Equality, diversity and inclusion
The School of Management is committed to creating an inclusive environment that supports equality and diversity. It aims to achieve fair and equal representation for all, enabling all staff and students to contribute and reach their full potential. The School also operates under the University’s equality and diversity inclusion policy.
Both the University and the School of Management support equality and diversity in all aspects of their activity. Everyone has the right to study and work in a supportive environment free from discrimination and harassment, regardless of race, religion, disability, ethnicity, or sexual identity or orientation.
The UK Universities and Colleges Advance HE (previously Equality Challenge Unit) helps institutions build an inclusive culture that respects and values diversity and removes barriers to successful progression for students and staff. Advance HE works to challenge and change unfair practices that disadvantage individuals or groups. One of its equality initiatives is the Athena SWAN Charter, which recognises advancement of gender equality in UK further and higher education.
The University of St Andrews has been a member of the Athena SWAN Charter since 2011 and holds the Institutional Athena SWAN Bronze Award. The School of Management was awarded a departmental Bronze award in 2017.
More information can be found at:
The School of Management adheres to the University's Equality Policy, through the adoption of a number of policies and support for training courses that deliver and promote equality and diversity. The full range of HR policies and guidance can be found on the University website.
Core hours and inclusive meetings
Core hours have been established in the School of Management to offer a more family-friendly environment and to allow part-time workers, or those with caring responsibilities, not to be disadvantaged by their inability to attend some meetings or events. Core meetings, seminars and events are scheduled between the hours of 10am and 4pm, and the School also adheres to the University's guidelines for scheduling meetings.
Unconscious bias, diversity, and recruitment training modules
The School asks that all staff and students undertake the unconscious bias and the diversity online training modules. These are mandatory for all new starts at the School, and student online diversity training is undertaken as part of core modules at undergraduate and postgraduate level.
In addition, any staff member conducting interviews is required to complete the recruitment and selection training.
Leave, flexible working and caring responsibility
The University offers a number of benefits to staff for various types of leave, including adoption, maternity, paternity, and shared. Guidance and policies for these, including annual leave and sickness absence, can be found on the HR web pages.
The flexible working policy allows employees to request a variation in their working arrangements, to fit around their family needs. Employees may request a change in the hours they work, a change in the times they work, or to temporarily work from home.
There is also wider support available for members of staff with caring responsibilities. Carers can be a partner, parent, sibling, child or other dependant, and can be living either in the same home as the person being cared for, or further away. See carers, childcare and school holidays information and the University's family friendly policies.
Mentorship and annual review and development
The School encourages staff to apply for and participate in a number of University mentorship schemes including:
- Elizabeth Garrett
- Aurora Leadership Programme
- Teaching, Research and Academic Mentoring Scheme
- Professional Staff Mentoring Scheme.
The School also appoints all new staff with a buddy, and runs its own mentorship scheme to help staff achieve success in the promotions process. The School's mentorship lead coordinates mentorship opportunities in the School and ensures that everyone has the support they require to settle in St Andrews, and to develop their career.
The School participates in the University's staff development annual review process. Through this, each individual staff member meets with a senior colleague on an annual basis to discuss their progress and ambitions, and to identify any support needs.
Training and development
The School encourages all staff to participate in training programmes delivered by the University's Organisational and Staff Development Services (OSDS) which help develop core skills relevant to their role.
The Dignity and Inclusion Portfolio (DIP) is a programme of training and resources available through OSDS. The DIP addresses issues related to equality, diversity, inclusion and wellbeing in the workplace.
Bullying and harassment
The School is committed to a zero-tolerance approach to bullying and harassment. Staff should refer to the University staff dignity and respect at work policy.
The University has also developed a webpage of resources for students who are being bullied or harassed.
The School is committed to promoting wellbeing among staff and students. There are a number of resources in the School and University to help staff develop positive work-life balance.
The School of Management is committed to anti-racist and inclusive organisation, and is developing and following an action plan outlined in the School's Anti-racism statement (PDF) which is under regular review.
In response to Black Lives Matter protests in Scotland and beyond, the University Library compiled an anti-racism reading list (ITL 398).
The School of Modern Languages put together a complementary list, Anti-Racism, Black Lives Matter and Decolonisation beyond the English-Speaking World.
De-colonising the management curriculum e-resources available through the Library include the following:
- Boussebaa M (2020). In the shadow of empire: Global Britain and the UK business school. Organization, Vol. 27(3) 483–493
- Boussebaa, M., & Tienari, J. (2019). Englishization and the politics of knowledge production in management studies. Journal of Management Inquiry. 1-9
- Dauphinee E. (2010). The ethics of autoethnography. Review of International Studies, 36(3): 799-818 (a powerful paper about academic voice & narrative privilege)
- Girei E. (2017). Decolonising management knowledge: A reflexive journey as practitioner and researcher in Uganda. Management Learning, Vol. 48(4) 453–470
- Hamann R., Luiz J., Rmaboa K., Khan F., Dhlamini X. & Nilsson W (2020). Neither Colony Nor Enclave: Calling for dialogical contextualism in management and organization studies. Organization Theory. Volume 1: 1–21
- Jack, G., Westwood, R., Srinivas, N. and Sardar, Z. (2011). ‘Deepening, broadening and re-asserting a postcolonial interrogative space in organization studies’, Organization, 18(3): 275–302.
- Khan F.R. & Naguib R. (2019). Epistemic Healing: A Critical Ethical Response to Epistemic Violence in Business Ethics. J Bus Ethics (2019) 156:89–104
- Kothiyal N., Bell E. and Clarke C. (2018). Moving Beyond Mimicry: Developing Hybrid Spaces in Indian Business Schools. Academy of Management Learning and Education, 17(2) pp. 137–154.
- Macdonald S. and Kam J. (2007). Ring a Ring o’ Roses: Quality Journals and Gamesmanship in Management Studies. Journal of Management Studies 44:4 pp640-655
- Murphy J. and Zhu J. (2012). Neo-colonialism in the academy? Anglo-American domination in management journals. Organization. Volume: 19 issue: 6, page(s): 915-927
- Pederzini A., David G., Barraza S. & Francisco M. (2019). Just Let Us Be: Domination, the Postcolonial Condition and the Global Field of Business Schools. Academy of Management Learning & Education
This sample document can help set expectations for group work that is fair and inclusive.
Use your University of St Andrews login to access the file.
Social contract - example (.docx)