The teams in LTW’s Learning Spaces Technology spend a lot of time thinking about how best to provide high quality AV services to a diverse university community across a very mixed estate. We aim to ensure that our technology is universal and accessible to all and that the benefit we provide to the university is useful in enabling accessible and inclusive teaching.
We support 400 rooms and 30,000 hours of teaching every semester. We pride ourselves in providing high microphone quality across the University Estate, hence why we use high-tier quality Sennheiser models. We upgrade and improve our services on a rolling basis. Whenever Sennheiser produce a smaller or lighter model or a new technology solution we check it out. The current model that we provide in teaching rooms is easily worn on a lanyard ( as modelled). This makes it an ideal, gender neutral solution as it doesn’t require a belt or pockets and works fine with any neckline or dress.
It has to be said, we’ve tried out some smaller, wireless mics around the place, but the quality just wasn’t good enough for the serivce we provide for learning and teaching but you can look forward to ‘flexible beamforming‘ from Sennheiser. We’ll be trialling this in the new spaces on campus and in Edinburgh Futures Institute building when it is ready.
What with the new digital accessibility legislation coming into place, I am gathering together a list of things/projects/initiatives and services we offer in Learning Teaching and Web Services to support accessibility online. We have a support service in ISG which provides practical testing and advice on meeting the requirements of legislation. At a strategic level we take a broad view on accessibility and inclusive learning.
We will be presenting the University of Edinburgh experience as an institutional case study at UCISA.
A working knowledge of accessibility is a key knowledge set for learning technologists and web developers and I’m very proud of how well we do in this area. I am often asked to support colleagues when they are writing up their CMALT portfolios and describing the policy environment in which they work, it is important that we reflect on what is quite a nuanced area of work.
I wrote my initial CMALT application in 2008 about the policies which shaped the context of my work. At that time those were: The new HEA UKPSF framework, the University of Leeds strategy and vision towards 2015, the HEFCE e-learning strategy, SENDA legislation on accessibility, copyright and emerging Creative Commons and CETIS -led technology standards. Back in 2004 I employed one of the first institutional web accessibility officers at University of Leeds. The second edition of our book about designing accessible learning is due out any day now…
University of Edinburgh has a huge corporate web estate so, as a central team, we are taking what we believe to be the most pragmatic and effective way forward toward improving accessibility, and thus reducing overall risk.
University Website, MyEd, Web Search and our content support widgets have all accessibility statements published reflecting on our capabilities and access to support and report inaccessible content etc. What really helped was the use of EdGEL consistently across our services.
We will proceed with our ‘Future Web Services’ project, in conjunction with a migration to Drupal 8. We will take a stringent approach to accessibility throughout design, development and testing, considering both the end users’ experience and accessibility needs. We will proceed with a content audit with a view to decommissioning and archiving portions of the estate as appropriate and rationalising the remainder, redeveloping content as needed and with accessibility in mind. We will target agree key user journeys giving us a prioritised backlog for more in-depth accessibility assessment. Our web teams will develop, adopt and communicate policy, standards and guidelines around accessibility as part of our continuing development of our digital governance.
We attend every year, the UK webmasters conference the event typically covers a wide range of topics or relevance to this sector including digital transformation, website/digital governance, university strategy, digital strategy, UX, accessibility, design, development, user-journeys and tasks, team management, leadership, content, measurement and analytics, change management, student recruitment and retention, tools, technologies and communications.
Accessible VLEs and platforms
Our VLE and media platform teams have been battling to get our accessibility statements and roadmaps straight. Karen’s team have been working with colleagues across the sector to gather best practice guidance for Learn. Some of our platforms are cloud hosted and vendor supplied which makes things challenging.
Accessible course design of our VLE
Our EDE teams offer advice on how to deliver inclusive and accessible technology enhanced learning. We are currently working with six Schools and a Deanery to implement a new site structures in Learn. The new site structure is being rolled out to Schools with the support of a team of student interns during the summer break to create consistent courses within Learn in preparation for the start of the 19/20 academic year. The aim is to create a new site structure that will provide a consistent student experience by making course specific materials easy to find as well as supporting staff in delivering rich, online courses. It will ensure courses are more accessible and inclusive and the terminology used relating to learning and teaching is more consistent. We are finding a huge range of lefthand menu options being used, as many as 400+ in one school.
