Mainstreaming Equality: 2013 report

Transcription

1 Mainstreaming Equality: 2013 report Introduction The Scottish equality regulations 1 require universities by 30 April 2013 to publish a report on progress they have made to mainstream equality into their functions. Mainstreaming means steps that the university has taken to fulfil the three aspects of the general equality duty when carrying out its functions, specifically to pay due regard to the need to: Eliminate unlawful discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act Foster good relations between people who share a protected characteristic and those who do not. Advance equality of opportunity between people who share a relevant protected characteristic and those who do not. Summary of progress In academic year , the University introduced a new framework for equality and diversity, a key aim of which was to mainstream equality into the culture of the institution. The framework introduced the following mechanisms to support this process: (i) (ii) A new Equality Steering Group, which is chaired by the Deputy Principal (Education & Students) and comprises a number of senior managers, the President of the Students Union, and the lead officer for equality & diversity. The ESG is responsible for overseeing compliance with the equality duties, including the requirement to mainstream equality into core activities, policies, and procedures. The involvement of senior managers on the ESG enables them to integrate their understanding of equality issues into other areas of their portfolios. The ESG does not replace the responsibility of staff to comply with the equality duties when carrying out their functions; rather, it exists to help facilitate that process. A network of equality contacts in each academic school and service area The aim of the network is to mainstream delivery of the University s equality and diversity framework by: Creating a two-way communication channel between the Equality Steering Group and the schools/service areas Broadening understanding of equality issues and developments by cascading relevant information throughout the schools/service areas Creating a critical mass of staff who area able to champion the equality agenda during the development of new initiatives/policies Providing a mechanism enabling schools and service areas to influence and contribute to the ongoing development and delivery of the University s equality 1 Equality Act 2010 (Specific Duties) (Scotland) Regulations 2012 April

2 outcomes and strategies, ensuring that they support and align with institutional and school/service area goals and plans. (iii) The University carried out a review of the committee structure in The review made a number of recommendations designed to enhance transparency of decision making, improve scrutiny of equality & diversity activity, and improve reporting to Court. Whilst the Joint Policy, Planning and Resources Committee (JPPRC) was given specific responsibility for overseeing equality and diversity activities on behalf of Court, all committees are expected to pay due regard to equality and the University s equality duties. Sub-committees are now expected to report annually on their activities to University Court or Academic Council, and those which are concerned with issues such as remuneration and academic promotion are expected to report on the demographic patterns of applications and successes. Committee papers include a standing section on equality implications to prompt consideration of equality issues as a mainstream part of the development of proposals and policies. In addition to the introduction of the overarching framework, the following progress to pay regard to the three parts of the general equality duty when carrying out the University s functions can be reported: (a) Eliminate unlawful discrimination, harassment and victimisation and other conduct that is prohibited by the Equality Act 2010 A range of new and revised policies and procedures have been equality impact assessed during their development. Examples include the review of car parking arrangements; the introduction of the Recognition Award Scheme for staff; arrangements to prepare for the Research Excellence Framework 2014; and proposals to remove the mid-semester break. A number of the EIAs have resulted in action to amend policies/procedures to more effectively comply with the three parts of the duty, including the duty to eliminate unlawful discrimination, harassment and other prohibited conduct. The anti-bullying and harassment contacts group, which includes members dispersed across the institution, continues to provide a confidential service to staff who need support and guidance. The University requires all new and existing staff to complete online equality & diversity training. This includes modules on identifying and tackling discrimination and harassment. The University introduced a new anti-bullying and harassment policy for students in April This applies across the institution and it is expected that all areas embed this into their culture and practice. This was considered by the University Strategy & Policy Group, the Quality Enhancement Group, and finally by the Academic Council. This is one example of how the University expects its committees to consider equality and diversity matters as a core part of their functions. The staff record stored on SAP includes details of any allegations of discrimination, which can be extracted into a report to facilitate monitoring of trends. The University s policies on equality and anti-bullying and harassment are included in the calendar, the student handbook, and the University website. These policies are explicit about the University s zero tolerance approach to discrimination and harassment. April

