Equality and Diversity Annual Report 2010 by University of Chichester

Equality and Diversity Annual Report 2010

The Policies and Schemes to which this report relates are available from the University of Chichester website at www.chi.ac.uk Comments or queries about this report are welcomed and should be sent to the following address for the attention of Louise Birch, Senior HR and Equality Officer. HR Department Room 1 Gatehouse, University of Chichester, College Lane, Chichester, West Sussex PO19 6PE

Equality and Diversity Annual Report 2010

Foreword The University’s Equality and Diversity Policy sets out our commitment to embed the principles of equality and diversity across our operation, recognising the importance that students, staff and visitors are treated fairly and with respect. We also understand that to encourage a diverse community that enriches the experience of University life for all, we must put in place measures in our provision, services and facilities that support an inclusive community. The 2010 annual Equality and Diversity report is a comprehensive account of how the Equality and Diversity Policy transposes to clear and progressive outcomes. Pages 6-7 of the report details how the equality framework has been established to support the Equality & Diversity Policy, and pages 16- 24 identify University activities that have driven the equality agenda forward. 2010 has seen considerable changes which will continue to impact into 2011 and beyond, including the simplification of equality legislation and the implications of the Spending Review for Higher Education Institutions. Whilst the Specific Duty of the Equality Act 2010 is not yet in force, page 9 refers, the Equality and Diversity Policy seeks to adopt a positive approach and therefore addresses all protected characteristics which are reflected in this report, together with the publication of data that meets our legal obligations which are incorporated in pages 28-38. The University’s Strategic Plan 2010-13 is designed to carry the University through these challenging times, and is a further example of how equality and diversity is integral to the strategy of the University which is driven to remain “an organisation that feels passionate about widening educational opportunity and the commitment that this agenda carries to social justice, equality and diversity”. Ian Child Chief Operating Officer Incoming Chair of the Equality and Diversity Committee

Contents Foreword

Introduction Board of Governors Equality and Diversity Framework

05 06 06

Embedding Equality and Diversity Equality and Diversity embedded within the HR Strategy Equality and Diversity embedded within Learning and Teaching University Policies to embed Equality UK Equality Legislation Single Equality Scheme

08 08 08 09 09 10

Community Engagement Networks Accreditation and Awards

12 12 13

Delivering on the Policy Equality in the Curricula Equality in Student Support Equality in Professional Services

16 16 17 20

Monitoring Equality Impact Assessment Statistics • Age Equality Data • Disability Equality Data • Gender Equality Data • Race Equality Data

26 26 26 28 29 32 36

Acronyms BME: Black and Minority Ethnic BOC: Bishop Otter Campus BRC: Bognor Regis Campus CIPHR: HR Database DASS: Disability and Academic Skills Service ECU: Equality Challenge Unit GIRES: Gender Identity Research and Education Society GIS: Guaranteed Interview Scheme HEEON: Higher Education Equal Opportunities Network HEFCE: Higher Education Funding Council for England HEIDI: Higher Education Information Database for Institutions HESA: Higher Education Statistics Agency IAG: International Advisory Group LEON: Local Equal Opportunity Network LGBT: Lesbian, Gay, Bi-sexual and Trans gender UCU: University College Union 04

Equality and Diversity Annual Report 2010

Introduction The central focus of the University of Chichester has always been on the quality of the student experience. Whilst changes to the economy and environment will continue to challenge institutions, the Universityâ&#x20AC;&#x2122;s Strategic Plan 2010-13 sets out how the University will meet those challenges and reinforces its commitment to offering high quality courses in a supportive environment. To realise its aims, the University recognises the importance of the contribution of its staff, and strives to create an environment in which staff feel supported, empowered and respected. To achieve an environment which is positive, engaging and beneficial for students, staff, partners and visitors of the University, the University believes that it is essential that its provision is inclusive and reflective of the diversity in which it operates. The University of Chichester is one of the smallest modern universities in the country, but operates within a global market and has successfully developed a sense of community. Its core values are respect for the individual, the freedom of debate and discussion, equality and the encouragement of diversity. The University will continue to offer its provision in a supportive environment in which differences are recognised as creating for individuals a more enriching experience in which to learn and develop.

Board of Governors The Board of Governors endeavours to conduct its business in accordance with the seven principles identified by the Nolan Committee on Standards in Public Life, and in 2010 adopted a new Code of Conduct for members of the Board. The code explicitly sets out the Seven Standards and the commitment to ensure the Board, through its leadership of the institution, addresses the principles of equality and diversity in accordance with its Policies; clear in its message that equality and fairness for all should be a catalyst that shapes the culture of the University. In 2010 Governors were provided with the Equality Challenge Unit’s “handbook for governors of higher education institutions”, and attended a legislative briefing on the Equality Act 2010 and its implications for higher education institutions. The Board of Governors also received a tailored Equality & Diversity Survey to help inform the University’s Single Equality Scheme and establish the profile of the Board of Governors. During 2010 recruitment for new members to the Board of Governors took place and advertisements were placed in a wide range of publications and websites to attract applications from a cross section of society. Publications included Stonewall, Charityjob, Not for Profit Sector and the Christian Muslim Forum.

