1. Letter of endorsement from the Head of Department
Dear Ms Dickinson,
The Department of Chemistry has a very strong and growing reputation for both research and
teaching. The Department’s vision is to become one of the top 5 Chemistry Departments in
the UK for both teaching and research, and to be recognised internationally as a centre of
excellence for chemistry. Establishing and maintaining the right culture is an essential ingredient
for the delivery of these plans, and the Athena Swan process has been immensely valuable. A fair
and supportive working environment is now widely recognised within the department as enabling
us to perform significantly better than the sum of the component parts. Since becoming Head of
Department in 2010, I have worked hard with senior colleagues to embed good practice in our
normal operations, making it a way of life and not dependent on a few individuals.
We have appointed a number of female academics in recent years. In each case there has been
no question that they were the best candidate. However, our advertising and recruitment process
have ensured they were able to demonstrate their excellence. One of these appointees came to
Warwick as a PDRA, moved to a Science City Fellowship, most recently has won a Royal Society
URF and is on track to become an Associate Professor.
We have grown considerably in size over the last few years and are now spread across three
buildings making effective communication a major challenge. Our Athena SWAN self-assessment
group has been transformed into the department’s “Welfare and Communication Committee”
(WCC), which I chair and has overall responsibility for communication in Warwick Chemistry.
Gratifyingly, data from the staff survey suggest that concerns about poor communications have
dropped markedly, suggesting WCC is adding real value.
Warwick Chemistry is driving the Athena SWAN agenda at Warwick. The WCC model of a
committee has been taken up successfully by other departments and crucially we have led
changes at university level in relation to maternity issues and funded schemes for women returning
to research. Chemistry has also led the way on training initiatives for PhD students and
postdoctoral fellows, realising the importance of personal development activities alongside their
traditional studies.
Within this application we address the significant issue of the “leaky pipeline”, the loss of highly
talented female researchers between postdoctoral and first permanent academic appointments.
This is a national problem and we are therefore adapting the IOP/RSC’s framework for
improvement. As a significant step forward in October 2012 we ran the first Iréne Joliot-Curie
conference as a joint effort between Warwick Chemistry and Imperial Chemistry. I was delighted
to meet 60 researchers (mainly female) from 19 universities and to join in their discussions.
Going forward, I have asked our Admissions Team to keep a watching brief on the percentage of
females in our undergraduate cohort, and ensure we present the right balance of male and female
role models to prospective students. We will draw on our highly successful schools outreach
programme, which reaches over 5000 young people each year, to help take this forward.
Yours sincerely,
Professor Mike Shipman
Head of Department
(500 words)
2
2. The self-assessment process
Describe the Self-Assessment Process. This should include:
a) A description of the self assessment team: members’ roles (both within the
department and as part of the team) and their experiences of work-life balance
Since the achievement of a silver award, Chemistry at Warwick, has worked hard to
transform our Athena SWAN (AS) activities into an integral permanent part of the way the
department operates. To that end, what was previously the Athena SWAN self-assessment
group has been transformed into the Welfare and Communication Committee (WCC). The
name and role within the department has changed to ensure the group is viewed as
representing all members of the departmental community and to ensure it is permanently
embedded in the departmental committee structures.
Table 2.1 Welfare and Communication Committee members, role on committee and
experiences of work-life balance (deleted)
The WCC is aware of the challenges of balancing the demands of work and family, though
acknowledges there are no simple answers. The academic members of the committee have
children ranging in ages from 7– 16 years of age. Between them they have adopted a range
of child-care solutions: full time nursery care to full-time homemaker spouse.
a) An account of the self assessment process: details of the self assessment team
meetings, including any consultation processes that were undertaken with staff or
individuals outside of the university, and how these have fed into the submission;
The WCC has been the focal point for the self-assessment process uniting different staff
groups of the department and ensuring Athena SWAN issues are discussed in all relevant
departmental committees. Overall we can see a gradual but genuine and very positive
change in the workplace culture in Chemistry at Warwick at a time when pressure on staff in
academia is increasing. There is recognition of a need for collegiality rather than the
traditional individual approach to academic success.
The WCC meets twice per term with both a general standing agenda (including the Athena
SWAN action plan) and a specific major item for discussion (e.g. communication in the
department, engagement with research fellows, training for technical staff). It is (and will
continue to be) chaired by the head of department. It publishes minutes on the departmental
intranet, and reports directly to the Executive Committee and the Academic Staff Meeting. Its
terms of reference are given in Table 2.2.
Table 2.2 Welfare and Communication Committee terms of reference
1. To promote a positive working culture and collegiate environment within the
Department of Chemistry.
2. To be responsible for facilitating effective communications within the Department.
3. To take forward the Action Plan from the Athena SWAN and PULSE (staff
satisfaction) survey, encouraging participation from all members of the
Department.
4. To provide reports to Staff Meeting and to Executive Committee when requested.
All members of WCC have consulted with their peers in other Warwick departments and
many are on relevant University committees. Martin is the Departmental Equality and
3
Diversity (E&D) representative and attends the formal University E&D Committee. Shipman
attends Heads of Department meetings as well as being on the University Senate and
Health and Safety Executive committee. Shipman, Rodger and Scott are members of the
Science Faculty Research and Innovation Committee at which University Athena SWAN
progress is reported to departments. Branch and Rodger attend (Rodger chairs) the Warwick
Athena SWAN Network and Rodger is also a member of the University Athena Steering
Committee, which is chaired by a Pro-Vice Chancellor. The Athena Network meets twice
termly with membership from all SET (including medicine) departments. Its goal is to
encourage and support all departments in AS submissions. The practical outworking has
been the sharing of best practice in a manner that works in the Warwick culture. The
Network also provides practical metrics for self assessment.
Members of the chemistry WCC have sought information externally including at UKRC and
Royal Society of Chemistry to find out what else is happening within the Chemistry
community. Shipman attends the National Heads of Chemistry Group. Branch and Rodger
attended a Midlands AS meeting convened at Nottingham and Warwick will host the next
meeting this term. Branch attended an AS ‘Going for Gold’ seminar in London (September
11). Rodger has served on two Athena SWAN assessment panels. Warwick Chemistry has
begun to take a leadership role in the wider community on developing AS agendas
appropriate for the local environment. Rodger has been the invited speaker at a number of
Athena SWAN events including one organised by Warwick Medical School, Loughborough,
Kent (2012), and Reading and Birkbeck (2011). These also provide opportunities to find out
what is happening in the wider community. Warwick and Imperial have a track record on
collaborating on Doctoral Training Centre events, so it was a natural partnership to address
what we had both concluded to be the key ‘Athena SWAN’ challenge for chemistry, namely
to encourage women to proceed from postdoctoral positions to being independent
researchers (see data analysis below). As this is a national problem, however effective our
local measures (see §3), we felt we needed a national solution. The very successful first
Iréne Joliot-Curie conference (~60 participants from 19 universities,
http://www2.warwick.ac.uk/fac/sci/wcas/events/independentcareer/) which took place at
Warwick from 1–2 October is a step in the right direction.
Analysis of the 2009 Pulse surveys for Chemistry suggested communication was the key
issue in the department at that time. The significant improvement in Chemistry’s Pulse
survey results in 2011 indicate that the set of apparently simple changes outlined in Table
2.3 and the intent behind them have resolved a significant percentage of staff dissatisfaction
and disengagement. A key on-going role of the WCC is to monitor issues that we feel have
been resolved in order to ensure that further changes introduced for other reasons do not
have unintended consequences.
Table 2.3 Communication initiatives embedded in department practice since our Silver
submission.
1.
Specific long-term communication changes instituted by the WCC seem fairly
simple individually but collectively have changed the perception of decisionmaking processes and of the departmental community. A key part of our selfassessment process has been to monitor (by discussions at meetings of different
staff groups, informal discussions and monitoring complaints being reported to line
managers and the head of department) whether these changes have indeed
resolved the feeling of ‘being out of the loop’.
2. A new termly newsletter (‘The Orbital’), including people-focused news from the
previous term and a profile of a member of department (often a new starter), is
published on the internet and in hard copy in the common room and lifts.
3. A complete overhaul of all departmental email communication methods and lists
4
and a new modus operandi to ensure they are current.
4. A suggestion box to enable those who do not feel able to give direct feedback/input
to contribute to the department. This has also identified where communication
routes in the department were not well enough publicised.
5. Timely publication of committee (including Executive) minutes on the intranet;
6. Circulation of information on annual basis e.g. study leave, promotions.
b) Plans for the future of the self assessment team, such as how often the team will
continue to meet and how the department will deal with the turnover of team
members, any reporting mechanisms and in particular how the self assessment
team intends to monitor implementation of the action plan.
The WCC is an integral part of departmental structures and life and will continue to meet as
a formal departmental committee as outlined above. We have already had to deal with
turnover of members through the move of the department’s HR representative to a central
diversity role within the University and through the departure from the University of both of
our postdoctoral representatives and one PhD representative.
(908 words)
5
3. A picture of the department
a) Provide a pen-picture of the department to set the context for the application,
outlining in particular any significant and relevant features.
Warwick Chemistry is a thriving and ambitious Department, reflecting the drive and
commitment of its individual members of staff. The Department was rated as one of the
leading Chemistry departments in the UK in the 2008 RAE with 75% of research being
internationally excellent or world leading. We now have 40 members of academic staff,
including independent research fellows, organised into three sections: Physical and
Theoretical, Inorganic and Materials and Organic/ Bioorganic Chemistry.
A feature of the Department is its strong interdisciplinary links, reflected both in its teaching
and research. At undergraduate level the Department offers both BSc and MChem degrees
in Chemistry, as well as joint degrees with the School of Life Sciences and Warwick
Business School. At the postgraduate level, more than 180 students are studying towards
PhD degrees within the Department, with taught MSc courses also provided. The
Department plays a pivotal role in a number of cross-University interdisciplinary Research
and Training Centres.
Our external funding has increased very significantly in the past few years. The majority of
the department’s research income comes from the UK Research Councils with funding also
obtained from the EU, industry, charities, and other government funding agencies. Warwick
Chemistry leads on a number of university initiatives e.g. outreach, transferable skills
training, Athena SWAN, Centre for Scientific Computing, Warwick Centre for Analytical
Science, and the Materials Global Research Priority.
We strive for academic excellence in research and teaching in an environment where people
feel valued and supported. Since its establishment in the 1960s the Department has seen
periods of change, most noticeably with the retirement of the earliest members of the
department, creating opportunities for new academic staff in the 1990s, and then more
recently with more new staff in the 2000s. When we submitted for Silver in 2009, one third of
the department had been appointed in the last five years. A further four academic staff have
been hired since then (including two females) and further expansion is planned.
Overall, we endeavour to provide the support that individuals need to be successful and
content in their professional life, while noting and acting on the fact that some individuals are
unfairly demanding and others disproportionately giving. A significant part of the
responsibility for this falls on the Head of Department supported by Heads of Section (of
which we have 3), and the Directors of Undergraduate and Postgraduate Studies—all of
whom are members of the Departmental Executive Committee.
Since our Silver submission we have worked to embed good employment practices and a
supportive collegial environment as part of normal behaviour in the department. We have
done this by gradually changing behaviour patterns and expectations of all members of the
department, and formalising the self assessment group into a formal departmental
committee, the Welfare and Communication Committee (WCC; see §2). We have an active
committee structure, and WCC formally reports to the Executive committee and informally to
Staff meeting.
The WCC takes an overview as to whether ‘normal practice’ is good enough in various ways
to support the female members of the department. The AS action plan is a standing agenda
item and progress against our Silver action plan is summarised in Table 3a.1. The key issue
apparent for Warwick chemistry at the time of our Silver AS application was communication.
8
The silver AS process and the university PULSE survey (which occurred at about the same
time) showed that many (arguably most) things were ‘right’ with the department but were not
felt to be so. The key problem appeared not to be what was or was not being done but the
fact that most people felt they did not know about it. Table 2.3 summarises specific actions
we have taken in this area. The emphasis of the WCC has now broadened, with a current
priority being to review and create mechanisms to support research fellows (i.e. all
postdoctoral researchers) since this group of staff represents the leaky point in our pipeline
(see below) and is particularly challenging for reasons discussed below.
The departmental committee structure is summarised in Figure 3a.1.
