Athena SWAN Silver department award application
Name of university: University of Exeter
Department: University of Exeter Medical School (UEMS)
Date of application: April 2014
Date of university Bronze and/or Silver Athena SWAN award: Bronze University Award in
November 2011.
Contact for application: Ms Emma Bland, Professor Lora Fleming and Professor Angela
Shore, UEMS Athena SWAN Co-Chairs.
Email: E.Bland@exeter.ac.uk, L.E.Fleming@exeter.ac.uk and A.C.Shore@exeter.ac.uk
Telephone: 01872 258136, 01872 258131 or 01392 403064
Departmental website address: http://www.exeter.ac.uk/medicine/ and
http://www.exeter.ac.uk/medicine/about/athenaswan/
UEMS ASWG 15.06
Abbreviations
AP
Action Point reference, e.g. “AP1.1” refers to Action Point 1.1 on the
Action Plan
AS
Athena SWAN
ASWG
University of Exeter Medical School Athena SWAN Working Group
which is the UEMS self-assessment team
BMBS
Bachelor of Medicine, Bachelor of Surgery (Undergraduate medical
degree)
DEG
Dean’s Executive Group
ECEHH
European Centre for Environment and Human Health
ECR
Early Career Researcher
ECU
Equality Challenge Unit
HESA
Higher Education Statistics Agency
HRBP
Human Resources Business Partner
PCMD
Peninsula College of Medicine and Dentistry
PGR
Postgraduate Research
PGT
Postgraduate Taught
SMT
University of Exeter Medical School Senior Management Team
STEMM
Science, Technology, Engineering, Medicine and Mathematics
UASWG
University of Exeter Athena SWAN Working Group
UEMS
University of Exeter Medical School
Bold text indicates action points and areas of impact since our Bronze Award.
Word counts include boxes but exclude tables, figures, datasets and headings.
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Contents
1.
Letter of endorsement from the head of department (max 500 words) ................................... 4
2.
The self-assessment process (max 1000 words)......................................................................... 7
3.
4.
5.
2.1.
The self-assessment team................................................................................................... 7
2.2.
The self-assessment process ............................................................................................. 11
2.3.
Plans for the future of the self-assessment team............................................................. 12
A picture of the department (max 2000 words) ....................................................................... 13
3.1.
The University of Exeter Medical School (UEMS) ............................................................. 13
3.2.
Introduction to UEMS Data Collection .............................................................................. 14
Supporting and advancing women’s careers (max 5000 words) .............................................. 27
4.1.
Key career transition points .............................................................................................. 27
4.2.
Career development ......................................................................................................... 32
4.3.
Organisation and culture .................................................................................................. 36
4.4.
Flexibility and managing career breaks............................................................................. 44
Any other comments (max 500 words).................................................................................... 48
5.1.
Additional activities........................................................................................................... 48
6.
Case study: impacting on individuals (max 1000 words) .......................................................... 50
7.
Action Plan ................................................................................................................................ 51
Please note:
To enable us to share this copy of the application, whole numbers and any text that
contains personal information have been removed.
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1. Letter of endorsement from the head of department (max 500 words)
An accompanying letter of endorsement from the head of department should explain
how the SWAN action plan and activities in the department contribute to the overall
department strategy and academic mission.
The letter is an opportunity for the head of department to confirm their support for the
application and to endorse and commend any women and STEMM activities that have
made a significant contribution to the achievement of the departmental mission.
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UEMS ASWG 15.06
Ms Sarah Dickinson
Equality Challenge Unit
7th Floor Queen's House
55/56 Lincoln's Inn Fields
London
WC2A 3LJ
25th April 2014
Dear Ms Dickinson,
I am delighted, both on a personal basis and on behalf of our students and staff, to submit
this application for an Athena SWAN Silver Departmental Award for the University of Exeter
Medical School (UEMS).
The application for our Bronze Award in March 2013 (awarded in September) allowed us to
carefully examine our founding principles and has given me, as the Foundation Dean,
unrivalled opportunities to embed the Athena SWAN principals in everything we do and we
have continued this work in our Silver application. My colleagues and I are determined that
we will exemplify the value of women and diversity in all aspects of the Medical School’s
activities.
We are delighted with the progress we have made to date, illustrated most clearly by
comparing the student and staff ‘pipeline’ data from the start of our Athena SWAN journey,
to the present (see below). This clearly shows the impact we have had in increasing the
proportion of women in the School, particularly at the lower and higher grades.
The University of Exeter Medical School, Medical School Building, St Luke’s Campus, Magdalen Road, Exeter, EX1 2LU, UK
Tel +44 (0)1392 722 911 Email S.Thornton@exeter.ac.uk
Dean Professor Steve Thornton
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My personal ambition is that we will achieve parity of male and female representation at all
levels of academic career much sooner in UEMS that might be possible in older medical
schools. We will be able to achieve this through concerted action on several fronts:
•
Our expansion of the School means that we do not have to wait until the retirement of
senior academics in order to create posts, so our numbers of senior and middle
grade male and female scientists can increase proportionally;
•
Our academic environment has already become one in which the social and cultural
pressures on women are not only accommodated without prejudice, but also where
personal development and ambition is encouraged through female role models,
mentoring and through personal development, and sponsorship into stretching
assignments and opportunities to contribute to strategic planning. We are not only
retaining but adding value to all of our staff, manifest in career progression.
The self-assessment process continues to be a very positive ongoing experience. Though
the SAT process we have recognised that diversity in all areas is beneficial to all parts of
UEMS and diffusion of the ideas and culture means that the principles of Athena SWAN
have now been translated into the careers we call Professional Services, as well as our
approach to both undergraduate and post graduate students.
We are all proud of our progress and the openness that has identified areas for further
improvement outlined in the attached application.
I am completely committed to the importance of gender equality in creating a dynamic
research-intensive and educationally-excellent culture. For me, diversity and gender equality
for all members of the UEMS community are central to this ambition.
Yours sincerely
Professor Steve Thornton
Dean, University of Exeter Medical School
491 words (max 500)
The University of Exeter Medical School, Medical School Building, St Luke’s Campus, Magdalen Road, Exeter, EX1 2LU, UK
Tel +44 (0)1392 722 911 Email S.Thornton@exeter.ac.uk
Dean Professor Steve Thornton
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2. The self-assessment process (max 1000 words)
Describe the self-assessment process. This should include:
(i) a description of the self-assessment team: members’ roles (both within
the department and as part of the team) and their experiences of worklife balance;
(ii) an account of the self-assessment process: details of the self-assessment
team meetings, including any consultation with staff or individuals
outside of the university, and how these have fed into the submission;
(iii) plans for the future of the self-assessment team, such as how often the
team will continue to meet, any reporting mechanisms and in particular
how the self-assessment team intends to monitor implementation of the
action plan.
2.1. The self-assessment team
The University of Exeter Medical School Athena SWAN Working Group (ASWG) is the
Medical School’s SAT; its members, their roles and experiences are shown in Table 1.
Membership of the ASWG is open to any member of the School (staff and students), to give
everyone the opportunity to engage in discussions and debate. Current members are drawn
from across all staff and student groups: undergraduate and postgraduate students, staff
from each of our three non-clinical career paths (Education and Scholarship, Education and
Research, and Research-only), Professional Services, and the clinical career paths.
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Table 1: ASWG membership shown alphabetically (* indicates self-identified parent/carer
responsibilities: removed from this copy)
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2.2. The self-assessment process
The ASWG was established in 2012, and has worked continuously to coordinate the School’s
Athena SWAN activities. ASWG is part of the UEMS governance structure, established as a
core committee (Figure 1). It is also represented on the University Athena SWAN Working
Group (UASWG). There are monthly reports and feedback between these two groups
(AP7.3, 10.1, 10.2).
Figure 1: Reporting Channels of the UEMS Athena SWAN Working Group.
The ASWG meets monthly to consider feedback, progress on specific issues, and to consider
how to progress new initiatives or opportunities. Meetings are well attended and have the
facility for video conferencing to ensure all members, regardless of location, can participate.
Feedback is received from other Committees via: ASWG members (who are members of the
majority of School committees); from the UASWG, staff groups and teams; and from ASWG
organised activities such as focus groups, surveys and other informal gatherings (AP2.5,
3.7).
The success of the Athena SWAN process within UEMS has been the raising of awareness
amongst staff and students of equality issues, and of the potential to change systems and
processes to remove barriers and reduce bias for all members of the UEMS community
(AP1.13, 1.14). This raised awareness led to the decision in 2013 to expand the ASWG
remit to include Professional Services staff, many of whom are women, with strong
backgrounds and skills in STEMM. We believe that to truly change the culture of UEMS to
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promote women in STEMM, all UEMS staff must be supported and promoted. Ms Emma
Bland as Co-Chair of the ASWG is an example of this commitment; her input and that of
other Professional Services staff have been integral to the AS self-assessment process for
this Silver application.
The University’s Medical Imaging Department will transfer to UEMS from the College of
Engineering, Maths and Physical Sciences in September 2014. Medical Imaging will be part
of UEMS, rather than a separate department. Advice was sought from Sarah Dickinson at
the Equality Challenge Unit (ECU) regarding this merger. Our April 2013 Bronze application
(and award) did not include Medical Imaging nor, with ECU’s approval, does this application.
However, in order to smooth the transition ahead of the merger, Medical Imaging staff were
invited to join the ASWG. Susan McAnulla, Dr Karen Knapp and Dr Susan Hopkins joined the
ASWG in November 2013. Medical Imaging staff will be actively engaged in the delivery of
our Silver Action Plan.
UEMS is based across several localities in Cornwall and Devon (Figure 2). In Exeter, UEMS is
located on the University’s St Luke’s and Streatham Campuses, and also at the Royal Devon
and Exeter Hospital sites at Wonford and Heavitree, and is a temporary site at one other offcampus Exeter building (the Veysey Building). In Cornwall, UEMS has a presence on both the
Truro and Penryn Campuses. There are representatives from each locality on the ASWG, and
the ASWG co-chairs are based on both the Exeter and Cornwall campuses. Video
conferencing, telephone conferencing, and Skype are all used to ensure cross-campus
communication and to facilitate the meetings.
The co-chairs of the ASWG sit on the UASWG; and there are weekly catch ups between
members of the STEMM College Athena SWAN Project Officers and the Central Team. This
ensures that we share ideas and best practice between the Colleges of the University
(AP10.3).
The ASWG explores staff and student views through annual open-invitation focus groups,
covering: Recruitment and Career Transition Points; Promotion and Career Development;
Organisation and Culture and Communication; and Flexibility and Managing Career Breaks
(AP2.3). Following the first round of focus groups, a report was prepared entitled
“Proposals for Change” which was the basis for the Bronze Action Plan; this was
developed and updated in 2014, and led to new and updated action plan for this Silver
application. This process has been extremely effective in both providing a means for all staff
and students to engage in the culture change debate, and in gaining feedback on proposals
and ideas.
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Figure 2: Location of main UEMS sites.
To ensure wider consultation, during 2013 UEMS participated in a number of surveys of staff
and students, including the ECU Athena SWAN commissioned survey undertaken by the
University of Loughborough; the results of these surveys have informed this submission
(AP2.5).
A member of the self-assessment team is also a member of the National Athena SWAN
Medical and Dental Advisory Group, and three members of the group attended or
presented at the National Medical and Dental Athena SWAN 2013 workshops. Members of
the group have found their experience as Assessors for the ECU invaluable in the
preparation of this submission (AP10.4).
As part of our self-assessment process, this application and action plan have also been
informed by the Equality Impact Assessment conducted by the University’s Equality and
Diversity team.
The ASWG would like to thank Dr Paul Brennan of Cardiff University who reviewed this
submission and provided valuable feedback and Dr Nicola Englyst of University of
Southampton Faculty of Medicine for sharing her experience on mentoring that has
informed our own discussions.
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2.3. Plans for the future of the self-assessment team
Following the Silver submission, ASWG will meet bi-monthly to embed, continuously review,
and progress our Action Plan. Regular updates and an Annual Report with recommendations
will be provided to the UEMS Senior Management Team (SMT) as well as coordination with
the UASWG (AP2.1, 2.2). In addition, ad hoc meetings will be arranged in response to
important changes in national and University AS policy or opportunities. ASWG focus groups
will continue to be organised annually (AP2.3).
Word count: 988 words (max 1000)
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3. A picture of the department (max 2000 words)
a) Provide a pen-picture of the department to set the context for the
application, outlining in particular any significant and relevant features.
b) Provide data for the past three years (where possible with clearly labelled
graphical illustrations) on the following with commentary on their
significance and how they have affected action planning.
3.1. The University of Exeter Medical School (UEMS)
UEMS was established in August 2012, after the partner Universities of the Peninsula
College of Medicine and Dentistry (PCMD), the Universities of Exeter and Plymouth, decided
to de-merge PCMD.
The last intake of PCMD students was enrolled in September 2012. The PCMD Bachelor of
Medicine, Bachelor of Surgery (BMBS) degree remains a joint award of the two universities
until 2017. In addition, in September 2013, UEMS welcomed its first undergraduate students
onto its own BMBS programme.
In addition to the BMBS degree, UEMS trains medical scientists for careers in biomedical
research, the pharmaceutical industry, NHS management, and other healthcare sectors. In
September 2012, UEMS welcomed its first undergraduate entrants on to the BSc (Hons)
Medical Sciences programme.
Professor Jean McEwan, has recently taken up the position of Vice-Dean Education, and
leads on the development of all teaching programmes within UEMS.
