Human Resources
April 2007
University of Surrey
Gender Equality Scheme
2007
INTRODUCTION FROM THE VICE-CHANCELLOR
As Vice-Chancellor of the University of Surrey, I am delighted to fully endorse this first Gender Equality
Scheme.
I am very keen to see that the University of Surrey demonstrates its social and ethical
responsibility and embraces this Scheme, for the benefit of all of its students, staff and the community.
This Scheme helps us to achieve excellence by recognition of the value of each individual, enabling and
supporting them to achieve their maximum potential and to give them every opportunity to contribute to the
life of the University of Surrey and the local community. The University is committed to creating the
environment in which everyone is respected, treated fairly and supported in the development of their
careers and studies.
Professor Christopher Snowden
FRS FREng FIEE FIEEE FCGI
Vice-Chancellor & Chief Executive
2
CONTENTS
1. INTRODUCTION TO THE SCHEME
1.1. Introduction
1.2. The University’s Commitment
1.3. The Gender Equality Duty
1.4. Development of the Gender Equality Scheme
2. CURRENT CONTEXT
2.1. Students
2.2. Staff
3. ASSESSMENT OF FUNCTIONS
4. OBJECTIVES AND ACTION PLAN
4.1. Objectives
4.2. Action Plan
5. EVALUATION AND REPORTING ON PROGRESS
5.1. Responsibility and Accountability
5.2. Publication and Reporting
APPENDIX A
STATISTICS – STUDENTS
APPENDIX B
STATISTICS – STAFF
APPENDIX C
RESULTS OF SCOPING QUESTIONNAIRE FOR STUDENTS
APPENDIX D
RESULTS OF SCOPING QUESTIONNAIRE FOR STAFF
3
1.
INTRODUCTION TO THE SCHEME
1.1
INTRODUCTION
The University of Surrey is committed to a comprehensive policy of equal opportunities in education and
employment in which individuals are selected, trained and taught, promoted, guided and assessed, and
otherwise treated on the basis of their relevant merits and abilities, and are given equality of opportunity.
The University values diversity and recognises that a diverse staff and student group contributes to its
continued achievement in teaching and research. 1
This Gender Equality Scheme and Action Plan will enable the University to plan, deliver and evaluate
the actions it needs to take to promote equality of opportunity for men, women and transsexuals.
THE UNIVERSITY’S COMMITMENT TO GENDER EQUALITY
1.2
The University’s commitment is to create and sustain a working environment that promotes gender
equality in all areas of work and study, ensuring that gender equality is at the core of all policy making,
service delivery and employment practices for both staff and students.
Actively promoting gender equality and challenging discrimination at all levels, by:



1.3
Working internally, and with external partners to combat gender discrimination and harassment,
and to promote an environment of gender equality.
Aiming to lead by example as an employer of choice
Complying with all legislation including the Equal Pay Act 1970, Sex Discrimination Act 1975,
Sex Discrimination (Gender Reassignment) Regulations 1999 and the most recent Equality Act
2006.
THE GENDER EQUALITY DUTY
The Gender Equality Duty makes up part of the Equality Act 2006, which is an amendment to the Sex
Discrimination Act 1975. The Duty has been introduced to target existing widespread sexual
discrimination and persistent gender inequality in the workplace. It aims to legally enforce all public
authorities to build gender equality into the core business planning and processes of an organisation.
It differs from all previous gender equality legislation because it requires organisations to be proactive in
eliminating sexual discrimination and promoting equality of opportunity, instead of simply avoiding
discrimination.
1.3.1.


The Equality Act 2006 places a statutory duty upon all public authorities to show “due regard” to
the following needs, when carrying out all of their duties:
The need to eliminate unlawful discrimination and harassment.
The need to promote equality of opportunity between men and women and transsexual people. 2
1
The University has many policies and procedures which encourage and support equality and diversity. Please use this
link http://portal.surrey.ac.uk/humanresources
2
The duty also requires that public authorities must have due regard to the need to eliminate unlawful discrimination
and harassment in employment and vocational training for people who intend to undergo, are undergoing or have
undergone gender reassignment.
4
1.3.2.
The term “due regard” focuses on two main elements, proportionality and relevance. The weight
which should be placed on gender equality by public authorities should be proportionate to its
relevance to a particular function. In practice this means that public authorities must prioritise
action to address the most significant gender inequalities within their remit, and take actions
which are likely to deliver the best gender outcomes.
1.3.3.
There are specific duties which must be carried out by public authorities to help them
successfully deliver their Gender Equality Duty. Every public authority must:







1.4.
Prepare and publish a Gender Equality Scheme, showing how it will meet its specific duties and
setting out its gender equality objectives.
Consider the need to include objectives to address the causes of any gender pay gap, when
formulating its overall objectives.
Gather and use information on how its policies and practices affect gender equality in the
workplace and in the delivery of services.
Consult stakeholders (i.e employees, service users and others, including trade unions) and take
account of the relevant information in order to determine its gender equality objectives.
Address the impact of its current and proposed policies and practices on gender equality.
Implement the actions set out in its Scheme within three years, unless it is unreasonable or
impracticable to do so.
Report against the Scheme every year and review the Scheme at least every three years.
DEVELOPMENT OF THE GENDER EQUALITY SCHEME
1.4.1.
The approach to development of the Scheme was to consider jointly aspects of gender equality
relating to staff and students. A joint working group was therefore established to draft the
Scheme.
1.4.2.
The Scheme was formulated following consultation with all staff and students and research into
the University context – data relating to staff and student populations and feedback received via
student and staff surveys. A qualitative assessment was conducted of the relative of functions
of the University in relation to gender equality. This was combined with research and statistical
data to develop our objectives and action plan.
5
2.
CURRENT CONTEXT (at May 2007)
2.1. Students
2.1.1.
In the summer of 2007 the University will be restructured into four academic faculties. However,
the data considered in the development of the Scheme is based on the present University
structure which comprises eight academic schools. A detailed breakdown of the student
population is at Appendix A.
2.1.2.
The student population is currently just under 12000. This figure includes those registered on
taught, research, full-time and part-time programmes. 63% of students are registered for
undergraduate programmes and 37% on postgraduate study.
2.1.3.
The overall student population comprises 45% male and 55% female students. This gender
profile is a reflection on the nature of the programmes of study offered, although it also mirrors
the gender profile of the local area population. The data presented at Appendix A shows the
breakdown by School and programme of study.
2.1.4.
Data for applications for admission to taught programmes (PGT and UG) for 2006/7 shows an
overall gender split of approx 56% female and 44% male. Data for particular discipline areas
indicates gender in-balances on application in a number of areas, e.g. Engineering, Human
Sciences and Biomedical Sciences. This is pattern broadly reflected in the data for the student
population.
2.1.5.
In relation to accessing support services, male students are proportionately under-represented,
and female students are over-represented in counselling clientele; and male students are overrepresented and female students are under-represented in the Health Centre contact group.
2.1.6.
Concerning academic related complaints and appeals from students, there were a total of 65
individual cases of academic appeal raised in the 2005/6 academic year. Of these 56% were
raised by female and 44% my male students. Students raising formal cases of academic
programme related compliant at University level, i.e. those not resolved at an earlier stage within
schools, are broadly evenly split by gender - 47% of complaints received over the period
between September 2004 to March 2007 were from female students.
2.1.7.
There are generally a relatively small number of cases of student misconduct (non-academic)
which are considered formally by the University. In 2005/6, six cases were considered by formal
disciplinary panel which resulted in three exclusions from the University. At a less serious level
there were 39 students (30 male and 9 female) issued with fines for minor misconduct in the
same period. The majority of fines were raised following misbehaviour within the residences
and were either associated with noise disturbance to other residents or residents failing in
comply with fire safety procedures.
2.1.8.
There were only two recorded cases of students formally reporting alleged sexual harassment
in 2005/6. In both cases, the allegations were made by female students about the behaviour of
male students. One of the cases was pursued formally and resulted a Police investigation and
in the exclusion of a student from the University.
2.1.9.
A survey of home students was conducted via questionnaire in November 2006. This was open
to all undergraduate and all taught postgraduate students of the University. There were a total
of 181 respondents of which 172 were female and 83 male. The questionnaire asked students
to indicate the importance of a broad range of aspects of the University experience including,
pre-arrival information, induction, accommodation, social, sports, academic study and services.
6
Respondents were broadly in agreement on the aspects of the experience of the university
which were important and in their level of satisfaction or dissatisfaction. However, marginal
differences were noted.
Female undergraduate students indicated marginally higher
importance of the availability of welfare services and personal safety and security.
2.1.10. The student course experience survey is conducted on an annual basis. All undergraduate and
postgraduate students in the second year of their programme are invited to respond. The
survey is a very helpful indicator of the levels of student satisfaction with the aspects of their
academic study, including learning, teaching, academic support and assessment. In the 2006
survey report it is noted that there are no statistically significant difference noted between the
responses from women and men regarding their levels of satisfaction with the quality of their
programme of study, either between differing Schools or in overall satisfaction.
2.1.11. As part of the development of this Scheme, students were consulted, via a questionnaire, on
their views of gender quality at the University. 137 students responded. Responses were
received from undergraduate and postgraduate students. A summary of the direct response to
the questions is at Appendix A. Broadly the responses indicate that the University has a
recognisable culture of gender equality and that practices do not in general disadvantage men,
women of transsexual people. Individual comments included:




observation of perceived gender stereotyping within male or female dominated disciplines;
allegedly inappropriate publicity materials for some Students’ Union Club activities;
suggestion that some staff may be using inappropriate gender stereotyping in lectures;
difficult individual experiences of transsexual students.
2.2. Staff
2.2.1.
The University current policy on Gender Equality for staff can be accessed on
http://portal.surrey.ac.uk/humanresources
2.2.2.
Appendix B provides detailed statistical information on the staff of the University collected from a
recent Equal Pay Audit.
2.2.3.
There are currently 2,460 members of staff at the University, around 54% are women and 46%
are men.
2.2.4.
The recent Equal Pay Audit indicates a 29.3% pay gap between men and women in favour of
men at the University, despite there being an almost equal number of male and female staff.
This is due to the greater number of men than women in higher grades. This reflects national
patterns and does not imply that our pay policy is necessarily unfair.
2.2.5.
Staff completed a scoping questionnaire, giving their opinions on gender equality at the
University. 310 staff members completed the questionnaire. Of the 310 staff 36% were male
and 64% were female. (The questions and results are detailed in Appendix C).
2.2.6.
The main points to come out of the questionnaire in response to the University’s culture of
gender equality were that:



Females are currently under represented in senior management positions
There is limited career progression for part-time workers, who are predominantly female
due to their caring responsibilities
Academic promotions are male dominated.
7
3. ASSESSMENT OF FUNCTIONS
3.1. It is important for the University to prioritise its actions in terms of which are most salient for gender
equality (in terms of impact and in terms of ‘distance to travel’), so that it can take effective action on
gender equality over the University as a whole.
3.2. A qualitative assessment of the relative priority of functions is given in Table 3.1
Table 3.1 – Qualitative assessment of the relative priority of functions.
FUNCTION
1. Communications
2. Human Resources
PRIORITY
LEVEL
High
RATIONALE



High

3. Teaching & Learning
Medium - High



4. Student and Programme
Administration and Student Support

Medium

5. Community Life (social, sport, cultural
etc)
6. Corporate Services
Medium - Low

Medium - Low

7. IT, Information and Library Services
Medium - Low

Low
Low


8. Finance, Planning & Procurement
9. Research & Enterprise
8
The function has a high impact on
perceptions of equality and the public
(external) view of the University.
High pay gap identified via pay audit.
Perceptions of gender equality
expressed by staff in feedback.
Disproportionate gender distribution at
lower and higher grades.
This is a core function of the University’s
business and impacts directly on the
student experience.
Data shows student gender in-balances
in some academic disciplines areas.
Four issues of high significance were
collected through the student feedback.
Feedback identified potential support
needs for transsexual students.
Impact on individual students is
potentially high.
Feedback identified few significant
issues.
Feedback identified few significant
issues.
Feedback identified few significant
issues.
Limited relevance to gender equality.
Limited relevance to gender equality.
4. OBJECTIVES AND ACTION PLAN
4.1. Objectives
The objectives for our Gender Equality Scheme have been derived from our consultation with staff and
students and from our assessment of the relative priority of our functions, provided in Table 3.1 to gender
equality. The objectives for our Gender Equality Scheme are provided in Table 4.1.
Table 4.1 Objectives of our Gender Equality Scheme
HR and employment
Communications
Teaching and learning

To work towards addressing a 29.3% pay gap between men and women.

