Queen Margaret University
Equality and Diversity Strategy
1. Institutional Commitment
2. Equal Opportunities Policy
3. Strategic Context
4. External Context
5. Legislative Context
6. Internal Context
7. Widening Access and Participation
8. Mainstreaming Equality and Diversity
9. Implementing the Strategy
10. Measuring Performance
11. Responsibilities
12. Race Relations Policy
13. Equality and Diversity Action Plan
14. Dimensions of the Strategy
Appendices
Equality and Diversity Strategy
1
1.1
2
Institutional Commitment
Queen Margaret University is committed to creating and celebrating a positive,
inclusive culture based on respect for individuals’ differences, in which students
and staff are actively encouraged to reach their full potential. Our objective is
to build an institution that understands, appreciates and values the diversity of
each individual, makes people feel valued and able to participate and achieve
their full potential.
Equal Opportunities Policy
2.1
Queen Margaret University welcomes diversity amongst its students, staff,
applicants and visitors, recognising the particular contributions to the
achievement of the institution's mission that can be made by individuals from a
wide range of backgrounds and experiences. The institution is committed to
ensuring that all of its activities are governed by principles of equality of
opportunities.
2.2
This policy statement is underpinned by a range of equal opportunities policies
and codes of practice for staff and students, including the institution's race
equality policy, all of which are published on our equality website
www.qmu.ac.uk/equal/committee.htm. Subject only to statutory provisions and
necessary professional considerations, no students, staff, applicants or visitors
will be treated less favourably than others because of factors such as their sex,
age, marital status, sexual orientation, religion, ethnic or racial group, or
disability.
2.3
The University is committed to creating and celebrating a positive, inclusive
atmosphere, based on respect for individuals’ differences, in which students
and staff are actively encouraged to reach their full potential. All staff and
students have rights and responsibilities in relation to the promotion of equality.
2.4
In relation to staff, the policy and practice of the institution require that all staff
are afforded equal opportunities within employment, and that entry into
employment with the institution and the progression within employment will be
determined only by personal merit and the application of criteria which are
related to the duties of each particular post and the relevant salary structure. In
all cases, the ability to perform the job effectively, safely and fairly is a primary
consideration. We are committed to ensuring that our staff population is
representative of the wider community and in session 2004/05 our Equal
Opportunities Committee will take active steps to implement appropriate
benchmarks.
2.5
In relation to students, the institution aims to promote entry to and provide
education at undergraduate and postgraduate level for all students, whatever
their background. We are committed to enhancing the student experience
through delivering race equality and creating an inclusive learning environment;
this applies to recruitment and admissions, to the curriculum, teaching and
assessment, to welfare and support services, and to staff development and
training. In session 2004/05 our Equal Opportunities Committee will take active
steps to implement appropriate benchmarks, and to addressing imbalance
2.6
Queen Margaret University is fully committed to leading its staff and students in
a period of culture change.
It wishes to exceed the requirements of the
general duty and the specific duties to eliminate unlawful discrimination;
promotion of equality of opportunity; and promotion of good relations.
2.7
Queen Margaret University will ensure that in the conduct of all its activities,
steps are taken to promote equality of opportunity, to promote good relations
between diverse groups, and to avoid the occurrence of discrimination, whether
direct or indirect. The promotion of equality and diversity will be central to future
staff development activity.
2.8
Any discriminatory behaviour, including harassment or bullying by individuals or
groups, will be regarded extremely seriously and may be regarded as grounds
for disciplinary process, which may result in expulsion or dismissal.
2.9
Failure to comply with the University’s Race Equality Policy could lead to the
individual and the institution being in breach of the law. The University will take
action if there is any attempt by its students, staff or other service providers to
discriminate.
3
Strategic Context
3.1
The Institution has a clear commitment in its mission and vision to inclusion,
communities and participation. In the Strategic Plan 2004-2007, the Institution
aims to be “a highly focused university committed to the promotion of equality
of opportunity and widening participation, working with and for its communities”
and “enabling and promoting access through student recruitment and the
dissemination of expertise”.
