National University of Ireland, Galway
Athena SWAN Bronze University Award Application
Athena SWAN Bronze institution award application (Ireland)
Name of institution: National University of Ireland, Galway
Date of application: 30 April 2015
Contact for application: Professor Kathy Murphy, School of Nursing & Midwifery
Email: Kathy.Murphy@nuigalway.ie
Telephone: +353 91493344
Mobile No.: +353 879053529
1
Abbreviations
AMT
APRC
CID
CEC
CELT
ECU
FRC
FWH
HEA
HoS
HR
IUA
KPI
LAB
LBB
NUIG
PGT
PGR
PI
PMDS
PP
RCS
SAT
SEC
SL
SSC
STEMM
UG
UWN
UMT
VP
WLM
Academic Management Team
Academic Planning & Resource Committee
Contract of Indefinite Duration
College Executive Committee
Centre for Excellence in Teaching & Learning
Equality Challenge Unit
Finance Resource Committee
Flexible Working Hours
Higher Education Authority
Heads of School
Human Resources
Irish Universities Association
Key Performance Indicator
Lecturer Above the Bar
Lecturer Below the Bar
National University of Ireland, Galway
Postgraduate taught
Postgraduate research
Principle Investigator
Personal Development and Performance System
Personal Professor
Research Career Strategy
Self-Assessment Team
School Executive Committee
Senior Lecturer
Strategic & Planning Committee
Science, Technology, Engineering, Maths & Medicine
Undergraduate
University Women’s Network
University Management Team
Vice-President
Workload Model
College Acronyms
CASCS
CBPL
CoEI
CoS
CMNHS
College of Arts, Social Science, and Celtic Studies
College of Business, Public Policy and Law
College of Engineering and Informatics
College of Science
College of Medicine, Nursing and Health Sciences
2
1. Letter of endorsement from the head of institution: (893 words)
An accompanying letter of endorsement from the head of your institution should:
(i)
confirm their support for the application;
(ii)
explain how the Athena SWAN action plan and activities contribute to the overall
institution strategy and academic mission;
(iii)
endorse and commend any gender-balancing initiatives in science, technology,
engineering, maths and medicine (STEMM) that have made a significant contribution
to the achievement of the institution mission.
Note: If the head of institution is shortly to be/has been recently succeeded, applicants
may include an additional short statement from the incoming head.
3
4
5
2. The self-assessment process
In April 2014, the ECU announced the expansion of the Athena SWAN Charter to the higher
education sector in Ireland, the first time the charter would be run outside the UK.
An Irish steering committee of relevant stakeholders prepared a proposal for such an
extension and put it to the Irish Universities Association (IUA) standing group of VP/Deans of
Research and standing group of HR Directors. It sought their approval to issue a request to
the Higher Education Authority (HEA) to release funding to establish an Irish Chapter of
Athena SWAN involving all seven universities, with a view to extending it further to include
the institutes of technology. The proposal also sought confirmation of institutional
commitment to, and support of, the initiative.
Two members of the NUIG Athena SWAN self-assessment team (SAT), Dr Miriam Byrne,
School of Physics, and Aoife Cooke, Equality Manager, were invited to join the national
steering committee, and were part of the initial consortium at the time the expansion of the
charter to Ireland was announced. Professor Kathy Murphy, School of Nursing & Midwifery,
and Aoife Cooke currently represent NUIG on the Athena SWAN Ireland committee.
Nominations to the SAT were sought from heads of school and administrative units across
the institution. The SAT’s cumulative representation and experience includes six men and 13
women; staff members balancing home responsibilities and work (including job-share and
flexible working arrangements); dual-career families; staff members with recent experience
of the institution’s promotion processes; different career stages; senior management, and
staff with experience of discipline/unit and institutional management responsibilities.
Professor Pól Ó Dochartaigh, NUIG Registrar and Deputy President, chairs the SAT (Table 1).
6
Name
Role
Personal Description
Ms Jess Burns
Athena SWAN project
co-ordinator
Full-time, on temporary work visa from
Canada. Joined to provide
administrative support for Athena
SWAN.
Dr Miriam
Byrne
Lecturer – School of Physics.
Chair, Institute of Physics Juno
Committee at NUIG
Dual career, three children, taking
parental leave in blocks since 2006.
Ms Aoife
Cooke
Human Resources Manager –
Equality
Dual career, two children, avails of halfday parental leave per week.
Ms Erica De
Milio
Zoology PhD student
Full-time postgraduate student, no
children.
Ms Mary
Dooley
Chief Financial Officer
Full-time, no children.
Ms Anne
Marie Forde
Facilities Manager – Buildings
Office
Full-time, dual career, three children,
avails of half-day parental leave per
week.
Dr Anthony J.
Grehan
University (Research) Fellow –
School of Natural Sciences
Full-time, married with small baby. Has
worked extensively in large
collaborative research projects at
European level.
Dr Rachel
Hilliard
Lecturer – School of Business &
Economics
Full-time, two children, caring
responsibilities for elderly parents-inlaw, sole earner.
Dr Victoria
Hogan
Lecturer – School of Health
Sciences
Full-time, dual career (both academics),
three young children. Recently
completed PhD.
Dr Valerie
Ledwith
Lecturer – School of Geography
& Archaeology
Job-share, dual career, three children.
Dr Niall
Madden
Lecturer – School of
Mathematics
Full-time, dual career, one child.
Mr Chris
McNairney
Director of Human Resources
Full-time, three grown-up children.
Ms Nicola
McNicholas
Management Accountant
Full-time, single career, husband at
home, four children.
Professor
Kathy Murphy
Professor of Nursing
Full-time, dual career, four grown-up
children, two grandchildren.
Ms Sinéad Ní
Lecturer – School of Education
Full-time, single parent, one teenage
7
Ghuidhir
child.
Professor Pól
Ó Dochartaigh
Registrar and Deputy President,
Chair of SAT
Full-time, dual career, two small
children.
Dr Jurgita
Ovadnevaite
Postdoc Researcher – School of
Physics. Member of Institute of
Physics Juno Committee in
NUIG
Full-time, dual career, one child.
Dr Nathan
Quinlan
Senior Lecturer – Discipline of
Mechanical Engineering
Full-time, spouse works part-time, two
children.
Dr Oliver Ryan
Senior Technical Officer –
School of Physics
Full-time, dual career, availing of 2 halfdays parental leave a week, caring for
three children under age 6. University
crèche user.
Table 1: Athena SWAN self-assessment team biographies
The SAT was established in October 2014. The team first met in October 2014 and attended
a workshop on campus facilitated by Athena SWAN advisors from the ECU.
The SAT met as a whole group on nine occasions between October 2014 and 30 April 2015.
On one occasion the SAT attended a presentation by representatives from the University of
Ulster who kindly travelled to Galway and shared their experience of signing up to the
charter, submitting a bronze university application, and how their SAT operated after the
submission. On 30 April 2015, the SAT unanimously endorsed the submission.
All members of the SAT undertook responsibility for researching and compiling data for the
university submission. Many members joined sub-groups to work on particular aspects of
the application. A working group was formed to develop and analyse a workplace culture
survey and inform the application in this regard. Another working group compiled and
analysed the datasets on staff and student numbers. Others looked at the committee
structures, in particular gender balance on key decision-making committees and the
University Management Team (UMT), the visibility of women as role models, and the timing
of institution meetings and social gatherings. All SAT members helped to generate
awareness for and promote the Athena SWAN charter in their schools, disciplines and units.
The SAT will continue to meet regularly (i.e. every two months) for the foreseeable future
and ad hoc as required to work on actions arising from the self-assessment process. The SAT
will have a specific role in raising awareness of Athena SWAN within the University (Action
1, 2). It is expected that SAT members will change over time. We will invite new members to
join in order to maintain and extend the SAT’s collective experience, with an emphasis on
representation from STEMM schools. A full-time Equality Administrator and half-time
administrative support will be appointed to support Athena SWAN (Action 3). We will
develop a framework that brings together functions in a coherent way and ensures coordination of activities. We also plan to augment the work of the SAT team by appointing
Athena SWAN champions in each STEMM school (Action 4).
