EDGE HILL UNIVERSITY
SINGLE EQUALITY SCHEME & POLICY FRAMEWORK FOR ACTION & IMPLEMENTATION
Foreword from John Cater, Vice-Chancellor
This Single Equality Scheme, which brings together the University’s overall framework for equality and diversity, is fundamental to
the University’s aspiration to be the ‘University of Choice’.
Our aim is to:
• Promote inclusion, equality and celebrate diversity
• Offer accessible provision across all of our activities
• Engage everybody and maximise their contribution to University life and beyond
The Scheme acknowledges the importance of recognising and treating people as individuals, as complex human beings with
multiple and diverse identities. We take as our starting point that equality is a core human rights principle and that it is wrong, on
the basis of someone’s status or identity, to deny them their human rights.
This is the first comprehensive Single Equality Scheme that the University has produced. It aims to root equality and inclusion
firmly in all we do. We acknowledge we do not and will not always get things right. Our approaches must be characterised by a
willingness to listen to feedback, to self assess, monitor and evaluate our progress and position.
An unusual feature of our particular Scheme is its immediate focus on the actions we intend to take to further our work in becoming
a fully inclusive University, proactively promoting equality and targeting any form of discrimination. The structure and focus of our
Scheme is deliberate and is a direct response to some of the feedback received from stakeholders when we were reviewing
progress against our Disability Equality Scheme. Notwithstanding statutory requirements of what should be in an equality scheme,
what matters to people most, is what we are going to do about any areas of concern and what we are going to do to progress our
plans to achieve equality. For this reason, full contextual details of the University, our philosophy and approach to achieve equality
as well as our progress against previous plans are detailed in various appendices for scrutiny and publication.
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We acknowledge the importance of leadership and commitment at all levels within the University, irrespective of role and
responsibilities. To this end the Scheme outlines the individual and collective responsibilities for ensuring equality and fair
treatment for all. Achieving fair treatment for all requires positive and proactive engagement by everyone for everyone.
The Scheme sets out the core areas we have identified for improving and addressing equality within the University and the broader
Edge Hill community. The practical improvements we will make are presented as a series of action plans. We welcome your
feedback on our progress so far.
John Cater
Vice Chancellor
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Contents
Foreword
Consultation
Reference
Executive Summary
Introduction
Edge Hill University’s Strategic Aims 2007 – 2012
Our
Values
Framework
Our Vision For Equality and Diversity
Key Principles
What Do We Have To Do?
Background To Work Already Undertaken
Involving and Consulting – What Have We Done And What’s The Difference Anyway?
So What Actions Do We Need To Take?
Single
Equality
Scheme
Action
Plan
2008
-
2011
How Will We Monitor Impact And Report On Progress
Oversight Of Our Single Equality Scheme and Annual
Monitoring
And
Review
Training
And
Development
Communicating
And
Promoting
The
Scheme
Breaches Of The Scheme
The Management And Reporting Of Discriminatory Incidents On And Off Edge Hill Premises
Scheme Formulation
Appendix 1
Edge Hill’s Distinctive Characteristics
National and Regional Context
University Benchmark Performance
Appendix 2
Details Of Our Revised Equality Impact Assessment Process
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Annex A
Race Equality Scheme
Annex B
Disability Equality Scheme
Annex C
Gender Equality Scheme
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Edge Hill University Single Equality Scheme
Consultation
Of interest to those
Strategic Planning; Human Resources Management;
responsible for:
Equality & Diversity; Collaborative Relationships
Reference EHU
SES
03/08
Internal Consultation
March 2008 – October 2008
Dates
Enquiries / Responses Christine Coleman
to:
Director of Student Services
[email address]
01695 584395
Sally Wilson
Head of Staff Development
[email address]
01695 584483
Final Draft Publication
December 2008 – March 2009
& External
Consultation Date
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Executive Summary
To be completed following feedback from external consultation.
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Introduction
This is Edge Hill University’s first published Single Equality Scheme. Its purpose is to ameliorate disadvantage and proactively
promote equality. It is intended to promote both the spirit as well as the letter of the law, taking the University beyond compliance,
to promote all other forms and strands of equality.
As a public sector organisation the University is required to meet its statutory duties under the following legislation:
• The Race Relations (Amendment) Act 2000
• The Disability Discrimination Act 2005
• The Equalities Act 2006.
The Scheme therefore brings together our updated Race Equality, Disability Equality and Gender Equality Schemes into a
congruent whole, demonstrating that equality and diversity are central to all that we do. (See Annex A for our Race Equality
Scheme, Annex B for our Disability Equality Scheme and Annex C for our Gender Equality Scheme.) In compiling this Scheme,
we acknowledge that equality and human rights matter to all. We also acknowledge the inherent challenges in wanting to focus on
individuals, as the complex human beings we are, yet still meet the statutory and distinct requirements for monitoring the discrete
strands.
The Scheme has been developed by a working group drawn from key constituencies within and external to the University.
Consultations with a range of internal and external stakeholders have informed the development of the Scheme. We recognise that
this process of involvement, engagement and consultation will be an ongoing feature of our work.
As we develop, we believe that consulting and communicating on one Single Equality Scheme will help us communicate our
commitment to equality and our plans more effectively.
Edge Hill University Strategic Aims 2007 – 2012
Our strategic aims 2007 – 2012 include the following, which are key to our promotion of equality:
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Strategic Aim A: Edge Hill University will govern and manage itself efficiently and effectively, in a context of a commitment to
institutional growth, sustainability and equality of opportunity
Strategic Aim B: Edge Hill University will enhance and develop a high quality, innovative, accessible and flexible academic portfolio
while ensuring the maintenance of standards.
Strategic Aim C: Edge Hill University will further develop and disseminate its work in research, advanced scholarship and
knowledge transfer in support of the enhancement of its academic portfolio, teaching, learning, and student support and the
economic, social and cultural development of the region
Strategic priority D: Edge Hill University will maximise student potential through a distinctive approach to teaching and learning, the
enhancement of student learning, skills, knowledge and employability, and through high quality student support
Strategic priority E: Edge Hill University will continue to enhance participation from under-represented groups in higher education
Strategic priority F: Edge Hill University will enhance its collaboration with regional, national and international partners
Our Values Framework
Our Single Equality Scheme builds on the University’s core values and ethos as embodied in our Mission Statement and Equality &
Diversity Policy. Our
specific aims for promoting equality are:
(i)
to assess the University’s strengths, weaknesses and areas for development in providing and promoting inclusive
practices for all students and staff
(ii)
to identify and seek to remove perceived and actual barriers to full participation in Edge Hill for all, i.e. prospective and
current staff and students, visitors, suppliers etc.
(iii)
to enhance our ability to successfully recruit, retain and support staff and students
(iv)
to ensure all strategies, policies and procedures are underpinned by the need to ensure equality is central to University
planning and operational practices
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(v)
to ensure all staff and students are fully aware of and accept their responsibilities to perform their roles in a way that
genuinely promotes equality of opportunity and eliminates discrimination and harassment
(vi)
to promote positive attitudes and encourage participation and inclusion in University life
(vii)
to proactively anticipate the needs of individuals in all our endeavours
(viii) to monitor the effectiveness of the actions taken to promote equality and publicise the results.
(ix)
to proactively monitor the impact on equality of all University policies, procedures and processes.
Our Vision For Equality And Diversity
Our Equality and Diversity Policy outlines Edge Hill’s commitment to creating an inclusive culture and practices where respect for,
and celebration of difference is embraced. To this end Edge Hill’s vision for equality and diversity is that:
‘By 2013 Edge Hill University will provide an environment where everyone feels able to participate, contribute, enjoy and influence
their experience; and where inclusive practices underpin everything we do. Respect for and celebration of individual diversity will
shape institutional strategy, direction and behaviour.’
Edge Hill will seek to achieve this vision through adopting the following key principles. They underpin the University’s mission
statement1 and set the framework for proactive engagement and progress in implementing the key strands of our equality and
diversity strategy with respect to race, disability, gender and gender recognition, sexual orientation, religion, religious or
philosophical belief, socio-economic background and age.
Key Principles
The key principles in developing an inclusive strategy to achieve the vision can be summarised as:
Embedded: inclusion is the responsibility of all. Inclusive practices should be our standard operating procedures.
1 Edge Hill University seeks to provide an innovative, high quality and inclusive learning experience underpinned by a commitment to the advancement,
dissemination and application of knowledge. As a learning-led University, Edge Hill is dedicated to developing individuals as skilled and autonomous learners
in challenging and supportive environments. Edge Hill University Mission Statement, 2006.
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Predictive and
proactive: anticipation of needs should underpin all we do.
Celebratory and
positive: we welcome diversity in our community for the opportunities and benefits this brings. Positive
promotion of equality, respect and celebration of difference should be integral to all we do.
Collaborative and
consultative: our success depends on the partnership of all.
Open and
transparent: Our approaches must be accessible and clear. A willingness to listen to feedback, to understand,
review and instigate best practice should inform all we do.
What Do We Have To Do?
Three substantive pieces of legislation underpin our Equality Scheme. These are the:
Race Relations (Amendment) Act 2000 (RR(A)A)
Disability Discrimination Act (DDA) 2005
Equality Act 2006.
These laws impose positive duties on all public bodies to promote race, disability and gender equality in everything that we do. The
general duties for each are outlined below, and the specific duties are explained in the individual equality schemes in Annexes A to
C.
Under the general duty of the RR(A)A, public authorities are required to have due regard to the need to:
• eliminate unlawful racial discrimination
• promote equality of opportunity
• promote good relations between people of different races.
Under the DDA 2005, public authorities are required to have due regard to the need to:
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• promote equality of opportunity between disabled people and other people
• eliminate
discrimination that is unlawful under the Act
• eliminate
harassment of disabled people that is related to their disabilities
• promote positive attitudes towards disabled people
• encourage participation by disabled people in public life
• take steps to take account of disabled people’s disabilities, even where that involves treating disabled people more
favourably than others.
Under the Equality Act, public authorities are required to have due regard to the need to:
• eliminate
discrimination and harassment that is unlawful under the Sex Discrimination Act, and discrimination that is
unlawful under the Equal Pay Act
• promote equality of opportunity between men and women.
