Athena SWAN Bronze Department award application
Name of University:
Department:
Date of Application:
Date of University Bronze Award:
Contact for Application:
Email:
Telephone:
Departmental Website Address:
University of Exeter
Biosciences
November 2014
November 2011
Dr Eduarda M Santos
e.santos@exeter.ac.uk and
athenaswan@exeter.ac.uk
01392 264607
http://biosciences.exeter.ac.uk/ and
http://biosciences.exeter.ac.uk/athenaswan/streatham/
Athena SWAN Bronze Department awards recognise that in addition to university-wide
policies the Department is working to promote gender equality and to address challenges
particular to the discipline.
Not all institutions use the term ‘Department’ and there are many equivalent academic
groupings with different names, sizes and compositions. The definition of a ‘Department’ for
SWAN purposes can be found on the Athena SWAN website. If in doubt, contact the
Athena SWAN Officer well in advance to check eligibility.
It is essential that the contact person for the application is based in the Department.
Contents
Page Word Count
1 Letter of Endorsement
3
487
2 Self-assessment Process
5
939
3 A Picture of the Department
10
1986
4 Supporting and Advancing Women’s Careers
27
4819
5 Any Other Comments
46
463
6 Action Plan
48
N/A
1
Word Count Limit
500
1000
2000
5000
500
N/A
Table of Abbreviations:
AL
AP (#)
ASPIRE
ASWG
BASWG
BSG
CEG
Charter
CLES
CLES ASWG
ECR
ECR(N)
ECU
E&D
E&R
E&S
HESA
HoD
HR
HRBP
PDP
PG
PGT
PGR
R
REF
R&S
SHS
SSLC
STEMM
SWARM
T&S
UASWG
UG
UoE
Word Count
Academic Lead
Action Plan (reference number)
Accrediting Staff Professionalism in Research Led Education
Athena SWAN Working Group
Biosciences Athena SWAN Working Group
Biosciences Strategy Group
College Executive Group
Athena SWAN Charter
College of Life and Environmental Sciences
College of Life and Environmental Sciences Athena SWAN
Working Group
Early Career Researcher
Early Career Researcher (Network)
Equality Challenge Unit
Equality and Diversity
Education and Research career path
Education and Scholarship career path
Higher Education Statistics Agency
Head of Department
Human Resources
Human Resources Business Partner
Professional Development Programme
Postgraduate
Postgraduate Taught
Postgraduate Research
Research only career path
Research Excellence Framework
Recruitment & Selection
Sport and Health Sciences
Student Staff Liaison Committee
Science Technology Engineering Mathematics Medicine
Simple Workload Allocation and Research Management
Task and Finish
University Athena SWAN Working Group
Undergraduate
University of Exeter
Word count is shown at the end of each section
2
BIOSCIENCES
College of Life &
Environmental Sciences
Geoffrey Pope Building
Stocker Road
Exeter UK EX4 4QD
T +44 (0)1392725157
F +44(0)1392 723434
E R.W.Titball@exeter.ac.uk
W biosciences.exeter.ac.uk
Ms Sarah Dickinson
Athena SWAN Manager
Equality Challenge Unit
27th November 2014
Dear Ms Dickinson
I wish to express my strong personal support for the enclosed Athena SWAN Bronze award
application from Biosciences, University of Exeter (Streatham campus).
I have been Head of Department since 2011 and worked within Biosciences at the University
of Exeter since 2007. Prior to this, I worked in the Scientific Civil Service. My professional
experiences have given me an understanding of the significant challenges faced by women
in scientific careers. The Charter has had a major impact in addressing gender-related
barriers, helping Biosciences to raise, analyse and address important issues enabling
women to have a sustainable work-life balance while promoting creativity and productivity.
This is an issue I am passionate about and I am proud to be part of our application at a range
of levels, from being a member of the Biosciences Athena SWAN Working Group to
representing the actions adopted in management meetings and reviewing the progression
and impact of our actions.
During the past two years we have undertaken an extensive review of Biosciences structures
and support for staff and students, and have collected metrics which provide insight into our
culture and the ways in which we work and study. The outcomes suggested that un-intended
gender bias was occurring during the career progression of women, in particular during the
transition between researchers under supervision to group leaders.
We have reflected on the problems preventing women from having equal opportunities,
implemented positive actions to ensure that everyone has the opportunity and the support to
achieve their full potential and put long term measures in place to ensure that this culture and
attitudes become embedded. I am pleased to see:






Increase in gender balance up to Associate Professor.
Increase in academic and research staff numbers and gender balance from 33%
female to 43% female over the last five years.
Recognition of women role models and celebrations of their successes.
Increased number of staff with Equality and Diversity Training (from 33% to 68%).
Adoption of a 9.30am – 3.00pm ‘core hours’ policy for all key meetings, ensuring
equal opportunities to participate for those with caring responsibilities.
The embedding of supportive mentoring and appraisal systems, which promote
career progression.
3
These changes result from the actions we have taken and from a culture where critical
reflection and increased awareness of the Athena SWAN Charter principles guide both the
decision making and activities within Biosciences.
I am proud of the progress we have made towards gender equality and look forward to
seeing our investment in the Charter mature both in the short and longer term. I believe that
in doing this we are creating a healthier, happier, more effective and creative Department.
The legacy from making these changes will be long-lasting, positive and sustainable as
foregrounding gender equality becomes embedded as part of the Biosciences decisionmaking culture and working ethics.
Yours sincerely,
Rick Titball BSc PhD DSc FRCPath
Professor of Molecular Microbiology and Head of Biosciences
Word Count: 487/500
4
2. The self-assessment process:
2.1. A description of the self-assessment team: members’ roles (both within the
Department and as part of the team) and their experiences of work-life balance
Our self-assessment team internally called the Biosciences Athena SWAN Working Group
(BASWG; Table 1) includes staff and students with and without caring responsibilities, single
and in relationships, in all career paths and stages, and in full and part time employment.
2.2. An account of the self-assessment process: details of the self-assessment team
meetings, including any consultation with staff or individuals outside of the university, and
how these have fed into the submission
The BASWG formed in July 2012. Since its formation the membership has included key
decision-makers and members in all career paths and different study/career stages, from
Undergraduate (UG) to Professor, ensuring that the views of the staff and student community
are represented in all BASWG decisions.
The BASWG is chaired by Dr Eduarda Santos, who works closely with the Head of
Department (HoD) in her role as leader for the Charter initiatives in Biosciences. Dr Santos
has worked at the University for fourteen years, progressing from Research Assistant to
Senior Lecturer, and she has taken two periods of maternity leave. Dr Santos is a full
member of the BASWG, College of Life and Environmental Sciences Athena SWAN Working
Group (CLES ASWG) and University ASWG (UASWG) (AP6.4), providing monthly reports to
these working groups, and reporting back to BASWG. These forums encourage the sharing
of good practice and ensure that proposals to support gender equality are supported at the
highest levels of strategic management for Biosciences, the College and the University.
Figure 1 shows the reporting structure for these working groups.
5
The work of BASWG is formally recognised within the College and Department workload
model, with 200 hours allocated to Charter work. BASWG collectively decides how to
distribute these hours annually. Biosciences has allocated staff resources to support BASWG
activities with an Athena SWAN Project Officer, administrative support, and time from the
Assistant Director (HR) who leads on ‘Women in Higher Education at Exeter’ gender
initiatives. Through these channels, Biosciences works closely with other STEMM
Departments, seeking advice and guidance and sharing good practice.
From July 2012, the group has met on average once per month during term time, within core
hours. A subgroup was formed in June 2014, meeting on average twice monthly to finalise
the writing of the application and action plan, in full consultation with the BASWG group.
The BASWG membership initially formed following a self-nomination process. The
opportunity to join is periodically promoted to staff and students via email. Recent recruitment
for the 2014/15 BASWG resulted in a large response with 18 staff/students (50% female)
representing all career stages and pathways coming forward. We have a biannually rotating
membership system to ensure all self-nominating staff and students have the opportunity to
be part of BASWG at a time which best accommodates their workloads and/or studies.
Membership and responsibilities overlap to maintain consistency, drive and representation of
6
all career stages and pathways. The Chair (also a rotational position) reviews the
membership to ensure representation and monitors and updates the Action Plan (AP) to
maintain continued progress. The HoD has been a core member of the group since it was
formed, reflecting both his personal commitment and the importance of the Charter principles
to the Department. This enables direct communication for implementation of actions at the
highest levels of management within Biosciences.
Consultation within Biosciences has, and will continue to be, conducted via a number of
channels:





Updates and discussions at staff meetings (AP6.3).
A Biosciences Charter webpage with links to events, role models, support and a
confidential feedback form (AP6.5).
Staff and student surveys (AP1.4; AP1.6; AP1.7; AP1.10).
Biosciences focus groups on specific topics (AP1.3) e.g. part-time staff (Sept 2012),
Early Career Researcher (ECR) staff to discuss key transition points (June 2013) and
training provision for ECRs (Oct 2013), leading to the creation of an Early Career
Researcher Network (ECR(N)) (AP3.9).
Workshops on gender equality in science which have included presentations and
discussions by the HoD, College Dean and Deputy Vice Chancellor for Research and
Knowledge Transfer.
Information from these consultations has been discussed by the BASWG and actions were
developed and included within the AP.
Our proposals, decisions and actions have been communicated through:




Sharing BASWG meetings’ minutes with staff and students via the intranet and
University Charter webpages, and reporting to CLES ASWG and UASWG meetings.
A Charter poster board, prominently positioned in the main Biosciences building
(Geoffrey Pope Building).
Engagement in University-level gender events including the gender research series,
31 Women Initiative, International Women’s Day and Ada Lovelace events.
Regular e-mail updates to staff and students.
Since initiating the self-assessment process, BASWG members have attended Charter
events at other Universities (Southampton and Bristol), been Equality Challenge Unit (ECU)
panel members and attended talks from external speakers at Exeter (Professor Dame Sally
Davies and Professor Teresa Rees). These activities supported our reflection and decisions.
BASWG would like to thank Professor Hilary Lappin-Scott of Swansea University for acting
as our ‘critical friend’. As part of Biosciences’ self-assessment process we have carried out
an Equality Impact Assessment of the AP and received positive feedback.
2.3. Plans for the future of the self-assessment team: such as how often the team will
continue to meet, any reporting mechanisms and in particular how the self-assessment team
intends to monitor implementation of the action plan.
7
The BASWG was integrated into the Department and College governance structures in
2012/13. The HoD is a permanent member of the BASWG and represents the group at the
CLES Executive Group (CEG) and Biosciences Strategy Group (BSG) meetings.
Following submission, the BASWG will continue to meet monthly to deliver the actions
planned, monitor data and update the AP as described above by:





