UCL Mathematical & Physical Sciences


MAPS EDI Strategic Plan 2022 - 2027

The proposed goals for the period 2022 - 2027 are below and they align with UCL guidance and forthcoming institutional EDI strategy.

Through our EDI strategic plan, we aim to foster a culture of diversity, inclusivity, collaboration, mutual respect and resilience as key pillars of academic and professional excellence. We aim to improve our research, study, teaching, and overall work environments such that every member of the faculty can develop a sense of belonging and feel encouraged and supported to develop their full potential. 

The proposed goals for the period 2022 - 2027 are below and they align with UCL guidance and forthcoming institutional EDI strategy.  The document presenting our MAPS EDI Strategy is in the link below:


Goal 1: Realise and widen participation in structured conversations around the issues of respect, structural barriers, and imbalances in power dynamics in academia and higher education. 

Key areas of work:

  • Discuss effective ways of collectively addressing the barriers faced by: 
  1. Women (and all staff and students) based on their ethnicity
  2. Staff and students with disabilities 
  3. Staff and students with neurodivergence
  4. Staff and students belonging to the LGTBQ+ community. 
  • Discuss effective ways of implementing an EDI agenda on gender equity that recognises the non-binary character of the category gender.
  • Understand effective ways of addressing barriers faced depending on staff category.
  • Provide practical information for a broad audience on how to be an effective ally.

Goal 2: Embed EDI principles, with emphasis on an intersectional approach, across all areas of work in the faculty as a means to reduce systemic barriers for different ethnic and gender groups, groups with disabilities, as well as the barriers faced depending on staff category. 

Key areas of work:

  • Increasing gender and ethnic diversity of shortlisted candidates for all positions. As part of this key area, improving the diversity of original applicants should also be investigated.
  • Development of a recognition system that appropriately rewards effective EDI work by the different members of the community. This implies developing recognition schemes that are meant for professional services staff members and technicians, students, research staff, and for academics. For instance, the MAPS faculty can create the EDI equivalent to the current MAPS Education Prize where departments can nominate members and awards are given in distinct categories. EDI work could also be strongly emphasised as a potential contribution, worthy of profoundly serious consideration, to cases for promotion.
  • Implement departmental self-assessments that go beyond Athena Swan or Juno Schemes to include a detailed assessment of whether departments are disability friendly. In the first instance, to encourage these self-assessments, there should be well-supported frameworks for facilitating and conducting them. This could take the form of dedicated and appropriately valued staff positions. For example, pilot schemes involving voluntary self-assessments may provide useful context and outcomes.
  • Developing effective communication channels between EDI, Education and Research committees both at the faculty and departmental level.

Goal 3: Improve the ethnic and gender diversity, sense of belonging, and overall work experience of our staff body ensuring parity of esteem and care for all members of our community. 

Key areas of work:

  • Positive action to recruit women and women BAME researchers at all levels, particularly senior levels, in line with the institutional priority. In this context, for example, equality law allows positive action to be used in recruitment before or at the application stage.
  • Ensure departmental and faculty race equity work and initiatives align with institutional priorities. Particular attention needs to be given to the anti-racist agenda and consolidation of anti-racist structures. Continue with departmental race pledges and accountability on those. 

Goal 4: Develop targeted actions to improve the study experiences and sense of belonging of the different ethnic groups of students. 

Key areas of work: 

  • Understanding the awarding gap, study experience and sense of belonging of different ethnic groups of students.
  • Understanding the gender and ethnicity gap in progression from undergraduate to postgraduate study (PGT and PGR).

Goal 5: Promote collective responsibility in consolidating hostility-free and caring work and study environments.

Key areas of work:

  • Demystifying Report and Support process to encourage non-anonymous reporting.
  • Preventing escalation of unacceptable behaviour. 

Goal 6: Strengthen the links, impact, and visibility of the EDI activities across the faculty departments and institutes and promote the sharing of best practices.

Key areas of work: 

  • Continuous funding of local EDI initiatives.
  • Levelling up EDI in all departments by sharing best practices.
  • Develop an effective communication campaign highlighting the benefits of EDI for all.

MAPS EDI Data - Staff and Student Report

This is the first time that the EDI data is widely available. The report covers 2016 - 2021/22 and focuses on several categories:

  • Student and Staff Recruitment (Gender & Ethnicity)
  • Student Intake (Gender and Ethnicity)
  • Staff Profile: Academic, Research and Teaching (ART) Staff Grades 
  • Student and Staff Profile: Domicle Status
  • Student and Staff Profile: Ethnicity & Ethnicity Breakdown
  • Student and Staff Profile: Gender
  • Student and Staff Profile: Full-Time / Part-Time
  • Student and Staff Profile: Disability 
  • Student Awarding Gap (Gender & Ethnicity)

The full report can be viewed and downloaded using the links below:

(pdf version)

Supporting Links: