Removing barriers to recruiting disabled people Chris Brill

Removing barriers to recruiting disabled people Chris Brill, Equality Challenge Unit NADSN Conference

Overview of session = About ECU = Statistics = Proposed work on removing barriers = Group discussion

About ECU Equality Challenge Unit supports the higher education sector to realise the potential of all staff and students whatever their age, disability, gender identity, marital or civil partnership status, pregnancy or maternity status, race, religion or belief, sex, or sexual orientation to the benefit of those individuals, higher education institutions and society.

Statistics = The proportion of staff disclosing as disabled increased from 2. 2% in 2003/04 to 3. 9% in 2012/13. = 3. 4% of academic staff and 4. 5% of professional and support staff disclosed as disabled in 2012/13. = 23. 1% of non-disabled staff were employed on research only contracts, compared with 15. 8% of disabled staff (a difference of 7. 3%).

Differences over time

Differences by job role

Differences by department

Difference by department

Potential barriers = Physical – e. g. the design of the built environment = Procedural – e. g. the recruitment processes = Social – e. g. negative attitudes towards disabled people

Removing barriers for disabled people = Identify current recruitment practices in higher education = With disabled people = Identify current barriers = Develop recommendations for change = Work with the sector to remove barriers

Current recruitment practices = Defining/developing the job role = Attracting applicants = Online advertising (HEFCE, UCEA) = Selection technique = Face to face interview (HEFCE, UCEA) = Tests

From ‘Supporting disabled students’ transitions from higher education into employment’ “Working hours, type of work involved, achieving high grades in education in examinations that are designed to test memory more often than ability”

From ‘Supporting disabled students’ transitions from higher education into employment’ “Tests! I am a very capable person but am not able to jump through abstract hoops. A test is an artificial situation and therefore I am unable to respond appropriately, whereas in an interview I am able to articulate myself effectively, showing employers that I am intelligent and capable. Tests don't necessarily convey ability. ”

From ‘Supporting disabled students’ transitions from higher education into employment’ “Confidence in the application process. in the area of physical impairments, employers often ask about extra curricular activities, and physically disabled people are limited in the responses to give, due to the inaccessibility of many activities. This may not seem like a big deal, but can knock confidence in an interview situation. ”

From ‘Supporting disabled students’ transitions from higher education into employment’ “I think it is particularly peoples perception of disabled people, the lack of understand causes ignorance and makes disabled people feel less capable, specifically around learning difficulties. ”

Group discussion = What are the potential barriers disabled people may face? = Defining role = Attracting applicants = Selection techniques = What should institutions do to remove these barriers? = How can we help drive change?

Final comments and next steps

Contact details Chris. brill@ecu. ac. uk 020 7438 1021 @ECUChris. B