charter equality self-assessment team workload | UoB School of Education Bronze Award

We will shortly be in a position to confirm who is on the Athena SWAN Self-Assessment Team (AS SAT) for the School of Education. There is still time for you to become involved at this level if you wish – please come and talk to me.

THE SELF-ASSESSMENT PROCESS

Having an effective self-assessment team is important to the success of our application to the Athena SWAN Charter. These are the details that we are required to include in the submission:

members’ roles (both within the institution or department and as part of the team) including identifying the chair;
how people were nominated or volunteered to the role and how any time involved in being a member of the team is included in any workload allocation or equivalent;
how the team represents the staff working in the institution or department (eg. a range of grades and job roles, professional and support staff as well as academics and any consideration of gender balance, work-life balance arrangements or caring responsibilities);
when the team was established, including how the team communicated, for example, face to face, email, etc.;
how often the team has met;
the focus of the meetings;
how the team has consulted with members of the institution or department (and students);
consultation with individuals outside the institution: external consultation refers to consultation outside the institution or department, for example, a critical friend reviewing the application, consultation with other successful Athena SWAN departments/institutions;
how the self-assessment team fits in with other committees and structures of the institution. It is important to include information on the reporting structure. For example, is there a direct route for the team to report to, is Athena SWAN a standing item on the department/institution’s key decision-making board?

As you will have noted, we need a strategic approach to the membership of this group. We need both men and women, as well as range of work roles represented. We are currently reviewing the need for a more strategic approach to equality in the School of Education, and the AS SAT will play a key role in relation to this in the future. This will also form part of our AS submission and action plan.

Plans for the future of the self-assessment team

how often the team will continue to meet;
how the team intends to monitor implementation of the action plan, including how it will interact with other relevant committees and structures within the institution;
how the team intends to keep staff (and students) updated on ongoing work;
succession planning for where membership of the team will change, including any transfer of responsibility for the work, role rotation and how the workload of members of the team will be accounted for in workload allocation;
at institution level, how the team will engage with departments to encourage them to apply for award;

What is equality?

I’ve been exploring definitions, descriptions and statements relating to the benefits of promoting equality in the workplace. Such definitions do not apply specifically to women but also to all those with protected characteristics under the Equality Act 2010, and show that by resolving inequalities, everyone (including students) can experience a better quality of university life and work.

“Equality is about ensuring that every individual has an equal opportunity to make the most of their lives and talents, and believing that no one should have poorer life chances because of where, what or whom they were born, what they believe, or whether they have a disability. Equality recognises that historically, certain groups of people with particular characteristics e.g. race, disability, sex and sexuality, have experienced discrimination.” (Equality and Human Rights Commission, 2016)

Addressing inequalities…

Neil Thompson (1997, 2006) designed a model that has been influential in both social work and education contexts to enable practitioners to understand the need to address inequalities:

“Thompson suggests that individuals are affected by what he calls personal, cultural and structural influences that come together to impact on how we fit into the social world. What Thompson calls ‘cultural’ influences encompass broader shared approaches – such as what is seen as acceptable behaviour. Structural issues refer to the ‘bigger picture’ of how society is organised and include aspects such as government policy and the shape of the welfare state. Thompson calls his PCS model an ‘analysis’ because it is a way of examining different aspects of situations that [practitioners] come across. However, he emphasises that it is about action as well as thought. [Practitioners] (…) need to do more than understand how individuals are affected by social and other factors; they need to act on this understanding to challenge disadvantage and prejudice. The PCS analysis could be set out in a diagrammatic form (below), showing how the individual or personal experience is surrounded by cultural and structural influences.” (The Open University, n.d).

Thompson’s PCS analysis model (1997, 2006)

This is also the model that many of us in the SoE teach to students at all levels in order that they understand how equality issues are relevant to both themselves and their work, or future work practice.

Why work for equality?

“Equality for women isn’t a women’s issue. When women fulfil their potential, everyone benefits. Equality means better politics, a more vibrant economy, a workforce that draws on the talents of the whole population and a society at ease with itself.” (Women’s Equality Party, n.d)

The position of our university is clear:

“The University of Brighton is committed to providing a fair environment that embodies and promotes equality of opportunity. We value the different contributions and experiences of all who make up our community, promoting mutual respect and understanding as well as freedom of thought and expression.” (The University of Brighton, n.d.)

There are complex issues to get our heads around, and do not just apply to the purpose of Athena SWAN, but will probably also arise when exploring the data to support other equality charters, such as The Race Equality Charter.

I would like to put forward the idea of employing an outside facilitator to run a session for an extended whole school meeting (1 day?) in the next academic year. This would give ‘professional’ support to help us all understand the issues of inequality that will be highlighted through our forthcoming Athena SWAN consultation process, and to support the building of our Athena SWAN action plan. Such an initiative would also illustrate the commitment that the SoE has to the achievement of a Bronze Award. What do you think?

Equality and Human Rights Commission (2016). Understanding Equality. Available at: https://www.equalityhumanrights.com/en/secondary-education-resources/useful-information/understanding-equality Accessed 7.5.17.

The Open University (n.d.). Empowering Practice. Available at http://www.open.edu/openlearn/health-sports-psychology/social-care/introduction-social-work-wales/content-section-6.2 Accessed 7.5.17.

The University of Brighton (n.d.). Equality, Inclusion and Diversity. Available at: https://www.brighton.ac.uk/about-us/your-university/equality/index.aspx Accessed 7.5.17.

The Women’s Equality Party (n.d.). About. Available at: http://www.womensequality.org.uk/about Accessed 7.5.17.