University of Chester

Programme Specification
Theology BA (Hons) (Single Honours)
2017 - 2018

Bachelor of Arts (Single Honours)


Theology [UST]

University of Chester

Union School of Theology

Bridgend for campus-based students or anywhere else in the world with regular broadband connectivity for distance learners.

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory, Distance,

3 years

7 Years

Annual - September



17a. Faculty

17b. Department

Arts and Humanities Theology & Religious Studies

Theology and Religious Studies

Theology and Religious Studies

Wednesday 17th February 2016

Aims of the Programme:

  • To provide students with a broad-based theological education in biblical studies, theology, history and applied subject areas within an evangelical and reformed context
  • To prepare students for a variety of vocations within the wider Church
  • To equip students with transferable skills for future study or vocation

By the end of this programme, students should be able to: 

Level 4: demonstrate knowledge of key concepts of the disciplines of the programme and an ability to evaluate and interpret them (e.g. TH4807, TH4819, TH4821, TH4828).

Level 5: demonstrate an ability to recognise and relate to one another concepts and cultural influences; and evaluate and interpret these with a recognition of their complexity (e.g. TH5801, TH5830).

Level 6: demonstrate detailed knowledge and critical understanding of the subject, with reference to advanced scholarship and with an appreciation of uncertainty and ambiguity (e.g. TH6802, TH6810).

By the end of the programme, students should be able to:

Level 4: demonstrate the use of appropriate methods for their studies such as, philosophical, historical, phenomenological and empirical; and demonstrate the exercise of an open and questioning approach to familiar and new material (e.g. TH4821, TH4807, TH4814, TH4828).

Level 5: develop their competence in methods such as philosophical, historical, systematic, dogmatic, phenomenological, empirical and social scientific; and evaluate the appropriateness of different methods (e.g. TH5810, TH5814, TH5817, TH5823).

Level 6: apply a number of complementary methods of study, such as, philosophical, historical, systematic, dogmatic, phenomenological, linguistic, hermeneutical, empirical, and social scientific; apply these methods to review, consolidate and extend their knowledge and understanding (e.g. TH6801, TH6802, TH6810, TH6814).

By the end of the programme, students should be able to: 

Level 4: evaluate different approaches to solving problems related to the area of study (e.g. TH4807, TH4813, TH4814, TH4827).

Level 5: demonstrate qualities and generic skills, such as those requiring the exercise of personal responsibility and decision-making, necessary for employment (e.g. TH5810, TH5823, TH5835).

Level 6: demonstrate an ability to resolve problems and make decisions in contexts involving some complexity (e.g. TH6819, TH6810).

By the end of the programme, students should be able to:

Level 4: communicate accurately and demonstrate appropriate use of primary and secondary sources, with full and accurate references, within a structured and coherent argument (e.g. TH4821, TH4803, TH4804). In the case of oral work this will include accuracy of content and sensitivity to the audience (e.g. TH4827).

Level 5: formulate a coherent argument, with appropriate use of data and evidence, and with an awareness of the implications of divergent views (e.g. TH5801, TH5807, TH5817). In the case of oral work this will include accuracy of content, and sophistication in engagement with varied audiences (e.g. TH5835, TH5836).

Level 6: develop projects and assignments which sustain and evaluate an argument, largely through independent enquiry, and which draw on a range of scholarly resources including research articles and primary sources (e.g. TH6807, TH6835). In the case of oral work this will include accuracy of content, a sophisticated appreciation of precision, clarity, pace, and modulation of speech, and the ability to adapt the message to various audiences (e.g. TH6820).

BA Programme Structure and Features

The BA Theology programme consists of a collection of modules divided into three strands, namely Biblical Studies, Theological Studies, and Applied Studies.

