equality and diversity annual report 2010

Equality and Diversity Annual Report 2010

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The Policies and Schemes to whichthis report relates are available fromthe University of Chichesterwebsite at www.chi.ac.uk

Comments or queries about thisreport are welcomed and should besent to the following address for theattention of Louise Birch,Senior HR and Equality Officer.

HR DepartmentRoom 1 Gatehouse,University of Chichester,College Lane,Chichester,West SussexPO19 6PE

Foreword

The University’s Equality and Diversity Policy sets outour commitment to embed the principles of equalityand diversity across our operation, recognising theimportance that students, staff and visitors are treatedfairly and with respect.

We also understand that to encourage a diverse community that enriches theexperience of University life for all, we must put in place measures in our provision,services and facilities that support an inclusive community.

The 2010 annual Equality and Diversity report is a comprehensive account of howthe Equality and Diversity Policy transposes to clear and progressive outcomes.Pages 6-7 of the report details how the equality framework has been establishedto support the Equality & Diversity Policy, and pages 16- 24 identify Universityactivities that have driven the equality agenda forward.

2010 has seen considerable changes which will continue to impact into 2011 andbeyond, including the simplification of equality legislation and the implications of theSpending Review for Higher Education Institutions. Whilst the Specific Duty of theEquality Act 2010 is not yet in force, page 9 refers, the Equality and Diversity Policyseeks to adopt a positive approach and therefore addresses all protectedcharacteristics which are reflected in this report, together with the publication ofdata that meets our legal obligations which are incorporated in pages 28-38.

The University’s Strategic Plan 2010-13 is designed to carry the University throughthese challenging times, and is a further example of how equality and diversity isintegral to the strategy of the University which is driven to remain “an organisationthat feels passionate about widening educational opportunity and the commitmentthat this agenda carries to social justice, equality and diversity”.

Ian ChildChief Operating Officer Incoming Chair of the Equalityand Diversity Committee

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Contents

Foreword 03

Introduction 05Board of Governors 06Equality and Diversity Framework 06

Embedding Equality and Diversity 08Equality and Diversity embedded within the HR Strategy 08Equality and Diversity embedded within Learning and Teaching 08University Policies to embed Equality 09UK Equality Legislation 09Single Equality Scheme 10

Community Engagement 12Networks 12Accreditation and Awards 13

Delivering on the Policy 16Equality in the Curricula 16Equality in Student Support 17Equality in Professional Services 20

Monitoring 26Equality Impact Assessment 26Statistics 26• Age Equality Data 28• Disability Equality Data 29• Gender Equality Data 32• Race Equality Data 36

AcronymsBME: Black and Minority EthnicBOC: Bishop Otter CampusBRC: Bognor Regis CampusCIPHR: HR DatabaseDASS: Disability and Academic Skills ServiceECU: Equality Challenge UnitGIRES: Gender Identity Research and Education SocietyGIS: Guaranteed Interview SchemeHEEON: Higher Education Equal Opportunities NetworkHEFCE: Higher Education Funding Council for EnglandHEIDI: Higher Education Information Database for InstitutionsHESA: Higher Education Statistics Agency IAG: International Advisory GroupLEON: Local Equal Opportunity NetworkLGBT: Lesbian, Gay, Bi-sexual and Trans genderUCU: University College Union

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Introduction

The central focus of the University of Chichester hasalways been on the quality of the student experience.Whilst changes to the economy and environment willcontinue to challenge institutions, the University’sStrategic Plan 2010-13 sets out how the University willmeet those challenges and reinforces its commitment tooffering high quality courses in a supportive environment.

To realise its aims, the University recognises the importance of the contributionof its staff, and strives to create an environment in which staff feel supported,empowered and respected. To achieve an environment which is positive,engaging and beneficial for students, staff, partners and visitors of the University,the University believes that it is essential that its provision is inclusive andreflective of the diversity in which it operates.

The University of Chichester is one of the smallest modern universities in thecountry, but operates within a global market and has successfully developed asense of community. Its core values are respect for the individual, the freedomof debate and discussion, equality and the encouragement of diversity. TheUniversity will continue to offer its provision in a supportive environment inwhich differences are recognised as creating for individuals a more enrichingexperience in which to learn and develop.

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Board of GovernorsThe Board of Governors endeavours to conduct its business in accordance withthe seven principles identified by the Nolan Committee on Standards in PublicLife, and in 2010 adopted a new Code of Conduct for members of the Board.The code explicitly sets out the Seven Standards and the commitment toensure the Board, through its leadership of the institution, addresses theprinciples of equality and diversity in accordance with its Policies; clear in itsmessage that equality and fairness for all should be a catalyst that shapes theculture of the University.

In 2010 Governors were provided with the Equality Challenge Unit’s “handbookfor governors of higher education institutions”, and attended a legislativebriefing on the Equality Act 2010 and its implications for higher educationinstitutions. The Board of Governors also received a tailored Equality &Diversity Survey to help inform the University’s Single Equality Scheme andestablish the profile of the Board of Governors.

During 2010 recruitment for new members to the Board of Governors tookplace and advertisements were placed in a wide range of publications andwebsites to attract applications from a cross section of society. Publicationsincluded Stonewall, Charityjob, Not for Profit Sector and the Christian MuslimForum.

Equality and Diversity Framework at the UniversityAs an education provider, employer and provider of goods, facilities andservices, the University is aware of its legislative obligations to equality.However, outside of those duties, operating on an international and nationalplatform, the University fundamentally believes that individuals should betreated with respect and dignity. The benefits of embracing equality anddiversity are quite clear and the University’s commitment extends beyond itslegislative duties and remains central to all it is and does.

