University of Leeds Athena SWAN Bronze University Award Renewal Application Name of institution: University of Leeds Year: 2012 Contact for application: Kathy Aveyard Email:
[email protected] Telephone: 0113 343 3964 Date of previous award: May 2009 Glossary of Acronyms used within the report: FBS AWISE CROS E&D Eng Env EPSRC FMH FTE KPI MaPS NERC PACE PGR PIRLS PVCRI PVCSE PVCSOE REF RIB SAT SDDU SET SL SRDS STEM TSEB UCU WiSET
Faculty of Biological Sciences Association of Women in SET Careers in Research On-line Survey Equality and Diversity Faculty of Engineering Faculty of Environment Engineering and Physical Sciences Research Council Faculty of Medicine and Health Full Time Equivalent Key Performance Indicator Faculty of Maths and Physical Sciences Natural Environment Research Council Professional Advancement aCross Engineering Post Graduate Research Principal Investigators and Research Leaders Survey Pro-Vice-Chancellor for Research and Innovation Pro-Vice-Chancellor for Student Education Pro-Vice-Chancellor for Staff and Organisational Effectiveness Research Excellence Framework Research and Innovation Board Self Assessment Team Staff and Departmental Development Unit Science Engineering and Technology Senior Lecturer Staff Review and Development Scheme Science, Technology, Engineering and Maths Taught Student Education Board The Universities and Colleges Union Women in Science Engineering and Technology
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List of SET departments (highlighting those that currently hold Bronze, Silver or Gold department awards): FACULTY OF BIOLOGICAL SCIENCES Unitary Faculty with 3 Schools - working Group/SAT established Molecular and Cellular Biology Biology Biomedical Sciences FACULTY OF ENGINEERING Working towards a Silver Award as a Faculty. Encompasses 5 Schools Civil Engineering Computing Electronic and Electrical Engineering Mechanical Engineering Process, Environmental and Materials Engineering FACULTY OF ENVIRONMENT Faculty Dean (Chair of University Athena SWAN SAT) 3 Schools/Institutes. Working towards a submission. School of Earth and Environment School of Geography Institute for Transport Studies FACULTY OF MATHS AND PHYSICAL SCIENCES Federal Faculty with 4 Schools. Achieved a Silver Award as a Faculty in March 2012 Chemistry Food Science and Nutrition Mathematics Physics and Astronomy FACULTY OF MEDICINE AND HEALTH Encompasses 4 Schools/Institutes School of Healthcare – Achieved a Bronze Award in March 2012. Aiming for Silver Award in April 2013 Institute of Psychological Sciences - working towards a submission Institute of Dentistry working towards a submission School of Medicine, which itself has 4 large academic Institutes. Working towards School Bronze (April 2013) and Institute level Silver Awards (as appropriate) Genetics and Health Therapeutics Health Sciences Medical Education Molecular Medicine 2
Total number of university departments: 9 Faculties, within which there are 37 Schools/Institutes. Percentage of SET departments as a proportion of all university departments: 5 (55%) out of 9 Faculties fall under the SET definition. These include 23 Schools/Institutes (62%) out of a total of 37. When considering the actual number of academic staff, however, there are 1925 (74%) in SET Faculties compared to 675 (26%) in non-SET areas.
An Athena SWAN Bronze University award renewal recognises that not only does the university overall have a solid foundation (the policies, practices, systems and arrangements) for eliminating gender bias and an inclusive culture that values female staff, but that clear progress has been made since the previous Bronze university award application, as measured against the goals set in the action plan. At Bronze renewal level the focus is on: The action taken and planned which demonstrates the university’s commitment at a senior level to the 6 Athena SWAN principles; and Progress that has been made on the journey to which the university has committed itself in order to achieve a significant improvement in women’s representation and career progression in SET, with: o Recognition of the current situation compared with that at the time of the original award; o The resources needed to continue to make progress; o People to lead and support; and o The means to monitor future progress (e.g. the action plan). Evidence of progress and learning since the previous application. At the end of each section state the number of words you have used. Click here for additional guidance on completing the application.
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1. Letter of endorsement from a Vice-Chancellor – maximum 500 words An accompanying letter of endorsement from your Vice-Chancellor (or equivalent) should explain how SWAN plans and activities have and will in future contribute to the overall University strategy and academic mission. The letter is an opportunity for the Vice-Chancellor to confirm their support for the renewal application and to endorse and commend any activities which have made a significant contribution to the achievement of the University mission in relation to science, engineering and technology (SET). 24 November 2012 Sarah Dickinson Senior Policy Adviser – Athena SWAN Equality Challenge Unit Queen’s House 55-56 Lincoln’s Inn Fields London WC2A 3LJ Dear Sarah, Application for renewal of the University of Leeds’ Athena SWAN Bronze Award As Vice-Chancellor, I am delighted to give my wholehearted support to the University’s submission for renewal of its Athena SWAN Bronze Award and to reaffirm our strong commitment to the six principles of the Charter. Since our successful Bronze Award application in 2009 we have worked consistently, at all levels, to build on our understanding of the barriers to progression of women in SET disciplines. The commitment and dedication of the team to fulfil the intentions stated in the original Action Plan and to embed good practice across all of our SET Faculties has been unstinting. Of particular note in terms of our achievements over the last three years are: an increase in the number of female Professors from 79 to 90, including the establishment of our first female Professors in Computing, Food Science, Maths and Chemistry; the revision of our promotions procedures in response to consultation with academic women, particularly at the level of Reader and Chair; the introduction of the role of Associate Professor, combining the formerly separate roles of Senior Lecturer and Reader; the establishment of a clear route to promotion through excellence in teaching and scholarship; the introduction of a revised procedure on supporting the employment security of staff on a fixed term contract to include provision for staff with three or more years service to move to an open-ended, fixed funding contract; the development of our on-campus childcare facilities, including the opening of a new building, an increase in
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available places, provision of a crèche for on-site conferences and the introduction of extended school holiday provision. I am also pleased to note the establishment of a self-sustaining WiSET network, which meets monthly, with inspirational speakers discussing topics identified by its members. I was pleased to attend a WiSET celebratory evening earlier this year, at which we highlighted a number of women in SET who had achieved external awards. This included an exhibition of photos, which is now on display in two prominent areas of the University. It is our intention to repeat this in future years. The Bronze Award renewal process comes at a favourable time for the University in that we are in the process of refreshing our overall business strategy and, as part of that work, we are developing an Equality and Diversity Strategy for the University in recognition of the fundamental importance of supporting all of our staff and students during their time with us. The Athena SWAN principles and the action we have undertaken in this area is an important element of this work and I am pleased to be able to report that every SET Faculty and/or School has made a commitment to this journey. Although at different stages, it is anticipated that all will achieve at least Bronze status and we hope to be able to submit for a University Silver Award in the not too distant future. The Athena SWAN and wider Equality agenda is being led at the highest level in the University by our PVC for Staff and Organisational Effectiveness, Professor Dawn Freshwater . We are aware that there is further work to be undertaken to further improve development and support for women in SET and our Action Plan sets out the further steps we plan to take in future. In recognition of this, we have appointed an Athena SWAN Officer to support this work over the next three years and will shortly be appointing administrative and data support for that post. This role will be invaluable in supporting our ongoing work at University and Faculty/School level to drive forward this agenda and embed gender equality across all SET areas. I trust that the information provided adequately illustrates our commitment to the Athena SWAN aims and principles and look forward to hearing the outcome of our application.
Yours sincerely
Professor Michael Arthur Vice-Chancellor
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2. The self-assessment process – maximum 1000 words Describe the Self-Assessment Process. This should include: a) a description of the self assessment team: members’ roles (both within the university and as part of the team) and their experiences of work-life balance, and how and why the team has changed since the original Bronze application; Membership of the SAT was regularly reviewed to replace those who left the University and ensure a representative spread of staff at different career stages and with different commitments. Kathy Aveyard Kathy is an Equality and Diversity Manager and the University’s Athena SWAN co-ordinator. Kathy became part-time due to caring responsibilities for her elderly father. Dr. Almut Beige Almut is a Reader at the School of Physics and Astronomy. She joined the University of Leeds as a James Ellis University Research Fellow of the Royal Society and the GCHQ in October 2005. Almut is married and has a four-year old daughter. Dr Vanessa Bowman Vanessa is a Research Fellow in the School of Earth and Environment with expertise in palynology. She is a single parent by choice and her son enjoys his time at Bright Beginnings (the excellent nursery here at the University) whilst his mum is at work. Dr Nigel Bubb Nigel is a Fellow in Dental Materials in Leeds Dental Institute. He also teaches clinical dentistry and is a member of the University Senate. Dr. Susan Deuchars Sue is a Reader in Neuroscience (60% FTE) in The Institute of Membrane and Systems Biology and has expertise in spinal circuitry underlying autonomic function in health and disease. She also teaches and is involved in outreach for schools. She works part-time for a work-life balance with her two children. Professor Deirdre Devine Deirdre is a Professor of Oral Microbiology in the Leeds Dental Institute. Deirdre teaches and is also Director of Research & Innovation in the Dental Institute; she relaxes with her husband by sailing into the sunset as often as possible.
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Dr Alison M. Dunn - UCU representative Alison is a Reader in Evolutionary Ecology. She has held a Natural Environment Research Council (NERC) Post Doctoral Research Fellowship. She is Leader of the Zoology degree scheme and is a member of Senate. She was promoted to Reader two years after returning from maternity leave. Alison is a lone parent of two children (ages 10 and 5). Professor Jane Francis (Chair) Jane is Dean of Environment and chair of the SAT . She leads NERC’s Training Advisory Group and the UK’s Antarctic Research Committee, representing the UK at international Antarctic strategy meetings. She was the fourth women to be awarded the Polar Medal. She regularly undertakes activities as a science communicator. Linda Forbes - Equalities Officer for Unite Linda is a part-time technician in the School of Earth and Environment. She was previously chair of AWISE in Yorkshire, and has experience in implementing policy, policy review and holding events on work/life balance. She is the Equalities Officer for Unite and is interested in factors that affect postgraduate careers. She is also a mother. Professor Dawn Freshwater Dawn is Professor of Mental Health Nursing. Previously Head of the School of Healthcare, she is now the PVC for Staff and Organisational Effectiveness and the University’s Athena SWAN champion. Karen Garner Karen is HR Manager for Engineering and a member of the Faculty Executive Committee. Karen is currently leading on key strategic priorities around cultural/organisational change, in relation to the Faculty’s plans for Athena SWAN and the University’s “Valuing all our Staff” strategies. Patricia Gray Patricia is a Researcher Training and Development Manager and was responsible for the initial development of the PACE (Professional Advancement aCross Engineering) mentorship scheme, now being rolled out to other Faculties. She was the leader in establishing the University’s WiSET network. Patricia has balanced part-time employment with the care of three children and a dependent relative, plus further study.
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Dr Hamish Jamson Hamish is a Principal Research Fellow specialising in driving simulation and driver behaviour. Married with two children in primary education, Hamish is grateful for and exploits the University’s flexible working policy, allowing him to share child care with his wife. Dr Louise Jennings Louise is a Principal Research & Innovation Fellow in Medicine, a senior independent researcher and responsible for extensive laboratory facilities. Louise has a three year old son, was promoted whilst on maternity leave, and works part time. Professor Rob Mortimer Rob is a Professor of Environmental Geochemistry and Deputy Head of the School of Earth and Environment. Rob is married, with three children, and his wife is a senior teaching fellow in the same School. Dr Catherine Noakes. Cath is a Reader in Infection Control Engineering, Director of the Pathogen Control Engineering Institute in Civil Engineering and is a current EPSRC Challenging Engineering Award holder. She lives with her husband and balances work with entertaining her seven year old son. Dr Jennifer Rivas Perez Jennifer is a Researcher Training and Development Manager. She is a former Daphne Jackson Fellow (2005-2007) following a six-year career break to care for her three children after her PhD studies. Dr Heather Sears, Researcher Skills Senior Training and Development Officer, Staff and Departmental Development Unit Heather is based in the University’s Staff and Departmental Development Unit where she develops and facilitates training and development courses for research students and staff including the Springboard Women's Development Course. She is the Postgraduate Research Experience Survey Officer for the University. Dr Sarah Staniland Sarah is a Lecturer in Bionanoscience in the School of Physics and Astronomy and is the School’s Institute of Physics Project JUNO representative. She is Chair of the WiSET network. She is also the mother of a 2-year-old son, returning to work full-time after 5 months maternity leave.