Digital accessibility is a particularly strong example of the universal benefits of inclusive practice. Students enjoy more usable and flexible learning resources, listening to lecture recordings or podcasts while traveling on the bus, or using heading styles to go straight to the important part of the course handbook. An inclusive approach allows all students to learn in ways that suit them best. If we can respond effectively to these regulations, all students will benefit from a better experience.
Accessible content in the VLE
The student interns are working over the summer to complete accessibility audits of course areas with a view to reporting back to heads of schools. They are sampling course materials and producing accessibility scores. This work is gaining a lot of interest from VLE support teams in other Universities. If you are interested in talking to the project team or looking to find out more information regarding the project contact the Learn Foundations team and we are presenting about it at ALT Conference in early September.
The University provides a selection of assistive software to staff and students. One such piece of software, and one which we are excited about is called SensusAccess . We believe this is a really useful piece of software for staff and students using the VLE. SensusAccess allows you to convert electronic documents into alternative versions of the document – such as audio, e-book or digital Braille formats. It even tackles less accessible documents such as image-only PDFs and PowerPoint files. It is quick and easy to use, and free to students and staff of the University. You upload the document you wish to be converted to another format to the software and it is then emailed to you once the conversion is complete. You can then upload this version of the document to the VLE. Students can also use it themselves to create a version of the document which suits them best.
Accessibility and equality compliance: Links to relevant documentation
Written resources are available in alternative format on request, as indicated on each resource. Resources are all available online.
Slides and visuals used on our learning events are designed with accessibility in mind.
Training rooms in Argyle House are installed with hearing loops and have a height-adjustable desk in each room.
All videos developed in house can be viewed at different sizes and have captions.
An Equality Impact Assessment (EqIA) has been carried out on Lynda.com.
Promoting universal design
We have specialists in our LTW teams who promote and train in universal design, whether that is design of digital materials, web sites, communications, rooms, spaces, signage or AV kit. Neil’s team have led the development of the new look for MyEd designed for mobile first, making it easier to use on any device, wherever you are. The menu-based navigation makes it easier to find content, and avoids the need to load content-heavy tabs, making it faster to get to the content that you need.
Our LTW graphic design teams offer expert advice on accessibility in print and design. With design for print, we always do our best to comply with University standards and where we need to, we will add the accessibility strapline to printed materials. Design for print often requires a balance of aesthetics with accessibility and Sonia’s teams have to carefully consider the purpose of the thing that we are producing. Finding that compromise is always a challenge that we do our best to make as a design team. We endeavour at all times to ensure that we are following best practice in terms of accessibility. This may be through looking at the following guidelines or consulting directly with experts from the very start of the project at the initial design consultation. Here are some of the links we may refer to for our information.
We also ensure that our newsletters and graphics are available in a variety of accessible formats. We make sure to check that our LTW comms officers understand about accessible and inclusive communications.
When writing a blog, it is easy to forget that some visitors have vision impairments and disabilities that can come in the way of their reading experience. It is our responsibility to make our websites as accessible as possible so we don’t discriminate against any of our users. Anne-Marie’s teams offer advice on how to write an accessible blog on our WordPress serviceAccessible data
Through our wikidata projects we are sharing data sets online and making them accessible to the world to use, adapt and interrogate in creative ways.
Increasingly users interact with internet content via voice interfaces such as Siri and Alexa and text based chat bots. In LTW we are leading in the development of conversational interfaces for student support. We are running training sessions for students and staff.
The Subtitling for Media Pilot was established to investigate the feasibility, viability and cost of a student-led transcription service, alongside improving the digital skills of staff and promoting a culture change in our approach to delivering accessible content. The team subtitled public-facing audio and video content within Media Hopper Create, with a focus on content that was embedded in the main University website. Automated subtitling services are notoriously inaccurate and require checking before publication. In the pilot, subtitles were automatically generated and the student team acted as human mediators, checking and correcting the subtitles and drawing on their own knowledge and expertise of Edinburgh and University life. As a result of the pilot more media content is open and accessible to all users and new training courses are available for staff and students on DIY subtitling, aiming to move to a position where subtitling of media is standard practice at the point of creation as far as possible. Following the pilot, we’ll be establishing this as a service in 19/20. In the pilot service, subtitles were automatically generated and the student team acted as human mediators, checking and correcting the subtitles, drawing on their own knowledge and expertise of the HE sector in the process. Automation is effective at quickly processing large amounts of content; people are good at ensuring the right meaning is conveyed and that accurate sector–specific terminology is used.
