ࡱ> y|x /bjbj r__$) 4hRQ7pbb"/MT,6666666$9w<J6^/67 7!!!l6!6!!t2,p4;gL36!70Q7`3<<(p4p4<48!66!Q7< X :   Full Equality Impact Assessment Proforma Name of policy/proposal/decision: Undergraduate Teaching & Assessment Arrangements Responsible department: Deputy Secretarys Office Lead officer: Professor John Gardner STEP 1: ABOUT THE POLICY What is the aim of this policy? The proposals cover the following areas: Transition to 20 credit undergraduate modules Condonement and compensation Grading scheme Honours classification The aims of the proposals are to: provide an effective curricular, teaching and assessment structure that supports student learning, retention and achievement; provide clear and streamlined structures; assist in promoting academic collaboration and student mobility nationally and internationally. 2. Who will be affected by this policy? Students and staff across the institution will be affected by this policy. 3. Is the policy being developed or review? The policy is being reviewed. 4. What is the timescale for approval of the policy or decision? These proposals are being made for implementation in 2014/15. 5. Who/what committee is responsible for approving any necessary changes to this policy? Academic Council. STEP 2: HOW DOES (OR WILL) THIS THIS POLICY OR DECISION AFFECT DIFFERENT GROUPS OF PEOPLE? The purpose of this step is to identify whether the policy could affect some groups of people differently. It is important to consider whether the policy would discriminate against or disadvantage people on the grounds of any of the protected characteristics, or whether there are any opportunities to better promote equality or good relations between different groups of people through modifying the policy. To do this, you should consider the following questions: Note: Under the Equality Act 2010, the nine protected characteristics are age, disability, gender reassignment, marital or civil partnership status, pregnancy or maternity, race, religion or belief, sex and sexual orientation. When answering the questions below, you should think about how they relate to each of the 9 protected characteristics. 1. Does the evidence suggest that people with any of the protected characteristics have (or are likely to have) different needs or experiences in relation to this policy? [Include data where appropriate e.g. uptake of services or provision] Having considered the policies and invited feedback from Schools, Service Areas and students, there is very little evidence to suggest that people with any of the protected characteristics have different needs or experiences in relation to this policy. During the initial consultation, it was mooted that some groups (e.g. disabled students or those having to take time off as a result of maternity or paternity) might be more likely to have to make up credits and so might be more likely than others to traditionally make use of the free slots in semesters 3 & 8. However, there is no tangible evidence of this, and the proposals have been designed in a way to ensure that no student will face disadvantage as a result of the removal of the spaces in these two semesters. In any event, the individual needs of students arising from protected characteristics, such as disability or maternity, will be taken into account to mitigate potential disadvantage. 2. Does the evidence suggest that any aspect of the policy could lead to unfair treatment (including unlawful discrimination) against people with a particular protected characteristic? (For example, are people from any particular group excluded from accessing provision, either directly or indirectly as a result of the criteria applied?) There is no evidence to suggest that any aspect of the policy could lead to unfair treatment against people with particular protected characteristics. The Transition to 20 credit undergraduate modules proposal proposes that students should take 120 credits each year throughout their degree programme. Currently a typical student will take 132 110 132 110 credits across the four years of their study. The proposals therefore, allow the credits to be spread evenly throughout the degree programme. As addressed in the paper, because the credits are evenly spread this means that the free slots in students programmes, typically in semesters 3 and 8, will no longer be available for students to take an additional module if required. Special arrangements, such as summer modules, will be available for students to take other modules if required. It is worth noting that some of the core aims of these policy changes are to improve consistency, transparency, and to remove complexities that could potentially disadvantage students. These changes can therefore be regarded as positive and seeking to improve the experience of all students, regardless of their protected characteristics.  3. Will this policy help the University to meet the three parts of the general equality duty? Please expand on your reasoning in relation to each part: (i) Eliminate discrimination, harassment, victimisation or any other prohibited conduct It is not envisaged that this policy would specifically help the University meet this requirement of the general equality duty.  (ii) Advance equality of opportunity between those who share a protected characteristic and those who do not share it The proposals mention that the summer programme will be developed to provide additional modules which will help students to catch up or give them additional opportunity to take modules if required. The proposal on compensation would allow students to compensate a marginal fail under certain circumstances. This would benefit students twhose performance might be unusually hindered , for example as a result of mental illness such as anxiety or stress.  (iii) Foster good relations between those who share a protected characteristic and those who do not share it By introducing an additional module in some years of study contact time will be increased. By increasing student contact time, this will allow more time for good relations to be fostered between those who share a protected characteristic and those who do not.  4. Summarise what evidence you have considered when answering these questions. (e.g. anecdotal evidence, management information, research reports, consultations with staff, students and/or campus Unions) The original proposals were distributed widely to staff and students. Three consultation events were held to give the University community the opportunity to discuss the proposals in an open forum and in addition, people were invited to submit written feedback. Subsequent to this, the proposals have been re-drafted and consulted on again. Evidence has been gathered from other institutions to review the practices across institutions in the UK. During the consultation, no evidence emerged of potential equality issues or differential impact. There were no specific comments about equality issues, except for the one cited in response to question 1 above.  STEP 3: ACTION PLAN You should now be able to identify whether any action is required to eliminate discrimination or disadvantage, or to make changes to more effectively promote equality, diversity or good relations. Alternatively, you might have identified that you cannot fully assess the impact of the policy on different groups until you have more information. Actions that you might identify at this stage could include: Changes to the policy itself to better promote equality or to tackle unfair treatment/discrimination Collecting and analysing data not currently available e.g. management information, surveys Consulting further with staff, students or Unions in order to find out more about how the policy or decision will affect people Action/change requiredResponsibilityTimescaleResources requiredWhat issue/problem will this action address?NONE STEP 4: Recommend whether the University should adopt, modify, pilot or reject the policy/function A: Adopt the policy in its originally proposed format (no changes required) B: Modify the policy to address any negative impact or to more effectively promote equality, diversity and good relations C: Continue the policy without modifications, despite identifying equality issues (note: justification must be provided) D: Reject the policy entirely, due to the findings of the EIA E: Pilot the policy and re-evaluate the equality impact after the pilot period F: Modify the policy to meet separate statutory changes, not linked to equality/diversity  STEP 5: MONITORING AND REVIEW What equality data will be collected to monitor the implementation of this policy? As noted in the proposals, the implementation of the proposals will be monitored to ensure that no disadvantage arises. During this process, any evidence of disadvantage affecting groups with particular protected characteristics will be identified. 2. Who will be responsible for collecting, analysing and reporting on this data? Student Administration Office 3. To whom and how often will this data be reported? Any issues will be reported to the Education & Students Committee (ESEC) 4. When will this policy next be reviewed?  Signed (lead officer): Pamela Sinclair Date 5 June 2013 Signed (accountable officer): Prof John Gardner Date 5 June 2013 Version: February 2012     PAGE  PAGE 1 Based on the work undertaken in this EIA, briefly set out your reasons for this recommendation: The policy is not likely to discriminate against any particular group, and in fact is intended to benefit all students. Is this EIA now complete? YES If you have answered NO, when will this EIA be resumed? 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