Equality & Diversity. Annual Report

1

Equality &

Diversity

Annual

Report

2013

A report detailing the College’s equality information as required by the Equality Act 2010 up to 31st December 2013.

2

Contents

1.

Introduction

p3

2.

Progress towards meeting our Equality Objectives

p4

Data monitoring

p10

Summary of priority findings emerging from the data

p11

3.

Staff

p12

4.

Students

p26

5.

Committee representation

p45

Appendices

Appendix 1 - Equality Objectives and Action Plan

p46

Appendix 2 – Diversity and Inclusion Steering Group Terms of Reference

and Membership

p51

Appendix 3 – Admissions Data Analysis

p53

3

1.

Introduction

This report summarises the College’s achievements and progress made with respect to its Equality Objectives and Action Plan 2012-16. It focuses on progress occurring from January 2012-December 2013. It also provides a summary of data monitoring findings in relation to staff and students in respect of age, disability, ethnicity and sex for the academic year 2011-12. The findings from the data have been used to further inform/refine the College’s Equality Objectives and our programme of activity for the academic years 2013-14 and 2014-15 (see Section 2 below and the revised Action Plan at Appendix 1).

1.2

Legislative context

The Equality Act 2010 aimed to simplify existing equalities legislation, harmonising it and making it easier to understand.

As a public authority, the College is subject to the additional responsibilities set out in the Public Sector Equality Duty, which require us to have due regard to:

 Eliminate discrimination, harassment and victimisation  Advance equality of opportunity

 Foster good relations between different groups

This new legislation focuses on advancement rather than mere promotion of equality and diversity. In practice, the College must demonstrate how it is considering barriers and disadvantage

experienced by different groups of people and how it plans to overcome them. Activity must be holistic and cover the spectrum of equality areas known as ‘protected characteristics’. These cover age, disability, gender reassignment, marriage and civil partnership1, pregnancy and maternity, race, religion or belief, sex and sexual orientation.

In addition, Specific Duties have been put in place to help the College meet its legal obligations and encourage transparency and accountability. The Specific Duties require the publishing of information on an annual basis to demonstrate how the College is meeting its responsibilities under the Public Sector Equality Duty and the setting of equality objectives to be renewed at least every 4 years. This Annual Report, which will be approved by the Diversity and Inclusion Steering Group with onward report to PCT, explains how the College is addressing the requirements of the Public Sector Equality Duty, and, where gaps are identified, what the College intends to do to about them.

1.3

Setting the College’s Equality Objectives

Following the publication of the College’s Equality & Diversity Annual Report 2012, a group of internal stakeholders met to identify and agree the Equality Objectives and Action Plan 2012-16. Seven key objectives with associated actions were identified.

A revised version of this Action Plan can be found at Appendix 1 of this the 2013 Annual Report.

1 _{Only the first arm of the Public Sector Equality Duty relates to the protected characteristic of marriage and}

4

From 2014, the Annual Report and a review of the Action Plan will occur by 30 April annually and be approved by the Diversity and Inclusion Steering Group with an onward report to PCT. The Diversity and Inclusion Steering Group will meet termly to lead the College’s equality and diversity work, receive reports on progress towards implementing the Action Plan and ensure the College is meeting its legal obligations (see Appendix 2 for the group’s Membership and Terms of Reference). Beneath the Diversity and Inclusion Steering Group and reporting to it will be a number of working groups responsible for furthering different aspects of the Action Plan.

2.

Progress towards meeting our Equality Objectives

Below a summary of achievements and work in progress is provided for each of the seven equalities objectives. In addition, any proposed revisions to the focus of the objective are outlined. These revisions have been identified either in the course of implementation, or as a result of the research that has occurred in the second half of this report. A revised action plan is provided at Appendix 1.

Equality Objective 1: Ensure equality and diversity is embedded into everything the

College does

Achievements:

 A Vice-Principal was nominated to take on the Diversity and Inclusion agenda and developed a strategy with 4 work-streams

 Equality and Diversity training and coaching was provided for the Principal Central Team (PCT)

 Working groups/Equal Opportunities Committees were established within some Schools and Function Areas to help identify relevant local equality objectives

 A well established training programme has offered:

o half day Equality Briefing sessions throughout 2011-12,

o full day Equality and Diversity Essentials workshops and half day workshops on Managing Diversity during 2012-13

o half day Inclusive Working for Staff and Inclusive Working for Managers workshops during 2013-14

 At the end of 2012-13, all staff in the Florence Nightingale School of Nursing and Midwifery (FNSNM) had attended the Essentials workshops

 Academic staff in the Dental Institute attended an Equalities Briefing session

 Estates managers received a half day training on the Equality Act (2010) and specific responsibilities with respect to disability and the design and maintenance of buildings

 The College’s Postgraduate Certificate in Academic Practice (PGCAP) delivered by the King’s Learning Institute now includes a module on Equality and Diversity Practice

 A session is delivered on inclusive practice as part of the induction for new PG Supervisors provided by the Researcher Development Unit

 The College’s Code of Practice for the Research Excellence Framework (REF) was approved by HEFCE and processes for dealing with Special Circumstances were established and publicised

 Equality and Diversity training was provided to senior staff responsible for making submission decisions for the REF

5

 A Special Circumstances Group was established and met monthly to make transparent and consistent decisions (according to HECE guidance) in relation to staff requesting reductions in outputs. Decisions were taken on an anonymous basis

 The Graduate School are utilising the Every Research Counts resource in their training to help embed equalities issues into the good management of research staff by principal

investigators

 Management training and supporting resources provided by the Organisation Development Team now embeds equality and diversity good practice

 A statement regarding the desirability of having recruitment panels with a diverse composition has been included in relevant recruitment guidance

 The Equality and Diversity web pages have been reviewed in order to become a more effective resource and repository of information for staff and students

 An administrator has been identified to support the Equalities staff

Developments in progress:

 The College’s Equality Analysis Framework has been reviewed and will shortly be publicised widely

 Work has commenced to conduct equality analysis of policies relating to staff promotion that fall within the remit of the College’s Academic Staff Committee

Future focus:

 Consideration is to be given to ways in which equalities training may be rolled out to all staff across the College and become a mandatory activity; this would include a content covering unconscious bias

 PCT, Academic Staff Committee and School Executive Boards to receive unconscious bias training

 Unconscious bias training to be opened up to staff in Schools as part of Athena SWAN activity

 Options to offer face to face unconscious bias workshops open to all staff and combined with content focusing on recruitment and selection and admissions to be considered

 Consideration to be given to the inclusion of a module on equality and diversity and unconscious bias as part of the Fit for King’s programme offered to all Estates staff

 Consideration to be given to developing a joint informal process covering both staff and students for dealing with complaints of harassment, bullying and discrimination – with a trained group of harassment advisers who can be approached for advice

 The College’s Equality Analysis Framework to be publicised and a systematic approach for its use with new and existing policies to be devised. A centralised approach to approving and recording Equality Analysis undertaken to be put in place

 Equality Analysis of the REF data to occur

 Equality Analysis of Recruitment to occur and, until good quality recruitment data is available, activity to focus on a review of policy and procedures and embedding good equalities practice

 A Diversity and Inclusion Steering Group to be established to take leadership for all

equalities matters (outside of Athena SWAN) and to meet termly to review progress towards the implementation of the action plan

6

 Project groups to be established to take forward priority projects identified in this report and laid out in the action plan

Equality Objective 2: Implement comprehensive equality monitoring and analysis across

the whole College

Achievements:

 A dedicated Data Coordinator was identified to support the work of the equalities activity

 Data on all key aspects of staff and student equality monitoring has been provided in order to prepare the 2013 Annual report

 An efficient approach to analysing and presenting data for the Athena SWAN Bronze Award has been developed that allows useful input from respective Schools

Developments in progress:

 Data is being prepared to inform the School Athena SWAN Silver submissions

 Annual monitoring of Committee membership by age, disability, ethnicity and sex has commenced

Future focus:

 Key points of learning identified throughout this report will feed into the preparation of data for the 2014 Annual Report

 An approach to recording and monitoring cases of student and staff bullying and harassment that reach the formal and informal stages to be considered

 To consider putting in place a system for the collection and monitoring of data covering staff disciplinaries, grievances and training attendance

 To consider putting in place a system for the collection and monitoring of data covering student regulatory activity

 Work to continue to ensure that e-recruitment is used correctly and that usable data is available to inform our activities for the 2015 Annual Report

Equality Objective 3: Increase the proportion of women in senior academic roles

Achievements:

 The College’s Athena SWAN Bronze Award was renewed in September 2013 with favourable feedback

 An Athena SWAN Steering Group (led by the Vice Principal Arts and Sciences) and an Athena SWAN Champions Network were established to provide the necessary infrastructure to lead and deliver on the College’s Athena SWAN ambitions

 A dedicated Athena SWAN Project Manager was recruited in December 2013 to lead on the Bronze and Silver work and future engagement with the Gender Charter Mark

 The Bronze Action Plan includes 43 actions which are being progressed by relevant Directorates and Schools. Below some of those that have already come to fruition:

o An Equal Pay Audit has been undertaken with further analysis occurring and results to be published June 2014

o A Pilot Mentoring Scheme for women academics at lecturer grade and above in the STEMM Schools has been launched – with 40 matches made in the first round. It is

7

intended to broaden this out to other Schools and other groups of staff in the next round

o A Parenting Leave Fund (to help improve the retention of women academic and research staff after a period of maternity leave) was launched in the STEMM Schools in April 2013 and 15 Awards were successfully approved

o A Parent Buddy Scheme to enable male and female staff to give and receive mutual support before, during or after maternity, paternity or adoption leave

o A dedicated King’s Award category was established that focuses on achievements made in support of Athena SWAN

Developments in progress:

 A sample of Bronze actions that are currently in progress include:

o Equality Analysis of Promotions and Recruitment Procedures

o Review of Governance arrangements

o Review of workload allocation models

o Review of use of Fixed Term Contracts

o College wide Exit Survey

o Athena SWAN Communications Strategy

o Events programme

 All 6 STEMM2 Schools are engaged in applying for Athena SWAN Silver Submissions with deadlines varying between April 2014 and April 2015

 The remaining Arts and Sciences Schools3 are starting to engage with the Gender Equality Charter Mark which launches October 2014, with one Department in SSPP, (Social Science, Health and Medicine) participating in the Charter Mark pilot

 Issues relating to the lower representation offers and attainment levels of female

postgraduate taught students at the Dental Institute to be discussed in the context of their Athena SWAN submission

Equality Objective 4: Increase the representation of Black and minority ethnic (BME)

academic and non-academic staff

Achievements:

 The College participated in the Equality Challenge Unit’s Systemic Change Pilot which aimed to pilot staff-focussed initiatives and measures and evaluate their success in relation to advancing race equality

 The College hosted a cross-institutional Black and Minority Ethnic (BME) Network meeting in March 2012 which led to the establishment of REAL-HE (Race Equality Across London), a cross-institutional forum for BME Networks to share best practice and develop projects of mutual interest

 The College along with four other institutions has piloted a cross-institutional BME

Mentoring Scheme (B-MEntor) for BME academics. The Pilot generated twenty mentoring

2 _{Biomedical Sciences, Dental Institute, Florence Nightingale School of Nursing and Midwifery, Institute of}

Psychiatry, School of Medicine, Natural and Mathematical Sciences

3

8

matches (the majority of which include either a King’s mentor or mentee) and is now in its second year

 The BME Network has been refreshed and restructured to allow it to become more strategic and effective in its programme of activity. A series of drop-in sessions were held to raise the profile and engage new members during January 2013

 An extremely well attended film screening was hosted by the BME Network to celebrate Black History Month in October 2013

 A focus group covering development and progression issues was held with BME Network members and findings will contribute to its emerging programme of work

Developments in progress:

 A new BME Network Chair has taken up post and has organised two meetings for early 2014 in order to discuss strategy and next steps with potential Steering Group members

 The College is participating in the formation and development of a sector-wide Race Charter Mark which will launch in early 2015

 The B-MEntor Scheme is being reviewed to consider the possibility of broadening it out to include professional services staff

Future focus:

 From Summer 2014 a project group will form to support the College’s work around the Race Equality Charter Mark – this work will be bolstered by activities undertaken by the BME staff network

 Activity in relation to the Race Charter Mark on the staff side will focus on improving the representation of UK and non-UK BME staff at senior levels within academia and

professional services. Areas of focus will be:

o Analysis of recruitment data when it is available

o A focus on particular Schools where the issues are greatest

o Development activities that will support BME staff to progress to more senior levels

o Examination of the academic promotions process to identify why the promotion rate is lower for UK BME staff than their White counterparts and the lower application rate for non-UK BME staff

o Consideration of the relatively low proportions of non-UK BME staff

o Consideration of the turnover rates for non-UK BME staff

Equality Objective 5: Raise awareness of disability and improve the participation of

disabled students and staff

Achievements:

 A workshop was held for IT Services staff to help identify where equalities issues (and disability issues primarily) need to be more fully considered within the range of its activities

 A section that highlights the support available to disabled students has been included within the redrafted Personal Tutor Handbook so that this information can be more readily shared with relevant students

 Additional opportunities for post offer/pre entry disclosure of a disability by incoming students prior to arrival have been developed

9

Developments in progress:

 A cross-organisational working group has begun to meet to look at devising policy and strategy for embedding equalities issues into the maintenance, upgrade and procurement of new buildings by Estates

 A small cross-organisational group has met to start to devise a policy and process for ensuring that staff with disabilities receive a consistent and high level of support at the College

 An engagement plan has been devised to assess staff interest in establishing a Disabled Staff Network

 A cross-organisational Disability Working Group will be identifying and taking forward key developments in relation to disabled students

 A Well-being working group has been established to develop a Well-being strategy for staff at the College and a similar group is meeting to look at student issues

Future focus:

 Implementation of the recommendations to improve support for disabled staff will be a key activity during the second term of 2013-2014

 Once interventions are in place, the College will take steps to encourage staff to update their Equal Opportunities data to ensure that information is up to date and as accurate as possible – as omissions or errors may account to some extent for the lower than expected disclosure rate

 Additional issues relating to students will be discussed with the Disability Advisory Service to assess capacity to take these forward, these include:

o Improving the representation of disabled students in certain Schools

o The lower attainment of disabled students in certain Schools

 Discussions to occur to scope out a wider possible project covering admissions issues (under Objective 7 below) will also need to include issues relating to the lower than expected representation of disabled students at postgraduate research level in certain Schools, where these students are also less likely to be offered a place.

Equality Objective 6: Ensure all students have equal opportunity of high attainment

Achievements:

 An annual report covering the equalities aspects of programme review (including data on progression, completion and attainment) was presented to the March 2013 meeting of College Education Committee

 A more proactive approach to supporting programmes undergoing Programme Review to help them more fully engage with the equalities aspects was agreed

 Equalities aspects of Programme Approval were simplified and streamlined in Spring 2013

 Work has been occurring with individual programmes undergoing programme review to help them explore and respond to any equalities findings that have been identified

Developments in progress:

 A project group has begun to meet to look at improving BME student attainment at King’s with the aim of identifying pilot projects to address barriers experienced by BME students at different phases of the student lifecycle. These projects will launch for the 2014-15

10

academic year. It is anticipated that where possible improvements will filter through to all students but in particular Mature students, since this group also experiences lower

attainment levels

Future focus:

 Work will occur to further revise the equalities aspects of programme review and approval and keep step with wider changes occurring to these policies

 Beyond the period identified above, Mature students would be the focus of any future activity and following this, (if this is still appropriate) Disabled students – as identified under Objective 3 above. Lower attainment of male students within certain Schools and levels of study has also been observed and will be considered when developing further projects in this area.

