Athena SWAN Gold department award application
Name of university: Newcastle University
Department: Institute of Health & Society
th
Date of application: 30 April 2014
Date of Silver Athena SWAN award: April 2011
Date of university Bronze and/or Silver Athena SWAN award:
University Bronze renewal Nov 2012
Contact for application: Professor Judith Rankin
Email: judith.rankin@ncl.ac.uk
Telephone: 0191 208 5267
Departmental website address: http://www.ncl.ac.uk/ihs
An Athena SWAN Gold Department award recognises a significant sustained progression and
achievement by the department in promoting gender equality and to address challenges particular
to the discipline. Applications should focus on what has improved and changed since the Silver
award application.
Not all institutions use the term ‘department’ and there are many equivalent academic groupings
with different names, sizes and compositions. The definition of a ‘department’ for SWAN purposes
can be found on the Athena SWAN website. If in doubt, contact the Athena SWAN Charter
Coordinator well in advance to check your eligibility.
It is essential that the contact person for the application is based in the department.
Sections to be included
At the end of each section state the number of words used. Click here for additional guidance on
completing the template.
1
Application word limit
It was agreed by email with Harri Weeks of the ECU on 14/2/2014 that we can use up to an
extra 1,000 words within this application as the Institute of Health & Society is part of a
medical school. We have indicated at the end of the sections where these words have been
used.
Staff and student data is provided for the five years 2009-13.
Abbreviations used in the application
AP - Action point
BCB – Baddiley-Clark Building
BMS - Biomedical Sciences
DPD - Degree Programme Director
EB - Executive Board
ECR – Early Career Researcher
ECU - Equality Challenge Unit
EOS - Employee Opinion Survey
FEB - Faculty Executive Board
FMS - Faculty of Medical Sciences
FMS EDC - Faculty of Medical Sciences Equality and Diversity Committee
HESA - Higher Education Statistics Agency
HR - Human Resources
HRG - Human & Other Resources Group
ICL - Imperial College London
ID - Institute Director
IHS - Institute of Health & Society
IM - Institute Manager
KPI - Key Performance Indicator
LSHTM - London School of Hygiene & Tropical Medicine
2
MBBS - Bachelor of Science in Medicine and Surgery
MRes - Masters in Research
MSc - Masters in Science
NIHR - National Institute of Health Research
NU - Newcastle University
PDR - Performance and Development Review
PGR - Postgraduate Research student
PGT - Postgraduate Taught student
PH & HSR - Public Health & Health Services Research
PRES - Postgraduate Research Experience Survey
RA - Research Associate
SAT - Self-Assessment Team
SS & HR - Social Science & Health Research
SWAN - Scientific Women’s Academic Network
UG - Undergraduate
WTE - Work Time Equivalent
WAM - Workload Allocation Model
List of figures
Figure 1: Schematic diagram of Faculty and Institute organisation at Newcastle University
Figure 2a: Number of applications and successful applications to the MBBS programme by
gender, 2009-13
Figure 2b: Number of applications and successful applications to the MBBS accelerated
programme by gender, 2009-13
Figure 3: Applications, offers and entrants to the MSc in Public Health & Health Services
Research by gender for the academic years 2009-14
Figure 4: Applications, offers and entrants to the MSc in Social Science & Health Research by
gender for the academic years 2010-14
3
Figure 5: Applications, offers and entrants onto PhD programmes in IHS, 2009-13
Figure 6: IHS academic and research staff by grade and gender, 2009-13
Figure 7a: Applications for academic and research posts by grade and gender, 2009-13:
grades F-G
Figure 7b: Applications for academic and research posts by grade and gender, 2009-13:
grades H-I
Figure 8a: IHS employees by contract type and gender, 2009-13
Figure 8b: Contract types for IHS female employees, 2009 -13
Figure 9: Rashmi Bhardwaj (IHS NIHR doctoral fellow) and Paul Whybrow (SAT member)
with Bruce (anatomical model) and Steve (skeleton) at the ‘Meet the Scientist’ event* at the
Centre for Life, Newcastle, April 2014
List of tables
Table 1: Total acceptances onto the MSc in Public Health and Health Services Research by
year and gender, full-time and part-time
Table 2a: Merit and distinction awards for the MSc in Public Health & Health Services by
gender and year
Table 2b: Merit and distinction awards for the MSc in Social Science & Health Research by
gender and year
Table 3: Staff employed in IHS and turnover by gender, 2009-13
Table 4: Applications and offers for academic and research posts by gender, 2009-13
Table 5: Applications for promotion by gender, 2009 – 2013
Table 6: Examples of committees on which IHS has representation
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1. Letter of endorsement from the head of department: maximum 500 words
An accompanying letter of endorsement from the head of department should confirm how the
SWAN action plan and activities in the department contribute to the overall department strategy
and academic mission, and spell out what is next for the department, what difficulties might be
experienced, and what the department most looks forward to.
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 initiatives that have made a significant
contribution to the achievement of the departmental mission.
See attached letter.
Word count = 500
2. The self-assessment process: maximum 1000 words
Describe the self-assessment process. This should include:
a) A description of the self assessment team: members’ roles (both within the
department and as part of the team) and their experiences of work-life balance.
The Institute of Health & Society (IHS) Self-Assessment Team (SAT) was established in 2010
to prepare our Silver application, successfully achieved in 2011. The SAT consisted of six
members (four women, two men) representing various grades of academic, research and
administrative staff. Since 2011, the SAT has expanded and now consists of 11 members:
Mrs Kat Jackson, Research Assistant, began her career with NU in 2007. She was supported
by IHS to apply for a National Institute of Health Research (NIHR) fellowship, awarded in
2009. Kat works 60%wte. Kat’s SAT role is to provide an early career researcher (ECR)
perspective.
Professor Eileen Kaner, Institute Director (ID), progressed from RA to professor over 12
years. She has four children and has had two periods of maternity leave while working in
IHS. As ID, Eileen ensures that Athena SWAN activities are included in the IHS strategic plan
(AP1.1) and influences gender balance discussions within the Faculty Executive Board.
Mrs Gill Paczynski, Institute Manager (IM), works four long days with one day per week for
family commitments. Gill is the Secretary and Casework Coordinator of the Newcastle
branch of the University and College Union. Gill has the greatest knowledge of IHS policies
and procedures, insight which has been invaluable to the SAT and this submission.
Dr Mark Pearce, Reader, has taken two periods of paternity leave. Within the SAT, Mark
provides a male perspective to IHS equality and diversity activities.
Professor Judith Rankin, SAT chair, began her career at NU as a contract researcher and
progressed from RA to professor. She has had three periods of maternity leave and worked
part-time until 2010.
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Dr Tim Rapley (case study 1), part-time Lecturer. Tim provides the perspective of someone
in an academic post and as a male staff member working part-time.
Dr Jane Salotti, RA, worked part-time in IHS for 10 years while her family was young,
gradually increasing her hours. She undertook a PhD in her 50s, and is now PI on several
research projects. Jane contributes to the SAT as an experienced contract researcher and
mature PGR student. Jane conducted the 2012 staff survey.
Dr Rebecca Say, doctoral fellow and clinical academic trainee, represents clinical staff on the
SAT. She is committed to improving working conditions for all staff within IHS. Rebecca is
currently on maternity leave.
Mrs Anita Tibbs, part-time Personal Assistant, joined IHS in 2001. Anita has completed the
Senior Support Staff Development Programme with IHS support and has had two periods of
maternity leave. She represents clerical staff on the SAT and organises SAT events.
Ms Mary Webster joined the SAT as a PGR student having been a Research Assistant in
another NU department. Mary provides a PGR student perspective to the SAT and, with
Rebecca, has presented on Athena SWAN to the PGR student group.
Dr Paul Whybrow, RA, is a founding member of the IHS ECR Association. Paul brings the
perspective of an ECR to the SAT. Paul and Tim have presented to the IHS staff meeting and
other NU Institutes on what Athena SWAN means to men.
Mrs Jan Halliburton, NU Human Resource Adviser for Equality and Diversity, and Miss Nancy
Rios, FMS Athena SWAN Project Officer, are advisors to the SAT.
Judith and Gill have taken the lead in preparing this application but all SAT members have
provided personal perspectives on gender balance within IHS and commented on
application drafts.
b) An account of the self assessment process: details of the self assessment team
meetings, including any consultation processes that were undertaken with staff or
individuals outside of the university, and how these have fed into the submission.
The SAT meets bimonthly; the agenda consists of standing items and other items put
forward by individual SAT members. Meeting minutes are recorded and distributed among
the SAT; these will be available to all staff via the Institute’s intranet (Action Point (AP) 5.7).
Athena SWAN is a standing agenda item at the IHS staff meetings (AP5.6). As with our Silver
application, all staff were invited to participate in preparing this submission through a staff
meeting presentation, a question and answer session and an invitation to have a 1:1
meeting with any SAT member to share their experiences of working in IHS. Athena Swan is
a standing item on the IHS Executive Board (EB) agenda and informs all strategic decisions
made by this group.
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We discussed our desire to go for a Gold award with Professor Paul Walton, University of
York, who was invited by the IHS SAT to give a seminar in May 2013; he was very supportive
and provided helpful insights. SAT members visited Paul Browne, Jane Garvey and Professor
Yvonne Galligan at Queen’s University Belfast in Oct. 2013 to discuss their approach to
equality and diversity. Judith is an Athena SWAN panel member and chair. These activities
have facilitated our external consultation. IHS ensures that at least one SAT representative
attends each North East Athena SWAN Network meeting; we will be contributing to
organising the June 2014 meeting in Newcastle (AP5.9).
Within NU, we have consulted with Mrs Veryan Johnston, Executive Director of Human
Resources (HR), Professor David Burn, FMS EDC Chair and members of the IHS EB. Judith
and Gill have given advice and commented on Athena SWAN applications submitted by
other FMS Institutes and NU Departments and Judith has given advice to other Universities
on their applications. Paul has attended the Athena SWAN SAT consultation meeting within
the Faculty of Science, Agriculture and Engineering to discuss IHS’s Athena SWAN activities.
The IHS SAT submitted comments to the recent House of Commons Science and Technology
Committee on Women in Scientific Careers.
This application is built on the guidance and advice received from a number of experienced
sources as well as the views and ideas of IHS staff and students.
c) Plans for the future of the self assessment team, such as how often the team will
continue to meet and how the department will deal with the turnover of team
members, any reporting mechanisms and in particular how the self assessment team
intends to monitor implementation of the action plan.
Since our Silver award, two SAT members have stood down due to changes in job position.
Following this, we reviewed SAT membership and concluded that the SAT should expand to
ensure implementation of our action plan and to give other staff members the opportunity
to shape the development of our Athena SWAN activities. New members were recruited in
two ways; the membership review highlighted the lack of PGR student representation
resulting in PGR students being invited to become SAT members through a presentation to
the PGR group; staff were invited to put themselves forward at an IHS staff meeting. We are
delighted that five new members (Jane, Rebecca, Mary, Tim, Paul) agreed to join the SAT.
We will review the SAT membership annually (AP5.3). As SAT members step down, new
members will be sought as before; a targeted approach when a particular perspective is
viewed necessary and an invitation to staff to ensure that all perspectives are represented
and that new staff members have an opportunity to contribute.
Following the Silver award, the SAT decided to increase their meetings to quarterly to
implement and monitor the action plan, with communication by email between meetings.
During the past year, whilst preparing this application, we have met bimonthly. We will
continue to meet bimonthly (AP5.4) to enable delivery of our increasing Athena SWAN
activities and events and to enable us to continue to support NU Institutes and other
Universities to prepare their applications. There is a standing item at SAT meetings on
monitoring implementation of the action plan. We will set up SAT working groups to lead on
different activities (AP5.8).
7
Athena SWAN is a standing agenda item in IHS EB, the Institute’s decision-making body and
staff meetings. Through these fora, the SAT communicate information on Athena SWAN
activities, including monitoring progress on implementing the action plan, and decisions
made at the EB in relation to gender, diversity and equality. We have developed an Athena
SWAN webpage which we actively promote to IHS staff and continually refresh (AP5.5).
Word count = 1262/1000: using 262 of the extra 1000 words in this section
3. A picture of the department: maximum 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.
The IHS was formed in 2006 and is one of six Institutes within the FMS (Figure 1). Most staff
are housed in a purpose built, open plan building (Baddiley-Clark Building, BCB) adjacent to
the Medical School and some staff work at two other sites (Sir James Spence Institute;
William Leech Building) both a short walking distance from the BCB. Desk space is available
to those working in the two satellite sites to come and work in the BCB. Communication is
through the Director’s newsletter (AP5.1), IHS staff meetings, shared computer folders, our
intranet and by email. The Director has an ‘open door’ approach which encourages staff to
discuss issues relating to their working life with her.
There is a common area where people congregate for coffee and where we hold Institute
celebrations. IHS offers a supporting working environment with an open and inclusive
culture which, our 2012 staff survey suggests, genuinely enriches the life and work of our
staff. This filters into other activities such as monthly celebration of birthdays and starting
staff meetings with good news (births, marriages, new starters, funding and publication
success).
IHS has grown since our Silver award and there are now 243 staff members, an increase of
65 staff since 2011. There are 156 academics/researchers, 84 administrators/clerical staff
and three technical. IHS has always had more females than males, although the ratio of
males to females is now more balanced (2009 1:3; 2013 1:2.5).