b) an account of the self assessment process, with reference to year-onyear activities since the original Bronze award application, details of the self assessment team meetings, including any consultation with staff or 8
individuals outside of the university, how these have fed into the submission and been reported within the institution, and how the team has worked with departments to engage them in the Athena SWAN awards process; The SAT is chaired by a female Faculty Dean and reports into the (female) PVCSOE. It has met more than once per semester since achievement of the Bronze Award in 2009. Whilst monitoring progress against the actions in the original Action Plan it has stimulated action across the University. More recently it has analysed data for the resubmission, as well as reviewing evidence from more qualitative sources such as the nationally run CROS and PIRLS surveys and an internal Staff Survey to assess potential gender differentials. Using the staff data and survey information it has acted as a consultative body to recommend the revised Action Plan to the University and overseen the development of the resubmission. c) plans for the future of the self assessment team, such as how often the team will continue to meet, any reporting mechanisms and proposed consultation processes, and how the team will engage with SET departments to encourage them to apply for awards. The SAT will continue to meet once per semester to monitor progress against the Action Plan and provide advice and support to areas applying for local level awards. Total word count for section 980 out of 1000 3. Description of the institution – maximum 1000 words Provide a summary of your institution, including information such as whether it is research or teaching focussed, the number of students and staff (academic and support staff separately), association with university mission groups (e.g. 1994 group, Russell Group, Million+), the size of the SET departments and any other relevant contextual information such as recent restructuring. The University of Leeds is a member of the Russell Group. It is a researchintensive University dedicated to the concept of research-led teaching and strives to create, advance and disseminate knowledge and develop outstanding graduates and scholars to make a major impact upon global society. Leeds was placed 14th overall in the 2008 Research Assessment Exercise (8th in Research Power). Its vision is to secure a place among the world’s top 50 Universities by 2015. The majority of its activities are based on a single campus on the outskirts of Leeds city centre. Facts and figures about the University can be found at http://www.leeds.ac.uk/info/20014/about/234/facts_and_figures . 9
The University has 9 academic faculties, 5 of which fall under the SET definition: Biological Sciences (FBS), Engineering (Eng), Environment (Env), Maths and Physical Sciences (MaPS) and Medicine and Health (FMH). Our medical and biosciences research bases are amongst the largest in the UK. The University employs 2,600 academic and research staff (39% female), of whom over 1,900 are in the SET Faculties (38% female), as illustrated in the data below. The total number of students at the University is 33,223 from 145 countries (58% female), of whom 15,963 (48%) are based in the SET faculties (52% female). Provide data and a short analysis for at least the last three years (including clearly labelled graphical illustrations where possible) on the Female: male ratio of FTE academic staff and research staff– researcher, lecturer, senior lecturer, reader, professor (or equivalent) – across the whole institution and in SET departments, commenting on changes and progress made against the original action plan and Bronze university application. University-wide the numbers of academic staff have increased year-on-year from 2,497 in 2009 to 2,600 in 2012. The relative proportion of female staff has also increased from 37% to 39%. The relative increase in female staff in SET Faculties is more significant, increasing from 34% (601) to 38% (734). The statistics demonstrate the success of the recent changes to the Readership and Promotional Chair promotions procedures. Within the SET Faculties, the proportion of female Readers increased from 25% to 29% and female Professors from 14% to 18%. (Due to relatively small numbers, percentage comparisons at Faculty and School level can be misleading.) Points of note include:
An increase from 1 (11%) to 3 (25%) female Readers in Environment An increase from 5 to 9 female Professors in Engineering (including the appointment of the first 2 female Professors in Computing) An increase from 2 to 5 female Professors in Maths and Physical Sciences (including the first female Professors in Chemistry, Maths and Food Science) An increase from 25 to 34 female Professors in Medicine and Health (including a significant increase from 16 to 21 in the School of Medicine)
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Female: male ratio of academic staff at each grade across the whole institution and in SET faculties University Wide
Researcher Lecturer Senior Lecturer Reader Professor Associate Prof. TOTAL
F 502 176 136 20 79
M Total 584 1086 243 419 296 432 69 89 392 471
913 1584
2497
2009 %F 46.2 42.0 31.5 22.5 16.8
F 443 165 130 23 78
36.6
839 1478
M Total 507 950 246 411 279 409 72 95 374 452 2317
2010 %F 46.6 40.1 31.8 24.2 17.3
F 469 165 120 32 79
36.2
865 1529
M Total 538 1007 233 398 284 404 72 104 402 481 2394
2011 %F 46.6 41.5 29.7 30.8 16.4 36.1
F M Total 506 558 1064 255 299 554 119 261 380 25 60 85 90 401 491 8 18 26 1003 1597 2600
2012 %F 47.6 46.0 31.3 29.4 18.3 30.8 38.6
Across the University as a whole, the proportion of women at senior level has increased significantly since 2009. The proportion of women Readers increased from 22% (20) to 31% (32) up to 2011, with a slight decrease in 2012 being matched by the establishment of Associate Professor and increase in the number of Professors. In order to monitor the continuing success of the initiatives to support the careers of women in SET, we will establish regular reports for Faculties. As all 5 SET Faculties are now working towards Athena SWAN Departmental Awards, this will be even more critical to support their submissions. Action 1: Centrally monitor Athena SWAN datasets annually at the end of each academic year. Action 2: Ensure data sets are reported annually to SET Faculties to inform their Equality and Diversity Action Plans and any local-level Athena SWAN submissions 11
SET Faculties F M Total Researcher 347 503 850 Lecturer 129 160 289 Senior Lecturer 62 190 252 Reader 17 52 69 Professor 46 273 319 Associate Prof. TOTAL %F 601 1178 1779
2009 %F 40.8 44.6 24.6 24.6 14.4
F 398 75 62 17 55
33.8
607 1082
M Total 461 859 145 220 176 238 53 70 247 302 1689
2010 %F 46.3 34.1 26.1 24.3 18.2
F 427 75 51 23 53
35.9
629 1129
M Total 486 913 141 216 175 226 60 83 267 320 1758
2011 %F 46.8 34.7 22.6 27.7 16.6 35.8
F M Total 448 511 959 145 181 326 58 171 229 20 49 69 59 273 332 4 10 14 731 1194 1925
2012 %F 46.7 44.5 25.3 29.0 17.8 28.5 38.0
The increase in women at senior levels is even more marked in SET Faculties than across the whole University, with Professors increasing from 46 (14%) to 59 (18%). Readers also increased from 17 (25%) to 20 (29%). This reflects the success of the revised promotions procedures, improved mentorship and support for existing staff, and proactive work to encourage women applicants for senior level vacancies, supplemented by the introduction of Associate Professor in 2012.
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Faculty of Environment F M Total Researcher 49 90 139 Lecturer 20 35 55 Senior Lecturer 9 27 36 Reader 1 8 9 Professor 5 47 52 Associate Prof TOTAL 84 207 291
2009 %F 35.3 36.4 25.0 11.1 9.6
F 47 21 8 2 4
28.9
82 200
M Total 86 133 34 55 28 36 12 14 40 44 282
2010 %F 35.3 38.2 22.2 14.3 9.1
F 58 16 5 3 4
29.1
86 213
M Total 90 148 32 48 31 36 12 15 48 52 299
2011 %F 39.2 33.3 13.9 20.0 7.7 28.8
F M Total 67 97 164 18 34 52 7 30 37 3 9 12 4 50 54 0 3 3 99 223 322
2012 %F 40.9 34.6 18.9 25.0 7.4 0.0 30.7
This Faculty is led by women in the roles of Dean and Pro-Dean for Research. The total number and proportion of women has increased over the period. The figures for the Institute for Transport Studies include some female Senior and Principal Research Fellows at grades 8 (5) and 9 (1) reflecting the research emphasis of the Institute. 13
School of Geography
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
F M Total 8 19 27 9 9 18 3 8 11 1 2 3 2 13 15 23 51 74
2009 %F 29.6 50.0 27.3 33.3 13.3 31.1
F 7 11 2 2 1 23
M Total 18 25 10 21 8 10 3 5 11 12 50 73
2010 %F 28.0 52.4 20.0 40.0 8.3 31.5
F M Total 9 17 26 8 8 16 1 9 10 2 2 4 1 12 13 21 48 69
2011 %F 34.6 50.0 10.0 50.0 7.7 30.4
F 10 8 3 2 1 24
M Total 15 25 12 20 9 12 2 4 10 11 48 72
2012 %F 40.0 40.0 25.0 50.0 9.1 33.3
Institute for Transport Studies
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
2009 F M Total %F 14 26 40 35.0 0 7 7 0.0
2010 F M Total %F 10 20 30 33.3 0 3 3 0.0
2 4 0 1 1 9 17 47
2 4 0 2 0 5 12 34
6 1 10 64
33.3 0.0 10.0 26.6
6 2 5 46
2011 F M Total %F 8 19 27 29.6 0 2 2 0.0
33.3 0.0 0.0 26.1
2 5 0 2 0 9 10 37
14
7 2 9 47
28.6 0.0 0.0 21.3
2012 F M Total %F 8 23 31 25.8 0 3 3 0.0 2 4 0 2 0 9 10 41
6 2 9 51
33.3 0.0 0.0 19.6
School of Earth & Environment
Researcher Lecturer Senior Lecturer Reader Professor Associate Prof. TOTAL
F 27 11 4 0 2
2009 M Total %F 45 72 37.5 19 30 36.7 15 5 25
19 5 27
21.1 0.0 7.4
44 109
153
28.8
F 30 10 4 0 3
2010 M Total %F 48 78 38.5 21 31 32.3 16 7 24
20 7 27
20.0 0.0 11.1
47 116
163
28.8
15
M Total 54 95 22 30
2011 %F 43.2 26.7
17 8 27
19 9 30
10.5 11.1 10.0
55 128
183
30.1
F 41 8 2 1 3
F 49 10
M Total 59 108 19 29
2 17 1 5 3 31 0 3 65 134
19 6 34 3 199
2012 %F 45.4 34.5 10.5 16.7 8.8 0.0 32.7
Faculty of Engineering
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
F M Total 33 144 177 6 18 24 5 44 49 3 15 18 5 60 65 52 281 333
2009 %F 18.6 25.0 10.2 16.7 7.7 15.6
F M Total 28 85 113 5 15 20 5 41 46 3 14 17 6 47 53 47 202 249
2010 %F 24.8 25.0 10.9 17.6 11.3 18.9
F M Total 39 124 163 7 17 24 4 44 48 5 14 19 7 53 60 62 252 314
2011 %F 23.9 29.2 8.3 26.3 11.7 19.7
F M Total 44 126 170 5 27 32 5 45 50 3 11 14 9 60 69 66 269 335
2012 %F 25.9 15.6 10.0 21.4 13.0 19.7
This Faculty is undertaking actions to improve the number of women and is working towards a silver award. The overall number of women has increased from 52 (16%) to 66 (20%). The number of women Professors has almost doubled from 5 (8%) to 9 (13%), with the first female Professor in Computing in 2010 and another in 2012. There has been considerable improvement in Civil Engineering with the number of women Professors increasing from 1 (10%) to 2 (18%) and Researchers from 2 (20%) to 5 (36%). 16
Process & Environmental Engineering 2009 F M Total %F Researcher 12 45 57 21.1 Lecturer 0 6 6 0.0 Senior Lecturer 1 7 8 12.5 Reader 0 4 4 0.0 Professor 2 23 25 8.0 TOTAL 15 85 100 15.0
F M Total 9 28 37 0 7 7 1 7 0 3 2 18 12 63
8 3 20 75
2010 %F 24.3 0.0 12.5 0.0 10.0 16.0
F M Total 13 38 51 0 6 6
2011 %F 25.5 0.0
F M Total 15 39 54 0 9 9
2012 %F 27.8 0.0
0 8 1 3 2 20 16 75
0.0 25.0 9.1 17.6
0 9 1 2 2 24 18 83
0.0 33.3 7.7 17.8
8 4 22 91
9 3 26 101
School of Civil Engineering
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
F M Total 2 8 10 1 5 6 1 11 12 0 4 4 1 9 10 5 37 42
2009 %F 20.0 16.7 8.3 0.0 10.0 11.9
F M Total 1 5 6 0 1 1 1 9 10 1 4 5 1 7 8 4 26 30
2010 %F 16.7 0.0 10.0 20.0 12.5 13.3
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F M Total 2 7 9 1 2 3 1 10 11 1 4 5 2 9 11 7 32 39
2011 %F 22.2 33.3 9.1 20.0 18.2 17.9
F M Total 5 9 14 1 5 6 1 10 11 1 2 3 2 9 11 10 35 45
2012 %F 35.7 16.7 9.1 33.3 18.2 22.2
School of Computing
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
F M Total 4 20 24 3 3 6 1 10 11 2 1 3 0 8 8 10 42 52
2009 %F 16.7 50.0 9.1 66.7 0.0 19.2
School of Electronic & Electrical Engineering 2009 F M Total %F Researcher 2 24 26 7.7 Lecturer 1 1 2 50.0 Senior Lecturer 1 4 5 20.0 Reader 0 5 5 0.0 Professor 0 9 9 0.0 TOTAL 4 43 47 8.5
F M Total 1 11 12 3 3 6 1 11 12 1 2 3 1 5 6 7 32 39
F M Total 2 14 16 1 1 2 1 3 4 0 4 0 9 9 4 31 35
2010 %F 8.3 50.0 8.3 33.3 16.7 17.9
2010 %F 12.5 50.0 25.0 0 0.0 11.4
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F M Total 4 21 25 3 3 6 0 10 10 2 2 4 1 5 6 10 41 51
2011 %F 16.0 50.0 0.0 50.0 16.7 19.6
F M Total 2 19 21 1 3 4 1 4 5 0 4 4 0 10 10 4 40 44
2011 %F 9.5 25.0 20.0 0.0 0.0 9.1
F M Total 5 29 34 3 4 7 0 10 10 1 2 3 2 5 7 11 50 61
F M Total 3 19 22 0 4 4 2 4 6 0 4 4 0 10 10 5 41 46
2012 %F 14.7 42.9 0.0 33.3 28.6 18.0
2012 %F 13.6 0.0 33.3 0.0 0.0 10.9
School of Mechanical Engineering
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
F 11 1 1 1 2 16
M Total 38 49 3 4 12 13 1 2 11 13 65 81
2009 %F 22.4 25.0 7.7 50.0 15.4 19.8
F M Total 15 27 42 1 3 4 1 11 12 1 1 2 2 8 10 20 50 70
2010 %F 35.7 25.0 8.3 50.0 20.0 28.6
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F M Total 18 39 57 2 3 5 2 12 14 1 1 2 2 9 11 25 64 89
2011 %F 31.6 40.0 14.3 50.0 18.2 28.1
F 16 1 2 0 3 22
M Total 30 46 5 6 12 14 1 1 11 14 59 81
2012 %F 34.8 16.7 14.3 0.0 21.4 27.2
Faculty of Maths and Physical Sciences (MaPS) 2009 2010 F M Total %F F M Total %F Researcher 30 83 113 26.5 32 86 118 27.1 Lecturer 8 20 28 28.6 11 27 38 28.9 Senior Lecturer 3 21 24 12.5 4 19 23 17.4 Reader 4 13 17 23.5 3 12 15 20.0 Professor 2 72 74 2.7 4 60 64 6.3 Associate Prof TOTAL 47 209 256 18.4 54 204 258 20.9
F 34 10 4 4 4
M Total 79 113 27 37 17 21 15 19 66 70
56 204
260
2011 %F 30.1 27.0 19.0 21.1 5.7 21.5
F M Total 39 91 130 9 28 37 5 15 20 3 13 16 5 67 72 0 1 1 61 214 275
2012 %F 30.0 24.3 25.0 18.8 6.9 0.0 22.2
MaPS achieved a Silver Award in May 2012. There have been some significant achievements such as the establishment of the first Professors in Chemistry, Food Science and Mathematics. Of particular note is the increase in the proportion of women in Food Science from 6 (29%) to 12 (52%), although numbers in Mathematics have remained low. The MaPS Athena SWAN champion who led the Silver Award submission is continuing to improve the culture and provide positive support for women’s appointments and career development.
