Athena SWAN Bronze department award application
Name of institution: University of Warwick
Date of application: November 2012
Department: School of Life Sciences
Contact for application: Professor Laura Green
Email: Laura.Green@warwick.ac.uk
Telephone: 02476 523797
Departmental website address: www.warwick.ac.uk/fac/sci/lifesci
Date of University Bronze and/or Silver SWAN award: May 2010
Supporting letter from Head of School
Dear Sarah Dickinson
Application for Athena SWAN Bronze Award in the School of Life
Sciences
I am writing to strongly support the School of Life Sciences (SLS) application
for the Athena SWAN Bronze award.
Life Sciences is a new School at Warwick that formed in 2010 from the
merger of two biology departments. Understandably during the period of
change, there was uncertainty and apprehension about the future of the
School. It was therefore imperative that the School was proactive in
establishing a sound foundation to move forward. Consequently, since the
merger, SLS has undergone considerable reorganisation in terms of staffing
and reviewing committee structures. The School has taken the opportunity to
redefine itself as a more transparent and supportive environment and now,
two years on, we are ready to engage in the Athena SWAN application
process to continue to advance and improve the changes being made. The
SLS community has valued the opportunity to consult, evaluate and seek
opportunities to enhance processes and communication, both internally and
externally.
I have a strong desire to create a dynamic and vibrant School which values
and supports all members of staff and students. As a practising academic I
am aware of the issues faced by female colleagues in STEM departments
1
both nationally and internationally. Analysis of the Warwick SLS data and
subsequent discussions with members of the SLS Self Assessment Group,
have identified challenges and actions that SLS faces to address the
reduction in percentages of women from undergraduate to professorial level.
As a result of the merger little historical data exist and therefore one of the key
goals identified is the need to collect more focused, specific data, targeting
groups in the school to understand why women join SLS, why they stay or
leave and how we can promote a sustainable academic career to our female
scientists from day one of undergraduate life. This is a key part of our action
plan.
We have noted, as have many other STEM departments, that many of our
women leave academia at the postdoctoral stage. Whilst we need to explore
exactly why this is, we have two key goals - to ensure that our postdoctoral
community is engaged with the life of the School and that all our postdoctoral
scientists are able to develop to maximise their chances of a scientific career,
either at Warwick or elsewhere. Our action plan covers several areas where
we will investigate how this can best be achieved over the next two to three
years.
Since joining the School I have had the opportunity to set in place new
structures to facilitate the work of the School, including the development of a
workload model. The aim over the next two years is to explore how the model
can be used in developing staff and in decision making. For example, for
probation staff, this model should help identify how to progress in their career.
This will be just one of the initiative progressed through our action plan.
Yours sincerely
John McCarthy
500 words
NB throughout
Actions in text are denoted by Bold Italics
2
The self-assessment process
The self-assessment team
Professor Laura Green (Chair) epidemiologist, Chair BBSRC Committee A,
member of: School Management Board, Farm Animal Welfare Committee and
REF subpanel 6A. Laura, and husband, have three teenage children.
Professor John McCarthy, Head of School of Life Sciences, BBSRC
Professorial Research Fellow, Associate Editor of Journal of Integrative
Biology, Fellow of the Royal Society of Chemistry, member of a Royal Society
grants panel. John has two children and structures his professional life to
share responsibility for their support.
Dr Emma Anderson, Assistant Professor joined SLS in 2007. Emma has had
two children (2009 and 2011) whilst establishing her research group with PhD
students and postdoctoral fellows and teaching virology.
Dr Miriam Gifford, Assistant Professor, School Postgraduate Tutor, member
of six SLS committees including School Management Board. She balances
her research career with a busy family life including two small children. Miriam
was involved in the University application for Athena Bronze Award in 2009.
Miss Abigail Minnikin, HR Officer, worked in HR for 10 years and is the
School Equality and Diversity Representative. Abigail has one child and works
part time to ensure a work-life balance.
Mrs Rachel Warmington, PhD student, Warwick Crop Centre, changed
career after 8 years in tax and accountancy. Rachel has championed equality
in the workplace on various committees in previous roles.
Mr Mike Cribdon, Finance Assistant worked for several years in engineering
sales before joining the University in 1997. Mike is married with two teenage
daughters.
Dr Lorenzo Frigerio, Reader in Plant Cell Biology, Deputy Director of
Undergraduate Studies. Lorenzo is married, with two children – his wife is a
Senior Teaching Fellow in the Warwick Centre for Lifelong Learning.
Mrs Rebecca Freeman, Educational Strategy and Communications Officer
(ESCO), responsible for the quality and enhancement of the student
experience. Rebecca convenes the UG SSLC and is a member of various
School management committees.
Dr Charlotte Moonan, Student and Academic Services Development Officer
manages various MSc and CPD programmes. Prior to this she held several
postdoctoral research positions but changed career path in response to the
needs of a young family.
3
Miss Beth Francis, undergraduate, has a keen interest in ecology. Beth
became involved in the committee to understand and help address gender
inequality within science.
Dr Stephen Jackson, Deputy Director of Postgraduate Studies, responsible
for admissions and monitoring of PGR students. As a father of two Stephen
has experience of balancing home/caring responsibilities.
Miss Tania Page, Communications Officer works closely with staff and
students to support and promote research and teaching. Having previously
worked as a research technician, Tania moved to an administration post after
being diagnosed with rheumatoid arthritis.
Dr Karen Ruane, early career Research Fellow joined SLS in 2011 after
completing her first postdoctoral position in Montreal, Canada.
Dr Ed Smith, early career Research Fellow returned to the School following a
position in Milwaukee. Ed and his wife balance work with looking after two
young daughters.
Details of the self-assessment team meetings
The Culture and Communication Committee (3C) was formed by the Head of
School and Chair of the 3C, ensuring representation of key personnel at
different career stages within SLS, reflecting a balance of knowledge,
experience and responsibilities.
A summary of the formation of 3C and aims of Athena SWAN were presented
at a School Forum in June 2012.
Since June 2012, 3C has met monthly. The format of each 2-hour meeting
has involved discussion of SLS data, how it relates to practice and the
identification of achievable actions with timelines for developing a School with
opportunities for all.
The task of benchmarking SLS was shared between members of 3C.
Subgroups were formed to analyse data relating to undergraduate,
postgraduate, postdoctoral, junior academics, senior academics and support
staff. Each sub-group reported back to 3C for further discussion and
development of the Action Plan.
Consultation with staff
All members of the School were emailed and asked confidentially to identify
issues that they had encountered relating to work-life balance. Post-boxes
were placed at reception for anonymous comments. 3C members were
tasked with talking informally to colleagues to tease out issues. Responses
were collated and fed into 3C discussions and the Action Plan.
4
Consultation with individuals outside SLS and the University
The Chair of 3C spoke at a Woman in Science day at Bangor in 2011 and met
Profs Sian Hope (Bangor) and Averil McDonald (Southampton) who
highlighted Athena SWAN and its benefits.
The Chair and ESCO attended an AS event hosted by Warwick Medical
School, which provided the opportunity to network with other institutions and
Warwick Departments, to share challenges and good practice. This
highlighted that there were measurable key changes that can be implemented
that can facilitate women’s careers, but that these are Department specific. A
key area highlighted was the transition from postdoctoral fixed to open term
contract positions, which appears to be where many women leave science.
Several members of 3C attend the University Athena Network Group, which
meets monthly and provides a valuable forum for sharing good practice and
developing collaboration.
Action 1: Sharing good practice for supporting women in Science
Information obtained at the above events, along with collaboration with other
Warwick STEM Departments has helped form our discussions and have been
an integral part in the formation of our submission and Action Plan.
Plans for the future of the self-assessment team
3C is recognised as a permanent part of SLS structure. Its remit is:
To ensure all individuals achieve their full potential by communicating on
career development, removing perceived, actual or practical barriers to
progression and providing a supportive environment.
Action 2. Publicising support for staff
Action 3. Communication across the School
Action 4. Celebrating success in research and teaching excellence
3C meets monthly and publishes minutes online to keep students and staff
informed. The Committee reports to the School Management Board on
proposed actions and timelines. Progress is presented at School Forum.
The Action Plan is reviewed at each 3C meeting. Progress on actions
implemented will be monitored and documented. Staff with responsibility for
actions are asked for regular updates prior to each meeting. The Chair of 3C
has ultimate responsibility for ensuring actions are progressed in a timely
manner.
997 words (excluding titles)
5
A picture of the School
The School of Life Sciences (SLS) was formed in 2010 by the amalgamation
of the Departments of Biological Sciences and Warwick HRI (formerly
Horticulture Research International).
The School recognises that there is a need to improve communication and
support. Our intention is to provide accurate and timely information on data
and AS issues by implementing targeted measurable action points and
monitoring uptake and change.
Following discussion with the University Athena Network Group and
University HR, 3C decided to consider undergraduate data for the past five
years because the merger did not affect undergraduate intake, but to use
postgraduate and staff data from 2010, given the significant changes that
have taken place. As such this application is prepared using five years of data
for undergraduates and two years of data for postgraduates and staff. The
data considered in this application will continue to be collected and monitored
by the 3C committee.
Structure of School
SLS is led by the Head of School (HoS) (M). The HoS is supported by the
Deputy HoS (M) and the Management Board (Table 1). Membership of the
Management Board is decided by HoS and has representation from all
committees within the school:
Table 1. Gender of School Management Board
Title
Head of School
Deputy Head of School
Head of Administration
Research Strategy and Development Officer
Education Strategy and Communications Officer
Director of Undergraduate Study
Director of Graduate Study
Academic representative level 7
Academic representative level 8
Academic representative level 9
Chair Culture and Communications Committee
Gender
M
M
M
F
F
M
M
F
M
F
F
6
SLS has the following committees
- Undergraduate Teaching Management
- Undergraduate Student Staff Liaison (UG SSLC)
- Postgraduate Affairs
- Postgraduate Research Student Staff Liaison (PGR SSLC)
- Postgraduate Taught Student Staff Liaison (PGT SSLC)
- Health and Safety
- Technical Services Advisory
- IT Services
- Culture and Communications (3C)
- Communications Forum (facilitates internal communications)
- Career Progression Advisory Group (CPAG) – new committee
Membership, areas of responsibility and minutes of committee meetings are
published on the SLS Staff and postgraduate intranet and described in
induction material. UG SSLC Committee minutes are posted on the
undergraduate intranet.
There are two whole school meetings
- Teaching Staff (termly for all teaching staff)
- School Forum (termly for all members of School)
Committee decisions are presented at the termly School Forum and at the
Teaching Staff meetings where issues affecting teaching staff are discussed.
