This research project applies an evidence-based approach to understanding obstacles to effective use of Equality Impact Assessments (EqIAs) across the higher education (HE) sector. It explores the benefits of co-production with staff and students to inform the development of an impact assessment framework underpinned by the staff/student voice.
The project’s principal aim was to review existing higher education institution practice and collate stakeholder perceived obstacles in relation to EqIAs to support the development of an evidence-based, holistic, context-driven framework for EqIAs. This aim is underpinned by principles of co-production across the HE sector. The current UK legislative framework is considered a floor not a ceiling, therefore there is the potential for the framework to be used around the world.
This project, by the University of Chester alongside the University of Hertfordshire, was funded by the 2024-25 round of the Advance HE Collaborative Development Fund. Find out more about the Collaborative Development Fund here.
The project outputs consist of a project report, two interactive web tools, infographics, a Q&A and a checklist for decision makers. Advance HE members can access the outputs below.
