Equality Act 2010:
Equality and Diversity at Anglia Ruskin University
Statement of purpose
The Equality Act 2010 places a general duty on public authorities to have due regard
to eliminating unlawful discrimination in all its activities, and specifically, to:

Eliminate unlawful discrimination, victimisation and harassment

Advance equality of opportunity

Foster good relations between people from different groups
The specific public sector equality duties require public authorities to

Publish information demonstrating compliance with the equality duty. This must
include information relating to persons who share a relevant protected
characteristic who are employees (for institutions with 150 or more staff) and
others affected by their policies and practices, such as students. This must be by
31 January 2012 and annually thereafter.

Prepare and publish one or more specific and measurable equality objectives.
This must be by 6th April 2012 and at least every four years.
This report provides information about how we are working to ensure we fulfil the
general duties of the Equality Act 2010. Its publication helps us fulfil the first of our
specific duties.
This document is organised as follows:
Introduction: About Anglia Ruskin University
General Duty 1: Eliminate unlawful discrimination, victimisation and harassment
Policies and practices: staff
Policies and practices: students
General Duty 2: Advance equality of opportunity
Equality of opportunity: staff
Equality of opportunity: students
General Duty 3: Foster good relations between people from different groups
Good relations: staff
Good relations: students
Appendix 1: Staff recruitment statistics
Appendix 2: Staff demographics
A. Progress towards employment targets
B. Other staff demographics
Appendix 3: Staff Opinion Survey 2011 – equality profile of survey respondents
Appendix 4: Student statistics for the academic year 2010/11
Appendix 5: Headline National Student Survey results by equality factor
Page 1 of 32
Introduction: About Anglia Ruskin University
Anglia Ruskin University was awarded university status in 1992. Today, with a
student population of approximately 30,000, we are one of the largest universities in
the East of England. We currently have over 9000 students studying with us on a parttime basis, which makes us one of the leading university providers of face-to-face,
part-time higher education in the UK. An increasing number of overseas students,
from more than 70 different countries outside the EU, choose to study with us, at
undergraduate, postgraduate taught and postgraduate research levels. This has created
a very diverse academic community for the benefit of all our students.
Our students are on courses leading to undergraduate and postgraduate degrees, as
well as to a range of professional qualifications. In addition to being one of the most
significant suppliers of nurses and teachers to East of England, we offer an ever
expanding range of contemporary courses designed to meet the needs of the
individual and the requirements of a knowledge-based economy.
We have campuses in Cambridge, Chelmsford, Harlow, King’s Lynn and
Peterborough. Our overseas university partnerships include China, Japan, Malaysia,
Thailand, India, USA and Canada. Our largest international partnership is in
Trinidad, where we deliver higher-level education to over 1,500 students.
Over 97% of our students come from state schools.
We also take pride in making international students feel at home: we were ranked
among the top 3 in the UK for our Welcome, Arrival and Orientation Programme for
new international students in the autumn 2010 International Student Barometer, an
independent survey of current international students at UK universities.
Our vision and values articulate our aspirations in everything we do:
Vision




We are passionate about the advancement of knowledge and the education of
students.
We take university education in imaginative new directions.
We are important to the region and want to be viewed in the UK and
internationally as exceptional.
Our key contribution is to the enhancement of social, cultural and economic
wellbeing.
Values



A sense of belonging. We are proud to be part of Anglia Ruskin University.
We know that lifelong relationships are formed here.
Academic ambition. We want our teaching and research to be excellent. We
are determined that our students and staff will realise their full potential.
Innovation. We are purposeful, challenging and curious about our world. We
are prepared to do things differently. We are creative, entrepreneurial and
bring enthusiasm to everything we do.
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


Supporting each other. We are friendly and inclusive, and celebrate
individuality and diversity. We support and encourage everyone, and strive
hard to anticipate and meet needs and aspirations.
Honesty and openness. We operate with integrity, trust and respect for each
other and we deliver on our promises. We share ideas, information and
challenges and we seek out views and opinions.
Concern for the environment. We want our concern for a sustainable
environment to inform every aspect of what we do.
