportion of salaried staff
who were Black or Minority Ethnic was 16.6%, an
overall decrease of 0.1%, though still above the HE
average of 9.9%. This compares to 36% of students
coming from Black and Minority Ethnic (BME)
backgrounds.
Representation — Only 1.6% of Managers were BME.
There has been a decrease in BME staff across all the
Colleges ranging from -0.2% to -1.3%.
Exit — In 2008/9, a fifth (20.6%) of all staff leavers
were BME, + 2.5% more than the previous year. As
this is 4% more than the overall BME staff profile, the
University continues its trend of a disproportionate
number of BME staff leaving the University.
Complaints — There were 13 formal complaints made
in 2008/9, a decrease of 18 on the previous year. The
percentage of BME staff making complaints reduced
by half to 16.7% (33.3% in 2007/8) and was in
proportion to the overall BME staff profile (16.6%).
Those that involved BME staff were up +1.8% from the
previous year, at 37.5%. This is more than twice the
percentage of BME staff in the general staff population
(16.6%). However, half of all disciplinary actions (n.19)
involved Cleaning and Maintenance staff where there
are higher numbers of BME staff and also a
restructuring process that is taking some time to
embed amongst all new and existing staff.
Equality and Diversity Framework
74
The above information has helped to shape UAL’s
specific objectives for diversity, together with other
sources of information and data (such as the results of
equality impact assessments — all of which can be
found at (http://www.arts.ac.uk/equality-and-diversityhistory.htm ) and the results of consultations as referred
to below.
Race Equality Initiatives 2007–2010
Since the revision of the last Race Equality Policy
(2007), there have been a number of initiatives to
promote race equality and cultural diversity in recent
years. These have included the following:
Policy and HR Developments — Equality Impact
Assessments, including Race, of the Staff Development
and Recruitment Policies, HR Service Review, WP
Strategic Assessment, Tutorial and Student Complaints
and Appeals Policies.
Research & Projects — ‘Higher Education Summit: BME
Student Success’ — The University was one of 15
national HEIs to participate in this programme and
consequently developed ‘BME Partnership Projects’, an
initiative offering bursaries to course teams interested in
exploring inclusive curriculum projects between
students, staff and alumni.
Training and Development — UAL is a subscribed
member of the Network of Black Professionals, which
aims to address the underrepresentation of staff in
Equality and Diversity Framework
75
different sectors, particularly managers, senior staff and
heads of organisations.
Events — Passing the Baton — A celebration of
Caribbean community leaders inspiring leadership in
LCF students.
Further information on past and current initiatives can be
found at: http://www.arts.ac.uk/docs/Link_B2__Race_Equality_Initiatives_2007-2010.pdf
Involvement and/or Consultation with BME Staff and
Students
 The Race Equality Consultation 2009/10 involved a
Forum hosted by the Group for the Equality of Minority
Staff (GEMS) to review the progress of the Race
Equality Scheme 2007. Feedback from this session,
from all-staff consultation and HE best practice
guidance has shaped the new Race Equality Scheme
priorities for the new Equality and Diversity Strategy
2010–2015, see page 47 onwards.
The Group for the Equality of Minority Staff (GEMS) is a
Staff Diversity Group which aims to:
 Promote the personal and professional development
of Black and Minority Ethnic (BME) staff by supporting
the work of UAL in its promotion of the issues of race,
nationality, race and cultural identity policies and
objectives. The Group will endeavour to do this by
contributing to the discussions, and monitoring the
progress of the University’s published Objectives and
Strategy. Further information on GEMS can be found
at http://www.arts.ac.uk/gems.htm.
Equality and Diversity Framework
76
UAL Student Union’s Black and Asian Students
Assembly is an independent group which aims to
represent the voice of students of African, Asian,
Arabic or Caribbean descent at UAL. They campaign
and report on issues affecting them, challenging
racism in all its forms. They also provide support,
holding social and networking events to create a
strong community at SUarts, as well as raising
awareness and educating fellow students and staff at
UAL. The Facebook site for the Assembly can be
found at:
www.facebook.com/group.php?gid=34223460838
Specific Race Equality Priorities (See Equality &
Diversity Strategy 2010–15 for associated activities)

Students:
 Address persistent ethnic differentials in admissions
practice, attainment and retention.
 Establish a BME Student Progression Task Force that
can recommend ‘enabling interventions’.
 Monitor and drive an Implementation Action Plan to
address imbalances or inequity.
Staff:
 Develop positive action initiatives to address underrepresentation of BME staff across the work profile,
particularly in: i) academic professions; and ii) in
management roles.
 Inquiry into occurrences of persistent disproportionate
Complaints and Disciplinary Action involving BME staff
to be incorporated into their Dignity at Work
programme 2010/11.
Equality and Diversity Framework
77
 Investigate the ethnic differentials of pay in specific
occupational categories and in bonuses.
 Undertake equalities monitoring and action planning (if
appropriate) on the numbers of BME staff participating
in research.
For more information on race equality at UAL, please
see the Diversity Team website at:
http://www.arts.ac.uk/diversity.htm
Equality and Diversity Framework
78
Equality and Diversity Framework
Part Two: The Equality Schemes –
Religion and Belief
The Religion and Belief Equality Scheme
To be read in conjunction with the University’s Equal
Opportunities Policy and Appendix 1: Equality Duties
Checklist
Our Religion and Belief Equality Mission Statement
University of the Arts London is dedicated to creating a
welcoming and inclusive culture where people of all
religions, faiths, beliefs and no beliefs (whether actual or
perceived, disclosed or not) are valued and celebrated.
We are committed to promoting religion and belief
diversity, equality of opportunity and eliminating all
unlawful discrimination. Our Religion and Belief Equality
Scheme is integrated into our Equality and Diversity
Framework and is therefore implicit in all of the
University’s other policies, strategies, plans and practice
at all levels.
All students, staff, governors and those with whom we
work in partnership are expected to adhere to this
Scheme and report any incidents of harassment,
discrimination or victimisation. Any breaches of the
University’s Religion and Belief Equality Scheme will be
investigated and if appropriate, treated under the
relevant Disciplinary Code and Complaints Procedures
for Staff or Students and externals with whom we
engage. We recognise that there may be occasions
where there are conflicts between issues of faith and
Equality and Diversity Framework
79
other equality areas, such as sexual orientation. In such
situations we would also follow appropriate guidance
(e.g. guidance issued by Stonewall 2and the joint
guidance issued by the National Union of Students and
the University and Colleges Christian Fellowship3) in
addition to the above provisions and as appropriate.
Religion and Belief Equality Aims
The University is committed to:
 The elimination of unlawful discrimination, harassment
and victimisation because of religion, belief or no
belief, whether actual or perceived or because of
association with a person of a different religion or
belief, unless this can be objectively justified.
 Advancing equality of opportunity of all groups based
on religion and belief.
 Fostering good relations between persons of different
religions and beliefs.
 Publishing this Religion and Belief Equality Scheme
and Objectives (as embodied in the University’s
Equality and Diversity Framework) setting out how we
will carry out our statutory requirements and monitor,
assess impact, review and report on progress for staff,
students (and service users as appropriate) and how
we have consulted with people of all faiths, beliefs or
no beliefs.
Our Religion and Belief Equality Scheme applies to all
aspects of the student and staff life cycle, service user or
supplier experience with us including pre2
Religion and Sexual Orientation: how to manage relations in the workplace, Stonewall (2008)
3
Guidelines for Students’ Unions and Christian Unions, NUS and UCCF (2007)
Equality and Diversity Framework
80
commencement and post-conclusion, as outlined in our
Equal Opportunities Policy. The Scheme will be annually
monitored and assessed for impact through our ongoing
programme of equality impact assessments of University
policies, strategies and functions.
Religion and Belief Legislative Framework (see
Appendix 1: Equality Duties Checklist)
The University has progressed religion and belief
equality in recognition of and in compliance with the
following Equality legislation:
Employment Equality (Religion or Belief) Regulations
2003 — The Regulations protect against discrimination
on the grounds of religion and belief in employment and
education.
Equality Act 2006 — Gives institutions a legal
responsibility to ensure their practices do not
disadvantage certain groups (including religious/faith)
unless requirement is proportionate in the circumstances
and contributes to achieving a legitimate aim.
Racial and Religious Hatred Act 2006 — The Act seeks
to stop people from intentionally using threatening words
or behaviour to stir up hatred against somebody
because of what they believe.
Equality Act 2010 — Is anticipated to introduce a
General Equality Public Duty in 2011, with as yet
unnamed Specific Duties.
Equality and Diversity Framework
81
Definition of Religion or Belief — Religion or belief is
defined as being any religion, religious belief or similar
philosophical belief (e.g. commitment to climate change).
The Regulations extend beyond the better known
religions and faiths to include beliefs such as atheism,
humanism and agnosticism.
The University’s Religion and Belief Profile
The University has not collected comprehensive equal
opportunities monitoring data on the religion or belief of
staff or students to date. Plans are in place to do this in
the 2010/11 academic year. Results of this monitoring
are available in the annual Equality and Diversity
Monitoring Reports (to be found at
http://www.arts.ac.uk/eo_monitoring_reports.htm). In the
meantime, the provisional 2009/10 Enrolment data we
have available for students is as follows:
 15,903 (81.5%) of all students submitted information.
 Of those who submitted information: 2,952 (18.6 %)
declined to answer the question: ‘What is your
religious belief?’ and 7,144 (55.16%) of students do
not follow a religious faith.
Religion and Belief Equality Initiatives 2007–2010
Since the introduction of the University’s first Religion
and Belief Policy (2007) there have been a number of
initiatives to promote equality and diversity in this area
and include the contribution of staff and students of all
faiths to the cultural life of the University. These have
included the following:
Equality and Diversity Framework
82
Policy Developments — Equality Impact Assessments,
including consideration for Religion and Belief, has been
undertaken of the Staff Development and Recruitment
Policies, HR Service Review, WP Strategic Assessment,
Tutorial and Student Complaints and Appeals Policies.
Provision — Development of a multi-faith, multi-site
Chaplaincy.
Events — The Chaplaincy has organised popular
outings for staff and students to mosques, temples,
gurdwaras and churches.
Further information on past and current initiatives can be
found at: http://www.arts.ac.uk/docs/Link_B6__Religion_and_Belief_Equality_Intiatives_2007-2010.pdf
Involvement and Consultation with Staff and Student
Diversity Groups

The Faith and Belief Group (FaB) is a Staff Diversity
Group that aims to include staff and students from
across the University, representing diverse faith and
belief backgrounds. The Group explores and advises
on issues of faith and belief and provides a resource
for supporting the University in its policies and
practices, supporting staff, developing networking
(internal and external), consultation and promoting
information and understanding of faith and belief
issues across UAL. The Group’s full Terms of
Reference can be found at:
http://www.arts.ac.uk/docs/Faith_and_Belief_ToR.pdf
Equality and Diversity Framework
83

UAL Student Union’s Faith Societies: The
University’s Student Union supports a number of
student faith societies including the Christian Union,
Islamic Society and Jewish Society. For more
information, see:
http://www.suarts.org/sportsandsocs/content/179965/
societies/

The Religion and Belief Equality Consultation
2009/10 involved 1:1 interviews and questionnaires
with a cross section of students of different faiths or
none. A Consultation Forum was also held, hosted
by FaB, to review the progress of religion and belief
equality since 2007. Feedback from these measures
and HE best practice guidance has shaped the
Religion and Belief Equality Priorities for the new
Equality and Diversity Strategy 2010–2015.
Specific Religion and Belief Equality Priorities (See
Equality and Diversity Strategy 2010–15 for
associated activities)
Students and Staff
 Highlight and publicise the Right to Make Faith
Observance requests in the University’s Flexible
Working Policy and provide guidance to managers
on considering Faith Observance Requests.
 Integrate the Faith Calendar into the University’s
Diversity Calendar and publicise to Recruitment,
Development and Learning and Academic
Departments to encourage sensitivity in timetabling.
Equality and Diversity Framework
84
 Review the Leave Entitlement that currently favours
the Christian Calendar (i.e. three compulsory leave
days to be taken between Christmas and New Year
and taken from overall individual leave entitlement
regardless of one’s religious beliefs).
 Mapping and publicising of Prayer/Contemplation
rooms and facilities across all University sites and in
local areas.
 Raise awareness of faith dietary requirements in the
University’s catering provision.
 Develop guidelines for students and staff on religious
observance at the University.
 Promote interfaith dialogue through work with the
Chaplaincy and Student Societies.
For more information on Religion and Belief equality at
UAL, please see the Diversity Team website at:
http://www.arts.ac.uk/diversity.htm
Equality and Diversity Framework
85
Equality and Diversity Framework
Part Two: The Equality Schemes –
Sexual Orientation
The Sexual Orientation Equality Scheme
To be read in conjunction with the University’s Equal
Opportunities Policy and Appendix 1: Equality Duties
Checklist
Our Sexual Orientation Equality Mission Statement
University of the Arts London is dedicated to creating a
welcoming and inclusive culture in which people of all
sexual orientations (actual or perceived, disclosed or
not) are valued and celebrated. We are committed to
promoting lesbian, gay, bisexual and heterosexual
diversity, equality of opportunity and eliminating all
unlawful discrimination. Our Sexual Orientation Equality
Scheme is integrated into our Equality and Diversity
Framework and is also implicit in all of the University’s
other policies, strategies, plans and practice at all levels.
All students, staff, governors and those with whom we
work in partnership are expected to adhere to this
Scheme and report any incidents of harassment,
discrimination or victimisation. Any breaches of the
University’s Sexual Orientation Scheme will be
investigated and if appropriate, treated under the
relevant Disciplinary Code and Complaints Procedures
for Staff or Students and externals with whom we
engage.
Equality and Diversity Framework
86
Sexual Orientation Equality Aims
The University is committed to:
 The elimination of unlawful discrimination, harassment
and victimisation on the grounds of sexual orientation,
perceived sexual orientation or association with a
person of different sexual orientation.
 Advancing equality of opportunity.
 Fostering good relations between persons of different
sexual orientations.
 Publishing this Sexual Orientation Equality Scheme
and Objectives (as embodied in the University’s
Equality and Diversity Framework) setting out how we
will carry out our statutory requirements and monitor,
assess impact, review and report on progress for staff,
students (and service users as appropriate) and how
we have involved lesbian, gay, bisexual and
heterosexual people.
Our Sexual Orientation Equality Scheme applies to all
aspects of the student and staff life cycle, service user or
suppliers experience with us including commencement
and after conclusion, as outlined in our Equal
Opportunities Policy. The Scheme will be annually
monitored and assessed for impact through our ongoing
programme of Equality Impact Assessments of
University policies, strategies and functions.
