Social Inclusion Strategy

The University of Warwick is committed to thriving on difference and our Social Inclusion Strategy below sets out how we seek to remove economic, social, and cultural barriers that have prevented people from working, studying, and succeeding here. Read our statement of intent on social inclusion here.

The University of Warwick’s purpose, to achieve excellence with purpose in education and research is supported by five goals: innovation, regional leadership, internationalisation, sustainability, and inclusion. The Social Inclusion Strategy will help Warwick to re-imagine the original purpose of setting up the University in 1965, to ‘increase access to higher education’.

Through this Strategy, the University aspires to remove economic, social and cultural barriers that have prevented people from working, studying and succeeding at Warwick, and to be recognised as best in class in its approach to equality, diversity and inclusion, for staff and students by 2030.

Our strategic objectives to 2030 are to:

Increase the diversity of Warwick's staff and students to maximise the creativity and innovation of its talent.
Develop a culture that supports students and staff in achieving their potential.
Become an internationally recognised leader in social inclusion.

The social inclusion agenda at Warwick aims to make a real difference by nurturing the most diverse and inclusive citizens and leaders for today and tomorrow, and that through inclusive practice we can leverage the benefits of difference to help achieve the University's vision. Work will continue into identifying talent that has found itself excluded and under-represented in Higher Education. By removing barriers and changing the way things are done, we can provide an inclusive experience of outstanding academic and professional growth at the University for both our students and staff.

At Warwick, diversity is about all members of our community. Warwick’s approach will go much further than the bounds of legislative practice, protected characteristics, and the requirements of regulators. It is leadership at all levels of the University’s community that will be central to driving the structural changes required to see everyone living Warwick’s values and nurturing a culture that truly thrives on difference.

Research and experience indicates that certain diversity characteristics result in greater challenges for some people in higher education. In particular, there are more challenges for people of BAME (Black, Asian, and Minority Ethnic) origin, disabled people, and people who come from economically disadvantaged backgrounds. This is manifested in numerous ways, but most obviously in access to higher education and academic attainment. Our approach will focus on ensuring we tackle these barriers and practices to specifically address these issues. The effects of intersectionality when considering diversity will be central to the analysis and actions subsequently undertaken.

1. Increase the diversity of Warwick’s staff and students to maximise creativity and innovation of its talent.

Diversity of thought leads to innovation and creativity. Inherited and acquired diversity characteristics are indicators of diversity of thought. Representing different experiences and approaches, it brings fresh challenge to ways of thinking and doing things.

For Warwick, having diversity represented in its students and staff means that the University can achieve its vision of excellence in education and research. This can be measured through the protected characteristics and economic background of its staff and students and these indicators will continue to be a key focus of the University’s progress on increasing inclusion. Headway on closing the attainment gap for Warwick’s students, and in particular for those of specific BAME backgrounds, those with disabilities and those from economically disadvantaged backgrounds, will be key indicators of success. For staff, measures of career progression and pay equity will be primary indicators of real change across the academy and in professional services.

Diversity in our students

As a Russell Group University, Warwick recognises that traditional methods of recruiting students, coupled with reputation, have inadvertently resulted in a lack of diversity for certain groups of people. It is understood that this has created barriers and significant work is being undertaken to redress them. Warwick is proud of the progress that it has made in the increases in BAME student recruitment compared to its Russell Group peers. However, the University will continue to examine how best it can reach out to, engage with potential students, and work with them to ensure they are informed and supported through the application process. The regional ethnic diversity of communities makes this a priority for Warwick. On the University’s part, systems and processes are needed that ensure that it is identifying talent and making offers to entry based on criteria that truly recognises potential in all its diversity.

As a university, Warwick is constantly striving to improve how it does things to make its student experience among the best in the world. It is recognised that the University needs to understand how its teaching, learning, and assessment approaches impacts on its students. As the student life cycle is reviewed, measures will be introduced that help to provide better indicators of which students are likely to face challenges in reaching their potential and make available options for timely and appropriate interventions.

