Nottingham Trent University Annual Equality Information Report
January 2012
Introduction:
Nottingham Trent University (NTU) is required by the public sector equality duty of the Equality
Act (2010) to publish relevant equality information about staff and students by 31st January
2012, and at least annually after this. Our annual Single Equality Scheme report (to be
published April 2012) will contain more extensive information to demonstrate how the
University, in the exercise of its functions, has due regard to the equality duty.
This Equality Information Report details how equality data is collected and used at NTU to
identify key equality issues, assess performance and take action, where appropriate, in relation
to staff and students. The data covers the academic year 2010-2011, which runs from 1st
August 2010 to 31st July 2011.
The information includes the equality profile of students and staff, broken down around key
areas of the University’s functions and activities.
The main body of the report is structured as follows, for clarity and accessibility of data:
1. Student Equality Information:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Student Data Definitions.
Student Profile: Gender.
Student Profile: Ethnicity.
Student Profile: Disability.
Engagement, Consultation and Outcomes.
Student Satisfaction and Complaints.
Key Priorities for 2012.
2. Staff Equality Information:
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
Staff Data Definitions.
Staff Profile: Gender.
Staff Profile: Ethnicity.
Staff Profile: Disability.
Staff Profile: Religion and Belief.
Staff Profile: Age.
Engagement, Consultation and Outcomes.
Staff Disputes and Complaints.
Key Priorities for 2012.
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1. Student Equality information
1.1
Student Data Definitions
All NTU student data has been drawn from the NTU BANNER database. All figures relate to
Home/EU, full-time undergraduate students on programmes that typically recruit UCAS/GTTR.
In addition the following applies:

Student numbers data includes students identified as enrolled, withdrawals, completions
and dormants/writing-up.

Data indicating students achieving a First or 2.1 degree includes successful completions
only, where the student achieved an award classification of a First or 2.1.

Academic failures data includes academic failures only (Enrolment Status 02).

Data relating to students repeating a stage includes students identified as enrolled,
withdrawals, completions and dormants/writing-up.
All HE sector data has been taken from the ECU publication “Equality in higher education:
statistical report 2011”, (part 1: staff; part 2: students), which gives a detailed analysis of the
data provided by higher education institutions to HESA for the 2009/2010 academic year.
Unless stated, any figures quoted for comparison purposes will be from higher education
institutions in England only.
1.2
NTU Student Profile: Gender
Gender
NTU
HE Sector
Female
54.0% (10,393)
56.7%
46.0% (8,848)
43.3%
Male
The gender split of our students is 54.0% female to 46.0% male. This compares to an HEI
sector average of 56.7% female and 43.3% male. Areas for further consideration and analysis
over the coming year are:

Academic achievement – 61.2% of students achieving a First or 2:1 degree
classification were female with only 38.8% being male. This is a disproportionate
number when considering that overall only 54.0% of students at NTU are female.

Academic failure – 62.6% of all academic failures were from male students. This is
comparatively high, particularly considering only 46.0% of NTU students are male. Our
central academic team are currently working on a project to analyse this, which will be
reported on in the forthcoming Single Equality Scheme Action Plan which will accompany
the SES report.

Numbers of students repeating stages – Male students are disproportionately
represented in this area with 60.3% of all students repeating a stage being male.

Gender split in School profile – The traditional divisions emerged clearly for both
female and male students. For example, female students were underrepresented in the
area of Architecture, Design and the Built Environment at 24.4%, which was also below
the UK sector average of 31.0%. Similarly, male students formed only 19.6% of the
students studying in the area of Art and Design, which was again lower than the UK
2
sector average of 39.1%. During the coming year this data will be reviewed in more
detail, and where appropriate, action will be considered to address any areas for concern.
Male
NTU School
Female
Nottingham Business School
NTU
65.2%
HE Sector
51.5%
NTU
34.8%
HE Sector
48.5%
Nottingham Law School
37.1%
40.5%
62.9%
59.5%
School of Architecture, Design and the Built Environment
75.6%
69.0%
24.4%
31.0%
School of Art & Design
19.6%
39.1%
80.4%
60.9%
School of Animal, Rural & Environmental Sciences
34.3%
41.0%
65.7%
59.0%
School of Arts and Humanities
40.6%
38.6%
59.4%
61.4%
School of Education
21.9%
24.6%
78.1%
75.4%
School of Science and Technology
69.2%
63.0%
30.8%
37.0%
School of Social Sciences
26.4%
37.1%
73.6%
62.9%
46.0%
39.7%
54.0%
60.3%
Total
1.3
NTU Student Profile: Ethnicity
Ethnicity
White
BME
NTU
HE Sector
76.9% (14531)
79.6%
23.1% (4363)
20.4%
23.1% of all NTU students (of known ethnicity) are from black and minority ethnic (BME)
backgrounds, compared to a sector average of 20.4%. There were an additional 347 students
whose ethnicity was unknown. For the remainder of this section, to allow for meaningful
comparisons to be made, all percentages will be taken from the total number of students of
known ethnicity.
The SES action plan features many objectives from individual areas looking at improving the
quality of the experience for these students and for other constituencies. However, areas for
specific concern and further exploration in relation to BME students and equality information
appear to be:

Academic achievement – 14.7% of Firsts and 2.1 degrees are obtained by BME
students. This is proportionately lower than the percentage of BME students across the
University.