Professor Angela Shore (Co-chair of ASWG) is the UEMS Vice-Dean for Research; she has
overall strategic lead for research and has a key role in staff recruitment, retention and
promotion. Research within UEMS is organised into two research institutes: the Institute of
Biomedical and Clinical Science; and the Institute of Health Research. Research in these two
Institutes spans four thematic areas, with a strategy to carry out research across the entire
spectrum from basic biomedical research through mechanistic studies to patient-centred
research (Figure 3).
Professor Jean McEwan (UEMS Vice-Dean Education) was Vice President for the Medical
Women’s Federation in 2012/13 and lead for Athena SWAN at her previous institution.
Thus, with Professor Angela Shore (Vice-Dean Research and Co-Chair of ASWG), both
UEMS Vice-Deans are now female, and both have a proven track record as Athena SWAN
champions; highly visible and positive role models for UEMS (AP1.22, 10.5).
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Figure 3: UEMS Research Themes
UEMS was awarded a departmental Bronze Athena SWAN award in September 2013. While
recognising that many issues faced by UEMS staff and students are common across many
STEMM areas, the School has also identified a number of challenges particular to Medicine.
Many staff work across two institutions (University and the NHS), with significantly different
working practices; gender stereotypes exist within medical specialties and issues of equity in
pay between clinical and non-clinical staff at the same academic grade. These complexities
can make implementing change particularly difficult, but the School is committed to work
with its partner organisations and national governing bodies to pursue change.
3.2. Introduction to UEMS Data Collection
As described in our Bronze application, prior to 2012, data collection was challenging
because of the different systems used by the Universities of Exeter and Plymouth to record
student and staff data within PCMD. We have highlighted where data are not available prior
to Bronze; the measures taken by the University of Exeter and UEMS have ensured we have
these data from 2012/13 onwards (AP 2.1, 2.2, 5.2).
Quantitative Data: Collection is coordinated by central HR, and provided to ASWG for
analysis. Each Dataset, for both staff and students, is arranged by discipline and gender. For
staff, data are sub-divided by career path and grade.
Qualitative Data: Since 2012, annual open-invitation UEMS focus groups are organised by
ASWG to characterise individual experiences and responses to implemented changes,
ensuring there is representation from all localities, career paths and students. Other
qualitative data have been gathered in 2013 through additional internal and external
surveys. Examples of these important data are included as quotes throughout the Silver
Application.
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In recent surveys, staff have reported that they feel more involved and informed about
processes and changes within the School, and also that they feel more engaged and
involved in School decision making.
ASWG regularly receives annual updates of gender data. Reports from ASWG to UEMS SMT
and UEMS Dean’s Executive Group (DEG) are timed so they occur prior to the next business
planning cycle (AP2.1). For example, we identified the provision of additional training
resource for courses in selection and recruitment, where access to courses had been
identified as a barrier to uptake.
Below we refer to data in sequence, providing raw data tables, “Dataset 1”, “Dataset 2” etc,
and graphical representation where the data are of sufficient size to make this meaningful.
3.2.1. Student Data
(i) Numbers of males and females on access or foundation courses
(ii) Undergraduate male and female numbers
(iii) Postgraduate male and female numbers completing taught courses
(iv) Postgraduate male and female numbers on research degrees –
(v) Ratio of course applications to offers and acceptances by gender for
undergraduate, postgraduate taught and postgraduate research degrees
(vi) Degree classification by gender
For national comparators we have used the ECU Athena SWAN HESA benchmarking data.
Overall student numbers decreased in 2013/14 academic year; this was the first time that
our first year intake figures are for UEMS students only, rather than the previous larger
intake of PCMD.
3.2.1.1. Numbers of males and females on access or foundation courses
UEMS does not currently offer foundation courses.
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3.2.1.2 Undergraduate male and female numbers
As shown in Dataset 1, the number of full-time undergraduates. The percentage of female
students has ranged consistently from 52% to 54% during this period (compared to 56% for
clinical medicine nationally).
UEMS student recruitment is in line with national benchmarking figures. We continue to
monitor undergraduate female and male numbers (AP2.1), and factors that could affect our
recruitment.
For details on specific schemes developed to support female applicants and students at
UEMS see section 4.2.3.
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3.2.1.3. Postgraduate male and female numbers completing taught courses
The numbers of Postgraduate Taught (PGT) students (Dataset 2) increased between 2008
and 2012. 2013 data show a reduction in student numbers as a result of the demerger of
PCMD; these courses are now delivered separately by Plymouth and Exeter Universities.
Proportionally, the percentage of female PGT students was 52% in 2008 and is now 71% in
2013 (compared to 63.2% nationally). We monitor female to male PGT ratios annually (AP
2.1). All postgraduate-taught (PGT) students until 2012 were part-time; in 2013, students
began studying PGT courses on a full time basis.
3.2.1.4. Postgraduate male and female numbers on research degrees
Between 2008 and 2013 (Dataset 3), the proportion of female postgraduate research (PGR)
students varied between 60% and 70% (compared to the national average of 58.7% for full
time and 46.5% for part time PGR students 2011/12).
We have few part-time Postgraduate Research (PGR), with a roughly equal gender balance
in 2012 and 2013.
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To enhance the PGR student experience and support supervisors, the following actions have
been taken:
•
•
•
•
•
all UEMS PGR students moved to using an interactive online facility (“MyPGR”);
MyPGR provides improved reporting and an enhanced experience for both students
and supervisors (AP1.1);
we also actively promote an online personal and career development tool , “My
career zone” ( AP1.2);
UEMS has introduced a PGR student mentoring scheme; all PGR students are
allocated a mentor (in addition to their supervisor). Students can indicate a
preference for the gender of their mentor, which we act upon if practically
possible. Feedback from students (including through the ASWG focus groups) is
helping to develop this scheme further (AP 3.5);
UEMS PGR mentors are drawn from the pool of trained PhD supervisors; mentor
training is planned and regular lunchtime events bring mentors together to share
best practice, and provide the opportunity to discuss ways to improve the scheme
(AP 3.6)
a UEMS Postgraduate Research Conference is held annually, at which all students
present their work. Presentations are judged by a mixed gender panel and prizes
awarded (AP4.8).
Information on new initiatives and activities to support PGR students can be found in section 4.
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3.2.1.5. Ratio of course applications to offers and acceptances by gender for
undergraduate, postgraduate taught and postgraduate research degrees
Dataset 4 shows that between 2010/11-2012/13, female applications remained stable at
about 49%, while female firm acceptances ranged from 48% to 53%. In 2013/14, we saw a
proportional increase in female applications (55%), female offers (59%), and acceptances
(54%) (AP2.1).
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Currently, PGR recruitment is managed by individual supervisors, making the collection of
application data complex. As a result of the AS initiatives, over the past 12 months we
have designed a new UEMS recruitment process for PGR students. Introduced from
September 2014, this process will ensure an open and transparent PhD recruitment
process with data collection built-in (AP3.3).
3.2.1.6. Degree classification by gender
The BMBS degree is not classified; Merits and Distinctions are conferred. These are awarded
anonymously on the basis of overall percentage scores. These have been conferred evenly
across males and females over the past 5 years.
BSc (Hons) Medical Sciences graduated its first students in 2013 (Dataset 5). Although
based on small numbers, data from this first cohort show a balance of female and male
students gaining either a 1st or 2.1 degree. This is something we will continue to monitor to
act on any issues that may arise (AP2.1).
PGT students receive Merit and Distinction awards, but numbers are too small to identify
trends.
3.2.2. Staff Data
(i)
Female:male ratio of academic staff and research staff
(ii)
Turnover by grade and gender
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Unless otherwise stated, national comparisons are taken from AS HESA bench marking data
available in the members’ area of the AS website. Historical data are drawn from PCMD staff
employed by UoE. UoE supports three career paths for academic faculty (Table 2).
Grade
H
G
F
E
Education and
Scholarship
Senior Lecturer
Lecturer
Associate Lecturer
Education and Research
Professor
Associate Professor
Senior Lecturer
Lecturer
n/a
Research
Senior Research Fellow
Research Fellow
Associate Research Fellow
Table 2: University of Exeter Non-Clinical Academic Career Paths.
3.2.2.1 Female: male ratio of academic staff and research staff
The percentage of female staff across career paths (non-clinical and clinical) over the past 3
years is displayed in Datasets 6 and 7. Clinical staff are those staff who are clinically
qualified and practicing, but whose contract of employment is with the University.
In 2013/14, 64% of the Education and Scholarship UEMS staff were female (61.3% in Clinical
Medicine HESA 2011/12 nationally).
In 2013/14, 43% of UEMS non-clinical and 13% of clinical staff in the Education and Research
career path (37% female in clinical and non clinical combined) were female (44.3% in Clinical
Medicine HESA 2011/12 nationally).
In 2013/14, 54% of non-clinical UEMS staff across the three career paths are in Researchonly (Dataset 6). Of these, 64% of the non-clinical staff are women (60.0% in Clinical
Medicine HESA nationally).
We are pleased to have already seen a positive impact of our AS activities with an
increase from 51% to 57% in overall female staff numbers (clinical and non-clinical).
Dataset 7 shows the clinical academic data. The total clinical academic numbers are small.
Nevertheless, the percentage of females is low, particularly in the Education and Research
category. This is explored and actions to address the imbalance described in section 4.1.4.
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Dataset 8 shows that almost two-thirds of Associate Research Fellows (grade E) and
Research Fellows and Lecturers (grade F) are female (68% and 66%, respectively), falling to
55% Grade G. Within the Professoriat, overall numbers are small, but of 25 Associate and
Full Professors, currently 9 are female (36%) compared to only 31% in 2010/11. This 36%
compares favourably to 29% of Professors nationally.
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Dataset 9 shows the breakdown of clinical staff by grade. As stated previously, our total
numbers are small as many of our clinical staff are teaching either from NHS or Primary Care
contracts with a relatively small allocation of hours, which means they do not hold
University contracts and, in line with ECU guidance, do not feature in our records.
We have been encouraging the development of clinical academics from early in their
careers. Our Undergraduate Clinical Academic Careers Champion is Professor Tamsin Ford.
She encourages undergraduates and foundation doctors to explore academic careers
(AP6.7). This has been having success, with an increasing number of students and F1
doctors applying to academic junior posts. It has also increased the number of excellent
NIHR academic clinical fellows (ACFs) and lecturers. This year, for the first time, we had
more suitably qualified candidates than posts. Two female and one male ACFs were
appointed, with one male and one female academic clinical lecturers appointed.
Academic Clinical Fellowships are a key transitional phase for clinicians. Academic Clinical
Fellows (ACFs) are doctors in training and have their substantive contracts with a healthcare
employer. They are funded to spend 25% of their time over a period of up to three or four
years in a formal programme of research preparation, research training and research
activity, whilst continuing with their clinical training and achieving the required clinical
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competencies. They combine research training with their clinical training so that they can
prepare themselves to compete for a Research Training Fellowship which may lead to a PhD.
Last academic year we changed the way we maintain records of these posts and now record
them as researchers. Previously they straddled both staff and student records which meant
we could not easily identify them as a group and so were concerned that our
communications with them were not as smooth as they could be. We are now able to
provide “joined up” support and communications to these clinician researchers. They also
can now see and access online specialist training support for early career researchers. We
see this to being key to supporting the overlap of the pipeline from NHS to Universities.
We will continue to encourage applications from female candidates to these positions by
inclusive language in our advertisements, one-to-one conversations, and inviting visits, as
well as other activities discussed in sections 4.1.3 and 4.1.4 (AP4.15).
3.2.2.3. Turnover by grade and gender
In 2012/13, some non-clinical staff left UEMS, of whom 62% were female (Dataset 10). For
clinical staff there were some leavers between 2010/11 and 2012/13. The reasons ranged
from international staff returning home to staff gaining promotion in other institutions.
To maximise the opportunities for staff in our early career grades E and F (where we see
twice as many women as men, and maximum turnover), we have introduced a
comprehensive and developing programme of support (see section 4.1 and 4.2).
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Staff leaving UEMS are asked to complete an exit questionnaire and are offered the
opportunity for an exit interview. However, participation is low. A University-wide review is
underway. An ASWG sub-group reviewed the questionnaire and changes to the process and
questionnaire have been accepted. A new questionnaire will be implemented later this year
(AP4.14).
2214 words (2000 max), therefore, 214 are from our additional 1000 word allowance
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4. Supporting and advancing women’s careers (max 5000 words)
4.1. Key career transition points
a) Provide data for the past three years (where possible with clearly labelled
graphical illustrations) on the following with commentary on their
significance and how they have affected action planning.
(i) Job application and success rates by gender and grade
(ii) Applications for promotion and success rates by gender and grade
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
(ii) Support for staff at key career transition points
4.1.1. Job application and success rates by gender and grade
The impact of our AS activities can be seen in our staff recruitment data. In 2013/14 year to
date, 59% non-clinical academic new starters were female, up from 47% in 2010/11
(Dataset 11). This rises to 61% including clinical staff (AP5.1)
For clinical staff, 56% of the new starters in 2012 to 2014, were female.
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UEMS ASWG 15.06
The current university wide e-Recruitment system excludes researcher vacancies. Since our
Bronze application, we have worked with UoE HR to extend this system to all
appointments. This will be rolled out in autumn 2014/15 (AP5.2). This will allow the
collection and reporting of data for all recruitment.
4.1.2. Applications for promotion and success rates by gender and grade
We have seen an increase in applications and enquiries from female staff leading to total
of six female promotions in the past two years. In 2013, UEMS was delighted to announce
the promotion of female staff members (both clinical and non-clinical) to Associate and
Full Professor; these were the first such promotions to these levels in many years.
Promotions data for Clinical staff are only available from 2012 (the creation of UEMS): there
were promotions to Clinical Research Fellow/Lecturer and to Clinical Consultant/Professor.
Dataset 12 presents promotions data for non-clinical staff.
This promotions success is as a result of a number of our Bronze AS initiatives, which
include:
• All UEMS staff have been allocated an UEMS appraiser with improved support for
both the appraiser and the appraisee (Box 2) (AP 6.2, 6.3).
• UoE HR web pages have been clarified, and staff awareness of the criteria and
process has been raised (AP 1.3, 4.4),
• A series of annual promotions workshops have been held (AP4.5);
• The publicising of successfully promoted women to raise awareness amongst
(particularly female) staff of both the system and opportunities (AP7.2).
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Box 2: Quote from female member of staff about promotion
I have recently secured a promotion from Grade E (Associate Research Fellow) to Grade F
(Research Fellow) within my current 100% research role. I was actively encouraged and
supported through the process by my line manager and more broadly through my
membership of the ASWG, and the experience has encouraged me to apply for a PhD
fellowship and consider more senior roles in health research.
Details on our actions since Bronze to support and encourage promotions can be found in
section 4.2.1.
4.1.3. Recruitment of staff
All vacancies are advertised on the University’s “Working Here” web pages and most are
also posted on www.jobs.ac.uk.
To encourage female applicants, the University site contains:
•
•
•
information about staff benefits, including family friendly information;
profiles and testimonies from staff members which are regularly reviewed and
updated as needed; and
information on Athena SWAN.
All UEMS advertisements, at all levels, include language to actively encouraging female
applicants (AP1.5).
UEMS staff use standard template adverts, job descriptions and person specifications;
ensuring fair and equal criteria on which to select and short list applicants. (AP1.6). Job
advertisements and descriptions are independently checked by the UEMS HR Business
Partner (HRBP). All posts are recruited by panels with male and female panellists (AP1.15).
Recruitment campaigns arising from UEMS expansion plans included additional web pages
created specifically to encourage female applicants. These were tailored to each campaign.
The first included an endorsement by Professor Angela Shore, as well as details of the posts,
and contact information to encourage applicants to speak in person about these and other
recruitment opportunities (AP 1.4). The success of these initiatives is reflected in the
women appointed including two new female professors (Rose McCabe and Jean McEwan)
in 2013/14 (to date).
While UEMS welcomes applications from outside the School for new positions, we also seek
to ‘grow our own’ talent. A number of initiatives described in section 4.1.4 are designed to
support staff to gain the experience and expertise they need to successfully apply for more
senior positions. In addition, we support a ‘talent management’ approach; offering
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UEMS ASWG 15.06
temporary secondments, responsibility etc to staff to enable them to gain experience
working in new areas or higher positions (AP4.6).
4.1.4. Support for staff at key career transition points
In Dataset 13 and 14, we combine student data with non-clinical and clinical staff data by
grade. It is important to note that less than half of UEMS professors are clinically qualified.
Thus, these data do not represent continuous progression.
We are delighted that as a result of the range of AS initiatives, at the majority of staff
grades, an increase in the proportion of women is evident (see Section 1: Dean’s Letter).
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UEMS ASWG 15.06
In addition to the actions described in section 3.2.1.4 related to supporting UG and PGR
student careers, since Bronze submission we have developed our Action Plan to expand on
the initiatives and other opportunities which will enhance career development for staff.
These include:
• Establishing a new UEMS Researcher Network, and the Research Showcase events
(with a high proportion of women in the staff groups participating in these
initiatives, these actions have a positive impact on female staff) (AP4.9, 6.4).
• Support for teaching qualifications; the aim of the sessions is to show the variety of
training support for teaching for both academic staff and PhD students. Staff are also
encouraged to work towards a recognised teaching qualification through our ASPIRE
programme, which develops and accredits staff who teach and support students’
learning in our research-led environment (accredited by the Higher Education
Academy) (AP 4.7).
• Funding delegates to attend the Aurora Women in Academic Leadership programme
(AP4.12). In 2013 UEMS allocated resources to fund three places on the new
Leadership Foundation Aurora Leadership programme, a programme aimed at
developing women in leadership in higher education. Actively promoted by ASWG,
12 UEMS applications were made for three places. For those who did not gain a
place, discussions have taken place to identify suitable alternative options to meet
their training needs.
• Actively promoting the Springboard programme for women early in their careers
(Box 3) (AP 4.13) through the ASWG website, the School newsletter and by members
of the ASWG.
• UEMS piloted an in-house scheme to support those returning to research after a
career break. Two participants met with specialist staff in our Research and
Knowledge Transfer Team to explore funding opportunities and get advice and
ongoing support in pursuing these. Both women involved in the pilot are now
employed by UEMS and the scheme is now being extended to all Colleges, and the
opportunity to participate being advertised via the University website (AP1.20).
Box 3: Quote from a female attendee.
The Springboard course was great. It made me think about my values and my work
life balance. I met some very inspirational people and would recommend the course
to all.
UEMS emphasises a quality agenda in all it does: Research, Education, Professional Services
and Outreach/Engagement. Since our Bronze submission, we have seen a positive impact
with an increase in female staff being nominated for, and nominating themselves for
University awards, evidencing the increase in confidence and the awareness of those
nominating of the work of female staff within the School. An example of this was the
University Research Impact Awards (AP4.10). In the 2011 round, one female and five males
were shortlisted (either individually or as part of teams) for awards. This increased
significantly in the 2013 awards when 36 females were nominated. We were delighted
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that the School had 24 individuals’ shortlisted (including 10 women) and won three
awards. UEMS encouraged nominations (for example via our staff newsletter) and ensured
that these successes were well publicised and celebrated – further adding to our pool of
female role models across all levels.
4.2. 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?
(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?
(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.
4.2.1. Promotion and career development
As described in section 4.1.2, we have implemented many actions from our Bronze Action
Plan that have resulted in a significant increase in promotion success (particularly for
women) and an increased interest in, and applications for, promotion. HR have noted an
increase in requests for one-to-one meetings with staff to discuss and develop their
promotion submissions.
As part of our work towards Silver we have taken additional actions:
•
we have worked with central HR to change our appraisal documentation to ensure
appropriate prompts to facilitate discussion on career aspirations and progression
(AP6.2). The revised form includes reflection points which encourage appraisees and
their supervisors to specifically reflect on career progress to date, and consider how
their career can progress over the next year including discussion on promotion. This
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UEMS ASWG 15.06
•
•
•
has been followed up with written guidance and workshops for UEMS line managers
on how to encourage staff to engage in self-assessment for promotion (AP6.3);
feedback on the first promotion workshops was used to modify and further
improve the content (through the inclusion of case studies, the participation of
promoted staff to share their experiences, and one-to-one follow-up sessions with
HR) to support individual promotion applications (AP4.5).
successfully promoted women have become informal mentors for colleagues just
beginning the promotions process.
to support women in senior positions and provide mentorship for more junior
women, a new Professorial Women’s Network has been established to provide
advice and support to women; UEMS Professor Nicky Britten is a founding member
(AP6.5).
Our “Researcher Development Programme” supports PGRs and early career researchers
(ECRs). Between 2012-2014, an impact of AS activity in the school has been to increase the
uptake of researcher development training from 29% to 55%, with an increase in female
participation from 29% to 53% (AP1.7, 1.9). In addition, in May 2013, the University
conducted a survey of research fellows. 78% of respondents reported feeling encouraged
to engage in personal and career development (AP6.6).
We continue to promote these courses within UEMS newsletters and webpages (AP1.2,
6.1), and with support from the UEMS Researcher Network (AP6.4). As a result of feedback
from the AS Focus Groups in 2013, a number of professional services staff are now also
being given access to these courses where their roles have overlapping responsibilities
with those of researchers. The majority of staff involved are female.
Staff on the Research Only career path are not required to teach, but are offered the
opportunities to do so to support their career development. All staff are highly encouraged
and supported to seek and complete the HEA-approved ASPIRE programme (AP4.7).
We have also made major changes in the way in which we include NHS employees with
significant (more than 0.25 FTE) roles with UEMS. We have introduced a new contract
category which in practical terms has enabled UEMS to embed these individuals into our
management structures in an inclusive way. We are now able to reflect, for the first time
their line management duties and they now have access to our training resources for
themselves and UEMS staff that they line manage. They are included in the same processes
as other line managers e.g. probation, performance management etc.
4.2.2. Induction and training
Staff induction procedures are firmly embedded within our culture, and are mandatory for
all new staff and for existing staff moving to a new role. These are highlighted to staff on
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appointment, and each staff member (in all career paths) is allocated a trained, named
Induction Facilitator. Both are supported with web-based materials.
Since our Bronze submission, we have focussed on feedback from focus groups on how to
further enhance this process. A UEMS Induction Handbook has been developed which
includes overarching information for the whole School, with campus and building specific
information (particularly helpful to those staff working across multiple sites). This was
done with Equality and Diversity firmly in mind, covering all protected characteristics (AP
1.18, 4.2, 4.3, 7.5).
The Handbook covers: organisation, facilities, policies and procedures, campus-specific
information, and a jargon buster. In week three of the new role, the new staff member is
taken through the personal development opportunities available, and given further
information on those specific to their role. These opportunities are also reviewed as part of
the annual appraisal process.
Since our Bronze submission, we are introducing the opportunity for all new staff to meet
with members of the UEMS SMT prior to locality meetings, to allow them to hear more
about the UEMS strategic plans and to ask any questions they might have (AP4.1). This
mirrors the University scheme that invites all staff to meet the Vice-Chancellor and his
deputies.
4.2.3. Support for female students
UEMS support for female students begins at our earliest contact with the students. We have
developed our marketing and admissions process to encourage and support applications
from female students; our admissions panels are mixed gender and all panellists receive
equality and diversity training (AP3.2, 3.4). Support for students who are parents and
carers is included in application and induction materials for students (AP3.8, 3.9).
UEMS does not offer part-time undergraduate degree programmes, however we do provide
flexibility and support for students, especially those with caring responsibilities (Box 1). We
have updated our online information for prospective students to promote our AS values
(AP3.1). We will continue to develop our materials to encourage female applicants, and
monitor and report intake figures (AP3.1, AP3.11).
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Box 1: Quote from a female undergraduate student
I am a parent carer to two children with additional needs, one of whom has significant
medical problems. This has meant that during the course of my degree I have had some
disruptions to my study. Throughout this process, the School has consistently supported me
and has allowed me to be flexible regarding module choices as well as enabling me to work
from home when required. I have felt very well supported and have always been made
aware of all the university services set up to support students with children or caring
responsibilities.
Undergraduate students are able to access support and information from Pastoral Tutors
and Personal or Academic Tutors (AP3.10). The UEMS network of Pastoral Tutors are all
Equality and Diversity trained (AP3.12), and many have completed additional counselling
training. The network is available to all undergraduate UEMS students. In addition to access
to formal counselling support (available to all staff and PGR students), we have introduced a
mentoring system for all PGR students to provide additional support (see section 3.2.1.4,
AP3.5). In the above schemes, students can indicate a preference for the gender of the
mentor/pastoral tutor, and we try to accommodate these requests.
Undergraduate students with parent and carer responsibilities were approached with a view
to establishing a UEMS network. However, students identified they would prefer a wider
University based network. To facilitate this, students were provided with details of the
University Guild network for undergraduate students with parent and carer responsibilities,
and information on this network has been posted on student information website. UEMS
students are now aware of the network and those who have joined report that it has been
helpful.
Postgraduate students and staff have access to a new University Staff and Postgraduate
Student Parents and Carers Network (see section 4.2.3). UEMS promote this network via
internal communications routes – News in Brief, website etc.
As described in section 4.2.2, postgraduate students are integral to our Researcher
Development Programme and we have seen a 52% increase in female student
participation in this programme since 2012.
UEMS is working with colleagues in other STEMM colleges to explore offering the SPRINT
programme to undergraduate female students (AP3.14). SPRINT is a new development
programme to address the study and career issues for undergraduate women. We hope to
pilot this course in 2014/15.
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4.3. Organisation and culture
4.3.1. Provide data for the past three years (where possible with clearly labelled
graphical illustrations) on the following with commentary on their significance and
how they have affected action planning.
(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.
(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.
4.3.1.1. Male and female representation on committees
The UEMS senior committee structure and membership (by gender) is shown in Figure 4.
Figure 4: UEMS Governance Structure; senior committees with female: male membership
Dean’s
Executive Group
Senior
Management
Team
Education
Quality &
Strategy Group
Research
Executive Group
Athena SWAN
Working Group
Health & Safety
Committee
Research
Degrees
Committee
Committee with female chair
Committee with male chair
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UEMS ASWG 15.06
Over the past 12 months, the Terms of Reference for each UEMS committee have been
reviewed and updated (AP7.1). These include selection and election criteria. These
governance documents have been subject to an Equality Impact Assessment, and it was
found “There is no evidence that these Terms of Reference might have a negative impact
upon anyone with any of the protected characteristics”, and also that it is “likely that
these Terms of Reference could have a positive impact upon: Gender, Pregnancy and
Maternity”. Each group has female representatives, with the ultimate aim for there to be a
gender balance on all committees. Following an ASWG recommendation, guidance has
been issued which includes information on core hours (see section 4.3.2.3), balanced
membership, and having AS actions as a standing item on the Agenda. This has been
positively received by all UEMS Committee Chairs and Secretaries.
For many committees, such as Senior Management Team and Research Executive Group,
the membership is determined by the job role, which makes gender balance dependent on
appointments; emphasising the importance of continued encouragement of new female
appointments and encouraging women to apply for positions of influence within the School.
The recent appointment and promotion of female professors has yet to fully impact on
committee membership as some are too new to post to take on the full range of
responsibilities.
