Equality and Diversity
Framework 2010-2015
Equality and Diversity Framework
0
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
1.2
1.3
Overview
The Student Experience
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
 Transgender
Part Three: Equality and Diversity Strategy
3.1
3.2
3.3
3.4
3.5
3.6
Context
Aims
Strategic Themes
Implementation and Resources Plan
Regulation, Benchmarking and Network Participation
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 2010.
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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, 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.

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, subcommittees and all other University committees, groups, fora and
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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
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
Equality & Diversity Framework
Part One: Equal Opportunities Policy
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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.

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. Non-compliance 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 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.
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
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 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 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.
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
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 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
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:
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
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.

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 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.
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
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
Race Relations Act 1976
UAL Policy
Superseded or
Incorporated by:
Race Relations Amendments Act 2000
Race Relations Act 1976 (Amendment)
Regulation 2003
Race Equality Policy
Revised Feb 2010
Racial and Religious Hatred Act 2006
Disability Discrimination Act 1995
Disability Discrimination (Amendment)
Act 2005
Disability Equality
Scheme
Revised Dec 2009
Equal Pay Act 1970
Sex Discrimination Act 1975
The Sex Discrimination (Gender
Reassignment) Regulations 1999
Gender Recognition Act (2004)
Equality Act 2010
Gender Equality
Scheme
Revised Feb 2010
Employment Equality (Sex
Discrimination) Regulation 2005
and
Equality & Diversity
Framework 2010–
2015
Equality Act 2006
Employment Equality (Sexual
Orientation) Regulation 2003
Civil Partnerships Act 2004
Employment Equality (Religion and
Belief) Regulation 2003
Equality Act 2006
Sexual Orientation
Policy
Faith and Belief
Policy
Racial and Religious Hatred Act 2006
Employment Equality (Age) Regulation
2006
The Flexible Working (Eligibility,
Complaints and Remedies)
Equality and Diversity Framework
Age Policy
Flexible Working
13
(Amendment) Regulations 2002, 2007
and 2009
National Target to Widen Participation in
HE of SEC 4–7 of 18–30 year olds to
50% by 2010.
Policy (Incorporated)
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. All of 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:
 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 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 collaboratively across the institution to engage stakeholders to
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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
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 underrepresented 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
socio-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.htm.
Equality and Diversity Framework
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
Equal Opportunities Research, Interventions and Benchmarking*
The University currently monitors on age, disability, gender, race and socioeconomic 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 self-reporting 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.
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
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.
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 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 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
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
Equality and Diversity Framework
18
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).
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 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,
Equality and Diversity Framework
19
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.

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
20
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 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 postconclusion, 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
21
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 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/equalityand-diversity-history.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
22
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
age-neutral 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 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_assembly/
Equality and Diversity Framework
23
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 under-18 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
24
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 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
25
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:
 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:
Equality and Diversity Framework
26
Policy Developments — Monitoring the numbers of staff with caring responsibilities,
including population, 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 a
more family-friendly environment. See:
http://www.suarts.org/content/179445/student_parents_assembly/
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.
Equality and Diversity Framework
27
 Highlight and publicise the statutory Right to Request Flexible Working and
promote the University’s Family-Friendly policies and initiatives more regularly
(e.g. childcare vouchers, leave entitlements).
 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
28
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.
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 Impact Assessments of University policies, strategies and functions.
Equality and Diversity Framework
29
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 (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:
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.
Equality and Diversity Framework
30
 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.
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/equalityand-diversity-history.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.
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
Equality and Diversity Framework
31
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, 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.
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.
Equality and Diversity Framework
32
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 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 4 th
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.
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
Equality and Diversity Framework
33
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 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.
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
34
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.
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.
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
Equality and Diversity Framework
35
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 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 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
Equality and Diversity Framework
36
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/equalityand-diversity-history.htm and the results of consultations as referred to below.
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 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
Equality and Diversity Framework
37
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.
 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
38
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.
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:
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.
Equality and Diversity Framework
39
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, 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 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.
1
UAL Student Achievement Report 2008/09
Equality and Diversity Framework
40




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.
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/equalityand-diversity-history.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 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.
Equality and Diversity Framework
41
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.
 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:
http://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 under-representation 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
42
 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
43
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 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
44
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.
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
Equality and Diversity Framework
45
include the contribution of staff and students of all faiths to the cultural life of the
University. These have included the following:
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_20072010.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

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
Equality and Diversity Framework
46







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.
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
47
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.
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
48
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 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
Equality and Diversity Framework
49
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 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.

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_reference_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
50
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 heteronormative.
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
51
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 Socio-Economic 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 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 socio-economic 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 pre-commencement 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.
Legislative Framework
Equality and Diversity Framework
52
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
4–7
30.3%
63%
NS- SEC
1–3
69.7%
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).
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.
Programmes — Across the University we deliver Widening Participation programmes
working in long-term partnerships with 50 schools/academies, and 25 further
Equality and Diversity Framework
53
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.
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 socioeconomic 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.
For more information on Socio-Economic Class initiatives at UAL, please see the
Widening Participation website at: http://www.arts.ac.uk/widening-participation.htm
Equality and Diversity Framework
54
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.
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
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
Equality and Diversity Framework
55
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 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 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
Equality and Diversity Framework
56
of photography and the self-visualisation 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
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_Reference.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:
 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.
Equality and Diversity Framework
57
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
58
Equality and Diversity
Framework 2010-2015
Part Three: The Diversity Strategy
Equality and Diversity Framework
59
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 socioeconomic 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, 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
Equality and Diversity Framework
60
standard on equality and diversity 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 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:

Theme one: Establishing an evidence base for informed decision-making
on equality and diversity issues
Equality and Diversity Framework
61
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
decision-making 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.

