Public Sector Equality Duty – Mainstreaming Report

April 2015

1. Introduction and report structure

The University of Glasgow is delighted to provide a mainstreaming report on our progress through the Public Sector Equality Duty (PSED) since its implementation in 2013. The report is structured in the following way:

To provide an overview of the University’s strategic architecture. The external influences which have impacted on the direction of the equality agenda. Mainstreaming examples – these are highlighted as structural examples, and then under the

relevant title of the General Equality Duty components. An update on progress in relation to the equality outcomes. The staff equality monitoring data. Equal pay information.

2. University’s strategic architecture

The University is currently consulting on its next strategic plan, and the key strategies underpinning this are likely to be revised to reflect the new visions and aims. The information below is based on the previous strategic plan as this informed the PSED developments in 2013.

2.1 In 2010, the University developed its strategy Glasgow 2020: A Global Vision to support its vision to enhance its position as one of the world’s great, broad based, research intensive universities. This core strategy is underpinned by four main strategic areas of Learning and Teaching, Research and Internationalisation and People and Organisational Development. The University’s core values are integrity, credibility, openness and success.

Glasgow 2020: A Global Vision defines our value of openness as

Our inclusiveness embraces diversity by valuing and respecting the perspectives and contributions of all our colleagues and students.

This value places equality at the heart of the University, which is reflected in the four strategic areas underpinning our overarching vision and mission.

Within this strategy the University identified the following equality Key Performance Indicator (KPI):

We will strive to ensure that the diversity of our staff population is in line with the local working population and that minority groups are fairly represented at senior levels. In particular we will work

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to increase the percentage of staff who are female in professorial and level 10 roles towards equal representation.1

The lack of women in senior roles, and specifically the Professoriate is an issue that the University is keen to address, and in considering our equality outcomes, it was imperative this KPI was reflected.

2.2 The University’s Learning and Teaching Strategy was developed in 2011, and has a set of guiding principles, with equality embedded within these. Two of the principles specifically address equality issues:

Inclusion, access and opportunity - Our student community will be a diverse group of individuals from a broad geographical and socio-economic base, who are recruited to the University on the basis of ability and potential to thrive in our learning environment and capitalise on the exceptional opportunities it affords them.

A Truly Supportive Environment - We will provide a truly supportive learning and teaching environment, for staff and students alike, free from discrimination, harassment and unfair treatment and that promotes ethical and social awareness.

The equality outcomes for students have been developed to address this, and aim to reflect and support this strategy.

2.3 The University’s Internationalisation strategy was developed in 2010, with the vision to grow our international reach and reputation. The strategy has six themes, the student and staff themes are outlined below.

Student Experience: To enhance the student experience at Glasgow by offering a culturally diverse learning environment that prepares students for global employment and citizenship and an experience built upon a wide range of world class support services, from point of enquiry to post graduation

Staff: To support effective engagement of staff with the goals of internationalisation and promote a culturally diverse community

There have been significant developments on each of these themes. The equality outcomes support the development of a culturally diverse community which is treated with dignity and respect.

2.4 The University’s Research Strategy is embedded within the Glasgow 2020 document and outlines our key action to deliver excellent research2 which is underpinned by three core activities to

Developing research strengths and multidisciplinary activities Growing our community of PhD students Extending our knowledge exchange activity

To support this, the University has identified we need to

attract and retain internationally recognised academics

1 http://www.gla.ac.uk/media/media_169346_en.pdf 2 Ibid.

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nurture the development of our talented early career researchers cultivate the research leaders of the future establish a rich research environment, and foster and support a diverse research student population.

These requirements ensure that embedding equality and diversity is at the heart of the University’s research strategy ensuring we have a supportive and collaborative environment for researchers.

2.5 The People and Organisational Development (POD) Strategy3 was developed in 2013 to provide the ‘people’ focus for the wider University Strategy. During consultation for this strategy development it was agreed equality would be mainstreamed in all the key components of the POD, rather than added as an additional element. This reflected the focus of mainstreaming set out in the PSED. The seven key strategic aims are:

Attract and retain high quality staff Strategically align individual performance & development planning Build leadership capacity and ensure capability development Reward excellence through equitable & fair pay Embed Internationalisation Maximise staff engagement Support cultural transformation

2.6 The Equality and Diversity Strategy4 was developed in 2012, and reflects the main strategies of the University. Many elements relating to the equality outcomes and other elements of the Public Sector Equality Duty are embedded within this document. An updated version of this document is in Appendix A.

3. External Influences

The University has numerous external influences on its strategy and focus. A number of these have assisted with mainstreaming equality throughout the University’s functions and processes. Examples of these are outlined below.

3.1 Enhancement-Led Institutional Review (ELIR) is the Quality Assurance Authority (QAA) review method for universities. The main focus of ELIR is to consider an institution's strategic approach to enhancement, placing a particular emphasis on the arrangements for improving the student learning experience. ELIR also examines the institution's ability to secure the academic standards of its awards. Set out in the handbook for institutions compiling their Reflective Analysis for the ELIR is the following:

ELIR will consider how effectively the institution manages the equality and diversity of its student population. This will include the arrangements for identifying and responding to student needs.5

3 http://www.gla.ac.uk/services/humanresources/a-z/pods/ 4http://www.gla.ac.uk/services/equalitydiversity/equalityanddiversitystrategyandpolicy/ 5 http://www.qaa.ac.uk/en/Publications/Documents/ELIR-handbook-3.pdf, pg. 6

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The QAA conducted an ELIR in 2013-14 at the University. This process allowed the University to explain how we have embedded equality within our learning, teaching and student enhancement processes. The Reflective Analysis report highlights some of the main mainstreaming processes the University has used to support equality, these include:

The University strategy (see section 2) and structure – specifically the Equality Champions (see section 4.1.1).

The development of the Equality and Diversity strategy linking to the main University strategies (see section 2.6).

The Equality Impact Assessment process (see section 4.1.3). The introduction of a new student records systems, allow students to manage their diversity

data. This system has also allowed monitoring of student equality data at different levels than previously.

Development of new student policies, including Maternity, Maternity Support and Adoption and a Carer’s Policy.