Levels of academic failure – 39.4% of academic failures come from BME students, a
disproportionate number when compared to the NTU student composition.

Numbers of students repeating stages – BME students are again disproportionately
represented with 44.1% of all student repeaters being BME students.
1.4
NTU Student Profile: Disability
Disability status
Not disabled
Disabled
NTU
HE Sector
94.1% (18,094)
92.4%
5.9% (1,137)
7.6%
5.9% of students have a declared disability. This compares with a sector average of 7.6%.
Further examination of these figures is required to assess for accuracy. This may be an area of
3
lower disclosure due to students not identifying themselves as having a disability. If these
figures are found to be an accurate reflection of the student composition at NTU this would need
to be investigated further in order to understand why this is the case and to take any
appropriate action to improve this.

Academic achievement – Achievement rates are representative with 5.4% of all Firsts
and 2.1 degrees being obtained by disabled students.

Levels of academic failure – Academic failure levels are also representative with 5.6%
of all academic failures being by disabled students.

Numbers of students repeating stages – This is an area for examination with 6.9%
of students repeating a stage being disabled.
1.5
Engagement, Consultation and Outcomes
There are various mechanisms in place at NTU for ensuring effective engagement and
consultation with both students and staff. The views of students and other service users are
valued, and used to inform the development of courses and services for current and future
students. Where possible, results from engagement and consultation are analysed in relation to
equality considerations. NTU’s main engagement activity which considers equality is the
Equality Survey.
Equality Survey
NTU undertakes a regular Equality Survey to learn more about students and their experiences
at NTU. These do not take place each year because of the need for sufficient time to undertake
robust analysis, planning, implementation and then evaluation of measures to address the
findings of the surveys. The 2011/12 survey has recently closed and is currently being analysed.
The main outcomes in relation to students will be presented in the Single Equality Scheme
report, but early indications are that we have an improved student response rate of 2.1%
compared to 0.6% in 2009/10. When compared against known student body data, the
responders appear to be representative of NTU’s wider student composition in terms of ethnicity
and age, but less so in terms of disability and gender. This was true for both the student body
data and the staff body data and will be considered in the coming year. Other equality
characteristics are not comparable because they are not routinely or reliably captured on NTU’s
centralised data systems.
Other Research
Another key mechanism for engagement and consultation is the Student Satisfaction Survey.
The outcomes from the 2010 survey are captured below in section 1.6 Student Satisfaction and
Complaints.
Examples of some of our other larger research projects in the last year are below:

Postgraduate Taught and Postgraduate Research Experience Surveys – which
gathered feedback from postgraduates on their course and life at NTU. This is a sector
wide survey to allow comparisons with other postgraduates in the sector.

Student Services Centre 2011 – research into how students access the different
student support services on offer in the new centre at NTU.
4

Student Communications Research / Web Usability – looking at the best ways to
communicate information to our current students e.g. through the student intranet,
Nottingham Trent University Online Workspace (NOW) and the Student Portal.

