Mainstreaming the Equality Duty
April 2017
Foreword by the Dean of Equality and Diversity
“Stirling is a place where everyone is treated with respect and where ability – not background – is
valued.”
Strategic Plan 2016-2021
The promotion of equality of opportunity has been a fundamental value of the University of Stirling
since its establishment in 1967. Our charter states that “the University shall be committed to the fair
and equal treatment of every person and shall not discriminate on unjustified, irrelevant or unlawful
grounds.”
The University’s new Strategic Plan (2016-2021) maintains our commitment to equality and diversity.
One of the key objectives of the Strategic Plan is to “create an inclusive environment, actively
promoting equality and enriching our students’ lives by encouraging them to experience and
understand the different cultures, beliefs and traditions of our student body”.
We are very proud of the progress we have made to eliminate discrimination, to advance equality of
opportunity and to foster good relations:




In our most recent staff survey (2015), 98% of respondents believed that the university
respected equally people of different nationality/ethnicity, sexual orientation, religion or
belief, marital and civil partnership status
In 2016, 87% of our final year students (NSS respondents) and 93% international students
(International Student Barometer respondents) believed that the University was committed
to equality and diversity
Our governance committees (Academic Council and University Court) are increasingly age and
gender-balanced with 53% of Academic Council members under 50 and 48% of members of
Court were female in August 2016
The success rate in promotion applications for female academics has increased from 26% in
2012 to 69% in 2016; in comparison to 58% for male academics (2016)
These successes are underpinned by a plethora of actions and activities outlined in detail below. We
believe the following are key:
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

the University of Stirling is one of the strongest supporters of Aurora, a leadership
development programme for women in HE, in the UK consistently sending one the highest
annual cohorts. Since 2012, over 100 University of Stirling staff have participated in Aurora.
the active partnership with our Students’ Union through participation in the Equality Action
Forum and Equality Steering Group. The joint development of the Preventing and Tackling
Sexual Violence and Misconduct Strategy in 2016/17 is evidence of the impact of this
partnership
We see the promotion of equality and diversity as integral to all that we do. Our approach is to
mainstream the promotion of equality into our functions, and to ensure that the University culture
and environment is based on fairness, equality, cultural diversity, inclusion and respect.
Dr Tessa Parkes
Dean for Equality and Diversity
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Introduction
The Equality Act 20101 (Specific Duties (Scotland) Regulations 2012 requires all public sector
authorities to produce a report on progress made to integrate the general equality duty to the
exercise of its functions.
In 2013 the University established nine Equality Outcomes which have been the drivers and measures
for embedding equality and meeting the general equality duty, i.e.:



Eliminate unlawful discrimination, harassment, victimisation and any other conduct
prohibited by the Act;
Advance equality of opportunity between people who share a protected characteristic and
people who do not share it; and
Foster good relations between people who share a protected characteristic and people who
do not share it.
In April 2015 we published a Mainstreaming Report measuring progress against these objectives. This
report reflects on the actions taken and progress made since April 2015 to further embed equality and
diversity into our functions and practices.
Section 1 of this report provides an overview of activities and examples of good practice across the
University.
Section 2 examines progress made against the nine equality outcomes we set ourselves. Evidence of
progress has been gathered through consultation with staff across all academic and service areas and
with the Students’ Union in addition to data analysis.
Section 3 outlines the new Equality Outcomes established for 2017-21.
Full details of all the University equality and diversity related work can be accessed from the
OneStirling webpages http://www.stir.ac.uk/onestirling/.
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The Equality Act 2010 (Specific Duties) ( Scotland) Regulations 2012
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SECTION 1: Overview of Activities
Since our Equality Outcomes were developed in April 2013 and following on from our Mainstreaming
Equality Report of April 2015, a number of successful initiatives have been established to embed
equality
and
diversity
into
our
functions
and
practices:




Supporting structures and reporting mechanisms
Athena SWAN
Training and events
Partnership working.
Supporting structures and reporting mechanisms
The following noteworthy developments have been made to enhance the University’s supporting
structures and reporting mechanisms to more effectively embed equality and diversity and meet the
general equality duty:
(i)
Establishment of a University-wide Equality Action Forum has proved successful in
providing a forum for sharing good practice across the University and for raising
awareness/understanding of equality and diversity issues. Equality Champions from
across the University meet quarterly to provide input to key decisions (e.g. development
of the University Equality Outcomes 2017-2021).
(ii)
Student Support Services have been radically revised to better provide advice and
support to students with physical, mental or learning disabilities, personal problems or
advice on academic, social or university life, in general. The service is now structured as
follows:



