{"id":106,"date":"2020-11-16T13:01:20","date_gmt":"2020-11-16T13:01:20","guid":{"rendered":"https:\/\/www.glos.ac.uk\/information\/?post_type=ht_kb&p=106"},"modified":"2022-03-28T14:29:49","modified_gmt":"2022-03-28T14:29:49","slug":"equality-objectives-2018-2022-actions-for-2019-2022","status":"publish","type":"ht_kb","link":"https:\/\/www.glos.ac.uk\/information\/knowledge-base\/equality-objectives-2018-2022-actions-for-2019-2022\/","title":{"rendered":"Equality Objectives 2018 \u2013 2022 Actions for 2019 – 2022"},"content":{"rendered":"\n
  1. Creating, developing and supporting a more diverse workforce Gender pay Gap<\/strong><\/li><\/ol>\n\n\n\n
    <\/td>Actions<\/td>Lead Responsibility<\/td>Timescale<\/td>Measures<\/td>Impact<\/td><\/td><\/tr>
    1<\/td>Undertake our Gender
    Pay Gap analysis. Draft
    report and take to UEC<\/td>    		Equality and Diversity
    Manager<\/td>    		November 2020<\/td>Analysis shows an
    improvement or a
    comprehensive explanation
    for the figures<\/td>    		University develops a
    transparent approach to
    pay, and actively works to
    continue reduce any
    gender pay gaps<\/td>    		<\/td><\/tr>
    2<\/td>Publish our gender pay
    gap in Government
    portal<\/td>    		Equality and Diversity
    Manager<\/td>    		31st March 2020<\/td>Pay Gap and associated action
    plan published by legal
    deadline<\/td>    		University fulfils its
    statutory requirements<\/td>    		<\/td><\/tr>
    3<\/td>Monitor and evaluate
    associated action plan<\/td>    		Equality and Diversity
    Manager<\/td>    		31st March 2020<\/td>Analysis shows an
    improvement or a
    comprehensive explanation
    for the figures<\/td>    		Develop strategic actions to
    sustain any reductions in
    our gap<\/td>    		<\/td><\/tr>
    4<\/td>Carryout an Equal Pay
    Review and report to
    UEC<\/td>    		Equality and Diversity
    Manager<\/td>    		June 2020<\/td>Compare analysis with Review
    undertaken in 2018. Report to
    UEC highlights any patterns
    and trends, making
    recommendations.<\/td>    		University develops a
    transparent approach to
    pay, and actively works to
    reduce any pay gaps.<\/td>    		<\/td><\/tr>
    5<\/td>Continue to progress
    towards Level 3 of
    Disability Confident.<\/td>    		Equality and Diversity
    Manager<\/td>    		February 2020<\/td>Achieve Level 3 becoming a
    \u201cDisability Confident Leader\u201d<\/td>    		Actively recruit and retain
    disabled staff. Create a
    more inclusive working
    environment. Increase
    disclosure of staff disability<\/td>    		<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    2. Aspiring to, Embedding and Celebrating Success Creating more inclusive campuses through celebratory events<\/strong><\/p>\n\n\n\n

