Report

Equality outcomes report 2025

This report outlines the equality outcomes from the comprehensive and consultative process undertaken over 2023 and 2024

Updated on 26 April 2025

The University of Dundee is committed to the Equality Outcomes (EOs) as outlined in our 2024-27 EDI Strategy. This Strategy lays the groundwork for fostering an inclusive environment on campus, aligning seamlessly with our social purpose mission and Strategy 2027. It was developed through a comprehensive and consultative process undertaken over 2023 and 2024:

Initial Consultations (Spring 2023)

A series of meetings were held with School Deans, Directorates, and staff with formal EDI responsibilities within their respective areas, to discuss the strategic direction and priorities (including refreshed EOs, Key Performance Indicators (KPIs) and themes) and school level EDI reviews (including assessment of internal EDI structures, aligning plans with the institutional EDI agenda, and setting of KPIs to target school specific EDI challenges). Workforce diversity, inclusion, and student attainment data were shared at this stage to help frame discussions and inform local KPI development.

Broad Engagement and Additional Consultations (Summer 2023)

  • A review of commitments made under the Athena Swan and Race Equality Charter initiatives.
  • Focus group discussions with staff and students.
  • Consultations with staff networks.
  • An open, face-to-face session where staff, campus unions, and student groups were invited to contribute to shaping the strategy’s themes, KPIs,
    and actions.

These broader consultations generated valuable insights that helped shape the strategy’s initial draft.

Drafting, Final Approval and Launch (Autumn 2023 – Autumn 2024)

Based on the feedback gathered, a draft of the EDI Strategy was developed and shared in Autumn 2023 with key stakeholders, including School Executive Groups, Directorates, and Staff Networks. This focused on refining strategic themes, KPIs, and actions and incorporated the perspectives of the newly appointed Director of People and Deputy Director for EDI.

The refined EDI Strategy was presented to the Institutional EDI Committee for approval before being submitted to the University Executive Group (UEG) in early Summer 2024. UEG suggested further revisions before approving a modified version for submission to PODCo, a sub-committee of the University Court. Following PODCo’s approval, the finalised EDI Strategy was officially launched and presented to the University community at a dedicated event
on October 8, 2024.

The University’s EDI Strategy was structured around key themes and objectives aimed at reducing inequalities, improving inclusion and diversity, and bridging achievement gaps, such as in student degree outcomes. Our strategy aligns with national policies and accredited frameworks, including Athena SWAN (AS) and the Race Equality Charter (REC).

Our EOs ensure that we have due regard to the need to:

  • Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act
  • Advance equality of opportunity between people who share a protected characteristic and those who do not
  • Foster good relations between people who share a protected characteristic and those who do no

This report sets out the University’s EOs for the next four years, grouped under the following four themes:

  1. Inclusive Campus Communities

Where everyone at the University feels valued, respected, empowered, safe, and able to achieve their full potential. 

  1. Workforce Diversity

That harnesses the power of representative backgrounds, experiences, and perspectives, encouraging creativity, and dynamic research and teaching outcomes.

  1. Research Culture and Environment

That actively promotes an inclusive atmosphere, enhancing collaboration and innovation, fostering societal impact via transformative discoveries.

  1. Equity in Educational Achievement and Experience

Ensuring a proactive, accountable educational approach empowering every student to excel and thrive.

The National Equality Outcomes (NEOs) are embedded within these EOs. NEOs, introduced in 2023 by the EHRC and Scottish Funding Council (SFC), are designed to assist in addressing persistent inequalities in the tertiary system. By embedding the NEOs into our Equality Outcomes, the University has demonstrated its commitment to tackling persistent inequalities.

This report should be read in conjunction with our previous Equality Outcomes Progress Report.

Equality Outcome 1 - Inclusive Campus Communities

KPI - Advancing inclusivity and belonging on our campuses.

Objectives

1.1 Complement the EDI training programme by incorporating new modules that foster an inclusive campus culture.

  • KPI:
    • By 2027, we aim to achieve a minimum staff engagement index score of 7.0 in the staff survey on the question of whether staff perceive the University is nurturing an inclusive culture where they feel safe and respected.
  • Legislative/Charter Drivers:
    • AS
    • NEO – All
    • PSED - Foster Good Relations
    • REC

1.2 Establish EDI committees within Schools/Directorates, tasked with actively fostering an inclusive work and study environment where diversity is celebrated and integrated at all levels.