Welcome to NTU – finding out about new students’ experiences of Welcome Week and
their course inductions.
Other Engagement and Outcomes
The Student Support Services team also engages in continuous consultation with service
users. This includes inviting users to comment and feedback on specific services they access,
as well as engaging in regular dialogue with student groups. These include societies such as
NTU Pride, the Society for Minority Sexualities, and Amnesty, the NTU chapter of Amnesty
International, as well as networks such as the ‘Faith Forum’ which comprises the presidents of
the faith-based Student Societies.
This ongoing engagement enables policies and programmes to be put in place to address any
equality concerns that may have been voiced by student users or raised by staff as a potential
risk.
For example, this year will see the launch of the Wellbeing Centre, which includes a range of
accessible features and facilities for NTU’s diverse communities. These comprise multi-faith
prayer, meditation or reflection space, dedicated prayer rooms and associated provision for
Muslim students, and meeting facilities for staff and student interest groups and societies, which
may be faith-based or constituted on the basis of other characteristics such as sexual
orientation. These varied features and facilities were designed using evidence from different
service users about their developing needs and wishes, in the context of campus developments
affecting existing prayer facilities, as well as data on the current and anticipated future
composition and needs of our different stakeholder groups.
Equality Analysis
The University has a robust process in place for engaging in equality analysis. This ensures
that any decisions we make in relation to policies and practices are informed by evidence about
the impact of our activities on equality. We have implemented a bespoke equality impact
assessment management system, ‘Equate’, which was designed collaboratively with an external
software company, specifically for NTU. With ‘Equate’, we have an online, NTU centrally
managed and interactive process which supports our embedded approach to completing
equality analysis. Each professional service and academic area has trained equality impact
assessors, to help ensure that the University engages in local equality analysis. There are
currently 106 trained assessors across the University. We have a blended learning approach to
training assessors which comprises an e-learning module “Introducing Equality Impact
Assessments” and a coaching system for ongoing support of assessors. All of this helps ensure
that the University engages in rigorous, contextually informed and relevant equality analysis.
During the past year, equality impact assessments have been carried out on the central
academic policies and procedures of the University. Within this process 26 key academic related
policies and practices were subject to equality analysis, based on NTU, local, sector and national
data. Policies and procedures assessed included:
1.
2.
3.
4.
5.
6.
7.
Programme Design.
Programme Monitoring and Annual Reporting.
External Examining.
Collaborative Provision.
Admissions to Taught Programmes.
Assessment Principles and Policies.
Placement and Work-Based Learning.
5
Our aim is for there to be a rigorous and comprehensive process in place at NTU to ensure that
equality analysis informs the decisions, policies, practice and plans that the University makes at
all levels, and across all areas of the University's functions.
1.6
Student Satisfaction and Complaints
Student Satisfaction Survey
There is a regular Student Satisfaction Survey to learn more about student experiences at
NTU. These take place usually every three years. Analysis of the 2010 survey showed that
disabled students’ satisfaction had increased to 70% which is NTU’s ‘gold standard’ threshold.
Disabled students were particularly satisfied with the student support services. There was still
work for NTU to do in terms of improving the accessibility of some teaching spaces and some
online learning opportunities.
Satisfaction has improved for both genders and is above gold standard. The only significant
difference between the genders was that females reported being less satisfied with feeling part
of the student culture, although their satisfaction was still high (67% vs. 74%).
Black, mixed background and Chinese students reported below 70% satisfaction overall, but
there was a small sample size making it difficult to draw definite conclusions. Work is ongoing
to address the apparent outcomes.
Student Complaints
During the academic year 2010-2011, six complaints were made in total by students about
discrimination or other prohibited conduct. Three of these complaints were made under the
Student Complaints Procedure and three were made under the Academic Appeals
Procedure. Of the academic appeals made, one was withdrawn by the student and no
discrimination or other prohibited behaviour was found by the internal processes of the
University for the other two appeals. Of the student complaints made, no prohibited behaviour
was found by the internal processes of the University. One of the complaints was referred by
the student externally to the Office of the Independent Adjudicator (OIA) and closed after
information requested of the student by the OIA was not forthcoming.
1.7
Key priorities for 2012
The Single Equality Scheme will identify and detail equality objectives for the University for the
coming year. However, in relation to equality information specifically, key priorities for 2012 are
to:

Improve analysis – over the coming year we hope to improve the analysis of the
equality data that we collect.

Understand progression and achievement – we need to further understand the
academic journey for students at NTU and begin to analyse underachievement in some
equality groups such as BME, drawing on national studies wherever possible.

