EXECUTIVE BOARD OPEN AGENDA · Dr Deborah Johnston Professor Lutz Marten 212. Minutes The minutes...

EXECUTIVE BOARD

OPEN AGENDA

Monday 27th June 2016 (Room 115)

I Minutes To approve: minutes of the meeting held on 20th June 2016

[Attached]

II Action Points

[Oral Updates]

III Matters Arising/Matters for Report

[Oral Updates]

IV The EU Referendum result To discuss

V Library Vision & Strategy To endorse: A paper from the Registrar

[Appendix A]

VI

IT Systems & Services Strategy To endorse: A paper from the Registrar

[Appendix B]

VII Equality Challenge Unit (ECU) accreditation To discuss: A paper from the Secretary

[Appendix C]

VIII Ethics Framework To note: A paper from the Secretary

[Appendix D]

IX H & Safety Annual Report To note: A paper from the Secretary

[Appendix E]

X Health & Safety Policy To note: A paper from the Secretary

[Appendix F]

XI Equality & Diversity Annual Report To note: A paper from the Secretary

[Appendix G]

20160620 Executive Board Open Minutes_Chair approved

These minutes are for information only. Any corrections to the minutes will be recorded in the minutes of the subsequent meeting of the committee.

SOAS, UNIVERSITY OF LONDON

EXECUTIVE BOARD

Monday 20th June 2016

OPEN MINUTES

Members: Professor Richard Black (Acting Chair) Mr Graeme Appleby Mr Paul Doyle Ms Laura Gibbs

Professor Gurharpal Singh In attendance: Dr Chris Ince (Minutes) Apologies: Baroness Valerie Amos

Professor Chris Bramall Dr Deborah Johnston

Professor Lutz Marten 212. Minutes The minutes of the meeting on 13th June 2016 were approved. 213. Action Points (i) MIN 175 – Risk Register EB noted that some discussions had taken place on the new approach, around key risk drivers, but that these needed expanding to include a wider group for each risk. A reminder of the action and summary of the process would be sent to each risk owner along with a proposed date for report to EB. (ii) MIN 185 – Key dates EB noted this was on the agenda. (ii) MIN 201 – Scholarships Committee The Registrar reported this action would be taken forward by the Interim Registrar. (iv) MIN 204 – Decolonising SOAS The Pro-Director, Research & Enterprise reported that the group looking at Decolonising SOAS had met twice and discussed a range of topics including the curriculum, outreach, diversity of staff and student attainment. 214. Matters Arising/Matters for Report There were no matters arising.

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215. Key dates [Appendix A] EB noted the revised paper summarising some of the key dates for the rest of 2016. These would be combined in to the Almanac containing School committee dates, which would be made available to the School and was also shared as an e-calendar ([email protected]). 216. HE Horizon Scan [Appendix B] EB noted the latest Horizon Scan. A number of staff had been asked to think about putting their names forward to be on TEF panels or as assessors. The School would also be writing to students and external stakeholders to highlight these opportunities. EB noted that UUK was undertaking a consultation on sector agencies.

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EXECUTIVE BOARD: Action Points

Minute Item Action 2014/15 Deadline for

report to EB

By

227 Monitoring recruitment on programmes

Agreed process for monitoring recruitment on existing and new programmes. To be agreed with new Head of Planning.

11/7/16 GA

Minute Item Action 2015/16 Deadline for

report to EB

By

201(i) Scholarships Committee

Plan of work to EB 11/7/16 MS

204 LIDC Report Include on agenda for HoDs Forum

3/10/16 CI

205 Horizon scan Discussion at ADC on options offered by Moocs and Summer School programmes

10/10/16 DJ

205 Horizon scan Discussion of potential issues for 2016/17

4/7/16 All

213 Risk Register Reminder of process and next steps to risk owners, including date to report to EB

4/7/17 CI

Executive Board – 27.6.16Appendix A

DRAFT Vision & Strategy

To COMMENT and ENDORSE

Executive Summary

Proposals for a revised Library Vision & Strategy for the Centenary.

Recommendations

Members are asked to COMMENT upon and ENDORSE the draft strategy (ANNEX A).

Financial Impact

Some activities are accounted for in the SOAS Financial Plan and others will require a fund-raising campaign.

There is an aspiration in the strategy to increase the Library's income-raising activities.

Risks

Lack of a clear Library Strategy has been flagged as a risk by the Internal Audit.

Lack of a robust Library Development Plan based on the strategy is a risk to the Centenary fund-raising campaign.

Equality implications

n/a

Background

Extensive consultation with SOAS members during 2015 led to a first draft of the Library Vision and Strategy. Publication of the draft SOAS strategies in early 2016 hasprovided the opportunity to update the draft of the Library Vision and Strategy to takeaccount of the aspirations in those documents (in particular, responding to aspirations for Learning and Teaching, Student Experience, Curriculum Review and Research Excellence).

The DRAFT Strategy is at ANNEX A. Members are invited to COMMENT upon and ENDORSE the strategy.

Internal strategic drivers

The DRAFT Strategy responds to aspirations set out in the emerging suites of SOAS Strategies for the Centenary. In particular:

• the SOAS Strategy Update;

• the Learning, Teaching and Student Experience Strategy;

• the Curriculum Review Strategy;

• the Research Excellence Review.

Some key points in the strategies include:

• Transforming learning environments to create technology-rich, collaborative andsocial spaces;

• Ensuring that all Library holdings are fully discoverable on-line and, wheredigital versions exist, the user can "click through" to the full text or object;

• Developing the SOAS Digital Library to put more of the School’s unique anddistinctive collections on-line;

• Supporting the aim ... to be the world’s leading institution for research on Asia,Africa & the Middle East;

• Providing high quality early-career training;

• Delivering proactive research support including the introduction of a ResearchManagement System;

• Enabling 100% uploading of research outputs to SOAS research online;

• Promoting Open Access rules and providing support for APCs in key areas.

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Internal Audit

KPMG has undertaken an Internal Audit of the Library. A third draft has been delivered, not yet considered by the Audit Committee. The draft refers to the need foran updated Library Strategy:

The Library strategy is currently being redrafted whilst the overall SOAS strategy is refreshed. The draft Library Strategy uses the SOAS Vision as a foundation and has been developed following consultation with multiple internal and external stakeholders, such as students, staff and trustees. It is important that the requirements of all stakeholders are reflected appropriately in the refreshed Library Strategy.

A review of the Library/LIS strategy identified that a version had been drafted as at December 2015 with consultation from supporting stakeholders. However this has not been ratified. The last ratified strategy was approved in 2010.

Ratification has been delayed as LIS waits for the completion of the main SOAS Strategy. The finalisation of the SOAS strategy should not significantly delay the ratification of the Library Strategy due to the prior existence of a draft SOAS strategy for use as a basis.

We recommend the strategy be closed out with final consultation from the Registrar and the Secretary.

The audit also refers to the need for the SOAS Library to develop "KPIs [that] are agreed upon by Management and the LIS team, and that these indicators are reportedand monitored robustly throughout the year".

Approval of the Library Vision and Strategy will open the way for the production of a Library Development Plan and the KPIs requested by the Internal Audit.

Responsibility for delivery of the strategy

Primary responsibility for delivery lies with the directorate of Library & Information Services. The Director of Library and Information Services, as Chief Information Officer (CIO) is the Senior Responsible Owner (SRO) for the delivery of the Strategy.

Responsibility for elements of delivery is shared with:

• Finance and Planning (funding, management information);

• Estates and Facilities (infrastructure);

• Research and Enterprise (research data management and publication ofoutputs);

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• Academic Services (learning and teaching services, user training and support);

• Marketing, Student Recruitment and Communications (public web presence);

• Governance and Compliance (internal web, document and record management,compliance);

• Human Resources (training);

• Development, Alumni and External Engagement (services to Alumni such aslibrary and e-resource access, Centenary fundraising campaign).

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SOAS Library Vision and Strategy for the Centenary Our Vision: 2016-2021 We will curate our collections to align with the SOAS academic mission and ensure that our treasures are accessible physically and digitally. We are the national library for Asia, Africa, and the Middle East. We will curate our unique and distinctive collections so they align with the academic mission of SOAS. We will collaborate with our stakeholders and partners to that ensure these treasures are accessible physically and online.

For our 5-year strategy, we will Develop our staff members to deliver high-quality services. Our staff members are key to achieving our vision. So, we will ensure that they have the skills, capability, and confidence to deliver services expected of a national research library.

Create modern learning spaces. As our library is at the heart of SOAS, we will create modern learning, research, and collaborative spaces to empower our users to choose how they work.

Make all holdings discoverable online and treasures searchable and readable online. If an item is not discoverable, then it does not exist to most users. So, we will make our holdings discoverable online and our treasures searchable and readable online.

Curate collections to align to SOAS' academic mission. SOAS Library supports the academic mission of the institution. Therefore, we will curate our collections in line with the curriculum review and ensure that they reflect teaching, learning and research at SOAS.

Facilitate SOAS research to REF2020 and beyond. We will facilitate research at SOAS by supporting early researchers and providing robust systems for Open Access publication of research outputs and management of research data.

Engage and collaborate with users. We are committed to collaborating with our partners in our regions of interest. So we will engage our staff, students, stakeholders and partners by collaborating on shared services, outreach programmes, and other interests.

Generate revenue for re-investment in services. SOAS Library is a valuable asset and we will generate income from fund-raising and enterprise activities to re-invest in our services.

Our 5-year strategy Develop our staff members to deliver high-quality services

Strategic Objective

We will ensure that our staff have the skills, capability, and confidence to deliver services expected of a national research library.

Operational Objectives

We will

• Develop their digital literacy and information technology skills.• Review our structures to ensure that we are resourced to deliver outstanding services.• Work collaboratively with partners on policies and services to enable our staff members

to maintain their awareness of sector trends.


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Create modern learning spaces

Strategic Objective

We will create modern learning, research and collaborative spaces to empower our users to choose how they work.


We will

• Implement a sustainable method for off-site storage and an efficient system of rapidretrieval of materials.

• Collect digital only materials, where feasible.• Reduce the on-site footprint of our physical collections by up to 40%.

Make all holdings discoverable online and treasures searchable and readable online

Strategic Objectives

We will make all of our holdings discoverable online and our treasures searchable and readable online.


We will

• Prioritise our unique and distinctive collections for digitisation.• Preserve our unique and distinctive collections to ensure that they remain accessible

physically and/or digitally.• Catalogue our unique and distinctive collections.• Be the repository for SOAS research data held digitally and on an open access basis.

Curate collections to align to SOAS' academic mission

Strategic Objectives

We will curate our collections in line with the curriculum review and ensure that they reflect teaching, learning and research at SOAS.


We will

• Align our collection development, management and preservation policies with SOASteaching, learning and research strategies.

• Protect scholarly records in our fields of interest and be the custodians for scholarlycommunications for all our researchers.

• Preserve our sensitive materials in climate-controlled environments on-site and/orthrough a shared service.

Facilitate SOAS research to REF2020 and beyond.

Strategic objective

We will facilitate research at SOAS by supporting early researchers and providing robust systems for Open Access publication of research outputs and management of research data.

Operational objectives

• We will train early researchers on research techniques and data management.• We will provide a robust and sustainable system for storage and retrieval of research

outputs.• We will enhance our institutional repository to streamline the uploading and

management of scholarly publications.


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• We will curate and preserve research outputs, including scholarly publications andoriginal data, in line with funders' requirements and best sector practice.

• We will promote OA publishing in the SOAS research community, including collaborationon the development of a range of OA SOAS monograph and journal titles.

• We will promote the adoption of DOIs, ORCID and the UK Scholarly CommunicationsLicence within the SOAS research community.

• We will contribute to above-campus/national level developments in the digitalhumanities, research data management and scholarly publishing to facilitate the widestpossible recognition and dissemination of SOAS scholarly outputs.

Engage and collaborate with users

Strategic Objective

We will engage our staff, students, stakeholders and partners by collaborating on shared services, outreach programmes, and other interests.


We will

• Collaborate with our national and international partners (particularly those in ourregions of interest) to share resources and extend our capabilities reciprocally.

• Engage our hard-to-reach users through targeted outreach and widening participationprogrammes.

• Gain efficiencies by developing shared services (e.g., discovery systems, off-site stores,print services).

• Develop shared collection development, management and preservation policies.

Generate revenue for re-investment in services

Strategic Objective

We will generate income from fund-raising and enterprise activities to re- invest in our services.


We will

• Offer our services as consultants.• Re-invest royalties from the sale of rights to reproduce materials.• Re-invest funds released by changes in our collection policy or raised by disposal of

stock that neither we nor our partners require.

Executive Board – 27.6.16Appendix B

DRAFT IT Systems and Services strategy

To RECEIVE, ENDORSE and NOTE

Executive Summary

Proposals for a revised IS/ICT Strategy as a new IT Systems and Services Strategy.

Recommendations

Members are asked to ENDORSE the draft strategy (ANNEX A) and to NOTE the draft Implementation Plan (ANNEX B). The previous IS/ICT Strategy is provided for reference at ANNEX C.

Financial Impact

All activities are accounted for in the SOAS Financial Plan.

Risks

Lack of good strategic oversight for IT Systems and Services can pose risks to the effective and safe operation of the organisation.


n/a

Background

The revised Information and IS/ICT Strategies were APPROVED by EB and Resources and Planning in late-2012.

The previous IS/ICT strategy (ANNEX C) set out a number of principles that continue to pertain, in particular, the principle that

Support for the School's systems and infrastructure support will be consolidated under the Information Systems (IS) division of Library and Information Services (LIS)

Two other principles to highlight are

LIS will rationalise and – wherever possible – simplify the provision of computing services and corporate systems through the selection of standardhardware, operating systems, database and management systems – including choices about desktop provision; and

LIS will scrutinise any new system requirements to determine if the requirement can be met through an existing product or service.

These principles are important when considering the current SOAS corporate systems environment, which is characterised by a large number of disparate systems, each

addressing a discrete function. This poses a risk to both the quality and sustainability of the systems environment. The new strategy sets out an approach to addressing this risk.

Since the strategy was ratified in 2012, LIS has developed its Customer Service function and enhanced its Library Digital Services function. The updated strategy takes these initiatives into account, noting that the IT Service Desk and first-line support function sits within the Customer Services and Operations division, alongside the multimedia, classroom support, printing services and library counter service functions. Within the Research Library Services division, the Library Digital Services team is responsible for the library management, repository, data management and open access publishing systems, which collectively form the SOAS Digital Library.

In this context, the LIS Information Systems division is an internal provider to the other LIS divisions and they, in turn, manage a number of the key user relationships. The new strategy sets out some principles for the operation of this service environment.

The DRAFT Implementation Plan is at ANNEX B.

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DRAFT IT Systems and Services Strategy (2016)

Vision

1. All SOAS users will be presented with a seamless, integrated informationenvironment that supports their work and delivers their information andresource requirements via systems and devices that are appropriate for theircircumstances and working practices.

Purpose of the strategy

2. The purpose of this strategy is to inform the delivery of a pervasive, robust andreliable portfolio of IT Systems and Services that delivers the integratedinformation environment.

3. The portfolio will enable SOAS to pursue its academic goals, addresses itsadministrative needs and ensures that business processes can be conductedefficiently.

4. Services will be focused on benefits and outcomes rather than detailed technicalspecifications, which should so far as possible be transparent to users.

5. Pervasive Information & Communications Technology (ICT) infrastructure is abasic requirement for the operation of SOAS and a prerequisite for the deliveryof telephony, desktop computing, corporate systems and electronic informationservices to all its members.

6. Capital investment for new initiatives will be directed to align with SOAS'strategies for learning, teaching and research.

7. A suite of efficient and well-managed Corporate systems will be delivered tosupport SOAS' requirements across a full range of activities.

8. All members of SOAS will be supported in their use of IT desktop, multimedia,classroom and printing services.

Key principles

9. IT Systems and Service provision will be as efficient as possible, which meanscentralised provision of all functions where no value is added by disaggregatedor distributed provision.

10. In most cases, the Library and Information Services directorate is the serviceprovider to internal users regardless of how the service is provisioned. Directrelationships between internal users and external service providers can lead topoor service outcomes and will be considered the exception not the rule.