Page 3 of 32
General Duty 1: Eliminate unlawful discrimination,
victimisation and harassment
Policies and practices: staff
Since our incorporation we have had Equal Opportunities policies, broadened in 2001
to include a wider framework of equality policies. All these policies were reviewed
and re-approved by our Board of Governors in 2010 in anticipation of the Equality
Act 2010. Our framework of equality policies can be found at
http://web.anglia.ac.uk/equalops/policies.phtml
Among these policies is our Dignity and Work and Study Policy and Procedures for
Staff and Students, which was first approved in 2001 with two subsequent revisions,
most recently in 2010. This policy explains what is and – importantly – what is not
considered acceptable behaviour, and includes procedural guidance for staff and
students if they experience harassment or bullying at work and study. It is
communicated to staff through a variety of methods including our web site,
Employment Guide, staff opinion surveys, a short booklet entitled Treating People
with Dignity Courtesy and Respect issued to new staff on appointment, and at
Induction Conferences for new staff. Our periodic staff opinion surveys help us to
monitor the effectiveness of this policy. Please see the shaded case study, below.
Since 2006 we have conducted equality monitoring of job applicants in respect of
gender, race, disability, sexuality, religion or belief, and age. Over 90% of applicants
provide equality monitoring data in these areas. Please see Appendix 1 for our
recruitment statistics.
In 2010 we undertook an e-quality audit commissioned from the Employers Forum on
Age (now the Employers Forum on Equality and Inclusion – ENEI), which measured
our equality performance as an employer against six protected characteristics, in
which we achieved a Silver rating.
We have updated our Equality Impact Assessment form to include the additional
protected characteristics identified in the Equality Act 2010. These are carried out as
policies are adopted or reviewed, normally on a three-yearly cycle. Previously
published Equality Impact Assessments can be found at:
http://web.anglia.ac.uk/equalops/guidance.phtml
Staff opinion surveys
We have conducted periodic staff opinion surveys since 1999 at approximately twoyearly intervals, publishing the corporate findings on our intranet. These surveys
include equality monitoring questions, enabling responses to be analysed by gender,
ethnicity, disability, sexuality, religion, and age band. For an equality profile of
respondents in 2011, please see Appendix 3.
Since 2006 we have sought information about staff experiences of bullying and
harassment. Both behaviours are identified as unacceptable in our Dignity at Work
and Study policy and procedures. We have made clear distinctions between bullying
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and firm but fair management; however, it’s our perception that the line between the
two can seem blurred in times of organisational change.
In our 2011 staff survey, 90% of respondents replied that we fulfil our responsibilities
in respect of equality and diversity either ‘very well’ or ‘well enough’. There is some
variation when analysed by equality factor, although when analysed by gender there
was less than a percentage point of difference.
The percentage of respondents who said they had personally been harassed or bullied
at work during the previous two years has fallen by several percentage points since
2006. Nearly 50% of those who responded ‘yes’ or ‘not sure’ said that these
behaviours had now stopped. This too is an improvement on previous years, though
there is some variation when analysed by equality factor. We will be working to
better understand whether the unacceptable behaviours mentioned by respondents are
perpetrated by peers, managers, students, and/or others including visitors, or during
previous employment.
Overall, the findings were positive. There was some variation when analysed by
equality factor, but overall, 73.9% of respondents agreed or strongly agreed that they
would recommend us to family and friends as a good place to work.
Staff grievances and disciplinary actions
From 1 September 2010 – 1 September 2011, eight disciplinary hearings have been
held, and ten members of staff have raised grievances. Of these grievances, three
have been raised regarding alleged harassment / bullying. Statistical breakdown by
equality factors would be unreliable and would also enable identification of
individuals.
Staff training
Chairs of staff recruitment and selection panels have been required to undertake
equality training in preparation for that role, and to receive refresher training at 3yearly intervals. This has been a requirement for over 11 years in respect of chairs,
and 3 years in respect of other members.
In 2010 successful completion of our Diversity e-learning module became mandatory
for all staff employed at Grade 4 and above. By December 2010 over 84% of these
staff had successfully completed this programme against an HR Strategy target of
75%. All new members of staff are required to attend a staff Induction Conference,
which includes an introductory session, Equality and Diversity at Work.