Equality Objective 7: Ensure all prospective students have equal access to learning

Future focus:

 The focus of this objective remains under review and next steps will include undertaking statistical significance testing on 2012 Admissions data to examine whether there are differences in the offer rates for particular groups of students at different levels of study within particular Schools. Consideration will also be given to sourcing suitable benchmarking data. If findings are identified, then work will focus on where the representation of these student groups in the student body is lower than expected.

 The lower retention of BME undergraduate students to postgraduate study also needs to be explored further as a future action.

Data monitoring

The College has been collecting staff and student data for the protected characteristics of age, disability, ethnicity and sex for many years and analysis of this data is considered as part of this report. The Equality Act (2010) includes no obligations to collect and analyse data covering all of the characteristics, rather public bodies are required to take a relevant and proportionate approach. The College is starting to collect data in the areas of religion/belief, sexual orientation and gender identity for new staff, and once this has accumulated will undertake analyses for a wider range of characteristics.

The data definitions used for 2013 Annual Report have been updated so that they are more

consistent with those used by HESA and the Heidi4 database. This means it has not been possible to make comparisons with the data used in the 2012 Annual Report; however we can now make comparisons and benchmark ourselves against national data. Two further benchmarks have been selected and utilised where relevant throughout this report – these include the London-based HEIs and the Russell Group. It is important to note that the most recent internally available King’s staff data is for 2011-12 and this is compared with data for the same year in Heidi. The most recently available King’s student data is for the 2012-13 academic year (unless otherwise stated) and this has been compared with the most recent data available in Heidi which covers 2011-12. This means we

4

11

are not comparing like with like, however in order to continue to use the freshest data from both sources it was felt that this was a necessary compromise.

For the 2014 Report, further consideration of appropriate benchmarks will occur and it is possible that rather than London-based HEIs, that UCL and Queen Mary University of London will be selected as appropriate comparators.

Summary of priority findings emerging from the data

Staff

 King’s has a good composition of UK BME staff, they comprise 18.9% of this grouping compared with 7.2% nationally and 7.6% in the Russell Group

 Amongst UK academic staff, BME staff are well represented in research and teaching positions but much less well represented in lecturer positions and above

 Amongst UK professional services staff, BME staff are heavily concentrated in the more junior grades

 Women are under-represented in the senior academic grades (senior lecturer and above)

 King’s has a low disability disclosure rate when compared with the sector, 0.7% compared with 3.4% nationally and 2.7% for the Russell Group

Students

 The student population at King’s tends to be more female at all levels of study than the national average, although this over-representation diminishes at increasing levels of study

 King’s has a good ethnic mix amongst its UK undergraduate students, 43% of students are from BME backgrounds compared with 19.7% nationally and 17.3% in the Russell Group – although these proportions vary widely when looking at data for the individual Schools

 King’s advantage in terms of the ethnicity of its UK students is diminished at increasing levels of study. UK BME students comprise 27%, 18.1% and 18.6% respectively at King’s, nationally and in the Russell group at postgraduate taught level and 19%, 15% and 15.2% at postgraduate

research level

 At undergraduate level, students aged 26 and above are less likely to achieve a higher degree classification than younger students

 At postgraduate taught level, students aged 40 and above are less likely to achieve a higher degree classification than younger students

 At undergraduate level, disabled students are less likely to achieve a higher degree classification than non-disabled students

 UK BME students are less likely to achieve a higher degree classification at undergraduate and postgraduate taught levels of study. This issue appears to be greatest for the Black ethnic group

 Male undergraduate students are less likely to achieve a higher degree classification than female students

Throughout the following report, key findings emerging from the data and details about how these will inform our future strategy are provided in boxes alongside the data.

12

3.

Staff

The staff data looks at Full-Person Equivalent (FPE) information covering the span of a full academic year. This gives an extremely accurate reflection of the number of staff who have worked at the College over the period of a year and the breakdown of their activities.

3.1 Overview

Staff by School/Professional Services5 _{over 3 years}

The total staff population has increased by nearly 500 FPE over the past 3 years without any dramatic increases or decreases in the proportionate size of any of the Schools/Professional

Services. The largest functions continue to be the School of Medicine, Professional Services and the IoP. The smallest are the School of Law, FNSNM and NMS.

3.2 Age

3.2.1 Staff by age over 3 years

5

Throughout the remainder of this report the following abbreviations have been used, Dental Institute (DI), Florence Nightingale School of Nursing and Midwifery (FNSNM), Institute of Psychiatry (IoP), Arts and Humanities (A&H), Biomedical Sciences (BMS), Natural and Mathematical Sciences (NMS), Social Science and Public Policy (SSPP) and Dickson Poon School of Law (Law)

FPE FPE % FPE FPE % FPE FPE % Dental Institute 436.2 6.2% 397.3 5.5% 392.6 5.2%

FNSNM 215.5 3.0% 202.6 2.8% 211.0 2.8%

Institute of Psychiatry 1179.4 16.7% 1186.3 16.5% 1184.9 15.7%

Professional Services 1607.5 22.7% 1656.2 23.0% 1694.5 22.5%

School of Arts & Humanities 650.1 9.2% 717.3 9.9% 868.6 11.5%

School of Biomedical Sciences 771.4 10.9% 595.1 8.3% 595.4 7.9%

School of Medicine 1292.0 18.3% 1512.4 21.0% 1597.5 21.2%

School of Natural & Mathematical Sciences 242.7 3.4% 251.8 3.5% 266.8 3.5%

School of Social Science & Public Policy 530.9 7.5% 538.3 7.5% 574.3 7.6%

The Dickson Poon School of Law 152.4 2.2% 153.0 2.1% 148.6 2.0%

Total 7078.0 7210.0 7534.0

2009-10 2010-11 2011-12

Age Band FPE FPE % FPE FPE % FPE FPE %

25 and under 468.0 6.6% 468.0 6.5% 499.0 6.6% 26 - 30 1140.0 16.0% 1188.0 16.4% 1265.0 16.8% 31 - 35 1316.0 18.5% 1371.0 18.9% 1442.0 19.1% 36 - 40 994.0 14.0% 1032.0 14.3% 1079.0 14.3% 41 - 45 863.0 12.2% 848.0 11.7% 855.0 11.4% 46 - 50 708.0 10.0% 737.0 10.2% 793.0 10.5% 51 - 55 635.0 9.0% 605.0 8.4% 605.0 8.1% 56 - 60 479.0 6.8% 499.0 6.9% 511.0 6.7% 61 - 65 349.0 5.0% 336.0 4.8% 336.0 4.6% 66 and over 126.0 1.8% 126.0 1.8% 149.0 2.0% Grand Total 7078.0 100.0% 7210.0 100.0% 7534.0 100.0% 2009-10 2010-11 2011-12

13

The proportions of staff at different age bands appears to be fairly static over time. Compared with the UK, King’s has a much younger staff population. For 2011-12, staff aged between 26 and 40 comprise 50.2% of the total population at King’s and those aged 41-66 + comprise 43.3 %. Nationally these figures stand at 37.7% and 56.0%.

3.2.2 Staff by age and job category – 2011-12

The data below examines academic and professional services staff separately and the profile at King’s against that of the national profile, the London-based HEIs and the Russell Group. The profile of staff at King’s is younger than the other groups considered for both academic and professional services staff. These differences are greatest when compared with the national figures. Our age profile is most similar to the Russell Group on the academic side and to the London-based HEIs for professional services. This is to be expected, given the recruitment pools for these staff groupings.

