Equality & Diversity. Annual Report

Transcription

1 Equality & Diversity 2013 Annual Report A report detailing the College s equality information as required by the Equality Act 2010 up to 31st December

2 Contents 1. Introduction p3 2. Progress towards meeting our Equality Objectives p4 Data monitoring Summary of priority findings emerging from the data p10 p11 3. Staff p12 4. Students p26 5. Committee representation p45 Appendices Appendix 1 - Equality Objectives and Action Plan p46 Appendix 2 Diversity and Inclusion Steering Group Terms of Reference and Membership p51 Appendix 3 Admissions Data Analysis Appendix 4 Progression Completion and Attainment Analysis p53 p59 2

3 1. Introduction This report summarises the College s achievements and progress made with respect to its Equality Objectives and Action Plan It focuses on progress occurring from January 2012-December It also provides a summary of data monitoring findings in relation to staff and students in respect of age, disability, ethnicity and sex for the academic year The findings from the data have been used to further inform/refine the College s Equality Objectives and our programme of activity for the academic years and (see Section 2 below and the revised Action Plan at Appendix 1). 1.2 Legislative context The Equality Act 2010 aimed to simplify existing equalities legislation, harmonising it and making it easier to understand. As a public authority, the College is subject to the additional responsibilities set out in the Public Sector Equality Duty, which require us to have due regard to: Eliminate discrimination, harassment and victimisation Advance equality of opportunity Foster good relations between different groups This new legislation focuses on advancement rather than mere promotion of equality and diversity. In practice, the College must demonstrate how it is considering barriers and disadvantage experienced by different groups of people and how it plans to overcome them. Activity must be holistic and cover the spectrum of equality areas known as protected characteristics. These cover age, disability, gender reassignment, marriage and civil partnership 1, pregnancy and maternity, race, religion or belief, sex and sexual orientation. In addition, Specific Duties have been put in place to help the College meet its legal obligations and encourage transparency and accountability. The Specific Duties require the publishing of information on an annual basis to demonstrate how the College is meeting its responsibilities under the Public Sector Equality Duty and the setting of equality objectives to be renewed at least every 4 years. This Annual Report, which will be approved by the Diversity and Inclusion Steering Group with onward report to PCT, explains how the College is addressing the requirements of the Public Sector Equality Duty, and, where gaps are identified, what the College intends to do to about them. 1.3 Setting the College s Equality Objectives Following the publication of the College s Equality & Diversity Annual Report 2012, a group of internal stakeholders met to identify and agree the Equality Objectives and Action Plan Seven key objectives with associated actions were identified. A revised version of this Action Plan can be found at Appendix 1 of this the 2013 Annual Report. 1 Only the first arm of the Public Sector Equality Duty relates to the protected characteristic of marriage and civil partnership 3

4 From 2014, the Annual Report and a review of the Action Plan will occur by 30 April annually and be approved by the Diversity and Inclusion Steering Group with an onward report to PCT. The Diversity and Inclusion Steering Group will meet termly to lead the College s equality and diversity work, receive reports on progress towards implementing the Action Plan and ensure the College is meeting its legal obligations (see Appendix 2 for the group s Membership and Terms of Reference). Beneath the Diversity and Inclusion Steering Group and reporting to it will be a number of working groups responsible for furthering different aspects of the Action Plan. 2. Progress towards meeting our Equality Objectives Below a summary of achievements and work in progress is provided for each of the seven equalities objectives. In addition, any proposed revisions to the focus of the objective are outlined. These revisions have been identified either in the course of implementation, or as a result of the research that has occurred in the second half of this report. A revised action plan is provided at Appendix 1. Equality Objective 1: Ensure equality and diversity is embedded into everything the College does Achievements: A Vice-Principal was nominated to take on the Diversity and Inclusion agenda and developed a strategy with 4 work-streams Equality and Diversity training and coaching was provided for the Principal Central Team (PCT) Working groups/equal Opportunities Committees were established within some Schools and Function Areas to help identify relevant local equality objectives A well established training programme has offered: o half day Equality Briefing sessions throughout , o full day Equality and Diversity Essentials workshops and half day workshops on Managing Diversity during o half day Inclusive Working for Staff and Inclusive Working for Managers workshops during At the end of , all staff in the Florence Nightingale School of Nursing and Midwifery (FNSNM) had attended the Essentials workshops Academic staff in the Dental Institute attended an Equalities Briefing session Estates managers received a half day training on the Equality Act (2010) and specific responsibilities with respect to disability and the design and maintenance of buildings The College s Postgraduate Certificate in Academic Practice (PGCAP) delivered by the King s Learning Institute now includes a module on Equality and Diversity Practice A session is delivered on inclusive practice as part of the induction for new PG Supervisors provided by the Researcher Development Unit The College s Code of Practice for the Research Excellence Framework (REF) was approved by HEFCE and processes for dealing with Special Circumstances were established and publicised Equality and Diversity training was provided to senior staff responsible for making submission decisions for the REF 4