Implementing the AP.
Evaluating and updating staff and student data twice each year to measure the
impacts of our actions (AP1.1). The results will continue to be reviewed at the
BASWG, CLES ASWG, UASWG, and by Equality and Diversity (E&D) Dual
Assurance annually.
Collecting additional qualitative and quantitative data (AP1.1).
Supporting reviews of the actions implemented and designing new actions to address
emerging issues (AP1.2).
Conducting surveys and focus groups (AP1.3).
Word count: 939/1000
8
3. Picture of the Department:
3.1. Provide a pen-picture of the Department to set the context for the application,
outlining in particular any significant and relevant features.
CLES includes 4 STEMM subjects grouped in 5 Departments: Biosciences, Psychology,
Geography, and Sport and Health Sciences (SHS) in Exeter, and a combined Biosciences
and Geography Department in Penryn (CLES Cornwall; Figure 2). In April 2013, CLES
Cornwall was awarded a Bronze Department Award. Psychology and SHS were awarded
Bronze and Silver Departmental awards in April 2014. Good practice and innovative Charter
initiatives are shared between Departments via CLES ASWG and UASWG meetings.
The current structure of Biosciences (Exeter) has been in place since July 2011, following
academic restructuring of the University, in which 4 former Schools moved into 1 academic
College. Staff are organised into 6 groups, each headed by an Academic Lead (AL), who
provides mentoring and support for career progression, and manages appraisals and
workloads. Staff can change AL by request to the HoD. Currently, ALs are all male, but
considering the small numbers of senior female staff, and the need to ensure that they are
not overburdened, addressing this issue is difficult in the short-term. To mitigate for this, all
ALs have completed E&D training, are conscious of the issues faced by females in STEMM
and work proactively to support female staff members. Female staff are encouraged to
develop skills required to take on leadership roles by leading committees (BASWG chair and
Director of Postgraduate Studies roles are held by women), Task and Finish (T&F) groups,
and by taking external leadership positions within learned societies or funding bodies. In
addition, women within Biosciences are encouraged to seek advice in developing leadership
skills from Senior Professorial women in other Disciplines across the College and University
(AP3.11).
9
The HoD, together with the BSG (30% female) is responsible for managing the Department.
Three BSG members are also members of the BASWG, ensuring that its views are
represented within the management of the Department. Staff consultations contribute
towards BSG decisions via committees formed to address key actions including both junior
and senior academics.
Biosciences is based in three buildings closely situated on Streatham campus. Since 2008,
we have increased academic and research staff from 33% to 41% female with Postdoctoral
Research staff (R) (49% female) and 49 academic staff (29% female).
UG students can choose either a broad and personally tailored Biological Sciences degree,
or focused degrees including Biochemistry and Biological and Medicinal Chemistry. All core
programmes have a fourth year option including one year placement in business or industry,
or studying abroad. A number of degrees are taught in partnership with other disciplines
including SHS, Physics, Engineering, Mathematics, and the University of Exeter (UoE)
Medical School.
Research activity encompasses 3 broad themes: Environmental Sciences, Cellular and
Chemical Biology, and Microbes and Disease. In the REF 2008, 90% of Biosciences’
research was rated as internationally competitive with world-leading outputs in all areas.
Currently, we are ranked 6th by the Guardian University League table (2015) and 5th in the
National Student Survey (2014).
3.1.1. Provide data for the past three years (where possible with clearly labelled
graphical illustrations) on the following with commentary on their significance and
how they have affected action planning.
Data Collection
In 2012 we established a 5-year data repository, permitting analysis of potential gender bias
and the impact of implemented actions (AP1.1). We have highlighted where data are not
currently available and the measures being taken to ensure its collection in the future.
Quantitative Data: Collection is coordinated by HR Services and provided to BASWG for
analysis. Where possible, we include datasets covering five years, either from 2009-2014 or
2010-2015.
Qualitative Data: Open-invitation focus groups and surveys (Department and University level)
have been organised to understand individual experiences and critical barriers impeding
women’s career progression (AP1.3; AP1.6).
Below we refer to graphs and associated data in sequence as “Dataset 1” to “Dataset 16”,
and tables in sequence as “Table 1” to “Table 3”.
All Benchmarking data, unless otherwise stated, were taken from the Higher Education
Statistics Agency (HESA), provided by the ECU as “Athena SWAN benchmarking data
2011/12” and the “Equality in Higher Education: statistical report”.
10
3.2. Student data
3.2.1. Numbers of males and females on access or foundation courses – comment on
the data and describe any initiatives taken to attract women to the courses.
The UoE and INTO University partnership offers a Foundation and Diploma programme
providing academic and English language preparation for international students before
enrolling on UG and PG courses. Over the past 4 years, 41 students (66% female) studied
programmes with pathways into Biosciences and 7 progressed to a Biosciences UG course
(14% female). We are liaising with INTO to promote Biosciences UG courses to female
students (AP2.16).
3.2.2. Undergraduate male and female numbers – full and part-time – comment on the
female: male ratio compared with the national picture for the discipline. Describe any
initiatives taken to address any imbalance and the impact to date. Comment upon any plans
for the future.
Dataset 1 shows that the UG gender ratio has been consistent over time (57-59% female;
Benchmark 60% female). The number of UGs has increased by 25% and we have
maintained this gender balance by:




Ensuring gender balanced staff and student representatives at open days and postoffer days (AP2.11).
Promoting female role models (AP9.4).
Distributing an open-day booklet showcasing gender balanced role models (AP2.12).
Updating online information for prospective students promoting the Charter (AP2.1).
We offer part-time courses in all subjects, but uptake is low. To address this, we are updating
our admissions publicity to increase the visibility of part-time options, actively promoting them
at open-days and creating profiles of part-time student role models who have successfully
completed their studies alongside caring responsibilities (AP2.13; AP2.17).
11
3.2.3. Postgraduate male and female numbers completing taught courses – full and
part-time – comment on the female: male ratio compared with the national picture for the
discipline. Describe any initiatives taken to address any imbalance and the effect to date.
Comment upon any plans for the future.
Biosciences has reduced the number of PGT courses over time and focused on UG and
PGR programmes. The proportion of males and females has varied over time and recently
these numbers have been biased towards males.
In order to attract female students to the current PGT programme (Food Security), we have
appointed Professor Sarah Gurr to champion this course. She is developing a strategy to
12
inspire female PGT students, including talks at open days and prominent web resources
including a podcast (AP8.5).
In addition we have:




Invited UG students to research seminars by external speakers to encourage ambition to
pursue a science career. The autumn 2014 Research Seminars have 50% female
speakers, an improvement on the speakers’ gender balance in 2013-14 (17% female)
and 2012-13 (26% female) (AP2.15).
Organised an annual UG Student Conference (since 2012), to build confidence for final
year graduates (AP2.14).
Monitored employability event speakers’ gender balance from 2010; gender balance:
2010-11 (73% female), 2011-12 (50% female), 2012-13 (33% female), 2013-14 (64%
female) and 2014-15 (67% female). From September 2014/15 we will monitor the gender
balance of attendees.
Updated admissions publicity to promote part-time study opportunities (AP2.13).
13
3.2.4. Postgraduate male and female numbers on research degrees – full and part-time
– comment on the female: male ratio compared with the national picture for the discipline.
Describe any initiatives taken to address any imbalance and the effect to date. Comment
upon any plans for the future.
Dataset 3 indicates a broadly consistent gender ratio in PGR students (43-55%), with 5055% females since 2011 (Benchmark 60%). Female PGR numbers increased from 2010/11
to 2013/14. To promote female enrolment, retention and success we have:


Set up an interactive online facility (“MyPGR”) to track student progress and
document the quality of supervision and communication, ensuring all students receive
high quality supervision (AP2.8).
Implemented an annual PGR conference and Postgraduate Research Showcase to
build confidence and celebrate success (AP3.10).
14


Ensured gender balance in staff and student ambassadors at recruitment events
(AP2.11).
Participated in a University-wide Working Group reviewing PhD recruitment to ensure
no unintended gender bias occurs. Recommendations are currently being considered
for implementation across the University (AP2.3).
We are updating our admissions publicity to increase visibility of part-time options and of
female role models in webpages, annual reports and other publicity (AP2.13; AP2.17).
15
To assess the success of actions encouraging our students to pursue careers in research we
analysed the proportion of new PGRs who were UoE graduates (2013/14). Dataset 3b shows
that 11% of PhD students were female UGs or PGTs at Exeter (compared to 8% males),
indicating some success in encouraging talented female students to pursue research
degrees.
3.2.5. Ratio of course applications to offers and acceptances by gender for
undergraduate, postgraduate taught and postgraduate research degrees – comment on
the differences between male and female application and success rates and describe any
initiatives taken to address any imbalance and their effect to date. Comment upon any plans
for the future.
Datasets 4 to 6 show that the percentage of female students from 2009-2014 receiving and
then accepting an offer is proportional to the percentage of female applications and broadly
equal to male students, confirming absence of bias during the admissions process.
16
17
18
3.2.6. Degree classification by gender – comment on any differences in degree attainment
between males and females and describe what actions are being taken to address any
imbalance.
Dataset 7 shows that female UGs’ degree classifications are broadly comparable to males.
From 2010 to 2012 females outperformed their male counterparts. A UoE Charter-based,
research project led by PhD student Thekla Morgenroth is investigating perceptions of UG
female students (AP1.4). Initial data indicated that female Biosciences students have similar
skill-level perception and performance expectations to males at the start of their degree, but
during the second and third year, this falls below their male counterparts. However, female
ambitions and intentions to pursue a research career were higher than in males, and this
difference became more pronounced for students in later stages of their degrees, in contrast
19
to the College’s other Departments. This evidences the positive impact of the measures
implemented to improve female student confidence. As a result, our actions focus on:




Increasing female students’ confidence (AP2.14).
Increasing support at the individual level for female students (AP2.5; AP2.9).
Promoting female students’ successes (AP2.10).
Continuing to provide female role models (AP2.12; AP2.15).
3.3. Staff data
3.3.1. Female:male ratio of academic staff and research staff – researcher, lecturer,
senior lecturer, reader, professor (or equivalent) - comment on any differences in
20
numbers between males and females and say what action is being taken to address any
underrepresentation at particular grades/levels.
The University has 3 academic career paths (Table 2). There are published criteria for
promotion for each of these, with requirements pro-rata for part-time staff (AP3.3). The
career paths are considered equal, and movement between them is possible.
Academic staff numbers in Biosciences increased from 2008/09 to 2013/14 (Dataset 8a).
During this period, the proportion of females increased from 36% to 41% (Benchmark
44%). We recognise this positive progress and have put measures in place to continue to
increase representation of female staff, in particular for more senior levels where female
representation remains low (see section 3.1; AP3.11).
21
Dataset 8b shows the gender balance across career paths, with the Research path showing
good gender balance. As is common in the sector, the Education and Scholarship career
path is predominantly female (80%). The Education and Research (E&R) path is currently
23% female (Benchmark 33%), increasing from 14% in 2009/10. The key point of attrition in
female career progression is the transition from Research staff (comprised predominantly of
ECRs) to E&R staff. We have conducted further data analysis to explore this attrition point
below.
22
Datasets 9a and 9b show Biosciences’ career pipeline, identifying the primary ‘leakage’ at
the transition between ECRs in fixed-term contracts to open-ended E&R contracts. We have
seen some notable improvements since 2009/10, the most pronounced at the Senior
Lecturer stage, where the proportion of females increased from 0% to 26%, and Associate
Professor stage, where the proportion of females improved from 0% to 9%. Our focus
23
continues to be encouraging female staff to progress and gain open-ended E&R posts, and
supporting females to progress to senior academic positions. The proportion of females on
Grade F, fixed-term contracts, increased from 50% to 64% over the last 5 years (figure 9b),
creating a pool of female ECR talent, and a strong basis for recruitment into E&R openended positions.
We have consulted with ECRs and have implemented actions to support their career
continuity (see section 4.1.4.), including:






Improved mentoring by staff working in the same area, or by a person of each ECR’s
choice (AP2.3; AP2.4).
Maintained high engagement of female ECRs in career development programmes
(AP5.9).
Improved the quality and completion rate for annual appraisals and training for
appraisers (AP3.8).
Organised promotion workshops (AP3.4).
Established an ECR(N) linked with the BASWG (AP3.9; AP5.7).
Provided funding for female staff to attend female only training e.g. Springboard and
Aurora courses (AP3.6; AP5.4).
24
25
3.3.2. Turnover by grade and gender – comment on any differences between men and
women in turnover and say what is being done to address this. Where the number of staff
leaving is small, comment on the reasons why particular individuals left.
Turnover is generally low, with ECR turnover predominately linked to the ending of
externally-funded, fixed-term posts. We have focused on open-ended staff turnover. The
proportion of males leaving has been consistently higher than females (ranging between 6071%), illustrating our success in retaining female staff.
26
All staff are invited to complete an exit questionnaire (AP3.7). Completion has been low and
following consultation the questionnaire has been improved to increase representation. From
2012/13, six months before contracts end, ECRs are offered a one-to-one appointment to
discuss future plans with a member of the central Researcher Development Team, providing
neutral, independent advice. Data on exit questionnaires will be monitored and used to
inform the AP.
Word count: 1986/2000
27
4. Supporting and advancing women’s careers:
4.1. Key career transition points.
Provide data for the past three years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance and how they have
affected action planning.
4.1.1. Job application and success rates by gender and grade – comment on any
differences in recruitment between men and women at any level and say what action is being
taken to address this.
In July 2011 the University moved to an online e-Recruitment system for E&R and
Professional Services vacancies. In January 2014, following investment, this was extended
to all posts (including ECRs).
Dataset 11 provides evidence for gender balance in female recruitment for ECR posts over
the past 4 years. Good gender balance was also achieved for academic appointments (openended contracts) in the E&R Career Path. These successes result, at least in part, from
measures implemented to promote career progression for ECRs (see section 4.1.4). In
addition, in 2012 the University undertook a review of unintentional bias in recruitment
advertising, which resulted in:



In consultation with Departments, College HR produced advert, job description and
person specification templates which detail commitment to the Charter and
opportunities for flexible working arrangements. All vacancies advertised online
contain information about staff benefits (including parent and carer information) and
profiles from a gender-balanced sample of staff (AP4.1).
Adverts are independently checked by the Human Resources Business Partner
(HRBP) and include research, education, mentoring, pastoral and welfare role
descriptions. This ensures fair and equal criteria on which to select and shortlist
applicants (AP4.2).
Unsuccessful internal interviewees are offered informal feedback from the panel
chair, and support for personal/career development with a Training and Development
Officer (AP4.4).
The e-Recruitment data show a greater number of male applicants compared to females,
demonstrating the continued need to encourage female applicants for E&R positions.
At Department level we have considered the gender balance of interview panels to make
these more gender inclusive without overburdening female staff. Recruitment and Selection
(R&S) training is now mandatory for panel members (R&S trained staff increased from 6% in
2012/13 to 15% in 2013/14) to ensure there is no unintentional bias in the recruitment
process. An online R&S course is being developed to increase completion rates. E&D
training is now mandatory and since an online course, which includes unintentional bias
training, became available, we have increased completion from 33% in 2012/13 to 68%
(2013/14) and aim for 100% by 2017 (AP2.7).
28
4.1.2. Applications for promotion and success rates by gender and grade – comment
on whether these differ for men and women and if they do explain what action may be taken.
Where the number of women is small applicants may comment on specific examples of
where women have been through the promotion process. Explain how potential candidates
are identified.
Promotion criteria in Biosciences are published on the intranet and based on University level
criteria with targets adapted to match the expectations for comparable Biosciences
Departments nationwide. There is no quota on the number of promotions awarded. Staff can
either make a personal submission or a College submission (one which is reviewed by
College Dean and HRBP to ensure essential criteria are met). All staff from 2008/09 to
2013/14 who applied for promotion completed a College submission, with a 100% success
rate (37% female; Data set 12). New lecturers (E&R career path) are placed on a
Professional Development Programme (PDP) that leads to promotion to Senior Lecturer
within 5 years upon meeting well defined targets (AP5.1).
29
Evidence from focus groups showed that many ECRs were unaware of the criteria for
promotion leading to uncertainty and low confidence over their eligibility to apply. To address
this we have implemented the following measures:


The opportunity to discuss career progression and promotion during appraisals, with
all staff who meet promotion criteria encouraged to apply.
For staff who do not meet all criteria, ALs discuss their career plans and provide
guidance on how those plans will lead individuals towards meeting the promotion
criteria.
These actions (AP3.8) have been implemented since 2012 and have supported the majority
of the promotion applications since that date, particularly those from grade F to G, resulting
in increased proportion of females at grade G.
For each of the areas below, explain what the key issues are in the Department, what
steps have been taken to address any imbalances, what success/impact has been
achieved so far and what additional steps may be needed.
4.1.3. Recruitment of staff – comment on how the Department’s recruitment processes
ensure that female candidates are attracted to apply, and how the Department ensures its
short listing, selection processes and criteria comply with the university’s equal opportunities
policies.
All job opportunities are advertised widely and the advert content includes information about
our commitment to Charter principles and flexible working opportunities (AP4.1). All
candidates are offered the opportunity to visit and meet other staff at their career stage, and
to discuss the job requirements with line managers, who provide information about the
support and flexibility offered, as well as further details on the job description.
We are committed to ensuring that women are positively represented on recruitment panels
without overburdening female staff, and we “sample” panels to ensure that this is happening.
Of a recent sample for ECR posts 3 out of 4 panels were mixed gender (AP4.5). We are
committed to having 100% mixed gender recruitment panels and we are working closely with
HR Services to facilitate and monitor this.
To ensure that all procedures adhere to E&D principles, all staff in recruitment panels now
receive R&S and E&D training (AP4.3). The uptake of these courses had previously been
low and we addressed this by investment in online courses and promoting these to all staff,
resulting in a very significant increase in completion (for E&D).
For applicants with partners working outside Higher Education (HE), HR Services provides
advice on employment opportunities in the city and region. Applicants are given the
additional opportunity to discuss flexible working and work-life balance with Biosciences’
HRBP.
4.1.4. Support for staff at key career transition points – having identified key areas of
attrition of female staff in the Department, comment on any interventions, programmes and
activities that support women at the crucial stages, such as personal development training,
30
opportunities for networking, mentoring programmes and leadership training. Identify which
have
been
found
to
work
best
at
the
different
career
stages.
The key attrition point for females in Biosciences occurs at grade F, in particular at the
transition between fixed-term contracts in the Research career path to open-ended contracts
in the E&R career path.
We have developed strategies to support ECRs as they develop and transition to
independent group leaders by implementing the following actions:



Workshops to inform and inspire ECRs about career progression and development,
and to assess what the critical barriers for career progression are, from their
perspective (AP3.4).
An ECR(N) was established in September 2012 (AP3.9). The first Department-wide
ECR(N) event was held in November 2012 and attended by 40 participants who
provided very positive feedback. Speakers were gender balanced and provided
inspirational role models for female researchers. The network is currently coordinated
by Dr Jane Usher, a Postdoctoral Researcher who reports back to the BASWG on
activities held and feedback received.
Provided support for female researchers applying for independent research
fellowships, and for specialist grants including those that accommodate a flexible
working pattern due to personal circumstances (e.g. L’Oreal; Dorothy Hodgkin) and
family-friendly career support (e.g. Marie Sklowdowska Curie Fellowships).
Opportunities are advertised via e-mail to all staff and PGRs, through the University’s
online Researchers Toolkit (AP6.6) and during training sessions specifically for
women (e.g. the Springboard Programme (AP3.6). Support for the application
process is provided via direct mentoring by senior academics and coordinated by the
Director of Research.
31




