The Quality Assurance Agency for Higher Education Single Equality Scheme: Second Annual Report
Contents Introduction 1 Overview 1 Equalities in relation to staffing 1 Recruitment and selection processes 2 Investors in People 3 Addressing equality and diversity within the UK Quality Code for Higher Education 3 Implementation of the Action Plan 4 Single Equality Scheme Action Plan 2011-14 - commentary on implementation as at end of July 2012 5
Introduction The Quality Assurance Agency for Higher Education () published its Single Equality Scheme (SES) 1 and the associated Action Plan on 25 July 2011. The Board has taken a close interest in the implementation of the SES and has received regular progress reports. The first annual report on our SES was published in November 2012. 2 At its meeting on 8 October 2013, the Board considered and endorsed the second annual report on our SES, which reports on activities conducted during the academic year 2012-13, and agreed that this should be published. The annual report is in two parts. The first is a general commentary which sets the implementation of the SES in a broader context, with particular emphasis on the activities undertaken over the past year. The second part is an annotated version of the SES Action Plan, which reports on how the activities in the plan have been addressed. Broadly speaking, the approach here has been to amend or supplement the comments made last year to take account of further action taken during 2012-13. Thus the implementation comments represent a cumulative statement about the extent to which the Action Plan has been fulfilled to date. Overview We have continued to make good progress in implementing the Action Plan, with relevant activities to address all our objectives either underway or completed. The Action Plan attached to this report provides detailed commentary on each area of activity in support of the SES. Before turning to the detail of the Action Plan, it may be helpful to highlight some of the more significant and strategic areas where we have taken positive action and/or developed a more extensive evidence base. Equalities in relation to staffing At the start of the planning process, we identified a need to embed equalities and diversity training into our broader strategy for staff recruitment, induction and development and this is now being achieved. We have introduced (ahead of schedule) additional monitoring of employees and job applicants for sexuality and religion. We also rolled out an organisation-wide training package in equality and diversity which has now been completed by all members of staff, and we included some specific questions in relation to equalities issues in our regular staff surveys, with the following results for the 2012 and 2013 surveys. Question 2012 result 2013 result My colleagues treat me with dignity and respect 92% 89% I understand and apply principles of equality and diversity 94% 99% in my work I am aware of 's Single Equality Scheme 89% 93% The training I received on equality and diversity was useful 57% N/A These are all positive results and demonstrate growing awareness of equality and diversity issues. 1 www.qaa.ac.uk/publications/informationandguidance/pages/single-equality-scheme.aspx 2 www.qaa.ac.uk/publications/informationandguidance/pages/single-equality-scheme-first-annualreport.aspx 1
Recruitment and selection processes We now request equality monitoring data, including sexuality and religion, as part of the equality monitoring form on the recruitment application form. The data will be reviewed at the end of the operating year so that any potential inconsistencies can be picked up and relevant action taken. We have also asked all staff to supply this data and over half have responded to date. We have incorporated 's Ways of Working into the performance review process. One aspect of this is the expectation that colleagues recognise the diverse contributions of all staff, and that we will strive to be an organisation that is supportive, fair, just, and free from discrimination. An impact assessment on the recruitment process was carried out in 2013. This identified some areas where actions may improve equality outcomes in relation to recruitment and selection, such as anonymising of job application forms, increased use of equality statements in recruitment literature, and increased links with the community in terms of promoting and the jobs and careers that are available with us. The following specific recommendations were agreed and will be put into operation during 2013-14. In drawing up the actions, legal requirements and considerations, specifically those under the Equality Act 2010, 3 best practice, practicality of implementation and cost have all been taken into account: All information in the personal details section (for example, name, address, contact details, referee details) of the candidate's job application form will be retained by Human Resources and Organisational Development (HROD) along with the Equal Opportunities monitoring form. This removes the potential for discrimination giving a safeguard against legal challenge. Candidates will be individually coded by HROD (for example, 001) to identify individual candidates. A generic equality statement will be created to go on all adverts, along the lines of ' welcomes applications from all sections of the community' or ' is an equal opportunities employer'. Further recruitment and selection training for managers and recruiters will take place on an annual basis, taking into account equality considerations and updates to employment legislation. Training will be offered as a refresher for existing managers in addition to new managers. Where there are two candidates of equal merit at the conclusion of a recruitment and selection process, the interview panel should bear