Equality and Diversity Staff Full Report 2013/2014 · Equality Diversity Committee 17th February...
Transcript of Equality and Diversity Staff Full Report 2013/2014 · Equality Diversity Committee 17th February...
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Appendix N
Equality Diversity Committee
17th February 2015
Equality and Diversity
Staff Full Report 2013/2014
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Table of Contents
1. Introductions 5-6
1.2 Definitions & Abbreviations 7-8
1.3 Equality & Diversity Committee Membership 2013/14 9
2. 2.1 Achievements 10
2.2 Equality Challenge Unit – Gender Charter Mark 11
2.3 HR Pulse Survey & HR Action Plan 12
2.4 HR Data 12
2.5 Staff Development 12-13
2.6 Model Equality & Diversity Employer Working Group(MEDE) 13-14
3. Key Staff Data 15
3.1 Internal Comparison 2013/14 15-16
3.2 Key Benchmarks: All HEI Comparison 2014 17
3.3 Key Benchmarks: Student Comparison 18
4. Staff Data by Gender, Ethnicity, Age, Staff Group/Grade and Disability 19
4.1 Gender by Staff Group 29
4.2 Gender by r Academic Staff 20
4.3 Key Benchmarks: Student Comparison 20-21
4.4 Gender by Disability and Staff Group 21
4.4.1 Disability Profile 21
4.5 Staff Ethnicity: Summary Breakdown and External
Comparison
22
4.6 Staff Ethnicity: Detailed Breakdown 23
4.7 Ethnicity breakdown by Staff Group 24
4.8 Age Profile by SOAS Non-Teaching, Teaching and HEI’s 25-26
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5. Workforce Profile Analysis – Gender, Ethnicity, Disability and Age 27
6. 6.1 Staff Grievances, Disciplinaries, and Employment Tribunal Cases 28
6.2 Staff Disciplinaries 30
6.3 Grievance 30
6.4 Employment Tribunals 30
6.5 Capability 30
6.6 Formal Sickness 31
6.7 Grievances 31
6.8 Employee Support Programme(ESP) 31
7. Maternity 31
8. Staff Turnover 32
9. Exit Questionnaires 32
10. Recruitment Data by Ethnicity, Gender, Age, Staff Group and
Disability
33
10.1 Applications - Applicants by Ethnicity (Detailed) 33
10.2 Applicants by Disability 33
10.3 Applicants by Age 34
10.4 Applicants by Ethnicity 35-36
10.5 Interviewees by Gender 37-38
10.6 Interviewees by Ethnic 39
10.7 Interviewees by Disability 40
10.8 Interviewees by Age 40
10.9 Successful Candidate by Ethnicity 41
10.10 Successful Candidate by Disability 42
Successful Candidate by Age 42
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Successful Candidate by Gender 43
11. Staff Development Data 44
11.1 Staff Development Events Attended 44
11.2 Centrally Organised Training 44
11.3 Attendance at Internal SD events by Staff Group 45-47
11.4 Nationality and Ethnicity Data – Employees Who Attended
One or More Training Event
48
11.5 Mandatory Training 49
11.6 Staff Orientation 49
11.7 External Training Events 50
11.8 Staff Development and Review (SDR) 2013-14 51
11.9 Staff Development Review Forms received 51-52
12. Update on Previous Recommendations 53-60
13. Acknowledgements 60
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SOAS EQUALITY AND DIVERSITY STAFF REPORT 2013/14
1. Introduction
This is the ninth Equality and Diversity report produced by SOAS, University of London (the School). The School continues to support its duty as outlined in the Public Sector Equality Duty for the Equality Act 2010, which places due regard to the need to:
eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010
advance equality of opportunity between people from different groups
foster good relations between people from different groups The data provided in this report, is analysed based on the protected characteristics, staff composition, employee relations casework, maternity leave, staff turnover, staff recruitment and participation in training by ethnicity, gender, disability and age, broken down by staff category and grades as appropriate. The report will set out the equality related data that has been gathered for the year 2013/14, with statistical information compiled from the Human Resources data base Resource Link, as at December 2014 and comparison with HEI’s and the Office of National Statistics (ONS). The data provided will enable the School to have an evidenced based approach to equality and demonstrate compliance with the requirement of the Equality Act to publish relevant equality information. Sector wide equality data taken from the Equality Challenge Unit’s publication Equality in Higher Education Statistical Report 2014 are referenced and the data is compared against key bench-marks, which are based on data collated from the whole of the UK higher education sector for HESA for the 2013/2014 academic year. In line with previous years, this report continues to examine all areas of equality and diversity across the School, to include comparative data were available and to provide an analysis based on trends. The School still does not hold sufficient data on employees’ religious beliefs or sexuality for these statistics to be reported on in a meaningful way. However, with the formulation of the Model Equality & Diversity Working Group(MEDE), chaired by the Director of Human Resources and comprising representatives of the recognised Trade Unions, UCU, and Unison, the Diversity Adviser, the School Secretary and HR representatives, the group will report on how the School intends to improve the reporting of this area. Although, there is no specific legal requirement for the School to carry out an equal pay review, the School has undertaken to carry this out for a number of years. Data relating to staff salaries and pay gaps is included in a separate Equal Pay Audit report and Executive Summary.
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The School continues to take pro-active steps to foster an environment which embeds equality and diversity at the forefront of its aims and objectives. This approach has served the School positively in meeting the legislative requirements previously; therefore it has committed itself to focus on revising and updating the existing suite of policies and procedures to reflect the current legislative requirements. Some of the policies up dated within this period include:
Sickness Absence Policy(currently awaiting final approval)
Health & Wellbeing Policy
Flexible Working Policy(currently awaiting final approval)
Promotions and Rewards incorporating Unconscious Bias mandatory training for Promotion panels
Training for managers and staff involved in recruitment of staff and/or students
The School will ensure that its policies and practices are appropriate and accessible to all and meet the diverse needs of all members of the School. In addition, the development of the policies and procedures, implementation and awareness raising will be carried out to promote and reinforce the positive message of equality. In conclusion, the report will seek to analyse staff, student equality data and identify trends which will enable the School to undertake workforce planning in a more meaningful way.
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1.2 Definitions and Abbreviations This Equality & Diversity Report is derived from the HR Resource Link system as at December 2014. The staff number presented are of individual staff members (headcount) rather than full person equivalents (FTE). Staff at the School Any person who holds a post has a contract of employment with the School and is considered to be an employee. Employees are categorised as Teaching & Research (ACA), Teaching & Scholarship (TEA i.e. teaching only), Research (RES), and Support Staff (SUP). Full time staff are defined for the purpose of this report as being employed at 1 FTE (full- time equivalent); Part-time staff are defined as being employed at less than 1 FTE. Since January 2007, the School has negotiated with its trade union members, UNISON and UCU, to implement the JNCHES Framework National Agreement, which incorporates a single pay spine. All posts are assigned to a specific grade within the grading structure. The pay structure is underpinned by job evaluation and is consistently applied for all posts across the School. The pay spine ranges from Grade 2 to Grade 10, in addition to this there are pay bands for professorial and senior post. A number of posts have been assigned to specific grade i.e. Lecturer, Grade 7, Senior Lecturer grade 8. Staff are defined as having either permanent (open=ended) or fixed term contracts. Those on fixed term contracts are employed for a defined period or have an end date on their contract of employment. Age (Staff) This report uses the following age ranges Age up to 30 31 – 40 41 – 50 51 – 60 61 – 65 66 and over
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Disability Disability is recorded within the Resource Link system using the HESA staff categories. HESA has a number of disability fields for staff disclosure at either recruitment or during employment at the School. In most tables staff are grouped as either: Y = Yes (Declared disabled) N = No (Not declared disabled) U = Unknown (Not known to be disabled) Ethnicity Ethnicity groups have been revised for this year and have increased to 19 to reflect the new category. HESE categories, which now include Arab and White for the first time, are as follows: Person Ethnic Origin:
White
White British
White Irish
Other White Background
Black or Black British - Caribbean
Black or Black British - African
Other Black Background
Asian or Asian British - Indian
Asian or Asian British – Pakistani
Asian or Asian British – Bangladeshi
Chinese
Other Asian Background
Mixed - White and Black Caribbean
Mixed- White and Black - African
Mixed - White and Asian
Other Mixed Background
Arab
Other Ethnic Background
Not Known
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1.3. Equality & Diversity Committee Membership 2013/2014
Ex-Officio Members
School Secretary
Director of Human Resources
Head of Widening Participation
Student Disability Advisor
Interim Diversity Advisor (Executive Secretary)
Other Members:
Dean of Faculty of Languages and Cultures, Academic Member of EB
Dean, Faculty of Law and Social Sciences
Academic representative, Faculty of Arts & Humanities
Academic representative, Faculty of Languages & Cultures
Academic representative, Faculty of Law & Social Sciences
UNISON representative
UCU Equality Representative and Leader of the BME Staff Group
Lay member appointed by GB [HR Department, Birkbeck College]
Students’ Union representative Disabilities Officer
Students’ Union representative LGBTQ Officer
In attendance:
HR Manager (Equalities)
Staff Development Manager
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2. Achievements from 2013/14
2.1 Equality and Diversity continues to be a strategic issue of importance at the School and this is reflected in the mission, vision and centenary core values as stated below:
The School is committed to promoting and developing equality of opportunity in all its functions and will seek to do this by:
communicating its commitment to equality and diversity to all members of the SOAS community
communicating where responsibility lies for equality issues providing training for decision-makers and briefings for staff and students maintaining mechanisms for implementation, monitoring, evaluation and review taking positive action to redress any under-representation of particular sub-
groups in the workforce treating acts of discrimination as a disciplinary offence consulting with trade unions, interested groups and individuals, internal and
external 2.1.2 The work of the Equality and Diversity Committee along with Equality &
Diversity Working Groups across the School is both proactive and reactive. The work is governed by legalization, best practice and governance, and where we anticipate forthcoming legal changes we develop policies and procedures to better position the School to respond to these requirements. However, there is also a need to recruit and retain the highest skilled staff to enable the School to continue to be best placed within the sector. Therefore, the approach to equality and diversity across the School is to be proactive and influential to drive change across the School. This approach has been particularly reflected with the introduction of the Model Equality & Diversity Working Group, which has been tasked with the remit to shape the School into being a model equality employer and establish standards which can be reflected within the sector.
