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Diversity Monitoring

The University collects a range of diversity monitoring data for staff and students - on this page you'll find:

An outline of why we ask diversity monitoring quesitons.

Skip to why we ask.

A list of the diversity monitoring questions we ask staff and students.

Skip to what we ask.

Headline data on staff and student diversity at Warwick.

Skip to headline data.

We know that people don't always understand the relevance of this information to the University, or aren't sure of the safety of providing an answer. We hope the information below will answer some common questions about what we want to know and why.

 


Why we ask for this information

All staff and students are encouraged to regularly review their personal information and ensure it is up-to-date - staff can update their records on SuccessFactors and students on Student Records Online.

When we talk about 'diversity monitoring' we mean your personal and protected characteristics (as defined by the Equality Act), such as disability, race, religion, and sexual orientation. Sensitive questions include a 'prefer not to say' option. Access to this information is tightly controlled - only a limited number of staff in relevant roles (e.g., HR, Student Records) can view responses to these questions, only where it is a necessary part of their job, and they will treat it with the strictest confidence.

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 (sex marker is shared with personally identifiable information to HMRC, as this is required for payroll purposes).

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

Being proactive on inclusion

More on being proactive

 

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.

Benchmarking

More on 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.

Evaluating our inclusion work

More on evaluation

 

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 for Social Inclusion 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.

You can read more about our Social Inclusion Strategy and Key Performance Indicators we've identified to support our objectives here.

Providing adjustments

More on 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. You can read examples of the adjustments put in place for differnt staff when they shared information about disabilities, and hear from three autisitc students on adapting to university life, sharing disabilities, and support.

Find more about adjustments:

  • Staff: My Adjustment Passport 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.

Meeting statutory obligations

More on statutory reporting

 

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.

The Public Sector Equality Duty

More on the PSED

 

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.

You can read more about the Equality Act and Public Sector Equality Duty here.

Monitoring questions we ask

Below we've detailed the diversity monitoring information the University currently requests from staff and students, what we use it for, and some guidance on how to answer. Where staff and student questions differ this has been highlighted.

The format of University questions is informed by HESA (Higher Education Statistics Agency) reporting requirements.

Disability data is required for HESA reporting, the response options listed below are aligned with those required by HESA.

Responses to this question also support our work on disability equality and accessibility, including data analysis for our participation in the Disability Smart audit and reporting against Social Inclusion Key Performance Indicators on disability at senior levels. 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 'Why we ask for this information' section above for more on adjustments).

Read more about the changes we've made to disability monitoring recently: 'Update your staff record to share disability information so we can get things right for you'.


Staff and students - Disability

  • 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.

How should staff and students answer this question? Staff and students 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.

Trans identity and legal sex marker data are required for HESA reporting - HESA currently allow three response options, 'male', 'female', and 'other' (the latter being only for any other sex marker that is legally recognised by another country). Staff are also asked their 'gender marker for HMRC purposes' as we are required to collect this information for payroll and pension purposes - HMRC currently allow two legal sex marker options, ‘female’ and ‘male’. For degree apprenticeship students this information is also needed for ESFA reporting requirements.

The University is not required to verify this information for HESA

Responses to the questions in this section also support our work on gender equality, including data analysis for the Athena Swan charter and Stonewall Workplace Equality Index, as well as for reporting against Social Inclusion Key Performance Indicators on gender at senior levels.

Read more about the changes we've made to staff gender monitoring recently: 'Improvements to the way we ask about gender and gender identity'.

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.


Staff and students - Gender

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

Staff - Do you identify as trans? / Students - Do you identify as the gender you were assigned at birth?

  • No.
  • Yes.
  • 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 - Gender marker for HMRC purposes

  • Female.
  • Male.

How should staff answer this question? 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, but if the staff member's response to this question doesn't match HMRC's records it could impact payments. As above, please note the requirement for this question is due to HMRC's processes, not the University's.

Students - Legal sex

  • Female.
  • Male.
  • Other.

How should students answer this question? 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, passport, or driving licence. 'Other' is for students who have another sex marker which is legally recognised by another country. The University is not required to verify this information for HESA, students will not be asked to share legal documents with the University to confirm their legal sex marker.

Ethnicity data is required for HESA reporting, the response options listed below are aligned with those required by 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 against Social Inclusion Key Performance Indicators on ethnicity at senior levels and awarding gaps.


Staff - Ethnicity

  • 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 or Traveller.
  • Mixed – White and Asian.
  • Mixed – White and Black African.
  • Mixed – White and Black Caribbean.
  • Other mixed background.
  • White.
  • Other ethnic background.
  • Not known.
  • Prefer not to say.

How should staff answer this question? 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.

Students - Ethnicity

  • 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.

How should students answer this question? 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.

Religion or belief data is required for HESA reporting, the response options listed below are aligned with those required by HESA.


Religion/Belief

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

Sexual orientation data is required for HESA reporting, the response options listed below are aligned with those required by HESA.

Responses to the questions in this section also support our work on LGBTQUIA+ equality, including data analysis for the Stonewall Workplace Equality Index and for reporting against Social Inclusion Key Performance Indicators on sexual orientation at senior levels.

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.


Staff - Sexual orientation

  • Bisexual.
  • Gay man.
  • Gay woman/lesbian.
  • Heterosexual/straight.
  • Other.
  • 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.

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].

Headline data

See institutional level diversity monitoring data below (the most up-to-date data available are presented). For more detailed data, see our data dashboards. For progress against our Key Performance Indicators, see our KPIs page.

Disability

Staff:

In 2022/23, 5.8% of staff are disabled.

Declaration rate: 95.3% (4.7% of staff have responded 'Prefer not to say' or not answered the question).

Students:

In 2021/22, 10.5% of students were disabled (12.8% of undergraduate students, and 6.9% of postgraduate students).

Prior to the dashboard being available the University published Equality Monitoring Annual Reports, to access previous reports please contact .