More generally – it is hoped that the student customer journey, focusing specifically on
equality, can be understood in more depth both centrally and by local areas, and actions
identified for consideration, where appropriate.
6
2. Staff Equality Information
2.1
Staff Data Definitions
All staff profiles are based on known data for staff employed on fixed term or permanent
contracts during the 2010/2011 academic year (1 August 2010 to 31 July 2011). Staff profiles
are based on known data only, so that meaningful comparisons can be made across the sector
and with national and local populations. All local and national data has been taken from the
Labour Force Survey January 2010 to December 2010 and, unless stated, quotes data for
working age population estimates only.
2.2
NTU Staff Profile: Gender
Full time
Staff Category/Job Type
Academic Senior Management
Female
Male
Male
56.7%
Professor
31.5%
68.5%
31.3%
68.8%
Principal Lecturer
38.3%
61.7%
66.7%
33.3%
Lecturer/Senior Lecturer
46.9%
53.1%
68.6%
31.4%
47.5%
52.5%
46.8%
53.2%
80.8%
19.2%
43.7%
56.3%
52.8%
47.2%
Senior Management
32.1%
67.9%
100.0%
Managers
57.9%
42.1%
91.7%
8.3%
Academic Professionals
37.5%
62.5%
73.3%
26.7%
Non-Academic Professionals
47.9%
52.1%
87.5%
12.5%
Artistic, Media, Public Relations, Marketing and Sports
Instruction Occupations
Caretakers, Residential Wardens, Sports and Leisure
Attendants, nursery nurses and care occupations
Chefs, Gardeners, Electrical and Construction Trades,
Mechanical Fitters and Printers
Cleaners, Catering Assistants, Security Officers, Porters and
Maintenance Workers
Drivers, Maintenance Supervisors and Plant Operatives
65.3%
34.7%
70.0%
30.0%
66.7%
33.3%
100.0%1
15.9%
84.1%
50.0%
50.0%
38.2%
61.8%
70.8%
29.2%
75.0%
25.0%
25.0%
75.0%
Research
Academic total
1
Female
43.3%
Hourly Paid Lecturer
Support
Part time
Where percentages show a 100% of staff this is due to low category or group sizes.
7
Laboratory, Engineering, Building, IT and Medical Technicians
(including Nurses
Library Assistants, Clerks and General Administrative Assistants
25.0%
75.0%
61.9%
38.1%
73.3%
26.7%
83.9%
16.1%
75.0%
25.0%
Retail and Customer Service Occupations
Secretaries, Typists, Receptionists and Telephonists
52.2%
47.8%
100.0%
Student Welfare Workers; Careers Advisers; Vocational Training
Instructors; Personnel and Planning Officers
Support total
67.3%
32.7%
88.1%
11.9%
62.7%
37.3%
89.4%
10.6%
Total
50.2%
49.8%
61.6%
38.4%

Representation – NTU’s gender profile is very closely aligned with that of the sector,
with 53.8% of staff working in the HE sector in England being female and 46.2% male.
When the data is further broken down, the traditional sector divisions appear. Greater
proportions of female staff are employed in support roles and male staff in academic
roles. Additionally, there are also more female staff employed in part time roles than
male staff. However, when compared with HE sector data for the UK, underrepresented
groups are less underrepresented at NTU than in general across the sector. For example,
38.3% of full time academic staff in the UK HE sector are female but 43.7% are female
at NTU.
Similarly, when analysing the gender profiles of roles where females are traditionally
underrepresented, such as senior management and professors, NTU is performing above
the sector average. For example, HESA data shows that only 19.0% of full time
professors are female across the UK but female professors make up 31.5% of the full
time professors at NTU. 28.0% of full time senior managers in the UK are female, but
43.3% at NTU.
Gender Pay Gap
In October 2010 the University carried out an equal pay review of all employees who are on an
identified salary scale or grading framework. The gender pay gap identified for all employees
within NTU considering basic pay only is 12.55%, and 12.89% when total pay is taken into
account.2 The Office for National Statistics (ONS) reports that in April 2010 the gender pay gap
for all employees is 19.8% (based on median earnings).
The gender pay gap for all full time employees at NTU considering basic pay only is 11.64%,
and 12.09% when total pay is taken into account. The ONS reports that in April 2010 the
gender pay gap for full time employees is 10.1% (based on median full time hourly earnings).
The gender pay gap for all part time employees at NTU considering basic pay only is 7.19%,
and 7.24% when total pay is taken into account. The ONS reports that in April 2010 the gender
pay gap for part time employees is -4.3% (based on median part time hourly earnings).
These pay gaps, whilst significant, are below comparable benchmarks. Some further analysis
has been undertaken already to look at the reason for the pay gap by grade, with contractual
shift pay and non-consolidated bonuses providing the significant reason. There remains a need
with regard to the non-consolidated bonuses to look at ways of decreasing the pay gap.
2
The statistics are taken from the most recent NTU Equal Pay Review which was published in October 2010. It is important to note that
the NTU data is based on basic and total pay, whereas the ONS data is based on median salary so that calculations used to arrive at the
totals are not identical.
8
2.3
NTU Staff Profile: Ethnicity
Full time
Staff Category/Job Type
Academic Senior Management
White
Part time
BME
White
BME
94.5%
5.5%
Professor
90.6%
9.4%
92.3%
7.7%
Principal Lecturer
92.3%
7.7%
88.5%
11.5%
Lecturer/Senior Lecturer
89.8%
10.2%
94.2%
5.8%
87.5%
12.5%
80.0%
20.0%
100.0%
Academic total
90.5%
9.5%
89.5%
Support
100.0%
Hourly Paid Lecturer
Research
Senior Management
100.0%
Managers
96.7%
3.3%
90.0%
Academic Professionals
50.0%
50.0%
100.0%
Non-Academic Professionals
87.5%
12.5%
100.0%
Artistic, Media, Public Relations, Marketing and Sports
Instruction Occupations
Caretakers, Residential Wardens, Sports and Leisure
Attendants, nursery nurses and care occupations
Chefs, Gardeners, Electrical and Construction Trades,
Mechanical Fitters and Printers
Cleaners, Catering Assistants, Security Officers, Porters
and Maintenance Workers
Drivers, Maintenance Supervisors and Plant Operatives
91.9%
8.1%
83.3%
96.6%
3.4%
100.0%
97.8%
2.2%
78.9%
Laboratory, Engineering, Building, IT and Medical
Technicians (including Nurses
Library Assistants, Clerks and General Administrative
Assistants
Retail and Customer Service Occupations
Secretaries, Typists, Receptionists and Telephonists
10.5%
10.0%
16.7%
100.0%
100.0%
21.1%
100.0%
95.3%
4.7%
89.3%
10.7%
91.8%
8.2%
89.5%
10.5%
100.0%
100.0%
100.0%
Student Welfare Workers; Careers Advisers; Vocational
Training Instructors; Personnel and Planning Officers
Support total
92.3%
7.7%
92.3%
7.7%
94.0%
6.0%
85.9%
14.1%
Total
92.0%
8.0%
88.5%
11.5%
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
Disclosure rates – We currently have ethnicity data for 67.0% of NTU staff. Further
work is taking place to increase disclosure rates across the University.

