Scottish HEI equality outcomes:

Transcription

1 Scottish HEI equality outcomes: a sector overview Contents Background 2 Governing body responsibilities 3 Approaches taken to setting and publishing equality outcomes 4 Publishing 4 Alignment of equality outcomes with SFC outcome agreements 10 Common themes 12 On 30 April 2013, all public authorities in Scotland were required to have published a set of equality outcomes to meet the Scottish specific duties of the Equality Act 2010 public sector equality duty (PSED). This briefing provides an analysis of the equality outcomes published by higher education institutions (HEIs) in Scotland. It outlines: = = approaches taken by HEIs to developing and publishing their outcomes = = the areas of focus and themes of the outcomes It is intended to support senior managers and governing bodies to gain an understanding of the equality outcomes published by the sector. Further information Freya Douglas info@ecu.ac.uk

2 Background Equality outcomes are a core mechanism through which HEIs can progress towards meeting the PSED. Outcomes express the strategic direction of travel for the HEI for the next four years in relation to equality. The PSED requires HEIs to have due regard to the need to: = = eliminate unlawful discrimination, harassment and victimisation = = advance equality of opportunity = = promote good relations HEIs should consider the following protected characteristics. These are relevant for all staff and students: = = age = = disability = = gender identity = = pregnancy and maternity status = = race = = religion or belief (including lack of belief) = = sex = = sexual orientation The PSED requires HEIs to: = = prepare and publish a set of equality outcomes to enable the HEI to better perform the PSED at least every four years (following the first set published on 30 April 2013) = = consider relevant evidence relating to people from the protected groups above, and take reasonable steps to involve these people when setting outcomes = = publish reasons why their set of equality outcomes does not cover every relevant protected characteristic, if this is the case = = publish equality outcomes in a publically accessible way = = publish a report on progress made towards achieving their equality outcomes at least every two years (the first report is due by 30 April 2015) 2 Scottish HEI equality outcomes: a sector overview

3 HEIs also had to publish additional information by 30 April 2013: = = employment data on their workforce by protected characteristic = = their gender pay gap = = statements that set out HEI policy on equal pay and information on occupational segregation = = a mainstreaming report that sets out the progress the HEI has made to integrate the PSED within its day-to-day functions The Equality and Human Rights Commission (EHRC), the statutory body for ensuring compliance with the PSED, has published an initial assessment of how public authorities have met the duties ( press-releases-2013/equality-how-does-scotlands-publicsector-measure-up). It will publish a summary of its review of the published equality outcomes in autumn. This will inform its PSED strategy and future plans to support public authorities to meet the duties including updates to non-statutory guidance. EHRC will also use this evidence to inform its submission to Scottish ministers, who have themselves a duty to publish proposals to enable better performance of the equality duty by 31 December Governing body responsibilities Governing bodies are responsible for ensuring that the institution is compliant with these duties; many have already publically committed to go beyond compliance with regard to equality. It is critical that governing bodies are clear on the importance of their role in overseeing the meeting of these duties and about their responsibility to put robust systems in place to gain assurances from their executives that these are being met across their institution. Further information = = ECU (2012) The public sector equality duty: specific duties for Scotland = = ECU (2009) Governing bodies, equality and diversity: a handbook for governors of higher education institutions. publications/governing-bodies-equality-and-diversity October

4 Approaches taken to setting and publishing equality outcomes Publishing Publishing brings equality outcomes and information to a wider audience. The EHRC and anyone else who has an interest can then use that information to assess HEIs performance towards meeting the equality outcomes specific duty. Therefore, transparency, accessibility, accountability and clarity are important. The specific duties required HEIs to publish their outcomes in a manner that is accessible to the public. All HEIs have published equality outcomes on their websites. Most are situated on the HEI s dedicated equality and diversity page or within a broader strategy and policy page. Some HEIs chose to publish their equality outcomes and mainstreaming report in one document. Others referenced or included links to their outcomes within their mainstreaming reports. These approaches helped to demonstrate the relationship between the HEIs outcomes and their work to mainstream equality. Overview of the number of outcomes and publication formats HEI Number of Publication outcomes Edinburgh Napier University 8 Equality outcomes scheme home.aspx Glasgow Caledonian University 6 (aligned to 3 areas) Equality outcomes summit equalityoutcomes Glasgow School of Art 8 Equality outcomes document equality-outcomes Heriot-Watt University 4 Equality outcomes document Open University in Scotland 10 (UK-wide) Equality objectives document Queen Margaret University 13 Mainstreaming report with associated equality outcomes and employment information Robert Gordon University 4 Mainstreaming report equality-report-and-equality-action-plan 4 Scottish HEI equality outcomes: a sector overview