Biblical Studies

  • TH4802 Reading Skills for Exegesis
  • TH4803 Hebrew Grammar I
  • TH4804 Greek Grammar I
  • TH4808 Hebrew Grammar II
  • TH4809 Greek Grammar II
  • TH4810 Philippians
  • TH4821 Introduction to the Bible
  • TH4822 Introduction to the New Testament
  • TH5801 Pentateuchal Studies
  • TH5802 Gospel Studies
  • TH5803 Hebrew Texts: Jonah
  • TH5804 Greek Texts I: John’s Gospel
  • TH5805 Hebrew Grammar I
  • TH5806 Greek Grammar I
  • TH5811 Hebrew Grammar II
  • TH5812 Greek Grammar II
  • TH5813 Isaiah
  • TH5814 New Testament Ethics
  • TH5815 Hebrews Texts: Ruth
  • TH5816 Greek Texts II
  • TH5817 Book of Revelation
  • TH6801 Studies in Wisdom Literature
  • TH6802 Pauline Studies
  • TH6803 Greek Texts: Galatians
  • TH6811 Hebrew Texts: Jonah and Ruth
  • TH6812 Greek Texts I and II
  • TH6813 Hebrew Texts: Psalms
  • TH6817 Wisdom and Prophetic Literature

Theological Studies

  • TH4805 Introduction to Systematic Theology
  • TH4819 The Early Church
  • TH4823 The Medieval Church
  • TH4824 Introduction to Systematic Theology
  • TH5807 Christology
  • TH5809 The Bible: Inspiration and Authority
  • TH5832 Pneumatology
  • TH5833 Islam
  • TH5818 Redemption
  • TH5819 Introduction to Historical Theology
  • TH5826 Ecclesiology
  • TH5827 The Medieval Church
  • TH5828 The Age of the Reformation
  • TH5829 Introduction to the Philosophy of Religion
  • TH5831 God and Humanity
  • TH6804 The Church in the Modern World
  • TH6806 Eschatology
  • TH6814 Female Spirituality
  • TH6818 Redemption

Applied Studies

  • TH4807 Religion and Culture
  • TH4813 Youth and Children’s Ministry
  • TH4814 Ministry Placement I
  • TH4816 Introduction to Pastoral Theology
  • TH4820 Intercultural Communication
  • TH4825 Spiritual and Pastoral Formation
  • TH4827 Preaching and Communication I
  • TH4828 Church and Mission in the Contemporary World
  • TH5810 Active Listening for Pastoral Practice
  • TH5821 Pastoral Issues in Women's Ministry
  • TH5822 Intercultural Communication
  • TH5823 Ministry Placement II
  • TH5824 Pastoral Ministry
  • TH5830 Issues and Trends in Mission
  • TH5834 Introduction to Pastoral Theology
  • TH5835 Preaching and Communication II
  • TH5836 Evangelism in a Post-Christian Culture
  • TH6809 Studies in Preaching and Pastoral Theology
  • TH6810 Church and Context
  • TH6819 Pastoral Ministry
  • TH6820 Preaching and Communication III

All Level 4 and 5 modules are worth 10 credits each, except for Introduction to the Bible, Systematic Theology, Hebrew Grammar II, Greek Grammar II and Reading Skills for Exegesis which are worth 20 credits.

All Level 6 modules are worth 20 credits each and run over the whole academic year, apart from the optional Dissertation module, which is worth 40 credits.

The programme includes the following compulsory modules:

Level 4

  • At least 20 credits in Biblical Studies
  • TH4824 Introduction to Systematic Theology
  • TH4825 Spiritual and Pastoral Formation
  • TH4828 Church and Mission in the Contemporary World

Level 5

  • TH5801 Pentateuchal Studies
  • TH5802 Gospel Studies
  • TH5807 Christology
  • TH5828 The Age of the Reformation
  • TH5831 God and Humanity
  • Any one module in the Applied Studies strand

Level 6

  • TH6818 Redemption
  • At least one module from each of the other strands. The Independent Study and Dissertation are not counted as belonging in any strand.

Certain modules, though not of themselves exclusively compulsory modules, are pre-requisites for others. The Hebrew and Greek language modules are to be studied sequentially through the programme.

