How impact assessments inform decision-making

We have provided the following examples of how the information gathered in sector impact assessment has been used to inform decision-making.

Research Excellence Framework

An analysis of the Research Assessment Exercise (RAE) and Higher Education Statistics Agency (HESA) datasets showed that more men than women were submitted to the RAE, but modelling alongside other characteristics showed that equal proportions should not be expected. In developing the Research Excellence Framework (REF), the equality measures were developed in consultation with the REF Equality and Diversity Advisory Group.

The measures built on a review commissioned by the Equality Challenge Unit (ECU) of the process to promote equality and diversity in the 2008 RAE, and took account of a quantitative analysis of staff selected for the 2008 RAE. We have also considered the potential equality implications of using citation data as an indicator of research quality in the REF. We have established an Equality and Diversity Advisory Panel (EDAP) to advise the REF team, the REF panels and the funding bodies on the implementation of these measures throughout the submission and assessment phases of the REF.

More about the REF

Teaching funding and student number controls from 2012-13

HEFCE 2011/20 consulted on proposed changes to the way that we fund higher education (HE) teaching and on how we proposed to implement the Government’s policies to change the way we allocate student numbers from the academic year 2012-13.

There was widespread concern over the potential implications of the student number control policies and their implementation on equality and diversity. We will develop an appropriate, robust monitoring mechanism concerning the impact of the changes on institutions, provision and equality issues.

More about teaching funding and student number controls from 2012-13

Widening participation strategic assessments

Institutions are asked to provide a strategic assessment of their full commitment to widening participation including the provision and support they make available for disabled students and students from ethnic minority groups.

Institutions are able to highlight any activities or initiatives that they have put in place to meet the needs for specific groups and are asked how they intend to provide evidence for the impact of their activities. It also allows us and OFFA to assess whether equality and diversity issues are adequately addressed in the strategic assessments of individual institutions and form part of any subsequent dialogue.