Athena SWAN Bronze award application form
Name of institution: University of Bath
Year: 2009
Contact for application: Marlene Bertrand
Email: M.A.Bertrand@bath.ac.uk
Telephone: 01225 383098
SET departments:
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Architecture & Civil Engineering
Chemical Engineering
Electronic & Electrical Engineering
Mechanical Engineering
Biology and Biochemistry
Chemistry
Computer Science
Mathematical Sciences
Pharmacy and Pharmacology
Physics
School for Health
An Athena SWAN Bronze award demonstrates that an institution as a whole has a solid
foundation of policies and practices to eliminate gender bias and an inclusive culture that
values female staff. We also look for evidence of commitment to the 6 Athena SWAN
principles at a senior level.
Click here for additional guidance on completing the form.
Letter of endorsement from a Vice-Chancellor
An accompanying letter of endorsement from your Vice-Chancellor (or equivalent)
should explain how SWAN plans and activities contribute to the overall university
strategy (maximum 500 words). The letter provides the opportunity for the ViceChancellor to confirm their support for the application and to endorse and commend any
activities which have made a significant contribution to the achievement of the university
mission in relation to science, engineering and technology (SET).
1. Description of the institution
Provide a summary of your institution (maximum 250 words), including information such
as whether it is research or teaching focussed, the number of students and staff
(academic and support staff separately), association with university mission groups (e.g.
1994 group, Russell Group, Million+), the size of the SET departments and any other
relevant contextual information.
1
The University of Bath is an internationally recognised research University offering high
quality teaching in an innovative learning environment. The University aims to be a
centre of academic excellence, where high quality research and high quality teaching
are mutually sustaining, and where the context within which knowledge is sought and
applied is international as much as regional and national. The University recognises its
role as a strategic partner in the South West region, and therefore aspires to contribute
to the region's economic growth, social development and environmental sustainability.
On 1 August 2008 there were 1079 academic staff (academic, research, teaching
fellows), 464 academic related staff, 643 clerical staff, 369 manual and 152 technical
staff. These are all headcounts. On 1st December 2008 the University had 13218
students.
The SET departments contain the following numbers of staff (headcount) - The Faculty
of Engineering and Design contains 329 staff. The Faculty of Science contains 544
staff. The School for Health has 69 staff. Other faculties and academic departments
account for 740 staff.
This University is a member of the 1994 Group. This Group brings together 18
internationally renowned, research-intensive universities.
2. Institutional polices and procedures
Provide evidence of the following policies, preferably through hyperlinks to your website.
Briefly explain (maximum 100 words for each) how these policies are disseminated and
communicated and what training is given on implementing them. (E – Expected)
(i)
Gender Equality Scheme (GES) and/or action plan. (E)
The GES and Action Plan are disseminated across the University through a variety of
methods. The draft was widely consulted on and amendments were made following this
consultation. It was discussed by the senior management and championed by Pro-ViceChancellor/Professor Jane Millar. A summary leaflet has been produced and circulated
to all Heads of Department, members of the Equality and Diversity Network (for
discussion in departmental meetings). Participants discuss the principles of the GES at
all corporate inductions. The Equality Schemes Project Management Group monitors the
actions on the Action Plan and this is reported to the Equalities and Diversity Committee
on a quarterly basis.
http://www.bath.ac.uk/vc/equalitydocs/gender-equality-scheme.html
http://www.bath.ac.uk/vc/equalitydocs/gender-equality-action.html
(ii)
Equal Opportunities Policy. (E)
The discussion about equalities in corporate induction includes information about
equalities and diversity. The Staff Development team has introduced a policy to embed
equality issues in relevant training courses such as management development courses,
recruitment and selection courses and other courses where equality, fair treatment and
fair chances are being discussed.
http://www.bath.ac.uk/hr/policies/equalities/eocodeofprac.html
(iii)
Flexible Working Policy. (E)
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Flexitime a flexible working scheme was introduced in September 1999 for all groups of
staff other than academic staff. Academic staff contractually benefit from flexible working
arrangements. http://www.bath.ac.uk/hr/policies/flexibleworking/index.html
Part-time; term time and job share. A small number of staff work term-time only when
the operational needs permit. The University has a number of staff working part-time.
