UNIVERSITY OF THE ARTS LONDON
EQUALITY SCREENING: NAME OF FUNCTION, POLICY OR STRATEGY
Aim: University of the Arts London is committed to enhancing the quality of its policies, strategies, functions and procedures to ensure wherever
possible, any impact is duly considered and appraised to be fair and inclusive to all who participate in our University life.
Context: The Public Sector Equality Duty (Equality Act 2010, s149) requires HEIs to demonstrate 'due regard' to eliminate discrimination, promote
equality of opportunity and foster good relations between those that share protected characteristics and those that do not.
The legally protected characteristics are Age, Disability, Ethnicity, Gender Reassignment, Maternity and Pregnancy (Caring Responsibilities), Race,
Religion or Belief and Sexual Orientation. For the purposes of Widening Participation in HE, Social Class is also considered for students.
Due regard essentially means to:
1.
2.
3.
4.
Remove or minimise disadvantage (barriers)
Meet different needs
Encourage participation
Tackle prejudice (bias) and promote understanding.
Purpose: The purpose of the Equalities Screening is to:
a) Evidence, through research statistics and consultation, the impact of a policy, strategy or function on those with protected characteristics.
b) Identify and prioritise actions that could improve or enhance any impact OR where changes are not possible, to justify why this is so.
c) Incorporate these actions into existing and relevant business or strategic priorities.
Process
1. Consult with
Diversity Team
2. Gather Evidence
of Impact
3. Consider Impact & Actions in
Relevant Committee(s)
4. Submit Screening
for Approval at
EDLG
5. Incorporate Actions
into Business/
Strategic Plans
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Equality Screening Template – GENERIC v 3 21.3.2014
EQUALITY SCREENING
1. ABOUT YOUR POLICY, STRATEGY OR FUNCTION
a) Title
b) Purpose
c) Name of policy, strategy or function Lead
d) In scope for consideration
UAL Recruitment Policy and Procedure
To identify and address barriers that people with protected characteristics may
experience in the staff recruitment process
To identify ways in which UAL can positively promote equality of opportunity in the
recruitment process to support progress towards achieving our diversity objectives
Recruitment Policy and Procedure
UAL’s Recruitment Policy and guidance documents
UAL’s staff recruitment practice including:
-
e) Priority Lines of Enquiry agreed
Job advertising practice
Redeployment policy
Job descriptions and person specifications
Application process
Shortlisting
Interviewing
Job offers
Use of casual staff
Use of agency staff
How does the current policy and practice impact job applicants with protected
characteristics?
What trends stand out in the recruitment monitoring data?
How does UAL’s current practice compare to recommended best practice as set out
in the EHRC Code of Practice on Recruitment?
What research evidence is there about impact of best practice approaches on
recruitment outcomes?
What did recruiting managers tell us about the support they require in recruitment?
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Equality Screening Template – GENERIC v 3 21.3.2014
f) Other Committees / Groups / Networks consulted
Union branch secretaries
Disabled Staff Network
GEMS
People Managers Forum
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EQUALITY SCREENING
2. FINDINGS
Please set out the key findings from your Screening and identify at least three actions that will be undertaken to ensure the policy, strategy or
function has a positive impact on promoting equality, minimises barriers that affect different groups, and eliminates discrimination in relation to the
protected characteristics.
a) Protected Evidenced Impact
Action Point (See detailed action plan)
Characteri
stic
Disability
Recruitment trends 2012/13:
5% of applicants declared a disability, 80% declared no disability and 15%
 Involve disabled staff in testing the new
selected ‘prefer not to say’.
eRecruitment system.
There are no significant differences in the rate of application to appointment:
No Declared Disability
Declared Disability
Ensure all applicants who have a mobility
impairment can be offered an accessible
interview venue if requested and that support
and advice is available to recruiting
managers / staffing administrators to arrange
adjustments in a timely way.

Signpost applicants to the Recruitment
Adviser for a confidential discussion about
workplace adjustments at the appropriate
time

Provide recruiting managers and job
applicants with information about where they
can source specialist advice such as Access
to Work, or specialist disability agencies (e.g.
Dyslexia Association).

Collect feedback from job applicants about
their experience of requesting reasonable
% Apply :
% Applied:
Interview
Appointed
10%
3%
8%
3%
UAL’s current staff profile is as follows:
7% have a declared disability (2% specific learning difficulty, 5% other disability)
93% have no declared disability


The University has guidelines on planning accessible events and producing
accessible information. These guidelines can be used to ensure the
University’s recruitment procedures are accessible.

