Athena SWAN Bronze department award application

Athena SWAN Bronze Application - Department of Computer Science, University of Warwick April 30, 2014

Athena

SWAN

Bronze

department

award

application

Name of university: University of Warwick

Department: Computer Science (DCS)

Date of application: 30 th

April 2014

Date of University Bronze SWAN award: August 2010

Contact for application: Professor Artur Czumaj

Email: A.Czumaj@warwick.ac.uk

Telephone: +44 24 7657 3796

Departmental website address: http://www.dcs.warwick.ac.uk/

Contents

Athena SWAN Bronze department award application ........................................................................

1

1.

Letter of endorsement from the head of department ....................................................................

3

2.

The self ‐ assessment process ............................................................................................................

4

2a) A description of the self assessment team ................................................................................

4

2b) The self ‐ assessment process .....................................................................................................

6

2c) Plans for the future of the self assessment team ......................................................................

7

3.

A picture of the department ............................................................................................................

8

3a) Student Data ..............................................................................................................................

9

(i) Numbers of males and females on access or foundation courses.

..........................................

9

(ii) Undergraduate male and female numbers ..........................................................................

10

(iii) Postgraduate male and female numbers completing taught courses ................................

11

(iv) Postgraduate male and female numbers on research degrees ...........................................

12

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(v) Ratio of course applications to offers and acceptances by gender for undergraduate, postgraduate taught and postgraduate research degrees ........................................................

13

(vi) Degree classification by gender ...........................................................................................

16

3b) Staff Data .................................................................................................................................

17

(vii) Female:male ratio of academic staff and research staff ....................................................

17

(viii) Turnover by grade and gender ...........................................................................................

19

4.

Supporting and advancing women’s careers .................................................................................

20

4.1

Key career transition points .....................................................................................................

20

4.1a) Applications ......................................................................................................................

20

4.1.b) Key Issues .........................................................................................................................

24

4.2

Career development ‐ key issues .............................................................................................

25

(i) Promotion and career development ......................................................................................

25

(ii) Induction and training ..........................................................................................................

25

(iii) Support for female students ................................................................................................

25

4.3

Organisation and culture .........................................................................................................

27

4.3.a) Committees and Contracts ..............................................................................................

27

4.3.b) Key Issues .........................................................................................................................

30

4.4

Flexibility and managing career breaks ...................................................................................

33

4.4.a) Maternity, paternity, flexible working.

............................................................................

33

4.4.b) Key issues .........................................................................................................................

33

5.

Any other comments......................................................................................................................

35

6.

Action plan .....................................................................................................................................

38

Glossary ..............................................................................................................................................

47

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2.

The

self

‐

assessment

process

2a)

A

description

of

the

self

assessment

team

The Department's Athena SWAN Welfare and Communication Committee (WCC) consists of 13 members

( Table 1 : around 60% women).

The WCC members cover all career stages: UG and PG students, researchers, academics and support staff, as well as representing various stages of work ‐ life balance.

Table 1: Athena SWAN Welfare and Communication Committee

Name, Position

Artur Czumaj

Head of

Department

Other roles in the Department and work ‐ life balance

Alexandra

(Chair)

I Cristea

Associate Professor

(Reader)

Alexandra worked in universities in Bucharest, Copenhagen, Tokyo, and Eindhoven before joining Warwick.

She is Chair of the Graduate School of the Faculty of

Science; Steering Committee Member; Board of the Faculty of Science

Representative; Director of Graduate Research; Research group lead.

Alexandra applied and was successful for promotion from Associate Professor to Reader.

She is mother of a 2.5

year old son, wife of a fellow academic at a different university, and has taken maternity leave.

Artur is the Head of the Department, as well as the Director of the Centre for

Discrete Mathematics and its Applications, and Head of the Division of Theory and

Foundations (FoCS).

He is an active researcher in the area of Theoretical Computer

Science and Chair of the Computer Science Committee of the London

Mathematical Society.

He is married and has one daughter.

Sara Kalvala

Associate Professor

Sara is Course Manager and Member of the First Year Board of Examiners of the

Board of the Faculty of Science; Sara has been teaching Computer Science for over

15 years and during this time has been involved with several activities geared to supporting the recruitment of women in the area, such as the organisation of the

Women in Games Conference and local activities of the AWISE group.

She is now first ‐ year tutor and course organiser for the undergraduate computing degrees.

She has been involved in the Athena SWAN process since November 2010.

Maria Liakata

Assistant Professor

Maria joined DCS in January 2013.

Her position is linked to the Centre for Urban

Science and Progress (CUSP) in New York, whose mission is to improve life in cities.

Maria is also a Visiting Fellow at the European Bioinformatics Institute (EBI) in

Cambridge and makes regular use of flexible working hours, working from

Cambridge 1–2 days a week.

She is very interested in connecting people and ideas and in finding a good work ‐ life balance as a female academic.

Andrzej Murawski

Associate Professor

Andrzej is a new mid ‐ career colleague, who joined Warwick in 2013; he is currently managing the Discrete Mathematics programme.

He is particularly keen to support new members of the Department by collecting information relevant to newcomers to the Department, for induction meetings, events and website.

For the last 8 years (mostly outside Warwick) he has been balancing work with family life and bringing up two children.

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Athena SWAN Bronze Application - Department of Computer Science, University of Warwick

Claire Rocks

Teaching Fellow

April 30, 2014

Claire is the outreach Officer for DCS; Claire is a Teaching Fellow and is a module leader for the third year undergraduate mobile robotics course.

Claire came to

DCS from Cheltenham Science Festival where she worked supporting early career researchers in public engagement.

She is currently on maternity leave.

Christine Leigh

Administrative

Officer

Sharon

Hayes

MSc Taught

Coordinator

Christine is the Departmental Administrator and member of various departmental committees.

She is a member of the Financial Advisory Group and Job Evaluation panellist (University ‐ wide).

With effect from 1 January 2014, she has reduced her working hours as part of the University's flexible working scheme with a view to improve work ‐ life balance.

Sharon is responsible for coordinating the MSc taught courses and supports the

Postgraduate Teaching Committee, as well as other DCS committees.

Sharon has just returned from maternity leave in January 2014 on a part time basis.

She is a mother of a 12 ‐ month ‐ old girl.

She has moved from full ‐ time to part ‐ time work after her return.

Graham Cormode

Professor

Graham joined Warwick in 2013, after spending over a decade working in the

United States at AT&T Labs, Bell Labs, and the DIMACS Research Center.

At

Warwick, he is the Postgraduate Research Tutor for DCS.

Graham brings an international and industrial perspective to the committee.

At home, he shares the care of his newborn son with his partner.

Adam Sutton

Postgraduate

Research Secretary

Adam joined the Department in March 2013 as maternity cover for Sharon Hayes and has subsequently being retained.

He is responsible for all of the Department’s

PGR administration, along with a variety of other general administrative tasks.

He studied at the universities of Nottingham and Southampton prior to beginning work at Warwick, and in his spare time maintains active interests in archaeology, history, and cooking.

Jonathan Foss

Postdoctoral

Fellow

Caroline

Student

Player

Undergraduate

Jonathan started as an undergraduate student at Warwick, enrolled in the MEng degree.

He then applied for a PhD and was successful in acquiring a funded position.

He then successfully applied for an Institute of Advanced Study (IAS) postdoctoral fellowship, and more recently, works on a collaborative project with the Hereward College.

He is physically disabled, but manages to balance work and life harmoniously.

Caroline is an undergraduate student of DCS, and has been active participant in a variety of Departmental activities: she is a former member of the Student ‐ Staff

Liaison Committee (SSLC), student ambassador for DSC and member of Headstart

Committee.

She was Extreme Blue intern at IBM and won the JP Morgan programming competition.

She is also a keen painter and runner (completed the

Windsor Half Marathon).

She will begin a funded MSc/PhD study next year.

Dana Al Qudah

Postgraduate PhD

Student

Dana is a PhD candidate since 2011 and has previously worked as a lecturer in the

University of Jordan.

She has a Master's degree with distinction from the

University of Sunderland.

She was also a project coordinator with International Aid

Agencies such as CIDA and the USAID.

Dana is a mother of a 13 ‐ month ‐ old son and wife to a Master's student in Coventry University.

She has balanced a life of pregnancy, maternity and a PhD through the past two years.

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2b)

The

self

‐

assessment

process

April 30, 2014

The Department of Computer Science (DCS) has been closely involved with the Athena SWAN process since

November 2010, when the University began work on its successful Athena SWAN Bronze bid.

Since then a departmental representative has contributed to the meetings of the University Athena SWAN Network group.

Key points of these meetings were further reported at termly departmental meetings, attended by

DCS staff, and representatives of the student ‐ led student ‐ staff liaison committee (SSLC).

The Department is keen to place the participation of women in Computer Science at all levels in the wider context of providing a welcoming and supportive environment for all members of the community.

As such, at the start of the academic year 2012/13, the Welfare and Communication Committee (WCC) was formally created.

At that point, we considered it more appropriate to take a holistic approach, and consider all welfare issues, including gender, and thus, open the discussion more widely within the Department.

We therefore defined our Terms of Reference of the WCC as follows:

1.

To promote a positive working culture and collegiate environment within DCS.

2.

To facilitate effective communications within the Department.

3.

To take forward the Action Plan from the Athena SWAN and PULSE surveys, encouraging participation from all members of the Department.

4.

To provide reports to Staff meetings and the Steering Committee.

The Department and WCC decided to bid for a Bronze award, as it was recognised that any new measures and changes would take time to become embedded into departmental culture, and to facilitate measuring their impact.

The first submission in April 2013 was unsuccessful.

The feedback provided was very useful in enabling DCS to understand areas that needed clarification or improvement, which the current document

aims at addressing, based also on a much wider collaboration.

The self ‐ assessment process began with a period of consultation with all departmental staff (mediated by

WCC), via a comprehensive staff survey , and an Athena SWAN workshop .

The latter was an open workshop for staff, to communicate the role of the WCC and to fully explain the principles of Athena SWAN.

The committee has met termly in 2012/13 and 3 times per term in 2013/14 ( 8 times in total ), plus additional meetings to discuss certain action points.

