Athena SWAN Institution Application · 5 Athena Swan Institution Application - Bronze Award Bronze...

Athena SWAN Institution Application

Bronze Award

Athena SWAN Institution ApplicationBronze Award

5 Athena Swan Institution Application - Bronze Award

Bronze AwardName of institution University of MelbourneDate of application 29 March 2018Award Level BronzeDate joined Athena SWAN September 2015Contact for application Professor Marilys GuilleminEmail [email protected] 03 8344 0827


ATHENA SWAN BRONZE INSTITUTION AWARDSRecognise a solid foundation for eliminating gender bias and developing an inclusive culture that values all staff. This includes:

• an assessment of gender equality in the institution, including quantitative (staff data) and qualitative (policies, practices, systems and arrangements) evidence and identifying both challenges and opportunities

• a four-year plan that builds on this assessment, information on activities that are already in place and what has been learned from these

• the development of an organisational structure, including a self-assessment team, to carry proposed actions forward.

Completing the formPlease refer to the SAGE Athena SWAN Charter Bronze Institutional Award Handbook when completing this application form.

Do not remove the headers or instructions. Each section begins on a new page.

Word countThe overall word limit for applications are shown in the following table.

There are no specific word limits for the individual sections, and you may distribute words over each of the sections as appropriate. Please state how many words you have used in each section. Please refer to page 11 of the handbook for inclusions and exclusions regarding word limit.

We have provided the following recommended word counts as a guide.

WORD LIMIT 11,000Recommended word count

1.Letter of endorsement 500

2.Description of the institution 500

3. Self-assessment process 1,000

4. Picture of the institution 2,000

5. Supporting and advancing women’s careers 5,000

6. Supporting transgender people 500

7. Intersectionality 500

8. Indigenous Australians 500

9. Further information 500

10. Action plan N/A


1. Letter of endorsement from the VICE CHANCELLOR/DIRECTOR

Recommended word count: 500 words

Actual word count: 1032 words

Refer to Page 17 of the Handbook



Pro-Vice-Chancellors’ Office

Professor Duncan Maskell FMedSciSenior Pro-Vice-Chancellor

Dr Wafa El-Adhami 27th February 2018Executive DirectorSAGEGPO Box 783CANBERRA ACT 2601

Dear Dr El-Adhami

I am very pleased to offer my strongest possible support and endorsement for the University of Melbourne’s application to Athena SWAN for a Bronze Award.

I am currently the Senior Pro-Vice Chancellor at the University of Cambridge and will be the incoming Vice Chancellor at the University of Melbourne (UoM) from October 2018. During my time at Cambridge I have been a strong advocate for Athena SWAN and am proud that Cambridge holds an institutional silver award.

I am familiar with and supportive of the UoM’s People Strategy (2015 – 2020) and Diversity and Inclusion Strategy. Like many universities, UoM faces challenges in ensuring that women, particularly those in STEMM disciplines, are supported in their career trajectory so that they can flourish. I am committed to increasing the proportion of professors who are women in STEMM faculties from the current level of 23%, and will draw on my experience of Athena SWAN in the UK to achieve this. As a STEMM researcher and previous Head of the School of the Biological Sciences at Cambridge, I am well aware of the difficulties faced by women in an increasingly competitive research environment. I have been a strong advocate and supporter of policies and initiatives that address gender inequities, and will draw on these at UoM.

I am delighted that the senior leadership at UoM have shown their commitment to gender equity by being part of the first cohort to apply for a Bronze award in Australia. I look forward to joining the University later this year when I will oversee the implementation of the action plan.

Yours sincerely

Professor Duncan MaskellPro-Vice-Chancellor (Planning & Resources)

The Old SchoolsTrinity Lane

Cambridge CB2 1TN

Tel: + 44 (0) (1223) 765692Fax: + 44 (0) (1223) 765693

Email: [email protected]


2. Description of the institution




The University of Melbourne (UoM) is a comprehensive, research-intensive university. Its global reputation for research excellence is evidenced by its international rankings (39 in ARWU, 2017 and 32 in THE, 2018). UoM has particular research strengths in STEMM disciplines, built on longstanding partnerships with numerous medical research institutes. This research context shapes the first theme in our application: our drive for research excellence directly influences the workplace culture and staff performance expectations, particularly those in research.

UoM is proud to have been home to Australia’s first female Professor of Science, Georgina Sweet (PhD, UoM 1904) and Australia’s first female Nobel Laureate, Professor Elizabeth Blackburn (BSc & MSc 1972) as alumni. The University’s People Strategy (2015-2020) and Diversity and Inclusion (D&I) implementation plan outline our solid commitment to D&I. Key priority groups are female representation in STEMM and in leadership roles, Indigenous staff, LGBTIQA+ people, disability and workforce cultural diversity. This forms our second theme: Athena SWAN (AS) is not an isolated initiative but forms part of the organisation’s strategic D&I implementation.

At UoM, women comprise the majority of professional staff and half of all academic staff. Gender profiles vary considerably across and within faculties, reflecting disciplinary influences. Gender ratios also differ across academic levels. We recognise that women at Level C (Senior Lecturer) need to be provided with increased support to progress their career trajectory. Furthermore, we have lower numbers of women at Level E (Professors), particularly in STEMM. This drives our third theme: the intention to focus our actions particularly on Levels C and E women, especially in STEMM. We believe that this focused attention will drive change related to gender disparity.

Please provide a brief description of the institution, including any relevant contextual information. This should include:i. information on where the institution is in the Athena SWAN process; that is, an indication of how

the institution is progressing in their journey to improve gender equity, diversity, and inclusion

ii. information on its teaching and its research focus

iii. the number of staff; present data for academic staff, and professional and support staff separately

iv. the total number of departments and total number of students

v. list and sizes of Science, Technology, Engineering, Mathematics and Medicine (STEMM) departments; present data for academic staff, and professional and support staff separately


STAFF MEN WOMEN NOT SPECIFIED ALL

Academic 2146 2118 1 4265

% 50% 50%

Professional 1266 2601 1 3868

% 33% 67% 8133

The Melbourne Operating Model, implemented in 2014, is a shared services model with staff employed in Chancellery, University Services or Faculties. Of all staff, 76% are employed in faculties; of these, 70% work in STEMM faculties, with 40% in the Faculty of Medicine, Dentistry and Health Sciences (MDHS) (Table 2.2). Within the STEMM faculties, a proportion of staff hold joint appointments, including clinical positions, with external institutions, predominantly hospitals and medical research institutes.

OPERATING UNIT NUMBER OF STAFF % OF TOTAL

Chancellery & University Services 1,938 24%

Faculties 6,195 76%

HASS FACULTIES 30%

Arts 465

Business and Economics (Bus & Eco) 409

Architecture, Building and Planning (ABP) 199

Education (Educ) 380

Law 204

Fine Arts/Music 232

STEMM FACULTIES 70%

Medicine, Dentistry and Health Sciences (MDHS) 2,460

Science (Sci) 896

Engineering (Eng) 514

Veterinary and Agricultural Sciences (Vet & Ag) 436

TOTAL STAFF 8,133 100%

Table 2.2: All staff (academic and professional) continuing and fixed term by operating unit, and HASS/STEMM faculties (2017)

Table 2.1: All staff (academic and professional) continuing and fixed term (2017)

The University has ten faculties with 63 schools/departments, five inter-disciplinary research Institutes, and seven semi-autonomous bodies. While the Parkville precinct is the largest campus, UoM also has campuses at six other metro and regional sites. Of the ten faculties, four are classified as Science, Technology, Engineering, Maths and Medicine (STEMM), and six as Humanities and Social Sciences (HASS) (Table 2.2).

UoM is home to over 55,000 students (a third of whom are international, and the majority female). The University’s Melbourne Model, with its emphasis on few undergraduate degrees and increased professional postgraduate degrees, has resulted in a student profile almost equally divided between undergraduate and post-graduate enrolments. UoM has an annual budget of >$2 billion and is one of the largest employers in Melbourne. The University has over 14,000 staff, including over 8,000 continuing and fixed term staff and ~6,000 casual staff (Table 2.1); in addition, there are 4,000 honorary staff.


Table 2.3 outlines academic and professional employment by gender within the four STEMM faculties.

FACULTY MALE FEMALE ALL

MDHS - academic 690 976 1,666

MDHS - professional 179 615 794

Faculty of Science - academic 396 216 612

Faculty of Science - professional 102 182 284

Engineering - academic 263 94 357

Engineering - professional 64 93 157

Vet & Agricultural Sciences - academic 115 125 240

Vet & Agricultural Sciences - professional 38 158 196

ALL professional staff - STEMM 383 (27%) 1,048 (73%) 1,431

ALL academic staff - STEMM 1,464 (51%) 1,411 (49%) 2,875

TOTAL STEMM 4306

Table 2.3: Gender distribution of STEMM staff by faculties (academic and professional, including continuing and fixed term) 2017


3. The self-assessment process




The UoM Athena Swan (AS) team includes a Project Lead and a four-member Project Taskforce (comprising senior academic and professional leads), responsible for running the project and the Self-Assessment Team (SAT).

The SAT comprises:• AS Project Taskforce members

• Associate Deans (AD) D&I, early-mid career academics, and HR representatives from STEMM faculties (x4)

• Indigenous academic (HASS) and Indigenous professional staff

• Gender equity professionals

• Communications lead

• STEMM nominee from Committee of AD Research

• HASS academic nominee (Previously AD Research and currently AD D&I)

• UoM Women in Science and Engineering (WISE) PhD representative

• Graduate Student Association representative.

Members were selected strategically either by position or by organisational unit; in addition, interest was sought to ensure a diverse gender, social, level and disciplinary mix. The result is SAT members who have lived experience of:

• Primary and single carer roles

• Career interruptions- parental and carer leave

• Indigeneity

• Working flexibly

• First in family to attend university

• Refugee and migrant experience.

• LGBTIQA+

Describe the self-assessment process. This should include:(i) a description of the self-assessment team


We purposely decided not to appoint a project officer, to ensure a high level of ownership from SAT members. We have strategically adopted a distributed leadership model to enable the leadership potential of all SAT members, rather than appoint senior University leaders. Although the most senior leaders are not on the SAT, this is counterbalanced by faculty leaders with local influence. This distributed leadership model has proved very successful.