Student Guidance and Wellbeing
Accessibility and Inclusion
Student Services Hub
In September 2016 a Student Services Hub was also established to provide students with
a one-stop-shop for a wide range of student enquiries.
(iii)
From 2015, the University revised its approach to equality reporting to encourage greater
alignment of activities and more efficient reporting of progress. The University’s inclusion
of ‘how we are fulfilling our equality duties’ into the University’s Outcome Agreement has
been highlighted as an example of good practice in the ECU’s Toolkit “How to embed
equality in outcome agreements”.
(iv)
Our work to fill employee data gaps has been highlighted as an example of good practice
in the EHRC’s review of Scottish public authorities’ performance of the Scottish Equality
Duties.
Athena SWAN
The University received an institutional Athena SWAN bronze level award in April 2013 in recognition
of our support for female academics in Science, Technology, Engineering, Mathematics and Medical
(STEMM) disciplines. In November 2015, the Division of Biological & Environmental Sciences and the
Faculty of Health Sciences (now the Faculty of Health Sciences & Sport) were each awarded Bronze
departmental awards. In November 2016, the University of Stirling submitted an institutional bronze
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renewal application – a precursor to submission of an institutional silver application in line with our
new institutional strategic plan in 2019-20.
The University expects to submit four departmental applications in 2017, following the expansion of
Athena SWAN beyond STEM. By 2018, we are hopeful that all Faculties will have Athena Swan awards.
The University's faculties and divisions have taken their Athena SWAN commitments seriously with
each establishing an Athena SWAN panel and action plan with a range of initiatives at institutional,
divisional and faculty levels.
Training and events
A core aspect of meeting the general equality duty is through raising awareness and understanding by
the delivery of training and events. Since the publication of our Equality Mainstreaming Progress
Report in April 2015, we have developed our equality and diversity related training to include sessions
on:









Personal Brand and Impact
Academic Promotions
Taking Control of your Career
W360 – Developing Women Leaders in University Administration
Unconscious bias in Higher Education
Equality & Diversity in the Workplace
Equality Impact Assessment
Workshop to raise awareness of Prevent (Wrap)
Preventing sexual violence: initial awareness raising training.
In Partnership with the Scottish Funding Council (SFC), the University delivered the conference
‘Impacting on Access 2016’ on widening access and equality. The conference included a range of
speakers and workshops considering widening access and gender, showcasing the SFC Impact for
Access projects (including the University of Stirling project on improving gender balance in the student
population) alongside a series of student-led sessions to challenge and inspire.
The Students’ Union are key partners in supporting equality and diversity and are critical to the
University’s aim to engender culture change. Recent events have included:



Mental Health Day
Mental Health First Aid training
Transgender Day of Remembrance
It is notable that the University of Stirling is one of the strongest supporters of Aurora in the UK, we
consistently send one of the highest number of delegates each year. Since 2012, 100 University of
Stirling staff have participated in Aurora and a further 40 have participated in the internal Stepping
Stones programme, a programme which aims to equip women with the skills necessary to enhance
their personal and career potential.
In addition to the training outlined above, the University has led or hosted the following events to
combat prejudice and to increase awareness and respect:
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





White Ribbon Campaign – 25 November 2015
In November 2015, male staff across the University supported the annual White Ribbon
Campaign, the largest effort in the world of men working to end men’s violence against
women, by wearing a white ribbon for two weeks from 25 November 2015, the
International Day for Eradication of Violence Against Women.
International Festival – 1 March 2016
Activities included a street festival, language café, music, food tasting and a live cooking
station in addition to family themed activities for visiting international students and their
children.
Pride Youth Games- 5 – 7 September 2016
The Games are a UK wide event for LGBTI young people aged 16-25 and in order to
address any potential issues arising from this event, training was provided to Sports
Centre staff in advance of this event.
Transgender Day of Remembrance (Vigil by the loch) – 10 November 2016
In support of the shooting in Orlando, the Students’ Union supported a vigil by the loch to
show solidarity with the wider LGBT community.
The Faculty of Natural Sciences organized several science cabaret events and science
fairs aimed at encouraging young women into science disciplines.
International Women’s Day: An annual event, the 2016 programme carried the theme
‘Make More Noise’. Events included an ‘Imposter Panel’ exploring imposter syndrome, a
women in politics event and showings of “Dirty Pakistani Lingerie” and the film
“Suffragettes in Silent film”.
Launch of new University and Students’ Union Strategy on Preventing and Tackling
Sexual Violence and Misconduct, and the associated awareness-raising campaign,
#IsThisOk? (March 2017)
Partnership working
The University approach to meeting the equality duties is predicated on a commitment to partnership
working. This recognizes our ability to achieve far more by working in partnership – on campus and
with stakeholders around the world – to combat discrimination and promote equality of opportunity.
The following examples exemplify the success delivered in partnership since 2015:

In 2015/16, the University’s International & Recruitment Service successfully secured
additional funds from the Erasmus+ Special Needs Fund to provide the required support for
a student with diabetes to undertake an international exchange placement in Malta. Our
student, and the role the University played in providing support, formed a case study
published by the British Council, to promote opportunities for students with disabilities to
undertake Erasmus+ opportunities.

The Career Development Centre has been awarded the LGBT Youth Scotland Bronze Charter
Mark 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.

In 2015/16, the University funded a student to conduct site visits internationally to ensure
wheelchair accessibility at potential hosts for a placement year abroad; ensuring that a
student’s disability did not prevent them from participating fully in their placement abroad.
In addition to this, the University secured additional funds from the British Council to cover
additional costs the student would face whilst on their placement abroad.
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
In 2016/17, the University worked in close partnership with the Students’ Union to develop a
Prevention of Sexual Violence & Misconduct Strategy, culminating in the launch of the
strategy and ‘#IsThisOk?’ campaign in March 2017
SECTION 2: UPDATE ON EQUALITY OUTCOMES
This section provides a report on final progress in delivering the institution’s set of equality outcomes
for 2013 – 2017:
Appendix 1 provides a summary of the original equality outcomes we set ourselves and to which of
the equality duties each of these relates.
OUTCOME 1 - CULTURE
We will maintain a welcoming and inclusive culture and environment where staff and students feel
valued, respected and supported, and where discrimination, harassment and bullying is addressed.
Reflections:
Since developing our Equality Outcomes in 2013, we continue to develop our existing initiatives and
have undertaken a number of new initiatives in order to embed consideration of equality and diversity
in our culture and practices:

The Equality Action Forum, established in 2014, involving around 30 Equality Champions
across the University, has proved to be an extremely effective way of sharing good practice.
In addition to our regular meetings, two extraordinary meetings were held in 2016/17 in order
to consult with Equality Champions on the development of the University’s revised set of
Equality Outcomes and the University’s submission for Athena SWAN renewal.

