leeds beckett university equality & diversity committee
TRANSCRIPT
EQUALITY & DIVERSITY COMMITTEE
Wednesday 13 June 2018
at 10:30
in G02, Broadcasting Place (A), City Campus
LEEDS BECKETT UNIVERSITY
Cath Smith, Governance and Legal Services Leeds Beckett University, 101 Old Broadcasting House, City Campus, Leeds, LS2 9EN T: 0113 812 7542 F: 0113 812 7522 E: [email protected]
EQUALITY & DIVERSITY COMMITTEE
AGENDA for the Wednesday 13 June 2018 meeting
The twenty‐seventh meeting of the Equality & Diversity Committee will be held on Wednesday 13 June 2018 from 10:30‐12:30 in GO2 Broadcasting Place (A), City Campus. 10:30 Part A: Preliminary Items Paper Led by A1 Apologies Chair A2 Declarations of Interest Chair A3 Constitution
(a) Terms of reference and
membership
(b) Reviewing our approach to
equality, diversity and inclusion
EDC‐2017‐018 Oral report
Chair
A4 Minutes of the last meeting held on 07
February 2018 EDC‐2017‐020
Chair
A5 Matters Arising EDC‐2017‐021 Chair 10:45 Part B: Major Topics Paper Led by B1 Equality, Diversity and Inclusion
Framework EDC‐2017‐022 P Flynn
B2 Annual Equality & Diversity Report EDC‐2017‐023 K Tilbrook B3 Access Agreement to Access and
Participation Plan Presentation T Lancaster
12:00 Part C: Reports from Officers Paper Led by C1 Equality & Diversity Update EDC‐2017‐024 K Tilbrook
12:20 Part D: Other Business Paper Led by D1 Schedule of business 2018/19 EDC‐2017‐025 Chair
D2 Other Urgent Business D3 Date of next meeting: Thursday 11 October 2018, 10.30 ‐ 12.30, venue TBC.
Shaded items indicate that the Committee is being asked to make a decision. *Starred items will be taken without discussion unless a member notifies the Chair or Secretary in advance that she or he wishes the item to be open for debate
EQUALITY & DIVERSITY COMMITTEE13 JUNE 2018
EDC-2017-018 OPEN
Terms of Reference and Membership
Executive Summary
The report sets out the Equality & Diversity Committee’s constitution.
Action Requested
This report is for information.
Appendices
Appendix A: Terms of Reference 2017/18
Appendix B: Membership Profile 2017/18
Author
Name:
Job title:
Date:
Catherine Smith
Governance Co‐ordinator
16 May 2018
EQUALITY & DIVERSITY COMMITTEE
Terms of Reference
Approval Route
03 November 2010 Corporate Management Team
14 March 2017 University Executive Team (approval of new membership profile)
31 May 2017 Equality & Diversity Committee (minor amendment to clarify Forum Representatives)
Purpose The purpose of the Committee is:
a) To consider the equality and diversity aspects of our University’s culture and environment forwork and study;
b) To act as a forum for the engagement of staff and students in issues relating to equality anddiversity;
c) To advise on the development of policies, procedures and practices directly relating to equalityand diversity, and those that indirectly affect equality and diversity issues;
d) To monitor statistics and data that evidence our compliance with its regulatory duties as a publicsector organisation, and help identify and develop areas of good practice;
e) To promote greater awareness of equality and diversity policies to ensure continuousimprovement in our performance.
Membership & Advisers to the Committee The Committee shall consist of members representing Schools and Services, their staff and students of the University:
a) The Committee will be chaired by the Deputy Vice Chancellor.
b) School/Service representativesEach School/Service shall nominate a representative.
c) Staff representativesEach trade union shall nominate a representative.
d) Forum RepresentativesA minimum of three representatives from the Staff/Student Fora.
Appendix A
e) Students’ Union representatives The Students’ Union shall nominate two representatives.
f) Co-opted members
The Committee shall have powers to co-opt at any time suitable persons for specialist or specific advice.
g) Advisers to the Committee
Advice, support and guidance will be provided to the Committee by the University’s Equality and Diversity support team.
h) Substitutions
Any vacancy on this Committee arising from illness, holiday or resignation, etc., shall be filled by nomination by the Chair.
Equality & Diversity Committee: 2017/18 Appendix B
Membership [41]*
Quorum [20]
Position Members
Deputy Vice Chancellor (Chair) [1] Professor Phil Cardew
Service Representatives [14]
Campus & Residential Services Christine Simpson*
Centre for Learning & Teaching Professor Sue Smith
Distance Learning Edmund Hewson
Estates Rebecca Lord
Financial Services Sarah Coll
Human Resources Pam Flynn
IT Services Tatiana Hepplewhite
External Relations/University Recruitment Joe Rossiter
Libraries & Learning Innovation Claire Williams
Quality Kirsty Curwen
Research and Enterprise Dr Tina Conkar
Secretary & Registrar's Office Victoria Sanderson
Student Services Jan Daley
Sport & Active Lifestyles Sally Nickson
School Representatives [13]
School of Art, Architecture and Design Justin Burns
School of Built Environment and Engineering Dr Paul Hirst
School of Computing, Creative Technology and Engineering Alison Munn
School of Cultural Studies and Humanities Professor Ruth Robbins
School of Film, Music and Performing Arts Annabelle Pangborn
Carnegie School of Education Professor Damien Page
School of Events, Tourism and Hospitality Management Dr Dorina Buda
Carnegie School of Sport Leanne Norman
Leeds Business School Joanna Smith
Leeds Law School Dr Jessica Guth
School of Clinical and Applied Sciences Duncan Webb
School of Health and Community Studies Lorraine Agu
School of Social Sciences Dr Natalia Gerodetti
Equality Forum Chairs [7]
Race Forum Co‐Chair Dr Tom Fletcher
Race Forum Co‐Chair Dr Aarti Ratna
Gender Equality Forum Chair Alex Dickenson
Disability Action Group Co‐Chair Christine Simpson*
Disability Action Group Co‐Chair Kate Cunningham
Rainbow Rose Group Co‐Chair Ian Lamond
Rainbow Rose Group Co‐Chair Ian Pette
Faith & Belief Forum Chair Melvyn Kelly
Staff Representatives [2]
UCU Mumtaz Khan** / Jennifer Dods**
UNISON Mobina Begum
Students' Union Representatives [2]
1 Vice President Equality and Diversity Ro Sewell
2 Student Voice Manager Mike Austin
Co‐opted members [2]
Director of Human Resources Natalie Saunders
Director of Student Services Priscilla Preston
In attendance
Secretary [1] Cath Smith
Advisers to the Committee [1]
Equality and Diversity Manager Katrina Tilbrook
Equality and Diversity Adviser Nabila Ayub
Director of External Relations Dee Reid
* Christine Simpson occupies two positions on the committee, as one member
** To alternate at each meeting
EQUALITY & DIVERSITY COMMITTEE
EDC‐2017‐020 CHAIR APPROVED
OPEN
MINUTES of the 07 February 2018 meeting
Present: Phil Cardew (Chair) Lorraine Agu Mike Austin Justin Burns Dr Tina Conkar Kirsty Curwen Alex Dickenson Jennifer Dods Dr Tom Fletcher Pam Flynn Dr Natalia Gerodetti Dr Jessica Guth Tatiana Hepplewhite Edmund Hewson Dr Paul Hirst Melvyn Kelly Ian Lamond Julie Maughan Sally Nickson Leanne Norman Professor Damien Page Ian Pette Priscilla Preston Victoria Sanderson Ro Sewell Christine Simpson Professor Sue Smith Claire Williams In attendance: Elizabeth Birch Lesley Carden Kate Dashper Sam Goodall David Livermore Rebecca Lord Cath Smith (Secretary) Katrina Tilbrook Apologies: Trevor Armour Mobina Begum Dr Dorina Buda Sarah Coll Kate Cunningham Jan Daley Mumtaz Khan Alison Munn Dr Aarti Ratna Dee Reid Professor Ruth Robbins Joe Rossiter Joanna Smith Duncan Webb
Part A: Preliminary Items
Declaration of interest 018.2017.EDC No declarations of interest were made.
Terms of reference and membership 019.2017.EDC The Committee received a report from the Secretary that set out the current
terms of reference and membership (paper reference EDC‐2017‐011a). It was reported that there were currently vacancies for representatives from the School of Film, Music and Performing Arts and from Estates Services.
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Review our approach to equality, diversity and inclusion 020.2017.EDC The Committee received a report from the Chair that set out the proposed
changes to the University’s approach to equality, diversity and inclusion, which included establishing an Equality & Diversity Steering Group and an Equality & Diversity Forum (paper reference EDC‐2017‐011b). Members were encouraged to consult with their colleagues and the item would be thoroughly discussed at the Committee’s next meeting on 13 June 2018. In the meantime, the Chair was willing to take feedback on the proposed changes by email or meet with colleagues to discuss the matter further.
Minutes
021.2017.EDC The Committee AGREED that the minutes of its meeting held on 11 October 2017 were an accurate record (paper reference EDC‐2017‐012).
