Mainstreaming: equality at the heart of higher education Final report Acknowledgments
Researched and ECU would like to thank the teams from the following institutions written by Kath Bridger, for their participation in the project: BSV Associates. == Robert Gordon University == University of Stirling == University of Strathclyde == University of the West of Scotland
Contact
Freya Douglas [email protected] Mainstreaming:
Equality at the heart of higher education Final report
Contents 1 Background 1
2 Programme overview 2 2.1 Defining mainstreaming 2 2.2 Programme framework 3 2.3 Initial research publication 3 2.4 Action learning programme 4
3 Institutional mainstreaming initiatives 7 3.1 Use of tools 7 3.2 Institutional initiatives 16 3.3 Progress and achievements 24 3.4 Overcoming challenges and obstacles 24
4 Key lessons for success 26 4.1 Building the team 26 4.2 Developing a common understanding of mainstreaming 27 4.3 Planning for change 28 4.4 Building an evidence base 29 4.5 Support and engagement 29 4.6 Tailoring messages 30 4.7 Strategic links and opportunism 31 4.8 Flexibility 33 4.9 The action learning programme as a catalyst for change 33
5 Case studies 34 5.1 Robert Gordon University 34 5.2 University of Stirling 38 5.3 University of Strathclyde 42 5.4 University of the West of Scotland 45
6 Recommendations 49 6.1 Working towards successful mainstreaming 49 6.2 Advice from participating teams 50
© Equality Challenge Unit, June 2012 Foreword
‘Mainstreaming takes Robert Gordon University took the opportunity to be part of equality to the heart of ECU’s mainstreaming programme because we realised that an institution, moving with the introduction of the PSED and the forthcoming Scottish duties, it is more important now than ever to take stock of it from a bolt-on aspect the effectiveness of our equality work and to strike out on the of delivery to an integral journey towards mainstreamed and embedded equality. part of the way it thinks and functions … Often Participation in the programme acted as a catalyst with an referred to as a ‘journey’, unexpectedly wide impact – once we realised that we needed to go far beyond looking solely at equality and diversity within mainstreaming is a specific policies and procedures. longitudinal, organic process of change.’ If we are to take equality to the heart of our institution, if we are to make it an integral part of the way we think and function, then we needed to enable everyone across the institution not only to understand our equality policies and procedures, but also to embrace our core values and behaviours.
The programme allowed us to begin work towards this aim, planning an approach to increase awareness of our policies and values and highlighting to staff that equality and diversity are part and parcel of their day-to-day work. We published a statement of our intentions, revisited our equality and diversity policy to assign clear responsibilities to staff, trained senior managers and reviewed a variety of processes and mechanisms to ensure equality had been considered. Open and honest dialogue among our senior staff during the process has also helped to bring the importance of equality into the foreground of the university’s work.
As this report states, mainstreaming is a long-term, organic process of change. Each of the institutions involved in the programme followed a different path towards the common goal of mainstreaming, but we learned from each other’s experiences. We know that there is further to go on our journey. I hope that the lessons we have learned on the way help you to lead your institution’s first steps out on to the path.
Professor Peter Robertson Vice-principal (research and commercialisation) Convenor of the equality and diversity advisory group Robert Gordon University 1 Background
The mainstreaming The programme aimed to assist institutions to meet the programme was mainstreaming aspirations of the public sector equality duty developed in conjunction (PSED) of the Equality Act 2010. with Scottish higher The PSED replaced the previous duties for race, gender and education institutions disability with one duty across the protected characteristics (HEIs) in the autumn of age, disability, gender reassignment, marriage and civil of 2010 and extended partnership, pregnancy and maternity, race, religion or belief to Scottish colleges in (including lack of belief), sex and sexual orientation. The broad purpose of the duty is to make consideration of equality integral the summer of 2011. to the day-to-day business of public authorities. When carrying out its functions, the PSED requires an institution to have due regard to the need to: == eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Act == advance equality of opportunity between people who share a relevant protected characteristic and people who do not share it == foster good relations between people who share a relevant protected characteristic and people who do not share it
The overall aim of the programme was to develop institutions’ understanding and ability to mainstream equality across their functions and support the delivery of the aims and aspirations of the PSED.
While the initial driver of the programme was legislative requirement, the participation of institutions also provided them with valuable support for broader mainstreaming aims, such as: == developing an inclusive culture and promoting an institution- wide understanding of equality issues == improving the student experience == enhancing the institution’s reputation for employment and study
1 2 Programme overview
2.1 Defining Work to address equality and diversity is frequently a well- mainstreaming established aspect of developing and delivering institutional policies. Embedding equality, diversity and inclusion has been a core part of institutional equality strategies for some time. This has been driven not only by legislation but also by the recognition that a diverse staff and student body is beneficial to the institution.
However, approaches to embedding equality and diversity often focus solely on processes and procedures and do not always take full account of the equality and diversity impact of their outcomes, for example, greater equity in experience, progression and achievement for all groups of students and staff.
This is not necessarily because these processes and procedures are inadequate. It may be that they are being interpreted or implemented in an inappropriate or unintended way. In addition, the focus of action is also often only associated with certain areas of an institution rather than considering equality and diversity across all facets of the institution’s delivery, from cleaning and catering to lectures and library services.
Mainstreaming may start with implementing effective processes and procedures, but it goes beyond this to challenge the prevailing culture of an institution and question the status quo. It takes equality and diversity into the heart of an institution, moving it from a bolt-on aspect of delivery to an integral part of the way it thinks and functions.
This means changing people’s attitudes, the ways in which they behave, the language that is used and how messages are conveyed. Often referred to as a ‘journey’, mainstreaming is a longitudinal, organic process of change. This is challenging in itself, not least because changing behaviour is difficult; it doesn’t happen overnight and is often hard to express in terms that can be incorporated acceptably into institutional policy and strategy.
2 Mainstreaming: equality at the heart of HE: final report 2 Programme overview
This programme therefore set out to provide a structure which would support institutions to develop their approach to mainstreaming, bringing new perspectives to addressing equality and diversity in their institutions and enabling them to bring about sustainable change.
2.2 Programme The programme for HEIs took place from May 2011 to January framework 2012 and for colleges from September 2011 to April 2012. It comprised an initial research exercise and publication for the higher education sector (which was later supplemented by a publication for colleges), followed by a facilitated action learning programme for each sector to help participating institutions develop and implement mainstreaming initiatives.
This report presents the progress and outcomes of the HEI programme.
2.3 Initial research Initial research tailored for HEIs was published in May 2011. It publication considers understanding of, and approaches to, mainstreaming, and sets out a framework for mainstreaming. It provides examples of tools that have proven to be effective in the higher education sector or elsewhere.
A college supplement containing approaches and tools developed and used in the further education sector was published in September 2011.
Both publications are available online www.ecu.ac.uk/ publications/mainstreaming-equality-at-the-heart-of-he
June 2012 3 2 Programme overview
2.4 Action learning The action learning programme focused on supporting programme participating institutions in developing their initiative, testing different approaches to mainstreaming and applying some of the tools highlighted in the initial research publication.
Participation Through consultation with the sector, three core functions were selected: == governance and management == student services == staff development
HEIs responded to an invitation to participate and chose a function to concentrate on. Equality Challenge Unit (ECU) recommended that teams were made up of at least two staff members from the chosen function, including a senior manager or head of department and a middle manager or staff member responsible for delivery along with a staff member responsible for equality and diversity. It was also suggested that it would be helpful to include a member of staff from the HEI’s senior management team responsible for decision making in respect of the function.
It became clear as the programme unfolded that the inclusion of this range of staff and particularly senior staff with authority and influence was crucial to making progress.
