Revised LJMU Equality and Diversity Objectives (2016 – 2020) and Progress Report on Equality and Diversity Objectives (2012 – 2016)

Relevant to: All LJMU Staff and Students Responsibility for Document Director, People and Organisational Review: Management Date introduced: April 2012.

Date(s) modified: July 2016

Next Review Date: April 2020

RELEVANT DOCUMENTS List here any documents that relate to the creation of this guidance

RELATED POLICIES & DOCUMENTS

List here any internal policies or documents that are relevant to this guidance

REVISED LJMU EQUALITY AND DIVERSITY OBJECTIVES (2016 – 2020)

1. Introduction 2. The Legal Responsibility 3. The General and Specific Duty of the Equality Act 2010 4. LJMU Vision, Mission and Values 5. Consultation Exercise for the revised Equality and Diversity Objectives 6. Ratification and Implementation 7. Revised LJMU Equality and Diversity Objectives and Action Plan (2016-2020) 8. Appendix 1 – Progress Report on Equality and Diversity Objectives (2012-2016) 9. Appendix 2 - Staff & Student Equality & Diversity Data

1. Introduction

Liverpool John Moores University is fully committed to promoting equality of opportunity for students, staff and all other stakeholders. This document sets out the ways in which LJMU intends to do this over the period 2016-2020 in the form of eight equality objectives.

2. The Legal Responsibility

The Equality Act became law in October 2010, replacing previous equality legislations (such as the Race Relations Act 1976 and the Disability Discrimination Act 1995).The aim of the Equality Act is to embed equality considerations into the day to day work of an organisation, including Higher Education Institutions (HEIs), to tackle discrimination and inequality and contribute to making a fairer society. It identified nine protected groups known as protected characteristics thereby extending protection to groups not previously covered by the previous equality laws.

3. The General and Specific Duty of the Equality Act 2010

There are also two (2) kinds of duty under the Equality Act 2010 which are as follows:

i. The General Equality Duty also known as the Public Sector Equality Duty: Section (149)1, and

ii. The Specific Equality Duty.

a. The General Equality Duty or Public Sector Duty The General Equality Duty came into force on 6 April 2011 and has three (3) aims as outlined in section (149)1 of the Act which are:

a) Eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under this Act; b) Advance equality of opportunity between persons who share a relevant protected characteristic and persons who do not share it; c) Foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

The Duty lists the nine protected characteristics as: i) age; ii) disability; iii) gender reassignment; iv) pregnancy and maternity; v) marriage and civil partnership; vi) race; vii) religion or belief; viii)sex; ix) sexual orientation.

b. The Specific Duty: The specific duties of the Equality Act 2010 are as follows:

i) To publish annual information demonstrating compliance with the general duty.

ii) To publish objectives setting out how LJMU will meet the requirements of the Act at least every three years. This document fulfils this legal obligation.

iii) To ensure that such published information is accessible to the public through the University’s Equality and Diversity website.

4. LJMU Vision, Mission and Values

Vision: LJMU vision is to be recognized as a modern civic University delivering solutions to the challenges of the 21st century.

Mission: LJMU mission is to create and sustain a vibrant community for learning and knowledge where staff and students work together in an active and supportive partnership; providing opportunities to enrich our students, partners and wider society through education, training, research, scholarship and knowledge transfer.

Values: LJMU values have been set out in the University strategy as an ambitious and forward-thinking Institution that challenges convention and believes passionately in the concept of ‘One University’ – a community working together to common student-centred objectives within a clear strategy.

5. Consultation Exercise for the Revised Equality and Diversity Objectives

In compliance with UK equality laws the University must report on progress with regard to Equality and Diversity every four years and formulate new objectives going forward. In this regard, on 19 April 2016, we invited academic and support staff and students’ participation including people from protected characteristics to a workshop to review the University’s progress against the equality objectives set for 2012-2016, as well as current E&D issues and aspirations for the future. This consultation exercise was facilitated by an external consultant and the University Equality and Diversity Adviser. The outcome of the workshop was a set of revised equality and diversity objectives for the period 2016-2020. The revised equality and diversity objectives address a wide variety of issues, for staff and students and set out clear responsibilities and actions to assist the University with further promoting Equality and Diversity. After the workshop, the objectives were pulled together into a formal action plan with rationales, timescales and specific actions.

6. Ratification and Implementation

After consideration and ratification by the Strategic Management Team (SMT) and the Employment Committee, the Equality and Diversity objectives and Action Plan will then become a working document to guide the University’s Equality and Diversity activities. After approval by SMT, we will set up short term task and finish working groups to assist with the delivery of the revised action plan. Each year, a progress report will be prepared and submitted to SMT and Employment Committee. This report will also be published on the University’s website, as required by law and for best practice.

7. Revised LJMU Equality and Diversity Objectives and Action Plan (2016 – 2020) Equality Objectives and Action Plan 2016 – 2020 The overall responsibility for the delivery of this action plan rests with University Equality & Diversity Committee

This Action Plan will be reviewed in 2017 together with the University Strategic Framework. Reports on progress will be published every year in compliance with UK Equality legislative requirement.

Objective Stakeholders Rationale Suggested Actions to be Success Responsible Time Scale Progress so far taken Measure Agent

E01 Improve Staff Monitoring is the foundation Conduct a review of current Increase year Head of By May Consultation with Equality and Students of all E&D practice. data collection practices – on year the Admissions 2017 key organisations Diversity Accurate data is essential how reliable, accurate and percentage of Head of Student such as the Equality monitoring and for measuring progress, complete are current data students and Advice and Well Challenge Unit and use of Equality spotting trends and gaps sets, how could they be staff disclosure Being; other relevant and Diversity and setting priorities. Work improved, and how rigorously by protected Director, IT professional data for staff on improving disclosure is analysis conducted, what characteristics Services; services, seeking and students rates has started and useful learning occurs. Director, People advice on other ways showing some results. This and of collecting can now be built on by, for Continue work to improve Organisational By May information in order example, continuing to disclosure rates, for example Development; 2017 to increase the level actively promote the use of by strengthening messages Equality and of disclosure for the Infobase, Equality and about why data is requested Diversity Adviser purpose of providing Diversity Committee’s and confidentiality of data. appropriate positive communication plan which Look at capturing disclosure action to enhance will amongst other things post registration (students) the student and staff increase staff and student and job start (staff) and experience. disclosure rates to facilitate whether ‘disclosure’ is right effective monitoring. The word? data collected will be a useful resource which can be used in multiple ways including positive action initiatives.

Organise a series of Equality and By May Personal disclosure campaigns. Diversity Adviser; 2017 Development With regard to Disability, Head of Students Programme for consult on how to improve Advice and Disabled Staff is disclosure. Planning Wellbeing; Head ongoing. Result CIC disclosure campaigns. of Student Programme for (Webcasts) Administration disabled staff has Services been undertaken. Future development programme for disabled staff is being negotiated with Calibre. Carrying out further analysis on other impairments By May disclosed apart from the 2017 ones listed on our monitoring forms for staff and students for further positive action.