Matters arising 022.2017.EDC The Secretary presented a report on the matters arising from the minutes of the
previous meeting of the Committee held on 11 October 2017 (paper reference EDC‐2017‐013). It was reported that: a) No further system concerns relating to the implementation of the Trans
guidance for staff had been fed back to the Equality & Diversity Manager (minute 006(a)2017.EDC refers).
b) Human Resources would incorporate examples of transition related absence in the sickness absence online training resources (minute 006(c).2017.EDC refers).
c) The Head of Planning and Reward had confirmed that sickness absence
records could only be viewed outside of HR by the individual’s line manager. The only iTrent access that could be delegated was in relation to approving holiday (minute 006(d).2017.EDC refers).
d) The Trans code of practice with a link to the Trans guidance was circulated
to all Deans of Schools and Directors of Service and both the Code of Practice and Guidance had been made available on the webpages. The Trans presentation had also been circulated to the Committee (minute 006(e).2017.EDC refers).
e) The Equality & Diversity Manager would further explore the possibility of
linking the Trans code of practice and guidance to the curriculum development for some schools (minute 006(f).2017.EDC refers).
f) The events programme for Disability History Month was cascaded to the
Committee on 22 November 2017 (minute 009(e).2017.EDC refers).
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g) Once the Race Charter Action Plan was finalised it would be possible to combine both the Athena SWAN and Race Equality Charter work into a single document if required (minute 011.2017.EDC refers).
Part B: Major Topics
Accessibility & inclusivity of our provision 023.2017.EDC (a) The Committee received a presentation from the Director of Student
Services on Inclusivity: A Strategic Imperative. It was reported that a Deep Dive Project into Disabled and BME students had been undertaken which identified the importance of the physical environment in supporting student and staff diversity. In its strategic aims, the Accessibility Statement and in response to its responsibilities under the Public Sector Equality Duty, the University had committed to ensuring that all aspects of its provision were accessible and inclusive for all. A strategic decision was taken to use Disabled Go to make accessibility information available to customers and the Disability Access and Study Skills Manager now worked with Estates to advise on building accessibility and inclusivity considerations for all refurbishments, maintenance and capital projects.
(b) A draft design guide for the University was under development and included the commitment to embed inclusive design principles. Future priorities included ensuring that the principles and commitments agreed were translated into working practices and continued broadening of the work around accessibility.
(c) The Committee received a presentation from David Livermore, Director of Business Development at Disabled Go, which introduced Disabled Go and set out the work it had done to date with the University and the planned next steps. Disabled Go was committed to improving the lives of disabled people, promoting independence and choice, and had identified that producing comprehensive access guides would help disabled people obtain the information they needed when planning to visit a new location.
(d) Following a full estate survey the access guides for the University went live in October 2017 and were launched in December 2017 as part of Disability History Month. Following integration with the University website, a review of the estate survey was planned for summer 2018. Disabled Go would also be reviewing their own website and were looking to launch a mobile app in September 2018.
024.2017.EDC The Chair thanked the Director of Student Services and the Director of Disabled
Go, for their interesting presentations and for the significant progress that had been made in relatively short timescales. It was noted that: (a) The partnership between the University and Disabled Go was working well
and illustrated the University’s commitment to ensuring that the experience for disabled people was as positive as that those who did not
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have a disability. The access guides were impressive and would provide real benefits for students, staff and visitors. As the planned changes to the estate were made it would be important to ensure that the appropriate governance was in place to ensure that the access guides remained current.
(b) The University’s draft design guide included a section on inclusivity and indicated the importance of designing spaces to meet a range of needs. The working group in place would ensure that the principles and commitments now agreed were translated into working practices across the organisation.
(c) The Disabled Go website was impressive and the app development would
bring further greater flexibility to users. (d) The current capital programme ran to 2021 and it was likely that a further
phase would follow. Integrating accessibility into the capital programme was important and additional costs would not be incurred if accessibility decisions were made during the planning stages.
(e) Further consideration was being given to how the University’s estate was
utilised, including the strategy to create a ‘home’ for each school. Creating accessible, flexible learning spaces was important and further understanding of customer room preferences was needed to ensure that these requirements were met. The Chair requested feedback from colleagues on learning spaces, including why colleagues didn’t favour particular spaces at present so that this information could be fed into future developments.
(f) Although there were resource constraints, the minor works and
maintenance programmes operated alongside the University’s capital expenditure programme, and could be used to progress and prioritise smaller refurbishments that could bring improvements to access in areas where capital expenditure was not currently planned.
(g) Consideration could also be given to updating information in the
University’s room booking system to incorporate the access information available in the access guides.
Secretary’s Note
David Livermore left the meeting.
Equality, Diversity and Inclusion Strategy 025.2017.EDC (a) The Committee received a report from the Head of HR Strategy & Policy
and the Equality & Diversity Manager that set out the draft Equality, Diversity and Inclusion Strategy for discussion (paper reference EDC‐2017‐014a) and a tabled paper Equality, Diversity and Inclusion Strategy: Feedback (paper reference EDC‐2017‐014b). It was reported that external
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benchmarking had been undertaken and consideration was given to a range of equality, diversity and inclusion strategies in higher education, local government and the private sector. There had been consultation with a number of colleagues, including the Students’ Union, Student Services, Centre for Learning & Teaching, Deans of Schools, Widening Participation and Marketing, HR colleagues, the Equality Fora and UET. Further consultation was planned with the Equality Fora and the Trade Unions, following which a working draft would be considered by the Senior Management Group.
(b) The draft strategy included a vision, five principles and four objectives. Priority measures and KPIs would be developed and the complete strategy would be considered by the UET, the Finance, Staffing & Resources Committee in June and the Board of Governors in July
(c) The approach taken had been to create a straightforward and concise
strategy. A significant amount of positive feedback had been received to date which had included adjusting the tone of the strategy to make it more empowering, incorporating a better balance between staff and students, adding more references to disability, and a number of different views on the gender equality wording.
026.2017.EDC It was noted that:
(a) It was important to obtain the right balance between a strategic overview
and full articulation of the University’s detailed commitments relating to equality, diversity and inclusion.
(b) The strategy deliberately did not list the legal requirements that the
University was required to comply with as it was important that it set the tone of the strategy being developed and was not a compliance exercise.
(c) Consideration needed to be given to whether the strategy was intended
to have a wider external remit, in which case further work may need to be undertaken. The Head of HR Strategy and Policy would visit the Research & Enterprise Leadership Team to discuss this further.
(d) Wider consultation was welcomed and colleagues were requested to
consult within their schools and services and any resulting feedback be provided to the Head of HR Policy & Strategy and the Equality & Diversity Manager. A final draft would be brought to the Committee’s next meeting on 13 June 2018 although it was noted that further versions may be circulated on email prior to the next meeting.
Part C: Reports from Officers
Equality & Diversity Update
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027.2017.EDC The Committee received a report from Equality & Diversity Manger that provided an update on equality and diversity activities, initiatives and developments that had taken place since the Committee’s previous meeting in October 2017 (paper reference EDC‐2017‐015).
Equality Forum Chairs’ Report 028.2017.EDC The Committee received a collated report from the Equality Forum Chairs that
provided updates from the various equality forums (paper reference EDC‐2017‐016). Race Equality and Diversity Forum (a) It was reported that the Deputy Vice Chancellor (Corporate
Communications) and the Widening Participation Manager had attended the Forum to discuss the University’s commitment and strategy for widening participation and that of BME ‘home’ students. A range of current, ongoing and aspirational plans were considered.
(b) Consideration was given to the format of the Annual Race Lecture for
October 2018 and the possibility of introducing an afternoon event (or series of events) to run alongside it.
Rainbow Rose (c) It was reported that as part of LGBT History Month in February 2018, a
number of events would take place including: Campus Pride which would include a series of workshops and events, including a public evening panel event.
(d) The group had arranged for a number of rainbow plaques showing notable LGBT individuals to be produced and were looking for sponsorship for the plaques. It was noted that the Chair offered to sponsor one of the plaques.
Disability Action Group (e) It was reported that the Disabled Go Launch Event had taken place as part
of UK Disability History Month which included the University being presented with a plaque. Additional plaques were being purchased and would be placed in key buildings.
(f) The Conversation with Dr James McGrath and Kelly‐Anne Watson which related to Dr McGrath’s book on ‘Naming Adult Autism’ had been very enlightening and thought provoking.
(g) The Group was keen to look at the policies around staff sickness from a disability perspective, including return to work interviews.
Faith and Belief Forum
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(h) The Chair of the Faith and Belief Forum reported that the possibility of
holding a University Carol Service, open to all staff and students across the University in December 2018 was being explored.
(i) The Chaplaincy was also committed to holding two Carol Singing events
during 2018, one at each campus, as part of its commitment to unity. Gender Forum (j) There was nothing specific to update at present as the Committee’s
meeting was pending.
Part D: Other Business
Schedule of business for 2017/18 029.2017.EDC The Committee received its schedule of business for 2017/18 (paper reference
EDC‐2017‐017).
Date of next meeting 030.2017.EDC The next meeting of the Equality & Diversity Committee would be held at 10.30
on 13 June 2018 in Room G02 Broadcasting Place (A) City Campus.
Other business 031.2017.EDC No other business was raised.