In this project we subtitled 228 media [a total of 53 hours, 07 minutes play time] during the 12-week pilot. We established average times to subtitle, and identified things that will impact the time taken (accents, technical/scientific words, sound quality) and shared these finding with the sector. We produced a style guide that can be used as a subtitling aid for staff and ran four 2-hour workshops to develop University staff skills in subtitling, developing a successful format for ongoing training provision.We published two videos and five blogs to disseminate information about the pilot .
Accessible work experience and workplace
In designing our projects we think carefully about how we employ students. We are interested in whether digital work is the kind of work that might be attractive to students, specifically those who need some flexibility in hours and location of work. We are aware that this kind of work might offer opportunity for employment for students with caring responsibilities, who have disabilities, or who prefer solo working, and so we make sure to design these job opportunities with this in mind.
We have a number of staff in LTW who have visible and invisible disabilities and we listen to their feedback on how to ensure we have an inclusive workplace.
Professional Development and training for colleagues
We offer role-based training of staff, including webmasters, developers, designers, content creators, instructional designers.
Our University of Edinburgh PgCap Learning and Teaching includes a session on “Building accessibility & inclusion into your teaching & learning with technology”. We are going to develop this into a stand-alone session, and we’ve talked about developing a baseline e-accessibility resource (either on the open website or as a self-enrol course in Learn). We have recruited Tracy as an accessibility expert to our learning technology team.
Our course on Effective Digital Content (Writing for the Web) is mandatory if you need access to edit EdWeb. Bruce is our expert in web accessibility. It is open to all staff and students and available online or in person. This editorial training course covers good practice in writing and structuring information for the web. Nurturing a community of practice can help build leadership in and commitment to IT accessibility. That community of practice can and should reaches across unit and campus boundaries. Institutional challenges require institutional responses and our trainng includes guidance on data protection, freedom of information issues and improving performance in search engine results.
Things 5&6 in our ’23 Things’ course are diversity and accessibility and our collection of online digital skills courses offers dozens of courses on accessibility and these are available for free to students and staff including ‘Accessibility: Creating Accessible Documents in Microsoft Office’ and ‘Creating Accessible PDFs’. We run 2-hour workshops to develop University staff skills in subtitling and a range of courses in creating accessible media and learning content.
For many students the most useful thing colleagues can do to make the content of their lectures accessible is to use the microphone. The microphone in the room is linked to the induction loop which is essential for students with hearing loss and is the best way to capture high quality audio as you talk. We provide advice on how to wear a microphone and pack with a dress and on a lanyard. We’ve learned from our rollout of lecture recording that the best quality and most accessible recordings are produced when the most suitable microphones are used.Whether you have a loud voice or small group, all microphones will pick up only the closest speaker. Lapel mics work best for presenters, handheld mics and Catchboxes work best for audience interaction. In the largest teaching spaces, there will be a throwable microphone called a Catchbox. In rooms without Catchbox or a handheld microphone, you should repeat questions to ensure they are picked up on the recording. Find out more about how lecture recording can support accessible and inclusive learning.
Accessible online courses
Our distance learning and MOOC platforms have very clear and rigorous rules about the ways in which content is presented. We recognise that some of our learners will have particular needs and circumstances and we will strive to identify and respond to barriers to participation in our courses so that these can be reduced or removed. We view the diversity of our learners as a resource that enhances their learning experience and the experience of other learners.
The University of Edinburgh University Accessible and Inclusive Learning Policy is due for a review, not least to reflect the technology environment on campus which has changed significantly in the past 6 years and to include the fact that we have online courses and students to whom the policy would also apply. Much of the technology referred to in the policy is owned by LTW and since the policy is out of date it no longer reflects the technology we provide. Policy development meetings are well underway with contributions from web, AV, online learning and digital library teams.
Teaching excellence exemplars
We are working closely with the assistant principals responsible for reviewing the promotions criteria for academic teaching and developing exemplars of excellence to include digital and accessible teaching.
When talking about the lack of women in digital technology, the focus tends to be on engaging the interest of girls and supporting women to become qualified in relevant areas. Without change within the industry itself, however, the women who pursue digital technology qualifications will still not remain in or be attracted to the sector.
The ‘leaky pipeline’ is definitely a thing so we must think about ways in which we can create a more inclusive and attractive work culture where women aspire to stay. Business-wise it make sense to retain valuable, experienced staff rather than having to train new staff.
Do we know what older women in the workplace want? do we ever ask them?
When we take an intersectional approach to recognising that people’s identities and social positions at work – particularly in the technology industry – are shaped by multiple and interconnected factors. We have to pay attention to how long people have been working and where they are in their careers.