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Food Science
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
F 2 3
M Total 7 9 1 4
1 2 0 0 0 5 6 15
2009 %F 22.2 75.0
F 5 4
M Total 5 10 2 6
3 0 5 21
33.3 0 0.0 28.6
2 2 0 0 1 4 12 13
4 0 5 25
F M Total 2 12 14 2 11 13
2009 %F 14.3 15.4
F M Total 2 12 14 2 12 14
0 4 1 6 0 35
0.0 14.3 0.0
0 3 0 6 1 33
2010 %F 50.0 66.7
F 4 4
50.0 0 20.0 48.0
M Total 3 7 2 6
2 2 0 0 1 4 11 11
4 0 5 22
2011 %F 57.1 66.7 50.0 0 20.0 50.0
F 5 4 2
M Total 3 8 2 6 2
4 0 5 23
1 4 12 11
2012 %F 62.5 66.7 50.0 0 20.0 52.2
Mathematics
Researcher Lecturer Senior Lecturer Reader Professor Associate Prof TOTAL
5 68
4 7 35
73
6.8
5 66
3 6 34
71
2010 %F 14.3 14.3
F M Total 2 16 18 2 12 14
0.0 0.0 2.9
0 3 0 6 1 34
7.0
5 71
21
3 6 35
76
2011 %F 11.1 14.3
F M Total 2 22 24 1 14 15
2012 %F 8.3 6.7
0.0 0.0 2.9
0 3 0 5 1 34
3 5 35
0.0 0.0 2.9
6.6
0 1 4 79
1 83
0.0 4.8
School of Chemistry
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
F M Total 17 38 55 0 6 6
2009 %F 30.9 0.0
0 10 2 1 1 20 20 75
0.0 66.7 4.8 21.1
10 3 21 95
F M Total 20 41 61 1 7 8
2010 %F 32.8 12.5
0 9 2 1 1 15 24 73
0.0 66.7 6.3 24.7
9 3 16 97
F M Total 21 35 56 1 7 8
2011 %F 37.5 12.5
F M Total 23 36 59 1 6 7
2012 %F 39.0 14.3
0 7 2 3 1 17 25 69
0.0 40.0 5.6 26.6
1 6 1 3 2 17 28 68
14.3 25.0 10.5 29.2
7 5 18 94
7 4 19 96
School of Physics & Astronomy
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
F M Total 9 26 35 3 2 5 2 5 7 1 6 7 1 12 13 16 51 67
2009 %F 25.7 60.0 28.6 14.3 7.7 23.9
F M Total 5 28 33 4 6 10 2 5 7 1 5 6 1 8 9 13 52 65
2010 %F 15.2 40.0 28.6 16.7 11.1 20.0
22
F M Total 7 25 32 3 6 9 2 5 7 2 6 8 1 11 12 15 53 68
2011 %F 21.9 33.3 28.6 25.0 8.3 22.1
F M Total 9 30 39 3 6 9 2 4 6 2 5 7 1 12 13 17 57 74
2012 %F 23.1 33.3 33.3 28.6 7.7 23.0
Faculty of Biological Sciences (FBS) F 81 12 10 5 9
M Total 96 177 30 42 30 40 9 14 37 46
2009 %F 45.8 28.6 25.0 35.7 19.6
F 61 3 9 3 8
319
36.7
84 172
Researcher Lecturer Senior Lecturer Reader Professor Associate Prof TOTAL 117 202
M Total 81 142 27 30 22 31 8 11 34 42 256
2010 %F 43.0 10.0 29.0 27.3 19.0
F 58 6 7 5 7
32.8
83 164
M Total 75 133 27 33 17 24 11 16 34 41 247
2011 %F 43.6 18.2 29.2 31.3 17.1 33.6
F M Total 69 85 154 9 24 33 5 17 22 5 10 15 7 31 38 1 5 6 96 172 268
2012 %F 44.8 27.3 22.7 33.3 18.4 16.7 35.8
FBS has undergone a long period of review and restructuring, supported by an Equality Impact Assessment to ensure that women were not unfairly disadvantaged so the proportion of women overall has remained relatively constant. 3 Professors left over the period, one retiring, one returning to Germany and one moving to a Head of School role elsewhere. The Faculty is preparing an Athena SWAN submission as part of the work to consolidate new structures.
23
School of Biology
Researcher Lecturer Senior Lecturer Reader Professor Associate Prof. TOTAL
F M Total 29 16 45 0 6 6 2 9 11 1 5 6 4 12 16
2009 %F 64.4 0.0 18.2 16.7 25.0
F M Total 21 17 38 0 5 5 1 7 8 1 5 6 4 11 15
2010 %F 55.3 0.0 12.5 16.7 26.7
36 48
84
42.9
27 45
72
37.5
F M Total 19 29 48 8 14 22 4 13 17 3 2 5 2 9 11
2009 %F 39.6 36.4 23.5 60.0 18.2
F M Total 10 22 32 1 12 13 4 10 14 2 1 3 0 7 7
2010 %F 31.3 7.7 28.6 66.7 0.0
36 67
35.0
17 52
24.6
F M Total 19 21 40 0 5 5 1 5 6 1 5 6 3 12 15
2011 %F 47.5 0.0 16.7 16.7 20.0
F M Total 22 19 41 0 5 5 0 7 7 1 5 6 3 11 14
2012 %F 53.7 0.0 0.0 16.7 21.4
24 48
33.3
26 47
73
35.6
F M Total 12 23 35 6 13 19 1 7 8 4 1 5 0 9 9 1 3 4 24 56 80
2012 %F 34.3 31.6 12.5 80.0 0.0 25.0 30.0
72
School of Biomedical Sciences
Researcher Lecturer Senior Lecturer Reader Professor Associate Prof. TOTAL
103
69
24
F M Total 7 22 29 3 12 15 2 9 11 4 2 6 0 8 8 16 53
69
%F 24.1 20.0 18.2 66.7 0.0 23.2
School of Molecular and Cellular Biology 2009 F M Total %F Researcher 33 51 84 39.3 Lecturer 4 10 14 28.6 Senior Lecturer 4 8 12 33.3 Reader 1 2 3 33.3 Professor 3 16 19 15.8 Associate Prof. TOTAL 45 87 132 34.1
F M Total 30 42 72 2 10 12 4 5 9 0 2 2 4 16 20
2010 %F 41.7 16.7 44.4 0.0 20.0
F M Total 32 32 64 3 10 13 4 3 7 0 4 4 4 14 18
2011 %F 50.0 23.1 57.1 0.0 22.2
40 75
34.8
43 63
40.6
115
25
106
F M Total 35 43 78 3 6 9 4 3 7 0 4 4 4 11 15 0 2 2 46 69 115
2012 %F 44.9 33.3 57.1 0.0 26.7 0.0 40.0
Faculty of Medicine and Health F M Total Researcher 154 90 244 Lecturer 83 57 140 Senior Lecturer 35 68 103 Reader 4 7 11 Professor 25 57 82 Associate Prof TOTAL 301 279 580
2009 %F 63.1 59.3 34.0 36.4 30.5 51.9
F M Total 230 123 353 35 42 77 36 66 102 6 7 13 33 66 99
2010 %F 65.2 45.5 35.3 46.2 33.3
F M Total 237 115 352 36 38 74 31 66 97 6 8 14 31 66 97
2011 %F 67.3 48.6 32.0 42.9 32.0
340 304
52.8
341 293
53.8
644
634
F M Total 228 109 337 103 63 166 33 58 91 6 6 12 34 64 98 0 0 0 404 300 704
2012 %F 67.7 62.0 36.3 50.0 34.7 0.0 57.4
Three of the four Schools in this Faculty have a higher proportion of women than men. There remains work to do, however, to increase the proportion of women at senior levels. The School of Healthcare achieved a Bronze award in May 2012 and is working towards a Silver Award, whilst the School of Medicine has established a Steering Group to begin this journey, with the aim of all parts of the School reaching Silver by 2015. Work has also begun in Psychology towards an award. The School of Healthcare, where the emphasis for many lecturers is teaching and scholarship rather than research, is benefitting from the recent changes to the promotions procedures and criteria. Total word count for section: 983 out of 1,000 26
Medicine
Researcher Lecturer Senior Lecturer Reader Professor Associate Prof. TOTAL
M Total 80 209 15 35
2009 %F 61.7 57.1
43 6 44
55 10 60
21.8 40.0 26.7
181 188
369
49.1
F 129 20 12 4 16
F M Total 198 112 310 19 20 39 18 6 21
2010 %F 63.9 48.7
44 5 51
62 11 72
29.0 54.5 29.2
262 232
494
53.0
F M Total 206 104 310 18 17 35 17 5 19
2011 %F 66.5 51.4
47 6 51
64 11 70
26.6 45.5 27.1
265 225
490
54.1
M Total 6 12 6 13
2011 %F 50.0 53.8
F 6 14
30.0 0.0 45.5 43.8
3 7 0 1 5 6 28 25
F M Total 203 100 303 25 19 44
2012 %F 67.0 56.8
22 40 5 5 21 51 2 1 278 216
35.5 50.0 29.2 66.7 56.3
62 10 72 3 494
Dentistry
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
F 6 6
M Total 9 15 7 13
5 8 0 1 3 6 20 31
13 1 9 51
2009 %F 40.0 46.2 38.5 0.0 33.3 39.2
F 6 5
M Total 8 14 5 10
5 8 0 2 5 6 21 29
13 2 11 50
2010 %F 42.9 50.0 38.5 0.0 45.5 42.0
27
F 6 7
3 7 0 2 5 6 21 27
10 2 11 48
M Total 3 9 8 22 10 1 11 53
2012 %F 66.7 63.6 30.0 0.0 45.5 52.8
Psychology
Researcher Lecturer Senior Lecturer Reader Professor Associate Prof. TOTAL
F M Total 13 1 14 8 11 19 6 0 2
2009 %F 92.9 42.1
8 0 5
14 0 7
42.9 0 28.6
29 25
54
53.7
F M Total 6 0 6 49 24 73
2009 %F 100.0 67.1
F M Total 10 1 11 7 10 17 6 0 2
2010 %F 90.9 41.2
F 12 7 4 1 2
M Total 3 15 9 16
8 0 5
14 0 7
42.9 0.0 28.6
25 24
49
51.0
M Total 2 18 7 11
2010 %F 88.9 36.4
F 13 4
53.8 0 55.6 62.7
7 5 0 0 5 4 29 17
2011 %F 80.0 43.8
7 0 5
11 1 7
36.4 100.0 28.6
26 24
50
52.0
M Total 2 15 6 10
2011 %F 86.7 40.0
F 10 8
M Total 3 13 7 15
3 6 1 0 3 5 1 2 26 23
2012 %F 76.9 53.3
9 1 8 3 49
33.3 100.0 37.5 33.3 53.1
F M Total 9 3 12 56 29 85
2012 %F 75.0 65.9
Healthcare
Researcher Lecturer Senior Lecturer Reader Professor TOTAL
12 9 0 0 4 2 71 35
21 0 6 106
57.1 0 66.7 67.0
F 16 4
7 6 0 0 5 4 32 19
13 0 9 51
28
12 0 9 46
58.3 0 55.6 63.0
5
5
5 2 75 39
10 0 7 114
50.0 0 71.4 65.8
Supporting and advancing women’s careers – 4500 words in total Please provide a report covering the following sections. Within each section provide data for at least the last three years (including clearly labelled graphical illustrations where possible) and a short analysis of the data sets listed, commenting on changes and progress made measured against the original action plan and Bronze application, including details of successes and where actions have not worked. Comment on plans for the next three years, which should also feature in your new action plan. Please also attach the action plan from your last application with an additional column indicating the level of progress achieved (e.g. zero, limited, excellent, completed for each action).
4. Key career transition points
29
(i)
Comment on the effectiveness of policies and activities in your institution that are supportive to women’s career progression in your SET departments at key career transition points as demonstrated by the following data. a)
Female: male ratio of academic staff on fixed-term contracts vs. open-ended (permanent) contracts – across the whole institution and in SET departments.