Sexual Orientation Legislative Framework (see
Appendix 1: Equality Duties Checklist)
The University has progressed sexual orientation
equality in recognition of and in compliance with the
following Equality legislation:
Equality and Diversity Framework
87
Employment Equality (Sexual Orientation) Regulations
2003 — The directive protects against discrimination on
the grounds of sexual orientation in employment,
vocational training, promotion, and working conditions.
Civil Partnerships Act 2004 — Provides legal recognition
and parity of treatment for same-sex couples and
married couples, including employment benefits and
pension rights.
Equality Act 2010 — Is anticipated to introduce a
General Equality Public Duty in 2011, with as yet
unnamed Specific Duties.
Definition of Sexual Orientation — Within the
Employment Equality (Sexual Orientation) Regulations
2003, sexual orientation is defined as orientation
towards persons of the same sex (lesbian and gay),
orientation towards persons of the opposite sex
(heterosexual) and orientation towards persons of the
same sex and opposite sex (bisexual).
The University’s Sexual Orientation Profile
The University has not collected equal opportunities
monitoring data on LGB staff or students to date. Plans
are in place to do this in the 2010/11 academic year.
Results of this monitoring will be available in future
annual Equality and Diversity Monitoring Reports at:
http://www.arts.ac.uk/eo_monitoring_reports.htm.
Sexual Orientation Equality Initiatives 2007–2010
Since the introduction of the University’s first Sexual
Orientation Policy (2007), there have been a number of
Equality and Diversity Framework
88
initiatives to promote lesbian, gay and bisexual equality
and the contribution of LGB people to the cultural life of
the University. These have included the following:
Policy and HR Developments — Equality Impact
Assessments, including Sexual Orientation , of the Staff
Development and Recruitment Policies, HR Service
Review, WP Strategic Assessment, Tutorial and Student
Complaints and Appeals Policies.
Research & Projects — ‘Screen Eroticisms: Technology,
the Body and Explorations of Female Desire in the Work
of Carolee Schneemann and Pipilotti Rist’, Thursday 12
March, a lecture organised by the Subjectivity &
Feminisms Research Group at Chelsea, featuring
Professor Amelia Jones, former Pilkington Chair in Art
History and Visual Studies at the University of
Manchester and organiser of exhibitions on
contemporary art and on feminism, queer and anti-racist
approaches to visual culture.
Events — London Pride (2009) — An ‘Out and Proud’
Banner and celebration with LGB Staff on the balcony of
London College of Fashion to cheer on and support the
passing Pride parade.
Further information on past and current initiatives can be
found at: http://www.arts.ac.uk/docs/Link_B5.pdf
Involvement and Consultation with LGBT Staff and
Student Diversity Groups
The Sexual Orientation Equality Consultation 2009/10
involved a Forum hosted by the Queer@arts Diversity
Equality and Diversity Framework
89
Staff Group to review the progress of LGBT equality
since 2007. Feedback from this session, from all-staff
consultation emails and HE best practice guidance has
shaped the Sexual Orientation Equality Priorities for the
new Equality and Diversity Strategy 2010–2015, further
details of which can be found below.
Queer@arts is a Staff Diversity Group for LGBT staff
which aims to:
 Provide a group, made up of staff from across the
University, representing different sexual orientations,
with the aim of promoting a better understanding of
issues relating to sexual orientation across the whole
University through training and education.
 Provide a group that is an integral part of the structure
of the University that discusses and influences issues
relating to sexual orientation and contributes to the
UAL Diversity Committee, working alongside other
such groups (e.g. the Faith and Belief, Group for
Ethnic Minority Staff).
 Support and advise the University to meet its legal
obligations in the implementation of Sexual Orientation
legislation — e.g. The Employment Equality (Sexual
Orientation) Regulations Dec 2003, Sexual Orientation
Regulations 2007 (protection to outlaw discrimination
arising from an individual’s membership in a civil
partnership) and the planned law against inciting
hatred due to sexual orientation an offence in the
Criminal Justice and Immigration Bill.
Equality and Diversity Framework
90
 To promote the personal and professional
development of LGBT staff.
The Group’s full Terms of Reference can be found at:
http://www.arts.ac.uk/docs/Queer_at_arts_terms_of_refe
rence_March10.pdf
UAL Student Union’s LGBT Students Assembly is an
independent group which aims to: represent the voice of
LGBT students at UAL campaigning for a world free from
discrimination for lesbian, gay, bisexual and transgender
people by challenging attitudes and stigmas through
education. The Group also provides support for LGBT
students, holding social and networking events to create
a strong LGBT community at SUarts, as well as raising
awareness and educating fellow students and staff at
UAL. The Facebook site for the Assembly can be found
at:
http://www.facebook.com/group.php?gid=34223460838
Specific Sexual Orientation Equality Priorities (See
Equality and Diversity Strategy 2010–15 for associated
activities)
Students:
 Provide information on the incidence of Homophobic
Hate Crime and how to report it.
 Develop LGBT directory for students outlining the
support and services available within the University
and across London.
Equality and Diversity Framework
91
Staff:
 Initiative to encourage disclosure and extend equal
opportunities monitoring to sexual orientation, ensuring
that the collection, storage and extraction of data is
restricted to limited personnel on the new HR online
management system and preserves confidentiality at
all times.
 Undertake the Stonewall Employers Index
benchmarking exercise.
 Review HR Policies to ensure that language and focus
is inclusive and not hetero-normative.
For more information on sexual orientation equality at
UAL, please see the Diversity Team website at:
http://www.arts.ac.uk/diversity.htm
Equality and Diversity Framework
92
Equality and Diversity Framework
Part Two: The Equality Schemes –
Socio-economic Class
The Socio-Economic Class Equality Scheme
To be read in conjunction with the University’s Equal
Opportunities Policy, Widening Participation Strategic
Assessment 2009-2012 and the Equality and Diversity
Action Plan.
Socio-Economic Class Equality Policy Statement
University of the Arts London is dedicated to creating a
welcoming and inclusive culture in which people are
valued and celebrated regardless of financial
circumstances, family experience of higher education or
socio-economic class. We are committed to promoting
socio-economic class diversity and equality for working
class students who may have been historically
disadvantaged. Our Widening Participation SocioEconomic Class (SEC) objectives are integrated into our
Equality and Diversity Framework and are also implicit in
all of the University’s other policies, strategies, plans and
practice at all levels.
All students, staff, governors and those with whom we
work in partnership are expected to adhere to the SEC
Scheme and report any incidents of harassment,
discrimination or victimisation. Any breaches of the
University’s Equality Scheme will be investigated and if
appropriate, treated under the relevant Disciplinary Code
Equality and Diversity Framework
93
and Complaints Procedures for Staff or Students and
externals with whom we engage.
Socio-Economic Class Objectives (taken from
Widening Participation Strategic Assessment 2009–12)
The University is committed to:
 The elimination of unfair discrimination, harassment
and victimisation on the grounds of socio-economic
class, perceived socio-economic class or association
with a person of a different socio-economic class,
unless this can be objectively justified.
 Advancing equality of opportunity of all socioeconomic classes and where appropriate for those
that have been historically disadvantaged.
 Fostering good relations between persons of different
socio-economic classes and backgrounds.
 Publishing this Socio-Economic Class Scheme and
Objectives (as embodied in the University’s Equality
and Diversity Framework) setting out how we will carry
out our statutory requirements and monitor, assess
impact, review and report on the progress of our
students.
Our Socio-Economic Class Equality Scheme applies to
all aspects of the student life cycle, including precommencement and post-conclusion, as outlined in our
Equal Opportunities Policy. The Scheme will be annually
monitored and assessed for impact through our
Widening Participation department and the ongoing
programme of Equality Impact Assessments of the
University policies, strategies and functions.
Equality and Diversity Framework
94
Legislative Framework
The University has progressed SEC equality in
recognition of and in compliance with the
HEFCE/DCSF/LSC guidance of May 2007 on Higher
Education Outreach. The 50% general participation
target for 18–30 year olds has now been raised to 75%
covering HE or higher level of FE.
The University’s Socio-Economic Class Student
Profile
The University currently does not collect equal
opportunities monitoring data on class for staff but does
so for specific points in the student life cycle through our
Widening Participation Department, including:
Students
New Home HE undergraduates
2009/10
Attainment 1st /2:1 class First
degree Home students 2008/09
Retention to Year 2 Home
students 2008/09
Satisfaction (National Student
Survey):
Overall Satisfaction 2008/09
NS- SEC NS- SEC
4–7
1–3
30.3%
69.7%
63%
73%
84.1%
86.6%
2%
above
average.
Results of future monitoring will be available in the
annual Equality and Diversity Monitoring Reports (to be
found at:
http://www.arts.ac.uk/eo_monitoring_reports.htm).
Equality and Diversity Framework
95
Socio-Economic Class Equality Initiatives 2007–2010
Since the inception of our Widening Participation
agenda, there have been a number of initiatives to
promote the inclusion of working class students at the
University. These have included:
Progress — The proportion of home undergraduate (UG)
enrolments from National Statistics Socio-economic
Classes (NS-SEC) 4–7, as indicated by UCAS data. The
University has seen a small but steady increase in this
figure in recent years. However, latest data for 2009/10
shows a small decline in the proportion of students from
NS-SEC 4–7.
Policy Developments — Following the publication of the
Schwartz Report Fair admissions to higher education:
recommendations for good practice in September 2004,
the University undertook a wide-ranging Admissions
Project which resulted in the establishment of the
University Admissions Group with all matters relating to
the admission of students falling within the remit of the
University Secretary and Registrar. College Admissions
Managers were also appointed and are members of the
University Admissions Group. They are responsible for
the effective management and monitoring of the
University’s agreed Admissions Procedures as set out in
the Handbook of Admissions Procedures.
Research & Projects — The University is undertaking a
range of initiatives which aim to improve student
retention and success and, in particular, to close the
differential for students from different socio-economic
classes and students from different ethnic groups.
Equality and Diversity Framework
96
Programmes — Across the University we deliver
Widening Participation programmes working in long-term
partnerships with 50 schools/academies, and 25 further
education colleges, which meet the targeting criteria
provided by HEFCE and BIS. This includes 15
Progression Agreements with FE colleges and schools
and academies, overseen by College Progression
Managers, employing the National Arts Learning
Network model. Our cultural partners in these
programmes include Tate Britain; The Stephen
Lawrence Trust; the Institute of Contemporary Arts; the
Courtauld Institute of the Arts; the V&A; and Arts Council
England.
Training and Development — A comprehensive training
programme Fairness in Selecting Students has also
been established, including particular consideration of
applicants from working class or BME backgrounds. The
training is mandatory for all admissions tutors. The
University will continue to manage and evaluate the
training on an annual basis.
National Leadership — We aim to provide national
leadership on widening participation in arts HE, through
providing the Secretariat for the National Arts Learning
Network (the University’s Director of Widening
Participation is also Director of the Network) and through
leading national pilots such as: the Gold Arts Awards
project with Arts Council England; and the Newham
Creative Hub.
Equality and Diversity Framework
97
Further information on past and current initiatives can be
found at: http://www.arts.ac.uk/docs/Link_B10__Socio_Economic_Class_Equality_Initiatives_2007.pdf
Consultation and Staff and Student Diversity Groups
There are no specific voluntary staff or student groups
with a remit to progress socio-economic class equality at
the University. However, our Widening Participation
programme has a network of Student Ambassadors and
WP Practitioners that regularly collaborate to progress
the University’s WP Agenda.
Specific Socio-Economic Class Equality Objectives
(See Equality and Diversity Strategy 2010–15 for
associated activities)
Students:
 To further increase the proportion of the Home student
population from working class backgrounds, in all parts
of the University. The target for 2009–2012 is an
increase in the proportion of new UG entrants from
NS-SEC 4–7 by at least one point each year.
 To ensure that Home students from working class
backgrounds are retained, achieve and progress to
successful careers, at the very least, at the same rates
as students from other socio-economic classes.
 To further develop our regional, national and
international leadership role in promoting Widening
Participation in arts higher education.
 Achieve the Frank Buttle Trust Quality Mark for Care
Leavers in Higher Education by 2010/11.
Equality and Diversity Framework
98
For more information on Socio-Economic Class
initiatives at UAL, please see the Widening Participation
website at: http://www.arts.ac.uk/wideningparticipation.htm
Equality and Diversity Framework
99
Equality and Diversity Framework
Part Two: The Equality Schemes –
Transgender
The Transgender Equality Scheme
To be read in conjunction with the University’s Equal
Opportunities Policy and Appendix 1: Equality Duties
Checklist
Our Transgender Equality Mission Statement
University of the Arts London is dedicated to creating a
welcoming, fair and inclusive culture in which
transgender people and those intending to undergo
gender reassignment feel supported and included in all
aspects of University life. We are committed to
promoting gender diversity, equality of opportunity and
eliminating all unfair discrimination. Our Transgender
Equality Scheme is integrated into our Equality and
Diversity Framework and is also implicit in all of the
University’s policies, strategies, plans and practice at all
levels.
All students, staff, Governors and those with whom we
work in partnership are expected to adhere to this
Scheme and report any incidents of harassment,
discrimination or victimisation. Any breaches of the
University’s Scheme will be investigated and if
appropriate treated under the relevant Disciplinary Code
and Complaints Procedures for Staff or Students.
Equality and Diversity Framework
100
Transgender Equality Aims (see Appendix 1: Equality
Duties Checklist)
The University is committed to:
 The elimination of unlawful discrimination, harassment
and victimisation on the grounds of gender
reassignment, perceived gender or because of
association with a transgender person.
 Advancing equality of opportunity for transgender
persons.
 Fostering good relations between persons of different
gender identities.
 Publishing this Transgender Equality Scheme and
Priority Objectives (as embodied in the University’s
Equality and Diversity Framework) setting out how we
will carry out our statutory requirements and monitor,
assess impact, review and report on progress and pay
for staff, students (and service users as appropriate)
and how we have involved transgender people.
Our Transgender Equality Aims apply to all aspects of
the student, staff and service user or suppliers’
experience, including commencement and conclusion as
outlined in our Equal Opportunities Policy. The Scheme
will be annually monitored and assessed for impact
through our ongoing programme of Equality Impact
Assessments of University policies, strategies and
functions; see:
http://www.arts.ac.uk/equality_impact_assessments.htm
Equality and Diversity Framework
101
Transgender Equality Legislative Background
The University has progressed transgender equality in
recognition of and in compliance with the following
Equality legislation:
Sex Discrimination Act 1975 (and its subsequent
amendments) — Makes it unlawful to treat a person less
favourably than a member of the other sex. The Act
applies to education, the provision of goods, facilities
and services, and in the disposal or management of
premises. It applies to direct and indirect discrimination
against men and women on the grounds of sex; married
persons on the grounds of their marital status; men and
women on the grounds of gender reassignment
(including those who are undergoing or intend to
undergo gender reassignment); and any person on the
grounds of victimisation for asserting a statutory right to
equality of treatment.