Confirmed by the Committee/Board as a correct record and signed by the Chair: Signed: Date:
EQUALITY & DIVERSITY COMMITTEE13 JUNE 2018
EDC-2017-021 OPEN
Matters Arising
Executive Summary
There are no matters arising from the previous meetings that are not included elsewhere on the agenda.
Action Requested
This report is for information.
Appendices
None.
Author
Name:
Job title:
Date:
Catherine Smith
Governance Co‐ordinator
16 May 2018
EQUALITY & DIVERSITY COMMITTEE
13 June 2018
EDC-2017-022 OPEN
Equality, Diversity and Inclusion Framework
Executive Summary
The attached Equality, Diversity and Inclusion Framework has now been agreed by the University’s Executive Team and will be presented at the June meeting of Finance Staffing and Resources Committee.
As well as drivers relating to the business case and social justice for continuing to attract, develop, engage and support a diverse community of staff and students, there are a number of legal requirements which must be met.
The framework and equality objectives meet our legal requirement under the Public Sector Equality Duty and support the University’s strategic framework. Our equality objectives will help to develop a University culture and ethos where we respect and learn from our differences.
The associated equality impact measures drawn from a number of existing commitments through Athena SWAN, the Access and Participation Plan and the Race Equality Charter and will ensure that we continue to make progress in advancing equality, diversity and inclusion.
Action Requested
This report is information. The Committee is invited note the report.
Appendices
Appendix 1: Equality Impact Measures
Appendix 2: Equality, Diversity & Inclusion Framework ‐ Brochure
Author
Name:
Job title:
Date:
Pam Flynn and Katrina Tilbrook
Head of HR Strategy & Policy, Equality and Diversity Manager
May 2018
Approval Route
May 2018 Natalie Saunders, Director of HR
Equality, Diversity and Inclusion Framework
Introduction 1. Our Equality, Diversity and Inclusion Framework has been developed to support the University’s
Strategic Planning Framework and to meet our legal obligations under the Public Sector Equality Duty.
2. Contributions have been sought following consultation with Student Services, the Student
Union, HR, Widening Participation and Marketing, the Centre for Learning and Teaching, Quality Assurance, Strategic Planning Support, Deans of School, Research and Enterprise, the Equality Fora and the trade unions.
3. The EDI Framework now includes our vision and principles and four overarching equality
objectives beneath which sit our commitment to how we will deliver these. A number of equality impact measures drawn from existing sources including, the Access and Participation Plan and the Athena SWAN and Race Equality Charter action plans, support these commitments and provide indicators against which we can measure progress.
Legal Context 4. The Public Sector Equality Duty (Equality Act 2010) places specific duties upon us to publish
accessible equality information every year and to develop and deliver Equality Objectives (at least every four years) which meet the general duties under the Equality Act 2010 to:
Eliminate all forms of discrimination, harassment or victimisation;
Advance equality and diversity; and
Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.
5. The focus of the law is on employers to demonstrate how they deliver the three general duties
above and for public sector employers to demonstrate transparency in how the specific requirements are met.
6. The Equality, Diversity and Inclusion Framework and its four Equality Objectives clearly sets out
how we will fulfil our Public Sector Equality Duties for 2018 – 2021.
Rationale 7. In its document, ‘HEFCE Equality and Diversity Statement and Objectives 2016‐17, HEFCE makes
clear reference to the business case and social justice argument for equality and diversity stating; ‘Embedding equality of opportunity and fostering diversity are essential for creating the conditions for an excellent higher education system…. For society at large, it is vital that academia draws on all available talents for the development of human capital, and there remain a number of obstacles to this. Moreover, a wealth of research shows that more diverse communities of staff and students are more productive.’ and;
‘Equality should lie at the foundations of academia, as required by the public sector equality duty; neither students nor staff should be discriminated against or inhibited on the basis of any protected characteristic.’
8. The University’s Strategic Planning Framework 2016 – 2021 sets out four strategic aims;
An Excellent Education and Experience
Leading Research and Academic Enterprise
A Community of Great People
Sustainable Resources 9. Effective diversity strategies are more likely to enhance our reputation and employer brand
which helps to attract and retain staff and students both at home and globally. Diverse organisations benefit from being able to respond better to a changing environment and are places where people feel that diversity is valued, and their levels of engagement, productivity and wellbeing are enhanced.
10. The EDI Framework and the achievement of our equality objectives will support the University’s
strategic aims and provide significant benefits including:
Greater access to different perspectives and sources of information
Greater understanding of our staff, students and partners
Better communication with our staff, students and partners
Increased legitimacy
Recommendations 11. As agreed, a number of impact measures relevant to our quality objectives have been drawn
from linked strategies and plans and are attached as an appendix to the Framework. These will be used to assess progress, achievement and areas for further development in future and will be added to as appropriate.
Conclusions and recommendations 12. The Committee is invited to note the report.
Author Katrina Tilbrook, Equality and Diversity Manager, May 2018 Pam Flynn, HR Head of HR Policy and Strategy, May 2018
Appendix 1 Equality Impact Measures The following impact measures will help us assess progress in relation to our equality, diversity and inclusion strategy and it should be noted are not being newly introduced. They are drawn from commitments already made and activities already underway or in plan. Academic Measures
REF submission reflects our academic staff profile (i.e. we have proportionate representation in relation to gender or ethnicity) (Athena SWAN / Race Charter)
Diversity Profile
Address the existing differences in the offer and success rates for BAME students and staff applicants through the application process
Increase student and staff applications from under‐represented groups
35% female representation of our professoriate by 2020 (Athena SWAN)
Increase BAME representation of our professoriate (Race Charter)
Increase BAME and female representation at senior level (Athena SWAN / Race Charter)
Increase in % BAME students engaging in work experience opportunities (APP / Race Charter)
Reduce our mean and median gender pay gaps below 8% and 7.5% respectively by 2021 (10.2% mean and 8.4% median in 2017)
National Frameworks
Achievement of Athena SWAN actions and renewal by 2021
Submit for Race Equality Charter bronze recognition by 2019
Submit for Stonewall Top 100 employer recognition by 2021
Renewal of Mindful Employer accreditation by 2019
Renewal of Disability Confident Level 2 Employer by 2020 Development and Support
100% staff will complete the essential Equality, Diversity and Inclusion training module by 2019
100% managers will complete unconscious bias training by 2019 (Race Charter)
100% of staff will complete an introduction to disability module by 2019 (Disability Confident)
100% of staff will complete an introduction to mental health module by 2019 (Mindful Employer)
All academic staff have a research plan evidenced through PDR discussions (Athena SWAN)
Accessible guides are published and maintained on webpages for students, staff and visitors
Robust reporting mechanisms are in operation for students and staff through the ‘Dignity & Respect Network’ and ‘Zero Tolerance’ platforms (Race Charter / Stonewall)
Student and Staff Surveys
Positive action statements used in advertising and recruitment campaigns demonstrate impact through New Starter Survey results (Athena SWAN / Race Charter)
Disabled staff satisfaction outcomes will improve in relation to feeling valued, engaged and provided with opportunities to progress
NSS results indicate improved satisfaction with the learning environment
Student feedback from project briefs indicate that we are creating spaces which facilitate engagement, learning and accessibility
Staff Survey results indicate positive views and experiences of staff relating to our Estate and environment
EQUALITY, DIVERSITYAND INCLUSION FRAMEWORK
Appendix 2
An important part of our Strategic Planning Framework is to be a ‘Community of Great People’ and to ‘provide an excellent education and experience’ for all our students. By promoting equality, diversity and inclusion, we seek to develop further as a learning organisation and as the best possible place to work and study. We also recognise that diverse and inclusive organisations tend to be a more successful and innovative.
Equality, diversity and inclusion are integral to our culture and at the core of how we work with all members of our community. This framework draws together our equality, diversity and inclusion vision, principles and objectives and how those are embedded within our policies, frameworks and the activity of University life.
We will monitor our progress in relation to this framework through detailed action plans to support key underpinning initiatives such as Access and Participation, Athena SWAN and the Race Equality Charter.
VISION AND PRINCIPLES
VisionOur University will be a place where everyone feels respected, valued and supported to achieve excellence.
Principles
• To commit to equality, diversity and inclusion as a fundamental part of our corporate strategy
• To expect that each member of our community respects others • To behave in ways that inspire trust • To ensure that every individual feels welcomed • To measure progress towards our vision and address areas that do not deliver
equality, diversity and inclusion
OBJECTIVES1. We will promote, celebrate and value equality, diversity and inclusion.2. We will attract, retain and develop a diverse student and staff community. 3. We will foster an inclusive educational environment, advancing excellence in research and
learning.4. We will ensure our campus is inclusive and accessible
and supports everyone to achieve their full potential.
OBJECTIVE 1 We will do this by:
‘We will promote, celebrate and value equality, diversity and inclusion’
Developing the knowledge and understanding of staff to support the diverse needs of our students.Continuously improving systems, management structures and processes which might mask or facilitate discrimination.Promoting and celebrating the experiences of our diverse student and staff communities.Supporting our staff and student equality forums to increase awareness, and to contribute to the development of inclusive policy and practice. Publishing our equality monitoring information for students and staff to meet our Public Sector Equality duties.
