The University of Lincoln
Single Equality Scheme
2009-12
Single Equality Scheme Version 1.3 October 2010 1
Content
1. FOREWORD BY THE VICE CHANCELLOR
2. A BRIEF HISTORY OF THE DEVELOPMENT OF EQUALITY LEGISLATION
3. THE UNIVERSITY’S EQUALITY OBJECTIVES
4. THE UNIVERSITY OF LINCOLN AND ITS WORKFORCE
External measures and monitoring
Opportunity Now Benchmarking Results 2008
Staff Attitude Survey
Staff Engagement and Forum Activities
Equal Pay
Investing in our E&D Organisational Development
5. THE UNIVERSITY OF LINCOLN AND ITS STUDENTS
Student monitoring and reporting
6. EQUALITY IMPACT ASSESSMENT (EIA)
7. INVOLVEMENT, ENGAGEMENT AND CONSULTATION
8. ACKNOWLEDGEMENT AND THANKS
9. CONTINUED CONSULTATION AND FEEDBACK
APPENDIX A
Staff Diversity Profile & Monitoring Data
APPENDIX B
Student Diversity Profile
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1. FOREWORD BY THE VICE CHANCELLORS
As outgoing and incoming Vice Chancellors, we are acutely aware of our shared
responsibility, with senior managers in the university, to shape our culture. It is
vital that, through our actions, we address inappropriate and discriminatory
behaviour. We appreciate that the university’s culture is the key to this.
Through our Single Equality Scheme we will ensure that all our staff, students and
visitors, regardless of their age, disability, gender, race, religious beliefs or sexual
orientation, feel equally welcome and valued, and we will reinforce the message
that discrimination, bullying, harassment and victimisation will not be tolerated.
As a university we attract staff and students from local, national and international
backgrounds. It is therefore essential that we are all able to understand and
support cultural diversity.
The university has a fundamental role to play in the region. It is a catalyst for
positive change, helping to share the rich cultural and economic benefits of
diversity with others. We will do this by engaging proactively with our local
community to lead the way and champion fair and equitable employment practice
and services.
We have made impressive progress so far through our disability, gender and race
equality schemes. However we still have much work to do. Join us and make the
scheme a living reality for all in a university that truly recognises, celebrates and
supports the value of diversity.
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Professor David Chiddick Professor Mary Stuart
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2. A BRIEF HISTORY OF THE DEVELOPMENT OF EQUALITY LEGISLATATION
The past four decades have seen the introduction and development of 9 major
pieces of anti-discrimination legislation and in excess of 100 pieces of equality
statutory instruments. One of the first pieces of anti-discrimination legislation
was the Equal Pay Act of 1970, followed by the Race Relations (RRA) and Sex
Discrimination Acts of the mid-1970s. These were joined by the Disability
Discrimination Act (DDA) in 1995, the Human Rights Act 1998 and then the
Equality Act 2006. These have been supplemented and/or amended in recent
years, particularly with the introduction of the positive duties which apply to all
public bodies including Higher Education Institutions. Positive duties were first
introduced in respect of race equality in 2002, and where extended to include
both disability and gender equality in 2006 and 2007 respectively. These positive
duties placed an expectation on the public sector to lead the way by taking
action to eliminate discrimination but to also actively promote equality.
From the 1st October 2010 the legal landscape of anti-discrimination legislation is
to change again as a new piece of legislation, the Equality Act 2010 becomes law.
This new Act will supersede all anti-discrimination legislation that has gone
before, thus leaving a single Act to provide one point of reference rather than
trying to navigate what has been until recently a complicated minefield of historic
anti-discrimination legislation.
THE EQUALITY ACT 2010
The new Equality Act (2010) offers a broader range of protection against
discrimination and has done this through introducing the principle of ‘protected
characteristics’. There are nine specific protected characteristics and they are
displayed in the grid below.