It is apparent from those applying for posts, that our reputation as a good place to work is
an influential factor. Feedback from exit interviews supports this with one leaver (who left
for personal reasons) saying: ‘I am very impressed with the action taken in IHS to support
women’s careers’.
10
Figure 1: Schematic diagram of Faculty and Institute organisation at Newcastle University
We have focused closely on the areas of development highlighted in our Silver action plan;
despite the short time scale all previous actions have been met. A staff survey was
undertaken in 2012 asking staff; what works well in IHS, what needs improving, about their
knowledge of IHS and University policies, their views on Athena SWAN. Completed by 106
staff (of 178, 60%) the induction buddy pack, workload and communication were cited as
areas needing improvement. We are addressing these; related actions are detailed in our
action plan. Apart from following up on these and other issues identified in the survey, the
Institute has invested heavily in bespoke management and resilience training for academics
(see below) and provided individual career development and support through funding
individual coaching for academics. The survey will be repeated every two years and include
PGR students (AP1.4).
IHS has made significant progress in supporting women to reach the most senior positions
and in improving the balance of male and female representation especially on the Institute’s
EB. We are extending support to staff at all grades. All staff are now proactively considered
as candidates for promotion (AP3.10) and ‘one off’ rewards. During the past three years, it
was recognised that considerable academic time was being taken up with management
issues and that many people felt ill-equipped to deal with these. IHS decided to provide
training and support in this area (AP3.15) and has invested heavily in training; management
training and 1:1 coaching (AP3.16) has been offered to many academic staff and bespoke
training on managing change, resilience and assertiveness to all support staff. It is unusual
for bespoke training to be provided in the University; IHS has found that to respond quickly
to specific needs, it is more effective to develop a programme in-house.
We have met our previous actions in relation to the Performance and Development Review
(PDR) and are going beyond these to make PDRs better still. The aim is that all staff are
supported in developing a personal development plan to best meet their own career
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ambitions. Every individual receives personalised written feedback on their PDR from the
Director (academic/research staff) or IM (support staff) (AP3.9).
The Institute continues to monitor the contracts of research staff on a bimonthly basis and
takes active steps to avoid redundancy by matching staff to vacancies arising from
successful funding bids (AP3.2). This redeployment process is well established in IHS; only
one member of research staff has been made redundant since our Silver award (section
3(viii)).
Whilst maternity leave return is high, we have identified further actions to improve the
return to work experience (see section 7(i)) (AP3.23-30). Most staff return to an agreed
amended contract, often with reduced hours, but we also offer a phased return.
HR matters are managed through the bimonthly Human & Other Resources Group (HRG),
chaired by the IM and attended by the EB members plus the Deputy IM, the Office Manager
and the Finance Officer. All appointments, resignations, sickness absence, maternity and
paternity leave, promotions, and other achievements, are notified to this group. Although
some business is reserved for confidentiality reasons, the minutes are published on the
Institute’s intranet (AP5.2) and show the HRG’s commitment to transparency, supporting
the employment of staff and concern for their well-being.
b) Provide data for the past five years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance, how they have
affected action planning, and any improvements since the department’s Silver award.
Student data
(i)
Numbers of males and females on access or foundation courses – comment on the
data and describe any initiatives taken to attract non-traditional groups of women to
the courses.
The FMS does not run any access or foundation courses.
(ii)
Undergraduate male and female numbers – full and part-time – comment on the
female:male ratio compared with the national picture in the discipline. Describe any
initiatives taken to address any imbalance or negative trends and the impact to date.
Comment upon any plans for the future.
IHS teaches on the MBBS and the Biomedical Sciences (BMS) degree. MBBS student
recruitment is managed centrally and is subject to government restrictions on medical
student numbers. Newcastle, like other Medical Schools, uses the UK Clinical Aptitude Test
(UK CAT) to shortlist applicants. Those applicants that meet the NU admissions criteria, and
pass the UK CAT, are invited for interview. This results in between 800 - 1000 people being
seen by experienced internal selectors drawn from across the FMS including IHS.
12
We will identify staff interested in being part of the MBBS panel (AP2.1).
1285
1438
Figure 2a: Number of applications and successful applications to the MBBS programme by
gender, 2009-13
1000
1146
1166
1200
942
1037
1400
1226
1284
1143
1292
1600
800
600
100 (7.8%)
110 (7.6%)
114 (9.9 %)
113 (9.7%)
200
118 (9.6%)
113 (8.8%)
400
97 (8.5%)
114 (8.8%)
98 (10.4%)
119 (11.5%)
Male
Female
2009/10
2010/11
2011/12
2012/13
Successful
Applications
Successful
Applications
Successful
Applications
Successful
Applications
Successful
Applications
0
2013/14
The MBBS receives more applications from females than males (Figure 2a), except in
2012/13 when there was a more even split; 49.6% of MBBS new entrants were female.
Nationally, the percentage of female UG Clinical Medicine students decreased from 56% in
2011/12 to 55% in 2012/13.
Recruitment to the Accelerated Programme follows a similar path as does the transfer from
the BMS degree which allows a few students onto the medical degree at the end of the first
year. This programme receives fewer applications from males but the number of entrants is
similar by gender (Figure 2b).
The SAT will continue to monitor UG applications and offers (AP1.2).
13
Figure 2b: Number of applications and successful applications to the MBBS accelerated
programme by gender, 2009-13
601
700
489
505
417
469
370
393
366
400
438
500
476
600
300
Male
Female
9 (1.8%)
12 (2%)
10 (2.4%)
10 (2%)
12 (3.2%)
11 (2.3%)
100
13 (3.3%)
11 (2.3%)
19 (5.2%)
16 (3.7%)
200
2009/10
(iii)
2010/11
2011/12
2012/13
Successful
Applications
Successful
Applications
Successful
Applications
Successful
Applications
Successful
Applications
0
2013/14
Postgraduate male and female numbers completing taught courses – full and parttime – comment on the female: male ratio compared with the national picture in the
discipline. Describe any initiatives taken to address any imbalance and the effect to
date. Comment upon any plans for the future.
IHS runs an MSc in Public Health and Health Services Research (PH & HSR) and contributes
to the MSc in Social Sciences and Health Research (SS & HR). Overall, there were more
females than males on the course from 2009-13 (Figures 3 and 4; Table 1). Since 2011 there
has been an increase in the number of women taking the course part-time.
Gender split in applications varies by year; the proportion of people who are made an offer
is not out of kilter with the applicant gender although females are more likely than males to
accept an offer. The SAT will continue to monitor this (AP1.3) and consider whether action is
needed to ensure that the course is equally attractive to males.
14
Figure 3: Applications, offers and entrants to the MSc in Public Health & Health Services
Research by gender for the academic years 2009-14
140
100%
90%
120
80%
100
70%
60%
80
50%
60
40%
30%
40
20%
20
10%
0
Apps Offers
Entra
nts
Entra
Apps Offers
2009/10
nts
Apps Offers
2010/11
Entra
nts
Apps Offers
2011/12
Entra
nts
Apps Offers
2012/13
Entra
nts
2013/14
Male
35
25
16
71
39
11
92
50
4
109
52
8
110
42
4
Female
41
24
18
74
48
12
123
70
12
108
46
14
119
58
12
49%
53%
51%
55%
52%
57%
58%
75%
50%
47%
64%
52%
58%
75%
% Female 54%
0%
Table 1: Total acceptances onto the MSc in Public Health and Health Services Research by
year and gender, full-time and part-time
MSc part-time
Total
acceptances
MSc full-time
Total
acceptances
Total
2009
Male Female
2
0
2010
Male Female
1
0
2011
Male Female
1
7
2012
Male Female
3
8
2013
Male Female
1
5
2009
2010
2011
2012
2013
Male
14
Female
18
Male
10
Female
12
Male
3
Female
5
Male
5
Female
6
Male
3
Female
7
16
18
11
12
4
12
8
14
4
12
15
Figure 4: Applications, offers and entrants to the MSc in Social Science & Health Research
by gender for the academic years 2010-14*
*This MSc only started in 2010-11
12
100%
90%
10
80%
70%
8
60%
6
50%
40%
4
30%
20%
2
10%
0
Apps
Entrant
Offers
s
2010/11
Apps
Entrant
Offers
s
2011/12
Apps
Entrant
Offers
s
2012/13
Male
6
4
0
8
5
1
1
1
Female
7
3
2
6
5
2
10
8
% Female
54%
43%
67%
43%
50%
67%
91%
89%
3
100%
Apps
Offers Entrant
s
0%
2013/14
10
4
6
6
2
60%
100%
38%
Benchmarking is difficult as HESA data do not drill down to courses as specialised as this. We
have sourced data from similar organisations; the London School of Hygiene & Tropical
Medicine (LSHTM) had 70% female PG taught (PGT) students in 2010, Imperial College
London (ICL) had 72% female students in 2009 (latest data available). HESA data show that
in 2012/13 there were 61% female PGT students on clinical medicine programmes, 54%
female PGT students on ‘other medical and dental’ programmes and 71% female PGT
students on ‘others allied to medicine’ programmes.
The MSc Degree Programme Director (DPD) considers all applications; if applicants do not
meet the relevant requirements, but the application shows potential, the DPD arranges an
interview and makes a decision this basis. Students must meet the prescribed English
language standards. We have a very high volume of international applicants, but many
cannot join the course, often for financial reasons. Applicant gender is not taken into
account when considering an application.
All selection is based on merit and there is no action planned to change the application
process. The IHS records the gender balance on those applying and accepted onto this MSc
course (AP1.3).
The MSc in SS & HR is a new course and the number of applications is small. Apart from
2012, when there were significantly more female applicants than men (10:1), and the
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number accepted onto the course reflected this gender split (8:1), the numbers are too
small to draw meaningful conclusions about any gender imbalance. Few males accept offers
of course places; the SAT will monitor this and consider whether any action is needed to
encourage males onto the course (AP1.3).
We introduced a new initiative during the Silver award of financially supporting paid student
work experience placements (AP4.1). IHS has hosted eight student placements; three were
awarded to full-time MSc students. Details of these will be included in the MSc handbook
(AP4.2). These placements were extremely successful, the students saw them as increasing
their transferable skills and enhancing their CVs:
‘I gained valuable transferrable skills which will benefit me in the future and will look great
on future job applications’.
‘An excellent and exhaustive introduction into academic work’.
We hold a MSc lunch during induction week (AP2.2). A 25 th anniversary event for the MSc in
March 2013 included presentations from three female former MSc students who spoke
inspirationally about the positive impact the course has had on their lives and careers.
(iv)
Postgraduate male and female numbers on research degrees – full and parttime – comment on the female: male ratio compared with the national
picture in the discipline. Describe any initiatives taken to address any
imbalance and the effect to date. Comment upon any plans for the future.
More females undertake PhD study than men (Figure 5). For the type of work undertaken in
IHS, this imbalance is expected and reflects what is occurring nationally. In 2011/12, 52% of
PGR students at ICL were female; at LSHTM 64% were female. HESA data show that in
2012/13, the percentage of female PGR students was 57% in clinical medicine; 58% in ‘other
medical and dental’; and 62% in ‘others allied to medicine’.
There has been an increase in IHS PGR students over the past five years, something we are
actively working to sustain. Staff cannot become a lead PhD supervisor until they have cosupervised two students to completion. This restricts the number of students IHS can accept
but this is steadily improving. Due to increases in PGRs, we have included two PGR students
on the SAT and are reviewing our PGR student data collection system (AP2.3).
All PDR students are aligned to one of our research themes/ methodological groups and can
apply to use their funds (AP2.5/2.6). Since our Silver award, we have introduced a ‘buddy’
scheme for all new PGR students; a recent presentation by SAT members to the PGR student
group suggested that more work is needed on this with extra ‘buddying for oversea PGR
students (AP2.4).
17
Figure 5: Applications, offers and entrants onto PhD programmes in IHS, 2009-13
25
100%
90%
20
80%
70%
15
60%
50%
10
40%
30%
5
20%
10%
0
Apps Offers
Entran
Entran
Entran
Entran
Entran
Apps Offers
Apps Offers
Apps Offers
Apps Offers
ts
ts
ts
ts
ts
2009/10
2010/11
2011/12
2012/13
2013/14
Male
14
5
5
9
7
5
3
2
2
12
8
6
9
9
5
Female
16
11
9
10
10
8
16
13
10
20
14
9
10
8
6
69%
64%
53%
59%
62%
84%
87%
83%
63%
64%
60%
53%
47%
55%
% Female 53%
0%
PGRs are encouraged to engage in all research activities available to staff as well as to
organise and develop their own community. We have a thriving PGR support group,
organised and run by PGRs, which meets monthly. The PGR student tutor, a member of the
IHS EB, attends at least two meetings per year, and additionally when requested. The group
has a specific page in the IHS website and a Facebook page. The PGR newsletter is currently
being reviewed (AP2.7). The PGR student tutor runs monthly surgeries for students (AP2.9),
and she emails regular updates to them. There is an annual PGR research day (AP2.10)
which has a remote discussion group so that all students can contribute to the planning.
PGR students are well represented on the IHS Teaching and Learning Committee, on the IHS
web development group and on the FMS staff:student committee. The Postgraduate
Research Experience Survey (PRES) results were fed back to students, with a summary of
results and action plans and presented at a PGR meeting. Overall, our PRES results were
good. However, IHS achieved lower scores than FMS mean scores on student opportunities
to present and discuss research with peers and a slightly lower score in confidence in being
creative and innovative. These are being addressed through PGR support sessions (AP2.9),
updating the webpage (AP2.8), and organising an annual PGR research development day
(AP2.10).