To ensure it meets its legal obligations and to drive the equality agenda forward,the University has established a framework to focus on equality and diversitymatters, as illustrated in Diagram 1. The Equality & Diversity Committee (EDC)report to the Chief Executive’s Team (ChET) and an annual report is sent to theBoard of Governors.

During the past year the membership and terms of reference of the Equality &Diversity Committee and its equality sub-groups have been reviewed. The sub-groups strive to ensure that its members represent the diversity of theprotected characteristics that it is responsible for. The Terms of Reference andmembership of the Equality & Diversity Committee and its sub-groups can bedownloaded from the Equality tab on the University’s intranet.

0.5fte of the Senior HR & Equality Officer’s role is to support the University’sequality framework and agenda and 0.2fte administrative support is provided bythe Staff Development Administrator who also sits within Human Resources.

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Equality and Diversity Committee (EDC)Chair: Professor Sandra Jowett, Pro Vice-Chancellor (2010)*Chair: Ian Child, Chief Operating Officer (2011)Members of the Group include representatives from UCU, Unison, the Students’ Union and amember of the Board of Governors. The Committee specifically reviews age equality as part ofits remit.

Disability Equality Group (DEG)Chair: Dr Andy Dixon, Head of the Research and Employer Engagement Office.A maximum of 3 external individuals or organisations are welcomed to be members of theDEG; currently Equal Opportunities and Scope are members. In 2010 DEG notably supportedand contributed to an accessibility audit, undertaken by NIFES Consulting Group on behalf ofthe University.

Disability Interest Group (DIG)Membership of the DEG is limited and is a meeting based Group; so as to ensure a widernetwork for consultation, the DEG established the Disability Interest Group (DIG), an onlineGroup. All members of the DIG have expressed an interest in disability equality at theUniversity, and the DEG aims to develop the remit of this group further in 2010-11 so as to fullyutilise the knowledge and experience of the DIG as a critical friend and champion of disabilityequality.

Gender Equality Group (GEG)(remit includes equality issues relating to sexual orientation and gender reassignment)Chair: Romy Jones, Strategy Development and Implementation ManagerA maximum of 3 external individuals or organisations are welcomed to be members of theGEG; Citizens Advice Bureau, Arun is a member. The Group is reviewing its titleto reflect its remit, and during 2010 set priorities to campaign and support LGB and Tequality issues.

Gender Interest Group (GIG)Similar to the DIG, the remit of the Group will be developed during 2010-11, with the aim toconsult the Group on key issues affecting gender, trans gender and sexual orientation equality.

Race, Religion and Belief Equality Group (RREG)Chair: Professor Chris Gaine, Chair in Applied Social PolicyMeetings scheduled twice per academic year. External individuals or organisations are welcomedto be members of the RREG; currently West Sussex BME Community Services is a member.

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All Staff have responsibility to embed equality and diversity into their daily activities and adhere to University policies

Board of Governors

ChET Equality and DiversityCommittee. Chair:Professor Sandra Jowett*

Disability EqualityGroup.Chair: Dr. Andy Dixon

Gender Equality Group.Chair Romy Jones

Race, Religion andBelief Equality Group.Chair Prof. Chris Gaine

Students’ Union

SocietiesAll students are required to treat others with respect and adhere to University policies

Diagram 1: Framework to progress the University’s Equality agenda

Disability InterestGroup

Gender Interest Group

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Embedding Equalityand DiversityEquality and Diversity is embedded operationallyacross the University but, at strategic level, sits withinHuman Resources. The HR Strategic Plan 2010-13 detailsthe commitment to ensure staff understand, engage,address and share good practice in mattersthat impact equality and diversity.

Equality and Diversity embedded within the HR Strategy The HR Strategy is informed by both the strategic framework and theUniversity’s new organisational arrangements, transitioning to a collegiatepeople-centred culture that creates an environment in which staff can thrive,academic excellence in teaching and research is enhanced and students canexcel in a supportive environment, responsive to the needs of individuals.

Clear goals and actions form the framework to achieve the HR Strategic Plan,which identifies a number of key themes. Whilst the principles of equality andfairness sit within all its goals, Equality and Diversity has been identified as a keytheme of the HR Strategic Plan, with its aim “to achieve the most appropriateculture and environment in which staff, students and visitors understand andembrace the importance of the principles of equality and diversity”. Keyperformance indicators have been identified and the Director of HR isresponsible for monitoring the Strategy’s success however the responsibility forachieving those goals and actions lies across the University.

Equality and Diversity embedded within Learning and TeachingIn terms of informing students, there are a number of documents that outlinethe University’s commitment to equality and diversity and what is expected ofthe student. Documents include the University’s Academic Regulations and theStudents’ Commitment Charter.

The ECU reports that there is now an expectation that equality and diversitywill contribute to the positive learning and living experience of all students andstaff, achieved in part through inclusive approaches to informal and formalcurricula, learning, teaching and support.

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Promoting an inclusive approach to learning and teaching, based on equity andequal entitlement, the University’s aim is to increase the proportion of studentswho are currently under-represented in higher education in order to widenparticipation. Key to this is providing suitable facilities, and implementing policiesthat enable all students to undertake and complete their studies successfully.

The University’s Ethical Policy promotes the need for equality of opportunity, soas to harness “the intelligence, skills and enthusiasm of its staff and students todevelop lifelong reflective learners who make a positive contribution to society”.

University Policies to embed equalityAlthough the Equality and Diversity Committee and its sub-groups raiseawareness and monitor activity across the University, all students, staff, partnersand visitors of the University have a responsibility for equality and diversity. Thisresponsibility is embedded throughout University policies, contracts anddocuments that individuals must adhere to. In addition, equality and diversity isincorporated into departmental plans, and at operational level the Universityensures staff and students are appropriately supported.