2.1.3 During 2013/14, activities initiated across the School to strengthen our
approach to equality and diversity are referenced below:
Achievement of Equality Challenge Unit Gender Charter Mark Bronze Award
Enforcing Mandatory Recruitment and Selection training
Developing and taking actions aimed at reducing the Gender Pay Gap
Reviewing equality information required for Research Excellence
Framework(REF)
Introduction Unconscious bias training for the School Promotion Panel
Reviewing and re-launching the Mentoring Scheme
Piloting on line Staff Development Reviews
Aurora Programme
First Annual Model Equality & Diversity Event – ‘Representing SOAS’
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2.2 Equality Challenge Unit (ECU) - Gender Charter Mark (GEM)
2.2.1 Gender equality continues to be a strategic issue of importance at the School, particularly in terms of female representation in academic leadership roles. Sharing and embedding best practice emerging from our involvement with external initiatives such as the Equality Challenge Unit, Gender Charter Mark.
2.2.2 The School has successfully achieved the Equality Challenge Unit (ECU), Gender Charter Mark Bronze Award 2014, which is the highest award possible at the time. SOAS was one of only five pilot sites to achieve this new award, out of a total of 11 institutions taking part. The Bronze level is the first step in a process, showing a strong commitment to specific actions and building a culture that will improve the representation, progression and success of both staff and students. While the charter has a particular focus on the under representation of women in senior roles, it will also encourage progress on the under representation of men in subjects such as teaching and social work and also works to address the unfair treatment often experienced by trans gender people.
2.2.3 The Bronze award will be in place for three years until 2017 and the School
can then apply for the Silver award which will be awarded for demonstrating a significant achievement of initiatives for promoting gender equality. The Silver award will be applicable for a further three years, followed by the Gold award.
2.2.4 The GEM Working Group was established in September 2014 to support the
School’s commitment to gender equality. The group is chaired by the School Secretary, supported by a range of Academic staff, Professional Support staff, Trade Unions and HR representatives. It was important for the group to be represented by a range of employees on different grades and gender and this has been successfully achieved. The Group will continue to put measures in place to reduce the gender pay gap, review the numbers of women in senior management position, review the Governance composition, and continue to build on initiatives such as the Aurora programme, mentoring and career progression programmes to enhance the skills of women to apply for senior positions.
2.2.5 The School has commissioned the group to focus on three key priorities:
Developing a detailed action plan, via the Model Equality and Diversity
Employer group, to address issues that contribute to the gender pay gap
within the School whilst remain competitive on pay issues
Review professorial/senior salaries and leavers with respect to gender
Implement the action plan from the Model Equality & Diversity Employer work
2.2.6 The Group will work towards implementing the GEM Action plan for the next three years, until 2017.
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2.3 HR Pulse Survey and HR Action Plan 2.3.1 The annual HR Pulse Survey has formed a key part of setting the HR strategy
objectives throughout the year. As part of this, HR has undertaken to review Part-time employee’s entitlement to closure days and bank holidays. A variety of processes including recruitment and selection, HERA job evaluation and the development of a Staff Health and Wellbeing policy (including stress management). The reviews in this area have ensured part time staff are treated equitably and measures are put in place to reduce stress levels.
2.4. HR Data 2.4.1 The School invested to improve the HR data held on Resource Link, by
conducting a Process Fix review for enhancing Resource Link. The project is planned to be completed in July 2015 and will enable the HR Team to review all the data currently recorded and put measures in place to improve reporting across the School.
2.4.2 The project will deliver a step-change in the quality and accessibility of staffing data to all line managers and individuals, raising levels of understanding and confidence. A number of new services will be made available to all staff through a simple on-line interface and existing HR and Payroll processes will be streamlined. The project will establish post to post reporting; introduce electronic forms, a range of management reports, capturing the School data at ‘real time’. The project will bring together all the School data which will improve the quality of customer services and information provided by HR and line managers’ effectiveness.
2.4.3 The management information data plays a significant role in evidencing a
snapshot of the organization, reviewing trends and targeting initiatives for certain protected groups. The GEM working party will continue to work in partnership with the Resource Link project to ensure reports are in place to support progressing this area of work.
2.5 Staff Development
2.5.1 Robust training and development initiatives were delivered during the year,
including Unconscious Bias training for the Promotion Panel and training to managers and staff involved in the recruitment of staff and/or students.
2.5.2 The School for the first time has supported the Aurora programme and five members of staff have successfully achieved places on the programme. The Aurora Programme has been designed to encourage women in academic and professional roles to think about themselves as leaders, to develop leadership skills and to help institutions maximise the potential of these women. The programme is run by the Leadership Foundation and aimed at women in academic and professional roles up to senior lecturer level or professional services equivalent (Grade 9, but without substantial leadership experience)
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who would like to develop and explore issues relating to leadership roles and responsibilities.
2.5.3 The mentoring programme has been reviewed and re-launched with a view to provide more opportunities for career progression and to address the issue of under-representation of women into management positions.
2.6 Model Equality & Diversity Employer (MEDE) 2.6.1 The Model Equality & Diversity Employer Working Group has been in place
for the past year with members of the HR Team in partnership with the Trade Unions (Unison and UCU) along with the Diversity Adviser and School Secretary. For 2013/14 six objectives were identified. The table below illustrates the objectives and outlines the impact the objectives have had on the strategic aims of the School:
Objectives Achieved Strategic Impact
Attend the ECU Gender Charter Mark
Achieved on 4 September 2014
Continued work to address the pay gender gap and progression of women into senior positions.
Introduce unconscious bias training across the School
Introduced in July 2013 Raising awareness for unconscious biases, change attitudes and behaviour and improve the quality of decision-making within recruitment and selection, promotions and organizational performance.
Implement mandatory Recruitment & Selection and Equality Awareness Training for managers and staff involved in the recruitment of staff and students
Implemented August 2014 The aim is to ensure all employees participating in recruitment and selection are aware of equality legislation and have the right skills, knowledge and attitudes required to support the School in achieving its objective to appoint highest level of talented candidates.
Devise and implement an administration light Equality Impact Analyses process
Partly achieved Governing Board and Executive Board have agreed a summary paper for all reports requiring
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action/decision by EB, which covers equality implications. Through the work of MEDE a review of Equality Impact Analyses will take place in 2015. Through EIAs likely positive impacts can be anticipated and strengthened; while potential adverse impacts can be eliminated or mitigated.
Undertake a qualitative analysis/review of recruitment statistics to identify any potential bias in recruitment selection and decisions
Completed October 2013 A pilot study undertaken during summer/early autumn 2013 and a report was provided to HR Committee and EDC in February 2014. There were no potential discrimination practices identified.
Develop an Action Plan for the MEDE for 2014/15
Achieved November 2014 MEDE Action plan identified to progress proactive equality & diversity initiatives.
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3. Key Staff Data
3.1 Internal Comparison 2013/2014
We continue to monitor staff and students by specific equality groups, such as Gender, Disability, and Ethnicity groups. The table below summaries the data categorised against the work type groups within the School and identifies the changing trends.
Table 1: December 2013 SOAS Headcount
Teaching & Research
Teaching & Scholarship
Research Support Total
Total Staff 305 466 30 399 1200
Female 113 (37.05%)
259 (55.58%)
15 (50%)
236 (59.15%)
623 (51.92%)
Male 192 (62.95%)
207 (44.42%)
15 (50%)
163 (40.85%)
577 (48.08%)
BME 98 (32.1%)
227 (49%)
8 (26.6%)
128 32%
461 (38.4%)
Unknown Ethnicity
7 (2.3%)
32 (6.86%)
1 (0.33%)
1 (0.25%)
41 (3.41%)
Disabled 6 (1.97%)
14 (3.00%)
0 12 (3.00%)
32 (2.6%)
Table 2: December 2014 SOAS Headcount
Teaching & Research
Teaching & Scholarship
Research Support Total
Total Staff 306 532 32 427 1297
Female 117 (38.24%)
291 (54.70%)
17 (53.13%)
257 (60.19%)
682 (52.58%)
Male 189 (61.76%)
241 (44.30%)
15 (46.87%)
170 (39.81%)
615 (47.42%)
BME 87 (28.45%)
240 (44.11%)
9 (28.13%)
139 32.55%
475 (36.16%)
Unknown Ethnicity
18 (5.88%)
30 (5.64%)
1 (3.13%)
5 (1.175%)
54 (4.15%)
Disabled 8 (2.61%)
13 (2.44%)
1 (3.13%)
14 (3.27%)
36 (2.78%)
The tables above outline the staffing groups captured by Gender, BME and
Disability, compared to the headcount in 2013.
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3.1.1 The overall head count has increased from 1200 employees to 1297 employees and these increases are demonstrated marginally in all categories. However, the significant increases are demonstrated within the Teaching & Scholarship group, increasing by 66 employees and the Support staff group increasing by 28 employees. The other groups are relatively unchanged. In further analysis of the recruitment for this period, the data from I-Grasp has illustrated both the Teaching & Scholarship and Support staff groups have appointed the highest figures of new starters, which is consistent with the increase of staff in both categories.
3.1.2 The overall percentage of female staff, has increased from a total of
623 employees in 2012/13 to 682 employees in 2013/14, and now makes up 52.58% of staff. This is particularly reflected within the Teaching & Scholarship and Support groups. In general terms, the increase in gender for both male and female staff within the Teaching & Scholarship group has increased steadily, which indicates that the School has successfully evenly recruited to both female and male staff within this group.
3.1.3 The gender balance for female staff continues to increase slightly. For
this period, 2013/14, the female group is reported at 52.58% and the male group at 47.42%, which is generally evenly split and this even trend is also reflected in 2012/13. The overall gender balance is slightly favoured for female staff in 2013 and this balance increased slightly in 2014 to 52.58% in 2014. The recruitment data for this period, produced from I-Grasp, illustrates a higher of proportion of female staff were appointed for this period, predominately in the Support staff category.
3.1.4 The employees declaring themselves as disabled continues to
minimally increase, and is now reported at 2.78% with a slight increase reflected in all work type categories.
3.1.5 When considering the percentage of staff as disabled and BME, it must
be noted that within the proportion of staff recorded as unknown, there could be staff from BME groups who chose not to identify themselves.
3.1.6 The table shows that of those staff who did decide to disclose their
ethnicity in 2012/13, 38.4% had an ethnicity that were amongst the BME categories, 3.4% of staff did not declare their ethnicity. In the period 2014, 36.16% of staff who declared their ethnicity fell in the BME categories, with 4.1% not stating their ethnicity. This shows as a percentage fall from 38.4% to 36.16%.
3.1.7 The HESA categories for this area have been updated and can be explored in more detailed in Section 4.6 of this report.