3.2 The Scottish Funding Council (SFC) Outcome Agreement

Outcome Agreements were introduced by the Scottish Government in 2012, with the main purpose of ensuring improved outcomes, for Government funding, across a range of areas. Since their conception the Scottish Government has asked universities to embed equality throughout their outcome agreements. They have also requested universities outline their ambitions in relation to Athena SWAN (see section 4.3.3). For the current 2015/16, the SFC Outcome Agreement guidance outlines:

The key priorities for the three-year period (in relation to equality):

A more representative proportion of entrants from different protected characteristic groups and care leavers.

The SFC also outlined:

In addition to the key priorities outlined above, we would like universities to consider carefully the need for actions to address gender balance, both in total participation and in particular subjects and consider setting aspirations for improvement. This area is one that will receive additional attention in school and college education as a result of the recommendations of the Wood Commission on Developing Scotland’s Young Workforce. While those recommendations do not directly address the university sector, changes in the gender balance with vocational pathways in schools and college should be something that affects university participation in the medium term. Some universities already have clear aspiration in this area. Universities should consider the extent to which gender balance is an issue and reconsider their existing aspiration, or potentially create a new one, in the light of the increased focus on this area.6

Further to the key priorities the SFC outlined the following as part of their national measure:

6 http://www.sfc.ac.uk/web/FILES/GuidanceOA1516/University_Outcome_Agreement_Guidance_2015-16.pdf

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When setting out aspirations, HEIs are asked to use SFC’s national measures which build on existing well-defined data sources. Where appropriate, we encourage institutions to supplement these with their own measures (for example, to provide supporting evidence of progress and outcomes in relation to access, equality and diversity).7

Including specifically:

Aim 5: A research base that is internationally competitive and improving its reputation and standing in the world.

Outcome: An increase in the number of institutions and departments securing Athena Swan awards.8

This guidance provides a framework of how a key funder is shaping and assisting with mainstreaming equality through the University’s key business functions.

As an example of the University’s response to this strategic driver, the most recent agreement covers the academic period 2014-15. The agreement states:

Equality and Diversity

35. The University compiles an annual student equality report. The report is discussed at the University’s Equality and Diversity Strategy Committee (chaired by the Principal). EDSC and Court’s HR Committee monitors action plans to address any noted inequalities. The last report shows that:

The proportion of female undergraduates (65%) is above the Russell Group median; Females are underrepresented in engineering and males are underrepresented in

Veterinary Medicine, Nursing and Education; BME students are less likely to get first class degrees; The proportion of BME students at the University is below the Russell Group median but

is on the median of Scottish institutions.

36. We hold an Athena Swan Institutional Bronze Award and have submitted three applications for Departmental Bronze Awards in the November 2013 round. The School of Physics has the Institute of Physics JUNO Champion Status (equivalent to Athena Swan Silver). It is expected that a further five STEM Schools will apply for Departmental Athena Swan Bronze in April 2014 and one Social Science School is applying for an Equality Challenge Unit Gender Equality Charter Mark in its 2013-14 pilot.9

3.3 Research Funding and Equality and Diversity

3.3.1 Equality and Diversity is increasing in prominence for research funders and research excellence assessments. Research Councils UK (RCUK), the strategic partnership of the UK's seven Research Councils, issued its Statement of Expectations for Equality and Diversity (‘the Statement’) in January 2013.

7 Ibid. SFC’s national measures are set out in Table 58 Ibid.9 http://www.gla.ac.uk/services/planning/otherplanninginformation/sfcgrantletters/

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The Statement was developed to assess whether policies in place to address equality and diversity issues are working in practice, embedded at all levels in institutions, and take account of the whole spectrum of equality and diversity issues. RCUK reviews the overall effectiveness of organisations’ approaches at a departmental and institutional level through its Audit and Assurance Programme.

Scottish Further and Higher Education Funding Council has included mainstreaming equality as a requirement for outcome agreements with the Scottish Further and Higher Education Funding Council (SFC) (see section 3.2).

Equality and diversity was embedded in the staff selection process for the University’s submission to the Research Excellence Framework 2014, the system for assessing the quality of research in UK higher education institutions. The University’s Code of Practice for ensuring that fair and transparent processes were used in the selection of staff for the REF2014 was approved by the Equality and Diversity Advisory Panel in August 2012.

3.3.2 Increasingly, research funding councils and bodies are introducing requirements on funding holders aligned to specific protected characteristics, particularly gender. Within the UK, these requirements have been devised according to participation and success in the Athena SWAN Charter for Women in Science (see section 4.3.3). An overview of the alignment of funding with Athena SWAN Award expectations is outlined in Table 1.

Table 1

Funding Body Funding Streams Athena SWAN Requirement

National Institute of Health Research (NIHR)

Biomedical Research Centres;

Biomedical Research Units;

Patient Safety Translational Research Centres.

Silver Departmental Athena SWAN Award

Research Councils UK (RCUK) All funding streams within the 7 Research Councils

Evidence from HEIs for meeting expectations includes Athena SWAN Awards.

Biotechnology and Biological Sciences Research Council (BBSRC)

(i) Top 30 funded Departments;

(ii) 8 Strategically Funded Institutes

(i) Participation in Athena SWAN

(ii) Athena SWAN Bronze Award

The growing focus on Athena SWAN participation and success contributes to the University’s strategic approach to embedding gender equality within its policies and practices, particularly those relating to career development and research.

4. Mainstreaming examples

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This is not an exhaustive list of mainstreaming at the University; but rather it provides specific examples of activity which show how equality has been mainstreamed. These have been provided as structural examples and examples relating to the three elements of the Equality Act 2010 General Duty.

4.1 Structural examples

4.1.1 The equality structure at the University ensures the responsibility for equality matters lies with the Senior Management Group (SMG). This is structured through Equality Champions where members of the SMG take responsibility for one or more protected characteristic, and the University’s Principal acts as overall Equality Champion. The details of the Equality Champions are available here - http://www.gla.ac.uk/services/humanresources/equalitydiversity/structure/champions/

The Equality and Diversity Strategy Committee (EDSC) manages all equality strategy and legal requirements for the University. EDSC reports to the University’s HR Committee for staffing matters and the Education Policy and Strategy Committee/Student Support and Development Committee for student matters. The Principal will take matters directly to SMG if required.

Each of the Equality Champions acts as a direct conduit for student and staff issues, and some host an equality group from that protected characteristic. This equality group has representation from staff, students, and relevant University Services, Colleges, academic staff and those from appropriate job families. The Student Representative Council sit on all equality groups.