3 All new staff receive a pamphlet as part of their induction materials about the University s approach to equality and diversity, which sets out our policy on discrimination and harassment. (b) (i) Advance equality of opportunity between people who share a relevant protected characteristic and those who do not. Paying due regard to equality and diversity when developing strategy, policy and plans The University Strategic Plan was developed with equality and inclusion as integral themes. The first value in the plan is respect ( we believe everyone should be treated with respect and we will deal with people as equals. ) There are numerous further references to the importance of equality and respect throughout the plan e.g. we will ensure that we are accessible to all students who can benefit from the education we offer and we will be a welcome, supportive, inclusive and culturally diverse community. A number of underpinning university strategies and documents clearly espouse the importance of equality & diversity, for example: (i) the University Research Strategy contains an explicit objective relating to equality & diversity; the Research and Enterprise Office (REO) new service plan reaffirms the commitment to valuing and promoting equality and diversity; the Deputy Secretary s Office Plan includes objectives relating to equality and diversity and support for disabled students; and the REF Code of Practice governing the selection of staff for inclusion in submissions to the 2014 REF was developed with the aim of ensuring the REF selection processes are fair, equitable and transparent. A number of schools and service areas (e.g. School of Natural Sciences; Information Services; Policy, Planning & Governance) have equality & diversity as standing or regular items on the agendas for their management, executive or team meetings. The templates utilised by schools and service areas to present business cases for staff or capital resources were reviewed in As a result, all schools/service areas are now required to consider the equality implications of their proposals and to include the findings in their business cases. This process means that the Planning Review Group and Capital Evaluation Group are prompted to consider the equality impact of investment decisions. Papers for management groups and committees are expected to be prepared using the University template, which includes a standard section on equality implications. Authors of papers are expected to summarise any potential opportunities to better fulfil the equality duties, and committees are expected to consider these issues when making decisions about policy development, strategy, or investment. (ii) Developing an evidence base for equality and diversity The University has developed an online tool to capture data from staff on their protected characteristics. This is now routinely publicised to staff on an annual basis, and is available via the University portal so that staff can update their details at any time. Over 1000 staff have now used the tool to record their equality data. All job applicants are asked to complete an equality form which asks for information about protected characteristics. If the applicant is successful, this data is transferred to April

4 the staff record. This process enables equality data on applications, short-listing, and successful/unsuccessful appointments to be produced and analysed. The student enrolment record was updated in 2012 to capture the new list of protected characteristics. The data generated from the student system was used to help shape the institutional equality objectives, and will be vital in monitoring progress. The university prepared a comprehensive report on employee equality demographics 2. This report, which includes data on the composition, recruitment, development and retention of our employees, is presented as appendix 1 to this report. The data in the report was used to inform the development of the equality outcomes, and to help inform the Athena Swan bronze level institutional action plan. The Equality Steering Group will continue to review the data and identify actions required to address any emerging issues. (iii) Embedding equality & diversity into institutional training programmes All staff are required to complete mandatory diversity in the workplace training once in post. This has been built into the core induction programme along with a number of other core modules e.g. health and safety. To date, some 67% of staff have been trained in Equality & Diversity via an on-line training module. All staff who are likely to serve on an appointment panel are required to have first completed training on equality & diversity in the recruitment process. Some 500 staff have completed this training. The Stirling Management Development Programme comprises a number of modules aimed at staff with current people management responsibility, and staff who wish to develop people management skills for the future. Equality and diversity issues are built in to a number of the modules within this programme. An equality and diversity module was built into the PhD supervisors training programme. Some academic schools run specific training initiatives e.g. in the School of Applied Social Sciences, a disabled research post-graduate student (who has undertaken relevant training) has provided equality training for taught post-graduate students on the MSc/Diploma in Housing Studies programme. (iv) Creating a culture of equality and diversity within the student and staff community The staff survey 2012 demonstrated that staff tend to agree that the culture at the University of Stirling is equitable and inclusive. The University is currently performing ahead of the sector in response to the question I agree that the institution respects equally people of different [protected characteristics]. 97% of students responding to the Student Barometer/International Student Barometer in 2012 agreed that the University is committed to equality of opportunity for all its students. The University continues to provide high quality support and advice for disabled students as part of its work to support students and provide an excellent student 2 As required under section 6 of the Equality Act (2010) (Specific Duties) (Scotland) Regulations April