5 HEI Number of Publication outcomes Royal Conservatoire of Scotland 6 Equality outcomes report equalityact2010.html Scotland s Rural College (SRUC) 5 Equality outcomes document outcomes University of Aberdeen 5 Single equality scheme 2013/15: equality outcomes and mainstreaming report University of Abertay Dundee 3 sections, numerous actions Equality action plan publicsectorequalityduty University of Dundee 5 objectives Equality outcomes plan University of Edinburgh 5 Equality outcomes and actions document University of Glasgow 6 PSED report; separate equality outcomes document equalitydiversity/equalityact/psed University of St Andrews 7 Single equality outcomes scheme equalityschemeandpolicies/reports University of Stirling 9 Equality outcomes document outcomes/equalityoutcomes.php University of Strathclyde 11 Equality outcomes scheme publicsectorequalityduty University of the Highlands and Islands 5 Equality report and plan University of the West of Scotland 6 Equality outcomes document October

6 Evidence, consultation and involvement The specific duties required HEIs to consider relevant evidence and involve people in the development of their equality outcomes. Most HEIs provided a narrative or commentary to demonstrate how they had considered evidence and involved relevant people in the development of their outcomes. Approaches varied between HEIs, reflecting each institution s individual context and different internal and external involvement mechanisms. Most gathered together relevant information and data, considered it to determine areas of priority or draft outcomes, and then involved and engaged with staff, students, equality groups and other stakeholders to refine their outcomes. Some HEIs listed the sources of evidence or information they had used in setting their outcomes. A number made explicit reference to the specific data or information that had informed particular outcomes. This helped to demonstrate the rationale for each outcome. It will also allow progress to be measured through comparison of the same evidence before and after targeted action is taken. The University of Aberdeen listed the evidence (quantitative and qualitative from a range of formal and anecdotal sources) that had informed each of its equality outcomes. For its first outcome, the principles of equality and diversity will be a day-to-day consideration within all of the university s activities, both strategically and operationally, this included: = = discussions at meetings (mainstreaming equality team, college executive, advisory group on equality and diversity) = = the staff equality and diversity questionnaire nearly 20 per cent of respondents had no knowledge of the Equality Act 2010 and 25 per cent had no knowledge of the equality and diversity webpages = = ongoing discussions regarding the implementation of equality impact assessments and whether they are always undertaken at the appropriate point in policy development 6 Scottish HEI equality outcomes: a sector overview

7 Many HEIs undertook staff and student consultation exercises such as surveys and events, and a number detailed how they had engaged with regional stakeholders and groups, building on established relationships. Some explained how this involvement provided evidence to support their outcomes. Glasgow School of Art (GSA) commissioned consultants to facilitate development of its equality outcomes. A process was undertaken, which was led by and involved staff at every level across GSA. This involved: = = a workshop with governors and senior staff and consultation with a cross-section of staff and students to identify the equality and diversity successes and challenges for GSA (120 questionnaires were distributed and 11 indepth telephone interviews took place) = = engagement with a range of staff from across the school in testing and investigating the issues raised and developing proposals to shape GSA s outcomes = = an all-staff event, engaging more than 60 per cent of staff and a range of student representatives Glasgow Caledonian University hosted a student experience summit to gather qualitative evidence for its equality outcomes. The summit used the appreciative inquiry technique to build a vision of an inclusive and diverse working and learning environment. equalityoutcomes The University of Strathclyde listed the 19 external organisations it invited to contribute to its outcomes consultation exercise in the appendix to its equality outcomes scheme. It also outlines the internal approval process which involves the staff committee, equality strategy committee and university court. October

8 Action planning, monitoring and review Although not a specific requirement of the duties, action plans can help to demonstrate how an HEI will implement, monitor and review their outcomes to enable reporting on progress in Many HEIs published action plans for outcomes, sometimes assigning responsibility for specific activities and setting timescales for delivery. Some HEIs action plans were still in development or would form part of wider operational plans, so were not published. Whether or not HEIs have published action plans, it is important that they are in place internally in order that HEIs are in a position to report on progress in Governing bodies and senior management will want to keep sight of how action plans are being developed and implemented. Glasgow Caledonian University (GCU) action planning Equality outcome 1 (culture) The university has clear leadership on equality and diversity, supported by a strong infrastructure to support mainstreaming of equality and diversity and delivery of our equality outcomes = = What are the actions required to achieve the outcome? Refresh set of equality and diversity champions, and clarify role and responsibility so that there is visible leadership and presence across the schools and directorates = = Who is the lead person responsible for delivery? University Secretary = = What is the timescale for delivery? By September 2013 = = What are the measurements for achieving the outcome? Remit developed and agreed, equality and diversity champions appointed = = Which protected characteristic does the outcome relate to? All = = Which of the Equality Act 2010 general duties does this outcome support? Foster good relations = = Which of GCU s strategic goals does this outcome support? Valuing our people 8 Scottish HEI equality outcomes: a sector overview