To work towards addressing perceptions of staff in relation to the
University's culture and practices concerning gender equality

To work towards addressing the representation of women in senior
management positions

To work towards addressing inequalities in promotion and career
progression for part-time workers

To ensure Staff Development activities are equally accessible to men and
women and transsexual people, and to embed gender equality in all Staff
Development activities

To utilise our marketing and communications functions to positively
promote gender equality within and externally to the University

To ensure that gender equality issues are considered in all formal
communications

To understand and address staff perceptions in relation to the University's
culture and practices concerning gender equality

To understand and take steps where appropriate to address gender
differences in recruitment to:
o
Computing, Electronic Engineering, Physics, Engineering (in which women
are proportionately underrepresented), and
o
Biomedical & Life Sciences, EIHMS, Psychology and Sociology (in which
men are proportionately underrepresented)
9
Evaluation and
monitoring

To understand and take appropriate steps to address gender differences in
progression and performance rates at undergraduate level

To ensure that all student support services are fully accessible to men,
women and transsexual people

To establish appropriate data collection and analysis procedures to enable
evaluation and monitoring of progress against Gender Equality objectives
Staff
Policy and procedures
Students

Recruitment

Admission

Promotion

Progression

PRP Bonus Payments

Award

% by Job Family and Job
Level

Graduate destination


Access to support services
Probation: confirmations;
extensions; dismissals


Student perceptions of Gender
Equality culture
Dismissals


Instances of reported
harassment/bullying
Reported instances of
harassment/bullying

Staff perceptions of Gender
Equality culture

Access to CPD activities
(internal and external)

To review current Gender Equality Policy for staff to include students and
staff under one policy

To conduct gender impact assessments in relation to HR and employment
policies, and to develop a three year plan for conducting gender impact
assessments of policy in all areas of University operation

To embed impact assessment of new policies and procedures on men,
women and transsexual people as a part of routine institutional practice
10
4.2
Action plan
The aim of this action plan is to embed Gender Equality in all the activities of the University. Many of these activities have been carried out for a
number of years and the intention here is to fully integrate Gender Equality into the operation of all aspects of the University. This represents a
continually evolving culture that permeates the actions and attitudes of all staff and students, our business partners and visitors to our campus. This
is the first Gender Equality Scheme that has been developed and both the Scheme and the Action Plan will be reviewed regularly to ensure that they
take account of the changing environment of the University of Surrey and more generally, Higher Education. The Action Plan for our Gender Equality
Scheme is provided in Table 4.2.
Table 4.2 Action plan for our Gender Equality Scheme
Function
Objective
Action
Accountability
Timescal
e
Outcomes
1. HR and
employment
To work towards reducing the
29.3% pay gap between men
and women.
Conduct annual equal pay audits to
measure whether the pay gap between
men and women narrows and report to
the Executive Board and E&D Committee.
Director of
Corporate
Services
July 2010
Measurable
reduction in
pay gap
Identify and address any barriers to
implementation of Equal Pay Policy.
Mandatory selection and recruitment
training for all staff on all appointment and
promotion boards
11
To work towards addressing
perceptions of staff in relation to
the University's culture and
practices concerning gender
equality
Conduct impact assessments on
practices and procedures, to eliminate
discrimination concerning gender
equality.
Director of
Corporate
Services
July 2010
Positive
improvements
in perceptions
of University
culture in
relation to GE
(in regular
surveys)
Mandatory training for all staff to attend
equality and diversity training at induction
Promote the services of the gender
equality focus group to ensure that staff
have the opportunity to confidentially
express their views in a professional
environment
To work towards addressing the
representation of men and
women across all grades, in
particular senior management
positions
Review the promotion and development
processes to establish whether there are
any elements that may indirectly
discriminate against women or men and
address the barriers.
Director of
Corporate
Services
July 2010
Improved
gender
balance at
every grade
across the
university, and
remove
occupational
segregation.
To work towards addressing
inequalities in promotion and
career progression for part-time
workers
Review the promotion and development
processes to establish whether there are
any elements that may indirectly
discriminate against part-time workers
and address the barriers.
Director of
Corporate
Services
July 2010
Remove
inequalities in
promotion and
career
progress for
part time staff.
12
2. Communicat
ions
To utilise our marketing and
communications functions to
positively promote gender
equality within and externally to
the University
Develop a plan for embedding promotion
of equalities issues in all core marketing
activities
Director of
Corporate
Services
Review all core Marketing publications
against objective of positively promoting
gender equality, amending where
appropriate
Director of
Corporate
Services
Advise and support the Students' Union in
promoting gender equality through Union
marketing and communication activities
To ensure that gender equality
issues are considered in all
formal communications
To understand and address
staff perceptions in relation to
the University's culture and
practices concerning gender
equality
Include gender equality considerations in
Staff Development processes (especially
SDR, induction and communications,
interpersonal skills, business writing,
training courses)
Conduct follow-up research (qualitative
and quantitative)
Identify priority perceptional issues and
develop a plan for addressing
13
By
December
2007
Summer
2008
Positive
improvement
in perceptions
of University
culture in
relation to GE
(in regular
surveys)
Spring/Su
mmer 2007
Director of
Corporate
Services
Director of
Corporate
Services
Director of
Corporate
Services
Summer
2008
Summer
2008
(Plan);
Summer
2010
(improvem
ent)
Positive
improvement
in perceptions
of University
culture in
relation to GE
(in regular
surveys)
3. Teaching
and learning
To understand and take steps,
where appropriate, to address
gender differences in student
recruitment to:
o Computing, Electronic
Engineering, Physics,
Engineering programmes (in
which women are
proportionately
underrepresented), and
o Biomedical & Life Sciences,
EIHMS, Psychology and
Sociology programmes (in
which men are proportionately
underrepresented)
To understand and take
appropriate steps to address
gender differences in
progression and performance
rates at undergraduate level
Determine any University factors that
influence proportionate underrepresentation by gender. Identify and
address barriers where appropriate:

Comparison of admission statistics
with regional and national subject
benchmarks;
PVC Teaching
and Learning,
Deans

Where evidence suggests barriers
exist, identify and develop means by
which to remove these in:
promotion/publicity material; in
programme administration and the
curriculum.
PVC Teaching
and Learning,
Director
Corporate
Services, Deans
Review policy for schools liaison and/or
other outreach activity to be targeted at
addressing gender under-representation
in specific disciplines.
Comparison of progression/award
statistics with national subject
benchmarks;
July 2010
Targeted
changes to
promotional
media and the
curriculum
July 2008
Targeted
school liaison
and outreach
activities
July 2010
Progression
and award
rates, by
gender, to
broadly reflect
national
benchmarks.
DVC
Determine any University factors that
influence gender differences in
progression and award. Identify and
address barriers:

July 2008
PVC Teaching
and Learning,
Deans
July 2008
July 2010
Where evidence suggests barriers exist,
identify and develop means by which to
address these, where appropriate, in
programme administration, student
support and in the curriculum.
14
PVC Teaching
and Learning,
Deans
To ensure that student support
services are fully accessible to
men, women and transsexual
people
Identify and address potential barriers to
access for women, men and transsexual
people.
Registrar
July 2008
Access to
services to
reflect national
benchmarks
Summer
2008
Production of
accurate data
with
appropriate
interpretation,
on annual
basis
Benchmark externally access to support
services
4. Evaluation
and
monitoring
To establish appropriate data
collection and analysis
procedures to enable evaluation
and monitoring of progress
against Gender Equality
objectives
Develop systems for ongoing collection
and annual reporting of data listed in main
objectives:

for Staff

for Students
Director of
Corporate
Services
Registrar
15
Note: data to
inform
prioritisation of
impact
assessment
procedure
5. Policy and
procedures
To review current Gender
Equality Policy for staff to
include students and staff under
one policy
Develop a policy to reflect staff and
students
To conduct gender impact
assessments in relation to HR
and employment policies, and to
develop a three year plan for
conducting gender impact
assessments of policy in all
areas of University operation
Develop assessment methodology for
impact assessment
Rapidly progress impact assessments on
priority HR policy areas (equal pay,
recruitment, promotion and probation)
Develop three-year plan for impact
assessment of all high/medium priority
areas of University operation
To embed impact assessment
of new policies and procedures
on men, women and
transsexual people as a part of
routine institutional practice
Inclusion of gender equality
considerations in all CPD/staff
development activities
Executive Board requirement for explicit
recognition of gender equality issues in
any newly developed policies/procedures,
and for any policy/procedural revisions
16
Director of
Corporate
Services
Registrar
Director of
Corporate
Services
Registrar
July 2008
Existence of
policy to reflect
staff and
students
December
2008
Sufficient
progress
against
developed plan
Summer
2010
Director of
Corporate
Services
Director of
Corporate
Services
Registrar
Director of
Corporate
Services
Summer
2010
Appropriate
action when
disadvantaging
policy/practices
identified
Any significant
formal
policy/procedu
ral change
includes
explicit
reference to
gender
equality issues
in rationale
5. EVALUATION AND REPORTING ON PROGRESS
5.1. Responsibility and Accountability. The responsibility to ensure that the Scheme is
developed and implemented rests with the Vice-Chancellor, and is delegated to the Pro
Vice-Chancellor. Deans of Faculties and senior managers across the University are
accountable for arrangements within the area of business they manage. Members of
Council and Executive Board are responsible for ensuring that adequate resources are
made available to ensure that the University meets its legal obligations.
5.2. Publication and Reporting. The Scheme will be published on the University’s website
and made available in hard copy, large print and alternative formats by request. An
annual report will be prepared, which will provide an evaluation of the progress made in
meeting the objectives of the Scheme. The report will be provided to the Equality &
Diversity Committee, Senate, Executive Board and Council. The report will be made
available to all staff and students.
17
APPENDICES
APPENDIX A - STUDENT STATISTICS:
Table A1: Applications to all taught and research programmes 2006/7
18
Table A2: Student Population 2006/7
19
Table A3 - Student population by academic school – Dec 2006
School
UG
PG
School of Arts, Communication & Humanities
1192
77%
354.5
23%
School of Biomedical & Molecular Sciences
800
64%
451.5
36%
School of Electronics & Physical Sciences
887
59%
621
41%
School of Engineering
774
56%
616.5
44%
European Institute of Health & Medical Sciences
1545
80%
375.5
20%
School of Human Sciences
1053
70%
453.5
30%
School of Management
1269
51%
1228.5
49%
0
-
278
100%
7520
63%
4379
37%
Postgraduate Medical School
Total
NB: Figures include taught, research, full-time, part-time and occasional students. Figures do not include students
registered on programmes within the Centre for Learning Development and on franchised activity at the Royal Academy of
Dance.
20
Table A4 - Student population by gender – Dec 2006:
Undergraduate
Full-Time
Postgraduate
Part-Time
Full-Time
Total
Part-Time*
Full-Time
Part-Time
M
F
M
F
M
F
M
F
M
F
M
F
3034
3966
121
283
1022
941
1082
1146
4056
4907
1203
1429
41.0%
53.6%
1.6%
3.8%
24.4%
22.5%
25.8%
27.3%
35.0%
42.3%
10.4%
12.3%
The above statistics relate to students registered on undergraduate award-bearing programmes; they exclude occasional students and those registered on the part-time award-bearing programme