Transgender guidelines for staff and students and a Student Parental Policy are currently
under development.
 In November 2016, a Prevention of Sexual Violence & Misconduct Strategy was developed in
collaboration with external partners including Rape Crisis Forth Valley and Police Scotland and
was approved by our Academic Council and University Court. A microsite is now available that
summarises our approach to this issue and provides information and support available for
those affected by these behaviours or those supporting a friend or colleague
(http://www.stir.ac.uk/tacklingsexualmisconduct/). A set of materials have been developed
for the launch of a pledge campaign in March 2017. Protocols for reporting are also being
developed and a training programme for staff and students, including our Senior Management
Team, is now being rolled out.

We continue to build positive relationships with the Students’ Union and roll out a campuswide Equality and Diversity training programme and awareness raising events as noted in our
Overview of Activities, above. The Students’ Union President is a member of the University’s
Equality Steering Group and the VP Communities is a committed member of the University’s
Equality Action Forum.

The University Mentoring Scheme, introduced in 2013, has become a central development
activity within the University’s approach to staff development and has been identified as
supporting an enhanced culture across the University. A comprehensive review of the
programme undertaken during Summer/Autumn 2015 found that mentees were satisfied
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with the programme, particularly in terms of satisfaction with their self-development in
relation to self-reflection, increased confidence and ability to ask for support and articulate
their needs. Overall, the mentoring programme was identified as providing a very positive
experience of mentoring across the University. Faculties across the University are also
introducing mentoring for staff; the Faculty of Arts & Humanities is an exemplar in this area
and is currently working with other Faculties to encourage take up of locally-run schemes to
complement the University scheme.

We continue to upgrade and promote university facilities as appropriate to enhance
accessibility and respond to the diverse needs of our staff, students and service users.
These actions, evidenced by the measures below, confirm the University made progress against this
outcome.
Measures:
Within our Equality Mainstreaming Progress Report 2015, we identified a number of next steps in
relation to (i) Perceptions of fair and equitable culture; (ii) Experiences of discrimination and
harassment and (iii) External assessment of equitable culture and we are pleased to report that
positive progress has been made.
(i)
Perceptions of fair and equitable culture

Students:
In the 2016 National Student Survey (NSS) we achieved an overall satisfaction score of 89%
which is three percent higher than our score last year - placing us above both the Scottish and
UK sector average of 86%.
The following question has been included in the National Student Survey (NSS) since 2015 and
the International Student Barometer (ISB) since 2016:
‘I believe that the University is committed to equality and diversity’
National Student Survey
All respondents
Gender
Female
Male
Age Group
Mature Students
Young Students
Ethnicity
Asian
Other
White
2015
88%
2016
87%
91%
80%
88%
85%
89%
87%
92%
86%
77%
88%
85%
89%
88%
International Student Barometer
2016
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All Respondents
93%
Gender
Female
93%
Male
93%
Disability
No known disability
94%
Disabled
86%
Table 1: National Student Survey and International Student Barometer
This demonstrates high levels of confidence from students regarding the commitment of the
university to equality and diversity. From 2017, all student surveys will be analysed by
protected characteristics encompassing National Student Survey, International Student
Barometer, Postgraduate Taught Experience Survey, Postgraduate Research Experience
Survey and Stirling Experience Survey.

Staff
In the 2015 Staff Survey respondents confirmed that felt that the University acted fairly,
regardless of ethnic background, gender, religion or belief, sexual orientation, disability, age,
gender identity, marital/civil partnership status, and pregnancy/maternity status with regard
to recruitment (94%), access to training (91%), investigating complaints (90%) and career
progression/promotion (83%). Most respondents (93%‐98%) believe the University respects
equally people of each protected characteristic. 85% agreed that the University is committed
to equality of opportunity for all of its staff.
These are exceptionally high levels of confidence in the university’s commitment to equality
and diversity.
Staff Survey Question - ‘The University respects equally people of
different…
(% Agree/Tend to Agree)
2009 2012 2015
· Genders
92% 94%
93%
· Nationality/ethnicity
97% 98%
98%
· Ages
88% 95%
96%
· Disabled/not disabled
95% 96%
97%
· Sexual orientation
98% 99%
98%
· Religion/beliefs
98% 100%
98%
· Pregnancy/maternity status
97%
96%
· People of different gender identify
99%
97%
· People of marital/civil partnership
status
99%
98%
Table 2: response to Staff Survey 2015 question on Equality and Diversity
Where sector level information is available, Stirling’s results are positive in comparison with
the sector for both staff and students.
(ii)
Experiences of discrimination and harassment

Staff: Across the sector, 10% of staff reported harassment or discrimination. The 2015 Staff
Survey indicated that 7% of respondents at the University of Stirling felt discriminated against
at work in the last 12 months. Whilst there was good awareness of the University’s anti9
bullying and harassment policy (83%) only 63% were aware of the anti-bullying and
harassment advisers. The University’s current Anti-Bullying and Harassment Policy and
procedures are currently under review.