Consider using E&D data for By May recruitment and other 2020 purposes (e.g. training, awareness raising, communications, building confidence of staff/students, disseminating good practice)

Improve E&D By May data/information – e.g. about 2020 positive action – on the website, give more visibility and improve navigability of website

Ensure annual monitoring reports quote all data available, and provide an honest and thorough analysis of progress and areas for improvement E02 To Improve Staff and This is in support of the Increase use of people from Improving the Director, By May With regard to staff, Recruitment potential staff University’s drive to be an under-represented percentage of Widening 2020 the People and and Retention inclusive University and communities in all university BAME Participation; Organisational of BAME staff Students and also to increase the advertising and marketing. students Development and students potential recruitment of international studying at Director, People Recruitment Team of (and students students studying in LJMU. Develop creative marketing LJMU and and the University are International For the last 3 years, strategies for both local and BAME Staff Organisational presently exploring Students); and Local LJMU trend analysis shows national areas to reach working at Development; other ways of Good Honours communities as follows: potential students and staff LJMU, and reaching diverse attainment (1st from under-represented their retention Director communities with class and 2.1) % of BAME, International communities, for example rates. Corporate LJMU job and White Students using BAME and other Communications; advertisements. studying at LJMU: under-represented groups’ Moreover, POD networks, staff contacts, Head of Student Team have devised BAME Students: appropriate head hunters Advice and a 3-year academic 2012/13 - 10% and recruitment agencies Wellbeing; induction process 2013/14 - 10.60% which will include 2014/15 - 10.60% Faculty Executive volunteer mentoring Ensure student and staff Deans; scheme; International Students: ambassador team is diverse Stellar HE and LFHE 2012/13 - 7.4% President Programme for 2013/14 - 7.4% LiverpoolSU; BAME Staff are up 2014/15 - 5.1% Consider/research best and running. practice in running inclusive Director, White Students: open days Teaching and 2012/13 - 88.50% Learning 2013/14 - 88.90% Use targeted outreach Academy; 2014/15 - 88.30% activities to present LJMU as With regard to both a learning provider and Faculty students, LJMU % of BME, International an employer of a range of Recruitment and through the Outreach and White Students’ under-represented Marketing Teams has Starters and Completers: communities Managers; continued to deliver programmes for the BAME Students’ Further develop use of Faculty Registrars recruitment of people

Starters: mentoring/buddying as a from minority 2012/13 - 10. 2% recruitment and retention tool communities. 2013/14 - 10.6% Consider including role 2014/15 - 10.2% models with protected LJMU is one of 12 International Students’ characteristics amongst UK Universities Starters: LJMU’s Honorary Fellows selected to work on 2012/13 - 11% ECU BAME widening 2013/14 - 10.7% Consider inviting BAME and participation project. 2014/15 - 6.3% alumni from other protected characteristics to act as role Chi Onwurah MP BAME Students’ model speakers, visiting Shadow Minister for Completers: lecturers, mentors, case Culture & Digital studies Economy spoke at 2012/13 - 8.6% LJMU on 29th April 2013/14 - 9.1% To organise equality and 2016 2014/15 - 8.8% diversity seminars, conferences and events on Equality, Diversity key protected characteristics and Human Rights over next three years. Conference took International Students’ place on 4th Completers: November 2015 2012/13 - 6.1% 2013/14 - 5% 2014/15 - 5% To apply for the Race, Gender and Athena Swan November LJMU successfully Charters for providing a 2017 for applied for Athena White Students’ focus for further work in renewal of Swan Bronze in 2014 Completers: support of the recruitment, LJMU and will renew the retention and progression of Bronze award in 2017; 2012/13 – 88.8% people from protected Award 2013/14 – 90% characteristics 2014/15 – 91%

(Please see Data for BAME November Plans in place for attainment in appendix 2) 2017 and applying for the April 2018 Gender and Race Charters To raise the awareness/ profile of equality and diversity impact assessment By April Working group to

of validation procedures, 2017 consider embedding Learning and Teaching of equality impact practices and curriculum assessment development activities. validation manuals (2016-17); Faculty Registrar: Arts, Professional and Social Studies produced a document in this regard. Continue to monitor and Reduce the undergraduate evaluate BAME attainment BAME Attainment BAME completion and gap for the purpose of Faculty Executive 2020 working group has attainment gap positive action Deans; commissioned a President piece of research to LiverpoolSU; further identify and Director, understand the Teaching and reasons for Learning performance gap and Academy; positive action that Faculty Registrars could be taken Inclusive Curriculum Officer; Equality and Diversity Adviser; Associate Deans; E03 To improve Staff LJMU Strategic statement Monitor/audit all community Local, national Corporate By May LJMU supports local engagement Students states the case for engagement activities across and global Charities Working 2020 charities. Our current with local Local community engagement LJMU and submit outcomes recognition for Group corporate charities are communities communities clearly. The need for LJMU to E&D committee to LJMU’s Age Concern to continue to be a central consider from an E&D engagement Liverpool and Sefton; part of the culture and perspective what else could with the Corporate DaDaFest; The infrastructure of Liverpool. be done and what other Community. Communications; Whitechapel Centre; The need for LJMU to be cultural initiatives LJMU MacMillan Cancer respected globally for what could engage with to Equality and Merseyside we contribute to cultural continue to enhance our Diversity Adviser; awareness and students and staff development of our experience. Director, Estate

students, our city and our Ensure links between Management LJMU the key region. community engagement sponsor of activities/strategy. Liverpool’s gay arts For example, recruitment of and cultural festival people from other minority called Homotopia. communities ( BAME The festivals usually recruitment) offer LJMU students the chance to take part in the activities of the festival such as drama workshops, and debates.

Through collaboration with In particular, consider Homotopia, the annually a report on usage of University supported Copperas Hill and all other an exhibition of trans university sites for local history which communities’ activities. featured the previously unseen Ensure Copperas Hill is a private archive of beacon of accessibility April Ashley. E04 To improve Staff LJMU recognises that Audit what support we have Year on year Director, People By May Policies in place for support for Students being pregnant; returning for staff returning from improvement and 2020 all parental leave. staff and from all kinds of parental parental leave and how the of support for Organisational students who leave is a time of support can be enhanced staff and Development; Working through are carers and adjustment and re-induction students with Athena Swan Action who are which can be stressful for Develop good practice caring Health and Safety Plan as catalyst for returning from the individual concerned if guidelines to help staff responsibilities Manager improvement parental leave not well managed. There is support students who are and people the need for staff to settle carers, pregnant or returning returning from E&D Committee; back into their roles as from parental leave. parental leave. Student Advice quickly as possible. There Develop good practice and Wellbeing; is also the need for some guidelines to help line Athena Swan flexibility and support from managers support staff who Working Group; managers to facilitate this are carers, or pregnant or process. It is important to returning from parental leave note that some student and (e.g. workload Allocation, staff are carers. expected working hours,

breast feeding requirements, etc). Develop and publish Health and Safety guidelines for pregnant STEM/Non STEM Faculties and Schools.