The BA is also divided according to pathway of study. There are two pathways: campus-based pathway and distance learning pathway. All modules are available to campus-based students. All of the core modules and most of the optional modules are available to distance learners.

The following optional modules are not available to distance learners:

  • TH5810 Active Listening for Pastoral Practice
  • TH5819 Introduction to Historical Theology

With the permission of the Programme Leader students may switch pathways during the course of their studies.

The following modules cannot be chosen together in a course of study:

TH4803 Hebrew Grammar I and TH5805 Hebrew Grammar I

TH4804 Greek Grammar I and TH5806 Greek Grammar I

TH4805 Introduction to Systematic Theology and TH4824 Introduction to Systematic Theology

TH4808 Hebrew Grammar II and TH5811 Hebrew Grammar II

TH4809 Greek Grammar II and TH5812 Greek Grammar II

TH4816 Introduction to Pastoral Theology and TH4825 Spiritual and Pastoral Formation

TH4816 Introduction to Pastoral Theology and TH5834 Introduction to Pastoral Theology

TH4820 Intercultural Communication and TH5822 Intercultural Communication

TH4821 Introduction to the Bible and TH4822 Introduction to the New Testament

TH4823 The Medieval Church and TH5827 The Medieval Church

TH5803 Hebrew Texts: Jonah and TH6811 Hebrew Texts: Jonah and Ruth

TH5815 Hebrew Texts: Ruth and TH6811 Hebrew Texts: Jonah and Ruth

TH5804 Greek Texts I: John's Gospel and TH6812 Greek Texts I and II

TH5816 Greek Texts II and TH6812 Greek Texts I and II

TH5818 Redemption and TH6818 Redemption

TH5824 Pastoral Ministry and TH6819 Pastoral Ministry

TH6801 Studies in Wisdom Literature and TH6817 Wisdom and Prophetic Literature

TH6807 Independent Study and TH6835 Dissertation 

TH6809 Studies in Preaching and Pastoral Theology and TH6820 Preaching and Communication III

Experiential learning is stressed throughout the BA. This is especially explicit in the following modules under the Applied Strand:

Level 4

  • TH4807 Religion and Culture
  • TH4814 Ministry Placement I
  • TH4827 Preaching & Communication I

Level 5

  • TH5810 Active Listening for Pastoral Practice
  • TH5823 Ministry Placement II

Level 6

  • TH6819 Pastoral Ministry
  • TH6820 Preaching & Communication III

The two work-based learning placement modules are each three weeks long and are usually arranged to take place during the January break though this is somewhat flexible especially for distance learners.

In addition experiential learning is offered through weekly non-formal preaching workshops and pastoral workshops and through opportunities to engage in various ministries including preaching both in college morning worship and local churches by arrangement with the college.

An essential component of the experiential learning at UST is that of reflective thinking. Students are instructed in the value and methods of personal reflection. A reflective essay forms the assessment of both placement modules.