Policies and practices: students
Student behavioural expectations are clearly articulated in our Dignity at Work and
Study Policy and Procedures for Staff and Students, mentioned above; in our Student
Rules and Regulations; and in our widely publicised Student Charter, available at:
http://web.anglia.ac.uk/anet/students/documents/2011/Student_Charter_August2011.pdf
Page 5 of 32
We work closely with the Anglia Ruskin Students Union. The Students Union
publish a leaflet, Dignity at Study, which helps to raise additional awareness of the
aforementioned Dignity at Work and Study policy and procedures. Elected Officers
from the Students Union also sit on many University committees including the
Equality and Diversity Group and the University Disability Working Group.
Secretaries of all Student Union clubs and societies are expected to attend the
Students Union’s Equality and Diversity Forum to help ensure the Students Union
works to cater for all students equally.
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General Duty 2: Advance equality of opportunity
Equality of opportunity: staff
We have been Positive about Disabled People symbol users since 2001. As part of
this programme, we operate a Job Interview Guarantee Scheme in our recruitment and
selection practices. The impact of this is reflected in our recruitment statistics shown
in Appendix 1.
In 2004 we were the first UK University to join Stonewall’s Diversity Champions
programme. In 2008 we joined the Mindful Employer scheme to assist us in learning
about mental health issues in the workplace. Copies of Mindful Employer’s self-help
publication, Feeling Stressed: Keeping Well, is provided at staff Induction
Conferences.
We have had a flexible working scheme in place since 2001. The scheme continues
to exceed current legislative requirements as it is open to all staff regardless of their
personal circumstances and caring responsibilities. This scheme and its impact won
us the Opportunity Now Education Sector award in 2004.
Our Women’s Network was established in the mid-1990s and has achieved national
recognition. This has been concurrent with our membership in Opportunity Now
(then Opportunity 2000) which works for gender equality in the workplace. In 2006
we were selected as a participant in the Government’s Exemplar Employer initiative
on the strength of our gender equality work. Our staff opinion surveys regularly
indicate high levels of positive responses in respect of how well we are fulfilling our
equality and diversity responsibilities, from female staff in particular. This appears to
be the case when the other equality strands are cross-analysed by gender.
Since 2001 we have set ourselves challenging employment equality targets in respect
of gender, disability and ethnicity, renewed approximately every three years. Our
most recent targets were approved in 2009 for the period until 1 September 2011.
Progress against these targets is shown in Appendix 2.
Equality of opportunity: students
Student Services provides a range of academic guidance and professional services,
including careers and personal and counselling support services. Our student advisers
provide financial aid and impartial advice, as well as practical help with managing
money, for example: welfare loans, support to access charitable and trust monies, and
a range of money management and cooking workshops.
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Student achievement rates
Our student statistics relating to overall student demographics, withdrawal rates, and
student achievement rates, analysed by gender, ethnicity, disability and age group, are
published in Appendix 4. We have also analysed our National Student Survey (NSS)
results by gender, ethnicity, disability and age group with variations from Anglia
Ruskin averages. These are shown in Appendix 5.
Due to low numbers of students from certain ethnicities we have grouped our
statistics to show the differences between students from black and minority ethnic
backgrounds, and students from white backgrounds.
Disabled students
The Study Support Service, part of Student Services, provides services, support and
advice for disabled students (including dyslexic students) and study skills support for
all students.
We support students who are blind or partially sighted, deaf or hard of hearing,
wheelchair users or have other mobility difficulties, dyslexic, dyspraxic, within the
autistic spectrum or have Aspergers syndrome, mental health difficulties, unseen
conditions such as epilepsy or a combination of these. This list is illustrative rather
than exhaustive, and students are encouraged to discuss their circumstances with
Study Support advisers.
During the 2010/11 academic year, 1418 students with a disability were registered
with the Study Support Service. Of these, 229 had indicated ‘no disability’ on SITS
(the student information system); 459 have a course start year of 2010/11; 33 are at
locations other than the main campuses; 123 are non-British.
In the same academic year, 983 students indicated a disability on SITS but did not
engage with the Study Support Service. Of these: 443 have a course start year of
2010/11; 74 have a status of withdrawn; 199 have a status of dormant/intermitting;
368 are at locations other than the main campuses (Chelmsford, Cambridge, Fulbourn
or Peterborough); 311 are non-British.
For statistics regarding Study Support usage by disabled students, please see
Appendix 4 - Disability.
Students Union
The Students Union Advice Service offer an independent, impartial advice service to
all students. Any student can speak in confidence to an Adviser about any issue
including academic appeals, problems on their course, or harassment or bullying
issues.
