1
Athena SWAN Silver department award application
Name of university: University College London
Department: Institute of Child Health
Date of application: November 2013
Date of university Bronze and/or Silver Athena SWAN award: Bronze award: 2006, renewed
2009, 2012
Contact for application: Dr Shamima Rahman
Email: shamima.rahman@ucl.ac.uk
Telephone: 020 7905 2608
Departmental website address: http://www.ucl.ac.uk/ich/homepage/athena-swan
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.
2
INDEX
Page
Section
3
Heading
List of abbreviations
4
1
Letter of endorsement from the head of department
5
2
The self-assessment process
8
3
A picture of the department
18
4
Supporting and advancing women’s careers
42
5
Any other comments
43
6
Action plan
44
7
Case study: impacting on individuals
Appendix
Action plan
3
List of Abbreviations
BRC
Biomedical Research Centre
CHRAT
Child Health Research Appeal Trust
EHER
Equality in Higher Education Report
FPHS
Faculty of Population Health Sciences
GOSH
Great Ormond Street Hospital NHS Foundation Trust
HEFCE
Higher Education Funding Council for England
HoD
Head of Department
HR
Human Resources
ICH
Institute of Child Health
KIT
Keeping in Touch
MADS
Mums and Dads’ Support Group
NIHR
National Institute of Health Research
P&E
Planning and Executive Committee
PI
Principal Investigator
PG
Postgraduate
PGR
Postgraduate Research
PGT
Postgraduate Taught
RA
Research Assistant
RAE
Research Assessment Exercise
REF
Research Excellence Framework
SAT
Self-assessment team
SLMS
School of Life and Medical Sciences
SMT
Senior Management Team
STEMM
Science, Technology, Engineering, Maths and Medicine
UCL
University College London
UG
Undergraduate
4
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.
It gives me great pleasure to provide this letter of endorsement of the application from the UCL
Institute of Child Health (ICH) for an Athena SWAN Silver Award. I was appointed as the first
female Director of the ICH in October 2012 and have the privilege of leading an internationally
excellent institute, where the workforce is 63% female. I have a strong commitment to support
gender equality in the biomedical academic work force. In 2012, I chaired a taskforce for the
Academy of Medical Sciences which addressed “Representation of women within the Academy’s
fellowship”, the report of which is published on the Academy’s website. The task force also
considered broader issues around representation of women in the biomedical academic work
force and made a number of important recommendations. I am continuing to lead for the
Academy of Medical Sciences on these issues, and the insights I gained from this process have
been fed into the ICH SAT process.
Despite the gender balance towards women within the Institute, we must not be complacent.
Within the professoriate, there are a higher number of men (22 female and 31 male professors).
We need to improve our strategies and processes and to provide on-going support for women
throughout their careers to enable them to progress to senior positions. In doing so, we face a
number of challenges. Firstly, because ICH, with its partner Great Ormond Street Hospital (GOSH),
is one of the top five children’s academic medical centres in the world, there are considerable
pressures on all staff to maintain this high standard. Our action plan ensures that work-life balance
is valued and this is supported by good HR practices. Secondly, many staff have clinical
commitments, making it logistically difficult to get staff together between 10.00am and 4.00pm.
We have, however, now set the core hours as 10.00am to 4.00pm and ensured that nearly all large
meetings and seminars take place at lunch time to facilitate staff attending.
Since my arrival at ICH, we have been developing a new academic strategy and one of the key
principles of this is “developing academic leaders”. We intend that this will be implemented by
ensuring that staff at clear “crunch-points” in their careers are well supported to progress, for
example from PhD student to postdoctoral scientist and from postdoctoral scientist into lecturer
positions. Given the high proportion of women who hold posts at these levels, this will be
achieved by careful attention to the needs of women and their family commitments.
I will ensure that ICH capitalises on its position of a predominantly female workforce to be an
exemplar in ensuring that the careers of women develop, with equal success, alongside those of
men. We will do this by leading and managing current best practice and innovations. I am very
proud of the support for women’s careers that is already evident at ICH and look forward to
further embedding, within our organisation, the vision and values of Athena SWAN.
Professor Rosalind L Smyth FMedSci
Director, UCL Institute of Child Health, University College London
[492 words]
5
2. The self-assessment process: maximum 1000 words
Describe the self-assessment process. This should include:
a) A description of the self assessment team: members’ roles (both within the department and as
part of the team) and their experiences of work-life balance
A self-assessment team (SAT) was formed in January 2013, to collate and review data regarding
current employment and promotion practices, identify challenges to women’s career progression
at ICH, and implement further actions to overcome these challenges. The ICH-SAT was created by
Professor Ros Smyth, HoD, and Dr Shamima Rahman, a Reader in Paediatric Metabolic Medicine,
selected to be the ICH Athena SWAN Champion. Because of the large size of ICH, the SAT includes
senior representation from all parts of ICH. This allows rapid dissemination about Athena SWAN
initiatives to all areas of ICH. The SAT is gender balanced, with clinical and non-clinical members,
representation from junior and senior members of research staff and Human Resources (HR) and
administrative staff. All SAT members stated that they were able to work flexibly when needed,
and several members had taken time off to care for dependent relatives during serious illnesses.
Further details about SAT membership are provided below.
Table 2.1 The ICH Athena SWAN SAT membership
Name
Position
Background
Heather Bailey
Third year PhD
student
Full time
Maria BitnerGlindzicz
Professor of
Clinical
Genetics
Works full time; two
children, younger
born while working
at ICH
Andrew Copp
GlaxoWellcome
Professor of
Developmental
Neurobiology,
previously
Director of ICH
(2002-2012)
Postdoctoral
Research
Associate
Senior
Research
Associate and
Works full time; two
children born whilst
working at ICH
Elisa Fassone
Steve Howe
PhD from University
of Milan, works at
ICH full time
Works full time; 4
children born whilst
working at ICH,
6
Role in SAT
PhD student
representative, collated
and analysed data
Formed Mums and Dads’
(MADS) support group,
public dissemination of
Athena SWAN throughout
ICH, wrote ‘Case studies’,
contributed to analysing
data for and writing
‘Supporting and advancing
women’s careers’
Analysed senior
promotions and REF data
Analysed all data,
produced all graphs and
helped with editing draft
Contributed to analysing
data for and writing
‘Supporting and advancing
Sara Mole
Course Director currently aged 8
for MSc Cell &
months to 8 years (1
Gene Therapy
week paternity leave
for each)
Reader in
Works full time; 2
Molecular Cell
school age children
Biology
who both used UCL
Nursery; experience
of caring for elderly
parents
Jenny Morgan
Professor of
Cell Biology
Shamima Rahman
Reader in
Paediatric
Metabolic
Medicine
Pete Scambler
Professor of
Molecular
Medicine
Rosalind Smyth
Director of ICH
(HoD)
Jane Sowden
Professor of
Developmental
Biology and
Genetics
Reader in
Developmental
Neurobiology,
ICH Graduate
Tutor
(Research)
Unit
Administrator
Andy Stoker
Chris Thalasselis
Mark Tiwarri
Human
Resources
Manager
Works full time; one
adult child; previous
caring commitments
for elderly parents
Works full time; 3
children, older
children used GOSH
nursery, (Case study
2)
Works full time; two
adult children;
caring commitments
for elderly relatives
Works full time; two
children at
university.
Works full time; two
children born whilst
working at ICH
women’s careers’
Post administered through
ICH. Advisory role because
of experience leading MRC
LMCB SAT (2 silver
awards); UCL Athena
SWAN champion, has sat
on Athena SWAN panels
Analysed data and wrote
‘Supporting and advancing
women’s careers’
Chair of SAT and SWAN
champion, organised ICH
Academic Careers Day,
edited application
Analysed data for and
wrote ‘Picture of the
Department’
Wrote HoD letter and
critically revised entire
application
Developed and wrote
‘Action Plan’
Works full time; two
children born whilst
working at ICH (1
week paternity leave
for each)
Provided data concerning
PhD student numbers and
gender, career destinations
and student support
arrangements in ICH
Works full-time; two
adult children; carer
for parents who live
with her
Athena SWAN
administrator,
developed/disseminated
staff questionnaire,
organised ICH Academic
Careers Day
Provided staff data,
developed staff
questionnaire
Works full time; two
school age children;
carer for 80 year old
mother
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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 ICH-SAT has convened full meetings monthly throughout 2013. In addition, subgroups of the
SAT meet fortnightly, and sometimes more frequently, to discuss specific activities, including
devising and rolling out the online survey to all staff, planning the Academic Careers Day,
developing the ICH Athena SWAN website and collecting information about role models, forming
the MADS (Mums and Dads’) support group, and collating and analysing the data discussed in this
document. SAT members have defined duties and agenda items for reporting, and SAT member(s)
have been assigned to each point in the Action Plan.
Wider consultation with ICH staff occurred via an online survey (72% female, 28% male
respondents, 44% of department), an Academic Careers Day with focus groups about women’s
careers and mentoring, through ICH’s Athena SWAN website which has role models for successful
women’s careers in science and medicine, and via a dedicated email address for the ICH-SAT.
Athena SWAN is a standing agenda item of the Planning and Executive (P&E) committee, the most
senior committee at ICH, so the SWAN champion can provide regular updates on SAT activities and
progress. P&E members disseminate Athena SWAN updates to staff throughout ICH.
Prior to commencing our Athena SWAN activities, we read previous successful applications
available on the Athena SWAN website and consulted extensively with other Athena SWAN SATs,
both within UCL and externally. Members of the ICH-SAT have participated in a series of
workshops organised by Harriet Jones and Sarah Guise of the UCL Equality and Diversity team,
which explored good practice around women’s careers in STEMM. Sara Mole, Athena SWAN
champion at UCL’s Laboratory for Molecular and Cell Biology (and Silver award holder), has been
an advisory member of the ICH-SAT and Professor Fiona Karet, Athena SWAN champion at the
School of Clinical Medicine, University of Cambridge, attended our SAT meeting in July 2013 in an
advisory capacity.
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.
The ICH-SAT will hold bimonthly meetings in 2014, but will escalate to monthly meetings in the 12
months prior to the next Athena SWAN application. Members will rotate after serving 1-2 years on
the SAT, in order to disseminate culture change to wider parts of ICH. Annual surveys will be
carried out of all ICH staff to assess the success of the SWAN action plans (Action 1.1A). The SWAN
champion will continue to report to P&E on a quarterly basis (Action 1.1D).
[999 words]
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3. A picture of the department: maximum 2000 words
a) Provide a pen-picture of the department to set the context for the application, outlining in
particular any significant and relevant features.
UCL ICH and its clinical partner GOSH host the largest concentration of child health professionals
and researchers in Europe. Close links with GOSH enable ICH to pursue medical research in the
context of child health and disease, based upon an integrated approach of careful clinical
observation and scientific investigation. This allows an understanding of disease mechanisms and,
in turn, leads to precise diagnosis and development of new therapies.