8
As part of the consultation process, the SAT conducted a survey of all staff to ask about their
experience and perception of workplace culture and management; knowledge and
awareness of equality and leave policies; experience of flexible working, and perceptions of
leadership and management commitment to gender equality. A total of 968 staff members
responded to the survey, providing 2,234 additional qualitative responses to 12 open-ended
questions. Following the submission drafting, consultation took place with deans, heads of
school, UMT, while SAT members also brought the draft to their schools for comment.
The attainment of the Athena SWAN Bronze awards has been identified as a KPI in the
university’s strategic plan 2015-2020. The UMT has approved the actions contained in this
report. The SAT will report on the implementation of the action plan to UMT and the
university’s Governing Authority on a quarterly basis (Action 5). Athena SWAN will be added
as a KPI for senior managers in the performance management development scheme (PMDS)
(Action 6).
Updates on the Athena SWAN Charter and actions will be communicated to the university
community via a dedicated website –
http://www.nuigalway.ie/genderequality/athenaswanprogramme/ – and through the
various university communication channels.
The SAT will meet with deans of STEMM colleges and heads of STEMM schools to encourage
and advise schools on how to apply for an individual award. Where schools signal their
intention to apply for individual awards, local SATs will be formed, including existing SAT
members to support the application.
Word Count: 866
Summary of Actions for Section 2
1. Host two Athena SWAN Awareness training events per year.
2. Insert Athena SWAN into induction of students and staff.
3. Appoint an Equality Administrator for 3 years and a half-time administration
support.
4. Appoint Athena SWAN Champions for each School.
5. Establish Athena SWAN as item agenda for UMT & Governing Authority meetings.
6. Add Athena SWAN as a KPI in PMDS for senior managers.
9
3. A picture of the institution and its composition: maximum 1000 words
3.1 Brief description of the institution:
(i)
Information on its teaching and its research focus
NUIG offers undergraduate and postgraduate programmes in arts, social sciences, Celtic
studies, sciences, engineering, informatics, medicine, nursing, health sciences, business,
public policy and law. The university has a unique commitment to the Irish language and a
leading role nationally in providing courses through Irish. It is a research-led university with
five cross-disciplinary research themes; annual research income of €52 million (2013/14)
and six research institutes. It is organised into five colleges: Arts, Social Science, and Celtic
Studies (CASCS); Business, Public Policy and Law (CBPL); Engineering and Informatics (CoEI);
Medicine, Nursing and Health Sciences (CMNHS), and Science (CoS).
(ii)
The number of students and staff (academic and support staff separately)
Students
NUIG has 17,282 students; 82% full-time, 18% part-time and 15% of these are international.
The overall percentage of students who are female is 56% at undergraduate (UG), 61% at
postgraduate taught (PGT) and 51% at postgraduate research (PGR) levels.
Staff
There are 2,290 staff: 938 academics, 446 researchers, and 906 support services staff (all
staff other than academics and researchers); 47% of staff (1,082) are in STEMM. Table 2
details the number of academics (including researchers) by gender across the university and
for STEMM for 2012-2014.
2012
Female
600
350
Male
743
509
2013
Total Female % Female
1343
45%
612
859
41%
357
Male
722
504
2014
Total Female % Female
1334
46%
659
861
41%
387
Male
725
487
Total Female %
1384
48%
874
44%
University Total
STEMM Total
STEMM Colleges
College of
Engineering and
Informatics
56
185
241
23%
57
173
230
25%
56
156
212
College of
Medicine, Nursing
and Health
202
171
373
54%
211
176
387
55%
237
173
410
College of Science
92
153
245
38%
89
155
244
36%
94
158
252
Table 2: Academic and research staff by gender, university total and STEMM 2012-2014
26%
58%
37%
The percentage of female academics increased marginally from 45% in 2012 to 48% in 2014.
Additionally, the proportion of female academics in STEMM colleges increased to 44%.
However, these general trends conceal some important disparities; the CoEI is 74% male,
CoS is 63% male, while the CMNHS is 58% female.
10
A total of 70% of university support staff are female (Table 3); this drops to 63% in STEMM,
although there are differences across colleges. The CMNHS is 82% female, CoEI is 55% and
the CoS 53%. These differences are mostly due to a larger percentage of technical staff (69%
male) in the CoEI and CoS.
2012
University Total
STEMM Total
STEMM Colleges
College of Engineering
and Informatics
College of Medicine,
Nursing and Health
Science
College of Science
2013
Female
Male
687
280
130
82
Total
967
212
Female % Female
71%
632
61%
124
30
29
59
51%
57
16
43
37
73
80
78%
54%
Male
2014
78
Total
912
202
28
29
57
49%
34
28
62
55%
56
13
81%
53%
13
36
69
76
58
40
40
35
71
75
82%
53%
280
Female % Female
69%
633
61%
132
Male
76
Total
906
208
Female %
70%
63%
273
Table 3: Support service staff by gender, university total and STEMM 2012-2014
(iii)
Total number of colleges and schools
There are five colleges and 16 schools, shown in Figure 1.
Figure 1: Colleges and associated schools
11
(iv)
List and Sizes of STEMM Schools (academic and support staff separately)
Table 4 shows academic, administration, technical and research staff in STEMM schools. Of
the 230 staff in the School of Medicine, 108 are clinical staff some of whom have joint
appointments with the Health Service Executive.
Academic Research
All Staff
STEMM Total
Admin Technical
802
104
120
88
938
446
501
373
66
146
35
27
66
146
35
27
0
0
2
0
38
12
11
0
230
87
29
20
33
10
9
0
301
109
51
20
STEMM Colleges
College of
Engineering and College of Engineering and Informatics
Informatics
College of Engineering and Informatics Total
College Office
College of
School of Health Sciences
Medicine, Nursing
School of Medicine
& Health Sciences
School of Nursing & Midwifery
College of Medicine, Nursing & Health Sciences Total
College Office
School of Chemistry
College of Science School of Mathematics, Statistics and Applied Mathematics
School of Natural Sciences
School of Physics
College of Science Total
0
0
5
0
13
33
3
9
35
2
4
0
68
62
18
23
18
21
4
9
134
118
34
41
Table 4: List of STEMM schools and size
(v)
Percentage of STEMM departments as a proportion of all institution departments
STEMM colleges account for 37% of UG students, 29% of PGT and 59% of PGR (Table 5),
compared to the national averages of 45% UG, 42% PGT and 59% PGR (Table 6). The lower
figures reflect the fact that NUIG has historically had one of the largest Arts faculties in
Ireland. In STEMM 40% students are in the CoS, 35% in the CMNHS and 25% in the CoEI. UG
students account for 78% of the STEMM total, PGT for 11% and PGR 11%.
Total no. of female and male undergraduate, post graduate taught and research students in NUIG & in STEMM - 2013/14
Undergraduate
Female
Male
Post Graduate Taught
Total
Female
Male
Total
Post Graduate Research
Female
Male
Total
Total
Female
Male
Total
NUIG Total
7570
6143
13713
1453
915
2368
617
584
1201
9640
7642
17282
STEMM Total
College of Engineering
& Informatics
College of Nursing
Midwifery, Medicine &
Health Sciences
2398
2692
5090
429
257
686
328
382
710
3155
3331
6486
152
1027
1179
44
154
198
67
162
229
263
1343
1606
1255
493
1748
314
53
367
100
57
157
1669
603
2272
College of Science
991
1172
2163
71
50
121
161
163
324
1223
1385
2608
STEMM UG - 37% of total UG students, STEMM PGT - 29% of total PGT students, STEMM PGR - 59% of total PGR students
Table 5: Students in NUIG
12
Total no. of female and male undergraduate, post graduate taught and research students across all Universities & STEMM - 2013/14
Undergraduate
Female
Male
Post Graduate Taught
Total
Female
Male
Total
Post Graduate Research
Female
Male
Total
Total
Female
Male
Total
Universities Total
43925
37893
81818
14229
12453
26752
3822
3926
7748
62046
54272
116318
STEMM Total
18432
18150
36582
5756
5522
11278
2037
2539
4576
26225
26211
52436
Engineering
1419
5238
6657
499
1354
1853
242
763
1005
2160
7355
9515
10879
4212
15091
3631
1219
4850
922
533
1455
15432
5964
21396
6134
8700
14834
1626
2949
4575
873
1243
2116
8633
12892
21525
Health & Welfare
Science, Maths &
Computing
STEMM UG - 45% of total UG students, STEMM PGT - 42% of total PGT students, STEMM PGR - 59% of total PGR students
Table 6: Student totals across all Irish universities (HEA 2013/14)
STEMM Gender Overview
In STEMM, 47% of undergraduates are female which is a little below the national average of
50%. At PGT level, it is 63% in NUIG compared with 51% nationally, while at PGR level it is
comparable (46% vs 45%). The proportion of female UG students varies across the three
STEMM areas. CMNHS is 72% female, Engineering 15%, and Science & Informatics 43%
(Table 7).