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3.2 Table 3 : Key Benchmarks: All HEI Comparison 2014
Teaching & Research
Teaching & Scholarship
Research Total
SOAS Female
38.24% (117/306)
54.70% (291/532)
53.13% (17/32)
32.77% (425) *Total of all staff groups 52.58%
All HEIs Female
0.39% (37515/94595)
0.49% (23290/46795)
0.44% (19035/42350)
0.53% (206040/382515)
SOAS BME
28.43.1% (87/306)
43.98% (234/532)
28.13% (9/32)
25.44% (330) Total of all staff groups 36.16%
All HEIs BME
10.9% 9630/87770)
10.75% (4560/42390)
19% (7410/38015)
10% (40265/373780)
SOAS Disabled
(2.61%) 8
(2.44%) 13
(3.12%) 1
(1.70%) 22 Total of all staff groups 2.78%
All HEIs Disabled
3% (3275/94600)
4% (1880/46795)
1% (985/51250)
3.9% (15035/38250)
*Total female staff of all staff groups (Teaching & Research, Teaching & Scholarship,
Research and Support Staff)
3.2.1 The data shows that SOAS has a lower proportion of staff from BME
groups compared with HEI’s as a whole.
3.2.2 There is one disabled staff recorded for Research employees. However,
the overall percentage of disabled staff and students has remained
unchanged. Disabled HEI overall percentages as at 2013 was recorded
as 3.4% and 2.78% in 2014.
3.2.3 In 2014, 53.9% of all higher education staff in the UK were women. The
statistics show the composition of SOAS female employees compared to
HEI is broadly similar.
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3.3 Key Benchmarks:SOAS Student Comparison
Table 4: 2013 SOAS Student Comparison
% Female % BME % Disabled
SOAS Staff 52% 38% 2%
SOAS Student
62% of all students 59.4% of home (UK domiciled) students
50.9% all students 46.7% of home (UK domiciled) students
11.8% all students 7.7% of home (UK domiciled) students
All HEI’s Students
57.7% of home (UK domiciled) students
18.8% of home (UK domiciled) students
8.6% of home (UK domiciled) students
Table 5: 2014 SOAS Student Comparison
% Female % BME % Disabled
SOAS Staff 52.58% 36.16% 2.78%
SOAS Student
63.4% 51.2% 10.6%
All HEI’s Students
56.2% 9.6% (UK) 46% (London)
9.5%
*The national data is from the Equality Challenge Unit, Equality in higher education: statistical report 2014 Part 2: students. (Published Nov, 2014) Table 4.1 (p.152, Gender); Table 3.1 (p. 112, Ethnicity); Table 2.1 (p.70, Disability).
SOAS female staff of 52.5% compares well to HEIs where 53.9% of staff working in UK HEIs
were women, but shows a gap of 11% compared to the SOAS student population.
SOAS BME staff of 36.1% is comparable to HEIs (England) but lower by 10% compared to
HEI’s BME student population (London) and SOAS BME student population.
SOAS declared disability disclosure rate is 2.78%. This is low and the HEI sector reports
persistent low rates of declared disability of 3.9%.
4. Staff Data by Gender, Ethnicity, Age, Staff Group/Grade and Disability
4.1 Gender by Staff Group
Table 6: December 2013
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Category of Staff Gender Total Staff Percentage of Total Staff
Teaching & Research
F 113 9.41%
Teaching & Research
M 192 16%
Non-Teaching & Research
F 510 42.5%
Non-Teaching & Research
M 385 32.08%
Table 7: December 2014
Category of Staff Gender Total Staff Percentage of Total Staff
Teaching & Research
F 117 9.02%
Teaching & Research
M 189 14.57%
Non-Teaching & Research
F 565 43.56%
Non-Teaching & Research
M 426 32.85%
The tables show the overall gender of Teaching & Research and Non-Teaching &
Research for 2013 and 2014. Broadly the slight increase, in Female Teaching &
Research staff increases by 4 female employees. In the Male category there has
been a decrease of 3. However there has been an overall increase in both female
and male groups, in the Non-Teaching & Research category. This trend is because
of the increase of recruited of employees within this staff group.
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4.2 Graph 1: Gender by Academic Staff 2014
4.3 Graph 2: Gender by Non Academic 2014
RES RES% SUP SUP% TEA TEA%
FEMALE 17 53.11% 257 60.19% 291 54.70%
MALE 15 46.88% 170 39.81% 241 45.30%
117
189
0
20
40
60
80
100
120
140
160
180
200
FEMALE MALE
Gender by Academic Staff Dec 2014
Gender by Academic Staff Dec2014
17 53.11%
257
60.19%
291
54.70% 15
46.88%
170
39.81%
241
45.30%
0
50
100
150
200
250
300
350
RES RES% SUP SUP% TEA TEA%
Gender by Non-Academic Dec 2014
FEMALE
MALE
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4.3.1 The graph illustrates clearly for the period 2014, that there are 189 Male Academic staff and 117 female staff. In the Non Academic category the Teaching & Scholarship and Support groups illustrate the highest band. The support staff group recorded findings of 257 female staff and 170 male staff and the findings within the Teaching & Scholarship category, has 291 male staff and 241 female staff. Further analysis of findings will be explored in the Pay Audit report, to measure the differential against gender, ethnic background and age for these groups of staff.
4.4 Gender by Disability and Staff Group
The table below illustrates a break-down of female and male staff declaring a disability over the period from 2011 to 2014. The table shows that, although the workforce has marginally increased the overall numbers broadly remains unchanged. There has been an increase in employees not disclosing a disability and it is hoped that the Enhancing Resource Link project along with the School seeking to obtain the Positive about Disability Symbol in 2015 will improve the reporting in this area and assist in further analysis.
Table 8 : Gender by Disability Staff Group 2011 - 2014
Staff Group Gender Disabled Flag
Number of Staff – 2011
Number of Staff 2012
Number of Staff 2013
Number of Staff 2014
Teaching & Research
Male Yes No/ Not Supplied
1 166
0 183
0 192
2 187
Female
Yes No/ Not Supplied
5 98
7 101
6 107
6 111
Non Teaching & Research
Male Yes No/ Not Supplied
10 419
12 413
11 374
12 414
Female
Yes No/ Not Supplied
11 494
10 540
15 495
16 549
Grand Total(All Staff)
1204 1266 1200 1297
4.4.1 Disability Profile
Overall the small proportion of staff in the School workforce who declared a disability is significantly lower than the national average of the working population, as expected of this sector. The HEI’s reports shows persistent low rates of declared disability across the HEI which sector, makes the results of the analysis unreliable and this is also true for the School.
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4.5 Staff Ethnicity: Summary Breakdown and External Comparison Table 9: Ethnicity Breakdown and External Comparison Summary Ethnicity of Staff
SOAS Staff 2013
All HELs 2012 - 13 SOAS Staff 2014
All HEIs 2013 - 14
Asian 7.16% 4% 7.48% 4%
Black 5.24% 2% 5.48% 2.12%
Chinese 5.58% 2% 4.78% 1.8%
Mixed 1.83% 1% 1.58% 1.3%
Other 40.76% 1% 41.62% 1%
White 34.17% 84% 34.85% 83%
Not known 1.08% 5% 1.00% 5%
Information refused
1.83% N/A 2.39% N/A
Not Provided 2.33% N/A 0.77% N/A
4.5.1 Table 9 above shows a significantly higher proportion of BME staff in all staff
groups at SOAS compared to HEIs as a whole. The ‘Other’ category, which incorporates ‘other ethnic background’, ‘other mixed background’ and ‘other white background’ has marginally increased since 2013 and the White British category has slightly declined.
4.5.2 We continue to monitor our staff profile by ethnicity. During 2013/14, our
disclosure rate of ethnicity for staff stood at 36.65% with 475 employees recorded in this category. A breakdown of staff who disclosed their ethnicity to the School presented by job category is given in Section 4.7.
4.5.3 The average proportion of BME staff across the sector was 10%, at the
School this staff at 25.44%. The majority of the School’s total BME staff population are in Other Asian Background category at 7.33%,(see table 10) the Asian or Asian British – Indian remain little changed however there appears to be an increase in employees who have chosen not to disclose their information.
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4.6 SOAS Staff Ethnicity: Detailed Breakdown
Table 10 : Staff Ethnicity Breakdown
Ethnicity of SOAS Staff % of Total Staff (2011)
% of Total Staff (2012)
% of Total Staff (2013)
% of Total Staff (2014)
Arab * * * 0.077%
Asian or Asian British – Bangladeshi
1.00%
1.02%
1.08%
1.00%
Asian or Asian British – Indian 5.48% 5.32% 4.83% 5.01%
Asian or Asian British – Pakistani 1.33% 1.10% 1.25% 1.47%
Black or Black British – African 2.99% 2.66% 3.33% 3.55%
Black or Black British – Caribbean
1.50% 1.64% 1.83% 1.93%
Chinese 5.90% 6.03% 5.58% 4.78%
Information Refused 2.16% 1.89% 1.83% 2.39%
Mixed - White and Asian 0.83% 0.94% 0% 0.96%
Mixed - White and Black African 0.08% 0.08% 1.25% 0.16%
Mixed - White and Black Caribbean
0.58% 0.47% 0.58% 0.46%
Not Known 1.74% 4% 3.41% 1.00%
Not Provided * * * 0.77%
Other Asian Background 7.97% 7.51% 7.17% 7.33%
Other Black Background 0.66% 0.86% 0.75% 0.77%
Other Ethnic Background 7.14% 6.57% 6.67% 6.55%
Other Mixed Background 1.66% 2.03% 2.17% 2.62%
Other White Background 24.75% 22.42% 24.00% 24.36%
White – British 32.72% 32% 31.00% 32.00%
White – Irish 1.50% 1.49% 1.25% 1.23%
White * * * 1.62%
4.6.1 Table 10 shows there are no significant changes in the ethnicity breakdown of
staff during the four-year period 2010 – 2014. However, the data reported in
the Information Refused category has increased from 1.83% in 2013 to 2.39%
in 2014 following a slight fall since 20111.
4.6.2 The ethnicity profile for this period 2011 - 2014 shows a marginal increase in
the number of BME staff in the School overall with a slight increase in staff
from White British backgrounds. This data captured in Table 9 highlights that
whilst there is increasing diversity within the School workforce, it is not
representative of the population for HEIs, when comparing the School’s
workforce data to all HEI’s workforce data.
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4.6.3 For the first time, HESE have included an Arab category in 2014 and this is reported at 0.077%. In future years, we will be able to report on trends in this category.