It is unclear who is responsible for arranging adjustments for disabled
applicants. Further guidance and clarity on roles / responsibilities may assist
us in ensuring our practices are consistent. Line managers are responsible
for reasonable adjustments and HR provides support and advice in making
these.

In a survey of recruiting managers conducted in Feb 2012 22 % of
managers were either dissatisfied or very dissatisfied with the advice
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Equality Screening Template – GENERIC v 3 21.3.2014
EQUALITY SCREENING
2. FINDINGS
Please set out the key findings from your Screening and identify at least three actions that will be undertaken to ensure the policy, strategy or
function has a positive impact on promoting equality, minimises barriers that affect different groups, and eliminates discrimination in relation to the
protected characteristics.
adjustments
available on positive action or attracting diverse applicants and 51% said
they would like more help with making reasonable adjustments.
 Ensure that Disability Equality Training is
 UAL has a number of sites which may be physically inaccessible for
embedded in Recruitment and Selection
candidates with mobility impairment.
Training and management development
programmes.
 UAL does not provide information to applicants about the location of the
interview or the accessibility.

The new eRecruitment System due to go live in June 2013 meets the AA
Accessibility Standard.

Research indicates that disabled people experience barriers in using online
recruitment tools. http://www.recruiter.co.uk/expert-advice/2012/05/how-tomake-online-recruitment-barrier-free-for-people-with-disabilities/

Ensure that the Recruitment Policy provides
clear and consistent statements about
disability access and adjustments with
reference to the Valuing Disabled
Colleagues guidance.
http://webacc.shaw-trust.org.uk/blog/is-your-recruitment-portal-accessible/
http://www.amphl.org/articles/TynanRecruitmentEquality.pdf

National research indicates that applicants are reluctant to disclose disability
at recruitment. However, early disclosure can help to ensure workplace
adjustments are arranged in an efficient way.
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Equality Screening Template – GENERIC v 3 21.3.2014
EQUALITY SCREENING
2. FINDINGS
Please set out the key findings from your Screening and identify at least three actions that will be undertaken to ensure the policy, strategy or
function has a positive impact on promoting equality, minimises barriers that affect different groups, and eliminates discrimination in relation to the
protected characteristics.
Age


Analysis of applications data by age group:
20 and under
21 – 25
26 – 30
31 – 40
41 – 50
51 – 60
61 – 65
66+
Total


%
Applied
%
Shortlisted
%
Appointed
UAL profile
1%
24%
27%
27%
14%
6%
0%
0%
100%
1%
15%
21%
33%
20%
8%
1%
0%
100%
2%
16%
24%
31%
20%
6%
1%
0%
100%
0%
2%
10%
31%
30%
20%
5%
2%
100%
Monitor to identify ongoing trends.
Explore the development of an
apprenticeship scheme to provide
opportunities for young people to join the
workforce.
Staff aged 30 and under account for 12% of the UAL staff profile, but
around 42% of those recruited in 2012/13. Staff aged 51 – 60 represent
20% of the UAL staff profile, but only 6% of those recruited during that
period.
Applicants aged between 21 and 25 represent 24% of those initially
applying to positions, but only 15% of those shortlisted and 16% of those
appointed, suggesting they may face barriers at shortlisting stage.
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Equality Screening Template – GENERIC v 3 21.3.2014
EQUALITY SCREENING
2. FINDINGS
Please set out the key findings from your Screening and identify at least three actions that will be undertaken to ensure the policy, strategy or
function has a positive impact on promoting equality, minimises barriers that affect different groups, and eliminates discrimination in relation to the
protected characteristics.
Gender
 Women apply to the University at a higher rate than men: 65% of applicants  No action required at this stage
are female and 35% are male. There are no significant differences in the
appointment rates of women and men – 3% of both groups are appointed.
Religion and
Belief


The UAL Executive Board has endorsed a commitment to ensure key
religious festival dates are considered when planning events and meetings.
Recruitment data for 2012/13 indicates no disparity in applications /
shortlisting or appointment when taking faith into account.
UAL
No Religious Belief
(incl. Agnostic,
Atheist)
Christian
Muslim
Hindu
Buddhist
Jewish
Sikh
Other
Total
UAL
%
Applied % Shortlisted % Appointed
50%
33%
4%
3%
1%
1%
1%
7%
100%
54%
30%
3%
2%
1%
1%
1%
7%
100%
48%
35%
3%
4%
1%
1%
2%
7%
100%
% UAL
54%
33%
2%
2%
2%
1%
0%
7%
100%

Ensure the UAL Religion and Belief
Calendar is considered when scheduling
interviews.

