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CONTENTS
FOREWORD FROM THE VICE-CHANCELLOR
1. INTRODUCTION
2. THE SINGLE EQUALITY SCHEME FRAMEWORK
3. OUR VISION AND MISSION
4. THE LEGAL CONTEXT
5. RESPONSIBILITY FOR THE SINGLE EQUALITY SCHEME
6. WHAT HAVE WE DONE SO FAR? 8
7. ARRANGEMENTS FOR UNDERTAKING EQUALITY IMPACT
ASSESSMENTS.
13
8. EQUALITY AND DIVERSITY TRAINING
13
9. ANTICIPATED OUTCOMES
14
10. THE SINGLE EQUALITY SCHEME ACTION PLAN
15
11. COMMUNICATION OF THE SINGLE EQUALITY SCHEME
15
APPENDICES:
APPENDIX 1: PREVIOUS UNIVERSITY EQUALITY SCHEMES 2007-
2009
16
17
APPENDIX 2: KEY ACHIEVEMENTS UNDER THE EXISTING
SCHEMES.
APPENDIX 3: ABBREVIATIONS AND DEFINITIONS USED
APPENDIX 4: BEST PRACTICE ON EQUALITY AND DIVERSITY
20
22
APPENDIX 5: THE SINGLE EQUALITY SCHEME ACTION PLAN
2012
– 2015 (separate document available on the Equality and
Diversity website)
3
4
5
6
7
2
PAGE
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Foreword by the Vice-Chancellor, Professor Calie Pistorius
It gives me great pleasure in presenting to you the University of Hull Single Equality
Scheme (SES):
‘Embracing Diversity – Promoting Equality’. This new scheme sets out the University’s ambitions and plans to promote and advance equality of opportunity for the period 2012 -2015.
The scheme builds on the work undertaken over the years in the Race, Gender and
Disability Equality Schemes and extends to all equality groups covered by the
Equality Act 2010. The objectives and actions set out in the scheme were developed as a result of extensive involvement and consultation with our students, staff and stakeholders.
The objectives and actions have been aligned with the University
’s principles of providing an outstanding student experience, ‘going beyond’ in all our endeavours, empowering our people through a value-driven organisational culture and being an engaged University locally, nationally and internationally.
The principle of going beyond means that we are not only committed to meeting our legal obligations but we strive to create a learning and working environment that fosters dignity and respect for all, where staff and students feel valued, empowered and can achieve their full potential.
We are committed to implementing the SES and ensuring that Equality and Diversity is embedded in all the University's activities not only at a strategic but also at a local level. This will be supported in a number of ways including the Diversity Champion
Scheme recently set up within Faculties and Service areas.
Professor Calie Pistorius
Vice-Chancellor
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1. INTRODUCTION
1.1 The University of Hull is proud of its diverse community of staff, students and visitors; and is committed to creating a positive environment that is inclusive to all. The diversity of our staff and student body brings dynamism to the institution and to learning.
1.2 As our staff and student population increasingly becomes more diverse, the
University’s vision for equality and diversity is to ensure that all those with the potential to benefit from higher education have the opportunity to do so, and to develop a more equitable and supportive environment for our staff and students.
This means that there are opportunities which are constantly changing, for us to ensure that every individual is able to be part of a working or learning environment that is free from unlawful discrimination and free from unjustifiable barriers to access.
1.3 The University is committed to ensuring that its services and employment practises are fair, accessible and appropriate for all. For this reason the
University has a moral, ethical and legal duty to treat everyone fairly and without discrimination.
1.4 These commitments inform the University’s equality policies, schemes and procedures, which assist in achieving its strategic objectives. At the heart of the
University’s strategic plan is the empowerment of its students, staff and alumni through its direct actions; empowerment of people at large through its ambitions to influence broader social outcomes that bring about improved quality of life, prosperity, economic growth and regeneration, social development and mobility.
T he university’s strategic plan can be accessed here http://www2.hull.ac.uk/pdf/strategicplan.pdf
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2. THE SINGLE EQUALITY SCHEME FRAMEWORK
2.1 The Single Equality Scheme (SES) has been developed to articulate the
University of Hull’s strategy and vision in addressing equality and diversity issues. In achieving this it also responds to the requirements of the Equality Act.
2.2 The SES integrates the race, disability and gender equality schemes and action plans. It ensures that diversity and equality planning, implementation and review processes are presented to relevant stakeholders in a cohesive way.
2.3
This document details:

How the Single Equality Scheme and Action Plan supports the University's strategic aims and objectives

The legal context around the ‘protected characteristics’ which the University will address