Figure 3a.1: Warwick Chemistry Departmental Committee structure. From
http://www2.warwick.ac.uk/fac/sci/chemistry/chemintra/governance/.
Table 3a.1 Silver action plan implementation (by number)
1.
Female representation on departmental committees: Currently all
departmental committees have female representation. With the increased
numbers of female members of academic staff this is now viable. We shall
continue to monitor this issue and will take care to ensure academic female
representation on Executive Committee, Promotions Committee, Research
Committee and Learning and Teaching Committee. While hoping that in the
future this will happen naturally by portfolio, reflecting the increase in female
members of academic staff, we have agreed to augment the membership of
these committees if necessary.
2.
Timely communication within the department: The Welfare and
Communication Committee has been so named to remind everyone that a
key part of its remit is communication. Various apparently small but
significant things have been achieved (see §2). The previously prevalent
9
complaints about lack of communication have almost completely died away,
as demonstrated in our 2011 Pulse survey results.
3.
Promotion Criteria (in line with University Athena Action Plan): Information
about promotion timescales is now circulated to everyone in the department
which is used as a prompt to initiate one-to-one conversations with both men
and women, either as part of the Annual Review process or as a separate
item. Information is available on the University HR pages of the web site with
links from chemistry. Applications nominated/prompted by Heads of
Section/Head of Department are considered by Promotions Committee
alongside those that are self-nominated. The promotions committee is
designed to include the annual appraisers of all members of academic staff.
It also considers whether any expected applications are missing and
encourages those to come forward.
4.
Allocation of teaching/administration duties: The teaching workload
model is developed in consultation with all members of staff via the Chair of
the Learning and Teaching Committee and heads of the three teaching
sections. It is discussed with individual members of staff before publication.
The Head of Department does his best to balance administrative loads within
an academic year and from year to year (some jobs which are larger than a
‘fair share’). Key administrative responsibilities are rotated both for fairness
and to give academic staff an opportunity to experience and thus develop
skills and knowledge to be able to deal with different administrative duties,
which in turn helps with career development—unless an academic expresses
a desire to keep a particular duty. To ensure transparency, a list of
departmental responsibilities is published on the intranet for all staff to view.
5.
Consider how to review and support academic career development:
Promotion processes are now clearer (§2) and feedback from staff indicates
that they are happy and understand this better. The annual review process
(generally undertaken by Heads of Section and Head of Department) aims to
provide a forum to enable an academic/ researcher to work out what their
priorities should be in the coming year. It is working much more effectively
than it did in 2009 when it was relatively new. Preparations for the up-coming
REF suggests the annual review process is working well. Annual reviews are
optional for researchers, noting that they have regular six month career
review meetings with their line managers as well as end of fixed term
contract meetings if applicable. In general heads of section and line
managers of research fellows undertake annual reviews. However, when
annual review information is sent around it is made clear that individuals can
request a different reviewer and that is ‘normal’.
6.
Refine job descriptions for major roles in the department and
disseminate these: Committee remits and roles of chairs are now agreed by
Executive Committee and Staff Committee and are published on the Intranet.
This gives an overview of job descriptions for major roles in the department.
7.
Explore funding opportunities for women returning from maternity/
adoption leave: We broadened this out to support for women returning from
maternity/ adoption leave. The situation for academic members of staff is
dealt with on a case-by-case basis (2 cases since our Silver award)
depending on their stage of career and what is required to support them. We
now have a set of case studies concerning pregnancy and maternity leave for
10
academics, researchers and PhD students. The extreme has been a
complete change of PhD project due to safety issues. In each case the
department and/or funding bodies have enabled the student to complete her
PhD. The biggest challenge on this issue is for research fellows whose
maternity leave falls late in their contract. The University has developed a
fellowship that is available to female post-doctoral researchers returning from
maternity or adoptive leave, Returners to Research fellowship. We have one
of two awards in the University in Chemistry. Returnees are also encouraged
to make use of the Returning Parents Network Group and Mentoring
Scheme. Funding opportunities are circulated by the department’s Research
Development Officer whether research fellows are still in post or not and are
published on the intranet site, highlighting those particularly relevant to those
requiring flexible working arrangements or returning from maternity leave.
Applications are supported by the department for any of these schemes. The
department has made some ad hoc decisions to support research fellows
returning from maternity leave towards the end of their funding. However, as
a financially deficit department our room to manoeuvre is limited. We
routinely appoint such staff to honorary positions (Associate fellows of the
department) which provides nominal career continuity, and access to library,
IT and departmental facilities. Feedback from individuals indicates this is
hugely beneficial in making them feel they still belong to the Department and
are valued.
8.
Review of Departmental Induction Documentation: These documents are
circulated to new members of staff as they join the department and published
on the intranet. We solicit feedback on what they would have liked to be
included and what could be removed and update it accordingly annually. The
Head of Department meets with all new staff and also encourages them to
feed back anything that we could change or do better.
9.
PULSE Staff Survey: The 2011 survey (the most recent since our Silver
submission) focused on areas of general concern across the university:
communication and bullying and harassment. This demonstrated a significant
improvement in Chemistry compared with 2009, especially in regard to
communication, with 73% of the department taking part. Of particular
significance were the positive responses relating to communication and
leadership from Head of Department and senior managers, value of annual
review, ability to contribute views to managers and consideration of
development needs. Of concern were the results relating to work-life balance,
with 30% of respondents replying that they were not satisfied with the support
offered by the University to balance work and home life. These results were
discussed at WCC and communicated to all groups of staff via Section
meetings, Staff Meeting and Support Staff Meetings, with specific attention
paid to issues around work-life balance to identify if there was anything that
the Department could do to improve the situation. These discussions did not
present anything concrete, but aspects of this issue are considered at each
WCC meeting. It was felt that the fact that it was ‘OK’ to discuss the issue
was a positive step and some of the sharing of experiences has helped
individuals.
10.
Fixed-term versus indefinite contracts: Our data (see below) show that the
situation for women is not as simple as it appeared in the Silver application
where it seemed women were half as likely to be on Indefinite vs Fixed Term
contracts.
11
11.
and
13.
Research fellows: Ensuring that research fellows feel part of the
departmental structures and activities has proved to be more challenging
than we had anticipated and this has become a main focus of our AS Silver
activities. The main issues are that in general research fellows are focused
on what they perceive to be of immediate benefit to their own careers and
research—this is usually taken to be publications. Despite this, we have
established postdoctoral representation on the Academic Staff meeting and
on the WCC.
We have also re-established the Departmental Research Fellow Forum with
a sustainable structure. This was the result of an anonymised online survey
which confirmed that the research fellow community saw a purpose in such a
forum but felt they lacked the time to run one themselves. It is now supported
by Scott (Chair, Research Committee) and Branch (Research Support
Services and HR). Events are held every 2 months, the department provides
lunch and at the end of each meeting topics are invited for the focus of the
next one and an online vote is taken to select it. Activities have included an
event on careers at which we had speakers from industry, academia and
administrative functions. Other sessions have focused on funding
opportunities for research fellows and on REF and Impact led by the Science
Faculty’s Impact Officer. These have been well attended and feedback was
very positive. Events are planned for the next academic year, topics to be
determined as above.
The University, initiated by Chemistry, has also established a Postgraduate
Certificate in Transferable Skills in Science (PGCTSS) for research fellows
which provides a structure for their individual non-technical training and
development. Work is in progress to integrate the PGCTSS with the RSC
Chartered Chemist accreditation. Neither the Forum nor the PGCTSS are
specifically targeted at women. However, we note that women
disproportionately take up the opportunities they provide and we work to
ensure that women are made aware of them and feel the opportunity is
targeted at them. The PGCTSS includes a formal mentoring structure. We
ensure fellows can benefit from mentoring by a senior female academic
should they wish.
The Women in Science symposium and Irene Joliot Curie conference are
annual events for female researchers.
However, as noted elsewhere in this document, although we believe this is
the most critical career stage for retaining women in science it is extremely
hard to get them to take part in career-development activities.
12.
Mentoring encouraged for all staff: We have developed various different
levels of mentoring especially for young members of academic staff. Those
on probation have a nominated mentor and sometimes an additional one to
complement the skills of their nominated one. This includes the Returners to
Research fellowships where mentoring is a strong component of the support
provided. New independent fellows are also assigned a mentor. Research
fellows who embark on the PGCTSS have a mentor formally assigned to
them. It is up to them whether their mentor is their line manager (despite
advice against this, it works very well in most cases). Fellows can change
their PGCTSS mentor if they so choose. Mentoring for more senior members
of staff is encouraged to develop informally. Senior female members of
12
academic staff specifically try to ensure younger female members of staff are
feeling supported.
An informal monthly lunch for female academics and senior administrative
support staff in Chemistry has evolved from the previous termly event by
popular demand. This has proved to be an opportunity to have conversations
about career development and work-life balance that do not necessarily have
another forum.
13.
See 11.
14.
Improve statistical data collection to always include gender data: In light
of our experiences during preparing for our Silver submission the University
started collecting much of the previously missing data. Data for this
submission were provided by the Central University Management Information
and Planning and Human Resources Departments as a snap-shot in time.
b) Provide data for the past five years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance, how they have
affected action planning, and any improvements since the department’s Silver award.
Data are presented as tables and graphs. Note that not all are statistically significant.
Student data
(i)
Numbers of males and females on access or foundation courses – comment on
the data and describe any initiatives taken to attract non-traditional groups of women
to the courses.
N/A
(ii)
Undergraduate male and female numbers – full and part-time – comment on the
female:male ratio compared with the national picture in the discipline. Describe any
initiatives taken to address any imbalance or negative trends and the impact to date.
Comment upon any plans for the future.
The Chemistry undergraduate percentages of male and female are consistently
approximately 40% female, which is slightly lower than the national average (see Table and
Figure 3b.1). We try to ensure a significant female academic staff presence on our UCAS
and other open days and in our recent recruitment video
http://www2.warwick.ac.uk/fac/sci/chemistry/ugstudy/). Our enthusiastic Director of Student
Experience (female) attends too. However, at this time, committing to being present is
challenging for many of our female members of staff (who with only two exceptions have
young children and/or long commutes) as we have responded to demands from parents and
students for open days to be on a Saturday. We now also offer personalised open days,
hosted by academics
(http://www2.warwick.ac.uk/newsandevents/pressreleases/new_pick_your/) and hope that
this approach may have the additional benefit of encouraging female prospective
undergraduates.
Female PhD students contribute very effectively to open days. We also have an extensive
schools outreach programme in the local area (see §6b v). Involvement of female PhD
13
students is very noticeable in this activity. This, however, benefits the national picture not our
own situation.
In 2012 we have trialled the Faraday Scholarships, a widening participation scheme to
encourage bright but disadvantaged children from local schools to apply for a place to study
chemistry at Warwick. Nominations were received from heads of local schools, one of the
five awards was made to a female student for a 2013/14 start.
Table 3b.1: Numbers and percentages of male and female undergraduate students enrolled
in Chemistry at Warwick and nationally.
Year
07/08
08/09
09/10
10/11
11/12
Total
enrolled
(M/F split)
UG (FT +
PT)
UG (FT +
PT)
UG (FT +
PT)
UG (FT +
PT)
UG (FT +
PT)
M
F
UOW
% of
M
UOW
% of F
Sector
M
Sector
F
Sector
% of M
Sector
% of F
223
165
57%
43%
8075
6190
57%
43%
250
163
61%
39%
8635
6590
57%
43%
236
158
60%
40%
8940
6875
57%
43%
282
178
61%
39%
9665
7165
57%
43%
284
177
62%
38%
-
-
-
-
UG Gender Balance - Warwick (W) & Sector (S)
100%
80%
60%
Males
40%
Females
20%
0%
07/0807/08
W
S
08/0908/09
W
S
09/1009/10
W
S
10/1110/11
W
S
11/1211/12
W
S
Figure 3b.1: Graphical representation of the data in Table 3b.1. The number of female
undergraduates has increased in recent years, but not quite at the same rate as male. This
is discussed further below.
(iii)
Postgraduate male and female numbers completing taught courses – full and
part-time – comment on the female:male ratio compared with the national picture in
14
the discipline. Describe any initiatives taken to address any imbalance and the effect
to date. Comment upon any plans for the future.