Academic Professional services

26-40 41-66+ 26-40 41-66+ King’s 52.2% 44.1% 47.0% 42.1% Nationally 38.7% 58.5% 36.8% 57.8% London HEIs 42.9% 50.6% 42.7% 46.9% Russell Group 49.7% 47.9% 39.0% 53.7% 46.88%

Action - Consideration of our recruitment data by age would help us to identify whether there are any differences in success rates for staff from different age groups. This will occur once the data is available via e-recruitment.

3.2.3 Staff turnover by age

Staff turnover by age is not considered in this report in the same way as for the other protected characteristics as it is assumed that this data will be highly influenced by retirement trends and it will be difficult to distinguish any issues occurring as a result of other factors.

3.2.4 Academic staff promotion by age for 3 years

Staff are most likely to make an application for promotion between the ages of 36 and 50. Within this group the success rate appears to peak for staff aged 36-40.

FPE as % of those who applied FPE Successs rate FPE as % of those who applied FPE Success rate FPE as % of those who applied FPE % 31 - 35 11.0 12.2% 9.0 81.8% 5.0 5.1% 4.0 80.0% 8.0 8.3% 7.0 87.5% 36 - 40 18.0 19.9% 16.0 88.9% 23.0 23.5% 21.0 91.3% 23.0 24.0% 19.0 82.6% 41 - 45 32.5 36.0% 21.0 64.6% 26.0 26.5% 22.0 84.6% 23.0 24.0% 18.0 78.3% 46 - 50 10.8 12.0% 7.0 64.8% 23.0 23.5% 19.0 82.6% 20.0 20.8% 14.0 70.0% 51 - 55 13.0 14.4% 6.0 46.2% 12.0 12.2% 9.0 75.0% 14.0 14.6% 7.0 50.0% 56 - 60 4.0 4.4% 3.0 75.0% 4.0 4.1% 3.0 75.0% 5.0 5.2% 2.0 40.0% 61 - 65 1.0 1.1% 1.0 100.0% 4.0 4.1% 1.0 25.0% 3.0 3.1% 3.0 100.0% 66 and over 0.0 0.0% 0.0 0.0% 1.0 1.0% 1.0 100.0% 0.0 0.0% 0.0 0.0% Grand Total 90.3 100.0% 63.0 69.8% 98.0 100.0% 79.0 80.6% 96.0 100.0% 70.0 72.9% 2009-10 2010-11 2011-12

Promoted Promoted Promoted

14

Action - In future reports it will be helpful to assess if the application rates are what would be expected given the proportions of staff who are eligible to apply in different age groups. The differences in numbers are small so it is difficult to draw strong conclusions – although it will be worth monitoring these trends over time, particularly in relation to the 41-45 age group, who appear to be the most likely to apply but less likely than the younger group to be successful. 3.3 Disability

3.3.1 Staff with declared disability over 3 years

Staff disclosure of a disability remains fairly static and at a low level. Nationally for 2011-12 the disclosure rate for all staff is 3.4% whereas for King’s the rate is 0.7%. The disclosure rates for the London-based HEIs and Russell Group are 2.2% and 2.7%. The disclosure rate at King’s is of concern. In addition, disclosure amongst academic staff at King’s is lower than for professional services staff, 0.5% and 0.9% respectively.

Action - This issue will remain an area of high priority in relation to the College’s Equality Objectives and Action Plan, in particular in respect of Objective 5. A Staff Disability Support Project has been reviewing areas for improvement and has planned out a programme of interventions to be completed by April 2014.

Action - Once interventions are in place, the College will take steps to encourage staff to update their Equal Opportunities data to ensure that information is up to date and as accurate as possible – as omissions or errors may account to some extent for the low disclosure rate.

Action - Consideration of our recruitment data for disability would help us to identify whether there are any differences in success rates for staff from different groups. This will occur once the data is available.

3.3.2 Staff turnover by disability over 3 years

The staff turnover rate for disabled staff is within normal limits and in proportion to the numbers of staff who are disabled in the table above.

3.3.3 Academic staff promotion by disability over 3 years

Disability Status FPE FPE % FPE FPE % FPE FPE %

Known to be disabled 59.0 0.8% 54.0 0.7% 52.0 0.7%

Not known to be disabled 7019.0 99.2% 7156.0 99.3% 7482.0 99.3%

Grand Total 7078.0 100.0% 7210.0 100.0% 7534.0 100.0%

2009-10 2010-11 2011-12

Disability Status FPE % FPE % FPE %

Known to be disabled 9.0 0.7% 8.0 0.7% 9.0 0.7%

Not known to be disabled 1245.4 99.3% 1192.3 99.3% 1197.4 99.3%

Grand Total 1254.4 100.0% 1200.3 100.0% 1206.4 100.0%

15

The numbers under consideration here are extremely small so it is difficult to draw any conclusions from the data. Linked to this, the College disability disclosure rate is very low so it is possible that many more disabled staff have applied for and been successful at promotion than we are aware of. Currently over the 3 year period only one disabled person applied for promotion in 2010-11 and was subsequently successful. It is hoped that this data set will become more valuable, once the

disclosure rate improves.

3.4 Ethnicity – UK staff

UK and Non-UK staff have been split as the ethnicity categories used in the UK will have different significance for staff from overseas and their employment experience such as recruitment is also likely to be substantially different. As a consequence, a small number of staff have been omitted from the ethnicity figures, where their nationality was not known.

3.4.1 UK staff by ethnicity over 3 years

As the number of UK staff has increased over time, so have the numbers in each ethnic subgroup and the proportions of UK staff from different ethnic groups has remained fairly static over time. However, there has been a very minor decrease (0.1%) in the proportion of staff in the Black ethnic group.

Action - The overarching picture for UK staff by ethnicity is encouraging at the College – although it will be important to monitor the representation of Black staff to ensure that this does not

decrease over time.

These figures compare extremely favourably with the national picture for 2011-12, where BME staff make up 7.2% of all UK staff compared with 18.9% at King’s. Within the London-based HEIs, BME staff comprise 17.5% of UK staff and within the Russell Group the proportion is 7.6%

Disability Status FPE as % of those who applied FPE Successs rate FPE as % of those who applied FPE Success rate FPE as % of those who applied FPE % Known to be disabled 0.0 0.0% 0.0 0.0% 1.0 1.0% 1.0 100.0% 0.0 0.0% 0.0 0.0% Not known to be disabled 90.3 100.0% 63.0 69.8% 97.0 99.0% 79.0 81.4% 96.0 100.0% 70.0 72.9% Grand Total 90.3 100.0% 63.0 69.8% 98.0 100.0% 80.0 81.6% 96.0 100.0% 70.0 72.9%

2011-12

Total applied Promoted Total applied Promoted Total applied Promoted

2009-10 2010-11

Ethnicity FPE FPE % FPE FPE % FPE FPE %

Asian 462.0 9.2% 480.0 9.5% 497.0 9.4% Black 246.0 5.0% 252.0 5.0% 261.0 4.9% Mixed 103.0 2.1% 113.0 2.3% 130.0 2.5% Other 104.0 2.1% 101.0 2.0% 104.0 2.0% White 3942.0 79.2% 3962.0 78.7% 4126.0 78.5% Information refused 94.0 2.0% 94.0 1.9% 87.0 1.7% Not known 26.0 0.5% 29.0 0.6% 51.0 1.0% Grand Total 4977.0 100.0% 5031.0 100.0% 5256.0 100.0% 2009-10 2010-11 2011-12 UK

16

Given our ethnic mix most closely matches that of other London-based HEIs, this has been selected as a benchmark to compare the composition of our staff by ethnic subgroup in more detail. Black staff comprise 5.1%, Asian 8.8% and Mixed and Other ethnicities combined 3.6% at other London-based HEIs. King’s figures are comparable with these although it is noticeable that we have larger proportions of Asian and Mixed/Other ethnicity staff.

