Equality and Diversity Annual Report 2015 and...•Delivering excellence in learning, research and...

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Equality and Diversity Annual Report 2015

Contents Page Page Number Section 1 Introduction 1 Section 2 Equality and Diversity Infrastructure

and Process 3 Section 3 Achievements against Objectives 5 Section 4 Equality and Diversity Highlights 14 Section 5 Equality Data and Analysis

(employees) 15 Section 6 Student Data Analysis 21 Appendix 1 Equality Objectives (staff) 23 Appendix 2 All Employee Data December 2015 27 Appendix 3 Recruitment Equality Profiling 31 Appendix 4 Student Equality and Diversity 32

Statistics 2014-15 Please note this report is available on-line at http://www.tees.ac.uk/sections/jobs/equalopportunities.cfm If you require this in a different format please contact Margaret Younger, [email protected]

http://www.tees.ac.uk/sections/jobs/equalopportunities.cfm

mailto:[email protected]

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Section 1: Introduction Teesside University is based in the centre of Middlesbrough, North East of England, and has over 85 years of innovation in education. In 2013 the University won the Queens Anniversary Prize, which was awarded for outstanding achievement in the field of Enterprise and Business engagement. Teesside is one of only five UK universities to be accredited with Investors in People GOLD status in recognition of its engagement with, and professional development of, its staff. In January 2016 the University successfully achieved 44th place in the highly regarded Stonewall Workplace Equality Index, a nationally recognised award which demonstrated its commitment to the equality of its LGBT staff. Teesside University has come a very long way since the institution began in 1929, and now in recent years it has invested over £250m in developing the new Campus at the heart of Middlesbrough.

Teesside University is dynamic, energetic and innovative. The University is all about: Providing Opportunities, Driving Enterprise, and Delivering Excellence. Vision The vision for Teesside to be a leading University with an international standing for academic excellence that delivers an exceptional student and learning experience supported by research, enterprise and the professions. Mission Teesside University generates and applies knowledge that contributes to the economic, social and cultural success of students, partners and the communities we serve. It transforms lives through education that is enriched by research, innovation, and engagement with business and the professions.

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Values Teesside University seeks to enhance the experience of all the students, staff and external partners by:

• Delivering excellence in learning, research and enterprise • Empowering individuals and teams to enhance their contribution to the

University • Fostering creativity, enterprise and innovation • Embracing diversity and actively opposing prejudice • Communicating openly, honestly and respectfully at all times • Committing to sustainability and the protection of our environment • Taking responsibility and demonstrating leadership.

Economic and Social Impact The mission states the University’s contribution to the economic, social and cultural success is not only about the students, but concerns the communities it serves. Staff and students across the University community are actively engaged in enriching society and the economy through charitable giving, volunteering, enterprise, governance and mentoring – and through an award-winning programme of outreach activity and events. Equality and Diversity Specific Aims Teesside University’s specific aims for Equality and Diversity for employees are:

1. To raise awareness of Equality and Diversity to ensure greater understanding of diverse groups and to ensure staff are aware of their individual rights and responsibilities.

2. To have employee policies and procedures, which actively oppose and eradicate prejudice, ensuring that all employees can achieve their full potential.

3. To embed Equality and Diversity into wider University activities. In order for the University to be able to achieve these aims, a number of SMART* objectives have been set, over a period of four years 2012 to 2016. The achievements that support these objectives are detailed in Section 4 of this report and also in Appendix 1. The purpose of this report is to summarise University activities and achievements in relation to our equality and diversity objectives, highlighting the excellent progress made during 2015. *SMART (Specific, Measurable, Achievable, Relevant and Time-based)

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Section 2: Equality and Diversity Infrastructure and Processes The University’s Executive and Senior Management Team are committed to raising awareness of equality and diversity and addressing the issues and barriers which prevent effective support to staff and students for all protected groups. To this end, Equality and Diversity is steered at senior level by the University’s Executive Equal Opportunities Committee. Decisions made by this group inform and steer the work of the Equal Opportunities Committee as well as ensuring that issues raised by the relevant staff and student focus groups are addressed. Through its Chair, the Executive Director of Human Resources, this Committee also ensures that awareness of this important agenda and the key issues are reported on and discussed by the University’s Executive Team. This group currently comprises of: Executive Director of Human Resources (Chair); Executive Director of External Relations; Director of Student Services Director of Finance and Commercial Development; Deputy Director, Human Resources; Equality and Diversity Adviser; President of the Students’ Union

Teesside University has an Equal Opportunities Committee (EOC) which is chaired by the Executive Director of Human Resources. Membership consists of employees from all schools and departments, trade union representatives and members of the Students’ Union. The Equal Opportunities Committee meet four times a year and discuss any issues or matter of concern regarding Equality and Diversity at the University. The EOC has a number of sub committees, known as Focus Groups. These Focus Groups represent various protected characteristics and include: Disability Ethnicity Sexual Orientation Religion and Belief Gender

The Focus Groups are formed primarily by employees, including those that have expressed an interest in the specific area and employees who have relevant experience with a particular protected characteristic. The Groups also include student representatives from the Elected Officers of the Students’ Union. The Focus Groups meet regularly, coinciding with the EOC meeting cycle to enable issues relevant to that particular protected characteristic to be discussed and, if necessary, communicated to EOC and vice versa. Each Focus Group has an Executive Champion. This demonstrates to University staff, students and the wider public the level of importance placed on Equality and Diversity by the University. The role of the Champion is to primarily act as a figurehead for that particular protected characteristic, taking an active interest in

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activities by attending events and focus group meetings whenever possible and taking every opportunity to raise awareness amongst staff and students. The Executive Committee confers with the EOC and reports progress on the University’s Equality and Diversity agenda to the Vice Chancellor’s Executive via the Executive Director of Human Resources. The University’s Corporative Executive Team is also consulted on Equality and Diversity issues as necessary. This infrastructure provides a vital link between under-represented groups within the University and the Senior Management Team, allowing communication, in both directions, and a method for consultation on strategic decisions. Equality Analysis of New and Revised Policies The University operates a five year cycle of policy review and develops new policies in line with legislation. All policies are subject to equality analysis. In 2015 the following policies were reviewed: Age Equality Equal Opportunities Flexible Working Recruitment and Selection Procedures Compulsory Redundancy

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Section 3: Achievements against Objectives The University’s Equality Objectives were established by the EOC and Focus Groups in 2012. The objectives, which can be found in Appendix 1 of this report, are effective from the 6th of April 2012, for a period of 4 years. The objectives include target dates for when specific actions in relation to the achievements of each objective are projected to be met. This section of the report details the current progress made in 2015 against each of the University’s Equality Objectives Objective One (a) By 6th April 2016, 95% of staff will have received relevant awareness training, appropriate to their level of responsibility. Achievements: Training options available for employees in 2015 included: Equality and Diversity half-day workshop - This workshop is delivered face to

face, in a classroom setting, by the Equality and Diversity Advisor A shorter and less interactive version of the half day workshop is available. It

is aimed at larger groups and is suitable for delivery at conferences by the Equality and Diversity Adviser

An e-learning package Bespoke training for specific teams on request.

Specialised Equality and Diversity training was also available through the Initial and Continuous Professional Development Programme and included; Equality and Diversity for Leaders Equality and Diversity for Academics Unconscious bias Lesbian, Gay, Bisexual and Transgender Awareness Mental Health Awareness Cultural Awareness Understanding language based learning difficulties in the workplace. Religion and Belief Lunch and Learn series.

Resources to support the training options are also available on the University’s Equality & Diversity website. The Equality and Diversity Adviser also delivers a number of bespoke training packages, on request, which include training for student mentors and student elected representatives. The Equality and Diversity Adviser consistently monitors and reviews the training provision in response to changes in legislation and feedback from delegates. By the end of 2015, 67% of employees had attended E&D training or had completed the online training course within the last 5 years and 33% of employees had not attended the training or had attended training more than 5 years prior to December

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2015. A further promotion to encourage attendance is planned for early 2016 to enable the target of 95% to be achieved within the overall timeframe of 2012 – 2016 Equality Action Plan. Objective One (b) To continue to develop a varied programme of awareness raising and consultative opportunities for staff which encompass all of the protected characteristics. Achievements: Raising Awareness of Diversity The University conducted events throughout the year to raise awareness of Equality and Diversity across campus. Most of these events were open to both students and employees at the University, and many events also welcomed attendance by the general public. These events are generally instigated by Focus Group members but the University is also receptive to requests from external partners and support organisations who propose ideas for events which are mutually beneficial. Hosting events to raise awareness of Diversity is a positive way for Teesside University to encourage understanding and to ‘foster good relations’ between people of different groups, a requirement of the Equality Act 2010, but also an excellent way to support the local community and promote community cohesion. In 2015 the calendar of events included the following: January On the 27th January, Teesside University hosted events to mark Holocaust Memorial Day, a time for everyone to remember the millions of people murdered during the Holocaust and Nazi persecution. It also commemorated genocide and ethnic cleansing which has subsequently happened in places such as Cambodia, Rwanda, and Darfur. In 2015, the University hosted a conference with academic lectures and seminars for students and screening of Holocaust films and survivor experiences. Prominent speakers included Teesside University’s Professor Matthew Feldman, an expert on extremism and the far-right, and Professor Aristotle Kallis, from Lancaster University, who spoke at the event, alongside School of Arts and Media students who went on a pilgrimage to Poland to witness the true atrocities of the Holocaust. Teesside University BA (Hons) Television and Film Production graduate Robin Pepper was also present at Holocaust Memorial Day with his film ‘An Auschwitz Promise’, which was aired on the day. The event was open to all members of the community. Some University staff also attended the commemorative service at the local St Barnabas Church where the University’s Executive Champion for Religion and Belief, Juliet Amos spoke at the service on behalf of the University.