The nine protected characteristics
Age Disability Gender reassignment
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Marriage and Civil Pregnancy and Race
Partnership maternity
Religion or belief Sex Sexual orientation
The General Duty: Main Provisions
The main provisions of the Equality Act come into effect on 1st October 2010 and
they are to:
1) eliminate discrimination, harassment, victimisation;
2) advance equality of opportunity between persons who share a relevant
protected characteristic and persons who do not share it; and
3) foster good relations between persons who share a relevant protected
characteristic and persons who do not share it.
Specific Duty - Public Sector Equality Duty
This aspect of the Act is scheduled to come in to force from April 2011 onwards.
The Coalition-Government is running a public consultation exercise regarding how
to best implement the specific duties; this will close on 10th November 2010 and
will determine the exact actions required by the sector in order to meet with this
part of the Act.
The current proposals under consultation are:
Institutions will be required to annually publish equality data on how they
perform against the public duty. This includes data on workforce and the
services they provide (e.g. education).
Institutions will have to use evidence (informed by their published data) to
set specific and measurable equality objectives. These will need to be
renewed at least every four years. This is intended to help people to judge
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how effective institutions have been in addressing the three parts of the
general duty.
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3. THE UNIVERSITY’S EQUALITY OBJECTIVES
To realise our long term aspirations and provide a frame of reference for the
organisation’s equality and diversity agenda, we have set five high level equality
objectives. These objectives provide the overarching themes that structure the
targeted and measureable outcomes of the scheme and supporting action plan.
What is more they have been deliberately designed to align directly with our
overall University strategic objectives, ensuring that the equality and diversity
agenda not only supports, but strengthens our ability to meet and deliver our
business goals.
Our five overarching equality objectives are:
1. Create a confident culture of respect and integrity
A culture of respect and integrity should be evident through leadership, clear
demonstrable actions and decision making. However, a confident culture requires
the organisation to empower its employees with rights and responsibilities so that
at every level of the organisation staff are enabled to take responsibility and play
a proactive role in making the environment in which they work and study a
welcoming and respectful one. We will begin to realise this equality objective
through the following activities:
All staff will receive anti-bullying and anti-harassment in workplace training
All staff will continue to receive equality and diversity training
The Board of Governors will receive equality and diversity training
Introduce a Respect Charter
Monitor employee relations cases
Continue to raise the profile of the Contact Person’s Network for Staff
Increased staff participation in biannual Staff Attitude Survey
Review Anti-Bullying and Harassment Policy
Review the Student Charter and student related policy regarding bullying
and harassment.
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2. Develop a positive staff experience
We recognise that our employees are our most important resource and are the
future of the University, but our employees are diverse and not a homogeneous
group. As an organisation we will continue to develop a greater understanding
and appreciation of what a positive experience means for all of our employees by
exploring and asking questions such as: how do our disabled employees
experience the university, are our Black, Asian, Minority Ethnic (BAME) colleagues
enabled to contribute to the organisation, how are women supported in
management, what issues are presented for employees with caring
responsibilities, are Lesbian, Gay, Bi-sexual and Trans (LGBT) colleagues
supported, how is age viewed and how much does faith and religion impact on
staff’s experience of being an employee at the university. By seeking out and
exploring such issues the institution will be able to inform its policy and practice
across the business in terms of developing an inclusive positive staff experience.
We intend to deliver this equality objective through the following activities:
Introduce monitoring across all 6 equality strands
Introduce Faculty and Service level equality and diversity management
information benchmarked against University KPI
Introduce and support staff forums and networks
Proactively engage in sector and/or national equality benchmarking and
positive equality promotion schemes
Participate in the national recognition scheme ‘Mindful Employer’.1
3. Develop a positive student experience
The student experience is of main concern for the institution and developing a
positive experience will mean understanding the diversity of our student body
and appreciating and accommodating their differing expectations and needs. We
intend to do this by taking the following steps:
Expand student equality monitoring to cover all six strands
Improve the current availability of student monitoring data and provide
annual reports to each Dean of Faculty and Heads of Department
1
Mindful Employer is a charter for employers who recognise the need to create working environments
that are conducive to supporting good mental health and wellbeing.
http://www.mindfulemployer.net/index.html
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Examine the findings of our National Students Satisfaction Survey to learn
where aspects of student life can be improved across all student groups,
particularly those showing lower levels of satisfaction.