In order to facilitate more female participation and the opportunity to gain experience, the
Committee Chairs are encouraged to invite members to identify deputies (Box 4). While we
have some way to go with overall membership balance, since our Bronze submission we
have seen a significant improvement in the number of committees with female chairs. Of
the 4 committees reporting directly to SMT, 3 are now chaired by female staff.
Box 4: Quote from female staff member on Committee membership
My Director has identified me as her deputy for two University Committees. This has
given me the opportunity to witness at first-hand how these committees operate,
learn new skills and perhaps importantly on a personal level, raised my profile within
the University and the School. This has also led to me being invited to take part in
other University working groups.
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UEMS ASWG 15.06
4.3.1.2. Female: male ratio of academic and research staff on fixed-term contracts and
open-ended (permanent) contracts
Datasets 15 and 16 show an expansion of clinical and non-clinical staff groups (both fixed
and open-ended contract holders) and that more women have been appointed recently
than men. The substantial expansion of our research income and portfolio, as UEMS
becomes established, has resulted in a large increase in externally funded research staff.
Importantly, the data show that since 2012, UEMS has increased both the number and
proportion (49% to 54%) of women on open-ended contracts. The move to open-ended
contracts was a significant issue for many staff, particularly women, and we are delighted
see this improvement as a result of a number of our initiatives.
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UEMS ASWG 15.06
Our Researcher Development Programme (see section 4.2.1) provides invaluable support to
those on fixed term contracts; providing training and skills to put them in best position
possible to apply for vacant positions (AP4.7, 4.12, 4.13).
The appointment of Clinical Academics is strongly influenced by our clinical partners in the
NHS, and the process for appointing senior clinical consultants involves the professional
governing bodies (such as Royal Colleges). This is an area UEMS recognises as needing
improvement. The Dean of UEMS has written formally to the specialty governing bodies to
request their support; and we continue to work with our NHS partners to share good
practice in all areas including recruitment, promotion and retention of women (AP1.7).
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UEMS ASWG 15.06
4.3.2. 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.
•
•
•
•
Representation on decision-making committees – comment on
evidence of gender equality 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?
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.
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.
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
4.3.2.1. Representation on decision-making committees
Allocations of UEMS resources and business plans are ultimately approved by the Dean’s
Executive Group (DEG) and UEMS Senior Management Team (SMT). Committee
membership is reviewed within the individual annual appraisal interviews, and workload
balanced through this process.
As described in section 4.3.1.1, membership of many senior committees is determined by
post. Recent appointments have resulted in almost half of these committees now having
female chairs, and we are working to achieve gender balance in total membership. To
address this, Chairs are encouraged to invite members to identify deputies.
4.3.2.2. Workload model
Currently workload allocation for academic staff has been driven by general principles
applied to teaching roles. These general principles were devised by an UEMS working group
comprised of senior education colleagues, both clinical and non-clinical, in consultation with
their education teams. Workload is pro-rata’d for part time staff. Pastoral care and
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UEMS ASWG 15.06
administrative responsibilities are built into the workload planning and their value
recognized as part of the annual assessment and any promotion. More substantial
academic administrative or management roles are advertised to all academic staff rather
than allocated, for example the role of Widening Participation lead (AP1.10, 1.11).
In September 2014, the School is introducing a revised workload model that will be more
nuanced, allowing the recording of commitments beyond those of teaching to a greater
degree of accuracy (AP7.7).
4.3.2.3. Timing of departmental meetings and social gatherings
To enable staff to participate in committee activities, committees are normally scheduled
with the School’s core hours. In 2014, staff were surveyed to;
•
•
Identify if core hours support work life balance; and
determine what the most appropriate core hours should be.
The result was that 78% of 100 respondents indicated that core hours do support work life
balance, and the largest group (48%) indicating that these hours should be 10am – 4pm.
These have been confirmed as the School’s core hours by SMT.
As described in section 4.3.1.1, all committee secretaries and Chairs have received guidance
from the ASWG to ensure meeting arrangements are selected to enable maximum
participation.
Video Conferencing, Skype and conference calls are used extensively to minimise the time
staff spend travelling, and to maximise attendance at meetings, seminars and presentations
across geographical locations.
The School encourages a range of social activities, providing transport to school wide events
such as the prizes and awards evening, and encouraging staff to participate in the
University’s community challenge scheme (staff spend a working day volunteering with a
local charity or good cause); for example, staff spent a day tree planting on a community
woodland scheme. Each locality has its own social activities, for example, the Veysey
community have a lunchtime badminton group; Truro has ‘Cake Friday’ which brings
everyone together once a week over tea and cake; and St Luke’s had a Christmas ‘bring a
plate’ lunch.
There is greater awareness of the additional pressures on staff. As a result more events
are now being scheduled within the working day, and repeat events are arranged at
different times and days of the week to facilitate the participation of part time staff.
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UEMS ASWG 15.06
4.3.2.4. Culture
We have built upon our now embedded Bronze actions which have included:
• Senior members of staff making visible their caring responsibilities, and providing
good role models for staff and students (see Case Study).
• Staff making use of flexible working hours to achieve a good work/life balance
(AP7.4);
• School support for a “healthy workplace,” encouraging staff to take breaks,
participate in physical exercise during work hours, and providing resources around
stress recognition and reduction.
• For carers, flexible working allows, for example, the dropping off or collection of
children from school, attending hospital appointments with older relatives, or
attending school events; these activities are all supported through arrangement with
line managers (AP1.19).
• Annual ASWG focus groups on a range of relevant issues (AP2.4) providing a route
for staff feedback and to raise issues of concern.
We have completed a visual audit of all of our facilities to assess their “look and feel”, with
particular regard to gender (AP1.16) and implemented monitoring of events and marketing
materials to ensure gender representation is taken into account (AP 7.6).
Our AS activities have seen significant change is in our communications. We now have a
pro-active, embedded approach to ensure there is no unintentional gender bias in our
visual and written communications. This has been a powerful tool in changing our culture.
Actions that are now embedded include:
• News items are checked to ensure gender balance. We check the tone of written
articles (ensuring that we do not always list or quote male staff/students members
first) and that the visual images are fair in terms of gender balance; that there is a
balance in the way the visual is presented e.g. that the male figure is not always
portrayed as the senior figure in the image, instructing or informing the female
figure.
• Ensuring images of women are more prominent within marketing material.
• Celebrating the success of staff and students.
• Having more visible female role models, in our University wide recent celebrations of
International Women’s Day, 31 successful women where profiled, six from UEMS.
• UEMS “News in Brief” is a regular staff online newsletter which provides
information, acts as a tool for consultation, and celebrates success. Within this, there
is a standing item for AS updates, promoting initiatives that support the ethos of AS
(AP7.2).
Both male and female staff are reporting that their increased awareness has empowered
them to challenge negative gender stereotypes outside the workplace. For example, via
Twitter (Box 6); and questioning the presence of an all-male panel at an international
conference.
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Box 6: Raised awareness leads to challenging a national supermarket
After a frustrating few minutes searching for New Scientist at Sainsbury’s, I was astounded
to finally find it under the “Men’s Lifestyle” section, alongside the Economist, New
Statesman and several other political and specialist publications. I was particularly aghast
when I looked over at the swathe of pink that makes up the “Women’s Lifestyle” section.
I would always have been irritated, but my awareness of the Athena SWAN campaign
galvanised me into action. I complained to reception, and filled out a complaints form. I then
tweeted a picture of New Scientist under the sign. I was surprised to get a response from
Sainsbury’s within 24 hours, thanking me for my comments and saying they had decided to
change their magazine stocking policy, and that it would be rolled out across their stores.
Currently, on-site nursery provision is available at the Streatham campus, with an off-site
nursery in Falmouth. The University (in consultation with the ASWGs across the University)
is reviewing its current nursery provision, with a view to expanding and improving facilities.
UEMS is ensuring that the needs of all its staff and students, across the multiple locations of
UEMS, and considered in this review (which reports in May 2014) (AP8.5).
4.3.2.5. Outreach activities
Outreach activities form part of our workload planning, promotion criteria, and appraisal
documentation. UEMS appointed an academic lead for Outreach and Widening
Participation, with a defined workload allocation of 0.2 FTE, and an administrator (AP1.10,
AP1.11).
Working FE Colleges, UEMS is an active participant in the Realising Opportunities
programme. Realising Opportunities is a unique collaboration of 15 leading universities,
working together to promote fair access and social mobility of students from underrepresented groups. Students are supported through a coherent programme of activities
designed to raise their aspirations to progress to research intensive universities. (Box 5) (AP
9.1). This has had a profound impact for participants and we are delighted to be taking
part.
Box 5: Quote from a female undergraduate student.
If I wasn't a part of Realising Opportunities, I might not have become a medical student,
because I failed to get AAA at A Level, instead getting AAB. Some universities, like
Exeter, give alternative offers which allow students from disadvantaged backgrounds to
reach their full potential at a research-focussed university. As they frequently tell us,
studying medicine and being a doctor isn't just about the grades, and Realising
Opportunities is a great way of widening participation for people who have the potential
to get the grades but aren't adequately supported at home or at school.
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In 2012, the School was a participant in Cornwall’s inaugural Nuffield Science Programme
aimed at post-16 students studying STEM subjects, particularly those who do not have a
family history of going to university or who attend schools in less well-off areas. One female
participant in this group has been accepted into a medical school, and we continue to offer
support to these students, through advice, references etc, beyond their summer experience.
In 2013, the School hosted a second cohort of four students (all female) for four week
placements in the summer. Once again, the students were extremely motivated and
positive about their experience. We will continue to engage with this programme (AP9.1).
The “Catalyst Project”, a three-year Research Council UK (RCUK) funded initiative reported
in our Bronze application has continued to promote and facilitate opportunities for public
engagement. Since Bronze submission, a new Community Engagement Group has been
established very successfully by Dr Ruth Garside of UEMS, and has received additional
funding from other sources and Catalyst has supported applications from a number of
female academics in UEMS (such as Dr Jenny Lloyd and Associate Professor Katrina Wyatt)
to prepare proposals for the British Science Festival (AP1.12, 9.3).
UEMS is assessing how to link more effectively with our alumni, with University support
(AP9.2). The School has actively engaged with the female alumni group and plans to invite
members to events in 2014/15, presenting positive role models for staff and students.
4.4. Flexibility and managing career breaks
a) Provide data for the past three years (where possible with clearly labelled
graphical illustrations) on the following with commentary on their
significance and how they have affected action planning.
•
Maternity return rate
•
Paternity, adoption and parental leave uptake.
•
Numbers of applications and success rates for flexible working by
gender and grade
4.4.1. Maternity return rate
Table 3 shows the number and return rate of women who took maternity leave each year
between 2009/10 and 2012/13.
To assist working parents, we are actively supporting the University to review childcare
provision (section 4.3.2.4) and parental leave provision, while also promoting the existing
support mechanisms such as child care vouchers, online information, and one-to-one
44
UEMS ASWG 15.06
meetings (AP 8.1, 8.2, 8.3, 8.4, 8.5). UEMS managers are encouraged to meet before, during
and after the maternity leave to support the staff member, including the optional use of
“Keeping in Touch Days” days to remain connected with their work and colleagues, and
flexible work schedules to ease back into work (Box 7).
Year
(return from maternity)
Maternity Leave
Number of individuals taking
maternity leave
2009/10
2010/11
2011/12
2012/13
Total
Table 3: Maternity return between 2009/10 and 2012/13
Number of individuals
returning following
maternity leave
Box 7: Quote from recent returner.
When I returned to work following maternity leave the School was very helpful and
supportive, agreeing to my request to reduce my hours. The keeping in touch days during
my leave made my return less stressful and the School offered advice and support that
were helpful. When, on my return, my baby daughter found a full day at the nursery very
tiring, I was able to flex my hours further so I can pick her up earlier in the afternoon, and
spend some quality time with her, and then do a couple of productive hours of
work once she is in bed. Having this arrangement has certainly alleviated some of my
anxiety about not seeing my daughter during the working week and has enabled me to
have a little play, bath and cuddle time before bed.
In 2013, a new Parent and Carers network (see section 4.2.3) was established and this is
promoted to all new parents. This informal support system is in place for all staff and
postgraduate students, with an online forum covering a range of topics. Three of our staff
are members of the 38 strong Budd-E network, providing informal mentoring support.
4.4.2. Paternity, adoption and parental leave uptake
Table 4 shows those who have taken paternity leave between 2009 and 2013. None of those
who have taken paternity have left UEMS during, or at the end of their leave period. No
cases of adoption leave have been requested. Following a University review, supported by
ASWG, the University enhanced its parental leave provision and this was announced to all
staff in December 2013(AP1.21).
45
UEMS ASWG 15.06
Paternity Leave
Year
Number
2009/10
2010/11
2011/12
2012/13
Total
Table 4: The number of staff taking paternity leave 2009/10 and 2012/13
4.4.3. Numbers of applications and success rates for flexible working by gender and grade
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.
•
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.
•
Cover for maternity and adoption leave and support on return – explain
what the department does, beyond the university maternity policy
package, to support female 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.
4.4.3.1. Flexible working
Informal flexible working, such as working from home, is commonplace. In recent (2014)
ASWG Focus Groups, staff have indicated that they favour this informal arrangement over
more structured formal systems, valuing the trust this informality demonstrates from the
School and the additional flexibility an informal scheme offers. This is confirmed by the
Academic Research Staff Survey in which 87% of UoE respondents said they made use of
flexible working.
Where staff request a more formal flexible working pattern, these are supported as much as
possible; staff have strongly endorsed how well these arrangements work (see Case Study
and Box 8). Staff with carer responsibilities are accommodated in the same way.