The diagram in Appendix B outlines the structure.

4.1.2 All Court and Senate Committees require papers to be provided in a particular format. This now includes a section on the equality implications of the paper, this ensures the Committee is aware of:

any positive or negative impacts on a protected characteristic group; any links to other equality and diversity policy or initiatives; if the paper has been initiated by an equality initiative.

4.1.3 The University developed an Equality Impact Assessment (EIA) Policy and Guidance in 2008, which was amended in light of the legislation change in the 2010. The University continues to conduct EIAs on revised or new policies or processes. To support this, training was provided in 2014 on how to conduct EIAs, and understanding the policy and guidance. The training was targeted at administrators in Schools, Research Institutes and Services, and was attended by approximately 40 staff.

4.1.4 Equality is an integral part of the University’s management training programmes, including a specific requirement to complete both online training programmes (see section 4.2.1) for the First Line Management and Team Leading programmes. The Principal Investigators programme includes case study examples which relate to equality and managing diversity in teams. In addition, the Executive Coaching procurement process was weighted to ensure the provider selected had experience of coaching a diverse group of staff, given the international nature of the University’s staff at this level.

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4.2 General Duty - Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act

4.2.1 Equality and Diversity training is available for all staff via an online training course. Two courses are provided, Equality and Diversity Essentials and Managing Diversity. The University decided to move to an online module to ensure all staff had the time and ability to access training. Staff without access to a computer are provided with an alternative face to face course. The online training is mandatory for staff:

who sit on a recruitment or selection panel; involved in the selection process for the Research Excellence Framework 201410; to complete management training with the Staff Development Service; who are newly recruited, as part of the Employee Induction process.

The Equality and Diversity essential training covers:

Understand what equality and diversity are and why they are important. Review the key legislation and its implications. Examine ways to break down barriers to equality and diversity – prejudice, preconceptions

and stereotypes. Explore key tips and guidelines for promoting equality and diversity.

The University encourages all staff to complete the training. As of February 2015, 49% of University staff have completed the training.

4.2.2 The Equality and Diversity Unit (EDU) overhauled the University’s Equality and Diversity Policy. This was to realign several independent policies into one overarching document, with appendices relating to each of the protected characteristics. This overhaul ensured the University’s Equality and Diversity Policy11 reflected the Equality Act 2010 and the Public Sector Equality Duty requirements, and importantly outlines the individual and University’s responsibilities in relation to this area. To launch the policy a poster campaign promoting equality across campus was developed during the summer and autumn of 2014. This included inserting flyers into all the Fresher packs.

4.2.3 The University has conducted a biannual Staff Survey since 2009/10. In 2014, the University overhauled the survey and recruited an external supplier to conduct the survey. This resulted in a vast increase in the response rate; growing from 33% in 2012 to 60% in 2014. Included in the survey for the first time were specific questions on staff perception and understanding of equality and diversity. The overall results are outlined below:

94% are satisfied with their own level of awareness of equality and diversity issues. 92% feel the University acts fairly in relation to the nine protected characteristics in the

recruitment of staff. 83% believe the University is committed to equality of opportunity for all of its staff. Respondents believe the University respects all protected characteristics:

Marriage and Civil Partnership (99%) Sexual Orientation (98%)

10 http://www.ref.ac.uk/about/ 11 http://www.gla.ac.uk/services/humanresources/equalitydiversity/policy/equalitypolicy/

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Gender Reassignment (97%) Race (97%) Religion or Belief (96%) Disability (95%) Pregnancy/Maternity (92%) Sex (91%) Age (89%)

The University was encouraged by these positive results. To probe this information further, the University requested the full survey results by staff’s self-identified protected characteristics to allow the University to consider the individual experience of staff by age, disability, ethnicity, sex and sexual orientation. This has highlighted discrepancies in the satisfaction rates of staff who have a disability and staff who identify as Lesbian, Gay or Bisexual. To investigate this further the Disability Champion has held a series of focus groups for staff (see section 5.6), and the Sexual Orientation Champion intends to attend a future LGBT Staff network to discuss the results.

4.3 General Duty - Advance equality of opportunity between people who share a protected characteristic and those who do not.

4.3.1 The University of Glasgow has a long and proud history of supporting students into university from a wide range of backgrounds and has one of the largest percentages of students from underrepresented groups of all Russell Group institutions. The target of the widening participation activity include students who live in MD20 - MD40 areas, student articulation from College, care leavers, adult returners and recruitment from low progressions schools. The protected characteristics of the participants are not recorded on a regular basis, but we know a slightly higher percentage of female student participants. Disabled students are also participants as adjustments are made to learning and teaching materials.

The University participates in a wide range of programmes to support the widen participation activity, the main programmes include:

The Top-Up Programme has been designed to help S5 and S6 school pupils who are planning to enter higher education after school, or considering that option. Top-Up prepares pupils for the transition from school to university or college and helps them make informed choices about their futures.

The Reach programme is aimed at S4-S6 school pupils with the interest, potential and ability to study one of the following professional degrees: Dentistry, Law, Medicine and Veterinary Medicine and Surgery.

The University of Glasgow Summer School offers a six week experience of student life and undergraduate study. Participants choose two academic subjects and a study skills module, to ensure they have a solid grounding in the independent learning style they will need at university.

The scope and impact of these programmes are outlined in table 2.

Table 2

Programme Target Groups Numbers Impact

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Top-Up S5 & S6 in 44 low progression schools

1520 800 applications to University and other HEIs

REACH S4-S6 in 92 in low progression schools

1500 Target defined by SFC

University’s Summer School

S5&S6 in 68 low progression schools

200 Intake of c.79 new entrants

Access to Primary Education

S5&S6 in 18 low progression schools

40 Most applicants secure a university entry

SWAP Adult returners 800-900 C. 100 entrants to university.UoG Access Courses Adult returners 250 C. 120 entrants to university

and other HEIs.

4.3.2 The University’s Careers Service have a page on their website entitled Diversity in the Workplace12, this highlights to students their rights in relation to individual protected characteristics and employment. It provides links for organisations which support equality and employment. This webpage ensure that as our students move from education to employment they understand their rights, and where to get advice and guidance in relation to these rights.

