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Equality and diversity ... making it happenThe Open University Equality Scheme 2012-2016

Equality, Diversity and Widening Access & Success Action Plan - 2013/14Published: October 2013 (External version)

If you would like to receive the information in this plan in an alternative format to meet your needs, please contact the Equality, Diversity and Information Rights Team. Tel: 01908 652867/652566 Minicom: 01908 653074

Email: [email protected]

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Equality objective or WASS priority group (if applicable)

Action Measures of success Evaluation method

Ref

Audit

E&D 1 to 9

Provide independent assurance that the University’s equality duties are being met by integrating equality into the development of individual audits where relevant.

Delivery of the audit plan. Audit opinions and recommendations.

1

E&D 1 to 9

Consider whether a specific equality and diversity audit will be beneficial over the next couple of years.

Outcome from individual audits. Audit opinions and recommendations.

2

E&D 1 to 9

Enhance and maintain knowledge of EDWAS issues and consider any actions we might take within Internal Audit by inviting the Head of Equality and Diversity to a team meeting to discuss these issues.

Knowledge of staff improved, current arrangements assessed, any improvements implemented.

Feedback from EDWAS team.

3

Business Development Unit (BDU)

E&D 2WASS 3

Survey directly registered students to find out if disabled students experience any barriers to accessing learning.

Disabled students experience the same quality of course presentation as non-disabled students.

Survey results.

4

E&D Improve staff understanding of the requirements of the Equality Act 2010 and the ways that the unit can contribute to driving equality of opportunity.

Briefing for staff by Equality, Diversity and Information Rights Team. Assessment of opportunities to advance equality in unit processes carried out.

Auditing of findings of process review by the unit Equality Focus Group. 5

E&D Improve access to offices for staff and visitors with mobility impairments.

Work completed by September 2013.Notices clearly displayed for any entry points that remain inaccessible.

Testing of new facilities.

6

E&D Improve accessibility of female toilets which are currently too narrow.

Unused second kitchen removed to make more space.

Staff satisfaction with improvements.

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Business Development Unit (BDU)

E&D Develop cultural diversity awareness amongst staff, in order to be able to build effective relationships with partners outside the UK.

Relevant staff have participated in a cultural diversity learning experience.

Records of participation in cultural diversity learning activities. 8

Centre for Inclusion and Collaborative Partnerships (CICP)

E&D 8 Review annual monitoring and reporting process to ensure equality and diversity principles and values are promoted through work with partner institutions.

Annual Monitoring forms for 2013/14 willrequest additional Equality and Diversity student profile data from partner institutions. It is anticipated that more qualitative information will be sought 2014/15, the nature of which will be discussed with the Equality & Diversity (E&D) team.

Quality and Partnership managers will review equality and diversity data and provide feedback to partner institutions and the Annual Monitoring Working group. Minutes from the working group, and any issues arising, will be discussed at Validation Committee.

9

E&D 9 Obtain and evaluate institutions’ equality and diversity policies during Annual Information Request exercise.

Partner institutions will have equality and diversity policies which are appropriate to their institutional context and which are also in keeping with the equality principles of the Open University.

A framework of equality principles, developed in conjunction with Equality, Diversity & Information Rights, will be used to determine whether equality management at partner institutions is in keeping with that of the Open University.

10

E&D Implement flexible working policy for all staff in unit. Staff are able to apply for and, where business needs of the unit can still be met, have flexible working patterns.

Analysis of number of staff who have established flexible working patterns in the last year.

11

E&D Undertake appropriate equality analysis. The need for equality analysis is correctly identified and undertaken at an appropriate level of quality and detail.

Equality analysis which is fit for purpose and positive feedback from the Equality and Diversity team.

12

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Centre for Inclusion and Collaborative Partnerships (CICP)

E&D 3WASS 2

Investigate reasons for greater attainment gap for Black & Minority Ethnic (BME) student on Openings modules than for other faculties.

Clear identification of interventions to reduce attainment gap.

Implementation of interventions and analysis of attainment gap to identify if it has reduced. 13

WASS 2 Investigate the design and structure of curriculum support teams.

Identification of best support structure for Access students.

Implementation of support team structure and analysis of how well the structure supports students.

14

WASS 1 Work with social partnerships and local communities to reach targets on recruitment of Access and Openings modules students.

Reach targets on recruitment of Access and Openings modules students.

Comparison of numbers recruited through partnerships with recruitment target. 15

WASS 1 Develop a proactive strategy with Further Education (FE) colleges to widen participation into Higher Education.

Reach targets on recruitment of Access and Openings modules students.

Comparison of numbers recruited through FE colleges with recruitment target. 16

WASS 1 - 5 Oversee development of institutional-level WASS action plans and related faculty WASS objectives.

Successful planning and reporting process which is on time and generates suitable WASS information.

Analysis of feedback from faculties, unit Planning and Resource Officers and Widening Access and Success Management group.

17

Communications

E&D Ensure accessibility through the Enquirer Experience Programme.

Completion of development to deadlines & specification Equivalent conversion from prospectus to registration Equivalent completion of online registration process.

External evaluation to ensure that the work is in line with external standards such as Web Content Accessibility Guidelines (WCAG) accessibility guidelines (technical standards to make the service accessible for visitors with varying disabilities). User testing is undertaken to makesure that implementation has desired results. If issues are found within user testing further changes are made to ensure that the service is accessible to all.

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Communications

WASS Influencing Government - Through individual cultivation, external affairs events and statutory and consultation returns the Government and External Affairs (GEA) team will address the Widening Participation Allocation, Student Number Controls and the support of FutureLearn, and any other issues of importance as they appear.

Favourable decisions for part time students and the future of The Open University. To safeguard WP funding during 2014/15 and beyond, currently £32m to OU during 2013/13.

Annual letter from Business, Innovation & Skills (BIS) to Higher Education Funding Council for England (HEFCE) outlining funding priorities for 2014/15 expected in January 2014. Letter in March will outline the OU share of any WP funding.

19

E&D Alumni relations - Communications will ensure that the University’s alumni engagement programme reflects our equality and diversity principles through: its work on the degree ceremony programme: its use of social media in the implementation of the Alumni Futures proposal; and its engagement with the alumni community through OpenNews, Platform, the welcome Solus and other mailings

Ensure that diversity is explicitly embedded in briefings for work commissioned internally and externally from suppliers.Images and copy used to communicate withalumni are reviewed and renewed regularly to ensure inclusivity.Any changes to revitalise the degree ceremony and ceremony communications for the 2014 ceremony season reflect equality and diversity principles.

Satisfaction measured by; sentiment mining and response; web usage and open rates; and post degree ceremony survey.

20

E&DWASS

Communications activity will include messages targeted at students from WP backgrounds and activity that reaches this audience, to help raise awareness of the opportunities Higher Education (HE) can bring to students from WP backgrounds.

Satisfaction with engagement expressed in Social Media and assessed via sentiment mining. Increase in new students from varied backgrounds, recommended to the OU via social media. Increasing levels of engagement with social content, giving key messages impact within our audiences.

Evaluation of media campaigns and coverage, showing reach, use of messages, social media pick up / conversation etc. Engagement levels on calls to action and/or social media metrics. Work with Marketing to gain intelligence from their indicators of WP activity and reach (students studying Access Courses, and brand awareness among WP audiences) and the Information Office (number of students from WP backgrounds).

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Communications

E&D With direction from the Equality and Diversity team, develop and manage internal communications channels so that they meet the accessibility needs of all members of staff.

By reviewing all imagery that we use in our communications and to seek advice from E&D team on the language used within articles. Furthermore to seek advice from E&D about issues when they arise.

Success criteria would be to positive feedback through checking every quarter with relevant networks.

Success will be based upon feedback in the Internal Communications Survey; regular feedback, and web stats.

22

Development Office (OUDO)

E&D Review on-going legacies identified by regions, to ensure compliance with current legislation. If required will seek additional E&D or legal advice.

Specialist E&D recording within legacy screens on an individual’s database record.

Review on-going legacies by production of standard reports to ensure compliance with current Equality & Diversity legislation and capturing compliance of legacies where applicable on an alumni database.

23

E&DWASS

Review and align fundraising publications to ensure they are fit for purpose and advance equality for specific priority groups identified in the University’s Widening Access and Success Strategy.

Equality analysis 2013. Evaluate analysis having reviewed past publications; review the message of future publications with the department heads ensuring alignment with University needs.

24

E&DWASS

The Open University’s TESS (Teacher Education through School-based Support in India), – India project which aims to deliver the first and biggest network of freely available, high quality distance learning resources in India improving the skills of over one million primary and lower secondary teachers.

In terms of assessing participation, the project has outputs in years 2 and 3 measuring the number of female head teachers participating in professional development programmes.

Monitoring and evaluation programme in place to evaluate reach and impact in relation to the number of teachers and teacher educators participating in programme.

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Development Office (OUDO)

E&DWASS

Teacher Training in Sub Saharan Africa (TESSA) project in Malawi is to increase access into the teaching profession for rural women who are currently underrepresented in the profession. Scholarship developed to enable 1000 rural women to follow a guided study programme, extended funded for an additional 2000 women and a focus on mentoring girls in rural areas.