Publicise and explain relevant policies and procedures. For example, the availability of extended paternity leave, the option of shared parental leave, flexible working policy and Monitor take up. Monitor staff and student leavers after parental leave. Research to ascertain whether lack of support is the reason for leaving. E05 To increase Staff Need to improve Female: Investigate barriers to Increase year LJMU Athena 2020 POD reviewing the the percentage Male ratio of staff conferment of Professorship on year the Swan Working recruitment process; of Women promotion to Readership, and Readership to women percentage of Group; conferred with Professorship and other and formulate actions to women Professorship and LJMU has achieved Professorship, senior roles overcome these barriers. Professors, Readership Athena Swan Bronze Readership Readers and Conferment Award; and in senior Run focus groups to women in Panel; Deans and management investigate barriers to senior level Directors of Regular meetings of roles. conversion to Professorship posts. Schools; LJMU Athena Swan for Women. Working Group; Apply for Athena Swan Charters to assist with Faculties and undertaking necessary work Schools now in this area applying for individual Athena Swan Awards as a catalyst for change;

When recruiting for Better balance of management vacancies take Gender positive action steps to representation at increase diversity of shortlist Professorship and – e.g. brief head hunters to Readership find diverse candidates Conferment Panel

Women in STEM/NoN STEM Lecture series - Professor Julia Buckingham VC of Brunel; Chi Onwurah MP;

Aurora and Spring Board Programme; Stellar HE and LFHE Programme E06 Develop a Students The development of an Conduct an inclusion Policy and Director, By May L & T Academy have systematic Staff inclusive practice strategy curriculum audit, survey staff guidance to Teaching and 2020 developed an approach to will align with the on inclusive practice. support the Learning Inclusive Practice embed University’s core aim to Develop a range of development Academy; Strategy inclusion in to “continue to maintain and resources and training of an inclusive Head of Student teaching, enhance the quality of our opportunities to support staff curriculum Advice and learning and student intake whilst in embedding inclusive Wellbeing; assessment ensuring we remain practice in teaching, learning Inclusive practices. inclusive and accessible and assessment. Develop Curriculum research and scholarship to Officer; inform inclusive practice. Academic Review the quality assurance Practice Officer, processes to facilitate the Academic embedding of inclusion Research and across all programmes. Development Officer; Equality and Diversity Adviser

E07 To increase Staff As LJMU aspires to be an Research and produce an Improved Director, Estate By May Ongoing work accessibility to Students inclusive university; academic guide on accessibility of Management; 2020 consultation with the all at LJMU Visitors accessibility is a key factor accessibility and accessible facilities. Health and Safety Accessibility Working for all our activities. buildings and rooms Manager Group with regard to Head of Student Copperas Hill. There is the need to be Provide regular staff and Advice and proactive about ensuring student E&D updates, e.g. Wellbeing our facilities are fully changes to Equality law, Equality and accessible to all our changes to benefits, Diversity Adviser; stakeholders – especially examples of good practice, Director, Legal those with protected case studies, events, Services/Student characteristics. resources on accessibility Governance;

Hold consultations and make Copperas Hill a beacon of accessibility (signage, hearing loops, wheelchair access, etc)

Introduce a virtual learning environment to give students extra support and flexible learning platforms

8. APPENDIX 1

PROGRESS REPORT ON EQUALITY AND DIVERSITY OBJECTIVES (2012-2016)

1. Introduction

In consultation with staff and students in the University, SMART University-wide equality objectives were drawn up along with a new single equality plan. They were presented to and approved by LJMU SMT at their meeting of 27th March 2012, and also at a later meeting of the Board of Governors. In compliance with the Equality Act 2010, the University-wide SMART equality objectives were then strategically placed in the University. Work commenced on the objectives and action plan in “bite-sized” chunks to ensure progress by setting up specific, targeted, short-term focus groups (i.e. Task and Finish Groups) to address each of the Equality Objectives. For example, a group of academic leads, appropriate professional services staff and representative from the LiverpoolSU were convened to look at how the University could progress objectives EO2 and EO3. The members were tasked with debating the issues with colleagues and feedback the outcomes and actions they have implemented in their area to future meetings.

2. Equality Objective Targets Review On commencement of work on the equality and diversity objectives, we soon realised that some of the targets we have set were rather stretching and ambitious. After consultation with the University equality working groups, forums and the University SMT, the general consensus was that the University should keep the current targets as aspirational, and where appropriate, revise them to more realistic performance targets. The team have also undertaken benchmarking activities with other universities locally to provide the rationale for any changes to the targets agreed in 2012.

Apart from the legal duty placed on the University to publish a report on progress in 2016 to comply with UK legislation, the Vice Chancellor and the Strategic Management Team (SMT) also expect a progress review to be carried out on our targets at the conclusion of the Strategic Plan in 2017.

The objectives were set after carrying out a gap analysis of the University equality monitoring data for staff and students to determine areas for positive action. Step by step actions on how to address the areas of positive action were set out and form the basis of the University-wide Equality Action Plan.

This report details a summary of the University equality and diversity activities based on the University-wide objectives.

3. Update on LJMU Equality and Diversity Objectives Eight (8) equality and diversity objectives were set for the University with the first four (4) relating to students and the last (4) relating to staff.

Students: E01: To improve equality and diversity monitoring for LGBT and disabled students across the University and to evaluate equality statistical data to determine relevant positive action initiatives where appropriate.

Progress: In our efforts to increase the year on year percentage of disabled students and LGBT students’ disclosures we continue to consult key organisations such as the Equality Challenge Unit and other relevant professional services, seeking advice on other ways of collecting information in order to increase the level of disclosure for the purpose of providing appropriate positive action and enhance the students’ experience.

We have also consulted with Sir Bert Massie, a University Governor and Equality Champion, on better ways of encouraging both staff and students’ disclosure with regard to disability. He advised including something on ill-health such as adding the following sentence to our forms: “The Equality Act definition also covers people who have had long term impairment in the past, such as mental health issues, and those who have been diagnosed with cancer. The Act is intended to prevent discrimination on the grounds of health or disability” to encourage greater disclosure. He also advised that we could do further analysis of other impairments disclosed as opposed to the ones listed in our monitoring form for the purpose of positive action. Likewise we intend to a consult with Stonewall on other ways to encourage LGBT disclosure.

We continue to capture information from students to increase the disclosure rates. This is because some students either became disabled whilst studying with LJMU or disclosed that they had a disability after they had commenced study. The University has revised the students’ disability policy to ensure the policy continues to comply with all relevant disability regulations.

LJMU data analysis revealed that 7% disability disclosure rate came from the student population entering the University. We are now working on how to capture information from those students that either became disabled whilst studying with LJMU or disclosed that they had a disability after they had commenced. We are exploring the possibility of collecting information in the following ways:

- Exam board via request forms for special provisions (School Exam Officers) - UCAS and GTTR forms

- Where students seek assistance from the student support centres, personally or via correspondence.

Members of the Disability Working Group debated on factors responsible for low disclosure rates as below: - Students may not be aware of the levels of disability that should be disclosed - Students only disclose once struggling with work pressures, e.g. exams - Not disclosing a disability may sometimes be culture related - Some students may feel they don’t need to disclose a disability if they have a coping mechanism in place - Students sometimes feel disclosing a disability could put them at a disadvantage in future employment.