In 2014, furthermore, we have surveyed UG students to determine whether their perception of the admissions process and the first ‐ year curriculum showed any gender bias.

Work outside the formal committee meetings was allocated to individual members or sub ‐ groups.

The engagement of the wider community has also ensured that issues have been discussed more broadly, from

various viewpoints.

The WCC has been pivotal to this process: its agendas and minutes are, and will continue to be, made available to all (University and) Department members (from undergraduates to staff) via the Departmental

Intranet [ Action Plan WCC2 ].

It serves as the anchor page for Departmental Athena SWAN matters, and will be extended with an electronic suggestions box [ Action Plan WCC3 ].

Quantitative data for this application has been gathered by the University’s Human Resources (staff data) and Strategic Planning and Analytics Office (student data).

Academic staff and UG students have been consulted via anonymous on ‐ line surveys.

Members of staff were further consulted in a general, dedicated,

WCC ‐ organised information meeting.

The national situation for the discipline of Computer Science was assessed by data available in the public domain.

Other consultations outside the Department included

Prof.

Alison Rodger (Chemistry) and Mrs.

Sandra Beaufoy (HR), as well as continuous departmental representation at the Warwick Athena SWAN Network Group meetings, which is an extremely effective forum for sharing best practice across STEMM departments.

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Consulting the wider scene, in the UK, Computer Science is, in general, acknowledged as being a male ‐ dominated area.

It is perhaps evident also from the number of currently allocated Athena SWAN awards to other Computer Science departments (9 Bronze, 1 Silver and no Gold) that this is a relatively challenging area.

Part of the issue with respect to the gender balance on undergraduate programmes is the broader public perception of computer science.

We therefore applaud and actively support (e.g., via outreach activities) the introduction of computing throughout the school curriculum.

While it was felt that DCS is doing well in some areas compared to the sector, there is no room for complacency.

The remainder of this document describes initiatives at Warwick, both at university and Department level.

2c)

Plans

for

the

future

of

the

self

assessment

team

The WCC will continue to meet at least on a termly basis [ Action Plan WCC1 ], to review progress of the

Action Plan, to evaluate the need for new actions, and to measure impact.

This may require sub ‐ groups to work on dedicated tasks separately from, but reporting to, the termly WCC meeting.

Minutes from these meetings are available to all staff and students via the Departmental Intranet.

The minutes, highlighting the

Action Points, constitute a standing agenda item at Departmental Staff meetings, attended by academic, research and support staff as well as representatives from undergraduate and postgraduate students.

The

WCC item has evolved to merge with all equal opportunity issues.

These meetings are vital for the exchange of ideas between the WCC and the Department in general, embedding WCC priorities in

Departmental culture and implementing the actions generated [ Action Plan WCC1 ].

In addition to

meetings, Athena issues have been widely discussed and communicated by email.

DCS intend to continue with this schedule in the future, as per our terms of reference.

The role of the WCC is also in part defined by the actions that have been proposed, and which it will monitor.

The WCC is not intended as an executive body, but will inform the Staff Meeting and the Steering Committee on its

findings, and ensure that appropriate actions follow.

The WCC will continue to integrate with university activities via the Warwick Athena SWAN network.

[1000/1000 words ( excluding table and titles)]

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3.

A

picture

of

the

department

Since its establishment in 1969, DCS has grown steadily in response to increasing demand for undergraduate and postgraduate places.

DCS is one of 10 STEMM departments at Warwick.

The

Department has 31 academics, 9 teaching and research fellows, over 50 research students, 13 support staff, and over 350 undergraduate students on five main degree courses plus 30+ students on two taught

MSc degrees.

DCS is consistently listed as a top UK Computer Science (CS) Department, with all single honours courses accredited by the British Computer Society.

The Department prides itself on its friendly academic community, providing a caring support system for all students and staff.

Optional student activities include a robotics lab and a university ‐ level computing society (which in recent years has been chaired by female students ).

All students in employment within six months following graduation were in graduate ‐ level jobs.

DCS is the second most targeted CS Department by graduate employers for graduate recruitment programmes in the

UK.

These include global IT companies, consultancy firms, e ‐ business consultancies and professional (e.g.

financial) services organisations.

The Department’s initial research focus was on formal foundations of CS, which historically has low female representation even by CS standards.

This focus has gradually broadened over recent years.

Research in the Department now ranges from computing foundations to exploring novel, interdisciplinary applications.

Collaborations span departmental, university and international boundaries.

Recent large ‐ scale funding has established cross ‐ faculty research centres bringing together emergent technologies and target disciplines.

Departmental research is grouped within three divisions: Methodology and Applications; Systems and Software; and Theory and Foundations.

Each division houses research groups of staff and students with common interests.

The leaders of these groups form the DCS Steering

Committee (see Table 17 ), and assist the Head of Department (HoD) with the overall strategic vision for

DCS.

A Research Strategy Committee formulates the strategic direction of research.

Table 2 breaks down DCS contract types by full time/part time, and permanent/temporary.

Total no. employees

40

(academic/resear ch staff)

Table 2: Computer Science Employees

FT FT% PT PT% Indefinit e

Contract s

37 92% 3 8% 35

Indefinite

Contracts

%

88%

Fixed

Term

5

Fixed

Term%

12%

Data collection proved unexpectedly challenging, both from the University and the Department.

This led to an action item to collect more detailed data to allow identification of relevant gender trends at all career stages [ Action Plan DC1, DC2 ].

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3a)

Student

Data

(i) Numbers of males and females on access or foundation courses.

The Higher Education Foundation Programme (HEFP) is a one ‐ year full ‐ time foundation course delivered by

Warwickshire College, accepted by Warwick for entrance purposes.

Due to loss of earlier data, figures for before 2011 are not available, limiting our ability to observe trends.

Table 3 shows the available data.

Table 3: Undergraduate Taught Full ‐ time and Part ‐ time

2012–13 16 Science/ Engineering Students overall

5 Female Students

2011–12 31 Science/ Engineering Students overall

7 Female Students

The majority of female students were from China and Kazakhstan.

However, the home government sponsorship of Kazakh students ceased this year.

HEFP has an online application process.

The primary admissions criterion is academic ability, judged in conjunction with a personal statement and references.

The college maintains statistics across all courses, where the last entry was 54% female, 46% male.

DCS also occasionally admits students from access/foundation courses from other institutions, but statistics are not separately maintained on these

students.

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(ii) Undergraduate male and female numbers

Year

April 30, 2014

Table 4: Undergraduate Taught Full ‐ time and Part ‐ time

Female Male %Female (W) %Sector Female (S)

10/11

11/12

12/13

75

67

68

267

264

314

22%

20%

18%

16%

14%

15%

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Male

Female

W S W S W S

10/11 11/12 12/13

Whilst national intake ratios are highly skewed, DCS figures are more balanced than the national average

( Table 4 ), due to various ongoing efforts.

The Department offers courses beyond the “traditional” CS degree that attract higher proportions of women: Discrete Mathematics (a more theoretical, mathematical course), and Computer and Business studies.

The Department is additionally highly active in outreach activities (see section 4bv ), with the aim of alerting more students to the content of CS and allied degrees.

The typical A ‐ level offer for entry is AAA including an A in Mathematics.

The minimum language requirement is a grade C in GCSE English or IELTS 6.0

(though the bulk of undergraduates are home students).

All courses are taught from first principles, hence A ‐ level Computing/CS is not required.

One explanation often proffered for low female numbers is their perception of the entry requirements and course content, in terms of mathematical and computer programming skills.

The WCC has recently surveyed first ‐ year students on this topic and some differences did emerge (see section 5 ).

A clear goal for the Department is to seek to further promote computer science to potential female students (see Action Plan , [ Actions UG1, UG2, UG3, WCC5 and WCC6 ]), and to more closely monitor the intake statistics.

The Department will also further support inclusive outreach activities that challenge the societal perception of Computing as a “boys’ club” for hacking, rather than a scientific discipline with social relevance.

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(iii) Postgraduate male and female numbers completing taught courses

Table 5: Postgraduate Taught Full ‐ time and Part ‐ time

Year

10/11

11/12

12/13

Female

8

6

8

Male

29

29

19

April 30, 2014

% Female (W) % Sector Female (S)

22% 18%

17% 19%

30% 25%

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Male

Female

W S W S W S

10/11 11/12 12/13

Warwick offers two one ‐ year Master’s (MSc) level courses: Computer Science and Applications, and Data

Analytics (launched 2013/14).

These courses have a large proportion of international students.

The number of students on PGT courses is much smaller than at the undergraduate level, and so more prone to fluctuation.

Nevertheless, the gender breakdown is mostly more balanced than the sector averages.

We aim to ensure that our offerings are kept up to date, so that they appeal broadly to all applicants.

To increase numbers of female students on our MSc degrees and to consistently exceed the sector average , further data analysis will inform advertising and engagement activities [see Action Plan , Action PGT1 ].

We currently lack good information on the destinations of our undergraduate students, in terms of how many go on to further study, although we do track how many continue on to the fourth ‐ year MEng degree.

More systematic tracking of individual student destinations is needed beyond the course statistics collected by the university.

We are gathering more information about students based on their early intentions in year

1, to track how their plans change throughout their studies.

We will ensure we fully inform our students of the opportunities for further study, and enable and encourage our best students to consider these options, to increase excellent female student retention [see Action Plan , Action PGT1 ].

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(iv) Postgraduate male and female numbers on research degrees

Table 6: Postgraduate Research Full ‐ time and Part ‐ time

Year

10/11

11/12

12/13

Female

5

9

12

Male

28

30

38

April 30, 2014

%female (W) %sector female (S)

15% 22%

23% 24%

24% 24%

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Male

Female

W S W S W S

10/11 11/12 12/13

Our PGR community experiences gradual turnover, as the typical PhD takes 3 ‐ 4 years, while MSc by

Research lasts 1–2 years.

The community is also very international, with enrolment affected by the availability of bursaries and (home) government support.

The availability of financial support has decreased in recent years, presenting an obstacle to some students.

The numbers follow (but are below) the sector average: note that 1 student contributes 1.5–2% to the total.

On the positive side, the numbers are growing for both female and male students.

Moreover, upon initial analysis, our data shows that both female and male academics have a broadly similar distribution of female and male PGR students.

