queen marys doc 5 of 5

8/8/2019 Queen Marys Doc 5 of 5

1/26

Student Support Committee 29-05-08SSC 2007/18

QUEEN MARY, UNIVERSITY OF LONDON

Promoting Good Campus Relations, fostering shared values and preventing violentextremism in Universities and Higher Education Colleges

Summary

The last meeting of the Committee received the above document from the Department ofInnovation, Universities and Skills (DIUS) updating a previous report issued in 2006. TheCommittee considered the key objectives in the document and the issues raised by each.

Since the last meeting, a draft response to the issues raised in the document has beencirculated to a number of colleagues for their views and this is attached at Appendix 1.

The Committee is asked to note the Colleges response so far and to consider and raise anyfurther actions it believes the College should be taking in reviewing its policies and practicesin the light of the DIUS document.

May 2008

1


2/26

SSC 2007/18

FOSTERING A COHESIVE SOCIETY Responding to:

Promoting good campus relations, fostering shared values and preventing violentextremism in Universities and Higher Education Colleges

1. Introduction

1.1 The key objectives in Appendix 1, previously considered by the Committee,have been circulated to a number of colleagues for their views about the way inwhich the College already responds effectively to the issues being raised in theDIUS document. In addition, the consultation has provided an opportunity forcolleagues to report back about initiatives underway in the College that willfurther improve our policies and practices.

1.2 A separate response from the Students Union is attached at Appendix 2.

2. Further Steps

2.1 It is clear from the responses received so far that there is a significant amount

of activity occurring in the College particularly reviewing policy andprocedures at a corporate level.

2.2 It is proposed that the QM response to date is kept under review and continuesto be updated as actions described in the response are completed.

2.3 The Committee is asked to consider the response to date and to highlight anyareas where it is concerned about the progress being made in the College.

Director of Student ServicesMay 2008

2


3/26

Appendix 1 to SSC 2007/18



KEY OBJECTIVE

1. To promote and reinforce shared values; to create space for free and opendebate; and to listen to and support mainstream voices.

ISSUE TO CONSIDER

Is there a clearly publicised, easily available Code of Practice on Freedom ofSpeech which outlines the universitys policies and procedures?

QM RESPONSE

The College has a Code of Practice, approved by its Council, outlining its policiesand procedures in relation to s43 of the Education (No. 2) Act 1986. The code is

published on the Colleges external website and Intranet. The code is referenced ina number of College publications (e.g. the Student Guide published annually to allstudents).

The Code is currently being reviewed by the Colleges Academic Secretary andSecretary to Council and will take account of the guidance in the DIUS document.

3


4/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Are you working with the students union and societies to create and publiciseopportunities for students to voice their opinions and engage actively in debate?The DIUS document is concerned to provide an environment where people canchallenge those who espouse violent extremism.

QM RESPONSE

The College isnt systematically working with QMSU and its societies to providesuch opportunities through, for example, a programme of events. The student

voice is most often heard via representative structures that exist e.g. StudentReps, Staff Student Consultative bodies, the work of the Union itself.

Should there be a joint programme of events through the year to encouragedebates around topics to be agreed? Are mainstream voices not heard at themoment? Is debate closed off?

4


5/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Are you working with the students union to promote participation in the democraticprocess and to facilitate opportunities to get involved in the community?

The DIUS document wants institutions to encourage participation in the democraticprocess on campus, locally and nationally. QM should be encouraging students totake up volunteering opportunities which can empower students and enable them todevelop new skills and mix with others from different backgrounds and cultures.

QM RESPONSE

QMSU has introduced online voting in elections and this has boosted participationby students (statistics, please). What was the colleges contribution to this financial? Technical? What % of posts up for election are contested. What % arefilled?

Election practice/process in QMSU is overseen by a representative of the College.

Are there any further initiatives the College should consider taking to promoteparticipation in the democratic process?

QMSU is closely involved in facilitating opportunities for students to become

involved in the community via Provide. Is there significant community involvementby students outside the Provide umbrella?