We are keen ‘to grow our own’ and several former PGR students have gained employment
in IHS through open competition.
(v)
Ratio of course applications to offers and acceptances by gender for (ii), (iii) and
(iv) above – comment on the differences between male and female application and
18
success rates and describe any initiatives taken to address any imbalance and the
effect to date. Comment upon any plans for the future.
See sections (ii), (iii) and (iv) above. The number of students specifically aligned to IHS on
the Masters in Research is small (<5/ year); there is a gender imbalance of males reflecting
the national picture of more women in health-related research.
(vi)
Degree classification by gender – comment on any differences in degree attainment
between males and females and say what action is being taken to address any
imbalance.
The MBBS and PhD degrees are not classified so this information is not available to the SAT.
Tables 2a and 2b shows merit/distinction awards for the MScs by gender and year.
Table 2a: Merit and distinction awards for the MSc in Public Health & Health Services by
gender and year
Male
Female
Total
Year
Merit
Distinction
Merit
Distinction
2008-2009
1
0
2
2
5
2009-2010
1
1
3
0
7
2010-2011
1
2
5
3
16
2011-2012
1
2
1
2
15
2012-2013
2
0
7
1
17
Table 2b: Merit and distinction awards for the MSc in Social Science & Health Research by
gender and year*
*This MSc only started in 2010-11
Male
Female
Total
Year
Merit
Distinction
Merit
Distinction
2009-2010
0
0
0
0
0
2010-2011
0
0
1
0
3
2011-2012
1
0
0
1
3
2012-2013
0
0
2
0
3
19
IHS PhD completion rate is 88%; this compares to 85% in FMS, 72% in NU and 80% nationally.
Staff data
(vii)
Female:male ratio of academic staff and research staff – researcher,
lecturer, senior lecturer, reader, professor (or equivalent). Comment on any
differences in numbers between males and females and say what action is
being taken to address any underrepresentation at particular grades/levels.
NU uses the following staff grades:
Grade F: Lecturer F/RA, usual appointment grade. Expected to have a PhD although staff can
be appointed ‘below the bar’ while they complete a PhD or, in some cases, undertake one.
Grade G: Lecturer G/Senior RA: Developing skills in leading research, bidding for funds,
publishing in journals and developing a reputation in the field.
Grade H: Reader/Senior Lecturer/Principal RA: Builds on the skills and experience needed at
Grade G and reflects a growing international reputation.
Grade I: Professor: Recognised international expert in the field, leading a substantial
research group, attracting funding from prestigious sources, publishing in high-impact
journals.
In 2013, we had 158 academic/ research staff; 45 (28.4%) are male. Amongst academic staff,
the male:female ratio remained steady between 2009-12 at 1:3; in 2013 it was 1:2.5. There
are more women than men at all grades (Figure 6). This has increased over the past five
years, particularly within early career Grades F/G which have more part-time posts which
are attractive to women.
All recruitment is in accordance with the University’s procedure which is based on best
practice and abides by Equality and Diversity requirements. IHS also makes specific
reference in most posts to its willingness to consider applicants who wish to work less than
full-time and that it will try to meet specific working hours requests (AP3.5).
20
Figure 6: IHS academic and research staff by grade and gender, 2009-13
80
100%
70
90%
80%
60
70%
50
60%
40
50%
30
40%
30%
20
20%
10
0
10%
9
10
11 12
Grade F
Male
11
9
7
Female
54
56
51
13
9
10 11 12
Grade G
13
9
10 11 12
Grade H
13
9
10 11 12
Professor
13
14
22
6
7
8
8
9
5
6
7
7
7
8
7
7
6
7
66
76
14
14
22
18
18
10
8
8
10
11
10
11
9
9
8
0%
% Female 83% 86% 88% 83% 78% 70% 67% 73% 69% 67% 67% 57% 53% 59% 61% 56% 61% 56% 60% 53%
Academic Staff Turnover
(viii)
Turnover by grade and gender – comment on any differences between men
and women in turnover and say how the department plans to address this.
Where the number of staff leaving is small, comment on the reasons why
particular individuals left.
IHS has always supported the careers of female staff and continues to maintain a high level
of support at all levels of the organisation. Staff turnover is small and relatively stable.
77.4% of leavers 2009-13 were women (48/62); 71.5% of all staff are women (2013). The
highest turnover is within lecturer/RA grade F; whilst this group is more likely to be affected
by the ending of research funding, IHS’s redeployment policy results in very few staff leaving
for this reason. Table 3 shows that overall there was no difference in turnover between
males and females except in 2011 when there was a slightly higher male turnover due to
two senior men leaving for career reasons.
Formal exit interviews were introduced in 2012 as part of our Silver award (AP1.7/1.8), we
also have some information about reasons for leaving prior to 2012. From 2009-10, there
were 24 leavers. Reasons for leaving included: career development, completing a
secondment, re-locating, emigrating and retirement. In 2010, a female senior lecturer left
for career reasons; there were some underlying factors to do with a perceived lack of
recognition of her work and some difficulty in her working relationships with a senior work
colleague. This situation has led to more clarity of expectation and role being given when
recruiting academics (AP3.4). IHS is supportive of careers even when staff are leaving, e.g.
managing the resignation date of a female staff member who had accepted a position at
another University to ensure she continued to receive maternity pay. Had this not been
21
done, the individual would have been without maternity pay at her new institution. IHS
seeks to resolve staff issues relating to maternity rather than leaving them to the individual
concerned. Another example is allowing a pregnant staff member whose family lived abroad
to spend time working in her home country and have the support of her family in late
pregnancy.
Several senior members of staff left in 2011 for career reasons and retirement. A Grade G
male staff member was made redundant. He had been redeployed from another part of NU
and when the project he had been recruited to ended, his skills and experience could not be
matched to any work in IHS at the time. Other reasons for leaving included re-location,
taking up PhD studentships, changing career and returning to a home country.
22
Table 3: Staff employed in IHS and turnover by gender, 2009-13
IHS
Grade
2009
Lecturer F
Lecturer G
Senior Lecturer/Reader
Professor
All academic staff
IHS
Grade
2010
Lecturer F
Lecturer G
Senior Lecturer/Reader
Professor
All academic staff
IHS
Grade
2011
Lecturer F
Lecturer G
Senior Lecturer/Reader
Professor
All academic staff
IHS
Grade
2012
Lecturer F
Lecturer G
Senior Lecturer/Reader
Professor
All academic staff
IHS
Grade
2013
Lecturer F
Lecturer G
Senior Lecturer/Reader
Professor
Staff Employed
Male
Female
11
6
5
8
30
55
14
10
10
89
Staff Employed
Male
Female
9
7
6
7
29
59
14
8
11
92
Staff Employed
Male
Female
7
8
7
7
29
51
22
8
9
90
Staff Employed
Male
Female
14
8
7
6
35
66
18
10
9
103
Staff Employed
Male
Female
22
9
7
7
76
18
11
8
Leavers
Male
Female
2
0
1
0
3
10
1
0
0
11
Leavers
Male
Female
2
0
0
1
3
9
1
1
1
12
Leavers
Male
Female
2
1
0
2
5
8
0
2
2
12
Leavers
Male
Female
0
0
0
2
2
4
2
1
1
8
Leavers
Male
Female
0
0
0
1
3
1
0
1
Turnover
Male
Female
18%
0%
20%
0%
10%
18%
7%
0%
0%
12%
Turnover
Male
Female
22%
0%
0%
14%
10%
15%
7%
13%
9%
13%
Turnover
Male
Female
29%
13%
0%
29%
17%
16%
0%
25%
22%
13%
Turnover
Male
Female
0%
0%
0%
33%
9%
6%
11%
10%
11%
8%
Turnover
Male
Female
0%
0%
0%
14%
4%
6%
0%
13%
23
All academic staff
45
113
1
5
2%
4%
Total word count = 2737/ 2000; using 737 words of extra 1000 words
24
4. Supporting and advancing women’s careers: maximum 5000 words
Key career transition points
a) Provide data for the past five years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance, how they have
affected action planning, and any improvements since the department’s Silver award.
(i)
Job application and success rates by gender and grade – comment on any
differences in recruitment between men and women at any level and say what
action is being taken to address this.
Our internal redeployment (AP3.2) is a flagship policy within NU, providing: employment
security, avoiding redundancy, retaining well-trained staff and the opportunity to maintain a
career. No other part of NU undertakes to review contracts regularly with a view to keeping
its staff in employment in this way. This process is well established and the security this
gives all staff is appreciated; respondents used the 2012 survey to comment positively on
this. Gill has spoken to several FMS Institutes about this policy.
Academic recruitment is administered by NU’s HR section. However, IHS has significant
input to the recruitment documents. Since our Silver award, we refer to Athena SWAN in
recruitment documents, signpost the ECU Athena SWAN webpage and we offer posts
without specifying working arrangements to invite applicants to tell us what working
pattern they would like (AP3.5). This flexibility greatly supports the careers of women.
There is a clear difference by gender in the applications for academic and research positions
(Figure 7a and 7b). For Lecturer grade F, 80% of applicants were women (2013). We believe
that the growth in applications reflects the current economic climate which has resulted in a
number of local employers making significant redundancies, the job centres’ requirement
for people to apply for a number of posts each week to obtain their benefits and an increase
in the number of clinical trials posts on offer. These posts are offered as non-specialist
trainee posts making them very attractive.
A number of new lecturer posts were created in 2011 following the departure of two
professors. The IHS EB made a strategic decision to replace these posts with more junior
academic posts. Four full-time equivalent posts were on offer and were filled by five people
(four females, one male) enabled by supporting some appointees who wished to work parttime and using the ‘saved’ resources to make an additional appointment.
In 2010 and 2011, women received more offers as a percentage of applications made. There
was more balance in other years. We will continue to monitor job offers by gender (AP3.3).
25
Figure 7a: Applications for academic and research posts by grade and gender, 2009-13:
grades F-G
F = Lecturer F/ Research Associate; G= Lecturer G/ Senior Research Associate
100%
90%
1
8
80%
184
20 490
13
14 350 16
1
40%
3
12
22
7 178 8
2010
2011
F
2012
2013
2009
2010
2011
2012
Appointments
Appointments
Applications
Applications
Appointments
Applications
Appointments
Applications
Appointments
Applications
Applications
Appointments
Applications
2009
1
1
1
Applications
6 192
3
Male
10 2
Appointments
75
0%
5
96
Appointments
10%
Female
Applications
80
16
Appointments
30%
20%
4
6
12
50%
5
13 3
Appointments
60%
19
141
Applications
97
70%
6
2013
G
26
Figure 7b: Applications for academic and research posts by grade and gender, 2009-13:
grades H-I
H= Reader/ Senior Lecturer/ Principal Research Associate; I= Professor
100%
90%
70%
1
1
80%
5
8
60%
4
50%
1
1
3
1
1
40%
3
1
3
2
30%
20%
2
4
Female
5
7
Male
10%
1
2009
2010
2011
2012
2013
2009
2010
2011
H
2012
Appointments
Applications
Appointments
Applications
Appointments
Applications
Appointments
Applications
Appointments
Applications
Appointments
Applications
Appointments
Applications
Appointments
Applications
Appointments
Applications
Appointments
Applications
0%
2013
I
Table 4: Applications and offers for academic and research posts by gender, 2009-13.
Applications
Offers
Offers as % of applications
2009
2010
2011
*
2012
*
2013
*
2009
2010
2011
2012
2013
2009
2010
2011
2012
2013
Female
200
122
153
506
359
15
19
25
18
17
8%
16%
16%
4%
8%
Male
94
112
117
202
86
8
3
7
9
9
9%
3%
6%
4%
10%
Total
294
234
273
716
451
23
22
32
27
26
8%
9%
12%
4%
6%
*Gender not known; 3 cases in 2011, 8 in 2012 and 6 in 2013
27
(ii)
Applications for promotion and success rates by gender and grade – comment on
where these differ, whether these have improved and say what further action may
be taken. Where the number of women is small applicants may comment on specific
examples of where women have been through the promotion process. Explain how
potential candidates are identified.
The number of promotions over the last five years is small (Table 5). More women than men
applied for promotion. There were four promotions to Chair in 2009-10 (three females, one
male) and six promotions to Senior Lecturer (four females, two males). Promotion within
the grades is also possible e.g. award of additional salary increments, progressing ‘beyond
the bar’. The promotion process allows for staff to apply to be promoted more quickly
through an existing grade. This recognises excellent research performance particularly in
winning research income or publishing in quality journals while acknowledging that not all
the criteria for promotion to the next level have been met. If the person is already at the top
of their grade, then there are ‘contribution’ or ‘discretionary’.
Table 5: Applications for promotion by gender, 2009 – 2013
Year
Position
2009
Chair
Senior Lecturer
Lecturer G
2010
Chair
Senior Lecturer
Female
2 x successful
2012
2013
Total
3
1
1
successful
successful
successful
successful
Reader
2011
Male
successful
1
1
unsuccessful
1
successful
1
Senior Lecturer
unsuccessful
1
Lecturer G
2 x unsuccessful
2
Senior Lecturer
successful
1
Senior Lecturer
1
Senior Lecturer
unsuccessful
successful
Senior Lecturer
unsuccessful
1
Total
6 successful/ 5 unsuccessful
1
4 successful/ 1 unsuccessful
16 (10/6)
Promotion was identified as an aspect of women’s careers that needed development in our
Silver application. Although a number of women have been awarded senior posts in recent
years, there was concern at how women approached promotion, often holding back; 37% of
FMS promotions applications in 2013 were from females. All staff are positively encouraged
to discuss promotion at their PDR. Since 2012, all IHS staff are actively considered for
promotion through the ID and IM reviewing staff relevant for each promotion round
28
(AP3.10). They then consult with the line managers of the people they have identified as
possibly ready for promotion for their views with the intention of encouraging the individual
to apply.
Staff who wish to apply for promotion are invited to submit a case to an IHS promotions
panel, consisting of the ID, Deputy ID, Research Lead, Head of Excellence in Learning and
Teaching and IM which reviews each application and gives written feedback (AP3.11). This
panel also offers to scrutinise promotion applications to suggest any improvements. The
overall aim is to ensure that people are fully supported and have the best possible chance of
success.
This process has increased the number of people applying for promotion and, along with
improvements in our PDR process, has made requirements more transparent and the
discussions more open and frequent, an improvement since our Silver application. The IHS
promotions panel faces the dilemma of not wanting to hold back people who believe they
are ready for promotion while at the same time being aware that their experience shows
that some applications are unlikely to be successful. IHS has introduced 360 o feedback to try
and enhance the PDR feedback process but more training is needed to make people
commenting understand the benefits of constructive comments and have the skills and
confidence to feed these back (AP3.8). Further amendments to the policy have already been
identified as being necessary and will be built in for the 2014-15 promotion round.
IHS’s PDR process has been significantly enhanced to signpost the key KPIs needed to
advance academic careers. University and FMS objectives have been specifically identified in
the documents so that personal objectives can be aligned to ‘the bigger picture’ (AP3.7).
The ID provides 1:1 feedback to unsuccessful applicants.
b) For each of the areas below, explain what the key issues are in the department, what steps
have been taken to address any imbalances, what success/impact has been achieved so far
and what additional steps may be needed.
(i)
Recruitment of staff – comment on how the department’s recruitment processes
ensure that female candidates are attracted to apply, and how the department
ensures its short listing, selection processes and criteria comply with the university’s
equal opportunities policies.
NU recruitment adheres to all equal opportunity legislation. The IHS follows these policies
and procedures. All NU posts are advertised internally for a period of seven days and
externally for 3-4 weeks. The interview invitation letter specifically asks about any special
arrangements needed to enable an applicant to attend. Interviews are held within normal
working hours. IHS makes its adverts as open as possible particularly with regard to working
arrangements. Recruitment panels for academic appointments are constituted by the NU
HR section. IHS undertakes researcher recruitment and we ensure that there are three
people on each interview panel, one of whom will be an IHS HR representative whose role it
is to ensure that equality and diversity policies are followed.
28
To demonstrate our commitment to supporting women in their career, all recruitment
adverts refer to our Athena SWAN Silver award and we include a link to the ECU Athena
SWAN webpage. We will include a link to the IHS Athena SWAN webpage on recruitment
adverts (AP5.5).
(ii)
Support for staff at key career transition points – having identified key areas of
attrition of female staff in the department, comment on any interventions,
programmes and activities that support women at the crucial stages, such as
personal development training, opportunities for networking, mentoring
programmes and leadership training. Identify which have been found to work best
at the different career stages.
Turnover in IHS is low (see section 3(viii)). While there does not seem to be any particular
areas of attrition, we will continue to monitor this (AP1.8). IHS policy on staff training is that,
on average, 10% of working time is spent on personal development and training, this is
reviewed at PDR to ensure that training needs are addressed.
We recognise that retaining staff depends on them receiving support and training to
develop their careers. Opportunities for mentoring, training etc are available at University,
Faculty and Institute level. IHS piloted a mentoring scheme for the FMS and many people at
all levels provide mentoring as well as taking advantage of the scheme to receive support
themselves. We will record staff acting as mentors and the number of mentees to avoid
overload and inform staff they can be supported to identify a mentor (AP3.19/3.20). We are
working with the FMS to ensure that mentoring activity is included in the Workload
Allocation Model (WAM) (AP3.21).
IHS has a training fund, achieved by all staff pooling their non-allocated resources, which
enables requests for training agreed with line managers, to be supported. We also
undertake to provide in-house, one-to-one training where training is not immediately
available or where the training required is urgent or can be provided more cost-effectively
in-house. We have a fund to support open access publishing which is primarily drawn upon
by junior staff without access to research funds (AP3.18). Both these IHS funding pots
support staff in the early stages of their careers.
As part of our Silver award, IHS invested some of its training resources to enable academics
to attend bespoke management training aimed at providing information on: employment
legislation, the University’s main management policies and procedures, training in
techniques to be able to deal with management issues and the confidence to implement the
learning. This management training is open to all IHS staff and will continue until all staff
have had the opportunity to attend (AP3.15). To date approximately 50 members of
academic staff have received this training. Feedback has been positive with staff
commenting that they feel more confident in dealing with day to day staffing issues and use
the training information provided for reference.
29
Individual coaching by an external consultant has also been provided for academic staff
wanting to complement this management training. We will review and evaluate this training
(AP3.16).
We have recently established an ECR’s Association (AP3.17. This group, financially
supported by IHS, meets bimonthly with invited internal and external speakers and ends
with a social event to encourage networking. The organising committee feeds into the IHS
EB through the SAT chair.
Staff are encouraged to sit on internal and external committees to promote networking and
are encouraged to attend the various University networks for women, carers, etc. As part of
our Silver award, the SAT team has promoted the existence of these networks at IHS staff
meetings (AP5.11) and details of these are available on our internal Athena SWAN webpage
and on the Institute’s intranet.
5. Career development
a) For each of the areas below, explain what the key issues are in the department, what steps
have been taken to address any imbalances, what success/impact has been achieved so far
and what additional steps may be needed.
(i)
Promotion and career development – comment on the appraisal and career
development process, and promotion criteria and whether these take into
consideration responsibilities for teaching, research, administration, pastoral work
and outreach work; is quality of work emphasised over quantity of work?
Staff are informed of, and encouraged to attend, NU workshops on PDR and promotion and
information is held on the IHS intranet (AP3.13). Guidelines on PDR and promotion are held
in a shared folder and are advertised on the intranet when the annual promotion process
opens (AP3.12). Since the Silver award, IHS has put considerable time and effort into
improving its own support both for the promotions (section 4 (ii)) and for the PDR process.
Consideration for promotion by the Director takes into account all aspects of work. She has
an excellent overview of the work undertaken by IHS academics gathered through regular
1:1 meetings with the IHS research and teaching leads and through sign off of all academic
staff PDR forms. We emphasise through PDR that promotion is based on merit not length of
time in post. The FMS has a WAM which all academic staff complete and which records their
teaching, research, administration and pastoral activities, and which the ID reviews on
completion. Quality is recognised over quantity with encouragement to apply for prestigious
grants and fellowships and to submit papers to high impact journals. We have a number of
initiatives to support this: internal peer review of funding applications (AP4.4), writing
workshops (AP4.5), a budget to enable attendance at conferences for dissemination of
research (AP4.6). We will hold sample CV’s on the IHS intranet of all academic and research
grades (AP3.14). Each of the Institute’s research themes/methodological groups has its own
budget to support meetings with collaborators and networking (AP3.18). All staff, full-time
and part-time, are offered the same opportunities.
30
Staff can talk about their workload with their line managers at PDR including negotiating
change in responsibilities or asking to be given opportunities to develop in different areas
perhaps with a view to applying for promotion. PDR completion rates are reviewed annually
(AP1.5); completion rate in 2013 was 98%.
However, workload continues to be an area of concern as highlighted in our 2012 staff
survey. Following on from this, two specific meetings of the IHS EB were convened in 2012
to talk about excessive workload to try to reduce this where possible. Also, Eileen has
specifically addressed workload in two staff meetings. We recognise this is an ongoing issue
which needs to be reviewed regularly (AP4.3).
(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?
IHS has long had an induction process which includes highlighting policies and procedures,
introducing the new staff member to key staff and showing them around the University. All
new staff are assigned a ‘buddy’; someone of equivalent grade who has been working in the
IHS for some time and is familiar with our policies and procedures. We will offer a ‘buddy’ to
all staff returning from maternity leave; someone of similar grade who has had maternity
leave (AP3.26).
A half-day session is run as an in-house induction for new PGR students concluding with
afternoon tea for networking with new colleagues/supervisors. The session includes a
welcome from Eileen and Gill, as well as talks from existing PGRs and students who convene
the PGR support group. We offer a ‘buddy’ system to all new PhD students and, if desired,
for a longer period to overseas PG students (AP2.4).
We are currently reviewing the Institute’s induction process following our 2012 staff survey.
We are developing a web-based version which will include links to University’s policies
(AP3.6). However, we realise that the effectiveness of the induction process, including the
‘buddy’ system, depends on the commitment of those involved. We will review whether this
role should be given to a group of willing volunteers, whether we should just provide better
training so that everybody understands what is required of a ‘buddy’ or whether there is
some other way to provide support to people in their first few months in IHS.
All line managers are familiar with the Institute’s support for part-time and flexible working
and IHS is well regarded throughout the University for the support it gives for training and
personal development. Training needs are discussed at PDR and gaps identified are followed
up after the PDR meeting by the identified person. All staff are encouraged to attend open
meetings and seminars. Questions about flexible working etc. are often asked and answered
as part of the recruitment process.
31
There is a NU Women’s network and a Carer’s network to which staff are signposted during
induction. Diversity training is provided by the University’s Staff Development Unit and
there is a diversity webpage. We have had discussions with the NU HR Adviser for Equality
and Diversity and will be holding an annual seminar on this from 2015 (AP3.22).
(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.
Support for students is generally the same as that for staff. A number of staff have become
PhD students by obtaining specific funding enabling part-time study while continuing to
work in their staff role; IHS has a policy of paying PhD fees for staff members as we
recognise the importance of attaining a PhD for career development (AP4.8). IHS actively
seeks opportunities to support female students to progress a career in science to ensure the
pipeline for the future. We have examples of students being successful in obtaining
externally advertised research posts on completion of their PhDs. We offer specific support
to students wanting to apply for externally funded fellowships (AP4.9).
6.
Organisation and culture
a) Provide data for the past five years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance, how they have
affected action planning, and any improvements since the department’s Silver award.
(i)
Male and female representation on committees – provide a breakdown by
committee and explain any differences between male and female representation.
Explain how potential members are identified.
NU has a policy on appointing staff to committees. Eileen submits names for University
committees when requested; the choice is based on the specific committee needs in terms
of knowledge and expertise but she tries to ensure a wide range of staff are nominated. IHS
senior females are often invited to sit on committees/panels because of the dearth of
suitably qualified women to do this in some parts of the University.
IHS’s internal committees are generally convened to meet the needs of a specific group or
purpose and the membership will reflect the people who need to be involved. The highest
level committee is the IHS EB which currently consists of 11 senior members of staff (eight
females, three males) each of whom either have a specific portfolio or are ex officio. We
surveyed staff in 2012 to build up a picture of the type and range of committees that IHS has
representatives on within NU and externally; a sample of these are shown in Table 6.
32
Table 6: Examples of committees on which IHS has representation
Committees
Total
membership
No. of
females
No. of
males
Institute:
Executive Board
11
8
3
Human Resources & Other Committee
14
10
4
*Faculty of Medical Sciences:
Faculty Executive Board
21
6
15
Faculty Research Strategy Group
15
4
11
Successful NIHR Applications Advisory
20
10
10
Group (SNAAG)
Newcastle University:
Diversity Committee
10
8
2
Wellbeing Group
6
3
3
External:
NIHR Senior Fellowships committee
24
12
12
National Pregnancy in Diabetes Audit
16
11
5
Steering Group
National Institute for Clinical Excellence
12
9
3
Evidence Update Advisory Group
*The Institute seeks to be represented on committees wherever possible but membership of many
Faculty committees is ex officio
We will continue to monitor representation on committees (AP1.6) to ensure there is no
committee overload for individual staff members and that all staff are given opportunities,
where possible, to sit on committees for career development purposes.
(iii)
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.
74 staff (50/111 female; 24/45 male) are currently on fixed-term contracts (Figure 8a). In
2012, 42% of females working in IHS were on fixed-term contracts compared to 49% in FMS;
in 2013, the figures were 45% and 52% respectively. Contract type for females working in
IHS is shown in figure 8b. The increase in fixed-term contracts is due to our success in
winning more research awards. It is not possible to appoint people onto open-ended
contracts immediately as the Institute needs to ensure that there will be enough work
forthcoming at the end of initial contracts to continue to employ staff when these end.
However, IHS appoints on open-ended contracts whenever it can and has used evidence of
continuous funding for posts over many years to justify this when required to do so by the
University (AP3.1). The vast majority of support staff posts are now advertised without any
end date and, if we do have to limit the appointment in the first instance, we transfer staff
onto open-ended contracts as soon as is possible.
