Equality & Diversity Annual Report 2012

Transcription

1 Equality & Diversity Annual Report

2 CONTENTS Page number Introduction 2 1. Our Equality Objectives Staff related objectives 1.2 Student related objectives 2. Staff Data Age 2.2 Disability 2.3 Religion/Belief 2.4 Gender 2.5 Sexual Orientation 2.6 Ethnicity 3. Student Data ECU Equality in higher education: statistical report Gender 3.3 Ethnicity 3.4 Disability 3.5 NSS results Disability Gender Ethnicity 4. Conclusion 18 1

3 Introduction I am pleased to introduce our Equality & Diversity Annual Report At Anglia Ruskin University we are committed to valuing diversity and promoting equality. As a learning institution, we seek to maximise the potential of all our staff and students. We aim to be responsive to new ideas, and to equip our students in particular for life in a multicultural and diverse society. It is our intention to provide a supportive environment in which our staff work and our students study; a place where we treat each other with dignity, courtesy and respect. Our Values state this explicitly: We are friendly and inclusive, and celebrate individuality and diversity. We support and encourage everyone, and strive hard to anticipate needs and aspiration; we are committed to valuing diversity and promoting equality. We communicate our commitment to diversity and equality in our literature. We incorporate it in our planning, assessing the impact of our activities. We promote and support the development of good practice and ensure that the learning and teaching at ARU is inclusive. Our students are on courses leading to undergraduate and postgraduate degrees, as well as to a range of professional qualifications. In addition to being one of the significant suppliers of nurses and teachers to the East of England, we offer an expanding range of contemporary courses designed to meet the needs of the individual and the requirements of a knowledgebased economy. We take great pride in making UK and international students feel at home. In 2012 we ranked top of the participating Million+ group universities in the International Student Barometer for our Welcome, Arrival and Orientation Programme. 86.3% of international students are either satisfied or very satisfied with their overall experience at Anglia Ruskin University. We recognise that our staff are our most important asset and their commitment and enthusiasm is key in achieving our corporate goals. As an employer we are committed to attracting and recruiting well qualified, diverse and talented people. We have set ourselves challenging employment targets to reflect the diverse nature of our region. We have campuses in Cambridge, Chelmsford and Peterborough. Our overseas partners are in China, Japan, Malaysia, Thailand, Trinidad, India, Canada, Hungary, Singapore, Botswana, Netherlands and the USA. Professor Helen Valentine (Chair of the Equality & Diversity Group) Deputy Vice Chancellor 2

4 Our Equality Objectives Our Equality Objectives can be accessed through our website They are also stated below: 1.1 Staff-related objectives The setting of the objectives was informed by 2011 (September 2011) workforce statistics (including data on hourly paid lecturers) and statistical reports published by the Equality Challenge Unit (ECU). The targets set were felt to be challenging, realistic and achievable. Objective 1: Achieve a diverse workforce. Specific targets are summarised as follows: Disability: Target the proportion of disabled staff overall 6.5% the proportion of disabled academic staff 6.0% the proportion of disabled senior managers Ethnicity: the proportion of black and minority ethnic (BME) academic staff 6.0% 9.5% the proportion of BME support staff 6.0% the proportion of BME senior managers 6.5% Gender: the proportion of female Professors 40% the proportion of female support staff at Grades 7 and 8 the proportion of women at senior management grade 60% 45% To achieve and monitor progress on this objective we will: continue our programme of mandatory equality training for chairs and other members of selection panels; recognise areas of under-representation by recruiting managers; carry out periodic analysis of recruitment statistics; and consider the use of positive action statements in recruitment literature, where appropriate. 3