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
were taken forward by those with the requisite mandate and authority.
Equality and Diversity Framework
62
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
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
Equality and Diversity Framework
63
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 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 long-term.
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 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
64
Equality and Diversity Framework
65
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 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 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.
Equality and Diversity Framework
66
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.
 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
67
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
a) Race/Ethnicity
Specific Objective
Driver/Evidence
Priority Level
Review of
occurrences of
persistent and
disproportionate
complaints and
disciplinary action
involving BME staff
to be incorporated
into Dignity at Work
programme.
Staff/
Students
Lead and Key
Partners
Timeline
Staff
Lead: HR
2010/2011 — Review to be Production of independent
conducted.
and comprehensive review
(including internal and
2011/2012 — Review to
external information and
report findings and
data) with clear
recommend next steps.
recommendations as
Diversity Committee to
appropriate.
approve and agree
recommendations.
Implementation of agreed
recommendations from report
Implementation of
as part of UAL Dignity at
recommendations,
Work/Staff Well-being
including changes to
policies, to include clear
Dignity at Work
targets on:
Programme as
appropriate, and
Reduction of the number of
preparation for review of
complaints from BME staff
implementation activity to
and the number of
take place before the end
disciplinary action against
of 2014/2015.
BME staff.
- Diversity Team
- GEMs
- Diversity
Committee
- Trade Unions
- DSCs
Drivers/evidence:
- Equal
Opportunities
Monitoring 20062009
- UAL Race Equality
Consultation
- HR Service
Review EIA
b) Sexual
Orientation
Priority level: High
Initiative to
encourage
disclosure and
Equality and Diversity Framework
Staff
Lead: Diversity
Team
2010/11 — Activities to
include SO categories
already included.
Success Indicators
Inclusion of data and themes
in annual EO Monitoring
Reports from 2011/2012
68
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.
- HR (Selfservice)
- Diversity
Committee
- Trade Unions
- Deputy Rectors
- DSCs
onwards.
Ensure incorporation of
robust data protection
provisions, and raise
awareness of importance
and benefits of contributing
information.
Review and improvement of
processes on a two-yearly
basis.
2011/2012 — Incorporation
of data and emergent
themes into EO Monitoring
Report, including review of
processes.
Drivers/evidence:
- UAL SO Equality
Consultation
- ECU Best Practice
Guidance
- Stonewall
Guidance
- HR Service
Review EIA
Priority level: High
c) Caring
Responsibilities
Introduce Caring
Students
Responsibilities as a
new equal
opportunities
monitoring category
on Registry
Management
Information Systems
Equality and Diversity Framework
Lead: Diversity
Team
- Diversity
Committee
- Student
Services
- Students’ Union
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 thereafter
on an annual basis) —
Incorporate data and
Implement measures to
encourage high response
rate.
69
and within the
monitoring and
analysis
mechanisms that
inform the annual
Equality and
Diversity Monitoring
Report.
analysis within EO
monitoring report.
Incorporation of data,
emergent themes and
recommended activity in EO
annual Monitoring Reports.
Ongoing from 2009 until
2012.
To deliver Widening
Participation programmes
working in long-term
partnerships with at least 50
schools/academies, and at
least 25 Further Education
Colleges, which meet the
targeting criteria.
Drivers/evidence:
- NUS research
‘Meet The
Parents’, UAL
Students’ Union
research on
student parents.
Priority level: High
d) Socio-economic To further increase
status
the proportion of the
Home student
population from
working class
backgrounds, in all
parts of the
University.
Driver/evidence:
-
WP Strategic
Assessment
Priority level: High
Students
Lead: WP
- Diversity
Committee
- College
Progression
and Admissions
Managers
Maintenance of 15 existing
Progression 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
Equality and Diversity Framework
70
programme Fairness in
Selecting Students, and
follow-on session for staff
who attended the first
workshop in 2007–2009.
e) Gender
Investigate gender
differentials in
professorial pay.
Staff
Driver/evidence:
- UAL Equal Pay
Audit 2009
Lead: HR
- Diversity
Committee
- College
Executive
Group
- DSCs
- Diversity Team
Priority level:
Medium
f) Gender
Undertake equalities Staff
monitoring and
action if appropriate
on the gender of
those participating
in research.
Drivers/evidence:
- ECU research —
Equality and Diversity Framework
To achieve the Frank Butler
Trust Quality Mark for Care
Leavers in Higher Education
by 2010/11.
2011/2012 — Initial review Provision of a longitudinal
of data from CEG, outlining picture of pay differentials in
provisional and indicative
this area, along with learning
findings, progress to date
points/positive aspects from
etc.
previous efforts to address
any differentials.
Analysis of findings to date
and presentation to
Provision of key
Executive Board, and
recommendations for
implementation activity for presentation, consideration
subsequent years.
and approval by Executive
Board.
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
2012/2013 —
Implementation of
recommendations,
including plan to review
Production of an action plan
based 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
71
The impact of the
process to
promote equality
and diversity in
RAE2008.
Board
- Research
Support
- DSCs
progress of implementation
activity in subsequent
years.
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.
Lead: HR
2011/2012 — Review to be
conducted and report
presented to Diversity
Committee for
consideration and advice
on next steps.
Priority level:
Medium
g) Race/Ethnicity
Undertake equalities Staff
monitoring, impact
assessment and
action planning as
appropriate on the
numbers of BME