Academic staff are generally appointed on permanent contracts. If the initial funding is long
term, research staff will be given a contract for the length of the funding available
33
immediately, usually between 2-5 years. For all staff, the requirements of the Fixed Term
Employees (Prevention of less favourable treatment) Regulations are actively managed and
implemented as soon as the criteria are met and earlier if possible. This approach of actively
managing fixed-term contracts goes beyond the University’s requirements. There is no
difference between the appointments of female and male staff in this regard; more women
than men are appointed so more women than men are on fixed-term contracts. The only
criterion taken into account is the length of the funding available at the time of the
appointment. As evidenced earlier (section 4(ii)), IHS is committed to maintaining its staff, it
always makes staff permanent when they qualify, redeploys staff to other projects and
underwrites and bridges contracts for periods when necessary.
Figure 8a: IHS employees by contract type and gender, 2009-13
70
61
60
60
55
55
51
50
50
43
40
Fixed Term M
37
35
34
Fixed Term F
30
22
20
20
10
Open M
24
22
19
21
Open F
16
8
9
7
0
2009
2010
2011
2012
2013
There was an increase in females on open-ended contracts during 2009-13 (Figure 8a).
However, as an overall percentage, open-ended contracts have decreased for the reasons
given above. The percentage of female academic and research staff in FMS on fixed-term
contracts was 49% in 2012 and 52% in 2013 (against 42% in 2012 and 45% in 2013 for IHS).
34
Figure 8b: Contract types for IHS female employees, 2009 -13
100%
90%
80%
42%
38%
39%
42%
45%
70%
60%
50%
Fixed Term F
40%
Open F
30%
58%
62%
61%
58%
2009
2010
2013
2011
2012
55%
20%
10%
0%
b) For each of the areas below, explain what the key issues are in the department, what steps
have been taken to address any imbalances, what success/impact has been achieved so far
and what additional steps may be needed.
(i)
Representation on decision-making committees – comment on evidence of gender
balance in the mechanism for selecting representatives. What evidence is there that
women are encouraged to sit on a range of influential committees inside and
outside the department? How is the issue of ‘committee overload’ addressed where
there are small numbers of female staff?
IHS is often asked for representation on University committees. We carefully consider who
might be able to sit on which committee and think about whether a more junior staff
member might be able to do so. Staff are encouraged to sit on external funding panels and
will nominate themselves and other people as appropriate.
Senior female staff in particular are mindful of gender issues in this area and will often see
membership of panels as an opportunity to represent women at the highest levels and to
promote good practice and equality issues. They are willing to give up their time to do this
while always considering if there is anybody else who can be encouraged or trained in order
to lighten the load for others. We plan to scope introducing committee shadowing in 2016
(AP4.7).
(ii)
Workload model – describe the systems in place to ensure that workload
allocations, including pastoral and administrative responsibilities (including
the responsibility for work on women and science) are taken into account at
appraisal and in promotion criteria. Comment on the rotation of
35
responsibilities e.g. responsibilities with a heavy workload and those that are
seen as good for an individual’s career.
The FMS uses a Faculty-wide WAM which records the pastoral, administrative, outreach and
Athena SWAN activities of academic staff as agreed with the ID. IHS was influential in
ensuring that Athena SWAN activities are included in the WAM. The WAM is discussed at
each academic’s PDR. We are working with the FMS to make sure mentoring activities are
included in the WAM (AP3.21). The WAM is introduced and explained to all new academic
staff but we will make sure that any changes to the WAM are discussed with those returning
to work e.g. maternity leave returners (AP3.27).
Workload was identified as an issue in our 2012 staff survey. To address this, the IHS EB
encourages people to prioritise their work based on the University’s main aims and
objectives and to talk to their manager before workload becomes a serious issue for them.
The Institute’s culture and ethos is to encourage a good work/life balance and workload
issues are considered by the Director when workload plans are reviewed. Line managers are
encouraged to be very aware of this as an issue with the staff that they supervise. The issue
has been discussed formally by the IHS EB on two occasions largely because of the concerns
raised by some of them about their own workload. We have taken several actions; work has
been done to clearly identify the priorities for academic staff to help staff decide what they
can and cannot take on; training is being offered to all staff in areas of staff management
which can be extremely time consuming if problems arise and people are ill-equipped to
deal with situations; resilience training has been offered to academics, the programme is
still being rolled out and all support staff, have attended bespoke training on managing
change, assertiveness and resilience in the past 12 months (AP4.3).
There is a commitment to ensuring that routine work such as marking exam scripts, giving
pastoral support to students etc is shared out fairly. All research-funded staff are offered
the opportunity to participate in activities which helps in sharing academic workload and
supports their career development. Being a good ‘citizen’ of the University is recognised in
IHS. Acting as a mentor or offering to represent the Institute at meetings etc, are activities
supported by the IHS EB; these are discussed at PDR and time off and support for training is
given if needed.
An action from our Silver application was to consult with academic staff about making
workload plans available on a shared folder. Following discussion, it was clear that there is
no consistency in the way the model is completed and therefore it would not be helpful to
share this information: we did not proceed with this.
(iv)
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.
IHS does everything it can to make the timing of meetings suitable for all and tries to
influence meeting times elsewhere in the University. There is no problem about leaving
36
Institute meetings to meet family responsibilities. Staff are encouraged to have a relatively
regular working pattern; core hours are 9.30-4.30pm although as a department which
regularly collaborates with NHS colleagues, we recognise that, on occasions, there may be a
need to have meetings outside of these core hours. We do not hold IHS staff or other key
meetings in the school half-terms or summer holidays. Our discussion forums, where less
established research staff present their work, and external seminars, are held at lunchtime.
Staff meetings are held on a Wednesday at 10am as we have found this is the day on which
most part-time staff work. We always start our staff meetings welcoming new staff,
celebrating new births and successes (funding, publications, PhD completions). Our monthly
birthday celebrations are held at 11am and the annual Christmas party, to which all staff are
invited, starts at lunchtime so that staff with childcare responsibilities can attend and still
meet these.
We host a lunch for all new MSc students to meet IHS staff (AP2.2). With the increase in
staff numbers, we initiated a ‘Meet and Greet’ event in 2013 so that new staff could meet
other staff members in an informal setting. Feedback from the event was very positive and
we will now hold a similar event annually (AP5.13). In January 2014, we hosted a research
day and reception to celebrate the retirement of two of our long standing professors. The
IHS ECR Association holds its events at 3.00pm with formal business being conducted until
4.30 concluding with an informal reception.
Due regard is given to language used and respect is shown to people from different cultures;
e.g. we have a designated place to pray for Muslim staff members. Any untoward behaviour
would be dealt with under the University’s Dignity and Respect Procedure. Gill has received
specific training and presented on this policy at an IHS staff meeting.
An issue has arisen about the lack of facilities for mothers returning to work while still
breastfeeding. The University is working with the estates department to identify places
where women can go to breastfeed. We will work at a local level to try to identify a suitable
place for breastfeeding until the University provides advice (AP3.30).
(v)
Culture –demonstrate how the department is female-friendly and inclusive.
‘Culture’ refers to the language, behaviours and other informal interactions
that characterise the atmosphere of the department, and includes all staff
and students.
IHS is inclusive and family-friendly. There is a clear expectation that people will respect each
other. One outcome of the support staff training (section 3a), is to articulate some of this in
posters displayed around IHS. These will include reference to expected behaviours in terms
of how people speak and behave towards each other, shared responsibilities for effective
communication and respect for the working environment (AP5.10).
The uptake of activities organised outside of working hours has been relatively low. This
may be attributed to a number of reasons: family commitments, the distance required to
travel to and from the workplace for some staff members and inconvenient public transport
operating hours. Activities during work time are well supported.
37
(vi)
Outreach activities – comment on the level of participation by female and male staff
in outreach activities with schools and colleges and other centres. Describe who the
programmes are aimed at, and how this activity is formally recognised as part of the
workload model and in appraisal and promotion processes.
IHS’s outreach activities are generally linked to other larger activities in the Medical School
such as the ‘bitesize’ series aimed at school children thinking of pursuing medicine as a
career. IHS staff also participate in the NU Widening Participation scheme. However, as a
direct result of being involved in Athena SWAN, the SAT is looking at how it might present
its work to schools and colleges by highlighting non-laboratory scientific research careers
such as influencing change in health policy or developing new tools and methodologies for
research. Our first event at Northallerton College is scheduled for July 2014 (AP5.14). If this
is successful we will establish a programme for visiting colleges and 6 th forms in the region
to talk about careers in our type of research and how women can be encouraged to work in
science. Other examples of outreach activities include: hosting events at the 2013 British
Science Festival, expert panel membership of a House of Commons outreach event,
presenting at the opening of The Body Worlds Exhibition and a ‘Meet the Scientist’ event at
the Centre for Life, Newcastle (Figure 9).
Figure 9: Paul Whybrow (SAT member) and Rashmi Bhardwaj (IHS NIHR doctoral fellow)
with Bruce (anatomical model) and Harry (skeleton) at the ‘Meet the Scientist’ event* at
the Centre for Life, Newcastle, April 2014
*This event was organised by IHS SAT to improve the visibility of
women in science and to engage young minds about health, science and the body.
38
7.
Flexibility and managing career breaks
a) Provide data for the past five years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance, how they have
affected action planning, and any improvements since the department’s Silver award.
(i)
Maternity return rate – comment on whether maternity return rate has improved
or deteriorated and any plans for further improvement. If the department is unable
to provide a maternity return rate, please explain why.
Twenty-one members of IHS staff have taken maternity leave during the past five years; all
but one returned to work although one staff member left a short time after her return due
to the difficulty of raising a child and working, she decided to move closer to her family.
Women from all grades have taken maternity leave. We offer a phased return to aid
transition back to work (AP3.28).
Returning staff are encouraged to meet with the IM and their line manager to talk about any
issues they might have when they return (AP3.25). Requests to return to part-time work are
always agreed. ‘Keeping in touch’ depends on whether the individual concerned wishes to
maintain contact while they are on leave. Some returners have indicated that their return
could have been made easier and we are acting on some of their recommendations
including arranging a ’buddy’ on their return (AP3.26) and trialling the use of text messages
to keep in touch with staff on maternity leave (AP3.24). Gill successfully used text messages
to keep in touch with her deputy manager;
‘The texts were always light hearted, but containing news from that week so everything
wasn’t waiting for me to absorb on my first day back. It was nice to still feel involved and
important enough, while you were on longer term leave, to be informed and consulted,
without having to feel like you had to check your work email account to be up to date on
news.’ IHS Deputy IM
(ii)
Paternity, adoption and parental leave uptake – comment on the uptake of
paternity leave by grade and parental and adoption leave by gender and grade. Has
this improved or deteriorated and what plans are there to improve further.
Two male academics have taken paternity leave. Two male support staff have successfully
applied to have their hours changed in order to help with family commitments.
There have been two enquiries about adoption leave; in both cases information was
provided. We have set up a data collection system to record paternity (AP3.31) and
adoption leave (AP3.32).
(iii)
Numbers of applications and success rates for flexible working by gender and
grade – comment on any disparities. Where the number of women in the
department is small applicants may wish to comment on specific examples.
39
Flexible working is available to all staff in agreement with the ID. Types of flexible working
include: working extra hours during term-time to spend time with children in school
holidays; working longer days; working part-time and increasing hours to full-time when
ready. NU undertook a Workwise Project which resulted in an extension of the rights to
request flexible working gave guidance on home working and introduced a scheme to allow
the purchase of additional leave.
b) For each of the areas below, explain what the key issues are in the department, what steps
have been taken to address any imbalances, what success/impact has been achieved so far
and what additional steps may be needed.
(i)
Flexible working – comment on the numbers of staff working flexibly and their
grades and gender, whether there is a formal or informal system, the support and
training provided for managers in promoting and managing flexible working
arrangements, and how the department raises awareness of the options available.
IHS supports a high degree of flexibility and actually declined to implement the University’s
optional flexitime scheme on the grounds that some staff’s flexibility would have been
adversely affected by having to work specific core hours. Complete flexibility on working
hours is available for academics and for other staff provided that the business needs of the
Institute are met. Flexible working is often discussed during recruitment. Flexibility largely
refers to start and finish times and working from home; it is available to all staff on all
grades. Whilst support staff would generally be expected to work in the office,
circumstances may permit them to work from home if there was specific reason for doing
so. Staff are aware of these options and it is one of the things that is much appreciated by
them as evidenced in our 2012 staff survey. IHS is always very flexible and would consider
any suggestions from staff of different ways of working especially during difficult times (e.g.
see case studies 1 and 2).
(ii)
Cover for maternity and adoption leave and support on return – explain what the
department does, beyond the university maternity policy package, to support
female 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.
Work left by a member of staff going on maternity leave is covered by existing staff where
possible. Otherwise staff will be recruited to cover maternity leave, or, if needed, work will
be temporarily suspended until the staff member returns. A new development is the offer of
a ‘buddy’ to a maternity leave returner. However, as discussed in section 7(i), maternity
leave is an area where we plan to develop more supportive systems. Since being awarded
Silver, we have met with staff returning from maternity leave to ask what further help and
support IHS could provide. Further discussions are needed but the main request was the
request for a reduction from some duties for a short period of time (AP3.29). We will
continue to ask staff to meet with the IM and line manager on their return to work and to
40
gather information to produce guidance on returning to work following maternity leave
both for returners and for their line managers (AP3.23).
Word count = 4978/ 5000
8. Any other comments: maximum 500 words
Please comment here on any other elements relevant to the application, e.g. other STEMM-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 the
department plans to address any gender disparities identified.