Who is responsible and accountable for delivering the scheme

The work undertaken in developing the scheme

Arrangements for communicating and monitoring the scheme

Arrangements for undertaking equality impact assessments

Arrangements for delivering equality and diversity training

Anticipated outcomes - which will act as indicators on how successful the
University is in meeting its equality and diversity goals and obligations

The Single Equality Scheme Action plan, which builds on the achievements of the previous Disability, Gender and Race Equality Schemes; while also extending its scope to include the remaining protected characteristics of age, religion and belief, sexual orientation, marriage and civil partnership, gender reassignment, pregnancy and maternity classifications.
3. VISION AND MISSION
The long term vision and mission for the University of Hull presents exciting opportunities to enhance our stature and reputation nationally and internationally, to make the University even more responsive to students, placing their experience at the heart of the institution, and to address the challenges that face the higher education sector now and in the future.
3.1 Strategic aims and objectives
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The University aims to:




Be recognised for excellence
Advance education, the quest for knowledge and scholarship
Empower people
Be an engaged university
3.2
The Single Equality Scheme and Action Plan support the strategic aims and objectives by ensuring that the University:
 Promotes equality, diversity and dignity within the University and the wider community as well as promoting good relations between different groups.

 Creates an engaging environment that encourages and supports all staff and students to participate in a stimulating, cohesive, multicultural community that embodies our values of tolerance and respect.
 Ensures that campus buildings and infrastructure reflect the diverse needs of the University’s community, and provides an accessible and inclusive learning and working environment.

Attracts, selects and retains a diverse range of outstanding staff and students to work and study at the University and reach their full potential.
Actively seeks to open up new opportunities for access to new groups of learners thro ugh provision of the University’s presence across our region. This will be through partnership with other providers and organisations, via Higher
Education (HE) centres, rooted HE provision in other organisations, technological learning, and partnerships with schools and employers to provide learning opportunities in various workplaces.
 Modernises its curriculum to provide students with the opportunity to enhance their intercultural literacy and employability.
 Encourages all its staff and students to engage with community groups and civic organisations, locally and regionally; and to enable their access to affordable University of Hull resources
 Continues to promote excellence by providing the opportunity for high quality
HE for those who have the potential to benefit from it; while maintaining a flexible curriculum that meets the changing needs of students, employers and stakeholders.
 Defines its success on the positive impact it has on the staff, students and the wider community; will extend and develop arrangements to improve retention and to support the success of a diverse range of learners.
4. THE LEGAL CONTEXT
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4.1
Underpinning the SES is the Equality Act 2010 which came into force on
1October 2010. The Equality Act consolidates and brings together previous antidiscrimination laws into one piece of legislation. It also establishes 9 ‘protected characteristics’, on the grounds of which it is unlawful to discriminate against a person.
As a public body, the University has a duty to promote equality. The General Equality
Duty 1 requires that the University pays due regard to the need to:

Eliminate unlawful discrimination , harassment and victimisation on the grounds of a protected characteristic;

Advance equality of opportunity between people who share a protected characteristic and those who do not; and

Foster good relations between people who share a protected characteristic and those who do not.
The Act also provides for specific equality duties whose purpose is to help address the requirements of the General Equality Duty. These specific duties are to:

Publish equality information

Publish equality objectives

Publish information in a manner that is accessible to the public
To see a full copy of the Equality Act 2010, please visit: http://www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf
5.0 RESPONSIBILITY FOR THE SINGLE EQUALITY SCHEME
The responsibility for delivering the equality agenda extends to every member of the
University and the implementation of this scheme is therefore a shared responsibility amongst staff employed by University. The overall responsibility for overseeing and ensuring progress in relation to the SES, however, lies with a number of key Officers of the University, and committees:
The Vice-Chancellor is responsible for giving a consistent and high-profile lead on equality and diversity issues, and for promoting the SES both inside and outside the
1 The Equality Duty applies to the protected characteristic of marriage and civil partnership, but only in respect of the requirement to have due regard to the need to eliminate discrimination, harassment and victimisation. The Act does not require public authorities to have due regard to the need to advance equality of opportunity between people who are married or are in civil partnerships and others, nor to foster good relations between people who are married or in civil partnerships and others.
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University. The Vice-Chancellor will work with Council and other Senior Officers of the University to ens ure, amongst other things, that the University’s SES is implemented effectively and that appropriate action is taken against anyone within the University who does not act in accordance with the equality duties.
The University Registrar and Secretary is responsible for overseeing the formulation and implementation of policies, procedures and guidelines and providing advice to senior managers. As Chair of the Equality and Diversity Committee the
University Registrar and Secretary is responsible for enabling the University to pay due regard to the need to (a) eliminate discrimination, harassment, victimisation and other forms of discrimination outlawed by legislation, (b) advance equality of opportunity between persons who share a protected characteristic and those who do not share it and (c) foster good relations between persons who share a protected characteristic and those who do not share it. The University Registrar and Secretary is responsible for bringing non-compliance issues to the attention of the Vice-
Chancellor.
The Senior Management Group (SMG) is responsible for leading on equality and diversity issues within their area of responsibility, working towards delivering their equality objectives as outlined in the Single Equality Scheme, promoting compliance with associated equality and diversity policies and ensuring mechanisms are in place for staff to be made aware of equality and diversity policies and procedures and are afforded the opportunity to fulfil mandatory training requirements.
The Equality and Diversity Committee which reports to the SMG, is responsible for overseeing the continuing application and development of the SES and for reviewing its Action Plan on a regular basis.
The Equality and Diversity Adviser is responsible for providing advice on the formulation of policies, procedures, maintaining an overview of all equalities legislation and the relationship between its different strands, commissioning or producing equality policies and strategies including the University Equality Statement and advising managers on embedding equality issues.
All employees are responsible for promoting an inclusive working and learning environment free from harassment, bullying or discrimination. Employees are also expected to ensure that they treat everyone with dignity and respect and that their behaviour promotes positive relationships between people of all groups. This will include taking up appropriate training and learning opportunities.
Students are expected to ensure that they treat everyone with dignity and respect and their behaviour promotes positive relationships between people of all groups.
They are responsible for promoting an inclusive working and learning environment free from bullying, harassment or discrimination.
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6.0 WHAT HAVE WE DONE SO FAR?
6.1
In developing this Single Equality Scheme, staff, students and stakeholders were engaged and consulted in the design of the scheme. This included:

Consulting with staff and students by including specific equality questions in the internal staff and student surveys carried out at the end of 2011.

Engaging with staff and students from different protected characteristics through facilitated focus groups at the Hull and Scarborough Campuses in January 2012.
These included members of staff networks and different equality committees, staff and student unions, dignity and respect advisors and others with an interest in equality and diversity issues.

Engaging with faculties and directorates to support them in setting equality objectives relevant to their specific areas of work. This has led to an examination of equality data in some areas and identification of equality objectives. These projects have enabled the University to identify relevant and proportionate information for publication as well as setting corporate and faculty / service area equality objectives.
 Reviewing the University’s Gender Equality Scheme, Disability Equality Scheme,
Race Policy and associated action plans with a view to transferring outstanding actions into the Single Equality Scheme. The original schemes can be accessed at www.hull.ac.uk/equality .

Ongoing engagement with local communities who are disadvantaged or have protected characteristics through the local third sector organisations like Humber
All Nations Alliance (HANA), GenderShift, Black History Partnership, etc.