Equality and Diversity Framework at the University As an education provider, employer and provider of goods, facilities and services, the University is aware of its legislative obligations to equality. However, outside of those duties, operating on an international and national platform, the University fundamentally believes that individuals should be treated with respect and dignity. The benefits of embracing equality and diversity are quite clear and the University’s commitment extends beyond its legislative duties and remains central to all it is and does. To ensure it meets its legal obligations and to drive the equality agenda forward, the University has established a framework to focus on equality and diversity matters, as illustrated in Diagram 1. The Equality & Diversity Committee (EDC) report to the Chief Executive’s Team (ChET) and an annual report is sent to the Board of Governors. During the past year the membership and terms of reference of the Equality & Diversity Committee and its equality sub-groups have been reviewed. The subgroups strive to ensure that its members represent the diversity of the protected characteristics that it is responsible for. The Terms of Reference and membership of the Equality & Diversity Committee and its sub-groups can be downloaded from the Equality tab on the University’s intranet. 0.5fte of the Senior HR & Equality Officer’s role is to support the University’s equality framework and agenda and 0.2fte administrative support is provided by the Staff Development Administrator who also sits within Human Resources.

Equality and Diversity Annual Report 2010

Diagram 1: Framework to progress the University’s Equality agenda Board of Governors

ChET

Equality and Diversity Committee. Chair: Professor Sandra Jowett*

Disability Equality Group. Chair: Dr. Andy Dixon

Disability Interest Group

Gender Equality Group. Chair Romy Jones

Gender Interest Group

Race, Religion and Belief Equality Group. Chair Prof. Chris Gaine

All Staff have responsibility to embed equality and diversity into their daily activities and adhere to University policies Students’ Union All students are required to treat others with respect and adhere to University policies Societies

Equality and Diversity Committee (EDC) Chair: Professor Sandra Jowett, Pro Vice-Chancellor (2010) *Chair: Ian Child, Chief Operating Officer (2011) Members of the Group include representatives from UCU, Unison, the Students’ Union and a member of the Board of Governors. The Committee specifically reviews age equality as part of its remit. Disability Equality Group (DEG) Chair: Dr Andy Dixon, Head of the Research and Employer Engagement Office. A maximum of 3 external individuals or organisations are welcomed to be members of the DEG; currently Equal Opportunities and Scope are members. In 2010 DEG notably supported and contributed to an accessibility audit, undertaken by NIFES Consulting Group on behalf of the University. Disability Interest Group (DIG) Membership of the DEG is limited and is a meeting based Group; so as to ensure a wider network for consultation, the DEG established the Disability Interest Group (DIG), an online Group. All members of the DIG have expressed an interest in disability equality at the University, and the DEG aims to develop the remit of this group further in 2010-11 so as to fully utilise the knowledge and experience of the DIG as a critical friend and champion of disability equality. Gender Equality Group (GEG) (remit includes equality issues relating to sexual orientation and gender reassignment) Chair: Romy Jones, Strategy Development and Implementation Manager A maximum of 3 external individuals or organisations are welcomed to be members of the GEG; Citizens Advice Bureau, Arun is a member. The Group is reviewing its title to reflect its remit, and during 2010 set priorities to campaign and support LGB and T equality issues. Gender Interest Group (GIG) Similar to the DIG, the remit of the Group will be developed during 2010-11, with the aim to consult the Group on key issues affecting gender, trans gender and sexual orientation equality. Race, Religion and Belief Equality Group (RREG) Chair: Professor Chris Gaine, Chair in Applied Social Policy Meetings scheduled twice per academic year. External individuals or organisations are welcomed to be members of the RREG; currently West Sussex BME Community Services is a member. 07

Embedding Equality and Diversity Equality and Diversity is embedded operationally across the University but, at strategic level, sits within Human Resources. The HR Strategic Plan 2010-13 details the commitment to ensure staff understand, engage, address and share good practice in matters that impact equality and diversity. Equality and Diversity embedded within the HR Strategy The HR Strategy is informed by both the strategic framework and the University’s new organisational arrangements, transitioning to a collegiate people-centred culture that creates an environment in which staff can thrive, academic excellence in teaching and research is enhanced and students can excel in a supportive environment, responsive to the needs of individuals. Clear goals and actions form the framework to achieve the HR Strategic Plan, which identifies a number of key themes. Whilst the principles of equality and fairness sit within all its goals, Equality and Diversity has been identified as a key theme of the HR Strategic Plan, with its aim “to achieve the most appropriate culture and environment in which staff, students and visitors understand and embrace the importance of the principles of equality and diversity”. Key performance indicators have been identified and the Director of HR is responsible for monitoring the Strategy’s success however the responsibility for achieving those goals and actions lies across the University.

Equality and Diversity embedded within Learning and Teaching In terms of informing students, there are a number of documents that outline the University’s commitment to equality and diversity and what is expected of the student. Documents include the University’s Academic Regulations and the Students’ Commitment Charter. The ECU reports that there is now an expectation that equality and diversity will contribute to the positive learning and living experience of all students and staff, achieved in part through inclusive approaches to informal and formal curricula, learning, teaching and support.

Equality and Diversity Annual Report 2010

Promoting an inclusive approach to learning and teaching, based on equity and equal entitlement, the University’s aim is to increase the proportion of students who are currently under-represented in higher education in order to widen participation. Key to this is providing suitable facilities, and implementing policies that enable all students to undertake and complete their studies successfully. The University’s Ethical Policy promotes the need for equality of opportunity, so as to harness “the intelligence, skills and enthusiasm of its staff and students to develop lifelong reflective learners who make a positive contribution to society”.

University Policies to embed equality Although the Equality and Diversity Committee and its sub-groups raise awareness and monitor activity across the University, all students, staff, partners and visitors of the University have a responsibility for equality and diversity. This responsibility is embedded throughout University policies, contracts and documents that individuals must adhere to. In addition, equality and diversity is incorporated into departmental plans, and at operational level the University ensures staff and students are appropriately supported. The Equality and Diversity Policy, led by the Equality & Diversity Committee and the Sexual Orientation Policy, led by the Gender Equality Group, have been reviewed to ensure that they are fit for purpose. The Policies are available to download from the University’s website or intranet site.