We are consulting with relevant professional services in the University on the following: - Measures which could encourage students to disclose earlier to avoid a stressful experience and also to improve LJMU disclosure rates - How to ensure we narrow the gap between the disclosure on initial enrolment and the disclosure at examination period.

It is noteworthy that LJMU student monitoring data include religion or belief and sexual orientation as optional field since 2013. The Equal Opportunities field has a ‘help area’ which states why the University is collecting the data. This has assisted with fulfilling the requirement of objective EO1 with regard to sexual orientation.

E02: To increase the number of BME students studying at LJMU by reviewing recruitment and selection procedures including advertising. The University undertook outreach activities targeted at schools with BME

Liverpool John Moores University through the Outreach Team within Student Recruitment & Admissions (SRA) has continued to deliver specialised programmes to the Black and other Ethnic Minority (BME) communities in the Liverpool City Region. The team has developed some examples of good practice working with under- represented groups aimed at raising aspirations related to Higher Education progression. The objective of the University’s outreach work is to communicate the opportunities which Higher Education can provide though engaging interactions which encourage pupils from disadvantaged groups to realise their potential. The University Equality and Diversity team will continue to work in partnership with SRA and key staff within LJMU to co-ordinate further initiatives which impact on specifically targeted groups.

Outreach activities are delivered with the full understanding that the needs of the various BME communities are diverse in terms of required support, confidence level, engagement with HE and existing aspirations. The team has worked on several projects and continues to develop new projects targeted at engaging people from BME communities who are under-represented in not just LJMU but in HEIs across the country. LJMU engages with local parents, schools, colleges, teachers and community groups in a variety of ways through its strong relationships with schools and colleges, community links through the University’s Equality and Diversity Officer and through colleagues in the local education authority. See examples below:

. 13% of our current student advocates are from BME backgrounds. The role of the student advocate is to support the outreach team in raising aspirations of young people from under-represented groups. Acting as role models and delivering taster sessions on their own subject, the advocates support various school interactions to communicate the benefits and opportunities that Higher Education provides, delivering the message that a university education is accessible to all. . LJMU works intensely with 19 local schools to deliver the Dream, Plan, Achieve programme. Working with the schools from year 7 to year 13, a cohort of 30 students in each year group are identified as meeting the widening participation criteria (including BME) and will engage in 3 interactions each year either on University campus or in school. The sustained interactions with these young people, who will often have no family history of HE, provides them with the belief that University is attainable and offers them support and advice on pathways available for them to reach their potential. . Fashion Project – This 12 week twilight project engages with young people from a variety of schools and colleges specifically targeted due to the proportion of BME pupils studying there. The project is promoted in school assemblies through relationships with school teachers. Here pupils are advised on the application process and given guidance in regard to what we are looking for. The project itself sees pupils engage with current students who act as mentors and role models for the pupils. The final celebratory session sees parents attending to view the pupils’ work where they are informed of the opportunities Higher Education offers. Students who successfully completed the 12 week programme are guaranteed an interview for the LJMU BA Fashion degree course. . Merseyside Black History Month – These annual events engage the local community and community groups as well as school and college children, their teachers and parents. On 22nd October 2014 at LJMU’s John Lennon Art and Design Building academic staff from the School of Humanities and Social Sciences delivered an open lecture themed on African History, BA Dance Studies students performed an African dance routine, BA History of Art students led a discussion and tour of the History of Black Fashion exhibition,

and BSc Food and Nutrition students created African inspired dishes for attendees to sample. On 26th October 2015 this event was replicated in collaboration with other HE providers in the city at the al Ghazali Multi Cultural Centre. . The LJMU Equality and Diversity Adviser is a member of the Merseyside Black History Month Steering Group and the University has previously sponsored the Black History Month awards ceremony. . Since 2014 LJMU has hosted information events in community centres in areas of Liverpool with a high BME demographic. Held in the Unity Youth and Community Centre and the Al Ghazali Multi Cultural Centre, these events saw LJMU brought to the community in the form of an exhibition where different subject representatives were available to provide information, advice and guidance to anyone interested in finding out more about the opportunities Higher Education can offer, including the welfare support available. This was promoted through our community links, other community centres, schools and libraries. It was attended by children, young people at the point of applying to Higher Education, returners to education, parents and community leaders. . LJMU worked in partnership with the Crown Prosecution Service (CPS) to develop a bursary scheme known as ‘The Anthony Walker Bursary Scheme.’ (Anthony Walker was the teenage victim of a racially motivated murder in Liverpool). . LJMU strives to improve on the impact and delivery of outreach projects and programmes. The implementation of LJMU’s new MS Dynamics CRM system will assist in monitoring the impact of outreach initiatives and evaluating the number of individuals who progress to LJMU after engagement in such activity. Such an evidence base will enable LJMU to provide a more targeted and informed outreach service with a view to increasing the number and percentage of BME people studying at LJMU. Using the Kirkpatrick model, LJMU currently uses questionnaires to assess the usefulness of projects and to evaluate the understanding of Higher Education pre and post event. The positive feedback from events proves that the students are far better informed about Higher Education and what is required to progress onto degree level study post events. . Plans for the future include more targeted outreach aimed at specific programmes which have a noticeable under-representation of BME students. For instance teacher training programmes and some subjects related to health.

E03: To improve the good honours rates of BME students by delivering a holistic integrated curriculum in its design, delivery, assessment and learner support

After facilitating various BME focus groups within the University faculties, LJMU then set up a task and finish working group comprising of members nominated by Faculty

Deans to take forward the key findings from the focus groups and ensure that the target to improve degree attainment of BME students is achieved.

Below is a brief outline of key discussion points of the task and finish working group:

i) To commission a piece of research to further identify and understand the following: - The performance gap and reasons - Is it something to do with entry qualification? - Is it something to do with Tariff point on entry? - The link between entry qualifications and degree attainment (BTEC entry and A’ level route) - Further understanding of HESA, HEFCE and Census BME classification - Our focus in the task and finish group is on BME Home students.

ii) To put plans in place for sharing outcomes of the findings in point 1 above with relevant staff iii) Facilitate an institutional discussion on the findings from point 1 above iv) Staff Development Workshops - to help staff reflect on their practices v) Unconscious bias forums

We have been working with an external organisation called Shift Consultancy to carry out a research / survey on what might be the reasons for the Ethnicity Attainment Gap (the performance gap that exists between BAME and other students in terms of achieving good honours outcomes?) It is not designed to be a general survey of students’ experiences broadly at the university, but designed to specifically “establish the extent to which BAME students agree with the reasons given in the focus groups for any differences in achievement.” Analysis will be based on students’ own subjective assessments of why this gap might exist. Other statistical analysis carried out as a separate part of the project looks beyond these subjective assessments to find other evidence in the data.

E04: To ensure emphasis on the profile of equality and diversity issues within the University by identifying effective mechanisms for ensuring that students undertake the online equality and diversity training as part of their development and induction programmes into the University

We have designed an equality and diversity course which has been helpful to students as they interact with a wide diversity of people within the University community and in the world of work.