Outputs from the SES consultation have been considered in developing this scheme and are available on the Equality and Diversity website.
Involvement and consultation have also led to various achievements, the key ones of which are shown in Appendix 2 , while the previous equality schemes are in
Appendix 1 .
6.2
In 2011 the University’s Strategic Development Unit (SDU) and Human Resources
Department (HR) produced equality monitoring reports in line with the Equality
Challenge Unit (ECU) annual statistical reports for benchmarking and monitoring
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trends. This information was used to inform action plans from the Faculties and
Service Areas. The profiles of staff and students as at March 2011 are summarised below.
The student profile of the University as at March 2011 can be summarised as follows:
The Equality Challenge Unit (ECU) analysis of the gender profile of all UK Higher Education
(HE) students demonstrates that over the past five years, the profile has remained relatively stable, with females outnumbering males. The percentage was at its highest in 2005/06 with 57.3% females compared to 42.7% males. The proportion of females dropped slightly to 56.9% in 2008/09.
The University o f Hull’s (UoH) gender profile has had a similar trend over the past five years. The analysis shows that the University gender profile has closely reflected the national HE student profile with females outnumbering males. In 2007/08, the UoH female population rose above the national average of 57.1% to 58.1% but by 2008/09, the UoH female population had fallen slightly to 56.5%, just below the national average of 56.9%.
At UK levels, the proportion of BME students has gradually increased over the past five years from 15.5% in 2004/05 to 17.8% in 2008/09. The proportion of UoH BME students has also risen from 5.3% in 2004/05 to 7.8% in 2008/09. Despite the increases in the past five years, the proportion of BME students at UoH remains significantly lower (10%) than the UK level.
The achievement gap between White and BME students obtaining a 1 st or 2.1 grade fluctuated between 2006/07 and 2008/09 at the UoH (11.8%, 19%, 13.8% respectively). In
2007/08, the achievement gap of 19% was higher than the sector norm of 18.2% but this improved in 2008/9 when it fell to 13.8% compared to 18% in the sector.
During the past five years the proportion of UK students whose disability status was not sought or not known dropped from 9.1% in 2004/05 to 7.9% in 2008/09. At UoH, the proportion was much lower than the UK level, at below 1% for the five year period, 2004-09.
Excluding those with missing data, the proportion of UK students known to have a disability increased from 6.5% in 2004/05 to 8.0% in 2008/09. The proportion of UoH students known to have disability exceeded the UK level, increasing from 7.9% in 2004/05 to 9.0% in
2008/09.
Over the past few years, the age profile of students in higher education has changed slightly with the population generally becoming younger. The proportion of UK students aged 20 and under on entry grew steadily from 31.1% in 2004/05 to 33.8% in 2008/09. The
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UoH student population aged 20 and under grew at a faster rate from 30.1% in 2004/05 to
37.7% in 2008/09.
In contrast, the UoH student population aged 30 and over on entry reduced from 40% in
2004/05 to 32.3% in 2008/09. The UK also experienced a reduction in older students, but at a slower rate from 33.5% in 2004/05 to 30% in 2008/09. As a result of these changes, the
UoH student age profile is more closely aligned with the UK profile in 2008/09.
The Destination of Leavers from Higher Education (DLHE) report on UK and EU domiciled graduates in 2010/2011 in the 1 6 months of completion shows that the number in employment has risen to 74.6% from 72.5% last year. Unemployment has decreased to
5.2% in 2011, from 6.3% in 2010 and 7.9% in 2009. The number of those in further study only has increased to 24.9% in 2011, from 15.0% in 2010. 45% of those continuing with further study have remained at Hull University, compared with 43% in 2010.
The data demonstrates a success rate of 89.2% of leavers/graduates were in employment and further study. This compares to 87.5% the previous year.
Further detailed DLHE reports showing the destination of leavers broken down by equality categories (gender, race and disability) can be found at : http://www2.hull.ac.uk/student/equality-and-diversity/general-and-specific-duties.aspx
Further information on the student profile can be viewed at http://www2.hull.ac.uk/student/pdf/Equality_Student%20Data%20Report.pdf
Additional data on the UoH leavers’ destination for the UK and EU domiciled graduates in
2010-11 can be accessed at: http://www2.hull.ac.uk/student/pdf/Summary%20of%20key%20findings%20re%20Destinatio ns%202011.pdf
As of November 2011 the staff profile of the university can be summarised as follows:
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Overall in 2009/10, female staff were in the majority at 53.8% of all UK staff in HE. This was a slight increase from 53.0% in 2005/06. At the University of Hull (UoH) the percentage of female staff (56.2%) was slightly higher than the national average of 53.8%.
Overall, UK female staff were 46.8% of full-time staff compared with 67.1% of part-time staff . The percentage of UoH full-time female staff was slightly lower than the national average at 45.2% and part-time female staff higher than the national average at 79.2%.
The percentage of UK male academic staff was 56.0% in 2009/10 , a decrease from 58.8% in 2005/06 . Slightly higher than the UK average were UoH male academic staff at 60.2%, a decrease from 62.6% in 2005/06 . The UoH female academic staff was much lower at 39.8% in 2009/10 (37.4% in 2005/06).
The percentage of UK women within professional and support staff in 2009/10 was 62.4% compared with 62.5% in 2005/06 . Slightly higher than the UK average were UoH female professional and support staff at 67.4% in 2009/10 (66.4% in 2005/06 ).
The proportion of UK male academic staff earning salaries within the highest salary range in
HE ( £55,259 or over) was 21.6% compared with 8.8% for women in 2009/2010. At the UoH the proportion of male academic staff within the highest salary range was 12.8% compared with 6.1% for women.
The median salary for UK HE was at its highest for managers and academic staff . For managers, the median salary was £46,403 for men and £41,118 for women. At the UoH, the median salary for managers was £47,905 for men and £43,840 for women.
For UK academic staff the median salary for men was £43,622 , which reflected the median salary at UoH of
£43,840.
The median salary for female academic staff at UoH was higher than the UK median, £42,563 compared to £37, 674.
The overall median salary of female staff at the UK level was £28,839 compared with
£35,469 for male staff. The overall median pay gap was 18.7%. The median salary of female staff at the UoH was £22,879 compared with £35,646. The overall median pay gap was 35.8%. However, the pay gap at UoH has reduced by 5.5% (41.3% in 2008) since the first Equal Pay Audit was conducted in 2008. The pay gap nationally and at the UoH is gradually narrowing as shown by the 2012 data, University of Hull 29.7%, HE Sector 16.3% and nationally 9.1%. The differences in the pay gap between the UoH and the sector could be explained by the large number of women who are paid in the lower bands (Cleaners and catering assistants), many other universities may contract this type of work out.