Explore ways to examine the ‘student experience’ through an equality lens.
4. Encourage diversity through our teaching, learning and research agenda
Our teaching, learning and research agenda aims to attract and support staff
and students from a diverse educational, social and cultural background. In
recognition of difference the Institution will take steps to actively promote and
ensure equality. In addition we will continue to examine the impact of our
policies and practices have upon the equality groups under this agenda. We
intend to do this by taking the following steps:
Draw up a Code of Practice which includes relevant equality dimensions,
and use it to inform the selection of participants for the new Research
Excellence Framework.
Undertake a review of the impact of University policy and practice in
relation to career progression of females and BME research staff.
Conduct a study of University of Lincoln’s degree attainment by the
equality strands of disability, gender and race.
Participate in the Athena Swan Project2.
Join the Lifelong Learning UK’s Disability Equality Commitment.
5. Encourage and support diversity through community and employer
engagement
As a major employer within the region and education provider we have a
fundamental role in supporting and promoting ‘good relations’. As an institution
we will proactively seek ways to engage our local partners and communities and
intend to exercise this role by:
Developing and promoting a local employer’s E&D toolkit
2
Athena SWAN is a national Higher Education Charter which recognises the need to remove the
barriers women in the disciplines of Science, Engineering and Technology (SET).
http://www.athenaswan.org.uk/html/athena-swan/
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Engaging and facilitating community based events to promote and support
good relations
Facilitating local community and employer engagement during the annual
Lincoln Pride event.
4. THE UNIVERSITY OF LINCOLN AND ITS WORKFORCE
The University employs approximately 15003 people to fulfil a broad array of roles
from academic and research positions to professional service and support roles.
A full diversity profile of our current workforce 2008-09 and monitoring data is
included in Appendix A.
Since the beginning of 2006, as a result of our previous equality schemes and
action plans, the Human Resources Department has examined ways to improve its
approach to analysing employment data specifically in relation to age, race,
gender and disability. Having successfully established regular monitoring and
reporting mechanisms we are now engaged in work to enhance the level of detail
and thus our understanding of our workforce equality profile. As part of this we
will expand our current data monitoring to include religion and sexual orientation,
thus enabling us to monitor across all six strands.
As established under the previous equality scheme monitoring will continue to
take place with regards to employment applications, selection and recruitment,
and where under representation is evident by an equality group HR will work
closely with recruiting managers to explore potential measures to effect change
and encourage applicants from under represented groups.
The University will continue to use benchmarks in respect of equality and diversity
data to establish whether our staff reflect the wider community. As
recommended by HEFCE, national comparisons are most appropriate for academic
and academic related staff, whilst local and regional statistics are more
appropriate for administrative and technical support posts.
3
This staffing figure includes HPL (hourly paid lecturers) and members of the student crew
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External measures and monitoring
We will continue to seek opportunities to engage in external benchmarking
activities, and/or positive promotion schemes e.g. Opportunity Now, DLA Piper,
Two Ticks Employer, Athena Swan and the Life Long Learning UK’s Disability
Equality Commitment in order to provide an objective external measure of the
progress we have made against our equality scheme.
Progress against our Equality scheme, along with the ongoing monitoring and
analysis will continue to be published in the and regularly reported to the Equality
and Diversity Committee, the Core Executive and the HR Committee of the Board
of Governors.
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Opportunity Now Benchmarking Results 2008
The University of Lincoln participated for the first time in Opportunity Now’s two
part benchmarking exercise; part one Equality, diversity and inclusion for which
we scored 66% and part two Gender equality, diversity and inclusion for which we
scored 63%. The two benchmarks have been calculated via the average of the
accumulative scores achieved under the four assessment areas which were;
1.Commitment and engagement, 2.Integration, 3.Measurement and monitoring
and 4.Performance and improvement.