The WCC will continue to coordinate with departmental activities seeking to increase the overall number of

PGR students, to ensure a good gender balance , aiming to be above sector average , and overall to increase our female PGR numbers [see Action Plan , Actions PGR1, PGR2, PGR3] .

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(v) Ratio of course applications to offers and acceptances by gender for undergraduate, postgraduate taught and postgraduate research degrees

Year

10/11

11/12

12/13

Table 7: Undergraduate Applications and Offers

Gender

Female

Apps

(% of Total

Apps)

108 (15%)

Offers

(%of F

Apps)

74 (69%)

Enrolments

(% of F Offers)

14 (19%)

Male

Female

Male

Female

Male

600 (85%) 428 (71%)

112 (16%) 88 (79%)

608 (84%) 467 (77%)

103 (16%) 78 (75%)

547 (84%) 408 (75%)

81 (19%)

18 (20%)

92 (20%)

23 (29%)

112 (27%)

100%

80%

60%

40%

20%

0%

Female Male

10/11

Female Male

11/12

Female Male

12/13

Table 7 presents the raw numbers for undergraduate applications, offers and enrolments.

The percentages show the gender ratio for applications, the percentage of offers to applications, and the percentage of offers that resulted in enrolments.

Offers are made primarily on the basis of achievement and academic performance.

We do not observe a significant variation within years in any of the three stages.

Total student numbers have been rising in recent years, as more offers have converted to enrolments.

We believe this is due to efforts by the departmental admissions team to keep in touch with offer holders, a recent increase in open days, and other ways to keep offer holders engaged and ready to commit.

Open days are run by both male and female staff and undergraduate student ambassadors.

Our initial data gathering from first ‐ year students highlights some difference in the perception of entry requirements (see section 5 ).

DCS will further investigate these figures, aiming to develop strategies to

achieve a higher acceptance ‐ to ‐ offer rate [see Action Plan , Actions UG1, UG2, UG3 ].

13 | P a g e


Year

10/11

11/12

12/13

April 30, 2014

Table 8: Postgraduate Taught Applications and Offers

Gender

Female

Male

Apps

(% of Total

Apps)

48 (24%)

149 (76%)

Offers

(%of

40

96

F

Apps)

(83%)

(64%0

Female

Male

Female

Male

43 (24%)

134 (76%)

48 (32%)

104 68%)

36 (84%)

116 (87%)

42 (88%)

89 (86%)

Enrolments

(% of F Offers)

8 (20%)

29 (30%)

7 (19%)

33 (28%)

10 (24%)

21 (24%)

100%

80%

60%

40%

20%

0%

Female Male

10/11

Female Male

11/12

Female Male

12/13

For PGT courses, the application numbers from female candidates are relatively constant (applications from males have dipped recently).

The ratio of female candidates is higher than for undergraduate studies, perhaps connected to the fact that many of our applicants are from overseas, where CS has a different profile.

The ratio of offers to applications is higher than for undergraduate students, consistently above

80% for female applicants.

The ratio of enrolments to offers is 20–30%, since applicants receive multiple offers from institutions around the world.

The department’s aim is to offer a blend of foundational rigour with research ‐ led teaching in a variety of cutting ‐ edge domains within the discipline, and to update our offerings based on feedback from students, current research outcomes and feedback from employers.

Besides introducing our new MSc on Data

Analytics this year, we have accelerated the process of updating courses: a specially formed Curriculum

Task Force analysed all modules from undergraduate to postgraduate to propose changes where necessary, discontinuing outdated modules and making new additions.

The data (from the Central Administration as well as from the Curriculum Task Force) needs further monitoring, and possible solutions considered to increase uptake rates for female students [see Action

Plan , Action PGT4 ].

14 | P a g e


Year

10/11

11/12

12/13

April 30, 2014

Table 9: Postgraduate Research Applications and Offers

Gender

Female

Male

Male

Male

Female

Female

Apps

(% of Total

Apps)

34 (22%)

124 (78%)

34 (23%)

115 (77%)

25 (20%)

102 (80%)

Offers

(%of F Apps)

10

29

12

38

8

35

(29%)

(23%)

(35%)

(33%)

(32%)

(34%)

Enrolments

(% of F Offers)

5

14

5

17

1

10

(50%)

(48%)

(42%)

(45%)

(13%)

(29%)

100%

80%

60%

40%

20%

0%

Female Male

10/11

Female Male

11/12

Female Male

12/13

The number of applications for PGR degrees tends to be (within small margins) similar to those for PGT.

The acceptance ratio is much lower, as a high level of proficiency is required, and acceptance requires a major commitment on the part of the supervisor.

Enrolment rates are correspondingly higher, reflecting the commitment that has been made.

There was a significant drop ‐ off in enrolments in 2012/13.

Based on informal feedback from declining applicants, a principal cause appears to be funding issues for overseas students.

Supervisors can only provide funding if they have applied for a grant in the specific topic.

As a result, the department lobbied the Graduate School to increase the pool of money allocated to excellent research candidates with funding issues, via university ‐ wide competitions.

Recently established centres for doctoral training may also help alleviate the problem of funding, albeit on a restricted set of topics.

For this reason, the negotiations with the university over PGR funding must be ongoing [ see Action Plan , Action WCC6 ].

The PGR applications data will be further monitored to establish the causes of the decline and find ways to improve the uptake of female students [see Action Plan , Actions PGR1 ‐ PGR2 ].

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(vi) Degree classification by gender

Table 10: Degree classification by gender

1st Upper 2nd Lower 2nd

April 30, 2014

3rd

10/11 Female 2 (11%) 15 (83%) 0 (0%) 1 (6%)

11/12

Male

Female

26 (33%)

1 (4%)

33 (42%)

11 (46%)

13 (16%)

10 (42%)

7 (9%)

2 (8%)

12/13

Male

Female

Male

21 (34%)

5 (22%)

35 (38%)

29 (48%)

11 (48%)

36 (40%)

6 (10%)

6 (26%)

14 (15%)

5 (8%)

1 (4%)

6 (7%)

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

3rd

Lower 2nd

Upper 2nd

1st

Female Male

10/11

Female Male

11/12

Female Male

12/13

There is considerable variation in final degree classification year ‐ on ‐ year by gender.

In 2010/11, all but one of the female students achieved a first class or upper 2nd degree, while the next year only half did.

Analysing the data over longer time periods will be vital in determining overall trends [see Action Plan ,

Actions UG1 ].

16 | P a g e


3b)

Staff

Data

(vii) Female:male ratio of academic staff and research staff

Table 11 gives statistics on DCS staff at different employment levels.

FA6–9 are (publicly available) salary scales at Warwick, similar to other UK universities.

Postdoctoral researchers are FA6, senior research fellows and assistant professors (academic on probation) are FA7, associate professors are FA8, and (full) professors are FA9.

Occasionally, research assistants are appointed before the award of their PhD, and placed at FA5.

Table 11: Number of female and male academic staff and proportion as at 1st of August each year .

Level

FA6

Research/ Teaching

Fellow

Year

2011

2012

2013

FA7

Senior Fellow/

Assistant Professor

2011

2012

Female

1

1

1

0

0

(0%)

(0%)

(17%)

(50%)

(33%)

1 (20%)

Male

6

7

5

1

2

4

(100%)

(100%)

(83%)

(50%)

(67%)

(80%)

Total

6

7

6

2

3

5

2013

2011 FA8

Principal Fellow /

Associate Professor /

Reader

2012

2013

3 (17%)

3 (17%)

4 (25%)

15 (83%)

15 (83%)

12 (75%)

18

18

16

FA9

Professor

2011

2012

2013

0

0

0

(0%)

(0%)

(0%)

3

5

9

(100%)

(100%)

(100%)

3

5

9

17 | P a g e


Gender

Ratio

‐

Computer

Science

Female

120%

100%

80%

60%

40%

20%

0%

2011

FA6

2012 2013 2011

FA7

2012 2013 2011

FA8

2012 2013 2011

FA9

2012 2013

DCS currently has 6 female academics (2 Assistant Professors, 3 Associate Professors, and 1 Reader), 3 associate, teaching and research fellows (including outreach, not included in the HR data above) and 7 female support staff.

The current administrative support staff in DCS tend to be female, while the technical support staff are male.

A noticeable fact is that there are no female professors at DCS.

One female academic was offered a professorship, but instead moved to Liverpool and subsequently to Oxford.

While traditionally there was a very low level of representation of females in the Department, we are happy to report that the numbers have been increasing.

However, it is clear that the female representation is mainly in the middle of the scale and thus steps are required to even out the distribution.

This situation is similar in other UK CS and related departments.

We will endeavour to better understand the data in comparison with competitor institutions where available and review and update our

recruitment strategy ( Action Plan , Actions S1 and S2 ).

18 | P a g e


(viii) Turnover by grade and gender

Level Year Average female headcount

FA6 2011

2012

2013

1

0

1

FA7 2011

2012

2013

1

1

1

FA8 2011

2012

2013

FA9 2011

2012

2013

3

3

4

0

0

0

Table 12: Female and Male turnover

No.

of female leavers

1

0

0

No.

female voluntary leavers

0

0

0

Average male headcount

6

7

7

0

0

0

0

0

0

2

2

3

0

0

0

0

0

0

0

0

0

0

0

0

15

15

14

4

4

7

No.

of male leavers

3

1

4

1

0

0

1

0

3

1

0

0

April 30, 2014

No.

male voluntary leavers

2

1

2

1

0

0

0

0

2

0

0

0

The number of female staff leaving is very low (in the period reported on and previously).

Turnover at FA6 reflects the fact that these are typically fixed ‐ term contracts for research projects.

Overall, male turnover is higher than female turnover, in common with many other Warwick departments.

[1999/2000 words (excluding tables, images and titles)]

19 | P a g e


4.

