ATHENA SWAN
CHARTER
ANNUAL REPORT
SEPTEMBER 2014
CONTENTS
PAGE
SUMMARY
1
1.
BACKGROUND AND UPDATE ON THE ATHENA SWAN CHARTER
2
2.
GOVERNANCE AND NETWORK GROUP
3
2.1
Athena Steering Group
3
2.2
Athena Network Group
4
3.
GENDER EQUALITY CHARTER MARK (GEM)
5
3.1
Gender Equality Charter Mark Trial – WBS
6
3.2
Experience of WBS in submitting for a GEM award
6
4.
SUMMARY OF WARWICK ATHENA SWAN SUBMISSIONS
5.
RESEARCH CONFIRMS POSITIVE IMPACT OF THE ATHENA
6.
7.
7
SWAN CHARTER
12
GOOD PRACTICE INTIATIVES IMPLEMENTED AS PART
OF THE ATHENA SWAN PROCESS
13
6.1
ESRC Funded Project
13
6.2
GENDER-NET
13
6.3
Your Life – The Call to Action Campaign
14
WHAT IS PLANNED NEXT?
APPENDIX 1: PROGRESS MADE AGAINST THE SILVER ACTION PLAN
17
19
SUMMARY
The University of Warwick became a member of the Athena SWAN Charter in 2009. The
Charter recognises and celebrates good employment practice for women working in
Science, Technology, Engineering and Medicine (STEMM) in Higher Education and attempts
to address gender inequalities within disciplines. Continued commitment to the Charter is
enabling the University to raise its Equality and Diversity profile, both internally and
externally, and is providing a framework on which to build on current good practice.
Further information about the Athena Charter can be found at:
http://www.athenaswan.org.uk/html/athena-swan/.
This is the third Annual Report on Warwick’s Athena work, which details the significant
progress made on Athena initiatives since the University joined the Charter in 2009. Future
reports will also include Warwick’s progress on the new Gender Equality Charter Mark
(GEM), which will be formally launched in November 2014 - (see Section 3).
Progress is reported against initiatives implemented since the Athena Institutional Silver
award was conveyed to Warwick in November 2013 (see Appendix 1 for progress on the
Silver Action Plan). Many of the Athena initiatives have historically formed part of the
University’s Equality Objectives 2012-2015 and progress (as of May 2014) against the
objectives can be seen at:
http://www2.warwick.ac.uk/services/equalops/singleequalityscheme/)
It is proposed to review the Equality Objectives for 2015 onwards in line with the new
University Strategy. Attention during 2013/14 has focused on starting to work on the
actions identified on the Silver Athena Action Plan and assisting the remaining STEMM
department, Computer Science, develop their Bronze Athena submission. Guidance and
support has also been given to WBS whilst working on their Bronze submission in the GEM
trial.
1
1. Background and Update on the Athena SWAN Charter
The Athena SWAN Charter evolved from work between the Athena Project and the Scientific
Women’s Academic Network (SWAN), to advance the representation of women in science,
technology, engineering, medicine and mathematics (STEMM). With the support of the
Equality Challenge Unit (ECU) and the UK Research Council (RCUK), the Charter was officially
launched at the Institute of Physics on 22 June 2005, with the first awards conferred in
2006. The Charter has grown consistently from its inception, and now has 116 member
institutions who have signed up to the Charter.
A decision by the Department of Health in 2011 to link National Institute of Health Research
Biomedical Research Centre and Biomedical Research Unit funding to Athena SWAN Silver
awards, resulted in an increase in membership from medical and dental schools. Warwick
Medical School (WMS) was the first medical school to achieve Athena success (which was
described by ECU as a ‘landmark achievement’), and qualified WMS to fulfil the research
funding council’s requirements.
In addition, RCUK set out a ‘Statement of Expectation for Equality and Diversity’ for
institutions receiving research council funding. RCUK expects recipients of funding to
‘provide evidence of ways in which equality and diversity issues are managed at both an
institutional and departmental level’. Participation in the Athena Charter contributes to
such evidence.
The ECU has seen a considerable amount of interest in the Athena Charter from abroad. In
November 2014, ECU will be launching a three-year pilot to extend the Charter to the higher
education sector in the Republic of Ireland.
This will be funded by Ireland’s Higher
Education Authority, and will be the first time the Charter has been run outside of the UK.
Interest has also been expressed by the Australian Academy of Science, and discussions may
take place as to the practicality of such a Charter Mark being introduced in Australia.
A comprehensive guidance document on the Athena awards process is currently in
development.
This document will outline a new appeals process for unsuccessful
submissions, which is something institutions have been requesting for some time. New
2
submission forms are also being developed, but Athena policy is that there will be a period
of time where both old and new submission forms will be accepted. ECU will also be
providing a programme of panellist training, to help make the assessment process more
robust. An updated set of benchmarking data will also become available as part of a revamp of the EUC Athena SWAN website.
2. Governance and Network Group
2.1 Athena Steering Group
The Warwick Athena Steering Group continues to meet termly. The membership of the
Group has recently been expanded to include the Chairs of the Faculties of Arts and Social
Sciences, in preparation for launch of the Gender Equality Charter Mark (GEM) (see Section
3). There have also been changes in the representation from Research Support Services
(RSS) and Human Resources (HR) (see full membership below).
The Athena Steering Group is chaired by Professor Tim Jones, Pro-Vice Chancellor for
Knowledge Transfer, Business Engagement and Research (Science and Engineering). The
Athena Steering Group provides University-level strategy for Athena, taking oversight of
University-wide activities to ensure that Warwick does not disadvantage women, or indeed
anyone, within its talent pool, and considers new initiatives, issues of concern and monitors
the career progression of women across all STEMM disciplines and increasingly in other
faculties also.
The key aim of the Athena Steering Group is to review and develop strategies for the
implementation of appropriate activities within the Athena agenda and to encourage the
career development of women in all Faculties within the University of Warwick. The
Steering Group addresses issues that either cannot be managed at departmental level or
where there is institutional wide impact.
The Group Membership is:
Professor Tim Jones, Pro-Vice Chancellor for Knowledge Transfer, Business
Engagement and Research (Science and Engineering) – Chair
Professor Pam Thomas – Chair of the Board of Faculty of Science
3
Professor Peter Winstanley – Chair of the Board of Faculty of Medicine
Professor Maureen Freely – Chair of the Board of Faculty of Arts
Professor Christopher Hughes – Chair of the Board of Faculty of Arts
Professor Alison Rodger – Chair of the Athena Network Group
Ms Geraldine Mills – HR Engagement Director
Dr Leona Morton, Research Development Manager, Science & Engineering
Mrs Leonie Walls – Human Resources Manager, Administration
Mrs Sandra Beaufoy – Human Resources Adviser, Equality and Diversity
The primary aim of the group is to support and encourage STEMM departments and Arts
and Social Science departments within the University to progress their Athena and GEM
Awards respectively and to advance to the next level of award. This is on the basis that this
process creates a better working environment for all.
The Terms of Reference of the group remain unchanged.
2.2
Athena Network Group
The Athena Network Group is an informal group with representation from all the STEMM
departments as well as staff from HR, RSS, Learning and Development Centre (LDC) and
Student Careers and Skills (SCS). More recently, staff from WBS have attended meetings in
order that they familiarise themselves with the principles of Athena and share best practice,
which can then translate into their GEM work. The group continues to be co-chaired by
Alison Rodger (Chemistry/MOAC) and Sandra Beaufoy (HR Adviser – Equality and Diversity).
The group meets monthly and up-dates departmental representatives on current initiatives,
progress on Athena work, and encourages and supports departments with their Athena
agenda. Minutes of meetings of the Network Group are posted on the Athena web page:
http://www2.warwick.ac.uk/services/equalops/athena/network_group/meetings/
For the time being, staff from the Arts and Social Sciences Faculties attend the Athena
Network Meetings to share best practice already being implemented in STEMM
4
departments. A decision will need to be taken in 2014/15, if GEM submissions warrant a
separate Network Group or if the Athena Network Group expands in size.
Communication of Athena successes and up and coming events related to Athena Work are
also posted on the Athena web pages:
http://www2.warwick.ac.uk/services/equalops/athena/.
Members of staff from Warwick have also attended a number of national meetings where
Athena matters are part of the agenda discussions, as well as giving presentations on
Warwick’s Athena work. In particular, staff from WMS are frequently asked to attend
workshops/meetings to present on the challenges they faced whilst putting together their
bronze and silver submissions, and Alison Rodger and Sandra Beaufoy have given
presentations on Warwick’s journey to achieve Silver Athena status.
3.
Gender Equality Charter Mark (GEM)
In 2013/14, the Equality Challenge Unit, who administer the Athena Charter Mark, piloted a
new Gender Equality Charter Mark (GEM) which focuses on addressing gender inequalities
and imbalance in the Arts, Humanities and Social Sciences, in particular the underrepresentation of women in senior roles. The Charter Mark utilises the experience and
methodology of the Athena SWAN Charter, which will continue to operate as it currently
stands, with a view to bringing the two Charters together in the future. GEM will develop
principles and processes that will cover:
 All arts, humanities and social sciences disciplines
 Under-representation of men at certain levels and in some disciplines
 Professional and support staff (institutional submissions only)
 Transgender equality (institutional submissions only)
Like Athena, GEM will have institutional and departmental awards at three levels, Bronze,
Silver and Gold. Institutions that already hold Athena Institutional awards will not have to
submit for a GEM institutional award.
5
3.1 Gender Equality Charter Mark Trial – Warwick Business
School (WBS)
A pilot of GEM took place between September 2013 and April 2014. WBS took part in the
pilot of the scheme and subsequently submitted for a Bronze award in April 2014. At the
time of writing this report, WBS have been informed that their submission has been
successful and their formal award will be presented to them later this year.
31 GEM awards were applied for with a 71% overall success rate (22 awards). This
compares with 72% for the November 2013 Athena SWAN award round. Five Universities
and seventeen individual departments have been recognised in the pilot. All have achieved
bronze level awards. Moving forward the GEM process will be developed in light of
feedback from trial participants, but there will be much synergy between the two Charter
marks.
It is expected that the formal launch of GEM will be in November 2014, and other Warwick
departments in the Arts and Social Science Faculties are being encouraged to participate in
the GEM process and submit for an award in the first or second tranche of submissions.
Several ‘Windows on Warwick’ sessions have been organised in an attempt to disseminate
information on GEM to departments, and Sandra Beaufoy and Claire Martin have already
attended faculty and departmental meetings to discuss GEM.