The Human Resources Department is currently drafting a job share policy.
http://www.bath.ac.uk/hr/policies/flexibleworking/index.html
Home Working. Although there is no formal home working policy, a number of staff
work from home on an occasional or in some cases a regular basis. Advice on the health
and safety aspects of home working is available on the Safety, Health and Environment
website. http://www.bath.ac.uk/internal/safety/
(iv)
Harassment Policy and Procedures. (E)
The Dignity and Respect for Students and Staff of the University of Bath: Policy and
Procedures for Dealing with Complaints is available to staff at corporate induction. A
copy of the document has been circulated to all heads of department and departmental
equality co-ordinators. The policy is discussed at relevant corporate training courses.
http://www.bath.ac.uk/universitysecretary/equalities/policies/08dignityrespectpolicy.html
Training relating to the Mediation Service is available. Staff attend these briefing
sessions on a voluntary basis. Postcards have been circulating as a more informal way
of publicising the Service. Information about the Service is provided at staff induction
and through leaflets.
http://www.bath.ac.uk/universitysecretary/equalities/policies/mediation.html
(v)
Maternity/parental/adoption/paternity leave policies. (E)
Maternity Leave The Maternity Leave Policy was revised in October 2008 and exceeds
the benefits available under the statutory scheme.
http://www.bath.ac.uk/hr/policies/absence/maternity/matleave08.html
Adoption Leave. The University is generally able to extend the benefits of the Maternity
Leave Policy to those wishing to adopt.
http://www.bath.ac.uk/hr/policies/absence/familyleave.html#adoption
Fostering Leave Where advance notification of the intention to foster is given special
leave can be obtained.
http://www.bath.ac.uk/hr/policies/absence/familyleave.html#fostering
Parental Leave is available to staff who have completed one year’s service with the
University. http://www.bath.ac.uk/hr/policies/absence/familyleave.
Family Leave (formerly Paternity Leave). Parents may take full pay Family Leave for a
period of two weeks. Same sex couples are also entitled to this benefit.
http://www.bath.ac.uk/hr/policies/absence/familyleave.html#family
These policies are all available on the Human Resources website; details of the policies
will be circulated shortly to Heads of Department to facilitate wider awareness and
discussion.
(vi)
Training and development policies. (E)
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The Staff Development Policy is available on the Staff Development Website. In
addition staff are made aware of the policy through their annual Staff Development and
Performance Review Meeting. Several courses are offered through ‘Horizons’ (the
University’s guide to training and development opportunities) that is sent to every
employee in the University. There are a number of bespoke training courses delivered
to commissioning departments. All staff discuss and agree their training and
development needs for the coming year on an annual basis with their line manager. A
report is taken to the Equalities and Diversity Committee with the results of training and
development undertaken through the Staff Development Unit.
http://www.bath.ac.uk/staff-development/about/policies/sdpolicy.html
(vii)
Work-life balance policy.
The University has a number of policies and procedures in place that support work-life
balance.
Unpaid Leave Discretionary leave, paid or unpaid, may be given in response to
particular circumstances; guidance is given by the Human Resources Department.
Dependant Care Leave There is a statutory provision for staff to take a reasonable
amount of unpaid time off work to deal with family emergencies.
Parents & Carers Flexible Working Policy This policy applies to staff who are parents
of children and to those who are caring for an adult.
http://www.bath.ac.uk/hr/policies/flexibleworking/parentalupdated.html
Compassionate Leave Paid leave may be granted to staff who have suffered the death
of an immediate family member. A longer period is given if the employee is responsible
for organising the funeral arrangements of the deceased person.
These policies are all available on the Human Resources website; details of the policies
have been circulated to Heads of Department to facilitate wider awareness and
discussion.
(viii) Equal pay reviews and action plans.
An Equal Pay Review was carried out in 2008/09 using salary data as at 1 August 2008.
The data was considered by an Equal Pay Review Group which included the Equalities
and Diversity Manager and the Vice-Chair of UNITE. The Action Plan and Equal Pay
Policy were approved by the Vice-Chancellor’s Group in March 2009 and was
considered in April by the Equalities and Diversity and Committee and accepted by the
University’s Executive Committee. The Policy will shortly be disseminated more widely,
including on the web. This is the University’s first equal pay review.
(ix)
Other relevant policies and procedures (see guidance).
The University has a childcare voucher scheme which is available to all staff. The
Scheme was introduced here in 2003 and has widespread support from staff and
students some of whom are in SET departments. Leaflets and posters are displayed
around campus and in literature for new starters.
http://www.bath.ac.uk/hr/policies/general/care4/factsheet.html
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Promotion Procedures
New procedures for promotions within the Education and Research Job Family to the
posts of Senior Lecturer, Senior Research Fellow, Senior Teaching Fellow, Reader and
Professor have been adopted in 2008/09. This new procedure is listed on the Human
Resources website with clear guidance for managers and staff on how to apply the
procedure.
http://www.bath.ac.uk/hr/recruitment/doc/careerprogression.pdf
Celebrating Diversity Month 2008
A programme of events took place in February 2008. It attracted a considerable number
of members of the University community and was planned by a representative group
which included the Student’s Union. This event was communicated widely including to
the University Council and endorsed by the senior management of the University.
