Revised LJMU Equality and Diversity Objectives (2016 –
2020) and Progress Report on Equality and Diversity
Objectives (2012 – 2016)
Relevant to:
All LJMU Staff and Students
Responsibility for Document
Review:
Director, People and Organisational
Management
Date introduced:
April 2012.
Date(s) modified:
July 2016
Next Review Date:
April 2020
RELEVANT DOCUMENTS
List here any documents that relate to the creation of this guidance
RELATED POLICIES & DOCUMENTS
List here any internal policies or documents that are relevant to this guidance
1
REVISED LJMU EQUALITY AND DIVERSITY OBJECTIVES (2016 – 2020)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction
The Legal Responsibility
The General and Specific Duty of the Equality Act 2010
LJMU Vision, Mission and Values
Consultation Exercise for the revised Equality and Diversity Objectives
Ratification and Implementation
Revised LJMU Equality and Diversity Objectives and Action Plan (2016-2020)
Appendix 1 – Progress Report on Equality and Diversity Objectives (2012-2016)
Appendix 2 - Staff & Student Equality & Diversity Data
1. Introduction
Liverpool John Moores University is fully committed to promoting equality of
opportunity for students, staff and all other stakeholders. This document sets out
the ways in which LJMU intends to do this over the period 2016-2020 in the form
of eight equality objectives.
2. The Legal Responsibility
The Equality Act became law in October 2010, replacing previous equality
legislations (such as the Race Relations Act 1976 and the Disability
Discrimination Act 1995).The aim of the Equality Act is to embed equality
considerations into the day to day work of an organisation, including Higher
Education Institutions (HEIs), to tackle discrimination and inequality and
contribute to making a fairer society. It identified nine protected groups known as
protected characteristics thereby extending protection to groups not previously
covered by the previous equality laws.
3. The General and Specific Duty of the Equality Act 2010
There are also two (2) kinds of duty under the Equality Act 2010 which are as
follows:
i. The General Equality Duty also known as the Public Sector Equality Duty:
Section (149)1, and
ii. The Specific Equality Duty.
2
a. The General Equality Duty or Public Sector Duty
The General Equality Duty came into force on 6 April 2011 and has three (3)
aims as outlined in section (149)1 of the Act which are:
a)
b)
c)
Eliminate discrimination, harassment, victimisation and any other conduct
that is prohibited by or under this Act;
Advance equality of opportunity between persons who share a relevant
protected characteristic and persons who do not share it;
Foster good relations between persons who share a relevant protected
characteristic and persons who do not share it.
The Duty lists the nine protected characteristics as:
i) age;
ii) disability;
iii) gender reassignment;
iv) pregnancy and maternity;
v) marriage and civil partnership;
vi) race;
vii) religion or belief;
viii)sex;
ix) sexual orientation.
b. The Specific Duty:
The specific duties of the Equality Act 2010 are as follows:
i)
To publish annual information demonstrating compliance with the
general duty.
ii)
To publish objectives setting out how LJMU will meet the requirements
of the Act at least every three years. This document fulfils this legal
obligation.
iii)
To ensure that such published information is accessible to the public
through the University’s Equality and Diversity website.
4. LJMU Vision, Mission and Values
Vision:
LJMU vision is to be recognized as a modern civic University delivering
solutions to the challenges of the 21st century.
3
Mission:
LJMU mission is to create and sustain a vibrant community for learning and
knowledge where staff and students work together in an active and supportive
partnership; providing opportunities to enrich our students, partners and wider
society through education, training, research, scholarship and knowledge
transfer.
Values:
LJMU values have been set out in the University strategy as an ambitious and
forward-thinking Institution that challenges convention and believes
passionately in the concept of ‘One University’ – a community working together
to common student-centred objectives within a clear strategy.
5. Consultation Exercise for the Revised Equality and Diversity Objectives
In compliance with UK equality laws the University must report on progress with
regard to Equality and Diversity every four years and formulate new objectives
going forward. In this regard, on 19 April 2016, we invited academic and support
staff and students’ participation including people from protected characteristics to
a workshop to review the University’s progress against the equality objectives set
for 2012-2016, as well as current E&D issues and aspirations for the future. This
consultation exercise was facilitated by an external consultant and the University
Equality and Diversity Adviser. The outcome of the workshop was a set of
revised equality and diversity objectives for the period 2016-2020. The revised
equality and diversity objectives address a wide variety of issues, for staff and
students and set out clear responsibilities and actions to assist the University
with further promoting Equality and Diversity. After the workshop, the objectives
were pulled together into a formal action plan with rationales, timescales and
specific actions.
6. Ratification and Implementation
After consideration and ratification by the Strategic Management Team (SMT)
and the Employment Committee, the Equality and Diversity objectives and Action
Plan will then become a working document to guide the University’s Equality and
Diversity activities. After approval by SMT, we will set up short term task and
finish working groups to assist with the delivery of the revised action plan. Each
year, a progress report will be prepared and submitted to SMT and Employment
Committee. This report will also be published on the University’s website, as
required by law and for best practice.
4
7. Revised LJMU Equality and Diversity Objectives and Action Plan (2016 – 2020)
Equality Objectives and Action Plan 2016 – 2020
The overall responsibility for the delivery of this action plan rests with University Equality & Diversity Committee
This Action Plan will be reviewed in 2017 together with the University Strategic Framework.
Reports on progress will be published every year in compliance with UK Equality legislative requirement.
E01
Objective
Stakeholders
Rationale
Suggested Actions to be
taken
Success
Measure
Responsible
Agent
Time Scale
Progress so far
Improve
Equality and
Diversity
monitoring and
use of Equality
and Diversity
data for staff
and students
Staff
Students
Monitoring is the foundation
of all E&D practice.
Accurate data is essential
for measuring progress,
spotting trends and gaps
and setting priorities. Work
on improving disclosure
rates has started and
showing some results. This
can now be built on by, for
example, continuing to
actively promote the use of
Infobase, Equality and
Diversity Committee’s
communication plan which
will amongst other things
increase staff and student
disclosure rates to facilitate
effective monitoring. The
data collected will be a
useful resource which can
be used in multiple ways
including positive action
initiatives.
Conduct a review of current
data collection practices –
how reliable, accurate and
complete are current data
sets, how could they be
improved, and how rigorously
is analysis conducted, what
useful learning occurs.
Increase year
on year the
percentage of
students and
staff disclosure
by protected
characteristics
Head of
Admissions
Head of Student
Advice and Well
Being;
Director, IT
Services;
Director, People
and
Organisational
Development;
Equality and
Diversity Adviser
By May
2017
Consultation with
key organisations
such as the Equality
Challenge Unit and
other relevant
professional
services, seeking
advice on other ways
of collecting
information in order
to increase the level
of disclosure for the
purpose of providing
appropriate positive
action to enhance
the student and staff
experience.
Continue work to improve
disclosure rates, for example
by strengthening messages
about why data is requested
and confidentiality of data.
Look at capturing disclosure
post registration (students)
and job start (staff) and
whether ‘disclosure’ is right
word?
By May
2017
5
Organise a series of
disclosure campaigns.
With regard to Disability,
consult on how to improve
disclosure. Planning
disclosure campaigns.
(Webcasts)
Carrying out further analysis
on other impairments
disclosed apart from the
ones listed on our monitoring
forms for staff and students
for further positive action.
Equality and
Diversity Adviser;
Head of Students
Advice and
Wellbeing; Head
of Student
Administration
Services
By May
2017
Personal
Development
Programme for
Disabled Staff is
ongoing. Result CIC
Programme for
disabled staff has
been undertaken.
Future development
programme for
disabled staff is
being negotiated with
Calibre.
