Diversity Monitoring

We are committed to increasing the diversity of Warwick’s staff and students (as outlined in our Social Inclusion Strategy).

To do this, we need your help to better understand the make-up of our community - please answer the diversity monitoring questions on your personal record. Staff can update on SuccessFactors and students on Student Records Online. It should only take a few minutes.

This information is important for us to be able to understand the diversity of our staff, provide adjustments to those who need them, evaluate our progress against strategic objectives and KPIs, and meet our statutory reporting obligations.

We know that people don't always understand the relevance of this information to the University and may have reservations about answering without knowing how we're using it and who can see it. We hope the information on this page will answer some common questions about what we want to know and why.

"Diversity data is a powerful tool against discrimination and exclusion. It can show us where we’re doing well, where the problems are, and what’s working to solve them. The more we know, the more we can do to make things better for everyone at Warwick. Thank you to everyone who has answered these questions for doing your bit to help us get things right."

Kulbir Shergill, Director of Social Inclusion.

Why we ask and how we use this information

Below we've outlined some of the reasons that we ask you to answer diversity monitoring questions:

Being proactive on inclusion

The more information we have about our staff and students, the more we can anticipate community needs and proactively update our policies, processes, and resources available. Whether it be provision of hearing loops or gender-neutral toilets, knowing who our community are and what they need will help us prioritise the work we need to do.

More detailed data will also allow us to do more intersectional work, considering the needs of staff and students with more than one personal or protected characteristic. This is difficult to do unless a large number of staff and students have answered diversity monitoring questions, because small numbers mean that individuals could be identified if multiple characteristics are examined.

Monitoring and analysing data is also an important part of Equality Impact Assessments, a review process which helps us to design and deliver better and more inclusive services, projects, and procedures.

Example - INspire:

Our data show a lack of diversity at senior staff levels (see our KPIs on increasing diversity in leadership). To tackle this, in 2021, Warwick launched a unique programme, INspire, designed to support leaders who face well documented barriers getting into top leadership positions.

Through sessions led by Dr Rob Worrall, peer mentoring, coaching, sponsorship by Executive Board members, and opportunities to converse with leaders from a wide range of sectors, our pilot cohort of INspire participants have had the opportunity to explore their unique identity as a leader and plan career paths.

Hear from one of our participants in the INspire pilot here.

Benchmarking

The University works towards a number of charters, audits, awards, and benchmarking exercises which allow us to measure our progress on inclusion and identify areas for improvement. These submissions require us to present data on the diversity of our population and collate, analyse, and develop actions in response to issues identified from the data presented.

Higher proportions of staff and students answering diversity monitoring questions will improve the quality of our data and, therefore, our ability to submit to these benchmarking activities and see how we compare to others.

Example - Race Equality Charter:

We’re proud to have been awarded the Race Equality Charter Bronze award, independent recognition of our commitment to working towards race equality and determination to tackle race inequality at all levels.

We’ll be reporting progress against our action plan to Council and Senate regularly, and we’ll continue to consult and update the Warwick community on our progress.

Hear from Mike Shipman, former Pro-Vice-Chancellor (International) and Chair of the REC Self-Assessment Team, about racial equality work at Warwick.

Evaluating our inclusion work

The University aspires to remove economic, social, and cultural barriers that have prevented people from working, studying, and succeeding at Warwick and create a culture which truly recognises, respects, and values diversity.

One of our key objectives of our Social Inclusion Strategy is to increase the diversity of Warwick’s staff and students. In order to assess whether or not our efforts towards this objective are working, we need to know how diverse our staff and student population is and track trends over time.

Answering the diversity monitoring questions will help us see where we're doing well, and where we still have work to do.

Example - Pay gap reporting:

In our annual report - Closing the Pay Gaps - we provide information on pay gaps at the University for the snapshot date of 31 March. In line with the requirements of the Equality Act 2010 (Gender Pay Gap Information) Regulations 2017, we report the gender pay gap, but we also want to go further than this. Although there are no formal requirements to do so, the last two year’s we have published our ethnicity and disability pay gaps, and in 2021 also added our LGBTQUIA+ pay gap.

