Athena SWAN Silver department award application Name of university: University of Exeter Department: College of Life & Environmental Sciences (Cornwall) Date of application: November 2014 Date of university Bronze and/or Silver Athena SWAN award: Bronze University Award in November 2011 Contact for application: Dr Gail Reeves/Prof Stuart Bearhop Email: g.reeves@exeter.ac.uk; s.bearhop@exeter.ac.uk Telephone: 01326 255822/01326 371835 Departmental website address: http://lifesciences.exeter.ac.uk/athenaswan/cornwall/ Athena SWAN Silver 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. Sections to be included At the end of each section state the number of words used. Click here for additional guidance on completing the template.
1 Table 1: List of acronyms and abbreviations used in the document ü Bold text indicates areas of impact since our Bronze award. Word counts include boxes but exclude tables, figures, datasets and headings. ü Action point reference, e.g. ‘(AP1.1)’ refers to action point 1.1 on the action plan. 2 1. Letter of endorsement from the head of department: maximum 500 words An accompanying letter of endorsement from the head of department should explain how the SWAN action plan and activities in the department contribute to the overall department strategy and academic mission. The letter is an opportunity for the head of department to confirm their support for the application and to endorse and commend any women and STEMM activities that have made a significant contribution to the achievement of the departmental mission. 3 COLLEGE OF LIFE & ENVIRONMENTAL SCIENCES University of Exeter Cornwall Campus Penryn TR10 9FE Ms Sarah Dickinson Athena SWAN Manager Equality Challenge Unit 7th Floor, Queens House 55/56 Lincoln’s Inn Fields London WC2A 3LJ Dear Ms. Dickinson, I am delighted to be a member of the self-­‐assessment team for the College of Life and Environmental Sciences (Cornwall) Silver application. I became Head of Department in August 2014 but started my teaching career here a decade ago when the campus first opened. As a parent of young children with a female partner who is an Associate Professor in the department, I have carefully observed the inception and subsequent mainstreaming of our Athena SWAN process and the profound positive changes that have resulted since our Bronze award in 2012. • The data: our pipeline data give an excellent overview of how gender balance has improved. For Biosciences, there have been marked shifts at Associate Lecturer/ Associate Research Fellow grades and beyond. For Geography, although gender differences were less marked, there has still been progress at the higher career stages for women. • The process: The department has dedicated over 500 hours to Athena SWAN panel meetings, focus groups and our application. We appointed an Athena SWAN champion (2014; Prof Stuart Bearhop) who serves as part of the CLES Cornwall Management Group and staff and students have demonstrated their commitment (see Athena SWAN video by students 2014). As evidenced by our recent staff questionnaire, awareness of the initiative and process is very high (95% of 120 respondents are aware of the Charter). • Actions regarding recruitment and promotion of women in the department: We now ensure gender balance on all interview panels on which all staff must have undertaken Recruitment & Selection training (2013/14). All staff are considered automatically for promotion annually. Key training has been enhanced and mainstreamed: promotion 4 workshop (2013), Springboard (2013/14 and 14/15), WISE Cornwall renamed ECR network (2014). • Actions regarding on-­‐going employment of women: We have core hours (10-­‐4pm) for meetings. We have instigated a series of actions around staff going on maternity leave. For their period of absence, a bespoke replacement is recruited and retained to cover their first term of teaching, so that when they return, research academics are given a period of study leave to allow them to rebuild research momentum. For teaching academics, we ensure that they retain the same portfolio of teaching to minimise effort of reintegration. For female ECRs and postgraduate students, we sponsor a training course to empower and enhance them during their reintegration. • A broad scale change culture: In addition to these process changes, what I have witnessed has been a cultural transformation across the department. Behaviour in staff meetings has changed with strident overspeaking almost eradicated and a deep appreciation of the need to counter unintentional bias and facilitate engagement from all stakeholders. Decision-­‐making is more inclusive, deliberative and democratic. The Athena SWAN Charter is a standing item in all management group/staff meetings. Athena SWAN offers us a real opportunity to promote career development and an improved working environment for all of our female staff and students. We will build our extant achievements and keep Athena SWAN at our core, ensuring that we are not complacent about outstanding issues. Yours sincerely, Brendan Godley Head of CLES Cornwall & Professor of Conservation Science Word Count: 499/500 5 2. The self-­‐assessment process: maximum 1,000 words Describe the self-­‐assessment process. This should include: a) 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 CLES Cornwall’s Athena SWAN Working Group (Table 2) comprises a group of core members currently occupying the following roles: Athena SWAN champion, secretary to the group, Director of PGR, AS Project Officer, Head of Department (HoD), ECR representative, Assistant College Manager (ACM), Director of Research (DoR), PGR representative and UG representative. Additional members are added to ensure representation across CLES Cornwall and include staff with and without caring responsibilities; single and in relationships and dual career paths; individuals in all job families and at all career stages, from undergraduate to Professor. We are aware that none of our part-­‐time staff are currently represented on the panel, but they do sit on committees that feed into it and we also take care to consult with them individually. 6 !"#$%&'()'*+',$-
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Table 2: Members of CLES Cornwall’s Athena SWAN Working Group 7 J9--@;,)K
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b) 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 self-­‐assessment panel was formed in 2012; in response to feedback from the ECU panel from our Bronze submission, we now have a much better balance between the CLES-­‐C disciplines with eight biologists and three geographers along with our shared professional services representatives. The department also appointed a full-­‐time Project Officer and Athena SWAN champion to support our Charter work. Core members such as the HoD, Athena SWAN champion, DoR and Assistant College Manager ensure two-­‐way communication between the department and the wider College/University structures. The panel has met monthly (outside of school holidays and during core hours), with a total of 20 meetings since December 2012. The group’s chair rotates monthly so that all members get this opportunity over time. Membership of CLES ASWG is reviewed at the beginning of each academic year, with the overarching goal of achieving broad representation across all staff and students and achieving gender balance within the group. Minutes from meetings are available on the staff ELE (Exeter Learning Environment) page, and are distributed to academics and professional services staff at monthly meetings, and to students via termly staff-­‐student liaison committees (SSLCs). CLES ASWG reports to the CLES Management Group (CLES-­‐C MG) and to both the Colleges and University level Athena SWAN Working Groups (Figure 1), with monthly reports and feedback between these two groups. The CLES ASWG consults with staff and students regularly via the following routes: Equality and Diversity Working Group (EDWG): Following feedback from our Bronze award, this group now also addresses issues that could be perceived as barriers to ECRs and those with protected characteristics. We have run four focus groups since 2012. Meeting include regular AS updates and presentations organised around monthly coffee mornings. The Early Career Research network (ECR network, formerly known as WISE Cornwall): The group’s remit expanded following consultation and is now open to men and women. It is a focal point for ECR development opportunities and peer network support (a group run for ECRs by ECRs, with funding and infrastructural support provided by the department). Weekly Departmental Meetings: CLES ASWG reports and seeks views from staff through these meetings, AS is a standing item and minutes get emailed to all staff. HoD meetings with ECRs: The HoD holds specific meetings with ECRs twice a term in partnership with ECR representative on the CLES-­‐C Management group (Dr Camille Bonneaud). Issues and actions arising from these meetings are escalated straight to the CLES ASWG and management group. 8 SSLC & Student Workshops: The student representative on CLES ASWG sits on SSLC meetings and disseminates information in both directions. We have also run AS discussion groups with UG students as part of our action plan (AP2.3). Figure 1 Reporting Structure for the CLES Cornwall Athena SWAN Working Group (CLES ASWG) c) 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. CLES ASWG reviewed the frequency of meetings in May 2013, and decided to continue holding monthly meetings in order to monitor and implement the action plan, discuss gender equality news and any upcoming issues. A writing group started meeting in July 2014 to draft the Silver application. We will continue meeting monthly and will compile annual reports as a result of focus groups and data updates (AP2.1-­‐2.8). We shall also continue to review the action plan and core data twice yearly, with results reported to the College Executive Group (CEG) and the University AS working group. d) CLES Cornwall data collection CLES ASWG has reviewed data from 2009/10 to 2013/14 and will continue to generate a 5-­‐
year data repository allowing the analysis of trends and the impact of implemented changes 9 (AP2.1). Some data is currently unavailable, and we outline below how its future availability will be ensured. Our core quantitative data are collected and provided to us by University Human Resources. Each data set is subdivided by Department and gender, and staff data by career path and grade, including information on fixed term contracts, promotions and parent and carer leave. A PhD studentship (carried out by Thekla Morgen-­‐Roth) has been jointly funded by CLES and another STEM/M College to research gender matters (AP2.4). Qualitative research conducted by CLES ASWG has involved participants from all career paths and categories of student, and from both Biosciences and Geography. Feedback has been gathered via regular formal discussions in staff-­‐student meetings, annual focus groups and questionnaires; and through quantitative analyses (see section 5 for our investigation of gender biases in Biosciences research publications; AP2.7). Our student and staff benchmarking data uses 2012/13 ECU data downloaded from the AS website. As of March 2014, we are able to collect e-­‐recruitment data for all research posts, which is a new action since our Bronze submission. 867 words 3. A picture of the department: maximum 2,000 words a) Provide a pen-­‐picture of the department to set the context for the application, outlining in particular any significant and relevant features. In 2014 the University of Exeter’s Penryn Campus celebrated its tenth anniversary. The campus' trajectory of growth has been steep, and now contributes 10% of the University’s student and staff numbers, and 20% of its research income. CLES Cornwall (made up of the disciplines of Biosciences and Geography) represents 50% of the University’s presence in Cornwall with a student population of ca. 1,000 UG , PGT and PGR students, research grant income of ca. £11M in 2012/13, and ca. 100 academic research staff. The combined department operates as a unified administrative and financial structure, hence this single application. We are delighted to have achieved 95% overall student satisfaction in the latest NSS Student Survey (2014) and in a departmental survey carried out in the summer of 2014 (EDWG questionnaire), 95% of 120 respondents (PGR students/ECRs and academics) were aware of our AS initiatives. CLES Cornwall staff and students are dispersed across five adjacent buildings on the Penryn campus. The weekly staff meeting held on a Friday morning has always been an important channel of communication between the management group and all academic and Professional Services staff. For several years, while the department was growing, this weekly meeting was sufficient to maintain a collegiate spirit and to ensure that staff felt informed 10 and empowered. However, as our department has grown in size, our governance and communication structures have had to continuously evolve in order to accommodate this rapid growth and to keep step with the changing needs of the department. Figure 1 shows how we have expanded our formal communication channels. These include CLES ASWG (chaired by the department AS Champion, Prof Stuart Bearhop); the EDWG (chaired by Dr Iain Stott and Katherine Roberts, both early career researchers) and the ECR network (chaired by Dr Camille Bonneaud, Lecturer and ECR in Biosciences). These groups are critical in ensuring that we all contribute to AS. Widespread consultation via the EDWG questionnaire and focus groups in particular have led to the recognition that we all share in the responsibility for change. Staff and students at all levels are empowered and supported to engage with and embed AS in our working lives. As a result, the continuous process of change has enabled us to mainstream AS into the department’s strategic vision and day-­‐to-­‐day practices and operations. a) 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. Student data We have used ECU 2012/13 Data as a national comparator and have taken an average from Physical and Human Geography and Biology from across all HEIs in the UK. (i) 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. We do not currently have foundations courses accredited. However, we do accept students with foundation degree qualifications onto all our UG programmes, and where capacity and qualifications allow directly into the second year of our UG programmes. (ii) 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. 11 -./01."2345.637"