By May
2017
Consider using E&D data for
recruitment and other
purposes (e.g. training,
awareness raising,
communications, building
confidence of staff/students,
disseminating good practice)
By May
2020
Improve E&D
data/information – e.g. about
positive action – on the
website, give more visibility
and improve navigability of
website
By May
2020
6
E02
To Improve
Recruitment
and Retention
of BAME staff
and students
(and
International
Students); and
Good Honours
attainment (1st
class and 2.1)
Staff and
potential staff
Students and
potential
students
Local
communities
This is in support of the
University’s drive to be an
inclusive University and
also to increase the
recruitment of international
students studying in LJMU.
For the last 3 years,
LJMU trend analysis shows
as follows:
% of BAME, International
and White Students
studying at LJMU:
BAME Students:
2012/13 - 10%
2013/14 - 10.60%
2014/15 - 10.60%
International Students:
2012/13 - 7.4%
2013/14 - 7.4%
2014/15 - 5.1%
White Students:
2012/13 - 88.50%
2013/14 - 88.90%
2014/15 - 88.30%
Ensure annual monitoring
reports quote all data
available, and provide an
honest and thorough analysis
of progress and areas for
improvement
Increase use of people from
under-represented
communities in all university
advertising and marketing.
Develop creative marketing
strategies for both local and
national areas to reach
potential students and staff
from under-represented
communities, for example
using BAME and other
under-represented groups’
networks, staff contacts,
appropriate head hunters
and recruitment agencies
Ensure student and staff
ambassador team is diverse
Improving the
percentage of
BAME
students
studying at
LJMU and
BAME Staff
working at
LJMU, and
their retention
rates.
Director,
Widening
Participation;
Director, People
and
Organisational
Development;
Director
Corporate
Communications;
Head of Student
Advice and
Wellbeing;
Faculty Executive
Deans;
President
LiverpoolSU;
Consider/research best
practice in running inclusive
open days
% of BME, International
and White Students’
Starters and Completers:
Use targeted outreach
activities to present LJMU as
both a learning provider and
an employer of a range of
under-represented
communities
BAME Students’
Further develop use of
Director,
Teaching and
Learning
Academy;
Faculty
Recruitment and
Marketing
Managers;
Faculty Registrars
By May
2020
With regard to staff,
the People and
Organisational
Development
Recruitment Team of
the University are
presently exploring
other ways of
reaching diverse
communities with
LJMU job
advertisements.
Moreover, POD
Team have devised
a 3-year academic
induction process
which will include
volunteer mentoring
scheme;
Stellar HE and LFHE
Programme for
BAME Staff are up
and running.
With regard to
students, LJMU
through the Outreach
Teams has
continued to deliver
programmes for the
recruitment of people
7
Starters:
2012/13 - 10. 2%
2013/14 - 10.6%
2014/15 - 10.2%
International Students’
Starters:
2012/13 - 11%
2013/14 - 10.7%
2014/15 - 6.3%
BAME Students’
Completers:
2012/13 - 8.6%
2013/14 - 9.1%
2014/15 - 8.8%
International Students’
Completers:
2012/13 - 6.1%
2013/14 - 5%
2014/15 - 5%
White Students’
Completers:
2012/13 – 88.8%
2013/14 – 90%
2014/15 – 91%
mentoring/buddying as a
recruitment and retention tool
Consider including role
models with protected
characteristics amongst
LJMU’s Honorary Fellows
from minority
communities.
LJMU is one of 12
UK Universities
selected to work on
ECU BAME widening
participation project.
Consider inviting BAME and
alumni from other protected
characteristics to act as role
model speakers, visiting
lecturers, mentors, case
studies
Chi Onwurah MP
Shadow Minister for
Culture & Digital
Economy spoke at
LJMU on 29th April
2016
To organise equality and
diversity seminars,
conferences and events on
key protected characteristics
over next three years.
To apply for the Race,
Gender and Athena Swan
Charters for providing a
focus for further work in
support of the recruitment,
retention and progression of
people from protected
characteristics
(Please see Data for BAME
attainment in appendix 2)
To raise the awareness/
profile of equality and
diversity impact assessment
Equality, Diversity
and Human Rights
Conference took
place on 4th
November 2015
November
2017 for
renewal of
LJMU
Bronze
Award
LJMU successfully
applied for Athena
Swan Bronze in 2014
and will renew the
award in 2017;
November
2017 and
April 2018
Plans in place for
applying for the
Gender and Race
Charters
By April
Working group to
8
of validation procedures,
Learning and Teaching
practices and curriculum
development activities.
E03
To improve
engagement
with local
communities
Staff
Students
Local
communities
Reduce the undergraduate
BAME completion and
attainment gap
Continue to monitor and
evaluate BAME attainment
gap for the purpose of
positive action
LJMU Strategic statement
states the case for
community engagement
clearly. The need for LJMU
to continue to be a central
part of the culture and
infrastructure of Liverpool.
The need for LJMU to be
respected globally for what
we contribute to cultural
awareness and
development of our
Monitor/audit all community
engagement activities across
LJMU and submit outcomes
to E&D committee to
consider from an E&D
perspective what else could
be done and what other
cultural initiatives LJMU
could engage with to
continue to enhance our
students and staff
experience.
2017
Local, national
and global
recognition for
LJMU’s
engagement
with the
Community.
Faculty Executive
Deans;
President
LiverpoolSU;
Director,
Teaching and
Learning
Academy;
Faculty Registrars
Inclusive
Curriculum
Officer; Equality
and Diversity
Adviser;
Associate Deans;
Corporate
Charities Working
Group
Corporate
Communications;
Equality and
Diversity Adviser;
2020
By May
2020
consider embedding
of equality impact
assessment
validation manuals
(2016-17);
Faculty Registrar:
Arts, Professional
and Social Studies
produced a
document in this
regard.
BAME Attainment
working group has
commissioned a
piece of research to
further identify and
understand the
reasons for
performance gap and
positive action that
could be taken
LJMU supports local
charities. Our current
corporate charities are
Age Concern
Liverpool and Sefton;
DaDaFest; The
Whitechapel Centre;
MacMillan Cancer
Merseyside
Director, Estate
9
students, our city and our
region.
Ensure links between
community engagement
activities/strategy.
For example, recruitment of
people from other minority
communities ( BAME
recruitment)
Management
LJMU the key
sponsor of
Liverpool’s gay arts
and cultural festival
called Homotopia.
The festivals usually
offer LJMU students
the chance to take
part in the activities
of the festival such
as drama workshops,
and debates.
In particular, consider
annually a report on usage of
Copperas Hill and all other
university sites for local
communities’ activities.
E04
To improve
support for
staff and
students who
are carers and
who are
returning from
parental leave
Staff
Students
LJMU recognises that
being pregnant; returning
from all kinds of parental
leave is a time of
adjustment and re-induction
which can be stressful for
the individual concerned if
not well managed. There is
the need for staff to settle
back into their roles as
quickly as possible. There
is also the need for some
flexibility and support from
managers to facilitate this
process. It is important to
note that some student and
staff are carers.
Ensure Copperas Hill is a
beacon of accessibility
Audit what support we have
for staff returning from
parental leave and how the
support can be enhanced
Develop good practice
guidelines to help staff
support students who are
carers, pregnant or returning
from parental leave.
Develop good practice
guidelines to help line
managers support staff who
are carers, or pregnant or
returning from parental leave
(e.g. workload Allocation,
expected working hours,
Year on year
improvement
of support for
staff and
students with
caring
responsibilities
and people
returning from
parental leave.
