Race Equality Policy and Action Plan - University of Reading · ©University of Reading 2010 Page 8 4 Communication Strategy 4.1) Continuing policy consultation The Race Equality

Equal Opportunities and Diversity Office

Race Equality Policy and Action Plan

©University of Reading 2010 Page 2

CONTENTS

1 Introduction

1.1) Race Relations (Amendment) Act (2000)

1.2) Aims of the Race Equality Policy

2 Policy Statement on the Promotion of Racial Equality (2010)

3 Accountability and responsibility

3.1) Role of the Council and the Vice-Chancellor

3.2) Role of the Pro-Vice-Chancellor (or other senior staff)

3.3) Role of Heads of School/ Heads of Directorate/equivalent line manger

3.4) Responsibilities of members of staff, students, suppliers, providers, contractors

(including external examiners) and users of facilities

3.5) Role of the Equal Opportunities Advisory Group (EOAG)

4 Communication strategy

4.1) Continuing policy consultation

4.2) Policy promotion

4.3) Arrangements for publication of the University’s Race Equality Annual Report(s)

4.4) Student literature and guides

4.5) External communications

5 Preventing racial harassment

6 Race equality considerations within the Human Resources Strategy

6.1) Recruitment and selection of staff

6.2) Promotion and re-grading

6.3) Equal pay

6.4) Disciplinary, Capability and Grievance procedures

6.5) Staff turnover

6.6) Staff Development Review (SDR)

6.7) ‘Job Chat’ - identifying development needs amongst manual grade staff

6.8) Staff Training and Development

6.9) Partnership with local BME Communities and ‘reach-out’ activities

7 Tendering, contract and procurement arrangements

8 Widening Participation


9 Teaching and Learning

10 Student accommodation and catering

11 The Careers Advisory Service (CAS) and student employment

12 Monitoring duties

12.1) Student monitoring - admissions and progress

12.2) Staff monitoring - recruitment and career progression

12.3) Mechanisms for gathering data

13 Functions of the University and Impact Assessment

14 Implementation of the Race Equality Policy - raising concerns

15 Action Plan

A. Race Equality Policy

B. Structures to support race equality implementation

C. Communications

D. Preventing racial harassment

E. Human Resources Strategy

F. Tendering, contract and procurement arrangements

G. Widening Participation

H. Teaching and Learning

I. Student accommodation and catering

J. Careers Advisory Service (CAS) and student employment opportunities

K. Monitoring

L. Impact Assessment (IA)


1 Introduction

1.1) Race Relations (Amendment) Act (2000) (RRAA)

This legislation came into force in direct response to the Stephen Lawrence Inquiry Report

(1999). This report identified institutional racism as a common feature of most public

institutions in the following terms:

‚The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people.‛ (Sir William Macpherson of Cluny)

In response to this, the RRAA (2000) places general and specific duties on all public bodies

including Higher Education Institutions to promote race equality (details of which can be

found in Reading University’s Race Equality Policy Statement see section 2). This legislation

builds on, but does not replace the Race Relations Act 1976 which outlaws racial

discrimination in employment, training, housing, public appointments and the provision of

goods, facilities and services.

1.2) Aims of the Race Equality Policy

Achieving the aims set out in the Race Equality Policy is integral to the University’s

Corporate Plan and Human Resources Strategy. Through this policy and in implementing

the general and specific duties under the RRAA (2000) the University is able to:

Create a positive environment which values diversity and promotes equality of

opportunity; thus eliminating unlawful discrimination and harassment

Increase confidence in the University (especially among BME1 communities) as both

an employer of choice and a high quality provider of education

Improve the ability to deliver suitable and accessible services that meet varied

student and employee needs – enabling individuals to reach their full potential

Attract and retain quality staff and students from all racial groups

Improve staff and student morale and productivity across all racial groups.

Through this policy the University of Reading commits to ensuring that all staff and

students are treated with respect and are given equality of opportunity in all activities. With

1 BME (Black and minority ethnic) (terminology as recommended by the former Commission for Racial Equality).


the support of senior management and the provision of training opportunities we aim to

promote best practice through this policy and ensure that race equality considerations are

mainstreamed into our institutional functioning. Through this commitment the University,

as an international community in its own right, hopes to fulfil its statutory duties under the

Race Relations (Amendment) Act (2000) by ensuring that race equality considerations form a

central part of policy development, service delivery and employment practice.

2 Policy Statement on the Promotion of Racial Equality

1. General Statement The University is committed to providing equality of opportunity to all its staff and students, potential staff and students, suppliers, providers, contractors or user of facilities regardless of race, colour, nationality or ethnic or national origins. Evidence of discriminatory behaviour (including racial discrimination or harassment) will be treated as a potential disciplinary matter which may, in turn, result in sanctions up to and including staff dismissal or student expulsion in line with staff grievance and disciplinary procedures and student complaints and disciplinary procedures.

2. Legal background The Race Relations Act 1976 has been amended by the Race Relations (Amendment) Act 2000 (RRAA) which introduces a new positive duty on public sector organisations. This legislative change was in response to the Stephen Lawrence Inquiry Report (The Macpherson Report) and requires all public institutions (including FE and HE institutions) to take action to promote race equality. Therefore, the University aims to meet the general duties of the RRAA (2000) by having a due regard to the need to: a) Eliminate unlawful racial discrimination; b) Promote equality of opportunity and good relations between persons of different racial groups. The University aims to meet the specific duties of the Race Relations (Amendment) Act (2000) by complying with the following requirements: 3 (1) …before 31st May 2002: a) Prepare a written statement of its policy for promoting race equality; b) Have in place arrangements for fulfilling, as soon as is reasonably practicable, its duties under paragraph … (4) 3 (2) The University shall: a) Maintain a copy of the statement; b) Fulfil those duties in accordance with such arrangements. (4) It shall be the duty of the University to: a) assess the impact of its policies, including its race equality policy, on students and staff of different racial groups;


b) monitor, by reference to those racial groups, the admission and progress of students and the recruitment and career progress of staff; c) include in its written statement of its race equality policy and indication of its arrangements for publishing that statement and the results of its assessment and monitoring. (5) The University shall take such steps as are reasonably practicable to publish annually the results of its monitoring. The University will draw up a supporting Action Plan to help it to achieve these general and specific duties.