3.2
A policy of positive inclusion will enable the Institution to attract the widest pool
of staff and students to deliver its strategic objectives. An equality and diversity
strategy embedded in all our functions and strategic planning processes is a
core component in achieving our mission and vision.
4
External Context
4.1
The 1997 Dearing Report 1recommended that ‘all institutions identify and
remove barriers that inhibit recruitment and progression for particular groups’
and ‘monitor and publish the progress towards turning equal opportunities
commitments into reality into Higher Education’.
4.2
The Scottish Parliament’s position as articulated in the Scottish Executive’s
Equality Strategy is ‘the Executive is committed to securing a just and inclusive
Scotland. This means tackling discrimination and prejudice across Scotland. It
means tackling the systems, behaviours and attitudes that cause and sustain
them.’ The Scottish Executive expects public bodies to mainstream equality
issues into all their functions.
4.3
The minister for Life Long Learning in his letter of guidance to the Scottish
Higher Education Funding Council2 in January 2004, said ‘the promotion of
equal opportunities for staff (and students’) continues as a matter of priority, as
1
2
1997 The National Committee of Inquiry into Higher Education (NCIHE)- the Dearing Committee
Higher Education: Guidance for 2004-05 Scottish Higher Education Funding Council
is the institutions’ consideration and action on obligations under disabilities and
race relations legislation’.
4.4
The Funding Council imposes conditions of grant both in terms of students and
admissions (widening participation) and in relation to human resource
management. The Institution is assessed annually on its compliance with this
condition of grant.
4.5
The promotion of equality of opportunity, diversity and social inclusion is
therefore at the heart of the government’s agenda both in the UK and in
Scotland.
5
Legislative Context
5.1
Significant changes have been made to equalities legislation in recent years
particularly in relation to race relations. The introduction of paternity and
adoption leave, the right to request flexible working hours extended maternity
leave, protection and equity of treatment for part-time workers and those on
fixed term contracts have all contributed to the creation of a very different
working environment.
5.2
The Race Relations (Amendment) Act 2001 introduced a duty on all higher
education institutions, to have due regard to the need to eliminate unlawful
racial discrimination and promote equality of opportunity and good race
relations between persons of different racial groups. Further legislation
adopting a similar approach in relation to disability is expected.
5.3
The Employment Equality (Religion or Belief) Regulations 2003 legislates
against discrimination on grounds of religion or belief. The legislation extends
beyond the field of employment to ‘vocational training’, including students in
further and higher education. Parallel legislation, (implemented December
2003), addressed discrimination on the grounds of sexual orientation and
legislation is in place to prevent discrimination on the grounds of gender
reassignment. Legislation outlawing discrimination on the grounds of age will
be in place in the next two years.
6
Internal Context
6.1
The Institution’s commitment to the enhancement of its research activities will
mean competing in an international market for high quality research staff. The
recruitment of international students is also a key strategic objective. Our
objectives on student recruitment and future resourcing needs, brings
challenges in terms of the management and promotion of good race relations.
6.2
The University has put in place an Equal Opportunities Committee with the
remit to set the strategic framework for equality of opportunity in service
provision and in employment. The internal challenge is to embed equality and
diversity into all our functions particularly learning, teaching and assessment
and research. This may involve challenging the views and practices of
professional bodies that regulate many aspects our curriculum.
6.3
The 2008 Research Assessment Exercise (RAE) has placed equality and
diversity policies as central to their assessment process. A successful RAE
submission is core to the delivery of our strategic plan. The Institution’s plans
for the development of the new campus need to contain a commitment to
embedding equality and diversity, particularly in relation to all our communities
and stakeholders.
6.4
7
The strategic planning process and our management committee structures are
being developed to include key objectives on equality and diversity and
mainstreaming our strategies and policies in all our functions. Our strategy on
Widening Participation and policies on recruitment and admissions and
recruitment in employment have close links to our Equality and Diversity
Strategy.