The Equality and Diversity Policy, led by the Equality & Diversity Committee andthe Sexual Orientation Policy, led by the Gender Equality Group, have beenreviewed to ensure that they are fit for purpose. The Policies are available todownload from the University’s website or intranet site.

UK Equality LegislationThe most significant changes to UK Equality legislation in over 40 years receivedRoyal Assent in April 2010, simplifying the law with the aim of mainstreamingthe approach to equality issues. The coalition Government implemented 90pcof the Equality Act 2010 in October, with further implementation, including aspecific duty that will be placed on the higher education sector, to come intoforce in April 2011.

Whilst the Government consults on a new specific duty, the public sectorspecific equality duties in the Sex Discrimination Act 1975, the Race RelationsAct 1976 and the Disability Discrimination Act 1995 have been kept in force.To ensure compliance, in April 2010 the University published a revised GenderEquality Scheme; a copy of the Scheme is available to view on the University’swebsite and intranet. As with the Disability Equality Scheme and Race EqualityPolicy, the Gender Equality Scheme will be replaced with a Single EqualityScheme that will incorporate all protected characteristics as detailed in theEquality Act 2010.

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Single Equality SchemeIn light of the Equality Act 2010 and the anticipatory specific duties known atthe time, in its 2009 Equality and Diversity annual report, the Equality &Diversity Committee confirmed that in 2010 it would work towards producinga Single Equality Scheme, with a draft available in June 2010. However, asfurther information on the new equality legislation was published, the Equality &Diversity Committee agreed that a draft Scheme would be published forconsultation from January to April 2011. By April 2011 the University will beaware of the requirements of the specific duty to be imposed on highereducation and therefore will be able to incorporate it into the University’s SingleEquality Scheme. The Scheme will not be as prescriptive as its other EqualitySchemes, but will enable the equality agenda to be embedded further, withmeasurable goals monitored.

The Equality & Diversity Committee has overriding responsibility for the SingleEquality Scheme, but tasked its equality sub-groups to focus and report on theprotected characteristics that fell within their remit.

The Committee agreed to produce an Equality & Diversity survey that alsoenabled individuals who may identify with a protected characteristic theopportunity to help inform the work of the sub-groups. The Equality sub-groups were responsible for putting forward a set of questions that related totheir remit and for analysing the results.

The survey further allowed individuals the opportunity to register theirinterest for separate involvement and consultation. The survey, aimed atstudents and staff, is the first comprehensive survey addressing all protectedcharacteristics that has been undertaken by the University, and a marketingcampaign to promote the survey was established over a two week period.Activities included setting and staffing a desk to encourage survey completionoutside of MII and Otters (University’s restaurant facilities) during the lunchtimeperiod, campus and personal announcements, posters, boxes and surveys placedat prime locations across the BOC and BRC campuses. 675 responded to thestudent and staff survey during the two week period.

The Equality & Diversity Committee further agreed that in order to fully involveand consult stakeholders, a separate survey should be launched for the Board ofGovernors and the draft scheme would be circulated to partners and otherinterested parties to determine an external perspective.

The findings of the survey will help the equality sub-groups to determine thepriorities and focus for the equality of a protected characteristic within theUniversity, and combined, will provide the elements required to develop anappropriate Single Equality Scheme for the University.

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A world judo champion has praised theUniversity of Chichester for support enroute to the top. Ben Quilter becameBritain’s first visually impaired judochampion for 12 years while studying forhis Masters at the institution.

Community engagement

The University joined Stonewall’s Diversity Championsprogramme in 2010, Britain's good practice employers'forum on sexual orientation. Members work with eachother and Stonewall, sharing and developing best practice,to help deliver lesbian, gay and bisexual inclusive workplaces.

“ I welcome the opportunity to work with Stonewall insupport of diversity. I want the University to be an inclusivecommunity of learning where staff and students can beproud of their own identity and work in an atmosphere ofmutual respect.” Professor Clive Behagg, Vice-Chancellor

“We look forward to building our relationship with theUniversity of Chichester, working with them to ensure aninclusive environment for both staff and students” Dave Small, Workplace Associate, Stonewall

Networks It is important that the University involves and consults other interested groupsand shares good practice to move the equality and diversity agenda forward.Although not an exhaustive list, the following networks have been active inequality and diversity matters in 2010.

Student SocietiesCurrent student societies invited to be involved in the Equality sub-groups arethe Christian Union, the African-Caribbean Society and the LGBT Society.

Local Equal Opportunity Network (LEON)An active network, membership includes universities along the South coast; theUniversity’s Senior Human Resources & Equality Officer attends. LEONmembers share information and good practice. LEON is the local network ofHigher Education Equal Opportunities Network (HEEON) of which theUniversity is a member.

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Chichester CollegeThe University’s Mental Health Advisor, Disability and Academic Skills Service(DASS) Team and Chichester College continue to meet regularly to share ideasand good practice.

The International Students’ Welfare Officer continues to link with ChichesterCollege to provide combined outings, open to all students. This has proven tobe more popular with International students, as the visits are predominantly to“tourist” locations.

DisabledGoThe Senior HR & Equality Officer and Disability and Academic Skills Service(DASS) Coordinator are invited members of the Chichester Group. The OtterGallery, at Bishop Otter Campus, is included on the DisabledGo website whichdetails the accessibility of venues across England.

Advisor NetworksThe Disability Coordinator and Dyslexia Advisor are involved in regional andnational disability advice networks, including Association of Dyslexia Specialists inHigher Education (ADSHE), National Association of Disability Practitioners(NADP) , Southern Higher Education Dyslexia Group (SHED) and South CoastDisability Forum.