5 A Special Circumstances Group was established and met monthly to make transparent and consistent decisions (according to HECE guidance) in relation to staff requesting reductions in outputs. Decisions were taken on an anonymous basis The Graduate School are utilising the Every Research Counts resource in their training to help embed equalities issues into the good management of research staff by principal investigators Management training and supporting resources provided by the Organisation Development Team now embeds equality and diversity good practice A statement regarding the desirability of having recruitment panels with a diverse composition has been included in relevant recruitment guidance The Equality and Diversity web pages have been reviewed in order to become a more effective resource and repository of information for staff and students An administrator has been identified to support the Equalities staff Developments in progress: The College s Equality Analysis Framework has been reviewed and will shortly be publicised widely Work has commenced to conduct equality analysis of policies relating to staff promotion that fall within the remit of the College s Academic Staff Committee Future focus: Consideration is to be given to ways in which equalities training may be rolled out to all staff across the College and become a mandatory activity; this would include a content covering unconscious bias PCT, Academic Staff Committee and School Executive Boards to receive unconscious bias training Unconscious bias training to be opened up to staff in Schools as part of Athena SWAN activity Options to offer face to face unconscious bias workshops open to all staff and combined with content focusing on recruitment and selection and admissions to be considered Consideration to be given to the inclusion of a module on equality and diversity and unconscious bias as part of the Fit for King s programme offered to all Estates staff Consideration to be given to developing a joint informal process covering both staff and students for dealing with complaints of harassment, bullying and discrimination with a trained group of harassment advisers who can be approached for advice The College s Equality Analysis Framework to be publicised and a systematic approach for its use with new and existing policies to be devised. A centralised approach to approving and recording Equality Analysis undertaken to be put in place Equality Analysis of the REF data to occur Equality Analysis of Recruitment to occur and, until good quality recruitment data is available, activity to focus on a review of policy and procedures and embedding good equalities practice A Diversity and Inclusion Steering Group to be established to take leadership for all equalities matters (outside of Athena SWAN) and to meet termly to review progress towards the implementation of the action plan 5

6 Project groups to be established to take forward priority projects identified in this report and laid out in the action plan Equality Objective 2: Implement comprehensive equality monitoring and analysis across the whole College Achievements: A dedicated Data Coordinator was identified to support the work of the equalities activity Data on all key aspects of staff and student equality monitoring has been provided in order to prepare the 2013 Annual report An efficient approach to analysing and presenting data for the Athena SWAN Bronze Award has been developed that allows useful input from respective Schools Developments in progress: Data is being prepared to inform the School Athena SWAN Silver submissions Annual monitoring of Committee membership by age, disability, ethnicity and sex has commenced Future focus: Key points of learning identified throughout this report will feed into the preparation of data for the 2014 Annual Report An approach to recording and monitoring cases of student and staff bullying and harassment that reach the formal and informal stages to be considered To consider putting in place a system for the collection and monitoring of data covering staff disciplinaries, grievances and training attendance To consider putting in place a system for the collection and monitoring of data covering student regulatory activity Work to continue to ensure that e-recruitment is used correctly and that usable data is available to inform our activities for the 2015 Annual Report Equality Objective 3: Increase the proportion of women in senior academic roles Achievements: The College s Athena SWAN Bronze Award was renewed in September 2013 with favourable feedback An Athena SWAN Steering Group (led by the Vice Principal Arts and Sciences) and an Athena SWAN Champions Network were established to provide the necessary infrastructure to lead and deliver on the College s Athena SWAN ambitions A dedicated Athena SWAN Project Manager was recruited in December 2013 to lead on the Bronze and Silver work and future engagement with the Gender Charter Mark The Bronze Action Plan includes 43 actions which are being progressed by relevant Directorates and Schools. Below some of those that have already come to fruition: o An Equal Pay Audit has been undertaken with further analysis occurring and results to be published June 2014 o A Pilot Mentoring Scheme for women academics at lecturer grade and above in the STEMM Schools has been launched with 40 matches made in the first round. It is 6

