Download Annual Report on Race Equality

Annual Report on Race Equality
Foreword by the Principal
The Arts Institute at Bournemouth is committed to the provision of an educational
environment which is free from all forms of discrimination, and actively promotes equality of
opportunity. We explicitly acknowledge the importance of diversity in our Strategic Plan, and
seek to ensure that the needs and interests of all students, staff and other stakeholders are
met through our policies, procedures and services, as well as through educational provision.
As Principal and Chief Executive Officer, and Chair of the Institute’s Academic Board, I am
pleased to present this annual report on the progress made by the Institute in implementing
its Revised Race Equality Policy, produced in response to the general statutory duty to
promote equality of opportunity and promote good relations between different racial groups,
and the specific duties of public authorities, as outlined in the Race Relations Amendment Act
2000. Our policies and procedures make clear that any act of illegal racial discrimination will
not be tolerated.
The significant achievements of the last year demonstrate our commitment to ensuring that
equality is at the heart of our work. Leadership and commitment at all levels of the institution
are central to the success of the Policy and we will work proactively to reinforce the benefits
of a diverse student–staff population. In turn this will enhance our learning environment, the
academic courses we offer and hence the overall student learning experience, as well as
providing a dynamic and integrated community in which all staff and students are able to fulfil
their own potential.
Professor Stuart Bartholomew
Principal and Chief Executive Officer
April 2008
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Race Equality Policy Annual Report 2008
1.
Introduction
1.1
The Arts Institute at Bournemouth published its Revised Race Equality Policy in April
2007. The Policy is an annex to the Institute’s Equality and Inclusivity Policy, and
articulates the ways in which the Institute seeks to promote race equality, and to
eliminate unlawful discrimination and harassment in respect of race.
1.2
In future years, it is likely that the Institute will prepare one annual report on its
equality and inclusivity activity, which shows the progress it has made in delivering on
the equality agenda. However, in this first year of operation, it has been decided to
report on race equality separately.
2.
Management structures
2.1
During the course of the last year, the Institute has undertaken a review of its student
support services, which led to a restructuring of this area of its provision. A
consequence of this restructure was that the compound post of Equalities
Coordinator, which covered both general advice to Institute managers on equalities
issues and student disability advice, was reconfigured, and two new posts were
created; Senior Officer (Equalities) and Senior Disability Officer. The Senior Officer
(Equalities) is now responsible for the aspects of the former role of Equalities
Coordinator which relate to the broader equalities agenda, specifically emerging
legislation and good practice, and advice to the Institute’s management on the
implications of these developments. This post reports to the newly established post of
Institute Secretary, and the Secretary is responsible for leading on areas of
compliance, including equalities. A new Senior Disability Officer has also been
appointed to work directly on student disability issues based in Student Services.
2.2
The Equality and Inclusivity Committee remains a key committee within the Institute
which considers developments in equalities legislation and monitors the Institute’s
response, including monitoring progress against relevant action plans. The Director
of Academic Services remains Chair of this Committee, the constitution of which has
been revised to reflect the new staffing structure in both Student Services, and
equalities guidance. Likewise the Race Equality sub-group which gives detailed
scrutiny to progress remains unaffected. Following a standard three year period of
office, a number of members of the Equality and Inclusivity Committee have stood
down, and new staff nominations have been made to the Committee. This is
particularly welcome as it provides the opportunity to publicise the work of the
Committee more widely across the Institute and gives opportunity to more staff
members to offer their views on equality issues. The constitution and framework of
the Equalities and Inclusivity Committee and its sub-groups is available on the Arts
Institute Website and on the Intranet.
2.3
The recently revised equalities structure also includes the new Staff and Student
Equalities Forum. This group has been put in place to provide further means of
consultation with staff and students. The new Equalities Forum meets once termly
and attendance is open to any student or staff member.
2.4
The Equality and Inclusivity Committee continues to report to Academic Board, which
is the most senior academic committee.
3.
Progress against action plan (by theme)
3.1
Leadership
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3.1.1
The Institute’s core values include the promotion of diversity and individuality, which
are critical in the establishment of a creative environment which builds on the
strengths of all cultures, backgrounds and experiences. There is a significant
management commitment to the value of a diverse staff and student body, evidenced
by the reporting structures and committee framework mentioned above in section 2.3.