Warwick has made great strides in improving women’s experience, by working towards and achieving an institutional Silver Athena Swan award. However, to truly achieve gender equality for its students, Warwick will continue to identify and work on challenges as it works towards all academic departments achieving an Athena Swan award. Warwick has also established a good foundation for eliminating racial discrimination by achieving a Bronze Race Equality Charter, and work on its action plan will help improve the experience of BAME students and staff at the University.

The attainment gap is one of the most pressing challenges affecting particular groups of BAME students, disabled students, and from economically disadvantaged backgrounds. Through co-creation with students and academics, Warwick is working towards inclusive teaching practices, curriculum, and teaching spaces that provide reasonable adjustments. This will be done by:

Co-creation with affected groups.
Underpinning by research and learning from peers.
Systemic and structural change that goes beyond supporting affected groups separately.
Enhancement-driven monitoring (to make immediate and then structural change).

Our work on this: As part of the University's Inclusive Education Model work, a dashboard has been developed to help departments understand their current situation in regard to any awarding gaps within their undergraduate student cohort. This is used as a starting point and supporting resource to help identify any inclusion issues departments may have and to inform planning.

Diversity in our staff

Increasing diversity in all staff, including academic, professional and other support staff, particularly at senior levels, is essential to bring inclusion to the student experience, and to enhance Warwick’s reputation and brand as an inclusive employer. Reviewing recruitment and promotion processes to ensure unbiased decision-making and nurturing talent to establish a diverse talent pipeline are some of the actions that will support the University in its drive for a diverse workforce: a workforce whose diversity and inclusive leadership will be inspirational for Warwick’s students and the communities that it works with.

Equity in pay for all staff is one of the ways that high performance can be rewarded and diverse talent valued. Reduction, and ultimately elimination, of the gender and ethnic minority pay gap is a priority, which must be achieved. Through better understanding, the barriers to career progression and decision-making about reward and recognition, Warwick can work towards achieving this outcome. Improving diversity data will support the improvement of the pay gap for women and ethnic minorities and it will promote better understanding of how it affects other groups of staff, in particular those with specific protected characteristics.

Our work on this: In our annual report - 'Closing The Pay Gaps' - we provide information on pay gaps at the University for the snapshot date of 31 March. We analyse this data and look at the context for the figures, and we set out our continued commitment to improve pay gaps at the University, through steps we’ve already put in place and the further actions we have identified.

2. Develop a culture that supports students and staff in achieving their potential.

Warwick’s culture will determine how individuals treat one another through understanding of what they owe one another as members of a community and as citizens of a diverse world - or in other words, a culture of inclusion.

A culture of inclusion is one where diversity is recognised, understood, and valued, leaders are role models for inclusive behaviours, there is an environment which is flexible and adaptable and facilitates meaningful interactions, and there is transparency of and accountability for our actions.

Diversity is recognised, understood, and valued

By embedding diversity and inclusion into the University’s learning and communication programmes, it can engage with students and staff on realising the benefits that diversity and inclusion brings. Systems and processes will be reviewed to ensure that Warwick does not inadvertently discriminate against students or staff, and have tools in place that promote decision-making that is free from bias. Warwick will support a culture which encourages constructive dialogue to tackle discrimination and injustice.

Our work on this: We have made available inclusion learning courses and materials that will be relevant and engaging for all staff and students, and which will support continuous learning and discussion on these important issues.

Leaders are role models for inclusive behaviours

Leadership in any organisation includes the articulation of its values, and inclusion is fundamental to the values of Warwick. Inclusive behaviours can include different things to different people, here at Warwick they include:

Being respectful of and understanding individuality.
Nurturing diverse talent.
Being an ally and never a bystander through safe intervention.
Understanding the benefits of diversity and embedding it into all that Warwick does.

Our work on this: We have been working with senior leaders at Warwick since 2018; they have participated in conversations about diversity and inclusion with peers and leaders from other sectors. From this work we've developed inclusive behaviour frameworks for leaders and colleagues.

