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Governance and Structure

​​​​​The University Executive Committee is responsible for all matters associated with the development and management of the university.

Equality Objectives 2018-2022

Last updated: 30 March 2023

Actions for 2020-2022

Vision statement

To create an inclusive campus culture where difference is respected and valued, that actively combats prejudice, discrimination and harassment enabling all students and staff to achieve their true potential. 

1. Recruiting, Developing and Supporting a more Diverse Workforce

#ActionsLead ResponsibilityTimescaleImpact /Outcome
1Recruitment and selection of Staff:

• Support the Departments & Schools with the reduction of gender based occupational segregation & continue to close the gender pay gap
• Increase the representation of applicants from Black, Asian, Minority ethnic backgrounds across all roles at all levels in the University
• Work with internal and external networks to understand and develop the most appropriate channels to attract staff from diverse backgrounds
Customer Services and Operations ManagerJuly 2021• Continuing reduction in both our Mean and Median gender pay gap since reporting started.
• Number of diverse candidates applying for roles continues to remain steady.
• The ethnic diversity of our workforce has seen a slight increase, up to 7.6% from 6.6% a level that had remained static for the previous decade. Our disability disclosure remains the same at 6.6%.
• The percentage of ethnic minority candidates shortlisted dropped by 8%. We are reviewing our data and shortlisting process to understand the reasons for this.
• Equality Impact Assessments were undertaken on the Disciplinary, Grievance and Capability policies with the data reported to the Equality, Diversity, and Inclusion Committee. (EDI). Whilst number of cases are small, there appeared to be elements of disproportionality in relation to age, ethnicity and gender. The policies will be revisited in two years with data reported to the EDI Committee.
2Learning and Development:

• Create a cohesive, unified learning and development framework of the existing provision offered by People Development, ADU and Education.
• Trial, evaluate and implement the “Supporting Inclusive Behaviours” workshop to all staff
HR Director

Equality and Diversity Manager
March 2021

Pilot October 2020. Roll out March 2021 onwards
• Work delayed on the creation of a cohesive learning and development offer due to demands and pressures of Covid. This will now begin from September 2021.
• More than 130 staff completed the ‘Developing Inclusive Behaviours’ workshop. Moved to an online delivery due to Covid. (Name changed from ‘Supporting’ to be more active) Too early to comment on change to behaviours, although feedback indicates all participants identified at least one action to take away.
• All staff will be required to complete the workshop so implementing a ‘Train the Trainer’ programme to develop staff to deliver the workshop.
• The promotion of the above workshop resulted in an increase in the number of staff completing online equality and unconscious bias modules.
3Harassment and Bullying:

• Establish an online system for staff to report incidents of bullying and harassment, including anonymously. System to advise on internal support and signpost to external sources of advice and support.
• Develop and implement a communication plan to increase awareness and transparency of the process.
Equality and Diversity Manager and HR TeamMarch 2021• Online system launched in May with a ‘soft’ launch. No incidents reported to date. Greater awareness and promotion of the system will begin September 2021..

2. Improving our Students’ Experiences

2a. Reducing our Awarding Gap

#ActionsLead ResponsibilityTimescaleImpact Measures
1Develop the LiFT – ‘Decolonising Learning Project’:

• Expand collection of staff & student stories.
• Develop our own good practice case studies
LiFT Project TeamJune 2021• Resources added to the Talis list and Moodle site increasingly contains our own good practice.
• Framework developed to embed the LiFT Project into the University’s EDI Strategy so the principles become part of everyday practice.)
2Continue to expand and learn from our Reciprocal Mentoring ProgrammeEquality and Diversity ManagerJuly 2021• 10 partners recruited to the Programme. Impact of learning on senior leaders beginning to be reflected in their decision-making.
• Student partners continue to enhance their employability skills..
3aUnder the Learning Design Programme, develop across the staff body inclusive pedagogies and practices that will achieve significant reduction in the black and other awarding gaps:

• Design, deliver and evaluate a course-level workshop as part of the AcE Framework on ‘Embedding inclusivity within and beyond the curriculum’
Head of Learning Technology & InnovationPilot February 2021. Repeat on rolling basis or by SC request across AY 20/21.· Two runs of three online workshop sessions took place Feb/March and May 2021. Attendee numbers were small across all three sessions: 20 and 6, but with high satisfaction. Refresh and delivery as generic and bespoke subject community workshops taking place for AY 2021-22.
· Impact on practice to be shared in RAPP and eSRD discussions
· Curriculum design and delivery changes to be noted as Course Portal Reflections and Actions
3b• Continuous updating of materials on the ADU Sharepoint site for LD Principle 6 (inclusive and personalised learning experiences)Head of Learning Technology & InnovationThroughout AY 20/21• · Materials have been updated and expanded (most recently in July 2021), and linked to LIFT resources
· Integration of an EDI Discovery Lecture in May 2021 (42 attendees with 100% satisfaction)
· Hits on resources are high, with positive feedback from staff
3c• Ensure EDI in curriculum design, delivery and assessment is a key theme of the Festival of Learning 2021Head of Learning Technology & InnovationJune 2021
June 2022
• FoL 2021: EDI was commissioned as one of two internal keynotes (52 attendees), and extended via an inclusive LGBTQ+ presentation (33 attendees), LIFT Lab (41 attendees) and Academic Exchanges (101 attendees)
· FoL 2022: EDI contributions to be commissioned and encouraged from all
3d• Review all courses with active consideration of inclusive approaches to teaching, learning and assessmentHead of Learning Technology & InnovationThroughout AY 20/21 EDI considerations were embedded within blended learning support for courses.
The full review of course design has been postponed due to COVID
· 2021-22: EDI considerations will continue to be embedded within blended learning support for courses via an AcE Framework TEL workshop
· Curriculum design and delivery changes to be captured as Course Portal Reflections and Actions
4Continue to support and develop our Black, Asian and Minority Ethnic + Staff/Student NetworkChairs of the BAME Network & Student UnionThroughout 20/21 Academic year• Visibility of the Network increased with co -chairs winning annual Diversity & Inclusion Staff Award and several members leading on a university wide project around de-colonising the curriculum.
• Members of the Network were successful in securing research funding to explore the factors causing our awarding gap.
• New co-chairs of the Network were elected for academic year 2021/22.

2. Improving our Students’ Experiences

2b. Supporting their Mental Health and Wellbeing

#ActionsLead ResponsibilityTimescaleImpact Measures
1Roll out Mental Health First Aid trainingHead of Student WellbeingJuly 2021• 300+ staff to attend MHFA training
2Residential Life. Create programme of events and community development for students in halls.Head of Student Housing and WelfareThroughout 20/21 AY•Events were increased in the 20/21 year, and heavily focussed on online activity due to lockdowns and restrictions due to the pandemic. Examples include ‘28 days of lockdown’ activities, details can be found here.
• Had a temporary increase in staff resource to facilitate residential life activities during the pandemic, which ended in February 2021.
3Establish a programme of support for our international studentsImmigration and Student Records ManagerThroughout 20/21 AY• Creation of post of International Student Support Officer (1.0FTE) to assist with onboarding, induction and experience of international students
• Setup of International Student Experience Working Group, delivering on inter-team refinements to process and experience of international students
• New Arrivals Survey for International Students has helped us plan resource for arrivals and ensure a better student experience
• Further development and refinement of Attendance Monitoring process, to help flag potential pastoral issues early, and allow for intervention.

3. Aspiring to, Embedding and Celebrating our Successes

#ActionsLead ResponsibilityTimescaleImpact Measures
1Range of events and activities organised to celebrate and mark diversity dates.Chairs of Black, Asian, Minority Ethnic + Network/ Womens’ Network/ Equality and Diversity Manager/SUThroughout 20/21 Academic Year• Increase in the number of activities held to raise awareness to, and educate on, equality, diversity, and inclusion across the year. Activities held encouraged other colleagues to organise activities and events. Events held online due to Covid restrictions.
• EDI was a key theme in the Festival of Learning’ providing one of the internal key-note presentations and several workshop sessions.
2Incorporation of equality, diversity and inclusion in all corporate strategies.Equality & Diversity ManagerThroughout 20/21 Academic Year• Equality diversity and inclusion referenced appropriately within the revised Research Strategy and identified as a ‘Theme’ within the refresh of the Corporate Strategic Plan.
• University started development of its first Equality, Diversity, and Inclusion Strategy.
3Explore external awards and accreditations to recognise success and progressEquality & Diversity Manager and Equality Champions.Throughout 20/21 Academic Year• Recognised as an ‘Inclusive Employer’ by the GEM Project.
• Reciprocal Mentoring Programme shortlisted for Times Higher Education “Outstanding Contribution to Equality, Diversity, and Inclusion” Award and won a “Collaborative Award for Teaching Excellence”.

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