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Figure 3: Student numbers and % female students enrolled on Geography undergraduate degrees since 2009/2010 (the red dashed line represents the national average (2012-­‐2013) % females in similar degrees) We do not currently offer part-­‐time courses. We are currently reviewing our offering and researching the need for part-­‐time courses (AP4.12). As shown in Figure 2, the number of full-­‐time female undergraduates across the three years of our Biosciences programmes has increased from 214 in 2009/10 to 410 in 2014/15. The percentage of female students has varied from 62% to 68%, comparing favourably with a 59% national mean. It is notable that we have more female students in every year in each discipline over the last five years. 12 Figure 3 shows that the number of full-­‐time female Geography undergraduates has varied from 207 (51% of total students) in 2009/10 to 131 (63%) in 2014/15. The percentage of female students has ranged annually from 51% to 63%, and compares favourably with the national average of 41%. Following our Bronze Award, we have run three focus groups with undergraduate students, during which we discovered that female students felt that a lack of female role models was a potential barrier to progression. As a result, we launched our ‘Women in Science’ project promoting female role models on our AS webpages and with posters (Figure 4) at outreach events including Science in the Square (August 2014), which received over 2,000 visitors. We interviewed 10 women at all stages of their career in the department, with the pictures and interviews available as case studies. The webpages were also advertised during student lectures and at our annual AS event in 2014, and the ten posters are displayed in the main corridor of the department. Improving the visibility of our female role models in this way has been welcomed by visitors, staff and students. Figure 4: ‘Women in science’ posters displayed during outreach events and on campus. We work to ensure good gender balance among staff present at all open days. In the last two years we have achieved a minimum of 30% female representation (average staff turnout is around 30 at these events). The AS champion attends each open day and introduces the AS ethos to prospective students and their families. To ensure staff with caring responsibilities are able to attend, we piloted a pop-­‐up nursery on campus in January 2014. This proved to be successful, making it easier for all staff and students with caring duties to attend and we have now secured funding to run pop-­‐up nurseries for all open days (AP10.6). The promotional materials for UG cours are gender balanced, and show our commitment to AS principles. Given that our portfolio of programmes is growing we will ensure these actions lie at the heart of their development (AP3.6, 4.2, 4.6, 4.12, 10.2, 11.2). 13 (iii) 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. ()*+,)$-,$+"./01$-/"20%3$4+"
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Figure 6: Student numbers and % female students enrolled on Geography postgraduate taught degrees since 2009/2010 (the red dashed line represents the national average (2012-­‐2013) % females in similar degrees) We currently have 66% of female students (Figure 5) in our Biosciences PGT courses, just lower than the national average of 69%. Figure 6 shows that for Geography, 50% of students are female, which is higher than the national average of 46%. 14 In 2014, we investigated the drop in % females on Biosciences courses via focus groups. Confidence was a significant issue for many female students we spoke to. Therefore, for both disciplines, we started implementing key actions aimed at female UG students and have since a positive increase in female representation from 51% in 2012/13 to 66% in 2014. These actions have included Peer Support (AP4.2), profiling female role models in the department (AP6.3, 11.2) and this year five our female UG students took part in the University of Exeter pilot of the Sprint programme (AP4.10). Geography female representation has been above the national average since 2012/13 as the courses on offer changed (Figure 6). We will continue to monitor these data and have our experience with the matching information for Biosciences to draw on should the figures change (AP2.1). In our focus groups with UG students, we also learnt that MSc funding was an issue for both male and female students wishing to study for a postgraduate degree. As a direct result of this, we have now designed four-­‐year MSci programmes to complement our undergraduate degrees (in both disciplines), which started running for direct entry in 2014 and give students access to a postgraduate qualification (currently eligible for funding through Student Fees England). Direct entry onto these programmes in 2014/15 has been high and 35 students are already enrolled at level 1. 15 (iv) Postgraduate male and female numbers on research degrees – full and part-­‐
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Figure 8: Student numbers and % female students enrolled on Geography postgraduate research degrees since 2009/2010 (the red dashed line represents the national average (2012-­‐2013) % females in similar degrees) 16 Between 2009 and 2014 (Figure 7), the proportion of female PGR students varied between 52% and 47% in Biosciences against a national average 60%. Figure 8 shows that in Geography these figures fluctuated between 53% and 67% in 2013/14, back to 53% in 2014/15 comparing favourably with a national average of 36%. The female ratio in Biosciences is lower than average, whilst our overall numbers show the steady growth of the department. Since 2013, we have offered mentoring to all PhD students with a focus on females and targeted training to mentors (AP4.3; 4.5). With the introduction of doctoral training programmes (DTP), there has been college-­‐wide review of the PhD recruitment process (which CLES-­‐C contributed to) (AP4.1). Overseen by our female Director of Research, all panels interviewing for 2014-­‐15 studentships had female representation. We have embedded actions to further encourage female students to join both Biosciences and Geography: we offer Skype interviews to PGR candidates and encourage flexible working for parents and carers at interview stage. We have also had several PGR students taking maternity/paternity leave since 2012 and we have supported them throughout the process. In 2014/15 we had 50% of female PGRs joining Biosciences and we will continue to seek to improve female representation including through changes of the recruitment process (see section 5). 17 (v) 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. #!!"
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Figure 10: The relative % of male and female students applying to, being offered a position on and accepting a position on postgraduate taught programmes in Biosciences (blue) and Geography (green). Numbers of female students in each category are in white and numbers of males are in black. National benchmarking data is not available for this data set. 19 #!!"
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Figure 11: The relative % of male and female students applying to, being offered a position on and accepting a position on postgraduate research programmes in Biosciences (blue) and Geography (green). Numbers of female students in each category are in white and numbers of males in black. National benchmarking data is not available for this data set. Although there is some annual variation, there is no male gender bias in the ratio of applications to offers or in the applications to acceptances in Biosciences or Geography in our UG or PGT data sets (Figures 9 & 10). The sample sizes are much smaller for PGR and numbers of studentships fluctuate within and among years. Within Geography, any gender variation is largely down to the small amount of studentships on offer (1-­‐2 per year). Within Biosciences there was a worrying decline in the proportion of females from application to acceptance in 2013/14 (Figure 11). Preliminary evaluation of year’s (2014/15) application data sets in Biosciences, reveal that this has improved markedly as a consequence of the measures put in place since our Bronze award and the direct intervention of our DoR (Prof Nina Wedell) who led on the NERC DTP on behalf of UoE. In 2014/15, females comprised 42% of applicants, 49% of those short-­‐listed and 50% of those who accepted studentships. 20 Although or female intake has thus improved the number of applicants remains lower than would be expected. As a consequence, all future PhD proposals will be reviewed by both female and male academics before going to advert to ensure language and style are equally attractive to applicants of both genders (AP4.4). We will also work closely with the Research & Knowledge Transfer team (RKT) to influence the wider PhD recruitment process within all the South-­‐West doctoral training programmes that the University of Exeter is part of in conjunction with Bristol, Bath and Cardiff (AP3.4). 21 (vi) 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. *!"
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Table 7: Numbers of academic staff at each grade split by gender and % female represented at each grade in Geography (see Table 3 for the various job families that fall within each grade). Table 3 shows the career paths for all academic staff. The criteria for promotion are published on our website for Associate Research Fellow up to Professorial level (Grade E to Professor). Measures of achievement for promotion criteria are taken pro-­‐rata for part-­‐
time staff. In Biosciences (Table 4), the percentage of women across all three career paths has increased from 26% to 40% between 2010 and September 2014 (national average is 44%). Our pipeline data set has improved dramatically over the last 5 years (Figure 13, Table 6) and it is particularly encouraging to see female staff outnumbering males at Grade F. Most significantly, we now have nine female lecturers (Grade F) on permanent/proleptic contracts in Biosciences, compared to one in 2010. As we support these staff over the coming years, and this feeds into their progression, we will ensure that this pulse will help to reduce the disparity in gender at higher grades. Although we have made huge progress, we 26 recognise that the number of female academics in our department is still below the national average and we are particularly cognisant that there is much more work to be done (AP1.18, 6.9, 8.1 to 8.8). In Geography (Tables 5 & 7), the percentage of women across all career paths has varied from 42% to 58% between 2009 and September 2014 (national average is 37%). 75% of our Grade F staff in Geography are female, and we are focusing our efforts on supporting and promoting our talented staff in their academic journey (AP1.18, 6.9, 8.1 to 8.8). Evidence of the impact of the actions we have implemented in relation to our recruitment practices are clear across both disciplines. In the last year we have recruited 17 new female academics, this represents a 46% increase in female staff compared to 2011/12 staff numbers. We continue to implement our Bronze actions in relation to ensuring a fair and transparent appointment process, and have also developed further actions in this regard (AP1.21, 1.24, 1.25, 1.26, 9.1, 9.2). (viii) 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. Table 8: Number of leavers from Biosciences (blue) and Geography (green) split by gender. Table 8 shows turnover within the department is low. The main reason for people leaving is that they have reached the end of their fixed-­‐term research contracts. One academic couple left the department to take on more senior positions abroad in 2011. In 2012, two of our leavers were awarded prestigious fellowships in other institutions. In two cases, female staff left Cornwall to be closer to family. 27 The exit interview process previously in place had a low take-­‐up rate, and was redesigned as a result of AS discussions in January 2014 (AP8.2). The department had a direct input in this redesign; we have developed a new action under AP2.1 to analyse completion rates of exit questionnaires going forward. Given that there are fewer women in Biosciences, it is clear that the turnover of women is on average higher than the turnover in men. Upon investigations, this is caused by the historical fact that proportionately, there were more females on fixed-­‐term contracts, as opposed to permanent posts. We will continue to monitor this closely (AP2.2). 2,327 words (327 additional words used) 4. Supporting and advancing women’s careers: maximum 5,000 words Key career transition points a)
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. (i) 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. Our Bronze application revealed that we did not have a long running data set on application, shortlisting and success rates for academic recruitment by gender and grade. As a consequence of this, an e-­‐recruitment process has been in place since January 2014 for all staff including those on fixed-­‐term contracts. The University has provided this function centrally to ensure accurate data collection and transparency going forward. We have implemented several actions since our Bronze award: we have reviewed the terminology used on job descriptions in order to ensure no unintentional biases are present, our AS Bronze award and core values are now mentioned on all job adverts (AP1.24); all interview panels are gender inclusive; and all interview panel chairs have completed Recruitment and Selection training (which includes unintentional bias). We will extend this training to all panel members going forward (AP6.9). We are promoting our flexible working strategies, which includes informal and formal arrangements (detailed in section 4) at the application and interview stage, in adverts and with applicant web-­‐links and pride ourselves on being a family-­‐friendly department (Box 1). !!"#$%&$'#()*+,%-.%/0%#-(&'%1-%233-4%/$%1-%5&-6*7$%8#*3782&$%1-%/0%72(,#1$&%#2'%9$$+%,&$21:%;%4-(37%'20%
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Box 1: Comment from CLES-­‐C staff member 28 We have significantly improved our recruitment practices, and it is now compulsory that a female member of staff is on both the shortlisting and interview panel for all academic recruitment for PGR, postdoc and academic appointments (AP1.26, 4.1, 4.4). Whenever possible, we advertise several academic posts at the same time so that academic partners have the potential to move to the area together if this suits their circumstances. Collectively, these new measures have resulted in more females appointed in the department. (ii)
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. Table 9: Biosciences (blue) and Geography (green) promotions split by gender (all applications for promotion were successful). Our actions from our Bronze award have supported 100% success rate for promotion applications. Between 2012 and 2014 there have been four female promotions, one from Senior Lecturer to Professor, one from Senior Lecture to Associate Professor, one from Lecturer to Senior Lecturer (see case study 1 at the end of the application), and one from Associate Research Fellow to Research Fellow. There were also five women promoted between 2009 and 2014 as part of the Professional Development Programme (PDP). On average (apart from 2009/10 in Biosciences) the proportion of women promoted is roughly similar to the proportion of women in the two disciplines (Table 9). We are aware of 29 the need to ensure women are not reticent to put themselves forward for promotion. Therefore, we have put a structure in place, in which the HoD directly approaches individuals to discuss their promotion potential. This is monitored via our PDR process (AP8.3). Additionally, our HRBP ran a promotion workshop attended by 32 staff in 2013 (AP8.1). Feedback from this workshop was extremely positive and we will run these sessions annually in Cornwall. Our Peer Mentoring scheme (AP8.5) also supports promotion for ECRs and academics. We have aimed to balance gender representation so as not to overburden female staff, and now have 17 female mentors, and 14 male mentors in the department (mentors represent all career stages as discussed below). b)
