Equality in higher education 2014: Students statistics

KNOW YOUR NUMBERS

www.ecu.ac.uk E: info@ecu.ac.uk

IntroductionThis report presents a snapshot of the disability, ethnicity and gender of students in higher education (HE) in the 2012/13 academic year. There were 2,340,275 students studying in UK institutions during this time.

The statistics in this booklet are taken from the report Equality in higher education: statistical report 2014: students. Both the full report and this booklet are available on our website www.ecu.ac.uk.

A note on representation

represents all people regardless of gender or other characteristic.We have tried to represent a range of impairments throughout.

We acknowledge the limitations of infographic design in fully representing the diversity of people involved in HE. For further info, contact pubs@ecu.ac.uk

INCREASE OVER TIMEUnderstanding the demographics of students helps you to design inclusive

support services, develop accessible campus environments and make everyone feel welcome at your institution.

It also helps develop understanding about what you can do to embed equality and diversity in the mission, practices and development of

your institution.

The proportion of students who disclosed as disabled varied by nation.

2

9.6%ENGLAND

6.5%NORTHERN

IRELAND

9.5%WALES

8.4%SCOTLAND

03

SINCE 2003/04 THE PROPORTION OF UK DOMICILED STUDENTS WHO WERE BLACK AND

MINORITY ETHNIC HAS INCREASED.

4.7%14.9%

19.6%

2003/04 2012/13

3

While there has consistently been a higher proportion of female students, the proportion of male students has gradually increased since 2003/04.

A signi!cant di"erence remains between genders.

4

43.8%42.7% 2003/04 # 2013/12MALE

STUDENTS

Female students made up 56.2% of all students and 57.5% of !rst year students in the UK.

5

57.5%

42.5%

56.2%

43.8%

12.4% gap

15.0% gap

ALLSTUDENTS

FIRST YEAR STUDENTS

DEGREE ATTAINMENT The degree attainment gap is the di"erence in ‘top degrees’ – a !rst or 2:1

classi!cation – awarded to di"erent groups of students.

The degree attainment gap has persisted for at least the last decade, and it requires a variety of di"erent initiatives and approaches to

address inequalities.

7

The proportion of UK black !rst degree undergraduates receiving a !rst or 2:1 was lower than for all other ethnic groups.

The ethnicity degree attainment gap is at its lowest since 2003/4. Despite this, the gap in attainment remains considerable.

57.1%

73.2%16.1% 26.4%

UK BME UK WHITE

46.8%

UK BLACK

Across the UK there was a negative gender degree attainment gap with a higher proportion of female !rst degree undergraduates receiving

a !rst or 2:1 than male !rst degree undergraduates.

N.IRELAND!4.9%

ENGLAND!4.6%

SCOTLAND!4.2%WALES

!8.2%

8

More non-disabled students obtained a !rst or 2:1 than disabled students.

66.0% 68.1%

DISABLED NON$DISABLED

9

Half of disabled !rst degree undergraduates received disabled students’ allowance (DSA). At all other degree levels, the majority of disabled students

did not receive DSA.

10

50.8%

70.4% 71.8% 67.5%

RECEIVED DSA

DID NOT RECEIVE DSA

OTHER UNDERGRADUATE

FIRST DEGREE UNDERGRADUATE

RESEARCH POSTGRADUATE

TAUGHT POSTGRADUATE

More disabled !rst degree undergraduates who received disabled students’ allowance (DSA) obtained a !rst or 2:1 degree than those who did not

receive DSA.

11

RECEIVED DSADID NOT RECEIVE DSA

66.9%65.3%

14

Understanding the demographics of the student population allows you to identify groups of students who many need support during their studies.

In 2012/13 there were 1,803,840 undergraduates and 536,435 postgraduates studying in higher education institutions in the UK.

UNDERGRADUATE AND POSTGRADUATE

Within all degree levels except other undergraduates, a lower proportion of !rst-year students studied part-time

than students across all years of study.