3. Policy review and consultation The content and effectiveness of the Race Equality Policy and Action Plan will be reviewed annually in consultation with the Equal Opportunities Advisory Group, Trade Unions, Students’ Union, local community and other stakeholders as appropriate.

4. Implementation of the Race Equality Policy-raising concerns 4.1 Procedures for staff Any member of staff who considers that s/he has not been treated in accordance with this policy should raise their concerns with their Head of School or Directorate (or equivalent line manager), a Human Resources Partner, the Equal Opportunities and Diversity Officer or a trained Harassment Adviser. Should formal action be taken this would be in line with staff grievance and disciplinary procedures.

4.2 Procedures for students Any student who considers that s/he has not been treated in accordance with this policy should raise their concerns with their Head of School, a Director of Teaching and Learning, Personal Tutor, the Equal Opportunities and Diversity Officer, Student Services staff, the Students’ Union or a trained Harassment Adviser. Should formal action be taken this would be in line with student complaints and disciplinary procedures.

5. Accessing the policy and action plan in full The full Race Equality Policy and Action Plan can be accessed online at http://www.rdg.ac.uk/equality or is available from the Equal Opportunities and Diversity Office.

6. Other relevant policies and procedures The full Race Equality Policy and Action Plan should be read as part of the wider set of policies and procedures within the University including, but not limited to:

Policy on Equal Opportunities and Diversity Harassment Policy and Procedures Student Complaints Procedures Grievance Procedures for staff.

(2010)

http://www.rdg.ac.uk/equality


3 Accountability and responsibility

3.1) Role of the Council and the Vice-Chancellor

The Council has overall responsibility for ensuring that the University complies with its race

equality statutory obligations under the RRAA (2000). The Vice-Chancellor is responsible for

ensuring that the appropriate policies and procedures are effectively implemented and that

all staff and students are aware of their responsibilities under those policies.

3.2) Role of the Pro-Vice-Chancellor (or other senior staff)

The member of staff serving as Chair of the University’s Equal Opportunities Advisory

Group (EOAG) has responsibility for monitoring progress towards the strategic aims and

objectives articulated via this Race Equality Policy and the Human Resources Strategy. In

this role they work closely with the Director of Human Resources, the Equal Opportunities

and Diversity Officer and other key staff as appropriate.

3.3) Role of Heads of School/ Heads of Directorate/ equivalent line manager

Heads of School/Heads of Directorate/equivalent line manger are responsible for the

implementation of the Race Equality Policy and Action Plan and for ensuring that their

School or Directorate meets legislative requirements in terms of race equality.

3.4) Responsibilities of members of staff of the University, students, suppliers, providers, contractors (including external examiners) and users of facilities

All members of staff of the University, students, suppliers, providers, contractors (including

external examiners) and users of facilities have a responsibility to adhere to this Race

Equality Policy at all times. Individuals must have due regard to consider how they can

promote race equality in their work and how the policy will effect the way they carry out

their duties.

3.5) Role of the Equal opportunities Advisory Group (EOAG)

The University’s Equal Opportunities Advisory Group, membership of which includes Trade

Union and student representatives, provides a forum for monitoring progress against the

University’s activities in respect of Equal Opportunities and Diversity (including its general

and specific duties arising from the Race Relations (Amendment) Act (2000)). The EOAG is

committed to reviewing the progress made on the implementation of the Race Equality

Policy and Action Plan (see Action Plan section B).


4 Communication Strategy

4.1) Continuing policy consultation

The Race Equality Policy and Action Plan will be revised (as outlined in section A of the Action

Plan) using a process of systematic and inclusive consultation, both internally and externally.

Staff from BME groups within the University will continue to contribute to the process of

reviewing these documents as will other relevant stakeholders as appropriate.

Consultation will be part of an on-going process co-ordinated and monitored through the

Equal Opportunities Advisory Group.

4.2) Policy promotion

Each annual review of the Race Equality Policy and Action Plan will be followed in each

instance with a programme of communications. This would include use of email, memos,

Intranet updates, articles in the University ‘Bulletin’2, etc and briefing sessions as is

appropriate. Through these varied means the revised documents will be circulated to all

Heads of Directorate, Heads of School, relevant committees, etc for dissemination and action

within their area of responsibility and the wider University community.

This promotional activity surrounding the policy will be complemented by awareness

raising race equality training specifically and equal opportunities and diversity training

generally (see Action Plan section A).

4.3) Arrangements for publication of the University’s Race Equality Annual Report(s)

The Annual Report on the progress of the implementation of the University of Reading’s

Race Equality Policy will be considered by the Equal Opportunities Advisory Group and

other relevant committees before being made publicly available throughout the University

and published on the web site. It will then be the responsibility of Heads of

Schools/Directorate to consider the results and factor them into their race equality

strategies. (For further details see Action Plan section C)

4.4) Student literature and guides

The Student Services Directorate remains committed to including the Race Equality Policy

in its provision of information to students as appropriate (see Action Plan section C).

2 The University Bulletin has been replaced by online communication to staff on the staff pages of the University

website.


Publications will continue to be checked on an annual basis by those responsible for

producing them to ensure that the language does not discriminate and is in keeping with

the University’s Race Equality Policy. Both the Undergraduate and Postgraduate prospectuses

will include a statement on the University’s Race Equality Policy from 2005 (or later

versions). All other centrally-produced student recruitment guides will include an agreed

version of the policy statement as and when they are updated. Departments/Schools

working on new materials for student recruitment purposes will be alerted to the need to

include an appropriate race equality statement (where applicable).

4.5) External communications

The University’s Race Equality Policy and Action Plan will be reviewed as previously

indicated and good practice promoted and shared both within and outside of the institution

as appropriate (see Action Plan section C).

5 Preventing racial harassment

The University offers support and advice for students and staff who believe that they are

being harassed on racial grounds up to and including advice on how to make a formal

complaint (see Action Plan section D). Support structures include:

Students can seek advice from their Personal Tutor, the Head of School, a trained

Harassment Adviser, Counselling and Psychological Services, the Equal Opportunities

and Diversity Officer and the Students’ Union Advice Centre, etc.

Members of staff can seek advice from their Head of School or Directorate (or

equivalent line manager), a trained Harassment Adviser, Trade Union representative,

a Human Resources Partner and the Equal Opportunities and Diversity Officer, etc.

Incidents of harassment will be regarded extremely seriously and may be grounds for

disciplinary action which may include dismissal or expulsion. Procedures for dealing with

harassment are given in the University’s ‚Statement on Harassment‛ and ‚Guidelines on

Harassment‛. These documents are contained in the University Calendar, Guide to Policy

and Procedures and the University’s web pages.


The number of staff and students who have made complaints of harassment, or who have

asked for support will be monitored annually by racial group. The findings will be published

in the Race Equality Annual Report(s) (see Action Plan section K).

6 Race equality considerations within the Human Resources Strategy

The University of Reading is committed to the equitable treatment of all its staff and acts to

ensure fairness through its recruitment and selection policy and procedures, training and

development programmes and promotion and re-grading arrangements (see Action Plan section

E). Where unfair treatment is perceived dispute resolution procedures exist to address such

concerns. Evidence of discriminatory behaviour (including racial discrimination or

harassment) will be treated as a potentially disciplinary matter which may, in turn, result in

sanctions up to and including dismissal. The Human Resources Strategy, a supporting

strategy in the context of the University’s Corporate Plan, sets out the University’s broad

aims in respect of encouraging diversity amongst its workforce and identifies specific

actions to underpin this commitment.

6.1) Recruitment and selection of staff

The University’s policy and procedure in respect of the recruitment and selection of staff is

well-defined and accessible in a number of formats, including via the Human Resources

website. Through this policy and procedure the University is committed to ensuring that:

All vacant posts are advertised, both internally and externally, in appropriate media to

encourage applications from a diverse range of candidates

Objective criteria, in the form of job descriptions and person specifications, are

developed for all posts

At least one member, normally the Chairperson, of any appointment panel has received

appropriate training (since this document was first drafted, a decision was made for all

members of recruitment panels to undertake equality training)

The membership of appointment panels is appropriately balanced

Equal Opportunities monitoring of the recruitment process is carried out

The reasons for not appointing a particular candidate are recorded

Unsuccessful applicants have reasons for rejection explained to them if requested

Adherence to relevant employment legislation and codes of practice.

It is the responsibility of all staff involved in the recruitment and selection process to

demonstrate fairness and equity throughout the process, and in doing so to promote good


race relations. It is the specific responsibility of the Chairperson of selection panels to

ensure, inter alia, that racial discrimination or harassment does not occur.

Annual monitoring by racial group will take place in respect of recruitment and selection (as

detailed in section 12 within this Policy and section K of the Action Plan) and published in the Race

Equality Annual Report(s).

6.2) Promotion and re-grading

The University operates promotion and re-grading processes generally in the form of an

annual review. The procedures are reviewed continually to ensure that they are transparent,

fair and objective and do not discriminate on the grounds of race. The numbers of proposals

for promotion or re-grading and the relative success rates will be monitored by racial group

(as detailed in section 12 within this Policy and section K of the Action Plan) and published in the Race

Equality Annual Report(s).

6.3) Equal pay

The University developed a process for analytical job evaluation using the HERA system (see

Action Plan section E). The project includes provision for ongoing equal pay auditing to identify

and address any areas of pay inequality on equality grounds, including specifically on the

basis of race, gender, age or disability status.

6.4) Disciplinary, Capability and Grievance procedures

The University has established procedures for managing performance and resolving disputes

relating to employment. Those responsible for the development, maintenance and

operation of the raft of dispute resolution procedures must ensure that such procedures are

fair, transparent and objective and do not discriminate on the grounds of race (or indeed

any other factor covered by the University’s Policy on Equal Opportunities and Diversity).

Centre for Staff Training and Development (CSTD) training provided to those who may be

required to initiate performance management procedures will include an understanding of

how behaviours can have a cultural dimension and how stereotyping can influence and

potentially bias decision making.

Records of such casework will be monitored annually by racial group (as detailed in section 12

within this Policy and section K of the Action Plan) and published in the Race Equality Annual


Report(s). Steps will be taken to identify and understand any apparently disproportionate

actions or trends.

6.5) Staff Turnover

Exit questionnaires are sent to all staff who leave the University’s employment and

individuals are given the opportunity, if they so wish, to have an exit interview with a

member of Human Resources. Steps will be taken to identify potential trends amongst the

reasons for leaving or highlight specific problem areas.

6.6) Staff Development Review (SDR)

The University provides a Staff Development Review (SDR) scheme. Those members of staff

acting as reviewers are required to ensure that the process is fair and objective and does not

discriminate on the grounds of race. Training is provided via CSTD.

The return rates for the SDR will be monitored annually by racial group (as detailed in section

12 within this Policy and section K of the Action Plan) and published in the Race Equality Annual

Report(s). Steps will be taken to identify potential trends in this data with regards to race

equality and uptake/access to the scheme.

6.7) ‘Job Chat’ - identifying development needs amongst manual grade staff

The University’s Human Resources Strategy is driving many initiatives linked to equal

opportunities and diversity and in the area of staff development, the Job Chat scheme is

particularly relevant. This scheme has been developed for manual grade staffs that have

previously not been included in the Staff Development Review scheme. The Job Chat scheme

identifies training and development needs for manual staff, many of whom are from BME

backgrounds. The scheme also allows staff to express views on their work and role within

the University.