Please note that the STEMM colleges in Table 7 have been adjusted to realign Informatics
with Science for comparison purposes nationally.
Percentage of Undergraduate, Post Graduate Taught, and Post Graduate Research students by Gender, NUIG &
STEMM 2013/14
Undergraduate
Post Graduate Taught Post Graduate Research
Total
Female
Male
Female
Male
Female
Male
Female
Male
NUIG Total
55
45
61
39
51
49
56
44
STEMM Total
47
53
63
37
46
54
49
51
Engineering
Medicine,
Nursing & Health
Sciences
Science &
Informatics
15
85
17
83
29
71
16
84
72
28
86
14
64
36
73
27
43
57
39
61
49
51
43
57
STEMM UG - 37% of total UG students, STEMM PGT - 29% of total PGT students, STEMM PGR - 59% of total PGR
students
Table 7: Percentage of female and male students in STEMM subjects
The significant challenges, therefore, are to increase the number of female students in
Engineering, and in Science & Informatics, and the number of male students in Medicine,
Nursing & Health Sciences (Action 7).
3.2 Staff data
(i)
Proportion of all categories of academic staff by gender
Table 8, which presents academics by grade and gender, shows that women are accessing
permanent lectureships in NUIG in equal numbers to men. This is consistent with other Irish
universities, where 50% of lecturers are females. Females currently hold 32% of Senior
Lecturer (SL) posts, in comparison to a sectorial average of 35% (HEA quarterly staff
statistics, Dec 2013).
13
At Personal/Associate Professor, the percentage of females is 10%, compared to the
sectorial average of 26%, while 12% of established professors are female, compared to the
sectorial average of 19% (Table 8).
Female
Male
Total
Established Professor
8
57
65
Associate Professor
5
45
50
Senior Lecturer
34
72
107
Lecturer Above Bar
113
111
224
Lecturer Below Bar
44
40
84
University Teacher
29
11
40
Lecturer Fixed Term
61
31
92
Table 8: Academic staff by gender and grade NUIG
% Female
12%
10%
32%
50%
52%
73%
66%
The data is similar for the clinical lecturer cohort in the School of Medicine (Table 9).
Grade
Female
Male
Total % Female
Professor
1
12
13
8%
Associate Professor
1
3
4
25%
Senior Lecturer
5
9
14
36%
Clinical Lecturer (Part-time)
18
59
77
23%
Total
25
83
108
23%
Table 9: Clinical academic staff by gender and grade in the School of Medicine
14
Figure 2 below presents the relative percentage of males and females at each grade within
NUIG.
Figure 2: Relative percentage of male and females in each academic grade
Across Irish universities, men strongly outnumber women in senior academic posts, at 71%;
the figure in NUIG is 79%. Figure 3 below shows the relative percentage of male and females
by academic grade in Irish universities (HEA quarterly staff statistics, Dec 2013).
90%
80%
70%
60%
50%
% Male
40%
% Female
30%
20%
10%
0%
Lecturer
Senior
Lecturer
Associate
Professor
Established
Professor
Figure 3: % of Academic staff by gender and grade NUIG (staff quarterly statistics HEA Dec 2013)
15
Improving the gender balance will require actions involving leadership, mentorship (Section
4 (iii)) and promotion (Section 4 (ii)). Increasing the number of women in leadership
positions is essential to having role models to emulate and a good pool of female mentors.
NUIG ran a ‘Women in Leadership’ programme in 2011 and has a leadership programme for
senior staff currently in place. Two women are undertaking the Aurora programme. An
evaluation of these programmes to inform future development will be undertaken (Action
8). It is also important to recognise and nurture emerging female talent; we will set up a fair
and effective talent management initiative for females (Action 9).
Of the 577 administrative staff, 83% are female. Table 10 provides an overview of grades by
gender. Women account for 88% of administrative staff at grade 1-5, but only 50% at grade
5 and above. From grade 2 upwards, the data show a steady decline in the number of
females in each grade with an exception at assistant secretary grade. It is proposed to
survey administration staff to identify perceptions of issues affecting promotion (Action 10)
and to run career planning workshops, using the knowledge of the successful women
(Action 11).
Female
Male
Total
% Female
President
Registrar/Bursar/University
Secretary
0
1
1
0%
1
2
3
33%
Secretary
2
8
10
20%
Associate Secretary
0
3
3
0%
Assistant Secretary
6
2
8
75%
Administrative Officer
28
23
51
55%
Grade 5
53
29
82
65%
Grade 4
83
14
97
86%
Grade 3
126
9
135
93%
Grade 2
166
5
171
97%
Grade 1
17
3
20
85%
Table 10: Distribution by gender and grade of administrative staff
(ii)
Academic Leavers by grade and gender
Table 11 provides the number of leavers in NUIG and STEMM for the last three years. The
majority of leavers (80%) were researchers; 12% were lecturers, with the balance spread
across the different grades, including three professors in 2014. The most common reason
for leavers amongst academic and research staff was resignations (Figure 4). Men accounted
for more of the leavers; 64% of resignations and 55% of contract expiry.
University Total
STEMM Total
Female
65
2012
Male
88
Total
Female
2013
Male
Total
Female
2014
Male
153
78
133
211
102
114
216
48
80
128
56
107
163
73
103
176
Total
Table 11: Number of academic leavers
16
70
60
50
40
Contract Expired
30
Redundancy
20
Resigned
10
0
Female
Male
2012
Female
Male
2013
Female
Male
2014
Figure 4: Leavers by gender and reason
A total of 81% of the academic leavers were staff in STEMM. Of these 39% were in the CoEI,
33% in the CoS, and 28% in the CMNHS. STEMM have more research staff in the university;
this may explain the higher numbers of leavers within these colleges.
More men than women left NUIG and STEMM colleges in the period 2012-2014. This could
reflect the fact that there are more men in STEMM and could also point to men being more
mobile in their careers, but we do not record exit interviews centrally so cannot confirm the
reasons. An action point will be to record exit interviews centrally (Action 12).
(iii)
Proportion of men and women academic and research staff on fixed-term, openended, zero-hour and permanent contracts
More women than men are employed on fixed-term contracts, with a slight increase
proportionally year on year from 2012 to 2014. There has also been a slight increase in the
numbers and proportion of women on permanent contracts, from 41% in 2012 to 43% in
2014 (Table 12). The same upward trend is evident in STEMM for women on permanent
contracts; Table 12 shows a 5% increase in the numbers of women on fixed-term contracts
in 2014. While it is premature to identify this as a trend, the numbers and proportion of
academic and research staff across the university and STEMM on permanent and fixed-term
contracts will be monitored (Action 13). The figures of staff on permanent contracts include
staff on contracts of indefinite duration (CID). The university does not employ any staff on
zero-hour contracts.
17
2012
Contract Type
University Total
STEMM
2013
%
Total Female
Female
Male
Permanent
336
493
829
Fixed term
264
250
514
Permanent
170
318
488
Fixed term
180
191
371
Permanent
21
93
114
Fixed term
35
92
Permanent
107
Fixed term
95
42
50
Total
2014
%
Female Female
Male
Total
%
Female
Female
Male
41%
355
490
845
42%
372
490
862
43%
51%
257
232
489
53%
287
235
522
55%
35%
181
312
493
37%
186
308
494
38%
49%
176
192
368
48%
201
179
380
53%
18%
23
90
113
20%
24
81
105
23%
127
28%
34
83
117
29%
32
75
107
30%
119
226
47%
118
121
239
49%
120
125
245
49%
52
106
47
147
65%
144
29%
52%
103
48%
48
102
56
71%
28%
117
42
52
165
141
97
55
101
54
63%
28%
93
40
49
148
148
108
48%
STEMM Colleges
College of
Engineering and
Informatics
College of
Medicine, Nursing
and Health
College of Science
Permanent
Fixed term
Table 12: Proportion of female and male academic and research staff across the university and
STEMM schools on permanent and fixed-term contracts
(iv)
Evidence from equal pay audits/reviews
NUIG has not carried out an equal pay audit/review recently. However, it systematically
applies a set of rules in determining incremental placing irrespective of gender.