The Sex Discrimination (Gender Reassignment)
Regulations 1999 — The Act seeks to prevent sex
discrimination relating to gender reassignment.
It clarifies the law for transsexual people in relation to
equal pay and treatment in employment and training.
Gender Recognition Act 2004 — The purpose of the Act
is to provide transsexual people with legal recognition in
their acquired gender. Legal recognition follows from the
issue of a full gender recognition certificate by a gender
recognition panel.
Equality Act 2006 — Amended the original Sex
Discrimination Act and introduced a General Equality
Equality and Diversity Framework
102
Duty that required public bodies to proactively eliminate
unlawful discrimination and harassment on the grounds
of sex and gender reassignment and promote equality
between men and women.
The University’s Transgender Profile
The University has not collected equal opportunities
monitoring data on trans staff or students to date. Plans
are in place to do this in the 2010/11 academic year.
Results of this monitoring will be available in future
annual Equality and Diversity Monitoring Reports at:
http://www.arts.ac.uk/eo_monitoring_reports.htm.
Transgender Equality Initiatives 2007–2010
Since the inception of the first Gender Equality Scheme
(2007), there have been a few initiatives to promote
trans equality and diversity. These have included the
following:
Policy and HR Developments — The Gender Equality
Consultation 2009/10 involved 1:1 interviews and
questionnaires with a cross section of students and an
all-Staff Survey. Only one trans person (a student)
disclosed their gender identity in these initiatives.
Feedback from this person, members of the Lesbian,
Gay, Bisexual and Trans Staff Diversity Group and HE
best practice has shaped the Transgender Equality
Priorities for the new single Equality Scheme and
Strategy 2010–2015. We note that this is a relatively
under-developed equality area and will continue to
welcome input from trans students, staff and external
Equality and Diversity Framework
103
agencies on how we can improve best practice at the
University.
Research — Brian Chalkley (Chelsea College of Art and
Design) — Current research includes working with
transgender identity, through performance, drawing
painting, book publication and video. The construction of
narrative and storytelling are central to the work.
Research - Dr Sara Davidmann (London College of
Communication, AHRC Research Fellow) – Following a
decade of collaborative work with transgender people,
current research entitled 'Beyond Female and Male’
explores the experience of photography and the selfvisualisation of transsexual people. Concerns of
visibility/invisibility, differences between private
selves/public perceptions and the ways in which social
spaces are negotiated underpin this work.
Events — ‘In/visible Genders Exhibition’ (May–June
2009) — Dr Sara Davidmann, AHRC Research Fellow in
the Creative and Performing Arts, London College of
Communication, developed an exhibition of photographs
exploring transsexual visibility and invisibility. This
exhibition is part of the Transgenders: New Identities
and Visibilities International Conference, Université
Sorbonne Nouvelle, Paris 3.
Further information on past and current initiatives can be
found at: http://www.arts.ac.uk/docs/Link_B8__Transgender_Equality_initiatives.pdf
Equality and Diversity Framework
104
Involvement and/or Consultation with Transgender:
Staff and Student Diversity Groups
Queer@arts is a Staff Diversity Group which aims to
promote the personal and professional development of
lesbian, gay, bisexual and trans (LGBT) staff. However,
the Group has recognised that it currently has no
members that have disclosed that they are trans. It
continues to welcome transgender people to help shape
the aims of the Group to be more inclusive of issues of
gender identity, rather than sexual orientation alone. The
Group’s full Terms of Reference can be found at:
http://www.arts.ac.uk/docs/Queer_at_arts_Terms_of_Re
ference.pdf
UAL Student Union’s LGBT Students Assembly is an
independent group which aims to: represent the voice of
LGBT students at UAL campaigning for a world free from
discrimination for lesbian, gay, bisexual and transgender
people by challenging attitudes and stigmas through
education. The Group also provides support for LGBT
students holding social and networking events to create
a strong LGBT community at SUarts, as well as raising
awareness and educating fellow students and staff at
UAL. The Facebook site for the Assembly can be found
at:
http://www.facebook.com/group.php?gid=34223460838
Specific Transgender Equality Priorities (See
Equality and Diversity Strategy 2010–15)
Students:
Equality and Diversity Framework
105
 Develop a guidance document for staff and students to
promote the interests and/or needs of transgender
students and staff within the University.
 Develop a directory for students outlining the support
and services available within the University and across
London.
Staff:
 Develop a guidance document for staff and students to
promote the interests and/or needs of transgender
students and staff within the University.
 Undertake outreach initiatives to transgender staff (and
students) to discern any specific needs.
For more information on trans equality at UAL, please
see the Diversity Team website at:
http://www.arts.ac.uk/diversity.htm
Equality and Diversity Framework
106
Equality and Diversity
Framework 2010-2015
Part Three: The Diversity
Strategy
Equality and Diversity Framework
107
Equality and Diversity Framework
Part Three: Diversity Strategy 2010–15
3.1 Introduction and vision
University of the Art’s Diversity Strategy (‘the Strategy’)
reflects our Aims and Values, and is also aligned to our
Medium Term Strategy 2010/11-2014/15. It is part of our
Equality and Diversity Framework for 2010-2015, which
also includes an Equal Opportunities Policy and
individual equality schemes for race, gender, disability,
sexual orientation, religion or belief, age, trans, caring
responsibilities and socio-economic class). Applicable to
staff, students and the University itself, the Framework
provides a comprehensive outline of our ‘standard’ on
equality and diversity through the Equal Opportunities
Policy and individual schemes, and through the Strategy
identifies what we aim to do to strengthen our work on
equality and diversity issues over the next few years.
Our vision in relation to the Strategy is three-fold:
 To recognise that diversity is everyone’s business.
 To understand and strengthen the ways in which the
diversity of our students, staff and alumni from the
colleges enhances the University’s distinctive
reputation for academia and enterprise in the arts
and on a regional, national and international level.
 To ensure that principles of good equality and
diversity practice inform and shape our teaching,
Equality and Diversity Framework
108
learning, research and employment approaches for
the benefit of our students, staff and the creative
industries.
3.2 Context
The rich diversity of our students, staff and alumni is
core and vital to the University’s distinctive and global
reputation for academia and enterprise in the arts,
communication, media and design. Our diversity informs
our practice-led teaching and learning traditions, our
innovation and our employment practices, producing
inspired practitioners who are a dynamic, influential and
leading force in the creative industries. We are
committed to addressing inequality and celebrating
diversity in order to sustain an accessible and inclusive
environment for all students, staff, alumni, governors,
visitors, community and commercial partners with whom
we engage.
The Medium Term Strategy and associated enabling
strategies have been created at a time of political and
economic uncertainty. It is important to note how the
wider context in which this Strategy exists has helped
inform its intended progression over the next five years.
Key contextual factors that have been considered
include the recent change in Government and likely
policy shifts affecting higher education and/or the arts,
the current economic climate and funding implications,
along with the likely effect of the Equality Act 2010, the
first provisions of which will come into force in October
2010. In considering these issues, there is a need to
provide a University standard on equality and diversity
Equality and Diversity Framework
109
that ensures our practice-led traditions, provide a vibrant
learning and working environment for our staff and
students and that further extends our communities of
practice and reputation on the national and international
levels.
3.3.
Aims, themes and objectives
In considering the context in which the Diversity Strategy
will operate it is clear that it needs to refine, shape and
enhance existing priorities and functions rather than
superimpose new structures. This type of integrated
approach is one that can pay substantial dividends for
the University, provided that it is taken forward in a
meaningful way that confers real benefits for students,
staff and the University itself. With this in mind, the
Strategy has been created to complement the
University’s Strategic Priority Areas.
The Strategy has three complementary aims:
Aim 1: Ensuring legal and sectoral compliance –
That the University complies with all legal duties and
sectoral requirements (through HEFCE and Ofsted) to
eliminate unlawful discrimination, harassment and
victimisation, further equality of opportunity and promote
involvement, accountability and good relations between
all stakeholders. This Strategy has anticipated and
responded to the Equality Act 2010 by extending its
provision to a further six equality strands (sexual
orientation, religion or belief, age, transgender, caring
responsibilities and socio-economic class) in addition to
Equality and Diversity Framework
110
the three previous statutory duties for race, disability and
gender.
Aim 2: Advancing University ownership and
leadership – That the equality and diversity agenda is
owned by the University’s leadership and is fully
embedded into the ethos, policy and practice of the
institution through the Governors’ Court, Executive
Board, Diversity Committee, sub-committees and all
other University committees, groups, fora and external
networks. This approach in turn underpins our status as
informed and committed leaders of equality and diversity
in the HE arts sector nationally and internationally.
Aim 3: Recognising the value of diversity and
developing exemplary practice across the University
– That we recognise our increasingly rich diversity is part
of our distinctive brand as an international, inclusive arts
institution; that diversity is central to the academic,
research, practice-led and commercial reputation of the
University; and that our commitment to promoting
equality and diversity serves to inform and enhance our
student and staff experience, our creativity, teaching,
learning and innovation and the dynamic practitioners
we prepare for industry.
The aims of the Strategy are further enhanced by the
inclusion of ‘equality and diversity themes’ that are
specific to the University’s context:
Equality and Diversity Framework
111
Theme one: Establishing an evidence base for
informed decision-making on equality and diversity
issues
Aim of this theme: to advance effective data and
information gathering, and to facilitate ways in which the
University can build up a rich resource to aid decisionmaking on diversity issues.
Theme two: Integrating equality and diversity
considerations into functions, policies and
processes
Aim of this theme: to integrate good diversity principles
and practice into the way the University functions by way
of specific initiatives (e.g. inclusive curriculum),
incorporating ‘review and refresh’ mechanisms such as
equality impact assessments or enhancing existing
reviews.
Theme three: Providing training, guidance and
information
Aim of this theme: to ensure that members of the
University community (e.g. staff, students, contractors
and visitors) are aware of its commitment to equality and
diversity and of their specific rights and responsibilities
as a result.
Theme four: Ensuring accessibility and inclusivity
Aim of this theme: to promote an inclusive environment
for all staff and students at the University, including
physical accessibility and Dignity at Work and the
Learning Environment.
Equality and Diversity Framework
112
Theme five: Promoting leadership and effective
communications
Aim of this theme: to ensure that leadership at the
University is able to promote equality and diversity
issues effectively, and that the institution can
communicate its work to internal and external
audiences, networks and stakeholders, enhancing its
corporate reputation and representation on a national
and international level.
These themes help provide a good focus for activity over
2010-2015. Whilst they are concurrent, they also provide
a continuum of activity from compliance to best practice.
It is a requirement under past and present equality
legislation to research, consider and set specific
objectives for each equality strand or to provide a
justification for not doing so. To demonstrate how the
University has responded to the results of information
gathering, monitoring and analysis, each objective in the
Strategy will therefore be informed and /or justified by
evidence or a specific driver.
Accordingly, each of the equality and diversity themes
contains a number of objectives that will be taken
forward in a prioritised, time-bound and focused way
through the Strategy’s action plan (see ‘Implementation
and Resources Plan’ section below). These objectives
were informed and shaped by an extensive consultation
process in 2009 involving our staff and students, the
requirements of current and forthcoming legislation and
the need to ensure that responsibility for the objectives
Equality and Diversity Framework
113
were taken forward by those with the requisite mandate
and authority.
Finally, it is important to highlight the ways in which the
Diversity Strategy can be linked to the other enabling
strategies under the Medium Term Strategy:
Enabling Strategy
People Strategy
Examples of ‘diversity
relevance’
Key stages of the staff lifecycle
from application to exit
Talent management and
effective leadership
Career development
Vicarious liability - equality and
diversity training (covering both
workplace and student-facing
issues)
Liaison with trade unions
Information Resources
Strategy
Accessibility to information
resources
Ensuring data integrity
Estates Strategy
Provision of an inclusive
physical learning and working
environment, for example:
Physical accessibility of our
venues for disabled users
Space for religious
observance/quiet spaces
Social spaces
Equality and Diversity Framework
114
Financial Strategy
Procurement
Contract conditions
Communications Strategy
Promoting our work on equality
and diversity different
audiences on a regional,
national and international level
Accessible communications
Whilst the above table does not provide an exhaustive
outline, it does show that there are many points of
synergy with other key functions at the University, some
of which are currently being progressed and others that
can be developed further in meeting the objectives of the
Diversity Strategy and other enabling strategies.
3.4. Responsibilities
The Strategy belongs collectively to the University,
though each College, department, function, committee
and individual has a responsibility to honour and further
its aims and objectives.
Responsibility of this type presents a certain set of
challenges, particularly when considering our federal
structure, location and reach. The success of the
Strategy requires a rethink of how we define
responsibilities as part of implementation activity. The
Strategy promotes the idea of ‘tiered responsibility’,
whereby leads for the objectives have overall
responsibility, but agree specific tasks with other
stakeholders at other parts of the organisation. Through
the clear delineation of tasks under the objective, all of
Equality and Diversity Framework
115
which contribute to the objective’s success, the
stakeholders have responsibility for taking the objective
forward and also share accountability regarding
implementation. It is hoped that this type of synergy will
help enhance the work under each objective and also
ensure success. Further information on leads and
implementation is provided below.
3.5 Implementation and Resources Plan
The Strategy’s action plan will provide the focus for
implementation. As mentioned above, it has outlined a
themed way of implementing the objectives within an
identified timeframe, with clear ‘success indicators’ to
help measure progress over the short, medium and longterm.
Leads for the objectives under the Strategy are in the
main HR, Diversity Team and WPP. These leads will
have responsibility for designated objectives, and will
report back on progress to the Diversity Committee (or
equivalent), who in turn will review overall progress on
an annual basis. Given the importance of visible
commitment on the part of leadership, it is intended that
the Committee provides an annual summary of progress
(including recommendations for next steps) for the
Executive Board to approve. This could be by way of
enhancing the structure and contents of the Equality and
Diversity Monitoring Report that is presented to the
Board on an annual basis.
A broad-level action plan that accompanies the Strategy
can be found below. Progress against the plan will be
Equality and Diversity Framework
116
evaluated by the Diversity Committee on a regular basis
at least annually, where additional information and/or
modifications as agreed by the Committee will be made.
3.6 Regulation, Benchmarking and Network
Participation
Regulation – The University is subject to further external
regulation through HEFCE (annual reporting of equality
objectives) and Ofsted (assessing the quality of further
education provision including equality and diversity
considerations). These reporting mechanisms enables
the University to check progress on a regular basis.