We were awarded by Opportunity Now an overall award of Silver and aim
through the course of this scheme to improve on this position for the next
benchmarking exercise in 2010, particularly within the areas of integration and
performance improvement.
The results of the benchmark survey are illustrated below:
Opportunity Now Overall Benchmark Results
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90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Equality Gender, Commitment
Measurement Performance
Diversity & Diversity & & Integration
& monitoring improvement
Inclusion Inclusion Engagement
The University of Lincoln 66% 63% 76% 65% 76% 28%
Education Sector 82% 72% 79% 79% 73% 57%
Op.Now Norm 78% 65% 71% 71% 67% 51%
The full Opportunity Now benchmarking report can be found view on our Equality
portal page or by following the hyperlink The University of Lincoln’s Opportunity
Now Benchmark Report
Staff Attitude Survey
In November 2007 we introduced our first Staff Attitude Survey which included a
specific section regarding equality and diversity. The survey which is conducted
on behalf of the University by Capita provides staff with assurances over
anonymity and confidentiality whilst providing the organisation with data which
can be benchmarked across the sector.
The 2007 survey revealed that 79% of respondents believed the University to be
committed to equality of opportunity and 80% of respondents felt that the
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University acts fairly regardless of ethnic background, gender, religion, sexual
orientation, disability or age with regard to career progression and promotion.
As part of our continued commitment to staff consultation and engagement we
will conduct our second Staff Attitude Survey in November 2009. It is hoped that
as a direct result of our activities under our previous equality schemes that we see
improvements in our 2009 results in these areas to meet and/or exceed the sector
medium benchmark of 83% and 81% respectively. In addition we have
introduced a new section to gather evidence regarding staff perception of issues
regarding bullying and harassment in the workplace. We have taken this step to
ensure we are able to measure how our staff perceive this issue so that we can
use this to inform our business decisions and policy making and monitor our
progress.
For further information and full results of our Staff Attitude Survey please visit our
HR portal page or follow the hyper link: Staff Attitude Survey Results 2007
Staff Engagement and Forum Activities
The sponsorship and development of staff networks and forums continues to play
an essential role in raising the profile of equality issues and serve to provide a
forum of support and a platform for two-way communication to share and gather
information. Key individuals such as Principle Lecturer Catherine Bochel who
continues to champion the Women into Research network, Professor Harriet Gross
who is leading the way for the Athena Swan project and Amanda Dow from the
Library who champions the way for carers, have been important in taking these
initiatives forward for the benefit of staff and the organisation.
The positive impact that staff forums play is evident in the success of the above
mentioned and this is recognised by the organisation. Therefore throughout the
duration of this 2009-12 equality scheme we intend to continue to encourage and
sponsor such activities and broaden them to involve other equality strands.
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Equal Pay
Through our previous Gender Equality Scheme we introduced an annual equal
pay review process and have conducted two equal pay reviews of roles grades 2-
9, our first in 2007 and our second in 2008. The results provide evidence that our
pay gap has decreased by 0.02% on the year previous and currently stands at
17.4%, whereas the higher education sector pay gap stands currently at 20.3%.4
We have made a clear commitment to continue this activity and enhance the level
of work undertaken in this area further. This includes a commitment to include in
the next equal pay review of 2009 grades 10 and above and a continued drive to
narrow the organisation’s overall pay gap. In addition, we will through the
course of this scheme look to widen the remit of the equal pay review to take
into account race and hope to achieve this by 2012 in advance of the new
Equality duties regarding the transparency and public reporting of equal pay by
2013.
Further information about our equal pay monitoring and reporting can be found
by visiting our Equality portal page or follow the hyper link: Equal Pay Reporting
Investing in our E&D Organisational Development
The role of organisational development has been instrumental in supporting and
taking the E&D agenda forward. As an organisation we took a decision to
prioritise E&D training for our managers and make it mandatory. As a direct
result during 2008-09 we saw 69% of our managers complete the training. For
2009-10 we have set a target completion rate of 80% and by the end of this
scheme that all existing managers will have completed their training with all new
managers having completed it within the first 6 months of joining the
organisation.