The numbers of staff participating in the Job Chat scheme will be monitored annually by

racial group (as detailed in section 12 within this Policy and section K of the Action Plan) and

published in the Race Equality Annual Report(s). Steps will be taken to identify potential

trends in this data with regards to race equality.

6.8) Staff Training and Development

a) Policy


The University Policy on Staff Development states that:

‚The University seeks to establish the means by which all staff might identify and fulfil their training needs. It recognises that the efficient and effective functioning of the institution depends to a significant extent on its support and provision of staff development activities for all staff at all levels.‛ (2001)

b) Staff development programme

The University has established an embedded approach to equal opportunities and diversity

issues (including race equality) in the staff development programme. For example, the New

Staff Induction day is open to, and attended by, all types of staff and includes an equal

opportunities and diversity briefing with specific reference to race equality (see Action Plan

section C). This briefing introduces new staff to the following policies:

Code of Good Practice (Valuing Ourselves and Others)

Policy on Equal Opportunities and Diversity

Policy Statement on Race Equality (Section 2 of this document)

Policies and procedures for the prevention of harassment.

As of 2005 the briefing also promotes the Equality webpage http://www.rdg.ac.uk/equality

which provides further information, including:

Equal opportunities and diversity Vision Statement

Details of Harassment Advisers

Equal opportunities and diversity support structures

Details of the Equal Opportunities Advisory Group

Students’ Union information

Internal and external sources of information and advice.

The Higher Education Academy accredited Postgraduate Certificate in Academic Practice

(which is compulsory for new academic staff on probationary contracts) includes Equal

Opportunities and Diversity as a programme theme. This ensures that issues such as

supporting international students and students with differing needs are considered at every

stage of the programme. There is also a specific workshop on University policies and creating

effective learning environments for all groups of students. The induction programme for new

Heads of School has included a session on race equality from a management perspective since

it began in 1998. The ‘Recruitment and Selection’ and ‘Employment Interviewing’ courses,


established in 1999 and run several times each year, consider Equal Opportunities and

Diversity at each stage of the process. The workshop on the University’s Staff Development

Review Scheme includes a discussion with Reviewers on Equal Opportunities and Diversity

issues in general and race equality in particular.

This mainstreamed approach described is the University of Reading’s preferred way forward in

terms of staff development. However, it is recognised that it will take a long time before all

staff will have engaged with these programmes. Therefore the University also offers a number

of specific staff development sessions including ‘Intercultural Communication’ which has been

run for mixed staff groups since 1998. Sessions such as ‘Supporting International Students’,

‘Meeting the needs of Chinese Students’ and ‘Personal Tutoring for International Students’ are

offered on a rotating basis. Compulsory recruitment and selection training is in place for all

chairs of selection panels.

Institute of Leadership and Management accredited management development programme and

team leaders’ programme including a module on Equal Opportunities and Managing Diversity

are offered to all staff in a management or supervisory role.

High impact awareness raising sessions using drama have been offered on a variety of issues

relating to equal opportunities and diversity including race equality. Sessions specific to race

equality are now available in 2005 (see Action Plan section E) or embedded into courses where

appropriate. A statement for Visiting Session Leaders on the policies and expectations of the

University in terms of general equal opportunities and diversity and specifically addressing race

equality and accessibility of staff development events is sent as part of the contract for the

work.

c) Access to training

It is the specific responsibility of Heads of School (or equivalent line manager) to ensure that

all staff have equal access to training and development opportunities and that decisions

taken in respect of access, financing and time-off to attend training and development events

do not discriminate on the grounds of race.

d) Monitoring of participation in training courses and feedback

All staff development sessions are monitored and evaluated. Any feedback of concern (not only

equalities and diversity related) is investigated and followed-up to ensure that all issues are


resolved. Ultimately a contributor would be dropped from the programme if they are unwilling

to modify their materials or style to meet the duties under the RRAA (2000).

The results of this participation monitoring (as detailed in section 12 within this Policy and section K of

the Action Plan) will be published on an annual basis in the Race Equality Annual Report(s). The

data will be used by all training providers within the University to highlight areas of concern

and to plan action for improvement.

e) Future objectives for staff training and development

Future objectives include:

Externally facilitated expert led sessions on mainstreaming race equality issues

relevant to the University (2004-05)(Done and ongoing)

Further use of drama based sessions, where feasible, to implement equality

opportunity and diversity policies (2004-05)(Done)

CTSD development of on-line materials to support equality and diversity issues

during the induction period for new staff (2005-07)(Done and ongoing)

Facilities Management Directorate to gather participation data with regards to ‘Job

Chats’ for publication in the Race Equality Annual Report(s) (Done and ongoing)

CSTD to gather participation data with regards to ‘Staff Development Reviews’ for

publication in the Race Equality Annual Report(s) (Done and ongoing)

Establishment of a new Human Resources management system to co-ordinate all

staff training and development activities at the University to give better data on take

up by ethnicity and other key performance indicators (2005-6)(Done)

All University training bodies (CSTD, Facilities Management, IT Services and Health

and Safety) to provide participation data to ensure equal access to training for

publication in the Race Equality Annual Report(s) (Done and ongoing)

All University training bodies to respond to monitoring data produced to improve

equality of opportunity in general and race equality specifically within staff

development (Ongoing).

6.9 Partnership with local BME communities and ‘reach-out’ activities

The University’s Human Resources Strategy recognises the need to develop network

arrangements with groups concerned with the interests of BME groups in the broader local

community (see action Plan section E). It is anticipated that these networks will:


Improve the awareness of the University as a significant local employer -and employer

of choice- amongst BME communities

Provide valuable feedback in respect of the University’s recruitment activities (for

example, the choice of recruitment media)

Encourage a greater volume of employment applications from members of BME

communities that have been previously under-represented amongst the University

workforce

Inform the University about issues of concern within the local BME communities

Play a consultative role in monitoring the relevance and acceptability of programme

content and methods

Provide support for both the local community groups themselves and for BME

individuals within the University, whether students or staff

Provide direct opportunities for involvement of local BME communities in teaching

and research.

