race equality charter application form · robina (ruby) begum project coordinator - active ystander...

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Race equality charter application form

Name of institution: The University of Manchester

Level of award application: Bronze

Main contact for the application and contact details:

Name: Professor James Thompson

Email: [email protected]

Telephone: 0161 275 3357

Alternative Contact:

Name: Mr Patrick Johnson

Email: [email protected]

Telephone: 0161 306 8896

Before completing this form, please refer to the Race Equality Charter handbook which has additional advice and information.

This application form is accurate for the purpose of applications made after:

20 January 2016

A total of 13,605 words have been used in this application. Word counts are included at the end of Section. Please note all data is Full Person Equivalent unless otherwise stated.

mailto:[email protected]

mailto:[email protected]

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1 Letter of endorsement from vice-chancellor/principal

Please provide a letter written by the vice-chancellor (or equivalent).

The letter should include:

= why the head of the institution supports the application

= details of the issues senior management believe exist for minority ethnic staff and students within the institution

= details of how race equality is being advanced by the senior management team, council and senate (or equivalent) and regularity with which it is discussed

= how the senior management team, council and senate ensure race equality is embedded within the decisions they take

= details of any allocated additional and ringfenced resources for this work

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Section 1: 537 words

To aid the reviewers, we have included the letters from each of the Faculty Deans and

Registrar at this point of the application. Issues associated with each relevant Section,

along with priority actions are referred to within these letters, rather than broken up

across the Sections.

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2 The self-assessment process

2a Description of the self-assessment team

The description of the self-assessment team (SAT) should include:

= team members, their role within the institution and the SAT, their faculty/department, grade and ethnicity

Note: When this information is contained in a table (maximum 30 words about each team member) it will not be included in the word count.

= how people were nominated or volunteered for the role and how any time involved in being a member of the team is included in any workload allocation or equivalent

= how each faculty and relevant central departments are involved and included

The 22-member Race Equality Charter (REC) self-assessment team (SAT) brings together academic and professional support staff (early-career and senior) and students from across the University, with a good balance of gender (12F, 10M) and ethnic backgrounds (including White, Black-Caribbean, Black-African, Asian, Arab and mixed ethnic origin), see Table 1. The REC SAT has both invited and volunteer members recruited through an open call. There is representation from relevant staff and student networks including the Students Union (both student and staff member), Trade Union (UCU), and the University’s BAME Staff Network Group. There is also significant cross over with the University’s Athena SWAN SAT; 6 REC SAT members, including the Chair, are members of the University Athena SWAN SAT. There is strong support from our equality, diversity and inclusion (EDI) team and heads of faculty. Since our last application, to build on our stakeholder commitment, representation from the group has expanded to include the Vice President for Teaching, Learning and students, and senior managers who sit on senior leadership teams (at University, Faculty and School level), and University governance groups (Senate, General Assembly). These strategic leads are able to take responsibility for advancing race equality across the University for both staff and students and, alongside the other REC SAT members, are actively involved in applying the Race Equality Charter Mark principles across their individual Faculties, Schools and teams.

Table 1(a): Members continuing on the SAT following the 2015 Bronze application. *indicates members who were also part of the Implementation Group, see Section 2b

Professor James Thompson (SAT Chair since 2014) * Vice-President for Social Responsibility – reports directly to President and Vice Chancellor Professor of Applied and Social Theatre Member of University Senior Leadership Team Member of University Athena SWAN SAT

White Academic staff

Patrick Johnson * Head of University Equality, Diversity and Inclusion Team Advisor on EDI policy and practice Reports to HR Sub-Committee, the University’s main staff decision-making committee

BAME PS staff

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Table 1(a) cont’d: Members continuing on the SAT following the 2015 Bronze application. *indicates members who were also part of the Implementation Group, see Section 2b

Professor Claire Alexander * Professor of Social Sciences School Research Director – member School Senior Leadership Team Associate Director of The Centre on Dynamics of Ethnicity. Faculty E&D Committee member Former Chair of School Athena SWAN SAT

BAME Academic staff

Dr Dawn Edge * University Academic Lead for Equality, Diversity and Inclusion Senior Lecturer, Division of Psychology & Mental Health Elected member of Senate Co-PI ‘Diversity and Inclusion Student Ambassador’ Project Board of Governors, Longsight Community Primary Free School Member Manchester Race and Health Forum

BAME Academic staff

Andrew Mullen * Deputy Director of Human Resources Head of Faculty of Humanities Human Resources Member of Faculty of Humanities Equality and Diversity Group Responsible for monitoring the Faculty staff E&D Plan Chair of the University Equal Pay Audit Working Group

White PS staff

Professor Paul Mativenga * Vice Dean - Social Responsibility, Equality & Diversity, Faculty of Science and Engineering Chair in Multiscale & Sustainable Manufacturing Chair: Faculty Equality, Diversity and Inclusion Committee, Social Responsibility Committee Member: Faculty Promotions Committee, Faculty Leadership Team, University EDI Leadership Group & Social Responsibility Governance Group

BAME Academic staff

Georgina Lewis * Co-Chair, BAME Staff Network Faculty Appeals and Complaints Manager Member of the FBMH Equality and Diversity Committee Member of the University’s PS and Cultural Institutions Equality, Diversity and Inclusion Group

BAME PS staff

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Table 1(a) cont’d: Members continuing on the SAT following the 2015 Bronze application. *indicates members who were also part of the Implementation Group, see Section 2b

Dr Shirley Chiu * Risk Manager, Office of Compliance and Risk Member of the University’s Risk Emergency Management Group Member of BAME Staff Network

BAME PS staff

Babak Bassirian * Manchester Museum Visitor Team Previous member BAME Staff Network Group Previous staff-elected member of the General Assembly

BAME PS Staff

Dr Helen Ryder * Research and Facilities Manager, Faculty of Science and Engineering Member of the University’s Athena SWAN Member of School of Materials Athena SWAN SAT Former UG, PGR, Research Staff in STEMM School

White PS staff

Table 1(b): SAT members joining since 2015 *indicates members who were also part of the Implementation Group, see Section 2b

Berrisford Edwards Co-Chair BAME Staff Network Group. Software Developer, The University of Manchester Main Library Elected Member of the University General Assembly Member of the Library EDI Working Group Member of the Advisory Committee for the University’s ‘Black Lawyers Matter’ project

BAME PS staff

Dr Sarah Mohammad-Qureshi * University Charter Marks’ Coordinator (Race Equality and Athena SWAN)/Equality, Diversity and Inclusion Advisor Ex- (STEMM) Researcher Former Postgraduate & Postdoctoral Researcher Development Officer Member of each School and Institutional Athena SWAN SATs Member of each Faculty’s EDI Committee

BAME PS staff

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Table 1(b) cont’d: SAT members joining since 2015 *indicates members who were also part of the Implementation Group, see Section 2b

Dr Rachel Cowen Senior Lecturer and Senior Fellow of the Higher Education Academy Faculty Academic Lead for Research Staff and New Academic Development University Lead for Equality, Diversity and Inclusion Chair of the University Athena SWAN SAT

White PS staff

Saba Mirshafiei Widening Participation Officer, the School of Law Member of the BAME Staff Network Member of the School of Law’s Equality and Diversity Committee Unison Black Members Officer (University of Manchester Branch)

BAME PS staff

Sami Karamalla-Gaiballa Data Analyst, University Equality, Diversity and Inclusion Team Previously Project (Data) Assistant, Directorate of Planning (Internship) Former University of Manchester UG and PGT Student. Athena SWAN, Race Charter, Stonewall Equality Index data preparation Member of Gender Pay Gap/Equal Pay Audit Working Group.

BAME PS staff

Stephen Wadsworth Staff Resources Co-ordinator (School of Law) Postgraduate timetabling and co-ordination of School Teaching Assistants. Member of the Faculty of Humanities Teaching Assistant Review Group Member of the School of Law Teaching & Learning Committee.

White PS staff

Riddi Varshitaa Viswanathan. Diversity Officer, Students' Union Represents international students/post-graduates/students from various liberation backgrounds. Member of NUS committees and the National Executive Council National Indian Students Union Executive Officer of Policy-Making and Partnerships

BAME International student

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Table 1(b) cont’d: SAT members joining since 2015 *indicates members who were also part of the Implementation Group, see Section 2b

Robina (Ruby) Begum Project Coordinator - Active Bystander Campaign ‘Speak Up, Stand Up’ (University Equality, Diversity and Inclusion & the Students’ Union) Active lead, UoM SU Diversity and Liberation Strategy group Introduced first-ever Student Leaders Conference (annual event) Part-time teacher/facilitator for community training programmes including PREVENT and Refugee Mentor.

BAME PS staff

Dr Blaise Nkwenti-Azeh * UCU Ordinary Executive Member (Union Learning Rep) Learning Technologist, Faculty of Humanities Teaching and Learning Support Services Develops on-line content and support innovative use of tools in the VLE to enhance learning and enrich the student experience Elected UCU Representative Black Members' Standing Committee

BAME PS staff

Dr Hema Radhakrishnan Associate Dean for Social Responsibility, Faculty of Biology, Medicine and Health Reader, Optometry Chair Faculty Equality, Diversity and Inclusion Committee Oversees the diversity and inclusion agenda in the Faculty Co-PI ‘Diversity and Inclusion Student Ambassador’ Project University Athena SWAN SAT member

BAME Academic staff

Vikki Goddard Director of Faculty Operations (Faculty of Humanities) Chair of the University PS and Cultural Institutions Equality, Diversity and Inclusion Group Director of Faculty Operations (Humanities) Member of PS Leadership Team University PS Champion for Equality, Diversity and Inclusion Member of the University’s EDI Leadership Group.

= White PS staff

Professor Clive Agnew Vice President for Teaching, Learning and Students - reports directly to President and Vice Chancellor Professor of Physical Geography Member of University Senior Leadership Team Chair of University Teaching and Learning Group White PS/academic staff

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Since our 2015 REC Bronze award, each Faculty and Central PS has introduced an Equality, Diversity & Inclusion Committee. The leads for each of these areas are active members of the REC SAT and this has been instrumental in allowing strong consultation with our BAME community. Having REC SAT members who are also active members of other key committees has facilitated the embedding of Race Charter work into wider areas across the University, including the highest decision-making bodies and governing bodies. Figure 1 shows how the REC SAT connects with and informs strategic committees across the University and evidences how the race equality agenda is at the centre of the University’s agenda. Figure 1: Schematic of the management & committee structure within the University of Manchester (with focus on the communication and reporting channels for EDI activities)

School EDI committees x5



Faculty of Humanities EDI committee

Faculty of Science and Engineering EDI

committee

Faculty of Biology, Medical and Health EDI

committee

Race Equality Charter SAT

University Athena SWAN SAT

Equality, Diversity and Inclusion Leadership

Group

HR Sub-committee Teaching and Learning

Group

Senate

Planning and Resources Committee

Board of Governors

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2b The self-assessment process

This section should include:

= how the team met and communicated

= how often they met and communicated. For face-to-face meetings please provide the dates of the meetings, attendees and a brief description of the outcomes of the meeting

Note: the SAT is expected to meet in full at least three times

= how the team fits in with other existing committees and structures Following the submission of the 2015 award application, the SAT transformed into a smaller Implementation Group (members indicated by asterisk next to their name in Table 1) that continued to meet and report on progress against the action plan three times a year. In 2017, a reconstituted SAT was formed to concentrate on our renewal document and have met in full five times (1.5 – 2hr face-to-face meetings, see Table 2). Staff who were unable to attend were invited to contribute items to the agenda and all members were provided with full minutes following the meetings. Table 2: Full REC SAT meetings

Date Agenda Attendees Outcomes

27/02/17 Introduction of SAT members, update on action plan progress, preparation for award submission,

JT, PJ, BB, GL, SC, SMQ, DE, PM, CA, BNA, AM, AN, RV, HR

Review of REC staff and student survey questions and routes to promote the survey.

11/07/17 Overview of REC and update on action plan, review Terms of Reference and group membership

JT, PJ, BB, GL, SC, SMQ, DE, PM, CA, BNA, DC, RV, HR, AN,

New submission process and timetable outlined.

20/12/17 Data presentation from the EDI Data Analyst.

JT, PJ, GL, SC, SMQ, DE, BE, PM, CA, BNA, DC,HR, SKG, SM, HR, SW, RB, VG, AM, BE, RV

Key trends highlighted and impact of post-2015 actions and initiatives discussed.

16/04/18 Sub-group update on key observations, issues and actions needed.

JT, PJ, GL, SC, SMQ, DE, BE, PM, CA, BNA, DC,HR, SKG, SM, HR, SW, RB, VG, AM, BE, RV

Actions identified for each section from subgroup leads

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Date Agenda Attendees Outcomes

20/06/18 Review of sub-group planned priority actions.

JT, PJ, GL, SC, SMQ, DE, BE, PM, BNA, DC,HR, SKG, HR, SW, VG, AM, BE

Refinement of narrative on data analysis and linked actions

13/11/18 Review of draft submission and discussion of final information requirements

JT, PJ, GL, SC, SMQ, DE, BE, PM, CA, BNA, DC,HR, SKG, SM, HR, SW, RB, VG, AM, BE, CA

Comments on improvement to draft and additional actions identified

The SAT are further concentrated into sub-groups, members chose which sub-group they joined (Table 3). Sub-groups communicate independently outside of SAT meetings (minimum of at least twice between each full SAT meeting) using a combination of e-mail discussions, face-to-face meetings or Skype dependent on sub-group size, remit and availability of members. Key points raised at sub-group discussions are then communicated back to the wider REC SAT at each formal SAT meeting. The sub-groups also liaised with staff across the University (including student-focused staff) to assist with data capture, analysis and reporting on good practice (Table 4; 8F (1 BAME, 7 White) and 3M (3 White)).

Table 3: SAT Sub-group members

REC Submission Section REC SAT Members 4. Staff Profile Shirley Chiu; Berrisford Edwards

Sami Karamalla-Gaiballa

5. Academic staff: recruitment, progression and development

Hema Radhakrishnan; Andrew Mullen Paul Mativenga; Claire Alexander

6. Professional and support staff: recruitment, progression and development

Georgina Lewis; Saba Mirshafiei Vikki Goddard; Rachel Cowen 7. Student pipeline Dawn Edge; Sami Karamalla-Gaiballa Riddi Viswanathan; Robina Begum Stephen Wadsworth

8. Teaching and learning Blaise Nkwenti-Azeh; C laire Alexander; Danielle Chavrimootoo

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Table 4: List of colleagues providing additional support and information to the application

Name Role

Oliver George HR Systems Reporting Analyst from the HR Systems Team

Becki Lovelady Lead Data Analyst from the Directorate of Planning

Isabella Cox Project Coordinator, ‘Black Lawyers Matter’ project, School of Law

Dr. Emma Nichols Public Engagement Manager, School of Physics and Astronomy

Prof. Helen B eebee Director of Social Responsibility, School of Social Sciences Athena SWAN Patron

Emma Sanders Teaching and Learning Adviser, coordinator of the Differential Attainment Working Group, Directorate of Student Experience

Dr. Nicola Grayson My Learning Essentials team, The University of Manchester Library

Stephanie Lee Head of Student Recruitment, Widening Participation and Outreach, Student Recruitment and International Development, Department of Student Experience

Felicity Wicks Student Recruitment and Widening Participation Officer, Department of Student Experience

Ian Dannell Kevin Blake

Planning Officers from the Directorate of Planning

2c Involvement, consultation and communication

This section should include:

= how the staff and student survey was conducted, disseminated and analysed and how many staff and students responded (with specific reference to their ethnicity and nationality)

= how minority ethnic staff and students were further involved and consulted in the self-assessment and development of actions

= how relevant staff and student networks were involved (this may include a statement from any relevant networks)

= how you involved external interest groups, for example local race equality groups

= communications to all staff and students, including any faculty-level communications with staff

Our surveys and focus groups have enabled communication between staff and students into SAT discussions and vice versa. The REC Staff and Student surveys were promoted through internal communications channels, our online staff news portal ‘Staffnet’, the University and EDI Team’s social media accounts and those of our Schools, Directorates, Staff Network Groups and retweets by followers. The Student Union helped promote the REC survey to students. There were 556 responses in total (471 staff and 85 students).

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The EDI Team administered the REC survey with the clear message that results would be held within the EDI Team and all analysis would ensure no individuals were identifiable. It was also made clear that the survey had been developed through an independent organisation (ECU). The Race Equality work and survey featured in the President’s Weekly e-Update to encourage participation. Furthermore, the Chairs for the BAME Staff Network Group sent the link to its membership, and the Students Union Diversity Officer ensured the student survey was well advertised to our student body. It was recognised though that not all members of staff (e.g. Estates staff and House Services) have access to an online survey, we offered these staff the opportunity to complete a paper version of the survey available directly from the EDI Office. We also offered open meetings/focus groups (with time away from work agreed by managers) for these staff to additional feed through any concerns not covered in the survey or as an alternative method of communication to the REC survey for staff who may prefer to communicate face-to-face. Two such focus groups have been held to date. The BAME staff network group was also an excellent source of feedback from staff. In addition to the REC Staff and Student surveys undertaken (2014 and 2017) the University has also analysed (by ethnicity) the annual NSS Student Survey (2018, 51% response rate) and the biennially USS Staff Survey (last conducted 2017, 72% response rate). The survey results have been included in this submission as appropriate.

2d Future of the self-assessment team

Please outline:

= whether the team and/or specific team members will continue to be involved

= who will have overall responsibility for the action plan

= how the action plan will be monitored within other existing committees and structures, for example, the senior management team

= who will be responsible for the next application in four years; for example, will a different SAT be convened, how will the current team provide handover to that team

The self-assessment team will continue to meet three times a year and report annually on progress against the action plan to the HR sub-committee, the University’s Senior Leadership Team and Teaching and Learning Group. The action plan will also continue to be monitored at Faculty/Professional Services (PS) level through the individual E&D committees with clear links into Schools/Directorates responsibilities under the Charter. These Faculty/PS level E&D committees have representatives from each School/area, as well as representation of network groups, and report back to Heads of School and the PS Leadership Team. The EDI Team will continue to provide each Faculty/PS with an Equality Data Report, providing an overview of statistics for race, gender and disability. Since 2016, school-level race data has also been provided annually, we plan to supplement this by arranging for the EDI Data Analyst to present the data trends at each School for wider awareness-raising and discussion across the University. This framework and central source of support will allow the principles in relation to race equality and actions to be implemented.

Overall responsibility for the Race Charter Equality Mark action plan will continue to lie with the Vice-President for Social Responsibility. Individual members of the SAT will continue to

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work with and support the groups they represent to ensure that good practice is disseminated effectively and adopted across the institution. They will contribute to the continuing development of university-wide policies.

Membership of the SAT will be reviewed annually to ensure the team is representative of the whole of the institution. This will be done by annual open calls for members as well as specific invites to leads of any key working groups which form in the future. The team will be chaired by the Vice-President for Social Responsibility and supported by the Head of EDI and the EDI Charter Marks’ Coordinator, who will share responsibility for future applications, bringing both experience and continuity to the self-assessment process. We have recruited a University Race Equality Lead/Champion (0.2FTE allowance), a senior member of staff (Senior Lecturer, BAME, female) responsible for monitoring and progressing the action plan (reporting to the Vice-President for Social Responsibility), coordinating central activities relating to the Charter and assisting the work of the BAME Staff Network Group and relevant staff and student working groups.

Positive developments since the 2015 REC Bronze Award

The SAT has expanded representing a wider breadth of staff and students.

Achieved 2015 Bronze action 1 “To ensure that this action plan is embedded within the institution and that all actions are monitored regularly” through the consistent EDI assessment and reporting structure created for each Faculty and Central PS, ultimately informing SLT via the VP for Social Responsibility.

Continued or new issues:

SAT members currently have no workload allocation made to facilitate their role on the SAT. As such, their contribution is made on top of their additional contracted responsibilities.

Actions:

Action 2.1: Introduce a formal role description and time allocation for the Chair and

members of the University SAT and future REC Champions


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3 Institution and local context

3a Overview of your institution

Please include:

= size

= structure

= specialisms

= any other historical and/or background information that is relevant to your application The University of Manchester was formed in 2004 following the merger of the Victoria University of Manchester and UMIST, creating the UK’s largest single-site campus university. Located across central Manchester, The University is one of the city’s major employers. The University comprises three Faculties (Table 5), consisting of 17 Schools conducting teaching and research. The University currently (2017/18) has 4,644 academic and research staff (18.3% BAME), 5,443 Professional Services (PS) staff (12.4% BAME) and 37,826 students (46.5% BAME). Figures 2 and 3 below shows the pipeline from student-academic and research staff and of PS staff (with any unknown ethnicity data removed). Table 5: Schools housed in the three Faculties at The University of Manchester

Faculty of Biology, Medicine and Health (FBMH)

School of Medical Sciences

School of Biological Sciences

School of Health Sciences

Faculty of Science and Engineering (FSE)

School of Chemical Engineering and Analytical Science

School of Chemistry

School of Computer Sciences

School of Earth and Environmental Sciences

School of Electrical and Electronic Engineering

School of Materials

School of Mathematics

School of Mechanical, Aerospace and Civil Engineering

School of Physics and Astronomy

Faculty of Humanities (FHUM)

Alliance Manchester Business School

School of Arts, Languages and Cultures

School of Environment, Education and Development

School of Social Sciences

School of Law

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Figure 2: Profile of students, researchers and core academic staff, by ethnicity (2017) Note: 141 (0.4%) students, 150 (3%) Academic and Research staff have not disclosed ethnicity data and so are not displayed in the above chart. The percentages however have been calculated including these staff in the total.

Figure 3: Profile of PS Staff by grade and ethnicity (2017) Note: 105 (2%) PS staff have not disclosed ethnicity data and so are not displayed in the above chart. The percentages however have been calculated including these staff in the total. Each of our Schools conducts research and teaching and so utilise academic/research and professional support services staff. The commitment to equality, diversity and inclusion (EDI) is embedded at University, Faculty and School level, with EDI communication channels spanning from School-level up to Senior Leadership as depicted in Figure 1 (see Section 2, page 23). The University has held an Institutional Bronze Athena SWAN Award since 2008. Of our 17 Schools, we have 7 Silver Awards and 8 Bronze Awards (1 School awaiting notification following submission in November 2018, 1 School applying in 2019). Our School Athena SWAN SATs are annually provided with data reporting on the intersectionality of gender with

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ethnicity and so have awareness of race-related issues at local level which have been included in their actions. The University celebrates Black History Month (October) with a series of presentations, workshops and informal drop-in sessions dedicated to celebrating equality and culture. These events are advertised through our BAME Networks, EDI Unit and University intranet. The University and UK’s first Black Professor, Sir Arthur Lewis (1948-1956), is permanently commemorated through the University building in his name. Set in a central location which also serves a public thoroughfare, the building features a large photograph and key information about him to help raise the aspirations of students, staff and the local community who walk past (Figure 4).

Figure 4: Commemorative to Sir Arthur Lewis The University also has a number of key research centres, such as the Centre for Dynamics of ethnicity (CoDE) which the University supports through additional funding, including the Hallsworth Conference and Visiting Academics funds, our ESRC Impact Acceleration Account and the Faculty of Humanities Studentship fund. An affiliated member of CoDE (Claire Alexander) is an active member of the REC SAT and is a collaborator on ‘Our Migration Story’, an online resource designed to support teachers and students studying migration to Britain. The Ahmed Iqbal Ullah Race Relations Centre, an open access library specialising in the study of race, ethnicity and migration, is a part of the University. It is interesting to note from the 2017 REC survey that double the proportion of students compared to staff consider the ethnic/racial diversity of the University before applying to study/work here (42% students cf. 24% staff), see Figure 5.

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Figure 5: Staff and Student REC survey responses

3b Overview of the local population and context

With reference to:

= population demographics

= known racial tensions either specifically within local communities or linked to the institution’s staff and students

= how the institution engages with specific minority ethnic communities and how those communities engage with the institution

= where the institution recruits its professional and support staff, students and academics

= any other information your institution feels to be relevant

The 2017 Annual Population Survey for people in employment for the region revealed that 20.2% of the Black, Asian and Minority Ethnic (BAME) population were employed in Professional Occupations. Within the University, 24% of BAME PS staff are in Professional Occupations. The University has been monitoring this situation for a number of years as well as trailing initiatives to increase BAME representation at higher grades. Since our 2015 REC award, the University established a PS Equality and Diversity Working Group to develop actions to seek to increase the number of BAME staff in leadership positions.

Following the Manchester Arena bombing on 22 May 2017 Greater Manchester Police reported a sharp increase in religious and racially based hate-crime. In their most recent three-month reporting period 2060 incidences of race-related hate crime had been recorded (75% of all hate crimes). 664 crimes (24%), of which some may overlap with race-related crimes, were reported with religion as their motive. In the 2017 REC survey 57% of staff (64% BAME) and 58% of students (59% BAME) are aware of ethnic/racial tensions within the local community. Furthermore, 49% of staff and 67% of student responders said that the ethnic/racial diversity of the local population impacts on their day-to-day life. 66% of responders (55% BAME) to the REC survey agreed that they believed appropriate action

24% 27% 42%

52%

30% 27%

21%

19%

46% 46% 37%

30%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ALL BAME ALL BAME

STAFF STUDENTS

Responses to: I considered the ethnic/racial diversity of The University of Manchester before applying to work/study here.

disagree

neutral

agree

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would be taken if they reported race-related incidents (up from 59% agreement in 2014 REC survey). Of the 635 people who indicated they felt they had been discriminated against at work 16% felt it was due to their race (2017USS survey). Figure 6 shows how ethnic diversity impacts on their sense of belonging and desire to stay at the University.

Figure 6: Staff and Student REC survey responses

As part of the University’s harassment prevention approach the We Get It! campaign, which was launched in 2014 in conjunction with the Student’s Union has encouraged staff and students to challenge and report all forms of bullying, harassment and discrimination (Figure 7). Our 2015 action to drive awareness of this campaign has been effective with over 7000 people signing the pledge to stand up to harassment and ~80% awareness of all staff (USS2017 survey BAME staff positive responses: 72% academic, 74% research, 81% PS staff cf. White staff positive responses: 77% academic, 66% research, 84% PS staff). The University’s Report and Support online form originally developed in 2014 and was the first of its kind in the sector. The form allowed people to report incidents and speak with a trained Harassment Support Advisor (+52% from 2016 to 2017) or to report something anonymously (+140% from 2016 to 2017). In February 2017 we launched the new and improved Report & Support Platform https://www.reportandsupport.manchester.ac.uk/. Furthermore we have seen an increase to 82% in awareness of responsibilities in relation to the University’s Dignity at Work and Study Policy on bullying, harassment and discrimination.

Figure 7: We Get It! Anti-bullying and Harassment Campaign and Report & Support Platform

56% 72% 71%

85%

58% 65% 71% 78%

25%

16% 16% 0%

23% 18%

18% 19%

19% 12% 13% 15% 19% 17% 11% 4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ALL BAME ALL BAME ALL BAME ALL BAME

STAFF STUDENTS STAFF STUDENTS

.. my sense of belonging. .. my desire to stay.

Responses to: The ethnic/racial diversity of The University of Manchester impacts on ...

disagree

neutral

agree

https://www.reportandsupport.manchester.ac.uk/

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Led by the University of Manchester, ‘The Works’ is a one-stop shop supporting local people to find local jobs, develop skills and access training. We have two centres which are both in areas with a high BAME population to ensure reach and impact within the BAME community. Since its start in 2011 ‘The Works’ has helped 2,825 local people secure employment; 1,490 of these have been directly recruited by the University.

The Race Relations Resource Centre (part of the University) is one of Europe’s leading specialist libraries on migration, race and ethnicity. The centre is based at the city’s central library and engages directly with the community (for example delivering writing and embroidery workshops, supporting heritage projects, and hosting public engagement events including interactive exhibitions) as well as supporting local teachers in schools to deliver curriculum enrichment activities focused on key times in the BAME calendar. The centre engages with more than 5000 primary school children and over 700 secondary school children each year, as well as more than 150,000 adults from across the community.

International staff and students are supported through the University’s International Society and staff have access to International Staff Network Group and the extensive International Staff Handbook. More international students study at the University of Manchester than at any other UK university, with 160 nationalities coming together on campus. We work closely with overseas agents and foundation course providers, offer outstanding English language support and orientation programmes, and tour the world to meet prospective students face to face. Our teaching goes beyond our campus with a range of postgraduate distance-learning courses available to a global audience. We are firmly committed to ensuring higher education is accessible to all. We have a strong history of widening participation (WP) activities, addressing patterns of under-representation in higher education to target prospective students including those who are from low socio-economic groups or low HE participation postcodes; are first-generation HE attendees; are from below-average-performing school/college attendees; are care experienced; have a disability; are young carers; or are from under-represented ethnic backgrounds. Through our outreach work, we identify and attract the most talented students to Manchester, regardless of their backgrounds. As part of the WP work, the Manchester Access Programme (MAP) specifically allows us to target and support talented students from backgrounds currently under-represented in higher education. Year 12 students can choose from a menu of activities (some compulsory) to match their interest and skills and attend MAP activities on our campus to carry out their MAP academic assignment. The MAP programme offers a unique experience for potential students from underrepresented groups to increase skills in research; academic writing; communication; presenting; time management; independent learning and team working. Students are also prepared for the different types of teaching and learning at university and gain information about the different types of courses available and what it is like to be a university student.

Benefits of the MAP programme include:

Advice and guidance for UCAS applications and personal statements, an early decision on any University of Manchester application made.

Dependent upon household income, MAP students may also be eligible to receive a scholarship to assist with their undergraduate studies at the University.

Eligibility to receive a reduced offer of up to two A-level grades (or equivalent) below the standard entry offer.

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Table 6: Undergraduate, Postgraduate Taught and Postgraduate Research students in each given year who have previously undertaken the Manchester Access Programme (MAP) as Year 12 students prior to studying at The University of Manchester

Students with previous MAP experience

2015 2016 2017

UG

Total 630 512 638

BAME 452 407 520

% BAME 72% 79% 82%

PGT

Total 34 37 49

BAME 26 30 39

%BAME 76% 81% 80%

PGR

Total 10 9 9

BAME 5 4 4

% BAME 50% 44% 44%

Our academic and research staff vacancies are advertised on the University website using an online portal for processing applications. We also encourage our academics to use their networks to target and attract the best candidates and widen the range of applications we receive. Our research staff in particular benefit from our redeployment policy which enables those arriving at the end of a fixed-term contract to have first-access to suitable vacancies and the majority of our research staff are redeployed.

Our PS staff are largely recruited more locally. We advertise vacancies on our public-facing website, alongside academic and research posts. The University advertises vacancies as an employer of ‘local talent (we're one of the North West’s top employers) to global experts […] wholeheartedly committed to the well-being and career and personal development of our staff, and dedicated to equality, diversity and inclusion’. Our jobs page clearly links to information on our equality, diversity and inclusion commitment, including our latest Equality Data Report and Equality, Diversity and Inclusion Policy. Appropriate positive action statements are included to adverts where any occupational group, area or level has an underrepresentation of BAME staff (or other underrepresented group). We also support employment endeavours in the local community through our flagship initiative ‘The Works’.

Figure 8: Screenshots from our website detailing ‘benefits for working at the University’

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The 2017USS survey asked staff whether they ‘would recommend the University to a friend as a place to work’. The level of agreement was significantly positive (overall ~80%), with Asian and Black staff in particular showing huge improvements over their response two years earlier (Asian staff positive responses increased from 78% to 86% and Black staff responses from 74% to 92%). Similarly for students in the 2018 NSS survey 66% said that felt part of a community of staff and students (with 71% agreement from Asian students and 62% agreement from Black).

Positive developments since the 2015 REC Bronze Award

The continued development of the We Get It Campaign and the Report and Support Platform has seen some positive improvements.

An increase in the percentage of staff who believes race-related issues will be appropriately actioned by the University.


Little awareness of the Race Equality Charter amongst Research Staff.

Issues relating to racially motivated harassment and hate crime have increased in the Manchester area

A smaller percentage of BAME staff believes race-related issues will be appropriately actioned by the university compared to white staff.

Low awareness of the ‘We Get It’ campaign amongst white Research Staff.

Actions:

Continue 2015 Bronze Action 2: (i) further promote the University’s zero tolerance campaign to discrimination, bullying and harassment with a specific focus on race. Ensure this information and specific reference to the Race Equality Charter and related work is included in the newly-relaunched Research Staff Handbook. (ii) To better understand why staff and students don’t believe race-related incidents would be dealt with appropriately, by conducting focus groups, or expansion of the relevant question in subsequent University Staff Surveys/Race Equality Surveys.

New 2018 Bronze Action 3.1: To launch the ‘Speak Up, Stand Up’ active bystander campaign for staff and students. The campaign aims to empower people to safely speak out against all forms of harassment, sexual harassment, discrimination and hate crime, stereotypes and micro-aggressions, both online and in person, and to intervene where appropriate.

Section 3:1729 words

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4 Staff profile

Where possible for sections 4a and 4b below, please provide the data for each academic faculty/central department. Please also provide a brief overview statement on section 4 as a whole from the head of each faculty/central department, setting out their reaction to the data and priorities for action.

4a Academic staff

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues and trends in the ethnic profile of your UK and, separately, non-UK academic staff. Provide this information for:

= the institution as a whole

= each academic faculty

= each academic grade (where numbers are small, cluster relevant grades together)

= contract type (permanent/open-ended or fixed-term)

= full time/part-time contracts

= staff turnover rates

Please comment specifically on how the institution benchmarks the ethnic composition of its academic staff in the short and longer term, and what it is hoping to achieve.

Non-Academic teaching-only staff

In addition to the Academic and Research Staff discussed throughout this document, there are 276 (67 BAME, 24%; 202 White, 73%; 7 undisclosed, 3%) ‘teaching-only’ staff (not to be confused with Academics who have teaching-only contracts). These individuals are not on an academic pathway so are not included in further data/discussions for Academic and Research Staff. Table 7 shows they are split between FBMH and FHUM (55%/45%). Those in FBMH are clinical staff teaching a few hours a week, and those in FHUM are language tutors and teacher training tutors who are often employed on short-term (annual) contracts to reflect student numbers. 196 (71%) of non-academic teaching-only staff are on fixed-term contracts, although many are redeployed. In 2017, there were 56 (8 BAME, 14%; 42 White, 75%; 6 undisclosed, 11%) non-academic teaching-only staff that left the University mainly reflecting the end of contracts.