staff participating in
University research.
Drivers/evidence:
- Research and
Ethics EIA
- ECU Research:
The impact of the
process to
promote equality
and diversity in
RAE2008.
h) Race/Ethnicity
Priority level:
Medium
Investigate any
ethnic differentials
of pay in the ‘Other
Senior Staff’
occupational
category and in
Equality and Diversity Framework
Staff
- Diversity Team
- Diversity
Committee
- GEMs
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.
Production of review report
that enables Diversity
Committee to advise on next
steps as appropriate.
Next steps taken forward as
72
- Trade unions
- DSCs
bonuses.
appropriate.
Driver/evidence:
- UAL Equal Pay
Audit 2009
- UAL Race Equality
Consultation
i) Socio-economic
status
Priority level:
Medium
Explore the merit
and feasibility of
undertaking a
National Statistics
Socio-Economic
Class Analysis of all
staff by Occupation.
Reduction in pay differentials.
Staff
Lead: Widening
Participation Subcommittee
By 2013
Social class profile reported
and reviewed through sample
survey.
Widening Participation
Strategic Assessment
2009/2-12
Introduction of assessment
criteria, development of a
common induction unit and
revision of the UAL Tutorial
policy.
- HR
- DSCs
Priority level:
Medium
j) Socio-economic
status
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
social classes.
Priority level: High
Students
Lead: WP
- Diversity
Committee
- College
Progression
Managers
Ensure that Colleges are
supplied with accurate,
timely, joined-up, userfriendly monitoring data that
has been based on
consistent criteria and
methodology.
Develop further the approach
Equality and Diversity Framework
73
adopted in 2008/09 whereby
academic/business planning
and quality enhancement
planning processes address
differential retention,
achievement and
progression.
k) Caring
Responsibilities
Introduce Caring
Staff
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.
Lead: HR
- Diversity Team
- Diversity
Committee
- Trade Unions
- DSCs
2012/2013 (thereafter part
of an annual cycle) —
Extraction of data and
analysis for inclusion in EO
Monitoring Report, and
plan for subsequent
analysis to identify
longitudinal patterns to
enhance strategic
planning.
Review the allocation criteria
for its Access Bursaries, to try
to ensure that students from
low income backgrounds do
not withdraw for financial
reasons. Any changes to the
criteria will be implemented
for 2010 entry.
Inclusion of Caring
Responsibilities as part of EO
Monitoring Reports, with
progression towards
longitudinal analysis to aid
strategic planning over
successive years.
Drivers/evidence:
- HR Service
Review EIA
- Sector Best
Equality and Diversity Framework
74
Practice
- UAL Gender
Equality
Consultation
- Equality Act 2010
Priority level:
Medium
l) Gender
Monitor the return
rates, job status and
progression of
women following
Maternity Leave.
Staff
TBC
Driver/evidence:
- Gender Equality
Duty
- UAL Gender
Equality Survey
Priority level:
Medium
Equality and Diversity Framework
75
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 Objective
Staff/
Driver/Evidence
Students
Priority Level
Develop positive action Staff
initiatives to address
under-representation
of BME staff across
the workforce and in
particular in: i)
academic professions;
and ii) in management
roles/higher grades.
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
recommendations fed to
D&L as part of D&L plan
for 2011/2012 onwards.
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
DSCs
Drivers/evidence:
- Equal Opportunities
Monitoring 20062009
- Race Equality Best
Practice
- Race Equality Duty
Endorsement by
Executive Board Feb
2010
b)
Race/Ethnicity
Priority level: High
Address persistent
Students
ethnic differentials in
admissions, attainment
and retention for home
BME students.
Drivers/evidence:
Equality and Diversity Framework
Lead: BME
Student
Progression
Taskforce
- ADS (SU,
Colleges,
Diversity Team and GEMs
to work with C&D on
appropriate publicity.
Measures (via Key Skills etc.) in place
to ensure that staff are encouraged to
apply for appropriate initiatives and
that learning is not lost once staff
return to the workplace.
2010/2011 — Scoping
Establishment of a BME Student
exercise and start of action Progression Advisory Sub-Committee
research
that can recommend ‘enabling
interventions’, monitor and drive an
2011/2012 — Action
Implementation Action Plan to
research completion
address imbalances or inequity in the
Completion of Admissions BME Student experience. Linked
76
- Academic Board
(March 2010)
- Equal Opportunities
Monitoring 20082009
- HEA Summit: BME
Student Success —
led to UAL’s BME
Partnership Projects
- HE Sector Best
Practice HEA, ECU,
HEEON
- UAL Race Equality
Consultation
c) Disability
d) Disability
Priority level: High
Develop a Disability
Leave Policy.
Drivers/evidence:
- UAL Disability
Equality Consultation
- HE Sector Best
Practice
Priority level: High
Undertake 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
Equality and Diversity Framework
SICOM)
- Diversity Team
- DSCs
Policy and Assessment
Policy EIAs — combine
outcomes and findings to
produce
recommendations.
Rollout of thematic review
and examples of good
practice rolled out as a
means of capacity-building
(to include plan for review
of differentials within
2014/2015).
Staff
Students
Lead: HR (DO)
- Disabled Staff
Group
- Diversity Team
- Diversity
Committee
- C&D
- DSCs
Co-ordination via
Diversity Team
- CLTAD
- Academic
Affairs
- Student
Services
- DSCs
2010/2011
activity to initiatives on social class
and include gender.
Student procedures changed if
negative impact found through EIA
outcomes.
Differentials addressed and closed.
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.
Measures to help raise awareness of
policy amongst staff.
2010/2011 — Action plan
for Tutorial Policy
Start EIAs in other areas.
2011/2012 — Completion
of EIAs. Combine with 2(a)
as appropriate.
2012/2013 — Review EIA
action plans to identify key
areas of enhancement re:
Activity subsequent to Tutorial,
Assessment, Work Placement and
Admissions policy EIAs (e.g. training
interventions and establishing clear
procedures for referrals to Disability
Co-ordinators) to enhance student
accessibility of IT resources and
promote greater understanding of
needs of disabled students amongst
teaching and support staff.
77
- Tutorial
- Assessment (inc