The Equality Challenge Unit (ECU) continues to provide advice and guidance,specific for the HE sector, and the University’s Senior HR & Equality Officerattended the ECUs 2010 Biennial Conference, which over 200 delegatesattended, representing over 100 Universities.

The Institute of Equality & Diversity Practitioners (IEDP)The University became an Associate member of IEDP in April 2010 to benefitfrom a discounted workshop rate. The IEDP provides information and adviceto equality and diversity practitioners.

Accreditation and Awards

Disability SymbolThe Disability Symbol was developed to show commitment to good practice inemploying disabled people.

To retain the disability symbol an annual review is conducted by Jobcentre Plus;the University is now in its third year of the award being reaffirmed.

Fair TradeAs a Fairtrade University, a commitment has been made to promoting andraising awareness of what the Fairtrade mark means. The University will alsouse and sell Fairtrade products such as food, drinks and clothing, making surethey are available in as many places as possible at both Bognor Regis and BishopOtter campuses, e.g. in student dining halls, cafés, Students’ Union bars andStudents’ Union shop.

Frank Buttle Trust Quality MarkThe University of Chichester retains the quality mark for a further year tosupport care leavers wishing to study at the University.

Stonewall In the latter half of the year the University became a member of Stonewall.The University committed to the Stonewall Diversity Champions Programme,aimed at staff, and submitted an entry to Stonewall’s Top 100 Index. The resultsof the Index will be known in January 2011 and will inform the work of theGender Equality Group and HR department in addressing staff and student LGBequality matters. As a member, the University is allowed to display theStonewall logo on all literature produced. Stonewall also met with the Students’LGBT Society to offer them advice and support.

Accreditation for consideration

Mindful EmployerThe University is currently considering the Mindful Employer initiative. MindfulEmployer provides access to information, advice and practical support forpeople whose mental health affects their ability to find or retain employment,training, education or voluntary work.

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Professor Clive Behagg, Vice-Chancellor(far right) and Elisabeth Whitaker, Directorof HR receiving the Stonewall’s DiversityChampions Programme by Dave Small,Stonewall Associate.

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Delivering on the Policy

To drive the equality agenda forward, initiatives andactivities that embed equality and diversity, turning ourcommitment, defined in the Equality and DiversityPolicy, to action, is essential. This section reports onthe progress and activities accomplished across theUniversity; refer to pages 28-38 for statistical data thathelped inform the work of the University.

Equality in the Curricula In supporting the University’s Equality and Diversity Policy, it is important toembed equality into the curriculum, with the aim of promoting good relationsbetween individuals and to raise awareness of equality issues for the benefit ofboth academics and students. For detailed information, reference should bemade to individual Department plans and reports, but some examples of goodpractice in 2010 are detailed below.

Sports Coaching ScienceLevel 3 lecture and seminar on Race, Religion and Gender issues in sport for theSports Coaching Science students.

Adventure EducationAs part of the teaching team’s work on chapters for the new Routledge bookproject ‘Adventure Education: An introduction’, the department has engaged Dr Joe Gibson to write a chapter (Inclusive Adventure Education) that dealswith diversity issues, particularly participation for people with disabilities in anAdventure Education setting. The book is scheduled for publication in April2011. Joe Gibson is an expert on the benefits and practicalities that surroundparticipation – he works for ‘Sense Scotland’ a charity working primarily withdeaf – blind clients and their families and carers.

The chapter is intended to inform practice in the workplace, and withinAdventure Education’s own programme will also be incorporated into the readingand content of the Level 5 module ‘Management Issues in Adventure Education’.This module already includes aspects on gender and particularly problems facedby women in regard to careers within adventure education as a sector. For 50pcof the assessment students select a particular issue and create an action planintended to address, in a practical manner, the issue they have chosen. AdventureEducation hope that this will improve the teaching team’s knowledge base in thisarea and also lead to greater student awareness, interest and knowledge.

Social PolicyA book called Equality and Diversity in Social Work practice was published byLearning Matters in June, all the chapters were written by University ofChichester staff in either Social Work or Education. Gianna Knowles, SeniorLecturer, has edited a second edition of Supporting Inclusive Practice,Routledge, which was published in 2010.

Professor Chris Gaine, Chair of Social Policy, was invited by the RunnymedeTrust to write a response to a Labour minister's pre-election documentregarding immigration and community cohesion.

EducationThe Education department believes that preparing teachers to teach in amulticultural society is key, especially when considering local demographics withrespect to the University's intake and the pupil demographics. To support thisequality and diversity issues are addressed across the programmes. Forexample, the primary Undergraduate programme has the only Citizenshipspecialist course in the country which focuses on equality, diversity andcitizenship. The modules examine inequality related to disability, gender, race andethnicity; democracy/citizenship. On the Year 2 Professional studies course thewhole module examines issues of equality and diversity looking at topics such asthe education and inclusion of pupils with Special educational needs, those forwhom English is an additional language; pupils from Gypsy Roma and Travellerbackgrounds and examining race equality and diversity, as well gender equalityissues in schools and classrooms.

Students’ UnionThe Students’ Union Vice-President has been active to ensure its ExecutiveCommittee is aware of the importance of equality and diversity on campus, andis actively involved in placing students on the equality sub-groups. The StudentsLGBT Society is proactive on the Gender Equality Group.