An environment which is flexible, adaptable, and facilitates meaningful interactions

Physical environment has a key role to play in facilitating access for Warwick’s students, staff and the communities within which it works. The University wants to support everyone to enjoy the campus and find the environment to be one, which helps them to perform at their very best. This will be reflected in as many ways as possible, from the welcome provided, to ensuring that the campus is physically accessible and adaptable to different needs.

To go beyond understanding bias and to achieve unbiased actions, there must be meaningful interactions with people who are different and unfamiliar to oneself. Physical and social environments can encourage such interactions between different members of the community by facilitating learning and respectful curiosity about difference.

Through proactive communications and learning, individuals can also support their community; to not be bystanders; and to encourage people to report and call out behaviours that are not congruent with Warwick’s values. Warwick will create an environment of respect, where bullying and harassment is not tolerated. It is recognised that that not all forms of discrimination and harassment are overt and take the form of micro-aggressions, but these are no less damaging.

Our work on this: Our Dignity Principles set out our expectations of how we behave as a community and that harassment of any kind is not tolerated. You can find support and report concerns online using Report + Support.

Transparency and accountability for our actions

As a University, Warwick is subject to external scrutiny on actions and outcomes in achieving social inclusion for its students and staff. Warwick will go further than this and hold our itself accountable to all stakeholders through its shared values and governance processes, and by being transparent in the actions that the University are taking, outcomes that it is achieving and barriers that it has yet to overcome.

The University will work with its staff, (academic, professional and support services), with its students and with external stakeholders to identify best practice, implement actions in a timely fashion and innovate new approaches to achieve Warwick’s vision of inclusion.

Our work on this: The Social Inclusion Committee is responsible for advising and making recommendations to the Senate and Council governing bodies on all matters relating to the Social Inclusion strategy and the promotion and monitoring of equality, diversity, and inclusion issues throughout the University.

3. Become an internationally recognised leader in social inclusion.

Warwick wants to be recognised regionally, nationally and internationally as a place that is leading on learning, developing and achieving inclusion.

At a national level, the University wants to be at the forefront of the debate and a force for change on social inclusion, not only in the role of a higher education provider, but also using its expertise and knowledge on social, political and economic factors that are inhibitors or facilitators of progression towards greater equality.

Warwick values the richness that international relationships bring to knowledge and understanding of cultural diversity, and will continue to strive to achieve geographical diversity in its students and partnerships.

The University will continue to increase the depth, mutuality and diversity of its relationships in the surrounding communities and the region. This will be achieved by continuing to contribute skills, knowledge, volunteering, and other support, to facilitate and shape sustainable change in the region by helping to build capacity in local communities and promoting the development of leadership skills and practices to achieve inclusive economies.

In many ways, the discourse on social inclusion is still in its infancy. By harnessing the experience of Warwick’s practice and the knowledge and innovation of its academics, professional staff and students, it will use its voice to develop and establish thought leadership in this critical area.

Our work on this: We are committed to building a movement for inclusive leadership beyond working internally, we are working with international partners through EUTOPIA and The Guild of European Research-Intensive Universities to ensure inclusive leadership is a community endeavour.

The Social Inclusion Strategy will work inter-dependently with the following strategies: Research, Education, Widening Participation, Student Admissions, International, Regional, Research, Innovation, People, Government Affairs and Communications.

Strategy progress and developments will be monitored and actioned by the Social Inclusion Committee and report to Council.

We have identified outcome measures in three periods:

Immediate (Years 1-3)

Increased awareness, understanding, and engagement with social inclusion at a community and personal level.
Leadership teams that model inclusive behaviours.
Regional presence and voice on inclusive practice and leadership.
A co-ordinated and strategic approach to widening participation, diversity, inclusion and equality.
Increased diversity in our students of UK origin.
Develop and implement positive action interventions to increase diversity at senior levels and develop diverse talent pipelines.
Increased access to undergraduate courses through alternative routes.
A robust reporting and response system for incidents of hate/violence supported by preventative interventions.
Accountability for delivery of Social Inclusion Strategy.