3.4.2 UK staff by School/Professional Services and ethnicity - 2011-12

When looking at the ethnicity of UK staff by School/Professional services, it is evident that some Schools are much more ethnically diverse than others. The Schools which are more diverse than the College include the DI, School of Medicine, Law and Professional Services. The IoP has a similar ethnic mix to the College. Those that are least diverse are the Schools of SSPP, FNSNM, A&H, NMS and BMS. It is clear that the high levels of diversity in certain Schools is contributing to the overall favourable picture at King’s, whilst the ethnic mix in other Schools is more akin to the national rather than London picture.

Action - A project is planned to improve the representation of BME staff at senior levels at the College (see more below) – evolving from Objective 4. The profile of different Schools and Directorates will be considered in order to develop this work.

Action - Consideration of our recruitment data by ethnicity would help us to identify whether there are any differences in success rates for staff from different groups. This will occur once the data is available

3.4.3 UK academic staff by ethnicity and job type 2011-12

The proportion of UK academic staff from BME backgrounds is 17.6%, so a little lower than the College average. BME staff are well represented in research and teaching positions and much less well represented in lecturer roles and above. The transition from senior lecturer to reader/professor also looks to be another area of concern.

Total

FPE % FPE % FPE %

Dental Institute 103.0 34.7% 178.0 60.0% 15.6 5.3% 296.6

FNSNM 16.0 8.8% 160.0 88.4% 5.0 2.8% 181.0

Institute of Psychiatry 150.0 18.5% 644.6 79.3% 18.0 2.2% 812.6

Professional Services 289.0 20.4% 1091.1 76.9% 39.4 2.8% 1419.5

School of Arts & Humanities 58.0 11.8% 423.0 86.0% 11.0 2.2% 492.0

School of Biomedical Sciences 56.8 14.4% 321.6 81.5% 16.0 4.1% 394.4

School of Medicine 251.2 24.2% 764.0 73.6% 23.0 2.2% 1038.2 SNMS 19.0 14.1% 111.4 82.9% 4.0 3.0% 134.4 SSPP 28.0 7.2% 357.5 91.8% 4.0 1.0% 389.5 Law 21.0 21.4% 75.0 76.5% 2.0 2.1% 98.0 Total 992.0 18.9% 4126.0 78.5% 138.0 2.6% 5256.0 BME Not known/ information refused White

17

3.4.4 UK professional services staff by ethnicity and grade - 2011-12

The proportion of professional services staff from BME backgrounds is slightly higher than the College average and it is noticeable that they are heavily concentrated in the more junior grades. In particular the transition from Grade 5 to 6 appears to be an obstacle and then again from Grade 7 to Grade 8.

Action - As mentioned above a BME staff representation project is planned to consider how to improve the representation of BME staff at senior levels amongst academic and professional services staff. For UK academic staff, representation tails off firstly at the transition from research and teaching into lecturer posts and then again from senior lecturer to reader/professor.

Professional services representation tails off in the transition from Grade 5 to 6 and from Grade 7 to Grade 8.

3.4.5 UK staff turnover by ethnicity over 3 years

The turnover rates for all UK staff by ethnicity look broadly as expected and in line with the proportions of staff in each ethnic subcategory. Asian staff left in slightly higher proportions than

White

Information

refused Not known Total

FPE % FPE FPE FPE FPE

Junior Researcher 75.3 21.9% 261.6 1.0 6.0 343.9 Senior Researcher 143.0 21.5% 508.5 10.0 5.0 666.5 Teacher 134.7 23.9% 416.2 5.5 6.0 562.4 Lecturer 51.3 13.6% 319.7 4.0 2.0 377.0 Senior Lecturer 40.0 12.7% 263.5 8.5 2.0 314.0 Reader 6.0 7.1% 73.0 4.0 1.0 84.0 Professor 40.0 9.1% 386.8 13.0 2.0 441.8 490.3 17.6% 2229.3 46.0 24.0 2789.6 BME White Information

refused Not known Total FPE % FPE FPE FPE FPE Grade <1 12.2 70.9% 5.0 0.0 0.0 17.2 Grade 1 30.0 37.9% 47.2 0.0 2.0 79.2 Grade 2 41.2 29.4% 93.0 1.0 5.0 140.2 Grade 3 59.3 23.9% 183.9 4.0 1.0 248.2 Grade 4 121.8 22.7% 402.7 7.0 5.0 536.5 Grade 5 101.2 23.1% 322.6 10.0 4.0 437.8 Grade 6 77.0 17.9% 342.1 7.0 3.0 429.1 Grade 7 46.0 13.1% 297.2 7.0 2.0 352.2 Grade 8 8.0 6.4% 111.9 4.0 1.0 124.9 Grade 8 + 5.0 5.0% 90.2 1.0 4.0 100.2 Total 501.7 20.3% 1895.7 41.0 27.0 2465.4 BME

Ethnicity FPE % FPE % FPE %

Asian 92.0 11.0% 89.7 12.1% 78.0 9.9% Black 33.8 4.0% 34.1 4.6% 47.0 6.0% Mixed 19.0 2.3% 15.7 2.1% 25.0 3.2% Other 16.0 1.9% 20.0 2.7% 14.5 1.8% White 656.3 78.6% 561.1 75.6% 604.9 76.6% Information refused 6.6 0.8% 9.8 1.3% 12.0 1.5% Not known 11.0 1.3% 12.0 1.6% 8.0 1.0% Grand Total 834.7 100.0% 742.3 100.0% 789.4 100.0% 2009-10 2010-11 2011-12

18

expected in the first two years – but in the most recent year the turnover rate has fallen into line with the proportion of Asian staff.

3.4.6 Academic promotions by ethnicity for UK staff for 3 years

The application rate to promotion looks quite healthy for UK BME academics, compared with the proportions of staff who are from BME backgrounds at lecturer, senior lecturer, reader and professor level. This is a crude measure, but in 2011-12 UK BME staff made up 11.3% of all staff in these grades and 15% of applications to promotions. However the data suggests that BME staff who applied for promotion were less likely to succeed over the 3 years.

Action – The success rate for UK BME staff who have applied for promotion is consistently lower than for White staff over the 3 years. This is an area of concern and will need to be explored in more detail as part of Objective 4 and the project above, although it may be explained by the small numbers concerned.

3.5 Ethnicity Non-UK staff

3.5.1 Non-UK staff by ethnicity over 3 years

In 2011-12, non-UK BME staff made up approximately 33.9% of all BME staff at the College (509 out of 1501). There has been an overall increase in the numbers of non-UK staff over the 3 years, within this the proportions of Asian, Mixed and Other Ethnicity staff has been fairly static, whilst the proportion of Black staff has seen a decrease. When compared with the UK BME staff profile, the non-UK BME staff profile includes a noticeably larger proportion of Asian staff and a smaller proportion of Black staff.

Ethnic Band FPE as % of those who applied FPE Success rate FPE as % of those who applied FPE Success rate FPE as % of those who applied FPE Success rate BME 7.0 12.0% 4.0 57.1% 7.0 12.7% 5.0 71.4% 9.0 15.0% 6.0 66.7% White 50.5 86.3% 35.0 69.3% 46.0 83.6% 36.0 78.3% 50.0 83.3% 35.0 70.0% Information Refused 1.0 1.7% 1.0 100.0% 2.0 3.6% 1.0 50.0% 1.0 1.7% 1.0 100.0% Grand Total 58.5 100.0% 40.0 68.4% 55.0 100.0% 42.0 76.4% 60.0 100.0% 42.0 70.0% Promoted Total applied Promoted Total applied Promoted Total applied

2009-10 2010-2011 2011-12

Ethnicity FPE FPE % FPE FPE % FPE FPE %

Asian 325.0 15.6% 332.0 15.3% 338.0 15.0% Black 72.0 3.5% 60.0 2.8% 47.0 2.1% Mixed 38.0 1.8% 47.0 2.2% 44.0 1.9% Other 74.0 3.6% 76.0 3.5% 80.0 3.5% White 1534.0 74.1% 1601.0 75.0% 1697.0 75.5% Information refused 14.0 0.7% 12.0 0.6% 15.0 0.7% Not known 14.0 0.8% 10.0 0.6% 28.0 1.3% Grand Total 2071.0 100.0% 2138.0 100.0% 2249.0 100.0% Non-UK 2009-10 2010-11 2011-12

19

In 2011-12, non-UK BME staff made up 22.6% of all non-UK staff at King’s. This is a fairly low proportion when compared with the picture nationally, at other London-based HEIs and in the Russell Group, where the proportions are 27.3%, 26.6% and 24.9% respectively. Our figures are most similar to the Russell group, but clearly BME staff make up higher proportions of non-UK staff elsewhere and this merits further investigation.