The PGT taught numbers below are for IAMBEC/AS-MIT MSc students (Analytical Sciences
MSc Programme). The average percentage of 53% female PGT students is more in favour
of female students than the corresponding undergraduate population or the sector numbers.
This trend continues for 12/13 with 16 students on AS:MIT of whom 9 are female and 6
students on the newly launched MSc Polymer Chemistry of whom 3 are female. Intakes for
both taught courses will continue to be monitored.
Table 3b.2: Numbers and percentages of male and female postgraduate students on taught
courses in chemistry at Warwick and nationally.
Year
Total Enrolled
(M/F Split)
M
F
UOW
% of M
UOW
% of F
Sector
M
Sector
F
Sector
% of M
Sector
% of F
07/08
08/09
09/10
10/11
11/12
PGT (FT + PT)
PGT (FT + PT)
PGT (FT + PT)
PGT (FT + PT)
PGT (FT + PT)
5
5
11
8
6
6
4
8
17
7
45%
56%
58%
32%
46%
55%
44%
42%
68%
54%
420
425
530
490
-
305
365
410
340
-
58%
54%
56%
59%
-
42%
46%
44%
41%
-
PGT Gender Balance - Warwick (W) & Sector (S)
100%
80%
60%
Males
40%
Females
20%
0%
07/08 07/08
W
S
08/09 08/09
W
S
09/10 09/10
W
S
10/11 10/11
W
S
11/12 11/12
W
S
Figure 3b.2: Graphical representation of the data in Table 3b.2.
(iv)
Postgraduate male and female numbers on research degrees – full and part-time
– comment on the female:male ratio compared with the national picture in the
discipline. Describe any initiatives taken to address any imbalance and the effect to
date. Comment upon any plans for the future.
The PGR percentages of women are the same as the UG figure suggesting a consistent
pull-through from BSc and MChem Chemistry courses (see also §4b ii).
15
Table 3b.3: Numbers and percentages of male and female postgraduate researchers
students in chemistry at Warwick and nationally.
Year
07/08
08/09
09/10
10/11
11/12
Total
Enrolled (M/F
Split)
PGR (FT +
PT)
PGR (FT +
PT)
PGR (FT +
PT)
PGR (FT +
PT)
PGR (FT +
PT)
M
F
UOW
% of M
UOW
% of F
Sector
M
Sector
F
Sector
% of M
Sector
% of F
104
69
60%
40%
2,285
1,545
60%
40%
118
74
61%
39%
2,275
1,495
60%
40%
129
81
61%
39%
2,280
1,535
60%
40%
139
96
59%
41%
2,385
1,570
60%
40%
123
86
59%
41%
-
-
-
-
PGR Gender Balance - Warwick (W) & Sector (S)
100%
80%
60%
Males
40%
Females
20%
0%
07/08 07/08
W
S
08/09 08/09
W
S
09/10 09/10
W
S
10/11 10/11
W
S
11/12 11/12
W
S
Figure 3b.3: Graphical representation of the data in Table 3b.3.
(v)
Ratio of course applications to offers and acceptances by gender for (ii), (iii)
and (iv) above – comment on the differences between male and female application
and success rates and describe any initiatives taken to address any imbalance and
the effect to date. Comment upon any plans for the future.
Undergraduate: There is no detectable gender bias in the undergraduate offers made. Over
the last 4 years it looks as if an increasing percentage of male students who are offered
places are accepting them whereas the percentage of female students accepting offers has
remained constant and is now noticeably lower than for the males. Our research leads us to
conclude that this is because a large percentage of female students are accepting places at
universities with higher offers e.g. Oxford, Cambridge, Durham. This accounted for 60% of
the women who declined our offer in 2012/13. We see this as a positive reflection of the
calibre of female students who wish to study chemistry but will continue to monitor this for
future intakes.
Postgraduate taught and research: Female applicants arguably are more likely to receive
an offer than male applicants. We believe this is due to women generally targeting their
application process. The numbers of enrolments from offers show no significant pattern,
certainly no anti-female trend is apparent.
16
Table 3b.4: Numbers and percentages of male and female applications, offers and
enrolments for undergraduate (U), taught post graduate (T) and research postgraduate (R)
by year for first year students in each chemistry level at Warwick.
Level of
Study
Gender
Enrolments
Applicants
offered place
Offers
Enrolled
U
U
T
T
R
R
F
M
F
M
F
M
370
527
23
32
43
87
269
368
14
22
19
32
2008/09
41
66
6
16
11
16
73%
70%
61%
69%
44%
37%
15%
18%
43%
73%
58%
50%
U
U
T
T
R
R
F
M
F
M
F
M
289
489
24
35
51
116
237
380
22
20
30
33
2009/10
30
57
13
12
18
21
82%
78%
92%
57%
59%
28%
13%
15%
59%
60%
60%
64%
U
U
T
T
R
R
F
M
F
M
F
M
313
472
38
47
62
109
255
378
18
24
31
36
2010/11
30
42
11
18
12
22
81%
80%
47%
51%
50%
33%
12%
11%
61%
75%
39%
61%
U
U
T
T
R
R
F
M
F
M
F
M
357
549
39
41
45
98
327
498
31
28
31
38
2011/12
49
98
24
17
21
25
92%
91%
79%
68%
69%
39%
15%
20%
77%
61%
68%
66%
U
U
T
T
R
R
F
M
F
M
F
M
407
599
22
20
65
115
362
517
18
15
34
43
54
87
7
7
17
31
89%
86%
82%
75%
52%
37%
15%
17%
39%
47%
50%
72%
Applications
Offers
2007/08
17
UG Offers Enrolled
100%
80%
60%
UG M
40%
UG F
20%
0%
07/08 08/09 09/10 10/11 11/12
PGT Offers Enrolled
100%
80%
60%
PGT M
40%
PGT F
20%
0%
07/08 08/09 09/10 10/11 11/12
PGR Offers Enrolled
100%
80%
60%
PGR M
40%
PGR F
20%
0%
07/08 08/09 09/10 10/11 11/12
Figure 3b.4: Graphical representation of the data in Table 3b.4.
18
(vi)
Degree classification by gender – comment on any differences in degree
attainment between males and females and say what action is being taken to
address any imbalance.
The only really significant consistent difference between male and female achievement is the
fewer female third class degrees. Students in this category are there for a variety of reasons
and we are not aware of any gender bias in our attempts to support these students. Arguing
any trends on the second class and first class degree data is not sound given the variability
in male:female performance suggesting that M/F is not a significant variable. Perhaps one
can argue that women have improved on average over the last 5 years. Almost all members
of the department sit on exam boards and two of our three current external examiners are
women.
Table 3b.5. Degree classifications for male and female undergraduate students by year for
chemistry at Warwick.
Classifications
2006/07
2007/08
2008/09
2009/10
2010/11
Male/
female
M
F
M
F
M
F
M
F
M
F
1st
Upper 2nd
Lower 2nd
3rd
13
6
11
14
16
19
26
25
18
10
15
7
21
25
28
28
31
24
24
18
9
12
14
9
30
15
22
24
14
8
5
6
8
2
7
2
12
2
6
6
Degree Classifications Distribution by Gender
100%
80%
60%
1st
Upper 2nd
40%
Lower 2nd
3rd
20%
0%
07/08 07/08
M
F
08/09 08/09
M
F
09/10 09/10
M
F
10/11 10/11
M
F
Figure 3b.5. Graphical representation of the data in Table 3b.5.
19
Staff data
All staff data are a snap shot at 1st August each year. Warwick terminologies for staff groups
are given in Table 3b. 6.
Table 3b.6. Warwick staff group terminologies.
Warwick staff group
Grade Description
Research fellow
Senior research fellow
6
7
Assistant Professor
7
Associate Professor
8
Professor
9
(vii)
Postdoctoral researcher, on a fixed term contract
Postdoctoral researcher, generally on a fixed term
contract and generally holding an independent
competitively awarded fellowship
Permanent academic lecturer appointment, on
probation to permanent appointment
Permanent academic senior lecturer or reader
appointment
Permanent chair
Female:male ratio of academic staff and research staff – researcher, lecturer,
senior lecturer, reader, professor (or equivalent). Comment on any differences in
numbers between males and females and say what action is being taken to address
any underrepresentation at particular grades/levels.
Over the five year period summarised in Table 3b.7 the FA7–FA9 academic staff
complement increased from 31 to 39 and female academic staff increased from 5 (one
professor) to 7 (3 professors, all internal promotions) and given in more detail in Table 3b.8
and Figure 3b.8. The total increased percentage of women is indicative of recruitment
processes without bias against women. Further promotions of women are anticipated to
happen in due time. In general Warwick Chemistry has the policy of appointing ‘up and
coming talent’. There is no evidence currently of women being held back from promotion
applications—of the three academic promotions put forward in 11/12, two were from female
members of staff and all were successful. The decrease in FA7 and FA8 women is a
consequence of their successful promotion from assistant to associate professor and from
associate to full professor.
The representation of women at FA6 can possibly be argued to have increased to above
both the national average and above the Warwick percentage of undergraduates. This
suggests no bias in recruitment to postdoctoral positions. Trends up the career path are
summarized in Table 3b.7. Over the last five years, the appointment of female and male
academics has been about even.
20
Table 3b.7 Trends up the career path over the last 5 years by comparison of
undergraduate/PhD/(FA7+FA8)/FA9. FA7 is a combination of Senior Research Fellows and
Assistant Professors so is combined with FA8. The numbers of senior research fellows is
small; one in the 12/13 figures is female. These are all holders of externally advertised
fellowships.
Grade
UG
PhD
FA6
FA7+FA8
FA9
Percentage of women
Steady at ~40% women
Steady at ~40% women
Currently 42% women
Variable at around 20% women
Increased from 8 to 17% women
We are very concerned about the significant drop between FA6 and FA7/8 and are putting
effort into addressing this. An informal survey of FA6 female and male members of staff has
led us to the conclusion that the dominant reason for this is that women respond less well to
the fact that the postdoctoral career stage is inherently uncertain with short term contracts
and relocation the norm, with no certainty of success. We recognise that academics need to
have had a wide experience both scientifically and environmentally to be effective in the
current climate. However, women seem to be unsettled by it more than men to the extent of
deciding that they want the security of an alternative career. The unfairness of the much
more limited time range over which women can have children and the adverse health
statistics should this be postponed until late 30’s must not be ignored here when the average
age of academic appointments in Chemistry is 37 and at Warwick in general is 40.
It is clear that Warwick Chemistry in recent years has shown no discrimination against
female applicants, the challenge is how to support women to be in the application pool.
Methods currently employed include
- assignment of mentor for all new academic and independent fellowship
appointments;
- a conference childcare fund;
- support with negotiating maternity leave and support on return;
- frank and open discussions of the pros and cons of different life choices in the formal
environment of training courses and informally over tea or coffee;
- providing opportunities for partners of an appointed member of staff, if that is
necessary.
Recognising that the progression of chemists from postdoctoral researcher to independent
academic careers is a national rather than simply a local issue, we are constantly looking for
creative ideas to support this process. Our most recent initiative has been to launch an
annual series of conferences in collaboration with Imperial College targeted at female
research fellows (though not excluding men): the Irène Joliot-Curie Conference. The first
conference was successfully held in October 2012. This has grown out of our positive
experience of the student-led “Women In Science Symposium” that is now an annual event
for students and postdoctoral researchers at Warwick. In terms of strategy, we are
endeavouring to support current research fellows (see elsewhere) and putting significant
effort into encouraging female PhD students to think and plan ahead by helping them be
aware of issues they will almost certainly face in the future. Opportunities are created during
a number of the modules on the Postgraduate Certificate in Transferable Skills in Science
that is compulsory for all chemistry PhD students. As Warwick now has a significant female
chemist academic community we have a diversity of role models and life experiences as a
basis for informal mentoring.
21
Table 3b.8. Numbers and proportions of male and female academic and research staff by
grade for Warwick chemistry.