Accommodated
Assessment
Guidelines)
- Work Placement
training interventions.
Reflected in PRA and increased
levels of disclosure/requests to make
reasonable adjustments/student
satisfaction.
2010/2011
Identification of appropriate positive
action initiatives through sector
practice and guidance materials
Drivers/evidence:
- QAA Code of
Practice - Disability
- ECU guidance:
Disability Legislation:
Practical Guidance
for Academics
- -Equal Opportunities
Monitoring 20082009
e) Disability
Priority level: High
Positive action
initiatives developed to
increase disclosure
rates among current
disabled staff.
Drivers/evidence:
- Equal Opportunities
Monitoring 20062009
- HE Sector Best
Practice
- Endorsement
Executive Board Feb
2010
Staff
Lead: HR
- Disabled Staff
Group
- Diversity Team
- Diversity
Committee
- DSCs
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, taking into
account need for confidentiality etc.
Priority level: High
Equality and Diversity Framework
78
f) Sexual
Orientation
Review HR Policies to
ensure that language
and focus is inclusive
and not heteronormative.
Staff
Lead: Diversity
Team
2011/2012
Language used and focus in HR
Policies is fully inclusive and not
hetero-normative.
2011/2012 — Review of
entitlement.
Review outcomes highlighting
equitable treatment of staff of all faiths
and none, with appropriate action
approved and moved forward by
Diversity Committee.
- Diversity
Committee
- queer@arts
- HR
Drivers/evidence:
- HR Service Review
EIA
Priority level: High
g) Religion &
Belief
Review the Leave
Entitlement that
currently favours the
Christian Calendar.
Staff
- Diversity
Committee
- FaB
- HR
- Trade unions
Driver/evidence:
- UAL R&B Equality
Consultation
h) Age
Priority level: Medium
Review the
University’s
procedures and
guidelines with respect
to its duty of care to
safeguard young
people who study or
participate in the
University.
Drivers/evidence:
- ECU Guidance Age
Equality and
Admissions to HE
- JISC Duty of Care in
Equality and Diversity Framework
Lead: Diversity
team
Students
Lead: Diversity
Team
- Diversity
Committee
- Widening
Participation
- Student
Services
- D&L
Faith observance guidance updated
accordingly.
2011/2012 — Collate
information regarding best
practice within the HE
sector.
2012/2013 —
Amendment of processes
and guidelines as
appropriate.
Identification of best practice on a
national level and enhancement of
existing UAL practice.
Staff in relevant positions are aware
of UAL procedures and practice in this
area.
Information dissemination
and incorporation into
online training as
appropriate.
79
FE and HE Sectors
- UAL Age Equality
Consultations
i) Caring
Responsibilities
Priority level: Medium
Encourage HR to
promote issues such
as preparation for
maternity leave and
return to work, homeworking arrangements,
job-sharing in teams
that grant Flexible
Working requests to
those with Caring
Responsibilities.
Staff
TBC
HR
Drivers/evidence:
- HR Service Review
EIA
- Recruitment EIA
Priority: TBD
Equality and Diversity Framework
80
Theme three: Providing training, guidance and information
Related Equality Implementation Principles:
Equality and Diversity Training and Development
Equality Area
a) Age
Specific Objective
Driver/Evidence
Priority Level
Better promote policy,
procedures and
flexible working
options with respect to
the ‘Right to Request’
working beyond
normal retirement age.
Staff/
Students
Lead and Key
Partners
Timeline
Success Indicators
Staff
Lead: Diversity
Team
2009 — Include information
in Managers’ Equality and
Diversity Training.
Increased awareness of options by
staff and managers, and
appropriate handling of any
requests.
Drivers/evidence:
- UAL Age Equality
Survey
- HE Sector Best
Practice (UCEA)
- Diversity
Committee
- D&L
- C&D
- Trade Unions
- DSCs
2010/2011
- Identification of different
options for working
- Targeted publicity to raise
awareness of opportunities
Lead: Diversity
Team
2010/2011 — Establish
protocols.
- Diversity
Committee
- Students’ Union
- LGBT
- Student
Assemblies
Development of guidance
materials linked with
directory and outreach
activities under other
objectives.
Priority level: High
b) Trans
Develop a guidance
Students
documents for studentfacing staff and
students to promote
the interests and/or
needs of trans
students within the
University.
Drivers/evidence:
- ECU Guidance:
Supporting Trans
Students and Staff in
Equality and Diversity Framework
Development of accessible and
targeted guidance materials for staff
and students, including protocols
for specific arrangements. To
include consultation with student
groups as appropriate.
Dissemination of information
across student body and
staff members.
81
HE
Requests to Diversity
Team from students
c) Trans
Priority level: High
Develop a directory for
students outlining the
support and services
available within the
University and across
London.
Students
- Diversity
Committee
- Students’ Union
- LGBT Student
Assemblies
Priority level: Medium
d) Religion &
Belief
Integrate the Faith
Calendar into relevant
University calendars
and publicise to
Recruitment,
Development and
Learning and
Academic
Departments to
encourage sensitivity
in timetabling.
Drivers/evidence:
- Staff Development
EIA
- Tutorial EIA
- UAL Religion
Equality Consultation
- HE Sector Best
Practice (ECU)
Equality and Diversity Framework
Lead: Diversity
team
Staff
Lead: Diversity
Team
- Diversity
Committee
- HR
- Student
Services
- Academic
Affairs
2010/2011 — Activity to run
in conjunction with guidance
documents for staff and
students.
Development of up-to-date and
easily accessible online resource
for students, with opportunity for
students to update via resource.
2010/2011 — Main faith
events in calendars
Include in CLTAD online
training.
Increased awareness of faith and
belief events and sensitivity in
timetabling.
2011/2012 — Encourage
supply of information at
enrolment to enable Course
Directors plan timetables.
Encourage Communications
activity to raise awareness
across functions (link to
mapping exercise and
guidelines) and greater
publicity during inter-faith
week.
82
e) Religion &
Belief
Priority level: Medium
Mapping and
publicising of
Prayer/Contemplation
rooms and facilities
across all University
sites and in local
areas.
Staff &
students
- Diversity
Committee
- FaB
- DSCs
- C&D
Drivers/evidence:
- HE Sector Best
Practice (ECU)
- UAL Religion Equality