5


6/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Do you have regular dialogue with student groups, university chaplains and studentunion general managers?

QM RESPONSE

Regular dialogue occurs on a wide range of issues with QMSU General Managerand the QMSU President, BLSA President and other Union sabbatical officers andstaff. Dialogue with student representatives both as a group and within their

academic departments takes place routinely but much if not all of this will be aboutthe provision of services, teaching and learning etc rather than creating space fordebate etc

If student groups means student societies of whatever description, theres noframework for regular dialogue between the College and student societies. Shouldthere be? What would it consist of? There is regular dialogue between the chaplainand the College. Can this be improved?

6


7/26




KEY OBJECTIVE

2. To break down segregation amongst different student communitiesincluding by supporting interfaith and intercultural dialogue andunderstanding and to engage all students in playing a full and active rolein wider engagement with society

ISSUE TO CONSIDER

Have you reviewed your existing policies and procedures to take account of recentrelevant legislation set out in Annex C (see end of document) and availableguidance and good practice?

QM RESPONSE

The College continues to review its policies and procedures in the light oflegislation.

7


8/26




KEY OBJECTIVE

2. To break down segregation amongst different student communitiesincluding by supporting interfaith and intercultural dialogue andunderstanding and to engage all students in playing a full and active rolein wider engagement with society

ISSUE TO CONSIDER

Do your policies specifically address the need to balance the interests of particularcultural or religious groups with those of the wider campus community? Are thesepolicies clearly communicated to staff, students and potential students?

The DIUS document believes universities should take reasonable steps to set upopportunities for inter-faith and inter-cultural dialogue and interactionIt is also

important to recognise the significant social role of faith groups, faith chaplainciesand student societies and the role they have to play in helping promote cohesion.

QM RESPONSE

What policies do we have that are relevant here? Is there some imbalance at themoment between the interests of particular cultural or religious groups and thewider campus community? If there is, how does it make itself felt? Do we needpolicies that we do not currently have?

What more should the College be doing to provide opportunities for inter-faith andinter-cultural dialogue and interaction?

8


9/26




KEY OBJECTIVE

3. To ensure student safety and campuses that are free from bullying,harassment and intimidation

ISSUE TO CONSIDER

Are your staff and students aware of their rights and responsibilities regardingdiscrimination, harassment, intimidation, equality and freedom of speech?

QM RESPONSE

The College publishes a wide range of policies and procedures that apply to staffand students including a Code of Conduct, a range of policies relating to the

College as an employer (e.g. Harassment, Dignity at Work, Mediation, EqualOpportunity policy, Race Equality Statement), a Harassment Policy for students, aStudent Charter in the School of Medicine and Dentistry, a Code of StudentDiscipline and a Student Complaints Policy.

The Code of Conduct is currently being reviewed by the College as are a number ofthe above policies. The review of the Code of Practice on Freedom of Speech willaim to balance these issues.

UKCISA (the UK Council for International Students) is currently piloting a range ofworkshops and support materials to be used in HEIs, with the aim of providing aframework for discussing issues of cross-cultural communication and awarenessamongst students. Initial discussions are currently taking place for QM to take part

in pilot, in the first instance as part of the residential stewards training starting at theend of May 2008. There is an opportunity for this subsequently to be rolled outmore widely in the student body.

The Equality Impact Assessment project currently taking place at QM is workingtowards ensuring that all College services, processes, environments and structuresare accessible to all

9


10/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Do you have a clear and easily accessible Equal Opportunities Policy and clearprocedures for dealing with complaints and incidents?

QM RESPONSE

The Equality Impact Assessment project currently taking place at QM is workingtowards ensuring that all College services, processes, environments and structuresmeet equality and diversity good practice standards including complaints policies

and incident handling.

See response to previous issue.

10


11/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Are staff and students clearly signposted to sources of help in the university,student union and local police?