Students: The number of formally upheld cases of bullying and harassment for students
currently stands at 0 for 2016/17, having been 4 in 2015/16.
(iii)
Support for staff and students with protected characteristics

Staff: As noted above, in Table 2, 2015 Staff Survey respondents confirmed they felt that
the University acted fairly in relation to staff with protected characteristics.
 Students: In the 2016 International Student Barometer, 98% of students were satisfied
with the Accessibility and Inclusion Service which is above sector average. Evaluation
feedback collected by Student Support Services in 2015/16 revealed that 93% of
respondents felt that the counselling they had received at the University of Stirling
significantly helped them overcome their problem(s); 85% said it helped them to stay at
University and 99% of respondents said that counselling had improved their overall
experience of University.
The 2014/15 Accessibility & Inclusion Survey revealed that:
 90% of respondents were satisfied or very satisfied with the support they received from
the Student Mental Health Adviser
 85% reported that the service provided by the Student Mental Health Adviser made a
significant difference to their university experience
 57% stated that they may have left without the support provided by the Student Mental
Health Adviser.
(iv)
External Assessment of equitable culture
In 2015, we were committed to seeking a year on year increase in the University’s position in
the Stonewall Gay by Degree index. Appropriate actions were taken to advertise our
activities more clearly on the University and Students’ Union websites however Stonewall has
since ceased publishing the Gay by Degree index.
The Career Development Centre (CDC) has successfully achieved the Matrix Standard quality
mark, a unique quality framework for the effective delivery of information, advice and
guidance.
As noted in the introduction, the University received an Athena SWAN bronze level award in
April 2013 and two departmental awards in November 2015. The University expects to
submit four departmental applications in 2017, following the expansion of Athena SWAN
beyond STEMM. The University welcomes this external validation of equality and diversity.
OUTCOME 2 - GENDER PAY GAP
The institutional gap between male and female pay will reduce as a result of taking steps within our
power to address occupational segregation.
Reflections:
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The University’s equality pay objectives are to:
 Eliminate any unfair, unjust or unlawful practices that impact on pay.
 Take appropriate action to address any unwarranted discrepancies in pay that are
discovered.
The University of Stirling supports equal pay and equal opportunity and is committed to eliminating
any barriers. We believe women and men in our workforce should receive equal pay for work of equal
value.
As of August 2016, our staff base is made up of 61% females and 39% males. Within grade the
difference in average pay of men and women within pay grades is negligible – among salaried staff we
have an average pay gap within grade of 0.11% in favour of female staff.
The uneven distribution of male and female staff at the University by grade and (occupational) staff
group, i.e. there is a higher proportion of female staff in the lower grades and a lower proportion of
female staff in the higher grades remains. However, there has been progress and a positive trend: in
2017, this was 19.34% which is an improvement from 21.2% in 2015, and 23.3% in 2013.
The University continues to review and develop its recruitment and promotion procedures, including
training on unconscious bias to ensure there is no bias in appointing to senior posts and reviews its
arrangements for succession planning and leadership development to help it to achieve a more even
gender distribution of staff in its higher grades. The absence of a gender pay gap within grades is
evidence that this approach is effective.
OUTCOME 3 - KNOWLEDGE
Knowledge and understanding of equality issues in the institution will be enhanced
Reflections:
The 2015 Staff Survey indicated that there was opportunity for improvement of communications with
regard to equality and diversity responsibilities. Since then, we have taken a number of positive steps
to raise awareness of the availability of equality and diversity advice, support and guidance to both
staff and students:
(i)
(ii)
(iii)
(iv)
An Equality & Diversity Calendar of Events is available on the University’s ‘OneStirling’
Webpages which better aligns University events with national days of significance and
public sector campaigns
Transgender Guidelines for staff and students and a Student Parental Policy are in
development in partnership with the Students’ Union and the University’s Student
Support Services and will be approved shortly.
We continue to carry out equality impact assessments on new and revised policies during
the development process.
An Internal Communications Manager was appointed in 2016 and is enhancing internal
communication procedures.
The University achieved targets for disclosure of protected characteristics and will improve
communication of support and availability of information.
Measures:
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(i) The proportions of staff disclosing their protected characteristics will increase from the
baseline data
Comparison
Progress
2011/2
2012/3
2013/4
2014/5
2015/6
Sector
to sector
=
=
Age
100%
100%
100%
100%
100%
100%
+
+
Disability
77%
94%
84%
92%
84%
96%
Gender
+
+
77%
77%
79%
82%
83%
Reassignment
41%
Ethnicity
95%
94%
94%
94%
94%
95%
+
+
Religion/Belief
68%
69%
71%
73%
74%
41%
=
=
Gender
100%
100%
100%
100%
100%
100%
Sexual
+
+
70%
71%
72%
76%
77%
Orientation
30%
Table 3 – proportion of staff disclosing a protected characteristic (HR data, census date 1 August
2016)