We are a big recruiter, with a high turnover and a lot of innovation, so we need to attract and retain talent. We advertise placements and returnerships via Equate Scotland. We also need to explore how age and length of time in the organisation influence staff engagement.
RETAINING WOMEN IN WORK
In ISG we monitor the age profile of our staff, and because of course, we want to retain in our organisation, or in the sector as many women as we can, we invest in training and development including, personal development for women. We have a number of visible examples of Positive Action Measures which include:
Personal development programmes
We have coaching programmes and mentoring for women- we take part in the Aurora and Connections programmes and we run specific ‘Renew You’ and ‘Speak up‘ personal development programmes for women. The participants on these courses seem to find them valuable and so it seems like a good investment, but I don’t have any actual data for evaluating impact.
We have run sessions specifically about the impact that feminist mangers ( with Prof Fiona MacKay) can make and about how promotions and annual reviews work. We have data on who gets sent on leadership programmes.
Raising awareness and widening discussions
We organise events and discussion on topics which raise awareness of gender issues in the workplace such as gendered communications, inclusive language, shared parental leave and menopause. Menopause is an intersectional issue of gender, health and age and it is an important issue for managers and service teams. For many women it is experienced as a double or triple whammy, coming as it does just at the time when your children are teenagers, your parents are elderly and you have just made it back from a career break. We are figuring out how to promote a menopause -friendly workplace.
One of the first steps is to make sure everyone has access to fans to cool down. The aim is to normalise and destigmatise the use of fans- but it has to be said this is not such a great challenge as we work in one of the hottest buildings in Edinburgh!
The next step will be to gather some actual data about how many work days are lost because menopause symptoms go unreported and to think of ways to bring that number down.
We need to do more in really under-represented areas though, to think about how to involve more women in AV, VR, IoT and GIS.
Universal design in technology
There are moments in the workplace when you may suspect it has not been designed with you in mind. As a technology provider we can promote universal solutions ( such as how to wear a radio microphone pack with a dress) and disaggregate our data by gender and age where ever we can.
Recognise and rectify historical wrongs
Those of us who have been around for a while have heard the stories of historical wrongs. We can do things now to help our institutions to address some of that history , such as the degrees finally given to the Edinburgh Seven.
Professional and skills development
I have anecdotal information that middle-aged women are the group least likely to attend ( or be chosen for) new skills training in tech. We are very aware that we have a large group of women who have already chosen to work in information services, who could develop skills more specifically in data science, so we have been running ‘Developing Your Data Skills’ Programme for staff and students at University of Edinburgh this year.
The programme has been very successful and we have now had more than 130 learners on course. It wasn’t targetted exclusively at women, but we managed to attract 65 % women to participate. We have designed the course to fit with participants’ busy working lives and thought specifically about how to attract mid-career learners to upskill in this area. Since our staff live and work in Edinburgh and the region, I think this can be seen as part of the investment we are making in retraining and upskilling in data skills for the city. We have evaluated the programme and gathered feedback, so we will be able to report on the ISG KPIs.
We have pretty good flexible working arrangements and policies in ISG. It is not clear though whether they are consistently applied.
Developing male allies
We know that male allies are a big part of the success of any equality and diversity initiative. At ISG we have a Fathers Network which provides a space to discuss the experiences of the fathers in our teams who juggle work and family responsibilities. We are also working with CIPD to develop a new personal development course for men. This will focus on emotional intelligence at work and the challenges faced by men in managing workplace expectations in relation to their roles. It is important to acknowledge some important intersections, and where men can see that they also face intersections of identity which may influence the experience of other men, then that can carry over to understanding what that may be for women.
The Data Driven Innovation initiative programme led by the University of Edinburgh aims to expand on our existing expertise to grow data based projects, products, and services in the public, private, and third sectors. To do so in a way which is socially inclusive, we must tackle both implicit and explicit biases within the technology communities and industries, and data structures themselves. What can be done to support gender equality in data science at the University of Edinburgh?
Diversity programmes and women in STEM programmes are notoriously hard to implement and evaluate and there needs to be a strong management commitment to make a shift happen. The work we do in ISG to support gender equality in data science at the University of Edinburgh has been planned, sustained, reported and evaluated and is an example of best practice amongst the sector- the Scottish IT sector and in the Universities IT sector.
Information Services Group aims to be a best practice employer with regard to tackling the gender gap in technology, information science and data science. We are one of the largest employers in the city and we compete with the big banks and famous tech companies in the city to attract and retain female staff.