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February February is LGBT History Month and in 2015 the University teamed up with Hart Gables, a local LGBT Support Organisation. This was a lunch time celebratory event, held on 19th February 2015, where two locally produced films, entitled ‘Celebrating the ‘L’ in LGBT’ and ‘Talking Transgender’, were shown. The event was well attended particularly by members of the public. The films were well received and have since been purchased by the University and made available to staff as a training resource. Throughout February, posters were displayed across the University to promote other local events, support the LGBT community and to raise awareness. March International Women’s Day 2015, was celebrated with a joint event from Teesside University and Middlesbrough Council. It took place in March at Middlesbrough Town Hall and included inspirational speakers, entertainment, and stalls from various schools within Teesside as well as local service providers and small businesses. The University particularly focussed on activities encouraging women into science and engineering subjects. The event was open to the public and was very successful with over 500 visitors. Inspirational guest speakers included Honorary Graduates Judge Gillian Matthews QC and Jane Atkinson, Senior Vice President Utilities (SEMBCORP UK). Other speakers included Lucie Fleming (JUSTICE FIRST) and many more who inspired, encouraged and empowered the audience. May International Day against Homophobia and Transphobia (IDAHOT) took place on 17th May 2015. This also marked the launch of a new campaign on campus. Staff and students were encouraged to show their support and wear a badge to demonstrate support for the LGBT community; the ‘I’m an Ally’ badge. The campaign included an article in the staff magazine, ‘Grapevine’, which featured two of the Executive Diversity Champions, Michael Lavery (LGBT) and Juliet Amos (Religion and Belief), displaying the badges to demonstrate support for LGBT colleagues, students, and community members. June In June, Teesside University hosted an event for Refugee Week, a UK wide programme of arts, cultural and educational activities which aimed to celebrate the contribution of refugees to the UK and promote better understanding of why people seek sanctuary. As part of the programme of events, school children from across Middlesbrough visited Teesside University to work with Tees Valley Arts. The children from Breckon Hill Primary, Abingdon Primary and Ayresome Primary took part in workshops with

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the theme ‘One World’, creating flags and banners to celebrate the different cultures in their classrooms and communities. Another event that took place in June was the Middlesbrough Mela which celebrated its 25th Anniversary in 2015. The Mela took place in Middlesbrough Town Centre over the weekend of 6th and 7th June 2015. The focus for Saturday saw sports activities, health and wellbeing, with Sunday focused on entertainment, with acts and international performances along with a wide range of stalls, food and activities all available to the public. The University supported this event through both sponsorship and the use of staff and student volunteers to support the range of musical acts. July The Nagar Kirtan, which is a Sikh Holy festival, was held in Middlesbrough Town Centre. The University was a sponsor of this event and participated in the festivities. The day commenced with a procession from the Sikh Temple in Lorne Street to Centre Square at 10.30am with a number of University staff joining the procession for the first time. The procession incorporated music and singing of the Sikh Holy scriptures. Speeches took place in Centre Square followed by a lunch provided by the Sikh Community to all those who attended. Other attractions in the Square included face painting and martial arts displays. A team of Teesside staff and student volunteers flew the flag for Teesside University and Teesside University Students’ Union for the first time at Northern Pride in Newcastle. The event took place over the weekend of Saturday, 18th to Sunday, 19th July at Exhibition Park and on the Town Moor. The festival began with a colourful parade from the City Centre with the Teesside team carrying the University banner. The volunteers then joined a cross-section of organisations and employers from across the region including the NHS, Trade Unions and Tees Valley community partners on information stands which also promoted the University in terms of student recruitment and as an employer. The stand proved to be very popular with a range of visitors to Northern Pride. September As well as supporting the Northern Pride event, the University also sponsored a major work of art entitled ‘Over’, a large half rainbow made out of recycled glass which was to be exhibited internationally and would be available for future LGBT events. The University again supported the BME Community Awards Dinner at which community members and organisations were recognised for the work they had done within the BME community. In 2016 a senior member of University staff, Mark White, receive a ‘Lifetime Achievement Award’. October Teesside University hosted a series of events and activities throughout October 2015 for Black History Month. The events took place to promote black and Asian history, culture and heritage. The programme highlighted the positive contributions of the black and Asian community to British society and the local area.

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Legendary poet and writer Benjamin Zephaniah, known as one of Britain’s top 50 post war poets, hosted an intimate ‘Audience with’ event and also performed an evening of ‘Words n Dub’ with Dennis Bovell and his ‘Fabulous Dub band’. Dennis is an acclaimed reggae guitarist, bass player and record producer, who was a member of the British reggae band Matumbi. Other events that took place during Black History Month included: Celebrating unity and diversity: an evening of singing and dancing to

celebrate Nigeria’s 55th anniversary of independence Perspectives: a series of presentations on history, culture and the black

British experience Taste of Africa showcase: traditional performances, African food, fashion

shows, dancing, drumming and much more Poetry on campus: readings from Syrian born poet Amir Darwish who also

graduated from Teesside University Black history youth awards dinner: celebrating the achievements of young

black people. Throughout October, artist Richard Henderson’s ‘Displaced’ exhibition was on display at the University’s Constantine Gallery. The exhibition featured an installation which explored Henderson's own identity as a dual-heritage grandson of a Caribbean migrant. November Transgender Remembrance Day takes place annually on the 20th November and it is a day to remember those who have been murdered as a result of transphobia and to bring attention to the continued violence endured by the transgender community. Transgender Remembrance Day 2015 took place on 20th November 2015. This year’s event was commemorated by planting purple tulips in the shape of a heart outside ‘My Place’ in Middlesbrough the location of support organisation ’Disc’. Local agencies and services made donations towards each bulb that was planted in their name. The money that was raised went towards the service users fund to help support the young people the organisation works alongside. The University was a sponsor of this event and two employees represented the University by planting bulbs. This forged greater links between DISC and the University. Objective Two (a) To develop an evidence base so that, by 6th April 2016, there is insufficient data to demonstrate that there are no barriers to recruitment and progression for staff with or without protected characteristics. Achievements:

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Employee data is primarily collated from information provided on job applications and from updates to staff records following an annual reminder to staff to check and update the data held on them. The University has supported a collaborative method to data collection via its in-house ‘University Portal’, which is an online self-service facility where employees can view and make changes to their records at any time, or as and when their circumstances change. The HR Department uses the data that is provided to collate and monitor key information about its employees, including Equality & Diversity. It delivers Management Information on a monthly and quarterly basis, which is analysed so that any trends can be identified. The information and analysis documentation is circulated to all University Deans and Directors via the HR Managers to facilitate discussion. This information assists with developments at School/Department level but also by increasing awareness of equality profiling across the University. The Employment Policy Committee receive annual equality and diversity profiles on the University’s staff. In addition to the above information, an E&D database has been created providing visual contextual E&D data. This enables analysis at both an organisation wide level as well as at local level, through to contract and grade level data. This contains information relating to current employees and leavers, and also contains data relating to Mandatory E&D training. The Equality & Diversity Advisor has access to this database, which is updated on a monthly basis, enabling a platform for monitoring on a consistent and cumulative basis. The University continues to subscribe to the HESA data service ‘HEIDI’ (Higher Education Information Database for Institutions). This allows practitioners to review pertinent equality data and produce tailored comparison groups for a point of reference, across the sector. It is a data management tool that provides higher education institutions with the option to access a range of data regarding their personnel and student body, and allows them to compare the results with other higher institutions. The Equality Challenge Unit (ECU) provides universities and colleges with a central source of expertise, research, advice and leadership. The ECU creates a report each year known as the ‘Equality in Higher Education- Statistical Report’ which is usually based on the HESA data. This report gives evidence of current equality issues at a national level to inform policy and the direction of equality work in higher education institutions. The University makes extensive use of all this comparable data to benchmark development in relation to the Equality and Diversity employee profiles with those of the extended higher education sector and helps the University to identify priority areas of work.