Year
Male
headcount
2008
2009
2010
2011
2012
2008
2009
2010
2011
2012
2008
2009
2010
2011
2012
2008
2009
2010
2011
2012
Female
Total
% Male
headcount
headcount
Research fellow (FA6)
22
17
39
56%
25
14
39
64%
24
18
42
57%
24
16
40
60%
23
11
34
68%
Senior Research fellow/ Assistant Professor (FA7)
12
2
14
86%
12
1
13
92%
8
0
8
100%
9
1
10
90%
13
3
16
81%
Associate Professor (FA8)
8
1
9
89%
8
3
11
73%
10
4
14
71%
11
4
15
73%
10
2
12
83%
Professor (FA9)
13
2
15
87%
12
2
14
86%
13
2
15
87%
13
2
15
87%
14
3
17
82%
% Female
44%
36%
43%
40%
32%
14%
8%
0%
10%
19%
11%
27%
29%
27%
17%
13%
14%
13%
13%
18%
Gender ratio - Chemistry
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Proportion Male
FA 6, 2007
FA 6, 2008
FA 6, 2009
FA 6, 2010
FA 6, 2011
FA 6, 2012
FA 7, 2007
FA 7, 2008
FA 7, 2009
FA 7, 2010
FA 7, 2011
FA 7, 2012
FA 8, 2007
FA 8, 2008
FA 8, 2009
FA 8, 2010
FA 8, 2011
FA 8, 2012
FA 9, 2007
FA 9, 2008
FA 9, 2009
FA 9, 2010
FA 9, 2011
FA 9, 2012
Proportion Female
Figure 3b.8. Graphical representation of the data in Table 3b.7.
(viii)
Turnover by grade and gender – comment on any differences between men and
women in turnover and say how the department plans to address this. Where the
22
number of staff leaving is small, comment on the reasons why particular individuals
left.
There is nothing in data in Table 3b.9 to suggest a difference between men and women.
Most FA6 research fellows left when funding ran out. In 2011/12 there is an unusually high
number of female researchers who left (8) – of these one moved to a permanent academic
appointment, four took up postdoctoral positions overseas, one went travelling (and returned
to Warwick), and one went on maternity leave and has now taken up a Returners to
Research fellowship in Chemistry (see §4b i)). Many of those leaving were entitled to
redundancy payments and so stayed until the end of their contract, hence being recorded as
‘involuntary leavers’.
Table 3b.9. Numbers and proportions of male and female academic and research staff
leaving by grade for Warwick Chemistry.
Year
Average
male
headcount
07/08
08/09
09/10
10/11
11/12
21
24
26
24
24
07/08
08/09
09/10
10/11
11/12
10
12
10
8
11
07/08
08/09
09/10
10/11
11/12
9
8
9
11
11
07/08
08/09
09/10
10/11
11/12
13
13
13
13
14
No. of male
leavers
Male
Turnover
No. male
voluntary
leavers
Research fellow (FA6)
7
33%
2
7
29%
3
11
43%
2
7
29%
3
6
26%
2
Senior research fellow/ Assistant Professor (FA7)
0
0%
0
0
0%
0
1
10%
0
0
0%
0
0
0%
0
Associate Professor (FA8)
1
12%
1
0
0%
0
0
0%
0
0
0%
0
0
0%
0
Professor (FA9)
0
0%
0
2
16%
0
0
0%
0
1
8%
1
0
0%
0
23
Male Voluntary
Turnover
10%
13%
8%
13%
9%
0%
0%
0%
0%
0%
12%
0%
0%
0%
0%
0%
0%
0%
8%
0%
Year
Average
female
headcount
07/08
08/09
09/10
10/11
11/12
15
16
16
17
14
07/08
08/09
09/10
10/11
11/12
2
2
1
1
2
07/08
08/09
09/10
10/11
11/12
2
2
4
4
3
07/08
08/09
09/10
10/11
11/12
2
2
2
2
3
No. of female
leavers
Female
Turnover
No. female
voluntary
leavers
Research fellow (FA6)
4
27%
2
6
38%
0
6
39%
2
6
35%
4
8
57%
3
Senior Research fellow/ Assistant Professor (FA7)
0
0%
0
0
0%
0
0
0%
0
0
0%
0
0
0%
0
Associate Professor (FA8)
0
0%
0
0
0%
0
0
0%
0
0
0%
0
1
33%
1
Professor (FA9)
0
0%
0
0
0%
0
0
0%
0
0
0%
0
0
0%
0
Chemistry - Turnover - Voluntary and Involuntary
60%
Female Voluntary
Turnover
13%
0%
13%
25%
21%
0%
0%
0%
0%
0%
0%
0%
0%
0%
33%
0%
0%
0%
0%
0%
Male Turnover
Female Turnover
50%
40%
30%
20%
10%
0%
FA 6 FA 7 FA 8 FA 9 FA 6 FA 7 FA 8 FA 9 FA 6 FA 7 FA 8 FA 9 FA 6 FA 7 FA 8 FA 9 FA 6 FA 7 FA 8 FA 9
2008 2008 2008 2008 2009 2009 2009 2009 2010 2010 2010 2010 2011 2011 2011 2011 2012 2012 2012 2012
24
35%
Chemistry - Turnover - Voluntary
Male Voluntary Turnover
Female Voluntary Turnover
30%
25%
20%
15%
10%
5%
0%
FA 6 FA 7 FA 8 FA 9 FA 6 FA 7 FA 8 FA 9 FA 6 FA 7 FA 8 FA 9 FA 6 FA 7 FA 8 FA 9 FA 6 FA 7 FA 8 FA 9
2008 2008 2008 2008 2009 2009 2009 2009 2010 2010 2010 2010 2011 2011 2011 2011 2012 2012 2012 2012
Figure 3b.9. Graphical representation of the data in Table 3b.8.
(2090 words)
25
Supporting and advancing women’s careers
4. Key career transition points
a) Provide data for the past five years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance, how they have
affected action planning, and any improvements since the department’s Silver award.
(i)
Job application and success rates by gender and grade – comment on any
differences in recruitment between men and women at any level and say what action
is being taken to address this.
The data on job applications (Table 4.1) provide a variable picture with few apparent trends.
Two key issues raised are that the percentage of female applicants for positions is lower
than male applicants and their success rate is higher. The net result is no discernible
male/female bias, though the possibility that women who could be appointed are deselecting themselves must not be ignored. The data tend to support the gender stereotype
that men apply for any job for which they exhibit some of the qualifications whereas women
only apply if they can demonstrate all the requirements. We are addressing this issue in the
context of careers advice at Departmental and University level, CVs, leadership training,
particularly with PhD students who are at the beginning of this process. As it is a national
issue for postdoctoral researchers, we included it in the Irène Joliot-Curie Conference (§8).
Table 4.1. Job application numbers, percentages and success rates for men and
women in chemistry at Warwick by grade.
Year
No.
vacancies
07/08
08/09
09/10
10/11
11/12
16
13
20
10
15
07/08
08/09
09/10
10/11
11/12
3
0
2
0
3
07/08
2
11/12
1
Total no.
applicants
Total no.
Total no.
Total no.
% male
male
female
unknown
applicants
applicants applicants applicants
Research Fellow (FA6)
309
214
75
20
70%
256
189
51
16
74%
469
330
126
13
71%
140
91
48
1
65%
192
153
39
0
80%
Senior Research Fellow, Assistant professor (FA7)
38
31
6
1
82%
0
0
0
0
0%
166
142
19
5
86%
0
0
0
0
0%
92
73
17
2
79%
Associate Professor (FA8)
74
57
12
5
77%
Professor (FA9)
10
9
1
0
90%
% female
applicants
24%
20%
27%
34%
20%
16%
0%
11%
0%
18%
16%
10%
N.B. No FA8 or FA9 vacancies in other years.
Year
Total no.
Successf
ul
Total no.
Successf
ul male
07/08
08/09
09/10
14
13
17
7
10
9
Total no.
% males
% females
Successful
Successful
Successful
female
Research fellow (FA6)
7
3.3%
9.3%
3
5.3%
5.9%
8
2.7%
6.4%
26
% males
Successful
% females
Successful
50.0%
76.9%
52.9%
50.0%
23.1%
47.1%
10/11
11/12
7
15
6
9
1
6.6%
2.1%
6
5.9%
11.8%
Senior research fellow/ Assistant professor (FA7)
85.7%
60%
14.3%
40%%
07/08
08/09
09/10
10/11
11/12
2
0
2
0
3
2
0
1
0
1
0.0%
5.3%
11.8%
100.0%
50.0%
33.3%
0.0%
50.0%
07/08
2
1
8.3%
50.0%
50.0%
11/12
0
0
0
6.5%
0
1
0.7%
0
2
1.4%
Associate professor (FA8)
1
1.8%
Professor (FA9)
0
0
0
0
0
66.7%
Chemistry- % applicants by gender
100%
90%
80%
70%
60%
% male
applicants
50%
% female
applicants
40%
30%
20%
10%
0%
24%
FA6
07/08
20%
FA6
08/09
27%
FA6
09/10
34%
20%
FA6
10/11
FA6
11/12
16%
FA7
07/08
27
11%
FA7
09/10
18%
16%
FA7
11/12
FA8
07/08
10%
FA9
11/12
Chemistry- % successful by gender
100%
90%
80%
70%
60%
50%
% males successful
40%
% females successful
30%
20%
10%
0%
FA6
FA6
FA6
FA6
FA6
FA7
FA7
FA7
FA8
07/08 08/09 09/10 10/11 11/12 07/08 09/10 11/12 07/08
Chemistry- % of applicants who were successful- by gender
100%
90%
80%
70%
% males successful
60%
% females successful
50%
40%
30%
20%
10%
0%
FA6
FA6
FA6
FA6
FA6
FA7
FA7
FA7
FA8
07/08 08/09 09/10 10/11 11/12 07/08 09/10 11/12 07/08
Figure 4.1. Graphical representation of the data in Table 4.1.
(ii)
Applications for promotion and success rates by gender and grade – comment
on where these differ, whether these have improved and say what further action may
be taken. Where the number of women is small applicants may comment on specific
examples of where women have been through the promotion process. Explain how
potential candidates are identified.
28
Applications for promotion are sought from individuals in each annual promotions round and
senior staff are encouraged to identify potential candidates (see §3). Line managers,
mentors and the Chemistry promotions committee work with all applicants to prepare the
strongest possible case. Applications are assessed within the department by the Promotions
committee and in some cases the applicant is advised to wait. Appropriate feedback and
support is given to those not considered quite ready. Applicants are not required to follow
this advice. Data for promotions are given in Table 4.2.
The number of promotions are small. Given the relative numbers of women and men at each
grade and the requirement to remain at a given level for a period of time (stated to be at
least 3 years), the statistics for women are not out of line with those for men. This is an
improvement on the situation that appeared to be operative in our Silver application.
Over the last 6-year period two female members of staff have been promoted to Professor.
Both are comparatively junior. Other female associate professors will be encouraged to
apply for promotion to Reader and Professor as appropriate. Applications for promotion from
assistant to associate professor (completion of probation) have all been accomplished in the
minimum time by the female members of staff. Applications for promotion from FA6
(research fellow) to FA7 are relatively unusual as they usually require tenure of funding. One
woman has been successful in 2011/2012 and subsequently won a prestigious fellowship.
Table 4.2: Chemistry promotion data for the last 5 years by grade.
Professor
2007/8
2008/9
2009/10
2010/11
2011/12
Assistant to Associate Professor
(completing probation)
2006/7
2007/8
2008/9
2009/10
2010/11
2011/12
Senior to Principal Research Fellow
(Grade 7 to 8)
2009/10
2010/11
2011/12
Research Fellow to Senior Research
Fellow (Grade 6 to 7)
2010/11
2011/12
RECOMMENDED
Female
Male
0
0
0
1
0
1
0
1
1
0
RECOMMENDED
PROMOTED
Female
0
0
0
0
1
PROMOTED
1
0
1
0
2
3
0
3
0
2
0
0
RECOMMENDED
1
1
2
0
0
0
PROMOTED
0
0
3
3
2
0
0
1
0
0
0
0
RECOMMENDED
0
0
0
PROMOTED
0
0
0
0
1
0
1
1
1
1
1
Male
0
1
1
1
0
b) For each of the areas below, explain what the key issues are in the department, what
steps have been taken to address any imbalances, what success/impact has been
achieved so far and what additional steps may be needed.
(i)
Recruitment of staff – comment on how the department’s recruitment processes
ensure that female candidates are attracted to apply, and how the department
29
ensures its short listing, selection processes and criteria comply with the university’s
equal opportunities policies.
As discussed above we are concerned about the pre-selection process women put
themselves through which has resulted in their under-representation in the applicant pool.
However, we are as confident as we can be, based on the data, that the processes postapplication counter this bias. As far as we can tell there is no gender bias in the job
advertising or recruitment process, so we have concluded that the issues arise prior to that
and we are endeavouring to address it at local and national level as discussed elsewhere.
It is departmental policy that all staff involved in the recruitment process have completed
online Equality and Diversity training (completion is monitored by central HR).
Short-listing of candidates is carried out according to the Essential Criteria of the advertised
position and in line with University guideline. We ensure there are female representatives on
interview panels wherever possible, and in practice this has proved to be the case in recent
years. All applicants have an opportunity to present their work to a mixed departmental
audience, where collective feedback is given to the appointments panel, thus both men and
women have an opportunity to feed into the recruitment process. Candidates are invited to
Warwick for interview but videoconferencing is an option for candidates who cannot travel
due to distance or responsibilities.
(ii)
Support for staff at key career transition points – having identified key areas of
attrition of female staff in the department, comment on any interventions,
programmes and activities that support women at the crucial stages, such as
personal development training, opportunities for networking, mentoring programmes
and leadership training. Identify which have been found to work best at the different
career stages.
Supporting staff at key transition points is the area in which we have chosen to focus our
attention. We address each transition point below.
Academic staff: The results of the 2011 Pulse Survey, annual reviews, mentor meetings, and
meetings with the Head of Department show that University and Departmental support for
permanent academic staff is working well for women (and men). This includes the
Postgraduate Certificate in Academic and Professional Practice required for all probationary
staff. As well as a PCAPP mentor, early career academics in Chemistry often choose an
additional mentor for extra support. During the probationary period to Associate Professor,
regular meetings are held with line managers, mentors and Head of Department to monitor
progress, provide support and address any concerns.
For other staff, the annual review system provides a formal opportunity to discuss progress
with their Head of Section/Head of Department. Annual review is optional for staff on
probation (since they have regular review meetings) and for staff on maternity/adoptive
leave.
For all academic staff, monthly section meetings are designed to provide a less formal
counterfoil to Staff Meetings, ensuring all can be heard on policy and other matters and give
and receive support and advice. The collaborative nature of much of the research at
Warwick means most academics establish informal co-mentoring relationships to support
research development. Internal policies mean that research proposals to some funders
require informal peer review to take place before submission. Repeated failures to gain
funding are addressed by providing a specific funding mentor. In general, the Head of
Department and Section Heads monitor and advise colleagues. The Head of Department
30
regularly meets with probationary/Associate Professor colleagues over lunch, which provides
an opportunity for one-to-one discussion about everyday matters and career development.
Senior female members of academic staff try to ensure younger female members of staff
feel supported with mechanisms including one-to-one conversations and the monthly lunch
for female academic staff.
Teaching is managed via the sections (see §3) where student feedback is taken seriously
and provides a structure for mentoring colleagues’ success in this area.
Research fellows: Women are faring badly in the FA6 to FA7 step. We have concluded
(§4a(i)) this is not due to our recruitment process but is an individual pre-selection process.
We are very concerned for FA6 colleagues, and recognise that, across the sector, they feel
under pressure to generate results and publish papers and tend not to prioritise development
of other skills required to succeed in science. The high turnover of FA6 staff (average
funding is for 2 years), which is a national as well as local issue, makes engagement
challenging. As summarized in Table 4.3 we have a combination of national initiatives and
local ones to support ‘our’ FA6 staff even though most academics move university between
FA6 and 7. Despite these challenges, we are noticing gradual success as summarized
below.
Table 4.3 Initiatives targeted at FA6 staff.
i) We initiated a national annual conference for postdoctoral chemists: The Irène
Joliot-Curie “Establishing an Independent Career in Chemistry”. The inaugural event
was held at Warwick in October 2012. Imperial will host the second in 2013, see §8.
We encouraged our research fellows to attend this conference as well as inviting
researchers from all UK universities. Attendees in 2012 were from 19 universities.
The full programme is at:
http://www2.warwick.ac.uk/fac/sci/wcas/events/independentcareer/
ii) We support the student and postdoctoral researcher-led annual Women in Science
Symposium that has run annually for the last 3 years. It developed from the
compulsory Team Development Course that we require our PhD students to attend
as part of the Postgraduate Certificate in Transferable Skills in Science.
iii) We have established annual reviews for FA6 staff in recognition that the key
decision-making stage for the academic career path is during short-term
postdoctoral employment. Research fellows have compulsory six month career
review meetings, completion of which is monitored in-house by the HR
administrator, as well as required review meetings with the Head of Department at 3
months and 6 weeks before their contracts finish. Others are optional.
iv) We have re-established the chemistry research fellow forum with organisation
provided by academic staff and administrative staff where appropriate. The
programme is decided by a web voting system based on ideas given at the end of
the last meeting. The health of the chemistry research fellow forum and its
leadership are standing items on the WCC agenda and we constantly review what
will work best for this community.
v) We offer mentoring to all staff. Most receive this through their research group but we
encourage them to consider working with a mentor outside of their immediate area.
vi) We have established a postdoctoral certificate in transferable skills in science (which
is faculty-wide, but led from Chemistry) which emphasises the types of skills
required for academic or science leadership roles in industry and academia (§8).
Women who embark on this programme find it extremely valuable as it celebrates
the skills they already have and gives them a structure to gain skills they need (as
summarized in Job advertisements in academia and elsewhere).
vii) We are gradually getting research fellows to understand that e.g. attending a course
31
viii)
ix)
x)
xi)
in Science Communication which targets radio, print, and TV gives them the skills to
present at conferences and to write papers and fellowship applications.
We have recently rewritten our induction material to make it clear that we expect
research fellows to get involved in these and University-wide activities such as the
contract researcher forum and Learning and Development Centre opportunities. We
are engaging with these colleagues to demonstrate that the changes are to
encourage a culture change so that they are aware that they are empowered to do
all of the things described in this table.
We make sure that research fellows are aware that senior colleagues will provide
support with writing applications for fellowship and academic positions (and other
sources of funding). Opportunities are frequently circulated by the department’s
Research Development Officer who meets with individuals to discuss options and
proposals on a one-to-one basis on demand.
We provide support with interview practice for short-listed candidates (for all levels
of staff). The recent success of a female FA6 3 year Science City Fellow first in
promotion to senior research fellow and then in a prestigious external fellowship
competition highlights how this can work.
We have postdoctoral representation at Staff Meeting and on the WCC.
The University has created a number of schemes with varying levels of funding to support
women on fixed-term contracts to maintain continuity in their careers or to resume them after
a break and these are well-promoted in the Department. There are also wider University
initiatives that we publicise and encourage staff to participate in. The Return to Work
mentoring scheme offers support for staff returning from maternity/adoptive leave, providing
another point of contact to discuss issues around work/life balance and share experiences
(details at: http://www2.warwick.ac.uk/services/ldc/coachmentor/returningparent). The
mentor is likely to be from outside of the department, offering an opportunity to talk to
someone in confidence and removed from the situation. The Department has supported one
member of administrative staff (who is a parent) to undertake training to become a mentor.
The Returning Parents’ network group meets termly at lunchtime (details at:
http://www2.warwick.ac.uk/services/equalops/news/parents/). There is also a childcare
conference support fund (a University fund, initiated by Chemistry). We encourage our
female research fellows to consider themselves for internal training opportunities offered by
the Learning and Development Centre e.g. the Research Team Leaders’ programme and,
for more senior staff, the Warwick Leadership programme.
With a sound policy framework in place, we are working to change cultural expectations
among FA6 colleagues and the attitudes of some members of academic staff, to ensure their
research fellows prioritise their wider career development. However, we remain conscious of
the need to regularly review progress, mindful of the very high turnover of FA6 staff. These
activities are therefore the most important items on our Action Plan as they need constant
revision and reinvigoration.
The ‘elephant in the room’ for the retention of women in academia is that it seems clear even
on casual inspection that one cannot have a successful academic career on 37.5
hours/week. Many women look at the time and energy commitments required to be a
successful research-active academic and come to the conclusion that it is an either/or choice
between academia and family. We now have 3 female members of academic staff with
children (aged 16,14, 2 and 0.5 years) to be role models, as well as male academics whose
partners work in demanding (including academic) jobs. While showing that it is possible to
have children and an academic career, it is also clear that one cannot ‘have everything’ at
every point in life. The age at which academic women choose to have children seems to be
earlier than was the case 20 years ago which often brings the challenges of child care
(typically exacerbated by academics having moved away from family support networks) into
32
the postdoctoral time of their career. Departmentally we endeavour to be as flexible as
possible to support colleagues with these issues and consider each person as an individual.
Postgraduate students: At PhD level we now require all students to follow the Postgraduate
Certificate in Transferable Skills in Science. The 3 core modules of this make it clear which
skills a successful PhD student needs to master. In general we are finding (informal surveys)
that women benefit from the structure that tells them quantitatively (each task has to be
signed off with comments) that they are as competent as their male colleagues. The optional
modules they choose (see §8) all have elements of ‘know yourself’ and ‘plan your career’
which seem to preferentially benefit the women as it increases their level of confidence in
their own abilities to manage their career. We ensure senior women from various science
careers meet the students and show what is possible. This programme has resulted in
student-led activities such as the Women in Science Symposium (see above) that students
(led by chemistry and life sciences) have run for the last 3 years. PhD students and research
fellows are actively encouraged to take the initiative and drive forward ideas that they have.
For example, a group of female PhD students organised a trip to GE Healthcare, as a result
of a talk given in the department by Dr. Richard Pither (Head of R&D, GE). They organised it
(the department funded it) for other interested PhD students in September 2011 to give them
the chance to see the industrial research laboratories and meet scientists that work there, in
order to get an idea of possible future job environments for those thinking about a career in
industry.
Undergraduate students: Our data show that approximately 35–38% of our PhD students
come from our own undergraduate student body. Of these there is an approximately 60:40%
split male:female, continuing the trend we see at undergraduate level. We focus on the
subtle messages provided by optimising the effect of our female academic staff as role
models. For example, a female Professor took on a key first year undergraduate course in
2010 having previously spent 10 years teaching exclusively at MSc level. In addition we
have a Director of Student Experience (female) providing support to all UG students in
addition to the personal tutor system. We endeavour to ensure our external speakers include
competent female speakers. Without being obsessive, the WCC members take responsibility
for raising the issue of female profile in open days, publicity material, seminars etc.
33
5. Career development
a) For each of the areas below, explain what the key issues are in the department, what
steps have been taken to address any imbalances, what success/impact has been
achieved so far and what additional steps may be needed.
(i)
Promotion and career development – comment on the appraisal and career
development process, and promotion criteria and whether these take into
consideration responsibilities for teaching, research, administration, pastoral work
and outreach work; is quality of work emphasised over quantity of work?
§4a(ii) and §4b(ii) addressed aspects of this. There is nothing in our data to suggest issues
for academic staff from assistant professor upwards so our focus is on our research
fellow/senior research fellow staff on fixed term contracts making the step to permanent
academic positions.
As we are very conscious of also needing to support young male scientists as they develop
their careers. We have therefore chosen to deal with the applicant-pool issue in the context
of transferable skills training on careers, CV preparation, presenting themselves and their
science, and job interview training, as well as the more general ones that lead to personal
maturity in their careers. Women take advantage of such opportunities more than their male
colleagues.
We proactively promote events such as the science faculty wide Fellowships Open Day that
is organised by our Research Support Services to help support potential applicants for
fellowships to be based at Warwick. Candidates from outside of Warwick apply to attend
(through submission of CV and making contact with potential mentors); internal candidates
are free to attend. This gives an opportunity for external people to benefit from our mentoring
and advice. Female attendance is good. Of the Chemistry attendees in 2011, 50% were
female.
(ii)
Induction and training – describe the support provided to new staff at all levels, as
well as details of any gender equality training. To what extent are good employment
practices in the institution, such as opportunities for networking, the flexible working
policy, and professional and personal development opportunities promoted to staff
from the outset?
Induction material is available for all categories of staff, both at University and departmental
level. Following recent revision it seems to be ‘fit for purpose’ based on feedback from new
appointees. Material is sent to all new members of staff and the electronic version is kept up
to date on the intranet. It includes links to key University policies that are kept on the HR
website. The Head of Department meets with all new starters within one month of starting.