3.1.2
The Institute’s Strategic Plan sets out the commitment to equality, which is a focus of
the Human Resources Strategy 2006-11.
3.1.3
The Strategic Plan additionally identifies increasing overseas student recruitment and
the further strengthening of the cultural diversity of the student body as a key
objective and describes the need to enhance the quality of the learning and cultural
experience of overseas students. The new Learning Strategy, developed over the last
academic year and approved in March 2008, includes actions relating to the
internationalisation of the curriculum. It is anticipated that this will be supported
through the staff development programme.
3.1.4
The Equality Scheme action plan foresaw developments in a number of central
Institute policies and strategies during 2007. These policies are reviewed every three
years, and relevant changes will be made as each is reviewed. However the
Learning Strategy (as above) and Widening Participation Strategy (see section 3.5
below) and have both been the subject of review in the last year, and both make
explicit reference to equality issues.
3.2
Equality Impact Assessments
The Equality Impact Assessment mechanism is discussed under section 7.
3.3
Marketing and Publicity
3.3.1
The Arts Institute at Bournemouth routinely uses positive images of people from BME
groups within the directory and other appropriate publicity distributed both internally
and externally. Statements on our commitment to an inclusive community are also
included in appropriate marketing literature. At present there is more detail on the
provision for disabled stakeholders in the Institute’s marketing literature than on that
for the other equality strands such as race, although a range of inclusive images are
used. The Institute recognises the importance of promoting its race equality provision
and to this end, a review of statements on equality and inclusivity in marketing
material is to take place in the near future.
3.3.2
The Arts Institute is regularly featured in the local press for its achievements and
activity as well as to advertise forthcoming events. The Institute is also involved in
external events to promote race equality and celebrate diversity such as
Bournemouth Multi-Cultural Day in October 2007 and in April 2008 a 3rd year Arts and
Events project called ‘Exploring Nepal’ took place at Blandford Military Base. The
Students’ Union at the Arts Institute is another team where cultural awareness events
are organised and encouraged, such as the May 2008 seminar on justice for
Colombia. The Institute adopts a policy of seeking to promote activity on a selective
basis, to maximise impact, and this area of the Race Equality Policy may require
review to ensure that it is realistic about future plans. The introduction of a new
clause in Third Party Provider contracts to ensure compliance with our Race Equality
Policy (and therefore the RR(A)A) will aid the external promotion of the Arts Institute
as an organisation which takes its equality duties seriously.
3.3.3
At present there is no statement of rights under the RR(A)A included in publications
for International students, nor is there an outline of any restrictions under Immigration
Law provided by the Institute. The Institute is considering the most appropriate
medium to use to ensure all International students are fully aware of their rights while
in the UK. With this in mind, entry 3.1 of the current Race Equality Action Plan may
require revision.
3.4
Black and Minority Ethnic stakeholder Involvement
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3.4.1
The Institute is currently conducting a significant investigation into admission,
progression and achievement by students from a range of minority target groups as
part of its analysis of overall performance. However it is to be noted that the
proportion of new enrolments from BME groups was around 10.5% in 2007/08,
against 11.6% in 2006/07 (of those with known data). This compares against a total
of 7.4% reported in 2006, and 4.6% in 2005, and is now in line with the national BME
admissions rate to creative arts and design courses of approximately 11.1% (UCAS
data). This represents a significant achievement.
3.5
Widening Participation and the Access Agreement
3.5.1
The Institute believes that higher education should be available to all those who have
the capacity to benefit from it. It also believes that diversity is an essential aspect of
the learning environment within the creative arts and design, and that in
consequence there is an obligation on us to ensure that we are providing appropriate
opportunities for students from all backgrounds to access our undergraduate and
postgraduate offer. Access agreement targets for the Institute project that
approximately 7% of (UK domiciled) first year students will come from ethnic
minorities during Academic year 07/08 and 9% during Academic year 08/09. Internal
indications show we have performed well against targets for academic year 06/07, as
noted above, and we shall continue to monitor progress.
3.5.2
Recent equality initiatives to support an increasingly diverse student body include the
reconfiguration of Student Services to create a ‘One Stop Shop’ for individual
students seeking additional support and advice. We also identify groups of students
who would benefit from additional support for example, in a recent initiative higher
education students were selected and trained as mentors to support National
Diploma students with widening participation backgrounds who were identified as
having the potential to succeed with extra guidance.
