Equality and Diversity

Equality in employment
The Sheffield Hallam University equality and diversity statement is:

Our aim is to maintain a diverse workforce who work together in an environment that values difference and ensures individual talents are fully utilised to achieve the University’s goals.

We aim to create a welcoming working environment in which

  • people can achieve their potential and perform well
  • there is no bullying, harassment or discrimination
  • there is equality of opportunity
  • all decisions are based on merit

We will do this by

  • providing support, information, training and guidance for all staff
  • taking appropriate actions to redress any gender, racial or other imbalances in the workforce
  • dealing with issues of harassment and bullying promptly
  • developing effective processes for monitoring and reviewing equality data
  • ensuring that all staff are aware of their responsibilities and that they take action to challenge inappropriate or unacceptable behaviour.

For further information please see our jobs pages on the University website.

Commitment to equality and diversity
Sheffield Hallam University is committed to advancing equality of opportunity, experience and outcome; ensuring that students and staff realise their full potential. This is reflected through the University’s values of inclusion and supportiveness, with equality, diversity and inclusion acting as key enablers to the University Strategy.

Our Equality Objectives 2017 – 2020 set our vision to be recognised as a University that adds value to the future of all our students, staff and partners by drawing on their unique and diverse talents and providing an environment that allows everyone to flourish and succeed.

For more information and to download Equality Objectives 2017 – 2020 and Equality Information Reports please visit our Equality Reporting page.

Assessment is an important academic process which evaluates a student’s performance and directly informs their progression and academic attainment record. It is essential that all our students experience a fair and inclusive assessment process.   The following pages provide information and guidance to support the assessment process within the context of equality, diversity and inclusion.

Designing assessment for inclusivity
The term inclusive practice is used to describe an approach to teaching that recognises the diversity of students. It aims to enable all students to access course content, fully participate in learning activities and demonstrate their knowledge and strengths at assessment.  Further guidance is available on the Inclusive Practice Teaching Essentials site.

Using Plain English

The Plain English Campaign encourages clear, easy to read and understand writing. This is useful for all readers but in particular for dyslexic students or non-native speakers of English. If you are writing assessments or other information for students it may be useful to familiarise yourself with the free of charge guides available on the Plain English Campaign’s website.

Key diversity dates

It is not possible for the university timetable to be organised around the religious festivals of all the faith traditions. However, guidance and information on how to treat queries and requests regarding religious observance with understanding, sensitivity and consistency is available in the religious observance information.

Unconscious bias
Unconscious Bias (sometimes called Implicit Bias) refers to when we automatically respond to others in positive or negative ways.

Unconscious biases can influence our actions every day and most of the time, we don’t notice them. These biases are shaped by our experiences and cultural norms, and allow us to filter information and make quick decisions. Social psychologists describe this as “social categorisation”, which means that we routinely and automatically sort people into groups. The Human Resources Directorate has developed an intranet page with a range of resources on unconscious bias for staff. This includes an online awareness training module, a literature review and toolkit.

If you would like to discuss further tailored development with regards to Unconscious Bias, please contact the People Development on ext. 3948.

Difficult circumstances: Extenuating Circumstances Policy
The University recognises that there will be times when students experience unexpected and unanticipated difficulties which adversely impact on their studies and their ability to complete assessments. The Extenuating Circumstances Policy and Procedure (ECPP) is intended to support these students (refer to Annex 3 of the ECPP for ‘Requesting to repeat an attempt at an assessment task’).

Module leaders will be notified of those students who have an approved coursework extension via the Extenuating Circumstances Policy and Procedure (ECPP) (refer to Annex 1 of the ECPP for ‘Requesting an extension to a coursework submission deadline’).

Module leaders are responsible for allocating a mark capped at the minimum pass mark to assessment submitted within one working day (24 hours) of the deadline date and time without an authorised extension. Coursework submitted beyond that time without an authorised extension receive a mark of zero.

Please note that extensions cannot be applied to sub tasks.

International students
The International Experience Team work to provide ALL students with an international and intercultural experience on campus. They also provide specialist services to ensure international students have the best possible experience while studying at Sheffield Hallam University.

A range of resources for staff are also available on the International Experience site.

Teaching Essentials also has a toolkit focusing on Internationalisation and resources relating to teaching international students can be found on Teaching Essentials – Inclusive Practice Toolkit.

Academic misconduct
To help preventing academic misconduct students can attend drop-in academic skills workshops. What constitutes plagiarism? Definitions and guidance can be found on the Academic Conduct Regulations, page 3 (section 17 (a)).

If you suspect academic misconduct you should raise this with the relevant course / programme leader in the first instance.