Equality in Student Support

Disability and Academic Skills Service (DASS)When compared with 2008-09, HESA indicates a rise of 0.7pc in the totalnumber of students declaring a disability to the University, bringing the figure to705. However, the DASS team receives additional support enquiries fromstudents who choose not to report their disability officially, indicating a figure of928 students declaring a disability, an increase of 5.8pc against DASS figuresreported in 2008-09. When looking at the type of disability declared, accordingto DASS data, the greatest change was a 9.6pc increase in students declaringdyslexia, although this in part may be due to a drop of 15.7pc in students

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declaring an unseen disability. With over two-thirds of all disabled students,dyslexia continues to be the greatest declared type of disability for the DASSteam to support at the University. As a result this has impacted on the cost ofassessments which saw an increase of £9,000 in 2008-09, to a further £10,000increase in 2009-10, bringing the total cost to £55,000.

The DASS Coordinator with Business Services developed a policy/procedurefor applicants requiring priority or adapted accommodation, or for studentswishing to remain on campus after year one on health or disability grounds.Increasing the provision of wheelchair accessible living accommodation on bothcampuses has been identified as a priority and DASS continue to work withaccommodation and Estate Management to address this issue.

In the 2009 Annual Report a change of provision to Student Finance England(SFE) reported delays in funding for dyslexic students and an increase inbureaucracy continues, where it is estimated that the paperwork required tosupport claims has trebled impacting on the entire DASS team. Despite theabove, the DASS team managed to fund full costs of support through thestudent’s Disabled Student Allowance.

In 2009-10 a total of 48 Study Skills Workshops were offered by DASS, 16 atBRC and 32 at BOC; 221 students attended the workshops, which was anincrease of 11pc on 2008-09.

International StudentsWhilst reporting on activities and action concerning International Students, it isrecognised that the University needs to continue to embed practices forInternational students within the needs of all students, and not to treatInternational students as one homogeneous group.

A significant amount of time during the year was spent on supporting and givingadvice to staff and students on the process for non-EU students entering theUK to study.

During the year the IAG worked with the Staff Development team to include anumber of programmes within the Staff Development Programme to supportthe International agenda.

Although it is not an issue for all International students, where English is not thestudent’s first language, in some cases it has proven challenging integratingInternational students in group work, for all parties concerned. In 2010 a twoday "Orientation Programme for International Students" was introduced. The name chosen was to distinguish it from the general Induction held for allstudents that takes place at the start of the academic year. The Orientationprogramme takes place prior to home student arrivals, to complete outstandinglegal documentation and to discuss cultural differences.

Through the Race, Religion and Belief Equality Group, the International StudentAdviser has worked with Conference and Accommodation on the University’sHomestay guidance. Previously there have been some issues surroundingplacements from both hosts and students and a second "follow-up" session hasbeen introduced, a few weeks into the start of course, once students have hadtime to settle in. Issues can then be addressed in more detail, since students aremore engaged with their studies. Further work on this initiative will take placein 2011.

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The International Emergency Loan has been re-established and is administratedby the Student Money Advisers in Student Support Services, with some supportfrom the International Student Advisor. As commented in the 2009 AnnualReport, the fee status of International Students has been clarified andAdmissions will assess any queries relating to the fees status of existing students.Students are able to seek advice from the International Student Adviser on thenational fees regulations and how they might apply in their case, whileAdmissions make the actual decision about each individual case.

A number of excursions open to University and Chichester College studentswere organised in 2010 to places of interest such as Bath, Oxford and London.The excursions were promoted at the University by the International WelfareAdvisor. As in previous years, the University promoted the British Council"Shine" Awards, which provides International Students with the opportunity towin one of more than 30 prizes. To enter, students provide details that focus onactive involvement in the life of the University or the local community.

ChaplaincyThis year the Chaplaincy has continued a regular pattern of worship andcommunion services for Christian staff and students. A new service wasintroduced during Freshers’ week to welcome new students and introducethem to both existing students and to local church leaders. Leaders from 15local churches attended the service. The service was seen by all to be a greatsuccess and concluded with a meal in Otters Restaurant.

The pastoral care of the Chaplaincy has been sought and accepted much moreextensively this year than last, and the Chaplaincy has been able to supportmany new students of different faiths and those of little or no faith. The ChapelFund donated significantly to allow a Muslim refugee student and his family tostay in the UK, and also negotiated scholarships to allow him to finish his PhD.

A multi-faith calendar to be included in the University’s calendar will be finalisedin 2010, giving the opportunity to draw attention to, and widen understandingof, other festivals, holy days and celebrations of many different faiths.

During 2010 one of the two prayer rooms at Bognor Regis Campus has beenused for office space whilst the renovation of the Dome is completed.Unfortunately the prayer room in the Chapel at Chichester is provingunsatisfactory for many reasons and one of the priorities for 2011 is to find amore suitable location.

The Chaplain used the opportunity to speak at all of the induction meetings thisyear to highlight the issue of discrimination against people that are different inany way. This was primarily aimed at those who have a problem with gay, lesbian,bi-sexual or trans gender students, but was also broadened to include allminorities.

Widening ParticipationThe University’s Strategic Plan 2010-13 confirms its commitment to maintainingand extending its Widening Participation agenda, ensuring that higher educationis open to all, and that access to the University’s provision is consistent with itsEquality and Diversity Policy.

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Care LeaversAn increase against 2009 of 44pc, in 2010, 13 students were in receipt of theUniversity of Chichester Care Leaver’s Bursary. As well as having access to theCare Leaver’s Coordinator, each Care leaver is aware of any additionalpastoral/academic support they can access from the Student Advisor.

The University also requests that in any cohort of school students participatingin University events that the school, where possible, will encourage theirstudents from a care background to participate.

Mature StudentsThe Widening Participation team hosted its 4th annual Mature StudentWelcome Event with over 90 students enjoying the benefits of a day on campus,including presentations from all support services, prior to starting their course.