Benchmarking and network participation - The University
also attends and/or contributes to equality and diversity
initiatives across the higher education sector, such as
those conducted by Quality Assurance Authority,
HEFCE , Higher Education Academy, the Equality
Challenge Unit, NALN and practitioner networks such as
the Higher Education Race Equality Group, Higher
Education Equal Opportunities Network and the Higher
Education London Equality Network. These initiatives
and networks allow the University to share information
on practice and compare its work in relation to other
institutions. It also intends to pilot external equality
benchmarking programmes such as those created by
Stonewall and participate in the ‘Two Ticks’ employment
standard for disability.
Equality and Diversity Framework
117
Equality and Diversity Framework
Part Three: Equality and Diversity
Strategy — Action Plan 2010–2013
This action plan represents the University’s Specific
Objectives for diversity, based on our analysis of
available data and consultation with students, staff and
other key stakeholders. The shape and direction of the
plan has been refined further through the Diversity
Committee, which has helped identify timelines for
activity. By combining the vision of the Equal
Opportunities Policy, the specific context in the individual
equality schemes and the direction of the Strategy, this
plan identifies the necessary steps to help ensure that
the principles and practices of equality and diversity are
of real benefit to all students, staff and the University
itself.
The action plan organises the Objectives under the
following themes:
Theme one: Establishing an evidence base for
equality and diversity
Aim of this theme: to advance effective data and
information gathering, and to facilitate ways in which the
University can build up a rich resource to aid decisionmaking on diversity issues.
Theme two: Integrating equality and diversity
considerations into functions, policies and
processes
Aim of this theme: to integrate good diversity principles
and practice into the way the University functions by way
Equality and Diversity Framework
118
of specific initiatives (e.g. inclusive curriculum),
incorporating ‘review and refresh’ mechanisms such as
equality impact assessments or enhancing existing
reviews.
Theme three: Providing training, guidance and
information
Aim of this theme: to ensure that members of the
University community (e.g. staff, students, contractors
and visitors) are aware of its commitment to equality and
diversity and of their specific rights and responsibilities
as a result.
Theme four: Ensuring accessibility and inclusivity
Aim of this theme: to promote an inclusive environment
for all staff and students at the University, including
physical accessibility and Dignity at Work and the
Learning Environment.
Theme five: Promoting leadership and effective
communications
Aim of this theme: to ensure that leadership at the
University is able to promote equality and diversity
issues effectively, and that the institution can
communicate its work to internal and external
audiences, networks and stakeholders, enhancing its
corporate reputation and representation on a national
and international level.
Whilst these themes are concurrent, they also provide a
continuum of activity from compliance to best practice
that can help the University promote its work as a lead
institution on issues of equality, diversity and the arts, or
Equality and Diversity Framework
119
in other words promote a University of the Arts London
‘standard’ in this area.
Implementation — The plan outlines how the identified
priorities will be taken forward, providing detail on the
necessary activities, success indicators, responsibilities
and timelines against the University’s Specific
Objectives. Responsibility for implementation of the plan
does not rest with one part of the University, but will
instead be taken forward by leads with the necessary
expertise and mandate who will report to Diversity
Committee. They will work with key partners who will
help establish roles for activity through a process of
‘tiered responsibility’, recognising that implementation
needs to take place at the University and College level.
This plan has been created in a context of great external
and internal change. While these changes may be
challenging, it is imperative that progress against the
identified priorities continues in an effective way. To this
end successful implementation of the plan is contingent
on the following prerequisites:
 That the leads liaise and work with key stakeholders
as identified in the plan to agree appropriate specific
activities through a process of tiered responsibility.
Contact should be via a method that best suits both
the leads and key stakeholders, e.g. working groups
or pre-existing groups, online contact etc.
Equality and Diversity Framework
120
 That leads ensure that any scoping, research and
analysis and implementation activity is undertaken
in a way that best ensures success against the
objective as appropriate, e.g. using and enhancing
existing processes and reporting lines, active
engagement with and participation of staff and
students etc.
 That the success indicators under each Specific
Objective are met.
Review of the plan — As mentioned above, the leads
for each Specific Objective will be responsible for
reporting progress to the Diversity Committee or
equivalent during regular intervals (to be agreed by the
Committee). The Committee will also review progress
against Objectives set for each academic year on an
annual basis. The very nature of this plan also means
that it is subject to further development as work
progresses, legislative developments under the Equality
Act 2010 and the outcomes of relevant data and
information. Towards the end of 2012/2013 the plan will
be reviewed and activities for the remaining period set.
Again, this will be reviewed by the Committee on an
annual basis.
Equality and Diversity Framework
121
Theme one: Establishing an evidence base for equality and diversity
Related Equality Implementation Principles:
Inclusive Curriculum and Pedagogy Initiatives
Integrating Equality and Diversity into Research
Equal Opportunities Research, Monitoring, Annual Reporting and Interventions
Equality Area Specific
Staff/
Objective
Students
Driver/
Evidence
Priority Level
a) Race/
Review of
Staff
Ethnicity
occurrences
of persistent
and
disproportiona
te complaints
and
disciplinary
action
involving BME
Lead and
Key
Partners
Timeline
Lead: HR
2010/2011 —
Review to be
conducted.
Success
Indicators
Production of
independent and
comprehensive
- Diversity
review (including
Team
2011/2012 —
internal and
- GEMs
Review to report external information
- Diversity
and data) with clear
Committee findings and
recommend next recommendations
- Trade
steps. Diversity
as appropriate.
Unions
Committee to
- DSCs
Equality and Diversity Framework
122
staff to be
incorporated
into Dignity at
Work
programme.
approve and
agree
recommendation
s.
Implementation of
agreed
recommendations
from report as part
of UAL Dignity at
Implementation
Work/Staff Wellof
being policies, to
recommendation include clear
s, including
targets on:
changes to
Dignity at Work
Reduction of the
Programme as
number of
appropriate, and complaints from
preparation for
BME staff and the
review of
number of
implementation
disciplinary action
activity to take
against BME staff.
place before the
end of
2014/2015.
Drivers/eviden
ce:
- Equal
Opportunities
Monitoring
2006-2009
- UAL Race
Equality
Consultation
- HR Service
Review EIA
Priority level:
High
b) Sexual
Orientation
Initiative to
encourage
Equality and Diversity Framework
Staff
Lead:
Diversity
2010/11 —
Activities to
Inclusion of data
and themes in
123
disclosure and
extend equal
opportunities
monitoring to
sexual
orientation;
ensuring that
the collection,
storage and
extraction of
data is
restricted to
limited
personnel on
the new HR
online
management
system and
preserves
confidentiality
at all times.
Drivers/eviden
Equality and Diversity Framework
Team
include SO
annual EO
categories
Monitoring Reports
already included. from 2011/2012
- HR (Selfonwards.
service)
Ensure
- Diversity
Committee incorporation of Review and
robust data
improvement of
- Trade
protection
processes on a
Unions
provisions, and
two-yearly basis.
- Deputy
raise awareness
Rectors
of importance
- DSCs
and benefits of
contributing
information.
2011/2012 —
Incorporation of
data and
emergent
themes into EO
Monitoring
Report, including
review of
124
ce:
- UAL SO
Equality
Consultation
- ECU Best
Practice
Guidance
- Stonewall
Guidance
- HR Service
Review EIA
Priority level:
High
c) Caring
Introduce
Students Lead:
Responsibilit Caring
Diversity
ies
Responsibilitie
Team
s as a new
equal
- Diversity
opportunities
Committee
monitoring
- Student
category on
Services
Equality and Diversity Framework
processes.
2010/2011 —
Development of
categories on
online and
paper-based
enrolment forms.
Incorporation of
caring
responsibilities as a
category on both
online and paperbased enrolments.
2011/2012 (and
Implement
125
Registry
Management
Information
Systems and
within the
monitoring
and analysis
mechanisms
that inform the
annual
Equality and
Diversity
Monitoring
Report.
- Students’
Union
thereafter on an
annual basis) —
Incorporate data
and analysis
within EO
monitoring
report.
measures to
encourage high
response rate.
Incorporation of
data, emergent
themes and
recommended
activity in EO
annual Monitoring
Reports.
Drivers/
evidence:
- NUS
research
‘Meet The
Parents’,
UAL
Students’
Equality and Diversity Framework
126
Union
research on
student
parents.
d) Socioeconomic
status
Priority level:
High
To further
Students Lead: WP
Ongoing from
increase the
2009 until 2012.
proportion of
- Diversity
the Home
Committee
student
- College
population
Progressio
from working
n and
class
Admissions
backgrounds,
Managers
in all parts of
the University.
Driver/
evidence:
- WP Strategic
Equality and Diversity Framework
To deliver Widening
Participation
programmes
working in longterm partnerships
with at least 50
schools/academies,
and at least 25
Further Education
Colleges, which
meet the targeting
criteria.
Maintenance of 15
existing
Progression
127
Assessment
Priority level:
High
Agreements and
establish at least
two new
agreements per
year between 2009
and 2012.
To remain
mandatory that all
admissions tutors
have attended the
training programme
Fairness in
Selecting Students,
and follow-on
session for staff
who attended the
first workshop in
2007–2009.
To achieve the
Frank Butler Trust
Quality Mark for
Equality and Diversity Framework
128
e) Gender
Investigate
Staff
gender
differentials in
professorial
pay.
Driver/
evidence:
- UAL Equal
Pay Audit
2009
Priority level:
Medium
Equality and Diversity Framework
2011/2012 —
Initial review of
data from CEG,
- Diversity
Committee outlining
provisional and
- College
Executive indicative
findings,
Group
progress to date
- DSCs
etc.
- Diversity
Team
Analysis of
findings to date
and presentation
to Executive
Board, and
implementation
activity for
subsequent
years.
Lead: HR
Care Leavers in
Higher Education
by 2010/11.
Provision of a
longitudinal picture
of pay differentials
in this area, along
with learning
points/positive
aspects from
previous efforts to
address any
differentials.
Provision of key
recommendations
for presentation,
consideration and
approval by
Executive Board.
Production of an
action plan based
129
f) Gender
Undertake
Staff
equalities
monitoring
and action if
appropriate on
the gender of
those
participating in
research.
Drivers/
evidence:
- ECU
research —
The impact
of the
process to
promote
equality and
diversity in
Equality and Diversity Framework
Lead:
Diversity
Team and
volunteers
from
Diversity
Committee
2011/2012 —
Thematic review
in parallel with
1(g), with
recommendation
for further activity
as appropriate.
- Diversity
Committee
- Trade
Unions
- Academic
Board
- Research
Support
- DSCs
2012/2013 —
Implementation
of
recommendation
s, including plan
to review
progress of
implementation
activity in
subsequent
years.
on directions of
Executive Board.
Identification of
gender differentials.
Agreement of clear
and robust activity
by Diversity
Committee, with
subsequent review
of progress in
relation to
implementation
130
RAE2008.
g) Race/
Ethnicity
Priority level:
Medium
Undertake
Staff
equalities
monitoring,
impact
assessment
and action
planning as
appropriate on
the numbers
of BME staff
participating in
University
research.
Drivers/
evidence:
- Research
and Ethics
Equality and Diversity Framework
Lead:
Diversity
Team and
volunteers
from
Diversity
Committee
2011/2012 —
Thematic review
in parallel with 1
(f), with
recommendation
for further activity
as appropriate.
- Diversity
Committee
- Trade
Unions
- Academic
Board
- Research
Support
- DSCs
2012/2013 —
Implementation
of recommendations.
Identification of
differentials.
Agreement of clear
and robust activity
by Diversity
Committee, with
subsequent review
of progress in
relation to
implementation.
2014/2015 —
Review progress
of
implementation
activity.
131
EIA
- ECU
Research:
The impact
of the
process to
promote
equality and
diversity in
RAE2008.
h) Race/
Ethnicity
Priority level:
Medium
Investigate
Staff
any ethnic
differentials of
pay in the
‘Other Senior
Staff’
occupational
category and
in bonuses.
Equality and Diversity Framework
2011/2012 —
Review to be
conducted and
- Diversity
report presented
Team
to Diversity
- Diversity
Committee Committee for
consideration
- GEMs
and advice on
- Trade
next steps.
unions
Lead: HR
Production of
review report that
enables Diversity
Committee to
advise on next
steps as
appropriate.
Next steps taken
132
- DSCs
Driver /
evidence:
- UAL Equal
Pay Audit
2009
- UAL Race
Equality
Consultation
i) Socioeconomic
status
Priority level:
Medium
Explore the
Staff
merit and
feasibility of
undertaking a
National
Statistics
SocioEconomic
Class
Analysis of all
staff by
Equality and Diversity Framework
forward as
appropriate.
Reduction in pay
differentials.
Lead:
By 2013
Widening
Participation
Subcommittee
Social class profile
reported and
reviewed through
sample survey.
- HR
- DSCs
133
Occupation.
j) Socioeconomic
status
Priority level:
Medium
To ensure
Students Lead: WP
Widening
that Home
Participation
students from
Strategic
- Diversity
working class
Committee Assessment
backgrounds
2009/2-12
- College
are retained,
Progressio
achieve, and
n
progress to
Managers
successful
careers, at the
very least, at
the same
rates as
students from
other social
classes.
Priority level:
Equality and Diversity Framework
Introduction of
assessment
criteria,
development of a
common induction
unit and revision of
the UAL Tutorial
policy.
Ensure that
Colleges are
supplied with
accurate, timely,
joined-up, userfriendly monitoring
data that has been
based on
consistent criteria
134
High
and methodology.
Develop further the
approach adopted
in 2008/09 whereby
academic/business
planning and
quality
enhancement
planning processes
address differential
retention,
achievement and
progression.
Review the
allocation criteria
for its Access
Bursaries, to try to
ensure that
students from low
income
backgrounds do not
Equality and Diversity Framework
135
k) Caring
Introduce
Staff
Responsibilit Caring
ies
Responsibilitie
s as a new
equal
opportunities
monitoring
category on
HR
Management
Information
Systems and
within the
monitoring
and analysis
mechanisms
that inform the
Equality and Diversity Framework
withdraw for
financial reasons.
Any changes to the
criteria will be
implemented for
2010 entry.
Lead: HR
2012/2013
Inclusion of Caring
(thereafter part of Responsibilities as
an annual cycle) part of EO
- Diversity
— Extraction of
Monitoring Reports,
Team
data and
with progression
- Diversity
towards longitudinal
Committee analysis for
inclusion in EO
analysis to aid
- Trade
Monitoring
strategic planning
Unions
Report, and plan over successive
- DSCs
for subsequent
years.
analysis to
identify
longitudinal
patterns to
enhance
strategic
planning.
136
annual
Equality and
Diversity
Monitoring
Report.
Drivers/
evidence:
- HR Service
Review EIA
- Sector Best
Practice
- UAL Gender
Equality
Consultation
- Equality Act
2010
Priority level:
Medium
l) Gender
Monitor the
return rates,
Equality and Diversity Framework
Staff
TBC
137
job status and
progression of
women
following
Maternity
Leave.