Widening Access and Participation
7.1
The Institution is committed to widening access and participation to students
who have previously been inhibited from entering Higher Education for social,
economic or cultural reasons. Our widening participation strategy seeks to
increase student numbers from non-traditional groups; extend collaborative
working relationships; promote staff understanding of diverse student groups
and create an appropriately supportive infrastructure.
7.2
The Institution’s strategic approach to widening participation and equality of
opportunity is detailed within a number of documents, including the Quality of
Learning, Teaching and Assessment Strategy. A key strategy has been
collaboration with communities to de-mystify higher education and to empower
individuals seeking to access to higher education. These efforts are supported
by the continuing development of a supportive infrastructure to recruit and,
importantly, retain an increasingly diverse student population.
7.3
The Institution has a demonstrable track-record in terms of widening access
and participation that suggests continuing potential to succeed as evidenced by
the Higher Education Funding Council performance indicators3. Within the
context of the wider debate within the sector on Fair Access to Higher
Education, our policies on recruitment and admission will be subject to regular
review.
8
Mainstreaming Equality and Diversity
8.1
Mainstreaming describes the process where equality and diversity are brought
into the core of the Institution’s work and integrated into day-to-day activities. It
is the process whereby equality and diversity are considered for all functions
including policy, initiatives, training and development, implementation and
review.
8.2
The Scottish Executive and the model set by the Race Relations Amendment
Act (2001) set out the commitment and legal obligation to mainstream equality
and diversity. This approach is a significant development from a more
traditional view of equality as an optional extra.
8.3
Mainstreaming has significant implications for the way in which responsibility
for equality and diversity is managed. It requires collective responsibility and
implementation and leadership and commitment from the Governing Body and
the Strategic Management Group. Commitment, ownership and understanding
needs to be built at all levels within the Institution, particularly with Heads of
School and Department Heads level.
3
HEFC Performance Indicators 2001/02, published December 2003
8.4
Embedding equality and diversity in our strategic planning and committee
structures is key to achieving this objective. Defining responsibilities for
implementation, setting performance measures and monitoring progress will
support the Institution in achieving this change in culture.
8.5
The Institution is committed to mainstreaming equality and diversity into the
everyday functions of the Institution ensuring it is an integral part of all our
functions and activities.
9
9.1
Implementing the Strategy
The Institution will deliver the strategy through the development of a strategic
equality and diversity framework that enables us to :
 Develop a long-term vision for the Institution on its priorities in the area of
equality and diversity;
 Set objectives to which the Institution as a whole is committed to
achieving by 2007 in line with the attainment of full University title,
Re:LOCATE and the 2008 Research Assessment Exercise;
 Mainstream equality and diversity considerations into all the Institution’s
functions and activities;
 Assess the impact and equality proof key functions and procedures.
9.2
In support of this implementation strategy, the Institution has identified the
following priority action areas:
 Identification of data requirements and collection methodology where
gaps have been established.
 Development of staff and student consultation procedures.
 Management and staff education and training.
 Student recruitment, admissions and retention impact assessment.
 Graduate employment impact assessment.
 The requirement to continue with equality monitoring in course reviews
and annual monitoring processes.
 Review policies in line with the requirement of new European Directives.
 Enhancement of the profile of equality and Re:LOCATE.
10 Measuring Performance
10.1 The implementation of this Equality and Diversity Strategy is an on-going
process of cultural change. Specific action plans with targets and performance
measures are in place to address policy areas specifically race and disability.
The Equal Opportunities Committee will continue to identify appropriate
measurements for reviewing and evaluating the impact of this strategy and
supporting policies.
10.2 In realising this strategy, the Institution expects to see positive trends emerging
for all equality groups. The Principal and the Equal Opportunities Committee
are responsible for reporting to Governing Body annually on the
implementation of the Institution’s policies and action plans.