Director, People
and
Organisational
Development;
Health and Safety
Manager
By May
2020
Through
collaboration with
Homotopia, the
University supported
an exhibition of trans
history which
featured the
previously unseen
private archive of
April Ashley.
Policies in place for
all parental leave.
Working through
Athena Swan Action
Plan as catalyst for
improvement
E&D Committee;
Student Advice
and Wellbeing;
Athena Swan
Working Group;
10
breast feeding requirements,
etc).
Develop and publish Health
and Safety guidelines for
pregnant STEM/Non STEM
Faculties and Schools.
E05
To increase
the percentage
of Women
conferred with
Professorship,
Readership
and in senior
management
roles.
Staff
Need to improve Female:
Male ratio of staff
promotion to Readership,
Professorship and other
senior roles
Publicise and explain
relevant policies and
procedures. For example, the
availability of extended
paternity leave, the option of
shared parental leave,
flexible working policy and
Monitor take up.
Monitor staff and student
leavers after parental leave.
Research to ascertain
whether lack of support is the
reason for leaving.
Investigate barriers to
conferment of Professorship
and Readership to women
and formulate actions to
overcome these barriers.
Run focus groups to
investigate barriers to
conversion to Professorship
for Women.
Apply for Athena Swan
Charters to assist with
undertaking necessary work
in this area
Increase year
on year the
percentage of
women
Professors,
Readers and
women in
senior level
posts.
LJMU Athena
Swan Working
Group;
Professorship and
Readership
Conferment
Panel; Deans and
Directors of
Schools;
2020
POD reviewing the
recruitment process;
LJMU has achieved
Athena Swan Bronze
Award;
Regular meetings of
LJMU Athena Swan
Working Group;
Faculties and
Schools now
applying for
individual Athena
Swan Awards as a
catalyst for change;
11
When recruiting for
management vacancies take
positive action steps to
increase diversity of shortlist
– e.g. brief head hunters to
find diverse candidates
Better balance of
Gender
representation at
Professorship and
Readership
Conferment Panel
Women in
STEM/NoN STEM
Lecture series Professor Julia
Buckingham VC of
Brunel; Chi Onwurah
MP;
E06
Develop a
systematic
approach to
embed
inclusion in to
teaching,
learning and
assessment
practices.
Students
Staff
The development of an
inclusive practice strategy
will align with the
University’s core aim to
“continue to maintain and
enhance the quality of our
student intake whilst
ensuring we remain
inclusive and accessible
Conduct an inclusion
curriculum audit, survey staff
on inclusive practice.
Develop a range of
resources and training
opportunities to support staff
in embedding inclusive
practice in teaching, learning
and assessment. Develop
research and scholarship to
inform inclusive practice.
Review the quality assurance
processes to facilitate the
embedding of inclusion
across all programmes.
Policy and
guidance to
support the
development
of an inclusive
curriculum
Director,
Teaching and
Learning
Academy;
Head of Student
Advice and
Wellbeing;
Inclusive
Curriculum
Officer;
Academic
Practice Officer,
Academic
Research and
Development
Officer;
Equality and
Diversity Adviser
By May
2020
Aurora and Spring
Board Programme;
Stellar HE and
LFHE Programme
L & T Academy have
developed an
Inclusive Practice
Strategy
12
E07
To increase
accessibility to
all at LJMU
Staff
Students
Visitors
As LJMU aspires to be an
inclusive university;
accessibility is a key factor
for all our activities.
Research and produce an
academic guide on
accessibility and accessible
buildings and rooms
There is the need to be
proactive about ensuring
our facilities are fully
accessible to all our
stakeholders – especially
those with protected
characteristics.
Provide regular staff and
student E&D updates, e.g.
changes to Equality law,
changes to benefits,
examples of good practice,
case studies, events,
resources on accessibility
Improved
accessibility of
facilities.
Director, Estate
Management;
Health and Safety
Manager
Head of Student
Advice and
Wellbeing
Equality and
Diversity Adviser;
Director, Legal
By May
2020
Ongoing work
consultation with the
Accessibility Working
Group with regard to
Copperas Hill.
Services/Student
Governance;
Hold consultations and make
Copperas Hill a beacon of
accessibility (signage,
hearing loops, wheelchair
access, etc)
Introduce a virtual learning
environment to give students
extra support and flexible
learning platforms
13
8. APPENDIX 1
PROGRESS REPORT ON EQUALITY AND DIVERSITY OBJECTIVES (2012-2016)
1.
Introduction
In consultation with staff and students in the University, SMART University-wide
equality objectives were drawn up along with a new single equality plan. They
were presented to and approved by LJMU SMT at their meeting of 27th March
2012, and also at a later meeting of the Board of Governors. In compliance with
the Equality Act 2010, the University-wide SMART equality objectives were then
strategically placed in the University. Work commenced on the objectives and
action plan in “bite-sized” chunks to ensure progress by setting up specific,
targeted, short-term focus groups (i.e. Task and Finish Groups) to address each
of the Equality Objectives. For example, a group of academic leads, appropriate
professional services staff and representative from the LiverpoolSU were
convened to look at how the University could progress objectives EO2 and EO3.
The members were tasked with debating the issues with colleagues and
feedback the outcomes and actions they have implemented in their area to future
meetings.
2.
Equality Objective Targets Review
On commencement of work on the equality and diversity objectives, we soon
realised that some of the targets we have set were rather stretching and
ambitious. After consultation with the University equality working groups, forums
and the University SMT, the general consensus was that the University should
keep the current targets as aspirational, and where appropriate, revise them to
more realistic performance targets. The team have also undertaken
benchmarking activities with other universities locally to provide the rationale for
any changes to the targets agreed in 2012.
Apart from the legal duty placed on the University to publish a report on progress
in 2016 to comply with UK legislation, the Vice Chancellor and the Strategic
Management Team (SMT) also expect a progress review to be carried out on our
targets at the conclusion of the Strategic Plan in 2017.
The objectives were set after carrying out a gap analysis of the University
equality monitoring data for staff and students to determine areas for positive
action. Step by step actions on how to address the areas of positive action were
set out and form the basis of the University-wide Equality Action Plan.
This report details a summary of the University equality and diversity activities
based on the University-wide objectives.
14
3.
Update on LJMU Equality and Diversity Objectives
Eight (8) equality and diversity objectives were set for the University with the first
four (4) relating to students and the last (4) relating to staff.
Students:
E01: To improve equality and diversity monitoring for LGBT and disabled
students across the University and to evaluate equality statistical data to
determine relevant positive action initiatives where appropriate.
Progress:
In our efforts to increase the year on year percentage of disabled students and LGBT
students’ disclosures we continue to consult key organisations such as the Equality
Challenge Unit and other relevant professional services, seeking advice on other
ways of collecting information in order to increase the level of disclosure for the
purpose of providing appropriate positive action and enhance the students’
experience.
We have also consulted with Sir Bert Massie, a University Governor and Equality
Champion, on better ways of encouraging both staff and students’ disclosure with
regard to disability. He advised including something on ill-health such as adding the
following sentence to our forms: “The Equality Act definition also covers people who
have had long term impairment in the past, such as mental health issues, and those
who have been diagnosed with cancer. The Act is intended to prevent discrimination
on the grounds of health or disability” to encourage greater disclosure. He also
advised that we could do further analysis of other impairments disclosed as opposed
to the ones listed in our monitoring form for the purpose of positive action. Likewise
we intend to a consult with Stonewall on other ways to encourage LGBT disclosure.
We continue to capture information from students to increase the disclosure rates.
This is because some students either became disabled whilst studying with LJMU or
disclosed that they had a disability after they had commenced study. The University
has revised the students’ disability policy to ensure the policy continues to comply
with all relevant disability regulations.