Consultation
f) Religion &
Belief
Priority level: High
Develop guidelines for
students and staff on
faith observance at the
University.
Lead: Diversity
Team and
Chaplaincy
Staff &
students
Lead: Diversity
Team and
Chaplaincy
- Diversity
Committee
- FaB@arts
Driver/evidence:
- ECU Guidance:
Religious observance
in Higher education:
timetabling
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.
2010/2011 — Guidelines
published.
Development of up-to-date and
accessible information resource for
students and staff.
Raise awareness of
guidelines to staff and
students
Priority level: High
g) Caring
Responsibilities
Encourage University
departments to provide
early, advance
information on course
timetabling, costs and
Equality and Diversity Framework
Students
Lead: Diversity
Committee
- DSCs
- Student
2010/2011 — Work with
DSCs and AA to identify
existing practice, with
reference to
recommendations from UAL
Body of information outlining
existing practice within colleges,
identifying areas of good work and
points of learning.
83
study requirements to
all students in
recognition of the
positive impact this
can have particularly
on students with caring
responsibilities.
Services
- Academic
Affairs
2011/2012 — Development
of protocols and guidelines.
h) Religion &
Belief
Development of clear and
accessible protocols and brief
guidelines for University
departments (including late
requests).
2012/2013 —
Implementation of protocols
and guidelines, with end of
year review.
Drivers/evidence:
- NUS research ‘Meet
The Parents’, UAL
Students’ Union
research on student
parents
- UAL Gender Equality
Consultations
Priority level: High
High light and publicise Staff
the Right to Make
Faith Observance
requests in the
University’s Flexible
Working Policy and
provide guidance to
managers on
considering Faith
Observance Requests.
SU research and related
issues regarding religious
observance.
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.
Drivers/evidence:
- HR Service Review
EIA
- UAL Religion
Equality Consultation
- HE Sector Best
Practice
Equality and Diversity Framework
84
i) Religion &
Belief
Priority level: Medium
Raise awareness of
faith dietary
requirements in the
University’s catering
provision.
Staff and
students
- Diversity
Committee
- FaB
- Student
Societies (e.g
ISOC)
- Catering
- Procurement
Drivers/evidence:
- HE Sector Best
Practice (ECU)
- UAL Religion
Equality Consultation
j) Caring
Responsibilities
Priority level: Medium
Highlight and publicise
the statutory Right to
Request Flexible
Working and promote
the University’s
Family-Friendly
policies and initiatives
more regularly (e.g.
Childcare vouchers,
Leave entitlements).
Lead: Diversity
Team
Staff
Lead: HR
- C&D
- Diversity Team
- Diversity
Committee
- DSCs
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 provision in
appropriate media, e.g.
events booking.
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.
2012/2013 — Agreement
and implementation of
appropriate publicity.
Drivers/evidence:
- Best practice
- HR Service Review
EIA
- UAL Gender Equality
Consultation
k) Sexual
Orientation
Priority level: High
Develop LGBT
directory for students
Equality and Diversity Framework
Students
Lead: Diversity
Team/ Students’
2011/2012 — Develop online
directory for students.
Development of directory, followed
by effective communications activity
85
outlining the support
and services available
within the University
and across London.
Union
Priority level: Medium
l) Gender
Develop University
Policy/Guidance on
Interpersonal Violence
for staff and students.
Students
Drivers/evidence:
- HE Sector Best
Practice e.g. Aston
University and
Loughborough
University policies
- 2001 British Crime
Survey
- UAL Gender Equality
Consultation
m) Disability
Priority level: Medium
Develop clear
guidelines on the
access and funding
needs of disabled
International students.
- Diversity
Committee
- Student
Services
- Students’ Union
Lead: Diversity
Team
Equality &
Diversity Officer
(Students) and
Diversity Adviser
- Student
Services
- Students’ Union
- Student
Assemblies
- Trade Unions
- HR
- C&D
Students
TBC, but to
include:
Students Services
International
Office.
to publicise the resource.
2012/2013 — Publicity
arrangements targeted at
students.
2012/2013
- Insert key considerations
into Disciplinary
Procedures
- Production of guidance
materials for staff and
students
- Agree with key partners
plan for dissemination
activity in 2013/2014
Incorporation of key considerations
from drivers/evidence into
Disciplinary Procedure for observed
violence to staff and students, and
to inform signposting mechanisms
for incidents occurring outside of
UAL premises.
2012/2013
TBC
Production of accessible, discrete
but linked guidance materials for
staff and students, followed by
dissemination and awarenessraising activity to raise awareness
amongst staff and students.
Drivers/evidence:
- UAL Disability
Equality Consultation
Priority level: Medium
Equality and Diversity Framework
86
n) Age
Develop Guidelines to
assist and inform
Students (and their
parents) attending the
University who are
under-18 years.
Students
TBC
Priority level: Medium
Equality and Diversity Framework
87
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
b) Disability
Specific Objective
Staff /
Driver/Evidence
Students
Priority Level
Provide training and
Staff
guidance to staff
(particularly reception,
teaching and learning
and other frontline
staff) to ensure that
disabled service users
are able to access and
participate fully in the
academic, cultural and
business life of the
University.
Drivers/evidence:
- Disability Equality
Duty
- UAL Disability
Equality
Consultation
- Disability Best
Practice
Priority level: High
Map and publicise all
accessible and
egressible rooms and
venues across the
Equality and Diversity Framework
Lead and Key
Partners
Timeline
Leads: Diversity Team
with guidance from
D&L
-
2009/2010 to 2010/2011Develop appropriate
modules/interventions in the
following training
Diversity Committee programmes for 2010/2011:
- all-staff online diversity
DSGs
training
HR (DO)
Managers E&D Training
Involvement of
others to be decided - Disability Awareness and
Access Training
according to module
- CLTAD online training
DSCs
module for teaching and
SUs
learning
Success Indicators
Training interventions and
issues include
considerations relevant to