Workload was discussed early to ensure all SAT members were aware of their roles and expectations. The Project Lead has a 0.2 EFT workload allocation. Contributions of members are recognized through appropriate leadership allocation in their annual performance meetings.

Working groups were established based around the AS requirements. SAT members were asked to nominate for these; they developed terms of reference, a work plan, and report on progress at the SAT meetings.

SAGE Athena SWAN working group topics1. Recruitment and induction

2. Promotion

3. Career breaks and career pathways

4. Gender pay audit

5. Intersectionality

6. Communications

7. Qualitative data collection.


NAME GENDER ORGANISATIONAL UNIT

UNIVERSITY ROLE

CLASSIFICATION A: Academic P: Professional S: Student

SAT ROLE (in addition to *SAT member) WG: Working group

Professor Marilys Guillemin

F MDHS Associate Dean (AD) Learning and Teaching, MDHS

A Project Lead; WG 4

Alisha Fernando F Chancellery HR Associate Director, D&I P Taskforce memberDr Robyn May F Chancellery

ResearchResearch Capability Advisor P Taskforce member

Geoff Edlund M Business Intelligence and Reporting

Associate Director P Taskforce member

Dr Andrew Siebel M BioSciences, Science

AD D&I; Professor Plant Biochemistry

A WG 3 member

Dr Reid Tingley M Biosciences, Science Research Fellow A WG 1 & 2 memberProfessor Laura Parry F BioSciences,

Science Professor& AD Research and Industry, Science

A WG 2 Lead

Lana Makarov F Science HR Business Partner P WG 6 memberProfessor Lou Harms F School of Health

Sciences, MDHSProfessor, and AD D&I, MDHS A WG 7 Lead

Dr Louisa Flander F School of Population & Global Health, MDHS

Senior Research Fellow, Centre for Epidemiology & Biostatistics

A WG 1 & 3 member

Dr Scott Kolbe F School of Biomedical Sciences, MDHS

NHMRC Peter Doherty Research Fellow

A WG 2 & 7 member

Jacqui Olney F MDHS Associate Director, HR P Since April 2017; WG 3 member

Assoc Prof Joanne Devlin F Vet & Ag ARC Future Fellow A WG 3 LeadDr Margaret Ayre F Vet & Ag Senior Research Fellow, Rural

Innovation Research GroupA WG 3 member

Toni Rizzo F Vet & Ag HR Business Partner P WG 1 LeadProfessor Elaine Wong F Engineering Professor, AD D&I,

EngineeringA Since Jan 2017;

WG 3 memberDr Daniel Heath M Engineering Lecturer, Chemical and

Biomolecular EngineeringA WG member

Anshu Tara F Engineering HR Business Partner P WG 1 & 6 memberDr Sana Nakata F School of Social

& Political Sciences, Arts

ARC Discovery Indigenous Researcher; Lecturer in Political Science

A WG 5 member

Assoc Prof Birgit Lang F School of Languages and Linguistics, Arts

Assoc Professor, and Associate Dean (Equity & Diversity), Arts

A Since Jan 2017; WG 2 member

Nicole Major F Murrup Barak for Indigenous Studies

Program Manager P WG 1 member

Dr Jen de Vries F Poche Institute for Indigenous Health, MDHS

Senior Academic Fellow, Gender expertise

A WG 5 Lead

Anna Kosovac F PhD candidate, Vet & Ag

Women in Science and Engineering (WISE) representative

S Since Jan 2017; WG 5 member

Simin Rezaei F PhD candidate, MDHS

Graduate Student Association representative

S WG 3 member

Rosie Brown F External Relations Marketing & Communications Specialist

P Since Sept 2017; WG 6 member

Dr Kath Sellick F MDHS Qualitative research assistant A Since Aug 2017; WG 7 member

Dr Megan Sharp F MDHS Qualitative research assistant; LGBTIQA+ expertise

A Since Aug 2017; WG 7 member

Table 3.1: UoM SAGE Self-Assessment Team (taskforce members shaded)


PAST SAT MEMBERS WHO HAVE CONTRIBUTED TO THE SAT

NAME GENDER ORGANISATIONAL UNIT UNIVERSITY ROLE CLASSIFICATION SAT ROLE

Kimberley Poynton F Chancellery, Human Resources

Associate Director, Workplace Relations & Diversity

P Jan 2016 - Sept 2017: Taskforce member

Jessie Macintyre F MDHS HR Associate Director, Workforce and Culture

P April 2016 - Oct 2017; WG 2 member

Dr Reihana Mohideen F Engineering Senior Research Fellow, & AD D&I, Engineering

A April - Dec 2016; WG 3 member

Peter Rogers M Science HR Business Partner P April - Sept 2016; WG 6 member

Jill Carter F Vet & Ag HR Business Partner P April - Sept 2016; WG 1 member

Jess Vovers F PhD candidate, Engineering


S April - Dec 2016; WG 5 member

Sophia Frentz Q PhD candidate, Genetics, MDHS


S April - Dec 2016; WG 5 member

Professor Andy May M School of Historical and Philosophical Studies, Faculty of Arts

Professor & Associate Dean Research, Arts

A April - Dec 2016; WG 2 member

*SAT members since April 2016 unless otherwise stated

Some of the SAT team members, Dec 2017. From left to right: Joanne Devlin, Jacqui Olney, Kath Sellick, Robyn May, Simin Rezaei, Andrew Siebel, Elaine Wong, Lou Harms, Alisha Fernando, Reid Tingley, Sana Nakata, Laura Parry, Marilys Guillemin, Ute Roessner, Anshu Tara.

CLASSIFICATION: A: Academic, P: Professional, S: Student SAT ROLE: (in addition to *SAT member) WG: Working group


(ii) an account of the self-assessment process

The SAT was established in April 2016, and meets monthly. Each meeting is organised around an agenda including taskforce updates; SAGE events; working group reports; as well as special meetings such as training on data risk management. A shared electronic repository has been established and communication is primarily by email.

Since its commencement, the SAT has engaged in three phases of work:

Phase 1: Establishment; data collection; local engagementPhase 2: Data analysis; development of action planPhase 3: Local engagement; action plan and application development.

These phases ensured that the work required was completed, but importantly that the University community was consulted and remained engaged.

In addition to the quantitative data analysis, a qualitative study was conducted in 2017 with ethics approval, focusing on three key areas:

1. Work and organisational culture (for academic and professional staff)

2. Academic promotion (for successful Level D applicants in the last two rounds, and Level C academics considering applying for Level D)

3. Academic career interruptions (for academics who have applied for, or returned to work following, parental or carer leave in the past two years).

UoM staff were invited to participate in their choice of focus groups, individual interviews, or anonymous written submissions over Sept - Oct 2017. A total of 112 staff participated (81 academic and 31 professional; 98 women and 14 men), across most organisational units. The majority (70) took part in focus groups, with 30 choosing individual interviews, and the remainder lodging written submissions.

STEMM HASS OTHERMDHS 33 Arts 12 Uni Services 10

Science 13 Education 3 Other 6

Engineering 15 Architecture, Building & Planning

2

Vet & Ag Sci 11 Bus & Eco 2

Fine Arts/Music 5

Law 0

Table 3.2: 2017 Qualitative study participants across organisational units


In addition, we drew on findings from a qualitative project undertaken by a UoM Academic Women in Leadership (AWiL) 2016 group (Ayre, Hurlimann, Wijburg and Woodward-Kron, 2016), that explored the nature and impacts of academic career interruptions. In-depth interviews were undertaken with ten staff across two faculties (STEMM and HASS). The extensive qualitative findings from these two studies provide a rich overview of staff experiences and perceptions.

Local consultation and communication are undertaken by SAT members. For example, in mid-2016 SAT members presented to their colleagues on AS, its aims and the University’s participation; in 2017 SAT members presented the data collected. This strategy served not only to disseminate information about AS, but also to confirm the leadership roles of the SAT members. Regular reporting and consultation to faculties about AS occurs via the Associate Deans (ADs) D&I who are SAT members. Regular reporting also occurs by the ADs Research who are SAT members to the Committee of ADs Research, chaired by the PVC Research Capability. The Project Lead meets monthly with the Executive Director HR on AS, as well as with the Provost on a regular basis.

Numerous presentations by the Project Lead and SAT members have been undertaken, including to Schools, UoM Professional Staff Conference, UoM Research Conference, and University Professoriate at Academic Board. Over 30 UoM AS-related events have been held since 2015.

Ongoing consultation occurs with individuals outside the institution through: active participation in the regional and national SAGE meetings, SAGE webinars, and visitors from UK AS accredited institutions (for example, Prof. Fiona Karet).

Poster presentation at the UoM Research Managers Conference, Dec 2017

Marilys Guillemin and Lou Harms with Prof. Fiona Karet, University of Cambridge, April 2017


The University has supported all activities to date through central and local budgets; for example, most of the quantitative data collection has been undertaken by the Business Intelligence and Reporting Unit. The qualitative data collection has been undertaken by the qualitative working group, led by experienced qualitative researchers on the SAT. Furthermore, organisational units have provided in-kind support for their staff to work on the self-assessment process.

(iii) Plans for the future of the self-assessment team

Group audience discussion, Karet event, 2017

The University has committed to its D&I implementation plan (2017-2020), of which gender equity is key. The UoM AS action plan has purposely been aligned with this plan, ensuring a higher likelihood of success. Appropriate governance structures are in place to provide oversight and accountability, including a University D&I advisory working group led by HR Chancellery, comprising key staff, including the faculties’ ADs D&I (currently SAT members). The SAT membership includes at least three members from each of the four STEMM faculties. This local embeddedness and SAT distributed leadership model augurs well for the successful implementation of the actions.

The University’s Strategic Plan provides commitment and continuity of action with respect to gender equity and D&I. In 2018, a new Vice Chancellor, Professor Duncan Maskell from the University of Cambridge, and a new Provost, Professor Mark Considine, previous UoM Dean of Arts, will commence in their roles. Both these senior leaders have already expressed their strong support and commitment for AS and the D&I plan.