QM RESPONSE

The College has a range of publications that explain how students can access arange of services that are there to support them both inside and outside theCollege. The Main Campus at Mile End has a base station for Community Support

Officers that strengthens the links between students and the local Police. TheColleges Security Office works closely with local Police and will advise studentsabout the help that is available to them. The College publishes a booklet annuallycalled Safe In the City that gives a range of useful information on personal safetyplus the role of Police in the UK aimed particularly at International students.

Paper and web-based information about sources of support are embedded throughcentral and departmental welcome and induction programmes for students, staffinduction events, staff training through the Educational and Staff Developmenttraining programme, consultation service offered by the Advice and CounsellingService for staff who work with students, Guide to Personal Tutoring and CollegeStudents in Distress Procedures that are disseminated to all staff.

Staff counselling and support service through an externally provided EmployeeAssistance Programme

11


12/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Do you have an institutional standard of acceptable behaviour setting out zerotolerance to intimidation, bullying, harassment, discrimination, racial hatred orincitement to racial hatred or any forms of incitement to violence or violence itself?

QM RESPONSE

See previous responses including the policies the College has in these areas and

the ways in which these are publicised. The Colleges Code of Conduct revisited inthe light of the DIUS documents guidance to ensure congruence.

12


13/26




KEY OBJECTIVE

4. To provide support for students who may be at risk and appropriatesources of advice and guidance

ISSUE TO CONSIDER

Are your staff appropriately trained to deal with concerns from students? The DIUSdocument suggests HEIs may want to look specifically at the provision of Muslimchaplaincy support on campus. The document suggests making links with localMuslim faith leaders and other community groups as they may have the expertiseto play a positive role in supporting and protecting vulnerable young people, inparticular where there is no Muslim chaplaincy on campus.

QM RESPONSE

Every student has a personal tutor assigned to them at the start of their academicprogramme and within each academic department there is a Senior Tutor whooversees the personal tutors and acts as a sounding board and source of expertiseand advice to them. The Colleges Advice and Counselling Service provides arange of direct support to students who may be at risk in this context via its WelfareAdvisers and Counsellors. The service has published procedures for staff to followshould they come into contact with a student in distress, to ensure that appropriatereferral in the best interests of the student occurs. The Service also publishes aGuide to Personal Tutoring to support those colleagues in academic departmentswho act as personal tutors. These publications are supplemented by the provisionof training to staff in support roles, where resources allow.

Advice and Counselling Service maintains details about, and links with, externalagencies that provide support to specific groups of students (including ethnicitybased) in the community.

In its halls of residence, the College has residential staff and students who areemployed by the College to support students. This network of pastoral care ensuresa student can be referred on in an appropriate way whenever further support isrequired.

St Benets is a Christian Chaplaincy which is located adjacent to the Colleges maincampus at Mile End and which welcomes staff and students from QM to use itschapel and facilities. The Chaplaincy works with the College for the benefit of its

students and staff and is another part of the network of support available tostudents in the College.

The College has links with local community leaders and members of its Councilinclude those living locally.

13


14/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Are staff and students clearly signposted to sources of help in the university,student union and local police?

QM RESPONSE

See earlier response for Key Objective 3

14


15/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Are the Chaplaincy services that are available on your campus clearly publicisedand easily accessible?

QM RESPONSE

St Benets, the Christian Chaplaincy adjacent to QMs main campus at Mile End, isa prominent building next to the Colleges main administration. The Chaplaincy

participates in welcome events for new students, has a website linked to theColleges Intranet and runs a programme of activities and provides access to itspremises to QM staff and students.

More detail required about SMD activity

15


16/26




KEY OBJECTIVE

5. To ensure that staff and students are aware of their roles in preventingviolent extremism

ISSUE TO CONSIDER

Do you have clearly set out policies on use of external speakers?

QM RESPONSE

The Colleges Code of Practice on Freedom of Speech provides clear guidelinesabout who is authorised to extend an invitation to external speakers. This is beingreviewed to ensure it is up-to-date and supported by appropriate procedures.

16


17/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Do you have recently reviewed and clearly set out policies on the use of universitypremises by outside bodies?

