Multi-media resources on IDM scenarios in higher education

Multi-media resources, such as video sequences or interactive content, are a useful tool to illustrate what harm diversity-insensitive behavior can cause. Watching these videos can contribute to recognising the potential and added value of diversity-sensitive management and teaching practices. Our multi-media resources are a valuable standalone training material. They should aid programme leaders in enhancing the teaching quality and support structures for their respective degree programmes

The selected scenarios aim at critical self-reflection for both academic and administrative staff as they are confronted with a bad and inefficient way of dealing with a diversity-sensitive topic and a contrasting good practice example. This should help staff to recognise and break with habits and attitudes that impede inclusion.

Race and Ethnicity

Video: Ethnicity stereotyping an inappropriate response

Video: Ethnicity stereotyping an appropriate response

Gender

Video: Male stereotyping an inappropriate response

Video: Male stereotyping an appropriate response

Helen’s Story (Disabilities, reasonable adjustment)

The issue here is that the Learning Outcomes and the Core Module decision have been set in such a way as to discriminate against a deaf person. The professional options in the field of Film and Media Production are clearly open to the d/Deaf Community and so having a sound-based module that requires the ability to hear and is core is discriminatory. The ability to be visually aware of sound via LED monitors enables some engagement with sound and the student was allowed to justify choices and experiment with the use of sound via these methods. The module was adapted for future iterations to remove the requirement to ‘hear’ and alternative options put in place.

Adam’s story

Niomi’s story (students with care obligations)

Ivan’s story (mature students)

Phyllida’s story (Dyslexia, provision of teaching materials)

The materials used by lecturer’s to teach these courses are in fact the intellectual property of the University and the management of ‘personal issues’ can be dealt with in a variety of ways. Recording and written note-taking can be ceased by all students for certain sections or ‘ground rules’ discussed and agreed with the students regarding recording – in practice, leaving a recording running is usually not inhibitive after a short time. Finally, the placing of materials on the internet is a disciplinary offence anyway and should form no part of a decision to prevent a reasonable adjustment.

James’ Story (special health issues)

Awareness training for the lecturer regarding the impact of their behaviour. Professional adults would not be treated in this way so why would we treat students differently? Students are adults and we expect them to behave autonomously and should treat them as professionals – many are mature professionals already. This kind of action ‘outs’ disabled people and could lead to legal action.

Stella’s story (health issues, flexible curricula)

Arthur’s story (reasonable adjustment)

Attendance will be affected by poor lecturing not when the notes are posted to the VLE, before or after makes no difference. Reveals can be taken out of the materials posted in advance and posted afterwards. Up to the minute materials can be treated in the same way – not everything taught will be from yesterday.

Susan- a new member on the team (staff management: discipline, gender)