Last year (2010 / 11) Student Union Advisers dealt with over twelve hundred new
enquiries from Home, European Union and International students across all campuses.
Thirty eight per cent of students making new enquiries did not have English as their
first language and often needed help to understand academic regulations. The most
common enquiries were related to academic appeals but underlying issues ranged
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from problems with health, childcare, employment and legal and international issues.
A number of students consult the Students Union Advice Service about Dignity at
Study issues.
Page 9 of 32
General Duty 3: Foster good relations between people from
different groups
Good relations: staff
Elimination of discrimination, harassment and victimisation can enable equality of
opportunity and allow good relations between people from different groups to
flourish. Many of the steps we have taken towards the other general duties have
helped to contribute to a working culture where a significant majority of staff feel that
they have the help and support of their colleagues.
Responses from our Staff Opinion Survey 2011 support this assertion. 80% of staff
overall said they usually look forward to being at work, with 86% saying they get a
sense of personal accomplishment from their work. When analysed by equality factor,
at least 90% of respondents in each equality strand said their colleagues are normally
supportive when asked for help or advice, with two exceptions: bisexual staff (81%
of 11 respondents in this group) and those of mixed race (75% of 16 respondents in
this group).
Our online exit survey provides additional evidence for this assertion. In this survey
we have captured equality monitoring data from staff leaving Anglia Ruskin since
early 2008. When asked whether any of the equality factors had an impact on their
experience of working here, 161 of the 176 respondents to this question said ‘no’, or
91.5%. No obvious pattern emerges from an analysis by equality factor of the writein comments of the 15 people who responded ‘yes’.
That said, our Staff Opinion Survey findings suggest that although our gender
equality work appears to have been successful, we could usefully focus additional
attention on race equality. In June 2011, we applied for and were one of seven HEIs
subsequently invited to participate in a 12-month national project focusing on race
equality for staff in Higher Education, co-ordinated by the Equality Challenge Unit.
The question informing the discussions at the heart of our project is this: “What
should good race relations look like?”
Good relations: students
We offer a range of activities which seek to involve students and encourage them to
mix with and understand those from different backgrounds and cultures.
For example, our Chaplaincy exists for all students and staff, irrespective of faith or
commitment. It aims to offer time for exploring issues of faith whatever the person’s
starting point, and to provide places in which to relax, think, pray or just contemplate,
and a friendly face and a listening ear. They also help to co-ordinate events which
bring people together in a spirit of community.
The Anglia Ruskin Students Union offers events to cater for cultural celebrations such
as Chinese New Year and Diwali. An International Society in Chelmsford encourages
membership from International, European and Home students and their Gym
membership comprises eighty different nationalities. There are one hundred and ten
Student Union clubs and societies across all campuses and all of these are open to
Page 10 of 32
every student. For example, a student can join the Christian Union without being a
Christian, or the LGBT society without necessarily classing themselves as LGB or T.
All of these clubs and societies give opportunities for students to mix with other
students outside of their area of study.
Secretaries of all Student Union clubs and societies are expected to attend the
Students Union Equality and Diversity Forum to help ensure the Students Union
works to cater for all students equally. The Students Union also hold events in
conjunction with the University International Student Advice Service.
Report prepared
January 2012
Page 11 of 32
Appendix 1 – Staff Recruitment Statistics
The following charts show recruitment statistics for the period 1 September 2010 – 1
September 2011. They statistics were compiled using the Equal Opportunities
reporting tool in our online recruitment system, I-Grasp. These statistics include all
applicants, including those from outside the European Union whose right to work in
the UK may not have been previously established. 5597 applicants during this period
indicated they were UK / British citizens (71% of the total).
To put these charts in context:
Total number of applications
Number of people interviewed
Number of people receiving job offers
Number of people appointed
Average number of applicants per job
7877
950 (12% of total applicants)
212 (2.7% of total applicants)
190 (2.4% of total applicants)
41
Gender:
Applicants by gender, Sept 10 - Sept 11
70.0%
62.5%
59.8%
60.8%
59.3%
60.0%
50.0%
39.6%
40.0%
37.4%
39.2%
40.7%
% Male
% Female
30.0%
20.0%
10.0%
0.0%
Applicants
Interview ed
Offered
Hired
The gender balance at these stages of the recruitment cycle is very close to the gender
balance of our existing staff. Just over half a percentage point of applicants did not
indicate their gender.