    <\/td>Actions<\/td>Lead Responsibility<\/td>Timescale<\/td>Measures<\/td>Impact<\/td><\/tr>
    1<\/td>Purchase an on-line
    diversity and inclusion
    calendar. Publicise
    widely<\/td>    		Equality and Diversity
    Manager<\/td>    		By December 2019<\/td>On-line calendar posted across a
    wide range of staff and student
    digital media channels<\/td>    		Staff are more aware of
    diversity and inclusion dates
    to mark and\/or celebrate<\/td><\/tr>
    2<\/td>Live Smart Events
    celebrating student –
    community
    collaborations for the
    Global Sustainability
    Goals.<\/td>    		Sustainability Engagement
    Manager<\/td>    		July 2020<\/td>2 events delivered in the
    2019\/20 academic year<\/td>    		Greater staff and student
    engagement in
    sustainability- community
    based projects.<\/td><\/tr>
    3<\/td>Range of cultural
    diversity events and
    activities delivered<\/td>    		Chaplaincy Team & SU
    Officers<\/td>    		Across 2019\/20<\/td><\/td>Create greater sense of
    community for all our
    students and staff.<\/td><\/tr>
    4<\/td>Expand \u201cSteps into
    Work\u201d Programme with
    National Star College<\/td>    		HR Adviser<\/td>July 2020<\/td>University to offer a minimum
    of three opportunities.<\/td>    		Increase employment
    prospects for learners and
    knowledge for our staff.<\/td><\/tr>
    5<\/td>Promote smart travel to
    support active lifestyles<\/td>    		Sustainability Engagement
    Manager<\/td>    		July 2020<\/td>Increase in number of
    students and staff walking,
    cycling, taking the bus or car
    sharing<\/td>    		Improved health and
    wellbeing of staff and
    students. Students and staff
    save money. Improved local
    air quality and reduced
    congestion<\/td><\/tr>
    6<\/td>Organise and deliver a
    dance festival to
    celebrate cultural
    diversity<\/td>    		Equality and Diversity
    Manager\/Project Officer<\/td>    		March 2020<\/td>Deliver a dance festival that
    engages staff, students and
    the local community.<\/td>    		Create informal, fun
    learning spaces to explore
    different cultures.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    3. Improving our students\u2019 experiences Reducing BAME Attainment Gap (20% by 2022)<\/strong><\/p>\n\n\n\n

    <\/td>Actions<\/td>Lead Responsibility<\/td>Timescale<\/td>Measures<\/td>Impact<\/td><\/tr>
    1<\/td>Continue to provide
    support from Student
    Achievement Team,
    including as part of
    induction.<\/td>    		Student Achievement Team<\/td>July 2020<\/td><\/td><\/td><\/tr>
    2<\/td>Continue to grow and
    learn from our
    reciprocal mentoring
    programme<\/td>    		Equality and Diversity
    Manager<\/td>    		July 2020<\/td>Recruit between 15-20
    partners<\/td>    		Increased understanding of
    barriers and challenges
    facing our BME students by
    Senior Leaders.<\/td><\/tr>
    3<\/td>Diversity and Inclusion
    briefing for Personal and
    Module Tutors<\/td>    		Director of Quality
    Enhancement & Dean of
    Academic Development<\/td>    		June 2020<\/td>More diverse project topics
    adopted by students<\/td>    		Increase in the diversity of
    project topics students are
    able to study<\/td><\/tr>
    4<\/td>Continue to monitor
    allocation of halls<\/td>    		Head of Student Housing
    and Welfare<\/td>    		June 2020<\/td><\/td>Ensure halls allocation does
    not negatively impact upon
    any particular group of
    students<\/td><\/tr>
    5<\/td>Establish and support a
    BME Staff\/Student
    Network<\/td>    		Equality and Diversity
    Manager<\/td>    		December 2019<\/td>Network set up that is led and
    for BME staff and students<\/td>    		Gain greater insight into
    experiences of our BME
    staff and students to create
    more inclusive campus
    environments<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    3b Improving our students’ experiences Support students through mental health and wellbeing issues<\/strong><\/p>\n\n\n\n

    <\/td>Actions<\/td>Lead Responsibility<\/td>Timescale<\/td>Measures<\/td>Impact<\/td><\/tr>
    1<\/td>Encourage more male
    students to come
    forward for support
    (academic, health and
    financial)<\/td>    		Head of Student
    Wellbeing\/SU<\/td>    		July 2020<\/td>Increase in the number of
    male students accessing range
    of support services<\/td>    		<\/td><\/tr>
    2<\/td>Increase access to free
    physical activity<\/td>    		Universal Sports<\/td>Academic year
    2019\/20<\/td>    		Increase in number of
    students involved in physical
    activity.<\/td>    		Improved health and
    wellbeing of students<\/td><\/tr>
    3<\/td>Roll out Mental Health
    First Aid training<\/td>    		HR Business Partner\/ Head
    of Student Well Being<\/td>    		July 2020<\/td>300+ staff to attend MHFA
    training<\/td>    		Improved understanding
    and more effective early
    intervention of students
    presenting with mental ill
    health.<\/td><\/tr>
    4<\/td>Continue support for
    Dignity Advisers<\/td>    		Head of Student Wellbeing<\/td>Academic year
    2019\/20<\/td>    		Provide three network
    meetings with associated
    development.<\/td>    		Continue to build profile of
    Dignity Advisers and
    support available.<\/td><\/tr>
    5<\/td>Residential Life. Create
    programme of events
    and community
    development for
    students in halls<\/td>    		Head of Student Housing
    and Welfare<\/td>    		Throughout
    2019\/20 Academic
    year.<\/td>    		Increase events across halls
    and attendance. Seek
    feedback through focus
    groups.<\/td>    		Create a greater sense of
    community on campus
    outside of teaching time<\/td><\/tr>
    6<\/td>Deliver Post Graduate
    Research student mental
    health and wellbeing
    workshop at a
    Supervisor Symposium
    meeting<\/td>    		Post Graduate Research
    Manager<\/td>    		September 2019<\/td>Provide training and
    development to the network
    of supervisors in the
    management of PGR student
    mental health and wellbeing<\/td>    		Improve PGR student
    experience and student
    retention through effective
    management of student
    issues and signposting to
    University resources.<\/td><\/tr>
    7<\/td>Promote smart travel<\/td>Sustainability Engagement
    Manager<\/td>    		July 2020<\/td>Increase in number of
    students and staff walking,
    cycling, taking the bus or car
    sharing<\/td>    		Improved health and
    wellbeing of staff and
    students. Students and staff
    save money. Improved local
    air quality and reduced
    congestion.<\/td><\/tr>
    8<\/td>Review current outreach
    information for school
    and college students and
    include relevant
    wellbeing information.<\/td>    		Marketing and Widening
    Participation Schools and
    Colleges Manager<\/td>    		October 2019<\/td>Update existing presentation
    slides delivered in schools and
    include specific information
    about measures in place to
    support mental health and
    wellbeing for students.<\/td>    		Improved understanding of
    pre-entry students of the
    support available at
    University to help with
    transitions.<\/td><\/tr>
    9<\/td>Enable a culture of
    sharing mental health
    with faith spaces and
    the chapel<\/td>    		Chaplaincy Team<\/td><\/td><\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    3c) Improving our students\u2019 experiences Postgraduate student retention<\/strong><\/p>\n\n\n\n

    <\/td>Actions<\/td>Lead Responsibility<\/td>Timescale <\/td>Measures<\/td>Impact<\/td><\/tr>
    <\/td>Regularly review Post
    Graduate student
    retention at Research
    Degrees Committee<\/td>    		Post Graduate Research
    Manager<\/td>    		<\/td>To increase retention of PGR
    students by effective action on
    preventable student
    withdrawals. Monitor in
    School annual reports.<\/td>    		Improved student
    experience, retention of
    student numbers and
    increase in completion
    rates within Schools (in
    relation to REF data)<\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"

    Creating, developing and supporting a more diverse workforce Gender pay Gap Actions Lead Responsibility Timescale Measures Impact 1 Undertake our GenderPay Gap analysis. Draftreport and take to UEC Equality and DiversityManager November 2020 Analysis shows animprovement or acomprehensive explanationfor the figures University develops atransparent approach topay, and actively works tocontinue reduce anygender pay gaps 2 […]<\/p>\n","protected":false},"author":12,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","format":"standard","meta":{"_acf_changed":false,"_searchwp_excluded":"","footnotes":""},"schools":[],"campuses":[],"subject_area":[],"ht-kb-category":[108],"ht-kb-tag":[],"class_list":["post-106","ht_kb","type-ht_kb","status-publish","format-standard","hentry","ht_kb_category-equality-and-diversity"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/106","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb"}],"about":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/types\/ht_kb"}],"author":[{"embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/comments?post=106"}],"version-history":[{"count":11,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/106\/revisions"}],"predecessor-version":[{"id":10372,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/106\/revisions\/10372"}],"wp:attachment":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/media?parent=106"}],"wp:term":[{"taxonomy":"schools","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/schools?post=106"},{"taxonomy":"campuses","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/campuses?post=106"},{"taxonomy":"subject_area","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/subject_area?post=106"},{"taxonomy":"ht_kb_category","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb-category?post=106"},{"taxonomy":"ht_kb_tag","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb-tag?post=106"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}