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11. Decisions on whether to operate services in-house, on a shared service basis,bought-in or outsourced will be determined on the basis of value for money andmaximisation of the expertise available to the School.

12. Systematic consultation with service users and stakeholders will ensure thatservices are matched to their requirements.

13. New system requirements will be studied to determine if they can be metthrough the use of existing products or services.

14. Existing services will be reviewed systematically to ensure they are up-to-date,and that services no longer required can be discontinued.

15. Wherever possible, applications will be delivered in a platform-independentmanner (accessible regardless of the user's preferences for PC, Macintosh orother device).

16. Standards will be defined and effective change-management controlsimplemented across all systems including agreed standards for the preparationand distribution of documents and other material in digital form.

Clusters of activity

17. Delivery of the service portfolio will be implemented through clusters ofactivity:

• ICT infrastructure, systems, services and desktop delivery;

• Corporate Systems;

• Library Digital Services;

• Web Services;

• Multimedia, Classroom and Print Services;

• IT Service Desk and first-line support.

Internal strategic drivers

18. The IT Systems and Services Strategy responds to aspirations set out in theemerging suites of SOAS Strategies for the Centenary. In particular:

18.1 Use of cutting edge technology and learning resources;

18.2 Providing staff with a positive working environment;

18.3 Reviewing all on-line student services and streamlining the processes forapplying on-line to study, enrol, select courses and check timetables;

18.4 Rolling out an enhanced Student Intranet;

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18.5 Transforming learning environments to create technology-rich, collaborative and social spaces;

18.6 Rolling out Lecture Capture to all classrooms and lecture halls so that students can access the material after the event;

18.7 Supporting "flipped classroom" initiatives by helping lecturers prepare on-line materials via the Lecture Capture system that students can access before attending;

18.8 Ensuring that all Library holdings are fully discoverable on-line and, where digital versions exist, the user can "click through" to the full text or object;

18.9 Developing the SOAS Digital Library to put more of the School’s unique and distinctive collections on-line;

18.10 Technology-enhanced learning strategy – Moodle, Website Development, Distance learning, lecture capture, mobile access and other digital technologies;

18.11 Innovative learning and assessment and Widening Participation activities,including the use of ICT and digital technologies, to ensure inclusivity in recruitment, access and in teaching delivery;

18.12 Introduction of a Research Management System

19. The IT Systems and Services Strategy sits within the framework of theInformation Strategy, with oversight by the Information Strategy Committee.

20. The Estates and Infrastructure Strategy is important for its links with theprimary ICT infrastructure and the provision of classroom multimedia services.

21. Other strategies for which the IT Systems and Services strategy operates as anenabler include:

21.1 the Research and Enterprise Strategy;

21.2 the Learning, Teaching and Student Experience Strategy;

21.3 the External Relations and Communications Strategy.

External drivers

22. Techno-savvy students – desire for slick admin processes; desire for technologyin learning;

23. Demand for 24-hour access;

24. Technology enhanced learning – both delivery and assessment;

25. Use of improved data (including "Big Data") to inform decisions;

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26. MOOCS and advancement of online delivery;

27. Improved communication and feedback loops.

Responsibility for delivery of the strategy

28. Primary responsibility for delivery lies with the directorate of Library &Information Services. The Director of Library and Information Services, asChief Information Officer (CIO) is the Senior Responsible Owner (SRO) for thedelivery of the Strategy.

29. Responsibility for elements of delivery is shared with:

29.1 Finance and Planning (funding, management information);

29.2 Estates and Facilities (infrastructure, classrooms and timetabling,multimedia installations);

29.3 Research and Enterprise (research data management and publication of outputs);

29.4 Academic Services (student Registry, learning and teaching infrastructure, user training and support);

29.5 Marketing, Student Recruitment and Communications (recruitment systems, public web presence);

29.6 Governance and Compliance (internal web, document and record management, compliance);

29.7 Human Resources (training);

29.8 Development, Alumni and External Engagement (services to Alumni such as e-mail, e-resource access).

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IExecutive Board – 27.6.16Appendix B

Implementation plan

ICT infrastructure, systems, services and desktop delivery

30. The Head of ICT, within the Information Systems division of LIS, leads thiscluster of activity supported by a team of networks, systems, desktop and webservice officers.

31. ICT will provide a robust, secure, pervasive, multi-services data network with ahigh level of availability, accessible to all members of the School.

32. ICT will ensure that all appropriate uses of the data network are viable including(but not limited to) desktop computing devices, mobile computing devices,Voice Over Internet Protocol (VOIP) telephone services, Video Conference (VC)services, building management services (BMS), access control, securitysystems, CCTV.

33. ICT will provide strong authentication and authorisation services for networkaccess, access to electronic services and access to buildings, driven by a singlecentral database of memberships and entitlements.

34. ICT will provide a robust, pervasive computing services platform for theprovision of basic desktop services including (but not limited to) manageddesktop, applications (including e-mail and calendaring services), filestore,access to corporate applications and centrally-managed printing services.

35. ICT will ensure that the central file-store and associated servers and services isfit for purpose for the Schools corporate applications and data, its research dataand outputs, and its obligations for the curation and preservation of its digitalassets.

36. ICT will rationalise and – wherever possible – simplify the provision ofcomputing services and corporate systems through the selection of standardhardware, operating systems, database and management systems – includingchoices about desktop provision.

37. ICT will maintain registers of its physical assets and, through a combination ofcapital and revenue funding, ensure that all equipment is well-maintained andsupported, with replacement undertaken in an orderly manner based on defineddepreciation schedules and capital replacement budgets.

Corporate Systems

38. This cluster is led by a two Corporate Systems Managers within the InformationSystems division of LIS, supported by teams of analyst programmers,developers and a database administrator.

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39. The Business Services team supports Finance, HR, Research & Enterprise andLibrary systems and is the primary provider of systems for these users.

40. The Academic Services team supports Student Registry, Timetabling, FacultyOffices and Learning Environments and is the primary provider of systems forthese users.

41. The teams manage the relationships with their key stakeholders to ensure thatsystems are well-specified and fit for purpose.

42. The teams manage the relationships with secondary service providers (internaland external) on behalf of their users.

43. The teams provide the second- and third-line of support for service issues andproblems that are escalated to them via the IT Service Desk.

Library Digital Services – LDS

44. Library Digital Services sits within the Research Library Services division of LIS.Led by a manager with additional support from ICT and the Corporate Systemsteams, its responsibilities include Library Management, Bibliographic andDiscovery systems, the Research data repositories, Open Access publication andDigital Collection systems.

45. LDS manages the relationships with its key stakeholders – including otherteams in the Library and the Research Office – to ensure that systems are well-specified and fit for purpose and is the primary provider of systems for theseusers.

46. LDS manages the relationships with secondary service providers (internal andexternal) on behalf of its users.

47. LDS provides the second line of support for service issues and problems thatare escalated to it via the IT Service Desk and can escalate to internal andexternal providers for third line support as appropriate.

Web Services

48. This cluster of activity is a shared responsibility. The three primary sponsorsare the SOAS Secretary, the Director of Marketing, Student Recruitment andCommunication, and the Director of LIS.

49. Web platforms are provided and supported by ICT through a combination of in-house and out-sourced services.

50. Training in the use of web platforms is provided by the IT Training andCommunications Coordinator in the Customer Services & Operations division ofLIS, with assistance from other LIS experts and contractors as appropriate.

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51. Responsibility for the SOAS Visual Identity on the web sites sits with theDirector of Marketing, Student Recruitment and Communication.

52. Responsibility for web content is distributed across SOAS with web authors ineach faculty, department and directorate.

53. The Web Policy Board, reporting to the External Relations and Communicationscommittee provides the policy framework for all SOAS public web systems.

Multimedia, Classroom and Print Services

54. This cluster is led by the LIS Head of Technical Services in the CustomerServices and Operations division of LIS, supported by a Print Services Managerand team of multimedia support officers. Responsibility for classroomenvironments is shared with Estates and Facilities.

55. Multimedia and Classroom services are provided to support SOAS' learning,teaching and research requirements through a mixture of fixed and portableinstallations including cameras, audio recorders, laptop computers and dataprojectors for loan.

56. Users of Multimedia and Classroom services are given training in the use of theequipment, including training on courses for assessment where appropriate.

57. A comprehensive print service will be provided for all members of SOAS(including visitors) via a distributed fleet of multi-function devices (MFDs) andcentral print room.

58. The teams will liaise with stakeholders to ensure that services are fit forpurpose and manage the relationships with secondary service providers(internal and external) on behalf of service users.

59. The teams will provide the second- and third-line of support for service issuesand problems that are escalated via the IT Service Desk.

IT Service Desk and first-line support

60. The IT Service Desk is the first point of contact via telephone, e-mail, web andface-to-face service for all users of SOAS IT Systems and Services.

61. The IT Service Desk Coordinator reports to the LIS Head of Technical Servicesand works closely with other LIS service units to ensure a high quality ofservice.

62. IT Service Desk staff will attempt to resolve questions and problems at the firstpoint of contact, otherwise escalate to second- and third-line support in theappropriate division, retaining ownership of the call to ensure that it is closed ina timely manner.

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63. The IT Service Desk will maintain a knowledge base via the public and internalweb to assist users to configure their devices and resolve their problems wherepossible, before contacting the Service Desk.

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SOAS IS/ICT Strategy (approved 2012)

1. A pervasive, robust and reliable Information Systems (IS) and Information &Communications Technology (ICT) infrastructure is a basic requirement for theoperation of the School and a prerequisite for the delivery of telephony, desktopcomputing and electronic information services to all members of the School.

2. This strategy is designed to complement the provision of physical infrastructurethrough the School's Estates and Infrastructure strategy. It is assumed thatdata cabling, wiring closets and appropriate electrical infrastructure areprovided throughout the School to the highest standard which is available. Thisstrategy deals with the provision of the core services and the InformationSystems which operate across or rely upon that basic infrastructure.

3. The School’s technological infrastructure is provided to enable the School topursue its academic goals, address its administrative needs and ensure thatbusiness processes can be conducted efficiently.

4. Key principles:

4.1 the commodity nature of ICT enables the procurement or provision of thesimplest, most generic systems in all cases where complexity, product differentiation or unique local configurations add cost but not value to theSchool;

4.2 there is an absolute need to ensure that IS/ICT provision is as efficient aspossible, which means centralised provision of all functions where no value is added by disaggregated or distributed provision;

4.3 specialised IS staff are essential to the provision of service but staff mustbe willing to cover more than one set of tasks or functions to prevent the risk of gaps in cover;

4.4 decisions on whether to operate services in-house, on a shared service basis, bought-in or outsourced must be determined on the basis of value for money and maximising the expertise available to the School.

5. Strategic aims:

5.1 Support for the School's systems and infrastructure support will beconsolidated under the Information Systems (IS) division of Library and Information Services (LIS);

5.2 LIS will ensure that the School has a robust, secure, pervasive, multi-services data network with a high level of availability, accessible to all members of the School;

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5.3 LIS will ensure that all appropriate uses of the data network are viable including (but not limited to) desktop computing devices, mobile computing devices, Voice Over Internet Protocol (VOIP) telephone services, Video Conference (VC) services, building management services (BMS), access control, security systems, CCTV;

5.4 LIS will provide strong authentication and authorisation services for network access and access to electronic services, driven by a single central database of memberships and entitlements;

5.5 LIS will extend this service to the physical access controls (ID cards, gatecontrols, door controls) driven from the same central database;

5.6 LIS will provide a robust, pervasive computing services platform for the provision of basic desktop services including (but not limited to) managed desktop, applications, filestore, access to corporate applicationsand centrally-managed printing services;

5.7 LIS will ensure that the central file-store and associated servers and services is fit for purpose for the Schools research data, outputs and obligations for the curation and preservation of its digital assets;

5.8 LIS will rationalise and – wherever possible – simplify the provision of computing services and corporate systems through the selection of standard hardware, operating systems, database and management systems – including choices about desktop provision;

5.9 LIS will ensure standards compliance and effective change-management controls across all systems;

5.10 LIS will agree standards for the preparation and distribution of documents and other material in digital form;

5.11 LIS will seek wherever possible to deliver applications in a platform-independent manner (accessible regardless of the user's preferences for PC, Macintosh or other device) by using web browser or thin-client (remote desktop) technology wherever possible;

5.12 LIS will review the mix of in-house and outsourced provision of CorporateSystems and Applications to ensure value for money and best outcomes for the School;

5.13 LIS will deploy a new Intranet and Collaboration platform designed to enable the School to implement its long-standing "web first" policy for all documentation, to manage its corporate documents and to provide a digital work-flow for key administrative processes;

5.14 LIS will scrutinise any new system requirements to determine if the requirement can be met through an existing product or service.

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Executive Board – 27.6.16 Appendix C

Equality Challenge Unit Accreditation

Executive Board is asked to support the work required to enable the School to achieve the Equality Challenge Unit accreditation and agree to provide the necessary resources.

Executive Summary

This report considers the resources required to successfully submit for Athena Swan and Race Equality Charter accreditation. EB sponsor: Chris Ince, SOAS Secretary

Recommendations

Executive Board is asked to note the resources required to achieve a successful submission to the Equality Challenge Unit’s (ECU) Athena Swan Charter Mark and Race Equality Charter. Executive Board is asked to agree the proposed approach and the resources requested in order to deliver the required submission.

Financial Impact

The financial and staffing resources have been set out in Section 6. This paper recommends establishing a 2.5 year fixed term Grade 7 Submission Data Officer role established at 2.5 days per week. This role will be to collect and analyse data for AS and REC submissions ending in July 2019. The approximate costs will be between £18K per year.

Risks

Failure to successfully submit for the Athena Swan in November 2017 will result in the existing award being revoked. This would represent a significant risk to the reputation of the School as an HEI and as an employer. Failing to secure Athena Swan accreditation would also undermine the Schools stated commitment to equal representation in its academic staff and may adversely impact on staff morale and loyalty to the institution. Failure to attain the Race Equality Charter would also represent a reputational risk to the School. There is a further risk of the School missing funding opportunities as research councils look for the assurance of such external accreditation in their decision making processes.


The implications for equality are positive. The aim of the Athena Swan Charter and Race Equality Charter are to promote equality and inclusion in academia. The initiatives will assist the School in achieving its aims of becoming a Model Equality and Diversity Employer.