11 Responsibilities
11.1 All staff and students have responsibility for the implementation of this strategy
and supporting policies and to apply them in their day-to-day work. The
Governing Body- as the employer - is responsible for ensuring the Institution
fulfils its legal obligations for promoting equality and diversity and eliminating
discrimination. A member of the Governing Body is a member of the Equal
Opportunities Committee.
11.2 The Principal is responsible for providing the Institution with a clear and
consistently high profile lead on all equality and diversity matters. The Principal
is responsible for the effective implementation of this strategy and supporting
policies and ensuring individual members of the Strategic Management Group
implement policy within their areas of line management responsibility.
11.3 The Equal Opportunities Committee is responsible for advising the Principal
and the Governing Body on the implementation of all aspects of the Institutions’
Equal Opportunities Policy and for monitoring progress.
11.4 The management structure for equality and diversity and the terms of reference
for the Equal Opportunities Committee are set out in Appendix A and B of this
strategy. Supporting policies are being amended to clarify individual
responsibilities.
12 Race Relations Policy
An extract from the institutional Race Relations Policy is available in Appendix C.
13 Equality and Diversity Action Plan
13.1 In developing its strategy, the institution aims to develop an Action Plan to:
develop mechanisms by which the University’s strategic objectives for diversity
and equal opportunities can be delivered; and work in partnership with Schools
and Divisions to agree a fair and equitable division of responsibility under
current and future equality legislation.
13.2 The objectives of the Action Plan, in support of the above, are:
 To understand existing and emerging equality legislation and best practice
and to identify relevant issues which will need to be reflected in key University
policies.
 To develop an integrated diversity policy for approval by all relevant bodies
after appropriate consultation and to take the necessary steps thereafter to
ensure its implementation.
 To provide information and guidance to divisions, departments and faculties
to enable them to discharge their responsibilities and to support senior
members of the University in showing leadership on diversity issues.
 To build on the strengths of the University and to exploit national initiatives in
order to develop creative and effective programmes of action which promote
equality of opportunity and diversity.
 To ensure that staff, students and other stakeholders are consulted on policy
development in respect of diversity matters.
 To provide high quality management information to enable monitoring of the
impact of policies and of the success of diversity policy in creating change.
 To build links with local and national organisations, communities and policy
setting bodies.
13.3 Over the next two years the University will aim to meet the following objectives
in respect of its functions, staff, students and delivery of education.
Activity
Responsible
Expected
Completion
Date
SMG
September
2004
Implement the Disability Policy.
Monitor and assess impact to ensure
compliance with the Disability Discrimination
Act 1995.
SMG
September
2004
Apply for use of the Disability Symbol.
Director of HR
April 2005
Director of HR
September
2005
Director of HR
June 2005
Equal
Opportunities
Committee
December 2005
1. RACE
Implement the Race Relations Policy
Monitor and assess impact to
ensure compliance with the Race Relations
(Amendment) Act 2000
2. DISABILITY
3. SEXUAL ORIENTATION
Ensure that religion or belief is incorporated
into the wider Equality and Diversity Strategy
to reflect compliance with the
Employment Equality (Sexual Orientation)
Regulations 2003.
4. RELIGION AND BELIEF
Ensure that religion or belief is incorporated
into the wider Equality and Diversity Strategy
to reflect compliance with the Employment
Equality (Religion or Belief) Regulations 2003.
5. AGE DISCRIMINATION
Ensure that age discrimination is incorporated
into the wider Equality and Diversity Strategy
to reflect compliance with forthcoming
European legislation on Age Discrimination
2008
6. GOVERNANCE
Widen the diversity of those involved in the
University committee and management
structure.
Review the University mission statement and
consider whether there is need to include an
explicit commitment to equality and diversity.