As an employer we recognise that equality and diversity mean more than the promotion of race, disability and gender equality. We
therefore regard the following legislation as relevant to our Equality Scheme:
Employment Equality (Age) Regulations 2006
Employment Equality (Sexual Orientation) Regulations 2003
Employment Equality (Religion or Belief) Regulations 2003.
Whilst the above employment laws do not currently have positive duties to
promote equality as such associated with them, they do
apply to employment and the provision of further and higher education. We must therefore ensure that through our functions,
policies and employment practices, we are not discriminating on any of these grounds.
Background To Work Already Undertaken
The University is building on a significant body of work dedicated to promoting equality in all aspects of University life. Inclusive
principles have underpinned the development of our policies and procedures for many years. To help us build on the work we had
already done to devise our separate schemes, we convened an Equality and Diversity Review Group with staff and student
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representatives from across the University and the Unions. We reconsidered the details of our legal requirements and new equality
areas; reviewed the priorities established in our three previous separate equality schemes and endeavoured to build on their
foundations.
Involving And Consulting – What Have We Done And What’s The Difference Anyway?
Our approach to devising our Scheme stemmed from our desire to consult and involve people at all stages and through all aspects
of the creation of the Scheme. Approaches adopted included focus groups; on line open access questionnaires on our intranet and
extranet web pages; targeted mail shot questionnaires to alumni, current staff and students and local constituent groups.
The disability equality duty requires us to do more however than simply consult stakeholders and staff. It gives us a duty to actively
involve disabled people in an ongoing and meaningful way to identify priorities for action. Disabled people were key members of
the University’s working group2, helping to drive forward, formulate and implement our agreed methodologies for creating our
Scheme. This helped us to determine the key priorities and actions for inclusion in our Scheme.
Recognising the inherent benefits of involvement, where members of our communities are instrumental in determining our
approaches and priorities, we have endeavoured to involve people from all constituencies in creating this Scheme.
At times it has been challenging to secure the level of involvement and consultation we would wish, given other pressures on
people’s time and people’s reluctance to be targeted and singled out as a constituent group. We recognise we have more work to
do to ensure genuine involvement and this is included in our action plan. We welcome feedback on our approach and suggestions
as to how we might improve the involvement of all stakeholders and members of our community as we progress.
So What Actions Do We Need To Take?
Our work to date has clearly identified a number of strengths and a number of priorities for us to address to further improve and
promote equality, eliminate discrimination and encourage participation in University life. Full contextual information about these
priorities are detailed in full in the separate annexes encompassing Race, Disability and Gender. These priorities have been drawn
together into a programme of actions to deliver the principles and aims set out in this Single Equality Scheme. We have focused
2 Of a total membership of 10 ; 6 members of the working group self disclosed as having obvious or hidden impairments.
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actions in relation to our corporate responsibilities, students, staff, physical estates and facilities, visitors and the community and
monitoring and evaluation. These actions are our top priorities. In some instances they carry forward commitments made in our
previous, separate race, disability and gender equality schemes. In other instances they reflect new commitments. Realising our
commitments will help us become the University of choice for staff and students, but these priorities do not and cannot represent all
that we do or all that we are trying to do.
For ease of reference and, as a working document, our action plan is integrated to incorporate all strands of the equality agenda.
We recognise the legislative requirements for continuous monitoring and review of the effectiveness of our action plan and the
implementation of our policies and procedures. Actions to maintain current activities to progress our commitments are integrated in
to the plan that follows. To assist the reader, proposed new actions and developments are highlighted in the shaded boxes of the
action plan. Each action clearly signposts who is responsible for ensuring its implementation, alongside the scheduled date for
completion. This section now follows.
Single Equality Scheme Action Plan 2008-11
Corporate Responsibilities
Equality
Ref
Key Issue / Priority
Actions – what we are going to do
Lead
Timescale
Strand
Outcome
Person
1
Implementation of
Complete the final version of our revised
Director of
March 2009
Disability
Effective
the Single Equality Single Equality Scheme and Action Plan,
Student
Race
implementation of
Services
Gender
Scheme.
taking into account the views of external
Scheme and
stakeholders.
promotion of equality.
Review Scheme every three years and
Director of
March 2012
Disability
Substantial review and
implementation of action plan on annual
Student
Race
revision of Scheme.
Services /
Annual
Gender
basis.
Director of
review of
Human
action plan
Resources
Extend the focus of the published Single
Director of
Dec 2011
Age
Extended Scheme
Equality Scheme to incorporate Age;
Student
Religion &
Services /
Belief
Religion & Belief & Sexual Orientation and
Director of
Sexual
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separately identify key issues, priorities for
Human
Orientation
action and lead responsibilities.
Resources
2
Corporate
Ensure Single Equality Scheme is properly Director of
April 2009
Disability
Effective implementation
Race
communications
communicated to all members of Edge Hill
Student
of Scheme and inclusive
Services /
Gender
community and publicised in accessible
principles.
Director of
formats.
Human
Resources
Increased
awareness of
support available
Refine our approach to planning and
University
July 2009
Disability
University proactively
communications to identify:
Secretary
Race
promoting good
Gender
• who should be involved in the
Age
practice in inclusion.
development of plans
Religion &
•
Belief
who should be consulted
Sexual
• who should be informed
Orientation
Further develop our plans to secure
Head of
July 2009
Disability
Identification of good
involvement of disabled people in future
Inclusion
practice to secure
Services
planning and review of all developments.
involvement.
Consult with disabled people to identify
Head of
July 2009
Disability
Identification of good
how best we might promote Edge Hill
Inclusion
practice to secure
Services
University as an inclusive and welcoming
involvement.
University.
Agree a new set of guidelines for involving
Director of
July 2010
Disability
Production of set of
and consulting people from all equality
Student
Race
clear guidelines for
Services /
Gender
groups, including how we publicise our
Head of Staff
Age
involving,
consultation and involvement processes,
Development
Religion &
consulting and
how we receive and use feedback and
Belief
informing people.
Sexual
comments.
Orientation
Extend our approach to stakeholder
Director of
July 2011
Race
Embedding of
involvement in our Scheme planning
Student
Gender
good practice and
Services /
processes to people who represent all
Director of
mainstreaming
areas of equality.
Human
equality.
Resources
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Corporate
Continue to review our corporate
Director of
Annually
Disability
Accessible
communications
communications and promotional materials Marketing
Race
publications which
Gender
(cont.)
to proactively promote equality and to
Age
demonstrate diversity
celebrate diversity and the achievements
Religion &
and positive
of the University, its staff and students from
Belief
achievements.
Sexual
all groups and backgrounds.
Orientation
Continue to review our marketing and
promotional materials to:
improve accessibility
reflect diversity
ensure they are free from any form of bias.
Continue to review and update our website Director of
Annually
Disability
Accessible, easy to
to improve accessibility.
Marketing /
Race
navigate website.
Director of IT
Gender
Services
Identify ways to more effectively publicise
Equal
Dec 11
Disability
Improved knowledge
Opportunities
and promote our equality and diversity
Race
Administration
and understanding of
Gender
policies to all students
Officer
Age
Edge Hill University
Religion &
policy framework for
Belief
promoting equality and
Sexual
Orientation
inclusion.
3
Accessibility of IT
Ensure that all future software acquisitions
Director of
Ongoing
Disability
All University
Infrastructure
meet minimum accessibility requirements.
IT Services
interfaces are
/ Director of
accessible.
Learning
Services
4
Ensure that all
Prepare summary guidance notes and
Director of Annually
Disability
Increased
Race
new members of
papers for Board members.
Human
awareness of
Gender
Board of
Resources
Age
Board of
Governors and
Religion &
Governors on the
Belief
strategic
positive duties in
Sexual
committee
Orientation
relation to equality.
members are
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briefed on their
responsibilities
and duties under
Equalities
Legislation.
5.
Diversity of
Improve diversity of representation within
Directorate
Dec 09
Disability
Increased diversity.
Race
Representation.
Edge Hill decision making processes:
/ Board of
Gender
• Review committee membership to
Governors
determine level of representation
relative to institutional profile
6.
Mainstreaming
Check all strategies, policies and
Directorate
Dec 09
Disability
Effective embedding of
equality.
procedures and ensure all plans and
and all
Race
equality.
Gender
activities embrace our equality duties.
Senior
Age
Managers.
Religion &
Belief
Sexual
Orientation
Ensure all University plans reflect the need Senior
Ongoing
Disability
Effective embedding of
to improve accessibility to buildings,
Managers
disability equality.
equipment, services, social activities.
Ensure Equality Impact Assessment
Director of
Annually
Disability
Effective embedding of
processes are systematically embedded
Human
Race
impact assessment as a
Resources,
Gender
across the University:
tool to help identify any
Director of
Age
•
for policies identified as high priority
unintentional adverse
Student
•
differential impacts.
for policies identified as medium or
Services,
low priority
Director of
Systematic assessment
Widening
of the impact of policies
Participation.
on people who represent
all areas of equality.
Improved management
information to inform
action and decision
making.
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Mainstreaming
Roll out guidance to staff to increase their
Head of Staff
Oct 09
Increased understanding
Development
equality (cont)
ability to undertake equality impact
of the methodology of
assessments when developing and
impact assessment.
implementing policies so that they better
understand the impact of policy and
practice on individuals.
Improve data collection and monitoring
Policy
Annually Improved
management
processes for staff and students to inform
Support &
information to inform
monitoring and reviews of progress against Information
progress reviews.
plans.
/ Human
Effective monitoring of
Resources
staff and students by
equality group to help
identify and address any
areas of under
representation in
particular areas of
provision and
employment.
Ensure the outcomes of current research
Deans of
Annually
Disability
Identification of
being undertaken within all three faculties
Faculty /
Race
innovative practice and
TDLU /
Gender
is used to inform future development of
current thinking to inform
WP
WP
action plans at both institutional and faculty
planning.
Research
level.