1. Athena Swan (AS)

The Equality Challenge Unit’s (ECU) Athena SWAN Charter was established in 2005 to encourage and recognise commitment to advancing the careers and representation of women in science, engineering, and technology (SET). ECU operates a three-level Athena SWAN accreditation system, awarding Bronze, Silver, or Gold Awards on two tiers (institutional and departmental), based on individual applications that are expected to result from rigorous self-assessment processes. In June 2013, the ECU decided to strengthen the existing Athena SWAN principles and to introduce a Gender Equality Charter Mark (GEM) for the non- STEM (AHSS) disciplines. SOAS was awarded GEM accreditation in September 2014 following a successful submission led by the School Secretary, HR Team, the Diversity Adviser, and other SOAS staff. In 2015 the ECU broadened the remit of the Athena Swan charter to include AHSS disciplines and to focus on gender equality in the broadest sense (i.e. to include trans-gender staff and male colleagues). The GEM award was subsequently discontinued and SOAS was awarded Athena Swan Charter (Bronze) accreditation in its place in April 2015. 2. Race Equality Charter (REC)

ECU began developing REC in 2012 following the impact Athena SWAN has had in gender equality. ECU trailed the framework with volunteer institutions, resulting in 21 applications and eight institutions receiving a Bronze award in late 2015. As with Athena SWAN, REC is an evolving charter. Institutions are expected to start at bronze level and progress to silver. REC considers:

professional and support staff

academic staff

student progression and attainment

diversity of the curriculum

Given the Schools’ areas of academic focus and the relative under-representation of BME

staff in senior management levels, it is suggested that a submission is for the ECU’s Race

Equality Charter would be beneficial for the School. 3. Levels of accreditation According to a recent ECU presentation, the difference in levels of accreditation is as follows: Bronze – (there are currently 86 Bronze AS and 8 REC institutions) -

self-assessment & analysis

identify issues

put in place a solid foundation

Silver – (currently 9 Silver AS institutions)

evidence of progress and achievement

majority of STEMM departments to hold AS awards

4. Current status and future submissions The current (institutional) SOAS Bronze AS award is valid for 3 years since the GEM submission (i.e. until September 2017). The School will be required to reapply by the November 2017 round at the latest (the award will remain valid whilst the application is being assessed and until the results are announced). If SOAS does not apply for an award in or before the November 2017 round, the current award will be revoked. If the School is successful in its 2017 submission, the award will be valid for four years until November 2021. SOAS can either apply to renew the Bronze award, or apply for the higher Silver award. SOAS has not yet submitted for the ECU Race Equality Charter. 5. Required approach Both AS & REC require HEIs to:

Collect data on staff progression

Critically analyse data

Identify reasons for exclusion and under-representation

Develop an action plan to address these

Show progress over time The principle objective will be to demonstrate positive change on equality as a result of actions taken in the institution’s action plans. The submission will include:

Quantitative, and Qualitative data

Policy & practice It will require analysis of:

Trends & differences in gender/ethnicity

Pipeline and key career transition points The text will need to cover:

Narrative

Action plan

Consultation & revision One of the first tasks in both AS & REC will be to form a Self-Assessment Team, preferably chaired by a member of EB, (e.g. the Chair of the Equality and Diversity Committee) who has

an academic background. This Team will be required to meet on a monthly basis and will be key to the success of the submission. It should include members from different levels of the school, including academics and teachers in the Arts, Humanities and Social Sciences (AHSS). There also needs to be a balance of administrative and Human Resources employees, input from academic and professional services employees. The SAT will also be required to monitor progress against the action plan targets and to develop new targets for the following period. The submissions will require a large component of reflective analysis, driven as far as possible by the full assessment team, with particular knowledge or expertise in gender and race equality. The Athena Swan Self-Assessment Team should include members with demonstrable experience of:

Balancing home responsibilities and work (particularly part-time/flexible working/career breaks)

Dual career families

Recent experience of the institution or department’s recruitment and promotions processes

Different stages of the career ladder (particularly at the early and mid-career stages)

Departmental and institutional management responsibilities.

Senior management

The Self-Assessment Team will arrange for the population of the institutional data template, which will draw upon the institution’s Higher Education Statistics Agency (HESA) data for the past three years. It is important for the Self-Assessment Team to analyse and reflect on what the data shows about SOAS. The analysis and subsequent action planning will enable the SAT to describe the position of the School and recommend future actions that need to be carried out, linked to the evidence identified. The application will be assessed on the evidence provided to demonstrate involvement, commitment and support from a range of staff across the School. The data will be placed at the forefront of the assessment and measures to demonstrate how effectively the data has been analysed and formulated into an achievable action plan will need to be set out. In addition to this, the initiatives will need to be linked to the school’s strategic mission and goals. 6. Resource Implications In respect of the successful GEM award - SOAS recruited a part-time (1 day per week) member of staff, employed for six-month period to co-ordinate the data and the submission. This post was at a Grade 7 with salary costs (including on costs) estimated at £4,500. This was in addition to the time of the School Secretary, the HR Manager (E&D Lead) and the Diversity Adviser. The AS submission is more demanding in respect of data analysis and many institutions have recruited dedicated roles. A survey of the approach in the HE sector was completed in 2015

by the Diversity & Inclusion Manager (Sue Caro). This survey demonstrated that many of the larger and medium sized HE institutions have established full-time, permanent AS ‘project manager’ roles that tend to be focussed on co-ordination of the SAT and on data analysis and most are at Grade 7. HEIs of a similar size to SOAS that have recently made successful AS submissions:

St George’s Uni (circa 5,000 intake) = 1 x 0.5 fte Athena Swan Analyst (5 months fixed) term

Queen Margaret Uni (circa 5,000 intake) = 1 x 0.2 fte Analytics Co-ordinator (12 months fixed term) – However, a request to extend this to a full-time role with additional responsibility for HESA returns has recently been agreed.

A similar survey of HEIs that have been successfully awarded the REC, indicates that a 6-month full time Grade 7 role would be required as a minimum. The REC would also require more resources at SOAS as the School does not have a prior submission to build upon (as with GEM). The approximate cost of this support will be between £16-18K If it is assumed that compiling and finalising the Athena submission document will be the responsibility of the Diversity & Inclusion Manager, the main support required will be on the collection and analysis of the data, and the facilitation of the SAT. Given the significant time required to deliver this additional work, it is recommended that a fixed term Grade 7 role is established at 2.5 days per week to complete the AS submission. The optimum period would also need to be considered in respect of the timing of the AS submission in November 2017. This can be for discussion; however, the ideal start will be February 2017 in order to avoid the holiday period, complete the submission ahead of time and build in a contingency. If it is agreed that SOAS should submit to the Race Equality Charter, this can be extended to July 2018 (i.e. 2.5 years). If not, the post could end in December 2017 (i.e. 11 Months)

It should be acknowledged that other priorities will be, competing for limited School resources. However, given the potential impact of losing the AS accreditation, this does not seem an unreasonable proposal.

Option Staff requirement Cost

1 No submission n/a nil

2 Athena Swan submission (Nov 2017) 0.5 fte x 6 months Circa £10K

3 AS (Nov 2017) & Race Equality Charter (July 2019) 0.5 fte £18K per annum

Option 2 could be part-funded by use of the central diversity and consultancy budgets held within the Governance & Compliance Directorate, with the balance to come from another source such as the SIF or general contingency.

7. Recommendation

There is an argument for producing AS and REC submissions simultaneously. However, this would also put significant pressure on the resources of HR, the Planning Team, the Diversity Office and on School staff required to actively participate in the Self-Assessment Team. Furthermore, the AS & REC requires an analysis of student attainment data and diversity in the curriculum in addition to the analysis of staff development and progression entailed in the initial GEM submission. In light of this, it is recommended that the submissions are produced sequentially (possibly with an over-lap) – rather than simultaneously - to enhance the possibility of positive outcomes. If the School wishes to retain the Athena Swan accreditation, it must make the submission no later than 31 November 2017. Given the change in personnel in the Diversity Office and the HR team, combined with changes to the strategic approach to E&D at SOAS, it is felt that the more realistic option would be to re-apply for Bronze accreditation with the intention of making a silver submission in the following round (2021). This is because the changes will not have enhanced the School’s ability to demonstrate a significant achievement in its initiatives for promoting gender equality. The timing of the Race Equality Charter is less critical as SOAS does not currently have this accreditation for it to be revoked. Nevertheless, given the School’s academic focus, there are strong arguments for a submission in the mid-term. Applications for REC will be accepted in July and February of each year, and the ECU estimates a period of 18 months’ work before a submission can be compiled. It is therefore recommended that a REC submission is initially considered for July 2019.

Executive Board – 27.6.16 Appendix D

1

SOAS ETHICS FRAMEWORK

The Board of Trustees is asked to approve the Ethics Framework

Executive Summary The attached Framework was produced following a number of meetings of the Ethics Framework Working Group established by the Board in July 2015 to ensure the School would be meetings its obligations under the new CUC HE Governance Code. The Working Group held a series of meetings during 2015/16 in order to agree the content and structure for the Framework. The majority of elements for the Framework were in place but no overarching document existed and there was some work required to place on revisions to specific elements. For example, amendments to the due diligence process for gifts and donation acceptance and a new process for due diligence around collaborations, especially those with international partners. The revised Procedure for Due Diligence for Gift and Donation Acceptance is attached. The Working Group benchmarked with a number of institutions including Birmingham University, London School of Economics, University of Nottingham, Brunel University and Aston University and Imperial College London.

Recommendations To approve the Ethics Framework.

Financial Impact No direct impact

Risks Brief summary of any of the risks.

Equality implications None from the Framework. Any implications due to specific policies, e.g. HR policies, would be considered as part of their review process.


2

SOAS Ethics Framework

1. Introduction

SOAS prides itself on being an ethical university and one of its Core Values is

Ethical Standards. The placement of Ethical Standards as a cornerstone of the

University's values system is vital to ensuring the continuing success and

sustainability of the University. SOAS became the first London University to divest

from Fossil Fuels in 2015. SOAS wishes to remain at the forefront of ethical

decision-making and has decided to put in place an Ethical Framework to assist with

this objective.

All aspects of University activities have the potential to raise ethical concerns. The

SOAS Ethics Framework has been developed to guide individuals who need to

exercise judgement when faced with a situation that has ethical implications. It lists

the policies and procedures that will help individuals make decisions. The ethical

framework sits alongside the need to comply with statutory and regulatory

requirements.

The SOAS community, which includes all staff, students, associates and the Board

of Trustees of the School, are expected to act in accordance with the policies,

procedures and core values set out in this Ethics Framework. Some elements of the

framework are directed to the Board of Trustee members in particular.

The Board of Trustees is responsible for the approval of this Code and it is expected

that the Framework will be promoted and embedded using the School’s appropriate

committee and management structures. This Framework will commence on

approval by Board of Trustees and will remain in force until it is revised or replaced.

2. About SOAS

SOAS provides resources and knowledge about Asia, Africa and the Middle East to

equip people for a global economy and a multicultural Britain.

The School’s purpose is:

To advance through teaching and research the knowledge and understanding

of Africa, Asia and the Middle East

To contribute to the development of the academic disciplines studied at the

School

To provide high quality education so that our students achieve excellence in

their chosen subject or subjects and develop their intellectual and other core

skills.

To promote and lead global public education in our areas of specialist

expertise concerning Africa, Asia and the Middle East, both in the United

Kingdom and around the world

[Check v new Strategy]


3

3. SOAS Core Values and Ethical Principles

SOAS Core Values are promoted and celebrated, and underpin all the University’s

activities. SOAS Core Values help guide staff and students in their work and studies

and by so doing help the University achieves its vision and aims of its strategy. One

Core Value relates specifically to Ethical Standards: SOAS will maintain the highest

ethical standards in all of its dealings and will be open, honest, tolerant, fair and

responsible in everything it does. However, all of the values have a resonance and

relevance for staff and students for acting ethically. SOAS Core Values are:

Excellence

Equality and diversity

Freedom of speech and tolerance

Cultural understanding

Ethical standards

Community

Evaluate and self-reflect

Transparent and accountable

Environment

SOAS Core Values are embedded into SOAS Ethical Framework and should be

observed when making decisions that have ethical implications.

Link to SOAS Core values statements: https://www.soas.ac.uk/corevalues/

Link to SOAS Strategy: [tbc when new version published]

4. Responsibilities of the Board of Trustees

Governing bodies are entrusted with funds, both public and private, and therefore

have a particular duty to observe the highest standards of corporate governance.

SOAS Board of Trustees are required to protect the institutional reputation by being

assured that clear regulations, policies and procedures that adhere to legislative and

regulatory requirements are in place, ethical in nature, and followed [Element 2 of

the Higher Education Code of Good Governance, 2014].

Link to Higher Education Code of Good Governance:

http://www.universitychairs.ac.uk/wp-content/uploads/2015/02/Code-Final.pdf

SOAS is committed to highest standards of professional conduct, as determined by

the Nolan Principles. Board of Trustee members are expected to abide by the 7

principles of public life and this is referred to in induction material and the Board of

Trustees Handbook.

Selflessness

Integrity

https://www.soas.ac.uk/corevalues/


4

Objectivity

Accountability

Openness

Honesty

Leadership

Link to 7 Principles of Public Life: https://www.gov.uk/government/publications/the-7-

principles-of-public-life/the-7-principles-of-public-life--2

5. Elements of the Ethical Framework

SOAS Ethical Framework is made up of six elements:

Learning and Teaching

Research

People

Gifts and Donations

Finance & resources

Collaborations

SOAS Ethical

Framework


Research

People

Gifts and Donations

Finance & resources

Collaborations

https://www.gov.uk/government/publications/the-7-principles-of-public-life/the-7-principles-of-public-life--2

https://www.gov.uk/government/publications/the-7-principles-of-public-life/the-7-principles-of-public-life--2


5

6. Overview of Elements of the Framework

Outlined below is a brief description of each element and a non-exhaustive list that

covers the most relevant policies and procedures related to that element.


SOAS has a range of policies around learning and teaching which could be relevant

when considering a matter that raises ethical concerns:

Admission policies

Plagiarism

Academic Standards

Disciplinary procedures

Student Charter

Research

SOAS has a range of policies around research grants & research ethics to help

ensure that the University operates to the highest ethical standards when engaging

in research activity. These are:

SOAS Research Ethics Policy

Procedure for the Ethical Review of Research Projects for Staff and PGR

Student

Using Personal Data in Research: Code of Practice for SOAS Staff and

Student

Policy for the Investigation of Allegations of Research Misconduct

Complaints about Research Misconduct procedure

[Due Diligence Procedure for Research Income]

People

The University's relationships with its students, staff and external stakeholders are a

fundamental basis of its business. The University has policies and procedures

around the following areas:

Human Resources e.g. recruitment

Equality and Diversity

Honorary Appointments

Personal Relationships

Consultancy

Data protection


6

Freedom of information

Whistleblowing

CCTV

Harassment and Bullying - Respect at SOAS

Complaints and disciplinary procedures

Finance& resources

The University has a range of policies and procedures around financial activity that

ensure that the University conducts itself ethically when undertaking activity in the

financial sphere.

Register of Interests

Fraud

Bribery

Procurement

Investment

Collaborations

In its dealings with collaborations both at home and overseas be they institutional

collaborations, teaching, research or exchange, SOAS has an approval and due

diligence process that take into account ethical consideration:

Collaborative Agreements [confirm name]

Gifts & Donations

SOAS has a Due Diligence procedure for the receipt of donations and gifts

Due Diligence Procedure for Philanthropic Gift Acceptance

7. Application of the Framework

All members of the University bear a responsibility to follow the Ethical Framework.

Where issues are not explicitly expressed in the Framework, members should use

the Framework as a guide and in accordance with the framework elements and

SOAS Core Values.

When faced with a matter that raises ethical concerns trustees, staff or students

should ask themselves the following questions:

Is it within the law?

Is it fair and equitable?

What are the implications involved?

Are their particular interests involved?

Who benefits from it?

Am I acting according to SOAS Core Values?


7

How will this look in the press?

How would you justify this to a close family or friend?

Seek advice from an appropriate person, such as a colleague or line manager, or

one of the School’s committees tasked with handling ethical matters. Where possible

keep a record of your decision making and the rationale behind it. The ultimate

decision-maker on ethical matters will be the School’s Secretary unless otherwise

outlined in the relevant policy. Decisions will be made on a case-by-case basis.

In furtherance of these principles, particular areas that should be considered for additional scrutiny when undertaking due diligence are:

Child labour Environmental abuses Fossil fuels Alcohol manufacture/sale Unethical use of children in medical research Human rights abuses Tobacco manufacture/sale Armament manufacture/ sale Pornography manufacture/sale Immigration detention and prison abuses Labour rights abuses and trade union blacklisting Other significant ethical or corporate governance controversies

8. References

Higher Education Code of Good Governance (Committee of University Chairs, 2014)

The 7 Principles of Public Life (Committee on Standards in Public Life, 1995)

Approved – July 2016

Review – July 2018

Executive Board – 27.6.16 Appendix E

Health and Safety Report 2014-2015 Summary

This report covers the academic year 2014-2015 and details the business of the Health and Safety Committee, accident and incident reporting for injuries, fire related matters, security and training. The Health and Safety Committee met on 8th October 2014, 4th March 2015, and 27th May 2015. The issues of business focused on noise issues emanating from the Senate House building site, the need to have a more robust Overseas Travel policy, the drafting and implementation of a new Health and Safety policy and the upgrading of a selection of lifts that would enable their use in an evacuation.

The number of reported health and safety related matters of a serious nature, remains very

low and only shows a slightly increase in that we had one instance of needing to complete a

RIDDOR report, which was only the second time in six calendar years that we have done so.

No serious adverse incidents have occurred during the period covered.