University 2009 Contract type Fixed term Permanent Total % F/T %P
F 438 475 913 48.0 52.0
M 521 1063 1584 32.9 67.1
Total 959 1538 2497 38.4 61.6
%F 45.7 30.9 36.6
2010 % M 54.3 69.1 63.4
F 391 448 839 46.6 53.4
M Total 478 868 1000 1448 1478 2317 32.3 37.5 67.7 62.5
%F 45.0 30.9 36.2
2011 % M 55.1 69.1 63.8
F M 430 532 435 997 865 1529 49.7 34.8 50.3 65.2
Total 962 1432 2394 40.2 59.8
%F 44.7 30.4 36.1
2012 %M F 55.3 482 69.6 521 63.9 1003 48.1 51.9
M 566 1031 1597 35.4 64.6
Total 1048 1552 2600 40.3 59.7
% %F M 46.0 54.0 33.6 66.4 38.6 61.4
SET Faculties 2009 Contract type Fixed term Permanent Total % F/T %P
F 381 290 671 56.8 43.2
M 465 717 1182 39.3 60.7
Total 846 1007 1853 45.7 54.3
% %F M 45.0 55.0 28.8 71.2 36.2 63.8
2010 F 339 268 607 55.8 44.2
M Total 405 743 677 945 1082 1689 37.4 44.0 62.6 56.0
% %F M 45.6 54.5 28.4 71.6 35.9 64.1
30
2011 F M 375 463 254 666 629 1129 59.6 41.0 40.4 59.0
Total 838 920 1758 47.7 52.3
%F 44.7 27.6 35.8
2012 %M 55.3 72.4 64.2
F 408 322 730 55.9 44.1
M 489 696 1185 41.3 58.7
Total 897 1018 1915 46.8 53.2
% %F M 45.5 54.5 31.6 68.4 38.1 61.9
Biological Sciences 2009 Contract type Fixed term Permanent Total % F/T %P
F 70 40 110 63.6 36.4
M 76 121 197 38.6 61.4
Total 146 161 307 47.6 52.4
%F 47.9 24.8 35.8
2010 % M 52.1 75.2 64.2
F M Total 55 66 121 29 106 135 84 172 256 65.5 38.4 47.3 34.5 61.6 52.7
%F 45.5 21.5 32.8
% M 54.5 78.5 67.2
2011 %F F 57 27 84 67.9 32.1
M 76 91 167 45.5 54.5
Total 133 118 251 53.0 47.0
2012 %F %M
%M
42.9 22.9 33.5
57.1 77.1 66.5
2011 %F
%M
F M 68 81 28 91 96 172 70.8 47.1 29.2 52.9
Total 149 119 268 55.6 44.4
45.6 23.5 35.8
54.4 76.5 64.2
Engineering 2009 Contract type Fixed term Permanent Total % F/T %P
F 32 21 53 60.4 39.6
M 125 148 273 45.8 54.2
Total 157 169 326 48.2 51.8
%F 20.4 12.4 16.3
2010 % M 79.6 87.6 83.7
F M Total 25 70 95 22 132 154 47 202 249 53.2 34.7 38.2 46.8 65.3 61.8
%F 26.3 14.3 18.9
% M 73.7 85.7 81.1
F M Total 38 116 154 24 136 160 62 252 314 61.3 46.0 49.0 38.7 54.0 51.0
24.7 15.0 19.7
75.3 85.0 80.3
2011 %F
%M
2012 %F %M F M 43 126 23 143 66 269 65.2 46.8 34.8 53.2
Total 169 166 335 50.4 49.6
25.4 13.9 19.7
74.6 86.1 80.3
Environment 2009 Contract type Fixed term Permanent Total % F/T %P
F 46 43 89 51.7 48.3
M 66 135 201 32.8 67.2
Total 112 178 290 38.6 61.4
%F 41.1 24.2 30.7
2010 % M 58.9 75.8 69.3
F M Total 38 64 102 44 136 180 82 200 282 46.3 32.0 36.2 53.7 68.0 63.8
%F 37.3 24.4 29.1
31
% M 62.7 75.6 70.9
F M Total 50 74 124 36 139 175 86 213 299 58.1 34.7 41.5 41.9 65.3 58.5
40.3 20.6 28.8
59.7 79.4 71.2
2012 %F %M F M 59 81 40 142 99 223 59.6 36.3 40.4 63.7
Total 140 182 322 43.5 56.5
42.1 22.0 30.7
57.9 78.0 69.3
MaPS 2009 Contract type Fixed term Permanent Total % F/T %P
F 28 20 48 58.3 41.7
M 80 122 202 39.6 60.4
Total 108 142 250 43.2 56.8
2010
% %F M 25.9 74.1 14.1 85.9 19.2 80.8
F M Total 31 81 112 23 123 146 54 204 258 57.4 39.7 43.4 42.6 60.3 56.6
% %F M 27.7 72.3 15.8 84.2 20.9 79.1
2011 %F F M Total 32 82 114 24 122 146 56 204 260 57.1 40.2 43.8 42.9 59.8 56.2
2012 %F %M
%M
28.1 16.4 21.5
71.9 83.6 78.5
2011 %F
%M
63.3 44.5 53.8
36.7 55.5 46.2
F M 37 93 24 122 61 215 60.7 43.3 39.3 56.7
Total 130 146 276 47.1 52.9
28.5 16.4 22.1
71.5 83.6 77.9
Medicine and Health 2009 Contract type Fixed term Permanent Total % F/T %P
F 205 166 371 55.3 44.7
M 118 191 309 38.2 61.8
Total 323 357 680 47.5 52.5
%F 63.5 46.5 54.6
2010 % M 36.5 53.5 45.4
F M Total 190 124 313 150 180 330 340 304 644 55.9 40.8 48.6 44.1 59.2 51.2
%F 60.7 45.5 52.8
% M 39.6 54.5 47.2
F 198 143 341 58.1 41.9
M 115 178 293 39.2 60.8
Total 313 321 634 49.4 50.6
2012 %F %M F M 201 109 206 194 407 303 49.4 36.0 50.6 64.0
Total 310 400 710 43.7 56.3
64.8 51.5 57.3
35.2 48.5 42.7
Across the University and in SET Faculties more women are on fixed term than permanent contracts. This has remained fairly constant over the period. The largest proportion of staff on fixed term contracts are Researchers. The University has in place a “Policy on the Employment of Researchers” which outlines responsibilities for ensuring that they are supported in their chosen career path during their employment. Fixed term staff are encouraged to join the University’s redeployment register 6 months before the end of their contract and all vacancies are restricted to application by those on the register before being advertised externally. In April 2012 the University introduced a new procedure to support the employment security of staff on fixed term contracts to ensure that, other than in exceptional circumstances, staff do not remain on a fixed term contract for more than 3 years. This is monitored by an Employment Security Review Group in partnership with UCU. Action 4: Monitor the implementation and measure the impact of the revised procedure to support the employment security of staff on a fixed term contract for more than 3 years
32
b) Female: male ratio of academic staff job application and appointment success rates – across the whole institution and in SET departments. Comment on any positive action taken to ensure diverse applicant pools and short lists. February - July 2011 University Applications Interviewed Appointed Total of SET Faculties Applications Interviewed Appointed Medicine & Health Applications Interviewed Appointed FBS Applications Interviewed Appointed MAPS Applications Interviewed Appointed Environment Applications Interviewed Appointed Engineering Applications Interviewed Appointed
M F Total %F 2,625 2,383 5,008 47.6 329 267 596 44.8 50 42 92 45.6
1,522 224 36
1,382 174 40
2,904 398 76
47.6 43.7 52.6
429 61 10
949 105 22
1,378 166 32
68.9 63.2 68.7
219 29 7
158 18 8
377 47 15
41.9 38.3 53.3
217 29 7
76 16 1
293 45 8
25.9 35.6 12.5
305 60 7
128 24 9
433 84 16
29.6 28.6 56.2
352 45 5
71 11 0
423 56 5
16.8 19.6 0.00
33
2011/12 University M Applications Interviewed Appointed Total of SET Faculties Applications Interviewed Appointed Medicine & Health Applications Interviewed Appointed FBS Applications Interviewed Appointed MAPS Applications Interviewed Appointed Environment Applications Interviewed Appointed Engineering Applications Interviewed Appointed
F 5,480 740 217
Total %F 3,577 9,057 39.5 457 1,197 38.2 180 397 45.3
3,370 475 166
1,991 350 136
5,361 825 302
37.1 42.4 45.0
667 127 37
938 178 78
1,605 305 115
58.4 58.4 67.8
486 56 23
376 49 17
862 105 40
43.6 46.7 42.5
722 89 19
192 38 11
914 127 30
21.0 29.9 36.7
518 83 29
250 49 20
768 132 49
32.5 37.1 40.8
977 120 58
235 36 10
1,212 156 68
19.4 23.1 14.7
These figures were not recorded for a period pending the introduction of erecruitment. The figures represent the period from the introduction of i-Grasp in February 2011. From Feb – July 2011, female applicants were less successful than men in progressing from application to interview, although once interviewed, more women than men were appointed. Significant exceptions were in the MaPS and Engineering Faculties, where the appointment rate for women is notably low. 34
In the 2011-12 period, following changes to recruitment and selection training and increased uptake, the overall picture improved, with the proportion of women shortlisted and appointed largely matching or exceeding those who applied. In particular, significant work was undertaken in MaPS and Engineering to address the issues relating to women’s careers, with MaPS achieving an Athena SWAN Silver Award and Engineering beginning to work towards an award. As a consequence, more women have applied for jobs in Engineering, more have reached interview and more have been appointed. MaPS has also increased the number of female appointments. This has been the subject of discussion at the Faculty Equality Committee meetings and as a result, Equality and Diversity training is now a requirement for anyone chairing an interview panel in MaPS and all panel members in Engineering. Action 5: Require all staff who serve on interview panels to complete the on-line Equality and Diversity training module
35
c) Female: male ratio of academic staff promotion rates across the institution and in SET departments – comment on the effectiveness of the process by which staff are identified and recommended for promotion. Female:male ratio of academic staff promotion rates across the whole institution and in SET departments Whole Institution
Researcher
Lecturer
Senior Lecturer
Associate Prof
Reader
Professor
Grand Total
Gender Female Male Total Female Male Total
2009/2010 % Applicants Successful Successful 9 6 66.7 4 3 75.0 69.2 13 9 16 14 87.5 21 16 76.2 81.1 37 30
2011/2012 % Successful 85.7 83.3 85.0 62.5 78.9 74.1
Applicants 14 6
Successful 12 5
20
17
8 19
5 15
27
20
7 10
7 10
17
17
100.0 100.0 100.0
5
5
100.0
Male
14
13
92.8
Total Female Male Total Female Male Total
19
18
94.7
12 16
11 13
28
24
91.7 81.3 85.7
111
96
86.5
Female Male Total
9 12
8 12
21
20
88.9 100.0 95.2
Applicants Successful 3 1 5 4
2010/2011 % Successful 33.3 80.0 62.5 64.7 77.8 72.7
8
5
17 27
11 21
44
32
10 18
10 18
28
28
100.0 100.0 100.0
Female
9 30
8 20
9 18
9 12
27
21
5 15
4 15
24
88.9 66.7 71.8 50.0 62.9 61.5
20
19
100.0 66.7 77.8 80.0 100.0 95.0
39
28
4 35
2 22
39
149
111
74.5
127
105
82.7
36
2010/2011 % Successful 40.0 100.0 57.1 66.7 66.7 66.7
Applicants 9 2 11 2 7 9
Successful 9 1 10 1 3 4
2011/2012 % Successful 100.0 50.0 90.9 50.0 42.9 44.4
100.0 100.0 100.0
2 5 7
2 5 7
100.0 100.0 100.0
4
4
100.0
Male
11
10
90.9
Total Female Male Total Female Male Total
15
14
93.3
All SET Faculties
Researcher
Lecturer
Senior Lecturer
Associate Prof
Reader
Professor
Grand Total
Gender Female Male Total Female Male Total Female Male Total
2009/2010 % Applicants Successful Successful 8 5 62.5 4 3 75.0 12 8 66.7 8 6 75.0 7 5 71.4 15 11 73.3 5 6 11
5 6 11
100.0 100.0 100.0
Applicants Successful 5 2 2 2 7 4 3 2 9 6 12 8 1 3 4
1 3 4
Female
6 22 28 3 25 28
5 13 18 2 18 20
83.3 59.1 64.3 66.7 72.0 71.4
5 17 22 4 7 11
5 12 17 3 7 10
100.0 70.6 77.3 75.0 100.0 90.9
5 14 19
4 12 16
80.0 85.7 84.2
94
68
72.3
56
43
76.8
61
51
83.6
37
Promotions The Academic Promotions Procedures have been completely revised in response to consultation with academic women on perceived barriers to promotion. The panels always include a gender mix and a trained role analyst. There is a comprehensive web site describing the process step by step, including an e-learning module and a list of promotions advisers. The new promotions criteria describe 3 possible routes to promotion that include routes for those specialising in teaching and research, teaching and scholarship or enterprise and knowledge transfer, offering more flexible routes to promotion than the former requirement that concentrated strongly on research excellence. It is anticipated that the change will demonstrate that the University values a range of academic skills and will facilitate female progression. The University’s HR web pages include comprehensive guidelines on the revised procedures, as well as information on promotions advisers for academic staff. All staff are strongly advised to seek advice before completing a promotion application. In recognition of the importance of teaching and scholarship as a career route, the University offers prestigious annual Teaching Fellowship awards. Over the last 3 years, 3 of the 9 Full Fellowships went to women in SET, along with a further 9 Developmental Fellowships. In 2011/12 the University merged the roles of Senior Lecturer and Reader into a single role of Associate Professor. It is believed that this will particularly support the careers of women by removing a step in the progression to Professor. Current staff, including those in primarily research or teaching focused roles, were invited to apply transfer to the new role. Action 6: Monitor the impact on applications and success rate of the move to Associate Professor and away from Reader and SL Action 7: Monitor promotions through the teaching and scholarship route compared to the research route, particularly with regard to the introduction of the Associate Professor role
In general over the period, the proportion of women applying for promotion reflects the proportion of women in the feeder grade and their success rates compare well with those of men. This was not typically the case prior to 2009, which saw the introduction of the revised procedures, criteria and improved support. As described above, this has resulted in a noticeable increase in the proportion of women in higher grades.
38
5. Career development (i)
Comment on the effectiveness of policies and activities in your institution that are supportive to women’s career development in your SET departments.
a)
Researcher career support and training – describe any additional support provided for researchers at the early stages of their careers, such as networks and training, staff appraisal scheme, and whether the institution is signed up to the Concordat.
The University is a signatory to the Concordat to Support the Career Development of Researchers and has in place a strategy that sets out the University’s commitment to the Concordat and an action plan for its implementation. Our “Guidance on the Employment of Researchers” was updated in summer 2012. Units of Assessment will be asked to report on how they are implementing the Concordat as part of the Research Environment section of REF2014. The University was awarded the European Commission’s HR Excellence in Research Award in December 2010. The HR Excellence in Research Action Plan was reviewed and updated in October 2011 following participation in the national Careers in Research Online Survey (CROS) and Principle Investigators & Research Leaders Survey (PIRLS). A two year internal self-assessment of progress in achieving the actions/outcomes set out in the action plan will be submitted for review by the UK panel in December 2012. There is a wealth of support for the career development of research staff including:
The University hosts the Yorkshire and North East hub for Vitae, the national organisation that champions the personal, professional and career development of doctoral researchers - http://www.vitae.ac.uk/policy-practice/1756/Yorkshire-andNorth-East-Hub.html. Dr Odette Dewhurst, a senior training officer at the University, is the Chair of the Vitae Research Staff Development Advisory Group
The University has three discipline-focussed hubs with dedicated staff to provide specialist support. Specific support for the development of research careers at all levels is offered through the “Next Generation Researcher Programme”.
There is an extensive range of training modules, both University wide and Faculty specific, many of them available on-line: http://www.leeds.ac.uk/rtd/index.html
The Staff Development web site includes a comprehensive area dedicated to researcher careers support and training http://www.sddu.leeds.ac.uk/sdduresearch.html
39
The University hosts an annual PGR conference to provide a showcase and celebrate success and in 2011, of 13 awards for excellence, 5 were won by women in SET.
The University’s Careers Centre offers 1:1 guidance and a drop-in service for research staff. Feedback from those who have used it is very positive.
Leadership and Management – on-line and face to face programmes
A three day ‘Leadership in Action for Research Staff’ programme was introduced in July 2012. Ten (out of 24) participants were women research staff.
