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Professor Jane LongmoreIn 2019, we celebrate the 180th anniversary of our University, established in 1839 as a memorial to Bishop William Otter, Bishop of Chichester from 1836. Bishop Otter had a keen interest in the improvement of education and the promotion of social harmony, reportedly entreating in a pastoral address that “…every rank shall be made to feel for every other as for itself and all knit together by the ties of mutual respect, as well as kindness and affection”. We continue to advance his aims to this day - our mission as outlined in our Strategic Plan 2018-25 is ‘To provide outstanding education, advance knowledge and benefit the world’ and central to our core values is a sense of community, founded on mutual respect and nurture. We recognise the importance of every individual in helping us meet our local and more global ambitions and know that our culture has to be inclusive, equality has to be embedded and diversity has to recognised, valued and celebrated across all our endeavours - in our learning, teaching, research and enterprise, within the student experience and the staff working environment. This report reflects on the University’s journey in this regard during 2017-18 and the activity that has taken place to meet our obligations and our plans for the year, highlighting our successes and outlining some of the challenges we face and the issues we need to address as we look to the future of our University.Professor Jane LongmoreVice-Chancellor ContentsPage 1. Introduction 4 2. Data Summary for 2017-18 for Staff and Students 53.Looking Back on the Inclusivity Plan 2015-18 74.Inclusivity Experience for 2017-188 4.1 Age4.2 Disability4.3 Gender Reassignment4.4 Marriage and Civil Partnership4.5 Pregnancy and Maternity4.6 Race4.7 Religion or Belief4.8 Sex4.9 Sexual Orientation4.10 Summary of Student Data for 2017-18 by Subject Area4.11 Other Staffing Related Matters8101314141418192123245.Contact and Alternative Format Information26 right31901This report was produced by Suzanne Jones, Inclusivity and Wellbeing Officer with support from colleagues within the Human Resources team. Data has kindly been provided by the University’s Department of Planning and the Human Resources Department.Your comments and ideas are welcomed at:email: s.jones@chi.ac.uk or telephone: (01243) 81611800This report was produced by Suzanne Jones, Inclusivity and Wellbeing Officer with support from colleagues within the Human Resources team. Data has kindly been provided by the University’s Department of Planning and the Human Resources Department.Your comments and ideas are welcomed at:email: s.jones@chi.ac.uk or telephone: (01243) 816118Introduction1.1 Reflection: The University of Chichester seeks to allow every student and every member of staff the opportunity to achieve their full potential within an enabling environment. Student Support and Wellbeing, the Human Resources Department and managers and staff across the University support our equality, diversity and inclusivity (EDI) objectives in many ways and this report is a reflective document focusing on a brief overview for information purposes. It considers some of the work the University has carried out during the academic year 2017-18 to meet its legislative obligations and to advance EDI strategic objectives, evidencing the initiatives and awareness raising activities undertaken to support staff and students. The report also considers the University’s data experience for the period, as relayed by the Higher Education Statistics Agency (HESA) and the University’s iTrent Human Resources database. Comparators for the Higher Education sector where noted are taken from the Advance HE 2018 ‘Equality+ Higher Education’ statistical reports for staff and students, published in November 2018.1.2 Headlines: The following key points have been identified across the staff and student populations at the University for 2017-18: Disability: The University supports the social model of disability and encourages declaration, should individuals wish to. University declaration rates for students and staff with disabilities remain above the HE sector average rates, with the University at 17.1pc for students (12pc HE sector) and staff at 5.6pc (4.7pc HE sector). In 2017-18, 158 students have detailed mental health, an increase of 30 students from the previous academic year. Race: The University continues to focus on the recruitment, retention and experience, progression and attainment of Black, Asian and Minority Ethnic (BAME) students alongside taking specific action on attracting, appointing and retaining BAME staff. ‘We will increase the size and diversity of our student body’ is one of the eight key strategic themes detailed in the University Strategy 2018-25, whilst our People Strategy 2018-25 states ‘We will actively promote the University as an employer of choice for exceptional people, seeing opportunities to align recruitment and selection practices with the University’s drive to engage diverse, talented individuals from many different heritages and backgrounds’. To support this, staffing advertisements for posts explicitly encourage participation from members of the BAME community, however, the University’s relatively high retention rate for staff has impacted on this drive – our staff turnover is at 4.8pc compared with an HE sector average of 8.4pc (2017-18). Where new opportunities have emerged within the University’s provision, such as through the creation of the Tech Park at the Bognor Regis Campus, there has been an increase in the number of BAME candidates appointed to our newly created roles. Sexual Orientation: The number of students and staff detailing their sexual orientation are above the sector average rates, with 7.1pc of staff identifying under the HESA categories of bisexual, gay man, gay woman/lesbian or another sexual orientation, compared with 4.9pc across the HE sector. For staff, the percentages are at 3.3pc (2.4pc HE sector). The University is committed to sexual orientation equality for its staff and students and seeks to recognise and support all members of its LGB+ community through recognising the unique issues that may be faced, for example, bisexual men and women may be the target of specific discrimination, with their experiences often differing from those of gay women/lesbians and gay men.Data Summary for 2017-18The following data summary has been compiled from data submitted to the HESA for 2017-18 and the iTrent Human Resources database with national data taken from the Advance HE 2018 ‘Equality+ higher education’ statistical reports for staff and students. 