ICH was founded in 1946 in a single room of GOSH, moving to adjacent purpose-built
accommodation in 1955. In 1996 ICH became part of UCL, currently sitting within the Faculty of
Population Health Sciences (FPHS) of the School of Life and Medical Sciences (SLMS).
GOSH/ICH hosts one of five NIHR specialist Biomedical Research Centres (BRCs), the only such
centre devoted to children’s health, and also the Life Study (http://www.lifestudy.ac.uk/) and the
Baby Bio Bank. The UCL/ICH/GOSH link is a major component of UCL Partners, one of the UK’s
Academic Health Science Partnerships. The high standard of ICH research is evidenced by a 5*A
Research Assessment Exercise (RAE) rating in 2001, while in 2008 70% of the department’s
research outputs were considered of international quality, and maximum (100%) scores were
awarded for ‘environment’ and ‘esteem’. The Institute won the Queen's Anniversary Prize for
Higher Education in 2000 and received an “excellent” rating (score 23/24) for its taught
programmes in the Quality Assurance Agency assessment. During 2005 all 22 programmes
submitted to the Department of Health under the Priorities and Needs funding scheme were given
the highest score.
In 2003, Professor Andrew Copp was appointed director of ICH. Under his leadership Institute
management became aware of the issues affecting women in scientific careers and measures
were taken to improve the situation at ICH. In 2007 we had the first of two presentations and
discussion sessions from Prof Jan Atkinson, UCL’s lead on Athena SWAN, at the Institute’s P&E
committee. Based upon advice received from Prof Atkinson, attention was paid to the particular
issue of women at the highest level of management. Thus, gender balance was considered when
recruiting for the senior chair in Cancer Biology and Professor Kathy Pritchard-Jones was
appointed. In 2010 Professor Myra Bluebond-Langner was appointed to the first UK Chair of
Children’s Palliative Care. In education, Professor Sheila Wirz was appointed as Director of Taught
Courses. This role passed in due course to Professor Christine Kinnon, who is now Vice-Dean for
Education and Faculty Tutor in the Faculty of Population Health Science. In terms of career
progression, we provide an environment where junior PIs are nurtured and encouraged to apply
for promotion whenever appropriate. Professors Maria Bitner-Glindzicz and Jane Sowden, who
both serve on our SAT, are examples of this. We began to adopt a “core hours” culture with our
flagship lecture series (the Otto Wolff lecture series) and most “theme based” seminars taking
place at lunchtime.
Since 1st October 2012 ICH has been led by a female Director, Professor Rosalind Smyth. She
chairs the Senior Management team (SMT) of four women and one man (Figure 3.1). The new ICH
Manager will be working flexibly (one day per week from home and finishing at 4pm on other
days) to fit in with child care.
[533 words]
9
Figure 3.1: New ICH Senior management structure
10
ICH is currently embarked upon an academic reorganisation and therefore current and future
structures are described briefly below. The Institute currently employs 406 researchers, of whom
255 (63%) are women. The current research structure is flat with research organized into 26 Units,
which are loosely grouped into eight themes, the theme leads and SMT forming the P&E
committee. Following reorganisation there will be five research programmes each with its own
head and deputy, with units reassembled into 3-5 sections within the programmes. The new
programmes are:





Genetics and Genomic Medicine
Population, Policy and Practice
Developmental Biology and Cancer
Developmental Neurosciences
Infection, Immunity and Inflammation
Throughout this reorganisation, the Athena SWAN SAT was consulted and the Institute made sure
that Athena SWAN principles were considered throughout the process. For example, women were
actively encouraged to apply for the directorships and deputy directorships of the new
programmes, and four women and six men have recently been appointed to these new leadership
roles (Figure 3.1).
ICH takes responsibility for the paediatric component of the UCL undergraduate (UG) medical
curriculum. In addition, ICH runs various postgraduate (PG) programmes and short courses, and
many staff have teaching responsibilities elsewhere within UCL. Transferable skills and various
training courses are offered at sites across UCL, with ICH staff being major participants. ICH
currently has 278 PG taught course students (233 female: 84%), and 176 PG research students
(120 female: 68%). Altogether, 63% of ICH staff and 78% of PG students are female. For
comparison, the Equality in Higher Education Statistical Report (EHER) 2010 states that 39% of
staff in SET departments are female whilst 61% are male. In clinical medicine departments
approximately 62% of full-time PG (taught and research) students in UK HEIs were female.
[288 words]
b) 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
(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.
Although ICH does not offer access courses, we do provide work experience opportunities for sixth
formers (1-2 weeks) and placements for undergraduates as summer students. Over the last five
years 23/30 (77%) of those attending were female.
(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.
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Figure 3.2 Undergraduate students at ICH 2009-2013
Over the past five years we have averaged just over 50 students with two thirds being female
(Figure 3.2). This imbalance is typical of the biological and medical sciences (63.5%:36.5% F:M,
EHER 2010) and is also reflected in our PG gender statistics. All UG students at ICH are UCL Medical
students (studying the MBBS, hosted by UCL Medical School) on our Integrated BScs. We have a
higher proportion of female students in comparison to the UCL MBBS students (49%:51% F:M in
2012/13). No students have studied part-time.
(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.
Figure 3.3 Students on postgraduate taught courses at ICH 2009-2013
Figure 3.3 displays data for our PG taught (PGT) course entry, demonstrating the attractiveness of
these courses to female students. Students usually take a modular and flexible (i.e. part time)
route since they fit their course around other commitments. Students on these routes have a
12
longer time to complete, which is beneficial to those balancing medical careers, family and other
commitments. Over the period 2006-2011 the proportion of females and males completing these
PGT courses was not significantly different (1.1:1 F:M).
(iv)
Postgraduate male and female numbers on research degrees – full and part-time –
comment on the female:male ratio compared with the national picture for the discipline.
Describe any initiatives taken to address any imbalance and the effect to date. Comment upon
any plans for the future.
Figure 3.4 Postgraduate research degree students at ICH 2009-2013
We had 176 PG research (PGR) degree students in 2012/2013, reflecting a gradual increase in
registered students over previous years. Individuals on research assistant (RA) contracts may
undertake a PhD part time, affording extra flexibility. The proportion of female students is
constant at ~70%, continuing the theme of the previous sections (Figure 3.4). This is slightly higher
than the national average of students undertaking UG Biological Sciences degrees within the UK
(63.5%:36.5% F:M, EHER 2010), and higher than our UG intake. We ensure that female and male
students are present at the annual ICH Open Days and when prospective students visit, in order to
demonstrate that we are a research institute where both sexes work happily and productively
together (Action 3.1A). The PGR tutor team is now deliberately made up of two men and two
women, having in previous years been more male biased.
(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.
Selection for the UCL MBBS course is performed centrally, but all undergraduates from the MBBS
course who apply for iBScs at ICH are accommodated.
Our PGT programmes have very high (~70-85%) female applicants (Figure 3.5) with approximately
similar proportions being offered places and a very slight % increase in females entering the
courses.
13
Figure 3.5 Applications to postgraduate taught programmes at ICH 2009-2013
Figure 3.6 Applications for postgraduate research degrees at ICH 2009-2013
For PGR degrees, the ratio of female applicants, offers and acceptances is over 60% female (Figure
3.6). Fewer % women apply for PGR degrees (~65%) than PGT courses (~75-80%).
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(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.
Undergraduate: Degree classifications within our iBSc programmes show evidence of equivalent
female and male attainment, with 80% of first class degrees going to female students, reflective of
our intake ratio. Over the last 3 years, 83 women and 53 men were awarded degrees.
Postgraduate Taught Programmes: Degree classifications within our PGT programmes
demonstrate a similar trend for female attainment. Over the last 3 years, 225 women and 67 men
were awarded degrees. In 2012 20% of female and 7% of male students received a distinction, and
33% of female and 27% of male students a merit.
Postgraduate PhD: Degree classification is not applicable to PhD degrees. We examined drop-out
rates over the period 2003/04 to 2012/13 and identified 16/139 (11.5%) males and 26/284 (9.2%)
females who did not complete their degrees, which does not suggest a significant skew in
attainment by gender.
Another outcome we are starting to examine is the destination of our recent graduates,
comparing the number of females and males who remain in academia. Data for 48 PhD students
graduating during the last three years showed that 12/27 females (44%) and 11/21 males (52%)
were in academic positions. This does not indicate any significant difference but we will monitor
these figures closely and strive to improve data collection as part of our Athena initiative (Action
3.1B).
[650 words]
Staff data
(vii) Female:male ratio of academic staff and research staff – researcher, lecturer, senior
lecturer, reader, professor (or equivalent). comment on any differences in numbers between
males and females and say what action is being taken to address any underrepresentation at
particular grades/levels
Gender ratios of academic and research staff are captured in the pipeline illustration below (Figure
3.7). As discussed above, the higher proportion of females to males in our student cohorts is
mirrored by the ratio in PGR staff. For the purposes of our application the term Lecturer reflects
the UCL staff grades 7 and 8. Thus, “Lecturer” includes: lecturers paid via HEFCE, senior postdoctoral research associates, clinical fellowship holders, teaching fellows, and a subset of nonclinical fellowship holders (depending upon seniority). At Lecturer and Senior Lecturer level the
gender ratio becomes 50:50 with further decrease in the ratio of females at Reader and Professor
(40% female). 7 of the 26 Unit Heads are female (27%).
The clear attrition of females at specific points inspired our current action plan (Section 6). There is
still under-representation of women at higher levels, but equal opportunity efforts have already
improved matters over the last decade. These included approaching female members of staff prior
to promotion rounds, and mentoring by “theme leads” to support any unsuccessful applicants.
Issues which mentors have addressed include discussion of what needs to be done to achieve
success in a subsequent round, and proofreading grant applications and papers to enhance
success.
15
Figure 3.7 Female:male ratio of academic and research staff at ICH 2011-2012
While there is an attrition of female scientists through our pipeline, Figure 3.7 illustrates the
progress our department has made in relation to gender balance. For example in 2009 there were
16 female professors (33%), but there are now 22 (42%). Specifically, there has been a near
doubling of female Clinical Professors, from 6 in 2005 to 11 in 2011 (over this time male Clinical
Professors reduced in number from 29 to 25).
Figure 3.8a F:M ratio of Professors
Figure 3.8b F:M ratio of Readers
16
Figure 3.8c F:M ratio of Senior Lecturers
Figure 3.8d F:M ratio of Lecturers
Figure 3.8e F:M ratio of Researchers
Figure 3.8f F:M ratio of Research Assistants
Figure 3.8a-f Female:male ratio of academic and research staff
Our strategy is to maintain academic standards while supporting this momentum towards gender
balance at higher levels. We recognise that transition to permanent Lectureship posts is our major
point of attrition (see Figure 4.4). In the past, progression to Lectureship has at times been on an
ad personam basis for individuals who have achieved prestigious external fellowships. In line with
current UCL policy, the Director has already undertaken to make a strategic investment in these
academic posts across the programmes and advertise all in open national competition (Action
3.4D). We anticipate that this will contribute to redressing gender balance.