Male and female staff are represented on University committees (Table 2).
Table 2. Members of SLS on University level committees by gender 2012
University Committee
Male SLS staff
Female SLS staff
Senate
John McCarthy
Chris Dowson
David Roper
Board of the Faculty of Science
John McCarthy
Laura Green
Board of the Faculty of Medicine
Laura Green
Sub-Faculty of Science
Keith
Leppard, Isabelle Carre
Lorenzo Frigerio
Board of Graduate Studies
Richard Napier
Graduate Studies Committee
Richard Napier
Katherine Denby
Faculty IT Committee
Keith Leppard
James Beynon
Information Policy and Strategy Keith Leppard
Committee
First Year Board of Examiners
Keith
Leppard,
Kevin Moffat
UG Appeals Committee
Kevin
Moffat,
Keith Leppard
Graduate Appeals Committee
Richard Napier
Academic Progression Committee
Matt Keeling
Laura Green
University Ethics Committee
Laura Green
University Equality and Diversity
Laura Green
Committee
7
Student data
(i)
Numbers of males and females on access or foundation courses
There are no access or foundation courses.
(ii)
Undergraduate male and female numbers
Table 3. Number and percentage undergraduate students in the National
sector and School of Life Sciences by gender, 2007–2012
Year
SLS
National sector % Warwick
% Sector
Female
2007/08
293
23410
62
60
2008/09
341
24305
58
60
2009/10
385
25550
59
59
2010/11
436
24905
58
58
2011/12
528
Not yet known 59
Not yet known
Male
2007/08
182
15780
38
40
2008/09
245
16500
42
40
2009/10
268
17635
41
41
2010/11
322
17970
42
42
2011/12
363
Not yet known 41
Not yet known
100
90
80
% UG Enrolments
70
60
50
40
% Female
30
% Male
20
10
0
Year and Warwick/Sector data
Figure 1. Percentage of undergraduate enrolments by National sector
and Warwick School of Life Sciences by gender, 2007–2012
8
At undergraduate level, the intake of students at Warwick is in line with the
sector, with a higher proportion of female than male undergraduate students.
This trend seems stable; and whilst continued monitoring is required there is
no evidence that there is gender bias at Warwick. There is, however, an
indication from comments from students that even at undergraduate level
women are concerned that a scientific career and PhDs delay establishment
in a job that gives a good work life balance.
Action 5: Undergraduate data collection
Action 6: Stimulating the interest of undergraduate students in the
research activities of the School
(iii)
Postgraduate taught courses
Full-time and Part-time MSc Courses
Several Postgraduate Taught Masters level programmes are offered in SLS
both full-time and part-time courses. SLS runs four full-time taught Masters.
Table 4. Number and percentage of Masters taught course student
enrolments by gender 2010-2012
Year
Number Male
Number Female
% Male
% Female
42
42
58
2011/12
46
41
53
47
100
50
90
45
80
40
70
35
60
30
50
25
40
20
30
15
20
10
10
5
0
Number of students
31
% Enrolments
2010/11
% Female
% Male
Number of Females
Number of Males
0
2010/11
2011/12
Figure 2. Number and percentage of Masters taught course student
enrolment by gender 2010-2012
In 2010/11, 58% of PGT students were female, similar to the sector figure of
57% for 2010/11. In 2011/12 there were 47% female students (see next
section), however, sector data are not yet available to make a comparison
and further observation of data are needed.
Action 7: PGT and PGR student data monitoring
9
Part-time Masters level courses
SLS runs nine part-time Postgraduate Awards. Students enrolled on these
courses are, generally, working professionals. SLS also offers non-accredited
professional short courses to update skills.
Table 5. Number and percentage of students enrolled for part-time
Masters courses by gender 2010-2012
Year
Number Male
Number Female % Male
% Female
47
31
69
2011/12
13
42
24
76
100
50
90
45
80
40
70
35
60
30
50
25
40
20
30
15
20
10
10
5
0
Number of students
21
% Enrolments
2010/11
% Female
% Male
Number of Females
Number of Males
0
2010/11
2011/12
Year
Figure 3. Number and percentage of students at enrolment for part-time
master courses by gender 2010-2012
There were 69% female enrolments for part-time Masters level courses in
2010/11. This rose to 76% in 2011/12. Part-time postgraduate taught
programmes include postgraduate awards often taken as continuing
professional development by professionals. Part-time courses may suit
commitments and working patterns of female professionals. In addition a
proportion of the students come from professions that are female dominated,
e.g. nursing. More data are required to understand why women take part-time
Masters level awards.
Action 7: PGT and PGR student data monitoring
10
(v)
Postgraduate research
Postgraduate male and female numbers on research degrees
Table 6. Number and percentage of postgraduate research
by gender 2010-2012
Year
Number
Number %
%
% Sector
Male
Female Male
Female
Male
2010 – 50
64
44
56
46
2011
2011 –
51
65
44
56
Not
yet
2012
known
90
60
80
% PGR students enrolled
%
Sector
Female
54
Not
known
yet
70
50
70
60
40
50
30
40
30
20
20
10
10
0
Number of PGR students enrolled
100
enrolments
% Female
% Male
Number of Females
Number of Males
0
2010/11
2011/12
Year
Figure 4. Number and percentage of postgraduate research enrolments
by gender 2010-2012
There were 56% female postgraduate research students in SLS in 2010/11
and 2011/12. This is higher than the national average of 54%. The School will
continue to monitor PGR figures and we will investigate why female students
are selected and choose to do their PGR at Warwick.
Action 7: PGT and PGR student data monitoring
There are 6 part-time PGR students in SLS, 4 are female. These students
receive the same support as other research students and meetings and
deadlines are planned pro rata.
11
Ratio of course applications to offers and acceptances by gender for
undergraduate, postgraduate taught and postgraduate research degrees
Undergraduate
Table 7. Numbers and percent of applicants offered an undergraduate
place by gender 2007–2012
Year
Male
Female
% Male
% Female
2007/08
514
735
90
90
2008/09
719
1003
87
87
2009/10
802
1058
87
87
2010/11
799
1055
72
77
2011/12
659
984
68
72
100
1200
90
% Applicants offered a place
70
800
60
50
600
40
400
30
20
Number of offers
1000
80
% Male
% Female
Number of Males
Number of Females
200
10
0
0
2007/08 2008/09 2009/10 2010/11 2011/12
Year
Figure 5. Number and percentage of undergraduate applicants offered a
place by gender 2007-2012
More women than men apply to take undergraduate degrees at Warwick
(Table 7). There is no significant difference in the gender split of applicants
who are offered a place.
12
Table 8. Number and percentage of applicants of those offered a place
that registered for an undergraduate degree in School of Life Sciences
by gender 2007–2012
Year
Male enrolments Female enrolments % Male
% Female
2007/08
61
108
12
15
2008/09
107
117
15
12
2009/10
86
143
11
14
2010/11
121
149
15
14
2011/12
129
197
20
20
20
250
18
200
14
12
150
10
8
100
6
4
50
2
0
Number enrolled
% Offers enrolled
16
% Male
% Female
Number of Male
enrolments
Number of Female
enrolments
0
2007/08 2008/09 2009/10 2010/11 2011/12
Year
Figure 6. Number and percentage applicants of those offered a place
that registered for an undergraduate degree in the School of Life
Sciences by gender 2007–2012
The percentage of male and female students taking up their offer varies but
there is no trend in the percentage of applicants by gender who registered in
SLS after receiving an offer over the 5 years of data.
Full-time Masters level courses
Table 9. Numbers and percentage of offers for full-time Masters level
courses by gender 2010-2012
Year
Number Male Number
% Male
% Female
Female
2010/11
81
87
48
52
2011/12
93
102
48
52
13
100
120
90
% Offers
70
80
60
50
60
40
40
30
20
Number of students
100
80
% Female
% Male
Number of Females
Number of Males
20
10
0
0
2010/11
2011/12
Year
Figure 7. Number and percentage of offers for full-time Masters level
courses by gender 2010-2012
In both 2010/11 and 2011/12, 52% of offers were made to women. In 2010/11
58% of those enrolled were women and in 2011/12 this was 47%, an average
of 52.5%, suggesting that as many female offer holders as male take up their
offer. The average for the two years is 52.5%; this is lower than the sector.
We will monitor PGT figures and investigate why fewer female students chose
to do their PGT at Warwick than in the wider sector.
Action 7: PGT and PGR student data monitoring
Postgraduate research courses
Table 10. Number and percentage of applicants
postgraduate research courses by gender 2010–2012
Year
Applicants
%
%
%
Male
Male Female offered
Male
Female
a place
2010
2011
140
135
123
121
53
53
47
47
16
25
and offers for
%
Female
offered
a place
24
24
14
160
90
140
80
120
% Applicants
70
60
100
50
80
40
60
30
40
20
Number of applicants
100
% Female
% Male
Number of Females
Number of Males
20
10
0
0
2010/11
2011/12
Year
Figure 8. Number and percentage of applicants for postgraduate
research courses by gender 2010–2012
40
35
25
30
20
25
15
20
15
10
10
5
5
0
Number of applicants offered a place
% Applicants offered a place
30
% Male applicants
offered a place
% Female applicants
offered a place
Number of Males offered
a place
Number of Females
offered a place
0
2010/11
2011/12
Year
Figure 9. Percentage and number of offers made for postgraduate
research courses by gender 2010-2012
The data indicate that slightly fewer women than men applied for PGR but
that more women than men were either selected or took up a PhD. We will
continue to monitor PGR figures and investigate why proportionately more
female students enrol and why fewer students in relation to UG numbers
apply.
Action 7: PGT and PGR student data monitoring
15
Degree classification by gender
Undergraduate
Degree classification data over the last 4 years indicates that a higher
proportion of female students graduated with a first class mark than male
students.
Table 11. Number of students by degree classification and gender 2007–
2012
Year/Gender
1st
Upper 2nd Lower 2nd
3rd
Total
Female
07/08
08/09
09/10
10/11
Male
09/10
07/08
08/09
10/11
32
28
25
16
46
67
60
59
26
26
33
22
4
7
5
2
108
128
123
99
10
14
7
13
44
34
34
56
12
20
15
22
4
5
5
4
70
73
61
95
100
% with degree classification
90
80
70
60
50
% 1st
40
% Upper 2nd
% Lower 2nd
30
% 3rd
20
10
0
07/08 07/08
M
F
08/09 08/09
M
F
09/10 09/10
M
F
10/11 10/11
M
F
Year/Gender
Figure 10. Percentage of students with each degree classification by
gender 2007–2012
There is no evidence of gender bias in the undergraduate teaching and
learning environment of the School. Further data will be gathered to evaluate
16
whether our female students come to the University with higher grades and
whether our curriculum or assessment methods favour female students at
undergraduate level.