Although overall responses in our 2012 staff survey was very positive, several issues
including communication, feeling stuck on a grade and work environment were raised and
we have used this section to give further information on progress with addressing these.
There have been two significant developments on communication since our Silver
application. Eileen established and chairs a Listening Forum (AP5.12) which meets three
times a year. Staff nominate themselves to attend and can use this forum to raise any
concerns or issues they want to bring to the Director’s attention. This is an informal meeting
but does allow for the exchange of views and the dissemination of information. Staff
attending undertake to feedback to their peers and to bring issues back to the group.
A review of the Institute’s intranet identified that action on the various methods of internal
and external communication was required. To this end, we have asked for the appointment
of a communication officer and this has recently been agreed by the FMS (AP5.15). This post
will be used to improve all forms of communication within IHS and is a direct action from
concerns raised in the staff survey.
The survey also identified issues about people feeling ‘stuck’ on their grade. IHS aims to
make it clear what is needed to progress, encourage and support people to apply for
promotion within the University’s policies and procedures. Staff put themselves forward for
promotion and we also proactively review staff lists to identify individuals that we feel
should be considering applying for promotion (AP3.10).
Some staff commented on their work environment; IHS moved into a purpose built open
plan office in 2010. Whilst the majority of staff are happy with their surroundings, some
people find open-plan working difficult. To deal with concerns, the Institute allows home
working and has office areas which can be booked when staff need peace and quiet to work.
To promote and celebrate our Athena SWAN Silver award, we purchased and distributed
coasters with the Institute’s name and Athena SWAN logo on them. These can be seen
around IHS and are especially prominent in our main meeting room which is used frequently
by people external to IHS.
Word count= 362/500
41
9.
Action plan
Provide an action plan as an appendix. An action plan template is available on the Athena SWAN
website.
This should be a table or a spreadsheet comprising plans to address the priorities identified by the
analysis of relevant data presented in this application, success/outcome measures, the post holder
responsible for each action and a timeline for completion. The Plan should cover current initiatives
and your aspirations for the next three years.
See below.
10. Case study: impacting on individuals: maximum 1500 words
Describe how the department has changed and how its staff have benefited on the journey to
applying for Gold.
Since the Silver award, we have undertaken considerable work to secure staff employment,
through the use of non-allocated, pooled funds and internal redeployment. The journey to
Gold has focused on career development and personal support for staff. Identification of
issues to do with being a manager led to bespoke training for senior managers that is now
being rolled out to all staff. Further training was given on resilience and this has been
backed up by providing individual coaching by an external coach where requested. All this
has been funded from IHS pooled funds. Career development has focused on providing
clarity regarding the promotion process and improved transparency of information within
the Institute regarding its management of this. The in-house process requires the Director
to actively consider all eligible staff and provide encouragement to people to go forward
when they might otherwise wait. Once the decision to apply has been made this is followed
up with support, advice and encouragement from a group of senior staff during the actual
application process. These actions benefit all staff and comments in our 2012 staff survey
suggest that these policies are welcomed.
Provide a small number of case studies of individuals working in the department and show how the
inclusive culture and working practices of the department have enabled them to pursue a career in
STEMM.
At least one of these case studies should be a member of the self assessment team, and at least one
should be someone else in the department. There should also be at least one case study from a male
member of staff. More information on case studies is available in the guidance.
Case study 1: Dr Tim Rapley (SAT member; Lecturer in Medical Sociology; 60%wte)
I began my career at NU as a contract researcher in 2002, funded by a series of short-term
contracts. I was supported by IHS to develop a range of research skills and competencies
and encouraged to become a co-applicant on research grants. I was put forward for a Staff
Scientist post and was successfully promoted in 2006. In practical terms, this meant that I
had job security. Although still working on relatively short-term research projects, if any gap
between project-based funding emerged, I was confident that I would be in continual
employment due to the IHS internal redeployment process. I was encouraged to apply for a
Lecturer post in 2011 and was successful. I work part-time to enable me to explore a range
of interests outside academia. Prior to applying for the Lecturer post, I discussed part-time
working with IHS colleagues and Eileen, and was positively encouraged to apply.
I feel that IHS has closely supported my work and life beyond. In 2008, my father was very
ill. At short notice, and without any conditions, IHS supported me in taking an extended
42
period of leave. Sadly, despite a long period of uncertainty, my father died. Throughout this
time, IHS re-assigned key tasks to other colleagues and enabled me to spend time with my
father, unencumbered by concerns or questions about my research.
I now manage a busy research team. I hold biweekly ‘data sessions’ with my team, where
emerging ideas and findings are presented and discussed, to generate collaboration and
mutual support across team members including PGRs. Alongside the more formal annual
PDRs, I have regular informal meetings with each team member, to discuss any non-project
and non-work issues or difficulties as well as career aspirations, development and training
needs. I have supported a number of the RAs working with me to become co-investigators
on research projects, PGR student supervisors and gain promotion. With the support of IHS,
I have enabled one staff member and two PhD/MD students to move from full to part-time
working.
Case study 2: Lynne Stobbart (Senior RA)
I joined IHS (then the School of Population & Health Sciences) in 2001 and was initially
funded by a series of short-term contracts. In 2005, the IHS and FMS at NU supported my
application for a NIHR Researcher Development fellowship to fund my doctoral research and
training. I successfully secured this award and submitted my thesis in 2012, graduating in
2013.
As well as actively supporting me to maintain employment, the IHS has also demonstrated a
commitment to helping me explore and develop professional interests. From 2004-2009 I
sat on an NHS Local Research Ethics Committee and, more recently, the Clinical Ethics
Advisory Group at Newcastle upon Tyne Hospitals NHS Foundation Trust. In support of these
activities, IHS funded my attendance at various ethics training courses, conferences and
symposia. IHS has also encouraged and supported me to deliver teaching on the subject of
research ethics.
I have been encouraged by senior IHS colleagues to participate in other initiatives beyond
the Institute, e.g. sitting on the organising committee of the first PGR Conference in FMS
which has since become an annual event.
Whilst undertaking my doctoral research, I was diagnosed with breast cancer and required
extensive treatment over a two year period. I was actively supported by IHS to continue to
work throughout this period, as was my wish, and was therefore able to take minimal sick
leave. I found this arrangement very useful in managing and countering some of the
psychological aspects of my diagnosis and treatment. I also experienced a number of close
family bereavements during this period and again was fully supported by IHS throughout.
Colleagues were very understanding and allowed me to focus solely on my PhD during this
time by enabling me to withdraw from some of the teaching and marking commitments that
I usually participated in (and enjoyed). Because of the nature of my treatment, output was
considerably slower and necessitated an extension to my period of study. To enable me to
continue with my doctoral research full-time for a further year after the end of my NIHR
award, IHS provided bridging funding rather than requiring me to continue my studies
alongside full-time employment. Senior colleagues scheduled meetings with me throughout
this time to ensure that my ongoing working arrangements were suitable and manageable.
43
IHS have also encouraged me to develop research management skills by undertaking the
Principal Investigator Development Programme and I also recently attended a particularly
useful workshop focussing on ‘Managing Your Academic Career For Women’.
Case study 3: Dr Suzanne Moffatt (Senior Lecturer in Sociology of Health; 80%wte)
I began my career at NU in 1990 working full-time as a post-doctoral contract researcher
funded by short term contracts. In 1995, I was internally appointed to a lectureship and
supported by IHS to apply for promotion to senior lecturer in 2009. Since starting at NU, I
have had three periods of maternity leave. After the first period of maternity leave, I
reduced my hours to 60%wte and gradually increased to 80%wte over time. I obtained one
year’s unpaid leave in 2000-2001 to accompany my partner and children abroad for a work
opportunity. On returning, I undertook a part-time Masters degree at University College
London, with some financial support from IHS. I feel I have been very well supported by IHS
to balance a busy and demanding job with raising a family and taking on further study to
enhance my career.
I line manage staff who are also juggling work and family life and make it a priority to ensure
that, when possible, they can work flexibly, but also prioritise what is required for a
successful academic career. I offer regular support to my team and ensure that all staff I am
responsible for, have an annual PDR. As DPD of the Masters in PH & HS, I am responsible for
ensuring that students have full access to a high quality learning environment. I actively
encourage Masters students who wish to undertake a PhD and facilitate linkage between
students and IHS staff.
Case study 4: Mark Warwick (Computer Technician)
I started work in IHS in 2005. I have been very supported by IHS in both a personal and
professional capacity. On a personal level, I became a father in 2009 and, once my wife
returned to work after maternity leave, my mother-in-law agreed to help out with child
care. This was fine until the latter part of 2012 when she had to reduce the number of hours
she could provide. I asked the Institute whether it would be possible to alter my work
pattern to allow me to help look after my son and they agreed. This work/life balance
change also proved crucial as our support for childcare became more limited. I look after my
son one day during the week, while still retaining a full-time position. IHS was also very
supportive when I took paternity leave after the arrival of both my son and daughter, the
latter being a consecutive four week absence.
On a professional level, IHS has provided continual encouragement when I have approached
them concerning my ideas for career development, whether through our Staff Development
Unit or further afield. This has culminated in my recent request for professional Microsoft
certification training being approved.
Word count: 1416 /1500
44
Application for an Athena SWAN Gold award: Institute of Health & Society, Newcastle University
Action Plan: May 2014 – April 2017
Action
Description of action
Action taken already
and outcome at April
2014
1 Baseline Data and supporting evidence
1.1
Include Athena SWAN
Included in 2014-15
award as a key objective in strategic plan which is
the Institute’s strategic
approved at University
plan
level
Further action
planned at April
2014
Responsibility
Timescale
Start
date
Success measure
To be included in
each annual
strategic plan
Institute
Director
Ongoing
Mar
2014
Inclusion in the annual
strategic plan each year
Progress
by April
2017
Mar
2015
Mar
2016
1.2
Monitor gender balance in
UG student applications,
offers and successes
Data collected and
distributed to FMS
Institutes
Continued
monitoring of
gender balance in
UG applications,
offers and
successes
Institute
Manager;
Faculty Athena
SWAN coordinator;
Assistant
Registrar (UG
Medical
Education)
Ongoing
1.3
Monitor gender balance in
applications and
acceptances to the MSc in
Public Health and Health
Services Research and the
MSc in Social Science and
System established as
part of Silver action plan
and implemented
Process in place
and will continue
monitoring
MSc Degree
Programme
Director;
MSc
administrator
Ongoing
Mar
2017
Sept
2011
Sept
2011
Record of gender split in
UG applications and
offers
Record of gender split
of applications and
acceptances to the MSc
45
1.4
Health Research
To undertake a staff and
PGR student survey on
working in IHS
Staff survey undertaken
in 2012
Feedback provided at a
IHS staff meeting and
results available on IHS
intranet
1.5
1.6
Review PDR completion
rates annually
Monitor representation of
IHS staff on internal and
external committees
Annual completion rate
reported to FMS
Executive Board
Undertake a staff
and PGR student
survey every two
years
SAT;
IHS Executive
Board; PGR
student tutor
Target of 100% to
be reached (98% in
2013); if not
reached,
understand why
and act upon any
modifiable reasons
Deputy
Institute
Manager
Staff survey of
committee involvement
undertaken in 2010 and
followed up in 2012
Monitor
representation
Deputy
Institute
Manager
Oct 2014
Oct
2014
Oct
2016
Jan
2015
2014/16 surveys
completed with good
response rate (>70%)
Results analysed by SAT
working group, results
discussed by IHS HRG
and any specific issues
acted upon
Feedback to staff and
students at IHS staff
meetings and at a PGR
support group meeting
PDR completion rate
reviewed by IHS EB
annually
Jan
2016
Within next
nine
months
Jan
2017
Dec
2014
1.7
Redesign of staff exit
interview form
Examples identified on
internet and amended
for IHS use
Form redesigned to