Professor Teresa Rees presented a paper on the position of women in SET as part of
the programme of events.
http://www.bath.ac.uk/universitysecretary/equalities/policies/edc0708report.html
3. Baseline gender data
Provide data for the past three years (including appropriately labelled graphical
illustrations where possible) on the data sets listed below. (E – Expected)
Tables and graphical illustrations should be included in a separate spreadsheet with the
data clearly labelled.
(i)
Female:male ratio of academic staff at each grade – researcher, lecturer,
senior lecturer, reader, professor (or equivalent) – across the whole institution
and in SET departments. (E)
(ii)
Female:male ratio of Heads of School/Faculty/Department across the whole
institution and in SET departments. (E)
(iii)
Female:male ratio of academic staff job application and success rates –
across the whole institution and in SET departments. (E)
(iv)
Female:male ratio of academic staff promotion rates across the institution
and in SET departments. (E)
(v)
Gender balance on the senior management team at university level. (E)
(vi)
Gender balance on influential committees at university level. (E)
(vii)
Female:male ratio of academic staff on fixed-term contracts vs. open-ended
(permanent) contracts – across the whole institution and in SET departments.
(E)
(viii)
Female:male academic staff turnover rates by grade and maternity return
rates – across the whole institution and in SET departments. (E)
Calculated from 2006 to early 2009,158 women across the University have taken
maternity leave. Of this number 3 academics and 10 researchers in SET
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departments took maternity leave and returned to work. In other academic
departments 17 academics, 5 researchers and 2 teaching fellows took maternity
leave and returned to work. There were no academic or research non-returners
in SET departments but in other academic departments there were 2 researchers
and one teaching fellow who did not return to work.
(ix)
Evidence from equal pay audits/reviews.
(x)
Female:male ratio of staff in the Research Assessment Exercise (RAE) 2008
– across the whole institution and in SET departments.
(xi)
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Other relevant data, e.g. results from staff surveys.
Results of the 2007 staff survey told us that 86% - 97% [88% - 97% benchmark
with other Universities] of our staff feel that the University respects equally,
people of different genders, nationalities, ethnicities, differently abled, ages and
sexual orientation. 81% - 92% [81% - 90% benchmark] of staff feel that the
University acts fairly, regardless of ethnic background, gender, religion, sexual
orientation, disability or age with regards to: a) Recruitment = 92% b)Career
progression/promotion = 81%
The University is a member of Opportunity Now and has been for 7 years.
4. Analysis of baseline data
Please evaluate and comment on the data from the previous section where applicable
(maximum of 100 words per question).
(i)
Gender balance of academic staff – comment on the main areas of concern
and how you plan to address them. For example, is there evidence that women
and men are appropriately represented at all levels of the workforce? Are there
differences in SET departments? (E)
Currently at this University the female overall academic population is very close
(41%) to the national academic female population of 42.3% (Equality in Higher
Education Statistical Report 2008). On 31 July 2008 there were 179 professors
(headcount), 163 (91%) male professors and 16 (9%) female. In the SET
departments at this University there were 7 (7.4%) women professors on that
date. This is a slight increase over the 3 years of this study. Nationally 8.0%
of all SET professors are female (UKRC statistics). Some departments including
SET have increased the ratio of women working in academic posts over the
period.
(ii)
Gender balance at Head of School/Faculty/Department level –comment on
the main areas of concern and achievement and how you plan to address them.
For example, are women and men appropriately represented at this level? Are
there any differences in SET departments? (E)
Over the past 3 years there have been slight changes in the ratio of women to
men at head of school/faculty/department level. The University has had women
as heads of department in departments in the Faculty of Humanities and Social
Sciences and in the Division for Lifelong Learning. There is a noted difference in
this period because there have not been any women as heads of department in
the SET departments. We expect this to change as the pool of more senior
female staff increases.
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(iii)
Job applications and success rates – comment on any implications of this for
the institution and how you plan to address any disparities. For example, are
women and men equally successful at all stages of the job application process?
Are there differences in SET departments? (E)
Over the 3 year period the percentage of women appointed to academic,
research and teaching fellow posts in SET departments has remained largely
unchanged. Over this period women have made up 33% of all these
appointments in SET departments. In SET departments men are more likely to
be appointed to academic posts. The revised recruitment and selection
guidelines provide advice on the composition of selection and interviewing
panels. Following the recent impact assessment it is now mandatory that the
Chair of all interviewing panel undergo recruitment and selection training
(including fair selection).