(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.
At post-doctoral and RA level contracts are often funding-limited, usually 2-3 years for a project
grant and 5 years for a programme grant. End of Contract meetings are held approximately 4
months before the provisional termination date and possibilities for extension explored, although
it is common for post-docs to seek a wide range of experience and they often wish to move
elsewhere. Within these groups, turnover was slightly higher for males in 2009-2011 (Figure 3.9).
At Lecturer level, turnover is approximately equal, and at higher grades numbers are too small to
17
draw any sensible conclusion. Thus we have a relatively stable workforce within senior positions,
and we feel this reflects our supportive working environment, for women and for men. Turnover
of senior staff was due to career progression, or retirement, with several becoming Professor at
other institutions (Table 3.1).
[512 words]
Figure 3.9 Turnover by grade and gender at ICH 2009-2011
Table 3.1: ICH senior leavers who became professors at other institutions, since 2011
Grade at ICH
Professor
Reader
Senior
Lecturer
Females
Franck, Linda (left 2011) – to
UCSF – as Professor and Chair
of School of Nursing
Males
Newton, Charles (left 2011) – to Oxford
University – as Cheryl & Reece Scott
Professor of Psychiatry
Riley, Paul (left 2012) – to Oxford University
- as BHF Chair of Regenerative Medicine
Pierro, Agostino (left 2013) – to Toronto
Sick Kids – as Professor of General and
Thoracic Surgery
Hypponen, Elina (left 2013) –
Sala, Arturo (left 2012) – to Brunel
to University of South Australia University – as Professor and Deputy
– as Professor of Nutritional
Director of Institute for Cancer Genetics and
and Genetic Epidemiology
Pharmacogenomics
Gibson, Faith (left 2012) – to
None
London South Bank University
– as Professor of Children’s
Nursing
[1983 words]
18
4. Supporting and advancing women’s careers: maximum 5000 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.
We detect no obvious gender bias in recruitment at RA and Researcher (post-doc) levels. Data for
each grade separately is shown in Figure 4.1a-d and for all grades in Figure 4.2. From 2009-2012,
for RAs and junior post-docs (Researchers), the majority of applicants, interviewees and
appointees were consistently female; 66-73% of applicants for RA and 57-63% for Researchers
(Figures 4.1a and 4.1b). The high percentage of female applicants reflects the gender balance of
PhD students and postdocs in Biological sciences. For RAs, females are consistently increasingly
successful in being selected for interview and reaching appointment.
However, more significant is the balance at Lecturer level (research contract and tenured) (Figure
4.1c) and above. In 2010 and 2012 (when there have been Lecturer posts), the ratios show more
male than female applicants, although numbers are small. In 2011, there were 4 male and 2
female applicants for Professor, with an equal gender balance at interview and appointment; by
2012, male applicants for senior posts still outnumbered the female applicants (Figure 4.1d and
Fig 4.2). However in 2012 we recruited the first female Director of ICH, Professor Rosalind Smyth.
The advertisement for this post discussed Athena SWAN, stated that UCL was an Equal
Opportunities employer and encouraged applications from women. The appointments committee
consisted of 6 men and 4 women.
Our commitment to recruitment of women to Lecturer, Reader and Professorial posts is reflected
in our action planning:
[235 words]
Action points:
Action 1.2C
Action 1.2A
Actions 1.1A,
1.1B, 1.1C
Action 3.4D
Action 3.5E
Record and monitor the gender balance of all academic recruitment
committees and shortlisting and interview panels
Organise and promote unconscious bias training for recruitment starting
2014, and monitor uptake.
Promote ICH as a welcoming workplace for women in science, by
prominence of the Athena SWAN charter logo on the ICH Homepage, with
a link to the ICH Athena SWAN page, and showcasing successful women
role models
Establish new lectureship posts and take positive action to encourage
women to apply
Strategic investment in academic posts to improve gender balance
19
Figure 4.1a Female Research Assistants
Figure 4.1b Female Researchers (post docs)
Figure 4.1c Female Lecturers or Equivalents
Figure 4.1d Female Professors
Figure 4.1a-d: Job application and success rates at ICH by gender and grade
20
Figure 4.2 Job application and success rates at ICH by gender and grade
21
(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.
UCL aims for transparency of promotion processes, publishing promotion criteria, details of the
promotion process and timelines for application online. All staff receive emails reminding them of
deadlines and details of ICH internal procedures. Applications are first considered against
promotion criteria by P&E, with the Theme leader presenting the cases for promotion. This
provides a helpful staging post to assess those who may not quite have reached the required
criteria, since reapplication is not allowed by UCL for 2 years. Those considered suitable are
submitted to the UCL Senior Promotions Committee. Feedback and support is given where
necessary to improve any future application to UCL. Staff may apply directly to UCL without P&E
support, although are rarely successful by this route.
Figure 4.3a Applications and success rates for promotion to Professor at ICH
22
Figure 4.3b Applications and success rates for promotion to Reader or Senior Lecturer
Figure 4.3c Total applications for promotion and success rates at ICH by gender
23
Numbers are small for Professorial promotions (Figure 4.3a). From 2009-2012/13 there were more
male than female applicants (24M:18F); those that are supported by P&E have a good success
rate, comparable between the sexes 12M:8F).
However for those applying for promotion to Reader/Senior Lecturer (Figure 4.3b), males
outnumber females (26M:10F) and comparatively more are supported by P&E (18M:4F). Only one
female was promoted between 2009-2012 but there has been recent improvement. This highlights
a second major attrition point in the academic careers of female scientists (see Figure 4.4a),
addressed in our Action plan.
As a result of this finding, the SAT scrutinised the March 2013 staff survey to determine reasons
for this. Question 4 showed female staff felt they were not actively encouraged to apply for
promotion. In Question 16 more females than males stated that they did not understand the
promotion criteria. To address the imbalance at this level we will implement the following action
points:
[277 words]
Action points:
Action 2.6A
Actions 2.6B,
3.5A
Action 3.5A
Action 3.5B
Change from biennial to annual appraisal
Develop appraisal checklist and at appraisal identify every early/mid-career
researcher (Senior post-doc, Senior Lecturer and Reader) who is eligible for
promotion
Discuss promotion and what needs to be achieved for each individual and
pro-actively invite promotion applications from eligible women
Run a Promotion workshop at the annual ICH Academic Careers Day to
provide information and support preparation of applications.
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
Job descriptions and adverts for all posts are reviewed by HR to ensure ‘gender neutral’
vocabulary and that person specifications do not discourage applications from either sex. UCL’s
Equal Opportunities policy is cited in all job descriptions. ICH’s commitment to the Athena SWAN
Charter is evidenced by prominent display of the Athena SWAN logo on the ICH homepage, linking
to the ICH Athena SWAN page, including ‘Women at ICH’ case studies and Athena SWAN Events.
The ‘Women at ICH’ describe their career paths at different career stages, and the flexibility they
have had whilst employed at ICH. The ICH Athena SWAN website also links to the SLMS publication
‘Academic Role Models’, commissioned to demonstrate strength and diversity of SLMS staff and
commitment to mentoring younger staff and students. It features two ICH senior academics, one
male and one female. The female academic is Catherine Law, Professor of Public Health and
Epidemiology. Catherine worked part-time for 17 years and her advocacy of personal development
24
and work-life balance is evident in her nomination and biography. Thus, ICH is successful in
portraying itself positively as an attractive employer, encouraging job applications from women at
all levels.
UCL policy states that all interview panels must at least have 25% female representation. UCL also
requires all employees to complete the online Diversity training within 6 weeks of starting and
employees must attend the 'Fair Recruitment’ briefing session before sitting on recruitment
panels. Although we only have gender data for a small percentage of our interview panels, all
those recorded had more than 25% females. We recognise that we need to systematically collect
data on gender composition of interview panels.
[274 words]
Action points:
Action 1.2C
Actions 1.2A and
1.2 B
HR now monitors gender balance on interview panels (immediate effect)
Ensure that ‘Fair Recruitment’ training has been undertaken by all those
sitting on interview panels since the new Equality Act in 2010.
(ii) 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.
Proportions of ICH female:male students at UG and PG (taught and research) levels are high. For
non-clinical staff, it is clear that the first time point for attrition of women is at the post-doc to
Lecturer stage (Key transition point 1) and at each subsequent stage up to Reader (Key transition
point 2), resulting in a reducing supply of women along the academic pipeline (Figure 4.4a). This
highlights the reducing number of women making the transition to academic posts. However,
although numbers are small, we are encouraged that females who reach Reader are as successful
as males in achieving promotion to Professor (See Action points for Promotion). As an impact of
ongoing planning at ICH, the female:male ratio for non-clinical Professors is almost 50:50 (Figure
4.4a).
For clinical staff the greatest attrition is from Lecturer (most clinical staff at this level are Clinical
Training Fellows) to Senior Lecturer (Figure 4.4b), a point of attrition recognised by major funders
of these posts, such as the Wellcome Trust And the Medical Research Council. This point was
discussed during our first annual ICH Academic Careers Day held in June 2013. We recognise that
we need to use the appraisal process to review the workload of senior female clinical academics
and enable them to identify personal development goals to achieve promotion (Actions 2.6B,
3.5A, 4.3A).
[221 words]
25
Key transition
point 1
Key transition
point 2
Figure 4.4a Non-Clinical Academic Pipeline at ICH 2011-2012
Figure 4.4b Clinical Academic Pipeline at ICH 2011-2012
26
We have established a number of interventions aimed at reducing loss of women and supporting
their careers, which are discussed as follows:
Networking and Career Events
The first ICH Academic Careers Day in June 2013 targeted female students and postdocs. This
enabled us to signpost the UCL careers service which offers courses on the next steps in academic
careers and careers outside academia. Workshops were also held by senior female academics on
Career Paths and CV presentation. Invited speakers included representatives from the British
Heart Foundation and the Daphne Jackson Trust, discussing Fellowship schemes for women.
Feedback showed that 100% of respondents found the career paths workshop extremely
useful/useful and 70% found the mentoring workshop extremely useful/useful. This will now be an
annual event (Action 3.4A). Next year we will include sessions on ‘CV building’, authorship, an
Alumni workshop, and HR presentations on maternity/paternity leave, flexible working, childcare
provision and vouchers, and signposting to the newly established Mums and Dads’ (MADS) group
(Action 2.1B). Following the success of the Careers Day, the SAT was approached by other UCL
departments for advice about how to organise similar events.