5 experience. Disabled students are encouraged to disclose any disabilities as soon as they develop a relationship with the University, and are supported throughout their time with the University. In particular, the Disability Service is very highly regarded: 94% of respondents stated that they were satisfied with the Disability Service, placing the University 1st in the list of UK ISB institutions for that particular question (International Student Barometer Survey 2012). 92% of respondents to the Student Barometer stated that they were satisfied with the Disability Service. Across the institution, there are many examples of flexible working arrangements (both part time and flexible full time patterns). (v) Maintaining an inclusive and accessible environment An equality impact assessment was carried out during the review of the university s car parking arrangements, and it resulted in some amendments to the proposals to take account of potential inequitable impact. For example, additional dedicated parking for disabled people was introduced, and reduced-rate permits for part-time workers were introduced. Equality and diversity considerations have been embedded into each stage of the redevelopment of the student residences. Meetings have taken place between university officers and the design team to ensure that the new accommodation will be accessible. A programme of works to upgrade door systems (e.g. to introduce electronic door entry mechanisms and door hold backs) has been taking place in recent years, with the effect of developing a more open and accessible environment for people with physical disabilities. A project to develop web based access information for the university is being progressed with Disabled Go. This should be available in Equality impact assessments are undertaken for all estates projects including those involving physical change or reconfiguration of services. Accessibility and sustainability are cornerstones of every estate development project. There is a process in place for evaluating personal emergency evacuation plans (PEEPs) for students and staff with disabilities. Where the emergency evacuation refuge points are located at the head of a set of stairs in the Cottrell and Pathfoot buildings, a two-way communication link with the Security Control Room is provided. An evacuation chair is also located in these areas. Deaf Aid and Blik pager systems are available for all students with hearing impairments living in university-managed accommodation. The university opened its dementia-friendly garden at the Dementia Services Development Centre in September 2012, providing a therapeutic environment for people with dementia. The university is currently reviewing its procurement policy and procedures; the equality duties are being actively considered, and revised procedures and documentation will incorporate steps to promote equality. (iv) Career development The university is currently pursuing an Athena Swan bronze level institutional award. In addition, the School of Arts & Humanities has commenced work to ensure that the school operates in accordance with the Athena Swan ethos. Through the pursuit of Athena Swan principles and awards, the institution and individual schools are reflecting on how best to mainstream equality into their policies and HR procedures. In October 2012 a mentoring programme was introduced by HR & Organisation Development. The programme aims to support the personal and career development of all staff but applications from women, ethnic minorities and disabled staff were specifically encouraged, in view of the fact that people from these groups are historically April

6 under-represented at senior levels in the institution and the HE sector. The majority of mentors and mentees currently on the programme are women. (v) Researcher development The Research & Enterprise Office (REO) continues to play a key role in sector wide discussions and developments about embedding equality into research and researcher development initiatives. The university s Excellence in Research Award (2011) remains in place. To maintain its Excellence in Research Award (2011,) the university revisited its gap analysis during June 2012 and identified actions required. The University is an active member of the Researcher Training Sub-Committee of the SFC's Research and Knowledge Exchange Committee, at which equality and diversity issues are considered. (vi) Student recruitment The university Student Recruitment and Admissions Service adheres to fair and transparent admissions practice and promotes widening access, especially through recruitment activities. The current undergraduate admissions policy was developed following an equality impact assessment, which sought to embed the principles of fairness and equality into the policy and procedures. The university is deeply committed to widening participation, demonstrated by the Scottish Funding Council s decision to award the institution an additional 125 new funded places for widening access in academic year 2013/14. (vii) Learning and teaching There are various examples of academic schools operating arrangements to boost flexibility and enhance access to learning materials, e.g. podcasts of lectures (example: School of Education, School of Sport); delivery of online modules (School of Sport). Schools pay regard to particular equality circumstances when putting in place arrangements for exams; for example, they schedule exams so that they won t clash religious days wherever possible (e.g. School of Natural Science, School of Sport) There are examples of flexible assessment: for example, across the School of Education, students are assessed entirely through formative/summative course work and no formal examinations are set. Specific modules focusing on equality issues have been embedded into curricula; for example, the first module of the TQ Further Education programme, Learner Identity and Diversity encourages students to think carefully about equality issues and to critically examine relevant policies within their own organisation. The School of Education s core provision course explores issues surrounding discrimination and the elimination of discrimination on any of the grounds of the protected characteristics. The Disability Service works with disabled students to produce an Agreed Record of University Adjustments (ARUA). The ARUA sets out agreed learning adjustments to help ensure that disabled students are not disadvantaged during their studies. Schools are expected to follow and comply with the ARUAs. A Listen Again service is available to students; this involves lectures being recorded and made available online to students. This is a valuable tool for all students, but is particularly helpful for students who are unable to attend lectures for reasons related to ill-health, disability or caring responsibilities. The programme approval process has undergone a review, and schools are encouraged to consider equality and diversity issues as a core part of the development of a programme; any specific issues or decisions arising should be documented within the programme approval summary documentation. April