Word count: 1,191
Summary of Actions for Section 3
7) Develop a comprehensive programme of outreach activities aimed at recruitment of
female or male students into STEMM disciplines with gender inequities.
8) Evaluate the impact of Leadership Training for Women and redevelop the programme
based on findings.
9) Set up a talent management initiative for females that is fair and effective.
10) Undertake a survey of administration staff to gather perceptions of the issues impacting
on career development.
11) Develop a programme of career planning workshops for academic and administration
staff.
12) Conduct exit interviews and record centrally.
13) Monitor the proportion of female and male academic and research staff across the
university and STEMM Schools on permanent and fixed-term contracts.
18
Supporting and advancing women’s careers
4.1 Key career transition points
(i)
Recruitment
In the three-year period 2012–2014, there were 239 academic competitions (not including
research posts), with 3,235 applicants, including 1,463 in STEMM colleges. Tables 13 & 14
below show that 45% of total applicants were women, with 40% in STEMM colleges. The
figures reveal that women have more successful outcomes proportionally than men overall,
and in STEMM. This supports the view that the recruitment process is robust and provides
for equality of opportunity. It also suggests that NUIG attracts qualified and talented women
and that there are no barriers to their entry.
It is not possible to comment meaningfully on the flow statistics for recruitment by gender
as gender-disaggregated data are incomplete. The lack of data by gender is an unintended
consequence of introducing online recruitment in mid-2013. Candidates are not asked to
provide personal information as part of their application as it is not relevant to the
requirements of the post; thus personal information is not available to selection boards. It is
now clear that, as a priority, the university must put in place a policy (Action 14) and system
to record, monitor and report on gender-disaggregated data at each step of the recruitment
process (Action 15).
Successful Applicants to
Academic Competitions
Applications to Academic Competitions (2012-2014)
Location
University
Total
Female
Male
Total
% Female
Female
Male
Total
% Female
1465
1770
3235
580
883
1463
45%
40%
122
STEMM
71
110
232
53%
67
138
51%
Table 13: Applicants to academic competitions by gender, university total and STEMM 2012-2014
Applications to STEMM Academic Competitions
(2012-2014)
Female
Male
Total
Successful Applicants to STEMM
Academic Competitions
% Female Female
Male
Total
26%
1
9
10
55%
56
40
96
CoS
301
558
859
35%
14
18
32
Total
580
883
1463
40%
71
67
138
Table 14: Applicants to academic competitions by gender, STEMM colleges 2012 -2014
% Female
CoEI
46
133
179
10%
CMNHS
233
192
425
58%
44%
51%
19
The university has a detailed policy on recruitment and selection. Assessment boards are
composed in accordance with this policy, which requires gender representation, and
training in interviewing techniques. All board members are usually required to be at or
above the level of the advertised position. Boards are approved by HR to ensure
compliance. While all boards have gender representation, the university aspires to achieve
meaningful gender balance on assessment panels.
The requirement for gender balance on promotion panels was recommended in 2 separate
reports; ‘The Operation of the Personal Professorship Promotion Scheme’ and ‘Academic
Career Advancement in NUIG’, and this is equally relevant for recruitment assessment
panels. To achieve gender balance, there are inherent difficulties in the requirement to have
all assessment board members at or above the level of the advertised position, particularly
for senior academic posts, due to the paucity of senior women. It is also of concern that
senior women have an onerous responsibility to fulfil the requirement for gender balance
on assessment boards. The recruitment policy will be reviewed from an equality
perspective, and these issues will be considered (Action 16).
Recommendations from the same reports called for gender equality training for assessment
panels and this sentiment was echoed in the recent staff survey. The university runs regular
recruitment and selection training workshops which focus on applying a competency
framework for academic posts, including a module on equality. However, attendance is not
compulsory, and not all assessment board members have received training. It is proposed
that all assessment board members receive training in interviewing & selection techniques,
include gender equality awareness training (Action 17).
The School of Physics was awarded Juno Practitioner status under the Institute of Physics’
Juno Project. NUIG was the first university in Ireland to achieve this status. The school
routinely includes a positive action statement in its recruitment advertisements. A recently
advertised vacancy included the following statement:
“Applications from suitable qualified women are particularly welcome. The School of Physics
has been awarded ‘Practitioner’ status under the Institute of Physics’ Juno Project
(www.iop.org/policy/diversity/initiatives/juno/). NUIG is the first university in Ireland to
achieve this status.”
Although our analysis and headcount figures have not revealed a problem attracting women
to posts in STEMM, a similar approach could be taken in other STEMM schools to encourage
more women to apply and increase the pool of potential candidates (Action 18).
(ii)
Induction
Since the recruitment moratorium was introduced in 2009, which changed the pattern of
recruitment, induction is conducted locally at school level rather than centrally. This
induction programme is intended to make staff feel welcome, and help them familiarise
themselves with their role and responsibilities, their colleagues and the practical details of
starting a new job. An online induction resource (videos and guides) is also available to
support new staff. A quarterly induction is available to research staff in addition to the
individual induction.
20
Participation rates in the local induction programme are not recorded, nor is feedback on
the experience sought. The staff survey on workplace culture revealed that many staff feel
part of their discipline and school but feel disconnected from the central university. The
absence of a central induction programme may contribute to this. It is proposed to assess
the benefits of reintroducing a centralised induction programme. The first steps will be to
record participation in local induction programmes and evaluate the experience for new
hires six months after commencement date (Action 19). Athena SWAN will be added to the
induction programme, and heads of school will be asked to include information on Athena
SWAN on induction checklists (Action 20).
(iii)
Personal Development Review
The university introduced a formal performance management and development system
(PMDS) in 2013 in part as a response to a national agreement, but also to provide earlycareer staff with feedback on performance that would help them develop their careers. The
key outputs from PMDS are an agreed set of targets for the forthcoming year and an agreed
personal development plan, including specific agreement on developmental needs. All staff
receive training in PMDS, which includes a module on equality of opportunity. The first
round of PMDS recorded a 95% completion rate. The second round of reviews is close to
completion, and the scheme is being reviewed. An Athena SWAN action will be to survey
participants to evaluate the effectiveness of PMDS as a personal development tool and
understand how it is operationalized within schools (Action 21).
Mentoring
An academic mentoring scheme has been in effect since 2010. Mentees are paired with a
senior academic mentor to support their development and career planning. To date, 50
mentees (31 women and 19 men) have participated in the scheme. The mentoring scheme
was formally evaluated in 2014 and recommendations were made to improve and generate
greater awareness of the scheme. The SAT will participate in the review of the scheme, with
a view to expanding it to all new academic staff on appointment (Action 22)
(iv)
Promotions
Academic Promotions
The academic career structure at NUIG is: Lecturer Below the Bar (LBB), Lecturer Above the
Bar (LAB), Senior Lecturer (SL), Personal Professor (PP) and Established Professor (EP).
Promotion to Senior Lecturer is competitive, while the others are criterion-referenced.
Staff can apply to progress from LBB to LAB on reaching the top of their salary scale. There is
no obvious leakage in the career pipeline at this stage, but it is possible that women cross
the bar at a slower rate than men. Survey data gathered to explore promotion behaviours in
NUIG found that women take longer to apply for promotion than men. The SAT will instigate
a process to gather and record data on progression to see if gender differences exist (Action
23).
Due to headcount restrictions and budgetary constraints, promotion to senior lecturer is
highly competitive, and the standards required to be successful are extremely high.
Promotion to SL has been the subject of much discontent in recent times. This is not
surprising; only one woman (out of 17) was promoted in the 2008/09 round.
21
Notwithstanding a complaint referred to the Equality Tribunal by a female lecturer who was
unsuccessful in the 2008/09 round there was general concern about the number of females
promoted. A working group in consultation with Professor Liz Doherty, Emeritus Professor
of Human Resource Management at Sheffield Hallam University, was set up to explore the
barriers to the progression of female academic staff. Academic staff were surveyed and the
work concluded in the aforementioned report on ‘Academic Career Advancement in NUIG’.
