| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 74.42 |
| Liaison | Mary-Lee Townsend |
| Submission Date | Feb. 1, 2018 |
| Executive Letter | Download |
Western University
PA-5: Assessing Diversity and Equity
| Status | Score | Responsible Party |
|---|---|---|
|
1.00 / 1.00 |
Rob
Pigeon Sustainability Coordinator Facilities Management |
Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:
Western recognizes that diversity enriches our experience, broadens our perspectives and allows us to compete effectively for talent at the local, provincial, national and global level. Western’s formal commitment to diversity dates back to 1988 when the University became a signatory to the Federal Contractors Program (FCP)i . Western continues to use the best practices identified by the FCP to guide our employment equity initiatives aimed at achieving and maintaining a diverse workforce that is representative of designated group members (women, members of racialized groups/visible minorities, Aboriginal persons and persons with disabilities).
Equity & Human Rights Services ( EHRS ) is available to all members of Western ’ s community. The role of EHRS is to facilitate the development, implementation and ongoing management/coordination of Western ’ s Non-Discrimination and Harassment Policy (“ Policy ”) and procedures. Pursuant to the Policy, EHRS offers the following services:
• Confidential consultation, support, and information available to all Western students, staff, faculty and postdoctoral scholars
• Support, education and advice to Administrative leaders and Academic leaders
• Culture and climate reviews, as appropriate
• Workshops and presentations
Western’s employment equity survey is a crucial component of our commitment to diversity as it provides an accurate picture of the composition of Western's workforce. This information is essential to develop employment equity programs and to measure our progress towards creating both an equitable workplace and building a diverse workforce. Western’s overall survey response rate currently stands at 83.5%.
The data presented in this workforce analysis reflects the composition of Western’s workforce as of March 31st, 2015. Western’s workforce analysis seeks to quantify the representation of designated group members as defined by the guidelines set out in the Federal Contractors Program. For more information on the analysis, please refer to the ‘2015 Workforce Analysis Summary Tables’ and the ‘Supplementary Guide to the Workforce Analysis Summary’ available at http://www.uwo.ca/equity/diversity/employment/reports.html.
Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups?:
Does the assessment process address student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups)?:
Does the assessment process address employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups)?:
A brief description of the most recent assessment findings and how the results are used in shaping policy, programs and initiatives:
Women comprise 33.6% of faculty members on campus and are underrepresented on campus when compared to the 43.3% external availability rate of women university professors and lecturers.
Members of racialized groups/visible minorities represent 15.7% of faculty members on campus and are not significantly under-represented at Western when compared to their 19.1% external availability rate among university professors and lecturers.
Aboriginal persons comprise 0.5% of faculty members on campus and are significantly under-represented as faculty members when compared to their external availability rate of 1.3% among university professors and lecturers.
Persons with disabilities represent 3.0% of faculty members on campus and are significantly under-represented when compared to their external availability rate of 3.8%.
Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
A brief description of how the assessment results are shared with the campus community:
Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
The diversity and equity assessment report or summary:
The website URL where the report or summary is publicly posted:
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.