5 Objective 2: Ensure that staff well-being and satisfaction are positive and consistent across the equality factors we monitor. This is in support of Corporate Plan Goal 6. 1 To achieve and monitor progress on this objective we will: revise staff survey question sets, to help us distinguish between different kinds of unacceptable behaviour; continue to provide themed analyses of staff survey findings by equality factor, and use these to inform future actions to help advance equality of outcome; continue to provide staff and management development sessions, some with a specific focus on identifying and reducing incidents of perceived unacceptable behaviours at work. 1.2 Student-related objectives Historically we have not monitored or analysed student data as effectively as we want to, hence our objectives relating to students relate to improving the collection, monitoring and evaluation of E&D data in order to take better targeted action. Objective 1: Introduce more comprehensive student monitoring, in order to improve the quality and range of student data. To achieve and monitor progress on this objective we will: amend the student admissions monitoring form, mirroring the equality monitoring already in place for staff Objective 2: Carry out annual themed analyses of data relating to retention, achievement including degree attainment, and general satisfaction for students from the range of protected groups as monitored, and take appropriate action where indicated to ensure equality of student outcome. To achieve and monitor progress on this objective we will: expand the analysis of existing data sets, including the NSS and our in-house Student Experience Survey, making regular reports and identifying opportunities where targeted action will help to advance equality of student outcome. 1 For our Corporate Plan , please visit: 4

6 2. Staff Data 2 In order to provide sector wide context we have compared and related our data to the ECU Equality in higher education: statistical report 2012 Part 1: Staff. The ECU data is based on information gathered by HESA (Higher Education Statistics Agency) Age 3 The average age of Anglia Ruskin employees is 44 years of age. Corporate Marketing and International Development Services has the lowest average age (37) whilst the Vice Chancellor s Office has the highest average age (52). Current age profile of all staff at ARU: Age Under 25 years old years old years old years old years old Percentage 2% 24% 26% 29% 18% 1% 65 years and older ECU data shows that across the sector 4 6.8% of staff are under 25 years old. The proportion of staff under 25 years of age is considerably higher at other institutions than at ARU. The reasons for this are unclear at present and we intend to investigate this further, in particular how this relates to different staff categories. The below graph shows the average age in each support service and faculty. Average Age of Anglia Ruskin Employees by Faculty/Support Service Age Academic Office CMIDS E&F ALSS FHSCE FST Faculty/Support Service Financial Services HR Services IT Services LDS LAIBS RDCS Student Services The Secretary s Office University Library VC s Office ARU Average 2 Data as of 1 September We currently have not set objectives relating to age but monitor this for good practice and potential future action. 4 The data relates to England. 5

7 2.2 Disability One of our specific objectives is to increase the proportion of disabled staff to 6.5% and we are close to meeting this target. Currently 6% of all Anglia Ruskin staff have declared a disability, 83% of staff declared that they are not disabled and 11% declined to make a statement. The proportion of staff employed at ARU who have declared a disability is nearly double the sector average which is 3.2% in England. This suggests that our recruitment and employment practices are inclusive and applied across our university. Disability Profile of Anglia Ruskin University 11% 6% Disability declared No known disability Nothing declared 83% 6% of our Academic staff have declared a disability, meaning we have already met the target set for The proportion of disabled academic staff employed at ARU is considerably higher than the average across the sector, ECU data shows that 2.7% of all academic staff across the sector have declared a disability. We do not intend to revise our targets at present but will continue to monitor data and practices to ensure we maintain this level. At present 2.7% of our senior management staff have declared a disability and we recognise that we are some way off our target. It is recognised that the small numbers overall in this group make progress in relation to this target much slower. 2.3 Religion/Belief 1% of staff declared that they were Buddhist, 29% Christian, 1% Hindu, less than 1% Jewish, 1% Muslim, 24% hold no religious belief, 2% have other religious beliefs, 6% preferred not to say, less than 1% Sikh and 36% did not provide information. The following chart demonstrates the distribution of Religions/Beliefs amongst Faculties and Support Services. 5 5 To protect the confidentiality of staff Support Services have been amalgamated to form one group and staff declaring that they were Jewish or Sikh have been excluded. 6