The first combined Mature Student/Access Student information evening washeld in October 2010; 80 students attended and provided a single and morecomprehensive event for adults looking to enter higher education. Severalacademics were available for advice throughout the evening.

Equality in Professional Services

Estate ManagementThe Director of Estate Management is a member of the Disability EqualityGroup and during the year the Disability Equality Group and other interestedparties attended a Focus group to discuss accessibility issues across the BishopOtter and Bognor Regis campuses, which were incorporated into an accessibilityaudit undertaken by external consultants. Work to identify priorities will beongoing and in liaison with the Disability Equality Group.

New and refurbishment work on the Bognor Regis campus has been ongoingduring the year and will continue into 2011. Whilst Estate Management hasconsulted widely on the works, the Disability Equality Group continues to receiveupdates on progress, and raise awareness of inclusive design and build issues.

Estate Management with Accommodation and the Disability Academic SkillsService established a working party to determine a five year plan to increasewheelchair accessible accommodation and adapted accommodation to meetdemand.

Health and SafetySupported by the Health and Safety team, during the year 20 staff had additionalneeds to the standard issue display screen equipment, and two individual healthand safety risk assessments were conducted on activities to specifically support amember of staff in their post. In liaison with Estate Management and DisabilityAcademic Skills Service, work commenced and continues, on improving refugepoint communications. The Health and Safety team was also pleased to work inpartnership with Chichester College, to deliver kinesthetic training andassessment on a range of work equipment, that supports the University’sdisability equality agenda.

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Human ResourcesAn annual staff survey is launched each year; whilst the 2010 staff survey hasnow closed, the analysis of the results will not be published until after thecompletion of this report. When completed the survey results will be availableon the University’s intranet site for staff to review. To gauge feeling, theUniversity’s Equality and Diversity Staff and Student survey published earlier thisyear asked for a response to “I understand the University’s and my ownresponsibilities as set out in our Equality and Diversity Policies and Schemes”.Of the 238 staff that responded, 81.9pc said that they either strongly agreed oragreed with the statement, with only 2.1pc disagreeing or strongly disagreeing;16pc were unsure.

A number of key activities that had a direct impact on the work of HumanResources in 2010 included:• Providing advice and guidance on equality matters to staff and students• Supporting the Equality & Diversity Committee and its equality sub-groups,

including assistance with the Equality & Diversity Staff & Student Survey, Equality & Diversity Annual Report, Policy and procedural reviews

• Tailoring, administering and roll-out of the online Equality Impact Assessment training programme and the Equality & Diversity in the Workplacetraining programme

• Revision of the Equality Monitoring form used in recruitment• Revision of the application form to meet the commitment to the Guaranteed

Interview Scheme• All external vacancies placed with Jobcentre Plus• Revision of absence reporting to separate disability related sickness absence to

other sickness absence• Equal Pay audit for review by the Gender Equality Group• Review of the University’s childcare voucher scheme• Retention of the Disability Symbol award• Membership of Stonewall• Inclusion in the Staff Development Programme of workshops on equality and

diversity related matters, including continuation of mandatory training for new staff, led by the Senior HR & Equality Officer and the LaterLife Planning Workshop for staff considering retirement

• Data monitoring and reporting on recruitment, selection, maternity and paternity leave and flexible working

In addition to general support, advice and guidance the key activities that HumanResources will be involved in that impact on one or more protectedcharacteristics in 2011 include:• Support and involvement in the University’s Single Equality Scheme, including

any actions arising from the equality and diversity survey for staff • Feedback from Stonewall Top 100 Index outcome to support initiatives for

LGB equality in 2011• Revision of the University’s Statement on Age and process as a result of the

incoming legislative changes to the statutory default retirement age• Administration and monitoring of the effectiveness of the University’s equality

impact assessment toolkit• Development of a Policy to support Trans persons in liaison with the Gender

Equality Group• Continued enhancement of the University’s Equality intranet page

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• Review of the Equal pay audit to address ECU guidance on best practice• Staff disclosure audit to monitor protected characteristics • Review and make recommendations on Mindful Employer initiative in liaison

with the Disability Equality Group• Personal emergency evacuation plans for disabled staff• Increased focus on health and wellbeing initiatives

Staff data indicates an under representation of younger persons withinprofessional services and academia and to address this, the University waspleased to support the Future Jobs Fund and GraduateOn Scheme initiatives.

Future Jobs FundThe HR Department secured places for 10 trainees under the Future JobsScheme, a Government initiative to support young people into employment.The terms and conditions of the Scheme meant that only persons agedbetween 18 and 22 were eligible to apply. The post was for a period of 26weeks, on a part-time basis; the cost to employ the Trainees was fully funded bythe Government. By mid June nine trainees had been appointed under theScheme and placed in Professional Services departments across the University.At about the same time, after the general election, the new coalitionGovernment closed the Scheme to any Trainees that had not commencedemployment; by end of January 2011 all trainees at the University will havecompleted their contract.

GraduateOn SchemeWith funding from HEFCE , the University established the GraduateOnScheme, with the purpose to increase the employability of recent graduates(April 2009 to Dec 2010). Graduates appointed under the Scheme receive an8-12 week full-time post, paid at least the minimum wage.

In 2009-10 over 60 graduates have been placed across the business communityand the Research and Employer Engagement Office, with the support of HR hasplaced six graduates, three female and three male on the Scheme. Threegraduates have been recruited to support the University and three recruited tosupport University Partners.

Sponsorship for Non-EU Employees and StudentsThe UK Border Agency introduced changes to control the numbers that comeinto the UK to work or study, and further changes have been announced thatare due to come into force in April 2011.