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Table 7: Non-academic teaching-only staff by Faculty and ethnicity

University of Manchester Non-Academic Teaching-Only Staff 2017

Nationality

White Asian Black Other/ Mixed

BAME Total Undisclosed

Total

Count %→ Count %→ Count %→ Count %→ Count %→ Count %→

Faculty of Biology, Medicine and Health (FBMH)

UK 104 73% 24 17% 2 1 % 7 5% 33 23% 5 4% 142

Non-UK 7 70% 1 10% 1 10%

0% 2 20% 1 10% 10

Not Known 1 100% 0% 0% 0% 0% 0% 1

FBMH Total 112 73% 25 16% 3 2% 7 5% 35 23% 6 4% 153


UK 52 82.5% 6 9.5% 2 3% 3 5% 11 18% 0% 63

Non-UK 38 63% 14 23% 3 5% 4 7% 21 35% 1 2% 60

Not Known

N/A

N/A

N/A

N/A

N/A

N/A FHUM Total 90 73% 20 16% 5 4% 7 6% 32 26% 1 1% 123

University Total

202 73% 45 16% 8 3% 14 5% 67 24% 7 3% 276

The Institution as a whole

Table 8 reveals that 18.3% of our academic and research staff are BAME (nationally 14% HESA). The number and proportion of BAME staff, including Black staff, at the University has increased over the past three years; however numbers are still low and of concern (UoM BAME: n=848, 18.3% in 2017 cf. n=744, 16.1% in 2015; UoM BLACK: n=45, 1.0% in 2017 cf. n=38, 0.8% in 2015), see Figure 10. Our total academic and research staff demographic is largely more diverse than the sector as a whole, we have a significantly higher proportion of non-UK BAME staff (11.3% UoM, cf. 7.6% HEI, see Table 8). The groups which we find are underrepresented at Manchester, as compared to national HEIs, are White UK (-1.6%), Black UK (-0.6%) and Black non-UK staff (-0.1%). The specific areas and job roles where underrepresentation is found, along with planned actions, are discussed in later sections. We are pleased to present our rates of non-disclosure are much lower than seen nationally (3.2% UoM cf. 8.2% HEI), driven by annual campaigns (such as shown below in Figure 9) to encourage staff to disclose equality data, but also fundamentally suggests staff confidence in the University’s appropriate use and storage of personal data.

Figure 9: Screenshots of campaign to encourage staff to update their equality data records

Note: the 2017 Institution total (n=4644) includes 96 staff (2%; 65 White/29 BAME/2 Unknown) based in the Cancer Research UK Manchester Institute, Faculty Offices, Office of the President and Vice Chancellor, Development and Alumni Relations or Cultural Institutes which are not included later in Faculty/School numbers.

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Table 8: Academic and Research Staff Ethnicity Profile, 2017 (UoM and HE Sector)

Ethnicity/ Nationality

University of Manchester 2017 Higher Education Sector 2017 UoM- Sector

Count %↓ Count %↓

White

UK 2639 56.8% 120805 58.4% -1.6%

Non-UK 1007 21.7% 40030 19.4% 2.3%

Not Known

0.0% 425 0.2% -0.2%

White Total 3646 78.5% 161255 78.0% 0.6%

Asian

UK 213 4.6% 7065 3.4% 1.2%

Non-UK 386 8.3% 10470 5.1% 3.3%

Not Known

0.0% 55 0.0% 0.0%

Asian Total 599 12.9% 17595 8.5% 4.4%

Black

UK 17 0.4% 1895 0.9% -0.6%

Non-UK 28 0.6% 1520 0.7% -0.1%

Not Known

0.0% 35 0.0% 0.0%

Black Total 45 1.0% 3445 1.7% -0.7%

Other/Mixed

UK 93 2.0% 3740 1.8% 0.2%

Non-UK 111 2.4% 3775 1.8% 0.6%

Not Known

0.0% 30 0.0% 0.0%

Other/Mixed Total

204 4.4% 7545 3.7% 0.7%

BAME

UK 323 7.0% 12705 6.1% 0.8%

Non-UK 525 11.3% 15765 7.6% 3.7%

Not Known

0.0% 115 0.1% -0.1%

BAME Total 848 18.3% 28585 13.8% 4.4%

Undisclosed

UK 54 1.2% 9830 2.8% -1.6%

Non-UK 95 2.0% 5790 4.8% -2.7%

Not Known 1 0.0% 1415 0.7% -0.7%

Undisclosed Total 150 3.2% 17030 8.2% -5.0%

Grand Total 4644 100% 206870 100% 100%

Figure 10: Historical data for BAME and White academic and research staff (2014/15-2016/17)

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Faculty Level

Table 9: Academic and research staff split by ethnicity, nationality across faculties (2017)

Faculty BAME White Undisclosed Total

Count %→ Count %→ Count %→ Count %→

Faculty of Biology, Medical and Health Sciences (FBMH)

UK Count 172 12.2% 1215 85.9% 27 1.9% 1414 100% %↓ 21.0% 33.9% 18.2% 31.1%

Non-UK Count 115 26.7% 293 68.0% 23 5.3% 431 100% %↓ 14.0% 8.2% 15.5% 9.5%

Not Known Count N/A N/A N/A N/A %↓ 0.0% 0.0% 0.0% 0.0%

FBMH Total Count 287 15.6% 1508 81.7% 50 2.7% 1845 100% %↓ 35.0% 42.1% 33.8% 40.6%

Faculty of Science and Engineering (FSE)

UK Count 91 11.4% 696 87.0% 13 1.6% 800 100% %↓ 11.1% 19.4% 8.8% 17.6%

Non-UK Count 268 39.4% 362 53.2% 50 7.4% 680 100% %↓ 32.7% 10.1% 33.8% 15.0%

Not Known Count 0.0% 0.0% 1 100% 1 100% %↓ 0.0% 0.0% 0.7% 0.0%

FSE Total Count 359 24.2% 1058 71.4% 64 4.3% 1481 100% %↓ 43.8% 29.5% 43.2% 32.6%


UK Count 57 7.5% 692 90.8% 13 1.7% 762 100% %↓ 7.0% 19.3% 8.8% 16.8%

Non-UK Count 116 25.2% 323 70.2% 21 4.6% 460 100% %↓ 14.2% 9.0% 14.2% 10.1%


FSE Total Count 173 14.2% 1015 83.1% 34 2.8% 1222 100% %↓ 21.1% 28.3% 23.0% 26.9%

ALL

UK Count 320 10.8% 2603 87.5% 53 1.8% 2976 100%

%↓ 39.1% 72.7% 35.8% 65.4%

Non-UK Count 499 31.8% 978 62.3% 94 6.0% 1571 100% %↓ 60.9% 27.3% 63.5% 34.5%

Not Known Count 0.0% 0.0% 1 100% 1 100% %↓ 0.0% 0.0% 0.7% 0.0%

FSE Total Count 819 18.0% 3581 78.7% 148 3.3% 4548 100% %↓ 100% 100% 100% 100%

Note, staff with roles in the Cancer Research UK Manchester Institute, Faculty Offices, Office of the President and Vice Chancellor, Development and Alumni Relations or Cultural Institutes are not included in the University Total above. This represents: 2017: 96 staff (2.1%; 65 White/29 BAME/2 undisclosed) 2016: 94 staff (60 White/32 BAME/2 undisclosed) – for Figure 5 2015: 87 staff (55 White/30 BAME/2 undisclosed) – for Figure 5

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Figure 11: BAME academic and research staff by Faculty (2015 – 2017). Table 10a: Faculty academic & research staff split by broad ethnicity categories (2017)

Faculty & UK/Non-UK

Asian Black Other/Mixed BAME Total White Undisclosed Total

Count %→ Count %→ Count %→ Count %→ Count %→ Count %→ Count %→

FBMH

UK Count 123 8.7% 6 0.4% 43 3.0% 172 12.2% 1215 85.9% 27 1.9% 1414 100%

%↓ 21.2% 13.3% 22.1% 21.0% 33.9% 18.2% 31.1%

Non- UK

Count 86 20.0% 5 1.2% 24 5.6% 115 26.7% 293 68.0% 23 5.3% 431 100%

%↓ 14.9% 11.1% 12.3% 14.0% 8.2% 15.5% 9.5%

Not Known

Count N/A N/A N/A N/A N/A N/A N/A

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

FBMH Total Count 209 11.3% 11 0.6% 67 3.6% 287 15.6% 1508 81.7% 50 2.7% 1845 100%

%↓ 36.1% 24.4% 34.4% 35.0% 42.1% 33.8% 40.6%

FSE

UK Count 61 7.6% 9 1.1% 21 2.6% 91 11.4% 696 87.0% 13 1.6% 800 100%

%↓ 10.5% 20.0% 10.8% 11.1% 19.4% 8.8% 17.6%

Non- UK

Count 209 30.7% 11 1.6% 48 7.1% 268 39.4% 362 53.2% 50 7.4% 680 100%

%↓ 36.1% 24.4% 24.6% 32.7% 10.1% 33.8% 15.0%

Not Known

Count 0.0% 0.0% 0.0% 0.0% 0.0% 1 100% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.7% 0.0%

FSE Total Count 270 18.2% 20 1.4% 69 4.7% 359 24.2% 1058 71.4% 64 4.3% 1481 100%

%↓ 46.6% 44.4% 35.4% 43.8% 29.5% 43.2% 32.6%

FHUM

UK Count 26 3.4% 2 0.3% 29 3.8% 57 7.5% 692 90.8% 13 1.7% 762 100%

%↓ 4.5% 4.4% 14.9% 7.0% 19.3% 8.8% 16.8%

Non- UK

Count 74 16.1% 12 2.6% 30 6.5% 116 25.2% 323 70.2% 21 4.6% 460 100%

%↓ 12.8% 26.7% 15.4% 14.2% 9.0% 14.2% 10.1%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

FHUM Total Count 100 8.2% 14 1.1% 59 4.8% 173 14.2% 1015 83.1% 34 2.8% 1222 100%

%↓ 17.3% 31.1% 30.3% 21.1% 28.3% 23.0% 26.9%

ALL

UK Count 210 19.7% 17 0.6% 93 3.1% 320 10.8% 2603 87.5% 53 1.8% 2976 100%

%↓ 36.3% 37.8% 47.7% 39.1% 72.7% 35.8% 65.4%

Non- UK

Count 369 66.8% 28 1.8% 102 6.5% 499 31.8% 978 62.3% 94 6.0% 1571 100%

%↓ 63.7% 62.2% 52.3% 60.9% 27.3% 63.5% 34.5%

Not Known

Count 0 0 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 100% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.7% 0.0%

Grand Total Count 579 12.7% 45 1.0% 195 4.3% 819 18.0% 3581 78.7% 148 3.3% 4548 100%

%↓ 100% 100% 100% 100% 100% 100% 100%

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Table 10b: Faculty academic & research staff split by detailed ethnicity categories (2017)

Ethnicity UK/Non-UK FBMH FSE FHUM All Staff


White

UK Count 1215 46.7% 696 26.7% 692 26.6% 2603 100%

%↓ 65.9% 47.0% 56.6% 57.2%

Non-UK Count 293 30.0% 362 37.0% 323 33.0% 978 100%

%↓ 15.9% 24.4% 26.4% 21.5% Not

Known

Count N/A N/A N/A N/A

%↓ 0.0% 0.0% 0.0% 0.0%

White Total Count 1508 42.1% 1058 29.5% 1015 28.3% 3581 100%

%↓ 81.7% 71.4% 83.1% 78.7%

Asian or Asian British

- Bangladeshi

UK Count 6 85.7% 1 14.3% 0.0% 7 100%

%↓ 0.3% 0.1% 0.0% 0.2% Non- UK

Count 3 20.0% 6 40.0% 6 40.0% 15 100%

%↓ 0.2% 0.4% 0.5% 0.3% Not

Known Count N/A N/A N/A N/A

%↓ 0.0% 0.0% 0.0% 0.0% Asian or Asian British -

Bangladeshi Total

Count 9 40.9% 7 31.8% 6 27.3% 22 100%

%↓ 0.5% 0.5% 0.5% 0.5%


- Indian

UK Count 45 72.6% 10 16.1% 7 11.3% 62 100%

%↓ 2.4% 0.7% 0.6% 1.4% Non- UK

Count 16 19.8% 51 63.0% 14 17.3% 81 100%

%↓ 0.9% 3.4% 1.1% 1.8% Not



Indian Total

Count 61 42.7% 61 42.7% 21 14.7% 143 100%

%↓ 3.3% 4.1% 1.7% 3.1%

Asian or Asian British - Pakistani

UK Count 28 68.3% 5 12.2% 8 19.5% 41 100%

%↓ 1.5% 0.3% 0.7% 0.9% Non- UK

Count 6 37.5% 7 43.8% 3 18.8% 16 100%

%↓ 0.3% 0.5% 0.2% 0.4% Not



Pakistani Total

Count 34 59.6% 12 21.1% 11 19.3% 57 100%

%↓ 1.8% 0.8% 0.9% 1.3%

Chinese

UK Count 27 36.5% 38 51.4% 9 12.2% 74 100%

%↓ 1.5% 2.6% 0.7% 1.6% Non- UK

Count 39 21.4% 109 59.9% 34 18.7% 182 100%

%↓ 2.1% 7.4% 2.8% 4.0% Not


%↓ 0.0% 0.0% 0.0% 0.0%

Chinese Total Count 66 25.8% 147 57.4% 43 16.8% 256 100%

%↓ 3.6% 9.9% 3.5% 5.6%

Other Asian background

UK Count 17 65.4% 7 26.9% 2 7.7% 26 100%

%↓ 0.9% 0.5% 0.2% 0.6% Non- UK

Count 22 29.3% 36 48.0% 17 22.7% 75 100%

%↓ 1.2% 2.4% 1.4% 1.6% Not


%↓ 0.0% 0.0% 0.0% 0.0% Other Asian

background Total

Count 39 38.6% 43 42.6% 19 18.8% 101 100%

%↓ 2.1% 2.9% 1.6% 2.2%

Asian Total Count 209 36.1% 270 46.6% 100 17.3% 579 100%

%↓ 11.3% 18.2% 8.2% 12.7%

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Black or Black British

– African

UK Count 4 26.7% 9 60.0% 2 13.3% 15 100%

%↓ 0.2% 0.6% 0.2% 0.3% Non- UK

Count 5 22.7% 9 40.9% 8 36.4% 22 100%

%↓ 0.3% 0.6% 0.7% 0.5% Not


%↓ 0.0% 0.0% 0.0% 0.0% Black or Black British -

African Total

Count 9 24.3% 18 48.6% 10 27.0% 37 100%

%↓ 0.5% 1.2% 0.8% 0.8%

Black or Black British - Caribbean

UK Count 2 100% 0.0% 0.0% 2 100%

%↓ 0.1% 0.0% 0.0% 0.0% Non- UK

Count 0.0% 0.0% 1 100% 1 100%

%↓ 0.0% 0.0% 0.1% 0.0% Not


%↓ 0.0% 0.0% 0.0% 0.0% Black or Black British -

Caribbean Total Count 2 66.7% 0.0% 1 33.3% 3 100%

%↓ 0.1% 0.0% 0.1% 0.1%

Other Black background

UK Count N/A N/A N/A N/A

%↓ 0.0% 0.0% 0.0% 0.0% Non- UK

Count 0.0% 2 40.0% 3 60.0% 5 100%

%↓ 0.0% 0.1% 0.2% 0.1% Not


%↓ 0.0% 0.0% 0.0% 0.0% Other Black

background Total

Count 0.0% 2 40.0% 3 60.0% 5 100%

%↓ 0.0% 0.1% 0.2% 0.1%

Black Total Count 11 24.4% 20 44.4% 14 31.1% 45 100%

%↓ 0.6% 1.4% 1.1% 1.0%

Arab

UK Count 4 57.1% 2 28.6% 1 14.3% 7 100%

%↓ 0.2% 0.1% 0.1% 0.2% Non- UK

Count 4 28.6% 8 57.1% 2 14.3% 14 100%

%↓ 0.2% 0.5% 0.2% 0.3% Not


%↓ 0.0% 0.0% 0.0% 0.0%

Arab Total Count 8 38.1% 10 47.6% 3 14.3% 21 100%

%↓ 0.4% 0.7% 0.2% 0.5%

Mixed - White and

Asian

UK Count 13 54.2% 4 16.7% 7 29.2% 24 100%

%↓ 0.7% 0.3% 0.6% 0.5% Non- UK

Count 4 57.1% 1 14.3% 2 28.6% 7 100%

%↓ 0.2% 0.1% 0.2% 0.2% Not


%↓ 0.0% 0.0% 0.0% 0.0% Mixed - White and

Asian Total

Count 17 54.8% 5 16.1% 9 29.0% 31 100%

%↓ 0.9% 0.3% 0.7% 0.7%

Mixed - White and

Black African

UK Count 4 80.0% 1 20.0% 0.0% 5 100%

%↓ 0.2% 0.1% 0.0% 0.1% Non- UK

Count 0.0% 1 100% 0.0% 1 100%

%↓ 0.0% 0.1% 0.0% 0.0% Not


%↓ 0.0% 0.0% 0.0% 0.0% Mixed - White and Black African Total

Count 4 66.7% 2 33.3% 0.0% 6 100%

%↓ 0.2% 0.1% 0.0% 0.1%

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Mixed - White and

Black Caribbean

UK Count 2 50.0% 0.0% 2 50.0% 4 100%

%↓ 0.1% 0.0% 0.2% 0.1% Non- UK

Count 1 50.0% 1 50.0% 0.0% 2 100%

%↓ 0.1% 0.1% 0.0% 0.0% Not


%↓ 0.0% 0.0% 0.0% 0.0% Mixed - White and

Black Caribbean Total

Count 3 50.0% 1 16.7% 2 33.3% 6 100%

%↓ 0.2% 0.1% 0.2% 0.1%

Other Ethnic background

UK Count 11 32.4% 11 32.4% 12 35.3% 34 100%

%↓ 0.6% 0.7% 1.0% 0.7% Non- UK

Count 8 15.7% 26 51.0% 17 33.3% 51 100%

%↓ 0.4% 1.8% 1.4% 1.1% Not


%↓ 0.0% 0.0% 0.0% 0.0% Other Ethnic

background Total

Count 19 22.4% 37 43.5% 29 34.1% 85 100%

%↓ 1.0% 2.5% 2.4% 1.9%

Other Mixed background

UK Count 9 47.4% 3 15.8% 7 36.8% 19 100%

%↓ 0.5% 0.2% 0.6% 0.4% Non- UK

Count 7 25.9% 11 40.7% 9 33.3% 27 100%

%↓ 0.4% 0.7% 0.7% 0.6% Not


%↓ 0.0% 0.0% 0.0% 0.0% Other Mixed

Background Total

Count 16 34.8% 14 30.4% 16 34.8% 46 100%

%↓ 0.9% 0.9% 1.3% 1.0%

BAME Total

UK Count 172 53.8% 91 28.4% 57 17.8% 320 N/A

%↓ 9.3% 6.1% 4.7% 7.0% Non- UK

Count 115 23.0% 268 53.7% 116 23.2% 499 100%

%↓ 6.2% 18.1% 9.5% 11.0% Not

Known Count N/A N/A N/A 100%

%↓ 0.0% 0.0% 0.0% 0.0%

BAME Total Count 287 35.0% 359 43.8% 173 21.1% 819 100%

%↓ 15.6% 24.2% 14.2% 18.0%

Undisclosed

UK Count 27 50.9% 13 24.5% 13 24.5% 53 100%

%↓ 54.0% 20.3% 38.2% 35.8% Non- UK

Count 23 24.5% 50 53.2% 21 22.3% 94 100%

%↓ 46.0% 78.1% 61.8% 63.5% Not

Known Count 0 0.0% 1 100% 0 0.0% 1 100%

%↓ 0.0% 1.6% 0.0% 0.7%

Undisclosed Total Count 50 33.8% 64 43.2% 34 23.0% 148 100%

%↓ 2.7% 4.3% 2.8% 3.3%

Grand Total Count 1845 40.6% 1481 32.6% 1222 26.9% 4548 100%

%↓ 100% 100% 100% 100%

The Faculty of Science and Engineering has the largest proportion of BAME academic and research staff (24.2% FSE cf. 15.6% FBMH, 14.2% FHUM). All are higher than the 13.8% seen for the sector. Figures 13a-c show however that the majority of BAME academic and research staff in each of the faculties are concentrated at the lower grades. Whilst there has been an increased number of BAME staff in each faculty and at each grade, this increase, as a proportion of total staff at each grade, has been disappointingly modest with very little impact on the distribution of BAME staff through the grades:

FSE: 68% BAME at research staff grades in 2015 – 70% in 2017, 7.7% BAME staff at Professorial grades in 2015 – 7.5% in 2017

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FHUM: 16.2% BAME at research staff grades in 2015 – 22.5% in 2017, 18.3% BAME staff at Professorial grades in 2015 – 16.7% in 2017

FBMH: 68% BAME at research staff grades in 2015 – 63% in 2017, 5.5% BAME staff at Professorial grades in 2015 – 6.3% in 2017

The largest representation of BAME staff in each faculty is at Research Staff level and, of these, 72% of BAME Research Staff at the University are of non-UK nationality (Table 11). The lowest represented group overall is Black UK academic and research staff (Table 12), we especially note the very small numbers of Black or Black British-Caribbean staff specifically (Table 10b). We have devised a number of actions to improve the promotion of BAME staff through the pipeline and these are summarised at the end of this section. Table 11: Academic and Research Staff split by ethnicity and Job Type (2017)

Job Type UK/Non-UK BAME White Undisclosed Grand Total


Professor

UK Count 53 8.1% 599 91.5% 3 0.5% 655 100% %↓ 6.3% 16.4% 2.0% 14.1%

Non-UK Count 21 11.2% 160 85.1% 7 3.7% 188 100% %↓ 2.5% 4.4% 4.7% 4.0%


Professor Total Count 74 8.8% 759 90.0% 10 1.2% 843 100% %↓ 8.7% 20.8% 6.7% 18.2%

Reader

UK Count 15 13.3% 95 84.1% 3 2.7% 113 100% %↓ 1.8% 2.6% 2.0% 2.4%

Non-UK Count 6 14.0% 35 81.4% 2 4.7% 43 100% %↓ 0.7% 1.0% 1.3% 0.9%


Reader Total Count 21 13.5% 130 83.3% 5 3.2% 156 100% %↓ 2.5% 3.6% 3.3% 3.4%

Senior

Lecturer

UK Count 41 8.2% 456 91.2% 3 0.6% 500 100% %↓ 4.8% 12.5% 2.0% 10.8%

Non-UK Count 36 25.7% 101 72.1% 3 2.1% 140 100% %↓ 4.2% 2.8% 2.0% 3.0%


Senior Lecturer Total Count 77 12.0% 557 87.0% 6 0.9% 640 100% %↓ 9.1% 15.3% 4.0% 13.8%

Lecturer

UK Count 77 11.7% 568 86.3% 13 2.0% 658 100% %↓ 9.1% 15.6% 8.7% 14.2%

Non-UK Count 107 28.7% 245 65.7% 21 5.6% 373 100% %↓ 12.6% 6.7% 14.0% 8.0%


Lecturer Total Count 184 17.8% 813 78.9% 34 3.3% 1031 100% %↓ 21.7% 22.3% 22.7% 22.2%

Research staff

UK Count 137 12.6% 921 84.5% 32 2.9% 1090 100% %↓ 16.2% 25.3% 21.3% 23.5%

Non-UK Count 355 40.2% 466 52.8% 62 7.0% 883 100% %↓ 41.9% 12.8% 41.3% 19.0%

Not Known Count 0.0% 0.0% 1 100% 1 100% %↓ 0.0% 0.0% 0.7% 0.0%

Research staff Total Count 492 24.9% 1387 70.3% 95 4.8% 1974 100% %↓ 58.0% 38.0% 63.3% 42.5%

All Academic Staff Count 848 18.3% 3646 78.5% 150 3.2% 4644 100% %↓ 100% 100% 100% 100%

41

Figure 12: Academic staff profile by career level and ethnicity (2014/15 – 2017/18) Table 12: The number and proportion of Staff at each academic career level by detailed ethnic groups and nationality

Job Type UK/Non-UK Asian Black Other/Mixed BAME Total White Undisclosed Total


Professor

UK Count 36 5.5% 1 0.2% 16 2.4% 53 8.1% 599 91.5% 3 0.5% 655 100%

%↓ 6.0% 2.2% 7.8% 6.3% 16.4% 2.0% 14.1%

Non-UK Count 18 9.6% 2 1.1% 1 0.5% 21 11.2% 160 85.1% 7 3.7% 188 100%

%↓ 3.0% 4.4% 0.5% 2.5% 4.4% 4.7% 4.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Professor Total Count 54 6.4% 3 0.4% 17 2.0% 74 8.8% 759 90.0% 10 1.2% 843 100%

%↓ 9.0% 6.7% 8.3% 8.7% 20.8% 6.7% 18.2%

Reader

UK Count 7 6.2% 2 1.8% 6 5.3% 15 13.3% 95 84.1% 3 2.7% 113 100%

%↓ 1.2% 4.4% 2.9% 1.8% 2.6% 2.0% 2.4%

Non-UK Count 4 9.3% 1 2.3% 1 2.3% 6 14.0% 35 81.4% 2 4.7% 43 100%

%↓ 0.7% 2.2% 0.5% 0.7% 1.0% 1.3% 0.9%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Reader Total Count 11 7.1% 3 1.9% 7 4.5% 21 13.5% 130 83.3% 5 3.2% 156 100%

%↓ 1.8% 6.7% 3.4% 2.5% 3.6% 3.3% 3.4%

Senior Lecturer

UK Count 25 5.0% 1 0.2% 15 3.0% 41 8.2% 456 91.2% 3 0.6% 500 100%

%↓ 4.2% 2.2% 7.4% 4.8% 12.5% 2.0% 10.8%

Non-UK Count 27 19.3% 2 1.4% 7 5.0% 36 25.7% 101 72.1% 3 2.1% 140 100%

%↓ 4.5% 4.4% 3.4% 4.2% 2.8% 2.0% 3.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Senior Lecturer Total

Count 52 8.1% 3 0.5% 22 3.4% 77 12.0% 557 87.0% 6 0.9% 640 100%

%↓ 8.7% 6.7% 10.8% 9.1% 15.3% 4.0% 13.8%

Lecturer

UK Count 49 7.4% 6 0.9% 22 3.3% 77 11.7% 568 86.3% 13 2.0% 658 100%

%↓ 8.2% 13.3% 10.8% 9.1% 15.6% 8.7% 14.2%

Non-UK Count 70 18.8% 8 2.1% 29 7.8% 107 28.7% 245 65.7% 21 5.6% 373 100%

%↓ 11.7% 17.8% 14.2% 12.6% 6.7% 14.0% 8.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

42

Lecturer Total Count 119 11.5% 14 1.4% 51 4.9% 184 17.8% 813 78.9% 34 3.3% 1031 100%

%↓ 19.9% 31.1% 25.0% 21.7% 22.3% 22.7% 22.2%

Research staff

UK Count 96 8.8% 7 0.6% 34 3.1% 137 12.6% 921 84.5% 32 2.9% 1090 100%

%↓ 16.0% 15.6% 16.7% 16.2% 25.3% 21.3% 23.5%

Non-UK Count 267 30.2% 15 1.7% 73 8.3% 355 40.2% 466 52.8% 62 7.0% 883 100%

%↓ 44.6% 33.3% 35.8% 41.9% 12.8% 41.3% 19.0%

Not Known

Count 0.0% 0.0% 0.0% 0.0% 0.0% 1 100% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.7% 0.0%

Research staff Total

Count 363 18.4% 22 1.1% 107 5.4% 492 24.9% 1387 70.3% 95 4.8% 1974 100%

%↓ 60.6% 48.9% 52.5% 58.0% 38.0% 63.3% 42.5%

All Academic Staff

Count 599 12.9% 45 1.0% 204 4.4% 848 18.3% 3646 78.5% 150 3.2% 4644 100%

%↓ 100% 100% 100% 100% 100% 100% 100%

Table 12 reveals 8.7% of BAME academic and research staff are at Professorial grade, compared to 20.8% of white academic and research staff. However when analysing the data by UK/non-UK differences, we find that non-UK BAME academic and research staff show greater absence at the highest academic and research staff grade, with only 4% at Professorial grades (compared to 16% of UK BAME/15.8% non-UK white/22.6% UK white academic and research staff). Almost a 2/3rd drop is observed at each stage during the movement from Research Staff to Lecturer and Lecturer to Senior Lecturer (2017: 355 non-UK BAME Research Staff -> 107 non-UK BAME Lecturers -> 36 non-UK BAME Senior Lecturers). 58% of BAME academic and research staff are early- career researchers (cf. 38% of white academic and research staff) and 22.2% are Lecturers. Of the Professoriate 8.7% are BAME (2% Female BAME), which is the same as the national average. The career trajectory for male BAME academic staff follows the same pattern as that seen for white males and females (decreasing numbers until Reader level and then a rise in the number at Professor level). We do see a slight rise from Reader to Professor for female BAME academics but this is significantly lower (2 fold increase compared to 4 fold for male BAME professors and 5 and 6 fold increase for white female and male professors respectively). Action 5.2 (Section 5) is to offer tailored support targeted minority groups for exploring the promotions process and making applications to all academic grades, including from Research Staff to Lecturer.

Figure 13a: BAME academic and research staff by career level for FHUM (2014/15–2017/18)

43

Figure 13b: BAME academic and research staff by career level for FSE (2014/15 – 2017/18)

Figure 13c: BAME academic and research staff by career level for FBMH (2014/15 – 2017/18)

44

Intersectionality

Overall there are 1888 (47%) female Academic and Research Staff at the University, (Table 13a). Of the females 38% are Research Associates and 24% are Lecturers (bolded column). Of the Professoriate 24% are female (2%F BAME Professors, Table 13b), which is the same as the national average (2%F BAME HESA2017). The career trajectory for male BAME academic staff follows the same pattern as that seen for white males and females (decreasing numbers until Reader level and then a rise in the number at Professor level). We do see a slight rise from Reader to Professor for female BAME academics but this is significantly lower (2 fold increase compared to 4 fold for male BAME professors and 5 and 6 fold increase for white female and male professors respectively).

Table 13a: Proportion of academic and Research Staff split by gender and job type (2017)

Job Type Female Male Total

Number %* %^ Number %* %^ Number %*

Professor 206 11% 24% 637 23% 76% 843 18%

Reader 45 2% 29% 111 4% 71% 156 3%

Senior Lecturer 259 14% 40% 381 14% 60% 640 14%

Lecturer 456 24% 44% 575 21% 56% 1031 22%

Senior Research Fellow 15 1% 56% 12 0% 44% 27 1%

Research Fellow 187 10% 47% 209 8% 53% 396 9%

Research Associate 720 38% 46% 831 30% 54% 1551 33%

Total Academic & Research Staff

1888 100% 47% 2756 100% 53% 4644 100%

* within a gender, the percentage of staff in each job type (compare vertically) ^ within a job type, the percentage of staff who are female/male (compare horizontally)

Table 13b: Academic and Research Staff split by gender and ethnicity (2017)

2017 BAME White Total

Count %* %^ Count %* %^ Count %*

Aca

dem

ic a

nd

Res

earc

h S

taff

Professor Female 15 2% 7% 188 5% 93% 203 5%

Male 59 7% 9% 571 16% 91% 630 14%

Reader Female 7 1% 17% 35 1% 83% 42 1%

Male 14 2% 13% 95 3% 87% 109 2%

Senior Lecturer

Female 20 2% 8% 238 7% 92% 258 6%

Male 57 7% 15% 319 9% 85% 376 8%

Lecturer Female 75 9% 17% 368 10% 83% 443 10%

Male 109 13% 20% 445 12% 80% 554 12%

Senior Research Fellow

Female 2 0% 13% 13 0% 87% 15 0%

Male 1 0% 10% 9 0% 90% 10 0%

Research Fellow

Female 35 4% 20% 144 4% 80% 179 4%

Male 42 5% 22% 152 4% 78% 194 4%

Research Associate

Female 158 19% 23% 541 15% 77% 699 16%

Male 254 30% 32% 528 14% 68% 782 17%

Total 848 100% 19% 3646 100% 81% 4494 100%

Note: 150 (3%) staff with missing Ethnicity data have been removed from the table.

45

Contract Type

Table 14 shows a disproportionate number of BAME staff on Fixed-Term Contracts (63% of BAME staff compared with 44% white), with very little difference between ethnic groups (64% of Asian, 60% of Black and 59% of other/mixed academic and research staff). This is directly related to the disproportionate presence of BAME staff on researcher contracts which are almost entirely fixed-term, linked to finite funding. Action 4.1 is designed to support the movement of fixed-term staff through into open-ended contracts.

Action 4.1: Continue to monitor Fixed Term Contracts (FTC) and outcomes data, explore options for increasing redeployment prospects for staff linking to PDR conversations, training encouragement and use of extended access and bridging funds.