Mod-Code Level Title Credit Single
TH4802 4 Reading Skills for Exegesis 20 N/A
TH4803 4 Hebrew Grammar I 10 Optional
TH4804 4 Greek Grammar I 10 Optional
TH4805 4 Introduction to Systematic Theology 10 N/A
TH4807 4 Religion and Culture 10 N/A
TH4808 4 Hebrew Grammar II 20 Optional
TH4809 4 Greek Grammar II 20 Optional
TH4810 4 Philippians 10 Optional
TH4813 4 Youth and Children's Ministry 10 Optional
TH4814 4 Ministry Placement I 10 Optional
TH4816 4 Introduction to Pastoral Theology 10 N/A
TH4819 4 The Early Church 10 Optional
TH4820 4 Intercultural Communication 10 N/A
TH4821 4 Introduction to the Bible 20 Optional
TH4822 4 Introduction to the New Testament 10 Optional
TH4823 4 The Medieval Church 10 Optional
TH4824 4 Introduction to Systematic Theology 20 Comp
TH4825 4 Spiritual and Pastoral Formation 10 Comp
TH4827 4 Preaching and Communication I 10 Optional
TH4828 4 Church and Mission in the Contemporary World 10 Comp
TH5801 5 Pentateuchal Studies 10 Comp
TH5802 5 Gospel Studies 10 Comp
TH5803 5 Hebrew Texts: Jonah 10 Optional
TH5804 5 Greek Texts I: John's Gospel 10 Optional
TH5805 5 Hebrew Grammar I 10 Optional
TH5806 5 Greek Grammar I 10 Optional
TH5807 5 Christology 10 Comp
TH5809 5 The Bible: Inspiration and Authority 10 N/A
TH5810 5 Active Listening for Pastoral Practice 10 Optional
TH5811 5 Hebrew Grammar II 20 Optional
TH5812 5 Greek Grammar II 20 Optional
TH5813 5 Isaiah 10 N/A
TH5814 5 New Testament Ethics 10 Optional
TH5815 5 Hebrew Texts: Ruth 10 Optional
TH5816 5 Greek Texts II 10 Optional
TH5817 5 Book of Revelation 10 Optional
TH5818 5 Redemption 10 N/A
TH5819 5 Introduction to Historical Theology 10 N/A
TH5821 5 Pastoral Issues in Women's Ministry 10 N/A
TH5822 5 Intercultural Communication 10 N/A
TH5823 5 Ministry Placement II 10 Optional
TH5824 5 Pastoral Ministry 10 N/A
TH5826 5 Ecclesiology 10 Optional
TH5827 5 The Medieval Church 10 N/A
TH5828 5 The Age of the Reformation 10 Comp
TH5829 5 Introduction to the Philosophy of Religion 10 Optional
TH5830 5 Issues and Trends in Mission 10 Optional
TH5831 5 God and Humanity 10 Comp
TH5832 5 Pneumatology 10 Optional
TH5833 5 Islam 10 Optional
TH5834 5 Introduction to Pastoral Theology 10 Optional
TH5835 5 Preaching and Communication II 10 Optional
TH5836 5 Evangelism in a Post-Christian Culture 10 Optional
TH6801 6 Studies in Wisdom Literature 20 N/A
TH6802 6 Pauline Studies 20 Optional
TH6803 6 Greek Texts: Galatians 20 Optional
TH6804 6 The Church in the Modern World 20 Optional
TH6806 6 Eschatology 20 Optional
TH6807 6 Independent Study 20 Optional
TH6809 6 Studies in Preaching and Pastoral Theology 20 N/A
TH6810 6 Church and Context 20 Optional
TH6811 6 Hebrew Texts: Jonah and Ruth 20 Optional
TH6812 6 Greek Texts I and II 20 Optional
TH6813 6 Hebrew Texts: Psalms 20 Optional
TH6814 6 Female Spirituality 20 Optional
TH6817 6 Wisdom and Prophetic Literature 20 Optional
TH6818 6 Redemption 20 Comp
TH6819 6 Pastoral Ministry 20 Optional
TH6820 6 Preaching and Communication III 20 Optional
TH6835 6 Dissertation 40 Optional

120 credits at level 4 entitles a student to the award of Certificate of Higher Education.
240 credits (120 credits at level 4 and 120 credits at level 5) entitles a student to the award of Diploma of Higher Education.
360 credits (120 credits at level 4, 120 credits at level 5 and 120 credits at level 6) entitles a student to the award of Bachelor's Degree.

Normally, applicants offering A/AVCE and AS-levels will have achieved 112 UCAS points for entry, which should include at least two subjects at A-level (or 1 double award).  An IELTS score of 6.5 is required where English is not the majority first language of the applicant's home country, with a minimum of 6.5 in the categories of reading and writing.

The admission process requires the completion of an application form and normally attendance at an interview.

Distance Learning students must have adequate personal computer equipment and a reliable broadband connection.

The Theology and Religious Studies Benchmark Statement published by the QAA in 2000 and revised in 2007 and 2014 details the range of subject knowledge (TRS Benchmark 3.1), the qualities of mind (3.2), and generic skills (3.4) acquired and developed in TRS degree programmes. These are listed below mapped, illustratively, against modules in the programme.