7 Module evaluation forms ask students to identify any equality issues that they have experience during their module, or to provide recommendations on ways to more effectively promote equality, diversity and inclusion. The careers service includes specific information for disabled students, lesbian, gay, bisexual and transgender students, and ethnic minority students on its website. The Centre for Academic Practice and Learning is playing a leading role in the Higher Education Academy programme Embedding Equality and Diversity in the Curriculum. The programme encourages institutions in the higher education and college sectors to further embed equality and diversity within curriculum design, delivery and assessment. It builds on the diversity of experience and current practice in Scotland to further the development of inclusive institutional cultures which promote the success of all students. (c) Foster good relations between people who share a protected characteristic and those who do not (i) Celebrating cultural diversity and fostering good relations between different cultural groups The university often holds events on campus to celebrate the diversity of its student and staff community, and to foster good relations between different cultural groups, such as: Speaking My Language Brazilian Cultural Event an event to promote Brazilian culture, including music and entertainment. (February 2013) Burns Supper and Ceilidh providing an opportunity to involve staff and students from a diverse range of cultural backgrounds in Scottish culture. (January 2013) Japan Week - a public programme of events during a special week dedicated to Japanese culture from 19 to 24 March, to celebrate Scotland s links with Japan. (March 2013) Events to raise awareness of Balkan culture, including showcasing Balkan short films, followed by a programme of Balkan live music and dance. (October 2012) (ii) Positively promoting diversity The university continues to host a range of events designed to promote equality and diversity. For example: World Mental Health Day on 10 October 2012, which included a range of events, activities and displays aimed at positively raising awareness of mental health issues. A conference on dementia in younger adults on campus in October The Celebrating Intersectional Equality conference (an event run by LGBT Youth and the Equality Network, aimed at raising awareness of the multiple identities of lesbian, gay, bisexual and transgender people) in February The University Tennis Club hosted a disability tennis fun day in March 2013, providing an opportunity for those with physical and learning disabilities to participate in tennis with the support and encouragement of a team of experienced and qualified LTA student coaches. The university worked in partnership with LGBT Youth Scotland to run a workshop in May 2012 to raise awareness of the issues facing lesbian, gay, bisexual and transgender people. April

8 (iii) Promoting diversity through our website, marketing and promotional activities The university website is designed to be accessible to as many users as possible, taking into consideration all protected characteristics achieved by embracing best practice in design and employing up to date techniques, as well as consulting with the relevant staff/student audience. Every effort is made to reflect the diversity of the student population in photography or viewpoints. The University Recruitment and Admissions Service consult with their audiences and test the website to ensure that users who are experiencing the website with assistive technologies are able to navigate it successfully and consume the content as fully as possible. Statistical analysis of website traffic is carried out to inform strategy on addressing their audiences. Alternative print formats are available on request, and this is publicised on the marketing pages of the website and on certain university publications. The Division of Psychology is currently developing a new website in which equality and diversity will be reflected in the content and images. Awareness raising In addition to the work that is being carried out across the institution, as detailed above, efforts are continually being made to raise awareness of the importance of equality and diversity, and the need for all staff and committees/working groups to pay regard to the equality duties as part of their core activities. Awareness raising activities in recent months include the following: Senior members of the equality steering group participated in a series of road shows to all academic schools and service areas on the development of the equality outcomes. The purpose of the road shows was to involve staff in shaping the outcomes, and to raise awareness of equality & diversity in order that all staff could be aware of their responsibilities in this area. The lead officer for equality has attended meetings in all academic schools to discuss the equality agenda and its relevance to the school s activities The equality and diversity website is regularly updated to provide information about activities of the Equality Steering Group, research, ongoing projects and other information. University Court is regularly updated on progress in relation to the equality duties and the university s equality strategy. For example, Court received a presentation on the development of the equality outcomes in March 2013, which followed on from previous presentations in previous years. Other committees, such as the Joint Policy, Planning and Governance Committee (JPPRC) regularly consider and receive reports and papers on equality matters e.g. the statement on equal pay and occupational segregation; the draft equality outcomes; equality findings from the staff survey. Some examples of recognition of the university s good practice in relation to equality and diversity activities As a result of the concerted effort to mainstream equality and diversity into the functions of schools and service areas, the positive impact is evident. Below are some examples of good practice in this area which have been externally recognised: The School of Nursing and Midwifery has reached the final of the Student Nursing Times Awards 2013 Teaching Innovation of the Year - for their innovative work supporting students in placement using the Disability Disclosure and Agreement of Reasonable Adjustments in Practice (DDARAP). The school has developed a model for this which April

9 enables students to achieve their optimum level of functioning in ward areas despite their disabilities. The Student Awards Agency for Scotland (SAAS) and the Scottish Government Policy, Executive, Participation and Student Support Team have both indicated that they are interested in the work on reasonable adjustments for nursing students and would like to share this with the sector at some point as an example of good practice. The University of Stirling s Student Development and Support Services was in 2012 awarded the LGBT Charter Mark from LGBT Youth Scotland, in recognition of its high standard of support for young lesbian, gay, bisexual and transgender individuals. The Charter Mark demonstrates the team is aware of the issues LGBT individuals can face and is committed to providing a service that is inclusive, where LGBT people feel involved, valued and supported. The university scored 8/10 in the 2013 Stonewall Gay By Degree index; this represents 2 nd place across all Scottish universities. [ENDS] April