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.

Providing adjustments

Under the Equality Act 2010, all public bodies - including the University - must provide reasonable adjustments or aids to disabled people.

Staff and students sharing information about disabilities helps the University to offer effective adjustments and any additional support required.

Find more about adjustments:

Staff: Adjustment is a tool to help you to have meaningful and confidential conversations with your line manager or other University representative.
Students: Disability Services can support you to access a range of adjustments, exam arrangements, advice, and one to one study skills support.

Example - Adjustments:

One staff member said:

"Where you experience any kind of chronic health condition, mental or physical, approach your line manager or HR representative to discuss adjustments as soon as you can. For years I avoided this, thinking I could manage my workload perfectly well, that divulging the details of my condition would make me seem weak or unprofessional, and that perseverance was the only course of action for a truly ‘dedicated academic’. This couldn’t be further from the truth. Where I thought I would find judgement, I have found empathy and support - and surprising amounts of care and consideration from students. There’s no need to be a superhero… the system is there to help. And it will do if you share your experiences and needs."

Meeting statutory obligations

Institutions - including the University - are required to collect and return diversity monitoring data to sector agencies such as the Higher Education Statistics Agency (HESA), regulators such as the Office for Students (OfS), and research funding bodies.

When returning data on staff and students to external organisations, such as HESA, data must follow a specific format. As such, our questions are largely informed by this format. You can find more about HESA staff and student reporting requirements on their website.

Example - Access and Participation Plan:

Under the terms of our registration with the OfS as mandated in the Higher Education and Research Act of 2017 (HERA), the University must have in force an Access and Participation Plan and take all reasonable steps to comply with the provisions of the plan. You can see Warwick's Access and Participation Plan here and read more about Warwick's Widening Participation work here.

Complying with the Public Sector Equality Duty

The aim of the Specific Duties of the Equality Act is to make public bodies transparent about their decision-making processes and give the public the information they need to hold public bodies to account for their performance on equality.

The Specific Duties require public bodies, including the University, to publish information relating to employees who share protected characteristics.

Example - Reporting PSED data:

In compliance with our duties under the Public Sector Equality Duty, you can see staff and student demographic data here.

What we ask and guidance on how to answer

Below we've detailed the diversity monitoring information the University currently requests from staff and students and some guidance on how to answer.

Cultural Heritage

Responses to this question support our work on ethnicity equality.

STAFF - Which cultural heritage group do you most identify with?

Buddhist.
Christian.
Hindu.
Jewish.
Muslim.
Sikh.
None.
Other.
Prefer not to say.

Read about why we've introduced a new question on cultural heritage - Your personal record: Why we’re asking new questions about cultural heritage and socio-economic background.

Disability

Disability data are required to meet the University's statutory reporting obligations to HESA.

Responses to this question also support our work on disability equality and accessibility, including reporting Key Performance Indicators on disability at senior levels, and awarding gap reporting.

Staff and students are also encouraged to share information about disabilities as this helps the University to offer effective adjustments and any additional support required (see the 'Why we ask' section above for more on adjustments).

STAFF - Do you have a disability, health condition, or learning difference that has a substantial and long-term impact on your day-to-day activities?

Staff do not need to have a diagnosis in order to answer, this question is about an individual's own self-assessment. Staff responses to this question will not automatically notify anyone (including HR or their line manager), to notify HR in order to request adjustments or other support the staff member needs to also answer 'Yes' to the 'Share disability details with HR Adviser?' question.

A specific learning difference such as dyslexia, dyspraxia, or AD(H)D.
Social/communication conditions such as a speech and language differences or an autistic spectrum condition.
A long standing illness or health condition such as cancer, HIV, diabetes, chronic heart disease, or epilepsy.
A mental health condition, such as depression, schizophrenia, or anxiety disorder.
A physical disability or mobility issues, such as difficulty using arms or using a wheelchair or crutches.
D/deaf or a serious hearing condition.
Blind or a serious visual condition uncorrected by glasses.
Development condition that you have had since childhood which affects motor, cognitive, social, and emotional skills, and speech and language.
No known disability, health condition, or learning difference.
A disability, health condition, or learning difference that is not listed above.
Prefer not to say.