Table 14: Academic & research staff by broad ethnicity groups by contract type (2017/18)

Position Type

UK/Non-UK Asian Black Other/Mixed BAME Total White Undisclosed Total


Permanent

UK Count 104 6.0% 9 0.5% 50 2.9% 163 9.4% 1558 89.7% 15 0.9% 1736 100%

%↓ 17.4% 20.0% 24.5% 19.2% 42.7% 10.0% 37.4%

Non- UK

Count 111 16.5% 9 1.3% 32 4.7% 152 22.6% 494 73.3% 28 4.2% 674 100%

%↓ 18.5% 20.0% 15.7% 17.9% 13.5% 18.7% 14.5%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Permanent Total Count 215 8.9% 18 0.7% 82 3.4% 315 13.1% 2052 85.1% 43 1.8% 2410 100%

%↓ 35.9% 40.0% 40.2% 37.1% 56.3% 28.7% 51.9%

Open-Ended

UK Count 0.0% 0.0% 0.0% 0.0% 4 100% 0.0% 4 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.1% 0.0% 0.1%

Non- UK


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Open-Ended Total Count 0.0% 0.0% 0.0% 0.0% 4 100% 0.0% 4 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.1% 0.0% 0.1%

Fixed-Term

UK Count 109 8.6% 8 0.6% 43 3.4% 160 12.6% 1074 84.4% 39 3.1% 1273 100%

%↓ 18.2% 17.8% 21.1% 18.9% 29.5% 26.0% 27.4%

Non- UK

Count 275 28.9% 19 2.0% 78 8.2% 372 39.1% 513 53.9% 67 7.0% 952 100%

%↓ 45.9% 42.2% 38.2% 43.9% 14.1% 44.7% 20.5%

Not Known

Count 0.0% 0.0% 0.0% 0.0% 0.0% 1 100% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.7% 0.0%

Fixed-Term Total Count 384 17.3% 27 1.2% 121 5.4% 532 23.9% 1587 71.3% 107 4.8% 2226 100%

%↓ 64.1% 60.0% 59.3% 62.7% 43.5% 71.3% 47.9%

Second-ment

UK Count 0.0% 0.0% 0.0% 0.0% 3 100% 0.0% 3 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.1% 0.0% 0.1%

Non- UK

Count 0.0% 0.0% 1 100% 1 100% 0.0% 0.0% 1 100%

%↓ 0.0% 0.0% 0.5% 0.1% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Secondment Total Count 0.0% 0.0% 1 25.0% 1 25.0% 3 75.0% 0.0% 4 100%

%↓ 0.0% 0.0% 0.5% 0.1% 0.1% 0.0% 0.1%

All Academic Staff Count 599 12.9% 45 1.0% 204 4.4% 848 18.3% 3646 78.5% 150 3.2% 4644 100%

%↓ 100% 100% 100% 100% 100% 100% 100%

46

Figure 14: BAME academic staff per contract type (2014/15 – 2017/18)

Full-time/Part-time

Table 15 shows that 90% of BAME academic and research staff are on full-time contracts (cf. 83% White staff), with very little difference between ethnic groups (91% of Asian, 93% of Black and 87% of other/mixed academic and research staff).

Table 15: Academic & research staff split by ethnicity by mode of employment (2017)

Mode UK/Non-UK Asian Black

Other/ Mixed

BAME Total White Un-disclosed All

Academic Staff


Full-Time

UK Count 172 7.1% 15 0.6% 79 3.3% 266 11.0% 2110 87.1% 46 1.9% 2422 100%

%↓ 28.7% 33.3% 38.7% 31.4% 57.9% 30.7% 52.2%

Non-UK Count 371 24.9% 27 1.8% 99 6.7% 497 33.4% 902 60.7% 88 5.9% 1487 100%

%↓ 61.9% 60.0% 48.5% 58.6% 24.7% 58.7% 32.0%

Not Known

Count 0.0% 0.0% 0.0% 0.0% 0.0% 1 100% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.7% 0.0%

Full-Time Total Count 543 13.9% 42 1.1% 178 4.6% 763 19.5% 3012 77.0% 135 3.5% 3910 100%

%↓ 90.7% 93.3% 87.3% 90.0% 82.6% 90.0% 84.2%

Part-Time

UK Count 41 6.9% 2 0.3% 14 2.4% 57 9.6% 529 89.1% 8 1.3% 594 100%

%↓ 6.8% 4.4% 6.9% 6.7% 14.5% 5.3% 12.8%

Non-UK Count 15 10.7% 1 0.7% 12 8.6% 28 20.0% 105 75.0% 7 5.0% 140 100%

%↓ 2.5% 2.2% 5.9% 3.3% 2.9% 4.7% 3.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Part-Time Total

Count 56 7.6% 3 0.4% 26 3.5% 85 11.6% 634 86.4% 15 2.0% 734 100%

%↓ 9.3% 6.7% 12.7% 10.0% 17.4% 10.0% 15.8%

All Academic Staff

Count 599 12.9% 45 1.0% 204 4.4% 848 18.3% 3646 78.5% 150 3.2% 4644 100%

%↓ 100% 100% 100% 100% 100% 100% 100%

47

Figure 15: Academic and research staff on part time contracts (2015 – 2017)

Turnover

Table 16: Academic & research staff turnover rates (2016/17)

Ethnicity UK/Non-UK Employed on the 31/07/2017 Leavers 2016/17 Turnover Rate

Asian

UK 213 34 16.0%

Non-UK 386 80 20.7%

Not Known N/A

Asian Total 599 114 19.0%

Black

UK 17 5 29.4%

Non-UK 28 6 21.4%

Not Known N/A

Black Total 45 11 24.4%

Other/Mixed

UK 93 14 15.1%

Non-UK 111 31 27.9% Not Known N/A

Other/Mixed Total 204 45 22.1%

BAME Total 848 170 20.0%

White

UK 2639 346 13.1% Non-UK 1007 189 18.8%

Not Known N/A

White Total 3646 535 14.7%

Undisclosed 150 28 18.7%

Grand Total 4644 733 15.8%

48

Figure 16: Turnover rates of academic and research staff by ethnicity (2015-2017).

Our BAME staff present a greater turnover than our white staff (20% BAME cf. 14.7% White, Table 16). However the majority of all leavers were on fixed-term contracts (83.3% of all leavers across the University). 90.6% of BAME leavers were on fixed-term contracts, Black leavers specifically were entirely on fixed- term contracts (Table 18). This reflects earlier discussions around the disproportionate number of BAME academic and research staff on fixed-term contract and action 4.1 to support the movement of eligible staff into open-ended contracts. Encouragingly, only 9.4% of BAME staff, compared to 19.4% of white staff left a permanent role, this reflects staff satisfaction with their employment as measured in the 2017USS, whereby only 29% of BAME staff reported thoughts about leaving (15% actively seeking to leave) compared with 34% and 17% of white staff respectively (Tables 17a&b) Interestingly, BAME research staff showed the least desire to leave (25% thinking about leaving and 16% actively seeking to leave), suggesting that constructive action to support their development into permanent academic positions at the University would have a positive impact. The reasons why staff leave a permanent role are unclear; Action 4.2 specifically outlines the plan to introduce exit surveys in order to determine whether there are any trends affecting turnover.

Action 4.2: Implement Exit Questionnaire whilst continuing to capture leavers’ data and monitor reasons for leaving.

Table 17: Response rates of staff to 2017USS survey question agreeing with statements:

a) I often think about leaving the

University b) I am actively seeking to leave the

employment of the University

White BAME White BAME

Academic 40% 30% 18% 12%

Research 40% 25% 21% 16%

PS 30% 31% 16% 17%

Total 34% 29% 17% 15%

49

Table 18: Academic and research staff leavers by UK/non-UK and contract type (2016/17)

Position Status

UK/Non-UK Asian Black Other/Mixed BAME Total White Undisclosed Total


Permanent

UK Count 9 9.7% 0.0% 1 1.1% 10 10.8% 83 89.2% 0.0% 93 100%

%↓ 7.9% 0.0% 2.2% 5.9% 15.5% 0.0% 12.7%

Non-UK

Count 5 17.2% 0.0% 1 3.4% 6 20.7% 21 72.4% 2 6.9% 29 100%

%↓ 4.4% 0.0% 2.2% 3.5% 3.9% 7.1% 4.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Permanent Count 14 11.5% 0.0% 2 1.6% 16 13.1% 104 85.2% 2 1.6% 122 100%

%↓ 12.3% 0.0% 4.4% 9.4% 19.4% 7.1% 16.6%

Open-Ended

UK Count 0.0% 0.0% 0.0% 0.0% 1 100% 0.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.2% 0.0% 0.1%

Non-UK


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Open-Ended Total

Count 0.0% 0.0% 0.0% 0.0% 1 100% 0.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.2% 0.0% 0.1%

Fixed-Term

UK Count 25 7.9% 5 1.6% 13 4.1% 43 13.6% 262 82.9% 11 3.5% 316 100%

%↓ 21.9% 45.5% 28.9% 25.3% 49.0% 39.3% 43.1%

Non-UK

Count 75 25.5% 6 2.0% 30 10.2% 111 37.8% 168 57.1% 15 5.1% 294 100%

%↓ 65.8% 54.5% 66.7% 65.3% 31.4% 53.6% 40.1%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Fixed-Term Count 100 16.4% 11 1.8% 43 7.0% 154 25.2% 430 70.5% 26 4.3% 610 100%

%↓ 87.7% 100% 95.6% 90.6% 80.4% 92.9% 83.2%

All Leavers Count 114 15.6% 11 1.5% 45 6.1% 170 23.2% 535 73.0% 28 3.8% 733 100%

%↓ 100% 100% 100% 100% 100% 100% 100%

50

4b Professional and support staff

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues and trends in the ethnic profile of your UK and, separately, non-UK professional and support staff. Provide this information for:

= the institution as a whole

= each central department (and where relevant, each academic faculty)

= each professional and support staff grade (where numbers are small, cluster relevant grades together)



= staff turnover rates

Please comment specifically on how the institution benchmarks the ethnic composition of its professional and support staff in the short and longer term, and what it is hoping to achieve. The Institution as a whole

Table 19: Professional Services (PS) Staff Ethnicity Profile, 2017 (UoM and HE Sector) Ethnicity/

Nationality

University of Manchester 2017 Higher Education Sector 2017 UoM- Sector

Count %↓ Count %↓

White

UK 4674 81.2% 164465 77.3% 3.9% Non-UK 299 5.2% 14420 6.8% -1.6%

Not Known 3 0.1% 625 0.3% -0.2% White Total 4976 86.5% 179510 84.3% 2.1%

Asian UK 247 4.3% 8730 4.1% 0.2%

Non-UK 64 1.1% 2945 1.4% -0.3% Not Known 0.0% 30 0.0% 0.0% Asian Total 311 5.4% 11705 5.5% -0.1%

Black UK 154 2.7% 4485 2.1% 0.6%

Non-UK 40 0.7% 1650 0.8% -0.1% Not Known 0.0% 30 0.0% 0.0% Black Total 194 3.4% 6165 2.9% 0.5%

Other/Mixed UK 130 2.3% 3765 1.8% 0.5%

Non-UK 39 0.7% 1285 0.6% 0.1% Not Known 0.0% 15 0.0% 0.0%

Other/Mixed Total 169 2.9% 5070 2.4% 0.6% BAME

UK 531 9.2% 16980 8.0% 1.2% Non-UK 143 2.5% 5880 2.8% -0.3%

Not Known 0 0.0% 80 0.0% 0.0% BAME Total 674 11.7% 22940 10.8% 0.9% Undisclosed

UK 92 1.6% 8135 3.8% -2.2% Non-UK 9 0.2% 1465 0.7% -0.5%

Not Known 4 0.1% 790 0.4% -0.3% Undisclosed Total 105 1.8% 10390 4.9% -3.1%

Grand Total 5755 100% 212835 100%

51

Figure 17: Historical data for BAME and White PS staff (2014/15-2016/17)

Table 20: PS staff numbers by employment area, nationality and ethnicity 2017

Faculty BAME White Undisclosed Total


Faculty of Biology, Medical and Health Sciences (FBMH)

UK Count 117 11.3% 904 87.3% 15 1.4% 1036 100% %↓ 17.4% 18.2% 14.3% 18.0%

Non-UK Count 36 37.1% 60 61.9% 1 1.0% 97 100%

%↓ 5.3% 1.2% 1.0% 1.7%

Not Known Count N/A N/A N/A N/A

%↓ 0.0% 0.0% 0.0% 0.0%

FBMH Total Count 153 13.5% 964 85.1% 16 1.4% 1133 100%

%↓ 22.7% 19.4% 15.2% 19.7% Cancer Research UK Manchester Institute (CRUKMI)

UK Count 21 10.4% 179 88.6% 2 1.0% 202 100%

%↓ 3.1% 3.6% 1.9% 3.5%

Non-UK Count 7 30.4% 15 65.2% 1 4.3% 23 100%

%↓ 1.0% 0.3% 1.0% 0.4%

Not Known Count 0.0% 1 100% 0.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0%

CRUKMI Total Count 28 12.4% 195 86.3% 3 1.3% 226 100%

%↓ 4.2% 3.9% 2.9% 3.9% Faculty of Science and Engineering (FSE)

UK Count 65 8.3% 700 89.9% 14 1.8% 779 100%

%↓ 9.6% 14.1% 13.3% 13.5%

Non-UK Count 23 29.1% 51 64.6% 5 6.3% 79 100%

%↓ 3.4% 1.0% 4.8% 1.4%


%↓ 0.0% 0.0% 0.0% 0.0%

FSE Total Count 88 10.3% 751 87.5% 19 2.2% 858 100%

%↓ 13.1% 15.1% 18.1% 14.9%

52


UK Count 47 8.0% 529 89.8% 13 2.2% 589 100%

%↓ 7.0% 10.6% 12.4% 10.2%

Non-UK Count 13 20.6% 49 77.8% 1 1.6% 63 100%

%↓ 1.9% 1.0% 1.0% 1.1%


%↓ 0.0% 0.0% 0.0% 0.0%

FHUM Total Count 60 9.2% 578 88.7% 14 2.1% 652 100%

%↓ 8.9% 11.6% 13.3% 11.3% Central PS

UK Count 239 10.9% 1918 87.5% 35 1.6% 2192 100%

%↓ 35.5% 38.5% 33.3% 38.1%

Non-UK Count 54 35.1% 99 64.3% 1 0.6% 154 100% %↓ 8.0% 2.0% 1.0% 2.7%

Not Known Count 0.0% 0.0% 2 100% 2 100%

%↓ 0.0% 0.0% 1.9% 0.0% Central PS

Total Count 293 12.5% 2017 85.9% 38 1.6% 2348 100%

%↓ 43.5% 40.5% 36.2% 40.8% Library and Cultural Institutions

UK Count 42 8.4% 444 89.0% 13 2.6% 499 100%

%↓ 6.2% 8.9% 12.4% 8.7%

Non-UK Count 10 28.6% 25 71.4% 0.0% 35 100%

%↓ 1.5% 0.5% 0.0% 0.6%

Not Known Count 0.0% 2 50.0% 2 50.0% 4 100%

%↓ 0.0% 0.0% 1.9% 0.1% Library and

Cultural Institutions

Total

Count 52 9.7% 471 87.5% 15 2.8% 538 100%

%↓ 7.7% 9.5% 14.3% 9.3%

All PS Staff Count 674 11.7% 4976 86.5% 105 1.8% 5755 100%

%↓ 100% 100% 100% 100%

In our 2015 application we reported that the proportion of BAME staff in the University’s PS population had remained static at just under 11% for the previous three years. Since, we have seen steady positive increases in the representation of BAME PS staff from 10.5% in 2015 to 11% in 2016 to our most current figure of 11.7% in 2017 (Figure 17). Comparatively we have a greater representation of BAME PS staff than is seen nationally. The rise in proportion of BAME PS staff is consistent with an absolute rise in numbers from 589 (2015) to 674 (2017). Figure 18 shows that we have seen increases in BAME PS staff across the University, although the percentage of BAME staff in each Faculty/Central PS/Library and Cultural Institutes does vary.

Analysing BAME representation within the Directorates contained in ‘Central PS’ (43.5% of BAME staff reside within Central PS, Table 20), there are significant discrepancies around where BAME staff are employed at the University (Table 21); with no BAME staff in some areas (Association of Heads of University Administration, Directorate of Planning, Office for Social Responsibility and Office of President & Vice-Chancellor and Office of Registrar, Secretary & Chief Operating Officer) and the greatest proportion (45%, 133) of BAME Staff employed in the Directorate of Estates and Facilities (cf. 33% of white PS staff), of which 75%, (105) identify as UK BAME. This Directorate includes the following areas: Environmental Services, Faculty Estates Teams, Hospitality and Events, House Services,

53

Maintenance Services and Security Services. Investigation reveals (data not shown) 81% of staff in this Directorate are employed on Grades 1-4; the breakdown by ethnicity highlights the imbalance across grades, whereby 91% of BAME staff, compared to 77% of white staff in this Directorate are at the lower grades 1-4. We acknowledge that there are is disproportionate distribution of BAME PS staff across job occupancies at the University, each of which are associate with specific grade bands, ultimately resulting in imbalance of BAME staff across the pay grades (56.4% of BAME PS staff are on the lowest grades 1- 4 compared to 43% of white PS staff, see Table 24). We need to ensure that we are not only facilitating movement of staff to higher grade posts within their work area, but also we are providing the support to enable movement of PS staff to other work areas across the University which offer a greater grade range (at our highest Grade 9 the number of BAME staff has more than doubled from 2 to 5 in the last three years, see Figure 19). Action 4.3 is designed to address this by identifying specific job occupancies across the University’s Faculties and Directorates where BAME staff are considerably underrepresented and setting targets for those areas.

Action 4.3: Analyse PS staff demographics in greater granularity by Faculty/ Directorates and Occupancy and set targets appropriate for each area.

Table 21: Central PS staff in Directorates/Departments by nationality and ethnicity (2017)

Departments in Central PS

UK/Non-UK BAME White Undisclosed Total


Association of Heads of

University Administration

UK Count 0.0% 2 100% 0.0% 2 100%

%↓ 0.0% 0.1% 0.0% 0.1%

Non-UK Count N/A N/A N/A N/A

%↓ 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Association of Heads of University Administration

Total

Count 0.0% 2 100% 0.0% 2 100%

%↓ 0% 0% 0% 0%

Association of University

Administrators (AUA) Office

UK Count 1 7.7% 12 92.3% 0.0% 13 100%

%↓ 0.3% 0.6% 0.0% 0.6%

Non-UK Count 0.0% 1 100% 0.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

AUA Office Total Count 1 7.1% 13 92.9% 0.0% 14 100%

%↓ 0% 1% 0% 1%

Communications & Marketing

UK Count 1 4.3% 22 95.7% 0.0% 23 100%

%↓ 0.3% 1.1% 0.0% 1.0%

Non-UK Count 0.0% 1 100% 0.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Communications & Marketing Total

Count 1 4.2% 23 95.8% 0.0% 24 100%

%↓ 0% 1% 0% 1%

54

Compliance & Risk Office

UK Count 3 10.7% 23 82.1% 2 7.1% 28 100%

%↓ 1.0% 1.1% 5.3% 1.2%

Non-UK Count 0.0% 4 100% 0.0% 4 100%

%↓ 0.0% 0.2% 0.0% 0.2%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Compliance & Risk Office Total

Count 3 9.4% 27 84.4% 2 6.3% 32 100%

%↓ 1% 1% 5% 1%

Development & Alumni Relations

Division

UK Count 3 4.3% 64 92.8% 2 2.9% 69 100%

%↓ 1.0% 3.2% 5.3% 2.9%

Non-UK Count 0.0% 7 100% 0.0% 7 100%

%↓ 0.0% 0.3% 0.0% 0.3%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Development & Alumni Relations Division Total

Count 3 3.9% 71 93.4% 2 2.6% 76 100%

%↓ 1% 4% 5% 3%

Directorate for the Student Experience

UK Count 42 7.8% 493 91.3% 5 0.9% 540 100%

%↓ 14.3% 24.4% 13.2% 23.0%

Non-UK Count 7 20.6% 27 79.4% 0.0% 34 100%

%↓ 2.4% 1.3% 0.0% 1.4%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Directorate for the Student Experience Total

Count 49 8.5% 520 90.6% 5 0.9% 574 100%

%↓ 17% 26% 13% 24%

Directorate of Estates and

Facilities

UK Count 105 13.8% 643 84.6% 12 1.6% 760 100%

%↓ 35.8% 31.9% 31.6% 32.4%

Non-UK Count 28 53.8% 23 44.2% 1 1.9% 52 100%

%↓ 9.6% 1.1% 2.6% 2.2%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Directorate of Estates and Facilities Total

Count 133 16.4% 666 82.0% 13 1.6% 812 100%

%↓ 45% 33% 34% 35%

Directorate of Finance

UK Count 33 14.7% 187 83.5% 4 1.8% 224 100%

%↓ 11.3% 9.3% 10.5% 9.5%

Non-UK Count 6 54.5% 5 45.5% 0.0% 11 100%

%↓ 2.0% 0.2% 0.0% 0.5%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Directorate of Finance Total

Count 39 16.6% 192 81.7% 4 1.7% 235 100%

%↓ 13% 10% 11% 10%

Directorate of Human

Resources

UK Count 11 9.0% 108 88.5% 3 2.5% 122 100%

%↓ 3.8% 5.4% 7.9% 5.2%

Non-UK Count 1 25.0% 3 75.0% 0.0% 4 100%

%↓ 0.3% 0.1% 0.0% 0.2%

Not Known

Count 0.0% 0.0% 1 100% 1 100%

%↓ 0.0% 0.0% 2.6% 0.0%

55

Directorate of Human Resources Total

Count 12 9.4% 111 87.4% 4 3.1% 127 100%

%↓ 4% 6% 11% 5%

Directorate of IT Services

UK Count 34 11.0% 268 86.7% 7 2.3% 309 100%

%↓ 11.6% 13.3% 18.4% 13.2%

Non-UK Count 11 30.6% 25 69.4% 0.0% 36 100%

%↓ 3.8% 1.2% 0.0% 1.5%

Not Known

Count 0.0% 0.0% 1 100% 1 100%

%↓ 0.0% 0.0% 2.6% 0.0%

Directorate of IT Services Total

Count 45 13.0% 293 84.7% 8 2.3% 346 100%

%↓ 15% 15% 21% 15%

Directorate of Planning

UK Count 0.0% 8 100% 0.0% 8 100%

%↓ 0.0% 0.4% 0.0% 0.3%


%↓ 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Directorate of Planning Total

Count 0.0% 8 100% 0.0% 8 100%

%↓ 0% 0% 0% 0%

Directorate of Research &

Business Engagement

UK Count 4 7.5% 49 92.5% 0.0% 53 100%

%↓ 1.4% 2.4% 0.0% 2.3%

Non-UK Count 1 33.3% 2 66.7% 0.0% 3 100%

%↓ 0.3% 0.1% 0.0% 0.1%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Directorate of Research & Business Engagement Total

Count 5 8.9% 51 91.1% 0.0% 56 100%

%↓ 2% 3% 0% 2%

General Counsel

UK Count 1 9.1% 10 90.9% 0.0% 11 100%

%↓ 0.3% 0.5% 0.0% 0.5%


%↓ 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

General Counsel Total Count 1 9.1% 10 90.9% 0.0% 11 100%

%↓ 0% 0% 0% 0%

Office for Social Responsibility

UK Count 0.0% 5 100% 0.0% 5 100%

%↓ 0.0% 0.2% 0.0% 0.2%


%↓ 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Office for Social Responsibility Total

Count 0.0% 5 100% 0.0% 5 100%

%↓ 0% 0% 0% 0%

56

Office of President & Vice-

Chancellor

UK Count 0.0% 13 100% 0.0% 13 100%

%↓ 0.0% 0.6% 0.0% 0.6%


%↓ 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Office of President & Vice-Chancellor Total

Count 13 13

%↓ 0% 1% 0% 1%

Programme Management

Office

UK Count 1 12.5% 7 87.5% 0.0% 8 100%

%↓ 0.3% 0.3% 0.0% 0.3%

Non-UK Count 0.0% 1 100% 0.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Programme Management Office Total

Count 1 8 9

%↓ 0% 0% 0% 0%

Registrar, Secretary & Chief Operating Officer

UK Count 0.0% 4 100% 0.0% 4 100%

%↓ 0.0% 0.2% 0.0% 0.2%


%↓ 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0%

Registrar, Secretary & Chief Operating Officer Total

Count 0.0% 4 100% 0.0% 4 100%

%↓ 0% 0% 0% 0%

Total Count 293 12.5% 2017 85.9% 38 1.6% 2348 100%

%↓ 100% 100% 100% 100%

Figure 18: Proportion of BAME staff by Faculty/PS area (2015-2017)

57

Table 22: PS staff in Faculties by specific ethnic groups and nationality (2017)

Faculty/ & UK/Non-UK

Asian Black Other/Mixed BAME Total White Undisclosed Grand Total


Faculty of Biology, Medical and Health Science (FBMH)

UK Count 66 6.4% 22 2.1% 29 2.8% 117 11.3% 904 87.3% 15 1.4% 1036 100%

%↓ 21.2% 11.3% 17.2% 17.4% 18.2% 14.3% 18.0% Non-UK

Count 20 20.6% 5 5.2% 11 11.3% 36 37.1% 60 61.9% 1 1.0% 97 100%

%↓ 6.4% 2.6% 6.5% 5.3% 1.2% 1.0% 1.7% Not

Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% FBMH Total

Count 86 7.6% 27 2.4% 40 3.5% 153 13.5% 964 85.1% 16 1.4% 1133 100%

%↓ 27.7% 13.9% 23.7% 22.7% 19.4% 15.2% 19.7% Cancer Research UK Manchester Institute (CRUKMI)

UK Count 15 7.4% 1 0.5% 5 2.5% 21 10.4% 179 88.6% 2 1.0% 202 100%

%↓ 4.8% 0.5% 3.0% 3.1% 3.6% 1.9% 3.5% Non-UK

Count 3 13.0% 1 4.3% 3 13.0% 7 30.4% 15 65.2% 1 4.3% 23 100%

%↓ 1.0% 0.5% 1.8% 1.0% 0.3% 1.0% 0.4% Not

Known

Count 0.0% 0.0% 0.0% 0.0% 1 100% 0.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% CRUKMI

Total

Count 18 8.0% 2 0.9% 8 3.5% 28 12.4% 195 86.3% 3 1.3% 226 100%

%↓ 5.8% 1.0% 4.7% 4.2% 3.9% 2.9% 3.9% Faculty of Science and Engineering (FSE)

UK Count 38 4.9% 13 1.7% 14 1.8% 65 8.3% 700 89.9% 14 1.8% 779 100%

%↓ 12.2% 6.7% 8.3% 9.6% 14.1% 13.3% 13.5% Non-UK

Count 19 24.1% 1 1.3% 3 3.8% 23 29.1% 51 64.6% 5 6.3% 79 100%

%↓ 6.1% 0.5% 1.8% 3.4% 1.0% 4.8% 1.4% Not

Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% FSE

Total

Count 57 6.6% 14 1.6% 17 2.0% 88 10.3% 751 87.5% 19 2.2% 858 100%

%↓ 18.3% 7.2% 10.1% 13.1% 15.1% 18.1% 14.9% Faculty of Humanities (FHUM)

UK Count 31 5.3% 3 0.5% 13 2.2% 47 8.0% 529 89.8% 13 2.2% 589 100%

%↓ 10.0% 1.5% 7.7% 7.0% 10.6% 12.4% 10.2% Non-UK

Count 5 7.9% 3 4.8% 5 7.9% 13 20.6% 49 77.8% 1 1.6% 63 100%

%↓ 1.6% 1.5% 3.0% 1.9% 1.0% 1.0% 1.1% Not

Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% FHUM Total

Count 36 5.5% 6 0.9% 18 2.8% 60 9.2% 578 88.7% 14 2.1% 652 100%

%↓ 11.6% 3.1% 10.7% 8.9% 11.6% 13.3% 11.3% Central PS

UK Count 79 3.6% 106 4.8% 54 2.5% 239 10.9% 1918 87.5% 35 1.6% 2192 100%

%↓ 25.4% 54.6% 32.0% 35.5% 38.5% 33.3% 38.1% Non-UK

Count 10 6.5% 29 18.8% 15 9.7% 54 35.1% 99 64.3% 1 0.6% 154 100%

%↓ 3.2% 14.9% 8.9% 8.0% 2.0% 1.0% 2.7% Not

Known

Count 0.0% 0.0% 0.0% 0.0% 0.0% 2 100% 2 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 1.9% 0.0% Central PS Total

Count 89 3.8% 135 5.7% 69 2.9% 293 12.5% 2017 85.9% 38 1.6% 2348 100%

%↓ 28.6% 69.6% 40.8% 43.5% 40.5% 36.2% 40.8% Library /Cultural Institutions

UK Count 18 3.6% 9 1.8% 15 3.0% 42 8.4% 444 89.0% 13 2.6% 499 100%

%↓ 5.8% 4.6% 8.9% 6.2% 8.9% 12.4% 8.7% Non-UK

Count 7 20.0% 1 2.9% 2 5.7% 10 28.6% 25 71.4% 0.0% 35 100%

%↓ 2.3% 0.5% 1.2% 1.5% 0.5% 0.0% 0.6% Not

Known

Count 0.0% 0.0% 0.0% 0.0% 2 50.0% 2 50.0% 4 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 1.9% 0.1% Library/ Cultural

Institutions Total

Count 25 4.6% 10 1.9% 17 3.2% 52 9.7% 471 87.5% 15 2.8% 538 100%

%↓ 8.0% 5.2% 10.1% 7.7% 9.5% 14.3% 9.3%

All PS Staff

Count 311 5.4% 194 3.4% 169 2.9% 674 11.7% 4976 86.5% 105 1.8% 5755 100%

%↓ 100% 100% 100% 100% 100% 100% 100%

58

Table 23: PS staff by Faculty/Central PS and detailed ethnic group

Ethnicity FBMH CRUKMI FSE FHUM Central PS L&CI All PS staff


Asi

an

Asian or Asian British - Bangladeshi

Count 7 35.0% 2 10.0% 4 20.0% 3 15.0% 3 15.0% 1 5.0% 20 100%

%↓ 0.6% 0.9% 0.5% 0.5% 0.1% 0.2% 0.3%


- Indian

Count 19 26.4% 4 5.6% 14 19.4% 8 11.1% 22 30.6% 5 6.9% 72 100%

%↓ 1.7% 1.8% 1.6% 1.2% 0.9% 0.9% 1.3%


- Pakistani

Count 20 22.2% 6 6.7% 14 15.6% 9 10.0% 36 40.0% 5 5.6% 90 100%

%↓ 1.8% 2.7% 1.6% 1.4% 1.5% 0.9% 1.6%

Chinese Count 24 32.0% 5 6.7% 14 18.7% 6 8.0% 20 26.7% 6 8.0% 75 100%

%↓ 2.1% 2.2% 1.6% 0.9% 0.9% 1.1% 1.3%

Other Asian backgrond

Count 16 29.6% 1 1.9% 11 20.4% 10 18.5% 8 14.8% 8 14.8% 54 100%

%↓ 1.4% 0.4% 1.3% 1.5% 0.3% 1.5% 0.9%

Asian Total Count 86 27.7% 18 5.8% 57 18.3% 36 11.6% 89 28.6% 25 8.0% 311 100%

%↓ 7.6% 8.0% 6.6% 5.5% 3.8% 4.6% 5.4%

Bla

ck

Black or Black British - African

Count 13 15.1% 1 1.2% 2 2.3% 3 3.5% 65 75.6% 2 2.3% 86 100%

%↓ 1.1% 0.4% 0.2% 0.5% 2.8% 0.4% 1.5%

Black or Black British -

Caribbean

Count 12 13.3% 1 1.1% 12 13.3% 3 3.3% 56 62.2% 6 6.7% 90 100%

%↓ 1.1% 0.4% 1.4% 0.5% 2.4% 1.1% 1.6%

Other Black background

Count 2 11.1% 0.0% 0.0% 0.0% 14 77.8% 2 11.1% 18 100%

%↓ 0.2% 0.0% 0.0% 0.0% 0.6% 0.4% 0.3%

Black Total Count 27 13.9% 2 1.0% 14 7.2% 6 3.1% 135 69.6% 10 5.2% 194 100%

%↓ 2.4% 0.9% 1.6% 0.9% 5.7% 1.9% 3.4%

Oth

er/

Mix

ed

Arab Count 4 57.1% 0.0% 2 28.6% 0.0% 0.0% 1 14.3% 7 100%

%↓ 0.4% 0.0% 0.2% 0.0% 0.0% 0.2% 0.1%

Mixed - White and

Asian

Count 3 15.0% 2 10.0% 2 10.0% 2 10.0% 9 45.0% 2 10.0% 20 100%

%↓ 0.3% 0.9% 0.2% 0.3% 0.4% 0.4% 0.3%

Mixed - White and

Black African

Count 4 21.1% 0.0% 1 5.3% 2 10.5% 11 57.9% 1 5.3% 19 100%

%↓ 0.4% 0.0% 0.1% 0.3% 0.5% 0.2% 0.3%

Mixed - White and

Black Caribbean

Count 6 18.2% 0.0% 3 9.1% 2 6.1% 18 54.5% 4 12.1% 33 100%

%↓ 0.5% 0.0% 0.3% 0.3% 0.8% 0.7% 0.6%

Other Ethnic background

Count 8 20.0% 3 7.5% 4 10.0% 5 12.5% 16 40.0% 4 10.0% 40 100%

%↓ 0.7% 1.3% 0.5% 0.8% 0.7% 0.7% 0.7%

Other Mixed background

Count 15 30.0% 3 6.0% 5 10.0% 7 14.0% 15 30.0% 5 10.0% 50 100%

%↓ 1.3% 1.3% 0.6% 1.1% 0.6% 0.9% 0.9%

Other/Mixed Total

Count 40 23.7% 8 4.7% 17 10.1% 18 10.7% 69 40.8% 17 10.1% 169 100%

%↓ 3.5% 3.5% 2.0% 2.8% 2.9% 3.2% 2.9%

BAME Total Count 153 22.7% 28 4.2% 88 13.1% 60 8.9% 293 43.5% 52 7.7% 674 100%

%↓ 13.5% 12.4% 10.3% 9.2% 12.5% 9.7% 11.7%

White Count 964 19.4% 195 3.9% 751 15.1% 578 11.6% 2017 40.5% 471 9.5% 4976 100%

%↓ 85.1% 86.3% 87.5% 88.7% 85.9% 87.5% 86.5%

Undisclosed Count 16 15.2% 3 2.9% 19 18.1% 14 13.3% 38 36.2% 15 14.3% 105 100%

%↓ 1.4% 1.3% 2.2% 2.1% 1.6% 2.8% 1.8%

Total Count 1133 19.7% 226 3.9% 858 14.9% 652 11.3% 2348 40.8% 538 9.3% 5755 100%

%↓ 100% 100% 100% 100% 100% 100% 100%

59

Table 24: University of Manchester PS staff by Grade and ethnicity (2017)