In preparation for each academic year, we review the Equality and Diversity course. The course which is available on the University blackboard is been used by teaching

staff as part of the students’ induction. It is an introduction to equality and diversity which would help the students as they interact with people within the University community and in the world of work. Some teaching staff also use the course as part of their programme modules in order to promote debate on Equality and Diversity. The course has been popular with students and staff. The plan is that all students complete it, particularly level 4 students, as part of their induction into the university.

Staff:

E05: To improve equality and diversity monitoring for disabled and LGBT staff across the University and to evaluate equality statistical data to determine relevant positive action initiatives where appropriate.

With regard to staff, we are continuing to explore measures to increase the number / percentage of staff completing or reviewing their University equality monitoring information on Staff Infobase. A more realistic picture will assist in devising positive actions where necessary. We have been carrying out consultation exercises to this effect.

Also, we regularly ask staff to update their Equality and Diversity information on staff InfoBase. This is to ensure we have up-to-date information on all our staff for the purpose of positive action.

In 2014, we carried out a disclosure exercise with full support of our 3 recognised trade unions (UNISON, GMB & UCU). The communication that went to staff about this exercise also explained why and what the information will be used for. The data supplied by staff was inputted into Staff InfoBase, and analysed. Due to this exercise, we recorded an increased staff disclosure in the annual monitoring data in July 2015.

We have also recently devised and introduced a new online diversity disclosure form on Staff InfoBase. This new form will facilitate a better collection of diversity data. We regularly encourage staff to update their equality information on this site.

We continue to work in partnership with the University Staff Network to raise the profile of LGBT equality in the University. The University has applied again to be in Stonewell’s Top 100 LGBT most friendly organisation. LJMU has been in the top 100 of the index since 2012 and has continued to work towards the Stonewall requirements to ensure that the university is LGBT-complaint. Although we did not apply for 2015, we submitted our application to be in the top 100 of the index for 2016, which unfortunately, was not successful. We have since received feedback from Stonewall to facilitate future success.

E06: To increase the number of BME staff and 16 – 24 year olds working at LJMU by pursuing positive action in recruitment and selection of staff in compliance with legislation and University values

LJMU Vacancies and Job Opportunities are widely advertised to reach members of the BME communities. The People and Organisational Development Recruitment Team of the University are presently exploring other ways of reaching diverse communities with LJMU job advertisements.

LJMU has continued to engage with the Apprenticeship programme. Over the past two years, the University has recruited eighteen young apprentices, many of whom have moved into either permanent positions or undertaken further education programmes.

Given this success, it has been proposed that the University continue to engage with the programme to further develop the University’s current apprenticeship programme in order to attract, develop and retain talent within the University. The plan is to develop an apprenticeship programme that provides a unique blend of employment and organisational specific learning,, which will benefit both the University and the apprentices and would support the University’s workforce planning for the future.

E07: To organise and facilitate a mentoring scheme for female academic members of staff aspiring to be Professors and Readers in LJMU by offering additional training and support at the beginning of the process

LJMU Research Support Office provides annual training for a range of promotion opportunities including promotion training to Readership and Professorial posts. LJMU will continue to monitor and evaluate the percentage of women on training and development programmes and devise positive action where appropriate. LJMU organises workshops and road shows where criteria for progression within academic careers are communicated. Different routes and requirements for promotion are discussed at these workshops. We plan to make the workshops more specific to each faculty by asking Professors and Readers from each of the faculties to commit to facilitating annual talks on how they were able to make progress in their careers and speak about the specific requirements for progression within their faculties. LJMU has a work-shadowing scheme where new staff are assigned research mentors in their fields. The mentors assist new staff to establish themselves by exploring various options open to them to make progress with their research and careers. As part of the review of this provision, we plan to establish a process of monitoring to ascertain how many women from each department actually benefit from this and to develop a formal training programme for the mentors. The University Graduate School is actively promoting external leadership programmes hosted by UK Vitae to our researchers e.g. “Speed Reading”, ‘Creative Planning for Writing Your Research Thesis’, etc.

E08: To raise the profile of equality and diversity issues within the University by commemorating more equality and diversity themed days. For example, LGB T Month in February, Women’s Day in March, Holocaust day and Human Rights Day

On the 8th of March every year, events take place across the LJMU to celebrate International Women’s Day. For example, in 2015, all science faculties (TAE, Science and EHC) held focus group sessions facilitated by external consultants for the purpose of making progress with their various Athena Swan applications. The outcome of these events has been useful to their various Athena Swan Bronze Award applications.

Every year the University LGBT Staff Network hosts an event to mark the LGBT history month. For example, In February 2015, this event involved Sandi Hughes (local filmmaker), LJMU Level 6 Creative Writing Students and Joan Burnett (Pride at the Pictures). The network also planned activity to mark the International Day against Homophobia and Transgender (IDAHOT) on the 17th of May of every year and activities to mark the Transgender Remembrance Day.

We also marked International Day for Disabled Persons by producing a podcast and webcast with contributions from LiverpoolSU, Student Advice and Wellbeing, Human Resources, Staff Disability Network and Sir Bert Massie, LJMU Governor and Equality Champion. The film highlights hidden impairments and the advantages of disclosing a disability. It is also a reminder of our duty to promote dignity and respect for all as we study and work in the University. Teaching staff have been using the You-Tube video and the flyer produced on hidden disabilities as part of their teaching, tutorials and induction activities. Awareness raising activities will continue to take place in the University. To build on this piece of work, we are working with Corporate Communications to produce a short video on equality and diversity to assist with raising the profile of all nine protected characteristics.

LJMU Equality, Diversity and Human Rights Conference We hosted a national equality, diversity and human rights conference on 4th November 2015. The conference brought together over 250 delegates, including Equality, Diversity and Inclusion experts, from across the country to consider the future of equality, diversity, human rights in the face of the Equality Act 2010. The Conference was themed: "Is Equality, Diversity and Human Rights Yesterday's Debate?" and was chaired by Sir Bert Massie CBE DL, a former Chair of the then National Disability Rights Commission and presently a Governor of LJMU. In his opening speech, Rod Hill, the University Pro-Chancellor and Chair of the Board of Governors, praised LJMU for taking the bold step of bringing people from across the country together to debate equality issues.

Robin Allen QC, Head of Cloisters Barristers’ chambers, a leading UK Equality and Human Rights barrister, delivered the keynote speech titled: “In the Eternal Dance between Equality and Human Rights, What should Lead, and What Follow?”

His speech was followed by presentations from a powerful line-up of speakers which included David Ruebain, the Chief Executive of Equality Challenge Unit; Professor Anna Lawson, an expert on Disability Equality Law; Omar Khan, Runnymede's Director - UK's leading Independent Race Equality Think-tank; and Emily Brothers, the first blind woman with a transgender history to stand for Parliament, amongst others chosen to cover the nine protected characteristics. Each speaker considered the impact of the Equality Act 2010 and the implications for the future.