Training and development for ECRs is provided via a Researcher Development
Programme (AP5.8). In 2012/13, 136 PGRs (80%) and 63 (53%) Research staff
undertook ECR training. Of those, 82% and 65% of PGRs and Researchers,
respectively, were women. This is higher than the College average for the same year
where total PGR attendance was 51% (51% female) and total Researcher
attendance was 48% (56% female) (AP5.5).
ECRs are invited to attend the presentations made by applicants for academic posts,
in order to gain an insight into the process of securing open-ended academic
positions.
Annual appraisals are used as a tool for supporting career development. This process
ensures all individuals’ achievements, skills and attributes are recognised and
discussed in the context of career planning, helping ECRs to recognise their ‘fit’ for
open-ended academic positions. This particularly benefits women who may not
promote their achievements and skill sets (AP5.1).
Implemented a mentoring framework to support ECRs in their career development.
Both formal and informal mentoring systems have been put in place to help ECRs
plan their careers and in applying for and securing open ended positions. This is done
formally through supervisors and appraisals and informally through other colleagues
in the immediate research area (AP2.3; AP2.4; AP3.8).
Biosciences participates in University-wide celebration events and encourages staff to
engage. One significant event is the Exeter Impact Awards which commenced in 2011 and
runs biennially. Four nominations from Biosciences were shortlisted in 2011, two of which
were led by women. The winner of the Outstanding Impact in Public Policy and Services was
32
a group of Biosciences scientists including six females (55% of the team; Image 1). In 2013,
five nominations from Biosciences were shortlisted including three led by women. We ensure
that we promote these successes both internally and externally.
Image 1: Exeter Impact Award for Outstanding Impact in Public Policy and Services. From left to right in the image, Dr Santos
with award, Prof Talbot, Deputy Vice Chancellor to Research and Knowledge Transfer, Prof Tyler and Dr van Aerle.
4.2. Career development
For each of the areas below, explain what the key issues are in the Department, what
steps have been taken to address any imbalances, what success/impact has been
achieved so far and what additional steps may be needed.
4.2.1. Promotion and career development – comment on the appraisal and career
development process, and promotion criteria and whether these take into consideration
responsibilities for teaching, research, administration, pastoral work and outreach work; is
quality of work emphasised over quantity of work?
Promotion criteria take into consideration quality of teaching, including pastoral work,
research (including mentoring of ECRs), administration and outreach, with all aspects
considered equally important. Criteria are available to all staff through the intranet and the
process of applying for promotion is described in detail in section 4.1.2.
Guidance and discussions on promotion are included in annual appraisals, which cover the
four areas of academic work specified above and are aligned with promotion criteria. The
33
College Dean and College Manager have made a commitment to review all appraisal forms,
acting as a further mechanism for identifying candidates for promotion (AP3.8). In 2012 we
started monitoring appraisal return rates (AP5.6) (Dataset 12) and are working to increase
the percentage of those engaged (AP5.1).
In order to address the fixed-term to open-ended contract attrition point, improving the quality
of the appraisals for ECRs is of key importance and we are actively promoted this by
increasing training for appraisers and organising training workshops to improve engagement
of ECRs (AP3.8). In response to low appraisal completion rates, the HoD has promoted
appraisal training workshops (AP5.2) and Biosciences is providing administrative support to
make completion of the paperwork more efficient, as it was noted that in many cases the
meetings took place but the forms were not finalised.
For Lecturers, the PDP is embedded. This supports individuals to work towards promotion to
Senior Lecturer level by meeting a set of pre-agreed criteria, supported by ALs. It is a fair
and transparent system which has been paying dividends in recent female promotions
(Dataset 12).
For Senior Lecturers and above, promotion criteria are available online and adjusted
against comparable Departments in other universities. All staff can put themselves forward
for promotion at any time. In addition to this, ALs support staff to recognise when they
meet the criteria for promotion, and/or to develop a career plan leading to promotion when
appropriate targets are met. This system is particularly beneficial to women, who are less
likely than men to put themselves up for promotion.
Quality of teaching is recognised within appraisals and promotion criteria, and is monitored
through student feedback, nominations for the Exeter Guild of Students’ annual teaching
awards and teaching qualifications such as the University-run, HE Agency-accredited,
ASPIRE scheme (AP3.5).
Research output quality is assessed as part of the University’s annual Research Output
Monitoring process, which uses quality guidelines aligned to REF2014 criteria, focusing on
quality rather than quantity, which avoids discrimination against those working part-time or
with caring responsibilities.
4.2.2. Induction and training – describe the support provided to new staff at all levels, as
well as details of any gender equality training. To what extent are good employment
practices in the institution, such as opportunities for networking, the flexible working policy,
and professional and personal development opportunities promoted to staff from the outset?
Induction is mandatory for all new staff and existing staff moving to a new role. A
Department-level induction process takes place within the first few days of arrival (AP3.2). All
new staff are invited to an Induction talk and lunch hosted by the Vice Chancellor and Deputy
Vice Chancellor’s team (AP3.1), and this is followed by a two week process including E&D
training. Attendance is monitored to ensure completion, and feedback is sought for potential
improvements. Inductions take place within core hours to ensure accessibility to those with
caring responsibilities, and include informal networking opportunities.
34
New starters are assigned an Induction Facilitator (experienced member of staff) whose role
it is to help integrate the new starter into Biosciences. Academic members of staff are given
a formal mentor; usually their AL. ECRs induction is facilitated principally through their
academic supervisor and laboratory manager. In addition, new starters are given an
induction booklet, which covers the first two weeks of their induction and includes information
on the Protection of Dignity at Work and Study Policy, the Reporting Incidents of
Discrimination Procedure, family friendly policies and flexible working information (AP6.2).
4.2.3. Support for female students – describe the support (formal and informal) provided
for female students to enable them to make the transition to a sustainable academic career,
particularly from postgraduate to researcher, such as mentoring, seminars and pastoral
support and the right to request a female personal tutor. Comment on whether these
activities are run by female staff and how this work is formally recognised by the Department.
UGs and PGTs are mentored and supported by personal tutors. Tutors (gender and age
balanced group) are allocated personal tutees recognised in Biosciences’ workload model,
with students being free to change tutors and to request tutors of a particular gender. They
provide pastoral and career support for students and play a key role in supporting and
encouraging students towards identifying and working towards achieving their career
aspirations.
We have improved the tutorial system in the last 4 years and this has paid dividends in UG
performance and aspirations (AP2.9). Students maintain the same personal tutor throughout
the degree, to ensure consistency. In parallel, all other academics run scientific tutorials
where students rotate between academics, exposing all students to staff of different gender
and career stages. ECRs can also get involved in the scientific tutorial system, providing
them with an opportunity to develop teaching experience, and providing early career role
models for students.
The University ‘Career Zone’ provides support from dedicated careers and employment staff,
supporting employability and career progression (AP2.5). This includes the eXepert Scheme
for students and recent graduates to contact alumni for advice and support. Alongside this
the Career mentor scheme for PGs facilitates links with relevant professionals (AP2.5).
Biosciences has an employment officer (female member of the BASWG) who provides
specific support and guidance around careers and employability and coordinates with
university level activities (see section 5).
Following the success of the Springboard programme, we have been piloting the ‘Sprint’
personal development programme, which has been researched and designed specifically to
address the study and career issues of UG female students (AP3.6).
PGR students are supported primarily by their supervisors who have a formal role in
mentoring and promoting career development. Informal mentoring arrangements are in place
(see page 23 and section 4.1.4) and include mentoring by ECRs in their research area and
by laboratory managers. These mentors are gender balanced (64% of all ECRs are female),
and given the informal nature of the arrangements, students can choose the person(s) who
mentors them. The role of ECR mentors is recognised and included in appraisals (AP2.3).
35
Other mentoring options such as formal mentor arrangements outside the supervisory team
were considered and rejected based on student feedback. Supervisory meetings are
recorded and signed off via the online MyPGR tool (AP2.8), and completion of these
meetings is monitored to ensure that they are taking place and to monitor the quality of the
supervision and mentoring provided to the students.
There is strong engagement from Biosciences PGRs in training provision (see section 4.1.4).
4.3. Organisation and culture:
Provide data for the past three years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance and how they have
affected action planning.
4.3.1. Male and female representation on committees – provide a breakdown by
committee and explain any differences between male and female representation. Explain
how potential members are identified.
Table 3 sets out the composition, by gender, of the committees through which CLES and
Biosciences are governed. At the most senior level, the gender composition of the CEG
approximately reflects the proportion of male and female professors (22% female). College
and University committees are normally based on the role the person holds i.e. Associate
