STAFF Aim 1: To improve the representation of BME staff in ... action plan_FINA… · - BME staff (42%) were less likely than White staff (58%) to agree that their SDR is evidence-based

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Aim 1: To improve the representation of BME staff in decision making at the university

This maps to UUK/NUS Pledge 3 (Developing racially diverse and inclusive environments)

Issues identified in application: - 50% boards and committees underrepresented by BME staff in relation to UoB BME staffing levels: Academic Leadership Group, Board of Governors, Education

Experience Committee and Research Enterprise Committee - Level of BME under-representation unknown for Board of Governors, as equalities monitoring data not collected - Equality Impact Reviews trialled for one-year in three committees: University Executive Board, University Education & Student Experience Committee and

University Research & Enterprise Committee. The 2019 review demonstrates that EIR is not consistently implemented - Currently no institutional guidance or monitoring to ensure profile-raising opportunities (e.g. speakers at conferences and seminars, leads of exhibitions)

consider representation levels of BME staff

1.1 Implement monitoring and positive action initiatives to improve representation of BME staff on decision making boards and committees

a) Board of Governors ethnicity data to be captured and reported to Equality and Diversity Team, to address gaps in data required to understand issues of representation

2019 and then annually

Secretary to Board of Governors

BME staff representation on all decision-making boards and committees (currently representation on 50% of boards) and representation levels in-line with or above university BME staffing levels (currently 7.3%) by 2023

b) - Equality Impact Review guidance updated to include measures for taking positive action on committee representation, highlighting examples such as co-opted members and shadowing. Guidance published on StaffCentral - Equality Impact Review guidance incorporated into termly workshops. Workshops delivered to all chairs of top-level committees to improve the implementation of EIRs - Undertake bi-annual spot checks to ensure the consistent implementation of EIRs. Findings reported to Equality and Diversity Committee


Equality and Diversity Manager

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c) - Communication to chairs of relevant boards and committees to request they address underrepresentation of BME staff through positive action in committee membership, or through shadowing opportunities where it is not possible to address through positive action - New responsibility introduced to all committee terms of reference to consider race and gender diversity in membership - Board and committee chairs to implement positive action initiatives to increase representation rates following Equality Impact Review training (1.1b) - Statements to be added to vacancies to encourage BME members and promoted through Race Equality Steering Group, Race and Ethnicity Alliance and Race & Faith Staff Network Group

2019-2020 and then annually

Registrar and Secretary Chairs and secretaries of boards and committees

BME staff representation on all decision-making boards and committees (currently representation on 50% of boards) and representation levels are in-line with or above university BME staffing levels (presently 7.3%) by 2023 (as above)

1.3 Increase opportunity and up-take of profile-raising initiatives for BME staff (e.g. speakers at conferences and seminars, exhibition leads)

d) Guidance on creating representative profile-raising opportunities to be developed and communicated to all school/departments, to ensure good representation of BME people as speakers at events and among external nominations

2020-2021

Equality and Diversity Manager, Marketing and &Comms Department

Annual spot check audits reveal that at least 9% (academic BME staff representation) of overall profile-raising opportunities are fronted by BME people

e) All academic schools to collate information on profile raising opportunities (such as nominations to professional bodies and external prizes) by ethnicity, in addition to gender, as an extension of existing Athena SWAN work

2021-2023

School Athena SWAN Self-Assessment Team leads

Data shows that at least 9% (academic BME staff representation) of school level profile raising opportunities are profiled by BME people

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Aim 2: To reduce differential contractual experiences for BME staff


Issues identified in application: - Pay and Equality Report 2018 focused on fairness of grade progression up to Principal Lecturer or professional support Grade 9 although did not highlight any

statistically significant issues - Non-UK BME academic staff are more likely to be on fixed-term contracts than White staff (10-15% gap)

2.1

Address gaps in existing data that limit institutional understanding of race pay gap

a) - Race pay gap analysis by grade including senior grades to supplement the Pay and Equality Report 2018 undertaken as required by legal reporting - Develop and implement further actions to address possible differences in pay for senior grades due to underrepresentation of BME staff in senior levels compared to HESA benchmarks

2021-2022 Human Resources and Finance Departments

Race pay gap analysis presented to the Equality & Diversity Committee and University Executive Board Priority actions are embedded within People Strategy implementation plan and REC action plan

2.2 Reduce disparity between number of BME non-UK and White non-UK academic staff on fixed-term contracts

b) HR review of staff on fixed-term contracts to consider ethnicity and nationality, grade and school, highlighting issues of concern to Heads of Schools for action