Representation - Analysis of the University’s ethnicity profile indicates that in many
areas BME staff are underrepresented when compared with local, national and HE
sector figures. Although BME representation across NTU is higher than that of the
sector (7.9% in England), the representation is lower than that of Nottingham and
Nottinghamshire, which is 11.1% and England, which is 13.6%.
This underrepresentation is also apparent when analysing the ethnicity profiles across
levels of seniority, with BME representation declining as levels of seniority increase.
Following this initial analysis we will be undertaking further work to understand in
more detail why and where underrepresentation is occurring.
2.4

NTU Staff Profile: Disability
Disclosure rates - Disability monitoring has historically been an area with low disclosure
rates at NTU. An action plan was implemented in 2010 to improve in this area and
disclosure rates are now at 51.3%. Where disability status is not known this is largely due to
staff members not providing any information (47.4%) and partly due to staff selecting the
category “prefer not to say” on the monitoring form (1.3%). The collection of robust
disability data continues to be a key priority for the University’s Equality and Diversity team.
10
Full time
Part time
Not
Disabled
91.7%
Disabled
Professor
89.8%
Principal Lecturer
92.6%
Lecturer/Senior Lecturer
90.5%
Staff Category/Job Type
Academic
Senior Management
Not
Disabled
Disabled
10.2%
90.0%
10.0%
7.4%
100.0%
9.5%
90.4%
9.6%
94.8%
5.2%
8.3%
Hourly Paid Lecturer
Research
95.2%
4.8%
Academic total
91.3%
8.7%
Support
100.0%
Senior Management
Managers
Academic Professionals
94.3%
5.7%
100.0%
9.7%
95.0%
5.0%
66.7%
33.3%
100.0%
Non-Academic Professionals
88.9%
11.1%
100.0%
Artistic, Media, Public Relations, Marketing and
Sports Instruction Occupations
Caretakers, Residential Wardens, Sports and
Leisure Attendants, nursery nurses and care
occupations
Chefs, Gardeners, Electrical and Construction
Trades, Mechanical Fitters and Printers
Cleaners, Catering Assistants, Security
Officers, Porters and Maintenance Workers
Drivers, Maintenance Supervisors and Plant
Operatives
Laboratory, Engineering, Building, IT and
Medical Technicians (including Nurses
Library Assistants, Clerks and General
Administrative Assistants
Retail and Customer Service Occupations
97.2%
2.8%
100.0%
95.1%
4.9%
66.7%
33.3%
89.7%
10.3%
92.4%
7.6%
Secretaries, Typists, Receptionists and
Telephonists
Student Welfare Workers; Careers Advisers;
Vocational Training Instructors; Personnel and
Planning Officers
Support total
Total