Activity
Responsible
Ensure that equality and diversity issues have
a more prominent place in the strategic
planning process
Principal
Expected
Completion
Date
Included in the
2004/05
Planning Cycle
7. STAFF RECRUITMENT, PROMOTION,
RETENTION
Review and develop policies and procedures
to ensure compliance with legislation and
promotion of equality.
Director of HR
September
2006
Ensure that admissions procedures are
carried out consistently and fairly and that staff
are aware of responsibilities under equality
legislation.
Director of
Registry and
Secretariat
September
2005
Use student data to inform recruitment and
marketing strategy.
Head of
Recruitment &
Admissions
Ensure that employment policies and
procedures are appropriately and equitably
implemented across the institution.
Ensure staff have adequate training and
information in equality and diversity to be able
to meet requirements to prevent discrimination
and promote equality in relation to staff and
students.
Ensure equalities issues are mainstreamed
into development activities where appropriate
8. STUDENT RECRUITMENT,
PROMOTION, RETENTION
Encourage applications from all groups.
Target marketing initiatives at
underrepresented groups and wider society.
Continue initiatives on widening participation
and retention in relation to students from
under-represented groups.
Head of Student
Services
9. PEDAGOGY AND ASSESSMENT
Establish and monitor targets in relation to Vice-Principal
attainment, progress, retention and completion (Learning and
rates.
Teaching)
Ensure criteria for assessment are clear and
September
2006
Activity
Responsible
fair to all students.
Deans of Faculty
Ensure that a sound understanding of equality
and diversity underpins teaching, learning and
assessment.
Heads of School
Expected
Completion
Date
Detailed action
plans with
timescales to be
developed in
relation to all
these actions
Promote a visible commitment to racial
equality in modules and programmes.
Ensure positive action in the promotion of
diversity in the curriculum.
10. TEACHING AND LEARNING
Ensure all methods of teaching are equality Vice Principal
proofed.
(Learning and
Teaching)
Promote module in diversity and equality in Directors of HR /
the induction programme for new staff.
Centre for
Academic
Celebrate and promote good practice.
Practice
11. RESEARCH AND KNOWLEDGE
TRANSFER
Review existing research strategy to ensure Head of RICO
integration of institutional equality objectives.
Academic
Strategy Group
Support and encourage the adoption of the
Equality guidelines for RAE 2008.
Include an explicit Race Equality statement in Convener,
the Research Code of Practice and Research Research
Strategy.
Degrees
Committee
Celebrate and promote good practice.
12. SERVICE DELIVERY
Develop culturally appropriate services that
Director of
reflect needs of current/future students/staff
SFMBS
Director of HR
Identify key areas e.g. staff – finance, security,
janitorial, catering students – HR,
Department
maintenance.
Heads
September
2005
April 2006
June 2005
September
2005
September
2005
Ensure that equality is a feature of all service
design, development and implementation.
Ensure equality awareness amongst frontline
staff and introduce training and awareness
sessions.
Ensure that the implementation of a
Director of
September
Activity
Responsible
transparent complaints procedure is in place.
Registry and
Secretariat
Expected
Completion
Date
2004
Promote a pro-active approach in responding
cultural needs. Encourage feedback.
13.
OUTSOURCING AND FINANCIAL
PROCUREMENT
Review and monitor the procurement process
for its compliance with equal opportunities and
race relations.
Director of
SFMBS
December 2005
Place a requirement from suppliers and
contractors that they have effective race
equality policies and procedures.
Head of Finance
Actively encourage the incorporation of race
equality and equal opportunities dimensions
into specifications and tender documents etc.
14.
MARKETING AND COMMUNICATION
Implement the Equality Challenge Unit good
practice guidelines and embed in the
University Communications Strategy.
Director of
Marketing
June 2005
15. PARTERNSHIPS AND EXTERNAL
LINKS
Build and develop links with local minority
groups and organisations.
Head of Student
Services
June 2005
More strategic analysis needed.
Head of RICO
Review of publicity on marketing materials.
Raise the profile of Equal Opportunities on the
Web and in Promotional documentation.