The Careers Service was involved in a student survey and report led by a disabled student in 2012 looking at careers for disabled students. This highlighted disabled students’ concerns about going into the graduate job market, this local research has since been echoed by national research conducted by the Equality Challenge Unit in the report Supporting Disabled students’ transitions from higher education into employment: what works?13 As a result of this the University’s Career Service has addressed this by offering a workshop entitled Preparing for Professional Careers for Disabled Students and Graduates. The session content involves:

discussion around rights in employment and disability equality; tips on interviews and disclosure; advice on employment funding and free support; the session will also highlight the work of the Glasgow Centre for Inclusive Living (GCIL)14

Equality Academy and employment opportunities for disabled students and graduates.

4.3.3 Gender Equality Charter Marks

The Athena SWAN Charter recognises and celebrates good employment practice for women working in science, engineering and technology (SET) in higher education and research.

The Charter is administered by the Equality Challenge Unit (ECU), which is funded through the UK higher education funding bodies and representative organisations. Charter members can apply for recognition in the form of Bronze, Silver or Gold Awards at either Institutional or Departmental level. The awards recognise plans, and progress against plans, to address gender inequalities, to change culture and attitude, and to tackle structural barriers to women making career transitions into senior academic posts. Tables 3 and 4 outline the Institutional and Departmental awards and their requirements.12 http://www.gla.ac.uk/services/careers/guidance/diversity/13 http://www.ecu.ac.uk/wp-content/uploads/2014/11/ECU_Supporting-Disabled-Students-Report-2014_v6.pdf 14 http://www.gcil.org.uk/

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Table 3 Athena SWAN Institutional Awards

A Bronze university award recognises that the university has a solid foundation for eliminating gender bias and developing an inclusive culture that values all staff.

A Silver university award recognises a significant record of activity and achievement by the university in promoting gender equality and in addressing challenges across the full range of STEMM departments within the university.

Table 4 Athena SWAN Departmental Awards

Bronze department awards recognise that in addition to university-wide policies, the department has identified particular challenges and is planning activities for the future.

A Silver department award recognises that the department has taken action in response to previously identified challenges and can demonstrate the impact of implemented actions.

A Gold department award recognises sustained progression and achievement by the department in promoting gender equality. Gold departments should be beacons of achievement in gender equality and should champion and promote good practice to the wider community.

The Institute of Physics, Project Juno aim is to recognise and reward departments that can demonstrate they have taken action to address the under-representation of women in university physics and to encourage better practice for both women and men.

Table 5 outlines the three levels of Juno awards.

Table 5 Institute of Physics, Project Juno awards

Supporter The department starts its Juno journey by endorsing the five principles and making a commitment to work towards Practitioner and then Champion

Practitioner The department demonstrates that its Juno journey is well underway. Qualitative and quantitative evidence is gathered and its initial action plan

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demonstrates how the department aims to achieve Champion status.

Champion The department demonstrates that the five principles are embedded throughout the department. Further evidence is gathered and its action plan demonstrates how the department will continue to further good practice.

The Gender Equality Charter Mark (GEM) recognises commitment to advancing women’s academic careers in the arts, humanities and social sciences. The charter mark is administered by ECU and utilises the experience and methodology of the Athena SWAN Charter. GEM is awarded under the same structures as Athena SWAN (outlined in tables 3 & 4 above); ECU are currently aligning GEM and Athena SWAN to form a unified process and award from April 2015 onwards.

Table 6 outlines the University’s current Gender Equality Charter Marks and Awards.

Table 6

Area/School/RI Charter Mark Held Valid until

University of Glasgow Athena SWAN Bronze Institutional Award April 2016

School of Physics & Astronomy Athena SWAN Silver Departmental Award

IoP Juno Champion Status

November 2017

School of Geographical and Earth Sciences

Athena SWAN Bronze Departmental Award April 2017

Institute of Biodiversity, Animal Health and Comparative Medicine

Athena SWAN Bronze Departmental Award April 2017

School of Law GEM Bronze Departmental Award September 2017

Institute of Health and Wellbeing Athena SWAN Bronze Departmental Award November 2017

School of Chemistry Athena SWAN Bronze Departmental Award November 2017

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4.4 General Duty - Foster good relations between people who share a protected characteristic and those who do not.

4.4.1 Glasgow Refugee and Migration Network (GRAMNet) aims to bring together researchers and practitioners, NGOs and policy makers working with migrants, refugees and asylum seekers in Scotland by:

Becoming an internationally recognised research network for Refugees, Asylum and Migration in Scotland

Promoting knowledge exchange and capacity building between practitioners and researchers in the field through shared collaborative research programmes, open resources, the provision of joint research training workshops and professional development short courses, and the delivery of appropriate Master's and collaborative PhD degree programmes.

Encouraging interdisciplinary research on refugees, asylum and migration. Developing strong and active collaborative research and development links, not only

between the University of Glasgow and partners in policy making and the Third Sector, but also with those working in the field of sustainability, intercultural and international development.

GRAMNet is funded through the University, and in addition the Equality and Diversity Unit funds additionally activities on behalf of GRAMNet, these have included:

Sponsoring specific film screenings as part of their film series, raising the profile of international films which relate to migration and immigrations issues.

Supporting the University’s and GRAMNets membership of the Scottish Refugee Council. Supporting GRAMNet to host a CARA event on campus, outlining the historical and ongoing

support provided by CARA to academic refugees.

4.4.2 The University has supported the Glasgow University Muslim Students Association (GUMSA) Interfaith Dinner for a number of years. This dinner is hosted by GUMSA, and they invite the other student faith societies to attend, as well an open invitation to all students. The aim of the dinner is to ensure students of different, and no faith, have the opportunity to meet in an informal setting.

4.4.3 The University’s Counselling and Psychological Services (CaPS) identified further support was required for Chinese student integrating into the University and wider British culture. As a result they now run a support course entitled British Culture Courses for Mandarin speakers. The course description states:

This course will help you gain full understanding of British culture & teaching style and build up confidence with your new life and study.

Main content of the course:

Difficulties the international students may experience while studying in the UK. Understanding culture shock and how to deal with culture shock Understanding British custom and Glasgow accent

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Understanding British teaching and learning styles and how to cope with ‘academic shock’

Support services within and beyond campus

This is a 2-session course and over 50 Chinese students attended in 2014.