Leadership Training
This year the Director and the SAT have identified female candidates for Leadership training.
Chiara Bacchelli (Principal Research Associate and NIHR BRC Fellow) was chosen as one of the four
UCL participants in the Aurora Leadership Programme, a new women-only leadership
development initiative designed to address the issues of the reducing numbers of women in senior
academic posts. The SAT has also identified potential Leadership candidates for next year, and the
Director is keen to seek female participants for the Academy of Medical Sciences Mentoring and
Career Development Programme and the NIHR Leadership Support and Development programme
(Action 3.5D).
Visible ‘Great Female Successes’
A number of female pioneers in the field of Child Health have worked at ICH and are excellent role
models for aspiring researchers. The Director will inaugurate a refurbished seminar room in
honour of Professor Dame June Lloyd, Baroness of Highbury, and hang her portrait alongside
those of other past prominent ICH figures (Action 1.1B). Dame June was the first woman Nuffield
Professor of Child Health at ICH in 1985 and became the first female president of the British
Paediatric Association (now the Royal College of Paediatrics and Child Health) in 1988 and cross
bench member of the House of Lords. Professor Catherine Peckham CBE is also prominently
celebrated with the annual Peckham Lecture and Symposium. Professor Peckham was the first UK
Professor of Paediatric Epidemiology, and established the ICH Centre for Paediatric Epidemiology
and Biostatistics.
We see promotion of Athena SWAN values across ICH as key to the career successes of talented
young post-doctoral researchers. The Director has introduced an Athena SWAN Research
Excellence Award for post-docs, to highlight research success at this level, and also an Athena
SWAN champion award for senior staff (Action 1.1E) to encourage and reward their participation.
Line managers will identify female post-docs suitable for Fellowship applications at the Annual
appraisal (as a Checklist item) and provide mentorship for them in their applications (see next
section).
[514 words]
27
Actions and interventions identified to support women at key transition point 1:
Action 3.4A
Establish the ICH Careers Day as an annual event
Action 1.1E
Establish an Athena SWAN Research Excellence Award for post-docs and
Athena SWAN champion award for senior staff
Action 3.4C
Identify female post-docs suitable for Fellowship applications at the Annual
appraisal (as a Checklist item) and provide mentorship for them
Action 3.4B
Name promising post-docs as Co-Investigators on Grant applications
(where permitted by the funder)
Action 1.1B
Provide highly visible female ‘successes’ as role models to early career
female researchers
Action 3.4A
Provide female ‘successes/examples’ as role models for alternative careers
in science for those who do not choose to continue in academic science via
new Alumni workshop at the Careers Day
Actions and interventions identified to support women at key transition point 2:
Action 2.6B
Develop new appraisal checklist which will include discussion of promotion
prospects and criteria, and review of workload
Action 3.5A
At appraisal identify early/mid career researchers eligible for promotion
Action 4.3A
At annual appraisal record work load of scientific staff according to task
categories (teaching, research, administrative, outreach/enabling), and
manage any overburdening of individual staff in relation to career
development.
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?
The promotions process is outlined in 4a)ii).
ICH, and UCL as a whole, strives to make the Promotions process transparent. Figure 4.3c
demonstrates recent improvements in female senior promotions at ICH.
Criteria for promotion to Professor are outstanding research coupled with a strong record of
teaching, knowledge transfer/exchange and enabling. Quality is emphasised over quantity.
Pastoral and administrative duties are considered as ‘Enabling’ and outreach work is seen as
‘Knowledge Transfer’. Staff are encouraged to discuss promotion applications with their line
manager. Those applications that go forward for consideration by UCL are supported by an HoD
statement; information about personal circumstances that should be considered (i.e. maternity
leave, compassionate leave, periods of illness and carer responsibilities) can be included in this
28
statement which is not sent to external referees (maintaining the applicant’s confidentiality if
requested).
Last year a female member of the SAT was on the Promotions panel and found the process to be
rigorous, equitable and that panel members were well-aware of the additional domestic and
professional responsibilities of female members of staff. The male:female ratio of academic panel
members was 5:3 (Deans of Faculties and an invited Professorial colleague).
Through the appraisal process, we will identify early/mid career researchers eligible for promotion
and encourage and support female staff to apply for promotion (Action 3.5A, 3.4C). We will also
improve the feedback given to unsuccessful candidates in order to strengthen subsequent
applications.
The first step in career progression from post-doctoral researcher to Lecturer (tenured) or
independent PI is often facilitated through Fellowship funding. No data have been collected to
determine the proportion of our female applicants who apply for fellowships. Assistance in
preparing the application is often ad hoc. Given the importance of this career stage and the high
levels of competition, data will be collected as part of the appraisal process to gauge
eligibility/suitability for fellowship application, and to ensure that necessary support is provided
(Action 3.4C). In the last year, the Director has given individual mentoring and support to five
female and one male fellowship candidates at ICH.
Securing grant funding is vital in career development, and represents our key transition point.
Over the last 5 years, female PIs submitted 41% of ICH/GOSH applications, and received 40% of
awards. However, these applications accounted for 36% of the monetary value of funds applied
for, and 28% of funding pounds received. This suggests that women are applying for, or being
awarded, fewer high-value grants. This will be investigated further, and appraisal/mentorship
schemes will be used to ensure female PIs apply for high-value grants where appropriate (Action
3.5C).
[428 words]
Action points:
Action 2.6A
Action 2.6B
Action 3.1B
Action 3.5A
Action 3.5B
Action 3.5 A
Action 3.5C
Action 3.4C
Introduce annual appraisals (rather than biennial as in UCL policy) and
ensure that staff are aware of the criteria and process for promotion
Develop an appraisal checklist outlining key issues, including promotion, to
be discussed at appraisal
Survey career aspirations and next destinations of junior research staff
Through appraisal, process identify early/mid career researchers eligible
for promotion; encourage and support female staff to apply for promotion
Via appraisal system, improve feedback to failed promotion applicants to
strengthen re-applications
Continue to monitor promotion applications and success to determine if
there are improving gender differences
Increase guidance for preparation and submission of major grants
Identify female post-docs suitable for Fellowship applications at the Annual
appraisal (Checklist item) and provide mentorship for them
29
(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?
Induction of new staff includes practical issues (job description, key aspects of the job,
performance standards and objectives during the probationary period), and how performance will
be reviewed. An induction checklist ensures that, as well as payroll and IT matters, information
about the division and UCL’s flexible working policy, and personal development training courses is
included. New staff are invited to attend a UCL induction event which includes the Provost’s
welcome and the chance to learn about staff benefits and courses available at CALT (The Centre
for the Advancement of Learning and Teaching). Equality and Diversity advice is taken from UCL,
and all new staff complete an online training module within 6 weeks of starting.
Our new measures will include the announcement and welcoming of new staff in the Director’s
Bulletin (Action 2.3A), and the provision of the new ICH SWAN Gender Equalities Handbook
(Action 1.1A) which will cover information on flexible working, maternity/paternity leave and
professional and personal development opportunities.
Training is specifically reviewed at appraisals, with actions earmarked (Action 2.6A, 2.6B).
[173 words]
Action 2.3A
Action 1.1A
Actions 2.6A,
2.6B
Announcement and welcoming of new staff in the Director’s Bulletin
Provision of the new ICH SWAN Gender Equalities Handbook
Annual appraisal of training needs
(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.
ICH has a large majority of female students (Figures 3.2-3.6). Many of our PG taught course
students go on to PhDs. The majority of PhD students, female and male, go on to either academic
(49% female, 45% male) or NHS (27% female, 22% male) appointments. Most of our postdoctoral
research associates are also female.
All UG and PG students have a personal tutor, and since a high percentage of staff are female,
many of the tutors are female. All students may request a tutor of a particular gender. As a result
of SWAN initiatives we now have a 50:50 ratio of female:male advisors on the PG research team.
Students are free to contact tutors at any time to discuss problems. The Research Degrees
Administrative team (both female) provides support that often extends to serious student
problems including financial and personal issues. The PG Research Tutors team provides an annual
monitoring system for PhD students. Annually, the team sends out report forms for students and
30
supervisors, ahead of informal discussions between an advisor/tutor and the students. This
provides an excellent monitoring system. New students are allocated an advisor for their entire
time at ICH, matched to ensure impartiality and continuity. Students can ask to see any of the
advisors if they have a preference or a gender-sensitive issue to discuss.
A further step taken to increase support for PG research students at ICH is the student-on-student
mentoring scheme, started in October 2012 as a less formal approach to mentorship. We recruited
2nd and 3rd year students to mentor our first year cohort, providing a forum for group meetings
and one-on-one meetings to discuss a range of issues as the students settle in. Current mentors
are 4:1 female:male and next year the ratio will be 6:1 female:male, reflecting the larger female
cohort of students at ICH. Mentors receive specific training and the Graduate Tutor meets with
them at intervals to discuss any issues. Students may request meetings at any point if they run into
problems. We are seeking to further extend this, by now considering how to support 3rd year
students, potentially through mentoring by postdocs/fellows (Action 3.2A). This is the first scheme
of its kind in the UCL School of Life and Medical Sciences and it is now being rolled out across the
Faculty.
In June 2013 the first ICH Academic Careers Day, predominantly aimed at female students and
postdocs (Action 3.4A), enabled us to signpost the UCL careers service. This offers courses several
times a year on the next steps in academic careers, and also advises on careers outside of
academia. A (female) representative of the UCL Careers Service spoke at the Taught course
student induction day and similarly a (female) representative is invited once a year to present to
PG research students and offer one-to-one sessions for career advice. We are also introducing
specific questions in our annual monitoring forms to check what careers support each student has
accessed (Action 3.1B), to ensure that every student will have had careers support or mentor
support before they leave (Action 3.2A).
Last year, the ICH interview panel for PhD studentships was 4:2 female:male reflecting a change of
gender ratio from previous years (all male). This was a conscious effort of re-balancing, in part as a
response to feedback we had received in 2012 from female interviewees.
[555 words]
Action Points:
Action 3.2A
Action 3.1B
Extend PG research student mentoring scheme to 3rd year students
Extend questions on annual student monitoring forms to review what
careers support has been accessed
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.
31
The majority of ICH committees either have an equal gender balance, or a majority of female
membership (Figure 4.5). Selection procedure varies between the different committees. Some are
determined by role within the organization. For other committees, e.g. the Clinical Research
Adoptions committee (CRAC, currently 58% female), there is a formal application process
following an ICH/GOSH-wide call for applications and gender balance is a key consideration in
making new appointments when committee members rotate. The Education Committee has 50%
females, the Space and PGT Staff Student Consultative Committees have 67% female participants
each and the Staff/Student Consultative Committee (Research Students) has 80% female
membership.