The Staff Development web site includes a Leadership Resource Centre http://www.sddu.leeds.ac.uk/sddu-greatstuff.html, which includes specific advice and courses for Principle Investigators, including a comprehensive section on managing people. PIs are trained in the University’s People Management Framework and are expected to subscribe to the Leadership and Management Standards. http://www.leeds.ac.uk/hr/development/pmf.htm
Between September 2008 and September 2012 the University has offered its Tomorrow’s Leaders programme 8 times. Out of 84 participants, 29 (35%) were female academics from SET Faculties.
SpringBoard – The University has four licensed SpringBoard trainers and research and academic women can access these highly effective personal development programmes for women. In the last 3 years, of those attending the academic and research sessions, 87% were from SET Faculties.
The University has an annual Staff Review and Development Scheme with a KPI of 100% participation. The latest figures show 92% participation in 20010/11.
Action 8: Explore with SDDU the potential for developing diversity awareness training for Principal Investigators e.g. using materials from the VITAE Every Researcher Counts toolkit
b)
Mentoring and networking – describe any mentoring programmes, including any SET-specific mentoring programmes, and opportunities for networking. The University has in place Good Practice Guidelines for Research Mentoring and staff engaged in research at all levels are encouraged to seek out an appropriate mentor. This process is complementary to their SRDS, but is separate and confidential. http://www.sddu.leeds.ac.uk/sddu-good-practice-in-researchmentoring.html
40
The Equality Service and SDDU are working together to explore developing one or more positive action targeted mentoring schemes.
The University is part of a Russell Group initiative to explore issues around Women in Leadership.
All leadership programmes require participants to work with a mentor
SDDU has extensive on-line guidance on effective mentoring for both mentors and mentees - http://www.sddu.leeds.ac.uk/sddu-mentoring.html
The Engineering Faculty’s PACE Mentorship Programme to support the career planning and management of postdoctoral research staff has been rolled out to the Faculties of MaPS and Environment.
A WiSET network was established in 2010 and meets monthly during term time as the First Tuesday Club. This provides a networking opportunity, as well as having invited speakers and Action Learning Sets
Discussions are underway on the establishment of a White Rose Athena SWAN Partnership between Leeds, Sheffield and York Universities to share good practice and offer the opportunity for cross-University mentorship, personal development, shared speakers for events etc.
Consideration is being given to the establishment of a carer’s network as part of the University’s commitment to the national Employers for Carers initiative. Leeds is currently the only HEI member.
The Equality Service co-ordinates an annual Carers Day event. In 2012 information was available on HR, counselling, Occupational Health, Carers Leeds, and a lecture was delivered by a colleague from the Centre for International Research on Care, Labour and Equalities (CIRCLE)
Action 9: Work with SDDU to develop a mentoring scheme for women in academia, including appropriate training for senior academic staff in coaching and mentoring skills Action 10: Continue to monitor the outcomes of the PACE mentoring scheme operating in Engineering, Environment and MaPS Faculties to support the career planning and management of postdoctoral research staff. Roll out the programme to other SET Faculties Action 11: Maintain and develop the University’s WiSET network in response to feedback from current users.
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(ii)
Comment on the effectiveness of activities in your institution that raise the profile of women in SET generally and also help female staff to raise their own profile such as:
a)
Conferences, seminars, lectures, exhibitions and other events.
In 2009 the University hosted a one day conference for research staff on planning your life and research career, which included inspirational speakers on the theme of work-life balance
An event in May 2012 celebrated Women in SET who had achieved external awards. This included a photographic display of 9 women and was attended by the Vice Chancellor and Pro-Vice Chancellors, with Professor Dame Athene Donald as Keynote Speaker. The photographs are on display adjacent to the Vice Chancellors’ office and in the main entrance to the University’s prestigious Parkinson Building, adjacent to the main library entrance.
It is intended that in future years there will be an annual VC Award for SET women’s achievements.
In August 2012 the Business School hosted a conference on Connecting Enterprising Women. 33% of places reserved for University staff and students were taken by academic women from SET disciplines.
In December the University is hosting the Society of Biology Life Sciences Careers Conference, which concentrates on advice on developing careers in biomedical and clinical sciences.
Action 12: Improve the visibility of the work of senior female academics through internal and external publicity Action 13: Work with the White Rose Universities Consortium to explore the establishment of a Women in Leadership network (Universities of Leeds, Sheffield and York) with a view to sharing good practice and providing a wider range of potential mentors and role models for women in SET Action 14: Explore the level of interest in a University of Leeds senior women’s network, both to support members and to offer support to and act as role models for staff at an earlier career stage Action 15: Explore the possibility of links with Alumni to act as role models for careers outside of HE
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b)
Providing spokeswomen for internal and external media opportunities.
The University has a “Find an Expert” database that includes women at all levels across all of the SET Faculties. All new Professors are invited to join and the Communications Team regularly reminds academic staff that they can join. The work of our SET women regularly features in national and international external media and is reported in the University’s in-house newsletter “The Reporter” e.g.
Professor Eileen Ingham (Molecular and Cellular Biology) appeared on ITV1’s Tonight to discuss leading research on the health problems associated with ageing A report by Dr. Eva Morris (Medicine) on bowel cancer featured on Sky News and in The Mirror and Telegraph A study by Dr. Lorna Fraser (Medicine) into the number of children surviving into adulthood with life limiting conditions was reported as far afield as the Chicago Tribune Dr. Natasha Merat (Transport Studies) commented on the safety of coach travel to Sky News and BBC News following a coach accident in Switzerland in which 22 children and 6 adults died Dr. Charlotte Willans, Chemistry, spoke on the Today programme on the use of silver compounds to cure cancer Dr. Catriona Morrison discussed memory issues on Radio 4’s “The Philosopher’s Arms” Research led by Prof Paola Caselli (Physics & Astronomy) which has discovered water vapour in the clouds of gas and dust which go on to form stars and solar systems was reported by Italian national newspaper La Repubblica, Yahoo India, Toronto Telegraph, North Korea Times and El Mundo. Charlotte Evans (Food Science) and her team found that programs to encourage pupils to eat fruit and vegetables only increased intake by a quarter of a portion. This was reported in the Los Angeles Times, Sun Sentinel, Chicago Tribune and Reuters Health. Dr Sophie Fauset (Geography) has led a study showing biodiversity can limit the negative impacts of drought on forest carbon storage. This was reported on the BBC news website Research by PhD student Katherine Roberts (Biological Sciences) into moth diets is widely reported in the German press including Die Zeit. The research by Dr Samantha Jamson (Transport Studies) into the dangers of eating whilst driving was discussed in the Mail, Mirror, Telegraph, Sun and Sydney Morning Herald.
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c)
The research led by Dr Sarah Staniland (Physics and Astronomy) into using bacterial proteins to build computer components was featured in New Scientist, the science section of the FT Weekend Magazine, the Bangladesh Daily Star, the Times of India, the International Business Times, the Economist and on Discovery News, Yahoo Taiwan, radio’s Science Friday and BBC Brasil Head of the School of Healthcare, Professor Andrea Nelson, was profiled in the Role Model section of the Nursing Times . Nominations to public bodies, professional bodies and for external prizes.
The University Council receives reports on honours and distinctions as a standing agenda item and they regularly feature in the University newsletter. These invariably include SET women. Examples include: Professor Eileen Ingham (Molecular and Cellular Biology) received a Woman of Outstanding Achievement Award for Innovation and Entrepreneurship in Academic and Research from the Science and Technology Facilities Council Professor Trudie Roberts (Medicine) was elected as the next President of the Association of Medical Education in Europe; Dr. Guiseppa Abignano (Medicine) received the Abbott Innovations Award at the British Society of Rheumatology’s annual conference Dr. Bridget Wade (Earth and Environment) was awarded the prestigious Wollaston Fund by the Geological Society, London Dr. Jackie Hill (Molecular Medicine) received a Lifetime Achievement Award for services to Rheumatology Nursing by the British Society for Rheumatology Julie Moore (Healthcare) became a Dame for services to healthcare Stephanie Martin (Forensic Studies) received an MBE for services to children and families Dr. Laura Coates (Medicine) won the UK Scopus Award in Biological Sciences Dr. Alison Marshall (Engineering) has been elected to the Council of the Association for University Research and Industry Links Professor Christine Foyer (Biology) was named a “Redox Pioneer” by the US journal Antioxidants and Redox Signalling in recognition of over 1,000 citations for a paper on redox biology. Professor Anne Neville was elected a Fellow of the Royal Academy of Engineering Dr. Susan Hamer (FMH) was awarded the eHealth Insider Chief Clinical Information Officer award for clinical IT leadership.
Action 16: Establish annual VC awards to recognise the achievements of academic women
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6. Organisation and culture (i) Comment on the effectiveness of policies and activities in your institution that show a supportive organisation and culture in your SET departments as shown by the following data. a) Female: male ratio of Heads of School/Faculty/Department across the whole institution and in SET departments. There are 9 Faculties of which 5 are SET. In 2009/10, 2010/11 and 2011/12 the Deans of four of these faculties were male and one was female (Environment). Heads of School across the University, and within the grouping of SET Faculties
University Total M 2009/10 34 28 2010/11 34 28 2011/12 35 29
M% 82.4 82.4 82.8
F 6 6 6
F% 17.6 17.6 17.1
SET Faculties Total M M% 21 17 86 21 17 81 21 17 81
F 3 4 4
F% 19 19 19
Heads of Institutes/Schools within the Faculty of Biological Sciences
Total 2009/10 5 2010/11 5 2011/12 5
M 4 4 4
M% 80 80 80
F 1 1 1
F% 20 20 20
Heads of School within the Faculty of Engineering
Total 2009/10 5 2010/11 5 2011/12 5
M 5 5 5
M% 100 100 100
F 0 0 0
F% 0 0 0
Heads of School within the Faculty of Environment
Total 2009/10 3 2010/11 3 2011/12 3
M 3 2 2
M% 100 67 67
F 0 1 1
F% 0 33 33
Heads of School within the Faculty of Mathematics and Physical Sciences
Total 2009/10 4 2010/11 4 2011/12 4
M 4 4 4
M% 100 100 100
F 0 0 0
F% 0 0 0
Heads of School within the Faculty of Medicine and Health
Total 2009/10 4 2010/11 4 2011/12 4
M 2 2 2
M% 50 50 50
F 2 2 2
F% 50 50 50
Heads of School are now appointed by a high level committee chaired by the Vice Chancellor or his appointee. This transparent process favours equal treatment for women. The VC is particularly keen to see more women come forward for consideration and Faculties are encouraged to support women to apply.
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Action 17: Enhance the diversity of Heads of School e.g. through the establishment of a Talent Programme with appropriate mentorship for participants.
b)
Gender balance on the senior management team at university level. Council
2009/10 2010/11 2011/12 2012/13
M 16 14 15 15
F 6 8 8 8
%F 27.27 36.36 34.78 34.78
Throughout the period the Chair of Council (a lay member) has been a woman. (ii)
2009/10 2010/11 2011/12 2012/13
Vice Chancellor’s Executive Group M F 9 2 9 2 7 3 7 3
%F 18.18 18.18 30 30
Of the female members, one is Director of Finance and two are Pro-Vice-Chancellors, one of whom is from SET.
2009/10 2010/11 2011/12 2012/13
Pro Vice Chancellors M F %F 3 1 25 3 1 25 1 2 66.66 1 2 66.66
The PVCSOE is a SET woman, being appointed in 2011/12 to replace a SET man. She is the University’s lead for Equality and Diversity and Athena SWAN champion.
2009/10 2010/11 2011/12 2012/13
Faculty Management Group M F 17 3 17 3 15 4 15 4
%F 15 15 21 21
This includes VCEG members (3 females) plus Faculty Deans, one of whom is a SET woman and Chairs the University’s Athena SWAN Self Assessment Team.
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c)
Gender balance on influential committees at university level.
The tables below provide a statistical analysis of the gender balance of influential committees at a University level. More information about the structure and composition of these committees can be found at http://www.leeds.ac.uk/secretariat/other_committees.html
Research and Innovation Board M F %F 2009/10 12 4 25 2010/11 11 5 31.25 2011/12 until Dec 11 12 7 36.84 2011/12 from Jan 12 13 6 31.57
Graduate Board M F 2009/10 21 3 2010/11 20 2 2011/12 17 5
%F 12.5 9.09 22.72
Taught Student Education Board M F 2009/10 17 4 2010/11 16 4 2011/12 12 7
%F 19.04 20 36.84
Membership of these boards is currently largely role-related (e.g. RIB includes Faculty Pro-Deans for Research and TSEB the Pro-Deans for Taught Student Education). Increase in female representation reflects success in appointing more women to such roles. Further work is to be carried out to review the membership and constitution of the Boards. Action 18: Improve diversity in governance through review of membership of key University committees to ensure an appropriate gender balance 47
d)
Evidence from equal pay audits/reviews.
http://www.equality.leeds.ac.uk/university-monitoringinformation/introduction/age/ An Equal Pay Audit carried out by Capita for the University showed no significant pay gaps for staff in grades up to the top of the Grade 10 incremental scale. Work is underway to develop pay zones above the current incremental scale with the aim of increased fairness, transparency and equality of opportunity. A pilot study has been carried out and further consultation is underway with a view to implementation in spring 2013. The audit identified an overall gender pay gap, which relates back to the known position of fewer female staff in higher grades. This is being partially addressed through the work on Athena SWAN submissions across the SET Faculties. The University has demonstrated support for such work through the appointment of two dedicated staff to take forward the Athena SWAN agenda in Faculties. A further Equal Pay Audit by the same consultants has been commissioned for autumn 2012. This will specifically include a gender pay analysis down to Faculty level. Action 19: Implement the Professorial Zoning Project to introduce more structured pay levels above the current incremental scale for Grade 10 to minimise the potential for inappropriate gender pay gaps Action 20: Commission a further Equal Pay audit to review progress since 2009. Develop a further action plan to address identified pay gaps
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e) Female: male ratio of staff in the 2008 Research Assessment Exercise/ Research Excellence Framework – across the whole institution and in SET departments. Across the University, 72% of eligible women were submitted compared to 84% of eligible men. This is broken down by Faculty as follows: Biological Sciences Female Excluded Included Total % Included Engineering
Female Excluded Included Total % Included Environment
Excluded Included Total % Included Maths and Physical Sciences Excluded Included Total % Included
32 98 130 75 Male
3 27 30 90 Female
Excluded Included Total % Included Medicine and Health
Male
8 26 34 76
17 151 168 90 Male
9 30 39 77
15 134 149 90
Female 48 85 133 64
Male
Female
Male
2 13 15 87
56 154 210 73
7 138 145 95
As part of the Equality Impact Assessment of the RAE, an inclusion review was undertaken by the Pro-Vice-Chancellor for Staff in partnership with UCU to ensure that reasons for exclusion were not discriminatory. A commitment was made to the personal development of staff excluded to ensure they would not be disadvantaged in future exercises. The lessons learned have been incorporated into the University’s Code of Practice on the Fair and Transparent Selection of Staff for REF 2014. All those involved in REF selection have undergone E&D training. A separate, confidential panel has been established to review complex circumstances that may permit submission to the REF with fewer than 4 research outputs.