Four Scottish HEIs participated in the action learning programme: == Robert Gordon University == University of Stirling == University of Strathclyde == University of the West of Scotland
They represent the diversity of the Scottish higher education sector, varying in size, structure and location. These factors influenced the different focus and aims of the initiative that each developed and took forward. One participating institution
4 Mainstreaming: equality at the heart of HE: final report 2 Programme overview
focused on staff development, one on student services, one on governance and management, and one took a dual approach focusing on both staff development and student services.
Programme structure == Initial interviews with teams A telephone interview was undertaken with members of each team at the beginning of the action learning programme to gather information on their institution’s current position in respect of diversity and inclusive practice and on their strategic drivers – in addition to legislative requirements – for mainstreaming equality.
== Facilitated learning set days These provided a forum for participants to: –– engage in discussion and debate –– exchange ideas –– access peer support –– make use of resources and expertise The first learning set day took place in June 2011 where institutions were able to refine their institutional vision and develop a mainstreaming action plan. The second meeting took place in October 2011 to develop strategies for implementing initiatives. The final meeting took place in January 2012 where institutions reviewed their progress and planned the next steps for their mainstreaming initiative.
== Reflective questions The reflective questions helped to gather evidence about the teams’ experience in delivering their mainstreaming initiatives. They were formulated to give participants the opportunity to consider their learning and delve further into their own knowledge and thinking regarding equality, diversity and mainstreaming. They provided an opportunity to reflect on the overall progress of their initiative and the development of their approaches to mainstreaming. Reflective questions followed each learning set day to draw out thoughts of participants’ experiences at each stage of the action learning programme.
June 2012 5 2 Programme overview
== Ongoing support Telephone and email support has been offered by BSV Associates and ECU throughout the programme. A JISCMail list was created to facilitate knowledge-sharing and to encourage a community of practice across participating institutions.
Terminology == Tools The initial research publication refers to mainstreaming ‘tools’. This term encompasses actions, interventions and methods that can be used as part of an overall approach to mainstreaming and that can be adapted to meet the context of their application. On their own they are not the answer to mainstreaming, but are aspects of an integrated process of and plan for change.
== Initiative and vision Teams were asked to start the action learning programme with ideas about what they wanted to achieve – their initiative – and what success would look like – their vision. The initiative provided a shape to the process of mainstreaming from which teams developed a plan during the course of the action learning programme. The vision provided teams with an aspirational goal toward which they could develop specific aims and objectives.
== Multipronged Undertaking a range of actions simultaneously in different functions, departments or faculties or at different levels as part of a coordinated plan.
== Multimethod Using different methods of delivery to achieve specific aims and objectives, for example building an evidence base through a combination of analysis of statistics, staff surveys and focus groups.
== Advocates and champions Advocates speak, through their own job role, in support of equality and diversity and recommend a mainstreaming approach through evidenced based argument. Champions take a leadership role in proactively promoting and defending the case for equality and diversity and a mainstreaming approach across the institution.
6 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
All participating teams Some had a clear idea of what they wanted to achieve and came to the first what their initiative would look like, others had just started to learning set day with a formulate their initiative and consider where they wanted it to go. different starting point. However, from the outset all participating teams recognised that mainstreaming equality and diversity would not be achieved during the lifetime of the action learning programme and that it would be a process of change that would take place over an extended time.
3.1 Use of tools Central objectives of the action learning programme were to implement some of the tools detailed in the initial research publication, and enable HEIs to share their experiences of testing different approaches to mainstreaming.
Throughout the learning set days, teams were introduced to a range of tools and strategies for mainstreaming, some as examples for the teams to consider in the context of developing their plans and some as practical interventions as part of the learning set day agenda.
This provided teams with the benefits of starting to: == develop their thinking about, and planning of, their mainstreaming initiative == identify and implement the most appropriate tools and strategies to use to deliver, review and develop their mainstreaming initiative
Developing thinking and At the beginning of the action learning programme, all team informing approach members had an awareness of equality and diversity issues, the concept of inclusion and mainstreaming and were committed to embedding equality and diversity as part of the way in which an institution operates.
June 2012 7 3 Institutional mainstreaming initiatives
During the course of the action learning programme participants were able to explore these concepts further and develop their thinking about how mainstreaming can take place. This was achieved through open debate, discussion and sharing ideas and experience across the teams at the learning set days and was regarded as an important aspect of the programme.
‘There is now a greater understanding of what mainstreaming involves within the team and a commitment to take forward actions in the future.’ University of the West of Scotland
One team identified a significant change in its thinking. They moved from a position of regarding the implementation of their initiative as a means to the mainstreaming end, to one of using their initiative to develop their approach to mainstreaming across the institution. This moves away from a focus on processes to outcomes and impact to achieve a change in culture.
‘The first challenge has been a conceptual one – is the [initiative] doing the mainstreaming or is it a place where we can stand back and develop our approach to mainstreaming? We have come to understand that the [initiative] is actually achieving the latter purpose.’ Robert Gordon University
All teams agreed that if mainstreaming is to be successful, any initiative needs to work to ensure that the culture of the institution embraces – rather than just accepts – equality, diversity and inclusion.
This principle informed both the approach to mainstreaming and the actions taken by each team. It helped them to clearly define what successful mainstreaming would look like in their own institution – the vision – and contributed to the development of the teams’ mainstreaming plans.
8 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
A range of tools was used during the learning sets days to support the teams to develop their thinking and approach and to inform the planning process for their initiatives (see table 1).
Table 1: Tools to develop thinking and inform institutional approaches to mainstreaming
An exercise to develop thinking by expressing mainstreaming through the visual depiction of an inclusive institution.
Rich picture Through drawing and sharing their vision of an inclusive institution, teams were able to discuss and debate what successful mainstreaming would look like. It underlined the importance of being able to clearly articulate the vision in a meaningful and engaging way. A positive and inspiring tool to stimulate and manage change, providing a framework for researching or evaluating different forms of professional practice through building on what already works well.
Appreciative inquiry By discussing a positive experience of a project, this tool enabled teams to think about investigating where good practice exists and demonstrating its impact. Appreciative inquiry can also be used as an analytical tool and an engagement tool. A number of institutions incorporate it within their initiatives for a variety of purposes. A tool that provides an opportunity to explore the way that some positions and perspectives of difference, discrimination and equality issues are often accepted rather than challenged.
Privileged identity exploration The discussion of typical defensive responses to situations of discrimination or inequality enabled teams to consider the impact of power and inequality in society and within their own institutions. It helped them to identify strategies for dealing with and changing attitudes and behaviours towards minority groups.
June 2012 9 3 Institutional mainstreaming initiatives
The learning set days themselves acted as an engagement tool to facilitate the progress that teams were able to make during the programme by providing the methods described in table 2.
Table 2: Role of the learning set days as an engagement tool
Teams were made up of staff from different backgrounds and different levels, including practitioners and senior managers. Involving a range of Three of the four teams included an equality and diversity stakeholders practitioner or expert, however the majority of participants were staff members who would not otherwise have been involved in equality and diversity work. The inclusion of staff who were not previously involved in the delivery of equality and diversity work in the teams led to the Creating advocates or creation of advocates or champions within the core functions. champions There has been an element of professional development for these staff which has engaged them in promoting equality and diversity as an integral part of their areas of work. The learning set days gave teams the opportunity to: == engage in open and honest debate about the nature of mainstreaming equality and diversity Facilitating dialogue == challenge their own and their colleagues’ thinking == formulate a clear understanding of how to approach mainstreaming in their own institutional context By bringing together teams from four institutions, participants Promoting and sharing were able to exchange ideas and effective practice and learn effective practice from each other. It also enabled teams to share common issues and gain peer support.
10 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
The learning set days provided benefits for teams and individuals.