QM RESPONSE

Section 2.4 of the Colleges Code of Practice on Freedom of Speech confirms thatthe College may draw up guidelines about the letting of its premises or facilities to

outside persons or bodies.

The College has recently reviewed how requests for use of the Colleges premisesand facilities by external persons or bodies are dealt with.

17


18/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Do you have mechanisms to ensure that you could act appropriately if universitypremises were being used for unlawful activity or speech?

QM RESPONSE

Such mechanisms will be included in the updated procedures supporting the Codeof Practice on Freedom of Speech.

18


19/26




KEY OBJECTIVE


ISSUE TO CONSIDER

Do you have clear policies on acceptable use of university facilities includingmeeting rooms, internet, library books etc.? The DIUS document (Section 4)provides a range of scenarios and asks whether the HEI has relevant policy andprocedures to respond effectively.

QM RESPONSE

The College has policies on use of the Internet and booking terms and conditions

for the use of its rooms and facilities. These will be kept under review in the light ofthe issues and scenarios raised in the DIUS document.

19


20/26




20

KEY OBJECTIVE


ISSUE TO CONSIDER

Do you have in place the methods to be able to translate any publications orliterature being held or distributed on campus into English?

QM RESPONSE

The College will consider what methods it should introduce to ensure translation ofpublications or literature on campus can be translated if required.


21/26


Queen Mary Students Unions Response to:

FOSTERING A COHESIVE SOCIETY-Promoting good campus relations, fostering shared values and preventing

violent extremism in Universities and Higher Education Colleges

Prepared by Toby Emmerson, Sports & Societies Manager, in consultation withofficers and staff of Queen Mary Students Union.

SUMMARYQueen Mary Students Union (QMSU) welcomes the opportunity afforded by theStudent Support Committee to provide a response to the consultation documentconcerning the Department for Innovation, Universities and Skills document Promoting good campus relations, fostering shared values and preventing violentextremism in Universities and Higher Education Colleges. It should be noted thatthis is an initial response to the points in the consultation document; there has notyet been the opportunity for wider consultation within QMSU.

QMSU is currently undergoing a Governance review, as part of this review, QMSUwill be assessing the effectiveness of its democratic structures and how responsivethese structures are to student needs. QMSU will also be addressing how effectiveit is in addressing student issues outside of the QMSU and QMUL committeestructures and what capacity we have to address soft information around studentissues.The response is presented with the Key Objective and the issues to consider assub-headings. Generally there is a response to each issue, but some issues havebeen taken together.

1. To promote and reinforce shared values; to create space for

free and open debate; and to listen to and support mainstream

voices.1.1 Is there a clearly publicised, easily available Code of Practice on

Freedom of Speech which outlines the universitys policies and

procedures?

QMSU would welcome the opportunity to provide a link to the

document via its website atwww.qmsu.org

1.2 Are you working with the students union and societies to create and

publicise opportunities for students to voice their opinions and

engage actively in debate?

The DIUS document is concerned to provide an environment where

people can challenge those who espouse violent extremism.

As QMSU is currently undergoing a Governance review, as part this

review, QMSU will be assessing the effectiveness of its democratic

structures and how responsive these structures are to student

needs.

The QMSU democratic structure currently provides ample

opportunities for students to voice their opinions and engage

actively in debate. Any student can attend (and are encouraged) to

attend Union General Meetings, whilst there are also positions

available on other QMSU committees; Student Activities Committee

21
http://www.qmsu.org/http://www.qmsu.org/http://www.qmsu.org/


22/26


(SAC) and Campaigns Committee being two that are pertinent to

this paper. QMSU recognises that there is a need to make

awareness of its structure and constitution paramount within the

College. Once this has been done there is then an opportunity to

improve lines of communication and to use the relevant QMSU

committees as sounding boards for College initiatives.

1.3 Are you working with the students union to promote participation in

the democratic process and to facilitate opportunities to get involved

in the community?