TRS Benchmark - subject knowledge

  • A broadly based core, together with the wider context required for the subject area covered by the programme in question; and specialised study in depth of some aspects of the discipline or field. This implies not just the mastery of data but also the setting of these data within a theoretical framework which includes critical analysis and debate about how to understand and structure the raw data into a coherent whole. All modules.
  • One or more religions, ancient or modern, including the origin, history and developed or present character of each. E.g. TH4819, TH4823, TH4828, TH5801, TH5802, TH5814, TH5828, TH5833, TH6801, TH6802, TH6804.
  • The reading, analysis and interpretation of texts, sometimes in the original languages, particularly texts that have been sacred to one or more practising communities. This study will often focus both on the historical context which generated the text(s) and on hermeneutical questions concerning its meaning and application for the appropriate community of believers in the present, or for other readers today. E.g. TH4810, TH4821, TH4822, TH4824, TH4828, TH5801, TH5802, TH5803, TH5804, TH5813, TH5814, TH5815, TH5816, TH5817, TH5831, TH5835, TH6801, TH6802, TH6803, TH6811, TH6812, TH6813, TH6820.
  • Engagement with some of the major religious thinkers, prophets, teachers, ascetics, mystics, healers or leaders through their extant work or subsequent influence. E.g. TH4805, TH4807, TH4813, TH4816, TH5807, TH5809, TH5818, TH5819, TH5826, TH6806, TH6810.
  • The application of a variety of critical methods of study, often adapted from those of other disciplines in the humanities and social sciences, to the study of texts, practices, religious communities as social or cultural entities, or their diverse art forms. All modules.
  • The history of the particular discipline(s) covered by the programme, including the major theories, movements and thinkers. E.g. TH4816, TH5819, TH5833, TH6802, TH6809, TH6810.
  • Ethics, morality and values. All religions have certain expectations in these areas, and the student will include them in the study along with other aspects of the religion. E.g. TH4813, TH4816, TH5810, TH5814, TH5822, TH5823, TH5824, TH5834, TH6810, TH6819.

TRS Benchmark - qualities of mind

  • The ability to understand how people have thought and acted in contexts other than the student's own, how beliefs, doctrines and practices have developed within particular social and cultural contexts and how religious traditions have changed over time. All modules.
  • The ability to read and use texts both critically and empathetically, whilst addressing such questions as genre, content, context, perspective, purpose, original and potential meaning, and the effect of translation if the text is not read in the original language. E.g. TH4810, TH4821, TH4822, TH5801, TH5802, TH5803, TH5804, TH5813, TH5814, TH5815, TH5816, TH5817, TH6801, TH6802, TH6803, TH6811, TH6812, TH6813.
  • The appreciation of the complexity of different mentalities, social behaviours and aesthetic responses, and of the ways they have been shaped by beliefs and values, and conversely, how beliefs, sacred texts and art forms have been shaped by society and politics. All modules.
  • Sensitivity to the problems of religious language and experience, and to issues of multiple and conflicting interpretations of language and symbols, texts and traditions. Simplistic, literalising or doctrinaire explanations are less likely to be advanced by a student of Theology and Religious Studies. All modules
  • Capacity to bring a degree of self-reflectiveness to the study of the subject. E.g. TH4814, TH5810, TH5823, TH6809.
  • Appreciation of both the interconnectedness of and internal tensions within a system of beliefs and practices. E.g. TH4805, TH5807, TH5809, TH5818, TH5826, TH5833, TH6806.
  • Basic critical and analytical skills; a recognition that statements should be tested, that evidence and arguments are subject to assessment, that the interpreter's role demands critical evaluation. All modules.
  • The ability to employ a variety of methods of study in analysing material, to think independently, set tasks and solve problems. All modules.
  • The capacity to give a clear and accurate account of a subject, marshal arguments in a mature way and engage in debate and dialogue with respect for the opposite case or different viewpoint. All modules.