The University has a dedicated Equality and Diversity (E&D) Adviser responsible for E&D
matters and Chemistry has a representative on the University E&D committee. Staff in
Chemistry are encouraged to undertake the on-line E&D training which covers legislation
and all the protected characteristics. Heads of Department, Departmental E&D, SSLC and
Dignity Contact representatives have undergone additional training tailored to the REF –
which will take into account submissions from staff with clearly defined and complex
circumstances.
34
The University has a flexible working policy, but most flexible working that does not require a
contract change is considered on an individual basis between department and employee. An
informal survey of staff revealed a wide range of flexible working arrangements for male and
female staff, ranging from adjusted start and end times for staff commuting long distances
and/or picking up/dropping off children at school, avoiding early/late lecture slots and
scheduling teaching on 4 days a week to permit working at home for one day.
(iii)
Support for female students – describe the support (formal and informal) provided
for female students to enable them to make the transition to a sustainable academic
career, particularly from postgraduate to researcher, such as mentoring, seminars
and pastoral support and the right to request a female personal tutor. Comment on
whether these activities are run by female staff and how this work is formally
recognised by the department.
We have vibrant undergraduate, MSc, and PhD student communities. In the context of
Athena SWAN our focus is on our PhD students. The formal career skills training takes place
via the PGCTSS (§4b(ii)) which has been designed and is led by a female member of
academic staff. Although it is designed for all students, the average lower level of confidence
of female students has been factored into the development of each module. Female staff
have been very supportive of student-led efforts to run the annual Women in Science
Symposium. The department has provided the funds to enable this to have no registration
fee. Students are encouraged to take part in University wide networks.
Postgraduates are encouraged to apply for internal and external fellowships, and receive
extensive support from the department and the University’s Research Support Services with
all applications whether they intend to hold them at Warwick or elsewhere.
Undergraduates may request a change in personal tutor in exceptional circumstances. If
their personal tutor is of the opposite gender, they may also request to speak with a personal
tutor of the same gender. Graduate students generally have the MSc course director or their
supervisor as personal tutor. Other tutors or mentors are provided on request.
35
6. Organisation and culture
a) Provide data for the past five years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance, how they have
affected action planning, and any improvements since the department’s Silver award.
(i)
Male and female representation on committees – provide a breakdown by
committee and explain any differences between male and female representation.
Explain how potential members are identified.
Membership of committees is established with regard to ‘getting the job done’ (portfolio) and
a fair distribution of workload. It is currently the case that gender has not been a specific
criterion as academic female representation has occurred naturally (Table 3a.1). As the
number of female academic staff and their seniority increases we anticipate that this will
continue. However, it is the responsibility of the Head of Department to ensure it remains the
case. We shall also ensure the membership rotates so women gain experience at all levels
(e.g. 50% of the female academic staff have been on executive to date).
Decision-making in the department is structured via the fortnightly Executive Committee
meetings and the twice termly staff meetings. Staff meetings are attended by all academic
staff, key administrative personnel and representatives from the Research Fellow Forum as
well as Staff-Student Liaison Committee representatives for undergraduate and
postgraduate students. The Executive Committee is the major decision making committee of
the department. The committee membership includes the Head of Department (male),
Heads of Section (2 male, 1 female), the chair of Learning and Teaching Committee (male),
the director of Graduate Studies (male), the chair of Research committee (male), a nonprofessorial representative whose selection is based on nominations from members of staff
(currently female, was male in 2011/12, and female in 2010/11) and key administrative staff
(1 male, 2 female). Responsibilities are devolved from these committees to a range of other
committees including Sections (Inorganic and Materials, Organic and Bioorganic, Physical
and Theoretical), Learning and Teaching, Admissions, Postgraduate, IT and Web, Safety,
Research, and Welfare and Communication.
Women are represented on all departmental committees. Current female membership is as
follows:
Committee
Promotions
Learning and Teaching
Admissions
Postgraduate
IT and Web
Safety
Research
Welfare and Communication
Total
Membership
6
8
6
7
5
19
8
11
Female
Membership
2
3
3
3
2
7
3
6
In each case some of the women on a committee are academic members of staff. Only in
the case of the Welfare and Communications committee is gender balance a criterion when
constituting the committee. Other committee membership reflects the natural activity of the
department and fair distribution of workloads.
36
Women in the chemistry department are involved in cross-departmental and University-level
activities and decision-making and the department supports them in these activities. They
also play roles on the national scene. Some of these activities are given in Table 6.1.
Table 6.1 Illustration of non-departmental activities of chemistry female academic staff
(deleted)
(ii)
Female:male ratio of academic and research staff on fixed-term contracts and
open-ended (permanent) contracts – comment on any differences between male
and female staff representation on fixed-term contracts and say what is being done to
address them.
The data in Table 6.2 show Warwick chemistry has a small number of FA6 OEC staff
(indefinite contracts). We have provided the historical data but note that this is no longer a
staff category at Warwick. In 2011/12 there is just one indefinite contract remaining at grade
6 in Chemistry (male).
The FA7 staff on fixed term contracts are senior research fellows on independent fellowships
(Royal Society URF, Science City, Leverhulme), currently 6 male and 1 female. The OEC at
FA7 are assistant professors on probation to associate professor or experimental
officers/technical staff on permanent contracts.
Table 6.2. Fixed term contract (FTC) and open ended contract (OEC) numbers and
percentages for men and women in chemistry at Warwick by grade.
Year
Male
FTC
headcount
Female
FTC
headcount
Total
FTC
headcount
FTC
Male
2006
2007
2008
2009
2010
2011
2012
20
16
18
21
21
21
21
4
12
17
14
18
16
11
24
28
35
35
39
37
32
83%
57%
51%
60%
54%
57%
66%
2006
2007
2008
2009
2010
2011
2012
3
4
6
4
0
3
6
2
1
1
1
0
0
2
5
5
7
5
0
3
8
60%
80%
86%
80%
0%
100%
75%
2006
2007
2008
2009
2010
0
0
0
0
2
0
0
0
1
0
0
0
0
1
2
0%
0%
0%
0%
100%
FTC
Female
FA6
17%
43%
49%
40%
46%
43%
34%
FA7
40%
20%
14%
20%
0%
0%
25%
FA8
0%
0%
0%
100%
0%
37
Male
OEC
head
count
Female
OEC
headcount
Total
OEC
headcount
OEC
Male
OEC
Female
1
4
4
4
3
3
2
0
0
0
0
0
0
0
1
4
4
4
3
3
2
100%
100%
100%
100%
100%
100%
100%
0%
0%
0%
0%
0%
0%
0%
4
4
6
8
8
6
7
1
1
1
0
0
1
1
5
5
7
8
8
7
8
80%
80%
86%
100%
100%
86%
88%
20%
20%
14%
0%
0%
14%
13%
8
9
8
8
8
1
2
1
2
4
9
11
9
10
12
89%
82%
89%
80%
67%
11%
18%
11%
20%
33%
2011
2012
0
0
0
0
0
0
0%
0%
2006
2007
2008
2009
2010
2011
2012
1
1
1
0
0
0
0
0
0
0
0
0
0
0
1
1
1
0
0
0
0
100%
100%
100%
0%
0%
0%
0%
0%
0%
FA9
0%
0%
0%
0%
0%
0%
0%
11
10
4
2
15
12
73%
83%
27%
17%
10
12
12
12
13
13
14
1
1
2
2
2
2
3
11
13
14
14
15
15
17
91%
92%
86%
86%
87%
87%
82%
9%
8%
14%
14%
13%
13%
18%
Chemistry- staff on Fixed Term Contracts
100%
90%
80%
70%
60%
50%
FTC Male
40%
FTC Female
30%
20%
10%
FA 6
FA 7
FA 8
38
FA 9
2012
2011
2010
2009
2008
2012
2011
2010
2009
2008
2012
2011
2010
2009
2008
2012
2011
2010
2009
2008
0%
Chemistry- staff on Open Ended Contracts
100%
90%
80%
70%
60%
50%
OEC Male
40%
OEC Female
30%
20%
10%
FA 6
FA 7
FA 8
2012
2011
2010
2009
2008
2012
2011
2010
2009
2008
2012
2011
2010
2009
2008
2012
2011
2010
2009
2008
0%
FA 9
Figure 9. Graphical representation of the data in Table 6.2.
b) For each of the areas below, explain what the key issues are in the department, what
steps have been taken to address any imbalances, what success/impact has been
achieved so far and what additional steps may be needed.
(i)
Representation on decision-making committees – comment on evidence of
gender balance in the mechanism for selecting representatives. What evidence is
there that women are encouraged to sit on a range of influential committees inside
and outside the department? How is the issue of ‘committee overload’ addressed
where there are small numbers of female staff?
See above.
(ii)
Workload model – describe the systems in place to ensure that workload
allocations, including pastoral and administrative responsibilities (including the
responsibility for work on women and science) are taken into account at appraisal
and in promotion criteria. Comment on the rotation of responsibilities e.g.
responsibilities with a heavy workload and those that are seen as good for an
individual’s career.
Chemistry has had a workload model (Table 3a.1) for teaching for a number of years. In the
last two years, the heads of the three teaching sections have consulted each member of
staff in detail before teaching load decisions are made and the Chair of the Learning and
Teaching Committee (LTC) has then reviewed the loads with every individual before
approval by Executive and going live for the year and making the spreadsheet public.
LTC’s intention is for the teaching allocation process to be open and transparent starting
from the requirement that all members of staff contribute to all core activities of the
department (research, teaching and administration). Probationary staff have a reduced
teaching load (typically 30% ramping up to full load), as do research fellowship holders and
39
those with significant administrative loads (e.g. Head of Department). Special cases are
made for staff returning from maternity/adoptive leave depending on what is required for the
individual to resume their career effectively. Overall workload is considered to ensure each
individual has a reasonable balance. Administrative tasks are shared out among all
academic staff and published on the intranet
(http://www2.warwick.ac.uk/fac/sci/chemistry/chemintra/governance/2011-12).
(iii)
Timing of departmental meetings and social gatherings – provide evidence of
consideration for those with family responsibilities, for example what the department
considers to be core hours and whether there is a more flexible system in place.
All central University committee meetings are organised in core hours to try to avoid
impacting on staff with child or other caring responsibilities. Departments also try to follow
this, but this may be difficult because of teaching responsibilities of staff together with
University committee time-tablings. The chemistry staff meeting start time has recently been
moved from 4 pm to 3 pm. In general the approach taken is to give as much notice as
possible for departmental meetings, so that staff have ample notice and if possible have time
to make alternative arrangements. Dates for staff meeting are announced before the start of
the academic year. Smaller committee meetings are more flexible in their arrangements and
are arranged to suit members. We ensure we have a culture in which all staff can state their
preferences so an optimal arrangement can be adopted. Doodlepoll or similar software is
often used to find suitable meeting times, highlighting to the meeting organiser times that
colleagues cannot make.
Departmental social gatherings are either in core working hours (typical 11 am, lunch time,
or afternoon tea) or in the case of the annual Cricket Match and Barbeque are explicitly and
positively open to families. The Academic women’s lunch is at 12.30 on a date decided via
Doodlepoll. Timings of research group social activities are determined by the individuals
concerned and may or may not be affected by family responsibilities: the patterns vary from
group to group. The Research Fellow Forum meets at lunch times and the chemistry
postgraduate community is flexible in its meeting times.
(iv)
Culture –demonstrate how the department is female-friendly and inclusive. ‘Culture’
refers to the language, behaviours and other informal interactions that characterise
the atmosphere of the department, and includes all staff and students.
The atmosphere in Chemistry at Warwick is one that accepts people as they are but
challenges them to achieve their potential. We aim to achieve a collaborative supportive
environment that is not only pleasant but also productive by all metrics we currently have to
use. Care over the last few years to challenge comments that either explicitly or implicitly
assumed that it was surprising that women were present in academia have ensured that this
genuinely does not happen. Chairs of committees take care to recognise origins of ideas
(whether from women or men). We take care to ensure the department looks female-friendly
and inclusive in for example our recently produced PG and UG Videos.
We have an annual lecture series sponsored by the Royal Society of Chemistry which
includes speakers from across the world, male and female. Reviewing the gender balance of
the speakers reveals that over the last 5 years whilst the number of lectures in the
programme has decreased, the number of female lecturers has increased (2 of 12 speakers
in 11/12 were female and more in 12/13). We shall continue this increase.