2020-2022

Deputy Director of Human Resources Department

Reduction in disparity between BME non-UK staff and White non-UK academic staff on fixed-term contracts by 5%

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Aim 3: To improve the career progression of BME staff into senior positions


Issues identified in application:

- BME academic staff underrepresented at senior grades compared to HESA benchmark: Principal Lecturer (5% gap), Professor (6% gap) - Only 2% of Deputy Heads of Schools and 5% of senior management (Heads of Schools, University Executive Board) are BME. Overall academic staff

representation is 9% (2017/18) - Although better than for White academic staff more recently, promotion success rates for academic BME staff have been inconsistent over the past three years

(57%, 36%, 85% respectively) - BME academic staff felt that opportunities for leadership development were not consistently allocated to enable a breadth of promotion building experience

(REC Survey 2018) - BME professional support staff underrepresented at senior grades compared to HESA benchmark: Grade 7 (2% gap), Grade 8 (5% gap) and Grade 9 (2% gap) - Only one BME mentor and one BME mentee on general staff mentoring scheme - Black (29%) staff and Mixed ethnicity staff (41%) were less likely than White British staff (52%) to have had an Staff Development Review (SDR) (Employee 2018

Survey) - BME staff (42%) were less likely than White staff (58%) to agree that their SDR is evidence-based and transparent (REC Survey 2018) - Black (29%), Asian (47%) and Mixed ethnicity (38%) staff were less likely than White British staff (50%) to be satisfied with learning and development received in

their current job (Employee 2018 Survey) 3.1

Improve the progression of BME academic staff into senior positions (Principal Lecturer and above)

a) - All academic promotion panellists to complete Unconscious Bias e-learning - Annual communication from Heads of Schools on academic staff promotion to include signposting for BME staff to the Associate PVC (Academic Operations) for informal discussions regarding promotion

- Introduce a promotion workshop aimed at BME academic staff including the introduction of mentoring and coaching for promotion to senior grades including Deputy Head of School roles (internal only positions) - Deputy Head and other senior appointment

opportunities circulated to Race Equality Steering Group, Race and Ethnicity Alliance and Race & Faith Staff Network to encourage BME staff applicants

2019-2021

Deputy Director of Human Resources Department Academic Leadership Group Associate Pro-VC (Academic Operations)

Representation of BME academic staff at Principal Lecturer and Professor levels increase within 2% of HESA benchmark Representation of BME academic staff at Deputy Head and Senior Management level increases in line with university academic staffing levels (currently 9%) - 8 year target. Progress is half way towards target by 2023

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- Heads of Schools to ensure that internal and external development opportunities are shared fairly and consistently, to enable BME staff to build up the relevant experience to apply for promotion

2020-2023

Academic Leadership Group

cont. REC qualitative feedback does not find issues of concern in relation to consistent and fair allocation of administrative, leadership and other developmental opportunities

3.2 Improve the career development and progression of BME professional support staff into higher grades (grade 7 and above)

b) - Targeted information about supporting BME staff development in future professional support conferences - New career development workshop for BME staff with a focus on increasing awareness of competency development areas and supporting applications to senior roles - Target job shadowing opportunities for BME staff. Promote at least twice a year through staff e-newsletters and StaffCentral intranet - Aspiring leadership programme for BME staff promoting mentoring (including BME matched mentoring) for progression



Representation of BME professional support staff at grade 7 and above increases to HESA benchmark by 2023 - currently gaps of Grade 7 (2%), Grade 8 (5%) and Grade 9 (2%)

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3.3 Increase support for career progression for all BME staff

c) - Number of BME mentors in general staff mentoring scheme to be increased through external networking including University of Sussex and Brighton and Sussex Medical School - Guidance for mentors and mentees updated to explicitly communicate the option for identity-based matching - Identity matched mentoring promoted to all BME staff through staff e-newsletter, Race Equality Steering Group, Race and Ethnicity Alliance and Race and Faith Staff Network Group at least twice per year - Race equality awareness is embedded in mentor training, with training materials referencing differential outcomes of BME staff in career development

2019-2020


BME mentors and mentees increased in line with BME staffing levels (currently 7.2%)

d) - Staff Development Review (SDR) workshops updated to cover equality impact considerations of SDRs for different staff groups, with training materials referencing differential outcomes for BME staff on SDRs and identify actions to address this - SDR workshops to include guidance on how to routinely discuss career development - SDRs at school and department level to routinely feature discussions about career development to encourage BME staff to consider promotion