UK Equality Legislation The most significant changes to UK Equality legislation in over 40 years received Royal Assent in April 2010, simplifying the law with the aim of mainstreaming the approach to equality issues. The coalition Government implemented 90pc of the Equality Act 2010 in October, with further implementation, including a specific duty that will be placed on the higher education sector, to come into force in April 2011. Whilst the Government consults on a new specific duty, the public sector specific equality duties in the Sex Discrimination Act 1975, the Race Relations Act 1976 and the Disability Discrimination Act 1995 have been kept in force. To ensure compliance, in April 2010 the University published a revised Gender Equality Scheme; a copy of the Scheme is available to view on the University’s website and intranet. As with the Disability Equality Scheme and Race Equality Policy, the Gender Equality Scheme will be replaced with a Single Equality Scheme that will incorporate all protected characteristics as detailed in the Equality Act 2010.

Single Equality Scheme In light of the Equality Act 2010 and the anticipatory specific duties known at the time, in its 2009 Equality and Diversity annual report, the Equality & Diversity Committee confirmed that in 2010 it would work towards producing a Single Equality Scheme, with a draft available in June 2010. However, as further information on the new equality legislation was published, the Equality & Diversity Committee agreed that a draft Scheme would be published for consultation from January to April 2011. By April 2011 the University will be aware of the requirements of the specific duty to be imposed on higher education and therefore will be able to incorporate it into the Universityâ&#x20AC;&#x2122;s Single Equality Scheme. The Scheme will not be as prescriptive as its other Equality Schemes, but will enable the equality agenda to be embedded further, with measurable goals monitored. The Equality & Diversity Committee has overriding responsibility for the Single Equality Scheme, but tasked its equality sub-groups to focus and report on the protected characteristics that fell within their remit. The Committee agreed to produce an Equality & Diversity survey that also enabled individuals who may identify with a protected characteristic the opportunity to help inform the work of the sub-groups. The Equality subgroups were responsible for putting forward a set of questions that related to their remit and for analysing the results. The survey further allowed individuals the opportunity to register their interest for separate involvement and consultation. The survey, aimed at students and staff, is the first comprehensive survey addressing all protected characteristics that has been undertaken by the University, and a marketing campaign to promote the survey was established over a two week period. Activities included setting and staffing a desk to encourage survey completion outside of MII and Otters (Universityâ&#x20AC;&#x2122;s restaurant facilities) during the lunchtime period, campus and personal announcements, posters, boxes and surveys placed at prime locations across the BOC and BRC campuses. 675 responded to the student and staff survey during the two week period. The Equality & Diversity Committee further agreed that in order to fully involve and consult stakeholders, a separate survey should be launched for the Board of Governors and the draft scheme would be circulated to partners and other interested parties to determine an external perspective. The findings of the survey will help the equality sub-groups to determine the priorities and focus for the equality of a protected characteristic within the University, and combined, will provide the elements required to develop an appropriate Single Equality Scheme for the University.

Equality and Diversity Annual Report 2010

A world judo champion has praised the University of Chichester for support en route to the top. Ben Quilter became Britainâ&#x20AC;&#x2122;s first visually impaired judo champion for 12 years while studying for his Masters at the institution.

Community engagement The University joined Stonewall’s Diversity Champions programme in 2010, Britain's good practice employers' forum on sexual orientation. Members work with each other and Stonewall, sharing and developing best practice, to help deliver lesbian, gay and bisexual inclusive workplaces. “ I welcome the opportunity to work with Stonewall in support of diversity. I want the University to be an inclusive community of learning where staff and students can be proud of their own identity and work in an atmosphere of mutual respect.” Professor Clive Behagg, Vice-Chancellor

“We look forward to building our relationship with the University of Chichester, working with them to ensure an inclusive environment for both staff and students” Dave Small, Workplace Associate, Stonewall

Networks It is important that the University involves and consults other interested groups and shares good practice to move the equality and diversity agenda forward. Although not an exhaustive list, the following networks have been active in equality and diversity matters in 2010. Student Societies Current student societies invited to be involved in the Equality sub-groups are the Christian Union, the African-Caribbean Society and the LGBT Society. Local Equal Opportunity Network (LEON) An active network, membership includes universities along the South coast; the University’s Senior Human Resources & Equality Officer attends. LEON members share information and good practice. LEON is the local network of Higher Education Equal Opportunities Network (HEEON) of which the University is a member.

Equality and Diversity Annual Report 2010

Chichester College The University’s Mental Health Advisor, Disability and Academic Skills Service (DASS) Team and Chichester College continue to meet regularly to share ideas and good practice. The International Students’ Welfare Officer continues to link with Chichester College to provide combined outings, open to all students. This has proven to be more popular with International students, as the visits are predominantly to “tourist” locations. DisabledGo The Senior HR & Equality Officer and Disability and Academic Skills Service (DASS) Coordinator are invited members of the Chichester Group. The Otter Gallery, at Bishop Otter Campus, is included on the DisabledGo website which details the accessibility of venues across England. Advisor Networks The Disability Coordinator and Dyslexia Advisor are involved in regional and national disability advice networks, including Association of Dyslexia Specialists in Higher Education (ADSHE), National Association of Disability Practitioners (NADP) , Southern Higher Education Dyslexia Group (SHED) and South Coast Disability Forum. The Equality Challenge Unit (ECU) continues to provide advice and guidance, specific for the HE sector, and the University’s Senior HR & Equality Officer attended the ECUs 2010 Biennial Conference, which over 200 delegates attended, representing over 100 Universities. The Institute of Equality & Diversity Practitioners (IEDP) The University became an Associate member of IEDP in April 2010 to benefit from a discounted workshop rate. The IEDP provides information and advice to equality and diversity practitioners.