Publish policy on the web.
Publish the Equality Audit and Framework.
Celebrate and promote good practice.
Encourage greater dialogue with and
participation by these groups.
Increase and celebrate participation in
initiatives to encourage diversity.
16. COMPLAINTS
Review complaints procedures to ensure
sensitivity to issues of equality and diversity
Director of
Registry and
September
2005
Activity
Responsible
Secretariat
Ensure the fair implementation of complaints
procedures. Include monitoring criteria that is
relevant to under represented.
Promote widely an open complaints
procedure.
Expected
Completion
Date
14 Dimensions of the Strategy
The implementation of the strategy has been phased and prioritised to meet the requirements of legislation.
Implementation and Monitoring
Legislation
Governance
QMU Equality and Diversity Strategy
Staff Recruitment, Promotion,
Retention
Strategy Phase 1
Disability Discrimination
Act 1995
Disability
Policy
Student Recruitment,
Promotion, Retention
Pedagogy and Assessment
Race Relations
(Amendment) Act 2000
Race Relations
Policy
Learning and Teaching
Strategy Phase 2
Research
Employment Equality
(Religion or Belief)
Regulations 2003
Employment Equality
(Sexual Orientation)
Regulations 2003
Religion and
Belief
Sexual Orientation
Service Delivery
Marketing and Communication
Forthcoming European
legislation on Age
Discrimination 2008
Age
Discrimination
Partnerships and External
Links
Complaints
Appendix a Management Structures for Equality and Diversity
Academic
Council
Institutional Vision
and Mission
Governing Body
Strategic Plan
SMG
Strategic Equality
Framework
Equal
Opportunities
Committee
Equality and
Diversity Policy
Data
Analysis
Report Extracts
External Policy Analysis
Data Monitoring
Student
Staff
Impact
Assessment
Policy
Review
Strategic/ Activity
Planning
Annual Course/Service
Review
Annual
Monitoring
Review
Appendix B
Queen Margaret University Equal Opportunities Committee – Purpose, Aims
and Terms of Reference
Purpose:
To set the strategic framework for equality of opportunity in service provision and
in employment.
Functions:
To advise the Principal and Governing Body on the implementation of all aspects
of the University's equal opportunities policy and to monitor progress of that
policy;
To consider and report on all matters relating to the formulation, implementation,
evaluation and review of equal opportunities policies across the University and on
the fulfilment of the University's statutory obligations.
Terms of Reference:
1. To consider the implications of changes in legislation for the
implementation of equal opportunities in the University; and generally to
advise on any related issues, alerting the Planning & Resources
Committee and other committees of the implications of current practices
for equal opportunities;
2. To prepare or instigate appropriate policies, advice and guidance in
relation to equal opportunities;
3. To monitor implementation of equal opportunities policies in the institution
and to receive reports as requested from relevant areas within the
University;
4. To instigate as appropriate independent audit of the implementation of the
institution’s equality of opportunity policy;
5. To establish working groups to investigate and report on the equal
opportunities dimension of any aspect of the University's policies and
procedures and to receive feedback from staff and students on relevant
issues;
6. To prepare and maintain an institutional action plan, including
performance targets, to ensure that the equal opportunities policies are
translated into programmes of action;
7. To define and request resources required to deliver this implementation
plan;
8. To assist academic and support areas in the implementation of University
equal opportunities policies;
9. To maintain sector links with professional bodies e.g. Equality Challenge
Unit
10. To report regularly to the Planning & Resources Committee and to
Governing Body through the Principal.
N.B. equal opportunities relates to gender, race, ethnic origin, disability,
religion or belief, age, sexual orientation, harassment & bullying.
Appendix C
Extract from QMU Race Equality Policy
1. Race Equality Policy Statement
1.1. Queen Margaret University is committed to promoting equality of
opportunity and good race relations.
