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Equality & Diversity What the Data Tells Us 2010/11. Data Outline. Equality Challenge Unit Publications: Equality in Higher Education Statistical Report 2011 Part 1: Staff Equality in Higher Education Statistical Report 2011 Part 2: Students

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data outline
Data Outline
  • Equality Challenge Unit Publications:
    • Equality in Higher Education Statistical Report 2011 Part 1: Staff
    • Equality in Higher Education Statistical Report 2011 Part 2: Students
  • 279 data tables relating to staff and students covering
    • Gender
    • Ethnicity
    • Disability
    • Age
    • Multiple Identities
heriot watt data
Heriot-Watt Data
  • Mirrors the ECU Statistical Reports Part 1: Staff and Part 2: Students
  • Is retrieved from the Higher Education Statistical Agency returns for staff and students
  • Provides helpful baseline information for benchmarking and developing Equality Outcomes
  • Does not cover all Protected Characteristics
  • Not ALL 279 data tables used (some are replicas tables)
  • All HWU data is for Academic Year 2010/11
heriot watt data1
Heriot-Watt Data
  • The presentation outlines what the data tells us
  • The data raises questions rather than providing answers
  • There is a need for ‘diagnosis’ and further discussion around the context behind some of the data
  • Equal pay data is available but not included
data summary
Data Summary
  • The Data shows is that in many respect HWU is very like the national HEI
  • Some of the data refers to small numbers BUT that doesn’t mean its insignificant
  • Some of the trend data (specifically students) tell us that if we want to change…we need to do something different!
headline issues
Headline issues…

There is a strong case for prioritising gender related issues across academia with a STEM focus

  • Less females in research related roles
  • Less females enrolling in SET focused subjects
  • Static student intake data over time

Should we do more to support UK- Domiciled BME students to reach their full potential

  • BME students less likely to achieve 1st and 2:1 than the national picture - BUT small numbers within the data

How do we address the support needs of Disabled Staff and Students within a shrinking funding environment?

  • Significant growth in numbers not qualifying for DSA and likely increase in support needs
  • Very low staff disclosure means some staff are without adequate support

We show that the age profile of our staff is similar to the National picture but we’re different when it comes to our students

  • What opportunities does our age range provide HWU for growth of student intake? Does this link to the WP agenda?
gender staff
Gender: Staff
  • Heriot-Watt has a lower % of females overall in the staff population than both the UK and Scottish totals
  • The following tables examine this more closely
gender hwu staff top 3 occupational staff distribution by gender
Gender: HWU StaffTop 3 Occupational Staff Distribution by gender
  • The table shows the most populated roles for males and females at HWU
  • Occupational segregation demonstrated by:
    • The significantly lower %of females within academic professional category
    • high % of females in cleaner/catering roles
gender hwu staff number of academic staff by mode of employment set marker and gender 2010 11
Gender: HWU Staff Number of academic staff by mode of employment, SET marker and gender 2010/11
slide27
Gender: HWU Students First degree UG qualifiers obtaining degrees by degree class, SET subject and gender
slide28
Gender: All HEI Students First degree UG qualifiers obtaining degrees by degree class, SET subject and gender
slide32
Ethnicity: All HEIs StaffUK and Non-UK national academic staff by contract type and BME/White identity
ethnicity hwu staff number of academic staff by mode of employment set marker and ethnicity 2010 11
Ethnicity: HWU Staff Number of academic staff by mode of employment, SET marker and ethnicity 2010/11
ethnicity hwu students uk domiciled students by mode of study and bme marker known ethnicity
Ethnicity: HWU Students UK Domiciled students by Mode of study and BME marker – known ethnicity
ethnicity all hei students uk domiciled students by mode of study and bme marker known ethnicity
Ethnicity: All HEI Students UK Domiciled students by Mode of study and BME marker – known ethnicity
ethnicity hwu students uk domiciled students by level of study mode of study and bme marker 2010 11
Ethnicity: HWU StudentsUK Domiciled students by level of study, mode of study and BME marker 2010/11
slide38

Ethnicity: HWU StudentsUK Domiciled 1st degree UG qualifiers obtaining classified degrees by SET marker, BME marker and class of degree 2010/11

slide39

Ethnicity: All HEI StudentsUK Domiciled 1st degree UG qualifiers obtaining classified degrees by SET marker, BME marker and class of degree 2010/11

disability hwu staff all staff by disability status
Disability: HWU Staff All staff by disability status
  • Due to low disclosure national comparator information isn’t too helpful
  • However, our data does help us to identify possible areas for future activity
disability hwu staff headline information
Disability: HWU Staff Headline Information
  • HESA collects on a range of specific disabilities
    • Largest number of disabled staff disclose ‘other type of disability’ – 63% (17 staff)
    • Long-standing illness or health condition – 25.9% (7 staff)
    • Specific learning disability - 7.4% (2 staff)
  • Highest proportion of staff with a declared disability within full time Professional and Support Staff
    • 27 overall declared disability 16 staff members within Professional and Support area
slide44
Disability: HWU StudentsUK Domiciled students by SET marker, subject area and disability status 2010/11
disability hwu students students in receipt and not in receipt of dsa
Disability: HWU StudentsStudents in receipt and not in receipt of DSA

Q. What kind of support are we providing for those not in receipt of DSA?

disability hwu students student degree attainment
Disability: HWU Students Student Degree Attainment
  • 70% of disabled students achieved 1st or 2:1
  • 30% of disabled students achieved 2:2 or 3rd
age all hei staff professional and support staff by activity and terms of employment and age
Age: All HEI Staff Professional and support staff by activity and terms of employment and age
age all heis staff professional and support staff by activity and terms of employment and age
Age: All HEIs Staff Professional and support staff by activity and terms of employment and age
key messages from the data
Key Messages from the data

Gender

  • Higher number of males in females in Professorial roles
  • Female academic ‘drop off’ in research related roles
  • Reasonably static student entrance figures for males and females since 2003

Disability

  • Low levels of disability declaration for both staff and students
  • Growth in number of disabled students not in receipt of DSA – could have financial implications for HWU
key messages
Key messages

Ethnicity

  • Most staff from a White background ( same for UK and non UK national)
  • Most UK domiciled students from White backgrounds
  • Attainment levels of UK domiciled BME students is lower in SET areas for HWU and lower than the national average

Age

  • Pretty similar picture for HWU staff as nationally – but less ‘younger’ academics
  • Age profile of our students is interesting, high number of ‘Other UG’ in the 22-25 age range – could require more analysis
slide59

What next?The data raises more questions than answers and provides us with helpful starting points for developing our Equality Outcomes and making links to the University Strategy:

There is a strong case for prioritising gender related issues across academic and focusing on SET

  • Less females in research related roles
  • Less females enrolling in SET focused subjects
  • HWU to increase research intensification and increase no. of PhD students… how can we use this opportunity?

Should we do more to support UK- Domiciled BME students to reach their full potential

  • BME students less likely to achieve 1st and 2:1 than the national picture - small numbers but this could link to the support we might put in place for WP?

How do we address the support needs of Disabled Staff and Students within a shrinking funding environment?

  • Significant growth in numbers not qualifying for DSA and likely increase in support needs
  • Very low staff disclosure means some staff are without adequate support
  • We need to do something different…Student Enrolment data, HR data cleaning , Census

We show that the age profile of our staff is similar to the National picture but we’re different when it comes to our students

  • What opportunities does our age range provide HWU for growth of student intake? Does this link to the WP agenda?
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