Centre
7
Identifying
Continue to implement the staff survey to
Director of Annually
Disability
Effective
Race
Equality Issues -
collect information about staff, their needs
Human
monitoring of staff
Gender
Staff
and experiences and analyse the data and
Resources
Age
by equality group
present recommendations.
to identify any
Review exit interview to capture data and
Director of Sept 09
Disability
areas for staff
information relating to staff individual
Human
Race
concern.
Gender
experience of equality and diversity.
Resources
Age
Establish staff forum with Union involvement to Staff
July 09
Disability
ensure involvement and identification of issues
Support &
Race
Gender
impacting on staff.
Welfare
Officers
Age
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Identifying
Extend the range of consultation methods for
Director of Triannual
Disability
Effective
Equality Issues -
students to include:
Student
cycle for
Race
monitoring of
Gender
Students
administration of triannual surveys on all
Services /
each
Age
students by
strands of the equality agenda;
Head of
strand
equality group to
focus groups targeted at understanding gender Inclusion
identify any areas
issues; race issues; issues for disabled
Services
for concern and
students;
further action.
1:1 in depth interviews to ascertain perceptions
and feedback on provision and services
Continue to monitor the University Satisfaction
Administration
Annually
Disability
Survey to identify any adverse differential
and Support
Race
Manager
Gender
impact or variations in perceptions on the
Age
quality of our services and provision on the
basis of disability, race, gender, age.
Continue to monitor and review service take up Student
Annually
Disability
Identification of any
on the basis of gender, race, disability and age
Services /
Race
barriers to access
Gender
and seek to identify ways to move away from
Learning
Age
for particular
any notions of a deficit model of services,
Services
constituent groups.
which may impact on students’ willingness to
access them.
Encourage and support the Students’
Students’
Dec 09
Disability
Identification of any
Union to monitor and assess the impact of
Union
Race
barriers to access for
Gender
their services on students from all equality
particular constituent
Age
groups.
Religion &
groups.
Belief
Sexual
Orientation
Prioritise initial advice and guidance and
Director of
Ongoing
Disability
Effective interventions
communications with students to ensure all Widening
Race
aimed at prospective
Participation.
Gender
prospective applicants receive support that
students to raise
promotes equality of opportunities
aspirations and remove
barriers to access.
Identifying
Continue to review the options for flexible
Deans of
In line with
Disability
Increased range of
Equality Issues –
delivery of programmes and services to
Faculty and
academic
Race
options for study to suit
Directors of
Gender
Students (cont)
meet students’ needs.
planning
diversity of student
Services
Age
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cycle
population and needs of
specific groups of
students.
9.
Combating
Proactively monitor the experiences of
Director of Dec 08
Disability
Effective monitoring
Race
Discrimination
people representing all areas of equality to
HR,
and
of any incidence of
Gender
ascertain whether or not any individual had Director of annually
discrimination and
Age
experienced discrimination.
Student
thereafter
identification of ways
Services
to combat it.
Ensure widespread dissemination of our
Administration
Oct 08
Disability
Completed
& General
recently revised Student Charter and
Race
Student
Gender
Student Regulations and our recently
Support
Age
revised policies on bullying and
Manager
harassment.
10
Reducing
Evaluate the impact of the recently revised
Director of
Dec 09
Disability
Systematic
instances of
policy and guidance to tackle bullying and
Human
Race
assessment of the
Resources,
Gender
bullying and
harassment for staff and students.
impact of policies on
Director of
Age
harassment
people who
Student
represent all areas of
Services
equality.
Through training and development, build
Director of
July 09
Disability
Enhanced capacity
the capacity of staff and the Students’
Student
Race
to tackle any
Services
Gender
Union to provide initial advice, guidance
Age
instances of
and mediation at Stage 1 of our bullying
bullying and
and harassment procedure
harassment.
11
Promoting
Actively engage in audience development
Rose
Dec 2011
Disability
Increased numbers
Race
Equality
to target and include all disadvantaged
Theatre
of theatre goers
Manager
Gender
groups and new audiences for theatre
Age
from all constituent
productions
Religion &
groups.
Belief
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Promoting
Complete an annual review of Rose
Rose
Annually
Sexual
Equality (cont)
Theatre
Orientation
Theatre’s marketing and publicity strategy
Manager
to gain maximum audience penetration.
Complete an annual review of Sporting
Head of
Annually
Disability
Increased take up
Edge’s marketing and publicity strategy to
Sporting
Race
of sporting
Edge
Gender
gain maximum audience penetration.
Age
opportunities from
all groups.
Maintain the programme of research into
Centre for
Ongoing
Disability
Increased
different equalities and human rights
Local Policy
Race
understanding of
Studies
Gender
aspects.
Age
equality.
Religion &
Belief
Sexual
Orientation
Continue to provide the Equality Mark as
Centre for
April 09 -
Disability
Maintenance and
an assessment framework for external
Local Policy
2010
Race
enhancement of the
Studies
Gender
organisations
Equality Standard as
Age
a benchmark for
local government
public services.
Maintain the series of Managing Equality,
Centre for
July 09 -
Disability
Increased
Cohesion and Human Rights in Public
Local Policy
2011
Race
understanding of
Studies
Gender
Sector Organisations' Summer Schools
Age
equality.
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Specific Action Plan For Disability Equality 2008 - 2011
Students
12
Increasing growth
and diversity of
University
Elicit feedback from academic staff, students
Dean of
July 09
Disability
Increased
and Student Services and Learning Services
Learning
understanding of
staff on the effectiveness of the current
Services
staff and students’
arrangements to support disabled students.
and
perceptions of
Director of
service to inform
Student
evaluation of the
Services
effectiveness of
services provided.
Undertake a comprehensive evaluation of
Dean of
Sept 09
Disability
Implementation of
support for disabled students and review the
Learning
any structural and
structures and operations of the Inclusive
Services
organisational
Services Team and the Edge Ahead Team to
and
changes necessary
Director of
ensure the most effective support for:
to ensure the
•
Student
the increasing numbers of disabled
effective support for
Services
students
disabled students in
• increasing numbers of students with
the context of
complex needs
University growth
• the increasing numbers of students with
and complexity.
SpLD.
• disabled students in partner institutions,
outreach centres.
Involve disabled people in the design and
Head of
Ongoing
Disability
Increased understanding
delivery of staff development programmes that
Staff
of the needs of disabled
Development
address disability equality and enhance the
people and
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Increasing growth
staff development programme to cover:
improvements to
and diversity of
•
basic awareness of inclusive practice
provision and services.
University (cont)
•
tailored information and awareness
raising sessions on attitudes and
awareness of the needs of people with
hidden impairments
•
how to support people with mental health
support needs.
•
delivery of training sessions, open to all
staff, in the Solution Focused Approach
to enable them to implement solution
focused skills in their work and personal
life.
Promote the value and importance of students
Learning
At key
Disability
Decrease in variance
disclosing disability and accessing DSA
Services /
transition
between numbers of
funding.
Student
points in
students accessing
Services
student
DSA support and
life cycle
numbers of students
needing support.
Improved support for
students
Improved PI data
13
Anticipating and
Review the delivery of programmes to ensure
Dean of
In line with
Disability
Consistent
making reasonable
that various strategies can be used to:
Teaching &
validation
application of
adjustments
• access
learning
opportunities
Learning
cycles
inclusive principles.
•
Development,
achieve learning outcomes
•
Dean of
ensure that common standards for
Learning
accessible learning materials are in place.
Services
and Heads
of Subject
14
Accessible
Continue the debate and developments to
Heads of
In line with
Disability
Removal of barriers to
Curriculum Design ensure the design of curricula and assessment Subject /
validation
access and learning.
strategies reflect best practice principles in
Associate
and re-
inclusive design.
Deans
validation
schedules
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Accessible
Check that the arrangements and methods of
Dean of
In line with
Disability
Curriculum Design assessment and examinations for programmes Teaching
validation
(cont)
make provision for students whose disability or
&
and re-
condition prevents them from being assessed
Learning
validation
by set programme methods. Make sure
Development
schedules
alternative methods of assessment are
Heads of
considered and embedded as appropriate,
Subject
ensuring due regard to the standards of the
award and to the achievement of the required
learning outcomes.
Ensure the design and practical logistics of all
Heads of
In line with
Disability
Equal access to learning
‘external’ learning experiences (Placements,
Subject /
validation
opportunities.
Field Trips, Exchange Programmes) are
Associate
and re-
accessible to disabled students.
Deans
validation
schedules
Ensure that all services for students are
Dean of
Ongoing
Disability
Increased access to
accessible and where appropriate, assistive
Learning
learning opportunities.
technology is provided and developed to
Services
facilitate access.
Undertake a substantial review of our Mental
Head of
Sept 09
Disability
Increased
Health Policy for Students and complete a
Counselling
understanding of
range of staff management briefings to
and
support available to
introduce the revised policy and procedures to
Supervisory
students.
Services
staff.
Improvements to
guidance and
support for staff
supporting students
with complex mental
health support
needs.
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Ensure that all services continuously review
Heads of
In line with
Disability
Embedded process
provision in the light of disabled students’
Subject
validation
for understanding
needs and feedback and identify priorities for
and re-
student needs.
action to promote inclusion.
validation
schedules
15
Retention and
Continue to monitor retention and
Inclusive
Sept 08
Disability
Increased
Achievement
achievement data for disabled students to
Services
understanding of
identify any variations in progression and
Team
factors impacting on
achievement data.
retention and
achievement of
disabled students.
Continue to promote the benefits of
Student
Sept 09
Disability
Improved retention
students directly engaging with support
Services /
and achievement of
Learning
services
disabled students.
Services
Continue to monitor and review service
Student
Sept 10
Disability
Increased take up of
take up on the basis of disability and seek
Services /
services with positive
Learning
to identify ways to ensure staff and
impact on retention and
Services
students perceive support services as
achievement of students.
enabling services for all students.
16
Accessibility of
Review the feasibility of producing a bullet
Director
Dec 08
Disability
Improved
Information on
point summary of our Student Regulations. of
accessibility to key
Student
Student
documents.