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. (i) 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 vacancies are advertised on the University’s ‘Working Here’ webpages. To attract female applicants the website includes information on: staff benefits, including family-­‐friendly information; current testimonies from staff members including women in the department along with information on the Charter. At a University level, the University of Exeter’s web presence has been evaluated to ensure women are well-­‐represented in all areas. The wording of all template job adverts used by the department have been checked to ensure they are equally attractive to female applicants. Additionally, all posts are recruited by interview panels that have gender representation (AP1.26), all of whom have undertaken our mandatory Equality and Diversity (E&D) training plus a chair who has undertaken mandatory Recruitment & Selection training (R&S) (AP1.25). Our new action is to ensure that all staff who sit on selection panels have undergone R&S training now that this is available online (AP6.9). Across the department, all staff and PGR students are also completing E&D training: we have been monitoring our figures, which have now increased to 98% as of November 2014 and we are on course to achieve a 100% completion rate for Recruitment and Selection training for all those involved in recruitment by the end of 2015 (AP6.9). We also send a copy of a key paper on ‘Science faculty’s subtle gender biases favour male students’ to all new staff at appointment (AP: Moss-­‐Racusin et al (2012) PNAS 109: 16474-­‐16479) (AP1.25). 30 In order to ensure female candidates are attracted to take up posts in our department, we actively highlight our formal and informal flexible working arrangements to all prospective and current members of staff (AP10.7). These arrangements fall into three categories as follows: 1) We have always embraced informal flexible working to allow staff to meet the demands of work and home life. The formal arrangements described below are designed to complement the informal embedded working practices in the department. 2) In line with national legislation (passed in June 2014) which states that all employees should have the legal right to request flexible working, all staff can now make formal applications for flexible working arrangements to the College Dean. Many staff have taken advantage of this to formalise set flexible working patterns, as can be seen on Table 11 (AP10.7). 3) Staff can also make formal applications to the College Dean to have their teaching hours restricted to accommodate caring and/or medical needs. To date, all of these applications have been approved and implemented in the timetable (in 2014/15, five members of staff incorporated this into their working patterns) (AP10.7). (ii) 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, opportunities for networking, mentoring programmes and leadership training. Identify which have been found to work best at the different career stages. Looking at our pipelines from 2014, the first key career transition point in Biosciences is at Grade E (Associate Lecturer/Associate Research Fellow) with a much more even or female biased representation in Geography. Across both disciplines we promote opportunities and job openings for ECRs to stay in the department, with good internal success rates. In Biosciences one of our key areas of growth in female numbers has been at grade F and we hope they will serve as role models for females at earlier career stages. Indeed four of our current Grade F academics within Biosciences (50% of which are female) came from our postdoctoral pool. Other mechanisms include support for special grants through the Researcher’s Toolkit (AP1.17), workshops specifically for female staff (e.g. Springboard AP8.7), and regular promotion workshops for both ECRs and PIs (AP8.1). Transition points at grade F and beyond are being supported through the training and promotion of our existing female members of staff (AP8.1 to 8.7). We also provide support for our staff on fixed-­‐term contracts that wish to move to another university, through formal and informal meetings and training (AP8.8). 31 We have launched our own departmental mentoring scheme ‘Peer Mentoring’ for postgraduate students and academics; this was included in our Bronze award and is being develop further as part of the Silver application (AP8.5). Disappointingly, uptake in the scheme has been low in 2013/14, so we have gathered feedback from mentors and staff and students and made improvements. The scheme has now been re-­‐advertised, and training for mentors ran in early 2014 (AP4.5). We currently have 31 mentors (17 females, 14 males) 15 of whom have attended the training, which will be recurrent for all new mentors. In order to benefit from the experience of others who successfully run mentor schemes, e.g. Oxford Learning Institute, we also have a Silver action to engage with other universities to learn from best practice in other Silver and Gold departments. We recognise that this is an area that we can really focus on for improvement during the period 2015 to 2017 (AP8.5). We have taken on board the feedback on our Bronze award regarding the lack of women-­‐
only initiatives. As a result, in 2013 we ran the Springboard programme on the Penryn campus for the first time. Nineteen members of female staff (academics, research students and professional services staff) attended the four-­‐day programme, which received incredibly positive feedback (Box 2). !"#$%&'()*+%,!-+.!+//*01,!21!3*!%1415+/6+31!27!/&819!)*3-!$%*81..&*'+/!+',!$1%.*'+/9!+',!(&51'!21!3-1!3**/.!:!'11,!3*!2+;1!
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Box 2: Comments from Springboard participants In order to ensure 100% take-­‐up of the programme, the course was promoted well to all our academic staff and PGR students. Notably, the course trainer ran a bespoke Springboard ‘taster session’ so that all potential participants had full understanding of the content and commitment required to complete the programme. Additionally, the course ran over four separate days (as opposed to in one four-­‐day block, which is the norm) to facilitate attendance by those with teaching and other commitments. In November 2014, the course trainer returned to run a feedback and review session with the course attendees (Figure 14). During this session, attendees collated their feedback on the merits of the programme (Figure 15) along with their personal achievements as a direct result of having taken part (Figure 16). For example, as a result of the training, one of our participants has felt more confident to join the senior management group, whilst another has successfully applied for promotion. 32 Figure 14: Some of our Springboard attendees running a review session in November 2014. </=+$&($4/=+$1)/=>=/2$3611()&$
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Figure 16 Feedback on the personal achievements attained by Springboard programme attendees as a direct result of taking part in the sessions We have now secured funding to run Springboard again in 2015 in Penryn. The feedback session mentioned above was organised to overlap with a new taster session so that potential attendees could speak directly to those who had already taken part. Nine women attended this latest taster session. In addition to Springboard, our College and the University funded 25 delegates (representing an investment of £30k) to take part in the 2013/14 Aurora leadership programme. Britt Koskella (Senior Research Fellow and Senior Lecturer, member of CLES ASWG) represented CLES Cornwall. There are plenty of networking opportunities in the department such as regular coffee mornings, opportunities to meet guest lecturers and away days (our away days run from 10 to 3pm). However, we are always exploring new ways to network and in May 2014 invited local MP Sarah Newton to meet with CLES ASWG to discuss Athena SWAN, gender and STEM/M issues as part of her work as a member of the House of Commons’ Select Committee on Science and Technology (Figure 17). 34 Figure 17: Local MP Sarah Newton (fifth from top left) met with CLES ASWG, ECRs and PGRs in May 2014 to discuss gender equality. In March 2014, we celebrated International Women’s Day with a range of events on campus including ‘Been There, Done That’ sessions which were informal, interactive panel sessions led by female academics (including Dr Britt Koskella, case study 1) at different career stages where they discussed how they had progressed and what support they had utilised on their individual journeys. We also asked University staff and students which women inspired them: the result was turned into a photomontage featuring over 150 participants, available on our ‘Women in HE’ webpages. It was fantastic to see that many of our ECRs named our DoR, Prof Nina Wedell, as their inspiration. Amongst her many achievements Nina was elected to European Molecular Biology Organisation (EMBO) in 2014 (Box 3). !!"#$"%&'(")*+,-('*)"#.)"(/$%+*)"%0"'(*"1*2&-.,3&."&4"$0"1*5*#12("#.)"#$"'(1,++*)"'&"%*"2&.5,)*1*)"#"
+*#),.-"+,4*"52,*.35'"%0"6789:";(,5"#<#1)"#+5&"(,-(+,-('5"'(*"<&1+)=2+#55"1*5*#12("'(#'",5"2#11,*)"&/'"#'"'(*"
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Box 3: Prof Nina Wedell comments on her election to EMBO This experience reinforced our other lines of research that has shown how important female role models are to our ECRs and students. This led us to conduct the in depth interviews with ten female members of staff that can be found on our website, along with the posters highlighted in Figure 4 (AP11.2). As mentioned in Section 3, our department has grown from zero to over 1,000 staff and students in ten years. As such, the Athena SWAN process has opened our eyes to the need to continuously improve our communications and the cascading of information. Our Bronze 35 action to establish the WISE Cornwall network has now been revised and this group is now called the ECR network. The group meets monthly and promotes training and workshops for ECRs through dedicated Facebook and Twitter pages. Monthly coffee mornings are also run by EDWG, a group for ECRs and technical staff to facilitate networking and communication between staff on the ground, the ASWG, and the CLES-­‐MG. In June 2014, this group took the initiative to develop and run an online questionnaire to gather views of staff and PGR students on our working culture. In total, 120 respondents from across the department completed the questionnaire and the results of this have been fed directly to CLES ASWG and are highlighted in Section 5 of this application. Career development a) 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. (i) 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? Since our Bronze award, we have implemented several actions that have resulted in a significant increase of female members of staff successfully applying for promotion (four between 2012 and 2014). We have also seen a shift in the number of our female academics who have taken up leadership roles in the department. Our research grouping and PDR systems are led by six academic lead posts across Biosciences and Geography (held by Assistant Professors and Professors). Currently, two of these posts are held by women. The position of DoR is also held by a female Professor and the newly-­‐created position of ECR representative is held by a female lecturer. All staff discuss their career development with their academic lead during yearly appraisals (PDRs). Following our Bronze award, we discovered that we did not have access to data on PDR completion rates. We have therefore put measures in place to collect this data and in 2013/14, our completion rate was 76% for academic and research staff (AP8.3). This has identified that there is significant room for improvement, therefore the following actions have been put in place: regular training opportunities for appraisers and reminders to both parties ahead of appraisals (AP8.3, 8.4). We anticipate that the impact will be increased numbers of appraisals being completed by female academics and ECRs. In the spring of 2014, we appointed ‘appraisal ambassadors’ whose role is to remind particular groups at key transition points such as ECRs and junior academics of appraisal times each year (AP8.9). We have run a promotion workshop for the first time in 2013, and are using 36 feedback from this workshop to improve future sessions, which will be held each year (AP8.1). Our ‘Researcher Development Programme’ courses to support PGRs and ECRs are actively promoted on our webpages and via targeted emails. We also promote training opportunities during meetings with EDWG and have run focus groups to find out what training and support is wanted (AP2.3). We now have a Research Development Co-­‐ordinator who supports ECRs on campus. The University also runs the HEA-­‐approved ASPIRE programme, which all academic staff are highly encouraged to do in order to develop their teaching practices and supports students’ learning in our research-­‐led environment. This programme is also open to ECRs for personal development. All responsibilities for teaching, research administration, tutoring and outreach are taken into account in the University’s workload model (Simple Workload Allocation Resource Model: SWARM) to provide appropriate recognition to staff. (ii) 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? Our department prepares an induction programme for every new member of staff, which consists of: a departmental induction, a lunch with the Vice-­‐Chancellor and individual meetings with the HoD, DoR, DoE and Assistant College Managers and College Administrator. The induction process is completed within two weeks of a new member of staff starting. We have reflected on actions put in place as part of our Bronze award (AP1.9, 1.10), and our recent staff recruitment has given us the opportunity to look at this process with fresh eyes. We have consulted with staff and asked what information they would like to be given during inductions and have implemented a new action resulting from their feedback (AP5.1). Our guide for new staff has been redesigned and is available on the ELE portal, which acts as a reminder of all mandatory training to be completed as well as support measures available to all staff. Inductions for ECRs follow the same format as for academics, with special mention of the Charter work and training and networking opportunities open to them (e.g. EDWG and ECR network). All new academic staff are required to hold a teaching qualification or to complete the university’s teacher training courses or graduate via the HEA’s ASPIRE programme. E&D training is mandatory for all new staff as part of probation. Since our Bronze award the University has invested in online E&D training to make it more accessible, and all staff are encouraged to do a refresher course every two years. We have achieved 98% E&D training take-­‐up rates (November 2014) as we ensure that staff are informed it is mandatory during 37 inductions; we also send them regular personalised reminders. We are monitoring our data (AP2.1) and are now planning to roll this training to our UG students. With strong input from AS groups the University is now investing in online R&S training in addition to the face to face training currently offered. (iii) 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. In order to maintain gender balance and encourage progression throughout the pipeline, we have a gender balance of open day staff speakers so that prospective female students can meet an equal number of male and female academics (AP4.6). Our open days are coordinated by a male E&S member of staff. Undergraduate students benefit from the ‘Peer Support’ mentoring scheme (run by our male Senior Tutor), which consists in being mentored during the first year of their study by another more senior undergraduate student in order to help them settle at university (AP4.2). The scheme has been successful with 40 peer leaders in 2014/15 (30 females/10 males), and over 400 undergraduate students have been mentored since the scheme was launched in 2011. Following on from our Bronze award in 2012, our UG students successfully applied for University ‘Students as change agents’ funds to produce a short film on the AS Charter (Figure 18). We would strongly encourage anyone reading this application to watch our students’ inspirational video on our departmental AS webpages. The film demonstrates their awareness of the Charter, the issues faced by women in science and the opportunities for change. So far, the video has received over 500 views on the University’s YouTube channel. We have also showcased the video at our annual AS lecture and our Assistant College Manager presented the video to the University’s Senior Management team to highlight the importance of adopting the Charter’s principles in every section of the University. Subsequently, our students have made a successful bid to the University’s annual Alumni fund to produce a new video every academic year for the next three years (AP3.6). Figure 18: AS film produced by UG students (http://lifesciences.exeter.ac.uk/athenaswan/cornwall/). 