Driver /
evidence:
- Gender
Equality Duty
- UAL Gender
Equality
Survey
Priority level:
Medium
Equality and Diversity Framework
138
Theme two: Integrating equality and diversity considerations into functions, policies and
processes
Related Equality Implementation Principles:
Equality Impact Assessments of Policies, Services and Functions and Development of Action
Plans
Equality-Related Tender Templates, Award Criteria and /or Contract Conditions
Equality
Area
a) Race/
Ethnicity
Specific
Staff /
Objective
Students
Driver/
Evidence
Priority Level
Develop
Staff
positive action
initiatives to
address underrepresentation
of BME staff
across the
workforce and
in particular in:
i) academic
professions;
Equality and Diversity Framework
Lead and
Key
Partners
Timeline
Success Indicators
Lead: HR in
conjunction
with Diversity
Team
2010/11 —
Outline of
initiatives, to be
reviewed on an
annual basis by
Diversity
Committee, with
recommendation
s fed to D&L as
part of D&L plan
for 2011/2012
Clear identification of
appropriate internal and
external initiatives for
BME staff, with greater
awareness of
application processes
etc. amongst the
workforce.
- Deputy
Rectors
- C&D
- GEMs
- Diversity
Team
Measures (via Key
Skills etc.) in place to
139
- DSCs
and ii) in
management
roles/higher
grades.
Diversity Team
and GEMs to
work with C&D
on appropriate
publicity.
Drivers/eviden
ce:
- Equal
Opportunities
Monitoring
2006-2009
- Race Equality
Best Practice
- Race Equality
Duty
Endorsement
by Executive
Board Feb
2010
b) Race/
Priority level:
High
Address
Equality and Diversity Framework
onwards.
Students
Lead: BME
2010/2011 —
ensure that staff are
encouraged to apply for
appropriate initiatives
and that learning is not
lost once staff return to
the workplace.
Establishment of a
140
Ethnicity
persistent
ethnic
differentials in
admissions,
attainment and
retention for
home BME
students.
Drivers/
evidence:
- Academic
Board (March
2010)
- Equal
Opportunities
Monitoring
2008-2009
- HEA Summit:
BME Student
Success —
led to UAL’s
BME
Equality and Diversity Framework
Student
Progression
Taskforce
- ADS (SU,
Colleges,
SICOM)
- Diversity
Team
- DSCs
Scoping exercise BME Student
and start of
Progression Advisory
action research Sub-Committee that
can recommend
2011/2012 —
‘enabling interventions’,
Action research monitor and drive an
completion
Implementation Action
Completion of
Plan to address
Admissions
imbalances or inequity
Policy and
in the BME Student
Assessment
experience. Linked
Policy EIAs —
activity to initiatives on
combine
social class and include
outcomes and
gender.
findings to
produce
Student procedures
recommendation changed if negative
s.
impact found through
EIA outcomes.
Rollout of
thematic review Differentials addressed
and examples of and closed.
good practice
141
Partnership
Projects
- HE Sector
Best Practice
HEA, ECU,
HEEON
- UAL Race
Equality
Consultation
Priority level:
High
c)
Develop a
Disability Disability
Leave Policy.
Drivers/eviden
ce:
- UAL Disability
Equality
Consultation
- HE Sector
Equality and Diversity Framework
rolled out as a
means of
capacity-building
(to include plan
for review of
differentials
within
2014/2015).
Staff
Lead: HR
(DO)
- Disabled
Staff Group
- Diversity
Team
- Diversity
Committee
- C&D
2010/2011
Development of policy
through appropriate
advice/consultation
mechanisms. Policy to
be drafted with advice
from Diversity Team
and Committee, and to
consult with Disabled
Staff group.
142
Best Practice
Priority level:
High
d)
Undertake
Students
Disability EIAs of the
following
policies to
inform future
online and/or
group training
of teaching and
support staff
on making
reasonable
adjustments for
disabled
students:
- Admissions
- Tutorial
- Assessment
Equality and Diversity Framework
- DSCs
Measures to help raise
awareness of policy
amongst staff.
Co-ordination 2010/2011 —
via Diversity Action plan for
Team
Tutorial Policy
Start EIAs in
other areas.
- CLTAD
- Academic
2011/2012 —
Affairs
Completion of
- Student
EIAs. Combine
Services
with 2(a) as
- DSCs
appropriate.
Activity subsequent to
Tutorial, Assessment,
Work Placement and
Admissions policy EIAs
(e.g. training
interventions and
establishing clear
procedures for referrals
to Disability Coordinators) to enhance
student accessibility of
IT resources and
promote greater
understanding of needs
of disabled students
amongst teaching and
support staff.
2012/2013 —
Review EIA
action plans to
identify key
areas of
enhancement re:
training
Reflected in PRA and
143
(inc
Accommodate
d Assessment
Guidelines)
- Work
Placement
interventions.
increased levels of
disclosure/requests to
make reasonable
adjustments/student
satisfaction.
Drivers/eviden
ce:
- QAA Code of
Practice Disability
- ECU
guidance:
Disability
Legislation:
Practical
Guidance for
Academics
- -Equal
Opportunities
Monitoring
2008-2009
Equality and Diversity Framework
144
Priority level:
High
e)
Positive action
Disability initiatives
developed to
increase
disclosure
rates among
current
disabled staff.
Drivers/
evidence:
- Equal
Opportunities
Monitoring
2006-2009
- HE Sector
Best Practice
- Endorsement
Executive
Board Feb
Equality and Diversity Framework
Staff
Lead: HR
2010/2011
- Disabled
Staff Group
- Diversity
Team
- Diversity
Committee
- DSCs
Identification of
appropriate positive
action initiatives
through sector practice
and guidance materials
Raise awareness of
monitoring exercises,
and the benefits of
contributing.
Development of
challenging but
achievable SMART
targets regarding
disclosure rates by HR.
Promotion and
encouragement of
disclosure by DSCs,
145
2010
Priority level:
High
f) Sexual Review HR
Orientatio Policies to
n
ensure that
language and
focus is
inclusive and
not heteronormative.
Drivers/
evidence:
- HR Service
Review EIA
Priority level:
High
g)
Religion
& Belief
Review the
Leave
Entitlement
Equality and Diversity Framework
taking into account
need for confidentiality
etc.
Staff
Lead:
2011/2012
Diversity
Team
- Diversity
Committee
- queer@arts
- HR
Staff
Lead:
Diversity
team
2011/2012 —
Review of
entitlement.
Language used and
focus in HR Policies is
fully inclusive and not
hetero-normative.
Review outcomes
highlighting equitable
treatment of staff of all
146
that currently
favours the
Christian
Calendar.
Driver/evidenc
e:
- UAL R&B
Equality
Consultation
h) Age
Priority level:
Medium
Review the
Students
University’s
procedures
and guidelines
with respect to
its duty of care
to safeguard
young people
who study or
participate in
Equality and Diversity Framework
faiths and none, with
appropriate action
approved and moved
forward by Diversity
Committee.
- Diversity
Committee
- FaB
- HR
- Trade
unions
Lead:
Diversity
Team
- Diversity
Committee
- Widening
Participatio
n
- Student
Faith observance
guidance updated
accordingly.
2011/2012 —
Collate
information
regarding best
practice within
the HE sector.
Identification of best
practice on a national
level and enhancement
of existing UAL
practice.
2012/2013 —
Amendment of
processes and
Staff in relevant
positions are aware of
UAL procedures and
practice in this area.
147
the University.
Services
- D&L
Drivers/eviden
ce:
- ECU
Guidance Age
Equality and
Admissions to
HE
- JISC Duty of
Care in FE
and HE
Sectors
- UAL Age
Equality
Consultations
Priority level:
Medium
i) Caring Encourage HR Staff
Respons- to promote
ibilities
issues such as
Equality and Diversity Framework
guidelines as
appropriate.
Information
dissemination
and
incorporation
into online
training as
appropriate.
TBC
HR
148
preparation for
maternity leave
and return to
work, homeworking
arrangements,
job-sharing in
teams that
grant Flexible
Working
requests to
those with
Caring
Responsibilitie
s.
Drivers/
evidence:
- HR Service
Review EIA
- Recruitment
EIA
Equality and Diversity Framework
149
Priority: TBD
Equality and Diversity Framework
150
Theme three: Providing training, guidance and information
Related Equality Implementation Principles:
Equality and Diversity Training and Development
Equality
Area
a) Age
Specific
Staff/
Objective
Students
Driver/Evide
nce
Priority
Level
Better
Staff
promote
policy,
procedures
and flexible
working
options with
respect to the
‘Right to
Request’
working
beyond
normal
Equality and Diversity Framework
Lead and
Timeline
Key Partners
Lead:
Diversity
Team
- Diversity
Committee
- D&L
- C&D
- Trade
Unions
- DSCs
2009 —
Include
information in
Managers’
Equality and
Diversity
Training.
Success Indicators
Increased awareness of
options by staff and
managers, and
appropriate handling of
any requests.
2010/2011
- Identification
of different
options for
working
151
- Targeted
publicity to
raise
awareness of
opportunities
retirement
age.
Drivers/evide
nce:
- UAL Age
Equality
Survey
- HE Sector
Best
Practice
(UCEA)
Priority
level: High
b) Trans
Develop a
Students
guidance
documents
for studentfacing staff
and students
to promote
Equality and Diversity Framework
Lead:
Diversity
Team
2010/2011 —
Establish
protocols.
- Diversity
Committee
- Students’
Development
of guidance
materials
Development of
accessible and targeted
guidance materials for
staff and students,
including protocols for
specific arrangements.
To include consultation
152
the interests
and/or needs
of trans
students
within the
University.
Drivers/evide
nce:
- ECU
Guidance:
Supporting
Trans
Students
and Staff in
HE
Union
- LGBT
- Student
Assemblies
linked with
with student groups as
directory and
appropriate.
outreach
activities under
other
objectives.
Dissemination
of information
across student
body and staff
members.
Requests to
Diversity
Team from
students
Equality and Diversity Framework
153
c) Trans
Priority level:
High
Develop a
Students
directory for
students
outlining the
support and
services
available
within the
University
and across
London.
Priority level:
Medium
d) Religion Integrate the Staff
& Belief
Faith
Calendar into
relevant
University
calendars
Equality and Diversity Framework
Lead:
2010/2011 —
Diversity team Activity to run
in conjunction
with guidance
- Diversity
documents for
Committee
staff and
- Students’
students.
Union
- LGBT
Student
Assemblies
Lead:
Diversity
Team
- Diversity
Committee
2010/2011 —
Main faith
events in
calendars
Include in
CLTAD online
Development of up-todate and easily
accessible online
resource for students,
with opportunity for
students to update via
resource.
Increased awareness of
faith and belief events
and sensitivity in
timetabling.
154
and publicise
to
Recruitment,
Development
and Learning
and
Academic
Departments
to encourage
sensitivity in
timetabling.
Drivers/evide
nce:
- Staff
Developme
nt EIA
- Tutorial EIA
- UAL
Religion
Equality
Consultation
- HE Sector
Equality and Diversity Framework
- HR
- Student
Services
- Academic
Affairs
training.
2011/2012 —
Encourage
supply of
information at
enrolment to
enable Course
Directors plan
timetables.
Encourage
Communicatio
ns activity to
raise
awareness
across
functions (link
to mapping
exercise and
guidelines) and
greater
155
Best
Practice
(ECU)
Priority level:
Medium
e) Religion Mapping and Staff &
& Belief
publicising of students
Prayer/Conte
mplation
rooms and
facilities
across all
University
sites and in
local areas.
Drivers/evide
nce:
- HE Sector
Best
Practice
Equality and Diversity Framework
publicity during
inter-faith
week.
Lead:
Diversity
Team and
Chaplaincy
- Diversity
Committee
- FaB
- DSCs
- C&D
2010/2011 —
Results of
mapping
exercise and
guidance
issued and
publicised to
staff and
students,
updated on a
regular
(minimum
annual) basis.
Staff and students are
aware of
prayer/contemplation
facilities.
Production of an online
resource that can be
added to on a regular
basis.
Review of UAL
facilities.
156
(ECU)
- UAL
Religion
Equality
Consultation
Priority
level: High
f) Religion Develop
Staff &
& Belief
guidelines for students
students and
staff on faith
observance
at the
University.
Driver/eviden
ce:
- ECU
Guidance:
Religious
observance
Equality and Diversity Framework
Lead:
Diversity
Team and
Chaplaincy
- Diversity
Committee
- FaB@arts
2010/2011 —
Guidelines
published.
Development of up-todate and accessible
information resource for
students and staff.
Raise
awareness of
guidelines to
staff and
students
157
in Higher
education:
timetabling
g) Caring
Responsibilities
Priority
level: High
Encourage
Students
University
departments
to provide
early,
advance
information
on course
timetabling,
costs and
study
requirements
to all
students in
recognition of
the positive
impact this
Equality and Diversity Framework
Lead:
Diversity
Committee
- DSCs
- Student
Services
- Academic
Affairs
2010/2011 —
Work with
DSCs and AA
to identify
existing
practice, with
reference to
recommendati
ons from UAL
SU research
and related
issues
regarding
religious
observance.
Body of information
outlining existing
practice within colleges,
identifying areas of
good work and points of
learning.
Development of clear
and accessible
protocols and brief
guidelines for University
departments (including
late requests).
2011/2012 —
158
can have
particularly
on students
with caring
responsibilitie
s.
Drivers/evide
nce:
- NUS
research
‘Meet The
Parents’,
UAL
Students’
Union
research on
student
parents
- UAL
Gender
Equality
Consultation
Equality and Diversity Framework
Development
of protocols
and guidelines.
2012/2013 —
Implementation
of protocols
and guidelines,
with end of
year review.
159
s
Priority
level: High
h) Religion High light
Staff
& Belief
and publicise
the Right to
Make Faith
Observance
requests in
the
University’s
Flexible
Working
Policy and
provide
guidance to
managers on
considering
Faith
Observance
Requests.
Equality and Diversity Framework
Lead:
Diversity
Team
- Diversity
Committee
- HR
- FaB
- D&L
- DSCs
2011/2012
Communications
activity to help raise
awareness, including
Blackboard sites.
Greater awareness of
right to make faith
observance requests
reflected in feedback
from Staff Attitude
Survey.
Guidance issued to
managers and referred
to in Key Skills training.
160
Drivers/evide
nce:
- HR Service
Review EIA
- UAL
Religion
Equality
Consultation
- HE Sector
Best
Practice
Priority level:
Medium
i) Religion Raise
Staff and
& Belief
awareness of students
faith dietary
requirements
in the
University’s
catering
provision.