4.6.4 Further breakdown of the ethnicity of the School’s workforce is shown in Table
11. This table shows 87 employees from BME fall within the Teaching & Research category, 139 employees within the professional support category. Teaching and Scholarship category is fairly evenly represented. However there are significantly higher percentages within the Research category.
4.7 Ethnicity Breakdown by Staff Group
Graph 3
Table 11
ACA ACA% RES RES% SUPP SUPP% TEA TEA% TOTAL
BME 87 28.43.1% 9 28.13% 139 32.55% 240 45.11% 475
WHITE 201 65.69% 22 68.75% 283 66.28% 262 49.25 768
Unknown 18 5.88% 1 3.12% 5 1.17%% 30 5.64% 54
306 100.0% 32 100.00% 427 100.00% 532 100% 1297
4.7.1 A further analysis of the ethnic breakdown by Staff Groups is illustrated in
graph 3 above. In the TEA staff category, White, Asian and Other Black background
has the highest band. For the Support Group, White, Black British, Asian and Mixed
0
20
40
60
80
100
120
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Ethinicity Breakdown by Staff Group December 2014
TEA %
SUP%
RES%
ACA%
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White Caribbean are the highest band. However the Teaching & Research(ACA)
category sets out significant ratio in the White other category. It must be noted, that
this category of staff had the highest record of ‘not known’ or information ‘not
disclosed’ of all the staff groups. The disclosure of information will be addressed in
line with MEDE action to improve recording of data. Further analysis in the Pay Audit
will identify the ethnic breakdown against grade and this can be compared against
the SOAS staff group composition.
4.8 Age Profile of SOAS Employees 2013 and 2014
Table 12
Female(2013) Male(2013) Female 2014 Male 2014
Age up to 30 94 (1.5%) 63(10.9%) 102 (14.96%) 69 (11.22%)
31 – 40 194(31.1%) 150(25.9%) 215 (31.52%) 157 (26.50%)
41 – 50 172(27.6%) 158(27.3%) 191 (28.01%) 163(26.50%)
51 – 60 121(19.4%) 123(21.3%) 131(19.21%) 140 (22.76%)
61 – 65 28(4.49%) 54(9.3%) 26 (3.814%) 50 (8.13%)
66 and over 14(2.2%) 27(4.5%) 17(2.49%) 36 (5.85%)
All HEIs by Age Groups (2013 and 2014)
Table 13
Female(2013) Male(2013) Female(2014) Male (2014)
Age up to 30 9.8% 7.3% 9.5% 7.2%
31 – 40 14.4% 11.8% 14.8% 11.8%
41 – 50 14.5% 12.0% 14.6% 12%
51 – 60 11.7% 10.3% 11.9% 10%
61 – 65 2.2% 3.2% 2.2% 3.2%
66 and over 0.4% 0.86% 0.4% 1%
SOAS AGE by Non Academic (2014)
Table 14
Age RESEARCH SUPPORT TEACHING & SCHOLARSHIP
Total
UP to 30 4 58 109 171
31 – 40 17 128 164 309
41 – 50 4 123 109 236
51 – 60 4 95 87 186
61 – 65 1 20 31 52
66 and over 2 3 32 37
Total 32 427 532 991
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SOAS AGE by Academic (2014)
Table 15
AGE Academic Staff TOTAL
31 – 40 63 63
41 – 50 118 118
51 – 60 85 85
61 – 65 24 24
66 and Over 16 16
Total 306 306
4.8.1 The tables in Section 4.8 illustrate the age profile for SOAS employees for the
2013 and 2014. The data is also represented against Non-academic and
Academic staff and a comparison against HEI’s for the period of 2013 and
2014 is also shown.
4.8.2 Between 2013 and 2014 female staff have increased in all age groups accept
61- 65. The age profile for the female category up to 30 has increased from
94 employees in 2013, to 102 employees in 2014. This trend has continued
for female staff in the other age categories.
4.8.3 In is also noted that generally male employees have increase in the majority
of the categories, however more significantly in the 31 – 40 age range.
4.8.4 The male employees within the majority of categories remained generally unchanged, however there has been an increase of male employees in the 51 – 60 age band in 2014.
4.8.5 The majority of staff of all HEI’s and SOAS staff were aged between 41-50. It
must be noted that the highest earning group with an average age of between
40 – 49 for all sectors across England. (Published by the Office of National
Statistics source Annual Survey of Hours and Earnings, 2014).
4.8.6 The HR Team will continue to monitor these trends and incorporate the findings within workforce planning.
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5. Workforce Profile Analysis – Gender, Ethnicity, Disability and
Age
5.1 Teaching & Research (ACA) – Headcount 306
5.1.1 The Teaching & Research workforce is made up of significantly more male employees, representing 189 male staff(61.76%) and 117 female staff(38.24% of the total workforce). 5.1.2 A total of 17 female employees, but no male employees within the Teaching & Research category have declared a disability, whilst the remaining staffs in this category have not declared a disability or the information is recorded as unknown. 5.1.3 In terms of age, there are more academics in the 41-50 age group categories than in other categories. This may demonstrate an ageing workforce; however there may be scope for workforce planning in the 31 - 40 age group categories which currently has 63 employees. 5.1.4 Out of all the categories of staff, there are more Teaching & Research staff in the 41 - 50 age category than in other single job categories for both HEI’s and SOAS. 5.2 Support Staff (SUPP) – Headcount 427
5.2.1 The Support staff workforce has increase compared from 2014, a high proportion of female employees, with 257 female employees and 170 male employees out of 427 in total. Men are underrepresented in this category of staff in comparison. It is interesting to note, that there has been an increase in support roles within the under 30 category. 20 employees have been appointed within the age band 25 and under. Records show: 12 female and 8 male and if this trend continues it may help to address the gender pay gap (caused by the School employing a higher proportion of women in lower-graded roles). It was decided last year for further workforce planning to be undertaken in this area and it is pleasing to report that there has been an increase in recruiting younger employees to the School.
5.2.2 In terms of ethnicity, almost 32% of the support staff workforce is from a BME background, with 67% from white backgrounds and 1.1755% unknown. 14 support staff has declared a disability, with the remaining stating they are not disabled or not disclosing information.
5.2.3 Each Support staff are represented across the age ranges fairly evenly, within the gender category.
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5.3 Research Staff (RES) - Headcount 32 5.3.1 The Research staff workforce of 32 employees is fairly evenly represented across the gender category. 17 are female and 15 are male. Research staff 17 research staff are in the 31-40 age group, with the remaining 15 staff spread across the other age groups. 9 employees are from BME and 1 employee has declared themselves as disabled.
5.4 Teaching & Scholarship (TEA) - Headcount 532
5.4.1 The Teaching & Scholarship workforce makes up the largest category of staff across the school, consisting of 532 employees, with 240 from BME backgrounds. 291 are females and 241 are male. This largest age group is 31-40 with 164 employees following between 30-41 and 41-50 which each have 10% employees.
6. Staff Grievances, Disciplinaries, and Employment Tribunal Cases
6.1 Casework is classified as informal or formal management of a
misconduct, capability, grievance or sickness absence case. All formal activity is tracked and monitored by HR by age, gender, disability and ethnicity in order to monitor trends.
6.1. 2 Informal casework is impossible to monitor as by its very nature, it is
managed locally by line managers and not made known to HR. Table 16
Formal Casework by gender, ethnicity and disability 2014
Category Disciplinary Capability Grievance -
complainant ET’s Total
Gender Female 1 0 3 1 0
Male 3 0 2 0 0
Ethnicity
BME 1 0 2 0 0
White Other 3 0 3 1 0
Not Declared 0 0 0 0 0
Disability
Disabled 0 0 0 0 0
Not Disabled 4 0 4 1 0
Not Disclosed 0 0 1 0 0
Total 2013-14 4 0 5 1 10
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2014 Disciplinaries and Grievances Table 17 Gender Ethnicity Disciplinary Hearing Outcome
1 F Other White Summary Dismissal
2 M White British 1 Year Written Warning
3 M White British 6 months First Written Warning
4 M Other White Summary Dismissal
Gender Ethnicity Grievance Hearing Outcome
1 F Chinese Not up held
2 M White British Not up held
3 F x 3 White British,
White Irish and
Other Black
Collective Grievance not up held
4 M White British Not up held
2013 – Disciplinaries and Grievances Table 18
Gender Ethnicity Disciplinary Hearing Outcome
1 M White British 1 Year Written Warning
2 M White British 6 Months First Written Warning
Gender Ethnicity Grievance Hearing Outcome
1 F White Other Partially upheld
2 F White Other Not upheld
3 F White Other Partially upheld
4 M White Other Not upheld
2014 Employment Tribunal Claims
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Table 19 Gender Ethnicity Employment Tribunals Outcome
M White British Claim failed
6.2 Disciplinary 6.2.1 There were four cases of formal misconduct in the year 2013-14. Of these, 3
cases were brought against white male employees with no disabilities. The other case against female employee, other white.
6.2.2 This data identifies that in respect of gender, more male employees than
female were subject to formal disciplinary proceedings during the year. Despite the profile of the School being 52.58% female, 47.42% male.
6.2.3 Looking at the data source, there is however no concern about adverse
impact in respect of gender or ethnicity as cases are spread across the School and contract groups.
6.3 Grievances
6.3.1 There were 5 grievances in the year, of which all cases were not held. This was compared to the 4 grievances in the previous year. The 2 partially upheld grievances were from female staff. The 2 cases upheld were from a female employee aged and the final case was from a male staff member.
6.3.2. As the numbers of grievances is low School wide and spread across staff categories, it is difficult to draw realistic conclusions about this data and to identify if there is anything that has precluded BME staff from raising grievances.
6.4 Employment Tribunals
6.4.1 There were 1claim brought against the School at Employment Tribunal, The numbers are too low to be able to draw any conclusions. Two case the claims were settled and the remaining case is due to be rescheduled.
6.5 Capability 6.5.1 There were no formal capability cases in 2014. 6.6 Flexible Working 6.6.1 Although, flexible working applications are not recorded as part of this report,
it is recommended that flexible working applications should be monitored against by age, gender, disability and ethnic origin.
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And overall profile for future years. This area has also been highlighted by the Gender Charter Mark, Self-Assessment Team as an area for future monitoring and will be taken forward for 2015.
6.7 Formal Sickness 6.7.1 There were no formal capability cases in 2013 -14. 6.7.2 There were 30 cases referred to Occupational Health Services. It is planned
in future years to report the Occupational Health cases by age, gender, disability and ethnic origin.