OTHER UNDERGRADUATE

RESEARCH POSTGRADUATE

TAUGHT POSTGRADUATE

FIRST DEGREE UNDERGRADUATE

80.6% 19.1% 35.3%12.5%

13

The proportion of students who disclosed as disabled was higher at undergraduate level than at postgraduate level.

14

10.4% 6.1%

UNDERGRADUATE POSTGRADUATE

Female students comprised the majority of students in all degree levels with the exception of research postgraduates.

OTHER UNDERGRADUATE63.9%

TAUGHT POSTGRADUATE57.8%15

FIRST DEGREE UNDERGRADUATE55.0%

RESEARCH POSTGRADUATE

53.1%MEN 46.9%

WOMEN

SUBJECT AREA The equality issues that exist in science, engineering and technology can

di"er from those in the arts, humanities and social sciences subjects.

Understanding these di"erences helps you identify the barriers to recruitment, retention and attainment of students of these subjects and take

action in your institution to address them.

The proportion of students who disclosed as disabled within a subject area was highest in creative arts and design and lowest in business and

administrative studies.

16.7% 5.3%

CREATIVE ARTS AND DESIGN BUSINESS AND ADMINISTRATIVE STUDIES17

SET subjects with the largest gender gap across all degree levels were engineering and technology.

18

15.8%84.2%

WOMENMEN

There was a signi!cant gender gap in science, engineering and technology (SET) subjects.

A HIGHER PROPORTION OF UK DOMICILED BLACK AND MINORITY ETHNIC STUDENTS

STUDIED SCIENCE, ENGINEERING AND TECHNOLOGY SUBJECTS "47.9%# THAN UK

DOMICILED WHITE STUDENTS "43.7%#.

19

The ‘leaky pipeline’ describes the continuous loss of women at consecutive career stages within academia.

ECU’s equality charter marks seek to address the underrepresentation of women in senior roles in higher education. To !nd out more, visit our website www.ecu.ac.uk/equality-charter-marks

FIRST DEGREE UNDERGRADUATE

POSTGRADUATE

WOMEN 55.6%MEN 44.4%

WOMEN 55.0%MEN 45.0%

WOMEN 47.0%MEN 53.0%

NON$PROFESSORIAL ACADEMICS

PROFESSORS

WOMEN 21.7%MEN 78.3%

Around one in !ve white, Chinese and other UK academic sta" earned a salary in the highest pay spine of over £56,467. In contrast, less than one in

ten black UK academic sta" were in this pay spine.

19

ASIAN (20.2%)BLACK (8.2%)CHINESE (21.8%)OTHER (20.9%)WHITE (19.1%)

£

AMONG NON!UK ACADEMIC STAFF, 14.5% OF WHITE STAFF EARNED A SALARY OF £56,467 OR

MORE, COMPARED WITH 7.2% OF BLACK AND MINORITY ETHNIC STAFF.

21

14.5% 7.2%

BMEWHITE

A DIFFERENCE OF

7.3%18

In the UK, the mean disability pay gap was 6.0%.

In the UK, the mean gender pay gap was 19.0%.

19.0% GAP 6.0% GAP

MALE £40,354

NON$DISABLED£39, 443

FEMALE£32,690

DISABLED£32,910

17

16

A higher proportion of non-disabled academic sta" were in the highest salary range of over £50,000 than disabled academic sta".

0VER £50,000

24.9%27.7%

18

EQUAL PAYEqual pay is about ensuring people are paid the same for like work,

work rated as equivalent or work of equal value.

A pay gap is the percentage di"erence in pay between di"erent groups of workers. Most commonly the groups compared are men

and women, although pay gaps can exist for other protected groups.

Only 5.8% of UK professors were Black and Minority Ethnic (BME) men and only 1.3% of UK professors were BME women. The di"erence was also

apparent in non-UK professors where 11.2% were BME men and 2.8% were BME women.