5. Equality outcomes update

A summary document of the University’s equality outcomes, their strategic links, and success measures are available in Appendix C. The EDU has reviewed the equality outcomes and the progress to date, and we currently do not propose changing any of these outcomes, as they are still strategically important and/or have evidence identifying them as a concern to staff/students.

5.1 Ensure all learning materials for course complies with an agreed inclusion and accessibility standard.

The University progressed this equality outcome through a revision of the Guidance for staff: Supporting Disabled Students15, which has been updated to outline roles and responsibilities, reflect new technologies, legal framework and to include areas previous omitted from the guidance. The guidance also includes case study examples to illustrate reasonable adjustments which can be put in place. The format of the Guidance has change from a published booklet to an online resource, which allows the University to update and promote it on a more regular basis.

The University has developed a Lecture Recording Policy16 as the incidence of lecture recording is increasing across the University for a number of reasons including changing pedagogical models of delivery, availability of automatic systems, and students themselves recording lectures. This policy development will support disabled students, as this is a common reasonable adjustment put in place, but it widens the scope and allows other students to use this policy to enhance their learning.

5.2 Degree attainment – reduced any disparity for students from different protected characteristic groups.

The Equality and Diversity Unit (EDU) provided a comprehensive report on Degree Attainment to the EDSC in 2013. The report considered the sector-wide phenomenon, known as the Degree Attainment Gap, which is known to exist17. The ethnicity degree attainment gap is measured by comparing the percentage of UK-domiciled BME students obtaining a First or 2i degree, with the percentage of UK-domiciled White students obtaining a First or 2i degree.

The report summarises: Black (UK) students have been much less likely to achieve a first class degree than students

from other ethnicities, but more likely to achieve a 2i degree. Black (EU/International) students have been more likely than any other groups to achieve a

2ii degree, and less likely than most other groups to achieve a first or a 2i.

15http://www.gla.ac.uk/services/learningteaching/resourcesforstaff/goodpracticeresources/ supportingdisabledstudents/ 16 http://www.gla.ac.uk/media/media_359179_en.pdf 17 Equality Challenge Unit & Higher Education Academy, “Improving the degree attainment of Black and Minority Ethnic Students”, February 2011. www.ecu.ac.uk/publications/improving-attainment-of-BME-students

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Chinese (EU/International) students fared less well than other groups in 2010-11 and 2011-12. In 2012-13 their profile appears much more similar to the profile of White (UK) and Asian students (both UK and EU/International).

The degree attainment gap for the University of Glasgow appears to be higher than the Scottish average for the years in which this data is known.

It should be noted the actual numbers of Black (UK) students within the University is small.

The EDSC reviewed the report, and requested further work was done on the investigation of the reasons for the disparity, this included considering ethnicity and the degree programme studied, and investigating the ‘unclassified degrees’ (which generally relate to Clinical Medicine which does not follow the usual classification system). It was agreed this work would be taken forward by the EDU, Race Equality Champion and Vice Principal for Learning and Teaching.

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5.3 Retention – continue to address retention and progression issues based on protected characteristic groups.

The Retention and Success Working group continues to consider the continuation figures for students by protected characteristic. The most recent data was discussed in February 2015 and the following agreed:

Disabled students retention was not considered an issue when the equality outcome was set in 2013, however the disparity to non-disabled students has grown and this should be discussed with the Disability Champion and Disability Service to understand the reasons.

The sex disparity continues to be an issue, although the figure has reduced in the last year’s recorded figure. The working group is keen to understand the male engagement rate with student services, and will seek to understand if figures can be made available for this.

The age figures for the >20 caused the greatest concern for the working group, as the gap was approximately 7% from the University average. The group discussed in detail the possible reasons, including entry through a non-traditional route and combining study with work and/or dependent responsibilities. However, it was identified that >20 age range was significant, and different issues may be impacting at different life stages. It was agreed that further analysis was required, breaking down the demographic further.

Ethnicity figures were noted; currently interventions are not targeted at students on the basis of race.

5.4 Increase the diversity of the Professoriate and management positions, specifically in gender and ethnicity.

The University’s strategy Glasgow 2020 set a KPI around growing the percentage of female professoriate and senior managers in the institution (see section 2). As a result, there has been substantial gender equality work completed, much of it is linked or related to Athena SWAN and therefore is detailed in section 4.3.3. However, other initiatives which should be highlighted include the College of Arts and Social Science Women’s Mentoring programme, specific support aimed at academic women and the promotion procedures, and the recently agreed policy to support academic returners with funding to ensure their research careers are maintained.

Considering the level 10 statistics, since 2011/12 the University has had fairly static female and male representation, with females at around 25%. This initially may seem disappointing given the University’s focus on gender equality, however if you only consider Professors (excluding the Senior Administration staff) the percentage of females has increased from 21% in 2010 to 24% in 2014.

Charts 5 and 6 shows the percentages of level 10 staff by sex since the equality outcome was set.

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Female24.6%

Male75.4%

Chart 5 - 2012/13 - Sex by Level 10 staff

Female25.7%

Male 74.1%

Chart 6 - 2013/14 - Sex by Level 10 staff

The University has seen a growth in the percentage of level 10 Black and Minority Ethnic (BME) staff from 2.3% in 2011/12 to 4.5% in 2013/14. This is a steady increase and may reflect our targeted recruitment for Research Excellence Framework and the embedding of the University’s Internationalisation Strategy.

Chart 7 and 8 shows the percentages of level 10 staff by ethnicity since the equality outcome was set.

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4%

85.1%

10.9%

Chart 7 - 2012/13 - Ethnicity in Level 10 staff

Black and Minority Ethnic

White

Information Refused/Not known/Blank

4.5%

84.4%

11.1%

Chart 8 - 2013/14 - Ethnicity in Level 10 staff

BME

White

Not Known/Info Re-fused/blank

5.5 Foster a supportive culture, which promotes dignity and respect and where all staff feel valued and inappropriate behaviours are challenged.

As outlined in section 4.2.3, the University conducted a staff survey in 2014. This survey was conducted differently compared to the previous survey, and therefore it is difficult to draw direct comparisons. As part of the 2014 survey, the University asked staff about whether they felt valued, their awareness of the Dignity at Work and Study policy and their experience of bullying and harassment. The survey results provided some very positive outcomes in relation to equality, however some of the results in relation to these areas highlight where the University’s focus should be.