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Action 21: Carry out a full impact assessment and inclusion review of the REF Action 22: Ensure appropriate advice and support is in place for staff who are not submitted to the REF Transparent workload models – describe the effectiveness of the systems in place to ensure that work, including pastoral and administrative responsibilities, is allocated transparently and equitably, and is rewarded and recognised in appraisal and promotions.
f)
Work is being led by the Pro-Vice-Chancellor for Staff and Organisational Effectiveness to review the current scheme for workload models and ensure a consistent Universitywide approach to workload modelling, which takes clear account of the full range of academic commitments, the impact of part-time working, the need to rotate positions of responsibility etc. Work-life balance – describe the measures taken by your institution to ensure a healthy work-life balance including, for example, that meetings and other events are held during core hours and to discourage a long hours culture.
g)
An analysis of the University Almanac demonstrates that the majority of meetings of key University/Faculty Committees are scheduled between 10.00 and 4.00, with only a very small number commencing at 9.15 or 9.30. MaPS, Environment and the School of Healthcare have a policy of holding meetings within the period 10.00 – 4.00 and care is taken to include staff with caring commitments etc. in social events. The University has in place a comprehensive suite of Work Life Balance policies which is actively promoted as part of relevant training provision, at staff events such as an annual Carers Day event, Staff Induction fairs, etc. The Diversity Officer in the Faculty of Environment worked with focus groups to explore experiences of part time and flexible working, which resulted in positive recommendations to improve culture and attitudes towards colleagues who take advantage of such facilities, as well as practical ideas to make work-life balance more manageable. In the most recent staff survey, female staff are 9% more likely to be able to achieve a work-life balance than male staff. Of those respondents with caring responsibilities, 12% have flexible working arrangements compared to 9% of total respondents and 94% of females with caring responsibilities were able to achieve a positive work-life balance. This has not been analysed by SET Faculty or staff group.
Action 23: Work with the Secretariat to ensure that all University core meetings are held within the period 10.00 – 4.00
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h) Publicity materials, describe policies for production of publicity materials including the institution’s website or images used. The University’s Identity Management Guidelines give clear instructions that images used should reflect the University’s core value of “inclusiveness” illustrating the diversity of our staff and student populations. The associated image library includes a range of images showing women in science and Faculty and School web sites and publications include positive images of female staff and students. 7)
Flexibility and managing career breaks
(i)
Comment on the effectiveness of policies and activities in your institution that are supportive of flexibility and managing career breaks in your SET departments as shown by the following.
a)
Flexible working – describe how eligibility for flexible and part-time working is advertised to staff.
Information on Flexible Working and Work Life Balance facilities is widely available for staff e.g. On the Equality Service stall at the Welcome Event for new staff At the annual event for Carers As part of the training module on E&D for Managers training events On the HR web site On Faculty & School E&D web sites e.g. http://www.maps.leeds.ac.uk/home/equality-and-diversity.html Action 24: Publicise the information and toolkits available on the Employers for Carers website Action 25: Explore the need for a Carers Network with staff who have caring responsibilities.
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b)
Parental leave – the uptake of leave entitlement (including maternity, parental, adoption and paternity leave) and the return rates and support offered to those returning to work.
MATERNITY LEAVE RETURN RATES - UNIVERSITY LEVEL (Academic and Research) 2008/09 38
2009/10 40
2010/11 43
Did not return Left subsequent to return Part time before maternity leave Part time after maternity leave Promotions after maternity leave
6 10 7 12 8: 2 Grade 7 to 8 L 4 to SL 2 to Professor
4 5 7 9 1:
Period of absence: range
3 to 12 months
3 7 8 10 5: 2 to S Res Fellow 1 to Grade 8 L 1 to SL 1 to Reader 2 to 12 months
Period of absence: average
7 months
8 1/2 months
Commenced maternity leave
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1 to Grade 8 L
4 to 12 months 8 1/2 months
2011/12 37 (which includes 7 still on leave) 3 2 5 6 1: 1 to Grade 7 Research
3 to 12 months 8 months
MATERNITY LEAVE RETURN RATES - WITHIN SET FACULTIES
Commenced maternity leave Did not return
Left subsequent to return
Part time before maternity leave
Part time after maternity leave
2008/09 28 4: 1 from FBS 1 from MAPS 1 from FMH 1 from Env 9: 2 from Env, 5 from FMH 1 from FBS 1 from Eng 4: 2 from FMH 2 from Env
11: 6 from FMH 1 from Eng 2 from Env 1 from MaPS 1 from FBS
2009/10 25 2: 2 from FMH
2010/11 27 2: 1 from FBS 1 from Env
2011/12 28 3: 2 from FMH 1 from MaPS (All Research)
6: 4 from FMH 1 from Eng 1 from FBS
3: 3 from Env
1: 1 from Eng (Researcher)
6: 2 from Eng 2 from FMH 1 from Env 1 from FBS 6: 3 from FMH 1 from Eng 1 from FBS 1 from Env
4: 2 from FMH 2 from FBS
5: 1 from Env 4 from FMH
6 5 from FMH 1 from Env
6 1 from FBS 1 from Env 4 from FMH
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Promotions after maternity leave
3: 1 to SL in Env
2: 1 to SResFell in Eng 1 to SResFell in FMH
0
1: 1 to Grade 7 Res
Period of absence: range
1 from Grade 7 to 8 L in Env 3 to 12 months
4 to 12 months
3 to 12 months
Period of absence: average
7 months.
9 months
5 to 12 months 8 1/2 months
1 to Prof in Eng
8 months
The return rate from maternity leave is encouraging with over 90% of SET women returning over the period. The largest number of non-returners was from FMH. This will be explored as part of their Athena SWAN submission. There is a positive trend with regard to those who leave after return from maternity leave, reducing from 14% in 2008/09 to 4% in 2011/12. There is some evidence of successful promotion applications following return, particularly for research staff. The average period of absence has remained steady over the period.
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2010
2011
Additional Paternity Leave
Paternity
2012 1 in FBS (2 months leave) left 3 mths after return due to non confirmation of appt.
36 of which 28 were in SET depts
Adoption Unpaid Parental
41 of which 30 were in SET depts
25 of which 24 were in SET depts.
1 Female (non set) 6 months - Returned 1 Female (non set) 5 days
1 x Male (non set) on going
All of the above staff returned to their previous position. The Faculties of MaPS, Engineering and Medicine and Health have all put in place support arrangements for staff returning from long term absence. This is agreed on an individual basis. Typically for academic staff, this might include buying out teaching time for a period on their return or providing additional research support. At University level, a survey has been developed to explore with such staff what they would have found useful before, during and after their period of absence with a view to developing University guidelines. Action 26: Survey staff who have taken maternity/paternity/adoption leave to explore what they would have found useful and prepare a report for the University with recommendations for a maternity leave support scheme Action 27: Improve monitoring data on take up of paternity and parental leave
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Childcare – describe the institution’s childcare provision and how it is communicated to staff.
c)
Bright Beginnings is the award-winning childcare centre for University staff and students. In 2009 it moved to newly purpose-built premises and increased capacity from 75 to 144. It holds the highest level of e-quality (level 3), a leading independently assessed quality assurance scheme for group child day care. It also won the Nursery Design award from Nursery Management Today. Its General Manager received a Member Champions Award at the National Day Nurseries Association in recognition of her contribution to the sector. Located on campus Bright Beginnings offers provision to children from the ages of 3 months to 5 years. For more information visit www.brightbeginningschildcare.co.uk Services include:
A nursery for 144 children. A 56 place play scheme for school half terms and holidays Sensory Room Award winning gardens and outdoor provision. Crèche facilities for conferences and departments Stay and Play sessions for parents to meet and socialise Extracurricular activities e.g. Baby Ballet, French, Yoga
The University hosts nationally run King's Camps children's summer camps, holiday camps and activity day camps at The Edge – the University’s Sports Centre - during school holidays and staff are entitled to a 15% discount. Tax and NI free childcare vouchers are available which can be used to help pay for holiday schemes, childminders, before/after school clubs and nurseries. The University swimming pool (opened in 2010) is child-friendly and offers specific family swimming sessions. Information on the above is readily accessible on the HR web site as part of the staff benefits package. It is also publicised on the E&D stall at staff induction, at the annual event for Carers Day and is included in all maternity leave letters. Total word count for section: 3759 out of 4500 8) Any other comments – maximum 500 words Please comment here on any other elements which you think relevant to the application, e.g. other SET-specific initiatives of special interest since the original 56
application that have not been covered in the previous sections, and promoting the Athena SWAN Charter. The University is strongly committed to Athena SWAN and has identified significant resources to drive forward the agenda and review the University’s overall strategy: A proportion of some EPSRC institutional sponsorship was allocated to Athena SWAN work Funding was indentified for two dedicated Athena SWAN staff to take forward work at Faculty and School level There is a dedicated Athena SWAN web site on Equality Service pages which includes links to internal support and external networks, publications, organisations and resources http://www.equality.leeds.ac.uk/for-staff/athena-swan-and-wiset/ Action 28: Develop a communication plan to increase the visibility of Athena SWAN across the University Action 29: Encourage and support local level Athena SWAN submissions in all SET Faculties Action 30: Embed the principles of gender equality across all Faculties as part of the University’s strategic review of Equality and Diversity Action 31: Work towards a University Silver Award Action 32: Maintain and develop the central Athena SWAN/WiSET web pages and encourage links from the web sites of other SET Faculties and Departments Action 33: Work with SDDU to extend the induction guidelines/checklist for new members of staff to include reference to networks for staff with protected characteristics, including the WiSET network The University has used a variety of opportunities to gain insight into the barriers faced by women in SET. For example, the Staff Survey, the CROS and the PIRLS Surveys were all analysed by gender and SET to help shed light on the statistics. The CROS survey indicated more positive responses from women than men in areas such as:
Information provided during induction Fair treatment with employment conditions, promotion and progression, and participation in decision-making Valuing their contribution to supporting others, managing resources and teaching/lecturing Pro-active personal development The value of the staff review scheme Time spent on personal development 57
Less positive responses included:
Recognition of women’s contribution to knowledge transfer and commercialisation Opportunities to highlight issues of concern External collaboration Interest in skills such as budget management, participating in decision making, applying for fellowships, writing grant applications, teaching and lecturing Perceived discrimination Presentation of work at conferences, work written up for publication, understanding how they fit within their Department
The PIRLS survey indicated positive female responses as follows:
Confidence in securing research funding The importance of induction, probation, staff review, continuous professional development and conditions of employment for research staff Recommending the University as a good employer
Less positive responses included:
Confidence in developing research and leading a research team Activities available to support their development in the above Academic collaborations within and outside of HE Recognition of their contributions to publications, managing their research group, demonstrating the impact of research or promoting the University The University’s commitment to equality, diversity and work life balance Career progression, promotion and reward
The Staff Survey reinforced some of the above conclusions. Additional questions revealed that:
More females than males have had cause to refer to the Dignity and Mutual Respect Policy, although a greater proportion of women’s cases were resolved to their satisfaction A larger proportion of females than males applied for flexible working and all but one were successful.
This was the first time that these surveys had been analysed in this way and the Staff Development Unit is reviewing its Research and Innovation and Leadership and Management programmes to ensure that the staff development needs identified are addressed.
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It is planned to use the UKRC Cultural Development Tool to explore some of these issues further. Total word count for section: 399 out of 500 Action 34: Carry out the UKRC Cultural Analysis Tool survey to further explore issues raised by the CROS, PIRLS and Staff Surveys and develop additional actions to resolve the issues so raised. 9) Action plan Provide a new action plan as an appendix. An action plan template is available on the Athena SWAN website. This should be a table or a spreadsheet comprising plans to address the priorities identified by the data and within this application, success/outcome measures, the person responsible for each action and a timeline for completion. It should cover current initiatives and your aspirations for the next three years.
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2012 Bronze Award renewal ACTION PLAN 29/11/12 This Action Plan has been drawn up following the development of the Award Submission, with advice and guidance from the Athena SWAN Self Assessment Team. The development of the submission was, in itself, a very valuable process, helping the University to draw together much good work already undertaken and to identify opportunities for further improvement. The actions have been prioritised with indicative time scales as follows: Priority 1 Priority 2 Priority 3 Ongoing
To be completed within the 2012-13 academic year To be completed over the 2013 – 14 and 2014 – 15 academic years To be completed from 2015 onwards Actions that will be ongoing with no specific start or completion date
Where possible, the action points have been cross-referenced to the relevant section of the report from which they have arisen. N.B. – The University has appointed a dedicated Athena SWAN Officer with effect from 1st December to supplement the work previously undertaken by the Athena SWAN Co-ordinator as part of her Equality and Diversity Manager role. The demarcation between these roles has not yet been clarified; consequently, the terms may be used interchangeably within the Action Plan.
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Action
How will we know we have succeeded?
Responsible person or function
Priority
Baseline data and supporting evidence 1. Centrally monitor Athena SWAN data sets annually at the end of each academic year. Section 3 p 11
2. Ensure data sets are reported annually to SET Faculties to inform their Equality And Diversity Action Plans and any local level Athena SWAN submissions Section 3 p 11
3. Encourage the use and analysis of the University’s exit questionnaire to ascertain whether reasons for leaving are related to gender equality or other barriers Carried forward from 2009 Action Plan
Successful resubmission for University Bronze Award in November 2012 System established for annual reporting centrally and feeding to local level Annual reports delivered to Faculty E&D Committees/Self Assessment Teams for consideration Data analysed and action plans drawn up for delivery via Faculty Equality Committees or SATs Exit interview data regularly reviewed and actions taken to address identified concerns
Athena SWAN Coordinator in liaison with HR SAP team and University Self Assessment Team
1 and ongoing
Athena SWAN Coordinator in liaison with HR SAP team
1 and ongoing
Faculty Deans Faculty/School SATs
Faculty Deans and HR Managers Faculty E&D Committees
Improved retention of female academic staff
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1 and ongoing
Progress
Action
How will we know we have succeeded?