38 The PhD research project focusing on gender differences amongst UG students highlighted that many of our female students suffered a drop in confidence as their degrees progressed (AP2.4). As a result of this, in October 2014, the University piloted the Sprint programme for female undergraduates (AP4.10). Sprint is the ground-­‐breaking new development programme designed for undergraduate women of all ages, from all backgrounds and stages in their lives and study. It is designed to develop female students to their fullest potential and address study and career issues. Five of our students participated in this pilot during term 1 of the 14/15 academic year. We are working towards running the Sprint programme locally in Cornwall in future years as we do for Springboard. Feedback from our own students who attended has been extremely positive (see Box 4). !!"#$%&'()*$&'+,'-..#$'#-//0$"#/&#1$.#$*+$*-2#$3+)*'+/$+4$.0$3+)51#)3#$(667#68$-)1$-/6+$/#-')$*+$9#:#'$
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Box 4: Comment about the Sprint programme from one of our undergraduate attendees. Our Student Engagement, Outreach and Widening Participation Coordinator (a member of PS staff) is a core member of CLES ASWG, and feeds back any issues encountered by UG students, in particular female students. Given the national coverage of issues surrounding ‘lad culture’ in higher education, we also have a future action to ascertain to what extent this is prevalent in our department and on our campus (AP4.11). Postgraduate students are supported by the Researcher Development programme, as discussed previously. This programme offers a range of workshops and training on campus and online. We have increased the provision of training on our Cornwall campus, actively promoted this support mechanism and have noted an increase of training uptake for women, with a gender ratio of 40% female, 60% male in 2012-­‐13. Pastoral support for our PGR population is provided by our Director of PGR (a male Senior Lecturer and core member of CLES ASWG). The Director of PGR’s role is recognised in SWARM. Postgraduate students also benefit from grant writing workshops led by our own academic members of staff. The most recent workshop ran in October 2014, and was attended by 14 ECRs (nine females, five males) (AP8.8). In March 2014, our PGRs celebrated research in Cornwall with the inaugural Postgraduate Research Conference. This was a multi-­‐disciplinary conference providing an opportunity for PGRs and technical staff from the Penryn and Truro campuses in Cornwall to network and showcase their research in an informal setting (Figure 19). Prizes were awarded for the best presentations and posters; we are proud to report that the first prize for best presentation was awarded to a Biosciences female PGR student! 39 Figure 19: students discuss their work at the PGR Conference, March 2014. Organisation and culture a) 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. (i) 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. Since achieving our Bronze award in 2012, our local committees are far more balanced, as evidenced in Table 10. In particular female representation on our local Management Group has gone from 17% to 50%. We are extremely proud of this achievement and are determined to maintain this gender balance on our management group. We are aware of the risk of overburdening female staff and we ensure that committee membership features in our workload models (SWARM). We have also developed a new action so that all members of the local management group send a replacement to meetings that they cannot attend. This provides development opportunities for more junior members of staff to stand in at meetings and also ensures that management group members do not miss out on voice representation and vital information (AP7.1). There have also been changes at College level with respect to the appointment of administrative positions among academics, for example the HoD and Associate Dean positions are open to Associate Professor and above. These posts are now advertised with full job descriptions and explicit tenure. 40 We have expanded membership of our management group to include an AS champion and an ECR representative. For both of these positions, expressions of interest were sought from all staff members. In the case of the AS champion, we received applications from two male members of staff and the CLES ASWG appointed the champion based on merits of the expression of interest. In the case of the ECR rep, only one expression of interest was received from a female lecturer. As such, this individual was appointed to the management group. !"#$%&'%
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Figure 21: The relative % of females and males on fixed term and open-­‐ended contracts in Geography (figures in white and black reflect the number of females and males respectively). In Biosciences the figures for women on open-­‐ended contracts have improved markedly in recent years; currently at 33% compared to 12% in 2011 when our AS work began (Figure 20). The actions targeted towards improving the recruitment process above will continue to improve the number of females on open-­‐ended contracts (AP8.1 to 8.9). In addition to raising awareness and gender representation on all interview panels, we have set a number of ‘women-­‐only’ initiatives in place such as Springboard, Aurora and Sprint (AP8.7). Similarly the data for Geography (Figure 21) shows an improvement in the number of female staff on open-­‐ended contracts as a result of our actions (AP8.1 to 8.9). Currently 54% of our open-­‐ended contracts have been awarded to women compared to 46% awarded to male staff. 42 b) 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. (i) 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? With reference to our narrative on committees in Section a) (i), gender balance on our local decision-­‐making committees has showed marked improvements since our Bronze award in 2012. Our female staff are encouraged to sit on a range of influential committees outside the department. We pay particular attention to the issue of interview panel overload in relation to the small number of female staff in our department, given our decision that every selection panel has a female representative. We have started to collate a register of those staff who have been recruited onto panels so that we can spread the workload evenly, and when necessary call upon female staff in other departments across the University or from other institutions to ease the burden. (ii) 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. The department continues to use SWARM, to monitor workload pressures and ensure a balanced and fair portfolio of teaching, research and administration across all academic staff. We have noticed positive culture changes across the department. For example, people now feel that it is acceptable to manage their working week alongside the demands of home life (Box 5). !!"#$%&'($)'*+&,-.$+/*+$+/&$0&1*'+#&2+$*..345$#&$+3$43'6$7&89:.($;$1*'<=-.*'.($53$+/*+$!$=*2$#*2*)&$+/&$
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Box 5: Comment about work-­‐life balance from the EDWG questionnaire Allocation for administrative duties is built into the workload model, and all major administrative roles have an agreed tenure from the outset. As outlined previously these are open to staff from a range of career stages. Other contributions to the department such as outreach, widening participation and pastoral tutoring are also built within the model. We are constantly seeking further feedback and are using results from EDWG questionnaire to assess staff satisfaction in relation to workload (see Section 5 for more detailed analysis). 43 We have recently started gathering data on teaching day restriction applications (i.e. requests by staff for their teaching to be confined to discrete time windows to accommodate caring duties, health issues etc.), which shows they have all been approved in the current academic year 2013/14. We used this data to create an ‘availability calendar’ which was sent to all staff and administrators in the college, in order to be more inclusive and facilitate staff meetings for staff working part-­‐time/flexibly. The availability calendar can be seen in the table below. !"#$%&'()*
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Table 11: Availability calendar, five members of academic staff (three females and two males) formally utilise flexible working patterns across the core working period (10-­‐4pm). Zero represents a time period when all of these staff are available. (iii) 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. All College and departmental committee meetings are scheduled within the College’s core hours which are 10 to 4pm. In 2013, we also moved departmental seminars to a lunch time slot to enable more staff and students to attend (previously they were at 4pm on a Friday). We are also incorporating social gatherings into the working day so that everyone can attend, for example our recent thank-­‐you party to our previous HoD was held at lunchtime and part-­‐time staff and students and those currently on maternity leave attended with their children. Away days for academics are organised within core hours. Video-­‐conferencing and Skype are both commonly used to minimise the time staff spend travelling, and to maximise attendance at meetings. (iv) 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. There have been notable changes in behaviour as a result of AS awareness. There is much less of an alpha male culture, discussions and meetings are more inclusive: more listening 44 and less strident over talking. In our Athena Swan video (made by our UG students) Prof Juliet Osborne points out that Athena Swan is ‘always there now’ and other interviewees note that ‘communication has improved’. Members of staff and students with caring duties are encouraged to bring their children to events such as seminars and research group meetings (our PGR students on maternity leave regularly take advantage of this). Staff make use of flexible working in order to attend school events or medical appointments with children. We have good role models for staff and students with a significant number of senior staff having visible caring duties. We celebrate success through our news in brief newsletters, social media and regular emails from the HoD (AP3.2); we are promoting female role models from the department on our Athena SWAN webpages. We are also promoting AS news and events on our Twitter page, which has over 200 followers, most of whom are current members of staff and students at all levels. All members of staff active on Twitter (many of whom have 1,000+ followers) engage with this account and retweet regularly on issues affecting #womeninscience and sexism in general. At present, the existing nursery provision is provided off campus, with a range of private nurseries also in the area. As a result of Athena SWAN, the nursery provision in Cornwall is currently under review by the University, and the recommendations will be considered by the Vice-­‐Chancellor’s Executive Group in 2015. This outstanding item is our key priority in order to provide a family-­‐friendly campus with childcare facilities for staff and students. In 2014 we negotiated funding and piloted Ofsted registered ‘pop-­‐up’ nurseries during our open days and offer holder open days so that staff could attend these events, which fall on weekends for our incoming students. We have now secured ongoing funding from the University due to the popularity of the scheme. (v) 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 programmes are aimed at, and how this activity is formally recognised as part of the workload model and in appraisal and promotion processes. All our staff participate in outreach activities, which form part of our workload planning, promotion criteria and are included in yearly appraisals. We currently have two female E&S staff who act as STEM/M ambassadors, one for Biosciences and one for Geography, and who devote over 300 hours a year each to deliver outreach on and off campus (this contribution is recognised in SWARM). Our full-­‐time Student Engagement, Outreach and Widening Participation coordinator (a member of PS staff) supports our STEM/M ambassadors and individually delivers many of the workshops to primary and secondary schools in the area. We deliver key outreach events in the region such as ‘Science in the Square’ during Falmouth week. ‘Nature is nuts!’ was our strapline for our most recent event in 2014. Our 45 ethos is a family-­‐friendly day of science aimed at inspiring the next generation and allowing visitors of all ages to experience science hands-­‐on (Figure 22). We always have a 50:50 gender balance of speakers on the day, as well as a gender balanced cohort of staff and student volunteers who help to run each of the ‘zones’. In August 2014 we also displayed the posters featuring ten women in the department as part of our Women in Science project. Figure 22: Women and girls of all ages participate in our annual Science in the Square event in August 2014. Every year our students, with support from staff and the FXU Student’s Union, lead a BioBlitz of the Penryn Campus -­‐ a large scale wildlife surveying and monitoring event over a 24 hour period. The BioBlitz is held annually to collect continuous records of the species on campus, and to keep solid contact between the campus, the community, and the local biodiversity. This event is supported every year by involvement from our male and female staff: most notably, Dr Sarah Hodge, Dr Josie Orledge, Prof Stuart Bearhop, and Dr Andy McGowan (AP11.1). Flexibility and managing career breaks a) 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. (i) 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. 