‘The programme has provided a useful arena to clarify and test theories and practical initiatives for mainstreaming equality and diversity.’ University of the West of Scotland
‘[It] provided an opportunity for collaboration between different teams … at a time of ongoing change.’ University of Strathclyde
‘The programme has allowed me to bring others into the delivery of equality and diversity work that previously would not have been involved.’ University of Stirling
Due to the geographical spread of the institutions involved, the second learning set day was delivered at two locations. Three teams attended one session and a separate session was run for the remaining team. This team identified added value from having access to a tailored session, specifically the opportunity to hold candid discussions with senior members of staff. Holding these discussions in a confidential environment achieved a greater degree of honesty and could address specific issues and areas of focus.
June 2012 11 3 Institutional mainstreaming initiatives
Planning the mainstreaming Developing a plan was a key element in the mainstreaming initiative journey for all teams. It provided a focus for bringing together each element of the initiative and enabled teams to ensure that they had taken account of all aspects of their mainstreaming ‘jigsaw’ – how all the pieces fitted together and how they would demonstrate mainstreaming outcomes.
The planning process was seen to be beneficial. It enabled institutions to formulate clear aims and objectives and created ownership among staff across the institution. This will help to overcome a ‘silo’ mentality often associated with equality and diversity work.
‘It’s an institutional plan rather than a team plan.’ University of the West of Scotland
The teams were able to identify essential elements for planning a viable and sustainable mainstreaming initiative, including: == a strategic vision with clear aims and objectives == the development of an evidence base to provide a rationale for change and against which to measure change == appropriate actions using appropriate methodologies == strategies to gain support and commitment at all levels to create ownership and responsibility == robust monitoring, reviewing and evaluation to identify impact
12 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
Analytical tools were used at the learning set days to support teams in planning their initiatives and identifying methods of measuring progress, impact and change (see table 3).
Table 3: Tools used for planning and measuring impact and change
This tool gave teams an example of a planning framework that identifies short-, medium- and long-term impacts. It provided teams with ideas for formulating their own plans and enabled Logic model them to identify the impact of their initiatives and how this would be shown through evidence, for example, a change in staff attitude or behaviour monitored through a staff survey. This demonstrated the value of identifying both quantitative and qualitative indicators to measure change. It provided a means Diversity score card for evidence building and a framework for measuring progress against specific targets. This analysis framework helped teams to identify stakeholders and their interest in the mainstreaming initiative, whether Stakeholder analysis positive or negative, to ensure that they were able to communicate effectively and overcome potential barriers or resistance by tailoring messages and highlighting benefits. This set out strategic questions formulated for different core functions to help to identify a business case rationale for equality, Framework for business case diversity and inclusion. The framework provides self-assessment planning questions and examples of evidence to demonstrate progress which helped the teams to identify how they would measure change.
June 2012 13 3 Institutional mainstreaming initiatives
Implementing the initiative As well as using the tools set out above during the learning and delivering the plan set days, teams adapted them when implementing their mainstreaming initiatives, incorporating them as delivery mechanisms for their mainstreaming plans, for example: == privileged identity exploration with senior management teams == appreciative inquiry as a research tool and in carrying out equality audits
Teams also planned to use the engagement tools demonstrated at the learning set days in their own institutions to engage students and staff at all levels, for example: == involving a range of stakeholders by expanding the mainstreaming team == facilitating dialogue through events and seminars
Teams are also implementing a range of other tools and strategies. These are set out in table 4.
14 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
Table 4: Tools used for delivery
One team undertook a review of its inclusivity statement and Strategic review plan to review key processes within the institution through equality audits and appreciative inquiry Three teams are reviewing their current management Collection and analysis of information and statistics which can be used to ensure that they statistics can provide an initial baseline, identify where issues need to be addressed and measure progress. One team is carrying out a staff survey to identify equality issues in academic advancement and promotion. This will provide a baseline position, both quantitative and qualitative evidence for Staff survey a case for change and help them identify where action needs to be taken. The survey will be delivered as a piece of research involving academic staff in its design. One team plans to hold focus groups with staff as a tool to research barriers to staff progression for underrepresented groups and identify where action needs to be taken. The focus Focus groups groups provide the team with an opportunity to engage with a range of staff across the university and ensure they are included in taking the mainstreaming initiative forward. One team has implemented a mentoring scheme for women as they are underrepresented among senior managers. The scheme Mentoring has provided resources and instigated professional development opportunities for both mentors and mentees. One team approached key individuals using tailored language to deliver informal coaching and mentoring to encourage Creating advocates or engagement. These people have become equality advocates or champions champions who will help to further raise the profile of equality and diversity and ensure that it is discussed and maintained as a consistent theme in all forums.
Explanations of the tools above can all be found in the initial research publication.
June 2012 15 3 Institutional mainstreaming initiatives
3.2 Institutional The mainstreaming initiatives the teams developed were initiatives specific to each institution’s current context, reflecting their different starting points, their area of focus and their individual mainstreaming vision. However, despite their differences, each initiative has highlighted the relevance of the mainstreaming framework in developing initiatives that reach further than addressing processes and procedures alone.
More details on the mainstreaming framework can be found in the initial research publication. www.ecu.ac.uk/publications/ mainstreaming-equality-at-the-heart-of-he
This section sets out the aims of each initiative, an analysis of the tools used, the ways in which tools were implemented and how the initiative relates to the mainstreaming framework.
Robert Gordon University Governance and management was and continues to be the focus for Robert Gordon University’s initiative to develop an effective approach to mainstreaming equality and diversity across the whole institution. It built on work that the institution had already done to embed equality and diversity and had two primary aims: == to evaluate and review the current approach to embedding equality and diversity == to develop the institution’s approach further and develop an effective plan to achieve mainstreaming (see table 5)
16 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
Table 5: Analysis of tools used in Robert Gordon University’s initiative
Approach and Tools used Use type of tool == Annual analysis carried out to identify == Statistics analysed from management specific areas of inequality, such as Building an information staff promotion and student retention evidence base and progression (analytical) == Strategic review of approach to == Strategic review used to identify embedding equality and diversity effectiveness of current approach
== Institutional working group == Team members acted as the working group and became advocates or == Advocates or champions champions for equality and diversity == Dialogue enabled team to develop == Dialogue facilitated by the programme their understanding of, and approach and development of initiative plan Multipronged, to, mainstreaming multimethod == Information and awareness-raising approach materials displaying inclusivity == Materials and seminars will be used to (engagement, statement improve understanding and facilitate educational) a wider dialogue across the institution; == Events delivered as institutional these will be delivered in 2012 equality and diversity seminars == The equality and diversity training == Training module for staff development module will be mandatory and address activity behaviour as well as legislation == Statistics – see above Review and == Statistics and audit findings will be revision == Equality audit using appreciative used to measure impact in 2012 (analytical) inquiry as a research method to onwards engage with both staff and students == Alignment with strategic drivers and == Whole institution business case core activity Holistic approach ensuring equality and approach diversity is addressed strategically == Making equality and diversity an integral aspect of accepted practice, (holistic) == Linking – use of established processes eg in staff appraisal and course to deliver through core activity approval
June 2012 17 3 Institutional mainstreaming initiatives
University of Stirling The mainstreaming initiative developed by the University of Stirling, ‘Making the most of our talent’, focused on reviewing and developing their processes that support promotion and advancement of staff from underrepresented groups (see table 6). They approached this through three work streams: == a mentoring scheme as a positive action initiative for women as they are underrepresented among senior managers, providing resources for both mentors and mentees == research to identify barriers to, and good practice to support, career and personal development through a survey for all staff == a programme of focus groups to support the survey research to further explore the experience of staff with particular equality characteristics
18 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
Table 6: Analysis of tools used in the University of Stirling’s initiative
Approach and Tools used How used type of tool == Statistics analysed from management == Annual analysis carried out to information demonstrate underrepresentation
Building an == Surveys gathering data from staff and == Surveys and focus groups will provide evidence base developed by academic researcher qualitative evidence to support (analytical) statistical analysis, identify where == Focus groups using appreciative particular issues and good practice inquiry to further explore evidence exist and inform the development of collected through survey interventions
== Institutional working group == Team members acted as the working group and became advocates or Multipronged, == Advocates or champions champions for equality and diversity multimethod approach == Mentoring for underrepresented == The mentoring programme and (engagement, groups to support progression training resources will be piloted in educational) == Training resources for mentors and one school in 2012 with a view to mentees wider implementation Review and == Analysis of evidence gathered will == The methods used to build the initial revision demonstrate impact from 2012 evidence base will be repeated (analytical) onwards == Business case approach demonstrating == Alignment with strategic drivers Holistic the need to make the most of the approach institution’s talent and the risks of not == Contributing to the achievement of (holistic) addressing progression of all staff Athena SWAN award through evidence sharing == Linking with other initiatives
June 2012 19 3 Institutional mainstreaming initiatives
University of Strathclyde The University of Strathclyde’s initiative supported both students and staff. The focus of the initiative is ‘first impressions, lasting impressions’ to ensure that students experience a consistent service from frontline staff that have equality and diversity awareness.