3.2 Experience of WBS in submitting for a GEM award
The Dean of WBS was asked to comment on how he found the submission process of the
Gender Equality Charter Mark. His comments are as follows:
‘WBS’s participation in the pilot Gender Equality Charter Mark (GEM), has given the School
an opportunity to consider the processes in operation to ensure we offer equality of
opportunity for all staff. Although data capture and analysis was one of the most significant
challenges to our submission, once we obtained the relevant data it revealed several trends
of which we were not aware. The data demonstrated that WBS has several areas of excellent
practice, as well as highlighting some areas where we believe improvements can be made.
Taking part in the trial has also allowed us to help shape the future of GEM. Our feedback on
the process has been provided to the Equality Challenge Unit (ECU), who are now updating
6
the requirements for GEM to reflect some of our comments, such as the tight timescale, lack
of cohesion with the Athena SWAN submissions and a lack of detail due to tight word count.
WBS’s GEM submission is the culmination of a lot of hard work from a large cross-section of
staff and the profile and message of GEM seems to be permeating throughout the School.
Specific actions from WBS’s 3-year Action Plan are being championed by particular staff
members going forward who are thus helping to spread the ideas and philosophy of GEM.
Obtaining a GEM bronze award is a proud achievement for WBS and demonstrates our
commitment to equality for all staff’.
Professor Mark Taylor, Dean of WBS
4.
Summary of Warwick Athena Swan Submissions
Significant progress continues to be made by STEMM departments on their Athena work. In
September 2013, the University successfully achieved institutional Silver Athena status,
making it only the fourth institution to hold this prestigious award. The Department of
Physics renewed their Athena Silver award, along with their Institute of Physics JUNO
Champion status. WMG, Mathematics and Statistics all successfully achieved Athena Bronze
status, and Computer Science have just been informed (September 2014) that they have
been awarded Bronze status, which they submitted for in the April 2014 submission round.
Warwick is now one of the few universities where all STEMM departments have Athena
awards, which is an excellent indicator of the commitment to this agenda.
7
The table below depicts each of the ten Warwick STEMM departments and details progress
that each have made, as well as the Athena contact for each department. All awards are
renewable after a three year period, and it is hoped that within that time period, each
department will have sufficiently moved their action plans forward to be ready to submit for
the next level of award.
In future reports, similar tables will be produced for both the Faculties of Arts and Social
Sciences.
Table 1: Status of STEMM departments with Athena SWAN awards
Department
Coordinator
Level Awarded
Physics
Sue Burrows
Silver (2014)
Chemistry
Alison Rodger
Silver (2013)
WMS
Psychology
Engineering
Life Sciences
WMG
Mathematics
Statistics
Comp Science
Annie Young
Liz Blagrove
Joanne Collingwood
Orkun Soyer
Jane Coleman
Nav Patel
Wilfrid Kendal
Alexandra Cristea
Silver (2013)
Bronze (2012)
Bronze (2013)
Bronze (2013)
Bronze (2013)
Bronze (2013)
Bronze (2013)
Pending
Proposed
Submission Date
Renewed Silver in
2014
Renewed Silver in
2013
April or Nov 2015
April 2015
April 2015
Nov 2014
tbd
tbd
tbd
tbd
Next Level
of Award
to be
applied
for
Gold
Gold
Gold
Silver
Silver
Silver
Silver
Silver
Silver
Silver
Representatives from the University, WMG, Mathematics and Statistics attended the
Athena Awards Presentation Ceremony which was held at Imperial College, London in
November 2013 and can be seen in the following pictures collecting their awards.
8
Professor Tim Jones and Sandra Beaufoy receiving the Institutional Silver Athena Award. The award is being
presented by Professor Dame Julia Higgins.
Professor Alison Rodger and Leonie Walls receiving a Bronze Athena award on behalf of the Mathematics
Department.
9
Jane Coleman and Claire White receiving a Bronze Athena Award on behalf of WMG
Dr Jo Kennedy receiving a Bronze Athena Award on behalf of the Department of Statistics.
10
Group photograph of Warwick staff with their Athena awards.
Sue Burrows collecting the Physics Department Silver Athena renewal award at a presentation ceremony at
the University of Durham on 10 July 2014. The award was presented by Professor Dame Julia Higgins
11
5. Research Confirms Positive Impact of the Athena SWAN
Charter
An independent evaluation into the impact and effectiveness of the Athena SWAN Charter
has confirmed that the awards scheme advanced gender equality and changes the working
culture and attitude within participating departments and universities (Evaluating the
Effectiveness and impact of the Athena SWAN Charter, ECU, 2013).
The Equality Challenge Unit commissioned Loughborough University to investigate the
impact of Athena in higher education institutions in the UK, including:
 The effectiveness of the Charter in advancing women’s careers in STEMM.
 The sustainability of the changes that higher education institutions are making
as a result of their participation in Athena SWAN.
 The impact of the Athena SWAN Charter in changing the culture and attitudes
across the participating higher education institutions to address inequality and
unequal representation.
 The suitability of Athena SWAN processes for use in complex and busy
institutional environments.
The report also underlines that it is not only female academics that benefit from
involvement in the Charter. Men also benefited from initiatives such as flexible working and
improved transparency of policies/processes. Furthermore, administrative and technical
staff in Silver award departments felt they also had more support for their career
development and progression. The summary of the report and ECU’s response may be
found at:
http://www.ecu.ac.uk/publications/evaluating-athena-swan
The report evidenced that universities and departments that hold Athena SWAN awards are
more advanced in addressing unequal representation than those that do not. A number of
recommendations were made to ECU that will help them to continue to refine and improve
their processes so that Athena SWAN remains an effective tool for HEIs and a valuable
benchmark for excellence in gender equality. David Ruebain, Chief Executive of the Equality
Challenge Unit, said:
“We are, of course, delighted with the findings of this independent evaluation. At a time
when universities and departments have to target resources where they will make the
biggest difference, I hope it will be reassuring to know there is independent evidence of
the sustainable impact working towards an Athena SWAN award can have.
12
However, we are not going to rest on our successes; we are going to continue to build on
them. We welcome the recommendations for further development and improvement of
the process that will ensure the Charter remains effective and fit for purpose”.
The full report entitled ‘Advancing women’s careers in science, technology, engineering,
maths and medicine: evaluating the effectiveness and impact of the Athena SWAN Charter
is available to download: http://www.ecu.ac.uk/publications/evaluating-athena-swan.
6. Good Practice Initiatives Implemented As Part Of Athena
SWAN process
As a continuation of the good work identified through the University Silver Athena award, a
significant number of innovative and good practice initiatives continue to be identified and
put in place. It is essential that these initiatives are effective and meeting their objective, so
where possible the progress and impact on each initiative is measured, and this is reported
on the Silver Action Plan Progress Table (see Appendix 1). Some initiatives worth
highlighting are discussed below.
6.1 ESRC Funded Project
In addition to progress made against the Athena Silver Action Plan, Professor Alison Rodger
was successful in securing ESRC funding to employ a postdoctoral research fellow, Dr
Charikleia Tzanakou, to undertake research into Academia and Gender. This research
highlighted that despite the growth of female participation in higher education and doctoral
education, women are still under-represented in professorial and more permanent
academic posts in most (all bar one) disciplines. While the Athena SWAN charter has put
gender equality at the spotlight for Science departments, data in a number of social sciences
subjects seem to be equally discouraging to women looking at a career in academia. The
ESRC provided funding to investigate closely gender student and staff data across
departments and institutions. The research outcomes of this project were presented at a
two day workshop Academia and Gender: Inducing cultural change to plug the ‘leaky
pipeline’ held at the Royal Society in London on 5th/6th June 2014. The key aim of the event
was to examine existing gender equality practices from an institutional and disciplinary
perspective and identify worthwhile initiatives that will induce cultural change.
6.2 GENDER-NET
As an Athena Silver Institution, ECU asked Warwick to take part in a survey that feeds into a
European Commission FP7 funded project, GENDER-NET. The aim of the project is to create
a European Network exploring and developing transnational activity to promote the
13
gendering of research content and promote gender equality in research careers. The
project is led by the Centre National de la Recherche Scientifique (CNRS) in France and there
are 12 partners from Europe, the USA and Canada. Learning from the Athena SWAN
methodology, ECU’s role in the project is to lead on an area of work investigating the use of
award schemes (such as Athena and similar awards managed by other partners) to promote
gender equality and structural change, and to consider how a transnational award
programme might be designed. The project commenced in October 2013 and will run for 3
years. More information on the project can be found at: http://www.gender-net.eu/ .
6.2 ‘Your Life’ – The Call to Action Campaign
‘Your life’ – Call to Action is a three year national campaign to ensure the UK has the maths
and science skills it needs to succeed in a competitive global economy. The campaign will
endeavour to do this by inspiring young people to study maths and physics as a gateway to
exciting and wide-ranging careers; and by helping employers recruit and retain talent,
particularly women. ‘Your Life’ is addressing this by securing a commitment from
employers, educators, professional associations and civil society to take action in the
following ways:
 Recruitment: Actively encouraging applications from underrepresented groups;
encouraging staff to undertake outreach; ensuring that work experience and
apprenticeship opportunities are open to a diverse range of students.
 Retention: Developing more inclusive workplace cultures, such as flexible working
for all and supporting those who have taken a career break; and ensuring
development opportunities are open to all groups.
 Progression: Being open and transparent about progression routes and developing
mentoring and training for staff from underrepresented groups.
To achieve the campaign objectives requires a clear strategic focus and unprecedented
levels of collaboration. Many organisations are already very active in delivering their own
initiatives, but it is considered that by working together, young people can be inspired to
see the value and opportunity of studying maths and science. Over 180 organisations across
business, education, civil society and government have already responded to the campaign’s
Call to Action and pledged their support. Warwick University is one of these organisations
and Warwick’s pledge can be seen below:
Warwick University commits to:

Extending Outreach across all STEM subjects into diverse local schools from primary
to secondary education with particular emphasis on creating a picture of STEM being
for everyone.
14

Extending the recruitment of female applicants in STEM subjects, and particularly at
Postgraduate Taught Level.

Generate and promote targeted case studies to enthuse female students to apply for
Warwick STEM courses.

Work with our industrial partner companies to create specific opportunities and
pathways for part-time and female students and graduates.

In partnership with the Engineering Development Trust, offer Inspire courses for
Year 11 girls to encourage them to think about a career in engineering, science or
technology.
Warwick University will:
Engage with young people

Warwick University is highly committed to the development of the next generation
of engineers and has taken a leading role in initiating the creation and development
of the WMG Academy for Young Engineers. This University Technical College is due
to open in September 2014 for pupils aged from 14 to 19 years. It will provide
education specialising in engineering with digital technology for more than 600
students, with a ring-fenced intake of female students.

Warwick will continue to involve itself in public exhibitions to raise awareness of
STEM subjects and to showcase female role models, such as the ‘Gadget Show’ Live
exhibition and “Warwick on Wheels” which is an interactive science exhibition
funded by the EPSRC and developed by researchers at Warwick, with the aim to
inspire school children about engineering and sustainability, with a focus on “low
carbon” research.

Will work with six schools over the next five years to deliver long-term sustained
Chemistry outreach interventions. ‘Chemistry for All’ will build strong focused
relationships with each of the schools, with the long-term aim to inspire young
people from WP backgrounds to study Chemistry at a higher education level.

Will host Engineering Scholarships for females, which have been funded by a donor
pledge to fund 2 scholarships per year for three years. The purpose of the
scholarships is actively to attract females on engineering courses, from those who
have been recruited through Warwick’s widening participation programmes. In
addition to financial support, the students will be given enhanced careers,
15
professional and cultural opportunities and personal support to broaden their
experiences in readiness for future employment.

Will increase the emphasis on female participation when promoting activities, work
experience, research placements, workshops, events, public lectures, summer
schools and scholarships, in order to demonstrate appropriate role models.

Will engage young people from a local College for students with learning difficulties
and disabilities. The project is to provide training in engineering design and 3D
printing to enable students with learning difficulties and disabilities to apply their
knowledge to the development of tools and accessories to meet their needs and to
share their designs with the wider community.
Warwick will contribute to a national campaign by:

Continuing to encourage STEM departments to participate in national projects, such
as the Big Bang Fair, Headstart (aimed at 16/17 year olds), Dragonfly, Arkwright
Scholarship initiative and the Royal Institution Master classes.

Identifying challenges in STEM careers for women and developing actions to address
them at the appropriate level (individual, department, University, nationally), and to
share best practice identified.

Encouraging (particularly women) staff to participate in judging at local and national
level the various STEM subject school competitions, for example, the national
science and engineering competition and the Young Engineers organisation.

Celebrating national landmark days of women in Technology and Engineering such as
National Women in Engineering Day, Ada Lovelace Day and International Womens’
Day.

Warwick holds a Silver institutional Athena SWAN award, and its STEM departments
hold awards, ranging from Bronze to Silver. Warwick also holds an HR Excellence in
Research award, and is currently working with other disciplines to submit for the
Gender Equality Charter Mark.
Increasing women in technology and engineering in the organisation:
Warwick commits:

To host annual events to raise profiles of female staff in STEM, to ensure
engagement and to provide role models to inspire and motivate other female
researchers and academics, for example, celebrate International Women’s Day.
16
7.

To nominate outstanding women for honorary degrees.

To lead investigations on how to support females at different stages of their careers.

To continue to support the Women’s Network Group, where discussions can take
place on relevant initiatives with a view to improving work life balance and
promotion prospects.

To continue the annual fund that has been established to assist with payment for
extra childcare costs incurred when individuals attend conferences/workshops/
training, which is a fundamental part of academic life.