Dean of Education. We are therefore focussing on growing talent from early career staff to
progress to these management roles, realising this will take some time.
Within Biosciences, gender balance has been considered when membership of committees
is renewed. As a result we have worked to encourage and support female staff to take up
committee roles, with success. Biosciences now has a higher representation of female staff
on committees than other CLES Departments. Committees with responsibility for the
managerial decisions in Biosciences are the BSG (30% female), the Education Committee
(42% female) and the Research Committee (40% female). Membership of these committees
rotates periodically with new members joining each committee annually. Staff can express an
interest in being part of these committees and membership decisions take into consideration
the individual’s roles in the Department, their workload, and their expertise and career stage
to maintain the skills, responsibilities and gender balance in each committee. The numbers of
staff included in these committees has been kept relatively large (between 10 and 12
members) to ensure that a broad range of staff (including females) acquire the management
experience required to allow them to progress to senior roles within the management of
Biosciences and CLES in the future.
We have identified committees within Biosciences in which the gender balance could be
improved (e.g. the Ethics Committee) and will review membership in 2014/15 to ensure
gender balance.
The Staff/Student Liaison Committee has a 50:50 female:male membership. Female
students tend to put themselves forward for election for this, and gender balance will
continue to be an important factor for the membership of this committee.
36
Table 3: CLES and Biosciences committees and structure (as of January 2014)
Name of Committee
Purpose of Committee
% of Female Members
College Executive Group (CEG)
College level strategic planning,
resource allocation and
decision making
22%
College Education Strategy
Group (CESG)
College education strategic
planning and decision making
38%
College Research Strategy
Group
College research strategic
planning and decision making.
9%
(CRSG)
Biosciences Strategy Group
(BSG)
Discipline level strategic
planning, resource allocation
and decision making
30%
Biosciences Education
Committee
Discipline education strategic
planning and decision making
42%
Biosciences Research
committee
Discipline research strategic
planning and decision making
40%
Biosciences Athena SWAN
Working Group
Researching, discussing,
communicating and reviewing
best Charter practice
70%
Staff Student Liaison
Committee (SSLC)
Biosciences staff-student forum
for communication and
feedback
50%
Safety Committee
Discipline health and safety
strategic planning and decision
making
41%
Genetic Modification Safety
Committee
Health and safety strategic
planning and decision making
38%
Biosciences Ethics Committee
Ethical approval of research
0%
37
4.3.2. Female:male ratio of academic and research staff on fixed-term contracts and
open-ended (permanent) contracts – comment on any differences between male and
female staff representation on fixed-term contracts and say what is being done to address
them.
Dataset 15 shows that since 2010/11, the proportion of fixed-term female staff increased
from 44-58%. Over the same period, the proportion of female staff on open-ended contracts
has remained between 22-25% (Benchmark 38%). We have focused particularly on career
progression for ECRs to help them to gain full academic posts (see section 4.1.4.). We will
monitor this closely by collecting data on destination of leavers and monitoring the
applications and recruitment of our ECRs into open-ended contracts.
38
For each of the areas below, explain what the key issues are in the Department, what
steps have been taken to address any imbalances, what success/impact has been
achieved so far and what additional steps may be needed.
4.3.3. Representation on decision-making committees – comment on evidence of gender
equality in the mechanism for selecting representatives. What evidence is there that women
are encouraged to sit on a range of influential committees inside and outside the
Department? How is the issue of ‘committee overload’ addressed where there are small
numbers of female staff?
Within the Department, staff are invited to sit on committees based on their expertise,
workload and enthusiasm for the envisaged work of the committee. Some committee
membership is linked to specific roles e.g. HoD. Gender balance is a strong consideration
when forming the membership of all committees. We aim for a balanced committee
membership of experienced staff and more junior staff (particularly females) to provide them
with the experience of committees and supporting them to gain future leadership roles.
Normally individuals serve on committees for 3 years. We have achieved 30%, 42% and
40% female representation in the three committees with management responsibilities in
Biosciences: the BSG, the Education Committee and the Research Committee, respectively.
Committee membership is accounted for in the workload model in order to ensure that
members do not become overburdened as a result of their committee engagement.
Consultation of staff takes place to support important strategic decisions and this operates
through short term T&F groups. This provides opportunities for a wider range of staff
(including ECRs) to be involved in the governance of the Department. The groups include
staff selected on the basis of experience related to the focus of the group, and with the option
for individuals to self-nominate. Currently we have 2 T&F groups running in Biosciences with
50% female Chairs, and 40% and 25% female members.
At University level committee structures were revised in 2007/08 and, as a result, various
areas of business which had previously been governed by committee are now governed
through Dual Assurance. This model minimises committee time whilst providing assurance
to Council that this activity is well-managed and that decisions have been reached following
due process and appropriate consultation.
4.3.4. Workload model – describe the systems in place to ensure that workload allocations,
including pastoral and administrative responsibilities (including the responsibility for work on
women and science) are taken into account at appraisal and in promotion criteria. Comment
on the rotation of responsibilities e.g. responsibilities with a heavy workload and those that
are seen as good for an individual’s career.
In 2012/3, the University adopted a workload-modeling package (SWARM; Simple Workload
Allocation and Resource Management). The 1650 hours per year are distributed to members
of staff, and are allocated to research, teaching, supervision, outreach, mentoring, pastoral
tutoring and administration roles. These are adjusted pro rata for staff working part-time. New
Lecturers are allocated sufficient hours during their first five years in post to settle
themselves and their research into new intellectual, administrative and home-life contexts,
and to complete the Postgraduate Certificate in Academic Practice teaching qualification.
39
More senior new staff are given reduced teaching and administrative commitments for their
first year in post. Colleagues with significant administrative responsibilities, e.g. as HoD, are
allocated reduced hours in the year after they step down. Workload is managed at the
Department level and annually reviewed by the CEG to ensure that work is distributed fairly
and is gender balanced.
4.3.5. Timing of Departmental meetings and social gatherings – provide evidence of
consideration for those with family responsibilities, for example what the Department
considers to be core hours and whether there is a more flexible system in place.
A core hours policy (9:30am to 3pm), based on feedback from all staff, was established in
2012 to ensure all staff, including part-time staff are able to participate in all key meetings
(AP6.1). Meetings can take place outside of core hours but only when all required attendees
are available to attend. This is referenced in the induction checklist to ensure that all new
starters are aware of this arrangement.
We operate flexible hours policies for all staff, with limitations in some cases due to the
specific role of individuals (for example if they are involved in scheduled teaching). Those
members of staff can request an adjustment in their teaching hours, with applications being
reviewed and approved by the Dean of CLES.
Staff agreed that research away days, residential and one-off events can sometimes take
place outside of core hours if enough advance notice is given for those with caring
responsibilities to make arrangements.
There are a variety of social events and activities which are inclusive and family friendly,
including sports events, international lunches, celebrations of PhD vivas and summer and
Christmas social events. We host a barbecue every year in October as a welcome event for
new researchers (staff and students). Generally all events take place during core hours and it
is common for children and other family members to accompany staff at these. In addition,
there are University wide events which we promote within the Department. These often
include events which family members can attend e.g. the Staff Festival (the first held in
August 2014).
4.3.6. Culture – demonstrate how the Department is female-friendly and inclusive. ‘Culture’
refers to the language, behaviours and other informal interactions that characterise the
atmosphere of the Department, and includes all staff and students.
Biosciences strives to be an inclusive Department where both males and females and people
from a wide range of nationalities interact and actively participate, contributing to the success
of our teaching and research activities.
Staff make use of flexible working hours to achieve a good work/life balance, e.g. collecting
children from school, attending school events during the working day and working from
home, and nursery provision is available on campus for staff and students (AP1.9; AP7.7).
BASWG’s close work with the CLES and University ASWGs has enabled us to contribute to
wider Charter initiatives and celebrations of success (AP9.1; AP9.2). Recent examples
40
include the participation in the University’s celebrations of International Women’s Day during
March 2014. This acted as a springboard for Charter events across the year and included
seminars from academics and students researching gender, the establishment of a
Professorial Women’s Network, and online profiles of 31 inspiring women taken from our
student, staff and alumni body including Dr Sarah Gurr and Dr Fiona Mathews from
Biosciences. This latter initiative gained 18,000 views via our webpages. We are currently
planning the programme for next year’s International Women’s Day.
The Geoffrey Pope and Hatherly Buildings’ coffee rooms provide a space for informal
socialising and networking in Biosciences, and are particularly well used by ECRs. Despite