The initiative aimed to address equality and diversity issues in services for students through staff development equality and diversity interventions (see table 7). It set out to embed equality and diversity training at departmental and service level to ensure that it is sustainable and ongoing.
The specific aims of the initiative were to: == increase awareness of equality and diversity issues == achieve a consistent approach == create ownership of, and responsibility for, training and equality and diversity outcomes == create ‘win-win’ delivery to enhance the student experience and provide professional development
20 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
Table 7: Analysis of tools used in the University of Strathclyde’s initiative
Approach and Tools used How used type of tool
Building an == Review of services == Analysis identified gaps in knowledge evidence base == Assessment of knowledge and and understanding of equality and (analytical) understanding diversity and areas for development
== Institutional working group == Team members acted as the working group and became advocates or == Advocates or champions champions for equality and diversity Multipronged, multimethod == Events delivered as half-day workshops == Two half-day events have taken place approach across the institution open to all staff and will be repeated in 2012 (engagement, educational) == Tailored training programmes are being developed for specific service == Training and workshops areas and one programme is already being delivered for security services Review and == Case studies – review of areas of == Case-study analysis will be used to revision delivery and impact measure impact from 2012 onwards (analytical) Holistic == Linking – working across the == Engagement at both senior approach institution, taking advantage of new management and departmental level (holistic) staff appointment and the programme
June 2012 21 3 Institutional mainstreaming initiatives
University of the West of The initiative developed by the University of the West of Scotland Scotland focuses on raising the profile of equality and diversity issues, demonstrating its contribution to ‘business as usual’ through staff development activities (see table 8). Specifically it set out to: == increase levels of engagement with equality, diversity and human rights issues among the university’s staff to enhance the student and staff experience and to provide benefits to communities local to the university == measure change and success using the university’s staff climate survey, improved student retention and national student survey scores
22 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
Table 8: Analysis of tools used in the University of the West of Scotland’s initiative
Approach and Tools used How used type of tool == Annual analysis carried out to identify specific areas of inequality, such as == Statistics analysed from management staff promotion and student retention information Building an and progression evidence base == Surveys gathering data from both == Evidence was used to provide (analytical) staff (annual staff climate survey) and a baseline for the initiative to students (national student survey) demonstrate need and to measure progress
== Institutional working group == Team members acted as the working group and became advocates or == Advocates or champions champions for equality and diversity Multipronged, == Staff development workshops, multimethod == Workshops, mentoring and coaching mentoring and coaching to be rolled approach for staff development out across the institution in 2012 (engagement, educational) == Ongoing dialogue will ensure the == Dialogue stimulated by delivery profile of equality and diversity is mechanisms above maintained, creating a critical mass of understanding and endorsement == Statistics – see above Review and == Surveys – see above == Next round of survey results and revision appreciative inquiry findings will be == Appreciative inquiry as a research (analytical) used to measure impact in 2012/13 method to engage with both staff and students == Working with Athena SWAN Charter == Linking with other initiatives and Higher Education Academy’s Holistic == Integrative approach – weaving change programme teams approach equality and diversity considerations == Alignment with strategic drivers and (holistic) into operational policy and transfer of responsibility to operational responsibility managers
June 2012 23 3 Institutional mainstreaming initiatives
3.3 Progress and The initiatives are still in the early days of implementation, achievements therefore their impact has yet to be realised. This is a reflection of the longitudinal nature of the process of change and mainstreaming.
However, all teams made significant achievements during the nine months of the action learning programme. They found that a significant achievement had been the development of a plan that would support the delivery of their mainstreaming initiative, providing them with a framework for action. Drawing membership for their teams from across the institution and securing support and engagement at the highest level provided mechanisms through which to create advocates or champions for their mainstreaming initiatives and so beginning the process of creating a critical mass for change.
The progress institutions made depended on their context – they have different backgrounds and missions and they addressed different institutional functions and used different approaches as part of the programme. Their mainstreaming journeys were therefore also different. Their progress is detailed in the case studies at the end of this report.
3.4 Overcoming All teams faced challenges along the way which they have challenges and responded to. As with the progress and achievements made, obstacles these have common themes, detailed in table 9.
24 Mainstreaming: equality at the heart of HE: final report 3 Institutional mainstreaming initiatives
Table 9: Challenges to mainstreaming and institutional responses
Challenge Response Team composition Teams either engaged directly with the right person or worked As initiatives developed, some with advocates or champions of the mainstreaming initiative teams found they did not have to gain support and action. Some teams’ composition changed all key areas represented or team during the programme so other members took on extra tasks members did not have enough temporarily. New team members had a positive impact, bringing authority to take action. new perspectives, additional knowledge and increased reach. Teams used the action learning programme as a resource. They Lack of time and resources drew on peer support and were motivated by demonstrating Financial constraints affected and sharing success. This community of practice will continue to human and financial resources. support teams beyond the life of the programme. A developing plan Despite the delay, this iterative development was often positive Rewriting plans delayed progress. and helped to focus teams on delivering quality outcomes. Maintaining momentum Momentum was maintained by scheduling regular meetings Busy schedules threatened and ensuring timely and effective communication both among progress for some teams. themselves and with key stakeholders across the institution. Lack of ownership or Teams made up of staff from different areas of the institution understanding facilitated institutional, rather than team, ownership of Engaging with stakeholders, the initiative and plan. They tailored messages to relevant particularly in areas where staff stakeholders and used engagement and educational tools. do not regard equality and Teams recognised that creating ownership and understanding is diversity as part of their job. a long-term challenge that will take time to accomplish. Teams identified ways of engaging through effective planning, working with different tools and exchanging experiences and Engaging the unengaged ideas with colleagues: This was seen as a particularly == using an evidence base to demonstrate a case for change, challenging task across all teams measure progress and impact and show benefits to core where staff are focused on their functions, schools and departments own agendas. == using advocates or champions to deliver the message == securing a representative from key function areas on the team Institutional working practice While it is difficult to change the way an institution operates, Committee structures, reporting targeting the right stakeholders and engaging with people of systems and ways of working was influence on committees and working groups helped to ensure sometimes a challenge. that the profile of the mainstreaming agenda is maintained.
June 2012 25 4 Key lessons for success
The experience of The continuation of the mainstreaming journey after the lifetime the four teams has of the programme will be down to the successful use of a range demonstrated that of tools by the teams to maintain momentum and create impact. progress can be made Many of the tools that have been identified and employed by in a relatively short the teams in their mainstreaming initiatives have possibly been timeframe where there tried before in various guises. What is different in the context of is commitment and the this programme is a range of factors which enabled the teams to drive to make it happen. approach their delivery from a different perspective. The factors identified in this section can be seen as key lessons for success.
4.1 Building the team Participating institutions consistently identified the need to ensure that the team responsible for driving mainstreaming forward is made up of the right people from the right operational areas and that they are committed to achieving the vision of the initiative.