4. A picture of the institution



Refer to Pages 19-20 of the Handbook

Academic and research staff dataThe comprehensive, research-intensive nature of UoM, particularly in STEMM, shapes its academic workforce and presents specific challenges for change. Overall, women dominate in lower academic levels in both HASS and STEMM but are under-represented at senior levels in STEMM, with a cross-over of gender distribution at Level C.

Headcount data are presented. Where there are trends over the three year period, three years of data are presented. Where no trends are apparent, only 2017 data are presented. To protect individual privacy, percentages are provided where the headcount is <5.

(i) Academic and research staff by grade and gender

Figure 4A: Gender distribution across academic levels A-E for UoM (2017)

Across UoM, a cross-over point occurs in gender distribution at Level C, with a sharp drop in numbers of women from Levels B-C and C-D (Figure 4A).

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Figure 4B: Gender distribution by academic level A-E for UoM (2015-2017)

Women’s representation at Level E in HASS faculties is much higher than for women in STEMM (Figure 4C). Women hold 41% of all professoriate positions in HASS faculties compared with 23% in STEMM faculties. This confirms our focus on supporting the career trajectory of women at Level C and above, particularly in STEMM.

Figure 4C: Proportion (%) of women by academic level, HASS & STEMM (2017)

Figure 4B shows three years of data for gender distribution by academic level across UoM. The data show a slight increase in numbers of women at Level E, and women at Level C.

Both are positive trends. However, the broader picture sees more women at the lower end of the scale (Levels A-B) and more men at the senior scale (Levels D-E).

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ACTION 4.1 i a: Implement organisational gender targets for Level C and E women.

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Figure 4D: Proportion (%) of women at Level E, HASS & STEMM (2015-2017)

Figure 4E: Gender distribution of academic staff, School of Biomedical Sciences (SBS), MDHS (2017)

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However, in disciplines where there is a minority female academic workforce, such as Engineering and Mathematics, this pattern is accentuated. Women’s representation is low at all levels, but is very low at Levels D-E (see Engineering, Figure 4F, and School of Mathematics and Statistics, Science, Figure 4G).

Further differences and variations are revealed within and across STEMM faculties when the data are examined for a range of discipline groupings. The majority of the academic female workforce is distributed at junior entry levels (see for example, School of Biomedical Sciences, MDHS, Figure 4E).

The higher proportion of women professors has been consistent over the past three years with only slight improvements (Figure 4D). This confirms that it is not a pipeline issue; rather, we need to actively increase the number of Level E women, particularly in STEMM.


Figure 4G: Gender distribution of academic staff, School of Mathematics and Statistics, Science (2017)

Figure 4H: Gender distribution of academic staff, Melbourne School of Health Sciences, MDHS (2017)

STEMM also has disciplines with a female dominated workforce, for example, nursing and allied health disciplines. As expected, there is a majority of women at the junior entry levels (Figure 4H).

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Figure 4F: Gender distribution of academic staff, Melbourne School of Engineering (MSE) (2017)


(ii) Academic and research staff on fixed-term, open-ended/permanent and casual contracts by gender

Table 4.1: Proportion of academic staff who are fixed term: All staff, HASS, STEMM, academic level (2015-2017)

All academic staff who are fixed term

Fixed term HASS Fixed term STEMM

Fixed term staff at academic levels

A B C D E

2015 65% 42% 75% 96% 74% 47% 33% 39%

2016 64% 41% 73% 96% 74% 45% 32% 36%

2017 62% 42% 71% 96% 73% 42% 29% 27%

Table 4.1 shows 1) there are more fixed term staff at the lower levels of the academic workforce (Levels A and B), and 2) there are more fixed term staff in STEMM. The research grant-related focus of STEMM shapes the high propensity of fixed term employment.

Women (69%) are more likely to be employed on fixed term contracts, with more women in fixed term employment at Levels B-D (Table 4.2). This has implications for access to a range of employment conditions that have a particular impact on the capacity to pursue and sustain an academic career.

2017 LEVEL A B C D E TOTAL %Men 97% 72% 40% 27% 29% 55%

Women 96% 75% 44% 32% 24% 69%

ALL 96% 73% 42% 29% 27% 62%

UoM has a large casual workforce (~6,000 staff in 2016) with approximately equal numbers of men and women (Table 4.3). Further analysis of the casual workforce has not been undertaken due to the breadth of type of work, disparate level of seniority and wide variation in contract period across the organisation.

STAFF MEN WOMEN TOTALAcademic casual 3,162 3,327 (51%) 6,489*

*this includes 6,027 unique individuals and double counts 462 staff who changed work categories during the year.

Table 4.3: Staff numbers, casual academic (2016) (headcount)

Table 4.2: Gender distribution of fixed term academic staff by level (2017)


Table 4.4: Total academic workforce – breakdown by workfocus classifications (2017)

Figure 4I: Gender distribution by workfocus classification and academic level A-E (2017)

Academic job function – workfocus classification % of academic workforce (2017)

Research only (RO) 41%

Teaching & research (T&R) 38%

Teaching only (TO) 12%

Academic specialist 8%

(iii) Academic staff by contract function and gender: research-only, research and teaching, and teaching-only

As illustrated in Figure 4I, for T&R staff there are more women in Levels A and B. The largest concentration of men is at Level E (T&R). Of all RO staff, women are concentrated in the lower academic levels (A & B). Academic specialists (an extremely diverse group comprising technical and senior managerial academic staff) comprise 8% of all academic staff. Due to their relatively small number, they are not represented here.

While T&R staff are equally distributed amongst HASS and STEMM (Figure 4J), RO staff are overwhelmingly in STEMM faculties (over 80%). For TO staff (a smaller overall category), two thirds are in STEMM faculties. Across the whole academic workforce, two-thirds of academic staff are employed in the four STEMM faculties.

The research-intensive nature of UoM is highlighted by the high numbers of staff who are Research only (RO) - 41% of all academic staff (Table 4.4).

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Figure 4J: HASS/STEMM share of academic workforce by academic work focus category (2015-2017)

Table 4.5: Turnover of academic staff, HASS, STEMM, ALL and by gender (2014-2016)

(iv) Academic leavers by grade and gender

2014 2015 2016

WOMEN MEN WOMEN MEN WOMEN MENHASS 16% 10% 14% 10% 13% 12%

STEMM 19% 16% 19% 16% 17% 16%

ALL 18% 14% 17% 14% 16% 15%

TOTAL 16% 15% 15%

*Proportion of all staff who left during the year for any reason, against staff numbers at 31 March of the given year.

In terms of the level at which staff were most likely to be leaving, Table 4.6 shows that leaving is highly concentrated at Levels A & B, with 28% turnover at Level A compared with 5% turnover at Level E.

Table 4.5 shows that turnover for women academic staff (at rates of between 16-18%) is consistently higher than for men, across both HASS and STEMM (at around 14-15%).

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Table 4.7: Proportion of academic leavers by level (2014-2016)

TURNOVER BY LEVEL 2014 2015 2016PROPORTION OF ACADEMIC STAFF

AT THIS LEVEL

A 51% 47% 50% 27%

B 25% 30% 26% 28%

C 14% 10% 13% 18%

D 4% 5% 5% 11%

E 6% 7% 6% 16%

100% 100% 100% 100%

The analysis of the remuneration data is based on the following:

• Total Remuneration: Total remuneration includes salary and superannuation, plus all allowances and loadings (general faculty, clinical, and management/additional responsibility loadings)

• Average total remuneration to form a comparison

• Comparison by academic level, workfocus classification and HASS/STEMM to achieve a more nuanced picture.

Table 4.7 shows the proportion of academic leavers by level over three years (2014-2016), indicating the highest proportion of academic leavers was at Levels A and B. The main reasons for leaving were either the completion of a fixed term employment contract or resignation. For staff at Level C and above, the most common reason was resignation; however, we do not know why. Level C is a crucial stage in academic careers, and we know for female academics this is the cross-over point in gender representation. At Levels D and E there was a relatively small turnover (4-7%).

ACTION 4.1 iv a: Undertake qualitative data collection with Level C women to better understand their reasons for leaving the University. This will assist in the development of positive interventions and retention strategies.

Table 4.6: Turnover of academic staff by level (2016)

LEVEL 2016 (A) LEAVERS ACADEMIC STAFF NUMBERS (B) (2016) TURNOVER (A)/(B)*

PROPORTION OF ACADEMIC STAFF

BY LEVEL

A 296 1,054 28% 27%

B 154 1,088 14% 28%

C 77 707 11% 18%

D 29 429 7% 11%

E 35 643 5% 16%

TOTAL 592 3,921 15% 100%

*Turnover by level is calculated by (a)/(b)

(v) Equal pay audits/reviews

ACTION 4.1 v a: To implement an annual pay gap analysis to monitor and address trends for inequities.


Table 4.9 shows average total remuneration by level and work focus classification in STEMM. In RO and T&R roles, there are no significant gaps. Teaching only classification shows a gap at Level A in favour of women; this is due to Clinical Fellows in MDHS receiving higher loadings (11 women and one man). Whilst the gap reduces for Levels B, C and D, the trend is in favour of men. For academic specialists, there is a gap of 7% at Level A, due to a small number of men receiving a loading.

When calculating the average total remuneration across the total academic workforce, the result is a difference of 19% in favour of men. This result is driven by high numbers of women at Levels A and B and lower numbers of women at Level E. The capacity for the potential earnings over a lifetime to reach parity can only be achieved by addressing challenging issues of career advancement and promotion of academic women.