Increase the number and proportion of women from the rural areas qualified and ready to enter teacher training.

A positive impact on girls education in upper primary school and on the chances of girls transition into secondary school.

Monitoring and evaluation programme in place for Malawi.Evaluation of previous TESSA projects:http://www.tessafrica.net/Publications-Reports

Free access to study materials:http://www.tessafrica.net/Malawi-Scholarships

26

E&D Deliver an update on University E&D policy to staff taking in account the significant expansion of the OUDO unit.

Briefing of E&D given to the whole team by the E&D office.

Recording of team training on One to One records and Career Development and Staff Appraisals.

27

E&DWASS

Deliver the English in Action (EIA) which is a nine-year language education Programme aiming to develop communicative English language skills for 25 million primary and secondary school children and adult learners, changing the way that children, young people and adults learn English in Bangladesh.

Reach over 90,000 teachers by 2017, most of whom serve disadvantaged rural communities.

Monitoring and evaluation programme in place;http://www.eiabd.com/eia/index.php/2012-10-11-09-41-47/research-publication/research-report 28

Estates

E&D 5 Continue with world food theme months (six countries from around the world offered twice a year) within the catering provision on campus to introduce staff/students/visitors to more multi-cultural dishes.

Offer menus monthly in 2013 that is clearly identifiable as multi-cultural.

Customer feedback.Use ‘Knowvember’ feedback month to gain feedback on initiative. 29

E&D 6 Develop procedures for the OU Club Social events to ensure accessibility or special requirements are identified with customers prior to the trip.

For each social club event that is held customers indicate satisfaction with the service offered in identifying what their specific requirements are.

Customer feedback on the service provided included in Social Club survey.

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http://www.eiabd.com/eia/index.php/2012-10-11-09-41-47/research-publication/research-report



http://www.tessafrica.net/Malawi-Scholarships

http://www.tessafrica.net/Publications-Reports

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Estates

E&D 6 Provide guidance for customers so that their expectations are realistic when requesting reasonable adjustments.

Disabled customers are satisfied with the reasonable adjustments that have been put in place for them.

Customer feedback.Customer service survey.Disability log to capture requirements and evaluate whether it is a reasonable adjustment.

31

E&D 6 Following the accessibility guide objective in 2012, implementation of various actions from the report.

An increase in the satisfaction of disabled people at Walton Hall.

Accessibility survey specifically targeting staff with disabilities.Estates customer service survey.

32

Faculty of Arts

WASSE&D 3

Agree and implement plans for the Arts Student Support Team (SST) with the regions and nations, to enable better retention, attainment and progression, particularly of priority group students.

Clarity of roles and purpose prior to implementation in February 2014, enabling effective support provision by the Arts SST for priority group students throughout their studies, in order to improve retention, attainment and progression.

Effective support provided by Arts SST, resulting in enhanced retention, attainment and progression of students, including those from priority groups from 2014. 33

WASS Review Faculty employability strategy, and identify employability expectations of new regime students to inform retention.

Review complete, and required amendments identified. Employability expectations are clearly identified, enabling appropriate actions to be incorporated in Faculty strategies.

Survey identified employability expectations of new regime students, enabling further action concerning employability and learning and teaching strategies.

34

E&D 3 Scholarship project to investigate Black and Minority Ethnic (BME) and lower social economic group (LSEG) students' attainment and progression on Arts qualifications, working with appropriate units including the Steering Group for Equality Objective 3, including collation and dissemination to appropriate Faculty staff for identification of areas for action.

Analysis complete, providing clear understanding of barriers to attainment and progression for BME and LSEG students, and results disseminated for identification for areas of action within the Arts curriculum.

Project completed and areas for action for the Faculty identified.

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Faculty of Arts

WASS Review Personal Development Planning (PDP) pilot on AA100 The Arts Past and Present, and work with Centre for Inclusion and Partnerships (CICP) and Careers to embed PDP on Level 1 (L1) modules. Implementation at programme and module level of the initiatives generated by the Faculty’s Employability Group.

Depending upon University decision, PDP embedded on L1 modules for October 2014, with clear information for students on the skills that they acquire in achieving Arts and Humanities qualifications.

Students on L1 modules use PDP to help develop their iteration of employability skills for the world of work.

36

E&D 3 Develop an enhanced qualifications environment aimed at building student communities and securing better student progression, drawing on a range of internal and external open resources.

Qualifications online website provides coherent support for students during their study and in study gaps, with improved retention and progression in 2014-15.

Improved retention data in 2014-15.

37

E&D 9 Review and update Arts intranet to reflect current equality and diversity policy and guidance for staff.

Review and required amendments completed. Faculty intranet updated.

38

WASS 5 Review potential of Arts and Humanities qualifications for offender learners, and, where possible, ensure modules and qualifications are suitable for study.

Suitable materials and strategies developed where possible to enable effective presentation of modules and qualifications to offender learners.

Number of Arts modules and qualifications available for study by Offender Learners is maximised, and included in Offender Learners prospectus.

39

Faculty of Business and Law

E&D 4 To continue to lead and participate in the University-wide project to develop and pilot new initiatives directed at facilitating and encouraging the recruitment and retention of a higher proportion of younger academic staff (aged <35) by the Central Academic Units (CAUs).

Successful completion of the project including the key deliverables:

Recommendations for improvements to academic recruitment processes and practices

Design and development of a new placement scheme for early career academics

Implementation of an internal communications/awareness campaign.

Implementation of the recommended improvements to recruitment processes and practices

Piloting of the new placement scheme

Improved awareness of the issue amongst OU staff and, specifically, those who participate in academic recruitment panels.

40

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E&D 5 & 6 To review the Faculty’s Exit Interview process, including re-design of the interview form so that the questions concerning job satisfaction adequately test that any unintentional discrimination is not leading to staff choosing to leave the University.

Completion of the re-designed Exit Interview process including evidence that the new process includes ‘tests’ for any unintentional discrimination being a reason for staff choosing to leave the University.

Implementation of the revised Exit Interview process including a 6-monthly review of the feedback on the reasons given for staff choosing to leave the University. 41

E&D 9 To develop a new induction package specifically for academics, to include specific information, advice and guidance on equality and diversity policies and best practices.

Completion of the new induction package for academics with the inclusion of E&D best practice guidance and advice.

Implementation of the new induction package for academics and evaluation of any feedback received from new join academics.

42

WASS In preparation for the implementation of the Faculty’s Undergraduate Student Support Teams (SST), and drawing on the findings from the above B716 pilot, it is proposed to develop a contact/intervention strategy and plan to support undergraduate students, including models that differentiate between the specific support needs of different categories of WAS students.

Completion of student contact/intervention models for the Under Graduate SST, including identification of the proposed models of support for each of the categories of WAS students.

Improved retention, completion and progression (from the baseline positions) for these specific categories of student.

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WASS In preparation for the implementation of Student Support Teams (SSTs), we will use a pilot for B716 to plan the contact/interventions required to address the specific needs of different student groups, including specifically: Build in a second 'phase' of student contact for

those students identified as ‘vulnerable’ who register late on modules (for Novemberpresentations)

Monitor effectiveness of interventions for all categories of student, including specifically those from those inSocio Economic backgrounds/Black Minority Ethnicgroups, to refine the models of contact/interventionaccordingly (from November).

Completion of student contact/intervention models for the Post Graduate SST, including identification of the proposed models of support for each of the categories of WP students.

Improved retention, completion and progression (from the baseline positions) for these specific categories of student.

44

WASS 5 The development of a new policy and best practice guidance for the support provided to all students who study offline, including offender learners, some disabled groups and other students with specific needs.

Establishment of a new ‘Offline Learners Group’ and the development of a new policy and best practice guidance for the support provided to these students with specific needs.

Comparisons of offline students’ retention, completion and attainment rates before and after the introduction of the new policy and practices.

45

Faculty of Education and Language Studies (FELS)

E&D 3 WASS 2

Reduce the difference between the proportion of White and Black students obtaining a ‘pass’ on modules at levels 2 and 3 (continued from 2012/13) whilst ensuring that all students achieve the highest possible grades:Completion of Scholarship project addressing this, dissemination of findings to programmes and preparation of action plan for module teams.

Action plan for implementation prepared by summer 2014.

Improvement in achievement of Black students on levels 2 and 3 in academic year 2014/15.

Analysis of student data (completion and attainment) on level 2 and 3 modules.

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E&D 2 WASS 3

Reduce the difference in satisfaction with overall study experience between disabled and non-disabled students whilst ensuring that all students achieve the highest possible grades (continued from 2012/13).

New modules and modules being remade, to integrate design for accessibility.

Detailed analysis of satisfaction scores from disabled students by all module and qualification teams. Identification of examples of effective practice.

In light of findings from previous action Module teams undertaken changes to undertake low cost changes to module materials and approach, and undertake planning for higher cost changes within module remake or updating.