Regulations
Services
17
Mentoring Scheme Set up a volunteer mentoring scheme for
Volunteer Feb 09
Disability
Establishment of
for Disabled
all disabled students by piloting an
Co-
peer support
Students
applicant buddy project for 08 - 09.
ordinator
framework for
students.
Staff
18
Data Collection
Set up staff forum, involving disabled staff to
Director of
July 09
Disability
Improved accuracy
identify and meet staff needs as part of well-
Human
of information on
Resources
being agenda.
staff support needs
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Data Collection
Involve disabled staff in the design and
Director of
July 09
Disability
Improved accuracy
(cont)
development of our procedures to capture
Human
of information on
Resources
baseline data on the number of disabled staff
staff support needs
and staff with long term medical conditions
after recruitment, ensuring that staff are
encouraged to disclose on at least an annual
basis.
19
Reluctance to
Continue the debate with disabled staff to
Director of Annually
Disability
Improved support
Disclose
identify appropriate ways to encourage
Human
mechanisms for staff,
disclosure.
Resources
aiming at parity with
provision for student
Devise and implement a more visible
Staff
Dec 09
Disability
support services.
information and communication awareness
Support
raising campaign within staff rooms, Staff
Officers
Common Room to reinforce the message that
the University welcomes disabled people.
20
Increased
Via staff forum, involve disabled staff in
Head of
Dec 09
Disability
Increased staff
Understanding
awareness raising sessions to help us better
Staff
understanding and more
understand the complex nature of disability in
Developm
effective support
the work place.
ent
systems
Disseminate findings of staff feedback
Director of Mar 09
Disability
interviews to relevant HR officers
Student
Services
Benchmark with external organisations to
Director of Dec 09
Disability
Cascading of best
identify best practice in support of disabled
Human
practice and quality
enhancement of staff
staff.
Resources
support services offered.
21
Staff development Embed a continuous programme of
Head of
Ongoing
Disability
Increased understanding
disability awareness raising across the
Staff
of how best to promote
University
Developmen
disability equality.
t
Continue the programme of awareness
Inclusive
Ongoing
Increased understanding
raising for staff, focussing on the needs of:
Services
of the barriers faced by
• students with hidden impairments
Team
disabled people.
• staff with hidden impairments.
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Staff development
Increased understanding
(cont)
Ensure the delivery of awareness raising
of reasonable
sessions directly involves disabled people
adjustments which can
wherever possible
be anticipated to meet
individual needs.
22
Ongoing
Continue to ensure strategic planning for
Director of
Ongoing
Disability
Improved access to all
improvements to
estates development and refurbishment
Projects
campus buildings and
and
accessibility &
includes access principles at every stage.
new build facilities.
Infrastructure
signposting to all
facilities
Review the management of facilities to
Director of Ongoing
Improved access to
ensure ease of access to buildings.
Facilities
services and facilities.
Management
Involve disabled people in conducting
Director of July 10
Disability
Improved access to
another full campus accessibility audit to
Facilities
services and
inform future planning and prioritisation of
Management
facilities.
work
23
Collection of base
Review mechanisms whereby data on
Head of
July 09
Disability
Systematic process for
line data on users
users could most appropriately be
Sporting
obtaining feedback from
of Sporting Edge
collected.
Edge /
disabled users to inform
and the Rose
Rose
planning and actions for
Theatre .
Theatre
improvements.
Manager
24
Continue the work
Implement Sporting Edge’s comprehensive Head of
2011 -
Disability
Development of new fully
to maintain the
equality action plan
Sport &
2012
accessible Sporting
Inclusive Fitness
Leisure
Edge facilities
Initiative standards
Facilities
for our Sporting
Edge Facility
25
Continue the work
Continue to implement the agreed
Head of
Sept 10
Disability
Re - accreditation of
to maintain the
schedule of training and accessibility audits Sport &
Sporting Edge as an
Inclusive Fitness
to achieve accreditation of the IFI
Leisure
Inclusive Fitness
Initiative standards
standards.
Facilities
Initiative Provider
for our Sporting
meeting the IFI
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Edge Facility
standards for access.
Host and implement a series of Edge Hill’s
Sporting
Oct 09
Disability
Removal of barriers to
Sporting Edge Inclusive Sport, Leisure and Edge /
disabled people
West Lancs
Physical Activity Awareness days aimed at
accessing and achieving
PCT / West
encouraging participation and excellence
in their chosen sports
Lancs
for all.
areas.
Disability
Sports
Develop a new marketing plan for existing
Head of
Sept 10
Disability
and future Sporting Edge facilities to
Sport &
include targeting disabled groups in local
Leisure
area to participate in sports.
Facilities
Specific Action Plan For Race Equality 2008 - 2011
26
Under
Increase recruitment of students from
Deans of
July 09
Race
Increasing diversity of
representation of
Black Minority Groups from 6% (2007/08)
Faculty
student population and
identification and
students from
to 8% (FoE); 7% (FoH) and 6% (FAS).
articulation of cultural and
Black and Minority
other benefits.
Ethnic Groups
Increase percentage of students from
Deans of
Annually
Race
Black Minority Ethnic groups by 1% per
Faculty
annum thereafter.
Maintain programme of generic events in
Director of
Annually
Race
Increasing diversity of
areas where there are concentrations of
Widening
student population
Participation
BME populations (Burnley, Oldham,
Blackburn & North Manchester) as part of
overall recruitment strategy.
Under
Ensure information on teaching,
Director
Annually
Race
Annual review of
representation of
professional health care and professionally of
marketing and
promotional material to
students from
accredited degree courses is made
Marketing
ensure publicity material
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Black and Minority available directly to faith and community
/ Deans
is inclusive and
Ethnic Groups
venues .
of
accessible.
Faculty
(cont)
Establish focus groups to identify barriers
Recruitment
July 09
Race
Clear set of
to access and recruitment for students
and WP
recommendations for
Development
further actions to
from black and minority ethnic groups and
Manager
improve recruitment
to identify measures to address them.
Dept of
processes and to
Research &
Knowledge
increase number of
Transfer
students from BMEG.
Continue to work as part of Greater
Recruitment
Dec 09
Race
Improved arrangements
Merseyside ME Steering Group to
and WP
for providing information,
Development
advice and guidance for
complete work on the website for
Manager
prospective applicants.
Information, Advice and Guidance for
prospective BME students
Undertake a number of specific
Recruitment
Oct 08 – July
Race
Evaluation of impact of
promotional campaigns to attract more
and WP
09
events and tracking of
Development
participants.
student applicants from Black Minority
Manager /
Ethnic Groups.
Education
Increasing diversity of
Liaison /
student population.
Faculties
Coordinate the use of existing
Rec and
Ongoing
Race
Case studies/attendance
Students and alumni from ethnic minorities WP
at events and evaluation
Development
to act as mentors and ambassadors and to
of impact.
Manager/
provide case studies
Promotion and
Education
Liaison/Fac
publication of case
ulties
studies to cascade
good practice.
Provide ‘cultural awareness’ training for Rec and
Oct 08 –
Race
Changes to
admissions tutors, academic and support WP
July 09
practice/process as
staff to support recruitment and cultural Development
appropriate.
Manager
development
Report on events,
impact and numbers
attending.
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Offer prospective applicants advice with Rec and
July 08 –
Race
Case studies /
representation of
application procedures, offer interview WP
Sept 09
attendance at events and
Development
students from
preparation and mock interviews.
evaluation of impact.
Manager/
Black and Minority
Increase in
Education
Ethnic Groups
Liaison/Fac
application numbers.
(cont)
ulties
27
Ensuring high
Consider the feasibility of preparing pdf Facilities
Oct 09
Race
quality support for maps in a variety of languages to support Managem
students from
visitors accessing the campus.
ent
black and minority
ethnic groups
Encourage development by the SU of Rec and
Dec 09
Race
Establishment of
cultural groups and forums, providing WP
social and cultural
Development
students with the opportunity to support Manager/
groups offering
and socialise with each other
General
potential of peer
Manager
support and
SU
networking.
Closely monitor all students to
Faculties/
Ongoing
Race
Increased retention
identify those who are experiencing Student
rates, improved
difficulty and offer support early
Services
student
experience.
Report on issues
and outcomes.
Provide support in relation to use of Rec and
Dec 09
Race
Recruitment to and
standard written and spoken English for WP
development of
those whom English is an additional Develop
provision. Increased
language (for both applicants and those on ment
recruitment and
courses and needing extra support).
Manager/
retention. Literacy
support programme.
Faculties
Ensuring high
Provide support for students to develop Director for
Dec 09
Race
High quality support
quality support for their academic writing skills (for both International
for students to
Education /
students from
applicants and those on courses and
enhance their
Dean of
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black and minority needing extra support)
Learning
academic writing
ethnic groups
Services
skills.
(cont)
Increasing the use of outreach centres in Rec and
July 08 –
Race
Increased
East Lancashire
WP
Sept 09
awareness of
Development
and
provision and
Manager/
onwards
participation. Events,
Education
Liaison /
meetings, actions.
Faculties
Increased number of
applications from
relevant
geographical area.
Benchmarking against other HEIs and Rec and
October
Race
Report and analysis to
franchised colleges etc with higher rates of WP
2008 -
inform planning and
Developme
October
developments
participation
nt Manager
2009
28
Under
Establish new community liaison/links
Director of Dec 2010
Race
Implementation of
representation of
within the North West region to determine
Human
effective systems to
academic staff
how successful applications for staff from
Resources
ensure prospective
from Black and
Black Minority Ethnic Groups can be
applicants have a
Minority Ethnic
increased and implement appropriate
positive view of Edge
Hill as an employer
Groups
action.
of choice.
Ensure Faculties and Service areas
Deans of
In line with
Race
Increased diversity
proactively engage with Human Resources Faculty /
HR
of academic staff
Deans of
to target and increase the numbers of
strategy
representation in line
Faculty
academic staff from Black Minority Ethnic
with sector norms.
Groups.
Establish both central and localised
Director of
Race
Quality staff
consultative mechanisms for staff from Black
Human
experience.
Minority Ethnic groups to ensure any support
Resources
needs are met.