2.1 Staff – University of Chichester – 727 staff & HE Sector – 419,710 staff SectorAgeLargest proportion aged 45-54Largest proportion aged 31-35The age profile of staff at the University shows that there are proportionately more staff aged 45-54 than any other age group, 31.8pc of staff. Within the sector, the largest proportion of staff, 14.6pc, are within the 31-35 age group.Disability5.6% of staff declared a disability 4.7% of staff declared a disability5.6pc of staff have declared a disability compared with 4.7pc across the sector.107569047625None recorded 00None recorded Gender Reassignment0.1% gender identity is not that assigned at birth0.1pc of staff across the sector indicated that their gender identity is not the same as that assigned at birth.Race4.2% of staff identify as BAME9.4% of staff identify as BAMEAcross the sector, the proportion of BAME staff at all UK universities is at 9.4pc with figures varying from 2.1pc for Northern Ireland and 10.6pc for England.Religion or Belief27.4% hold a religion or belief, 22.6% hold none 26.4% hold a religion or belief, 24.1% hold none 199 have detailed that they hold a religion or belief (27.4pc), 164 staff have declared that they hold no religion or belief (22.6pc). This compares with 26.4pc holding a religion or belief and 24.1pc having no religion or belief across the sector. Sex58% female and 42% male54.2% female and 45.8% maleAt Chichester, 58pc of staff are female and 42pc are male compared with 54.2pc and 45.8pc respectively across the sector.Sexual Orientation3.3% LGB+2.4%LGB+ 49.1pc of staff have indicated their sexual orientation with 0.9pc of staff identifying as bisexual, 1.3pc as gay man, 0.7pc gay woman/lesbian and 45.8pc as heterosexual. Across the sector, 0.6pc identify as bisexual, 1.0pc gay man, 0.6pc gay woman/lesbian, 42pc heterosexual and 0.2pc as another sexual orientation.2.2 Students – University of Chichester – 5,822 students & HE Sector – 2,317,880 studentsAge67.1%58.1%67.1pc of undergraduates were classed as young students, (those who began their course aged 21 and under), compared with 58.1pc across the HE sector.Disability17.1% 12%The number of students declaring a disability at Chichester increased to 17.1pc which remains above that declared across the HE sector at 12pc. The number of students detailing mental health continues to increase year on year, rising from 67 in 2013-14 to 158 in 2017-18.109156550800.6%000.6% Gender Reassignment2.4%38 students (0.7%) indicated that their gender identity was different to the gender identity they were originally assigned at birth. Across the sector, 54,775 students (2.4%) indicated that their gender identity was different to the gender identity they were assigned at birth.Race7.9% 21.8%7.9pc of Chichester students identify as being from a BAME background in contrast with Northern Ireland at 3.4pc, England at 26pc and 22.7pc for the HE sector average.Religion or Belief34.4% hold a religion or belief and 52% hold none28.4% hold a religion or belief and 27.9% hold none34.4pc of students hold a religion or belief and 52pc hold no religion or belief at Chichester whereas 28.4pc of students across the sector hold a religion or belief and 27.9pc hold no religion or belief.Sex63.0% female56.7% femaleFemale students as a percentage to male is greater than the sector average with 63.0pc compared with 56.7pc (a 6.3pc differential). Sexual Orientation7.1% LGB+4.9%LGB+3.4pc of students identified as bisexual, 2.4pc indicated gay man or gay woman/lesbian, 76.5pc detailed heterosexual and 1.3pc identified as another sexual orientation. 7pc preferred not to say and 9.4pc were unknown. Across the sector 2.0pc of students indicated bisexual, 1.7pc gay man/gay woman or lesbian, 65.6pc heterosexual and 1.2pc as another sexual orientation, with 7.8pc preferring not to say and 21.8pc unknown. 3. Looking Back on the Inclusivity Plan 2015-18 3.1 Introduction The University established an Inclusivity Plan for the period 2015-18 which is referenced in this reflective report for the academic year 2017-18. The Plan identifies the general inclusivity aims of the University and broad objectives in respect of each of the nine protected characteristics defined within the Equality Act 2010. Specific actions and objectives have been added to the Plan as required. The new plan for the period 2018 to 2025 to support the new University Strategic Plan 2018-2025, Open for Change and the People Strategy 2018-2025, Working Together - Supporting Each Other will be referenced in the 2018-19 Inclusivity Annual Report. 3.2 Our AimsThe Inclusivity Plan 2015-18 was designed to support the University in achieving its strategic objectives and its responsibilities in relation to the Equality Act 2010 through advancement of the following aims:Continual development of a culture of fairness and inclusion where diversity is valued and celebrated.Attracting and retaining a diverse student and staff population.Provision of equal opportunity and elimination of discrimination.Ensuring dignity and respect for all.3.3 Responsibilities Under the Equality Act 2010The University has specific obligations under the Equality Act 2010 which apply to employment, facilities, goods and services, and education, in relation to the nine Protected Characteristics defined within the Act:Age DisabilityGender ReassignmentMarriage and Civil PartnershipPregnancy and MaternityRaceReligion or BeliefSex (Gender)Sexual Orientation4. Inclusivity Experience for 2017-18The Inclusivity Plan objectives for each of the nine protected characteristics are listed below (in alphabetical order). A commentary provides an indication of key inclusivity linked activities that took place at the University and any awards or initiatives specific to each characteristic, alongside analysis of the Higher Education Statistics Agency’s (HESA) data for the University’s students and iTrent data for staff for the academic year 2017-18. The relevant data tables for students and staff are included in each section.4.1 Age The Age protected characteristic applies to