7 o o o intended to broaden this out to other Schools and other groups of staff in the next round A Parenting Leave Fund (to help improve the retention of women academic and research staff after a period of maternity leave) was launched in the STEMM Schools in April 2013 and 15 Awards were successfully approved A Parent Buddy Scheme to enable male and female staff to give and receive mutual support before, during or after maternity, paternity or adoption leave A dedicated King s Award category was established that focuses on achievements made in support of Athena SWAN Developments in progress: A sample of Bronze actions that are currently in progress include: o Equality Analysis of Promotions and Recruitment Procedures o Review of Governance arrangements o Review of workload allocation models o Review of use of Fixed Term Contracts o College wide Exit Survey o Athena SWAN Communications Strategy o Events programme All 6 STEMM 2 Schools are engaged in applying for Athena SWAN Silver Submissions with deadlines varying between April 2014 and April 2015 The remaining Arts and Sciences Schools 3 are starting to engage with the Gender Equality Charter Mark which launches October 2014, with one Department in SSPP, (Social Science, Health and Medicine) participating in the Charter Mark pilot Issues relating to the lower representation offers and attainment levels of female postgraduate taught students at the Dental Institute to be discussed in the context of their Athena SWAN submission Equality Objective 4: Increase the representation of Black and minority ethnic (BME) academic and non-academic staff Achievements: The College participated in the Equality Challenge Unit s Systemic Change Pilot which aimed to pilot staff-focussed initiatives and measures and evaluate their success in relation to advancing race equality The College hosted a cross-institutional Black and Minority Ethnic (BME) Network meeting in March 2012 which led to the establishment of REAL-HE (Race Equality Across London), a cross-institutional forum for BME Networks to share best practice and develop projects of mutual interest The College along with four other institutions has piloted a cross-institutional BME Mentoring Scheme (B-MEntor) for BME academics. The Pilot generated twenty mentoring 2 Biomedical Sciences, Dental Institute, Florence Nightingale School of Nursing and Midwifery, Institute of Psychiatry, School of Medicine, Natural and Mathematical Sciences 3 Arts and Humanities, Law and Social Science and Public Policy 7

8 matches (the majority of which include either a King s mentor or mentee) and is now in its second year The BME Network has been refreshed and restructured to allow it to become more strategic and effective in its programme of activity. A series of drop-in sessions were held to raise the profile and engage new members during January 2013 An extremely well attended film screening was hosted by the BME Network to celebrate Black History Month in October 2013 A focus group covering development and progression issues was held with BME Network members and findings will contribute to its emerging programme of work Developments in progress: A new BME Network Chair has taken up post and has organised two meetings for early 2014 in order to discuss strategy and next steps with potential Steering Group members The College is participating in the formation and development of a sector-wide Race Charter Mark which will launch in early 2015 The B-MEntor Scheme is being reviewed to consider the possibility of broadening it out to include professional services staff Future focus: From Summer 2014 a project group will form to support the College s work around the Race Equality Charter Mark this work will be bolstered by activities undertaken by the BME staff network Activity in relation to the Race Charter Mark on the staff side will focus on improving the representation of UK and non-uk BME staff at senior levels within academia and professional services. Areas of focus will be: o Analysis of recruitment data when it is available o A focus on particular Schools where the issues are greatest o Development activities that will support BME staff to progress to more senior levels o Examination of the academic promotions process to identify why the promotion rate is lower for UK BME staff than their White counterparts and the lower application rate for non-uk BME staff o Consideration of the relatively low proportions of non-uk BME staff o Consideration of the turnover rates for non-uk BME staff Equality Objective 5: Raise awareness of disability and improve the participation of disabled students and staff Achievements: A workshop was held for IT Services staff to help identify where equalities issues (and disability issues primarily) need to be more fully considered within the range of its activities A section that highlights the support available to disabled students has been included within the redrafted Personal Tutor Handbook so that this information can be more readily shared with relevant students Additional opportunities for post offer/pre entry disclosure of a disability by incoming students prior to arrival have been developed 8

9 Developments in progress: A cross-organisational working group has begun to meet to look at devising policy and strategy for embedding equalities issues into the maintenance, upgrade and procurement of new buildings by Estates A small cross-organisational group has met to start to devise a policy and process for ensuring that staff with disabilities receive a consistent and high level of support at the College An engagement plan has been devised to assess staff interest in establishing a Disabled Staff Network A cross-organisational Disability Working Group will be identifying and taking forward key developments in relation to disabled students A Well-being working group has been established to develop a Well-being strategy for staff at the College and a similar group is meeting to look at student issues Future focus: Implementation of the recommendations to improve support for disabled staff will be a key activity during the second term of Once interventions are in place, the College will take steps to encourage staff to update their Equal Opportunities data to ensure that information is up to date and as accurate as possible as omissions or errors may account to some extent for the lower than expected disclosure rate Additional issues relating to students will be discussed with the Disability Advisory Service to assess capacity to take these forward, these include: o Improving the representation of disabled students in certain Schools o The lower attainment of disabled students in certain Schools Discussions to occur to scope out a wider possible project covering admissions issues (under Objective 7 below) will also need to include issues relating to the lower than expected representation of disabled students at postgraduate research level in certain Schools, where these students are also less likely to be offered a place. Equality Objective 6: Ensure all students have equal opportunity of high attainment Achievements: An annual report covering the equalities aspects of programme review (including data on progression, completion and attainment) was presented to the March 2013 meeting of College Education Committee A more proactive approach to supporting programmes undergoing Programme Review to help them more fully engage with the equalities aspects was agreed Equalities aspects of Programme Approval were simplified and streamlined in Spring 2013 Work has been occurring with individual programmes undergoing programme review to help them explore and respond to any equalities findings that have been identified Developments in progress: A project group has begun to meet to look at improving BME student attainment at King s with the aim of identifying pilot projects to address barriers experienced by BME students at different phases of the student lifecycle. These projects will launch for the

10 academic year. It is anticipated that where possible improvements will filter through to all students but in particular Mature students, since this group also experiences lower attainment levels Future focus: Work will occur to further revise the equalities aspects of programme review and approval and keep step with wider changes occurring to these policies Beyond the period identified above, Mature students would be the focus of any future activity and following this, (if this is still appropriate) Disabled students as identified under Objective 3 above. Lower attainment of male students within certain Schools and levels of study has also been observed and will be considered when developing further projects in this area. Equality Objective 7: Ensure all prospective students have equal access to learning Future focus: The focus of this objective remains under review and next steps will include undertaking statistical significance testing on 2012 Admissions data to examine whether there are differences in the offer rates for particular groups of students at different levels of study within particular Schools. Consideration will also be given to sourcing suitable benchmarking data. If findings are identified, then work will focus on where the representation of these student groups in the student body is lower than expected. The lower retention of BME undergraduate students to postgraduate study also needs to be explored further as a future action. Data monitoring The College has been collecting staff and student data for the protected characteristics of age, disability, ethnicity and sex for many years and analysis of this data is considered as part of this report. The Equality Act (2010) includes no obligations to collect and analyse data covering all of the characteristics, rather public bodies are required to take a relevant and proportionate approach. The College is starting to collect data in the areas of religion/belief, sexual orientation and gender identity for new staff, and once this has accumulated will undertake analyses for a wider range of characteristics. The data definitions used for 2013 Annual Report have been updated so that they are more consistent with those used by HESA and the Heidi 4 database. This means it has not been possible to make comparisons with the data used in the 2012 Annual Report; however we can now make comparisons and benchmark ourselves against national data. Two further benchmarks have been selected and utilised where relevant throughout this report these include the London-based HEIs and the Russell Group. It is important to note that the most recent internally available King s staff data is for and this is compared with data for the same year in Heidi. The most recently available King s student data is for the academic year (unless otherwise stated) and this has been compared with the most recent data available in Heidi which covers This means we 4 The Higher Education Database for Institutions 10