significant pressure to use the coffee room to alleviate the shortage of offices and meeting
rooms, this was retained as a social space, following leadership from the BASWG. The
coffee room is the venue for Biosciences Monday morning staff meetings because its
informal setting facilitates discussion, and encourages female staff to more actively
participate.
4.3.7. Outreach activities – comment on the level of participation by female and male staff
in outreach activities with schools and colleges and other centres. Describe who the
41
programmes are aimed at, and how this activity is formally recognised as part of the
workload model and in appraisal and promotion processes.
Biosciences have a large and successful range of outreach activities. As part of our selfassessment process we have reflected on activities where we promote inspirational female
role models and organise events to encourage women into science.
Biosciences’ Outreach Officer (female Senior Lecturer) is allocated 330 hours to coordinate
outreach work (AP8.1). All academics are allocated time within their workload under ‘Support
and Scholarship’ to engage in outreach activities such as open days and recruitment events
and work with local schools.
We participate in a number of local, regional and national events in order to inspire young
people to study Biology. These include, “Britain needs Bioscientists”, a conference where
year 12/13 students attend inspirational lectures by researchers and meet employers, and
events as part of National Science and Engineering week. More locally, workshops are run
for year 4-12/13 school students from the local community.
Although the majority of academics in Biosciences are men (59%), we aim to have a fair
representation of women at outreach events. For instance at the recent ‘Big Bang Fair’,
which showcases science from the University and local industry to school children from the
region, the Biosciences stall had an even gender balance, with 4 of the 8 academic staff
being women. We will continue to monitor female representation throughout our outreach
activities (AP8.3).
Dr Ceri Lewis is particularly notable for her public and educational outreach work. She has
worked together with the educational charity Digital Explorer to translate her research
findings into resources for teaching at UK and international schools in particular through the
multi-media resources ‘Frozen Oceans’. Since the ‘Frozen Oceans’ resources were launched
online in September 2011 they have provided over 6,447 resources, which have been
distributed and used in 2,197 schools or related organisations, representing 30% of all UK
secondary schools and reaching over 100,000 young people. As a result of this work, Dr
Lewis has been nominated by the College and shortlisted for the 2014 national Women In
Science and Engineering Hero Award.
Outreach activities are a part of our workload model and recognised in appraisals and
promotion criteria.
4.4. Flexibility and managing career breaks - Provide data for the past three years
(where possible with clearly labelled graphical illustrations) on the following with
commentary on their significance and how they have affected action planning.
4.4.1. Maternity return rate – comment on whether maternity return rate in the Department
has improved or deteriorated and any plans for further improvement. If the Department is
unable to provide a maternity return rate, please explain why.
Since 2008/2009 all females who have taken maternity leave have returned to work. Female
staff have their workload adjusted on return from maternity leave with a lighter teaching load
42
allocated to ensure research momentum can be built up and maintained. Teaching
adjustments are routinely approved, allowing staff to fit teaching times around their caring
responsibilities.
Prior to leave, individual meetings take place with HR Services staff and with the Dean (if
requested) to discuss any aspect of their leave (AP7.2). In addition, support from line
managers combined with a policy of promoting flexible/part-time work, play a role in
encouraging and supporting return from leave. Keep In Touch (KIT) days are positively
utilised.
4.4.2. Paternity, adoption and parental leave uptake – comment on the uptake of paternity
leave by grade and parental and adoption leave by gender and grade. Has this improved or
deteriorated and what plans are there to improve further.
Following academic consultation in 2013, the University announced changes to its paternity
policy to include two weeks fully paid paternity leave (AP7.11). Biosciences culture is one of
pro-actively accommodating the needs of staff returning from leave through support and
discussion with line managers.
In January 2014 a University ‘Parents and Carers Network’ (AP7.12) was launched with a
buddy-up system whereby staff and PhD students who have caring responsibilities can meet
up and discuss issues that arise from being a carer. There are a range of online resources
and forums which provide support and information. The University is currently reviewing its
nursery provision and expect the results of the September 2014 Childcare Survey in
November 2014, which will be used to inform on measures to improve and expand the
existing provision.
From 2008/09 to 2013/14, low numbers of male and female staff members took
paternity/parental/adoption leave (Dataset 16b). We were surprised at the overall low number
leavers and in order to explore why this is the case we have conducted a survey for all
Biosciences staff in 2014. Eighty members of staff have responded and the data indicated
43
that the majority of them were happy with the provision, support and information available. A
large proportion of staff (>50%) stated that they perceive that having children will negatively
impact on their career progression. This was supported by those who have children, who
responded that this had been detrimental to their careers. These findings raise significant
concerns, which may be preventing women from pursuing careers in research and instead
choosing to change career as they reach the key transition from researcher to group leader
(typically this transition occurs for staff aged 30-40). We have formed a subgroup to address
this issue (comprised of a male senior lecturer, a female part-time ECR and a female parttime PhD student; all three with young families) who have the task of further interpreting the
data from the survey, suggesting appropriate actions to change the culture of the
Department, and leading their implementation when appropriate, with support from the
BASWG (AP1.6).
4.4.3. Numbers of applications and success rates for flexible working by gender and
grade – comment on any disparities. Where the number of women in the Department is
small applicants may wish to comment on specific examples.
To ensure trust and transparency concerning the University’s commitment to national
Parents’ and Carers’ legislation, the University’s website outlines the rights and
responsibilities of staff and managers for requesting a formal change in working patterns.
Requests for teaching adjustments are normally granted for staff with teaching
responsibilities, and requests for flexible working patterns can be made by all staff. There
was a drop in teaching adjustment applications from 2013/14 to 2014/15, (100% approved)
reflecting that we have put in place policies which meet staff needs.
For each of the areas below, explain what the key issues are in the Department, what
steps have been taken to address any imbalances, what success/impact has been
achieved so far and what additional steps may be needed.
4.4.4. Flexible working – comment on the numbers of staff working flexibly and their grades
and gender, whether there is a formal or informal system, the support and training provided
44
for managers in promoting and managing flexible working arrangements, and how the
Department raises awareness of the options available.
Informal flexible working, e.g. working from home or working hours that suit, is common and
staff feedback on this arrangement was very positive. This is confirmed by the Academic
Research Staff Survey in which 87% of UoE respondents said they made use of flexible
working. Managers receive guidance to manage staff working flexible working patterns
effectively.
The University’s ‘Working Here’ webpages promote flexible working arrangements to
potential applicants (AP7.1) and these have been updated to reflect the legislative changes
for all employees (June 2014). Job adverts invite applications from those seeking part-time
posts. New staff are made aware of flexible working policies during induction, and the
support available is promoted widely, including via the College Intranet and email.
4.4.5. Cover for maternity and adoption leave and support on return – explain what the
Department does, beyond the university maternity policy package, to support female staff
before they go on maternity leave, arrangements for covering work during absence, and to
help them achieve a suitable work-life balance on their return.
We have developed new guidelines to support staff taking parental, maternity, paternity,
adoption and/or maternity support and carer leave (AP7.13) to ensure a fair and formal
process for all. These include routes for covering those on leave and a framework for
discussing leave prior to, during and on return to work. Decisions on leave are made by the
Dean and College Manager in discussion with the HoD. Additional policies include
scheduling teaching-free time for those returning from leave.
Word count: 4819/5000
45
5. Any other comments - comment here on any other elements which are relevant to the
application, e.g. other STEMM-specific initiatives of special interest that have not been
covered in the previous sections. Include any other relevant data (e.g. results from staff
surveys), provide a commentary on it and indicate how it is planned to address any gender
disparities identified.
Feedback from members of BASWG, CLES ASWG, UASWG, and focus groups indicated
that the media presence of researchers was likely biased towards predominantly male senior
academics. Data collection from the central Marketing team on media stories (web and
traditional press) was initiated to explore this, confirming that media presence was indeed
dominated by senior male members of staff. We have addressed this by ensuring that we
now promote academics equally in news stories rather than the more senior person
(historically male) being featured first. Since then, Biosciences has published 93 media
articles, 33% featuring females, including students. Biosciences’ marketing team is actively
involved in our Charter work and the tone and positioning of people within articles has
changed and quotes are increasingly gender balanced, prominently featuring ECRs and
students to celebrate their achievements.
Within Biosciences we have focussed on ensuring that we promote the successes of female
staff and students, who become positive role models at all career stages. Examples of recent
successes include:



A female PhD student has been nominated by the Department for the Zoological
Society Thomas Henry Huxley Award and Marsh Prize, and a female Undergraduate
has been nominated for best Undergraduate Research Project in 2014.
Dr Olivia Champion (image 3) was nominated by Biosciences for a Devon Venus
Award under the High Achiever of the Year category (2013) in recognition of her
success in balancing a successful career as a scientist alongside the responsibilities
of motherhood (at that time she had two children and was expecting her third child).
Dr Champion won this award which was publicised by Biosciences and the local
media.
CLES nominated three academics from Biosciences for a Women in Science and
Engineering Award in August 2014 (Professor Littlechild, Dr Burton and Dr Lewis) in
recognition of their outstanding careers in science, inspirational and supportive roles
encouraging other women to pursue a career in STEMM.
46

Dr Burton is the Employability Lead within Biosciences: a vital role in the Department
for encouraging our UG students to pursue further study and careers in science.
Under her guidance, Biosciences’ graduate employment levels have risen 9% in the
last year. Dr Burton has run gender balanced ‘Question Time’ style employability
panel debates since 2011 featuring key female alumni with careers in science (see
section 3.2.3.), arranging specific employability events for both UG and PG students
to ensure a supportive atmosphere was fostered, suitable to the stage of their career.
Every year the University and the Guild of Students receive positive feedback from
female students Dr Burton has worked with communicating how important the events
and work she has done with them on employability has been for their careers. She
has been shortlisted in three consecutive years for the Guild Employability Award
(voted by students), and received this award in 2014.
Word count: 463/500
47
College of Life and Environmental Sciences, Biosciences - Athena SWAN Action Plan 2014 – 2017
Introduction
This action plan forms part of the Biosciences Athena SWAN Departmental Bronze Award. This document is the road map that Biosciences
will use to track, monitor and review the progress and impact of agreed measures. The action plan will be updated three times per year for
discussion at the BASWG. Additionally the overall plan will be submitted to the College’s Senior Management Team annually and reporting
through the UASWG to the Equality and Diversity Dual Assurance Committee and ultimately to the Vice Chancellor’s Executive Group.
Consultation
There have been a number of methods of staff and student consultation, including recurrent and single events. These include focus groups,
web feedback forms and staff/student surveys. Those actions marked ** resulted directly from consultation arising from BASWG work since
2012.
Objectives
As part of the self-assessment process nine broad objectives were identified. The action plan is constructed around these nine objectives.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Gathering and Assessing data
Supporting undergraduate and postgraduate students
Providing Support around Key Career Transition Points
Ensuring Fairness, Transparency and Competence in relation to Staff Appointments
Supporting Career Development Opportunities for Staff
Ensuring a Fair and Open Departmental Organisation and Culture
Providing Quality Maternity/Adoption/Paternity/Carer and Flexible Working Opportunities
Ensuring a Gender Balance in Outreach Activities
Providing Good Communication Channels and Opportunities to Share and Adopt Best Practice
48
Ref
Action
1
Responsibility
Success Measure
(monitoring mechanisms and indexes of
success)
Gathering and Assessing Data
1.1
Monitoring of data and reflection on the impact of
interventions. Onward reporting to CEG and
BASWG on findings.
BASWG, HoD, Athena
SWAN Project Officer
1.2
Interpret, monitor and report the progress of the
Action Plan with recommendations for future
change and improvement.
Chair of BASWG, College
manager
1.3
**
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
Run focus groups and surveys with staff and
students in response to the analysis of the data to
further explore key issues where relevant.
Chair of BASWG;
BASWG sub groups;
ECR(N) Coordinator
(when ECR Focused)
Initial data
gathering
completed in
September
2012
January 2013
First focus
group took
place in
August 2012
49
Updated
annually
from
February 13
Clear data on all elements of the pipeline
to ensure progress is being made, reflect
on impact of measures.
March 2014,
November
2014, then
Twice per
year
(BASWG)
with an
annual
report to
College SMT
Twice per
year from
2013/14 to
2016/17
Recording of progress made against
actions summarised and disseminated to
staff and students.
Review and update action plan every 6
months to improve and/or modify
measures.
Resources allocated to the Action Plan are
included in the business plan.
High proportion of engagement of staff
and students with focus groups and
surveys.
Collated information from focus groups
and surveys used to inform action plan.
Ref
Action
Responsibility
1.4
**
Review the data from the two Athena SWAN
surveys, interpret data and identify relevant
recommendations for Biosciences.
Thekla Morgenroth,
Psychology PhD
Student; BASWG Chair
1.5
Equal Pay Audits.
HR Services
1.6
**
Survey staff on maternity, paternity, adoption and
parental leave provision.
BASWG Chair
BASWG sub-group
1.7
University wide survey of research fellows to
assess how effectively the University is
implementing the Code of Good Practice for the
Employment of Career Researchers.
200 hours allocated in the SWARM workload
model for Charter duties
Assistant Director
(Learning and
Development)
May 2013
May 2015,
May 2017
College Dean, HoD
November
2012
Time given in the workload model to
progress Charter work, and to gather and
analyse data within the Department.
1.9
**
Data collection and analysis from the timetabling
office on changes to work patterns for staff with
parent and carer responsibilities.
Dean’s Office
March, 2014
Annual
allocation:
November
2014-17
Annually:
March 201417
1.10
Employee Engagement Survey.
HR Services
Survey
launched
September
2012
Every second
year
Data collection of staff engagement and
satisfaction. Document improvement in
staff work-life balance.
1.8
**
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
March 2012
Survey to be
rerun
December
2014 –
January 2015
Launched
Annually
March 2006,
every March
Reviewed
2014-2017
2012
September
September
2014
2016
50
Success Measure
(monitoring mechanisms and indexes of
success)
Positive change documented through the
survey results in female student
confidence, sense of fit with science
careers and ambition.
Equal pay audit information used by
College Management and Remuneration
Committee to reduce gender gap in pay.
Following analysis data will inform future
actions to further improve support for
family-friendly leave.
Provision of findings for consideration by
the BASWG to identify future actions.
Increase update of flexible working for
carers.
Ref
Action
Responsibility
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
Success Measure
(monitoring mechanisms and indexes of
success)
Supporting Undergraduate and Postgraduate Students
2
2.1
Update the Undergraduate and Postgraduate
online prospectus to reflect our commitment to
the Charter, in line with Charter University level
Bronze Award principles.
College and Central
Marketing Teams
January 2013
Annually:
January
2014-17
Monitor applications and recruitment to
UG, PGR and PGT courses by gender.
Increase proportion of females and part
time students.
2.2
Task and Finish Group to review the recruitment
and marketing of PhD vacancies for any
unintentional bias.
University Task and
Finish Group with
BASWG representative
May 2014
November
2014
Revisions to current processes to exclude
any gender bias.
2.3
**
Implement mentoring framework for Postgraduate
students and ECRs.
Biosciences Strategy
Group; Academic Leads;
appraisers; supervisors
September
2011
Named mentor for postgraduate students
and ECRs. Mentors recognised in their own
appraisals.
2.4
Create and implement specific training for PhD
mentors.
CLES ASWG; HoD
March 2013
Reviewed
September
2012 and
September
2014
Training
courses run
every two
months.
2.5
Career Mentor Scheme providing opportunities to
students to work on a one-to-one basis with a
professional within their chosen future profession.
Respond and action student feedback gained from
the online ‘Module And Course Evaluation’ (MACE)
anonymous feedback form and from the Staff
Student Liaison Committee.
Career Zone;
Biosciences
Employability Officer
Education Strategy
Group; BASWG
May 2013
Embedded
May 2014
Annually:
May 2015 –
2017
Monitor the uptake from the Department
and positive impact on female student
career progression in academia.
Issues relating to gender are referred to
the BASWG for action and monitoring to
increase female student satisfaction.
2.6
51
Ensure that mentors have access to
subject-specific training to enhance their
skills.
Ref
Action
Responsibility
2.7
**
All Staff to have successfully completed online E&D
Training (including unintentional bias element).
HoD
2.8
Implement MyPGR system within the Department.
Director of PGR;
Postgraduate student
office
2.9
Improve tutorial system to be more supportive of
UG students and focused on career development.
Personal Tutors
October 2010
Embedded
2.10
Promote PGR successes within Biosciences.
Director of PGR; HoD;
CLES marketing team
October 2012
Embedded
2.11
Achieve an even gender balance in UG and PG
student ambassadors and staff at open days (PG +
UG).
Director of Education;
Education Strategy
Group
August 2012
Embedded
2.12
**
Showcasing gender balanced role models through
the range of career and study pathways to
distribute at Open-Days via a booklet with staff
profiles.
All courses to be advertised with part-time as an
option where possible, and actively promoted at
open days.
Education Strategy
Group
October 2012
Embedded
Increased intake of female students at UG,
PGR and PGT levels.
Director of Education
Webpages:
Oct 2014
Printed/online
prospectus:
Jan/Feb 2015
Review
October
2015
Increase awareness of options for study for
UG, PGR and PGT courses
2.13
**
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
March 2014
Monitored
via termly
training
reports
August 2012
Embedded
52
Success Measure
(monitoring mechanisms and indexes of
success)
Increased % of staff completing training.
Target to 75% completion rate by end of
2015 and 100% completion rate by 2017.
Enhanced monitoring and tracking of the
supervision and support for PGR students.
Improved quality of supervision and
completion rate for PhD students.
Enhanced tutorial provision.
Increased proportion of UG graduating
st
with 2.1 and 1 degrees and obtaining
graduate level employment or further
study positions following graduation.
Increased number of published female
successes via Twitter, annual reports, the
department’s ‘Press gang’, posters and
informal communications via e-mail.
Gender balanced staff and student
representatives at open days to promote
an inclusive culture
Ref
Action
Responsibility
2.14
Undergraduate Student Conference.
Module Coordinator
2.15
**
Gender balanced internal and external research
seminars.
Seminar Series
organiser;
BASWG
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
May 2012
Annually:
May from
2015-2018
June 2012
Annually:
June 2014 –
2017;
2.16
**
Promotion of Biosciences at Exeter to female
International students.
Director of Education
October 2015
2.17
**
Create online profiles showcasing students who
have successfully completed part-time courses
while having caring responsibilities.
Director of Education
October 2014
Reviewed
November
2014
Annually:
2015-2018
Annually:
2014 - 2017
Success Measure
(monitoring mechanisms and indexes of
success)
Increased female engagement and
progression to PGT and PGR courses or
science careers.
Increased visibility of female research role
models.
Increased number of applicants from
female students progressing from INTO
Foundation courses.
Increased proportion of female students at
all levels
Providing Support at Key Career Transition Points
3
3.1
University induction talk and lunch hosting by the
Vice Chancellor and Deputy Vice Chancellor team.
HR Services
3.2
All new staff to be informed of the induction
process at the time of their appointment.
HR Services
3.3
Publish promotion criteria for each job family;
HR Services in
New staff
lunches held
termly (since
2003),
Reviewed July
2013
September
2009,
reviewed in
September
2012
October 2006,
53
Embedded
High engagement with all new Biosciences
staff and awareness of range of support
mechanisms.
Embedded
Monitor the induction evaluation feedback
and report any gender specific issues to
the BASWG for actioning.
Embedded
Increase the number of female staff
Ref
Action
Responsibility
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
reviewed in
June 2012,
and May 2013
January 2015
Annually
Success Measure
(monitoring mechanisms and indexes of
success)
(Education and Research; Education and
Scholarship; Research).
consultation with
College(s)
3.4
**
Annual promotions and career development
workshops.
College HRBP
3.5
Information sessions on the options for supported
teaching qualifications to promote (Learning and
teaching) qualifications.
Provision of Women Only training (Springboard,
Aurora and Sprint).
Educational
Enhancement Unit
April 2013
Embedded
HR Services; Researcher
Development Team
Commenced
2010
Review
annually
Exit questionnaires implemented and promoted to
every leaver.
College HRBP; HR
Services
Embedded
3.8
**
Ensure that Academic Leads and Appraisers are
knowledgeable in the promotion criteria for the
three career paths to advise staff at appraisals.
Academic Leads;
Appraisers
Reviewed
questionnaire
and procedure
were
implemented
in January
2014.
