- How frequently does the governing body or one of its committees discuss E&D, and review the institution’s policies and practice?
- Does the governing body or its committees regularly receive reports providing assurance that the institution is meeting its legal and regulatory requirements for E&D?
Building competitive advantage
- Has the institution established key performance indicators (KPIs), including reference to clear benchmarks and detailed targets, for E&D?
- Has the institution taken effective action to support and integrate international students within its communities?
- Does the institution regularly survey different student and staff groups to gain feedback on its E&D policies and practices, and take action where responses suggest the need for change?
Assessing specific E&D issues and actions
Does the governing body closely examine recruitment data and trends at faculty or subject level? E.g.
- What is the gender balance across subject areas? What is the institution doing to encourage more women or men to study subjects where they are under-represented?
- Does the institution collect student data for all protected characteristics? What are the disclosure rates for each characteristic? What actions should, or could the institution take to understand the equality barriers for these students?
Do graduate attainment rates (e.g. as measured by degree classification) vary significantly by gender or ethnic group? E.g.
- How does the attainment of our BME students, including by different ethnic groups, compare to that of white students? If there are gaps, what action is the institution taking?
- How does the attainment of male students compare to that of female students?
Is there significant variation in graduate employment rates for graduates with declared disabilities, gender or ethnic groups? E.g.
- What is the employment rate for disabled graduates, by impairment type, compared to non-disabled graduates? If there are large differences, what action is being taken?
- What are their respective employment rates for male and female students?
Does the governing body regularly review the E&D of its staffing base? E.g.
- What proportion of professors, senior academic roles and manager/director/senior official posts are held by BME staff? How does this compare to the local and student demographics?
- What proportion of professors are women? What proportion of senior contracts are held by women? What action is being taken to support the career progression of women?
- What proportion of professors and academics on senior contracts have disclosed a disability? What is the disability disclosure rate amongst staff? What action has been taken to support disabled staff?
- Is there a gender pay gap? If so, for which employment grades are there the largest gaps? What are the reasons?
- Is data on all protected characteristics collected? What are the disclosure rates for each characteristic? What action is the institution taking, or could take to understand equality barriers for these staff?
Reflecting on the diversity of the governing body
- How diverse is the governing body in respect of, for example, gender, ethnicity, culture and age?
- How are new members of the governing body recruited? Is recruitment simply based on contacting known individuals or is there a genuine attempt to draw from a wider pool of talent?
- Has the governing body adopted a policy and targets relating to its own diversity? Does it regularly review its policy and assess whether it targets are being met?
- Does the governing body collect equality monitoring information about its members to understand its composition in relation to protected characteristics?
Click here to request further information.
Next Page >
< Previous Page