The data
Imperial’s inclusivity and diversity landscape has progressed greatly over the last two decades, the data is difficult to capture in a single document or within a single set of statistics.
The information set out on the following pages provide a snapshot of the current position, although only a component of the many useful datasets highlighting the staff and student makeup at Imperial. The intention here is to illustrate our initial priorities in order to meet the objectives set out in this strategy.
Our most recent Advanced HE submissions for Athena Swan Charter (awarded Silver in 2022) and the Race Equality Charter (awarded Bronze in 2021) share stated ambitions for the future hire of women and ethnic minorities. The projected data presented in Table 2 and 3 are consistent with these commitments, although a more holistic approach from Advanced HE inclusive of age, disability, gender, religious belief and intersectionality, would be greatly welcomed. Appendix 1 sets out the data timelines in terms of staff appointments from the preceding years and provides a sense of the rate of change in these areas. Directions towards shrinking the Gender and Ethnicity Pay Gaps originate from the action plans submitted by the Imperial Deans in 2023 and the resulting data analysis that informs the most impactful next steps needed to close those gaps. The Disability Pay Gap has been reported in 2024 for the first time, and although this requires detailed scrutiny before targets can be set out, shrinking the Disability Pay Gap will be included in our efforts.
The undergraduate Access and Participation Plan (APP) overseen by Strategic Planning has a wealth of initiatives to support the stated APP targets. We have included statistics that go beyond the APP, which are endorsed by the Education Office. Ambitions for post graduate student diversity and support is not included directly as it is undergoing policy development currently. Nevertheless, similar aspirations apply equally to the makeup and experience of our post graduate community.
It is important to emphasis that the Associate Provost (EDI) have no mandate that allow us to make direct change to either staff or student data. Our role can only be to advocate for positive change passionately and consistently in a stewardship capacity. The ambitions listed can only be achieved if those with the authority to do so, work alongside us at every step and the community as a whole works together with a cohesive sense of purpose.
A particular mention must go to the ongoing programmes and support that champion our underrepresented groups. These include the work delivered by the staff networks, the Positive Action Programmes run through the EDI Centre including the IMPACT and Calibre programmes, and the mentoring programmes for PhD students from underrepresented groups including the Activate programme run through the Graduate School and the ENHANCE programme run through the Faculty of Natural Sciences.
Measurable ambitions
Overall, the aim is to accelerate the rate of change and eliminate gaps in the data within the next two decades.
In many areas the rate of change, although gradual, is positive due to the work already achieved. The targets reflect these trajectories with some ambition built in. There are areas where the statistics have plateaued or where there has been a decline in progress and we intend to apply focused effort in order to better understand the reasons for this, and the mechanisms that will help reverse the trends.
Table 1 - Community engagement - EDI responses in Staff Survey
Continuing to improve the responses in the staff survey requires embedding Imperial Values more widely across Imperial and the actions described in pillars 3, 5 and 6.
Measure |
2024 Baseline 2024 Survey 57% respondents |
2026 Ambition To be captured in the 2026 Staff Survey. 65% respondents |
---|---|---|
I am treated with dignity and respect | 82% affirmative | 90% affirmative |
Confident about expressing views without negative consequences | 51% affirmative | 65% affirmative |
Experienced any form of bullying and/or harassment (excluding sexual harassment) at Imperial | 83% negative |
90% negative (Greater than 90% negative by 2029 - Athena Swan Action Plan 3.1, REC Action Plan 1.4, and the People Strategy) |
I can talk to my line manager about anything that concerns me about my work | 81% affirmative | 90% affirmative |
Table 3 - Recruitment, retention and progression
The 2026 ambitions are extrapolated from the timeline trends in the data (in Appendix 3), and the commitments made in the Imperial Athena Swan Charter (2022) and Race Equality Charter (2021) submissions.
Measure | Baseline 2023 | Ambition for 2026 unless stated otherwise |
---|---|---|
% of women academics | 25% | 28% Athena Swan Action Plan 1.1 by 2027 |
% of women Professors | 20% | 24% Athena Swan Action Plan 1.1 by 2027 |
Minority Ethnic Academic Staff | 16.8% | 19% REC Action Plan 2.2, 2.5, 2.6 |
Black Academic Staff | 0.4% | 0.8% REC Action Plan 2.2, 2.5, 2.6 |
Minority Ethnic PTO staff | 29% | 31% REC Action Plan 2.7 |
Black PTO staff | 7.8% | 10% REC Action Plan 2.7 |
Gender Pay Gap | 14.1% mean, 6% median | 12% mean, 5% median Athena Swan Action Plan 1.1 |
Ethnicity Pay Gap | 15.7% mean, 9.5% median | 14% mean, 8% median REC Action Plan 1.1 |
Table 3 - Student admissions and performance
NB Equivalent data for PGT and PGR are currently under review.
Measure | Baseline | Ambition for 2029 unless otherwise stated |
---|---|---|
Total percentage of female UG students | 40% (2023-24) | 42% by 2027 (45% by 2029). Athena Swan Action Plan 5.1 |
Entrance rate of Black Home UG students | 5.9% (2021-22) | 8.2%. APP 2024 |
Entrance rate of Home FSM eligible UG students | 11.5% (2021-22) | 11.7%. APP 2024 |
Continuation gap for Black Home UG students** | 5.2 percentage points (2020-21) | 4 percentage points. APP 2024 |
First class degree awarding gap by gender - all UG students | 3% across Imperial. -3% Faculty of Medicine, 3% Faculty of Engineering, 6% Faculty of Natural Sciences | 0% |
First class degree awarding gap for Black UG students | 36% | 25%. REC Action Plan 3.4 |
First class degree awarding gap by disability - all UG students | 3% Other Disability. -2% Specific Learning Disability | 0% |
Disability completion rate (students starting since 2018-19) | 2% (2018-19) | 0% |
Progression into highly skilled employment/further study for IMDQ1 Home UG students*** | 10.8% (2020-21) | 9.7%. APP |
*FSM - Free School Meals
**Further clarification and action plans to support the Admission and Performance for UG, please see the published Access and Participation plan (APP). We aim to extend the APP activity to include all minority ethnic students and students with disability.
***IMDQ1 - Index of Multiple Deprivation Quintile 1