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. <\/strong><\/p>\n\n\n\n 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 # Actions Lead Responsibility Timescale Impact \/Outcome 1 Recruitment and selection of […]<\/p>\n","protected":false},"author":23,"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":[5],"ht-kb-tag":[],"class_list":["post-599","ht_kb","type-ht_kb","status-publish","format-standard","hentry","ht_kb_category-governance-and-structure"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/599","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\/23"}],"replies":[{"embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/comments?post=599"}],"version-history":[{"count":13,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/599\/revisions"}],"predecessor-version":[{"id":13063,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb\/599\/revisions\/13063"}],"wp:attachment":[{"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/media?parent=599"}],"wp:term":[{"taxonomy":"schools","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/schools?post=599"},{"taxonomy":"campuses","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/campuses?post=599"},{"taxonomy":"subject_area","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/subject_area?post=599"},{"taxonomy":"ht_kb_category","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb-category?post=599"},{"taxonomy":"ht_kb_tag","embeddable":true,"href":"https:\/\/www.glos.ac.uk\/information\/wp-json\/wp\/v2\/ht-kb-tag?post=599"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}1. Recruiting, Developing and Supporting a more Diverse Workforce<\/h2>\n\n\n\n
#<\/th> Actions<\/th> Lead Responsibility<\/th> Timescale<\/th> Impact \/Outcome<\/th><\/tr><\/thead> 1<\/td> Recruitment and selection of Staff:
\u2022 Support the Departments & Schools with the reduction of gender based occupational segregation & continue to close the gender pay gap
\u2022 Increase the representation of applicants from Black, Asian, Minority ethnic backgrounds across all roles at all levels in the University
\u2022 Work with internal and external networks to understand and develop the most appropriate channels to attract staff from diverse backgrounds<\/td>Customer Services and Operations Manager<\/td> July 2021<\/td> \u2022 Continuing reduction in both our Mean and Median gender pay gap since reporting started.
\u2022 Number of diverse candidates applying for roles continues to remain steady.
\u2022 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%.
\u2022 The percentage of ethnic minority candidates shortlisted dropped by 8%. We are reviewing our data and shortlisting process to understand the reasons for this.
\u2022 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.<\/td><\/tr>2<\/td> Learning and Development:
\u2022 Create a cohesive, unified learning and development framework of the existing provision offered by People Development, ADU and Education.
\u2022 Trial, evaluate and implement the \u201cSupporting Inclusive Behaviours\u201d workshop to all staff<\/td>HR Director
Equality and Diversity Manager<\/td>March 2021
Pilot October 2020. Roll out March 2021 onwards<\/td>\u2022 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.
\u2022 More than 130 staff completed the \u2018Developing Inclusive Behaviours\u2019 workshop. Moved to an online delivery due to Covid. (Name changed from \u2018Supporting\u2019 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.
\u2022 All staff will be required to complete the workshop so implementing a \u2018Train the Trainer\u2019 programme to develop staff to deliver the workshop.
\u2022 The promotion of the above workshop resulted in an increase in the number of staff completing online equality and unconscious bias modules.<\/td><\/tr>3<\/td> Harassment and Bullying:
\u2022 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.
\u2022 Develop and implement a communication plan to increase awareness and transparency of the process.<\/td>Equality and Diversity Manager and HR Team<\/td> March 2021<\/td> \u2022 Online system launched in May with a \u2018soft\u2019 launch. No incidents reported to date. Greater awareness and promotion of the system will begin September 2021..<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n 2. Improving our Students’ Experiences<\/h2>\n\n\n\n
2a. Reducing our Awarding Gap<\/h3>\n\n\n\n
#<\/th> Actions<\/th> Lead Responsibility<\/th> Timescale<\/th> Impact Measures<\/th><\/tr><\/thead> 1<\/td> Develop the LiFT – ‘Decolonising Learning Project\u2019:
\u2022 Expand collection of staff & student stories.
\u2022 Develop our own good practice case studies<\/td>LiFT Project Team<\/td> June 2021<\/td> \u2022 Resources added to the Talis list and Moodle site increasingly contains our own good practice.
\u2022 Framework developed to embed the LiFT Project into the University\u2019s EDI Strategy so the principles become part of everyday practice.)<\/td><\/tr>2<\/td> Continue to expand and learn from our Reciprocal Mentoring Programme<\/td> Equality and Diversity Manager<\/td> July 2021<\/td> \u2022 10 partners recruited to the Programme. Impact of learning on senior leaders beginning to be reflected in their decision-making.
\u2022 Student partners continue to enhance their employability skills..<\/td><\/tr>3a<\/td> Under 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:
\u2022 Design, deliver and evaluate a course-level workshop as part of the AcE Framework on \u2018Embedding inclusivity within and beyond the curriculum\u2019<\/td>Head of Learning Technology & Innovation<\/td> Pilot February 2021. Repeat on rolling basis or by SC request across AY 20\/21.<\/td> \u00b7 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.