However until recently two influential committees (P&E and Senior Promotions) were gender
imbalanced being composed of the theme leads but, following restructuring, by 2014 these will be
replaced by the senior management team (SMT) and Heads of the new Programmes, giving an
improved gender balance of 5 women and 5 men. The Biomedical Research Centre (BRC)
committee is also gender imbalanced but, following SAT recommendations to P&E, 2 further
female members are now on the BRC Scientific Board.
Figure 4.5 Female and male representation on ICH committees
Since ICH has a high proportion of female staff (63%), committee overload is not perceived to be a
problem. However as part of our action planning, we have reviewed all staff committee
membership, to ensure proportional representation (Action 2.5A). Members of those committees
not determined by formal organizational appointments are rotated with variable frequency, which
can be ad hoc. Actions 1.2C and 2.5A allow the SAT to advise on gender balanced membership of
committees, and that all should have a formal rotation process.
A new informal post doc/ early careers researcher forum is to be set up, by the Deputy Director for
Research, across all research programmes. This has been piloted by our Centre for Paediatric
Epidemiology and Biostatistics, whose Early Careers Researcher Group is open to all interested
32
PhD students and post-doctoral staff. The group meets once a fortnight with the purpose of
providing an informal and supportive space to practice presentation and chairing skills. These
informal sessions can be used for discussion of ongoing work (e.g. methodological issues), and are
often followed by an opportunity to network (Action 3.3A).
[363 words]
Action points:
Action 2.5A
Action 1.2C
Action 3.3A
Monitor gender balance of membership of all staff committees
SAT to advise on membership of recruitment committees, aiming for
gender balance
Establish early careers researcher forum, to provide an informal
environment to network and enhance presentation skills
(ii) Female:male ratio of academic and research staff on fixed-term contracts and open-ended
(permanent) contracts – comment on any differences between male and female staff
representation on fixed-term contracts and say what is being done to address them.
Figure 4.7 Female:male ratio of academic and research staff on ‘fixed-term’ contracts and openended (permanent) contracts
UCL only uses fixed-term contracts in particular circumstances, such as for maternity cover. All
other
contracts
are
open-ended,
limited
only
by
funding
end
dates
(http://www.ucl.ac.uk/hr/services/oec/guidance_ucl_coe.php#). All researchers are on openended (grant-funded) contracts (Figure 4.7).
However we recognise that in effect this is equivalent to ‘fixed-term’ for the post-holders, who are
mainly women. Staff can be transferred to permanent contracts but this is very much dependent
33
on each case and funding availability, and UCL and the department ensure compliance with its
diversity and equality obligation. To promote job security insofar as it is possible in a research
contract setting, UCL operates a bridging scheme, providing 50% funding usually for 3 months but
up to 6 months, and SLMS holds a Wellcome Trust ViP award providing bridging, retention or
recruitment bridge monies on a funding-matched basis. These initiatives are promoted by our “all
users” email system, and by HR as part of any end-of-contract discussions. This opportunity was
taken by 12 females and 9 males over the last three years. Staff are also added to the UCL
redeployment register.
Readers and Professors hold permanent contracts. In 2011 83% of staff in the Lecturer scale
(which includes research contract and tenured staff) were senior postdocs, mostly funded by
three-year grants. 87% of female and 79% of male lecturers are on open-ended contracts, which
reflects the fact that more of this group (58%) (Figure 4.7) are female and on time-limited grant
funding. This is imposed by funding bodies. However as part of our action planning we will be
introducing initiatives to develop the careers of women and ensure that female postdocs are
made aware of funding and career opportunities open to them, including those streams
specifically for women (Action 3.3A, 3.3B, 3.4A, 1.1C,). Our other initiatives, for example the
mentoring scheme (Action 2.4A), and creation of new career Lectureship posts with positive
action in encouraging women to apply (Action 3.5E), will help to reduce attrition of women as they
progress through the career pipeline, increasing the number of women in permanent positions
(Actions 3.4, 3.5).
[341 words]
Action points:
Action 3.3A
Action 3.3B
Action 3.4A
Action 1.1C
Action 2.4A
Action 3.5E
Provide new Postdoctoral Career Development Advisors, for postdocs to
discuss career development plans
Hold annual academic careers day
Develop links on the ICH Athena SWAN website to information on gender
equalities initiatives and gender specific funding opportunities
Develop an academic mentoring scheme
Strategic investment in academic posts at Lecturer level, with positive
action encouraging women to apply
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?
The impact of our current Athena SWAN-inspired initiatives will soon be gender balanced
representation of women on most ICH decision-making committees, as discussed on page 27.
34
Many senior female ICH PIs also sit on decision-making committees at UCL and nationally (see
Table 4.1). However, we realise that in our action planning we now need to formally review the
commitments of all staff, through HR monitoring and data collection, and at appraisal (Actions
2.6B, 4.3A, 4.3B).
[75 words]
Table 4.1: Examples of External Scientific Roles of Female Academic Staff at ICH
Chairs
Academy of Medical Sciences Task Force on Representation of
Women; President of British Paediatric Neurology Association;
National Institute for Health and Clinical Excellence (NICE) Public
health advisory committee; Secretary General of the International
League Against Epilepsy (ILAE); NICE Epilepsy Evidence Update;
Medicines for Children Research Network Neurosciences Clinical
Study Group; ILAE Commission for Paediatrics; Royal College of
Paediatrics and Child Health Childhood Stroke Guidelines Group;
Executive Board of EuroCoord (EU funded Network of Excellence on
Enhancing epidemiological and clinical HIV research in Europe
through cohort collaboration); British Association for Behavioural
and Cognitive Psychotherapy Scientific Committee; European
Respiratory Society Task Force; London Cystic Fibrosis Collaboration
Committee Member
Child and Maternal Health Intelligence Network Steering Group,
Public Health England; NIHR Senior Investigator Panel; NIHR Dean for
Training's Advisory Panel, representing Academy of Medical
Sciences; Research Excellence Framework, Clinical Medicine Subpanel; Academy of Medical Sciences and Wellcome Trust Starter
Grants Selection Panel
Scientific Advisory
Boards
NIHR School for Public Health Research Advisory Board; Faculty of
Public Health Policy Committee; Chief Scientific Advisor SPARKS
Children’s Charity; UK Children's Neurological Research Council
(UKCNRC)
Editorial Boards
Board of Directors of the Public Library of Science (PLoS); British
Medical Journal; Faculty of 1000 Medicine (and many others)
Review Panels
Medical Research Council UK; BBSRC; The Wellcome Trust; NIH
(NIAMS, USA); Arthritis Research Campaign; SPARKS Children’s
Charity; Action Medical Research
Action points:
Actions 2.6B,
4.3A, 4.3B
Committee roles in relation to career development to be managed as part
of appraisal process. Ensure that women are equally represented in these
roles but are not overloaded
35
(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.
There is no formal workload model at ICH, however all academic staff are expected to undertake
research and some teaching responsibilities. Since the majority of our students are PG, most staff
do not have onerous teaching commitments, so the tension between teaching and research roles
seen at some HEIs is less apparent here. However, there is considerable tension between clinical
work and research roles for clinically active academic staff, and this is reflected in the higher
attrition of clinical staff at senior academic grades (Figure 4.4). As stated in the HoD’s letter
(section 1, page 4), the culture of academic excellence at ICH, and the clinical roles of many
medically-trained scientists, does inevitably lead to staff working long hours, and so it is extremely
important that we continue to support and promote flexible working. Data on workload allocation
for clinically active academic staff is available through the annual clinical Job Planning process, and
is discussed during appraisal and more recently, the revalidation process.
The appraisal process for non-clinical staff provides an opportunity to review workload and ensure
a balance, which will now be formalised as ongoing actions (Actions 2.5A and 4.3).
In addition, pastoral and administrative responsibilities (which are considered under ‘Enabling’)
are taken into account in assessment for promotion at UCL.
[212 words]
Action points:
Action 2.5A
Action 4.3
Ensure continued balanced gender in all committees and increase
inclusivity across all staff levels
Collate data on gender balance according to task categories (teaching,
research, administrative, outreach/enabling) as part of annual appraisal
process
(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.
As a result of SWAN initiatives core hours at ICH are now 10am-4pm, and although clinical
commitments prevent some meetings being held during these times, most meetings are held
within these core hours. As part of the SAT’s activities during 2013, all units have reviewed the
timing of meetings. Consequently several meetings occurring outside core hours have been
rescheduled, e.g. P&E committee meetings (moved from 9am to 10am) and Dubowitz
Neuromuscular Centre research updates (now at 3-4 pm rather than 4-5 pm).
Dates and times of other meetings are made in consideration of part-time workers, annual leave
and other general availability of members. New programme leads will be reminded to hold
meetings within core hours (Action 2.2A).
36
Social events take place at many different times. Individual units have diverse social gatherings: a
lab day out in summer, Christmas lunches, and ad hoc pub or cafe gatherings out of hours, all of
which are encouraged (Action 2.2A). Groups attempt to provide plenty of notice of out of hours
events to enable caring arrangements to be put in place.
Research departments and organisers of seminar series and social events now record and return
data on timing (Action 2.2). Heads of Research Departments will be expected to ensure that at
least one third of such events fall within core hours (i.e. between 10am and 4pm). When it is not
possible to schedule a meeting or event in core hours, staff are made aware of timings well in
advance to facilitate attendance. General business items will be scheduled at the end of meetings
that start before core hours and minutes will always be sent out to those unable to attend (Action
2.2).
[278 words]
Action points:
Action 2.2A
Action 2.2B
Keep majority of meetings and seminars within core hours
If meetings cannot be held in core hours, memos to be sent beforehand
and minutes circulated afterwards
(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.
It is obvious on entering ICH that females make up a high proportion at all levels. In the entrance
foyers there are photos of the mostly female SMT.
Much of the culture of ICH is experienced via the individual units. For example, MIU holds an
annual awayday where children are welcome, as well as many informal gatherings including
families outside working hours. The Portex Unit organises regular lunchtime meetings for staff
members and social events after work tend to commence by 5.30-6pm so staff are not too late
getting home to families. CMGU holds an annual afternoon summer picnic where families are
invited. We will try to ensure that more after work social activities throughout ICH follow this
example of an early evening start (Action 2.2A).
As part of our action planning, in an effort to develop inclusive opportunities for networking and
socialising, the new academic programmes will be expected to host at least two inclusive
networking events per year (Action 2.1A). A Mums and Dads’ support group (MADS) is being set
up (Action 2.1B) following positive responses to our on-line survey. 36 members of staff welcomed
the idea and have suggested topics for discussion, including talks from HR on flexible working,
salary sacrifice, nursery options and voucher schemes. ICH has a Christmas and summer party for
all staff. There is a canteen and winter gardens/balcony where these events are held.