6.8 Employee Support Programme (ESP) 6.8.1 The School provides a confidential Employee Support Programme (ESP)
although details of employees using the service are not provided due to confidentiality. The School is only provided with anonymous data based on take up as follows:
Table 20
Employment Issues 2013/ 2014
Legal 9
Telephone Counselling 17
Information 6
Finance 1
Total 33
6.8.2 It is hoped with the introduction of the new Occupational health provider, for
April 2015, to promote this area to improve overall take up. 7.0 Maternity
7.1 Although not directly casework, data about maternity leave and returners from maternity leave are reported here for information. As part of the monitoring process for the Gender Charter Mark Bronze Award the School has committed to monitoring the data of staff that do not return from maternity record trends, and monitor the take up of staff with adult dependents. These recommendations will be addressed and taken forward by the GEM Working Party as part of the three year action plan (2014 – 2017). At present, for the period 2014 all maternity leaver’s have returned to work or are currently on maternity leave. The other wider issues will be reported in the Staff Equality & Diversity report for 2014/15.
Table 21
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Employees on Maternity leave
at 21.12.12
Employees on Maternity leave at
31.12.2013
Employees on Maternity leave
at 31.12.2014
BME Female 8 19 4
White Female 7 18 14
Employees failing to return to work after Maternity leave
1 0 0
Total number of employee taking maternity leave
16 37 18
8 Staff Turnover Table 22
2010 2011 2012 2013 2014
Overall Staff Turnover
6.15% 3.93% 4.2% 3.5% 5%
Female Staff Turnover
8.15% 3.67% 5% 2% 5.4%
BME Staff Turnover 6.26% 2.49% 3.7% 1.6% 5.3%
8.1.1 For the 2013/14 period a total of 65 leavers are recorded, with an overall
turnover figure of 5%. The staff turnover for 2012-13 was 3.5%, compared to 2011-2012 where turnover was 4.2%.
9.0 Exit Questionnaires
9.1 It is planned to introduce electronic exit questionnaires to enable the School to report in this area, however age, gender, disability and ethnicity will be monitored in future years in a more meaningful way.
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10. Recruitment Data: Ethnicity, Gender, Age, & Disability 10.1 Applications –Ethnicity Profile of Applicants (Summary)
10.1.1 During this period, 3106 applications were received by the School. The table below provides statistics on applicants by Ethnicity (summary from 2010 to 2014). Table 23
Ethnicity 2010(% to Total)
2011(% of Total)
2012(%of Total)
2013(% of Total)
2014(% of Total)
BME White Unknown
1134(45%) 1277(50%) 123(5%)
1087(48%) 1041(46%) 114(5%)
1439(43%) 1648(50%) 239(7%)
1334(54%) 974(39%) 153(6.2)%
1334(43%)
1601(52%)
171(6%)
Grand Total Applications
2534
2242
3326
2461
3106
10.1. 2. The table shows a consistent percentage of applications received during the period of 2010 – 2014, however there has been a considerable increase in applications received during 2014, increasing from 2461 in 2013 to 3106 in 2014. There has been a slight decline in application from BME, decreasing to 43% in 2014, however comparing this percentage throughout the years 2010 to 2014 it has generally been in the 40% category, which is normal for the School. The significant increase in 2014, has been for the White category which has increase to 52%.
10.2 Applicants - Disability Profile of Applications (Summary)
Table 24
Disability Declared
2010(% of Total)
2011(% of Total)
2012(% of Total)
2013(%of Total)
2014(%of Total)
No Not Given Yes
2402(95%) 61(2%) 71(3%)
2120(95%) 55(2%) 67(3%)
3083(93%) 127(4%) 116(3%)
2320(94%) 78(3%) 63(2.5%)
2921(94%) 86(3%) 99(3%)
Grand Total Applications
2534 Applicants
2242 applicants
3326 applicants
2461 applicants
3106 Applicants
10.2.1 The table shows data on applicants by disability from 2010 to 2014. 10.2.2 The data over the period has remained fairly consistent and the
applicants disclosing a disability have not significantly changed.
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10.3 Applicants - Age Profile of Applications (Summary)
Table 25
Age Range 2010(% of Total)
2011(% of Total)
2012(% of Total)
2013(%of Total)
2014(%of Total)
Under 20 1(- %) 1(0.04%) 2 (0.06%) 1(0.04%) 2(0%)
20-29 739(29%) 759(34%) 911(27%) 523(21.2%) 908(29%)
30-39 989(39%) 785(35%) 1306(39%) 1033(41.9%) 1187(38%)
40-49 463(18%) 396(18%) 617(19%) 538(21.8%) 574(18%)
50-59 219(9%) 205(9%) 263(8%) 204(8.2%) 266(9%)
60-65 24(1%) 20(1%) 38(1%) 41(1.6%) 34(1%)
Over 65 6 (0.5%) 4(0.2%) 8(0.2%) 7((0.2%) 8(0%)
Not Provided
92(3.5%) 72(3%) 181(5.5%) 114(4.65)
127(4%)
Grand Total Applications
2533 Applicants
2242 applicants
3326 applicants
2461 applicants
3106 Applicants
10.3.1 The table provides data on applicants by age from 2010 to 2014.
10.3.2 As in previous years the School has received the majority of applications from the 30 – 39 age range and this has increased slightly since 2012. A significant number of applications were received within the 30 – 39 age categories particularly in the Teaching & Scholarship category. 10.3.3 The report illustrates an even split in the 60-65 age range and this may be due to the abolition of the default retirement age and remains generally at 1% throughout the years. 10.3.4 The age profile for under 20 – 29 has significantly increased from 21.2% in 2013 to 29% in 2014. This age demographic was identified in the Equality & Diversity report 2013 as a possible area for further workforce planning as a measure to attract more applications within this demographic. From the recruitment data, a number of applicants have applied for Professional Support posts in External Relations, Finance and HR. 10.3.5 We will explore further how many of the applications from this age range converted into successful candidates and the overall impact this has on the School. It must be remembered that for academic staff the requirement for qualification and experience for academic posts will have an impact on the age demographic. 10.3.6 The tables and charts on the next 2 pages set out the applications received by ethnic groups in 2013 and 2014. For the period in 2014, the School has received an increase in applications from the Black or Black British/African, Other Asian background, Chinese Other Ethnic background and White – British categories.
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2013
Applications by Ethnicity 2013
Asian or Asian British - Bangladeshi 46
Asian or Asian British - Indian 151
Asian or Asian British - Pakistani 53
Black or Black British - African 156
Black or Black British - Caribbean 31
Chinese 148
Information refused 39
Mixed - White and Asian 33
Mixed - White and Black African 6
Mixed - White and Black Caribbean 11
Not known 8
Other Asian background 183
Other Black background 16
Other Ethnic background 57
Other Mixed background 83
Other White background 821
White - British 513
Not provided 106
2461
1%
5%
1% 3% 1%
3%
3%
0%
0%
1%
0% 5%
1% 3%
5%
22%
38%
5%
Applications applications by Ethnicity 2013
Asian or Asian British -Bangladeshi
Asian or Asian British - Indian
Asian or Asian British - Pakistani
Black or Black British - African
Black or Black British -Caribbean
Chinese
Information refused
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Application by Ethnicity 2014
Ethnicity Total
Asian or Asian British - Bangladeshi
82
Asian or Asian British - Indian 162
Asian or Asian British - Pakistani 64
Black or Black British - African 231
Black or Black British - Caribbean 83
Chinese 176
Information refused 21
Mixed - White and Asian 34
Mixed - White and Black African 16
Mixed - White and Black Caribbean
13
Not known 34
Not provided 116
Other Asian background 221
Other Black background 12
Other Ethnic background 134
Other Mixed background 106
Other White background 822
White - British 779
Grand Total 3106
3% 5% 2%
7%
3%
6%
1% 1%
1% 0% 1%
4%
7%
0% 4%
3%
26%
25%
Applications application by Ethnicity 2014
Asian or Asian British -Bangladeshi
Asian or Asian British - Indian
Asian or Asian British -Pakistani
Black or Black British - African
Black or Black British -Caribbean
Chinese
Information refused
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10.4 Gender Profile of Applicant
2013
2014
The charts above illustrate that for the period of 2013 and 2014 the composition of applications by gender remains generally unchanged.
48%
47%
5%
Applications by Gender 2013
Female
Male
not provided
59%
38%
3%
Applications by Gender 2014
Female
Male
Not provided
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10.5 Gender Profiles of Interviewees 2013
2014
The tables above illustrate that for the period of 2013 and 2014 the composition of interviews by gender remain, generally unchanged.
47%
50%
3%
Interviewees by Gender 2013
Female
Male
not provided
48%
47%
5%
Interviewees by Gender 2014
Female
Male
Not provided
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10.6 Ethnicity Profile of Interviewees (summary)
Table 26
Ethnicity 2010(% to Total)
2011(% of Total)
2012(%of Total)
2013(% of Total)
2014(% of Total)
BME White Unknown
130(37%) 212(60%) 12(3%)
61(31%) 129(65%) 9(4%)
125(31%) 264(66%) 12(3%)
104(36%) 166((58.6%) 13(4.5%)
175(37%) 282(59%) 20(4%)
Grand Total Interviews
354 199 401 283 477
Ethnicity EO APPLICATIONS SHORTLISTED FOR INTERVIEW
Asian or Asian British - Bangladeshi
BME 82 11
Asian or Asian British - Indian BME 162 32
Asian or Asian British - Pakistani
BME 64 7
Black or Black British - African BME 231 26
Black or Black British - Caribbean
BME 83 12
Chinese BME 176 12
Information refused Unknown 21 1
Mixed - White and Asian BME 34 8
Mixed - White and Black African
BME 16 1
Mixed - White and Black Caribbean
BME 13 0
Not known Unknown 34 4
Other Asian background BME 221 27
Other Black background BME 12 4
Other Ethnic background BME 134 20
Other Mixed background BME 106 15
Other White background White 822 106
White – British White 779 176
Not provided Unknown 116 15
Total 3106 477
9.6.1 The table above provides statistics on shortlisted application by Ethnicity
Summary from 2010 to 2014.
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10.6.2 The data illustrates 2012 is the first year where the percentage gap has
narrowed between the BME and White shortlisted candidates compared to
previous years. There are at present no significant correlations for this finding
however the use of statements in recruitment advertisements encouraging
applications from BME groups for senior posts may have an impact on the
increase in applications and shortlisting from the BME category for 2013 and
2014.