3.5.3
The Widening Participation team have fostered links with local schools and
designated link colleges in Croydon, Kingston, Leicester, Richmond upon Thames
and Weymouth. The Widening Participation Officers liaise with teachers, work with
and advise students on further and higher education studies and careers in the Arts
and Design Industries, in the hope that they will raise aspirations and that some of the
students may choose the Arts Institute for future studies. The team also offer Portfolio
Advice Days, which are held at the Arts Institute early in the academic year. These
offer potential students the opportunity to view the campus, take part in studio
sessions and receive valuable portfolio advice. Throughout the event participants
can also take advantage of meeting student ambassadors who offer guidance on
student life at the Institute. Other outreach activities include fashion workshops and
shows and photography workshops and exhibitions which are organised in
partnership with local organisations like Faith Links and Unity in Vision to encourage
young people from minority ethnic backgrounds to express themselves using the arts.
3.6
Student Aspiration Raising and Careers
3.6.1
The Widening Participation team continue to develop relationships with a range of
key external stakeholders and organisations to maintain genuine partnership and
collaboration to expand opportunities for broader student groups. Through
engagement with Aimhigher the Institute seeks to raise the aspirations and
achievements of young people from under-represented backgrounds, including those
from minority ethnic groups.
3.6.2
The Institute’s links with the National Arts Learning Network and the South West
Lifelong Learning Network aid in the support and provision of progression routes for
non-traditional learners. Through targeted outreach activity the Widening Participation
team also endeavour to inspire and encourage applications from under-represented
groups.
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3.6.3
The careers service within the Institute offers impartial and confidential advice,
support and guidance to help students explore and develop their career ideas and
manage their future careers successfully. This includes:
 Individual/group career guidance interviews
 Drop-in interviews
 Advice about job seeking strategies
 Advice on CVs and interview skills
 Advice about becoming self employed/freelancing
 Information about further study opportunities
3.7
Monitoring and feedback
3.7.1
Registry routinely monitors student data by minority group. Participation, retention
and progression statistics are routinely made available, and reported through the
Annual Overview Report on the academic work of the Institute (published December).
At present MIS is compiling a comprehensive report on student admission,
participation, retention and progression according to equality target groups including
race and a thorough analysis of this information will take place as soon as this is
complete. Other monitoring and feedback mechanisms are discussed in more detail
in sections 5, 6 and 7 below.
3.8
Human resources
3.8.1
Equal opportunities monitoring forms are consistent across the institution, which
permits the comparison of data across sections, courses, Schools and Directorates.
With the introduction of the new MIS system, data sets relating to each equality target
group will be much more easily attainable and comparable.
3.8.2
Data on applicant and employment profile during the last year will be reported as part
of the annual data report which will be published later this year.
3.8.3
The Equality and Inclusivity leaflet has now been reviewed to ensure that it is up to
date, and reflects the current position and practice. Two separate leaflets, one for
students and one for staff were proposed and approved at the E&I Committee
meeting in February 2008. Both leaflets are in production and should be available to
stakeholders before the end of this academic year. The leaflets are routinely made
available to staff and students via the website in Word format and are set out as part
of the HR application packs for potential employees. Visiting Tutors are issued with a
leaflet when they reach the attendance threshold which exceeds three times in three
months. In this instance, the VTs receive a contract, schedule and induction to the
Institute as a hard copy which includes the staff E&I leaflet.
3.8.4
Equality training is routinely given at new staff inductions and annually at Staff
Development days. In addition the Arts Institute requires all new staff to undertake an
e-diversity training programme which must be completed in the first three months of
employment.
3.9
Learning and teaching
3.9.1
All courses have staff trained in equality and diversity principles and who are familiar
with our E&I policy. As well as the above mentioned e-diversity course, the in-house
PGCE examines the process of embedding equality into the curriculum.
3.9.2
The new Learning Strategy was approved by Academic Board in March 2008. The
Equality and Inclusivity Committee requested that this include direct reference to
inclusive teaching methods, and the value of including diversity as part of the
curriculum and this was duly incorporated within the final version.