2020-2022

Deputy Director of Human Resources Department Heads of Schools and Departments

Future REC Survey and Employee Surveys 2020 and 2022 demonstrate improvement in satisfaction levels of BME staff for SDRs to be within 10% gap of White British staff (16% gap in REC Survey 2018, gaps of up to 21% between Black and White British staff Employee Survey 2018)

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T Aim 4: To increase the success rates of BME applicants and increase proportion of UK BME staff in-line with HESA benchmarks


Issues identified in application: - Gap between application and appointment of BME applicants to academic roles, 6% gap UK academic staff (2017/18), 30% gap non-UK staff - BME staff underrepresented at all academic grades compared to HESA benchmark: Lecturer (20% gap), Senior Lecturer (21% gap) Principal Lecturer (5% gap),

Professor (6% gap) - 5% gap between the application and appointment of BME applicants to professional support roles - BME staff underrepresented at all professional support grades compared to HESA benchmark: Grade 3 (8% gap), Grade 4 (17% gap) Grade 5 (13% gap), Grade 6

(9% gap), Grade 7 (2% gap), Grade 8 (5% gap), Grade 9 (2% gap) - 50% of all academic schools are below HESA benchmark for BME staff representation (Art, Education, Health Sciences, Media, Social Sciences, Sport and Service

Management) - 77% of departments are below HESA benchmark for BME staff representation (Academic Services, Centre for Learning and Teaching, Evaluation and Policy

Department, Finance, Human Resources, Information Services, Marketing and Communications, Philanthropy and Alumni Engagement, Student Operations and Support

- BME staff less likely (56%) than White staff (76%) to agree that recruitment is undertaken fairly (REC Survey 2018) 4.1

Ensure consistent implementation of and adherence to the Recruitment and Selection Policy (2018) and best practice

a) - All recruitment panellists to complete mandatory equality and recruitment e-learning (Unconscious Bias, E&D Essentials) - Communicate requirement for panellists to undertake Unconscious Bias e-learning and panel chairs responsibility to confirm this on recruitment system and recruitment StaffCentral pages - Communicate best practice to hold discussions about possible biases as part of recruitment process

2019-2020


Reductions in gaps between applications, shortlisted and appointment to half of current rate (presently 6% academic UK staff, 30% non-UK academic staff, 5% professional support staff) Increase in BME staff representation across departments and schools and grades currently underrepresented by BME staff. Gaps between HESA benchmark reduced by a third

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b) Three spot checks (per annum) of recruitment exercises to review decisions. Feedback issues of concern and best practice to recruiting manager and schools/department management



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c) - Create an equality panellist scheme formed of underrepresented staff and equality allies, with the intention of having panellists who advocate for equality issues during recruitment and selection decisions. Panellists to receive additional race equality awareness training

d) - Priority roles for equality panellists to be identified by grade and school in line with under-representation levels

2020-2022

Equality and Diversity Manager Deputy Director of Human Resources Department

cont. REC Survey 2020 finds that more BME staff agree that recruitment is undertaken fairly to less than 10% difference relative to White staff (20% difference in REC Survey 2018) e) Recruitment system functionality to be

investigated to identify opportunities to further anonymise information at application level, such as initials. Changes to be piloted to ascertain impact on BME applicant outcomes

2022-2023 Deputy Director of Human Resources Department

4.2 Introduce positive action initiatives in recruitment and selection to address issues of BME under-representation

f) Positive action in tie break situations to be introduced to enable the selection of underrepresented BME applicants where they are of equal merit to a White candidate where no other underrepresentation issues exist e.g. gender

2020-2021

Equality and Diversity Manager Deputy Director of Human Resources Department

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g) - 1 academic and 1 professional support recruitment communications group to be established, to actively coordinate and support the attraction of BME applicants via local and national networks (e.g. diversity mailing lists, LinkedIn) within schools and departments and share best practice - Guidance on recruitment communication groups to be disseminated to all schools and departments

2021-2023 Equality and Diversity Manager Deputy Director of Human Resources Department

h) - Executive search panels used for senior appointments, such as roles within the University Executive Board (UEB) and Heads of Schools and Departments, to return a long-list with BME candidates - Approach embedded into Recruitment and Selection Policy and all recruitment staff to be made aware of this requirement

2019-2020

Director of People Leads in UEB with responsibility for the relevant recruitment

BME representation at UEB and Heads of School and Department level increased in line with BME staffing levels for academic staff (currently this would be from 5% to 9%) or professional support staff (currently this would be from 0% to 7%)