We intend to have a gender balance of external speakers in Institute seminars. Speakers at our
annual open days, one of our prestigious annual lectures, were female in 2012 and 2013. To
ensure that this occurs, we will now survey the gender of speakers of all seminars, taking action
first for our main high profile lecture series - the Otto Wolff seminars (Action 2.1C). Female/male
37
ratios of Otto Wolff lecturers in previous years were: 2009, 6/11; 2010, 0/10; 2011, 4/7; 2012, 1/8;
2013, 4/9. In future we will aim to invite more than 50% female speakers to try to achieve a more
even gender balance.
[336 words]
Action points:
Action 2.2
Action 2.1A
Action 2.1B
Action 2.1C
Family friendly meeting times
New academic programmes expected to host at least two inclusive
networking events per year
Establish Mums and Dads’ (MADS) group
Ensure 50:50 gender balance across all seminar series
(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.
ICH encourages outreach activities which aim to inspire the next generation of scientists and
showcase role models. For example, since 2009 ICH has offered twice yearly week-long work
experience programmes to GCSE and A-level students, accommodating 49 students to date (51%
female). This is organised by a female Senior Lecturer and a female Principal Clinical Scientist.
Students are exposed to research, can attend scientific meetings, are given an opportunity to
make a presentation in front of an audience, and meet many male and female role models at
different career stages.
Since 2011 ICH has contributed to the "in2science UK" scheme aimed at gifted A-level science
students from low-income backgrounds. We provide a 2-week work experience programme. In
2011, 3 female and 4 male PIs hosted 9 female and 3 male students; in 2012, 5 female and 5 male
PIs hosted 11 female and 2 male students; and in 2013, 3 female and 1 male PIs hosted 2 female
and 2 male students.
In addition staff give regular talks, provide careers advice and mock university/medical school
interviews for Sixth Formers at a range of London Schools. Two staff members (one male and one
female) are School Governors, speaking at Prize Giving and Open Day Meetings. One female staff
member organizes ‘Science for You’ annually at the Royal College of Pathologists and ‘Skills for
London’ at Excel. Another female researcher is a STEMNET ambassador, doing Outreach projects
in both primary and secondary schools. A third female researcher attended the big bang UK Young
Scientists and Engineers fair in July 2013 to talk to schoolchildren about STEMM careers.
These many and varied outreach activities will continue to be encouraged and considered during
the appraisal process (Action 2.6B) and in promotion applications. We are revising appraisal
guidance to ensure that outreach activities are reviewed alongside other non-research
commitments (e.g. teaching, chairing committees) and in promotion discussions (Action 3.5A). We
will also record all outreach contributions, to ensure there is a continued gender balance of those
participating (Action 2.6B).
[334 words]
38
Action points:
Action 2.6B
Develop Appraisal checklist outlining key issues to be discussed, including
encouraging outreach activities and monitoring these by grade and gender
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.
Figure 4.8 Maternity leave return rate at ICH 2009-2012
ICH actively supports academic women whilst they are developing their careers and families as
evidenced by the increasing number of women taking maternity leave over the 3 years 2009-2012,
with 87% returning to work in 2012 (Figure 4.8). We will continue to support this in our action
planning by better dissemination of information about maternity and paternity support that UCL
offers, through the Mums and Dads group (MADS) which will welcome those planning to have
children, as well as those who already do. Part of the remit of this group will be to provide
informal support and advice for those leaving on maternity leave and returning to work. Formal
information will be available in the ICH SWAN Gender Equalities handbook (Action 4.1A)
Questionnaires will explore the experiences during maternity leave, what encouraged women to
return to work and what might have made it easier, and why numbers having children are
increasing. A standard exit survey (http://www.ucl.ac.uk/hr/docs/exit_policy.php) will be used to
determine the reasons why some chose not to return (Action 4.2C).
[171 words]
Action points:
Action 4.1A, 3.4A Increase awareness of family friendly/ flexible working/ work life balance
39
Action 4.2C
Action 4.2C
policies at ICH
Line managers to ensure maternity and paternity leave is recorded so
levels of uptake can be analysed
Develop new questionnaires to identify factors influencing women's
decision to return to work after maternity leave
(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.
Data relating to uptake of paternity and adoption leave have not been collected, reflecting an ICH
culture that trusted employees to monitor their own leave. One postdoc relates: “In the first
weeks and months, the support I received from my colleagues, line manager and Unit Head was
fantastic. In turn I was able to support my partner. I feel extremely lucky to work in such an
environment.” In future we will monitor these figures by asking line managers to ensure paternity
leave is recorded through the UCL online MyView system so levels of uptake can be analysed
(Action 4.2C).
We will encourage new fathers to take the full UCL allocation of 4 weeks’ full pay paternity leave
(double the legal requirement) through better promotion of the new provision by MADS, along
with the new provision of additional paternity leave which UCL fully supports and encourages.
[145 words]
Action point:
Action 4.2C
Line managers to ensure maternity and paternity leave is recorded so
levels of uptake can be analysed
(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.
Data for formal flexible working currently do not exist, though many do so informally to maximise
productivity alongside a good work-life balance. Programme leads and administrators will
therefore poll their staff to determine who works flexibly, and how. Staff will be pointed towards
the website Case Studies in the “Guidance for supporting working parents and carers” document:
(http://www.ucl.ac.uk/news/staff/staff-news/0613/06062013uclguidanceworkingparentsandcrers) and the ICH Gender Equalities Handbook (Action 4.1A).
The next career development day will be used to promote the opportunities available (Action
3.4A).
[81 words]
Action point:
Actions 4.1A, 3.4A
Increase awareness of family friendly/ work life balance policies at ICH
40
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.
ICH has long had an informal system of supporting flexible working around core hours. Many staff
work full time, but with flexible start and finishing hours to simplify travel or childcare
arrangements and both genders make good use of this. This is not recorded.
Because of the high numbers of people working flexibly and outside of standard work hours, we
have introduced Lone Worker alarms, used to ensure staff safety. The alarm units enable front
desk staff to know if people working alone before 8 am or after 6 pm, or at weekends, have a
problem and to come to their aid if necessary.
Remote working is encouraged where applicable and UCL has introduced computer systems which
allow users to log on from home or elsewhere and have full access to their files and software. This
system is currently being updated to ‘Sync and Share’ to improve functionality further. Telephone
and videoconferencing are frequently used to ensure working from home does not interfere with
productivity. There is evidence that staff are actually more productive if they can work flexibly and
create a work-life balance that works for them and informal feedback from different units suggests
flexible working does not result in a noticeable reduction in performance.
Flexible working has become an accepted way of working at ICH. However, all managers are aware
of the policies and advice is readily available through Human Resources with information on their
website (http://www.ucl.ac.uk/hr/docs/work_life_balance.php). Information about the formal
route for requesting flexible working, already included at induction, will also be discussed during
appraisals.
[258 words]
Action points:
Actions 4.1A, 3.4A
Action 2.6B
Increase awareness of family friendly / work life balance policies at ICH
Flexible working policies to be included in the appraisal checklist
(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.
Before maternity leave: Specific advice is available from HR and more general support will be
offered by the MADS group. Flexible working is encouraged during pregnancy and due to the
nature of much of the work in the lab or clinic, all administrators and lab managers are acutely
aware of Health and Safety issues, so a risk assessment is undertaken and they can advise at any
point. Discussions with the manager or PI are held with each individual if they would like help in
41
deciding when maternity leave best suits their specific needs. In most cases, staff prefer to work
until close to the delivery date, taking most of the maternity leave after the baby is born.
During leave: Members of staff on maternity leave are kept on mailing lists so that they are aware
of activities and developments (both social and work-related) within the Unit and ICH. They are
also invited to any Unit social gathering and encouraged to visit with their baby. Baby cards and
presents are sent or given on visits to ICH or a home visit by workplace friends. Recent health and
safety regulations prohibiting children from entering offices at ICH have meant that visits are
normally held within the refectory, the Lagoon (children friendly café in Great Ormond Street
Hospital) or in the playground opposite ICH.
Keeping in touch (KIT) days are used where mothers can, if they wish, come into work to discuss
developments and changes so that when they return it is easier to pick up from where they left
off. This is encouraged by ICH but uptake has not been recorded, nor has the effectiveness of this
approach. Action 4.2B will be to monitor the numbers of KIT days and to introduce return to work
questionnaires to gauge their usefulness. Staff are also given the opportunity to attend key
‘update’ scientific events if they wish.
Efforts are always made to ensure funding is sought or provided for maternity cover where
necessary. For example, within clinical trials or support services teams, work requires cover and
this has been successfully provided in 4 out of 4 maternity leaves with pre- and post-leave handover within these teams. In general, the project work of research staff is covered in the immediate
term by colleagues but when the member of staff is on a research grant, a request is usually made
to the grant giving body for a no-cost extension. The grant is then frozen when the member of
staff is on maternity leave. However, if grants have fixed end dates, or if it is not possible for the
work to cease during the maternity leave period, a maternity cover is appointed.
As part of our action planning, the institute will introduce a new system to provide extra financial
support to those having to take extended leave for personal reasons, including academic women
on maternity leave. Existing members of academic staff taking more than 6 months’ maternity
leave and who have 6 months or more remaining on their contract following their return from
maternity leave, will be able to request up to £10,000 funding to support an additional post, or up
to £5,000 to support other research-related activity, to minimise the impact of extended leave on
research activities (Action 4.2A).
After maternity leave: The MADS group will provide informal peer support and networking (Action
2.1B).
Managers discuss the most suitable flexible working schedule (as required) before mums return to
work, and their ability to cope is monitored through regular informal meetings. Good practice that
has been already implemented in different ICH groups will be embedded as Institute policy,
including a structured return to work, regular meetings between supervisor and staff member,
reduced hours when requested, a reduction of teaching commitments and support to get research
started again.
UCL also offers a 6 month sabbatical leave for those returning from maternity leave. This relieves
individuals of teaching and administrative roles so that they can get their research back on track
when they return. We currently promote this through HR and it will also be promoted through the
MADS group. For those wanting to return to work after an absence of a few years or more, specific
42
‘return to work’ grants are available from some funding bodies. To highlight these, specific grant
calls will be published on the ICH Athena SWAN webpage (Action 4.1).
[725 words]
Action points:
Action 4.1A
Action 4.2A
Action 4.2
Action 2.1B
Action 4.2B
Increase awareness of family friendly / work life balance policies at ICH
NEW ICH fund to support academic women on maternity leave
Support staff during pregnancy, maternity leave and return to work
MADS group to provide informal peer support and networking
Support from supervisor/line manager for official "keep in touch" days to
visit ICH during maternity leave
[5996 words]
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.
