Athena SWAN Bronze and Silver Department award
application
Name of institution: University of Warwick
Date of application: April 2012
Department: Psychology
Contact for application: Professor James Tresilian
Email: j.r.tresilian@warwick.ac.uk
Telephone: 024 7657 3009
Departmental website address: http://www2.warwick.ac.uk/fac/sci/psych/
Date of university Bronze and/or Silver SWAN award: August 2010
Level of award applied for: Silver
1. Letter of endorsement from the Head of Department
Dear Ms Dickinson,
Please find attached our application for an Athena SWAN Silver Award,
submitted on behalf of the Department of Psychology at the University of
Warwick. This includes updates on our progress since our earlier submission
and a revised Action Plan. We have endeavoured to provide a clear picture of
the culture we have created in Psychology at Warwick and our vision for the
future. The Department has a tradition of placing an emphasis on the fair and
equitable treatment of staff at all levels, and hence embraces the principles
and practices of the Athena SWAN Charter.
Psychology is unusual among the SET disciplines in that all UK departments
have a very high proportion of female undergraduates. The proportion is
slightly smaller at postgraduate level, substantially smaller at postdoctoral
level, and continues to decrease with career progression. As a result,
although psychology has more women across the board than other STEM
disciplines, the proportional decrease from undergraduate to senior professor
comes out worse than in the other disciplines. Psychology at Warwick is
largely consistent with this national picture, though it does have certain unique
local characteristics that affect the details. In particular, as the data we have
gathered for this application show, the research grades at Warwick have
lower percentages of women than the national average. This is something
that we want to understand better so we can put in place practices to
encourage more women to further their research careers within the
Department.
1
The data have highlighted for us two key areas where we can focus advice
and support: the transition point between postgraduate study and postdoctoral
employment (at which time women appear to be opting out of academic
careers) and the promotion of female academics to senior level. While the
Department is widely considered to be a supportive and “family friendly” work
environment for all staff, we see a need for ensuring that those people – both
men and women – who wish to pursue an academic career in psychology
have access to expert advice and effective support and do not feel impeded in
any way. Thus much of the Action Plan that has arisen from our selfassessment process involves exploring more closely the career plans of
postgraduates and seeking ways to provide further targeted support to staff at
all levels. In order to maximise the impact of these measures, we are also
putting in place mechanisms to ensure that students and staff are fully aware
of the opportunities for support that are available to them.
This application includes profiles of two members of the Department, women
who excel in their teaching and research and make significant contributions to
the Department and the University. We look forward to continuing to work with
the University’s Athena SWAN Steering Group and Athena SWAN network
and to undertaking measures locally to ensure others wishing to follow in their
footsteps are able to do so.
Yours sincerely,
Professor James Tresilian
479/500
2. The self-assessment process
The Department’s involvement with Athena SWAN dates to early 2010, when
the University began the self-assessment process for a University Bronze
Award. At that time a small group met to consider matters of possible gender
inequality within the Department as well as the wider University. The
substance of this discussion was passed to the University Self-Assessment
Group and contributed to the success of the University’s bid for a Bronze
Award. In light of this success, and the Department’s intention to obtain a
Silver Award, the group was formalised into a departmental committee that
reports to Departmental Council Meetings. Members, male and female, hold
various roles within the department and have had differing experiences of
work-life balance.
Current membership of the Department’s Athena SWAN Self-Assessment
Team is as follows:
2
Ms Nicole Baumann
Nicole Baumann, a Research Assistant, is an experienced Data Manager and
has a degree in Bioscientific Documentation. She joined the Department in
late 2009 to work on the project ‘Social adjustment and quality of life after very
preterm birth: risk and resiliency from infancy to adulthood’, and establish
documentation for historic and newly collected data.
Dr Elisabeth Blagrove, Teaching Fellow
Dr Blagrove’s principal duties in the Department are “student-facing”, in both
teaching and pastoral roles, but she also conducts research in the field of
attention. She has a strong interest in Widening Participation – she has
recently been given the roles of WP Officer and Schools Liaison Officer – and
she has participated in a number of university initiatives during her time with
the Department. Dr Blagrove also teaches for The Open University.
Dr Julia Carroll, Associate Professor
Appointed in January 2004, Dr Carroll is Associate Professor in
Developmental Psychology specialising in reading and language
development. Her roles in the Department include Library Representative and
Examinations Moderator.
Mr Joao Fialho, Postgraduate Student
Originally from Brazil, Mr Fialho came to Warwick to conduct research on the
role of perception in the planning, control and learning of skilled movements.
The aim of his doctoral research is to investigate interceptive and evasive
actions – those that involve making contact or avoiding contact with a moving
object. Mr Fialho also provides teaching and other support within the
Department.
Dr Thomas Hills, Associate Professor
Dr Hills joined the Psychology Department at Warwick from the University of
Basel in 2011. He studies human search behaviour and its evolutionary
origins. His PhD is in Biology and he subsequently studied cognitive science
at Indiana University and the University of Basel.
Dr Molly Rogers, Department Administrator
An experienced academic and research administrator, Dr Rogers has been
with the Psychology Department since 2009. Her academic background is in
history, with recent publications in the history of science.
Dr Friederike Schlaghecken, Associate Professor (Reader)
Dr Schlaghecken specialises in cognitive and motor control processes. Her
roles in the Department include Postgraduate Staff-Student Liaison
Committee Convenor, Careers Liaison Officer, Deputy Undergraduate
Admissions Tutor, and Contract Research Staff Contact. She has
supervised numerous researchers (both male and female), and since 2007
has been mentor to several PhD students.
3
Professor James Tresilian, Head of Department
Professor Tresilian joined the department from the University of Queensland
(Australia) in late 2006 and took over as Head of Department in 2012. His
research expertise is in the planning and control of movement and visual
perception.
The Team, Chaired by the Head of Department, has and will continue to meet
on a termly basis to review progress of the Action Plan and to evaluate the
need for new actions. The minutes from these meetings are made available to
all staff and students on the departmental intranet; they also constitute a
regular agenda item at Departmental Council meetings, which are attended by
all academic and support staff; these meetings are vital for the exchange of
ideas between the Self-Assessment Team and the Department more
generally. As well as being on the Department’s Team, Dr Molly Rogers
(Department Administrator) and Dr Elizabeth Blagrove are also members of
the University’s Athena SWAN Network (formerly the University’s SelfAssessment Group) and so provides a valuable link between departmental
and institutional efforts.
Quantitative data to contribute to this application have been gathered
by the University’s Human Resources and Management Information and
Planning Departments, and Dr Rogers. Academic staff, research staff and
postgraduate students in the Department were formally consulted via an
anonymous on-line survey (see Appendix 1); and undergraduates and
postgraduates were and continue to be consulted via a more focused on-line,
anonymous career survey (see Appendix 2). Further informal consultation
with members of the department was undertaken by members of the Self
Assessment Group and underpins the discussion provided below on particular
data sets. The national situation for the discipline of psychology was assessed
by a combination of data available in the public domain and by members of
the Department discussing the issues with colleagues at other universities.
(802/1000)
3. A picture of the Department
Background
The University of Warwick is one of the UK’s leading higher education
institutions, offering a superb intellectual environment to all its students and
staff. The University has circa 5,000 staff in 4 faculties, 28 academic
departments, and 30 research centres. There are 15,969 students at
Warwick (FTEs), including 11,862 undergraduates, 7,949 postgraduates, and
6,088 international students. The latter figures are comprised of full-time and
part-time students. These, along with other groups such as students studying
abroad, students on an intercalated year, and visiting students, combine to
give a head count of 20,815, of which 33% are in SET departments.
The Psychology Department is one of nine SET departments in the
University. The Department’s mission is to undertake world leading research
and to educate our students in the scientific study of the human mind, brain
and behaviour. Our research strengths lie in cognitive and experimental
psychology (especially models of memory, language, perception and
attention, motor control, and decision-making) and in developmental
4
psychology (especially psychology of ageing, theory of mind, literacy
acquisition and the impact of early environment on psychological
development). The Department offers an undergraduate programme in single
honours psychology (currently 373 students), three MSc programmes (33
students), and is home to a cohort of nineteen postgraduate research
students. The Department houses a variety of well-equipped, purpose-built
laboratories for experimental research, and its own computer network for
computational modelling, on-line research, and data analysis. Considering
outputs only, the Department was ranked in the top ten in the UK in the last
Research Assessment Exercise. There are currently 23 members of
academic staff; 10 technical, clerical and administrative staff; and 8
researchers.
A note on data
The University recognises that it does not hold comprehensive data for
effectively monitoring its policies on equality and diversity. However, the
University is committed to improving in this area and, as one consequence of
the University’s Bronze Award application Action Plan, the data available
centrally for this resubmission is of significantly higher quality. The Athena
SWAN application process has also highlighted the challenge of collecting
and maintaining data in a usable form on the departmental level and the
Department will make every effort in this regard (Action Plan, Appendix 4,
point 17).
Student Data
(i) Numbers of males and females on access or foundation courses
We do not offer access or foundation courses.
(ii) Undergraduate male and female numbers
UG
enrolments
Male
Female
08–09 Sector
12240 (20%)
50125 (80%)
08–09
Warwick
59 (19%)
254 (81%)
09–10
Warwick
64 (19%)
275 (81%)
10–11
Warwick
55 (17%)
275 (83%)
11–12
Warwick
69 (18%)
304 (82%)
5
Sector-wide, psychology as an undergraduate subject typically attracts around
80% female applicants. The Department’s recruitment in recent years has
been consistent with these figures: our current undergraduate cohort is 82%
female. As a result of preparing for this application and our concern to help all
our students reach their career goals, we have initiated an annual student
survey to follow students’ motivation and goals as they move through our
degree programmes (Action Plan, point 1). Despite the preliminary nature of
the data collected to date (52 students have responded), several aspects
come through clearly with respect to undergraduate attitudes: (i) Psychology
is generally either not perceived as a science subject or it is perceived as a
‘very soft’ science (i.e., it is ‘easier’ than medicine); (ii) it is seen as the first
stage in a career in the caring professions, including clinical psychology; (iii) it
is a subject linked to many interests and careers, and therefore chosen by
students who are unsure of their direction. The apparent outcome of these
factors is that of those students who have a clear idea what they want to study
upon enrolling, most intend to pursue a clinical career; of those students who
do not have a clear idea upon enrolling, many intend careers in diverse areas
(including teaching and marketing). With respect to gender difference,
undergraduate females are equally split between intending clinical careers
and not knowing what they want to do, with a small number contemplating
work in other areas; whereas undergraduate males are split between
intending a range of possible careers (with clinical work one option among
many) and not knowing what they want to do.
It is not surprising that clinical careers are the focus of many of our
female students: the greater percentage of females in the caring and health
professions is widely acknowledged in the literature on career choice (see
Appendix 3: Poole & Isaacs, 1997). In 2008, 62.4% of registered clinical
psychologists in the UK were female. The attraction of females to clinical
psychology is a subject of ongoing interest because its sources are not well
understood and it impacts gender bias in the workplace. Through our own
annual surveys of students we will seek to better understand the situation.
The Department is currently redeveloping the first year undergraduate
curriculum for the purpose of better preparing our students for the remainder
of their studies; the revised curriculum is expected to be in place by 2013-14
(Action Plan, point 5). In light of the responses to our survey, which suggest
that a significant number of students do not have career plans upon enrolling,
nor even upon graduating, we are considering ways to include the
presentation of career options as part of the first year curriculum. This would
enable students to engage with the discipline whilst being made aware of
possible careers. We believe students would benefit greatly from this
approach, not least because it would give them a clear idea of the possibilities
at the outset of their degree, thereby allowing them to get the most from their
education. One additional outcome may be an increase in students pursuing
postgraduate degrees and academic careers. We will also revise our website
to include information about academic careers (Action Plan, point 6).
With regard to the gender imbalance of undergraduates, the challenges
in psychology are the opposite of those faced by other SET subjects. Some
recent initiatives from the HE Academy have provided some insight into
student recruitment issues. Secondary Education representatives have
pointed to different levels of achievement in male and female students at this
6
stage of study (females perform better in AS and A2 level Psychology than
males, it is thought because of the assessment methods employed). The HE
Academy has identified this as a potential area for action to address the
gender imbalance at undergraduate level. The Department is currently
working with the British Psychological Society (BPS) and the HE Academy to
find a sector-wide strategy for attracting more males to undergraduate
Psychology courses (Action Plan, point 3). We are also examining our own
recruitment practices and curriculum with a view to identifying ways of making
our course more attractive to young men (Action Plan, point 2). We have
recently appointed Dr Elisabeth Blagrove on a permanent Teaching contract
with responsibility as Widening Participation (WP) Officer and Schools Liaison
Officer. In these roles she will work with representatives from the abovenamed organisations to develop strategies for redressing the undergraduate
gender balance (Action Plan, point 4).
(iii) Postgraduate male and female numbers completing taught courses
PGT
enrolments
Male
Female
08–09
08–09
09–10
10–11
11–12
Sector
Warwick Warwick Warwick Warwick
2450 (22%)
2 (28%)
1 (25%)
5 (22%) 15 (45%)
8650 (78%)
5 (72%)
3 (75%) 17 (78%) 18 (55%)
The sector-wide disproportion apparent at the undergraduate level, with 80%
female students, generally continued at Warwick for taught postgraduates
(78% female) until the current academic year. The Science Track (with an
emphasis on Psychology) of the new MSc in Behavioural and Economic
Science (BES) that was introduced this year has led to a significant change in
the gender balance for PGT courses: 80% of enrolments for BES are male,
which is almost the exact inverse of enrolments for our clinical MSc. We hope
to be able to utilize what we learn from this to attract more males into our
undergraduate program as well as to provide our undergraduates with a
broader range of career trajectories with science and business applications
7
(Action Plan, points 2 and 5). We shall monitor the situation over the next 3
years as it appears we are achieving a net balance by combining two
programmes with opposite gender imbalances.
(iv) Postgraduate male and female numbers on research degrees
PGR
enrolments
Male
Female
08–09
Sector
1005 (25%)
3060 (75%)
08–09
Warwick
10 (63%)
6 (37%)
09–10
Warwick
10 (45%)
12 (55%)
10–11
Warwick
7 (33%)
14 (67%)
11–12
Warwick
8 (42%)
11 (58%)
The sector-wide proportion apparent at the undergraduate level (80% female)
changes slightly at the PGR level (75% female). At Warwick, however, we see
a drop in women PGR students with our current cohort being 58% female.
While the proportion varies significantly between years, overall there is
greater balance when compared with the national picture. However, when
overlaid on the UG and PGT percentages it is not clear whether this is truly a
balance or the cross-over point of two trends. We will continue to collect and
analyse data on PGR enrolments to determine whether a significant pattern
emerges.
(v) Ratio of course applications to offers and acceptances by gender for
undergraduate, postgraduate taught and postgraduate research degrees
Undergraduate applications, offers and enrolments
UG
Applications
Male
Female
08–09
237 (18%)
1086 (82%)
09–10
232 (20%)
914 (80%)
10–11
255 (22%)
923 (78%)
11–12
202 (19%)
839 (81%)
8
UG Offers
Male
Female
08-09
107 (18%)
502 (82%)
09-10
134 (20%)
540 (80%)
10-11
144 (20%)
580 (80%)
11-12
121 (17%)
573 (83%)
UG
Enrolments
Male
Female
08–09
59 (19%)
254 (81%)
09–10
64 (19%)
275 (81%)
10–11
55 (17%)
275 (83%)
11–12
69 (18%)
304 (82%)
9
The data on applications, offers and enrolments for undergraduates generally
shows consistency. No significant difference is apparent between applications
and enrolments indicating no gender bias in the process once students are ‘in
the Warwick system’.
Postgraduate taught degree applications, offers and enrolments
PGT
Applications
Male
Female
08–09
5 (21%)
19 (79%)
09–10
7 (21%)
26 (79%)
10–11
10 (14%)
61 (86%)
PGT Offers
Male
Female
08–09
4 (31%)
9 (69%)
09–10
3 (20%)
12 (80%)
10–11
3 (12%)
23(88%)
11–12
35 (29%)
84 (71%)
11–12
24 (44%)
30 (56%)
10
PGT
enrolments
Male
Female
08–09
2 (28%)
5 (72%)
09–10
1 (25%)
3 (75%)
10–11
5 (22%)
17 (78%)
11–12
15 (45%)
18 (55%)
The data on applications, offers and enrolments for PGT students generally
shows consistency (and is comparable to the undergraduate situation) up until
the current year, which includes figures for the new Science Track of the MSc
in Behavioural and Economic Science. As noted above, this course has
shifted the gender balance towards a situation of greater equality.
Postgraduate research degree applications, offers and enrolments
PGR
Applications
Male
Female
08–09
9 (26%)
26 (74%)
09–10
8 (22%)
29 (78%)
10–11
4 (11%)
32 (89%)
11–12
15 (29%)
37 (71%)
11
PGR Offers
Male
Female
08–09
7 (30%)
16 (70%)
09–10
3 (13%)
20 (87%)
10–11
2 (9%)
21(91%)
11–12
10 (38%)
16 (62%)
PGR
Enrolments
Male
Female
08–09
10 (63%)
6 (37%)
09–10
10 (45%)
12 (55%)
10–11
7 (33%)
14 (67%)
11–12
8 (42%)
11 (58%)
12
Despite small numbers, the data for PGR applications and offers suggests
consistency. PGR enrolments (showing the number enrolled for that year),
however, shows a drop in the percentage of female enrollments compared
with offers and applications. Further collection and analysis of data will allow
us to monitor the situation.
(vi) Degree classification by gender
Undergraduate
Degrees Awarded
07–08 Male
07–08 Female
08–09 Male
08–09 Female
09–10 Male
09–10 Female
10–11 Male
11–12 Female
1st
1 (4%)
11 (15%)
0
12 (19%)
6 (22%)
17 (17%)
6 (34%)
17 (21%)
2.1
17 (68%)
58 (79%)
10 (83%)
44 (68%)
17 (63%)
66 (66%)
8 (44%)
51 (63%)
2.2
5 (20%)
4 (6%)
2 (17%)
7 (11%)
4 (15%)
16 (16%)
4 (22%)
11 (14%)
3rd
1 (4%)
0
0
1 (2%)
0
0
0
1 (1%)
Pass
1 (4%)
0
0
0
0
1 (1%)
0
1 (1%)
Total
25
73
12
64
27
100
18
81
Undergraduate degree classifications for males and females appear to be
comparably distributed in recent years. From 2007 to 2012, there is no
apparent bias in performance based on gender. However, the numbers in
these categories are small. We will continue to monitor these numbers, as an
important part of our overall program to recognize potential sources of gender
bias (Action Plan, point 17). The completion rate for PhD students is near
100% for both men and women.
13
Staff Data
(vii) Female to male ratio of academic and research staff
Staff
Level
FA 6
FA 7
FA8
FA 9
Year Male
Female Total Male % Female %
2006
5
6
11
45
55
2007
5
5
10
50
50
2008
7
4
11
64
36
2009
3
1
4
75
25
2010
5
0
5
100
0
2011
3
4
7
43
57
2006
2
3
5
40
60
2007
2
4
6
33
67
2008
0
3
3
0
100
2009
1
2
3
33
67
2010
2
1
3
67
33
2011
3
1
4
75
25
2006
8
1
9
89
11
2007
8
1
9
89
11
2008
8
2
10
80
20
2009
8
4
12
67
33
2010
7
4
11
64
36
2011
6
4
10
60
40
2006
3
2
5
60
40
2007
5
2
7
71
29
2008
5
2
7
71
29
2009
5
2
7
71
29
2010
6
2
8
75
25
2011
6
2
8
75
25
FA 6 - Researchers and Teaching Fellows
FA 7 - Assistant Professors and Senior Researchers
FA 8 - Associate Professors, Readers and Principal Research Fellows
FA 9 - Professors and Professorial Fellows
14
The small size of the Department makes it difficult to draw conclusions from
the statistical data regarding staff: based on RAE 2008 returns we are
substantially smaller than all Psychology departments ranked more highly
overall – Warwick submitted 18 staff (19 are currently eligible), while the mean
for higher scoring departments was 37. However, some trends are clear.
The consistently large proportion of women entering the discipline at
the undergraduate level, and continuing through postgraduate education,
does not carry over into high-level research and academic positions.
Research Assistants in the department (no PhD required) are almost
exclusively female (we currently have 4 RAs, all of whom are female),
whereas the Postdoctoral Research Fellow level tends towards a male
majority: although we currently have an even split (2 RFs currently), in past
years we had comparatively few or no females in RF posts. In 2011, our staff
gender balance at the FA6 and above levels was 18 males and 11 females
(approximately 62% male and 38% female). Currently, at the highest
academic level in the Department, we have 8 Professors, 2 of whom are
female. However, as we note below, recent promotions within the
Department reflect the absence of a gender bias, as women are as likely to be
promoted as men.
An analysis of Psychology departments in the UK shows that the
situation at Warwick is not unique – all departments surveyed have a high
proportion of females at lower levels and comparatively few female Readers
and Professors. The data make clear that the period between obtaining a PhD
and gaining a research post or permanent academic job is crucial for career
decisions. (This contrasts with the situation observed in Chemistry and
Physics at Warwick, where we observe the biggest drop in percentage of
women during the post-doctoral period.) Recent research into the potential
causes of women’s underrepresentation in maths-intensives fields has
provided a useful lens through which to consider these issues. Ceci and
Williams (2010) argue that neither sex differences in mathematical and spatial
ability nor sex discrimination accounts for the gender imbalance in science,
15
but that “women’s preferences and choices – freely made and constrained –
play a preeminent role in their underrepresentation” (see Appendix 5). The
authors found that women abandon careers in science at all stages because
of “fertility decisions and lifestyle choices”. At Warwick, while accepting the
validity of choices based on sex difference, and recognising how choices may
form barriers to career progression (certain areas of research may better
attract research funding and publication opportunities, both important
promotion criteria), we believe that an academic career should not preclude
the fertility and lifestyle choices preferred by women. The University’s and
Department’s policies and procedures attempt to mitigate any conflicts, real or
perceived. Communicating these issues to students and staff at all levels is
therefore of great importance. Our current view of the available data is that
the biggest issue for Psychology as a discipline is at the PhD/post-doctoral
transition. Since most academics change institution at this stage of their
career, this is a challenge for the sector as a whole. We are, however, also
taking steps locally, as described below (‘Support for staff at key career
transition points’).
(viii) Turnover by grade and gender
Leavers &
Voluntary
Leavers
FA6
FA6
FA6
FA6
FA6
FA6
FA8
FA8
FA8
FA8
FA8
FA9 FA9
Total
M
Staff
2007
2008
2009
2010
2011
2007
2008
2009
2010
2011
5
7
3
5
3
8
8
8
7
6
M
Leavers
3
3
5
1
2
1
0
2
0
1
M
F
Voluntary Total F F
Voluntary
Leavers
Staff
Leavers Leavers
0
5
1
0
2
4
2
1
1
1
3
2
1
1
1
1
0
4
2
0
0
1
0
0
0
2
0
0
0
4
0
0
0
4
0
0
1
2
0
0
FA 6 - Researchers and Teaching Fellows
FA 8 - Associate Professors, Readers and Principal Research Fellows
FA 9 - Professors
NB: Researchers on grade FA6 are typically on temporary contracts; no
leavers on grade FA7.
16
The data on staff turnover do not suggest a pattern. The above numbers
indicate, however, that since 2007 females above the FA6 level have not left
the Department.
(1996/2000)
Supporting and Advancing Women’s Careers
4. Key career transition points
(i) Job application and success rates by gender and grade
Applications
received
2007
2008
2009
2010
2011
12
58
34
94
289
Female
Applicants
9 (75%)
34 (59%)
19 (56%)
47 (50%)
205 (73%)
Male
Applicants
3 (25%)
24 (41%)
15 (44%)
47 (50%)
77 (27%)
Appointments
0
4
1
4
4
Females
Appointed
0 (0%)
1 (25%)
1 (100%)
1 (25%)
3 (75%)
Males
Appointed
0 (0%)
3 (75%)
0 (0%)
3 (75%)
1 (25%)
17
Data on the proportion of males to females applying for academic and
research jobs in the Department, being shortlisted, and hired, show no
appreciable pattern. It is noteworthy, however, that the number of applications
received from females does not reflect the sector-wide proportion for students
entering psychology at the undergraduate level (80% female). This is
consistent with our careers destination data suggesting that females enter
Psychology for reasons other than pursuing professional academic careers.
(ii) Applications for promotion and success rates by gender and grade
2011/12
Level
Associate Professor (Reader)
Male
Applied
Successful
Female
1
0
2010/11
No applications for promotion were received
18
2009/10
Level
Associate Professor (Reader)
Applied
Successful
Male
1
1
Female
1
1
Male
1
1
Female
Applied
Successful
Male
1
0
Female
2008/09
Level
Personal Professorship
2007/08
Level
Personal professorship
Associate Professor (Reader)
Applied
Successful
Applied
Successful
1
0
2006/07
No applications for promotion were received
[NB: Where no applications were received for a level, this level has been
omitted from the chart (e.g., no applications were received for promotion to
Personal Professorship in 2009/10).]
Due to the relatively small size of the Department, the sample of people
applying for promotion is very small; perhaps unsurprisingly, therefore, no
pattern is apparent from the data. However, the data does at least
demonstrate that females are as likely as males to apply for promotion, and
are equally likely to receive them. The Department recognises, however, that
with fewer women currently at senior academic level posts, promotion is an
area requiring careful monitoring.
As part of a University-wide policy, promotion from Assistant Professor
to Associate Professor occurs upon completion of probation, which requires
that an individual has shown good progress in their first five years of
employment. Associate Professors are eligible for further promotion to Reader
after three years, and subsequently may apply for promotion to Professor.
(Typically applications for Reader are submitted after 6 or more years of
employment.) Comprehensive information on the promotion process is
available on the University’s HR website, including information on criteria for
all levels. Applications are invited twice annually via a news item on the
University intranet. Prior to this, however, staff will have had the opportunity to
discuss promotion during Annual Reviews (see below) and eligible candidates
brought to the attention of the Head of Department, who receives guidance to
ensure all eligible candidates are put forward for consideration. All
applications received by the Head are reviewed by a departmental group
consisting of all Professorial staff. The Department recognises it could make
information on promotion more visible and accessible, particularly to junior
staff, and so intends to create a Promotion and Career Progression section on
the departmental intranet (Action Plan, point 13). In the specific case of
Psychology, three female Associate Professors are within six years of
appointment, and so will immediately benefit from the greater accessibility of
19
this information.
The University’s policy and procedures for promotion are in line with its
Equality and Diversity Policies. When reviewing a candidate’s record,
consideration is given to any special circumstances that may have resulted in
a lack of opportunity for a candidate (or groups of candidates) to perform to
their full potential in any area of activity. For example, time taken away from
work because of family responsibilities (raising children or caring for relatives)
could have delayed career development; or time devoted to developing a new
course or running University-wide activities may have limited the opportunities
for research. Care is taken to ensure that equal opportunity factors are taken
into account when each area of activity is considered. The University
periodically reviews its decisions to identify any evidence of discrimination,
making use of statistical analyses over a period of years.
Annual Reviews are the principal mechanism by which staff formally
discuss their career development with a senior colleague. Annual Reviews are
undertaken by all staff in the University and involve a reflection upon
achievements of the past year as well as a look ahead. Research staff are
reviewed by their supervisors, and junior academics by a nominated
Professor; the Head of Department reviews all senior staff and is in turn
reviewed by the Chair of the Faculty. The University also has a dedicated
Careers Advisor working with early career researchers (post-doctoral
researchers), offering group interventions on career planning, application
writing and interview skills as well as one-to-one consultations. Furthermore,
the University has signed the Concordat to Support the Career Development
of Researchers and is working with its Research Staff Forum to produce a
plan to implement the next phase of development.
(i) Recruitment of staff
The Department is careful to follow the University’s Recruitment and Selection
Policy, which provides a framework for appointing the best person for each
position; for ensuring equality of opportunity for all applicants and compliance
with the University policies and relevant employment legislation; for promoting
the University’s values and ensuring that recruitment processes are fit for
purpose, meeting the University’s operational requirements and strategic
aims. The Policy provides guidelines on writing job descriptions and
advertisements, shortlisting, conducting interviews and making appointments.
Training for members of staff sitting on selection panels is provided by the
University, and ensures all members are familiar with the University’s
Recruitment Policy and Equality and Diversity Policies.
All recruitment activity in the Department is organised by Dr Molly
Rogers, Department Administrator, working closely with our assigned HR
liaison. The Department has put in place no special processes intended
specifically to attract females; however, lectureships are typically open to
applicants with various research expertise, thus sending a message of
inclusivity to potential applicants. In this way we seek to attract the best
candidate for each post, regardless of specialism (which may be linked to or
at least biased by gender). As far as we can tell from the small numbers, there
is no systematic bias after the application stage. However, as discussed
above there may be issues in getting female PhD students to apply for
academic posts which we shall be examining in the future.
20
(ii) Support for staff at key career transition points
The Department recognises two key transition areas for the career
development of female academics: the point between postgraduate study and
postdoctoral employment, and promotion up the academic scale.
The Department will address the issue of career progression in four
ways. First, we will work with our PGR students and researchers to develop a
programme of activity to help prepare them for the next stage in their careers
(Action Plan, points 7 and 8). Second, we will work closely with Ms Siobhan
Scanlon, our liaison in the University Careers Office, who as of the current
academic year has office hours within the Department. The Careers Office
holds comprehensive data on the destinations of both undergraduate and
postgraduate students (see sample below) and is now beginning a
longitudinal study of the latter. With Ms Scanlon we will undertake to study the
destinations data, looking for any trends that can be used as the basis for
future actions (Action Plan, point 9). Third, we have begun to closely analyse
recruitment data and review our recruitment practices (Action Plan, point 10).
Fourth, to ensure we are communicating the career and promotion
opportunities in Psychology to both staff and students in the best possible
way, we are revising our departmental intranet to provide clear and explicit
information on these issues (Action Plan, point 11). A completely new
university web site, launched in the current academic year, has both helped
and hindered this process.
Postgraduate to Postdoctoral Employment
Categories
In full-time paid work only
(inc. self-employment)
In part-time paid work
only
Assumed to be
unemployed
Other
Total Known
Destinations
2007/08 Survey
2008/09 Survey
2009/10 Survey
#
Percentage
#
Percentage
#
Percentage
3
75%
2
66.7%
4
80%
0
0%
0
0%
1
20%
0
0%
1
33.3%
0
0%
1
25%
0
0%
0
0%
4
3
5
Current PGR students uniformly indicate their intention to pursue academic
careers and destination data collected by the Careers Office (above) indicates
recent graduates are generally able to secure employment. Nevertheless, the
job market is highly competitive and PGR students need every advantage
possible to secure employment. The University offers a good range of
professional development courses for early-career academics. Postgraduates
are informed of courses on offer with the Research Students Support
Services, covering such topics as networking, interviewing, writing successful
grant applications, and publishing. The Learning and Development Centre
(LDC) produces a monthly e-newsletter for all research staff which assists in
making connections between researchers working in different disciplines on
campus, and shares information, and good practice as well as key policy
21
changes. Warwick also has a Research Staff Forum, open to all departments
to send a representative, and which has representation on the University
Research Committee.
Postgraduates and Postdoctoral Research Fellows may also choose to
work towards the Postgraduate Certificate in Transferable Skills in Science
(PGCTSS). This is an accredited qualification designed to enable
postgraduates to be both more effective in their PhD research and enhance
their ability to maximize their talents in their future career. The course consists
of six modules over three years and is available free of charge to all Warwick
PhD students in the Science or Medical faculties. The Postdoctoral options
particularly target skills researchers need to progress into an academic
career. This option provides a more structured framework for transferable
skills training which appears to be particularly valuable to women as it gives
them a clear idea of what skills are required for an academic career. It is too
early to say whether it is having any effect on students’ career choices.
The Learning and Development Centre, the Institute for Advanced
Study, and the recently established Doctoral Training Centre are other
valuable resources for postgraduates. The Department, however, recognises
the merit of local, personalised support for postgraduates and therefore will
work with our PGR students to develop a programme of activity to help
prepare them for the next stage in their careers (see Action Plan, point 8).
This programme will be devised to complement existing professional
development provision offered within the University. The development of this
programme will also include consideration of the Annual Review process and
mentoring arrangements for postgraduates, to determine whether these can
be revised to better suit students’ needs.
Recognising that staff on temporary research contracts are likewise at
a crucial point in their careers, the Department is also taking steps to improve
support for and representation of its research staff. Researchers will be
involved in the local programme of activity to facilitate career advancement
noted above (Action Plan point 8). We will also enhance the departmental role
of Contract Research Staff Contact, enabling her to develop and implement a
programme of support for researchers from induction through to leaving.
Finally, we will seek ways to enhance researchers’ involvement in
departmental activity, such as opening staff meetings to them.
Promotion
See commentary on Applications for promotion and success rates by gender
and grade, above.
5. Career development
(i) Promotion and career development
See commentary on Applications for promotion and success rates by gender
and grade, above.
(ii) Induction and training
The University induction programme for new academic staff is
comprehensive. The University’s Learning and Development Centre offers a
Postgraduate Certificate in Academic and Professional Practice (PCAPP)
which is a requirement for all early career academic staff (and is a condition of
22
probation), and an Introduction to Teaching Award for Postdoctoral
Researchers and Postgraduates who teach. This provision supports academic
career progression in teaching and learning. HR also offers an Induction
website, which is soon to be enhanced to provide more information for early
career researchers.
Departmental induction is informal reflecting the small size of the
department and so as to encourage a pro-active approach and avoid
overwhelming the individual with information. All new members of staff meet
with the Department Administrator, who provides departmental information
and an induction pack, supplied by HR, with information on University policies
and services, including the leaflets ‘Equality and Diversity’ and ‘Dignity at
Warwick.’ However, recognising that procedures often require updating and
revitalising, we have consulted with our newest members of staff at
Researcher and Lecturer level to determine how departmental induction and
the intranet might be improved to better meet the needs of new staff (Action
Plan, point 14). Findings gathered from semi-structured interviews with
Researchers, Academic Staff and PGR students suggest that departmental
procedures meet the needs of our “New Starters” effectively. Responses
regarding departmental culture and professional environment were very
positive, and information dissemination processes and University-wide
procedures, such as ITS and HR requirements, were viewed as well coordinated via the Department and helpful to “New Starters”. Nevertheless,
several recommendations have been made by new staff, focusing mainly on
informal “buddying” schemes to enhance information gathering/ professional
support at all levels of departmental participation, and these are being taken
on board (Action Plan, point 15).
All new members of academic staff are mentored by a more senior
member of the Department and they are free to choose a male or female
mentor. The mentor normally works in the same area and so is able to provide
valuable advice on networking and career development. Further mentoring
opportunities – particularly valuable to more senior staff – are available via the
University’s Learning and Development Centre (LDC). The LDC also offers a
full programme of training courses for all levels and categories of staff, with a
particular emphasis on supporting early career researchers. The Department
receives a weekly digest of courses currently on offer, which is circulated to all
staff.
(iii) Support for female students
The Department is undertaking to improve mechanisms of support for all
students, and recognises that support tailored specifically for female students
may be of value. When meeting with PGR students and researchers to
develop a local programme of activity to help prepare them for the next stage
in their careers, we will consider particularly how to better support the needs
of female students.
6. Organisation and culture
(i) Male and female representation on committees (* denotes inclusive of
Chair; committees meet on a termly basis, unless otherwise noted):
23
Departmental
Committees
Postgrad
Supervisory
Ethics [ad hoc]
Teaching
Quality
Simon Heywood
Fund [annual]
Examinations
(Chair)
PG SSLC (Chair)
UG SSLC
07-08
08-09
09-10
10-11
11-12
F
2
M
3*
F
1
M
3*
F
1
M
3*
F
1
M
3*
F
1
M
4*
0
4*
0
0
1*
3*
0
0
1*
3*
3*
1
1
2*
3*
1
1
2*
1*
2
1*
2
2*
1
2*
1
2*
1
1*
0
1*
0
1*
0
1*
0
1*
0
2
0
1
1
1*
0
0
2
1*
2
0
0
1*
1
0
1
University
Committees
HSSREC (ethics)
Science Faculty
Science Faculty
Postgraduate
Science Sub-Faculty
Social Science
Faculty
Social Studies
Soc Sc Exam Board
Postgraduate
D Clin Psy Board
07-08
08-09
09-10
10-11
11-12
F
1
1
0
M
0
0
1
F
1
1
0
M
0
0
1
F
1
1
0
M
0
0
1
F
1
1
0
M
0
0
1
F
1
1
0
M
0
0
1
1
1
1*
0
1
1
1*
0
0
1
2*
0
0
1
2
0
0
1
2
0
1
0
0
0
1
1
1
1
1
0
0
1
0
1
1
0
1
0
0
1
0
1
1
0
1
0
0
1
0
1
1
0
1
0
0
1
0
1
1
0
Representation on departmental and University committees generally reflects
the gender distribution at staff level. The number of women serving on and
chairing committees has increased of late, and historically there have been
more women serving on University committees; however, members are
selected on the basis of interest, expertise, and the extent of other
commitments. Care is also taken not to overburden female staff simply to get
female representation on committees. Staff discuss their committee service
with their reviewer at Annual Review.
To avoid ‘committee overload’, the number of meetings and indeed
committees are kept to a minimum, which is possible given the relatively small
size of the Department. Only general Departmental (Council) meetings, which
are attended by all academic and support staff – and will henceforth include
research staff – are held at a set time each term (Wednesday afternoon of
week four), when no teaching takes place, ensuring all staff are able to attend.
All other committee meetings are scheduled by the relevant Chair at a time to
suit members. ‘Committee overload’ is also avoided by ensuring committee
service is factored into the workload, ensuring fairness across the
Department.
24
(ii) Female to male ratio of academic and research staff on fixed-term
contracts and open-ended (permanent) contracts
FTC
Staff
Level
FA 6
FA 7
FA8
FA 9
M
2006
2007
2008
2009
2010
2011
2006
2007
2008
2009
2010
2011
2006
2007
2008
2009
2010
2011
2006
2007
2008
2009
2010
2011
OEC
F
5
5
7
2
4
3
0
1
1
1
1
0
0
1
1
1
1
0
0
0
0
0
0
0
6
5
4
1
0
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Total M % F % M
F
Total M % F %
11
45
55
0
0
0
0
0
10
50
50
0
0
0
0
0
11
64
36
0
0
0
0
0
3
67
33
0
1
1
0 100
4
100
0
0
1
1
0 100
7
43
57
0
1
1
0 100
0
0
0
0
3
3
0
0
1
100
0
1
4
5
20
80
1
100
0
1
3
4
25
75
1
100
0
0
2
2
0 100
1
100
0
1
1
2
50
50
0
0
0
3
1
4
75
25
0
0
0
8
1
9
89
11
1
100
0
7
1
8
88
13
1
100
0
7
2
9
78
22
1
100
0
7
4
11
64
36
1
100
0
6
4
10
60
40
0
0
0
6
5
11
55
45
0
0
0
3
2
5
60
40
0
0
0
5
2
7
71
29
0
0
0
5
2
7
71
29
0
0
0
5
2
7
71
29
0
0
0
6
2
8
75
25
0
0
0
6
2
8
75
25
25
Fixed-term contracts (FTC) are used exclusively for grant-funded research
posts; open-ended contracts (OEC) are used for all other posts, including
teaching-only contracts. The data show that more males than females are on
FTC and OEC contracts, reinforcing the data on staff discussed above.
(i) Representation on decision-making committees
See commentary on Male and female representation on committees, above.
(ii) Workload model
Academic staff are expected to divide their time between teaching, research,
and administrative service to the Department and the University more widely,
the latter including tutor support of undergraduates, liaison with other
departments and external organisations, and committee membership.
26
Workloads are allocated by the Head of Department, with teaching and
administrative duties weighted to allow for the fair distribution of responsibility.
Overall allocations are scaled such that senior academics undertake a larger
load than junior staff, and new appointees are eased into the Department. The
Head of Department revises the workload grid each summer, and
disseminates this to all staff in the form of a list of responsibilities, including
teaching and administration, with the names of staff noted alongside. To
enhance transparency and therefore ensure fairness, the Head of Department
is currently revising the definitions of Departmental roles in light of recent
changes in the department (e.g. new MSc programme) and will revise the
workload model in light of the role descriptions; these will be published (Action
Plan, point 16).
University promotion documents require the listing of departmental and
University committee service, thus recognising such work. (For more
information on committee service see Male and female representation on
committees, above.) Every individual is given the opportunity to express
preferences for committee service at Annual Review (held each spring), at
informal one-to-one meetings with the Head of Department (held at start of
each academic year), and at the time when workload allocation is decided
(summer).
There are instances where staff are required to work outside of normal
office hours (open days and Saturday examinations) or where the workload is
heavy for a short period, necessitating working out of hours (marking second
year exams). While these occasions are infrequent, they do have the potential
to cause problems for those members of staff with families. The Department
makes every effort to distribute the responsibility for such events and activities
across the staff, taking account of any particular family commitments and
ensuring fairness.
(iii) Timing of departmental meetings and social gatherings
The departmental Council meeting occurs at a set time each term (1–3pm,
Wednesday, week 4); this time has recently been moved ahead by one hour
to enable staff to collect children from the University nursery. All other
departmental meeting times are set at times convenient to members. Social
gatherings are organised both during the work day (seminars, coffee/tea
break) and out of hours (pub visit, Christmas party).
(iv) Culture
The Department emphasises informal, supportive, and extremely flexible
working conditions, making it, in the words of one female academic, “an
extraordinarily ‘family-friendly’ work environment”. When asked about the
mentoring system (via an on-line survey), a male postgraduate student wrote:
“I think the mentoring process is a good one, I have met with my mentor [a
female academic] a few times, mainly to discuss some small issues I had
when my supervisor was away that were not linked directly to my work.
However, there is a good sense of collegiality in the Department so even if a
mentor was not present there are always people willing to help or advise
based on their own experiences”.