LJMU data analysis revealed that 7% disability disclosure rate came from the student
population entering the University. We are now working on how to capture
information from those students that either became disabled whilst studying with
LJMU or disclosed that they had a disability after they had commenced. We are
exploring the possibility of collecting information in the following ways:
-
Exam board via request forms for special provisions (School Exam
Officers)
UCAS and GTTR forms
15
-
Where students seek assistance from the student support centres,
personally or via correspondence.
Members of the Disability Working Group debated on factors responsible for low
disclosure rates as below:
Students may not be aware of the levels of disability that should be
disclosed
Students only disclose once struggling with work pressures, e.g. exams
Not disclosing a disability may sometimes be culture related
Some students may feel they don’t need to disclose a disability if they
have a coping mechanism in place
Students sometimes feel disclosing a disability could put them at a
disadvantage in future employment.
We are consulting with relevant professional services in the University on the
following:
Measures which could encourage students to disclose earlier to avoid a
stressful experience and also to improve LJMU disclosure rates
How to ensure we narrow the gap between the disclosure on initial
enrolment and the disclosure at examination period.
It is noteworthy that LJMU student monitoring data include religion or belief and
sexual orientation as optional field since 2013. The Equal Opportunities field has a
‘help area’ which states why the University is collecting the data. This has assisted
with fulfilling the requirement of objective EO1 with regard to sexual orientation.
E02: To increase the number of BME students studying at LJMU by reviewing
recruitment and selection procedures including advertising. The University
undertook outreach activities targeted at schools with BME
Liverpool John Moores University through the Outreach Team within Student
Recruitment & Admissions (SRA) has continued to deliver specialised programmes to
the Black and other Ethnic Minority (BME) communities in the Liverpool City Region.
The team has developed some examples of good practice working with underrepresented groups aimed at raising aspirations related to Higher Education
progression. The objective of the University’s outreach work is to communicate the
opportunities which Higher Education can provide though engaging interactions
which encourage pupils from disadvantaged groups to realise their potential. The
University Equality and Diversity team will continue to work in partnership with SRA
and key staff within LJMU to co-ordinate further initiatives which impact on
specifically targeted groups.
16
Outreach activities are delivered with the full understanding that the needs of the
various BME communities are diverse in terms of required support, confidence level,
engagement with HE and existing aspirations. The team has worked on several
projects and continues to develop new projects targeted at engaging people from
BME communities who are under-represented in not just LJMU but in HEIs across
the country. LJMU engages with local parents, schools, colleges, teachers and
community groups in a variety of ways through its strong relationships with schools
and colleges, community links through the University’s Equality and Diversity Officer
and through colleagues in the local education authority. See examples below:




13% of our current student advocates are from BME backgrounds. The role
of the student advocate is to support the outreach team in raising aspirations
of young people from under-represented groups. Acting as role models and
delivering taster sessions on their own subject, the advocates support various
school interactions to communicate the benefits and opportunities that Higher
Education provides, delivering the message that a university education is
accessible to all.
LJMU works intensely with 19 local schools to deliver the Dream, Plan,
Achieve programme. Working with the schools from year 7 to year 13, a
cohort of 30 students in each year group are identified as meeting the
widening participation criteria (including BME) and will engage in 3
interactions each year either on University campus or in school. The
sustained interactions with these young people, who will often have no family
history of HE, provides them with the belief that University is attainable and
offers them support and advice on pathways available for them to reach their
potential.
Fashion Project – This 12 week twilight project engages with young people
from a variety of schools and colleges specifically targeted due to the
proportion of BME pupils studying there. The project is promoted in school
assemblies through relationships with school teachers. Here pupils are
advised on the application process and given guidance in regard to what we
are looking for. The project itself sees pupils engage with current students
who act as mentors and role models for the pupils. The final celebratory
session sees parents attending to view the pupils’ work where they are
informed of the opportunities Higher Education offers. Students who
successfully completed the 12 week programme are guaranteed an interview
for the LJMU BA Fashion degree course.
Merseyside Black History Month – These annual events engage the local
community and community groups as well as school and college children,
their teachers and parents. On 22nd October 2014 at LJMU’s John Lennon
Art and Design Building academic staff from the School of Humanities and
Social Sciences delivered an open lecture themed on African History, BA
Dance Studies students performed an African dance routine, BA History of Art
students led a discussion and tour of the History of Black Fashion exhibition,
17





and BSc Food and Nutrition students created African inspired dishes for
attendees to sample. On 26th October 2015 this event was replicated in
collaboration with other HE providers in the city at the al Ghazali Multi Cultural
Centre.
The LJMU Equality and Diversity Adviser is a member of the Merseyside
Black History Month Steering Group and the University has previously
sponsored the Black History Month awards ceremony.
Since 2014 LJMU has hosted information events in community centres in
areas of Liverpool with a high BME demographic. Held in the Unity Youth
and Community Centre and the Al Ghazali Multi Cultural Centre, these events
saw LJMU brought to the community in the form of an exhibition where
different subject representatives were available to provide information, advice
and guidance to anyone interested in finding out more about the opportunities
Higher Education can offer, including the welfare support available. This was
promoted through our community links, other community centres, schools and
libraries. It was attended by children, young people at the point of applying to
Higher Education, returners to education, parents and community leaders.
LJMU worked in partnership with the Crown Prosecution Service (CPS) to
develop a bursary scheme known as ‘The Anthony Walker Bursary Scheme.’
(Anthony Walker was the teenage victim of a racially motivated murder in
Liverpool).
LJMU strives to improve on the impact and delivery of outreach projects and
programmes. The implementation of LJMU’s new MS Dynamics CRM system
will assist in monitoring the impact of outreach initiatives and evaluating the
number of individuals who progress to LJMU after engagement in such
activity. Such an evidence base will enable LJMU to provide a more targeted
and informed outreach service with a view to increasing the number and
percentage of BME people studying at LJMU. Using the Kirkpatrick model,
LJMU currently uses questionnaires to assess the usefulness of projects and
to evaluate the understanding of Higher Education pre and post event. The
positive feedback from events proves that the students are far better informed
about Higher Education and what is required to progress onto degree level
study post events.
Plans for the future include more targeted outreach aimed at specific
programmes which have a noticeable under-representation of BME students.
For instance teacher training programmes and some subjects related to
health.
E03: To improve the good honours rates of BME students by delivering a
holistic integrated curriculum in its design, delivery, assessment and learner
support
After facilitating various BME focus groups within the University faculties, LJMU then
set up a task and finish working group comprising of members nominated by Faculty
18
Deans to take forward the key findings from the focus groups and ensure that the
target to improve degree attainment of BME students is achieved.
Below is a brief outline of key discussion points of the task and finish working group:
i) To commission a piece of research to further identify and understand the
following:
- The performance gap and reasons
- Is it something to do with entry qualification?
- Is it something to do with Tariff point on entry?
- The link between entry qualifications and degree attainment (BTEC entry
and A’ level route)
- Further understanding of HESA, HEFCE and Census BME classification
- Our focus in the task and finish group is on BME Home students.
ii) To put plans in place for sharing outcomes of the findings in point 1 above
with relevant staff
iii) Facilitate an institutional discussion on the findings from point 1 above
iv) Staff Development Workshops - to help staff reflect on their practices
v) Unconscious bias forums
We have been working with an external organisation called Shift Consultancy to
carry out a research / survey on what might be the reasons for the Ethnicity
Attainment Gap (the performance gap that exists between BAME and other students
in terms of achieving good honours outcomes?) It is not designed to be a general
survey of students’ experiences broadly at the university, but designed to specifically
“establish the extent to which BAME students agree with the reasons given in the
focus groups for any differences in achievement.” Analysis will be based on
students’ own subjective assessments of why this gap might exist. Other statistical
analysis carried out as a separate part of the project looks beyond these subjective
assessments to find other evidence in the data.