11.2%2.8%

1.3%

UK PROFESSORSBME

NON$UK PROFESSORSBME

5.8%

14

17ONLY ONE IN FIVE PROFESSORS WERE WOMEN

13

The majority of all professors were men.

This gender di"erence was most notable among full-time professors working in science, engineering and technology subject areas (male professors 82.8% and

female professors17.2%).

21.7%78.3%

WOMENMEN

12

FOCUS ON PROFESSORSUnderstanding the demographics of professors allows you to identify the barriers to career development and progression

experienced by sta".

The largest gender gap was found among UK black sta".

39.4%

WOMEN MEN

60.6%

A DIFFERENCE OF

21.2%

10

9

Women comprised the majority of both part-time academic sta" and part-time professional and support sta".

79.5%

20.5%

WOMENWOMEN

ACADEMIC STAFF PROFESSIONAL AND SUPPORT STAFF

45.3% 54.7%

MEN

MEN

Women were most starkly underrepresented at the head of institution level:

ONLY20.1%

OF ALL HEADS OF INSTITUTIONS WERE WOMENProfessional/technical/senior

administrative sta", assistant roles

Assistant professional and administrative sta"

Routine task provider roles57.7%

69.0%

58.4%8

THE PROPORTION OF UK STAFF WHO WERE BLACK AND MINORITY ETHNIC WAS LOWER

AMONG MANAGERS, DIRECTORS AND SENIOR OFFICIALS ON ACADEMIC CONTRACTS

"2.6%# AND STRIKINGLY HIGHER AMONG PROFESSIONAL AND SUPPORT STAFF IN SALES

AND CUSTOMER SERVICE OCCUPATIONS "10.3%#.

7

A lower proportion of professors disclosed as disabled than academic sta" in non-professorial roles.

6

3.4%

PROFESSOR NON$PROFESSOR

2.7%

OCCUPATIONAL SEGREGATION There are two main dimensions to occupational segregation:

Horizontal segregation is when workers with certain characteristics are clustered in certain types of jobs across an organisation.

Vertical segregation is when workers with certain characteristics are clustered at certain levels of jobs within an organisation’s hierarchy.

Some of the underlying causes of occupational segregation include stereotyping, lack of %exible working opportunities, unequal access to

training and development and undervaluing some kinds of jobs.

The majority of professional and support sta" were women.

The majority of academic sta" were men.37.4%

62.6%

4

55.5%44.5%

WOMEN MEN

03

SINCE 2003/04 THE PROPORTION OF STAFF THAT WERE UK BLACK AND MINORITY ETHNIC

INCREASED AMONG BOTH ACADEMIC "BY 1.2%# AND PROFESSIONAL AND SUPPORT STAFF "BY 2.3%#.

3

The proportion of sta" disclosing as disabled has gradually increased.

2

2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13

3.9%

3.5%

3.0%

2.5%

2.0%

01

INCREASE OVER TIMEUnderstanding the demographics of your workforce helps you

develop the best policies and practice to support people as their careers develop at your institution. You can use this information

to embed equality and diversity in the mission, practices and development of your institution.

IntroductionThis report presents a snapshot of the disability, ethnicity and gender of the higher education (HE) workforce in the academic year 2012/13. There were 185,585 academic sta" and 196,935 professional and support sta" employed in UK institutions during this time.

The statistics in this booklet are taken from the report Equality in higher education: statistical report 2014: sta!. Both the full report and this booklet are available on our website www.ecu.ac.uk.

A note on representation

represents all people regardless of gender or other characteristic.We have tried to represent a range of impairments throughout.

We acknowledge the limitations of infographic design in fully representing the diversity of people involved in HE. For further info, contact pubs@ecu.ac.uk

Equality in higher education 2014: Sta" statistics

www.ecu.ac.uk E: info@ecu.ac.uk

KNOW YOUR NUMBERS