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Internationalisation
Implement the University’s International
PVC
In line with
Race
Increased diversity
Strategy
Students /
International
and
Director for
strategy
internationalisation
International
of Edge Hill
Education
community.
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Identifying Gender
Identify and implement appropriate
Director of
Annually
Gender
More systematic
Issues
methods to consult with staff on gender
Human
consultation and
•
Staff
issues
Resources
evaluation of staff policies
and their impact in
accordance with
promotion of gender
equality.
31
Addressing Gender
Review areas identified in the initial
Director of
Annually
Gender
Positive promotion of
issues
assessment of staff data ie
Human
employment opportunities
•
Staff
Resources
free from bias and gender
Gender imbalance in:
stereotyping.
•
Dept of
Domestic Staff Group
•
Research &
Security
Team
Knowledge
• Staff with Professorial title
Transfer
• Senior
Team
Complete the review of role titles, working
Director of
Dec 09
Gender
patterns and advertisements to ensure
Human
they do not unwittingly promote gender
Resources
specific occupations.
Undertake an analysis of access to and
Dept of
Dec 2010
Gender
Take up of opportunities
take up of research and research
Research &
relative to Faculty profiles
development opportunities across the
Knowledge
University by gender.
Transfer
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Addressing Gender
Form Focus Group of Male Staff to discuss Director of
Gender
Increased understanding
issues
gender imbalance across the University
Human
of factors affecting the
Staff (cont)
Resources
experience of staff from
different groups.
Identify a range of staff data to inform
Director of
Gender
Increased ability to use
understanding of gender issues.
Human
Management Information
Resources.
to inform planning.
Complete the University’s equal pay review Director of
Aug 09
Gender
Equal pay for work of
and audit to identify any differentials on the Human
equal value irrespective of
basis of gender.
Resources
gender.
Following further consultation with staff and Director of
Dec 09
Gender
Clear identification of
review of gender data, identify gender
Human
priority areas for review
issues and priorities to be addressed.
Resources /
and informed planning.
Staff
Partnership
Group
Develop further actions to address and
Director of
July 10
Gender
promote gender equality.
Human
Resources
Research the wider National context to
Director of
July 10
Gender
identify trends in Male:female ratios for
Human
staff employed in Faculties of Education
Resources /
Health, Schools sector and NHS.
Staff
Partnership
Group
32
Promoting
Maintain the operations and support for the Faculty of
In line with
Gender
Increased awareness and
understanding
University’s Gender and Sexuality
Arts and
annual
understanding of gender
cycle of
Research Group to hear research papers
Sciences
and sexuality issues
published
on gender and sexuality
events
across the University.
33
Addressing Gender
General
Director of
Dec 10
Gender
Clear identification of
issues
Following further consultation with students Student
priority areas for review
•
Students
identify gender issues and priorities to be
Services
and informed planning.
addressed.
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Addressing Gender
Issues
Identify any additional data required on
•
Students (cont)
student engagement, retention and
achievement to inform understanding of
gender issues.
Review student data to identify gender
issues.
Effective embedding of
Identify key objectives on gender relating
gender equality into
to students.
mainstream planning for
students, with established
Develop action plan to address issues.
cycles for consultation,
feedback and action
Implement action plan.
planning.
Continue to consult with individuals over
Student
Sept 09
Gender
Increased awareness of
support needs for transgender students
Services /
the issues faced by
Head of Staff
and identify appropriate follow up training
transgender students and
Development`
for staff supporting students.
increased understanding
of support needs.
Undertake research into devising specific
Education
Sept 11
Gender
Increased take up of
taster activities for gender specific groups
Liaison Team
taster activities and
onto programmes and vocational areas
increased participation of
traditionally dominated by one gender or
programmes.
another.
Continue targeted initiatives, e.g. Men
Widening
Ongoing
Gender
Increased representation
Into….Events to improve understanding of Participation
of men in Primary
Team / Faculty
male perceptions and increase take up of
Education training.
of Education
men into professions traditionally seen as
Increased representation
female.
of men in Health
programmes.
Ensure Faculties of Health and Education
Deans of
Ongoing
Gender
Identification of further
embed consideration of gender related
Faculty
actions to address gender
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issues into their Widening Participation
imbalances in specific
plans.
professional courses.
Addressing Gender
Given the differentials in performance
Dean of TLDU
Sept 11
Gender
Enhanced understanding
issues
between male and female students,
of any actions the
Students (cont)
consider the feasibility of research into the
University might take to
potential impact of teaching and
address differentials in
assessment styles on males and females
performance, particularly
for young male students.
in HE.
Promote research findings related to
Widening
In line with
Gender
Enhanced understanding
Widening Participation through our
Participation
research
and sharing of good
Research
publication
Widening Participation Research Centre.
practice.
Centre
dates
Ensure all promotional materials,
Director of
Annually
Gender
Increased diversity of
procedures and processes, including those Marketing /
representation on
LLN Manager
for LLNs, are free from bias and
courses.
accessible, taking into account the
importance of presenting positive role
models in professions traditionally
dominated by one gender.
Liaise with the Students’ Union over the
SU
Dec 10
Gender
Increased understanding
need to monitor and assess the impact of
Development
of the take up of activities
Adviser
their services and activities on gender.
and any unintentional
barriers to access of
services.
Continue to monitor and review service
Student
Annually
Gender
Increased take up of
take up on the basis of gender and see to
Services /
services by males with
Learning
identify ways to move away from any
positive impact on
Services
notions of a deficit model of services,
retention of students.
which may impact on students’ willingness
to access them.
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How Will We Monitor Impact And Report On Progress?
Through the continuation of the Equality & Diversity Working Group we will continue to involve staff and students in implementing
the Scheme and in reporting on progress. We will:
•
report annually to the Governing Body as part of our Equality & Diversity reports in January each year
•
review and update the action plan annually as appropriate.
•
undertake a substantial review and revision of the Single Equality Scheme every three years.
This Single Equality Scheme has been published in hard copy, with alternative formats available via the University web-site and on-
request.
Oversight of Our Single Equality Scheme and Annual Monitoring and Review
This Scheme will be overseen by the Pro Vice - Chancellor for Students and External Relations and the Director of Human
Resources. Annual monitoring reports will be made to the Equal Opportunities and Student Support Committee, the Staff
Partnership Group Committee and the Personnel Committee of the Governing Body.
Training and Development
In order to support the implementation of this Scheme, we will:
• maintain and enhance our staff development programme, as part of our existing equality and diversity training, which
includes providing regular support for all staff and governors so that they understand how to implement the requirements of
our Scheme
• monitor and evaluate the effectiveness of the staff development programme and the training strategy in line with our current
processes
Communicating and Promoting The Scheme.
We will:
• use meetings and training sessions to communicate the Scheme to staff and students
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• set out the responsibilities of all members of Edge Hill University in relation to the Scheme
• prepare copies of the Scheme in alternative formats (e.g. cassette, Braille) as appropriate
• publicise the Scheme using our website.
Responsibilities For ImplementingThe Scheme
We recognise that all members of Edge Hill University’s community have responsibilities for ensuring that equality and fairness
underpins everything we do. To this end the specific responsibilities of key staff and student groups are outlined below to help
ensure the effective implementation of this Scheme.
(i) The Governing Body
The Board of Governors is responsible through the Vice-Chancellor for issuing a written statement covering Edge Hill’s Single
Equality Scheme and for:
• ensuring that the University complies with all equalities legislation, including the general and specific duties in relation to
race, disability and gender
• ensuring that the Scheme and its related procedures and strategies are implemented, and monitored appropriately.
(ii) Senior Staff Responsibilities
Senior Staff are responsible for achieving the objectives of the University’s Single Equality Scheme by:
• ensuring that the Scheme and its related procedures and strategies are implemented, monitored and evaluated
• ensuring that all staff are aware of and undertake their responsibilities and are given appropriate training and support to do
so
• taking appropriate action in any cases of discrimination against people on the grounds of race, disability, gender, age, sexual
orientation, religion or belief
• advising the Executive and making arrangements for the resources necessary to comply with statutory requirements
• ensuring that communication channels are maintained to effectively implement the Scheme.
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(iii) People with specific responsibilities
The Pro Vice-Chancellor for Students and External Relations and Chair of the Equal Opportunities and Student Support Committee
is responsible for:
• co-ordinating and overseeing all aspects of equality and diversity work in relation to students
• ensuring all reported incidents of discrimination or harassment are appropriately dealt with in line with our Harassment and
Bullying Procedures
• providing annual monitoring reports to the Governing Body and Academic Board Committees
• overseeing the completion of the Implementation and Action Plan
The Director of Human Resources is responsible for:
• co-ordinating and overseeing all aspects of equality work in relation to staff
• ensuring all reported incidents of discrimination or harassment are appropriately dealt with in line with our Harassment and
Bullying Procedures
• providing annual monitoring reports to the Governing Body and Academic Board Committees
• overseeing the completion of the Implementation and Action Plan
(iv) Managers
Under the direction of the Vice-Chancellor and appropriate Pro Vice-Chancellor, all Senior Managers, Heads of Subject, Line
Managers and Supervisors are responsible for:
• taking a lead in adopting and implementing the University’s Single Equality Scheme in their area of control
• ensuring that they and all personnel / visitors or contractors for whom they are responsible know and undertake their
responsibilities regarding equal opportunities, including race equality, disability equality and gender equality
• dealing with disability incidents, and knowing how to identify and challenge bias and stereotyping
• promoting equality, good relations and not discriminating
• promoting good relations between people of different groups
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• keeping up to date with legislation by attending training and information events organised by Edge Hill University or by other
agencies.
• arranging consultations with staff and students to ensure that progressive and positive methods of promoting equal
opportunities are adopted
(v) All Staff And Officers Of The Students’ Union
All staff and officers of the Students’ Union are responsible for:
• supporting
the
implementation of our equality and diversity and Single Equality Scheme
• dealing with any incidents, and knowing how to identify and challenge bias and stereotyping
• promoting equality, good relations and not discriminating
• keeping up to date with legislation by attending training and information events organised by Edge Hill or by other agencies.