  • KPI:
    • By 2027, we aim to achieve a minimum staff engagement index score of 7.0 in the staff survey on the question of whether staff perceive the University is nurturing an inclusive culture where they feel safe and respected.
  • Legislative/Charter Drivers:
    • NEO – All
    • PSED - Advance Equal Opportunity

1.3 Strengthen decision making by augmenting inclusive governance, addressing representation and aligning with charter objectives.

  • KPI:
    • By 2027, we aim to achieve a minimum staff engagement index score of 7.0 in the staff survey on the question of whether staff perceive the University is nurturing an inclusive culture where they feel safe and respected.
  • Legislative/Charter Drivers:
    • AS
    • NEO - Disability
    • NEO - Race
    • PSED - Advance Equal Opportunity
    • REC

1.4 Facilitate inclusive working practices through an inclusive policy framework and, where possible, flexible work options for staff at all levels.

  • KPI:
    • By 2027, we aim to achieve a minimum staff engagement index score of 7.0 in the staff survey on the question of whether staff perceive the University is nurturing an inclusive culture where they feel safe and respected.
  • Legislative/Charter Drivers:
    • AS
    • PSED - Advance Equal Opportunity

1.5 Promote understanding and awareness of the Dignity at Work and Study policy to foster a safer, more inclusive, and supportive environment for all individuals.

  • KPI:
    • We are committed to enhancing the reporting process for harassment and bullying incidents. Our goal is to foster greater confidence in our staff, aiming to raise the current average staff engagement survey score from 7.0 on this issue, and to efficiently track student reports using a new online tool that records incidents and logs the action taken and support offered.
  • Legislative/Charter Drivers:
    • AS
    • NEO - Sex
    • PSED - Eliminate Discrimination
    • REC

1.6 Promote ability inclusion via a campus accessibility improvement plan and enhanced support for digital accessibility.

  • KPI
    • We aim to significantly reduce the inclusion disparity between Disabled and Non-Disabled students, targeting near parity in satisfaction with course quality and research degree experiences as measured by the NSS and Postgraduate Research Experience Surveys
  • Legislative/Charter Drivers:
    • PSED - Advance Equal Opportunity
    • NEO - Disability

1.7 Champion diversity through promoting and supporting events and guest speakers that enhance understanding and appreciation of cultural differences, thus creating a more connected and globally aware university community.

  • KPI:
    • By 2027, we aim to achieve a minimum staff engagement index score of 7.0 in the staff survey on the question of whether staff perceive the University is nurturing an inclusive culture where they feel safe and respected.
  • Legislative/Charter Drivers:
    • PSED - Foster Good Relations

1.8 Introduce a pre-matriculation student module that includes a focus on gender-based violence and equality, diversity, and inclusion.

  • KPIs:
    • We aim to maintain student engagement with the National Student Survey (NSS) above 75% to ensure responses captured within the survey provide reliable data for analysis of strengths and weaknesses at both University and School levels.
    • We are committed to enhancing the reporting process for harassment and bullying incidents. Our goal is to foster greater confidence in our staff, aiming to raise the current average staff engagement survey score from 7.0 on this issue, and to efficiently track student reports using a new online tool that records incidents and logs the action taken and support offered.
  • Legislative/Charter Drivers:
    • NEO - Race
    • NEO - Sex
    • PSED - Foster Good Relations
    • REC

1.9 Enhance the visibility and accessibility of counselling services, expand the availability of safe space lounges, and strengthen support networks for students encountering discrimination or seeking community connection.

  • KPIs:
    • We are committed to enhancing the reporting process for harassment and bullying incidents. Our goal is to foster greater confidence in our staff, aiming to raise the current average staff engagement survey score from 7.0 on this issue, and to efficiently track student reports using and logs the action taken and support offered.
    • We aim to maintain student engagement with the National Student Survey (NSS) above 75% to ensure responses captured within the survey provide reliable data for analysis of strengths and weaknesses at both University and School levels.
  • Legislative/Charter Drivers:
    • PSED - Eliminate Discrimination

1.10  Implement a comprehensive on-line reporting and monitoring system to address incidents from our community relating to harassment and bullying.