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Aim 5: To better understand and reduce higher turnover rates amongst BME staff


Issues identified in application: - Higher turnover of BME academic staff compared to White staff. Difference of 2% gap UK staff, 30% gap non-UK staff - Higher turnover of BME UK professional support staff compared to White UK staff (6% difference) - Higher turnover of Non-UK White professional support staff compared to BME staff (12% difference)

5.1 Improve exit interview process and promote specific points of contact for BME staff experiencing difficulties

i) - Equalities question to be added to online exit interview survey, to improve understanding of reasons for BME staff leavers - Data on number of exit interviews by ethnicity and nationality and race related issues raised through equalities question reported to Equality and Diversity Committee annually - Human Resources point of contact to be introduced for face-to-face exit interviews where issues may be related to race

2019-2020


Gaps between % of BME and White leavers is reduced for UK staff year-on- year to half of current rate (outlined above) Reasons for non-UK staff leavers is known and targeted actions are taken to address where possible (UK leaving the EU and visa restrictions may limit this)

j) Points of contact for BME staff to be communicated to enable earlier intervention conversations where issues arise in relation to race. Contacts to include Associate Pro-VC (Academic Operations), Race & Faith Network Group, HR named contact. Promotion through intranet articles and e-newsletter

2020-2021


Gaps between % of BME and White leavers is reduced for UK staff year on year to half of current rate (outlined above)

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Aim 6: To reduce race related incidents at the university and improve staff and student experience of formal processes

This maps to UUK/NUS Pledge 1 (Providing Strong Leadership) and Pledge 2 (Having conversations about race and changing cultures)

Issues identified in application: - 27% of BME staff and 35% of BME students had witnessed or experienced race discrimination at the university (REC Survey 2018) including for students in

student accommodation (12%) on campus (17%) and on placement (6%) - BME staff had lower levels of confidence in reporting discrimination (61%) and in the resolution of complaints (48%) compared to White staff (87% and 74%

respectively) (REC Survey 2018) - BME students had lower levels of confidence in reporting discrimination (61%) and in the resolution of complaints (60%) compared to White students (85% and

83% respectively) (REC Survey 2018) - No current requirement for investigating staff or student points of contact to have undertaken race equality training

6.1

Raise awareness amongst staff of expected behavioural standards at the university

a) To publicise the zero-tolerance statement as part of the revised Bullying and Harassment Policy, including in University Executive Board communications, staff e-newsletter, StaffCentral, school and department level e-newsletters, Head of Schools/Departments communications and during Staff Development Days with support from Trade Unions

2019-2020

Deputy Director of Human Resources Department Marketing &Comms Department

REC Surveys 2020 (staff and student) show a reduction in proportions of BME respondents witnessing or experiencing race discrimination by at least 10% (from 27% staff and 35% students in REC Surveys 2018)

6.2 Raise awareness amongst students of expected behavioural standards at the university

b) - To publicise race specific elements of Student Disciplinary Policy and Bullying & Harassment Procedure to all students - To launch a campaign on expected behavioural standards in-line with updated policies

2019-2020 Director of Student Operations and Support Department

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6.3 Improve confidence levels amongst BME staff in reporting racial incidents and experience of formal reporting processes

c) - To pilot bystander scheme in some schools and departments in 2020/21 - To roll out staff bystander scheme to all schools and departments by 2023


REC Surveys 2020 (staff and student) show increased confidence in reporting and resolution of race discrimination amongst BME staff and students, with the gap between BME and White respondents being no greater than 10% (from 26% for staff and 23% for students in 2018)

d) - Ensure and evidence that only investigating officers and HR staff who have completed their mandatory equality e-learning (e.g. Unconscious Bias, E&D Essentials) are able to be involved in formal employee relation cases, such as grievance and bullying and harassment - To provide additional face-to-face equalities training, with specific reference to race equality, for investigating officers and Human Resources staff involved in employee relations case to improve confidence in formal case resolution


100% of investigating officers and HR staff involved in formal cases have undertaken relevant equality training

6.4 Improve confidence levels amongst BME students in reporting racial incidents and experience of formal reporting processes

e) - To provide race equality awareness training to student first points of contacts including: - Disclosure Response Teams - Student Accommodation contacts (Student

Halls Managers, Residential Advisers, Student Residential Advisers), Caretakers, Student Operations and Support Front of House, Student Support Guidance Tutors