46
UEMS ASWG 15.06
Following maternity leave in 2012/13, all requests for a change in FTE were approved
(Table 5).
Change in FTE after Maternity/Paternity or Adoption Leave
Female
Male
Total
2010/2011
2011/2012
2012/2013
Table 5: The number of staff who have changed FTE following leave
between 2010/11 and 2012/13.
Box 8: Quote from a female member of staff.
When offering the post, my line manager was happy to agree to part-time working,
allowing me to work remotely during relocation, and is supportive of on-going
flexible working. I found this very supportive and as a result, I have re-gained more
work-life balance and as a mid-career researcher now feel optimistic about my future
prospects.
4.4.3.2. Cover for maternity and adoption leave and support on return
UEMS is actively supporting a University-wide review, to explore maternity cover for
researchers within grants that would otherwise stall without additional support. This is
particularly important for new PIs, whose research outputs (and career progress) may
otherwise be impacted by the loss of their research team. It also supports those staff
wishing to take maternity leave to do so without negative impact on their work (AP8.6).
Staff returning from maternity leave are encouraged to discuss any temporary or permanent
requests for variable hours as soon as possible to enable managers to be pro-active about
the requests, and to put in place mechanisms to reallocate workload where necessary. The
HR Business Partner is also involved to ensure consistency across the School. In addition,
returning staff and managers are encouraged to have workload planning and handover
meetings to ensure the smooth transition of the staff member back into the work place.
47
UEMS ASWG 15.06
5458 words (max 5000) therefore 458 from additional 1000 word allowance.
5. Any other comments (max 500 words)
Please comment here on any other elements which are relevant to the application, e.g. other
SET-specific 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 it is planned to address any gender disparities identified.
5.1. Additional activities
The ASWG was established as a standing College committee at the same time as UEMS was
established in August 2012; UEMS submitted a Departmental Athena SWAN Bronze Award
in April 2013 and received the Bronze Award in September 2013. Both the continuous
processes of self-assessment and data collection for the Silver Award application have been
invaluable to the ongoing creation and establishment of the UEMS culture to which we
aspire.
The Action Plan from the Bronze Application has been used as a guide to ongoing progress
as UEMS working practices are established and developed. We wish to take this opportunity
to highlight some of the ongoing work we have not mentioned in other parts of our
application:
•
The University runs annual Equal Pay Audits, which are reviewed by the Dean of
UEMS. ASWG is reviewing these data in more detail (eg length of time in grade) to
assess if there is a hidden pay differential for women compared to men in the same
grade due to women progressing less quickly than male counterparts. Initial analysis
suggests there is no evidence of a pay differential, however, we plan to explore the
data further before confirming this (AP2.6).
•
We reviewed the categories of honorary titles we had in UEMS, concluding that
these honorary titles did not align to our career paths. It was felt there was an
unintentional bias. We carried out extensive assessment of the previous system and
made proposals, initially within the School, and then with the Dean’s support, to the
University. As a result the honorary titles for the whole University have been
updated. We are in the midst of reviewing existing titles against the new ones for all
of our honorary staff. This has been warmly welcomed especially by those in the
education career path, who are predominately women.
•
UEMS is exploring options for expanding staff mentoring options. Following
consultation with Southampton University Medical School, we have formed an
48
UEMS ASWG 15.06
ASWG sub-group to consider various models of delivery and recommend a preferred
model and training requirements (AP4.11).
•
Initial analysis of our first year intake data for international applicants suggests
women are less successful at gaining an interview than male counterparts (22% of
women gain an interview compared to 34% of men). We will monitor this data to
identify any trends and take appropriate action (AP 3.13).
•
A report prepared on our Research Excellence Framework submission shows an
increase in the number of women submitted, and of those not included, the
proportion of women is lower than for men; when compared to RAE 2008 (AP1.8).
431 words (500 max)
49
UEMS ASWG 15.06
6. Case study: impacting on individuals (max 1000 words)
Describe how the department’s SWAN activities have benefitted two individuals
working in the department. One of these case studies should be a member of the
self-assessment team, the other someone else in the department. More
information on case studies is available in the guidance.
(removed from this copy)
830 words (max 1000)
50
7. Action Plan
Introduction
This Action Plan forms part of the UEMS Athena SWAN Departmental Silver Award application. This Silver Action Plan builds upon our Bronze
Action Plan. In this Plan, we have detailed: (i) completed actions from our Bronze Action plan (shaded in grey); (ii) progress against on-going
actions from our Bronze Action Plan (no shading); (iii) actions where progress has resulted in a revised ‘Success Measure’ for the Silver Action
Plan (shaded in green); and (iii) new action points included for the first time in our Silver Action Plan. All on-going activities form part of our
Silver Action Plan (those in green and unshaded).
This Action Plan is used to track, monitor, and review the progress and impact of agreed measures on an ongoing basis. It is updated three
times per year for discussion at the ASWG, and is submitted to the UEMS Senior Management Team annually. There are also regular reports
through the University ASWG to the Equality and Diversity Dual Assurance Committee, and ultimately to the Vice Chancellor’s Executive
Group.
Consultation
There have been a number of methods of staff and student consultation, both recurrent and single events. These include the regular Athena
SWAN Working Group meetings, focus groups and staff/student surveys, as well as anonymous communications and individual contacts.
Structure
Our Action Plan has been organised as follows:
1. Completed actions from our Bronze Action Plan
2. Gathering and assessing data
3. Supporting undergraduate and postgraduate students
4. Providing support around key career transition points
5. Ensuring fairness, transparency and competence in relation to all staff appointments
6. Supporting career development opportunities for all staff
7. Ensuring a fair and open departmental organisation and culture for all staff
8. Providing quality maternity/adoption/paternity/carer and flexible working opportunities for all staff
9. Ensuring a gender balance in outreach activities
10. Providing good communication channels and opportunities to share and adopt best practice
UEMS ASWG 15.06
Ref
Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
1
Complete Bronze Actions
1.1
Enhanced capability
to monitor and track
support for PGR
students.
Research
Degrees
Committee Chair
September
2012
Bronze
Online “MyPGR” tracking system
implemented within UEMS.
Complete
September 2013: all
UEMS PGR students
registered on MyPGR.
1.2
Launch of “My
Career Zone”, a
personal and career
development tool.
Employability
team
January 2013
Bronze
Complete
‘My Career Zone’
launched
Increase attendance at courses.
An increase in the
numbers of female
students attending
Researcher Development
Sessions.
1.3
1.4
KEY:
Document the UEMS
procedure for
promotion
applications.
During expansion of
UEMS Professoriat,
include female
profiles in recruitment
campaign to
encourage
applications from
women.
UEMS HRBP
March 2013
UEMS HRBP
January 2014
New silver actions
Bronze
Procedure in place and published to staff via
the internal staff directory. Link to this is
shown on the UEMS AS webpage.
Bronze
Increase in number of female professors to at
least the national average of 29%.
On-going bronze actions
Completed bronze actions
Complete
Annual Promotions
workshops (AP4.5) to
highlight.
Complete
Two senior female
professors appointed. All
recruitment packs include
AS statement. It is noted
that this target was
significantly helped by
internal promotion as well
as external appointment.
52
UEMS ASWG 15.06
Ref
1.5
1.6
1.7
1.8
KEY:
Action
Update the text for
job adverts to include
reference to our AS
activities to promote
the initiative and
encourage female
applicants.
Ensuring that the
process for selecting
applicants for vacant
posts is consistent,
fair and adheres to
Equality Policies.
Where external
advisors are required
(e.g. Royal
Colleges), we write to
these bodies and
indicate our wish for
gender equality and
ask them to field
female panel
members where
possible.
Support decision
making of staff
assessing those who
will be included
within the Research
Excellence
Framework (REF).
Responsibility
Date (to be)
Implemented
Recurrent
date
(if required)
January
2013
UEMS HRBP
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Bronze
100% of academic job adverts now include
reference to AS principles.
Complete
All academic job adverts
include AS statement and
this has also been
extended to Professional
Services posts as well.
Complete
Criteria and recruitment
process published on
recruitment webpages. All
jobs descriptions include
selection criteria.
Complete
The Dean has written to
external bodies asking for
their support.
UEMS HRBP and
recruiting
academic line
managers
June 2011
Bronze
Publish criteria for all posts.
UEMS Dean
March 2013
Bronze
Letters sent to external bodies requesting
support. Issue raised in relevant consultation
meetings.
Directors of
Research
March 2012
Bronze
Procedures and policies in place for
assessing gender in relation to REF exercise.
Ensure AS principles included in REF impact
statements
New silver actions
October 2013
On-going bronze actions
Completed bronze actions
Further Actions
Planned for Silver
Complete
Impact statements
included AS references.
A report prepared on
gender balance and the
inclusion of part time staff.
Compared to the RAE
submission, this shows an
53
UEMS ASWG 15.06
Ref
Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Report on submission and gather data on
gender of those being submitted at REF
Census date.
increase in the number of
women submitted, and of
those not included, the
proportion of women is
lower than for men.
Complete
Database established;
introduced during 2013
Research Focus Week.
Further Actions
Planned for Silver
Recurrent
date
(if required)
1.9
Research and
Knowledge Transfer
Research Toolkit.
Research and
Knowledge
Transfer
December
2012
Complete
1.10
1.11
KEY:
Appoint a lead
academic
responsible for
implementation and
coordination of
Widening
Participation
activities linked to the
UEMS Strategic plan.
Invest in additional
administrative
support for Widening
Participation
activities.
UEMS Vice-Dean
Education
January 2013
UEMS Vice-Dean
Education
January 2013
New silver actions
Bronze
Online research support database launched,
with specific sections on ECR funding and
specific support for female orientated funding
opportunities (e.g. L’Oreal).
Bronze
Academic role created and advertised to all
staff as a 0.2 FTE role as defined in the
workload model.
Bronze
Post appointed.
On-going bronze actions
Completed bronze actions
Complete
Post recruited and filled
March 2013.
Complete
Post recruited and filled,
June 2013.
54
UEMS ASWG 15.06
Ref
1.12
1.13
1.14
KEY:
Action
Responsibility
Create public
engagement
champions.
Exeter Catalyst
Champion for
Public
Engagement
Communicate
UEMS’ commitment
to AS as part of the
launch of the new
Medical School to
internal and external
partners and
stakeholders.
AS “launch” event.
Dean of UEMS
Date (to be)
Implemented
Recurrent
date
(if required)
February 2013
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Bronze
Complete
Two public engagement
champions identified (one
female) and work ongoing with local schools,
through media, and public
interest groups (see AP
8.6).
Two Public Engagement Champions
appointed within UEMS and working in a
range of activities to increase awareness and
involvement in science.
November
2012
Bronze
AS commitments included in launch of new
Medical School by the Dean.
Complete
The Dean has outlined a
strategy and direction for
UEMS includes our
commitment and
aspirations for AS.
Bronze
Joint event with the other STEM/M Colleges
at Exeter to promote the project.
Complete
AS Bronze Celebration
event held. Key note
speech given by
Professor Teresa Rees
CBE followed by a Q&A
Session, networking
including feedback from
staff on AS topics to gain
views and consult. Over
90 staff and students
attended the event.
December
2012
UEMS
Communications
Officer and
Assistant Director
(HR)
New silver actions
30 January
2013
On-going bronze actions
Completed bronze actions
Further Actions
Planned for Silver
55
UEMS ASWG 15.06
Ref
1.15
Action
Ensure gender
balance on interview
panels.
Responsibility
UEMS HRBP
Date (to be)
Implemented
Recurrent
date
(if required)
January 2013
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Bronze
All interview panels have male and female
members.
Complete
Highlighted in the new
UEMS Recruitment and
Selection Training.
Emphasised to the chairs
of recruitment panels.
Review
January 2014
1.16
Visual Audit of
Buildings.
UEMS Assistant
College Manager
(Infrastructure)
Commencing
September
2013
Bronze
Buildings and visual imagery support the
principles of AS.
1.17
Research Focus
Week
Research and
Knowledge
Transfer
May 2013
Bronze
Availability of short training / information
sessions aimed at ECRs. Sessions on AS will
be included to promote the Charter. Event
promoted via UEMS AS web site.
Annually
1.18
KEY:
Increase awareness
of University policies.
HRBP &
Communications
Manager
New silver actions
August 2012
Embedded
Bronze
Information put on AS website to highlight the
support available. Focus Group feedback
suggests staff more aware.
On-going bronze actions
Completed bronze actions
Further Actions
Planned for Silver
100% of panels have
male and female
members. Embedded in
HR policy.
Complete
Audit undertaken which
shows gender neutral
/balance in naming and
displays in buildings.
Complete
2013 event advertised
with in UEMS. The
numbers of registrations
doubled between 2011
and 2013. Future events
will continue to be
publicised and attendance
encouraged in the same
way
Complete
Following consultation
with ASWG, the website
has been redesigned with
links to policies. News in
Brief also used to
56
UEMS ASWG 15.06
Ref
Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Bronze
Review completed and actions implemented.
Feedback from staff indicates these actions
have supported staff that drop children off at
nursery/school with parking.
highlight developments in
University policies. Focus
groups in 2014 and ECU
commissioned Charter
Research Survey results
(63% of all respondents
and 75% of female
respondents) suggest
staff are more aware of
policies or where to find
out further information.
Complete
Designated spaces
identified for staff car
sharing and dropping off
children.
Further Actions
Planned for Silver
Recurrent
date
(if required)
1.19
1.20
Review of car
parking policies and
access
Career Break Pilot.
Campus Services
Assistant Director
(HR) with
Research
Knowledge
Transfer
November
2012
March 2013
September
2013
Bronze
Bespoke support provided to pilot
participants with positive employment
outcomes.
A further University review
of car parking is
underway. UASWG
member is on the
committee.
Complete
Pilot complete with 2
participants, both finding
employment with UoE.
Positive feedback
received.
.
The scheme has now
been adopted by the
University and is being
run and managed by the
KEY:
New silver actions
On-going bronze actions
Completed bronze actions
57
UEMS ASWG 15.06
Ref
Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
University’s Research and
Knowledge Transfer
team.
1.21
Review of Adoption
and maternity pay.
Central HR and
ASWG
September
2013
Bronze
The current University Schemes are being
reviewed with the aim of further enhancing
the existing provision.
1.22
Clarify roles of senior
team for staff and
students
UEMS Operations
Officer and Web
Team
September
2012
Bronze
Reports of staff uncertainty of new structures
reduced and confirmed in focus groups.
June 2013
1.23
KEY:
Encourage staff to
attend Vice
Chancellor’s talks.
Held yearly for all
staff and once in
each academic
college.
Communications
Manager
New silver actions
1 August 2012
Once per
academic year
Bronze
Staff hear first-hand the University strategy.
Online pod casts of the talk are available to
staff who cannot attend in person.
On-going bronze actions
Completed bronze actions
Complete
Dec 2013 Improvements
made to the University’s
family friendly leave and
pay arrangements.
Information available via
HR parents and carers
website.
Complete
Website redesigned and
improved. Information on
senior team and
structures included and
advertised through
newsletter.
Staff report they are more
familiar with structures
and roles within new
Medical School.
Talks are promoted via
the News in Brief to all
staff and are podcasts are
available on the University
website.
58
UEMS ASWG 15.06
Ref
Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Bronze
Annual check undertaken and report on
findings and feedback made to SMT students
and staff.
Complete
Two annual checks
completed in September
2012, Feb 2013.
Discussed at University
and ASWG.
Further Actions
Planned for Silver
Recurrent
date
(if required)
2.
Gathering and assessing data
2.1
Annual monitoring of
data and reflection
on the impact of
interventions.
UEMS Operations
Officer and UEMS
ASWG Chair.
September
2012
ASWG annual report
made to SMT.
2.2
Interpret, monitor,
and report the
progress of the
Action Plan with
recommendations for
future change and
improvement.
ASWG Chair
working with the
ASWG, UEMS
Operations Officer
Annually
starting
September
2013
Silver
Report to be extended to include analysis of
new data sets, and recommendations for
further actions.
January 2013
Bronze
Reports received and Action Plan developed
with required approvals
Monthly &
New silver actions
Complete
Monthly reports to ASWG
on progress of the action
plan.
Annual
Termly updates to all staff
meetings and standing
item on AS to all senior
UEMS committees.
Annual report to SMT.
May 2014
KEY:
Annual collection
and reporting of
additional data
including
Researcher
recruitment data
and additional
training data.
On-going bronze actions
Completed bronze actions
59
UEMS ASWG 15.06
Ref
Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
Silver
Agendas and minutes of senior committees
reflect regular reporting of the AS action plan.
2.3
Develop discussion
groups with targeted
staff and students (in
response to data
analyses) to further
explore key issues
where relevant.
ASWG Chair.
January and
February 2013
Recurring
Annually
January/
February
January 2015
2.4
KEY:
Review the action
plan with specific
staff and student
groups such as new
staff/students, part-
Bronze
Consultation and feedback process in place.
ASWG Chair.
New silver actions
March and
April 2015
All committees
report progress of
AS activities to
ASWG termly.
Complete
Focus groups established
led by ASWG, occur
annually (2013, 2014).
Expanded to take place in
all localities in 2014 to
improve access and take
up.
Silver
Increased numbers of staff and students
participating in focus groups as well as
additional focus groups conducted with
specific staff groups (AP 2.4).
Bronze: Members of the ASWG who
represent some of these groups reviewed the
Silver Action Plan and suggested changes.
Recurring
annually.
On-going bronze actions
Completed bronze actions
Discussion themes
highlighted in
feedback from
regular reporting
described in AP2.1.
To increase routes
for participation
(e.g. using
electronic feedback
options and video
conferencing).
Complete
Changes to the action
plan made in light of
comments from staff
groups.
60
UEMS ASWG 15.06
Ref
Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
2.5
2.6
time workers, early
career researchers,
and recent returners
from parental leave.
Review the data from
the three AS
surveys, interpret
data, and identify
relevant
recommendations for
UEMS.
Equal Pay Audits.
ASWG Chair
Commenced
September
2012.
Recurring
every 18
months (three
times) until
2015
Central HR and a
UEMS Statistician
2010
Annual with biannual indepth analysis.
May 2014
KEY:
New silver actions
Silver: Targeted focus groups with new
staff/students, part-time workers, early career
researchers, and recent returners to discuss
the action plan.
Bronze:
Provision of comparison data from across the
institution for consideration by ASWG to
reflect on future actions.
Annual focus
groups with staff
and student groups
identified.
Complete for 2013
Results presented to
UASWG and ASWG.
Silver: Results discussed in focus groups to
explain trends and explore any recurring
issues.
Bronze
Outcomes reported through E&D
Committees and to Deans.
Silver
Greater understanding of any identified pay
gaps and actions in place to address these.
On-going bronze actions
Completed bronze actions
Equal pay audits carried
out annually
Two further sets of
survey results to be
considered by
ASWG. This will
enable ASWG to
monitor progress
and develop future
actions.
To continue to
conduct and report
on equal pay audits
Additional detailed
analysis
undertaken to
identify underlying
trends to inform
decision makers
and recruitment.
A report to made to
ASWG and SMT
and DEG
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Bronze
Promote our continued commitment to
women at every level of study, to ensure
female representation of at least 50% in all
courses.
2012, 2013 Online
prospectus updated
annually and reviewed
prior to publication to
ensure positive
representation of women.
Student recruitment
reflects positive outcome
with 55% of applications
and 54% acceptance from
female students.
Annual reviews to
continue
Recurrent
date
(if required)
3
Supporting undergraduate and postgraduate students
3.1
Update the
undergraduate and
postgraduate online
prospectus to
highlight the UEMS
commitment to the
AS principles
UEMS Marketing
Manager
January 2013
Annually
Silver
Increase awareness of parents and carers
support within the student body.
3.2.
KEY:
Monitor
undergraduate
admissions panels to
ensure that all panel
members have
completed E&D
training prior to being
a panel member.
Admissions Team
Leader (UEMS)
New silver actions
September
2012
Bronze
All staff volunteers have completed E&D
training prior to acting as an interview
panellist.
2013: Online E&D training
provision extended to all
panel members including
external panellists.
Panels monitored in 2012
and 2013, 83% of
panellists have completed
the University E&D
training, many of the
remainder have
completed NHS training.
Reviewed
Annually
On-going bronze actions
From April 2014:
Include information
on parent and carer
support for all
potential applicants
Completed bronze actions
Continue
discussions with
NHS to enable
recognition of
training between
the organisations.
Continue to
promote University
online course to all
volunteers.
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Action
Responsibility
Date (to be)
Implemented
Recurrent
date
(if required)
September
2014
3.3
3.4
3.5
Revise the
recruitment process
for PhD
opportunities.
Review gender
composition of
undergraduate
admissions panels to
ensure male and
female
representation on
panels.
Mentoring for
postgraduate
students.
UEMS Research
Degrees
Committee Chair
Admissions Team
Leader (UEMS)
Success Measure
(monitoring mechanisms and indexes of
success)
Silver
All panellists receive information on
unintended bias.
Bronze
Working group set up to review all elements
of PhD recruitment from advertising
opportunities, through application and
selection process to ensure that this
continues to encourage a high level of female
applicants and appointments.
September
2014
Silver
100% PhD recruitment conforms to the code
of good practice.
September
2012
Bronze
100% of panels have male and female
representation
2012:100% of panels
included male and female
members (2012/13 52%
of our panellists were
female.)
Bronze
Mentoring system fully in place, with a
gender balance of mentors.
Complete
Mentoring system
established and
introduced in October
2013. 35 mentors
identified
March 2014
Reviewed
annually
KEY:
New silver actions
On-going bronze actions
Completed bronze actions
Further Actions
Planned for Silver
Additional
information on
unintended bias to
be made available
to panellists.
Review
commencing
June 2013
Reviewed
annually
UEMS Research
Degrees
Committee Chair
Progress against
Bronze success
measures
Progress: UEMS
recruitment process
reviewed and revised to
include a code of good
practice.
All students
undergo a formal
interview process
by a mixed gender
panel.
Annual reviews and
report to ASWG to
ensure balance
maintained.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
Silver
100% of students have a mentor and positive
feedback received.
3.6
Create and
implement UEMSspecific training and
support programme
for PhD mentors.
UEMS Research
Degrees
Committee
July 2014
Annually
thereafter
July 2015
3.7
KEY:
Respond to and take
action on student
feedback. The
Module And Course
Evaluation (MACE)
carries out evaluation
on-line, in an
anonymised way and
via a standard web
browser interface.
Monitoring via annual student survey, mentor
feedback and best practice sessions.
Bronze
Mentor training programme available.
UEMS Education
Quality and
Strategy Group
(EQSG)
New silver actions
May 2014
Annually
thereafter
From April 2014:
Collect feedback
and review,
modifying scheme
as required.
Mentor training
programme developed.
First mentor ‘sharing best
practice’ session held
March 2014.
Silver
80% of mentors participate in mentor-training
and support programme.
Bronze
First MACE survey completed with BSc
(Hons) Medical Sciences students, results
reported to EQSG and actions taken.
Deliver training for
PhD mentors
consistent with AS
principles, collect,
and respond to
feedback.
Monitor uptake and
report number of
trained mentors to
the Research
Degrees
Committee.
2013 MACE survey
results reported. Action
Plan developed and
agreed by EQSG
November 2013:
Following a review of the
questions additional AS
related questions included
in 2014 survey.
On-going bronze actions
Completed bronze actions
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
3.8
Review induction
materials for
undergraduate
students as part of
the plans for the new
UEMS BMBS and
Medical Sciences
programmes.
Programme
Director for
Medical Sciences
and Co-Director
of the BMBS
programmes.
Autumn 2014
Silver
Measured improvement in answers to
equality questions.
To be in place
for 2013/14
student intake
Bronze
Clear information available on the support for
female students and career path options.
Annually
thereafter
3.9
KEY:
Information on
support mechanisms
easily obtainable to
students who are
balancing studies
with family
responsibilities.
Programme
Director for
Medical Sciences
and Co-Director
of the BMBS
programmes.
New silver actions
To be in place
for 2013/14
student intake
Collect survey
results and take
forward gender
issues with EQSG.
Complete
Induction materials
reviewed and amended.
Silver
Information is up to date and reviewed
annually. Materials are gender balanced and
contain positive profiles of women.
Bronze
Students report they know where to find
information on parent and carer support.
(through MACE survey)
On-going bronze actions
Completed bronze actions
Annual review of
materials to ensure
they remain up to
date and consistent
with AS principles.
Students signposted to
information on support
mechanisms. Resources
modified in response to
student feedback.
MACE survey results
awaited to test
effectiveness.
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Action
Responsibility
Date (to be)
Implemented
Recurrent
date
(if required)
September
2014:
Annually
thereafter
3.10
3.11
Provide students with
separate sources of
support to deal with
medicine-related
problems
encountered by the
medical students
(such as
professionalism/
fitness to practice).
Pastoral Lead for
UEMS
Include an optional
session at Welcome
Week for students
who are parents and
carers.
Programme
Director for
Medical Sciences
and Co-Director
of the BMBS
programmes.
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Silver
A positive response from students on the
student support section of the MACE survey.
September
2013
Bronze
Pastoral Tutor network available to 100% of
UEMS students.
September
2015
Increasing levels of student satisfaction with
the network monitored through annual
student satisfaction questionnaires.
Welcome
Week 2013/14
Bronze
All students have the opportunity to network
with other students with family
responsibilities and facilitate informal peer
support networks.
Annually
From 2013: All UG
students have access to
the pastoral tutor network
in addition to their
personal/academic tutors.
In addition we have
designated International
Student Tutor, Disability
Officer, Equality &
Diversity Officer and two
new Dignity and Respect
Advisors.
Complete Information
provided to students at
networking event and
invited to informal
meeting. Feedback from
students suggested that
they preferred to be part
of the Student Guild
parent support group.
Further Actions
Planned for Silver
Continue to update
information to
students, via the
student handbook,
for example the
outcome of the
University review of
childcare
Review and
implement any
agreed changes to
the system.
The Student Guild is the
UoE equivalent of a
Student Union.
KEY:
New silver actions
On-going bronze actions
Completed bronze actions
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
Silver
All students invited to attend welcome week
activities of the University student parent and
carer support group.
3.12
All tutors to have
successfully
completed equality
and diversity (E&D)
training.
3.13
Explore and take any
necessary action to
address imbalance in
international student
recruitment
3.14
Pilot, with other
STEMM Colleges in
UoE, the SPRINT
programme with
female Medical
Sciences students.
KEY:
Programme
Director for
Medical Sciences,
Co-Director of the
BMBS
programmes and
Lead for Faculty
Development
BMBS and BSc
programme CoDirectors
September
2014
Monitored
annually
thereafter
September
2014
October 2014
Bronze
75% of tutors have completed University
E&D training (Staff on NHS contracts
complete compulsory NHS E&D training but
UEMS do not have access to these records.)
Silver
All Tutors complete E&D training as part of
induction and refresher training.
Silver
Admissions data shows the equal success
rates for male and female international
applicants throughout the selection process.