46 Between 2010/11 and 2013/14, a total of six women in CLES Cornwall took maternity leave and all have returned to work (both full time and part-­‐time). We offer a teaching free term on return from maternity leave, which has helped academics have a smoother transition back to work and to allow research momentum to be built and maintained; this was a direct result of AS interventions (AP10.4). All those returning meet with the HoD to discuss the transition back to work and any support required. We are promoting existing support mechanisms such as childcare vouchers, online maternity pay calculator and ‘Keeping in Touch Days’ to support staff members on maternity leave to ease back into work (AP1.29). A new Parents’ and Carers’ network was established in January 2014 by the University, and is promoted to all new parents. This support system is available to staff and postgraduate students, with a ‘Budd-­‐E’ network available online; we currently have one member involved with the scheme in CLES Cornwall. See also comments on nursery provision above. (ii) 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. There have been 3 male members of staff and 1 male PGR student who have taken formal paternity leave in the department (an increase of 300% uptake since our Bronze submission). We are encouraging more staff to take paternity leave and the University is now offering an enhanced paternity leave provision, which was announced to all staff in December 2013. (iii) 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. In 2013/14, five members of staff applied for specific restrictions to their teaching day. Two were male, three were female (Table 11). All applications were approved by the College Dean. From 2015, CLES ASWG will be gathering data on applications for formal flexible working arrangements by gender and grade (AP2.1). b) 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. (i) 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 for managers in promoting and managing flexible working arrangements, and how the department raises awareness of the options available. 47 Informal flexible working such as working from home is common in the department. In terms of formal arrangements, staff can indicate dates and times during which they would prefer not to be scheduled to teach to accommodate parent and carer responsibilities and/or medical requirements (teaching day restrictions). Staff can find out about this procedure on our ‘Working Here’ webpages, and also receive the form ahead of each academic year from the Dean. The College now also has a formal process in place so that requests for flexible working can be made and approved by the College Dean. The College has a two-­‐week turnaround time for requests to be considered and communicated back to staff. (ii) 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. The department has a number of initiatives in place to help women prior to, during and after maternity leave. We have kept 100% return rate after maternity leave, thanks to these initiatives, which are now embedded since our Bronze award: -­‐
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-­‐
-­‐
Confidential maternity/adoption meetings. Staff can also request one to one meetings with the HRBP to discuss policies, support and ‘Keeping in Touch days’ (AP1.27) Online maternity pay calculator (AP1.31) Provide cover and support for staff leave on maternity/adoption leave (AP1.33) Budgetary provision by the College is now made to fund teaching cover for one term for E&R staff returning from maternity leave. Our department has utilised this in relation to Dr Karen Anderson (see Case study 2) (AP10.4). 5,507 words (507 additional words used) 5. Any other comments: maximum 500 words Please 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. We would like to take this opportunity to highlight two AS-­‐related activities conducted by our department since our last submission in 2012. 48 1. Follow up on our analyses of publication biases As part of our Bronze award we conducted a series of analyses on publication biases (AP2.7). There were three key results with respect to the charter: a) Male post-­‐docs were over represented on publications b) Female PhD students were less likely to gain first author than male PhD students c) Female postdocs and female PhD students less likely to have senior author roles on high impact publications Following a number of AS-­‐related initiatives aimed at increasing awareness, we have found clear evidence that these gender biases found previously have largely disappeared 2 years later (see table 12). A repeat of the above analyses were conducted and we found: a) The previous over-­‐representation of publications by male postdocs has disappeared and there is now a much more even distribution across groups (range 24%-­‐26%) b) Female PhD students are just as likely to gain first author as male PhD students (80% cf 77%) c) Women are now more likely to gain the senior author position on high impact publications than they were in 2012 (38% & 80% cf 17% & 10%). !"#$%"&'()*&
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Table 12: Publication biases have improved markedly over the last two years. 49 +$%"&',(&
2. The EDWG questionnaire In order to better understand where to focus our efforts CLES ASWG facilitated the launch of a working-­‐culture questionnaire that was developed by the EDWG. There were 121 respondents (59 male and 62 female). We are still in the process of completing our formal quantitative and qualitative analyses, however some early patterns (particularly surrounding work-­‐life balance) have emerged that we have been able to take action on. a) Quantitative Analyses 2*/%&)&''"#$"23"
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Figure 23: Three bar charts showing the relative responses to some of the questions they were asked. For the “awareness” panel there were 19 female and 21 male respondents in the PhD/PDRA category and 11 female and 17 male respondents in the academic category. For the other two panels there were 31 female and 30 male respondents in the PhD/PDRA category and 13 female and 20 male respondents in the academic category. There are some encouraging signals in our data (Figure 23), with high levels of awareness surrounding AS and members of both sexes viewing its impact as positive. With respect to career progression, women and men feeling equally supported in their careers and that the department is supportive of women in science. There are of course some areas where we need to take more action. The most important of which is the issue of work-­‐life balance. All respondents were much less positive about this and academics in particular were very negative about the ability to maintain a career and a healthy family life. b) Qualitative Analyses 50 Analysis of the qualitative comments identified three main themes from the survey upon which we have based a series of actions (detailed in parentheses after each section below) -­‐ culture of masculinity; continuity and change; and infrastructure support (covering childcare, training, policies and processes). Some colleagues identified the persistence of a culture of masculinity in CLES. While greater equality of women in both academic and managerial positions is being achieved, this alone does not always diminish a culture in which masculinity is a dominant feature (AP6.7). One of the most frequent narratives in the qualitative responses was about division, fracture and dispersal. One respondent perceptively identified several different lines of division: space (because CLES staff are scattered across several buildings), and permanent versus temporary staff (AP4.3, 4.8, 6.6, 7.1). Specifically, we have secured funding from the University to launch a new initiative ‘Anything can happen lunchtimes!’ in which all staff will be able to put forward ideas for activities and events to run at lunchtime (AP6.8). It aims to promote interaction amongst staff and students who are currently dispersed across the campus, and to encourage everyone to take a break during the working day. Initial ideas have already been put forward, and the online voting system will be launched in January 2015. Perhaps predictably, the lack of childcare was mentioned on several occasions as a fundamental barrier to achieving a work-­‐life balance. In addition, other opportunities to provide training in grant writing were identified along with mechanisms to address career progression from fixed-­‐term to permanent contracts (AP8.8, 9.2). 650 words (150 additional words used) 6. Action plan Provide an action plan as an appendix. An action plan template is available on the Athena SWAN website. The Action Plan should be a table or a spread sheet comprising actions to address the priorities identified by the analysis of relevant data presented in this application, success/outcome measures, the post holder responsible for each action and a timeline for completion. The plan should cover current initiatives and your aspirations for the next three years.
51 College of Life and Environmental Sciences (Cornwall) Action Plan for Silver application 2014-17
Introduction
This action plan forms part of the College of Life and Environmental Sciences - Cornwall (CLES-C) Athena SWAN Departmental Silver application. The
document is more than an appendix to the application. It is a live document that is being used by CLES-C as a project plan, to track, monitor and review the
progress and impact of measures put in place to address equality and diversity in science, with special focus on the specific issue of the lack of women in
science. The action plan is being assessed and up-dated three times a year by the CLES Cornwall ASWG. Additionally the overall plan is submitted to the
College Executive Group annually.
Consultation
Staff and students have been consulted in a range of ways, including recurrent and one-off events. Consultation methods included focus groups, discussion
groups, feed-back fora and staff/student surveys and questionnaires. Athena SWAN is also a standing item on the weekly agenda of the CLES Cornwall
Management Group and also on the weekly staff meeting agenda.
Objectives
In addition to detailing the completed actions from our Bronze Award (Section 1), our action plan has ten major aims that we have identified as the key
components of a supportive and successful department. These aims are as follows and are detailed in sections 2 to 11.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Completed actions from our bronze action plan.
Improving data collection and monitoring.
Harnessing commitment and embedding equality actions in the department.
Mainstreaming support of undergraduate and postgraduate students.
Embedding AS in induction and training.
Shifting culture and attitudes.
Maintaining diversity at management and policy making levels.
Maintaining the department’s track record of attracting, retaining and promoting female staff and supporting their career plans.
Continuing to ensure a fair and transparent staff appointment process.
Providing quality maternity/adoption/paternity/carer and flexible working opportunities.
Ensuring visibility of positive female role models in our STEMM outreach activities.
52 1. Completed actions from our Bronze Award action plan.
Ref
Action
Responsibility
Date (to be)
implemented
Recurrent
date
(if required)
Success Measure
1.1
AS CLEC-C launch events
CLES-C and College
Events Team
May 2012
January 2013
Bronze
Build awareness and keep
momentum of gender
initiatives through talks by
inspiring role models.
1.2
1.3
1.4
Prominent notice board at the
entrance of the department to
promote and communicate AS
activities to staff and students
Head of Department/
Assistant College
Manager CLES-C
Launch WISE Cornwall as a forum
for female PhD students and
academic staff
Britt Koskella (CLESC ASWG member)
Update the undergraduate and
postgraduate online prospectus to
January 2012
Engagement with staff and
students (70% from
EDWG questionnaire).
February 2013
Review
February 2014
Bronze
Improved communication,
networking and peer
support (36 staff and PhD
students engaged in
WISE).
College and Central
January 2013
53 Bronze
Annually
Bronze
Progress against
Bronze/ Silver
success
measures
Complete May
2012 and January
2013
Complete January
2012
Regular updates,
posters displayed
highlighting AS
events and news.
Complete February
2013
Review has been
completed and
WISE expanded
(see AP2.6).
First completed
January 2013,
1.5
1.6
show our commitment to the AS
University level Bronze Award
principles
Marketing Teams
Review induction materials for UG
and PG students
CLES-C ASWG
Implement MyPGR system within
the College
Research Support
Team
To be in place for
2013/14 student
intake
May 2012
Annually
thereafter
UG and PGT female
figures were up by 21% in
2014 (from 492 female
students in 2013 to 624 in
2014).
added into process
for the production
of annual
prospectuses
Bronze
Complete
September 2013
Clear information on the
support for female
students and career path
options, confirmed by
positive feedback from
students
Bronze
Enhanced monitoring and
tracking of the support of
PGR students.
1.7
1.8
Weekly Research laboratory
meetings to give PhD students
and ECRs the opportunity to
present their work and receive
feedback in a supportive and
encouraging setting
Research Group
Leads
ECR meetings with Head of
Department
Head of Department
January 2011
Bronze
PhD students and ECRs
gained experience of
presenting. Higher number
of females participate in
presentations.
October 2012
Bronze
Staff report they have a
better understanding of
how the department is
operating.
54 Complete May
2012
All students are
registered on
MyPGR.
In place since
January 2011 on a
weekly basis.
Embedded
October 2012
onwards
Meetings are bitermly as a result
of feedback from
ECRs.
1.9
University induction talk and lunch
hosting by the Vice Chancellor and
Deputy Vice Chancellor team
College HRBP
New staff lunches
are held termly
(commenced at
University level in
2003)
Review
concluded July
2013
Bronze
All new staff invited to
attend and feedback is
currently being gathered.
More frequent sessions
are now being held on the
Penryn campus.
1.10
1.11
1.12
All new staff to be informed of the
induction process at the time of
their appointment.
HR Services
Creation of an Equality and
Working Culture Group ( now
called the Equality and Diversity
Working Group: EDWG)
CLES-C
ASWG/Director of
PGR
Weekly coffee mornings for staff
and students
Head of Department
September 2009
September 2011
September 2013
Reviewed in
September
2012 when
new College
was formed
Bronze
Review
September
2015
Bronze
Continued engagement
and consultation with
Charter principles.
Bronze
Discussions take place on
work and future
aspirations. Positive
feedback received.
Implementing core hours of 10am
to 4pm
Head of Department/
Assistant College
September 2012
Bronze
Higher attendance rates
55 Feedback will be
used to improve
the induction
process.
Completed review
September 2012
Induction feedback was
reported to the CLES-C
ASWG to inform future
actions
Meeting are attended by
the majority of staff and
students.
1.13
Completed review
July 2013
Complete
September 2011
Membership
includes ECRs,
postdocs,
technicians and
PhD students.
Change of
objective
This has grown to
staff and students
informally meeting
weekly.
Established
September 2012
Manager CLES-C
1.14
1.15
Communal social space
Regular social events
Head of Department/
Assistant College
Manager CLES-C
CLES-C Management
Team/All Staff
March 2010
from those with
parent/carer
responsibilities.