E04: To ensure emphasis on the profile of equality and diversity issues within
the University by identifying effective mechanisms for ensuring that students
undertake the online equality and diversity training as part of their
development and induction programmes into the University
We have designed an equality and diversity course which has been helpful to
students as they interact with a wide diversity of people within the University
community and in the world of work.
In preparation for each academic year, we review the Equality and Diversity course.
The course which is available on the University blackboard is been used by teaching
19
staff as part of the students’ induction. It is an introduction to equality and diversity
which would help the students as they interact with people within the University
community and in the world of work. Some teaching staff also use the course as part
of their programme modules in order to promote debate on Equality and Diversity.
The course has been popular with students and staff. The plan is that all students
complete it, particularly level 4 students, as part of their induction into the university.
Staff:
E05: To improve equality and diversity monitoring for disabled and LGBT staff
across the University and to evaluate equality statistical data to determine
relevant positive action initiatives where appropriate.
With regard to staff, we are continuing to explore measures to increase the number /
percentage of staff completing or reviewing their University equality monitoring
information on Staff Infobase. A more realistic picture will assist in devising positive
actions where necessary. We have been carrying out consultation exercises to this
effect.
Also, we regularly ask staff to update their Equality and Diversity information on staff
InfoBase. This is to ensure we have up-to-date information on all our staff for the
purpose of positive action.
In 2014, we carried out a disclosure exercise with full support of our 3 recognised
trade unions (UNISON, GMB & UCU). The communication that went to staff about
this exercise also explained why and what the information will be used for. The data
supplied by staff was inputted into Staff InfoBase, and analysed. Due to this
exercise, we recorded an increased staff disclosure in the annual monitoring data in
July 2015.
We have also recently devised and introduced a new online diversity disclosure form
on Staff InfoBase. This new form will facilitate a better collection of diversity data.
We regularly encourage staff to update their equality information on this site.
We continue to work in partnership with the University Staff Network to raise the
profile of LGBT equality in the University. The University has applied again to be in
Stonewell’s Top 100 LGBT most friendly organisation. LJMU has been in the top 100
of the index since 2012 and has continued to work towards the Stonewall
requirements to ensure that the university is LGBT-complaint. Although we did not
apply for 2015, we submitted our application to be in the top 100 of the index for
2016, which unfortunately, was not successful. We have since received feedback
from Stonewall to facilitate future success.
20
E06: To increase the number of BME staff and 16 – 24 year olds working at
LJMU by pursuing positive action in recruitment and selection of staff in
compliance with legislation and University values
LJMU Vacancies and Job Opportunities are widely advertised to reach members of
the BME communities. The People and Organisational Development Recruitment
Team of the University are presently exploring other ways of reaching diverse
communities with LJMU job advertisements.
LJMU has continued to engage with the Apprenticeship programme. Over the past
two years, the University has recruited eighteen young apprentices, many of whom
have moved into either permanent positions or undertaken further education
programmes.
Given this success, it has been proposed that the University continue to engage with
the programme to further develop the University’s current apprenticeship programme
in order to attract, develop and retain talent within the University. The plan is to
develop an apprenticeship programme that provides a unique blend of employment
and organisational specific learning,, which will benefit both the University and the
apprentices and would support the University’s workforce planning for the future.
E07: To organise and facilitate a mentoring scheme for female academic
members of staff aspiring to be Professors and Readers in LJMU by offering
additional training and support at the beginning of the process
LJMU Research Support Office provides annual training for a range of promotion
opportunities including promotion training to Readership and Professorial posts.
LJMU will continue to monitor and evaluate the percentage of women on training and
development programmes and devise positive action where appropriate. LJMU
organises workshops and road shows where criteria for progression within academic
careers are communicated. Different routes and requirements for promotion are
discussed at these workshops. We plan to make the workshops more specific to
each faculty by asking Professors and Readers from each of the faculties to commit
to facilitating annual talks on how they were able to make progress in their careers
and speak about the specific requirements for progression within their faculties.
LJMU has a work-shadowing scheme where new staff are assigned research
mentors in their fields. The mentors assist new staff to establish themselves by
exploring various options open to them to make progress with their research and
careers. As part of the review of this provision, we plan to establish a process of
monitoring to ascertain how many women from each department actually benefit from
this and to develop a formal training programme for the mentors. The University
Graduate School is actively promoting external leadership programmes hosted by UK
Vitae to our researchers e.g. “Speed Reading”, ‘Creative Planning for Writing Your
Research Thesis’, etc.
21
E08: To raise the profile of equality and diversity issues within the University
by commemorating more equality and diversity themed days. For example,
LGB T Month in February, Women’s Day in March, Holocaust day and Human
Rights Day
On the 8th of March every year, events take place across the LJMU to celebrate
International Women’s Day. For example, in 2015, all science faculties (TAE, Science
and EHC) held focus group sessions facilitated by external consultants for the
purpose of making progress with their various Athena Swan applications. The
outcome of these events has been useful to their various Athena Swan Bronze
Award applications.
Every year the University LGBT Staff Network hosts an event to mark the LGBT
history month. For example, In February 2015, this event involved Sandi Hughes
(local filmmaker), LJMU Level 6 Creative Writing Students and Joan Burnett (Pride at
the Pictures). The network also planned activity to mark the International Day against
Homophobia and Transgender (IDAHOT) on the 17th of May of every year and
activities to mark the Transgender Remembrance Day.
We also marked International Day for Disabled Persons by producing a podcast and
webcast with contributions from LiverpoolSU, Student Advice and Wellbeing, Human
Resources, Staff Disability Network and Sir Bert Massie, LJMU Governor and
Equality Champion. The film highlights hidden impairments and the advantages of
disclosing a disability. It is also a reminder of our duty to promote dignity and respect
for all as we study and work in the University. Teaching staff have been using the
You-Tube video and the flyer produced on hidden disabilities as part of their
teaching, tutorials and induction activities. Awareness raising activities will continue
to take place in the University. To build on this piece of work, we are working with
Corporate Communications to produce a short video on equality and diversity to
assist with raising the profile of all nine protected characteristics.
LJMU Equality, Diversity and Human Rights Conference
We hosted a national equality, diversity and human rights conference on 4th November
2015. The conference brought together over 250 delegates, including Equality, Diversity
and Inclusion experts, from across the country to consider the future of equality,
diversity, human rights in the face of the Equality Act 2010. The Conference was
themed: "Is Equality, Diversity and Human Rights Yesterday's Debate?" and was
chaired by Sir Bert Massie CBE DL, a former Chair of the then National Disability Rights
Commission and presently a Governor of LJMU. In his opening speech, Rod Hill, the
University Pro-Chancellor and Chair of the Board of Governors, praised LJMU for taking
the bold step of bringing people from across the country together to debate equality
issues.
22
Robin Allen QC, Head of Cloisters Barristers’ chambers, a leading UK Equality and
Human Rights barrister, delivered the keynote speech titled: “In the Eternal Dance
between Equality and Human Rights, What should Lead, and What Follow?”
His speech was followed by presentations from a powerful line-up of speakers which
included David Ruebain, the Chief Executive of Equality Challenge Unit; Professor Anna
Lawson, an expert on Disability Equality Law; Omar Khan, Runnymede's Director - UK's
leading Independent Race Equality Think-tank; and Emily Brothers, the first blind woman
with a transgender history to stand for Parliament, amongst others chosen to cover the
nine protected characteristics. Each speaker considered the impact of the Equality Act
2010 and the implications for the future.