2019-2023 rolling programme

Director of Student Operations and Support Department

Student first points of contacts have completed race equality awareness training (including dealing with hate crime). Year on year increase of 25% to 100% by 2023

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f) - To audit the agreements which schools have in place with placement providers to identify how they address race equality in placements with regards to prevention and resolution - To improve consistency in practice across all schools in placement agreements as part of ongoing Administrative Review e.g. introduce checklists which ensure relevant policies, such as on EDI and Bullying & Harassment, are referenced

2019-2021 Academic Registrar Academic Leadership Group

Next REC Survey and qualitative feedback findings show reduction in students experiencing discrimination on placement (5% in REC Survey 2018)

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Aim 7: To increase engagement of BME staff, students and community groups in efforts to advance race equality

This maps to UUK/NUS Pledge 2 (Having conversations about race and changing cultures)

Issues identified in application: - Lower representation of BME professional support staff (11%), students (4%) and manual staff (4%) compared to academic staff (33%) on the Race Equality

Steering Group - BME staff and students feel isolated, particularly in City, Falmer and Eastbourne campus where there is low ethnic diversity (qualitative feedback in REC Surveys

2018 and focus groups) - BME staff (47%) and BME students (35%) had experienced or witnessed racial harassment/discrimination in the local community (REC Surveys 2018)

7.1 Increase connectivity amongst BME staff, students and community groups to reduce isolation and open support networks

a) To recruit a postgraduate student and additional BME professional support staff members to join the Race Equality Steering Group

2019-2020

Associate Pro-VC (Academic Operations)

Qualitative feedback in future staff and student REC consultations show increased engagement in supporting race equality and its purpose amongst BME staff in different roles and grades, particularly manual staff

b) To introduce bi-annual informal update sessions for catering, estates and other technical and support staff across different campuses so they are aware of race equality work and can signpost staff and students for race related support

2020-2021 Hospitality, Estates and Facilities, Student Operations and Support, Human Resources

c) - To publicise the Cultural Connections LinkedIn platform for BME staff through StaffCentral, e-newsletter and in new starter information, including the termly all staff Induction Day - To publicise the ‘Talking about Race’ speaker series to all staff

2019-2020

Race Equality Steering Group

Qualitative feedback in future REC consultations no longer identifies isolation of BME staff and students in different campuses as a major issue

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d) To introduce a BME student networking scheme and promote through student induction

2020-2021 Student Operations and Support Department

Qualitative feedback in future REC consultations no longer identifies isolation of BME staff and students in different campuses as a major issue (as above)

e) Review the current programme of cultural/religious events in liaison with student societies to determine if the balance of events can be enhanced to engage the University’s BME community and the local BME community

2020-2021 Equality and Diversity Manager Student Experience and Equalities Manager

f) To improve the understanding and lived experiences of BME staff and students, considering differences of UK, European and International BME groups, to enable targeted actions to increase support and engagement. Specific issues and actions included in annual equality monitoring reports

2020-2021

Equality and Diversity

Student Experience and Equalities Manager

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g) - To engage with local BME, migrant and refugee community groups, Brighton’s Racial Harassment Forum and the Equality & Inclusion Partnership to share knowledge of race related issues in the local area - Develop joint city-wide messaging around inclusivity and tackling racial hate crime, promoted in communications and at events such as Refugee Week and Black History Month



REC Survey 2022 qualitative feedback shows increased confidence amongst BME staff and students in reporting hate crimes

Aim 8: To raise awareness and increase all staff engagement with race equality

This maps to UUK/NUS Pledge 1 (Providing Strong Leadership) and Pledge 2 (Having conversations about race and changing cultures)

Issues identified in application: - BME staff felt there was a need to better communicate the reasons for engaging in the race equality agenda beyond the charter (REC Focus Group) - Training and awareness sessions delivered across the university found mixed levels of understanding and acceptance of structural race equality issues by

participants. Approximately 1/3 of participants followed a deficit approach in training of Unconscious Bias delivered to 82 academic staff (2018/19)

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8.1

To embed race equality into university wide communications

a) - To create a vision statement for improving race equality at the university developed from the University’s Strategic ‘Inclusivity’ Value and publicise through all communication routes - To run a race equality event for a minimum of 50 staff promoting the new vision - To enhance communications about race equality (including progress on REC actions) through increased number of articles on StaffCentral, staff/student e-newsletters, social media and events (minimum 12 times per year)

2019-2020 Equality and Diversity Manager Marketing and Comms Department

Qualitative feedback from future REC consultations and evaluations of race equality awareness training show increased engagement in and understanding of race equality issues (80% of training participants understand structural race equality issues at the university)

