Research has consistently shown that equitable, diverse and inclusive workplaces are more productive and innovative, and achieve better outcomes.

Studies also show that systemic barriers have a negative effect on the attraction, retention and progression of women in academic and research careers.

To ensure we benefit from our top-quality academic and research talent, we need to ensure gender balance and diversity throughout the academic pipeline.

SAGE considers gender balance to be 40% women, 40% men, 20% people of any gender. Applying a 40:40:20 approach is inclusive of those identifying outside of the gender binary, which is a key principle of Athena Swan. Compared to a 50:50 approach, it also better accommodates minor fluctuations and is more realistic when working with small numbers.

Data from the Department of Education in 2024 show that women continue to be underrepresented at senior levels in almost every field.

• Natural and physical sciences

• Engineering and related technologies

• Architecture and building

• Agriculture environmental and related studies

• Health

• Education

• Management and commerce

• Society and culture

• Information technology

• Creative arts

• STEMM

• STEM

Selected notes on the data

• 2024 data were obtained by request from the Department of Education. 2020 data were extracted from “Full-time Equivalence of Staff by Academic Organisational Groups”, Department of Education, Skills and Employment, Staff Time Series. The data were viewed as full-time equivalents by Academic Organisational Unit (AOU), by current duties classification, by year, by gender. All work contract types (full-time and fractional full-time) and current duties terms (tenurial term, limited term, other term) were included.
• Discipline areas are based on AOU Groups, as defined by the Department of Education.
• As these charts were based on AOU staff data, only staff with “teaching only” or a “teaching and research” function are included.
• Less than 0.4% of people in the Department of Education dataset identified their gender as ‘non-binary or different term’. As such, we have not included this data in our charts but can provide this detail on request.
• For the complete data notes, please refer to Department of Education Higher Education Statistics.

Version history

• The charts and tables on this page were published on 1 May 2025.
• Previous versions included student data. We will update these charts when the 2024 student data becomes available.

Feedback

We care about the accuracy of our charts and tables. If you spot an error, please let us know.