90.3%
100.0%
100.0%
100.0%
100.0%
91.6%
8.4%
100.0%
91.9%
8.1%
91.5%
8.5%
100.0%
87.5%
12.5%
100.0%
86.2%
13.8%
90.9%
9.1%
91.7%
8.3%
92.5%
7.5%
91.6%
8.4%
93.5%
6.5%
Representation - Initial analysis of the University’s disability profile suggests that the
representation of disabled staff is well above that of the sector, with only 3.1% of all HE
sector staff reported as having a disability. However, data relating to this area is
generally thought to be unreliable and further work is needed in relation to disclosure
and reporting, both at NTU and across the sector, before conclusions can be drawn. On
further analysis, when comparing to LFS data indicating that 18.3% of the working age
population in the UK are disabled and 19.6% in the East Midlands, there still appears to
be underrepresentation of this group.
11
2.5
NTU Staff Profile: Religion and Belief
12
Staff Category/Job Type
Academic Senior Management
Buddhist
Christian
Hindu
Jewish
33.3%
Muslim
None
Other
Sikh
3.3%
63.3%
44.4%
1.9%
1.9%
2.5%
Professor
1.9%
50.0%
Principal Lecturer
1.7%
53.4%
0.8%
38.1%
3.4%
Lecturer/Senior Lecturer
1.1%
39.9%
2.2%
0.7%
2.6%
51.1%
2.2%
Hourly Paid Lecturer
0.9%
46.7%
0.6%
0.6%
2.2%
45.1%
3.1%
Research
4.2%
20.8%
4.2%
4.2%
4.2%
58.3%
4.2%
1.2%
44.4%
1.1%
0.6%
2.1%
47.1%
2.7%
0.7%
4.5%
54.5%
0.7%
47.0%
1.3%
0.7%
0.7%
43.0%
4.7%
2.0%
25.0%
50.0%
4.2%
41.7%
4.2%
2.6%
44.7%
Academic total
Support
Senior Management
Managers
Academic Professionals
25.0%
Non-Academic Professionals
45.8%
Artistic, Media, Public Relations, Marketing and Sports Instruction
Occupations
Caretakers, Residential Wardens, Sports and Leisure Attendants, nursery
nurses and care occupations
Chefs, Gardeners, Electrical and Construction Trades, Mechanical Fitters
and Printers
Cleaners, Catering Assistants, Security Officers, Porters and
Maintenance Workers
Drivers, Maintenance Supervisors and Plant Operatives
Laboratory, Engineering, Building, IT and Medical Technicians (including
Nurses
Library Assistants, Clerks and General Administrative Assistants
2.6%
44.7%
0.6%
40.9%
2.6%
4.2%
2.6%
100.0%
2.4%
59.5%
0.5%
55.4%
0.5%
1.6%
66.7%
0.8%
Retail and Customer Service Occupations
35.7%
2.4%
37.0%
4.3%
0.5%
4.1%
1.0%
33.3%
39.8%
1.1%
1.1%
58.0%
43.4%
1.0%
2.1%
47.5%
100.0%
Secretaries, Typists, Receptionists and Telephonists
62.5%
Student Welfare Workers; Careers Advisers; Vocational Training
Instructors; Personnel and Planning Officers
37.5%
45.0%
2.5%
10.0%
37.5%
5.0%
Support total
0.8%
47.4%
0.9%
0.2%
1.9%
44.1%
3.7%
1.0%
Total
1.0%
46.1%
1.0%
0.4%
2.0%
45.4%
3.3%
0.9%
13
The University collects religion and belief monitoring data for staff and has been doing so
for a number of years, with disclosure rates at 46.2%. NTU data shows a large
proportion of the staff body, 45.4%, disclosing that they do not have any religion or
belief. This can be compared to a Labour Force Survey estimate of just 23.4%. There is
also a much lower proportion of staff at NTU disclosing having a Christian religion, at just
46.1%, compared to 67.0% from Labour Force Survey estimates for England. As
numbers of staff disclosing religion in other areas are fairly low it is difficult to identify
any particular areas for concern. NTU is roughly in line with LFS data, with the exception
of the category of Muslim, where NTU figures show a 2.0% representation at NTU as
opposed to a 5.0% representation across England.
2.6
NTU Staff Profile: Age
14
Full time
Staff Category/Job Type
Academic
Senior Management
16-24
25-34
35-44
45-54
55-64
65+
1.5%
14.9%
61.2%
20.9%
1.5%
13.7%
37.0%
45.2%
4.1%
1.6%
20.2%
45.6%
31.1%
1.6%
17.5%
32.2%
31.4%
17.8%
1.1%
Professor
Principal Lecturer
Lecturer/Senior Lecturer
Part time
Hourly Paid Lecturer
Research
Academic total
Support
2.1%
5.1%
53.2%
24.1%
15.2%
2.5%
0.4%
14.7%
26.5%
35.5%
21.5%
14.3%
46.4%
39.3%
19.0%
35.3%
32.6%
12.2%
50.0%
25.0%
25.0%
2.1%
29.2%
27.1%
27.1%
10.2%
79.6%
4.1%
6.1%
16.7%
16.7%
50.0%
5.8%
14.5%
15.9%
36.2%
24.6%
2.9%
3.6%
7.3%
21.8%
40.0%
25.5%
1.8%
Senior Management
Managers
0.5%
Academic Professionals
Non-Academic Professionals
Artistic, Media, Public Relations,
Marketing and Sports Instruction
Occupations
Caretakers, Residential Wardens, Sports
and Leisure Attendants, nursery nurses
and care occupations
Chefs, Gardeners, Electrical and
Construction Trades, Mechanical Fitters
and Printers
Cleaners, Catering Assistants, Security
Officers, Porters and Maintenance
Workers
Drivers, Maintenance Supervisors and
Plant Operatives
Laboratory, Engineering, Building, IT and
Medical Technicians (including Nurses
Library Assistants, Clerks and General
Administrative Assistants
Retail and Customer Service Occupations
Secretaries, Typists, Receptionists and
Telephonists
Student Welfare Workers; Careers
Advisers; Vocational Training Instructors;
Personnel and Planning Officers
16-24
50.0%
1.4%
35-44
45-54
55-64
65+
6.3%
87.5%
6.3%
21.2%
51.5%
21.2%
6.1%
9.0%
33.9%
30.6%
24.1%
2.4%
28.5%
24.6%
25.6%
14.9%
4.5%
32.0%
40.0%
16.0%
4.0%
8.0%
2.2%
23.5%
25.9%
26.6%
17.8%
4.0%
100.0%
0.5%
29.2%
50.0%
16.7%
4.2%
40.0%
20.0%
26.7%
13.3%
37.5%
25.0%
37.5%
20.0%
10.0%
10.0%
75.0%
25.0%
25.4%
27.3%
0.5%
25.0%
25.0%
14.6%
30.0%
16.7%
25.0%
25-34
30.0%
100.0%
5.7%
25.0%
24.9%
16.3%
25.0%
25.0%
2.7%
29.1%
28.6%
20.5%
18.2%
0.9%
4.8%
21.4%
21.4%
33.3%
14.3%
4.8%
4.5%
40.3%
23.8%
18.5%
12.1%
0.8%
4.7%
24.3%
26.3%
23.9%
19.2%
1.6%
50.0%
25.0%
20.0%
40.0%
25.0%
8.7%
13.0%
34.8%
43.5%
40.0%
3.8%
50.0%
23.1%
7.7%
15.4%
16.7%
23.8%
33.3%
23.8%
2.4%
Support total
3.7%
31.9%
25.2%
23.2%
15.2%
0.8%
4.6%
23.9%
23.1%
25.5%
21.5%
1.4%
Total
1.7%
21.7%
25.9%
30.5%
19.0%
1.1%
2.7%
23.6%
25.3%
26.4%
18.5%
3.5%
15
2.7