Responsible person or function
Priority
Key career transition points 4. Monitor the implementation and measure the impact of the revised procedure to support the employment security of staff on a fixed term contract for more than 3 years Section 4 (a) p32 5. Require all staff who serve on interview panels to complete the on-line Equality and Diversity training module Section 4 (i) (b) p35 6. Monitor the impact on applications and success rate of the move to Associate Professor and away from Reader and SL
Reduction in the numbers of all staff on a fixed term contract
HR Managers in liaison with the Athena SWAN Co-ordinator
1 and ongoing
Through monitoring the training on the HR on-line database.
Faculty Deans Faculty HR Managers
1 and ongoing
Increased rates of female promotion applications and success rates from Lecturer to Associate Professor and from AP to Professor.
Athena SWAN Coordinator in association with Pro-Vice-Chancellor for Staff and Organisational Effectiveness and HR promotions officer
1 and ongoing
Section 4 (i) (c) p38 Improved gender balance at each level
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Progress
Action 7. Monitor promotions through the teaching and scholarship route compared to the research route, particularly with regard to the introduction of the Associate Professor role
How will we know we have succeeded? Improved female representation at Associate Professor level, compared to the combined representation at SL and Reader level
Responsible person or function Athena SWAN Coordinator in association with Pro-Vice-Chancellor for Staff and Organisational Effectiveness and HR promotions officer
Priority 2 and ongoing
Section 4 (i) (c) p38
Career development 8. Explore with SDDU the potential for developing diversity awareness training for Principal Investigators e.g. using materials from the VITAE Every Researcher Counts toolkit Section 5 (i) (a) p40 9. Work with SDDU to develop a mentoring scheme for women in academia, including appropriate training for senior academic staff in coaching and mentoring skills
E&D matters clearly embedded across all relevant development activities.
SDDU
2
Equality and Diversity Manager. Senior Staff Development Officer.
2
Specific workshop(s) in place for PIs using VITAE materials Mentoring scheme in place. Training of mentors and mentees completed. Pool of mentors available and matching process established. Noticeable impact on female promotions.
Section 5 (i) (b) p41 63
Progress
Action 10. Continue to monitor the outcomes of the PACE mentoring scheme operating in Engineering, Environment and MaPS Faculties to support the career planning and management of postdoctoral research staff. Roll out the programme to other SET Faculties Section 5 (i) (b) p41
11. Maintain and develop the University’s WiSET network in response to feedback from current users.
How will we know we have succeeded? Current and past users surveyed to assess effectiveness of the programme. Programme available and widely advertised within the 4 other SET Faculties. High level of participation and noticeable impact on the career development of participants both, internally, across the sector and in relevant external career paths. Regular programme of monthly meetings developed.
Responsible person or function SDDU/Researcher training and development managers Faculty Deans Pro-Deans for Research and Innovation Heads of School
WiSET Steering Group
Good attendance and feedback.
Section 5 (i) (b) p41 Action Learning Sets established where need identified and positive feedback on their benefit. Increased profile and confidence of members.
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Priority 2
1
Progress
Action 12. Improve the visibility of the work of senior female academics through internal and external publicity
How will we know we have succeeded? Achievements of women regularly appearing in the University’s own publications and external media.
Responsible person or function Communications Directorate.
Priority
WiSET web pages feature the achievements of women in SET. Resources identified and network established.
Athena SWAN Coordinator
1
Athena SWAN coordinator in liaison with colleagues from partner universities and the White Rose Universities Consortium
1
1
Section 5 (ii) p42
13. Work with the White Rose Universities Consortium to explore the establishment of a Women in Leadership network (Universities of Leeds, Sheffield and York) with a view to sharing good practice and providing a wider range of potential mentors and role models for women in SET
Terms of reference agreed. ToR. implemented and self-supporting network established
Section 5 (ii) p42
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Progress
Action 14. Explore the level of interest in a University of Leeds senior women’s network, both to support members and to offer support to and act as role models for staff at an earlier career stage Section 5 (ii) p42 15. Explore the possibility of links with alumni to act as role models for careers outside of HE Section 5 (ii) p42 16. Establish annual VC awards to recognise the achievements of academic women Section 5 (ii) p44
How will we know we have succeeded? Survey completed. Network established if need identified.
Responsible person or function PVCSOE; University Athena SWAN lead; Athena SWAN Coordinator
Priority 2
Database of willing alumni established.
Athena SWAN Coordinator Alumni Office Faculty Employment Working Groups
2
Annual event established.
VC and PVCSOE
2
Nominations received. Awards presented at high profile event and outcomes widely publicised
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Progress
Action
How will we know we have succeeded?
Responsible person or function
Priority
Organisation and culture 17. Enhance the diversity of Heads of School e.g. through the establishment of a Talent Programme with appropriate mentorship for participants. SECTION 6 (I) (a) p46 18. Improve diversity in governance through review of membership of key University committees to ensure an appropriate gender balance Section 6 (i) (c) p47 19. Implement the Professorial Zoning Project to introduce more structured pay levels above the current incremental scale for Grade 10 to minimise the potential for inappropriate gender pay gaps
Programme established. Positive feedback.
PVCSOE SDDU HR Faculty Deans
2-3
Evidence of more women in these roles.
Term of reference revised to enable diverse membership A noticeable improvement in the gender balance of local level committees.
VCEG Faculty Deans, H R Managers and Athena SWAN Champions
New pay levels established Pro-Vice-Chancellor for with transparent criteria. Staff and Organisational Effectiveness Measurable pay equality between male and female staff at grade 10.
Section 6 (i) (d) p48
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1 and ongoing
1
Progress
Action 20. Commission a further Equal Pay audit to review progress since 2009. Develop a further action plan to address identified pay gaps Section 6 (i) (d) p48 21. Carry out a full impact assessment and inclusion review of the REF
Section 6 (i) (e) p50
How will we know we have succeeded? Audit complete and report received.
Responsible person or function HR
Priority
Progress
1
Audit commissioned and results of gender pay gap down to Faculty level expected in early 2013.
Action plan developed and agreed.
Data collected and analysed on gender balance of all eligible staff and staff proposed for submission.
PVCSOE
1-2
Inclusion review completed to ensure that the reasons for exclusion are not discriminatory or due to staff being unaware of the option to submit with fewer than 4 research outputs in some circumstances.
Athena SWAN coordinator
PVCRI University REF contact
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Action
How will we know we have succeeded? 22. Ensure appropriate Staff who are not advice and support is in submitted identified. Staff place for staff who are not Reviewers aware of the submitted to the REF need to take this into account during annual Section 6 (i) (e) p50 performance and development reviews. Development plans in place as appropriate for those who were not submitted. 23. Work with the Start time of all meetings in Secretariat to ensure that all the University Almanac are University core meetings no earlier than 10.00 and are held within the period no later than 3.00. 10.00 – 4.00
Responsible person or function Research and Innovation Service.
Priority 2
Staff reviewers.
PVCSOE University Secretary
1
Section 6 (i) (g) p50
Flexibility and managing career breaks 24. Publicise the information and toolkits available on the Employers for Carers website Section 7 (i)p51
Initial publicity in the inhouse magazine and all staff e-mail. Links to the information from Faculty and School web sites
E&D Manager and Athena SWAN coordinator in liaison with Communications Team. HR Managers Faculty Deans and Heads of School
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1
Progress
Action 25. Explore the need for a Carers Network with staff who have caring responsibilities.
How will we know we have succeeded? Survey developed, delivered and analysed.
Responsible person or function Equality and Diversity Manager responsible for staff issues
Priority
Athena SWAN coordinator in liaison with Pro-Vice-Chancellor for Staff and Organisational Effectiveness
1
2
Network established to reflect identified needs.
Section 7 (i) p51 26. Survey staff who have taken maternity/paternity/adoption leave to explore what they would have found useful and prepare a report for the University with recommendations for a maternity/paternity/adoption leave support scheme Section 7 (i) p55 27. Improve monitoring data on take up of paternity and parental leave.
Survey developed, delivered and analysed. Report prepared for Vice Chancellors Executive Group. University wide scheme developed reflecting the identified needs.
Data collected and recorded on the SAP HR system
Faculty HR Managers and HR SAP team
Section 7 (i) p55
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1 and ongoing
Progress
Action
How will we know we have succeeded?
Responsible person or function
Priority
Other 28. Develop a communication plan to increase the visibility of Athena SWAN across the University Section 8 p57 29. Encourage and support local level Athena SWAN submissions in all SET Faculties Section 8 p57 30. Embed the principles of gender equality across all Faculties as part of the University’s strategic review of Equality and Diversity. Section 8 p57
31. Work towards a University Silver Award Section 8 p57
All staff and students aware of Athena SWAN and the University’s commitment to supporting the careers of women in SET Toolkit prepared and communicated. All Faculties achieved, or working towards a local level award. Improved understanding of gender equality issues at Faculty and School level. All SET faculties aware of the Athena SWAN principles and working towards an equivalent standard. The majority of SET Departments have achieved a Bronze or Silver Award and the remainder working towards at least Bronze
Athena SWAN coordinator/officer
1
Athena SWAN officer
1–2
Athena SWAN Officer Faculty Deans Faculty HR Heads of School
2
Pro-Vice-Chancellor for Staff and Organisational Effectiveness Athena SWAN Steering Group Athena SWAN coordinator/officer
3
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Progress
Action 32. Maintain and develop the central Athena SWAN/WiSET web pages and encourage links from the web sites of other SET Faculties and Departments Section 8 p57 33. Work with SDDU to extend the induction guidelines/checklist for new members of staff to include reference to networks for staff with protected characteristics, including the WiSET network Section 8 p57 34. Carry out the UKRC Cultural Analysis Tool survey to further explore issues raised by the CROS, PIRLS and Staff Surveys and develop additional actions to resolve the issues so raised. Section 8 p59
How will we know we have succeeded? Web site up to date Links established
Responsible person or function Athena SWAN Coordinator Athena SWAN officer working with Faculty Deans and Self Assessment Teams
Priority 1-2 and ongoing
Induction guidelines amended and implemented.
Athena SWAN coordinator/officer and SDDU
1
Survey delivered with a high response rate.
Athena SWAN coordinator/officer
2
Report prepared and actions identified.
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Progress
2009 Bronze Award Action Plan - Progress Tracker As at 29/11/12 This Action Plan was drawn up following the development of the University of Leeds 2009 Bronze Award Submission, with advice and guidance from the Athena SWAN Self Assessment Team. The development of the submission was, in itself, a very valuable process, helping the University to draw together much good work already undertaken and to identify opportunities for further improvement. The actions were prioritised with indicative time scales as follows: Priority 1 Priority 2 Priority 3 Ongoing
To be completed within the 2009-10 academic year To be completed over the 2010 – 11 and 2011 – 12 academic years To be completed from 2012 onwards Actions that will be ongoing with no specific start or completion date
This to some extent reflects the fact that some of the actions would be implemented centrally in the first instance, with a further roll-out period to SET Faculties and Schools The action points are cross-referenced to the relevant section of the 2009 submission from which they arose.
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Action
How will we know we have succeeded?
Responsible person or function
Priority
Progress
GENERAL ISSUES 1. Publicise the Athena SWAN Charter Initiative e.g. through presentations to key bodies such as Leadership and Management Forum; news items on Campus Web, in the staff magazine etc.
2. Disseminate the report to Faculty Management Teams (FMT) and Faculty Equality Committees (FEC) with a view to developing local level action plans
Athena SWAN featuring regularly in the Reporter, on key agendas, on Faculty web sites etc.
Equality Service (ES) Pro-Vice-Chancellor for Students and Staff (PVC)
1
Reported to Senate and Council Award mentioned on Campusweb 7/8/09. Athena SWAN section on Equality Service web site
Report presented to FMT/FEC in each of the SET Faculties.
ES Faculty Deans (FD)
Local action plans agreed.
1
Logo and further information on web site of MaPS Faculty Excellent progress. ONGOING Relevant Faculties advised and presented with data sets annually. Local Action Plans developed as part of submissions or Faculty E&D plans Faculty Leads are members of the Athena SWAN Steering Group Excellent progress. ONGOING
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Action 3. Explore with Faculties the potential for working towards a Silver level award and agree a way forward
4. Review local workload models to ensure that parttime staff are not disadvantaged Section 5 (vi)
How will we know we Responsible person or have succeeded? function 1 or more FDs Schools/Faculties Heads of School (HoS) committed to progressing towards a Silver award. Establishment of local level Steering Group/s
Discussion at local level FD (FMT/FEC) about workload HoS models and appropriate Chairs of FECs revisions
Priority 1-2
Progress Faculty of MaPS achieved Silver Award in March 2012 School of Healthcare achieved Bronze Award in March 2012 and working towards Silver Award
1-2
Faculties of Biological Sciences, Engineering and Environment, School of Medicine, Dental Institute and Institute of Psychological Sciences exploring local level submissions Excellent progress. ONGOING The Pro-Vice-Chancellor for Staff and Organisational Effectiveness is leading work to review workload models centrally to ensure fair allocation and share good practice. PARTIALLY COMPLETE
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Action 5. Continue to include awareness of gender issues in all leadership and management training 2 (vi)
How will we know we have succeeded? Current programme of compulsory equality and diversity training for all leaders and managers completed and incorporated into Staff and Departmental Development Unit (SDDU) annual training programme
Responsible person or function ES SDDU Human Resources (HR)
Priority
Progress
Ongoing
A series of compulsory equality and diversity briefings for leaders, managers and staff reviewers was carried out over 2008 – 2010. This included a strong emphasis on a range of issues relating to the Athena SWAN themes e.g. the importance of flexible working and work life balance and ways of positively supporting career development for staff with different types of contract and working pattern. These sessions now form part of a centrally run “People Management Practices” suite of programmes. The Tomorrow’s Leaders programme includes a web link to Equality and Diversity information, as well as a case study within the “People and Performance” workshop Excellent progress. ONGOING
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Action 6. Carry out a comprehensive Equal Pay audit to ensure that there are no inherent gender inequalities e.g. use of previous salary as the main benchmark for determining incremental point on appointment 2(viii), 3&4 (ix)
How will we know we have succeeded? Audit report received from external consultants
Responsible person or function HR
Priority 2
Analysis of the data from a SET perspective
Progress Audit carried out. Based on data at July 2009. The issues highlighted included the need to review recruitment and promotions procedures, as well as arrangements for succession planning. This will be reflected, as appropriate, in the revised action plan for the resubmission.