ensure relevance
to HIS in 2013
Institute
Manager
Commence
AY 2014-15
Oct
2014
1.8
Undertake exit interviews
with staff
All staff leaving IHS
invited to take part in
an exit interview since
System designed to
hold this
information
Institute
Manager
Ongoing
Jan
2012
Record of committees
IHS staff contribute to
No committee overload
for any individual IHS
staff member
A new form where all
questions are relevant
for IHS staff and can be
answered by leaver
Record information
from interviews on why
staff leave IHS
46
2012
Annual review of
reasons for exiting
Record any actions
suggested and take
these on board where
agreed
Record of annual staff
turnover
2 Undergraduate and postgraduate students
2.1
Gain information on how
MBBS selection panels are
constituted and identify
staff interested in being
part of the panel
2.2
Hold an annual MSc lunch
(funded by IHS) for
students to meet IHS staff
during their induction week
Ongoing
Understand how
panels are
constituted to see
if IHS staff could be
more involved. If
so, identify IHS
staff who would
like to be on the
panel by email
from the Head of
Teaching &
Learning
Lunch to be held
annually
Head of
Teaching &
Learning
Within next
24 months
May
2016
Record information on
panel members and
those IHS staff
interested in serving on
the MBBS selection
panel
More IHS staff on MBBS
selection panels
MSc Degree
Programme
Director;
MSc
administrator
Ongoing
Sep
2013
Annual MSc lunch held
during induction week
Sep
2014
Sep
2015
2.3
Review data collection
system on PGR students
Review system,
refine and add to
(e.g. collect first
PGR student
tutor;
Deputy PGR
Within next
three
months
Sep
2016
Oct
2014
New system in place
47
destination data)
2.4
Provide extra ‘buddying’
for overseas PhD students
2.5
Inform new PGR students
that they are aligned to an
IHS research theme or
methodology group during
their induction
2.6
Inform current PGR
students that they can
apply to research
theme/group funds for
small amounts of funds to
support their research or
conference attendance (if
not available from
studentship)
Reinstate circulation by
email of a PGR student
newsletter
2.7
2.8
Update PGR webpage on
the IHS website
All overseas PhD
students offered
extended ‘buddying’ at
induction
PRES every two
years and in-house
survey every
alternate year to
assess satisfaction
student tutor;
PGR student
administrator
PGR student
tutor;
PGR student
administrator
Commence
AY2014-15
Oct
2014
Record uptake of extra
‘buddying’ on PGR data
system
Increased satisfaction
with induction process
evidenced PRES and inhouse survey
All research themes and
methodological groups
to have an up- to- date
list of their PGR
students
Current PGR students
know which research
theme/methodological
group they belong to
and are invited to
attend theme/group
meetings
Not all students may
know about this
Make this part of
the induction
process through
discussion with
supervisors
PGR student
tutor;
PGR student
administrator;
PGR student
supervisors
Commence
AY2014-15
Oct
2014
All students
informed by
supervisors
PGR student
supervisors;
PGR student
tutor;
IHS Finance
officer
With
immediate
effect
May
2014
Increase in applications
to research
theme/methodological
group funds reported to
IHS HRG
Newsletter was being
circulated but there is a
need to review before
reinstating
Review content of
newsletter through
brief survey on
content to PGR
students
Update webpage
Deputy PGR
student tutor;
PGR student
support group
Commence
AY2014-15
June
2014
Redesigned PGR
student newsletter
circulated every
semester
Deputy PGR
student tutor;
PGR student
administrator
Commence
AY2014-15
Nov
2014
Updated PGR webpage
and process in place for
annual updating aligned
to annual IHS website
Webpage exists but
needs updating
Ensure annual update
48
update
2.9
2.10
Offer PGR student support
sessions
Organise an annual PGR
student research day
Covered by IHS web
maintenance plan
initiated Jan 2014
Support sessions in
place from Apr 2013
Previously taken place
on an ad hoc basis
3 Key career transition points, appointments and promotions
3.1
Appoint research staff to
Ongoing
an open-ended contract
when possible
PGR student tutor
to offer a monthly
(first Tues) slot
when students can
‘drop in’ for advice
and support
PGR student
tutor;
PGR student
administrator;
Head of
Teaching &
Learning
Ongoing
Research day to be
held annually
Deputy PGR
student tutor;
Postgraduate
tutor;
Postgraduate
administrator;
IHS PGRs
Commence
AY2013-14
Institute
Director;
Institute
Manager;
Faculty HR
Chair of IHS
Human &
Other
Resource
Group
Deputy
Institute
Manager;
Faculty Athena
SWAN coordinator
Ongoing
2009
Reduction in the
number of research
staff on a fixed-term
contract
Within next
12 months
Feb
2015
No staff turnover as a
result of external
funding contract ending
Ongoing
May
2014
Record data on job
offers and acceptances
by grade and gender
More staff to be on
open-ended
contracts
3.2
Review IHS redeployment
process to ensure research
staff continuity in contracts
Use of internal
redeployment process
to secure research staff
contracts in place
Review process to
ensure optimum
system in place
3.3
Monitor offers and job
acceptances by grade and
gender
Data recorded
Continue to
monitor data on
gender balance in
job offers and
acceptances
Apr
2013
June
2014
Advertise regular slot to
all PGR students by
email
Act on any issues raised
by taking to IHS
Teaching & Learning
Committee
PGR student research
day held annually
Evaluation of study day
through feedback form
49
3.4
3.5
3.6
Provide even better clarity
on expectations of role and
responsibilities when
recruiting academics
All recruitment documents
to have IHS Athena SWAN
logo, webpage, ECU Athena
SWAN webpage and
flexibility in working
pattern highlighted
Review staff induction
process, provide written
guidance on what is
expected from induction
and develop a web-based
version
Information provided in
advert and at interview
Ongoing - IHS Athena
SWAN logo, link to ECU
Athena SWAN webpage
and flexibility in working
pattern highlighted on
job adverts
Induction process in
place
Increase
information on
specific role and
responsibilities
Institute
Manager;
IHS Director
With
immediate
effect
May
2014
Link to IHS Athena
SWAN webpage
included in job
adverts
Institute
Manager;
Faculty HR
department
Ongoing
Apr
2015
Review process to
ensure all relevant
information is
being provided at
induction
Deputy
Institute
Manager;
IHS technical
support team
Review to
take place
within next
12 months
Jan
2016
Produce written
guidance on what
should be
discussed during
induction and
develop a checklist
Ensure staff know
exactly what the role
they are coming to
entails and have as
much information as
possible for them to
make an informed
decision before taking
up an appointment
No member of IHS staff
leaving because of bad
fit to role
All IHS job adverts to
include link to IHS
Athena SWAN webpage
New induction
handbook
Written guidance on
induction which
includes an induction
checklist
A web-based version of
the induction process
Develop a webbased version of
50
the induction
handbook
3.7
3.8
Review PDR form and
process every two years
Refine PDR 360o feedback
Reviewed on an ad hoc
basis
KPIs, University and
FMS objectives added
to allow alignment of
personal objectives to
University objectives
360o feedback included
in PDR process from
2012
Form based on NHS
document
3.9
3.10
Provide some basic training
on completing forms and
giving and receiving
feedback
Sign off of all PDR forms by
IHS director (academic and
research) and manager
(admin and clerical)
To identify a training
provider and investigate
training
Review PDR forms to
identify anyone who could
be considering applying for
promotion
Staff informed that they
can put themselves
forward for promotion
(started 2012)
Ongoing
All PDRs signed off by
IHS director
(academic/research)
Institute
Manager;
IHS Director
Within next
six months
Nov
2014
Review takes place
every two years
Nov
2016
Changes to PDR
documents recorded
Update of PDR form
Brief survey of
those who have
included 360o
feedback in their
PDR to assess
process
Institute
Manager
Within next
six months
Sep
2014
Survey undertaken and
recommendations
included in feedback
process
New 360o feedback
form developed based
on survey
360o feedback used as
part of PDR process
All staff receive
individual written
feedback on
progress in PDR
feedback
Proactive
consideration of
staff at right stage
in career for
promotion in
addition to
individual staff
members putting
IHS Director;
Institute
Manager
Ongoing
May
2011
IHS Director;
Institute
Manager
Ongoing
May
2014
All PDR forms to have
been signed off by
Institute director or
manager and written
feedback provided
Increase in staff at
gaining promotion
51
and IHS manager
(support staff)
Since 2012 process in
place to review
promotion documents
by internal promotions
committee and
feedback given to
optimise chances of
promotion
themselves
forward
Process in place for
two years- review
process through
feedback from
those who have
experienced it
Check they are upto-date and
complete
3.11
Review of promotion
documents by internal
committee
3.12
Ensure all University
promotion documents held
on the IHS intranet are upto-date
University promotion
documents held on
intranet
3.13
Advertise Faculty
promotion and PDR
workshops on IHS intranet
Ongoing
3.14
Hold sample CV’s for all
academic, research and
admin levels in a IHS
shared folder for those
considering promotion
3.15
Design and run leadership
training courses all
academic staff
Review and evaluate
leadership training course
Internal leadership
training course tailored
to staff in IHS developed
and offered to, and
completed, by senior
staff
Institute
Director;
Institute
Manager;
Deputy
Institute
Manager;
Head of
Teaching &
Learning; IHS
Research Lead
Deputy
Institute
Manager
Deputy
Institute
Manager
Gain permission
from staff to use
CV, set up folder
and store CV’s
Institute
Manager
Roll out to all IHS
staff
Institute
Manager;
IHS Director;
NU Staff
Development
Unit
Review to
July
take place
2014
before 201415
promotion
round
Review of internal
promotions review
completed and any
changes to process
made
Check will
take place
before next
promotions
round
Ongoing
Oct
2014
Up-to-date forms on
intranet
Apr
2011
To take
place
before
2015-16
promotion
round
Ongoing
July
2015
Faculty promotion and
PDR workshops
advertised on IHS
intranet
Sample CVs held on IHS
shared folder
Oct
2011
Record uptake of
leadership course
Record feedback from
attendees and amend
52
course as necessary
3.16
Offer 1:1 coaching to staff
1:1 coaching offered 12 staff have already
taken advantage of this
training
Evaluate 1:1 coaching
3.17
Establish an Early Career
Researcher Association
with financial support from
IHS
Support for this
received from email to
ECRs
Design and
undertake an
evaluation through
a feedback form
ECR Association to
hold
meetings/events
every other month
ECR Association
organising committee
formed
Institute
Manager;
IHS Director;
NU Staff
Development
Unit
Ongoing
ECR
Association
organising
committee;
SAT chair;
IHS HRG
Ongoing
Jan
2012
Jan
2015
Mar
2014
Record of uptake of 1:1
coaching
Record of staff
evaluation of coaching
and any actions taken
Continuation of ECR
Association
Meetings/events to
take place every other
month
Attendance recorded
First meeting held in
March 2014
Feedback to IHS HRG via
SAT chair on activities or
any issues identified
Annual report to IHS
HRG on how funds have
been used
3.18
Continue with an Institute
budget for staff to apply to
with agreement from line
manager for training,
conference attendance and
for open access publishing
Financial support for
career development
activities by pooling
non-allocated resources
has been in place since
2004
Continue
Institute
Manager;
Line
managers;
IHS HRG;
IHS Finance
Officer
Ongoing
Jan
2004
3.19
Maintain a list of staff who
act as mentors and the
number of mentees to
avoid overload
Staff undertake
mentoring but no data
currently collected
Information to be
recorded
Institute
Manager
Within next
12 months
Apr
2015
Set up list via email to
all academic staff
Apr
2016
Update list annually
53
3.20
3.21
3.22
3.23
3.24
Inform all academic and
research staff that they can
be supported to find a
mentor
Work with FMS to ensure
that mentoring activity is
included in the workload
allocation model
Some staff act as
mentors and some have
mentors
Set up an annual Equality
and Diversity seminar
All staff to be
informed through a
presentation at IHS
staff meeting
Discussions with
FMS about
mentoring activity
being included in
the WAM
Annual seminar
Provide guidance for
maternity leave returners
and line managers on
returning from maternity
leave and keep on a shared
folder
University guidance on
maternity leave held on
central website
Trial text messaging those
on maternity leave to
maintain light touch
IHS manager sent a
weekly text to deputy
manager while she was
Develop IHS
specific guidance
on managing
return to work
Trial with two more
staff (academic and
research) and get
SAT;
Institute
Manager
Within next
12 months
Apr
2017
Feb
2015
Institute
Manager;
Faculty Athena
SWAN project
officer;
Deputy
Director of
Faculty
Operations
Chair of SAT;
Faculty HR
advisor
(equality and
diversity)
Within next
12 months
May
2015
Mentoring activity
included in workload
allocation model
Within next
12 months
Feb
2015
Equality and Diversity
seminar held annually
IHS Human &
Other
Resources
Group;
Faculty HR
advisor
(equality and
diversity);
SAT maternity
working group
Deputy
Institute
Manager;
Presentation on
mentorship at an IHS
staff meeting
Feb
2016
Within next
12 months
Within next
12 months
Feb
2017
Apr
2015
Apr
2015
Guidance produced and
held on IHS shared
folder and Athena
SWAN webpage
Guidance used at
meeting with maternity
leave returner, Institute
manage and line
manager
Further feedback gained
on value
54
contact
on maternity leave in
2013
feedback on value
Institute
Manager
3.25
Set up meetings with
maternity returner, line
manager and the Institute
manager on return from
maternity leave
Deputy
Institute
Manager;
Institute
Manager;
Line managers
Deputy
Institute
Manager
Sept
2014
Introduce a ‘buddy’ system
for those returning from
maternity leave
Within next
six months
Sept
2014
Record offer and uptake
of ‘buddy’ to maternity
leave returner
3.27
Any changes to the
workload allocation model
are discussed with
maternity leave returners
Meeting to be held
between the
maternity returner,
line manager and
the Institute
manager
Set up offer of a
‘buddy’ for
maternity leave
returners
Discuss any
changes with
maternity leave
returner
Within next
six months
3.26
Meeting currently takes
place with maternity
leave returner and
Institute manager but