Guidance and action plan in place. New / remade modules integrate Securing Greater Accessibility (SeGA) recommendations for accessible design.

Increase in disabled students’ satisfaction by 2014/15.

Student and Associate Lecturer (AL) feedback and analysis of student satisfaction scores.

47

WASS 1 & 2 Improve completion and attainment of students on level 1 language studies modules (continued from 2012/13):

Continued implementation of new assessment framework. Monitoring of student engagement with new assessment framework.Analysis and evaluation of new assessment framework, with particular focus on WASS groups 1 and 2.

Reduction in completion gap for WASS groups 1 & 2 by 2%.

Analysis of student module data both quantitative (completion and attainment) and qualitative (through end of module survey and other feedback avenues e.g. module / qualification forums). Collection and analysis of tutor feedback.

48

WASS 1 & 2 Improve support for Academic English Language skill development (continued from 2012/13)

Embedding use of the website created in 2012/13 through further scholarship activity.

Further scholarship project to look at developing Associate Lecturer (AL ) expertise through working on joint projects in this area.

Increased AL confidence and use of tools to support English language development.

Improved completion, attainment and progression of WASS students (groups 1 and 2)

AL and monitor feedback. External Examiner feedback.Student statistics related to completion and progression. 49

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All WASS GroupsFocus on improving Tutor Marked Assignment (TMA) submission rates particularly on Level 1 modules.

Amends to assignment design and timing where appropriate in light of review of successful practice.

Review assessment related advice to students and amend as required to support completion, with particular reference to TMA0; building on previous work including the ‘Early Intervention Project’ undertaken in region 06.

Review assessment related guidance to Associate Lecturers (ALs) to support student to complete assignments successfully, and amend as appropriate.

Developing practice in use of Virtual Learning Environment (VLE) analytics data. Sharing successful practices across qualifications and programmes.

(Links to Academic English Language development above and to actions undertaken as part of Project Retain).

Improved TMA submission rates. Improved module completion.

Analysis of TMA submission rates on all FELS modules. Feedback from ALs and staff tutors.

50

Faculty of Health and Social Care (HSC)

E&D 2WASS 3

Aim to have an impact on the satisfaction of disabled students by raising the profile of module requirements in relation accessibility. Involve module teams in more preparatory thinking regarding how to address Securing Greater Accessibility (SEGA) related issues, followed by more strategic engagement.

Few complaints received.

Evidence of design interventions etc.

Evidenced through statistics.

51

E&D 2WASS 3

Also review in relation to the Stage Gate process and the need to look more strategically at SEGA/disability issues within business appraisal frameworks.

Maintenance or reduction in gap between completion rate for disabled versus non-disabled. 52

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E&D 3WASS 2

Maintain or improve the low difference in the attainment gap for module completion of Black and Minority Ethnic (BME) students versus non BME students in the faculty.

This group will be supported by priorities in the forthcoming Business Plan around the introduction of more consistency and coherence in our tuition strategy overall, together with more consistency in assessment and study skills development of students.

Maintenance or reduction in gap between completion rate for BME versus non-BME students.

Evidence of increased engagement from students as an interim measure.

Success criteria will be a consistent and coherent face to face versus online ratio across stages and levels – to be determined.

Evidenced through statistics – including regular review of Key Performance Indicators (KPIs) at Planning and Resource Officer (PRO) meetings.

53

E&D 4 A young academic in HSC is contributing on the University project established under the Equality & Diversity scheme, which aims to recommend how the university can increase the proportion of younger academics in the University.

HSC will continue to balance its recruitment of more senior staff for Research Excellence Framework (REF)purposes with Research Assistant posts for young career researchers.

Measure proportion of academic staff under aged 35.

Maintain or improve proportion of academic staff under aged 35.


54

E&D 7 The faculty has created an Academic Development Programme for, especially, new members of academic staff (lecturer grade) that provides advice and guidance to ensure that staff undertake a full range of duties within a 5-year period to help them meet the requirements to be promoted to Senior Lecturer position. This should support female staff as well as male academic staff. The programme will be reviewed and amended in 2013 by Heads of Departments.

Increase in the proportion of female academic staff promoted to senior lecturer level (there is currently a higher proportion of female staff in HSC compared with male). Evidence of more engagement and satisfaction with the Academic Development Programme as an interim measure.

The full impact of this initiative will only be seen, at the earliest, in 4 years when staff are ready for promotion to Senior Lecturer level.

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WASS 1 In recognition of the study support needs of students from low Socio-Economic Status (SES) groups particularly on K101, use implementation of Writing Strategy Group in the faculty to support student writing. The Group will support student writing and contribute to the development of good practice in all three departments. This should provide additional support and increased awareness of how to support inexperienced academic writers, who are more prevalent in low SES groups.

The SES group will also be supported by priorities in the forthcoming Business Plan around the introduction of more consistency and coherence in our tuition strategy overall, together with more consistency in assessment and study skills development of students.

Improvement in completion rates for K101, especially amongst low SES groups.

Maintenance or reduction in gap between completion rate for SES versus non-SES students. Interim measure of success of 3% improvement in completion.

Success criteria will be a consistent and coherent face to face versus online ratio across stages and levels – to be determined.


56

WASS 4 Implementation of User and Carer strategy in the Nursing programme (following audit of user and carer involvement to create the strategy).

1. Regarding student selection, a minimum of two service users/ carers will: participate in annual review of the selection

process and proforma provide comments on interview questions determine a suitable topic for the applicant

discussion task

2. Each region/ nation will involve a minimum of one service user/ carer in: reviewing individual applicant discussion of

the selected topic identifying one question based on the

applicants’ account of the topic to be followed up at interview.

Monitoring of statistics regarding user and carer involvement as per the quantifiable activity detailed under measures of success.

Good practice standards continue to be maintained and identified.

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WASS 4 3. Regarding module production, a minimum of two service users/ carers will act as critical readers.

4. Regarding module presentation, each student will receive feedback from two service users/ carers during each practice module. Across the pre-registration nursing provision within each stage of the programme, a minimum of one service user/carer account will contribute to student learning.

5. In terms of governance, each service user/ carer representative will attend a minimum of one of the three Nursing Programme Committee meetings each academic year.

57 c

ontin

ued

E&D 2WASS 3

Appoint Securing Greater Accessibility (SeGA)representatives, one for each department, to advise on module production and development in terms of meeting student needs and also the provision of printed materials for students with forms of disability which make it difficult for them to work online (applies also to offender learners).

High satisfaction of disabled students as reported in survey statistics etc.

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Faculty of Mathematics, Computing and Technology (MCT)

E&D MCT Objective 1 Size and Shape To realise a size and shape of Faculty that is academically coherent and financially sustainable, underpinned by a focus on defined core activity and improved business effectiveness and efficiency.Continuation from the Impact Assessment exercise to implement the MCT Size and Shape project, being mindful of equality and diversity across all categories of staff. Any adverse impact identified and results of impact assessment to feed into Maths, Computing and Technology Staffing strategy.

To maintain, as a minimum, the current ethnic and gender balance within MCT and to further view any change as an opportunity to increase diversity within the faculty in areas where this is recognised to have under-representation.

Further assessment to be carried out as part of the review of the changes as a whole. This will probably take place in 2014/15.

59

WASS MCT Objective 2.5 Employability & Professional ValueAlignment of Equality and Diversity/Widening participation with the OU Employability Policy within MCTTo ensure that the MCT Employability Strategy takes into account any differing needs and requirements of gender and Black and Minority Ethnic (BME) students and those who fall within Student Employment Services.

Improvement in student satisfaction at the embedded Personal Development Planning (PDP)elements within modules via improved articulation of its importance of the generic and specific skills highlighted to employers.

Student surveys outputs

Careful monitoring of new module T176 during and beyond its first presentation in February 2014. 60

E&DWASS

MCT Objective 3.2 Qualification FocusEquality and diversity Key Performance Indicators (KPIs) and targets defined and shared/understood at Programme level, with focus on closing significant attainment gaps.

To develop Accessibility Guides at Qualification level.

To develop MCT commitment to Offender Learner students.

Provision of at least one qualification Accessibility Guide by the end of 2013 (Q4).Continuation of MCT work with the Offender Learner Support Unit (OLSU) to identify appropriate modules for Offender Learning (OL)delivery and possible qualification pathways. Providing a coherent, transparent contribution to the OLSU/Offender Learners brochure, with detailed & honest advice about modules & Qualifications offered to OL, including a mapping of assessment for the modules offered.

Publication of the Guide via Study at the OU (as with module guides).Feedback from OLSU (and identification of improved pass rates of OLs if possible).Progress towards making a Maths degree fully accessible to Offender Learners by agreeing possible workarounds and alternate formats for modules like materials and changes to assessment strategies materials where electronic versions are unacceptable.

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Faculty of Mathematics, Computing and Technology (MCT)

E&D MCT Objective4.2 Research and Scholarship Plan The development of a departmental submission for Athena Swan Silver status by the Department of Mathematics & Statistics. It is proposed that this couldprovide a template for roll-out across the 2 other departments in MCT.