Grade BAME White Undisclosed Total


GRADE 1 Count 127 25.0% 372 73.2% 9 1.8% 508 100%

%↓ 18.8% 7.5% 8.6% 8.8%

GRADE 2 Count 41 11.8% 298 85.6% 9 2.6% 348 100%

%↓ 6.1% 6.0% 8.6% 6.0%

GRADE 3 Count 101 14.5% 579 83.3% 15 2.2% 695 100%

%↓ 15.0% 11.6% 14.3% 12.1%

GRADE 4 Count 111 11.0% 890 87.9% 11 1.1% 1012 100%

%↓ 16.5% 17.9% 10.5% 17.6%

GRADE 5 Count 92 10.7% 752 87.2% 18 2.1% 862 100%

%↓ 13.6% 15.1% 17.1% 15.0%

GRADE 6 Count 102 9.8% 918 88.6% 16 1.5% 1036 100%

%↓ 15.1% 18.4% 15.2% 18.0%

GRADE 7 Count 48 6.8% 643 90.9% 16 2.3% 707 100%

%↓ 7.1% 12.9% 15.2% 12.3%

GRADE 8 Count 7 4.0% 165 94.8% 2 1.1% 174 100%

%↓ 1.0% 3.3% 1.9% 3.0%

GRADE 9 Count 5 5.3% 87 91.6% 3 3.2% 95 100%

%↓ 0.7% 1.7% 2.9% 1.7%

Other Count 40 12.6% 272 85.5% 6 1.9% 318 100%

%↓ 5.9% 5.5% 5.7% 5.5%

All PS Staff Count 674 11.7% 4976 86.5% 105 1.8% 5755 100%

%↓ 100% 100% 100% 100%

Figure 19: BAME PS staff by grade and ethnicity (2015-2017)

60

Table 25: Further analysis of total University PS staff by Grade, nationality and ethnicity 2017


Count 8 1.8% 70 15.7% 17 3.8% 95 21.3% 344 77.0% 8 1.8% 447 100%

%↓ 2.6% 36.1% 10.1% 14.1% 6.9% 7.6% 7.8%

Count 2 3.3% 21 34.4% 9 14.8% 32 52.5% 28 45.9% 1 1.6% 61 100%

%↓ 0.6% 10.8% 5.3% 4.7% 0.6% 1.0% 1.1%


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Count 10 2.0% 91 17.9% 26 5.1% 127 25.0% 372 73.2% 9 1.8% 508 100%

%↓ 3.2% 46.9% 15.4% 18.8% 7.5% 8.6% 8.8%

Count 13 4.1% 8 2.5% 11 3.5% 32 10.1% 278 87.4% 8 2.5% 318 100%

%↓ 4.2% 4.1% 6.5% 4.7% 5.6% 7.6% 5.5%

Count 5 18.5% 1 3.7% 3 11.1% 9 33.3% 18 66.7% 0.0% 27 100%

%↓ 1.6% 0.5% 1.8% 1.3% 0.4% 0.0% 0.5%

Count 0.0% 0.0% 0.0% 0.0% 2 66.7% 1 33.3% 3 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 1.0% 0.1%

Count 18 5.2% 9 2.6% 14 4.0% 41 11.8% 298 85.6% 9 2.6% 348 100%

%↓ 5.8% 4.6% 8.3% 6.1% 6.0% 8.6% 6.0%

Count 42 6.6% 26 4.1% 19 3.0% 87 13.6% 538 84.3% 13 2.0% 638 100%

%↓ 13.5% 13.4% 11.2% 12.9% 10.8% 12.4% 11.1%

Count 7 12.5% 1 1.8% 6 10.7% 14 25.0% 41 73.2% 1 1.8% 56 100%

%↓ 2.3% 0.5% 3.6% 2.1% 0.8% 1.0% 1.0%

Count 0.0% 0.0% 0.0% 0.0% 0.0% 1 100.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 1.0% 0.0%

Count 49 7.1% 27 3.9% 25 3.6% 101 14.5% 579 83.3% 15 2.2% 695 100%

%↓ 15.8% 13.9% 14.8% 15.0% 11.6% 14.3% 12.1%

Count 49 5.2% 22 2.3% 23 2.4% 94 9.9% 841 89.0% 10 1.1% 945 100%

%↓ 15.8% 11.3% 13.6% 13.9% 16.9% 9.5% 16.4%

Count 6 9.0% 6 9.0% 5 7.5% 17 25.4% 49 73.1% 1 1.5% 67 100%

%↓ 1.9% 3.1% 3.0% 2.5% 1.0% 1.0% 1.2%


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Count 55 5.4% 28 2.8% 28 2.8% 111 11.0% 890 87.9% 11 1.1% 1012 100%

%↓ 17.7% 14.4% 16.6% 16.5% 17.9% 10.5% 17.6%

Count 42 5.3% 10 1.3% 17 2.1% 69 8.7% 708 89.2% 17 2.1% 794 100%

%↓ 13.5% 5.2% 10.1% 10.2% 14.2% 16.2% 13.8%

Count 12 17.6% 4 5.9% 7 10.3% 23 33.8% 44 64.7% 1 1.5% 68 100%

%↓ 3.9% 2.1% 4.1% 3.4% 0.9% 1.0% 1.2%


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Count 54 6.3% 14 1.6% 24 2.8% 92 10.7% 752 87.2% 18 2.1% 862 100%

%↓ 17.4% 7.2% 14.2% 13.6% 15.1% 17.1% 15.0%

GRADE 4 Total

GRADE 5

UK

Non-UK

Not Known

GRADE 5 Total

GRADE 3

UK

Non-UK

Not Known

GRADE 3 Total

GRADE 4

UK

Non-UK

Not Known

GRADE 1 Total

GRADE 2

UK

Non-UK

Not Known

GRADE 2 Total

Undisclosed Total

GRADE 1

UK

Non-UK

Not Known

Grade & UK/Non-UKAsian Black Other/Mixed BAME Total White

61


Count 48 5.0% 7 0.7% 24 2.5% 79 8.2% 867 90.3% 14 1.5% 960 100%

%↓ 15.4% 3.6% 14.2% 11.7% 17.4% 13.3% 16.7%

Count 17 22.7% 3 4.0% 3 4.0% 23 30.7% 51 68.0% 1 1.3% 75 100%

%↓ 5.5% 1.5% 1.8% 3.4% 1.0% 1.0% 1.3%

Count 0.0% 0.0% 0.0% 0.0% 0.0% 1 100.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 1.0% 0.0%

Count 65 6.3% 10 1.0% 27 2.6% 102 9.8% 918 88.6% 16 1.5% 1036 100%

%↓ 20.9% 5.2% 16.0% 15.1% 18.4% 15.2% 18.0%

Count 16 2.5% 6 0.9% 10 1.6% 32 5.0% 597 93.1% 12 1.9% 641 100%

%↓ 5.1% 3.1% 5.9% 4.7% 12.0% 11.4% 11.1%

Count 11 16.9% 2 3.1% 3 4.6% 16 24.6% 46 70.8% 3 4.6% 65 100%

%↓ 3.5% 1.0% 1.8% 2.4% 0.9% 2.9% 1.1%

Count 0.0% 0.0% 0.0% 0.0% 0.0% 1 100.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 1.0% 0.0%

Count 27 3.8% 8 1.1% 13 1.8% 48 6.8% 643 90.9% 16 2.3% 707 100%

%↓ 8.7% 4.1% 7.7% 7.1% 12.9% 15.2% 12.3%

Count 3 1.8% 2 1.2% 2 1.2% 7 4.1% 162 94.7% 2 1.2% 171 100%

%↓ 1.0% 1.0% 1.2% 1.0% 3.3% 1.9% 3.0%

Count 0.0% 0.0% 0.0% 0.0% 3 100.0% 0.0% 3 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.1% 0.0% 0.1%


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Count 3 1.7% 2 1.1% 2 1.1% 7 4.0% 165 94.8% 2 1.1% 174 100%

%↓ 1.0% 1.0% 1.2% 1.0% 3.3% 1.9% 3.0%

Count 3 3.2% 0.0% 2 2.2% 5 5.4% 85 91.4% 3 3.2% 93 100%

%↓ 1.0% 0.0% 1.2% 0.7% 1.7% 2.9% 1.6%

Count 0.0% 0.0% 0.0% 0.0% 2 100.0% 0.0% 2 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Count 3 3.2% 0.0% 2 2.1% 5 5.3% 87 91.6% 3 3.2% 95 100%

%↓ 1.0% 0.0% 1.2% 0.7% 1.7% 2.9% 1.7%

Count 23 7.9% 3 1.0% 5 1.7% 31 10.7% 254 87.6% 5 1.7% 290 100%

%↓ 7.4% 1.5% 3.0% 4.6% 5.1% 4.8% 5.0%

Count 4 14.8% 2 7.4% 3 11.1% 9 33.3% 17 63.0% 1 3.7% 27 100%

%↓ 1.3% 1.0% 1.8% 1.3% 0.3% 1.0% 0.5%

Count 0.0% 0.0% 0.0% 0.0% 1 100.0% 0.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Count 27 8.5% 5 1.6% 8 2.5% 40 12.6% 272 85.5% 6 1.9% 318 100%

%↓ 8.7% 2.6% 4.7% 5.9% 5.5% 5.7% 5.5%

Count 311 5.4% 194 3.4% 169 2.9% 674 11.7% 4976 86.5% 105 1.8% 5755 100%

%↓ 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

BAME Total White Undisclosed Total

OtherTotal

Total

Grade & UK/Non-UKAsian Black Other/Mixed

GRADE 9

UK

Non-UK

Not Known

GRADE 9 Total

Other

UK

Non-UK

Not Known

GRADE 7 Total

GRADE 8

UK

Non-UK

Not Known

GRADE 8 Total

GRADE 6

UK

Non-UK

Not Known

GRADE 6 Total

GRADE 7

UK

Non-UK

Not Known

62

Table 26: PS staff split by ethnicity (2017/18)


Table 27: PS staff split by ethnicity and nationality by contract type (2016/17)

63

Figure 20: BAME PS staff per contract type 2015 - 2017

71.5% of all BAME PS staff are on permanent contracts (cf. 78% White), see Table 27 and this

proportion has reduced slightly from three years ago (74.0% to 71.5%) although pleasingly

the number of BAME staff has increased from 436 to 482, see Figure 20. For Black PS staff

the proportion on permanent contracts increases to 87.1%. The proportion of BAME and

White staff taking advantage of secondment opportunities is equal (Table 27).


Table 28: PS staff split by ethnicity by mode of employment (2016/17)

Employment Asian Black Other/Mixed BAME Total White Undisclosed Total


Full-Time

UK Count 204 5.1% 88 2.2% 100 2.5% 392 9.8% 3548 88.5% 69 1.7% 4009 100%

%↓ 65.6% 45.4% 59.2% 58.2% 71.3% 65.7% 69.7%

Non-UK Count 51 14.9% 20 5.8% 27 7.9% 98 28.6% 239 69.7% 6 1.7% 343 100%

%↓ 16.4% 10.3% 16.0% 14.5% 4.8% 5.7% 6.0%

Not Known Count 0.0% 0.0% 0.0% 0.0% 2 40.0% 3 60.0% 5 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 2.9% 0.1% Full-Time

Total

Count 255 5.9% 108 2.5% 127 2.9% 490 11.2% 3789 87.0% 78 1.8% 4357 100%

%↓ 82.0% 55.7% 75.1% 72.7% 76.1% 74.3% 75.7% Part-Time

UK Count 43 3.3% 66 5.1% 30 2.3% 139 10.8% 1126 87.4% 23 1.8% 1288 100%

%↓ 13.8% 34.0% 17.8% 20.6% 22.6% 21.9% 22.4%

Non-UK Count 13 12.0% 20 18.5% 12 11.1% 45 41.7% 60 55.6% 3 2.8% 108 100%

%↓ 4.2% 10.3% 7.1% 6.7% 1.2% 2.9% 1.9%

Not Known Count 0.0% 0.0% 0.0% 0.0% 1 50.0% 1 50.0% 2 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 1.0% 0.0% Part-Time

Total

Count 56 4.0% 86 6.2% 42 3.0% 184 13.2% 1187 84.9% 27 1.9% 1398 100%

%↓ 18.0% 44.3% 24.9% 27.3% 23.9% 25.7% 24.3%

All PS Staff Count 311 5.4% 194 3.4% 169 2.9% 674 11.7% 4976 86.5% 105 1.8% 5755 100%

%↓ 100% 100% 100% 100% 100% 100% 100%

64

Figure 21: Proportion of PS staff on part time contracts by ethnicity (2015-2017)

27.3% of all BAME PS staff work part-time (cf. 23.9% White), see Table 28. There are

however significant differences between ethnic groups; 44.3% of Black PS staff and 18% of

Asian PS staff work part-time. Our 2017 REC survey reveals that 83% of staff (86% BAME) are

aware of the formal flexible working polices and arrangements, for example, part time

working and 76% of staff (73% BAME) saying that they take advantage of flexible working on

an informal basis.

= staff turnover rates Table 29: PS Staff Turnover rates (2016/17)

Ethnic categories Employed on 31/07/2017

Leavers 2017 Turnover Rate

Asian

UK 247 26 10.5%

Non-UK 64 10 15.6%

Unknown

N/A

Asian Total 311 36 11.6%

Black

UK 154 16 10.4%

Non-UK 40 1 2.5%

Unknown

N/A

Black Total 194 17 8.8%

Other/Mixed

UK 130 11 8.5%

Non-UK 39 6 15.4%

Unknown

N/A

Other/Mixed Total 169 17 10.1%

BAME Total 674 70 10.4%

White

UK 4674 475 10.2%

Non-UK 299 51 17.1%

Unknown 3 2 66.7%

White Total 4976 528 10.6%

Undisclosed 105 17 16.2%

Grand Total 5755 615 10.7%

65

Figure 22: Turnover rates of BAME and white PS staff (2015-2017)

Table 30: PS staff leavers by UK/Non-UK and contract type (2016/17)

Position Status & UK/Non-UK

Asian Black Other/Mixed BAME Total White Undisclosed Total


Permanent

UK Count 13 4.0% 14 4.3% 4 1.2% 31 9.4% 293 89.1% 5 1.5% 329 100%

%↓ 36.1% 82.4% 23.5% 44.3% 55.5% 29.4% 53.5%

Non-UK Count 1 5.3% 0.0% 3 15.8% 4 21.1% 13 68.4% 2 10.5% 19 100%

%↓ 2.8% 0.0% 17.6% 5.7% 2.5% 11.8% 3.1%

Not Known

Count 0.0% 0.0% 0.0% 0.0% 1 25.0% 3 75.0% 4 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.2% 17.6% 0.7%

Permanent Total

Count 14 4.0% 14 4.0% 7 2.0% 35 9.9% 307 87.2% 10 2.8% 352 100%

↓ 38.9% 82.4% 41.2% 50.0% 58.1% 58.8% 57.2%

Open-Ended

UK Count N/A N/A N/A N/A N/A N/A N/A

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Non-UK Count N/A N/A N/A N/A N/A N/A N/A

%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Open-Ended Total


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Fixed-Term

UK Count 13 6.3% 2 1.0% 7 3.4% 22 10.7% 180 87.8% 3 1.5% 205 100%

%↓ 36.1% 11.8% 41.2% 31.4% 34.1% 17.6% 33.3%

Non-UK Count 9 17.3% 1 1.9% 3 5.8% 13 25.0% 37 71.2% 2 3.8% 52 100%

%↓ 25.0% 5.9% 17.6% 18.6% 7.0% 11.8% 8.5%

Not Known

Count 0.0% 0.0% 0.0% 0.0% 1 33.3% 2 66.7% 3 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.2% 11.8% 0.5%

Fixed-Terms Total

Count 22 8.5% 3 1.2% 10 3.8% 35 13.5% 218 83.8% 7 2.7% 260 100%

%↓ 61.1% 17.6% 58.8% 50.0% 41.3% 41.2% 42.3%

Secondment

UK Count 0.0% 0.0% 0.0% 0.0% 2 100% 0.0% 2 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.4% 0.0% 0.3%

Non-UK Count 0.0% 0.0% 0.0% 0.0% 1 100% 0.0% 1 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.2% 0.0% 0.2%

Not Known


%↓ 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

Secondment Total

Count 0.0% 0.0% 0.0% 0.0% 3 100% 0.0% 3 100%

%↓ 0.0% 0.0% 0.0% 0.0% 0.6% 0.0% 0.5%

All Leavers Count 36 5.9% 17 2.8% 17 2.8% 70 11.4% 528 85.9% 17 2.8% 615 100%

%↓ 100% 100% 100% 100% 100% 100% 100%

66

In 2014/15 and 2015/16 there was a slightly higher proportion of BAME than white PS staff leaving the University (Figure 22), however in 2017, there was very little difference between the two ethnic groups (10.4% BAME PS, 10.6% white PS, see Table 29). There was an even split of 2017 BAME leavers from permanent (50%, 35) and fixed-term (50%, 35) contracts, similar to white staff (58.1%, 307 and 41.3%, 218 respectively), see Table 30. This is in agreement with the USS2017 survey results where both ethnic groups indicated similar low desire or action about leaving (16% of White PS staff and 17% of BAME PS staff are actively seeking to leave the University). 82.4% of Black PS staff leavers were on permanent contracts, which is considerably higher than any other group, however total numbers of Black PS leavers are low (17 out of 615 leavers overall) so we are careful not to conclude too much from this. We do not observe any significant trends which show a particular issue with retention of BAME PS staff other than that, however we are keen to expand Action 4.2 to also implement Exit surveys for PS staff, in order to gain greater knowledge about why staff (particularly permanent) leave.

67

4c Grievances and disciplinaries

Please provide three years’ data, and related analysis, commentary and actions, on:

= the ethnic profile of individuals involved in grievance procedures

= the ethnic profile of individuals involved in disciplinary procedures

= whether the nature of any grievances and disciplinaries are race-related

These numbers are likely to be small, so collate all three years together

Table 31: Grievance and disciplinary cases (2015-2017)

2015 Ethnicity

BAME Other White White British Unknown

Grievances (32) 28% 9% 59% 3%

Disciplinary Cases (62) 21% 11% 61% 6%

2016 Ethnicity


Grievances (32) 44% 6% 50% 0%


2017 Ethnicity


Grievances (23) 13% 0% 70% 17%


Over the last three years there has been four formal complaints of alleged racism – three in 2015, one in 2016 and zero in 2017. The 2017 REC survey reveals though that 26% of staff and 21% of students have witnessed or been the victim of racial discrimination on campus. We have seen a significant reduction in grievances from BAME staff in the last year 13% compared with 44% in 15/16 and 28% in 14/15, see Table 31. The REC 2017 survey revealed that 68% (60% BAME) of staff believe that they are treated equally by colleagues, irrespective of my ethnicity or race. It’s worth noting that the overall number of grievances has also reduced at the University, 23 in 2016/17, 32 in 2014/15 (Table 31). However, there has been an increase in the number and proportion of BAME staff involved in disciplinary procedures (20 in 2016/17 cf. 13 in 2014/15). These figures by ethnicity, gender and disability are reported annually to the HR Sub- Committee and an investigation into the high number of BAME disciplinary cases is currently taking place with any recommendations for action being put to this committee.

68

Action 4.4:

To explore the reasons why BAME staff are overrepresented in disciplinary cases. To investigate the high number of BAME disciplinary cases and make recommendations to HR Sub-committee.

To continue to work with the Trades Union and BAME staff network group to better understand why BAME staff are overrepresented in disciplinary cases in order to develop appropriate actions.

To deliver the Speak Up Stand Up active bystander campaign for staff

4d Decision-making boards and committees

Please provide details of the ethnic profile, and related analysis, commentary and actions, of your decision making boards and committees, including: = senior management team

= board of governors/council

= research and academic committees

= key departmental decision-making bodies

Table 32: University decision-making committees 2017/18 by gender and ethnicity.

University Committees Gender 2017/18

BAME White Total

Board of Governors Female 1 9 10

Male 3 12 15

Board of Governors Total 4 (16%) 21 25

University Senior Leadership Team

Female 0 3 3

Male 0 8 8

University Leadership Team Total 0 (0%) 11 11

HR Sub-Committee Female 0 2 2

Male 0 7 7

University HR Sub Committee Total 0 (0%) 9 9

Research Strategy Group

Female 0 1 1

Male 1 6 7

Research Strategy Group Total 1 (12.5%) 7 8

Teaching and Learning Group

Female 0 14 14

Male 0 5 5

Teaching and Learning Group Total 0 (0%) 19 19

Social Responsibility Team Female 1 3 4

Male 3 4 7

Social Responsibility Team Total 4 (36%) 7 11

69

Table 33a: Key decision making committees in FBMH, 2017/18 by gender and ethnicity.

Faculty of Biology, Medical and Health Sciences

Committees

Gender 2017/18

BAME White Total

Faculty Leadership Team Female 0 6 6

Male 1 3 4

Faculty Leadership Team Total 1 9 10

PS Leadership Team Female 1 12 13

Male 0 4 4

PS Leadership Team Total 1 16 17

Promotions Committee Female 0 3 3

Male 1 3 4

Promotions Committee Total 1 6 7

Research Leadership Team

Female 0 6 6

Male 1 14 15

Research Leadership Team Total 1 20 21

Teaching Leadership Team

Female 0 4 4

Male 0 3 3

Teaching Leadership Team Total 0 7 7

Social Responsibility Leadership Team

Female 1 4 5

Male 1 2 3

SR Leadership Team Total 2 6 8

Table 33b: Key decision making committees in FHUM, 2017/18 by gender and ethnicity.

Faculty of Humanities Committees

Gender 2017/18

BAME White Total


Male 0 9 9



Male 0 3 3



Male 2 11 13


Research Leadership Team Female 1 1 2

Male 1 4 5


Teaching Leadership Team Female 0 7 7

Male 0 3 3



Female 0 7 7

Male 1 4 5


70

Table 33c: Key decision making committees in FSE, 2017/18 by gender and ethnicity.

Faculty of Science and Engineering Committees

Gender 2017/18

BAME White Total


Male 2 19 21



Male 0 7 7



Male 1 3 4


Research Leadership Team Female 1 3 4

Male 1 2 3


Teaching Leadership Team Female 0 11 11

Male 0 12 12



Female 0 2 2

Male 3 5 8


Since our Bronze award we have seen an increase in BAME staff on influential committees in the Faculty. At our last submission there was no Faculty with BAME staff in its leadership team; now two of the three Faculty leadership teams have BAME staff on them. All Faculties now have BAME representation on all promotion committees (previously only FHUM had representation). That said it is recognised that BAME staff are still significantly underrepresented on senior committees across the University, particularly on the University decision-making committees where there is BAME representation on only four of the seven committees (Table 32), and we need to continue to look at how we can increase representation.

Action 4.5: Ensure mentoring, training and leadership opportunities further drive the closing of the ethnicity differential in Senior Management roles.

Action 4.6: Increase the number of BAME staff on Senior Management committees. Continue to capture and monitor the BAME and gender and career level intersection of staff on Senior Management committees

71

4e Equal pay

Provide details of equal pay audits conducted over the past three years by ethnicity (by specific ethnic group as far as possible) and actions taken to address any issues identified.

The University of Manchester has undertaken three equal pay audits to date. The first was conducted in 2013. The main focus is to examine pay differences with grades in relation to the protected characteristics. The outcomes of the equal pay audits are presented in relation to three broad categories of staff as follows:

1. Staff paid within Grade 1-8 (i.e. all PS staff, academic, research and non-clinical academics below the level of professor or Grade 9);

2. Grade 9 PS Staff;

3. Grade 9 Professorial Staff Zones B-E (non-clinical professorial staff).

The outcomes of the Equal Pay Audits are reported to the Trade Unions and to the HR Sub- Committee. The full reports are published on the intranet and headlines are communicated to all staff within the University via our established channels.

Key findings from the 2017 Equal Pay Audit relating to ethnicity

Table 34 shows the four significant (over 5%) pay gaps identified in relation to ethnicity. Further analysis of the data is currently being undertaken by the University although it is important to note that sample sizes where pay gaps have been identified are very small (particularly those flagged as less than or equal to 5 using italics). Table 34: Grade bands with significant pay gaps relating to ethnicity

Grade Headcount Pay Gap

Grade 9 PS £59,224 - £74,029 22 Non-BAME ≤5 BAME 0 Unknown 5.94%

Grade 9 PS £74,030 - £86,793 23 Non-BAME ≤5 BAME 0 Unknown 5.45%

Grade 9 PS £112,322 and above 19 Non-BAME ≤5 BAME 2 Unknown 19.95%

Grade 9 Professorial Zone B 45 Non-BAME 6 BAME 1 Unknown 5.72%

Data for Grade 9 Professorial Zone B is currently being further analysed to determine whether there is any correlation between length of time in the pay zone and ethnicity.

In addition, there were two pay gaps of between 3.00 and 4.99% that were identified (Table 35). In accordance with the Joint Negotiating Committee for Higher Education Staff (JNCHES) guidance, these gaps will be monitored regularly by the University (again the figures in italics reflect a very small sample size).

Table 35: Grade bands showing gaps between 3.00 and 4.99% relating to ethnicity

Grade Headcount Pay Gap

Grade 6 2029 Non-BAME 519 BAME 110 Unknown 3.35%

Grade 9 PS £86,794-£100,068 19 Non-BAME ≤5 BAME 0 Unknown -4.17%

72

Grades 1-8 (i.e. all PS staff, academic, research and non-clinical academics below the level of Professor or Grade 9)

All three audits to date have shown that there are no significant pay gaps relating to ethnicity for staff paid within Grades 1-8 of the University of Manchester pay scale and there have been only minor shifts within each grade bracket, see Table 36.

Table 36: Pay gaps identified for each grade by ethnicity for each audit conducted to date

Grade Bracket Pay Gap 2015 Pay Gap 2017 Pay Gap 2013

GRADE 1 Lower 0.13% 0.77% 0.1% Lower

GRADE 2 Higher 2.63% 0.34% 2.6% Higher

GRADE 3 Lower -0.12% 1.40% 0.8% Lower

GRADE 4 Higher -1.72% 1.61% 1.7% Higher

GRADE 5 Lower 0.12% 1.11% 1.7% Higher



GRADE 8 Higher 0.61% -0.08% 0.2% Higher

Grand Total 4.76% 5.75% 1.3%

Grade 9 – PS staff

Pay gaps requiring action have been identified in relation to ethnicity for three of the salary bands for Grade 9 PS staff (Table 34). Under-representation of BAME staff at this level is a significant factor. Outcomes should be treated with caution as only 5.32% of the Grade 9 PS cohort report as being BAME.

Table 37: Pay gaps identified for each Grade 9 band PS staff by ethnicity (Audit 2017)

Grade Bracket Non-BAME staff BAME staff Unknown Pay Gap 2017

£59,224-£74,029 91.67% 8.33% 0% 5.94%

£74,030-£86,793 95.83% 4.17% 0% 5.45%

£86,794-£100,068 95% 5% 0% -4.17%

£100,069-£112,321 100% 0% 0% N/A

£112,322 and above 86.36% 4.55% 9.09% 19.95%

Grade 9 –Professorial Staff Zones B-E (non-clinical professorial staff

When compared with data from the 2015 audit there is evidence that the pay gaps are generally closing for this group of staff. Although still an area where action is required the size of the gap within Zone B has decreased from 6.09% (non-BAME>BAME) in 2015, to 5.72% in 2017. The gap at Zone C has also decreased from - 3.38% in 2015 to -1.23% in favour of BAME staff. No further action is therefore required at this time.

From the 2017 REC survey 56% (49% BAME) agreed that they are paid the same as my colleagues who do the same job and 40% (39% BAME) agreed that pay awards and increases are allocated fairly and transparently.

73

Section 4: Staff Profile Summary

Positive developments since 2015 Bronze Award:

Since our last submission, the total PS BAME representation (Grades 1-9) has improved by 1.6% points overall (10.2% in 2015 to 11.8% in 2017), with increased BAME staff numbers at each level from Grades 1 - 7

There has been a reduction in the number of staff with unknown ethnicity (2015 Bronze Action 9)


BAME staff are overrepresented in disciplinary cases across the University. Focus group feedback from staff believe that this is in part due to a lack of understanding and cultural awareness across the institution.

A smaller percentage of BAME staff believe race-related issues will be appropriately actioned by the university compared to white staff. Low awareness of our zero tolerance campaign amongst white Research Staff.

Higher proportion of white academic/research staff are on permanent contracts than BAME academic/research staff (55% white cf. 35.8% BAME) with little improvement over the last three years.

Significant investment in training for Senior Leadership roles, but these are not measured for impact. Lack of BAME representation at higher academic grades suggests limited movement of BAME academic and research staff through the pipeline (8.7% BAME academic and Research Staff are Professor cf. 20.8% white peers).

BAME academic and research staff turnover is greater than for white staff (2017: 20% turnover of BAME staff, 14.7% of white staff). Non-UK staff show greater turnover than UK colleagues. Information about why staff leave is limited and methods for collection are inconsistent across the University

Continued lack of BAME representation at senior grades – BAME representation at most senior PS grades 8&9 has compounded further over the last three years (dropped by 1.4% points).

Actions:

New 2019 Bronze Action 4.1: Continue to monitor Fixed Term Contracts and outcomes data: 84% of FTC staff have contracts extended or are redeployed, we need to ensure movement of staff from FTC to open-ended contracts (focus on BAME staff). Explore options for increasing redeployment prospects for staff.

New 2019 Bronze Action 4.2: Implement Exit Questionnaire whilst continuing to capture leavers’ data and monitor reasons for leaving.

New 2019 Bronze Action 4.3: Analyse PS staff demographics in greater granularity by Faculty/ Directorates and Occupancy and set targets appropriate for each area.

New 2019 Bronze Action 4.4: Explore the reasons why BAME staff are overrepresented in disciplinary cases. Deliver the Speak Up Stand Up active bystander campaign for staff

New 2019 Bronze Action 4.5: Ensure mentoring, training and leadership opportunities further drive the closing of the ethnicity differential in Senior

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Management roles (by diversifying the pool of senior academics able to fill those positions).

New 2019 Bronze Action 4.6: Increase the number of BAME Staff on Senior Management Committee


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5 Academic staff: recruitment, progression and development

Where possible for sections 5 please provide the data for each academic faculty. Please also provide a brief overview statement from the head of each faculty, setting out their reaction to the data and priorities for action.

5a Academic recruitment

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues or trends in the ethnic profile (by specific ethnic group where possible) of UK, and separately, non-UK applicants:

= applying for academic posts

= being shortlisted/invited to interview for academic posts

= being offered academic posts

Where possible, please provide the data for each academic faculty. Please provide information on the institution’s recruitment processes.

= How are minority ethnic individuals, where underrepresented, encouraged to apply and accept offers?

= What is done to try to identify and address biases within the processes?

The University uses JobTrain to facilitate the tracking and management of our recruitment processes. This recruitment data is forwarded annually to Faculties as part of the Annual Performance Review and to Schools as part of their Athena SWAN/EDI Committee self-assessment. Our job adverts include positive action statements and actively encouraging applications from all sections of the community. There is a clear link on our main ‘Jobs’ page to the EDI work and commitment at the University, see Figure 23.

Figure 23: Screenshot of externally-facing Jobs page

Those involved in recruitment, promotion and interviewing, (including that of undergraduates) must have appropriate training In accordance with our E&D policy (1221 staff have undertaken training 2014 to 2017). Schools monitor panel compliance and this feeds into their local EDI action plans. The 2017 REC survey reveals that 67% of staff (58% BAME) agree that recruitment is fair and transparent.

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We consistently receive comparable numbers of applications for research staff posts from white and BAME applicants (~47% in 2017) but receive less applications from BAME candidates for core academic posts (36% BAME cf. 58% White), see Table 38. Feedback from Schools via Faculty EDI Committees report that the data is misleading and doesn’t account for the many speculative applications we receive mainly from overseas applicants. However, the external platform which we use for recruitment limits what meaningful data we can track for applicants and so we cannot report what proportion of applicants this impact. Conversion rates reveal however that candidates who are White are twice as likely to be shortlisted and twice as likely to be successful. When staff were asked in the 2017 REC survey if recruitment and selection policies lead to the best candidates being recruited 58% agreed (46% BAME). Recognising action was needed to underpin mandatory E&D training, the University introduced an online Understanding Bias course (CUBIAS, 2016) and face-to-face Unconscious Bias training. Initially targeted at staff with leadership roles this is now offered to all staff involved in recruitment and promotion (353 staff completed to date).

Table 38: Academic and research staff recruitment data by ethnicity (2015 – 2017)

Applications Shortlisted Successful

Year Count White BAME Unknown Total White BAME Unknown Total White BAME Unknown Total

20

15

2015

Core Academics 2708 1808 418 4934 391 131 46 568 144 31 17 192

Research Only 2350 3259 670 6279 434 344 97 875 182 114 42 338

Total 5058 5067 1088 11213 825 75 143 1443 326 145 59 530

% Proportion

Core Academics 54.9% 36.6% 8.5% 100% 68.8% 23.1% 8.1% 100% 75.0% 16.1% 8.9% 100%

Research Only 37.4% 51.9% 10.7% 100% 49.6% 39.3% 11.1% 100% 53.8% 33.7% 12.4% 100%

Total 45.1% 45.2% 9.7% 100% 57.2% 32.9% 9.9% 100% 61.5% 27.4% 11.1% 100%

Rates %

Core Academics 54.9% 36.6% 8.5% 100% 14.4% 7.2% 11.0% 11.5% 5.3% 1.7% 4.1% 3.9%

Research Only 37.4% 51.9% 10.7% 100% 18.5% 10.6% 14.5% 13.9% 7.7% 3.5% 6.3% 5.4%

Total 45.1% 45.2% 9.7% 100% 16.3% 9.4% 13.1% 12.9% 6.4% 2.9% 5.4% 4.7%

20

16

20

16

Core Academics 3315 1893 501 5709 401 121 57 579 119 33 21 173

Research Only 2906 3706 765 7377 490 334 98 922 191 87 47 325

Total 6221 5599 1266 13086

891 455 155 1501 310 120 68 498

% Proportion

Core Academics 58.1% 33.2% 8.8% 100% 69.3% 20.9% 9.8% 100% 68.8% 19.1% 12.1% 100%

Research Only 39.4% 50.2% 10.4% 100% 53.1% 36.2% 10.6% 100% 58.8% 26.8% 14.5% 100%

Total 47.5% 42.8% 9.7% 100% 59.4% 30.3% 10.3% 100% 62.2% 24.1% 13.7% 100%

Rates %

Core Academics 58.1% 33.2% 8.8% 100% 12.1% 6.4% 11.4% 10.1% 3.6% 1.7% 4.2% 3.0%

Research Only 39.4% 50.2% 10.4% 100% 16.9% 9.0% 12.8% 12.5% 6.6% 2.3% 6.1% 4.4%

Total 47.5% 42.8% 9.7% 100% 14.3% 8.1% 12.2% 11.5% 5.0% 2.1% 5.4% 3.8%

20

17

2017

Core Academics 3032 1834 300 5166 505 186 31 722 119 26 8 153

Research Only 5286 5383 695 11364

907 516 105 1528 279 134 33 446

Total 8318 7217 995 16530

1412 702 136 2250 398 160 41 599

% Proportion

Core Academics 58.7% 35.5% 5.8% 100% 69.9% 25.8% 4.3% 100% 77.8% 17.0% 5.2% 100%

Research Only 46.5% 47.4% 6.1% 100% 59.4% 33.8% 6.9% 100% 62.6% 30.0% 7.4% 100%

Total 50.3% 43.7% 6.0% 100% 62.8% 31.2% 6.0% 100% 66.4% 26.7% 6.8% 100%

Rates %

Core Academics 58.7% 35.5% 5.8% 100% 16.7% 10.1% 10.3% 14.0% 3.9% 1.4% 2.7% 3.0%

Research Only 46.5% 47.4% 6.1% 100% 17.2% 9.6% 15.1% 13.4% 5.3% 2.5% 4.7% 3.9%

Total 50.3% 43.7% 6.0% 100% 17.0% 9.7% 13.7% 13.6% 4.8% 2.2% 4.1% 3.6%

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5b Training

Please provide race-specific information on the training available to academic staff including:

= courses related to management, leadership, and/or other opportunities linked to career progression

= the uptake of courses by ethnicity

= how training is evaluated

All staff regardless of role and grade, can access training via the central Staff Learning and Development (SL&D), which delivers classroom-based and online training (key themes; leadership and strategy, personal and practical skills and essential compliance training). In the 2017 REC survey 64% of staff (66% BAME) said that there are opportunities for them to develop in their role.