Disclosed does not include respondents who did not answer the question or those who
preferred not to answer.
Information not held includes missing data and information withheld.
(ii) The proportion of student disclosing their protected characteristics will increase from the
baseline data
Comparison to Progress
2012/3
2013/4
2014/5
2015/6
2016/7 Sector
sector
=
=
Gender
100%
100%
100%
100%
100%
100%
=
=
Age
100%
100%
100%
100%
100%
100%
+
Ethnicity
86%
87%
92%
90%
90%
98%
93%
94%
95%
95%
95%
=
+
Religion
(35%)
(41%)
(41%)
(41%)
(41%)
95%
100%
100%
100%
100%
100%
+
=
Disability
(9%)
(10%)
(11%)
(12%)
(13%)
95%
Sexual
=
Orientation
89%
91%
90%
90%
89%
94%
Table 4 – proportion of students disclosing their protected characteristics (Business Intelligence
tool data, February 2017) (reporting mechanisms are still being established in relation to
transgender data.)
(iii) The proportion of staff who:
(a) State that they understand their personal and the University’s responsibilities in
relation to equality & diversity will remain higher than 90%
(b) State that they know where to find information about equality & diversity will
improve from 81%
The Staff Survey, conducted on a biennial basis captures progress on this measure. The next Staff
Survey will take place in 2017.
Within the 2015 Staff Survey, Equality and Diversity was seen as a key strength of the University,
however some responses indicated that communication of advice and guidance in relation to Equality
& Diversity could be improved, e.g. a lower proportion of respondents reported they were aware of
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where to get advice on equality and diversity (74% down 7%), that they understood their
responsibilities (87% down 6 %) and the University’s responsibilities (87% down 5%) in comparison to
2013. We would like to see these improve in the 2017 survey to meeting our targets.
We are aware that we need to continue to identify available channels of communication across the
university and improve the visibility and ‘searchability’ of the University’s Equality and Diversity
webpages to ensure that they are continually updated in respect of Equality & Diversity policies and
guidance. A full review of our ‘OneStirling’ equality and diversity website is planned for summer 2017,
following the publication of our new Equality Outcomes 2017-21.
OUTCOME 4 - SENIOR DEMOGRAPHIC PROFILE
Reflections:
We are committed to continuing with our current practices to support female progression within
academic faculties. Since 2015, several training opportunities have been made available to staff in
support of this and our Athena SWAN objectives as noted above, under Section 1, Overview of
Activities. A Scottish FE and HE Race Equality Network has been established to enable member
institutions to better meet the duties of the 2010 Equality Act in relation to race equality and we will
maintain close links with this group.
The University has improved on gender balance across academic staffing and promotions. There is
scope for improvement on increased representation of disabled staff and staff of black or minority
ethnicity.
Measures
(i) Demographics of the current populations:
(a) the demographic profile of the professoriate will be increasingly reflective of the overall
profile of academic staff and,
(b) the demographic profile of senior managers will be increasingly reflective of the overall
profile of staff.
% disabled
% BME
% female
Note: Figures
rounded
% disabled
% BME
% Female
Professoriate
2013
2014
9
11
6
3
24
31
2016
6
2
37
Academic population
2013
2014
2016
5
5
3
9
5
7
45
45
55
are
Senior Management Team
2013
2014
2016
0
0
0
5
0
0
26
59
64
Professional Services Staff
2013
2014
2016
5
6
3
4
0
1
60
69
70
Table 5 – demographic profile of staff (headcount data)
(ii) Academic Promotions – The proportions of men and women who:
(a) apply for and (b) are successful in obtaining promotion will be in line with the overall
gender profile of the academic staff population.
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Eligible
academic
population %
Applications for
promotion %2
Successful
promotions %
2012:
Female
42
26
26
Male
58
74
74
2014:
Female
48
28
33
Male
52
72
66
2016:
Female
49
46
69
Male
51
54
58
Table 6: Academic Promotions (headcount data – HR data, snapshosts 1 August 2012,
2014 and 2016)
Tables 6 demonstrates considerable progress in increasing percentages of female academics
applying for promotion and a significant increase in successful promotions over the four year
period.
OUTCOME 5 - GOVERNANCE:
The profile of University Court and Academic Council will become increasingly diverse
Reflections:
As a result of continuing to advertise court vacancies widely in order to broaden the potential
audience we have continued to make progress in relation to age, sexual orientation, disability and
most significantly gender. In August 2016, 48% of members were women, including the Chair of Court.
The number of women on Academic Council is steadily increasing with 59% in 2016, compared to 50%