Table 4.9: Average total remuneration for STEMM academic staff by level and work focus classification

2017 STEMM

RESEARCH ONLY TEACHING ONLY ACADEMIC SPECIALIST TEACHING & RESEARCH

GAP HEAD COUNT GAP HEAD

COUNT GAP HEAD COUNT GAP HEAD

COUNT

$ % F M $ % F M $ % F M $ % F M

Level A 1,596 2% 393 278 -5,254 -6% 94 38 7,234 7% 94 23 1,940 2% 20 11

Level B 330 0% 203 201 5,783 4% 61 27 -874 -1% 35 22 1,457 1% 68 63

Level C 1,685 1% 71 84 5,605 3% 56 49 -5,301 -3% 15 16 2,539 2% 63 97

Level D 6,359 4% 36 58 5,779 3% 14 9 -2,552 -1% 8 15 -755 0% 47 113

Level E -3,700 -2% 22 75 Sample too small 2 3 2,705 1% 4 17 7,545 3% 72 247

Table 4.8: Average total remuneration for academic staff by level and STEMM/HASS

2017

STEMM HASS

AV TOTAL REM HEAD COUNT AV TOTAL REM HEAD COUNT

$ GAP GAP F M $ GAP GAP F M

LEVEL A 1,035 1% 601 350 -1,301 -1% 126 71

LEVEL B 373 0% 367 313 2,227 2% 229 182

LEVEL C 1,719 1% 205 246 10,415 6% 126 152

LEVEL D 1,442 1% 105 195 5,816 3% 63 83

LEVEL E 5,855 2% 100 342 3,296 1% 103 145

Table 4.8 compares average total remuneration by academic job level (excluding executive appointments) and STEMM/HASS. For STEMM and HASS, there is no significant gender gap at Levels A, B, D and E. However, at Level C in HASS there is a 6% difference in favour of men. Further analysis revealed that this was due to a high market driven remuneration in Business and Economics.


5. Supporting and advancing women’s careers




5.1 Key career transition points: academic staff

(i) Recruitment

UoM currently employs over 14,000 staff (including casual staff). We are not currently well equipped to systematically collect and analyse recruitment data. To ensure that recruitment processes are equitable, the University currently has a number of policies and best practice guidelines. These policies are being reviewed in line with the D&I plan to diversify our workforce.

Recent initiatives have focused on recruiting for underrepresented groups, notably from Indigenous applicants and women. Since 2010 the University’s Reconciliation Action Plan (RAP) has prioritised recruitment and retention of Indigenous staff. The University employs a dedicated Indigenous Employment Officer to assist with recruitment and retention and provides guidelines on recruiting and retaining Indigenous staff. The second focus has been on recruiting women in disciplines where they are underrepresented. In 2016, the University advertised three women-only continuing academic positions in Mathematics and Statistics to address its low female representation. A total of five appointments were made, two more than originally advertised, due to the high calibre of applicants. This initiative represents our strong commitment to addressing the underrepresentation of women. The success of this strategy has led to Physics and Engineering also planning recruitment to women-only positions.


PROGRAM TOTAL PARTICIPANTS WOMEN MEN NOT SPECIFIED

Academic Staff orientation 183 102 (56%) 51 30

Senior Academic Staff orientation (Fast Track) 34 10 (29%) 22 2

Table 5.1: Gender distribution of attendances in academic orientation programs 2017

(ii) Induction

At an organisational level, both face-to-face and online induction are provided. Although the online information is comprehensive, we have noted that information on D&I anad AS is currently missing on the website and needs to be incorporated. Academic staff orientation to UoM is provided through the Melbourne Centre for the Study of Higher Education (MCSHE).

As Table 5.1 indicates, over half of attendees for the general academic staff orientation were women. For the senior academic orientation, 29% of attendees were women, consistent with the lower number of senior academic women at UoM.

For induction into roles, faculties and departments have tailored programs including online and face-to-face resources; examples include buddy programs, and quarterly morning teas with the Dean and senior leadership in MDHS.

ACTION 5.1 i a: Develop a recruitment policy that addresses the underlying challenges of gender inequity and ensure that each step of the recruitment process removes barriers and puts in place proactive approaches to the search and selection process.

ACTION 5.1 i b: Target recruitment for women-only positions in disciplines where women are underrepresented.

ACTION 5.1 i c: Set gender targets and monitor implementation of recruitment of researchers for ‘Driving Research Momentum’ strategy. The ‘Driving Research Momentum’ strategy aims to recruit an increased number of high quality researchers and drive research performance from 2018.

ACTION 5.1 ii a: Develop a comprehensive online D&I site on the Staff Hub that includes relevant AS materials.


Academic staff within all four work focus categories who hold full-time or part-time positions (continuing or fixed-term), may apply for promotion on the basis of their career achievements relative to opportunity. In 2016 the University introduced a new UoM Academic Performance Framework (APF) that recognises three core dimensions of academic performance—activity, engagement, and quality and impact. These three dimensions are considered across Teaching and Learning, Research and Research Training, and Leadership and Service. The University recognizes and provides guidance to applicants and promotion committees regarding ‘Performance Relative to Opportunity’ (PRO).

Information about promotion is available to all staff through the staff intranet. This includes eligibility criteria, promotion timetables, criteria for assessment and advice on presenting a case for promotion. Call for promotion applications to all staff occurs in the first quarter of the calendar year, and information sessions are conducted. Discussion about promotion forms part of the annual Performance Development Framework (PDF) process. Promotion committees are held at the faculty level for up to level D; for Level E, decision is made by a senior central committee. All promotion committees include senior staff external to the home faculty. Feedback to unsuccessful applicants is provided by the unit Head, based on committee feedback.

The first set of tables (Tables 5.2-5.4) display academic promotion data for the three years 2015-2017 for the whole University. Data on number of years in current level at time of promotion is not available. The data raise several important points:

• women generally have higher success rates than men at each level and on average

• women tend to be under-represented (and men over-represented) in the pool of applicants applying for promotion from Level C to D. In 2016 for example, women formed 32%* of the applicant pool to Level D, yet formed 41% of all academics at Level C (see Table 5.3).

(iii) Promotion


Table 5.3: All faculties promotions data 2016 (n=208)

2016PROMOTION TO:

LEVEL C LEVEL D LEVEL E TOTAL N= 208

MEN# applications 43 48 29 120

# successful 34 31 22 87

Success rate 79% 65% 76% (73%)

WOMEN# applications 46 23 19 88


Success rate 83% 74% 79% (80%)

Total # applications at each level 89 71 48 208

% of women applicants at respective level 52% 32%* 40% 208

% of women at preceding level At level B 54% At level C 41% At level D 39%


2015PROMOTION TO:

LEVEL C LEVEL D LEVEL E TOTAL N=216



Success rate 74% 71% 87% (76%)



Success rate 87% 86% 88% (87%)


% of women applicants at respective level 50% 38% 52%

% of women at preceding level At level B 56% At Level C 41% At Level D 37%


Figure 5A: Women’s share of promotion applications and academic level STEMM faculties (2017)

0%B-C C-D D-E

15%

30%

45%

60%

SHARE OF PROMOTION APPLICATIONS SHARE OF ACADEMIC LEVEL

Figure 5A (above) and Tables 5.5-5.7 (below) show academic promotion data for the four STEMM faculties (2015-2017). The HASS promotion application numbers are much smaller (< 90 pa), therefore, analysis is confined to STEMM and All (STEMM plus HASS). As with the whole University, women in STEMM typically have a higher success rate in promotion. The under-representation of women in the pool of applicants applying for promotion from Level C to Level D is even more marked in the STEMM faculties. The 2017 data, for example, shows that women formed only 25%* of the pool of applicants applying for promotion to Level D, yet form 45% of all academics at Level C (Table 5.7). Both sets of data reinforce the need for a particular focus on Level C as a critical career point.


2017PROMOTION TO:

LEVEL C LEVEL D LEVEL E TOTAL N=230



Success rate 70% 73% 53% (66%)



Success rate 94% 61% 69% (81%)


% of women applicants at respective level 58% 38% 33%

% of women at preceding level At level B 55% At level C 45% At level D 37%


Table 5.7 STEMM 2017 promotion data (all applicants: MDHS, Sci, Eng, Vet & Ag) (n=140)

LEVEL% of women at this level

(STEMM)

Women’s share of

promotion applications

2015

% of men at this level

(STEMM)

Men’s share of all promotion applications

2015*

# Applications Women’s success rate

Men’s success rate

B 54% 53% (B-C) 47% 47%

C 45% 25%* (C-D) 55% 75% 64 100% (34/34) 88% (28/30)

D 35% 22% (D-E) 65% 78% 44 68% (11/16) 75% (21/28)

E 23% 77% 32 78% (7/9) 61% (14/23)

Total / average success rate 140 82% 75%



(STEMM)

Women’s share of


2016


(STEMM)


2016*



B 54% 53% (B-C) 56% 47% (B-C)

C 41% 31% (C-D) 59% 69% (C-D) 54 86% (25/29) 77% (19/25)

D 36% 34% (D-E) 64% 66% (D-E) 42 69% (9/13) 59% (17/29)

E 23% 77% 38 69% (9/13) 76% (19/25)




(STEMM)

Women’s share of


2015


(STEMM)


2015*



B 56% 56% (B-C) 44% 44%

C 41% 38% (C-D) 59% 62% 57 84% (27/32) 88% (22/25)

D 33% 45% (D-E) 67% 55% 52 80% (16/20) 66% (21/32)

E 20% 80% 29 92% (12/13) 75% (12/16)



YEAR # of PRO apps Women’s share of PRO apps

Success rate of women applying with PRO

consideration

Success rate of ALL applying with PRO

consideration

2015 92 71% (65) 86% 83%

2016 86 67% (58) 83% 78%

2017 109 67% (73) 85% 80%

YEAR # of apps who were part-time

Women’s share of part-time apps

Success rate of part-time women

Success rate of ALL part time

2015 36 75% (27) 85% 83%

2016 35 66% (23) 87% 80%

2017 31 68% (21) 81% 81%

Table 5.8: Applications with PRO across all levels, and success rate – women ALL faculties (2015-2017)

Table 5.9: Applications from part-time* academics across all levels, success rate – women all faculties (2015-2017)

Part-time work and promotionTable 5.9 shows that women are the majority of part-time promotion applicants, and promotion success rates for part-time female applicants are high. Women who were part-time were much more likely to be seeking promotion to level C, while men who worked part-time were much more likely to be seeking promotion to level E. It is likely that the Level E part-time men held other appointments such as clinical or industry appointments elsewhere.