To encourage more female participation in developing commercial impact of
research.
What is planned next?
Warwick is delighted to be one of only three institutions that have been successful in
achieving Athena status for all of its STEMM departments. Work is already being
undertaken to ensure that STEMM departments proactively achieve the objectives that they
committed to on their departmental action plans. Updates on these are discussed at the
monthly Athena Network meetings and progress monitored. Encouragement and support
will be given to inspire departments to progress to the next level of Athena awards within
the 2015 submission deadlines.
Support is now also being offered to the Faculties of Arts and Social Studies to assist them to
approach the Gender Equality Charter Mark and to share best practice that has been
identified in STEMM departments. It is hoped that a number of Warwick departments will
be in a position to submit for an award in the first submission round in 2015. ‘Windows on
Warwick’ sessions have already been held, along with presentations to both the Faculties on
GEM, as well as individual departmental presentations.
In line with the new University strategy, Warwick will remain true to the principles of
Equality and Diversity and Dignity at Work and Study, to ensure that staff and students are
properly recognised for their contributions to the University’s success, regardless of any
protected characteristics. Warwick also intends to continue to engage with national
projects and research to address the underrepresentation of females in STEMM subjects,
and indeed, to ensure that all staff benefit from improved initiatives and processes.
Sandra Beaufoy
HR Adviser, Equality and Diversity
October 2014
17
18
APPENDIX 1: Progress on the ATHENA SWAN Silver Action Plan
This Action Plan is intended to guide the work of the SWAN Self Assessment Group over the period 2013 to 2016
Key Areas for
Actions
Assessment
UNDERGRADUATE STUDENTS
1. Under(i) Outreach events aimed
representation of
at female students
women
embedded into
(Ultimate Goal:
departmental activities.
Increase in undergraduate female
(ii) Women given a high
population in
profile on all STEMM
physical and
publicity material and
mathematical
websites.
sciences)
Accountability
Timescales
Progress and Actions Taken since Silver Award
HOD, Admissions
Teams in STEMM
departments
2013-2016
All STEMM departments have outreach activities listed on their
Action Plans and are proactive in creating innovative and engaging
schemes to attract females into STEMM disciplines. Some
departments have a dedicated member of staff with responsibilities
for outreach
Warwick has a professional publicity office that advises staff on all
aspects of publicity. This facility is available to ALL staff regardless of
gender. Warwick has also developed a national “Communication and
Impact for Female Early Career Researchers” course.
All publicity material does reflect the diversity of the campus
environment and images contain people with and without protected
characteristics, and most STEMM publicity features females.
POSTGRADUATES STUDENTS and POSTDOCTORAL RESEARCHERS (where actions are common to both categories)
2. Retention of
To change attitudes on
SET Departments, 2013-2016 The Postgraduate Certificate in Transferable Skills in Science for PDRAs
women in Academia viability of academic careers E&D Committee,
has been designed to be a career development tool that can be used to
following
for women by further
HR, DRO
seek help required from mentor(s) while at the same time making it clear
postgraduate study increased use of
what skills a postdoctoral researcher will need to make the step to an
and postdoctoral
Postgraduate Certificate in
independent career.
research
Transferable Skills in Science
An evaluation of the scheme will take place to determine if it would be
(Ultimate Goal:
(PGCTSS) to provide
appropriate to instigate a similar postgraduate certificate for researchers
Recruitment and
quantitative positive support
in other academic faculties.
retention of female for female students and
Enhanced career development self-help resources have been developed
19
staff in STEMM)
researchers.
on the LDC website and additional funding has been made available for
one to one career advice/support. This will help to raise awareness
between researchers and PIs that time is required for researchers to
develop transferable skills.
An Advanced Workshop day for ECR’s was held on 1 February 2013 on
Career Planning and Progression. Guest speaker Dr Kate Sang (Acting
Chair, Feminist and Women’s Studies Association UK) who spoke about
gender and academic careers. The Workshop also held sessions on
women in science at Warwick, work-life balance and planning career
breaks. 48 people attended the workshop and feedback was good.
Support departmental
initiatives for students and
events such as WIS (which
are events organised by
PDRAs)
Women in Science forum regularly host events where career
progression/pathways are discussed (events have been held on
26.09.2013 and 24.09.2014). Speakers for September 2014 included:
 Claire Haworth, Psychology (Behavioural Genetics)
 Judith Klein, WMS (Warwick Systems Biology Centre)
 Carolyn Parkinson, WMG (International International for Product and
Service Innovation)
 Elizabeth Stanway, Physics (Astronomy and Astrophysics)
This event also included breakout sessions on:
 Imposter Syndrome
 Athena SWAN
 Career Development
 Work/Life Balance
Various departmental events are supported, such as Physics hosting an
event for International Womens’ Day.
POSTDOCTORAL RESEARCHERS
3. Lack of understanding on how to
pursue an academic
The Postgraduate Certificate in Transferable Skills in Science for PDRAs
has been designed to be a career development tool that can be used to
seek help required from mentor(s) while at the same time making it clear
20
career
(i) Embed development
tool for all PDRA’s
to improve their
prospect of pursing
an academic career
Encourage PDRAs to take the
accredited Postgraduate
Certificate in Transferable
Skills in Science for PDRAs.
Encourage PDRAs to use LDC
resources. Invite PDRAs to
new annual “Demystifying
Promotion Process”. Have
breakout groups for PDRAs.
Academic Lead
(AR)
On-going
(ii) To enable PDRAs to
track their learning
& development
what skills a postdoctoral researcher will need to make the step to an
independent career.
To ensure research active staff have sufficient training and development
to enhance their careers either at Warwick or elsewhere, a range of
courses have been organised:
 Academic Careers and Employability Programme offering 1-1 support
for PDRAs.
 Presenting your research to different audiences
 Being an enterprising researcher
 Technology for researchers
 Coaching and Mentoring including 1-1 coaching, three way coaching
and coaching through reflective writing
 An introduction to Entrepreneurship in collaboration with Warwick
Science Park
 Impact, Engagement and Dissemination.
Due to the success of the first ‘Demystifying the Promotion Process at
Warwick’ event in April 2013 (41 attendees), another event was held on
13 March 2014 (47 attendees). The speakers at these events included
Pro-Vice Chancellors, Chairs of Faculties and members of the University
Promotion Committee. HR are monitoring the attendees at these events
to see if they apply and are successful for promotion the following year.
Of the attendees at the 2013 event, 8 members of staff applied for
promotion, and 7 were successful. Feedback from the event has been
excellent, with staff valuing the opportunity to speak with senior
management on what issues to consider when working towards the
promotion criteria.
The Demystifying Promotion Session has now become an annual event
with the next scheduled for 12 March 2015 and attendance will be open
to all academic and research staff.
21
(iii) Support initiatives
such as the ‘Irene
Joliot-Curie
Conference’ for
female chemists
waiting to move
into independent
academic careers.
Introduction of an online
space designed to support
PDRAs. The Portfolio offers
both a portal to a wide range
of opportunities and
resources, as well as a
personal portfolio enabling
researchers to build a record
of their training, experiences
and achievements
throughout their research
degree.
LDC
2013-2016
Piirus is a brand new online research tool developed at Warwick. Piirus
helps researchers to find the right expertise at the right time, at the start
of the research process and finding help and collaborators. This portfolio
has evolved from ‘Research Match’, where PDRAs were able to upload
their CVs, research interests, skills and development. Piirus was launched
in October 2013 to Warwick researchers. In December 2013, Monash
researchers became able to join Piirus. The official launch of Piirus in
Monash takes place on 1st April 2014.
Piirus will be opened up internationally over the coming months in a
number of phases:
 By March 2014, Piirus will be opened up to SLE and University of
Leicester.
 Other Universities will follow in April 2014.
 We expect considerable growth and in May 2014, all members of
Piirus were provided with 10 invitations to issue out to their
colleagues worldwide and this will begin the global roll-out and
another significant growth in membership.
 Piirus will always remain free to researchers but it is likely that other
value-add-services will sit alongside the matching service for
researchers.
Ensure Irene Joliot-Curie
conference takes place
annually.
Royal Society of
Chemistry
Warwick and
Imperial
Chemistry Depts.
On-going
The University of Warwick and Imperial College jointly hosted the first of
these 1 day conference series in 2012 at Warwick. The conference is to
support postdoctoral chemists, especially women, as they plan for the
next step in their careers. The 2014 Irene Joliot-Curie conference takes
place on 16-17 September 2014, at the Royal Society of Edinburgh,
Edinburgh – see below:
Now in its third year, the Joliot-Curie Conference is an annual event
dedicated to addressing barriers to career progression in the chemical
sciences.
22
With an exciting programme of workshops, one-to-one consultations,
and keynote speeches from world-renowned experts, the Joliot-Curie
Conference seeks to:




Raise the aspirations of young chemists
Address barriers to career progression
Increase the confidence of delegates when presenting,
networking and raising their public profile
Promote diversity and an inclusive working culture
Audience: Early-career researchers, postdoctoral researchers and finalyear PhD students who aspire to establish an independent career in
chemistry are welcome to attend the conference.
4. Retention of female
PDRA after
maternity/adoption
leave
Support of female
PDRAs before during &
following
maternity/adoption
leave
(i) To ensure that the
University continues to
liaise with the Returning
Parents Network Group
(RPNG) to ensure that
support is being utilised
and fit for purpose.
HR, RPNG
The University continues to work with and support the Returning Parents
Network Group to seek feedback from returning parents. The maternity
checklists have now been developed and are being implemented. Due to
the success of the Returning Network Group, the remit of the group has
been expanded and the Group re-named to Working Parents Network.
The group have regular meetings which gives working parents the
opportunity to meet with other working parents at the University,
whether they have a new baby or older child.
The Group’s web pages has been improved to be more informative and
an e-form set up for members to keep in touch, this is closed forum so
those who wish to discuss topics have to request access rights. This is to
ensure privacy and to encourage discussions that some may find difficult
23
(ii) Collect & review data of
career progression of
female academic and
research staff returning
from maternity leave.
in an open forum. Staff on maternity leave can still have access to the
forum. Recently advertised on Insite and new posters produced and
disseminated.
This data collection is still in its infancy and will be reported on in further
progress reports.
(iii) Offer such PDRAs visiting
fellowships at end of
contract
5. Improve PDRA
experience
Provision of a
Postdoctoral
Newcomers Meeting to
improve beginning of
PDRA experience
Linked with the RSF, a postdoctoral newcomers
meeting will continue to
meet on a regular basis, so
that new PDRAs have an
opportunity to meet with
key people from across the
University, so they can
understand readily what
support is available to them
in their role.
Research
Committee, RSF,
SIGs
2013-2016
Postdoctoral newcomers are invited to Research Staff Forum lunches so
they can meet their representatives and other key people (i.e. LDC and
Library contacts) and find out what the Research Staff Forum does for
researchers. The forum continued to meet three or four times per
academic year (19 November 2013; 25 February 2014; 21 May 2014; 8
October 2014)
LDC also delivers monthly electronic newsletters to research active staff
(staff on research, academic and teaching terms and conditions) – see
(8(ii) below.
A new improved website has been created to provide both signposting
and to provide useful information on L&D opportunities for researchers.
A key feature being developed further is the Resources Bank, a
searchable repository of information to support ongoing reference and
researcher development. It includes presentations and videos of key
workshop talks for example ones on careers development, academic
writing and statistics. The website has had 10,740 hits from August 2013
to July 2014. The Resource Bank has had 3,812 hits for the same period,
greatly increasing the access to resources from the LDC’s programme of
events.
24
6. Communication
and Impact
Provision of relevant &
useful training and
development courses.
Raise confidence of
ECRs & provision of
networking
opportunities
Academic Lead
(AR) / LDC
On-going
To continue with the annual
series of Communication &
Impact courses for female
scientists. (Nationally & 1-2
courses at Warwick)
Since the Bronze submission, LDC has worked tirelessly with STEMM
departments to ascertain appropriate training and development sessions
for academic and research staff. There has been a vast improvement in
the quality and number of courses now available to staff, which include
communication, assertiveness, written and spoken skills.
A Communication and Impact for female early career researchers event
was held 30 July – 1st August 2014 at Cumberland Lodge, Great Windsor
Park and BBC Broadcasting House. The course covered topics such as:
Key issues and problems faced by women in science
 Posture, body language and appearance: common mistakes, how to
spot them and how to fix them;
 How to grab your audience’s attention, be credible and be incredible;
 The relationship between science, the public and the media;
 What journalism is and how it applies to your science
In 2014, 23 young scientists attended from Warwick and across the UK
spanning all science disciplines. It was well received and enjoyed –
though was acknowledged to be challenging.
Research Active Staff Networks
Funding support opportunities for research active staff networks to
support research/academic staff to set up or maintain an existing
research active staff network. Last year the Research Active Staff
Network Funding had 15 applications and allocated the full £13,000 of
which £10,700 was spent.
Key focus:
 AS – Athena Swan (with female lead or participant focus) = 11
 I-D/Collab – Inter-disciplinary for collaborative aim = 11
 Output – The network activity produced a tangible output = 5
 Collegiate – the network supported collegiality in the
25
department/faculty = 6
 PE – the network included a public engagement focus or activity = 2
 PhD – the network encouraged engagement with PhD students to
support researcher development = 3
1. Researching Human Fatigue in the Workplace (continued funding) :
AS, I-D/Collab, Output
This interdisciplinary network aimed at collaboration through increasing
knowledge about work going on in the field. This was achieved through 8
events and a symposium attended by 30 people. The network has also
worked on designing a pilot study (involving Psychology, WMG and WBS),
including data collection, with a view to completing a funding application.
2. Public Engagement Staff Network – I-D/Collab, PE
Funding for ‘mini summits’ to support discussion and collaboration on
public engagement initiatives. Two successful events held, with 60 and
120 attendees (approx. half were RAS)
3. Education Research Network (continued funding?): AS, I-D/Collab
Informal network but also aim to increase research capacity in the Centre
and explore inter-disciplinary collaborations. Fizzled out but a survey run
in 2014 highlighted a focus/need to develop collaborative research
interests in the future.
4. WMG Researcher Forum (continued funding): AS, collegiate and
collab, PhD
Funding has helped grow the network and new initiatives to encourage
collaboration. Up to 15 events held with 20 attending on average,
including Athena Swan and mentoring sessions, plus researcher
breakfasts.
26
5. Women in Science Day: AS, I-D/collab, PhD
Event went well, 60 attendees and planning future events.
6. Health Economics Journal Club: AS, I-D/collab, output
Good attendance across disciplines, including statisticians at later events.
Discussions have begun generating collaborative research proposals and
increased links with Warwick Evidence, Economics and CTU.
7. Social Science and Discourse Analysis Research Network: AS, ID/collab, PhD, output
A two day conference across the Social Sciences – 62 attendees, 29 from
outside Warwick and 19 RAS. 2 PhD students presented and a website
was set up including video’s of all the talks. Calls for network to continue
– effective sharing of research agendas.
8. Microtubules Network event: I-D/collab, output
Networking opportunity across relevant departments to encourage
increased collaboration. 65 attendees, 84% from Warwick, across
disciplines. Good opportunity for senior researchers and ECR’s to discuss
opportunities. Involvement in this event led to 2 researchers becoming
scientific organisers of the first British Microtubule meeting in 2015 in
Edinburgh, with discussions to alternate the national event between
Edinburgh and Warwick.
9. WMS Early Career Researchers Network (continued funding): AS,
collegiate
The network is expanding its activities, with 3 women organisers
providing a succession of leadership. Attendance at events is approx. 2025, with a profile amongst senior academics.
10. Physics Research Network (continued funding): AS, collegiate
27
Series of lunch-time seminars, lower than expected attendance (5-20)
and only 3 events held but gave researchers a platform and has a 50:50
gender split.
11. CLL Research Staff Network: AS, collegiate
To encourage integration and research relationships following
departmental changes and explore collaborative funding ideas. Monthly
meetings went well – able to contribute to the Centre’s future research
strategy, which was reviewed in this period. Plan to integrate more with
SWELL.
12. Public Engagement Practitioner Network: AS, I-D/collab, PE
Four meetings to showcase the activities of individuals and discuss public
engagement opportunities. Involved 27 individuals from 4 departments,
with 4 active organisers. Have participated in Warwick and external
events, including Warwick’s stand at the Big Bang Fair.
13. Horizon 2020 Workshop: I-D/collab
Participatory event to help develop projects still at a very early stage.
Only 13 attended. Ideas for proposals discussed but no firm output.
However, see value in repeating/using the format of the event for
encouraging early-stage project discussions from other bodies.
14. Medical Statistics Book & Journal Club (continued funding): AS,
collegiate
This year added discussions on nominated topics to book/journal
discussions – both help increase understanding of statistical methods. 2
organisers and regular 13 attendees. Survey conducted – hope to
continue.
15. Microbiology & Infectious Disease Network: I-D/collab, output,
collegiate
28
Aim was to explore collaborative and funding opportunities in one event.
15 staff presented (attendance numbers unknown). Developed links with
Liverpool School of Tropical Medicine (LSTM) and ideas for joint ventures
and ongoing networking. A joint research manuscript has been submitted
for publication.
These networks have been useful to Research active staff from both a
career development perspective as well as building the capacity and
networks of the research active staff.
The scheme for this 2014/15 will be launched at the next Research Staff
Forum (RSF) on 8 October 2014.
Researcher Programme
Researcher provision has been offered via lunchtime sessions, half day,
full day workshops/sessions plus bespoke workshops/sessions for
departments or faculties.
The L&D research active staff provision going forward will focus on five
thematic areas:





Leadership
Career Development
Research Skills – including Academic & Bid Writing / Statistics Support
Enterprise & Entrepreneurship
Equality and Diversity
Of the five thematic areas the main focus in 2014 was on Career
Development, Research Skills and Equality and Diversity. Some examples
of provision included:
Technologies and Research – 4 February 2014 (A collaboration with the
Teaching & Learning Unit)
Unconscious Bias sessions
29
International Women’s Day, Physics – 11 March 2014 – 17 attendees
Equality & Diversity Network – Unconscious Bias presentation – 28 April
2014 – 25 staff attendees
WBS Senior Team for GEM Action Plan – 2 June 2014 – 25 attendees
Research Active Staff session – 11 June 2014 – 6 delegates
Dignity Contacts Training Sessions - 4 and 15 July 2014 – 16 attendees
Windows on Warwick Sessions - Unconscious Bias – 15th April 2014 – 20
attendees
Gender Equality Charter Mark – 8 July 2014 – 31 attendees.
Other training consisted of :
Statistics pilot lunchtime seminar programme
Academic Writing Programme, which included 4 workshops (22 January
2014 – Writing Journal Articles – 11 delegates); (29 January 2014 –
Writing Collaboratively Comments – 11 delegates); 14th May 2014 –
Training Yourself to be a Prolific Writer – 17 delegates); (4 June 2014 –
Academic Writing: Dissemination for Impact – 7 delegates).
The Programme also included Academic Writing Away Days, which are
run over 2 days and offer research active staff the opportunity to focus
exclusively on their writing skills (20 & 21 March 2014 – 19 delegates and
26 &27 June 2014 – 17 delegates).
Career Development Support
1 to 1 Support – careers consultants provided 1-1 support for 19 research
active staff to assist with CV advice, career planning, preparing for
interviews or mock interviews. Also a number of Workshops (pilot)
Career Development: Interview Success – 28 November 2013 – 13
delegates
Career Development: Shortlisting – 3 December 2013 – 5 delegates
Career Development: Evidencing Your Skills – 30 January 2014 – 10
delegates
30
Career Development: Writing a Short CV – 1 May 2014 – 10 delegates
Career Development: Practice Interviews – 8 May 2014 – 5 delegates
Career Development: Preparing CV’s for Non-Research/non Academic
jobs – 5 June 2014 – 5 delegates
From 2014/15 a collaboration with Student Careers and Skills will open
some of these courses to final year PhD research students.
A Research Team leaders Programme is also planned to run during
2014/15.
EARLY CAREER RESEARCHERS
7. Mentoring and
Coaching
Improve uptake of
mentoring & coaching
support to facilitate
career progression of
females in STEMM.
Create a culture where
it is “expected” that
ECRs both mentor and
are mentored.
(i) Support STEMM women
to:
LDC / STEMM
Heads of Depts.
2013-2016
 Follow up on requests
for mentoring
 Raise confidence levels
 To prepare for
promotion
 Provision of one-to-one
mentoring
 Development of job
portfolios
 Access to procedural
information
Mentoring is open to all research staff to assist in their training and
career development. LDC offers a variety of coaching and mentoring,
such as:
1:1 sessions on career development; 1:1 statistics; 1:1 research support;
career development skills workshops to include:
Career Development – Evidencing your skills (30.01.2014)
Technologies for Research (04.02.2014)
Academic Writing: Dissemination for Impact (12.02.2014);
Academic Writing Programme Away Days (20-22.03.2014 and 2627.07.2014;
Training Yourself to be a prolific writer (14.04.2014)
Since August 2013:
21 Mentor/Mentee partnerships joined up
19 of the Mentors were female (3 in research roles)
18 of the Mentees were female (4 in research related roles)
Evidence is currently (Oct 14) being gathered to give broad evaluation
data/comments around the scheme without asking individuals to break
confidences. The criteria for this is identified below:
1. When (month) did your first coaching session take place?
31
2. How many times did you meet your coachee/mentee?
3. How effective was the ‘match’ between you?
4. Comments (in general terms) on what the most useful aspects of
your meetings were?
5. How many people are still meeting with their mentors.
3 workshops (16 places on each)
on Coaching and Mentoring training are scheduled for 2014/15 calendar
year. It is also being considered whether to offer specific mentee
sessions.
WMG are also piloting a Lateral mentoring scheme with 5 people
currently involved.
NEW
Warwick Academic
Shadowing Programme
(pilot)
This pilot scheme was launched in July 2014 with the aim of providing
more junior academics (both men and women) with the opportunity to
be shadowed by a more senior academic.
There have been 6 matches overall with a breakdown of male to female
ratios as below:
Junior male – 2
Junior female – 4
Senior male – 3
Senior female - 3
(ii) Develop experience of
Early Career Researchers
on financial decision
making (2 ECR’s are on
the decision panel
judging applications for
conference child care
support fund)
Where possible, financial implications are included in training exercises,
such as grant writing proposals.
2 ECR’s continue to serve on the decision panel for judging applications
for conference care support.
32
8. Creating
Networking
Opportunities
(i) Biannual Women in
Science Symposium
To ensure a ‘grass-roots’
committee is appointed each
year to organize these
Symposia and to monitor
attendance and ensure
discussions are engaging
with the student/postdoctoral research
community.
Student/Postdoctoral
community
2013-2016
E&D Adviser to
monitor & flag
need for action to
AS Steering if
required
Many of women have a passion for science and the desire to pursue a
career in the scientific world, however as women, they face some
unique obstacles and challenges.
The symposium will be a combination of inspirational lectures from a
number of successful women working in a scientific field and there will
also be breakout sessions on a number of topics.
Provide admin, finance and
academic support as
required.
(ii) Support post-doc
forums in
departments
To continue to help with
funding for departmental
events. Ensure local person
in department’s sets dates.
The fourth Biannual Women in Science Symposium is scheduled for
24th September 2014. Warwick Women in Science (WIS) exists to
provide support, information and opportunity to promote all aspects of
Women in Science.
WIS aims to offer direct, practical help to the daily lives of women in
science – be that providing support with career progression, providing
networks to develop wider opportunities for collaboration or simply
creating an increased sense of community.
LDC/RSS
The research staff forum continues to meet on a regular basis.
LDC delivers monthly electronic newsletters to research active staff (staff
on research, academic and teaching terms and conditions). The purpose
of the Newsletter is to:
 To raise awareness of Learning and Development opportunities (both
at Warwick and nationally)
 To promote the Learning and Development offerings/workshops and
encourage take-up by research active staff.
 Publicise funding available for Learning and Development activity (i.e.
Awards / Funding for Research Active Staff Networks/other external
or internal funding.
 Share ideas and practice. Also focussing on some of the activities at
Warwick e.g. Impact, Public Engagement etc.
33
(iii) Termly Welcome
Lunches for PDRAs
Ensuring funding is available
RSF/RSS
A Pro-Vice Chancellor attends these lunches, which continued to be
funding through the Learning and Development Centre.
MID-CAREER ACADEMICS & RESEARCHERS
9. Annual events to
raise profiles of
female staff in
STEMM
To ensure engagement
with female staff and to
provide role models to
inspire and motivate
other female
researchers and
academics
(i) To celebrate annually an
event to recognise
International Women’s
Day that engages with
female staff and provides
role models.
HR, Academic
Community,
Registrar’s Office
2013-2016
Physics held an event to recognise International Women’s Day. The
event was open to all female staff – 17 attendees.
There are plans to have a joint institutional event for the next
International Women’s Day.
Warwick female staff successes are recognised on the Athena web pages
and are up-dated regularly, we also now have a student successes page.
These will also receive a mention in the new Equality and Diversity
Newsletter. The Athena Network and Steering Groups are updated with
these successes as they occur and information is disseminated across
departments. Major successes are communicated on InSite.
(ii) Organise high profile
celebration of AS and
women’s successes in
the University.
(iii) Nominate outstanding
women for honorary
degrees.
The Chair of the Faculty of Science requests on an annual basis
nominations for female scientists for honorary degrees.
34
10. Enhancing
opportunities for
mid-career females
Recruitment, retention
and progression of midcareer females
Launch of Womens Network
Group with termly meetings
for mid-career staff to
discuss relevant initiatives
with a view to improve work
life balance and promotion
prospects.
Chair of the
Faculty of Science
2014
Promotion and appointment
requirements take account
of leave.
11. Monitor the
gradual drop of
women in STEMM
against age profile
Progression and
retention of female
academics
Carry out further
investigations on how to
support women in midcareer as the net drop is
gradual at each career stage
and could be mainly due to
the age profile of women in
STEMM academia.
HR Data Systems
2013-2016
35
The Senior Womens Network group continues to meet on a termly basis
and at the last event (10 March 2014), Siobhan Benita, The Director of
Policy and Strategy in the Economics Department was invited to give a
lecture on ‘A Woman in Whitehall – The Good, The Bad and The Ugly’.
This event was well attended by both academic and senior
administrators.
The Chair of the Faculty of Science attended a Russell Group Diversity
Forum to give a presentation on her personal career path in Science. The
next meeting of the Senior Womens Network is scheduled for 27th
November 2014.
A statement has been added to promotion documentation sent to
departments (and on the web) that makes it clear that staff with special
circumstances who wish to submit for promotion have the opportunity to
disclose this circumstance (e.g. part time staff to mitigate differences in
their rate of progression of quantity of publications). These
circumstances can then be taken into account by the Vice Chancellors
Promotion Group.
Work in its infancy and will be reported on at a later date
12. Conference
attendance is
essential for
academics but can
be difficult if staff
have childcare
responsibilities
More parents attending
conferences (which are
essential to their
academic & research
careers)
13. Occasional
Childcare
(i) An annual fund has been
established to assist with
payments for extra
childcare costs incurred
when individuals
attending conferences/
workshops (£100 per
claim)
Chair: Science &
Medicine
Faculties / AS
Network
(ii) From 2013 the fund is
part of the Science &
Medicine Faculty budgets,
but may be rolled out to
other Faculties.
Chairs of Faculties
Monitor effectiveness of
new initiative: Nursery now
Occasional childcare
takes a child on a one-off
available to parents
basis if a parent needs cover
wishing to attend
workshops/ conferences to attend a conference and
the child does not usually
linked with their work.
use the facilities.
University
Nursery, AS
Network
2013-2016
The University recognises the difficulty of attending conferences for
parents and has therefore established a small fund to assist with
payments of extra childcare arrangements for individuals attending
conferences/workshops etc. Take up of conference care fund has
increased year on year and feedback from staff utilising the fund has
been excellent. Typical feedback: Without the money, I would have had
to make a choice whether I would attend the workshop leaving my
daughter behind or whether not to attend the workshop so I can be with
her. Given that she is just 15 months old, leaving her behind was not an
option, hence without the money, I would not have been able to go.
Applications from non-STEMM departments are being received for the
conference care fund, and to date have been funded whilst budget
allows. With University Arts and Social Sciences departments being
interested in working towards the Gender Equality Charter Mark, the
Chairs of both of those Faculties will be approached to see if their
Faculties would be willing to contribute to the budget so that more staff
could benefit from the fund.
On-going
During 2013/2014 there were 3 members of staff who used this ad-hoc
facility. There was one other request that the nursery were unable to
honour due to no availability.
36
14. Turning research
outputs into a
commercial
proposition
More female
participation in
developing commercial
impact of research
15. Clarity on
Promotion and
Career Progression
All staff clear about
what is required in the
next step in their
careers and how to
achieve it.
Warwick has been awarded
RSS
£2.2 million from The Impact
Acceleration Account
awarded by EPSRC. The
money will go towards a
number of initiatives to boost
the University’s impact on the
wider economy. Ensure
women feel it is appropriate
to apply.
(i) Gain information through
HR, LDC
focus groups about
ignorance on this issue.
Ensure all new staff, but
especially associate
professors, feel they know
how to progress to the
next steps through
Warwick’s promotion
process. To find out what
support is offered/takenup in departments, what
barriers they face, how
these can be overcome or
lessened.
(ii)Ensure recently updated
information on web remains
useful.
2013-2016
Warwick Ventures offers advice and services to the University’s
innovators, offering support throughout the process of generating impact
and a commercial return from their research, whilst maintaining their
academic focus.
RSS advised that the IAA supported the “Science Communication and
Impact for Female Postdoctoral Researchers”, this event took place over
the summer. Of the 24 female participants 8 were from Warwick. The
training course was organised by Alison and delivered by media experts
including the BBC.
Annually
Heads of Departments are aware of the importance of communicating
promotion criteria to all staff and to provide the appropriate guidance to
staff, through line managers and Departmental Promotion Groups.
Some departments, as part of their Athena work, are hosting their own
promotion events, but due to the success of the first ‘Demystifying the
Promotion Process at Warwick’ event in April 2013 (41 attendees),
another event was held on 13 March 2014 (47 attendees). The speakers
at these events included Pro-Vice Chancellors, Chairs of Faculties and
members of the University Promotion Committee. HR are monitoring the
attendees at these events to see if they apply and are successful for
promotion the following year. Of the attendees at the 2013 event, 8
members of staff applied for promotion, and 7 were successful.
Feedback from the event has been excellent, with staff valuing the
opportunity to speak with senior management on what issues to consider
when working towards the promotion criteria.
The Demystifying Promotion Session has now become an annual event
with the next one scheduled for 12 March 2015.
E&D Adviser, AS
Network
Web pages are being kept up-dated and the 2015 Promotion event is
already being advertised. Feedback from the events are taken into
account as to what information would be useful for display on the web
page (or links to appropriate information).
37
(iii) Annual Event
‘Demystifying the
Promotion Process’
established to provide
academic led
information about what
is needed for promotion
at each career stage.
HR, Academic
Staff Committee,
VC’s advisory
group
(iv) A Women’s Leadership
Programme to be
established if there is
demand. Further
consultation to be
undertaken by LDC to
see if there is demand
for a Women’s
Leadership Programme.
Determine best format
balance between
meeting, mentoring and
shadowing
LDC
See previous comments on the Demystifying Promotion Events’.
Warwick has an extremely good Leadership programme in place, which
receives good feedback. Uptake of the programme is monitored annually
by LDC, and this will continue to be monitored by attendance and
success. LDC will continuously review if there is a need/desire to run a
female only leadership course.
In 2013/14 two members of staff (one academic and one professional
members of staff) attended the Aurora Female Leadership Programme.
Their views on this course have been evaluated by LDC and the
programme advertised again across the University for 2014/15 year.
Two members of Warwick Staff (S Sparks and V Goodship) were invited
as Guest Speakers at a Leadership and Management Research Excellence
Programme on 15 January 2014 to speak on Coaching and Mentoring.
Both have been invited back in January 2015 to repeat their talks.
In Jan – March 2013, the University provided a Research Team Leaders
Programme to equip research team leaders with the key skills in leading
and managing their teams to meet departmental and project
requirements.
38
ALL STAFF
16. Managing
maternity leave
Endeavour to arrange for a
member of the RPNG to
accompany new returning
To ensure employees
parents to their first
feel welcomed back into meeting.
the workplace at a time Ensure RPNG keeps running
when their levels of
and its format is dynamic.
confidence may be low. Ensure all departments are
using the two maternity
checklists which have been
produced to assist with
arrangements before, during
and returning from
maternity leave.
HR, Departments
On-going
The Returning Parents Network has now been re-named as the Working
Parents Network. This is due to its success and demand by staff to
continue to participate in the group, even though they are no longer new
returns from maternity/paternity/adoption leave. The group meets each
term and has a number of internal and external speakers.
There have been some hic-cups with the maternity checklists, as
sometimes they were sent to the department and not passed on to the
appropriate line manager. A new system has been created in that both
checklists (employee and line manager) are now sent to the individual
going on maternity leave for them to hand them to the line manager.
This system will be reviewed in 2014/15 to ensure it is working. The web
pages for the Working Parents Network have been redesigned and a new
poster has been created and promoted across campus.
The WMS/Life Sciences campus has a dedicated Nursing Mother’s Room,
which is a clean, private place where nursing employees, visitors and
students can relax to express milk. The milk can be stored in a fridge
provided solely for that purpose. The room is private and dedicated only
to lactation and first aid purposes.
A dedicated Breast Feeding room will been opened in summer 2015 in
Social Sciences, discussions are currently underway to establish if this
room should be available to all staff on campus and not just those from
Social Sciences.
Discussions are also ongoing for the University to provide more nursing
mothers rooms, as well as more baby changing facilities across campus.
17. Car parking spaces
for parents working
at the Medical
School & Life
Science campus to
Review the one year pilot
project (started March 2013)
to allow for dedicated
parking spaces at WMS/Life
Sciences campus for parents
WMS, Security
Services
2013-2016
39
Car Parking spaces on WMS/Life Sciences campus continues to be very
stretched and therefore the pilot of a priority parking scheme was
implemented in March 2013. One year on the scheme was considered
successful and now operates as follows:
The Athena car parking priority scheme is designed to facilitate quick
enable them to visit
children at the
Nursery
Parking reserved for
parents visiting babies
18. Lack of general
understanding of
flexible working
options
(in particular nursing
mothers) of children in the
University nursery as parking
is extremely limited at WMS/
Life Sciences campus.
The Flexible Working Policy
HR, All
was updated in May 2012 to Departments
give greater clarity to the
fact that parents of children
under 17 or disabled
children under 18 or carers
have a legal right to apply for
flexible working and gives
clear guidance and links to
the government website.
19. Parents of SchoolA project team has been
Registrar’s Office
age children looking established to investigate
for support during
potential options for school
the school holidays. holiday childcare provision at
the University. Consultation
School holiday childis already underway with
care provision.
stakeholders. Plans for a
pilot Holiday Scheme to take
place in July-August 2013.
On-going
2013-2016
access to nursery/home for nursing mothers. It can also be used by
pregnant mothers in the late stages of their pregnancy. Currently there
is one bay allocated to this priority scheme. The scheme is monitored by
a registration and assessed on the needs of the applicants, who will be
considered against the following criteria:
Priority Group I – expectant mothers in their late stages of pregnancy
who are experiencing mobility problems.
Priority Group II – nursing mothers returning to work after a period of
maternity leave
Priority Group III – nursing mothers
At a recent Women in Science event, HR did a presentation on family
friendly policies, including, maternity/adoption, paternity, parental leave,
flexible working and career breaks. It is intended to include this
presentation at future events, so that staff become more informed of HR
policies.
The Pilot Easter Scheme in 2014 for primary aged children built on our
experiences from the summer 2013 pilot scheme. 76 children used the
Easter Scheme in the course of a 2 week period.