10 Appendix 1 EMPLOYEE EQUALITY REPORT On 27th May 2012, a new set of statutory regulations 1 came into force, placing new equality duties upon Scottish public sector organisations, including universities. One of these is to gather information on the composition, recruitment, development and retention of the authority s employees, particularly with respect to the number and protected characteristics of these employees. 2. The University is also required under the regulations to publish a report on progress it has made to make the equality duty integral to the exercise of its functions (the mainstreaming equality report ). This report must include an annual breakdown of the employee equality information summarised above, and details of progress that the University has made in gathering and using that information to enable it to better perform the general equality duty. Data collection 3. Information on seven of the protected characteristics is now requested as part of the recruitment process for all staff. For several years, the University has been collecting data on age, disability, race and sex from all applicants. In early 2010 we added the additional equality characteristics of gender reassignment, religion & belief, and sexual orientation, as well as a question on caring responsibilities. We do not routinely collect information on pregnancy at the point of recruitment, and we do not collect information on marriage and civil partnership status. 4. To gather data on protected characteristics from staff in post, we introduced a new portal based data collection system in May Since then 1038 employees have updated some or all of their equality data through this mechanism. The data 5. All of the findings summarised below, except those relating to leavers, are based upon a snapshot of salaried staff in the University on 1 August The leavers data is based on all salaried employees who left the University between 1 August 2011 and 31 July This includes all resignations, end of fixed term contracts, retirals and death in service. Recruitment data is based on all applications for salaried posts between 1 August 2011 and 31 July Unless otherwise stated, all data is based upon headcounts rather than FTEs. 7. Where there is a risk that individuals might be identifiable, data has not been presented. 8. Information on disclosure rates is provided for each equality characteristic 1 The Equality Act 2010 (Specific Duties) (Scotland) Regulations

11 Age 1. Overall Composition: The disclosure rate for Age is 100%. The majority of our staff are over 40 (67%) and a significant proportion are over 50 (33%). 2. Academic Staff: The pattern is similar for Academic staff with the majority of staff being over 40 (66%) and a significant proportion are over 50 (32%). 3. Support Staff: The pattern is similar for support staff with the majority of staff being over 40 (68%) and a significant proportion are over 50 (34%). 4. Academic Schools: No schools have staff under 21 and all have staff over 60. Nursing Midwifery and Health has the highest proportion of staff over 40 (84%) and the highest proportion of staff over 50 (41%). Sport have the lower proportion of staff over 40 (46%) and proportion of staff over 50 (17%). 5. Service Areas: No Service Areas have staff under 21 and 6 have staff over 60. Aside from Principal's Office/University Secretary's Office/Deputy Principal's Office who have a very small population, Estates and Campus Services have the highest proportion of staff over 40 (78%) and the highest proportion of staff over 50 (46%). HR & Organisation Development have the lowest proportion of staff over 40 (48%). 6. Academic Staff: Broadly speaking the average age increases with grade. The majority of Grade 10 academics are age (52%), the majority of Grade 9 academics are age (45%) and the majority of grade 7 academics are The pattern is less clear for Grade 8 where roughly equal proportions are in (38%) and (37%) and Grade 6 where equal proportions are and (41%). 7. Support Staff: For grade 6-10 staff broadly speaking average age increases with grade (47% of Grade 10s are 51-60, 56% of Grade 9s are 41-50, 52% Grade 8s are and 33% of Grade 6s and Grade 7s are 31-40). The pattern is not seen in G1-5 for support staff where most staff in Grades 2,3 and 4 are in the Leavers: the majority of leavers are in age band (33%). The majority of leavers by resignation are also in this age band (44%). 9. Disciplinary Cases: numbers here are too small to draw conclusions. 10. AAPC: most staff eligible for promotion by AAPC are in age band (33%) and (37%). The proportion of AAPC applicants in age band is the same as the proportion eligible (33%) but the proportion of applicants in age band (50%) is significantly higher than the proportion eligible. The proportion of successful applicants (45%) in Age band is higher than the both the proportion eligible and the proportion applicants for this age band. The proportion of successful applicants in age band (50%) is the same as the proportion of applicants for that age band. 11. The eligible population of staff over 50 is smaller (20%) and they are less likely to apply (14%) and be successful in their application (5%). 12. Contract Type: Staff on fixed term contract are likely to be younger - 66% of staff on fixed term contract are 40 or less and only 29% of staff on open ended contracts are 40 or less. 13. Training Undertaken: employees in age band are most likely to undertake training (38%) but this is also the age band with the highest number of staff (they 2