Action - As part of the work occurring in relation to Objective 4 mentioned above – further consideration regarding the relatively low proportions of non-UK BME staff and in particular the declining proportions of Black staff should occur.

Action - As above there has also been a notable increase in the use of the ‘Not known’ ethnicity group which will need to be explored.

Action - Consideration of our recruitment data by ethnicity would help us to identify whether there are any differences in success rates for staff from different groups. This will occur once the data is available.

3.5.2 Non-UK staff by School/Professional services and ethnicity - 2011-12

At a School level it is clear that certain Schools/Professional Services have a greater diversity amongst their non-UK staff than others. Schools with a higher ethnic diversity than the College include, the DI, Professional Services, Medicine, BMS. The ethnic profile of SSPP is similar to the College average, by contrast the Schools which are least diverse include, A&H, FNSNM, Law, IoP and NMS.

Action - As above this will need to be considered as part of the work around Objective 4. In particular FNSNM, A&H and NMS appear to have a low representation of BME staff in both the UK and non-UK pools.

3.5.3 Non-UK academic staff by ethnicity and job type 2011-12

Academic staff make up a smaller proportion of non-UK BME staff than expected (20.7% compared with 22.6% of all non-UK BME staff). Nationally this figure is 25.4%, for the London-based HEIs, 23.9% and for the Russell Group, 23.3%.

White

Information refused/not

known

Total

FPE % FPE FPE FPE

Dental Institute 31.0 32.3% 63.0 2.0 96.0

FNSNM 4.0 13.3% 26.0 0.0 30.0

Institute of Psychiatry 64.0 18.6% 273.3 7.0 344.3 Professional Services 84.0 30.5% 186.0 5.0 275.0 School of Arts & Humanities 47.0 12.5% 320.6 9.0 376.6 School of Biomedical Sciences 50.0 24.9% 148.0 3.0 201.0 School of Medicine 153.0 27.4% 394.3 12.0 559.3 School of Natural & Mathematical Sciences 25.0 18.9% 105.4 2.0 132.4 School of Social Science & Public Policy 42.0 22.9% 138.8 3.0 183.8 The Dickson Poon School of Law 9.0 17.8% 41.6 0.0 50.6

Total 509.0 22.6% 1697.0 43.0 2249.0

20

Similar to the picture for UK academic staff, non-UK BME staff tend to be working in research and teaching, although there is a fairly healthy representation in lecturer roles and surprisingly at reader level. As above, the transition to senior lecturer and professor appear to be challenging.

Action - These findings (similar to those observed for UK staff) will feed into the BME staff

representation project – Objective 4. In addition, the overall proportion of non-UK BME academic staff is also of concern.

3.5.4 Non-UK professional services staff by ethnicity and grade 2011-12

BME staff make up a high proportion of non-UK professional services staff, (28.6% compared with 22.6% for all non-UK BME staff). Nationally this figure is 32.4%, in the London-based HEIs, 32.7% and in the Russell Group, 29.8%.

At King’s these staff are heavily concentrated in the more junior grades, in particular grades 2 and below. Their representation dips again when looking at grades 7 and above.

Action - These findings are similar to those for UK staff (although not as pronounced) and will feed into the BME staff representation project. In addition, the overall proportion of non-UK BME professional services staff is also of concern – but less so than for academics.

White

Information refused/ not

known

Total

FPE % FPE FPE FPE

Junior reseacher 52.0 25.6% 144.8 6.0 202.8 Senior researcher 147.3 25.3% 425.7 9.0 581.9 Teacher 62.0 17.2% 285.0 13.0 360.0 Lecturer 55.5 21.3% 202.9 2.0 260.4 Senior lecturer 14.3 12.5% 97.6 2.0 113.8 Reader 7.0 14.6% 41.0 0.0 48.0 Professor 11.0 8.9% 109.0 3.0 123.0 Total 349.0 20.7% 1161.2 35.0 1690.0 BME White Information

Refused Not known Total FPE % FPE FPE FPE FPE Grade <1 3.0 60.0% 2.0 0 0 5.0 Grade 1 27.0 49.1% 28.0 0 0 55.0 Grade 2 18.0 48.0% 17.5 2 0 37.5 Grade 3 10.0 27.0% 26.0 0 1 37.0 Grade 4 33.0 27.2% 84.5 1 3 121.5 Grade 5 30.0 28.3% 75.1 1 0 106.1 Grade 6 26.0 26.0% 74.1 0 0 100.1 Grade 7 10.0 15.9% 52.7 0 0 62.7 Grade 8 2.0 9.1% 20.0 0 0 22.0 Grade 8 + 0.0 0.0% 11.1 0 0 11.1 Hourly grade 1.0 100.0% 0.0 0 0 1.0 Total 160.0 28.6% 391.0 4 4 559.0 BME

21

3.5.5 Non-UK staff turnover by ethnicity over 3 years

The turnover rate for non-UK Black, Mixed and Other ethnicity staff appears to be slightly higher than expected when compared with their representation in the non-UK workforce overall. It does not appear that his can be explained by the fact that they are overseas and perhaps on shorter contracts or have visa restrictions since this pattern is not evident amongst the non-UK White staff.

Action - This pattern will be raised with the recruitment team to see if it could be related to the visa requirements of certain countries

3.5.6 Academic promotions by ethnicity for non-UK staff for 3 years

The numbers considered here are very small so it is difficult to draw any conclusions. The application rate to promotion looks lower than expected, compared with the proportions of staff who are from BME backgrounds at lecturer, senior lecturer, reader and professor level. This is a crude measure, but in 2011-12 non-UK BME staff made up 16.1% of all staff in these grades and 13.9% of applications to promotions. This difference would equate to an additional 2 applications for promotion which is a very small number. In relation to the success rate, this does not appear to be an area of concern.

Action – It will be important to continue to monitor the application rate over time to see if this discrepancy continues.

3.6 Sex

3.6.1 Staff by sex over 3 years

Over time the proportion of male and female staff has become slightly more balanced at the College. When compared with the proportions nationally, King’s is slightly more female in composition with

Ethnicity FPE % FPE % FPE %

Asian 64.0 15.7% 78.0 18.1% 58.0 14.7% Black 18.0 4.4% 22.0 5.1% 12.0 3.0% Mixed 8.0 2.0% 14.0 3.3% 11.0 2.8% Other 19.6 4.8% 16.0 3.7% 19.0 4.8% White 285.0 69.9% 293.0 68.1% 290.0 73.4% Information refused 4.0 1.0% 4.0 0.9% 1.0 0.3% Not known 9.0 2.2% 3.0 0.7% 4.0 1.0% Grand Total 407.6 100.0% 430.0 100.0% 395.0 100.0% 2009-10 2010-11 2011-12 Ethnic Band FPE as % of those who applied FPE Success rate FPE as % of those who applied FPE Success rate FPE as % of those who applied FPE Success rate BME 3.0 9.4% 3.0 100.0% 5.0 11.6% 5.0 100.0% 5.0 13.9% 3.0 60.0% White 28.8 90.6% 20.0 69.4% 38.0 88.4% 33.0 86.8% 31.0 86.1% 25.0 80.6% Information Refused 0.0 0.0% 0.0 0.0% 0.0 0.0% 0.0 0.0% 0.0 0.0% 0.0 0.0% Grand Total 31.8 100.0% 23.0 72.3% 43.0 100.0% 38.0 88.4% 36.0 100.0% 28.0 77.8%

Total applied Promoted Total applied Promoted Total applied Promoted

22

54.8% of staff being women in 2011-12, compared with 53.8% nationally and 51.4% for both the London-based HEIs and the Russell Group.