Actions taken on foot of these recommendations include an extensive review of the Senior
Lecturer Promotion Scheme and the introduction of measures to ensure equality in its
Senior Lecturer Promotions process. An adjustment in criteria weighting was permitted to
allow candidates play to their strengths and offset the perception that research counted
most; the teaching and contribution criteria were further developed, which led to a more
detailed marking scheme more closely linked to the criteria; the assessment board was
gender-balanced, and gender equality awareness training was undertaken with the
Promotions Board.
There has been only one round of promotions to SL since 2008/09, which commenced in
2013 and concluded in 2014. The university formally committed to an affirmative action
measure in this round, which was expressly designed to ensure that a certain proportion of
women were promoted. As it transpired, the affirmative action measure was not required
and the outcomes for women improved considerably from the 2008/2009 round.
Table 15 and Figure 5 show the number of applicants and successful candidates by gender in
2013/14. Overall, 61% of successful applicants were men and 39% were women. The
outcome for women in STEMM was considerably better; they accounted for 47% of
successful applicants. The SL promotion scheme is undergoing a process of continuous
improvement to ensure that it affords equality of opportunity to all staff. The impact on
women of the changes to the scheme will continue to be evaluated (Action 24).
Additionally, promotion workshops will be offered prior to future rounds (Action 25).
Promotion to Senior Lecturer 2013/2014
Male
Female
Total Applicants
54
Successful Applicants
19
STEMM Applicants
30
Successful STEMM Applicants
8
Table 15: Promotion to Senior Lecturer 2013/14
Total
% Female
50
104
48%
12
31
39%
28
58
48%
7
15
47%
22
60
50
40
30
Male
20
Female
10
0
Total Applicants
Successful
Applicants
STEMM Applicants
Successful STEMM
Applicants
Figure 5: No. of applications to SL Promotion Scheme by gender 2013/2014
There have been six rounds of promotion to Personal Professor (PP) in the period 20122014. Applicants may apply on the usual eligibility criteria, whereby a substantial
achievement of a high and international standard in research and scholarship is paramount,
or by the ‘exceptional’ route (the ‘fast track’) and, more recently, applicants may also make
an application using criteria related to outstanding university leadership.
Table 16 shows that only one woman was promoted to PP in the six rounds from 2012 to
2014. It also shows that very few women (7) applied in the same period. By contrast, 34
males applied, with a success rate of 44%.
Promotion to Personal Professor 2012-2014
Female
Male
Total
Total Applicants
7
34
41
Successful Applicants*
1
15
16
*2 male applicants, 1 female applicant - processing not complete
Table 16: Promotion to Personal Professor (3-year period 2012-2014)
% Female
17%
6%
40
35
30
25
20
Male
15
Female
10
5
0
Total Applicants
Successful Applicants
Figure 6: No. of applications to the PP Promotion Scheme by gender (3-year period 2012-2014)
23
Following the work to address the under-representation of women at senior academic levels
at NUIG, a working group was set up to explore the operation of the PP Promotion Scheme.
All SLs in the university were surveyed to explore their knowledge of the scheme, identify
experiences of the scheme, and identify perceptions of the measures required to make the
scheme more inclusive. The overall response rate was 76%. The key findings revealed that
the majority of men and women reported being poorly informed about the promotion
scheme, with women being less clear than men.
A report on the Operation of the Promotion Scheme, with a series of recommendations, was
presented to the Governing Authority, which unanimously supported the recommendations.
The scheme is currently under review, with consideration as to how the recommendations
will be implemented. The SAT will monitor the flow statistics of the scheme in the coming
years to evaluate the impact of the scheme revisions on outcomes for women (Action 26).
Research Promotions
There is a promotion process in place whereby postdoctoral researchers can apply to the
relevant college and VP of Research for promotion to Research Fellow, based on research
criteria. The criteria are currently under review as part of the Research Career Strategy (RCS)
project this year. The majority of applications are approved in this process, with about eight
promotions per annum.
Promotion for Support Services Staff
There has not been a promotion outlet for support services staff in the university since
2009. This is of great concern generally; in the recent staff survey, many staff reported a
sense of unfairness.
4.2 Career development
(i)
Support given to postdoctoral researchers for academic career progression
In October 2013 NUIG was awarded the HR Excellence in Research Logo by the European
Commission in recognition of its commitment to implementing the principles of the
European Charter & Code for Researchers.
The award was obtained through participation in the HR Strategy for Researchers (HRS4R)
which included carrying out a gap analysis of the university’s policies and practices against
the principles of the Charter & Code and the development of an action plan to identify areas
for improvement. A strategy and action plan was developed, identifying key areas for
change and further development. The university Research Committee is monitoring the
progress of the action plan, and an internal review will be carried out this year, followed by
an external evaluation in 2017.
In its Strategic Plan 2015-2020, the university is committed to developing and introducing a
Research Career Strategy (RCS) tailored to the specific needs of researchers. The RCS project
team are currently surveying all research staff, conducting training needs analysis and focus
groups with researchers and PI/Supervisors to ensure that researchers’ viewpoints and
career goals are included. An initial report to the Research Committee is due in June 2015.
24
(ii)
Training
The university has a broad range of training tools and opportunities available to staff. Staff
training and development courses include a Learning and Development eBook, induction
programme, PMDS, academic mentoring scheme, funding support for part-time study
including PhD, advice on work placement and internship schemes, career support
and advice, and leadership development programmes. Where specialised developmental
needs are identified, purchased courses are facilitated on request. All academic staff have
access to a triennial grant to support conference and research activities.
The university has a Centre for Excellence in Learning & Teaching (CELT), which provides
teaching and learning, research integrity, professional skills, supervision training, and
research leadership programmes. While all training courses are available to postdoctoral
research staff, the university recognises the need to do more to support the career
development of postdoctoral staff. The structured RCS, currently in development phase, is
expected to provide greater guidance and support in this area. In addition the SAT will
establish an early academic career forum across the university, with a focus on research
development for female staff (Action 27).
In 2012/2013, NUIG, in conjunction with the University of Limerick, developed and offered a
pilot career development programme for mid-career Women Academics & Researchers. The
programme consisted of four workshops over a six-month period and covered a range of
topics from creating a career vision and developing strategic skills to considering career
development models and components and examining barriers and opportunities to
individual progression. All participants reported a positive experience of the programme. An
Athena SWAN led initiative will be to evaluate the impact of this and other women-specific
supports and training programmes, with a view to developing this scheme further.
Sabbatical leave
Academic staff can apply for sabbatical leave after the first four years in post and then every
seven years thereafter, provided a satisfactory report has been submitted on the previous
leave, and that the school can support the absence. Figure 7 shows that each year more
men than women applied for and were granted leave. The gap has widened year on year; 10
fewer women availed of leave in 2013/2014. This issue merits exploration as to what extent
this difference reflects gender disparities (Action 28).
25
30
25
20
Sabbatical Leave Male
15
Sabbatical Leave Female
10
5
0
2011/12
2012/13
2013/14
Figure 7: Sabbatical leave by gender (2011/12 – 2013/2014)
4.3 Flexible working and managing career breaks
(i)
Cover and support for maternity and adoption leave
The university provides for 26 weeks’ paid maternity leave, with the option to avail of 16
weeks’ unpaid leave. These provisions significantly exceed the statutory provisions and are
available to all women regardless of length of service or contract type. Employees are
entitled to paid leave to attend antenatal appointments and classes. Reasonable contact
between the staff member and manager is encouraged during the leave to ‘keep in touch’
or in the event of potential work-related issues that may concern staff members, provided
that such contact is welcome.
A total of 181 women availed of maternity or adoptive leave in the period 2012-2014.
Nearly all survey respondents reported that no special arrangements were put in place on
return from leave to facilitate re-engagement with research or professional activities. Some
of the qualitative comments highlight the difficulty women may experience returning to
academic careers following maternity leave:
“I felt very disconnected upon my return and no help was given by my discipline or the
research office to help me to re-engage and start up my research again.”
“One has to resume to full teaching, administrative and research duties upon return.
Especially with understaff and the staff moratorium, and the nature of research being that
one feels that one is already 10 months 'behind' on one's career progression when one
returns after maternity leave in academia. This is not just the case in Irish universities but is
also the experience of my colleagues in the UK.”