Where possible, offer options for people to
request changes to interview dates on
grounds of religious observance.

Adopt a policy of recommending that
interview panel make up is diverse

Ensure that unconscious bias in relation to
faith or religion is embedded in recruitment
and selection training

Provide information for candidates to
promote an inclusive culture including
information about quiet spaces for faith/belief
observance.

Monitor recruitment outcomes by religion to
assess if there is any adverse impact
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EQUALITY SCREENING
2. FINDINGS
Please set out the key findings from your Screening and identify at least three actions that will be undertaken to ensure the policy, strategy or
function has a positive impact on promoting equality, minimises barriers that affect different groups, and eliminates discrimination in relation to the
protected characteristics.
Race and
Ethnicity
Under-representation of BAME staff in Senior Management and Academic roles
40% of UAL students come from a Black, Asian or Minority Ethnic background, compared to
16% of our postgraduate students and 14% of our staff. Only around 8% of our academic
Attracting a diverse pool of
applicants
 Develop University wide
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Equality Screening Template – GENERIC v 3 21.3.2014
staff and senior managers are from BAME backgrounds.
strategies for recruiting diverse
applicants, ensure that
recruiting managers are
accountable for addressing
under-representation at a local
level.
Recruitment trends 2012/13:
Appointments
CCW
CSM
LCC
LCF
ADS *
Vice Chancellor’s Unit *
Strategic Development*
White
BAME
Total
16
1
17
41
3
44
28
3
31
75
22
97
17
2
19
1
1
2
57
41
98
% BAME
Appointments
6%
7%
10%
23%
11%
50%
42%
24%
BAME staff
profile
10.3%
8.4%
14.1%
11.9%
13.1%
32.3%
23.0%
13.4%
UAL
235
73
308
*Data should be treated with caution due to small sample size.
* Data excludes applicants supplied via agencies.
BAME applicants are less likely to be shortlisted, and then appointed in comparison to their
white counterparts – this is the case in all colleges / rectorates other than Strategic
Development.
SUMMARY:
% BAME
Applicants
CCW
CSM
LCC
LCF
ADS
VC Group
Strategic
Development
%
%
Applied Shortlisted % Appointed
21%
15%
21%
17%
28%
25%
28%
23%
25%
19%
57%
50%
28%
36%
6%
7%
10%
23%
11%
50%
42%

Engage with potential BAME
applicants in order to promote
jobs (using internal head
hunting, en>route email
networks, Linked In groups,
alumni networks).

In appointing Head-hunters to
recruit for senior roles ensure
that track record of effective
diversity practice and producing
diverse shortlists is part of the
selection criteria. Monitor the
outcomes of appointments using
Head-hunters.
Ensuring equality of opportunity
 Promote training and resources
on unconscious bias
 Provide advice and training on
positive action in tie-break
situation
 New WCN system will hide
applicant names/personal data
from shortlisters.
 Explore ways of ensuring
greater ethnic diversity of
interview panels
 Promote alternative appointment
routes for international staff
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Equality Screening Template – GENERIC v 3 21.3.2014
UAL
26%
23%
recruitment: e.g. exceptional
talent route; subscribe to
international staff information
website.
24%
Analysis shortlisting / appointment rates (excl. Strategic Development):
 9% of BAME applicants are shortlisted for interview, compared to 11% of white
applicants.
 17% of BAME applicants are appointed after interview, compared to 25% of white
applicants – i.e. 1 in 4 White applicants are appointed after interview, compared to
1 in 6 of BAME applicants.
 In Strategic Development: 8% of BAME applicants were shortlisted, compared to
6% of white applicants. 8% of BAME applicants went on to be recruited, compared
to 4% of white applicants.
Senior Management and Academic Roles
The University aims to increase the proportion of BAME staff in Academic and Senior
Management roles by 3% in 2015. Analysis of applications data suggests that BAME
staff accounted for around 11% (n.9) of appointments to Academic and Research
positions and 14% (n.5) of senior management appointments in 2012/13.
.