TRS Benchmark - generic skills

The Statement also lists these generic (transferable) skills acquired through the study of Theology and Religious Studies:   

  • empathy and imaginative insight, with a tolerance of diverse positions
  • self-discipline
  • self-direction
  • independence of mind and initiative
  • capacity for reflexive learning, understanding how they learn
  • commitment to lifelong learning
  • ability to attend to others and have respect for others' views
  • capacity to modify, suspend or otherwise change position when warranted
  • ability to gather, evaluate and synthesise different types of information
  • analytical ability and the capacity to formulate questions and solve problems
  • writing skills, including clarity of expression, citation of relevant evidence and authorities and accurate referencing
  • presentation skills, both oral and written, supported by appropriate technologies
  • technological and media literacy, including the generation of documents and other resources, electronic communication and interaction in various forms and accessing information from a variety of sources
  • awareness of the importance of contemporary media as both a resource for study and a medium for theological and religious discourse
  • teamwork skills
  • ability to engage critically with the meaning of documents and recognise that meanings may be multiple
  • ability to read texts in a different language, where appropriate.

At level 4 some of these are prerequisites for study and they are audited at induction. These skills are developed and are reflected in the assessment criteria. They are developed through the learning ethos of the department and specifically through formative learning methods such as class discussion, group seminar presentations, assignment proposal development, dissertation research and presentations. Self-discipline and self direction are particularly tested in modules with a fieldwork component that is assessed (for example, TH4807, TH4814, TH4827, TH5810, TH5823, TH6809, TH6810) or with the Independent Study module (TH6807).

The student learning experience is supported by class-delivered, seminar-based and fieldwork activities. A range of learning and teaching methods is used: lectures, seminars, workshops, group-work activities, individual and group-centred projects, presentations, fieldwork. In addition an IT-based course management system (Moodle) forms the platform on which teaching is extended to distance learners who also have direct access to module tutors and to a personal tutor to guide their learning.

At level 4 learning is predominantly tutor-guided, providing both a groundwork in the core disciplines as well as fostering critical reflection and a range of transferable skills. At level 5, learning continues to be predominantly tutor-guided but students are given more choice in the selection of the most appropriate path of learning to suit their abilities and learning goals under the guidance of their personal tutor. Learning at this level also serves to further consolidate and develop appropriate study skills. Students have the option at both levels 4 and 5 to apply their learning and skills in placement. At level 6, students develop a greater responsibility for their own learning, both independent and collaborative.

During their first semester of studies students are given induction into the various forms of assessment encountered at level 4. Students are prepared for the standard forms of undergraduate assessment such as exam and essay. They are also given some opportunities for creative and applied forms of assessment such as preaching before a live congregation (recorded on DVD) and the reflective diary for placement modules.

Formative assessments are employed in a number of modules to help both lecturer and student gauge their progress during the course of their studies.

UST encourages Distance Learning students to attend examinations on Campus; however, if necessary, they can be examined at other centres. This normally means an educational establishment which teaches at further education or higher education level, e.g. University, College, Seminary or somewhere which hosts other public examinations where independent invigilation can be guaranteed. This must be arranged by the students in liaison with the Academic Registrar at UST.

Following the acquisition of this award, students will be equipped to follow a number of related vocational ministries in and outside of the institutional church and career pathways, including, for example, work in the voluntary and public sectors, teaching, employment related to interfaith work and religious professions, and social work. This programme engages with the career agenda by providing opportunities for students to sample professions/ areas of work they are considering as potential career pathways through the option of a level 4 or 5 module in experiential learning.

The skills developed in TRS degrees valued by students (nationally) on these programmes include:

  • Cultural understanding
  • Appreciation of how others live
  • Open-mindedness – less likely to judge others and more likely to listen
  • Researching and interviewing skills through fieldwork
  • Confidence in own abilities
  • Academic, intellectual and social development
  • IT skills
  • Writing skills
  • Presentation
  • Organising own workload and meeting deadlines

Successful students will be able to apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences.