Regulatory Inspections and Visits

During the spring of 2015, the local fire officer visited the main college building prompted by

an incident whereby someone had attempted to start a fire in a waste bin, located in the

basement area of the library. The Fire Officer raised various issues, the main causes of

concern being the following:

I. Replacement of Crittall Fire Doors in the College Building

II. The need for additional fire doors in the Philips Building

III. The adjustment of some fire doors in the College Building

IV. Servicing of the suppression system in the Refectory kitchen

The above items have all been addressed the last being finished during the summer works

of July 2015.

Aside from this the only inspections that took place were those that are periodically carried

out for insurance purposes.

Legislation and Guidance

There were no changes to regulation or guidance that directly impacted on SOAS during this

academic year.

Key Points 2014-2015

Meetings


Health and Safety Committee met on 8th October 2014, 4th March 2015, and 27th May 2015.

Training

In consultation with the Health and Safety department, the SOAS Staff Development Office organises a number of training events for staff in relation to key Health and Safety issues. This includes both internal and external courses and briefing/networking sessions, with the Development office managing the training budget for this area. Information on Health and Safety issues can be accessed by all staff via the Health and Safety web pages.

New staff are required to attend the new staff orientation programme which runs three times

a year. This includes a Health and Safety briefing delivered by the School’s Health and

Safety manager. Those who need to lift and carry as part of their role attend the St John’s

Manual Handling course. All other training is carried out by volunteers from across the

School so that a suitable number of staff are trained first aiders and fire wardens. These

volunteers are invited to annual meetings to update their knowledge and skills and to share

experiences with others in their network. The table below highlights attendance at events

over the last four academic sessions.

Course Title 2014-15 2013-14 2012-13 2011 – 2012

2010 - 2011

St John’s First Aid Qualification

0 (19

qualified first

aiders)

3 (21

qualified first

aiders)

4 (24

qualified first

aiders)

5 (29 qualified first aiders)

8 (22 qualified first aiders)

St John’s First Aid Re-Qualification

3 3 6 3 2

First Aid Network Meeting

0 7

8 12 0 – course cancelled

Defibrillator Training 0 12

7 Not offered Not offered

Fire Warden Briefing 3 (43 Fire

Wardens)

15 (44 Fire

Wardens)

13 (40 Fire Wardens

)

20 (36 Fire

Wardens)

45 (31 Fire

wardens)

Manual Handling 12 1 0 2 2

New Staff Orientation Health & Safety Briefing

71 66 66 37 43

Health & Wellbeing Policy


A health and wellbeing policy was approved by the committee during this year and can be

viewed via the website. The general review process for this policy will be every four years,

however there will be a new draft during the 2015-2016 academic year due to some changes

that have been made to the policy.

Legionella Risk Assessment

Legionella risk assessments for all SOAS premises were carried out in January 2015, the

next date of review will be January 2017.

The program of remedial works that was compiled as a result of these risk assessments has

been almost entirely completed, the remaining items are:

I. Cleaning tanks in all buildings

II. The moving of an inlet pipe in the basement of the Brunei building

Senate House North Block

There have been some issues with noise this year due to the continuing building works at

Senate house. However John O’Donnell (maintenance manager) discussed this with the

Project Manager at Senate House and an agreement was reached regarding the timing of

noisy works, which reduced them as much as possible during normal working hours.

Lift Project

The lift project was completed on schedule and within budget. Four lifts are now able to be

used for emergency evacuation, when conditions allow, by personnel that have been trained

to use them. These lifts are listed below:

College Buildings - Lift E

Library - Lift A

Brunei Gallery - Lift L

Vernon square - Lift N

Refurbishment projects

This academic year the following refurbishment projects were completed:

1) Office refurbishments for G1, 130, G51, 51 and 51a

2) Main infill vent on the 2nd floor (college buildings) was upgraded

3) C18 (Library) was refurbished

4) KL7 lobby was refurbished

We are not aware of the occurrence of any serious health and safety accidents or incidents

during these works.

Fire Risk Assessment

Work has continued on the recommendations highlighted in the fire risk assessment carried

out during the previous academic year. Completion of these tasks in expected in 2015-2016


Health and Safety policy

A new health and safety policy was has been drafted and further amendments will be made

following consultation. The final policy is expected to be agreed in July 16. To follow this a

new Overseas Travel policy will also be drafted in the Spring of 2016 as the current policy

has been viewed as being unfit for purpose with a more thorough and robust guidance

document being required.

It was decided that security would have its own standalone policy rather than be merged with

health and safety.

Accident/incident reporting 2014-2015

Definitions: *Reportable accidents = reported to HSE via a RIDDOR report*

*Non-reportable accident = recorded internally with no need to escalate*

Information on reportable and non-reportable accidents are collated by the H&S manager

and reported to the health and safety committee at each meeting.

The statistics below are presented in calendar years for the reportable accidents and also

those that are non-reportable.

During the calendar years 2014 and 2015 we had 1 reportable accident at SOAS and 46 non

reportable accidents. Of the Non reportable accidents, 8 did not happen on SOAS premises

and were largely incidents whereby students had injured themselves and has sought advice

from SOAS first aiders.

The reportable accident/incident that occurred, relates to a member of staff tripping and

subsequently fracturing their wrist, as well as suffering some other minor injuries. Having not

had a reportable accident involving a staff member since 2010, this does manifest itself as

the smallest of increases for 2014/2015. Our current records go back to 2009 and we have

not experienced a reportable accident involving a student between then and now.

The 38 non reportable accidents/incidents that occurred on SOAS premises represent a

significant increase when measured against figures over the last 6 years, particularly 2012-

2013 where we only received 10. The vast majority of accidents/incidents reported during

this academic year, fell into the “other” category. The most common issue being instances

whereby staff or students felt unwell rather than being affected by anything related to their

work or the fabric of SOAS premises. Therefore these figures do not indicate a particular

trend or failing in the management of health and safety.

The figures could also indicate an improved health and safety culture at SOAS whereby

staff/students are taking a more responsible approach and are more inclined to report

accidents than during previous years.

*The following table is based on information provided by HESA and relates to stats

provided by 146 HE institutions of varying size*

Table comparing SOAS reportable accidents figures against other HEIs 2014/15

Year- 2014/2015 Accidents involving staff reported under RIDDOR

Accidents Involving students reported under


RIDDOR

SOAS number 1 0

HEI average 18 11

As previously stated these stats are now provided by HESA rather than USHA and are

presented in a different format to previous years. HESA provide an average figure for each

category rather than reporting an average per 1000 staff/students as USHA did previously.

This makes the figures slightly disproportionate as larger institutions with more staff and

students will invariably have more accidents. However, even after taking into account that

some HEIs have a higher concentration of staff/students, we must remember that most HEIs

are relatively low risk environments, so the fact that the instances of reportable occurrences

is so low at SOAS, reflects very well on our health and safety management systems.

Please see below a comparison table covering non-reportable accidents during the

last six academic years at SOAS:

Year Non reportable incidents

2009-10 13

2010-11 22

2011-12 22

2012-13 10

2013-14 20

2014-15 46

Graph 1: Non reportable accidents by type during 2014-2015

*It is worth noting that 4 of the 7 incidents involving someone being struck by an

object happened outside of SOAS premises*

1 3 0 0 2 0

32

1 7

0 0

Non reportable accidents 2014-2015


Fire related statistics for 2014-15 Fire related statistics Data on fire alarm activations is collated by the Health and Safety manager and reported to the Health and Safety Committee at each meeting. There were a total of twenty one alarm activations for 2014-15. This represents an increase from a total of three the year before and is higher than all but one year, going back as far as 2009. The most significant categories were “unknown causes”, “Cooking” (mostly microwaves and kettles in staff/student kitchen areas) and “Activation of call points” which were outside of the normal testing regime. These accounted for eleven activations.

Of the remaining ten activations one was caused by a spray can, two where capped smoke heads were moved by contractors, two due to water in smoke heads, one detector head being activated with no known cause, one due to a detector not being capped in a construction area, one where a smoke head had been hit, another due to steam from a kettle and finally one due to a student setting fire to a bin.

Fire alarm activations are compared against those for previous years

Year Fire alarm activations

2009-10 15

2010-11 23

2011-12 2

2012-13 13

2013-14 18

2014-15 21

Graph 2: Fire Alarm activations by type 2014-2015


Security incidents 2014-2015 Security incidents Data on security incidents is collated by the Head of Facilities Management and reported to the Health and Safety Committee at each meeting. The data below is presented in academic years and is available for the years 2010-11, 2011-12, 2012-13, 2013-14 and 2014-15 Once again the security incidents report indicates very low levels of instances whereby the safety of SOAS staff, students or visitors was in danger of being compromised.

Security Officers are responsible for logging maintenance issues such as defective light fittings or leaks which are either reported to them out of core hours or they determine on their routine patrols. These have been tabled but not shown on the graph.

As with the previous year, 2014-2015 has seen a rise in instances of reported maintenance

issues, as touched upon in last year’s report, this is because of greater awareness and

vigilance amongst staff and a more structured reporting format. Reported lift entrapments

had risen to 32 in the last academic year as opposed 16 during the previous one, mainly due

to overcrowding and exceeding the weight limit. This year due to an increased awareness of

this issue the number has fallen back down to 11.

Overall security incidents have reduced in number this academic year, in part due to there

being fewer protests but also due to improved security management systems and increased

training of the security team.

Table showing yearly comparisons of security incidents at SOAS

4

0 1 1 1 0

3

0

4

2

3

2

Fire ALARM ACTIVATIONS 2014-2015


Year Security incidents

Maintenance Incidents

2010-11

111 107

2011-12

40 92

2012-13

109 198

2013-14

272 226

2014-15

219 247

Graph 3: Security incidents by type, excluding maintenance incidents

Health and Safety plan for 2015-2016 Going into 2015-16 we have a number of items that are being reviewed and updated and in addition to this, new policies and guidance that will be introduced, they are as follows:

1) New health and safety policy 2) New Overseas Travel policy 3) New Fire safety policy 4) Reviewed and updated Lone worker guidance and risk assessment 5) New guidance for managers carrying out first day inductions 6) New site emergency plan 7) Reviewed and updated DSE policy 8) New guidance on food allergies 9) Reviewed and updated manual handling guidance and risk assessment 10) Reviewed and updated guidance for New and Expectant mothers

1 0 0 9 13 6

27

12 11 16 0

69

11

44

Security incidents by type 2014-15


11) Monthly building inspections recorded by the Safety manager 12) Area safety inspections carried out by appointed staff 13) Reviewed and updated guidance on children/young person’s/work experience 14) Internal safety audit 15) Tailored risk assessments pertaining to each individual SOAS premises and the

activities, operations and people within.

EXECUTIVE BOARD - 27.6.16 APPENDIX F

HEALTH & SAFETY POLICY

EB is asked to note the revised Health & Safety Policy

Executive Summary The Health & Safety Policy has been reviewed by the Interim Health & Safety Manager, who has suggested a number of amendments to meet best practice and cover new supporting arrangements that have been approved by the Health, Safety & Security Committee. HSE recommendations regarding policies are that they should look to achieve three main objectives; 1. To provide a general statement of policy on H&S 2. To outline responsibilities 3. To provide an arrangement section highlighting what we are going to do in practice The revised Policy was approved by the HSSC in May and will go to the Board of Trustees for approval on 11 July 2016

Recommendations Executive Board is asked to note the revised Policy, prior to its approval at the Board of Trustees.

Financial Impact None.

Risks The Board of Trustees is ultimately responsible for health and safety in the School. It needs to be assured that the School is complying with all its legal responsibilities to staff, students and visitors.

Equality implications No direct implications from the Policy. Many of the supporting arrangements are designed to support staff with disabilities

Executive Board – 27.6.16 Appendix F

1

SOAS University of London Statement of Safety Policy SOAS aims to devise a dynamic health and safety system which places our people at its centre and is embedded as a core function of management. The outcome will be a safe work environment that promotes positive health and safety behaviour at the School’s main sites, those premises under its direct control, and in the field. The expectation is that, over time, the behaviour will become integrated in the decision making culture and encompass all aspects of working practices and phases of project management. The underpinning health and safety system will manage the risks and the control of identified hazards with the aim of managing these to as low as is reasonably practical. In doing so, the system’s components will be compliant with statute, comprehensive in coverage, and transparent in the dual lines of accountability and shared responsibility. Collectively and in combination the system’s components will work to support the academic work environment and aspire to match or exceed recognised good practice. In recognition that everyone has an important part to play in ensuring the health and safety system effectively promotes a positive safety culture, SOAS expects all managers to lead by example and all students, staff and visitors to adhere in full with the general institutional policies and those specific to their work and activities. Signed Valerie Amos Director

Martin Harris Chairman of Governing Body

Approved: July 2016 Owner: Secretary Due for review: July 2017

SOAS Health and Safety Policy In accordance with the health and safety at work etc. act 1974 (section 2)

APPENDIX 1 Health & Safety Responsibilities within SOAS

The Director has final and overall day-to-day responsibility for Health and Safety within the School, as executive officer with responsibility to the Governing Body. Responsibility for health and safety forms part of managerial responsibility, through the management chain, even if not formally specified in the job description. The supervision of health and safety can be delegated, but the responsibility cannot. All staff who perform a managerial or supervisory role, either of other staff or of students, should ensure that activities are carried out in a manner which protects the health and safety of those involved. All staff have a duty to cooperate with the School to achieve a healthy and safe workplace and to take reasonable care to ensure the safety of themselves and others. The School’s organisational arrangements for meeting its formal obligations are summarised below:

1 The Board of Trustees is responsible for ensuring that:

The School has implemented such management arrangements as are necessary to fulfil its statutory obligations The risk assessment process is the basis for identifying and addressing hazards and risks based on the assessed level of risk formally identified Performance to the standards set in the Safety Policy and other related documents is being met Health and Safety performance is monitored through receipt of an annual report from the Health, Safety & Security Committee and reports in relation to any serious Health & Safety incidents.

2 The Director is accountable to the Board of Trustees for:

The organisational implementation of the School’s Safety Policy and other formal health and safety-related documents Taking such measures as are necessary to ensure that, at the strategic level, performance standards and timescales are adhered to Ensuring that a risk based approach to the identification and management of risk is being undertaken by all staff. Ensuring the School is compliant with relevant legislation including the Health & Safety at Work Act 1974

3 The Secretary is responsible to the Director for:

Board of Trustees

Director

Deans of faculties, Registrar, DOPS

Heads of Department

Principal Investigators

Faculty/Directorate safety

representatives

Health, Safety & Security Committee

Secretary / HR Director / Director of Estates &

Facilities

H&S Manager

Occupational Health

The overall management of health and safety at the School, including the provision of professional health and safety advice and maintenance of the relevant policies and procedures

Co-ordination of emergency management planning arrangements for the School and their implementation at an operational level.

4 The Deans of Faculty, Registrar, Directors of Professional Services and Heads of

Departments are responsible for: Management of health and safety arrangements, including emergency arrangements and for ensuring compliance with School policies and procedures. They will ensure that: Health and safety induction training is provided to staff and students on joining the Faculty/Department, based on the School’s Health and Safety Induction Checklist Departmental activities are undertaken in accordance with formal School and other relevant health and safety standards Where identified to be necessary, departmental codes of safe working practice are developed and implemented Measures are taken to identify any deficiencies in, and controls required to ensure, the health and safety of the working environment in their Faculty/Department and working practices as determined by the risk assessment process, including the application of ‘safe systems of work’ Risk assessment is undertaken to establish the measures necessary to identify and control potential risks and to ensure these controls are implemented

In addition, Deans of Faculty are responsible for nominating suitable Faculty Safety Representative(s) for the day-to-day supervision of safety matters within the Faculty.

5 All Line Managers, Principal Investigators and Supervisors should:

Support their Dean of Faculty and/or Head of Department in discharging their health and safety responsibilities with regard to their own teams

Ensure that safe systems of work are in place and being followed by all staff and students.