any individual or group of a particular age or age range. Inclusivity Plan Objectives: The University will continue toSeek to employ staff and recruit students from diverse age groups in society.Work to prevent discrimination, harassment or victimisation on grounds of age. Ensure that all students are given equal opportunity to participate in University activities and have good access to academic and welfare support regardless of age. Provide guidance and support to line managers and staff in late career planning and succession planning.Ensure that relevant safeguarding procedures are in operation, via the Disclosure and Barring Service (DBS), (as appropriate), for work that involves younger people and vulnerable adults.Work with Age UK and other relevant external bodies to advance age mentaryThere is diversity of age evident in the 2017-18 data for staff and students (see below). All students have access to University activities and services regardless of age.The Human Resources Department can provide guidance and support in relation to succession and late career planning. The Human Resources Department work with managers to ensure that DBS certification is in place for individuals working with younger people and vulnerable adults, where appropriate. The University is registered as an organisation with Dementia Friends and has a rich history of excellent research projects relating to dementia across many fields including cognitive psychology, social care, arts and wellbeing. The University is delighted to be assisting Dementia Support, a local charity working in partnership with voluntary and charitable organisations, designed to enhance the wellbeing and quality of life for local people living with dementia, their family and carers. Student volunteers from the University’s Fine Art Department have been working with Sage House, a Dementia Support local community hub in Tangmere, facilitating creative art sessions specifically for people living with dementia and their carers. The photos show the fantastic marbling papers participants created at one session using oil paints in water, reportedly everyone agreed that the effect was very psychedelic! 4.1.1 Student Data Summary - Age:Of the 5,822 students at Chichester in 2017-18, 3,566 (61.3pc) were under age 21 and the fewest number of Students, 286 (4.9pc) were age 50+. Mature Undergraduates began their course aged 21 or over, MaturePostgraduates commenced aged 25 or over. Figure 1: Student Age Summary Source: HESA (2017/18 data)Figure 2: Mature and Young Student Split Source: HESA (2017/18 data)4.1.2 Staff Data Summary - Age:There were 727 core staff employed as at 31 August 2018. The age profile of staff at the University shows that there are proportionately more staff aged 45-54 than any other age group and the least proportion of staff are within the age 65 and over category.The youngest Academic employee is 24 and the oldest is 72. The youngest Professional Services employee is 20 and the oldest is 75.Figure 3: Number of Employees by Age Band and Staff Category Source: iTrent (2017/18 data)4.2 Disability The disability protected characteristic is defined as anyone who has a physical or mental impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities. Long term means it has lasted for at least 12 months, it is likely to last at least 12 months, or it is likely to last for the rest of the life of the person. Also covered by the definition are people with a severe disfigurement, HIV infection, cancer or multiple sclerosis. Additionally, people who have had a disability in the past are covered, which may be particularly relevant for people with fluctuating and/or reoccurring impairments.Inclusivity Plan Objectives: The University will continue toWelcome applications from students and staff with disabilities and encourage informed disclosure of disability by staff and students.Promote a culture of positive attitude towards disability. Provide professional development activities to ensure staff have an appreciation and an understanding of a wide range of disabilities to enable them to support students and colleagues.As far as possible, anticipate and make reasonable adjustments for existing and future staff and students with disabilities to help remove the disabling effects of practices and the environment.Maintain the Department of Work and Pensions’ (Jobcentre Plus) ‘Two Ticks Positive about Disabled People’ award* through annual assessment, and follow the good practice defined within the award’s ‘5 commitments’ in respect of prospective and existing staff with disabilities. (*This scheme has now been replaced by the Government’s Disability Confident scheme – the University is a Disability Confident employer). Develop the accessibility of our buildings and environment in consultation with staff and students with disabilities. Provide information to all users via accessible processes and in accessible formats, wherever possible.Work with MINDFUL EMPLOYER, Mind, Time to Change and other relevant external bodies in raising awareness of disability and also mental health mentaryThe University recognises that people with disabilities contribute greatly to its success and have significant skills, qualifications and experience and welcomes applications from students and staff with disabilities. Disclosure is encouraged in order that the University can better support its staff and students with disabilities. For 2017-18, 994 (17.1pc) of students and 41 (5.6pc) of staff at the University have declared a disability. The University supports the social model of disability which suggests that most of the problems experienced by disabled people are not caused by their impairments, but by the way society is organised. The University works in partnership with the Students’ Union with colleagues in Student Support and Wellbeing and across the University to create an environment where the social model of disability is upheld. The following activities took place in 2017-18 to support the University’s disability equality work:Disability Confident Employer Award: The University maintained its commitment to employ, retain and develop the abilities of disabled staff and was awarded Level 2 Disability Confident Employer status for a further two years to 31 October 2019 following approval of its 31 October 2017 online self-assessment. The University