diversity considerations in mind when making the final appointment decision, with regards to the 'protected characteristics' (Equality Act 2010). When agencies are to be used for temporary/permanent recruitment HROD will ask them for a copy of their equality policy/procedure. If the agency does not have an equality policy/procedure in place, HROD will clarify the process of how the agency selects relevant candidates for. HROD will review and update as necessary the 'Vacancies' section on 's website to make this more informative to potential candidates, for example, including more information concerning possible careers at. HROD will investigate ways to develop closer links with the local community, specifically colleges, for example Gloucestershire College and the University of Gloucestershire, concerning student placements and use of National Vocational Qualification apprenticeships. We will also investigate the feasibility and potential benefits of attending local careers/job fairs. 3 www.legislation.gov.uk/ukpga/2010/15/contents 2
Investors in People The Investors in People report found that continues to be a values-based organisation. With regard to recruitment the review found that people commented that the process is structured, fair and on the whole effective at appointing talented people: 'Even those who had been unsuccessful in their application believe that your recruitment and selection process is fair'.the review also found that 's commitment to equalities remains strong, although we could be better at letting staff know what actions we are taking, for example, that we conducted equal pay audits, or had carried out an impact assessment. Addressing equality and diversity within the UK Quality Code for Higher Education The development of the UK Quality Code for Higher Education (the Quality Code) has continued to take a holistic approach to Equalities and Diversity. The content of Section 3: Disabled students of the Code of practice for the assurance of academic quality and standards in higher education (the Code of practice) is being embedded throughout the Quality Code. The advisory group for each Chapter of the Quality Code has included a representative, nominated by the Equality Challenge Unit (ECU), as a specialist on the topic of the Chapter with experience of equality and diversity matters. Their input is helping to ensure that equality issues are embedded throughout the Quality Code. The ECU have also contributed a written response to many of the consultations on elements of the Quality Code during 2012-13. An officer from ECU itself was a member of the advisory group for Chapter B4: Enabling student development and achievement. The Quality Code Steering Group receives for each Chapter a summary of how the key values and overarching themes have been addressed. The key values include 'all students are treated fairly, equitably and as individuals', while the overarching themes include consideration of equality and diversity matters in general, and issues relating to particular groups of students, including non-traditional and international students. The key values are reproduced in The UK Quality Code for Higher Education: A brief guide, 4 which was published in April 2012 and of which over 5000 copies have been distributed. The final Chapters of the Quality Code were published in October 2013. This provides an opportunity for the Quality Code Steering Group to review the UK Quality Code for Higher Education: General introduction, which addresses how equality and diversity issues are reflected in the Quality Code, and update this section as required. The Quality Code Steering Group will also review the Quality Code as a whole for consistency and consider how effectively Section 3: Disabled students of the Code of practice has been embedded; the ECU have agreed to contribute to this review. A guiding principle of Chapter B4: Enabling student development and achievement (published March 2013) is that all students can be enabled to fulfil their potential. This Chapter stresses that higher education providers need to work to understand the needs of individual students and of the cohort as a whole, and to provide opportunities which are appropriate in an equitable way. Part A: 'Setting and maintaining academic standards' and Chapter B6: Assessment of students and recognition of prior learning address the inclusive design and delivery of assessment, 4 www.qaa.ac.uk/publications/informationandguidance/pages/quality-code-brief-guide.aspx 3
involving reasonable adjustments where necessary, while ensuring academic standards are maintained. Implementation of the Action Plan The following section of the annual report consists of the SES Action Plan with an additional column which provides more detailed commentary on the way in which we are implementing the actions in the plan. The text in this final column has been updated to reflect actions taken up to end of July 2013. 4
Single Equality Scheme Action Plan 2011-14 - commentary on implementation as at end of July 2013 Aim 1: To be an organisation that recognises the diverse contributions of all staff, and one that is supportive, fair, just, and free from discrimination Key equality objectives Staff development and training to promote awareness of and sensitivity to equality and diversity issues Success measures Owner Implementation comments Completion of equalities and Human Completed and the online diversity staff development Resources course is part of induction training packages by all staff; identification and deployment of additional equalities and diversity training packages as appropriate Completed Future leadership and management training programmes feature equality and diversity Completed Promote diversity within staff Equality and diversity issues incorporated in regular staff surveys Relevant statistics for staff across all key equality strands are collected and analysed and presented for discussion at SMC, Directorate and Board Human Resources Completed: data is included in the annual report each year Develop additional equality monitoring measures including sexuality and religion and consider how to embed these measures in our strategy to promote diversity Completed HR incorporate appropriate use of equality impact assessments in their future planning of staff recruitment and marketing practices Completed Recruitment and application process and selection criteria reviewed to identify any potential adverse impacts on equality groups Completed 5