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b) - To produce and publish an infographic e-leaflet with a summary of key themes raised through the REC Survey 2018 and focus groups, as well as actions to be taken to address these. Publicise through articles on StaffCentral, staff/student e-newsletters - To use the infographic in school and department level staff communications

2019-2020

Equality and Diversity Manager Marketing and Comms Department

Qualitative feedback from future REC consultations and evaluations of race equality awareness training show increased engagement in and understanding of race equality issues (80% of training participants understand structural race equality issues at the university) (as above)

8.2 To rollout a Race and Ethnicity Alliance to grow an ally base, positively influence culture and challenge local issues

c) - To ensure ally membership from all academic schools and key central departments - To run three race equality workshops/facilitated discussions per annum



8.3 To embed race equality into staff development as part of the University’s Strategic ‘Inclusivity’ Value

d) - To integrate race equality considerations into Human Resources led management workshops - To integrate sessions on race equality into school/department-based staff development sessions - To integrate sessions on race equality into student support related workshops for staff who have day to day contact with BME students (e.g. Libraries, Information Services, Estates, Hospitality)

2021-2023 Deputy Director of Human Resources Department Director for Education

Spot check audits show 100% of relevant training references race equality by 2023

8.4 To ensure race equality is reflected at school/department level decision-making

e) - Schools/department level management committees and groups consider differential outcomes of BME staff and students as part of annual examination of annual Equalities Reports - Academic Board to examine Equalities Reports each year to provide governance oversight of school and department race equality progress

2021-2023

Academic Leadership Group Operations Leadership Group

Spot check audits identify that race equality issues for BME staff and students are partially integrated into school/department-based groups and committees by 2022 and fully integrated by 2023

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Aim 9: To increase the number of BME students in underrepresented disciplines at the university and in-line with national benchmarks


Issues identified in application: - UK Black applicants were less likely that UK White applicants to receive undergraduate offers (4% gap). Non-UK Black and Mixed ethnic background applicants

were less likely to receive offers (40%, 30% gaps) than White non-UK applicants - BME students less likely to be successful in undergraduate admissions interviews (baseline data will be available after application due to initial analysis being

currently undertaken) - 50% of schools underrepresented by undergraduate BME students compared to discipline HESA benchmarks: Art (4.8% gap), Media (4.1% gap), Education (9.1%

gap), Health Sciences (9% gap), Applied Social Science (8% gap), Sport and Service Management (4% gap) - Schools with BME student representation at benchmark (Architecture and Design, Environment and Technology, Business School, Computing Engineering and

Maths, Pharmacy and Biomolecular Science) are underrepresented by specific ethnic groups (e.g. Black Caribbean, Pakistani) compared to HESA benchmark - UK BME students are less likely to move from undergraduate study (22% representation), to postgraduate taught (17% representation) and postgraduate

research (12% representation) study. White students are more likely to progress from UG (78%), PGT (83%) to PGR (88%)

9.1

To improve analysis of school-based admissions data and processes in order to create targeted actions

a) - Produce a report by ethnicity to identify any differential outcomes in admissions by entry qualifications as part of Transparency Duty requirements (OfS) - Analyse school-based admissions data by specific ethnic group with school management to introduce targeted actions to attract underrepresented groups

2020-2023

Head of Admissions, Academic Services Evaluation and Policy Department

Gaps reduce for success rates of UK Black (4%), Non-UK Black (40%) and Non-UK Mixed (30%) ethnic background applicants where there are no differences in entry qualifications compared to White students Success of BME students improves in admissions interviews compared to White students (baseline data will be available after application due to initial analysis being currently undertaken) Schools who are underrepresented by undergraduate BME students increase representation with the aim of reducing gaps by 50% by 2023

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b) Academic staff involved in admission decisions to complete Unconscious Bias e-learning and undertake further race equality panellist training (4.1c). At least three trained staff in each school involved in admissions interviews

2019-2021

Head of Admissions

cont. Spot check audits demonstrate that 75% of materials are ethnically diverse by 2022 and 100% by 2023 Increase of BME students in postgraduate taught and postgraduate research (currently UG-PGT 5% gap, UG-PGR 10%)

9.2 To conduct Widening Participation and Outreach initiatives to attract BME students to non-STEM subjects and PGT/PGR study

c) - BME student community is appropriately represented by student ambassadors/staff at open days in every school. All marketing materials include representative and balanced images of BME staff/students - Roll out good practice on mentoring BME students in local colleges and schools (up to 5 projects per annum subject to OfS funding) promoting underrepresented undergraduate disciplines to BME students

