Statement of Intent on Equal Opportunities in Learning and Teaching

1. Background

Lancaster's policy on equal opportunities for students says:

You have the right to take part in activities and utilize our services free from harassment or duress. You should be treated on the basis of merit, capacity and potential and not be disadvantaged by gender, race, ethnic or national origin, religious or political beliefs, disability, marital status, age, health, family responsibilities, sexuality, background or any other distinction irrelevant to academic study. In order that equality of opportunity may be implemented, it is necessary to provide additional facilities or services to certain groups and individuals.

The statement of intent set out in section 2 below, and proposals for implementation listed in section 3, have emerged from a working group of the University Equal Opportunities Committee. They are being proposed for adoption by the University following a series of meetings of that group about how to improve equal opportunities practice in teaching and learning across the University. The adoption of the statement of intent by the University is intended to foster and support the expectation among students and teachers that equal opportunities issues should be integrated into all aspects of Lancaster teaching and learning practice. It is not intended to be another bureaucratic layer of audit culture, but rather a positive statement which indicates the University's commitment to equal opportunities in learning and teaching to all University staff and students.

This statement provides institutional support for more detailed practical advice on equal opportunities in learning and teaching contained in two separate documents, one for staff and one for students, which were developed by the working group and were published and distributed during 2003. This statement also enhances guidance on and takes forward issues first identified in the 'Student Equal Opportunities Policy: Guidelines for Implementation', approved by Senate in May 2001.

2. Statement of Intent

The University recognises that it has legal, moral, academic and contractual obligations to ensure that students from a wide variety of backgrounds have the maximum opportunity to benefit from their studies at Lancaster.

The University therefore commits itself to ensuring a teaching and learning environment which is free of discrimination, exclusion and oppressive practices.

The University acknowledges that the varied backgrounds and experience of students bring different perspectives, new insights and fresh understandings to learning in departments.

The University expects staff members and students to respect and value diversity amongst the student body and staff.

The University condemns discriminatory behaviour and expects all staff and student members of the University to challenge discrimination wherever and however it occurs. This might include:

• demeaning and discriminatory behaviour on the continuum from apparently harmless throwaway remarks to prolonged harassment, systematic bullying or illegal exclusion.
• academic practices, often unintended, which, for example: stereotype 'others'; caricature aspects of students from minority groups; over-emphasise masculine cultures; or make generalised assumptions about groups of students.

The University invites staff and students to take part in an ongoing debate to develop robust measures for identifying discriminatory and demeaning practices, to encourage reporting of incidents to the appropriate authorities, and to provide appropriate support, however trivial an incident may at first appear.

3. Implementation of Statement of Intent

All staff are expected to implement the principles above through a number of practical pedagogic strategies and activities. These include:

Planning

- planning explicit actions on equal opportunities within departmental strategic plans to encourage a culture of equal opportunities for all learners.

- considering the needs of all learners as far as practically possible in procedures and practices such as:

• course planning
• timetabling
• use of new technology
• teaching strategies
• use of language
• choice of teaching resources
• use of central expertise and resources.

Where unavoidable practical constraints limit access to certain courses to certain students, departments are encouraged to make these limitations explicit as early as possible in departmental publicity.

Publicity

- making clear statements about equal opportunities in all appropriate settings. These might include:

• departmental publicity and on websites
• course outlines
• providing easy access to paper and electronic versions of this statement of intent, the student guidelines on equal opportunities and the staff guidelines on equal opportunities

Transparency

- given that many University academic processes are unfamiliar to many students, taking all possible steps to make processes transparent, to clarify implicit assumptions and to provide adequate induction to all students.

- at a more practical level, ensuring that

• procedures for activities such as group work
• criteria for processes such as marking coursework and examinations
• definitions of concepts such as plagiarism

are all made as clear as possible to all students as soon as practical after arrival.

Staff expertise

In every department or administrative section at least 10 per cent or a minimum of two members of staff are normally expected to have undergone formal training in each of the following areas: promoting and managing diversity, cross-cultural issues, and disability equality. Those attending training should include teaching staff and senior staff in a position, where necessary, to effect changes in departmental practices.

Rosemary Turner
July 2005

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