(iv)
Promotion rates – comment on any implications of this for the institution and
how you plan to address any disparities. For example, are men and women
equally likely to be put forward? Are male and female applicants for promotion
equally successful at all levels? Are there differences in SET departments? (E)
Men and women are equally likely to be put forward for promotion. The new
promotions procedure is widely advertised to all relevant staff and guidance on
the application of this new procedure is clearly stated. The numbers are small
and there is little difference in women in SET departments or indeed in the
university as a whole gaining promotion once the proposal has been received in
the Annual Promotions Round.
(v)
Gender balance on the senior management team – comment on the numbers
of men and women on the SMT and how you plan to address any disparity. (E)
The numbers of men and women on the SMT has remained fairly constant over
the past 3 years. There was a slight staff change on 31 July 2008 when one
woman joined and one man left the SMT. The ratio therefore increased to 0.36:1
women: men. Half the Vice-Chancellor’s Group is female. The Vice-Chancellor
and one of the University’s 2 Pro-Vice-Chancellors are women.
(vi)
Gender balance on influential university committees – comment on the main
areas of concern and how you plan to address them. For example, are women
and men appropriately represented on senior decision-making committees? How
do you avoid committee overload where numbers of women are small? How are
vacancies filled and women encouraged onto committees, especially where
turnover is low? Are the positions advertised? (E)
There is good representation of women on some senior decision-making
committees. Following an impact assessment of a selection of committees within
the University it was recommended that the University should highlight the
benefits of diverse committee membership. Some good practice suggestions are
put forward below and are now being implemented:
1. The core staff engaged in filling vacancies and advising on nomination
procedures should be encouraged to consider the diversity of each committee
and, when filling vacancies, to enhance the information provided in the
advertisement. For example, a simple encouragement along the lines
“Nominations are particularly welcome from [appropriate equality group
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reference]” and emphasising the University’s commitment to the equalities and
diversity agenda would be evidence of good practice.
2. Consider the routine offer of provision of information in alternative formats to
applicants for both lay and staff vacancies
(vii)
Fixed-term contracts – comment on the implications of the gender balance for
the institution and for women’s career development. For example, is there
evidence that women are overrepresented on fixed-term contracts? Are there
differences in SET departments? (E)
The majority of staff on fixed term contracts are researchers. There are general
implications for this staff group associated with usually having to move to another
institution to continue their careers once the term of the contract has expired. In
the SET departments women are more likely to be on fixed term contracts than
men; however overall there are more men on fixed term contracts than women.
(viii)
Staff retention rates – comment on any implications of this for the institution and
how you plan to address any disparity. For example, are women and men equally
likely to leave the institution (unplanned turnover of staff)? Are there any
differences in SET departments? Are the reasons for leaving picked up in exit
interviews? (E)
For the year to 31 July 2008 staff turnover was 17% but this figure is inflated by
the large number of staff (mainly research) whose fixed term contract came to an
end. If these staff were excluded turnover would be 11%. Most staff do not have
exit interviews however, reasons for leaving are picked up in exit questionnaires.
(ix)
Equal pay audits – comment on the findings from your most recent equal pay
audit and how you plan to address any disparities.
Full-time staff
The basic pay figures for full-time staff in Grades 1 to 9 only (i.e. excluding
professorial staff and senior management) shows a reduced pay gap of 11.94%.
The pay gap for professorial staff is 6.86% with this group comprising 16 female
and 163 male professors. The full-time figures are significant as these are the
benchmark figures for comparing survey data. Within the HE sector the results
of the 2008 UCEA Review of HE Finance and Pay Data showed a wider pay gap
in HE (20.3%) than in the wider economy (17.1%; IDS Pay report 1016, January
2009).
Part-time staff
The small sample size of part-time female professors (only 1 employed at the
census date of 1 August 2008) has distorted the above figures. In addition, a
number of senior male professors have two part-time jobs and these are
recorded separately for the purposes of this analysis. The figures also show that
52% of part-time males are in Grades 7 and above, whilst 46% of female parttime employees are in Grades 1 to 4.
An Equal Pay Review action plan has been approved by the Vice-Chancellors
Group.
(x)
RAE 2008 – comment on any implications of this for the institution. For example,
does the gender balance of staff included in the RAE 2008 broadly reflect the
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gender balance across the institution? Are there any differences in SET
departments?
The percentage of all RAE eligible staff across the whole institution and those in
SET departments were consistent in the recent RAE submissions.
(xi)
Comment on any other data you have provided, detailing how you plan to
address any gender disparities.
5. Supporting and advancing women’s careers
Describe the following activities in your institution that are supportive to women’s career
progression in your SET departments (maximum 200 words per section).