in Humanities. Where students are repeating study following academic failure, those who are studying 50 or more credits in the Autumn Semester are counted as full-time. Students who are
studying less than 50 credits during the semester are regarded as part-time.
* These figures include students on Distance Learning programmes.
21
Table A5 - Student intake by gender 1996-2006:
Male
Female
Total
2006-2007
1054
44%
1352
56%
2406
2005-2006
930
42%
1282
58%
2212
2004-2005
936
42%
1287
58%
2223
2003-2004
982
42%
1382
58%
2364
2002-2003
896
41%
1265
59%
2161
2001-2002
814
43%
1077
57%
1891
2000-2001
783
42%
1085
58%
1868
1999-2000
685
45%
822
55%
1507
1998-1999
641
43%
834
57%
1475
1997-1998
685
44%
862
56%
1547
1996-1997
693
48%
760
52%
1453
22
Table A6: Student Support - Access to Learning Fund
male
female
2005-06 client (%)
39
61
2006-07 client (%)
44
56
41.5
58.5
45
55
2 yr average client (%)
4 yr average population (%)
Access to hardship funding (05-07 data)
70
60
50
2 yr average client
(%)
4 yr average
population (%)
40
30
20
10
0
male
female
Table A7: Student Support - Health
2004-05 patient (%)
2004-05 population (%)
2004-05 patient (number)
male
female
57.4
42.6
45
55
4400
3260
Access to healthcare (04-05 data)
70.0
60.0
50.0
2004-05 patient (%)
40.0
2004-05 population
(%)
30.0
20.0
10.0
0.0
male
female
23
Table A8: Student Support - Access to Counselling
male
female
Clients (%)
30
70
Population (%)
45
55
Access to counselling: average over 4 yr
period (02-06)
80
70
60
50
Clients (%)
Population (%)
40
30
20
10
0
% male
% female
24
APPENDIX B – STAFF STATISTICS:
Table B1: Staff gender breakdown by Job Family
Job Family
Technical &
Experimental
TOTAL
Female
Male
employees
%
%
1a-2b
25
36%
64%
3-5
67
22%
78%
92
26%
74%
Level
TOTAL
Operational
1a-2b
297
47%
53%
Services
3-4
26
27%
73%
323
45%
55%
1a-2b
384
83%
17%
Professional
3-4
363
72%
28%
Services
5-6
212
52%
47%
7
39
18%
82%
998
70%
30%
2a-3
50
68%
32%
4-5
643
49%
51%
6-7
354
31%
69%
TOTAL
1,047
44%
56%
GRAND TOTAL
2,460
54%
46%
TOTAL
TOTAL
Research &
Teaching
25
APPENDIX C: Results of Gender Equality Scoping Questionnaire – Students
Table C1 – Summary of student responses to questionnaire
137 students completed the questionnaire - 29% men and 71% women.
1. There is a recognisable culture of gender equality at the University of Surrey
Strongly Agree:
7.6%
10
Agree:
60.6%
80
Neither Agree nor
Disagree:
26.5%
35
Disagree:
3.8%
5
Strongly Disagree:
1.5%
2
3. There are practices within the University that disadvantage, men, women or transsexual people.
Strongly Agree:
0.8%
1
Agree:
5.3%
7
Neither Agree nor
Disagree:
30.3%
40
Disagree:
51.5%
68
Strongly Disagree:
12.1%
16
Strongly Agree:
4.6%
6
Agree:
30.5%
40
Neither Agree nor
Disagree:
44.3%
58
Disagree:
18.3%
24
Strongly Disagree:
2.3%
3
5. The University actively promotes gender equality.
7. The differing needs of men, women and transsexual people in the workplace or in study are taken into
account by the University.
Strongly Agree:
7.7%
10
Agree:
34.6%
45
Neither Agree nor
Disagree:
51.5%
67
Disagree:
4.6%
6
Strongly Disagree:
1.5%
2
26
APPENDIX D: Results of the Gender Equality Scoping Questionnaire – Staff
Table D1 – Summary of staff responses to questionnaire
310 employees completed the questionnaire - 36% men and 64% women.
1. There is a recognisable culture of gender equality at the University of Surrey
Strongly Agree:
4.5%
13
Agree:
29.1%
84
Neither Agree nor
Disagree:
29.8%
86
Disagree:
26.3%
76
Strongly Disagree:
10.4%
30
3. There are practices within the University that disadvantage, men, women or transsexual people.
Strongly Agree:
4.5%
13
Agree:
19.0%
55
Neither Agree nor
Disagree:
39.1%
113
Disagree:
31.1%
90
Strongly Disagree:
6.2%
18
Strongly Agree:
3.5%
10
Agree:
26.0%
75
Neither Agree nor
Disagree:
37.2%
107
Disagree:
26.4%
76
Strongly Disagree:
6.9%
20
5. The University actively promotes gender equality.
7. The differing needs of men, women and transsexual people in the workplace or in study are taken into
account by the University.
Strongly Agree:
2.4%
7
Agree:
25.9%
74
Neither Agree nor
Disagree:
50.3%
144
Disagree:
17.5%
50
27
Strongly Disagree:
3.8%
28
11