Action plan developed
Recruitment and selection training has been redesigned. Academic promotions procedures have been completely revised. A Professorial Zoning Project is underway to introduce more structured pay levels above the current incremental scale for Grade 10 to minimise the potential for inappropriate gender pay gaps
A further Equal Pay Audit has been commissioned in 2012 to review progress since the initial report. Good progress ONGOING
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Action
How will we know we have succeeded?
Responsible person or function
Priority
Progress
1
All new promotions procedures are now in operation. (Readerships June 2009, Chairs July 2010) Outcomes of promotions applications are monitored by gender and reported to the University’s Equality and Diversity Committee.
INSTITUTIONAL POLICIES AND PROCEDURES 7. Launch revised promotions procedures in the light of feedback from consultation with academic women 2 (ix)
New documentation launched
PVC HR
Training implemented for HoS, promotions advisers and members of promotions panels
With effect from April 2012 the title and status of Senior Lecturer and Reader was merged to become Associate Professor. This aims to improve equality of opportunity and links to improvements in promotion processes and progression through the teaching and scholarship route. COMPLETE
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Action 8. Ensure members of promotions committees have an understanding of the need to take into account mitigating circumstances when judging academic profiles. 5 (i) & (vi)
How will we know we have succeeded? Training delivered by PVC/HR
Responsible person or function PVC HR
Priority
Progress
1
H R Managers carry out training for panel members and promotions advisers. This was reinforced as part of training for REF selectors. Promotions roadshows are held each year to raise awareness of the new procedures and encourage applications as appropriate. COMPLETE
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Action 9. Increase awareness and take-up of work life balance policies 2 (iii) & (viii)
How will we know we have succeeded? Completion of compulsory E&D training for leaders and managers.
Responsible person or function ES HR
HR managers receiving more requests for advice and support
Priority
Progress
1-2
Compulsory E&D training which emphasised the need for flexibility when managing a divers staff group was carried out for all identified leaders and managers in 2008/09 and 2009/10. This now forms part of the People Management Practices programme offered by SDDU. In the 2010 Staff Survey 86% of applications for flexible working were successful. Within the SET Faculties 14 out of 15 applications were successful.
Toolkit developed on how to promote and support flexible working
The University is exploring whether there would be interest in a Carers Network, which would help with communication of the policies and procedures available to staff. High profile carers events have been held in National Carers Week in 2011 and 2012. There is a dedicated web page for staff with caring responsibilities which links to the University’s support mechanisms, as well as to the national Employers for Carers web pages which include useful toolkits for managers and staff. UoL is the only University to be a member of Employers for Carers and the Director of HR is a member of their leadership forum. Excellent progress. ONGOING
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Action 10. Develop and deliver further initiatives to promote a positive working culture, including tackling any long hours sub-cultures 2 (iii) & (vii) 5 (iii)
How will we know we have succeeded? Measurable impact in staff surveys (e.g. wellbeing survey and equality and diversity survey)
Responsible person or function ES Wellbeing
Priority
Progress
2
The Staff Survey carried out in 2008 identified a long hours culture as an action point to be addressed at local level. The 2010 staff survey, which includes questions on work life balance, indicates that women are 9% more likely than men to be able to achieve a comfortable work/life balance. Of those who had applied for flexible working, only 1% reported that the request was turned down. The Faculty of Medicine and Health has developed guidelines on ensuring key meetings are held within core hours. Other areas are making progress in embedding this as part of their culture. Further consultation is needed with staff with caring responsibilities. Good Progress ONGOING
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Action 11. Introduce a new staff equality questionnaire to gather more systematic data on staff experiences
How will we know we have succeeded? Development and implementation of questionnaire
Responsible person or function ES FD HoS
Analysis of data by SET Faculty Publication of report Use of baseline data to inform future actions
Priority
Progress
1 and ongoing
The 2010 staff survey included a section on E&D issues, as well as embedding a monitoring section to examine responses by protected characteristic, (gender, ethnicity etc.) which will be included in all future surveys. The report has been analysed by gender/SET and the outcomes will help to inform the revised Athena SWAN Action Plan.
COMPLETE
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Action
How will we know we have succeeded?
Responsible person or function
Priority
Progress
ACTIONS ARISING FROM THE ANALYSIS OF BASELINE GENDER DATA 12. Produce a data pack for each of the 5 SET Faculties to inspire and structure discussions of local gender equality priorities, including consideration of future Silver award applications at local level
Report prepared and submitted to FMT/FECs and local priorities, identified
ES FMT FEC
1
Baseline data has been presented to Faculty Committees in the SET faculties and this has underpinned work in those areas which have achieved, or are working towards local level awards. Revised data has been analysed covering 2009/10 - 2011/12. This will help to inform the Action Plan for the Bronze Renewal application in November 2012. Faculty of MaPS achieved Silver award in March 2012 School of Healthcare achieved Bronze award in March 2012 and is working towards Silver Faculties of Biological Sciences, Engineering and Environment, School of Medicine, Dental Institute and Institute of Psychological Sciences exploring local level awards. Key staff and student data sets have been provided since 2011 as part of the University’s annual Planning Exercise and Faculties are required to identify significant issues for inclusion in annual strategic plans. Good progress. ONGOING
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Action 13. Review recruitment processes to ensure they are women friendly 3 & 4 (iii)
How will we know we have succeeded? Positive messages and female images in recruitment literature and on web sites;
Responsible person or function PVC HR
Promotion of membership of the Athena SWAN Charter
Priority
Progress
1
HR has reviewed all recruitment processes and introduced erecruitment. It is now a requirement that there will be no single sex recruitment panels and this is closely monitored. Athena SWAN information is included in induction materials in the relevant Faculties.
Ensure all panel members are appropriately trained
Women are well represented in images in recruitment literature and on Faculty and School web pages. A 2-part Recruitment and Selection Training module is presented by HR as part of the People Management Practices programme offered by SDDU. E&D principles are embedded throughout the course and attendees are encouraged to complete the University’s on-line E&D training. Good progress
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Action 14. Review exit interview process to create a more nuanced approach e.g. to explore the reasons for leaving of key groups e.g. women research staff women who do not return, or leave shortly after, maternity leave 3 & 4 (viii)
How will we know we have succeeded? Revised exit interview proforma
Responsible person or function ES HR FEC
Establishment of annual reports Local action plans developed to tackle identified issues
Priority 2
Progress A revised Exit Questionnaire was launched in July 2011 which allows analysis by location, staff group and gender. This includes reference to caring responsibilities as one of the questions. Faculties need to include this analysis as part of E&D action planning. The response rate averages 30% HR is exploring ways to increase this. Limited progress CARRY FORWARD
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Action 15. Review recently established programmes of support for women returning from maternity leave in the Faculties of Engineering and Medicine & Health and develop a business case for extending this to other Faculties 3 & 4 (viii)
How will we know we have succeeded? Evidence gathered
Responsible person or function ES
Report prepared
FECs
Priority 2
Progress The Engineering scheme will be reviewed as part of the Silver Award submission. MaPS has put in place support for a number of women returning from maternity leave. The Equality Service has identified a number of maternity leave support schemes in other Universities to allow consideration of whether they might be transferrable to the UoL. Further work will be done to consult those who have recently taken maternity/adoption/extended paternity leave on their support needs and preferences. The WiSET network Group includes a session exploring the practicalities of coping with maternity leave and an academic career as part of the annual programme of events. Good progress CARRY FORWARD
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Action
How will we know we have succeeded? 16. Continue to ensure that Continue to review the positions are openly gender balance of influential advertised. University committees and Senior Management Team encourage positive action to discussion on the statistics remedy clear shortfalls and related actions 3 & 4 (v) & (vi) Continued improvement in the representation of women on such committees.
Responsible person or function Vice Chancellor’s Executive Group (VCEG) Faculty Management Group (FMG)
17. Require SET Faculties to review membership of influential committees at local level
FD HoS Chairs of FEC
FMT/FEC discussion of statistics and inclusion in local action plans where relevant
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Priority
Progress
1
Female representation on the University’s Council increased in 2010/11 from 6 (27%) to 8 (36%). The proportion of women on the Vice Chancellor’s Advisory Group and the proportion of female Pro-Vice-Chancellors has increased, as has female representation on Research Board, Graduate Board and Taught Student Education Board. Good progress ONGOING All of the SET Faculties have achieved, or are working towards an Athena SWAN Bronze or Silver Award and this will be considered as part of that process. Good progress ONGOING
1-2
Action 18. Carry out further research into the profile of women on fixed term contracts to explore the reasons for them not progressing to permanent positions in the same proportion as male counterparts 3 & 4 (vii)
How will we know we have succeeded? Use of exit interview data
Responsible person or function ES HR
Priority 2-3
Use of data from equal pay audit
Progress Revised procedure to support the employment security of staff on fixed funding or fixed term contract were implemented in April 2012 – women in SET are likely to benefit. Monitoring required to ascertain success CARRY FORWARD
SUPPORTING AND DEVELOPING WOMEN’S CAREERS 19. Monitor the application of the PACE Mentorship Scheme for Postdoctoral Research Staff in the Faculty of Engineering with a view to rolling it out to other Faculties 5 (v)
New mentorship scheme/s established across SET Faculties
ES SDDU FD HoS
2
The Scheme is now well established in Engineering and has been successfully rolled out to Maths and Physical Sciences and Environment. Further roll out is under consideration. Good progress CARRY FORWARD
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Action 20 Explore the demand for a SET gender specific network (e.g. WiSET) 5 (v)
21. Establish a web site to be the first port of call for all information relating to the career development of women in SET 5
How will we know we have succeeded? Scoping exercise carried out
Responsible person or function ES
Priority 2
Business case prepared and appropriate resources identified
Web site established to include information such as:
ES FECs
2
Funding opportunities for women returning to Research Careers e.g. Daphne Jackson Fellowships
Progress A WiSET network, e-mail list and web site is now established. The network meets monthly during term time and is open to academic, research and technical staff and research students. COMPLETE An Athena SWAN and WiSET web site has been developed and was populated with relevant information and links in early 2011. http://www.equality.leeds.ac.uk /for-staff/athena-swan-andwiset/
Examples of women who have achieved success whilst working flexibly, or after return to work from maternity leave etc.
This page is linked from the MaPS Faculty Athena SWAN web page. COMPLETE
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Action 22. Ensure Staff Reviewers are aware of positive action initiatives such as SpringBoard 5
How will we know we have succeeded? Inclusion of such information in reviewer training
Responsible person or function ES SDDU
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Priority 1
Progress Information on SpringBoard was included in the compulsory E&D briefings for leaders, managers and staff reviewers and will continue to be referenced in sessions run as part of the SDDU People Management Practices Programme. Excellent progress. ONGOING
Action 23. Increase the capacity of the University nursery, to include the potential for the provision of ad-hoc care for children of staff attending conferences 5 (viii)
How will we know we have succeeded? New nursery building completed
Responsible person or function ES
Explore and publicise the opportunities for such adhoc care both for women attending conferences at Leeds and for Leeds staff attending conferences elsewhere Information on these facilities included on the web and in local conference literature
Priority
Progress
2
A new nursery building was complete in April 2010 and there is increased provision for children of staff and students from 78 places to 144. It also provides a home for a 56 place Play Scheme during school holidays. There is some provision for ad-hoc support and staff are willing to advise on overnight support where required. The nursery offers crèche facilities for conferences and this is clearly indicated on the web site. http://www.brightbeginningschil dcare.co.uk/about Excellent progress.
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Action 24. Ensure that women in SET Faculties are aware of other equalities networks/forums that may be of benefit e.g. LGBT and BME networks 5
How will we know we have succeeded? Review active membership of the forums by gender and SET Faculty
Responsible person or function ES
Priority
Progress BME, LGBT and Disabled staff networks are established. These are publicised widely via the University’s staff web page, the all staff e-newsletter, via Faculty Equality Leads, H R Managers, Leadership Forum, Diversity Officers.
Consideration is being given to the development of a Carers network as part of the University’s commitment to Employers for Carers. The Leeds is the only University as yet signed up to this national initiative. CARRY FORWARD – work to explore the need for a Carers Network
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Action
How will we know we have succeeded?
Responsible person or function
Priority
Progress
RAISING THE PROFILE OF WOMEN 25. Work with the Communications Team and the Press Office to ensure regular exposure of the work of women in SET at all levels 6 (i), (ii), & (iii)
Increased visibility of senior female women in inhouse publications, web sites and external media
Communications Team Press Office
1
The University’s internal newsletter, The Reporter, regularly features articles about successful women in SET. This features their work, as well as reporting where they appear in external media and any external awards or nominations to public bodies etc. These also regularly feature on the University’s “For Staff” home page. Following a high profile event in May 2012 to recognise external achievements by women in SET, a photo display is in place in 2 prominent areas of the University to celebrate the women involved. It is planned to make this an annual event. Excellent progress ONGOING
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Action 26. Present a business case for a conference on issues highlighted by the Athena SWAN work
How will we know we have succeeded? Business case prepared Resources identified Conference delivered
Responsible person or function PVC ES SDDU HR
Priority
Progress
1
Roberts funded colleagues in Engineering and Environment organised a conference on career development for research staff in 2009, with an emphasis on the difficulties experienced e.g. by staff with caring responsibilities. On 10th May 2012 the Vice Chancellor hosted an evening event with an invited keynote speaker, Dame Professor Athene Donald, to celebrate the achievements of women in SET. At a conference on Connecting Enterprising Women offered by the Business School in August 2012, 30 places were reserved for University staff and students, of which 10 were taken by female academics from SET Faculties. Consideration is being given to establishing an annual VC’s award for women in STEM. Excellent progress. ONGOING
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Action 27. Encourage Faculties and Schools to celebrate the achievements of women e.g. in local newsletters, on School web sites etc.
How will we know we have succeeded? Increased number of images and features on Faculty and School web sites and in local newsletters celebrating women’s achievements
Responsible person or function FD HoS
Priority
Progress
1
Women feature prominently on the Engineering, Environment, MaPS, Medicine and Health and Biological Sciences Faculty web sites. COMPLETE
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