The University of Manchester
Race Equality Scheme and
Action Plan 2008 - 2009
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Contents
1. Forewords
2. Introduction
3.
Development of our Race Equality Scheme
4.
Race Equality Scheme Action Plan
5. Responsibilities
6.
Reporting on progress
7. Resources
8.
Accessible format information
Appendices
A. Action
Plan
B.
Race Equality at the University of Manchester
C.
Local and national employment and education context
D.
Equality and Diversity Governance and Consultation Structure
E.
Statistical resources and definitions
F. Legislation
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1. Forewords
1.1 Foreword from the President and Vice-Chancellor
I am pleased to provide a Foreword for this Race Equality Scheme and
Action Plan, which details the practical steps that we are taking to promote
race equality and diversity at The University of Manchester.
The University is an international, diverse and tolerant community which is
committed to open, disciplined rational inquiry and equity of access based
on educational merit regardless of background.
This document lays out in clear detail the challenges to be addressed and
the programme of action that will be undertaken in the field of race equality
to enable the University to fulfil the ambition laid out in the
Manchester
2015 Strategic Plan to become a world-leading centre of research and
scholarship and an employer of choice.
This Race Equality Scheme and Action Plan is the product of wide-ranging
consultation and has the full support of the University’s senior
management team and all sections of the campus community.
The University already has a proud record for promoting the values behind
race equality and valuing diversity in its scholarly activities, employment
practices and treatment of students and applicants. The launch of this
document provides an opportunity to build on that reputation and become
a pioneer of good practice that will set an example to the wider society.
Professor Alan Gilbert
President and Vice-Chancellor
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1.2 Foreword from the Associate Vice-President (Equality and
Diversity)
The development of the Race Equality Scheme is the next step in
progressing and developing an integrated equality and diversity agenda –
a fundamental requirement for the achievement of its goals outlined in the
Manchester 2015 Agenda.
Barriers to race equality are incredibly complex and very emotive, not least
because of the national and historical context in the way in which ethnic
minorities came to Britain and their subsequent experiences and
perceptions. This scheme outlines some of the key challenges that we
face as an institution in overcoming the barriers resulting from this
historical legacy and decades of not giving sufficient importance to issues
of equality and diversity and especially racial equality.
The actions that we have identified provide the mechanisms which will add
meaning to our vision of empowering collegiality and making Manchester a
place where all its staff feel that they will be valued and be encouraged to
achieve their potential. The reality of our present situation is that many of
our staff feel that they are denied opportunities for development and
progress not because of overt discrimination but because processes and
norms exist which operate in a way that denies them opportunities and fail
to recognise their potential.
Prioritising race equality is not simply a legal requirement but central to our
vision of making Manchester a world class institution. There is a
commitment at the highest levels of this University to this endeavour but
that by itself is not sufficient if we are to achieve a step change in the way
that we are perceived by many sections of our staff. We have made a
significant amount of progress since October 2004. With the continued
commitment of our staff we can build on what has already been achieved
and make Manchester a beacon to other higher educational institutions.
Professor Aneez Esmail
Associate Vice President (Equality and Diversity)
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2 Introduction
2.1 Policy
context
This Race Equality Scheme and Action Plan will enable the University to
plan, deliver and evaluate the actions it needs to take to promote equality
of opportunity for all individuals regardless of racial or cultural
backgrounds
1. This Scheme is set within a local and national policy
context that shows the University is serious about meeting its legal
obligations. The Scheme is only the start of the process that will help the
University move forward with this important agenda. It will also support
the University’s diversity agenda, which is integral to the vision of the
Manchester 2015 Agenda. This agenda is set out in Towards Manchester
2015, the strategic plan of The University of Manchester.
This plan sets out our mission, values and vision and how they integrate
with the strategic goals that focus all activity at the University. The
relevant goals are included below to illustrate the importance of promoting
and ensuring equality of opportunity to the University’s ambitious agenda.
This action plan aims to operationalise these goals in relation to Equality
and Diversity.
Table 1 – Extracts from Towards Manchester 2015
Goal 4: Excellent teaching and learning
To provide students with teachers, learning environments, teaching and
learning infrastructure and support services equal to the best in the world.