Page 12 of 32
Disability:
% disabled applicants, 1 Sept 10 -1 Sept 11
7.0%
6.1%
6.0%
5.0%
4.2%
3.8%
3.7%
4.0%
3.0%
2.0%
1.0%
0.0%
Applicants
Interview ed
Offered
Hired
289 job applicants (of 7877) said they were disabled. Just over half a percentage
point did not indicate their disability status. The higher percentage of those
interviewed reflects the impact of our Job Interview Guarantee Scheme.
Ethnicity:
% of applicants by ethnicity, Sept 10 - Sept 11
100.0%
90.0%
80.0%
70.0%
Applicants
60.0%
Interviewed
50.0%
Offered
40.0%
Hired
30.0%
20.0%
10.0%
0.0%
Asian
Black
backgrounds - % backgrounds - %
Chinese and
Mixed
White
Prefer not to say
other
backgrounds - % backgrounds - % / not stated - %
backgrounds - %
In total, 1747 applicants (of 7877) said they were from an ethnic minority
background, with 6001 from white backgrounds. 1.6% of applicants said that they
preferred not to say.
Previous investigations undertaken in autumn 2010, using data collected six months
after launching online recruitment in April 2010, indicated a high proportion of
‘speculative’ applications from overseas, particularly from the Indian subcontinent.
Page 13 of 32
Sexuality:
% of applicants by sexuality, 1 Sept 10 - 1 Sept 11
100.0%
88.2%
86.6%
90.0%
83.0%
82.5%
80.0%
70.0%
Applicants
60.0%
Interviewed
50.0%
Offered
40.0%
Hired
30.0%
20.0%
10.0%
11.1%
10.8%
7.2%8.3%
4.7%5.3%
2.2%3.5%
1.1%0.8%0.9%1.1%
% Gay lesbian
% Bisexual
0.0%
% Heterosexual
% Prefer not to say
In total 314 applicants said they were from a lesbian, gay, bisexual or other
background. 7.2% of applicants said that they preferred not to say.
Religion or belief:
% of applicants by religious belief, 1 Sept 2012 - 1 Sept 2011
50.0%
45.0%
40.0%
35.0%
Applicants
30.0%
Interviewed
25.0%
Offered
20.0%
Hired
15.0%
10.0%
5.0%
0.0%
% Buddhist % Christian
% Hindu
% Jewish
% Muslim
% Sikh
% Other
% No
religious
belief
% prefer
not to say /
not known
79.1% of applicants said they were Christian or had no religious belief. 8% of
applicants said they preferred not to say, or did not indicate their religion.
Our online recruitment system, I-Grasp, does not run a standard recruitment report
showing age bands. We acknowledge this reporting gap and are working to remedy
this.
Page 14 of 32
Appendix 2: Staff demographics
Staff profile: general information
As at 1 September 2011 we employed 1237 full-time staff, 438 part-time staff,
equating to 1675 full-time / fractional staff.
We also employ 423 claims-based staff including hourly paid lecturers (e.g., not on
permanent payroll). This gives us a total of 2098 staff. Our progress against our
equality targets is based on our total staff population.
The term ‘senior management grade’ in our statistics refers to those people in
executive roles including the Vice Chancellor, and in senior management roles
including Deans of academic faculties and Directors of support services. However,
the sector statistics provided by the Equality Challenge Unit1 include a separate
category for senior academic managers. Elsewhere in their report there is an all staff
category of ‘managers’, but it is not clear which groups of staff are included (e.g.,
academic, support), nor their level of seniority. This disparity makes like for like
comparisons difficult.
A.
Progress towards employment targets
Gender
Staff group
Female
Male
Comments on
progress
39.3%
Target for 1
September
2011
(where set)
n/a
All staff
60.7%
Academic staff – all
grades
Academic staff Grades
7–8
52.3%
47.7%
n/a
n/a
49.7%
50.3%
50:50
Academic staff,
professorial
30.8%
69.2%
40% female
Support staff – all
69.9%
30.1%
n/a
Target nearly
achieved.
Consistent year on
year progress from
42.8% since 2006
Target not yet
achieved.