  • KPI
    • We are committed to enhancing the reporting process for harassment and bullying incidents. Our goal is to foster greater confidence in our staff, aiming to raise the current average staff engagement survey score from 7.0 on this issue, and to efficiently track student reports using a new online tool that records incidents and logs the action taken and support offered.
  • Legislative/Charter Drivers:
    • NEO - Race
    • NEO - Sex
    • PSED - Eliminate Discrimination

Equality Outcome 2 – Workforce Diversity

KPI - Improving workforce diversity

Objectives

2.1 We will rigorously analyse our recruitment processes, to support diverse candidate attraction, review selection methods and enhance training to improve workforce diversity.

  • KPIs
    • Our goal is to increase our BAME staff representation from 12% to 15%, nearing the UK HEI sector average of 15.5%. We are dedicated to rectifying enduring disparities in BAME staff representation across all job categories. To achieve this, we will employ flexible, data-driven strategies and proactive measures to tackle the specific challenges contributing to underrepresentation in both academic and non-academic roles.
    • We are dedicated to attaining a gender-balanced representation in senior academic (professorial) and professional service roles, aiming for a 40:40:20 representation (40% men, 40% women, and 20% individuals of any gender), to ensure diversity and equality in our top- tier positions.
  • Legislative/Charter Drivers:
    • NEO - Race
    • REC

2.2 We will proactively support colleagues in their career development, ensuring their professional growth, mainstreaming this into inclusive succession and talent management plans.

  • KPIs
    • Our goal is to increase our BAME staff representation from 12% to 15%, nearing the UK HEI sector average of 15.5%. We are dedicated to rectifying enduring disparities in BAME staff representation across all job categories. To achieve this, we will employ flexible, data-driven strategies and proactive measures to tackle the specific challenges contributing to underrepresentation in both academic and non-academic roles.
    • We are dedicated to attaining a gender-balanced representation in senior academic (professorial) and professional service roles, aiming for a 40:40:20 representation (40% men, 40% women, and 20% individuals of any gender), to ensure diversity and equality in our top- tier positions.
  • Legislative/Charter Drivers:
    • AS
    • REC

2.3 We will build trust with colleagues disclosing personal data, and understand how this benefits them, the organisation and their sense of belonging.

  • KPI:
    • Build trust among our disabled and LGBT+ staff, aiming for higher disclosure rates for disability and sexual orientation. Strive to raise disability disclosure rates from 84% to 95% (as a percentage of total staff disclosure) and decrease non-disclosure for sexual orientation from 36% to 25%.
  • Legislative/Charter Drivers:
    • NEO - Gender Reassignment
    • NEO - Sexual Orientation
    • NEO - Religion or Belief
    • NEO - Disability
    • PSED - Eliminate Discrimination

2.4 We will support colleague engagement, through participation in the staff survey, to hear feedback from a diverse range of voices.

  • KPIs:
    • Build trust among our disabled and LGBT+ staff, aiming for higher disclosure rates for disability and sexual orientation. Strive to raise disability disclosure rates from 84% to 95% (as a percentage of total staff disclosure) and decrease non-disclosure for sexual orientation from 36% to 25%.
    • Staff engagement
  • Legislative/Charter Drivers:
    • AS

2.5 We will develop a comprehensive framework for reasonable adjustments to support colleagues with disabilities.

  • KPI:
    • Build trust among our disabled and LGBT+ staff, aiming for higher disclosure rates for disability and sexual orientation. Strive to raise disability disclosure rates from 84% to 95% (as a percentage of total staff disclosure) and decrease non-disclosure for sexual orientation from 36% to 25%.
  • Legislative/Charter Drivers:
    • PSED - Eliminate Discrimination

2.6 We will conduct an analysis of pay gaps and implement strategies to address identified concerns.

  • KPIs:
    • Our goal is to increase our BAME staff representation from 12% to 15%, nearing the UK HEI sector average of 15.5%. We are dedicated to rectifying enduring disparities in BAME staff representation across all job categories. To achieve this, we will employ flexible, data-driven strategies and proactive measures to tackle the specific challenges contributing to underrepresentation in both academic and non-academic roles.
    • We are dedicated to attaining a gender-balanced representation in senior academic (professorial) and professional service roles, aiming for a 40:40:20 representation (40% men, 40% women, and 20% individuals of any gender), to ensure diversity and equality in our top- tier positions.
  • Legislative/Charter Drivers:
    • PSED - Eliminate Discrimination

2.7 We will build capability in our community to promote cultural competency, understand inclusive work and teaching practices and their implementation.