Chair ASWG and
Director of
Medical Sciences
Autumn or
Spring Term
2014/15
Silver
SPRINT programme delivered, feedback
collected and follow-up actions determined
New silver actions
On-going bronze actions
Completed bronze actions
University guild
representative will
be invited to future
UEMS welcome
week activities to
talk about Student
Guild parent
support group.
Training records show
75% of staff are E&D
trained.
E&D training
included in annual
tutor training.
Monitor recruitment
data for
international
students and if
required implement
any action required
to address gender
imbalance.
Finalise the
arrangements for
the pilot and
promote to Medical
Sciences students.
Collate and
respond to
feedback.
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Action
Responsibility
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Termly
Bronze
All new staff invited to attend VC Induction
Event and feedback gathered.
Complete
New staff invited to
University termly lunches.
May 2014
Recurring
termly
Silver
Annually, actively seek feedback from new
staff about induction lunch via focus groups
(AP1.4).
September
2009,
Reviewed
2012 and
recurring
biennially.
Bronze
Monitoring of the induction evaluation
feedback. Any gender specific issues will be
reported to the ASWG.
Date (to be)
Implemented
Further Actions
Planned for Silver
Recurrent
date
(if required)
4
Providing support around key career transition points
4.1
University induction
talk and lunch hosted
by the Vice
Chancellor and
Deputy Vice
Chancellor team.
UEMS HRBP and
UEMS
Communications
Manager
All new UEMS staff
invited for informal
meeting with
members of SMT
before/after locality
meetings.
4.2
4.3
KEY:
All new staff to be
informed of the
induction process at
the time of their
appointment.
Update UEMS
induction materials to
reflect changes in
UEMS.
Central HR and
UEMS HR.
UEMS HR Project
Team
New silver actions
May 2013
Silver
Improved satisfaction of induction process by
new staff (measure via induction evaluation
feedback).
Bronze
Existing induction materials are being
reviewed and updated to reflect the new
College structure, which will be included in
an online handbook.
On-going bronze actions
Completed bronze actions
From May 2014:
Before or after
termly locality
meetings new staff
to meet informally
with members of
SMT.
Complete
Review completed leading
to proposal for new
induction handbook
Review and act on
feedback biennially
starting in 2014.
Complete
New induction materials
developed and
introduced.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
Review in April
2015
4.4
Publish promotion
criteria for each
career path:
Education and
Research, Education
and Scholarship and
Research.
Central HR in
consultation with
College(s)
October 2006
Silver
Induction manual is updated to reflect
feedback (feedback collected from Induction
evaluation and Induction Facilitators)
Bronze
Staff surveys reflect improved understanding
of the process.
September 2016
Biennial review and
update of induction
materials.
Facilitate a network
of induction
facilitators to share
best practice.
Complete
Promotion criteria
published and publicised.
Focus groups feedback
suggests there is now
greater understanding of
the process although
support for applications
required (see AP4.5)
Silver
A greater number of successful applications,
an increase of at least 20%
Publicise the
criteria annually
through Promotions
Workshop.
Include information
for professional
services staff.
4.5
KEY:
Annual promotions
workshops. Including
good practice for
writing promotion
documentation.
UEMS HRBP
New silver actions
April 2013
Bronze
Positive feedback from participants about
value of sessions.
Repeated
Annually
On-going bronze actions
Completed bronze actions
Complete
Following feedback, case
studies of recently
promoted female staff
have been included.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
2015
4.6
Develop guidance on
talent management
to be used as part of
annual appraisal
processes.
Sub group of
ASWG with
Assistant Director
for Learning and
Development
July 2014
Silver
20% increase in number of applications for
promotion and equal promotion success for
women and men.
Bronze
ASWG will monitor promotion data initially
each March (see AP 2.1). ASWG will reflect
on the impact of this support mechanism on
applications for promotion from female staff.
Reviewed
Annually
4.7
Promote the
resources available
for those choosing
the education career
path.
Education
Enhancement
Unit
April 2013
Annually
4.8
KEY:
PhD Research
Conference - a
networking and
showcase event for
PhD students
Chair, Research
Degrees
Committee
New silver actions
September
2009
Bronze
Briefing sessions delivered on training and
qualifications relating to Teaching. Target
ECR staff and highlight to female staff via
ASWG and UEMS AS website.
Silver
Staff demonstrate awareness of training
opportunities in focus groups and surveys.
Bronze
100% of students participate. Positive
feedback from participants on the value of
the event.
Annually
On-going bronze actions
Completed bronze actions
A number of initiatives
have been put in place to
support the promotion of
staff (AP4.4 &4.5) in
addition managers are
encouraged to support
staff to take on additional
training and
responsibilities to expand
their experience.
Training opportunities and
information on
qualifications promoted
through the News in Brief,
website, and managers.
Follow up sessions
offered with the
UEMS HRBP for
help with writing
promotions
documentation.
Continue to raise
awareness of talent
management and
opportunities
available.
Promote the
ASPIRE
programme via the
ECR Network,
webpage and
newsletter.
Complete
2013 event received very
positive feedback with all
PhD students presenting
their work.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
Silver
Positive feedback from student parents and
carers about the flexibility of the event (via
event feedback forms).
4.9
Annual Showcase –
a networking and
showcase event for
researchers
Vice-Dean for
Research and
UEMS Research
Support Team
January 2013
Bronze
Gender balance achieved of female
participants and speakers.
June 2014 and
annually
thereafter
Event is planned for
April/May 2014 and
flexibility has been
offered to those
who are parents
and/or carers.
Complete
Gender balance achieved
for 2013 with (52%)
female participants and
150 posters (of which
87% were from female or
mixed gender teams).
Silver
Gender balance 2014, 2015, and 2016.
Positive feedback from participants collected
via event evaluation process.
4.10
Promote the Impact
Awards:
Research with
impact that delivers a
benefit or
contribution to
society.
Events Manager
Research and
Knowledge
Transfer
June 2013
Biennial
Bronze
Increased participation from UEMS female
staff members in the impact awards.
In 2011, PCMD teams
shortlisted were
composed of five men
and one woman.
In 2013, UEMS teams
shortlisted were
composed of twenty men
and eighteen women.
Plan future events
to ensure continued
gender and
diversity balance.
Collect data and
feedback on these
events and review.
Celebrate the
achievements of
female members of
staff and encourage
continued
participation.
Successful female
applicants have received
KEY:
New silver actions
On-going bronze actions
Completed bronze actions
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
4.11
Explore staff
mentoring options
through consultation
and assessment with
staff.
ASWG with
Assistant Director
of Learning and
Development
UEMS HRBP to
monitor scheme.
December
2013
Bronze
Develop a staff mentoring model in
consultation with staff.
Reviewed
Annually
publicity for their
achievements, promoted
within the University and
externally as positive role
models.
Complete
Mentoring discussed with
staff and model in
development.
March 2014 Sub-group
set up to consider
mentoring.
Silver
Recommendations made to DEG for new
mentoring scheme actioned.
4.12
KEY:
To promote the
Aurora programme:
encourage women in
leadership in
academic
institutions.
UEMS
Communications
Manager
New silver actions
November
2013
Bronze
Female staff in UEMS aware of the
programme and applying for the programme.
November
2014
Silver
Feedback from initial cohort reviewed and
recommendations made for further
participation acted upon.
On-going bronze actions
Completed bronze actions
Recommendations
for mentoring made
in July 2014 to
DEG.
Proposals
implemented, with
required training
support.
Course promoted to
UEMS staff; 12
applications received and
three UEMS staff
selected.
Review feedback
from participants.
Encourage further
participation in the
programme if
appropriate.
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4.13
4.14
Action
Responsibility
Date (to be)
Implemented
Recurrent
date
(if required)
May 2013
The Springboard
Programme is a
national, personal,
and professional
development
programme designed
especially for women
and run.
UEMS
Communications
Manager
Exit questionnaires
are in place and
promoted for every
leaver.
ASWG and HRBP
Promote
annually
through staff
newsletter
September
2013
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Bronze
Female staff aware of and applying for the
Springboard programme.
Complete
Courses in Exeter and
Cornwall promoted.
Silver
Increase in UEMS staff taking part in
Springboard and positive feedback received.
Bronze
Improved completion rates improved.
4.15
Encourage female
applicants for clinical
academic positions
HRBP & ViceDean Research
September
2014
Annual
KEY:
New silver actions
Feedback from
participants used to
promote future
courses and
improve course.
Staff consulted on why
the questionnaire is not
completed.
ASWG has contributed to
a University wide review
of Exit Questionnaires.
September
2014
Silver
Increased proportion of female clinical
academic appointments from 23% to 35% in
line with Medical School Council national
figures.
On-going bronze actions
Completed bronze actions
Further Actions
Planned for Silver
Implement revised
University
questionnaire
following the
completion of the
review.
Encourage
applications from
female candidates
to these positions
by active mentoring
through one-to-one
conversations,
inviting visits and
positive role
models.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
5
Ensuring a fairness, transparency and competence in relation to staff appointments
5.1
Ensure that all
members of staff
who sit on interview
panels have
undertaken
Recruitment and
Selection training.
UEMS Dean and
HRBP
December
2013
Bronze
Mandatory training reports reviewed and
assessed by UEMS HRBP.
Monitored via termly training report.
Annually
Silver
100% of staff on panels have completed
recruitment and selection training.
Complete
Additional bespoke UEMS
training courses offered to
improve uptake of
training.
Line managers to
encourage uptake
of training. Newly
recruited line
managers have
recruitment and
selection
incorporated into
their induction
programme.
Monitored via termly training report
5.2
KEY:
Recruit all academic
posts (including
research posts) via
the Trent erecruitment system.
ASWG Chair,
Central HR
New silver actions
Academic year
2014/15
Bronze
Full recruitment data available for all posts
Annually
On-going bronze actions
Completed bronze actions
University systems being
developed to facilitate
additional recruitment.
Enhanced data
collection and
analysis of
recruitment data
possible.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Bronze
Increased uptake of training, monitored via
termly training reports.
Increased uptake of
training, by female staff
and PGRs. Information on
sources of information
displayed in public areas.
Information on training
provided in newsletters,
staff briefings, and emails
to all staff.
Feedback on training
provision invited during
annual focus groups.
Annual appraisal process
and training promoted
through the staff
newsletter and UEMS AS
website.
Training days to be
arranged to
improve staff
access to key
courses and those
with high demand
Recurrent
date
(if required)
6
Supporting career development opportunities for all staff
6.1
Increase staff and
student awareness of
training and
development
opportunities.
ASWG Chair.
March 2013
March 2014
6.2
6.3
KEY:
Ensure that all staff
have a formal
appraisal. Survey
results indicated that
84% of academic
staff (including
researchers) had a
formal annual
appraisal.
Central HR in
consultation with
College(s)
April 2002
Appraisers to have
received training
prior to carrying out
an appraisal.
Dean’s Executive
Group & HRBP
Reviewed in
2004, 2010
and 2012.
Further
reviews in
2014 and as
required.
New silver actions
April 2014
Review impact
of training in
April 2016
Bronze
Progressive increase in all staff completing
the appraisal process. New data on uptake
available in September 2014 following staff
survey (delayed from March 2014).
Silver
Following University review, increased
positive feedback about the appraisal
process (via staff survey).
Bronze
Feedback from staff survey will provide data
on the quality of appraisals and show
whether training of appraisers has had a
positive impact.
Silver
Improved feedback from staff about the
On-going bronze actions
Completed bronze actions
Appraisal process
under review by the
University; UEMS
staff feedback
being feed in to this
process.
Uptake of training being
monitored and attendance
promoted.
New line managers
given details about
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
appraisal process via staff survey and focus
groups.
6.4
Investigate whether
staff would find an
ECR network
supportive.
ASWG Chair
December
2013
Annually
6.5
Support and
promote a University
wide female
professors network
Induction
Facilitators
April 2014
6.6
Researcher survey
for the HR
Excellence in
Research Award.
Central HR with
Vice-Dean of
Research
May 2013
Annually
KEY:
New silver actions
Bronze: Produce a comparison of the
network models in place in other
departments and other Universities and
consult staff and PhD students.
appraiser training in
induction.
Complete
Network established.
Silver
ECR Network well established and with
positive feedback (via Focus Groups). Links
made with other ECR networks in the
University.
Silver
UEMS female professors report the network
helpful and it serves to provide positive role
models for junior staff
Bronze
Improved training provision for ECRs,
measured by training attendance data.
On-going bronze actions
Completed bronze actions
Collect and
respond to
feedback from
researchers on the
network annually.
Promote network to
new staff.
Encourage links
between this and
ECR network.
Complete
The survey found 78% of
respondents reported
feeling encouraged to
engage in personal and
career development.
In response to other
findings a Researcher
Development Officer has
been employed (0.2FTE)
as a dedicated Career
Coach for Research Staff
and increased sessions
on career planning,
development and
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
management have been
offered. ECRs are
encouraged to attend the
1-day Careers Explorer
course.
Silver
Continued increase in positive feedback from
researchers about career support (via staff
survey).
6.7
KEY:
Provision of a fiveyear scheme
“INSPIRE”,
developed by the
Wellcome Trust. This
aims to encourage
medical and dental
undergraduates to
pursue scientific
research.
Professor Tamsin
Ford
New silver actions
February 2013
Runs to 2018
Bronze
ASWG to receive reports and feedback on
INSPIRE activities to inform future actions.
On-going bronze actions
Completed bronze actions
Taster days with staff
across UEMS in
conjunction with Bristol,
Cardiff, and Plymouth
medical schools in the
spring and autumn of
2013.
Four students (three men
and one woman – ratio
reflects applicants)
completed summer
studentships – two at
UEMS.
A conference was held for
students to hear about
research opportunities
and careers, with
Monitor UEMS staff
uptake and
feedback by gender
of Researcher
Development
courses. Advertise
opportunities as
they arise via the
News in Brief and
UEMS website.