12 account for 34% of employees). No staff under 21 undertook training in the reporting period. Only 3% of training undertaken was by staff in age band Sickness Absence: employees in age band are most likely to have sickness absence (36%) but this is also the age band with the highest number of staff (they account for 34% of employees). The % of absence per age band broadly follows the distribution of employee by age band. 15. Recruitment (Academic Staff): Applications for academic roles are most likely to come from staff in age band (51%) as are applicants shortlisted (52%) and academic appointments. 16. Recruitment (Support Staff): Applications for support roles are most likely to come from staff in age band (38%). Whilst this is also the age group with the highest number of shortlisted applicant the proportion drops to 28%. Disability 17. Overall Composition: Disclosure rate is 76% with 5% staff reporting a disability. 18. Academic Staff/Support Staff: Proportions of disabled academic staff (6%) and support staff (5%) are similar as are disclosure rates for these. 19. Academic Schools: Education has the highest proportion of disabled staff (10%) but the proportion of disabled staff is similar in Applied Social Sciences (8%) and Nursing, Midwifery and Health (9%). Sports and Natural Sciences have the equal lowest proportion of disabled staff at 3%. 20. Service Area: The Deputy Secretary s Office has the highest proportion of disabled staff (9%). A number of areas (Principal's Office/University Secretary's Office/Deputy Principal's Office, HR & Organisation Development and Finance) have no staff reporting a disability. 21. Disability by Grade: There is no particular pattern to the distribution of disability by grade with all staff apart from Grade 1 containing some staff reporting a disability. Grade 6 (9%) has the highest proportion of staff reporting a disability closely followed by Grade 10 (8%). 22. The position is similar for academic staff only with Grade 6 (10%) and Grade 10 (9%) being the two grades with the highest proportion of staff reporting a disability. 23. There is no particular pattern to the distribution of disability by grade for support staff with all staff apart from Grade 1 containing some staff reporting a disability. Grade 6 has the highest proportion of staff reporting a disability (8%). 24. Leavers: the proportion of leavers reporting a disability is 5% this is consistent with the proportion of staff reporting a disability in the whole population. 25. Resignations: The proportion of leavers by resignation who have reported a disability is lower at 2%. 26. Disciplinary Cases: numbers here are too small to draw conclusions. 27. AAPC: 5% of the eligible population for AAPC reported a disability but in the 2012 cycle no staff with a disability applied for promotion via AAPC. 3

13 28. Full Time/Part Time: the proportion of full time (6%) and part time staff (4%) reporting a disability is broadly similar. 29. Open Ended / Fixed Term: the proportion of staff reporting a disability is the same for staffs who are on open ended contract and fixed term contract (6%). 30. Training Undertaken: 6% of training delivered is undertaken by staff reporting a disability. This is similar to their representation in the total population (5%). 31. Sickness Absence: 9% of instances of sickness absences are for staff who have reported a disability. This is almost twice the proportion of the workforce they make up (5%). 32. Recruitment - Academic: 3% of applicants for academic posts are disabled. The proportion of shortlisted applicants for academic posts who are disabled is lower at 1%. The proportion appointed increase again to 3%. 33. Recruitment Support: 1% of applicants for support post report a disability but 2% of shortlisted applicants are disabled and 3% of successful applicants are disabled. Gender reassignment 34. Due to the high and variable proportions of non-disclosure in response to the question on transgender status and the extremely low number of people who have declared that they are transgender, it is impossible to draw many meaningful conclusions from the data. What is clear throughout is that the proportion of staff who identify as transgender is 0%. 35. Overall composition: Of the total staff population, 0% declared that they were transgender, 77% declared that they were not transgender and 23% did not answer the question. When this is broken down into academic staff and support staff, the results (0%, 75%, and 25% and 0%, 78%, and 22% respectively) are not significantly different to that of the overall population. 36. Gender reassignment by School: There is a considerable variance in proportions of staff who declare that they are not transgender (ranging from 59% 100%). However, this is skewed by the high and variable proportions of staff that chose not to respond to the question (ranging from 19% in Nursing Midwifery & Health to 41% in Sport). 37. Gender reassignment by Service Area: Within the service areas, 0% of staff declared that they were transgender. The proportions of service staff choosing not to answer the question are lower than those in academic schools, ranging from a 100% response rate in Research & Enterprise and the Principal s Office to 24% in Information Services. 38. Gender reassignment by grade: Non-disclosure rates again vary considerable across the grades (e.g. 17% at grade 2 and 34% at grade 4). Within the academic population, non-disclosure rates increase in line with the grades (from 14% at G6 to 31% at G10). Interestingly, non-disclosure rates in service areas do not increase proportionately with grade: the biggest rates of non-disclosure are at grades 4-6 (between 23% and 34%), with non-disclosure only 7%/13% at grades 9 and 10 respectively. 4

