1. Managing the risk of unconscious bias in admissions

2. What is SPA? Set up in 2006 following the Schwartz Report Fair Admissions to Higher Education: Recommendations for Good Practice 2004 ‘The Group recommends the creation of a central source of expertise and advice on admissions issues. Its purpose would be to act as a resource for institutions who wish to maintain and enhance excellence in admissions. Such a centre could lead the continuing development of fair admissions, evaluating and commissioning research, and spreading best practice.’

3. Imagine you’re going out for a meal Do you: a)Run away? b)Strike first? c)Pause to consider who this person is? Perhaps he’s the chef. Maybe he’s had an unfortunate accident and needs your help. He might just be passing by. What is unconscious bias?

4. Imagine you’re driving along Do you: a)Pull over? b)Speed past? c)Pause to consider who this person is? Perhaps he wants a lift. Maybe he’s just waving hello. He might be trying to steal your car. What is unconscious bias?

5. n u r s e e n g i n e e r

6. Unconscious bias refers to a bias that we are unaware of, and which happens outside of our control. It is a bias that happens automatically and is triggered by our brain making quick judgments and assessments of people and situations, influenced by our background, cultural environment and personal experiences. But…in student recruitment unconscious bias can lead to unfairly discriminating against individuals. What is unconscious bias?

7. Very little research about unconscious bias in HE student recruitment, but plenty from staff recruitment. What does the evidence show? Applicants with typically white British names more likely to be shortlisted for jobs than those with names associated with minority ethnic backgrounds. Staff in a science faculty rated male applicants for a lab manager role as more competent than equally qualified females. Chose a higher starting salary for males. www.ecu.ac.uk

8. What are the risks for student recruitment?

9. Applicant / adviser bias What are the risks for student recruitment? HE provider bias Her application was strong but she didn’t seem right at interview … I’ve not heard of this qualification before – it can’t be suitable for this course … This school has a great track record of pupils successfully applying to my course … I better not tell them I’m dyslexic, it might count against me … I’m not academic enough … I won’t fit in on this course … Pupils from our school don’t go to that type of university … you’d be better off at …

10. SPA has made five recommendations for tackling unconscious bias in HE student recruitment, which are strongly tied to ECU’s recommendations on staff recruitment. What can we do about it?

11. 1.Create a culture of equality Having written equality and diversity policies is insufficient; policies need to be put into practice. Managers should make it clear that they are committed to equality, holding themselves and others to account.

12. What can we do about it? 1.Create a culture of equality Having written equality and diversity policies is insufficient; policies need to be put into practice. Managers should make it clear that they are committed to equality, holding themselves and others to account. 2.Ensure transparency Ensure that all decisions, including interviews, are properly documented in a standard and consistent manner, and that they demonstrate why decisions were made. This will make providing feedback easier, facilitate any auditing process and help protect against legal challenges.

13. What can we do about it? 1.Create a culture of equality Having written equality and diversity policies is insufficient; policies need to be put into practice. Managers should make it clear that they are committed to equality, holding themselves and others to account. 2.Ensure transparency Ensure that all decisions, including interviews, are properly documented in a standard and consistent manner, and that they demonstrate why decisions were made. This will make providing feedback easier, facilitate any auditing process and help protect against legal challenges. 3.Reduce stereotypes Look for situations where you can promote counter- stereotypical images of underrepresented groups, without misleading applicants. This should apply not just on the website and in marketing materials, but also around the institution where they would be encountered by visitors.

14. What can we do about it? 1.Create a culture of equality Having written equality and diversity policies is insufficient; policies need to be put into practice. Managers should make it clear that they are committed to equality, holding themselves and others to account. 2.Ensure transparency Ensure that all decisions, including interviews, are properly documented in a standard and consistent manner, and that they demonstrate why decisions were made. This will make providing feedback easier, facilitate any auditing process and help protect against legal challenges. 3.Reduce stereotypes Look for situations where you can promote counter- stereotypical images of underrepresented groups, without misleading applicants. This should apply not just on the website and in marketing materials, but also around the institution where they would be encountered by visitors. 4.Prepare individual selectors Consider introducing training in a supportive, unthreatening environment to give staff the chance to think about their biases in a constructive way. Familiarity with non- stereotypical student, academic or career examples will implant an intention to counter bias and promote a conscious effort toward equality.

15. What can we do about it? 1.Create a culture of equality Having written equality and diversity policies is insufficient; policies need to be put into practice. Managers should make it clear that they are committed to equality, holding themselves and others to account. 2.Ensure transparency Ensure that all decisions, including interviews, are properly documented in a standard and consistent manner, and that they demonstrate why decisions were made. This will make providing feedback easier, facilitate any auditing process and help protect against legal challenges. 3.Reduce stereotypes Look for situations where you can promote counter- stereotypical images of underrepresented groups, without misleading applicants. This should apply not just on the website and in marketing materials, but also around the institution where they would be encountered by visitors. 4.Prepare individual selectors Consider introducing training in a supportive, unthreatening environment to give staff the chance to think about their biases in a constructive way. Familiarity with non- stereotypical student, academic or career examples will implant an intention to counter bias and promote a conscious effort toward equality. 5.Ensure the qualities of different candidates are valued in the same way Before any selection decisions are made, all involved should be clear about what they are looking for, adhering to a robust admissions policy and consistent admission criteria that should not change within any period of equal consideration.

16. What else can we do about it?  What already exists?  What needs to be created, updated or expanded?  Who will be responsible?  What’s the timeline?  How will we measure success? What can we do about it?

17. Thank you www.spa.ac.uk 01242 544891 enquiries@spa.ac.uk