The ECU requirement for a senior manager with the influence and authority to make decisions to be part of the mainstreaming team was crucial for making progress. It ensured that there was an advocate for the initiative at the highest level, which served to engage other influential staff members to champion it further. All teams included senior level staff, for example heads of service, senior academics and board members.
‘The board are championing this because a board member has been involved.’ Robert Gordon University
‘There is now an expectation of management to deliver tangible benefits.’ University of Strathclyde
The overall commitment of team members played a significant role in ensuring progress and maintaining momentum. This has been the result of the investment of time and resources by members of the team, and the regular meetings and communications that teams have established.
26 Mainstreaming: equality at the heart of HE: final report 4 Key lessons for success
The action learning programme has also provided a professional development and capacity-building opportunity for team members by ‘bringing a group of people together for the project who did not know each other well and who have worked effectively together to get where we are now.’ University of Stirling
4.2 Developing At the start of the programme, team members had different a common understandings of what mainstreaming would look like for their understanding of institution and how it could be achieved. Reaching a common understanding of mainstreaming was a significant element of mainstreaming the successful development of the mainstreaming initiative for each team in their own institutional context. During the course of the action learning programme, as a result of the learning set days and institutional team working, team members were able to identify a clear vision for mainstreaming equality and diversity and an understanding of the actions and approaches needed to make it happen.
Teams moved away from addressing mainstreaming solely through a set of equality and diversity interventions to an approach that achieves sustainable impact through creating change. This has meant that teams have needed to plan for, and measure change in, behaviour and attitudes, and ensure that ownership and responsibility for achieving mainstreaming is shifted away from specific individuals to all staff and students.
Teams identified that while appropriate systems and processes are important and necessary, it is people who make them work. Mainstreaming therefore needs to take place through work at both institutional and individual level to bring about sustainable cultural change.
‘It has shifted away from being seen as just a set of processes to something that also shifts behaviours and attitudes. The two need to work together – processes and people.’ Robert Gordon University
June 2012 27 4 Key lessons for success
This understanding and self-reflection has informed the way in which each team has approached the delivery of its initiative, highlighting the need to take a multipronged, multimethod delivery strategy and ensuring not only that appropriate processes and procedures are in place but that staff are engaged, that there is commitment, support and investment, and that support is given to help staff take responsibility for equality and diversity issues on a day-to-day basis.
4.3 Planning for The development of the mainstreaming plan was an iterative change process for the participating teams. Plans were revised and rewritten as the teams’ thinking and common understanding of mainstreaming evolved. The planning process provided them with the opportunity to think through initiatives in a systematic way from identifying what they wanted to achieve – the vision – to charting the mainstreaming journey through monitoring progress and measuring change.
Undertaking open, honest debate and critical self-reflection enabled teams to be clear about their starting point and ultimately what success would look like. This was a crucial aspect of formulating the plan. In this way teams have included the use of tools and strategies that will enable them not only to deliver appropriate interventions, for example a mentoring scheme or an equality event, but also to measure and demonstrate the qualitative and quantitative changes that they are making.
While teams were encouraged to identify an ambitious vision for their mainstreaming initiative, developing more specific short-, medium- and long-term aims and objectives were important. Teams realised that demonstrable impact in the short term is needed to maintain momentum, provide motivation for team members and increase engagement. Therefore, particularly ambitious plans were focused more narrowly to ensure that progress could be made, for example by piloting a mainstreaming approach in a specific department or service area. This made delivery more manageable and gave teams a platform to build on.
28 Mainstreaming: equality at the heart of HE: final report 4 Key lessons for success
As part of the planning process teams were able to identify how their interventions related to each other and that a multipronged, multimethod approach – simultaneous actions at different levels – can create a tipping point at which mainstreaming and cultural change become more visible and have discernible impact. For example, interventions that engage with staff at board level, at the same time as at departmental and academic practitioner level can help to raise awareness and create a critical mass of shared understanding which can ultimately lead to a change in practice.
4.4 Building an An evidence base was regarded as an important aspect of the evidence base mainstreaming plan which would: == demonstrate the case for change == identify where and how change needs to happen == provide a baseline and a means to measure progress and impact
Teams identified the need to demonstrate that behaviour reported anecdotally is real – ‘[anecdotes] demonstrate patterns of behaviour that need changing’ – and that there is a need to link monitoring data with impact. They therefore recognised the importance of collecting both quantitative evidence (through statistical analysis) and qualitative evidence (through research, surveys and focus groups) to demonstrate the need for change and highlight any progress made.
Teams also recognised that in the long term their empirical approach would provide them with a tool to increase engagement through the demonstration of success and impact.
4.5 Support and A central aspect of all of the mainstreaming initiatives was engagement gaining the commitment and involvement of key stakeholders. Undertaking a stakeholder analysis enabled teams to identify and prioritise the people they needed to engage with to move the initiative forward.
Using their experiences from the learning set days, teams have engaged with and gained the support of a range of staff
June 2012 29 4 Key lessons for success
members from board level to non-academic staff and students, depending on the needs of their initiative. One team successfully engaged with a range of functions by demonstrating how their role has an equality and diversity impact.
‘[We have] managed to engage with and get buy-in from some departments, for example HE, library and marketing, and develop an understanding that those dealing directly with students are important in the mainstreaming process.’ University of the West of Scotland
The University of the West of Scotland also plans to draw students into the mainstreaming initiative by engaging them as researchers for an appreciative inquiry research exercise.
The use of team members as advocates or champions of the initiative has played an important role. This has encouraged more staff to become involved. In this way, the mainstreaming message is being disseminated and a critical mass of advocates or champions is being created.
4.6 Tailoring Teams identified the need to ensure that the way the equality messages and diversity message is communicated is appropriate to the target audience. Identifying the specific benefits and the ‘what’s in it for me’ factor for each stakeholder drew teams to reshaping and tailoring the way in which they communicated and promoted the work they were doing.
‘The way we were able to present this work means that managers could start to see that it is integral to mainstreaming activities, for example getting the best out of all our staff and enhancing their performance which will have a positive impact on the university.’ University of Stirling
This meant that teams tended to move away from the terminology of equality and diversity, instead framing their work in language that is more meaningful and relevant to the core function, for example making reference to ‘making the most of
30 Mainstreaming: equality at the heart of HE: final report 4 Key lessons for success
talent’ rather than the ‘underrepresentation of women’ to frame it as a business case rationale. Teams took the same approach when undertaking activities that might be perceived in a negative way by some groups, for example using the term ‘research’ instead of ‘survey’ where evidence needs to be collected.
It was also identified that the channel of communication or the person delivering the message needs to be considered. There was general agreement that the most effective communication to engage others is through champions who are otherwise not directly associated with an equality and diversity agenda.
‘The person delivering the message can be an impediment through association.’ University of the West of Scotland
It was suggested that the equality and diversity practitioner should be seen as an adviser rather than part of a delivery team and both teams who did not specifically include an equality and diversity practitioner identified that this had been a help in taking the initiative forward.
4.7 Strategic links and Teams were able to identify ways to link mainstreaming equality opportunism and diversity with the core functions of the institution, both strategically and operationally.
One team has begun to build equality and diversity into the behaviours expected of staff and students as part of the university community by aligning the mainstreaming initiative with the mission of the institution and its values. This not only raises the profile of the need to change behaviour but also ensures that it is articulated as an expectation of all staff and students. Equality and diversity is therefore embedded at the highest level. Other teams linked their work directly to their institution’s strategic plan, school and faculty plans and the institution’s learning and teaching strategy, to ensure that it becomes an integral part of core plans and functions.
June 2012 31 4 Key lessons for success
At operational level, teams recognised that they could use existing processes to their advantage by weaving an equality and diversity dimension into established and accepted functional mechanisms including: == staff appraisal == employee reviews == annual planning processes == course approval and changes procedures
In this way equality and diversity will become an integral part of the processes without creating something new or ‘bolt-on’.