7 Tendering, contract and procurement arrangements

The University will ensure that its tendering, contract and procurement arrangements with

external organisations are fair, not racially discriminatory and within the requirements of

the University’s Race Equality Policy and RRAA (2000) (see Action Plan section F).

The University deals with thousands of suppliers and has procedures in place to ensure it

does not discriminate against any of them on any aspect, including race. In addition, as of

2004 it has been made explicit in the Race Equality Policy that ‘suppliers, providers, contractors

or user of facilities’ are protected by – and expected to comply with – the Policy.

All tenders carried out are assessed against pre-determined criteria, notified to suppliers in

the tender documents. The criteria are based on the suppliers experience in the relevant

field, the experience (and qualifications where appropriate) of the team of staff proposed to

service the contract, customer references, price and financial stability. A report is filed with

each tender detailing the reasons for selection and non-selection. A selection questionnaire

is included with each tender and includes questions on the tenderer’s equal opportunities

policies and practices. Each response is checked but a supplier giving a negative response to

any of those questions would only be eliminated from further consideration if they did not

demonstrate that they were actively working towards a solution.


8 Widening Participation

The University’s Widening Participation Office ensures that activities to widen participation

target under-represented groups, including under-represented BME groups.

The University’s Widening Participation Strategy commits it to refining low participation

profiling of admissions and local participation data (including analysis by racial group) in

order to target widening participation activity and student support.

All participants in widening participation schemes are monitored with regard to family

experience of higher education, socio-economic background, racial group and gender.

The University is the Lead Institution for the Berkshire sub region of the South East in the

Government’s Partnerships for Progression/Aimhigher initiative and has undertaken a

survey of participation rates in the sub-region (including analysis by racial group). The

information gathered will be used to ensure future initiatives are appropriately targeted and

designed to promote inclusion of groups identified as under-represented.

Information provided by the University’s Geodemographic Survey of applications,

attainment and retention will be used to inform action planning by University Schools with

a view to addressing under-representation within the University at programme level.

Activities and interventions to support potential applicants from under-represented groups

(including BME groups) are supported through the Widening Participation Office and the

Teaching and Learning Strategy.

Activities offered by the Widening Participation Office in support of wider access include,

masterclasses, university orientation days, mentoring schemes, information events in

schools and colleges and residential summer and Easter Schools. Many of these activities are

organised for Local Education Authority (LEA) areas with a high proportion of BME

pupils/students.

The University’s compact scheme gives priority consideration to individuals needing to

study locally for family or cultural reasons as well as to those who come from non-

traditional backgrounds (i.e. young people with no tradition of Higher Education

participation in their family).


To support its schemes, the Widening Participation Office has taken particular care to

recruit Reading undergraduates from BME to act as mentors and team leaders, and provides

mandatory training in equal opportunities to all students who work on widening

participation projects.

Consideration is given to the diverse backgrounds of young people from non-traditional

backgrounds in the design of widening participation schemes. It is not assumed for

example, that parents of participants will be familiar with the UK education system and

further information is provided -where needed- in order to help parents support their

children. Welfare arrangements for participants during residential activities take account of

participants stated cultural needs. Where for example, parents have not consented to their

daughters living away from home for cultural reasons; arrangements have been made for

them to take part on a day basis. (For further details see Action Plan section G)

9 Teaching and Learning

It is the responsibility of all teaching staff and Heads of School to ensure that the content

and delivery of programmes promotes race equality and does not discriminate on racial

grounds.

Faculty staff should ensure that every appropriate opportunity is taken to ensure that

relevant programme materials and modes of delivery have the effect of:

Promoting race equality

Celebrating cultural diversity

Presenting positive role models

Challenging stereotypes.

Teaching styles, methods and tutorial support arrangements should also reflect the

University’s Race Equality Policy. (For further details see Action Plan section H)

10 Student accommodation and catering

The allocation of student residential accommodation is sensitive to cultural preferences. For

example, provision is made for Muslim women who may prefer to share female only

accommodation, while students with particular dietary requirements who prefer to self-

cater are given preference for this style of accommodation.


Catered Halls of Residence, and all campus food outlets provide a wide range of food options

to suit many dietary needs. 2005 will see further investigations led by the Equal

Opportunities Advisory Group in partnership with relevant committees into the need for

halal/kosher food provisions to be made available to staff and students. (For further details see

Action Plan section I)

11 The Careers Advisory Service (CAS) and student employment

The Careers Advisory Service (CAS) annually carries out the graduate First Destinations Survey.

This includes monitoring on employment by racial group - the results of which are

published through the University’s Race Equality Annual Report(s). The results show that

graduates from BME groups (within the HEFCE institutional performance indicator group)

are not significantly more likely to be unemployed than white graduates.

There are several ways in which the CAS works to assist BME students. The CAS works in

partnership with academic Schools to deliver a Career Management Skills (CMS) component in

all undergraduate programmes. By this means, all students are supported in career

planning and job-hunting regardless of race and ethnicity. CMS is mainly web based and

has a resource section that signposts Internet sites relating to BME employment issues (for

example, the Career Service Unit site). In addition, the CAS actively promotes organisations

that aim to assist BME students such as The Windsor Fellowship and Capital Chances through the

attendance of these organisations at Reading University’s annual work experience fair and

advertising opportunities in bulletins and on notice boards. The CAS is planning to further

increase awareness by including a section for BME students on the main CAS web site and

by publishing tip-sheets for students.

CAS staffs receive relevant training on cross-cultural and communication issues and one of

the Careers Advisers has particular responsibility for coordinating equal opportunity and

diversity matters. In addition to University’s Policy on Equal Opportunities and Diversity,

the CAS works to the Association of Graduate Careers Advisory Services Equal Opportunity Policy

and Code of Practice for Member Services. For example, producing a service standard for

students that includes an equal opportunities statement. (For further details see Action Plan

section J)


12 Monitoring Duties The University is committed to continually developing our monitoring capabilities with a

view to effectively monitoring the following on an annual basis:

12.1) STUDENTS - monitoring admissions and progress by ethnicity

Admissions data

Annual student profile

Relative successes of selection methods

Choice of subject

Home or international status of students.