2019-2021 2019-2020 and then annually

Marketing and Comms Department Volunteering Manager, Student Operations and Support

d) - Encourage UK BME students to take-up postgraduate opportunities and progress into academia through Careers Advisors (raised awareness of postgraduate study as part of personalised career plans), Mentoring Programme and school based initiatives - Fundraising for further BME PG level scholarships to be considered for disciplines/courses where BME students are underrepresented, following good practice in Humanities (MA Curating Collections and Heritage)

2020-2023 2020-2023

Director of Student Operations and Support Philanthropy and Alumni Engagement, Academic Leadership Group

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Aim 10: To improve support provided to BME students and increase wellbeing

This maps to UUK/NUS Pledge 2 (Having conversations about race and changing cultures)

Issues identified in application: - The majority of BME students who attended the REC Focus Group (48 students) experienced difficulty accessing bursaries and mental health support. BME

students also reported that services needed to support the needs faced by BME students - BME students represent a high proportion of commuter students (20% of UoB population) who face additional barriers such as attending early lectures and

missing extra-curricular activities due to travel and work commitments. Commuter support initiatives have been piloted in Business School and are currently being piloted in Health Sciences

10.1 To tailor and enhance existing

service provisions to meet the identified needs of BME students

a) - Establish ways in which wellbeing services can be tailored or improved for BME students. Wellbeing staff to receive additional race equality awareness training beyond mandatory training. - Referral pathways to be introduced as part of new mental health and wellbeing strategy which explicitly includes considerations for BME students

2019-2021 Director of Student Operations and Support

Future REC consultations do not identify access to Student Support Services as a major issues of concern

b) Improve support for commuter students, by undertaking institutional research on the needs of this group of students and evaluating piloted initiatives in School of Health Sciences with a view to rolling out successful interventions across the institution

2019-2021 Director of Education

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T Aim 11: To reduce differential outcomes for BME students in continuation, degree awards and postgraduate employment

This maps to UUK/NUS Pledge 4 (Getting the evidence and analysing the data on the attainment gap) and Pledge 5 (Understanding what works)

Issues identified in application: - Black and Other ethnic background students had lower continuation rates than White students (maximum 4% gap) - BME good degree awarding gap is 15%, reduced from 21% over three years. For UK students awarding gaps include: Black students (30%), Other ethnic

background students (26%) and Asian students (20%) - Proportions of BME graduates in non-professional employment rose at a greater rate than graduates in professional/managerial positions

11.1 To use more detailed ethnic group analysis to inform approaches taken to address differential outcomes

a) - Use expanded ethnic group breakdown as part of WiPAT analysis of continuation and attainment trends to enable more targeted actions - Evaluate school targeted actions undertaken by WiPAT over the past two years to identify areas of best practice to roll out across wider schools e.g. final year writing retreats, media employability networking

2019-2020

Director of Education

Reduction in non-continuation rates for UK Black UK students. Gap within 2% of other groups by 2023 Reduction in awarding gaps for BME students. Agreed targets with Office for Students following their guidance: Reduction in awarding gap of good degrees between UK Domiciled Black and White students to 11.5% by 2024/25 Reduction in awarding gap of good degrees between UK Domiciled Asian and White students to 8.65% by 2024/25 Increased success rate of BME graduates in professional/managerial employment

b) BME mentoring to be rolled out to all schools on a needs basis (October/February intakes) following success from Schools of Education and Health Sciences. Mentoring programme to integrate links to employability support, BME student networking and academic support

2019-2021 Volunteering Manager

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G Aim 12: To improve the representation of race equality in the curriculum across disciplines


Issues identified in application: - 61% of BME students compared to 77% of White students felt that core reading reflected a wide variety of opinions (REC Survey 2018) - 66% of BME students felt that academic staff appropriately facilitated discussions on race (REC Survey 2018). Survey comments demonstrate negative

experiences amongst many BME students of stereotyping and micro aggressions - BME students reported that the curriculum was Eurocentric (BME Focus Groups)

12.1 To integrate new decolonising

and diversifying curriculum approach into systematic processes to ensure it is fully embedded

a) - Roll out the student curriculum adviser scheme in which students work with academic staff on projects to start to decolonise the curriculum in their areas. Up to two projects per-school per-annum using a needs based approach. Good practice case studies from projects are included within the Developing Learning Communities webpage for staff