OBJECTIVE 2 We will do this by:
‘We will attract, retain and develop a diverse student and staff community’
Enhancing our student and staff recruitment processes.Increasing the representation of women and BAME staff across the University at all levels.Working with local schools, using multiple interventions to build relationships and increase applications from under-represented groups.Using survey feedback to understand what is positively valued by our community.Encouraging applications for staff development from under-represented groups.
OBJECTIVE 3 We will do this by:
‘We will foster an inclusive educational environment, advancing excellence in research and learning’
Implementing course design and development principles which foster inclusive curricula and which respect the need for our students to see themselves, their lives and their backgrounds in their learning experiences.Building opportunities for staff and students to co-create their course resources, content and learning materials by sharing their knowledge and experiences.Supporting staff and students through equality of access to develop research independence.Understanding and addressing the reasons for differences in progression, attainment and graduate employment for BAME students.Gaining greater understanding of the experience of disabled students and staff and developing a culture where disabled people can thrive
OBJECTIVE 4 We will do this by:
‘We will ensure our campus is inclusive and accessible and supports everyone to achieve their full potential’
Engaging with, understanding and anticipating the diverse needs of our community.Ensuring that buildings are developed with consideration of the way in which they will be used by everyone.Delivering a user experience which supports all users equally.Offering spaces as required under the Equality Act 2010 which address the needs of all e.g. in relation to faith, pregnancy / maternity and disability.Ensuring that our procurement tendering and selection processes positively address and include equality considerations.
LINKED STRATEGIESGlobal Engagement
StrategyEducation Strategy Estate Strategy People
StrategyResearch and
Enterprise Strategy
EQUALITY, DIVERSITY AND INCLUSION FRAMEWORK
For further information please contact the Equality and Diversity team at [email protected]
EQUALITY & DIVERSITY COMMITTEE
EDC-2017-023 OPEN
Equality and Diversity Annual Report 2018
Executive Summary
This report outlines the activities undertaken by our Equality and Diversity team in conjunction with the Equality and Diversity Committee and key stakeholders including Student Services, Access and Widening Participation and the Centre for Learning and Teaching in progressing our University’s diversity agenda in the period May 2017 to May 2018. One of the key activities in this period has been development of an Equality, Diversity and Inclusion (EDI) Framework and in preparing this report we have structured the content around its four objectives to.
Promote, celebrate and value equality, diversity and inclusion.
Attract, retain and develop a diverse student and staff community.
Foster an inclusive educational environment, advancing excellence in research and learning
Ensure our campus is inclusive and accessible and supports everyone to achieve their full
potential
Appendices
Student and Staff Survey Feedback
Staff HESA Data
Student HESA Data
Contributing Authors
Names:
Date:
Katrina Tilbrook, Equality and Diversity Manager;
Jan Daley, Associate Director (Student Wellbeing and Equality),
Sue Smith, Associate Director of the Centre for Learning and Teaching and
Sarah Thomas, Access and Widening Participation Manager
June 2018
Approval Route
June 2018 Natalie Saunders, Director of Human Resources and Pam Flynn, Head of HR Strategy and Policy
LEEDS BECKETT UNIVERSITY
Equality & Diversity Annual Report 2018 www.leedsbeckett.ac.uk
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Introduction
1. This report outlines the activities undertaken by our Equality and Diversity team in conjunction with the Equality and Diversity Committee and a range of key stakeholders in progressing our University’s diversity agenda in the period May 2017 to May 2018. One of the key activities in that period has been development of an Equality, Diversity and Inclusion (EDI) Framework.
2. The EDI framework supports the University’s Strategic Planning Framework and underpins our legal obligations under the Public Sector Equality Duty (Equality Act 2010). It includes our vision and principles and four overarching equality objectives alongside commitments to how we will deliver these.
1 We will promote, celebrate and value equality, diversity and inclusion.
2 We will attract, retain and develop a diverse student and staff community.
3 We will foster an inclusive educational environment, advancing excellence in
research and learning.
4 We will ensure our campus is inclusive and accessible and supports everyone to
achieve their full potential.
3. The Framework has only very recently been developed but in preparing this report we have
structured the content around its four objectives.
4. Our progress in advancing equality, diversity and inclusion will be evidenced by impact measures and targets that derive from a number of existing initiatives, including Athena SWAN, our Access and Participation Plan and the Race Equality Charter.
5. Specifically we intend to:
Increase BAME1 student enrolments
Address differentials in attainment and progression for BAME students
Increase the representation of BAME colleagues above grade 7 for professional and support staff and above grade 9 for academic colleagues (including the professoriate)
Increase female representation within the professoriate and at senior management level
Mirror the success already seen in focussed support for students with a disability among staff colleagues for example the use of structured reasonable adjustment plans and a single point of reference for existing support.
6. We use equality charters to help identify and address potential barriers for our students and our staff. These are not an end in themselves; they support all four equality objectives and are a means through which we can measure our progress. The next Race Charter submission and action plan will be submitted for July 2019 and the institutional Athena SWAN (gender) award will be due for renewal in 2020.
7. Inclusive employers are able to recruit from the widest possible pool while well‐supported staff are more likely to choose to stay with the University. Furthermore Research councils are increasingly recognising the value of equality and diversity in higher education. Some are taking proactive steps to ensure that funding recipients embed these principles and that grant winners apply equality and diversity principles in all aspects of research practice.
1Black,Asianandminoritisedethnicities.
3
8. In order to demonstrate further progress the majority of our Schools must work towards their own awards and Schools currently on track for their own Athena SWAN submissions are as follows:
School Submission Point Status Clinical and Applied Science Apr‐18 Awaiting outcome Cultural Studies and Humanities Apr‐18 Awaiting outcome Events Tourism and Hospitality Nov‐18 In progress Social Science Nov‐18 In progress Film, Music and Performing Art Nov‐19 In progress Art. Architecture and Design Nov‐19 In progress
Objective 1 : We will promote, celebrate and value equality, diversity and inclusion
9. Our university events celebrate and promote the work we undertake and we work closely with colleagues in Student Services, the Student Union and with our equality forum membership. The success of these events and support from the forums can be seen in the fact that our Race Lecture is now an annual calendar event. The Athena SWAN Steering Group organised the University’s inaugural Gender Research Conference attended by 96 academic colleagues and research students and which was nominated in the category of Best Memorable Moment of 2018 for a Golden Robe award (the University’s combined colleague and student recognition awards). Even greater success was seen by the SU led Campus PRIDE. Now in its second year colleagues from the Rainbow Rose forum and Equality and Diversity contributed and the event was also jointly nominated by staff and students for, and ultimately won, the 2018 Best Memorable Moment Golden Robe.
10. These events raise awareness and are designed to engage with staff, students and our wider
community and are in addition to regular academic events and sessions which are organised and hosted through the Schools.
Events directly supported by Equality and Diversity, Equality Forums and Student Services
Month Supported Event(s) August Leeds PRIDE : University Walking float October Annual Race Lecture: Roger Kline (NHS) Sustaining Change in
Workplace Race Equality World Mental Health Day November Elevate Young Minds Dance event as part of Disability History December Christmas Carols at City Campus Launch of DisabledGo Online Access Guides Naming Adult Autism with Dr James McGrath February Campus PRIDE : Aderonke Apata on her experiences as a gay asylum
seeker and her fight for recognised refugee status March Inaugural Gender Research Conference University Mental Health Day May Mental Health Awareness Week (several events)
4
11. In response to growing concern nationally around behaviour on campus and the need for
improved reporting and action the University has participated in a HEFCE Catalyst‐funded
Safeguarding Students on Campus Project. This has focussed on developing the existing
Students’ Union (SU) Zero Tolerance approach to sexual harassment or violence. The project
has been a highly effective collaboration between the SU and the University and we now have a
single online reporting system for colleagues and students, a specially commissioned video and
information about support available and trained advisers to support students who report.
12. Harassment is an issue in relation to staff as well. There has been a noticeable increase in the number of colleagues reporting sexual harassment and referencing race in relation to complaints. This mirrors an increase nationally in hate crime following Brexit and the more recent #MeToo campaign and associated media coverage. The staff grievance policy has been revised recently and the existing Dignity and Respect network is to be relaunched with network advisers receiving specialist training. HR colleagues and those undertaking investigations will also receive this training.
13. Our equality forums (Disability, Faith, Race and Rainbow Rose) continue to meet regularly
supported by the Equality and Diversity Team. Forum members have been key contributors to the University’s Accessibility Statement, the new Equality, Diversity and Inclusion Framework, the Trans equality and gender identity code of practice and associated guidance, and equality based feedback on our graduation arrangements through equality impact assessment.
14. Equality training provision is key to promoting our principles to engender respect and to behave
in ways that inspire trust. New training has been commissioned or added which now includes
Unconscious Bias, Sexual Disclosure and Sexual Harassment in addition to the existing range of
training (14 modules/workshops) around the law, disability and mental health.
15. As part of our new Framework we have committed to ensuring that 100% of all staff have
completed the revised equality and diversity training, introduction to disability and introduction
to mental health by the end of 2019. All managers will also complete the Unconscious Bias
module.
