Our success measures - Equity, Diversity and Inclusion Strategic Plan

5. Our success measures

The Key Performance Indicators (KPIs) below reflect the priority areas of the EDI Strategic Plan: Disability, Neurodiversity and Accessibility, LGBTQIA+, Race and Gender inclusion. They are evidence-informed and based on areas where data shows persistent inequities in staff and student experience, representation and outcomes.

For staff, the specific KPIs for gender and race have been chosen because they represent areas requiring significant improvement. Other important actions are embedded within relevant action plans, including the Race Equality Charter Bronze Action Plan and the draft institutional Silver Athena Swan Action Plan.

For disability, neurodiversity, accessibility and LGBTQIA+ inclusion, we have chosen to focus on colleague experience. These KPIs will support our ongoing work to develop robust SMART action plans for both priority areas, through the Disability, Neurodiversity and Accessibility Steering Group and the LGBTQIA+ Working Group.

We have also separated sexual orientation and gender identity KPIs to avoid masking differences in experience, particularly where the data shows greater disparities for trans colleagues. We are also improving our data categories so that, in future, we can report more accurately on both disability and neurodiversity.

The student KPIs are taken from the Access and Participation Plan (APP) 2025–2029, which has already been agreed and approved by the Office for Students (OfS). Together, the staff and student KPIs provide a clear framework for monitoring progress annually across the life of the Strategic Plan. They are evidence-informed with assurance of good data quality for accurate reporting.

5.1 Staff KPIs

By the end of the Strategic Plan period:

  1. The gap between female senior staff representation (defined as staff on PB or SS pay grades) and overall female staff representation will be reduced from 9 percentage points (2024/25) to within 4 percentage points (2030/31). 
  2. The proportion of racially minoritised candidates at appointment stage will be consistent with proportion at application and shortlisting stages. In 2024/25 the gap from applicant to appointment for racially minoritised colleagues was 22 percentage points. 
  3. The gap in positive responses to values based engagement survey questions between colleagues who shared disability(ies) and those who do not will reduce from 9 percentage points (2024/25) to 3 percentage points or less (2030/31). 
  4. The gap in positive responses to values based engagement survey questions between transgender colleagues and the overall colleague population will be reduced from 8 percentage points (2024/25) to 3 percentage points or less.   
  5. The gap in positive responses to values based engagement survey questions between LGBQA colleagues and the overall colleague population will be reduced from 3 percentage points to 2 percentage points or less. It was 3ppt in 2024/25. 

5.2 Student KPIs

By the end of 2029, we will:

  1. Increase in the number of Black students recruited, above that expected from population changes, from 1,131 (2023/24) to 1,256 (2028/29). 
  2. Reduce the gap in module pass rates between students in IMDQ1 and IMDQ5, by increasing the pass rates for students in IMDQ1 from 58.0% (2022/23) to 62.8% (2028/29). 
  3. Reduce the gap in module pass rates between students with and without mental health difficulties, by increasing the pass rates for students with mental health difficulties from 54.9% (2022/23) to 63.7% (2028/29).
  4. Reduce the gap in module pass rates between Black students and white students, by increasing the pass rates for Black students from 56.8% (2022/23) to 63.7% (2028/29). 
  5. Reduce the gap in FHEQ level 4 and 5 module pass rates at grades 1 and 211 between Black students and white students, by increasing the pass rates  for Black students from 36.9% (2022/23) to 50.3% (2028/29).
  6. Reduce the gap in Positive Progression rates between graduates with and without mental health difficulties by increasing the Positive Progression rates for graduates with mental health difficulties from 67.9% (2022/23) to 71.7% (2028/29). 

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