*part time is defined as those with a fractional appointment of 0.8 or less

In summary, the data show that being part-time or having PRO considerations appeared to have no detrimental impact on women’s promotion success rate.

Performance relative to opportunity (PRO) considerationsTable 5.8 shows the proportion of all PRO applications for promotion that are from women. Women are much more likely than men to apply with PRO, and success rates with PRO are high for all applicants and particularly so for women.


Qualitative data reflectionsQualitative 2017 data on promotion found that academic staff understandings of promotion were impacted by supervisor support and perceptions of a rigid promotions framework. Some participants commented that they had positive experiences applying for promotion, and attributed this to supervisor support, peer review of applications, and adequate consideration of PRO. However, others felt that there was not a culture of promotion within their departments and felt reluctant to apply. They felt that supervisors lacked the ability to support and mentor their staff. Others were discouraged as their income relied on external grants and an increase in salary could cause additional financial strain on research groups.

There was a perception that the promotions framework was rigid and not responsive to career paths that deviate from the full-time teaching-research norm. For example, teaching only staff commented that there was substantial ambiguity relating to how they could meet the criteria to move from Level C to D. Participants, especially women, who had taken parental leave or worked part-time commented that it was difficult to meet the criteria, especially when compared with others who had been working full-time without career interruptions. Participants commented that the pathway from Level C to D was most suited to staff who could work long hours without concerns for family duties.

Participants had a variety of perspectives regarding PRO guidelines for promotion. Participants were unsure about how PRO was measured and whether the inclusion of relevant details in a promotion application consciously, or unconsciously, influenced panel members’ assessment. Participants reported feeling uncomfortable reporting their personal circumstances as they wanted to be judged purely on their merit.

ACTION 5.1 iii a: HR to systematically collect promotions data from 2018 by gender and grade to enable longitudinal gender monitoring at each level.

ACTION 5.1 iii b: Develop further training to support promotion applicants and supervisors with PRO considerations.

ACTION 5.1 iii c: As part of the promotions communications and engagement, break down myths and misperceptions about promotion outcomes to encourage more women, especially at Level C, to apply.

ACTION: 5.1 iii d: Establish and undertake a women-only structured mentoring program to support the application process for promotion from Level C to D.


The University’s Higher Education Research Data Collection (HERDC) report does not allow for analysis of the activity of researchers. The report comprises research income data against the four categories of research income, which is not able to be attributed to individual researchers. Instead, we present data on an internal grant scheme for early career researchers (ECRs). This competitive scheme supports ECRs to establish their program of research and track record. Grants provide 12 months’ funding, with a maximum of $25,000 for HASS and $40,000 for STEMM. Allocation of funding is determined by a central committee of senior academic staff, chaired by the PVC (Research capability). A 70% allocation is based on faculties’ prioritization and 30% is based on the committee’s discretion to support women in non-traditional fields, small faculties and Indigenous applicants.

A gender analysis of applicants and success rates (2015-2017) across UoM shows comparable success rates for men and women (Table 5.10), with women’s success rates higher than men’s in 2016 and 2017.

(iv) Higher Education Research Data Collection (HERDC)

YEAR Female successful/applicants Female success rate Male successful/

applicants Male success rate

2015 25/76 42% 35/75 47%

2016 32/67 52% 30/74 41%

2017 36/82 44% 27/68 40%

Table 5.10: Internal ECR grant scheme applications and success rates by gender (2015-2017)


5.2 Career development: academic staff

The Academic Performance Framework includes an annual performance discussion with a supervisor, triennial performance reviews (formal reviews with holistic feedback with a panel of peers), and mid-confirmation reviews for continuing staff. It has been noted that academic supervisors need greater support in effective Performance Development Framework (PDF) meetings. In response, an academic supervisor development program will be piloted in two large faculties (MDHS and Arts) in 2018, then rolled out across UoM.

All academic staff at all levels should participate in the PDF process. Online training courses on the PDF purpose and process is compulsory for staff and supervisors. Additional resources are provided, including PRO guidelines. The standard PDF template includes discussion of career aspirations and self-reflection but does not include a specific discussion on work life balance. The appraisal and development review process is devolved to organisational unit level, and monitoring of individual staff-supervisor discussions is difficult due to reasons of confidentiality. However, the triennial review process aims to provide consistency and monitoring of quality in the content covered in the PDF discussions.

PROGRAM AREA TOTAL PARTICIPANTS WOMEN MEN NOT SPECIFIED

Teaching: 5 programs 241 139 (58%) 76 26

Research: 15 programs 875 398 (45%) 361 116

Engagement: 12 programs 579 398 (69%) 174 7

Table 5.11 Summary of female academic participation in Melbourne CSHE professional development workshops delivered in 2017

(i) Training

(ii) Appraisal/development review

All University fixed-term and continuing staff are required to successfully complete the University’s Appropriate Workplace Behaviour course. Murrup Barak (Indigenous development) also offers cultural awareness training with approximately 300 - 400 staff attending each year.

In addition to orientation courses, the MCSHE offers a range of UoM award and non-award courses covering teaching, research and engagement. Table 5.11 provides a summary of female academic participation in these programs. Female participants number at least 45%, and up to 69%, in the current suite of programs offered.


(iii) Support given to academic staff for career progression

The University provides considerable support to its academic staff (and professional staff) to assist in their career progression. Particularly noteworthy is the Academic Women in Leadership program (AWiL), discussed in detail below. Other programs include:

For Graduate Researchers (PhD candidates), early career academics and sessional academics:• Graduate Certificate in Advanced Learning and Leadership

• Graduate Certificate in Indigenous Research and Leadership

• Teaching Skills for Graduate Researchers

• Early Career Academic Foundations Program

• Melbourne Early Career Academic Fellowship

• Advanced Skills Program for Sessional Teachers.

For mid-senior academics, and future leaders:• Melbourne Teaching Certificate

• Graduate Certificate University Teaching

• Melbourne Engagement Lab

• Future Leadership Development.

For supervisors of graduate researchers:• Professional Development for PhD Supervisors

• Research Mentors Program

• Researcher Development with Research, Innovation & Commercialisation.

The uptake and effectiveness of the programs were presented in Table 5.11.

In addition, UoM offers the Manager Development Program for middle managers that includes modules on performance, impact, ecosystem and resilience. In 2017, there were 719 participants (72% women and 28% men).

The 2017 qualitative data on career pathways indicated that women who have had career interruptions face significant barriers to career advancement. The main themes from academic women from the qualitative analysis were:

• fear of perceived gaps in publishing and obtaining grants

• PRO often being difficult to communicate

• while management and supervision at a local level was often positive, some negative supervisory experiences were reported.

Additional qualitative findings from the Academic Women in Leadership (AWiL) 2016 report highlighted the importance of PRO provisions and the need for more guidance for staff and supervisors around PRO.


Academic Women in LeadershipThe AWiL program began in 1997 and is a flagship scheme at UoM to support academic women into leadership. 199 women have taken part in the program, which involves structured activities, shadowing of senior women and men, and group work over a six month period. Preference is given to participants at Levels C and D. The program focuses on: 1) Leadership, interpersonal and career development; 2) insight into current UoM priorities and strategic issues; and 3) building strategic linkages. The program receives outstanding feedback from participants.

Mentoring programs

The University provides generic information on mentoring on the staff hub. In addition, there are: workshops for early career academics; a Research Mentors Program; and structured faculty programs (based in at least half of the faculties).

The University provides resources to assist staff and supervisors manage work and family, including resources relating to maintaining contact whilst on leave and returning to work. The qualitative AWiL study (2016) found that career interruptions affect academic careers through impacting the key metrics of academic research achievement, namely publications and research grants. For academics there is a perceived need to continue to engage in career enhancing activities such as conferences, collaborative activities and leadership opportunities. In particular, maintaining research teams and lab space while on family leave was identified as a particular issue.

ACTION 5.3 i a: Put in place a comprehensive support program that addresses the three phases of career break and in particular, maternity leave:

• Preparation prior to time out;• Communication and involvement during leave; and• Return to work.

(i) Cover and support for maternity and adoption leave: before leave

Policies and information about maternity, parental leave and adoption leave are available on the Staff Hub. Cover and support for maternity and adoption leave (including return-to-work bonus) do not differ between professional and academic staff, or between staff on continuing or fixed-term contracts.

With respect to support before leave, following discussion with their supervisor, staff apply for parental leave locally. Although there is no systematic University-wide guidance on the kinds of support to be provided before leave is taken, some faculties have produced guidelines to assist staff and supervisors (e.g. Science and MDHS).

The qualitative 2017 data showed that participants were generally positive about the policies for parental leave. However, a number of both men and women interviewed discussed feelings of anxiety, fear and/or confusion regarding taking time away from work to care for children, and the potential impact this may have on their career progression.

(ii) Cover and support for maternity and adoption leave: during leave

5.3 Flexible working and managing career breaks


The first six months after academic staff return from a career interruption is a critical period for re-establishing and building career momentum. The 2017 qualitative study identified a number of challenges, including:

• Pressure to perform and achieve expected performance metrics

• The fast pace of STEMM research making it difficult to catch up

• A lack of flexibility around part-time work (e.g. part-time role granted but expectations largely remained the same)

• Finding it difficult to perform at level before maternity leave due to mental load, sickness and time demands of having children

• Partners, mostly male, not having access to flexible working hours in their own workplaces resulting in the burden of caregiving being carried by women

• Lack of childcare places at UoM

• Lack of support for travel when children are very small, and lack of access to travel funds and child care provisions when travelling.

In recognition of these challenges UoM provides different kinds of support. This includes a return-to-work bonus and access to flexible work arrangements (see Section vi), including part-time employment, working from home and job-sharing. Arrangements to support staff with caring responsibilities are outlined in Section ix. Such arrangements are locally determined and therefore highly dependent on the interaction with the supervisor. For parents returning to work, parenting/breastfeeding rooms are located throughout the campus.

Participants largely spoke positively about the University’s parental leave policy, noting that it was more generous than other sectors, particularly regarding the return to work bonus (equivalent of 12 weeks’ salary). The AWiL report (2016) noted that there were differences in how the return to work bonus is utilized; academic staff generally use it to engage research support, while professional staff were more likely to use it as salary or childcare assistance.