Goal 5: Widening participation
To make The University of Manchester the UK’s most accessible research-
intensive university by providing international students from educationally
deprived backgrounds and home students from traditionally under-represented
sections of society with a supportive learning environment in an inclusive and
welcoming University community.
Goal 6: Empowering collegiality
To maintain The University of Manchester as a collegial community to which
staff of the highest calibre are attracted, and within which all staff, whatever
their roles or functions, may be proud of their University, are able to identify
with its aspirations and are informed, enabled and encouraged to take
appropriate responsibility for its direction, development and management.
1 Racial and cultural grounds means reasons of colour, nationality (including
citizenship), culture, religious or other beliefs, or ethnic or national origins
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Goal 7: Efficient, effective management
To maintain management systems, processes and services at all levels of the
University that are open, supportive and empowering, responsive to academic
needs, strategically focused and exemplary in meeting all internal and external
obligations and responsibilities, and able to provide the University with a
competitive advantage in its pursuit of the Manchester 2015 Agenda.
Goal 9: More effective community service
To contribute to the development of a secure, humane, prosperous and
sustainable future for human society and, beginning in its local communities in
Greater Manchester, to explore opportunities to enrich the social, cultural and
economic development of the communities, regions and countries in which the
University works.
The University acknowledges that racism operates in many ways. It
recognises that indirectly, racial inequalities may exist within its structures.
The University also acknowledges the importance of the national and
historical context of ethnic minorities’ experiences in this country and the
way they continue to perceive themselves. Both of these areas impact on
issues related to equality and diversity within the University.
The launch of the Race Equality Scheme is an opportunity for the
University to help fulfil its ambition to be an employer and educator of
choice. More than this, the University believes that all staff and students
should have the opportunity to achieve their full potential.
This Scheme covers all University students and all staff including
academic, administrative and support roles.
2.2 Scope
The University recognises that harassment and discrimination relating to
race can be complexly entwined to culture in its broadest terms, but
especially with regards to religion or belief. It therefore considers religion
or belief under the scope of this Scheme.
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2.3 Race Equality Policy Statement
The University of Manchester aims to create a culture of diversity within its
community providing a dynamic working and learning environment, where
all members of the community are valued for their contribution and
individuality.
The University is committed to providing an environment free from direct
or indirect discrimination, harassment, or victimisation on racial or cultural
grounds where all staff and students are treated with respect and dignity.
The University is committed to developing positive action initiatives to
support racial or cultural groups that have been disadvantaged in the past
and to help address some of the imbalances which still exist between its
staff and student populations and the Manchester community. The
University recognises that by addressing the imbalances that exist, it will
help to achieve the goals laid out in the Manchester 2015 and in particular
those relating to widening participation, teaching and learning and
collegiality.
The University recognises the valuable contributions made by members of
the University's communities, its students, employees, visitors, partners
and key stakeholders in terms of qualities of diverse experiences brought
to learning, teaching, support services, research, consultancy,
administration and management.
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2.4 Aim
and
Objectives
The aim of this Scheme is to set out a plan of action which will promote
equality of opportunity for all staff and students regardless of their racial or
cultural background and to help eliminate racial discrimination and
harassment within the University and the wider community. To enable the
University to meet this aim the following objectives have been developed:
2.4.1 To place race equality in the mainstream of the University’s strategic and
planning agenda and to establish effective governance;
2.4.2 To develop and implement an effective data monitoring and analysis
process that supports the Race Equality Scheme;
2.4.3 To systematically assess the impact on race equality in all new and
existing policies, procedures and practices at the University;
2.4.4 To involve and consult with black and minority ethnic (BME) staff, students
and external stakeholders in delivering the actions as outlined within this
Scheme;
2.4.5 To promote race equality through internal and external communications;
2.4.6 To address cultural awareness issues as they affect teaching and learning
and cultural integration, with respect to staff and students and to develop
appropriate training;
2.4.7 To develop initiatives to increase the ethnic and cultural diversity of the
staff population to reflect the communities that it serves;
2.4.8 To ensure that race equality is a key consideration informing the design,
development, delivery and assessment of all Manchester curricula;
Every member of the University community has a role to play in fulfilling
the objectives of this Scheme.
Core themes have been identified and prioritised through involvement and
consultation with staff, students and local organisations. Specific actions
have been outlined for 2008 – 09 to ensure the intended outcomes are
achieved (see appendix A).