Progress data Student numbers, transfers and drop-outs

Different methods of assessing students

Work placement participation and satisfaction levels

Results of programmes targeted at students from specific racial groups

Employment rates on graduation

Complaints raised formally under the Student Complaints Procedure and levels of

disciplinary action

Complaints of bullying and harassment raised informally through the Harassment

Advisers.

12.2) STAFF - monitoring recruitment and career progression by ethnicity Recruitment data

Selecting and training recruitment panel Chairs/members

Applications and appointments

Success rates for the different selection methods

Permanent, temporary or fixed-term appointments

Home or international status of applicant

Grades of appointments made.

Career progression data

Staff profile by grade and type of post

Staff profile by length of service


Staff participation in training courses organised by CSTD, Facilities Management,

Health and Safety and IT Services

Results of training and career-development programmes or strategies that target staff

from particular racial groups

Participation levels in staff Staff Development Review and Job Chat schemes

Staff promotion and re-grades

Staff ‘Lump Sum Discretionary Pay Award’ allocation

Use and outcome of Disciplinary, Capability and Grievance procedures

Ceasing employment – reasons for leaving

Complaints of bullying and harassment raised informally via Harassment Advisers.

All staff and student data listed above (12.1/12.2) will be analysed for potential or actual

differential impact in terms of race equality and published in the Race Equality Annual

Report(s). (For further details see Action Plan section K)

12.3) Mechanisms for gathering data

All named persons will forward their data to the Equal Opportunities and Diversity Officer

in the appropriate format as soon as is practicable following the end of each academic year.

The Equal Opportunities and Diversity Officer will then assimilate the data into the Race

Equality Annual Report(s). This report will be shared in draft form with the Equal

Opportunities Advisory Group and relevant stakeholders for review. Upon approval, the

report will be commended to the relevant committees for final approval prior to

publication. (For further details see Action Plan section K)

13 Functions of the University and Impact Assessment

The University is committed to mainstreaming race equality throughout all of its functions3.

As a result, the University has considered an initial overview of its functions in order to

assess relative priority in terms of race equality:

University Function Assessed Priority

Student admissions and access High

Student achievement and assessment High

Student guidance and support High

3 ‘functions’ - the full range of a public authorities duties and powers


Teaching and learning High

Curriculum development and review High

Staff recruitment, professional development & support High

Research High

Quality assurance High

Estates management High

Campus security High

Procurement High

Contracting out of services High

Finance Low

Records management Low

Accordingly, University policies, practices, procedures and services will be impact assessed

by the relevant members of staff, boards or committees. The purpose of the assessment is to

see whether the University’s policies help to achieve race equality for staff and students

from different racial groups or whether they have, or could have, and adverse impact on

them. Where possible, this assessment will be built in to the arrangements the University

already has for reviewing policies. To facilitate this assessment the University will consider

the following:

Collecting and analysing relevant monitoring information

Talking to staff and students from all racial groups to assess their needs and gauge

their opinions

Carrying out surveys and research studies where appropriate.

The results of these assessments will be used by the University to rethink our race equality

objectives (where necessary) and influence and guide our planning and decision making for

the future.

A schedule for Impact Assessment will be determined in 2005 (and revised in accordance

with our ongoing programme for impact assessment activity at the University) and

thereafter, policies, practices, procedures and services will be reviewed as applicable. (For

further details see Action Plan section L)


14 Implementation of the Race Equality Policy-raising concerns4

Any member of staff who considers that s/he has not been treated in accordance with this

policy should raise their concerns with their Head of School or Directorate (or equivalent

line manager), a Human Resources Partner, the Equal Opportunities and Diversity Officer or

a trained Harassment Adviser. Should formal action be taken this would be in line with staff

grievance and disciplinary procedures.

Any student who considers that s/he has not been treated in accordance with this policy

should raise their concerns with their Head of School, a Director of Teaching and Learning,

Personal Tutor, the Equal Opportunities and Diversity Officer, Student Services staff, the

Students’ Union or a trained Harassment Adviser. Should formal action be taken this would

be in line with student complaints and disciplinary procedures.

NOTE: Policy revised in 2004/2005, updated in 2008/2009 and 2010. The University is monitoring the Equality Act 2010 and will ensure this (and/or future documents/policies/schemes) satisfy our legislative requirements and support our commitment to the promotion of equality, including race equality.

4 See also Section 2, Part 4.1 and 4.2, of this document - the Policy Statement on the Promotion of Race Equality.


15 Action Plan (revised as at Summer 2010) *More detail about status of Action Plan activity is included in the Annual Race Equality Report(s).

Policy Reference Action

Lead person(s) Responsible

Timescale Priority Success criteria (and

*progress/updates)

Monitoring Responsibility

A) Race Equality Policy

Continuing policy consultation (4.1)

Annual review of Race Equality Policy and Action Plan

Equal Opportunities and Diversity Officer and all relevant stakeholders

Spring Term 04/05 Done and ongoing

High Policy revised as appropriate and approved by relevant University committees *Updates provided in Race Equality Annual Reports

EOAG members and Chair

Policy promotion (4.2)

Communicate any updated Race Equality Policy and Action Plan to members of the University

Equal Opportunities and Diversity Officer, Heads of School, Heads of Directorate

Spring Term 04/05 Done and ongoing

High Individuals understand their personal race equality responsibilities






*progress/updates)


B) Structures to support race equality implementation

Role of the Equal Opportunities Advisory Group (3.5)

EOAG to review at each meeting (4 meetings per annum) progress made on implementation of Race Equality Policy and Action Plan

Secretary to the EOAG

Ongoing High Minuted item for each meeting of EOAG *EOAG meets 3x/year and discusses the Race Equality Policy and Action Plan status/updates during its annual December meeting when approving the Race Equality Annual Report


C) Communications





*progress/updates)