aims to achieve the highest award of Level 3 Disability Confident Leader in the future. MINDFUL EMPLOYER: The University has continued to be a part of the MINDFUL EMPLOYER initiative and works to support staff with mental health problems. In 2017, it renewed its status as a signatory to the ‘Charter for Employers who are Positive About Mental Health’.10 October 2017 – World Mental Health Day: The University and the University of Chichester Students' Union (UCSU) continue to work together with the joint aim of helping staff and students become more comfortable about talking about mental health, to learn how to look after our own mental health and wellbeing whilst having awareness of others and giving the support and understanding that we may all need from time to time. 8255180975004 December 2017 - Time to Change Pledge Anniversary: The University and Students’ Union recognised the anniversary of their joint Time to Change Pledge commitment, originally signed on 4 December 2014. The Pledge signifies the University’s intent to tackle mental health discrimination and to promote mental health wellbeing initiatives. 5 February 2018 - Time to Talk Day: To help raise awareness of mental health and wellbeing, the University shared Time to Change resources with staff and students via screens and the internal news channel. The University aims to help break down the societal stigma around mental health through regular communications and activities to ensure staff and students know ‘It’s ok to talk about mental health here’. 1 March 2018 - University Mental Health DayMental health support available for staff and students at the University was highlighted alongside our commitment to reducing stigma around mental health and valuing uniqueness and diversity, including the UinMind Mental Health Service which aims to empower students to manage their mental health needs in order to achieve their learning potential and get the most out of their university experience. Wellbeing Staff Summer Programme - For six weeks in June and July 2018, the University ran a summer programme of professional development sessions for staff, with a focus on wellbeing, exploring healthy mind and healthy body activities. Staff could elect to join in with Book Club, mindfulness, meditation and yoga tasters alongside orienteering, badminton, tennis and volleyball. Also on offer were University gym membership, bike MOTs and environmental awareness gatherings.Working with Coastal West Sussex Mind: A relationship with Coastal West Sussex Mind was established in 2017 which will enhance the University’s mental health agenda, its Disability Confident scheme mental health work and its drive to collaborate with organisations in the locality.4.2.1 Student Data Summary - Disability:Table 1: Type of Disability Declared by Students – 158 students (2.7pc of all students) detailed mental health, an increase of 30 students from the previous academic year. Disability TypeNo. of Students 2015-16No. of Students 2016-17No. of Students 2017-18Learning difficulty451468498Unseen disability586063Mental health85128158Other disability637875Multiple disabilities536176Mobility272740Autism / Asperger’s384859Hearing impaired131016Visually impaired869?796(14.0pc of 5,697 students)886(15.3pc of 5,794 students)994(17.1pc of 5,822 students)Source: HESA (2015/16, 2016/17 and 2017/18 data)4.2.2 Staff Data Summary - Disability:Declared Disability (established staff):Of the total of 727 established staff, 42 individuals (nine academic and 33 professional services staff) declared a disability, accounting for 5.7pc of all staff. 32 indicated ‘Prefer not to say’, and the majority of 653 staff have ‘No known disability’ detailed. 4.3 Gender ReassignmentGender reassignment is the process of transitioning from one gender to another. Inclusivity Plan Objectives: The University will continue to:?Ensure that trans issues are widely understood by staff and students.?Recognise the needs of people who are trans within their work or study, ensuring mechanisms are in place to provide effective support to staff and students, especially during transition.?Work with Stonewall and other relevant external bodies in advancing gender identity mentaryBased on HESA’s question ‘Is your gender identity the same as the gender you were originally assigned at birth?’ the following data was collected from Chichester’s students. 38 students have a gender identity that is differentto the gender they were originally assigned at birth.Table 2: Gender Identity of StudentsGender Identity the Same as the Gender Originally Assigned at BirthNumber of StudentsNo38Yes4,854Prefer not to say262Not known668Total5,822Source: HESA (2017-18 data)The following activities took place in 2017-18 to support the University’s gender identity equality work:20 November 2017 - Transgender Day of Remembrance: Staff and students gathered in reflection and remembrance in the Chapel at Bishop Otter Campus in a service led by Rev’d Dr Alison Green, Chaplain. The names of people from the trans community who had died as a result of anti-transgender violence in the preceding year, (as compiled by the ‘Remembering Our Dead Project’), were read out as candles (pictured) were lit in remembrance. Students also performed reflective music pieces and a reading.February 2018 - LGBT (Lesbian, Gay, Bisexual and Transgender) History Month: This event takes place every year in February and celebrates the lives and achievements of the LGBT community. The University’s non trans specific activities for LGBT History Month are detailed in the Sexual Orientation section below.31 March 2018 - International Transgender Day of Visibility: The University highlighted this annual event dedicated to celebrating transgender people and raising awareness of discrimination faced by transgender people worldwide by promoting Stonewall’s Trans Inclusivity poster campaign on campus information screens. As a Stonewall Diversity Champion, the University is working with Stonewall to achieve acceptance without exception for all trans people.4.4 Marriage and Civil PartnershipIn England and Wales marriage is no longer restricted to a union between a man and a woman and now includes a marriage between a same-sex couple. Same-sex couples can also have their relationships legally recognised as 'civil partnerships'. Civil partners must not be treated less