disabled service users and
are tailored to specific work
areas (e.g. estates,
teaching and learning).
Understanding of needs of
disabled service users
measured in PRAs of staff.
To be supplemented with
briefing materials as
appropriate.
Staff
Lead: Diversity Team
-
Diversity
Committee
October/November 2010 —
Estates Service Review:
Incorporate equality
considerations from
Incorporation of relevant
equality considerations as
part of Estates Service
Review/EIA.
88
-
University to inform
staff who book
training, interviews
and events.
-
Drivers/evidence:
- Disability Equality
Duty
- UAL Disability
Equality
Consultation
- Disability Best
Practice
- EIA – Staff
Development and
HR services
Disabled Staff
Group
HR (Health and
Safety)
Estates
Rector’s Office
DSCs
drivers/evidence.
Mapping exercise published
2010/2011 — Conduct
and accessible to staff
mapping exercise and report requiring information.
to Diversity Committee.
Clear direction given by
Implementation of agreed
Diversity Committee (with
recommendations.
support from Estates) on
good practice and areas
where further work
required.
Priority level: High
c) Disability
Introduce a dedicated
0.5 Disability Officer
for Staff.
Staff
Lead: HR
-
Drivers/evidence:
HR Service Review
EIA
- Recruitment EIA
-
2010/2011 — Restructure
existing HR position.
Disabled Staff
Group
Diversity Team
Diversity
Committee (for
information)
Recommendations of
Diversity Committee to be
taken forward by way of
prioritised, time-focused
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).
Priority level: High
d) Disability
Develop guidance for
Managers, Staff and
New Recruits on the
Procedures for
establishing
reasonable
Equality and Diversity Framework
Staff
Lead: HR (DO)
-
Diversity
Committee
Disabled Staff
Group
2010/2011 — Initial
briefings.
Identification of clear UAL
procedures and examples
so that staff are aware of
2011/2012 — guidance
how to accommodate
materials and gathered case reasonable adjustments in
studies to be disseminated. the workplace and learning
89
-
adjustments in the
workplace.
environment for staff in
student-facing roles.
Diversity Team
Drivers/evidence:
- UAL Disability
Equality
Consultation
- Disability Best
Practice
- Recruitment EIA
e) Disability
Priority level: High
Involve disabled
students in decisions/
policies that affect
them through ongoing
individual and
collective
consultations.
Students
Lead: Diversity Team
- Students’ Union
- Student Assemblies
2011/2012 — Rollout of
consultation strategy.
Review of strategy to
ascertain ‘fit’/ modification to
other equality strands as
they impact on students.
Drivers/evidence:
- Requirement of the
Disability Equality
Duty and Equality
Impact Assessments
f) Sexual Orientation
Priority level: High
Provide information on
how to report
homophobic
harassment and hate
crime.
Drivers/evidence:
- ECU Guidance:
Equality and Diversity Framework
2010/2011 — Scoping
exercise (including focus
group) and mapping/
development.
Students
Lead: Diversity Team
- Student Services
- Students’ Union
- LGBT student
assembly
- DSCs
2010/2011 — Review/set-up
of UAL systems of
measuring internal and
external harassment and
hate crimes.
Issues concerning
homophobic hate crimes
Development of a robust
consultation and
engagement strategy by
Diversity Team, leading to
greater consultation
response rates (measured
by percentage increases)
and engagement of
students (measured in
student satisfaction survey
— benchmark against
current levels as
appropriate).
Clear understanding by
students of where they can
access help to deal with
homophobic hate crimes,
and satisfaction with
standard of support
received from UAL.
90
Experience of
lesbian, gay,
bisexual and trans
staff and students in
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
and UAL measures to
address to be integrated into
training interventions.
Develop system of
monitoring.
2011/2012 — Roll out of
information to students.
2012/2013 — Review of
system and review
monitoring information and
student satisfaction.
Priority level: High
Equality and Diversity Framework
91
Equality and Diversity
Framework 2010-2015
Appendices
Equality and Diversity Framework
92
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:
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.
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 equalityrelated award criteria or contract conditions.
Equality and Diversity Framework
93
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
94
a) Requirements to meet
‘General Duties’
Statutory Scope
UAL’s Equality Scheme will give due regard to:
1 Eliminate unlawful and
A statutory
unfair discrimination.
requirement for the
Gender, Race and
Disability Equality
Schemes.
Implicit within antidiscriminatory
Employment
Regulations for
Sexual Orientation,
Religion and Belief
and Age.
Equality and Diversity Framework
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.
Equal Opportunities (EO) Monitoring
The University undertakes EO monitoring of students and staff annually to discern
where indicators of unlawful or unfair discrimination may be taking place. These in turn
inform the annual objectives endorsed by the Diversity Committee and Executive Board.
Disciplinary Action Procedures
The University’s Rules and Regulations for Students and Staff Charter and Disciplinary
Policy for Staff is enacted against persons whose conduct is alleged to be
discriminatory.
Equality Impact Assessments
The University’s functions, strategies and policies will all be scrutinised to discern and
address adverse impact on any equality group and followed up with individual Action
Plans.
95
a) Requirements to meet
‘General Duties’
Statutory Scope
UAL’s Equality Scheme will give due regard to:
2 Promote equality of
A statutory
opportunity.
requirement for the
Gender, Race and
Disability Equality
Schemes.
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.
Equality and Diversity Training
Online anti-discriminatory training will be compulsory for all staff linked to Appraisal and
all managers will have to undertake mandatory bespoke training with respect to
managing diverse teams or learners.
Positive Action Initiatives: Targeted programmes to address historic underrepresentation particularly with respect to disabled and BME students or staff, for
example:
 Recruitment — Targeted recruitment campaigns to be developed to attract diverse