At King’s, academic staff are fairly well balanced in terms of gender with women comprising 50.2% and men 49.8%. Nationally, academic staff tend to comprise a greater proportion of men (55.5% male). These figures are 55.1% for London-based HEIs and 59.3% for the Russell Group. Taking FNSNM out of the data (where there is a high number of female academics), the proportion of male academics at King’s increases to 51.2%, which is still much more balanced than the other groupings considered.

Women tend to make up a higher proportion of professional services staff at King’s when compared with the average, 61.6%, and this is reflected in the national picture where the figure is 62.4%, 59.1% for the London-based HEIs and 61.1% for the Russell Group.

3.6.2 Staff by sex and School/Professional services - 2011-12

There is a fairly even balance of men and women in most Schools at the College, apart from in FNSNM, where women comprise 80.6%, the IoP, where women comprise 67.5% and NMS where women comprise 24.5% of staff.

3.6.3 Academic staff by sex and grade - 2011-12

When looking at academic grade by sex, women are in the majority in junior and senior research roles, teaching and lecturer posts (by a small margin), but in the minority in the more senior grades (senior lecturer, reader and professor positions).

Sex FPE FPE % FPE FPE % FPE FPE %

Women 3907.0 55.3% 3980.0 55.3% 4123.0 54.8%

Men 3171.0 44.7% 3230.0 44.7% 3411.0 45.2%

Grand Total 7078.0 100.0% 7210.0 100.0% 7534.0 100.0%

2009-10 2010-11 2011-12

Total

FPE FPE % FPE FPE % FPE

Dental Institute 193.6 49.3% 199.0 50.7% 392.6

FNSNM 170.0 80.6% 41.0 19.4% 211.0

Institute of Psychiatry 799.3 67.5% 385.6 32.5% 1184.9

Professional Services 903.7 53.3% 790.8 46.7% 1694.5

School of Arts & Humanities 456.7 52.6% 411.9 47.4% 868.6

School of Biomedical Sciences 281.2 47.2% 314.2 52.8% 595.4

School of Medicine 926.7 58.0% 670.8 42.0% 1597.5

NMS 65.4 24.5% 201.4 75.5% 266.8

SSPP 263.4 45.9% 310.9 54.1% 574.3

The Dickson Poon School of Law 63.0 42.4% 85.6 57.6% 148.6

Grand Total 4123.0 54.7% 3411.0 45.3% 7534.0

23

Action - The discipline specific and grade issues identified above are being considered in detail as part of the College’s Athena SWAN work, mentioned under Objective 3 above. The Athena SWAN Charter is a scheme which recognises excellence in Science, Engineering, Technology, Mathematics and Medicine (STEMM) employment in higher education. The College has joined the scheme to advance and promote the careers of women academic and research staff working in STEMM disciplines.

The College received an Athena SWAN Bronze award in 2008 which was successfully renewed in September 2013. As reported above, the College is currently progressing its extensive Bronze Award Action Plan and several Schools are working towards Silver Awards.

The College is also preparing to participate in the new Gender Equality Charter Mark which will extend Athena SWAN to the Arts, Humanities and Social Sciences. Steps will be taken to prepare the remaining Schools to participate in this once it is launched in 2014.

3.6.4 Professional services staff by grade - 2011-12

Women make up the majority of staff on hourly grades and in grades lower than 1. The balance is more even in Grades 1 and 2. In Grades 3-7, women again make up the majority although the balance improves at the higher end of these grades. In Grades 8 and above the proportion of women starts to decline and men are in the majority. This pattern is similar to academic staff, although not as pronounced, with women making up the majority of staff at the lowest grades and with fewer women present at the most senior levels.

Action - Given that these trends are more severe amongst academic staff, the College’s work in this area will continue to focus on this staff group as identified in Objective 3 above. However, it will be important to spot opportunities to roll out any new interventions to professional services staff where possible, so they too can benefit.

Female Male Total FPE 394.2 152.5 546.7 FPE % 72.1% 27.9% 100.0% FPE 699.1 551.3 1250.5 FPE % 55.9% 44.1% 100.0% FPE 492.7 429.7 922.4 FPE % 53.4% 46.6% 100.0% FPE 320.1 317.3 637.5 FPE % 50.2% 49.8% 100.0% FPE 155.8 272.0 427.8 FPE % 36.4% 63.6% 100.0% FPE 49.0 83.0 132.0 FPE % 37.1% 62.9% 100.0% FPE 133.8 431.0 564.8 FPE % 23.7% 76.3% 100.0% Reader Professor Junior Researcher Senior Researcher Teacher Lecturer Senior Lecturer

24

3.6.5 Staff turnover by sex over 3 years

Compared with the staff profile, the turnover for female staff is much higher than expected. Women made up 54.8% of staff in 2011-12 but comprised 61.2% of staff turnover.

3.6.7 Staff turnover by sex and School/Professional services - 2011-12

Comparing the staff turnover by sex in each School with the representation of staff in that School, the turnover for women is higher than expected in every area apart from FNSNM. The differences are by far the greatest at the DI and the IoP.

Women Men Total

FPE 3.0 0.0 3.0 FPE % 100.0% 0.0% 100.0% FPE 20.0 2.2 22.2 FPE % 90.3% 9.7% 100.0% FPE 68.0 66.2 134.2 FPE % 50.7% 49.3% 100.0% FPE 73.7 104.0 177.7 FPE % 41.5% 58.5% 100.0% FPE 219.5 65.7 285.2 FPE % 77.0% 23.0% 100.0% FPE 444.2 214.8 659.0 FPE % 67.4% 32.6% 100.0% FPE 384.6 184.3 568.9 FPE % 67.6% 32.4% 100.0% FPE 318.5 210.7 529.2 FPE % 60.2% 39.8% 100.0% FPE 231.2 183.7 415.0 FPE % 55.7% 44.3% 100.0% FPE 68.4 78.5 146.9 FPE % 46.6% 53.4% 100.0% FPE 47.3 64.0 111.3 FPE % 42.5% 57.5% 100.0% Grade <1 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 8 + Hourly Grade

FPE % FPE % FPE %

Women 759.0 60.4% 706.6 58.7% 736.0 61.2%

Men 495.4 39.6% 493.6 41.3% 470.5 38.8%

Grand Total 1254.4 100.0% 1200.3 100.0% 1206.4 100.0%

2009-10 2010-11 2011-12

Turnover Total FPE % Turnover Total FPE %

Dental Institute 20.8 193.6 10.8% 13.5 199.0 6.8% 34.3

FNSNM 8.0 170.0 4.7% 5.0 41.0 12.2% 13.0

Institute of Psychiatry 219.9 799.3 27.5% 66.0 385.6 17.1% 285.8 Professional Services 172.6 903.7 19.1% 124.0 790.8 15.7% 296.6 School of Arts & Humanities 51.4 456.7 11.3% 35.7 411.9 8.7% 87.1 School of Biomedical Sciences 44.0 281.2 15.6% 41.4 314.2 13.2% 85.4 School of Medicine 146.3 926.7 15.8% 85.4 670.8 12.7% 231.8

NMS 11.8 65.4 18.0% 33.7 201.4 16.7% 45.5

SSPP 42.2 263.4 16.0% 42.0 310.9 13.5% 84.2

The Dickson Poon School of Law 19.0 63.0 30.2% 23.9 85.6 27.9% 42.9 Total 736.0 4123.0 17.9% 470.5 3411.0 13.8% 1206.4

Women Men

Total turnover

25

3.6.8 Academic staff turnover by sex for the Dental Institute and Institute of Psychiatry - 2011-12

Taking a closer look at the turnover of academic staff in the two Schools identified above, it appears that the high proportion of women leaving is due to the turnover of research staff at both these Schools.