in 2015. The age demographic of Academic Council has also improved, with a rebalancing of
membership to welcome younger academic representatives.
The University has made good progress on increasing the diversity of institutional governance
committees.
Measures:
UNIVERSITY COURT
2
Characteristic
2013
2015 %
2016 %
AGE
% under 50
% over 50
30
70
43
57
39
61
DISABILITY
% disabled
% able bodied
5
95
0
96
9
83
% prefer not to
answer
0
4
9
Faculty panel applications
14
RACE
95
0
5
96
4
0
100
0
0
RELIGION/BELIEF % Christian
% Another
religion/belief
% no
religion/belief
% not
known/prefer
not to answer
70
0
54
4
39
0
20
21
35
10
21
26
GENDER
% female
% male
25
75
33
66
48
52
SEXUAL
ORIENTATION
% heterosexual
85
83
74
% LGB
% not known
10
5
4
13
8
17
% same gender
at birth
% prefer not to
answer
90
95
86
10
5
14
GENDER
REASSIGNMENT
% white
% BME
% Prefer not to
answer
Table 7 – Profile of University Court (headcount)
ACADEMIC COUNCIL
Characteristic
2013%
2015 %
2016 %
AGE
% under 50
% over 50
29
71
43
57
53
47
DISABILITY
% disabled
% able bodied
% prefer not to
answer/not
known
7
93
3
93
4
6
94
0
RACE
% white
% BME
% prefer not to
answer/not
known
85
4
11
80
7
13
94
0
6
RELIGION/BELIEF
% Christian
44
43
27
15
% no
religion/belief
% not
known/prefer
not to answer
% other belief
system
26
23
38
22
24
32
8
10
3
GENDER
% female
% male
30
70
50
50
59
41
SEXUAL
ORIENTATION
% heterosexual
70
70
74
% LGB
% not
known/prefer
not to say
% same gender
at birth
% prefer not to
answer
7
22
7
23
3
23
93
87
88
7
13
12
GENDER
REASSIGNMENT
Table 8 – Profile of University Council (headcount)
OUTCOME 6 - STAFF GENDER BALANCE
The proportions of:
(a) female staff working in science, engineering and technology (SET) disciplines (specifically
biological and environmental science, computing sciences and mathematics, aquaculture,
psychology and sports science);
(b) and the proportions of male staff working in nursing, education and social sciences will be
increasingly in line with the overall gender profile of academic staff.
Reflections:
We have taken positive steps to promote gender equality within STEMM and non-STEMM faculties
as part of our commitments to Athena SWAN and we have seen an increase in the number of women
in STEMM subjects, e.g. the number of female staff in the Division of Biological and Environmental
Sciences has increased from 26% in 2014/15 to 36% in 2015/16 and the number of female staff in the
Division of Aquaculture has risen from 26% to 31% in the same period. Initiatives have included a
Science Cabaret (sponsored by EPSRC), “Science is for Everyone” student fairs; Annual Computing
Science Faculties Day/Maths Workshops, an undergraduate module in outreach; a Computing Science
and Maths public lecture series, an Impact for Access Project and our most recent Science Grrls event
which was held in September 2016.
There has been less progress in increasing the number of male academics in nursing, education and
social sciences. A focus for activity in these areas has related to outcome 7 in relation to student
gender balance.
The University has made progress in achieving Outcome 6 in relation to staff gender balance and this
will be a continuing aim for Equality Outcomes 2017-21.
16
Measures:
2012/3
2014/5
2016/7
SET Disciplines
Aquaculture
Female
18%
26%
31%
Male
82%
74%
69%
Biological and Environmental Sciences
Female
27%
26%
36%
Male
73%
74%
64%
Computing Science and Mathematics
Female
24%
29%
29%
Male
76%
71%
71%
Psychology
Female
45%
58%
60%
Male
55%
42%
40%
Faculty of Health Sciences and Sport
Female
66%
65%
63%
Male
34%
35%
37%
AHSSBL Disciplines
Faculty of Arts and Humanities
Female
40%
43%
43%
Male
60%
57%
57%
Faculty of Social Sciences
Female
61%
56%
64%
Male
39%
44%
36%
Stirling Management School
Female
35%
34%
29%
Male
65%
66%
71%
Table 9: proportion of female staff working in SET and the number of male staff working in nursing,
education and social sciences (headcount, figures rounded3)
OUTCOME 7 - STUDENT GENDER BALANCE
The proportions of: a) women studying SET subjects and sport and b) men studying nursing,
education and social science subjects will be increasingly in line with the overall gender profile of
Stirling students.
Reflections:
In order to achieve our aim to improve the gender balance across our discipline areas to increasingly
reflect the overall gender profile of the student body, a short-life working group, chaired by the Dean
for Equality & Diversity, was established in 2015 to explore targets to encourage greater gender
diversity in undergraduate student recruitment. This resulted in the development of a bank of
promotional material for marketing purposes to encourage males into female dominated professions.
This promotional material has been incorporated in the 2017/18 undergraduate student prospectus.
3
The Institute for Social Marketing moved from Stirling Management School to the Faculty of Health
Sciences in 2014. However, it is retained within Stirling Management School for purposes of
comparison
17
In 2016, the University and the Students’ Union collaborated on the ‘So you want to be in the