Work towards a more diverse Board membership Membership of the Board is regularly monitored across all key equality strands Corporate governance Ongoing monitoring of Board and committee membership Opportunities to encourage a more diverse make-up proactively identified Equality and diversity monitoring of applications for independent Board members now takes place as standard practice Review the Code of best practice for members of the Board Work undertaken with nominating organisations to positively encourage a more diverse composition of nominees Good equality practices identified as benchmark to measure/compare Board Board uses SES to publicly champion equality and diversity Code of best practice firmly aligns with new organisational values and the Equality Act 2010 Revised Code of best practice published Corporate governance All invitations to organisations nominating Board members now include commentary on diversity and suggestions for positive encouragement The Board's Code of best practice was reviewed in 2012 and a revised version was published in March 2013. The revised Code of best practice makes explicit reference to the SES and to the role of equality and diversity in shaping the overall balance and composition of the Board. 6
Aim 2: To promote equality and diversity through the quality assurance, enhancement and development services which we provide to the UK HE sector and its stakeholders Key equality objectives Integrate equality aims into new public engagement strategy Success measures Owner Implementation Comments All publications meet PEG Standard guidelines on standard guidelines on accessibility are now in accessibility place and all new publications meet the guidelines Guidelines on accessibility issues are developed for staff giving presentations to external audiences Speaker resource materials have been developed for staff Continue to explore new methods and structures of engagement reaching a diverse range of stakeholders including students Review arrangements for user feedback for those accessing our reports, website and services Review of effectiveness of external liaison forums, such as the Student Sounding Board, in terms of equality and diversity Develop and implement good practice in ensuring that a wide range of stakeholder views, including student views, are effectively collected and considered as part of all policy development PEG All groups Readability tests have been introduced for a wide range of publications and web materials. All website are W3C compliant. Public engagement is a growing priority for and we keep our liaison mechanisms under active review Diversity of intended audiences is a key aspect of our public engagement strategy and is reflected in the design and implementation of our web and publications formats; RDP Group has developed extensive protocols for engagement with wider audiences including employers and non-he providers. Develop good practice in monitoring and promoting diversity in student reviewer/auditor pools Reviews/ Diversity issues will be considered in the selection process of student reviewers for all relevant methods and will be part of the planning when developing new methods 7
Effectiveness of new communication channels in addressing diversity and equality Evaluate effectiveness of all communication channels in reaching and engaging with diverse audiences Ensure that accessibility standards continue to be applied to all new IT systems being introduced PEG IS Ongoing monitoring and review of our public engagement strategy Ongoing compliance with accessibility standards for all websites and IT systems Promote wider access and participation Identify and address specific equality/diversity aspects of our work in promoting wider access and participation Wider access Access provision provides a range of support mechanisms to encourage wider participation and this will continue to be a priority Support for international students Incorporate equalities perspectives in our work to promote flexible routes to HE, including work-based learning and recognition of prior learning Development of institutional guidance on support for international students; monitoring of impact RDP/ RDP WBL, RPL and other approaches to flexible delivery provide valuable opportunities for nonstandard entry to HE; we will continue to monitor and address issues of equality and diversity in this area. Flexible-delivery and non-traditional students are overarching themes addressed throughout the Quality Code. Guidance on APL/RPL has been incorporated into Chapter B6: Assessment of students and accreditation of prior learning. Guidance for institutional support of international students, including appropriate reference to equality and diversity issues, was published in January 2012 and has been well received. International students are one of the particular groups of students whose needs are considered throughout the Quality Code as an overarching theme. 8