1.2. Existing levels of under-representation of staff and students from minority
ethnic groups diminishes the richness of the University’s culture. Lack of
understanding and awareness of race and ethnicity can reduce diversity in
the Curriculum or impact on the allocation of social space for staff and
students. This combined with increased public awareness of race
discrimination demonstrates the requirement to promote and articulate the
University’s urgent commitment to equality in this specific area.
2. Background
2.1. The 1997 Dearing Report4 recommended that “all institutions identify and
remove barriers that inhibit recruitment and progression for particular
groups” and monitor and publish the progress towards turning equal
opportunities commitments into reality in Higher Education.
2.2. In 1999, as a result of the Stephen Lawrence inquiry, the Macpherson
Report 5 identified institutional racism as:
“the collective failure of an organisation to provide an appropriate
and professional service to people because of their colour, culture or
ethnic origin. It can be seen or detected in processes, attitudes and
behaviour which amount to discrimination through unwitting
prejudice, ignorance, thoughtlessness and racist stereotyping which
disadvantages ethnic minority people”
2.3. The report “Ethnicity and Employment in Higher Education” 6 has been the
most comprehensive study to date examining the position of black and
minority staff in academic and related employment. Some of the major
findings were as follows:



4
there has been less progress on ensuring racial equality in Higher
Education in the last few years than in sex equality;
black and ethnic minority students make up an increasing proportion of
university students and yet this is not reflected in the make up of
teaching staff, or those in senior administrative posts. Staff classifying
themselves as Bangladeshi, Pakistani, Black Caribbean and Black
'Other' are significantly underrepresented in academic posts.
nationally, minority ethnic groups are over-represented in fixed term
research posts. One in four black and minority ethnic academics said
1997 The National Committee of Inquiry into Higher Education (NCIHE)—the Dearing Committee
1999 The Stephen Lawrence Inquiry. Report of an Inquiry by Sir William Macpherson of Cluny.
6 Modood, Fenton and Carter (2002) Ethnicity and Employment in Higher Education, Policy Studies
Institute
5

they had experienced discrimination in job applications and promotions
and also experienced isolation and lack of support. One in five said
they had experienced racial harassment or abuse from staff or
students. Minority ethnic academics with nine or more years of service
are only about half as likely to be professors as their white peers. The
position of minority ethnic women, especially non-British women, is the
most disadvantaged.
there have been a number of well-publicised successful Employment
Tribunal cases involving academic staff alleging racial discrimination
against Higher Education Institutions, in the last few years.
Some common manifestations of institutional racism, which are important
to note are:








'it doesn't happen here' - a denial of the possibility of discriminatory
practice within an institution in the absence of accurate data, or without
consulting those most likely to be on the receiving end of
discrimination, or a refusal to accept such findings;
a 'colour blind approach', which treats everyone the same and which
does not acknowledge or address the differing needs of black and
minority staff and therefore potentially marginalizes their perspective;
abdication of one's personal responsibility for tackling racism, by not
challenging others' behaviour or attitudes, as 'it does not directly affect
me', or for fear of unpopularity or reprisals;
failing to incorporate race issues within day-to-day practice,
procedures and mainstream activity;
lack of awareness and understanding about how structures and
individuals unwittingly perpetuate racism, without attempting to attend
training, or to be self-aware about one's own assumptions, behaviour
and attitudes, or to acquire new knowledge and act on it;
under-representation of specific groups within the organisation,
particularly at a senior and influential level, the absence of a 'minority'
perspective on key decision-making bodies and fora;
a belief that there are no barriers within the institution and/or
insufficient recognition of discrimination at an earlier educational level,
i.e. a lack of awareness that the playing field is not level. The
assumption that setting targets for black and ethnic minority staff will
entail lowering standards or no longer appointing on merit;
a weak commitment in practice, to implementing the policies that
institutions subscribe to on paper.