Accreditation and Awards Disability Symbol The Disability Symbol was developed to show commitment to good practice in employing disabled people. To retain the disability symbol an annual review is conducted by Jobcentre Plus; the University is now in its third year of the award being reaffirmed.

Fair Trade As a Fairtrade University, a commitment has been made to promoting and raising awareness of what the Fairtrade mark means. The University will also use and sell Fairtrade products such as food, drinks and clothing, making sure they are available in as many places as possible at both Bognor Regis and Bishop Otter campuses, e.g. in student dining halls, cafés, Students’ Union bars and Students’ Union shop. Frank Buttle Trust Quality Mark The University of Chichester retains the quality mark for a further year to support care leavers wishing to study at the University. Stonewall In the latter half of the year the University became a member of Stonewall. The University committed to the Stonewall Diversity Champions Programme, aimed at staff, and submitted an entry to Stonewall’s Top 100 Index. The results of the Index will be known in January 2011 and will inform the work of the Gender Equality Group and HR department in addressing staff and student LGB equality matters. As a member, the University is allowed to display the Stonewall logo on all literature produced. Stonewall also met with the Students’ LGBT Society to offer them advice and support.

Accreditation for consideration Mindful Employer The University is currently considering the Mindful Employer initiative. Mindful Employer provides access to information, advice and practical support for people whose mental health affects their ability to find or retain employment, training, education or voluntary work.

Equality and Diversity Annual Report 2010

Professor Clive Behagg, Vice-Chancellor (far right) and Elisabeth Whitaker, Director of HR receiving the Stonewallâ&#x20AC;&#x2122;s Diversity Champions Programme by Dave Small, Stonewall Associate.

Delivering on the Policy To drive the equality agenda forward, initiatives and activities that embed equality and diversity, turning our commitment, defined in the Equality and Diversity Policy, to action, is essential. This section reports on the progress and activities accomplished across the University; refer to pages 28-38 for statistical data that helped inform the work of the University. Equality in the Curricula In supporting the University’s Equality and Diversity Policy, it is important to embed equality into the curriculum, with the aim of promoting good relations between individuals and to raise awareness of equality issues for the benefit of both academics and students. For detailed information, reference should be made to individual Department plans and reports, but some examples of good practice in 2010 are detailed below. Sports Coaching Science Level 3 lecture and seminar on Race, Religion and Gender issues in sport for the Sports Coaching Science students. Adventure Education As part of the teaching team’s work on chapters for the new Routledge book project ‘Adventure Education: An introduction’, the department has engaged Dr Joe Gibson to write a chapter (Inclusive Adventure Education) that deals with diversity issues, particularly participation for people with disabilities in an Adventure Education setting. The book is scheduled for publication in April 2011. Joe Gibson is an expert on the benefits and practicalities that surround participation – he works for ‘Sense Scotland’ a charity working primarily with deaf – blind clients and their families and carers. The chapter is intended to inform practice in the workplace, and within Adventure Education’s own programme will also be incorporated into the reading and content of the Level 5 module ‘Management Issues in Adventure Education’. This module already includes aspects on gender and particularly problems faced by women in regard to careers within adventure education as a sector. For 50pc of the assessment students select a particular issue and create an action plan intended to address, in a practical manner, the issue they have chosen. Adventure Education hope that this will improve the teaching team’s knowledge base in this area and also lead to greater student awareness, interest and knowledge.

Equality and Diversity Annual Report 2010

Social Policy A book called Equality and Diversity in Social Work practice was published by Learning Matters in June, all the chapters were written by University of Chichester staff in either Social Work or Education. Gianna Knowles, Senior Lecturer, has edited a second edition of Supporting Inclusive Practice, Routledge, which was published in 2010. Professor Chris Gaine, Chair of Social Policy, was invited by the Runnymede Trust to write a response to a Labour minister's pre-election document regarding immigration and community cohesion. Education The Education department believes that preparing teachers to teach in a multicultural society is key, especially when considering local demographics with respect to the University's intake and the pupil demographics. To support this equality and diversity issues are addressed across the programmes. For example, the primary Undergraduate programme has the only Citizenship specialist course in the country which focuses on equality, diversity and citizenship. The modules examine inequality related to disability, gender, race and ethnicity; democracy/citizenship. On the Year 2 Professional studies course the whole module examines issues of equality and diversity looking at topics such as the education and inclusion of pupils with Special educational needs, those for whom English is an additional language; pupils from Gypsy Roma and Traveller backgrounds and examining race equality and diversity, as well gender equality issues in schools and classrooms. Studentsâ&#x20AC;&#x2122; Union The Studentsâ&#x20AC;&#x2122; Union Vice-President has been active to ensure its Executive Committee is aware of the importance of equality and diversity on campus, and is actively involved in placing students on the equality sub-groups. The Students LGBT Society is proactive on the Gender Equality Group.