Equality and Diversity Framework
Lead:
Diversity
Team
- Diversity
Committee
- FaB
- Student
Societies
2012/13 —
Review current
provision,
ensuring full
understanding
of faith dietary
requirements
Greater awareness of
faith dietary provisions
— measured in number
of requests received to
Students’ Union and
contracted-out services.
Publicise
161
Drivers/evide
nce:
- HE Sector
Best
Practice
(ECU)
- UAL
Religion
Equality
Consultation
j) Caring
Responsibilities
Priority level:
Medium
Highlight and Staff
publicise the
statutory
Right to
Request
Flexible
Working and
promote the
University’s
Family-
Equality and Diversity Framework
(e.g ISOC)
provision in
appropriate
- Catering
- Procurement media, e.g.
events
booking.
Lead: HR
- C&D
- Diversity
Team
- Diversity
Committee
- DSCs
2011/2012 —
Consideration
of age and
gender-specific
issues,
integrating
relevant areas
into policies as
appropriate.
Staff aware of initiatives
— Reflected in
increased take up and
enquiries to be
measured on a yearly
basis.
162
Friendly
policies and
initiatives
more
regularly
(e.g.
Childcare
vouchers,
Leave
entitlements).
2012/2013 —
Agreement and
implementation
of appropriate
publicity.
Drivers/evide
nce:
- Best
practice
- HR Service
Review EIA
- UAL
Gender
Equality
Consultation
Priority level:
Equality and Diversity Framework
163
k) Sexual
Orientation
l) Gender
High
Develop
LGBT
directory for
students
outlining the
support and
services
available
within the
University
and across
London.
Students
Priority level:
Medium
Develop
Students
University
Policy/Guida
nce on
Interpersonal
Violence for
Equality and Diversity Framework
Lead:
Diversity
Team/
Students’
Union
- Diversity
Committee
- Student
Services
- Students’
Union
Lead:
Diversity
Team
Equality &
Diversity
Officer
2011/2012 —
Develop online
directory for
students.
2012/2013 —
Publicity
arrangements
targeted at
students.
2012/2013
- Insert key
consideration
s into
Disciplinary
Procedures
Development of
directory, followed by
effective
communications activity
to publicise the
resource.
Incorporation of key
considerations from
drivers/evidence into
Disciplinary Procedure
for observed violence to
staff and students, and
164
staff and
students.
Drivers/evide
nce:
- HE Sector
Best
Practice e.g.
Aston
University
and
Loughborou
gh
University
policies
- 2001 British
Crime
Survey
- UAL Gender
Equality
Consultation
(Students)
and Diversity
Adviser
- Student
Services
- Students’
Union
- Student
Assemblies
- Trade
Unions
- HR
- C&D
- Production of
guidance
materials for
staff and
students
- Agree with
key partners
plan for
dissemination
activity in
2013/2014
to inform signposting
mechanisms for
incidents occurring
outside of UAL
premises.
Production of
accessible, discrete but
linked guidance
materials for staff and
students, followed by
dissemination and
awareness-raising
activity to raise
awareness amongst
staff and students.
Priority level:
Equality and Diversity Framework
165
m)
Disability
Medium
Develop
Students
clear
guidelines on
the access
and funding
needs of
disabled
International
students.
TBC, but to
include:
Students
Services
International
Office.
2012/2013
TBC
Drivers/evide
nce:
- UAL
Disability
Equality
Consultation
n) Age
Priority level:
Medium
Develop
Students
Guidelines to
assist and
Equality and Diversity Framework
TBC
166
inform
Students
(and their
parents)
attending the
University
who are
under-18
years.
Priority level:
Medium
Equality and Diversity Framework
167
Theme four: Ensuring accessibility and inclusivity
Related Equality Implementation Principles:
Accessibility: Physical Environment, Communications and Services
Dignity at Work and In a Learning Environment Programme’ (Anti Bullying, Harassment and
Victimisation)
Consultation with Diverse Staff and Students
Equality
Area
a)
Disability
Specific
Staff/
Objective
Students
Driver/
Evidence
Priority Level
Provide training Staff
and guidance to
staff
(particularly
reception,
teaching and
learning and
other frontline
staff) to ensure
that disabled
Equality and Diversity Framework
Lead and
Timeline
Key Partners
Success
Indicators
Leads:
Diversity
Team with
guidance from
D&L
Training
interventions and
issues include
considerations
relevant to
disabled service
users and are
tailored to
specific work
areas (e.g.
- Diversity
Committee
- DSGs
- HR (DO)
2009/2010 to
2010/2011Develop
appropriate
modules/interventi
ons in the
following training
programmes for
2010/2011:
- all-staff online
168
service users
are able to
access and
participate fully
in the
academic,
cultural and
business life of
the University.
b)
Drivers/
evidence:
- Disability
Equality Duty
- UAL Disability
Equality
Consultation
- Disability Best
Practice
Priority level:
High
Map and
Staff
Equality and Diversity Framework
- Involvement
of others to
be decided
according to
module
- DSCs
- SUs
diversity training
- Managers E&D
Training
- Disability
Awareness and
Access Training
- CLTAD online
training module
for teaching and
learning
estates, teaching
and learning).
Understanding of
needs of
disabled service
users measured
in PRAs of staff.
To be
supplemented
with briefing
materials as
appropriate.
Lead:
October/Novembe Incorporation of
169
Disability
r 2010 — Estates
Service Review:
Incorporate
equality
Diversity
Committee considerations
from
Disabled
Staff Group drivers/evidence.
HR (Health
and Safety) 2010/2011 —
Conduct mapping
Estates
exercise and
Rector’s
report to Diversity
Office
Committee.
DSCs
publicise all
accessible and
egressible
rooms and
venues across
the University
to inform staff
who book
training,
interviews and
events.
Diversity
Team
Drivers/
evidence:
- Disability
Equality Duty
- UAL Disability
Equality
Consultation
- Disability Best
Practice
- EIA – Staff
Development
-
Equality and Diversity Framework
-
relevant equality
considerations
as part of
Estates Service
Review/EIA.
Mapping
exercise
published and
accessible to
staff requiring
information.
Clear direction
Implementation of given by
agreed
Diversity
recommendations. Committee (with
support from
Estates) on good
practice and
areas where
further work
required.
170
and HR
services
Priority level:
High
c)
Disability
Introduce a
Staff
dedicated 0.5
Disability
Officer for Staff.
Drivers/evidenc
e:
HR Service
Review EIA
- Recruitment
EIA
Equality and Diversity Framework
2010/2011 —
Restructure
existing HR
- Disabled
Staff Group position.
- Diversity
Team
- Diversity
Committee
(for
information)
Lead: HR
Recommendatio
ns of Diversity
Committee to be
taken forward by
way of
prioritised, timefocused activity.
Progress reports
to be provided to
the Committee.
Officer in place
with requisite
skills and
knowledge to
progress
activities as
outlined under
objectives 2(c),
4(a) and (d).
171
d)
Disability
Priority level:
High
Develop
Staff
guidance for
Managers, Staff
and New
Recruits on the
Procedures for
establishing
reasonable
adjustments in
the workplace.
Drivers/
evidence:
- UAL Disability
Equality
Consultation
- Disability Best
Practice
- Recruitment
Equality and Diversity Framework
Lead: HR
(DO)
2010/2011 —
Initial briefings.
- Diversity
Committee
- Disabled
Staff
- Group
- Diversity
Team
2011/2012 —
guidance
materials and
gathered case
studies to be
disseminated.
Identification of
clear UAL
procedures and
examples so that
staff are aware
of how to
accommodate
reasonable
adjustments in
the workplace
and learning
environment for
staff in studentfacing roles.
172
EIA
e)
Disability
Priority level:
High
Involve
disabled
students in
decisions/
policies that
affect them
through
ongoing
individual and
collective
consultations.
Drivers/evidenc
e:
- Requirement
of the
Disability
Equality Duty
Equality and Diversity Framework
Students
Lead:
Diversity
Team
- Students’
Union
- Student
Assemblies
2010/2011 —
Scoping exercise
(including focus
group) and
mapping/
development.
Development of
a robust
consultation and
engagement
strategy by
Diversity Team,
leading to
2011/2012 —
greater
Rollout of
consultation
consultation
response rates
strategy.
(measured by
percentage
Review of strategy increases) and
to ascertain ‘fit’/
engagement of
modification to
students
other equality
(measured in
strands as they
student
impact on
satisfaction
173
and Equality
Impact
Assessments
Priority level:
High
f) Sexual Provide
Students
Orientatio information on
n
how to report
homophobic
harassment
and hate crime.
Drivers/evidenc
e:
- ECU
Guidance:
Experience of
lesbian, gay,
bisexual and
trans staff and
students in
Equality and Diversity Framework
students.
Lead:
Diversity
Team
- Student
Services
- Students’
Union
- LGBT
student
assembly
- DSCs
survey —
benchmark
against current
levels as
appropriate).
2010/2011 —
Review/set-up of
UAL systems of
measuring internal
and external
harassment and
hate crimes.
Clear
understanding by
students of
where they can
access help to
deal with
homophobic hate
crimes, and
Issues concerning satisfaction with
homophobic hate standard of
crimes and UAL
support received
measures to
from UAL.
address to be
integrated into
training
interventions.
174
Higher
education:
research
report 2009
- HE Sector
Best Practice
e.g. Warwick
SU Website,
Institute of
Cancer
Research and
UCL LGBT
Webpage
- SO
Consultation
2009
g)
Disability
Priority level:
High
Explore a panUniversity
programme of
implementing
Equality and Diversity Framework
Develop system of
monitoring.
2011/2012 — Roll
out of information
to students.
2012/2013 —
Review of system
and review
monitoring
information and
student
satisfaction.
Students
Lead: Library
and Learning
Resources
with Student
2010/2013 —In
tandem with
objective 4(e)
above and IT
Reviews from
EIAs, along with
past and existing
activities to
175
appropriate
assistive
software to
ensure wideranging access
for all disabled
students.
Services,
Diversity
Team and
Disability Coordinators
h) Trans
Equality and Diversity Framework
Consideration of
needs of staff
requiring
assistive
software, and
liaison with
Human
Resources.
- Diversity
Committee
- Students’
Union
QAA Code of
Practice Disability
UAL’s Disabled
Student Study
Support
Committee
(26.11.09)
Priority level:
High
Undertake
outreach
initiatives to
Service Review in inform approach
2010/2013
on programme
rollout.
Relevant
considerations
incorporated as
part of IT Service
Review.
Staff
Lead:
Diversity
Team
2011/2012
Development of
mechanisms that
enable staff and
176
Trans Staff
(and Students)
to discern any
specific needs.
- Diversity
Committee
- Students’
Union
- LGBT
Student
Assembly
- HR
- Trade
Unions
- DSCs
Drivers/evidenc
e:
- HE Sector
Best Practice
(ECU).
- UAL SO
Equality
Consultation
Priority level:
Medium
i) Religion Promote
& Belief
interfaith
dialogue
through
collaboration
with the
Equality and Diversity Framework
students to
identify and
communicate
needs.
Students
Lead:
Chaplaincy
and Diversity
Team
- Students’
Feedback
provided to be
used in a
constructive way,
e.g. development
of guidance.
2011/2012
Greater synergy
between the two
areas, e.g.
through jointinitiatives such
as events and
177
Chaplaincy and
Student
Societies.
Drivers/
evidence:
- Guidance:
Religious
observance in
Higher
education:
facilities and
services
- HE Sector
Best Practice
e.g. University
of
Westminster
and
Goldsmiths
- UAL Religion
Equality
Consultation
Equality and Diversity Framework
Union
- Student
Services
- Student
Societies
informationdissemination as
appropriate.
178
Priority level:
Medium
Equality and Diversity Framework
179
Theme five: Promoting leadership and effective communications
Related Equality Implementation Principles:
Diversity Events
Equality
Area
a) Socioeconomic
status
Specific
Staff/Student
Objective
s
Driver/Evidence
Priority Level
To further
Students
develop our
regional,
national and
international
leadership role
in promoting
Widening
Participation in
arts Higher
education.
Lead and
Key
Partners
Timeline
Success
Indicators
Lead: WP
2009/2010 —
Dissemination of
research on fair
admissions in art
and design.
UAL
leadership and
support for
NALN over the
next three
years.
- NALN
- Specialist
Schools
- Academies
2009/2010 —
Trust
Publication and
- Sorrell
Foundation dissemination of
Creative Hub
document.
2009/2010 —
Equality and Diversity Framework
International
dissemination
of research
commissioned
on fair
admissions in
180
Driver/evidence:
WP Strategic
Assessment
Priority level:
High
Deliver second
year of
joinedupdesign for
academies
programme and
agree next phase.
2009/2010 —
Lead second
phase of work
around Arts
Awards.
2009–2012 —
Support for
Creative Hub
2009 to 2012 —
Leadership and
support to NALN.
2009–2012 —
Equality and Diversity Framework
art and design
in HE.
Development
of UAL focus
on
pedagogical
research and
research on
widening
participation
for arts HE.
To produce a
publication
documenting
the
development
and impact of
the Creative
Hub, to be
disseminated
to other
181
Focus on
pedagogical
research and
research on WP
for arts in higher
education.
Equality and Diversity Framework
creative HEIs.
Support for
Hub for
another three
years.
Deliver a
second year of
the
joinedupdesig
n for
academies
programme,
and agree with
the Sorrell
Foundation the
next phase of
development
of these
programmes.
UAL
leadership on
a second
phase of
182
b)
Disability
Endeavour to
become a ‘twoticks’ disability
friendly
employer.
Priority level:
medium
Staff
Lead:
Diversity
Team
2011/2012 —
Initial review and
assessment of
UAL position, with
modifications
made where
necessary.
- Disabled
Staff
Network
- Diversity
Committee 2012/2013 —
Apply for award.
partnership
working
around Arts
Awards,
informed by
evaluation of
the first phase.
To review
activity against
the ‘five
commitments’
(recruitment,
training,
retention,
consultation
and disability
awareness)
Appropriate
implementatio
n activity postreview to
ensure that
Equality and Diversity Framework
183
UAL becomes
a ‘two-ticks’
employer, and
is able to
ensure
continued
achievement
of standard
post-award on
a regular
(annual) basis.
c) Sexual
Orientatio
n
Undertake the
Staff
Stonewall
Employers Index
benchmarking
exercise.
Drivers/evidence
:
- UAL SO
Equality
Consultation
Equality and Diversity Framework
2011/2012 —
Initial assessment,
following other
work on SO,
identifying areas of
- Diversity
Committee strength/weakness
- queer@art ,
recommendations
s
to Diversity
- Trade
Committee for
Unions
approval.
- HR
Lead:
Diversity
Team
Positive result
on
benchmarking
exercise
Successful
submission to
Stonewall.