Other key Equality and Diversity developments and activities within LJMU relevant to meeting the requirements of the University equality objectives (E02, E04, E06 and E08) i) Equality and diversity activities within departments, schools and community engagement activities  Assistance to academic staff in resolving equality and diversity related issues with students and staff.  Preparation of ED reports as part of external reviews, assessments and funding applications  Review of course advertisements for departments to ensure they are equality and diversity compliant  Review of course accreditation documents before submission to accreditation bodies to ensure they reflect ED  Equality and Diversity in REF activities.  Writing and Reviewing LJMU Equality and diversity policies in line with changing legislation and best practice  Provision of general ED advice to University staff and students  Production of guidance documents on how to conduct Equality Impact Assessments and facilitation of EIA training for managers and departments  Applying for the University Equality and Diversity Charter Marks: Stonewall Top 100 employer index; University Athena Swan and Gender charter mark University 2 tick symbol and Race Charter Mark  Equality and Diversity projects: Improving students and staff disclosure by protected characteristics; Improving the representation of BAME students on courses in LJMU  Facilitation of in-house face-to-face equality and diversity awareness training as part of academic and support staff away days; as part of LiverpoolSU sabbatical officers induction programmes, as part of development programmes for students in schools and faculties, as part of the induction for the student advocates and as required by managers in departments and schools.

 Community Engagement Activities and representation at National and Regional Forum meetings: - Merseyside Hate crime forums - Merseyside Community Engagement Strategy Group - Higher Education Race Equality Working Group - Northwest Athena Swan Working Group - Higher Education Equal Opportunities Network - Government Skills Funding Agency Apprenticeship Meetings - Northwest Apprenticeship Working Group - University Scholarship Board - UoL and LJMU Joint Chaplaincy Meeting - Athena Swan Judging panel

ii) The University Equality and Diversity Committee

The Equality and Diversity Steering Group has now been granted Committee status and has been duly renamed “The University Equality and Diversity Committee.” The Committee forms part of the Minimal Committee Structure. The specific responsibilities of the group chaired by Julie Bertolini, Director of Finance and University Deputy Chief Executive, are as follows:

 To ensure the University conducts its activities in accordance with statutory obligations and best practice in relation to Equality and Diversity matters.  To monitor and review the progress and effectiveness of the University Equality Objectives, Action Plan and Policies.  To advise the Strategic Management Team (SMT) on progress of the Equality and Diversity Objectives and Action Plan.  To analyse University data with regard to staff and students by protected characteristics of the Equality Act 2010 (age, disability, race, sex, sexual orientation, religion or belief, gender reassignment, pregnancy and maternity and marriage or civil partnership) and advice on areas for positive action.  To make recommendations to the SMT on the development of Equality and Diversity projects and practices that will benefit staff and students from the protected characteristics.  To raise awareness of the importance of Equality Impact Assessments of University policies, procedures and practices with due regard to the protected characteristics.  To support events and activities to raise the profile of Equality and Diversity in the University.

iii) Disability, Race and Gender Working Groups

Each group meets every 6 months and covers issues to do with all protected characteristics. The specific responsibilities of the group are as follows:

 To review progress against the University’s Equality Objectives and update the Equality Action Plan as and when required.  To assign appropriate actions to individual members of the group.  To contribute to equality projects, initiatives or activities as agreed by the Working Group.  To contribute to LJMU equality policy development.  To promote LJMU equality campaigns through equality events.  To contribute to the University Equality Impact Assessments (EIAs).  To advise on community engagement strategies to assist flow of information and partnership working with LJMU. iv) The University Staff Networks

These networks meet as staff support groups to discuss how they can contribute to the equality and diversity agenda of the University. The groups work in partnership with the Equality and Diversity Adviser to organise activities to support staff and students for raising the profile of equality and diversity in the University.

The Chair and members of all the networks are involved in various community engagement activities. Some members are involved in role model programmes in schools and active in community working groups. v) Equality and Diversity Training for Academic and Teaching Staff

We piloted an intercultural competence workshop for academic staff. The aim of the course is to further enhance a customer-centred approach to delivering services to diverse students and staff. The course content covers unconscious bias, culture and customer care.

vi) Equality and Diversity in Customer Care Training for front facing staff

Equality and Diversity in Customer care training took place on 6th November with Estate Management Reception and Front facing staff. The training assisted our front facing Staff to understand their responsibilities towards their customers, identify who their customers/service users are and how to providing excellent customer care in terms of equality and diversity, understand what unconscious bias is, and how it can

affect service delivery and consider cultural barriers faced by customers when accessing services and identify ways of overcoming them. Another workshop has been scheduled to take place on 6th May 2016. vii) Equality and Diversity Forum

Faculty Equality and Diversity forums have been taking place in some faculties to provide a useful avenue for sharing best equality and diversity practice and to put plans in place to resolve equality and diversity issues that may arise.

APSS’s “Respect Project” was developed under the auspices of the Faculty’s Equality and Diversity forum coordinated by the Faculty Registrar and the focus is on the promotion of mutual respect amongst all members of the University community – managers, lecturers, service-team staff and students. A “Respect Day” has been planned for April 2016 which will allow staff and students within the faculty to debate some of the key issues regarding equality, diversity and the promotion of respect.

The plan going forward is to encourage equality forums in other faculties as they are useful for resolving equality and diversity issues arising in faculties.

viii) Athena Swan

In 2014, LJMU applied for the Athena Swan Bronze Award and we were successful. Faculties, Departments and Schools are now in the process of submitting application for their own awards.

The University-wide Athena Swan Working Group has hosted two “women in STEM” lectures. The first lecture was delivered by Andrew Miller MP on 12th November 2014 based on the report the House of Commons Committee released towards the end of 2014 on “Universities should do more to keep women in science”."http://www.parliament.uk/business/committees/committees-a-z/commons- select/science-and-technology-committee/news/140206-stem-report/.

For the second lecture Professor Julia Buckingham, VC of Brunel University, was invited to speak on 29th April 2015 and the event attracted over 200 delegates from across the HE sector nationally. The third lecture in the series will be hosted by Chi Onwurah MP who will speak on inclusivity, her work in parliament, personal experiences in the engineering sector and her own perspectives on leadership, promotion, unconscious bias and gender parity. Drawing on her experiences in life and in government, Chi will explore what more proactive and positive action measures could be employed by organisations, women and people in general to facilitate a real and tangible change that would bring about the desired progression.

ix) Leadership Development Programmes for staff from Black, Asian and other Minority Communities and Disabled Staff

 Achieving staff Your Potential: A Personal and Professional Development Programme for Disabled Staff

This training programme delivered by an external organisation called Result CIC is to enable participants to take more control over their personal and professional lives; to develop resilience to thrive at work; to set and achieve personal and professional goals; and to develop as positive role models for others. Participants learn to:

- Value and share their own experience and explore their identity;

- Develop self-esteem, self-confidence, enhanced personal styles and ability to relate to others;

- Set personal goals and gain benefit from one-to-one coaching;

- Develop assertive communication, active listening and project themselves;

- Work effectively with others: using negotiation methods and handling expectations.

 Stellar HE Leadership Strategy Development Programme for Black, Asian and Minority Ethnic (BAME) Staff in HEIs

LJMU partnered with other Universities (University of Liverpool, The University of Manchester, Manchester Metropolitan University, and The University of Central Lancashire) to bring the Stellar HE National Leadership Programme to the North West. This development programme, which is recognised by the Institute of Leadership and Management (ILM) and is supported by HEFCE, is managed by an external organisation called Diversity Practice UK.