At the UK level, 92.1% of staff reported their ethnicity in 2009/10 (an increase on the previous period from 91.5%). At the UoH, disclosure rates were much higher than the UK average at 98.7% (98.9% in 2008/09). The proportion of UoH BME staff overall was less than the UK average at 5.9% compared to 10.8%, and for Support staff 2.9% compared to
9.8%.
The BME representation at the UoH staff categories which compared most favourably to UK averages were Academic Professionals at 10.0% (UK: 12.0%) and Professors at 5.6% (UK:
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7.0%). The proportion of BME staff overall was however, less than the UK average at 5.9% compared to 10.8% and for Support staff 2.9% compared to 9.8%.
The local demographics according to the 2011 census for Hull are 91.6% White, 8.4% BME;
East Riding of Yorkshire 98.1% White, 1.9% BME and Yorkshire and Humber 88.8% White and 11.2% BME.
The BME representation at the UoH staff categories which compared most favourably to UK averages were Academic Professionals at 10.0% (UK: 12.0%) and Professors at 5.6% (UK:
7.0%). The proportion of BME staff overall was however, less than the UK average at 5.9% compared to 10.8% and for Support staff 2.9% compared to 9.8%.
Of the 91.4% of UK staff who disclosed their disability status, 3.0% declared that they were disabled (an increase from 2.4% in 2005/06). At the UoH 7.8% of staff (as compared to
3.5% in 2005/06) declared a disability, more than double the UK average.
At the UK level, a higher proportion of professional and support staff were aged 25 and under (10.7%) than academic staff (2.7%). It was almost a similar situation at the
UoH with 6.5% professional and support staff; and 1.6% academic staff.
At the UK level, overall, women were younger than men. Women were in the majority in the 55 and under age groups but in the minority in the 56 and over age groups. At the UoH women were in the majority in three of the age groups (26 to 30; 41 to 50 and
56 to 60).
Understanding the profile of our staff and student has enabled meaningful equality and diversity objectives to be developed at a corporate and faculty level and these are included within the SES action plan.
Further details of the HR benchmarking report can be found at:: www.hull.ac.uk/equality and by clicking on General and Specific Duties.
The University has in the past prepared data monitoring reports annually, containing detailed staff and student data broken down by the equality categories of age, disability, gender and ethnicity. In future, data will be produced according to the specific duties that require HEI’s to publish equality information in a manner that is accessible.
In compliance with the specific equality duties, the University also published equality data on staff and students in January 2012 and equality objectives in April 2012, which can be found at: http://www2.hull.ac.uk/student/equality-and-diversity/general-and-specific-duties.aspx .
6.3 Representation on Key Decision-making Bodies
The University produced a report in January 2012 which summarises the membership of University of Hull key decision making bodies by gender, age, ethnicity and disability. Caution on the interpretation of this data is advisable as it is dependent on voluntary self-declaration of individuals, some of whom are staff whilst
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others are external representatives. The data collected shows that many of the decision-making bodies have under- representation of women, people under 30 years old as well as BME and disabled people.
Further details can be found at: http://www2.hull.ac.uk/student/pdf/Equality_Key%20Decision%20Making%20Bodies
%20by%20Equality%20Categories.pdf
7.0 ARRANGEMENTS FOR UNDERTAKING EQUALITY IMPACT ASSESSMENTS
The University recognises that carrying out equality impact assessments on its policies, practices and procedures assists in ensuring that activities do not have a negative impact on specific groups or limit promoting equality of opportunity.
The University has put in place impact assessment guidance and an electronic toolkit to support staff undertaking and recording impact assessments.
The guidance can be accessed at : http://www2.hull.ac.uk/student/equalityanddiversity/impactassessment.aspx
The University supports its management teams and all those involved in equality impact assessment in understanding their importance in achieving good policy outcomes and provide training for those staff undertaking impact assessments.
There is a need to prioritise those areas of the organisation which are relevant to and high risk in relation to the General Equality Duties.
The process and toolkit for undertaking impact assessments is currently being reviewed to streamline the process and toolkit.
8.0 EQUALITY AND DIVERSITY TRAINING
Equality and diversity training is compulsory for all staff on full or part time contracts longer than 3 months and the current training provision will continue to be offered by the Staff Development team. Training opportunities range from on line modules to bespoke training packages which are provided in a number of formats to suit learning styles, volume of demand, location and objectives. This can include conversations, quizzes, legal framework workshops and theatre based productions.
Training participation is recorded on the staff information management system and reports are provided to all Deans and Directors twice a year. Participation rates vary across the University and, in total, stand at 85.6%. Approximately 800-900 staff receive training in any one academic year. E-mail reminders are sent out to staff where refresher training is due. Improvement in the training take up rate is needed and support from Managers will be required. Managers will need to support their staff, particularly ensuring that they have the time and space needed to undertake mandatory training.
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In consultation with the university’s staff development unit, a review of the current equality and diversity training provision will be undertaken in order to identify the reasons why E&D training is not being taken up by all eligible staff. The report will consider best practice amongst HEIs and recommend actions to improve engagement.
9.0 ANTICIPATED OUTCOMES
The University’s equality objectives were published in April 2012. These were informed by student and staff monitoring reports; staff and student surveys and focus groups; priorities identified by faculties and directorates; and outstanding actions from existing equality schemes.
In looking at the University’s strategic objectives , we have adopted the following as our key outcomes which we will strive to achieve ; indicators of success or progress in the next four years.
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Key Equality Outcomes which we will strive to achieve by 2015-16