Our work on this: We have made the following progress in years 1-3 of the strategy:

Launched new training and seminars to engage and inform people on current social inclusion issues.
Leaders and line managers participated in training on building inclusive behaviours, diverse talent development, and developing inclusive cultures. From this we developed inclusive behaviour frameworks.
We have held 10 Forum for Leaders of Inclusive Cultures events covering all areas of inclusive leadership. Hosting 24 panellists with expertise and experience. Attended by over 430 people.
The National Centre for Research Culture held the first International Research Culture Conference held to foster meaningful conversations and build an inclusive community of practice.
We have identified a number of key performance indicators (see below) to support and monitor progress against our strategic objectives.
The National Scientific Thinking Challenge tests young people’s ability to think like a scientist, decoupled from the curriculum. In 2023, 13,652 students participated.
Our University of Sanctuary scholarships are increasing access to higher education for students seeking asylum.
We are working in partnership with the EY Foundation to deliver two employability programmes to give young people real, valuable work experience and a chance to find out what it is like to work and study at Warwick and beyond.
Since 2019, we have a higher proportion of disabled, Black, Asian, and minority ethnic, and religious students. In addition, a higher proportion of students have declared their sexual orientation. (You can see institutional level diversity monitoring data here).
A Warwick Transformation programme has been established to review and update the end-to-end staff recruitment process.
INspire is supporting leaders who face well documented barriers getting into top leadership positions. 50% of the first cohort have since achieved promotions.
Senior Leadership colleagues sponsored INspire participants to create opportunities to expand their network, get exposure to senior colleagues, and insight into the pathway to leadership.
The IDG Women’s Leadership and Development Programme is helping to address the an under-representation of women in FA9 positions in the department.
Degree Apprenticeships allow students to combine academic knowledge and practical skills, all whilst earning a salary.
In 2023, we graduated the first cohort of University College Birmingham undergraduates and postgraduates to have their degrees accredited and awarded by Warwick.
An increasing number of staff and students are using our secure and confidential online platform, Report + Support, to reporting incidents of sexual misconduct, bullying, harassment, discrimination, or hate crime and seek support. We have worked hard to promote the service, increased use reflects a growing awareness of and trust in the platform.
The Social Inclusion Committee is responsible for the promotion and monitoring of equality, diversity, and inclusion issues throughout the University. It includes representation from our inclusion Taskforces, each of the University’s faculties, and the Students’ Union.

Intermediate (Years 3-5)

Reviewed and revised systems and processes for recruitment, retention and promotion of staff.
Reduce the black (and other identified areas) attainment gap.
Increase in number of ethnic minority, disabled, and LGBQTUIA+ employees at senior levels for professional services and academic staff.
Diverse talent pipelines creating next generation leaders.
Reduce gender, ethnicity, and disability pay gap.
An established reputation as an inclusive employer and provider of an inclusive student experience.
Eliminate the black attainment gap.

2030

A culture that is inclusive and supports its diverse community to be high performing, creative and innovative.

A leading voice on the causes of exclusion and interventions that support sustainable economic and social inclusion.
A role model for inclusive leadership.
A place where everyone is valued for their individuality and where everyone is respectful of others.
Eliminate gender, ethnicity, and disability pay gap.

Our KPIs have been identified to support our Social Inclusion Strategy objective to increase the diversity of our staff and students.

We have KPIs in four key areas:

Q5:Q1 Ratio

Ensuring the university is accessible to students from all backgrounds is one of the strategic priorities set out in Warwick's University strategy, demonstrating our commitment to widening participation and the significance placed on this important work.

TARGET: Narrowing the gap in participation for students between the most (POLAR Q5) and least (POLAR Q1) represented quartiles to 4:1 by 2025. What is POLAR?