favourably than married couples (except where permitted by the Equality Act). Objective: The University will continue toEnsure that no staff or students are discriminated against on the basis of marriage and civil partnership.4.5 Pregnancy and MaternityPregnancy is the condition of being pregnant or expecting a baby. Maternity refers to the period after the birth, and is linked to maternity leave in the employment context. In the non-work context (e.g. students), protection against maternity discrimination is for 26 weeks after giving birth. This includes treating a woman unfavourably because she is breastfeeding. Objective: The University will continue toEnsure that no individuals are subjected to discrimination in relation to pregnancy and maternity.4.6 RaceThe race protected characteristic applies to any individual or group of a particular race, colour, nationality, ethnic origin or national origin. Protection on the grounds of nationality is subject to compliance with immigration mentary:The following areas were identified for specific attention in 2017-18: Black, Asian and Minority Ethnic (BAME) Students – the University will give specific consideration to the recruitment, retention and experience, progression and attainment of BAME students. BAME Staff – the University will support action on attracting, appointing and retaining BAME staff. Supporting Staff and Students to Advance the Race Equality Agenda – the University will ensure the provision of formal training and development sessions alongside awareness raising activities to engage all staff and students in advancing the race equality agenda. In 2017-18, the University appointed an Equality and Welfare Assistant (Race Equality) to work with Student Support and Wellbeing and the Widening Participation team, staff and students across the University. This role involved engagement with schools and reaching out to BAME pupils, for example, visiting key schools in Leicestershire with high BAME populations to reach out to BAME pupils and to make better connections with our University. The post holder networked with higher education professionals on behalf of our BAME students and explored with academic staff to look at the under-representation of BAME students in curriculum areas. A new group for BAME students was established, the Black Asian Minority Ethnic Students Advisory Group, to aid the University in advancing race equality. Its activities included Chinese New Year celebrations in February 2018, with traditional decorations and food which received positive feedback. Originally chaired by the Equality and Welfare Assistant (Race Equality), from September 2018 the Group has been chaired by the Director of Student Support and Transition.In addition, the University will continue to:Challenge and eliminate race discrimination and promote race equality and good relations between people from different ethnic backgrounds.Address any perceived barriers in providing and promoting inclusive practices for staff and students from Black, Asian and Minority Ethnic (BAME) groups and to target areas to remove inequalities.Seek to improve our ability to recruit, retain, support and develop staff and students from BAME groups.Celebrate the diversity of our UK and international staff and student community and provide a positive and supportive teaching and living environment for international students.The following activities took place in 2017-18 to support the University’s race equality agenda:October 2017 - Black History Month: Black History, (and Black British History in particular), is often marginalised. The University recognises the importance of redressing this and worked with the History Matters Group during the year to present two events to focus attention. History Matters Young Filmmakers Awards?Event - Launched by the University and History Matters and supported by the Black Cultural Archives, Historical Association, East Sussex Record Office, Every Voice, and Into Film, this film making competition urged school students from across the country to help highlight the hidden history of African and Caribbean people in Britain. The competition was open to all young people aged between 11-19 years old so that the history is told from the point of view and perspective of young Britain. The judging panel were delighted with the high quality of the entries, showcased at an awards event held at the Black Cultural Archives in Brixton. October 2017 – “We Are Our Own Liberators” - The Black Liberation Front, 1971-1993 - Young Historians Project Exhibition Launch and Film Premiere - The University supported this History Matters event, hosted in London exploring the history of the Black Liberation Front (BLF), recorded by the Young Historians Project (YHP), a group of dedicated people aged 16-25. The YHP emerged as one of the outcomes from the April 2015 History Matters conference supported by the University, which highlighted the alarmingly low numbers of history students and teachers of African and Caribbean heritage in Britain. The YHP aims to encourage more young people of African and Caribbean descent to engage with history.Active from 1971-1993, the BLF stood at the forefront of the Black Power Movement in Britain. The project documented the contributions the BLF made to the struggle against racism and highlighted the ways in which it sought to organise politically both in Britain and internationally. You can watch the film by following this link: blf-film-we-are-our-own-liberatorsOctober 2017 - New Perspectives on Black British History Conference – a fantastic response was received to the call for papers for the conference held in October 2017, with proposals covering many fields of Black British History. The conference programme showcased an exciting range of papers including two from University of Chichester Department of Humanities’ PhD students ‘We Were Not There: Caribbean Radicals Against World War II’, Kesewa John and ‘The Evolution of Ideas and Practices Amongst African-centred Organisations in the UK 1975-2015’, Adisa Steven.21 March 2018 - International Day for the Elimination of Racial Discrimination -The University highlighted the United Nations Human Rights Office’s campaign ‘Stand up for Someone's Rights Today’ to highlight its race equality work.4.6.1 Student Data Summary - Race:Table 3: Ethnicity of BAME Students: The