30% of respondents responded they were aware of the Dignity at Work and Study policy, indicating 70% were not. To address this, the Equality and Diversity Unit (EDU), with the support of the Communications Office, are devising a Dignity campaign across campus targeted at both staff and

18

students. This will be broadcast across a number of mediums to allow for as wide a coverage as possible.

The Equality and Diversity Unit has recruited five additional Harassment Volunteers (HV’s) to support informal resolution process for bullying and harassment cases. They have undergone training and support and are currently being buddied by more experienced HV’s, until they are confident in the role.

5.6 To provide seamless service provision to disabled staff.

The University continues to see a growth in the percentage of staff disclosing a disability, from 2.6% in 2011/12 to 3.1% in 2013/14, which is encouraging. However the recent staff survey in 2014 highlighted disabled staff have higher levels of dissatisfaction when compared to the general University staff population. To investigate and address this, the Disability Equality Champion held a series of focus groups with disabled staff in early 2015 to understand their concerns. The focus groups specifically asked disabled staff about their experience of leadership, equality and diversity, communication and job satisfaction. These focus groups have recently concluded, and a report and action plan will be produced to address the concerns raised. It is intended the information provided through this consultation process will assist in shaping and meeting this outcome.

6. Equality monitoring

The University has conducted annual equality monitoring of all staff since 2011. The annual report is presented to the Equality and Diversity Strategy Committee (EDSC). In 2014 the University had three years of data, which allowed us to produce a trends analysis report, also presented to EDSC. The key findings of this report will influence our strategy and equality outcomes going forward; as it is imperative we have evidence based research to support our initiatives. All three years of reports, and the trends analysis report are available here - http://www.gla.ac.uk/services/humanresources/equalitydiversity/monitoring/latest/

7. Equal Pay

The University of Glasgow is committed to the principles of equal pay for all of our employees. We operate a single job evaluation scheme to measure the relative value of all jobs in our pay and grading structures within an overall framework that is consistent, transparent and fair. The University aims to eliminate any gender bias in our pay and remuneration systems and understands that equal pay between males and females is a legal right in accordance with the Equality Act 2010, Public Sector Equality Duty and European law. The University’s full Equal Pay Statement is available - http://www.gla.ac.uk/services/humanresources/all/pay/paygrading/equalpay/

The University’s Gender Pay Gap was recorded in April 2013 at 24%; in April 2015 it is recorded as 20.9%. The University is pleased to note the downward trajectory of the gap. The organisation also notes to continue this trend will be challenging and has put in place initiatives to address this including an Equal Pay Action Plan, reviewing the Market Supplement Policy and supporting women in career progression. The full Gender Pay Gap statement is available - http://www.gla.ac.uk/services/humanresources/all/pay/paygrading/genderpaygap/

19

V1.4 20150220

Appendix A

Equality and Diversity Strategy 2011-2015 Action Plan

Glasgow 2020

Strategic Objective 1: To support the University of Glasgow to achieve its vision and mission to enhance its position as one of the world’s great broad-based, research intensive universities.

The EDU will achieve this by supporting the University’s value of openness which identifies our commitment to inclusiveness and embraces diversity by valuing and respecting the perspective and contributions of all our colleagues and students.

Action Lead and Partners

Strategicreference Timeframe PC(s) 2015 Update PSED

relevant

1.1

To produce an annual equality monitoring report for staff and students and use the trend data from this report to direct EDU’s work in the future.

EDU (Lead), HR,

Planning Office

Staff/equality section of Glasgow

2020,HR

Internationalisation Action Plan

Annually, as agreed by partners

All Ongoing

YES

Equality Outcomes

2, 3 & 4

1.2

To continue the roll out of the Equality Impact Assessment policy and guidance, and support staff when conducting an EIA.

All relevant staff POD Ongoing All Ongoing YES

Original approved by EDSC February 2012. Updated again when approved as Mainstreaming Report for PSED, April 2013. V1.3.1 is the 2014 annual update.

Learning and Teaching Strategy

Strategic Objective 2: Via a robust, transparent and fair admissions policy, to attract the best talent, from whatever background, to study at this University and to support it in achieving academic success. In doing so, to remain the leading University of choice for talented students from under-represented groups.

Action Lead and Partners

Strategicreference Timeframe PC(s) 2015 Update PSED

relevant

2.1

Embed Equality & Diversity practices (ELIR Reflective analysis)We will increase the use of our impact assessment process to monitor progress of our equality action plans, supported by enhanced staff development and training.

EDU (Lead), EDSC,LTC

L&T Strategy Action Plan Ongoing All

Ongoing.Refer to Actions 1.2 and 6.1/6.2

YES

2.2

Equality & Diversity agendaELIR Report Para 67Overall, substantial work has been carried out on setting the policy and management framework for student equality and diversity matters. Work remains to be done across the range of equality strands to embed practice, particularly with regards to learning, teaching and curriculum planning.

EDU (Lead), EDSC,LTC,

Senate Office,SRC

L&T Strategy Action Plan Ongoing All

Ongoing.

LTC’s Guide to Supporting Disabled Students

published on website

December 2013.

YES

Equality Outcomes1, 2 & 318

2.3

To attend the Retention and Success Working Group, and identify if the EDU can assist with the work taken forward by this group.

Retention Working Group

(Lead),RIO, EDU

L&T StrategyFrom

November 2011

Sex (male),

AgeOngoing

YESEquality

Outcome 3

18 For a list of equality outcomes, see Appendix B21

Action Lead and Partners

Strategicreference Timeframe PC(s) 2015 Update PSED

relevant

2.4

To ensure our admissions processes are fair, consistent and provide the University with the transparent process for recruiting the best students.

RIO (Lead), Colleges, EDU

L&T Strategy Action Plan

EdPSC paper in January

2012All

EdPSC WG agreed Admissions Principles for all devolved areas – reported to EdPSC

Nov 2012.

N/A

2.5

To review the statistical evidence and identify if there is an attainment gap between students of different ethnicities.

EDU (Lead), Race Champion, Planning Office

Internationalisation Strategy See 1.1 Race

Initial evidence of gap identified and reported to EDSC November 2013. Further specific investigations

ongoing

YES

Equality Outcome

2

2.6

To hold a series of student focus groups for Black, Asian and Minority ethnic students to gain further understanding of their student experience.