Other key Equality and Diversity developments and activities within LJMU
relevant to meeting the requirements of the University equality objectives (E02,
E04, E06 and E08)
i) Equality and diversity activities within departments, schools and community
engagement activities
 Assistance to academic staff in resolving equality and diversity related issues
with students and staff.
 Preparation of ED reports as part of external reviews, assessments and funding
applications
 Review of course advertisements for departments to ensure they are equality
and diversity compliant
 Review of course accreditation documents before submission to accreditation
bodies to ensure they reflect ED
 Equality and Diversity in REF activities.
 Writing and Reviewing LJMU Equality and diversity policies in line with changing
legislation and best practice
 Provision of general ED advice to University staff and students
 Production of guidance documents on how to conduct Equality Impact
Assessments and facilitation of EIA training for managers and departments
 Applying for the University Equality and Diversity Charter Marks:
Stonewall Top 100 employer index; University Athena Swan and Gender charter
mark
University 2 tick symbol and Race Charter Mark
 Equality and Diversity projects: Improving students and staff disclosure by
protected characteristics; Improving the representation of BAME students on
courses in LJMU
 Facilitation of in-house face-to-face equality and diversity awareness training as
part of academic and support staff away days; as part of LiverpoolSU sabbatical
officers induction programmes, as part of development programmes for students
in schools and faculties, as part of the induction for the student advocates and as
required by managers in departments and schools.
23
 Community Engagement Activities and representation at National and Regional
Forum meetings:
- Merseyside Hate crime forums
- Merseyside Community Engagement Strategy Group
- Higher Education Race Equality Working Group
- Northwest Athena Swan Working Group
- Higher Education Equal Opportunities Network
- Government Skills Funding Agency Apprenticeship Meetings
- Northwest Apprenticeship Working Group
- University Scholarship Board
- UoL and LJMU Joint Chaplaincy Meeting
- Athena Swan Judging panel
ii) The University Equality and Diversity Committee
The Equality and Diversity Steering Group has now been granted Committee status
and has been duly renamed “The University Equality and Diversity Committee.” The
Committee forms part of the Minimal Committee Structure. The specific
responsibilities of the group chaired by Julie Bertolini, Director of Finance and
University Deputy Chief Executive, are as follows:







To ensure the University conducts its activities in accordance with statutory
obligations and best practice in relation to Equality and Diversity matters.
To monitor and review the progress and effectiveness of the University Equality
Objectives, Action Plan and Policies.
To advise the Strategic Management Team (SMT) on progress of the Equality
and Diversity Objectives and Action Plan.
To analyse University data with regard to staff and students by protected
characteristics of the Equality Act 2010 (age, disability, race, sex, sexual
orientation, religion or belief, gender reassignment, pregnancy and maternity and
marriage or civil partnership) and advice on areas for positive action.
To make recommendations to the SMT on the development of Equality and
Diversity projects and practices that will benefit staff and students from the
protected characteristics.
To raise awareness of the importance of Equality Impact Assessments of
University policies, procedures and practices with due regard to the protected
characteristics.
To support events and activities to raise the profile of Equality and Diversity in
the University.
24
iii) Disability, Race and Gender Working Groups
Each group meets every 6 months and covers issues to do with all protected
characteristics. The specific responsibilities of the group are as follows:







To review progress against the University’s Equality Objectives and update the
Equality Action Plan as and when required.
To assign appropriate actions to individual members of the group.
To contribute to equality projects, initiatives or activities as agreed by the
Working Group.
To contribute to LJMU equality policy development.
To promote LJMU equality campaigns through equality events.
To contribute to the University Equality Impact Assessments (EIAs).
To advise on community engagement strategies to assist flow of information and
partnership working with LJMU.
iv) The University Staff Networks
These networks meet as staff support groups to discuss how they can contribute to
the equality and diversity agenda of the University. The groups work in partnership
with the Equality and Diversity Adviser to organise activities to support staff and
students for raising the profile of equality and diversity in the University.
The Chair and members of all the networks are involved in various community
engagement activities. Some members are involved in role model programmes in
schools and active in community working groups.
v) Equality and Diversity Training for Academic and Teaching Staff
We piloted an intercultural competence workshop for academic staff. The aim of the
course is to further enhance a customer-centred approach to delivering services to
diverse students and staff. The course content covers unconscious bias, culture and
customer care.
vi) Equality and Diversity in Customer Care Training for front facing staff
Equality and Diversity in Customer care training took place on 6th November with
Estate Management Reception and Front facing staff. The training assisted our front
facing Staff to understand their responsibilities towards their customers, identify who
their customers/service users are and how to providing excellent customer care in
terms of equality and diversity, understand what unconscious bias is, and how it can
25
affect service delivery and consider cultural barriers faced by customers when
accessing services and identify ways of overcoming them. Another workshop has
been scheduled to take place on 6th May 2016.
vii) Equality and Diversity Forum
Faculty Equality and Diversity forums have been taking place in some faculties to
provide a useful avenue for sharing best equality and diversity practice and to put
plans in place to resolve equality and diversity issues that may arise.
APSS’s “Respect Project” was developed under the auspices of the Faculty’s
Equality and Diversity forum coordinated by the Faculty Registrar and the focus is on
the promotion of mutual respect amongst all members of the University community –
managers, lecturers, service-team staff and students. A “Respect Day” has been
planned for April 2016 which will allow staff and students within the faculty to debate
some of the key issues regarding equality, diversity and the promotion of respect.
The plan going forward is to encourage equality forums in other faculties as they are
useful for resolving equality and diversity issues arising in faculties.
viii) Athena Swan
In 2014, LJMU applied for the Athena Swan Bronze Award and we were successful.
Faculties, Departments and Schools are now in the process of submitting application
for their own awards.
The University-wide Athena Swan Working Group has hosted two “women in STEM”
lectures. The first lecture was delivered by Andrew Miller MP on 12th November 2014
based on the report the House of Commons Committee released towards the end of
2014 on “Universities should do more to keep women in
science”."http://www.parliament.uk/business/committees/committees-a-z/commonsselect/science-and-technology-committee/news/140206-stem-report/.
For the second lecture Professor Julia Buckingham, VC of Brunel University, was
invited to speak on 29th April 2015 and the event attracted over 200 delegates from
across the HE sector nationally. The third lecture in the series will be hosted by Chi
Onwurah MP who will speak on inclusivity, her work in parliament, personal
experiences in the engineering sector and her own perspectives on leadership,
promotion, unconscious bias and gender parity. Drawing on her experiences in life
and in government, Chi will explore what more proactive and positive action
measures could be employed by organisations, women and people in general to
facilitate a real and tangible change that would bring about the desired progression.
26
ix) Leadership Development Programmes for staff from Black, Asian and
other Minority Communities and Disabled Staff
 Achieving staff Your Potential: A Personal
Development Programme for Disabled Staff
and
Professional
This training programme delivered by an external organisation called Result
CIC is to enable participants to take more control over their personal and
professional lives; to develop resilience to thrive at work; to set and achieve
personal and professional goals; and to develop as positive role models for
others. Participants learn to:
-
Value and share their own experience and explore their identity;
-
Develop self-esteem, self-confidence, enhanced personal styles and ability to
relate to others;
-
Set personal goals and gain benefit from one-to-one coaching;
-
Develop assertive communication, active listening and project themselves;
-
Work effectively with others: using negotiation methods and handling
expectations.