Our Action Plan:
ICH is an inclusive and enjoyable place to work, but we strive to improve. Our Action Plan is
ambitious, but justifiable considering the departmental size and the results we aim to achieve. The
HoD’s letter demonstrates the commitment of ICH senior management in supporting Athena
SWAN activities. Aspiration and involvement at all levels, coupled with excellent in-house HR, will
ensure the objectives in the Action Plan are attained. To summarise the Action Plan, our three
main areas for maximum impact for women’s careers in STEMM are: supporting transition of
women from Postdoctoral researcher to Lecturer/Fellowship holder (Key transition point 1, Action
3.4); promotion of women from Fellowship/Lecturer to Senior Lecturer/Reader/Professor (Key
transition point 2, Action 3.5); and supporting women during career breaks, including extra
financial support for research activities during maternity leave (Action 4.2). We believe that these
key actions are critical for reducing the attrition of women in academic careers.
Staff Survey:
In the April 2013 ICH staff survey, 89% of staff stated their work gave them a sense of personal
accomplishment and 80% reported a high level of cooperative working. 94% of males and 93% of
females were interested in their work and 95% were “happy to go the extra mile” when required.
82% were proud to work for UCL. These data provide evidence that the environment in ICH is fully
supportive and appreciated by all staff.
Careers Day:
Feedback from our recent Academic Careers Day has been valuable in targeting the Institute’s
future activities for women. 88% of respondents found the event “useful” or “extremely useful”.
Attendees reported that the event enable them to think about “clearer defined research goals
earlier and what I need to be doing/preparing to reach them” and that “it was an eye-opening
event that will allow me to choose which path I want to pursue in my career and life” which had
43
“definitely made me more aware of key moments in the Academic Career path”. This feedback
will help shape next year’s event.
Athena SWAN Poll:
Our Athena SWAN poll showed that the SAT’s efforts to improve the understanding and impact of
ICH Athena SWAN activities have been effective. 82% of 177 respondents across the whole range
of staff and students at ICH were aware of Athena SWAN and its key principles, mainly through
word of mouth, emails and posters. We aim for this figure to exceed 90% through improvements
to the webpage and staff inductions.
Data from Research Excellence Framework (REF) Submission:
The overall impact of SWAN values and initiatives by the outgoing SMT is demonstrated by the
Institute’s REF submission which was recently finalised and contains 62 females out of 140 total
submitted Category A staff (44.3% female). This compares with the RAE2008 submission (46
females submitted out of 119 total staff, 38.7%). Hence, the proportion of females in the
Institute’s REF submission has risen compared with the RAE2008 submission and, perhaps most
importantly, women make up just less than half of all staff submitted.
[498 words]
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 spreadsheet 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.
Please see Appendix
44
Issue and
area for
Actions in place
Proposed Actions
Timescales
action
identified
Promote Athena SWAN principles, monitor gender balance, and increase equality training
1.1
Embed and
promote the
Athena SWAN
charter
Developed ICH Athena
SWAN web page.
Athena SWAN posters
displayed at ICH
(updated annually)
Developed ‘Women at
ICH’ web page
highlighting female staff
role models at all levels
and their achievements
Placed SWAN logo on all
recruitment and
promotional
documentation
Athena SWAN charter
explicit within role of
new academic HoPs,
with commitment to
report on SWAN
activities to SAT and
P&E
Monthly SAT Committee
meetings in 2013; SWAN
Update as a standing
agenda item at P&E
/SMT meetings
A. Appoint new Communications
Manager with responsibilities including
promoting Athena SWAN values,
conducting annual Athena SWAN staff
survey and producing an ICH SWAN
Gender Equalities Handbook (given to
new ICH staff and students and available
from the ICH Athena SWAN web page).
By July 2014 and
handbook
updated yearly
B. Showcase successful women as role
models. Inaugurate seminar room in
honour of first female Nuffield Professor
of Child Health. Update profile /
achievements of female staff on
website.
By January 2014,
review annually
C. Develop links on the ICH Athena
SWAN website to external information
on gender equalities initiatives and
gender specific funding opportunities
D. SAT meetings held 2 monthly will
review and monitor implementation of
Action plan and report to P&E. Core
dataset submitted for Silver application
to be updated annually.
Accountability
(SAT
member)
Rosalind
Smyth
Responsibility
Success Measures
Mark Tiwarri
(HR)/
Communications
Manager/
Chris Thalasselis
(SWAN
administrator)
A. New handbook available on
website.
Rosalind
Smyth
Chris Thalasselis /
Communications
Manager
B. >70% female staff report they
have positive female role models
in staff survey.
By October 2014
and updated as
required
Shamima
Rahman
Chris Thalasselis
C. >70% women are aware of
funding opportunities or other
career initiatives for women in
staff survey
Every 2 months in
2014; increasing
to monthly 12
months prior to
next application
Shamima
Rahman
SAT/ P&E/
Wendy Knowles
(Institute
Manage)
D. SAT minutes available on ICH
Athena SWAN web page,
providing evidence of sustained
activity and implementation of
actions.
Survey to be
conducted
annually in April
Continued awareness and
evidence of Athena SWAN
practice indicated in annual staff
survey. >90% staff report support
for SWAN charter with balanced
response across gender/ grades
Action Plan/ 1
Athena Swan Staff
survey in 2013 reported
high staff satisfaction
without gender bias;
used to develop Action
plan
1.2
Ensure all staff
are trained to
counter gender
bias
E. Launch annual Athena SWAN
Research Excellence Award to recognise
Postdoctoral researcher achievements,
to raise profile and support junior staff
career development; Senior Staff Award
for promotion of Athena Swan values.
Highlight winners on ICH webpage.
A. Increase participation in equal
opportunities and unconscious bias
training activities.
By October 2014
Rosalind
Smyth
Jane Sowden/
Gudrun Moore
(Deputy Director
for Research)
E. > 10% of postdoctoral staff
nominated and applying for
Award. Gender of applicants
matching early researcher gender
ratio- currently 72% female.
From January
2014
Mark Tiwarri
Heads of
Programmes
Identified need to keep
records on equal
opportunity training
activities for all staff.
B. Set up a database to collate
information on staff training activities
undertaken each year for appraisals,
diversity/equality, interviewing.
By end of 2014,
maintained
annually
Mark Tiwarri
HR
All shortlisting and
interview panels have at
least one male and one
female (HR ensure this
action and record
gender balance).
A. 1) >80% staff participation in
training activities; 2) 100% staff
employed for ≥6 months at ICH
aware of Athena SWAN
principles.
B. Populated database showing
100% of staff involved in
appraisal, recruitment, and
promotion panels have been
trained within the last 3 years.
C. SAT to advise on gender balance of
membership of academic recruitment
committees and HR to continue to
record and monitor.
2014 onwards,
reviewed
annually
Rosalind
Smyth
Mark Tiwarri
New starters complete
the online training
package called Diversity
in the Workplace.
E. >40 % female staff on all
academic staff
recruitment/promotion panels.
Ensure inclusive culture, family friendly departmental organisation, and equal opportunities for career development
2.1
Develop inclusive
opportunities for
networking
New Annual Open Staff
meeting for all ICH staff
held by new Director
followed by afternoon
tea
Otto Wolff Lecture
series with reception:
surveyed gender of
invited/ accepted
speakers.
A. New academic programmes to host at
least two inclusive networking events
per year.
By July 2014;
6 monthly
thereafter
Maria
BitnerGlindzicz
Heads of
Programmes
A. >80% aware of inclusive
networking events within
programmes on staff survey.
B. New Mum and Dads’ (MADS) group
being established
By January 2014
Philippa Mills
(Lecturer)
B. Impact of MADs measured by
10% new members each year.
C. Aim for 50:50 male:female speaker
gender balance across all seminar series;
ensure female staff invited to network
with speakers
Immediate
action; evaluate
in January each
year
Maria
BitnerGlindzicz
Steve Howe
Seminar
programme
committees
C. >40% female invited speakers
by 2015
Annual ICH Summer and
Christmas parties for all.
Action Plan/ 2
2.2
2.3
2.4
2.5
2.6
Family friendly
meeting times
Improve
experience of
new members of
staff
Increase
individual staff
support
Increasingly
inclusive culture
Ensure all
research and
academic staff
Reviewed timing of
meetings (committee /
research meetings) and
seminars to enable
attendance by those
with caring
responsibilities. Moved
seminar/ meeting times
so that more are within
core hours, 10am-4pm.
Reviewed induction
experience of new
starters.
Identified need to
communicate new
appointments to
improve welcome for
new starters
Workshop, informal
interviews and
discussions around new
academic programmes
identified need for
mentoring for academic
career development.
A. Record timings of lab meetings/
seminar series and networking events
and encourage flexible systems
wherever possible to ensure inclusivity
for flexible/ part time workers.
Implemented
already; to be
reviewed
annually in
September
Steve Howe
Heads of
Programmes
A. >70% meetings/seminars are
held during core hours
Early/flexible commencement of
out of hours events.
B. For out of core hour meetings,
advance notice will be given, memos
sent beforehand for comments and
minutes circulated.
Annual survey in
April 2014
onwards
Steve Howe
Heads of
Programmes
B. >80% staff report that
sufficient notice is given of out of
hours meetings in staff survey.
A. Announce new staff appointments
including internal appointments at all
levels in monthly Director's bulletin
2014 onwards.
Web page
updated monthly,
Mark Tiwarri
Institute
Director’s office/
Communications
Manager
A. > 70% new starters report
satisfaction with induction
process.
A. Develop an academic mentoring
scheme – pilot scheme to be offered to
all academic staff
Rosalind
Smyth
Gudrun Moore
>50% staff requesting a mentor
to be paired by March 2015;
>80% by end of 2016.
50:50 gender balance of trained
and active mentors.
Committee gender
balance reviewed; 2
women invited to join
BRC committee.
Staff Survey showed
that only 60% of women
had an appraisal in the
A. Monitor and ensure continued
gender balance in all committees.
At induction, new
staff will be
offered a trained
mentor; existing
staff to be offered
a mentor at next
appraisal, from
January 2015.
June 2014
onwards
Shamima
Rahman
Heads of
Programmes/
SMT
A. Equal gender balance in
Committees by 2016.
A. Introduce annual appraisals
March 2014
Rosalind
Smyth
Wendy Knowles
A. >90% staff appraised in the last
12 months.
Action Plan/ 3
understand
promotion
prospects and
have opportunity
for academic
progression
and/or skill
development
preceding 24 months.
Lack of clarity regarding
requirements for
promotion process was
identified.
B. Develop new appraisal checklist to
include: discussion of promotion
prospects and criteria; flexible working
policies; new mentoring scheme;
equalities training undertaken; time
spent on administrative/ outreach/
enabling activities; awareness of
leadership schemes for women;
eligibility for fellowship applications.
Formal monitoring data to be collected
on outreach, training and workload (see
Actions 1.2B and 4.2B)
March 2014
Mark Tiwarri
Wendy Knowles
B. Improve understanding of
promotion criteria indicated on
staff survey to >70% satisfaction.
