{Reference Type}: Journal Article
{Title}: Staff disability data in UK higher education: Evidence from EDI reports.
{Author}: Saloniki EC;Halvorsrud K;Whelan I;Halim N;George R;Orkin C;
{Journal}: Med Humanit
{Volume}: 0
{Issue}: 0
{Year}: 2024 Jun 4
暂无{DOI}: 10.1136/medhum-2024-012892
{Abstract}: <B>OBJECTIVE: </B>To explore how higher education institutions (HEIs) make transparent the data they collect on staff disability, and how this relates to existing equality, diversity and inclusion (EDI) charters.<BR><B>METHODS: </B>Descriptive cross-sector quantitative study based on UK HEIs.<BR><B>METHODS: </B>Higher education sector in the UK.<BR><B>METHODS: </B>162 HEIs across the UK with information extracted from the Higher Education Statistics Agency (HESA), each institution's website and Advance HE.<BR><B>METHODS: </B>Availability of a publicly available EDI report. Type of information on staff disability identified within the EDI report and level of detail, the latter derived from the number of different types of information provided in the report. Athena SWAN and Disability Confident award level for each HEI were used as a proxy for the sector's commitment to EDI.<BR><B>RESULTS: </B>Under a quarter of HEIs do not have an open EDI report online. The majority of Athena SWAN award holders make their EDI reports publicly available, which is similar by Disability Confident status. Russell Group universities are more likely to have a publicly available report. Regionally, EDI report availability is lowest in London. The level of detail with regards to staff disability varies, with more than half of institutions providing 'little detail' and just under a third 'some detail'. Athena SWAN award holders and Disability Confident members are twice as likely to provide 'some detail' than those which do not hold an award.<BR><B>CONCLUSIONS: </B>Challenges remain to obtain a clear picture of staff with disabilities within higher education. The lack of both uniformity and transparency in EDI reporting with respect to disability hinders the ability to quantify staff with disabilities within higher education, develop meaningful interventions and address inequities more widely.