January 2013
Increased number of staff with Higher
Education Academy Fellowship status to
enhance career prospects.
Increase the number of Biosciences
students and staff attending these
programmes.
Increased uptake of exit questionnaire.
Analysis of data for gender related issues
impacting on retention of female talent.
3.7
Embedded
Increase the number of female career
plans and applications for promotion.
Increased promotion rates of female staff.
3.9
**
Establish and promote Early Career Network
(ECR(N)).
BASWG; ECR
coordinator
September
2012
Reviewed
annually
Have an active peer support network.
Analyse feedback from ECRs and
3.6
54
applying for and gaining promotion.
Increase the number of female staff
applying for and gaining promotion and
developing clear career plans.
Ref
3.10
3.11
Action
Responsibility
Annual Postgraduate Research Showcase to
provide students an opportunity to promote their
research.
Promote University ‘Professorial Women’s
Network’.
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
Director of PGR
April 2013
Each April
(2014-2017)
HR Services
March 2014
Embedded
Success Measure
(monitoring mechanisms and indexes of
success)
implement actions addressing any
problems raised.
Network and showcase opportunity to
build student confidence.
Increased number of female staff applying
for and gaining promotion
Ensuring Fair, Transparent and Competent Staff Appointment Procedures
4
4.1
**
Job adverts include reference to Charter activities
and information on staff benefits, parent and carer
information, and flexible working.
HR Services
January
2013
Embedded
4.2
Ensuring that the criteria for selecting applicants
for vacant posts is consistent, fair and adheres to
Equality Policies.
Ensuring that all those participating in recruitment
panels have received E&D and R&S training.
HR Services; recruiting
academic line managers
June 2011
Embedded
Recruiting Managers;
HoD
April 2013
Annually
April 20132017
Ensure no unintentional bias in
appointments.
4.4
Arrange feedback sessions for unsuccessful
internal interviewees following job applications.
Chair of interview
panels
April 2012
Support for unsuccessful applicants to
strengthen future applications.
4.5
Gender inclusion on all interview panels.
Recruiting manager
January 2013
Annually
April 20132017
Review
January
2014- 2017
4.3
55
Encourage female applicants at all career
stages.
Monitoring of e-applicants for increases in
female applications and address any areas
where this is not happening.
Monitor proportion of female
appointments compared to applications.
Visible gender inclusive culture. 100%
gender mixed panels by 2015.
Ref
Action
Responsibility
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
Supporting Career Development Opportunities for Staff (please also see section 3)
5
5.1
Formal annual appraisal for all staff.
College Dean; HoD; BSG
April 2002
Reviewed in
2004, 2010
and 2012
5.2
100% of appraisers to have received training prior
to carrying out an appraisal.
Researcher survey for the HR Excellence in
Research Award.
Providing financial support for staffs career
development.
Dean’s Executive Group
April 2014
HR Services; Vice Dean
of Research
HoD
May 2013
January
2015
Bi-annually
5.5
Ensure that staff and students are aware of the
training available to them.
April 2012
5.6
Monitoring of completed appraisal forms by the
College Dean.
College Management
Team; HoD; Academic
Leads
College Dean
Investigate views of staff (ECRs) on format of
ECR(N).
ECR Co-ordinator;
BASWG
December
2012
Ensure that female career progression examples
are provided at the Biosciences Careers Events
Promote Researcher Development Programme.
Employability officer
April 2012
Annually
April 20142017.
Review
format of
network
annually
(2014-2017)
Embedded
HoD; BASWG; ECR
network co-ordinator
April 2013
Embedded
5.3
5.4
5.7
April 2013
April 2013
**
5.8
5.9
Success Measure
(monitoring mechanisms and indexes of
success)
56
April 201417
Embedded
Increase in uptake of annual appraisals to
100% by 2017 (from 66%, 2012/13) to
ensure all staff have measured feedback
on their performance and recognition of
success.
Increase the quality of appraisals and
ensure consistent support in place.
Assess career support needs and allocated
strategy resources to meet these.
Staff receive the support they need.
Continue to have staff and students
engaged in training.
Identify any common themes for actioning.
Increase numbers of applications for
promotion from female staff.
Continued engagement of female staff and
students with events.
Positive role models for others in earlier
stages of careers to aspire to
Ensure continued participation from
female ECRS and PhD students.
Ref
Action
Responsibility
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
Success Measure
(monitoring mechanisms and indexes of
success)
Ensuring a Fair and Open Organisation and Culture
6
6.1
**
Adopt a core hours policy for meetings.
College Dean; College
Manager; BSG
November
2012
Embedded
6.2
Publicise the Protection of Dignity at Work and
Study Policy and the Reporting Incidents of
Discrimination Procedure.
April 2013
Embedded
6.3
**
Ensure that Charter updates are communicated to
all staff and there are ongoing opportunities for all
staff to contribute feedback and ideas.
Report to and from the CLES ASWG and UASWG on
actions undertaken by BASWG.
College HRBP;
Assistant College
Manager (External
Relations,
Internationalisation,
Communication and
Alumni)
BASWG; HoD; BASWG
Chair
September
2012
Embedded
Continued engagement with Charter
principles
BASWG Chair; HoD
August 2012
Sharing of best practice between
Departments to learn from others.
6.4
6.5
**
Maintain Biosciences’ Charter webpages with
relevant upcoming events and information.
CLES Web Marketing
Officer; BASWG Chair
Sept 2013
Monthly
reports to
College and
University
ASWG
Embedded
6.6
Promote the use of the RKT Researcher Toolkit.
Research and
Knowledge Transfer
December 2012
Embedded
6.7
**
Representative gender balance is promoted within
the Biosciences Annual Report.
BSG; HoD
December 2012
Annually
57
Staff with parent and caring
responsibilities are engaged and attend
meetings. Positive impact on work-life
balance recorded through Employee
Engagement Survey.
Staff and students have a clear and
transparent route to report any concerns
which will be acted upon.
Promote events and the Charter principles
and role models to maintain staff and
student engagement.
Increase in number of female applicants
for internal and external funding
opportunities, and in particular for ECRs.
Communicate our successes and clearly
indicate our aspirations for future change.
Ref
Action
Responsibility
6.8
**
Informal and formal staff and PGR networking
opportunities provided to facilitate two way
communications.
HoD; BASWG
7
7.1
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
December 2012 Embedded
Success Measure
(monitoring mechanisms and indexes of
success)
Engagement of female staff with activities
in the Department through social events
and informal meetings.
Providing Quality Maternity/Adoption/Paternity/Carer and Flexible Working Opportunities
Increase awareness of University maternity,
paternity, adoption and parental leave policies.
Confidential maternity/adoption meetings to
explain maternity/adoption leave policies, discuss
support prior to and on return from leave and use
of Keeping in Touch Days.
HR Services
August 2012
Embedded
Increased provision for staff particularly
ECRs.
College HRBP; College
Dean
February 2002
Embedded
7.3
Confidential Occupational Health Support.
Occupational Health
Team
February 2012
7.4
Review of car parking. Designated car share spaces
have been implemented across the Campus.
Campus Services
November
2012
Review
scheduled
July 2013
Embedded
7.5
Salary sacrifice scheme for child care vouchers
enabling parents/careers to save tax and NI
contributions. Promoted to staff when they
enquire about maternity/paternity leave.
Online maternity leave and pay calculator. Staff
who are pregnant or planning pregnancy can
calculate their leave and associated pay.
Review Nursery Provision.
HR Services
September
2005
Provision
reviewed in
2012
Level of support, satisfaction and
confidence for staff that had
maternity/adoption leave monitored
through the Biosciences
maternity/paternity/carer survey.
Ensure there is early support for any
required adjustments to workload for
pregnant staff.
Monitor feedback from staff.
Support staff with childcare responsibilities
to access parking.
Monitor uptake and overall satisfaction via
the Biosciences maternity/paternity/carer
survey to ensure scheme is meeting needs.
HR Services
April 2009
Embedded
Campus Services
August 2013
Sports Camps for children (4-14) during school
holidays.
University of Exeter
Sport
September
2008
December
2014
Annually
7.2
7.6
7.7
7.8
58
Easily accessible support for staff when
planning pregnancies or during early
pregnancy in a confidential manner.
Enhanced and increased nursery provision
for staff and students.
Support for staff and students with
parental responsibilities during holiday
times.
Ref
Action
Responsibility
7.9
Review of adoption and maternity pay.
HR Services; University
ASWG
7.10
Provide appropriate cover for female academic
staff on maternity and/or adoption leave.
HoD; Dean of College;
College Manager
7.11
Establishment of new 2 week period of paternity
leave on full funding.
New Parents and Carer network established.
This is a voluntary buddy-up system whereby staff
and students who share similar caring
responsibilities can meet up for informal
mentoring and support.
New Parent and Carer Guidelines implemented
within Biosciences
HR Director
7.12
7.13
**
8
8.1
**
8.2
Assistant Director (HR)
HRBP; College Manager;
College Dean; BASWG
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
September
Completed
2013
January
2014
November
Embedded
2012
December
2013
February 2014
January
2014
Review
September
2014
January 2015
Review after
pilot ends in
January
2016
Success Measure
(monitoring mechanisms and indexes of
success)
Enhanced provision implemented.
Positively impacting on ECRs as qualifying
period reduced to 12 weeks.
Assess satisfaction with leave and return to
work both as measured in the Biosciences
maternity/paternity/carer survey.
Uptake and satisfaction monitored.
Uptake by female staff and students.
Improved confidence and time and career
management skills.
Published guidelines for managers to
support those taking leave, with defined
support mechanisms.
Ensuring Gender Balance in Outreach Activities
Allocate workload time to outreach activities and
Invest in additional administrative support for
Outreach activities.
Alumni engagement.
8.3
**
Gender balance in providers of outreach activities.
8.4
**
Ensure that there is a positive female presence at
Bioscience Open Days.
BSG; HoD
2013
Complete
Development and
Alumni Team
Outreach coordinator;
BSG
September
2013
October 2012
Embedded
Biosciences teaching
committee
October 2012
June-Sept,
2014-2017
59
Embedded
Expand the engagement of females and
recruitment of female students into UG
and PG courses.
Alternative role models for staff and
students.
Inspire the next generation of female
scientists which will be assessed from our
admissions data.
Promote female role models to
prospective female students. Increase the
proportion of female students at both UG
and PG levels.
Ref
Action
Responsibility
8.5
**
8.6
**
Develop promotion materials and resources to
encourage female PGT applications.
Ensure female achievements are recognised in
nominations for national, international and
University awards.
Professor Sarah Gurr
8.7
**
Participate in University events such as Big Bang
South West and International Women’s Day.
9
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
Sept 2014
Sept 2015
Success Measure
(monitoring mechanisms and indexes of
success)
Director of Education;
Director of Research;
HoD; BASWG
Sept 2014
Embedded
Increase in female nominations for
national, international and University
awards.
BASWG; Outreach
Coordinator
March 2012
Annually:
March-May
and when
events occur
Promote careers in science to others.
Increase female intake on PGT course.
Providing Good Communication Channels and Opportunities to Share and Adopt Best Practice
9.1
Share and learn from best practice on the Charter
related work across the University.
BASWG Chair, HoD
August 2012
9.2
Support other UoE Departments in preparing their
submissions.
BASWG Chair, CLES
ASWG members,
April 2013
9.3
Gender balance of visiting speakers and female
Role Models.
March 2013
Embedded
9.4
Female Role Models from the Department at
College level.
Research and
Knowledge Transfer and
Vice Dean of Research
Assistant College
Manager, (External
September
2012
Embedded
60
Monthly
reports to
College and
University
ASWG
Monthly
2014-2017
Exchange of best practice across
Departments and Colleges.
Share application and action plan at
submission point.
Share outcome and feedback when
received.
Integrate the generic themes into the
University’s Equality and Diversity plans.
Provide feedback on applications from
other departments.
Promoting a wide range of female role
models.
Highlight the work of female academic
staff to reflect the wealth of female role
Ref
Action
9.5
**
Promote the membership of the BASWG to widen
engagement routes with staff and students.
9.6
Athena SWAN events.
Responsibility
Relations,
Internationalisation,
Communication and
Alumni)
BASWG Chair
Marketing Teams,
Assistant Director HR,
College Alumni, Athena
SWAN Project Officer,
Timescale and progress
Date (to be)
Recurrent
implemented
date
(if required)
Success Measure
(monitoring mechanisms and indexes of
success)
models.
September
2012
th
30 January
2013
61
Biannually:
July and
January 20142017
December
2014, then
annually to
2018
Promote engagement with the BASWG of a
wide range of staff and students.
Communicate the Charter principles,
network and gain feedback from staff and
students