Equality in Student Support Disability and Academic Skills Service (DASS) When compared with 2008-09, HESA indicates a rise of 0.7pc in the total number of students declaring a disability to the University, bringing the figure to 705. However, the DASS team receives additional support enquiries from students who choose not to report their disability officially, indicating a figure of 928 students declaring a disability, an increase of 5.8pc against DASS figures reported in 2008-09. When looking at the type of disability declared, according to DASS data, the greatest change was a 9.6pc increase in students declaring dyslexia, although this in part may be due to a drop of 15.7pc in students

declaring an unseen disability. With over two-thirds of all disabled students, dyslexia continues to be the greatest declared type of disability for the DASS team to support at the University. As a result this has impacted on the cost of assessments which saw an increase of £9,000 in 2008-09, to a further £10,000 increase in 2009-10, bringing the total cost to £55,000. The DASS Coordinator with Business Services developed a policy/procedure for applicants requiring priority or adapted accommodation, or for students wishing to remain on campus after year one on health or disability grounds. Increasing the provision of wheelchair accessible living accommodation on both campuses has been identified as a priority and DASS continue to work with accommodation and Estate Management to address this issue. In the 2009 Annual Report a change of provision to Student Finance England (SFE) reported delays in funding for dyslexic students and an increase in bureaucracy continues, where it is estimated that the paperwork required to support claims has trebled impacting on the entire DASS team. Despite the above, the DASS team managed to fund full costs of support through the student’s Disabled Student Allowance. In 2009-10 a total of 48 Study Skills Workshops were offered by DASS, 16 at BRC and 32 at BOC; 221 students attended the workshops, which was an increase of 11pc on 2008-09. International Students Whilst reporting on activities and action concerning International Students, it is recognised that the University needs to continue to embed practices for International students within the needs of all students, and not to treat International students as one homogeneous group. A significant amount of time during the year was spent on supporting and giving advice to staff and students on the process for non-EU students entering the UK to study. During the year the IAG worked with the Staff Development team to include a number of programmes within the Staff Development Programme to support the International agenda. Although it is not an issue for all International students, where English is not the student’s first language, in some cases it has proven challenging integrating International students in group work, for all parties concerned. In 2010 a two day "Orientation Programme for International Students" was introduced. The name chosen was to distinguish it from the general Induction held for all students that takes place at the start of the academic year. The Orientation programme takes place prior to home student arrivals, to complete outstanding legal documentation and to discuss cultural differences. Through the Race, Religion and Belief Equality Group, the International Student Adviser has worked with Conference and Accommodation on the University’s Homestay guidance. Previously there have been some issues surrounding placements from both hosts and students and a second "follow-up" session has been introduced, a few weeks into the start of course, once students have had time to settle in. Issues can then be addressed in more detail, since students are more engaged with their studies. Further work on this initiative will take place in 2011.

Equality and Diversity Annual Report 2010

The International Emergency Loan has been re-established and is administrated by the Student Money Advisers in Student Support Services, with some support from the International Student Advisor. As commented in the 2009 Annual Report, the fee status of International Students has been clarified and Admissions will assess any queries relating to the fees status of existing students. Students are able to seek advice from the International Student Adviser on the national fees regulations and how they might apply in their case, while Admissions make the actual decision about each individual case. A number of excursions open to University and Chichester College students were organised in 2010 to places of interest such as Bath, Oxford and London. The excursions were promoted at the University by the International Welfare Advisor. As in previous years, the University promoted the British Council "Shine" Awards, which provides International Students with the opportunity to win one of more than 30 prizes. To enter, students provide details that focus on active involvement in the life of the University or the local community. Chaplaincy This year the Chaplaincy has continued a regular pattern of worship and communion services for Christian staff and students. A new service was introduced during Freshers’ week to welcome new students and introduce them to both existing students and to local church leaders. Leaders from 15 local churches attended the service. The service was seen by all to be a great success and concluded with a meal in Otters Restaurant. The pastoral care of the Chaplaincy has been sought and accepted much more extensively this year than last, and the Chaplaincy has been able to support many new students of different faiths and those of little or no faith. The Chapel Fund donated significantly to allow a Muslim refugee student and his family to stay in the UK, and also negotiated scholarships to allow him to finish his PhD. A multi-faith calendar to be included in the University’s calendar will be finalised in 2010, giving the opportunity to draw attention to, and widen understanding of, other festivals, holy days and celebrations of many different faiths. During 2010 one of the two prayer rooms at Bognor Regis Campus has been used for office space whilst the renovation of the Dome is completed. Unfortunately the prayer room in the Chapel at Chichester is proving unsatisfactory for many reasons and one of the priorities for 2011 is to find a more suitable location. The Chaplain used the opportunity to speak at all of the induction meetings this year to highlight the issue of discrimination against people that are different in any way. This was primarily aimed at those who have a problem with gay, lesbian, bi-sexual or trans gender students, but was also broadened to include all minorities. Widening Participation The University’s Strategic Plan 2010-13 confirms its commitment to maintaining and extending its Widening Participation agenda, ensuring that higher education is open to all, and that access to the University’s provision is consistent with its Equality and Diversity Policy.

Care Leavers An increase against 2009 of 44pc, in 2010, 13 students were in receipt of the University of Chichester Care Leaverâ&#x20AC;&#x2122;s Bursary. As well as having access to the Care Leaverâ&#x20AC;&#x2122;s Coordinator, each Care leaver is aware of any additional pastoral/academic support they can access from the Student Advisor. The University also requests that in any cohort of school students participating in University events that the school, where possible, will encourage their students from a care background to participate. Mature Students The Widening Participation team hosted its 4th annual Mature Student Welcome Event with over 90 students enjoying the benefits of a day on campus, including presentations from all support services, prior to starting their course. The first combined Mature Student/Access Student information evening was held in October 2010; 80 students attended and provided a single and more comprehensive event for adults looking to enter higher education. Several academics were available for advice throughout the evening.