Academics
calendar produced
for the academic
year 2014/15 to
facilitate meetings
for part-time staff.
Bronze
Complete March
2010
The Department has
retained physical
resources for a common
room that was to be reassigned for office space.
September 2010
Bronze
Events are child inclusive.
Review feedback via staff
surveys.
1.16
Staff lunch gathering
Head of
Department/All Staff
March 2010
Bronze
Staff aim to have lunch
around the same time
every day so they can
informally meet up.
1.17
RKT Researcher Toolkit
Research and
Knowledge Transfer
December 2012
Bronze
Online research support
database which has
specific sections on ECR
56 This space is used
daily by staff,
postdocs and PhD
students.
Complete
September 2010
Staff have created
an email list for all
social events.
Complete March
2010
Most days at least
one third of the
staff attend, so
there are always a
group of people to
share the daily
experience with.
Established
December 2012
Webpages
regularly updated,
1.18
1.19
Publish promotion criteria for each
job family; Education and
Research, Education and
Scholarship and Research
HR Services in
consultation with
College(s)
Promote the use of the Career
Zone
CLES–C MG
October 2006
funding and specific
support for female
orientated funding
opportunities (e.g.
L’Oreal).
web monitoring
indicates this is
well used.
Bronze
Complete October
2006
Promote this information
via focus groups, CLES-C
ASWG, staff newsletters
and the AS website.
May 2013
Bronze
More women have
applied and been
promoted since we
embedded AS
actions: 1 in
2012/13, 2 in
2013/14.
Embedded since
May 2013
Increase in uptake from
female ECR and students
from 39% to 51% in 2014
on career planning
workshops.
1.20
Researcher survey for the HR
Excellence in Research Award
HR Services with Vice
Dean of Research
May 2013
Bi-annually
next in 2015
Bronze
Complete May
2013
Assess career support
needs and allocated
strategy resources to meet
these.
1.21
Early Career Researchers attend
presentations at academic
interview panels to see first-hand
the expectation and attainment
levels needed to progress.
HoD
January 2012
Bronze
All ECRs have had the
opportunity to attend.
57 Embedded
Embedded since
January 2012
Feedback sheets
are distributed after
presentations.
1.22
1.23
1.24
1.25
Managing your Academic Career:
a one-day development
programme for women to provide
women in academia with a day of
active reflection to discuss a wide
range of issues that women face in
the management of their careers.
Researcher
Development Team
Monitor undergraduate admissions
panels to ensure that all panel
members have completed E&D
training prior to being a panel
member
College Admissions
Team
Update the text for job adverts to
include reference to our AS
activities to promote the initiative
and encourage female applicants
College HR Business
Partner
Ensuring that the criteria for
selecting applicants for vacant
posts is consistent, fair and
adheres to Equality Policies
HR Services and
recruiting academic
line managers
June 2013
Bronze
Complete July
2013
16 staff attended from
CLES-C.
Bronze
September
2012
Reviewed Annually
41 panel members have
completed the training so
far.
January 2013
Bronze
All academic job adverts
have reference to AS
contained within them. All
academic posts are now
offered on a part time or
job share basis.
June 2011
Bronze
A published criterion
ensures the process is
transparent.
Complete
September
2012/2013/2014
Now in place.
Annual data
collection monitors
this.
Embedded
January 2013
Increase in female
applicants.
Complete June
2011
All chairs of
recruitment panels
have completed
Recruitment &
Selection Training.
All staff are sent a
copy of MossRacusin et al
(2012).
58 1.26
Gender representation on all
interview panels including ECR
vacancies
CLES-C MG/ College
HR Business Partner
January 2013
Arrange feedback sessions to
unsuccessful internal interviewees
following job applications
Chair of interview
panels
April 2012
1.28
Respond to and action student
feedback on gender issues raised
via the Module And Course
Evaluation (MACE)
Education Team
May 2013
Confidential maternity/adoption
meetings to explain leave policies,
discuss support prior to and on
return from leave, use of Keeping
in Touch Days.
College HR Business
Partner
Annual
Monitoring
February 2002
Completed review
January 2014
If necessary we
collaborate with
other departments
to ensure that
panels have
female
representation.
Insight into individual
performance; promote this
support mechanism via
website.
Embedded April
2012
Bronze
Complete June
2013
Gender issues are passed
to the CLES-C ASWG.
Bronze
Maintain return rates and
ensure support for staff
returning.
59 Bronze
All interview panels now
include female
representation without
over burdening female
staff.
1.27
1.29
Review
January 2014
MACE is fully in
place, we are
monitoring
feedback and have
not had gender
related issues.
Embedded
February 2002
Dr Karen
Anderson, the
subject of one of
our case studies,
has benefitted from
these new
measures (see
page 44 of the
application).
1.30
1.31
Salary sacrifice scheme for child
care vouchers
Online maternity leave and pay
calculator
HR Services
HR Services
September 2005
April 2009
Provision
reviewed in
2012
Bronze
n/a
Bronze
Embedded
September 2005
Currently 269 staff
participate in the scheme.
Complete April
2009
Staff who are pregnant or
planning pregnancy can
calculate their leave and
associated pay. This has
received positive feedback
as staff can access
information confidentially
at the stage of planning
pregnancies.
1.32
Breast feeding facilities available
on campus
FX-Plus
November 2012
Bronze
Complete
November 2012
Resource identified and
room put in place.
1.33
Provide cover for members of staff
on maternity leave.
HoD
November 2012
Bronze
Complete
November 2012
Maintenance of 100%
return rate and positive
feedback from staff.
1.34
Appoint lead academics in
Geography and Biosciences
responsible for implementation
and coordination of outreach
activities linked to the CLES-C
strategic plan.
CLES-C MG
December 2013
Inclusion of this role in our
current workload model.
60 Bronze
Complete
December 2013
1.35
Support decision making to staff
assessing those who will be
included within the REF.
Directors of Research
Bronze
Procedures and
policies in place
for assessing
gender in relation
to REF exercise.
Reflect on
submission and
gather data on
gender of those
being submitted at
REF census date.
61 March 2012
October 2013
Complete October
2013
2. Improving data collection and monitoring.
Ref
Action
Responsibility
Success
Measure
Date (to be)
implemented
2.1
Annual monitoring of data and
reflection on the impact of
interventions.
CLES-C ASWG, and
Assistant Director
HR
Bronze
Initial data
gathering
completed in
September 2012
Annual check that
the measures
implemented are
having the
positive impact
we anticipated
and, if not,
reflecting on what
changes need to
be made. Report
to CLES-C MG on
findings.
Silver
New data sources
collected including erecruitment data
for research and
E&S posts,
mandatory
training data and
completion rates
of exit
questionnaires.
Formal flexible
working
applications will
62 Initial data
gathering March
2014
Recurrent
date
(if required)
Updated
annually
starting
February 13
Progress against
Bronze/Silver success
measures
Annual checks completed in
2012, 2013, September 2014.
Updated
annually
Fully in place since September
2014.
be recorded.
2.2
Interpret, monitor and report
the progress of the action plan
with recommendations for
future change and
improvement.
CLES-C ASWG,
CLES-C MG
Bronze
January 2013
Twice per year
for the CLESC ASWG with
an annual
report to
CLES-C SMG
Complete July 2014
July 2014
Weekly
Embedded
CLES-C ASWG
minutes on staffELE page.
July 2014
Monthly
Embedded
Bronze
May 2013
May 2015
Complete May 2014
Ensuring that
resources
allocated to action
plan are included
in the business
plan.
Regular monitoring and report
of the action plan progress
(twice per year).
Silver
Agenda and
minutes of weekly
staff meeting
includes regular
reporting on the
AS action plan.
2.3
Develop targeted focus
groups with staff and students
in response to the data to
further explore key issues
where relevant.
CLES-C ASWG
Consult with staff
and students to
reflect on
changes made
63 Undergraduate students and
EDWG focus groups run.
Focus groups on AS are being
organised during weekly staff
and seek ideas
for further
changes.
Silver
meetings, feedback is being
used to implement new
changes.
June 2014
Annually
Survey was completed in July
2014.
Commenced
September 2012
until March 2015
December
2014
Compare survey results to
assess new actions needed.
Online survey for
staff and PhD
students (EDWG
questionnaire).
2.4
Review the data from the
student AS surveys, interpret
data and identify relevant
recommendation for CLES-C.
Thekla Morgenroth,
Psychology PhD
Student partly funded
by university level AS
committee
Bronze
This will inform
our action plan.
Silver
May 2014
Complete May 2014
Focus group with
second year
students to find
out why their
confidence levels
drop.
2.5
Equal Pay Audits
HR Services with
VCEG and College
Deans
Bronze
2010
Annual equal
pay audits
Equal pay audits
carried out
annually.
Silver
2014
Additional
analysis was
done for pay for
all professors by
gender.
64 We discovered that female
students in particular lacked
confidence, and successfully
promoted Sprint training to
them when it became available
(AP4.10)
In 2012 the professorial gender
pay gap in CLES was 6.44%
and this has decreased to
0.78% (favouring males).
2.6
Women in Science and
Engineering (WISE) workshop
exploring perceived barriers to
progression
Dr Britt
Koskella/CLES-C
ASWG
Bronze
November 2012
Feedback
informed our
action plan
Silver
Annually
Successful workshop ran in
November 2012.
Springboard programme is now
run in Cornwall every 18
months as a direct result of this
workshop (AP8.7).
June 2015
All academic staff to attend,
including ECRs.
February 2013
Complete February 2013
Organise
workshop
specifically on
unintentional bias.
2.7
2.8
Review of PhD and Early
Career Researcher (ECR)
publication rates and
authorship to assess 1) do
men and women differ in
number of publications that
they produce 2) do they differ
in the proportion of senior
authorship obtained?
Dr Andy Russell
Incorporate AS within first
year core Key Skills modules
in all programmes
Director of Education
Bronze
Results were presented at the
AS lecture in November 2013.
Silver
October 2014
Rerun the
publication rates
and authorship
survey and
analyse new
findings.
All first year
students will be
aware of the
Charter and AS
issues.
3. Harnessing commitment and embedding equality actions in the Department
65 Complete October 2014
Results were presented at the
AS lecture in November 2014,
showing a marked
improvement in publication
rates for female postdocs/PhD
students (see page 41 of the
application).
September 2015
This is part of the education
planning process for academic
year 2015/16.
3.1
AS Departmental Website
Head of Department/
Assistant College
Manager CLES-C
Bronze
May 2013
Complete May 2013
Promote events
and support
initiatives to all
staff.
Silver
Departmental website features
a list of upcoming events.
August 2014
Annually
Complete August 2014
May 2013
Monthly
Change of objective May 2013
March 2014
Monthly
Embedded
10 female role
models are
featured on the
webpage.
3.2
Departmental AS newsletter
To inform staff/students of
new initiatives and foster twoway communication.
CLES-C ASWG
Bronze
Survey shows
staff and students
engaged with
Charter principles
Silver
Information is now
shared through
weekly staff
meeting minutes,
Life (student)
magazine termly,
and the annual
report.
66 We also created a twitter page
which had over 200 followers
as of November 2014.
3.3
Encouraging all staff to
highlight their involvement in
AS initiative on individual
academic web pages
Head of Department/
Assistant College
Manager CLES-C
Bronze
May 2013
Reinforce the
culture that AS
principles are key
to our core
academic roles.
Review
September
2015
Silver
Engage with external bodies
to challenge any processes
with unintentional bias
All academic staff
Bronze
As a result, 95% of PhD
students and staff who
responded to our staff survey in
July 2014 were aware of the
AS initiative.
January 2013
Review 2016
January 2016
Our female DoR led on the
doctoral training DTP for Exeter
and ensured AS principles
were applied to recruitment
processes.
Staff have
engaged with
major funding
bodies e.g.
NERC; GW4 DTP
initiative.
WISE Cornwall Group
established
Britt Koskella (CLESC ASWG member)
Bronze
February 2013
Give female
ECRs a voice and
offer
opportunities.
67 Embedded January 2013
Staff raise issues
as they arise.
Silver
3.5
Members of CLES-C ASWG
have mentioned their
involvement with AS on their
profiles.
All PIs have run AS sessions
with their research groups.
Show the
relevance of AS in
to all staff and
students.
3.4
Embedded March 2014
February 2014
Completed review February
2014
Silver
February 2014
The group has been renamed
the ECR network, and has a
permanent seat at the CLES-C
MG.
Relaunch group
with meetings and
events for male
and female ECRs.
3.6
Athena SWAN video produced
by undergraduate students
AS Project Officer/
UG students
Silver
January 2014
January 2015
until 2017
Increasing
awareness of AS
in the student
population.
Complete January 2014
Students as change agents
grant was used to fund the
video, which has had over 500
views so far.
Annual alumni funds secured to
produce an annual video.
3.7
3.8
EDWG questionnaire created
to see impact of AS actions
within the department
EDWG leads, AS
champion
Annual CLES-C Athena
SWAN lecture
AS champion, AS
Project Officer
Silver
April 2014
High awareness
and engagement
with AS Charter.
Silver
4. Mainstreaming support of undergraduate and postgraduate students
68 Complete July 2014
Results from the questionnaire
are explored on page 42 of the
application.
November 2013;
November 2014
Department to set
aside resources
to enable us to
attract high profile
speakers.
Annually
Annually
Well-attended lecture
embedded with departmental
seminar series, with a gender
balance of speakers.
4.1
Revise the recruitment
process for PhD opportunities
CLES-C ASWG,
University ASWG,
University Graduate
Faculty
Bronze
To ensure there is
no unintentional
bias.
Silver
Review
commencing June
2013
Embedded since June 2013.
July 2016
Implement
outcome of the
review.
4.2
Peer Support service
CLES–C MG/All Staff
Bronze
January 2012
Success of our
Early Career
Researchers and
UGs in moving to
the next career
stage. Pilot
scheme was
developed in
2012.
Silver
69 Change of objective January
2014
The scheme is in its third year;
ECRs are now part of a
separate scheme (AP4.3).
March 2014
Scheme for CLES
Cornwall UG
students, first
years are
mentored by
second years.
Review
January 2014
40 mentors volunteered (30
females, 10 males) for the
academic year 2014/15.
4.3
Mentoring for postgraduate
students
CLES-C ASWG
Bronze
July 2013
Review July
2016
Complete July 2013
October 2014
October 2015
Scheme was revised in
October 2014; all PGRs to
have bi-yearly meetings with
their allocated mentors.
Mentoring system
fully in place, with
a gender balance
of mentors
available.
Silver
Improved
awareness and
uptake of
scheme.
4.4
4.5
Creation of PhD advert
templates
Create and implement College
specific training for mentors
Director PG
Research Cornwall;
Director of Research;
ACM Research
Silver
CLES-C
ASWG/Director PG
Research Cornwall
Bronze
September 2015
To encourage
female applicants.
Improve support
to students.
70 November 2014
Complete April 2014
The specific training session
ran on 7 April 2014 on the
Penryn campus and focused
on peer mentoring for
academic mentors ‘How to be
an effective mentor’.
July 2014
Sessions to be
embedded
annually.
Reviewed
annually
Templates currently being
designed by CLES ASWG.
July 2013
Silver
Annually
Feedback will be used to
review training.
4.6
Staff and student gender
balance at open days
Open day
coordinators
Bronze
March 2013
Five open
days per year
Role models for
future, aim for a
50/50 gender
ratio.
Silver
Gender representation at open
days in 2013/2014: 38% female
staff, 62% male staff.
February 2014
Increased
participation from
female staff.
4.7
Celebrate passing PhD vivas
Director PG
Research Cornwall/
PhD Supervisors
Bronze
Embedded for
each of the
five open days
per year
2010
Embedded since 2010
June 2015
Monthly
Gender balance of PhD
students profiled, increased
awareness of PGR activities
and successes in the
department.
September 2012
Review
September
2015
Complete September 2012
Feature
completed PGR
students’ journey
on AS webpage
monthly.
EDWG meetings
Postdoctoral AS
Team
Bronze
Three leading
postdoctoral
researchers meet
monthly to
discuss AS with
PhD students,
postdocs and
technical staff.
71 Ofsted registered pop up
nursery (AP10.6) has impacted
on staff’s ability to attend open
days that are all held on
Saturdays.
Publicise the
individual’s
achievement to
the Department.
Silver
4.8
Embedded March 2013
Monthly meeting have been
organised since September
2012.
Silver
July 2013
Successful transition of the
leadership of this group
happened in 2013.
Maintain and
increase
participation.
4.9
Seek feedback from UG
students to assess any
barriers to Postgraduate
taught programmes.
Assistant College
Manager CLES-C
Bronze
The group developed the
staff/student questionnaire that
ran in July 2014, which showed
70% of respondents were
aware of EDWG.
July 2013
Increased
application from
female students.
Silver
4.11
Pilot Sprint training for
undergraduate female
students in CLES Cornwall
Career Zone
Assessment of cultural/social
experience of the student
population on campus
Student Services/
Assistant College
Manager CLES-C
Silver
September 2014
Ongoing;
Review
January 2017
Widened participation in PGT
courses in Biosciences and
Geography.
October 2014
If pilot
successful,
repeat
annually.
Review
January 2017
Complete October 2014
Career planning
and confidence
training.
Silver
November 2015
Good
understanding of
issues
encountered by
female students in
relations to
72 Complete May 2014
Group session was organised
in May 2014, we discovered
funding was the main issue for
UG students.
Launch MSci
programmes in
response to
funding issues.
4.10
Review July
2016
5 female students from CLES
Cornwall have completed the
training.
We are currently investigating
best practice in the sector.
potential ‘lad
culture’
4.12
Review offering of UG
programmes as part-time
variants.
DoE, Taught
Programme Manager
Silver
September 2015
CLES ASWG currently
reviewing offerings.
More flexibility for
our UG students.
5. Embedding AS in induction, training and mentorship
5.1
Personal induction
Assistant College
Manager CLES-C
Bronze
September 2011
Individual induction
meeting to support
all new staff.
Review
September
2014
Reviewed September 2014
Inductions happen every two
weeks on the Penryn campus.
Induction material given to staff
with information on specific AS
initiatives, also available online.
Silver
September 2013
Bespoke
inductions to all
new staff and PGR
students
5.2
Strengthen mentorship
arrangements between staff
and their academic leads
HoD
Silver
January 2015
Increased formal
meetings from
twice a year to four
times a year.
73 Ongoing; Reevalute the
process in Jan
2017
As of September 2013
Inductions are now bespoke
with series of meetings set up
with HoD, DoE, DoR and
Professional Service staff
where appropriate. These are
recorded by the department.
Induction handbooks are also
given to all new staff.
New arrangements have been
agreed by the management
group and announced to staff.
5.3
Establish teaching mentors for
all academic staff and
research mentors for all ECRs
Director of
Education/Director
of Research/HoD
Silver
CLES-C MG/ AS
Project Officer
Bronze
May 2014
December
2014
This has now been established
for all academic staff in the
department. HoD is monitoring
this to ensure all staff receive
this support.
March 2013
Annual reports
via data
monitoring
(AP2.1)
Updated as of November 2014
July 2014
Monthly
All junior staff
mentored by more
experienced
member of staff.
6. Shifting Culture and Attitudes
6.1
All staff to have successfully
completed E&D Training
98% of CLES-C
staff have
completed the
training.
Silver
Achieve and
maintain 100%
completion rates.
Send personalised
emails to all new
staff.
6.2
Rolling banner on
departmental website
highlighting the career
progression and successes of
our female staff members
HoD/ Assistant
College Manager
CLES-C
Bronze
May 2013
Promoting female
science career
paths and
department role
models.
Silver
March 2015
Promotion of
female role models
to a wider
74 Complete September 2014
Repeated
annually until
2017
See also AP11.2
audience.
6.3
Gender balance of seminar
speakers
Programme Lead
Trends
Bronze
September 2012
Review
September
2014
Gender balance: 46% female
speakers in Biosciences and
30% in Geography in 2013.
September 2014
Ongoing until
2017
In 2014, gender balance has
been: 36% female speakers in
Biosciences and 63% in
Geography.
August 2013
Review August
2015
Embedded August 2013
Time is scheduled
for students and
ECR staff to meet
individually or in
small groups with
external speakers
to share
experience and
seek advice.
Silver
Aim for 50%
female speakers at
all seminar series
by 2017.
6.4
Monitoring our media and web
profiling of CLES-C Women
College Marketing
Team/Press Office
Bronze
Monitoring in
place.
Silver
June 2015
Proactively inform
marketing team
and press office to
increase female
staff/students
featured.
75 Process now in place to inform
our on-site marketing manager
of research and teaching
highlights.
6.5
Promote the resources
available for those choosing
the education and scholarship
(E&S) career path
Educational
Enhancement
Unit/CLES-C
Director of
Education
Bronze
September 2013
Annually
Briefing sessions
organised.
Silver
February 2015
New promotion criteria have
been agreed, and in
discussions with education
enhancement about career
development.
Aligning resources
and training with
new promotion
criteria.
6.6
Weekly staff meeting
Head of Department
Ongoing September 2013
Bronze
March 2010
Embedded
Embedded since March 2010
AS is a standing
item to ensure that
all operational
matters are
considered in light
of the AS
principles.
Silver
February 2014
Focus groups are
organised termly
during staff
meetings to gather
in depth feedback
on the perceived
success and
progress of the
action plan.
76 We have appointed an AS
champion (Prof Stuart
Bearhop) who acts as a liaison
between the staff meeting,
CLES ASWG and CLES MG.
6.7
6.8
6.9
Unintentional bias training
Staff wellbeing initiative
Extend Recruitment &
Selection training to all staff
involved in selection panels
Athena SWAN
project officer, ECR
network members
Silver
Assistant College
Manager CLESC/HoD
Silver
HoD
Silver
November 2015
Recurrent for
all new staff.
Currently investigating training
provision.
January 2015
Monthly
Launching ‘Anything can
happen lunchtimes’ to promote
interaction and social
networking.
Initiate in January
2015
Ongoing 2015
to 2017
Online version of Recruitment
& Selection training has been
developed and personalised
emails will be sent to all staff
members reminding them to
complete the training.
September 2013
Review
September
2016
Apart from the research
committee, we now have 50%
or more female members on
committees.
Mainstream this
alongside E&D and
Recruitment and
Selection training.
Staff are
empowered to
meet new people
in the department
and to take back
their lunchtimes.
Panel chairs are
supported by
trained panel
members
7. Maintaining diversity at management and policy making levels
7.1
Gender balance on
department committees
Head of Department/
Assistant College
Manager CLES-C
Bronze
Encourage
recruitment of
female staff.
The CLES-C MG has an ECR
representative. Dr Camille
Bonneaud currently holds this
position. Prof Juliet Osborne
has been promoted to Prof and
is now an academic lead and
on the CLES-C MG. Prof Nina
Wedell has been DoR since
77 2014.
Silver
January 2015
Ongoing,
embedded by
March 2015
Less pressure on female staff
who have to attend many
meetings.
January 2015
January 2016,
January 2017
Core membership is based
upon roles held by people in
the department. Remaining
members are recruited via
expressions of interest.
Annually each
April prior to
appraisal
meetings
Complete for 2013.
Ongoing:
Review Jan
2017
Four female academics
promoted since 2012.
Send replacement
to meetings when
attendee is
unavailable.
7.2
Review the membership of the
CLES-C ASWG.
Athena SWAN
champion, AS
Project Officer
Silver
Regular reviews
of the
membership will
ensure a
balanced group
and equal
opportunities for
new members to
join.
8. Maintaining attraction, retention and promotion of female staff and career planning
8.1
Annual workshops focusing on
promotions, including good
practice for writing promotion
documentation, views of
people who have been
through the process.
College HRBP
Bronze
April 2013
Increase in
number of female
staff applying for
promotion.
Silver
Commenced
March 2014
Nurture our junior
staff to achieve
excellence in
teaching and
78 HR staff now attending staff
meetings to advise on research
recruitment and promotion:
November 2014.
research.