10.7 Disability Profile of Interviewees
Table 27
Disability Declared
2010(% of Interviewees Total)
2011(% of Interviewees Total)
2012(% of Interviewees Total)
2013(%of Interviewees Total)
2014(%of Interviewees Total)
No Not Given Yes
332(94%) 10(4.5%) 12(3%)
189(95%) 6(3%) 4(2%)
372(93%) 10(2%) 19(5%)
266(93%) 10(3%) 7(2.4%)
447(94%) 17(4%) 13 (3%)
Grand Total Interviewees
354 199 401 283 477
10.7.1 The table above provides data on shortlisted applications by Disability
from 2010 to 2014.
10.7.2 The proportion of interviewees disclosing a disability has relatively
stayed unchanged within all the categories. The Equality & Diversity
Committee has requested a Staff Disability Working Party to be
established and this will be working in conjunction with the Disability
Liaison Group, Chaired by the School Secretary. One of the aims of
the group will be to increase disclosure from Disabled employees and
review the recruitment data in more detail to attract more applications
from this group. It is therefore recommended to address, analyse and
report on this area in the Equality & Diversity Staff Report 2014/15.
The School will be seeking to achieve the Positive Disability Symbol for
2015 and this area will be further addressed in conjunction with this
work.
10.8 Age Profile of Interviewees
Table 28
Age Range
2010(% of Total)
2011(% of Total)
2012(% of Total)
2013(%of Total)
2014(%of Total)
Under 20 0 0 0 0 0
20-29 82(23%) 54(27%) 81(20%) 49(17.3%) 135(28%)
30-39 155(44%) 77(39%) 162(40%) 119(42%) 169(35%)
40-49 67(19%) 38(19%) 86(22%) 74(26.1%) 94(20%)
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50-59 35(10%) 24(12%) 38(10%) 24(8.4%) 49(10%)
60-65 3(1%) 1(0.5%) 9(2%) 3(1.0%) 7(1%)
Over 65 4(1%) 0 0(%)
Not Provided
12(3%) 5(2.5%) 21(5%) 14(4.9%) 23(5%)
Grand Total Interviewees
354 199 401 283
477
10.8.1 The table provides a summary age profile from the period of 2010 to
2014 of the shortlisted candidates. The table has reported an increase
in the age category 20 - 29 in 2014, to 28%. 135 candidates have been
interviewed in 2014, the highest number of candidates interviewed from
2010 – 2014 in this age group We have reported earlier, and that there
has been a significant increase in applications received from this age
demographic and this trend has continued from application, to shortlist
and interviews. The rise in unemployment and increase in population
in this group can be argued to have an impact in this area. The other
age bands generally remain unchanged. The increase of staff in this
demographic will hopefully have an impact on reducing the gender pay
gap.
10.8.2 The 30 – 39 categories still remains the highest category for shortlisted
candidates and is consistent with the previous tables.
10.9 Ethnicity Profile of Successful Candidates (Summary)
Table 29
Ethnicity 2010(% of Total)
2011(% of Total)
2012(% of Total)
2013(%of Total)
2014(% of Total)
BME White Unknown
26(29%) 62(70%) (1%)
15(21%) 50(71%) 5(7%)
21(21%) 62(70%) 5(6%)
24(25%) 57(60%) 8(8.5%)
50(33%) 98(65%) 1(0.6%)
Grand Total Interviews
89 70 88 94 149
10.9.1 The table illustrates a significant decrease in successful BME
applications during in 2011. Since then there has been an increase in the
percentage of successful BME staff since 2012.
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10.10 Disability Profile of Successful Candidates
Table 30
Disability Declared
2010(% of Total)
2011(% of Total)
2012(% of Total)
2013(%of Total)
2014(%of Total)
No Not Given Yes
57(64%) 29(33%) 3(3%)
68(97%) 2(3%) 0
81(92%) 5(6%) 2(2%)
86(91%) 5(5.3%) 3(3.1%)
146(98%) 2(1%) 1(1%)
Grand Total Job Offer
89 70 88 94 149
10.10.1 The table illustrates the disability profile remains broadly unchanged.
However there is a marginal increase in candidates declaring a disability for
2013.
10.11 Age Profile of Successful Candidates
Table 31
Age Range
2010(% of Total)
2011(% of Total)
2012(% of Total)
2013(%of Total)
2014(%of Total)
Under 20 0 0 0 0 0(
20-29 21(24%) 19(27%) 18(21%) 18(19.1%) 37(25%)
30-39 34(38%) 32(46%) 37(42%) 37(39.3%) 57(38%)
40-49 21(24%) 12(17%) 21(24%) 21(22.3%) 38(26%)
50-59 11(12%) 5(7%) 6(7%) 11(11.7%) 14(9%)
60-65 2(2%) - 2(2%) 2(2.1%) 3(2%)
Over 65 - - 2(2%) 0 0
Not Given - 2(3%) 2(2%) 5(5.3%) 0
Grand Total Job Offers
89 70 88 94 149
10.11.1 The table illustrates that the largest percentage of successful candidates
have been recruited from the 30 – 39 age category which is pleasing to report
bearing in mind the age populations for SOAS as a whole falls within the 40 – 49
category.
0
100
20 to29
30 to39
40 to49
50 to59
60 to65
Age of Succesful Applicants 2014
Total
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9.12 Gender Profile of Successful Candidates
9.12.1 The 2013 chart shows a slight a change of groups in the gender profiles of
successful candidates, with general even ratio of gender profile. However the
gender profile for 2014 has increased in favour of female candidates. This
trend is captured in the composition of SOAS staff by gender reporting with
findings of 52.58% in favour of female staff compared to 47.42% for male
staff.
Female 45%
Male 44%
Not Provided 5%
Job Offer by Gender (2013)
Female
Male
not provided
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11. Staff Development Events Attended
11.1 Data has been collated regarding attendance at internal and external staff development events organised or funded centrally from 1 September 2013 – 31 August 2014. In addition information on attendance at courses for new staff and monitored rates of participation in the School’s Staff Development and Review (SDR) scheme are included.
The data below has been collated on the following basis:
It records events organised centrally by the Staff Development Office and external events which have been funded by the staff development office;
It records all staff employed on substantive contracts for any part of the period 01/09/2013 – 31/08/2014, whether on a full time or part time basis. NB Many staff work at SOAS on fractional teaching contracts or are GTAs and as such work for relatively few hours each week. These members of staff are less likely to take up staff development opportunities than other groups;
It records only training courses or events which were completed during the above period;
It records that a particular employee has attended training – not the number of courses taken (although the total number of courses taken by staff is also provided);
It records data for all staff who were employed at any time during the year, including those who have subsequently left, and those on short term contracts;
Some data, particularly on ethnicity and disability is at present incomplete and has been categorised as ‘no data’ or ‘not known’; staff may also select to ‘not disclose’.
11.2 Centrally Organized Training 2013-14
The Staff Development Programme is open to all staff groups, regardless of contract type. This is also true of access to funding for attendance at external events such as seminars, briefings and conferences. This year 1442 staff are included in these figures (1294 in 2011-12, 1355 in 2012-13). The Staff Development programme included 120 events including those events organised by the Bloomsbury Colleges (TBC) and health and safety related training. Additionally there is one online course in Data Protection, and although advertised via the Bulletin, very few completions have been recorded. The Bloomsbury Colleges co-operation allows SOAS to purchase places for staff that require ‘just-in-time’ training, are unable to attend the relevant session at SOAS or where it would be uneconomical to put on a course at SOAS. Staff registered for 16 places on these courses. The SOAS programme is greatly enriched by this co-operation and allows very cost effective purchasing of places.
It should also be noted that staff will be attending other development and training activities which are not centrally organised or funded. This will include subject specific development
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and conferences for academic staff, and departmental / faculty / directorate for other staff including locally funded external events. Additionally there are many other development interventions which are taking place but not recorded e.g. departmental seminars, on the job training, self-study, reading, team away days, mentoring etc.
11.3 Attendance at Internal Staff Development Events by Staff Group The following table shows the differences in attendance rates on the internal programme for different staff groups. Support staff are much more likely to attend than other groups, with those on Fractional Teaching or GTA contracts accessing the programme in very small numbers. There is a drop in the number of academic staff attending training, but this is largely due to there being a large number of Moodle sessions the previous session which attracted this group of staff. Figures for 2012-13 are included in brackets for comparison.
Post Type
Total Staff Number (All contract types)
Number and % Staff Attending an Event
Academic
319 (292)
85; 27% (41%)
Research
44 (45)
15; 34% (20%)
Support
479 (448)
241; 50% (60%)
Teaching
70 (70)
22; 31% (47%)
Fractional Teaching 376 (368)
10; 3% (15%)
GTA
144 (132)
0 (5%)
Total Staff
1432 (1357)
373; 26% (36%)
Total: Staff on at least 0.4 contract
911 (844)
395; 39% (52%)
Table Showing Attendance Rates per Staff Group
Notes:
a) Fractional teaching posts now make a large group of staff, many on a very low number of annual hours at SOAS. By the nature of this group it will be difficult to engage them in the staff development programme. b) Graduate Teaching Assistants (GTAs) are now included in these statistics. They also have their own development programme as PhD students, organised by the ADD and not recorded here as well as departmental and faculty programmes, they can also attend the Staff Development Programme events as part-time staff. The overall percentage of those who have attended at least one centrally organised course or training event during the 2013-14 academic year has decreased from 36% to 26% when including all staff. When looking at the figure for staff that have at least a 0.4 contract this increases to 39% (52% in 2012-13). A total of 371 staff attended at least one internal course
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as part of the SOAS staff development programme with 915 course places recorded This suggests that quite large numbers of staff attend more than one course. a) Training Event(s) Attended 2013-14 (Number of Staff)
Post Type Training Attended
Full Time
Part Time
>0.4 hours
Disability Gender (attendees)
Yes No ND* M F
Academic
85 (120)
82 (115)
3 (5)
o (0)
2 (3)
73 (103)
10 (14)
45 (70)
40 (50)
Research
15 (9)
15 (8)
0 (1)
0 (0)
1 (0)
10 (7)
4 (2)
7 (2)
8 (7)
Support
241 (269)
196 (214)
41 (51)
4 (4)
12 (12)
203 (223)
26 (34)
88 (112)
153 (157)
Teaching
22 (33)
14 (20)
7 (13)
1 (0)
0 (1)
20 (28)
2 (4)
10 (14)
12 (19)
Fractional Teaching
10 (55)
1 (0)
0 (8)
9 (47)
0 (2)
8 (33)
2 (20)
3 (24)
7 (31)
GTA
0 (7)
0 (0)
0 (7)
0 (7)
0 (1)
0 (5)
0 (1)
0 (1)
0 (6)
TOTAL
373 (493)
308 (357)
51 (78)
14 (58)
15 (18)
314 (399)
44 (75)
153 (223)
220 (270)
Note: ND* = No data provided / not disclosed
Figures in brackets are for 2012-13 for comparison. In terms of gender, 23% of all male staff attended some form of training or development while for females the figure was 27%.