number of BAME students in 2017-18 was lower than in 2016-17, but higher than 2013-14, 2014-15 and 2015-16. Ethnicity is unknown for 108 students. Ethnicity No. of students 2013-14No. of students 2014-15No. of students 2015-16No. of students 2016-17No. of students 2017-18Arab55444Asian or Asian British - Bangladeshi1420181817Asian or Asian British - Indian3843333124Asian or Asian British - Pakistani34599Black or Black British - African6684858792Black or Black British - Caribbean2728374237Black or Black British - Other39101812Chinese5243485550Gypsy or Traveller00001Mixed - White & Asian3836333639Mixed - White & Black African1318201518Mixed - White & Black Caribbean4959555954Other Asian background3527394040Other Ethnic background2527332726Other Mixed background3528414639Total403431461487462Source: HESA (2013/14, 2014/15, 2015/16, 2016/17 and 2017/18 data)4.6.2 Staff Data Summary - Race:The University is focusing on improving the diversity of its staff (and student) populations as it recognises that there are many benefits to the educational and social environment. There has been an increase in BAME employees during the year, mainly within the Academic staff population.Table 4: Ethnic Origin of StaffEthnic Origin No. of Staff 2014-15No. of Staff 2015-16No. of Staff 2016-17No. of Staff 2017-18Percentage2017-18 (%)Arab00120.3Asian or Asian British - Bangladeshi23330.4Asian or Asian British - Indian00020.3Asian or Asian British - Pakistani11120.3Black or Black British - African33320.3Black or Black British - Caribbean22210.1Chinese01110.1Mixed White and Black Caribbean00230.4Other Asian Background11110.1Other Black Background11110.1Other Ethnic Background22110.1Other Mixed Background00110.1Other White Background15214413813819.0White - British45448249351070.2White - Irish779101.4White - Scottish11110.1Not Declared08310.1Prefer not to say54241476.5?Total631698702727100% Source: iTrent (2014/15, 2015/16, 2016/17 and 2017/18 data)4.7 Religion or Belief (Including Non-Belief)Religion applies to any religion or reference to religion, including a reference to a lack of religion. Belief applies to any religious or philosophical belief or reference to belief, including reference to a lack of belief. The religion or belief protected characteristic should be taken to mean the full diversity of religious and belief affiliations within the UK, including non-religious and philosophical beliefs such as atheism, agnosticism and humanism. Generally, a belief should affect an individual’s life choices or the way they live for it to be included in the definition.Inclusivity Plan Objectives: The University will continue to:Accord respect and tolerance to all religious faiths, beliefs and practices as well as those who subscribe to no faith.Require that everyone on campus has an understanding and full tolerance and respect for the religious faith, beliefs and practices of others.Make available appropriate space for prayer or reflection for the differing needs of students, staff and visitors to the mentaryA workshop on ‘Religion and Belief Awareness’, delivered by Diversiton, has been included in the Professional Development Programme for staff for 2017-18 to develop awareness and enhance understanding of religious and cultural diversity.4.7.1 Student Data Summary – Religion or Belief:Table 5: Religion or Belief of Students by Category 3,027 students identified as having no religion or belief and 1,935 hold a religion or belief. UndergraduatePostgraduateTotalFull-timePart-timeFull-timePart-timeNo religion2,4161622472023,027Religion or Belief1,4601551812051,935Not known71415140860Total3,8833314435475,822Source: HESA (2017/18 data)Table 6: Religion or Belief Declared by Students: Of the 1,935 students indicating a religion or belief, the following was recorded: Religion or BeliefNumber of StudentsBuddhist19Christian1,765Hindu13Jewish10Muslim32Sikh5Spiritual91Total1,935Source: HESA (2017/18 data)4.7.2 Staff Data Summary – Religion or Belief:Table 7: Religion or Belief or Non-Belief of StaffOf the 727 staff, 164 have detailed that they have a religion or belief. This information is not known for 344 staff, 164 staff have declared that they have no religion or belief and 20 would prefer not to say. Religion or Belief or Non BeliefNumber of StaffAny other religion or belief11Buddhist2Christian170Hindu1Jewish3Muslim6Spiritual6No religion164Not known344Prefer not to say20Source: iTrent (2017/18 data)4.8 Sex‘Sex' is the most commonly used and accepted term to describe whether someone is male or female.Inclusivity Plan Objectives: The University will continue to:Staff: challenge and eliminate sex discrimination and promote equality of opportunity by improving our ability to recruit, retain, support and develop women and men staff. Ensure staff are paid on the basis of the principle of equal pay for work of equal value, monitored through completion of an equal pay audit with any recommendations agreed implemented. Students: ensure that no individuals are discriminated against on the basis of their mentaryOf the 727 established employees in 2017-18, 424 are female and 303 are male; 142 males and 144 females fall within the Academic staff category and 161 males and 280 females within the Professional Services staff category. 3,652 students were female and 2,170 male; therefore 63pc female as a percentage to male (37pc). Progression rates are broadly similar for both males and females; from level 4 to 5, 87.4pc of females and 85pc of males progress as expected. From level 5 to 6, progression rates are at 95.7pc for females and 89.6pc for males. Student attainment levels need further consideration as 60.3pc of males gain a 2:1 or above, compared with 80.9pc of females.Gender Pay Gap Reporting - From 6 April 2017, public sector employers in Great Britain with more than 250 staff are required by the Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017 to register with the Gender Pay Gap Reporting Service and publish the following four types of figures on their own website and on the Government’s bespoke reporting website by 30 March 2018, and in each subsequent year: Gender pay gap (mean and median averages)Gender bonus gap (mean and median averages)Proportion of men and women receiving bonusesProportion of men and women in each quartile of the organisation’s pay structure The University registered with the service