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3.
Development of our Race Equality Scheme
3.1 Involvement and consultation
The University has been committed to involving staff and students from
different racial and cultural backgrounds in the development of this
Scheme. This involvement is fundamentally important to the development
and ongoing implementation of the Scheme. Table 2 below, outlines a set
of initiatives that have enabled the University to:
•
identify enablers and barriers to race equality;
•
prioritise functions, policies and procedures for impact assessment;
•
develop key actions to be addressed within the Scheme.
Appendix D demonstrates how we involve and consult on the development
of diversity related policies and plans.
The University is committed to continuing and further developing
involvement and consultation with staff and students from different racial
and cultural backgrounds throughout the implementation of the Scheme.
3.2 Data
monitoring
The University is able to monitor key processes such as the admission
and progression of students and the recruitment and career progression of
staff members. It is recognised that this level of monitoring, while useful
may not fully provide the information required, to understand how each
process or policy is impacting on equality of opportunity, especially where
there is high relevance to race equality.
The University is currently setting up additional processes to collect data
of the student admission and progression and staff recruitment and career
progression cycles to enable more effective analysis. In addition, it is also
looking to collect and monitor data around access to services, reported
cases of harassment, discrimination and bullying and the effectiveness of
any positive action initiatives.
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Table 2: Actions to develop our Race Equality Scheme
November 2005
Publication of the University’s Race Equality Policy and Action Plan developed
in partnership with the BME Network Group, trade unions, Student’s Union and
Manchester Community Cohesion Relations.
Launch of the Race in Leadership Project.
January 2006
Gained institutional leadership and commitment to develop the Race Equality
Scheme.
February 2006
Launch of the Promoting Good Campus Relations Working Group.
April 2006
Biannual staff satisfaction survey was launched with the provision to monitor
responses by race.
Annual student satisfaction survey was launched with the provision to monitor
responses by race.
Creation and appointment to the post of an Associate Vice President (Equality
and Diversity).
June 2006
Promoting Good Campus Relations Report produced.
November 2006
Associate Vice President (Equality and Diversity) presents the Race in
Leadership Interim Report to the President and the Senior Executive Team.
December 2006
The University’s inaugural Achieving Manchester 2015: Equality and Diversity
Conference held for senior managers and academics.
Launch of the Action Learning Set Initiative in partnership with the University’s
Centre for Diversity and Work Psychology.
March 2007
Consulted with the BME Network Group on the functions to be prioritised for
impact assessment.
April 2007
Annual student satisfaction survey was launched with the provision to monitor
responses by race.
President nominates the Associate Vice President (Equality and Diversity) to
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investigate institutional race-related complaints.
May 2007
The inaugural Diversity and Inclusion Staff Survey is launched with the
provision to monitor responses by race.
June 2007
Gained support and commitment from the BME Network Group to develop the
Race Equality Scheme.
Consulted with the BME Network Group on the best ways to involve staff from
different racial and cultural backgrounds in the Group and in the development
of the Scheme.
Associate Vice President’s response to the President on the University’s race
related complaints.
October 2007
Initiated involvement activities with the BME Network Group on the
identification of key processes and functions for review.
Final draft of the Race in Leadership Report presented to the President and
the Registrar & Secretary.
November 2007
Developed an involvement and consultation strategy to engage with staff
members, students and the local community.
An audit tool was developed to assess the practice behind key functions.
Development of the race equality questionnaires for staff and students.
Presentation to the Board of Governors on current status and future plans.
December 2007
The second Achieving Manchester 2015: Equality and Diversity Conference
held for senior managers and academics. Presentations made by Action
Learning Sets on diversity projects and recommendations.
Equality and Diversity Forum were briefed on the progress of the Race in
Leadership Project and plans to embed it within the Race Equality Scheme.
Consultation with the BME Network Group on the audit tools.
The President supports the Race In Leadership Project Recommendations
Report and plans to embed it within the Race Equality Scheme.
Review and development of the impact assessment process.
January 2008
An audit tool was used to conduct over 30 interviews with key function owners
and stakeholders from the University community. Interviews were carried out
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to identify good practice and any gaps in service provision within functions.