Staff training and development (6.8b)

Promotion of Race Equality Policy at all New Staff Inductions

Equal Opportunities and Diversity Officer

Ongoing High Race Equality to be included in the equal opportunities and diversity section of New Staff Induction


Policy promotion (4.2)

Ongoing promulgation of Race Equality Policy and Action Plan

Heads of School/ Directorate Equal Opportunities and Diversity Officer

Ongoing High a) Ongoing mainstreaming of race equality considerations b) Annual communication of amended Policy and Action Plan


Arrangements for publication of Reading University’s Race Equality Annual Report (4.3)

Promulgation of 03/04 (and subsequent) Annual Report on progress made in race equality (e.g. memos, Intranet etc)

Equal Opportunities and Diversity Officer, Communications Office, Students’ Union, Heads of School, Heads of Directorate

Spring Term 04/05 Done and ongoing 05/06 06/07 07/08 08/09

High a)Report to be promoted amongst all staff and students b)Results to be factored in to strategic plans






*progress/updates)


Student literature and guides (4.4)

Ongoing commitment to ensure that the Race Equality Policy Statement is included in all student literature and guides and that language and content does not discriminate against students on account of race

Director of Student Services/Web Support Officer Heads of School Student Recruitment and Schools Liaison Director

Ongoing

High a)Race Equality statement is included in all student literature and guides b)Student publications do not contain discriminatory language


External communications (4.5)

Promotion of good practice as appropriate with external groups

Equal Opportunities and Diversity Officer Communications Office

Ongoing High The University’s profile raised as appropriate * Equal Opportunities and Diversity Officer shares information within the sector (e.g., at conferences, via equality email list serves)






*progress/updates)


D) Preventing racial harassment

Complaints of racial harassment (5)

Ongoing recruitment and training of voluntary Harassment Advisers


Ongoing High A diverse range of Harassment Advisers available to deal with staff and student complaints *This network has undertaken efforts from 2007-2009 to raise awareness about the group (e.g., communications to staff, postcard handout distribution)


E) Human Resources Strategy





*progress/updates)


Recruitment and selection of staff (6.1)

Effective recruitment advertising

Director of Human Resources

Ongoing High All vacant posts are advertised internally and externally in appropriate media to encourage diverse applications


Recruitment and selection of staff (6.1)

Recruitment training for panel members/Chairs

Director of Human Resources Director of Centre for Staff Training and Development (CSTD)

Ongoing High At least one appointment panel member to have received training



Promotion of Race Equality Policy at all New Staff Inductions


Ongoing High Race equality to be included in every New Staff Induction



Continued commitment to mainstreamed approach to equal opportunities/race equality in all courses

Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and Development

Ongoing High Participants are clear on their race equality responsibilities *CSTD, FMD, ITS and H&S provide annual data to monitor course uptake by ethnicity.






*progress/updates)


Manager IT Services Training Team Leader Head of Health and Safety Services


All internal training providers to ensure that the content, materials and delivery of courses and do not discriminate on grounds of race

Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and Development Office IT Services Training Team Leader Head of Health and Safety Services

Ongoing High All training sessions are monitored and evaluated






*progress/updates)



Continued provision of equal opportunities/race equality specific training opportunities including interactive theatre sessions and race equality workshops (where possible)

Centre for Staff Training and Development Equal Opportunities and Diversity Officer

Ongoing High Participants are clear on their race equality responsibilities *Equality training is embedded into all courses, where relevant, and specific courses are offered as needed


Partnership with local BME communities and ‘reach-out’ activities (6.9)

Continue to support partnership arrangements between the University and representational groups concerned with the interests of BME groups

Equal Opportunities and Diversity Officer Widening Participation Officer

Ongoing High Create a supportive network as appropriate *Ongoing work with Reading Commission for Racial Equality, 2010 Discussion Debates held


F) Tendering, contract and procurement arrangements





*progress/updates)


Tendering, contract and procurement arrangements (7)

Ongoing review of tendering, contract and procurement arrangements with external organisations

Head of Purchasing

Ongoing High a) All arrangements are not racially discriminatory b) All parties are aware of race equality responsibilities as outlined in the policy


G) Widening Participation

Widening Participation (8)

Continue to ensure that activities to widen participation target under-represented BME groups

Widening Participation Officer

Ongoing High Race equality considerations mainstreamed into widening participation strategy



Continue to monitor all participants in widening participation schemes by racial group


Ongoing High Monitoring data published in race equality annual report






*progress/updates)



Continue to support the local ‘Aimhigher’ initiative


Ongoing High Ensure initiatives are designed to promote inclusion of under-represented groups (including BME groups)



Continue to use the results of the University’s Geodemographic Survey to inform action planning


Ongoing High Data will be used to address under-representation within the University at programme level



Continue widening participation activities such as masterclasses, university orientation days, mentoring schemes, information events in schools and colleges and residential summer and Easter Schools


Ongoing High Full programme of widening participation events



Continue to recruit Reading undergraduates from BME backgrounds to act as mentors and


Ongoing High Mentors recruited each year






*progress/updates)


team leaders in widening participation activities


Continue to provide mandatory training in equal opportunities and race equality to all students who work on widening participation projects


Ongoing High All students trained as appropriate


H) Teaching and Learning

Teaching and Learning (9)

Review content and delivery of courses to ensure that methods of teaching do not discriminate on racial grounds

Heads of School, all teaching staff, Boards of Studies, Board for Teaching and Learning

Ongoing High Syllabus content and style of delivery for each faculty is reviewed to ensure it is free from potential or actual differential impact in terms of race equality


I) Student accommodation and catering





*progress/updates)


Student accommodation and catering (10)

Continue to ensure that the allocation of student residential accommodation is sensitive to the cultural preferences of students

Accommodation Officer

Ongoing High Students allocated as appropriate


Student accommodation and catering (10)

Investigate the need for halal/kosher food provisions to be made available to staff and students