Supporting

and

advancing

women’s

careers

April 30, 2014

4.1

Key

career

transition

points

4.1a) Applications

(i) Job application and success rates by gender and grade

Table 13: Job application and success rates

Year Level No.

vacancies

Total no.

applicants

Total no.

female applicants

Total no.

male applicants

10/11 FA 6

FA 7

FA 9

11/12 FA 6

FA 7

FA 8

FA 9

12/13 FA 6

FA 7

6

2

1

6

2

2

1

1

1

123

76

11

80

71

148

12

16

99

22 (18%)

13 (17%)

0 (0%)

22 (28%)

16 (23%)

12 (8%)

0 (0%)

2 (13%)

12 (12%)

99 (81%)

61 (80%)

10 (90%)

57 (71%)

54 (76%)

129 (87%)

12 (100%)

14 (87%)

85 (88%)

Over the last three years, the female application ratio varies, but is far from parity.

99 of the 636 applicants were women (15%).

There have been no female applicants at the professorial level (FA9), which is of concern to the Department.

The current strategy for encouraging more applicants at FA7+ level is to increase the profile of opportunities at Warwick at the pre ‐ recruitment stage.

For example, we intend to bring more well ‐ qualified women to participate in the Department's series of research workshops.

We will include considerations of gender for all potential invitees and invite more high ‐ profile female guest speakers at departmental seminars [ Action Plan, Action S3 ] to act as role models for students and postdocs.

The Department adheres to the University's Recruitment and Selection Policy.

HoD consults with all professorial colleagues when formulating job descriptions and criteria.

The bulk of the job specification is drawn from University templates, augmented by desired research focus or specific leadership roles.

The resulting job specification, further particulars and advertisement is checked by HR, who process all applications.

All applications received by the deadline are considered for short ‐ listing and care is taken to cross ‐ check against the criteria specification of the role.

All academic staff are invited to participate in shortlisting for grade 7–9 posts and to attend presentations by shortlisted candidates.

Views gathered from these stages are forwarded to the interview panel.

The composition of the interview panel depends on the requirements of the post and includes women with the appropriate seniority and expertise where possible, including the Faculty Chair (currently female) or a Pro ‐ Vice Chancellor (2 of 7 are female).

Postdoctoral

Total unknown applicants

0

0

1

7

2

2

2

1

1

20 | P a g e

Athena SWAN Bronze Application - Department of Computer Science, University of Warwick April 30, 2014 posts (FA6) tend to have smaller panels drawn from experts within the research area.

Decisions after interview are checked against the original person specification which has been previously agreed with HR.

The Athena SWAN process has helped to highlight best practices in recruiting across the university.

For instance, other departments in the university describe family ‐ friendly policies in their advertisements.

In future we will emphasise these points in recruiting material and aim to continually improve the recruiting process [ Action Plan, Actions S1 ‐ S2 ].

Given the requirement to recruit at international levels of excellence, we believe the best way to increase the number of excellent female applicants is to raise the profile of DCS, by making strategic invitations to present research seminars and facilitating connections through research travel by our academics whether female or male.

DCS will continue to contribute to the wider University Athena SWAN initiatives outlined in

Warwick’s Silver Institutional Action Plan.

Through this, the University aims to make Warwick a more attractive place of employment, with, e.g., family ‐ friendly hours, a conference attendance fund (for additional childcare costs incurred whilst attending a conference/workshop), enhanced opportunities for early and mid ‐ career females, further hosting of scientific events, and a play scheme for schoolchildren to assist working parents during school holidays.

Local information listing these initiatives will be updated annually [ Action Plan, Action WCC4 ].

Table 14: Successful applicants and their gender

Year Level Total successful

Total successful female

%F/applicants

10/11 FA 6 5%

FA 7

FA 9

4 1 (25%)

2

0 (0%)

1 0 (0%)

0%

0%

11/12 FA 6

FA 7

FA 8

FA 9

12/13 FA 6

FA 7

0

1

2

1

5

2

1 (20%)

1 (50%)

0 (0%)

0 (0%)

0 (0%)

1 (100%)

5%

6%

0%

0%

0%

8%

Total successful male

%M/applicants

3 (75%)

2 (100%)

0 (0%)

4 (80%)

1 (50%)

2 (100%)

1 (100%)

0 (0%)

0 (0%)

3%

3%

0%

7%

2%

2%

8%

0%

0%

Of the 18 hires detailed in Table 14 , 4 (22%) were women, somewhat higher than the application rate

(15%).

The actions prompted by these data are focused on encouraging more female applicants, and continually improving our recruitment processes at all stages [ Action Plan , Action S1 ‐ S2 ].

The current hiring cycle has included two new female academics at assistant professor level (FA7) who, on successful completion of their probation period, will be promoted to associate professor (FA8).

21 | P a g e


(ii) Applications for promotion and success rates by gender and grade

Table 15: Promotion success rates by gender

April 30, 2014

Passing

(FA

Still

7 on

Type

probation to

FA

Reader

8)

Promotion to

probation

Year

11/12

12/13

12/13

11/12

12/13

Level

FA8

FA8

No.

1

0

1 (20%)

1 (100%)

0

Female

(0%)

(0%)

(100%)

No.

1

1

0

(100%)

Male

(0%)

4 (80%)

0 (0%)

(100%)

Promotions to

Professor

11/12 FA9 0 (0%) 1 (100%)

Table 15 details promotions in the period 10/11–12/13 (omitting years where none took place).

Promotion from Assistant Professor to Associate Professor occurs on successful completion of probation (5 years or less), as measured by a set of well ‐ defined criteria.

Explicit allowance is made in university regulations for those who have had career breaks such as maternity leave, allowing additional time to satisfy the criteria.

To assist in this progression, mentoring support is provided, as well as a lighter teaching load (from half ‐ load initially to full ‐ load by the end of probation) and a reduced administrative load.

Assistant professors are required to complete the University Postgraduate Certificate in Academic and

Professional Practice (PCAPP).

Recently, all assistant professors passed probation.

Promotion from Associate Professor to Reader and from Reader to Professor is made by individual application to the University.

This may be self ‐ nomination or departmentally ‐ supported nomination.

Candidates for promotion to Reader or to Professor are expected to have been in post for at least three years.

Promotion is a rigorous process with explicit criteria set by the University, and a successful case for promotion relies heavily on support of external referees.

Promotion decisions are analysed annually by the

University to identify any evidence of discrimination.

University policies and procedures for promotion are in line with its Equality and Diversity Policies.

All applicants (one female, one male) in the surveyed time period were successful in their applications.

DCS's Promotion and Tenure Committee consists of 4 professorial ‐ level staff and meets annually to consider staff progress, to decide which eligible staff should be supported for promotion, and to discuss feedback, support or encouragement to be offered to others.

Staff are invited to submit themselves for consideration, and committee members are also invited to propose possible candidates for support for promotion.

In all cases reported above, candidates received departmental support for their promotion applications, and no ‐ one has felt the need to self ‐ nominate for many years.

However, it is clear that of those who have been in post long enough to be considered for promotion, few proceed to a nomination, and that the senior ranks in DCS tend to be filled by external appointments.

The

Committee will therefore enhance support to staff who are not yet ready for promotion with appropriate advice and guidance, and encourage staff who are ready to apply but who lack confidence.

An action point for the Committee is to strongly support staff for promotion as soon as it feels they have a strong case to make [ Action Plan , Action S11 ].

22 | P a g e


A fact of particular concern is that only one female has applied for promotion beyond level FA8 in the history of DCS, as far as known (gender information being non ‐ compulsory in applications).

The

Department does not have a clear understanding of why this is the case.

It needs to take steps to address this issue, such as annual departmental promotion briefings, to ensure that all staff are aware of promotion criteria, how they can be supported and developed to progress to the next level and encouraged at the right time to try for promotion [ Action Plan , Actions S6 ‐ S9 ].

Since promotion is not time ‐ limited (unlike probation) no explicit allowance is made for career breaks; but such breaks must be taken into account as appropriate, e.g.

when judging productivity levels.

Comprehensive information on the promotion process is available on the University’s HR website, but we recognise the need to ensure that the process is continuously and completely transparent and intend to make more explicit departmental advice available [ Action Plan , Actions S6 ‐ S9 ].

The University hosts an annual promotion event (established by the University Athena SWAN Network), to ensure that all staff in all departments are informed on the promotion process and to allow them to network with staff who have recently been through the promotion experience.

WCC is striving to increase

DCS participation in these events: Last year, no DCS staff attended this event, whereas this year, one male

and two female members participated.

23 | P a g e


4.1.b) Key Issues

(i) Recruitment of staff

April 30, 2014

DCS follows the University Recruitment and Selection process for all recruitment, which provides a formal framework for ensuring equality of opportunity for all applicants and compliance with University policies and relevant legislation.

The Policy provides guidelines on writing job descriptions and advertisements, shortlisting, conducting interviews and making appointments.

Training and guidance for members of staff on interview panels aims to ensure that all members are familiar with relevant university policies and legislation.

DCS will monitor and encourage staff to undertake this training.

While the sole criterion for shortlisting is merit, this includes the candidate’s individual academic record and reputation, and so the process is not anonymised.

However, the “personal details” section of the application is disclosed only to HR to inform their workforce profile.

Applicants who choose not to disclose their gender on their application form are recorded as “unknown” in the relevant statistics.

Actions [ Action

Plan , Actions S1 ‐ S2 ] will continue to analyse, monitor and propose improvements of the recruitment process .

(ii) Support for staff at key career transition points

All PhD students and postdoctoral researchers are encouraged to acquire transferable skills, via courses organised by the Graduate School, or the more formal 3 year Postgraduate Certificate in Transferable Skills.

Career information is presented in the Research Degree Handbook and at dedicated Induction meetings organised by DCS and by the University.

The Learning and Development Centre offers a range of well ‐ attended courses, covering academic writing, presentations, grant applications etc., for PhD students as well as for staff.

We recognise that progression of females from undergraduate to postgraduate level and thereafter to postdoctoral posts requires enhanced support [ Action Plan , Actions PGR1, UG4 ].

DCS has few women above postdoctoral level, although the level of attrition for that group is low.

At postdoctoral level, post ‐ holders normally leave at the end of their fixed ‐ term funded contracts.

Currently, the careers of postdoctoral leavers are not systematically tracked.

Reports from line ‐ managers are generally very positive with many going on to permanent positions.

We recognise the importance of this group and have increased encouragement to attend the many development and networking opportunities at Warwick.

Postdoctoral staff are encouraged to teach (as appropriate, and where allowed by their funding).

All permanent staff who teach participate in an obligatory peer observation scheme operated by the Department which provides encouragement and feedback for development purposes.