The AWiL report (2016) recommended that faculties provide academic staff with teaching and research duties with an increased allocation to research in this period to give them time and capacity to re-establish their career in an increasingly competitive research environment. The AWiL report also noted the issue of supporting researchers to travel when children are very small. Engineering is currently trialing a funded carers support program ($1,000) for academic staff required to travel for work.

ACTION 5.3 iii a: Develop a business plan to implement a systematic University-wide funding scheme to support carers to enable academic staff to travel.

ACTION 5.3 ii a: Particularly for STEMM disciplines, develop a business plan to provide research assistance and maintain lab space to support research while on maternity leave, to prevent major negative impact on research outputs.

(iii) Cover and support for maternity and adoption leave: returning to work


(iv) Maternity return rate

(v) Paternity, shared parental, adoption leave and parental leave uptake

(vi) Flexible working

The number of academics taking paid parental leave each year is relatively small. For a 12 month period over 2016-2017, 73 academics took paid parental leave, with 61 of these from STEMM disciplines. The majority were in MDHS and overwhelmingly these were early career academics. The return to work rate is very high (90-95%); generally, those that do not return are those who have had contracts that expire during their maternity leave. In 2016, eight staff (all on fixed term contracts) who took parental leave did not return – six did not have their contract renewed and two resigned. 51 academic staff took paid partner leave, with 27 in STEMM disciplines.

Currently, no data are available to monitor how many women remain at work over the years following their maternity leave. The AWiL 2016 report and 2017 qualitative data noted that academic staff were less likely to use the full allocation of parental leave compared with professional staff. Academic staff members (notably Levels A and B) reported greater pressure to return to work early, or continue working throughout their parental leave due to a perceived negative impact on their career progression. Professional staff were less likely to express feelings of pressure to return to work.

Shared parental leave is available when both parents are University staff members. When both parents are eligible for parental leave and are sharing the primary care of the child between them, paid parental leave may be shared between the parents.

The University recognises the importance of flexible work practices and work/life balance. Staff have access to numerous flexible work arrangements including (1) flexible working hours, (2) job sharing, (3) home-based work for professional staff and (4) part time employment. HR provides resources and guidelines on negotiating flexible work arrangements for staff and supervisors.

Systematically collecting data on flexible work is challenging. Data from the 2017 qualitative study highlighted that when flexible work arrangements can be implemented, staff feel both productive and affirmed in their work. However, expectations about what was possible with respect to flexible work sometimes differed between some professional staff and their supervisors.


The University provides on-site childcare for 137 long day care places across two centres for both staff and students within the Parkville campus precinct. University staff have the option to salary package their childcare fees. Waiting lists for places are lengthy and staff often pursue a range of options, including childcare close to home or other options within the Parkville precinct.

In addition, the University operates a centre in Abbotsford, approximately 7km from the main Parkville campus. This is a research and demonstration early childhood facility at the University, providing preschool programs for three and four year old children. Due to its location, it is not convenient for all University staff and students.

Despite the provision of these facilities, there is still a recognized shortage of childcare places for the growing number of staff and students. The University is currently planning to establish two new childcare centres, with a further 120 places at the Carlton Connect Precinct centre and an additional Parkville centre.

(vii) Transition from part-time back to full-time work

(viii) Childcare

(ix) Caring responsibilities

The University provides guidelines for staff and supervisors on negotiating flexible work arrangements, including transition from part-time to full-time work. However, there is no systematic information available about how this occurs in practice, and it may vary by faculty, discipline, and supervisor.

The 2016 AWiL study found that the perceived impacts of career interruptions on career progression for staff who work full-time are different to those who work casually or part-time. However, promotions data presented in 5.1.iii indicate that part-time staff who do apply are not disadvantaged regarding promotion success.

UoM has a variety of policies for those with caring responsibilities, including

• Home-based work: where a professional staff member can work at home with appropriate workplace access

• Personal/carers leave: 15 days of paid cumulative leave on a pro rata basis per year, plus five days of non-cumulative leave

• Extended leave and further family provisions: conversion of full-time to part-time for caring responsibilities

• Compassionate/Bereavement Leave: two days of paid leave

• Reduced working weeks scheme: reduce current working year by multiples of two weeks up to eight weeks annually.


Although there is no systematic data available for all these schemes, 12 months data collected over 2016-2017 (Table 5.13) indicate that 64% (400/626) of academic staff who took family leave were women, with the majority being Levels A and B. This parallels the paid parental leave distribution.

GRADE WOMEN MEN TOTAL

Level A 151 48 199

Level B 144 73 217

Level C 66 44 110

Level D 25 27 52

Level E 23 39 62

Total 400 226 626

Table 5.13 Academic staff who accessed family leave (2016-2017) for 12 month period

Findings from the 2017 qualitative study indicate flexible and empathetic supervisors make a significant difference to fostering a culture where the impact of interruptions on career progression can be minimised.

The University provides Research Fellowships (Career Interruptions) for staff who have had severe career interruptions (either through caring responsibilities or illness), to enhance or re-establish their academic careers ($60,000 plus $15,000 for travel or research support). Feedback from women returning to work after a career interruption suggests these grants are critical to career success but their competitive nature made them difficult to obtain, with only 6-7 Fellowships awarded each year.

ACTION 5.3 ix a: Develop a business plan to increase funding available for Research Fellowships (Career Interruptions) to meet the increasing demand.


5.4 Organisation and culture

(i) Culture

(ii) HR policies

The University has a clear statement of its values, highlighting its commitment to realising the full potential of employees and students. This is reflected in the D&I plan that sees diversity as critical to excellence. The UoM embraced participation in the 2017 Respect Now Always Survey. A committee chaired by the Deputy Provost continues to address cultural issues raised, including the 2018 launch of the Consent Matters e-learning program.

Although UoM is a research-intensive university, engagement is core business, and is strongly embedded through the Academic Performance Framework, promotions, sabbatical leave and institutional resourcing. The 2017 qualitative study identified UoM as very focused on ranking, prestige and income leading to an expectation of high performance. This was seen at times to translate into long hours, and a focus on individual performance metrics. A high level of competition was seen as a disadvantage to women, particularly those who had carer obligations, worked part-time, or had taken parental leave. Participants identified that the traits that were needed to be successful at UoM largely reflected traditionally masculine traits such as being assertive, dominant, individualistic and competitive. Women noted that they preferred to work more collaboratively, were less comfortable with self-promotion, and were less focused on status as a symbol of success. This was perceived to be a disservice for women in promotion applications.

UoM has in place a range of wellbeing services, with information provided on the staff intranet. These offer a range of physical, psychological, and spiritual wellbeing services.

A consistent finding in both qualitative studies was the perception that HR policies were positive, appropriate and in some cases, very generous. The policies are generally perceived to be clearly communicated and made available to all staff online. Staff indicated that they were either familiar with the policies, or knew how to access them when required. Mandatory training for staff and supervisors means that staff are required to keep up to date. However, this is dependent on staff being compliant in their training requirements, with accountability for this resting with the unit Head.

Review of policiesIn 2016/2017 UoM undertook a review of policies specifically related to misconduct, bullying, harassment and sexual harassment, and fraud. Seven policies have been reduced to one: Appropriate Workplace Behaviour Policy. This was to reduce the complexity of reporting, managing an investigation and the consequent outcomes to a single process. The 2017 qualitative study indicated that staff were positive about having such a policy, but nonetheless expressed some disquiet about its effective implementation, particularly timeliness, and confidence to come forward with a complaint.

Time taken to resolve a complaintThe time taken to resolve a complaint can range from several months to 14 months. This timeframe is predicated on the nature of the issue, the number of people implicated and involved, Fair Work, the legal process, the opportunity to appeal and delays by external legal teams. Paramount is maintaining natural justice and not jeopardising the process.


FACULTY WOMEN HEADCOUNT WOMEN % MEN HEADCOUNT MEN % TOTAL

ALL STEMM 14 30% 33 70% 47

Science 6 33% 12 67% 18

MDHS 3 27% 8 73% 11

Engineering 3 30% 7 70% 10

Vet & Ag Sci 2 25% 6 75% 8

ALL HASS 23 35% 42 65% 65

Law 7 64% 4 36% 11

ABP 2 33% 4 67% 6

Education 3 33% 6 67% 9

Arts 3 23% 10 77% 13

Bus & Eco 3 18% 14 82% 17

Fine Arts/Music 5 56% 4 44% 9

Table 5.14 Gender composition of Faculty Executive Committees by faculties 2017

Due to the large number of heads of schools and departments, data are presented for Faculty Executive Committees (FECs) (August 2017 snapshot; Table 5.14). Female composition of the FECs is 33% overall, ranging from 18% in Business and Economics to 64% in Law. The difference in female membership between STEMM and HASS is 30% and 35% respectively, further justifying our focus on increasing senior women academic leaders.

Confidence to come forwardWe believe that UoM’s approach to dealing with issues and the changes in the external environment is having some impact on staff coming forward. However, we know that there is still a real reluctance to speak out. Whilst a sound complaints process is partly predicated on staff coming forward, the University’s approach is that it deals with matters even if there is not a formal complaint. An external reporting line has recently been put in place to encourage staff to come forward but it is too early to comment on its effect. The 2017 qualitative data surfaced the need to address cultural issues such as unconscious bias, everyday sexism, micro aggressions and male privilege. These deeply embedded cultural beliefs and behaviours will need further work if we are to effect real change.

(iii) Proportion of heads of school/faculty/department by gender


One faculty, MDHS, has been monitoring gender representation on its key faculty and School committees (Executive, Learning and Teaching, and Research and Research training) biannually since 2011. Targets for female representation are set and reported against to the Faculty Executive biannually.

Decision-making around head of school/department appointments varies across the organisation. In some faculties, appointments are made following external advertising, while in others the selection is by internal appointment. Leadership development programs for heads are currently being reviewed.

(iv) Representation of men and women on senior management committees

University Executive (UE) is the University’s principal executive group and is chaired by the Provost. Its membership includes members of the Chancellery Executive, President of the Academic Board and Deans. Currently, seven (32%) members are women, out of 22 members. The role and gender of UE members is shown in Table 5.15.