‘We have seen how the various aspects of our equalities work can be used in concert to mainstream equality as opposed to attempting to mainstream equality by embedding different equality-related actions’. Robert Gordon University
Teams have also taken advantage of other activities and initiatives that are already ongoing. This piggybacking has enabled them to include mainstreaming equality and diversity as part of an already established agenda and take the opportunity to learn from and influence the way in which it is delivered, for example: == working with international students via the students’ union == aligning the initiative with work to achieve an Athena SWAN award
In this way, the mainstreaming process is becoming integrated, will increase support and engagement and will deliver and demonstrate a greater impact.
32 Mainstreaming: equality at the heart of HE: final report 4 Key lessons for success
4.8 Flexibility The teams demonstrated their flexibility and adaptability in dealing with the challenges and obstacles that they encountered and the ability to deal with the changing timescales for delivery.
One team highlighted the importance of dealing with and learning from the unexpected as part of a process of change. Incidents, for example complaints, are often dealt with in order to manage reputational risk and minimise the impact of that incident. As a result, the opportunity to learn from these incidents is often limited. In an environment where honest and open debate is instigated by examining the critical path of events, these incidents can be turned into opportunities to understand what went wrong, identify what could be done differently and implement changes accordingly.
4.9 The action learning As identified by participating institutions, a significant benefit programme as a of the action learning programme was that it not only provided catalyst for change them with tools to move their initiative forward, but also acted as a catalyst to kick-start the mainstreaming process. It gave a focus and a means through which to engage staff at all levels across the chosen core function and created time for internal reflection.
‘The learning set meetings gave us space to take stock, reflect and to refine our project.’ University of Stirling
‘[The programme provided] time out of the institution to concentrate.’ University of Strathclyde
Participation in the action learning programme afforded team members the time away from their institution to develop their thinking and focus clearly on how mainstreaming could take place. Participants were able to benefit from the content of the programme itself, peer support from other teams and the opportunity to share ideas and experience. In addition, the institutionally tailored session for one team enabled them to engage in honest debate in a confidential environment and discuss equality and diversity in their own specific context.
June 2012 33 5 Case studies
5.1 Robert Gordon Core function focus: governance and management University Robert Gordon University’s initiative built on the institution’s commitment to embedding equality and diversity. Its primary aims were to develop an institutional approach to mainstreaming and a delivery plan. During the course of the action learning programme the team was able to achieve both of these aims. The next stage of the project will be to implement this approach and associated plan.
The mainstreaming plan The team used the facilitation and time provided by the programme to thoroughly develop their plan, considering the potential challenges they might face and building a response to these into the plan. In this way, for example, they identified the need to work with the university’s strategic planning and resources group to gain endorsement and demonstrate strategic leadership to the whole organisation.
The plan will be delivered over 2012 and 2013 in two phases.
Phase one focuses on addressing issues of staff behaviour through leadership, setting out expectations of staff and creating the opportunity for staff to develop their understanding. A clear business case rationale was used, highlighting the risk to reputation, consequent impact on student recruitment and the additional costs associated with losing both staff and students. Rather than creating new mechanisms to do this, established processes such as employee review and annual appraisals will provide the means to embed equality and diversity in staff behaviour and institutional culture.
The team has started implementing the five elements of phase one in a multipronged, multimethod approach which comprises: == writing an inclusivity statement for the university – which will be displayed around the university to raise awareness – that sets out expectations of staff and students and is approved by the strategic planning and resources group and the university’s principal and the convenor of the equality and diversity group
34 Mainstreaming: equality at the heart of HE: final report 5 Case studies
== expanding the descriptions of the current set of core behaviours used as part of the employee review process to explain how each of the behaviours has an equality and diversity dimension == holding an annual half-day equality and diversity seminar to ensure that the equality and diversity challenge is clearly understood across the institution == encouraging more effective use of established processes and procedures by senior staff (eg annual planning, appraisal, course approval) to mainstream consideration of equality and diversity and help senior staff to think about how their actions can demonstrate leadership in equality and diversity == developing a mandatory equality and diversity training module which sets out the university’s legal obligations and goes further to explain how certain behaviours can have an impact on others, and how to challenge and report unacceptable behaviours
Phase two will enhance existing processes to support the team to monitor their mainstreaming approach. The team is aware that they will need to monitor and review progress and demonstrate impact. Equality audits have been planned using an appreciative inquiry approach and looking at different equality characteristics.
Achievements The team identified a number of achievements made during the lifetime of the programme, including: == developing a mainstreaming approach and a plan which has gained extensive support and engagement from across the university including the equality and diversity advisory group, the strategic planning and resources group and the board of governors == developing an understanding, both within the team and at strategic level, that mainstreaming will not occur only through amending processes but by simultaneously challenging and changing the way people behave == opening up an honest dialogue among staff who were not previously directly involved in equality and diversity issues, for example the university’s strategic planning and resources group
June 2012 35 5 Case studies
== agreeing a statement on inclusivity signed off by the principal and relevant vice-principal == planning delivery of a mainstreaming initiative in two phases across the university
The mainstreaming journey The process which enabled the team’s success centred on the and factors for success realisation that they needed to shift the focus of their initiative to a cross-institutional holistic approach, reaching into core delivery rather than just undertaking ‘bolt-on’ activities.
While the institution’s previous approach to embed equality and diversity through specific processes (eg strategic review or equality impact assessment) was valuable and provided an evidence base and a means to monitor performance, it did not embed the values and behaviours which would ensure that these processes are used appropriately and effectively and therefore bring about change. As a result they developed a plan to address staff behaviour which has been approved by the university’s executive.
One of the most important factors for these achievements was the team itself which was a working group made up of senior staff from across the institution and included a university governor, a vice-principal (with responsibility for equality and diversity), a dean of faculty, an academic faculty-based equality champion, the principal’s policy adviser and, later, a student education and welfare officer. This team provided a forum for dialogue which enabled the mainstreaming approach to be developed through open and honest debate while creating influential advocates who could champion the mainstreaming approach at all levels across the institution. The later inclusion of a student education and welfare officer also led the team to the understanding that they will also need to address student behaviour in future to ensure an inclusive culture.
‘Mainstreaming governance and management is a strategic issue so only individuals – albeit at different levels and perspectives within the institution – who can think and operate on a strategic level should participate.’
36 Mainstreaming: equality at the heart of HE: final report 5 Case studies
In order to develop and implement a mainstreaming initiative the team found that although it is necessary to be able to discuss operational issues, without knowledge and understanding of institutional strategic levers it is difficult to make progress.
The team took advantage of the space created by the learning set days to engage in open and honest dialogue which they regard to be a critical element of their success in developing a plan – ‘it’s a waste of time if you’re not honest’. The team also met outside the facilitated project time to develop their thinking further and maintain momentum.
‘If you do not have time to meet between project meetings as a team … and actually develop your thinking … you will not develop a mainstreaming plan.’
June 2012 37 5 Case studies
5.2 University of Core function focus: staff development Stirling The University of Stirling’s team focused their mainstreaming initiative on ‘making the most of our talent’ through addressing equality and diversity issues in career development, academic advancement and promotion. It aimed to mainstream equality through reviewing and developing the processes supporting staff promotion and advancement, with a particular focus on the experiences of staff from groups that are underrepresented at senior levels in the university.