Submission of application in November 2013. Feedback from external assessor.

62

E&D MCT Objective 3.2 Qualification FocusEquality and diversity Key Performance Indicators (KPIs) and targets defined and shared/understood at Programme level, with focus on closing significant attainment gaps

Identify and understand the Black and Minority Ethnic (BME) student attainment gap within qualification profiles

Review of the gender gap in the engineering curriculum by addressing this issue with current students at residential schools in 2013.

Design & Engineering Programme Committee to consider 10 engineering comparators on the basis of gender in order to develop a stronger knowledge of theUK situation and the factors which impact upon it.

Understanding of BME attainment gap across MCT curriculum, especially at Stage 1.

Understanding of BME and gender gaps within design and engineering provision.

Understanding of MCT/OU position as design and engineering provider to BME students within the UK market place.

Student survey outputs, feedback via module forums.

Student survey outputs, feedback via module forums and from formal and informal exchanges at residential and day schools.

Via consideration of feedback formally at the Programme Committee.

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Faculty of Science

E&D 2 & 3WASS

Ensure successful Student Support Teamimplementation.

Improve student retention and progression, increase student satisfaction.

University data on student retention, progression and satisfaction. 64

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Faculty of Science

E&D 2WASS 3

Continue to contribute to Securing Greater Accessibility (SeGA) activities including:

1. Development of University staff accessibility web site

2. Working group on the use of audio descriptions

3. Working group on the use and production of tactile diagrams in collaboration with Learning and Teaching Solutions (LTS)& Disability Advisory Service

4. Review of reasonable adjustment workflow in collaboration with Disability Advisory Service

LA4STEM (Learning Analytics for Science, Technology, Engineering and Maths) project using Google analytics to determine use of online materials by students, including disabled students, led by Institute of Educational Technology IET, funded by Science/MCT scholarship centre (‘eSTEeM’).

Launch and use of website, improved awareness of use of appropriate adjustments, streamlined reasonable adjustment process, submission of final reports.

Feedback from staff and (IET) survey data, production of new workflow models, self-evaluation and submission of external proposal (for LA4STEM), other University data.

65

E&D 2 Investigate development of Accessibility guides for new modules/qualifications as part of cross-faculty working group.

Guide template agreed upon by working group and trial use instigated.

Longer term goal to publish these on Study@OU.

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E&D 7E&D 4

Establish self-assessment panel for Department of Physical Sciences (DPS) to develop Department-level Athena SWAN Bronze submission.

Submission of DPS Athena SWAN bronze award, November 2013.

Award achieved.

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E&D 2E&D 3WASS

Complete development of Access to Success materials -first presentation issues and also activities involving improving access to disadvantaged groups.

Attainment differentials continue to reduce, improve student satisfaction among relevant student groups.

Comparison between Y033 and L1 entry-level Science modules using University data on student attainment, progression and satisfaction.

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Faculty of Science

WASS 5 Continue to work with the Teaching and Learner Support (TLS) team to:

- Identify appropriate modules (or qualifications, where possible) for Offender Learners (OLs) in light of curriculum review and move to onscreen delivery

- Develop a coherent and consistent approach to OL provision across those modules with guidance from TLS

Develop a workspace for OL-accessible assets from modules that TLS can easily access centrally to provide materials to OLs.

Appropriate study routes identified.

Workspace developed and populated with materials to support OLs for selected modules.

Modules (and/or qualifications) presented in OL prospectus; system of delivery of OL materials to TLS via workspace allowing timely delivery of materials to OLs.

69

E&D 7E&D 4

Continue to contribute to the University Athena SWAN self-assessment panel to begin implementation of the action plan at University and Faculty level. Faculty Athena SWAN actions focus principally on removing perceived obstacles to career development and include:

Establish equitable workload allocations to ensure female academic staff have equality of opportunity to take research time

Actively encourage female applicants to senior academic posts through implementation of the revised Career Development and Staff Appraisal (CDSA) process

Establish mentoring guidelines for staff at every career stage.

At least one female academic promotion case to Chair submitted in 2013/14; good practice in career management and development in place for the benefit of all academic staff.

University data on workload allocations and academic promotions.

70

E&D 4 Continue to contribute to working group on increasing proportion of younger academic staff.

Increase in proportion of younger academics across the University by identifying and removing barriers (University-level measure).

University data.

71

E&D 7E&D 4

Resubmit Juno Practitioner Award for Department of Physical Sciences (DPS).

Submission made November 2013. Award achieved.

72

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Faculty of Social Science

WASS 5 Drawing on experience of supporting offender learners on individual modules, develop a consistent approach across all modules included in the Offender learners scheme, including guidance to module teams. Develop a workspace for these materials enabling easy and timelier copying.

Greater efficiency in providing materials to offender learners and also greater consistency across our modules.

Consistent approach in providing materials to offender learners for all modules included in this scheme. This will provide students with study materials in a similar format as they move from module to module. Individual module teams will be provided with guidance and support on materials to be provided.

73

E&D 2WASS 3 & 4

Continue to roll out policy on use of Elluminate (and its successor) for Level 2 modules and develop resources for Associate Lecturers to use. Develop Faculty policy and implementation plan on use of Elluminate (and its successor) for all Faculty modules.

Through the use of alternative formats for tutorials students unable to travel to tutorials are able to participate in tutorials. This will benefit students who are unable to travel to tutorials who are disabled, carers, have work commitment, transportation availability, religious beliefs, etc.

To measure the number of students taking part in tutorials, face to face, day schools, Elluminate; evaluate student satisfaction.

74

WASS 1 & 2 Continuation of 70 from 2012/13 plan Develop materials on OpenLearn, iTunes and YouTube to encourage potential students form Widening Participation (WP) groups to undertake Under Graduate (UG) study. Example is the series of 60 second adventures in Economics which present complex Economic concepts and theories in an accessible format.

Increase in number of students from these groups who are encouraged to undertake UG study especially in subject areas like Economics.

Evaluate student registrations on Social Sciences degrees from WP groups 1 & 2.

75

E&D 3WASS 1 & 2

Project investigating barriers to success for Social Sciences students. Project would look at students’ perceptions of what is a successful experience studying with the University and in turn what affects their success. The project would look at initial aspirations and expectations of students shaped by their background and how the Faculty presents its expectations to them.

Academics developing materials for qualification websites and modules would have better insight into student expectations across different student groups and produce materials which enable them to achieve success in their studies and meet their expectations.

Student feedback on individual modules and in the longer term student feedback on the qualifications they study. Evaluate retention, attainment and progression rates especially for Widening Participation students etc.

76

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Faculty of Social Science

E&D 3WASS 1 & 2

Continuation of 69 from 2012/13 plan

Refreshing Under Graduate (UG) curriculum starting with Level 1. There is greater focus on developing module materials and assessment strategies which are accessible to students with a wide range of individual circumstances and educational backgrounds.

This work is on-going as the first Level 1 modules will be presented for the first time in 2014J.

Evaluation of student satisfaction and attainment on the new Level 1 modules (data available after 1st presentation in 2014J).

77

Finance

E&D Conduct equality analysis where relevant for projects within the Financial Sustainability Strategic Priority to prevent or mitigate against unintended consequences.

Findings of equality analysis taken into account in project decisions.

Equality analysis report produced.

Project records demonstrate equality analysis findings were taken into account in project decisions (e.g. recorded in minutes.)

78

E&D Review the University’s standard terms and conditions and embed the equality clause.

All relevant contracts using University standard terms.

All relevant contracts will use the updated contracts template, which includes an equality clause in standard University terms and conditions.

79

E&D Develop training and awareness of equality issues amongst Purchasing Staff.

Best practice in use across the team. Personal development plans.

80

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Human Resources (HR)

E&D 5 a) Sponsor leadership mentoring and leadership development programmes for ethnic minority staff.

b) Proactively engage and support the Black and Minority Ethnic (BME) Staff Network.

c) Delivery of approved actions resulting from BME staff survey.

a) Take up and success of Aspire programme.

b) Attendance and engagement of BME Staff network.

c) Agreed HR related actions delivered.

a) 75% of Aspire participants completing the programme and reporting satisfaction with the programme.b) Positive feedback from BME Staff Networkrepresentatives.c) Sustained improvement in Staff Survey results from BME staff.

81

E&D 7&E&D

Establish a flexible working group in collaboration with the University and College Union (UCU) to develop flexible working options that support business needs

A number of union ideas are being considered and further meetings are planned.

Establishment of Key Performance Indicators (KPI’s for flexible working uptake. 82

E&D 7 Reduce the gender pay gap (internal academic/research staff):a) Proactively ensure best practice in recruitment to increase number of female applicants to senior posts including internal and external female applicants to apply.

b) Develop and promote a bespoke career development tool aimed at female professorial and senior lecturer grades.

c) Develop a coaching and mentoring programme to focus on women at professorial and senior lecturer grades, including specific development support in preparing cases for promotion.

d) Improve visibility and accessibility of information about parental leave, flexible working and return to work policies. Carry out regular promotion of availability of flexible working.

