Staff disability data in UK higher education: Evidence from EDI reports

Area of Science:

• Higher Education Studies
• Disability Inclusion
• Data Transparency

Background:

• Equality, Diversity, and Inclusion (EDI) charters are crucial for higher education institutions (HEIs).
• Transparency in data collection on staff disability is a key aspect of robust EDI strategies.
• Understanding current practices in HEIs is vital for improving support for disabled staff.

Purpose of the Study:

• To investigate how UK higher education institutions (HEIs) disclose data on staff disability.
• To examine the relationship between staff disability data transparency and existing EDI charters.
• To assess the level of detail and uniformity in disability reporting across the sector.

Main Methods:

• A descriptive, cross-sector quantitative study was conducted across 162 UK higher education institutions (HEIs).
• Data were extracted from the Higher Education Statistics Agency (HESA), institutional websites, and Advance HE.
• Publicly available EDI reports were analyzed for the presence and detail of staff disability information, using Athena SWAN and Disability Confident awards as proxies for EDI commitment.

Main Results:

• Less than a quarter of HEIs have publicly accessible EDI reports detailing staff disability.
• Institutions with Athena SWAN or Disability Confident awards were more likely to publish EDI reports and provide more detailed information.
• Significant regional disparities in report availability were observed, with London having the lowest rates; over half of institutions provided 'little detail' on staff disability.

Conclusions:

• Significant challenges persist in obtaining a comprehensive understanding of staff with disabilities in higher education.
• The lack of standardized and transparent EDI reporting on disability impedes accurate quantification and targeted interventions.
• Addressing inequities for disabled staff requires improved data collection, uniformity, and transparency in reporting.