Launch of race equality questionnaire for staff members. It was circulated to
all staff members via an all staff email, promotion in Staff Update (monthly staff
newsletter), e-update (weekly electronic newsletter) and the computer log-in
message of the day. Hard copies of the survey were provided through team
meetings for staff with no access to computer facilities.
Launch of race equality questionnaire for students. It was circulated to all
students via an all student email. Hard copies of the survey were also
available from the Equality and Diversity Team.
February 2008
Development of the draft Race Equality Scheme using data collated from
involvement and consultation activities.
Development of Race Equality Scheme Action Plan using data collated from
involvement and consultation activities and staff and student data analysis.
Actions were prioritised using feedback from the staff and student surveys.
March 2008
Consultation with staff members, students and the local community on the
draft of the Race Equality Scheme.
April 2008
Draft Scheme endorsed by the Equality and Diversity Forum.
4.
Race Equality Scheme Action Plan
The Race Equality Scheme Action Plan is an overarching action plan for
the University, outlining the key objectives to be achieved over the
duration of the Scheme. All actions have been identified, developed and
prioritised through a review of student and staff data profiles; a review of
core themes identified and prioritised through involvement and
consultation activities with students and staff members; and an audit of
existing provision of key functions at the University.
There has also been a prioritisation of the Equality Impact Assessment
process and this aims to:
•
Address any potential areas of direct and indirect discrimination for
people within written and unwritten policies, procedures and
practices.
•
Ensure policies, procedures and practices are assessed and
developed in recognition of the needs, circumstances and concerns
of all equality target areas.
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link to page 13 link to page 13 link to page 13
•
Identify positive and effective changes to policies, procedures and
processes.
Below is a summary of the key actions we will take in the academic year
2008 – 09 based on our investigations.
In appendix A is a detailed action plan that lists all actions to be taken.
Appendix B has a more detailed report of student and staff data profiles
and the key issues in relation to these groups.
Students - Key Issues
Student consultation and culture2
Qualitative responses highlighted that students did not always feel that
cultural awareness and race issues were regarded or promoted. They
highlighted a lack of integration between home and international students
with a perceived lack of cultural awareness amongst the student body.
Staff ethnicity was also identified to not reflect the diversity of the student
population. Some students felt that not all cultures, religions or beliefs
were treated equally and specific issues were especially raised around
perceived discriminatory behaviour. The majority of respondents were
against positive action as they felt this in its self was discriminatory and
this misunderstanding provoked resentment.
28% of respondents believed they had personally experienced some form
of harassment, discrimination or bullying due to their race, colour or ethnic
origin. 13% believed they had personally experienced harassment,
discrimination or bullying due to their religion or belief. When asked if they
had reported the incidents 85% replied ‘no’. 29% of the respondents
believed they had witnessed some form of harassment, discrimination or
bullying due to race, colour or ethnic origin. 13% believed they had
witnessed harassment, discrimination or bullying due to religion or belief.
Student profile
•
Undergraduates3 - The proportion of offers made varies greatly,
from the low proportion of offers made on applications by students
from black backgrounds (30%) and equally low proportion from
Pakistani backgrounds to the higher proportion of offers made on
applications by students from white backgrounds (59%).
•
Postgraduates4 - The profile of applicants from BME backgrounds is
similar to the profile of England and Wales.
2 This overview of consultation refers to the feedback from the Race Equality Survey for Students
2008 or from feedback on the draft Scheme unless otherwise stated.
3 Source: UCAS Management Statistics 2004/05 – 06/07
4 Source: Data provided by Recruitment and Admissions Management Information Services 2006
- 07, Higher Education Statistics
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link to page 14 link to page 14 link to page 14
Applicants for postgraduate taught degrees with ‘not known’ ethnicity
(39%), is over double that of applicants for postgraduate research
degrees with ‘not known’ ethnicity (19%).
•
Current students5 - Ethnicity data is poor in relation to overseas
students with non-recording rates of 40 – 69% (postgraduates –
undergraduates).
•
Leavers with an award 20066 - More home students from a white
British background have obtained first class honours (81%)
compared to the University’s home undergraduate profile (74%).
The profile for upper class second degree is comparable to the
ethnic profile of the University. The proportion of students from BME
backgrounds increases for lower second degree awards (23%) with
29% receiving a third degree award.