Equality in Professional Services Estate Management The Director of Estate Management is a member of the Disability Equality Group and during the year the Disability Equality Group and other interested parties attended a Focus group to discuss accessibility issues across the Bishop Otter and Bognor Regis campuses, which were incorporated into an accessibility audit undertaken by external consultants. Work to identify priorities will be ongoing and in liaison with the Disability Equality Group. New and refurbishment work on the Bognor Regis campus has been ongoing during the year and will continue into 2011. Whilst Estate Management has consulted widely on the works, the Disability Equality Group continues to receive updates on progress, and raise awareness of inclusive design and build issues. Estate Management with Accommodation and the Disability Academic Skills Service established a working party to determine a five year plan to increase wheelchair accessible accommodation and adapted accommodation to meet demand. Health and Safety Supported by the Health and Safety team, during the year 20 staff had additional needs to the standard issue display screen equipment, and two individual health and safety risk assessments were conducted on activities to specifically support a member of staff in their post. In liaison with Estate Management and Disability Academic Skills Service, work commenced and continues, on improving refuge point communications. The Health and Safety team was also pleased to work in partnership with Chichester College, to deliver kinesthetic training and assessment on a range of work equipment, that supports the Universityâ&#x20AC;&#x2122;s disability equality agenda.

Equality and Diversity Annual Report 2010

Human Resources An annual staff survey is launched each year; whilst the 2010 staff survey has now closed, the analysis of the results will not be published until after the completion of this report. When completed the survey results will be available on the University’s intranet site for staff to review. To gauge feeling, the University’s Equality and Diversity Staff and Student survey published earlier this year asked for a response to “I understand the University’s and my own responsibilities as set out in our Equality and Diversity Policies and Schemes”. Of the 238 staff that responded, 81.9pc said that they either strongly agreed or agreed with the statement, with only 2.1pc disagreeing or strongly disagreeing; 16pc were unsure. A number of key activities that had a direct impact on the work of Human Resources in 2010 included: • Providing advice and guidance on equality matters to staff and students • Supporting the Equality & Diversity Committee and its equality sub-groups, including assistance with the Equality & Diversity Staff & Student Survey, Equality & Diversity Annual Report, Policy and procedural reviews • Tailoring, administering and roll-out of the online Equality Impact Assessment training programme and the Equality & Diversity in the Workplace training programme • Revision of the Equality Monitoring form used in recruitment • Revision of the application form to meet the commitment to the Guaranteed Interview Scheme • All external vacancies placed with Jobcentre Plus • Revision of absence reporting to separate disability related sickness absence to other sickness absence • Equal Pay audit for review by the Gender Equality Group • Review of the University’s childcare voucher scheme • Retention of the Disability Symbol award • Membership of Stonewall • Inclusion in the Staff Development Programme of workshops on equality and diversity related matters, including continuation of mandatory training for new staff, led by the Senior HR & Equality Officer and the LaterLife Planning Workshop for staff considering retirement • Data monitoring and reporting on recruitment, selection, maternity and paternity leave and flexible working In addition to general support, advice and guidance the key activities that Human Resources will be involved in that impact on one or more protected characteristics in 2011 include: • Support and involvement in the University’s Single Equality Scheme, including any actions arising from the equality and diversity survey for staff • Feedback from Stonewall Top 100 Index outcome to support initiatives for LGB equality in 2011 • Revision of the University’s Statement on Age and process as a result of the incoming legislative changes to the statutory default retirement age • Administration and monitoring of the effectiveness of the University’s equality impact assessment toolkit • Development of a Policy to support Trans persons in liaison with the Gender Equality Group • Continued enhancement of the University’s Equality intranet page

• Review of the Equal pay audit to address ECU guidance on best practice • Staff disclosure audit to monitor protected characteristics • Review and make recommendations on Mindful Employer initiative in liaison with the Disability Equality Group • Personal emergency evacuation plans for disabled staff • Increased focus on health and wellbeing initiatives Staff data indicates an under representation of younger persons within professional services and academia and to address this, the University was pleased to support the Future Jobs Fund and GraduateOn Scheme initiatives. Future Jobs Fund The HR Department secured places for 10 trainees under the Future Jobs Scheme, a Government initiative to support young people into employment. The terms and conditions of the Scheme meant that only persons aged between 18 and 22 were eligible to apply. The post was for a period of 26 weeks, on a part-time basis; the cost to employ the Trainees was fully funded by the Government. By mid June nine trainees had been appointed under the Scheme and placed in Professional Services departments across the University. At about the same time, after the general election, the new coalition Government closed the Scheme to any Trainees that had not commenced employment; by end of January 2011 all trainees at the University will have completed their contract. GraduateOn Scheme With funding from HEFCE , the University established the GraduateOn Scheme, with the purpose to increase the employability of recent graduates (April 2009 to Dec 2010). Graduates appointed under the Scheme receive an 8-12 week full-time post, paid at least the minimum wage. In 2009-10 over 60 graduates have been placed across the business community and the Research and Employer Engagement Office, with the support of HR has placed six graduates, three female and three male on the Scheme. Three graduates have been recruited to support the University and three recruited to support University Partners. Sponsorship for Non-EU Employees and Students The UK Border Agency introduced changes to control the numbers that come into the UK to work or study, and further changes have been announced that are due to come into force in April 2011. In 2009 the University was an A-rated sponsor and was allocated 5 sponsorship licences that allowed non-EU staff to be recruited, of which the University sponsored one academic. In 2010 the University was allocated one sponsorship licence and in September one academic from outside of the EU was appointed and sponsored. The 2010-11 allocation for sponsoring students remained at the same level as 2009-10 and in 2010 the University applied and was awarded Highly Trusted Status, which allows the University to offer a wider range of courses to international students. In recognition of a track record of good compliance, the UK Border Agency also offers Highly Trusted sponsors services that are not open to others, such as an account management function and a more flexible approach to reporting student non-attendance.