(i)
Career development training at key transition points – describe any
additional support given to women at the key career transition points across the
institution, and in SET departments, such as support for new lecturers or routes
for promotion through teaching and learning. Are women encouraged to
participate in conferences and attend other external events where there are
opportunities for networking? (E)
The Academic Staff Development team offers a range of opportunities to support
academic staff in the development of their academic practice throughout their career.
Specifically the support offered for staff new to teaching is as follows:
 the Postgraduate Certificate in Academic Professional Practice (PGCAPP) with
units which offer support in research, learning and teaching, and management
and leadership. The programme is aligned to the national professional standards
framework which includes a set of professional values. Staff on the programme
engage with the standards and amongst other things need to demonstrate a
commitment to acknowledging diversity and promoting equality of opportunity.
 the design and delivery of programmes that support graduate teaching assistants
(GTAs), postgraduate research staff (PGRs), research supervisors, and part time
staff;
 a wide range of workshops through both semesters which are open to new and
experienced members of staff;
 the development of learning communities and networks for particular groups
 funds to support individuals’ continuing development in learning and teaching
http://www.bath.ac.uk/learningandteaching/professional/
Example of seminars offered by one SET department: Departmental Seminars
2008-09 http://www.bath.ac.uk/pharmacy/seminars/ A number of the speakers
are women at different stages of their careers, internal and external to the
University. It also includes an invitation by 4th year students (male and female)
and others to form a focus group to obtain women’s views and opinions about
obtaining the contraceptive pill from pharmacies e.g. Boots without a prescription.
There are a number of female professors from SET as well as other academic
departments who are often called upon to deliver conference papers and attend
seminars where there are opportunities to network.
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One example of good practice can be found in the Chemistry department where
they offer pre-promotion interviews to academic staff. Staff who have taken up
the offer have found this very useful.
(ii)
Researcher career support and training – describe any additional support
provided for researchers at the early stages of their careers, such as networks
and training. (E)
The University of Bath has a well-developed training programme in place to meet
the needs of early-career and senior research staff. The University of Bath has a
Code of Practice for the employment of research staff
(http://www.bath.ac.uk/hr/policies/recruitment/code-researchstaff.htm ) and has
also adopted the new Concordat to support the career development of
researchers (http://www.researchconcordat.ac.uk/ ). This complies with the EU
Charter for Researchers and Code of Conduct for the Recruitment of
Researchers. We therefore believe that we can offer excellent training and
support for the incoming and established research staff.
The career development of research staff is important to the University of Bath.
A Career Development Adviser dedicated to supporting research staff is in place.
She offers career development workshops as well as individual advice and
guidance on a 1:1 basis.
Staff Introduction
 In addition to departmental induction Staff Development offers a 1 day
Introduction to the University of Bath. The afternoon session of this event divided
into the different staff groups. It gives Research staff the chance to meet key
people (Pro-VC Research, Careers Advisor, Staff Development manager etc)
from the University at a very early stage during their stay here.
 Introduction to each Department is organised by the Research Staff Coordinators.
(iii)
Flexible working – describe how eligibility for flexible and part-time working is
advertised to staff and the overall uptake across the university. What training is
provided for managers? How do you monitor the policy and how successful it has
been? (E)
Flexible working is available through local arrangements and therefore is not
monitored centrally. Part time working is advertised across the University and
there are a number of academic, research and teaching fellows in SET
departments working less than full-time hours (less than 36.5 hours per week).
Training on flexible working for managers is provided when required. Human
Resource Managers advise their departments on flexible working patterns where
needed.
(iv)
Parental leave (including maternity, parental, adoption and paternity leave) –
how many women are returning full-time and part-time? How is teaching and
research covered during parental leave? What support is given after returning
from parental leave or a career break? What funding is provided to departments
to support returning staff? (E)
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Although the number of staff taking parental leave or career breaks is small,
Heads of Department are provided with advice on support for returners from the
HR department where needed. There is no separate funding provided to
departments to support returning staff.
(v)
Mentoring and networking – describe any mentoring programmes, including
any SET-specific mentoring programmes, and opportunities for networking.
Comment on their uptake and effectiveness.
Mentoring/tutoring of research staff
Formal mentoring or coaching schemes for research staff are not in place at the
University of Bath. However, each department has a Research Staff Co-ordinator
to whom all researchers can look for advice. The Pharmacy & Pharmacology
department has a large community of researchers with a well-used social space,
where researchers can network outside their individual laboratory groups. Should
early-career researchers wish to undertake teaching, our Learning and Teaching
Enhancement Office has a well-established programme which does provide
mentored support.