Pay gap reduced from 8.5% in December 2010 to 6.6% by December 2015.

a) Increase in the number of women applying for and being appointed to senior posts.

b) Increase in the number of women accessing bespoke career development tool.

c) Senior female academics accessing the programme and responding positively to it.

d) Improve signposting: inclusion of information in recruitment packs and during induction. Flexible working actively promoted.

Analysis of data from Pay Audit, December 2015.

a) Analysis of advertising and recruitment data.

b) Analysis of data.

c) Analysis of data from programme.

d) Check awareness of policies and entitlements through staff survey.

83

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Human Resources (HR)

E&D 9 Support the Equality and Diversity Team to improve policy and guidance for staff and have clearer policies in place for HR Advisers to support managers.

Attendance and support given to working groups. Improved policies approved and launched.

84

E&D 6 a) Sponsor leadership mentoring for disabled staff.

b) Proactively engage and support the Disabled Staff Network.

c) Delivery of approved actions resulting from disabled staff survey.

d) Survey of disabled Associate Lecturer staff.

e) Review and promote existing resources for managers in supporting disabled staff and making reasonable adjustments.

a) Take up and success of Aspire programme.

b) Attendance and engagement of Disabled Staff Network.

c) Agreed HR actions delivered.

d) Analysis and development of action plan for disabled AL staff.

e) Review completed and recommendations agreed.

a) 75% of Aspire participants completing the programme and reporting satisfaction with the programme.

b) Positive feedback from the Disabled Staff Network representatives.

c) Improvement in Staff Survey results from disabled staff.

d) Analysis completed and action plan agreed by management and Disabled Staff Network.

e) Sustained improvement in Staff Survey results from disabled staff.

85

Institute of Educational Technology (IET)

E&D Ensure decisions about the masters programme are informed by equality data and areas of good practice shared with the 3 Pro-Vice Chancellors where applicable.

Data on completion rates reviewed annually for the masters programme in Online and Distance Education.

Data produced annually.

86

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Institute of Educational Technology (IET)

E&D 2 Establish an Accessibility Hub for the OU, building on the work of the Securing and Enabling Greater Accessibility project.

Basic features of the Accessibility Hub established by end Jul 2013 (if funding allows).

Accessibility Hub webpage set up and support pack delivered.

Strand of cross-faculty sharing events delivered.

BS8878:2010 Web Accessibility Code of Practice adopted.

Regular reporting on deliverables via IET’s portfolio group and E&D Strategic Management Group.

Increase satisfaction of disabled students from the end of module survey (% agreed) with the overall quality of the module to 83% in 13/14.

87

E&D 2 Review the potential of Learning Analytics in higher education, specifically in Science, Technology, Engineering and Mathematics (LA4STEM), with an emphasis on supporting disabled students and facilitating accessibility enhancements.

‘LA4STEM’ project delivered to time and quality expectations.

Final report published with recommendations for change.

Workshop held with participants from across the University to disseminate findings.Associated external funding bid submitted.

Regular reporting on deliverables via IET’s portfolio groups.

88

E&D 3 Develop project proposal to examine the quality of feedback given by Associate Lecturers (ALs) to ethnic minority students, using the OpenMentor system (in association with the Supportive Automated Feedback for Short Essay Answers (SAFeSEA) project).

To be determined as project is scoped. The project will aim to support attempts to understand the under attainment of ethnic minority students.

Regular reporting on deliverables via IET’s portfolio groups and E&D Strategic Management Group. 89

E&D Chair the Research Excellence Framework (REF) Equality and Diversity Advisory panel to ensure cases of individuals with complex circumstances are subject to objective review that is consistent across all faculties.

Individual circumstances are considered carefully so that all eligible staff are put forward for inclusion in the REF.

Records of panel decisions submitted for scrutiny by Higher Education Funding Council for England.

90

WASS 4 Continue to deliver excellent usability, accessibility and developmental testing services for the University.

An increase on testing volumes from 10 in 2010/11 to 12 in 12/13.

95% customers surveyed are satisfied with the testing service.

Regular reporting on deliverables via IET’s portfolio groups.

91

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Information Office

E&D Ensure the new Out of Hours scheme for IT staff conforms with E&D principles to ensure the scheme does not significantly impact staff because of a protected characteristic.

Scheme takes account of staff needs and circumstances.

Completed Equality Analysis.

Feedback from staff whilst in draft form and after implementation.

92

WASS Analysis to support further development of the Widening Access and Success Strategy and support for identifying and monitoring Key Performance Indicators (KPIs) associated with its achievement.

Required analysis met, relevant KPIs defined andKPI updates provided to schedule.

Consultation with Stakeholders and verification that update schedules have been met.

93

Information Technology (IT)

E&D Implement the new Desktop Optimisation rollout plans for Open University staff taking heed of accessibility standards.

All personal computers (PC) with the new desktop will conform to standards.

Spot check against a sample number of PCs.

94

E&D Monitor compliance with Software Development Life Cycle testing process.

All new systems development follows the System Development Life Cycle (SDLC) testing process.

SDLC compliance checks to be undertaken with emphasis on larger projects. 95

E&D Provide support for the annual Equality and Diversity report by providing a wide range of student statistics.

Updates provided to schedule. Verification that update schedule has been met and data are provided as required. 96

Knowledge Media Institute (KMi)

E&D Verify that due regard has been given to E&D characteristics of individual research consortia members in the management of potential and active research and enterprise collaborations.

By working with partners already assessed by the funding body and ensuring additional E&D issues arising are addressed.

Project meetings.

97

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Knowledge Media Institute (KMi)

E&D Ensure that E&D issues are understood and acted upon in the leadership of the lab by the delivery of E&D workshops in management board and town meetings.

Review of key roles and responsibilities for KMi Management Board.

Management Board Minutes.

98

E&D Demonstrate that due regard is given to individual E&D characteristics in development of user interfaces for learning and/or research technologies.

Evidence of due regard given in development and research.

E&D analysis in each project/development teams and reported on an exception basis. 99

E&D Research Excellence Framework (REF) Publications management system to enable REF submission to be analysed by E&D characteristics.

Completion of researcher data inputs.

Analysis for REF.

Management Board Minutes.

100

Library Services

E&D 1, 2 Continue to promote accessibility issues to Faculties,Module Teams, Learning & Teaching Librarians and Library Assistants so issues are discussed throughout the module development cycle.

All Librarians are aware of all accessibility issues, raise issues if necessary and proactively promote to module teams the services available for disabled students from Library Services.The quality and number of referrals to the specialist Librarian increases.

Librarians attend all awareness raising seminars, Staff Development Hours and team meeting updates to ensure they are aware of current and new developments in accessibility library service provision.Analysis (in terms of quantity and quality) of referrals to the specialist Librarian.

101

E&D 1, 2 Work with three key publishers to enhance accessibility of E-resources on the publisher’s databases to reduce the need for conversion by The Open University (OU)Library Services at a later date.

Discussions and recommendations about enhancing the accessibility of E-resources have taken place with all three key publishers.Reduction in the number of E-resources which need to be converted by OU Library Services for disabled students.

Regular meetings with Content & Licensing Team to track progress.Analysis (in terms of quantity and quality) of the number of E-resources which need to be converted by OU Library Services for disabled students.

102

E&D 1, 2 A Library Services Communications Action Plan is being developed in 2012/13. Recommendations from this Action Plan will be implemented in 2013/14. These recommendations will improve the way we communicate with disabled students and learner offenders.

At least two recommendations from the Library Services Action Plan for service improvement for disabled students and learner offenders are implemented in 2013/14.

Positive feedback is received from disabled students about the new service improvements.

103

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Library Services

E&D 7 Work around improving the gender balance of interview panels will continue in 2013/14

Achievement of at least 85% gender balance of interviews achieved in 2013/14.

Percentage to be calculated by HR team on an annual basis. 10

4

E&D 1, 2 Recommendations from the ‘Best of Breed’ benchmarking consultancy work will be reported in 2012/13. Implementation of recommendations from this work will be undertaken in 2013/14 and will involve reviewing existing service provision to disabled students and the adoption of identified best practice from other university libraries.

At least two examples of best practice in relation to accessibility (as identified in the ‘Best of Breed’ benchmarking report) are adopted by The Open University Library Services in 2013/14.

Positive feedback is received from disabled students about the new service improvements.

105

E&D 1, 2 Redevelopment of Library Services website is planned for 2013/14. One of the areas for redevelopment is the provision of information to students with a disability. It is planned that information for this group of students becomes more integrated with general student information.

Feedback from students with a disability. Particular feedback from the Student Panel (10% of students from the October 2012 cohort have a disability).

Analysis of feedback from students with a disability. Comparisons with previous years in terms of quantity and type of feedback.

106

Learning and Teaching (LT)

E&D Provide internal briefings to staff in Learning and Teaching regarding the University’s Equality and Diversity objectives and key findings from the 2012 Annual Report.

All staff have attended a LT Office Equality and Diversity briefing.

Record when briefings take place and the attendees.