3.9.3
The recently published Ethnicity, Gender and Degree Attainment project by the
Higher Education Academy (January 2008) was received and noted at the Equality
and Inclusivity in February 2008. It was agreed by the Committee that the Institute
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would form a working group to investigate more thoroughly the findings of the report
and this work in progress is expected to highlight areas where the Arts Institute can
improve its efforts to further instill the culture of diversity and individuality within the
curriculum. Similarly, the conclusions of the Equality Impact Assessment process are
likely to highlight other areas for consideration where the Arts Institute can advance
equality awareness and understanding.
3.9.4
Preliminary findings from an internal investigation based on the conclusions and
recommendations of the Ethnicity, Gender and Degree Attainment project (2008)
suggest that performance in this area could be improved by offering academic staff
more support and guidance on inclusive teaching methods and by re-analysing
assessment methods. The initial report on Ethnicity, Gender and Degree Attainment
at the Arts Institute will focus on attaining data from staff to identify any race
differentials. Depending on the findings of the initial investigation, a full investigation
will follow.
3.10
Institute Compliance
3.10.1 The Institute continues to work to promote race equality, and to eliminate unlawful
race discrimination and harassment. Committees and groups routinely monitor data
which is appropriately segmented to ensure that they can respond to any specific
needs for staff and students and there is considerable evidence that this is effective,
but that there is no room for complacency.
4.
Involvement
4.1
The Institute is aware of the legal requirement that minority groups be involved in the
development of provision. It was partly for this purpose that the Staff and Student
Equality Forum was established to provide an opportunity for the Institute to consult
on issues as required, and also to enable staff and students to give feedback and
offer suggestions on how provision could be improved. The Forum does not have
formal decision-making powers or responsibilities, but any issues which arise are fed
into the system at the appropriate point. This may be referring them to the Director of
Academic Services, Head of Human Resources or Head of Student Services or for
consideration by the Race Equality Sub-Group.
4.2
The Forum does not have a formal constitution, as attendance is open to any student
or staff member. The Institute is considering how best to broaden and extend
attendance amongst both staff and students. In the case of staff members, individual
contact is likely to be used. Additional qualitative methods of gaining feedback are
currently under consideration, such as a confidential blog for staff and/or students to
comment on the Institute’s processes without fear of reprisal.
5.
Information Gathering from the Student Body
5.1
The Institute gathers information from both students in a variety of ways. These
include the segmentation of responses to the internal and external student
satisfaction surveys, as well as the Staff and Student Equality Forum.
5.2
Student Services carry out two student perception surveys to attain feedback from
students, in confidence. The responses enable staff to maintain high standards and
further improve the student experience at the Arts Institute. The first survey, on initial
advice, induction and enrolment, takes place every two years. The second occurs
annually and looks at the experience of the whole year. Results from this survey are
routinely collated and broken down according to equality target groups. The most
recent student perception survey was completed in March 2008 and the results are
collated, broken down according to equality target groups, analysed and any
significant findings will be incorporated into the reviewed equality schemes, policies
and action plans.
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5.3
The information secured through the internal Student Perception Survey (SPS) is
particularly pertinent as the same questions are asked of the full student body, with
an overall response rate somewhere above 70%. This provides information about a
student’s overall learning experience at the Institute, and hence has a particular
resonance with academic staff and senior managers. Encouragingly, the results for
students from BME groups compared favourably with the score for White students
and there is no cause for concern in this area.
5.4
The 2007 National Student Survey results by race were also reassuringly consistent.
As in previous years, the numbers of responses in the various BME groups are too
small to be statistically reliable, and hence results can only be offered in the “white”
and “non-white” categories. Even with this division, there are only 30 respondents in
the non-white category, and hence responses do have to be treated with caution but
there does not appear to be any cause for concern.
5.5
The Institute is undertaking a review of pre-enrolment information during 2007/08
(which is being led by the Director of Academic Services), and race variables will
indeed be taken into account. Similarly, the Head of Library and Information Services
and the Head of Student Services are undertaking some research into student
expectations, such that the Institute can be clear about the nature of service which
new students expect, and they will be invited to discuss with students to identify ways
in which the Institute can improve its processes for admission, enrolment and
induction.
6.
Information Gathering from the Staff Body
6.2
HR routinely collate proportional data on staff which is reported in the Annual Data
Report which is due for publication later this year.