Disclosure rates – Disclosure rates for age are 99.8%.

Representation - In line with sector data, the age profile of NTU
academic staff shows there are more staff in the older age groups than in
the support/professional roles.
Engagement, Consultation and Outcomes
Employee Information and Consultation Forum
The key mechanism for engagement with staff and trade unions at NTU is the
Employee Information and Consultation Forum, which meets at least once in
every two month period, and whose membership comprises two representatives
from each of the three recognised trade unions, as well as staff elected to
represent non-union staff members.
From time to time, EICF sub-groups are formed to consider particular issues.
During 2010/11 sub-groups have been convened to discuss restructuring,
performance, development and contribution review, management of academic
workloads, and the University pension scheme.
The Equality and Diversity team have met with the EICF to share information and
invite support relating to the development of engagement mechanisms such as
staff networks.
Heads Information Consultation and Negotiation Forum
There have been bi-monthly meetings of the Heads Information Consultation
and Negotiation Forum, which has a similar remit to the EICF and covers staff
at non-Framework grades, e.g. Professional and Managerial, Professor, Academic
Team Leader and Head of Department staff members.
Disabled Employees Network
The 2010/11 year ended with the launch of NTU’s first staff network, the
Disabled Employees Network. The network is open to all disabled staff and
has three core aims:



Support - discover and share useful resources, information and ideas in
relation to working at NTU, as well as signposts to local services.
Networking - make new professional and social contacts across the University.
Making a difference - a formal feedback route into management on disability
issues, including consultation on equality analysis.
The network was developed during 2010/11 and launched in July 2011. It was
put in place as a result of previous engagement with staff and trades union,
including consultation on the previous Disability Equality Scheme. This showed
both that management wished to have a robust and sustainable mechanism by
which to access the input and expertise of disabled staff, and that disabled staff
would welcome and value the opportunity to network with each other and to feed
into University activities that may affect them and other disabled stakeholders.
The network had 16 members at the close of the academic year, in a variety of
roles and working in a range of locations across NTU.
16
Equality Survey
NTU undertakes regular Equality Surveys to learn more about its stakeholders
(staff and students) and their experiences at NTU. As noted above in section 1.5
the 2011/12 survey has recently closed and is currently being analysed. The main
outcomes in relation to staff will be presented in due course, but early indications
are as follows:

There was a much improved staff response rate of 9.7% up from 3.5%
for the previous survey in 2009/10. This was due to a range of actions,
including responding to consultation outcomes. For example, the survey
was strongly promoted through the internal staff email system and on the
staff intranet, to ensure staff had the maximum opportunity to be aware of
the survey.