9 Measures of success In previous publications, EHRC and ECU have advised that an agreed method or indicator to measure progress and success should be set, and ideally published, for each equality outcome. Some HEIs have already done this and included these in their outcomes publications, mostly within accompanying action plans. Different types of outcomes will lend themselves to different types of measures. This was reflected in the range of measures that were published by HEIs. Some measures were quantitative, such as numerical targets, while others were qualitative, for example gathered through feedback from students and staff. It will be important for governing bodies and senior management to be aware of any measures of success that have been set so that they are able to track and assess progress being made over the next two years and beyond. Heriot Watt University (HWU) equality outcome measures = = Area for action 1. Provide managers with information and support to respond to the needs of all staff = = Action step 1.1 Provide information and guidance to meet the needs of individuals and how to implement relevant staff policies/ processes/procedures 1.2 Gap analysis for managers to develop relevant programme of support = = Short/medium results All managers are provided with relevant advice and information = = Success indicator Managers are confident in their roles Reduced sickness absence Improved performance across HWU = = Longer-term impact Strong employee relationships October

10 Robert Gordon University equality outcome targets Outcome 3: To address gender imbalances in the student body within particular subject areas = = By 2015 to have recruited 13 per cent female students among the total first-year intake of students to the undergraduate courses within the school of engineering compared with intake of 8 per cent in = = By 2017 to have recruited 16 per cent females among the total first-year intake of students to the undergraduate courses within the school of engineering and to have increased the proportion of male/female students, as appropriate, entering the first year of undergraduate programmes in the schools of computing and digital media, health sciences, and nursing and midwifery by 2 per cent. Alignment of equality outcomes with SFC outcome agreements At the same time as developing equality outcomes, HEIs were required by the Scottish Funding Council (SFC) to develop a second round of outcome agreements. As some equality outcomes relate to students and staff equality of opportunity in accessing and progressing in an HEI, they are central to the HEI s achievement of several of the national measures in SFC outcome agreements. Recognising this, some HEIs have reflected their equality outcomes within SFC outcome agreements in relevant sections. This can make it easier for HEIs to track progress on the equality outcomes as part of annual evaluation and reporting processes, and for governing bodies to keep track of all outcomes in one place. In line with its equality outcomes, in its 2013/14 SFC outcome agreement the University of Stirling commits to increase the diversity of its student population and seek to address underrepresentation where it arises. More specifically, it will seek to increase the proportion of: = = women studying science, technology, engineering, maths and medicine (STEMM) subjects = = men studying nursing, education and social sciences 10 Scottish HEI equality outcomes: a sector overview

11 In its 2013/14 SFC outcome agreement, Robert Gordon University (RGU) commits to achieve the outcomes and associated targets within its equality outcomes by the statutory reporting dates of 2015 and 2017, as required by the Equality Act It specifies that its equality outcome to address historic gender imbalances in certain subject areas (computing, engineering, health sciences, and nursing and midwifery) is related to the widening access theme of the outcome agreement. For the period of the outcome agreement, RGU commits to concentrate on identifying the patterns of participation and achievement of students within protected characteristic groups. October

12 Common themes Each HEI has set outcomes specific to its own context and priorities for improvement. However, the outcomes set across the sector can be broadly grouped into strategic themes to aid comparison. The following tables present an analysis of the themes of the outcomes set by each HEI. They are not checklists of what an HEI has covered, but are intended to help HEIs to locate other institutions that have similar themes for action, and therefore opportunities for collaboration. Edinburgh Napier University Glasgow Caledonian University Glasgow School of Art Heriot-Watt University Open University in Scotland Queen Margaret University Robert Gordon University Royal Conservatoire of Scotland Scotland s Rural College (SRUC) University of Aberdeen University of Abertay Dundee University of Dundee University of Edinburgh University of Glasgow University of St Andrews University of Stirling University of Strathclyde University of the Highlands and Islands University of the West of Scotland Culture Inclusion, dignity and respect Enables to reach potential Supports mental health and wellbeing Mainstreaming and embedding Governance, management and strategy Policy and practice (equality impact assessment) Procurement Collection, understanding and use of data Staff monitoring data Student monitoring data Data on staff and/or student experience Measuring and reporting on progress 12 Scottish HEI equality outcomes: a sector overview

13 Edinburgh Napier University Glasgow Caledonian University Glasgow School of Art Heriot-Watt University Open University in Scotland Queen Margaret University Robert Gordon University Royal Conservatoire of Scotland Scotland s Rural College (SRUC) University of Aberdeen University of Abertay Dundee University of Dundee University of Edinburgh University of Glasgow University of St Andrews University of Stirling University of Strathclyde University of the Highlands and Islands University of the West of Scotland Staff journey Diversity of staff Diversity of governance and management Pay gaps Recruitment and/or progression Women in STEMM (Athena SWAN) Student journey Recruitment and/or widening access Representation of black and minority ethnic students Representation of disabled students Gender balance in specific subjects Retention and/or achievement Curriculum, learning and teaching Accessibility and meeting needs Services and/or physical environments Disabled staff and/or students In marketing and communications Increase knowledge and understanding of equality and diversity Staff and students Staff Using marketing and communications October

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