The Race Equality Charter (REC) aims to improve the representation, progression and success of Black and Minority Ethnic Staff and Students within Higher Education and focuses on; academic staff, professional and support staff, student progression and awarding, and diversity of the curriculum.
Launched by the Equality Challenge Unit (now Advance HE) in January 2016, the REC provides a framework through which institutions work to identify and self-reflect on institutional and cultural barriers standing in the way of Black, Asian and Minority Ethnic staff and students, and is underpinned by five guiding principles.
The University is committed to the REC and joined as a member institution in May 2017. Member institutions develop initiatives and solutions for action as part of the application process. We intend to submit our institutional application in July 2023. To work towards this submission, we have set up a Self-Assessment Team (SAT) who are leading a full evaluation of race equality across the University and working with the University community to develop a 4-year institutional action plan. The REC SAT is coordinated and supported by the Inclusion Team in People and Culture.
The SAT is co-chaired by Dr Hannah Gibson, Professor Lorna Fox O'Mahony and Kai Yin Low, and includes staff and student representatives from across the institution. The team are responsible for driving the University’s work to improve racial equality across the University and within the community more broadly. The SAT also includes work stream leads, who are members of staff who focus on particular areas within the application. The SAT meet termly, and the work stream leads meet monthly.
Work stream lead: Professional and support staff, recruitment, progression and development.
Work stream lead: Undergraduate and Postgraduate student profile, pipeline and employment.
Work stream lead: Academic staff training, appraisal, support for ECRs, profile raising.
Work stream co-lead: Teaching and Learning.
Work stream lead: Institutional and local context.
The University recognises the importance of adopting a holistic, institutional approach to