STUDENTS - Disability

Students do not need to have a diagnosis in order to answer, this question is about an individual's own self-assessment.

A long-standing physical illness or health condition such as ME/chronic fatigue, epilepsy, diabetes, digestive conditions or HIV.
A mental health condition, such as depression, anxiety, OCD, or schizophrenia.
A physical or mobility issue, use of mobility aids or difficulty using arms.
Blind or a serious visual condition uncorrected by glasses.
D/deaf, other hearing issues or conditions.
General learning disability such as Down syndrome.
Neurodevelopmental, Social, Communication differences such as Autism Spectrum, Asperger’s.
Neurodiverse, specific learning differences such as dyslexia, dyspraxia or ADHD.
A disability or medical condition that is not listed above, such as speech difficulties/stammer.
Two or more disabilities or medical conditions.
No known disability.
Prefer not to say.

Gender and sex

Trans identity and legal sex identifier data are required to meet the University's statutory reporting obligations to HESA. HESA currently allow three response options for sex identifier, 'male', 'female', and 'other' (the latter being only for any other sex marker that is legally recognised by another country). For degree apprenticeship students this information is also needed for ESFA reporting requirements.

Staff are also asked their 'sex identifier for HMRC' as we are required to collect this information for payroll and pension purposes - HMRC currently allow two response options, ‘male’ and 'female'.

Responses to these questions also support our work on gender equality, including data analysis for the Athena Swan Charter and Stonewall's UK Workplace Equality Index, as well as for reporting Key Performance Indicators on gender at senior levels, and awarding gap reporting

STAFF & STUDENTS - Gender

Female.
Male.
Non-binary.
Other.
Prefer not to say.

STAFF - Is the gender you identify with the same as the sex registered at your birth? / STUDENTS - Do you identify as the gender you were assigned at birth?

Yes.
No.
Prefer not to say.

STUDENTS - Preferred pronouns

She/Her/Hers.
He/Him/His.
They/Them/Theirs.
Ey/Em/Eirs.
Xe/Xem/Xyrs.
Ze/Zir/Zirs.
Ze/Hir/Hirs.
No pronouns.

STAFF - Do you identify as intersex?

No.
Yes.
Prefer not to say.

STAFF - Sex identifier for HMRC purposes

Sex identifier data are required for HESA reporting. Staff are asked their 'sex identifier for HMRC' as we are required to collect this information for payroll and pension purposes - HMRC currently allow two legal sex marker options, ‘female’ and ‘male’. To answer this question, staff should refer to the sex marker recorded on one of their legal documents such as birth certificate or passport. HR will not ask for evidence to verify this information as standard.

Female.
Male.

STUDENTS - Legal sex

Sex identifier data are required for HESA reporting. HESA currently allow three response options for sex identifier, 'male', 'female', and 'other' (the latter being only for any other sex marker that is legally recognised by another country). For degree apprenticeship students this information is also needed for ESFA reporting requirements. Guidance from HESA confirms that students considering how to answer should use the sex marker recorded on one of their legal documents such as birth certificate or passport. The University is not required to verify this information for HESA.

Female.
Male.
Other.

If you are looking for good practice advice for diversity monitoring questions the Queering University guide to gender and LGBTQUIA+ data collection best practice may be useful.

Marital status

Marital status data are required to meet the University's statutory reporting obligations to HESA.

STAFF - Marital status

Co-habiting.
Married or in a registered civil partnership.
Divorced or formerly in a civil partnership which is now legally dissolved.
Separated (but still legally married or in a civil partnership).
Never married and never registered in a civil partnership.
Widowed or a surviving partner from a registered civil partnership.
Prefer not to say.