  • KPI:
    • Our goal is to increase our BAME staff representation from 12% to 15%, nearing the UK HEI sector average of 15.5%. We are dedicated to rectifying enduring disparities in BAME staff representation across all job categories. To achieve this, we will employ flexible, data-driven strategies and proactive measures to tackle the specific challenges contributing to underrepresentation in both academic and non-academic roles.
  • Legislative/Charter Drivers:
    • REC

Equality Outcome 3 - Research Culture and Environment

KPI - Cultivating a supportive and inclusive research culture that enhances productivity and well-being of all researchers.

Objectives

3.1 Enhance data governance to enable robust data-driven strategies to address EDI challenges within our research environment to facilitate a more inclusive and equitable research community.

  • KPI
    • We will evaluate staff perceptions of our commitment to well-being, collaboration, and innovation through the staff engagement survey. This includes focusing on openness, sensitivity, and responsiveness to mental health issues, work/ life balance, and satisfaction with the research environment, disaggregated by protected groups. Our target is a minimum engagement score in the staff survey of 7.0 in these areas, reflecting an equitable workplace culture.

3.2 As part of our WIFRC initiative, enhance our inclusive research culture by exploring additional study leave and research seed funding for individuals returning from extended breaks, such as parental leave. In tandem, we will pilot child-friendly campus areas to normalise the role of working parents and evaluate its impact on helping staff balance career and caregiving responsibilities.

  • KPI
    • We will evaluate staff perceptions of our commitment to well-being, collaboration, and innovation through the staff engagement survey. This includes focusing on openness, sensitivity, and responsiveness to mental health issues, work/ life balance, and satisfaction with the research environment, disaggregated by protected groups. Our target is a minimum engagement score in the staff survey of 7.0 in these areas, reflecting an equitable workplace culture.

3.3 We will ensure our research leadership training programmes are accessible to diverse cohorts and emphasise inclusive, culturally aware management and leadership practices, thereby enhancing skills and empowerment across our entire research community.

  • KPI
    • We will assess the impact of leadership development initiatives by conducting surveys and interviews to evaluate improvements in inclusive leadership skills and styles. We aim to involve 40 participants over two years, ensuring diversity in participant selection. Our target is for no fewer than 75% of participants reporting significant growth in their ability to lead inclusively, reflecting enhanced cultural competence and diversity awareness.
  • Legislative/Charter Drivers:
    • AS
    • NEO - Race

3.4 We commit to fostering diversity in our competitively selected researcher and research leadership programmes, including Fellowship Academy activities, aiming to match or exceed the ethnic and gender diversity of the university’s researcher population.

  • KPI
    • We will assess the impact of leadership development initiatives by conducting surveys and interviews to evaluate improvements in inclusive leadership skills and styles. We aim to involve 40 participants over two years, ensuring diversity in participant selection. Our target is for no fewer than 75% of participants reporting significant growth in their ability to lead inclusively, reflecting enhanced cultural competence and diversity awareness.
  • Legislative/Charter Drivers:
    • NEO - Race

3.5 We will enhance visibility and support for staff in often unacknowledged roles, such as administrative, finance, and core services personnel, by celebrating their contributions to a more inclusive research environment.

  • KPI
    • We will evaluate staff perceptions of our commitment to well-being, collaboration, and innovation through the staff engagement survey. This includes focusing on openness, sensitivity, and responsiveness to mental health issues, work/ life balance, and satisfaction with the research environment, disaggregated by protected groups. Our target is a minimum engagement score in the staff survey of 7.0 in these areas, reflecting an equitable workplace culture.
  • Legislative/Charter Drivers:
    • AS
    • PSED - Foster Good relations

3.6 Encourage technicians to pursue professional accreditation, apply for funding, attend conferences, and engage in outreach activities as part of our dedication to their professional development under the Technician Commitment.

  • KPI
    • Encourage all technical staff to pursue external professional recognition, measured by the acquisition of accreditation within a calendar year. Target at least 5 technicians annually, showcasing the university’s commitment to valuing technical expertise, supporting career development, and enhancing credibility in their fields.

3.7 Implement academic development and career guidance programmes to increase and diversify our postgraduate researcher community, ensuring equal growth and career opportunities for all talented future researchers, regardless of background.