The DIUS document wants institutions to encourage participation in

the democratic process on campus, locally and nationally. QM

should be encouraging students to take up volunteering

opportunities which can empower students and enable them to

develop new skills and mix with others from different backgrounds

and cultures.

As specified in the QM Response, for the academic year 2007-08

there has been an overall increase in voting within QMSU elections

by 77% on the previous year. As well as the voter turnout, the

number of students standing for positions is a good indicator of the

current engagement with the democratic process procedures; in the

recent Sabbatical Officer elections there were twenty-two candidates

for five positions.

We feel that it is important to recognise the difference between

interacting with the internal community of QM and the externalcommunity of Mile End, Whitechapel and the surrounding areas

As far as the internal community goes, then there are a number of

informal volunteering opportunities taken up by students with

committee positions in student groups. There are a number of these

Groups that regularly interact with each other and it is not

uncommon for people to be members of several student groups.

With the external community, Provide, the student community

volunteering programmes, sterling work has already been

mentioned. Examples of the volunteering QM students are involved

in range from; mentoring and tutoring local children to supporting

and entertaining older residents to collecting unwanted school books

and fundraising for them to be shipped to Tanzania to volunteering

with disabled children in a local hospital. Alongside this, a number

of student groups already have links with the community. A number

of Barts and the London Student Association (BLSA) societies

primary aims are helping local community groups.

Sports teams from QMSU are actively attempting to form local links

with local teams and the College Sportsground at Chislehurst is

already used as a base for a number of external teams.

22


23/26


Table One. This table outlines votes that have been cast in QMSU

Elections 2006-07 & 2007-08.

ElectionTurnout06/07

Turnout07/08

Course Representatives (74 + vacancies) 722 1414

NUS Delegates ( 8 vacancies) 415 562Sabbatical Elections ( 5 vacancies) 1895 2885

Executive & Student President CommitteeElections (21 vacancies) 473 1185Total 3405 6046

1.4 Do you have regular dialogue with student groups, university

chaplains and student union general managers?

QMSU feel that although dialogue currently exists with the CEO,

certain staff and the Officers, there are opportunities for further

consultation. As mentioned before, the UGM and SAC are idealopportunities. In addition, we hold regular Societies Forums (the

Chair/President of each society meet once/twice a term).We are also

considering forming a Societies Exec which would be elected at the

Forum and meet more regularly.

The Students Union will review the student places that areavailable on College Committees with the view of ensuring that allplaces are filled

2. To break down segregation amongst different student

communities including by supporting interfaith and inter-cultural dialogue and understanding and to engage all students

in playing a full and active role in wider engagement with

society

2.1 Have you reviewed your existing policies and procedures to take

account of recent relevant legislation set out in Annex C (see end of

document) and available guidance and good practice?

2.2 Do your policies specifically address the need to balance the

interests of particular cultural or religious groups with those of the

wider campus community? Are these policies clearly communicated

to staff, students and potential students?The DIUS document believes universities should take reasonable

steps to set up opportunities for inter-faith and inter-cultural dialogue

and interactionIt is also important to recognise the significant

social role of faith groups, faith chaplaincies and student societies

and the role they have to play in helping promote cohesion.

The issues addressed in section 2 have already been identified by

the Vice President (Activities) as his priority for next year. There are

plans to host a Multicultural week and to formalise interfaith dialogue

between the current faith groups represented within QMSU.

23


24/26


The above notwithstanding, it is important when discussing these

issues to make sure that we are looking after the whole community,

not just those that align themselves to a faith group.

With reference to 2.2, how will new college policies impact on the

union? We feel it is important to note that too much paperwork will

be prohibitive to the activities of students.

3. To ensure student safety and campuses that are free from

bullying, harassment and intimidation

3.1 Are your staff and students aware of their rights and responsibilities

regarding discrimination, harassment, intimidation, equality and

freedom of speech?