(vi) Academic staff
In addition academic staff have responsibilities for:
• promoting equality and diversity through teaching and through relations with students, staff, parents and the wider
community
• ensuring that students from all disability groups have full access to the curriculum and that reasonable adjustments are
made to remove any barriers to learning and assessment for disabled students
(vii) Visitors and Contractors
Visitors and Contractors have responsibilities for:
• being aware of, and complying with, the University’s Equality Schemes
(viii) Students
All students are responsible for:
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• being aware of, and complying with the University’s Single Equality Scheme
• reporting any concerns over equality to staff of the University
• ensuring that they take into the workplace and wider community the values, principles and behaviours that promote
equality
Breaches of the Scheme
Edge Hill University believes its students, staff and visitors have the right to a learning, working and social environment free from
inappropriate, unwarranted and unwanted interference.
We seek to
• encourage an institutional culture which does not condone or tolerate any incident of harassment, bullying or discrimination
towards its students and staff
• prevent all forms of offensive and unreasonable language and actions to help ensure no unlawful or unreasonable behaviour
occurs
• protect the rights of student and staff by providing clear definitions and procedures; investigate complaints of harassment,
bullying and discrimination, taking action in proved cases (which could ultimately lead to exclusion or dismissal)
It is therefore the policy of Edge Hill University to:-
• treat complaints of harassment, bullying and discrimination seriously
• treat any fictitious and malicious allegations seriously
• ensure confidentiality and access to counselling and support as appropriate.
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Any deliberate breaches of our equality and diversity policy, any form of bullying or harassment, including any form of discrimination
will be dealt with in line with our current investigative and disciplinary procedures for staff and students, specifically our Complaints
Procedures and our Harassment and Bullying Procedures.
As assessed by the individual merits of each case, other policy breaches will be dealt with through staff and student training and/or
disciplinary as appropriate.
The Management And Reporting Of Discriminatory Incidents On And Off Edge Hill Premises
All members of the Edge Hill community will be encouraged to identify and report any discriminatory incidents in a manner that
supports all individuals involved. Staff and students will be asked to use standard reporting mechanisms and processes for
complaints and harassment but clearly specify if an incident was believed to be related to discrimination. In this way we will be able
to effectively monitor such incidents. Supervisors and Managers will be asked to respond to, intervene and resolve any incidents
involving members of Edge Hill community. Pastoral care and support for staff and students who are involved with discrimination
related incidents will be in line with our current procedures for supporting staff and students through any form of harassment and/or
complaint.
Scheme Formulation
This Scheme was formulated by an Equality and Diversity working group, with representation from academic, service areas and the
Unions within the University as well as external representation. The composition of the working group was determined to ensure
the involvement of staff and student groups from the outset to lead on the work to progress our Scheme.
Senior member of staff responsible: Pro Vice-Chancellor for Students and External Relations
Chair of the Working Group: Christine Coleman, Director of Student Services
Sally Wilson, Head of Staff Development
Date: December 2008
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Annex A
Race Equality Scheme
Annex B
Disability Equality Scheme
Annex C
Gender Equality Scheme
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Appendix 1
Edge Hill’s Distinctive Characteristics
National and Regional Context
University
Benchmark
Performance
The University Context – Edge Hill’s Distinctive Characteristics
Edge Hill University is a growing, successful and high-quality institution, originally
founded in 1885 as the first non-denominational teacher training college for women.
Having diversified from its origins, Edge Hill University is one of the fastest growing
institutions in the UK, increasing its:
• student applications three-fold since 2000
• staffing base two-fold since 2000
• investments in its estate and campus
Today, as a University3, Edge Hill provides higher education at undergraduate and
postgraduate level to over 20,0004 students, and has an excellent track record in
inclusion and widening participation. Edge Hill combines academic excellence with
career focused programmes, with 95.9% of students finding employment or
embarking on further study within six months of graduating.5 As a result of excellent
links with over 300 employers, three quarters of graduates leave with qualifications
that have professional recognition.
In the past decade, two thirds of academic provision has been graded as ‘Excellent’.
Under previous quality assessments, no subject was evaluated lower than 20 out of
24. A £5m award from HEFCE helped established the University’s online learning
initiative, SOLSTICE, as a Centre of Excellence for Teaching and Learning.
Students consistently rank Edge Hill University in the top 20 English institutions for
overall satisfaction in the National Student Survey 2007. The University is one of the
top 10 institutions nationally for re-investing tuition fees on students, with £1.9m
spent on scholarships, bursaries, outreach activities6 and an award-winning financial
package.7
We are the lead university in the region for the Lifelong Learning Network, which
promotes vocational pathways to higher education, and for Aimhigher which
encourages underrepresented groups to take up higher education opportunities. We
are also the base and lead for Action on Access – the national coordination team
promoting widening participation in higher education.
3 University title achieved on 18 May 2006; Research Degree Awarding Powers achieved August
2008
4 HESA student number data for Edge Hill for 2007/08 showed the University had 20141 students.
Interim numbers for 2008/2009 show the University has over 23000 students.
5 2007 figures
6 2007/08
7 THES Award – Outstanding Student Financial Support 2006
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Widening participation to higher education is embedded and reinforced through the
University’s Mission and leadership from the Board of Governors, the Vice-
Chancellor, the Pro Vice-Chancellors, Deans and Directors and reflected in
integrated structures for policy and delivery.
The University is also one of the three largest employers in the locality, with over
2000 staff. We have a strong commitment to staff development and have been
accredited with Investors in People status since 1997. The University works with its
recognised unions, UCU and Unison and with the wider staffing community to
develop policies and procedure which support equality. All policies and procedures
relating to staff and covering recruitment to retirement are underpinned by equality.
Fundamental to us in Edge Hill University is our genuine commitment to inclusion, to
go beyond compliance, to continuously seek out and promote best practice, to be the
‘University of Choice’ from both a student and an employee perspective.
Recognising how easy it is to default to a position of complacency which can breed
unwitting inequality, we continue to endeavour to proactively learn about the different
contributions of individuals and adapt, welcome and value such contributions to the
benefit of the whole University.
National and Regional Context
Edge Hill operates in the centre of a sub-region with a combined population of over
1.24 million. The North West Region is one of great diversity spreading over 150
miles from South Cheshire to the Scottish Border and from Merseyside to the
Pennines. Edge Hill’s own locations: in a rural market town on the fringes of
Merseyside, in Merseyside and in Chorley, reflect the diversity of the region. The
University is close to six major population centres (St Helens, Southport, Preston,
Wigan, Greater Merseyside and Greater Manchester). Ethnic minorities account for
approximately 8% of the population of England but only 5.5% in North West England.
However, this is very unevenly distributed with a significant concentration of ethnic
groups in urban conurbations, such as the East Lancashire, Manchester, Merseyside
urban sub-regions2. Edge Hill, although located in the southern part of the North
West region, close to the main centres of urban population, is nevertheless locally
situated within rural West Lancashire, with a very low ethnic minority population. Our
immediate regional profile is overwhelmingly white British, with ethnic minority
groups representing only 3% of the local population, with West Lancashire having
only 1.5% from black and minority ethnic groups.8 This presents a significant
challenge to the University. In many communities in the region there still persists a
fear of the unknown, a potential for local community introversion and occasional
overt racism. Currently 86.5%9 of Edge Hill’s students come from the North West,
and it is anticipated that this figure may increase as financial pressures on students
increase, in spite of the University’s efforts to recruit more nationally and indeed
internationally as part of our overall strategy for internationalisation.
Analysis from the Labour Force Survey 2009 indicates that there are over 6.9 million
disabled people of working age in Britain, representing 19% of the work force
population. Just over one fifth of the working age population are disabled. The
2 National Statistics UK: Regional Trends 2000-2001: 42
8 2001 Census Data: Neighbourhood Statistics 2006
9 Student Intake Analysis 2008 – 2009, PSI February 2009
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unemployment rate for disabled people is nearly twice that for non disabled people,
7% compared to 4% and people with dyslexia alone make up 40% of the
unemployed. In addition disabled people are still only half as likely as non disabled
people to be qualified to degree level.10
No accurate data exists on the number of disabled people in the North West or the
barriers they face.11 It is estimated that over 20% of the working age population in
the North West are disabled people12, with approximately one third of a million North
West inhabitants receiving Disability Living Allowance (DLA), with the highest
concentration in Knowsley and the lowest in Eden in Cumbria. This figure is
projected to rise to 370,700 by 2021.
The incidence of disability increases with age, with 9% of adults aged 16 – 24 having
impairments and over 40% of adults having impairments in the 50 to retirement age
group. The population of the North West is forecast to grow by 7.4% by 2020, with
the majority of growth coming from the 65 and older demographic group. This shift
may result in people working longer, resulting in a concomitant rise in the incidence
of disability in the working population.13
The University uses data provided by national organisations to benchmark its
performance on equality issues. The Higher Education Statistics Agency (HESA)
and the Higher Education Funding Council for England (HEFCE) gather and report
on data from across the Higher Education sector.
HESA data available for July 2008 indicates the sector as a whole employs
372,45514 staff, 53% female and 47% male. In the region other Universities of a
similar size have a 63% female 37% male split. Edge Hill has a 62% female 38%
male split overall. The University participates in the annual HESA Survey for Staff
which collects data relating to the employment, salary grade and qualification of the
staff group. The University offers nationally agreed pay and conditions of
employment with salary and grading allocated through Job Evaluation. External data
on salaries and grading is benchmarked using data such as the UCEA annual survey
of pay and grading in Higher Education.
In relation to students, statistics on Higher Education Initial Participation Rates
(HEIPR) for the period 2007/2009 15 indicate that the provisional figure for the
HEIPR for 2007/08 was 43%, up from the final figure for 2006/07 of 42%.
There were 2,306,105 students (both full and part time) recorded as following
an HE programme leading to a qualification or credit at a UK higher education
institution16.
Of the 2007/08 total, 64.2% were following a full-time or sandwich programme and
the remaining 35.8% were following a part-time programme. Of the 2007/08 total,
78.0% were studying for an undergraduate qualification (either at or below first
degree level), and the balance for a qualification at postgraduate level.
