Religion and belief: supporting inclusion of staff and students in higher education and colleges Complete series Acknowledgments Advance HE would like to thank the higher education We thank Dr Kristin Aune, Professor Paul Weller, sector in the UK, colleges in Scotland and a range of Dr Sariya Cheruvallil-Contractor and colleagues at the national organisations for their suggestions and Centre for Trust, Peace and Social Relations (based discussions. In addition to those institutions who at Coventry University), Dr Matthew Guest at Durham provided case studies, and those who wished to remain University, Jo Parkin and Atique Miah at the University anonymous, we would particularly like to thank the of Gloucestershire, Rev Dr Harriet Harris MBE and following institutions and organisations for discussions Caroline Wallace at University of Edinburgh, Dan Shaffer, and/or use of resources: Rev Pippa Turner and Dr Pauline Hanesworth for helpful discussions, support or early research insights. + Action on Access Advance HE also gratefully acknowledges the earlier + British Organisation of Sikh Societies work of Professor Paul Weller, Professor Tristram Hooley + City of Glasgow College and Nicki Moore of the University of Derby, whose research published by Equality Challenge Unit (2011) + College Development Network Religion and belief in higher education: the experiences + Colleges Scotland of staff and students, continues to provide a strong foundation for work at Advance HE and throughout + Community Security Trust the sector. + Federation of Student Islamic Societies + Humanists UK + The Inter Faith Network + Tell MAMA + National Union of Students + National Hindu Students Forum + Queen’s University Belfast + Student Christian Movement + Spiritualists’ National Union + UCCF: the Christian unions + Union of Jewish Students + University of Coventry, Centre for Trust, Peace and Social Relations + University of Edinburgh + University of Gloucestershire + Young Jains Contents Series introduction 1 Summary of recommendations 2 Section 1: Legal provisions and duties 3 1.1 Defining religion or belief 3 1.2 Equality Act 2010 4 1.3 Human Rights Act 1998 8 1.4 Northern Ireland Act 1998; Fair Employment and Treatment (Northern Ireland) Order 1998 8 1.5 Hate Crime legislation: Racial and Religious Hatred Act (2006), Public Order Act (1986) 8 1.6 The Data Protection Act 2018 and the General Data Protection Regulation 9 Section 2: Policy, monitoring and evaluation 10 2.1 Monitoring 10 2.2 Policy 14 2.3 Intersectionality 15 Section 3: Student access, experience and learning 18 3.1 Outreach, widening participation and recruitment 18 3.2 Student funding information 20 3.3 Admission and selection 21 3.4 Enrolment and transition to study 22 3.5 Inclusive learning and teaching 23 3.6 Timetabling and attendance 28 3.7 Examinations and assessment 30 3.8 Student support 33 Religion and belief: supporting inclusion of staff and students in higher education and colleges Section 4: Staff inclusion – recruitment, progression and experience 34 4.1 Advertising and recruitment of staff 34 4.2 Supporting staff 37 4.3 Opting out of specific duties due to religious belief 39 4.4 Progression and development 40 4.5 Staff faith/interfaith networks 41 Section 5: Inclusive environments and facilities 43 5.1 Diet and catering 43 5.2 Alcohol 45 5.3 Accommodation 46 5.4 Religious dress and symbols 48 5.5 Prayer, worship, meditation and celebration 51 5.6 Chaplaincy and spiritual advisers 57 5.7 Sacred or religious texts 59 Section 6: Good relations, productive dialogue and managing tensions 60 6.1 Good relations: guiding principles 60 6.2 Good relations: beyond the campus community 62 6.3 Skills and training to support good relations and interfaith dialogue 62 6.4 Understanding and managing tensions between different groups 64 6.5 Overview of harassment, hate incidents and hate crime 65 6.6 Understanding the limits of freedom of speech and academic freedom 67 6.7 Prevent 71 Resources and references 73 Glossary of terms and abbreviations 76 Other formats 78 Feedback 78 Accessibility information 78 Religion and belief: supporting inclusion of staff and students in higher education and colleges Series introduction Inclusive environments which consider issues of religion This 2018 guidance re-examines and updates the and belief (including no belief) can support the access, practical and policy considerations outlined in the 2011 wellbeing and progression of a diverse staff and report in light of the changed societal and policy student body. landscape. This includes the increased use of the concept of ‘inclusive environments’, greater awareness Many universities and colleges in the UK have a strong of attainment ‘gaps’ between different groups and the secular identity