Overall Rating Gold
Overall Score 74.20
Liaison Juanita Van Norman
Submission Date Aug. 5, 2022

STARS v2.2

University of Manitoba
PA-6: Assessing Diversity and Equity

Status Score Responsible Party
Complete 1.00 / 1.00 Tina Chen
Executive Lead
Equity, Diversity and Inclusion
"---" indicates that no data was submitted for this field

Has the institution engaged in a structured assessment process during the previous three years to improve diversity, equity and inclusion on campus?:
Yes

A brief description of the assessment process and the framework, scorecard(s) and/or tool(s) used:

The University of Manitoba Executive Lead Equity, Diversity, and Inclusion works with the University's Department of Human Resources to promote equity, diversity, and inclusion, requiring continuous engagement from all members of the University community. The goal is to achieve the initiatives outlined in the University's strategic plan, Taking Our Place: Increase student, staff, faculty and leadership diversity that reflects society, especially with respect to the inclusion of women, Indigenous peoples, people with disabilities, gender and sexual minorities, and racialized communities, and to achieve/implement the recommendations from The Final Report of the President’s Task Force on Equity, Diversity, and Inclusion.

A task force was established in October 2019 to provide recommendations on the process and actions required to identify and examine obstacles and inequities facing students, staff, and faculty. Consultation work with the community took place through the winter and spring of 2020. Committee work by the task force included a baseline data report and an environmental scan report, as well as a community consultation report, in order to inform the task force direction and to shape recommendations. The Final Report of the President’s Task Force on Equity, Diversity, and Inclusion put forward eight recommendations for the UM, all of which were approved and accepted by the University President. The eight recommendations are divided into key categories which are as follows:
1. Leadership;
2. Planning and Policy;
3. Monitoring, Measuring Progress, and Accountability;
4. Increasing Diversity and Equity Across UM;
5. Accessibility;
6. Building Awareness and Support for EDI;
7. Addressing EDI in Academic Programs, Teaching, and Research; and
8. Promoting Inclusion and Safety.

In February of 2019, the Provost and Vice-President (Academic) established a committee, chaired by the Vice-Dean Indigenous, to provide recommendations on the ideal role and mandate of Indigenous senior leadership, their required supports, and the associated reporting structures. The committee, which also included an Elder, Indigenous faculty, staff, students, and senior academic leadership, concluded its work and has been accepted by University President in the form of the Indigenous Leadership Report.
Data for female, Indigenous, persons with disabilities, and racialized community member employees self-identified was provided from all seven departments. The employment data was compared to the statistics for labour market availability. The four assessed groups are those identified in the Employment Equity Act as traditionally underrepresented in the workforce, however, the University recognizes there are other groups outside the four assessed that have also historically been discriminated against. Currently, there is approximately 20% of staff who self-identify, in the future the Executive Leadership Equity, Diversity, Inclusion hopes to strengthen trust among the UM community to increase the number of staff who self-report.

Data for binary-gender, gender identity, Indigenous, and international students is collected from UM students. This data is used to focus on programs/initiatives to increase the number of underrepresented and marginalized student populations at the UM and track the enrollment improvements made among International and Indigenous student groups. Almost all of the professional programs have created admission criteria that collect data on gender identity, Indigeneity, persons with disabilities, racialized individuals, and have created admission processes to address systemic barriers.

The UM-UMFA Joint Committee to Study Gender-Based Salary Differentials was formed in 2016 after the conclusion of the UM-UMFA negotiations. The joint committee looked at the salaries of UMFA members to determine if gender-based salary differentials exist at the UM and if they do, to what extent. The UM-UMFA Joint Committee released the final independently authorized technical report in July 2019, along with an overview of their findings and seven recommendations. The report concluded that “there is no evidence of a systemic gender wage gap at the University of Manitoba”. Other main findings of the report were that there is evidence of gender differences in career progression for professors between men and women particularly, in the health profession fields and in Science and Engineering. From the most recent round of negotiations between UM and UMFA, the creation of the UM-UMFA Joint Committee on Equity, Diversity, and Inclusion has been established.

The Human Resources Annual Report also breaks down the base salaries of each employment group within the University. If the duties and responsibilities of a position change, the position may be sent for review to determine if it should reside at a different classification level. In addition, all newly created positions must be classified into an appropriate range.


Does the assessment process address campus climate by engaging stakeholders to assess the attitudes, perceptions and behaviors of employees and students, including the experiences of underrepresented groups?:
Yes

Does the assessment process address student outcomes related to diversity, equity and success?:
Yes

Does the assessment process address employee outcomes related to diversity and equity?:
Yes

A brief description of the most recent assessment findings and how the results are used in shaping policy, programs, and initiatives:

The Canadian Labour Market Availability for females, Indigenous peoples, persons with a disability, and racialized community members is 54%, 5.7%, 4.5%, and 17.1%, respectively. In comparison, the University of Manitoba's employment equity can be summarized as 57% female, 4% Indigenous peoples, 3% persons with disabilities, and 12% members of racialized communities. This data demonstrates that UM needs to continue its efforts to promote and champion diversity and inclusion with respect to its workforce.

Furthermore, the University has increased its total number of employees while maintaining a low turnover rate. The number of academic staff has increased from 3831 positions to 4129 with a total increase of 8454 to 8487 from 2010 to 2016. The voluntary turnover rate in 2016 totaled 6.7% with 2% due to retirements and 4.7% to resignations. In 2016, 62 faculty and staff members celebrated 25 years of service, 67 celebrated 30-35 years, and 11 celebrated 40 years.

This report primarily provided workforce analytics however future reports can have additional metrics from previous years to develop year-over-year trends.


Are the results of the most recent structured diversity and equity assessment shared with the campus community?:
Yes

A brief description of how the assessment results are shared with the campus community:

The Final Report of the President’s Task Force on Equity, Diversity, and Inclusion was presented and shared at numerous town hall events, senate meetings, in UMToday new articles, and was published on UM website for all students, staff, and faculty to view.


Are the results (or a summary of the results) of the most recent structured diversity and equity assessment publicly posted?:
Yes

The diversity and equity assessment report or summary (upload):
---

Website URL where the diversity and equity assessment report or summary is publicly posted:
Website URL where information about the institution’s diversity and equity assessment efforts is available:
---

Additional documentation to support 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.