The university recognises the challenges women may experience returning from maternity
leave and will establish a fund to support academic women’s re-engagement with research
on a pilot basis (Action 29).
26
(ii)
Maternity return rate
Table 17 shows that almost all academic and support staff who availed of maternity leave in
the three-year period 2012-2014 returned from leave. The leavers shown in the table were
research staff with fixed-term contracts that expired during maternity leave.
2012
2013
Returned Leavers
Returned
2014
Leavers Returned
Leavers
44
7
56
7
62
5
11
2
17
0
10
0
12
5
8
7
18
4
21
0
31
0
34
1
16
3
25
5
23
4
3
0
4
0
6
0
College of Medicine,
Nursing & Health Sciences
6
2
19
2
10
College of Science
7
1
2
3
7
Table 17: Maternity leave return rates across the university and in STEMM
2
2
All Staff
Academic
Research
Support
STEMM Total
College of Engineering
and Informatics
(iii)
Paternity, adoption and parental leave uptake
Responses to the SAT workplace survey indicate that the majority of staff are aware of
equality leave schemes and policies (flexible working, parental leave, part-time working,
career breaks and unpaid leave under the shorter working year scheme). Most staff (83%)
also reported that their head of school/unit would generally be supportive of the need to
balance work with caring responsibilities, through formal and ad hoc flexibility, but it is of
concern that 153 of 890 respondents (17%) disagreed or strongly disagreed with the same
statement.
In the period 2012-2014, 257 staff availed of parental leave, 79 from STEMM colleges.
Figure 8 shows that the uptake of parental leave has increased in recent years, but very few
men avail of it. Also, relatively few academics and researchers avail of it. This may be
explained by technical and administrative staff having less flexibility than academic staff,
because of the fixed location of systems and facilities, and the need to be available to
staff/students during ‘normal office hours’. For technical and administrative staff, flexibility
is largely confined to arrangements granted under formal leave schemes, including the
flexible working scheme.
27
120
100
80
60
University Total
STEMM Total
40
20
0
Female
Male
2012
Female
Male
Female
2013
Male
2014
Figure 8: Uptake of parental leave by gender
It is proposed to create a scheme to support the uptake of parental leave (Action 30).
There is no statutory provision for paternity leave in Ireland. The university provides for
three days’ paid leave for fathers on the birth of a baby. The provision is limited and more of
a token gesture on behalf of the university. Plans nationally to provide for statutory
paternity leave and enhanced parental leave would be welcome.
4.4 Organisation and culture
(i)
Proportion of Heads of School/Faculty/Department by gender
There are five colleges, all with male Deans; this has not changed between 2012 and 2014.
There are 16 schools, with nine male and seven female HoS. There are six Research Institute
Directors, all male. In the last three years no female has held a college deanship or research
institute director post. Of these senior academic administration roles, 20 (74%) are held by
men and 7 (26%) by women (Table 18). While there is better gender balance at HoS level
within STEMM, the number of female heads has decreased over the last two years. In 2014
only two (25%) out of eight heads were female (Table 18).
The gender imbalance at this senior level is so stark that it is proposed that unconscious bias
training for senior managers and all involved in PMDS is mandatory (Action 31).
28
Deans
Heads of School
Research Directors
Total
%
Female
Number in STEMM
Years
Number in University
%
Female
Female
Male
Total
Female
Male
Total
2012
0
3
3
0%
0
5
5
0%
2013
0
3
3
0%
0
5
5
0%
2014
0
3
3
0%
0
5
5
0%
2012
3
5
8
37%
7
9
16
44%
2013
3
5
8
37%
5
11
16
31%
2014
2
6
8
25%
7
9
16
44%
2012
0
4
4
0%
0
6
6
0%
2013
0
4
4
0%
0
6
6
0%
2014
0
4
4
0%
0
6
6
0%
2012
3
12
15
20%
7
20
27
26%
2013
3
12
15
20%
5
22
27
19%
2014
2
13
15
13%
7
20
27
26%
Table 18: Proportion of male and female Deans, Heads of School and Research Directors for 2012,
2013 and 2014
Despite better gender balance at the level of HoS, there are grade differences between male
and female heads. Of the nine male HoS, most (6) are professors, two are SLs and one a
lecturer. No female HoS is a professor, four are SLs and three LAB. It is not known why
these role differences exist but it is noteworthy that 42% of female HoS are still at lecturer
level. The role of HoS is administratively onerous and may limit the capacity to build a
competitive research profile. Recently the promotion scheme for PP added a leadership
track but it is too early to determine what impact this will have. This issue requires further
analysis. A SAT subgroup will conduct focus groups with HoS to examine these issues (Action
32).
(ii)
Gender balance on the senior management team
There are two senior management committees: the University Management Team (UMT)
and the Academic Management Team (AMT). UMT, led by the President, consists of five
officers individually responsible to the President for delivering aspects of the Strategic Plan.
Figure 9 outlines the current structure, which has remained unchanged over the last three
years.
President
VP Innovation
&
Performance
Executive
Director
Operations
Registrar &
Deputy President
VP for
Research
Bursar
Secretary
VP for the
Student
Experience
Figure 9: UMT structure
29
UMT consists of five males (83%) and one female (17%). Two vice-presidents (VPs) attend
UMT meetings; the VP for Research (male) and VP for Student Experience (female). If these
VPs are included in UMT, the proportion of females rises slightly to 25%. Over the last three
years the gender balance of UMT has not changed (Figure 10).
8
7
6
5
4
male
3
female
2
1
0
2012
2013
2014
Figure 10: UMT by gender
The second committee, AMT, is chaired by the Registrar and comprises seven Deans. The
gender mix of this group is 88% male (7) and 12% female (1). Figure 11 displays the
unchanged gender mix of AMT over the last three years.
8
7
6
5
4
3
2
1
0
male
female
2012
2013
2014
Figure 11: AMT by gender
It is clear that females are seriously under-represented at senior management levels in the
university. While female staff account for 48% of total staff, representation on these senior
leadership committees ranges from 11% to 25%.
(iii)
Representation of men and women on committees
Údarás na hOllscoile (Governing Authority) is the main governing committee of the
university; it comprises 24 males and 16 females. The chairperson is female. There are four
important sub-committees: academic planning and resource committee (APRC), finance
resource committee (FRC), strategic and planning committee (SSC), and support services
committee (SSC). Figure 12 illustrates that, while there is reasonable female membership
across four committees, at 37%-50%, FRC has only 20% female membership.
30
30
25
20
15
male
10
female
5
0
Udaras
APRC
FRC
SSC
STR
Figure 12: Influential committees – gender mix
Table 19 provides an overview of influential committees, including the percentage of female
members and gender of the chairperson. APRC has two further sub-committees (Sabbatical
Leave, and Priorities), and these are included.
Committee
No. on Committee % Female Chair
Údarás na hOllscoile
40
40%
Female
Academic Planning & Resource Committee (APRC)
18
50%
Male
Finance & Resource Committee (FRC)
20
20%
Male
Standing & Strategic Planning Committee (STR)
19
37%
Male
Support Services Committee (SSC)
18
39%
Male
Sabbatical Leave and Leave of Absence sub- committee (APRC)
11
33%
Male
Priorities Sub-committee of (APRC)
13
46%
Male
Table 19: Influential committees, numbers, % female and chair
The above data show that all but one of the chairs of leadership committees is male.
Each college has a committee chaired by the dean, a college executive committee (CEC) and
a number of sub-committees. These committees have been analysed by gender and chair
within the university and by STEMM. Across the five colleges there is reasonable gender
balance at sub-committee level (49% male, 51% female); in STEMM the proportion is not so
good, at 60% male and 40% female (Table 20). The chairs of these groups are also
reasonably balanced at college level, with 56% male to 44% female, but less so in STEMM
colleges, at 64% male to 36% female.
Each school has a School Executive Committee (SEC), a key decision-making group. Table 20
shows that these committees are not gender-balanced. Across the university, SECs are 62%
male and 38% female. For STEMM the figures are 71% male and 29% female. These figures
have not changed over the last three years. Overall however there is gender balance in the
school executive chairs (Table 20).