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b) No Training Event(s) Attended 2013-14
Post Type Training Not Received
Full Time
Part Time
>0.4 hours
Disability Gender (non-attendees)
Yes No ND* M F
Academic
234 (172)
209 (151)
17 (12)
8 (9)
6 (3)
197 (142)
31 (27)
155 (115)
77 (57)
Research
29 (37)
14 (17)
13 (16)
2 (4)
1 (1)
20 (25)
8 (11)
12 (21)
17 (16)
Support
238 (179)
173 (125)
55 (42)
10 (12)
5 (5)
202 (131)
31 (43)
100 (70)
138 (109)
Teaching
48 (37)
30 (24)
17 (11)
1 (2)
1 (1)
39 (30)
8 (6)
18 (15)
30 (21)
Fractional Teaching
366 (313)
1 (2)
22 (17)
343 (294)
8 (4)
260 (198)
98 (111)
183 (148)
183 (165)
GTA
144 (125)
0 (0)
0 (0)
144 (125)
4 (1)
116 (86)
24 (38)
58 (48)
86 (77)
TOTAL
1059 (862)
427 (319)
124 (98)
508 (446)
25 (15)
834 (612)
200 (235)
526 (418)
531 (444)
Note: ND* = No data provided / not disclosed
17% of staff have not disclosed whether or not they have a disability, which continues to be
a significant number.
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11.4 Nationality and Ethnicity Data – Employees Who Attended One or More Training Event
The percentage of different nationality/ethnicity groups who attended courses varies greatly, but it should be remembered that some groups are quite small so the results are not statistically significant. It is not possible to allocate some staff to a specific group as the information has been refused or is unknown.
a) Training Event(s) Attended: Ethnicity Data 11-12 12-13 13-14 11-12 12-13 13-14
11 White – British
177 (41%)
186 (44%)
151 (33%)
33 Asian or Asian British - Bangladeshi
8 (33%)
5 (38%)
6 (40%)
12 White – Irish 7 (32%)
13 (57%)
3 (17%)
34 Chinese 18 (31%)
14 (16%)
11 (13%)
19 Other White background
78 (33%)
112 (35%)
80 (23%)
39 Other Asian background
17 (17%)
35 (35%)
21 (21%)
21 Black or Black British - Caribbean
11 (58%)
9 (41%)
13 (52%)
41 Mixed – White and Black Caribbean
3 (43%)
6 (86%)
3 (38%)
22 Black or Black British - African
17 (45%)
14 (67%)
19 (43%)
42 Mixed – White and Black African
0 (0%)
1 (50%)
1 (50%)
29 Other Black Background
4 (36%)
4 (36%)
5 (45%)
43 Mixed – White and Asian
6 (55%)
9 (60%)
6 (40%)
31 Asian or Asian British - Indian
15 (20%)
27 (39%)
11 (18%)
49 Other Mixed background
6 (30%)
9 (28%)
8 (20%)
32 Asian or Asian British - Pakistani
3 (19%)
5 (31%)
3 (14%)
80 Other Ethnic background
17 (21%)
22 (25%)
20 (21%)
Information refused
7 7 3 Ethnicity not recorded 0 12 9
Not known 0 3 0 Total 390 493 373
Note: % figure in brackets equals the percentage of staff of that ethnic group who attended
training during this period
The relatively small numbers of staff in some categories mean that it is difficult to draw any firm conclusions about attendance by ethnicity.
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b) No Training Event(s) Attended: Ethnicity Data 11-12 12-13 13-14 11-12 12-13 13-14
11 White – British 255 (59%)
240 (56%)
313 (67%)
33 Asian or Asian British - Bangladeshi
8 (67%)
9 (62%)
9 (60%)
12 White – Irish 15 (68%)
10 (43%)
15 (83%)
34 Chinese 59 (69%)
71 (84%)
71 (87%)
19 Other White background
78 (67%)
206 (65%)
267 (77%)
39 Other Asian background
81 (83%)
63 (65%)
80 (80%)
21 Black or Black British - Caribbean
8 (42%)
13 (59%)
12 (48%)
41 Mixed – White and Black Caribbean
4 (57%)
1 (14%)
5 (62%)
22 Black or Black British - African
21 (55%)
29 (33%)
25 (57%)
42 Mixed – White and Black African
1 (100%
)
1 (50%)
1 (50%)
29 Other Black Background
7 (64%)
7 (64%)
6 (55%)
43 Mixed – White and Asian
5 (45%)
6 (40%)
9 (60%)
31 Asian or Asian British - Indian
59 (80%)
42 (59%)
52 (82%)
49 Other Mixed background
14 (70%)
23 (72%)
32 (80%)
32 Asian or Asian British - Pakistani
13 (81%)
11 (69%)
18 (86%)
80 Other Ethnic background
66 (79%)
65 (75%)
75 (79%)
Information refused
21 23 29
Ethnicity not recorded
6 26 25
Not known 23 17 15 Total 904 863 1059
Note: % figure in brackets equals the percentage of that group who did not attend training
during this period
11.5 Mandatory Training
There are a small number of courses at SOAS which are mandatory for all staff, or for
specific staff groups. These are:
New staff orientation core programme – for all new staff
Equality and diversity briefing – for all new staff
Information Compliance – for all new staff
Recruitment and Selection Training – for those who sit on interview panels (mandatory since December 2006)
Research Supervision – for inexperienced or less experienced staff
11.6 New Staff Orientation Programme
New members of staff, and those having joined SOAS in the previous year, were invited to attend the 3 new staff orientation sessions. Staff that are unavailable to attend the full orientation programme rely on their local induction for necessary information about SOAS, so it is essential this is done well locally.
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Attendance at individual events is as follows:
Equality Overview Orientation Information Compliance
Attended Attended Attended
FT 105 58 78
PT (over 0.4) 25 11 21
PT (under 0.4) 3 2 0
Staff who do not attend the nearest scheduled events to their employment start date will
continue to be invited to subsequent events, with both the Equality Overview and Information
Compliance session invitations continuing until they attend. A paper will be going to Equality
and Diversity Committee in February 2015 to clarify at what point these invitations should
cease if the staff member fails to attend.
Recruitment and Selection Training
This is a two part course. A further 66 members of staff completed this training so that a total of 227 staff have been trained in this area to date. In addition 88 members of staff attended the shorter Part 1 session either as part of their initial training in this area, or as a refresher.
11.7 External Training Events
Centrally funded events such as courses, briefings, workshops and conferences are open to all SOAS staff regardless of contract type. Funding for external events is allocated disproportionately to staff in professional services to keep them up-to-date with legislation, developments or trends in their field and for professional development, and because subject or research specific development is provided via faculty budgets. In addition 16 places were funded on courses at Bloomsbury or other local institutions, 4 SOAS language courses and 5 external language courses were funded almost all to help teaching and scholarship staff with language skills to support their research. All participants who are funded to attend events are asked to complete evaluation forms in relation to the event. In this way it is possible to build up a better picture of the value for money of different events and most importantly participants are asked how exactly they have / will put their learning into action. This should be discussed with their line manager to ensure reflection on the event and to encourage transfer of learning into the work situation, and where appropriate to other team members. In addition to these activities it should be remembered that academic conferences are funded from Faculty funds, and research projects fund some personal and professional development for research staff. Lots of further development is either informal, on-the-job, or organised within departments.
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11.8 Staff Development and Review (SDR) 2013-14 The Staff Development and Review scheme runs annually to ensure work objectives for individuals are explicit and linked to Department, Faculty/Directorate and School objectives. As such, all eligible staff1 were asked to attend a review meeting with their line manager2 . There is one scheme for all staff, with the main review period being April - July 2014, although meetings can take place at any time throughout the academic session. As part of the SDR scheme the Personal Development Action Plan is used to identify training and development needs, and this form is supposed to be returned to the Staff Development office to help inform the internal training programme. This form forms the basis of the monitoring of completion rates, although anecdotal evidence suggests that many more review meetings are held than forms received. Staff are replied to on receipt of the form, with an explanation of how they might best be able to follow up on their identified training needs, and this data is very useful in designing the internal programme and ensuring it matches these needs.
11.9 SDR Forms Received in Staff Development
The following table shows the number of forms received by the Staff Development office sorted by contract type The figures for this section are based on a total staff number of 773 staff which reflects staff still in employment at SOAS at the report run time. 68 members of staff can be excluded from these figures as they have been recorded on some kind of absence or leave. Additionally a number of new staff are exempt from the scheme as they are included in the probation process.
All staff on at least 0.4 contracts: 773
SDR Forms Returned: 207 (not returned 566)
Excluded: probation, maternity, research leave etc.: 68
Returned % Not returned
Academic 81 33 166
Research 4 14 24
Support 88 22 315
Teaching 26 38 43
Fractional teachers 8 31 18
207 27 566
Table: SDR Forms Returned, by Contract Type (0.4+ contracts on 31 October 2014)
1 Not those on probation, research leave, maternity or long term sick leave etc.
2 Or their delegate e.g. in departments with flat structures senior staff can take on the role of reviewer
on behalf of the head of department / director
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Other staff may work very few hours at SOAS and while they should be offered the opportunity to have a SDR meeting they are less likely to take up the opportunity than other staff working more hours at SOAS. The 2014 Pulse Survey suggests that many more staff than this actually have their SDR meetings as 53% of staff reported having had an SDR meeting in the previous 12 months. There still continues to be an issue with the return of the Personal Development Action Plan to the Staff Development Office. Without this plan, review meetings are not recorded leading to this substantial under-recording. Ways to reduce this problem are under consideration, including the development of an online system for SDRs and new reporting lines which will send automated reminders to staff and their line managers. This project is on schedule to be completed by 31 July 2015.
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12. Update on Recommendations
All Equality recommendations have been updated on to the SharePoint project for monitoring and
tracking purposes.
Recommendation Lead
Repre.
Progress (Update in italics)
1 Extend monitoring
to cover religious
belief and sexual
orientation
HR Low recording rate made monitoring impossible for 09/10
and 10/11 reports.
It is anticipated that the ‘Enhancing Resource Link Project
will increase reportable stats during 2014 and provide
more detailed reports. This area will also be reviewed as
part of the Gender Charter Mark project and within the
forthcoming objectives for the Model Equality & Diversity
Working party.