There are three SL&D Leads (3 White female) and particular focus is on early-career Research Staff to complement Faculty Academic and Researcher development teams and the library “Research Essentials” training. Table 39 lists the leadership courses for which the data in Table 40 has been collected (other training programmes were available during the reporting period). SL&D underwent a significant restructure in 2015/16, causing disruption to the availability of some programmes, which is why overall attendee numbers are low for that year. In 2014/15 and 2017/18 however, the proportion of BAME staff attending leadership and management training is 6.2% and 15.9% respectively.

Table 39: Leadership courses undertaken by academic and research staff

Course Titles

Step into Leadership

MHS Faculty Leadership Programme

Leadership and Line Management (New Academics and Fellows Programme)

Academic Leadership Skills-How to Peer Review Teaching

HEADSTART Leadership Development Programme

Stepping up to Leadership- demonstrating you are ready for the next step

Academic Leadership Skills - Academic Work-Life Balance and Managing Competing Demands

Managing Change (FBMH Leadership Event)

Leading Change (manager event)

FLS Leadership Development (3 part course) - Academic Staff

Managing in the Round

Diploma in Management and Leadership Studies

Middle Managers Conference 2016

Making the Right Start

Advanced Leadership Skills:

> Chairing Challenging Meetings Effectively

> How to be a Successful Programme Director

> How to Be an Appointment Panel Member and Chair

> Making Your Voice Heard in Meetings and Beyond

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Table 40: Attendance of Leadership and management courses by academics

Ethnicity Ethnic Group

UK/ Non-UK

2014/15 2015/16 2016/17 3 Years Total 2014/15 2015/16 2016/17 3 Years Average

BAME

Asian

UK 5 20 25 1.5% 0.0% 4.9% 2.8%

Non-UK 12 13 25 3.6% 0.0% 3.2% 2.8%

Not Known 0.0% 0.0% 0.0% 0.0%

Asian Total 17 33 50 5.0% 0.0% 8.1% 5.7%

Black

UK 0.0% 0.0% 0.0% 0.0%

Non-UK 14 14 0.0% 0.0% 3.4% 1.6%

Not Known 0.0% 0.0% 0.0% 0.0%

Black Total 14 14 0.0% 0.0% 3.4% 1.6%

Other/ Mixed

UK 4 17 21 1.2% 0.0% 4.2% 2.4%

Non-UK 1 1 0.0% 0.0% 0.2% 0.1%

Not Known 0.0% 0.0% 0.0% 0.0% Other/Mixed

Total 4 18 22 1.2% 0.0% 4.4% 2.5%

BAME Total 21 65 86 6.2% 0.0% 15.9% 9.8%

White

UK 247 83 286 616 73.1% 62.9% 69.9% 70.1%

Non-UK 68 49 56 173 20.1% 37.1% 13.7% 19.7%

Not Known 0.0% 0.0% 0.0% 0.0%

White Total 315 132 342 789 93.2% 100% 83.6% 89.8%

Undisclosed

UK 1 1 2 0.3% 0.0% 0.2% 0.2%

Non-UK 1 1 2 0.3% 0.0% 0.2% 0.2%

Not Known 0.0% 0.0% 0.0% 0.0%

Undisclosed Total 2 2 4 0.6% 0.0% 0.5% 0.5%

Grand Total 338 132 409 879 100% 100% 100% 100%

SL&D “Investing in Success” is open to all and represents a significant investment in staff talent of £1M. Awardees receive up to £10,000 each and are profiled through the closing showcase event. Awardees in 2018 include the two co-chairs and a member of the BAME Staff Network for a training and development programme for 10 BAME staff grades 2 to 5 to support their transition to more senior roles.

Faculty-led training further supports Academics and Research Staff, delivering flagship programmes at foundation, intermediate and advanced level training (described as the gold- standard for researcher development and one of the top in UK HE by the Head of Research Careers at the Medical Research Council). The New Academics Programme (NAP, HEI accredited) for academics and research fellows also runs at Faculty level providing training in research excellence, inspirational teaching and learning and academic leadership and management (719 registrants from 2014 to date). “I have taken on a leadership role that I would not have felt confident to do without the support of the programme” NAP anonymous participant feedback.

The University is a national sponsor for the Stellar HE, executive development programme for diverse (BAME) staff aspiring to leadership positions. Now in its sixth year 15 academic staff (5 FHUM, 4 FSE, 6 FBMH) have completed the Institute of Leadership and Management accredited programme (endorsed by HEFCE) and we hosted the launch of the Stellar HE national network in June 2018. One attendee said “A stand-out memory for me was the buzz I felt after the first residential, like I was standing on the precipice of a real, palpable, transformation of myself as a leader. The two take-home mantras for me were ‘try, fail, learn’ and ‘presence, passion, power’ which I now put into practice on a daily basis.”

Three female BAME staff have also attended the Aurora Women in Leadership programme.

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5c Appraisal/development review

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues or trends in the outcomes of appraisals/development reviews for UK, and separately, non-UK academic staff, with specific reference to outcomes by ethnicity.

Performance and Development Review (P&DR) is offered to all staff annually (1707 members have participated from all staff groups over last three years) and accountability for the process lies with the reviewer (usually line managers). Reviewer training is mandatory and reviewees are also encouraged to access the online module ‘Getting the best from your P&DR’ or the equivalent face-to-face workshop. When feedback from staff surveys also indicated a lack of confidence in some aspects of P&DR the process was re-appraised (2016) making it more reviewee-focused, establishing ‘senior reviewers’ responsible for overseeing the effectiveness of all P&DRs in their areas and finally moving P&DR onto an electronic platform. Furthermore focussed training for Research Staff ‘Getting the most out of P&DRs’ has recently been piloted in the FBMH (May 2018) for eventual roll out across the University. Pleasingly the 2017 REC survey revealed that 72% (71% BAME) of staff said that their line manager makes time to discuss personal development and progression. Furthermore 73% (72% BAME) of respondents said that the P&DR is evidence-based and transparent. The capturing of data for the number of staff completing P&DR has, to date, been inconsistent across the University with records often only held at a local level. The latter is being phased in across all staff groups including PS and Research Staff. It is hoped that this will enable us to provide completion rates by ethnicity and gender in the future.

Table 41: Academic staff completing their Performance and Development Review

Faculty 2014/15 2015/16 2016/17

FSE 365 (53%) 408 (61%) 501 (76%)

FHUM 1006 (92%) 1012 (86%) 1027 (80%)

FBMH 977 (80%) (92%) 1348 (78%)

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5d Academic promotion

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues or trends in the ethnic profile (by specific ethnic group where possible) of UK, and separately, non-UK academic staff promotions.

Please provide collated data by each academic grade (ie promotions from each grade to the next)

Where possible, please provide the data for each academic faculty.

This section should also include, with specific reference to ethnicity:

= how candidates are identified, and how the process and criteria are communicated to staff

= how the criteria for promotion consider the full range of work-related activities (including administrative, pastoral and outreach work)

= details of any training, support or relevant opportunities including temporary promotions/interim positions

= staff perceptions of the promotions process, including whether it is transparent and fair

The University’s promotion process and policy recognises and rewards all three academic career pathways (teaching and research, research only or teaching only) with key criteria for promotion in each pathway clearly laid out. Since Bronze there has been an increased number of promotion workshops at Faculty level all advertised with a positive action statement to encourage women and BAME staff. Schools now have ‘Promotions Champions’ to provide guidance and support to applicants. A current initiative by the FSE EDI Committee is the trialling of ‘Unconscious Bias Observers’ and impact will be measured by analysing improvements in success rates from underrepresented groups. We will look to establish this in the other two Faculties if there is perceived positive benefits (Action 5.1).

Action 5.1: Identify and implement Unconscious Bias (UB) observers on academic promotion panels

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Table 42a. Promotion applications and outcomes by academic level, FHUM

Faculty of Humanities Promotions 2017

Promotion to

Ethnicity

% of potential applicants (pool) Application % of successful applications

Female Male Total

Female Male Total Female Male Total

Count Count Count % Count Count Count % Count Count Count %

Chair

White 104 150 254 10% 14 12 26 93% 9 8 17 65%

BME 10 26 36 6% 2 2 7% 1 1 50%

Not known

2 2 0% 0% 0%

Count 114 178 292 10% 14 14 28 100% 9 9 18 64%

% 12% 8% 10% 50% 50% 100% 64% 64% 64%

Reader

White 99 135 234 2% 3 1 4 100% 3 1 4 100%

BME 9 24 33 0% 0%

Not known

2 2 0% 0% 0%

Count 108 161 269 1% 3 1 4 100% 3 1 4 100%

% 3% 1% 1% 75% 25% 100% 100% 100% 100%

Senior

Lecturer/

Senior

Research

Fellow

White 186 199 385 9% 15 20 35 92% 15 18 33 94%

BME 39 30 69 4% 2 1 3 8% 1 1 33%

Not known

14 20 34 0% 0% 67%

Count 239 249 488 8% 17 21 38 100% 16 18 34 89%

% 7% 8% 8% 45% 55% 100% 94% 86% 89%

All promotion

s

White 389 484 873 7% 32 33 65 93% 27 27 54 83%

BME 58 80 138 4% 2 3 5 7% 1 1 2 40%

Not known

14 24 38 0% 0% 67%

Count 461 88 1049 7% 34 36 70 100% 28 28 56 80%

% 7% 6% 7% 49% 51% 100% 82% 78% 80%

Table 42b. Promotion applications and outcomes by academic level, FSE

Faculty of Science and Engineering Promotions 2017

Promotion to

Ethnicity


Female Male Total



Chair

White 30 145 175 5% 1 8 9 56% 1 6 7 78%

BME 6 27 33 18% 1 5 6 38% 4 4 67%

Not known

2 4 6 17% 1 1 6% 1 1 100%

Count 38 176 214 3 13 16 2 10 12 75%

% 8% 7% 7% 19% 81% 100% 67% 77% 75%

Reader

White 20 91 111 13% 3 11 14 70% 2 10 12 86%

BME 2 19 21 24% 5 5 25% 5 5 100%

Not known

1 3 4 25% 1 1 5% 1 1 100%

Count 23 113 136 3 17 20 2 16 18 90%

% 13% 15% 15% 15% 85% 100% 67% 94% 90% Senior

Lecturer/

Senior

Research

Fellow

White 58 193 251 15% 7 30 37 95% 7 24 31 84%

BME 15 58 73 1% 1 1 3% 1 1 100%

Not known

2 24 26 4% 1 1 3% 1 1 100%

Count 75 275 350 8 31 39 8 25 33 85%

% 11% 11% 11% 21% 79% 100% 100% 81% 85%

All promotion

s

White 108 429 537 11% 11 49 60 80% 10 40 50 83%

BME 23 104 127 9% 2 10 12 16% 1 9 10 83%

Not known

5 31 36 8% 1 2 3 4% 1 2 3 100%

Count 136 564 700 14 61 75 12 51 63 84%

% 10% 11% 11% 19% 81% 100% 86% 84% 84%

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Table 42c: Promotion applications and outcomes by academic level, FBMH

Faculty of Biology, Medical and Health Sciences Promotions 2017

Promotion to

Ethnicity


Female Male Total



Chair

White 311 134 445 4% 7 10 17 81% 4 8 12 71%

BME 10 18 28 14% 2 2 4 19% 1 1 2 50%

Not known

1 2 3 0% 0% N/A

Count 322 154 476 9 12 21 5 9 14 67%

% 3% 8% 4% 43% 57% 100% 56% 75% 67%

Reader

White 125 108 233 3% 3 3 6 100% 1 3 4 67%

BME 9 15 24 0% 0% N/A

Not known

1 1 2 0% 0% N/A

Count 135 124 259 3 3 6 1 3 4 67%

% 2% 2% 2% 50% 50% 100% 33% 100% 67%

Senior

Lecturer/

Senior

Research

Fellow

White 252 196 448 7% 13 20 33 89% 11 13 24 73%

BME 42 43 85 5% 1 3 4 11% 1 2 3 75%

Not known

13 6 19 0% 0% N/A

Count 307 245 552 14 23 37 12 15 27 73%

% 5% 9% 7% 38% 62% 100% 86% 65% 73%

All promotion

s

White 688 438 1126 5% 23 33 56 88% 16 24 40 71%

BME 61 76 137 6% 3 5 8 13% 2 3 5 63%

Not known

15 9 24 0% 0 0 0 0% 0 0 0 N/A

Count 764 523 1287 26 38 64 18 27 45 70%

% 3% 7% 5% 41% 59% 100% 69% 71% 70%

Figure 24: Success rate of promotion applicants by ethnicity (2015-2017)

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Academic Promotions 2017 Overall – University level

We continue to see more Black, Asian and Minority Ethnic (BAME) staff being promoted to professor compared to previous years – seven in 2017 (16%) compared to four in 2016 (7%). This year’s total is higher than 2013-2015 promotions to professor combined (6).

In terms of the pipeline, in each of the last three years, less than 10% of promotions at SL level were BAME staff. This will be investigated to find out if there is a reason for this trend.

Faculty of Humanities

BAME staff were not as successful as White staff (83% cf. 40%) and they had a lower percentage of the pool apply.

Chair: A lower percentage of the BAME pool applied for promotion and they were not as successful as White staff. There were two applicants out of a potential pool of 36.

Senior Lecturer: A lower percentage of the BAME pool applied for promotion (three staff) and they were not as successful as White staff (94% cf. 33%).

Faculty of Biology, Medicine and Health

BAME staff were not as successful as White staff (63% cf. 71%).

Chair: Higher percentages of the BAME pool applied cf. White staff (14% cf. 4%) but were not as successful (50% cf. 71%).

Senior Lecturer: A lower percentage of the BAME pool applied and they were as successful as White staff.

Faculty of Science and Engineering

Overall, a balanced promotions round with women and BAME staff being promoted at the same rate as men and White staff. BAME staff did particularly well at Reader level.

Chair: A much higher percentage of the BAME pool applied (18% cf. 5%), they were 38% of the applicants at this level but were not as successful (67% cf. 78%). It should be noted that four BAME staff were promoted which is a significant increase on previous years.

Reader: A much higher percentage of the BAME pool applied and they were more successful than White staff, with a 100% success rate.

Senior Lecturer: Only one BAME member of staff applied for promotion and they were successful. This is from a pool of 73 BAME staff.

Action 5.2A: To investigate why over the last three years less than 10% of applicants for

promotion to senior lecturer were BAME and to put in place actions to increase the number

of applications.

Action 5.2B: To ensure support for promotion at all career stages and deliver academic,

research staff and professorial re-zoning workshops across the University.

Action 5.3: To improve the pipeline and increase the number of BAME women Professors

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5e Research Excellence Framework (REF)

Please provide data and related commentary and actions on:

= the number of staff submitted to REF, presented as a proportion of the eligible pool, broken down by ethnicity. Please differentiate between UK and non-UK staff.

Table 43 shows proportion of eligible staff that were included in the REF. When comparing to the RAE2008 the University had similar (proportionate) numbers of staff who were eligible and submitted based on their ethnicity, age and disability status. White staff were more likely to be included in the REF than BAME staff (79% cf. 69%). When nationality is considered, non-UK BAME staff were significantly less likely to be included (65% inclusion). It is acknowledged that there is a 5% difference in UK-BAME staff inclusion compared to UK-White staff (73% cf. 78%). As noted in Section 4 there is an issue of small numbers but we note a difference in the inclusion of UK BAME lecturers (35%) and Non-UK BAME Senior Lecturers & Readers (54% & 50%) compared to White staff. Furthermore UK-BME fixed term staff were less likely to be included than UK-BAME staff on open-ended contracts (58% cf. 75%) and part-time non-UK BAME staff were less likely to be included than full-time non-UK BAME staff (50% cf. 66%).

Table 43: REF2014 eligible staff by ethnicity, nationality and academic level

Included Not Included

REF ELIGIBLE STAFF % %

Lecturer

UK - White 64% 36% UK - BME 35% 65% Non-UK - White 69% 31% Non-UK - BME 63% 37%

Senior Lecturer


Reader


Professor


Research Fellow


Senior Research Fellow


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5f Support given to early career researchers

Please provide details of how your institution supports minority ethnic individuals who are at the beginning of their academic careers in higher education.

= Comment on open-ended/permanent opportunities and any differences by ethnicity.

The majority of our BAME academic and research staff are at Research Staff grades (58%, Table 16 previously), thus the support available to this cohort is critical at enabling their success at pursuing further progression into higher academic roles. All early career researchers are supported through dedicated Faculty Researcher Development Officers, in addition the Staff Learning and Development team have a focus on early-career Research Staff to complement Faculty Academic and Researcher development teams and the library “My Research Essentials” training.

The University is a signatory on “The Concordat to Support the Career Development of Researchers” and has a dedicated working group to implement the action plan to adopt its 7 principles in full. This pledge is made explicit in the University’s highest level Research Strategy. The institution’s ongoing commitment to embed the principles of the Concordat to Support the Career Development of Researchers into operations and strategy has earned the University the European Commission ‘HR Excellence in Research Award’ (awarded in 2012 and retained since). Significant impact of the work has been the University-wide adoption of the extended access scheme (enabling researchers to continue to access I.T. services, including email and research publications after their contract of employment has culminated) and data revealing 84% of researchers on time-limited funding have either been successfully redeployed or have had their funding extended.

A clear commitment to EDI is made in the Concordat Implementation Plan, and Research Staff also benefit from an induction programme, a specific handbook (updated and relaunched in 2017), a broad range of excellent training and development opportunities, an annual Research Staff conference, career mentoring and coaching programmes, a flagship accredited “Researchers into Management” programme and opportunities to represent their research community at Faculty, School and University levels. Faculties have their own Postdoctoral Forums to enhance communication to research staff and representatives from Schools are involved as Research Staff Representatives as part of a pan-University network.

We have been proactive in raising awareness of the Research Staff promotion criteria and process. To support research staff recent significant investment has been made with the launch of our Presidential Fellowship Scheme (100 fellows to be recruited in 2018) and associated fellowship development support. Available in all Faculties, the scheme offers a highly competitive salary, generous research and travel expenses, access to world-leading facilities, mentorship from a senior University of Manchester academic, participation in our New Academics Programme and outstanding networking, learning and development opportunities. In FSE and FHUM the Fellowship serves as a four-year probation, after which there is the opportunity to join the University as a permanent academic. To date there has been 1476 applications (36% BAME) and we have recruited 33 White and 9 BAME fellows (35% of the shortlisting pool White cf. 29% of the shortlisting pool BAME).

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5g Profile-raising opportunities

Please describe how your institution ensures profile raising opportunities are allocated transparently and without racial bias. This might include:

= speaking at conferences, seminars, guest lectures, exhibitions and media opportunities, nominations to public bodies, professional bodies and external prizes

Staff are encouraged to broaden their professional networks both internally and externally and raise their profile through attendance of conferences, workshops, and exhibitions. Our dedicated SL&D offer sessions such as ‘Media Training’, ‘How to Chair a Meeting’, and ‘Personal Impact and Confidence’, to ensure staff are able to communicate effectively.

The ‘News and Media Relations’ area of the Division of Communications and Marketing promote certain media databases/training schemes to our staff, through their twitter accounts (and Faculty Social Media routes) and news digest daily email. The team also actively promote specific campaigns internally and externally e.g. the Equity and Merit Scholarship.

In 2016, FSE funded a BAME member of staff and researcher on graphene, to join the British Science Association Media Fellows Programme. This type of active support helps raise the profile of our BAME researchers but also improves the diversity of our staff that appear in the media, in this case to communicate developments in graphene, one of our beacon areas of research.

Section 5: Academic Staff: recruitment, progression and development Summary

Positive developments since 2015 Bronze Award

84% of researchers on time-limited funding have either been successfully redeployed or have had their funding extended

More Black, Asian and Minority Ethnic (BAME) staff being promoted to professor compared to previous years – seven in 2017 (16%) compared to four in 2016 (7%) and higher than the 2013-2015 promotions to professor combined (6). In the Faculty of Science and Engineering, BAME staff did particularly well at Reader level.


58% of our BAME academic/research staff are early-career researchers (cf. 38% of white academics/research staff). By actively supporting their progress through the academic pipeline, we can aid diversity at higher academic grades.

Fewer BAME applications for promotion were made relevant to the potential pool, compared to white applicants. Specifically, fewer than 10% of applicants for promotion for Senior Lecturer have been from BAME staff (44 out of 403 applications received).

Only 2% of the Professoriate are BAME women compared with 24% women and 9% BAME staff in the Professoriate overall

Promotion success rates for BAME academics is generally below that of white colleagues

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Actions:

New 2018 Bronze Action 5.1 Identify and implement Unconscious Bias (UB) observers on academic promotion panels

New 2018 Bronze Action 5.2A To investigate why, over the last three years, ~ 10% of applicants for promotion for Senior Lecturer were BAME and to put in place actions to increase the number of applications.

New 2018 Bronze Action 5.2B To ensure support for promotion at all career stages and deliver academic, research staff and professorial re-zoning workshops across the University.

New 2018 Bronze Action 5.3 To improve the pipeline and increase the number of BAME women Professors

New 2018 Bronze Action 5.4 Implement a University Fellowship scheme to nurture talented Research Staff and attract the very best national and international researchers to the University.


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6 Professional and support staff: recruitment, progression and development

Where possible, for each of the sections below, please provide the data for each central department/academic faculty, depending on your structure and staff numbers. Please also provide a brief overview statement on section 6 as a whole from the head of each central department/academic faculty.

6a Professional and support staff recruitment Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points, to describe any issues or trends in the ethnic profile (by specific ethnic group where possible) of UK, and separately, non-UK applicants:

= applying for professional and support posts

= being shortlisted/invited to interview for professional and support posts

= being offered professional and support posts

With reference to any information already provided in section 5, please comment on:

= how minority ethnic individuals, where underrepresented, are encouraged to apply and accept offers

= what is done to try to identify and address biases within the processes

Recruitment for PS roles are conducted similar to that of academic and research staff. Vacancies are advertised on the same webpage as for academic/research roles, using the same online software discussed in Section 5a. For the last three years, BAME applicants have consistently lower levels of success to progress to subsequent stages of the recruitment process regardless of grade (Table 44). In 2017 3.8% of white applicants were successfully offered posts, compared with just 2.0% of BAME applicants. Interestingly BAME applicants for Grade 5/6 posts repeatedly outnumber white applicants however the reasons behind this are unclear, although the number of these roles is small. In the USS2017, BAME PSS staff gave the least level of agreement that the recruitment process is fair (75% cf. 81% PS White and 84% BAME academics). As the PS staff profile shows BAME representation to be low at higher grades; there are Schools and Directorates with a lack of ethnic diversity that can potentially impact on the diversity of interview panels. We also believe this may impact on shortlisting and/or appointment. Thus Action 6.2 has been designed to explore ways to improve the diversity of recruitment panels.

Action 6.1: To increase the success rate of BAME PSS candidates throughout the recruitment process

Action 6.2: To support Schools and Directorates to ensure a diverse recruitment panel to guard against any potential bias during the recruitment process

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Table 44: Recruitment data for PSS vacancies


Count White BAME Unkno

wn Total White BAME Unkno


wn Total

20

14

/15

Grade 1-4 9669 2872 870 13411 1295 211 145 1651 364 55 59 478

Grade 5 2276 763 268 3307 410 91 50 551 121 10 17 148

Grade 5/6 20 30 5 55 10 5 3 18 3 0 2 5

Grade 6 1773 699 232 2704 384 70 47 501 114 23 18 155

Grade 6/7 5 5 3 13 2 1 1 4 1 0 1 2

Grade 7 1051 313 112 1476 273 40 21 334 78 6 11 95

Grade 8&9 305 71 46 422 65 10 8 83 18 2 4 24

Grand Total 24768 7625 2406 34799 3734 639 420 4793 1063 151 171 1385

Proportion %

Grade 1-4 72.1% 21.4% 6.5% 100% 78.4% 12.8% 8.8% 100% 76.2% 11.5% 12.3% 100%

Grade 5 68.8% 23.1% 8.1% 100% 74.4% 16.5% 9.1% 100% 81.8% 6.8% 11.5% 100%

Grade 5/6 36.4% 54.5% 9.1% 100% 55.6% 27.8% 16.7% 100% 60.0% 0.0% 40.0% 100%

Grade 6 65.6% 25.9% 8.6% 100% 76.6% 14.0% 9.4% 100% 73.5% 14.8% 11.6% 100%

Grade 6/7 38.5% 38.5% 23.1% 100% 50.0% 25.0% 25.0% 100% 50.0% 0.0% 50.0% 100%

Grade 7 71.2% 21.2% 7.6% 100% 81.7% 12.0% 6.3% 100% 82.1% 6.3% 11.6% 100%

Grade 8&9 72.3% 16.8% 10.9% 100% 78.3% 12.0% 9.6% 100% 75.0% 8.3% 16.7% 100%

Grand Total 71.2% 21.9% 6.9% 100% 77.9% 13.3% 8.8% 100% 76.8% 10.9% 12.3% 100%

Rates %

Grade 1-4 72.1% 21.4% 6.5% 100% 13.4% 7.3% 16.7% 12.3% 3.8% 1.9% 6.8% 3.6%

Grade 5 68.8% 23.1% 8.1% 100% 18.0% 11.9% 18.7% 16.7% 5.3% 1.3% 6.3% 4.5%

Grade 5/6 36.4% 54.5% 9.1% 100% 50.0% 16.7% 60.0% 32.7% 15.0% 0.0% 40.0% 9.1%

Grade 6 65.6% 25.9% 8.6% 100% 21.7% 10.0% 20.3% 18.5% 6.4% 3.3% 7.8% 5.7%

Grade 6/7 38.5% 38.5% 23.1% 100% 40.0% 20.0% 33.3% 30.8% 20.0% 0.0% 33.3% 15.4%

Grade 7 71.2% 21.2% 7.6% 100% 26.0% 12.8% 18.8% 22.6% 7.4% 1.9% 9.8% 6.4%

Grade 8&9 72.3% 16.8% 10.9% 100% 21.3% 14.1% 17.4% 19.7% 5.9% 2.8% 8.7% 5.7%

20

15

/16

Grade 1-4 8600 2844 1382 12826 1062 279 218 1559 292 53 72 417

Grade 5 2598 768 346 3712 373 74 56 503 102 14 26 142

Grade 5/6 5 10 3 18 1 1 0 2 1 1 0 2

Grade 6 1587 614 308 2509 310 51 68 429 110 13 25 148

Grade 6/7 16 25 13 54 6 6 3 15 1 1 2 4

Grade 7 728 259 137 1124 187 27 26 240 51 2 9 62

Grade 8&9 356 77 40 473 79 6 3 88 22 0 0 22

Grand Total 22490 7441 3611 33542 3080 723 592 4395 871 137 206 1214

Proportion %

Grade 1-4 67.1% 22.2% 10.8% 100% 68.1% 17.9% 14.0% 100% 70.0% 12.7% 17.3% 100%

Grade 5 70.0% 20.7% 9.3% 100% 74.2% 14.7% 11.1% 100% 71.8% 9.9% 18.3% 100%

Grade 5/6 27.8% 55.6% 16.7% 100% 50.0% 50.0% 0.0% 100% 50.0% 50.0% 0.0% 100%

Grade 6 63.3% 24.5% 12.3% 100% 72.3% 11.9% 15.9% 100% 74.3% 8.8% 16.9% 100%

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Count White BAME Unkno



wn Total

Grade 6/7 29.6% 46.3% 24.1% 100% 40.0% 40.0% 20.0% 100% 25.0% 25.0% 50.0% 100%

Grade 7 64.8% 23.0% 12.2% 100% 77.9% 11.3% 10.8% 100% 82.3% 3.2% 14.5% 100%

Grade 8&9 75.3% 16.3% 8.5% 100% 89.8% 6.8% 3.4% 100% 100% 0.0% 0.0% 100%

Grand Total 67.1% 22.2% 10.8% 100% 70.1% 16.5% 13.5% 100% 71.7% 11.3% 17.0% 100%

Rates %

Grade 1-4 67.1% 22.2% 10.8% 100% 12.3% 9.8% 15.8% 12.2% 3.4% 1.9% 5.2% 3.3%

Grade 5 70.0% 20.7% 9.3% 100% 14.4% 9.6% 16.2% 13.6% 3.9% 1.8% 7.5% 3.8%

Grade 5/6 27.8% 55.6% 16.7% 100% 20.0% 10.0% 0.0% 11.1% 20.0% 10.0% 0.0% 11.1%

Grade 6 63.3% 24.5% 12.3% 100% 19.5% 8.3% 22.1% 17.1% 6.9% 2.1% 8.1% 5.9%

Grade 6/7 29.6% 46.3% 24.1% 100% 37.5% 24.0% 23.1% 27.8% 6.3% 4.0% 15.4% 7.4%

Grade 7 64.8% 23.0% 12.2% 100% 25.7% 10.4% 19.0% 21.4% 7.0% 0.8% 6.6% 5.5%

Grade 8&9 75.3% 16.3% 8.5% 100% 22.2% 7.8% 7.5% 18.6% 6.2% 0.0% 0.0% 4.7%

20

16

/17

Grade 1-4 7982 2967 534 11483 1260 272 120 1652 296 60 53 409

Grade 5 2864 918 177 3959 513 110 44 667 97 26 16 139

Grade 5/6 4 5 2 11 4 2 0 6 2 0 0 2

Grade 6 2228 827 191 3246 444 87 48 579 119 15 15 149

Grade 6/7

Grade 7 1277 431 96 1804 243 47 25 315 49 7 11 67

Grade 8&9 553 124 40 717 96 7 10 113 20 0 4 24

Grand Total 22890 8239 1574 32703 3820 797 367 4984 879 168 152 1199

Proportion %

Grade 1-4 69.5% 25.8% 4.7% 100% 76.3% 16.5% 7.3% 100% 72.4% 14.7% 13.0% 100%

Grade 5 72.3% 23.2% 4.5% 100% 76.9% 16.5% 6.6% 100% 69.8% 18.7% 11.5% 100%

Grade 5/6 36.4% 45.5% 18.2% 100% 66.7% 33.3% 0.0% 100% 100% 0.0% 0.0% 100%

Grade 6 68.6% 25.5% 5.9% 100% 76.7% 15.0% 8.3% 100% 79.9% 10.1% 10.1% 100%

Grade 6/7 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

Grade 7 70.8% 23.9% 5.3% 100% 77.1% 14.9% 7.9% 100% 73.1% 10.4% 16.4% 100%

Grade 8&9 77.1% 17.3% 5.6% 100% 85.0% 6.2% 8.8% 100% 83.3% 0.0% 16.7% 100%

Grand Total 70.0% 25.2% 4.8% 100% 76.6% 16.0% 7.4% 100% 73.3% 14.0% 12.7% 100%

Rates %

Grade 1-4 69.5% 25.8% 4.7% 100% 15.8% 9.2% 22.5% 14.4% 3.7% 2.0% 9.9% 3.6%

Grade 5 72.3% 23.2% 4.5% 100% 17.9% 12.0% 24.9% 16.8% 3.4% 2.8% 9.0% 3.5%

Grade 5/6 36.4% 45.5% 18.2% 100% 100% 40.0% 0.0% 54.5% 50.0% 0.0% 0.0% 18.2%

Grade 6 68.6% 25.5% 5.9% 100% 19.9% 10.5% 25.1% 17.8% 5.3% 1.8% 7.9% 4.6%

Grade 6/7 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

Grade 7 70.8% 23.9% 5.3% 100% 19.0% 10.9% 26.0% 17.5% 3.8% 1.6% 11.5% 3.7%

Grade 8&9 77.1% 17.3% 5.6% 100% 17.4% 5.6% 25.0% 15.8% 3.6% 0.0% 10.0% 3.3%

Grand Total 70.0% 25.2% 4.8% 100% 16.7% 9.7% 23.3% 15.2% 3.8% 2.0% 9.7% 3.7%

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6b Training Please provide race-specific information on the training available to professional and support staff including: = courses related to management, leadership, and/or other opportunities linked to career

progression

= the uptake of courses by ethnicity

= how training is evaluated

As mentioned in Section 5b, all staff regardless of role and grade, can access training via the central Staff Learning and Development (SL&D). There is an SL&D Lead for Faculty-based PS staff and one for central PS, the Library and Cultural Institutions; and compliance-related development activity. Table 45 lists the leadership courses for which the data in Table 46 has been collected (other training programmes were available during the reporting period). The proportion of BAME staff attending leadership and management training was 9.1%, 6.4% and 9.8% in 2014/15, 2015/16 and 2016/17 respectively (Table 46). This is lower than the proportion of BAME PS staff across the University. As with the academic data, the numbers relate to cumulative attendance on programmes, meaning individuals may be counted more than once. Table 45: Indicative list of leadership courses undertaken by PS Staff (2014/15-2016/17)

Course Title

Making the Right Start

MHS Faculty Leadership Programme

Management training programme (IT Services) - Management/Leadership

Middle Managers Conference 2016

Managerial Pursuits

Humanities PSS Line Managers Programme

Managing in the Round

HEADSTART Leadership Development Programme

Humanities PSS Manager Development Programme

Leading Change (manager event)

Diploma in Management and Leadership Studies

FLS Leadership Development (3 part course) - PSS Staff

Managing Change (FBMH Leadership Event)

Stepping up to Leadership-demonstrating you are ready for the next step

Leadership and Line Management (New Academics and Fellows Programme)

Academic Leadership Skills:

>How to Be an Appointment Panel Member and Chair

>Academic Work-Life Balance and Managing Competing Demands

>How to be a Successful Programme Director

>Chairing Challenging Meetings Effectively

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Table 46: Number of attendances of leadership and management courses by PS staff per academic year split by ethnicity and nationality

Ethnicity Ethnic Group

UK/Non-UK 2014/15 2015/16 2016/17 3 Years Total 2014/15 2015/16 2016/17 3 Years Average

BAME

Asian

UK 12 10 4 26 4.6% 4.2% 3.3% 4.2%

Non-UK 3 3 1.1% 0.0% 0.0% 0.5%

Not Known 0.0% 0.0% 0.0% 0.0%

Asian Total 15 10 4 29 5.7% 4.2% 3.3% 4.7%

Black

UK 2 2 3 7 0.8% 0.8% 2.4% 1.1%

Non-UK 0.0% 0.0% 0.0% 0.0%

Not Known 0.0% 0.0% 0.0% 0.0%

Black Total 2 2 3 7 0.8% 0.8% 2.4% 1.1%

Other/ Mixed

UK 6 2 5 13 2.3% 0.8% 4.1% 2.1%

Non-UK 1 1 2 0.4% 0.4% 0.0% 0.3%

Not Known 0.0% 0.0% 0.0% 0.0%

Other/Mixed Total 7 3 5 15 2.7% 1.3% 4.1% 2.4%

BAME Total 24 15 12 51 9.1% 6.4% 9.8% 8.2%

White

UK 225 201 103 529 85.6% 85.2% 83.7% 85.0%

Non-UK 10 18 7 35 3.8% 7.6% 5.7% 5.6%

Not Known 0.0% 0.0% 0.0% 0.0%

White Total 235 219 110 564 89.4% 92.8% 89.4% 90.7%

Undisclosed

UK 4 2 1 7 1.5% 0.8% 0.8% 1.1%

Non-UK 0.0% 0.0% 0.0% 0.0%

Not Known 0.0% 0.0% 0.0% 0.0%

Undisclosed Total 4 2 1 7 1.5% 0.8% 0.8% 1.1%

Grand Total 263 236 123 622 100% 100% 100% 100%

According to the 2017 USS survey 78% of BAME PS staff said that the University acts fairly with regard to training and development (compared to 82% White). As discussed in Section 5b, the University is a national sponsor for the Stellar HE, executive development programme for Diverse (BAME) staff aspiring to leadership positions. Over the last 6 years we have sponsored 7 PS staff to attend the programme. Stellar HE is not a course, but a programme. A programme of self-discovery, development and growth. The programme will be different for every participant and provide unique outcomes for each person....They key learning point was to "be myself more, with skill". I now encourage others within the University to do the same' (Mike Kelly – Library Space Project Manager). Action 4.6 ensures BAME staff who are supported through Stellar HE and other Leadership training are offered opportunities to put their learning into practice and to take on senior roles at the University.

