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, by adopting of a number of policies and supporting 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 staff at the School. Both undergraduates and postgraduates in the School take student online diversity training as part their of core modules.
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.
To help staff prepare for a planned period of family-related leave, there is a School Planning for Family Leave checklist (Word) containing guidance and details of the steps to take. The Head of School (or delegate) will arrange a meeting to discuss this with you before the start of your period of leave.
The University's 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 the University's carers, childcare and school holidays information and family friendly policies.
Mentorship and annual review and development
The School encourages staff to apply for and participate in a number of University mentorship and coaching schemes including:
- Elizabeth Garrett
- Aurora Leadership Programme
- Teaching, Research and Academic Mentoring Scheme
- Professional Staff Mentoring Scheme.
It is University practice to assign a mentor to staff. The Head of School will discuss mentoring with you shortly after you arrive, and will offer you the opportunity to be matched with a mentor or 'buddy'. If at any point during your time with the School you would like a mentor in the School but you do not have one, contact the mentorship lead or Head of School.
The School participates in the University's annual process for academic review and development (ARD). Through this, each individual academic 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 web page of resources for students who are being bullied or harassed.
The Report and Support tool is available to report any concerns you have related to wellbeing, bullying, discrimination, abuse, assault or harassment of any sort. You can report anonymously or using your contact details. If you provide your contact details, a member of staff will be able to contact you to help provide support. This tool can be used by students, members of staff, members of the public or visitors to the University.
The Mediation Service is available to students, staff and members of the public, experiencing disagreement or conflict, who would prefer a less formal method of discussing University-related disagreements and grievances. The service is also available for groups or teams.
The Mediators are staff members from The University of St Andrews who have undertaken formal mediation training accredited by Scottish Mediation. Several Post Graduate students have also qualified in Mediation. Mediators act impartially and separately from University Schools and Services. They are solely interested in helping those engaged in the service reach a mutually acceptable solution.
Mediation is a confidential, informal, voluntary, self-determined and without prejudice process. If you or someone you know is involved in a disagreement that is in its early stages or has reached an impasse, please contact firstname.lastname@example.org for an informal chat about how the mediators can help.
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.
University staff and students can access and contribute to materials including policies, best practice examples, case studies and guidance at Resources for inclusive and anti-colonial practice.
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.
Decolonising the management curriculum e-resources available through the Library for staff and students 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 (Word)
The Minorities and Philosophy (MAP) UK network, in conjunction with the British Philosophical Association, produced a draft document which sets out guidelines for planning inclusive philosophy events.
It may be a useful starting point for planning your School of Management event.
The most recent draft version, titled Breaking Invisible Walls, is available from Inclusive Event Guidelines.
This information about the School's inclusive practice for learning and teaching was collected as part of the 2021 University-wide Inclusive Curriculum Audit. It may be useful for staff preparing their teaching. Login required.
Examples of SoM Inclusive Learning and Teaching Practice (PDF)
- Lynn Balfour
- Dr Alina Baluch
- Dr Boyka Bratanova
- Ms Julie Brooks
- Dr Shiona Chillas
- Dr Hannah Dean
- Dr Neha Gopinath
- Professor Tobias Jung
- Ms Jennifer B Kerr
- Mrs Jenny Logan
- Dr Marcel Lukas
- Dr Fergus Neville
- Dr Linh Nguyen
- Dr Shona Russell
- Dr Lucy Wishart (chair).