EOAG and relevant stakeholders

Spring Term 04/05 Done 06/07

High Need fully assessed EOAG members and Chair

J) Careers Advisory Service (CAS) and student employment opportunities

Careers Advisory Service (CAS) and student employment opportunities (11)

Continue to partner with Schools to deliver a Career Management Skills (CMS) component in all undergraduate programmes

Careers Adviser Ongoing High All students are supported in career planning and job hunting






*progress/updates)



Continue to promote organisations that aim to assist BME students such as The Windsor Fellowship and Capital Chances

Careers Adviser Ongoing High Attendance of these organisations at the University’s annual work experience fair and advertising opportunities in bulletins and on notice boards



Include a section for BME students on the main CAS web site and publish tip- sheets for students

Careers Adviser Summer Term 04/05 Done

High Web site amended accordingly *International Student Section now included



CAS staff to continue receiving Equal Opportunities and Diversity training

Careers Adviser Ongoing

High All staff fully trained *As needed CAS raises request to Equal Opportunities and Diversity Officer or CSTD


K. Monitoring duties (04/05 data) (and subsequent years’ data)





*progress/updates)


Student admissions and progression (12.1)

Annual student profile Relative successes of selection methods

Choice of subject Home or

international status of students

Student numbers, transfers and drop-outs

Planning Support Officer Admissions Officer

Autumn Term 05/06 Done and ongoing

High

a) Publication in 04/05 annual report b)No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports


Student admissions and progression (12 .1)

Different methods of assessing students (e.g. exams, coursework, viva etc)

Examinations Officer Planning Support Officer


High

a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports



Work placement participation and satisfaction levels


High

a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *Ongoing project






*progress/updates)


with the Equality and Human Rights Commission to assess this issue, in light of disability issues, but also broader equality considerations


The results of programmes targeted at people from specific racial groups



High




Reported incidences of bullying and racial harassment

Harassment Advisers


High







*progress/updates)



Employment rates on graduation

Careers Advisory Service


Medium

a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race Equality Annual Reports, this data is pulled from the annual Destinations survey

EOAG members and Chair Careers Advisory Service


Student complaints raised formally through the Student Compliant Procedure and levels of disciplinary action

Director of Student Services


Medium







*progress/updates)


Staff recruitment and career progression (12.2)

Selection and training of recruitment panel members/Chairs

Director of Centre for Staff Training and Development (CSTD)


High


EOAG members and Chair CSTD


Applications and appointments

Success rates for different selection methods

Permanent, temporary or fixed-Term appointments

Home or international status of applicant

Grade of appointments made

Staff profile by grade and type of post



High


EOAG members and Chair Human Resources





*progress/updates)


Staff profile by length of service

Staff Lump Sum Discretionary Pay Award allocation

Ceasing employment (reasons for leaving)

Etc.


Attendance at staff training and development courses organised by CSTD, Facilities Management, Health and Safety and IT Services

Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and Development Manager IT Services Training Team Leader Head of Health and Safety


High







*progress/updates)


Services


The results of training and development programmes or strategies that target staff from particular racial groups

Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and Development Office IT Services Training Team Leader Head of Health and Safety Services


High




Participation levels in Staff Development Review and Job Chat schemes

Director of Centre for Staff Training and Development (CSTD) Facilities Management Training and


High

a) Publication in 04/05 annual report b) No evidence of racial bias or adverse impact in results *All monitoring data appears in the Race






*progress/updates)


Development Manager

Equality Annual Reports


Staff promotion and re-grades

Human Resources Partners Director of Human Resources Head of Governance Directorate


High




Use and outcome of Disciplinary, Capability and Grievance procedures

Human Resources Partners


Medium







*progress/updates)


Staff recruitment and career progression (12.)

Reported incidences of bullying and racial harassment

Harassment Advisers


Medium



L) Impact Assessment (IA)

Functions of the University and Impact Assessment (13)

Audit of Race Equality relevant Policies, Practices, Procedures and Services (P,P,P and S)

Equal Opportunities Diversity Officer


High Definitive list created of all race equality relevant P,P,P&S for potential IA. List to include assignment of relevant lead persons for each P,P,P&S.

EOAG members and Chair Equal Opportunities and Diversity Officer Director of Human Resources


Determine a schedule for IA

Specific IA lead persons TBC: may include Heads of School/Heads of Directorate/Hall


High Target dates set to conduct IA

EOAG members and Chair Equal Opportunities





*progress/updates)


Wardens/Chairs of Committees, Personnel Officers, Programme Directors, Boards of Study etc

and Diversity Officer Director of Human Resources


IA training and awareness activity

Equal Opportunities and Diversity Officer Centre for Staff Training and Development Human Resources Partners

As appropriate to IA schedule timetable

High All lead persons aware of how to conduct an impact assessment



PHASE 1: Implementation of Primary IA on all Race Equality relevant P,P,P &S

IA lead Persons As appropriate to IA schedule timetable

High a) Establish which P,P,P&S have a differential impact (potential or actual) in terms of race equality b) Establish which P,P,P&S are free from differential impact (potential or actual)






*progress/updates)



PHASE 2: Implementation of Secondary IA (where Primary IA have identified a differential impact (potential or actual) in terms of race equality) Assessment to include seeking expert opinion and consulting relevant representative groups

IA lead persons As appropriate to IA schedule timetable

High a) Establish which P, P, P&S have a differential impact (potential or actual) in terms of race equality b) Establish which P,P,P&S are free from differential impact (potential or actual)






*progress/updates)



PHASE 3: Implementation of Full IA (Secondary IA has identified a differential impact (potential or actual) in terms of race equality). Assessment to include

a) consideration of alternatives to P,P,P&S

b) consideration of measures to mitigate differential impact

c) Consultation of relevant representational groups

IA lead persons

As appropriate to IA schedule timetable

High All relevant P,P,P&S to be approved as free from differential impact (potential or actual) in Terms of race equality.


Documents

Race Equality Policy and Action Plan - University of Reading · ©University of Reading 2010 Page 8 4 Communication Strategy 4.1) Continuing policy consultation The Race Equality