40
The Department allocates each academic funding every year (£1k) as a contribution towards
travel to conferences, to attend meetings or visit collaborators. This ensures all academic
staff, no matter how much external funding they have, can travel.
Although there are different cultures among academic and technical staff, various structural
changes over the last decade have indicated that there is not a hierarchy in value. There is
one common room shared by technical, administrative, academic and research staff as well
as postgraduate students. ‘Coffee time’ includes all members of staff in a flexible manner
with coffee, tea and milk provided by the department. Social events such as the annual
cricket match and BBQ include all members of the department apart from undergraduate
students. The Christmas lunch includes everyone (including retirees of all categories of staff)
except students.
(v)
Outreach activities – comment on the level of participation by female and male staff
in outreach activities with schools and colleges and other centres. Describe who the
programmes are aimed at, and how this activity is formally recognised as part of the
workload model and in appraisal and promotion processes.
The Department has a successful outreach programme led by our enthusiastic outreach
officer Nick Barker, involving both schools and the general public. The programme is aimed
primarily at local primary and secondary schools as we have decided to focus our efforts on
encouraging children (boys and girls) to keep studying science. We invite groups of school
students to our Department for days in the teaching laboratories, tours, tutorials and
workshops and we visit schools to give lectures about some of the research going on here or
to teach the fundamentals of the subject to younger students as part of a practical
demonstration lecture. In July 2012, Nick Barker teamed up with the University’s Student
Admissions and Recruitment Office to teach and entertain 6th form students all over the UK
using videoconferencing:
http://www2.warwick.ac.uk/insite/news/intnews2/chemistry_conferencing.
Our academic staff, researchers and PhD students get involved in chemistry-based scientific
activities with around 5000 young people each year. Consistently over the last four academic
years, female members of the department at all levels have participated, promoting positive
female role models in science. In 2010/11 23 members of academic staff participated in
outreach activities, including 5 female academics and 31 of our female research fellows and
PhD students.
Each academic year Nick Barker also coordinates 14–22 work experience placements of
one week's duration for students aged 16 and over who wish to learn more about what life
as a research scientist is like. Members of our department at all levels participate in this,
male and female. In 2011/12 exactly half of the students were female. They worked with a
range of people including female academic staff, technical staff PhD’s and research fellows.
A recent event “Whizz-bang fun family chemistry session” attracted over 300 adults and
children onto campus, promoting chemistry and raising money for the Warwick in Africa fund
http://www2.warwick.ac.uk/insite/news/intnews2/whizz-bang_fun_family).
41
7. Flexibility and managing career breaks
a) Provide data for the past five years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance, how they have
affected action planning, and any improvements since the department’s Silver award.
(i)
Maternity return rate – comment on whether maternity return rate has improved or
deteriorated and any plans for further improvement. If the department is unable to
provide a maternity return rate, please explain why.
There are so few examples of maternity leave that it is difficult to comment on the reasons
for return rates (Table 7.1). The department does all it can to treat individuals on fixed term
contracts leaving during maternity leave as members of staff for all non-salary related
matters, for example fellowship or job applications, mock interviews etc.
Table 7.1 Maternity leave return data (deleted).
For those who left before the end of maternity leave, this was due to the end of their fixed
term contract/funding. In these cases, the Head of Department worked with HR to seek the
most favourable outcome for the individual concerned subject to departmental financial
constraints. The department recognises that this is largely unsatisfactory where funding
ceases and the individual wishes to continue. It is departmental policy to offer research
fellows who leave during or following of maternity leave an honorary appointment as an
Associate Fellow with the Department. This recognises their connection and contribution to
the department, adds to their CV and ensures they can continue to access library facilities
and their e-mail account and to help with preparation of papers and future fellowship/ grant
applications. Individuals who wish to seek funding to return are given support in identifying
funding opportunities and developing their applications by academic staff and Research
Support Services. There is an intranet page which lists possible funding opportunities,
highlighting those that support researchers looking for flexible working arrangements:
http://www2.warwick.ac.uk/fac/sci/chemistry/chemintra/research/fundingopportunities/
We encourage individuals to make good use of their KIT days, for example academic staff
may schedule tutorials/group meetings on these days to maintain contact with research
groups and students. Research fellows may choose to attend group meetings.
The department has a maternity policy which builds on the University level policy. Due to the
safety issues in chemistry we encourage women to discuss safety if there is any chance they
might be pregnant. The department policy thus operates from the earliest time the
researcher is prepared to communicate with the department and continues onto support of
those who have been on maternity leave returning to work. Further support is at the
discretion of the Head of Department and subject to bids to Academic Resourcing
Committee within the University. We would like to have a policy that goes even further in
supporting individuals who take maternity/adoptive leave, for example extending the FTC of
any individual taking maternity leave where their funding ends, but the financial implications
of this means it would have to be adopted at a University level. The department is pushing
this forward through the University Athena SWAN committee.
(ii)
Paternity, adoption and parental leave uptake – comment on the uptake of
paternity leave by grade and parental and adoption leave by gender and grade. Has
this improved or deteriorated and what plans are there to improve further.
42
Year
06/07
07/08
08/09
09/10
10/11
No. taking paternity
leave
0
1
2
2
2
Grade
N/A
Level 6
Both level 5
Levels 7 and 8
Levels 6 and 7
All male staff are encouraged to take paternity leave if they have a child, but academics
often do not do so formally, since time at home can be more easily absorbed into academic
working than it can for administrative/ technical staff.
There was one case of adoption leave taken in the last five years.
There are no examples yet of men taking extended paternity leave subject to their partner
not using all of their maternity leave entitlement and returning to work. We have received
enquiries and information is available both at the University and Department level.
There are no cases of parental leave taken or requested.
The department views the need for leave on a case by case basis and takes a practical and
sympathetic approach. Recent examples have included combinations of compassionate
leave, unplanned annual leave, flexible working and unpaid leave to support staff with
childcare, sick dependents and bereavement.
(iii)
Numbers of applications and success rates for flexible working by gender and
grade – comment on any disparities. Where the number of women in the department
is small applicants may wish to comment on specific examples.
Requests for flexible working are either dealt with by the Head of Department and centrally
via HR where this includes reduced percentage of a working week or via informal
arrangements e.g. collecting children from child care at a fixed time or medical
appointments.
There are currently no members of the department formally on flexible working. We have a
number of administrative, clerical and technical staff who work part-time but no members of
academic or research staff who have requested to do so.
b) For each of the areas below, explain what the key issues are in the department, what
steps have been taken to address any imbalances, what success/impact has been
achieved so far and what additional steps may be needed.
(i)
Flexible working – comment on the numbers of staff working flexibly and their
grades and gender, whether there is a formal or informal system, the support and
training provided for managers in promoting and managing flexible working
arrangements, and how the department raises awareness of the options available.
See above.
(ii)
Cover for maternity and adoption leave and support on return – explain what the
department does, beyond the university maternity policy package, to support female
43
staff before they go on maternity leave, arrangements for covering work during
absence, and to help them achieve a suitable work-life balance on their return.
Cover for maternity and adoptive leave is dealt with case-by-case endeavouring to be fair to
the person going on leave without jeopardising the work-life balances of colleagues..
A number of University initiatives have been set up to help new parents returning to work
(see §4b ii).
(4961 words)
44
8. Any other comments
Please comment here on any other elements relevant to the application, e.g. other SETspecific initiatives of special interest that have not been covered in the previous sections.
Include any other relevant data (e.g. results from staff surveys), provide a commentary on it
and indicate how the department plans to address any gender disparities identified.
Embedding of good practice: On the basis of our available data (summarized above), we are
focusing our efforts on research fellows and PhD students. In working to achieve the aims of
Athena SWAN we have made a policy decision always to embed initiatives into departmental
life. Although the initial emphasis in this has been to support women in their careers, we
have recognised that many of the issues that women face also apply to their male
colleagues to at least some extent. In general, we look for mechanisms that ensure women
feel supported without excluding their male colleagues as this usually has adverse effects.
Postgraduate Certificates in Transferable Skills in Science (PGCTSS) is a major initiative,
developed over the last 5 years, to support our early career researchers. It began in
chemistry and is now available across science and medicine for postgraduates and
postdoctoral researchers (§5a). Part of this programme involves ensuring they have
opportunities to discuss career options with scientists from a wide range of careers. Core
modules are complemented by a suite of optional modules including: CH933/4 Scientific
writing; CH953 Team working; CH954 Science communication; CH955 Decision Making and
Leadership; CH957 Envisioning and enabling innovation; CH958 Project management;
CH961 Introduction to teaching scientists; CH973 Research ethics; HR950 Biometry; HR903
Bioscience, politics and social acceptability. Although targeted at all early career
researchers, it is clear from feedback that women are benefitting more from the skills they
gain, the increased confidence and competence, and the clearer understanding of what is
expected of them than are the men. We have recently begun working with our postdoctoral
researcher community in using the PGCTSS to support their careers, including mapping it
onto the Royal Society of Chemistry Chartered Chemist.
Annual Warwick Women in Science Conference: We also support initiatives proposed by the
researchers and now, e.g., have an Annual ‘Women in Science’ conference organised by
female students and research fellows (in 2011 organisers were three chemists and one life
scientist).
Irène Joliot Curie Conference for women considering embarking on an independent
academic career in chemistry: Together with Imperial College we launched an annual
conference to target nationally what our data show to be the weakest point in our ‘leaky
pipeline’. The first conference, held in October 2012 at Warwick, attracted 60 people (mainly
female chemists). We designed a programme where the experience of successful women
including Lesley Yellowlees (President of the RSC) and Lesley Thompson (EPSRC
Director Research and Innovation) was shared. We shall monitor its impact over time.
Leadership in the wider community: We are happy to share successes and failures from our
endeavours to make Warwick chemistry a positive place to pursue a scientific career in
academia as summarised above. Rodger has spoken at events at Loughborough, Kent,
Warwick Medical School (2012); Reading, Birkbeck (2011). She chairs the Warwick Athena
SWAN Network, is on the Warwick Athena SWAN steering group and has worked with other
Warwick departments in preparing their submissions. Branch has attended national and
regional meetings.
(497 words)
47
Appendix 4: Action Plan
Athena SWAN Gold Award Application, Department of Chemistry, University of Warwick
Actions are grouped in career stage order. Effort column indicates a high priority where significant effort will be required.
Key Issue
Ultimate Goal
UNDERGRADUATE STUDENTS
UG recruitment
Ensure the department is
an attractive place for
female UG students.
Actions
Reference to relevant section
in application
Measurable Outcome
Ensure a balance between male and female
academic staff at UG admissions events.
§3b; §4b ii)
Attendance of male and female academic staff at LTC, UG Admissions 3 years
UG admissions events.
team
Continue to monitor numbers of female and male Alevel students accepting an UG place.
§3b
Annual data of female and male students
accepting an UG place. Evidence of follow up
with Student Admissions to try to identify why
female students are currently slightly less likely to
accept an offer in Chemistry than their male
counterparts.
Monitor response of female applicants to 1-1
sessions in 2012/13 recruitment, informally
through discussion and more formally through
student feedback and acceptances of UG place.
Annual data of female and male students
accepting an UG place.
Recognising that one of the consequences of
§3b
changes to the departmental open days two years
ago has brought in more group activities and less 1–1
interaction, we have introduced 1–1 sessions for
2012/13.
Support
Ensure our female UG
students are supported
during their degree.
Accountability
Timescales
LTC, UG Admissions 3 years
team
High
LTC, UG Admissions 1 year
team
Determine career destinations of female
undergraduates and use it to moderate the open day
content.
§3b
Collect and maintain year by year first destination LTC, UG Admissions
data by gender.
team
Add more discussion of diversity of careers into UG
recruitment events to see if this encourages female
applicants to choose Warwick.
§3b
Monitor response of female applicants to events, LTC, UG Admissions 1 year
informally through discussion and formally
team
through feedback and acceptance of UG place.
Build on current work by Director of Student
§5a iii)
Experience to deliver teaching and feedback through
Moodle.
Effort
High
Monitor response of female UG students both
informally and formally through feedback
mechanisms.
LTC, Director of
Student Experience
Monitor PG report system and PG and FA6 exit
interviews to provide qualitative data to show
(whether) females have positive views of
academic careers.