Race and ethnicity

Ethnicity data are required to meet the University's statutory reporting obligations to HESA.

Responses to this question also support our work on racial equality, including data analysis for our participation in the Race Equality Charter and reporting Key Performance Indicators on ethnicity at senior levels and awarding gaps.

STAFF - What is your ethnicity or ethnic group?

This question is about an individual's own self-assessment. The 'Not known' response option can be used when a member of staff does not know their ethnicity, for example if they do not know the ethnicity of their biological parents.

Arab.
Asian - Bangladeshi or Bangladeshi British.
Asian - Chinese or Chinese British.
Asian - Indian or Indian British.
Asian - Pakistani or Pakistani British.
Any other Asian background.
Black - African or African British.
Black - Caribbean or Caribbean British.
Any other Black background.
Mixed or multiple ethnic groups - White or White British and Asian or Asian British.
Mixed or multiple ethnic groups - White or White British and Black African or Black African British.
Mixed or multiple ethnic groups - White or White British and Black Caribbean or Black Caribbean British.
Any other Mixed or Multiple ethnic background.
White - English, Scottish, Welsh, Northern Irish or British.
White – Irish.
White – Roma.
White - Gypsy or Irish Traveller.
Any other White background.
Any other ethnic background.
Not known.
Prefer not to say.

STUDENTS - Ethnicity

This question is about an individual's own self-assessment. The 'Not known' response option can be used when a student does not know their ethnicity, for example if they do not know the ethnicity of their biological parents.

Arab.
Asian or Asian British – Indian.
Asian or Asian British – Pakistani.
Asian or Asian British – Bangladeshi.
Other Asian background.
Black or Black British – African.
Black or Black British – Caribbean.
Other Black background.
Chinese.
Gypsy, Traveller, or Irish Traveller.
Mixed – White and Asian.
Mixed – White and Black African.
Mixed – White and Black Caribbean.
Other mixed background.
White – English, Welsh, Northern Irish, or British.
Other white background.
Other ethnic background.
Not known.
Prefer not to say.

Religion and belief

Religion and belief data are required to meet the University's statutory reporting obligations to HESA.

STAFF - What is your religion?

Buddhist.
Christian.
Hindu.
Jewish.
Muslim.
No religion.
Sikh.
Any other religion or belief.
Prefer not to say.

STUDENTS - Religion/Belief

Buddhist.
Christian.
Hindu.
Jewish.
Muslim.
No religion.
Sikh.
Spiritual.
Any other religion or belief.
Prefer not to say.

Sexual orientation

Sexual orientation data are required to meet the University's statutory reporting obligations to HESA.

Responses to this question also support our work on LGBTQUIA+ equality, including data analysis for the UK Workplace Equality Index and for reporting Key Performance Indicators on sexual orientation at senior levels.

STAFF - Sexual orientation:

Bisexual.
Gay or lesbian.
Heterosexual/straight.
Other sexual orientation.
Prefer not to say.

STUDENTS - Sexual orientation

Asexual/Asexual spectrum.
Bi/Bisexual/Bi+.
Gay Man.
Gay Women/Lesbian.
Gay (Other).
Heterosexual/Straight.
Queer.
Other.
Choose not to define.
Prefer not to say.

If you are looking for good practice advice for diversity monitoring questions the Queering University guide to gender and LGBTQUIA+ data collection best practice may be useful.

Socio-economic background

Responses to these questions support our Widening Participation and Outreach work and awarding gap reporting. As part of our registration process with the Office for Students (OfS), the University is required to produce an Access and Participation Plan articulating our approach to improving equality of opportunity for underrepresented groups to access, succeed in, and progress from higher education. Registration with the OfS allows us to recruit international students, award degrees, and apply for funding from research councils.

The University is a signatory to the Social Mobility Pledge, a coalition of organisations putting social mobility at the heart of their purpose - monitoring staff socio-economic background supports our work in this area.

STUDENTS - Parental Education:

Please state whether your parents/guardians have any higher education qualifications, such as a degree, diploma or certificate of higher education.