Training completion rates as at 1 May 2018
8%
8%
14%
37%
92%
92%
86%
63%
Unconsc ious B ia s
In t roduc t ion to Menta l Hea l th
In t roduct ion to D i sab i l i t y
Equa l i t y & D iver s i t y
5
Objective 2 : We will attract, retain and develop a diverse student and staff community 16. Analysis of our data through the Race Equality and Athena SWAN charters and focus group
feedback from staff and students has produced a number of actions to support and enhance our staff recruitment and development practices. Those already in place are:
The use of positive action statements in most of our job adverts. Introduced in 2014 and still
in use now, legally we must have evidence of under‐representation in order to include them.
This translates in practice to encouraging BAME applicants for most job roles above grade 2
and encouraging female applicants for all professorial posts and more senior roles.
The inclusion of an Unconscious Bias module within the mandatory recruitment and
selection training (currently 40% completion rate among recruiting managers with a 100%
target by 2019)
Sponsorship of 3 BAME colleagues as part of Diversifying Academic Leadership (LFHE)
The introduction of a return to work mentor scheme for those on maternity, adoption and
shared parental leave. There are now 16 mentors providing support and 5 active
relationships (May 2018).
Sponsorship of 57 female colleagues as part of the Aurora development programme.
Free language classes for CARES colleagues delivered through the University’s Languages
department and an annual CARES engagement festival each summer.
Percentage of staff who identify as Black, Asian and minoritised ethnicities (BAME) 2012 2017
17. While our BAME staff population has increased over time it is still less than the last census
18. Figures for Leeds of 14.9% (ONS, 2011). As a benchmark this is more applicable to staff in
support roles who are more likely to live in or around Leeds. With BAME staff making up just
10.6% of support staff roles this is significantly less than the census figures which are likely to
have increased in the intervening period. The national academic benchmark figure for 2017 was
15% which compares with 13.4% in 2017 at LBU.
19. Actions in relation to our professoriate feature in both the Athena SWAN and Race Charter
action plans and the professoriate has grown steadily since 2012.
6
Professoriate Female Male BAME White Year Total n % n % n % n % 2014 47 9 19.1% 38 80.9% 5 10.6% 42 89.4% 2015 60 12 20.0% 48 80.0% 10 16.7% 50 83.3% 2016 62 15 24.2% 47 75.8% 9 14.5% 53 85.5% 2017 68 21 30.9% 47 69.1% 12 17.6% 56 82.4%
30.9% of the professoriate is female compared with 23.9% nationally (ECU, 2015/16 HESA Data) (Athena SWAN target is 35% by 2020)
17.6% of professors identify as BAME compared with 9.3% nationally (ECU, 2015/16 HESA Data)
20. In April 2018 the University published its first gender pay gap figures in accordance with new
regulation which says that all employers with 250 or more employees must publish and report
specific figures about their gender pay gap. The gender pay gap is the difference between the
average earnings of men and women, expressed relative to men’s earnings.
21. The purpose of such reporting is to achieve greater gender equality across the UK and increase pay transparency. The figures are published at a ‘snapshot date’ which for public sector
employers was 31 March 2017 and the figures also take into account any bonuses that are paid
in the previous 12‐month period.
Mean Median
Leeds Beckett 10.2% 8.4%
HE Sector 15.5% 14.3%
HE sector figures are from the ONS (Office for National Statistics) 2016/17 22. The mean pay gap for our University is 10.2% and our median pay gap is 8.4%. The main reason
for this is a higher proportion of males in jobs in the upper pay quartile but it more widely reflects
an uneven distribution of men and women across job roles and grade. While our gender pay gap
is lower than the national average there is still a gap which we have an action plan to help us
address over time, including the development and implementation of local Athena SWAN action
plans and a focus on career progression and development at both ends of the pay structure
should help reduce this further provided the University maintains a robust pay policy.
23. The law also requires us to publish information to show our compliance with the equality duty,
at least annually. This is one of the additional duties placed on us through the Public Sector
Equality Duty as part of the Equality Act (Appendix 2).
24. The information must relate to employees and to others affected by our policies and practices.
It must be accessible to the public and be sufficiently detailed to enable people who access it to
make a reasonable assessment of how well we are complying with the general duty.
25. Our equality data is published annually and can be accessed from the equality and diversity web
pages at https://www.leedsbeckett.ac.uk/public‐information/equality‐and‐diversity/data/
7
26. In order to monitor the impact of changes we make and to understand staff and student
experience we are also using surveys. The all colleague survey is monitored at institution level
in relation to the protected characteristics. Differences in responses show that those who
identify as being from a mixed heritage background or as disabled are less likely to feel valued
or engaged (Appendix 1).
27. More recently and as part of our race equality work we have surveyed all students (April 2018)
and staff (June 2018). Outcomes from these will inform a series of focus groups in the autumn
and ultimately will feed into the University Race Charter action plan.
Objective 3 : We will foster an inclusive educational environment, advancing excellence in research and learning
National context – Proportion of BAME full‐time First Degree Entrants
(Planning & Business Intelligence)
28. The proportion of Full‐time First Degree students entering Leeds Beckett who are BAME has
remained static for the most recent three years at around 18%, whilst the sector has seen an
increase of nearly 10% over the same period.
29. The University is increasing its outreach work by working with an expanded number of schools
within the North of England (288 Schools in 2016/17 up from 145 in 2015/16). Within our Access
and Participation Plan, we have targets to continue the growth in BAME enrolments to equal
18% of our student body.
30. In order to increase the numbers of BAME enrolments into the university we use DFE data
showing the BAME profile from schools within Yorkshire and Humber, to ensure we target our
outreach work effectively.
31. The Leeds City Region accounts for 40% of the university’s student intake. To reflect this, a higher percentage of outreach work is focused on this area, particularly Leeds and Bradford. Census
data for 2011 states that within Leeds 14.9% of the population is from a BAME background, the
figure in Bradford is 32.6%.
32. To increase the numbers of applications to Leeds Beckett University from BAME students, we
have identified a number of key schools in Bradford and Kirklees, to work for the next academic
25.1%
18.3%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16
Sector BME Proportion Leeds Beckett BME Proportion
8
year 2018‐19. To support this, we will increase the numbers of interventions with schools within
the Leeds City Region, ensuring that we engage with all schools in Yorkshire and Humber where
there is a population of more than 30% BAME students.
33. Our enrolment figures indicate a positive upswing in the numbers of students recruited into
Leeds Beckett University, with increases in the recruitment of BAME students noted in 9 out of
10 or our top BAME feeder schools and 7 out of 10 feeder colleges in 2017‐18
First degree classification 2015/16
(Planning & Business Intelligence)
34. This chart shows that of our students who studied at First Degree level, there were large differences between ethnic groups in the classification of the degrees awarded. 64% of UK White
students were awarded a ‘Good’ degree at 2:1 or above, compared to only 31% of UK Black
students. The rate was also low for UK Asian and overseas students.
35. The reasons for these difference are not single factors and we are currently using a number of
approaches to identify what changes to systems and structures may be needed, including
possible interventions and which aspects of our student experience impact most significantly on
academic outcome.
36. The university is engaging in a collaborative research project, with the University of East Anglia and an external social research company, which is using qualitative research to explore in‐depth,
the lived student experiences of Black home students at university. The project commenced in
May 2018 and is due to report in February 2019.
37. A significant part of our race equality charter work is focussed specifically on our student pipeline; admissions, course progression, attainment and employability as well as course
content, teaching and assessment methods and how academics are supported to consider race
equality in their teaching and course development.
64%
32%41%
58%47%
71%
43%
31%
57%53%
35%
41%
19%
52%
5%12% 6% 7% 12% 10% 5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
UK White(3,688)
UK Black (165) UK Asian (372) UK Mixed (159) UK Other (34) UK Not known(21)
Non‐UK (243)
First degree ‐ 2:1 or above First degree ‐ 2:2 or below Other undergraduate
9
38. The Centre for Learning and Teaching have run 3 DEAP Fora this year built around the NSS questions, with staff case studies showcased sharing good practice, and an annual DEAP
conference which this year is focusing on student success and satisfaction. The same is planned
for 2018‐19 supporting teaching excellence and student outcomes.
39. The graduate attribute guidance for ‘Global Outlook’ was revised in November 2017, with
increased emphasis on inclusive practice and in May the newly titled ‘Inclusive Teaching and
Assessment Practice: Guidance for staff’ was approved. This has been extended to include
updated material on disability support and a new inclusive practice toolkit with exemplars for
staff to use during course design and development.
Objective 4 : We will ensure our campus is inclusive and accessible and supports everyone to achieve their full potential 40. Student declarations of disability and engagement with support has increased in 2017/18 with
a total declared disabled student population of 3,295 as compared with 3,055 2016/17,
potentially indicating a greater awareness of what constitutes a disability and the support
available and an inclusive culture in which people are comfortable to declare.
41. Of this population, the most prevalent disability‐type is Specific Learning Difficulty at 48%,
followed by mental health condition at 20% and rising each year. Similarly, demand for and
take up of support for emotional / mental health support has increased significantly 1,346
students had registered for support from the Student Wellbeing team as at 31 May, compared
with 1,146 at the same point in 2016/17 indicating a cultural shift and the impact of work over
several years to de‐stigmatise mental health problems and normalise help‐seeking behaviour.
42. A collaborative project led by Student Services and HR, co‐sponsored by both the Director of Student Services and Director of HR, is underway to develop an institutional approach to
wellbeing and mental health. This will include the development of a Wellbeing and mental
health strategy for staff and students in 2018‐19 and the development of a single information
hub which brings together the existing support and training provision.