Variable year on
year progress with
slippage from high
of 35% female in
2009
n/a
n/a
1
All sector-specific comparative data is from Equality in higher education: statistical report 2011,
Part 1: staff. This report was published in December 2011 by the Equality Challenge Unit, and
available online at www.ecu.ac.uk/publications/equality-in-he-stats-11
Page 15 of 32
grades
Support staff Grades 1
–3
75.0%
25%
30% male
Support staff Grades 7
–8
50.9%
49.1%
60% female
Senior Management
grade
37.8%
62.2%
45% female
Target not yet
achieved.
Variable year on
year progress from
low of 21.4% male
in 2006
Target not yet
achieved.
Variable year on
year progress with
slippage from high
of 53.3% female in
2010.
Target not yet
achieved.
Variable year on
year progress from
high of 45.7%
female in 2009.
Overall, although we have not reached our ambitious internal gender targets, our
gender statistics compare favourably with the Higher Education sector averages,
particularly at professorial level where, nationally, only 19.1% are female.
Disability
Staff group
Disabled
All staff
5.8%
Target for 1
September 2011
(where set)
6.0%
Comments on
progress
Academic staff
5.0%
6.0%
Target nearly achieved.
Variable year on year
progress from high of
6.7% in 2009
Target not yet
achieved.
Variable year on year
progress since 4.9% in
2008
Support staff
6.5%
n/a
n/a
Senior management grade
5.4%
n/a
n/a.
Overall, our disability statistics compare favourably Higher Education sector
averages: during the academic year 2009/10, only 3.1% of staff working in Higher
Education declared they were disabled.
Page 16 of 32
Black and ethnic minorities (BME)
Staff group
Black and
ethnic
minorities
6.8%
Target for 1
September 2011
(where set)
n/a
Comments on
progress
Academic staff
9.0%
9.0%
Support staff
4.7%
5.5%
Senior Management grade
5.4%
5.0%
Target achieved.
Consistent year on year
growth from 7.7% in
1/9/06, though some
slippage since 2010.
Target not yet
achieved.
Consistent year on year
growth from 3.0% at
1/9/06
Target achieved.
Consistent year on year
growth from low of
2.0% in 2006, though
some slippage since
2010.
All staff
n/a
The above figures include UK and non-UK staff. Nationally, 7.0% of UK-domiciled
academic staff were BME, and 6.8% of UK-domiciled professional and support staff
were BME. In order to compare like with like, we will need to separate out UK from
non-UK staff in future reports.
Although we monitor staff’s sexual orientation, religion and age group, we have not
set employment targets in these categories. Please see the next section of this
appendix for staff demographics in these areas, and Appendix 3 for demographic
profiles of Staff Opinion Survey respondents (anonymous).
Page 17 of 32
B.
Other staff demographics
Gender by pay grade (excluding Senior Management)
Age profile by staff group
Page 18 of 32
Religion or belief – all staff groups
Sexual orientation – all staff groups
Page 19 of 32
Appendix 3: Staff Opinion Survey 2011 – equality
profile of respondents
Note: In the interests of maintaining respondent anonymity, all numbers 5 or under
are indicated by xxx.
42. Gender:
Female:
68.2%
508
Male:
31.5%
235
0.3%
xxx
Asian Indian,
Pakistani, Bangladeshi
or other Asian
background:
1.5%
11
Black African, Black
Caribbean or other
Black background:
0.9%
7
Chinese or other
ethnic background:
0.7%
xxx
Mixed background:
2.2%
16
White British, White
Irish or other White
background:
94.7%
699
8.3%
61
91.7%
673
Bisexual:
1.5%
11
Gay / lesbian:
3.7%
27
Heterosexual /
straight:
92.6%
671
2.2%
16
Buddhist:
1.1%
8
Christian:
44.7%
324
0.3%
xxx
Transgender:
43. Race / ethnicity:
44. Disability:
Disabled and/or with a
long term health
condition:
Not disabled:
45. Sexuality:
Other:
46. Religion or belief:
Hindu:
Page 20 of 32
Jewish:
1.0%
7
Muslim:
0.4%
xxx
Sikh:
0.0%
xxx
Other religion or
belief:
5.5%
40
47.0%
341
0.1%
xxx
20 - 29:
11.3%
83
30 - 39:
23.9%
176
40 - 49:
25.2%
185
50 - 59:
31.0%
228
8.4%
62
No religion:
47. Age group:
Aged 19 or under:
60 or over:
Page 21 of 32
Appendix 4 – student statistics for the academic year 2010 – 11
With the exception of the Study Support statistics on pp. 23-24, the following statistics are based on HESA 2010/11 student data
returns. They include UK-domiciled, EU and international students.