The small size of the Department makes it possible to maintain an
atmosphere of personal interest and personal responsibility. The Department
27
supports a number of seminars (for internal and external speakers) and
reading groups for postgraduates, researchers and academic staff. Social
events are also regularly organised to promote informal discussion, including
Wednesday afternoon tea and the annual Christmas and end-of-theacademic-year parties. Postgraduate students also organise a weekly trip to
the pub during term time. By allowing staff at all levels to gather informally,
whether to discuss research, developments in the University, or current
affairs, these events foster a friendly and pleasant work environment for all.
(v) Outreach
The Department has recently appointed Dr Elisabeth Blagrove on a
permanent contract, with specific responsibility in the areas of outreach and
widening participation. Dr Blagrove will be establishing a committee to
develop initiatives in these areas as discussed above. With experience of
University-led outreach and widening participating initiatives, such as Aim
Higher, Dr Blagrove is excellently placed to undertake this role and we are
confident that our profile will be enhanced considerably as a result of her
efforts.
7. Flexibility and Managing Career Breaks
(i) Maternity return rate
Two members of staff took maternity leave in 2009–10 and both returned to
work as planned; no staff left during or within 3 months of taking maternity
leave. One member of staff is currently on maternity leave, due to return to
work in June. She has formally requested flexible working arrangements upon
her return (see section below on flexible working) and this has been granted:
she will work 60% FTE for one year, with the possibility of extending this to a
second year. Work normally undertaken by staff on maternity leave is
redistributed to other academic staff or hourly paid workers; PhD students are
supervised by their second supervisor and also have a mentor with whom to
consult. Keeping in Touch Days (KIT days) are available for staff to work up to
a maximum of 10 days during their maternity leave, and these can be used to
attend meetings, supervise students, or undertake similar activity. There is,
however, no requirement for staff to carry out KIT days.
(ii) Paternity, adoption and parental leave uptake
One member of staff took paternity leave in 2007–08; there were no instances
of adoption or parental leave. While the University’s maternity leave scheme
is for the most part viewed favourably by staff, the paternity scheme has been
considered less positively as it provides less paid leave. The paternity leave
scheme, however, was revised in April 2011, with improved benefits (for
example, staff may also be entitled to up to 26 weeks additional paternity
leave within the first year of the child’s life). This improvement will help to
redress the imbalance between the benefits received by men and women.
(iii) Numbers of applications and success rates for flexible working by gender
and grade
The University recognises the benefits of being able to support a more flexible
workforce in terms of recruitment, retention and performance of staff.
Consequently, a number of options for flexible working are available under a
28
formal scheme, including unpaid leave, reduced hours, seasonal hours/termtime only working, staggered hours, flexi-time, job-sharing, compressed
hours, and homeworking. Applications for flexible working are made to the
Head of Department. There has been only one formal application for flexible
working in recent years, perhaps due to the inherently flexible nature of
academic work and the Department’s emphasis on informal, supportive, and
flexible working conditions. The recent formal application has been a request
for a member of academic staff to return from maternity leave on a part-time
basis (60% FTE); this application has been approved. An example of informal
arrangements made within the Department include staff permitted to work
from home on a regular basis (e.g., one day each week), an arrangement that
is made easier with IT systems allowing remote desktop access. At present,
two females and two male members of staff with small children make use of
this opportunity. Solutions for short-term situations (such as a sick child) are
again made informally, as and when required.
(i) Flexible working
See commentary on Numbers of applications and success rates for flexible
working by gender and grade, above.
(ii) Cover for maternity and adoption leave and support on return
Cover for staff on maternity leave is arranged at the earliest opportunity in
accordance with workload procedures (see above) to ensure the smooth
transfer of administrative responsibilities; teaching cover is arranged where
appropriate. Flexible arrangements for returning to work may be arranged by
agreement with the Head of Department (for example, the use of annual leave
to aid the transition back to work, which one member of staff found helpful
recently).
3712/5000
8. Any other comments
We feel the commentary above, together with the Action Plan, is a good
representation of the Department and outline of our plan to provide enhanced
support for staff and students.
9. Action Plan
The Department’s Action Plan may be found attached as Appendix 4.
10. Case Study: Impacting on Individuals
Case Study 1: Dr Elisabeth Blagrove
Dr Elisabeth Blagrove originally set out to pursue a law career, but after
having earned her LLB and postgraduate certificate in legal practice she
found herself contemplating a different route. She had long been interested in
psychology, but never really saw herself in science. There came a time,
however, when she could no longer see herself practicing law.
29
She enrolled on the BSc (Hons) Psychology course at Warwick, and
as a mature student found the Department encouraging and supportive of her
interests. Early on in her studies she discovered an interest in research, and
while still a student she worked part-time as a Research Assistant for Dr
Friederike Schlaghecken. This experience prepared her well, for upon
graduating she was hired for 14-months as a full-time Research Assistant on
an ESRC-funded project, again working with Dr Schlaghecken. At this stage it
was very clear to her that she wanted to pursue an academic career. A
doctoral fellowship provided by the Department, which covered fees and
maintenance, enabled her to work full-time on her PhD, which she received in
2010. Her research focuses on the deployment of visual attention to emotional
faces, but she also has research interests in the development of executive
functions and cognitive ethology.
It was during her doctoral studies that she became aware that fewer
women than men held positions at the highest levels of academia, suggesting
that success perhaps required compromises women were not always
prepared to make. Nevertheless, having made a very conscious career
decision – and career change – Dr Blagrove is very clear about what she
wants: her plan for the future is to obtain a permanent lectureship that would
enable her to continue with teaching and research. Her recent promotion into
a Teaching Fellow position, providing a range of support for the Department,
including teaching and administrative duties – particularly outreach and
widening participation – allows her to conduct research on her own terms. By
developing her CV and gaining experience in this way, she hopes to move
into an associate professorship. Despite the period of uncertainty she faces
until achieving her goal, she appreciates the autonomy afforded by academia
and the opportunity the department has created for her to progress into a
independent position.
Dr Blagrove says that her contribution to the Psychology Department
at Warwick has always been valued. From enrolling on the undergraduate
course as a mature student, through working as a researcher and now
teaching, she has experienced many aspects of the Department. “Choosing
psychological science as a career has proved life-changing,” she says. “It was
the best decision I ever made.”
905/1000
30