EDU (Lead), Race Champion,

SRC

Internationalisation Strategy

Complete by 2011/12 Race

TBC – once issue is better understood

from action 2.5N/A

2.7

To campaign/request a specific scholarship for students with refugee/asylum seeker status to study at the University.

Refugee Champion

(Lead),RIO, SRC

Internationalisation Strategy June 2012

Race, Religion

and Belief, Sexual Orienta

tion.

CARA Event held on campus

October 2015.

Discussions held to potential

scholarship sponsors.

N/A

It should be noted that learning and teaching issues relating to disabled student experience are managed by the Disability Service.

22

Research Strategy

Strategic Objective 3: To ensure the University is fair, equitable place where research thrives. Ensure the University is fully aware of all the equality implications in the Concordat and REF2014, and that all researchers of the appropriate academic standard are able to participate in each process.

Action Lead and Partners

Strategic reference Timeframe PC(s) 2015 Update PSED

relevant

3.1

To join the Athena Swan charter and support the University bronze award submission.

Gender Champion

(Lead), EDU HR, Colleges

Concordat Implementatio

n Plan,POD, Glasgow

2020

Submit November

2012Gender

University achieved Bronze award April 2013,

renewal due 2016.Four Schools/RI’s hold bronze awards, three

award results are pending. Three Schools/RI

intending to submit in April.

YES

Equality Outcome

4

3.2

To ensure the University’s REF2014 Code of Practice takes into account all the equality implications in the REF.

R&E (lead), EDU, HR, Colleges

Glasgow 2020,POD July 2012 All

REF outcomes returned, all reductions for personal circumstances accepted.

N/A

3.3

To ensure all University staff involved in the REF selection process are trained in equality.

R&E (Lead), EDU, HR, Colleges

POD,E&D Training From July 2012 All Complete – summer 2012. N/A

3.4

To ensure the University is meeting the requirements set out in the RCUK Equality and Diversity statement.

R&E (Lead), EDU Glasgow 2020 From February

2013 All

EDU has presented to RDC and provided a paper to

RPSC on funding implications relating to

equality issues.

N/A

23

Internationalisation Strategy

Strategic Objective 4: To support the University’s Internationalisation Strategy, specifically on the three key themes of student experience, staff and local engagement.

Action Lead and Partners Strategic reference Timeframe PC(s) 2015 Update PSED

relevant

4.1

To identify ways to support internationalisation through the provision of learning and development opportunities.

SDS (Lead), EDU, HR, Colleges

PODBy January

2011 & ongoing

Cultural diversity,

race,Religion

and Belief.

People Development Plan – mainstreamed

by SDS.

N/A

4.2To assist with the implementation of the HR Internationalisation Action Plan and associated activity.

HR (Lead), EDU, SDS, Colleges

POD and Internationalisatio

n Action Plan.

By January 2011 & ongoing

Cultural diversity.

EDU has reviewed the current actions and proposed new actions to update

the plan in relation to equality.

N/A

24

Human Resource Strategy

Strategic Objective 5: Mainstream equality and diversity in all staff related practices.

Action Lead and Partners

Strategic reference Timeframe PC(s) 2015 Update PSED

relevant

5.1To develop a Single Equality Policy encompassing all the protected characteristics.

EDU (Lead), EDSC, HR,

Senate Office, SRC

POD Complete by April 2012 All Policy approved by HRC

January 2014. N/A

5.2 To develop a Dignity at Work policy EDU (Lead), HR POD April 2012 All

Approved by Court June 2012. Amendments

approved by HRC January 2014

YES

Equality Outcome

5

5.3 To develop and implement mentoring scheme following pilot study.

HR (Lead), SDS,EDU

PODComplete pilot by

June 2012

Gender (initially)

ECDP Mentoring Scheme implemented by SDS from Autumn

2013.

CoSE and MVLS mentoring scheme as part of Athena SWAN

action plan launched in summer 2014.

N/A

5.4

To conduct annual equal pay audit and review and implement revised action plan accordingly.

HR (Lead), EDU POD Annual

Gender, other PC’s

may be considered.

Gender Pay Gap and Equal Pay statement will be updated April

2015 in line with PSED.

YESDisability

and Ethnicity

audits required by 2017

25

Action Lead and Partners Strategic reference Timeframe PC(s) 2015 Update PSED

relevant

5.5To undertake legislative horizon scanning and respond to changing equality legislation and case law.

EDU (Lead), HR POD Ongoing All Ongoing. N/A

5.6 To develop a Single Equality Scheme as required by the Public Sector Duty.

EDU (Lead), EDSC, HR,

SRC, University

community

TBC All

PSED has superseded this –

paper submitted to EDSC in June 2012.

N/A

5.7

To support the development and delivery of STELLAR Scotland, a Black, Asian and Minority Ethnic leadership programme.

Prof. Shireen Davies (Lead),Race

ChampionEDU, HR, Imperial College London

Staff objectives building

leadership capacity and

ensure capability development in Glasgow 2020,

POD, Internationalisation Strategy, Equality

and Diversity Training.

August 2011, anticipated programme

to commence in March

2012

Race

Programme planned and then dissolved due to lack of interest

from other Scottish HEIs.

Abridged version planned for 2014

but again dissolved due to lack of

interest from other Scottish HEIs.

YES

Equality Outcome

4

26

Equality and Diversity Training

Strategic Objective 6: To ensure all staff understand their responsibility in relation to equality and diversity legislation. To develop bespoke equality training as required by the client group. To develop value-added equality training for relevant staff groups.

Action Lead and Partners

Strategic reference Timeframe PC(s) 2015 Update PSED

relevant

6.1To roll out the two online equality training modules

across the University.

EDU (Lead), SDS, HR, Colleges/US

PODHR

Internationalisation

FromOctober 2011 All

As at February 2015, 49% of University staff had completed

the online training.

YES

Equality Outcome

519

6.2To provide equality training to staff who cannot access IT facilities.

EDU (Lead), SDS,US

FromOctober 2011 All

249 staff had completed face-to-face E&D training. A DVD

has been supplied to Cleaning services for new staff.

YES

Equality Outcome

5

6.3

To provide bespoke equality and diversity training as requested, and to suit the client’s requirements.

EDU (Lead), SDS, University Managers

As requested All

Ongoing.

Transgender Awareness training provided to Adam Smith Business

School and SRS.A tendering process has been

completed for Unconscious Bias training.