GENDER EQUALITY IS GOOD FOR BUSINESS
The more diversity we can find in our teams, the more we can be sure that our services and products meet the needs of the diverse student and staff in the university and the more creativity we can support the more innovation and transformation we can deliver. It is vital that we position ourselves in the market as an inclusive employer.
ENGAGING WITH OUR OWN DATA AND STRUCTURAL INEQUALITY
We have delivered on a number of workplace initiatives. Over the last 3 years we have:
Improved all our EDI reporting across the organisation.
Produced a SMART plan of strategic management actions for 1,3 and 5 years to get us to a more diverse and inclusive workplace.
Addressed gender bias in promotion, reward, review processes.
Demystified the experience, criteria and competencies for management roles.
Based on decisions that generated by data, our senior managers chose to implement policies that support and benefit all staff. This allows us to have the most inclusive workplace we possibly can. In 3 years the profile of women across grades has changed significantly with significantly more women now in senior roles at Grades 9 ( up 30%) and 10 ( up 300%) and our recruitment efforts routinely attract a more diverse set of candidates than ever before.
We have worked with third sector organisations such as Fathers Network Scotland, Equate Scotland, Age Scotland, Girl Geek Scotland and Wikimedia Scotland to create new opportunities for staff to engage with practical actions and the celebration of role models and mentors.
PROMOTING VISIBLE ROLE MODELS
We have transformed our ‘working for ISG’ web pages to include information and case studies about the flexible working and family –friendly aspects of our workplace. We have also:
Created an employer profile on Linked in and keep it updated with a steady flow of stories about what it is like to work here.
Highlighted and showcased on Linkedin some of the women in ISG and their varied digital roles, backgrounds and careers.
Engaged with our own history, libraries and collections to discover, highlight and celebrate diversity from our past.
Tackled directly women’s lack of engagement and representation with major technology areas such as AV tech, flying drones, media production, creating open source software, and software development for edtech.
CREATING AN ATTRACTIVE WORK CULTURE
When talking about the lack of women in digital technology, the focus tends to be on engaging the interest of girls and supporting women to become qualified in relevant areas. Without change within the industry itself, however, the women who pursue digital technology qualifications will still not remain in or be attracted to the sector. So we think about ways in which the digital technology industry can create a more inclusive and attractive work culture where women aspire to work and remain across their careers. Our activities include:
Creating an inclusive environment with a highly visible equality and diversity training programme – Called the Playfair Steps designed to highlight all the ways in which our workplace is experienced.
We take an intersectional approach to recognise that people’s identities and social positions at work – particularly in the technology industry – are shaped by multiple and interconnected factors.
We have developed a range of activities exploring how a person’s age, disability status, race and ethnicity, gender, gender identity, religion or belief, sexual orientation, socioeconomic background, and parent status contribute towards their specific experiences.
Between October 2016 and February 2018, we surpassed our short-term goal and that 60% of staff have participated in some form of equality and diversity training.
High profile events and support for Ada Lovelace day, International Women’s day and naming our training rooms and systems after inspirational women.
ATTRACTING WOMEN TO THE SECTOR
We are a big recruiter, with a high turnover and a lot of innovation, so we need to attract and retain talent. It became clear that our recruitment effort and language needed to be overhauled. This is still ongoing, with some parts of ISG engaging more than others. We have run several training sessions for recruiting managers on Checking Language, Overcoming Recruitment Bias, and widening Recruitment Searches. We also directly support the female student pipeline by hosting 20-30 student interns every year and offering female-only placements (Scottish Witches Data intern) and women returner-ships ( Data skills training and development) – we do this by working with Equate Scotland
RETAINING WOMEN IN WORK
Because of course, we want to retain in our organisation, or in the sector as many women as we can, we invest in training and development including, personal development for women. We have a number of visible examples of Positive Action Measures which include:
Coaching and mentoring for women
Events and discussion on topics which raise awareness of gender issues in the workplace such as gendered communications, inclusive language, shared parental leave and menopause.
Continuing Professional Development opportunities (such as editathons and data skills training) targeted at women.
We are very aware that we have a large group pf women who have already chosen to work in Information services, who could develop skills more specifically in data science, so we have been running ‘Developing Your Data Skills’ Programme for staff and students at University of Edinburgh this year. The programme has been very successful and we have now had more than 100 learners complete.
We have designed the course to fit with participants’ busy working lives and thought specifically about how to attract mid-career learners to upskill in this area.