Improved staff and student data collected across all equality “protected characteristics”, analysed and presented in a confidential but transparent format.
 A fairly balanced diverse staff with an increase in female and BME academic staff.
2

Improve the representation of women in the higher pay bands, reflecting the principle of equal pay for work of equal value, with staff of both sexes having equal opportunity to reach their full potential
 Achieve the Athena Swan Bronze Award for the University and where appropriate
Silver Awards at a Faculty level.
 As senior appointments allow, a fairly distributed committee membership in key decision-making bodies within the University, with an increase of the underrepresented groups (BME and Females).
 Equality and diversity embedded into the organisation’s culture enabled by active equality and diversity champions and an increased awareness of equality and diversity through staff participation and engagement in related activities.
 Increased uptake and recording of Equality and Diversity training, with compliance increasing towards 100% compliance.
 Robust processes for monitoring and dealing with discrimination complaints;
 Monitor and work to minimise attainment gap between BME students and their white counterparts.
3
 Equality and diversity embedded into teaching and student recruitment.
It is anticipated that these outcomes will be achieved through the delivery of the SES action plan which has been developed at faculty, service and institutional level. The full action plan can be viewed in Appendix 5 (available on the E&D Website www.hull.ac.uk/equality ) .
2 The University academic staff as at 2009/10 were: female - 39.8% & male- 60.2% as compared to the UK average of 44% female and 56% male. The University BME academic professional staff was 5.7% as compared to the UK average of 7.0% in the same period, 2009/10.
3 In 2008/09, the achievement gap between White and BME students obtaining a 1 st or 2.1 grade at the
University was 13.8%, i.e. lower than the sector norm of 18%.
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10. THE SINGLE EQUALITY SCHEME ACTION PLAN
The SES Action Plan sets out how the University will progress its work on achieving positive equality and diversity issues over the next four years.
The SES Action Plan incorporates outstanding actions from previous schemes and includes further actions and developments on new equality strands identified through consultation with staff, students and other stakeholders.
The SES and Action Plan will be reviewed by the Equality and Diversity Committee who will recommend it to the Senior Management Group for approval.
Once approved the SES will be monitored at each Equality and Diversity Committee meeting. An annual update will be provided to the Senior Management Group.
11. COMMUNICATION OF THE SINGLE EQUALITY SCHEME
The SES and Action Plan will be made available to all staff and students via the
University website, with other formats being made available on request.
The University will communicate its commitment to the Scheme through: i. The Equality and Diversity Forum. This forum has been set up following a review of equality structures and will comprise representatives from Diversity
Champions, Staff Networks, Unions, Dignity and Respect on Campus
Advisors, Equality Working Groups, Student Union and other staff with an interest in diversity issues. ii. Induction of new staff iii. Diversity awareness training iv. E-Bulletin v. Diversity networks vi. Consultation with relevant trade and student unions vii. Raising awareness amongst Line Managers viii. Messages from senior managers
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i.
The University’s Gender Equality Scheme of 2007 can be accessed at: http://www2.hull.ac.uk/student/PDF/Equality_G_E_S.pdf ii. The Disability Equality Scheme plus action plan as revised in November 2009 can be found at: http://www2.hull.ac.uk/student/disability/policydocuments.aspx iii. The Race Equality Policy as from May 2007 can be found at: http://www2.hull.ac.uk/student/docs/Equality_RaceEqualityPolicy.doc
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1.1 Disability:
- A programme of work to improve physical accessibility of the University
Infrastructure has led to improvements being made to student accommodation, teaching rooms, University House and the Venn Building. Accessibility has also been taken into consideration in the redevelopment works at the Scarborough campus and the ongoing redevelopment of the Brynmor Jones Library.
- A joint project with the Equality Challenge Unit (ECU) in 2009 significantly raised staff disclosure of disability from 3.8% in 2008 to 6.8% in 2009. http://www.ecu.ac.uk/publications/developing-staff-disclosure
- A joint project on accessibility of the campus for students with sensory impairments led to a report with various recommendations.
- ‘Disabled Go’ - A project carried out in 2010/11 that will enable disabled students, staff and members of the public to be aware of the level of accessibility of University buildings by going online.
1.2 Race: There has been:
- Improved provision of food from University outlets to meet different dietary and cultural needs.
- Initiative in the Business School to help international and home students work together on projects.
- Annual celebration of Black History Month, an initiative run jointly between the
University, Hull University Union and community groups. The initiative has been running for the last three years.
1.3 Gender:
- In considering representation on key University decision-making bodies, analysis of equality data has been done and recommendations made for improvements and ongoing review.
-Publication of data on gender pay gap and other equality characteristics is currently monitored.
-Workshops for early career starters to address barriers that hinder women from advancing in their research carriers have been held.
- Improving More of your Potential training scheme targeted at women
1.4 Age:
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- Age Policy reflecting changes in the abolition of statutory retirement age
- Retirement Workshops
1.5 Sexual orientation
- The University has in place a policy on Sexual Orientation, developed in consultation with LGBT staff.
1.6 Transgender Status
- The University has in place a policy on Transgender, developed in consultation with transgender staff.
1.7 Religion and Belief:
- The University has in place a policy on Religion and Belief, covering staff and students.
- Development of a multi-faith prayer facility in the Bain Building.
1.8 Staff Development
- The Staff Development Programme offers a variety of diversity training courses including:

Diversity in The Workplace on-line.

Diversity Awareness
– Lights, Camera, Action!

Overcoming the Glass Ceiling
– Career Planning for Women and bespoke specific disability awareness workshops
1.9 Staff and Student Networks:
Staff and Student Networks have a role in supporting their membership as well as engaging in University consultation on diversity and policy issues. They have representation in diversity working groups, and include:
-Disabled Staff Network.
-Black and Minority Ethnic (BME) Staff Network.
-Lesbian, Gay, Bisexual and Trans (LGBT) Staff Network.
Student Equality Groups /Liberation Committees including:
HUU Women’s Committee.
HUU Black, Asian and Minority Ethnic Students’ Committee.
HUU Lesbian, Gay, Bisexual and Transgender + (LGBT+) Students’
Committee.
HUU Disabled Students’ Committee.
For more information on the staff and students networks and societies go to: http://www2.hull.ac.uk/student/equalityanddiversity/universityofhullstaffands.aspx
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Dignity and Respect on Campus Scheme
A Dignity and Respect on Campus Scheme was launched in 2011. The aim of the scheme is to provide confidential, independent, impartial support and advice to staff and students who may experience bullying, harassment or discrimination. For further information go to: http://www2.hull.ac.uk/student/equalityanddiversity/dignityandrespectadvisors.aspx
Equality Impact Assessments
Equality Impact Assessment is the thorough and systematic review of a policy or practice to determine whether it has a differential impact on a particular group. The
University has impact assessment guidance and an electronic toolkit to support the carrying out and recording of impact assessments on policies and procedures. More information about the University’s guidance on carrying out impact assessments can be found at http://www2.hull.ac.uk/student/equalityanddiversity/impactassessment.aspx
1.10 Policies
The University has a range of policies relating to equality and diversity for staff and students that helps to prevent and deal with issues of discrimination, harassment or victimisation. These include equality and diversity policies, harassment and grievance policies, recruitment and selection policies, disability policies and procedures, flexible working policy andprocedures for supporting pregnant students.
The University has in place a number of procedures governing information for students, representation and support. These include the Student Handbook which contains university regulations relating to students and can be accessed online at http://www2.hull.ac.uk/administration/quality/studentinfo/studenthandbooks.aspx
University policies relating to staff can be accessed by staff through the internal portal at https://portal.hull.ac.uk/uPortal/
Equality and diversity policies can be found on the university equality and diversity website at http://www2.hull.ac.uk/student/equalityanddiversity/codespolicies.aspx
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BME - Black and Minority Ethnic
DAROC – Dignity and Respect on Campus
DDA – Disability Discrimination Act
DSN – Disabled Staff Network
DWG
– Disability Working Group
E & D
– Equality and Diversity
ECU - Equality Challenge Unit
EHRC – Equality and Human Rights Commission
EIA – Equality Impact Assessment
EU – European Union
FASS
– Faculty of Arts and Social Sciences
FHSC - Faculty of Health and Social Care
HESA - Higher Education Statistics Agency
HEIDI - Higher Education Information Database for Institutions
HR - Human Resources
HUBS
– Hull University Business School
HUU
– Hull University Union
HYMS - Hull York Medical School
ICTD - Information and Communication Technology Department
ICT - Information and Communication Technology
IT - Information Technology
L & T
– Learning and Teaching
LGBT - Lesbian, Gay, Bisexual and Trans
LTSU - Learning and Teaching Support Unit
OH - Occupational Health
PVC
– Pro-Vice-Chancellor (Engagement)
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PVC - Pro-Vice-Chancellor (Learning and Teaching)
PVC - Pro-Vice-Chancellor (Research and Enterprise)
QER - Quality Enhancement Report
REF - Research Excellence Framework
SDU - Strategic Development Unit
SES – Single Equality Scheme
SET
– Science Engineering and Technology
SIMS – Staff Information Management Systems
SMART – Specific, Measurable, Attainable, Relevant, Time-bound
SMG - Senior Management Group
SpLD - Specific Learning Difficulties
UG
– Undergraduate
University
– University of Hull
URS – University Registrar and Secretary
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1. University of Hull:
Opportunities and Support for disabled students: http://www2.hull.ac.uk/student/disability/disabilitytutors.aspx http://www2.hull.ac.uk/student/disability/disabilitytutors/scarboroughdisabilitytutors.aspx http://www2.hull.ac.uk/student/pdf/Exams.pdf http://www2.hull.ac.uk/student/pdf/supportingstudentsexperiencingmentalhealthdifficulties.pdf http://www2.hull.ac.uk/student/disability/assistivetechnology.aspx http://www2.hull.ac.uk/student/disability/specificlearningdifficulties/dyslexiaresources.aspx http://www2.hull.ac.uk/student/PDF/disability%20statement%20version%202005-
06%20update.pdf
Harassment & Dignity at Work and Study http://www2.hull.ac.uk/student/equalityanddiversity/dignityandrespectadvisors.aspx http://www2.hull.ac.uk/student/studenthandbook/regulations/preventionofharrassment/harass mentpolicy.aspx http://www2.hull.ac.uk/student/studenthandbook/regulations/preventionofharrassment.aspx http://www2.hull.ac.uk/student/studenthandbook/regulations/complaints.aspx
Equality and Diversity Training http://www.hull.ac.uk/staffdevelopment
Support in respect of Mature Students http://www2.hull.ac.uk/student/support/mature.aspx
2. Equality Challenge Unit Guidance:
All these reports can be found on the Equality Challenge Unit webs-site at: www.ecu.ac.uk
2.1 EQUALITY STRANDS:
Race/Ethnicity