10 Disability Rights Commission, Disability Briefing, June 2005
11 Committed to Inclusion, Accepting the Challenge. The North West and Disability
12 North West Development Agency Single Equality Scheme 2008
13 North West Development Agency Single Equality Scheme 2008
14 HESA Staff Record 2007/08
15 published as 'Participation Rates in Higher Education: Academic Years 1999/00 to 2007/08
(Provisional)' B.I.S (DIUS) 31 March 2009
16 Source: HESA Students in UK higher education institutions, 2007/08
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Full-time first degree students made up 48.1% (47.1%*; 47.1%*) of the HE student
population.
Women made up 57.1% of the entire HE student population, being in the majority
among both full-time (54.8%) and part-time (61.4%) students. Subject areas with a
high proportion of women included subjects allied to medicine (81.3%), veterinary
science (76.0%), education (75.9%) and languages (67.2%). Subject areas with a
high proportion of men included engineering & technology (85.6%), computer
science (80.3%) and architecture, building & planning (69.3%).
Students from countries other than the UK represented 14.8% of the entire HE
student population, and the full-time non-UK students represented 18.8% of the full-
time HE student population. Students from outside the EU represented 10.0% of the
entire HE student population. Students from outside the UK made up 53.6% (51.5%;
49.8%) of all full-time postgraduates, with 41.7% coming from outside the EU.
20.7% (21.0%; 21.1%) of UK domiciled entrants on full-time first degree courses
were aged 21 and over.
Ethnicity is known for 94.0% of UK domiciled first-year undergraduates and 93.0% of
UK domiciled first-year postgraduates (from Table 10b). Taking first-year and
continuing students together, it is known for 95.6% of undergraduates and 92.3% of
postgraduates (from Table 10a). Participation in HE by students from ethnic
minorities continues to increase overall, and accordingly the most up to date picture
is obtained from consideration of the position for new entrants. 17.0% of first-year
students of known ethnicity are from ethnic minorities, and for full-time first degree
students the figure is 20.4% (from Table 10b).
Nationally the participation rates of full time first degree students (from all UK
institutions) in receipt of Disabled Students Allowance stand at 4.5%.
Edge Hill Context & University Benchmark Performance
The following paragraphs summarise the profile of students recruited to Edge Hill
University’s 2008-09 first year of full-time and part-time programmes. 17
Students - Overall Numbers (“Grand Total”) – Last year there were 3279 new
entrants to full-time programmes, including PGCE Flexi. 2008/2009 intake shows a
6.1% increase on this figure to 3479 (3411 FT and 68 PGCE Flexi), along with 742
new entrants to part-time programmes. Registrations have increased across all
programme areas, with the exception of part-time modular, PGCE Flexi and
MA/MSc programmes. The most significant increases can be seen in the Faculty of
Health (part-time BSc and Dip.HE) and also in registrations to Foundation Degrees.
Gender – The overall percentage of males (on full-time programmes) has risen from
33.6% to 36.5%, its highest for several years (
45.9% male accepted applicants
through UCAS for 2007 entry). This increase is most apparent in Health BSc &
Dip.HE and PGCE programmes.
Age at Entry – The overall percentage of entrants aged under 21 (on full-time
programmes) has dropped slightly from 57.6% to 56.3%.
17 Student Intake Analysis 2008 – 2009, Policy Support & Information, February 2009
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Ethnic Origin – Once again we can see a considerable improvement in the number
of students from ethnic minority backgrounds entering full-time programmes, rising
from 6.1% to 6.7%. This increase is evident across all three faculties.
Disability – The percentage of self-declared disability amongst all entrants to full-
time programmes is 6.8%, a significant improvement on recent years. This figure is
largely due to the continued increase in the number of Health and PGCE students
declaring a disability.
Region & LA of domicile – The percentage of students from the North West
(including Lancashire) remains high at 86.5% of the sampled population (87.9% in
2006). Lancashire Local Authority remains the largest provider of new entrants.
Table A1: Registrations
2008
2007
2006
FoH BSc & FT
567
564
584
Dip.HE:
PT
114
34
53
FAS BA/BSc:
FT
1497
1467
1252
PT
21
44
49
Foundation
FT
174
111
65
Degree:
PT
399
364
376
FoE QTS
FT
537
491
426
Undergraduate:
PT
62
55
46
FoE PGCE:
FT
538
510
636
PT
68
72
71
PCET: Cert.HE
60
-
-
PGCE
89
47
-
MA/MSc:
95
192
153
All Programmes
4221
3951
3711
Characteristics of the new intake (Table C1)
Gender:
% Male
2008 2007 2006 2005 2004 2003
Entrants
(FT)
Health:
Dip.HE 21.2%
13.8%
14.1%
18.8%
22.0% 19.6%
BSc
9.4% 4.5% 11.1%
6.5% 3.9% 11.4%
FAS:
BA/BSc 46.9% 47.4%
47.5%
45.2%
42.5% 45.3%
Education:
Primary
8.7% 8.7% 8.9% 11.6%
16.4% 12.5%
UG
Secondary
40.7% 45.1%
50.8%
52.2%
51.6% 63.0%
UG
Key Stage
21.5% 18.8%
21.1%
16.2%
15.3% 25.0%
2/3 UG
PGCE
41.1% 36.1%
37.9%
42.5%
38.7% 40.7%
(incl. Flexi)
All FT
36.5% 33.6%
34.8%
35.1%
34.1% 35.6%
Programmes
The number of males on the part-time Health programmes has risen from 5.9% to
19.3%.
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Departments within the FAS Modular Programme with a higher than average
male representation are the Business School (61.3%), Media (60.5%), Sport &
Physical Activity (64.1%) and Natural, Geographical & Applied Sciences (53.8%).
The percentage of males recruited to PGCE Primary has remained at a similar
figure to the previous year at 23.4%. (
The TDA Performance Profile (2006-07
entry) sector average being 16%).
PGCE Secondary has a male population of 44.5%, a significant improvement on
the previous year’s 37.1% (40.4% in 2006). (
This compares with a 37.3% (PG)
sector mean in the TDA Profiles for 2006-07 entry). The full-time Foundation Degrees are more male orientated, accounting for
58.6% of the population. While males appear to dominate those courses within
FAS, there are very few registered on the Health programmes. The part-time
foundation degrees in Education have largely female populations.
MA/MSc programmes in the Faculty of Arts & Sciences have a more even gender
balance, whilst those in Health and Education have far fewer male entrants.
The overall gender split across PCET programmes appears to be more evenly
balanced.
Age at Entry:
% Entrants
2008 2007 2006 2005 2004 2003
Under 21
(FT)
Health:
Dip.HE 26.7%
32.4%
23.2%
31.0%
27.3% 27.0%
BSc
46.0% 51.8%
46.1%
61.6%
64.7% 65.7%
FAS:
BA/BSc
80.2% 82.7%
78.4%
80.6%
77.7% 77.1%
Education:
Primary
UG
91.9% 85.6%
85.6%
83.3%
81.8% 77.3%
Secondary
46.9% 52.1%
39.7%
46.3%
39.1% 36.9%
UG
Key Stage 2/3
71.9% 71.8%
67.6%
70.3%
64.3% 60.0%
UG
PGCE (incl.
0.8% 1.2% 1.0% 0.5% 0.5% 0.0%
Flexi)
All FT
56.3% 57.6%
50.9%
53.8%
49.3% 47.2%
Programmes
Entrants to part-time Health programmes are all aged 21 years and over, with
almost 80% being over the age of 30.
The PGCE intake is largely ‘mature’ with 57.9% of students being aged between
21 and 25. (2006-07 TDA Performance Profile sector mean – 76.7% Pri, 73.3%
KS2/3, 70.7% Sec (UG) and 34.7% (PG) aged under 25).
Modular Programmes in Performing Arts and Sport & Physical Activity attract
fewer than average ‘mature’ entrants with less than 5% being over the age of 25
and only 1 student over 40. (78.2% of accepted applicants through UCAS aged
under 21 for 2007 entry).
There are very few under-21s studying part-time modular programmes.
Full-time Foundation Degree programmes in FAS appear to attract younger
entrants, whilst more ‘mature’ entrants dominate the Health foundation degrees.
Part-time foundation degrees in Education have a largely ‘mature’ population, the
majority being over the age of 30.
As would be expected, all entrants to MA/MSc programmes are over the age of
21, 69.5% being over 30 and 43.2% being over 40.
All students registered on PCET programmes are over the age of 21.
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Ethnic Origin:
200
200
200
200
200
7
6
5
4
3
% Ethnic Minority 2008 2007 2006 2005 2004 2003
Entrants (FT) Health:
Dip.HE
8.7% 9.5% 6.1% 6.6% 7.4% 3.2%
BSc
7.9% 5.6% 3.5% 2.2% 5.9% 2.9%
HMSAS:
BA/BSc
4.3% 3.9% 3.7% 4.8% 3.9% 3.1%
Education:
Primary
UG
4.7% 2.8% 1.7% 2.6% 1.4% 0.8%
Secondary
UG
9.9% 8.7% 5.3% 9.1% 6.8% 4.9%
Key
Stage
2/3
UG 3.4% 2.4% 7.1% 5.6% 5.2% 1.3%
PGCE
(incl.
Flexi)
10.6% 11.6% 9.3% 8.5% 7.0% 6.3%
All
FT
Programmes 6.7% 6.1% 5.2% 5.6% 5.2% 3.9%
8% of students enrolled on part-time Health programmes are from ethnic minority
backgrounds.
Primary PGCE did not recruit any minority ethnic students, while PGCE
Secondary has 59 (including flexi) with RE, Science and ICT proving to be the
most popular subjects. (2006-07 TDA Performance Profile sector mean – 7%
(UG) and 13% (PG) from ethnic minorities).
The figure for full-time Modular Programmes is highly subject-related, as is
shown below:
Business
School
3.5%
English
&
History 3.2%
Law
&
Criminology
8.0%
Media
4.8%
Natural, Geographical & Applied Sciences 1.8%
Performing
Arts
4.1%
Social & Psychological Sciences
7.6%
Sport & Physical Activity
2.6%
These figures may be compared against the 19.5% of ethnic minority
accepted applicants to the sector (UCAS 2007 entry).