8 Religion/Belief Profile of Employees by Faculties and Merged Support Services Headcount Buddhist Christian Hindu Muslim No religious belief Other religion/belief Prefer not to say No Info Provided 50 0 Faculty of Arts, Law & Social Sciences Faculty of Health, Social Care & Education Faculty of Science & Technology Lord Ashcroft International Business School Support Services Faculty/Support Service We currently have no specific targets identified in relation to religion/belief and do not propose to change this unless this is identified as an area for work through our Equality & Diversity Group. 2.4 Gender 64% of our employees are female and 36% are male. ECU data shows that across England 53.8% of all staff are female and 46.2% are male. Gender Profile of Anglia Ruskin Employees 36% Female Male 64% The following chart demonstrates the gender distribution of staff amongst Faculties and Support Services. All areas with the exception of the Faculty of Science & Technology show higher proportions of female than male employees. In the Faculty of Science & Technology 58% of all staff are male. 7

9 Gender Profile by Faculties and Merged Support Services Headcount Male Female Faculty of Arts, Law & Social Sciences Faculty of Health, Social Care & Education 96 Faculty of Science & Technology 65 Lord Ashcroft International Business School Support Services Faculty/Support Service We are working towards a target of employing more female support staff at grades 7 and 8 than we employ at present. We intend for 60% of this staff group to be female. At present 49% of support staff on grades 7 and 8 are female. ECU data reveals that across the sector 42.6% of professional and support staff who are paid over 50,000 per annum are female. The ECU data does not compare directly with our targets, but gives an indication that we are not out of step with the sector. It is our aim that 45% of our senior management staff should be female by At present 35% of our senior management staff are female. Gender at SM Grade 35% Female Male 65% At present 34% of our Professors are female. Across the sector 19.8% of Professors are female. This shows that we have a significantly higher proportion of female Professors than average across the sector. 8

10 Gender of Professors 34% Female Male 66% We recently became members of Athena SWAN. It is our intention to achieve the Bronze Athena SWAN award in the next three years and thus address the underrepresentation of female academics in STEMM 6 subjects. At present our Women s Network provides informal support to female staff at all levels, but we are considering whether to set up a specific mentoring scheme for female staff to assist in achieving higher proportions of female staff at senior level. 2.5 Sexual Orientation 7 In the interest of confidentiality the responses for 'Bisexual, Gay/Lesbian and Other' have been amalgamated to form the group 'LGB'. 3% of our employees declared a sexual orientation that is encompassed in the LGB category, 51% of staff are heterosexual, 5% prefer not to say and 41% provided no information. We are conscious that a sizeable proportion of our staff did not declare their sexual orientation. At present, we do not know whether the 3% of staff who declared their sexual orientation as LGB is reflective of the wider local and UK population. We also have not set any targets to increase the number of staff who declared a sexual orientation of LGB. We will consider whether it is appropriate to further encourage our staff to declare their sexual orientation. 6 Science, Technology, Engineering, Maths and Medicine 7 We currently have not set targets relating to sexual orientation, but monitor this for good practice and potential future action. We currently do not collect data on gender identity but are considering monitoring this for the future. 9

11 2.6 Ethnicity 6% of all Anglia Ruskin employees 8 declared an ethnicity that is categorised as BME 9, 89% declared an ethnicity that is categorised as White and 5% provided no information or preferred not to say. ECU data demonstrates that across England 8.2% of staff are from a BME background (UK nationals). Ethnicity of Anglia Ruskin Employees 1% 1% 4% 1% 0% 1% 2% 11% 1% 78% Asian or Asian British Black or Black British Chinese No Info Provided Other Asian background Other Black background Other Ethnic background Prefer not to say White - British White Other In relation to our targets; we set a target for 2016 that 9.5% of our Academic staff be from a BME background. Currently 9% of Academic staff declared an ethnicity that is categorised as BME, 84% declared an ethnicity that is categorised as White and 7% provided no information or preferred not to say. ECU data illustrates that across the UK 7.4% of Academic staff are from a BME background showing that the proportion of BME staff employed at ARU is higher than the sector average. The data also shows that we are close to reaching our target of 9.5%. Ethnicity of Academic Staff 9% 7% BME No Info/Prefer Not To Say White 84% 8 We have included UK and non-uk nationals 9 Black and Minority Ethnic 10