\u00b7 Impact on practice to be shared in RAPP and eSRD discussions
\u00b7 Curriculum design and delivery changes to be noted as Course Portal Reflections and Actions<\/td><\/tr>3b<\/td> \u2022 Continuous updating of materials on the ADU Sharepoint site for LD Principle 6 (inclusive and personalised learning experiences)<\/td> Head of Learning Technology & Innovation<\/td> Throughout AY 20\/21<\/td> \u2022 \u00b7 Materials have been updated and expanded (most recently in July 2021), and linked to LIFT resources
\u00b7 Integration of an EDI Discovery Lecture in May 2021 (42 attendees with 100% satisfaction)
\u00b7 Hits on resources are high, with positive feedback from staff<\/td><\/tr>3c<\/td> \u2022 Ensure EDI in curriculum design, delivery and assessment is a key theme of the Festival of Learning 2021<\/td> Head of Learning Technology & Innovation<\/td> June 2021
June 2022<\/td>\u2022 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)
\u00b7 FoL 2022: EDI contributions to be commissioned and encouraged from all<\/td><\/tr>3d<\/td> \u2022 Review all courses with active consideration of inclusive approaches to teaching, learning and assessment<\/td> Head of Learning Technology & Innovation<\/td> Throughout 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<\/td>\u00b7 2021-22: EDI considerations will continue to be embedded within blended learning support for courses via an AcE Framework TEL workshop
\u00b7 Curriculum design and delivery changes to be captured as Course Portal Reflections and Actions<\/td><\/tr>4<\/td> Continue to support and develop our Black, Asian and Minority Ethnic + Staff\/Student Network<\/td> Chairs of the BAME Network & Student Union<\/td> Throughout 20\/21 Academic year<\/td> \u2022 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.
\u2022 Members of the Network were successful in securing research funding to explore the factors causing our awarding gap.
\u2022 New co-chairs of the Network were elected for academic year 2021\/22.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n2. Improving our Students’ Experiences<\/h2>\n\n\n\n
2b. Supporting their Mental Health and Wellbeing<\/h3>\n\n\n\n
#<\/th> Actions<\/th> Lead Responsibility<\/th> Timescale<\/th> Impact Measures<\/th><\/tr><\/thead> 1<\/td> Roll out Mental Health First Aid training<\/td> Head of Student Wellbeing<\/td> July 2021<\/td> \u2022 300+ staff to attend MHFA training<\/td><\/tr> 2<\/td> Residential Life. Create programme of events and community development for students in halls.<\/td> Head of Student Housing and Welfare<\/td> Throughout 20\/21 AY<\/td> \u2022Events were increased in the 20\/21 year, and heavily focussed on online activity due to lockdowns and restrictions due to the pandemic. Examples include \u201828 days of lockdown\u2019 activities, details can be found here.
\u2022 Had a temporary increase in staff resource to facilitate residential life activities during the pandemic, which ended in February 2021.<\/td><\/tr>3<\/td> Establish a programme of support for our international students<\/td> Immigration and Student Records Manager<\/td> Throughout 20\/21 AY<\/td> \u2022 Creation of post of International Student Support Officer (1.0FTE) to assist with onboarding, induction and experience of international students
\u2022 Setup of International Student Experience Working Group, delivering on inter-team refinements to process and experience of international students
\u2022 New Arrivals Survey for International Students has helped us plan resource for arrivals and ensure a better student experience
\u2022 Further development and refinement of Attendance Monitoring process, to help flag potential pastoral issues early, and allow for intervention.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n\n\n\n3. Aspiring to, Embedding and Celebrating our Successes<\/h2>\n\n\n\n
#<\/th> Actions<\/th> Lead Responsibility<\/th> Timescale<\/th> Impact Measures<\/th><\/tr><\/thead> 1<\/td> Range of events and activities organised to celebrate and mark diversity dates.<\/td> Chairs of Black, Asian, Minority Ethnic + Network\/ Womens\u2019 Network\/ Equality and Diversity Manager\/SU<\/td> Throughout 20\/21 Academic Year<\/td> \u2022 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.
\u2022 EDI was a key theme in the Festival of Learning\u2019 providing one of the internal key-note presentations and several workshop sessions.<\/td><\/tr>2<\/td> Incorporation of equality, diversity and inclusion in all corporate strategies.<\/td> Equality & Diversity Manager<\/td> Throughout 20\/21 Academic Year<\/td> \u2022 Equality diversity and inclusion referenced appropriately within the revised Research Strategy and identified as a \u2018Theme\u2019 within the refresh of the Corporate Strategic Plan.
\u2022 University started development of its first Equality, Diversity, and Inclusion Strategy.<\/td><\/tr>3<\/td> Explore external awards and accreditations to recognise success and progress<\/td> Equality & Diversity Manager and Equality Champions.<\/td> Throughout 20\/21 Academic Year<\/td> \u2022 Recognised as an \u2018Inclusive Employer\u2019 by the GEM Project.
\u2022 Reciprocal Mentoring Programme shortlisted for Times Higher Education \u201cOutstanding Contribution to Equality, Diversity, and Inclusion\u201d Award and won a \u201cCollaborative Award for Teaching Excellence\u201d.<\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n","protected":false},"excerpt":{"rendered":"