GAINING EXTERNAL RECOGNITION
This initiative at Edinburgh has already won a number of awards and recognition in the sector.
In 2018 we won Universities HR Excellence Award for Equality and Diversity and were finalists in the ‘Employer of the Year’ category in the Scotland Women in Technology Awards and ‘Diversity Project of The Year’ in the Women in IT Excellence Awards.
Our case study was highlighted in the Equality Challenge Unit’s briefing on ‘Intersectional Approaches to Equality and Diversity and
we were awarded the Scottish Union of Supported Employment (SUSE) Inclusive Workplace award in 2017.
Our student pipeline -women students into IT roles as summer interns providing paid work and industry experience winning the Student Employer of the Year (SEOTY) award in 2018.
The work we do in ISG to support gender equality in data science at the University of Edinburgh has been planned, sustained, reported and evaluated and is an example of best practice. This is what can be done to support gender equality in data science at the University of Edinburgh.
We recently ran an excellent session on using inclusive language in recruitment. We spent some time thinking about the positive things we can say about the inclusive culture in ISG. One of the aspects of an inclusive culture can be seen in the extent to which we think about and talk about how our colleagues experience the workplace differently.
With regard to organisational culture and openness to diversity Olsen and Martins offer a theory-driven framework for evaluating managerial and organisational approaches to diversity management (Olsen & Martins, 2012). They propose that organisational approach is particularly important to study because it is within the control of the organisation more explicitly than external society-level factors. The Olsen model aims to explore the ‘how’ and ‘why’ which underlie diversity management approaches in organisations and to link these to organisational outcomes. ‘Openness to diversity’ is defined as putting an emphasis on pro-diversity beliefs and attitudes and refers specifically to group members’ positive attention to dissimilarities (Lauring & Villesèche, 2017). Diversity programmes in the workplace are socially situated and the organisation provides the specific environmental context in which such initiatives will success, thrive or fail to a lesser or greater extent.
For me, as senior leader, this means that whenever there is a workplace issue, even if it is not a top priority for me personally I try to think about how it might impact other people and specifically whether there are any groups of colleagues who might be disproportionately affected, and whether there are voices which are unlikely to be heard. In the workplace we are all part of different groups. Those may be identity groups (e.g. age, gender, race, class, ethnicity) and/or organisational groups (job function or place within organisational hierarchy). While managers are an organisational group and members of the management group may be perceived as representative of that group by their staff, their own membership of one or more identity group will also influence how there are perceived or behave (Kossek & Zonia, 1993).
One of the workplace issues which particularly exercises the ISG staff who work in Argyle House is the heat. Colleagues want to see data, and they want to see action. When I think about the excessive heat in the office I know that this will disproportionately affect colleagues who are struggling to regulate their own body temperature, such as women who are experiencing hot flushes as the result of menopause. I also know that the voices of those experiencing menopause are often unheard and easily dismissed. Menopause is still a ‘taboo’ topic for many and we don’t gather good data to know what the impact really is on our organisation. A smart employer with an inclusive culture would attend to this. Women of a certain age are a large group in ISG.
Menopause is an intersectional issue of gender and age. For many women it comes as a double or triple whammy, coming as it does just at the time when your children are teenagers, your parents are elderly and you have just made it back from a career break. In an ‘aged hierarchical’ organisation like ours it may also come just at the time when you are consolidating leadership and management responsibilities. Three out of five (59%) working women between the ages of 45 and 55 who are experiencing menopause symptoms say it has a negative impact on them at work (CIPD, 2019) For these reasons it is a topic of interest for employers, unions and politicians. If you haven’t thought about menopause in the workplace before, or what it means to your practice as an inclusive manager I recommend a quick google search on ‘menopause in the workplace’.
Here’s the blurb for our upcoming PlayFair Steps event at University of Edinburgh Information Services. It’s part of the ISG ‘going through the change’ theme 😉
PlayFair Steps: Overheating and Stressed in the Workplace?
We know from our very first PlayFair Steps event that age is an important issue that affects employees at work in a variety of ways. Experiencing the menopause while working can be a double whammy bringing stress, sleepless nights and hot flushes which make it difficult to perform at your best and thrive at work. Recognising and understanding the causes of stress in the workplace and thinking about how we can best support our colleagues makes sense for leaders, managers, recruiters and customer facing service teams. All are welcome at this session to discuss and engage with how ISG can be a better place to work for all. This session is the starting point for ensuring ISG promotes a culture that is open to employees talking about health issues.