There is a well established University-wide women’s development network that
has been in operation for 7 years. The topics for these events are wide ranging
and cover such subjects as personal development skills and health. This
network is organised centrally and is open to all women who work at the
University. The Springboard women-only programme has been delivered at the
University in the recent past. Both these initiatives have been attended by
female academic, research and teaching fellows.
http://www.bath.ac.uk/learningandteaching/professional/mentoring/
http://www.bath.ac.uk/research/researchers/rswg/
(vi)
Transparent workload models – describe the systems in place to ensure that
work, including pastoral and administrative responsibilities, is allocated
transparently and equitably.
Workload models are subject to local arrangements but each department does its
best to ensure work is allocated fairly. This will be subject to an equality impact
assessment within the next year.
(vii)
Work-life balance – describe the measures taken by your institution to ensure
that meetings and other events are held during core hours and to discourage a
long hours culture.
There are no institution-wide measures in force. However the majority of
departmental committee meetings are held during core hours. Local
arrangements are made in relation to the times that meetings/events are held.
(viii)
Childcare – describe the institution’s childcare provision and how it is
communicated to staff. What is the take up?
The University has a well established nursery (Westwood) on campus which
provides day care for children from 6 months to school age. This 48 place
provision has a waiting list. http://www.bath.ac.uk/internal/nursery/
All new staff are provided with information about University benefits and this
includes information about the nursery.
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Additionally staff can also participate in the Care4 childcare vouchers scheme.
There are 124 parents who take up this benefit. The vouchers can be used in
any approved establishment our own Westwood nursery (and any other nursery),
childminders and holiday playschemes for the payment of childcare up to the
child’s 14th birthday. Research and Academic Staff in SET departments make up
29.8% of participants in the University’s Childcare voucher scheme.
6. Raising the profile of women
Describe any activities in your institution that raise the profile of women in SET generally
and also help female staff to raise their own profile such as (maximum 250 words for all
four sections):
(i)
Conferences, seminars, lectures, exhibitions and other events.
The University encourages all staff to publicize their achievements either
individually or where there is collaboration with others at this institution or
elsewhere. Each department holds conferences, seminars and lectures. The
profile of the person delivering these is raised through the publicity for the event
and often in the write-up which appears on the web. There are a number of
annual University Teaching Awards. The winners of these awards are named
and descriptions of their achievements along with their photograph are displayed
on the University website. There has been a welcome increase in recent years in
the number of women receiving these awards.
(ii)
Publicity materials, including the institution’s website or images used.
The University publicizes achievements of all staff including those in SET
departments. We celebrate the award of individual grants and collaborative
working where we have local, national and international research partners. The
photograph of the recipient is placed on the web. The images on the website
provide the reader with information on the person who is being celebrated and
their achievement, some of whom are women. There are other ways that the
website is used to raise the profile of women for example the Pro-ViceChancellor Research (Prof Jane Millar) has developed a website containing
information about working as a researcher in the University. There is a
photograph of her on the front page.
http://www.bath.ac.uk/research/researchers/
(iii)
Providing spokeswomen for internal and external media opportunities.
The University’s Media Strategy states “All senior staff and research managers
should be trained in media relations techniques, both as a way of developing
their skills and a way of signalling to them the priority placed upon achieving this
higher profile.” Consequently some women are quoted in the media to give
information on their field of research or to be an expert contributor to a local,
national or international issue whichever is appropriate.
http://www.bath.ac.uk/internal/news/mediastrategy The expert’s quote is always
reported on the University’s website.
(iv)
Nominations to public bodies, professional bodies and for external prizes.
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The University’s Learning and Teaching Enhancement Office annually publicizes
the National Teaching Fellowship Scheme which aims to raise the profile of
learning and teaching, and recognise and celebrate individuals who make an
outstanding impact on the student learning experience.
The University was awarded a silver award in the 2009 Opportunity Now
benchmarking survey.
7. Further SET-specific initiatives
Describe any other SET-specific initiatives of special interest that have not been covered
in the previous sections, including past initiatives that did not work and lessons learnt
(maximum 200 words).
The University has taken part in a number of initiatives over the years. In 2002 there
was a ‘SET in the South West’ national Athena sponsored conference organised by this
University. The University took part in ASSET surveys held in 2004 and 2006 and will
also take part in the 2010 survey. Other initiatives include the Headstart Focus
Programme, run by the Royal Academy of Engineering, WISE and other gender/SET
initiatives. The SET departments are looking at ways of working together on some of
these initiatives. The self-assessment team will support these initiatives. One woman
professor was involved in a European Union SET/gender information gathering project.