and reported by the required deadline. As this is a reflective report, the Gender Pay Gap Reporting submission will be more fully referenced in the Inclusivity Annual Report for 2018-19 (the Gender Pay Gap reports are available on the University’s website).8 March 2018 - International Women's Day: A global day celebrating the economic, political and social achievements of women past, present and future, more information can be found at The University highlighted the day with Vice-Chancellor Professor Jane Longmore explaining what International Women's Day meant for her: “This year’s International Women’s Day has a special resonance for women in the UK as we celebrate the 100th anniversary of the Suffragettes’ success in securing the vote for women over the age of 30. Over the century we have slowly broken down the barriers to female leadership. Female doctors, judges, business leaders, politicians (and even Vice-Chancellors) are no longer unusual. But it has been a long and often winding road. My own female leadership role models have been resilient rather than famous, cared for others rather than themselves and were truly missed when they were gone; on this day of celebration, I encourage all of our students to strive for the best and to remember that leadership takes many forms.”Women’s Network Group: Following interest from staff, a Women’s Network Group was established at the University with the inaugural meeting on 25 June 2018. The guest speaker for the event was Lorna Froud, an independent HE consultant, previously Director of the Association of Graduate Careers Advisory Services (AGCAS), representing AGCAS at government consultations. Her talk was entitled ‘Feel the fear and do it anyway. Promotion, variety, networking and self-doubt. A career in HE.’ 4.9 Sexual OrientationThe sexual orientation protected characteristic applies to anyone’s sexual orientation towards people of the same sex, opposite sex or both.Inclusivity Plan Objectives: The University will continue toEnsure equality of opportunity and elimination of discrimination, harassment and victimisation of staff or students whether they are or perceived to be lesbian, gay, bisexual (LGB+) or heterosexual.Support the right of individuals to choose whether they wish to be open or not about their sexual orientation at work or study.Work with Stonewall and other relevant external bodies in advancing LGB+ mentary23 September 2017 – Bi Visibility Day: For Bi Visibility Day 2017, we reinforced our commitment to sexual orientation equality, through recognising the unique issues that bisexual men and women may face as the target of specific discrimination and that their experiences often differ from those of lesbians and gay men. February 2018 - LGB and T (Lesbian, Gay, Bisexual and Transgender) History Month: This event takes place every year in February and celebrates the lives and achievements of the LGBT community. Staff and students were invited to join our sports teams and societies in taking a stand against biphobia, homophobia (and transphobia) by reinvigorating the University and Students’ Union’s joint commitment to the Government’s Sports Charter (see below). 17 May 2018 - International Day Against Homophobia, Biphobia and Transphobia (IDAHOBiT): The University highlighted IDAHOBiT day which is celebrated in more than 130 countries and calls for respect for lesbian, gay, bisexual and transgender (LGB&T) people worldwide.Stonewall’s Diversity Champions Programme: The University continues to be a member of Stonewall’s Diversity Champions programme, which works with lesbian, gay, bi and trans communities to campaign for equality. Stonewall help us to make the University environment the best it can be for our LGBT staff, students and stakeholders.Stonewall’s ‘Starting Out Guide 2017/18’: The University features in Stonewall’s ‘Starting Out Guide’, which provides details of Britain’s best LGBT friendly employers. 4.9.1 Student Data Summary – Sexual Orientation:Table 8: Student Sexual Orientation by Level of Study - This table provides a breakdown and summarises all responses received from students. UndergraduatePostgraduateTOTALFull-timePart-timeFull-timePart-timeBisexual16661213197Gay Man or Gay Woman/Lesbian1138910140Heterosexual3,4082754003694,452Other6832174Information refused236564276410Not known916232364549Total students4,0824104978335,822Source: HESA (2017/18 data)4.9.2 Staff Data Summary – Sexual Orientation:Table 9: Sexual Orientation of Staff: 357 of the 727 established staff in 2017-18 have indicated their sexual orientation as follows. Previous years’ data is included for reference purposes. Sexual Orientation No. of Staff 2015/16No. of Staff 2016/17No. of Staff 2017/18Percentage (%)Bisexual5750.7Gay Man7791.2Gay Woman /Lesbian3450.7Heterosexual20724533345.8Other3050.7Not Declared39035148.3Prefer Not to Say16192.6Source: iTrent (2015/16, 2016/17 and 2017/18 data)4.10 Summary of Student Data for 2017-18 Table 10: Student Population for 2017-18. The table shows the number of students within each subject area and their responses against defined HESA categories. Source: HESA (2017-18 data).TotalYoung studentsMature studentsDisabled studentsFemale studentsMale studentsAsian studentsBlack studentsMixed race studentsOther minority ethnic studentsUnknown studentsWhite studentsBisexualGayHeterosexualPrefer not to sayNot knownOtherReligion or beliefNot knownNo religion or beliefPrefer not to sayBracknell & Woking1028-821---27-1621-5122Business School3422499340159183531433102594325527521115915860Chichester College4-4-13-----4----4----4Chichester Diocese----------------------Creative & Digital Techn Technologies15113814326091176-113776119162346-9610Dance2201873335190306392319778178196267413118Engineering & Design1174129---119--821-5-42European School of Economics1129-74--11-9----11----11European String Teachers Association15-15-123----312----15--12-3Fine Art & Theatre30524065772109544623286261223118414113217713Humanities600403197151343257511151155534216438721914212532459Institute of Education, Health & Social Sciences1,7257081,0172351,41531030473013351,57039271,329118206659886832209Institute of Sport1,2151,053162195411804253435381,11015181,080711120428274045Isle of Wight College78304893939--1-1761142727-1583223MAYVIN116-116168729732-2102----116--14-102Music884813711826652194174047812534971249814379247727NILE25-25-1781111318----25--18-7Other----------------------Platform One656051922431-2-1614-4596113-448ThinkSpace3553023322---1320----35-213614Worthing College1111-129-----11--101--4-52Total5,8223,9071,9159943,6522,170140141150311085,2521971404,452410549742,0011763,0276184.11 Other Staffing Related Matters4.11.1 Flexible WorkingThe University’s Flexible Working Policy supports staff who have childcare and/or dependant responsibilities. Employees are able to put in a case requesting a change in working pattern, for example on return from maternity leave or elder care responsibilities, and each case is given thorough consideration by heads of department/managers. Where it is possible to agree a flexible working request, workload and working pattern are agreed in line with departmental requirements. 