professions?’ Impact for Access funded project. The project focussed on widening access and gender
imbalance in relation to high-demand subjects and professions (nursing, education, social work and
computing. The initial project completed in 2016, however activity is ongoing. The Students’ Union
will establish three ‘Professional Programmes Panels’ in education, social work and nursing in 2017 to
bring together students and academics in these subject-areas to consider particular issues including
gender balance.
Progress has been made in relation to student gender balance and this will remain an area of priority
in the Equality Outcomes 2017-21 and, in line with the SFC Gender Action Plan, we will continue to
monitor this area and seek to improve the balance.
Measures:
2012/3
2014/5
2016/7
45%
55%
51%
49%
49%
51%
57%
43%
60%
40%
60%
40%
38%
62%
37%
63%
39%
61%
77%
23%
75%
25%
78%
22%
77%
23%
74%
26%
73%
27%
SET Disciplines
Aquaculture
Female
Male
Biological and Environmental Sciences
Female
Male
Computing Science and Mathematics
Female
Male
Psychology
Female
Male
Faculty of Health Sciences and Sport
Female
Male
AHSSBL Disciplines
Faculty of Arts and Humanities
Female
59%
62%
Male
41%
38%
Faculty of Social Sciences
Female
70%
74%
Male
30%
26%
Stirling Management School
Female
50%
50%
Male
50%
50%
Table 10 – proportion of male and female staff working in both SET and non-SET
(headcount)
64%
36%
77%
23%
53%
47%
disciplines
OUTCOME 8 – CONTINUATION (Undergraduate Students):
Continuation rates of students who share a specific protected characteristic and those who do not
share will be broadly comparable.
18
Reflections:
The University of Stirling has excellent retention rates of 91% for all Scottish/EU undergraduate
students and improving retention and continuation rates across the University and in line with the
sector is a continuing ambition; one of the aims of the university’s Strategic Plan 2016-21 is to ensure
that student retention rates are in the upper-quartile of UK institutions.
The University has achieved parity of continuation and award across all protected characteristics.
Measures:
Rates of continuation/qualifying for those sharing the following protected characteristics, vs.
institutional average:
Institutional Averages
Continuing or awarded
Withdrawn
Gender
Female
Continuing or awarded
Withdrawn
Male
Continuing or awarded
Withdrawn
Sexual Orientation
Heterosexual
Continuing or awarded
Withdrawn
LGBT
Continuing or awarded
Withdrawn
2011/2
2012/3
2013/4
2014/5
2015/16
Sector
95%
5%
94%
6%
95%
5%
91%
9%
TBC
TBC
91%
9%
2011/2
95%
5%
2012/3
93%
7%
2013/4
96%
4%
2014/5
92%
8%
2015/16
TBC
TBC
Sector
92%
8%
94%
6%
95%
5%
94%
6%
90%
10%
TBC
TBC
89%
11%
2011/2
99%
1%
2012/3
93%
7%
2013/4
95%
5%
2014/5
91%
9%
2015/16
TBC
TBC
Sector
-
98%
2%
90%
10%
95%
5%
88%
12%
TBC
TBC
-
2011/2
2012/3
2013/4
2014/5
2015/16
Sector
99%
1%
95%
5%
94%
6%
91%
9%
TBC
TBC
-
100%
0%
93%
7%
96%
4%
92%
8%
TBC
TBC
-
2011/2
2012/3
2013/4
2014/5
2015/16
Sector
Religion/Belief
No Religion
Continuing or awarded
Withdrawn
Religion Disclosed
Continuing or awarded
Withdrawn
Disability
19
No Disability Disclosed
Continuing or awarded
Withdrawn
Disability Disclosed
Continuing or awarded
Withdrawn
95%
5%
93%
7%
95%
5%
91%
9%
TBC
TBC
91%
9%
96%
4%
98%
2%
95%
5%
92%
8%
TBC
TBC
90%
10%
Ethnicity
2011/2 2012/3 2013/4 2014/5 2015/16 Sector
TBC
Continuing or awarded
95%
94%
95%
90%
92%
TBC
Withdrawn
5%
6%
5%
10%
8%
TBC
Continuing or awarded
95%
95%
92%
94%
88%
TBC
Withdrawn
5%
5%
8%
6%
12%
UG, FT, <21 on entry, First Degree Honours, UK Students only
Sector data – 2013/14 continuation rates
Table 11: Continuation rates of students who share a specific protected characteristic and those who
do not
OUTCOME 9 - DEGREE ATTAINMENT
Degree attainment levels of students who share a protected characteristic and those who do not
share it will be broadly comparable.
Reflections:
The University amended academic regulations in 2014, which uplifted all degree classifications across
all protected characteristics. Students with protected characteristics are slightly more likely to be
awarded first class degrees. For example, undergraduate female students are more likely than male
compatriots to achieve a 1st class degree in 2014/15 and 2015/16; 33% of BME undergraduate
students in 2015/16 obtained a 1st class degree in comparison to 26% non-BME; 61% of TPG students
with disabilities were awarded merit or distinction qualifications in comparison to 52% for students
without disabilities.
The University has achieved comparability of degree attainment. Where there is variability, students
with protected characteristics are more likely to obtain 1st class degrees.
Measures:
Undergraduate students:
Degree outcomes for those sharing the following protected characteristics (UG)
Gender
Female
(first class)
(second class, upper division)
(second class, lower division)
(third class)
Male
2011/2
2012/3
2013/4
2014/5
2015/6
Sector
8%
56%
33%
2%
9%
53%
35%
3%
10%
60%
29%
1%
32%
49%
18%
1%
27%
54%
18%
0%
22%
52%
22%
5%
20
(first class)
(second class, upper division)