Postgraduate
Annual
committee. . HR
Administrator for FA6
researchers.
Continue development of maternity policy and ensure §7a i)
this is communicated effectively to all members of the
department, including encouragement to inform the
department as early as possible in pregnancy.
Review of maternity policy after each case of
maternity. Amending policy where required.
Prominent web presence of policy and FAQ's.
Emails to all staff for significant changes.
WCC, HR
Ongoing
Administrator, Safety
committee
Encouraging networking
and positive female role
models.
Women in science' events held annually. Next one
planned for February and September 2013 (to avoid
clash with Irène Joliot-Curie Conference event in
October 2012).
Monitoring of PG report system and PG and FA6 PG/PDRA
exit interviews for value of content. Prominent
community, WCC,
publicity and web presence for events.
Research Fellow
forum
Ongoing
High
Understand career
destinations of female PhD
students as a function of
time.
Collate first destination data of our PhD students by
§5a iii)
gender. Endeavour to collect analogous data for
Warwick undergraduates who continue on to PhDs to
determine whether 'our' PhD students are different
from the national pool in terms of ultimate career
destinations.
Maintenance of contact with PhD graduates long Director of Graduate
term, via LinkedIn. Collection of career
Studies.
destination data by gender.
Over next 5
years.
High
Ensure PG students are
fully integrated into
department.
Maintain representation of PG community on
departmental committees e.g. Staff meeting, WCC.
Representation by PGs on departmental
committees.
POSTGRADUATES and POSTDOCTORAL RESEARCHERS (where appropriate)
Support and careers
Retention of females in
Further increase supervisor’s use of PGCTSS to
academia following
provide quantitative positive support for female
postgraduate study and
students and FA6 researchers.
postdoctoral research.
§4a ii)
§4a ii); §5a iii)
§6a i)
Ongoing
Head of Department, Ongoing
WCC
High
Progress Log
Key Issue
Ultimate Goal
Support and careers
(continued)
Respond to initiatives
Ensure PhD students know to take such ideas to
proposed by PhD students. SSLC or specific academics so they can be
implemented.
POSTDOCTORAL RESEARCHERS
Support and careers
Maternity policies.
Targeted induction
covering the role of
researchers and
responsibilities, appraisal,
flexible working, training,
etc.
Maintain active PDRA
community in department,
ensuring they feel valued.
ACADEMIC STAFF
Promotion and career
progression
Promotion of women to
professorial positions.
Actions
Reference to relevant section
in application
Measurable Outcome
Accountability
Timescales
§4b ii)
PhD-student-led activities occur. Prominent
publicity and web presence for events.
Director of Graduate
Studies and SSLC
Ongoing
Update maternity policy in light of each new maternity §7a i)
case (to date every case has been different) and add
to Frequently Asked Questions Page linked to the
maternity policy.
Updated maternity policy and web presence for
policy and related FAQ's. Emails to all staff for
significant changes.
WCC, HR
Ongoing
Administrator, Safety
committee
Continue to update and deliver induction material.
§5a ii)
Evaluation of exit interviews and informal
HR administrator
feedback shows FA6 researchers have received
induction and developed effective personal
development plans.
Maintain momentum of the research fellow forum–
support calendar of events and maintain website.
§4a ii); §4b ii); §5a iii)
Calendar of meetings for Research Fellow Forum
and provide support for other events e.g. annual
“Women in science” event (Next one planned for
Jan 13).
Head of Department, Ongoing
WCC, PG/PDRA
community, Research
Fellow forum, Chair
of Research
Committee
High
Ensure Irène Joliot-Curie Conference–establishing an §4b ii)
independent career in chemistry, (inaugural one at
Warwick October 2012) becomes an annual national
event, with programme revised in response to the
community.
Annual Irène Joliot-Curie Conference held.
October 2013 to be at Imperial. Ensure future
venues.
Rodger, Hunt, Heads 1 year and
of Warwick and
annually
Imperial Chemistry,
thereafter
WCC
High
Ensure other activities take place at local and national §4b ii)
level.
Currently this is the Communication & Impact for
Female Early Career Researchers conference,
training and networking for postdoctoral researchers,
4–6 January 2013, Cumberland Lodge, Great
Windsor Park.
Ensure there is always new activity in planning
and preparation stage. Prominent publicity in
department, via e-mail circulation list and on
website.
Rodger, Head of
Department, WCC
Ongoing
High
Continue discussions with Royal Society of Chemistry §4b ii)
as to how we can work with them to enable our
Postdoctoral Career development activities
(particularly accredited PGCTSS) to benefit the
national postdoctoral researcher community.
Establishment of new initiatives in collaboration
with RSC.
Rodger, Head of
Department, WCC
Ongoing
Maintain updated promotion material on Departmental §4a ii)
intranet with links to central HR website.
Statistics show female promotion is in line with
male promotion over 5 year average.
Central HR,
Department
Administrator and IT
Technician
Ongoing
Ongoing identification of staff for promotion; hold
meetings to discuss applications.
Statistics show female promotion is in line with
male promotion over 5 year average.
Head of Department, Continually
Heads of Sections,
Promotions
Committee
§4a ii)
Priority
Year 1 and
ongoing
Progress Log
Key Issue
Ultimate Goal
Actions
Reference to relevant section
in application
Measurable Outcome
Accountability
Promotion and career
progression (continued)
Promotion of women to
professorial positions
(continued).
Continue to ensure promotion is encouraged at
Annual Review.
§4a ii)
‘Promotion’ emphasised in Reviewers’ briefing
materials. If no nominations for promotion are
forthcoming, investigate why.
Head of Department, 3 years
Heads of sections,
Executive committee
Department briefing by HoD on promotions procedure §4a ii)
targeted at all staff (those being promoted in current
or future years and those encouraging others).
Briefings held in staff meeting.
Head of Department
Continue to communicate promotion successes to all §4a ii)
staff.
Communication of successful promotions to all
staff in the department via staff meeting and email.
Head of Department,
Promotions
Committee
Meetings with different categories of academics
(assistant, associate and full professors) to find any
issues relating to career stage.
Revised practice on Promotions where
appropriate. Evidence that information on
promotions is circulated annually and key
documents are maintained on website.
Letter from WCC submitted to PVC chair of
Athena SWAN steering committee.
WCC, Head of
Department,
Promotions
Committee
WCC
§4a ii)
Encourage University to hold annual promotion event §4a ii)
for women.
Timescales
3 years
Annually
High
1 year
High
High
Representation of decision- Women on all decisionmaking committees
making committees.
Monitor whether this continues to happen naturally. If §6a i)
not, appoint woman to relevant committee.
Concomitantly recognise the experience this gives to
female staff and ensure they experience a diversity of
committees. Monitor burden on individual staff.
Women on all decision-making committees in the Head of Department
department.
Annually
Maternity leave
Continue to update departmental policy – ensure fair §7a i)
treatment and distribution of workload across all staff,
communicating that consideration will be given to all
staff on long term leave whether it be maternity,
adoption, paternity, sick or other leave.
Continue to offer 'Returners mentor' to persons
§4b ii)
returning from leave. Meetings with Head of
Department to ensure returner is getting support
where they perceive they need it (research,
administration, teaching).
Departmental policy is updated and accessible to Head of Department
all staff. Measured informally through discussion and Chair of LTC
with staff e.g. complaints about unfair treatment
of those not taking maternity leave.
Ongoing
Positive feedback from new parents and others
returning from leave in meetings.
WCC, Head of
Department
Ongoing
Web page presence of case studies.
HR administrator
Ongoing
Support for colleagues of
persons on maternity/
paternity/ adoptive/ other
leave.
Support for persons
returning from leave.
Different models of how to Publish anonymised case studies where possible.
be a successful academic,
good colleague and
manage life outside
Warwick are available.
§10
Priority
High
Progress Log
Key Issue
Ultimate Goal
Support
Measurable Outcome
Accountability
Timescales
Use departmental female Academic women’s lunch for women involved in
§6b iii)
network to discuss issues research, once a month – offering support from senior
e.g. promotions, maternity. to junior (and conversely) for administrators,
academics and senior researchers.
Lunches held every month with >50% of female
staff attending in any one month.
Senior female
academic staff, HR
administrator
Ongoing
Management of internal
and external pressures.
Establish creative ways of responding to pressures
§6b iv)
without increasing staff workload e.g. effect of
increased UG student fees on workload (student
feedback and support), added to pressures from REF
(publications, research income) and additional
administrative duties. Analyse effect through formal
and informal channels e.g. annual review, mentoring
meetings, departmental female network.
Informal feedback from academic staff, PULSE
survey.
WCC, Head of
Department
Ongoing
Female role models
Strong and visible female
presence internally and
externally.
Female presence in departmental seminar
programme, external examiners, honorary
appointments, and outreach events.
Monitor programme of departmental speakers,
UG, MSc and PhD external examiners and
visitors and honorary appointments for female
representation showing good gender balance.
HoD, WCC
Ongoing
Environment
Celebration of
achievements.
Celebrating of awards and other achievements in the §6b iv)
department.
Formal speech from HoD at Christmas and
HoD, WCC
summer events. Announcement of achievements
on website and in newsletter e.g. personal
awards, promotions, arrival of babies. Awareness
by staff of each other’s success.
Ongoing
Actions to include: Monitor representation on
HoD, WCC
committees; monitor complaints via suggestion
box; post responses to complaints online and in
coffee room; include an item from WCC in every
Orbital newsletter; keep everyone ‘in the loop’;
keep an overview on how changes in one area of
departmental life may have impact of Athena
SWAN-related issues.
Ongoing
Maintain progress in response to previous PULSE
§2
surveys and in next PULSE survey (January 2013) to
ensure that the positive trend of continues.
Analysis of results of 2013 PULSE survey.
Discussion at WCC meeting and address of any
areas that require attention.
WCC
1 year
GOVERNANCE
WCC
Actions
Reference to relevant section
in application
§4b ii)
Continue the momentum of Continue to monitor and remedy as necessary,
Throughout
progress on the Action
considering whether normal practice is good enough.
Plan.
Self-Assessment
WCC to remain effective.
Review its terms of reference and to ensure
appropriate new topics are discussed, so that the
meetings continue to interesting and useful.
Throughout
Evidence of regular meetings and agenda items
for discussion.
HoD, WCC
Annually
DATA
Data quality
High quality data.
Ensure data quality from the University remains high.
Gain a more detailed picture of informal working
arrangements to create a view of what works for
Warwick chemistry.
§3
High quality student and staff data.
University, WCC
Annually
Priority
High
High
High
Progress Log
10. Case studies: impacting on individuals
Over the last 20 years, Warwick chemistry has been a constantly changing landscape,
with a complete turn-over of academic staff. We have evolved from a department with a
significant number of members who had been at the University ‘from the beginning’ to a
dynamic department of up and coming, enthusiastic, research active teachers. The
department has grown and is now spread across three buildings, resulting in significant
challenges in how we are structured and how we communicate.
We have found the Athena SWAN process to be an effective catalyst for developing the
inter-personal sides of the department. The relatively focused agenda and timescales
have provided a focal point for developing a process to ensure the environmental
aspects of the department work to support individuals as well as the collective goals of
research and teaching excellence. The Athena SWAN agenda has been complemented
by the growing demands from research councils and industry for more transferable skills
training for young scientists. Rather than run all of these as separate agendas we have
chosen to integrate them. The implementation and outcomes have become part of
normal business and in this way we plan to ensure sustainability of the Athena SWAN
agenda.
We have chosen to present a larger number of short case studies, demonstrating the
flexibility of the department and breadth of personal circumstances that we can
accommodate. Warwick has 7 female academic members of staff all of whom have
benefited from departmental support in different ways. Julie Macpherson began her
career as a PhD student at Warwick, progressed to a postdoctoral research position and
Royal Society URF before becoming a professor at age 35. Rachel O’Reilly moved to
Warwick to join her husband (also in chemistry) with an EPSRC Fellowship. She has
recently been promoted to Professor whilst still a fellow. Claudia Blindauer and Rebecca
Notman have also both had Royal Society Fellowships. Claudia has moved into an
associate professorship and Becky will do so when her fellowship finishes. Both are
active members of the department, with personal situations which involve a ~2 hour
commute each day. The same is true for a number of male members of the department
who also commute for over an hour each way.
Snapshot case studies of staff with family commitments (deleted):
(1472 words)
52