27 March 2017
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
Equality outcomes 2013-2017
OUTCOME
SUCCESS MEASURES
SOURCE OF EVIDENCE
PROTECTED
CHARACTERISTIC
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 tackled.
Measure (i): Perceptions of fair (i) Staff survey/Student All
and equitable culture
Barometer/International
Student Barometer
RELEVANT PARTS
OF THE GENERAL
EQUALITY DUTY
SUCCESS (April 2017)
i
The following results from both the
Staff Survey 2015 and the National
Student Survey 2016 exemplify our
commitment to maintaining a
welcoming and inclusive culture
and environment for all of our staff
and students and demonstrates
the positive progress we have
made in achieving this outcome
over the last four years.
ii
iii
-
-
-
% staff who agree the
University
respects
equally
people
with
different
protected
characteristics
% of students who agree
that the University is
committed to equality of
opportunity
% students who are
satisfied with facilities for
religious worship
Measure (ii): Experiences of
discrimination and harassment
-
% staff who state that
they have experienced
(ii) Staff survey/SAP HR
data system (SAP) /
Student Barometer/
International
Barometer
Student
Measure (i):
The Staff Survey 2015 results
revealed that 93% - 98% of staff
believe the University respects
equally people of each protected
characteristic. 85% or respondents
agreed that the University is
committed to equality of
opportunity for all of its staff.
The National Student Survey 2016
results revealed that between 85%
and 92% of students believe that
1
27 March 2017
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
-
-
discrimination in the
previous 12 months
% staff who perceive that
they are currently being
bullied or harassed at
work
Formally recorded cases
of
discrimination
or
harassment
% students who state that
they
have
ever
experienced
discrimination or unfair
treatment on the grounds
of
a
protected
characteristic during their
time at the University
the University is committed to
equality and diversity.
In the International Student
Barometer 2016, 96% of students
were satisfied that the University
was a good (and safe) place to be.
Measure (ii):
Staff: In the 2015 Staff Survey, 7%
of staff reported that they had felt
discriminated against at work in
the last 12 months compared to
10% across the sector.
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.
Whilst there was good awareness
of the University’s anti-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 and one of our aims is to
address this issue.
2
27 March 2017
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
Measure (iii): Support for staff (iii) Student Barometer/
and students with protected International
Student
characteristics
Barometer
-
-
-
% of respondents who are (iv) Stonewall Gay by
satisfied
with
the Degree Index/ Stonewall
Disability Service
Workplace Equality Index
% of students who are
satisfied
with
opportunities to study
with people from other
cultures
% of students who are
satisfied with
opportunities to make
friends from this country.
% of students who are
satisfied
with
opportunities to make
friends
from
other
countries.
Measure
(iv):
External
assessment of equitable culture
-
Position in the Stonewall
Gay by Degree Index
Measure (iii):
The International Student
Barometer 2016 indicated that
98% of students were satisfied
with the Accessibility & Inclusion
Service.
Measure (iv):
Stonewall has ceased publishing its
Gay by Degree Index so we are
unable to cite this as a source of
evidence.
The University’s inclusion of ‘how
we are fulfilling our equality duties’
into the University’s Outcome
3
27 March 2017
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
-
Agreement has been highlighted as
an example of good practice in the
ECU’s Toolkit “How to embed
equality in outcome agreements”.
Position in the Stonewall
Workplace Equality Index
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.
2
3
GENDER PAY GAP: The
institutional gap between
male and female pay will
reduce from 23% as a result
of taking steps within our
power to address
occupational segregation.
KNOWLEDGE: Knowledge and
understanding of equality
issues in the institution will
be enhanced.
-
Median gender pay gap
vs. sectoral median pay
gap.
SAP data/ECU sectoral S
pay gap data
ii
The Equal Pay Review 2017
revealed that our institutional
gender pay gap has slightly
improved from 23.3% in 2013 to
21.2% in 2015 and 19.3% in 2017.
Within grades, the pay gap is
negligible – 0.11%.
(i)
Staff: % of
disclosing
protected
characteristics
(i)
(ii)
staff (iii)
their
SAP
A, D, GR, R, RB, ii
Student HESA data S, SO
Staff survey
(i)
The percentage of staff
disclosing their protected
characteristics has increased,
especially in relation to
gender reassignment (83%
compared to the sector
average of 41%);
4
27 March 2017
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
(ii)
Students: % of students
disclosing
their
protected
characteristics
(iii)
The proportion of staff
who:
•
state that they
understand their and
the University’s
responsibilities in
relation to equality &
diversity will remain
higher than 90%;
•
state that they know
where to find
information about
equality & diversity will
improve from 81%.
religion/belief (74% compared
to the sector average of 41%)
and sexual orientation (77%
compared to the sector
average of 30%)
(ii) The number of students
disclosing their protected
characteristic remains
consistent with the sector
average.
(iii) Whilst the 2015 Staff Survey
indicated that Equality and
Diversity was seen as a key
strength of the University,
there is scope for
improvements in
communication of advice and
guidance in relation to
Equality and Diversity; 74%
(down 7%) reported that they
were aware of where to get
advice on equality and
diversity. We are aware that
we need to continue to
identify available channels of
communication across the
university and one of our
immediate actions is to
undertake a full review of our
‘OneStirling’ equality and
5
27 March 2017
4
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
SENIOR DEMOGRAPHIC
PROFILE
(a) The demographic
profile of the
professoriate will be
increasingly reflective
of the overall profile
of academic staff.
(b) The demographic
profile of senior
managers will be
increasingly reflective
of the overall profile
of staff.