SOAS’ low rate of disclosure has made monitoring
impossible. Our internal self-service system through ‘My
View’ and module work is anticipated to increase
reportable statistics during 2015.
E-bulletin notices and access to online payslips
communications have been used to promote the
enhanced my view self-service system.
The Enhanced Resource Link project will end in July
2015. HR to consider and confirm how to measure
progress, report due by the end of 2015.
2 Introduce Equality
Impact Assessment
(EIA) methodology
/ Review all
relevant policies as
part of the EIA
process
(Nether Equality
Act’s Public Sector
Equality Duty
retains EIAs but
calls them Equality
DA /
Policy
Owner
s
GB and EB have agreed a summary paper for all reports
requiring action/decision by EB, which covers equality
implications.
HR to customise and start using the summary paper in
2012/13 to consider equality implications as policies are
reviewed/introduced.
This area has been addressed by the Model Equality
working Party and a recommended template will be
introduced for all policies and practises.
In MEDE’s action plan for 2014/15 and so therefore will be
addressed by end of July 2015. A paper will go to MEDE in
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Analyses –
emphasis on
outcomes rather
than process).
the Summer Term with guidance and templates.
A review of EB papers is also planned, due to be completed
by July 2015.
3 Create Equality
staff groups
DA BME, LGBTQ and Inter-Faith Staff Groups setup.
BME group still active, but LGBTQ and Inter-Faith Groups
are fairly quiet.
Our BME staff network is well established. Other staff
networks are encouraged and an area of focus in 2014/15
where staff will be invited to set up groups and be
encouraged to run an event termly. E-bulletin notice to go
out in the Spring Term 2015.
4 Design an Equality
& Diversity leaflet
to be distributed to
all current staff and
provided at
induction to new
staff
DA /
Staff
Debt/
HRM
The Model Equality & Diversity Working Group is working
in partnership with External Relations to create an equality
brand to raise the profile of equality & diversity. It is
planned to complete the rebranding of equality for
2014/15 academic year and the introduction of a Diversity
leaflet will be available with the new equality branding.
In conjunction with External Relations the rebranding of
equality & diversity which will include the role and
responsibility of the Diversity Advisor and HR Manager
(Equality & Diversity).
HR with work with the Diversity Adviser and Staff
Development and internal communications. For
completion by July 2015.
Human Resources have reviewed the leaflets used by
Birkbeck, University of London and will incorporate
relevant areas within the SOAS leaflets.
5 Promote role of
Diversity Advisor
and HR Manager
(Equality &
Diversity)
DA /
HR
In conjunction with External Relations the rebranding of
equality & diversity which will include the role and
responsibility of the Diversity Advisor and HR
Manager(Equality & Diversity)
Through our staff orientation/induction sessions (monthly)
we share information about the key roles at the School
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working specifically on equality and diversity but also the
importance of equality and diversity being everyone’s
responsibility and the importance of embedding this in our
roles at the School. Our Equality & Diversity Overview
session provides an interactive training session on the
Equality Act and its implications
6 Review/Develop/ Evaluate Communications and Consultation Strategy with regards to Equality and Diversity issues
DA The Director now has a staff Q&A section on the
School’s website.
The Director has a staff Q&A section on the School’s
website and a schedule of regular staff forums are in
place so that all staff can contribute, this may include
E&D issues.
The Model Equality Diversity Employer Working Group
(joint School & Trade Unions) agreed an internal
communications plan to deliver E&D through our
webpages and regular updates and features to raise
awareness of the School work in progressing equality at
the School.
Work is due is to be agreed by MEDE/Internal
Communications.
7 Develop the
Harassment
Contact Network
DA Training provided for new cohort of Anti-Harassment
contacts during 2012. Further advertising and training
planned for 2014.
We have a Dignity at SOAS policy & procedures available to all students and staff.
Our Anti-Harassment Advisers play a key part in implementing our scheme.
During the year it was agreed to increase the number of volunteer Advisers and following a successful recruitment campaign, we are increasing our number of volunteers who will also attend specialist training to support their roles. Training dates are currently being arranged and will take place either in March or April 2015.
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8 Attain the Two
Ticks Positive about
Disabled People
symbol
HR /
DA
As part the of HR objectives for 2014/15 the School will
undertake to attain the Two Ticks Positive about Disabled
people symbol. A working party consisting of the Disability
Adversity, Diversity Adviser, Staff Development Manager
and HR Manager (Equalities) have been formulated to
achieve the two ticks.
SOAS is working towards applying for the scheme,
planning is commencing March 2015.
Required better SDR completions figures to attend the
award. HR and DA to consider alternative options to
encourage the employment of disabled people during
2013/14.
The Scheme guarantees an interview to disabled
applicants, if their application meets the minimum
essential criteria for the post.
A positive statement appears in some adverts so this
needs a review including advertising on diversity
websites.
9 Further encourage
attendance at
mandatory
Recruitment
Training
Staff
Debt
A School wide policy has been introduced from August
2014 for mandatory training for recruitment and selection.
To date 277 employees have undertaken Module 1 and 2.
10 Develop and roll
out mentoring
schemes for under-
represented
groups/grades
DA /
Staff
Debt
Mentoring scheme for all staff will be rolled out for
2013/14.
The Mentoring scheme for all staff was reviewed and re-
launched in the Autumn term of 2014/15.
The School has identified under-representation for
women and BME in senior roles. In 2014/15 the School
promoted the Aurora programme. Aurora aims to help
address the issues of the reducing number of women in
senior posts in HE and to help halt this decline.
As part of the programme, employees have selected
their mentors.
Positive action for under-represented groups/grades to
be agreed by end of July 2015.
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11 Consider making
higher graded
posts available as
part-time or job
share
HR Option continues to be available to Recruitment Managers
on I-Grasp.
12 Address the under-
representation of
female and BME
employees in
senior managerial
and professorial
roles
HR Statement continues to be added to recruitment adverts
for senior posts welcoming applications from BME and
female candidates.
Analysis of underrepresented roles across the School will be
identified for 2013/14.
With the achievement of the Gender Charter Mark,
Equality Challenge Unit have recommended to include the
following words on advertising and promotion
Equality Challenge Unit Gender Equality Charter Mark:
Bronze award holder. Addressing gender inequalities and
imbalance in the arts, humanities and social sciences.
Analysis of underrepresented roles across the school will be
identified for 2013/14.
13 Develop a grading
structure, using
HERA, for Senior
Professional
Services staff roles
scoring above 720
Hera Points i.e.
G10/Ac5
HR In development, for implementation in 2013/14
14 Conduct research
to investigate why
the proportion of
successful
applicants from
BME backgrounds
is far lower than
the proportion of
applicants from
BME backgrounds
HR/DA HR to undertake qualitative research on 10% sample of posts; to report back to E&D Committee in October 2013. Review of this area was carried out and will be reported to HR Committee February 2014. A pilot study undertaken during summer/early autumn
2013 and a report was provided to HR Committee and EDC
in February 2014. Recommendations are for a further
review following I Grasp project (Process Fix), and
dependent on the SharePoint project.
Therefore further analysis is now recommended to identify
by roles for across a six month period starting April 2014 to
end of October 2014.
Produced by HR Directorate 2013/14
58
Planning meeting with HRM/DA/HR Systems to be
arranged for February 2015.
15 Include data on Staff Category by Age Groups in future E&D Staff Reports, should any significant changes in the overall age profile become evident.
HR No change in the overall age profile evident in current
report. To be kept under review.
16 Raise and discuss
SDR completion
rates at HR
Committee
Staff
Debt
Completed
17 The PSED Technical
Guidance will be
examined during
2013 to ensure
that the School’s
Equality Reports
are fully compliant
and any shortfalls
will be addressed
next year
HR
Benchmarking against PSED Technical Guidance
18 Encourage
employees to
update their
personal data via
the new ‘My View’
self-service
module.
HR From January 2014, all School employees have been able to
access their personal details via the My View system. From
February 2015, the School will be working towards rolling
out MyView2(web view) effective Summer 2015. This will
enhance the user experience and will include the ability to
book annual leave; training courses and views SDR’s.
Rolled out in 2013/14. E-bulletin in notices and access
to online payslips. Enhanced Resource Link project end
of July 2015. HR to confirm how to measure progress,
report due by the end of 2015.
Produced by HR Directorate 2013/14
59
19 Extend to all
employees the
Flexible Working
Policy which
currently applies to
parents of children
up to age 18 and to
carers
HR Addressed within Model Equality & Diversity Working
Group. A monitoring system to records flexible working
application will be put in place and implemented as part of
the Enhancing Resource Link project. The update of the
formal and informal requests will be monitored by the
Gender Charter Mark Working Party.
20 Review the Grade
10 HERA Pay
Structure
HR Completion July 2015
21 MEDE to review
employee data on
religious beliefs or
sexuality
HR Report progress in Staff Equality & Diversity Report
2014/15
22 GEM to monitor
Flexible Working
formal applications
HR Report progress in Staff Equality & Diversity Report
2014/15
23 GEM to monitor
the data of staff
returning from
maternity leave
and changing their
hours
HR Report progress in Staff Equality & Diversity Report
2014/15
24 Monitor number of
stress cases and
Occupational
Health referrals by
gender, age, ethnic
origin and disability
HR Report progress in Staff Equality & Diversity Report
2014/15
25 Introduce
electronic exit
questionnaires and
monitor by gender
age, ethnic origin
and disability
HR Report progress in Staff Equality & Diversity Report
2014/15
Produced by HR Directorate 2013/14
60
26 Equality & Diversity
Committee
requested for a
Staff Disability
Working Party to
be established
HR Report progress in Staff Equality & Diversity Report
2014/15
27 MEDE to devise and implement an administration light Equality Impact Analyses process
HR Report progress in Staff Equality & Diversity Report 2014/15
Acknowledgements: Further information about the data contained in this report, please contact the authors: Dalia Dasgupta – Interim Director of Human Resources – [email protected] ext. 4171 Brenda Lett - Human Resource Manager (Equality & Diversity) [email protected] ext 4847 Serena Yeo - Staff Development Manager [email protected] ext.4128 Simon Gwynne – HR Project Co-ordinator [email protected] ext.4480 Doyin Azeez - HR Systems Project [email protected] ext 4760 Jackie Smyth – Interim Diversity Advisor [email protected] ext 4957 The School would like to acknowledge the work achieved by the late Deb Viney, Diversity Advisor, who sadly passed away in June 2014.