31
No. of members by
gender STEMM Colleges
College sub-committees
College sub-committees Chairs
Schools Executive committees
Schools Executive committees Chairs
Female
Male
% Female
2012
47
70
40%
2013
47
70
40%
2014
49
74
40%
2012
3
8
27%
2013
3
8
27%
2014
4
7
36%
2012
26
66
28%
2013
26
66
28%
2014
26
65
29%
2012
3
5
38%
2013
3
5
38%
2014
3
5
38%
Table 20: Proportion of male and female members in college sub-committees and school executive
committees for years 2012-2014
Figure 13 illustrates the widening gender gap across senior academic roles in the university.
It includes senior academic roles (Dean, HoS, Research Director) as well as college and
school executive roles and chairs. The more senior the academic role, the more likely it is to
be held by a man.
Figure 13: Relative % of males and females by academic administration role and seniority
There is not a common practice across the university as to how members of school
executives are appointed, nor what the requirements of appointment are. The grade makeup of school executives may reflect the gender imbalances at senior academic level
(although even at lecturer level men outnumber women by almost 2:1), or the eligibility
32
criteria. In the staff survey a few female respondents suggested that there was not a
transparent process for allocating academic administration roles in colleges and schools,
leading to a concern that promotion opportunities could be affected. As these are key
leadership positions for schools, these issues require further analysis in order to develop
specific actions to address the gender imbalance on school executive committees (Action
33).
(iv)
Workload model
The university introduced an Academic Workload Model (WLM) in 2010 and it is now in
operation in all schools. Each school has designed a workload model that is specific to its
needs. WLMs are designed to recognise the totality of work contributions, including
community and outreach activities.
Responses from the staff survey indicate variations in the extent to which the WLM is
applied fairly and effectively across schools. Men and women had broadly similar
perceptions of work comparisons. Thirty eight per-cent of men and women agreed that
their workload was fair compared to their peers. Other comments refer to excessive
workloads rather than unfairness in allocation compared to peers:
“It is not that my work load is unfair compared to my peers, the issue is that the
workload is unsustainable for most of my peers” (female respondent)
“Our workload is increasing as staff numbers decrease and student numbers
increase. There is an unresolved split here: the university wants us to do more, which
we are doing, they want us to teach less with fewer staff, but to deal with bigger
student cohorts” (male respondent)
This issue of WLMs and workload merits further exploration at school level to fully
understand how well it works and to find out if there are differences by gender and school
(Action 34).
(v)
Timing of institution meetings and social gatherings
The Flexible Working Hours (FWH) Scheme defines core hours as 10.00 – 16.00, but this
definition is confined to administrative staff. The SAT contacted all five colleges querying the
extent to which staff with caring responsibilities are considered when scheduling meetings
and social gatherings. The college offices gathered information from schools and disciplines;
most reported that all key College/School/Discipline/Research Institute meetings are
arranged between 10.00 and 16.00. The School of Medicine reported particular difficulties
as their key meetings are scheduled to facilitate attendance of clinicians, who have very
limited availability during core business hours.
(vi)
Visibility of women as role models
The survey on workplace culture asked staff about their perception of the visibility of
women and men in leadership roles. They were specifically asked to what extent they
33
agreed with the statement “Women and men are equally visible in leadership roles in my
workplace”. Figure 14 shows clear disagreement with the statement, especially among
women.
80
70
60
50
male
40
female
30
combined
20
10
0
disagree
neutral
agree
Figure 14: Response to: “Women and men are equally visible in leadership roles in my workplace”
A SAT sub-group examined university publicity materials, and concluded that, overall, men
and women were equally visible in the images published and the picture library. To enhance
the visibility of female role models, there will be an annual feature in the university media
channels to showcase the talents and celebrate the successes of women (Action 35). The
database of scholarship and expertise will be reviewed and updated in relation to gender
and diversity (Action 36).
(vii)
Childcare
There is the equivalent of 84 full-time places in the university crèche which is operated by a
third-party provider. These can be filled on a full-time or part-time basis. A proportion of
places are reserved for students who can attend for 38 weeks and retain their places on that
basis. There is a financial aid fund to which students with children may apply for support.
Staff children can attend on a part-time basis if there is a matching pair that adds to a full
time commitment or for mornings only. There is currently no waiting list.
(viii)
Culture
A quantitative analysis of the responses to questions in the staff survey on organisational
culture indicates that male and female staff share broadly similar views on the aspects of
culture measured: 77% of male and 63% of female respondents agreed that sexist language
and behaviour is considered unacceptable in their workplace, as is the use of inappropriate
images that stereotype men and women (86% of men and 72% of women). University social
activities are regarded as welcoming to all by 79% of men and 65% of women, and 73% of
men and 55% of women were confident that their HoS would appropriately manage any
gender-based complaints. However, 63% of women and 46% of men did not feel that the
university ethos supports equality of opportunity. Overall, the survey found that the culture
34
at a local level is perceived as being largely positive and inclusive, with a less positive
evaluation for the institution as a whole. Men generally were more positive in their
evaluation of the inclusive nature of culture than the women respondents.
Thematic analysis of the open-ended responses on the issue of university culture revealed
that culture was perceived to vary across disciplines and that local culture could differ
significantly from the larger institutional culture. Generally, the institution as a whole was
regarded as less inclusive than at school/discipline level. The responses highlight the
complexity of organisational culture and its measurement, as numerous factors were
highlighted as influencing local culture, including gender distribution, leadership style,
personality, decision-making processes and communication. The most significant theme
identified was that procedures and practices for managing complaints of bullying and
harassment were perceived as largely ineffective at both school and institutional levels.
There were 2,234 comments in the survey; it is proposed to analyse these in-depth and
compile a report for presentation to UMT and staff (Action 37).
(ix)
Outreach activities
Men and women are involved in outreach activities in all five colleges, but the numbers and
proportion are not recorded. Further examination of the WLM (Action 34) is likely to reveal
if there are gender differences in the proportions of men and women involved and to what
extent this activity is captured and valued in the WLM.
(x)
HR policies
The university has a suite of policies to address grievances in relation to equality, bullying,
harassment, grievance and disciplinary processes. Procedures are strictly adhered to when
complaints or grievances are raised. Notwithstanding the perception of some staff described
above (section viii) in relation to the procedures and practices for managing bullying and
harassment complaints, it is planned that the grievance procedures, including those related
to bullying & harassment and equal opportunities, will be formally reviewed and updated to
reflect best practice.
Word Count: 4851
35
Summary of Actions for Section 4
14) Develop a policy for gender monitoring upon application.
15) Develop the HR personnel system to enable the collection and monitoring of genderdisaggregated data on staff ratios, leave, recruitment, and promotion.
16) Equality-proof the recruitment procedures.
17) Implement mandatory gender equality awareness training for selection boards.
18) Include a positive action statement in recruitment advertisements.
19) Evaluate induction experience, and contribute to the University working group on
induction.
20) Heads of school to include Athena SWAN on ‘induction checklist’.
21) Survey staff to explore perceptions of the PMDS as a personal development tool and
how it is operationalized within Schools.
22) Contribute to the redevelopment of the mentoring scheme and expand mentoring to
all academic staff on entry, with choice of a female mentor.
23) Record and monitor data from LBB to LAB promotions by gender.
24) Evaluate the impact on females of changes to the promotion schemes.
25) Offer promotion workshops/clinics prior to promotion rounds.
26) Monitor the flow statistics of the PP promotion scheme in the coming years to
evaluate the impact of the revisions to the scheme on outcomes for women.
27) Establish an early career forum at university level.
28) Conduct focus groups to explore gender differences in sabbatical leave applications.
29) Establish a fund on a pilot basis to help women re-establish their research career after
maternity leave, particularly STEMM.
30) Create a scheme to support the uptake of parental leave.
31) Deliver unconscious bias training for senior management.
32) Conduct focus groups with Heads of School to explore reasons for grade differences
between male and female Heads.
33) Conduct focus groups to explore the ways in which leadership opportunities are
afforded to staff in Schools and Colleges.
34) Survey schools to explore workload issues and the implementation of WLMs.
35) Celebrate successes and promote positive female role models.
36) Review the database of scholarship and expertise in relation to gender.
37) Undertake a detailed analysis of the 2,234 qualitative comments in the staff survey.