Action 5: Undergraduate data collection
Masters Courses
Table 12. Number of students by MSc degree classification by gender
Year: 2010/2011
Number of Males
Number of Females
Pass
27
24
Distinction
4
18
30
Number of students
25
20
15
Number of Males
Number of Females
10
5
0
Pass
Distinction
Degree class
Figure 11. Number of students by MSc degree classification by gender
2010–2011
In 2010/11 43% of female students and 13% of male students on full-time
MSc courses received a distinction and in 2010/11, 80% of distinctions
awarded on the PGA courses went to female students (data not shown). Why
this occurred is not known and is being monitored. We will collect and monitor
data on undergraduate degree classification sourced from University
admissions and assessment data from the MSc administration team to
explore whether female students were higher achievers than male students
on entry, whether assessment methods favour one gender and whether other
factors favour or disfavour one gender.
Action 7: PGT and PGR student data monitoring
17
Staff data
Female: male ratio of academic staff and research staff
The number of women at each academic level decreases (Table 13, Figure
12). This is discussed below.
100
45
90
40
80
35
% Staff
70
30
60
25
50
20
40
15
30
20
10
10
5
0
Number of staff
Table 13. Number and percentage academic staff by level and gender
2011 and 2012
Level/Year
Male
Female
% Male
% Female
FA 6, 2011
41
29
59
41
FA 7, 2011
12
5
71
29
FA 8, 2011
23
5
82
18
FA 9, 2011
24
4
86
14
FA 6, 2012
32
27
54
46
FA 7, 2012
13
6
68
32
FA 8, 2012
19
4
83
17
FA 9, 2012
22
4
85
15
% Female
% Male
Number of Females
Number of Males
0
FA 6, FA 7, FA 8, FA 9, FA 6, FA 7, FA 8, FA 9,
2011 2011 2011 2011 2012 2012 2012 2012
Level, Year
Figure 12. Number and percentage of academic staff by level and gender
2011-2012
Staff at FA6, postdoctoral level
Table 14. Number and percentage FA6 by gender 2011 and 2012
Year
Male
Female
% Male
% Female
2011
41
29
59
41
2012
32
27
54
46
18
45
90
40
80
35
% FA6 staff
70
30
60
25
50
20
40
15
30
20
10
10
5
0
Number of staff
100
% Female
% Male
Number of Females
Number of Males
0
2011
2012
Year
Figure 13. Number and percentage of staff at FA6 by gender 2011-2012
FA6 primarily represents the postdoctoral community, the majority of who
were on fixed term contracts. There were 41% women in 2011 and 46%
women in 2012. This compares with 56% women undertaking PGR degrees
in SLS. We will gather further data in order to better understand whether low
recruitment is because fewer women apply for postdoctoral positions, women
are less likely to be appointed or whether the reduction in women occurs with
time at FA6.
Action 8: Postdoctoral fellow recruitment
19
Grade FA7
Table 15. Number and percentage of staff at FA7 by gender 2011 and
2012
Year
Male
Female
% Male
% Female
2011
12
5
71
29
2012
13
6
68
32
100
14
90
% FA7 staff
70
10
60
8
50
40
6
30
4
Number of staff
12
80
% Female
% Male
Number of Females
Number of Males
20
2
10
0
0
2011
2012
Year
Figure 14. Number and percentage of staff at FA7 by gender 2011- 012
There were 29% (2011) and 32% (2012) female staff at FA7. The School is
below the SET departmental national average of 43% for non-professorial
level female staff. However, the increase in 2012 is encouraging, as this was
due to a new female member of staff being recruited. The School will gather
further data in order to better understand whether the low numbers of women
at FA7 is because fewer women apply for FA7 positions, are less likely to be
appointed or are more likely to leave. In addition, why current FA7 female staff
accepted positions in SLS needs to be understood to investigate what actions
could be taken in the short term to make SLS attractive to women applicants.
Action 9: Recruitment at FA7
Action 10: Recruitment and promotion senior levels – data collection
20
Grades 8 and 9
Table 16. Number and percentage staff at FA8 and FA9 by gender 2011
and 2012
Year
Male
Female
% Male
% Female
FA8
2011
23
5
82
18
2012
19
4
83
17
FA9
2011
24
4
86
14
2012
22
4
85
15
100
25
90
20
% Staff
70
60
15
50
40
10
30
20
5
Number of staff
80
% Female
% Male
Number of Females
Number of Males
10
0
0
FA8, 2011 FA9, 2011 FA8, 2012 FA9, 2012
Level/ Year
Figure 15. Number and percentage staff at FA8 and FA9 by gender 2011
and 2012
The number of staff at FA8 and FA9 are small, however, it is clear that the
percentage of women is very low, with 17% women at FA8 and 15% women
at FA9 in 2012. We will gather more data to understand whether this is
because fewer women apply for promotion internally, whether fewer external
women apply for FA8 and FA9 positions, or are less likely to be appointed or
are more likely to leave.
Action 10: Recruitment and promotion senior levels – data collection
Action 11: Clarifying career progression
Action 12: Promotion success
21
(vi)
Turnover by grade and gender
Table 17. Turnover of staff by grade and gender 2011-2012
Level
Total
Number
%
Number
Number Leavers
Leavers
voluntary
leavers
Female
FA 6
28
9
32
3
FA 7
6
0
0
0
FA 8
5
0
0
0
FA 9
4
1
25
1
Male
FA 6
37
18
49
4
FA 7
13
2
16
1
FA 8
21
4
19
1
FA 9
23
5
22
2
% Voluntary
Turnover
11
0
0
25
11
8
5
9
100
90
80
% Staff
70
60
50
% Male turnover
40
% Female turnover
30
20
10
0
FA6 2012
FA7 2012
FA8 2012
FA9 2012
Level/Year
Figure 16. Percentage turnover of staff from FA6–FA9 by grade and
gender
22
100
90
80
% Staff
70
60
% Male voluntary
turnover
50
40
% Female voluntary
turnover
30
20
10
0
FA6 2012
FA7 2012
FA8 2012
FA9 2012
Level/Year
Figure 17. Percentage voluntary turnover by grade and gender
The rate of turnover of staff on fixed term contracts is high. The majority of
these are FA6 postdoctoral fellows on fixed term contracts. These data
highlight the transient nature of the postdoctoral community. Whilst this might
be a group with which we need to engage, gather data from and offer support
in career development, this will have to be an on-going process because the
individuals in this group are constantly changing.
SLS has identified this group as of particular importance and are gathering
data to understand what support for career development they need. Dr Emma
Anderson has taken on responsibility for engaging with postdoctoral fellows
and reporting her findings back to 3C. In addition we have set up a new subcommittee – the Career Progression Advisory Group whose remit is to
communicate on how to be successful in science.
FA7
Two male individuals left from this grade, both joined another HEI within the
UK.
FA8
All 4 individuals that left from this grade were male. One died in service, 1
retired, 1 moved to another HEI in the UK and 1 was fixed term contract which
was linked to funding that came to an end.
FA9
At this level we had 6 leavers, 5 male, 1 female. 1 male left the University and
moved to another HEI within the UK. The other 5 individuals were all
recognised researchers that had previously retired from the University, but
had projects and funding outstanding. They remained with the University
under the status of recognised researcher until these projects and funding
were completed. All 5 continue to have associations with the University.
Action 13: Postdoctoral fellow career progression
Action 11: Clarifying career progression
23
Turnover at FA7
Between 2011 and 2012 the numbers of men and women with open-ended
contracts stayed the same. Between 2011 and 2012 the numbers of women
and men with fixed-term contracts increased from two to three with the
appointment of two new FA7 teaching fellow positions, one female.
There is no evidence for a gender bias in turnover at the FA7 level, although
the numbers are very small. However we need to ensure that all FA7 staff are
encouraged to apply for promotion when possible.
Action 11: Clarifying career progression
Turnover at FA8/9
Very few staff at FA8 and 9 are on fixed term contracts and these have now
virtually disappeared. Turnover is also low at these levels and there does not
appear to be a gender bias. At this stage reasons for leaving are not known.
Data are required to understand voluntary turnover and 3C have agreed that
exit interviews will be standard for all leavers to capture data on why staff
leave.
Action14: Recruiting and promoting women – information
Action 10: Recruitment and promotion senior levels – data collection
1880 words excluding figures, tables and headings
24
Supporting and advancing women’s careers 4. Key career transition points
Job application and success rates by gender and grade
Recruitment – all staff
Table 18. Applicants by gender FA6 (2010 - 2012) and FA7–FA9 (2011–
2012)
Level/Year
Total Male Female Unknown %
%
%
Male Female Unknown
317
344
40
46
107
191
178
33
37
78
116
156
4
8
18
10
10
3
1
11
60
52
83
80
73
100
200
90
180
80
160
70
140
60
120
50
100
40
80
30
60
20
40
10
20
0
0
FA6
FA6
FA7
FA8
FA9
2010/11 2011/12 2011/12 2011/12 2011/12
37
45
10
17
17
3
3
7
3
10
% Unknown applicants
Number of applicants
% Applicants
FA6 2010/11
FA6 2011/12
FA7 2011/12
FA8 2011/12
FA9 2011/12
% Female applicants
% Male applicants
Number of Unknown
applicants
Number of Female
applicants
Number of Male
applicants
Level/Year
Figure 18. Numbers and percentage of FA6–FA9 recruitment by gender
2010-2012
There are insufficient numbers of women at all academic levels above FA5 in
SLS.
In 2010-2011, 37% of applicants for postdoctoral positions were women and
60% were men (3% unknown), which is similar to the gender ratio of
postdoctoral fellows in the School. Of the applicants, 1.7% (2 out of 116) of
female applicants were successful and 3.7% (7 out of 191) of male applicants
were successful. The success rates for applicants for 2011–2012 are not yet
25
available. Although the numbers are small and are for one year only, this is
not a trend we would like to see continue because it will increase the gender
imbalance of postdoctoral fellows in SLS. To address the gender imbalance at
postdoctoral level, recruitment of female scientists needs to be improved.
Steps are being taken to increase the number of female applicants, and to
ensure that female applicants are as likely as male applicants to be
successful in securing a position.
Progress must continue to be made to improve the quality of recruitment and
working environment for postdoctoral fellows in order to encourage female
staff to remain in academia and to improve our reputation. Consultation with
existing postdoctoral fellows on how to improve our processes will help to
engage them in School activity and may help to encourage them to stay in
science and further their careers. Postdoctoral fellows also have an enormous
influence on the current PhD students with whom they interact on a daily
basis and then in turn on the MSc and undergraduate students. Happy and
motivated postdoctoral fellows will inspire both male and female students to
want to progress their careers in science. This will ultimately help the School
to gain a reputation for not only providing excellent facilities for progression of
science, but also excellent career progression and retention because there is
a strong positive community atmosphere that makes it a pleasure to work in.
Action 8: Postdoctoral fellow recruitment
Action 15: Improving the working environment for the postdoctoral
community
There were no staff recruited at levels FA7, 8 or 9 in 2010/11.
A particularly significant area affecting the numbers is recruitment at FA7
which has a knock-on effect on the numbers of women eligible to apply for
more senior posts at Warwick and elsewhere.
Action 10: Recruitment and promotion senior levels – data collection
Action 14: Recruiting and promoting women – information
Applications for promotion and success rates by gender and grade
At Warwick, a formal University committee considers and awards academic
and research promotions. In SLS the Head of School discusses promotion
criteria and possible cases to put forward with individual academic staff, either
as part of a recommendation made following annual staff review meetings, or
because a member of staff presents themselves for promotion. A small
informal group of academic staff of both genders and chaired by the Head of
School then meet to discuss each promotion case that has been put forward,
with a view to reviewing if the applicant meets the clearly defined promotion
criteria. Where a candidate does not meet the selection criteria this is
discussed with the HoS and actions required to meet the criteria are
discussed.
Action 12: Promotion success
26
Recruitment of staff
The SLS has its own Human Resources (HR) team, which administers all the
recruitment process for the School, adhering to the formal University
Recruitment Policy. All interview panels include an appropriate gender
balance in line with University policy.
Each post advertised has a specific job description and person specification
outlining essential and desirable criteria for the role. A shortlisting panel
reviews applications for posts and each application is scored against the job
criteria. Applicants shortlisted for interview are those that receive the highest
scores. At interview, the interview panel, which always has representation of
both genders, has a script of questions directly linked to the post, to ensure
that each candidate is asked the same questions. A scoring system is used to
rank candidates to help determine which are appointable and who is the
preferred candidate. All stages of the recruitment process are documented
and saved to provide accurate records. All applicants who attend an interview
but are not successful receive feedback from the panel via email or telephone
to support them in applying for future roles in the School or elsewhere.
There are a number of ways that the University encourage all candidates to
apply for posts which include:
- Information about the University provided on the University vacancies
website including information about Equality and Diversity, Employee
Benefits and Our Working Environment
- Images of both male and female academics and students on our
School website
- Advertising positions widely, both via formal sites and contacts
- University networks for female staff
As a School we need to further improve the information provided to all
potential applicants in order to promote the School as a vibrant and supportive
place to work.
Action 16: Recruitment all staff
Support for staff at key career transition points
Whilst we have data for only two years there does not appear to be a loss of
female staff from FA7 and upwards; however loss does occur at FA6,
predominantly because this level is usually research staff on fixed term
contracts.
There are a number of areas in which the School currently operates good
practice in supporting the development of staff – see below, but it is clear that
there is scope to do more:
- A mentoring scheme for all new staff from FA7 and above
- The annual review process
27
- Inviting men and women to speak at our weekly School research
seminar
- Sending women from the School to conferences and meetings where
they promote women and Warwick
- Establishment of the Career Progression Advisory Group (CPAG),
one of the functions of which is to review how to communicate advice
to all colleagues on the best way to achieve career progression. The
membership of CPAG is gender-balanced.
- Encouragement for staff to join professional network groups.
We will find out whether female staff would like more regular opportunities to
meet other women within the School to discuss career development and
work-life balance issues.
Action 17: Exploring perceptions of support for staff
The transition between FA6 postdoctoral level and FA7 is seen as a
particularly challenging career point. Discussions with FA6 staff members
have already led to the development of a number of ideas to support this
transition. A wider issue, relevant for all universities is the management of
maternity leave for postdoctoral fellows on short contracts.
The FA6-FA7 transition is a critical milestone in academia. The School plans
to monitor and document why and where people go when they leave by
conducting exit interviews which will be reviewed by the 3C. Data will also be
recorded on those staff who are promoted internally within the School.
The desire to promote FA6 to FA7 staff is somewhat complicated by the fact
that moving University is often considered to help advance careers in biology.
However, there are positions advertised at Warwick and we aim to ensure that
our FA6 staff have a clear understanding of what is needed to progress to
FA7 and should compete on a level field with external applicants for such
positions. It is essential that all our postdoctoral researchers have good
transferable skills as well as a good track record in their research, so that
should they wish to progress at Warwick or indeed move to other institutions,
that they can enter the recruitment market as fully skilled professionals.
Action 13: Postdoctoral fellow career progression
Action 18: Ensuring that maternity / paternity leave does not adversely
affect the outcome of success of research grants for both PI and
postdoctoral careers
28
5. Career development
(i)
Promotion and career development
We currently only have two years of promotion data. 5 applications have been
submitted since 2010 (4 male and 1 female). In 4 cases (3 male and 1 female)
the member of staff has been promoted. In 1 case we are still awaiting the
outcome.
The annual review is an opportunity for discussions between the staff member
and appraiser regarding particular research objectives, opportunities for
professional and personal development and promotion prospects. At present
annual review is highly recommended within the School but not all staff take
up this opportunity. In 2012 – 2013 we will hold meetings led by HR to explain
the benefits of an annual review to appraisers and appraises.
Academic staff on probation have regular reviews with their mentor and HoS
and these are recorded as part of the probation process. These meetings are
separate from the annual review meetings which are also offered to those
staff on probation.
Annual reviews are available for postdoctoral fellows, however, SLS are
considering formalising the 6-monthly career progression meetings that are
currently in place for postdoctoral fellows as an annual appraisal because of
the fixed term nature of many FA6 contracts.
Action 19: Annual review
An informal mentoring scheme for new lecturers currently runs within the
School. This is being formalised through the school’s committee structure in
order to ensure that the policy is carried out consistently. The draft policy
states that:
1. The School will provide probationers with a Mentor drawn from among
senior members of the School who will provide support and advice throughout
the probationary period;
2. The choice of Mentor will be agreed by the probationer;
3. The Mentor will meet with the probationer on a regular basis and at least
twice a year.
The Mentor’s role is to assist the probationer, by meeting regularly to advise on professional and personal development, identify goals and objectives and
to discuss any other issues the probationer may have. Guidance for mentors
is provided on the University webpages
http://www2.warwick.ac.uk/services/humanresources/newpolicies/probation.
For transparency the role of the mentor and mentee are clearly described on
the Schools intranet pages and in the induction packs for newly appointed
staff. Training is available for staff to become effective mentors from the
Learning and Development Centre.
29
The probationer’s responsibilities are to keep in regular contact with their mentor, keep their mentor informed of research, teaching and administrative
activities, and develop their academic career in line with the agreed criteria for
probation. In addition they maintain a portfolio of evidence to support claims,
flag up promptly any difficulties, either with the mentor or Head of School as
appropriate.
Staff undertaking the Postgraduate Certificate in Academic Professional
Practice (PCAPP) also receive a course mentor.
Action 20: Mentoring of newly appointed academic staff
(ii)
Induction and training
All staff on academic probation are required to complete the Postgraduate
Certificate in Academic Professional Practice (PCAPP) through the Learning
Development Centre (LDC). A wide range of courses appropriate for
academic and postdoctoral staff are available through LDC such as Academic
Writing Skills, effective teaching and how to write a research grant. All
Warwick staff have the opportunity to take advantage of courses run by LDC
to improve their skill base and general professional and personal
development. The University also operates a ‘Learning Voucher’ benefit
scheme, which staff can utilise to fund other non-work related courses.
All new staff within the School follow a detailed School specific induction
process. This is constructed around a checklist that has identified the key
members of staff/groups/teams that a new starter should meet in their first few
weeks of employment (this varies for academic and support staff). As well as
informing new staff of School procedures and processes, the induction
ensures that new staff meet key personnel that will support them to do their
job well and to become acquainted with existing staff. Key personnel not only
include members of the School, but also central service facilities such as
Research Support Services (RSS); line managers may also add any other key
people that may be important to an individual’s role. As part of the induction process line managers (deputy HoS for academics)
are required to discuss the role with the new starter, identify the general
scope of the role and any objectives to be worked towards during the
probationary period. Development and training requirements (both academic
and transferrable skills) are also identified at this point. The Induction process
includes health and safety instruction for both general office environment and
research and teaching laboratories where appropriate.
The School promotes a flexible working policy and discussions take place with
each new starter to identify if the employee wishes to take advantage of
flexible working. The School’s HR team now records flexible working
requests.
Action 21: Induction development
30
(iii)
Support for female students
All students
There are a number of ways that support for all students is available in the
School:
- The University has a proactive Careers and Skills Centre, which
provides a range of workshops and one-to-one support for students. A
subject specific Careers Advisor is located in the School for one day
each week for individual appointments which are advertised online, via
email and on notice boards.
- The Educational Strategy and Communications Officer (ESCO) is a
post dedicated to enhancing the student experience in the School. The
ESCO liaises with Student Careers and Skills, the Counselling Service
and external providers to promote opportunities for personal and career
development for students.
- The University has an excellent nursery on site which caters for both
staff and students with children.
- There is a central conference budget that staff and postgraduate
research students are able to apply to for help with additional childcare
costs incurred whilst attending workshops or conferences.
- A multi-faith room is available to all staff and students on the Gibbet
Hill campus.
- The School is liaising with other Warwick STEM departments who
offer postgraduate and postdoctoral ‘Women in Science’ events and the School intends to host such an event in 2013.
Action 22: Showcasing female role models
Undergraduate students
At undergraduate level every student is allocated a personal tutor on arrival.
In addition there are 3 senior tutors (two male and one female) to enable
students to discuss issues with someone of the same sex. Considerable work
has also been done to improve communication between students and
academics in the School since the merger.
The School encourages students to engage with scientific research
throughout their undergraduate course. Many of our undergraduate students
undertake placements either during vacations or through the intercalated year
programme (through which students undertake a year of paid employment
between their 2nd and the 3rd (final) year of study). These opportunities
provide invaluable experience of the workplace pre-graduation. In addition the
university, through the Undergraduate Research Scholarship Scheme (URSS)
provides opportunities for students to gain experience of research at
undergraduate level.
Action 23: Improving communication between the undergraduate
student cohort and academics
31
Action 6: Stimulating the interest of undergraduate students in the
research activities of the School
Postgraduate
There are a number of ways that students are supported within the
department and are encouraged to communicate with academics:
- All postgraduate research students complete a Postgraduate
Certificate in Transferable Skills in Science course (PGCTSS) as part
of their studies to develop themselves in communication, organisation,
teamwork, writing and presentations. PGCTSS is a major initiative,
developed over the last 5 years, to support our early career
researchers. Part of this programme involves ensuring that students
have opportunities to discuss career options with scientists from a wide
range of careers. Core modules are complemented by a suite of
optional modules including: Scientific writing; Team working; Science
communication; Decision Making and Leadership; Envisioning and
enabling innovation; Project management; Introduction to teaching
scientists; Research ethics; Biometry; Bioscience, politics and social
acceptability. Although targeted at all early career researchers, it is
clear from feedback that women are benefitting more from the skills
they gain, the increased confidence and competence, There are also
specific courses e.g. PGR writing for publication workshops and a
recently developed annual careers symposium bringing together
postgraduate students and alumni representing a range of careers.
- Taught postgraduate students are encouraged to take the Warwick
Masters Skills programme which helps development of academic,
personal and professional skills.
- At School level there is an annual student symposium providing PGR
students with the opportunity to present their work and interact with
guest conference speakers that they can invite. In 2012 the conference
speaker was Dr Melanie Lee (CEO at Syntaxin) who gave an
inspirational talk on her career path.
- For pastoral as well as academic support the School has two
postgraduate tutors, one male and one female. In addition students on
the largest MSc have individual personal tutors.
Actions 7: PGT and PGR student monitoring
32
6. Organisation and culture
(i)
Male and female representation on committees
Selection for committees is usually on the basis of role and expertise in the
School and in addition, an appropriate gender balance is ensured on all
committees.
A review of School committee membership overall shows the male to female
ratio is a split of 55% to 45% which is a good representation of the School’s community as a whole (male to female ratio of 52% to 48%) and ensuring
committee experience is shared equally by gender.
Table 19. Representation on School Committees academic staff and
total
Key Committee
Total
Total
Male
Female
Male
Female Academic Academic
1
Management Board
6
5
5
3
2
Technical
Services 8
2
5
1
Advisory Board
3
Health and Safety
6
4
5
0
4
PGR
Student
Staff 5
12
1
1
Liaison
5
PGT Student Staff Liaison 4
5
1
0
6
UG Student Staff Liaison
27
30
3
1
7
Communications Forum
1
8
0
0
8
Undergraduate Teaching 11
4
11
2
Management
9
Culture
and 5
11
3
3
Communications
10
Postgrad Affairs
2
5
2
1
11
Information Technology 7
2
5
1
Services
12
Career
Progression 3
3
2
3
Advisory Group
Female: male ratio of academic and research staff on fixed-term
contracts and open-ended (permanent) contracts – comment on any
differences between male and female staff representation on fixed-term
contracts and say what is being done to address them.
FTC – Fixed term contract
OEC – Open-ended contract
33
Table 20. Number and percentage by gender at each grade point for staff
with fixed term contracts
Male FTC
37
2
3
4
28
3
2
1
Female FTC
27
2
0
1
26
3
0
0
Total FTC
64
4
3
5
54
6
2
1
100
40
90
35
80
% Female FTC
42
50
0
20
48
50
0
0
30
70
% Staff
% Male FTC
58
50
100
80
52
50
100
100
60
25
50
20
40
15
30
10
20
10
5
0
0
Number of staff
Level/Year
FA6, 2011
FA7, 2011
FA8, 2011
FA9, 2011
FA6, 2012
FA7, 2012
FA8, 2012
FA9, 2012
% Female FTC
% Male FTC
Number Female FTC
Number Male FTC
FA6, FA7, FA8, FA9, FA6, FA7, FA8, FA9,
2011 2011 2011 2011 2012 2012 2012 2012
Level/Year
Figure 19. Number and percentage by gender at each grade point for
staff with fixed term contracts
Table 21. Number and percentage by gender at each grade point for staff
with open-ended contracts
Level/Year
FA6, 2011
FA7, 2011
FA8, 2011
FA9, 2011
FA6, 2012
FA7, 2012
FA8, 2012
FA9, 2012
Male OEC
4
10
20
20
4
10
17
21
Female OEC
2
3
5
3
1
3
4
4
Total OEC
6
13
25
23
5
13
21
25
% Male OEC
67
77
80
87
80
77
81
84
% Female OEC
33
23
20
13
20
23
19
16
34
100
25
90
80
20
% Staff
60
15
50
40
10
30
Number of staff
70
% Female OEC
% Male OEC
Number of Female OEC
Number of Male OEC
20
5
10
0
0
FA6, FA7, FA8, FA9, FA6, FA7, FA8, FA9,
2011 2011 2011 2011 2012 2012 2012 2012
Level/Year
Figure 20. Number and percentage by gender at each grade point for
staff with open-ended contracts
FA6/7
Male and female staff at FA6 have similar proportions of contract types, with
low numbers of both sexes on open-ended contracts compared to fixed-term
contracts, indicative of the nature of postdoctoral level jobs in general in
biology.
There are more men (13) than women (6) at FA7 in 2011 – 2012. There are 3
men and 3 women on fixed term contracts and 10 men and 3 women on
open-ended contracts; 77% of men and 50% of women are on open-ended
contracts. This is lower than the national figures where 63% of female staff
compared to 68% male are on open-ended contracts at FA7.
FA7 fixed-term contracts include Senior Research Fellows who are linked to a
fixed term funding source. The numbers at Senior Research Fellows are
equal for males and females. The difference occurs at Assistant Professor
level FA7 where 7 are male and 3 female.
The trend for lower numbers and percent of women compared with men
continues for FA8 and FA9.
35
(ii)
Representation on decision-making committees –
Table 22. Number of school committees a member of
gender
Number of Committees Male
Female
Male
Academics
1
20
13
14
2
7
10
7
3
2
0
2
4
2
0
2
5
1
0
0
6
0
1
0
7
0
1
0
Total
32
25
25
staff is on by
Female
Academics
2
4
0
0
0
1
0
7
25
Number of staff
20
15
Number of Males
10
Number of Females
5
0
1
2
3
4
5
6
7
Number of committees
Figure 21. Number of school committee positions by gender
Most committee members are within FA7 to FA9. We have many staff of both
genders who are not on any committees within the School. As can be seen in
Table 22, the lower number of female academics in senior posts has resulted
in an imbalance in representation at University level committees.
Whilst we have women on all committees some may be overburdened
because of small numbers of women in senior academic positions within the
School. This issue extends to both sexes as a small number of individuals are
on a number of committees rather than there being a more even spread
across members of the School.
Action 24: Review of representation on School Committees
36
(iii)
Workload model
A workload model was developed coincident with the AS application process
and was introduced for the 2012/13 academic year. This was developed in
order to provide transparency and a means of balancing teaching loads
against research activity and administrative tasks. The mechanism takes
account of the various contributions each academic makes to school
activities.
The workload model recognises research activity, a general allowance for a
diversity of routine administrative activities, plus specific (and more intensive)
roles that are critical for the department. Any other (external) activities are
recognised at the discretion of the Head of School. The model is also subject
to adjustment to take account of maternity/paternity leave, full time versus part
time, the need for a ‘settling in’ period for new recruits/probationers, and other
factors related to special circumstances (e.g. significant illness).
The following adjustments to teaching loads are made for probationers and
new starters. The formal expectations listed below are guided by University
guidelines. Please note that these apply to full-time positions and are
proportionally applied for part-time workers:
Table 23. School workload model, teaching hours
Assistant Professor (hours per annum) Associate/Full Professor (hours per
annum)
Year 1
90
Year 1
150
Year 2
150
Year 2
300
Year 3
220
Year 3
Full load (as
dictated by the
workload model)
Year 4
300
Year 5
Full load (as
dictated by the
workload model)
Despite the release of information about individual workload figures there is
still confusion about how each person’s load has been calculated and whether account is given for e.g. number of committee commitments. Individual staff
workloads have not been published publically, which prevents staff learning
from each other and e.g. younger staff who aspire to achieve cannot readily
see what senior staff are achieving. In addition, the workload model leads to
changes in teaching load and staff would like to see evidence for workload
changes.
Action 25: Communicating the workload model.
37
(iv)
Timing of departmental meetings and social gatherings
All school meetings take place within University core hours; SLS is particularly
aware that staff travelling from the Wellesbourne campus require extra time to
reach the main campus (approximately 15 miles in distance). The newly
proposed meetings for postdoctoral fellows and women in the School will take
place at coffee or lunch times.
(v)
Culture
A few accounts from members of the School provide some examples of some
of the informal flexible arrangements:
Postgraduate taught level: In 2011/12 one of our full time taught MSc
students had a baby whilst taking her MSc. In order to support her to continue
her studies the School arranged for Skype sessions to cover the lectures she
missed and extensions for assessed work. Extensive pastoral support was
provided during the pregnancy. The student is due to graduate with merit.
Postgraduate research level: A female PhD student in the School had 2
children during her PhD studies. Her tutor had open discussions with the
student to plan how she would manage her time around home and work and
identified how she could achieve her goal of finishing her PhD on time. The
student is due to submit in 2013 having taken 2 breaks of 9 months, with 6
months maternity leave paid on both occasions by BBSRC.
Postdoctoral level: There are a number of postdoctoral fellows in the School
who are working mothers. In some cases these women work flexible hours
around a school day or part time so that they can spend time with their
children.
Early career academic: One member of staff suffered morning sickness
during her pregnancies. This resulted in lectures and tutorials having to be
rearranged until the member of staff was feeling better. Both students and
staff colleagues were supportive of this. Whilst the same staff member was on
maternity leave, colleagues stepped in to provide support for her PhD
students, thus enabling the member of staff to devote her time to caring for
her new born baby rather than worrying about her students.
Senior female academic: One member of staff spoke about how she was
able to organise her work to attend activities at the school that her children
were involved in. She has also been able to be at home if a child has been
sick until a relative arrives to help out. The senior member of staff worked at
home more in school holidays in order to be in the house when the children
were old enough to be independent but not to be left entirely unsupervised.
Action 26: Part-time working
Action 27: Return to work after maternity/paternity leave
38
(vi)
Outreach activities –
The ESCO is responsible for overseeing the development of outreach in the
School, encouraging academic engagement in existing opportunities and
supporting the development of new activities. The appointment of a team of
teaching fellows (2 male, 1 female) has provided a greater capacity for the
development of outreach in the School.
SLS engages in a number of outreach activities both as part of central
University schemes such as sessions for visiting schools, participation in
summer schools and engagement with IGGY the International Gateway for
Gifted Youth (https://www.iggy.net/) and activities developed by the School.
Our activities are listed on a dedicated Schools and Community website
http://www.warwick.ac.uk/fac/sci/lifesci/outreach/ which promotes our work to
schools and the community. Each summer around 250, 16-17 year old A-level
students visit the department to experience a day of studying biology at
university level. Students spend much of the day in the laboratory and are
supported by male and female undergraduate student demonstrators who are
encouraged to share their experiences of university life and to talk to the
students about their own aspirations. Staff in the School also mentor
secondary school students carrying out work experience placements and who
are completing Nuffield CREST awards.
Other outreach activities include, an online forum with a school in
Hertfordshire through which undergraduate students support A-level students
and visits to schools to promote Life Sciences. Both male and female
academics are involved in visits to schools.
Action 28: Continue the development of outreach
39
7. Flexibility and managing career breaks
(i)
Maternity return rate
Table 24. Maternity and paternity leave
Year
Maternity leave
2010/11
2011/12
10
3
Number who left
before end of
maternity leave
1
1
Paternity
leave
1
0
Staff who left employment before the end of their maternity leave (2/13) were
employed on fixed term contracts. Data indicate that whilst support staff often
take their full maternity leave entitlement (up to 1 year), many academic staff
return to work before the end of their full entitlement normally at 6 months.
Academic staff tend to take less time for maternity leave due to concern over
research projects, supervised postgraduate student progress and others
taking on their teaching load.
Action 27: Return to work after maternity/paternity leave
(ii)
Paternity, adoption and parental leave uptake
There has only been one case of paternity leave during the reporting period,
which makes it difficult to comment on trends. There have been major
changes in paternity entitlement by the change in law in 2011.The greater
entitlement has been advertised through an additional paragraph on extended
paternity leave in the maternity letters to staff. The appointment of a team of
teaching fellows has provided greater capacity for covering teaching
responsibilities when staff are on parental or adoption leave. A Returning
Parents Network Group and mentoring scheme has been formed at the
University, which is promoted by HR to staff returning from parental leave.
One member of staff has recently returned full time from adoption leave.
Adoption can have particular challenges due to the short notice involved and
support to replace teaching via the University only being available once per
year.
Action 29: Adoption leave
40
(iii)
Numbers of applications and success rates for flexible working by
gender and grade
Table 25. Number of staff working part-time at each grade point
Level
Male
1
2
3
4
5
6
7
8
9
Female
1
2
3
4
5
6
7
8
9
Total part-time Academic
Research
Technician
Support
0
1
0
0
3
0
0
1
3
0
0
0
0
0
0
0
1
3
0
0
0
0
1
0
0
0
0
0
0
0
0
2
0
0
0
0
0
1
0
0
0
0
0
0
0
4
3
7
6
9
9
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
8
1
0
0
0
0
0
1
7
0
0
0
0
4
3
7
5
0
1
0
0
0
Data on those within the department that currently work part-time is shown in
Table 25 above. Requests for flexible working are dealt with on an individual
basis and the School operates a number of informal ad hoc working
relationships. Requests are dealt with sympathetically and in line with
operational needs. We have no data currently on the number of approved
applications for flexible working compared to the total number of applications.
We have recently implemented a process for recording flexible working, so
future data will be recorded and monitored.
Action 30: Flexible working
41
Number of staff
10
9
8
7
6
5
4
3
2
1
0
Number of Males
Number of Females
1
2
3
4
5
6
7
8
9
Level
Figure 22. Number of staff working part-time at each grade point
The total number of people within the School working part time is 47. There
are 39 (83%) females who work part-time within the School and 8 (17%) male
part-time workers; 3 males at levels 8 and 9 work part-time as they move
towards retirement. No women at levels 8 and 9 work part-time. This is more
extreme than the national figures where 54% females are part-time and 38%
males.
31 (65%) part time workers are in academic or research support roles,
equating to 37% part-time staff in support roles compared with 22% of part
time staff in academic roles. There is a perception that if people want to work
part-time they opt for a support role rather than a scientific leading role in the
School. The School sees the 3C’s role as challenging these perceptions and highlighting successful female scientists who work part-time.
Action 26: Part-time working
Action 22: Showcasing female role models
42
Flexible working
Data available in the School only relates to formal flexible working
arrangements such as part-time working. It is recognised that informal
arrangements exist within the School (see case studies) and line managers
are actively encouraged to offer and consider such arrangements to allow
individuals an effective work life balance. The School does have a flexible
working scheme for staff employed in levels 1-5 (usually support staff) in
place. In some cases postdoctoral work can be flexible but it is highly specific
to the project being worked on.
Action 30: Flexible working
Cover for maternity and adoption leave and support on return
SLS has a dedicated internal HR Team that assists individuals with workrelated matters that may occur throughout their pregnancy or adoption
process. This support is also available during the employees’ transition back
into work. HR support includes ensuring that any health and safety issues are
reviewed and resolved and providing advice and support on the
maternity/adoption plan. Paid Keeping in Touch days are offered to ensure
that staff keep up to date with any new processes and developments that
occur during their leave period.
At least 2 months before an individual is due to return to work, the School’s HR team contact the individual to ensure that they are going to return on the
date previously planned and to discuss whether they require any kind of
support on their return. The School promotes the University Returning Parents
group and the Returning Parents Mentor Scheme on the HR webpages.
The School aims to improve communication between postdoctoral fellows and
other academic staff taking maternity / paternity / adoption leave and their line
managers by making clear to both parties the possibilities available. Greater
communication between staff and line managers should facilitate discussion
so that careers and research projects are successful and a good work life
balance is achieved.
Action 18: Ensuring that maternity / paternity leave does not adversely
affect the outcome of success of research grants for both PI and
postdoctoral careers
4848 words excluding figures, tables and headings)
Any other comments
The latest PULSE staff survey completed by the department took place two
years ago at the time of the merger and so has not been included in this
application. The next staff survey is due in January 2013 and will provide the
School with an opportunity to identify areas of best practice and also those of
concern.
57 words
43
Athena SWAN Action Plan
School of Life Sciences University of Warwick 2012
Note: Actions listed in the order that they appear in the submission for ease of reading
Key Areas for Assessments
Actions
1. Sharing good practice for supporting women
in Science
We are aware that many departments face the
same issues as the School and that there are
experiences, which we could benefit from as a
School as we work through the Athena process.
2. Publicising support for staff
Our analysis of the data has shown that we
need to publicise the support for all within the
School.
3. Communication within the School
The School makes every effort to provide the
information staff and students require. We
continue to strive to evaluate and improve these
communications.
Accountability
Timeframe
Outcomes/success measures
Liaising with other Warwick University and
external STEM departments to share good
practice.
Laura Green,
Miriam Gifford,
Emma Anderson
through the
Warwick Athena
Network
On-going
Continued engagement with
University and external
departments. Sharing of practice
evidenced in 3C minutes
Ensure the Life Sciences Equality and
Diversity pages on the Intranet are easy to
access, informative and up to date.
Communications
Officer
October 2012
The Life Sciences Equality and
Diversity pages and University
Equal Opportunities pages are
easily accessible from the A-Z
section the intranet and will be
kept up to date and maintained.
Monthly Communications Forum meetings to
discuss communication approaches and
processes within Life Sciences.
Communications
Officer and Forum
A number of guidelines have
already been developed as part of
the Communications Forum.
Send out a brief questionnaire to find out how
members of SLS want communications to be
made.
As above
Monthly
Communications
Forum meetings
take place once a
month. The
process of
evaluation and
development
through the forum is
on-going.
1 year
Good attendance and participation
in committee meetings
Provide links to the University’s Equality and
Diversity pages, including links to the gender
page.
Develop guidelines for best practice in
communicating different activities and
successes in a variety of communications
channels (web, screens, social media etc.) to
ensure a consistent approach to
communications across the School.
The SLS yearly calendar to be updated with
regular committee meetings for a whole
academic year by December of the previous
year
HoS,
Communications
teaching and
research support
Positive feedback from staff
44
officers
4. Celebrating success in research and teaching
excellence
Whilst we currently list recent publications on the
staff intranet and external website we do not
celebrate all achievements within the School.
5. Undergraduate data collection
6. Stimulating the interest of undergraduate
students in the research activities of the School.
The PULSE staff survey will be completed in
January 2013 and will provide the School
with an opportunity to identify areas of best
practice and also those of concern.
Ensure all results and successes are
publicised on School web pages and screens
on a regular basis.
HoS, management
board and 3C
April 2013
Clear understanding of areas of
good practice and in need of
further development in the School.
Head of School,
Communications
Forum.
Ongoing
Up-to-date information is available
to staff on the School webpages
and screens
Increase the number of plasma screens
around the school to communicate this
information. Identify the best format for the
presentation of data on plasma screens and
the optimal time to display items.
As above
A review of digital signage is currently in
progress (looking at an increased number of
screens and an improved content
management system)
Further data will be gathered to evaluate
whether our female students come to the
University with higher grades and/or whether
curriculum or assessment methods favour
female students. This will be collated from
admissions and by analysing results from the
various forms of assessment.
Further data on the perceptions of women in
science held by female undergraduates will
be collected through UG SSLC meetings in
2012/13
Each academic will discuss their research
and their role as an academic (i.e. the range
of things that they do) during their first
meeting with personal tutees at the start of
Year 1. In years 2 and 3, formal research-led,
rotation tutorials maximise students’ exposure to the work of different academics.
Undergraduate
Teaching
Management
Committee (UTMC)
and Admissions
Team
Educational
Strategy and
Communications
Officer
Deputy Director of
Undergraduate
Studies
Positive feedback from staff
2 years
Comprehensive picture of
admissions and achievement by
gender is available and
considered by UTMC
Implemented
October 2012 and
will continue in
future years.
Greater awareness amongst
students of the research taking
place in the School and routes to
PhD study
Retention of UG students
progressing to MSc/PhD
45
Postgraduate mentors were also asked to
discuss their PhD research with students
when working alongside them as laboratory
demonstrators.
7. PGT and PGR student data monitoring
Monitoring PGT and PGR female applications
and enrolments to establish whether the School
is lower than the sector.
The University runs the Undergraduate
Research Scholarship Scheme (URSS),
which provides funding to support
undergraduate research projects at the
University. Advertise URSS scheme formally
via personal tutors.
Observe data over next few years. If we
prove to be lower than the sector then;
- Investigate reasons why students
fail to convert and if any of these are
gender specific with a questionnaire
- Analyse data from the four PGT
courses. Compare to each other
and similar courses in the sector
- Investigate if any action can be
taken to benefit females.
Educational
Strategy and
Communications
Officer
URSS posters to be
displayed in the
School during
November 2012
Student & Academic
Services
Development
Officer in
collaboration with
the UG Director of
Studies and
Postgraduate Affairs
Committee (PAC)
1-3 years
We will collect and monitor data on
undergraduate degree classification from
University admissions and assessment data
from the MSc administration team to explore
whether female students were higher
achievers than male students on entry, and
whether curriculum or assessment methods
favour one gender.
As above
Outcomes are available for
consideration by MSc Course
Directors
As above
Data on the reasons why more
women take part-time courses is
available and considered by PAC
More data are required to understand why
women take part-time MSc level awards. This
will start to be gathered from 2012/13 using a
brief student questionnaire.
We will continue to monitor PGR figures and
investigate how female students are selected
and chose to do their PGR at Warwick,
The School already has the
highest number of students at the
University who engage with this
programme but we seek to
maintain and if possible increase
this number
Comprehensive picture of
admissions and achievement by
gender is available and
considered by PAC
Data on the factors that are
important to PGR students in
46
8. Postdoctoral fellow recruitment
To address the gender imbalance at all levels,
recruitment of female scientists at postdoctoral
level needs to be improved. We must take steps
to increase the number of female applicants,
and to ensure that female applicants are as
likely as male applicants to be successful in
securing a position
9. Recruitment at FA7
initially via the postgraduate SSLC student
members on 3C following this up with a
questionnaire.
Gather further data in order to better
understand whether low recruitment is
because fewer women apply for postdoctoral
positions, women are less likely to be
appointed or whether the reduction in women
occurs with time at FA6.
As above
selecting an institution are
available and considered by PAC
SLS HR
3 years
Further analysis of the data is
considered by 3C and CPAG
(Career Progression Advisory
Committee)
Investigate the applications data to establish
whether there are any gender differences
between applications when posts are an
st
nd
rd
applicant’s 1 , 2 or 3 postdoctoral position
to investigate whether female postdoctoral
fellows tend to leave after a first position.
SLS HR
2 years
Further analysis of the data is
considered and relevant actions
developed by 3C and CPAG
The 3C will hold a focus group with current
postdoctoral fellows and final year
postgraduate students to establish what they
would value from a future employer and what
would encourage them to apply for an FA6
position here at Warwick.
Emma Anderson on
behalf of 3C
1 year
Data on the factors and values
which impact on the choice of
institution for a postdoctoral
position are considered and acted
upon by 3C and CPAG
The 3C will develop a web questionnaire for
principal investigators to establish the
attributes that they look for in a postdoctoral
candidate in order to inform future
postdoctoral fellows about the scientific skills
and attributes required.
The School will gather further data in order to
better understand whether the low numbers
of women at FA7 is because fewer women
apply for FA7 positions, are less likely to be
appointed or are more likely to leave. In
addition, why current FA7 female staff
accepted positions in SLS needs to be
understood to investigate what actions could
be taken in the short term to make SLS
Laura Green on
behalf of 3C
1 year
Data on the perceptions and
values which affect recruitment to
postdoctoral positions are
considered and acted upon by 3C
and CPAG
Data will be further
analysed by SLS
HR
Miriam Gifford on
behalf of 3C will
conduct a focus
group to develop an
understanding of
measures that could
3 years
Data on the perceptions and
values which affect recruitment to
FA7 are considered and acted
upon by 3C and CPAG
47
attractive to women applicants.
be taken to make
the School more
attractive to female
applicants at this
level
10. Recruitment and promotion senior levels –
data collection
We will gather more data about women in
senior positions to understand whether the
small number is (i) because fewer women
apply for promotion internally and (ii) whether
fewer external women apply to SLS for FA8
and FA9 positions, are less likely to be
appointed or are more likely to leave.
3 years
Data on the perceptions and
values which affect recruitment to
FA8-9 are considered and acted
upon by 3C and CPAG
11. Clarifying career progression
Put in place a committee for the promotion of
development opportunities and mentoring to
support career development involving staff
representing all levels (CPAG).
Further data will be
collected by SLS
HR and through
focus groups with
SLS women at FA7
(see action 9) and 8
and 9 (Laura Green
(see action 8).
Head of School and
CPAG.
Immediate effect
LDC will be
approached to
request training
sessions within the
School.
1 year
CPAG has had one meeting.
CPAG has been welcomed by
staff as a positive move towards
greater transparency and more
effective mentoring for career
development.
Currently there is confusion around career
progression. Some staff are unclear about the
process and criteria (why one person is
promoted over another), clarifying criteria will
reduce uncertainty among staff and improve
overall staff morale.
Ensure that female staff understand how to
prepare themselves for promotion and
present themselves at the appropriate time.
Ensure staff see a transparent process for
promotion and can use it as a benchmark to
enhance their careers.
More informed staff
Successful applications for
promotion from women increase in
the School
48
12. Promotion success
This system relies in part on staff presenting
themselves for promotion and in part on
appraisers being sufficiently aware of promotion
requirements to recommend a member of staff
for promotion.
13. Postdoctoral fellow career progression
14. Recruiting and promoting women information
The School needs to clarify whether there is a
difference in recruitment and retention, and
whether the reasons for joining / leaving the
To review the longitudinal data for
promotions and in order to determine
whether applications and successes for
promotion vary by gender within the School,
with a view to putting in place more
supportive mechanisms to prepare and
advise all staff on the promotion process and
criteria.
Head of School,
CPAG
1 – 3 years
A comprehensive picture of
promotion by gender is considered
and acted upon by 3C and CPAG
Through shared best practice with other
Warwick STEM departments, it has become
apparent that other departments have more
formal promotion committees. The school
will further consult with these departments to
ascertain the format and benefits of a formal
committee, with a view to reporting back for
consideration at the CPAG and 3C
committees.
Head of School,
CPAG
1 year
A proposal for a formal promotion
committee is presented and
discussed by relevant committees
in the School
Enable a greater understanding of the
promotions process by clearer dissemination
of the School expectations and criteria.
Communication
Officer
1 year
Promotions criteria and process
are made available on the School
intranet
Work with the LDC to explore the
development of an organised system of
training and teaching opportunities for
postdoctoral fellows to gain careerdeveloping experience.
CPAG
1 year
Opportunities are provided for
postdoctoral fellows to engage in
teaching
Explore opportunities for particular support
for internal candidates with the appropriate
skills for promotion to FA7.
CPAG
1 year
Increase in applications for FA7
roles within the School
Assess applications, appointments, retention
and leaving of fixed and open term
appointments by gender.
SLS HR and 3C
Analysis of data to
take place 1-2 years
3 years
Consideration of any recruitment
and retention trends by gender
takes place in 3C and CPAG
To evaluate whether aspects of the
recruitment or retention process need to be
Further data will be
collected by SLS
49
school vary by gender so that we can consider
this in addressing our long term goal of more
senior women in the school
modified to attract and retain more women
drawing on the data from the focus group that
take place with each group in the School.
Ensure that an exit interview takes place for
all leavers from level 6 – 9
15. Improving the working environment for
postdoctoral community
This is important for the well being of current
postdocs and, as a consequence, to provide
happy motivated scientists as role models for
PhD students. This will contribute to improved
recruitment and retention at FA6 level, both at
the School of Life Sciences and across the UK.
16. Recruitment - all staff
As a School we need to improve the information
provided to all potential applications about
career support and work life balance and ensure
that interview panel members are sufficiently
prepared for their role in recruitment.
Set up online postdoctoral forum for
advertising social events run by and for
postdocs and their families.
We have set up a monthly coffee morning,
funded from the School, where PDRA can
meet to discuss both work and life issues and
to start to improve communication and
develop a community of post doctoral
researchers. This will include the designation
of certain coffee mornings for discussion of
specific postdoctoral issues e.g. writing
fellowship applications. Some members of
academic staff will be invited to these
discussions.
As part of the CPAG more information will be
made available to PDRA’s to help prepare them for career progression.
Ensure vacancies include information in the
further particulars on career support and
work life balance including case study
examples of successful women within the
School.
All senior management in the School will be
asked to complete Diversity in the Workplace
and Recruitment and Selection training by
the end of the 2012/13 academic year. This
HR and through
focus groups with
SLS women at FA7
(see action 9) and 8
and 9 (Laura Green
(see action 8).
SLS HR
We have appointed
two postdoctoral
fellows (Dr Karen
Ruane and Dr Ed
Smith) together with
a member of staff
(Dr Emma
Anderson) to
specifically consider
the needs in this
area.
Exit interviews to
take place with
immediate effect.
January 2013
Annual budget
agreed with School
Finance Officer for
refreshments for
coffee mornings.
Exit interviews take place and
reasons monitored by 3C and
CPAG
Greater sense of community
amongst postdoctoral fellows
Postdoctoral fellows report feeling
supported to make career
decisions
SLS HR
Immediate
Recruitment information
encourages a greater number of
female applicants to the School
Management Board
1-2 years
Management Board members and
line-managers complete the
necessary recruitment training
50
requirement will then be extended to all staff
involved in recruitment for 2013/14.
17. Exploring perceptions of support for staff
The committee has only had access to data from
the 2010 staff survey (PULSE). This was
conducted at the point of the merger and so the
data generally reflect reactions and responses to
the merger.
The committee will explore how well staff feel
supported and are able to develop in the
department through the Staff Survey ‘PULSE’ which is due to take place in early 2013.
More could be done to establish whether female
staff would like more regular opportunities to
meet other women within the School to discuss
career progression and work-life balance.
18. Ensuring that maternity / paternity leave
does not adversely affect the outcome of
success of research grants for both PI and
postdoctoral careers.
Both PIs and postdoctoral fellows have
expressed concern that a period of leave can
adversely affect the outcome of a project, this
affects the PDRA’s career and the PI’s subsequent grant and publication success.
The School aims to improve communication
between staff taking maternity / paternity or
adoption leave and their line managers by
making clear to both parties the possibilities
available. Greater communication should
facilitate discussion so that careers and
research projects are successful and a good
work life balance is achieved.
The next PULSE staff survey is due in
January 2013 and will provide the School
with an opportunity to identify areas of best
practice and also those of concern. The
results of the survey will be analysed by 3C
and Management Board.
3C and
Management Board
1 year
Successes are appropriately
communicated across the School.
Weaknesses identified are
discussed and actions added to
the Athena action plan
A questionnaire will be sent to all female staff
to establish whether an informal regular
meeting to discuss career development and
work-life balance (for example a brown bag
lunch once a month) would be welcome.
Laura Green on
behalf of 3C
1 year
Set up a forum if appropriate
Engage with the Head of Administration to
explore the potential for the development of a
transparent process to ensure that PI
projects are financially supported if a
postdoctoral fellow takes leave. Assess the
likely financial impact on the School of such a
process. We have also flagged up to the
University AS committee that this is a
University and national issue that needs clear
guidance for all STEM departments.
We have set in
motion a discussion
with the Head of
Administration and
Finance to develop
a transparent
statement about
support for
postdoctoral fellows
who take maternity
leave.
April 2013
Improve support and
communication between
postdoctoral fellows, PIs and the
school to ensure maternity /
paternity / adoption leave can be
taken without disadvantaging the
postdoctoral career or the PI
project outputs.
Engage with PIs and postdoctoral fellows to
discuss perceptions and experiences of the
impact of a break in a project on its success.
Greater openness and communication could
minimise any effect of a period of leave e.g.
by forward planning.
CPAG
April 2013
51
19. Annual review
At present annual review is recommended but
not compulsory which can lead to varied practice
across the School.
20. Mentoring of newly appointed academic staff
Junior academic staff on probation are mentored
by a senior academic within the School. The
profile of this scheme needs to be raised and
monitoring implemented to ensure that it runs
effectively.
We will monitor the number of staff taking up
the annual review and will run a
questionnaire to establish why staff might not
take up the opportunity and feed the
outcomes back to line managers.
SLS HR
For implementation
this year 2012/13
Annual review will be strongly promoted to
staff in 2012/13 and training offered to line
managers. Web information will provide clear
timings for annual reviews and clearer
expectations of annual reviews in term of
ensuring staff expectations are in line with
the Schools.
SLS HR
Annual reviews will be promoted to
postdoctoral fellows via the fortnightly
meetings. Postdoctoral fellows who have had
reviews will be encouraged to discuss their
benefits.
Emma Anderson on
behalf of 3C
We will also request Sandra Beaufoy to give
HR the software to track 6-monthly meetings
with PDRA in lieu of annual reviews and
implement these.
SLS HR
We will request that the Learning
Development Centre provide a bespoke
session for SLS in order to promote the value
of annual reviews.
1 – 2 years
Publicise the mentoring system during
recruitment to show a supportive school
environment.
Head of School and
Deputy Head of
School
April 2013
Non-probation staff receive an annual review
to develop new goals whereas probationary
staff have a probation review with the Head
of School at least once a year to check
progress. The committee will discuss this
CPAG
1 year
An increased engagement with
annual review in the School.
Informed staff with a clear
understanding of how their role fits
into the business of the
department/university and what
their immediate objectives are.
PDRA with a clear understanding
of career progression and the
benefits of routine reviews to help
them achieve their full potential.
Greater uptake of annual reviews.
Mentoring meetings are monitored
by CPAG
52
process with probationary staff and will
ensure that meetings are effective and
supportive enough rather than critical. Annual
reviews will also be introduced for
probationary staff to supplement the support
available through probation reviews.
Monitor probation meetings to ensure that
they take place regularly.
21. Induction development
The School recognises that more could be done
to support line managers in providing effective
support through the induction process
A review of guidance and support will be
conducted to ensure that line managers are
aware of their responsibilities
CPAG
SLS HR
April 2013
Greater awareness of the
induction process amongst line
managers.
New staff through induction to feel
welcome and have clear
information on processes and
procedures
53
22. Showcasing female role models
Women need to see how other women and men
have developed and succeeded in their career.
There is currently little information on research
group web pages as to the composition of each
research group and therefore inadequate
demonstration of the numbers of females
undertaking research within the School.
To provide inspiration and encourage women to
reach academic level, further information needs
to be available on how current staff have
achieved their position.
23. Improving communication between the
undergraduate student cohort and academics.
Develop strategies to create and bring
forward role models e.g. running a women in
science day, asking all seminar speakers to
provide a cameo on work life balance as well
as a summary of their talk in order to
encourage discussion of career development
between academics and UG/PG students
and postdoctoral fellows.
Karen Ruane
1 year
First School ‘Women in Science’ day is hosted
Postdoctoral coffee mornings will enable
discussion between postdoctoral fellows and
invited academics on a range of issues of
importance to postdoctoral fellows. These
may also help in the development of
postdoctoral fellows as role models for the
PhD students they interact with.
Emma Anderson,
Karen Ruane, Ed
Smith
January 2013
Review the research section of the SLS
internet to see how we can publicise women
scientists as role models and add links to
external websites which feature our staff.
Encourage PIs to list group members and
their responsibilities on their webpages,
allowing others to see the positions held and
improve the background information section
on PI’s personal web pages so that others can see how they have progressed through
their career. This will also act to promote the
work of postdoctoral fellows and PhD
students.
Research Strategy
and Development
Officer
1 year
Greater visibility of women in
science in SLS
Develop the formal lines of communication
through Student Staff Liaison Committee
(SSLC) membership, undergraduate student
mentors and Moodle (the virtual learning
environment) and the student intranet.
Educational
Strategy and
Communications
Officer, Deputy
Director of UG
Studies
Initial discussions at
first SSLC meeting,
October 2012.
Implement from
early 2013
Greater awareness amongst
students of School activity and
support available
Higher profile of the female
academics within the School and
externally
Periodic emails from Deputy Director of
Undergraduate Studies to students (by year)
providing quantitative information on
54
returning of marked work/feedback.
24. Review of representation on School
Committees
Whilst we have women on all committees some
may be overburdened because of small
numbers of women in senior academic positions
within the School. This issue extends to both
sexes as certain individuals are on a number of
committees. The School will review this in order
to establish whether some committees should
be balanced more strategically.
The development of a termly newsletter for
students (produced in collaboration with the
undergraduate SSLC) to ensure that students
are aware of developments in the School and
to promote research engagement
opportunities.
Investigate whether due to the smaller
numbers of female academic staff, the same
individuals are over-burdened with committee
duties. Identify whether some committees
should be balanced more strategically.
Management Board,
Head of School
1 year
Review how Committee roles should be
reflected in women's promotion aspirations or
in the workload model.
We have a good representation of
women on key committees in the
school (Management Board, UG
and PG management committees
and CPAG)
Ensure that opportunities for
committee membership are
spread more evenly across staff
and levels of seniority
Investigate ways of encouraging female
academics to put themselves forward for
wider University committee opportunities.
Increase awareness of female representation
on committees by ensuring all committees
provide information on their remit and
membership online.
Communications
Officer
October 2012, all
committee
information is now
available on the
School Intranet.
55
25. Communicating the workload model
The School have spent 2 years developing a
workload model which is currently being
introduced. There is still some confusion about
how each person’s load has been calculated and whether account is given for e.g. number of
committee commitments. Individual staff
workloads have not been published which
prevents staff learning from each other and e.g.
younger staff who aspire to achieve cannot
readily see what senior staff are achieving.
In addition, the workload model leads to
changes in teaching load and staff want to see
evidence for such changes
26. Part-time working
The committee aim to establish whether the
belief that academic careers are ‘not possible’ part time is correct, and to explore and promote
alternatives e.g. flexible working.
Run a web questionnaire to find out the
concerns of the school and how the workload
model can be communicated better and
transparency improved.
Our data indicate that whilst support staff often
take their full maternity leave entitlement (up to 1
year) many academic staff return to work before
the end of their full entitlement normally at 6
months); indicators so far suggest that this is
due to concerns about running projects and PhD
students if taking the full entitlement.
1 year
Greater awareness and
transparency around the workload
model.
1 - 3 years
A shift in perception of part-time
working as a viable option
amongst academic staff is evident.
1 year
A greater understanding of some
of the barriers encountered by
staff returning from parental leave
Ensure that the workload model is
transparent, easily accessible on the intranet
and communicated effectively.
Include workload model information in
induction packs for new staff.
Publicise information about which individuals
carry out each role in the School on the
intranet.
Investigate the barriers and enablers for part
time academic working by talking to
members of the School, other departments
and universities.
Consider how the workload model could
ensure that pro rata workloads are possible
for part-time academics.
27. Return to work after maternity/paternity
leave
Head of School,
Management Board
Investigate more fully the reasons why
female academics decide not to take their full
maternity leave entitlement.
Investigate whether there are things which
could be put in place to offer greater flexibility
e.g. staggered return to full time or reduced
teaching load with teaching fellows taking up
the load.
Together with Warwick Medical School the
School is identifying a rest and breastfeeding
SLS HR
Communications
Officer
Bring together data
from focus groups
with staff level 7
(Miriam Gifford), 8
and 9 (Laura
Green).
Head of School
Laura Green to lead
a focus group on
behalf of 3C with
female and male
academics who
have recently had
children
Rest and breastfeeding room is
open to staff
Head of
Administration
56
room for use by staff on the Gibbet Hill
campus.
28. Continue the development of outreach
The School currently engages in a range of
outreach activities and has recently employed
three teaching fellows who will work with the
ESCO to continue to develop activity in this
area.
29. Adoption leave
Adoption can have particular challenges due to
the short notice involved and support to replace
teaching via the University only being available
once per year.
Develop links with local schools to encourage
students to consider biology as an AS and A
level subject.
ESCO in
collaboration with
the three teaching
fellows
Ongoing
Continued and enhanced
development of work with local
schools and the community.
Laura Green
January 2013
Engagement takes place with the
central University over this issue
which informs future practice
Raise the profile of female scientists in local
schools
The School recommends that the University
consider applications for support more
regularly throughout the year or on an ad hoc
basis and will take this to the University
Athena SWAN group for discussion.
57
30. Flexible Working
The School believes that there is currently
flexible working occurring but that much of it is
not formally recorded. Recording such data
would give role models and a baseline to
understand how flexible working could be used
to help life work balance within the School.
The School will raise awareness on flexible
working by adding additional information to
the web page already created on Flexible
Working Hours Scheme – in particular there
could be a section for level 6 and above with
advise and suggestions on acceptable
practice.
Monitor and record flexible working practices
and how these affect work life balance using
a brief questionnaire to staff.
SLS HR
1 - 3 years
Increased numbers of staff feeling
able to request flexible working.
Sufficient monitoring of flexible
working patterns.
Ensure information is readily available on a
range of flexible working opportunities.
Establish whether flexible working is an
option for academic staff on 100% contracts
and how this might best be supported.
58