Equality and Diversity Annual Report 2010

Support for Disabled Staff Costs to support staff continue to be centrally managed, although may be accounted for within the health & safety or equality and diversity budget. Access to Work, managed through JobcentrePlus, announced a number of changes in 2010 that increased the contribution required by Employers from £300 to the first £1,000 of costs identified to support a disabled member of staff. In addition Access to Work has removed a number of items that Employers had previously been able to receive funding for. One member of staff was referred to Access to Work in 2010 but costs are likely to be less than £1,000. The Disability and Academic Skills Service also provide advice and guidance to staff, when appropriate, and in 2010 supported five staff relating to a disability and six for study skills advice; a further seven staff sought advice on disability issues relating to a family member or friend. Staff Learning and Development The Senior HR & Equality Officer in addition to the Equality & Diversity in the Workshop training, delivered a short equality awareness session to Student Hall representatives during their induction weekend. The Chaplain also talked on different equality issues at the induction, and at the student induction, the Director of Business Services specifically raised equality and diversity matters to students who were moving into first year accommodation at their Intake Day. During the year Marshall ACM’s Equality and Diversity in the Workplace (EDiW) and Equality Impact Assessment online training programme was purchased. The Senior HR & Equality Officer with Marshall ACM tailored the online training programmes to the University. The programmes include links to news articles, videos, University policies and documents and incorporate logos that the University has permission to use, images and links to its policies and procedures; the Senior HR & Equality Officer is the administrator for both online training programmes. All new staff are required to undertake the online Equality & Diversity training programme, replacing the mandatory equality and diversity workshop which will continue to be delivered for a further year to complement the online programme and then reviewed in 2011. An automated Certificate of completion is available once the programme has been completed in full. The training will help meet the University’s legal obligations to ensure that staff are aware of their duties within the equality legislative framework, and the Equality & Diversity Committee will monitor completion. The online programmes are accessed via an external server, maintained by Marshalls, with all updates included in an annual maintenance fee. Links to the programmes are incorporated within the online Staff Development Programme and the Equality page of the intranet. Equality impact assessments are a legal requirement and the online training programme is aimed to enable all staff to understand the process, this will reduce the number of workshops required and ensure that all staff are able to access training.

In 2009-10 ten equality and diversity related sessions were held, with 110 attendees; a year on year marginal increase. In addition to the staff development programme, the DASS team delivers bespoke training and also delivers a module on Inclusive teaching as part of the Universityâ&#x20AC;&#x2122;s Certificate in Teaching. A partnership arrangement with Chichester College continues which means that there is now an extensive range of equality and diversity related workshops available to staff. Website The equality intranet page is managed by the Senior HR & Equality Officer and continues to be developed; it is proposed that the page will be made available to students in 2011. Marketing are currently working on the Universityâ&#x20AC;&#x2122;s website to promote equality and diversity more effectively and will be reporting to the Equality and Diversity Committee at the end of December 2010.

Equality and Diversity Annual Report 2010

Monitoring “The results of equality monitoring can inform the effective use of resources, improve competitiveness by attracting and retaining staff, and enhance service delivery by attracting a diverse range of students. Performance can be measured and therefore improved and barriers to progress can be identified and removed” HEFCE

Equality Impact Assessment The 2009 Equality & Diversity Annual Report detailed a timetable to implement Marshall ACMs online equality impact assessment toolkit. Due to a number of factors the timetable required adjustment but, in September 2010, the online Equality Impact Assessment training programme was made accessible to all staff. All staff completing equality impact assessments are required to complete the online training programme before they are given access to the equality impact assessment toolkit. The Senior HR & Equality Officer has been working with the Executive Dean’s Team and Departments to ensure the Equality Impact Assessment online toolkit is appropriate to the needs of the University, and meets the anticipated legislative duties that will be imposed on the University. Final approval of the questions, process and guidance will be sought by the Equality & Diversity Committee. The online toolkit incorporates the requirement of sign-off from all equality sub-groups, ensuring all equality impact assessments are given due consideration and review by individuals with a specialist knowledge or interest of the protected characteristics. The Equality & Diversity Committee will receive regular reports on progress made, with reports being stored within the online toolkit. Summary results will be published annually in the University’s annual Equality and Diversity report.

Statistics The Higher Education Statistics Agency (HESA) requires all Universities to submit information concerning its staff profile. Using the returns, HESA then publishes a set of summary analyses which can be used to benchmark Universities. The annual Equality and Diversity report is considered a public document, and therefore uses HESA data sets for a consistent approach.

Equality and Diversity Annual Report 2010

The following pages detail data that have helped to inform the activities and actions outlined in this report, and include data required to be published in accordance with current equality legislation. Staff data is calculated by Full Person Equivalent (FPE). Individuals can hold more than one contract and each contract may involve more than one activity. In proportion to the declared Full Time Equivalent for each activity; this results in counts of full person equivalents. Staff FPE counts are calculated on the basis of contract activities that were active on 1 December of the reporting period. Casual Staff Whilst the University refers to individuals that are in the main employed for short term tasks, or on an ad hoc basis as “casual” staff, HESA refers to this same group as “A-typical”. Estimated Completion Year This denotes whether students complete their course within the time period the University would expect, excepting intermission, re-sits or other similar justification; Table 1 refers. Table 1: Expected number of years to complete a course at the University

Source: University of Chichester Management Information Systems

Age Equality Data Staff As at 1 December 2010 only one member of staff on core contract was under the age of 21, although at the same point in time 184 staff on an atypical contract were under the age of 21. Page 22 of this report demonstrates some positive action to encourage younger persons to the University.