107

E&D Provide briefings to project managers (PMs) and senior staff regarding equality analysis. What it is, when it is required and how to do it.

All PMs and senior staff have attended an equality analysis briefing.

Record when briefings take place and the attendees. 10

8

E&D 2 Ensure that the MyOU seamless interface for students is developed for student testing in accordance with usability and accessibility guidelines to ensure that it does not disadvantage disabled students

Students taking part in the prototype testing provide positive feedback, and any ‘accessibility issues are identified and resolved’

Data from user testing exercises/surveys.

109

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Learning and Teaching (LT)

E&D 2WASS 3

Complete the updating of Learning and Teaching Solutions’ (LTS's) Accessibility Policy in consultation with the Institute of Educational Technology (IET) and Widening Access and Success Strategy (WASS), ideally working towards a single Open University policy document.

Accessibility policy document updated. Module team decisions consistent with policy.

110

E&D 2WASS 3

Work with IET, WASS and other internal stakeholders to enhance the quality of the disabled student’s online experience.

Completed review of the disabled student’s experience of all OU interfaces.Conclusions and best practices for learning media design made available to all media staff and incorporated in induction and training programmes.

The task for LTS is to contribute user-experience design expertise to the project and to provide appropriate information on what LTS will deliver.

111

E&D 2WASS 3

Embed the use of the new Asset and Accessibility lists in module development.Activity to be led by the Media Project Manager Best Practice Group

Lists created for all module development projects.

Post-project reviews.

112

Learning and Teaching Solutions (LTS)

E&D 2WASS 3

Work with Institute of Educational Technology (IET),Widening Access & Success Services (WASS) and Student Services to ensure that information about accessibility of qualifications and modules is available to both prospective and continuing students.

Agreement between the units on what information is required. Sources of information identified. Information made available to students and prospective students as part of qualification and module descriptions.

The task for LTS is to provide appropriate information on what LTS will deliver.

113

E&D 2WASS 3

Embed the use of the new Design Reviews in module development.

Design reviews conducted consistently across module development projects.


114

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Learning and Teaching Solutions (LTS)

E&D 2WASS 3

Work within the Stage-gate review process to ensure that clearer and more focused information about the accessibility of qualifications and modules is addressed as part of the specification process.

Stage-gate process includes clear specification which includes accessibility compliance.


115

E&D 2WASS 3

Co-host with Visual Impairment Working Group a workshop for LTS graphics and editorial staff on determining when to use tactile diagrams and sharing outcomes with media staff.

Workshop held and outcomes captured and disseminated to media staff leading to an enhanced understanding of use of tactile diagrams among media staff

A 10% increase in the appropriate use of tactile diagrams.

116

E&D 2WASS 3

Develop a single University website on behalf of Securing Greater Accessibility (SeGA) that will contain all guidance and information about accessibility.

Site available with comprehensive content. The task is to work with colleagues in the Institute of Educational Technology to deliver the site. 11

7

E&D 2WASS 3

Contribute to work of Institute of Educational Technology (IET), Widening Access & Success Services(WASS) and other stakeholders on development of policy for use of audio descriptions.

Research conducted and feasibility appraised, including with commercial partners, specifications agreed, and usage guidance prepared.

The task for LTS is to provide appropriate information on what LTS will deliver.

118

WASS 1 - 5 Develop user participation tracking that informs Student Support Teams (SSTs) who can provide intervention to help priority group students.

SSTs regularly use the tracking reports. User statistics that show that SSTs are using the tracking data. 11

9

Marketing

E&D 1WASS 3

Run a detailed statistical analysis on students declaring a disability three times a year – November (to reflect October starts data), March (to reflect February starts data) and July (final annual statistics).

Analysis produced on time and circulated to key stakeholders.

Data used to inform activities across all Open University (OU) units working on disabled students’ access and success. 12

0

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Marketing

E&D 1WASS 3

Provide report from tracking study comparing awareness, consideration and perceptions between disabled and non-disabled potential students.

Reports provided on agreed dates in January and June.

Insight used to inform activities across all OU units working on disabled students’ access and success. 12

1

E&D 1WASS 3

Ensure that appropriate campaigns and promotional material promote the positive experience of OU disabled students (working closely with Widening Access and Success Services).

Review of campaigns and promotional material at proof stages to ensure adherence to this objective.

Positive feedback from internal stakeholders and from enquirers/students.

122

WASS 1 - 5 Determine, plan and manage the Marketing Unit’s response to Widening Participation objectives and priority groups in pursuit of OU targets for maintaining the proportion of new students in lower socio-economic groups (as defined by the four nations) at 17.2% and for new students with disabilities at 3.4%.

Quarterly analysis and review of all targeted activity to ensure all campaigns have been run in compliance with the objective and are on track to achieve target.

Quarterly analysis of campaign/promotional performance to evaluate results.

Any enhancements made accordingly and evaluated.

123

WASS 1 - 5 Develop a partnership with the National Diversity Awards to promote OU Widening Access and Success provision. This year the OU will sponsor the Positive Role Model Award for Race, Religion and Faith.

Partnership review and feedback together with positive media coverage.

Positive feedback from internal and partnership stakeholders.

124

E&D 1WASS 3

Support the Communications Unit in building an asset bank of stories and testimonials to support our campaigns.

On-going review of asset bank and detailed annual review to ensure good range of stories/testimonials.

Positive feedback from internal stakeholders and from enquirers/students.

125

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Open Media Unit (OMU)

WASS Continue to monitor the online demographics of existing Open University Open Media Platforms and 3rd party platforms containing OU content.

Research will show reach to target audiences and highlight gaps in audience and available measures.

Tools include ComScore MyMatrix, Google analytics, Sawmill.

126

E&D 1, 2WASS

Upload all our free learning audio materials (with transcripts) to AudioBoo; identified as a more accessible platform than iTunes U.

1,400 audio files will have been uploaded, with links to transcripts.

A mix of audience feedback, increased uptake and improved processes. 12

7

WASS Phase out Flash material on OpenLearn, replacing it with HTML 5, to make material accessible to a greater range of users and devices.

75% of our key interactive resources that can be reworked will have been upgraded, and an on-going measure of success will be for continued HTML 5 roll-out, while 100% of new commissions will be in HTML 5.

New content will be developed in line with our latest technical specification.

128

WASS Introduce a new print pathway on OpenLearn that will be easier to navigate, and will enhance the enquirer experience.

Measure whether the number of visitors who stay on the site after ordering a print item has increased. (355,000 print items were ordered online in 2011-12).Decrease in drop-out rate.

OpenLearn visitor statistics.

129

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Office of the Pro-Vice-Chancellor (Academic)

4 Increase the proportion of younger academic staff

A project tasked with identifying a strategy for improving the proportion of younger academic staff is expected to propose recommendations to the Equality and Diversity Management Group (EDMG) in June 2013. The next phase will involve implementation of the project’s recommendations with the aim of growing the proportion of the University’s academic and research staff (aged 35 or under) to 14% by December 2015. The Director, Academic Planning and Resources and Pro-Vice-Chancellor (Academic) will provide the necessary oversight for this objective and project outcomes will continue to be monitored by the Office of the Pro-Vice-Chancellor (Academic).

The success of the project will be measured by the achievement of the following deliverables:

1) Modified recruitment training materials, guidance and practices to ensure that the risk of age bias is addressed in the content and to ensure that any ‘institutionalised’ discrimination is eradicated;

2) One or more new initiatives (e.g. a new placement scheme) developed to provide experience/development opportunities for early career academics (up to the age of 30); and

3) An internal awareness campaign to promote positive perceptions of and the value of contributions from, younger academics working at the University.

Project milestones and successful delivery of project recommendations.

The proportion of applications from younger academic staff increases from of 36% and shortlisted candidate’s increase from 19% (baseline levels in March 2012).The initiatives are delivered to schedule with a positive uptake of these opportunities from early career academics.The proportion of younger academic staff increases from 5.2% baseline in March 2012.

Successful completion of the project including the implementation of a range of new initiatives.

Human Resources - Workforce recruitment statistics (i.e. number of younger applicants shortlisted and appointed).

Placement scheme/initiative participation statistics.

Human Resources - Workforce age statistics.

130

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Office of the Pro-Vice-Chancellor (Academic)

7 Reduce the gender pay gap A project led by Human Resources is tasked with identifying a strategy for reducing the gender pay gap amongst academic and research staff. The project has three recommendations, one of which aims to improve career development opportunities for female academics (led by Human Resources). Other recommendations will involve engagement from the three Pro-Vice-Chancellors with delivery at University and faculty level. At the time of writing this statement it is expected that the Office of the Pro-Vice-Chancellor (Academic) will provide necessary oversight for implementation of these two recommendations (the recommendations are due to be reported to the People and Culture Project in March 2013, the outcome of these discussions will help inform the content of this objective).

Project milestones for implementation of recommendations.

The University’s gender pay gap reduces for internal academic/research staff. This measure will continue to be monitored on a regular basis.

Successful delivery of project recommendations to schedule.

Human Resources – Workforce gender pay statistics.