N/A

6.4

To ensure recruitment and selection training reflects current legislative requirements, and promotes best practice in relation to equality.

SDS (Lead), EDU,HR Recruitment HR Strategy Ongoing All

Ongoing.E&D Essentials online training

now a pre-requisite for SDS recruitment/ selection courses.

Unconscious bias now also incorporated into R&S training by

SDS.

N/A

19 For a list of equality outcomes, see Appendix B27

Equality and Diversity Projects

Strategic Objective 7: To manage the development of bespoke equality projects in line with the desired requirements.

Action Lead and Partners

Strategic reference Timeframe PC(s) 2015 Update PSED

relevant

7.1

To finalise the Disability Library Audit and present the final report to the Library Management Team.

EDU (Lead), Library,

DS

Complete November

2011Disability Report completed and sent to

Library and E&B, March 2012. N/A

7.2

To support the reporting of the Mental Health Working Group, and any subsequent actions agreed by the Disability Equality Group.

EDU (Lead), Mental Health

Working Group,

DEG

Complete in 2011

Disability/Mental Health

Report provided to DEG October 2012.

Recommendations being taken forward by SRC, HS&W, EDU,

HR and C&PS.

SRC-led Student Mental Health Policy and Guidelines,

approved at SSDC 10/01/14.

N/A

7.3

To support the student-led Disabled Students careers survey, and reporting to the Disability Equality Group.

EDU (Lead), DEG, Careers Service, SRC

March 2012 Disability

Survey completed and report provided to DEG June 2012.

The Careers Service provide a specific workshop for disabled

students on graduate employment.

N/A

7.4

To gain approval and roll out the voluntary work placement scheme for refugees and asylum seekers, and disabled ex-military personnel.

EDU (Lead), HR, GRAMNET

A Seekers/Refugees asap;

Ex-Military personnel December

2011

Race, Disability

Approved by EDSC October 2011.

Taken forward by CARA Working Group.

N/A

Action Lead and Strategic Timeframe PC(s) 2015 Update PSED

28

Partners reference relevant

7.5

To implement actions from the Stonewall Workplace Equality Index as agreed by Sexual Orientation Equality Group.

EDU (Lead), SOEG Ongoing

Sexual orientati

on

Progress has been made since last update – ongoing work on

some action points N/A

7.6

To devise and host a Faith Mini-Conference in the form of a Global Café, as agreed by the Religion and Belief Equality Group.

EDU (Lead), R&BEG,

SRC

Internationalisation Strategy

April 2012Religion

and Belief

Completed on7 November 2012. N/A

7.7

To manage the Disabled Go contract, and decide in consultation with Estates and Buildings how best to continue this service.

EDU (Lead), E&B, Disability

Champion

Contract expires August

2012Disability

New building and rooms covered by Disabled Go. EDU reviewed the current links on

the University site and strengthened their positioning.

Linked embedded within the new timetabling app.

N/A

7.8

To ensure the University’s car parking policy is fair for all users, in particular disabled users.

EDU (Lead), Central Services

March 2012 Disability Revised February 2012. N/A

29

Glossary of Terms

C&PS Counselling & Psychological ServiceCARA Council for Assisting Refugee AcademicsDEG Disability Equality GroupDS Disability ServiceE&B Estates and BuildingsECU Equality Challenge UnitEdPSC Education Policy and Strategy CommitteeEDSC Equality and Diversity Strategy CommitteeEDU Equality and Diversity UnitGRAMNET Glasgow Refugee, Asylum and Migrant NetworkHR Human ResourcesHRC Human Resources CommitteeLTC Learning and Teaching CentreMVLS College of Medical, Veterinary and Life SciencesPOD People and Organisational Development StrategyPSED Public Sector Equality DutyR&BEG Religion and Belief Equality GroupR&E Research and EnterpriseRIO Recruitment and International OfficeRWG Retention Working GroupS&E College of Science and EngineeringSDS Staff Development ServiceSOEG Sexual Orientation Equality GroupSRC Student Representative CouncilSSDC Student Support Development CommitteeUS University Services

30

Appendix B – Equality and Diversity Governance

31

No.

Equality Outcome Evidence Strategic link

Protected characteristic

Lead Success MeasureSt

uden

ts

1. Ensure all learning materials for course complies with an agreed inclusion and accessibility standard.

Disabled Student SurveyFY Survey

L&T StrategyE Learning Strategy

DisabilityInternational students (Race/Religion and Belief)

Disability Champion, EDU and DEG

Improved approval rating on surveys relating to access information.

2. Degree attainment – reduced any disparity for students from different protected characteristic groups.

Student Monitoring Report

L&T Strategy

Age, Disability, Race and Sex.

Clerk of Senate, VP L&T, EDU

Reduce disparity for protected characteristic groups in degree attainment, as monitored.

3. Retention – continue to address retention and progression issues based on protected characteristic groups.

Retention Working Group – annual statistics.

L&T Strategy

Age, Disability, Race and Sex.

Retention Working Group

Reduce disparity in retention between protected characteristic groups identified.

Staff

4. Increase the diversity of the Professoriate and management positions, specifically in gender and ethnicity.*

Staff Monitoring Report

Glasgow 2020

Sex, Race Gender & Race Champion, HR, HoC, CMG

Year on year growth in the percentage of females and BME in these roles.Engagement levels in Leadership and Management training.Increased percentage of female and ethnic minority applicants, and applicants for promotion.

5. Foster a supportive culture, which promotes dignity and respect and where all staff feel valued and inappropriate behaviours are challenged.

Staff Monitoring Report, Staff Attitude Survey.

Glasgow 2020, HR Strategy

All EDU, HR Improved satisfaction for the Staff Attitude Survey in relation to being valued.Percentage 90%+ of completion rates of E&D training by 2017. Devise a training plan to support this.Increase in the use of informal resolution process (currently HVN’s – other measures will be required).Development of guidance on acceptable behaviour.

6. To provide seamless service provision to disabled staff.

Staff Attitude Survey

Glasgow 2020, HR Strategy

Disability HR, Occupational Health, Disability Service

Set up a measurement process for the provision.Increase satisfaction of disabled staff in the Staff Attitude Survey.Increase disclosure rates for disabled staff.Cognisance of this for the Campus Master plan.

Appendix C – The University of Glasgow Equality Outcomes

32