Conversion rates at Recruitment:
Promote the use of
psychometric assessment for
senior roles
Review interview panel make up
to ensure at least one member
is from outside the functional
area.
Encourage the use of external
peers where this will enhance
panel diversity
Investigate the reasons for high
BAME staff turnover
Undertake an equality screening
of progression routes to Grade 7
and Academic roles.
Academic:
White:
BAME:
22 applicants per 1 appointment
32 applicants per 1 appointment
Grade 7:
White:
BAME:
9 applicants for 1 appointment
12 applicants for 1 appointment
Despite this, the actual proportion of BAME staff decreased overall during this period.
Although 73 BAME recruits were appointed this was offset by 50 who left (16% of all BAME
staff), leaving a net increase of BAME staff of 23 (or 0.9%). In order to achieve the diversity
objectives for BAME staff representation UAL will need to consider not only increasing the
proportion of BAME applicants but also review the reasons for BAME staff turnover and look
at BAME progression routes to Academic and senior management grades.
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Attracting a diverse pool of applicants
Research carried out in 2010 indicated that 33% of art and design graduates had experience
of teaching and 10% had a PGCE. This suggests there are opportunities to grow our own
teaching staff at UAL to support our goal of increasing BAME representation by 3%
Ensuring equality of opportunity
 National research indicates that applicants with names commonly associated with ethnic
minority communities are less likely to be shortlisted. Research evidence suggests that
discrimination can occur against job applicants with an ethnic name. (“A Test for Racial
Discrimination in Recruitment Practice in British Cities” Martin Wood 2009. DWP
Research Report No 607)

The EHRC Guidance for employers on avoiding discrimination recommends that
employers only ask for information that is relevant to the job and that employers consider
asking applicants to put on a separate sheet all personal information from which the
employer may be able to tell if they have a protected characteristic

Unconscious Bias is understood to affect the decision of interview panels. This can be
addressed through diversifying the profile of interview panels and encouraging individuals
to be aware of their own biases.
Diversity on recruitment panels.
 Data on staff who have attended Managing Equality in Recruitment and Selection
training showed that only 12% were from a BAME background. In order to increase
the diversity of recruitment panels, we should aim to encourage staff from BAME
backgrounds to participate in the training.
http://www.ecu.ac.uk/publications/files/unconscious-bias-and-higher-education.pdf/view
http://med.stanford.edu/diversity/recruiting/bias.html
Equality Act 2010 positive action provisions in appointing candidates in ‘tie break’
scenarios.

Under the Equality Act 2010 employers can decide to appoint an applicant from a
group sharing a protected characteristic if they reasonably believe this group to be
disadvantaged or under-represented in the workforce or if their participation in an
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activity is disproportionately low. UAL could utilise this provision in order to
address under-representation in senior management and academic roles.
Psychometric Assessment:
Objective on-line ability testing and personality testing is now available through HR. This will
provide additional objective information upon which the interview panel can make their
assessment to reduce the likelihood of bias
Transgender
UAL recruitment documentation does not currently refer to provisions for transgender people, Ensure recruitment policy makes
reference to the following points:
who may have specific requirements in terms of references and Identification (under the
 Questions about Trans status
provisions of the Gender Recognition Act and Equality Act 2010).
should never be asked at
interview.
 If an applicant has been through
Gender reassignment, UAL may
Equality data to identify staff who may be transgender will be hidden from the selection
need to work with them to agree
panel.
what kind of identification they
need to provide.
 Trans people should not be
expected to disclose their
gender identity, but should they
wish to enquire about the kind of
provisions at UAL, they should
be encouraged to contact the
Diversity Team in the first
instance.
 References for staff who have
transitioned should make no
reference to the person’s former
names or gender and must use
the appropriate pronoun.
Failure to do so without the
individual’s consent would be a
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Equality Screening Template – GENERIC v 3 21.3.2014
breach of the Data Protection
and the Gender Recognition
Acts.
All
Unconscious Bias and Psychometric Testing
Develop online training resources
about Unconscious Bias which can
be used within training and as a
resource to support recruiting
managers.
Monitor the impact of psychometric
and ability testing on different
groups.
All
Agency temporary staff:
UAL does not have a preferred supplier list for temporary agency staff currently. There is no
diversity data available for this part of the workforce.
HR is currently working with the Procurement Team to move to a managed service
arrangement during 2014. This will mean that all agency staff are supplied through a single
company, who will be required to provide diversity data on agency staff.
Monitor the profile of UAL’s agency
workers once preferred supplier is
in place.
Assess the equality impact of
recruiting temporary staff through
an agency
EQUALITY SCREENING
3. REVIEW
a) Please offer feedback on your experience of undertaking this Equality Screening.
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Equality Screening Template – GENERIC v 3 21.3.2014
b) Please indicate the local policies / strategies / business priorities / action plans your Actions will be incorporated into:
c) Name and date of Senior Manager who has endorsed this Equality Screening:
APPROVED BY THE EQUALITY AND DIVERSITY LEADERSHIP
GROUP ON:
N/A
EIA PUBLISHED ON:
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EIA Action Plan
Area of work
Sign Off Schedule
Recruitment Policy /
Procedures
Action
Consultation with off EIA with the following key stakeholders:
 People Managers Forum
 Staff groups (GEMS, Disabled Staff Network, Queer@arts)
 HR Business Partners
 UAL Race Champion (actions proposed for EB sign off)
 Director HR (actions proposed for EB sign off)