  • KPI
    • Promote growth, diversity and disclosure of protected characteristics among PGR students, while closing the satisfaction gap for ethnic minority students (currently 7% below global benchmark based on the Postgraduate Research Experience Survey) and improving the experience of disabled students (currently 15% below their non-disabled peers at our University) within the strategic time frame.

Equality Outcome 4 - Equity in Educational Achievement and Experience

KPI - Promoting equity in degree attainment and educational experience.

4.1 We will monitor student performance, retention, and progression data, disaggregated by demographics, to proactively identify and address achievement gaps, ensuring equitable academic opportunity for all.

  • KPI
    • We commit to understanding and addressing the root causes of the degree award gap between White and BAME students and implementing evidence-based strategies to progressively decrease this gap by up to 10 percentage points over the next five years, as a substantial step towards ultimately eradicating the disparity.
    • We aspire to enhance understanding of student employability data to reduce disparities in positive graduate outcomes among key demographic groups (gender, ethnicity, disability, SIMD) aiming for deviations 4% or below compared to the overall student cohort. Progress will be tracked through Career Readiness data and the percentage of graduates securing positive destinations.
  • Legislative/Charter Drivers:
    • NEO - Age
    • NEO - Race
    • PSED - Eliminate Discrimination
    • REC

4.2 Collaborate with education-focused services to create an inclusive learning environment that fosters belonging, support networks, and empowers all students to thrive.

  • KPI
    • We commit to understanding and addressing the root causes of the degree award gap between White and BAME students and implementing evidence-based strategies to progressively decrease this gap by up to 10 percentage points over the next five years, as a substantial step towards ultimately eradicating the disparity.
    • We aspire to enhance understanding of student employability data to reduce disparities in positive graduate outcomes among key demographic groups (gender, ethnicity, disability, SIMD) aiming for deviations 4% or below compared to the overall student cohort. Progress will be tracked through Career Readiness data and the percentage of graduates securing positive destinations.
  • Legislative/Charter Drivers:
    • NEO - Disability
    • PSED - Eliminate Discrimination

4.3 We will incorporate student perspectives into decision-making through surveys, focus groups, and representation on committees, shaping the education experience to meet their diverse needs.

  • KPI
    • We commit to understanding and addressing the root causes of the degree award gap between White and BAME students and implementing evidence-based strategies to progressively decrease this gap by up to 10 percentage points over the next five years, as a substantial step towards ultimately eradicating the disparity.
    • We aspire to enhance understanding of student employability data to reduce disparities in positive graduate outcomes among key demographic groups (gender, ethnicity, disability, SIMD) aiming for deviations 4% or below compared to the overall student cohort. Progress will be tracked through Career Readiness data and the percentage of graduates securing positive destinations.
  • Legislative/Charter Drivers:
    • PSED - Good Relations

4.4 Promote inclusive teaching and assessment practices that recognise diverse learning styles, backgrounds, and needs, ensuring all students have the opportunity to demonstrate their knowledge and skills.

  • KPI
    • We commit to understanding and addressing the root causes of the degree award gap between White and BAME students and implementing evidence-based strategies to progressively decrease this gap by up to 10 percentage points over the next five years, as a substantial step towards ultimately eradicating the disparity.
    • We aspire to enhance understanding of student employability data to reduce disparities in positive graduate outcomes among key demographic groups (gender, ethnicity, disability, SIMD) aiming for deviations 4% or below compared to the overall student cohort. Progress will be tracked through Career Readiness data and the percentage of graduates securing positive destinations.
  • Legislative/Charter Drivers:
    • REC

4.5 Promote scholarly research on inclusive teaching and learning practices, ensuring ongoing development of evidence-based strategies that benefit all students.

  • KPI
    • We commit to understanding and addressing the root causes of the degree award gap between White and BAME students and implementing evidence-based strategies to progressively decrease this gap by up to 10 percentage points over the next five years, as a substantial step towards ultimately eradicating the disparity.
    • We aspire to enhance understanding of student employability data to reduce disparities in positive graduate outcomes among key demographic groups (gender, ethnicity, disability, SIMD) aiming for deviations 4% or below compared to the overall student cohort. Progress will be tracked through Career Readiness data and the percentage of graduates securing positive destinations.
From Equality Diversity and Inclusion
Corporate information category Equality and diversity