43. To improve the information available to staff, students and visitors to the University we engaged
Disabled Go to audit our estate and facilities. Disabled Go are a national provider of access
guides to venues across the country. They provide detailed information about each place
featured and the information is then publicly available.
44. The audit work took place last summer and the access guides went live on Disabled Go’s site in
November. The guides are a resource for all users and include detailed descriptions of lecture
theatre and classroom layouts as well as information on how best to navigate between and
around individual buildings.
45. The University has also developed an Accessibility Statement approved by UET in December
2017 which sets out our expectations around building regulations and user requirements in
terms of new developments and the refurbishment of our estate.
46. In support of addressing equality within procurement:
10
All university suppliers are required to complete an equality questionnaire which is assessed prior to any contract being awarded.
All contract reviews include consideration of equality and diversity and suppliers are offered university equality and diversity training.
Contracts with the potential for higher levels of risk e.g. external services provision for security, cleaning etc. have an enhanced equality and diversity review. This also includes greater weighting of scores given to equality and diversity related criteria as part of the tendering process.
47. The last year has seen a number of new developments including the introduction of a new online
sustainability tool which asks suppliers to provide details on social impact with a focus on The
Modern Slavery Act, ensuring that we can audit our entire supply chain.
Conclusion
48. The activities and initiatives outlined here are part of our continuing efforts to be a place where everyone feels valued, respected and supported. Our four Equality Objectives clearly set out
how we will fulfil our Public Sector Equality Duties and provide significant benefits in support of
the University’s strategic aims.
11
Student Survey Feedback
We use the overall satisfaction question within the National Student Survey as one measure of
assessing difference of experience
Overall I am satisfied with the quality of my course (NSS)
Mature students are generally more satisfied with all aspects of their student experience compared with younger students.
Students with a specific learning disability were more likely to respond and were generally less satisfied than those with no known disability
Asian students were more likely to be satisfied overall
Black students were more satisfied with academic support but were the least satisfied overall
with course 1213 1314 1415 1516 1617
Age
Mature 81% 83% 86% 85% 87%
Young 82% 80% 81% 84% 82%
Disability
Disabled 75% 78% 81% 82% 80%
No known Disability 82% 81% 82% 84% 83%
Ethnicity
White 81% 80% 81% 84% 83%
BME 84% 81% 83% 81% 81%
Not Known 87% 80% 83% 85% 82%
Gender
Female 83% 82% 82% 86% 83%
Male 80% 78% 81% 82% 82%
Student Satisfaction Rate
12
Staff Survey Feedback All colleague staff survey results 2017 by protected characteristic
University Responses 2017 Results
Gender Disability Ethnicity
Male Female Disabled Not Disabled Asian, Asian
British Black, Black
British Mixed White
Response rate 65.5% 60.2% 70.0% 74.3% 67.1% 61.4% 58.9% 57.6% 66.7%
% of total Staff Survey responses 42.2% (770) 57.8% (1055) 4.6% (84) 83.9% (1531) 4.3% (78) 2.4% (43) 1.9% (34) 89.3% (1630)
1. Our University is a good place to work
85.6% 0.0% 0.1% ‐2.3% 1.1% 4.1% ‐4.2% ‐12.1% 0.4%
2. Generally, I enjoy my work 88.2% ‐0.6% 0.4% ‐6.3% 0.8% ‐3.6% ‐2.5% ‐8.8% 0.6%
3. My satisfaction at work is high
73.9% 0.6% ‐0.4% ‐5.2% 1.2% ‐1.2% 0.5% ‐6.3% 0.2%
4. I feel inspired to do my best work
72.6% ‐0.7% 0.5% ‐7.1% 1.3% ‐2.9% 6.0% ‐2.0% 0.0%
5. I feel I belong to our University
68.6% 0.2% ‐0.2% ‐6.7% 1.7% 5.8% ‐3.5% ‐15.7% 0.2%
6. I feel valued by my colleagues
78.9% ‐0.3% 0.2% ‐3.3% 1.6% 0.6% ‐9.9% ‐5.4% 0.5%
7. I feel valued by students, or other service users
84.8% ‐2.2% 1.6% ‐6.8% 0.6% 1.1% 3.6% ‐6.7% ‐0.1%
8. I'm not interested, to me it's just a job
10.4% ‐1.9% 1.3% ‐0.6% 0.7% 3.9% ‐5.9% ‐1.7% 0.4%
9. I feel proud to work here 78.9% ‐1.5% 1.1% ‐6.9% 1.8% 2.9% 7.1% ‐10.1% 0.3%
Staff Satisfaction KPI 80.1% ‐0.7% 0.5% ‐5.0% 1.2% 1.2% ‐1.0% ‐7.6% 0.3%
Levels of feeling valued and engaged are lower for staff who identify as disabled
Black and Black British colleagues and those who identify as being from a mixed heritage background indicate the lowest levels of feeling valued and engaged.
13
Staff HESA Data This data is derived from the University’s HESA return and our benchmark institutions are as follows: University of Bradford | University of Central Lancashire | University of Huddersfield | Manchester Metropolitan University | University of Northumbria at Newcastle | Nottingham Trent University |University of Portsmouth | Sheffield Hallam University
Overall the age distribution of colleagues is relatively stable across the period except between the ages of 51 to 60 where the proportion of female colleagues has declined
The total proportion of female to male staff has remained constant over the period and is very similar to our benchmark group
The gender breakdown for support staff is relatively stable and also very similar to the benchmark group.
Trend
Female Male Female Male Female Male Female Female Male Female Male Female Male
25 and under 58.1% 41.9% 48.5% 51.5% 53.8% 46.2% 58.3% 41.7% 58.5% 41.5% 55.8% 44.2%
26 ‐ 30 54.5% 45.5% 61.0% 39.0% 59.6% 40.4% 58.3% 41.7% 56.6% 43.4% 56.0% 44.0%
31 ‐ 35 55.7% 44.3% 57.1% 42.9% 56.2% 43.8% 57.2% 42.8% 58.4% 41.6% 55.8% 44.2%
36 ‐ 40 54.8% 45.2% 55.8% 44.2% 56.1% 43.9% 58.4% 41.6% 56.3% 43.7% 54.0% 46.0%
41 ‐ 45 54.7% 45.3% 54.3% 45.7% 50.7% 49.3% 57.2% 42.8% 58.0% 42.0% 55.7% 44.3%
46 ‐ 50 53.9% 46.1% 56.0% 44.0% 54.5% 45.5% 58.2% 41.8% 57.7% 42.3% 54.2% 45.8%
51 ‐ 55 54.5% 45.5% 53.0% 47.0% 50.8% 49.2% ↓ 57.5% 42.5% 57.5% 42.5% 55.4% 44.6%
56 ‐ 60 54.9% 45.1% 52.5% 47.5% 47.2% 52.8% ↓ 55.0% 45.0% 56.3% 43.7% 55.1% 44.9%
61 ‐ 65 40.0% 60.0% 46.4% 53.6% 45.0% 55.0% 41.0% 59.0% 44.4% 55.6% 43.1% 56.9%
66 and over 40.0% 60.0% 37.5% 62.5% 25.0% 75.0% ↓ 27.1% 72.9% 36.1% 63.9% 33.3% 66.7%
151614151314 Age Group and Gender
Benchmark
1415 15161314
Leeds Beckett Staff
Trend
Female Male Female Male Female Male Female Male Female Male Female Male
All Staff 53.9% 46.1% 54.5% 45.5% 53.1% 46.9% → 56.4% 43.6% 56.4% 43.6% 54.3% 45.7%
Managers 47.1% 52.9% 50.0% 50.0% 50.0% 50.0% → 56.1% 43.9% 53.1% 46.9% 52.2% 47.8%
Academic Professional 47.9% 52.1% 49.5% 50.5% 47.1% 52.9% → 47.3% 52.7% 48.2% 51.8% 47.2% 52.8%
Non‐Academic Professional 42.9% 57.1% 41.1% 58.9% 47.9% 52.1% 60.2% 39.8% 61.5% 38.5% 55.4% 44.6%
Support Staff 63.7% 36.3% 63.8% 36.2% 66.0% 34.0% 64.8% 35.2% 64.6% 35.4% 66.7% 33.3%
15161314 1415
Benchmark
Occupational Group and Gender
Leeds Beckett Staff
1314 15161415
14
The proportion of staff overall who declare a disability is higher than our benchmark group and in all staff groupings
The proportion of support staff declaring a disability has risen over the period
The proportion of academic professional who identify as BAME has increased in contrast to a decrease among support staff. These figures are based on the HESA occupational definitions below and may differ from internal groupings
Staff are categorised according to HESA standard occupational classifications where:
Academic Professionals are those with an academic employment function (Teaching Only; Teaching & Research; Research Only)
Non‐Academic Professionals are other professional and associate professional or technical occupations
Managers (excludes academic managers) and is effectively Support Staff in Grades 9 and above Support Staff includes admin, secretarial, service and elementary occupations and plant and machine operatives
Trend
Declared
Disability
No
Known
Disability
Declared
Disability
No
Known
Disability
Declared
Disability
No
Known
Disability
Declared
Disability
Declared
Disability
No
Known
Disability
Declared
Disability
No
Known
Disability
Declared
Disability
No
Known
Disability
All Staff 5.1% 94.9% 5.7% 94.3% 5.8% 94.2% 4.0% 96.0% 4.0% 96.0% 4.0% 96.0%
Managers 9.1% 90.9% 7.7% 92.3% 12.5% 87.5% 3.1% 96.9% 2.8% 97.2% 2.2% 97.8%
Academic Professionals 5.0% 95.0% 6.0% 94.0% 4.9% 95.1% 3.3% 96.7% 3.3% 96.7% 3.4% 96.6%
Non‐Academic Professionals 7.1% 92.9% 7.3% 92.7% 6.8% 93.2% 5.0% 95.0% 4.3% 95.7% 4.5% 95.5%
Support Staff 3.7% 96.3% 4.4% 95.6% 5.4% 94.6% ↑ 4.6% 95.4% 4.5% 95.5% 4.8% 95.2%
151614151314
Benchmark
Occupational Group and Disability
Leeds Beckett Staff
151614151314
Trend
White BAME White BAME White BAME BAME White BAME White BAME White BAME
All Staff 90.9% 9.1% 90.4% 9.6% 90.0% 10.0% 89.7% 10.3% 89.4% 10.6% 89.7% 10.3%
Managers 100.0% 0.0% 100.0% 0.0% 100.0% 0.0% 99.2% 0.8% 97.1% 2.9% 95.6% 4.4%
Academic Professionals 91.8% 8.2% 90.4% 9.6% 88.6% 11.4% ↑ 89.6% 10.4% 88.9% 11.1% 87.8% 12.2%
Non‐Academic Professionals 85.7% 14.3% 92.7% 7.3% 88.7% 11.3% 95.1% 4.9% 93.6% 6.4% 92.7% 7.3%
Support Staff 90.3% 9.7% 90.4% 9.6% 91.8% 8.2% ↓ 88.6% 11.4% 89.0% 11.0% 89.6% 10.4%
151614151314
Benchmark
151614151314
Leeds Beckett Staff
Occupational Group and Ethnicity
15
Student HESA Data
The number and proportion of mature learners (25 – 30+ years) has declined year on year since 2013/14.