Equality and Diversity Framework
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
Exercise reflect the University of the Arts London’s experience.
96
a) Requirements to meet
‘General Duties’
Statutory Scope
UAL’s Equality Scheme will give due regard to:
3 Eliminate unlawful
A statutory
harassment and
requirement for the
victimisation.
Gender, Race and
Disability Equality
Schemes.
Implicit within antidiscriminatory
Employment
Regulations for
Sexual Orientation,
Religion and Belief
and Age.
4
Promote positive
attitudes.
A statutory
requirement for
Disability Equality
Scheme only.
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.
Anti-Bullying and Harassment Mechanisms
The University currently upholds 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 the Employee
Assistance Programme a free, confidential telephone helpline that offers signposting,
advice and 1:1 counselling.
Organisational health is also discerned via the Staff Survey which asks Staff questions
on bullying and harassment in relation to all the equality strands.
There are plans to formalise and integrate all investigative, preventative and support
mechanisms into a Dignity at Work and in a Learning Environment Programme for
2010/11. This would also include EIAs of all the aforementioned policies to discern
impact and effectiveness, anti-bullying and harassment training for managers, the
revival of a volunteer, trained Harassment Contacts Network, monitoring of informal
complaints logs and monitoring of exit interviews.
Diversity Events
The University celebrated its first ever Disability Week in 2009 and now acknowledges
International Day for Disabled Persons in December each year.
Staff & Student Support Networks and Groups
Disabled Students and Staff are encouraged to participate in various University fora
including:
Equality and Diversity Framework
97
a) Requirements to meet
‘General Duties’
Statutory Scope
UAL’s Equality Scheme will give due regard to:
5 Encourage participation
in public life.
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.
 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.
6
Take steps to take
account of disabled
persons’ disabilities,
even where that
involves treating
disabled people more
favourably than other
people.
Currently a statutory
requirement ONLY for
the Disability Equality
Scheme
Equality and Diversity Framework
Disability Equality Interventions
 Annual analysis of monitoring takes place to discern anomalies where an appropriate
strategic or operational intervention may be beneficial to disabled people.
 Disabled Student Study Support Sub Committee.
 Accommodated Assessment guidelines for disabled students.
 Priority slots in student timetabling.
 Disability Leave Policy for disabled staff planned for 2010/2011.
 Disabled Staff Career Development Programme took place in 2009.
 Guidance for Arranging Reasonable Adjustments at Interview and in the Workplace.
 Establishing a Disabled Staff Network.
98
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
involved in its
development.
c) Consult women and men.
Diversity Committee
The University’s Diversity Committee is made up of a range of staff of different genders,
ages and socio-economic 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 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 & general staff. Further UAL staff fed back 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 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.
*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
Equality and Diversity Framework
99
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 self-reporting 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.
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
Development, Complaints and Disciplinary Action.
c) Gather and use
information on how
This is a statutory
requirement for
Equality and Diversity Framework
Equal Opportunities (EO) Monitoring
The University undertakes EO monitoring of students and staff annually to discern the
100
policies and practices
affect equality in the
workforce and in the
delivery of services and
education.
d) Consider the need for
objectives that address
any differentials in pay
gaps.
Gender only.
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.
This is a statutory
requirement for
Gender only.
Equal Pay Audit
The University’s Equal Pay Audit of 2009 included analysis of pay and bonus
differentials with respect to Gender, Race, Disability and Age. The Audit will be
repeated each year and extended to the other strands when this can be systemised.
Objectives emanating from the 2009 Equal Pay Audit can be found in the University’s
Equality and Diversity Framework, Part III, page 48 .
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
b) Ensure the Equality
Scheme includes a
statement of the methods
for assessing and
consulting on the impact,
or likely impact, of its
policies and practices on
equality for the relevant
groups, and arrangements
for monitoring policies for
adverse impact.
This is a statutory
requirement for
Race and
Disability.
Publish gender pay gap
figures.
3. Impact Assessment
Equality and Diversity Framework
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, strategies and functions across all of the seven equality strands, with
additional consideration for Socio-Economic Class and Caring Responsibilities where
relevant.
For the first time from 2009, the EIA process will be included in the Service Reviews of
individual University functions/departments (each undertaken every five years).
Inclusion of EIAs into the University’s Course Monitoring processes may also be
considered.
The programme of EIAs is agreed and updated annually and can be found on the
101
c) Ensure the Scheme
includes a statement of the
institutions arrangements
for publishing the results
of any impact assessment
and monitoring exercises
and its methods for
conducting impact
assessments.
This is a statutory
requirement for
Race and
Disability.
Diversity Team website at: http://www.arts.ac.uk/equality_impact_assessments.htm
EIAs are led by the Policy Holder or nominated representative. The EIA Lead is
supported by the Diversity Team who assists in pulling together an EIA Panel of
relevant and diverse representatives to undertake the EIA. Once the Panel has met to
discuss the impact of the policy, strategy or function on equality groups, this is written
up into a Report and proposed Action Plan. Both are circulated to the memberships of
the Diversity Staff Groups, Unions and via all-staff email for an Open Consultation
period. Any further feedback is integrated into the Final Report and submitted to the
Diversity Committee for endorsement. The endorsed EIA Report and Action Plan is then
published on the Diversity Team website. The EIA Panel Lead is then committed to coordinating the Action Plan within an agreed timeline.
4. Reviewing, Timescales & Reporting
a) Time scale for Action
Within three years, take
steps set out in Action
Plan and put into effect
arrangements made for
gathering and making use
of information within three
years.
b) Reporting
Report annually on
progress, results of
information gathering and
how information has been
used.
Statutory
requirement for:
Information gathered on all Equality Strands is represented in their separate Schemes.
These detail the Progress and future Priorities for the Strand within the policy life of this
Equality Scheme.
Gender — Action
plan set in March
2010–2013.
Disability — Action
Plan set in Dec
2009–2012
Statutory
requirement for
Gender and
Disability.
Equality and Diversity Framework
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.
102
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.
Disability —
Reviewed in Dec
2009 and next due
for Review in
December 2012.
5. Publishing
a) Take steps as practical, to
publish results of
monitoring each year.
Indicate arrangements for
publishing results of
impact assessments
(including impact
assessment of the Race
Equality Policy). Indicate
arrangements for
publishing the policy itself,
which must be available to
the public.
Statutory
Requirement for
Race.
Equality and Diversity Framework
Publishing Equality and Diversity Information
Annual Objectives and Priorities
The objectives for all the equality strands are agreed for priority attention on an annual
basis via the Equality and Diversity Monitoring Report. These are agreed and reviewed
by the University’s Diversity Committee and Executive Board.
Equality Impact Assessments
The results of EIAs are disseminated for Open Consultation to all Staff. Endorsed EIAs
are published on the University’s Diversity Team’s website which is open to the public.
Equality Schemes
This Equality Schemes and all previous Equality Policies and Schemes are published
on the University’s Diversity Team’s website.
103
b) Publish each Disability
Scheme and annual
reports. Consider
accessibility to whole
community.
Statutory
Requirement for
Disability.
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.
c) Publish Gender Equality
Statutory
Scheme (must include
Requirement for
gender equality objectives) Gender.
Equality and Diversity Framework
104
Equality and Diversity
Framework 2010-2015
Appendices
Equality and Diversity Framework
105
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:
4. Eliminate discrimination, harassment and victimisation.
5. Advance equality of opportunity between persons who share a protected characteristic and
persons who do not share it.
6. 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:
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.
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
106
a) Requirements to meet
‘General Duties’
Statutory Scope
UAL’s Equality Scheme will give due regard to:
1 Eliminate unlawful and
A statutory
unfair discrimination.
requirement for the
Gender, Race and
Disability Equality
Schemes.
Implicit within antidiscriminatory
Employment
Regulations for
Sexual Orientation,
Religion and Belief
and Age.
Equality and Diversity Framework
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.
Equal Opportunities (EO) Monitoring
The University undertakes EO monitoring of students and staff annually to discern
where indicators of unlawful or unfair discrimination may be taking place. These in turn
inform the annual objectives endorsed by the Diversity Committee and Executive Board.
Disciplinary Action Procedures
The University’s Rules and Regulations for Students and Staff Charter and Disciplinary
Policy for Staff is enacted against persons whose conduct is alleged to be
discriminatory.
Equality Impact Assessments
The University’s functions, strategies and policies will all be scrutinised to discern and
address adverse impact on any equality group and followed up with individual Action
Plans.
107
a) Requirements to meet
‘General Duties’
Statutory Scope
UAL’s Equality Scheme will give due regard to:
2 Promote equality of
A statutory
opportunity.
requirement for the
Gender, Race and
Disability Equality
Schemes.
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.
Equality and Diversity Training
Online anti-discriminatory training will be compulsory for all staff linked to Appraisal and
all managers will have to undertake mandatory bespoke training with respect to
managing diverse teams or learners.
Positive Action Initiatives: Targeted programmes to address historic underrepresentation particularly with respect to disabled and BME students or staff, for
example:
 Recruitment — Targeted recruitment campaigns to be developed to attract diverse