The department of chemistry took part in the Royal Society of Chemistry’s study of
gender issues in chemistry.
8. The self-assessment process
Describe the Self-Assessment Team members (maximum 40 words per member) and
the action planning process, including any consultation processes that were undertaken
with staff (maximum 500 words in total).
The consultation process undertaken with staff in relation to Athena SWAN included
discussions in staff teams within SET departments by those on the self-assessment
team. Members of the self assessment team have had individual meetings with staff in
their departments to discuss the project and any particular barriers that they had
experienced. Other members of the team have raised the profile of Athena SWAN at
departmental meetings. This has opened a dialogue between the self-assessment team
and staff in SET departments. One member of the self-assessment team visited the
University of York and discussed good practice examples. This has been taken into
account in this submission.
An email was sent to all women SET staff asking for examples of good practice and any
barriers they had encountered. Information was placed on the web which provided
general details about Athena SWAN to all staff. This notice also asked for any
comments that could be considered by the self-assessment team and any examples of
good practice as it prepares the University's submission. A number of responses were
received from staff in SET departments. These have been considered in forming the
action plan. The draft submission was considered by the Equalities and Diversity
Committee and then placed on the web for any comments from any of the university
community before being approved by the Vice-Chancellor’s Group. The Head of
13
Department of Chemistry has committed his department to working towards a silver
award once the University has achieved the bronze award.
The self-assessment team was carefully identified in accordance with the guidelines. It
includes representation from a range of departments, including most of the SET
departments. It includes a good balance of women and men and academic staff at
different levels of seniority. Most members of the team have childcare and other caring
responsibilities. Some work flexibly others not. The self-assessment team meetings will
continue to oversee the implementation of the action plan.
Self-Assessment Team
Chair
Mark Humphriss, University Secretary and Chair of the University’s
Equalities and Diversity Committee, member of the Vice-Chancellor’s
Group.
Contact
Marlene Bertrand, Equalities and Diversity Manager, Co-ordinating the
award submission.
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Mark Humphriss, University Secretary (Chair)
Marlene Bertrand, Equalities & Diversity Manager (Co-ordinating the award
submission)
Dr Chris Brace, SL, Department of Mechanical Engineering
Prof Julian Chaudhuri, HoD, Department of Chemical Engineering
Ian Cheetham, Director of Human Resources
Dr Richard Hooley, HoD, Department of Biology & Biochemistry
Prof Ken Judge, Head of the School for Health
Prof Cathryn Mitchell, Department of Electronic & Electrical Engineering
Dr Maria-Heleni Nikolopoulou, Lecturer, Department of Architecture & Civil
Engineering
Dr Gareth Price, HoD, Department of Chemistry
Dr Araxi Urrutia, Royal Society Dorothy Hodgkin Research Fellow, Dept of Biology & Biochemistry and Academic Staff representative at Equalities and
Diversity Committee
Prof Alison Walker, Department of Physics
Dr Jane White, SL, Department of Mathematical Sciences
9. Action plan
Provide an action plan as an appendix. This should be a table or a spreadsheet
comprising plans to address the priorities identified by the data and within this
application, the person responsible for each action and a timeline for completion. It
should cover current initiatives and your aspirations for the next three years.
10. Any other comments
Please comment here on any other elements which you think relevant to the application,
e.g. recent mergers between departments (maximum 200 words).
The Equalities and Diversity Network (with representatives from each department and
service area) were appraised of the application to Athena SWAN and were asked to
discuss the application within their departmental meetings. The Vice-Chancellors Group
has discussed the contents of the Athena SWAN application and action plan. The
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Equalities and Diversity Committee presents an annual report to the University Council
in the autumn of each year. This year the report will also contain information about the
Athena SWAN submission, the self-assessment team and the initiatives arising from the
application. This will appraise the University Council of the innovative practice in gender
equality taking place at the University. The University will be producing a Single Equality
Scheme which will include Athena SWAN initiatives. The Scheme will be published in
December 2009. The University will host an Equality Forum in June 2009 which will give
staff and students a platform to further progress issues of gender equality.
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Action Plan
2009 - 2012
Draft
Subject
Outcome
Responsible
person
Director of HR
Head of
Department and
recruitment panels
Date of
completion
December
2009
Recruitment:
(i) Draw on a wider
range of
approaches to
recruit staff in SET
departments (e.g.
use
tests/presentations)
as appropriate to
the post being
sought.
(ii) Recruitment
panels
Decision-making taking greater account of all the
person’s skills.
The gender balance on recruitment panels to be
taken into account to present candidates with a
balanced interview panel. This will offer more
women opportunities to contribute to staff
recruitment and to develop management skills.