Participation in outreach
activities across all grades in
proportion to staff gender ratios
at each level.
Actions to increase promotion and retention and appointment of women at ICH at key career transition points
3.1
Promote an
academic career
path to junior
female
researchers and
from the outset
encourage
women to aim
high in an
academic career
Non-gender biased
recruitment of students
and junior research staff
is in place.
SAT analysis showed
applicants, student
cohorts, research
assistants, Postdoctoral
researchers are
predominantly women
at junior levels.
SAT analysis identified
lack of knowledge of
career aspirations and
next employment
position of junior female
research staff
Careers Support
provided annually for all
students
A. Use Careers Session at annual ICH
Open Day for prospective and current
MSc/PhD students to encourage female
students to aim high in an academic
career and to promote Athena SWAN
principles. Showcase current PhD
student research at ICH/GOSH.
Immediate;
November each
year
B. Annual monitoring forms and exit
surveys to record career aspirations,
careers support services accessed, and
next destination of research assistants,
Postdoctoral staff and final year
PhD/MSc students, by gender.
From June 2015
Andy Stoker
Postgraduate
tutors/ Course
directors
A. Gender balance of invited ICH
Open Day Guest Lecturer; 2013
invited speaker Professor Dame
Linda Partridge, FRS.
PhD poster prizes awarded reflect
gender composition of student
body.
Andy Stoker
Wendy Knowles/
Postgraduate
tutors/ MSc
course directors
B. Baseline data on proportion of
female researchers and students
a) using careers support services;
b) continuing a scientific career in
next position; c) being promoted
e.g. transitioning to new
Lecturer/ Fellowship holder.
By 2016: >50% of female
students transitioning into
Postdoctoral positions/ scientific
careers; >80% accessing careers
support before leaving
Action Plan/ 4
3.2
3.3
Support career
development of
Postgraduate
students
Staff/Student
Consultation Meetings
identified support for
PhD peer-based
mentorship scheme.
Scheme started for 1st
year PhD students in
academic year 20122013
A. Provide a peer-based mentoring
scheme for all PhD students. Continue
this mentoring for 1st year students and
extend to all students with Postdocs to
mentor 2nd/3rd year students to
support transition to Postdoctoral post
Review success of
scheme during
PhD Year 2 and
expand/modify
scheme based on
feedback from
participants.
Andy Stoker
Postgraduate
tutors/ PhD
students/
Postdoctoral
researchers
A. Peer-based support available
for all PhD students
Support career
development of
Postdoctoral
researchers
Need for Postdoc forum
and career development
advice was identified in
staff survey
A New informal Postdoc/ early careers
researcher forum to be established to
increase communication/networking
and provide informal skill building
opportunities.
June 2014
Elisa
Fassone/
Heather
Bailey
Gudrun Moore
A. New early careers researcher
group established. Impact
measured by 10% new members
each year.
B. Provide new Postdoctoral Career
Development Advisors to support and
encourage career-enhancing activities
e.g. writing up papers, conference
presentations, entry for travel awards
and prizes, outreach/ engagement
activities, use of UCL Careers advice
services.
April 2015
Pete
Scambler
Gudrun Moore/
Heads of
Programmes/
Jane Sowden/
Tessa Crompton
>90% of Postdoctoral researchers
report that they have accessed,
or know how to access careers
advice in the staff survey
Action Plan/ 5
3.4
Improve support
for transition
from
Postdoctoral
researcher to
Lecturer/
Fellowship
holder:
Key transition
point 1
SAT analysis showed
that the predominance
of women at junior
levels is not maintained
at higher levels of the
academic career path.
First ICH Academic
Careers Day targeted to
Postdoctoral research
staff held in 2013 and
feedback used to
develop new actions.
A. ICH Academic Careers Day to be held
annually following positive feedback on
first event; to include
(i) Comprehensive list of all available
University, Research Council and Charity
PG fellowship awards (irrespective of
gender) and specifically for female
career development.
(ii) New fellowship workshop linking
Postdoctoral researchers with successful
(female) research fellowship holders.
(iii) New Alumni workshop with
presentations from former members of
ICH to profile different careers in
science.
(iv) Workshop with existing senior
clinical and non clinical staff sharing
experience of “climbing the ladder”
B. PIs to encourage Postdocs to
participate in grant applications e.g.
Researcher Investigator or co-applicant
on Research Council applications that
permit this.
C. Identify high performing Postdoctoral
staff eligible for fellowship applications.
Invite applications from external
candidates wishing to come to ICH.
Positively encourage women to apply.
Line manager and HoP/Deputy Research
Director to offer support and guidance
for application process (review of
application and mock interview).
Annual event
Shamima
Rahman
Sayeda AbuAmero/ Jenny
Morgan
>90% of attendees judge that
information provided at Careers
Day will affect career planning
(post-event survey)
June 2014
Andrew
Copp
D. Baseline measurement in
2014. Increase in female Postdocs
as applicants on grants year on
year from baseline.
Annual
Baseline data to
be collected by
September 2014
Jane Sowden
Emma Pendleton
(Deputy Director
of Clinical
Research and
Development,
Division of
Research and
Innovation)
Gudrun Moore/
Heads of
Programmes/ PIs
Emma Pendleton
Baseline Data on Fellowship
applications by gender; include
ICH-sponsored applications and
those applying to hold
fellowships at other universities.
Increase female fellowship
applications year on year from
baseline.
Action Plan/ 6
3.5
Support
Promotion of
women from
Fellowship/
Lecturer to
Senior Lecturer/
Reader/
Professor:
Key transition
point 2
SAT analysis showed
fewer women than men
were promoted in both
clinical and non clinical
career pathways.
Actions were developed
to better support midcareer women
D. New Lectureship posts to be created
within new ICH academic structure.
Recruitment will take account of
representation of women at this level at
ICH. Positive action to attract women
applicants. Ensure same gender balance
of applicants and shortlist.
2013-2016
Rosalind
Smyth
Heads of
Programmes
C. Increase in total number of
women in lectureship posts (paid
by HEFCE) by 2016 (currently 11;
5F:6M).
A. At appraisal identify early/mid career
researchers eligible for promotion.
Deputy Directors of Research and
Education/ Heads of Programmes to
pro-actively invite application for
promotion from eligible women.
Monitor applications and success by
gender.
B. Annual Promotion workshop led by
Deputy Director for Research during ICH
Academic Careers Day, to provide
information and support preparation of
promotion applications. P&E/ HoP to
improve feedback given to unsuccessful
promotion applicants and support
activities to strengthen their cases in
future rounds (Action 3.4A).
Annual from 2014
Rosalind
Smyth
Heads of
Programmes/
Line Managers
A. Increase relative proportion of
women applying for promotion to
Senior Lecturer/ Reader/
Professor to >50% of total
applications by 2015
June 2014
Rosalind
Smyth
Heads of
Programmes/
P&E
B. >70% of attendees judged that
workshop provided useful
support (post-event survey)
C. Increase guidance for preparation
and submission of major grants. SAT
analysis indicates women staff apply for
fewer high value grants compared to
men.
January 2015
Andrew
Copp
Heads of
Programmes/
Emma Pendleton
C. Funding pounds applied for by
women to be equivalent to those
of men (for same number of
applications) by 2016
D. Identify Leadership training courses
for mid career/senior women. Monitor
participation.
Promote training
when available.
Monitor annually.
Rosalind
Smyth
Heads of
Programmes
D. Participation in Leadership
training by female staff; 50% of
staff nominated to be women
E. Strategic investment in academic
posts at Lecturer, Senior Lecturer and
Professor level; to be appointed
following open, national competition.
2014-2016
Rosalind
Smyth
Heads of
Programmes
E. Improvement in gender
balance of senior academic posts
to be >40% women at Professor
and Reader level by 2016.
Action Plan/ 7
Recruitment to take positive action to
encourage wormen to apply and to take
into account the currently inadequate
representation of women at mid/senior
career level
Actions to support women with care commitments and during career breaks, and to monitor gender bias in work load
4.1
4.2
Increase
awareness of
family friendly/
flexible working/
work life balance
policies at ICH
Introduced HR updates
on maternity, paternity,
adoption and parental
leave, and work life
balance, on the ICH
Athena SWAN webpage
Provide
additional
support for
women during
pregnancy,
maternity leave
and when
returning to work
after maternity
leave
Positive response to
setting up of new Mum
and Dad’s Support
group (MADS) to
provide informal peer
support and networking
Facilitate flexible
working for staff
returning from
maternity leave where
needed.
A. New ICH SWAN Gender Equalities
Handbook (Action 1.1A) will provide
information on local support e.g. flexible
working opportunities, MADS group,
career breaks and career re-entry
funding streams, breast
feeding/expressing arrangements, UCL
nursery provision
A. New ICH fund to support women in
academic posts to maintain momentum
of their scientific work whilst on
maternity leave
To be in place by
March 2014 and
updated annually.
Steve Howe
Mark Tiwarri/
Communications
Manager
>75% of staff report in Staff
Survey that flexible working is
supported by their Line Manager.
January 2014
Rosalind
Smyth
Line Managers
and Wendy
Knowles
>75% of female staff and
students report in Staff survey
that ICH effectively supports
women during Career breaks
B. Support from supervisor/line manager
for official "keep in touch” (KIT) days to
visit ICH during maternity leave
To be in place by
January 2015
Mark Tiwarri
Line Managers/
Programme
Administrators
B. Monitoring data on numbers
of KIT days taken. Data from
return to work questionnaires
used to gauge their usefulness
C. Maternity/ paternity leave to be
recorded through MyView online system
so uptake levels can be analysed.
Paternity leave entitlement to be
promoted via MADS and ICH Athena
SWAN webpage. Survey/MADS to
identify factors to better support return
to work from maternity leave
September 2014
Mark Tiwarri
Programme
Administrators/
MADS (Maria
Bitner-Glindzicz/
Philippa Mills)
Uptake of paternity leave
recorded
Factors identified that best
support return to work after
maternity leave.
Action Plan/ 8
4.3
Monitor any
gender
differences in
work load
Identified lack of work
load data
A. At annual appraisal (Action 2.6B)
record work load of scientific staff
(Postdocs and above) according to task
categories (teaching, research,
administrative, outreach/enabling).
Manage any overburdening of individual
staff in relation to career development
during appraisal process.
Introduce formal
recording by
January 2015
Mark Tiwarri
Wendy Knowles
A. Monitoring data available on
staff work load by gender by
January 2016.
B. Annual collation of data by grade and
gender; monitoring of data for gender
trends by SAT.
Annual evaluation
from April 2015
Shamima
Rahman/
SAT
monitoring
Wendy Knowles/
Programme
Administrators
B. Equality between genders for
time spent on each of the four
task categories
Action Plan/ 9