Disability declaration rates for Postgraduate and First Degree students have increased year on year up from 9.2% for first degree students in 2013/14 to 11.3% in 2016/17 and from 6.6% (2013/14) to 10% in 2016/17 for Postgraduate students
Specific Learning difficulties includes (dyslexia, dyspraxia, ADD)
The number of BAME postgraduate students has declined overall from 26.4% in 2013/14 to 21.5% in 2016/17
The largest decline was among Asian postgraduate students 12.5% to 8.2% The proportion of BAME first degree students at the University has remained static since 2014/15
2013/14 2014/15 2015/16 2016/17
N % N % N % N % Trend
Postgraduate 18‐20 years 17 0.3% 18 0.3% 5 0.1% 7 0.1%
21‐24 years 1422 25.5% 1479 25.1% 1490 24.0% 1584 25.0%
25‐29 years 1305 23.4% 1348 22.9% 1377 22.2% 1349 21.3%
30 years and over 2832 50.8% 3036 51.6% 3332 53.7% 3385 53.5%
First degree 17 years or under 28 0.1% 25 0.1% 18 0.1% 7 0.0%
18‐20 years 12088 62.5% 12384 65.1% 12925 67.6% 12456 67.1% ↑21‐24 years 5568 28.8% 5119 26.9% 4745 24.8% 4748 25.6%
25‐29 years 825 4.3% 729 3.8% 685 3.6% 658 3.5% ↓
30 years and over 825 4.3% 778 4.1% 748 3.9% 695 3.7% ↓
Age
N % N % N % N % Trend
Postgraduate No known disability 5210 93.4% 5459 92.8% 5731 92.3% 5693 90.0%
Other disability 195 3.5% 226 3.8% 242 3.9% 336 5.3% ↑Specific learning difficulty 174 3.1% 199 3.4% 233 3.8% 297 4.7% ↑
First degree No known disability 17561 90.8% 17180 90.2% 17134 89.6% 16464 88.7% ↓
Other disability 749 3.9% 891 4.7% 865 4.5% 1019 5.5% ↑
Specific learning difficulty 1024 5.3% 966 5.1% 1122 5.9% 1081 5.8% ↑
2013/14 2014/15 2015/16 2016/17 Disability
2013/14 2014/15 2015/16 2016/17
N % N % N % N % Trend
Postgraduate BME 1122 26.4% 1271 25.6% 1218 23.6% 1179 21.5% ↓Asian 530 12.5% 632 12.7% 552 10.7% 449 8.2%
Black 293 6.9% 350 7.1% 330 6.4% 368 6.7%
Mixed 133 3.1% 141 2.8% 158 3.1% 159 2.9%
Other 166 3.9% 148 3.0% 178 3.4% 203 3.7%
White 3124 73.6% 3693 74.4% 3951 76.4% 4302 78.5% ↑
First degree BME 2999 16.8% 3109 17.8% 3161 18.1% 3131 18.3% →
Asian 1353 7.6% 1430 8.2% 1493 8.5% 1482 8.7%
Black 682 3.8% 712 4.1% 700 4.0% 685 4.0%
Mixed 674 3.8% 694 4.0% 764 4.4% 772 4.5%
Other 290 1.6% 273 1.6% 204 1.2% 192 1.1%
White 14872 83.2% 14336 82.2% 14310 81.9% 13941 81.7% →
Ethnicity
16
The number and proportion of female postgraduate students has increased over the period
Likewise the proportion of female first degree students has increased and the gender split is almost equivalent at 49.1% female and 50.1% male in 2016/17
2013/14 2014/15 2015/16 2016/17
N % N % N % N % Trend
Postgraduate Female 3448 61.8% 3701 62.9% 4030 64.9% 4081 64.5% ↑
Male 2131 38.2% 2183 37.1% 2176 35.1% 2245 35.5% ↓
First degree Female 9230 47.7% 9023 47.4% 9079 47.5% 9115 49.1% ↑
Male 10104 52.3% 10014 52.6% 10042 52.5% 9449 50.9% ↓
Gender
EQUALITY & DIVERSITY COMMITTEE
13 June 2018
EDC-2018-024 OPEN
Equality and Diversity Update
Executive Summary
This report provides an update on activities, initiatives and developments which have taken place since the last committee meeting in February 2018.
Action Requested
This report is information. The Committee is invited note the report and share the included calendar.
Appendices
Not applicable
Author
Name:
Job title:
Date:
Nabila Ayub
Equality and Diversity Adviser
May 2018
Approval Route
May 2018 Katrina Tilbrook, Equality and Diversity Manager
Equality and Diversity Update
Introduction
1. This report provides an update on activities, initiatives and developments which have taken place since the last committee meeting in February 2018.
Athena Swan 2. The Schools of Clinical and Applied Science and Cultural Studies and Humanities submitted
departmental applications for Athena SWAN bronze in May. This reflects an extended national deadline from the usual 30th April date and was applied to all universities.
3. Panels will be taking place over the summer and early autumn and outcomes announced
nationally on the 19th October. 4. A further four Schools are working towards submissions for later this year or as part of the 2019
submission round:
School Submission Point
Events Tourism and Hospitality Nov 2018
Social Science Nov 2018
Film, Music and Performing Art Nov 2019
Art. Architecture and Design Nov 2019
5. The University has committed to all Schools making their own Athena SWAN submissions by
2021 and in doing so is seeking to drive changes locally which support cultural change at a systemic level.
Gender Pay Gap Report 6. The University published its first gender pay gap figures in April 2017 in accordance with new
regulation which says that from 2017, all employers with 250 or more employees must publish and report specific figures about their gender pay gap. The gender pay gap is the difference between the average earnings of men and women, expressed relative to men’s earnings.
7. The purpose of Gender Pay Gap reporting is to achieve greater gender equality across the UK
and increase pay transparency. The figures are published at a ‘snapshot date’ which for public sector employers was 31 March 2017 and the figures also take into account any bonuses that are paid in the previous 12‐month period.
Mean Median
Leeds Beckett 10.2% 8.4%
HE Sector 15.5% 14.3%
HE sector figures from the ONS (Office for National Statistics) 2016/17
8. The mean pay gap for our University is 10.2% and our median pay gap is 8.4%. The main reason
for our pay gap is a higher proportion of males in jobs in the upper pay quartile. Our existing pay
framework and policy contributes to a pay gap which is lower than the national average but there is still a gap and we must not be complacent.
9. The University’s equal pay audits show that there are no pay gaps within grade (work of equal
value) and the gender pay gap is an indication of the uneven distribution of men and women across job roles and grade. The development and implementation of local Athena SWAN action plans and a focus on career progression and development at more senior and more junior level should help reduce the gap provided the University maintains its current pay practice.
Gender Research Conference 10. The University’s inaugural Gender Research Conference took place on 6th March co‐ordinated
through the Equality and Diversity team, and supported by members of the University Athena SWAN Steering Group.
11. 96 delegates attended with 49 individuals presenting gender specific research. The programme
included a keynote, followed by parallel paper presentations and symposia. Professor Jayne Raisborough (School of Cultural Studies) delivered the keynote, which was followed by three symposia ‐ Women and the Law; Cultural Studies; and Feminist Collaborations, and 31 individual paper presentations.