14 39. Gender reassignment: resignations: 61% of those resigning had declared that they were not transgender. A very large percentage (39%) of those resigning had not answered the question. This is considerably higher than the overall non-disclosure rate (23%). 40. Gender reassignment: disciplinary cases: 67% of those involved in disciplinary proceedings had declared that they were not transgender. A very large percentage (33%) of those had not answered the question. This is considerably higher than the overall non-disclosure rate (23%). It should be noted that these results relate to a very small number of staff, so no meaningful results can be derived. 41. Gender reassignment: AAPC: No significant findings. 42. Gender reassignment: working pattern (ft. vs. pt.) and contract type (open vs. fixed term): No significant findings, except that part time workers in a number of grades appear to be less likely to respond to this question. 43. Gender reassignment: Training undertaken (all staff): Non-disclosure rates for this cohort were 16%, which is lower than those for the overall population. Still, 0% of staff declared that they were transgender. 44. Gender reassignment: Sickness absence: No significant findings. 45. Gender reassignment: Applicants: 95% of applicants declared their transgender status. Only 3% chose not to answer the question and just 2% stated that they would prefer not to say. 0% declared that they were transgender. Applicants for academic roles were slightly more likely not to declare their status: 5% chose not to answer, and 3% declared prefer not to say. Almost all applicants for support roles declared their status: 100% answered the question, but 1% chose prefer not to say. 0% of these applicants declared that they were transgender. This data therefore can be regarded as a reasonable overall picture of the population. 46. As with data for other characteristics, non-disclosure rates increase as people progress through the recruitment process. For transgender status, they are relatively stable at the shortlisting stage, but they increase (to 10%, 11%, 9% respectively for all staff, academic staff, support staff) when looking at successful applicants. Race 47. Overall Composition: Non disclosure rate ( not known & Prefer not to Say ) is relatively low at 6%. The proportion of BME staff is low at 3%. 48. Academic Staff / Support Staff: The Academic population has a higher proportion of BME staff than the support population (8% vs. 1%). 49. Academic Schools: the Stirling Management School has the higher proportion of BME staff of all schools (10%) and School of Sport the lowest (2%). 50. Service Area: A number of Service Areas have 0% BME (Research and Enterprise Office, Principal's Office/University Secretary's Office/Deputy Principal's Office, Finance and Deputy Secretary s Office). These, Deputy Secretary s Office excluded, 5

15 tend to be the smaller service areas. Overall the proportion of BME staff in Service Areas is low. 51. Grade: The proportion of BME staff in a grade generally increases with grade until Grade 10 where it decreases slightly. Grades 1 to 3 have 0% BME Staff. The proportion of BME staff in Grades 6-10 is higher than that in Grades Grade Academic Staff: Grade 6 has the highest proportion of BME staff (14%) but it also has the smallest population of any of the grades in this table. The proportion of BME staff generally decreases with grade for Academic staff with Grade 9 and 10 both having 6% BME. 53. Grade Support Staff: Grade 1, 2, 3, 8 and 10 all have 0% BME staff. Grade 5 has the highest proportion of BME staff (3%). 54. Leavers: The proportion of BME leavers is higher (6%) than the proportion of BME employees in the period (3%). The non-disclosure rate for leavers (4%) is lower than the overall proportion for this characteristic (6%). The proportion of BME leavers by resignation is higher again at 9%.The population here is relatively small (57) and the non-disclosure rate lower than the overall population for this characteristic (2%). 55. Disciplinary Cases: numbers here are too small to draw conclusions. 56. AAPC: The proportion of BME staff at each stage of the AAPC process is generally consistent (eligible 8%, applicant 8%, successful 9%). 57. Contract Type: The proportion of BME staff on fixed term contracts (9.7%) is higher than that on open ended contracts (2.7%). The proportion of staff disclosing ethnicity is similar (91% fixed term, 93% open ended) in both groups. 58. Training Undertaken: 4% of training instances undertaken were by BME staff. This is broadly similar to the proportion of BME employees (3%). 59. Sickness Absence: 2% of absence days were for BME staff. 60. Recruitment (Academic): 24% of academic applicants are BME but the proportion of shortlisted academic applicants who are BME is lower (14%) as is the proportion successfully appointed (7%). 61. Recruitment (Support): 9% of applicants for support posts are BME but the proportion of applicants shortlisted for support posts who are who BME are is lower at 2%. 3% successful applicants for supports posts are BME. Religion & Belief 62. Overall composition: The majority of staff who have declared a religious belief are Christian (35%). Other religious beliefs including Buddhist, Hindu, Jewish and Muslim collectively only make up 3% of the population. 29% of staff said they have no religion and the remaining 34% have either not answered or stated they would prefer not to answer the question. 63. Academic/Support staff split: Amongst academic staff, there is a lower percentage of Christians (24%) than the staff population as a whole and a slightly higher percentage of other religions (5%). The reverse is true for support staff that have a higher percentage of Christians (42%) and lower percentage of other religions (1%) 6

