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Ethnic Representation Index

Installation of various textile patterns
Installation of various textile patterns
Textiles with organic shapes by Tayla-Jayne Sander, image courtesy of UAL.

An annual appraisal of the progress made by universities in England and Scotland to become more ethnically inclusive and anti-racist.

We have built an index that gives a comprehensive perspective on the different aspects of the Black, Asian and minority ethnic (B.A.M.E.)* student journey as well as staff (academic and professional services) and executive representation. The indicators cover 3 categories - Student, Staff and Outcomes.

Bringing B.A.M.E. students and staff into our universities is essential, but it's not enough. Students and staff of all backgrounds must equally:

  • feel a sense of belonging
  • thrive in their academic work
  • be protected from abuse and discrimination.


The Ethnic Representation Index (ERI) aims to:

  • measure progress against institutional and structural racism
  • build consensus about a methodology
  • invite constructive input
  • drive change.

We welcome any feedback, please get in touch with us:


Key findings from the latest ERI report:

  • The average B.A.M.E. representation among academics, professors, senior managers, professional services staff on lower grades, governors, and executives falls short of university student B.A.M.E. representation at all teaching levels.
  • The average B.A.M.E. awarding gap (the difference between the number of White and B.A.M.E. students awarded first class or 2:1 degrees) is 12.3%, with some gaps of over 20% reported at several universities.
  • For Black students, the awarding gap is even more significant, with an average gap of 19.3%. In 10% of universities the awarding gap is over 30%.

Previous ERI report

This year’s ERI is authored by Professor David Mba, Chris Lloyd-Bardsley, Adam Weigel and Sandra Longville.

* We note that this language is contested and different terminology is used in different contexts and places. However as the Higher Education sector, HESA and Census data uses the terminology B.A.M.E. we will continue to use this language at UAL. Please note that we will be considering our language and terminology on an ongoing basis. We will continue to reflect on sector language and best practice.