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The University’s equality data is also benchmarked with other local large similar organisations such as Middlesbrough College, Middlesbrough Borough Council and James Cook University Hospital, again with a view to identifying areas for improvement.

• Staff data can be found at Appendix 2. • Student data can be found at Appendix 4.

Equal Pay Audit Teesside University’s first equal pay audit review was undertaken in 2004, followed by further audits in 2007 and 2010. In 2014, it was decided that annual audits would be undertaken in future and that data and findings would be represented in a different format to that used in previous years. These changes were made in line with best practices guidance and to enable improved benchmarking. The new format was trialled on data extracted in February 2014, with a full equal pay audit completed in 2015 using the data extracted in February of that year. The gender pay gap for full time employees, which was the data set most commonly used for benchmarking, was 7.59. This demonstrated a reduction in each successive audit since 2007. This figure was calculated from a ‘mean’ average and compared favourably with the national figure of 14.2, published by the well regarded Fawcett Society, one of the few organisations that produce figures based on ‘mean’ average. For the first time in 2015, to further enable accurate benchmarking, the University produced a median figure for the gender pay gap. This figure was 8.52 for full time staff, which again compared favourably to the 11.15 (median) pay gap figure released by Office for National Statistics for HEI’s and their 9.4 (median) national pay gap figure. For all employees, including part time, the mean gender pay gap was 20.56. This was a reduction on the 2014 figure but was a slightly bigger gap than the mean average produced by ECU based on HEFCE data, which was 18.9. The Teesside University median figures for the same data set (all staff) gave a gap of 16.18, which compared less favourably to median figures from ONS, 15.6, and from ECU (HEFCE data) 14.6. However, these figures need to be considered in context. Unlike many HEI’s, Teesside University continues to employ its own manual and catering staff. Since 2014, these staff have been paid the national living wage. As a large number of female employees are concentrated into manual roles, mostly in catering and cleaning, this has had a negative impact on the overall gender pay gap. A large number of universities use contractors for these lower paid roles and therefore pay at this level would not impact on the University’s pay gap, even though, in reality, female contractors undertaking this work may be paid less than those at Teesside University. To enable a fair comparison, the University has produced separate figures for all staff, minus security and manual staff. Without this group included in the data

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average, the pay gap was 16.19 (mean) and 13.68 (median), which compared favourably with both ECU (HEFCE) and ONS data. In conclusion, Teesside University’s gender pay gap is narrowing. It compares favourably with data in the sector and the UK workforce, and is not out of step with national and sector trends. It certainly does not highlight any inequality in the current pay structures and systems. However, female staff continue to dominate lower paid and part time roles, following traditional societal job roles, and this continues to impact on overall female earnings. The decision to implement a living wage from 1st April 2014 has had a positive effect on the gender pay gap but the University will continue to consider ways to encourage women at all levels to fulfil their potential. An example of this is the activity undertaken around International Women’s Day when, each year, the University works with the local council to deliver an event with inspirational speakers and activities aimed at inspiring women to be the best they can be. The University is also currently exploring ways in which the number of males in manual, traditionally female roles can be increased through positive action. Objective Two (b) To implement a revised Harassment Policy with effective support and guidance for staff which encourages reporting of incidents and enables accurate monitoring. Achievements: The University continues to support and promote a team of Harassment Advisers who are available to support anyone who feels that they may have been bullied or harassed, or anyone who has been accused of harassment. All advisers have received relevant training and continue to be supported by the Equality and Diversity Adviser. Frequent meetings are held between the Equality and Diversity Adviser and the Harassment Advisers. This gives the Harassment Advisers an opportunity to share their experiences and learn from each other as well as keeping up to date with new guidelines, initiatives or best practice. Information about the Harassment Advisers, including photographs and their point of contact information, are all available on the University’s Equality and Diversity webpage. This aims to encourage employees to come forward and seek advice. New posters have been designed and were displayed across campus in 2015, supported with a reminder in ‘Grapevine’, the staff magazine, about the availability and role of Harassment Advisers. The University continues to experience a low number of incidents of harassment and/or bullying, reported to Harassment Advisers, as well as through formal processes. Objective Three

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By 6th April 2016, 50% of the supply chain will have demonstrated their legal compliance to the requirements of the Equality Act 2010. Achievements: Over 50% of the University’s procurement spending is now made through framework agreements which ensure that the supply chain have demonstrated their legal compliance to the requirements of the Equality Act 2010. The Equality and Diversity Adviser continues to work with the Procurement Manager to embed E&D into the University’s procurement policies and procedures.

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Section 4: Equality and Diversity Highlights Equality and Diversity Highlights Stonewall Workplace Equality Index The Stonewall Workplace Equality Index is a powerful evidence-based benchmarking tool used to assess achievements and progress on lesbian, gay and bisexual equality in the UK workplace. Each participating organisation must demonstrate their expertise in 10 distinct areas of employment policy and practice, including networking groups, career development, training and community engagement. In previous years the University has performed well but has been placed just outside the Top 100, achieving 112th place in January 2015. In September 2015, Teesside University made its fourth submission to the index. For the first time Teesside University is now one of the Top 100 Employers in the UK, holding position 44 out of the 415 applications received by Stonewall from organisations across all sectors. The University is the most highly ranked educational organisation in England and ranked 3rd across all UK Universities. This is a huge achievement for the University as it demonstrates, through an independent and nationally recognised audit process, that it is an inclusive employer, not just for LGBT but for all protected characteristics. Having achieved Top 100 status, the University will continue to strive to maintain this prestigious accolade. Building Relationships with Diverse Groups The Diversity Calendar of Events not only helps to create greater understanding between different diverse groups but also helps to develop better working relationships between the University and the community it serves. Hosting events for minority groups, or inviting them to events on campus, helps to build trust between the community and the University, and encourages people who would not normally visit the University to have a reason to come onto campus. It gives an opportunity to showcase what the University does, as well as learning how to better serve these groups. They, in turn, spread the word that Teesside University is a great place to work and study, thereby enhancing the University’s reputation, and supporting the, University’s ‘widening participation’ agenda. This year the University has seen positive strides forward in this area with some specific examples of reciprocal working with the community. These include:

• Hart Gables delivering LGBT staff training. • The Black History Youth Awards Dinner, hosted on campus, helps to promote

positive role models for young black people. • Following the University’s sponsorship of the Nagar Kirtan, a member of the

Sikh community delivered an awareness session on Sikhism to staff with plans to repeat this popular event in coming years.

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Section 5: Equality Data and Analysis (employees) The Equality Data and Analysis provides clarification on the protected characteristic profiles which have been monitored by the University. Gender

By the end of December 2015, the number of female employees at the University equated to 1140 (61.5%), and the number of male employees was 713 (38.5%). Since December 2014, there has been a slight change in the gender balance, with an increase in the number of female employees of 0.5% and the same subsequent decrease of male employees. National HEI data from the Equality Challenge Unit shows the majority of employees working in UK HEI’s are women. Women represented 53.8% of employees in Higher Education in England, so statistically Teesside University were above the national percentage of female employees. This can primarily be explained by the large number of female workers in manual grades and a large School of Health & Social Care containing an overwhelming majority of female academic and support staff.

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Ethnicity

The ethnicity of employees at the University, those who do not class themselves as ‘White British’, increased from 10.7% in 2014 to 11.8% at the end of December 2015. This compared favourably with the figure for the BME population in Middlesbrough as of the last census in 2011, which was 13.9% and was far greater than the BME percentage of the North East region, which was 6.4%. In 2015, the number of non-white British staff has increased by 1.1% to 11.8%. There has also been a decrease in the number of employees where ethnicity is ‘not known’. In 2014, 1.2% of employees had unknown ethnicity’. In 2015 this reduced to 0.2%. This may be an indication that staff feel increasingly comfortable in disclosing ethnicity as well as staff having a greater opportunity to update their personal information.

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Disability

At the University, 5.2% of employees declared a disability, 0.6% stated ‘not known’ and 94.1% of employees are ‘not considered disabled’. According to the Equality Challenge Unit (ECU), recent figures indicate that nationally, 4.2% of employees have disclosed a disability. Benchmarking against these figures, the University is progressing well with disability disclosure, even though, compared to the University’s figures last year, there has been a small drop in the percentage of staff declaring disability. However as the national estimate of the working age population who actually have a disability or long term health condition, whether disclosed or not, is around 20% work needs to continue to encourage disclosure. Religion and Belief

A total of 58% of employees have not provided any information about their religion. 21.3% of employees stated that they are Christian, and a total of 3.6 % of employees that declared themselves a member of a non-Christian religious denomination. 49

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employees (2.6%) chose to ‘prefer not to say’. The University will continue to implement initiatives to increase disclosure rates.

Sexual Orientation

The percentage of employees who have not provided any information on their sexual orientation is 59.4%. 36.3% stated that they were heterosexual. 3.6% of all members of employees declared themselves as identifying as non – heterosexual and 2.7% of all members of employees said that they preferred not to disclose their sexual orientation. The current statistics of sexual orientation disclosure rates in Higher Education Institutions revealed that 32.4% of staff in the UK provided information regarding their sexual orientation, 53.9% gave no information and 13.7% preferred not to say. The monitoring of sexual orientation for employees started in 2012. Since then the University has seen a steady increase in employees who have been willing to provide the University with this information. However, the University must continue to encourage disclosure to bring disclosure rates more in line with HE sector norms and enable greater analysis of data to assist with supporting LGBT staff more effectively.

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Age

Out of the 1853 employees of the University, 8% were aged above 60. The largest age group for employees was between 50 and 59, accounting for 35% of staff. Only 8% of employees were aged between 20 and 29 and only 2 employees were aged between 16 and 19. There has been a reduction in 60+ result of recent voluntary severance schemes. Compared to 2014, the University’s employee age profile has seen some fluctuations, with a slight decrease in the percentages of those aged over 60 and those aged between 40 and 49, previously 8.2% and 28.7% respectively. The number of employees aged between 50 and 59 has increased slightly from 31.6% as have 30 to 39, previously 24.1% The University must continue to deploy initiatives to balance the age profile of the workforce.

Age 16-190% Age 20-29

8%

Age 30-3925%

Age 40-4927%

Age 50-5932%

Age 60+8%

AGE PROFILE

Age 16-19Age 20-29Age 30-39Age 40-49Age 50-59Age 60+

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Disciplinary and Grievance

Age Band Capability Disciplinary Grievance Grand Total

40-49 8 1 9 50-59 1 3 1 5 30-39 2 1 3 20-29 3 3 Grand Total 1 16 3 20

Gender Capability Disciplinary Grievance Grand Total

Male 1 12 2 15 Female 4 1 5 Grand Total 1 16 3 20

Ethnic Origin Capability Disciplinary Grievance Grand Total

White British 13 2 15 Indian 1 1 Other White Background 1 1 2 African 1 1 Other Ethnic Background 1 1 Grand Total 1 16 3 20

Summary There were a total of 20 disciplinary and grievance cases in 2015 which included 1 capability case. Some observations on this data include:

• 9 of the cases involved staff in the age bracket 40 to 49. • 15 cases involved male members of staff. • 15 of the staff involved were from a white British background.

On numbers this small it is difficult to identify any trends but data will continue to be monitored year on year.

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Section 6: Student Data Analysis

The data on students should be seen in the context of a significant decline in part-time numbers (48.5% from 2012/11 to 2014/15) and a slight decline in full-time population (10.4% over the same period.

In part-time these numbers are headcount rather than FTE and reflect the steep decline in the provision of small courses.

The data on Religion and Belief is still partial – but the data collection is more systematic and over time will become considerably more robust as it is collected at enrolment. The interpretation of KPI performance for these groups is particularly difficult because the cohort that is measured may not be one where the data was collected systematically.

There are some clear trends in the available data

• An increase over time in the number of full time disabled student from 890 (8.0%) in 2010/11 to 1,260 (12.9%) in 2014/15

• An increase in the numbers of full-time students with mental health conditions or on the Autistic Spectrum from 108 in 2010/11 to 252 in 2014/15

• A decrease in the number of non-white full-time students from 2,236 (20.6%) in 2010/11 to 1,640 (16.8%) in 2014/15

• A decrease in the percentage of female part-time students from 60.9% in 2010/11 to 53.9% in 2014/15

The detailed data on the performance of students with protected characteristics has been used to identify priorities in the University’s agreement with the Office for Fair Access. The agreement for 2017/18 states the following:

There are three components to the work that the University undertakes in connection with this agreement:

1. An institutional approach that seeks to address broad issues across the whole applicant and student population and builds on our successes to date, and

2. Targeted work to raise aspirations, engagement and applications to HE from

particular groups, including

I. Young men from backgrounds with no experience of Higher Education (defined by neighbourhood participation)

II. People on the autistic spectrum or with mental health conditions III. BME communities

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3. Localised interventions that are targeted at groups where there are identifiable characteristics, which influence participation, progression and attainment. The institutional data conceals local variations in courses and Schools. These targeted interventions will therefore be based on an in depth interrogation and analysis of our current data and will seek to redress the imbalances in the following areas:

I. Attainment, progression and employment of BME students II. Students in receipt of DSA in work or study 6 months after graduation III. Male students achieving qualification aim IV. Male students in work or study 6 months after graduation V. Female students in professional or managerial jobs 6 months after

graduation.

23 | 58

Appendix 1

Equality Objectives (staff)

Effective from 6th April 2012

The University Equality and Diversity aims and objectives detailed below have been developed in consultation with staff via the Equal Opportunities Committee and the Focus Groups. We have identified objectives which are seen as working towards the University’s mission and values, specifically the first of our University values:

“Encouraging and embracing diversity, equality of access, esteem and opportunity and actively opposing and eradicating prejudice” Our Equality and Diversity aims and objectives are also compliant with the requirements of the Public Sector Duty (PSD), the three main aims of which are to:

1) Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010.

2) Advance equality of opportunity between people from different groups.

3) Foster good relations between people from different groups. This involves tackling prejudice and promoting understanding between people from different groups.

24 | 58

Equality and Diversity Aim One To raise awareness of equality and diversity to ensure greater understanding of diverse groups and to ensure staff are aware of their individual rights and responsibilities. Objective Steps to achieve Relevant PSD

aim Status 2015

By 6.4.16, 95% of staff will have received relevant equality and diversity awareness training appropriate to their level of responsibility.

1) E&D training to become compulsory for all staff. 2) Encourage staff to attend through PDR’s and

reminders. 3) Reminder to staff who attended old style training,

i.e., more than 5 years ago, to enrol for updated training.

4) Develop programme of E&D training for the Leadership and Management programme by June 2012

5) Develop a programme of E&D training available to all line managers by 6.4.13

All 3 Completed Completed Completed Completed Completed

To continue to develop a varied programme of awareness raising and consultative opportunities for staff which encompass all of the protected characteristics of age, disability, ethnicity, gender, sexual orientation, religion and belief, and transgender.

1) Continue to develop the Calendar of Events. 2) Increase collaborative working with our Marketing

and Student Recruitment Department to ensure appropriate marketing and publicity of events.

3) Establish links with other schools and departments to prevent duplication and promote collaborative working.

4) Work with and support appropriate community group activities.

5) Monitor, evaluate and review events.

3 Ongoing Ongoing Ongoing Ongoing Ongoing

25 | 58

Equality and Diversity Aim Two To have staff policies and procedures which actively oppose and eradicate prejudice ensuring that all staff can achieve their potential. Objective Steps to achieve Relevant PSD

aim Status

To develop an evidence base so that by 6.4.16 we have sufficient data to demonstrate that there are no barriers to recruitment and progression for staff with or without protected characteristics.

1) Activities to encourage disclosure will be undertaken.

2) To monitor staff for R&B and sexual orientation by 6.4.13.

3) To monitor for transgender by 6.4.14 4) Benchmarking systems to be established by 6.4.15 5) Staff survey to include E&D questions. 6) Continue equal pay review. 7) Revise and review policies as appropriate 8) Implement positive action initiatives where

appropriate

All 3 Ongoing Complete Complete Complete Complete Complete Ongoing Ongoing

To implement a revised Harassment Policy with effective support and guidance for staff which encourages reporting of incidents and enables accurate monitoring.

1) Implement new policy during 2012 2) Re-launch harassment advisers network by 6.4.13 3) Monitor, evaluate and review incidents of

harassment.

1 Complete Complete Ongoing

26 | 58

Equality and Diversity Aim Three To embed equality and diversity into wider University activities. Objective Steps to achieve Relevant PSD

aim Status

By 6.4.16, 50% of our supply chain will have demonstrated their legal compliance to the requirements of the Equality Act 2010

1) Include equality and diversity criteria into the tender and selection process for suppliers of the University.