Second round of
applications now
being run, and we
will continue to run
tasters and
studentships on an
annual basis, with
careers evenings
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
excellent feedback.
Presentations were
balanced by gender (one
male and one female
graduate presenter, one
male and female student
presenter). Attendance
was also balance, 50:50
female: male reflecting
the student body
Silver
Increased number of female applicants for
studentships.
7
Ensuring a fair and open departmental organisation and culture
7.1
Define the
governance and
committee structure
for UEMS.
KEY:
UEMS College
Manager and
UEMS Operations
Officer on behalf
of UEMS SMT
New silver actions
April 2014
Review April
2016
Bronze
Committee structure defined with
membership and terms of reference
published to all staff and students. All
committees have female representation.
Committee structure being reviewed under
Equality Impact Assessment procedures to
ensure no unintended bias exists.
On-going bronze actions
Completed bronze actions
Seek to increase
the number of
female applicants
for studentships, by
increased
advertising and
ensuring that
female role models,
at all levels, are
available.
Complete
Membership reviewed
and terms of reference
published on the intranet.
Equality Impact
Assessments completed
confirming they have ‘no
negative impact on people
with protected
characteristics’ and ’likely
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
positive impact on gender,
pregnancy, and
maternity’.
Silver
All key management committees continue to
have female representation and include a
statement about core hours within their terms
of reference. Monitored by annual review of
membership gender balance.
7.2
Ensure that AS
updates are
communicated to all
staff and there are
ongoing
opportunities for all
staff to contribute
feedback and ideas.
ASWG Chair.
November
2013
Monthly and
Termly
Bronze
UEMS “News in Brief” launched. AS updates
given in monthly issues and articles
celebrating success are included,
(promotions, new appointments, grant
awards etc. Evidenced by regular items in
News in Brief, Locality Meeting agendas,
photos of Celebration event.
Silver
ASWG receives reports every term on senior
committee discussions and AS related topics
reported to SMT (AP 2.2).
KEY:
New silver actions
On-going bronze actions
Completed bronze actions
Ensure when new
appointments are
made to
committees they
continue to have
gender
representation.
Complete
AS developments and
issues in the UEMS News
in Brief. AS updates at
staff locality meetings.
Key governance
committees now include
an AS agenda item.
School wide celebration
event held to mark the
Bronze Award.
A summary of
these AS related
discussions to be
reported the ASWG
to collate and report
to SMT
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7.3
Action
Report to SMT and
UASWG on actions
undertaken by
ASWG.
Responsibility
Date (to be)
Implemented
UEMS College
Manager and CoChairs of ASWG
Recurrent
date
(if required)
August 2012
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Bronze
ASWG regularly reports to UASWG and
learns from other College activities.
Regularly monthly reports
provided to the University
group and
recommendations from
other Colleges feedback
to ASWG.
Minutes of the University
ASWG to be shared with
UEMS group.
Annual reports made to
SMT- April 2013, March
2014. Monthly reports to
ASWG.
Silver
Greater access provided to School and
University ASWG papers and reports.
7.4
KEY:
Keep the UEMS AS
web pages up to
date with information
on relevant
upcoming events,
and issues.
UEMS Operations
Officer
New silver actions
August 2012
Bronze
As events and initiatives are developed these
are added to the news section of the UEMS
AS Webpages. Staff and students are more
aware of the support mechanisms which are
in place e.g. for maternity leave etc.
Silver
Staff and students show awareness of
support mechanisms available in annual
focus groups and surveys.
On-going bronze actions
Completed bronze actions
Further Actions
Planned for Silver
July 2014
University and
College ASWG
agendas, minutes,
and papers to be
published in a
shared area, to
enable staff and
student access.
Regular updates to the
webpages.
Further actions
planned to develop
the website to
display key
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
documents and
resources for
example links to
training, childcare,
flexible working
policies, and PGR
information.
7.5
Dignity and Respect
Advisors Network.
ASWG Chair and
Central HR
May 2014
Bronze
Network of advisors expanded.
Review May
2016
Network has been
expanded and advertised
widely to staff and
students. The number of
advisors has increased
from 14 to 22. The gender
balance has also
improved
The network was
advertised via UEMS
News in Brief and link to
on the ASWG website.
Silver
Further expansion of the network to ensure
all UEMS sites have representatives.
7.6
KEY:
Monitoring our media
and web profiling of
UEMS Women.
UEMS
Communications
Manager
New silver actions
May 2014
Continually
Bronze
Monitoring process in place. UEMS women
leading in at least 50% of media and web
materials.
On-going bronze actions
Completed bronze actions
Some geographic
locations continue
to be poorly
represented.
ASWG to raise
awareness and
encourage further
volunteers.
Completed
UEMS Communications
Manager actively
managing presentation of
gender balanced positive
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
role models.
Dean
Publish quarterly at
least one positive
news story about
the achievements
of a female
member of the staff
or student body.
Silver
All academic and research staff are using the
revised workload model
Workload model
rolled out across
the School with
training provided.
7.7
Introduce a revised
workload model
across the School.
8
Providing quality Maternity/Adoption/Paternity/Carer and Flexible working opportunities
8.1
Confidential parental
entitlement meetings.
UEMS HRBP
September
2014
Silver
Increase the coverage given to UEMS
women in the media and online. A minimum
of 12 per year.
February 2012
Continually
Bronze
One to one confidential meetings to explain
parental leave policies, discuss support prior
to and on return from leave, use of Keeping
in Touch Days. Including a discussion of
adjustments in hours on return to work.
Silver
Positive feedback from parents/carers about
support received from HRBP (collected in
Focus Groups).
Meetings with HR taking
place for all staff taking
significant periods of
parental leave.
Improved paid paternity
leave entitlement
introduced in Dec 13.
Collate and
respond to
feedback from
parents/carers.
Increase line
manager
KEY:
New silver actions
On-going bronze actions
Completed bronze actions
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
awareness of the
variety of flexible
working patterns by
the use of case
studies on ASWG
website.
8.2
8.3
8.4
KEY:
Confidential
Occupational Health
Support.
Occupational
Health Team
The University
operates a childcare
voucher scheme
enabling parents to
choose a child care
provider of their
choice.
Central HR
Online maternity
leave and pay
calculator.
Central HR
February 2012
Bronze
Supported maternity risk assessments in
place, via an online form.
Review
scheduled July
2014
Silver
Staff consulted about maternity risk
assessment.
September
2005
Bronze
Increased awareness of the scheme,
measured by uptake and survey.
Silver
Staff report satisfaction with childcare
provision (or all sorts) available (via staff
survey).
Information incorporated
in job inductions and on
‘Working here’ website
Bronze
Staff have greater access to information on
leave and pay during their maternity leave.
On-line calculator is
available and receiving
positive feedback as staff
can access information
confidentially at any time.
Provision
reviewed in
2012
New silver actions
April 2009
On-going bronze actions
Completed bronze actions
Complete
This has seen an increase
in informal adjustments to
workload for pregnant
staff, especially those who
are laboratory based.
Collate and
respond to
feedback.
Review support on
an annual basis.
Continue to
promote vouchers
and childcare via
AS website,
newsletters and
induction
handbook.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
Silver
Positive feedback from maternity, paternity
and adoption leave in focus groups 2015
(AP2.4) about provision.
8.5
8.6
KEY:
Support the
University review of
nursery provision
and need across all
campuses. Currently
on-site provision is
available at the
Streatham Campus.
ASWG
Support the
University review of
maternity cover
provision for grant
funded positions
Chair, ASWG
New silver actions
January 2014
revised to
June 2014
Bronze
Review complete and needs of all localities
are included.
September
2015 and
annually,
thereafter
Silver
Staff satisfaction with University nursery
provision improves. Measured though the
staff survey.
January 15
Silver
Outcome of review known and actions
implemented.
On-going bronze actions
Completed bronze actions
Progress A member of
UEMS is included on the
University Steering Group
for the review.
Discuss maternity,
paternity and
adoption leave at
2015, 2016, 2017
focus groups and
act on feedback.
Review completed,
and
recommendations
and actions agreed.
Through AS
website, staff
briefings, and
newsletters ensure
staff at all localities
are kept informed
on the progress
and are
encouraged to take
part in review.
Participation in the
review lead by
Professor Nick
Talbot.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Bronze
Promoting female scientists as positive role
models to schoolchildren and wider
community. Providing female ECRs an
opportunity to be involved in public
engagement and heighten their academic
profile.
Schools outreach
programme delivered. In
2014, 67% of the activity
providers were female
and 45% participants
were female. Truro
Locality participated in the
Nuffield science
programmes and received
positive feedback.
Further Actions
Planned for Silver
Recurrent
date
(if required)
9
Ensuring a gender balance in outreach activities
9.1
Participate or run
specific programmes
to encourage school
age pupils to
consider science
careers.
Outreach
Academic Lead
2006
Annually
UEMS continue to
participate in the
Realising Opportunities
programme (see section
4.3.2.5).
Silver
Gender balance achieved in providers and
participants of outreach activities.
9.2
Alumni engagement.
Development and
Alumni Relations
Team
September
2013
Bronze
Explore the existing networks and consult on
how these can be used within UEMS.
Continually
KEY:
New silver actions
On-going bronze actions
Completed bronze actions
Annual workshops
and a new 2015
workshop session
for the UG and
PGR students to
design an outreach
activity organise
and run the event.
Complete. Female alumni
group met with UEMS
staff. Plans in preparation
to invite high profile
alumni to speak at UEMS
events.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Recurrent
date
(if required)
September
2016
9.3
Support the
establishment of
public engagement
groups
PenCLAHRC
Public
involvement
Team
Dr Ruth Garside
(HEPE)
Dr Helen
Featherstone
(Catalyst)
January 2008
October 2013
Silver
Alumni involved in UEMS events and
networks.
Bronze
Increased involvement of Peninsula Public
Involvement Group (PenPIG) in research
projects in the medical school
Promote the work of the group and public
engagement on the UEMS website.
As UEMS builds its
own alumni, the
School hopes to
invite them to
speak regularly at
student and staff
events.
Complete
Following the success of
the PenPIG in Exeter a
sister group (HEPE) has
been established in Truro.
UKRC Catalyst Fund
(Associate Professor
Katrina Wyatt Co PI; Dr
Helen Featherstone)
promoting engagement
within/outside of the
University (see section
4.3.2.5)
PPI also included in
BMBS teaching
programme.
Silver
With the addition of the UK RC Catalyst fund
and the Health and Environment Public
Engagement (HEPE) group, public
engagement in UEMS research expanded
and built into budgets and outputs of more
research projects.
KEY:
New silver actions
On-going bronze actions
Completed bronze actions
Funding for
PenPIG, HEPE,
and other
engagement
mechanisms to be
built into all relevant
research grants, to
ensure long term
funding base.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Progress against
Bronze success
measures
Further Actions
Planned for Silver
Minutes of the ASWG are
shared with the University
ASWG.
Exchange of ideas
and views
continues.
Recurrent
date
(if required)
10
Providing good communication channels and opportunities to share and adopt best practice
10.1
Share and learn from
best practice across
the University in
relation to AS
initiatives.
10.2
10.3
KEY:
Share and learn from
best practice on
gender matters via
the University wide
Gender Equality
Group (GEG).
Support other UoE
Colleges in preparing
their AS
submissions.
ASWG Chair
March 2012
Every month
during term
time
Chairs of the
GEG and ASWG
September
2009
Bronze
UEMS adopts best practice from other
Colleges with in UoE and shares new ideas
via the UASWG.
AS initiatives across the
different colleges are
discussed at the
University ASWG and
reported back to ASWG.
Bronze
Information sharing between these groups.
Termly
Minutes of the University
ASWG are circulated to
the UEMS group.
Complete
Members in common
between the two groups
to report issues of
common interest.
Silver
Increased awareness of common issues and
sharing of best practice between UEMS and
GEG.
Chair, ASWG
New silver actions
April 2013
Bronze
College initiatives shared and adopted at
Institutional level, and lessons learned.
On-going bronze actions
Completed bronze actions
Sharing of minutes
between the two
groups via
UASWG.
Regular progress reports
shared through the
University ASWG.
Informal weekly AS
Seek additional
opportunities for
joint activities.
Share submissions
and feedback from
departmental
awards.
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Action
Responsibility
Date (to be)
Implemented
Success Measure
(monitoring mechanisms and indexes of
success)
Recurrent
date
(if required)
As requested
10.4
10.5
KEY:
Learn from and
contribute to national
initiatives relating to
AS.
Promote Role
Models.
ASWG
Research and
Knowledge
Transfer and
Vice-Dean of
Research
New silver actions
September
2012
Actively as
opportunities
occur.
March 2013
Annually
Bronze
Members of ASWG engaged in national
initiatives.
Progress against
Bronze success
measures
project officers meetings
held to share progress
and good practice.
Feedback on Bronze
award shared with other
University Colleges.
UEMS initiatives adopted
by UoE, e.g. Career
Break Pilot.
Several ASWG members
actively engaged with
ECU; member of the ECU
Medical Advisory Group,
participants in workshops,
and members of review
panels for AS
applications.
Silver
Members of ASWG continue to engage and
support national gender initiatives.
Bronze
Review the statistical analysis of the gender
split of speakers at University events and VIP
visits to ensure that we are promoting female
role models and providing equality of
opportunity.
Silver
A wider range of UEMS speakers are asked
to speak at University Events.
On-going bronze actions
Completed bronze actions
Further Actions
Planned for Silver
Continued
engagement with
ECU.
Increasing numbers of
women speakers and
VIPs.
Promote role
models via
speakers, website,
and case studies.
88