12 In relation to support staff, our target for 2016 is that 6% of our support staff come from a BME background and we currently employ 5% of support staff who have declared an ethnicity that is categorised as BME, 91% declared an ethnicity that is categorised as White and 4% provided no information or preferred not to say. ECU data shows that 7.1% of professional and support staff are from a BME background indicating that we employ a lower proportion of BME staff than is average across the sector. We are close to reaching our target of 6%. We intend to review our advertising methods to ensure that they reach the appropriate target groups. Ethnicity of Support Staff 5% 4% BME No Info/Prefer Not To Say White 91% In relation to senior managers, our target for 2016 is that we employ 6.5% of senior managers from a BME background and currently 3% of senior managers declared an ethnicity that is categorised as BME, 78% declared an ethnicity that is categorised as White and 19% provided no information or preferred not to say. The data shows that we are some way off our target for 2016 and we will be exploring the feasibility of introducing a specific mentoring scheme for BME staff. Ethnicity of SM Grade Staff 3% 19% BME No Info/Prefer Not To Say White 78% 11

13 3. Student Data 3.1 ECU Equality in higher education: statistical report 2012 Part 2: students ECU recently produced an analysis of student data from the Higher Education Statistics Agency (HESA) covering gender, ethnicity, disability and age for the academic year The ECU data shows that the proportion of female students in England for was 56.6% and male students 43.4%. These proportions are roughly equal to those at ARU were 59% of our students are female and 41% male. In relation to ethnicity, the ECU data for all students in England shows a percentage of 20.6% being from a BME background. However, this proportion drops outside of London to 15.5%. Our faculties show a higher proportion of BME students than is the case across England (excluding London). 23% of ALSS (Faculty of Arts, Law & Social Sciences) students are from a BME background, 29% of S & T (Faculty of Science & Technology) students, 25% of FHSCE (Faculty of Health, Social Care and Education) and 65% of LAIBS (Lord Ashcroft International Business School) students are from a BME background. In relation to disability we are showing slightly lower than average (across England) proportions of disabled students. Student data in this report includes all ARU students. 3.2 Gender The graph below shows gender data in percentage in all four of our faculties for the academic year 2012/2013. Generally, our faculties have a higher proportion of female than male students with the exception of Science & Technology FHSCE Male 4% LAIBS Male 17% S&T Male 14% ALSS Male S&T 7% Female 9% ALSS Female 11% LAIBS Female 14% FHSCE Female 24% Female ALSS Female LAIBS Female FHSCE Female S&T Male ALSS Male LAIBS Male FHSCE Male S&T 12

14 The graph below shows the proportions of female and male students over the past three academic years. The overall proportions are relatively stable with only minor percentage changes occurring % 60.00% 50.00% 40.00% 30.00% Female Total Male Total 20.00% 10.00% 0.00% Ethnicity The graph below shows ethnicity data for ALSS for 2012/2013. We have seen the proportion of student numbers from BME backgrounds increase, particularly Black African and Caribbean student numbers have increased to 7% in 2012/ % of our students in ALSS come from a BME background % 7% 3% 3% 5% 7% 1% 3% Black African and Caribbean ALSS Chinese ALSS Information Refused/Not Known ALSS Mixed Background ALSS Other Asian ALSS Other Black ALSS Other White ALSS White British ALSS The graph below shows ethnicity data for LAIBS LAIBS is a particularly diverse faculty with students from a variety of different backgrounds and ethnicities. The overall BME proportion is higher than the proportion of White British students. 65% of students in LAIBS are from a BME background, this proportion is higher than the BME proportion of students (all subjects) across London institutions which is 45.7%. 13

15 % 2% 4% 26% 7% 7% 12% Black African and Caribbean LAIBS Chinese LAIBS Information Refused/Not Known LAIBS Mixed Background LAIBS Other Asian LAIBS Other Black LAIBS Other White LAIBS White British LAIBS 30% The graph below shows ethnicity data for FHSCE for The proportion of BME students has been fairly static over a number of academic years and in is 25% of the total student population % 14% 0% 2% 3% 7% 1% 2% Black African and Caribbean FHSCE Chinese FHSCE Information Refused/Not Known FHSCE Mixed Background FHSCE Other Asian FHSCE Other Black FHSCE Other White FHSCE White British FHSCE The graph below shows ethnicity data for S & T. The current proportion of BME students is 29% in S&T % 9% 1% 3% 5% 12% 2% 2% Black African and Caribbean S&T Chinese S&T Information Refused/Not Known S&T Mixed Background S&T Other Asian S&T Other Black S&T Other White S&T White British S&T 14