Students will also have qualities and transferable skills necessary for employment requiring:

  • the exercise of initiative and personal responsibility;
  • decision-making in complex and unpredictable contexts; and
  • the learning ability needed to undertake appropriate further training of a professional or equivalent nature

Various modules in the programme offer opportunities for addressing questions of gender, sexuality, race and religious identity. Pastoral and ministerial modules and projects may additionally address issues of age and disabilities.

UST offers individual academic support to all its students. Its policies on Equal Opportunities and Disability are appended below.

Equal Opportunities

UST is committed to the teaching of the Bible that each person is made in the image of God and is of equal value and worth in God's sight.

UST is committed to equality of opportunity in employment practice, policies, procedures and provision of courses and services to students, staff and visitors.

UST provides an environment where staff and students from different cultural, linguistic and ethnic backgrounds, both within Wales, the UK and overseas bring a rich and valuable diversity to the UST community.

UST aims to ensure that no one receives preferential treatment on the grounds of race, colour, nationality, religion or belief, ethnic or national origin, age, gender, marital status, sexual orientation or disability.

UST is committed to ensuring that the following practices are avoided:

  • Direct Discrimination, which occurs when someone is treated less favourably than others for unlawful reasons.
  • Indirect discrimination, which occurs when a policy, practice or procedure that applies to everyone might disadvantage a particular group of people.
  • Harassment, which is conduct that is unwanted and violates a person's dignity or creates an environment which is intimidating, hostile, degrading, humiliating or offensive.
  • Victimisation, which happens when someone is treated less favourably or discriminated against because they have pursued, or intend to pursue their rights in relation to alleged discrimination.
  • Bullying, which occurs when someone tries to intimidate someone else. It includes abuse, physical or verbal violence, humiliation and undermining someone's confidence.

Complaints of discrimination should be raised under grievance procedures.

UST is an evangelical Christian organisation. The Christian ethos of the organisation and context of some positions may mean that a genuine occupational requirement (Employment Equality, Religion and Belief Regulations, 2003) applies to some posts.

All staff and students are required to:

  • Support any measures introduced to ensure equal opportunity
  • Report any suspected acts or practices that are discriminatory
  • Not attempt to induce or induce others to practice discrimination which is unlawful
  • Not victimise anyone who reports or provides evidence of discrimination
  • Not intimidate, harass or abuse other people
  • Seek appropriate advice when issues arise.

Incidents should be reported to Student Welfare Officer

Any alleged acts which breach UST's policy will be fully investigated, and if proven may be treated as gross misconduct. If anyone is victimised as a result of making a complaint, disciplinary action will be taken.

This policy will be reviewed annually by the Senior Administrative Staff.

Disability Statement

UST is committed to promoting good practice in the area of discriminating against people who are disabled.

UST is committed to:

  • Demonstrating and upholding Christian attitudes and behaviours to people who are disabled (Staff, students and visitors)
  • Promoting equality of opportunity between disabled members of the staff team and disabled students and other members of the staff and the student body.
  • Challenging negative and discriminatory attitudes and stereotypes
  • Promoting positive attitudes towards people who are disabled
  • Eliminating discriminatory practices that are unlawful
  • Eliminating harassment of people who are disabled that is related in any way to their disability
  • Encouraging participation in the life of UST by people who are disabled
  • Meeting the needs of members of staff or visitors who are disabled, and treating them more favourably, if that is required.

UST is committed to ensuring that not only are reasonable adjustments made to ensure that disabled people have equality of opportunity but also that measures are taken to ensure that people who are disabled are not put at a "substantial disadvantage" in comparison with non-disabled people.

UST is committed to involving members of staff and students who are disabled in planning accessible and inclusive services.

UST is committed to ensuring that facilities and services are accessible to people who are disabled.

If a student or a member of staff discloses that they have a disability, UST will endeavour to offer reasonable and appropriate support.

UST also has a policy on Ethics in Research, Enquiry-based Learning and Context-based Learning. Students engaged in such activity are made aware of this policy and given a copy of the document as part of the induction process. A copy of this policy is available on demand.

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