Code of practice Management of review processes As discussed in Part 3 of the SES, review the status of Section 3: Disabled students of the Code of practice on disabilities and determine the future model which will best address the full range of equalities issues within the Code of practice Enhance the process for recording of equalities characteristics for nominated reviewers; engage with nominating bodies to promote wider diversity among nominees RDP/ Reviews/ Implementation of the revised Quality Code was completed with the publication of the final revised Chapters and Part A in October 2013. Equality and diversity has been embedded across all elements of the Quality Code. The ECU has identified specialist advisors for each of the advisory groups revising the Quality Code. The overarching Quality Code Steering Group will review the completed Quality Code in autumn 2013, which will include considering how the content of Section 3: Disabled students of the Code of Practice has been embedded. ECU will provide expert advice on this aspect. Equality monitoring is currently undertaken as part of the recruitment and selection process. The information is recorded and analysed annually. has taken steps to extend the range and diversity of its reviewer community, including inviting nominations from former HE staff and by including international observers on reviews in England and Northern Ireland from 2013. We are publishing details of all reviewers on our website to enhance visibility. 9
Methodology of review and audit [new item added] Welsh Language Scheme Explore with funders and stakeholders the scope for more specific commentary in reports on equalities issues; review our approach to sampling of student and staff groups for meetings with review teams to promote diversity; consider revisions to reviewer training and review handbooks to promote positive approaches to equality by review teams. Review and revise Welsh Language Scheme to ensure continues to treat Welsh and English on the basis of equality Reviews/ PEG/ Wales Equality issues will be included in the development of future training programmes. The format of 's annual report to HEFCE was revised in 2012 to include a more analytical overview of key strategic issues; the revised ELIR methodology in from 2013 now includes periodic thematic reporting on strategic issues. Both these developments offer potential for specific commentary on equalities issues. A revised version of the Welsh Language Scheme has been developed and published. 10
Aim 3: To build a reputation for as an organisation that works in partnership with the HE sector, its students and related bodies, to develop and share good practice in equality and diversity Key equality objectives Share good practice on equality and diversity Success measures Owner Implementation Comments Partnership working with sector bodies including HE Academy, Leadership Foundation, UUK, Universities, HEW, ECU, EHRC, NUS, NUS (), sparqs, HEFCE/SFC/HEFCW/DELNI (Other partnership-based actions - joint publications, events, projects) RDP/ Reviews/ / Corporate governance We will continue to look for ways to build on and develop existing partnership links Work on the development of the Quality Code has benefitted from advice and expertise from the ECU Develop and share robust intelligence and evidence on equality and diversity issues Publish periodic analysis of review outcomes in relation to equality issues Reviews/ RDP/ Analytical overviews of review reports are regularly published for each country RDP has launched two online searchable databases - the Good Practice Knowledge Base and the Recommendations Knowledge Base in 2012-13. These databases enable users to search the published reviews of all review activity by topic.. Promote enhancement of learning and teaching support for equality and diversity Ensure appropriate reference to equality issues in 's development and enhancement activities RDP/ The revised ELIR3 methodology in from 2013 includes additional forms of thematic reporting on strategic issues Appropriate activities have been identified in the local plans for each group Through the development of Chapter B4: Enabling student development and achievement of the Quality Code, links have been established with the National Association of Disability Practitioners 11
Work with the funding councils to raise their awareness of 's new approach to equality and diversity Work with sector partners to identify and address complaints that cut across quality and equality concerns Annual reports to funding agencies feature updates on the SES and implementation of our Action Plan Equality issues within causes for concern/risks to quality and standards protocols are monitored and reported to Board Maintain regular liaison with the Office of the Independent Adjudicator, the Scottish Public Sector Ombudsman and the Northern Ireland Visitor Corporate governance/ Reviews/ / Corporate governance Equality and diversity data, and information on 's actions in these areas, will now be included in annual reports to funding councils and in the Annual Report From June 2012, the Concerns Scheme team has implemented a new system to monitor, profile and analyse complaints Relevant issues relating to equality matters will be included in the Annual Report to the Board Business development Develop a method to ensure that equality and diversity issues are fully addressed within analysis of and planning for potential new business development opportunities Business Development The priority need to address major external contracts and tender processes has meant that this dimension of business development has not yet been fully considered. 12
570 11/13 The Quality Assurance Agency for Higher Education Southgate House Southgate Street Gloucester GL1 1UB Tel 01452 557000 Fax 01452 557070 Email enquiries@qaa.ac.uk Web www.qaa.ac.uk The Quality Assurance Agency for Higher Education 2013 ISBN 978 1 84979 947 8 All 's publications are available on our website www.qaa.ac.uk Registered charity numbers 1062746 and SC037786