 Stellar HE Leadership Strategy Development Programme for Black,
Asian and Minority Ethnic (BAME) Staff in HEIs
LJMU partnered with other Universities (University of Liverpool, The University of
Manchester, Manchester Metropolitan University, and The University of Central
Lancashire) to bring the Stellar HE National Leadership Programme to the North
West. This development programme, which is recognised by the Institute of
Leadership and Management (ILM) and is supported by HEFCE, is managed by
an external organisation called Diversity Practice UK.
The programme is targeted at Black, Asian and Minority Ethnic (BAME) staff and
specifically designed to equip participants with leadership competencies and
strategies that reflect the unique challenges and experiences of BAME academic
and professional staff across the HE Sector. After the call for expressions of
interest, LJMU registered four academic staff onto the programme who met with
the Vice-Chancellor, Professor Nigel Weatherill, in March 2015. It was an
opportunity for them to discuss their
27
leadership aspirations before they attended the first residential workshop. We
plan to engage with the programme again given the immense benefits the
participants derived from it and its links to some of our University's Equality
Objectives and the ECU Race Charter Mark that we plan to apply for in 2016/17.
The intense programme started in October 2014 and concluded early May 2015.
Of the four LJMU participants on the programme, one has been able to secure
the position of an Associate Dean in the University. The individual was supported
right from the application stage through to the interview stage by the Stellar
Directors.
This individual commended the invaluable encouragement and support from
Stellar in his journey admitting that the Stellar HE project gave him the much
needed confidence to apply for the post.
Another one of the participants is presently undertaking some project work with
one of our SMT members to further develop his leadership skills. The plan is that
this opportunity will expose him to further mentoring and coaching skills to
prepare more effectively for promotion opportunities within the University.
After Stellar HE another of the participants plans to focus on multi-disciplinary
research/programme development and to meet with the Dean of her faculty to
discuss how this fits into the faculty’s strategic plan and to explore progression
opportunities that this could open up to her.
One participant decided to defer and to join the next cohort due to experiencing
child care issues. This candidate will resume with the next cohort without having
to make a fresh application or payment.
4 LJMU teaching staff has now signed on the next round of StellarHE programme
which is due to conclude in May 2016.
 Leadership Foundation Programme - Diversifying Academic Leadership
in HE
Four (4) LJMU academic staff members are presently on the Leadership
Foundation for Higher Education (LFHE) leadership programme. It is a new
programme aimed at providing leadership support for BME academic staff to
facilitate their transition into leadership roles.
This programme has been developed as an outcome of a summit jointly
organised in 2015 by LFHE and the Equality Challenge Unit which focused on the
following key areas:
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·
·
·
·
·
·
Demystifying leadership
Increasing visibility
Authentic leadership
Cultural identity and cultural capital
Power and influence
Sponsors and mentors
 Aurora Programme
For the 2nd year eight women were sponsored by LJMU as part of our drive for
talent management and succession planning to participate in the LFHE Aurora
Leadership Development programme. The cohort consisted of four academics
and four working in professional services roles. Each of the participants were
supported by a mentor, 4 academics - 1 per Faculty and 4 from professional
services across both Divisions.
The mentors attended Aurora leadership development days 'Free' of charge for
their contribution as role models facilitating tables of participants. Participants
continue to network and develop by engaging in Aurora Action learning sets.
Three Aurora participants have gained Readerships, whilst another received an
“Amazing Teachers Award” this year. One mentor has become a Professor of the
LT Academy, and another mentor has been promoted to Director of the Screen
School.
The participants and mentors from the pilot cohort of the Aurora programme last
year and the 2015 participants and mentors came together in March to celebrate
International Women’s Day and to share their experiences.
The national Aurora programme also organised a conference in April themed Champions, Role Models and Mentors, which was attended by an LJMU mentor.
29
9. APPENDIX 2
Staff & Student Equality & Diversity Data
We run equality and diversity in July of every year as part of our yearly equality and
diversity reporting. The 2016 Data will not be ready until July


2012
1281
(55%)
1067
Male
(45%)
Total
2348
108
Minority ethnic staff
(Asian/ Black/ Chinese) (5%)
and Dual – heritage /
other ME staff
* 40 (2%)
*information refused
Gay/ Lesbian/ Bisexual 22 (1%)
staff
*1203 (51%)
*information refused
88 (4%)
Disabled staff
*785 (34%)
*information refused
Female
Religious beliefs
*Information refused
Maternity
570
(24%)
*43 (2%)
81
(6%
female
staff)
2013
2014
2015
1243
(54%)
1073
(46%)
2316
117
(5%)
1240
(53%)
1112
(47%)
2352
137
(6%)
1267
(53%)
1124
(47%)
2391
130
(5%)
*37
27 (1%)
*31
48 (2%)
*32 (1%)
52 (2%)
*1,070
90 (4%)
*855
139 (6%)
*790 (33%)
139 (6%)
*0
577 (25%)
*561
708 (30%)
*526 (22%)
681 (28%)
*77
*148
67
56
(5% female (5% female staff)
staff)
*136 (6%)
59
(5%
female
staff)
The data shows that for four (4) years running the number and percentage of female
employees continues to be higher than men considering the total number of staff
working at LJMU.
Of the total number of staff in the 4-year period, the number and percentage of BME
employees remain the same and relatively low.
With regard to LGBT, we recorded an increased number of people declaring their
sexual orientation shown by the number of staff refusing information in this category
having dropped. This coincided with the simplification of recording such information, via
the on line diversity disclosure form on Staff Infobase, and communicating to staff the
importance of disclosing information.
30
With regard to disability, in the past two years, we have been able to record a marginal
increase in the number of staff declaring themselves to be disabled, which also
coincided with our disclosure campaign and the simplification of recording such
information.
Action:
To continue the disclosure campaign, reiterating to staff the importance of providing
equality monitoring information.
Age
Age Cat
16-24
25-34
35-44
45-54
55-64
>65
Total
2012
38 (2%)
421 (18%)
633 (27%)
777 (33%)
428 (18%)
51 (2%)
2348
2013
73 (3%)
380 (16%)
613 (26%)
760(33%)
440 (19%)
50 (3%)
2316
2014
70 (3%)
374 (16%)
604 (26%)
753 (32%)
484 (20%)
67 (3%)
2352
2015
75 (3%)
359 (15%)
600 (25%)
772 (32%)
503 (21%)
82 (3%)
2391
Trend analysis table shows a relatively lower number of younger employees (1624 and 25-34 year olds) working at LJMU.
Action: To explore further the use of apprenticeship schemes for the recruitment of
young people into LJMU
Marital Status
Marital Status
Unknown
Divorced
Co-habiting
Single
Widowed
Civil Partnership
Married
Separated
Other
Total
2012
1001 (43%)
71 (3%)
84 (3%)
337 (14%)
6 (0.5%)
12 (0.5%)
821 (35%)
16 (1%)
2348
2013
937(40%)
60 (3%)
70 (3%)
353 (15%)
6 (0%)
12 (1%)
830 (36%)
16 (1%)
32 (1%)
2316
2014
798 (34%)
51 (2%)
89 (4%)
411 (17%)
5
20 (1%)
919 (39%)
13 (1%)
46 (2%)
2352
2015
921 (39%)
53 (2%)
96 (4%)
358 (15%)
6 (0%)
20 (1%)
883 (37%)
13 (0%)
41 (2%)
2391
31
New Starters (1 August 2014 – 31 July 2015)
2015
Female
Male
125 (53%)
109 (47%)
BAME
Gay / Lesbian / Bisexual
Disabled
Religious belief
6 (3%) *(75%)
2 (1%)
*(94%)
1 (1%)
*(91%)
11 (5%)
*(91%)
16-24
25-34
35-44
45-54
55-64
>65
52 (22%)
83 (35%)
45 (19%)
38 (16%)
15 (6%)
1 (1%)
Total
234
* Information unknown (preferred not to say or did not complete)
The data shows that we had 53% female and 47% male new starters at LJMU from 1
August 2014 to 31 July 2015. However, the number and percentage of BME, LGBT and
Disabled new starters are relatively low (however there are a high number of unknown).