In addition 2008-09 saw 40% of all employees complete our online Diversity in
the Workplace module. Again for 2009-10 we have set a target completion rate
of 80% with a view that by the end of this scheme all existing employees will
UCEA 08/12 JNCHES Review of HE Finance and Pay Data Report 2008
4
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have completed the online module. As above we will expect all new employees
joining the organisation to have completed it within the first 6 months as part of
their induction and probation period.
Our aim has been through our previous equality schemes to grow our employees’
E&D knowledge capacity and awareness, and we will continue to pursue this
through the introduction of a dignity in the workplace training programme for all
staff and the exploration and development of a competency framework.
Through the course of this scheme we will continue to build and develop the
equality and diversity capacity of our senior team to fulfil their role as
ambassadors, ensuring that due regard is given through our business decisions
and demonstrated through our leadership.
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5. THE UNIVERSITY OF LINCOLN AND ITS STUDENTS
The University has a diverse student community made up of both full and part-
time undergraduate and postgraduate learners. We have a student population of
approximately 12,000 a full diversity profile based upon disability, gender and
race of our current student population can be found in Appendix B.
Students have direct access to a series of specialist support services via our
Student Services Directorate. Services available include:
Disability Service
Chaplaincy
Counselling
Advice
Student Funding and information Support
Full service information can be obtained by visiting our Student Services portal
page or follow the hyper link Student Services
As part of our commitment to ensure services are inclusive and accessible to all
Student Services will be introducing a service user feedback mechanism which will
allow continued stakeholder feedback be equality group.
Student Services work closely with the Students’ Union to actively promote and
encourage student engagement in accessing the professional dedicated support
services.
Student monitoring and reporting
Through our Registry function we are able to analyse student equality data, which
is made available through the course annual monitoring returns. Our aim is
through the course of this scheme in conjunction with the Centre for Education
Research and Development (CERD) to use this data to advance our understanding
of student degree attainment by the equality strands of disability, gender and
race.
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We will also through the Student Experience Committee introduce a mechanism
to engage learners in providing feedback about their experience of studying at
the University via a Student Experience Satisfaction Survey. The design of the
survey will enable an analysis of the responses by diversity group.
Furthermore in anticipation of the Equality Bill we will enhance our current
student data collection and monitoring to include all six equality strands.
The University will continue to monitor staff and student trends by the equality
groups, to assess, review and take appropriate action where under representation
or low take up of services appear to be evident. The University will ensure the
following information will be used in the implementation of the University’s single
equality action plan.
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6. EQUALITY IMPACT ASSESSMENT (EIA)
Throughout the course of 2007-08 the university continued to develop an equality
impact assessment tool, along with the production of supporting guidance and
delivered training to its staff in its use. A network of EIA co-ordinators has also
been established and we aim to develop this network further during the next
three years.
Over 100 policies and practices have been screened and where appropriate full
impact assessments have been conducted. However, despite the good progress
made we recognise that our greatest challenge is in embedding the principles of
equality impact assessments within the culture of the organisation and that this is
the area of work where more needs to be done.
As a result we have introduced a monitoring performance indicator concerning
EIA completion rate by area. This will form one of the University’s set of overall
performance monitoring tools. In addition to this we are seeking ways to adopt
and incorporate the EIA principles as part of other risk management tools and
have identified two areas where this can be applied. The first introduction will be
as part of the Estates project development and management model, utilising
current best practice of the client review group process and incorporating the
equality impact assessment principles as part of this.
The second identified area is with the development of a corporate project plan
template which is to be used for future university projects. By incorporating the
principles of the equality impact assessment in this project planning template it
will ensure that equality features as part of any university project at the earliest
planning stages. The aim of these actions is to ensure that the EIA process is
embedded at the earliest possible stage in the decision making process.