CURRENT: In 2023/24, our Q5:Q1 ratio was 6.6:1.

Increasing by 0.2 compared to 2018/19.
And 0.3 compared to the previous year.

BENCHMARK: The Q5/Q1 ratio Warwick is higher than in the sector and Russell Group. In 2021/22, the sector average was 2.4:1 and the Russell Group average was 4.3:1. Whereas, that year Warwick’s awarding gap was 6.1:1.

Our work on this: Our Access and Participation Plan articulates our approach to improve equality of opportunity for underrepresented groups to access, succeed in, and progress from higher education.

Black Awarding Gap

The awarding gap is one of the most pressing challenges affecting particular groups of students, especially Black, Asian, and Minority Ethnic students. We are committed to providing student experiences and outcomes which have inclusion at the heart.

TARGET: Eliminate the awarding (degree outcomes) gap between Black and White students by 2025. What is the Black awarding gap?

CURRENT: In 2023/24, our awarding gap was 10.2 percentage points.

Decreasing 0.1 percentage points since 2018/19.
But increasing 0.9 compared to the previous year.

BENCHMARK: Warwick is performing better than the sector and Russell Group in this area. In 2021/22, the sector average was 20.1 percentage points, and the Russell Group 11 percentage points. Whereas, that year Warwick’s awarding gap was 5.4.

Our work on this: The University has developed the Inclusive Education Model; a layered and whole-institution approach to reducing awarding gaps and increasing continuation rates. There has, and continues to be, a lot of work in this area across the University.

Pay Gaps

Equity in pay for all staff is one of the ways that high performance can be rewarded and diverse talent valued. For staff, measures of career progression and pay equity will be primary indicators of real change across the academy and in professional services. Closing the pay gaps is a priority, which must be achieved. What are pay gaps?

Gender

TARGET: Eliminate the gender pay gap by 2030.

CURRENT: In 2022/23, our mean gender pay gap was 20.5%.

Decreasing 5.4 percentage points since 2018/19.
But increasing 0.2 compared to the previous year.

Our median gap was 20.5%.

Decreasing 4.2 percentage points since 2018/19.
But increasing 1.9 compared to the previous year.

BENCHMARK: The mean and median gender pay gaps at Warwick are higher than the sector and Russell Group. In 2021/22, the sector had a 14.2% mean and 8.5% median gap, and the Russell Group 18.4% and 13.4%. Whereas that year Warwick's was 20.3% and 18.6%.

Ethnicity

TARGET: Eliminate the ethnicity pay gap by 2030.

CURRENT: In 2022/23, our mean ethnicity pay gap was 13.7%.

Increasing 5.5 percentage points since 2018/19.
And 6.8 compared to the previous year.

Our median gap was 15.8%.

Increasing 11.6 percentage points since 2018/19.
And 8.7 compared to the previous year.

BENCHMARK: The mean and median ethnicity pay gap at Warwick are higher than the sector. In 2021/22, the sector had a 0.9% mean and 0.1% median gap. Whereas that year Warwick's was 6.9% and 7.1%. The mean pay gap at Warwick is also higher than the Russell Group (4.1% in 2021/22), but our median gap is lower than the Russell Group (14.2%).

Our work on this: In our annual 'Closing the Pay Gaps' report, we analyse the data, look at the context for the figures, and set out our continued commitment to improve pay gaps at the University, through steps we’ve already put in place and the further actions we have identified

Diversity at FA9

Diversity of thought leads to innovation and creativity. Increasing diversity in all staff groups - academic and professional services - particularly at senior levels, is essential to bring inclusion to the student experience and to enhance Warwick’s reputation as an inclusive employer.

Gender

TARGET: 50% women professors and professional services staff at FA9, by 2030.

CURRENT: In 2024/25, 29.6% of our professors were women.

Increasing 7.5 percentage points since 2018/19.
And 0.7 compared to the previous year.

And 49.5% of our professional services staff at FA9 were women.

Increasing 1 percentage point since 2018/19.
And 3.5 compared to the previous year.