12. Delegates particularly valued the cross‐university nature of the event and the fact that it brought
staff and research students together to discuss and share work on gender. The conference is an example of institutional good practice in support of our wider strategy and actions to support gender equality. Work is already underway to hold next years’ event on 5th July and to support and develop this through:
Initiating a cross‐university, Gender Research network, with in‐year activities that culminate in a Gender Research conference.
Advertise the conference as part of the marketing strategy to attract future research students working in gender related studies.
Develop a half day conference/workshop for senior leaders in the university to support gender equality strategy at the institutional/policy level
Equality, Diversity and Inclusion Framework 13. The University has developed its first Equality, Diversity and Inclusion Framework in consultation
with colleagues from across the University and the Student Union. The framework defines our equality vision and principles and the four overarching equality objectives we have set as part of our Public Sector Equality Duty to 2020:
We will promote, celebrate and value equality, diversity and inclusion.
We will attract, retain and develop a diverse student and staff community.
We will foster an inclusive educational environment, advancing excellence in research and
learning.
We will ensure our campus is inclusive and accessible and supports everyone to achieve
their full potential.
14. The full and final Framework will be presented at the July meeting of the Board of Governors.
Equality Forums Disability Action Group 15. The forum has been discussing the Sickness Policy in relation to staff with disabilities and has
provided feedback to HR colleagues with a view to improving the existing support mechanisms.
These include;
A single point of information on webpages for all staff with a specific section for managers, i.e. Return to Work from Disability/illness
Development of a flow chart to signpost the process of where to go and who to go to.
Explore expanding the mentoring network so the people returning from long term absence could be offered the opportunity.
Appropriate Mental Health training for managers so they have a better awareness of some of the considerations and issues which may arise.
Review of the Managers toolkit portfolio so that Managers have the knowledge and tools to support themselves and their staff.
16. The focus for UKDHM 2018 is ‘Disability and Music’, the forum would like to collaborate with
the Student Union this year running one event this coincide with International Day of Disabled People on 3rd December.
17. The forum would also like to thank Kelly Anne Watson, Vice President Welfare & Community
who is leaving at the end of her term. Kelly Anne has been an enthusiastic, valued member of the Disability Action Group for the last two years and has also been on the UK Disability Action sub working group.
Faith Forum 18. The Faith Forum has proposed a number of events in the coming months. Highlights include:
A joint event in collaboration with Rainbow Rose exploring the potential to invite Vicky Beeching a writer, broadcaster, speaker and equality campaigner. One of her major interests is the intersection of Christianity and LGBT identity.
Chaplaincy has been engaged in a partnership with the University of Leeds “Team Unity”. The “team” is drawn from a wide range of staff (including members of the University’s International Office, the Chaplaincy team and Chaplaincy trust members) and students from across the University. The LBU Unity Canvas Event has been rescheduled to coincide with National Inclusion Week 24th‐30th September 2018.
Remembrance Day marks 100 years since WW1 the forum discussed on when this should be marked at LBU. It was agreed that flag should be raised through the week 5th‐11th November and an event should mark the end on Monday 12th November. Suggestions include; someone with a real life story or personal connection, tour of underground and link to the connection with Kirkstall Abbey with a news story over the course of the highlighted week.
Interfaith week takes place 11‐18th November 2018, the forum is currently reviewing potential speakers.
Race Forum 19. The Annual Race Lecture (ARL) planning is underway and the Forum has agreed to extend the
ARL this year in partnership with the Critical Race Theory reading group, by inviting Dr. LaGarrett King (University of Missouri) to speak about Black History.
20. At the last forum meeting the group discussed module evaluations, the perception of racial bias
and how such in/formal feedback is used to inform staff development. Members of the Race Forum expressed a desire to develop further inter‐forum dialogue and action, specifically around intersectional issues at the last meeting.
Rainbow Rose Forum 21. There has been significant progress with the Rainbow Rose Plaque Scheme together with Leeds
LGBT+ Hub; Leeds Civic Trust and the Leeds: Friends of Dorothy group. The scheme has secured most plaque sponsors, including LBU sponsoring English singer‐songwriter and musician, Marc Almond. The scheme is expected to launch around the time of Leeds Pride 2018 (5th August).
22. The forum has also established a link with the Leeds LGBT+ Hub’s Network of LGBT+ Staff
Networks with potential for greater opportunities to share information on LGBT+ events and campaigns, from across the city.
23. Prof. Jonathan Glazzard launched the Centre for LGBT+ Inclusion in Education at the University
on 10th May 2018. The co‐chairs were honoured to be invited to the launch and hope to further that connection as the centre develops, especially around LGBT+ inclusion in Higher Education.
24. Queerspace has also launched since the last E&D committee. Led by the Chaplaincy, this
initiative supports LGBT+ people of faith at our university and the University of Leeds. 25. Preparations for the student/staff presence in the parade for Leeds Pride are underway with
several new elements anticipated for our presence this year.
Graduation 2018 26. Each year the Graduation team complete an equality impact assessment for the ceremony.
This has led previously to clarification around seating arrangements, development of briefing notes for the ushers and gowning company as well as an alternative form of acknowledgement for those who may not wish to shake hands as they receive their award.
27. This year feedback received from the equality forums has led to a number of changes being
incorporated including an FAQ on how Trans students can change the name used on announcement cards as they cross the stage and the introduction of a a child‐friendly live screening area in the Rosebowl which parents and carers will be able to use.
National Inclusion Week (24 – 30 September) 28. National Inclusion Week falls this year in Fresher’s Week, which provides an ideal opportunity
to bring staff and students together. A city‐wide link is being explored with the University of Leeds, Leeds City Council and the NHS. A potential collaboration of events across the City is
being proposed, limited to two or three events per institution. This will be discussed across all fora to determine interest and scope. Revd. Melvyn Kelly is interested in the idea of a ‘Unity Campus’
Race Charter Mark 29. The Race Equality Charter Staff & Student Survey is part of a wider piece of work looking to
understand the culture at Leeds Beckett University (LBU) and advance race equality. Staff and students are contributing via the survey to help broaden knowledge and identify areas for action and improvement.
30. The student survey closed on 4th May 2018 and generated 336 responses – 1.6% of the student
population, the survey results are currently being analysed. The staff survey will launch from 4th June ‐ 29th June 2018 and is currently being finalised by a working group established through the Race Charter Self‐Assessment Team. The survey will accompany an email from DVC’s Phil Cardew and Tracey Lancaster to encourage staff participation and awareness.
Calendar 2018 ‐ 19
August Pride: 5th August City Parade Launch of Rainbow Rose Plaque Scheme
September National Inclusion Week: 24‐30th September Combined LBU/Leeds University events TBC
October Black History Month: 17th October Annual Race Lecture Lunch‐time Session with Dr King, University of Missouri
November Remembrance Sunday: 5‐11th inter‐faith flag raised at Headingley 12th November Speaker Session and Underground Tour to Kirkstall Abbey (tbc) Inter Faith Week 2018: ‐11‐18th November Disability Month: UKDHM 2018 will launch on Tuesday 20th November. The Month runs from then to 22nd December 2018 – Focus Disability & Music
December International Day of Disabled People 2018: 3rd‐ Combined UKDHM event with SU TBC Christmas: Carolling ‐ TBC
February LGBT History Month
March Women’s History Month
July Gender Research Conference 5th
Conclusions and recommendations 31. The Committee is invited to note the report and calendar items.
Author Nabila Ayub, Equality and Diversity Adviser, May 2018
Reference Equal Pay Policy Pay Policy
EQUALITY & DIVERSITY COMMITTEE13 JUNE 2018
EDC-2017-025 OPEN
Schedule of Business 2018/19
Executive Summary
The report presents the Committee’s schedule of business for 2018/19.
Action Requested
The report is for information. The Committee is invited to note the schedule of business and make suggestions for future agenda items throughout the year.
Appendices
None.
Author
Name:
Job title:
Date:
Catherine Smith
Governance Co‐ordinator
06 June 2018
EQUALITY & DIVERSITY COMMITTEE
Schedule of Business 2018/19 ‐ DRAFT
11 October 2018 Deadline – 26 September 2018
07 March 2019 Deadline – 20 February 2019
04 July 2019 Deadline – 19 June 2019
Dignity & Respect Network and Mediation Service Update
Public Sector Equality Duty Annual Equality and Diversity Report
Dignity and Respect Network relaunch Student dashboard data report Schedule of Business 2019/20
Race Charter ‐ staff and student survey feedback Trevor Armour: Campus Masterplan and Accessible / Inclusive Campus update
Access and Participation Plan – 19/20 (readiness) and 20/21 (planning),
Alterline research project Chaplaincy: Unity in Diversity / Community building update
Wellbeing & Mental Health Framework Implementation Plan
Zero Tolerance project update
Wellbeing & Mental Health Framework
STANDING ITEMS Apologies, Declarations of Interest Terms of reference and membership Minutes of the last meeting
Matters arising Equality & Diversity Update (to incorporate the Equality Forum Chairs’ Report and Charter Mark updates and the events calendar) Schedule of Business 2018/19