7. INVOLVEMENT, ENGAGEMENT AND CONSULTATION
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Throughout 2008-2009 a series of events have been conducted to seek
stakeholder consultation and engagement.
These events included:
You, Me and E&D 6th-10th October 2008
Staff focus groups regarding caring responsibilities August-November 2008
Staff and student focus race groups April-May 2009
Open consultation with Trade Unions on the draft scheme July- October
2009
Staff workshop and events October 2009
Dedicated community consultation activity 1st -30th October 2009.
Questionnaire web based open feedback opportunity via the Equality Portal
Page during September & October 2009
The information gathered as a result of these activities have informed and shaped
the scheme and action plan.
8. ACKNOWLEDGEMENT AND THANKS
In producing this Equality Scheme sincere thanks are given to all those that have
actively supported and contributed to its development. Particular thanks are
given to the members of the Disability, Gender and Race Working Groups, to the
Trade Unions; Unison and UCU, the Board of Governors, in particular Governor
Pam Duncan, and to all those staff and community colleagues that have kindly
engaged in the various consultation and feedback opportunities presented over
the course of this previous year. A list of the specific local organisations that
have engaged in this process are as follows:
Catch 22-(Young People)
Disability Lincs
Equality Lincs-Community Supporters (Race Equality)
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Kaleidoscope (LGBT)
Lincoln Women’s Centre
Lincoln Jewish Community
Lincoln Baptist Church
St Hughes Catholic Church
We will continue to monitor the progress made against our 2009-12 action plan
regularly through the Equality and Diversity Committee with results being
reported annually through the publication of our Corporate Diversity Report.
9. CONTINUED CONSULTATION AND FEEDBACK
If you would like to provide us with any feedback about our Equality Scheme you
can do so in the following ways:
Complete a continued opportunity to engage feedback questionnaire available
from the University of Lincoln’s Equality portal page
Or contact our Equality and Diversity Manager
Claire Bell
Equality and Diversity Manager
Human Resources
The University of Lincoln
Brayford Pool
Lincoln
LN6 7TS
Email: cbell@lincoln.ac.uk
Telephone: 01522 88691
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Your continued engagement and support will be very welcomed.
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APPENDIX A
Staff Diversity Profile & Monitoring Data
Ethnicity
Over the course of the Race Equality Scheme the staff profile, in general, has
seen a minor 0.5% flux in the ethnic groupings.
1. Ethnicity Data Workforce
Workforce Year on Year Ethnicity Figures
2006-07 2007-08 2008-09
White 93.81% 92.8% 93.6%
*BAME 5.16% 5.70% 5.60%
Not Known 0.50% 1.50% 0.50%
The academic profile continues to be the most
ethnically diverse group of staff. This is as one would
expect given the recruitment pool is from the national
and international market. The BAME national
population stands at 7.9% (ONS 2001) whereas we
have continually had BAME representation of 9%,
1.1% higher than the national figure.
Targets 2010 2011
*Ethnicity ratio total workforce 8.9% 8.9%
2. Ethnicity data by role profile
Academic
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Academic Profile
2006-07 2007-08 2008-09
White 91% 88% 90%
*BAME 9.00% 9.00% 9.00%
Not Known 0% 3.00% 1.00%
Whereas by marked comparison professional support
staff are less ethnically diverse, reflecting more closely
the local demographics of Lincolnshire which has a
BAME population of 2.4%. (ONS 2001)
*Targets 2010 2011
Ethnicity ratio total academic 10% 10.5%
Professional Support
Professional Support Profile
2006-07 2007-08 2008-09
White 97.7% 97.7% 98.2%
*BAME 2.40% 2.30% 2.00%
Not Known 0% 0.00% 0.00%
*Targets 2010 2011
Ethnicity ratio total service 2.5% 2.5%
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Gender
Over the course of the Gender Equality Scheme the gender balance of the
organisation has seen little change, fluctuating by +1% and -1%.