20 flexible working requests were submitted during 2017-18, (compared with 19 during 2016-2017), one of the requests was not agreed due to business reasons. Of the applications received, 17 were from Professional Services staff and three were from Academic staff.With the University’s focus on employee health, wellbeing and lifelong learning alongside external factors such as childcare and elder care costs, it is envisaged that flexible working requests will continue to increase. The University recognises that there are benefits to properly managed flexible working arrangements and it has a good track record of accommodating and accepting flexible working requests where the impact on the role or department can be accommodated. 4.11.2 Maternity, Adoption, Paternity, Unpaid Parental Leave, Shared Parental Leave: Employees are entitled to the same leave and payment entitlements for both maternity/shared parental leave and adoption leave.Maternity, Adoption and Shared Parental Leave: During 2017-18 the maternity rate within the University increased slightly. 15 staff took maternity leave, (six Academic and nine Professional Services staff), and one member of staff took shared parental leave. No staff have taken adoption leave during this period. Three of the staff who took maternity leave were aged over 40.Paternity Leave: 7 employees have taken paternity leave during the year – four Professional Services and three Academic staff. All seven qualified for the enhanced Occupational Paternity Pay. During this period no staff elected to take an extra week on Statutory Paternity Pay of ?140.98, but most opted to take annual leave on the second week.Shared Parental Leave: One member of staff has taken Shared Parental Leave during the year 2017-18.4.11.3 Professional Development for Staff - Inclusivity SessionsThe University’s Professional Development Programme, which is open to all staff, has equality and diversity as a substantive feature of the programme and sessions are run by internal and external facilitators. The provision for 2017-18 in relation to inclusivity was:Stress, Anxiety, Post Traumatic Stress Disorder and Obsessive Compulsive DisorderBipolar Affective Disorder and DepressionSchizophrenia and PsychosisBorderline Personality DisorderStudent Focused Mental HealthMental Health at WorkEating Disorders and Body Dysmorphic DisorderSelf-harm and SuicideCultural AwarenessRace EqualityUnconscious BiasReligion and Belief AwarenessEffective Incorporation of Students with Physical DisabilitiesWelcome AllSupporting Students with DyslexiaSupporting Students with Sensory ImpairmentsUnderstanding Autism and Asperger’s SyndromeTrans AwarenessThe Stonewall Leadership Programme promotedOnline Equality and Diversity in the Workplace, and Online Equality Analysis.4.11.4 Research Excellence Framework (REF) The REF is the current system for assessing UK universities’ research. The University is currently commencing work on the REF2021; REF2014 results were used by the four UK funding bodies, including the Higher Education Funding Council for England (HEFCE) to allocate research funding to universities from 2015-16. The four UK funding bodies are committed to embedding equality and diversity in all aspects of REF policy and decision-making, with a key measure being support for staff with equality-related circumstances. In an open letter to the UK Higher Education sector on equality and diversity in REF 2021, Professor Dianne Berry OBE, Chair of the REF Equality and Diversity Advisory Panel (EDAP) commented that the funding bodies and the EDAP, “… were fully committed to supporting and promoting equality and diversity in research careers. We firmly believe that all those involved in REF should exercise a shared responsibility for advancing equality and diversity. To this end, we have put in place a number in measures in REF 2021 to encourage transparency and fairness in the decisions made by Higher Education Institutions (HEIs) to represent the excellent work of all their staff with significant responsibility for research in their submission”. With regards to REF2021, the University has established a REF Project Team (REFPT) which has an Equality and Diversity Subgroup (E&DSG). The E&DSG is responsible for overseeing the University’s requirements for Equality and Diversity with regards to preparations for, and submission to, the next REF. 4.11.5 Teaching Excellence Framework (TEF) In 2017, the University was awarded Silver in the Teaching Excellence Framework (TEF). The Silver award recognises that we consistently delivers high quality teaching, learning and outcomes for our students and consistently exceed rigorous national quality requirements for UK higher education. As a University with a long-standing commitment to widening participation, it was of particular significance that satisfaction with academic support among BAME and disadvantaged student groups was recognised as a strength.5. Contact and Alternative Format InformationContacts for further information: Suzanne JonesInclusivity and Wellbeing OfficerUniversity of ChichesterRoom 9, The GatehouseBishop Otter CampusCollege LaneChichesterWest SussexPO19 6PEOr email s.jones@chi.ac.ukElisabeth WhitakerChief Human Resources Officer University of ChichesterRoom 4, The GatehouseBishop Otter CampusCollege LaneChichesterWest SussexPO19 6PEOr email e.whitaker@chi.ac.ukIf you would like to receive the information in this report in an alternative format to meet your needs, please contact as above. ................
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