6 The Head of Facilities Management is responsible for: Ensuring any staff working at, but not employed by the School, meet the requirements of

the School’s policies and procedures. 7 Individual Members of Staff, Students and visitors (including contractors) should:

Co-operate and comply at all times with the safety information, instruction and training provided. They should bring, without delay, to the attention of their line manager or other appropriate responsible person such as a tutor, any hazards identified, or improvements considered necessary

Take reasonable care of the health and safety of themselves and of other persons whom their acts or omissions may affect

Co-operate with the School to enable it, or any other person, to comply with any duty or requirement imposed by the Health and Safety at Work Act 1974, or any relevant statutory provision or other health and safety-related requirement

Not intentionally or recklessly interfere with or misuse procedures or materials provided in the interests of health, safety and welfare, such action being subject to the School’s disciplinary procedures. Ensure that when supervising contractors, they are made aware of the School’s H&S Policy and other relevant procedures.

8 The Health & Safety Manager is responsible for advising the School on safety matters

within the School. They are empowered to act on behalf of the School in these matters. This includes but is not limited to:

Monitoring compliance with legislation and updating the School on changes

Reviewing safety documentation, reports and safety checks

Induction and training of staff and students

Safety inspections and risk assessments

Fire evacuations and drills

Emergency response

Incident investigation and reporting under RIDDOR

9 Duties of the Faculty Safety Representatives and arrangements for Professional Services are given in Appendix 2.

10 Some activity does not take place on an organisational structure basis but by the location it takes place. These are covered in more detail in Appendix 3.

11 The terms of reference and constitution of the School’s Health, Safety & Security Committee are given in Appendix 4.

12 Separate Codes of Practice are available for specific areas such as working overseas, COSHH and first aid. A current list of these is given at Appendix 5.

APPENDIX 2 All Safety Representatives, Fire Wardens and First Aiders are required to undertake initial training as requisite for the role and receive periodic refresher training. Duties of the Faculty Safety Representative(s) 1 The Faculty Safety Representative(s) are nominated by Deans of Faculties, and

approved by the Director, for the day-to-day supervision of safety matters involving staff, students and visitors in the Faculty. This includes the maintenance of Faculty safety records, such as any local risk assessments or inspection reports, and ensuring that there are an adequate number of trained fire wardens and first aiders

2 Each Faculty Safety Representative (FSR) is accountable to the Dean of Faculty for all

matters of safety within the Faculty 3 A formal safety inspection of the Faculty must be carried out at least once a year. The

FSR should conduct the inspection jointly with the Dean of Faculty together with relevant union safety representatives. Written records of all safety inspections must be made by the FSR, approved by those involved, and copies sent to the Dean of Faculty, to individuals concerned and to the Safety Office

4 The FSR must bring matters requiring urgent attention, e.g. serious accidents involving

medical treatment, to the immediate notice of the Safety Office by telephone and confirm in writing with a copy to their Dean of Faculty

5 The FSR must ensure that all accidents and incidents are reported on a School accident

form 6 The FSR must ensure that all necessary Risk / Hazard Assessments are made, and are

kept under constant review 7 When the FSR is absent from the School for an extended period of time, an appropriately

trained deputy must be identified and notified to the Faculty. Professional Services 8 The Directorate Safety Representative(s) is/are appointed by the Registrar for the day-to-

day supervision of safety matters involving staff, students and visitors in all the professional services sections other than those listed below

9 The day-to-day supervision of safety within the more specialized areas of the Schools

Central Services (i.e. the Catering, Cleaning, Estates & Supplies) will usually be carried out by the relevant member of DOPS, with assistance as required from the Safety Adviser, and they will be expected to carry out the duties detailed above. This will take place in conjunction with the relevant third party for any outsourced contract.

Area responsibilities 10 Some activity does not take place on an organisational structure basis but by the location it takes place. These are covered in more detail in Appendix 3.

11. Fire Wardens and First Aiders are assigned on a location basis.

APPENDIX 3 Area responsibilities

Area Function responsible

Faculty office space Relevant faculty

Professional services office space Relevant Directorate

Students’ Union Students’ Union

Catering outlets Estates & Facilities

Cleaning cupboards Estates & Facilities

Teaching spaces Estates & Facilities

Outdoor spaces Estates & Facilities

All other general and circulation spaces Estates & Facilities

APPENDIX 4 Health, Safety & Security Committee Health, Safety & Security Committee reports to Governing Body. (i) The membership of the Health, Safety & Security Committee will comprise: Chair: A member of staff, appointed by Governing Body (normally the Secretary) Ex-officio Members: Secretary (normally the Chair) Director of Estates & Facilities Human Resources Manager (Equality & Diversity) Health & Safety Manager Other Members: All Faculty and Directorate Safety Representatives 1 member of academic staff nominated by Research & Enterprise Committee 1 representative from each of the recognised Trades Unions 1 member nominated by the Students’ Union Executive Committee (ii) The Registrar will nominate a Secretary. The Committee will normally hold three ordinary meetings per annum.

(iii) The Health, Safety & Security Committee will have the following terms of reference:

(a) To propose and consider policy changes with respect to the health, safety, security and welfare of School staff (including contractors and outsourced workers), students, visitors and of other persons who may be affected by work carried out within or external to the School or as part of the School’s activities (including external fieldwork activities carried out in both the United Kingdom and overseas). The term ‘health and safety’ will include the School's security provision, fire arrangements and occupational health service;

(b) To monitor implementation of health and safety policies and codes of practice and to propose changes as necessary;

(c) To advise the Board of Trustees through the Secretary on health and safety implications of School strategies and plans, including those relating to the development of the Estate;

(d) To provide an annual report of the Committee’s activities and recommendations to Governing Body;

(e) To monitor compliance with current health and safety and related legislation;

(f) To keep under review current, emerging and potential challenges in relation to health and safety in the external environment that could have impact on School activities (including proposed changes to legislation), discuss the implications and provide advice on possible responses and implement change where appropriate;

(g) To monitor the School’s health and safety risk management strategies;

(h) To advise the Board of Trustees through the Secretary on the management of risks in relation to health and safety and monitor actions taken to minimise these risks;

(i) To provide input into the School’s emergency and business continuity planning;

(j) To review accidents, incidents, hazardous occurrences, sickness absence and ill health (including stress) related to work undertaken by staff, students and visitors, and to ensure corrective action is undertaken and consider implications for strategy, policy or practice;

(k) To ensure appropriate health and safety training is provided and to monitor its effectiveness;

(l) To provide guidance to managers, other staff, students and visitors about policy and practice concerning health and safety;

(m) To keep under review the provision of information and communication of health and safety information;

(n) To consider reports from the management representatives, Union safety representatives, staff and student representatives and any other appropriate bodies, including any audit or inspection reports.

(o) To monitor security provision across the School to enable staff and students to carry out their duties in a secure environment

APPENDIX 5

Communication The initial chain of communication for Health and Safety issues is detailed above. A copy of the SOAS Health and Safety policy is to be kept on display at every site (This is to be replaced each year when the policy is updated). A full copy of the Health & Safety Policy must be available for staff to view at all sites, in addition the policy can also be found on the intranet. Any changes to the policy will be communicated to staff via email prompting them to view the new document via the intranet. If these changes are extensive, training sessions will be set up with more detailed explanatory notes. Advice and general updates may also be disseminated through safety committee minutes, or SOAS news bulletins. The SOAS Health and Safety manager will be available to answer queries on health and safety issues. All line managers with a responsibility over staff and / or facilities/equipment (e.g. should communicate the identification of a hazard or risk to the Health and Safety manager who can then liaise with the relevant internal staff to resolve the matter)

Training Initial Health and Safety training will be delivered by line managers through the staff induction process which is mandatory for all new employees. The Health and Safety manager will deliver further Health and Safety induction training via training courses provided by the staff development team. Full details can be found via the Safety Training link in the Arrangements section. The Health and Safety manager will liaise with the human resources manager, department heads and the staff development team to organise any specialist health & safety training such as manual handling, DSE, fire warden and first aid as and when it is required.

Maintenance of SOAS Premises and Equipment There is a schedule of inspection and maintenance pertaining to all SOAS premises, equipment and plant; this is managed by the Estates team. They are also responsible for the up keep of the building fabric and the water system. A link containing a full list of pre-planned maintenance activities can be found in the arrangements section of this policy

APPENDIX 6

Review, Audit and Improvement The review of this policy will be the responsibility of the Secretary. Review will occur on an annual basis or when legislative changes or incidents dictate. The Health and Safety manager will carry out, on an annual basis, an audit of all SOAS premises using HSG65 as a basis of the safety audit. The audit along with an annual review of the risk assessment for each premises will measure the effectiveness of the policy and expose any areas whereby compliance is compromised. The Health and Safety manager will provide an annual report with recommendations for improvement and suggested time frames in which to achieve these. Where significant changes occur, which may affect the level of risk in any area of the working

environment of SOAS, additional risk assessments will be conducted as required by Health & Safety legislation. Should these risk assessments expose any weakness in the SOAS Health & Safety Policy or the specific arrangements for maintaining appropriate standards of Health & Safety; these will be reviewed and revised if necessary. Similarly, if any weakness in policy, arrangements or chain of responsibility should be exposed by any means, SOAS will undertake to review the appropriate area and to make such amendments as are required. APPENDIX 7 Arrangements- Further guidance on specific areas Display screen equipment - https://www.soas.ac.uk/healthandsafety/computers/ Smoking Policy - https://www.soas.ac.uk/admin/governance/policies/file37340.pdf Guidance for new and expectant mothers – https://www.soas.ac.uk/healthandsafety/policies/file60360.doc https://www.soas.ac.uk/healthandsafety/policies/file60361.pdf Fire Safety/Policy - https://www.soas.ac.uk/healthandsafety/fire/ Accidents/Incidents/Near Misses/Accident Reporting & First Aid - https://www.soas.ac.uk/healthandsafety/firstaid/ Emergency Egress for disabled people (peeps) - https://www.soas.ac.uk/healthandsafety/egress/ Automated external defibrillators - https://www.soas.ac.uk/healthandsafety/aed/ Manual handling - https://www.soas.ac.uk/healthandsafety/training/file92751.doc Safety training - https://www.soas.ac.uk/healthandsafety/training/ Risk assessments – https://www.soas.ac.uk/healthandsafety/wwwsoasacuk/healthandsafety/riskassessment/ Lone working [URL to be inserted once approved and live] Working overseas [URL to be inserted once approved and live] COSHH [URL to be inserted once approved and live] Emergency Procedures [URL to be inserted once approved and live (which will house information on who is responsible for the alarms, extinguishers and fire drills as well as documenting evacuation plan and fire wardens list and location Maintenance [URL to be inserted once approved and live]

https://www.soas.ac.uk/healthandsafety/computers/

https://www.soas.ac.uk/admin/governance/policies/file37340.pdf

https://www.soas.ac.uk/healthandsafety/policies/file60360.doc

https://www.soas.ac.uk/healthandsafety/policies/file60361.pdf

https://www.soas.ac.uk/healthandsafety/fire/

https://www.soas.ac.uk/healthandsafety/firstaid/

https://www.soas.ac.uk/healthandsafety/egress/

https://www.soas.ac.uk/healthandsafety/aed/

https://www.soas.ac.uk/healthandsafety/training/file92751.doc

https://www.soas.ac.uk/healthandsafety/training/

https://www.soas.ac.uk/healthandsafety/wwwsoasacuk/healthandsafety/riskassessment/

Control of contractors [URL to be inserted once approved and live] (to include information on contractor risk assessments, method statements, permit to work, PPE, new equipment, training) Asbestos management [URL to be inserted once approved and live] Bee keeping – [URL to be inserted once approved and live] Legionella [URL to be inserted once approved and live] Food allergies [URL to be inserted once approved and live] Noise? [URL to be inserted once approved and live] Public disorder – internal/external/invacuation [URL to be inserted once approved and live] Young persons/Work experience [URL to be inserted once approved and live]

EXECUTIVE BOARD - 27.6.16 APPENDIX G

Paper for the Board of Trustees meeting on 11/7/16

Annual Equailty and Diversity Report (2016)

The Board of Trustees is asked to note the Annual Equality and Diversity Report 2016

Executive Summary The Annual Equality & Diversity Report is an update on progress on embedding equity and inclusive practices and complying with legislation over the preceding 12 month period. Report presented by Chris Ince, School Secretary.

Recommendations The Report provides the Board with equality data on the student body (domestic and international), and the attainment of those students broken down by protected characteristics. It also analyses the workforce profile (academic and professional) and how this reflects the student population. The Report highlights the work undertaken over the preceding year in embedding equality and diversity into all aspects of the School’s function, including a wide variety of cultural and academic events. The Report also notes the internal initiatives to establish a new equality framework to ensure a focus on positive action. This has included a revision of working groups, a consolidated action plan and new policies on Respect and Gender Based Violence. A new Equality and Diversity Strategy (2016/20) has been widely consulted on and is due to be launched in June 2016.

Financial Impact The future financial implications are limited as the focus of this report on the previous academic year.

Risks Under the terms of The Equality Act (2010), the school is defined as a public body in respect of the Public Sector Equality Duty. As such, the School is required to comply with the ‘general’ and ‘specific’ duties of the Act, including the publication of equality data as set out in this Annual Report. Failing to publish this Report would risk legal challenge on the basis of failing to comply with these obligations.

Equality implications The Annual Equality & Diversity report covers the equality implications in the School’s delivery of its functions an HEI, an employer and in the delivery of central support services. This covers people with any of the protected characteristics in the Equality Act (2010).

Annual Equality & Diversity Report, 2016Compiled by Sue Caro

1

The Annual ED&I Report 2015/16 Executive Summary This year has been one of transition for Equality, Diversity & Inclusion (ED&I) at SOAS and for the School overall. Paul Webley, the highly regarded Director, was forced to stand down due to ill health, and the subsequent appointment of Baroness Valerie Amos as his successor found the School in the media spotlight. The newly appointed (May 2015) Diversity team were tasked with carrying out a root and branch review of ED&I at SOAS. The review has led to the development of a new Diversity Strategy, setting out the overall approach; the over-arching ED&I objectives for the next 3 years and a Smart Action Plan. In addition, the internal reporting structure, management and approach to ED&I has been streamlined to reduce duplication and speed up the pace of change. The introduction of the Gender Based Violence (GBV) guidance in January 2016 sees SOAS at the forefront of the sector’s attempts to address this extremely important issue. The Annual Report details this year of transition and reflection. Its format has also changed and includes information about a few of the many culturally diverse and inclusive events, initiatives and projects that are part of SOAS business as usual Headlines from the Staff Data SOAS compared to the HEI average

SOAS is a majority female employer – 52.1% female to 47.9% male – but doesn’t employ as many women as the HEI average, 54% female to 46% male

SOAS remains way ahead of the sector in terms of BME employment, 39.2% BME, 60.8% white in 2015 compared to the HEI average, BME 11.3% BME, 88.7% white.

SOAS BME staff figures have increased by 2.6% to 39.2% since 2014 whereas the sector average has decreased from 11.7% to 11.3% over the same period.

The HEI average for staff declaring a disability is low, just over 4%, it’s lower at SOAS, just 3.4%.

2

SOAS Specific

SOAS employs 1236 staff in total, 644 women (52.1%) and 592 men (47.9%).

In Academic posts men account for 60.9%, women 39.1%, in Professional Services women account for 60.6% of posts, men for 39.4%

There are proportionally more women than men in the lower grades (Grade 3 - 8/Academic Grade 3), men outnumber women in Grade 9/Academic Grade 4 and upwards.

SOAS Gender Trend Analysis

The three-year Gender trend analysis shows there has been very little, if any change. The Research category is the only exception in that it shows a steady increase in women as compared to men.

Overall Ethnicity Totals for the whole School

38.5% of Black staff are in Grade 6/Academic Grade 1 – this is the grade with the most BME staff

66.7% of Arab staff, 35.6% Asian staff, 44.6% Chinese staff, 42.4% Mixed heritage staff and 40.3% of other ethnicity staff, 20.6% of white staff are in Grade 6/Academic Grade 1

There are just 2 Black staff members at the level of Professor,

There are 3 Asian members of staff at the level of Professor.

SOAS BME Trend Analysis

The 3-year BME Trend Analysis shows that BME Support Services staff increased proportionately to 34.75% in 2015 as compared to 32% in 2013.

BME Research staff increased from 26.5% in 2013 to 30.75% in 2015

The reverse is true of BME staff in Teaching & Research (32% in 2013, 28.75% in 2015) and Teaching & Scholarship (49% in 2013, 45% in 2015) in that the proportion has gone down.