The programme is targeted at Black, Asian and Minority Ethnic (BAME) staff and specifically designed to equip participants with leadership competencies and strategies that reflect the unique challenges and experiences of BAME academic and professional staff across the HE Sector. After the call for expressions of interest, LJMU registered four academic staff onto the programme who met with the Vice-Chancellor, Professor Nigel Weatherill, in March 2015. It was an opportunity for them to discuss their

leadership aspirations before they attended the first residential workshop. We plan to engage with the programme again given the immense benefits the participants derived from it and its links to some of our University's Equality Objectives and the ECU Race Charter Mark that we plan to apply for in 2016/17.

The intense programme started in October 2014 and concluded early May 2015. Of the four LJMU participants on the programme, one has been able to secure the position of an Associate Dean in the University. The individual was supported right from the application stage through to the interview stage by the Stellar Directors.

This individual commended the invaluable encouragement and support from Stellar in his journey admitting that the Stellar HE project gave him the much needed confidence to apply for the post.

Another one of the participants is presently undertaking some project work with one of our SMT members to further develop his leadership skills. The plan is that this opportunity will expose him to further mentoring and coaching skills to prepare more effectively for promotion opportunities within the University.

After Stellar HE another of the participants plans to focus on multi-disciplinary research/programme development and to meet with the Dean of her faculty to discuss how this fits into the faculty’s strategic plan and to explore progression opportunities that this could open up to her.

One participant decided to defer and to join the next cohort due to experiencing child care issues. This candidate will resume with the next cohort without having to make a fresh application or payment.

4 LJMU teaching staff has now signed on the next round of StellarHE programme which is due to conclude in May 2016.

 Leadership Foundation Programme - Diversifying Academic Leadership in HE Four (4) LJMU academic staff members are presently on the Leadership Foundation for Higher Education (LFHE) leadership programme. It is a new programme aimed at providing leadership support for BME academic staff to facilitate their transition into leadership roles.

This programme has been developed as an outcome of a summit jointly organised in 2015 by LFHE and the Equality Challenge Unit which focused on the following key areas:

· Demystifying leadership · Increasing visibility · Authentic leadership · Cultural identity and cultural capital · Power and influence · Sponsors and mentors

 Aurora Programme For the 2nd year eight women were sponsored by LJMU as part of our drive for talent management and succession planning to participate in the LFHE Aurora Leadership Development programme. The cohort consisted of four academics and four working in professional services roles. Each of the participants were supported by a mentor, 4 academics - 1 per Faculty and 4 from professional services across both Divisions. The mentors attended Aurora leadership development days 'Free' of charge for their contribution as role models facilitating tables of participants. Participants continue to network and develop by engaging in Aurora Action learning sets.

Three Aurora participants have gained Readerships, whilst another received an “Amazing Teachers Award” this year. One mentor has become a Professor of the LT Academy, and another mentor has been promoted to Director of the Screen School. The participants and mentors from the pilot cohort of the Aurora programme last year and the 2015 participants and mentors came together in March to celebrate International Women’s Day and to share their experiences. The national Aurora programme also organised a conference in April themed - Champions, Role Models and Mentors, which was attended by an LJMU mentor.

9. APPENDIX 2

Staff & Student Equality & Diversity Data

We run equality and diversity in July of every year as part of our yearly equality and diversity reporting. The 2016 Data will not be ready until July

 2012 2013 2014 2015

 Female 1281 1243 1240 1267 (55%) (54%) (53%) (53%) Male 1067 1073 1112 1124 (45%) (46%) (47%) (47%) Total 2348 2316 2352 2391 Minority ethnic staff 108 117 137 130 (Asian/ Black/ Chinese) (5%) (5%) (6%) (5%) and Dual – heritage / other ME staff *information refused * 40 (2%) *37 *31 *32 (1%) Gay/ Lesbian/ Bisexual 22 (1%) 27 (1%) 48 (2%) 52 (2%) staff *information refused *1203 (51%) *1,070 *855 *790 (33%) Disabled staff 88 (4%) 90 (4%) 139 (6%) 139 (6%) *information refused *785 (34%) *0 *561 *526 (22%) Religious beliefs 570 577 (25%) 708 (30%) 681 (28%) (24%) *Information refused *43 (2%) *77 *148 *136 (6%) Maternity 81 67 56 59 (6% female (5% female (5% female staff) (5% female staff) staff) staff)

The data shows that for four (4) years running the number and percentage of female employees continues to be higher than men considering the total number of staff working at LJMU.

Of the total number of staff in the 4-year period, the number and percentage of BME employees remain the same and relatively low.

With regard to LGBT, we recorded an increased number of people declaring their sexual orientation shown by the number of staff refusing information in this category having dropped. This coincided with the simplification of recording such information, via the on line diversity disclosure form on Staff Infobase, and communicating to staff the importance of disclosing information.

With regard to disability, in the past two years, we have been able to record a marginal increase in the number of staff declaring themselves to be disabled, which also coincided with our disclosure campaign and the simplification of recording such information.

Action: To continue the disclosure campaign, reiterating to staff the importance of providing equality monitoring information.

Age

Age Cat 2012 2013 2014 2015 16-24 38 (2%) 73 (3%) 70 (3%) 75 (3%) 25-34 421 (18%) 380 (16%) 374 (16%) 359 (15%) 35-44 633 (27%) 613 (26%) 604 (26%) 600 (25%) 45-54 777 (33%) 760(33%) 753 (32%) 772 (32%) 55-64 428 (18%) 440 (19%) 484 (20%) 503 (21%) >65 51 (2%) 50 (3%) 67 (3%) 82 (3%) Total 2348 2316 2352 2391

Trend analysis table shows a relatively lower number of younger employees (16- 24 and 25-34 year olds) working at LJMU.

Action: To explore further the use of apprenticeship schemes for the recruitment of young people into LJMU

Marital Status

Marital Status 2012 2013 2014 2015 Unknown 1001 (43%) 937(40%) 798 (34%) 921 (39%) Divorced 71 (3%) 60 (3%) 51 (2%) 53 (2%) Co-habiting 84 (3%) 70 (3%) 89 (4%) 96 (4%) Single 337 (14%) 353 (15%) 411 (17%) 358 (15%) Widowed 6 (0.5%) 6 (0%) 5 6 (0%) Civil Partnership 12 (0.5%) 12 (1%) 20 (1%) 20 (1%) Married 821 (35%) 830 (36%) 919 (39%) 883 (37%) Separated 16 (1%) 16 (1%) 13 (1%) 13 (0%) Other 32 (1%) 46 (2%) 41 (2%) Total 2348 2316 2352 2391

New Starters (1 August 2014 – 31 July 2015)

2015 Female 125 (53%) Male 109 (47%) BAME 6 (3%) *(75%) Gay / Lesbian / Bisexual 2 (1%) *(94%) Disabled 1 (1%) *(91%) Religious belief 11 (5%) *(91%) 16-24 52 (22%) 25-34 83 (35%) 35-44 45 (19%) 45-54 38 (16%) 55-64 15 (6%) >65 1 (1%) Total 234

* Information unknown (preferred not to say or did not complete)

The data shows that we had 53% female and 47% male new starters at LJMU from 1 August 2014 to 31 July 2015. However, the number and percentage of BME, LGBT and Disabled new starters are relatively low (however there are a high number of unknown).