Equality and Diversity Framework
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
Exercise reflect the University of the Arts London’s experience.
108
a) Requirements to meet
‘General Duties’
Statutory Scope
UAL’s Equality Scheme will give due regard to:
3 Eliminate unlawful
A statutory
harassment and
requirement for the
victimisation.
Gender, Race and
Disability Equality
Schemes.
Implicit within antidiscriminatory
Employment
Regulations for
Sexual Orientation,
Religion and Belief
and Age.
4
Promote positive
attitudes.
A statutory
requirement for
Disability Equality
Scheme only.
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.
Anti-Bullying and Harassment Mechanisms
The University currently upholds 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 the Employee
Assistance Programme a free, confidential telephone helpline that offers signposting,
advice and 1:1 counselling.
Organisational health is also discerned via the Staff Survey which asks Staff questions
on bullying and harassment in relation to all the equality strands.
There are plans to formalise and integrate all investigative, preventative and support
mechanisms into a Dignity at Work and in a Learning Environment Programme for
2010/11. This would also include EIAs of all the aforementioned policies to discern
impact and effectiveness, anti-bullying and harassment training for managers, the
revival of a volunteer, trained Harassment Contacts Network, monitoring of informal
complaints logs and monitoring of exit interviews.
Diversity Events
The University celebrated its first ever Disability Week in 2009 and now acknowledges
International Day for Disabled Persons in December each year.
Staff & Student Support Networks and Groups
Disabled Students and Staff are encouraged to participate in various University fora
including:
Equality and Diversity Framework
109
a) Requirements to meet
‘General Duties’
Statutory Scope
UAL’s Equality Scheme will give due regard to:
5 Encourage participation
in public life.
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.
 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.
6
Take steps to take
account of disabled
persons’ disabilities,
even where that
involves treating
disabled people more
favourably than other
people.
Currently a statutory
requirement ONLY for
the Disability Equality
Scheme
Equality and Diversity Framework
Disability Equality Interventions
 Annual analysis of monitoring takes place to discern anomalies where an appropriate
strategic or operational intervention may be beneficial to disabled people.
 Disabled Student Study Support Sub Committee.
 Accommodated Assessment guidelines for disabled students.
 Priority slots in student timetabling.
 Disability Leave Policy for disabled staff planned for 2010/2011.
 Disabled Staff Career Development Programme took place in 2009.
 Guidance for Arranging Reasonable Adjustments at Interview and in the Workplace.
 Establishing a Disabled Staff Network.
110
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
involved in its
development.
c) Consult women and men.
Diversity Committee
The University’s Diversity Committee is made up of a range of staff of different genders,
ages and socio-economic 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 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 & general staff. Further UAL staff fed back 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 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.
*Consultation Involving Disabled People Specifically
Equality and Diversity Framework
111
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 self-reporting 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.
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
Development, Complaints and Disciplinary Action.
c) Gather and use
information on how
This is a statutory
requirement for
Equality and Diversity Framework
Equal Opportunities (EO) Monitoring
The University undertakes EO monitoring of students and staff annually to discern the
112
policies and practices
affect equality in the
workforce and in the
delivery of services and
education.
d) Consider the need for
objectives that address
any differentials in pay
gaps.
Gender only.
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.
This is a statutory
requirement for
Gender only.
Equal Pay Audit
The University’s Equal Pay Audit of 2009 included analysis of pay and bonus
differentials with respect to Gender, Race, Disability and Age. The Audit will be
repeated each year and extended to the other strands when this can be systemised.
Objectives emanating from the 2009 Equal Pay Audit can be found in the University’s
Equality and Diversity Framework, Part III, page 48 .
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
b) Ensure the Equality
Scheme includes a
statement of the methods
for assessing and
consulting on the impact,
or likely impact, of its
policies and practices on
equality for the relevant
groups, and arrangements
for monitoring policies for
adverse impact.
This is a statutory
requirement for
Race and
Disability.
Publish gender pay gap
figures.
3. Impact Assessment
Equality and Diversity Framework
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, strategies and functions across all of the seven equality strands, with
additional consideration for Socio-Economic Class and Caring Responsibilities where
relevant.
For the first time from 2009, the EIA process will be included in the Service Reviews of
individual University functions/departments (each undertaken every five years).
Inclusion of EIAs into the University’s Course Monitoring processes may also be
considered.
The programme of EIAs is agreed and updated annually and can be found on the
113
c) Ensure the Scheme
includes a statement of the
institutions arrangements
for publishing the results
of any impact assessment
and monitoring exercises
and its methods for
conducting impact
assessments.
This is a statutory
requirement for
Race and
Disability.
Diversity Team website at: http://www.arts.ac.uk/equality_impact_assessments.htm
EIAs are led by the Policy Holder or nominated representative. The EIA Lead is
supported by the Diversity Team who assists in pulling together an EIA Panel of
relevant and diverse representatives to undertake the EIA. Once the Panel has met to
discuss the impact of the policy, strategy or function on equality groups, this is written
up into a Report and proposed Action Plan. Both are circulated to the memberships of
the Diversity Staff Groups, Unions and via all-staff email for an Open Consultation
period. Any further feedback is integrated into the Final Report and submitted to the
Diversity Committee for endorsement. The endorsed EIA Report and Action Plan is then
published on the Diversity Team website. The EIA Panel Lead is then committed to coordinating the Action Plan within an agreed timeline.
4. Reviewing, Timescales & Reporting
a) Time scale for Action
Within three years, take
steps set out in Action
Plan and put into effect
arrangements made for
gathering and making use
of information within three
years.
b) Reporting
Report annually on
progress, results of
information gathering and
how information has been
used.
Statutory
requirement for:
Information gathered on all Equality Strands is represented in their separate Schemes.
These detail the Progress and future Priorities for the Strand within the policy life of this
Equality Scheme.
Gender — Action
plan set in March
2010–2013.
Disability — Action
Plan set in Dec
2009–2012
Statutory
requirement for
Gender and
Disability.
Equality and Diversity Framework
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.
114
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.
Disability —
Reviewed in Dec
2009 and next due
for Review in
December 2012.
5. Publishing
a) Take steps as practical, to
publish results of
monitoring each year.
Indicate arrangements for
publishing results of
impact assessments
(including impact
assessment of the Race
Equality Policy). Indicate
arrangements for
publishing the policy itself,
which must be available to
the public.
Statutory
Requirement for
Race.
Equality and Diversity Framework
Publishing Equality and Diversity Information
Annual Objectives and Priorities
The objectives for all the equality strands are agreed for priority attention on an annual
basis via the Equality and Diversity Monitoring Report. These are agreed and reviewed
by the University’s Diversity Committee and Executive Board.
Equality Impact Assessments
The results of EIAs are disseminated for Open Consultation to all Staff. Endorsed EIAs
are published on the University’s Diversity Team’s website which is open to the public.
Equality Schemes
This Equality Schemes and all previous Equality Policies and Schemes are published
on the University’s Diversity Team’s website.
115
b) Publish each Disability
Scheme and annual
reports. Consider
accessibility to whole
community.
Statutory
Requirement for
Disability.
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.
c) Publish Gender Equality
Statutory
Scheme (must include
Requirement for
gender equality objectives) Gender.
Equality and Diversity Framework
116
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.
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
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
Discrimination
When a person is treated less favourably because of one of more of the
protected characteristics.
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.
Example: A transgender student is refused admission to the female toilets
despite the fact that she is permanently presenting in that gender.
Diversity
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
characteristics
This covers situations where a person experiences 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
Equality and Diversity Framework
117
Egress /
Egressible
rooms
where they can have most impact.
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.
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,
socio-economic 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 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.
Equalities
monitoring
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, socio-economic 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
Equality and Diversity Framework
118
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:

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:
Indirect
Discrimination

It is unlawful for employers to harass people applying for employment

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.
Where an employer has a policy (or applies a 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.
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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 tutor refuses to
identify alternative arrangements this is cannot be justified as a proportionate
means of achieving a legitimate business aim.
Interfaith
dialogue
Refers to positive interaction aimed at promoting understanding and
developing common ground between people of different religious traditions
and spiritual or humanistic beliefs.
LGBT
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
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, 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.
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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.
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
Discrimination that is unlawful under the Equality 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’.
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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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