ࡱ> fhe`  bjbjss .T,4D,\?|>>>>>>>$@h@C?~~~??~.>~>r!T_" P!=,?0\?!zCFFC_"C_"vhT2L?? \?~~~~,,,,,,,,, Equalities Impact Assessments Equality and Diversity Policy Impact Assessment Form Policy /Practice/Section: Careers Service Review Date: February/April 20081 What does the Policy/Practice aim to achieve? To provide careers advice, resources and support to students, graduates and staff.2 Why was the Policy/Practice developed (what was the rationale?) To provide support to students, graduates and staff in entering or changing a career 3 Who are the stakeholders in the Policy/Practice? University staff, students, graduates, employers, prospective students. 4 Which groups benefit from the Policy/Practice? University staff, students, graduates, employers, prospective students. 5 What methods were used to gather evidence for this assessment e.g. meetings/briefings with staff, e-mail consultation, quantitative data gathering and analysis, questionnaires etc? Qualitative and quantitative data gathering, questionnaires face to face discussions etc. We have information on students and staff who have appointments with Careers Advisers i.e Students ID number We have utilised this Access database for the academic year 2006/7, our first year of keeping such records to compare our records against the Student Record. This has enabled us to establish the number of mature students we have seen, (for the purposes of these statistics we took mature as being over 25 at the start of their academic course). In addition we are able to gather statistics on the number of students we see who have a disability. By comparing our data against the student record we are able to ascertain the number of students with disabilities without knowing which individual is disabled, therefore ensuring confidentiality. We are also able to identify the gender balance. Finally we are able to identify the number of nationalities using our services. . 6 Is there any evidence of higher or lower participation or uptake by the equality strands: Race : The University does not collect data on ethnicity however we have been able to work out the top 10 nationalities using our service, these are broadly comparable with the overall Student Record. The attached table gives an exact breakdown. One example is that Nigerian students make up 1.76% of the student population, however 5.88% of the students who used the Careers Service during the academic year 2006/7 were Nigerian. This implies Nigerians are heavy users of the Careers Service, consistent with them very often being keen to remain and work in the UK. Gender : During academic year 2006/7 53.53% of our clients were female 46.47% were male compared with the student record 55.52% female and 44.36% male. Age : 16.31% of our UK client group was mature (as classified above) compared with 5.76% in the Student Record 11.76 of our non UK client group was mature compared with 4.58% in the Student Record. This suggests we see a slightly higher percentage of mature students. Disability : During 2006/7 9.38% of our client group had registered a disability, compared with the Student Record percentage of 6.66% suggesting a slightly higher participation in Careers Service activities by disabled students Sexual orientation ; The University does not collect this data. Religion and belief : The University does not collect this data. 7 Is there any evidence that different groups have different needs, experiences, issues and priorities in relation to this policy/practice. From our initial analysis it appears that international students prefer the immediacy of Duty sessions which do not require booking to confidential one to one guidance interviews whilst home domiciled students show a preference for confidential bookable guidance interviews. We will require to conduct further analysis during academic year 2007/8. However if this trend continues we may make provision to alter our work patterns to accommodate these preferences. 8 If adverse impact on minority groups exist, what is the level of risk ? a) to the groups affected The Careers Service has now moved to the Hub in Elphinstone Road, enabling us to provide a full service to disabled students. . b) to the University N/A How will the Policy/Practice be amended to reduce any risks identified? N/A 9 Do minority groups benefit positively from the Policy/Practice? In what way? Our statistics suggest disabled, mature male and female and international students are all well represented in our client group. We are not able currently to determine ethnicity of UK domiciled students and therefore cannot determine whether these groups are under- represented. 10 Has the Policy been through a process of consultation with minority groups? If not, who should be consulted? Not so far but consultation will be considered where the data shows cause for concern. This would probably include International students as well as home students from minority ethnic backgrounds, mature students and disabled students. 11 Is there an opportunity to promote equality of opportunity or community relations more effectively through the Policy/Practice, or by working with others? We promote equality of opportunity through the Careers Service website, which currently has a section on Equality and Diversity, and aims to assist students from equality minority groups in finding employment. By outreach work to groups of students who currently do not use the Service Taking opportunities to promote equality of opportunity in work with employers, this could be via marketing the Service and new initiatives such as the Fresh talent Careers club (FTCC). 12 This Impact Assessment will be signed off by the Joint Committee on Equal Opportunities and be published on the Equality and Diversity website. Can you suggest where else it should be published e.g. College/School/Section meetings, websites, e-mail dissemination, team briefings? 13. If any action is proposed as a result of conducting this Impact assessment, please record this below Action proposedBy WhomDateOnce 2007/8 data is collated we can check to see if trends are continuing. PSF/RJSeptember 2008.     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