Monitoring
Lead



Target
date
April 2014
Introduce anonymous short-listing.
Ensure recruitment documentation contains consistent statements about access
requirements.
Provide guidance on options in a tie break situation
Promote the use of Psychometric assessment for senior roles
Recommend that interview panels are diverse
Offer disabled candidates who are shortlisted the opportunity to visit the site prior to
interview e.g. for orientation
Ensure the policy is in line with best practice guidelines in relation to Supporting Trans Staff
in HE.
HR
Following implementation of eRecruitment system HR to supply Pro-Vice Chancellors with
annual and quarterly updates on recruitment by ethnicity in order to monitor progress of the
en>route programme and to inform local objective setting.
Monitor and report on recruitment outcomes against all protected characteristics
Colleges to agree local initiatives based on best practice recommendations set out within
en>route with advice from their HR Business Partner
Agreed by
Executive
Board
Sept 2014
June 2014
Diversity
Further research

Identify a means of achieving greater diversity on interview panels
HR /
Diversity
Proposal to
EB in May
Online Recruitment
Project

Involve disabled users in the testing of the new system
HR
May 2014
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Job Descriptions /
Person Specifications

Pilot new competence framework which incorporates inclusive communication and inclusive
teaching practice
HR and
Diversity
June 2014
Adverts

Include the ‘en>route advert list’ within suggested advert list for recruiting managers.
HR
Sept 2014

Post academic and senior manager jobs to en>route linked in group and to monthly
en>route bulletin.

Provide information for applicants to promote an inclusive culture including information
about quiet spaces.
Head Hunters /
Recruitment Agencies
Application Forms

Monitor the outcomes of roles recruited through Head-hunter agencies.
HR
Sept 2014

Provide information in the new recruitment system about reasonable adjustments - list
‘common adjustments’, and identify who to speak to about access requirements.
Diversity
(HR sign
off)
June 2014
Shortlisting
Adopt ‘anonymous short listing’ via the new online application system.
HR
June 2014
Organising Interviews

Provide Staffing Administrators with access to the UAL Religious Festivals Calendar to
ensure this can be taken into account when scheduling interviews.
 Ensure Interviews held in accessible areas of UAL sites for candidates with mobility
impairment.
 Provide staffing administrators with ‘preferred suppliers’ list of communication support.
 Invites to include information about building access and on site resources (e.g. Quiet
Spaces).
 Incorporate ‘unconscious bias’ principles and how to minimise its impact on recruitment
and selection in recruitment training
 Incorporate disability equality and consideration of access issues into the recruitment
training and policy in relation to conducting interviews, e.g. room lay out, communication.
HR and
Diversity
June 2014
HR
Diversity
ODL
Sept 2014

HR
Ongoing
and by
January
Interviews
Selection Tests
Monitor and review the impact of psychometric and ability testing on different groups
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Training and Resources




Talent Pools







Incorporate 10 point Disability equality in recruitment guide.
10 point ‘Positive Action’ guide, with particular emphasis on en>route aims (see ‘talent
pools’ for examples of talent pools).
Training on Unconscious Bias
Make resources on Cultural competence tests e.g. Factor 8, Cultural Intelligence
etc. available
Advertise UAL Jobs within Alumni bulletin, college social media and SEE.
Following implementation of online recruitment system, mail out to Arts-temps register to
join a UAL talent pool held on the online recruitment system.
Career development workshops and mentoring for BAME graduates, ALs and Visiting
Professors.
Target job adverts at BAME audiences (e.g. Guardian Diversity Network, specialist
publications, en>route network/mailing list).
Provide facility within online recruitment system to invite previous ‘runners up’ to join a
talent pool
Build a network of BAME alumni and creative practitioners to invite back to lecture, with a
view to encouraging them to apply for positions as they arise (see LCF example).
Pilot Graduate Teaching Assistant Schemes (consult with LCC).
Diversity
HR
ArtsTemps
SEE
With Input
and
support
from
Colleges
By
December
2014
2015
June 2014
Ask
Colleges to
sign up to
strategies
at EB in
May.
Won’t this
be part of
the action
plans that
colleges
will come
up with.
Agency Staff
Procure a managed service contract with one agency which can meet all UAL’s temporary
staff needs. Monitor and review the profile of agency temps working for UAL.
December
2014
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