Yes.
No.
Don't know.

STUDENTS - Occupation of chief income earner:

If you are under 21, please give the occupation of your parent, step-parent or guardian who earns the most. If they are retired or unemployed, give their most recent occupation. If you are 21 or over, please give your own occupation.

[Free text field].

STAFF - What was the occupation of your main household earner when you were about aged 14?

Modern professional & traditional professional occupations such as: professor, lecturer, teacher, nurse, physiotherapist, social worker, musician, police officer (sergeant or above), software designer, accountant, solicitor, medical practitioner, scientist, civil / mechanical engineer.
Senior, middle or junior managers or administrators such as: finance manager, chief executive, large business owner, office manager, retail manager, bank manager, restaurant manager, warehouse manager.
Clerical and intermediate occupations such as: secretary, personal assistant, call centre agent, clerical worker, nursery nurse.
Technical and craft occupations such as: technicians, motor mechanic, plumber, printer, electrician, gardener, train driver.
Routine, semi-routine manual and service occupations such as: postal worker, machine operative, security guard, caretaker, farm worker, catering assistant, sales assistant, HGV driver, cleaner, porter, packer, labourer, waiter/waitress, bar staff.
Small business owners who employed less than 25 people such as: corner shop owners, small plumbing companies, retail shop owner, single restaurant or cafe owner, taxi owner, garage owner.
Long-term unemployed (claimed Jobseeker's Allowance or earlier unemployment benefit for more than a year).
Other such as: retired, this question does not apply to me, I don’t know.
Prefer not to say.

STAFF - Which type of school did you attend for the most time between the ages of 11 and 16?

A state-run or state-funded school.
Independent or fee-paying school.
Independent or fee-paying school, where I received a means tested bursary covering 90% or more of the total cost of attending throughout my time there.
Attended school outside the UK.
I don’t know.
Prefer not to say.

STAFF - If you finished school after 1980, were you eligible for state-funded free school meals at any point during your school years?

Yes.
No.
Don’t know.
Not applicable (finished school before 1980 or went to school overseas).
Prefer not to say.

Read about why we've introduced new staff questions on socio-economic background - Your personal record: Why we’re asking new questions about cultural heritage and socio-economic background.

How we ensure anonymity and who can see this information

Diversity monitoring data are used to generate anonymised and aggregated statistics. We do not publicly or internally share, report, or publish this information in a form which would allow individuals to be identified (other than sex marker being shared with personally identifiable information to HMRC, as this is required for payroll purposes). All diversity monitoring questions include a 'prefer not to say' option.

Access to diversity monitoring information is tightly controlled - only a limited number of staff in relevant roles can view this, and they will treat it with the strictest confidence.

Who can see staff data?

Your line manager, Head of Department, departmental administrators, and HR Advisor/Manager cannot see your responses to the diversity monitoring questions outlined above.
Payroll and pensions staff can see your sex identifier for HMRC and marital status, but no other diversity monitoring information.

See full information on what information can be seen by role here.

Who can see student data?

How to update your information

All staff and students are encouraged to regularly review their personal information and ensure it is up to date. It should only take a few minutes of your time.

Staff can update their records on SuccessFactors (find guidance on how to update your personal information on SuccessFactors here).
Students on Student Records Online (use the form located at Student Records Online >> My data).

If your record says "OPTION NO LONGER AVAILABLE - Please select an alternative" do not worry. We have made some changes to questions and there are some instances in which a previous response option no longer exists. For any questions in which you’ve selected a response option which no longer exists, you will see this message. If you see this on your record, please select a response from the new response options. We apologise for the inconvenience.

If you have any questions about the diversity monitoring questions we ask or how to answer them, please contact us at .

You can see institutional level diversity monitoring data here and progress against our Key Performance Indicators here.

At the heart of our approach to Social Inclusion is a major drive to increase the diversity of our student and staff population. At Warwick, diversity is about all members of our community. Our approach will go further than the bounds of legislative practice, protected characteristics, and regulatory requirements.