2) Update procurement documents 3) Work with suppliers on meeting the E&D criteria

All 3 Complete 2 & 3 Scheduled to complete in 2016

27 | 58

Appendix 2 All Employee Data December 2015

28 | 58

29 | 58

30 | 58

31 | 58

Appendix 3

Ethnicity Disabled% Applied Interviewed Appointed % Applied Interviewed AppointedWhite 70% 77% 81% Disabled 4% 4% 3%Ethnic Minority 28% 22% 18% Not Disabled 93% 93% 96%Not Known 1% 1% 0% Not Known 3% 3% 1%Information Refused 0% 1% 0% Information Refused 0% 0% 0%Total 100% 100% 100% Total 100% 100% 100%

Gender Age Profile% Applied Interviewed Appointed % Applied Interviewed AppointedFemale 57% 58% 60% 16-19 2% 1% 1%Male 43% 41% 40% 20-29 37% 31% 41%Not Known 0% 0% 0% 30-39 26% 32% 29%Total 100% 100% 100% 40-49 19% 20% 17%

50-59 13% 14% 11%60+ 2% 2% 1%Not Known 1% 0% 0%Total 100% 100% 100%

Recruitment Equality Profiling

Please note that the above is not always captured at application stage. A high number of applicants only declare this if appointed.

* All % rounded to nearest whole number

Nobody applied/interviewed/appointedAreas monitored by Equal Opportunities

Equality and Diversity – Student Report 2014/15 Page | 32

Appendix 4 Student Equality and Diversity Statistics 2014-15 This report presents data on students who have protected characteristics defined by the Equality Act. Information is taken at the point of enrolment from a student and is entered onto enrolments database and into student records system. The University’s data on sex, race, disability, and age is robust. The data on sexual orientation, gender reassignment, and religion and belief is developing. In these cases the data sets for the whole student population are partial – reflecting the fact that thorough data collection is relatively recent and was not collected for some cohorts. In the case of marriage and civil partnership and pregnancy and maternity the University does not systematically collect and analyse information. The data presented is therefore partial – in the case of gender reassignment, it is not presented as part of this report since it is currently too patchy to be valuable. The student data is presented in two parts: Part A – Enrolment numbers. This is a headcount of students who were enrolled on a full-time or part-time course during 2014/15.

Part B – Key Performance Indicators. This reports on the performance of students with protected characteristics against a set of key performance indicators some of these are HEFCE/HESA KPI’s and some are internally driven indicators. Each cohort being measured varies according to the particular KPI.

Sources

Enrolments – Information taken from the enrolments database used by FCD. These include students who are on validated courses but excludes those courses that are Overseas Delivered.

KPI 3 – Data taken from the Classification of the Degree that the student was awarded.

KPI 4 – Information taken from the students’ entry qualifications.

KPI 14/15 – Data used from the DLHE Survey.

Protected characteristics –


Age

Overall 25 - 29 50+

KPI 13/14 14/15

Change 13/14

to 14/15

13/14 14/15

Change 13/14

to 14/15

Diff from

overall 13/14 14/15

Change 13/14

to 14/15

Diff from

overall

Enrolment Full-time 10,084 9,750 -3.3% 2,078 2,038 -1.9% +1.4% 54 39 -27.8% -24.5%

Enrolment Part-time 8,498 8,271 -2.7% 5,661 5,512 -2.6% 0.0% 650 667 2.6% 5.3%

Age Group 2012/13 2013/14 2014/15

Full Time

Part Time Total Full

Time Part Time Total Full

Time Part Time Total

Under 21 6,366 1,116 7,482 6,125 1,053 7,178 5,867 1,001 6,868

21 - 24 1,671 1,270 2,941 1,827 1,134 2,961 1,806 1,091 2,897

25 - 49 1,966 6,917 8,883 2,078 5,661 7,739 2,038 5,512 7,550

Over 50 51 966 1,017 54 650 704 39 667 706

Total 10,054 10,269 20,323 10,084 8,498 18,582 9,750 8,271 18,021

Over 25 2,017 7,883 9,900 2,132 6,311 8,443 2,077 6,179 8,256

% over 25 20.1% 76.8% 48.7% 21.1% 74.3% 45.4% 21.3% 74.7% 45.8%

2010/11 2011/12 2012/13 2013/14 2014/15Full Time 23.1% 21.1% 20.1% 21.1% 21.3%Part Time 77.3% 80.0% 76.8% 74.3% 74.7%Total 55.4% 57.2% 48.7% 45.4% 45.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

Percentage of Students Over 25 Enrolled at University


2010/11 2011/12 2012/13 2013/14 2014/15Unknown 2 1Under 21 5,982 6,284 6,366 6,125 5,867Over 25 2,508 2,248 2,017 2,132 2,077Total 10,876 10,630 10,054 10,084 9,750

0

2000

4000

6000

8000

10000

12000

Number of Full Time Enrolled at University

2010/11 2011/12 2012/13 2013/14 2014/15Unknown 43 1Under 21 1,698 1,594 1,116 1,053 1,001Over 25 12,410 13,438 7,883 6,311 6,179Total 16,048 16,791 10,269 8,498 8,271

0

2000

4000

6000

8000

10000

12000

14000

16000

18000

Number of Part Time Enrolled at University


Disability

Overall Declared Disability Receiving DSAs

KPI 13/14 14/15

Change 13/14

to 14/15

13/14 14/15

Change 13/14

to 14/15

Diff from

overall 13/14 14/15

Change 13/14

to 14/15

Diff from

overall

Enrolment Full-time 10,084 9,750 -3.3% 1,159 1,260 +8.7% +12.0% 634 784 +23.7% +27.0%

Enrolment Part-time 8,498 8,271 -2.7% 490 540 +10.2% +12.9% 116 173 +49.1% +51.8%

Disability 2012/13 2013/14 2014/15

Full Time




Specific learning difficulty 552 251 803 636 234 870 672 271 943 Physical impairment or mobility issue 45 27 72 34 16 50 44 25 69

Long standing illness 115 115 230 104 84 188 119 85 204

Disability not listed above 59 38 97 65 29 94 72 31 103

Deaf or hearing impaired 26 30 56 31 16 47 31 21 52

Blind or visually impaired 20 17 37 13 14 27 18 9 27

Multiple disabilities 62 23 85 72 30 102 52 28 80

Mental health condition 108 70 178 126 56 182 166 63 229 Social/communication impairment 60 8 68 78 11 89 86 7 93

Total Disabled 1,047 579 1,626 1,159 490 1,649 1,260 540 1,800

No Known Disability 9,007 9,690 18,697 8,925 8,008 16,933 8,490 7,731 16,221

Total 10,054 10,269 20,323 10,084 8,498 18,582 9,750 8,271 18,021

% declaring disability 10.4% 5.6% 8.0% 11.5% 5.8% 8.9% 12.9% 6.5% 10.0%

Students who are receiving Disabled Students’ Allowances (DSA’s)

2011/12 2012/13 2013/14 Full time Students 645 6.4% 634 6.3% 784 8.0% Part time Students 164 1.6% 116 1.4% 173 2.1%



0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

Percentage of Disabled Students Enrolled at University

2010/11 2011/12 2012/13 2013/14 2014/15DSLD 459 521 552 636 672MHC & ASC 108 133 168 204 252Other Disability 323 309 327 319 336Total Disability 890 963 1047 1159 1260

0

200

400

600

800

1000

1200

1400

Number of Full Time Disabled Students Enrolled at University


2010/11 2011/12 2012/13 2013/14 2014/15DSLD 314 355 251 234 271MHC & ASC 84 100 78 67 70Other Disability 411 377 250 189 199Total Disability 809 832 579 490 540

0100200300400500600700800900

Number of Part Time Disabled Students Enrolled at University


Race

Overall White Non-White

KPI 13/14 14/15

Change 13/14

to 14/15

13/14 14/15

Change 13/14

to 14/15

Diff from

overall 13/14 14/15

Change 13/14

to 14/15

Diff from

overall

Enrolment Full-time 10,084 9,750 -3.3% 8,415 8,089 -3.9% -0.6% 1,640 1,640 0.0% +3.3%

Enrolment Part-time 8,498 8,271 -2.7% 7,663 7,462 -2.6% 0.0% 707 744 +5.2% +7.9%

Race 2012/13 2013/14 2014/15

Full Time




White 8,568 9,124 17,692 8,415 7,663 16,078 8,089 7,462 15,551 Other 316 155 471 303 143 446 321 164 485 Asian 576 421 997 648 363 1011 623 385 1008 Black 328 224 552 371 172 543 355 177 532 Chinese 227 34 261 318 29 347 341 18 359 Not Known 39 311 350 29 128 157 21 65 86 Total 10,054 10,269 20,323 10,084 8,498 18,582 9,750 8,271 18,021 Non-White 1,447 834 2,281 1,640 707 2,347 1,640 744 2,384 % White 85.2% 88.8% 87.1% 83.4% 90.2% 86.5% 83.0% 90.2% 86.3% % Non-White 14.4% 8.1% 11.2% 16.3% 8.3% 12.6% 16.8% 9.0% 13.2% % Not Known 0.4% 3.0% 1.7% 0.3% 1.5% 0.8% 0.2% 0.8% 0.5%