When compared against known workforce data, the responders appear to
be representative of NTU’s wider staff composition in terms of ethnicity
and age, but less so in terms of disability and gender. This was true for
both the student body data and the staff body data and will be considered
in the coming year.

Representation of Sexual Orientation - The data indicated that 84% of
responders identify as Heterosexual/Straight. 9.1% identify as LGB or
other sexual orientation: 1.9% Bisexual, 2.9% Gay male, 3.5% Gay
female/Lesbian, <1% Other. 7.2% preferred not to say.

Representation of Religion and Belief - The data indicated that 47.3%
of responders have no religion or belief system, 46% have a religion or
belief system and 6.7% preferred not to say. Religions and beliefs
included, from lowest to highest represented, Hinduism, Judaism, Sikhism,
Islam, Agnosticism, Atheism, Paganism, Buddhism, Humanism, and
Christianity.

Representation of Gender Reassignment - The data indicated that
0.5% of responders have undergone or are undergoing gender
reassignment, and 96.5% have not or are not. 3% preferred not to say.
There have been no issues raised by staff in relation to gender
reassignment within this survey or through any other University
mechanisms.
Equality Analysis
As outlined in section 1.5, the University has a robust process for engaging in
equality analysis to ensure that any decisions we make in relation to policies
and practices are informed by evidence about the impact of our activities on
equality. Recent examples of how equality analysis informs decisions about
policies and practices in relation to staff at NTU include the completion of equality
impact assessments in relation to:
1. Relocation and restructuring proposals in the School of Education.
2. Restructuring proposals in Libraries and Learning Resources.
3. The development of a new Car Parking Policy and Procedure following the
introduction of Nottingham City Council’s Workplace Parking Levy.
4. The development of new policies on Personal Relationships, Sabbatical
Leave, Redundancy, Managing Sickness Absence and Cycle to Work
Scheme.
17
2.8
Staff Disputes and Complaints
The total number of disputes at NTU is still relatively low and consequently there
is very little data from which to draw any conclusions, regarding the experience of
protected groups at NTU.
During the academic year 2010-2011 there were 21 dismissals and ten
grievances and/or dignity at work complaints made by NTU staff.
Of those staff dismissed, 55% were male and 45% were female. 5% were
disabled and 95% had no known disability. 5% were BME, 50% were white and
the ethnicity of 45% of those dismissed was unknown. 25% were in the age
category 16-34, 35% were in the age category 35-49 and 40% were in the age
category 50-65. The religion and belief information for 65% of those dismissed
was unknown, 10% declared no religion or belief and 25% were Christian.
Of the ten complaints made all contained an element of complaint about
discrimination or other prohibited conduct 3. Of those staff who made complaints,
23% were male and 77% were female. 8% were disabled and 92% had no known
disability. 8% were BME, 38% were white and the ethnicity of 54% of those
dismissed was unknown. 25% were in the age category 16-34, 35% were in the
age category 35-49 and 40% were in the age category 50-65. The religion and
belief information for 78% of those dismissed was unknown, 14% declared no
religion or belief and 8% were Christian.
2.9
Key Priorities for 2012
As noted in section 1.7, the Single Equality Scheme will identify and detail
equality objectives for the University for the coming year. However, in relation to
staff equality information specifically, key priorities for 2012 are to:

Improve disclosure – historically low disclosure rates are improving.
Our disclosure rates are just above 50% for disability and 65% for
ethnicity, which is a vast improvement on previous years. In addition, the
online recruitment system was launched in April 2010, ensuring that
95%+ of both applicant and new starter data is collected, maintaining the
accuracy of the staff profile. A staff census to collect further equality data
will commence in 2012.

Improve analysis – reference tables of external comparator data have
been produced and made available on the Equality and Diversity website.
NTU Business Intelligence (Cognos) has been implemented and allows the
Equality and Diversity team to produce area-specific reports and
disseminate these to managers as appropriate. Over the coming year indepth analysis will be carried out across the University at local level and
compared with more detailed external data.
3
‘Prohibited conduct’ in this context is not limited to conduct prohibited by the Equality Act 2010 but includes
workplace bullying which is conduct prohibited by other employment legislation.
18