16 All of our faculties show higher proportions of BME students than is average across the sector (exclusive of London). We recognise that our Chelmsford Campus in particular is close to London and we know that some of our students are drawn from the Greater London area. We believe that this geographical location as well as our extensive engagement strategies and inclusivity contribute to the high proportion of BME students studying with us. We are delighted that our student population is diverse and reflective of our wider society. 3.4 Disability 10 Since we have seen an increase in disabled students by 2% across ARU. Over the past year our Student Services have been improving systems, particularly at the point of admission, to enable students declaring a disability to be assessed and provided with support more quickly than before, ideally before they begin their course. 9% of our students have declared a disability and this compares with a sector average of 8% (for England) % No Disability Disabled 91% % No Disability Disabled 93% 3.5 NSS results 2012 We aim for 90% student satisfaction and the milestone for 2012 was that 77% of our undergraduate students would be satisfied overall with the quality of their course. The 2012 NSS survey results show that 79% of our students are satisfied overall. This means we achieved and exceeded our target for 2012 by 2%. 10 We have not broken down disability data by faculty in order to protect student confidentiality. 15

17 3.5.1 Disability We have used the NSS data from 2012 to assess if students with protected characteristics show equal satisfaction levels as those who do not have a protected characteristic. 78% of of students who declared a disability were satisfied overall with their experience compared with 80% of students who did not declare a disability. The graph below illustrates the data visually. Overall Satisfaction Anglia Ruskin University No known disability Disabled Further analysis shows that dyslexic students in particular have lower satisfaction levels than other students. Disabled students (apart from dyslexic students) generally report the same level of overall satisfaction as non-disabled students. 66% of students with dyslexia are satisfied overall with their experience. This is a significantly lower proportion and we recognise the need for further action. Our Student Services, particularly our Anglia Assessment Centre and our Study Support team provide individual support to disabled students. The graph below illustrates the information visually. Overall Satisfaction Anglia Ruskin University No known Disability Dyslexia Disability (excl Dyslexia) We have commenced and continue work on improving support to our disabled students, measures taken include: Specific training to assist disabled students in relation to employability Training for staff and students to raise awareness and identify support strategies At the point of admission provide individually tailored support to disabled students if required. 16

18 3.5.2 Gender Male students report a higher level of overall satisfaction than female students. 81% of males compared with 78% of females are overall satisfied with their experience. The graph below illustrates this visually. Overall Satisfaction Anglia Ruskin University Male Female It is unclear at present why there is a differential in overall satisfaction levels between male and female students and we will consider ways of exploring this Ethnicity Students from a BME background report a higher level of overall satisfaction than white students and those who did not declare their ethnicity. 86% of Black students, 84% of students who gave their ethnicity as Other and 81% of Asian students declared that they were overall satisfied with their experience. These proportions of overall satisfaction are higher than the average of 79%. 78% of our White students declared they were overall satisfied. It is unclear why students who did not declare their ethnicity have significantly lower levels of overall satisfaction (71%) than students who declared their ethnicity. Overall Satisfaction Overall Satisfaction Anglia Ruskin University White Black Asian Other Not Known 17

19 4. Conclusion The data in this report shows that we are making progress in achieving our targets, particularly in relation to the proportion of academics employed from a BME background and proportion of disabled staff across ARU. There remain areas on which we need to focus our attention, particularly in relation to increasing the percentages of female staff in senior management and senior academic posts. We will take steps, as identified in our Equality Objectives Action Plan , to meet our targets/milestones. In relation to students we have committed to constituting a working group to review the current arrangements of data collection and analysis. We will also be linking this to our work on access and student success measures to take a holistic view and approach. Going forward we need to improve data analysis in relation to student retention and degree attainment as well as student satisfaction. This report should be read and considered with our Action Plan which can be accessed via this link: 18