3

SOAS Employees by Disability

The number of staff declaring a disability is very low, just 3.4% or 42 people out of the total workforce.

Nearly 4 times as many – 12.5% or 154 people – chose not to disclose or provide any information as to whether they had a disability or not.

Disabled Employees by Contract Type

The majority of disabled staff have permanent contracts

Disabled staff on full time permanent contracts 86.4% (19 people)

SOAS Trend Analysis – Disability

The numbers of staff declaring a disability are generally low but there’s an encouraging upward trend in the numbers of disabled staff in Teaching & Research and Support/Professional Services.

Religion/Belief; Sexual Orientation

Information relating to these protected characteristics has been collected for 2 years and there is a very low level of return. Just 68 people either provided or withheld information in the Religion/Belief category, with just 60 doing the same in the Sexual Orientation category. Improving the rate of return in these categories is therefore a priority.

Pay Gap Female Staff

The average pay gap between men and women is just over £9,000 or - 5.7%

Since 2012 there has been a downward trend in the gender pay gap in all areas except for Support staff where there has been an INCREASE from 8.2% in 2012 to 8.4% in 2016

Teaching, Research & Scholarship all have smaller pay gaps than Support staff

4

BME Staff

BME pay gap £5,533 or -13.4% Disabled Staff

The average pay gap between disabled and non-disabled staff is -8.5% or £3,055

Recruitment

Overall BME applications to SOAS remain relatively stable

Proportionally less BME applicants were interviewed in 2015 but proportionally more were appointed

The gap between the proportion of BME applicants and those appointed has continued to reduce

Disabled Applicants (numbers)

SOAS is attracting more disabled applicants, there was a 2% rise between 2014 and 2015 but the numbers are still low

For the first time the proportion of disabled candidates interviewed compared to those applying increased in 2015

This wasn’t maintained at appointment stage HEADLINES FROM STUDENT DATA

SOAS ALL student figures show a small increase in female students – 64% female, 36% male.

The proportion of UG female students continues to increase, being 63% (1960 out of 3085) in 2015/16, compared to 61% (1710 out of 2785) in 2011/12.

Attainment by Gender

Although significantly fewer students overall obtained a First compared to 2014, the proportion (18%) of male and female students obtaining a First in 2015 is equal for the first time in 5 years.

5

Numerically, 75 female & 45 male students obtained a First in 2015

280 female and 140 male students obtained a 2.1 in 2015. ETHNICITY – ALL STUDENTS

Over the last 5 years the number and proportion of BME students has increased year on year, with 2015/16 showing an increase of 400 students on the 2011/12 figures.

55% of all students are BME in 2015/16, compared to 47% in 2011/12

The Unknown category has reduced by 3% or 150 students over the same period.

UG Students by Ethnicity

The 2015/16 UG intake maintains the 38% White 58% BME split that was recorded in 2014/15, a 10% increase in BME students over 5 years.

The overall total of UG students has increased by 200 since 2014/15; BME students make up 110 of those additional students.

White students continue to do better proportionately.

Attainment by Ethnicity

Each year from 2012 to 2015, white students have achieved the highest number of Firsts.

365 BME students graduated in 2015 with 45 obtaining a First. In terms of attainment, this is a downward trend.

UG Attainment by Ethnicity and Gender

In 2015, 30% of white male students received a First, making them the most successful group.

In all 4 years featured, white men and women were more likely to receive a First than BME men or women.

The most significant difference in attainment between BME male and female students was in 2014 when 16% BME female students achieved a First compared to 11% BME male students. The difference between male and female BME students in the other 3 years was 1% in favour of men.

6

Disability

2015/16 saw a drop of 2% in the proportion of students declaring a disability, just 220 students out of 5230 compared to 290 out of 5245 in 2011/12

The number of UG Students declaring a disability has fallen by 3% since Academic Year 2011/12 and is a 2% drop on 2014/15

Widening Participation – First in Family Students

Across all SOAS students there’s been a significant increase since Academic Year 2011/12 in those who are first in the family to attend university.

A year on year increase in the number of first in family UG students to attend university, representing a 12% rise in UG numbers since Academic Year 2011/12

Religion/Belief; Sexual Orientation & Gender Identity

There’s a low rate of return of information/information refused in these recently introduced categories.

35% of 2015/16 students completed the Religion/Belief section as compared to 12.5% in 2014/15.

33% of 2015/16 students completed the Sexual Orientation section as compared to around 4% in 2014/15

33% of students completed the Gender Identity section in 2015/16 as compared to 3% in 2014/15

7

Equality, Diversity and Inclusion Annual Report 2016

SOAS is a unique institution; visitors to campus, regardless of nationality or background, frequently comment positively on the very visible, broad diversity of staff and students. This diverse population is one of the School’s greatest strengths, a key driver for Equality and Inclusion to be at the heart of everything SOAS does. There is much to celebrate with regards to Equality, Diversity and Inclusion (ED&I) at SOAS, however there is no room for complacency, we need to retain our focus and determination to ensure that SOAS is the best it possibly can be for everyone, staff and students. A stark reminder of how far the HE sector in particular and UK society in general has to go in terms of achieving real inclusion was the positive response to the appointment of Baroness Valerie Amos as the Director of SOAS, who thus became the first Black woman to head a UK University. SOAS looks forward to the day when such an appointment is not seen as anything out of the ordinary; after all, the first Black female Head of a Primary School happened in 1968, nearly 50 years ago. The Annual E&D report is required to fulfil certain important obligations under the Equality Act 2010. Whilst it is essential to meet these obligations, the report does not need to feel dull, worthy or irrelevant to the daily life of the School. With that in mind, this year’s report aims to do more than fulfil the necessary obligations, noting and celebrating some of the SOAS “business as usual” happenings. Many events and outreach activities organised by members of the School community are naturally diverse and inclusive, helping to make SOAS unique. The vast majority of events are free and open to anyone to attend, sharing the resources of the School widely and by doing so, educating, informing and entertaining the wider community, either on campus or working in partnership elsewhere, adding much public value. This is yet further evidence of the School’s overall role in promoting “good relations” between those with “protected characteristics” as defined under the Equality Act, 2010 and others.

8

SOAS Events, Initiatives & Projects – a sample Student Enterprise Department AfroShoot

AfroShoot, a project devised by third year SOAS student Lisa Aissaoui, was awarded funding by the Student Enterprise department. An online photography platform, AfroShoot will enable African photographers who are often underrepresented in the world of art, to spread their vision of the world and increase their visibility. Lisa’s vision has always been driven by the thoughts and experiences of photographers in Africa. Further information can be found here on their Facebook page and here Afroshoot launch video Camden Cares

The Camden Cares project involving SOAS students Raphael Gregorian, Mounir Haddad, Ramie Farag, Nazgol Kafai & Emmanual

https://www.facebook.com/AfroShoot/?fref=ts

https://www.youtube.com/watch?v=ksouEO5XLFI&feature=youtu.be

9

Etuh (above), was awarded funding by the Student Enterprise Department. The project aims to provide young refugees and asylum seekers with a platform to interact with others in their situation, and enjoy fully subsidised football sessions at Arsenal. The project also helped Camden Council with its approach to the incoming Syrian refugee families by galvanising volunteers, and inviting them to the football sessions. Department of Linguistics The Sylheti Project

A group of SOAS students launched a successful community project to crowd fund a Sylheti-language children's storybook. The picture storybook will help promote Sylheti, one of London's under-resourced community languages, spoken in Camden and around the Brick Lane area. The Sylheti Project at SOAS is led by postgraduate students in the linguistics department, with Dr Candide Simard, Senior Teaching Fellow in the Department of Linguistics, together with members of the Surma Centre in Camden, London

The group came together during SOAS Endangered Languages Week in 2012 and is committed to the promotion of minority community languages. Since its formation the group have been documenting Sylheti as it is spoken in London; have created a Sylheti Dictionary App and Sylheti Language Lesson Booklet. This video will tell you more Sylheti Storybook

https://soas.hubbub.net/p/sylhetistorybook/?platform=hootsuite

10

The Launch of the SOAS South Asia Institute

The SOAS South Asia Institute (SSAI) was launched on the 18th May 2015 at a public event in the Brunei Gallery, featuring a panel of high-profile personalities giving their perspectives on the launch, as well as music, entertainment and food from the region. The panel, chaired by BBC Broadcaster, Mishal Husain, followed a Question Time format and audience members were asked to come with thought-provoking questions for the panellists.

Department of Music, School of Arts

SOAS World Music Summer School

Every summer SOAS offers an exciting summer school of world-wide music. The course programme is unique, modestly priced, varied and truly multi-cultural. Open to anyone who is passionate about music and cultures, there is something for everyone: Intensive and inspiring

11

courses, practical workshops, taster sessions and master classes for students of all backgrounds, beginners to advanced, amateur and professional.

This year’s timetable includes Kora, Mbira, Balinese Gamelan, Classic Indian Singing, Afrocuban Bata Drumming & Orisha Songs and much more. Summer Music School 2016 Timetable

SOAS Concert Series

The SOAS Concert Series has established itself as the place to go for some of the most interesting and varied multicultural music in London today, with consistent high quality and a great concert atmosphere guaranteed. Concerts are free and open to all. The season runs from October to May every year and features 12 concerts, the most recent series featured concerts by Melange and Nana Y La Esencia, as well as an evening of music entitled Sufis on the Silk Road.

Faculty of Languages and Cultures

The Faculty ran an outreach project with London school pupils exploring linguistic diversity and its relationship with human rights. The Universal Declaration of Human Rights is translated into 403 languages, many of which are spoken by London schoolchildren. Working with SOAS students, pupils from the participating schools

Melange seamlessly blend music from North Africa, Turkey, Iraq, Egypt, and Greece with Central Asian folk melodies, across to the fiery tango of Argentina and the street choro of Brazil.

Nana Y La Esencia, headed by the powerful vocals of Nana Clara, are a group of seasoned musicians playing Cuban dance music combining salsa, timba, rumba, son and much more.

http://www.soas.ac.uk/music/summermusicschool/timetable/

12

memorised an article from the Declaration in a language of their choice. They then performed these articles in a collective celebration.

SOAS, University of London students at work with London school pupils (future SOAS students?) celebrating language diversity and the Universal Declaration of Human Rights (UDHR).

Photos: Glenn Ratcliffe

Ramadan Tent Project

13

The Ramadan Tent Project is an award-winning, SOAS student-led initiative, which has run for 3 years. Members of the public, Muslims and non-Muslims, are invited to break fast together (known as Iftar) each day during the month of Ramadan at its location in Malet Street Gardens. The aim of Ramadan Tent Project is to provide people with a better understanding of the spirit and essence of Ramadan, also known as Sawm, and create greater cross-community cohesion and understanding. Ramadan Tent video

Centre for Gender Studies

Seminar Series, Film Screenings & Book Launches

The Gender Studies Seminar Series takes place during term time on Thursdays from 5-7pm in the Kamran Djam Lecture Theatre (DLT) in the SOAS main building. http://blogs.soas.ac.uk/gender-studies/

Events are free and open to the public. All are welcome. Topics covered included Queer Perspectives on Law; Gender, Peacebuilding and the Politics of Space; Decolonizing Knowledge: A Lecture-Performance by Grada Kilomba.

As a consequence of providing all of the above and more, SOAS turns out graduates such as England Rugby star and SOAS Politics student, Maro Itoje, recently featured in an Evening Standard double spread, sharing his views on feminism. http://www.standard.co.uk/lifestyle/london-life/rugby-star-maro-itoje-on-being-a-liberal-feminist-and-his-drive-to-be-the-best-a3215001.html

https://www.youtube.com/watch?v=3Q8EF2knPFE

http://blogs.soas.ac.uk/gender-studies/

http://www.standard.co.uk/lifestyle/london-life/rugby-star-maro-itoje-on-being-a-liberal-feminist-and-his-drive-to-be-the-best-a3215001.html

http://www.standard.co.uk/lifestyle/london-life/rugby-star-maro-itoje-on-being-a-liberal-feminist-and-his-drive-to-be-the-best-a3215001.html

14

Rugby star Maro Itoje on being a liberal

feminist and his drive to be the best

After a Six Nations Grand Slam, England have a new rugby star — a part-time poet, SOAS politics student and ‘liberal feminist’. Maro Itoje talks to Susannah Butter about his drive to be the best.

“I describe myself as a liberal feminist. I definitely

think we live in a system of patriarchy. Society has

put unreasonable and unfair restrictions on women

and has blocked many opportunities. Without a

shadow of a doubt males have more opportunities

to succeed. It’s partly due to sexism and partly due

to attitudes towards women in this country and all

over the world.”

15

Reviewing ED&I at SOAS Following the appointment of a new Diversity Team (May 2015) with expertise from outside the HE sector, a wholesale review of the SOAS approach to/delivery of ED&I was undertaken by the new appointees. This work builds upon the foundations laid by Deb Viney, the School’s much loved Diversity Adviser who passed away in 2014. The Diversity Strategy The main finding of the review was that in order to make sustainable progress, a more strategic, coherent and joined up approach to ED&I at SOAS was needed, with achievable objectives and measureable outcomes. The new Diversity Strategy clearly sets out the over-arching ED&I priorities for the School and is accompanied by a consolidated SMART Action Plan to ultimately deliver those priorities. The Action Plan will measure progress, ensuring accountability and ownership of the previously agreed actions. New Diversity Structure The ED&I review also identified that there were a large number of internal working groups with a Diversity focus, often with over-lapping remits and memberships. Unsurprisingly, this has resulted in much duplication of effort and some confusion over ownership of actions in the past, impacting on overall progress towards a more diverse and inclusive SOAS. It was decided therefore to streamline and simplify the diversity effort by reducing the number of working groups and meetings. For ED&I to be properly integrated across the board at SOAS, everyone needs to be a champion, from the top down and bottom up. It’s not someone else’s responsibility; every member of the School community needs to play their part. The new structure encourages broad, whole school participation through the Inclusion Forum, open to all staff and students. Concerns, recommendations and suggestions from the Inclusion Forum will be passed on to two working groups, each group having a different but complementary remit. The Mede working group continues with its focus on Staff ED&I issues whilst the newly convened Studying@SOAS working group is focused on ED&I issues relating to all aspects of studying, teaching and research at SOAS. Both working groups report to the Equality and Diversity Committee (EDC).

16

Respect@SOAS The Respect@SOAS policy has now replaced the Dignity at SOAS policy, providing an informal route to resolving difficulties between members of the SOAS community. This new, simplified approach was necessary because the Dignity Policy was perceived as overly complex, taking up a significant amount of the previous Diversity Adviser’s time, in particular the “informal investigation” element. If the problem cannot be resolved informally then the relevant formal Complaints, Grievances or Disciplinary procedures/policies remain available as options.

Gender Based Violence (GBV) Guidance In keeping with its reputation for innovation, SOAS is one of the few HEIs in the UK to have introduced specific guidance on Gender-Based Violence, authored by Diversity & Inclusion Manager, Mark Harrison. As prevention of GBV is the desired outcome, SOAS has also adopted the Intervention Initiative training materials developed by University of the West of England, which prompt students of both genders to consider what is and what is not appropriate behaviour. These resources have been proven to have a positive impact, in particular by avoiding stigmatising male students or further entrenching misogynistic attitudes. Academic and other staff also received training on how best to give support - including signposting to external organisations – to anyone who reports that they have experienced GBV to a staff member. The Director, writing in The Guardian in January 2016 said:

“We at SOAS University of London want to be at the forefront of the drive to eliminate these crimes from our school, which is why we launched new guidance on preventing and responding to gender-based violence.