In 2009 the University was an A-rated sponsor and was allocated 5 sponsorshiplicences that allowed non-EU staff to be recruited, of which the Universitysponsored one academic. In 2010 the University was allocated one sponsorshiplicence and in September one academic from outside of the EU was appointedand sponsored.

The 2010-11 allocation for sponsoring students remained at the same level as2009-10 and in 2010 the University applied and was awarded Highly TrustedStatus, which allows the University to offer a wider range of courses tointernational students. In recognition of a track record of good compliance, theUK Border Agency also offers Highly Trusted sponsors services that are notopen to others, such as an account management function and a more flexibleapproach to reporting student non-attendance.

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Support for Disabled StaffCosts to support staff continue to be centrally managed, although may beaccounted for within the health & safety or equality and diversity budget.

Access to Work, managed through JobcentrePlus, announced a number ofchanges in 2010 that increased the contribution required by Employers from£300 to the first £1,000 of costs identified to support a disabled member ofstaff. In addition Access to Work has removed a number of items thatEmployers had previously been able to receive funding for.

One member of staff was referred to Access to Work in 2010 but costs arelikely to be less than £1,000.

The Disability and Academic Skills Service also provide advice and guidance tostaff, when appropriate, and in 2010 supported five staff relating to a disabilityand six for study skills advice; a further seven staff sought advice on disabilityissues relating to a family member or friend.

Staff Learning and DevelopmentThe Senior HR & Equality Officer in addition to the Equality & Diversity in theWorkshop training, delivered a short equality awareness session to Student Hallrepresentatives during their induction weekend. The Chaplain also talked ondifferent equality issues at the induction, and at the student induction, theDirector of Business Services specifically raised equality and diversity matters tostudents who were moving into first year accommodation at their Intake Day.

During the year Marshall ACM’s Equality and Diversity in the Workplace(EDiW) and Equality Impact Assessment online training programme waspurchased. The Senior HR & Equality Officer with Marshall ACM tailored theonline training programmes to the University. The programmes include links tonews articles, videos, University policies and documents and incorporate logosthat the University has permission to use, images and links to its policies andprocedures; the Senior HR & Equality Officer is the administrator for bothonline training programmes. All new staff are required to undertake the onlineEquality & Diversity training programme, replacing the mandatory equality anddiversity workshop which will continue to be delivered for a further year tocomplement the online programme and then reviewed in 2011. An automatedCertificate of completion is available once the programme has been completedin full.

The training will help meet the University’s legal obligations to ensure that staffare aware of their duties within the equality legislative framework, and theEquality & Diversity Committee will monitor completion. The onlineprogrammes are accessed via an external server, maintained by Marshalls, withall updates included in an annual maintenance fee. Links to the programmes areincorporated within the online Staff Development Programme and the Equalitypage of the intranet. Equality impact assessments are a legal requirement andthe online training programme is aimed to enable all staff to understand theprocess, this will reduce the number of workshops required and ensure that allstaff are able to access training.

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In 2009-10 ten equality and diversity related sessions were held, with 110attendees; a year on year marginal increase. In addition to the staffdevelopment programme, the DASS team delivers bespoke training and alsodelivers a module on Inclusive teaching as part of the University’s Certificate inTeaching.

A partnership arrangement with Chichester College continues which meansthat there is now an extensive range of equality and diversity related workshopsavailable to staff.

WebsiteThe equality intranet page is managed by the Senior HR & Equality Officer andcontinues to be developed; it is proposed that the page will be made available tostudents in 2011. Marketing are currently working on the University’s websiteto promote equality and diversity more effectively and will be reporting to theEquality and Diversity Committee at the end of December 2010.

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Monitoring

“The results of equality monitoring can inform the effectiveuse of resources, improve competitiveness by attracting andretaining staff, and enhance service delivery by attracting adiverse range of students. Performance can be measuredand therefore improved and barriers to progress can beidentified and removed”HEFCE

Equality Impact AssessmentThe 2009 Equality & Diversity Annual Report detailed a timetable to implementMarshall ACMs online equality impact assessment toolkit. Due to a number offactors the timetable required adjustment but, in September 2010, the onlineEquality Impact Assessment training programme was made accessible to all staff.All staff completing equality impact assessments are required to complete theonline training programme before they are given access to the equality impactassessment toolkit.

The Senior HR & Equality Officer has been working with the Executive Dean’sTeam and Departments to ensure the Equality Impact Assessment onlinetoolkit is appropriate to the needs of the University, and meets the anticipatedlegislative duties that will be imposed on the University. Final approval ofthe questions, process and guidance will be sought by the Equality &Diversity Committee.

The online toolkit incorporates the requirement of sign-off from all equalitysub-groups, ensuring all equality impact assessments are given due considerationand review by individuals with a specialist knowledge or interest of theprotected characteristics.

The Equality & Diversity Committee will receive regular reports on progressmade, with reports being stored within the online toolkit. Summary results willbe published annually in the University’s annual Equality and Diversity report.

StatisticsThe Higher Education Statistics Agency (HESA) requires all Universities tosubmit information concerning its staff profile. Using the returns, HESA thenpublishes a set of summary analyses which can be used to benchmarkUniversities. The annual Equality and Diversity report is considered a publicdocument, and therefore uses HESA data sets for a consistent approach.

The following pages detail data that have helped to inform the activities andactions outlined in this report, and include data required to be published inaccordance with current equality legislation.

Staff data is calculated by Full Person Equivalent (FPE). Individuals can holdmore than one contract and each contract may involve more than one activity.In proportion to the declared Full Time Equivalent for each activity; this resultsin counts of full person equivalents. Staff FPE counts are calculated on the basisof contract activities that were active on 1 December of the reporting period.