11 are not comparing like with like, however in order to continue to use the freshest data from both sources it was felt that this was a necessary compromise. For the 2014 Report, further consideration of appropriate benchmarks will occur and it is possible that rather than London-based HEIs, that UCL and Queen Mary University of London will be selected as appropriate comparators. Summary of priority findings emerging from the data Staff King s has a good composition of UK BME staff, they comprise 18.9% of this grouping compared with 7.2% nationally and 7.6% in the Russell Group Amongst UK academic staff, BME staff are well represented in research and teaching positions but much less well represented in lecturer positions and above Amongst UK professional services staff, BME staff are heavily concentrated in the more junior grades Women are under-represented in the senior academic grades (senior lecturer and above) King s has a low disability disclosure rate when compared with the sector, 0.7% compared with 3.4% nationally and 2.7% for the Russell Group Students The student population at King s tends to be more female at all levels of study than the national average, although this over-representation diminishes at increasing levels of study King s has a good ethnic mix amongst its UK undergraduate students, 43% of students are from BME backgrounds compared with 19.7% nationally and 17.3% in the Russell Group although these proportions vary widely when looking at data for the individual Schools King s advantage in terms of the ethnicity of its UK students is diminished at increasing levels of study. UK BME students comprise 27%, 18.1% and 18.6% respectively at King s, nationally and in the Russell group at postgraduate taught level and 19%, 15% and 15.2% at postgraduate research level At undergraduate level, students aged 26 and above are less likely to achieve a higher degree classification than younger students At postgraduate taught level, students aged 40 and above are less likely to achieve a higher degree classification than younger students At undergraduate level, disabled students are less likely to achieve a higher degree classification than non-disabled students UK BME students are less likely to achieve a higher degree classification at undergraduate and postgraduate taught levels of study. This issue appears to be greatest for the Black ethnic group Male undergraduate students are less likely to achieve a higher degree classification than female students Throughout the following report, key findings emerging from the data and details about how these will inform our future strategy are provided in boxes alongside the data. 11

12 3. Staff The staff data looks at Full-Person Equivalent (FPE) information covering the span of a full academic year. This gives an extremely accurate reflection of the number of staff who have worked at the College over the period of a year and the breakdown of their activities. 3.1 Overview Staff by School/Professional Services 5 over 3 years FPE FPE % FPE FPE % FPE FPE % Dental Institute % % % FNSNM % % % Institute of Psychiatry % % % Professional Services % % % School of Arts & Humanities % % % School of Biomedical Sciences % % % School of Medicine % % % School of Natural & Mathematical Sciences % % % School of Social Science & Public Policy % % % The Dickson Poon School of Law % % % Total The total staff population has increased by nearly 500 FPE over the past 3 years without any dramatic increases or decreases in the proportionate size of any of the Schools/Professional Services. The largest functions continue to be the School of Medicine, Professional Services and the IoP. The smallest are the School of Law, FNSNM and NMS. 3.2 Age Staff by age over 3 years Age Band FPE FPE % FPE FPE % FPE FPE % 25 and under % % % % % % % % % % % % % % % % % % % % % % % % % % % 66 and over % % % Grand Total % % % 5 Throughout the remainder of this report the following abbreviations have been used, Dental Institute (DI), Florence Nightingale School of Nursing and Midwifery (FNSNM), Institute of Psychiatry (IoP), Arts and Humanities (A&H), Biomedical Sciences (BMS), Natural and Mathematical Sciences (NMS), Social Science and Public Policy (SSPP) and Dickson Poon School of Law (Law) 12

13 The proportions of staff at different age bands appears to be fairly static over time. Compared with the UK, King s has a much younger staff population. For , staff aged between 26 and 40 comprise 50.2% of the total population at King s and those aged comprise 43.3 %. Nationally these figures stand at 37.7% and 56.0% Staff by age and job category The data below examines academic and professional services staff separately and the profile at King s against that of the national profile, the London-based HEIs and the Russell Group. The profile of staff at King s is younger than the other groups considered for both academic and professional services staff. These differences are greatest when compared with the national figures. Our age profile is most similar to the Russell Group on the academic side and to the London-based HEIs for professional services. This is to be expected, given the recruitment pools for these staff groupings. Academic Professional services King s 52.2% 44.1% 47.0% 42.1% Nationally 38.7% 58.5% 36.8% 57.8% London HEIs 42.9% 50.6% 42.7% 46.9% Russell Group 49.7% 47.9% 39.0% 53.7% Action - Consideration of our recruitment data by age would help us to identify whether there are any differences in success rates for staff from different age groups. This will occur once the data is available via e-recruitment Staff turnover by age Staff turnover by age is not considered in this report in the same way as for the other protected characteristics as it is assumed that this data will be highly influenced by retirement trends and it will be difficult to distinguish any issues occurring as a result of other factors Academic staff promotion by age for 3 years FPE as % of those who applied Total applied Promoted Total applied Promoted Total applied Promoted FPE Successs rate FPE as % of those who applied Staff are most likely to make an application for promotion between the ages of 36 and 50. Within this group the success rate appears to peak for staff aged FPE Success rate FPE as % of those who applied FPE % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % 66 and over % % % % % % Grand Total % % % % % % 13