Postdoctoral students or PhD students who teach are also strongly recommended to participate.

We believe this is particularly beneficial for staff who may lack confidence in their teaching.

Staff on probation are allocated mentors, and also have the opportunity to select another mentor from elsewhere in the University ‐‐ see 4.2.

All staff are encouraged to participate in events/workshops organised by the University, such as the Warwick Leadership Programmes, which teach how to become a manager, leader of a research group, etc.

The Department has a recognised, vibrant research culture including many seminars and workshops – these provide many research ‐ focused training and networking opportunities.

We are endeavouring to include more female speakers in the programmes.

24 | P a g e


4.2

Career

development

‐

key

issues

April 30, 2014

(i) Promotion and career development

The Department follows the University’s annual review process, which involves a discussion between reviewee and reviewer based on written input from the reviewee.

This process is available to all staff, academic and administrative, including part ‐ time.

Objectives for the coming year, including developmental opportunities, are agreed.

Postdoctoral researchers are included in the annual review process as well as having regular career meetings with their supervisors.

However, there is a general consensus within DCS that the annual review process needs to be improved [ Action Plan , Action S7 ].

A mentor is appointed for staff on academic probation.

The University additionally offers a Mentor Scheme, where mentors draw on their own experiences and knowledge to advise and guide less experienced member of staff.

The availability of this scheme will be promoted to new staff as part of the induction process and to existing staff through the Intranet [ Action Plan , Actions S5 ‐ S6 ].

Promotion and probation criteria are clearly stated in University guidance documents and require strong performance for academics at appropriate levels in the three areas of teaching, administration and research.

Pastoral and outreach contributions are subsumed within teaching and administration as appropriate.

For most academics, primacy in these three areas is given to research, although it is clearly stated within promotion documentation that cases at professorial level can be based on excellence in teaching or administration.

The quantity of teaching and administration expected of each academic is controlled by a departmental workload model (4.3.b.ii), while in research it is made clear that high ‐ quality research output in excellent venues is preferred to large volumes of work in weaker outlets (in accordance with REF demands).

(ii) Induction and training

DCS provides one ‐ to ‐ one induction and mentoring to all staff on probation.

Completing PCAPP, as said, is a condition for leaving probation.

Information provided by the Department is augmented by an induction programme offered by the

University and available via the HR website; this highlights, for example, family ‐ friendly policies and recruitment and selection requirements for relevant staff.

Whilst this information is given to all new staff in various ways, including the offer letter, existing staff have indicated that a more formal structured induction to the Department is needed.

Preliminary discussions with new staff have shown that much of the information required is available on the web but finding it is difficult for new staff members.

Therefore the Department intends to produce dedicated induction information for each category of staff [ Action

Plan , Action S5 ].

A first step has gathered useful information on a website.

The next steps are to refine this information for the different roles, and link to further information elsewhere.

The Warwick Learning and Development Centre (LDC) offers additional support for academic progression with training in teaching.

The LDC also offers a full programme of training courses for all levels and categories of staff.

These opportunities are circulated via a weekly bulletin by the Departmental

Administrator.

FA6 staff can also register on the Postgraduate certificate in transferable skills in science for postdoctoral researchers.

(iii) Support for female students

Departmental policy is to offer gender ‐ neutral opportunities for student support.

All undergraduate and taught postgraduate students are assigned a tutor automatically.

Students can at any time request a change of personal tutor, without giving reasons.

Tutor meetings occur at least twice each term, supplemented by tutors being available for two office hours each week.

Meetings include discussion of

25 | P a g e

Athena SWAN Bronze Application - Department of Computer Science, University of Warwick April 30, 2014 student progress, review of student CVs, and release and discussion of examination marks.

The personal tutor is not expected to be expert on all issues, but can refer students to the Careers Service, the

Departmental Undergraduate Senior Tutor, and Counselling Services as appropriate.

All students have access to the Careers Centre, which provides a range of workshops and tailored one ‐ to ‐ one support.

Bulletins provide regular updates of opportunities.

All administrative roles in the Department are listed on the Intranet, so that students are aware of whom to contact for what matter.

Undergraduate students are exposed to research activities throughout their degree.

Such activities are embedded in several modules; fully assessed essay modules are offered in the first and third years; the second ‐ year group project is to solve a real ‐ life problem from an external institution (currently Deutsche

Bank).

In final year projects, project supervisors often encourage undergraduate students to discuss and collaborate with research students, to better embrace the research environments and the collaborative atmosphere it entails.

The relevance of these for females continuing in an academic career is recognised.

The University runs a competitive Undergraduate Research Scholarship Scheme that provides opportunities for students to gain experience of research.

There is a ‘Women in Science’ conference, which is run annually by students and post doctoral researchers .

At PhD level, students may also change their supervisor after discussions with the Director of Postgraduate

Studies.

Recently, a female student took advantage of this option, and was fully supported to find a supervisor and a topic closer to her needs and interests.

PhD students are additionally encouraged to gather transferable skills as well as build web ‐ portfolios.

We have noticed that women benefit from clear structure and guidance on this.

Career events are organised in the Department specifically for PhD students.

PhD students receive support from their supervisor, as well as from the other members of the research group to which they belong.

They have the opportunity to discuss their research at group seminars, or in informal discussions.

PhD students in our Department are usually seated adjoining other students with the same supervisor, or in the same research group, encouraging discussion, collaboration and formation of research networks.

Most supervisors encourage senior students to informally mentor newer students.

PhD students organise the Warwick Postgraduate Colloquium in Computer Science, in term 3 each year.

A program committee rewards the best presentations.

These awards, intended to formally recognise good work, have been received by several female speakers in recent years.

Postdoctoral researchers are encouraged to participate in various events, including, e.g., the

Communication & Impact for Female Early Career Researchers workshop, funded by the University of

Warwick, providing training in key ‐ skills for academic presentation and communication, and resulting in a radio show for the BBC on Women in Science.

Further support for postdoctoral researchers and doctoral students includes support in writing of grants and application for scholarships.

One postdoc successfully applied for a “Google Anita Borg Memorial

Scholarship”, a scholarship that encourages women to excel in computing and technology, and become active role models and leaders.

This has led to subsequent applications, which are currently pending.

26 | P a g e


4.3

Organisation

and

culture

4.3.a) Committees and Contracts

(i) Male and female representation on committees

Table 16: organisation structure of DCS

April 30, 2014

Department Roles

Head of Department

Deputy Head of Department

Undergraduate Director of Study

Postgraduate Research Director

Postgraduate Teaching Director

Course Manager CSci And CSys

Course Manager CBS

Course Manager DM

Course Manager MSc Computer Science and Applications

Course Manager MSc Data Analytics

Postgraduate Research Admission

MSc Course Admissions

MSc Course Examinations

Deputy Director of Studies

MSc Projects

Senior Tutor

First Year Tutor

Undergraduate Admissions

Open Days

Intercalated Degrees

Third and Fourth Year Exams

Second Year Exams

First Year Exams

Third Year Projects

Fourth Year Projects

Web Page Co ‐ ordinator

Seminar Organiser

Schools Liaison

Safety Officer

Staff Development Coordinator

Data Protection and Freedom of Information Act

Library Representative

Equality and Diversity Rep

Industrial Liaisons and Careers

Erasmus Coordinator

Widening Participation

No.

Female DCS

Staff

0

0

0

1

0

0

0

0

0

0

1

0

0

0

1

0

0

1

0

1

0

0

1

0

0

0

1

0

1

0

0

1

1

0

1

2

No.

Male DCS

Staff

1

1

1

0

1

1

1

1

1

1

0

1

1

1

1

1

1

1

1

0

1

1

0

3

1

1

0

1

0

1

1

1

0

2

0

1

DCS is led by the Head of the Department (HoD), who is supported by the Deputy HoD and a Steering

Committee.

These and other roles in the Department are listed in Table 16 .

The roles are appointed by the

HoD in consultation with the Deputy HoD and the individuals involved.

Committees are formed from staff with relevant roles.

Additional selection for Committees is based expertise, interests and workload

27 | P a g e

Athena SWAN Bronze Application - Department of Computer Science, University of Warwick April 30, 2014 considerations.

Efforts are made to balance exposing staff to new responsibilities, without overloading anyone.

All five (active) female academic staff appear in Tables 16–17 .

Committees meet with varying frequency, depending on their terms of reference ‐ often, once a term.

Table 17: Departmental committees and their female staff

Department Committee

DCS Steering

PG SSLC (student chaired)

Postgraduate Research Committee

Postgraduate Teaching Committee

Undergraduate Studies Committee

CBS Steering

DM Steering

CS/CSys/CMS SSLC Coordinator

CBS SSLC Coordinator

Research Strategy Committee

Welfare and Communication

Promotion and Tenure Committee

No.

Female DCS Staff

1

0

2 (incl.

Chair)

1

1

1

0

0

0

1

8 (incl.

Chair)

0

No.

Male DCS Staff

4

2

1

4

9

2

3

1

1

4

5

4

Membership of University committees is mostly linked to assigned administrative duties, with the exception of Senate (election).

For a better female representation in departmental committees, female staff from outside DCS will be invited [ Action Plan , Action S11 ].

University Committee

Board of Faculty of Science

Sub Faculty of Science

Senate

Table 18: University committees and their female staff

No.

Female DCS Staff No.

Male DCS Staff

Graduate Studies Committee of the Board of Faculty of Science

Science Faculty IT of the Board of Faculty of Science

1

0

0

1(Chair)

0

1

2

3

1

2

2

1

First Year Board of Examiners of the Board of Faculty of Science

Examinations Appeals Committee of the Board of

Faculty of Science

Board of Undergraduate Studies

1

0

2

E ‐ Learning Steering Group

Investigation Committee Panel

HEFP Board of Studies

Web Publishing Service Board

Graduate Awards and Nominations Sub ‐ Committee

0

0

0

0

1

1

1

1

1

1

0

We are conscious of the danger of over ‐ representation (and hence overloading) of female staff in administrative roles.

In one example, one member of the Department agreed to participate in a large number of University events and committees.

At her behest, these have been reduced significantly, and she has been granted sabbatical leave for the next academic year.