40
The scheme was held between the 14th and 25th April, excluding
the 18th and 21st for the Easter break.
An average of 31.6 children attended over the 8 days, with the
quietest day having just 20 children booked in and the busiest
having 47.
The scheme was based in the Cryfield Centre for the whole 8
days. The scheme had exclusive use of the building for all but the
last day.





The scheme opened at 8am and closed at 6pm, with the core day
being 9 – 5 and a ‘wrap-around’ service available at additional
cost for an early drop-off (8.00-9.00) and late pickup (5.00-6.00)
A special rate was offered to parents booking four consecutive
days in one week, 27 families took advantage of this and 4 of
these booked all 8 days.
For the first time we opened booking to families external to the
university community, i.e. friends of children whose parents are
either staff or students. Approximately 8 children were external
bookings.
The activities enjoyed by the children included; tennis lessons,
computer skills, forest school, craft and cookery sessions and
chemistry demonstrations – all provided by internal services.
Dance sessions and circus skills, provided by bought in suppliers
and trips to the MAD Museum in Stratford-Upon-Avon and St
Johns Museum in Warwick.
The scheme was led by Debra Castle, the Nursery Manager, with
a scheme manager organising the day to day running and
management of session, and supported by a deputy, who is one
of the nursery staff seconded into the role, this person also led
the forest school sessions. A team of 5 under graduates were
employed as scheme leaders to assist the scheme management.
The Summer Scheme took place from 21st July 2014 to 29th August 2014
During this 6 week period 1049 children attended.
On average there were 36.1 children who attended over the 30 days, the
quietest day having 20 children whilst the busiest had 54.
There were 9 parents who booked 15 days or more with 1 parent
booking every day expect 3.
The first 4 weeks of the scheme were held at Cryfield whilst the last two
weeks were held at the Reinvention Centre
The activities included Tennis, Circus Skills, and Nature day at Forest
41
school, Computer graphics, Sculpture day, Drum workshops, Dance,
Drama and Verse and French.
20. Recruitment
To attract more
females to apply for
research and
academic positions
More applications from
and appointments of
females
ATHENA SWAN ISSUES
21. “AS Issues” kept
live at Warwick
Evolving programme of
activity
Exploration of possible
changes to recruitment
advertising in order to
attract more applications to
academic positions from
females. Adverts to include
statements such as job
share, part-time considered
to encourage females with
caring responsibilities to
continue their academic
careers.
Deputy Director
of HR, Academic
Department
Administrators
2013-2016
Some departments have already started to use statements such as
‘applications welcome from females, as they are underrepresented in
this area’.
The Athena SWAN logo (Silver Award) can also be used on adverts and
jobs.ac.uk have the template to do this.
AS Steering group to monitor
whether departmental and
University activities are
evolving at grass roots level.
Athena Steering
and Network
Groups
2013-2016
Athena work is high profile at Warwick, with many committees discussing
relevant issues relating to gender work. Collaboration between Faculties
on gender initiatives are assisting non-STEMM departments to
understand the requirements of the new ECU Gender Equality Charter
Mark.
The Athena web pages are kept up to date and celebrate successes.
DATA
42
22. Improved data
collection
Departments able to
access their own data
easily and the ability to
create appropriate
tables and graphs for
Athena SWAN and
other submissions.
GOVERNANCE
23. Analysis and
monitoring of
policy & procedures
To ensure that PULSE
staff survey is fit for
purpose and informing
the University of issues
to be tackled & those
things that it is doing
well.
24. Fellowship
Programmes for
ECR’s
Explore opportunities
for research and
scholarship to support
Since 2009 we now collected
required data. Next step is
to make it easily available.
To design, implement and
pilot a ‘Dashboard’ for
University staff and student
data, which will enable
individual departments to
create and produce bespoke
departmental reports.
PULSE and the AS process
have highlighted a number
of issues, some resulting in
the development or
enhancement of universitywide initiatives.
Results of the 2013 PULSE
survey will be analysed and
any relevant AS issues
identified & included on the
next AP within Warwick’s
next institutional
submission.
Explore opportunities for
research and scholarship to
support and nurture ECR’s.
To closely monitor all
activities including gender
balance of applications to
and awards made through
HR Systems team,
Strategic Planning
& Analytics Office,
All STEMM
departments
2013-2016
Date collection is still proving problematic, in as much as the HR systems
are currently not fit for purpose. A new HR system requirement is
currently under development and it is anticipated that this will progress
rapidly in 2015. Meetings have been held with the Systems specialists as
to the type of data requirements of Athena and general data collection
on all protected characteristics.
Student data is available, but there is an expressed wish that more data
on all protected characteristics should become more readily available.
HR
2013-2016
Departmental Athena groups have predominantly taken responsibility for
analysing departmental PULSE outcomes, which may form actions on
their submission action plans. These actions will be monitored and
measured appropriately.
The next PULSE survey is anticipated to be in Spring 2015.
Institute of
Advanced Study
Director and team
2013-2016
Work still being discussed
43
and nurture early
career researchers.
IAS programmes and works
to ensure consistency with
AS principles.
25. Joint Research
Project on Gender
issues
To collaborate with staff at
Monash University on
gender related projects
identified after sharing staff
and student data.
Addressing “universal”
trends within that data, by
comparing and sharing best
practice in policies and
processes.
To benchmark and
share best practice.
26. The Leaky Pipeline
To properly understand
data in AS submissions.
EPSRC and ESRC have been
consulted about establishing
a research project to identify
what is underlying the fairly
obvious leaky pipeline data
sets in STEMM and academia
in general. A one-day
international cross-discipline
workshop to be run over
HR Adviser E&D
ESRC/Warwick
academics/HR
plus postdoctoral
researcher
employed on
projects
2013-2016
2013-2016
44
The University has recently replicated the Shadowing Programme piloted
at Monash University.
Warwick has also contributed to the GENDER-NET project, by sharing
some of the initiatives that were instrumental in Warwick achieving the
Athena Silver Institutional award.
Members of Warwick staff regularly attend regional and national Athena
meetings, as well as Russell Group Equality forums, where gender data is
discussed on a regular basis. Warwick hosted the last Russell Group
Equality Forum meeting in June 2014, where a number of senior female
speakers attended to give presentations.
In September/October 2014, a visitor from Heidelberg University came to
work shadow the HR Adviser, Equality and Diversity, on an Erasmus
Mobility Programme. The objective of the visit was to understand the
differences in equality and diversity practices between the two
institutions, but in particular, to understand and learn from some of the
gender work that is being undertaken by Warwick.
As a result of the initial meetings with EPSRC/ESRC, Professor Alison
Rodger was successful in securing ESRC funding to employ a postdoctoral
research fellow to undertake some research into Academia and Gender.
This research highlighted that despite the growth of female participation
in higher education and doctoral education, women are still underrepresented in professorial and more permanent academic posts in most
disciplines. While the Athena SWAN charter has put gender equality at
the spotlight for Science departments, data in a number of social sciences
subjects seem to be equally discouraging to women looking at a career in
summer 2013 to determine
the next stage.
academia. The ESRC provided funding to investigate closely gender
student and staff data across departments and institutions. The research
outcomes of this project were presented at a two day workshop
Academia and Gender: Inducing cultural change to plug the ‘leaky
pipeline’ held at the Royal Society in London on 5th/6th June 2014. The
key aim of the event was to examine existing gender equality practices
from an institutional and disciplinary perspective and identify worthwhile
initiatives that will induce cultural change.
The initial findings of this research have been presented at a number of
workshops/meetings.
27. REF2014
Submission
To monitor gender
balance of staff
submitted for the REF
To carry out an Equality
Analysis on the University
REF2014 submission, in line
with Warwick’s REF Code of
Practice and the Equality
Impact Assessment.
HR, Strategic
Planning &
Analytics Office
2013-2014
An equality impact assessment (EIA) was completed prior to the
submission of the University of Warwick’s REF Code of Practice (CoP) to
HEFCE for approval. The impact assessment outlined a number of actions
that the University would undertake to ensure that the procedure for
selecting staff for inclusion in the REF submission was fair, transparent
and that the selection process did not discriminate against individuals
with protected characteristics.
In determining the impact of the CoP on equality and specifically those
individuals with protected characteristics, the EIA considered both
statistical data on the REF submission and qualitative data based on
consultation with staff and key decision makers within the REF process.
The assessment also reflected back on the commitments within the CoP
to evaluate the general effectiveness of the processes contained within
the Code.
The Equality Analysis was submitted as part of the REF submission.
A number of issues identified through consultation, feedback and the
statistics have been highlighted for further consideration, both from a
wider equality aspect, as well as for the next Research Exercise.
45
Suggestions have been made both by members of academic staff through
their own experiences of the REF and staff involved in the administration
of the process. These areas have been incorporated into an Action Plan.
Many of the actions detailed are existing actions from work already being
investigated or conducted as part of our overall institutional response to
our annual workforce profile and monitoring and our Athena SWAN
objectives. These include increasing the number of females, BME and
Disabled staff who are eligible for REF and supporting researchers to
reach their potential while meeting the quality criteria for future
research exercises.
LEADERSHIP
28. National Impact of
Warwick’s Athena
SWAN activity
Keep track of external AS
activities generated by
Warwick staff and monitor
the subsequent impact.
Athena SWAN
Network
2013-2016
To be seen as a national
and international leader
in supporting staff,
particularly women in
academia.
The HR Adviser – Equality and Diversity has given a number of
presentations on Athena and the Gender Equality Charter Mark both
internally and externally. For example at a Regional Athena Network
meeting held at Aston University in September 2014, a presentation was
given on ‘Warwick’s Journey to Silver Status’ to all other regional
universities.
Warwick Medical School’s Welfare Strategy Group has a representative
on the Medical and Dental School’s Advisory Group who meet 3 times
per year and strives to advise the Equality Challenge Unit and the
Medical School’s Council on gender equality good practice and
challenges.
46
Continuing programme of
innovative actions led by
Warwick on the national
scene.
Professor Alison Rodger was a key note speaker at the Joliot-Curie
conference held in Edinburgh in September 22014. Alison also:
 Acts as an advisor for the Royal Society Diversity project;
 Chaired the Royal Society of Chemistry’s Athena SWAN day in June
2014;
 Gave a talk at the University College, Dublin in June 2014;
 Organised an ESRC grant workshop with international invitees 5/6
June 2014.
Alison and a Postdoctoral Researcher, Charikleia Tzanakou have both had
a number of meetings with EPSRC to discuss gender issues.
The national Medical and Dental School’s Advisory Group also runs ‘going
for Silver’ and about to start, ‘going for Gold’ workshops across the UK,
based upon WMS workshop in 2011. Professor Annie Young also acts as
an advisor for AS applications from UK Medical Schools, on average, 3 per
year and brings the national perspective to the WMS Welfare Strategy
Group.
All Warwick STEMM departments have a programme of ‘widening
participation’ events and actions, targeting schools and the public – to
highlight the variety of opportunities for women in STEMM disciplines.
47