184
- HE Sector Best
Practice
Priority level:
Medium
Equality and Diversity Framework
2012/2013 —
Activity to address
weaknesses to
feature as specific
objective, followed
by re-evaluation.
185
Equality and Diversity
Framework 2010-2015
Appendices
Equality and Diversity framework
186
Equality and Diversity Framework
Appendix 1: The Equality Duties
Checklist
Higher Education Institutions are currently legally
required to develop and publish Equality Schemes for
Gender, Race and Disability. These Schemes stipulate
the requirements of the statutory General and Specific
Duties that must be met in order to comply. It is
anticipated that the Act may introduce a single Equality
Duty that will require institutions to extend protection to
all persons with a ‘protected characteristic’ in order to:
1. Eliminate discrimination, harassment and
victimisation.
2. Advance equality of opportunity between persons who
share a protected characteristic and persons who do
not share it.
3. Foster good relations between persons who share a
protected characteristic and persons who do not share
it.
Protected characteristics cover the following: Age,
Caring Responsibilities, Disability, Gender, Race,
Religion & Belief, Sexual Orientation, Socio-Economic
Class and Trans.
On 5th February 2010, the Equality Challenge Unit
issued guidance to HEIs on the key elements of the
Equality Bill (now the Equality Act 2010), as follows:
Equality and Diversity framework
187
1. Setting, consulting on and reviewing equality
objectives— There will no longer be a legal requirement
to produce equality schemes. However, higher education
institutions (HEIs) will need to develop and publish
equality objectives, with reference to relevant evidence,
and publicly set out the steps they intend to take to
achieve them. To identify and develop equality
objectives, HEIs will need to review all functions and
gather evidence relating to all the protected
characteristics and across all the limbs of the General
Duty.
Evidence may include information gathered through
consulting and involving people from protected groups.
Not all protected characteristics or functions will require
an objective if there is no evidence for it. However, HEIs
will need to be able to evidence why they have not set
an equality objective for a particular protected
characteristic. National equality objectives will be agreed
by Government and disseminated to public bodies.
Whilst HEIs must be able to demonstrate that they have
taken the national equality priorities into account, this
does not mean that they are required to adopt these.
2. Demonstrating how the impact on equality has
been assessed — HEIs will need to assess and
demonstrate the impact on equality in the design of key
policy and service delivery initiatives across all the
characteristics protected under the Equality Duty.
Legislation will not prescribe the steps by which impact
is assessed.
Equality and Diversity framework
188
3. Employment data — HEIs will need to publish their
gender pay gap figures and their Black and ethnic
minority and disabled people employment rates.
4. Procurement — HEIs will need to actively consider
the equality requirements of every contract they tender
and, if it is relevant and proportionate, to consider
including equality-related award criteria or contract
conditions.
The following Equality Duty Checklist outlines the
CURRENT and ANTICIPATED statutory requirements
for each equality strand and the University’s Modes
of Compliance as embodied in the Equality and
Diversity Framework 2010–15.
Equality and Diversity framework
189
UAL’s Modes of Compliance:
Required for Disability, Gender, Race and Trans;
Extended to Sexual Orientation, Religion & Belief and
Age; Inclusive of Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
a) Requirements Statutory
to meet ‘General Scope
Duties’
Equality and Diversity framework
190
UAL’s Modes of Compliance:
Required for Disability, Gender, Race and Trans;
Extended to Sexual Orientation, Religion & Belief and
Age; Inclusive of Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Equal Opportunities (EO) Monitoring
Eliminate
A statutory
unlawful and requirement
The University undertakes EO monitoring of students and
unfair
for the
staff annually to discern where indicators of unlawful or
discrimination. Gender, Race unfair discrimination may be taking place. These in turn
and Disability inform the annual objectives endorsed by the Diversity
Equality
Committee and Executive Board.
Schemes.
Implicit within Disciplinary Action Procedures
The University’s Rules and Regulations for Students and
antidiscriminatory Staff Charter and Disciplinary Policy for Staff is enacted
against persons whose conduct is alleged to be
Employment
discriminatory.
Regulations
for Sexual
Equality Impact Assessments
Orientation,
The University’s functions, strategies and policies will all
Religion and
be scrutinised to discern and address adverse impact on
Belief and
any equality group and followed up with individual Action
Age.
Plans.
a) Requirements Statutory
to meet ‘General Scope
Duties’
Equality and Diversity framework
191
UAL’s Modes of Compliance:
Required for Disability, Gender, Race and Trans;
Extended to Sexual Orientation, Religion & Belief and
Age; Inclusive of Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Equality and Diversity Training
2
Promote
A statutory
equality of
requirement
Online anti-discriminatory training will be compulsory for all
opportunity.
for the
staff linked to Appraisal and all managers will have to
Gender, Race undertake mandatory bespoke training with respect to
and Disability managing diverse teams or learners.
Equality
Positive Action Initiatives: Targeted programmes to
Schemes.
address historic under-representation particularly with
respect to disabled and BME students or staff, for
example:
 Recruitment — Targeted recruitment campaigns to be
developed to attract diverse candidates.
 Training — Career development programmes for men,
women, BME and disabled staff.
 Learning Support — Advisory Groups to support
disabled and BME students’ progression.
 Research — Through Equality Impact Assessment,
review of whether the findings of the Equality Challenge
Unit’s investigation into the 2008 Research Assessment
Equality
and Diversity
framework
192
Exercise
reflect
the University of the Arts London’s
experience.
a) Requirements Statutory
to meet ‘General Scope
Duties’
UAL’s Modes of Compliance:
Required for Disability, Gender, Race and Trans;
Extended to Sexual Orientation, Religion & Belief and
Age; Inclusive of Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Anti-Bullying and Harassment Mechanisms
3
Eliminate
A statutory
unlawful
requirement
harassment
for the
The University currently upholds a Staff Charter, Student
and
Gender, Race and Staff Complaints Policies, Disciplinary Policy and
victimisation. and Disability Whistleblowing Policy to address incidences of
Equality
harassment, bullying and victimisation. Staff are also
Schemes.
offered support through the Employee Assistance
Implicit within Programme a free, confidential telephone helpline that
offers signposting, advice and 1:1 counselling.
antidiscriminatory
Organisational health is also discerned via the Staff
Employment
Survey which asks Staff questions on bullying and
Regulations
harassment in relation to all the equality strands.
for Sexual
Orientation,
There are plans to formalise and integrate all investigative,
Religion and
preventative and support mechanisms into a Dignity at
Belief and
Work and in a Learning Environment Programme for
Age.
2010/11. This would also include EIAs of all the
aforementioned policies to discern impact and
Equality
and Diversity framework
effectiveness,
anti-bullying and harassment training for 193
managers, the revival of a volunteer, trained Harassment
a) Requirements Statutory
to meet ‘General Scope
Duties’
UAL’s Modes of Compliance:
Required for Disability, Gender, Race and Trans;
Extended to Sexual Orientation, Religion & Belief and
Age; Inclusive of Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Diversity Events
4
Promote
A statutory
positive
requirement
The University celebrated its first ever Disability Week in
attitudes.
for Disability
2009 and now acknowledges International Day for
Equality
Disabled Persons in December each year.
Scheme only.
a) Requirements Statutory
to meet ‘General Scope
Duties’
Equality and Diversity framework
194
UAL’s Modes of Compliance:
Required for Disability, Gender, Race and Trans;
Extended to Sexual Orientation, Religion & Belief and
Age; Inclusive of Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Staff & Student Support Networks and Groups
5
Encourage
participation in
Disabled Students and Staff are encouraged to participate
public life.
in various University fora including:
a) Requirements Statutory
to meet ‘General Scope
Duties’
 Equality Impact Assessments
 Diversity Staff Groups
 Diversity Committee and Sub Committees
Inclusive Curriculum Initiatives
It is planned within the life of this Scheme that greater
acknowledgement should be made of the contribution of
disabled people to the arts and any specific issues they
may have within the creative industries.
Partnerships
Collaborations with disabled creative practitioners and
agencies such as Shape Arts, individuals on the 2012
Cultural Olympiad and Sync and the University’s own
disabled alumni are highly valued by the University.
Equality and Diversity framework
195
UAL’s Modes of Compliance:
Required for Disability, Gender, Race and Trans;
Extended to Sexual Orientation, Religion & Belief and
Age; Inclusive of Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Disability Equality Interventions
6 Take steps to Currently a
take account of statutory
 Annual analysis of monitoring takes place to discern
disabled
requirement
anomalies where an appropriate strategic or operational
persons’
ONLY for the
intervention may be beneficial to disabled people.
disabilities,
Disability
 Disabled Student Study Support Sub Committee.
even where
Equality
 Accommodated Assessment guidelines for disabled
that involves Scheme
students.
treating
 Priority slots in student timetabling.
disabled people
 Disability Leave Policy for disabled staff planned for
more
2010/2011.
favourably than
 Disabled Staff Career Development Programme took
other people.
place in 2009.
 Guidance for Arranging Reasonable Adjustments at
Interview and in the Workplace.
 Establishing a Disabled Staff Network.
a) Requirements Statutory
to meet ‘General Scope
Duties’
Equality and Diversity framework
196
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
1. Involvement and Consultation
a) Consult and
involve people
from BME
backgrounds as
implied in the
need to conduct
impact
assessments.
This is a
statutory
requirement
for Gender,
Race and
Disability
Schemes.
b) Actively involve a
diverse range of
disabled people
and include in
the Scheme a
statement of how
disabled people
have been
Diversity Committee
The University’s Diversity Committee is made up of a
range of staff of different genders, ages and socioeconomic classes and includes the Chairs of the Diversity
Staff Groups for Race, Disability, Sexual Orientation and
Religion and Belief.
Surveys
To consult on the priorities for this Scheme, online
Surveys for Age and Gender were circulated to Staff over
a two week period. There were 270 and 243 respondents
respectively.
Equality Consultations Forums
Four Forums open to all-staff took place to review the
previous Race Equality Scheme, Disability Equality
Equality and Diversity framework
197
b) Criteria to meet
‘Specific Duties’
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
involved in its
Scheme, Sexual Orientation Policy and Religion and
development.
Belief Policy and to agree on the priorities for the new
Equality and Diversity Strategy for each equality strand.
These were hosted and attended by some 46 members of
the relevant Diversity Staff Groups & general staff.
Further UAL staff fed back by email or phone.
c) Consult women
and men.
Statutory
Scope
Student Surveys and 1:1 Interviews
74 Students on the Diversity Mailing List and via the
Student Assemblies completed online surveys, undertook
phone interviews or attended 1:1 interviews with the
Student Equality Officer.
Equality Impact Assessments
All EIAs have invited diverse panellists to participate. For
Staff policies, these have generally involved a contribution
from the Diversity Staff Group chairs.
Equality and Diversity framework
198
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
*Consultation Involving Disabled People Specifically
Involvement of Disabled People included Disabled Staff
Network, 1:1 interviews with 12 disabled students,
feedback from disabled Alumni and former staff and
feedback from community partners such as Shape Arts, a
disability-led arts agency.
2. Monitoring, Gathering, Analysis and Acting on Data
a) Monitor the
admission,
progress and
attainment of
students, and the
educational
opportunities
available to
them.
This is a
statutory
requirement
for Race and
Disability
Schemes
only.
Equal Opportunities Monitoring (Students)
The University currently monitors on Gender, Race,
Disability, Age and Socio-Economic Class. These are
reported annually via the production of the Equality and
Diversity Monitoring Report.
With new Management Information and online selfreporting systems expected in 2010/11, there are plans to
extend student monitoring to Sexual Orientation, Religion
and Belief, Trans and those with Caring Responsibilities
where disclosure rates makes this feasible.
Equality and Diversity framework
199
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Monitoring points of the Student Life Cycle currently
include Admissions, Progression (Year 1–2 and Year 2–
3), Attainment, Complaints and Appeals and
Employability.
b) Monitor staff
recruitment,
career progress/
development &
retention.
Publish the
employment
rates of BME and
disabled staff.
This is a
statutory
requirement
for Race and
Disability
Schemes
only.
Equal Opportunities Monitoring (Staff)
The University currently monitors its workforce on Gender,
Race, Disability and Age.
With a new HR Management System (I-Trent) expected in
2010/11, plans are in place to extend monitoring to Sexual
Orientation, Religion and Belief, Trans, Caring
Responsibilities, Socio-Economic Class and International.
Monitoring points of the Staff Life Cycle currently include
Recruitment (Application, Shortlisting, Interview and
Appointment), Retention, Promotion, Training and
Equality and Diversity framework
200
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Development, Complaints and Disciplinary Action.
c) Gather and use
information on
how policies and
practices affect
equality in the
workforce and in
the delivery of
services and
education.
This is a
statutory
requirement
for Gender
only.
d) Consider the
need for
objectives that
Equal Pay Audit
This is a
statutory
The University’s Equal Pay Audit of 2009 included
requirement analysis of pay and bonus differentials with respect to
Equal Opportunities (EO) Monitoring
The University undertakes EO monitoring of students and
staff annually to discern the efficacy of its policy and
practice with respect to equality. Monitoring informs the
annual objectives endorsed and reviewed by the Diversity
Committee and Executive Board.
Equality Impact Assessments
The University’s functions, strategies and policies are
scrutinised to discern and address adverse impact on any
equality group and followed up with individual Action
Plans.
Equality and Diversity framework
201
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
address any
for Gender
Gender, Race, Disability and Age. The Audit will be
differentials in
only.
repeated each year and extended to the other strands
pay gaps.
when this can be systemised. Objectives emanating from
the 2009 Equal Pay Audit can be found in the University’s
Publish gender
Equality and Diversity Framework, Part III, page 48 .
pay gap figures.
3. Impact
Assessment
a) Assess the
impact or likely
impact of policies
and practices on
equality for staff
and students.
This is a
statutory
requirement
for Gender,
Race and
Disability.
Equality Impact Assessments
In anticipation of the Equality Act, the University’s
Diversity Committee reviewed its approach to conducting
impact assessments in Spring 2009. It subsequently
endorsed a new generic approach to undertaking Equality
Impact Assessments of all existing and new policies,
b) Ensure the
This is a
strategies and functions across all of the seven equality
Equality Scheme statutory
includes a
requirement strands, with additional consideration for Socio-Economic
Equality and Diversity framework
202
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
statement of the for Race and Class and Caring Responsibilities where relevant.
methods for
Disability.
assessing and
For the first time from 2009, the EIA process will be
consulting on
included in the Service Reviews of individual University
the impact, or
functions/departments (each undertaken every five years).
likely impact, of
Inclusion of EIAs into the University’s Course Monitoring
its policies and
processes may also be considered.
practices on
equality for the
The programme of EIAs is agreed and updated annually
relevant groups,
and can be found on the Diversity Team website at:
and
http://www.arts.ac.uk/equality_impact_assessments.htm
arrangements for
monitoring
EIAs are led by the Policy Holder or nominated
policies for
representative. The EIA Lead is supported by the Diversity
adverse impact.