The mainstreaming plan Prior to the programme, the university had identified the need to address equality and diversity in staff progression and development and explore barriers to female progression in the institution’s single equality scheme. The programme provided the opportunity to focus on addressing these areas. The development of their plan was an iterative process, facilitated by the time provided by the learning set days. The team’s initial plan included two work strands but as their thinking developed it was expanded to three strands: == a survey across all staff to enhance current statistical evidence by researching barriers to, and good practice supporting, career and personal development, developed in conjunction with an academic research staff member to ensure robust and credible findings == a programme of focus groups to support the survey research to provide further understanding of the experiences of staff with particular equality characteristics == a mentoring scheme and resources for mentors and mentees as a positive action initiative for women who are underrepresented among senior managers which was piloted in the school of natural sciences and information services with a view to roll-out across the institution
38 Mainstreaming: equality at the heart of HE: final report 5 Case studies
These work strands will provide an evidence base and a rationale for need and demonstrate outcomes and impact on an ongoing basis as these mechanisms will become established as credible and accepted practice. Taking a piloting approach will enable success and impact to be demonstrated through reviewing, revising and building on the evidence base for example through further research surveys, to increase support and commitment. Evaluation will also enable the team to refine and develop their plan further.
At the same time, the university is also implementing initiatives to support the development of talented female academics and progression towards an Athena SWAN award (which recognises excellence in science, engineering and technology employment for women in higher education). The programme has enabled the team to join up and align these initiatives with those being implemented for the mainstreaming programme under the same banner of ‘making the most of our talent’.
Achievements The team identified the following achievements and successes made during the lifetime of the programme: == kick-starting work and making progress towards their mainstreaming aim == consolidating their mainstreaming plan by refining their vision, defining clear project aims and objectives and aligning it with institutional strategies == setting up activity for all three strands, developing the research survey in partnership with academic staff and developing the mentoring programme, working up to a launch of the pilot phase == bringing staff who would not otherwise have been involved into the delivery of equality and diversity work and extending responsibility for equality and diversity issues to a wider range of staff. == working with influential senior colleagues to engage with other groups of staff
June 2012 39 5 Case studies
== collaborating across service areas and academic schools == enabling alignment of the initiative with a range of other institutional initiatives under the banner of ‘making the most of our talent’ == developing the business case for equality and diversity in institutional processes to secure greater understanding and support and commitment for the initiative and its objectives
The mainstreaming journey A key factor in the team’s mainstreaming journey was the and factors for success development of their thinking about how they could move an initiative that was regarded as an equality and diversity intervention, led by the member of staff responsible for equality and diversity, into the mainstream of the institution’s work. By changing the emphasis of the initiative and the language and terminology used, the team identified that they would make it more relevant and meaningful to a business case for change and achieve greater support, engagement and impact.
‘We are now very much leading with the business case rationale in our communications rather than pushing the ‘equality’ button too hard.’
The focus of their initiative became ‘making the most of our talent’, rather than the underrepresentation of women and other groups at senior levels. This provided the means to demonstrate that it makes good business sense to ensure that all staff have the opportunity to progress. It also provided a vehicle for examining and understanding the opportunities for and barriers experienced by underrepresented groups among senior managers.
‘The way we were able to present this work meant that managers could start to see that it is integral to mainstreaming activities, e.g. getting the best out of all our staff and enhancing their performance, which will have a positive impact on the university.’
40 Mainstreaming: equality at the heart of HE: final report 5 Case studies
Through involvement in the programme and inclusion of senior staff in the project team, the issue of female career progression was highlighted to senior managers across the university. The team itself, as a working group, acted as an engagement tool to draw together a group of individuals who had not worked together previously and who had enough seniority to make decisions and influence others in the institution. Team members were able to act as advocates to engage staff more widely within their work areas. The team took a strategic and multipronged approach, working across HR, the school of natural sciences, information services and policy, planning and governance, and consequently planting equality and diversity into a ‘mainstream’ context where it has become the responsibility of a range of staff.
‘The programme has enabled me to bring others into the delivery of equality and diversity work that previously would not have been involved. I think this is one outcome through which we can truly demonstrate that mainstreaming is happening. No longer is equality and diversity the preserve of one or two individuals but is something that a range of staff are involved in from a range of schools and services.’
June 2012 41 5 Case studies
5.3 University of Core function focus: student services and staff development Strathclyde The focus of the University of Strathclyde’s initiative is ‘first impressions, lasting impressions’, ensuring that students experience a consistent service from frontline staff with equality and diversity awareness. The initiative aimed to address equality and diversity issues in services for students through staff development interventions. It set out to localise the embedding of equality and diversity at departmental and service level. This is to create ownership and responsibility, increased awareness and allow for consistency of approach.
The mainstreaming plan The evidence base for the initiative highlighted the need to enhance staff members’ equality and diversity knowledge and awareness both in terms of their responsibilities under equality legislation and their ability to provide the best student experience. A plan for an equality and diversity staff development programme was developed including: == an initial assessment of staff knowledge and awareness to inform development of training events for staff to ensure maximum impact for the participants, the service and students == delivery of half-day training events for frontline administrative, reception and security staff across the institution == identification of mechanisms to assess the long-term impact of training and events for staff and students to consolidate their approach.
Achievements The project team has made the following progress during the lifetime of the ECU mainstreaming equality programme: == developing a cross-service project team to develop their initiative, spanning four service areas and creating collegiality across these areas == increasing awareness of equality and diversity issues and how ownership and responsibility can be embedded throughout the institution across the services areas involved
42 Mainstreaming: equality at the heart of HE: final report 5 Case studies
== gaining support and engagement from senior management and raising awareness and expectations of the equality and diversity outcomes of their initiative == delivering six half-day programmes of localised training for staff in the student experience and enhancement services directorate and committing to deliver equality and diversity training for security service staff == increasing momentum and support for the reconstitution of the equality and diversity committee, with a change in title to reflect its strategic nature and a review of its structure and the roles and responsibilities of its members to link it with other institutional strategy groups and ensure it has an appropriate level of representation across the institution
The mainstreaming journey The initiative was led by the equality and diversity manager and factors for success: whose recent appointment to the university had provided an opportunity for a review of the delivery of equality and diversity practice across the institution. Gaps in knowledge and understanding of equality and diversity issues which were having an impact on students’ experience had been identified. These provided the evidence base for the initiative.
Participation in the programme brought together a team from four service areas to develop a joint approach to providing excellent services to students through building capacity and confidence of staff. The team acted as a working group creating a collegiate environment for developing an equality and diversity staff development programme across the service areas (equality and diversity, disability service, careers service and counselling service). Team members became advocates for the work of the group to ensure that equality and diversity training gained a higher profile within each service area.
Together, the appointment of the equality and diversity manager and the start of the programme provided a catalyst for the institution to embark on a mainstreaming journey. The programme also enabled the work to gain a strategic profile and support from senior management who are now looking for tangible outcomes from the delivery of the mainstreaming plan.
June 2012 43 5 Case studies
The ability to be flexible and opportunistic was a key element in the team’s success to date. When developing training, the university had just gone through a structural change and the team recognised the need to tailor their approach for different operational areas. For example, the team successfully negotiated with security services to provide suitable training and ensure that staff could have the time out to attend. This new relationship with a cross-institution service should enable significant impact to be achieved and the team will measure this at a later date. The team continued to use this flexible approach to respond to other challenges they encountered.
The presentation and the language used to promote the training on offer was also tailored at a local level, highlighting it as a means to support professional development and deliver excellence rather than a ‘bolt-on’ equality and diversity activity and supporting the delivery of the institution’s strategic plan.
‘Assist[ing] individuals and teams to think carefully about their own areas of work and the likely impact on equality groups.’ University of Strathclyde, Useful learning strategic plan 2011–2015
44 Mainstreaming: equality at the heart of HE: final report 5 Case studies
5.4 University of the Core function focus: staff development West of Scotland The University of the West of Scotland’s mainstreaming initiative focused on raising the profile of equality and diversity issues as being part of ‘business as usual’ through staff development activity. It set out to increase levels of engagement with equality, diversity and human rights issues among staff to enhance student and staff experience and to provide benefits to communities local to the university.