131

Research School

E&D Prepare proposal for the revision of academic promotions criteria, which will improve equality of opportunity for groups that are currently under-represented at senior levels.

Proposal approved by Senate and implemented. Promotions data demonstrates improved opportunities for under-represented groups.

132

E&D Ensure selection of individuals for submission to the Research Excellence Framework (REF) 2014 is conducted fairly, including operation of the REF Equality Panel to take account of staff individual circumstances.

Analysis of REF data, and evaluation of appeals shows no adverse effects that could have been addressed in the selection process.

Analysis of REF data and evaluation of appeals.

133

E&D Continue work to establish mechanisms for collecting additional equality data on individuals submitting bids for external research funding.

Equality data collected. The data will be available for use in evaluation processes. 13

4

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Research School

E&D 7 Implement the Athena SWAN Bronze institutional award Action Plan (Action plan covers 2013-16).

Targets set in Action Plan achieved. Athena SWAN Self Assessment Team will monitor and report on achievement of targets.

135

E&D Support the development of departmental Athena SWAN submissions by the Departments of Physics (Science faculty) and the Department of Mathematics and Statistics (MCT).

Departmental Self Assessment Teams set up; applications for awards prepared and submitted.

Departmental Self Assessment Teams will report progress to the institutional Self Assessment Team. 13

6

E&D 2 Take action to address support the needs of disabled postgraduate research students.

Suitable measures in place. Feedback indicates measures adequate.

137

Strategy Office

E&D Improve engagement with and awareness of Equality and Diversity within the Strategy Office (SO) by ensuring there is one nominee from each of the 3 SO areas who has E&D responsibility, and who undergoes relevant training, where appropriate.

Each area in the Strategy Office (SO) takes responsibility for advancing E&D within their respective area under the leadership of a nominated team member.

Each SO area representative tasked with taking a leading role on E&D maintains their E&D knowledge up to date and takes appropriate action to advance equality.

Interviews with nominated representatives to assess confidence with E&D matters.

Evidence of advancement of equality, where appropriate, in Strategy Office led policies, projects and practices. 13

8

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Student Services

E&D 3WASS 1WASS 2

Develop a research proposal to assess whether there is a correlation between the results of two types of test for English language competency:

self-assessment (e.g. using competency statements based on the Common European Framework for Languages)

exercises that objectively test language skills (e.g. British Council’s new Password test)

Ability to inform decisions about the most suitable types of diagnostic to gauge English language competency for Open University study.

Use of feedback from the research study student panel regarding any correlation between the English language competency tests to inform further diagnostic development.

139

E&D 3WASS 1WP 2

Revise Access level diagnostic to incorporate sample materials from new Access level provision modules (for October 2014/2015 presentation).

Incorporation of new Access level materials into the site.

Release of update version of diagnostic with new sample materials incorporated. 14

0

E&D 2WASS 3

Develop a set of online forms (which incorporate guidance) to students who formally declare special circumstances related to:

exams and assessment

residential schools.

These forms will include specific questions on:

special circumstances related to a student’s disability

whether adequate adjustments were made

a student’s willingness to be contacted to discuss future support.

Reduction in number of queries and complaints from disabled students in relation to exams, assessment and residential schools.

Increased percentage of disabled students reporting a satisfactory student experience (particularly with regard to exams, assessment and residential schools).

Track student queries and complaints on assessment and residential schools.

141

E&D 2WASS 3

Evaluate user experience of the revised structure and design of the Services for Disabled Students website.

This may feed into a wider survey of disabled students’ satisfaction with their student experience, potentially to be spearheaded under the ‘Widening Access and Success’ banner.

Increased percentage of disabled students reporting a satisfactory experience of the site.

Increased self-reporting from potential and existing disabled students.

Qualitative feedback from potential and existing disabled students.

142

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Student Services

E&D 3WASS 2

Develop self-awareness amongst Associate Lecturers (ALs) of the effect of their expectations on their behavior towards their students and the subsequent effect of this behavior on students’ performance to create a reinforcing and self-fulfilling message of student success.

Reduce the difference between the proportion of white students and black students obtaining a ‘good pass’ on modules at levels 2 and 3 from 28.8% in 2009/10 to 25.8% by 2014/15.

Reporting to Higher Education Academy (HEA) and feedback from independent HEA project evaluation team; significant evaluation framework agreed with HEA. 14

3

E&DWASS

To scope the responsibilities and related activities concerning Widening Access and Success Strategy (WASS) and Equality and Diversity reporting for the Centre for Inclusion and Collaborative Partnerships(CICP) and Student Services for 2013-14; in terms of the delivery of Strategy and Equality Scheme objectives.

On-going review and development of activities with CICP through 2013.

Scoping to be completed by end of July 2013 with a number of projects underway.

Targets for retention and success to be agreed.

144

E&D 8WASS 4

Explore and implement ways of collecting data for the Higher Education Statistics Agency (HESA) in StudentHome so that we include new and updated monitoring questions on:

religious belief

sexual orientation

caring responsibilities

ethnicity

Improved equality monitoring.

Improved targeting of Information Advice and Guidance (IAG) for selected groups (e.g. for those with caring responsibilities).

Collection of benchmark data from the new HESA questions to use as a basis for monitoring changes.

145

WASS 1 - 5 Consider how the extended Careers Advisory Service can best support widening participation students.

WP students successfully supported by Careers Advisory Service.

Appropriate targets will have been set and implemented.

146

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Student Services

E&D 9WASS 1 to 5

As part of the re-design and re-build of TutorHome, improve the information architecture, navigation and search facilities, so that the variety of online resources that can help in supporting students from our Widening Access and Success priority areas are easier for tutors to locate and use.

Increased satisfaction of Associate Lecturers (ALs) regarding the ease of locating key online resources (particularly those related to our widening participation priority groups) and the adequacy of the resources.

Feedback from tutors as part of user testing during development of the revised TutorHome website.

Testing includes specific tasks and questions regarding both the access to and adequacy of, the resources related to our Widening Access and Success priority groups.

147

WASS 1 & 2 Maintain current discretionary financial support scheme for Welsh students in 2012/13 from benchmark in 2010/11 of 1154 students (total support value for 2010/11 c£525k).

0.5% increase in the proportion of Widening Access students taking all or part of their qualification with the Open University. Target for 2012/13 18.2%.

Monitoring of student number data analysis and evaluation.

148

WASS Working with the Department of Employment and Learning, support the implementation of the new Northern Ireland Strategy for WP, “Access to Success”. Serve on implementation for the HE strategies and related implementation working groups, e.g. for WP, and seek opportunities for Open University (OU) involvement and innovation in delivering new policy.

Emergent policy documents, report from WP working group, funding opportunities, growth of Higher Education in the NI Further Educationsector and OU involvement. Increased take up of foundation degrees, emerging model of flexible learning for NI. All new since devolution.

Possible bids for funding for use by the three Northern Ireland universities (Open University, Queens University and the University of Ulster).

149

WASS Working with Centre for Inclusion and Collaborative Partnerships (CICP) and Faculties to influence the development of the curriculum to ensure an appropriate range of courses, by subject and duration, remain available and are developed to foster widening access to Higher Education in Northern Ireland and elsewhere.

Maintenance of student numbers on Openings and other appropriate modules.

Maintain or increase the number and range of modules available by subject and duration.

Continued strong recruitment from target groups.

150

WASS 1 Deliver retention initiatives in targeted geographical, curriculum and student support areas.

Reduce the percentage difference in student completions in receipt of full financial support to 14.3% in 2012/13 and 13.6% in 2013/14 to meet the University’s UK wide completion rate.


151

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Ref

Student Services

WASS 1 - 5 Work towards implementing the requirements of the revised Welsh Language Standards across the University for students and staff.

Implementation and adherence to new standards to support Welsh language speakers.

Verification against standards.

152

WASS Deliver the specific objectives of the Community Partnerships Programme in Northern Ireland.

a) Successful recruitment of students, categorised by gender, age, employment status, ethnic origin. Maintain the high level of students with low socio-economic status within a challenging economic environment.

b) Increase engagement with schools whose catchment area includes disadvantaged communities.

c) Manage and further develop existing partnerships within diverse communities.

d) Develop collaborative work with other leading organisations in the field of adult learning including the Workers Educational Association (WEA)/Educational Guidance Service for Adults (EGSA)/Rural Community Network/Open College Network/Colleges NI/ trade unions and the voluntary sector.

e) Use of project funding from Getty and Ulster Garden Villages to deliver free places to students in target groups.

f) Collaborative Models Project targets achieved.

g) Work in collaboration with others in the field of education to address educational disadvantage in Northern Ireland. Partners to include, Workers Educational Association, Educational Guidance Services for Adults, Early Years and Opportunity Youth.

Continued strong recruitment from target groups.

153

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Ref

Student Services

WASS 1 – 5 Deliver joint initiatives across department boundaries prioritising enhanced support for Widening Access groups, from engagement through recruitment and progression.

Deliver Higher Education Academy (HEA) project (Community First (CF) students) on retention and embed findings across the Open University in Wales provision.