Table 5.15 Role and gender of University Executive members 2017

ROLE GENDER

Provost FDeputy Provost (Academic and Undergraduate) MDeputy Provost (Graduate) FDeputy Vice-Chancellor (Research) MThe President, Academic Board MVice-Principal (Advancement) MVice-Principal (Engagement) MVice-Principal (Administration and Finance) and Chief Financial Officer MVice-Principal (Policy and Projects) FVice-Principal (Enterprise) MHead of University Services MDean of MDHS MDean of Bus & Eco MDean of Arts MDean of Fine Arts/Music MDean of Science FDean of Melbourne Business School MDean of Law FDean of Vet & Ag Sciences MDean of ABP FDean of Engineering MDean of Education F


The UoM has three key governance and leadership bodies:

1. University Council is the governing body of the University

2. Academic Board is responsible to Council for quality assurance in academic activities

3. UE is the University’s principal management body (See Section 5.4 iv)

Both the University Council and UE are predominantly male in composition (Table 5.16).

Table 5.16 Gender balance of governance and management bodies 2017

WOMEN WOMEN % MEN MEN % TOTAL

Council 4 25% 12 75% 16

Academic Board officers and Chairs of key committees

5 63% 3 37% 8

University Executive 7 32% 15 71% 22

(v) Representation of men and women on influential institution committees

Membership of Council is partly determined by position (Vice Chancellor and President of Academic Board), by Ministerial appointment, Council appointment and by elected members (staff and student). Female membership is currently only 25% (Table 5.16). A recent Council review has recommended increasing the diversity of membership.

Academic Board officers are elected by the Professoriate. Membership of the Board committees is usually for a period of two years, and membership is by election, nomination by the President or by positional role. Consideration is given to gender balance and disciplinary expertise. This process appears to be successful with 63% women as Board officers and Board Chairs (Table 5.16).

Women role models at UoM at the graduation ceremony for Dame Bridget Ogilvie FRS AC, Honorary D Sc., 2016. From L-R: Professor Karen Day, Dean of Science; Dame Bridget Ogilvie FRS AC; Elizabeth Alexander, Chancellor; Professor Margaret Sheil, Provost; Professor Rachel Webster, President Academic Board.


For academic staff, committee workload is included in the Academic Performance Framework. This is also considered as part of promotion. Depending on the committee, some staff face a higher participation load, particularly Indigenous academic staff.

Professor Leann Tilley (right) with the Georgina Sweet awardees for Women in quantitative biomedical science which Tilley created.

(vi) Committee workload

(vii) Institutional policies, practices and procedures

(viii) Workload model

There is no one systematic workload allocation model across the whole University, although some Faculties have established workload allocation models to assist in the allocation of academic work duties.

UoM requires that policies be developed, established, amended and reviewed in consultation with stakeholders. A formal review is undertaken against each policy at least every five years, to ensure that policies are up-to-date and to evaluate policy implementation. In addition, the University is in the process of revising the University Regulations to ensure they are gender neutral.


UoM does not stipulate timing of meetings and social gatherings, as these are predominantly organised at a local level. However, some faculties, including all the STEMM faculties, have cultural norms and/or guides to ensure that faculty events are designed to be inclusive and accessible to everyone. These practices cover timing of events, diversity of speakers, appropriate choice of venues, and ensuring relevant cultural protocols are followed.

University guidelines on organisation of events to ensure they are inclusive are available on the staff webpage. Although this is not stipulated in policy, awareness across the organisation has grown, together with changes in cultural practices. Diversity more broadly, and gender specifically, is an important consideration in the development of webpages and resources.

UoM is proud to have four female ARC Laureate Fellows; Prof Leann Tilley (Georgina Sweet Laureate Fellow), and Prof Joy Damousi, Prof Adrienne Stone and Prof Anne Orford (ARC Kathleen Fitzpatrick Laureate Fellows). Both Fellowships, the only two special female ARC Laureate Fellowships, were established in 2011 with recipients undertaking an ambassadorial role to promote women in research, in addition to their own research programs. These four women have been strong role models for women in research, both within UoM and nationally.

Outreach activities are part of engagement at UoM, which is highly valued and referenced within the Growing Esteem strategy. Staff at UoM participate in numerous outreach activities. The University has deep and extensive research, industry and community partnerships, at group, department, faculty, University-wide, national and international levels. We do not have data on this, or on gender and level of participants, but it is expected that all academic staff will participate in engagement.

The Academic Performance Framework explicitly references engagement as a core dimension of academic performance. Engagement is also recognised within the University through the engagement excellence awards and staff engagement grants, both designed to encourage and recognise staff who excel in their outreach activities.

Engagement grants are awarded to staff (academic and professional) to pursue projects aligned with the University’s engagement priorities. In 2017, 32 grants of between $10,000- $20,000 were awarded (Table 5.17). Women comprised the majority of successful recipients across 2015-2017.

(ix) Timing of institution meetings and social gatherings

(x) Visibility of role models

(xi) Outreach activities


‘Women in STEMM: The start of the conversation’ event, led by Professor Margaret Sheil, Provost, April 2016

ACTION 5.4 xii a: Develop a clear institutional accountability framework for faculty implementation of strategies proposed.

The University has shown a deep commitment to Athena SWAN. There has been strong organisational support from the senior leadership from the initial discussions in November 2014, applying to be in the first pilot cohort, SAGE process and award application. This was demonstrated early in the process by two open events led by the Provost, in October 2015 (Introduction to Athena SWAN), and April 2016 (Women in STEMM), which featured Professor Nalini Joshi. Athena SWAN is purposely aligned with the organisation’s D&I plan. Outcomes of Athena SWAN actions will be reported against as part of the normal accountability cycle of the University. To ensure this, an explicit institutional accountability framework will be established.

Table 5.17 Engagement grant recipients 2015-2017

YEAR MALE AWARDEES FEMALE AWARDEES TOTAL AWARDS NUMBER OF APPLICATIONS

2015 6 (5 academic, 1 professional staff)

19 (18 academic, 1 professional staff 25 n/a

2016 6 (6 academic) 18 (14 academic, 4 professional) 24 120

2017 10 (10 academic) 22 (20 academic, 2 professional) 32 100

(xii) Leadership


6. Supporting transgender people




(i) Current policy and practiceThe University’s D&I plan has the LGBTIQA+ community as one of its priority groups. We are striving to better understand the challenges, opportunities and impact of our programs and practices. To enable this, the University has joined Pride in Diversity (PiD) and contributes to the Australian Workplace Equality Index.

Practical strategies that have been undertaken include:• Where sex or gender information is collected by the University, all staff now have the option to select M (Male),

F (Female) or X (Transgender/Intersex/Other)

• Staff are able to select Mx from the list of available options in systems requiring a title, salutation, prefix or honorific

• A number of toilets on campus have been converted to all gender toilets

• Several faculties have established LGBTIQA+ community groups, with Chancellery working with LGBTIQA+ staff and PiD to establish a University-wide LGBTIQA+ network

• Engineering hosted a LGBTIQA+ panel discussion in 2017 aimed at students, with six panelists who identify as queer (two academics and four industry partners); over 50 students attended the session

• In 2017 MDHS appointed an LGBTIQA+ academic lead. To launch this work an LGBTIQA+ myth-busting and Q&A session was held in December 2017. From this, a central repository of resources has been established, and a faculty ally network is being developed

• Student-led Queer Department, which offers support, a formal reporting mechanism and advocacy and engagement events for the Queer community on campus.

We have engaged with PiD to seek advice when situations have arisen. For example, one faculty assisted and supported a transitioning staff member throughout 2017. Over several consultations with the transitioning employee, a check list was created, reasonable adjustments identified and implemented, and communication and relevant training put in place. The actions taken were supportive of the employee’s privacy and their needs along with the University’s commitment to ensuring a safe and inclusive working environment for all staff.

As a signifier of its commitment, the University proudly joined the Midsumma Festival Pride March for the first time in 2016. Over 200 UoM staff, students, alumni and supporters joined the march, including the Vice Chancellor, Provost and other senior leaders. This level of support was repeated in 2017 and 2018, with even greater turnouts.


(ii) ReviewIn consultation with PiD, the University will monitor the impact of initiatives to support trans and gender diverse staff and students as part of the D&I plan. Within the student space, the Queer Community page offers a formal channel to report Queerphobia.

(iii) Further workThe University has committed to a program of work with regard to D&I. We recognize that this is still in development but believe that this will lay the foundation for the University to embed D&I in its activities. Implementation, communication, goal setting and review will form part of a newly established appointed body that will be responsible for oversight and successful delivery of the initiatives.

ACTION 6 a: Roll out gender transition guidelines to support staff, supervisors and HR

ACTION 6 b: Establishment of a UoM wide Ally Network

UoM staff, students, alumni and supporters at the Midsumma Festival Pride March, 2016.


7. Intersectionality




(i) Current policy and practiceUoM’s D&I plan is cognisant of intersectionality, and focuses on five priority groups: 1) gender; 2) Indigenous; 3) LGBTIQA+; 4) disability; and 5) cultural diversity. The University is at different stages of development with these areas, and we have joined Diversity Council of Australia to assist in further shaping the D&I plan. The first three areas have been discussed.

With respect to 4) people with a disability and mental health, the D&I plan details strategies for ensuring access and an inclusive environment for students and staff with disabilities. We have established the Disability Research Initiative in partnership with Scope Australia.

The University is particularly focusing on mental health in the workplace. The UoM Mental Health Promotion and Support initiative (2016-2018) outlines activities to: a) promote mental health awareness; b) foster psychological resilience; and c) support University members experiencing mental illness. Initiatives include Mental Health Training, rolled out in 2017, and the University’s employee assistance program for employees and their families experiencing mental health issues.