28 | P a g e


(ii) Female:male ratio of academic and research staff on fixed ‐ term contracts and open ‐ ended (permanent/ indefinite) contracts

FA7

FA8

FA9

Table 19: Fixed Term Contract (FTC) and Open ‐ ended Contract (OEC) ratios

Level Year Female FTC headcount

2011 0 (0%)

FA6

2012 0 (0%)

2013

2011

2012

2013

2011

2012

2013

2011

2012

2013

1 (17%)

0

0

0

0

0

0

0

0

0

Male FTC

1 (100%)

1 (100%)

0

0

0

2 (100%)

headcount

6 (100%)

7 (100%)

5 (83%)

0

1 (100%)

2 (100%)

Female

1

3

3

4

0

0

0

0

0

0

OEC headcount

1 (50%)

1 (50%)

(33%)

(18%)

(18%)

(25%)

(0%)

(0%)

(0%)

Male OEC headcount

0

0

0

1 (50%)

1 (50%)

2 (67%)

14 (82%)

14 (82%)

12 (75%)

3 (100%)

5 (100%)

7 (100%)

Staff

on

Fixed

‐

Term

Contracts

F…

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

2011

FA6

2012 2013 2011

FA7

2012 2013 2011

FA8

2012 2013 2011

FA9

2012 2013

Staff on fixed ‐ term contracts tend to be mainly at FA6 – usually research or support staff.

FA9 on fixed term contracts are normally Marie Curie Fellows, whose grant specifies the employment period.

We will continue to monitor trends in these figures.

29 | P a g e


Staff

on

Open

‐

ended

Contracts

120%

100%

80%

60%

40%

20%

0%

2011

FA6

2012 2013 2011

FA7

2012 2013 2011

FA8

2012 2013 2011

FA9

2012 2013

Open ‐ ended contracts at FA6 were historically dominated by women, but in recent years there were no such posts offered.

The number of female assistant professors (FA7) is constant, whilst the number of female associate professors has increased (FA8).

However, the numbers are too small to be statistically significant, and our Department will further work towards improving female academic numbers [ Action

Plan , Actions S1 ‐ S3 ] and performing further analysis, both in terms of data and in terms of overall trends

[see Action Plan , Action S4 ].

4.3.b) Key Issues

(i) Representation on decision ‐ making committees

All women (who are not on leave) in our Department participate in departmental and University committees (see Tables 16–18 ).

For instance, one female academic sits on the DCS Steering committee, as well as on the Board of the Faculty of Science, and chairs the Graduate Studies Committee of the Board of the Faculty of Science.

(ii) Workload model

The workload model is calculated annually for academic staff by the Administrative Officer, based on:



Modules taught, including fractional involvement for co ‐ taught modules, number of registrations on the module, number of CATs; based on this, the teaching load and overall figure of teaching hours per year are computed.



UG and MSc projects supervised, assessed or moderated are translated into annual teaching hours.



PGR supervis io n, advisor and co ‐ advisor roles are transformed into PGR hours per year.



Administrative roles are listed with their respective estimated hours per year, generating total admin hours per year.



Running research grants & contracts contribute to total research hours per year.

The workload model is distributed at a staff meeting.

It is not finalised until, e.g., MSc second assessors, etc., are allocated, which is often relatively late in the year.

It is used to inform academics about their workload and that of their colleagues.

It is used by the HoD to inform allocation of work, considering overall and individual loads, and rotation of responsibilities.

It is not required in the University’s annual review process, but can be referenced.

Workload is considered in allocation of second markers and moderators to

UG projects, taking into account the number of projects supervised.

There are instances where staff are required to work outside of normal hours (weekend open days,

Saturday examinations, exam marking with short deadlines).

The Department is aware of the strain these

30 | P a g e

Athena SWAN Bronze Application - Department of Computer Science, University of Warwick April 30, 2014 requirements can place on staff members, and tries to distribute these tasks evenly, and with respect to family commitments.

It has been suggested that workload could be improved by making the model available earlier in the year, more comprehensive (e.g.

including outreach activities), and ensuring a transparent workload model

[ Action Plan , Actions S8 ]..

(iii) Timing of Departmental meetings and social gatherings

The Department’s core time is in line with the university regulation, i.e., from 9.30/10 am to 12.00

noon, and from 2.00pm

to 4/4.30pm

when all full ‐ time staff should be at work.

Departmental and committee meetings are scheduled during core ‐ time (with lunch ‐ provision if over lunch ‐ time), taking into consideration the needs of staff with flexible arrangements.

They are scheduled as far in advance as possible to allow planning.

Other meetings are agreed upon via online tools, such as Doodle, where members can declare their availability.

Social events such as the Christmas meal are held at lunchtime.

In cases where family responsibilities prevent a staff member from attending work at certain times, the

Department has flexibility to agree ad ‐ hoc arrangements, or if individuals require longer periods of absence for caring responsibilities, the University has many flexible working policies in place, such as parental leave, compressed or annualised hours.

(iv) Culture

The Department promotes itself to new students as having a friendly, supportive and welcoming atmosphere.

By making this explicit, the Department aims to continue and strengthen this ambience.

The Department is fortunate to be housed in a relatively new building including a large common room.

The common room is extensively used by all of our staff and research students, for seminar and workshop breaks/lunches, postgraduate lunches etc.

The friendly environment enables a high degree of interaction between academic staff and students.

Staff often work from home to ease logistics of holiday childcare.

Staff coffee meetings are organised every Tuesday and Thursday mornings, open to all staff.

Support staff

(technicians and secretaries) regularly attend coffee mornings, as well as a varying number of academic and

research staff.

By allowing staff at all levels to gather informally, whether to discuss research, developments in the

University, or current affairs, these events foster a friendly and pleasant work environment for all.

The

Athena Swan work has started the process of improving communication within the Department, as well as

identifying areas for further work, to benefit to all.

Staff with caring responsibilities are generally able to work around their commitments.

Timetabling for our undergraduate programmes is constrained due to many taught modules and limited lecture space.

University ‐ wide weekend Open Days can be more of a challenge for parents but are few in number and scheduled well in advance.

(v) Outreach activities

Since 2012 DCS has had a full time Teaching Fellow (Outreach) to coordinate outreach across the

Department, along with two further academic members of staff.

The outreach aims are to:

•

•

•

•

Contribute to the University’s Widening Participation activity (the chair of the Faculty of

Science DCS working group is a DCS academic)

Address the gender gap in computer science

Offer current students an enriched experience

Provide staff in the Department with a wide range of development opportunities.

There is currently widespread changing of teaching of computing in UK schools occurring, which represents an opportunity for the Department in outreach.

For the first time all schoolchildren will be exposed to CS

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Athena SWAN Bronze Application - Department of Computer Science, University of Warwick April 30, 2014 throughout their school careers, where previously there has been a large gender gap in students choosing to study CS in school.

To prepare teachers for the changes, a significant proportion of the Department’s outreach activity is aimed at providing Continuing Personal Development for teachers, e.g.:

•

•

•

Introduction to Computing delivered to 22 teachers (64%F) – supported by 4 staff (2F)

Hack the curriculum for teachers, developers and academics (42%F).

The event was identified by Computing At School as best practice and is to be rolled out across the UK.

Computing for teachers MOOC ‐ an online course for teachers with no programming experience (648 teachers, 41%F).

The Department also runs activities and events aimed directly at school students.

Examples include:

•

•

•

•

•

•

Workshops to encourage girls to take up CS, with over 100 participants aged 11–13

An initiative using Raspberry Pis donated by Google and materials developed by Generating

Genius at weekly afterschool computing clubs.

Royal Institute Master Classes in Engineering and Mathematics to 68 students aged 13–14

(50%F)

A project to enable 15 students with a variety of cognitive and physical abilities to des i gn, share and 3D ‐ print their own assistive technologies.

The Big Bang Fair, a free 4 ‐ day event for 7–19 year ‐ olds, their teachers and families.

6 members of staff (50%F) and 8 students (6UG 2PG, 50%F) represented the Department.

Summer schools for 40 16–17 year olds to introduce students to university life and learning.

The gender split is 50:50, with 50% of students from widening participation backgrounds.

Participation at the British Science Festival.

•

Some events are aimed solely at women, but we aim to make all of our events sensitive to gender, e.g.

by always inviting female speakers or panel members as role models [ Action Plan , Actions S3 ].

Current student experience is enriched through the Computer Science Ambassadors scheme – the

Department currently has 21 CS Ambassadors (24%F).

Students gain a variety of benefits from being a CS

Ambassador.

They comment that “ Taking part in outreach events allows me to spend time with students from other years and staff members on all levels of authority, making the Department much more accessible for my own studies” and “lecturers who used to seem above you are working directly alongside you, and your ideas are considered on an equal footing ‐‐ it really helps with creating a welcoming and cohesive atmosphere in the Department.” Ambassadors says that they “feel valued and trusted to represent the Department”, and “ it’s great to know that you are helping inspire the next generation”.

They acknowledge the importance of outreach: “ I was on the receiving end of CS outreach activities when I was at school, and without them I would never have understood what a degree in Computer Science really meant and that it was a viable option for me”.

The organisers of open day activities ensure that all colleagues participate and the load is evenly distributed.

32 | P a g e


4.4

Flexibility

and

managing

career

breaks

4.4.a) Maternity, paternity, flexible working.

(i) Maternity return rate

Table 21: Maternity return rate

April 30, 2014

Year

10/11

No.

on maternity leave

No.

left before end of ML

3 1

No.

Left within 3 mths of return

0

No.

Left within 12 mths of return

0

11/12

12/13

0

1

0

0

0

0

0

0

The University has schemes in place, such as Keep In Touch Days for staff on maternity leave, as well as the

Returning Parent Network Group , which offers support and encouragement to returning parents.

Mentors are also available to returning parents to help them to kick ‐ start their research at a time when juggling a new family addition and work is difficult.

Support provided by the Department is further detailed in 4.4.b.ii

(ii) Paternity, adoption and parental leave uptake

There was only 1 case in 12/13 of paternity, adoption or parental leave.

In all cases (including before the considered 3 ‐ year period), the return rate was 100%.

Support, such as the Returning Parent Network Group mentioned above, as well as flexible working arrangements, as in 4.4.b.i) applies here also.

