Programme Data

Scope

As part of the prospectus, we feel it is important to further contextualise the data surrounding Teaching Within as a mechanism to understand the significance of its impact and contribution towards UAL’s EDI KPIs.

To date TW1-4 have been completed in full, TW5 is near to completion and the cohort are awaiting their gradings and TW6 commenced in September 2021, starting their PgCert/MA January 2022.

In order to create conclusive data sets, we have specified which cohorts have been included within each section and have used percentages as our main forms of data collection in order to present data that is easily comparative between cohorts.

Where possible we have also drawn in points of reference from Advance HE reports to best contextualise our position within the sector.

Intersectional Makeup

Cohort size between TW1-6 has averaged at 19 Academics, with a spike in TW4 due to the uptake of pilot MA spaces ahead of formal structured MA spaces in TW6. TW6 Recruitment was impacted by Covid-19.
The prominent intersection within our cohorts has been Black Female, which is one of the most underrepresented groups in Academia.
Over half of our academics have a declared disability, the majority of whom have declared neurodiverse needs.
The largest recruitment pool is Shades of Noir (SoN) Contributors & Grads - this includes ToR contributors. The Talent pool (originally through UALs Talent Programme, led by Angela Drisdale-Gordon) has since been redefined as an Open Call, making this the combined second largest stream of recruitment.

Retention & Attainment

A significant number of our academics complete the PgCert with Merit & Distinction.
The programme has a retention rate of 91.4%, 2% higher than the average retention rate of the PgCert (2016-19).
13 Academics have also gone on to study their MA in Academic Practice since completing their PgCert through Teaching Within.

Pipeline & Progression

Over 85% of Academics from TW1-4 have gone onto teaching roles beyond the programme.
The majority of roles undertaken beyond the programme have been AL HPL roles, with 14% of Academics having multiple posts across UAL.
Only 12.9% of Academics have been retained by their placement course team, which is the lowest pipeline of progression despite possibly being the largest opportunity of recruitment for courses.
18% of Academics from TW1-4 have entered into ADF Roles in 2019 making up 12% of the ADF Cohort 2019.

UAL Population by Ethnicity

UAL figures continue to show a significant disparity within recruitment of staff and students of colour.
The university has a goal of 30% staff of colour across the institution by 2024 , however it is not clear what percentile increase there is within the Academic family.
Over half of the current UAL BAME Academic Staff have come through the TW programme, making Teaching Within the largest recruitment stream of Academics of Colour.

Cohort Themes

Common transferable skills amongst the TW community:

Here we have chosen to highlights some of the key impacts that the TW programme and community have had on various aspects which also show the successes of why this programme is and continues to work towards challenging the existing equalities that exist within the sector.

The application of new frameworks to evolve existing practices
The application and continuation of the use of SoN use of pronouns as part of the workspace and classroom practice
Time management: learning how to adopt these key skills are integral in the completion and understanding of mutual benefit and interdisciplinary way of working
Critical thinking working towards questioning, research and commenting with skilfull evaluation and analyses

Building Creative skills and challenging thinking and perspectives geared towards adopting an intersectional way
Challenging new and existing tasks in different ways and using lived experiences to generate and inspire ideas
Communication through conversations, discussions exchanging sending and recieving information
Activism - actions and powerful campaigning for change, which can take place through daily educational resistance of oppressive institutional structures
Community and Teamwork, integration of common interests of collective actions in the direction of anti-racism
Research methods - identity problems through rigorous forms of research and finding solutions to problems
Methodology, learning about systems of methods used in areas of study
Shades of Noir community support in dealing with problems of institutional racism from academics and students; makes the experience durable and highly valuable
Putting research into practice and putting theory into action.

Sector Data

ECU (2016) Equality in higher education statistical report 2016 - weighted by full person equivalent.

A graph showing the pipeline of BME and White Identifying students and staff through study and academic careers. White people make up 76.1% undergraduate students, 83.2% of postgraduate students, 90.5% of Academic staff and 91.6% of UK professors. Whereas BME figures show a significant decline from end to end with 23.9% undergraduate students, 16.8% of postgraduate students, 9.5% of Academic staff and 8.4% of UK professors.

ECU (2016) Equality in higher education statistical report 2016 - weighted by full person equivalent.

A graph showing the pipeline of student and staff groups who identify as male and female through education and academic career. Males move from 44.3% representation at undergraduate students, to 51.7% of postgraduate students, to 54.3% of Academic staff and 75.4% of UK professors. Whereas Female figures show a significant decline from end to end with 55.7% undergraduate students, 48.3% of postgraduate students, 45.7% of Academic staff and 24.6% of UK professors.

This data has been taken from the 2019 Advance HE, UK Student Statistical Report, 2019. It reveals that in 2019, across all degree levels of classification, there is a disclosure rate for disability status in only 14.4% of students in (First degree) undergraduate courses, 10.6% for ‘other’ styles of graduate courses, 9% for Research-based postgraduate courses and only 9.3% for taught postgraduate courses.

Source: www.advance-he.ac.uk/knowledge-hub/equality-higher-education-statistical-report-2019

Equality in Higher Education Report, Student Statistical Report, 2019, UK Data.

This data has been taken from the 2019 Advance HE, UK Staff Statistical Report, 2019. It reveals that between 2006-2018 (which constitutes a 12 years span) that the proportion of staff disclosing a disability in 2017/18 has more than doubled since 2006/07 growing from 2.5% to 5.1%.

Source: www.advance-he.ac.uk/knowledge-hub/equality-higher-education-statistical-report-2019

Equality in higher education: Staff statistical report 2019 - UK data.

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