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Mentoring Staff can access the well-established Manchester Gold staff mentoring programme linking them with a more experienced colleague who acts as a career mentor over 9 months. Mentor and mentee training is provided, 142 staff registered for 2018 and each applicant was supplied with an equal opportunities monitoring form. Early analysis shows that 11% of mentees completing the form identified as BAME. Action 6.3 aims to ensure this proportion rises in line with BAME University proportions. Action 6.3: To increase the number of BAME staff engaging with Manchester Gold as mentors and mentees as well as other mentoring opportunities.

6c Appraisal/development review

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues or trends in the outcomes of appraisals/development reviews for professional and support staff, with specific reference to outcomes by ethnicity. Please differentiate between UK and non-UK staff. PS staff are offered the opportunity to take a Performance and Development Review (P&DR) annually. Take up is generally high for this staff group (Table 47). Equality data is not linked to P&DR returns and so we do not have figures for the uptake by ethnicity or nationality. P&DRs are not mandatory and staff are able to decline a P&DR if they so choose. Further information about the P&DR process is covered in Section 5c, as we have similar processes for academic, PS and research staff. Table 47: PS staff taking up Performance and Development Reviews per Faculty

2014/15 2015/16 2016/17

FSE PSS: 98(35%) 292 (86%) 250 (74%)

Technical: 190 (64%) 205 (69%) 193 (60%)

FHUM 550 (91%) 547 (89%) 541 (86%)

FBMH 521 (81%) Data not available 860 (94%)

Central PSS 1381 (61%) 1735 (78%) 1673 (72%)

The University of Manchester Library

288 (91%) 294 (92%) 254 (82%)

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6d Professional and support staff promotions

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues or trends in the ethnic profile (by specific ethnic group where possible) of UK, and separately, non-UK professional and support staff who have been promoted or had their role regraded.

Please consider, with specific reference to ethnicity and race:

= any formal processes for promotion/regrading for professional and support staff

= any training or mentoring offered around promotion and progression

= comment on staff perceptions of development and progression

The University does not have a promotions route for PS. Staff keen to move to higher grades or take on more responsibility have the option of applying for senior positions through the recruitment process or applying for re-grading for their existing role if there has been a substantial increase in the requirements of the job and level of responsibility. Over the last three years there has been 24 BAME applicants for re-grading and the success rate (for 2017) is 88% (cf. 85% White success) – see Table 48.

Table 48: Applications and Successes of PSS Staff Re-grading by ethnicity and grade

2014 - 2015 2015 - 2016 2016 - 2017

Original HERA Grade

Ethnicity

App

Successful

App

Successful

App

Successful

Count % Count % Count %

Grade 2

White 11 11 100% 3 3 100% 10 7 70%

BAME 1 1 100% 1 1 100% 3 2 67%

Not known 1 1 100%

1 1 100%

Total 13 13 100% 4 4 100% 14 10 71%

Grade 3 White 20 16 80% 20 16 80% 22 20 91%

BAME 2 2 100% 5 3 60% 1 1 100%

Not known 1 1 100% 1 1 100% Total 23 19 83% 26 20 77% 23 21 91%

Grade 4

White 17 17 100% 14 12 86% 28 25 89%

BAME

1 1 100% 3 3 100%

Not known 1 1 100%

1 1 100%

Total 18 18 100% 15 13 87% 32 29 91%

Grade 5

White 18 12 67% 22 19 86% 16 13 81%

BAME 1 1 100%

1 1 100%

Not known Total 19 13 68% 22 19 86% 17 14 82%

Grade 6

White 20 19 95% 17 15 88% 14 12 86%

BAME 1 1 100% 1 1 100% Not known

Total 21 20 95% 18 16 89% 14 12 86%

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Grade 7

White 3 2 67% 8 6 75% 4 4 100%

BAME 1

0% Not known

Total 4 2 50% 8 6 75% 4 4 100%

Grade 8

White 9 7 78% 2 1 50% 1

0%

BAME 1

0% 1 1 100% Not known

Total 10 7 70% 3 2 67% 1

0%

All

grades

White 98 84 86% 86 72 84% 95 81 85%

BAME 7 5 71% 9 7 78% 8 7 88%

Not known 3 3 100% 1 1 100% 2 2 100%

Grand Total 108 92 85% 96 80 83% 105 90 86%

Another way in which the University recognises staff performance is that they can be put forward for additional pay increments and one off ‘ Exceptional Contribution Awards’ if nominated by their line manager and supported by a Faculty/Central PS panel. This process runs in parallel with the Academic promotions, sending a message that the contribution from PS staff is equally valued. In the 2017 USS survey 79% of BAME PS staff agreed that their line manager gives them recognition for work well done (cf. 80% White PS). Table 49 shows 6% of bonuses were awarded to BAME PS staff, below the proportion of BAME PS staff at Grade 8 and below (11.8%) demonstrating more needs to be done to improve the numbers of BAME staff being nominated for this award.

Table 49: Exceptional Contribution Award and Bonuses (2017/18).

Exceptional Contribution All Bonuses

Ethnicity/Nationality Count %↓ Average Amount Count %↓ Average Amount

White UK 124 81.8% £966 128 83.8% £1,145

Non-UK 6 2.9% £707 6 2.4% £707

Unknown 7 2.3% £472 7 1.9% £472

White Total 137 87.0% £929 141 88.2% £1,093

Asian UK 4 1.6% £591 4 1.4% £591

Non-UK 1 0.7% £1,002 1 0.6% £1,002

Unknown Asian Total 5 2.3% £673 5 1.9% £673

Black UK 1 0.5% £750 1 0.4% £750

Non-UK 1 0.5% £800 1 0.5% £800

Unknown Black Total 2 1.1% £775 2 0.9% £775

Other/Mixed UK 4 2.5% £914 4 2.1% £914

Non-UK 2 1.3% £956 2 1.1% £956

Unknown Other/Mixed Total 6 3.8% £928 6 3.2% £928

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BAME Total 13 7.2% £806 13 6.0% £806

Undisclosed ethnicity UK 10 6.2% £736 11 6.6% £821

Non-UK Unknown 2 1.2% £591 2 1.2% £591

Undisclosed Total 12 5.8% £712 13 5.8% £786

Grand Total 162 100.0% £903 167 100.0% £1,047

In 2018 the University launched an internal campaign to raise the profile of PS staff, highlighting what makes them proud to work for the University (Figure 25). This was in response to the 2017 USS survey response that only 60% of BAME PS staff agreed the University acts fairly with regard to rewarding exceptional performance (59% White PS).

Figure 25: Screenshot of “Proud to be PSS”

Furthermore to support the career aspirations and confidence of BAME staff, improving their eligibility for re-grading, bonuses and further career progression, we plan to launch an Inclusive Advocates Scheme to enhance the networks of minority groups and to advocate for them, raising their profile and supporting their career advancement (Action 6.4).

Section 6: PSS Staff: recruitment, progression and development summary Positive developments since 2015 Bronze Award:

We have convened a Central PS and Library EDI Committee which all PS can feed equality-related issues into. The Chair of the committee sits as an active member of the REC SAT.

USS shows no difference between white and BAME PSS staff positive responses to questions about recognition and reward


Approximately 25% of our job applications to the PSS are from the BAME population but they are not as successful as their White counterparts. BAME PSS survey responses showed the lowest level of agreement that the recruitment process is fair (75%, compared to 80%-87% for all other groups).

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There are Schools and Directorates with a lack of ethnic diversity and particularly in higher grades that can potentially impact on the diversity of interview panels.

A smaller percentage of BAME staff engage with Manchester Gold Mentoring Scheme. Only 11% receiving mentorship this round are BAME.

Limited access to senior staff and their networks can potentially impact on institutional understanding and on progression

Actions:

New 2018 Bronze Action 6.1: To increase the success rate of BAME PSS candidates throughout the recruitment process.

New 2018 Bronze Action 6.2: To support Schools and Directorates to ensure a diverse recruitment panel to guard against any potential bias during the recruitment process.

New 2018 Bronze Action 6.3: To increase the number of BAME staff engaging with Manchester Gold as mentors and mentees as well as other mentoring opportunities.

New 2018 Bronze Action 6.4: Launch an Inclusive Advocates (sponsorship) Programme for BAME PSS and academics


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7 Student pipeline

Where specified, please provide the data for each academic faculty, otherwise provide data for the institution as a whole. Please also provide a brief overview statement on section 7 as a whole from the head of each faculty. The University has committed to take action to further understand and address any differential outcomes of undergraduate students in relation to access, retention, attainment and progression. Measurable outcomes include:

an annual increase in the proportion of UK BAME undergraduate students entering University until they are at least representative of the proportion nationally;

a reduction in the attainment gap of UK BAME students until their attainment is comparable to UK White students;

an improved retention rate for Black students that is in line with other ethnic groups;

improved satisfaction with teaching quality amongst BAME students.

Since our first submission to the REC, we have undertaken numerous actions to address differential outcomes. These have included:

working to increase the participation of BAME groups in HE is coordinated through a dedicated post which works across the University and the Ahmed Iqbal Ullah Race Relations Resource Centre. Events are held each year to promote cultural awareness and progression to HE and work is also being undertaken in collaboration with Academic Schools to better understand the underrepresentation of BAME students, particularly Black students, in certain discipline areas;

monitoring the take-up of core University outreach and access initiatives particularly amongst BAME students;

monitoring of application and offer rates across different groups of students;

the work of the Differential Attainment Working Group focusing on student groups where there are gaps in outcomes;

the embedding of learning from our OFS Catalyst Fund to further develop a ‘Diversity and Inclusion Student Ambassador Programme’ in collaboration with the Students’ Union with a specific focus on BAME;

the development of an Inclusive Teaching and Learning Strategy (ITLS) to ensure equality of access and progression among those with protected characteristics.

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7a Admissions

Please provide three years’ institution-level data on undergraduate application success rates by average predicted/actual tariff point, analysed by specific ethnic group and disaggregating between UK and international students.

= highlight whether ethnicity has an impact on the likelihood of students with the same predicted/actual grades being offered a place at your university

= outline how racial biases are identified within the admissions process

Table 50 shows Non-UK applicants have higher offer rates than UK-based applicants regardless of ethnicity. BAME applicants have lower offer rates than White applicants (38.7% BAME cf. 55.6% White, with Black applicants at only 31.9%).

We know from research undertaken by the Sutton Trust that students from more disadvantaged backgrounds are more likely to receive under-predicted grades. In response the University has introduced contextual data to make lower offers to students (and we know from previous analysis of students meeting our contextual data indicators that they are more likely to be from a BAME background). We have included an Action 7.6 to monitor impact of this positive action.

Table 50: Applications and Offer rates for from UK and Non-UK based applicants

Ethnicity and Domicile 2014/15 2015/16 2016/17

Application Offer Rate Application Offer Rate Application Offer Rate

BAME

Asian UK 7181 36.7% 7394 35.7% 7597 37.8%

Non-UK 98 79.6% 56 66.1% 32 71.9%

Asian Total 7279 37.3% 7450 36.0% 7629 37.9%

Black UK 2878 29.8% 2918 29.1% 2813 31.8%

Non-UK 22 59.1% 17 70.6% 8 50.0%

Black Total 2900 30.1% 2935 29.3% 2821 31.9%

Other/ Mixed

UK 2939 45.4% 3083 46.7% 3151 46.2%

Non-UK 40 72.5% 18 72.2% 21 76.2%

Other/Mixed Total 2979 45.8% 3101 46.9% 3172 46.4%

BAME Total 13158 37.6% 13486 37.0% 13622 38.7%

White UK 29686 56.2% 29099 56.3% 28830 55.5%

Non-UK 168 71.4% 114 67.5% 129 65.9%

White Total 29854 56.3% 29213 56.4% 28959 55.6%

Undisclosed 20741 53.0% 20460 56.1% 20622 55.8%

Grand Total 63753 51.4% 63159 52.2% 63203 52.0%

100

7b Undergraduate student body

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues and trends in the ethnic profile of your UK, and separately, non-UK undergraduate student body.


Table 51: Ethnicity data for undergraduate all entrants

Ethnicity & UK-Non UK 2015/16 2016/17 2017/18

Count %↓ Count %↓ Count %↓

BA

M=

BA

ME

A

SIA

N

Asian or Asian British -

Bangladeshi

UK 292 1.10% 321 1.20% 333 1.20%

Non-UK 27 0.10% 29 0.10% 27 0.10%

Asian or Asian British - Bangladeshi Total

319 1.20% 350 1.30% 360 1.30%

Asian or Asian British - Indian

UK 1016 3.70% 1030 3.70% 1010 3.70%

Non-UK 454 1.60% 432 1.60% 451 1.60%

Asian or Asian British - Indian Total

1470 5.30% 1462 5.30% 1461 5.30%


Pakistani

UK 1125 4.10% 1188 4.30% 1242 4.50%

Non-UK 96 0.30% 92 0.30% 101 0.40%

Asian or Asian British - Pakistani Total

1221 4.40% 1280 4.60% 1343 4.90%

Chinese UK 342 1.20% 347 1.30% 323 1.20%

Non-UK 2752 10.00% 2856 10.30% 2992 10.90%

Chinese Total 3094 11.20% 3203 11.50% 3315 12.10%

Other Asian Background

UK 313 1.10% 341 1.20% 361 1.30%

Non-UK 850 3.10% 884 3.20% 840 3.10%

Other Asian Background Total 1163 4.20% 1225 4.40% 1201 4.40%

ASIAN Total 7267 26.40% 7520 27.10% 7680 28.00%

BLA

CK

Black or Black British - African

UK 572 2.10% 614 2.20% 636 2.30%

Non-UK 199 0.70% 173 0.60% 171 0.60%

Black or Black British - African Total

771 2.80% 787 2.80% 807 2.90%


Caribbean

UK 138 0.50% 145 0.50% 131 0.50%

Non-UK 13 0% 10 0% 16 0.10%

Black or Black British - Caribbean Total

151 0.50% 155 0.60% 147 0.50%

Other Black Background

UK 47 0.20% 44 0.20% 47 0.20%

Non-UK 26 0.10% 23 0.10% 17 0.10%

Other Black Background Total 73 0.30% 67 0.20% 64 0.20%

BLACK Total

995 3.60% 1009 3.60% 1018 3.70%

OTH

ER/

MIX

ED Arab

UK 196 0.70% 211 0.80% 217 0.80%

Non-UK 376 1.40% 410 1.50% 491 1.80%

Arab Total 572 2.10% 621 2.20% 708 2.60%

Mixed - White and Asian

UK 447 1.60% 451 1.60% 484 1.80%

Non-UK 72 0.30% 78 0.30% 79 0.30%

101

Mixed - White and Asian Total 519 1.90% 529 1.90% 563 2.10%

Mixed - White and Black

African

UK 114 0.40% 122 0.40% 136 0.50%

Non-UK 13 0% 24 0.10% 22 0.10%

Mixed - White and Black African Total

127 0.50% 146 0.50% 158 0.60%

Mixed - White and Black Caribbean

UK 200 0.70% 202 0.70% 216 0.80%

Non-UK 9 0% 10 0.00% 13 0%

Mixed - White and Black Caribbean Total

209 0.80% 212 0.80% 229 0.80%

Other Ethnic Background

UK 166 0.60% 144 0.50% 150 0.50%

Non-UK 139 0.50% 142 0.50% 162 0.60%

Other Ethnic Background Total 305 1.10% 286 1.00% 312 1.10%

Other Mixed Background

UK 262 1.00% 268 1.00% 266 1.00%

Non-UK 77 0.30% 114 0.40% 164 0.60%

Other Mixed Background Total 339 1.20% 382 1.40% 430 1.60%

OTHER (including mixed) Total 2071 7.50% 2176 7.80% 2400 8.80%

BAME Total

10333 37.50% 10705 38.60% 11098 40.50%

WHITE

White UK 15202 55.20% 14892 53.70% 13985 51.10%

Non-UK 1955 7.10% 2095 7.60% 2216 8.10%

White Total 17157 62.30% 16987 61.20% 16201 59.20%

Gypsy or Traveller

UK 2 0% 1 0.00% 1 0%

Non-UK 4 0% 4 0.00% 4 0%

Gypsy or Traveller Total 6 0% 5 0.00% 5 0%

WHITE Total 17163 62.30% 16992 61.20% 16206 59.20%

Undisclosed Ethnicity 40 0.10% 51 0.20% 83 0.30%

Grand Total 27536 100% 27748 100% 27387 100%

Table 52: Ethnic data all entrants categorised by Faculty (2017/18) Ethnic Group &

UK/Non-UK FBMH FSE HUM Total Students


ASI

AN

UK

Count 1608 49.20% 805 24.60% 856 26.20% 3269 100%

%↓ 20.20%

9.70%

7.70%

11.90%

No

n-

UK

Count 490 11.10% 1928 43.70% 1993 45.20% 4411 100%

%↓ 6.20%

23.30%

17.90%

16.10%

ASIAN Total Count 2098 27.30% 2733 35.60% 2849 37.10% 7680 100%

%↓ 26.40%

33.00%

25.50%

28.00%

BLA

CK

UK

Count 332 40.80% 175 21.50% 307 37.70% 814 100%

%↓ 4.20%

2.10%

2.80%

3.00%

No

n-

UK

Count 24 11.80% 98 48.00% 82 40.20% 204 100%

%↓ 0.30%

1.20%

0.70%

0.70%

BLACK Total

Count 356 35.00% 273 26.80% 389 38.20% 1018 100%

%↓ 4.50%

3.30%

3.50%

3.70%

OTH

ER/

MIX

ED

UK

Count 479 32.60% 359 24.40% 631 43.00% 1469 100%

%↓ 6.00%

4.30%

5.70%

5.40%

102

No

n-

UK

Count 198 21.30% 515 55.30% 218 23.40% 931 100%

%↓ 2.50%

6.20%

2.00%

3.40%

OTHER/ MIXED Total

Count 677 28.20% 874 36.40% 849 35.40% 2400 100%

%↓ 8.50%

10.60%

7.60%

8.80%

BA

ME U

K Count 2419 43.60% 1339 24.10% 1794 32.30% 5552 100%

%↓ 30.40%

16.20%

16.10%

20.30%

No

n-

UK

Count 712 12.80% 2541 45.80% 2293 41.30% 5546 100%

%↓ 8.90%

30.70%

20.60%

20.30%

BAME Total

Count 3131 28.20% 3880 35.00% 4087 36.80% 11098 100%

%↓ 39.30%

46.90%

36.60%

40.50%

WH

ITE U

K Count 4457 31.90% 3359 24.00% 6170 44.10% 13986 100%

%↓ 56.00%

40.60%

55.30%

51.10%

No

n-

UK

Count 356 16.00% 997 44.90% 867 39.10% 2220 100%

%↓ 4.50%

12.10%

7.80%

8.10%

WHITE Total

Count 4813 29.70% 4356 26.90% 7037 43.40% 16206 100%

%↓ 60.50%

52.70%

63.10%

59.20%

Un

dis

clo

sed

UK

Count 4813 29.70% 4356 26.90% 7037 43.40% 16206 100%

%↓ 60.50%

52.70%

63.10%

59.20%

No

n-

UK

Count 15 18.10% 34 41.00% 34 41.00% 83 100%

%↓ 0.20%

0.40%

0.30%

0.30%

Undisclosed Total

Count 15 18.10% 34 41.00% 34 41.00% 83 100%

%↓ 0.20%

0.40%

0.30%

0.30%

Grand Total

Count 7959 29.10% 8270 30.20% 11158 40.70% 27387 100%

%↓ 100%

100%

100%

100%

Figure 26: BAME students per Faculty over the last three years

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Benchmarking: Table 53: Undergraduate students by ethnicity and domicile for Higher Education Sector and University of Manchester, HESA Returns 2016/17

Ethnicity

Undergraduate Students-HESA Returns 2016/17

Higher Education Sector

University of Manchester

UoM-HE Count %↓ Count %↓

UK-

ASIAN

Asian or Asian British - Bangladeshi 20720 1.17% 320 1.15% -0.02%

Asian or Asian British - Indian 50170 2.84% 1045 3.74% 0.90%

Asian or Asian British - Pakistani 46760 2.65% 1190 4.27% 1.63%

Chinese 11815 0.67% 345 1.24% 0.57%

Other Asian background 31575 1.79% 335 1.20% -0.59%

ASIAN Total 161040 9.12% 3240 11.61% 2.49%

UK- BLACK

Black or Black British - African 77390 4.38% 615 2.21% -2.17%

Black or Black British - Caribbean 23070 1.31% 150 0.53% -0.78%

Other Black background 5550 0.31% 45 0.16% -0.16%

BLACK Total 106010 6.00% 810 2.90% -3.11%

UK-OTHER/MIXED 79610 4.51% 1410 5.06% 0.55%

UK-BAME Total 346660 19.63% 5460 19.56% -0.06%

UK-WHITE 1154180 65.35% 15075 54.04% -11.31%

UK-Undisclosed 18615 1.05% 15 0.06% -0.99%

International 246825 13.97% 7345 26.34% 12.36%

Total 1766285 100% 27900 100%

Note: count is presented rounded to the nearest 5 while percentages are calculated on unrounded numbers according to the HESA data protection regulation guidance Currently 26.34% of our UG are International compared with 13.97% higher education sector, Table 53. Over the last three years the proportion of BAME students has increased across each of three Faculties (total 40.5% in 2017 cf. 37.5% in 2015), Figure 26. We have particularly seen an increase in our Asian students from 26.4% in 2015/16 to 28.0% in 2017/18, Table 51. One of the University’s identified key challenges is the underrepresentation of Black students, especially UK Domicile Black students from an African and/or Caribbean background. The University has smaller representation of UK Domicile Black students than the sector by about 3% (Table 53), however we compare more favourably to the Russell Group (2.9% cf. 2.4%). In addition, the representation of Black students is below representation of black people within the City of Manchester, which was 8.6%. (Census data 2011: City of Manchester 17.1% Asian and 8.6% Black and 7.7% Other/Mixed and 33.3% BAME total)

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The Manchester Access Programme (MAP) supports the access of Greater Manchester students from under-represented backgrounds into the University. Typically around 200 students enter the University each year after completing the programme. A 3-year average analysis of MAP students entering the University shows that 75.3% are from a BAME background. We have a recruitment priority to monitor the number and proportion of applications to MAP from Black students, particularly Black males, and have been working with the University’s BAME Outreach Coordinator to identify new opportunities for promoting the programme to students from Black African and Caribbean communities. Currently 8.1% of students identify as Black, which is higher than the University student population. The following two interventions are examples of work undertaken in order to try and increase the number of UK Black students at the University: University Level example: With Insight Mentoring ‘With Insight Mentoring’ works by linking Black undergraduates from Russell Group universities with Black state school students who have been identified as having the potential to achieve AAB at A-levels. Students are provided with:

Monthly one-to-one mentoring from inspirational role models

A structured programme that ensures that they make an informed university choice

A university visit to gain first-hand experience of the look and feel of a university

Bespoke support with the drafting of their personal statement School Level example: ‘Black Lawyers Matter’ Programme As a result of statistical evidence revealing a significant under-representation of UK based male students of African and African-Caribbean heritage registered on undergraduate programmes, the School of Law committed to addressing this deficiency through the development of the Black Lawyers Matter Programme. Three ‘Lemn Sissay Law Bursaries’ (up to £3,000 p.a. each) have been introduced as well as a mentoring programme and an internship opportunity. In Autumn 2018, 80 prospective black male students attended an Explore Law Day participating in a range of workshops and a Q&A panel with professionals from BAME backgrounds. During 2019 further workshops will take place leading to a second Explore Law Day in July 2019. These workshops are delivered by staff and students.

Figure 25: Chancellor of The University of Manchester, Lemn Sissay (centre) with Black Lawyers Matter Project Coordinator Isabella Cox and Barrister Tunde Okewale launching the Black Lawyers Matter initiative.

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7c Course progression

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues and trends in the ethnic profile of your UK undergraduate students’, and separately non-UK undergraduate students’, continuation rates through their course.


Non-continuation at the University compared to the sector is low at 5.9%. In 2015/16, Black students had the highest rate of non-continuation of 9.3% (8.3% in 2016/17), compared to 6.1 % for White students (5.5% in 2016/17) and 4.0% for Asian students (3.8% in 2016/17). See Table 54.

Table 54: Non Continuation Trend across ethnic categories for UK Students- Count and non- continuation rates, UK Domiciled Students (HESA 2013/14-2015/16)

Ethnicity

Entrants 2013/14

Entrants 2014/15

Entrants 2015/16

Entrants 2013/14

Entrants 2014/15

Entrants 2015/16

Count data Percentage: Non Continuation Rate

ASIAN

Asian or Asian British - Bangladeshi 8 11 4 10.3% 10.8% 4.7%

Asian or Asian British - Indian 19 14 5 7.1% 4.9% 1.7%

Asian or Asian British - Pakistani 23 18 21 7.6% 5.6% 6.0%

Chinese 1 4 3 1.0% 3.7% 3.0%

Other Asian background 6 4 4 7.1% 4.3% 3.9%

ASIAN Total 57 51 37 6.8% 5.6% 4.0%

BLACK

Black or Black British - African 11 15 22 7.1% 8.6% 10.2%

Black or Black British - Caribbean 1 4 3 2.8% 9.5% 5.7%

Other Black background 1

2 8.3% 0.0% 9.5%

BLACK Total 13 19 27 6.4% 8.5% 9.3%

OTHER/ MIXED

Arab 6 2 4 11.1% 3.1% 6.8%

Mixed - White and Asian 2 7 5 1.8% 5.3% 3.2%

Mixed - White and Black African 2 1 2 7.4% 2.9% 5.4%

Mixed - White and Black Caribbean 2 10 4 3.0% 18.2% 5.5%

Other ethnic background 5 7 5 12.8% 12.7% 11.1%

Other mixed background 5 9 8 7.7% 9.8% 9.2%

OTHER/MIXED Total 22 36 28 6.1% 8.3% 6.2%

BAME Total 92 106 92 6.6% 6.8% 5.5%

WHITE 278 281 272 6.0% 6.1% 6.1%

Undisclosed

2

0.0% 18.2% 0.0%

Grand Total 370 389 364 6.1% 6.3% 5.9%

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Table 55(a): Non-Continuation count split by Faculty, School and Ethnic group, UK Domicile Students, HESA Entrants 2015/16

Faculty

School

ASIAN BLACK OTHER/ MIXED

BAME Total

WHITE Undisclosed Total

Count

FBMH

School of Biological Sciences 8 2 3 13 16 N/A 29

School of Health Sciences 9 6 3 18 59 0 77

School of Medical Sciences 1 N/A N/A 1 5 N/A 6

Faculty of Biology, Medicine and Health Total 18 8 6 32 80 0 112

HUM

Alliance Manchester Business School 2 2 3 7 18 N/A 25

School of Arts, Languages and Cultures 6 3 8 17 65 0 82


1 1 N/A 2 7 N/A 9

School of Law 4 5 N/A 9 19 N/A 28

School of Social Sciences 1 N/A 4 5 16 N/A 21

Faculty of Humanities Total 14 11 15 40 125 0 165

FSE

School of Chemical Engineering and Analytical Scie

N/A N/A N/A N/A 3 N/A 3

School of Chemistry 1 N/A N/A 1 5 N/A 6

School of Computer Science N/A 1 N/A 1 1 N/A 2

School of Earth and Environmental Sciences N/A 1 N/A 1 2 N/A 3

School of Electrical and Electronic Engineering N/A N/A N/A N/A 5 N/A 5

School of Materials N/A 1 N/A 1 7 N/A 8

School of Mathematics N/A N/A 1 1 15 N/A 16

School of Mechanical, Aerospace and Civil Engineer

1 1 1 3 1 N/A 4

School of Physics and Astronomy N/A N/A 1 1 5 N/A 6

Integrated Foundation Year Degrees 3 4 4 11 23 N/A 34

Faculty of Science and Engineering Total 5 8 7 20 67 N/A 87

Grand Total 37 27 28 92 272 0 364

Table 55(b): Non-Continuation rate data split by Faculty, School and Ethnic group, UK Domicile Students, HESA Entrants 2015/16

Faculty

School

ASIAN BLACK OTHER/ MIXED

BAME Total

WHITE Undisclosed Total

Percentage: Non-Continuation Rate

FBMH

School of Biological Sciences 11.8% 8.7% 8.1% 10.2% 4.3% N/A 5.8%

School of Health Sciences 4.7% 10.5% 6.0% 6.0% 9.7% 0.0% 8.5%

School of Medical Sciences 0.7% 0.0% 0.0% 0.5% 2.0% N/A 1.3%

Faculty of Biology, Medicine and Health Total 4.5% 8.1% 4.6% 5.1% 6.5% 0.0% 6.0%

HUM

Alliance Manchester Business School 4.7% 10.0% 15.8% 8.5% 11.2% N/A 10.3%

School of Arts, Languages and Cultures 7.2% 11.5% 8.2% 8.2% 6.0% 0.0% 6.4%


3.8% 10.0% 0.0% 4.2% 2.9% N/A 3.1%

School of Law 4.7% 11.1% 0.0% 5.7% 6.6% N/A 6.3%

School of Social Sciences 1.7% 0.0% 8.3% 4.0% 3.7% N/A 3.7%

Faculty of Humanities Total 4.7% 9.2% 7.4% 6.4% 5.7% 0.0% 5.8%

FSE

School of Chemical Engineering and Analytical Scie

0.0% 0.0% 0.0% 0.0% 3.3% N/A 2.1%

School of Chemistry 4.0% 0.0% 0.0% 2.5% 3.8% N/A 3.5%

School of Computer Science 0.0% 50.0% 0.0% 7.1% 2.6% N/A 3.8%

School of Earth and Environmental Sciences 0.0% 12.5% 0.0% 2.6% 2.7% N/A 2.7%

School of Electrical and Electronic Engineering 0.0% 0.0% 0.0% 0.0% 10.4% N/A 6.6%

School of Materials 0.0% 20.0% 0.0% 4.8% 5.6% N/A 5.5%

School of Mathematics 0.0% 0.0% 9.1% 2.1% 9.9% N/A 8.0%

School of Mechanical, Aerospace and Civil Engineer

4.5% 16.7% 9.1% 7.7% 1.4% N/A 3.6%

School of Physics and Astronomy 0.0% N/A 6.3% 2.9% 2.8% N/A 2.8%

Integrated Foundation Year Degrees 5.9% 13.8% 12.9% 9.9% 16.5% N/A 13.6%

Faculty of Science and Engineering Total 2.2% 11.4% 5.8% 4.7% 6.4% N/A 5.9%

Grand Total 4.0% 9.3% 6.2% 5.5% 6.1% 0.0% 5.9%

107

Table 55 shows there was a high non- continuation rate for Black 2015/16 entrants in FSE, especially on the integrated foundation year courses: 13.8%. To address the issue of non-continuation, particularly for Black students, we have outlined a number of actions which describe plans to provide holistic support for our students, see Actions 7.2-7.4. We undertook analysis of those students who left during their first semester and found that there was a disproportionate number of BAME students who were living at home. This led us to ensure the induction activities in first year halls were extended to all students and we funded a new position within the Student’s Union to specifically support students who commute and live away from residences. The University Library has developed Manchester Learning Environment (MLE), a collection of face-to-face workshops and online resources, specifically designed to support students' academic skills development throughout their studies. MLE resources cover a wide range of topics, including critical thinking, note-taking, evaluating sources and academic writing. Figure 26 below demonstrates that in 2017/18 the Asian, Black and Other (including Mixed) ethnic groups were over-represented in the My Learning Essentials attendee population when compared with the student population as a whole. Black students appear to be particularly well represented. Through MLE, the Library supports our efforts to close the gaps in access, development, attainment and progression for students who may be at risk of not achieving their potential.