5
GOVERNANCE: The profile of
University Court and
Academic Council will
become increasingly diverse.
Measure (i): Demographics (% of
population
by
protected
characteristic)
of
the
professoriate and the Senior
Management Team vs the overall
academic/staff population
Measure (ii): The proportions of
men and women who (a) apply for
and (b) are successful in obtaining
promotion
(i) SAP
A
Ii
D
(ii) AAPC (Academic
Advancement and
Promotions Committee)
data
R
diversity website in order to
improve the visibility and
“searchability” of the
University’s Equality and
Diversity webpages.
Measure (i): In 2017, the
University Strategy and Planning
Group (Executive) was 44% female
and Senior Management Team
(SMT) was 56% female
S
SO
RB
Demographics (% of population by Database of University A, D, R, S, SO, Ii
protected characteristic) of the Court/Academic Council RB
University Court and Academic members
Council.
Measure (ii): The number of
women who (a) apply for and (b)
are successful in obtaining
promotion has continued to
increase since we developed this
outcome in 2013.
In 2016, we received 46
applications for promotion from
women with a success rate of 69%,
compared to 22 applications in
2012 with a success rate of 26% in
2012.
As a result of continuing to
advertise court vacancies widely
in order to broaden the
potential audience we have
continued to make progress, in
6
27 March 2017
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
relation to age, sexual
orientation, disability and most
significantly sex; In 2016 48% of
lay members were women,
including the Chair of Court.
The % of disabled people on
University Court has
increased from 5% in 2013 to
9% in 2016.
The number of women on
Academic Council is steadily
increasing with 59% in 2016,
compared to 50% in 2015
6
STAFF GENDER BALANCE
The proportions of:
(a)
female staff working
in science,
engineering and
technology (SET)
disciplines
% of female/male academic staff SAP
within each academic subject vs.
% of female/male academic staff
in the institution.
S
ii
(a): As a result of taking positive
steps to promote gender equality
within STEM and non-STEM
faculties as part of our
commitments to Athena SWAN, we
have seen an increase in the
number of women in STEM
subjects, e.g. the number of female
staff in the Division of Biological
and Environmental Sciences has
increased from 27% in 2012/13 to
7
27 March 2017
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
(specifically,
biological and
environmental
sciences; computing
sciences and
mathematics;
aquaculture, and
sports science); and
(b)
36% in 2015/16 and the number of
female staff in the Division of
Aquaculture has risen from 18% to
31% in the same period.
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.
7
STUDENT GENDER BALANCE
The proportions of:
(a)
women studying
SET subjects and
sport; and
% of female/male students within
each academic subject vs. %
female/male students in the
institution
HESA student data
S
Ii
(a)
We have seen steady progress
in the number of women
studying SET subjects and
sport, e.g. the number of
female studying Aquaculture
has increased from 45% in
2012 to 49% in 2016/17 and
the number of females
studying Biological and
8
27 March 2017
(b)
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
Environmental Sciences has
increased from 57% to 60%
during the same period.
men studying
nursing,
education and
social science
subjects
(b) There has been more limited
progress in relation to male
students in nursing, education
and social sciences. In
2016/17, the number of male
students in the Faculty of
Health Sciences and Sport was
27% and the Faculty of Social
Sciences was 23% which is
similar to that of 2014/15.
We continue to take steps to
encourage males into female
dominated professions, e.g.
by demonstrating the
diversity of our student
population in the 2017/2018
undergraduate prospectus.
will be increasingly in line
with the overall gender
profile of Stirling students.
8
CONTINUATION:
Continuation rates of
students who share a specific
protected characteristic and
% of students continuing or
qualifying, by protected
characteristic
HESA student data/
A
ECU sectoral data
D
R
Ii
As indicated in Table 13 of the
Equality Mainstreaming Progress
Report 2017; our overall student
continuation rate of 91% for
students who share a specific
protected characteristic and those
9
27 March 2017
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
those who do not share will
be broadly comparable.
9
DEGREE ATTAINMENT:
Degree attainment levels of
students who share a
protected characteristic and
those who do not share it will
be broadly comparable.
S
% of students attaining
1st/2:1/2:2/3rd class degrees, by
protected characteristics
HESA student data/ECU
sectoral data
A
D
R
S
who do not, is consistent with that
of the sector.
ii
As indicated in Table 14 of the
Equality Mainstreaming Progress
Report 2017: degree attainment
for those sharing protected
characteristics (UG), students with
protected characteristics are often
more likely to obtain a first class
degree.
The percentage of disabled
students achieving a first class
degree has risen from 10% in
2012/13 to 24% in 2015/16 which
is 4% higher than the sector
average. The number of female
taught post-graduate students
achieving a distinction has doubled
from 8% in 2012/13 to 16% in
2015/16 and the number of
disabled students receiving a
distinction has risen from 11% in
2012/13 to 20% in 2015/16.
10
27 March 2017
Report on final progress in delivering the institution’s set of Equality Outcomes for 2013-17
Notes on the table
Column 5: This indicates which of the protected characteristic(s) [PC] each outcome relates to. The protected characteristics are age (A); disability (D);
gender reassignment (GR); marriage & civil partnership status (MCP); pregnancy & maternity (PM); race (R); religion & belief (RB); sex (S); sexual orientation
(SO).
Column 6: This column indicates which of the three parts of the general equality duty each outcome will impact upon. In carrying out its functions, the
University is expected to pay due regard to the need to:
(i) eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Act;
(ii) advance equality of opportunity between people who share a protected characteristic and people who do not share it; and
(iii) foster good relations between people who share a protected characteristic and people who do not share it
11