(second class, lower division)
(third class)
Disability
No Recorded Disability
(first class)
(second class, upper division)
(second class, lower division)
(third class)
Recorded Disability
(first class)
(second class, upper division)
(second class, lower division)
(third class)
Ethnicity
BME
(first class)
(second class, upper division)
(second class, lower division)
(third class)
Not BME
(first class)
(second class, upper division)
(second class, lower division)
(third class)
Age Group on Entry
<21
(first class)
(second class, upper division)
(second class, lower division)
(third class)
21-25
(first class)
(second class, upper division)
(second class, lower division)
(third class)
26-30
(first class)
(second class, upper division)
(second class, lower division)
(third class)
11%
48%
38%
3%
8%
52%
36%
3%
11%
53%
35%
1%
24%
53%
21%
2%
24%
53%
21%
1%
22%
47%
25%
6%
2011/2
2012/3
2013/4
2014/5
2015/6
Sector
9%
54%
34%
2%
9%
54%
34%
3%
10%
58%
30%
1%
28%
51%
20%
2%
27%
54%
19%
1%
22%
49%
23%
5%
10%
44%
42%
3%
10%
44%
45%
1%
13%
48%
38%
1%
37%
46%
17%
0%
24%
54%
22%
1%
20%
50%
24%
6%
2011/2
2012/3
2013/4
2014/5
2015/6
Sector
6%
31%
52%
11%
3%
38%
49%
10%
10%
59%
31%
0%
29%
58%
13%
0%
33%
48%
18%
0%
16%
46%
30%
8%
9%
55%
34%
2%
8%
53%
37%
2%
9%
58%
32%
1%
31%
52%
15%
1%
26%
56%
18%
1%
25%
52%
19%
4%
2011/2
2012/3
2013/4
2014/5
2015/6
Sector
8%
54%
36%
2%
8%
54%
36%
2%
10%
59%
31%
1%
30%
53%
16%
1%
26%
55%
18%
1%
-
9%
55%
33%
3%
11%
43%
37%
9%
15%
45%
37%
3%
23%
41%
31%
4%
24%
50%
25%
1%
-
26%
42%
32%
0%
17%
67%
17%
0%
15%
73%
12%
0%
27%
27%
36%
9%
19%
48%
33%
0%
-
21
>30
(first class)
28%
21%
19%
33%
(second class, upper division)
41%
41%
48%
41%
(second class, lower division)
28%
38%
31%
26%
(third class)
4%
0%
2%
0%
Table 12: Degree outcomes for those sharing protected characteristics (UG)
45%
33%
21%
0%
Postgraduate students:
Degree outcomes for those sharing the following protected characteristics (PG)
Gender
2011/2
2012/3
2013/4
2014/5
2015/6
Female
(distinction)
6%
8%
7%
8%
16%
(merit)
1%
28%
24%
32%
39%
(no classification)
93%
65%
69%
60%
46%
Male
(distinction)
7%
9%
8%
11%
13%
(merit)
2%
22%
23%
26%
38%
(no classification)
91%
69%
69%
64%
49%
Disability
2011/2
2012/3
2013/4
2014/5
2015/6
No Recorded Disability
(distinction)
7%
8%
7%
9%
14%
(merit)
1%
25%
23%
29%
38%
(no classification)
92%
67%
70%
62%
48%
Recorded Disability
(distinction)
8%
11%
16%
20%
20%
(merit)
0%
37%
32%
27%
41%
(no classification)
92%
53%
51%
53%
39%
Ethnicity
2011/2
2012/3
2013/4
2014/5
2015/6
BME
(distinction)
5%
8%
8%
6%
20%
(merit)
0%
20%
22%
38%
45%
(no classification)
95%
73%
70%
56%
35%
Not BME
(distinction)
11%
13%
17%
11%
21%
(merit)
6%
35%
31%
34%
42%
(no classification)
83%
52%
52%
54%
37%
Age Group on Entry
2011/2
2012/3
2013/4
2014/5
2015/6
21-25
(distinction)
6%
7%
7%
8%
13%
(merit)
0%
24%
22%
29%
39%
(no classification)
93%
69%
70%
63%
48%
22
-
26-30
(distinction)
12%
12%
15%
10%
(merit)
0%
33%
33%
33%
(no classification)
88%
55%
52%
57%
>30
(distinction)
5%
11%
7%
12%
(merit)
6%
27%
23%
28%
(no classification)
89%
62%
70%
60%
Masters level awards only
Table 13: Degree outcomes for those sharing protected characteristics (PG)
24%
39%
37%
14%
38%
48%
SECTION 3: CONCLUSION
One of the key objectives of the University’s new Strategic Plan 2017-21 is to create an inclusive
environment and to actively promote equality; to support people with specific needs; acknowledge
difference, and respect the right of students and staff to hold differing views and maintain our
commitment to equality and diversity. In 2013, the University approved nine Equality Outcomes in
relation to culture, gender pay gap, knowledge, senior demographic profile, governance, staff
gender balance, student gender balance, continuation and degree attainment. The University is
proud of the positive progress it has made against its institutional aims since as detailed within this
report and both the University’s new Strategic Plan 2017-21 and our new set of Outcomes for 201721 maintain our commitment to equality and diversity.
Informed by guidance from the ECU, reflection on the Equality Outcomes 2013-2017, consultation
with staff and students and the University’s new Strategic Plan 2016-21, a new set of outcomes were
approved by University Court in March 2017 which represent the next phase in our approach to
equality and diversity.
April 2017
23
__________________________________________________________________________________
Appendix 1: Report on final progress in delivering the institution’s set of Equality Outcomes for
2013-17.
Appendix 2: Employee Equality Information which includes:
(i)
(ii)
annual breakdown of information on the number and relevant protected characteristics
of employees, including information on recruitment, development (career progression)
and retention
details of progress made in gathering and using employment information to better
perform the general duty
Appendix 3: Equal Pay Audit statement on equal pay, including occupational segregation, for
gender
Appendix 4: Equality Outcomes 2017 - 2021
Policy & Planning
March 2017
24