Figure 27: Attendance to My Learning Essentials Open Programme Action 7.2: To reduce the Non-continuation for UK Domicile Black students on integrated foundation year courses in the Faculty of Science and Engineering Action 7.3: To take action to reduce differential outcomes of BAME undergraduate students with support from the Student Success Manager. Action 7.4: To further develop the Diversity and Inclusion Student Ambassador Programme

108

7d Attainment

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues and trends in the ethnic profile of degree awarding for your UK and, separately, non-UK students.


= Provide data on differences, by ethnicity, of students awarded a first/2:1 (a ‘good degree’).

= Comment on any initiatives your institution has to address any attainment gaps (with reference to the Teaching and Learning section of your application).

= Where you have initiated work in this area, specify the impact of these initiatives.

Table 56: Attainment data categories by ethnicity (HESA 2016/17) Note: Ethnicity split is only available for UK students in HESA returns

Figure 28: Proportion of ‘Good Degrees’ (2.1 and above) by ethnic group

109

Table 57: Good Degree Attainment categorised by Faculty Schools and Ethnic Groups

The proportion of students gaining a good degree improved over the last three years from 76% to 82% (increase for BAME students from 74% to 76%), see Figure 28. We believe this improvement is due to revised processes and enhanced student support (see below). There remains a significant gap between the attainment of UK and non-UK students with 74% of the latter attaining a good degree, Table 56. The most recent analysis links this to entry standards. Table 57 reveals most ethnic minority group’s ‘good degree’ percentage is lower than for White UK Domicile students, with the lowest proportion for Black students. It is however, noted that the ‘good degree’ proportion for Black students has increased in the last three years from 64.0% to 73.8%. Black students have also the lowest proportion of First Class Degrees 18.1% with the lower attainment of Black students particularly visible in FSE and Humanities. In the 2017 REC survey 84% (74% BAME) of students said that they were ‘progressing well’. Our peer support programme has been running for over 20 years and provides facilitated, group activities and learning opportunities that use the experiences of higher-year students to support the learning or transition of lower-year peers. These volunteer students work across the whole institution – 32 PASS schemes and 36 Peer Mentor schemes. In 2017, 702 PASS Leaders (27% BAME), 891 Peer Mentors (28% BAME) and 150 Student Coordinators were trained. Analysis shows that PASS Leaders and Mentors were significantly more likely to be in a positive destination than graduates who had not enrolled in any mentoring schemes (Leaders: 82.8% cf. 67.4%; Mentors: 75.6% cf. 67.4%), and were significantly more likely to be in graduate-level work or study and less likely to be unemployed. In a recent initiative, in collaboration with the Students Union, the University is working with partners in two universities (Birmingham and Manchester Metropolitan) to take action to address differential outcomes which is a strategic objective in both teaching and learning and social responsibility. The two main activities are (1) Differential Attainment Project (group chaired by the Associate Vice-President for Teaching, Learning and Students and reports into the Teaching and Learning Management Group) commissioned by the University, and (2) Diversity and Inclusion Student Ambassador Programme, funded through the Office for Students (launched March 2017).

110

Differential Attainment Project The Differential Attainment Working Group is responsible for coordinating interventions across the University aimed at increasing attainment of BAME students. With the recruitment of a new Student Success Manager we have been developing practice including:

‘Living at Home’ student project work led by the Students’ Union;

embedding the learning and practice of the OFS Catalyst funded Diversity Ambassadors project;

developing support for academic advisors through our Academic Advising Toolkit;

the adoption of an agreed Inclusive Teaching and Learning Strategy.

There are a number of research projects currently in progress with any successful work being introduced across the University. Examples include:

UNVERSITY: Academic Appeals: Analysis of student appeals against achieved marks, looking for any potential biases against BAME and international students;

FSE: Tracking: Attainment gap between UK domiciled, international, BAME and white student’s year on year identified in the School of Mechanical, Aerospace and Civil Engineering. This analysis indicated that the gap emerges in the second year of studies and that BAME and International students’ marks do not recover after their first year. Interventions are planned in order to tackle this problem aimed specifically at second year students.

FHUM: Introduction of an ‘Early Warning System’ which is going to refer all students who have not achieved a ‘Good Degree’ grade on their first assignment to support services; Establishing an ‘Inclusivity Forum’ for Sociology students and staff which is going to aid in creating inclusive social events for students.

FBMH: Working with academic staff to co-produce and deliver a master class on diversity for lectures, focussing on micro-aggressions in the learning environment.

Diversity and Inclusion Student Ambassador Programme The Diversity and Inclusion Student Ambassador Programme aims to promote wellbeing and improve outcomes (specifically attainment and student experience) for BAME undergraduate students and those from low-socio-economic groups.

Increase students’ sense of belonging and ability to build meaningful relationships between students and students and staff through the development of internal and external networks;

Create safe spaces to have a dialogue on inclusive learning and teaching environments, wellbeing and academic support and feedback (with support from local charity ‘Educating All’ and University staff);

Empower students to tackle the negative effects of stereotyping and micro- aggressions through an active bystander intervention (co-production of training and campaign materials);

Empower students to open dialogue about their experiences and to challenge discriminatory practices.

Our Student Ambassadors (80 volunteers and 14 leads; 80% BAME) have attended and delivered workshops at conferences across the sector including Advance HE Annual Conference; the NEON Summit: Widening Access throughout the Student Lifecycle and the NUS Membership Conference. Note actions addressing attainment overlap with actions addressing course progression and so have been described in detail in Section 7c.

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7e Postgraduate pipeline

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues and trends in your institution’s UK postgraduate student body, and separately non-UK postgraduate student body.

= Provide details specifically on taught master’s programmes, research master’s programmes and PhD programmes.

Where possible, please provide the data for each academic faculty. = Comment and reflect on the support offered to minority ethnic students to assist in their

academic career progression.

= For generic initiatives, comment specifically on take up by ethnicity, and their impact on race equality.

Table 58: Ethnicity data of taught Masters programmes

112

Table 59: Ethnicity Data for research postgraduate programmes

Ethnicity & UK/Non-UK 2015/16 2016/17 2017/18 2015/16 2016/17 2017/18

Count Percentage

BAME

ASI

AN


Bangladeshi

UK 2

1 1.4% 0.0% 0.9%

Non-UK

1 0.0% 0.0% 0.9%

Asian or Asian British - Bangladeshi 2

2 1.4% 0.0% 1.8%

Asian or Asian British - Indian UK 7 5 5 4.7% 3.6% 4.6% Non-UK 5 2 5 3.4% 1.4% 4.6%

Asian or Asian British - Indian Total 12 7 10 8.1% 5.1% 9.2% Asian or Asian British -

Pakistani

UK 2 5 6 1.4% 3.6% 5.5% Non-UK 1 1

0.7% 0.7% 0.0%

Asian or Asian British - Pakistani Total 3 6 6 2.0% 4.3% 5.5%

Chinese UK 1 2 1 0.7% 1.4% 0.9% Non-UK 46 46 26 31.1% 33.3% 23.9%

Chinese Total 47 48 27 31.8% 34.8% 24.8%

Other Asian Background UK

1 1 0.0% 0.7% 0.9%

Non-UK 3 5 2 2.0% 3.6% 1.8% Other Asian Background Total 3 6 3 2.0% 4.3% 2.8%

ASIAN Total 67 67 48 45.3% 48.6% 44.0%

BLA

CK

Black or Black British - African UK 1

0.7% 0.0% 0.0%

Non-UK 1 1 2 0.7% 0.7% 1.8% Black or Black British - African

2 1 2 1.4% 0.7% 1.8%


Caribbean

UK 2 2 1 1.4% 1.4% 0.9% Non-UK

0.0% 0.0% 0.0%

Black or Black British - Caribbean Total 2 2 1 1.4% 1.4% 0.9%

Other Black Background UK

0.0% 0.0% 0.0%

Non-UK

1

0.0% 0.7% 0.0%

Other Black Background Total

1

0.0% 0.7% 0.0%

BLACK Total 4 4 3 2.7% 2.9% 2.8%

OTH

ER/

MIX

ED

Arab UK 1 1 1 0.7% 0.7% 0.9% Non-UK 4

7 2.7% 0.0% 6.4%

Arab Total

5 1 8 3.4% 0.7% 7.3%


African

UK

1 1 0.0% 0.7% 0.9%

Non-UK

0.0% 0.0% 0.0%


1 1 0.0% 0.7% 0.9%


Caribbean

UK

0.0% 0.0% 0.0%

Non-UK

1

0.0% 0.7% 0.0%


1

0.0% 0.7% 0.0%

Other Ethnic Background UK 4 1

2.7% 0.7% 0.0%

Non-UK 5 3

3.4% 2.2% 0.0%

Other Ethnic Background Total

9 4

6.1% 2.9% 0.0%

Other Mixed Background UK 3 3 1 2.0% 2.2% 0.9% Non-UK 9 3 2 6.1% 2.2% 1.8%

Other Mixed Background Total

12 6 3 8.1% 4.3% 2.8%

OTHER/MIXED 26 13 12 17.6% 9.4% 11.0% BME Total 97 84 63 65.5% 60.9% 57.8%

WHITE

White UK 40 43 35 27.0% 31.2% 32.1% Non-UK 11 10 8 7.4% 7.2% 7.3%

White Total 51 53 43 34.5% 38.4% 39.4%

Gypsy or Traveller UK

1 1 0.0% 0.7% 0.9%

Non-UK

0.0% 0.0% 0.0%

Gypsy or Traveller Total

1 1 0.0% 0.7% 0.9%

WHITE Total

51 54 44 34.5% 39.1% 40.4%

Undisclosed Total

2 0.0% 0.0% 1.8%

Grand Total

148 138 109 100% 100% 100%

113

Table 60: Ethnicity Data for PhD students

114

Table 61: BAME count and proportion on each type of postgraduate programme within each Faculty and School in 2017/18

Faculty and School Taught Masters Research Masters PhD Other

Postgraduates Count % Count % Count % Count %

FBMH

Cancer Research UK Manchester Institute N/A N/A N/A N/A 3 7.7% N/A N/A

School of Biological Sciences 112 32.5% 7 53.8% 140 38.9% 20 46.5%

School of Health Sciences 237 38.9% 3 75.0% 114 31.4% 198 30.0%

School of Medical Sciences 227 47.2% 3 42.9% 104 28.7% 87 48.6%

Faculty of Biology, Medicine and Health Total 576 40.1% 13 54.2% 361 32.1% 305 34.5%

FSE

Faculty Office - FSE N/A N/A N/A N/A 14 25.9% N/A N/A

School of Chemical Engineering and

Analytical Science 91 84.3% 4 80.0% 61 55.0% N/A N/A

School of Chemistry 31 100% 10 66.7% 95 33.2% N/A N/A

School of Computer Science 185 84.1% N/A N/A 73 48.0% N/A N/A

School of Earth and Environmental

Sciences 61 82.4% 0 0.0% 52 34.0% N/A N/A

School of Electrical and Electronic

Engineering 288 92.0% 7 87.5% 120 70.6% N/A N/A

School of Materials 486 95.7% 14 70.0% 165 55.4% N/A N/A

School of Mathematics 72 64.9% 0 0.0% 28 32.2% N/A N/A

School of Mechanical, Aerospace and Civil

Engineering 516 77.5% 2 40.0% 93 57.8% 25 32.1%

School of Physics and Astronomy 11 20.0% 6 42.9% 59 29.9% 3 15.8%

Faculty of Engineering and Physical Sciences Total 1741 83.5% 43 60.6% 760 45.5% 28 28.9%

HUM

Alliance Manchester Business School 981 81.4% 7 58.3% 145 64.7% 20 12.9%

School of Law 119 49.2% 0 0.0% 15 23.8% 3 30.0%

School of Arts, Languages and Cultures 128 22.6% 0 0.0% 50 18.9% 19 32.2%

School of Environment, Education and

Development 773 65.3% N/A N/A 117 43.3% 91 17.5%

School of Social Sciences 191 44.6% N/A N/A 54 30.5% 1 25.0%

Faculty of Humanities Total 2192 60.5% 7 50.0% 381 38.1% 134 17.9%

Grand Total 4509 63.1% 63 57.8% 1502 39.6% 467 27.0%

The proportion of BAME students on postgraduate courses is high, especially in FSE (Table 61). This is due to high international recruitment. Tables 58-62 reveal that there are a small number of Black students on various postgraduate degrees and a noted decrease in proportion of Black Taught Masters students from 4.9% to 4.2% over the last three years (Table 58). In depth analysis at the school level indicates that there is lack of Black students, especially on Masters of Business Administration as well as various PhD programmes across the University. The University is continuing to build activity related to widening access to postgraduate study (mainly taught but also research), some of which has been specifically targeted at BAME students. In January 2017, we were part of a successful bid for OFS Catalyst Funding. Led by the University of Leeds, this project worked with undergraduate and postgraduate students from areas of low participation in HE and/or BAME backgrounds, aiming to test interventions that would help them make informed decisions about progression to postgraduate taught study. These interventions included the provision of online academic skills support and targeted information, advice and guidance to BAME PGT offer-holders. The University also introduced the Manchester Master’s Bursary, providing £3,000 to students who meet specific criteria. Whilst not part of the bursary criteria, the application form encouraged applications from BAME students (BAME recipients: 48% of the first cohort and 33% of the second cohort).

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7f Postgraduate employment

Please provide three years’ quantitative data, accompanied by analysis, relevant qualitative data/research, commentary and resultant action points to describe any issues and trends in the ethnic profile of:

= your graduates in non-professional employment (as defined by HESA) six months after graduating

= your graduates in professional level employment (as defined by HESA) six months after graduating.

Table 62: Graduate destination 6 months after graduating, First Degree UK Students

Table 62 indicates that from the proportions of students in positive destinations (graduate level work and/or graduate level study) BAME students are consistently outperforming White students (81.2% cf. 79.9%). The proportion of students in positive destinations decreased in the last of three years for all groups with the exception of Black students who saw an increase from 79.8% to 82.8%. Mixed White and Black African had the lowest proportion of students in positive destinations 6 months after graduation: 66.7% in 2017, but it should be noted that the sample of these students was small (18 responded that year). Positive destination figures for BAME students are encouraging, however, unemployment has been identified as an issue. A higher proportion of BAME students (8.4%) are unemployed and this seems related to not being in non-graduate level work compared with 4.8% for White students. In the 2017 REC survey 67% of student respondents said that the University has helped to develop the skills they need to apply for graduate-level jobs.

116

Our employability strategy is based upon three themes: Engaging with students; providing work opportunities through placements and internships; and integrating employment into the curricula. The University has a number of programmes aimed at supporting students from WP backgrounds, including BAME students. These include bursaries to support work experience, summer internship programmes and mentoring. Following feedback from students, in 2018-19 we have introduced a specific mentoring stream for students from BAME backgrounds. The University also works with the Freshfields Stephen Lawrence Scholarship Scheme to support black men from less privileged backgrounds entering the legal profession. Section 7: Student Pipeline Summary Positive developments since 2015 Bronze Award:

OFS Catalyst-Funded Student Ambassador project

Black Lawyers Matters Project

Degree Attainment working group

Recruitment of a Student Success Manager

A number of inclusive learning projects are underway; these include work in History and Geography.


There is an underrepresentation of UK Domicile Black students from African and/or Caribbean backgrounds.

Non-continuation is high for UK Black UG students (6.4% 2013/14 entrants to 9.3% 2015/16 entrants) and especially on integrated foundation year courses (Faculty of Science and Engineering): 13.8%.

Both UK BAME students and Non UK students are less likely to receive a good degree compared to White UK Domicile students. UK Domicile Black students have the lowest proportion of Good Degrees and lowest proportion of First Class Degrees. This is especially visible in the Faculty of Science and Engineering and the Faculty of Humanities.

Actions:

New 2018 Bronze Action 7.1: To increase the representation of UK Domicile Black students from African and/or Caribbean background

New 2018 Bronze Action 7.2: To reduce the Non-continuation for UK Domicile Black students on integrated foundation year courses in the Faculty of Science and Engineering

New 2018 Bronze Action 7.3: To take action to reduce differential outcomes of BAME undergraduate students.

New 2018 Bronze Action 7.4: To further develop the Diversity and Inclusion Student Ambassador Programme.

New 2018 Bronze Action 7.5: To develop an Inclusive Learning and Teaching Strategy (ILTS).

New 2018 Bronze Action 7.6: To increase the number of offers made to BAME students.


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8 Teaching and learning

This section is an opportunity for your institution to consider the impact of academic practices. Your analysis and commentary should be race-specific.

Throughout this section please refer to relevant internal and external data and research.

We are committed to creating more inclusive learning curricula and environments, further enhancing learning opportunities and diversifying assessment methods to the benefit of all students. An important opportunity is the induction of all new staff and we address staff learning and development in Section 8c.

The University has approved the development of an Inclusive Teaching, Learning and Student Experience Strategy. Encapsulated by our 'No barriers to studying and no boundaries to learning' commitment to Higher Education, this strategy is aimed at ensuring that equity of access and opportunity are available to all students and the learning opportunities and the student environment are inclusive, engaging and free from unnecessary barriers to enable them to reach their maximum potential. Reviewing and viewing the curriculum through three lenses Recognising the need to ensure the learning environment is inclusive and reflective of the diversity of our learners the University is bringing together a number of different strands of current work (e.g. differential attainment, inclusive teaching and learning strategy, wellbeing strategy, employability) into one coherent, coordinated project for the University’s undergraduate provision. We are looking at a methodology for reviewing the curriculum through three lenses – Inclusivity, Wellbeing and Employability. This work will go beyond our legal duty to ensure the curriculum is accessible and work towards curricula that speak to our students and they can identify themselves within. To do this we will ensure students feel part of a learning community, there structured opportunities for cross-cultural interactions and students are exposed to a range of culturally challenging views, opinions and contexts. This includes checking the shape, structure, delivery and assessment of a programme is inclusive. Students will play a crucial role in these developments, and therefore, Action 7.7 will look to work with students as partners to act as consultants on the curriculum and to work with academic colleagues on seeing the curriculum through the three key lenses. They will be recruited from all subject areas and all years and will be representative of the full demographic of the University.

Figure 29: Curriculum review

Stu

den

t jo

urn

ey

Preparing for study

Progressing

Transitioning from study C

urr

icu

lum

Academic challenge

Support/wellbeing

Accessibility for all

Co

mb

inin

g to

cre

ate

Inclusive teaching, learning and student experience

118

8a Course content/syllabus

Please outline how you consider race equality within course content. This should include reference to new and existing courses.

The University has in place a framework for developing, approving, monitoring and reviewing programmes. It is designed to meet the requirements of the QAA Quality Code. Additionally, all undergraduate programmes must demonstrate, via initial approval and periodic review, how they meet the requirements of The Purposes of a Manchester Undergraduate Education, one aspect of which is the promotion of equality and diversity. It states that graduates will have been educated in an environment that embraces and values cultural diversity, and that is fundamentally committed to equality of opportunity regardless of gender, race, disability, religious or other beliefs, sexual orientation or age. We have enhanced the learning opportunities for all students through the creation of a University College for Interdisciplinary Learning (UCIL). UCIL provides enhanced opportunities for multidisciplinary and interdisciplinary learning for diverse and international study groups. Over 30 credit bearing courses are offered annually and each year, 1,800–2,000 students take UCIL course units. A major curriculum intervention has been through the development of STELLIFY. Stellify enables students to ‘do more and be more’ during their time at Manchester, by encouraging them to take part in transformative activities. The Ethical Grand Challenges are a key element of Stellify and, together with UCIL, are an important way that students can experience a broader and more inclusive curriculum at Manchester. In Year 2 students complete the Social Justice Challenge, for example, the module on Mental Health looks at the impact of race on diagnosis, treatment and access to services. In their final year students complete the Work Place Ethics Challenge, which explores ethical challenges that graduates may encounter in their early careers, these include issues such as discrimination and unconscious bias. Examples of specific interventions at a local level include:

FHUM: The History Department is currently participating in an “Embedding equality, diversity and decolonising History” project. The first phase of the research evaluated the development of an inclusive History curriculum. The research looked at the academic staff and student views, experiences and perceptions of embedding equality and diversity and decolonising the curriculum. The scoping activity conducted in phase one is informing and guiding the curriculum development activities within The School of Arts, Languages and Cultures. Phase two of the project commenced in September 2018 and involves Programme Leaders conducting a curriculum audit and recommending further changes to diversify the curriculum which will be in place in September 2019. Psychology and Maths will join pilot to adapt, implement and evaluate HEA’s frameworks across all three faculties.

FSE: A number of Schools have made a commitment and started to diversify their reading lists. There is also an ongoing Diversity in the Curriculum Scheme in place, whereby, course convenors pay a Teaching Assistant to complete literature reviews and/or find publicly available course materials that address equality and diversity issues.

119

FHUM: The Business School has a number of undergraduate and postgraduate taught course units that have a focus on equality and diversity. For example, the Fairness at Work Unit includes topics such as Selection and Assessment and Relationships at Work. The MSc in Organisational/Business Psychology includes equality and diversity material taught on the MSc in HR Management programmes.

FBMH: All undergraduate students are required to complete online unconscious bias training in Year One. Students on the Medicine Programme are required to reflect and complete a personal action plan which addresses their cultural competency skills working with patients and colleagues.

Whilst good practice is evident we are working to ensure effective partnerships between Schools, dissemination across the University and cross collaboration through the Inclusive Teaching, Learning and Student Experience Strategy. The Higher Education part of the PGCERT includes a module on “Evidence Based Teaching and Learning” which enables students (and staff) to explore issues around embedding equality and diversity into teaching and reflection on day-to-day practice. Debates on race are also specifically covered in a unit called "The Changing Landscape of HE" which includes issues around differential student outcomes (degree class, retention, etc.) based on ethnicity, and compare the success of attempts to close them. There is a greater emphasis of working in partnership with students to co-create reading lists and engage in campaigns such as “Why is my curriculum White”. In the 2017 REC survey 56% of student respondents said issues of ethnicity and race are included in academic discussions when relevant.

8b Teaching and assessment methods

Please outline how you consider race equality within different teaching and assessment methods. This should include reference to new and existing courses.

There are a number of working groups specifically aimed at examining teaching, learning and assessment. The “Differential Attainment” and “Inclusion and Attainment” and “Smarter Curriculum” working groups are looking towards solutions to close the achievement gap between BAME and White students. The Smarter Curriculum group made a series of recommendations in 2018 including the creation of Teaching@Manchester a new centre for the enhancement of teaching quality and the dissemination of best practice; transparent and standardised School frameworks for contact time and assessment load; and greater engagement with students through a project: Students as Partners in the Curriculum (SaPC). Arising from this work and a recent report on our Academic Review Framework identified the need for a revised approach to Periodic Review that took greater account of the needs and views of different student groups. All these working groups report into the main committee for teaching and learning at Manchester, the Teaching and Learning Group.

8c Academic confidence

Please outline how academics are supported and developed to ensure they have the knowledge, skills and confidence to consider race equality in their teaching and course development.

120

In the 2017 REC survey 55% (48% BAME) of student respondents said that lecturers are confident and competent in facilitating discussions around ethnicity. Recognising the need for greater central coordination and strategic leadership in the area of staff development a university-wide “Race, Roots and Resistance Research Group” has been set up (2018) as a multidisciplinary democratically operated collective consisting of staff, students including Postgraduate Taught and Postgraduate Research and Undergraduates. It serves as a space to discuss critical pedagogy and curricular concerns, recruitment and mentorship of a diverse undergraduate and graduate cohort, and acts as a hub for knowledge exchange and collaboration with other researchers and community partners. In addition, The Business School is home to the Work and Equalities Institute, a research group whose key topics include equality and diversity issues in the workplace. The University has a comprehensive training programme to support new academics engaged in teaching. Academic staff development is supported through the Staff Learning and Development Unit and each Faculty has its own Teaching and Learning Academic lead. Our “New Academics Programme” (NAP) for academic and research staff is delivered through a mix of online and face to face delivery (also see Section 5b). The programme is delivered over one academic year, part two of the programme enables participants to engage in sessions delivered by specialists on topics such as employability, inclusive curriculum and assessment practice, and equality and diversity. The School of Arts Languages and Cultures have run a number of seminars on race and ethnicity as part of the “Inclusive History Seminar Series” including speakers such as Professor Hakim Adi and Dr Richard Benson. The History Department have delivered a number of staff development activities including the “Learning and Unlearning Whiteness Workshop” and “Developing the Curriculum Offer” in collaboration with the Equality, Diversity and Inclusion Team. FBMH deliver a Pedagogic Staff Development Programme within The Academy for Educational and Professional Development for existing academic staff to engage in Learning @ Lunch seminars and Masterclasses to develop and enhance their skills. Previous seminars have included “Acknowledging Diversity” and “Developing Inclusive Assessment Principles and Practice”.


121

9 Any other information

This section is an opportunity to provide details of any other actions or learning which are relevant to race equality, but which have not been included in previous sections.

This is an optional section, you are not obligated to include anything; you will not be disadvantaged for not including anything here, but anything you do include will be considered by the awards panels.

In collaboration with the University of Manchester Students Union the University is

undertaking two student safeguarding projects part-funded by the Office for Students.

Our ‘Speak Up Stand Up’ Active Bystander Campaign aims to empower people to safely

speak out against all forms of harassment, sexual harassment, discrimination and hate

crime, stereotypes and micro-aggressions, both online and in person, and to intervene

where appropriate. The campaign (launched September 2018 during Welcome Week)

includes three main elements i) a campus wide communications campaign ii) an active

bystander educational programme for student leaders and an introductory programme for

staff iii) and to introduce and pilot the active bystander approach in Schools. This evidence-

based approach campaign will look at all forms of harassment and hate crime focusing on

racially motivated behaviour and Xenophobia both online and in person.

Evidence presented by the National Union of Students (NUS) on the experiences of Jewish

Students and of Muslim Students outlines the volume and range of incidents encountered

and their potential negative impact on these communities. To encourage people to notice

events and see them as a problem, we are working with the Manchester Universities

Chaplaincy, the Manchester Faith Network, the Manchester Universities Jewish Society and

the University of Manchester’s Islamic Society. We are also working with the Manchester

Jewish Museum and the British Muslim Heritage Centre to produce materials that will

explore the consequences of hatred and intolerance.

Section 9: 232 Words

122

10 Action plan Please ensure that your action plan clearly indicates what the action is, who is undertaking the action, the timelines for completion and what the action will achieve.

Please also consider the following.

= Cross-reference actions so that when a panellist reads the action plan the rationale for the action is clear.

= Schedule actions across the four-year duration of the award.

= Actions (and action plans) should be SMART (specific, measurable, achievable, relevant and time-bound).

= Include overarching objectives with actions underpinning their completion.

= Order action plans logically with progression from the actions that need to come first in order start an initiative, followed by actions that build on the initiative and sustain progress over the course of the award.

= Specify who is responsible for completing actions.

= Specify the performance of individual faculties as well as measuring the institution’s progress as a whole.

= Include details of the monitoring or development of measures already in place.

= Indicate how the success of an action will be measured.

123

2019 Race Equality Charter Action Plan Section 2: Self-Assessment Process

Action Ref

Action Issue identified Action(s) to address the Issue

Lead responsible Timescale Success criteria

2.1

Introduce a formal role description and time allocation for the Chair and members of the University SAT and future REC Champions

Workload allocation/relief of other duties for Race Equality Charter work is not currently standardised for REC SAT members. Dependent on role some members are currently contributing to REC meetings and related activities on top of contracted workload.

Review existing structure to create University Race Equality Charter Champion role, allocate 0.2FTE allowance to conduct role. Recommendation that SAT members are also allocated appropriate time to support their role.

VP for Social Responsibility

All relevant Leads to be allocated time for role by end of 2019

Consistent workload allocation for staff involved in REC work, accurately reflecting actual time needed to carry out role.

Feedback from SAT members on feasibility of workload within time-allocation provided

Section 3: Institution and Local Context

Action Ref



3.1 Deliver the Speak Up Stand Up active bystander campaign for staff

Issues relating to racially motivated harassment and hate crime have increased in the Manchester area.

To launch a campus wide communications campaign ‘Speak Up Stand Up’ Be the Change

Head of ED&I

March 2019 –

December 2019

An increase in the proportion of BAME staff who believe race-related issues will be appropriately actioned by the university

A smaller percentage of BAME staff believe race-related issues will not be appropriately actioned by the university compared to white staff.

Undertake activity as part of the Speak Up Stand Up Campaign to explore racially motivated harassment and hate crime considering intersectionality such as gender, religion or belief and sexual orientation.

Head of ED&I

September 2019 –

April 2020

A series of activities have been undertaken throughout the academic year that explore racially motivated harassment and hate crime. Evaluation of activities to demonstrate effectiveness.

124

To launch the revised Dignity at Work Policy

Head of ED&I

March 2019

An increase in the percentage of staff that are aware of the Dignity at Work Policy and their responsibilities as indicated in the staff survey.

To develop and deliver bespoke training for Dignity at Work investigators

Head of Staff Learning and Development

June 2019

To establish a task and finish group that will work with the Trades Union and BAME staff network to investigate why BAME staff do not feel that race-related issues will be appropriately actioned by the university.


September 2019 – December 2019

A report and recommendations has been submitted to HR Sub-Committee. Actions agreed and implemented within an agreed timeframe.

Low awareness of our zero tolerance campaign amongst white Research Staff.

To work in collaboration with the Academic Research and Development Team in FBMH to design a bespoke Speak Up Stand Up Active Bystander session for researchers.

Head of ED&I

July 2019

A session has been designed and an ongoing delivery and evaluation plan in place.

To promote the University’s Report & Support Platform and encourage all staff to report problematic behaviour and get support.

Head of ED&I March 2019 – November 2019

At least 80% of staff are aware of how to report problematic behaviour and get support, as indicated in the staff survey.

To develop, deliver and evaluate an online active bystander intervention programme for staff.

Head of ED&I September 2019 – July 2020

A programme has been designed and an ongoing delivery and evaluation plan in place.

125

Section 4: Staff Profile

Action Ref



4.1 Continue to monitor Fixed Term Contracts (FTC) and outcomes data.

A higher proportion of white academic/research staff are on permanent contracts than BAME academic/research staff [55% cf. 35.8%]. This has not improved over the last three years.

We closely monitor FTC and outcomes data by protected characteristic through our staffing committee and contracts working group and 84% of staff on FTC have their contract extended due to refunding or are redeployed.

To explore options for increasing redeployment prospects for staff linking to PDR conversations, training encouragement and use of extended access and bridging funds.

Chair of staffing committee and contracts working group, Director of HR.

Progression of action monitored by Research Staff Development Working Group (RSDWG) as part of Concordat Implementation Plan action.

2019 to assign actions to improve continuation of employment and eligibility for Open Ended Contract. Changes in data analysed annually as part of Concordat Implementation Plan monitoring.

Contract data readily available and communicated to RSDWG by ethnicity – differentiating between ‘FTC’ and ‘OEC linked to finite funding’ to aid target-setting of staffing profiles and redeployment actions. Increased movement of FTC staff to OEC. No ethnicity disparity. Data collated and distributed to key committees including School/Faculty ED&I committees.

Track continuous employment & contract records of academic/research staff by ethnicity with training attendance, PDR uptake and extended access use to build a profile of what impacts on redeployment.

4.2 Implement Exit Questionnaire whilst continuing to capture leavers’ data and monitor reasons for leaving

BAME academic and Research Staff turnover is greater than for white staff (20% turnover of BAME staff compared to 14.7% for white staff in 2017). For all ethnicities, Non-UK staff show greater turnover than their UK colleagues. Information about why staff leave is limited and not consistent across the University.

Current practice is for some areas to offer a short exit survey asking about future plans and experience of working in the department, whereas others simply process the practical aspects of losing a team member. All staff leaving the University are given the opportunity to complete an anonymous online exit questionnaire asking:

Reasons for leaving;

What their experience of employment was;

What (if anything) would have contributed to their retention.

Survey design: Charter Marks' Coordinator and Race Charter Committee, Faculty ED&I Committees and HR; Director of HR for implementation

Year one (2019): University Charter Marks Coordinator to set up questionnaire based on input from Race Charter and ED&I Committees reflecting the needs of Schools, Divisions and Directorates

Year two (2020): Review and refine questionnaire as required and based on feedback from key

Questionnaire developed and approved by committees and key stakeholders. Survey completed by ~50% of permanent staff leavers and 30% of FTC staff leavers in first year, will annual increases. Issues and trends raised in survey communicated to Schools/ directorates biannually. Local-level issues identified and appropriate actions developed. HR records confirm all leaving staff provided with link. Comparison of completion numbers with HR data on leavers in

126

Action Ref



6-monthly data collection/ review to identify wider issues/trends to prevent further loss of talent. Data collected by protected characteristic

stakeholders each 6- month period.

Annual report to Human Resources Sub-Committee

4.3 Analyse PS staff

demographics in

greater granularity

by Faculty/

Directorates and

Occupancy and set

targets appropriate

for each area.

Overall staff numbers show

BAME underrepresentation in

Faculty/Central PS. However

the level of analysis does not

identify which specific job

occupancies have the greatest

underrepresentation of BAME

staff.

Some job occupancies are

limited to certain pay grades

which means that there is an

imbalance of the distribution of

BAME staff across the pay

grades at the University e.g.

The majority of BAME PS staff

(45%) are employed in the

Directorate of Estates and

Facilities

Analyse data for each Faculty and

Directorate and Occupancy type and

ethnicity to see extent of imbalance.

Targets for all PS areas to be devised.

Information on low representation

used to direct specific actions related

to recruitment.

Professional

Services

Leadership Team

EDI Lead

Areas of imbalance

identified from Nov 2019

Annual Performance

Review – Progress

against targets to be

reviewed annually

Data report created on ethnicity

profile in each PS role,

disaggregated by occupancy type.

Faculty and Central PS actions

specific to areas where

underrepresentation is identified,

focusing on addressing low

recruitment/retention of BAME

staff, resulting in attracting more

BAME staff to role.

