Skip to main content

This page shows examples of TEI good practice highlighted by the External Examiners and the ULOs in their reports, in areas related to Equality/Equity, Diversity and Inclusion. Click on the links below to jump to Good Practice ideas on each topic.

 

EDI  TEI
One centre continues to commend the idea of having a safeguarding professional on the governing body of TEIs and/or their constituent bodies. YTEP (2020-21)

Recruitment:

  • TEIs which have implemented HR processes designed to improve the diversity of recruitment have yielded positive results in some places
  • building relationships with global scholars through guest lectures or honorary positions.

 

Staff training/development:

  • Funding secured for a one-year mentoring programme with UKME theological educators/church ministers
  • sessions with Common Awards postdoc;
  • external consultant providing anti-racism training and strategic advice;
  • active bystander training as well as unconscious bias.

 

Pedagogy and curriculum:

  • module reviews
  • including first names in bibliographies to see gender balance
  • “preparing to learn module”
  • compulsory session on lament to action
  • international/intercultural placements/exchanges
  • co-teaching modules on EDI themes to model dialogue for students; collaborating with expert partners for input in teaching; staff panel on sexuality and gender.

 

Community life and culture:

  • training for student reps to understand how to listen and report a wide range of student views
  • a session/sessions in induction week to prepare students to engage with differences in their learning and in the community
  • student-led groups for LGBTQIA+, UKME, students with disabilities, some meet and share concerns with the management committee, or via student reps, they are consulted by TEI leadership on various matters
  • student UKME/Women’s officers
  • internal taskforce set up in TEI to drive change in all areas of EDI and to monitor progress
  • LGBT+ chaplains, disability advisors
  • conference on class and theological education
  • review of inclusion policies in light of best practice and most recent advice
  • widening participation programmes
  • scholarship funding; evaluation and input by trustee/s
  • website ‘report and support’ section for students to be able to signposted to necessary advice or processes
  • Active bystander training; Beyond bibliographies project

 

Public Engagement

 

  • ‘Public Good’ focus
  • apprenticeships to appeal to younger people
  • taster sessions for underserved groups in theology
Dr Stone (2022-23)

The ULO notes that including the question, "What UKME/GMH perspectives were evident in the session observed?" in the peer review of teaching is an effective way to keep the issue on the agenda. 

SWMTC (2023-24)