0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

Percentage of Non-White Students Enrolled at University


2010/11 2011/12 2012/13 2013/14 2014/15White 8,378 8,626 8,568 8,415 8,089Not Known 262 102 39 29 21Non-White 2,236 1,902 1,447 1,640 1,640Total 10,876 10,630 10,054 10,084 9,750

0

2,000

4,000

6,000

8,000

10,000

12,000

Number of Full Time Students Enrolled at University

2010/11 2011/12 2012/13 2013/14 2014/15White 12,187 14,337 9,124 7,663 7,462Not Known 2,727 1,271 311 128 65Non-White 1,134 1,183 834 707 744Total 16,048 16,791 10,269 8,498 8,271

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

Number of Part Time Students Enrolled at University


Sex

Overall Male Female

KPI 13/14 14/15

Change 13/14

to 14/15

13/14 14/15

Change 13/14

to 14/15

Diff from

overall 13/14 14/15

Change 13/14

to 14/15

Diff from

overall

Enrolment Full-time 10,084 9,750 -3.3% 4,619 4,410 -4.5% -1.2% 5,465 5,340 -2.3% +1.0%

Enrolment Part-time 8,498 8,271 -2.7% 3,732 3,810 -2.1% -0.5% 4,766 4,461 -6.4% -3.8%

Sex 2012/13 2013/14 2014/15

Full Time




Male 4,712 4,319 9,031 4,619 3,732 8,351 4,410 3,810 8,220

Female 5,342 5,950 11,292 5,465 4,766 10,231 5,340 4,461 9,801

Total 10,054 10,269 20,323 10,084 8,498 18,582 9,750 8,271 18,021

% Male 46.9% 42.1% 44.4% 45.8% 43.9% 44.9% 45.2% 46.1% 45.6%

% Female 53.1% 57.9% 55.6% 54.2% 56.1% 55.1% 54.8% 53.9% 54.4%


48.0%

50.0%

52.0%

54.0%

56.0%

58.0%

60.0%

62.0%

Percentage of Female Students Enrolled at University


2010/11 2011/12 2012/13 2013/14 2014/15Male 5,184 4,923 4,712 4,619 4,410Female 5,692 5,707 5,342 5,465 5,340Total 10,876 10,630 10,054 10,084 9,750

0

2,000

4,000

6,000

8,000

10,000

12,000


2010/11 2011/12 2012/12 2013/14 2014/15Male 6,275 6,759 4,319 3,732 3,810Female 9,773 10,032 5,950 4,766 4,461Total 16,048 16,791 10,269 8,498 8,271

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000



Religion and Belief

Overall Christian Non-Christian

KPI 13/14 14/15

Change 13/14

to 14/15

13/14 14/15

Change 13/14

to 14/15

Diff from

overall 13/14 14/15

Change 13/14

to 14/15

Diff from

overall

Enrolment Full-time 10,084 9,750 -3.3% 2,291 3,000 +30.9% +34.3% 660 793 +20.2% 23.5%

Enrolment Part-time 8,498 8,271 -2.7% 1,755 1,749 -0.3% +2.3% 195 222 +13.8% +16.5%

Religion 2012/13 2013/14 2014/15

Full Time




Christian 2,291 1,755 4,046 3,000 1,749 4,749 Buddhist 54 22 76 51 22 73 Hindu 28 37 65 56 21 77 50 30 80 Jewish 5 3 8 7 1 8 9 1 10 Muslim 211 80 291 357 71 428 452 87 539 Sikh 8 5 13 24 7 31 33 6 39 Spiritual 24 31 55 53 28 81 63 29 92 Other 63 45 108 109 45 154 135 47 182 No Religion 3,357 1160 4,517 4,449 1220 5,669 Info Refused/Blank 9,715 10,068 19,783 3,776 5,388 9,164 1,508 5,080 6,588 Total 10,054 10,269 20,323 10,084 8,498 18,582 9,750 8,271 18,021 Non-Christian 339 201 540 660 195 855 793 222 1,015 % Christian 0.00% 0.00% 0.00% 22.7% 20.7% 21.8% 30.8% 21.1% 26.4% % Non-Christian 3.4% 2.0% 2.7% 6.5% 2.3% 4.6% 8.1% 2.7% 5.6% % No Religion 0.00% 0.00% 0.00% 33.3% 13.7% 24.3% 45.6% 14.8% 31.5%


2012/13 2013/14 2014/15Full Time 3.4% 6.5% 8.1%Part Time 2.0% 2.3% 2.7%Total 2.7% 4.6% 5.6%

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

7.0%

8.0%

9.0%

Percentage of Non-Christian Students Enrolled at University

2012/13 2013/14 2014/15Christian 2,291 3,000Non-Christian 339 660 793No Religion 3,357 4,449Info Refused/Blank 9,715 3,776 1,508Total 10,054 10,084 9,750

0

2,000

4,000

6,000

8,000

10,000

12,000



2012/13 2013/14 2014/15Christian 1,755 1,749Non-Christian 201 195 222No Religion 1160 1220Info Refused/Blank 10,068 5,388 5,080Total 10,269 8,498 8,271

0

2,000

4,000

6,000

8,000

10,000

12,000



Sexual Orientation

Overall Heterosexual Non-heterosexual

KPI 13/14 14/15

Change 13/14

to 14/15

13/14 14/15

Change 13/14

to 14/15

Diff from

overall 13/14 14/15

Change 13/14

to 14/15

Diff from

overall

Enrolment Full-time 10,084 9,750 -3.3% 5,555 7,321 +31.8% +35.1% 400 509 +27.3% +30.6%

Enrolment Part-time 8,498 8,271 -2.7% 2,884 2,866 -0.6% +2.0% 118 156 +32.2% +34.9%

Sexual Orientation 2012/13 2013/14 2014/15

Full Time




Heterosexual 3,356 2,444 5,800 5,555 2,884 8,439 7,321 2,866 10,187 Bisexual 83 24 107 115 22 137 173 32 205 Gay man 42 21 63 74 38 112 84 51 135 Gay Woman/ Lesbian 35 17 52 58 26 84 80 26 106 Info Refused/ Blank 6,453 7,733 14,186 4,129 5,496 9,625 1,920 5,249 7,169 Other 85 30 115 153 32 185 172 47 219 Total 10,054 10,269 20,323 10,084 8,498 18,582 9,750 8,271 18,021 Non-Heterosexual 245 92 337 400 118 518 509 156 665 % Heterosexual 33.4% 23.8% 28.5% 55.1% 33.9% 45.4% 75.1% 34.7% 56.5% % Non-Heterosexual 2.4% 0.9% 1.7% 4.0% 1.4% 2.8% 5.2% 1.9% 3.7%


0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

Percentage of Non Hetrosexual Students Enrolled at University


The number of information refused/blank responses have decreased by 49% since 2012/13. This has meant that both the percentage and actuals for Heterosexual and non-Heterosexual students has increased.

2010/11 2011/12 2012/13 2013/14 2014/15Heterosexual 0 0 3,356 5,555 7,321Non-Heterosexual 0 0 245 400 509Info Refused/ Blank 10,876 10,630 6,453 4,129 1,920Total 10,876 10,630 10,054 10,084 9,750

0

2000

4000

6000

8000

10000

12000


2010/11 2011/12 2012/13 2013/14 2014/15Heterosexual 0 0 2,444 2,884 2,866Non-Heterosexual 0 0 92 118 156Info Refused/ Blank 16,048 16,791 7,733 5,496 5,249Total 16,048 16,791 10,269 8,498 8,271

0

2000

4000

6000

8000

10000

12000

14000

16000

18000



KPI – Pass/Progression AGE

Age Group

2012/3 2013/14 2014/15

% Pass/ Proceed No Total % Pass/

Proceed No Total % Pass/ Proceed No Total

Under 21 87.4% 5,507 6,301 87.5% 5,315 6,075 87.2% 5,087 5,831

21 - 24 86.6% 1,199 1,384 84.6% 1,285 1,519 84.9% 1,280 1,507

25 - 49 87.8% 1,403 1,598 87.5% 1,432 1,637 89.5% 1,435 1,604

Over 50 82.5% 33 40 90.2% 37 41 89.7% 26 29

Total 87.3% 8,142 9,323 87.0% 8,069 9,272 87.3% 7,828 8,971

Over 25 87.7% 1,436 1,638 87.5% 1,469 1,678 89.5% 1,461 1,633

DISABILITY

Disability

2012/13 2013/14 2014/15



DSLD 86.1% 452 525 85.5% 509 595 86.3% 552 640

ASDC/MHC 80.3% 126 157 79.4% 154 194 75.0% 177 236

Other Disability 86.7% 255 294 84.9% 254 299 85.5% 266 311

Total Disabled 85.3% 833 976 84.3% 917 1,088 83.8% 995 1,187

No known disability 87.6% 7,309 8,347 87.4% 7,152 8,184 87.8% 6,833 7,784

Total 87.3% 8,142 9,323 87.0% 8,069 9,272 87.3% 7,828 8,971

DSA

DSA

2012/13 2013/14 2014/15



In receipt of DSA 87.3% 530 607 85.0% 504 593 85.7% 633 739 Not in receipt of DSA 87.3% 7,612 8,716 87.2% 7,565 8,679 87.4% 7,195 8,232