To see an increase in BAME staff,

particularly in areas of

underrepresentation over the

three years of the action plan.

4.4 To explore the reasons why BAME staff are overrepresented in disciplinary cases

BAME staff are overrepresented in disciplinary cases across the University.

Focus group feedback from staff believe that this is in part due to a lack of understanding, cultural awareness and potential bias across the institution.

To establish a task and finish group that will include HR, Trades Union and BAME staff network group to investigate the overrepresentation of BAME staff in University disciplinary cases.

To develop, deliver and evaluate a programme of unconscious bias and cultural awareness training for staff particularly supervisors/managers.



A report submitted to HR sub-committee by May 2020

A programme to be in place by Autumn 2019 and delivery complete by Autumn 2020

A report submitted to HR Sub-Committee with an action plan approved from the meeting. A programme has been designed and an ongoing delivery and evaluation plan in place. Activities to explore racially motivated unconscious bias and

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Action Ref



As part of the Speak Up Stand Up Campaign undertake targeted activity to explore racially motivated unconscious bias and micro-aggressions.

Head of ED&I

September 2019 – March 2020

micro-aggressions have been designed, delivered and evaluated.

4.5 Ensure mentoring, training and leadership opportunities further drive the closing of the ethnicity differential in Senior Management roles

There has been significant investment in the training of Senior Leaders but these are not currently tracked for impact

Use training data to track attendees through promotions and changes in senior leadership.

Review of impact of various development schemes to determine which are most effective.

Review BAME participation on these programmes to ensure representation.


Start of new training programme year in 2019 and first review in August 2020.

Positive correlation between leadership training/ mentoring schemes and promotion success. Data used in promotional material to encourage more BAME staff to engage. An increase in BAME staff taking part in leadership development activity/training.

4.6 Increase the number of BAME Staff on Senior Management Committees

BAME staff are underrepresented on senior committees across the University. Many Committees have members which are ex-officio. With a lack of BAME representation in many senior roles, there often is limited opportunity for BAME colleagues to join influential committees as full members.

Develop recommendations for influencing committees on improving the diversity of their membership. Such as, including positive action statements for open calls, offering staff to sit as an observer at committees to facilitate their decision to join as a member in the future, recommending that senior colleagues put forward junior colleagues as deputies if unable to attend. Continue to capture and monitor the BAME and gender and career intersection of staff on Senior Management Committees.

VP for SR/Faculty, Vice Deans for SR, Committee Chairs

Recommendations to be devised and forwarded to relevant committees by VP for SR/Faculty, Vice Deans for SR in early 2020

An increase in the number of BAME staff on decision-making committees – a 50% increase in BAME representation on senior level committees by 2021.

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Section 5: Academic staff: recruitment, progression and development

Action Ref

Action Issue identified Action(s) to address the Issue Lead

responsible Timescale Success criteria

5.1 Identify and implement Unconscious Bias (UB) observers on academic promotion panels

In all Faculties, promotion success rates for BAME academics is generally below that of white colleagues 68% BAME success rate in 2017, cf. 80% white staff across University).

Whilst all committee members are UB-trained, no process yet exists which monitors whether UB is influencing decisions and or whether UB-influenced behaviour is being challenged.

To pilot in one Faculty Promotions Committee having an Unconscious Bias Observer (Head of Faculty HR) present to challenge behaviour. If successful, to roll out UB Observers in all Faculty and school Promotion Committees using existing HR representation (all UB-trained, already present to observe and moderate and are not part of decision making). Develop UB Checklist for consistency between Promotions Committees. Communicate the existence and benefit of UB Observers to Promotion applicants in guidance and workshops.

Head of Faculty HR, HR Partners, Faculty Promotions Committee Chair

Faculty Pilot 2019/20 Based on outcome of pilot, remaining faculties to adopt similar process in 2020/21 promotions round onwards.

Communicate changes to process in 2020 Promotion Workshops

A reduction in the gap in success rates by ethnicity. Records show intervention is being adhered to during process. University Staff Survey report improved responses from promotions applicants (compared to past surveys) agreeing they think the process is fair (increase from 65% BAME responders to greater than 70%). UB Observer to record instances of UB-related interventions needed & impact of raising these with Panellist or Chair. Success rate by ethnicity recorded.

5.2A

5.2B

To investigate why, over the last three years, ~ 10% of applicants for promotion for Senior Lecturer were BAME and to put in place actions to increase the number of applications. To ensure support for promotion at all career stages and deliver academic, research staff and professorial re-zoning workshops across the University.

Overall fewer BAME applications for promotion were made relevant to the potential pool, compared to white applicants.

Specifically, fewer than 10% of applicants for promotion for Senior Lecturer have been from BAME staff (44 out of 403 applications received).

Develop promotion success case studies with different ethnicities represented and add to University promotion webpages and link to future application calls. Explore options of running targeted workshops for staff considering promotion (not necessarily preparing an application) alongside existing workshops. Previous (women-targeted) workshop on applying for re-zoning increased applications from that demographic, demonstrating targeted-workshops for minority groups can be effective.

Faculty Heads of HR (x3)

Collect Case Studies, publish and promote along with workshops Autumn 2019 (ahead of 2019 promotions round).

Workshops and promotion evaluated and if successful to continue to deliver them annually.

Improve promotion applications from BAME academics to be similar to white colleagues as a proportion of the available respective pools. Promotion application and success data – related to attendance on targeted workshops by ethnicity. Feedback from workshop attendees.

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Action Ref



5.3 To improve the pipeline and increase the number of BAME women Professors

Only 2% of the Professoriate are BAME women compared with 24% women and 9% BAME staff in the Professoriate overall

A 2017 Women Academic's Promotions Workshop doubled the percentage of women applications to 50% for the first time. To align with the University’s Athena SWAN intersectional actions. Charter Marks' Coordinator to support Schools to host similar workshops to support minority groups. To identify and actively encourage BAME women to attend workshops using success stories as evidence. To offer the support of a senior academic mentor/advocate to all BAME women seeking promotion to Professor in the next 3 years.

Faculty Deans and Heads of HR to lead. Head of Schools and HR Partners to deliver

To promote and encourage attendance of workshops in Autumn 2019, before Promotions round begins

To deliver workshops annually

Each School to offer at least annual workshop specifically for their minority applicants, alongside open workshop for all potential applicants. Applications from BAME women candidates to be in line with other colleagues when measured as a proportion of the potential pool. Regular cross-referencing and updates of actions between REC and Athena SWAN. Progress against both actions plans. School-level Equality Survey (post promotions-round and onwards), as used for AS submissions, will specifically ask about the clarity and transparency of promotions guidance and fairness of process regardless of gender or ethnicity. Data to be shared with REC SAT.

5.4 Implement a University Fellowship scheme to nurture talented Research Staff and attract the very best national and international researchers to the University.

58% of our BAME academic/research staff are early-career researchers (cf. 38% of white academics/research staff). By actively supporting their progress through the academic pipeline, we can aid diversity at higher academic grades.

A new University Presidential Fellowship Scheme will increase the number of Research Fellows across the University. The scheme will provide resources and mentorship to enhance competitiveness for external awards. Active promotion and monitoring of diversity in the recruitment stages for the Presidential Fellowships and throughout the process. Focus groups / surveys to be held

New Academics Programme (NAP) organisers.


Faculty ED&I Lead

Around 100 Presidential Fellows recruited by end of 2019. With the potential to double by 2021

Training records, NAP completion and feedback via focus groups/surveys confirms no disparity on support received by ethnicity and no perceived barriers to accessing support by any group. Exit Surveys confirm positive ongoing career destinations (permanent academic post or follow-on funding) for all Fellows regardless of ethnicity. Records of attendance at NAP workshops by ethnicity.

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Action Ref



Mid-Fellowship for feedback on support received or needed.

Destination surveys at the end of Fellowship to ascertain next career step

Focus Groups held with first intake 1 year into Fellowships.

Online 'destination' surveys with exiting Fellows after funding completion

Section 6: Professional and support staff (PS): recruitment, progression and development

Action Ref



6.1 To increase the success rate of BAME PS candidates throughout the recruitment process

Approximately 25% of our job applications to the PS are from the BAME population but they are not as successful as their White counterparts.

BAME PS survey responses showed the lowest level of agreement that the recruitment process is fair (75%, compared to 80%-87% for all other groups)

Implement a pilot scheme to address issues in shortlisting for BAME applicants. This will include reviewing the diversity of shortlisted candidates before inviting for interview. There will also be a research project to look at previous job applications to try and understand why BAME candidates were not shortlisted.

Increase the ethnic diversity of our graduate interns as this is a proven route into permanent work at the University.

Explore why BAME PS staff feel that the recruitment process is not fair. Through survey and BAME staff network group

PS Leadership team lead person for ED&I (Director of Operations)

BAME Staff Network. REC SAT PS Subgroup.

Research project completed by April 2019.

Scheme to address issues in shortlisting – Oct 2019 – Sept 2020 (evaluation and further development)

Increase in graduate interns to be monitored annually from 2019

BAME PS staff survey review Summer 2019

A report with recommendations and actions on how to increase BAME candidates being shortlisted.

An increase in the success rate of BAME applicants.

The percentage of BAME graduate interns to be in line with the number of BAME undergraduates.

Tangible feedback on what barriers are faced specifically by BAME candidates.

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Action Ref



6.2 To support Schools and Directorates to ensure a diverse recruitment panel to guard against any potential bias during the recruitment process

There are Schools and Directorates with a lack of ethnic diversity and particularly in higher grades that can potentially impact on the diversity of interview panels.

The use of lower grade staff on interview panels is already being used by the University Library. University College London also have ‘fair recruitment specialists’. To find out the benefits of and learn from existing initiatives in this area: If found to be beneficial, to develop a pool of trained BAME recruiters from a range of grades. To develop a database/list of trained BAME recruiters and promote across University.

To seek agreement on a requirement for ensuring all interview panels at the University are representative of the demographic of the School/Directorate.

HR senior manager with lead responsibility for recruitment and Head of ED&I

Investigation of existing programmes and a report to HR Sub-Committee – November 2019 If approved training to take place in Spring 2020

Database of BAME recruiters developed by September 2020

Data on recruitment panel diversity gathered, maintained and scrutinised to show an increase in more diverse recruitment panels over the next 3 years. An increase in BAME recruitment year on year. Rates of progression through the recruitment process show no difference between BAME and white candidates. Feedback from participants of increased confidence of a more inclusive and perceived fairer recruitment process.

6.3 To increase the number of BAME staff engaging with Manchester Gold as mentors and mentees as well as other mentoring opportunities

A smaller percentage of BAME staff engage with Manchester Gold Mentoring Scheme. Only 11% receiving mentorship this round are BAME.

Staff Learning and Development (SL&D) to record Mentor/Mentee numbers by ethnicity and to work with local areas to encourage participation from areas with low engagement. Use feedback from current BAME attendees to use in promotional material. Share case studies and discuss what is involved at BAME Staff Network events.

Explore linking mentoring with Stellar HE (BAME leadership development programme) alumni to support career progression.

SL&D, BAME Staff Network, Heads of Schools/Directorates

Late 2019 and annually. Mentoring year runs from March - December, analysis of take up/feedback after current round in first instance

Increase in numbers of BAME mentors and mentees on Manchester Gold and other mentoring programmes -proportional to the %BAME staff. (aim for 19% BAME involvement, currently 11%). Feedback from mentees on support received.

Feedback from mentors on value of experience to encourage wider engagement

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6.4 Launch an Inclusive Advocates (sponsorship) Programme for BAME PS and academic/Early Career Research staff

Limited access to senior staff and their networks can potentially impact on institutional understanding and on progression

Advanced HE (delivering training) and EDI team to roll-out Scheme to enhance the networks of minority groups and to advocate for them, raising their profile and supporting their career advancement.

University academic lead for ED&I and Head of Staff Learning and Development

Summer 2019 launch

First cohort to have a minimum of 20 staff participating.

At least 80% of sponsored staff will make applications for promotion or to a leadership role within 5 years. An increase in BAME staff in leadership positions BAME staff engaging with programme tracked over 5 year period to ascertain impact on promotion, retention and leadership progress.

Section 7: Student pipeline

Action Ref



7.1 To improve the representation of UK Domicile Black students from African and/or Caribbean backgrounds

Whilst the number of BAME students at the University has increased in the last three years, there is an underrepresentation of UK Domicile Black students from African and/or Caribbean backgrounds.

Using the ‘Black Lawyers Matter’ initiative as a template identify other schools to establish targeted activity to increase the number of applications from this target group through outreach activities. To undertake an intervention in the School of Physics, Faculty of Science and Engineering to increase the number of females from Black African and Caribbean backgrounds in the School and learning to be shared across the University as good practice.

VP Teaching and Learning

Public Engagement Manager in the School of Physics and Astronomy

April 2019 – December 2019

Intervention to take place 2019 -2020

Pilot Schools have been identified and targeted activity planned, implemented and evaluated. An increase in the number of UK Domicile Black students from African and/or Caribbean backgrounds in target areas identified. The intervention has been implemented and evaluated. An increase in the number of females from Black African and Caribbean backgrounds in the School by 2021.

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Action Ref



7.2 To reduce the Non-continuation for UK Domicile Black students on integrated foundation year courses in the Faculty of Science and Engineering

Non-continuation high for UK Black UG students (6.4% 2013/14 entrants to 9.3% 2015/16 entrants) and especially on integrated foundation year courses (Faculty of Science and Engineering): 13.8%.

To further research reasons why (UK Black) students are not continuing and develop appropriate actions to address issues found. Using the ‘Black Lawyers Matter’ initiative as a template identify how a similar initiative (bursary to support them through their studies and into employment) can be piloted on integrated foundation year courses in the Faculty of Science and Engineering.

Faculty Vice Dean for Teaching and Learning

Exploration of models to support UK Black students in the Faculty 2020

Pilot to take place 2021

A pilot initiative has been planned, implemented and evaluated. An improvement in retention rates of UK Domicile Black students on integrated foundation year courses in the Faculty of Science

7.3 To take action to reduce differential outcomes of BAME undergraduate students.

Both UK BAME students and Non UK students are less likely to receive a good degree compared to White UK Domicile students. UK Domicile Black students have the lowest proportion of Good Degrees and lowest proportion of First Class Degrees. This is especially visible in the Faculty of Science and Engineering and the Faculty of Humanities.

To recruit a University-level Student Success Manager whose remit will include taking action to respond to the attainment gap of BAME students and embedding the learning and best practices. To implement the actions identified through the University’s Differential Attainment Project.

Head of Academic Policy, Teaching, Learning and Support Office

February 2019 – Student Success Manager starts.

Initiatives 2019-2021

A reduction in the attainment gap of UK BAME students until their attainment is comparable to UK White students. Actions evaluated.

7.4 To further develop the Diversity and Inclusion Student Ambassador Programme

Positive relationships between students and between students and staff, building social and cultural capital and psycho-social effects of stereotyping and discrimination have been cited and some of the causes of differential outcomes for BAME undergraduate students (HEFCE, 2015).

Increase student's sense of belonging by providing opportunity to build meaningful relationships through internal and external networks. To create safe spaces to open a dialogue and undertake activity to support inclusive learning and teaching environments, assessment

Student Success Manager

2019 – onwards

Safe spaces offered from 2019/20 academic year

Campaign launched

Programme continuation beyond current funding timescale. Safe spaces offered to and used by students. Active Bystander Campaign for students launched

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Action Ref



and feedback and academic support. Empower students to safely speak out against all forms of harassment, discrimination and hate crime, stereotypes and micro-aggressions, both online and in person through an active bystander campaign.

academic year 2019/20

September 2019 – evaluation of programme

7.5 To develop an Inclusive Learning and Teaching Strategy (ILTS).

Inclusive curricular, learning, teaching and assessment practices has been cited and one of the causes of differential outcomes for BAME undergraduate students (HEFCE,2015 ) BAME students indicate varying degrees of satisfaction with the HE curricula, and with the user-friendliness of learning, teaching and assessment practices.

To further develop work on the “Embedding equality, diversity and decolonising History” project with the History Department and share good practice. Conduct a pilot curriculum review with one Department. Develop further pilot studies in the Schools of Arts, Languages and Cultures and Environment, Education and Development.

Teaching and Learning

Strategy development 2019-2020

Pilot curriculum review 2019/20 academic year

Inclusive Learning and Teaching Strategy produced and trialled. Feedback and assessment of students indicate impact on outcomes, with BAME students indicating satisfaction with curriculum on par with white students. Differential attainment gap to narrow in areas trialling pilot

7.6

Use of contextual data to make lower offers to students.

Research undertaken by the Sutton Trust found that students from more disadvantaged backgrounds are more likely to be under-predicted A level grades which can impact on offers made.

Report on impact on the proportion of BAME students being made offers and then accepting these with analysis.

Head of Widening Participation and Student Recruitment

End of 2019 recruitment cycle.

A decrease in the offer rate between BAME and White students. BAME offer comparable to White students

7.7 To ensure the learning environment is inclusive and reflective of the diversity of our learners.

There is an identified need to make improvements to teaching, learning and the student experience and embed it within the curriculum.

To recruit students as curriculum consultants to work with academic colleagues on seeing the curriculum through the three key lenses. They will be recruited from all subject areas and all years and will be representative of the full demographic of the University.

Head of Teaching and Learning Support Office

Academic year 2020-2021 Improved student satisfaction particularly BAME students with an increase in NSS scores.

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2015 Race charter mark action plan update Feb 2019

Section 2: Self-Assessment Process

Action Ref

Issue Identified Action(s) to address the Issue What Success will look like Person / group

responsible Timescale for

actions

Progress on action

1

To ensure that this action plan is embedded within the institution and that all actions are monitored regularly.

Staff and student related actions will be owned by Faculties and Professional Support Services and progress reported in their Annual Performance Review (staff) and the Teaching and Learning (T&L) Group (student).

A bi-annual report/ progress update of staff related actions for University’s senior leadership team through its Human Resources Sub Committee.

Annual review of student related actions with visible progress reported to the T&L group (UG & PGT students) and Doctoral College (for PGR students).

Deputy President and Vice- chancellor

Vice-President (VP) for Teaching, Learning and Students & VP for Research

From November 2015 and every six months

Annually from January 2016

Action plan was discussed at

HR Sub Committee on 17th

November 2015 and every six months afterwards.

Meetings have taken place with VP for Teaching, Learning and Students. Related actions have been discussed at Teaching and Learning Group.

Section 3: Institution and local context

Action Ref



actions Progress on action

2

A number of staff and students who completed our race survey believed that if they reported a race-related incident, appropriate action would not be taken.

(i) Further promote the University’s zero tolerance campaign to discrimination, bullying and harassment which includes an online report and support button. Cases can be reported anonymously. This work has already started but will include a specific focus on Race.

(ii) To conduct a series of focus groups and interviews to better understand why staff

Staff more aware of university’s zero tolerance position on bullying, harassment and discrimination and know how to report incidents (question has been included in 2015 Staff Survey. Baseline will be the 2013 Staff Survey question about awareness of Dignity at Work).

A repeat of the Race Survey will show an increase in the proportion of staff and students that believe action would be taken to race-related incidents – currently 59% staff, 65% students. Target 75%.

Head of E&D (i) June 2015 (analysis for 2015 Staff Survey) and every two years subsequently (biennial Staff Survey)

(ii) May 2016 for report following focus groups/intervie ws in 2015/2016.

Analysis has taken place – 74% of staff were aware of the University’s zero tolerance campaign. In terms of BME staff, 71% of Asian staff, 66% of Chinese staff, 78% of Black staff and 73% of mixed heritage staff were aware of the campaign.

Last survey showed 56% staff and 52% students

Feedback from focus groups suggest that staff,

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and students don’t believe race-related incidents would be dealt with appropriately. A report produced and presented to the University’s HR sub-committee.

University has a better understanding of staff and student concerns and puts in place appropriate measures to address issues.

particularly in the lower grades feel they are too junior to be believed especially in cases in relation to a manager.

Section 4: Staff profile

Action Ref


responsible Timescale for actions

Progress on action

3

An overall decrease in academic and research staff has disproportionall y impacted on Asian and Black staff numbers.

An exit questionnaire will be developed and sent to all leavers. This will have the ability to analyse responses by ethnicity.

To analyse data in more detail to see if there are any specific trends that warrant further investigation and action.

To retain more Black and Asian staff and any reductions are in line with all ethnic groups. Currently reduction in Black and Asian academic & research staff is ~14% and White and Other ethnic groups ~7%. To ensure any difference is not statistically significant.

Director of HR Annual review

BAME Academic staff have a higher turnover rate mainly because a larger proportion of BAME staff is employed on fixed-term contracts. There is no significant difference between BAME and White academic staff employed on Permanent contracts in terms of turnover rates.

To Investigate: High proportion of dismissals among Black staff leavers

4

BME staff tend to be more likely to be represented by certain ethnic groups and in certain faculties and we need to understand why and whether there is any good practice to learn.

To engage with areas with high BME representation (EPS for academic/research, FLS for PSS) to try and find good practice.

Positive action measures will also be put in place to try and increase the number of BME staff.

To benchmark BME staff numbers against faculties/schools/disciplines in similar institutions and nationally to explore if these are occupational trends or if action is required.

Good practice identified, alongside any drivers for differences, and disseminated across the institution.

To have put in place measures to try and address any underrepresentation found, particularly targeting MHS within academic/research staff who have 14% BME (target to increase in line with University average of 19%) and HUM/Library and Cultural Institutions who have ~8% (target to increase to University average of 11%)

Associate Dean for Social Responsibility with support from E&D Leads in each Faculty.

Standing agenda item – annual report

%BAME staff in 2017:

FBMH Academics: 16.2%

Humanities PSS: 9.2%

Library/CI PSS: 9.7%

We have not achieved our targets but there has been an increase and improvement in all identified areas.

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Action Ref



Progress on action

5

We have a high proportion of BME staff on Teaching Only contracts, Fixed- term contracts.

Research into why nearly a third of BME academic and research staff are on teaching only contracts, 74% are on fixed-term contracts. For PSS BME staff on fixed term contracts this is 28%.

To investigate why we don’t compare favourably to the national picture, nationally 44% BME academic staff and 20% PSS BME staff on fixed term contracts.

University satisfied that BME staff are not on these contracts due to equality related issues. For any issues identified, particularly if there are additional challenges which BME staff face compared to White colleagues on forging research or teaching and research careers, then appropriate actions to address these issues will be put into place.

BME staff not disproportionately represented compared to their White colleagues.

The University’s BME contract figures to be at least in line with the national picture.

Director of HR Early 2017 2017:

Academics:

-64% of BAME staff are on Fixed-Term contracts

-44.8% of White staff are on Fixed-Term contracts

PSS:

-26% of BAME is on Fixed Term contracts (FTC)

-19.3% White on Fixed-Term contracts

There has been a reduction in Academic and PSS staff on FTC but this is still not in line with White staff on FTC.

6

To explore potential intersectional issues in relation to gender and ethnicity.

To generate data that includes gender, and ethnicity to look at intersectional issues.

Data available and collated. Recommendations developed and actions agreed at HR Sub- Committee.

Head of E&D Annually from November 2015 (embedded within the APR process)

Data available and discussed at HR Sub Committee started with

the meeting on 17th

November 2015.

This is now linked to our University Athena SWAN action plan as well. There are key actions particularly related to lack of BME women in senior positions

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Action Ref



Progress on action

7

The largest proportion (41%) of BME staff reside within Central PSS and within this area Black staff dominate (62%).

Positive action to address underrepresentation by encouraging BME staff in other PSS areas.

More diverse workforce across the PSS.

E&D Lead for PSS – Director of Research and Business Engagement Support Services

Initial report 2016 to PSS Leadership Team and annually afterwards

Proportion of BAME staff in PSS increased from 10.3% to 11.7% between 2013 and 2017 (statistically significant increase).

Largest Proportion of BAME staff now reside in the faculty PSS (51%). Black staff still dominate central PSS mainly due to large numbers in craft/manual occupations.

8

Low proportions of certain ethnic groups of PSS staff compared to known local communities.

Increased knowledge of proportion of ethnic groups in local area and develop recommendations for the PSS Leadership Team to agree.

Increase level of community engagement to ensure locals know what University does, positions available and how they can fit in.

Employee proportions reflective of the local communities and to see an increase in proportions if appropriate. For example Bangladeshi employees at 0.2%.

Assistant Director of HR and the Race Relations Resource Centre

Initial sense by end of 2015, monitor every 24 months thereafter

Bangladeshi staff increased from 0.2% to 0.35% between 2013 and 2017 (not a statistically significant increase).

9

Not all staff have disclosed their ethnicity data.

To launch a campaign to encourage staff to update their equality information. Currently 6% of academic and research and 2% of PSS have not disclosed their ethnicity.

To put in place measures to ensure we are capturing equality data as staff are recruited to the university.

A reduction of 50% in the number of staff with unknown ethnicity.

Head of E&D Campaign launch June 2015, then reporting annually from November 2015 onwards(em bed within APR process)

There has been a reduction in the number of staff with unknown ethnicity by 22.5% (which is less than our 50% target).

Meeting has taken place with HR to look at the mandatory collection of data for new starters.

10

There is an overrepresentati on of BME staff who make a grievance and who are disciplined.

To investigate in detail the nature of grievances/disciplines from BME staff to find out why so few cases are upheld and investigate if there is any value in developing new or additional processes for these cases.

Reduction in the proportion of all grievances submitted by, and disciplinary action taken against, BME colleagues.

Associate Vice President for Social Responsibility and Director of HR

Annual review from November 2015 (embed within APR process)

In the last year we have seen a reduction in the number of grievances from BAME staff - 13% compared to 44% in 2016. However, the proportion of disciplinary cases involving BAME staff remains high and out of

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Action Ref



Progress on action

Very few grievance cases are upheld.

A report with recommendations to be presented to the HR Sub- committee as part of their review of equality and diversity related matters.

proportion with the

representative population of the University at 31%.

This is a continued action for us to try and address.

11

There is a lack of BME staff on decision making committees across the University (at University-level, Faculty-level and School- level).

To develop recommendations for Faculties/Schools and the PSS on how to improve the diversity of their committees. These recommendations would support influencing committees where positions are ex-officio and elected (recognising a lack of BME colleagues in senior positions which would mean not eligible for some committees). For example an E&D Champion on the committee with additional training to consider Race (alongside other protected characteristics).

Positive action statements to be included on open calls when advertising for committee positions.

BME staff to be observer on a committee, thereby supporting them if they wish to be considered a full committee member in due course.

An increase in the number of BME staff on decision making committees.

At least one member of the committee who considers E&D matters.

Registrar, Secretary and COO (PSS)

Associate Vice- President for Social Responsibility (SR) and Faculty Associate Deans for SR

Schools/

Faculty 2016,

University

2017

At our last submission there was no Faculty with BAME staff in its leadership team (2015 – 0%; 2018 – 8%). Other than the Faculty of Humanities, there was no BME representation on promotion committees. There is now BME representation on all promotion committees and two of the three Faculty leadership teams have BME staff on them.

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Section 5: Recruitment and Selection

Action Ref




12

Recruitment data not readily available.

Provide local level data on the performance of BME applicants through the recruitment cycle.

Identification of positive action initiatives to support the recruitment of BME staff at the university.

Heads of HR for Faculties and PSS

September 2015

Significant improvements have been made in terms of analysis and presentation of the recruitment data.

13

We have a reasonable number of applications from the BME communities but this does not translate into the same proportions being short-listed or appointed. We need to develop measures to address the shortlisting and appointment stage of the process.

(i) To pilot for 12 months additional support to BME applicants to advise them on the presentation of their job application. This would enable candidates to present their suitability in the best way to maximise their chances of success at this stage.

(ii) To provide additional training to at least one member of interview panels. This would entail the provision of face- to-face training to staff in issues relating to race, ethnicity and cross-cultural differences. Furthermore all staff involved in recruitment and promotion decisions should receive training relating to unconscious bias.

To provide further data analysis of UK and non-UK performance.

When using “headhunters” for senior positions, the University should ask that they support its search for a diverse range of credible applicants.

Where University colleagues are engaged in generating interest for vacancies, they should be directed to guidance that considers measures aimed at generating diverse pools of candidates through the search process.

An increase in successful applications from BME staff at all levels.

Director of HR (i) September 2015

(ii) End of 2016

The positive action in the form of support for BAME applicants for PSS vacancies in Humanities did not appear to have made a significant impact since it was introduced in October 2015. (The position was last reviewed in November 2016 when it was decided that the pilot should be extended for a further year in Humanities).

Due to lack of impact it was decided that the pilot should stop.

It was agreed that Humanities HR staff time and effort should instead be spent on supporting proposals from the PSS EDI Group for the development of a range of new positive action initiatives to address the underrepresentation of BME staff amongst PSS staff.

Proportion (and count) of successful applications for Senior Academic positions (Professor; Senior Lecturer; Reader; Senior Research Fellow) is still lower for BME candidates than for White

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candidates although we have seen an increase in the of successful applications.

There has been an improvement in 2017 in comparison to 2015 as BME success rate increased from 60.9% to 68%.

Section 6: Career progression and development

Action Ref




14

The Former Associate Vice-President for Social Responsibility attended a number of school and faculty level promotions committees with a view to understand how the process may impact of BME staff. A report was produced with a number of key actions. The report highlighted the low success rate for BME applicants particularly at chair level.

Faculties should set up processes so that potential applicants for promotions to Reader and Professor are identified at least 3 months before the formal round opens. A senior mentor should be identified who should individually meet with all aspirant applicants and identify actions that should be taken.

An increase in the number of successful BME applications for senior academic positions.

An increase in the number of staff who understand the promotions process and are clear about the criteria (currently 51% staff from race survey).

Associate Vice- President for Social Responsibility with support from the

Deans of Faculty

Review in June 2016 following promotions round

Survey repeated in 2017 (target: 75%)

We have seen more BME staff being promoted to professor compared to previous years – seven in 2017 (16%) compared to four in 2016 (7%). This year’s total is higher than 2013-2015 promotions to professor combined (6).

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Action Ref




15

Overall the university has a representative number of BME PSS staff but there is a lack of this group in senior positions.

To invite identified BME staff to specific career development interviews/sessions that will identify the training and support options available to help them progress.

To utilise the coaching and mentoring package at the university to support BME staff.

An increase in PSS BME staff at grade 6 and above.

Registrar, Secretary and COO and the Director of Research and Business Engagement Support Services

April 2016 The proportion of BME among senior PSS staff (Grade 6 and above) increased from 6.1% in 2009 to 8.1% in 2017: an increase of 2.0% (the proportion of BAME at Grade 6 and above was stable for the last three years ~8%)

16

Widen the reach and awareness of pre- existing schemes, P&DR and career development opportunities.

To promote existing career development opportunities to the BME staff network and the wider university community.

BME specific career development sessions ran.

An increase in the number of BME staff accessing career development opportunities, including P&DR.

An increase in the proportion of BME who agree that there are clear progression pathways available (current race survey 33% Asian, 42% Black, 55% Other and 50% White)

Head of Staff Training and Development Unit

December 2015

Survey repeated in 2017 (target: 65%, up from 41% currently)

There has been an increase in BME staff accessing career development opportunities at the University as well as through national programmes like StellarHE.

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Section 7 & 8: Student Section

Action Ref




17

A lower number of BME students are entering the university in comparison to the national figures.

To benchmark the number of BME students against similar institutions.

To investigate any potential barriers to entering the university. Further develop initiatives in order to increase the proportion of BME students.

An increase in the proportion of BME students studying at the university to be at least in line with similar institutions.

Director for the Student Experience with support from Head of Recruitment and Widening Participation

January 2016 and annual monitoring

The proportion of BME students at the University of Manchester increased in the last three years from 37.5% in 2015/16 to 40.5% in 2017/18.

18

BME (especially Black students) non- continuation rates are high is certain Schools.

To investigate why some schools have high (and some have low) non-continuation rates of BME students and put in place actions to address any issues identified as well as sharing best practice.

A better retention rate for BME students that is in line with other ethnic groups.

Vice President Teaching, Learning & Students

From October 2015 and ongoing

The non-continuation rate at the University has been more or less stable: from 6.1% for 2013/14 Entrants to 5.9% Entrants in 2015/16. In general, non- continuation of 2015/16 BME entrants was lower than for BME entrants in 2013/14: 5.5% cf. 6.6%

19

There is an 11% attainment gap between UK BME and UK White students.

Action the recommendations from the Degree Attainment Advisory Group.

Learn from and develop good practice from the pilot work taking place in the School of Social Sciences and disseminate across the university.

A reduction in the attainment gap.

Vice President Teaching, Learning & Students with support from Teaching and Learning Group

October 2016 (embed within APR process)

Attainment is reviewed annually as part of the APR process.

The gap did reduce to 7.8% but the latest figures show an increase of the gap of 12.9%. Part of the issue has been that BME figures have improved over the years but not as well as UK White students.

HEFCE Catalyst Funded Student Ambassador project will help to support this work.

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Action Ref



actions

Progress on action

20

In terms of the pipeline into academia, we find that fewer UK BME students undertake a PhD after their research Masters programme.

We will investigate why this is the case and put actions in place to try and attract more UK BME students.

An increase in UK BME students undertaking a PhD.

Associate Vice President for Social Responsibility and Vice President for Research

December 2016 We have seen an increase over the last 3 years in UK BME PhD students.

Overall there has been an increase from 38.8% - 39.6% BME PhD students.

21

The university has

developed an inclusive

teaching and learning

materials policy that

has a focus on disabled

students and a student

charter that provides

guidance on behaviors.

We will build on these

documents to look at

how cultural diversity

is considered in the

delivery of teaching

and learning.

(i) To augment the university inclusive teaching and learning materials policy to consider all aspects of diversity.

(ii) To consider good practice in the sector on inclusive teaching and learning, especially in relation to BME students.

(iii) To offer training for teaching staff on cultural awareness and ensure this is included in the training for new members of staff.

Feedback from students and staff who feel that diversity is considered in the delivery of teaching and learning.

(i) and (ii) Vice President Teaching, Learning & Students with support from Teaching and Learning Group

(iii) Head of Staff Training and Development

From March 2016 and on-going

Moving away from a materials policy to an Inclusive learning and teaching strategy is being developed.

Workshops on ‘Learning and unlearning Whiteness’ (White privilege) has been delivered to several departments and new academics.

Work in the History Department looking at inclusive teaching is underway.

race equality charter application form · robina (ruby) begum project coordinator - active ystander...

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