in terms of their foundation, governance introduction of legislation relevant to religion or belief and teaching. Other institutions retain proud links to since 2011. This landscape makes it even more important a particular faith or denomination. It is not the place of to highlight the particular considerations and approaches this guidance to discuss or debate the role of religion as relevant to religion or belief. a whole in education nor the academic or research focus of institutions. This guidance includes updated examples and experiences from institutions and consolidates All institutions are, however, made up of people: information published over the past few years within students, staff, service users and communities. For some briefings. Together with the latest national data on religion individuals their religion or beliefs (including having no or belief in higher education, we aim to highlight both the religion) are an important part of their identity. This will prevalence and diversity of beliefs in the staff and affect the way they engage with their institution, and how student body. they are treated. While institutions must provide the minimum legal protections relating to religion or belief, Advance HE recommends a broader approach to Throughout this guidance, reference to ‘religion or equality, diversity and inclusion for all staff and students. belief’ as a protected characteristic is generally This approach will support widening participation and intended to refer to those who have a religion or equality strategies, internationalisation, and greater belief and to those who do not. However there will recruitment and retention of diverse talent. be times where we specifically discuss challenges faced by religious groups or individuals, and those In 2011 Equality Challenge Unit (ECU) released a report by non-religious groups or individuals. on Religion or belief in higher education: the experiences of staff and students (ECU 2011a). The report detailed how staff and student experiences of higher education may differ according to religion or belief. The report set out key recommendations for how institutions can better support staff and students of varied religions – both though policy and practice. It is important to note that many of those recommendations are still valid. Religion and belief: supporting inclusion of staff and students in higher education and colleges 1 Series introduction Summary of recommendations The complete guidance examines a range of topics and provides detailed recommendations which institutions may wish to consider when seeking to achieve equality of opportunity and inclusion for a diverse range of faiths and beliefs, and those of no belief. As an overall summary we list the following recommendations. (1& 2) Law, policies, Increase opportunities for equality monitoring for the protected characteristic of religion monitoring and evaluation or belief. Ensure data is used appropriately and with the trust of staff and students. Review the suitability of institutional policies and communications relating to religion and belief as a protected characteristic. This could include guidelines on how to manage requests and queries in a consistent and transparent way. Consider current training provisions around religion: legal duties, inclusion strategies and interfaith dialogue. Explore the intersection of different identities and experiences (eg religion, race and gender) to understand impact on particular groups. Institutions subject to the Public Sector Equality Duty (PSED) (publicly funded institutions) should consider how to give due regard to the need to foster good relations between different groups. 3. Students: access, Understand if and how religion or belief impacts on university choice and how outreach experience and learning and admissions processes can be more inclusive. Consider ways to enhance student support services, particularly around key transition periods, to meet different needs. Ensure policy and practice around assessment, examination and timetabling is mindful of issues such as religious observance, holidays and periods of fasting. Consider how to make learning and teaching environments, including placements and field trips, places of respectful enquiry, which are supportive for all students. 4. Staff recruitment, Consider how institutional religious or secular identities might impact on the diversity of support and progression applicants attracted to an institution. Ensure recruitment practices meet different needs and consider ways to mitigate against bias in selection decisions. Consider training needs of line managers in relation to religion and belief. Explore how to develop and apply consistent approaches to requests to adjust working practices (including