Action to be taken:
• To assess the impact of undergraduate student admissions activity
and policy provision;
• To develop mechanisms to enable detailed postgraduate programme
analysis of entrants by ethnicity;
• To make completion of ethnicity and nationality data mandatory at
student registration;
• To develop mechanisms to enable monitoring of teaching, learning
and assessment by ethnicity;
• To address cultural awareness issues as they affect teaching and
learning and cultural integration, with respect to staff and students;
• To assess the impact of policies dealing with complaints, appeals,
harassment, discrimination procedures;
• To involve and consult with the Multi-Faith Group to develop a
positive approach to the promotion of good campus relations.
Staff – Key Issues
Staff consultation and culture7
There is little understanding of the historical context of race inequality; how
indirect discrimination may occur; and the differences that exist between
positive action and discrimination. An equally large number of
respondents felt that the University should promote more cultural
awareness and understanding for staff and students; awareness should be
raised equally around all cultures and religions. Specifically non-British,
white members of staff identified experiences of harassment,
discrimination and bullying, from both staff and students.
5 Source: Data provided by Planning Support Office 2006 - 07
6 Source: Data provided by Student Records Office 2005 - 06
7 This overview of consultation refers to the feedback from the Race Equality Survey for Staff
2008 or from feedback on the draft Scheme unless otherwise stated.
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link to page 15
There was little understanding by staff as to how issues relating to race, or
religion or belief may affect individuals in the recruitment process.
A large number of respondents were unaware of support services in
general that are available to staff.
70% of respondents indicated they had received a Performance and
Development Review (P&DR). A higher percentage of respondents who
identified as white British had a P&DR (77%) as opposed to those who
identified as BME (52%) or other white background (50%).
A high percentage of respondents felt negatively (38%) that training
opportunities help promote understanding of racial discrimination and
racist attitudes. This is also reflected with training available to promote
understanding of different religions or beliefs where 31% respondents felt
negatively.
42% of respondents felt positively that the University would support them if
they wished to progress their career at the University. A lower
percentage of respondents from other faiths didn’t feel positively that the
University (32%) or their managers (48%) would support them if they
wished to progress their careers.
There was a general feeling that there are a lack of role models for BME
staff, and too few mentors from BME backgrounds within the Manchester
Gold mentoring scheme.
Staff profile
•
New starters8 - The proportion of both academic and non academic
new starters at the University from BME backgrounds (23% for
academic and 13% for non-academic) is higher than the profile of the
current staff from BME backgrounds (17% academic and 9% non
academic).
•
Academic progression -13% of Lecturers are from BME
backgrounds, but this is halved when looking at staff from a BME
background at Senior Lecturer or professorial level (7%).
The percentage of people from ‘other’ white backgrounds decreases
from 50% for Senior Lecturers to 16% at professorial level while the
percentage of people from a white British background rises from 43%
for Senior Lecturers to 77% at professorial level.
•
Non-academic Staff - 8.8% of staff are from a BME background
which is an increase from the previous year when 7.6% (2005-06)
were from a BME background.
The greatest proportion of BME staff are in grades 1 – 4 (10%) while
in grades 7 – 9 only 4% of staff are BME.
8 Source: Data from Resourcelink 01/08/06 – 31/07/07
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Action to be taken:
• To assess the impact of the staff recruitment strategy and policy
provision;
• To develop mechanisms to enable data monitoring at each stage of
the recruitment lifecycle by ethnicity;
• To review the recruitment advertising channels;
• To assess the impact of the Promotions Policy and Procedure and to
develop and implement any positive actions identified as a
consequence of the impact assessment;
• To develop positive action initiatives to support the progression of
non-academic staff into more senior roles;
• To assess the impact of the staff training strategy and to develop and
implement any positive actions identified as a consequence of the
impact assessment;
• To develop mechanisms to monitor staff training provision by
ethnicity;
• To assess the impact of the Performance Development and Review
process and to develop and implement any positive actions identified
as a consequence of the impact assessment;
• To review the provision of mentoring relationships for BME staff.
• To develop an initiative to promote positive role models, particularly
BME staff in senior posts;
• To deliver race equality awareness and positive action training to all
staff;
• To develop training provision on awareness around issues relating to
culture and religion or belief.