2020-2023 Director of Education Centre for Learning and Teaching

REC Survey 2022 demonstrates that student experiences of diverse core reading and academic staff facilitation of race issues improve by 10% from 61% and 66% respectively REC Survey 2022 does not identify issues with academic staff facilitation of race discussions as a significant issue

b) Effectively communicate the new Learning Communities Decolonisation of the Curriculum resources and Inclusive Practice resources to all areas of the university and monitor the use of resources. Expected year-on-year increase on accessed materials as part of annual Academic Health Review

2019-2021 Director of Education Centre for Learning and Teaching

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c) -Race equality embedded within university level approval and review systems including: course approval, module approval and modification, academic health and 5 year periodic review and validation. Checklist for consideration of race equality included within guidance for validations and periodic reviews - All School Academic Standards Committee members to be required to attend a briefing about assessing inclusive practice and race equality in course and module approval - Evaluations of good practice to be updated as case studies on Developing Learning Communities webpage

2020-2022 2022-2023 2022-2023

Senior Assistant Registrar (Quality Assurance) Academic Services Academic Leadership Group Centre for Learning and Teaching

REC Survey 2022 demonstrates that student experiences of diverse core reading and academic staff management of race issues improve by 10% from 61% and 66% respectively REC Survey 2022 does not identify dissatisfaction with academic staff facilitation of race discussions as a significant issue

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Aim 13: To improve academic staff confidence in addressing race equality in teaching and learning

This maps to UUK/NUS Pledge 3 (Developing racially diverse and inclusive environments) and Pledge 4 (Having more conversations about race and changing cultures)

Issues identified in application: - BME students were less likely (72%) than White students (82%) to feel that they were assessed fairly (REC Survey 2018) - Unconscious Bias workshops delivered to 82 academic staff (2018/19) found that approximately 1/3 of participants shared a deficit approach to differential

student outcomes - BME students suggested providing cultural awareness training for staff so they better understand the BME student experience (BME Focus Groups). 66% of BME

students felt that academic staff appropriately facilitated discussions on race (REC Survey 2018). Survey comments demonstrate negative experiences amongst many BME students of stereotyping and micro aggressions by academic staff

- BME students were less likely to agree that there were ethnically diverse role models (43%) than White students (62%) (REC Survey 2018). Students said they wanted more ethnic diversity in the staff body (REC Survey 2018 comments and focus groups). Majority of non-STEMM based subjects are underrepresented by BME staff compared to HESA benchmarks

13.1

To ensure race equality is embedded within teaching and assessment methods

a) Post-Graduate Certificate in Teaching and Learning and Higher Education Academy qualification courses to be scrutinised with the aim of decolonising using the Developing Learning Communities resources

2019-2020

Centre for Learning and Teaching

REC Survey 2022 demonstrates that student experiences of diverse core reading and academic staff facilitation of race issues improved by 10% from 61% and 66% respectively REC Survey 2022 does not identify issues with academic staff facilitation of race discussions as a significant issue REC Survey 2022 finds that BME students are more likely to agree that there are diverse roles models (increase of 20% from 43%)

b) Anonymous marking to be fully rolled out across the university and assessment criteria fully integrated within all course levels including postgraduate study

2020-2022 Director of Academic Services

c) BME visiting lecturers are used for courses which are underrepresented by BME staff with the aim of 2 guest speakers per annum

2020-2021 Academic Leadership Group

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13.2 To increase academic confidence to teach about race through training and awareness activities

d) - 4 staff forums to be held across all campuses with academic and non-academic staff to assess staff understanding of BME student experiences in order to create tailored staff development - Sessions on how to support BME students in teaching and learning included in school and departmental development days (1 per-school per-annum)

2019-2021 Director of Education Race Equality Steering Group

REC Survey 2022 demonstrates that student experiences of diverse core reading and academic staff facilitation of race issues improve by 10% from 61% and 66% respectively REC Survey 2022 does not identify issues with academic staff facilitation of race discussions as a significant issue REC Survey 2022 finds that BME students are more likely to agree that there are diverse roles models (increase from 43% to 53%

e) - Race equality awareness workshops delivered (2 per annum) - Disseminate good practice in teaching from the Race Equality Steering Group and the Race and Ethnicity Alliance through WiPAT - Hold Race Equality conference/seminars/lectures at least twice per academic year - Establish curated external speaker series to open space for talking about race

Documents

STAFF Aim 1: To improve the representation of BME staff in ... action plan_FINA… · - BME staff (42%) were less likely than White staff (58%) to agree that their SDR is evidence-based