Total 87.3% 8,142 9,323 87.0% 8,069 9,272 87.3% 7,828 8,971


RACE

Race 2012/13 2013/14 2014/15



White 87.3% 7,077 8,102 87.0% 6,903 7,938 87.5% 6,645 7,598 Other 86.5% 225 260 86.4% 210 243 81.5% 220 270 Asian 86.7% 411 474 88.0% 469 533 86.7% 445 513 Black 85.0% 243 286 83.8% 244 291 82.6% 233 282 Chinese 92.7% 165 178 90.4% 225 249 92.6% 274 296 Not Known 91.3% 21 23 100.0% 18 18 91.7% 11 12 Total 87.3% 8,142 9,323 87.0% 8,069 9,272 87.3% 7,828 8,971

SEX

Sex

2012/3 2013/14 2014/15



Male 84.5% 3,678 4,354 84.2% 3,583 4,257 83.2% 3,412 4,103

Female 89.8% 4,464 4,969 89.5% 4,486 5,015 90.7% 4,416 4,868

Total 87.3% 8,142 9,323 87.0% 8,069 9,272 87.3% 7,828 8,971

RELIGION AND BELIEF

Religion

2012/13 2013/14 2014/15



Christian 84.9% 1,104 1,301 87.8% 1,814 2,066 88.9% 2,438 2,743 Buddhist 95.2% 20 21 83.7% 36 43 87.2% 34 39 Hindu 87.5% 14 16 84.4% 27 32 82.4% 28 34 Jewish 66.7% 2 3 83.3% 5 6 85.7% 6 7 Muslim 83.7% 123 147 84.1% 228 271 85.9% 316 368 Sikh 66.7% 4 6 95.0% 19 20 82.8% 24 29 Spiritual 78.3% 18 23 84.8% 39 46 77.6% 45 58 Other 81.4% 48 59 81.1% 86 106 84.5% 109 129 No Religion 83.2% 1,504 1,808 84.2% 2,635 3,131 85.9% 3,582 4,171 Info Refused/ Blank 89.3% 5,305 5,939 89.6% 3,180 3,551 89.4% 1,246 1,393 Total 87.3% 8,142 9,323 87.0% 8,069 9,272 87.3% 7,828 8,971


SEXUAL ORIENTATION

Sexual Orientation

2012/13 2013/14 2014/15



Heterosexual 84.2% 2,594 3,079 86.0% 4,401 5,120 87.1% 5,912 6,791 Bisexual 78.8% 52 66 72.9% 70 96 78.7% 122 155 Gay man 72.2% 26 36 89.2% 58 65 77.9% 60 77 Gay Woman/Lesbian 75.8% 25 33 80.8% 42 52 87.5% 63 72 Information Refused/ Blank 89.2% 5,386 6,039 89.2% 3,401 3,814 89.3% 1,545 1,731

Other 84.3% 59 70 77.6% 97 125 86.9% 126 145 Total 87.3% 8,142 9,323 87.0% 8,069 9,272 87.3% 7,828 8,971


KPI 3 – Good Honours Degree The University’s key performance indicator is the percentage of students graduating with a first or upper second class degree from a full-time undergraduate course. The data below represents those graduating in 2014/15.

AGE

Age Group

2012/3 2013/14 2014/15 %

Achieving 1st/upper

2nd degree

No Total

% Achieving 1st/upper

2nd degree

No Total


2nd degree

No Total

Under 21 59.2% 981 1,656 60.8% 1,037 1,706 60.50% 947 1,564

21 – 24 53.0% 289 545 49.5% 289 584 49.70% 289 582

25 – 49 61.0% 536 879 62.4% 656 1,051 57.60% 396 687

Over 50 61.8% 34 55 58.2% 32 55 60.00% 18 30

Total 58.7% 1,840 3,135 59.3% 2,014 3,396 57.60% 1,650 2,863

Over 25 61.0% 570 937 62.2% 688 1,106 57.70% 414 717

DISABILITY

Disability

2012/13 2013/14 2014/15 %

Achieving 1st/upper

2nd degree

No Total


2nd degree

No Total


2nd degree

No Total

DSLD 57.7% 90 156 54.1% 93 172 52.8% 85 161

ASDC/MHC 43.2% 16 37 52.3% 23 44 68.1% 32 47

Other Disability 63.5% 66 104 55.7% 49 88 45.2% 42 93

Total Disabled 57.9% 172 297 54.3% 165 304 52.8% 159 301

No known disability 58.8% 1,668 2,838 59.8% 1,849 3,092 58.2% 1,491 2,562

Total 58.7% 1,840 3,135 59.3% 2,014 3,396 57.6% 1,650 2,863


DSA

DSA

2012/13 2013/14 2014/15 %

Achieving 1st/upper

2nd degree

No Total


2nd degree

No Total


2nd degree

No Total

In receipt of DSA 60.1% 110 183 60.3% 108 179 55.4% 108 195 Not in receipt of DSA 58.6% 1,730 2,952 59.2% 1,906 3,217 57.8% 1,542 2,668

Total 58.7% 1,840 3,135 59.3% 2,014 3,396 57.6% 1,650 2,863

RACE

Race

2012/13 2013/14 2014/15 %

Achieving 1st/upper

2nd degree

No Total


2nd degree

No Total


2nd degree

No Total

White 61.5% 1,643 2,673 61.6% 1,805 2,931 60.1% 1,429 2,376 Other 53.2% 41 77 58.8% 40 68 59.1% 39 66 Asian 46.4% 71 153 42.5% 74 174 47.7% 73 153 Black 38.1% 37 97 41.5% 34 82 44.0% 33 75 Chinese 30.5% 32 105 37.7% 43 114 37.9% 69 182 Not Known 53.3% 16 30 66.7% 18 27 63.6% 7 11 Total 58.7% 1,840 3,135 59.3% 2,014 3,396 57.6% 1,650 2,863 Non-White 41.9% 181 432 43.6% 191 438 45.0% 214 476

SEX

Sex

2012/3 2013/14 2014/15 %

Achieving 1st/upper

2nd degree

No Total


2nd degree

No Total


2nd degree

No Total

Male 57.4% 776 1,352 58.1% 869 1,496 58.5% 717 1,226

Female 59.7% 1,064 1,783 60.3% 1,145 1,900 57.0% 933 1,637

Total 58.7% 1,840 3,135 59.3% 2,014 3,396 57.6% 1,650 2,863


RELIGION AND BELIEF

Religion

2012/13 2013/14 2014/15 %

Achieving 1st/upper

2nd degree

No Total


2nd degree

No Total


2nd degree

No Total

Christian 61.2% 115 188 56.2% 145 258 61.1% 463 758 Buddhist 57.1% 4 7 76.9% 20 26 36.4% 4 11 Hindu 33.3% 1 3 28.6% 2 7 40.0% 2 5 Jewish 100.0% 1 1 50.0% 1 2 Muslim 47.4% 9 19 46.9% 15 32 51.9% 40 77 Sikh 100.0% 3 3 0.0% 0 2 25.0% 1 4 Spiritual 66.7% 2 3 80.0% 4 5 50.0% 6 12 Other 54.5% 6 11 33.3% 4 12 45.8% 11 24 No Religion 63.4% 102 161 52.9% 165 312 58.5% 576 984 Info Refused/ Blank 58.3% 1,598 2,740 60.5% 1,658 2,741 55.4% 546 986

Total 58.7% 1,840 3,135 59.3% 2,014 3,396 57.6% 1,650 2,863 Non-Christian 54.3% 25 46 54.1% 46 85 48.1% 65 135

SEXUAL ORIENTATION

Sexual Orientation

2012/13 2013/14 2014/15 %

Achieving 1st/upper

2nd degree

No Total


2nd degree

No Total


2nd degree

No Total

Heterosexual 62.4% 219 351 56.4% 306 543 59.1% 1,016 1,718 Bisexual 50.0% 4 8 45.5% 5 11 40.7% 11 27 Gay man 50.0% 1 2 63.6% 7 11 76.5% 13 17 Gay Woman/Lesbian 0.0% 0 1 80.0% 4 5 86.7% 13 15

Information Refused/ Blank 58.5% 1,614 2,761 60.0% 1,685 2,807 55.2% 584 1,058

Other 16.7% 2 12 36.8% 7 19 46.4% 13 28 Total 58.7% 1,840 3,135 59.3% 2,014 3,396 57.6% 1,650 2,863 Non-Heterosexual 30.4% 7 23 50.0% 23 46 57.5% 50 87


KPI 4 UCAS tariff points on entry The University’s Key performance indicator measures the UCAS Tariff points of students at enrolment on a full-time undergraduate degree course. The data below is for those students first enrolled in 2014/15. The figures for Age are not included as many students in older groups do not have qualifications which are convertible to the UCAS tariff.