5. Responsibilities
The Board of Governors have ultimate legal accountability for compliance
with the Race Relations Amendment Act 2000. The Registrar and
Secretary has overall formal responsibility for the Scheme and has
delegated operational responsibility to the Director of Human Resources.
The Race Equality Scheme is managed by the Planning and Resources
Committee, with input from the University community. Operational level
actions will be incorporated within the Operational Plans over the duration
of the Scheme. The annual Operational Performance Review is managed
through the Planning and Accountability Cycle. The Equality and Diversity
Policy outlines the University’s approach and duties.
The Equality and Diversity Team are a central resource to facilitate the
successful development of the Race Equality Scheme. The Team will also
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be responsible for coordinating the annual review of the Scheme, and the
development of subsequent Schemes.
6.
Reporting on progress
Action points and relevant targets from this Scheme will be incorporated
into the operational performance review (OPR) process as part of the
University’s Planning and Accountability Cycle. This cycle drives the
operational activity across the University and incorporating the Race
Equality Scheme actions into this process will help ensure that race
equality becomes embedded into normal operational activity.
The first Race Equality Scheme will be published in May 2008, with an
initial review in December 2008 to align the Scheme with the Planning and
Accountability Cycle. A subsequent review of the Scheme will take place
in December 2009. The annual review will contain a summary of:
•
The steps the University has taken to fulfil the objectives set out
within the Race Equality Scheme, including:
−
compliance with relevant legislation;
−
actions taken over the previous year to promote equality of
opportunity;
−
performance against objectives.
•
The results from the information gathered during the Race Equality
Scheme to include:
−
what evidence has been obtained from consultations, impact
assessments;
−
what it indicates, for example, a lower uptake on a particular
formal or informal policy by ethnicity.
•
What the University has done with information gathered including:
−
detailed analysis of what the information indicates;
−
what actions will be taken as a result of this analysis and how
this has been incorporated within the University’s overarching
action plan and OPR.
It is a legal requirement to publish this information and it will be made
accessible via various formats to the whole of the University community. It
also demonstrates a commitment to make sustained progress on equality
of opportunity for all members of the University and the wider community,
and it will allow all stakeholders to assess how successful the University
has been in delivering against its objectives.
7. Resources
Annual Report of Appeals, Complaints and Student Discipline Cases
2005/06, The University of Manchester (February 2007)
Annual Report of Appeals, Complaints and Student Discipline Cases
2006/07, The University of Manchester (February 2008)
Annual Student Satisfaction Survey Report, The University of Manchester
(November 2007)
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A Guide for Further and Higher Education Institutions, Commission for
Racial Equality (May 2002)
A Guide for Public Authorities, Commission for Racial Equality (May 2002)
Diversity and Inclusion Staff Survey Report, The University of Manchester
(June 2007)
Equality and Human Rights Commission, www.equalityhumanrights.com
Equality Challenge Unit, www.ecu.ac.uk
Interim Report of the Review of Undergraduate Education, The University
of Manchester (February 2008)
Ethnicity, Gender and Degree Attainment Project, The Higher Education
Academy (January 2008)
Manchester 2015: Strategic Plan, The University of Manchester
Manchester 2015 Agenda: Achieving Equality and Diversity Action
Learning Set Programme Report, The University of Manchester (February
2008)
Promoting Good Campus Relations Report, The University of Manchester
(June 2006)
Race Equality Survey for Staff, The University of Manchester (February
2008)
Race Equality Survey for Students, The University of Manchester
(February 2008)
Race in Leadership Recommendations Report, The University of
Manchester (December 2007)
Review of Support for International Students Executive Summary, The
University of Manchester (August 2006)
Review of Undergraduate Education: Interim Report of the Undergraduate
Education Review Committee, The University of Manchester (February
2008)
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8.
Accessible information format
This document can be made
available in large print and
electronically upon request.
If you require another alternative
format please contact us to discuss
your requirements.
Contact Details:
Equality and Diversity
C28, Sackville Street Building,
Sackville Street,
Manchester,
M60 1QD
Tel:
0161 306 5857
Fax: 0161 306 5877
Minicom: 0161 306 5870
Email: [email address]
Web:
www.manchester.ac.uk/res
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