1. Gender Data Workforce
Workforce Gender Year on Year Figures
2006-07 2007-08 2008-09
Male 47% 48% 47%
Female 53% 52% 53%
2. Gender Data by role profile;
Academic
Academic Profile
2006-07 2007-08 2008-09
Male 59% 59% 57%
*Female 41% 41% 43%
*Targets 2010 2011
Gender ratio total academic (female) 43% 44%
Benchmarking our gender profile against the 2006-07 HESA data as featured in
The Equality Challenge Units Statistical report 2008, we now fall inline with the
national academic gender profile which currently stands at 42.3% female and
57.7% male.
This was our first target, however through the course of this scheme and our
work through the Athena Swan project and Opportunity Now we will be taking a
much closer examination of what is happening with regards to academic female
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employment and career progression. In doing so we will be able to understand
what potential barriers there are within our organisation and takes steps to
remove them.
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Professional Support
Professional Support Profile
2006-07 2007-08 2008-09
*Male 35% 35% 34%
Female 65% 65% 66%
*Targets 2010 2011
Gender ratio total service (male) 38% 39%
Our professional support gender profile is female dominated, and is higher than
the 2006-07 HESA national benchmark by 3.3%. Our aim for sometime has been,
in the first instance, to bring the gender balance inline with the HESA national
profile.
We know through our equal pay review activity that we have a significant under
representation of males in grades 2-5 and through the course of this scheme one
aim is to take steps to encourage more males into these areas. We hope to do
this through partnership working between our HR function and the recruiting
managers in examining ways through our advertising and recruitment processes
to encourage more males in to under represented areas.
Single Equality Scheme Version 1.2 November 2009 29
Disability
Over the course of the Disability Equality Scheme (DES) the number of staff
declaring a disability has seen the smallest of increases, notably within
professional support areas. The HESA 2006-07 data indicates a sector disability
disclosure is 2.4% and this has been our target to date to reach.
It has been our aim through the DES to improve the disability disclosure rate by
building confidence and greater awareness and understanding amongst staff
about the broad definition of disability through publications, events and training.
Against this backdrop we issued a data survey actively seeking disability
information from staff.
This activity has led to a significant increase in staff declaring that they have a
disability with the disclosure figure resting at 4.9% as we enter the 2009-10 year
of data recording. This increase exceeds our initial 2.4% HESA benchmark target.
Our aim is to maintain this level and where possible continue to encourage and
support employees in making their condition known to the University.
1. Disability Disclosure Data Workforce
Workforce Disability Year on Year Figures
2006-07 2007-08 2008-09
Disabled 1.04% 1.25% 1.50%
Not Disabled 98.96% 98.75% 98.50%
Targets 2010 2011
Disability % total workforce 5% 5%
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2. Disability Disclosure Data by Role Profile;
Academic
Academic Profile Year on Year Figures
2006-07 2007-08 2008-09
Disabled 1.43% 1.49% 1.46%
Not Disabled 98.57% 98.51% 98.54%
Targets 2010 2011
Disability % total academic 3.5% 4.0%
Professional Support
Professional Support Profile Year on Year Figures
2006-07 2007-08 2008-09
Disabled 0.62% 0.97% 1.56%
Not Disabled 99.38% 99.03% 98.44%
Targets 2010 2011
Disability % total professional support 3.5% 4.0%
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APPENDIX B
Student Diversity Profile
PG
UG Home UG Home / PG
All Students / EU Overseas EU Overseas
Gender Male 44.50% 44% 39% 48% 69%
Female 55.50% 56% 61% 52% 31%
Disability Yes 8.60% 9% 3.40% 6.30% 2.60%
No 91.40% 91% 96.60% 93.70% 97.40%
Ethnicity White 86.50% 89% 17.30% 87.50% 0.50%
BAME 8.90% 7.00% 64% 6% 79%
Not known 4.60% 4% 18.70% 6.50% 14.50%
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