The mainstreaming plan The team used the project as an opportunity to develop their current work to deliver parts of the institution’s equality strategy. They already had a baseline of evidence – gathered from the university’s staff climate survey, the national student survey and from analysis of their own staff and student data – which informed the initial development of their plan. They used the logic model planning tool, outlined at the learning set days, to develop their thinking around evidence and a case for change, stakeholder engagement and measuring impact. As the plan began to take shape the team realised that they needed to make delivery manageable and achieve identifiable impact. They therefore decided to pilot their activities before rolling them out to other areas.
The team took a multipronged approach to engagement and awareness-raising which is being supported by multi-method delivery through the piloting phase. The team are preparing to deliver initial staff development activities through a programme of workshops to: == provide equality and diversity training for staff in frontline services == encourage career progression == promote a wider understanding of equality and diversity across the institution == recruit equality advocates
June 2012 45 5 Case studies
In addition, low key interactions with key individuals took place, using tailored language to deliver informal coaching or mentoring to ensure engagement. As a result of these activities, equality advocates will further raise the profile of equality and diversity and ensure that it is discussed and maintained as a consistent theme in all forums. The anticipated outcome is an increase in equality conversations and dialogue and progression towards a critical mass of understanding of equality and diversity issues across the institution.
‘It’s a question of changing the culture without telling anyone that’s what you’re doing.’
The team also identified the benefit of piggy-backing on other initiatives, for example their work to achieve an Athena SWAN award and the Higher Education Academy programmes, ‘developing an inclusive culture’ and ‘embedding equality and diversity in the curriculum’. These links provided a further way to raise the profile of the mainstreaming work and integrate it with other actions that are taking place.
Progress and impact will be monitored and reviewed through the same analysis tools utilised at the outset, contributing on a short-, medium- and long-term basis to the case for continued change.
Achievements The team have achieved the following successes during the lifetime of the ECU programme: == Building a team by bringing a group of people together to create a broader, shared understanding of mainstreaming == developing an institutional (as opposed to team) plan == identifying advocates and champions not just within the team but in other service areas and at senior management level == working with influential senior colleagues to drive the initiative from a strategic perspective == engaging with departments across the institution == engaging with international students through Student Link
46 Mainstreaming: equality at the heart of HE: final report 5 Case studies
The mainstreaming journey Participating in the programme enabled the team to develop and factors for success their thinking around how mainstreaming could work in their institution, reappraising their approach and developing a broader understanding of mainstreaming. The team felt the development of their mainstreaming plan was a significant achievement, providing a framework for action and assessing impact in the short to medium term. The team were ambitious in formulating their mainstreaming vision – equality and diversity as ‘business as usual’. However, they realised that to create momentum they needed to initially focus delivery on a pilot in order to demonstrate impact and create a platform for rolling out more widely.
The team brought together the equality and diversity coordinator and staff from the library, student services, HR (organisational development), and planning and management information services. Bringing staff with different perspectives from across the university together created an effective working group and highlighted the importance of securing ownership and responsibility for equality and diversity across the institution. This development of the team’s understanding influenced the way in which it now plans to generate greater support and ownership.
The engagement of stakeholders from across the institution was crucial and team members acted as advocates to engage with staff in marketing, professional development and the students’ union. They are now working to secure a champion within the university’s court. Their success in securing support and engagement highlighted the fact that team members whose roles were not associated with equality and diversity were the most effective advocates and champions, overcoming barriers often experienced by equality and diversity practitioners.
‘The person delivering the message can be an impediment through association.’
In this way the team succeeded in developing awareness and understanding within the service areas they engaged with that those dealing directly with students are important in the mainstreaming process.
June 2012 47 5 Case studies
For the longer term the development of their understanding of mainstreaming and how to achieve it in a sustainable way led them to take a more holistic approach to planning which aligns equality and diversity with strategic drivers, core policy and strategy, for example the new learning, teaching and assessment strategy, and transfers responsibility away from equality and diversity specialists to all academic and support staff with line management responsibilities. As a result, the team members working as advocates and the raised profile of equality and diversity through delivering the mainstreaming plan will support the transfer of ownership for equality and diversity across the institution and move it into the mainstream.
48 Mainstreaming: equality at the heart of HE: final report 6 Recommendations
6.1 Working towards The following recommendations were developed based on successful the experiences of the participating institutions in the action mainstreaming learning programme. == Take action at both institutional and individual levels, using a multipronged, multimethod approach to delivery, to ensure that processes are fit for purpose and that both staff and students understand and take ownership and responsibility for the impacts of their actions. == Undertake debate and critical reflection at the start of the planning process to ensure a shared understanding of what the issues are and what needs to be achieved, creating space and dedicating time for the team to develop their thinking in a safe, supportive environment through open and honest dialogue. == Approach planning as an iterative process, making changes to the plan as delivery unfolds but without over-committing to action. Approach the mainstreaming process through piloting and reflective learning, taking a flexible approach to dealing with barriers by using different tactics and developing the plan accordingly. == Use robust quantitative and qualitative research to build an evidence base, but also use anecdotal evidence to support statistics and make them meaningful. == Ensure you know who your key stakeholders are and understand how they might relate to the mainstreaming agenda. Use advocates or champions to engage widely across the institution at all levels. == Tailor your messages to ensure they are appropriate for each stakeholder and communicate them via the most effective channels, using language that is meaningful and relevant. == Link the mainstreaming initiative to core strategy and policy to make it part of the agenda across the institution. Include an equality dimension in existing processes and procedures rather than creating new ‘bolt-on’ activities. == Piggyback on other initiatives or activities that are already ongoing to broaden the reach of the mainstreaming initiative and achieve greater impact more quickly.
June 2012 49 6 Recommendations
6.2 Advice from At the end of the action learning programme teams were participating invited to identify three priority recommendations to take into teams account when embarking on a mainstreaming journey. These are summarised below and in some instances overlap with the recommendations made above. == Pragmatism Be clear about what you want to achieve and do not over commit to a range of separate initiatives. Be realistic about timescales for developing ideas, implementing the programme and reviewing the outcomes. Scan ahead to see if there are any likely obstacles that need to be navigated. == Linking Ensure that initiatives are effectively interlinked and well communicated to avoid delivering in a vacuum. == Responsibility Ensure that each team member is aware of their role and that everyone needs to contribute. Team members need to commit time to the initiative and be seen to take action. Use your equality and diversity specialist as an adviser rather than as a core team member. Messages are better received if delivered by advocates or champions who work within the core functions. == Aim high Representation at the highest level is important to have a direct reporting line to the university’s principal and board. Senior management involvement and action are essential for real progress and change. == Resourcefulness Tap into the knowledge and expertise of colleagues and other staff across the institution, for example, involve academic colleagues to assist with relevant research. == Promotion Communicate a business case rationale for mainstreaming equality and diversity, demonstrating why it is important. Tailor messages to appeal to key stakeholders.
50 Mainstreaming: equality at the heart of HE: final report Equality Challenge Unit
ECU works to further ECU works closely with colleges and universities to seek to ensure and support equality that staff and students are not unfairly excluded, marginalised and diversity for staff or disadvantaged because of age, disability, gender identity, marital or civil partnership status, pregnancy or maternity status, and students in higher race, religion or belief, sex, sexual orientation, or through any education across all combination of these characteristics or other unfair treatment. four nations of the UK, and in further Providing a central source of expertise, research, advice and education in Scotland. leadership, we support institutions in building a culture that provides equality of both opportunity and outcome, promotes good relations, values the benefits of diversity and provides a model of equality for the wider UK society. 7th floor, Queen’s House © Equality Challenge Unit 2012 55/56 Lincoln’s Inn Fields London, WC2A 3LJ ECU’s publications are produced free of charge to the UK HE sector T 020 7438 1010 and for the FE sector in Scotland. Information can be reproduced F 020 7438 1011 accurately as long as the source is identified. Alternative formats are E [email protected] available including an accessible Word version: E [email protected] www.ecu.ac.uk Company limited by guarantee. Registered in England and Wales, no. 05689975. Registered charity no. 1114417