BENCHMARK: The proportion of women professors at Warwick is lower than in the sector and Russell Group. In 2021/22, the sector average was 28.5%, and the Russell Group average was 28.2%. Whereas, that year 23.8% of Warwick’s professors were women.

Ethnicity

TARGET: 25% Black, Asian, and Minority Ethnic professors and professional services at FA9, with 5% to be Black, by 2030. Why do we use the term 'BAME'?

CURRENT: In 2024/25, 11.7% of our professors are Black, Asian, and Minority Ethnic.

Increasing 2.6 percentage point since 2018/19.
And 0.8 compared to the previous year.

0.5% of professors are Black.

Increasing 0.1 percentage point since 2018/19 but decreasing 0.3 compared to the previous year.

And 12.3% of our professional services staff at FA9 are Black, Asian, and Minority Ethnic.

Increasing 6.1 percentage points since 2018/19.
And 7.4 compared to the previous year.

1.9% of FA9 professional services are Black.

Increasing by 1.9 percentage points (from zero) in 2018/19 and 1 compared to the previous year.

BENCHMARK: The proportion of Black, Asian, and Minority Ethnic professors at Warwick is lower than in the sector, but higher than in the Russell Group. In 2021/22, sector average for Black, Asian, and Minority Ethnic professors was 12.1%, and the Russell Group 9.4%. Whereas, that year 11.2% of Warwick’s professors were Black, Asian, and Minority Ethnic.

The proportion of Black professors at Warwick is the same as in the sector. In 2021/22, sector average was 0.8% Black professors. And that year 0.8% of Warwick’s professors were Black too.

Disability

TARGET: 18% disabled professors and professional services staff at FA9, by 2030.

CURRENT: In 2024/25, 6.4% of our professors are disabled.

Increasing 2.6 percentage points since 2018/19.
And 2.1 compared to the previous year.

And 5.7% of our professional services staff at FA9 were disabled.

Increasing 0.8 percentage points since 2018/19.
And 2.1 compared to the previous year.

BENCHMARK: The proportion of disabled professors at Warwick is lower than in the sector generally, but higher than in the Russell Group. In 2021/22, the sector average was 4.1% and the Russell Group average was 3.2%. Whereas, that year 3.7% of Warwick’s professors were disabled.

Sexual orientation

TARGET: 7% professors and professional services staff at FA9 who are LGBTQUIA+ by sexual orientation by 2030. What do we mean by 'LGBTQUIA+ by sexual orientation'?

CURRENT: In 2024/25, 3.6% of our professors are LGBTQUIA+ by sexual orientation.

Increasing 1.3 percentage points from 2018/19.
But decreasing 0.4 compared to the previous year.

And 3.8% of our professional services staff at FA9 are LGBTQUIA+ by sexual orientation.

Increasing 3.8 percentage points (from zero) from 2018/19.
And 0.2 from the previous year.

Our work on this: We are running Inclusive Talent programmes to nurture talent that has found itself excluded and under-represented in higher education and establish a pipeline of diverse and inclusive leaders for today and tomorrow.

^{Note on benchmark data: Staff data are from Advance HE's 'Equality in higher education: statistical reports'. Student data are from the Office for Students 'Access and participation data' dashboard.}

Read the Social Inclusion Annual Report for more about social inclusion at Warwick and the action we're taking.

The Social Inclusion Annual Report highlights the work that has been taking place across the University over the last year, and how it is helping us to meet our Social Inclusion Strategy objectives to increase the diversity of our staff and student communities, develop an inclusive culture, and become an internationally recognised leader in inclusion.

Reshape, Refresh, Renew

As the landscape continues to evolve, it's an ideal time to reshape, refresh and renew our "Excellence with Purpose" 2030 strategy. This renewed vision will not only elevate our future goals, it will also reaffirm our commitment to making a positive, lasting impact for years to come. Here we will review our achievements and commit ourselves to a series of goals.

Discover more