Casual StaffWhilst the University refers to individuals that are in the main employed forshort term tasks, or on an ad hoc basis as “casual” staff, HESA refers to thissame group as “A-typical”.

Estimated Completion YearThis denotes whether students complete their course within the time periodthe University would expect, excepting intermission, re-sits or other similarjustification; Table 1 refers.

Table 1: Expected number of years to complete a course at the University

Source: University of Chichester Management Information Systems

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Age Equality Data

StaffAs at 1 December 2010 only one member of staff on core contract was underthe age of 21, although at the same point in time 184 staff on an atypicalcontract were under the age of 21. Page 22 of this report demonstrates somepositive action to encourage younger persons to the University.

Source: HESA, 2009-10

StudentsAge on Entry.


Note: Mature Undergraduates are those who began their course aged 21 orover. Mature Postgraduates are those who began their course aged 25 or over.


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Disability Equality DataRefer to page 6 for the framework that has been developed to address disabilityequality at the University.

StaffOn analysing data from the 2009 University’s Staff survey and 2010 Equality andDiversity survey, it is evident that there is a greater number of staff who have adisability than declared at point of appointment. This issue has been identifiedas an action for inclusion in the University’s Single Equality Scheme Action Plan;the final consultation of the Scheme will take place between January and endMarch 2011.

Source: HESA

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Guaranteed Interview SchemeThe Guaranteed Interview Scheme is part of the University’s commitment ofthe Disability Symbol, refer to page 13, that guarantees an interview tocandidates that wish to be part of the Scheme, are disabled and meet theessential criteria of the Job Profile. Less than 2pc of applicants have submittedapplications under the GIS and of those, almost half have not met the essentialcriteria. Further work to promote the Scheme and reduce the number ofapplicants applying under the GIS, where their applications do not meet theessential criteria, are being addressed by the HR Recruitment team.

Source: CIPHR, 2009-10

StudentsDisabled Students as a percentage of Total Students

Source: HESA

Disability Declared by Student


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RetentionFull and Part-time retention figures of disabled students have increasedsignificantly when compared with previous years, and aligns disabled studentsthat continue to 2nd year with non-disabled students. When reviewingcompletion rates nationally, the University is placed in the top third (TheComplete University Guide 2011, University League Table 2011).

Full-time Students

Source: HESA

Part-time Students

Source: HESA

Type of Disability

Source: DASS database, 2009-10

* Figures include individuals coded more than once for multiple disabilities

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Career Path of Students

Source: DLHE 2008-09 Report

ComplaintsThere were no reported formal complaints to Student and Academic Servicesin respect of academic year 2008-09, concerning disability discrimination.

Gender Equality DataRefer to page 6 for the framework that has been developed to address genderand trans gender equality at the University.

Staff Recruitment

Staff


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Staff

Source: HESA

Maternity and Paternity Leave

Page 21 of this report details action that has taken place with regard tomaternity, paternity and childcare provision.

A = Academic Staff S = Professional Services Staff

All staff following paternity leave returned to work whilst 99.9pc of staffreturned following maternity leave. In the period 2009-10, staff on maternityleave accounted for 1.3pc of all staff.

Flexible Working RequestsThe University operates a Flexible Working Policy that is open to all itsemployees, however for the period 2008-9, seven requests were received, sixrequesting changes following maternity leave and one following paternity leave.In 2009-10 four requests were received, two following maternity leave and twounrelated to a protected characteristic. All requests were agreed.

Students

National Comparison

Source: HEIDI, 2008-09

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All Students


Retention

Full Time Student Retention


Part Time Student Retention


Career Path of Students

Source: DLHE 2008-09 Report34

ComplaintsThere were no reported formal complaints to Student and Academic Servicesin respect of academic year 2009-10, concerning gender discrimination.

Trans genderIt is estimated that there are 300,000 trans people in the UK and thereforeuniversities are likely to have trans people among their staff and students.However Gires and ECU recommend that due to the sensitive nature ofcollating data concerning an individual’s gender identity, it would be inadvisableto request data that could potentially identify a trans staff or student. TheUniversity will therefore only request data when it forms part of an anonymoussurvey, or request data on people’s attitudes concerning trans gender.

Legislation primarily focuses on gender reassignment, however the Universitywill ensure its policies and practices support and are inclusive of all trans people,whether or not they intend to, are having, or have had their gender reassigned.

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Race Equality data

Refer to page 6 for the framework that has been developed to address raceequality at the University.

Work to address under representation and support ethnic minority groupsat the University, is contained within the Single Equality Scheme Action Plan.A final consultation of the Scheme and Action Plan is due to take placeduring January and end March 2011.

Staff

Staff profile by Ethnic group

Source: HESA

Chichester District was ranked 7 out of 67 in the Regional ranking for thelargest ethnic White group in the 2001 Census survey. In 2007, Chichesterhad a White or White British ethnic profile of 98.4pc and Arun, 98.3pc.Portsmouth is lower at 94.7pc and Brighton & Hove at 94.3pc; areas wherethe University also advertises its job vacancies.

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Students

Ethnicity of Students

Source: HESA

Retention

Full time student retention

Source: HESA

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Part time student retention

Source: HESA

Career Path

Source: DLHE, 2008-09 report

ComplaintsThere were no reported formal complaints to Student and Academic Servicesin respect of academic year 2008-09, concerning race discrimination.

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www.chi.ac.ukPlease recycle after use

Contact DetailsLouise BirchSenior HR and Equality Officer01243 [email protected]

This document is available inalternative formats on requestplease email: [email protected]

equality and diversity annual report 2010

Documents

equality diversity policy

annual equality

equality framework

equality agenda

embedding equality

disability equality

age equality data

gender equality data