Action - The College is a signatory of the Concordat to Support the Career Development of

Researchers6 which seeks to mitigate the disadvantages experienced as a result of the culture of shorter term contracts in research. The Athena SWAN Bronze Action Plan also includes actions which seek to minimise the impact of this way of working, which tends to have a disproportionate impact on women.

3.6.9 Academic promotions by sex over 3 years

The application rate to promotion looks as expected at College level, compared with the proportions of women at lecturer, senior lecturer, reader and professor level. This is a crude measure, but in 2011-12 women made up 37.4% of all staff in these grades and made 37.5% of applications to promotion. The success rate figures above suggest that women are less likely to be successful when applying for academic promotion. The findings above chime with those included in the Athena SWAN Bronze submission April 2013. However in the more detailed Athena analysis, where the promotions figures are broken down by job type, it was noticeable that women lecturers were much less likely to apply for promotion than expected when compared with their male counterparts.

Action - This matter is being addressed as part of the Athena SWAN Action Plan and Gender Equality Charter Mark – Objective 3

6_{https://www.vitae.ac.uk/policy/concordat-to-support-the-career-development-of-researchers}

Women % Men Total Women % Men Total Junior Researcher 1.6 100.0% 0.0 1.6 75.2 79.9% 19.0 94.2 Senior Researcher 5.0 83.3% 1.0 6.0 61.6 77.4% 18.0 79.6 Teacher 3.2 56.1% 2.5 5.7 1.8 64.4% 1.0 2.8 Lecturer 2.0 25.0% 6.0 8.0 6.0 60.0% 4.0 10.0 Senior Lecturer 0.0 0.0% 0.0 0.0 1.0 20.0% 4.0 5.0 Reader 0.0 0.0% 0.0 0.0 1.0 50.0% 1.0 2.0 Professor 0.0 0.0% 3.0 3.0 4.0 50.0% 4.0 8.0

Dental Institute Institute of Psychiatry

FPE as % of those who applied FPE Success rate FPE as % of those who applied FPE Success rate FPE as % of those who applied FPE Success rate Women 32.5 36.0% 21.0 64.6% 32.0 32.7% 25.0 78.1% 36.0 37.5% 24.0 66.7% Men 57.8 64.0% 42.0 72.7% 66.0 67.3% 55.0 83.3% 60.0 62.5% 46.0 76.7% Grand Total 90.3 100.0% 63.0 69.8% 98.0 100.0% 80.0 81.6% 96.0 100.0% 70.0 72.9% Total applied

Total applied Total applied

2009-10 2010-11 2011-12

Promoted Promoted

26

4.

Students

For undergraduate numbers at King’s, all students have been included regardless of course type, whereas this information has been compared with national figures that include first degree students only. This comparator has been selected as the proportion of undergraduate students at King’s who are not taking a degree is very small when compared with the total, whereas the number nationally is much greater and has a distorting effect on the profile.

4.1 Overview

In line with the College’s Strategic Plan 2006-16, student numbers have gradually increased over time. The proportion of students in each School has remained more or less constant – apart from some minor variations. In 2012-13, 14,997 students are studying at undergraduate level (60%), 7,589 at postgraduate taught level (30%) and 2601 at postgraduate research level (10%).

4.2 Age

It has not been possible to benchmark the student age data against London-based HEIs and the Russell Group in this report, as the age categories selected for the King’s analysis do not correspond to those used by the Heidi database. National benchmarks are still provided.

Action - The 2014 report will utilise the Heidi age categories to allow a greater range of benchmarking to occur.

4.2.1 Undergraduate students by age over 3 years

The proportions of undergraduate students in different age bands has remained fairly stationary over time. Compared with the national average, King’s has a slightly younger undergraduate

School No. % No. % No. %

Arts & Humanities 3681 16% 3827 16% 4493 19%

Biomedical & Health Sciences 2801 12% 2316 10% 2347 10%

Dental Institute 1118 5% 1189 5% 1208 5%

Institute of Psychiatry 961 4% 1048 4% 1037 4%

Law 2100 9% 2130 9% 1892 8%

Medicine 2892 13% 3396 15% 3557 15%

Natural & Mathematical Sciences 1959 9% 1758 8% 1735 7%

Nursing & Midwifery 2954 13% 3085 13% 3011 13%

Social Science & Public Policy 4267 19% 4626 20% 4639 19%

Grand Total 22733 100% 23375 100% 23919 100%

2010-11 2011-12 2012-13

UG

No. % No. % No. %

21 and under 10794 74% 11141 77% 11535 77% 22 - 25 1504 10% 1391 10% 1513 10% 26 - 35 1297 9% 1155 8% 1210 8% 36 + 887 6% 748 5% 739 5% Not known 11 0% 0 0% 0 0% Total 14493 100% 14435 100% 14997 100% 2010-11 2011-12 2012-13

27

population with 87% of our students being 25 years of age or under (2012-13), whilst nationally this figure is 83.6% (2011-12 for all first degree undergraduate students).

Action - It will be valuable to benchmark the King’s profile against London-based and Russell Group HEIs in the 2014 report in order to understand this further.

4.2.2 Undergraduate students by age and School - 2012-13

The FNSNM has fewest students aged 25 and under (44%), making them significantly older than the national average, this is to be expected given that many of the programmes offered in the School are for students with existing professional experience. The profile of undergraduate students in all the other Schools is significantly younger than the national average.

4.2.3 Postgraduate taught students by age over 3 years

Over time there has been a small, sustained increase in the proportion of postgraduate taught students in the 22-25 age band and a slight decrease in the proportions in the 36+ age band. Again compared with the national picture the postgraduate taught population at King’s is noticeably

younger. At King’s 80% of these students are 35 years or younger and nationally this figure is 74.7%.

Action - It will be valuable to benchmark the King’s profile against London-based and Russell Group HEIs in the 2014 report in order to understand this further.

4.2.4 Postgraduate taught students by age and School - 2012-13

Again it appears across the Schools that the profile of students at King’s at postgraduate taught level is younger than the national population, apart from at the IoP which appears in line with the

national average. The Schools with the youngest profile and which are younger than the College average are NMS (96% aged 35 or under) followed by A&H (90%), Medicine (83%) and Law (82%).

2012-13 21 and under Total

Arts and Humanities 2475 85% 241 8% 153 5% 31 1% 2900

Biomedical Sciences 1703 92% 90 5% 46 2% 8 0% 1847 Dental Institute 585 77% 120 16% 50 7% 5 1% 760 Law 846 92% 56 6% 14 2% 4 0% 920 Medicine 2039 79% 327 13% 176 7% 27 1% 2569 NMS 1123 90% 77 6% 36 3% 7 1% 1243 FNSNM 535 24% 431 20% 635 29% 594 27% 2195 SSPP 1698 93% 59 3% 35 2% 29 2% 1821 11004 1401 1145 705 14255 22 - 25 26 - 35 36 + PGT

No. % No. % No. %

21 and under 615 9% 550 7% 543 7% 22 - 25 2300 35% 2896 38% 2937 39% 26 - 35 2247 34% 2646 34% 2571 34% 36 + 1438 22% 1588 21% 1538 20% Not known 57 1% 0 0% 0 0% Total 6657 100% 7680 100% 7589 100% 2010-11 2011-12 2012-13