The University publicises Additional Paternity Leave and the Department has a dedicated HR Adviser, who is available to inform and guide staff on such leave.

(iii) Numbers of applications and success rates for flexible working by gender and grade

Support staff operate a flexi ‐ time scheme with timesheets.

Requests for other flexible working options are considered in line with operational needs and treated sympathetically.

Academic and research staff work flexibly, which in part is the nature of the role, with most staff occasionally working from home.

See also

4.4.b.i.

4.4.b) Key issues

(i) Flexible working

The Department follows university regulations, which offer: Unpaid Leave; Reduced Hours; Seasonal Hours

(Term Time Only Working); Staggered Hours; Flexitime; Job Share; Compressed Hours; Homeworking .

Academics benefit from informal arrangements to allow individuals an improved work ‐ life balance (see also subsection 4.3.b.iii).

For instance, scheduling of meetings can be flexible in terms of timing, reduction of workload can be taken into account for returning parents, working from home arrangements can be made where appropriate, etc.

They can work remotely and travel (without formal approval required for the most part), as long as their work requirements are met (availability for teaching/pastoral work, meetings).

(ii) Cover for maternity and adoption leave and support on return

Maternity and adoption leave for academic staff (as well as sabbatical leave) is covered by the existing staff in the Department, in collaboration with the individual on leave.

DCS is a relatively small Department, so

33 | P a g e

Athena SWAN Bronze Application - Department of Computer Science, University of Warwick April 30, 2014 such periods of leave are felt rather heavily by the rest of the academic and support staff, but in general, with sufficient notice, they can be covered accordingly.

Support staff on leave is often covered by hiring of temporary staff.

Returning academics can benefit from re ‐ arrangement of their teaching times, or other scheduling support.

Some examples include:



A research fellow on a grant at DCS took maternity leave after her fixed term contract ended – she then moved to Birmingham University.



A secretary took 12 months maternity leave (plus 2 months as accrued holiday).

A temporary member of staff was appointed, who covered 7 months (as she then returned to full ‐ time education); then another temporary member of staff covered the remaining period, part ‐ time.

In a small team it is challenging to arrange successful maternity cover.



For an academic on maternity leave, research supervision duties were distributed within her research group.

Teaching duties for that year were already fulfilled.

PGR duties were taken over by the previous PGR director.

MSc course management were taken over by the PGT director.

UG project supervision had already concluded for that year.

Personal tutees and exam marking were distributed evenly to staff.

On return, her teaching was scheduled to start with a lighter load in the first term.



A temporary replacement was appointed for the postgraduate secretary, with handover taking place during an overlap period.

On return, she adopted flexible working.

[5000/5000 words (excluding tables, images and titles)]

34 | P a g e


5.

Any

other

comments

April 30, 2014

The Athena process has led to wide ‐ ranging conversations in the Department.

Following detailed consultations, an ongoing collaboration has been formed amongst WCC and the DCS Widening Participation team, the Industrial Liaison and Careers team, the Head of the Department, the Director of Postgraduate

Studies (member of WCC), and the Director of Undergraduate Studies.

This consultation is to continue in the future [ Action Plan , Action WCC5 ‐ 6 ].

Prior to the application, we carried out a comprehensive staff survey , with questions on a variety of staff issues.

From it, the need for more clarity in the workload model [ Action Plan , Action S8 ], suggestions for the improvement of the annual review [ Action Plan, Action S7 ] and Induction necessity for new staff members [ Action Plan, Action S5 ] have emerged.

To better understand potential causes of performance differences, we carried out a survey of first ‐ year undergraduate students .

It focused on students' perceptions of programming and mathematics, since these have been suggested as being key issues in determining academic performance.

This is informs our curriculum renewal , as well as our engagement approaches [ Action Plan, Actions UG2, PGT1, PGR2 ].

Some initial differences (from only 45 answers) have started to emerge, e.g., female students tend to claim less programming experience than male students before coming to Warwick (see chart below).

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

I had completed several major programming projects

I was quite experienced at programming

I had a little experience of programming

I had no experience of programming

Female Male Prefer not to say

Similarly, female students tend to think of themselves as somewhat worse at programming, after their first year at DCS (see chart below).

Regarding their mathematical background, there are not significant differences (see next chart).

35 | P a g e


100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Beyond further mathematics, e.g.

STEP or AEA

A ‐ level further mathematics or equivalent

A ‐ level mathematics or equivalent


However, in terms of their perception of their mathematical skills after their first year, they consider themselves worse (chart below).

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

I consider myself ...

Worse at mathematics

About average in mathematics

Better at mathematics


The initial data are revealing, although the numbers of students are small (11 females participated), and confounding factors such as different courses have not been controlled for.

We have communicated these results to the Curriculum Task Force, and will continue to monitor these data in order to better inform the

WCC action plan and departmental policies [ Action Plan, Action DC2 ].

DCS has been involved in many female ‐ oriented events in the past, e.g., many of our staff (including females) contributed to the Women in Games conference 2008 , and to local AWISE group activities.

This involvement will continue and broaden in the future, to boost women’s confidence and help with networking.

We will help host the BCS Ada Lovelace Colloquium and allocate a larger budget for our staff and students to participate.

36 | P a g e


To reinforce our female students' confidence in their abilities, we are in the process of planning a 'Women in IT' / 'Careers in IT for women' day in collaboration with other departments and the Careers & Skills program at Warwick.

We also intend to organise an alumni event (related to the 50th anniversary of Warwick), with female invited guests and speakers, talking about their experience of being a woman in the industry.

We will provide funding for female PhD students to participate in the London Hopper Colloquium , featuring a lecture by a distinguished role model female professor.

[492/500 words]

37 | P a g e


6.

Action

plan

April 30, 2014

Provide an action plan as an appendix.

An action plan template is available on the Athena SWAN website.

The Action Plan should be a table or a spreadsheet comprising actions to address the priorities identified by the analysis of relevant data presented in this application, success/outcome measures, the post holder responsible for each action and a timeline for completion.

The plan should cover current initiatives and your aspirations for the next three years .

The action plan does not need to cover all areas at Bronze; however the expectation is that the

Department will have the organisational structure to move forward, including collecting the necessary data.

38 | P a g e

No.

WCC

2

WCC

3

WCC

4

WCC

1

WCC

5

Key Areas

Welfare and

Communication

Committee (WCC)


Athena

SWAN

Action

Plan

for

Warwick

Computer

Science

Ultimate Goals and Corresponding Actions Organiser and Parties Time ‐ scale

Create an open forum for discussion

Hold termly meetings of the WCC committee, to monitor the implementation of the action points.

WCC chair and members

Ongoing (on termly basis)

Turn recommendations into action

Communicate recommendations of the

WCC to the appropriate bodies.

I.e., communicate minutes and Action Plan to relevant students and staff.

Create a safe space for dialogue

Collect and respond to any welfare and communication issues from any member of the Department via electronic suggestion box, continuously monitored by WCC.

Increase use of University support

Publicise university support initiatives

(including equal opportunities).

Maintain information listing links to these initiatives.

WCC chair and members

WCC members

WCC

chair chair members;

and and

HR, Learning

liaise with

Development Centre,

Student Union

Ongoing (on termly basis)

Available from

Summer

2014

Ongoing

Make DCS an attractive place for female students and staff

Ensure that female ‐ oriented and female ‐ appealing activities are included in the plans of DCS Widening Participation and

DCS Outreach team and the DCS Industrial

Liaison and Careers team.

Chairs of WCC, DCS

Widening Participation and DCS Industrial

Liaison and Careers; more infrequently, the whole team.

1 year then ongoing

Success/ Outcome Measure



Number of meetings of WCC (with public minutes detailing discussion and progress measures).



Reports to relevant committees on progress on actions.



Examples of recommendations of WCC turned into actions (in minutes accessible online).



WCC standing item at the Staff Meeting.



WCC standing item in the respective

SSLCs.



Number of suggestions received.



Increase in engagement of DCS female members in university ‐ wide events.



Up ‐ to ‐ date information present on WCC

pages .



Successful WP, outreach, and careers events developed and delivered.



Numbers of male and female organisers and participants of events, with a view to

increase female engagement.



Reports in WCC minutes on such actions.

39 | P a g e

DC

1

WCC

6

DC

2


Data Collection

Receive support from key decision makers

Liaise with the Head of the Department, the Director of Postgraduate Studies and the Director of Undergraduate Studies at regular intervals, with a view to facilitate female oriented activities at all levels in the

Department.

Central data available on gender balance

Improve availability, quality and relevance of centrally monitored data on staff and students, to improve collection on gender data, and to integrate it into departmental statistics.

Departmental data available on gender balance

Improve DCS data collection so that relevant data on gender distribution at finer granularity is readily available for analysis of gender trends.

April 30, 2014

WCC chair, Head of

Department, Director of

Postgraduate Studies,

Director of

Undergraduate Studies

DCS administration,

(for monitoring)

HR,

Academic Office,

Graduate School, WCC

Termly

Summer

2015 then ongoing

DCS administration,

WCC (for monitoring), technical support staff,

HR

Ongoing, with visible improvemen

ts in 2 years



Regular indications of encouragement and support of Athena Swan aims from key decision makers.



Brief reports to WCC from meetings, included in WCC minutes where possible.



Easy access of departments to university data on students and staff based on gender, as well as other relevant criteria.



Access is in convenient formats, avoiding duplication of information..



Data allows new understanding of reasons for gender imbalances.

40 | P a g e

UG

3

UG

1

UG

2


Undergraduate

Matters:

Student Engagement

Ensure DCS is an attractive place for female undergraduates

Promote female inclusive approaches and gender balance for UG students.

Monitor, analyse and make recommendations based on data of UG students, regarding gender balance in applications, offers, acceptances, enrolment, and for current students.

Liaising with relevant parties (Outreach team, Admissions team) to suggest, where necessary, actions.

Continue to investigate reasons for gender imbalance.

Ensure computer science is promoted to potential female UG students

Enhance the appeal of outreach activities for female UG students.

Promote organisation of dedicated outreach and update activities aimed specifically at female UG candidates and offer holders, respectively.

Ensure positive female role models in outreach activities.