Our drive comes from our commitment to equality and diversity. We want all SOAS students to have a good experience – embracing not only academic education and preparation for the world of work, but also social life, community atmosphere, campus environment and sports and cultural facilities. This brings with it an expansive duty of care”

http://www1.uwe.ac.uk/bl/research/interventioninitiative/thetoolkit.aspx

http://www1.uwe.ac.uk/bl/research/interventioninitiative/thetoolkit.aspx

http://www.theguardian.com/higher-education-network/2016/jan/05/at-soas-we-will-act-to-stop-sexual-violence-on-campus

https://www.soas.ac.uk/

https://www.soas.ac.uk/equalitydiversity/gender-based-violence/file107475.pdf

https://www.soas.ac.uk/equalitydiversity/gender-based-violence/file107475.pdf

http://www.theguardian.com/education/school-of-oriental-and-african-studies

17

Equality & Diversity Mandatory Training

The mandatory Diversity training for all new staff (and for any existing staff who haven’t already done it) has been updated and amended. It is one of three mandatory training courses for staff. The completion rate overall for mandatory training is 80%, within that figure the E&D training has the highest uptake.

Access

A comprehensive Building Access Audit has been carried out by a qualified Access Accessor of the Brunei Gallery, including the surrounding exterior area. The arising recommendations are being implemented over a period of time. An access statement forms part of the Building Control Approval for the new North Block building and is currently being finalised with the consultants, this is best practice.

Diversity Day, November 2015

The second annual Diversity Day (planned months in advance) took place on the first day the School reopened after the enforced whole School Closure. Unfortunately this had a negative impact on the numbers attending, however those who did attend found the sessions informative and engaging.

There were presentations on Mental Health, the staff Gender Pay Gap, the BME student Attainment Gap and Gender Based Violence. Following break-out sessions where these issues were discussed in more detail, the Director chaired the final plenary session and Q&A, pulling together recommendations and suggestions from the break out groups to be considered for inclusion in the new Diversity Strategy.

A Networking Reception, accompanied by the soothing sounds of the Kora played by Althea Scully-Cole, a SOAS MA student, rounded off the day’s discussions.

Working with the SU

Since taking up their posts, both Diversity & Inclusion Managers have set about strengthening links and building trust with the Sabbatical Officers and other elected SU representatives. Working collaboratively with the SU extends the reach and impact of the School’s ED&I policies and initiatives. In the words of the Equality Act, 2010, it “fosters good relations”!

18

Some would argue that the SOAS staff workforce profile should mirror that of the students. The chart below demonstrates that although much progress has been made, the School still has work to do.

55% of all SOAS students are BME compared to 39% of staff

64% of all SOAS students are female compared to 52% of staff

SOAS’ ED&I priorities, as set out in the Diversity Strategy and accompanying Action Plan, will be informed by the data published as part of this report. The data suggests a need to focus on:

Appointing more women and BME staff into senior roles across the School.

Improving the representation of women and BME people in Academic roles.

Reducing the pay gap for women, BME and disabled staff.

Reducing the attainment gap for BME, International and female students.

0

10

20

30

40

50

60

70

Female Male White BME Unknown

Breakdown of SOAS Staff & Students by gender & ethnicity

Soas Staff

Soas Students

19

Staff Data Highlights (staff in post at 31/12/2015)

Female staff 644 Male staff 592 Total staff 1236

F M Grand Total

By Staff Group (%)

Academic 39.1% 60.9% 100.0%

Research 56.4% 43.6% 100.0%

Teaching 43.4% 56.6% 100.0%

Professional/Support 60.6% 39.4% 100.0%

Fractional 55.0% 45.0% 100.0%

All Staff 52.1% 47.9% 100.0%

20

Grade and Gender split (whole School)

Employees by Grade and Gender (%)

Table 5

F M Grand Total

Grade 3 60.0% 40.0% 100.0%

Grade 4 62.5% 37.5% 100.0%

Grade 5 59.1% 40.9% 100.0%

Grade 6/Academic Grade 1 62.1% 37.9% 100.0%




Grade 10/Academic Grade 5 38.1% 61.9% 100.0% Professor-Career Band A/Merit A 39.0% 61.0% 100.0%

Professor-Career Band B 24.1% 75.9% 100.0%

Professor - Merit Band B 12.5% 87.5% 100.0% Professor- Post Retirement - Spot Salaries 0.0% 100.0% 100.0%

All Staff 52.8% 47.2% 100.0%

Across the whole school there are:

Proportionally more women than men in the lower grades (Grade 3 - 8/Academic Grade 3).

0

50

100

150

200

250

Employees by Grade & Gender (numbers)

F

M

21

Gender and area of work:

Men outnumber women by 20% (67 posts) as Academics

Men outnumber women by 13% (13 posts) as Teachers

Women outnumber men by 13% (5 posts) as Researchers

Women outnumber men by 10% (36 posts) as Fractionals

Women outnumber men by 21% (91 posts) in Professional Services Overall Ethnicity Totals for the whole School (table 10) In total 54 people either didn’t know, refused the information or left it blank on the monitoring form

Total number of white staff is 58.1% or 709 people

Total number of staff with an Arab background is 0.2% or 3 people

Total number of staff with an Asian background is 14.5% or 177 people

Total number of staff with a Black background is 6.5% or 79 people

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

Arab

Asian

Black

Chinese

Mixed Heritage

Other Ethnicity

White

Not Known

Information refused

Not provided

Staff Group by Ethnic Origin

Fractional Professional/Support Teaching Research Academic

22

Total number of staff with a Chinese background is 5.5% or 67 people

Total number of staff with a Mixed background is 4.8% or 58 people

Total number of staff of other ethnic background is 6% or 73 people The only employment category in the School that’s NOT majority white is the Fractional category.

White staff account for 43.7% or 152 people of the total of those on Fractional contracts, whereas the total of staff from all other ethnicities is 48.4% or 168 people.

Black Staff account for just 3.6% (11) of Academic staff, 5.2% (18) of all Fractional staff

Asian Staff account for 11.4% (35) of Academic staff and 19.3% (67) of all Fractional staff

Chinese staff account for 5.2% (16) of all Academic staff and 7.5% (26) of all Fractional staff

Mixed heritage staff account for 2.6% (8) of all Academic staff and 5.7% (20) of all Fractional staff

There are just 3 Arab staff members, 2 of whom are Fractional staff

23

Ethnicity and grade

38.5% of Black staff are in Grade 6/Academic Grade 1 – this is the grade with the most BAME staff

66.7% of Arab staff, 35.6% Asian staff, 44.6% Chinese staff, 42.4% Mixed heritage staff and 40.3% of other ethnicity staff, 20.6% of white staff are in Grade 6/Academic Grade 1

There are just 2 Black staff members at the level of Professor, Career Band B

There is 1 Asian member of staff at the level of Professor, Career Band B and 2 Asian Professors, Merit Band B

0

50

100

150

200

250

Grade by Ethnic Origin

Arab Asian Black Chinese

Mixed Heritage Other Ethnicity White Not Known

Information refused Not provided

24

Overall SOAS has a relatively high % of BAME staff; however they are generally concentrated in the lower Professional Services grades and the most junior Academic grade. Employees by Disability (Table 16)

The number of staff declaring a disability is very low, just 3.4% or 42 people out of the total workforce.

Nearly 4 times as many – 12.5% or 154 people – chose not to disclose or provide any information as to whether they had a disability or not.

Employees by Gender and Disability (Table 17 & 18)

Disabled women 57.1% (24 people)

Disabled men 42.9% (18 people) Disabled Employees by Contract Type (Table 19 & 20)

The majority of disabled staff have permanent contracts

Disabled staff on full time permanent contracts 86.4% (19 people)

Disabled staff on part time permanent contracts 13.6% (3 people)

There are 19 disabled staff on fixed term contracts, 6 are fixed term full time contracts, the other 13 are part time. (Tables 21 & 22)

13 Disabled staff on Fractional contracts

0 50 100 150 200

Grade 3/4

Grade 6/Academic Grade 1



Professor-Career Band B

Professor- Post Retirement - Spot Salaries

Grade by BME Staff and Gender

BME Female BME Male

25

Sexual Orientation

This category has only been monitored for new starters over the last 2 years so the numbers are low, just 60 people in total either provided or refused to provide the information. Religion/Belief

Monitoring information for this category has only been collected for the last two years from new starters, again the numbers are low. A total of 68 people either provided or refused to provide the information.

0 10 20 30 40 50

Gay man

Gay woman/lesbian

Heterosexual

Information refused

Sexual Orientation

0 5 10 15 20 25 30

No religion

Buddhist

Christian

Christian - Roman Catholic

Hindu

Jewish

Muslim

Sikh

Any other religion or belief

Information refused

Religion/Belief

26

Trend Analysis

0

50

100

150

200

250

2013 2014 2015

Teaching & Research by Gender

Female

Male

0

50

100

150

200

250

300

2013 2014 2015

Teaching & Scholarship by Gender

Female

Male

27

The three-year Gender trend analysis shows there has been very little if any change. The Research category is the only exception in that it shows a steady increase in women as compared to men.

0

5

10

15

20

25

2013 2014 2015

Research by Gender

Female

Male

0

50

100

150

200

250

300

2013 2014 2015

Support by Gender

Female

Male

28

Trend Analysis by Ethnicity

26.0%

27.0%

28.0%

29.0%

30.0%

31.0%

32.0%

33.0%

2013 2014 2015

Teaching & Research by Ethnicity

BME

41.0%

42.0%

43.0%

44.0%

45.0%

46.0%

47.0%

48.0%

49.0%

50.0%

2013 2014 2015

Teaching & Scholarship by Ethnicity

BME

29

The 3-year BME Trend Analysis shows that BME Support Services and Research staff increased as compared to 2013.

The reverse is true of BME staff in Teaching & Research and Teaching & Scholarship

24.0%

25.0%

26.0%

27.0%

28.0%

29.0%

30.0%

31.0%

32.0%

2013 2014 2015

Research by Ethnicity

BME

30.5%

31.0%

31.5%

32.0%

32.5%

33.0%

33.5%

34.0%

34.5%

35.0%

35.5%

2013 2014 2015

Support by Ethnicity

BME

30

Disability Trend Analysis

0

1

2

3

4

5

6

7

8

9

10

2013 2014 2015

Teaching & Research by Disability

Disabled

0

2

4

6

8

10

12

14

16

2013 2014 2015

Teaching & Scholarship by Disability

Disabled

0

0.2

0.4

0.6

0.8

1

1.2

2013 2014 2015

Research by Disability

Disabled

31

The numbers of staff declaring a disability are generally low but there’s an encouraging upward trend in the numbers of disabled staff in Teaching & Research and Support/Professional Services.

0

2

4

6

8

10

12

14

16

18

20

2013 2014 2015

Support by Disability

Disabled

32

HEI Sector Wide Comparative Analysis

The percentage of staff declaring a disability is low across the sector as this graph illustrates, just over 4% across the entire sector, SOAS falls below that figure. All HEI Staff by Gender 2013-15

All HEI Staff

Year Female % Male %

2013 53.9% 46.1%

2014 53.8% 46.2%

2015 54% 46%

ALL SOAS Staff by Gender 2013-15

All SOAS Staff

Year Female % Male %

2013 51.90% 48.10%

2014 52.60% 47.40%

2015 52.10% 47.90%

SOAS falls below the overall sector figures for female staff.

0.0%

0.5%

1.0%

1.5%

2.0%

2.5%

3.0%

3.5%

4.0%

4.5%

2014/15

% of Disabled Staff

SOAS

City University

All UK HESA

33

All HEI Staff by Ethnicity 2013-15

Table 46

All HEI Staff

BME

Year BME % White %

2013 11.4% 88.6%

2014 11.7% 88.3%

2015 11.30% 88.7%

All SOAS Staff by Ethnicity 2013-15

Table 47

All SOAS Staff

BME

Year BME % White %

2013 36.5% 56.0%

2014 36.6% 59.2%

2015 39.2% 60.8%

SOAS remains way ahead of the sector in terms of BME employment, continuing to show an upward trend.

34

Pay Gap Gender

The average pay gap between men and women is just over £9,000 or -5.7%

Since 2012 there has been a downward trend in the pay gap in all areas except for Support staff where there has been an INCREASE from 8.2% in 2012 to 8.4% in 2016

Teaching, Research & Scholarship all have smaller pay gaps than Support staff

£0

£10,000

£20,000

£30,000

£40,000

£50,000

£60,000

Teaching andResearch

Teaching andScholarship

Research Support

Gender Pay Gap

Female

Male

35

BME Staff Pay Gap

95 staff either 'unknown, refused or not recorded'

BME pay gap £5,533 or -13.4%

Disabled Staff Pay Gap

165 staff were either 'unknown, refused or not recorded'

The average pay gap between disabled and non-disabled staff is -8.5% or £3,055.

£0

£5,000

£10,000

£15,000

£20,000

£25,000

£30,000

£35,000

£40,000

£45,000

White BME Pay Gap

BME Pay Gap

Series1

£0

£5,000

£10,000

£15,000

£20,000

£25,000

£30,000

£35,000

£40,000

£45,000

All Staff Not known tobe disabled

Disabled Pay Gap

Disability Pay Gap

Series1

36

Recruitment Stats BME Recruitment by %

Overall BME applications to SOAS remain relatively stable

Proportionally less BME applicants were interviewed in 2015 but proportionally more were appointed

The gap between the proportion of BME applicants and those appointed has continued to reduce

Disabled Applicants (numbers)

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

BME applicants BME interviewed BME appointed

2010

2014

2015

0

20

40

60

80

100

120

140

Disabled applicants Disabledinterviewees

Disableddappointees

2010

2014

2015

37

Disabled Applicants %

SOAS is attracting more disabled applicants, there was a 2% rise between 2014 and 2015 but the numbers are still low

For the first time the proportion of disabled candidates interviewed compared to those applying increased in 2015

This wasn’t maintained at appointment stage

0%

1%

2%

3%

4%

5%

6%

disabled applicants disabledinterviewees

disabled appointees

2010

2014

2015

38

Student Data for 2016 E&D Report

SOAS ALL student figures show a small increase in female students – in 2011/12 there were 3305 (63%) female students and 1930 (37%) male students, in 2015/16 there were 3370 (64%) female students & 1860 (36%) male students.

Undergraduate Students by Gender

0

500

1000

1500

2000

2500

3000

3500

4000

A11/12 A12/13 A13/14 A14/15 A15/16

Number of SOAS Students by Gender, 11/12 to 15/16

Numbers shown are FPE (headcount) rounded to the nearest 5

F

M

Unknown

0

500

1000

1500

2000

2500

A11/12 A12/13 A13/14 A14/15 A15/16

Number of UG Students by Gender, 11/12 to 15/16


F

M

Unknown

39

A11/12 A12/13 A13/14 A14/15 A15/16

F 61% 61% 62% 62% 63%

M 39% 39% 38% 38% 37%

Unknown 0% 0% 0% 0% 0%

Grand Total 100% 100% 100% 100% 100%

The number of UG female students continues to increase with 1960 female students in 2015/16 of a total of 3085 compared to 1710 in 2011/12 from a total of 2785.

PGT Students by Gender

A11/12 A12/13 A13/14 A14/15 A15/16

F 67% 67% 66% 68% 68%

M 33% 33% 34% 32% 32%

Unknown 1% 0% 0% 0% 0%

Grand Total 100% 100% 100% 100% 100%

PGT female students have increased proportionally compared to male students since 2011/12 although there are fewer PGT students in number, 1125 female PGT students in 2011/12 compared to 1120 in 2015/16

0

200

400

600

800

1000

1200

1400

A11/12 A12/13 A13/14 A14/15 A15/16

Number of PGT Students by Gender, 11/12 to 15/16


F

M

Unknown

40

A11/12 A12/13 A13/14 A14/15 A15/16

F 58% 59% 59% 58% 61%

M 42% 41% 41% 42% 39%

Grand Total 100% 100% 100% 100% 100%

PGR female students represent the biggest proportional increase of all 3 student categories, a 3% increase in 2015/16 as compared to 2011/12.

However numbers of PGR students are down overall from 605 in 2011/12 to 475 in 2015/16.