Maintain the proportion of students receiving financial support at 49.5%.

Reduce the percentage difference in completion rate of Communities First students to 5.9% in 2012/13.

Quantity (as defined in ‘Measures of Success’ column) and quality of student feedback resulting in findings being embedded.

154

E&D 1WASS 3

Develop initiatives around recruitment and support of disabled students. Annual campaign through disability organisations to recruit and support disabled students:

annual promotion of the Open University through disability groups in Wales

enhance Widening Access Manager links with learner support team, disabled students group and Disabled Students Services

small research project focusing on disabled students’ experience

retention activity project around disabled students.

Maintain disabled student numbers at current levels (i.e. 2010/11 9.5%, 798 students of total).

Embed knowledge and expertise on working with specific groups of students into Widening Access (WA) strategy and operational work. In particular link to Retention Steering Group objectives.

Reduce the gap in the completion rate of disabled students compared to non-disabled students in Wales to 2.0% in 2013/14.


Results of action research projects determined appropriate development of medium/long term activities.


155

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Ref

Student Services

WASS Develop and deliver plans for widening participation, college partnerships, work-based learning and student retention as detailed in the relevant sections of the University’s Outcome Agreement signed with theScottish Funding Council (SFC).

An Access Programme for Scotland based on revised Openings provision will be established and recruitment will have improved over 2012-13 levels.

More Scottish schools with low progression rates to university will be involved in the Open University in Scotland (Young Applicants in Schools Scheme (YASS) scheme.

We will have extended our partnership work with community organisations in Scotland to reach those currently excluded from higher education.

We will be working with more of Scotland’s colleges to enhance options for students wishing to build on their college qualifications, including working towards an Open University degree with on college campus support.

Recruitment from the 20% most deprived neighbourhoods in Scotland (MD20) will have increased by 2.4% to 18.9% in 2013-14.

The completion rate in Scotland for new undergraduate students from MD20 areas will have recovered from the interim 2011/12 CR (55.9%).

We will have completed research into the experience of younger (18-24 year old) students in Scotland and we will have plans in place to respond to the findings.

Quantitative and qualitative methods will be used as relevant for the Access Programme.

Quantitative and qualitative measures are provided in detail in the OU’s single outcome agreement with the SFC.

Close monitoring of recruitment levels.

Close monitoring of completion rate.

Quantitative and qualitative methods will be used as relevant.

156

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Ref

Student Services

WASS We will have adjusted our WP and retention monitoring to take account of the changes in student financial support in Scotland.

We will have contributed, in particular through staff development activity in Scotland, to the actions being taken to reduce the ethnicity attainment gap.

156

cont

inue

d

E&D 2 Maintain evaluation of examination venues for disability access and suitability.

Examinations successfully held without participating disabled students being impaired by the facilities.

Student Survey. Complaints from Disabled students.

157

WASS 2 Through partnership work, develop initiatives to engage, recruit and support Black and Minority Ethnic (BME) students including refugees and asylum seekers.

Continue to monitor and where necessary enhance recruitment from minority ethnic groups, in order that the proportion is roughly equivalent to the proportion in the Welsh population (benchmark in 2011/12 4.0% (347 students) from BME communities.


158

WASS 1 - 5 Continue to build on our existing strengths to provide focused student-centred information, advice and guidance, to improve student progression and retention rates in the new curriculum-based model of student support, to be implemented in 2013/14.

Increase the progression rate of Community First (CF) students to 62% (178 students) in 2012/13 (c200 students).

Integration of Widening Access with the Open University in Wales staff training, development programme.

Annual Associate Lecturer (AL) development day(face to face) to include focus on widening access.


159

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Ref

Student Services

E&D 9 Ensure all Assessment, Credit and Qualifications staffare aware of the Equality Act 2010 and incorporate the requirements of equality legislation/policy within staff induction and training for new and existing staff.

100% of new staff complete the e-learning module as part of their induction training.

Career Development and Staff Appraisal (CDSA) and one to one discussions.

160

E&D 9 Ensure all assessment communication methods support participation and consider individual student needs.

All communication methods are evaluated prior to dispatch.

Student feedback and complaints.

161

WASS 1 Develop activity focused on raising skills of those in low paid, low skill work, those without traditional Higher Education entry qualifications, those from low affluence areas.

Continue to increase the proportion of students from low affluence areas to 41.5% in 2012/13.


162

E&D 3 / 5 Accommodate “Red Dates” within examination and conference schedules wherever possible, i.e.: avoid religious dates and festivals, and implement policies for alternative arrangements as necessary.

Examinations and conferences arranged on dates of religious significance remain low.

Comparison between examination schedule and religious dates. Requests for alternative arrangements citing religious grounds does not increase. 16

3

WASS 4 Deliver joint event with Carers organisations to highlight the role of the Open University in providing flexible distance learning for students.

Continue targeted work with Carers and Carers’ organisations to increase the total number of carers engaged through the project (currently 116 to date), and increase the proportion who go on to enrol on a course (from a benchmark of 52% of total engaged carers).

Successful delivery of event and raised awareness amongst carers of flexible distance learning.


164

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Ref

Student Services

WASS 5 Maintain relationship with staff in public and private prisons in Wales, including education departments, to ensure they continue to support Open University study in prisons.

In conjunction with the Offender Learner Programme Manager, continue working with external funding bodies and partners such as Prisoners Education Trust (PET), National Offender Management Service (NOMS) and Cymru.

Maintain numbers of offender learners registering on Open University modules and qualifications.


165

E&D Revise the Disability Action Plan for Northern Ireland during 2012/13.

New plan produced following consultation with stakeholders.

Published and submitted to Equality Commission Northern Ireland (ECNI) by 30th August 2013. 16

6

E&D Continue to adhere to Northern Ireland legislative requirements, including the duties under Section 75 (s.75) of the Northern Ireland Act 1998, specifically the duties to promote good relations across the community and equality of opportunities for designated s.75 categories.

Strengthened and strategic Policy and Public Affairs engagement activities underpin the work of the Open University in Northern Ireland and foster good relations and the widest possible engagement in Higher Education.

Legal compliance, effective monitoringarrangements, reports to Equality Commission NI (ECNI).

Fair Employment Return submitted by 30/6/13.

Annual Section 75 Report submitted by 30/8/13.

Annual Public Engagement Plan and delivery of events and related activity.

Adherence to statutory duties, deadlines for submitting reports and monitoring documents.

167

E&D 9 Learner Support Services to provide support for the Equality, Diversity & Information Rights Team to ensure effective communication and implementation of new student policies on transgender issues and issues relating to pregnancy and maternity.

Improved staff confidence.

Improved student satisfaction.

Collect feedback from senior managers in locations and feedback from coordinators in the New Unit.

Evaluate whether there have been fewer complaints and queries about these issues.

Collect feedback from The Open UniversityStudent Association (OUSA).

168

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Ref

University Secretary’s Office and Vice-Chancellors Office

E&D 1 Continue to champion widening participation and equality of opportunity to access to Higher Education (HE) at government levels.

Meetings with and influencing of key ministers and the leaders of Higher Education Funding Council (HEFCE), Office of Fair Admissions (OFFA)and other key organisations. Thought leadership on a national and international level through prominent speeches and articles.

Significant continued investment to champion and support the inclusion of underrepresented groups in higher education - many of whom form part of the OU student body. 16

9

E&D 1, 2 + 3 Ensure new policies arising from Study Experience Programme (SEP) have undergone equality analysis if required when being submitted to the academic governance structure.

That papers containing new principles and policies do not reach the decision-making committee if a required equality analysis has not been undertaken.

That people writing papers are aware of their need to do equality analysis and that there are no delays in the approval of new policies. 17

0

E&D 5 Review how we call for nominations for formal university committees to increase under-represented groups.

Higher proportion of nominations from under-represented staff (although have no baseline).

Review of nomination forms to influence further action. 17

1

E&D 6 Offer and provide alternative formats for papers on reasonable request.

Reasonable requests met. Log of requests for alternative formats kept and reviewed annually by Governance Team. 17

2

E&D 5 + 6 Liaise with Human Resources Development (HRD) about how to incorporate managing diversity into the Highly Effective Managers (HEM) course.

That HRD find a slot or agree to weave in managing diversity as an important concept in the HEM programme.

Review with HRD that it is included and gather feedback from participants. 17

3

E&D 5 + 6 Embed Leadership Competencies and Valued Ways of Working in recruitment in University Secretary’s Office (USO).

All roles in USO from September 2013 will use the competency frameworks instead of a ‘traditional’ person specification. Panels will be encouraged to use the question banks. ‘Respecting the Individual’ competency will be included in all person specifications.

That all further particulars are completed in this way.

174

E&D 5 + 6 Work with Human Resources Development (HRD) and Aspire mentors to encourage staff on programme to put themselves forwards for opportunities when university committees have vacancies.

That more under-represented staff are nominating themselves for positions on committees.

The Governance Team will be asked to evaluate the nomination forms for each formal committee in 2013/14. 17

5

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