14 Action - In future reports it will be helpful to assess if the application rates are what would be expected given the proportions of staff who are eligible to apply in different age groups. The differences in numbers are small so it is difficult to draw strong conclusions although it will be worth monitoring these trends over time, particularly in relation to the age group, who appear to be the most likely to apply but less likely than the younger group to be successful. 3.3 Disability Staff with declared disability over 3 years Disability Status FPE FPE % FPE FPE % FPE FPE % Known to be disabled % % % Not known to be disabled % % % Grand Total % % % Staff disclosure of a disability remains fairly static and at a low level. Nationally for the disclosure rate for all staff is 3.4% whereas for King s the rate is 0.7%. The disclosure rates for the London-based HEIs and Russell Group are 2.2% and 2.7%. The disclosure rate at King s is of concern. In addition, disclosure amongst academic staff at King s is lower than for professional services staff, 0.5% and 0.9% respectively. Action - This issue will remain an area of high priority in relation to the College s Equality Objectives and Action Plan, in particular in respect of Objective 5. A Staff Disability Support Project has been reviewing areas for improvement and has planned out a programme of interventions to be completed by April Action - Once interventions are in place, the College will take steps to encourage staff to update their Equal Opportunities data to ensure that information is up to date and as accurate as possible as omissions or errors may account to some extent for the low disclosure rate. Action - Consideration of our recruitment data for disability would help us to identify whether there are any differences in success rates for staff from different groups. This will occur once the data is available Staff turnover by disability over 3 years The staff turnover rate for disabled staff is within normal limits and in proportion to the numbers of staff who are disabled in the table above Disability Status FPE % FPE % FPE % Known to be disabled % % % Not known to be disabled % % % Grand Total % % % Academic staff promotion by disability over 3 years 14

15 Total applied Promoted Total applied Promoted Total applied Promoted as % of as % of as % of FPE those Successs those Success those FPE FPE FPE FPE who rate who rate who FPE % Disability Status applied applied applied Known to be disabled % % % % % % Not known to be disabled % % % % % % Grand Total % % % % % % The numbers under consideration here are extremely small so it is difficult to draw any conclusions from the data. Linked to this, the College disability disclosure rate is very low so it is possible that many more disabled staff have applied for and been successful at promotion than we are aware of. Currently over the 3 year period only one disabled person applied for promotion in and was subsequently successful. It is hoped that this data set will become more valuable, once the disclosure rate improves. 3.4 Ethnicity UK staff UK and Non-UK staff have been split as the ethnicity categories used in the UK will have different significance for staff from overseas and their employment experience such as recruitment is also likely to be substantially different. As a consequence, a small number of staff have been omitted from the ethnicity figures, where their nationality was not known UK staff by ethnicity over 3 years UK Ethnicity FPE FPE % FPE FPE % FPE FPE % Asian % % % Black % % % Mixed % % % Other % % % White % % % Information refused % % % Not known % % % Grand Total % % % As the number of UK staff has increased over time, so have the numbers in each ethnic subgroup and the proportions of UK staff from different ethnic groups has remained fairly static over time. However, there has been a very minor decrease (0.1%) in the proportion of staff in the Black ethnic group. Action - The overarching picture for UK staff by ethnicity is encouraging at the College although it will be important to monitor the representation of Black staff to ensure that this does not decrease over time. These figures compare extremely favourably with the national picture for , where BME staff make up 7.2% of all UK staff compared with 18.9% at King s. Within the London-based HEIs, BME staff comprise 17.5% of UK staff and within the Russell Group the proportion is 7.6% 15

16 Given our ethnic mix most closely matches that of other London-based HEIs, this has been selected as a benchmark to compare the composition of our staff by ethnic subgroup in more detail. Black staff comprise 5.1%, Asian 8.8% and Mixed and Other ethnicities combined 3.6% at other Londonbased HEIs. King s figures are comparable with these although it is noticeable that we have larger proportions of Asian and Mixed/Other ethnicity staff UK staff by School/Professional Services and ethnicity When looking at the ethnicity of UK staff by School/Professional services, it is evident that some Schools are much more ethnically diverse than others. The Schools which are more diverse than the College include the DI, School of Medicine, Law and Professional Services. The IoP has a similar ethnic mix to the College. Those that are least diverse are the Schools of SSPP, FNSNM, A&H, NMS and BMS. It is clear that the high levels of diversity in certain Schools is contributing to the overall favourable picture at King s, whilst the ethnic mix in other Schools is more akin to the national rather than London picture. BME White Not known/ information Total refused FPE % FPE % FPE % Dental Institute % % % FNSNM % % % Institute of Psychiatry % % % Professional Services % % % School of Arts & Humanities % % % School of Biomedical Sciences % % % School of Medicine % % % SNMS % % % SSPP % % % Law % % % 98.0 Total % % % Action - A project is planned to improve the representation of BME staff at senior levels at the College (see more below) evolving from Objective 4. The profile of different Schools and Directorates will be considered in order to develop this work. Action - Consideration of our recruitment data by ethnicity would help us to identify whether there are any differences in success rates for staff from different groups. This will occur once the data is available UK academic staff by ethnicity and job type The proportion of UK academic staff from BME backgrounds is 17.6%, so a little lower than the College average. BME staff are well represented in research and teaching positions and much less well represented in lecturer roles and above. The transition from senior lecturer to reader/professor also looks to be another area of concern. 16