***Remember that all IS staff are welcome to any PlayFair Steps event, even if you do not know much about the topic under discussion. You are encouraged to use this space to ask questions and have meaningful discussions. As this working group meeting will be over the lunch hour, do feel free to bring your lunch.*** Booking link: https://www.events.ed.ac.uk/index.cfm?event=book&scheduleID=33941.
Olsen, Jesse E., & Martins, Luis L. (2012). Understanding organizational diversity management programs: A theoretical framework and directions for future research. Journal of Organizational Behavior, 33(8), 1168-1187. doi:10.1002/job.1792
Lauring, Jakob, & Villesèche, Florence. (2017). The Performance of Gender Diverse Teams: What Is the Relation between Diversity Attitudes and Degree of Diversity? European Management Review, 0(0). doi:10.1111/emre.12164
Kossek, Ellen, & Zonia, Susan. (1993). Assessing Diversity Climate: A Field Study of Reactions to Employer Efforts to Promote Diversity. Journal of Organizational Behavior, 14(1), 61-81.
Some interesting equality and diversity activities going on in our libraries and collections:
Equality and Diversity Images Internships
The Edinburgh Centre for Research Collections (CRC) has a student internship curating images from our collections that show gender, race and diversity with a view to having these images be used for promotion of the University courses, and as part of courses where they are relevant. The successful outcomes of this have been digitisation of materials, engaging blog posts which have narratives from the collections that raise the profile of resources and narratives in the collections to support work in the area.
Following on from this £10,000 was awarded from the Innovation Fund to engage student interns to look at images and narratives of equality, diversity and community to support Students Association campaigns and encourage student engagement. This will be undertaken in the first 6 months of 2019 and is supported by the Students Association executive.
Project: Revealing and Expanding Diversity in our Library Collections
In 2017-18 Library and University Collections teams worked with Students Association to organise two collection displays in the Main Library. A display in October 2017 celebrated Black History Month and in February 2018 a display celebrated LGBT+ History Month. A small number of additional books were purchased to contribute to the LGBT+ display and to increase the range of Library resources; the LGBT+ display also linked to a display in the Library’s CRC which highlighted first editions of books, signed letters, essays and other manuscripts related to W. H. Auden and Christopher Isherwood.
The Main Library Black History Month display in October 2018 included 41 new items purchased through the project budget, and the project budget also enabled the purchase of additional display units for the Main Library and the purchase of new display units for New College Library and ECA Library. Further displays in 2018-19 are planned to support the Students Association’s four Liberation Campaigns (Black and Minority Ethnic – BME, Disabled Students, LGBT+ and Women). Students Association representatives and colleagues from across the University are involved in organising the displays, selecting resources for purchase and communicating the project to students. The displays have been popular with students, with display items being borrowed and students providing positive feedback to staff.
We ran a ‘Diversithon‘ Wikipedia editing event to celebrate diversity in science and Scottish history for the Festival of Creative Learning and LGBT+ History Month 2019.
Women’s Collections Cataloguing
The Edinburgh Centre for Research Collections have had an intern for 8 weeks cataloguing the collection of Louisa Matilda Jane Crawford, a composer from the 19th century, to raise her profile and make the collection available for dissertations and study. The Centre hopes to do more of this type of project – the archive projects team have prioritised how women are described in collections and are reviewing best practice for future cataloguing
The Libraries and University Collections (L&UC) have also been working with the Student Association’s LiberatEd project to highlight the functionality available to students to suggest new readings for their course resource lists.
In the past few years the Libraries and University Collections (L&UC) has adopted an equality strategy to balance the women artists represented in the University collections. They are actively working with the Principal to diversify the art seen in Old College. For example, of the works that have been collected since 2012, 54% are by female artists. This has included noteworthy work by significant female artists as well as works that deal with gender representation and diversity concerns.
The Contemporary Art Research Collection
The Contemporary Art Research Collection, established in 2016, is the newest art collection at the University and is the most significant area of activity in the diversification of the collection. The Collection is linked to the research of colleagues in History of Art. Their research and teaching area concerns feminism within the structures of Globalisation. This collection actively redresses the gender imbalance as well as the prevailing geographic focus on Western Europe and therefore enable us to broach new territories in terms of space, media and practice. The works acquired thus far highlight the major concerns of our times and the issues that affect women in particular – for example sex workers rights, care work and housing.
