A sector under pressure: why this research was needed
Higher education institutions are navigating a time where equality, diversity and inclusion (EDI) work is under intense domestic and international political, cultural and operational pressure. Public debate has become polarised and the legitimacy of EDI roles is being increasingly questioned. Equally, universities face rising expectations for transparency and accountability. Against this backdrop, competing institutional interests and intensified risk‑assessment processes can overshadow or restrict equality considerations.
Embedding EDI meaningfully into institutional processes has never been more important. Our project, funded by the Advance HE Collaborative Development Fund, set out to explore the perceptions and challenges of one core mechanism for doing so: Equality Impact Assessments (EqIAs). EqIAs are structured processes that help institutions consider how proposed policies, practices or decisions may impact different groups (especially those with legally protected characteristics) and identify actions to mitigate harm or advance equality.
You can access the project outputs and the web-based Equality Analysis Framework tool here.
Our project focused on practice and challenges around EqIAs in England (where EqIAs are not mandatory), while drawing lessons from Scotland and Wales (where EqIAs are mandatory) to support a coherent approach for the sector.
Over a six-month period across interviews, roundtables and student focus groups, we heard repeated concerns that EqIAs were often inconsistent, overly burdensome, poorly timed, data limited and viewed as bureaucratic ‘tick-box’ processes rather than instruments for cultural change. Decision makers were perceived to widely lack understanding and confidence in carrying out EqIAs. This was accompanied by a limited appreciation of the value of engaging with EqIAs.
However, more encouragingly, the research also revealed examples of impact assessments being used proactively, shaping decisions, improving policy design and mitigating unintended harm. These contrasting experiences of frustration, pressure and potential shaped the development of an Equality Analysis Framework (EAF) in the form of a web-based tool which seeks to reimagine institutional approaches to EqIAs as methods of change to ensure a more inclusive and equitable sector.
Importantly, the findings and EAF are also of international relevance. Across global higher education, institutions face similar pressures including ideological contestation of EDI, financial constraints, siloed activity and demand for more coherent, holistic approaches.
Co-production as a central theme
In a climate where EDI is contested, co‑production emerged as essential to building trust, legitimacy and meaningful engagement with those most equity deprived. Co‑production, as articulated by principles developed from the research data, involves the people affected by decisions being partners (not simply consultees) throughout institutional decision making more generally and throughout the EqIA process.
Staff emphasised the value this brings whilst also recognising the need to build the institutional infrastructure to support this:
“I’m a big fan of co-production…done in the right way but I think there is a lot of preparatory work that it would be beneficial to do before you implement that strategy.”
Students similarly spoke of the importance of authentic partnership:
“If the university aren’t asking or listening, how can they evolve…and be responsive to the needs of students…of all demographics.”
These principles therefore underpin the EAF and reflect the increasing sector-wide call for EDI work that is strategic, relational, evidence driven and institution-wide.
The Equality Analysis Framework: a balanced, evidence-based and co-produced approach
The EAF responds to the challenges uncovered through the project. It is a structured, evidence-based and proportionate model that supports more confident, transparent and meaningful equality analysis grounded in co-production principles, not a form or checklist.
Crucially, it aligns with (and seeks to strengthen) broader sector efforts to embed EDI into institutional structures. Advance HE’s new Inclusive Institutions Framework calls for a strategic, sustainable and systemic approach to inclusion, emphasising unified activity, institutional coherence and evidence-based decision-making. The EAF contributes directly to this agenda by seeking to embed equality considerations within everyday processes, rather than treating EDI as an isolated practice or ‘add on’.
The EAF is structured around three core areas aimed at developing institutional foundations and practice around EqIAs:
CORE ONE: Capacity Building and Development: creating the conditions for meaningful equality analysis
Research participants told us that EqIAs often falter because institutional conditions make them difficult to deliver well. Time pressures, data gaps, limited confidence and unclear ownership were common challenges.
The EAF therefore begins with encouraging capacity building and development activity: strengthening data systems, supporting staff development, embedding co‑production cultures and clarifying and embedding institutional responsibilities. The EAF also encourages institutions to adopt their own context driven, proportionate and co-produced approaches towards EqIAs.
CORE TWO: Indicative EqIA: a six-stage process for clarity and collaboration
The EAF outlines a six-stage EqIA process: proportionality assessment, scoping, information gathering, conversations, impact assessment and action planning.
This structure addresses the inconsistent and often retrospective practice highlighted in the research and aligns with the Inclusive Institutions Framework emphasis on contextual, evidence-based institutional decision-making. It also captures the standard stages of impact assessment required to demonstrate compliance with the legal framework, while acknowledging the importance of reimagining the process as a more effective driver of cultural change.
The proportionality assessment offers clarity about when and how deeply to engage with an EqIA. The scoping and information gathering stages emphasise early, blended evidence recognising that quantitative data consideration alone are rarely sufficient. A conversations stage reflects co‑production principles and responds to staff and student calls for more relational engagement.
The impact assessment and action planning stages promote transparency and accountability, essential features of the Inclusive Institutions Framework’s ‘Action’ module, which calls for coordinated, institution-wide planning linked to clear priorities and outcomes.
CORE THREE: Monitoring and Sharing: embedding equality analysis within continuous practice
A major finding of the study was that EqIA outcomes are rarely monitored, shared or revisited. The EAF therefore emphasises continuous review, alignment with governance, and transparent communication. Equally, it encourages institutions to more meaningfully align EqIA activity with wider institutional initiatives.
Again, this reflects the Inclusive Institutions Framework’s call for systemic, sustainable change, moving beyond isolated initiatives toward long-term institutional embedding.
Looking ahead
This project and the EAF mark the start of a sector-wide conversation about strengthening equality analysis and supporting the strategic embedding of EDI into institutional processes. A scenario‑based game, The Equity Deck, has also been developed to support engagement through practical application of the EAF.
To build on this work, we invite colleagues to share EqIA case studies, examples of good practice and innovations. These contributions will help form a collective evidence base that can support institutions not only in England, Scotland and Wales, but also internationally wherever higher education is grappling with how to embed inclusive, equitable decision-making in complex and contested environments.
The research team would be delighted to hear from you would like to know more and/or if you have a case study around EqIAs that you would like to share and promote as part of the EAF. Please contact chantal.davies@chester.ac.uk for more information.
Access the project outputs and the web-based Equality Analysis Framework tool here
The research team comprises experts from the Universities of Chester and Hertfordshire, spanning equality law, EDI research, co‑production, social justice, participatory methods, and student partnership. It also includes student researchers contributing living experience, collectively informing innovative, inclusive approaches to impact assessment and organisational change across the sector today overall.