17 BME White Information refused Not known Total FPE % FPE FPE FPE FPE Junior Researcher % Senior Researcher % Teacher % Lecturer % Senior Lecturer % Reader % Professor % % UK professional services staff by ethnicity and grade The proportion of professional services staff from BME backgrounds is slightly higher than the College average and it is noticeable that they are heavily concentrated in the more junior grades. In particular the transition from Grade 5 to 6 appears to be an obstacle and then again from Grade 7 to Grade 8. BME White Information Not known refused Total FPE % FPE FPE FPE FPE Grade < % Grade % Grade % Grade % Grade % Grade % Grade % Grade % Grade % Grade % Total % Action - As mentioned above a BME staff representation project is planned to consider how to improve the representation of BME staff at senior levels amongst academic and professional services staff. For UK academic staff, representation tails off firstly at the transition from research and teaching into lecturer posts and then again from senior lecturer to reader/professor. Professional services representation tails off in the transition from Grade 5 to 6 and from Grade 7 to Grade UK staff turnover by ethnicity over 3 years Ethnicity FPE % FPE % FPE % Asian % % % Black % % % Mixed % % % Other % % % White % % % Information refused % % % Not known % % % Grand Total % % % The turnover rates for all UK staff by ethnicity look broadly as expected and in line with the proportions of staff in each ethnic subcategory. Asian staff left in slightly higher proportions than 17

18 expected in the first two years but in the most recent year the turnover rate has fallen into line with the proportion of Asian staff Academic promotions by ethnicity for UK staff for 3 years The application rate to promotion looks quite healthy for UK BME academics, compared with the proportions of staff who are from BME backgrounds at lecturer, senior lecturer, reader and professor level. This is a crude measure, but in UK BME staff made up 11.3% of all staff in these grades and 15% of applications to promotions. However the data suggests that BME staff who applied for promotion were less likely to succeed over the 3 years. Ethnic Band FPE as % of those who applied Total applied Promoted Total applied Promoted Total applied FPE Success rate FPE as % of those who applied FPE Success rate FPE as % of those who applied FPE Promoted Success rate BME % % % % % % White % % % % % % Information Refused % % % % % % Grand Total % % % % % % Action The success rate for UK BME staff who have applied for promotion is consistently lower than for White staff over the 3 years. This is an area of concern and will need to be explored in more detail as part of Objective 4 and the project above, although it may be explained by the small numbers concerned. 3.5 Ethnicity Non-UK staff Non-UK staff by ethnicity over 3 years Non-UK Ethnicity FPE FPE % FPE FPE % FPE FPE % Asian % % % Black % % % Mixed % % % Other % % % White % % % Information refused % % % Not known % % % Grand Total % % % In , non-uk BME staff made up approximately 33.9% of all BME staff at the College (509 out of 1501). There has been an overall increase in the numbers of non-uk staff over the 3 years, within this the proportions of Asian, Mixed and Other Ethnicity staff has been fairly static, whilst the proportion of Black staff has seen a decrease. When compared with the UK BME staff profile, the non-uk BME staff profile includes a noticeably larger proportion of Asian staff and a smaller proportion of Black staff. 18