Team who assists in pulling together an EIA Panel of
relevant and diverse representatives to undertake the EIA.
c) Ensure the
This is a
Once the Panel has met to discuss the impact of the
Scheme includes statutory
a statement of
requirement policy, strategy or function on equality groups, this is
Equality and Diversity framework
203
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
the institutions
for Race and written up into a Report and proposed Action Plan. Both
arrangements for Disability.
are circulated to the memberships of the Diversity Staff
publishing the
Groups, Unions and via all-staff email for an Open
results of any
Consultation period. Any further feedback is integrated
impact
into the Final Report and submitted to the Diversity
assessment and
Committee for endorsement. The endorsed EIA Report
monitoring
and Action Plan is then published on the Diversity Team
exercises and its
website. The EIA Panel Lead is then committed to comethods for
ordinating the Action Plan within an agreed timeline.
conducting
impact
assessments.
4. Reviewing, Timescales & Reporting
a) Time scale for
Statutory
Information gathered on all Equality Strands is
Action
requirement represented in their separate Schemes. These detail the
for:
Progress and future Priorities for the Strand within the
Within three
policy life of this Equality Scheme.
years, take steps
Gender —
Equality and Diversity framework
204
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
set out in Action Action plan
Plan and put into set in March
effect
2010–2013.
arrangements
made for
Disability —
gathering and
Action Plan
making use of
set in Dec
information
2009–2012
within three
years.
b) Reporting
Report annually
on progress,
results of
information
gathering and
how information
Statutory
requirement
for Gender
and
Disability.
Bespoke research projects happen regularly on various
equality issues and along with annual Equality and
Diversity monitoring and analysis. These are included in
the University’s annual Equality and Diversity Monitoring
Report.
Equality and Diversity framework
205
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
has been used.
c) Reviewing
Regularly review
effectiveness of
steps set out in
Action Plan and
review Equality
Scheme overall
every three years
and revise if
necessary.
Statutory
requirement
for Gender
and
Disability.
Action Plans or Priorities for each equality strand are
reviewed regularly and particularly in consultation with
Diversity Staff and Student Groups. Gender, Race and
Disability Schemes have been reviewed in accordance
with statutory timelines.
Gender —
Reviewed in
March 2010
and next
due for
Review in
April 2013.
Equality and Diversity framework
206
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Disability —
Reviewed in
Dec 2009
and next
due for
Review in
December
2012.
5. Publishing
Equality and Diversity framework
207
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
Publishing Equality and Diversity Information
a) Take steps as
Statutory
practical, to
Requirement
Annual Objectives and Priorities
publish results of for Race.
monitoring each
The objectives for all the equality strands are agreed for
year. Indicate
priority attention on an annual basis via the Equality and
arrangements for
Diversity Monitoring Report. These are agreed and
publishing results
reviewed by the University’s Diversity Committee and
of impact
Executive Board.
assessments
Equality Impact Assessments
(including impact
assessment of
The results of EIAs are disseminated for Open
the Race
Consultation to all Staff. Endorsed EIAs are published on
Equality Policy).
the University’s Diversity Team’s website which is open to
Indicate
the public.
arrangements for
Equality Schemes
publishing the
policy itself,
This Equality Schemes and all previous Equality Policies
which must be
and Schemes are published on the University’s Diversity
Equality and Diversity framework
208
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
available to the
Team’s website.
public.
Consideration for Accessibility
Large print, 1:1 or group readings, Braille or audio formats
of the Equality Scheme are considered on request to the
Diversity Adviser.
b) Publish each
Disability
Scheme and
annual reports.
Consider
accessibility to
whole
community.
Statutory
Requirement
for Disability.
Equality and Diversity framework
209
b) Criteria to meet
‘Specific Duties’
Statutory
Scope
Modes of Compliance:
Required for Gender, Race and Disability if specified;
Extended to Sexual Orientation, Religion & Belief,
Age, Trans, Caring Responsibilities and SocioEconomic Class wherever feasible.
UAL’s Equality Scheme will give due regard to:
c) Publish Gender Statutory
Equality Scheme Requirement
(must include
for Gender.
gender equality
objectives)
Equality and Diversity framework
210
Equality and Diversity Framework
Appendix 2: Glossary
This glossary contains equality and diversity terms that are
referred to in the Equality and Diversity Framework, and are
explained in more detail below. Some of the terms have been
drafted with reference to external resources such as guidance
issued by the Equality and Human Rights Commission, the
Higher Education Equal Opportunities Network, Association of
University Administrators and Equality Challenge Unit.
Benchmarking Benchmarking is a way of comparing performance
through the use of data, research or best practice.
Bullying
Equalities benchmarking involves comparing key
performance indicators cross referenced with
equalities data to measure outcomes for different
groups according to their protected characteristics.
This data is benchmarked (compared) both
internally between departments, colleges, schools
and courses, as well as nationally with other
universities.
Bullying can be defined as offensive behaviour
which violates a person's dignity, or creates an
intimidating, hostile, degrading or offensive
environment, or which humiliates or undermines an
individual or group. Such behaviour can be
vindictive, cruel or malicious. Bullying can take
various forms, from name calling, sarcasm,
teasing, and unwarranted criticism, to threats of
violence or actual physical violence.
Direct
When a person is treated less favourably because
Discrimination of one of more of the protected characteristics.
Equality and Diversity framework
211
Example: an older candidate with the best
qualifications and experience does not get an
interview for a job within a young team, but a
young candidate with fewer qualifications does
Diversity
Example: A transgender student is refused
admission to the female toilets despite the fact that
she is permanently presenting in that gender.
The term ‘diversity’ recognises both difference and
individuality that can be visible and non-visible,
and stresses the importance of recognising,
respecting and valuing those differences.
Dual
This covers situations where a person experiences
characteristics direct discrimination in relation to two of the
following protected characteristics: age, disability,
gender, gender reassignment, race, religion or
belief and sexual orientation.
Due regard
The duties require public bodies to pay due regard
- this means that the weight given to race,
disability, gender equality needs to be in proportion
to its relevance. In practice this means that in
order to meet the duties, public bodies will need to
prioritise action to address the most significant
areas of race, disability and gender inequality in
their remit and focus their efforts where they can
have most impact.
Egress /
Egressible
rooms
In addition to being able to access a space,
disabled people need to be able to leave that
space safely. Egressible rooms are those which
can be evacuated in an emergency in a safe way
for disabled people e.g through the provision of
flashing light alarms for deaf people or emergency
evacuation chairs for those with limited physical
mobility.
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212
Equality
This term is based on the principle of protecting
people from discrimination that can occur in
relation to different characteristics, because of age,
caring responsibilities, disability, gender, race,
religion or belief, sexual orientation, socioeconomic class and trans status. The majority of
these backgrounds are also protected under the
law. See ‘Equality Act 2010’.
Equality Act
2010
The intention behind the Equality Act 2010 is to
harmonise past discrimination law and to give a
single approach where it is possible to do so. Its
key features include the following:
 Protection for staff and students against
unlawful discrimination, victimisation and
harassment (link to prohibited act definition)
because of age, disability, gender
reassignment/transgender, marriage and civil
partnership, pregnancy and maternity, race ,
religion or belief, sex/gender and sexual
orientation – in other words, the protected
characteristics (link to definition).
 Whilst there are some variations in the level of
protection provided for staff and students,
Universities will be required to show how they
meet the public sector equality duty (link to
definition) or in other words how they promote
equality in relation to each of the protected
characteristics.
Equality
Impact
Assessments
Equality impact assessments are a means of
reviewing the way in which a policy or practice at
the University impacts on students and staff,
depending on their background. These types of
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Equalities
monitoring
assessments look for positive, neutral or negative
impact and look at the wording (if appropriate) and
the implementation of a policy or practice. In the
case of negative impact, steps should be taken to
change the wording of the policy or practice, the
way in which it is implemented or mitigate against
the impact. Positive impact can also be used by
ensuring that any principles of good practice are
shared more widely.
This term refers to the process of collecting data
regarding staff and students’ equality backgrounds,
e.g. age, caring responsibilities, disability, gender,
race, religion or belief, sexual orientation, socioeconomic class and transgender status. The
University currently collects data in many of these
areas, which it uses to help identify gaps in
representation or potential differences in outcome
or treatment.
Equality of
opportunity
Equality of opportunity is about levelling the
playing field so that staff and students are able to
achieve their potential, whatever that may be.
Under the Equality Act 2010 universities will need
to consider how they can remove or minimise
disadvantages, take steps to meet the needs of
people who have a particular protected
characteristic (link to definition), and encourage
people with a particular protected characteristic
where participation by such people is
disproportionately low.
General
public sector
equality duty
The Equality Act 2010 will introduce a general
public sector equality duty (expected in April 2011)
that covers all of the protected characteristics
(apart from marriage and civil partnership). Under
the duty universities are required to:
Equality and Diversity framework
214
 eliminate discrimination, harassment,
victimisation and any other conduct that is
prohibited by or under the Equality Act
 advance equality of opportunity between
people who share a relevant protected
characteristic and people who do not share it
 foster good relations between people who
share a relevant protected characteristic and
people who do not share it
Good
relations
Under the Equality Act 2010 universities are
required to foster good relations by tackling
prejudice and promoting understanding.
Harassment
Under the Equality Act 2010 there are three types
of harassment:
1. Unwanted conduct in relation to age, disability,
race, religion or belief, gender, gender identity
and sexual orientation that results in violating
a person’s dignity or creates a hostile,
degrading, humiliating or offensive
environment for that person.
2. Harassment of a sexual nature that results in
violating a person’s dignity or creates a
hostile, degrading, humiliating or offensive
environment for that person.
3. Treating someone less favourably in relation
to sexual harassment or gender reassignment.
Key things to note:
 It is unlawful for employers to harass people
applying for employment
Equality and Diversity framework
215
 Universities are also liable for harassment of
their employees and students by third parties
in certain circumstances.
 In a learning and teaching context it is
important to balance the rights of freedom of
expression and academic freedom against the
right not to be offended in deciding whether a
person has been harassed.
Indirect
Where an employer has a policy (or applies a
Discrimination criteria or rule) towards everyone that in practice
has an adverse and disproportionate impact on
one group, or which one group finds it more
difficult to comply with. This is a less obvious form
of discrimination than direct discrimination. Indirect
discrimination on all the protected characteristics
(apart from pregnancy and maternity) is unlawful.
Example - An example of indirect sex
discrimination is where a job ad imposes an age
restriction, yet calls for a certain number of years’
experience. This stops a proportionately larger
number of women from applying for the job,
because more women take a career break when
raising a family. As it is a provision or criterion that
can be met more easily by one group (males) over
the other (females), it therefore discriminates
indirectly.
Example - where a tutor conducts all personal
tutorials on a Friday afternoon despite having other
available times during the week. As a result,
Jewish and Muslim students who undertake
religious observance at that time find it difficult to
access personal tutorial meetings. Because the
Equality and Diversity framework
216
tutor refuses to identify alternative arrangements
this is cannot be justified as a proportionate means
of achieving a legitimate business aim.
Interfaith
dialogue
LGBT
Positive
action
Refers to positive interaction aimed at promoting
understanding and developing common ground
between people of different religious traditions
and spiritual or humanistic beliefs.
Lesbian, Gay, Bisexual and Transgender
While Transgender is not a sexual orientation the
term ‘LGBT’ is used because Transgender people
often experience similar types of discrimination. As
a result there are often joint approaches to
promoting equality on the grounds of sexual
orientation and transgender.
Positive action refers to the steps that can be
taken to address underrepresentation or to
alleviate any disadvantage experienced by people
who share a protected characteristic. It is a tool
that can be used in relation to education or
employment, and can involve targeted measures
to encourage a greater number of applications
from the underrepresented group, or training to
enable those groups to gain employment.
The Act allows for positive action to be used in
relation to students, e.g. encouraging applications
from prospective students who may belong to
underrepresented groups and staff, e.g. setting up
career development programmes targeted at
employees who have historically been underrepresented at a particular level at the university.
Prohibited
Acts
Acts that are defined by the Equality Act 2010 as
discriminatory and therefore unlawful. These are
Direct Discrimination, Indirect Discrimination,
Equality and Diversity framework
217
Harassment and Victimisation. (links to definitions)
Protected
characteristic
The Equality Act 2010 defines the following
backgrounds as protected characteristics: age,
disability, gender, gender reassignment, marriage
and civil partnership, race, religion or belief and
sexual orientation. These characteristics are
‘protected’ against unlawful discrimination,
victimisation and harassment under different parts
of the Act, although there are some variations, e.g.
students are not protected against unlawful
discrimination in relation to marriage and civil
partnership.
Reasonable
adjustments
Under the Equality Act 2010 universities also have
a requirement to provide reasonable adjustments
for disabled staff and students. This covers three
areas:
1. changing the way things are done (such as
changing a practice)
2. making changes to the built environment (such
as providing access to a building, removing or
altering the physical feature where it would be
reasonable to do so)
3. providing auxiliary aids and services (such as
providing special computer software or providing a
different service).
Specific
duties
Specific duties provide a means by which the
general public sector duty (link to definition) can be
delivered, and allow universities to show what
steps they are taking to promote equality, for
example by collecting and acting on data indicating
disparities in achievement or career progression,
and consulting with students to understand the
impact of a particular policy from their perspective.
Equality and Diversity framework
218
Trans or
Transgender
‘Trans’ or ‘Transgender’ is an inclusive term
describing anyone whose gender expression falls
outside the typical gender norms; for example,
those who cross dress intermittantly as well as
those who live continuously in a gender which
differs to that which they were assigned at birth.
Some people undertake medical intervention to
perminently transition to another gender whilst
others undertake a social transition alone e.g. by
changing their name, clothes and ‘coming out’ to
their family, friends and colleagues.
Unlawful
Discrimination that is unlawful under the Equality
discrimination Act 2010 – see ‘Prohibited Acts’.
Victimisation
This is legal term that protects a person if they
bring a complaint or case under the Equality Act
(or are suspected of doing so) and are subjected to
detrimental treatment as a result. This can include
being ‘sent to Coventry’, receiving lower grades or
being refused promotion.
Example - if a student complains that they have
not had appropriate reasonable adjustments put in
place and later finds that they are refused access
to a course because they are perceived as a
‘trouble maker’.
Example - An employee who acted as a witness in
a sexual discrimination against their employer
returns to work to find they are being excluded
from team communications and other activities
because people claim they ‘cannot be trusted’.
Equality and Diversity framework
219
Please contact the Diversity Team for further information or
alternative formats by email: diversity@arts.ac.uk or telephone:
0207 514 9862.
Equality and Diversity framework
220