Disability
Demographics
Student disability
statistics
Mode of study
Full time
Part time
Grand Total
Level 2
PG Research
PG Taught
UG First Degree
UG Other Degree
Grand Total
No known
disability
% of total
- no
known
disability
6%
8%
7%
12789
7965
20754
4%
7%
8%
6%
7%
279
3106
10121
7248
20754
Has a
disability
% of total
who are
disabled
1040
690
1730
15
263
861
591
1730
Not
known
% of
total not
known
Grand
Total
78%
89%
82%
2574
254
2828
16%
3%
11%
16403
8909
25312
69%
80%
91%
73%
82%
110
529
104
2085
2828
27%
14%
1%
21%
11%
404
3898
11086
9924
25312
Withdrawals
Withdrawn?
Withdrawn
% disabled students
who withdrew
5%
% no known
disability who
withdrew
6%
% not known who
withdrew
1%
Page 22 of 32
Grand Total
Qualifications achieved
First
Upper second
Lower second
Third
Pass
Grand Total
% quals achieved
by disabled
17%
36%
36%
6%
5%
100%
% quals achieved
by not disabled
16%
42%
32%
6%
3%
100%
% quals achieved by
not known
4%
40%
32%
12%
12%
100%
Study Support provision:
Students with a disability registered with Study Support
during 2010/11 by disability type
Count of AAA Main
Disability
AAA Main Disability2
AAA Main Disability Total
?
18
1.3%
Specific Learning
Difficulty (SLD)
Dyscalculia
6
0.4%
Dyslexia
721 50.8%
Dyspraxia
66
4.7%
Other SLD
28
2.0%
Specific Learning Difficulty Total
821 57.9%
Other 1 Physical
Asthma
3
0.2%
Epilepsy
20
1.4%
Page 23 of 32
Students with a disability registered with Study Support
during 2010/11 by disability
ME type
7
0.5%
Other
40
2.8%
Personal care
1
0.1%
Unseen medical
121
8.5%
Other 1 Physical Total
192 13.5%
Other 2
ADD
8
0.6%
Autistic spectrum
disorder
27
1.9%
Other 2 Total
35
2.5%
Hearing impairment
54
3.8%
Visual impairment
35
2.5%
Mental health difficulties
171 12.1%
Mobility
92
6.5%
Grand Total
1418 100.0%
2010/11 Students registered with a
disability with Study Support by faculty
Faculty Name
Faculty of Arts, Law & Social Sciences
Total
Faculty of Health, Social Care & Education
Total
Faculty of Science & Technology Total
Lord Ashcroft International Business
School Total
Grand Total
Total
Percentage
297
20.9%
711
327
50.1%
23.1%
83
1418
5.9%
100.0%
Page 24 of 32
Gender
Demographics
Student gender statistics
% total
who are
Female female
Male
% total
who are
male
Total
Mode
Full time
Part time
Grand Total
8837
5633
14470
63%
64%
64%
5098
3208
8306
37%
36%
36%
13935
8841
22776
Level 2
PG Research
PG Taught
UG First Degree
UG Other Degree
Grand Total
259
2188
7036
4987
14470
66%
64%
64%
63%
64%
136
1217
4027
2926
8306
34%
36%
36%
37%
36%
395
3405
11063
7913
22776
Withdrawals
Withdrawn?
Withdrawn
% of
females
who
withdrew
6%
% of males
who
withdrew
5%
% of all
students
who
withdrew
6%
Page 25 of 32
Qualifications achieved
Qual Achieved
First
Upper second
Lower second
Third
Pass
% of
quals
achieved
by
females
16%
41%
33%
6%
4%
% of quals
achieved
by males
16%
42%
32%
6%
3%
% of all
students
achieving
these
quals
16%
42%
33%
6%
4%
Page 26 of 32
Ethnicity
Demographics
Student ethnicity statistics
Mode
Full time
Part time
Grand Total
Level 2
PG Research
PG Taught
UG First Degree
UG Other Degree
Grand Total
Black or
minority
ethnic
% of total
Not
known/Info
refused
% of total
White
% of total
Grand Total
3135
1969
5104
19%
22%
20%
2784
384
3168
17%
4%
13%
10484
6556
17040
64%
74%
67%
16403
8909
25312
Black or
minority
ethnic
92
724
2510
1778
5104
23%
19%
23%
18%
20%
114
574
267
2213
3168
28%
15%
2%
22%
13%
White
198
2600
8309
5933
17040
49%
67%
75%
60%
67%
Grand Total
404
3898
11086
9924
25312
Withdrawals
Withdrawn?