line manager not always
present
‘Buddy’ in place for all
new starters but not for
maternity leave
returners
Workload allocation
model is explained to all
new academic staff
Within next
12 months
Feb
2015
Record that discussion
has taken place
3.28
Offer of a phased return to
work for staff on maternity
leave
Scope feasibility of
reducing duties e.g
teaching, admin, on return
from maternity leave
Ongoing
Continue to offer
Institute
Director;
Institute
Manager;
Line managers
Institute
Manager
Ongoing
Apr
2011
IHS Human &
Other
Resources
Group;
Head of
Teaching &
Learning;
Institute
Manager
Within next
18 months
Nov
2015
Phased return taken up
by maternity leave
returners
Discussion by HRG and
decision on feasibility
reached
Institute
Manager;
University
Estates
Within next
24 months
3.29
3.30
Identify a place for
breastfeeding
Discussion on how
to enact reduction
in duties for first
three months on
return from
maternity leave
University is currently
working with the
Estates department to
identify private places
throughout the
If feasible to be
introduced within
next 18 months
Identify a private
area within the
Baddiley-Clark
Building where
mother’s can
Offer to all staff on
maternity leave if value
demonstrated
Record that meetings
have taken place and
any decisions reached
Jan
2016
If feasible, introduced in
2016
May
2016
Private area identified
for mothers to
breastfeed on return
form maternity leave
55
3.31
Introduce a system to
collect information on
paternity leave
3.32
Introduce a system to
collect information on
adoption leave
4 Career advice and support
4.1
Provide opportunities for
paid student work
placements and internships
within IHS
4.2
4.3
Add information on work
placement opportunities in
the MSc course handbook
and tell MSc students of
this opportunity in
induction week
Address workload concerns
University
System in place
System in place
breastfeed
System set up to
record this
information
System set up to
record this
information
Deputy
Institute
Manager
Deputy
Institute
Manager
Ongoing
May
2011
Record of requests for
paternity leave
Ongoing
May
2011
Record of requests for
adoption leave
Ongoing
Jan
2012
Record number of work
placements and gain
feedback from students
through brief survey at
the end of the
placement
Oct
2014
Information present in
MSc course handbook
Opportunities first
offered in 2012
Annual offer of
eight work
placements/
internships
MSc Degree
Programme
Director;
Institute
Deputy
Director
No information
currently available
MSc Degree
Programme
Director;
MSc
administrator
2012 staff survey
identified workload was
a concern for some staff
Incorporate
information in MSc
handbook;
Brief presentation
during MSc
induction
Include questions
on this in 2014/16
staff surveys
Two additional IHS EB
meetings convened in
2012 to discuss this
Encourage staff to
discuss with line
managers at PDR
Workload addressed at
two IHS staff meetings
Rolling out resilience
training
IHS Director;
IHS Manager;
Line
managers;
IHS Human &
Other
Resources
Group ;
SAT working
group
Ongoing
Apr
2012
Prepare brief
presentation for
induction week
Include questions in
2014/2016 staff survey
and act on issues raised
Record of discussion at
PDR
All staff to have
attended resilience
training
56
4.4
Review internal peer
review process for funding
applications
Internal peer review
system in place
Review process by
brief survey to
academic/research
staff
IHS Research
Lead;
IHS Deputy
Research Lead
Within next
12 months
Mar
2015
4.5
Annual writing workshop
for early career researchers
Presentation given on
writing for publication
held in Mar 2014
Writing workshop
to be held annually
IHS Research
Lead;
Early Career
Researcher
Association
IHS Director;
IHS Finance
Officer
Ongoing
Mar
2015
4.6
Provide funds managed by
IHS research theme and
methodological group
leads for discretionary use
including supporting staff
career objectives
Scope introducing
committee shadowing for
academic and research
staff
Ongoing
4.8
Pay University PhD
registration fees for staff
members who register for
a staff PhD
Ongoing
4.9
Provide advice and support
to staff and students
applying for fellowships
Ongoing support to IHS
staff and students as
well as those from the
Faculty through
4.7
Continue and
replenish on
annual basis
Discuss feasibility
of doing this with
staff, identify
committees who
would agree to this
and prepare brief
report with
recommendations
Continue to pay
fees for those staff
who want to do a
PhD in recognition
of importance of
attaining a PhD for
career
development
Continue
Monitor numbers
applying for
Ongoing
Institute
Manager;
Committee
chairs;
SAT working
group
Mar
2016
Sep
2011
Review of process
completed and changes
made to peer review
process if
recommended
Writing workshop held
annually
Provide annual
breakdown of how
funds are spent to IHS
HRG
Jan
2016
Report on whether this
is feasible or not and
whether it should be
implemented
Institute
Director
Ongoing
Jan
2006
Increase in number of
staff registered for a
PhD
Institute
Research Lead
Ongoing
May
2012
Record of number of
staff/students and
applying for fellowships
and successes by
57
reviewing CVs,
commenting on
applications and
conducting mock
interviews
5 Culture, Communications and Departmental Organisation
5.1
Director’s update to be
Introduced in 2011
circulated by email every
six months
5.2
IHS Human & Other
Ongoing
Resources Group and IHS
Executive Board minutes
circulated to staff via the
IHS intranet
fellowship and
success by gender
5.3
Review SAT membership
annually
SAT membership
reviewed in 2013
5.4
SAT to meet bimonthly
5.5
IHS Athena SWAN webpage
to be updated monthly and
reviewed annually
Meetings were
quarterly until April
2013, bimonthly
thereafter
Updated on an ad hoc
basis
Review
membership on an
annual basis
Continue to meet
bimonthly
5.6
SAT activities to be
reported back at each IHS
staff meeting
Agenda item for every
IHS staff meeting
5.7
Notes from SAT meetings
to be circulated via IHS
intranet
Set up working groups
within the SAT to take
5.8
Continue to
circulate Director’s
update
Continue to
circulate meeting
minutes
gender
Institute
Director
Ongoing
Jan
2011
Email circulated every
six months
Institute
Manager;
Human &
Other
Resources
Group
secretary
SAT
Ongoing
Jan
2013
Minutes from IHS HRG
and EB meetings
circulated within three
weeks of meeting
April
2015
Record of membership
and changes
Chair of SAT
Ongoing
April
2013
SAT meet bimonthly
July
2014
IHS Athena SWAN
webpage up-to- date
SAT
administrator;
SAT
Notes not currently
circulated beyond SAT
Webpage to be
updated monthly
Website reviewed
annually
Continue to
present on SAT
activities at each
IHS staff meeting
Notes circulated via
IHS intranet
Individuals nominated
to take forward
To identify and
form further
SAT members
to self-
SAT
Ongoing
SAT
With
immediate
effect
With
immediate
Update presentation on
SAT activities at each
staff meeting
May
2014
Notes circulated via IHS
intranet
May
2014
Establishment of
working groups for
58
forward specific actions
5.9
5.10
5.11
5.12
5.13
SAT member to attend
each North East Athena
SWAN regional meeting
IHS SAT to contribute to
organisation of regional
meeting to be held in
Newcastle in June 2014
Design and display a poster
in IHS on respect and
dignity in the workplace
Provide information on
University networks
Establish a Listening forum
of all staff to meet three
times a year
Hold an annual staff meet
and greet event
outreach activities, staff
survey, website within
the SAT
Ongoing
working groups
nominate
effect
SAT member to
attend regional
meetings and
feedback to SAT
SAT
Ongoing
specific actions
May
2013
SAT member to attend
regional meeting
June
2014
Design and display
poster
There is a spotlight on
each network at every
IHS staff meeting
Ongoing
First one held in Oct
2013
Continue
highlighting
University
networks at IHS
staff meetings
Feedback from
group to be shared
at IHS staff meeting
and issues arising
discussed at IHS
HRG
Hold annually
Deputy
Institute
Manager
Institute
Manager;
SAT
Aug
2015
Poster displayed
Ongoing
May
2011
Each network
introduced at successive
IHS staff meetings
Institute
Director;
IHS Human &
Other
Resources
Group
Ongoing
Jan
2013
Meetings held and
feedback given at staff
meetings
SAT
administrator
Ongoing
Oct
2014
Record of issues
discussed and actions
agreed in HRG minutes
Meet and greet meeting
held annually
Oct
2015
5.14
Develop a programme of
Ongoing outreach
Develop a
SAT
Outreach
Oct
2016
July
A programme of
59
outreach activities for
2014-17
5.15
Discuss the appointment of
an IHS communication
officer with FMS
activities including mini
medical school (2012),
events at the British
Science Festival (Nov
2013) ‘meet the
scientist’ event at the
Centre for Life (Apr
2014)
Ongoing and agreed by
FMS (Jan 2014)
programme for
next three year
Six monthly
meetings between
SAT outreach
working group and
IHS Engagement
lead
Meeting
discussions and
actions reported
back to IHS EB
through IHS
Engagement lead
Appointment of an
communication
officer to review
and improve all
forms of
communication
within IHS
(outreach);
IHS
Engagement
lead;
IHS Executive
Board
Institute
Director;
Institute
Manager
activities
ongoing
2014
Six monthly
meetings
to start
within next
three
months
Appoint
officer
within next
12 months
outreach activities
developed
Meetings held every six
months
Meeting discussions and
action recorded in IHS
EB minutes
Mar
2015
Communication officer
appointed
Key to Action Plan:
AY2014-15 = Academic year 2014-15
EB = Executive Board
FMS = Faculty of Medical Sciences
HRG = Human & Other Resources Group
IHS = Institute of Health & Society
KPI = Key Performance Indicator
60
MSc = Masters in Science
NU = Newcastle University
PDR = Performance and Development Review
PGR = Postgraduate research student
PRES = Postgraduate Research Student Survey
SAT = Self assessment team
UG = Undergraduate
WAM = Workload Allocation Model
61
Application for an Athena SWAN Silver award: Institute of Health & Society, Newcastle University
Action Plan (May 2011- April 2014) – updated in April 2014
Action
Description of action
Action taken
already and
outcome at
April 2011
Further
action
planned at
April 2011
Responsibility
Timescale
Start date
Success
measure
Progress by April
2014
Monitor
gender
balance in
applications
to the MSc
MSc course
administrator
FMS
admissions
office
Commence
monitoring
for AY201213
Sept 2011
Record of
gender split of
applications to
the MSc
Completed and data
collection ongoing
Monitor
gender
balance in
applications,
offers and
successes
Institute
manager
FMS
admissions
office
Commence
monitoring
for AY201213
Sept 2011
Record gender
split in
applications
and offers
Completed and data
collection ongoing
No interviews
currently
done
All staff
leaving IHS
invited to
take part in
an exit
interview
Institute
manager
With
immediate
effect
May 2011
Collect
information via
interview on
why staff leave
IHS
Implemented from
Jan 2012
‘Buddy’
system open
to all PhD
students but
provide for
longer
Offer
extended
‘buddy’
system
Postgraduate
tutor
Commence
AY2011-12
Oct 2011
When
requested,
extra
‘buddying’ to
be provided
All overseas students
offered extended
period of ‘buddying’
1 Baseline Data and supporting evidence
1.1
Monitor gender
Gender
balance in applications balance on
to the MSc in Public
those
accepted
Health and Health
onto the MSc
Services Research
course is
monitored
1.2
Monitor gender
No
balance in
information
undergraduate student currently
applications, offers
available to
and successes
IHS
1.3
Undertake exit
interviews when staff
leave IHS
2 UG and PG students
2.1
Provide extra
‘buddying’ for
overseas PhD students
62
3 Key career transition points, appointments and promotions
3.1
Monitor offers and job No data
Collect data
acceptances by grade
currently
on gender
collected
balance in job
offers and
acceptances
3.2
Design and run
No internal
Set up an
leadership training
course
internal
courses specific for
currently
leadership
senior and junior staff available
training
course
tailored to
staff in IHS
3.3
Introduce a ‘buddy
‘Buddy
Set up a
system’ for those
system’ in
‘buddy
returning from
place for all
system’ for
maternity leave
new starters
maternity
but not for
leave
maternity
returners
leave
returners
3.4
Set up meetings with
No such
Initiate a
maternity returner,
meeting
meeting
line manager and the
currently
between the
Institute manager on
takes place
maternity
return from maternity
returner, line
leave
manager and
the Institute
manager
4 Career advice and support
4.1
IHS director to identify Currently
When signing
staff who should be
staff put
off PDR
thinking about
themselves
forms, the IHS
applying for promotion forward to be director will
considered
review
for promotion whether the
Deputy
Institute
manager
With
immediate
effect
May 2011
Collect data on
offers and
acceptances
Completed- data is
collected centrally
and analysed at
Institute level
Institute
manager
IHS director
NU staff
development
unit
Within next
12 months
Oct 2011
Establish
bespoke
leadership
training
courses
Established and
being rolled out to
all staff
Institute
manager
Within next
six months
Sept 2011
Extend the
‘buddy system’
to maternity
leave returners
‘Buddy system’
offered to all
maternity leave
returners
Institute
manager
Within next
six months
Sept 2011
Record that
meetings have
taken place
and decisions
reached
Maternity leave
returners offered
meeting with
Institute manager.
More work needed
to enact 3-way
meeting
IHS director
To start from
AY2012-13
Oct 2011
Record who
the IHS
director has
had discussions
with and
record
New system put in
place to review staff
lists annually by
Institute Director
and Institute
Manager to identify
63
person should
be
considering
promotion
5 Culture, Communications and Departmental Organisation
5.1
Introduce a system to
Currently
A system will
collect information on data not
be set up to
adoption leave
collected
record this
information
5.2
Make sure all staff are Currently
Have a
aware of University
staff find out
spotlight on
networks
about these
each network
networks
at an IHS staff
through
meeting
informal
routes
Deputy
Institute
manager
With
immediate
effect
May 2011
Institute
manager
With
immediate
effect
May 2011
outcome
staff at right career
stage and encourage
to apply
Establish a
system to
record
adoption leave
Each network
introduced at
successive IHS
staff meetings
System established
and recording this
information
Presentations at staff
meetings completed
Key to Action Plan:
MSc = Masters in Science
FMS = Faculty of Medical Sciences
AY2012-13 = Academic year 2012-13
AY2011-12 = Academic year 2011-12
IHS = Institute of Health & Society
NU = Newcastle University
PDR = Performance and Development Review
64