8.2
Exit questionnaires
CLES-C AWSG; HR
Business Partner
Bronze
Since 2006
Review
January 2014
New exit questionnaire
launched in 2014, uptake is
better than previously.
September
2014
76 % of staff completed
appraisals in 2014.
Exit
questionnaires
are in place and
promoted for
every leaver.
Silver
December 2015
Roll out online
exit
questionnaires for
PGR students.
8.3
Ensure that all staff have a
formal appraisal
HR Services in
consultation with
College(s)
Bronze
April 2002
Aim to have 100%
of formal
appraisals by
2014.
Silver
January 2015
Quality as well as quantity.
Improve
completion rates.
8.4
100% of appraisers to have
received training prior to
carrying out an appraisal.
College Dean/CLES–
C MG
Bronze
April 2014
Appraisals are
productive.
79 Review impact
of training in
April 2016
Ongoing April 2014
Silver
May 2015
Annually
January 2013
Review
January 2015
100% to have
completed
training.
8.5
Mentoring scheme (Peer
Mentoring).
CLES-C ASWG
/CLES-C MG
Bronze
Supporting the
career path of
staff and ECRs.
Mentors recruited
and trained.
Silver
There are 17 female mentors
and 14 male mentors; from
postdocs to professors.
January 2015
Continue and
implement
until 2017
We plan to engage with other
institutions with successful
mentoring initiatives to gather
best practice.
Pilot February
2012
Fully in place
for academic
year 13/14
On schedule
Improved uptake
in the scheme.
8.6
SWARM workload planner
CLES-C MG
Bronze
Transparent
workload model.
Silver
September 2015
Steering Group was
established in January 2014,
with membership including a
senior member of each College
and is chaired by a DVC to link
to the top level of management
of the University.
We will be
reviewing
SWARM and
check for any
gender issues
within workloads.
8.7
Springboard training for
women to support career
aspirations and confidence
Learning &
Development
Silver
December 2013
17 women
attended the
training in 2013.
80 Embedded January 2013
Annually
Complete December 2013
Next course running Cornwall
in May 2015 with review and
taster session run in November
2014 (17 attendees in total).
8.8
Mock interview panels for
ECR grants funding
Research support
team
Silver
January 2015
We have run mock interview
panels for staff attending ERC
(European Research Council)
and RCUK fellowship
interviews.
Provide support to
ECRs in gaining
grants.
8.9
Appraisal ambassadors
recruited within the
department.
HoD
Silver
June 2014
Repeat
annually until
2017
Appraisal ambassadors have
been identified and reminders
sent to all staff in 2014.
2009
Reviewed as
part of the
annual
appraisal
process
Embedded since 2009
Improved PDR
completion rates.
9. Continuing to ensure a fair and transparent staff and PGR appointment process
9.1
Independent research fellows
provided with career planning
to convert to open-ended
academic appointments staff
on completion of fellowships.
Head of Department
Bronze
Greater retention
of independent
fellows.
Silver
Career planning
for ECRs is part
of the PDR
process: nine
former fellows are
now academic
staff.
81 We continue to attract
independent research fellows
and a further three members of
staff are due to convert to
open-ended contracts in 2015.
9.2
Recruit all academic posts
(including research posts) via
the Trent e-recruitment
system.
CLES-C ASWG, HR
Services
Silver
November 2013
Embedded at University level,
we are still working on data
collection.
Gender data for
all posts will be
available for
monitoring.
10. Providing Quality Maternity/Adoption/Paternity/Carer and Flexible Working Opportunities
10.1
Confidential occupational
health support
Occupational health
team
Bronze
February 2012
Review
scheduled July
2013
Completed review July 2013
March 2013
Embedded
All staff and their families have
access to Care First 24/7.
September 2004
(date of Penryn
campus opening)
Being
reviewed
academic year
13/14
Focus groups are being run on
Penryn campus to seek
parents and carers’ views; a
pop up nursery has now been
put in place for open days.
Increase in
informal
adjustments to
workload for
pregnant staff.
Silver
Improved
occupational
health service
accessible and
available to all
staff.
10.2
Review Nursery Provision on
the Penryn campus
FX-Plus
Bronze
Enhance existing
provision.
82 Silver
November 2014
Nursery provision
on the Penryn
campus.
10.3
Review of Adoption and
maternity pay
HR Services and
CLES-C ASWG
Silver
Monitor
progress
January 2016
September 2013
Review will be completed in
November 2014.
Rolled out December 2014
Qualifying period
to be eligible for
enhanced
University
maternity pay
reduced to 12
weeks, which
benefits ECRs in
particular.
10.4
Term free of teaching on
return from maternity leave for
R-staff, lighter load for T-staff.
HoD
Bronze
December 2012
Supported
transition back
into work.
Silver
Maternity/paternity/adoption
leave for PGR students
RCUK, CLES-C MG
Silver
Provided for
Exeter funded
studentships in
line with the
83 Complete
See case study 2 on page 47.
August 2014
Budgetary provision is now
made to fund teaching cover
for staff returning from
maternity leave and our
department has utilised this.
Academic year
2012/2013
Four PGR students have taken
and returned from paid
maternity leave in CLES-C
since 2012, one has taken and
returned from paternity leave.
Funding in place
to provide
teaching cover
when research
staff return for
one term.
10.5
Review uptake
December
2014
RCUK guidelines
(6 months on full
stipend).
10.6
10.7
Ofsted registered pop-up
nursery in place for all open
days
CLES-C MG, CLES
ASWG
Promote formal and informal
flexible working arrangements
to prospective and current
staff
HRBP, HoD,
Assistant College
Manager CLES-C
Silver
May 2014
For each open
day
Maximise
attendance of
staff with
childcare
responsibilities,
promote gender
balance of
academic staff on
open days.
Silver
Complete May 2014
After running a pilot during an
open day in February, funding
was secured, and pop-up
nurseries have been successful
with an average of ten children
attending per open day.
June 2014
Review in
June 2017
Ensure female
staff can embed
this in their
working lives
where needed.
Formal applications for
permanent flexible working
arrangements can now be
made to the College Dean. All
requests have so far been
approved.
Staff can also apply for
teaching day restrictions.
11. Ensuring visibility of positive female role models in outreach activities
11.1
Hold events at the University,
inviting pupils and the general
public to come to the campus
for a day of science activities
and a taste of university life,
ensuring a gender balance of
Student Engagement
and Widening
Participation
Coordinator/
Outreach officer
Bronze
January 2013
Encourage girls
and young
women to have a
career in science.
84 Monthly
Embedded, and happening
monthly on and off campus
since January 2013.
staff.
Silver
August 2012
Annually
Science in the Square has
enabled the local community to
find out more about our science
and to showcase staff research
and successes in Falmouth;
Bioblitz is a large scale wildlife
surveying and monitoring
event. We ensure a gender
balance of speakers.
August 2014
New case
studies to be
produced
annually
Complete August 2014
Run public events
involving the local
community in
science, ensuring
a gender balance
of staff.
11.2
Promoting female role models
in the department through our
profiles of women in science
in CLES-C.
CLES-C ASWG
Silver
Showcasing the
breadth of female
talent in CLES-C,
providing role
models at all
career stages.
85 Case studies can be found
online and our posters have
been displayed at Science in
the Square in 2014 and on
campus.
7. Case study: impacting on individuals: maximum 1,000 words Describe how the department’s SWAN activities have benefitted two individuals working in the department. One of these case studies should be a member of the self-­‐assessment team, the other someone else in the department. More information on case studies is available in the guidance. Case study 1: Dr Britt Koskella I first joined the University of Exeter's Penryn campus from the University of Oxford in November 2011 as a NERC Junior Research Fellow. The move was facilitated by the opportunity for a proleptic appointment at the end of my fellowship. However, during the final year of my fellowship here, and with the support and encouragement of colleagues and the head of department, I applied for and received a NERC Senior Research Fellowship. I have now been awarded this fellowship and was also promoted to Senior Lecturer. My transition from a Junior Research Fellow to Senior Fellow was met with great enthusiasm and support by the department. Not long after the start of my new fellowship, I was encouraged by the head of department to put myself forward for Senior Lecturer. Much of my success in receiving this promotion was related to the opportunities I had been afforded over the previous two years to take part in a University level steering group, numerous departmental committees and as the Cornwall coordinator for the researcher development program. My success in these positions was applauded and built my confidence greatly. During my personal development review with the head of department at the start of my senior research fellowship, I was strongly encouraged to continue building upon my leadership potential, and as such as I was funded by the University's Researcher Development team to attend the Leadership Foundation's AURORA programme for future female leaders. Over the course of four workshops and one working group, I had the time to reflect on my strengths and weaknesses as a leader, was given information about common hurdles faced by women as they progress in their career, and generated a great network of successful women from across the UK. The support and encouragement I have been offered from colleagues, my mentor and the senior management team at the University of Exeter has been truly remarkable, and I consider myself extremely lucky to have spent my early career scientist years in this department. Every opportunity that I could wish for has been available, including mentoring schemes, training, and experience in committees and working groups such as the Athena SWAN panel, but I have also not felt overwhelmed or pressurized into accepting any positions which might detract from my ability to succeed as a researcher. In the past year I have also received additional research technician support after a request to the senior management in order to complete a project with great potential for high impact publication. 86 I feel this level of support both for my research and my personal development has been an integral part of my success in the field. During a Women in Science workshop in 2012, organized by myself and two other postdoctoral fellows from other departments on campus, it became clear that there was an identified gap in training and support for postdoctoral researchers across the Penryn and Truro campuses. As such, we decided to found the Early Career Researcher network. The network has been financially supported by the University Researcher Development team and has thus far attracted over sixty ECRs across various training, social events and workshops focused on career development. The mechanism for feedback to the University steering group has allowed the training for ECRs on campus to be shaped by those directly involved, and we have seen a great improvement in engagement in courses. This network has now been integrated into the induction process such that new postdoctoral researchers and fellows can immediately become involved in the department and have a head start in building their social and career networks. Case study 2: Dr Karen Anderson I got my first lectureship appointment at the University of Exeter in 2004 and I came to the Cornwall Campus in its first academic term. As I have been at the Cornwall Campus since the ‘beginning’ I have seen huge transformations in the campus and in the progress that has been made over the last ten years. When I joined the university I had just completed my PhD research [and I found it challenging to join a new department at its beginnings]. I quickly established good working relationships with my colleagues in Cornwall and with physical geography researchers at the University of Exeter at Streatham campus, and I kicked off some new research on soils and remote sensing which has proven to be really interesting and has led to many new research avenues. At the time I joined Exeter I was the only female physical geographer across two campuses. It was a few years before another woman was appointed into physical geography, but I’m pleased to say that gender balance in physical geography is now much improved. When my partner and I decided to start a family, I was initially anxious about taking leave. However, I found the whole process to be very supportive and I was impressed at the measures that CLES Cornwall put in place to support me whilst I was away, and in the period after I returned from leave. I was given the opportunity to use my leave to return to work gradually, which I did, and I found this to be really helpful in giving my daughter a more gentle introduction to nursery. I also benefitted from a term free of teaching when I first came back to work so that I could catch up with my research. I now work part-­‐time (80% FTE) and I have flexible arrangements that allow me to get my daughter to and from nursery on the days that I work. My experience of maternity leave demonstrates the extent of the measures that CLES Cornwall provides for female staff and those with young children and 87 other family dependents. I certainly do not feel that taking time off to have a baby has compromised my career progression and that’s a really positive thing. Overall, the Cornwall Campus and CLES Cornwall offers a supportive environment for staff and I’ve been really pleased to see that flexible working schemes are offered to all who apply for jobs here. I feel able to discuss issues of work-­‐life balance with my line managers and I know that they will do their best to accommodate requests. I do think that maintaining a successful academic career whilst supporting a young family is a challenging balancing act but I feel confident that my department is well equipped to support me in that quest. 1,062 words (additional 62 words used) Total word count: 10, 912 words (additional 912/1,000 words used as agreed in advance by the ECU). 88