5. Any other comments
NUIG has not had a good record on gender equality and it is clear from this submission that,
to address the issues, our action plan needs concerted implementation throughout the
university. An Equality Tribunal ruling in November 2014 found that a female lecturer had
been discriminated against in the 2008/09 round of promotions to SL on the ground of
gender. This decision has brought the issue of gender equality to the fore. In response to the
finding, the university appointed a Gender Equality Task Force chaired by Professor Jane
Grimson, former Vice-Provost of Trinity College Dublin. Its role is to review gender equality
policies in NUIG, and make recommendations. The SAT anticipate that these
recommendations will strengthen the action plan set out in this submission and will
reinforce the ongoing work required to bring about meaningful change.
36
Nonetheless, there have been positive stories in the university in recent years. The work
undertaken with Liz Doherty, Emeritus Professor of Human Resource Management, based in
Sheffield Business School at Sheffield Hallam University, has resulted in improved promotion
processes to date, with better outcomes for women. The review process continues, and the
importance of this is understood.
In 2012 to coincide with International women’s day, a University Women’s Network (UWN)
was established to support women in meeting their professional goals and provide a
valuable resource to the university in realising its commitment to ensure that it fully
benefits from the talents and commitment of women and that their under-representation is
addressed. The network, with 234 registered members, has hosted two very well-attended
events each year, focusing on issues such as career planning, networking and negotiating
skills. Professor Susan Vinnicombe (OBE), Cranfield School of Management, gave the
keynote speech at the launch event. The network organised a campaign prior to the last
Governing Authority elections that resulted in more women standing and being elected than
ever before. The fact that the Governing Authority is one of the better gender-balanced
committees is in no small measure a result of this campaign.
NUIG aspires to be one of the best places for women to work. The action plan in this
submission and associated budget has been endorsed by UMT. The SAT will report to UMT
on its implementation.
We believe that the inclusion, commitment and involvement of the university community
are the only way to embed the Athena SWAN principles and bring about meaningful change.
In that sense, collaboration is essential to our mission.
Word Count: 408
37
6. Action Plan
No. Action
1.
Host two Athena SWAN Awareness
training events per year.
2.
Insert Athena SWAN into induction of
students and staff.
3.
4.
5.
6.
7.
8.
9.
Appoint an Equality Administrator for
3 years and a half-time administration
support.
Appoint Athena SWAN Champions for
each STEMM School.
Establish Athena SWAN as an agenda
Item for UMT & Governing Authority
meetings.
Add Athena SWAN as a KPI in PMDS
for senior managers.
Develop a comprehensive programme
of outreach activities aimed at
recruitment of female or male
students into STEMM disciplines with
gender inequities.
Evaluate the impact of leadership
training for women and redevelop a
programme based on findings.
Set up a talent management initiative
Responsibility
SAT sub-committee
Start Date
Dec.2015
Target Date
Ongoing
Success Measure
Events are held
HR
Dr Adeline Cooney and Dr
Anne Byrne (developing
university induction)
Dr Pat Morgan for students
UMT
Sept 2015
Ongoing
annual
Established part of induction
July 2015
Dec 2015
Chair of the SAT
Sept 2015
Dec 2015
Equality administrator
appointed, administration
support
All appointed
President and University
Secretary
May 2015
Ongoing
On agenda for UMT &
Governing Authority meetings
UMT
Director of HR
Heads of STEMM Schools
and Athena SWAN
Administrator
Jan. 2016
Annual
KPI in place
Mar. 2016
Annual
Co-ordinated programme in
place
Director of HR
Dec. 2015
Mar 2016
Programme redeveloped
Equality Manager
Mar. 2016
Dec 2016
Initiative set up
38
10.
11.
12.
13.
14.
15.
16.
17.
18.
for females that is fair and effective.
Conduct a survey of administration
staff to gather perceptions of the
issues impacting on career
development.
Develop a programme of career
planning workshops for academic and
administration staff.
Conduct exit interviews and record
centrally.
Monitor the proportion of female and
male academic and research staff
across the University and STEMM
schools on permanent and fixed-term
contracts.
Develop a policy for gender
monitoring upon application.
Develop the HR personnel system to
enable the collection and monitoring
of gender-disaggregated data on staff
ratios, leave, recruitment, and
promotion.
Equality-proof the recruitment
procedures.
Implement mandatory gender equality
awareness training for selection
boards.
Include a positive action statement in
recruitment advertisements.
SAT sub-group
EDO
August
2016
Jun 2017
Survey analysed and set of
actions agreed by EDO
UMT
HR
Sept 2016
Ongoing
Programme in place, evidence
of participation rates
HR
Jun 2015
Ongoing
HR and Equality Manager
June. 2016
Ongoing
100% of leavers have exit
interview & records complete
Identification of any change in
% of fixed-term contracts
Director of HR
Sept 2015
Jun 2016
HR Manager, Equality
Manager
Dec 2015
June 2016
Policy implemented and
practice established
HR system developed
Equality Manager
Jan 2016
Jun 2016
Policy & procedure revised
HR and Equality Manager
Sept 2015
Ongoing
100% participation rate for all
assessment board members
HR
Equality Manager
2015
Positive action statement
included in recruitment
adverts.
39
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
Evaluate induction experience, and
contribute to the University working
group on induction.
Heads of School to include Athena
SWAN on ‘induction checklist’
Survey staff to explore perceptions of
the PMDS as a personal development
tool and how it is operationalized
within Schools.
Contribute to the redevelopment of
the mentoring scheme and expand
mentoring to all academic staff on
entry, with choice of a female mentor.
Record and monitor data on
progression from LBB to LAB by
gender.
Evaluate the impact on females of
changes to the promotion schemes.
Offer promotion workshops/clinics
prior to promotion rounds.
Monitor the flow statistics of the PP
promotion scheme in the coming years
to evaluate the impact of the revisions
to the scheme on outcomes for
women.
Establish early career forum at
University level and monitor the
impact on females.
Conduct focus groups to assess gender
HR Manager, HR Training
and Development
Sept 2015
Ongoing on
annual basis
Central induction takes place
annually
Heads of School,
HR Training and
Development
Director of HR
SAT working Group
Sept 2015
Ongoing
Evidence as per complete
checklist
Mar 2016
Sept 2016
Practice established and policy
updated
Director of HR
Jan 2016
Sept 2016
% of new staff with mentor
HR
Heads of School
Oct 2015
Ongoing
Data available for analysis
Equality Manager
June 2016
Jan 2017
Director HR
Equality Manager
Equality Manager
Sept 2015
Ongoing
Relative % of female
promotions
Workshops in place
September
2015
July 2018
Evaluation report completed
Research Office
VP for Research
SAT sub group
SAT Sub-Group
Jun 2016
Ongoing
ESR workshops held
ESR chairperson appointed
Mar 2016
Sept. 2016
Report written and
40
29.
30.
31.
32.
33.
34.
35.
differences in sabbatical leave
applications.
Establish a fund on a pilot basis to help
women re-establish their research
career after maternity leave,
particularly STEMM.
Create a scheme to support the uptake of parental leave.
Deliver unconscious bias training for
senior management.
Conduct focus groups with HoS to
explore reasons for grade differences
between male and female Heads.
Conduct focus groups to explore the
ways in which leadership
opportunities are afforded to staff in
Schools and Colleges.
Survey Schools to explore workload
issues and the implementation of
WLMs.
Celebrate successes and promote
positive female role models.
recommendations made
Registrar and UMT
Sept 2016
Ongoing
UMT
HR Equality Manager
HR Equality
Dec.2015
March 2016
Sept 2015
Sat leadership working
group
June 2016
Senior
managers
trained by Jan.
2016,
PMDS
reviewers
trained by
August 2017
Jan 2017
SAT sub-group
Feb 2016
June 2016
Registrar
SAT sub-group
June 2016
Dec. 2016
Marketing and
Communications office
with Athena SWAN
Administrator
Dec 2015
Yearly and
Ongoing
Evidence of no. of females
supported
Training completed in
timeframe
Record of participation rates
Events and media evidence
41
36.
Review the database of scholarship
and expertise in relation to gender.
37.
Undertake a detailed analysis of the
2,234 qualitative comments in the
staff survey.
SAT sub-group and
Marketing and
Communications Office
SAT sub-group
Sept 2015
Sept 2016
Gender balance in % of
females in database
July 2015
Dec. 2015
Report, disseminate results to
staff and recommendations to
university management
42