Action:
To put positive action measures in place to begin to address the low number and
percentage of BME, LGBT and Disabled employees at LJMU
Staff Progression – staff who have been promoted or re-graded (1 August 2014 –
31 July 2015)
2015
Female
Male
25 (45%)
30 (55%)
BAME
Gay / Lesbian / Bisexual
Disabled
Religious belief
5 (9%)
2 (4%)
1 (2%)
18 (33%)
16-24
25-34
35-44
45-54
55-64
>65
2 (4%)
10 (18%)
19 (35%)
15 (27%)
9 (16%)
0
*(5%)
*(39%)
*(18%)
*(38%)
Total
55
* Information unknown (preferred not to say or did not complete)
32
Leavers – (1 August 2014 – 31 July 2015)
2015
Female
Male
115 (56%)
91 (44%)
BAME
Gay / Lesbian / Bisexual
Disabled
Religious belief
12
1
9
52
16-24
25-34
35-44
45-54
55-64
>65
28 (14%)
56 (27%)
40 (19%)
29 (14%)
40 (19%)
13 (6%)
Total
206
*(31%)
*(56%)
*(41%)
*(59%)
* Information unknown (preferred not to say or did not complete)
Considering the above data on progression and leavers in LJMU by protected groups,
45% female were promoted compared to 55% male, while leavers were 56% female
and 44% male. Whereas a low percentage of staff from BME, LGBT and Disabled were
either promoted or re-graded, a higher percentage of women left the University
compared to men. It is also noted that a higher proportion of staff from BME, LGBT,
Disabled and those with Religious belief left the University.
Action:
1. Put positive action in place to address the low percentage of staff from protected
characteristics groups not being re-graded or promoted.
2. To address reasons for more women leaving the University compared to men.
3. Put positive action in place to address the cause(s) of staff from the protected
groups leaving the University.
33
Data on Women Professors and Readership Conferment (2006 -2015)
Year
Total no.
Female
Apps
1
Shortlisted
Male Apps
Shortlisted
Female Apps
Successful
Male Apps
Successful
Female Apps
2006
Total no.
Male
Apps
12
5
0
3
0
2007
5
2
2
2
3
2
2008
7
2
4
1
4
1
2009
13
2
7
1
7
1
2010
6
0
5
0
5
0
2011
9
2
4
1
4
1
2012
7
2
5
1
5
1
2013
5
2
3
1
3
1
2014
7
1
5
0
3
0
2015
7
3
5
2
3
2
Action:
Investigate barriers to women application for Professorship / Readership and
conferment through focus groups and surveys, and formulate actions to overcome these
barriers. Continue to apply for Athena Swan Charters to assist with undertaking the
necessary work in this area.
The above table will be updated following every session of the Conferment Panel
34
Readership Applications
YEAR
TOTAL
NO.
FEMALE
APPS.
4
SHORTLISTED
MALE APPS.
SHORTLISTED
FEMALE APPS.
SUCCESSFUL
MALE APPS.
SUCCESSFUL
FEMALE APPS.
2006
TOTAL
NO.
MALE
APPS.
9
5
1
4
1
2007
7
9
4
6
3
6
2008
10
3
5
1
3
1
2009
10
8
4
3
3
3
2010
10
7
8
4
8
4
2011
7
5
4
3
2
0
2012
2
5
1
3
1
2
2013
15
12
10
6
8
6
2014
13
11
6
5
3
5
2015
22
9
14
6
8
5
Action:
Investigate why low number of women applied for readership in 2015 to determine if
there is the need for positive action. Apply for Athena Swan Charters to assist with
undertaking more work in this area.
The above table will be updated following every session of the Conferment Panel
35
Student data August 2015
Student Monitoring
Students
Female
Male
Total
Disabled
Students
Minority Ethnic
Students*
International
Students
Gay/ Lesbian/
Bisexual staff
*information
refused
Total 2012
2013
13164 (54%)
11309 (46%)
24473
- Total 2013
2014
11454 (54%)
9862 (46%)
21316
- Total 2014
2015
11375 (55%)
9475 (45%)
20850
1612 (6.6%)
1787 (8.4%)
1692 (8.1%)
1898 9%
3899 (16%)
3438 (16.1%)
3073 (14.7%)
3141 (15%)
1602 (6.5%)
1453 (6.8%)
1033 (5%)
1106 (5%)
864 (3.5%)
*
1334
Refused.
- Total 2015
2016
11384 (54%)
9532 (46%)
20916
-
(746) 3.5% * 821 (4%)
Info 1641 Refused 1512 refused
The data above reveals a consistently higher number of female students at LJMU
compared to male in the last three academic years. With regard to disability, the
percentage of disabled students remain relative the same in the last two academic
years. The percentage of BAME and international students is marginally lower in the
last academic year. However, overall, the percentage and number of students by the
protected characteristics were not significantly different for each academic year.
36
Good Honours Breakdown of BAME international and home student and Disabled Students
Please note that Data supplied for good honours excludes referrals and resit results. These were unavailable at the time of
writing this report. (The referral results are likely to have an impact on the overall percentages of good honours by protected
groups.)
1213
1st/2:1 %
1213
Classified
1314
Completers
1314
%
ALL LJMU
4931
62.5
75.6
4998
68.2
78.1
3844
77
78
LJMU BME - No
4402
64.8
77.2
4486
70.2
79.1
3604
75
79
LJMU BME - Yes
529
44
60.7
512
50.8
67.4
457
60
69
LJMU Disabled - No
4493
62.9
75.9
4584
68.8
78.5
3714
73
78
347
57
74
438
58.7
73.4
414
60.6
73.4
LJMU
Yes
Disabled
1st/2:1 1314
1st/2:1 1415
1415
st
Classified % Completers 1 /2:1%
1415 Classified
Demographic
1213
Completers
-
st
The data above shows that whereas good honours (1 /2:1%) remained more or less the same for disabled students over the
three academic years, the BAME students improved significantly over the same period.
37
1213
1st/2:1
%
1213
1st/2:1
Classified %
1314
Completers
1314
1st/2:1 %
1314 1st/2:1
Classified
1415
%
Completers
1415 1st/2:1 % 1415
1st/2:1
Classified %
Demographic
HomeEU/IntIsl
1213
Completers
ALL LJMU
Int/Isl
224
39.3
59.5
177
50.3
149
51
66
ALL LJMU
Home/EU
4707
63.6
76.3
4821
68.8
3912
74
78
LJMU BME - No
Int/Isl
95
57.9
75.3
74
66.2
38
87
89
LJMU BME - No
Home/EU
4307
64.9
77.2
4412
70.2
3556
74
79
LJMU BME - Yes
Int/Isl
129
25.6
44
103
38.8
111
41
56
LJMU BME - Yes
Home/EU
400
50
64.7
409
53.8
346
65
70
LJMU Disabled - No
Int/Isl
221
38.9
59.3
172
51.2
143
52
66
LJMU Disabled - No
Home/EU
4272
64.2
76.5
4412
69.5
3571
73
78
LJMU
Yes
Disabled
6
33
50
Int/Isl
3
66.7
66.7
5
20
LJMU
Yes
Disabled
341
72
74
Home/EU
435
58.6
73.5
409
61.1
-
-
38