Full-time Foundation Degree programmes within FAS recruited 11 ethnic minority
students, whilst none were recruited to Health foundation degrees. 16 minority
ethnic students enrolled onto the part-time foundation degrees in Education.
9 entrants to the MA/MSc programmes are from ethnic minority backgrounds
(9.6%).
Overall, 12.9% of those registered on PCET programmes are from minority ethnic
backgrounds18.
Ethnic Group
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
85.4
84.7
84.0
83.3
83.5
82.8
82.3
81.7
80.6
80.5
White
%
%
%
%
%
%
%
%
%
%
Black 3.3%
3.4%
3.5%
3.4%
3.5%
4.0%
4.2%
4.7%
5.2%
5.4%
10.1
10.5
10.7
10.3
10.3
10.2
10.3
Asian/Chinese 9.6%
9.8%
9.9%
%
%
%
%
%
%
%
Mixed
1.8%
2.0%
2.2%
2.4%
2.7%
2.9%
3.1%
18 Note: these percentages are calculated from known values only. Some programmes have a
significant number of students with ‘unknown’ ethnic origin at the time the data was taken from the
system.
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Other 1.7%
1.8%
2.0%
0.7%
0.7%
0.7%
0.9%
1.0%
1.1%
1.1%
100.
100.
100.
100.
100.
100.
100.
100.
100.
100.
All known
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
Unknown 7.9%
7.6%
7.4%
8.0%
8.7%
7.5%
6.5%
5.2%
5.8%
5.3%
Ethnic origin of accepted applicants 1998 to 2007 – UCAS
Disability: Many disabilities – especially dyslexia and “unseen” types – become
manifest through the year and are thus under represented in this initial analysis.
At the top level, the published data show the numbers / percentages of students
not known to have a disability (“None”). Of those having declared a disability the
data then show the numbers of students in receipt of Disabled Student
Allowance.
% Entrants
2008 2007 2006 2005 2004 2003
with
Disability
(FT)
Health:
Dip.HE 6.9%
4.7% 5.8% 4.6% 3.3% 1.9%
BSc 8.1%
3.5%
2.6% 0.7% 5.9% 1.4%
HMSAS:
BA/BSc 6.6%
6.7% 3.5% 5.9% 6.3% 7.0%
Education:
Primary UG
2.2%
3.6% 2.1%
3.9%
3.6% 5.1%
Secondary
6.8% 11.3%
1.6%
3.0%
3.1%
9.2%
UG
Key Stage 7.4% 4.7%
5.6%
0.0%
3.1%
0.0%
2/3 UG
PGCE (incl. 6.7% 4.8%
2.4%
3.1%
3.3%
3.9%
Flexi)
All FT
6.8% 5.5% 3.4%
4.6%
4.7% 4.8%
Programmes
Only 1 of the part-time entrants to the Faculty of Health declared a disability.
The figure for full-time Modular Programmes differs greatly from subject to
subject:
Business
School
4.1%
English
&
History 7.9%
Law
&
Criminology
4.1%
Media
8.4%
Natural, Geographical & Applied Sciences 16.8%
Performing
Arts
9.1%
Social & Psychological Sciences
10.4%
Sport & Physical Activity
2.0%
Full-time Foundation Degree programmes recruited 14 students with a self-
declared disability (13.2%), whilst the part-time programmes recruited 11 (2.8%).
Only 7 entrants to the MA/MSc programmes have declared a disability (7.4%).
10 students from the PCET programmes declared a disability (6.8%).
Specific learning difficulties, such as Dyslexia, remain the most common of the
individually identified types of disability.
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Region & LA of domicile (Tables C3 & C4)
Region:
% Entrants from 2008 2007
2006
2005
2004
2003
NW (FT) Health:
Dip.HE
97.2% - - - - -
BSc
94.3%
94.2% - -
96.0% -
HMSAS:
BA/BSc 85.7%
83.7%
87.0% 84.2% 81.0% 81.5%
Education:
Primary UG
80.7%
82.4%
86.7% 78.4% 80.7% 84.8%
Secondary UG
84.0%
78.7%
89.1% 81.7% 81.0% 86.7%
Key Stage 2/3 UG
83.7%
78.7% 87.9% 86.1% 91.8% 90.8%
PGCE (incl. Flexi)
82.3%
88.7% 89.6% 87.4% 85.6% 86.2%
All FT Programmes 86.6% 85.9% 88.5% 84.7% 86.1% 86.5%
Note the variation between subjects – The Business School (95.5%) has very few
students from outside the North West, while Performing Arts (71.6%) attracts a
greater number of students from other regions, with the Midlands being the most
popular. All part-time students appear to be local.
Foundation Degrees:
Almost all entrants to full-time programmes are from the
North West. Those on part-time foundation degrees are largely from Lancashire
and the North West.
87.4% of entrants to MA/MSc programmes are from Lancashire / North West.
All students registered on the PCET Cert.HE programme are from the North
West. The PGCE programme attracts students from further afield, the Midlands
and the North East in particular.
Staff
The following paragraphs summarise the profile of staff employed at Edge Hill
University during academic year 2008-09.19
The total number of staff employed at the time of the data snapshot was
4250,
including Associate Tutors as Contracted Staff.
Gender – The overall percentage of male staff was 38%
Age – The overall percentage of staff aged under 21 is 4.8%; 19.7% of staff are in
the 21 – 30 age bracket; 20.5% of staff are in the 31 – 40 age bracket; 27.5% of
staff are in the 41 – 50 age bracket; 21.6% of staff are in the 51 – 60 age bracket;
4.9% of staff are in the 61 – 65 age bracket and 1.3% of staff are 66+.
Ethnic Origin –2.7% of staff are from Black and Minority Ethnic groups; 80.6% are
White British: 1.3% are White Irish; 1.8% are White Other. The ethnic origin of
13.5% is unknown.
19 HR Data Snapshot taken 23/01/2009
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Disability – The percentage of self-declared disability amongst staff remains
relatively low, with 0.73% of all staff declaring a disability; 1.1% not known and
98.1% stating they have no disability.
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Appendix
2
Details Of Our Revised Equality Impact Assessment
Process
Introduction
Edge Hill University continues to conduct equality impact assessments on
institutional policies and practices, which have the greatest potential to affect
students and staff. This clearly includes areas such as student admissions and
recruitment, assessment, retention, achievement and progression, curriculum
delivery, guidance and support, teaching and learning, disciplinary, complaints and
staff recruitment, development and retention.
Following a review of existing processes and their operation, the Equality & Diversity
Working Group have confirmed the following processes for Initial Screening and Full
Impact Assessment.
Initial Screening
First there is a very simple initial assessment process. This will normally be based
on available data and information and may only provide estimates or signs of
unequal impact. Depending on the results of the initial assessment a ‘partial’ or ‘full’
impact assessment may follow. This should only be necessary if there is evidence of
adverse differential impact.
Full Impact Assessment
A full assessment will be necessary where earlier screenings point to a real concern
about the effects of a policy or practice, and this is reflected in the views of equality
specialists and relevant groups. It can also be valuable to carry out a full
assessment where there is little information or data available about the effects of the
operation of policies and practices.
A full policy impact assessment will involve the following steps:
1.
Identifying the aims of a relevant function and individual policies, and who is
intended to benefit from them and in what way.
2.
Collecting and analysing relevant monitoring data and other information to
check whether policies affect all groups, including disabled groups, equally.
3.
Assess the likely impact on equality (consider key questions and look at what
additional monitoring may be needed to do this effectively).
4.
Monitor and review the way the policy works in practice (for any adverse
impact).
5.
Make a decision based on assessments, available information and
discussions with people who are most likely to be affected.
6.
Consider changes to policy and practice where differences in impact are
found which could disadvantage particular groups.
7.
Publish the summary results of the equality impact assessment through our
annual progress reports to the Equal Opportunities and Student Support
Committee, the Staff Partnership Group and the Board of Governors.
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Equality Impact Assessment - For Students
Edge Hill University initially adopted a process of Equality Impact Assessments (EIA)
for students with regard to race and disability in 2003-2004.20 The aim was to
systematically examine our policies and practices to make sure there was no
unintentional adverse impact on students from different backgrounds or with different
needs. Initially the members of the cross-institutional working group who devised
our approach, identified the following policies for priority review:
• Admissions – undergraduate / postgraduate
• Assessment –undergraduate / postgraduate
• Complaints
• Disciplinary
• Academic
Appeals
• Applications for Deferral of Assessment
• Exceptional Mitigating Circumstances
• Admission for those with criminal convictions
• Implementation of all student related regulations
The assessment of policies to include as priorities was based on their direct
relevance to student recruitment, support, progression and achievement.
Equality Impact Assessment - For Staff
Equality Impact Assessments for staff focus particularly on those policies and
practices related to recruitment and selection.
During 2005-06 Human Resources reviewed their strategy for the Recruitment and
Selection of Staff with a view to ensuring we were inclusive, recruited effectively, and
enhanced the diversity within our staff community. Since then, this process has
been reiterated on an annual basis.
Our current review of the effectiveness and the outcomes of our equality impact
assessment processes across the University reveals that whilst we have a clear
impact assessment process in place and routinely report on any indicators of
adverse differential impact in relation to student admissions, recruitment, progression
and achievement and staff recruitment, selection and appointment, we need to
ensure that all processes become embedded and used in a consistent way across all
areas of the University.21 This will be a key priority for inclusion in our Single
Equality Scheme and associated plans.
Through embedding Equality Impact Assessment more systematically across the
university we can measure whether or not our policies are having a differential
adverse impact. If the results of our Equality Impact Assessment give any indicators
of adverse impact we will review the particular policy and its implementation in more
detail to assess, where possible, what changes can be made to meet the policy
objectives without adverse impact.
20 Equality Impact Assessment – Update on Progress Report to the Equality Widening Access and
Student Support Committee, January 2004.
21 Our review has highlighted that, in particular, record keeping for EIAs merited further attention and
there was also a need to ensure that EIAs were more systematically embedded across the University.
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