Withdrawn
% of Black
or
minority
ethnic
who
withdrew
6%
% of Not
known
who
withdrew
1%
% of
White
who
withdrew
6%
% of All
students
who
withdrew
5%
Page 27 of 32
Qualifications achieved
Qual Achieved
First
Upper second
Lower second
Third
Pass
% of quals
achieved
by Black
or
minority
ethnic
students
15%
46%
30%
6%
3%
% of
quals
achieved
by Not
knowns
12%
39%
37%
6%
6%
% of
quals
achieved
by White
students
16%
40%
33%
7%
4%
% of all
students
achieving
these
quals
16%
42%
33%
6%
4%
Page 28 of 32
Age
Demographics
Student Age statistics
Mode
Full time
Part time
Grand Total
Level 2
PG Research
PG Taught
UG First Degree
UG Other Degree
Grand Total
18-21
% of
total
22-25
% of
total
4276
2736
7012
78
1004
3428
2502
7012
26-40
% of
total
26%
31%
28%
2851
1747
4598
19%
26%
31%
25%
28%
113
673
2218
1594
4598
40+
% of
total
Age not
known
% of
total
Grand
Total
17%
20%
18%
4292
2749
7041
26%
31%
28%
2503
1599
4102
15%
18%
16%
2481
78
2559
15%
1%
10%
16403
8909
25312
28%
17%
20%
16%
18%
135
1096
3392
2418
7041
33%
28%
31%
24%
28%
69
629
2013
1391
4102
17%
16%
18%
14%
16%
9
496
35
2019
2559
2%
13%
0%
20%
10%
404
3898
11086
9924
25312
Withdrawals
Withdrawn?
Withdrawn
% of 1821 who
withdrew
5%
% of 2225 who
withdrew
6%
% of 2640 who
withdrew
6%
% 40+
who
withdrew
5%
Page 29 of 32
Qualifications achieved
Qual Achieved
First
Upper second
Lower second
Third
Pass
% 18-21
achieving
these
quals
17%
40%
32%
7%
4%
% 22-25
achieving
these
quals
14%
43%
33%
6%
4%
% 26-40
achieving
these
quals
16%
42%
33%
6%
3%
% 40+
achieving
these
quals
15%
40%
34%
7%
4%
Page 30 of 32
Appendix 5 – Headline NSS results analysed by equality factor
2011 NSS results by
'protected characteristic'
group
Anglia Ruskin
University average
%
Agree
Overall
Satisfaction
The
teaching
on my
course
Assessment
and
feedback
Academic
support
Organisation
and
management
Learning
resources
Personal
development
N3 Practice
Placements
76
80
70
75
63
76
79
80
76
80
70
75
64
76
79
81
74
84
70
72
57
73
74
77
75
80
68
77
58
74
82
77
75
80
69
75
62
76
78
79
83
82
73
76
69
81
90
85
81
80
74
77
75
75
82
88
73
79
68
67
55
72
70
77
93
93
76
84
78
93
87
Disability
No known Disability
Dyslexia
Disability (excl
Dyslexia)
%
Agree
%
Agree
%
Agree
Ethnicity
White
Black
Asian
Other
Not Known
%
Agree
%
Agree
%
Agree
%
Agree
%
Agree
Page 31 of 32
2011 NSS results by
'protected characteristic'
group
Anglia Ruskin
University average
%
Agree
Overall
Satisfaction
The
teaching
on my
course
Assessment
and
feedback
Academic
support
Organisation
and
management
Learning
resources
Personal
development
N3 Practice
Placements
76
80
70
75
63
76
79
80
75
78
69
74
64
76
77
82
77
83
71
76
62
76
80
80
79
81
67
76
69
78
80
83
74
80
71
74
60
75
78
80
Age
Young
Mature
%
Agree
%
Agree
Gender
Male
Female
%
Agree
%
Agree
Key
3 or more points above Anglia Ruskin average
3 or more points below Anglia Ruskin average
Page 32 of 32