Maintain an attractive modern syllabus

Regularly review and update the content of our courses in the light of student feedback

(from SSLCs, module feedback forms etc.) to ensure that they are engaging, especially to female students.

WCC (for monitoring),

Outreach team,

Admission team,

Athena Committee of

the University

DCS Outreach officer,

University Outreach

team

Director of UG Studies,

USC Committee, WCC,

all academics

April 30, 2014

New modules in

2014/15, followed by yearly reviews

Yearly assessment, to develop long ‐ term strategies

within 3 years

Yearly assessment, to develop long ‐ term

strategies within 3

years



Numbers of female and male UG students.



Recommendations made to the Director of Undergraduate Studies on female ‐ inclusive initiatives.



Number of female speakers and participants in outreach activities.



Number of female applications, acceptances, enrolment.



Female ‐ dedicated and female ‐ inclusive outreach events organised.



Budget for attending relevant UG research and networking events, such as the Lovelace and Hopper colloquia.



Updated syllabus.



Student feedback scores for modules.

41 | P a g e


UG

4

PGR

1

PGT

1

Postgraduate

Matters:

Student Engagement

Support women towards STEMM Careers

Enhance career advice and improve conversion.

Liaise with Student Careers and Skills to monitor and enhance careers information including University and Departmental careers events.

Obtain and review data on first destinations of graduates.

Investigate trend data to establish what support is needed for transition from undergraduate degree to further study.

April 30, 2014

WCC, Student Careers and Skills, Alumni Office

Yearly assessment, to develop long ‐ term strategies within 3 years

Ensure DCS is an attractive place for female PGT students

Advertising and engagement aimed at female PGT candidates and offer holders, respectively.

Perform interviews, questionnaires, etc.

on how to best approach female students.

Collect best practice in the university.

Survey destinations of graduates, in order to be able to highlight job prospects to candidates more systematically.

Ensure DCS is an attractive place for female PGR students

Promoting a better gender balance of PGR population, in applications, offers, acceptances, enrolment and for current students.

This will include periodic data gathering on how many of our PGR students come from our PGT or UG degrees, and why.

PG Admissions, Director of PG Studies, PGT

Secretary, International

Office, Graduate School.

Yearly assessment, to develop long ‐ term strategies within 3

years

Director of PG

Research, PGR

Secretary, WCC, Athena

Committee of the

University

Yearly



Improved understanding of 'First

Destinations'.



Action plan for recruitment activities, especially where gender imbalance is encountered.



Alumni web page construction (e.g., based on LinkedIn).



Number of PGT applications, offers and enrolments, by gender.



Advertising and engagement activities aimed at female PGT candidates.



UG students are informed on PGT opportunities in DCS and beyond.



Numbers of female and male PGR students.



PGT and UG students are informed about

PGR opportunities in DCS and beyond.



Relevant parties are informed on best practice.

42 | P a g e

PGR

3

PGR

2

PGR

5

PGR

4


Convert PGR offer ‐ holders into enrolments

Advertising and engagement activities aimed at female PGR candidates and offer holders, respectively.

This includes open days, with a good balance of male and female role models.

Promote and improve funding opportunities for overseas postgraduate research students.

Improve support for female PGR students

Enhance support for PGR students and knowledge of training opportunities.

Organise specific departmental training

events as necessary.

Successful completion of PGR studies

Track PGR students rates of completion within the allocated time period, to

examine whether there is a gender bias and provide additional support where

necessary.

Improve PhD to Postdoctoral Study

Transition

Identify any support and training needs for the successful transition from PhD to postdoctoral researcher.

Capture success stories to pass on to current students.

Director of PG

Research, Graduate

School, International

Office

Director of PG

Research, PGR

Secretary, WCC,

Learning and

Development Centre,

PG SSLC

Director of PG

Research, PGR

Secretary, WCC

Director of PG

Research, PGR

Secretary, WCC,

Learning and

Development Centre,

PG SSLC

April 30, 2014

Within 2 years

Yearly assessment, to develop

long ‐ term strategies within 2 years

Within 3 years

Yearly assessment, to develop long ‐ term strategies within 3

years



Advertising and engagement activities aimed at female PGR candidates.



Involvement of female role models in advertising and engagement activities .



Number of PGR students attending training courses by gender.



Increased understanding of training and guidance needs of PGR students.



Increased knowledge of PGR students about available training opportunities.



Number of PGR completions by gender.



Web page with

PhD students.

resources for graduating



Examples of PhD students progressing to a postdoctoral career.

43 | P a g e

S3

S2

S1

Staff Matters:

Staff Engagement


Understand staff recruitment statistics

Analyse recruitment data.

Liaise with HR to analyse gender distribution in staff

applications and short ‐ lists.

Record reasons for declining an offer (where possible).

Ensure DCS is an attractive place to female staff applicants

Enhance the recruitment process, including awareness of equality and diversity policies.

Follow best practice in recruitment strategy , e.g., timing of advertisements, where we advertise, family ‐ friendly policies in adverts/further particulars/web ‐ pages, identification and encouragement of potential candidates.

Encourage all academic staff to be involved in short ‐ listing.

Inform panel members (and academics) of relevant policies and obligations and training opportunities available.

Include female panel members, where possible.

Increase female role models in DCS

Proactively invite female guest speakers to departmental seminars.

Monitor departmental seminars for the gender of the speakers.

Involve

Department in proposing excellent female speakers as role models.

Departmental

Secretary,

Administrative Officer,

HR support

Head of Department,

Chairs of interview

panels, Department

Administrator.

Departmental Seminar

Organisers, WCC

April 30, 2014

Ongoing

Ongoing

Ongoing



Increased understanding of the reasons for the gender imbalance.



Statistics on applicants and offers for staff positions by gender.

Brief recruitment reports to WCC and departmental meetings.



Numbers of staff involved in shortlisting increased.



Improved process and positive feedback

from staff.



Number of female staff on panels increased.



Well ‐ informed panel members and other academics.



Number of male/female speakers each academic year.



Number of applications from eminent female academics for DCS posts

44 | P a g e

S5

S4

S6

S7

S8


April 30, 2014

Understand factors affecting staff gender distribution

Monitor data on gender distribution of all staff on fixed ‐ term and open ended contracts

Ensure incoming staff experience a friendly and informative welcome

Identify better staff.

online.

information

Induction

(permanent/indefinite).

induction organise

for

needs the each information

for level will

be new appropriate and

staff, gathered

category

Provide excellent mentors for all staff

to

of

Analyse mentorship needs and mentorship schemes in other departments, in order to implement best practice.

Publicise university mentorship schemes

Provide excellent career development opportunities for all staff

.

Investigate how to improve the process of annual review at departmental level to identify training needs and better support career development and personal growth.

Achieve a fair, transparent workload model

Review the workload model and make it more transparent.

Actively promote involvement of all staff as to what should be included.

Head of Department,

Departmental

Secretary,


WCC, HR support

WCC, in consultation with Head of

Department , the whole

Department

WCC, in consultation with Head of

Department

Head of Department,

WCC, Learning

Development Centre,

HR


Head of Department,

whole Department

Yearly

Ongoing assessment, to develop long ‐ term strategies

within 2 years

Ongoing

Yearly assessment, to develop long ‐ term strategies within 3 years

Yearly assessment, to develop long term strategies within 3 years



Numbers of male/female staff in each category



Increased understanding of the reasons for gender imbalances.



Existence of a web page with links to

relevant information for new staff.



Interviews/ questionnaires to identify needs of staff in terms of induction.



Questionnaire dedicated to the mentorship process and needs.



Increased understanding of mentorship needs of departmental staff.



Questionnaire dedicated to the annual

review process.



Enhanced understanding of staff developing needs.



Workload model available at the start of

the academic year.



Enhanced staff understanding of the workload model.

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S11

S10

S9


Support the transition to a research career

Improve support and identify training needs for Early Career Researchers.

Analyse transition data from a departmental postdocs to their next post, by gender.

Systematically collate leaver information.

Consider trends and differences to identify potential reasons and any support, training needs etc.

Ensure a family ‐ friendly work environment

Increase awareness and support of family ‐ friendly policies.

Ensure that staff are aware of flexible and other relevant policies such as Maternity and Paternity Leave and support available.

Promote qualified candidates

Enable a greater local understanding of the promotions process and enhance staff support.

Clearly disseminate university and departmental expectations.

Support staff for promotion as soon as they have a strong case to make, encouraging staff lacking in confidence with appropriate advice and guidance.

Monitor applications and promotion rates by gender.

Invite, where possible, external female staff to balance the Promotion and Tenure

Committee.

WCC, Department

Secretary, Head of

Department,

Departmental Officer

Department Secretary,

Head of Department,

Departmental Officer

Head of Department,

Department's

Promotion and Tenure

Committee, University

Promotion Committee,

WCC

April 30, 2014

Yearly

Within 2 years

Yearly



Improved support/training for Early

Career Researchers.



Positive feedback from Early Career

Researchers.



A better understanding of staff needs in terms of flexibility and support.



Increased awareness of staff of existence of various family friendly policies.



Number of promotions by gender.



Workshops (at least one) organised at departmental/ faculty/university level

every year.



Support mechanisms in place.



Greater level of awareness.

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Glossary

BSc: Bachelor of Science

CATS : Credit Accumulation and Transfer Scheme

CBS: Computer and Business Studies

CMS: Computer and Management Sciences

CS: Computer Science

CSys: Computing Systems

CUSP: Centre for Urban Science and Progress

DCS: Department of Computer Science

DIMACS: Center for Discrete Mathematics and Computer Science

DM: Discrete Mathematics

FoCS: Division of Theory and Foundations

FT: full ‐ time

FTC: fixed ‐ term contract

HEFP: Higher Education Foundation Programme

HoD: Head of Department

IAS: Institute of Advanced Study

MEng: Master of Engineering

MOOC: Massive Open Online Course

PCAPP: Postgraduate Certificate in Academic and Professional Practice

PG: postgraduate

PGR: postgraduate research

PGT: postgraduate taught

PT: part ‐ time

RAE: Research Assessment Exercise

SSLC: Student ‐ Staff Liaison Committee

STEMM: Science, Technology, Engineering, Medicine and Mathematics

UG: undergraduate

WCC: Welfare and Communication Committee

WP : Widening Participation

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