DISABILITY

Disability 2012/13 2013/14 2014/15

Average Points No Average Points No Average Points No DSLD 325 65 304 90 325 103 MHC & ASC 323 27 313 40 296 39 Other Disability 337 54 313 47 288 53 Total Disability 329 146 308 177 309 195 No known disability 323 1,533 305 1,411 305 1,398

Total 324 1,679 306 1,588 306 1,593

DSA

Disability 2012/13 2013/14 2014/15

Average Points No Average Points No Average Points No In receipt of DSA 325 82 299 81 319 106 Not in receipt of DSA 324 1,597 306 1,507 305 1,487

Total 324 1,679 306 1,588 306 1,593 RACE

Race 2012/13 2013/14 2014/15

Average Points No Average Points No Average Points No White 326 1,508 307 1,430 305 1,417 Other 323 46 267 28 306 49 Asian 305 85 295 98 326 83 Black 277 31 278 22 273 36 Chinese 276 8 371 9 351 7 Not Known 280 1 320 1 280 1 Total 324 1,679 306 1,588 306 1,593


SEX

Disability 2012/13 2013/14 2014/15

Average Points No Average Points No Average Points No Male 320 757 302 699 302 746 Female 327 922 308 889 309 847 Total 324 1,679 306 1,588 306 1,593

RELIGION AND BELIEF

Religion 2012/13 2013/14 2014/15

Average Points No Average Points No Average Points No Christian 321 534 303 483 303 499 Buddhist 220 2 353 4 233 3 Hindu 318 4 280 3 270 4 Jewish 280 2 270 1 320 1 Muslim 306 47 293 64 331 61 Sikh 220 2 313 12 338 6 Spiritual 331 10 280 10 260 6 Other 330 25 335 21 317 22 No Religion 328 782 309 780 307 835 Info Refused/ Blank 318 271 301 210 299 156

Total 324 1,679 306 1,588 306 1,593 SEXUAL ORIENTATION

Sexual Orientation

2012/13 2013/14 2014/15 Average Points No Average Points No Average Points No

Heterosexual 324 1,318 308 1,233 305 1,304 Bisexual 344 24 282 23 284 30 Gay man 349 15 310 15 303 13 Gay Woman/Lesbian 359 10 282 10 307 10

Information Refused/ Blank 318 292 297 275 310 213

Other 346 20 318 32 315 23 Total 324 1,679 306 1,588 306 1,593

Enrolment 2014/15 Page | 55

KPIs – Student Destinations

The University’s Key Performance indicator uses data from the Destination of Leavers from Higher Education (DLHE) survey. This looks at what graduates are doing six months after they complete their course. The KPI looks at home graduates from undergraduate degree courses and in this case concerns those who completed their course between August 2013 and July 2014. There are two indicators

1. Those in work and/or undertaking further study, and 2. Those in professional or managerial roles

(Information on sexual orientation is not included since the data refers to a cohort of students who most started their courses in 2010 before the University systematically collected information on sexual orientation. The sample size is therefore too small to be of value.) AGE

Age Group

2011/12 2012/13 2013/14 % in work

and further study

No %

Prof/Man Jobs

No Total

% in work and

further study

No %

Prof/Man Jobs

No Total % in work

and further study

No %

Prof/Man Jobs

No Total

Under 21 84.0% 900 39.3% 421 1072 86.7% 1018 41.5% 487 1174 87.5% 1096 44.5% 557 1253 21 - 24 83.2% 193 44.8% 104 232 86.5% 180 51.9% 108 208 87.1% 195 50.9% 114 224 25 - 49 85.5% 218 62.4% 159 255 86.8% 237 71.1% 194 273 91.3% 303 72.9% 242 332 Over 50 75.0% 6 50.0% 4 8 91.7% 11 41.7% 5 12 88.9% 8 77.8% 7 9 Total 84.0% 1317 43.9% 688 1567 86.7% 1446 47.6% 794 1667 88.1% 1602 50.6% 920 1818 Over 25 85.2% 224 62.0% 163 263 87.0% 248 69.8% 199 285 91.2% 311 73.0% 249 341


DISABILITY

Disability

2011/12 2012/13 2013/14 % in work

and further study

No %

Prof/Man Jobs

No Total

% in work and

further study

No %

Prof/Man Jobs

No Total % in work

and further study

No %

Prof/Man Jobs

No Total

DSLD 86.0% 74 51.2% 44 86 86.5% 90 50.0% 52 104 86.5% 96 53.2% 59 111 ASDC/MHC 71.4% 10 42.9% 6 14 61.9% 13 42.9% 9 21 70.6% 24 47.1% 16 34 Other Disability 83.8% 31 43.2% 16 37 82.0% 50 42.6% 26 61 79.3% 46 43.1% 25 58

Total Disabled 83.9% 115 48.2% 66 137 82.3% 153 46.8% 87 186 81.8% 166 49.3% 100 203

No known disability 84.1% 1202 43.5% 622 1430 87.3% 1293 47.7% 707 1481 88.9% 1436 50.8% 820 1615

Total 84.0% 1,317 43.9% 688 1,567 86.7% 1,446 47.6% 794 1,667 88.1% 1,602 50.6% 920 1,818

RACE

Race

2011/12 2012/13 2013/14 % in work

and further study

No %

Prof/Man Jobs

No Total

% in work and

further study

No %

Prof/Man Jobs

No Total % in work

and further study

No %

Prof/Man Jobs

No Total

White 84.8% 1,190 44.8% 629 1,404 87.0% 1,341 48.3% 745 1,542 88.2% 1,466 51.7% 860 1,662 Other 82.5% 33 42.5% 17 40 87.5% 28 43.8% 14 32 90.6% 29 40.6% 13 32 Asian 76.8% 43 28.6% 16 56 90.6% 48 35.8% 19 53 85.1% 63 36.5% 27 74 Black 67.9% 19 32.1% 9 28 77.4% 24 45.2% 14 31 88.4% 38 39.5% 17 43 Chinese 68.8% 11 43.8% 7 16 50.0% 3 33.3% 2 6 83.3% 5 33.3% 2 6 Not Known 91.3% 21 43.5% 10 23 66.7% 2 0.0% 0 3 100.0% 1 100.0% 1 1 Total 84.0% 1,317 43.9% 688 1,567 86.7% 1,446 47.6% 794 1,667 88.1% 1,602 50.6% 920 1,818 Non-White 75.7% 106 35.0% 49 140 84.4% 103 40.2% 49 122 87.1% 135 38.1% 59 155


SEX

Sex

2011/12 2012/13 2013/14 % in work

and further study

No %

Prof/Man Jobs

No Total

% in work and

further study

No %

Prof/Man Jobs

No Total % in work

and further study

No %

Prof/Man Jobs

No Total

Male 78.5% 533 43.0% 292 679 81.3% 587 47.5% 343 722 83.9% 650 48.0% 372 775 Female 88.3% 784 44.6% 396 888 90.9% 859 47.7% 451 945 91.3% 952 52.5% 548 1,043 Total 84.0% 1,317 43.9% 688 1,567 86.7% 1,446 47.6% 794 1,667 88.1% 1,602 50.6% 920 1,818

RELIGION AND BELIEF

Religion

2012/13 2013/14 % in work and

further study

No %

Prof/Man Jobs

No Total % in work

and further study

No %

Prof/Man Jobs

No Total

Christian 87.7% 50 49.1% 28 57 91.8% 78 49.4% 42 85 Buddhist 0.0% 0 0.0% 0 1 100.0% 3 33.3% 1 3 Hindu 0.0% 0 0.0% 0 0 100.0% 2 0.0% 0 2 Jewish 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 Muslim 100.0% 1 0.0% 0 1 75.0% 9 33.3% 4 12 Sikh 0.0% 0 0.0% 0 0 0.0% 0 0.0% 0 0 Spiritual 50.0% 1 0.0% 0 2 100.0% 1 0.0% 0 1 Other 80.0% 4 40.0% 2 5 50.0% 1 50.0% 1 2 No Religion 93.9% 31 45.5% 15 33 87.1% 88 29.7% 30 101 Info Refused/ Blank 86.7% 1,359 47.8% 749 1,568 88.1% 1,420 52.2% 842 1,612 Total 86.7% 1,446 47.6% 794 1,667 88.1% 1,602 50.6% 920 1,818 Non-Christian 66.7% 6 22.2% 2 9 80.0% 16 30.0% 6 20


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