Source: HESA, 2009-10

Students Age on Entry.

Source: HESA, 2009-10

Note: Mature Undergraduates are those who began their course aged 21 or over. Mature Postgraduates are those who began their course aged 25 or over.

Source: HESA, 2009-10

Equality and Diversity Annual Report 2010

Disability Equality Data Refer to page 6 for the framework that has been developed to address disability equality at the University. Staff On analysing data from the 2009 Universityâ&#x20AC;&#x2122;s Staff survey and 2010 Equality and Diversity survey, it is evident that there is a greater number of staff who have a disability than declared at point of appointment. This issue has been identified as an action for inclusion in the Universityâ&#x20AC;&#x2122;s Single Equality Scheme Action Plan; the final consultation of the Scheme will take place between January and end March 2011.

Source: HESA

Guaranteed Interview Scheme The Guaranteed Interview Scheme is part of the Universityâ&#x20AC;&#x2122;s commitment of the Disability Symbol, refer to page 13, that guarantees an interview to candidates that wish to be part of the Scheme, are disabled and meet the essential criteria of the Job Profile. Less than 2pc of applicants have submitted applications under the GIS and of those, almost half have not met the essential criteria. Further work to promote the Scheme and reduce the number of applicants applying under the GIS, where their applications do not meet the essential criteria, are being addressed by the HR Recruitment team.

Source: CIPHR, 2009-10

Students Disabled Students as a percentage of Total Students

Source: HESA

Disability Declared by Student

Source: HESA, 2009-10

Equality and Diversity Annual Report 2010

Retention Full and Part-time retention figures of disabled students have increased significantly when compared with previous years, and aligns disabled students that continue to 2nd year with non-disabled students. When reviewing completion rates nationally, the University is placed in the top third (The Complete University Guide 2011, University League Table 2011). Full-time Students

Source: HESA

Part-time Students

Source: HESA

Type of Disability

Source: DASS database, 2009-10 * Figures include individuals coded more than once for multiple disabilities

Career Path of Students

Source: DLHE 2008-09 Report Complaints There were no reported formal complaints to Student and Academic Services in respect of academic year 2008-09, concerning disability discrimination.

Gender Equality Data Refer to page 6 for the framework that has been developed to address gender and trans gender equality at the University. Staff Recruitment

Staff

Source: HESA, 2009-10

Equality and Diversity Annual Report 2010

Staff

Source: HESA

Maternity and Paternity Leave Page 21 of this report details action that has taken place with regard to maternity, paternity and childcare provision.

A = Academic Staff

S = Professional Services Staff

All staff following paternity leave returned to work whilst 99.9pc of staff returned following maternity leave. In the period 2009-10, staff on maternity leave accounted for 1.3pc of all staff.

Flexible Working Requests The University operates a Flexible Working Policy that is open to all its employees, however for the period 2008-9, seven requests were received, six requesting changes following maternity leave and one following paternity leave. In 2009-10 four requests were received, two following maternity leave and two unrelated to a protected characteristic. All requests were agreed.

Students National Comparison

Source: HEIDI, 2008-09

All Students

Source: HESA, 2009-10

Retention Full Time Student Retention

Source: HESA, 2009-10

Part Time Student Retention

Source: HESA, 2009-10

Career Path of Students

Source: DLHE 2008-09 Report

Equality and Diversity Annual Report 2010

Complaints There were no reported formal complaints to Student and Academic Services in respect of academic year 2009-10, concerning gender discrimination.

Trans gender It is estimated that there are 300,000 trans people in the UK and therefore universities are likely to have trans people among their staff and students. However Gires and ECU recommend that due to the sensitive nature of collating data concerning an individualâ&#x20AC;&#x2122;s gender identity, it would be inadvisable to request data that could potentially identify a trans staff or student. The University will therefore only request data when it forms part of an anonymous survey, or request data on peopleâ&#x20AC;&#x2122;s attitudes concerning trans gender. Legislation primarily focuses on gender reassignment, however the University will ensure its policies and practices support and are inclusive of all trans people, whether or not they intend to, are having, or have had their gender reassigned.

Race Equality data Refer to page 6 for the framework that has been developed to address race equality at the University. Work to address under representation and support ethnic minority groups at the University, is contained within the Single Equality Scheme Action Plan. A final consultation of the Scheme and Action Plan is due to take place during January and end March 2011.

Staff Staff profile by Ethnic group

Source: HESA

Chichester District was ranked 7 out of 67 in the Regional ranking for the largest ethnic White group in the 2001 Census survey. In 2007, Chichester had a White or White British ethnic profile of 98.4pc and Arun, 98.3pc. Portsmouth is lower at 94.7pc and Brighton & Hove at 94.3pc; areas where the University also advertises its job vacancies.

Equality and Diversity Annual Report 2010

Students Ethnicity of Students

Source: HESA

Retention Full time student retention

Source: HESA

Part time student retention

Source: HESA

Career Path

Source: DLHE, 2008-09 report

Complaints There were no reported formal complaints to Student and Academic Services in respect of academic year 2008-09, concerning race discrimination.

Equality and Diversity Annual Report 2010

Contact Details Louise Birch Senior HR and Equality Officer 01243 816046 l.birch@chi.ac.uk This document is available in alternative formats on request please email: l.birch@chi.ac.uk

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