This gender and diversity bias in the Collection is perhaps highlighted most evidently within the Portrait Collection. The majority of portraits in the collection do not date from the contemporary period and therefore there is an overwhelming imbalance of representation – a recent estimate suggested that approximately 5% of artworks were by female artist or female sitter. This is no more obvious than in the display of works in historical parts of the University like Old College. On the request of the principal, over the last few months work has been carried out internally on how best to rehang Old College to better reflect both the history and diversity of the University community in our displays. This will be an ongoing, long term project.
A pop up exhibition opened in the Main University Library in November 2018, telling the story of how some of the University’s first female graduates pushed the agenda forward for equal enfranchisement in the UK. The exhibition focuses on when Chrystal Macmillan, Frances Simson and Frances Nairn took the fight to the House of Lords in November 1908. Chrystal Macmillan and Frances Simson became the first women to speak in the House of Lords. The exhibition was opened by Diva , Students Association Vice President for Education, who spoke about how inspiring the women were for students today, showing that students had fought for their rights and for equality.
New Internship for Equality, Diversity and Gender in Archive Catalogues
This project will look at the University of Edinburgh’s archive catalogues to explore the description, language and surfacing of women, cultures, communities and diverse groups in these catalogues. Many of the catalogues have been inherited over centuries of collecting, meaning that women and minority groups are often misrepresented or simply missing altogether from the catalogues. This project will require the business school students to analyse our data and explore the issues and problems, coming up with ideas to make them more diverse and inclusive using qualitative and quantities methodologies.
I am delighted to say that the PlayFair Steps equality and diversity initiatives in Information Services Group at University of Edinburgh have been recognised as excellent by the judges at the recent Universities Human Resources awards.
Many organisations are now choosing to recognise Equality, Diversity and Inclusion (EDI) expertise as a significant area of valuable knowledge which contributes to the business advantage and has a direct and significant positive impact on reputation. After two years this work is now able to show positive impact and report on metrics for improvement and use data driven decision-making for management practice. The work brings us ‘diversity advantage’. Diversity advantage can be seen as the positive consequences which accrue to a business through diversity and inclusivity practices in the workplace.
Increasingly EDI work in organisations can be seen as having a focus on:
improve the use of data in driving future developments
a greater priority on communications
more effective evaluation of policies and interventions
a focus on ‘what works’ underpinned by a robust and systematic use of the evidence.
My work in ISG EDI is seen through leadership in innovative practice to recruit staff, develop colleagues’ understanding of intersectionality and embed EDI into student employability programmes. I proactively recognise and reward staff with EDI expertise in my own teams. As well as identifying key people within the organisation to lead events in specific areas there are now 3 university of Edinburgh PhD students working as interns in ISG with specific remit to bring their academic expertise in gender studies and inclusion to contribute to our work. We have a Gender Equality Intern ( Dominique) and Digital Marketing and Recruitment intern ( Vicki) and an Equality Images Intern ( Francesca) These interns join my growing team (including our Wikimedian in Residence) to ensure that EDI in ISG is visible and celebrated. The three interns work on EDI plans and programmes, innovative digital marketing for recruitment and within the University archives and collections to find quality equality images which can be digitised and used to promote stories from our University history and to be used in presentations and publications. I have also agreed to sponsor a year’s sabbatical for another of our team ( Jo) to pursue a Masters by Research to properly surface the real story of The Edinburgh Seven.
The PlayFair Steps has been successful in that it allows staff to look at diversity and equality in various ways and from various points of view, all of which contribute to improving ISG. The work began as an initiative around gender equality and has expanded to recognise that people’s identities and social positions at work – particularly in the technology industry – are shaped by multiple and interconnected factors. I have developed a range of activities exploring how a person’s age, disability status, race and ethnicity, gender, gender identity, religion or belief, sexual orientation, socioeconomic background, and parent status contribute towards their specific experiences in and perspectives of our workplace. Using the local expertise of our academic colleagues and students, I seek to move beyond anecdote and create a more inclusive workplace with support from senior management for both top-down and bottom-up change.
Our IT practice now benefits from a more nuanced understanding of the structural issues which lead to workplace improvement. It is not enough to just ‘add women and stir’. The PlayFair Steps programme (which draws its name for the idea of ‘fair play’ at work) focusses on ensuring that barriers and bias are addressed and a more inclusive workplace is experienced by all. The PlayFair Steps is an initiative which improves our reputation and is of interest to central IT departments at other universities. The work is also being disseminated at relevant sector-wide conferences and recognised through being shortlisted by various national awards. Fingers crossed for more success and recognition of the value of this work in the future.