Experiences of black and minority ethnic staff working in higher education: literature review 2009

Ethnicity, gender and degree attainment: final report
Di sability

DDA Code of Practice (revised) for providers of Post-16 Education and related services

Sensory access in higher education: guidance report 2009

Disability legislation: practical guidance for academic staff (revised)

Disability legislation: practical guidance for academic staff (revised)

Involving disabled people in disability equality schemes

DOC: Developing staff disclosure
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
Developing staff disclosure

Interventions for staff disclosure in higher education: background paper 2009

Disclosure and support issues for disabled staff in higher education: Report
2008

Disclosure and support issues for disabled staff in higher education: Survey findings 2007

Transition to work for disabled students: careers support in higher education

Guides for Staff in Higher Education

Understanding the Disability Discrimination Act: A guide for colleges, universities and adult community learning providers in Great Britain
Age

Age discrimination: retirement, pensions and redundancy

Age discrimination: staff development and training

Age discrimination: performance management

Age discrimination: recruitment, selection and promotion

Age discrimination: pay and benefits
Religion and Belief

Religious observance in higher education: facilities and services

Religious observance in higher education: institutional timetabling and work patterns

Employing people in higher education: religion and belief
Sexual Orientation

Experience of lesbian, gay, bisexual and trans staff and students in higher education: research report 2009

The Civil Partnership Act: guidance

Advancing LGB equality: improving the experience of lesbian, gay and bisexual staff and students in higher education
Good campus relations, Hate Crime and Harassment

Promoting good campus relations: update

Promoting good campus relations: dealing with hate crimes and intolerance

Dignity at work: a good practice guide for higher education institutions
Gender

Athena SWAN annual report 2008 (a scheme to encourage advancement of women’s careers in science, technology, engineering and mathematics)

Ethnicity, gender and degree attainment: final report
Equality Impact Assessments

Conducting equality impact assessments in higher education
Trans issues
Trans staff and students in higher education
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