16 64. Academic Schools: The School of Nursing and Midwifery has the highest percentage of staff who have declared a religious belief (43%) compared to the lowest of Natural Sciences with 24%. 65. Service Areas: The service area with the highest percentage of staff having declared a religion/belief is Estates & Campus Services with 59% of staff having declared a religion/belief. The service with the lowest proportion of staff having declared a religion/belief is Information Services with 29%. 66. Grade: There appears to be a correlation between the staff grade and religious declaration. This can be demonstrated by looking at grade 2 staff where 65% have declared a religion compared to grade 9 where 24% have declared a religion. This pattern of lower grades being more likely to declare a religion is also reflected within the academic staff group and the support staff. 67. Leavers: Amongst staff leaving the University, only 28% have declared a religion/belief, compared to 38% of total staff. The same proportion (29%) declared that they had no religious believe compared to the staff group as a whole. Amongst staff who have resigned, there is an even lower percentage with who have declared a religion/belief (23%). 68. Disciplinary cases: Numbers are too small to draw conclusions. 69. Promotion: Of the staff population eligible for applying for promotion to AAPC, 29% had declared a religious belief but the percentage amongst the successful staff was 14%. 70. Working pattern: The table on page 151 relating to the grades of full time staff shows a similar position to the one on page 145 for all staff in that there is generally speaking a higher proportion of staff on lower grades with a religious belief than on higher grades. Below grade 6 there are no full time staff with non-christian beliefs whereas on grade 6 and above, people who have declared a religion/belief other than Christian are represented at all grades. 71. Contract type: Staff on open ended contracts have a similar profile to the staff population as a whole and the number of staff on fixed term contracts are really too low to draw any conclusions. 72. Training: The staff group undertaking training has a very similar distribution in terms of religious beliefs to the overall population with slightly higher percentages saying they had no religious belief and a lower percentage saying they would prefer not to answer. 73. Sickness absence: The distribution of religions amongst staff that have had sickness absence is fairly consistent with the staff population as a whole. 74. Application process: There appears to be a higher percentage of non-christian religions (Buddhist, Hindu, Jewish, Muslim, Sikh & Other) at 9% in the total number of applications received than the staff population as a whole (3%). This percentage drops in the shortlisted applications to 5% but by the time appointments are made the percentage has gone back up again to 7%. 75. In terms of the split between academic staff and support staff the population for applications, shortlisted applicants and successful applicants reflects the overall 7

17 population in that there is a considerably higher percentage of Christians amongst the support staff than academic. Sex 76. Overall composition: 59% of all staff are female. This compares to 45% of academic staff, and 68% of support staff. A greater proportion of academic staff is male, and a greater proportion of support staff is female. 77. M/F within academic schools: There are considerable differences in the gender profile of staff within schools. 2 There is a higher proportion of females in nursing & midwifery, social sciences and education, and a higher proportion of men in natural sciences and sport. 78. M/F within service areas: There is a very high proportion of women working in all service areas. The proportion of women working in Estates and Campus Services and Information Services is lower, although there are still more women than men working in these areas. In most Service Areas, fewer than 20% of staff are male. 79. Occupational segregation: 92% and 82% of staff at grades 2 and 3 respectively are female. Conversely, only 28% of grade 10 staff are female. Women are fairly well represented at grades 7 and 8 (60% and 54% respectively), but begin to drop off at G9 level 42% (senior lecturer or senior teaching fellow level for Academic roles). 80. Academic gender segregation by grade: There is a high concentration (69%) of female academic staff working at G6: these are typically post-doctoral research staff e.g. research assistants. Women become less well represented as the grades become more senior. 81. Support staff gender segregation by grade: Within support staff, there is not such a noticeable decline of women as the grades become more senior. The proportion of women in grades 4 to 8 is between 62% and 67% in all five bands. However, the variance in representation is much more noticeable at each end of the spectrum: 92% of grade 2 staff are female, as opposed to just 44% of grade 10 staff. The overall support staff population is 68% female. 82. Resignations: The proportion of men resigning from the institution (47%) was slightly higher than the comparable % of men in the population (41%), suggesting greater mobility amongst the male staff population. Conversely, the proportion of women resigning (53%) is smaller than the comparable proportion of women in the population (59%). 83. Disciplinary cases: numbers are too small to draw conclusions. 84. Academic promotions: In the 2012 promotions round, 42% of the academic population eligible for promotion was female. However, only 26% of those who applied for promotion and 26% of those who successfully obtained promotion were female. 85. Working pattern: Men make up a relatively higher proportion of full time workers when compared with the gender split in the overall staff population. Conversely, the vast majority of part time workers in the institution are female. The exception is at grade 10, where a higher proportion of part time workers are male. However, most of 2 All staff (academic and support). 8