Structures and Processes
An inclusive university will have processes and structures that actively consider equality and diversity, so that inclusive practice becomes routine throughout the institution. Senior university leaders have key roles in driving inclusive cultures and processes at all levels of the university (UUK and NUS, 2019).
Academic and professional services staff are also essential for the implementation of inclusive practice on the ground. In an inclusive university, everyone will be aware of and engage with relevant policies and apply them to their local contexts. Inclusive policies and documentation are written in clear transparent language, and processes are straightforward for staff and students to engage with.
Structures and Processes Case Studies
Examples of how to do this might include:
Establishment of Key Performance Indicators that relate to widening participation (e.g., retention, awarding gaps).
For the University of Hull, these are defined in the Education Strategy 2020 - 2025 and the Institutional Access and Participation Plan 2020/21 - 2024/25.
For the University of Hull, these are defined in the Education Strategy 2020 - 2025 and the Institutional Access and Participation Plan 2020/21 - 2024/25.
Accessible and transparent programme data, integrated into routine quality processes. To enable evidence-driven interventions, the use of dynamic data dashboards gives programme teams local accountability. This allows for early intervention to address any identified
awarding gap or student retention issues.
awarding gap or student retention issues.
Developing and reviewing policies that emphasise inclusive practice. Effective policies embed good practice across the institution, and are best developed in partnership with students, academic and professional services staff. At Hull, an example of this is the Inclusive Marking, Assessment and Feedback Policy
Building staff and student awareness and understanding of institutional policies. Engaging students and staff in the development of institutional policies builds inclusive cultures. Inclusive communication is clear and transparent and understandable by all, particularly those unfamiliar with university terminology or communicating in a second language.
Ensure learning environments are accessible. Teaching environments, both physical and digital, must reflect current legal accessibility standards. Inclusive programmes will design out the need for individual adjustments where possible, by adopting a more inclusive approach for the whole cohort. Where possible, students with reasonable adjustments are active partners in ensuring accessibility and given autonomy and dignity in decisions about their own learning environments.
Ensure activities are inclusive. All students should feel included and respected in the activities they undertake. Genuine inclusion will consider multiple lenses, including disability, ethnicity, gender identity and sexual orientation. For example, it is inappropriate to plan field
work to countries where homosexuality is illegal.
work to countries where homosexuality is illegal.
Ensure equal student access to resources, factoring in digital inequality. Many students cannot afford specialist materials, software or costs associated with field work or placements. Students may also lack quality study space at home, or not have access to an appropriate computer to work on. Inclusive programmes will consider financial implications of activities and offer targeted support or alternatives where appropriate.