2.4. The Race Relations Act, 1976 as amended by the Race Relations
(Amendment) Act 2000, places a positive general Duty on a wide range of
public authorities, including Higher Education Institutions, to promote racial
equality. This duty means that in all its identified relevant functions, the
University must have “due regard” to the need to:
Eliminate unlawful racial discrimination;
Promote equality of opportunity; and
Promote good relations between people of different racial groups.
2.5. Specific duties have been introduced to assist institutions meet the general
duty. These include:




Prepare a written statement of our policy for race equality;
Assess the impact of all policies on staff and students of different
racial groups;
Monitor, with reference to these racial groups, the admission and
progress of students, and the recruitment, retention and career
progression of staff
Include in the written statement of its Race Equality Policy, an
indication of its arrangements for publishing that statement and the
results of its assessment and monitoring.
2.6. This policy has been developed with regard to the Code of Practice issued
by the Commission for Racial Equality7. Appendix A provides a definition
and prioritisation of functions and responsibilities in relation to each strand
of the general duty. This policy will be implemented through our Race
Equality Action Plan which will support the Strategic Equality Framework.
The University is mindful of the need to comply with European legislation
and the Bologna agreement.
In 2004/05 the Equal Opportunities
Committee will work to ensure that the University proactively engages with
the requirements of the legislation.
3. Commitment
3.1. Queen Margaret University is fully committed to leading its staff and
students in a period of culture change.
It wishes to exceed the
requirements of the general duty and the specific duties to eliminate
unlawful discrimination; promotion of equality of opportunity; and
promotion of good relations between people of different racial groups.
3.2. Queen Margaret University will ensure that in the conduct of all its
activities, steps are taken to promote equality of opportunity, to promote
good relations between different racial groups, and to avoid the occurrence
of racial discrimination, whether direct or indirect. The promotion of race
equality will be central to future staff development activity.
3.3. Any discriminatory behaviour, including harassment or bullying by
individuals or groups, will be regarded extremely seriously and may be
regarded as grounds for disciplinary process, which may result in
expulsion or dismissal.
3.4. Failure to comply with the University’s Race Equality Policy could lead to
the individual and the institution being in breach of the law. The University
will take action if there is any attempt by its students, staff or other service
providers to discriminate against the people whom the Act protects.
4. Responsibilities
4.1. The Governing Body is committed to its legal responsibility to eliminate
unlawful racial discrimination, promote equality of opportunity and promote
race equality in all aspects of its activities as an employer and provider of
Higher Education. The Principal, acting on behalf of the Governing Body,
2002 Commission for Racial Equality – Framework for a Race Equality Policy for Higher Education
Institutions
7
will take all reasonable and practical steps to ensure compliance with the
policy.
4.2. The Principal and his reports are responsible for ensuring that the
institution fulfils its duties in accordance with such arrangements. The
Strategic Management Group (SMG) is responsible for ensuring the policy
is consulted upon and communicated to all members of the University
community and external stakeholders.
4.3. SMG will ensure that the monitoring and assessment data produced under
this policy is published annually (Refer to Section 10) and used to expand,
revise, update, improve and maintain policy implementation.
4.4. The Equal Opportunities Committee, on which the Students' Union is
represented, is responsible for reporting and monitoring, by reference to
those racial groups, the admission and progression of students, and the
recruitment and career progress of staff. The Equal Opportunities
Committee, guided by Race Equality Working Group, will report to and
advise SMG on the implementation of the policy and its impact.
4.5. The Equal Opportunities Committee will produce a twice-yearly progress
report, on the implementation and monitoring of the policy, to SMG and
Governing Body.
4.6. All committees are responsible for ensuring that this race equality policy is
embedded in their duties and functions in relation to both students and
staff. In addition, at Faculty Level, key named members of staff have
been identified as academic champions of Equal Opportunities. A similar
approach will be applied to support areas.
4.7. All students and staff are required to be responsible for conducting
themselves in a manner that promotes equality of opportunity, promotes
good relations between different racial groups, and avoids the occurrence
of racial discrimination, whether direct or indirect.