6.1
In December the Annual Course Reviews and Annual Service Reviews were
published. Each directorate is required to produce a brief account of the equality
profile of staff members. Almost all the reports reveal a picture of staff ethnicity which
is favourable against the ethnic makeup of the Borough of Poole1. Institute Services
recorded a disappointing 100% White British ethnicity but just 22 members of staff
and so these figures need to be treated with caution. Managers are taking steps to
ensure that applications are encouraged from the under-represented group. It is to be
noted that during 2006/07, 5.7% of all applicants declaring themselves as’ Not White’
were appointed.
6.3
The Institute’s staff perception survey takes place annually but its disappointing
response rate (around 30%) may suggest that it is not the most reliable form of
feedback. For the main part, the results were encouraging as respondents believed
that one of the overall areas of high importance and high satisfaction was the
Institute’s provision for equality and equal opportunities. However, the Institute was
disappointed to find that certain respondents said they had experienced or witnessed
some form of discrimination in the workplace and is considering how best to tackle
this issue. Future processes will include ensuring that Staff members are aware that unlawful discrimination will not be tolerated
 Employees at the Institute are equipped with knowledge of their rights and
are informed on equality issues
A review and update of the staff perception survey will take initial steps to improving
the quality of feedback attained in this way.
6.4
Members of staff are consulted through a number of other channels as well as
through the Equalities Forum and the staff perception survey. The Staff Information
and Consultation Group (SICG) has been established to enable consultation and
information briefing for all staff, in accordance with the Information and Consultation
1
According to 2001 Census data on the Borough of Poole, 4% of the population stated they belonged to a BME
group.
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of Employees Regulations 2004. Representatives for each staff group meet termly
and dates of meetings are published in the Institute calendar. The Institute also
utilises Staff Development Days, the Executive Committee Structure and team
briefings as a means of consultation.
7.
Impact Assessment
7.1
The Institute has worked with Marshall ACM to develop a dedicated software tool to
support the impact assessment process. The development includes an online
training module, which introduces the user to the various concepts involved. The
electronic mechanism also enables completed assessments to be stored online for
future reference and amendment.
7.2
Other institutions, most notably the universities of Kingston, Surrey and University
College for the Creative Arts at Canterbury, Epsom, Farnham, Maidstone and
Rochester (UCCA) have also adopted the software and are supporting its refinement,
for example through identifying useful reports. Despite technical issues initially
delaying its delivery to the Institute the system has now been launched and key
policy-owners have begun the assessment process, with policy screening due to be
complete by 30 April 2008. This is priority activity which we are collectively keen to
complete so as to identify areas which need review.
7.3
When the process is complete, the Senior Officer (Equalities) will produce an
overview report to be published by an agreed deadline and for the consideration of
the Equality and Inclusivity Committee. From this position of knowledge, the software
will be used routinely to review existing policies on a three-yearly basis and to assess
any new policy, procedure or practice which may come into existence in the future.
8.
Action Planning
8.1
The Institute developed a three-year action plan alongside its Race Equality Policy.
After the first year of implementation, progress has been steady, although some
areas of work have fallen behind schedule following staffing changes. The Institute is
proud of its record on and provision for race equality particularly within its student
body. The currently available statistics on stakeholder ethnicity offer a very
encouraging picture for the future of the Institute, but there is no room for
complacency. The completion of the Impact Assessments and the establishment of a
fully functioning Staff Management Information System will aid a more detailed
assessment of the state of equalities management at the Arts Institute. In the mean
time the data available is to be reviewed alongside the current Race Equality Policy
and action plan in order to ascertain priority actions and a reasonable timescale
established for each.
9.
Conclusions and Recommendations for Action
9.1
There is already a noticeable commitment to maintaining a diverse and respectful
environment at the Arts Institute and evidence to suggest that these values are well
established at all levels. Staff perception results suggest on the whole that the
Institute is succeeding in its endeavours to promote equality and eliminate unlawful
discrimination and harassment in line with its duty.
9.2
There is still some progress to be made against the Race Equality action plan, and in
addition a review of the schemes and policies needs to take place in order to
incorporate measurable targets for achievement. Significant findings generated by
statistical reports which are currently in production by MIS shall also be incorporated
into the schemes as will those from the Impact Assessment process and the internal
investigation into Ethnicity and Gender in Degree Attainment. This forthcoming review
should generate greater transparency for all stakeholders and engender a deeper
understanding of the equalities goals and provision at the Institute.
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10.
The next Annual Report will be published in April 2009.
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