Action: To put positive action measures in place to begin to address the low number and percentage of BME, LGBT and Disabled employees at LJMU

Staff Progression – staff who have been promoted or re-graded (1 August 2014 – 31 July 2015) 2015 Female 25 (45%) Male 30 (55%) BAME 5 (9%) *(5%) Gay / Lesbian / Bisexual 2 (4%) *(39%) Disabled 1 (2%) *(18%) Religious belief 18 (33%) *(38%) 16-24 2 (4%) 25-34 10 (18%) 35-44 19 (35%) 45-54 15 (27%) 55-64 9 (16%) >65 0 Total 55 * Information unknown (preferred not to say or did not complete)

Leavers – (1 August 2014 – 31 July 2015)

2015 Female 115 (56%) Male 91 (44%) BAME 12 *(31%) Gay / Lesbian / Bisexual 1 *(56%) Disabled 9 *(41%) Religious belief 52 *(59%) 16-24 28 (14%) 25-34 56 (27%) 35-44 40 (19%) 45-54 29 (14%) 55-64 40 (19%) >65 13 (6%) Total 206

* Information unknown (preferred not to say or did not complete)

Considering the above data on progression and leavers in LJMU by protected groups, 45% female were promoted compared to 55% male, while leavers were 56% female and 44% male. Whereas a low percentage of staff from BME, LGBT and Disabled were either promoted or re-graded, a higher percentage of women left the University compared to men. It is also noted that a higher proportion of staff from BME, LGBT, Disabled and those with Religious belief left the University.

Action: 1. Put positive action in place to address the low percentage of staff from protected characteristics groups not being re-graded or promoted. 2. To address reasons for more women leaving the University compared to men. 3. Put positive action in place to address the cause(s) of staff from the protected groups leaving the University.

Data on Women Professors and Readership Conferment (2006 -2015)

Year Total no. Total no. Shortlisted Shortlisted Successful Successful Male Female Male Apps Female Apps Male Apps Female Apps Apps Apps 2006 12 1 5 0 3 0

2007 5 2 2 2 3 2

2008 7 2 4 1 4 1

2009 13 2 7 1 7 1

2010 6 0 5 0 5 0

2011 9 2 4 1 4 1

2012 7 2 5 1 5 1

2013 5 2 3 1 3 1

2014 7 1 5 0 3 0

2015 7 3 5 2 3 2

Action:

Investigate barriers to women application for Professorship / Readership and conferment through focus groups and surveys, and formulate actions to overcome these barriers. Continue to apply for Athena Swan Charters to assist with undertaking the necessary work in this area.

The above table will be updated following every session of the Conferment Panel

Readership Applications

YEAR TOTAL TOTAL SHORTLISTED SHORTLISTED SUCCESSFUL SUCCESSFUL NO. NO. MALE APPS. FEMALE APPS. MALE APPS. FEMALE APPS. MALE FEMALE APPS. APPS. 2006 9 4 5 1 4 1

2007 7 9 4 6 3 6

2008 10 3 5 1 3 1

2009 10 8 4 3 3 3

2010 10 7 8 4 8 4

2011 7 5 4 3 2 0

2012 2 5 1 3 1 2

2013 15 12 10 6 8 6

2014 13 11 6 5 3 5

2015 22 9 14 6 8 5

Action:

Investigate why low number of women applied for readership in 2015 to determine if there is the need for positive action. Apply for Athena Swan Charters to assist with undertaking more work in this area.

The above table will be updated following every session of the Conferment Panel

Student data August 2015

Student Monitoring Students Total 2012 - Total 2013 - Total 2014 -Total 2015 - 2013 2014 2015 2016 Female 13164 (54%) 11454 (54%) 11375 (55%) 11384 (54%) Male 11309 (46%) 9862 (46%) 9475 (45%) 9532 (46%) Total 24473 21316 20850 20916

Disabled 1612 (6.6%) 1787 (8.4%) 1692 (8.1%) 1898 9% Students Minority Ethnic 3899 (16%) 3438 (16.1%) 3073 (14.7%) 3141 (15%) Students* International 1602 (6.5%) 1453 (6.8%) 1033 (5%) 1106 (5%) Students Gay/ Lesbian/ 864 (3.5%) (746) 3.5% * 821 (4%) Bisexual staff * 1334 Info 1641 Refused 1512 refused *information Refused. refused

The data above reveals a consistently higher number of female students at LJMU compared to male in the last three academic years. With regard to disability, the percentage of disabled students remain relative the same in the last two academic years. The percentage of BAME and international students is marginally lower in the last academic year. However, overall, the percentage and number of students by the protected characteristics were not significantly different for each academic year.

Good Honours Breakdown of BAME international and home student and Disabled Students

Please note that Data supplied for good honours excludes referrals and resit results. These were unavailable at the time of writing this report. (The referral results are likely to have an impact on the overall percentages of good honours by protected groups.)

1213 1213 1213 1314 1314 1st/2:1 1314 1st/2:1 1415 1415 1415 Classified Demographic Completers 1st/2:1 % Classified Completers % Classified % Completers 1st/2:1%

ALL LJMU 4931 62.5 75.6 4998 68.2 78.1 3844 77 78

LJMU BME - No 4402 64.8 77.2 4486 70.2 79.1 3604 75 79

LJMU BME - Yes 529 44 60.7 512 50.8 67.4 457 60 69

LJMU Disabled - No 4493 62.9 75.9 4584 68.8 78.5 3714 73 78

LJMU Disabled - 347 57 74 Yes 438 58.7 73.4 414 60.6 73.4

The data above shows that whereas good honours (1st/2:1%) remained more or less the same for disabled students over the three academic years, the BAME students improved significantly over the same period.

1213 1314 1st/2:1 1213 1st/2:1 1213 1st/2:1 1314 1314 Classified 1415 1415 1st/2:1 % 1415 1st/2:1 Demographic HomeEU/IntIsl Completers % Classified % Completers 1st/2:1 % % Completers Classified %

ALL LJMU Int/Isl 224 39.3 59.5 177 50.3 149 51 66

ALL LJMU Home/EU 4707 63.6 76.3 4821 68.8 3912 74 78

LJMU BME - No Int/Isl 95 57.9 75.3 74 66.2 38 87 89

LJMU BME - No Home/EU 4307 64.9 77.2 4412 70.2 3556 74 79

LJMU BME - Yes Int/Isl 129 25.6 44 103 38.8 111 41 56

LJMU BME - Yes Home/EU 400 50 64.7 409 53.8 346 65 70

LJMU Disabled - No Int/Isl 221 38.9 59.3 172 51.2 143 52 66

LJMU Disabled - No Home/EU 4272 64.2 76.5 4412 69.5 3571 73 78

LJMU Disabled - 6 33 50 Yes Int/Isl 3 66.7 66.7 5 20

LJMU Disabled - 341 72 74 Yes Home/EU 435 58.6 73.5 409 61.1