This will also provide role models.
1. Human
Resources to
revise guidance
1.
December
2009
2. Head of
Department
(iii) Audit checks on
aspects of the
recruitment
process
Audit checks on the selection of applicants to
ensure that interviews are conducted fairly and
comply with our designated recruitment and
selection process.
Operations and
Recruitment
Manager
Retention:
(iv) Submission of
applications for
promotion
Encourage the submission of high quality
applications by offering support and assistance
on completing applications to ensure that they
effectively address promotion criteria. Offer prepromotion interviews to give applicants expert
guidance.
HR to produce guidelines on flexible and part
time arrangements to circulate to departments
Head of
Department/line
manager
2.
December
2009
September
2010,
September
2011,
September
2012
December
2009
Director of HR
March 2010
Develop strategies to tackle any long hours
culture to ensure SET staff with caring
responsibilities can take a full part in academic
life.
HR to produce guidelines on how to consider
applications for job share as part of the
university's new job share policy.
Departmental meetings and seminars to be kept
to official university hours. The previously
agreed working patterns of staff should be taken
into account when setting meetings.
Head of
Department/Line
manager
July 2010
Director of HR
December
2010
Head of
Department
December
2009
1. Consultation with female staff in SET
departments will help the University to identify
Equalities and
Diversity Manager
1.
December
(v) Flexible and
part-time working guidelines
(vi) The long hours
culture
(vii) Job shareguidelines
(viii) Departmental
meetings
(ix) Consultation
with women in SET
16
(x) Targeted
training for Heads
of Department
(xii) Role models
(xiii) Role models
the main obstacles they perceive in their
careers.
2. Consult one year later to find out if things
have improved and other actions that can be
taken.
3. Participate in the Athena SWAN ASSET
survey due to take place in 2010 in order to
better understand the particular difficulties faced
by women academics in SET departments
across the country.
To provide new HoDs (and update those already
in post) with information about our commitment
to the principles of Athena SWAN, and guidance
on dealing with issues of staff with caring
responsibilities
Increase the percentage of women invited to
speak at SET departmental seminars. Seminars
are one way to provide role models for students
and early career researchers.
1. Increase awareness of Royal Society
“Mothers in Science” booklet and website
http://royalsociety.org/downloaddoc.asp?id=6151
and launch internal webpage with relevant
information.
2. To specifically publicise the work of women in
science on a dedicated webpage. A list of
participating female academics with links to their
web pages will be set up.
(xiv) UKRC
exhibition
(xv) Staff with
caring
responsibilities
(xvi) National and
international profile
3. Create opportunities to visit and exchange
information with other Universities holding an
Athena Bronze Award and individual
Departments with a Silver or Gold award
Use the UKRC 'Women of Outstanding
Achievement in SET Photographic Exhibition' to
provide a way to make women in SET more
visible as role models and inspiration to others.
Guidance on the application of leave to deal with
caring responsibilities to be reviewed with HoDs
Increase the number of women taking part in
national and international meetings of learned
societies where there are opportunities to
network by mentoring them to raise the profile of
their research. This should provide a greater
chance of being selected by conference
organising committees and where possible
provide some financial support towards the cost
of attendance.
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2009
2.
December
2010
3. 2010
Director of HR/
Head of Staff
Development/
Executive
September
2010
Relevant staff in
SET department
September
2010
1. Equalities and
1. October
2010
Diversity Manager
and Research &
Development team in
the Careers Advisory
Service
2. Equalities and
Diversity Manager
3. Equalities and
Diversity Manager
2. July
2010
3. October
2010
Equalities and
Diversity Manager
March 2011
Director of HR
December
2009
Head of
Department
Relevant staff in
SET.
July 2010
(xvii) Attendance at
International
conferences
(xviii) Fundingtransparency
(xix) Funding –
making bids
(xx) Mentoring
The University will consider ways of encouraging
and facilitating conference attendance by women
– current barriers such as childcare costs and
other hurdles to be investigated.
HoDs to provide statistics on the number of staff
who are funded to attend conferences by gender
to the Athena SWAN self-assessment team.
Greater transparency about departmental
support to attend events where valuable
networking takes place
1. Workshops on how to access funding
directed at women.
Director of HR/PVC
Research
December
2010
Equalities and
Diversity Manager
July 2010,
July 2011,
July 2012
1. Equalities and
Diversity Manager
1.
December
2009
2. Regular workshops to provide guidance on
making successful funding bids etc.
2. Relevant staff in
SET departments
Where this does not already exist develop an
effective mentoring system which provides
appropriate career support.
Head of
Department with
assistance from
Staff
Development/LTEO
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2. February
2010
December
2011