There is a need to clearly define the mechanics relating to

disciplinary cases with regard to communication between QMSU

and the College. (i.e. if someone is disciplined within the college forbullying/harassment, should that affect their Students Union

activities and vice-versa). There is also a need to update

harassment and complaints procedure specifics to include online

bullying (Facebook etc relating to harassment of academics as well

as students)

There is an undertaking from QMSU to produce a Code of conduct

for Club/Society membership and to include this on membership

forms.

All QMSU policies will be published on the website atwww.qmsu.org

and those relevant will also be published in the Freshers Handbook.

3.2 Do you have a clear and easily accessible Equal Opportunities

Policy and clear procedures for dealing with complaints and

incidents?

Policies exist within QMSU. We undertake to provide a statement

regarding our Equal Opportunities Policy to be included on email

footers etc.

3.3 Are staff and students clearly signposted to sources of help in the

university, student union and local police?

This is an ideal opportunity for QMSU to be the first port of call. We

can then pass any enquiries on to the right people. This would take

advantage of portals of accessibility, with students happy to

approach the union we would then act as a referrals system, if the

service needed was within the College or the local community.

This may raise issues over union-led or college-led provision, but we

feel that these could easily be resolved with the appropriate

dialogue.

3.4 Do you have an institutional standard of acceptable behaviour

setting out zero tolerance to intimidation, bullying, harassment,

24
http://www.qmsu.org/http://www.qmsu.org/


25/26


discrimination, racial hatred or incitement to racial hatred or any

forms of incitement to violence or violence itself?

We would take guidance from the College on this.

4. To provide support for students who may be at risk and

appropriate sources of advice and guidance4.1 Are your staff appropriately trained to deal with concerns from

students? The DIUS document suggests HEIs may want to look

specifically at the provision of Muslim chaplaincy support on

campus. The document suggests making links with local Muslim

faith leaders and other community groups as they may have the

expertise to play a positive role in supporting and protecting

vulnerable young people, in particular where there is no Muslim

chaplaincy on campus.

4.2 Are staff and students clearly signposted to sources of help in theuniversity, student union and local police?

4.3 Are the Chaplaincy services that are available on your campus

clearly publicised and easily accessible?

We feel it is important for staff at College to have interaction with

students outside lecture and demystify some activities. This

academic year we have made a conscious effort to invite Heads of

Colleges to our Colours and Honours Ceremony and Course Rep

Awards. In future we will be extending this to all staff for Freshers

Fair (an ideal opportunity to meet all student groups) andMulticultural week.

We feel that there is some clarity needed over what is meant by a

Muslim chaplaincy. There have been issues regarding the multi-

faith prayer rooms: the major users of these rooms are Muslim

students, however even in the busiest period these areas do not

meet the demand that is placed upon them. There are also requests

for the use of these prayer rooms from other faith groups; however

these rooms are not really wholly suitable. QMSU has found

discussions around the prayer rooms to be awkward and

unresolved.

QMSU is very happy to be involved in publicising chaplaincy

services and faith-based activities.

5. To ensure that staff and students are aware of their roles in

preventing violent extremism

5.1 Do you have clearly set out policies on use of external speakers?

5.2 Do you have recently reviewed and clearly set out policies on the

use of university premises by outside bodies?

25


26/26


5.3 Do you have mechanisms to ensure that you could act appropriately

if university premises were being used for unlawful activity or

speech?

5.4 Do you have clear policies on acceptable use of university facilities

including meeting rooms, internet, library books etc.? The DIUSdocument (Section 4) provides a range of scenarios and asks

whether the HEI has relevant policy and procedures to respond

effectively.

5.5 Do you have in place the methods to be able to translate any

publications or literature being held or distributed on campus into

English?

Could we please have access to the policies outlined in 5.1, 5.2 and

5.4 to pass on to our student groups and include in training.We feel that any policy referred to in 5.2 should include those

mechanisms mentioned in 5.3

QMSU has a student group policy that anything published must be in

English, though bilingual is fine. This has previously caused issues

with religious literature. We would realign our policy with any College

initiatives, though we would question who picked up any expenses

for translation.

queen marys doc 5 of 5

Documents