Attainment by Gender

0

50

100

150

200

250

300

350

400

A11/12 A12/13 A13/14 A14/15 A15/16

Number of PGR Students by Gender, 11/12 to 15/16


F

M

0

100

200

300

400

500

F M F M F M F M

2012 2013 2014 2015

Number of UG Completions by Grade and Gender, 2012 - 2015


01:First class honours

02:Upper second classhonours

Below Upper second

41

2012 2013 2014 2015 F M F M F M F M

01:First class honours 16% 18% 21% 23% 22% 24% 18% 18%

02:Upper second class honours 67% 64% 62% 60% 60% 61% 67% 56%

Below Upper second 17% 18% 16% 18% 18% 15% 15% 26%

03:Lower second class honours 16% 18% 13% 14% 16% 13% 13% 22%

05:Third class honours 1% 0% 1% 4% 1% 0% 1% 2%

06:Fourth class honours 0% 0% 0% 0% 0% 0% 0% 0%

07:Unclassified honours 0% 0% 1% 2% 0% 0% 0% 0%

09:Pass (HE) 0% 0% 0% 0% 1% 2% 1% 2% 10:Ordinary 0% 0% 0% 0% 0% 0% 0% 0%

Grade unknown 0% 0% 1% 0% 0% 0% 0% 0%

Grand Total 100% 100% 100% 100% 100% 100% 100% 100%

Although significantly fewer students overall obtained a First compared to 2014, the proportion of male and female students obtaining a First in 2015 is equal for the first time in 5 years.

There was a sizeable increase in the proportion of female students obtaining a 2.1 in 2015 compared to 2014, and 11% more women than men obtained a 2.1 in 2015.

42

ETHNICITY – ALL STUDENTS

A11/12 A12/13 A13/14 A14/15 A15/16

White 46% 44% 43% 43% 41%

BME 47% 50% 52% 53% 55%

Unknown 7% 6% 5% 4% 4%

Grand Total 100% 100% 100% 100% 100%

A11/12 A12/13 A13/14 A14/15 A15/16

White 2425 2185 2195 2210 2165

BME 2460 2445 2660 2745 2860

Unknown 360 305 245 230 210

Grand Total 5245 4935 5100 5185 5230

Over the last 5 years the number and proportion of BME students has

increased year on year, with 2015/16 showing an 8% increase or 400 students on the 2011/12 figures.

The Unknown category has reduced by 3% or 150 students over the same period.

0

500

1000

1500

2000

2500

3000

3500

A11/12 A12/13 A13/14 A14/15 A15/16

Number of SOAS Students by Ethnicity, 11/12 to 15/16


White

BME

Unknown

43

UG Students by Ethnicity

A11/12 A12/13 A13/14 A14/15 A15/16

White 45% 41% 40% 38% 38% BME 48% 53% 56% 58% 58% Unknown 7% 6% 4% 4% 4%

Grand Total 100% 100% 100% 100% 100%

A11/12 A12/13 A13/14 A14/15 A15/16

White 1255 1150 1155 1095 1185 BME 1330 1470 1605 1685 1795 Unknown 200 180 130 120 115

Grand Total 2785 2800 2890 2895 3095

The 2015/16 UG intake maintains the 38% White 58% BME split that

was recorded in 2014/15, a 10% increase in BME students over 5 years.

The overall total of UG students has increased by 200 since 2014/15; BME students make up 110 of those additional students.

0

200

400

600

800

1000

1200

1400

1600

1800

2000

A11/12 A12/13 A13/14 A14/15 A15/16

Number of UG Students by Ethnicity, 11/12 to 15/16


White

BME

Unknown

44

Number of PGT Students by Ethnicity

A11/12 A12/13 A13/14 A14/15 A15/16

White 51% 50% 48% 50% 46% BME 44% 44% 47% 46% 50% Unknown 5% 5% 5% 4% 3%

Grand Total 100% 100% 100% 100% 100%

A11/12 A12/13 A13/14 A14/15 A15/16

White 40% 43% 44% 44% 44% BME 52% 50% 49% 49% 48% Unknown 8% 7% 7% 7% 7% Grand Total 100% 100% 100% 100% 100%

0

100

200

300

400

500

600

700

800

900

1000

A11/12 A12/13 A13/14 A14/15 A15/16

Number of PGT Students by Ethnicity, 11/12 to 15/16


White

BME

Unknown

0

50

100

150

200

250

300

350

A11/12 A12/13 A13/14 A14/15 A15/16

Number of PGR Students by Ethnicity, 11/12 to 15/16


White

BME

Unknown

45

Attainment by Ethnicity

Each year from 2012 to 2015, white students have achieved the highest number of Firsts.

365 BME students graduated in 2015 with 45 obtaining a First. In terms of attainment, this is a downward trend.

White students continue to do better proportionately.

0

100

200

300

400

BM

E

Un

kn

ow

n

Wh

ite

BM

E

Un

kn

ow

n

Wh

ite

BM

E

Un

kn

ow

n

Wh

ite

BM

E

Un

kn

ow

n

Wh

ite

2012 2013 2014 2015

Number of UG Completions by Grade and Ethnicity, 2012 - 2015




Below Upper second

46

UG Grade by Ethnicity 2012 2013 2014 2015

BME Unknown White BME

Unknown White BME

Unknown White BME

Unknown White

01:First class honours 25 5 70 55 15 95 50 10 90 45 5 75

02:Upper second class honours 160 25 210 230 25 190 190 25 185 235 25 155

Below Upper second 60 10 35 70 5 45 70 10 35 85 10 35

03:Lower second class honours 55 5 35 60 0 35 60 5 30 65 10 35

05:Third class honours 5 0 0 5 0 5 5 0 0 15 0 0 06:Fourth class honours 0 0 0 0 0 0 0 0 0 0 0 0 07:Unclassified honours 0 0 0 5 0 5 0 0 0 0 0 0 09:Pass (HE) 5 0 0 0 0 0 10 0 0 5 0 0 10:Ordinary 0 0 0 0 0 0 0 0 0 0 0 0

Grade unknown 0 0 0 0 0 0 0 0 0 0 0 0

Grand Total 245 40 315 355 45 330 310 45 310 365 40 265

47

Grade by UK/EU/International 2012

2013

2014 2015

UK EU International UK EU

International UK EU

International UK EU

International

01:First class honours 65 25 10 110 35 15 105 30 15 85 25 15

02:Upper second class honours 285 55 55 305 60 80 250 75 75 255 55 105

Below Upper second 65 15 30 65 15 40 70 10 35 80 10 35

03:Lower second class honours 60 15 20 50 15 35 60 10 25 65 10 30

05:Third class honours 0 0 5 10 0 5 5 0 0 10 0 5 06:Fourth class honours 0 0 0 0 0 0 0 0 0 0 0 0 07:Unclassified honours 0 0 0 5 0 0 0 0 0 0 0 0 09:Pass (HE) 0 0 0 0 0 0 5 0 5 5 0 0 10:Ordinary 0 0 0 0 0 0 0 0 0 0 0 0

Grand Total 415 95 95 485 11

0 135 425 115 125 420 90 155

48

UG Attainment by domicile - UK/EU/International

EU students had a rise in attainment in 2015 as compared to 2014 achieving proportionally more Firsts but both UK and International students did not achieve as many Firsts as in 2014.

Conversely, UK and International students increased the number of 2.1s being achieved in 2015 whilst EU students achieving a 2.1 decreased.

International students have reduced the proportion of Below Upper Seconds considerably over the 4 year period – it was 32% in 2012, 23% in 2015 – but they are still the group most likely to achieve a lower class degree.


In 2015, 30% of white male students received a First, making them the most successful group.

In all 4 years featured, white men and women were more likely to receive a First than BME men or women.

The most significant difference in attainment between BME male and female students was in 2014 when 16% BME female students achieved a First compared to 11% BME male students. The difference between male and female BME students in the other 3 years was 1% in favour of men.

49


Key: BME = Black & Minority Ethnic, U = Unknown, W = White

2012

2013

2014 2015

F M F M F M F M

BME U W BME U W BME U W BME U W BME U W BME U W BME U W BME U W

01:First class honours 15 0 45 10 5 25 35 5 55 20 10 40 35 5 55 10 5 35 25 0 45 15 0 30

02:Upper second class honours 95 15 140 60 5 70 150 15 115 80 10 75 130 15 115 60 10 70 160 15 100 75 5 55

Below Upper second 40 5 25 25 5 15 45 0 25 25 0 25 50 10 20 20 0 15 45 5 20 40 5 15

03:Lower second class honours 35 0 20 20 5 15 40 0 20 20 0 15 45 5 20 15 0 10 35 5 15 30 5 15

05:Third class honours 5 0 0 0 0 0 5 0 0 5 0 5 5 0 0 0 0 0 5 0 0 5 0 0

06:Fourth class honours 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

07:Unclassified honours 0 0 0 0 0 0 5 0 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

09:Pass (HE) 0 0 0 0 0 0 0 0 0 0 0 0 5 0 0 5 0 0 0 0 0 0 0 0

10:Ordinary 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Grade unknown 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Grand Total 150 20 210 95 15 110 230 20 195 125 20 140 215 30 190 90 15 120 230 20 165 130 10 100

50

Disability

A11/12 A12/13 A13/14 A14/15 A15/16

Disability Declared 7% 8% 10% 11% 4%

No known disability 93% 92% 90% 89% 96%

Grand Total 100% 100% 100% 100% 100%

2015/16 figures were as at 1/12/15, not from end of Academic year (see note at end of report).

Number of UG Students with declared disability A11/12 A12/13 A13/14 A14/15 A15/16

Disability declared 240 275 350 385 115

No known disability 2545 2525 2535 2510 2980

Grand Total 2785 2800 2885 2895 3095 A11/12 A12/13 A13/14 A14/15 A15/16

Disability declared 7% 6% 6% 6% 4% No known disability 93% 94% 94% 94% 96%

Grand Total 100% 100% 100% 100% 100%

A11/12 A12/13 A13/14 A14/15 A15/16

Number of SOAS Students with declared disability, 11/12 to 15/16


Disabilty Declared

No known disability

51

The number of UG Students declaring a disability appears to have fallen by 3% due to data collection date

A11/12 A12/13 A13/14 A14/15 A15/16

Disability declared 95 90 135 155 85 No known disability 1595 1530 1540 1575 1570

Grand Total 1685 1620 1670 1730 1660

0

200

400

600

800

1000

1200

1400

1600

1800

A11/12 A12/13 A13/14 A14/15 A15/16

Number of PGT Students with declared disability, 11/12 to 15/16


Disability declared

No known disability

52

A11/12 A12/13 A13/14 A14/15 A15/16

Disability declared 25 30 30 30 15 No known disability 490 510 510 525 460

Grand Total 605 515 540 555 475

Disabled PGT students represent 5% of all PGT students, PGR disabled students remain at 3%.

0

100

200

300

400

500

600

700

A11/12 A12/13 A13/14 A14/15 A15/16

Number of PGR Students with declared disability, 11/12 to 15/16


Disability declared

No known disability

0102030405060

Disabilitydeclared

Disabilitydeclared

Disabilitydeclared

Disabilitydeclared

2012 2013 2014 2015

Number of UG Completions by Grade and Declared Disability, 2012 - 2015




Below Upper second

53

Widening Participation – First in Family Students

A11/12 A12/13 A13/14 A14/15 A15/16

Parents with HE Quals 2945 3045 3330 3395 3350 Parents without HE Quals 845 1020 1115 1220 1305 Information refused 425 315 215 180 130 Don't know 215 185 180 190 180 Did Not Answer 815 370 260 200 265

Grand Total 5245 4935 5100 5185 5230

A11/12 A12/13 A13/14 A14/15 A15/16

Parents with HE Quals 56% 62% 65% 65% 64% Parents without HE Quals 16% 21% 22% 24% 25% Information refused 8% 6% 4% 3% 2% Don't know 4% 4% 4% 4% 3%

Did Not Answer 16% 7% 5% 4% 5%

Grand Total 100% 100% 100% 100% 100%

Across all SOAS students there’s been a significant increase since Academic Year 2011/12 in those who are first in the family to attend university.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

A11/12 A12/13 A13/14 A14/15 A15/16

Proportion of SOAS Students who are first in family to attend HE, 11/12 to

15/16Percentages are based on FPE (headcount) rounded to the nearest 5

Did Not Answer

Don't know

Information refused

Parents without HE Quals

Parents with HE Quals

54

UG First in Family Students

A11/12 A12/13 A13/14 A14/15 A15/16

Parents with HE Quals 50% 56% 61% 60% 59% Parents without HE Quals 16% 21% 24% 27% 28% Information refused 12% 8% 4% 2% 1%

Don't know 6% 5% 4% 5% 4% Did Not Answer 15% 10% 7% 6% 8%

Grand Total 100% 100% 100% 100% 100%

A year on year increase in the number of first in family UG students to attend university, representing a 12% rise in UG numbers since Academic Year 2011/12

PGT First in Family Students A11/12 A12/13 A13/14 A14/15 A15/16

Parents with HE Quals 72% 71% 73% 74% 72% Parents without HE Quals 18% 20% 18% 18% 20% Information refused 4% 4% 4% 4% 4% Don't know 2% 3% 3% 2% 3% Did Not Answer 4% 2% 2% 1% 2%

Grand Total 100% 100% 100% 100% 100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

A11/12 A12/13 A13/14 A14/15 A15/16

Proportion of UG Students who are first in family to attend HE, 11/12 to 15/16

Percentages are based on FPE (headcount) rounded to the nearest 5

Did Not Answer

Don't know

Information refused



55

PGR First in Family students

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

A11/12 A12/13 A13/14 A14/15 A15/16

Proportion of PGT Students who are first in family to attend HE, 11/12 to 15/16

Percentages are based on FPE (headcount) rounded to the nearest 5

Did Not Answer

Don't know

Information refused



0%

20%

40%

60%

80%

100%

A11/12 A12/13 A13/14 A14/15 A15/16

Proportion of PGRS Students who are first in family to attend HE, 11/12 to

15/16Percentages are based on FPE (headcount) rounded to the nearest 5

Did Not Answer

Don't know

Information refused



56

Number of SOAS Students by Domicile

Proportionally UK, EU & International student numbers have all fallen in 2015/16, this drop corresponds with an increase in the unknown category from 0% in the 4 previous years to 5% in 2015/16.

A11/12 A12/13 A13/14 A14/15 A15/16

UK 52% 54% 53% 53% 50%

EU 16% 16% 16% 16% 15%

International 32% 30% 31% 31% 30%

Unknown 0% 0% 0% 0% 5%

Grand Total 100% 100% 100% 100% 100%

0

500

1000

1500

2000

2500

3000

A11/12 A12/13 A13/14 A14/15 A15/16

Number of SOAS Students by Domicile, 11/12 to 15/16


UK

EU

International

Unknown

57

55% of all SOAS students are BME compared to 39% of staff

64% of all SOAS students are female compared to 52% of staff Ideally, the gender and ethnic profile of staff should mirror that of students.

0

10

20

30

40

50

60

70

Female Male White BME Unknown

Breakdown of SOAS Staff & Students by gender & ethnicity

Soas Staff

Soas Students

58

Notes on Student Data Collection The data used comes from HESES ENSTATS 2011-15 (see Technical Notes tab for details). This is a report of data from UNIT-e reconciled to our annual HESES submission. The HESES data is based on a snapshot of enrolled students as at 1 December of each year, and therefore enables us to report the current 15/16 academic year. (The other data set we could have used is HESA, but this is collected retrospectively following the end of the academic year, and so the latest data we could report would be for the 14/15 academic year.) EXCEPTION: Disability data, which uses the HESA codes for 2011/12-2014/15 in order to capture the large number of students who declare their disability post-December census date (and would thus not be included in the HESES snapshots). Consequently the number of students with a disability in 2015/16 is much lower as not all student data has been captured yet. The data has been rounded to the nearest five students, according to the HESA rounding methodology. A result of 1 or 2 students is therefore shown as zero. This helps prevent individual students being identified from the reports. As a result of the rounding, there may be minor differences in some of the total figures.

If you require a copy of this document in alternative format, please contact: [email protected]

Tibetan Chinese (Trad.) / Japanese Korean

Arabic

MerhabaTurkish Persian / Urdu

Hindi / SanskritTamil Thai

Selamat datangMalay / Indonesian Amharic

KaribuSwahili

All these languages are taught at SOAS

Global interactions

In a rapidly changing world, SOAS explores:

– international commodities

– transnational law, truth and reconciliation

– aid and development

– labour, travel and tourism

– Anthropology, Development Studies, Finance and Management, Law, Politics and International Relations, World Philosophies

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