19 In , non-uk BME staff made up 22.6% of all non-uk staff at King s. This is a fairly low proportion when compared with the picture nationally, at other London-based HEIs and in the Russell Group, where the proportions are 27.3%, 26.6% and 24.9% respectively. Our figures are most similar to the Russell group, but clearly BME staff make up higher proportions of non-uk staff elsewhere and this merits further investigation. Action - As part of the work occurring in relation to Objective 4 mentioned above further consideration regarding the relatively low proportions of non-uk BME staff and in particular the declining proportions of Black staff should occur. Action - As above there has also been a notable increase in the use of the Not known ethnicity group which will need to be explored. Action - Consideration of our recruitment data by ethnicity would help us to identify whether there are any differences in success rates for staff from different groups. This will occur once the data is available Non-UK staff by School/Professional services and ethnicity At a School level it is clear that certain Schools/Professional Services have a greater diversity amongst their non-uk staff than others. Schools with a higher ethnic diversity than the College include, the DI, Professional Services, Medicine, BMS. The ethnic profile of SSPP is similar to the College average, by contrast the Schools which are least diverse include, A&H, FNSNM, Law, IoP and NMS. Action - As above this will need to be considered as part of the work around Objective 4. In particular FNSNM, A&H and NMS appear to have a low representation of BME staff in both the UK and non-uk pools. BME White Information refused/not Total known FPE % FPE FPE FPE Dental Institute % FNSNM % Institute of Psychiatry % Professional Services % School of Arts & Humanities % School of Biomedical Sciences % School of Medicine % School of Natural & Mathematical Sciences % School of Social Science & Public Policy % The Dickson Poon School of Law % Total % Non-UK academic staff by ethnicity and job type Academic staff make up a smaller proportion of non-uk BME staff than expected (20.7% compared with 22.6% of all non-uk BME staff). Nationally this figure is 25.4%, for the London-based HEIs, 23.9% and for the Russell Group, 23.3%. 19

20 Similar to the picture for UK academic staff, non-uk BME staff tend to be working in research and teaching, although there is a fairly healthy representation in lecturer roles and surprisingly at reader level. As above, the transition to senior lecturer and professor appear to be challenging. BME White Information refused/ not Total known FPE % FPE FPE FPE Junior reseacher % Senior researcher % Teacher % Lecturer % Senior lecturer % Reader % Professor % Total % Action - These findings (similar to those observed for UK staff) will feed into the BME staff representation project Objective 4. In addition, the overall proportion of non-uk BME academic staff is also of concern Non-UK professional services staff by ethnicity and grade BME White Information Not known Refused Total FPE % FPE FPE FPE FPE Grade < % Grade % Grade % Grade % Grade % Grade % Grade % Grade % Grade % Grade % Hourly grade % Total % BME staff make up a high proportion of non-uk professional services staff, (28.6% compared with 22.6% for all non-uk BME staff). Nationally this figure is 32.4%, in the London-based HEIs, 32.7% and in the Russell Group, 29.8%. At King s these staff are heavily concentrated in the more junior grades, in particular grades 2 and below. Their representation dips again when looking at grades 7 and above. Action - These findings are similar to those for UK staff (although not as pronounced) and will feed into the BME staff representation project. In addition, the overall proportion of non-uk BME professional services staff is also of concern but less so than for academics. 20

21 3.5.5 Non-UK staff turnover by ethnicity over 3 years Ethnicity FPE % FPE % FPE % Asian % % % Black % % % Mixed % % % Other % % % White % % % Information refused % % % Not known % % % Grand Total % % % The turnover rate for non-uk Black, Mixed and Other ethnicity staff appears to be slightly higher than expected when compared with their representation in the non-uk workforce overall. It does not appear that his can be explained by the fact that they are overseas and perhaps on shorter contracts or have visa restrictions since this pattern is not evident amongst the non-uk White staff. Action - This pattern will be raised with the recruitment team to see if it could be related to the visa requirements of certain countries Academic promotions by ethnicity for non-uk staff for 3 years The numbers considered here are very small so it is difficult to draw any conclusions. The application rate to promotion looks lower than expected, compared with the proportions of staff who are from BME backgrounds at lecturer, senior lecturer, reader and professor level. This is a crude measure, but in non-uk BME staff made up 16.1% of all staff in these grades and 13.9% of applications to promotions. This difference would equate to an additional 2 applications for promotion which is a very small number. In relation to the success rate, this does not appear to be an area of concern. Action It will be important to continue to monitor the application rate over time to see if this discrepancy continues. Ethnic Band 3.6 Sex FPE as % of those who applied Staff by sex over 3 years Total applied Promoted Total applied Promoted Total applied Promoted FPE Success rate FPE as % of those who applied Over time the proportion of male and female staff has become slightly more balanced at the College. When compared with the proportions nationally, King s is slightly more female in composition with FPE Success rate FPE as % of those who applied FPE Success rate BME % % % % % % White % % % % % % Information Refused % % % % % % Grand Total % % % % % % 21