In regard to 5) race, ethnicity and cultural inclusion, the University recognises its challenges in recruiting and retaining a diverse workforce. In 2016, a leadership forum was held to discuss the University’s approach to race, ethnicity and cultural inclusion. We need to develop a deeper understanding of our recruitment, competitive search and ability to ensure a safe and inclusive working environment. This is complex and we understand that we have much to do. For example, a recent 2017 report by Nana Oishi, a UoM academic, titled Workforce Diversity in Higher Education: The Experiences of Asian Academics in Australian Universities, examined the representation and experiences of academics with Asian backgrounds in Australian universities. Compared to the Go8 universities, UoM had the smallest percentage of Asian-born academics (3.8%), compared to UNSW with 22.5%. Female Asian-born academics constituted a smaller share than male Asian-born academics, with UoM having the smallest share at 1.5%. In 2017, the University launched its latest International Strategy (2017-2020), with a focus on ensuring UoM is inclusive and diverse. To achieve this, the University has committed to building an inclusive organisational culture that supports and values diversity and international engagement, and to increasing the diversity of the workforce. The implementation plan for this is currently under development.


(ii) ReviewIntersectional data collection is still in development at the University, making analysis difficult. The following data are collected through the HR system (Themis):

• Gender: M, F, Mx

• Age

• Aboriginal and Torres Strait Islander

• Cultural and ethnic identity

• Carer status

• Disability

• Religion

• Sexual identity.

These data are collected through self-disclosure. Identifying intersectional identities is therefore challenging, and is dependent on staff feeling safe and comfortable to disclose their identity. Achieving genuine respect for diversity and having an inclusive culture takes time and depends upon our ability to be sensitive and open towards difference, and being willing to move beyond negative stereotypes or assumptions. This is part of our longer-term strategy.

(iii) Further workThe five priorities of the University’s D&I plan provide a good start to addressing intersectionality. Least developed of these priorities is 5) race, ethnicity and cultural inclusion, followed by 3) LGBTIQA+; and 4) people with a disability. Data collection is important but before this can occur, we need to ensure that we develop an inclusive and respectful culture where staff and students feel safe to disclose their identity.


8. Indigenous Australians




(i) Current policy and practiceThe University has shown a strong level of commitment to recruitment and support of Indigenous Australians, in both policy and practice. The primary focus has been on Indigenous students and staff rather than on gender equity. However, these initiatives have been informed by an intersectional lens. Key initiatives include:

A. Establishment of 5 key Indigenous University and Faculty Professorial leadership positions, since 1999

B. Development and commitment to Reconciliation Action Plan (RAP) 3 (2018-2022)

Following the success of RAP 1 and 2, the University consulted with Indigenous staff and students, Indigenous Elders, and academics to develop and apply for a Stretch RAP (2018-2022). This latest RAP shifts in focus from RAP 2’s six areas (Partnerships; Cultural Recognition; Student Recruitment and Retention; Staff Employment; Teaching and Learning; Research), to Signature Projects, under four themes: ‘Our Place’, ‘Purposeful Partnerships’, ‘International Engagement’ and ‘Leadership for Change’.

C. Development and implementation of Indigenous employment framework

The University’s Indigenous Employment Framework (IEF) was launched in 2010 to drive Indigenous staff recruitment and retention. Since 2010 the University’s Indigenous workforce has grown from a head count of 21 to 100 (71 professional and 29 academic staff). Of these 100 employees, 66 are female. This increase in Indigenous employment is the result of a number of key initiatives, including local Indigenous Employment Plans, TAFE Partnerships that provide pathways for Indigenous TAFE graduates, and cultural support.

D. Establishment of Murrup Barak, Melbourne Institute for Indigenous Development in 2009 to establish and support:

• Recruitment, pathways and support for Indigenous students and staff

• Manage Indigenous partnerships

• Accountability and reporting of the RAP and IEF

• Elder community engagement and advice.


E. Engagement programs to encourage Indigenous students in STEMM disciplines, including:• 4 year Bachelor of Science (Extended) to provide a pathway for Indigenous students in STEMM (also B Arts

Extended)

• Residential Indigenous Science Experience (RISE) program offered to Year 9 & 10 students

• Indigenous Australian Academic Enrichment Program, 2 year research program for Year 9 & 10

• Indigenous Engineering Summer School, Year 11 & 12 engineering program

• Indigenous School Partnership Program, working with 25 Victorian schools to assist Indigenous students and teachers to engage in maths and science

• Raise the bar – in partnership with Athletics Australia, athletics camp for Year 10-12 students, encouraging pathways to university through sport.

• Melbourne Poche Centre for Indigenous Health, MDHS, established 2014, provides development for emerging and established Indigenous leaders

• Wilin Centre for Indigenous Arts and Cultural Development, Faculty of Fine Arts and Music

• Numerous Indigenous engagement activities, including Billibellary’s walk – a self-guided Indigenous cultural walk, Parkville campus.

(ii) ReviewThe RAP is a supporting plan in UoM’s Growing Esteem strategy. It plays an important role in planning and developing KPIs for Deans and Executives. The annual Indigenous Outcomes Report monitors progress towards the University’s targets for Indigenous staff and students. It also informs and guides planning processes and targeted localised actions to ensure the University’s capacity to deliver on its RAP targets. The Indigenous Performance Outcomes Report is presented to University Executive, and University Council annually.

(iii) Further work

Gender equity does not appear to be a challenge in the attraction of Indigenous staff (66% women). Future retention and success of those staff will be an outcome of a multi-layered approach. Although the University has been successful in attracting Indigenous staff, further work is required to ensure career progression for Indigenous professional staff in particular. Targeted and institutional wide programs (consistent with the Universities Australia Indigenous Strategy 2017-2020) are in place, and supported through the RAP 3.

Raise the bar participants programming robots, 2017


9. Further information


Actual word count:


Please comment here on any other elements that are relevant to the application.


10. Action plan


The action plan should present prioritised actions to address the issues identified in this application.

In developing our action plan, we have considered the following:• Aligning the Athena SWAN actions with those in the UoM D&I implementation plan

• Ensuring actions will lead to sustainable change

• Maintaining a strategic focus on career progression, particularly for Level C women

• Increasing numbers of Level E women, through promotion and recruitment

For these reasons, we have organised the action plan around 5 key areas:1. Setting organisational gender targets

2. Enabling academic career progressiona. Career continuityb. Academic promotions

3. Recruitment

4. Promoting an inclusive culture

5. Developing an institutional accountability framework

Action No. Action: Description Action already taken Actions planned Timescale Responsibility Success measure

1. SETTING ORGANISATIONAL GENDER TARGETS

4.1 i a Implement organisational gender targets for Level C and E women.

UoM faculties are in the process of setting organisational gender targets for Level C and E women, which will act as a driver for the specific action plan initiatives. Gender target calculator and implementation process have been developed.

• Implement target setting process for Level C and Level E women across all faculties

• Target setting will take into account specific faculty and disciplinary considerations and will be based on:

a) Expected turnover; and

b) Growth – planned increase in staffing.

• Briefings to be conducted by HR chancellery to all faculties

Briefings Q1-Q2, 2018

Target setting Q2, 2018

Deans – Executive and ED HR Targets in place in each faculty by July 2018


2. ENABLING ACADEMIC CAREER PROGRESSION | A) CAREER CONTINUITY

4.1 iv a Identify the reasons why academic women, particularly mid-career (Level C) women, do not continue with their careers in STEMM. Establish clarity about organisational impacts/barriers and personal decisions about career choices.

Data on academic leavers indicated that the most common reason for the 11% turnover of Level C academics is resignation but we have no knowledge of why Level C women resign.

a) Develop project plan for qualitative data collection and analysis from Level C women about their career choices, opportunities and barriers that limit their career continuity.

b) Undertake qualitative project and from findings, develop relevant actions for implementation.

a) Q4 2018

b) Q1 2019

HR Chancellery

D&I Advisory working group.

Improved understanding of root causes for resignation of level C women, that will inform future retention strategies.

5.3 ii a Provide research assistance and maintenance of lab space to support research while on maternity leave/extended leave, to prevent major negative impact on research outputs.

None Develop a business plan for consideration in 2019 budget cycle; focus will be on maintaining research momentum for staff in STEMM disciplines on parental leave.

The business plan will focus on ensuring provision of lab space and research assistance to support maintenance of research to prevent major negative impact on research outputs.

Business plan for 2019 budget cycle.

HR University services in conjunction with faculties, funded centrally.

Approval of business plan.

5.3 iii a Develop a business case to support funding carers to enable academic staff to travel where the opportunity would be important to progressing their career.

Review the Melbourne School of Engineering carers’ support program currently being trialed.

Develop a business plan for consideration in 2020 budget cycle to support funding carers to enable academic staff to travel.


ED HR Approval of business plan.


2. ENABLING ACADEMIC CAREER PROGRESSION | A) CAREER CONTINUITY (CONTINUED)

5.3 ix a Develop business plan to increase funding available for additional Research Fellowships (Career Interruptions) to meet a broader range of needs.

Research Fellowships (Career Interruptions) are currently available for staff who have had severe career interruptions. However, these are in high demand with only 6-7 Fellowships awarded each year.

Develop a business plan for consideration in 2019 budget cycle to increase the number of Research Fellowships (Career Interruptions) available.


Office of DVC Research Approval of business plan.

5.3 i a: Put in place a comprehensive support programme for academic staff that addresses the three phases of career break, and in particular, maternity leave:

• Preparation prior to time out;

• Communication and involvement during leave; and

• Return to work.

Guidelines have been developed in some facilities but there is not a cohesive and holistic approach to ensure career continuity.

• Develop guidelines for managers and staff.

• Develop guidelines to implement increased research allocation for first six months on return to work (either part or full time) to re-establish their research career

• Provide training for academic supervisors on their responsibilities regarding staff taking career breaks.

Guidelines developed by Q1 2019

Training developed by Q4, 2019

Chancellery HR,

D&I Advisory WG,

Faculty HR teams

Guidelines are rolled out and embedded within faculty HR processes.

Relevant training for supervisors developed and implemented.


2. ENABLING ACADEMIC CAREER PROGRESSION | B) PROMOTIONS

5.1 iii a Establish the systematic collection of promotion applications, including successful and unsuccessful applications by faculty, gender, level, FTE and Performance relative to opportunity (PRO), to enable longitudinal gender monitoring at each level.

Data is locally managed by each faculty’s HR team.

The D&I Advisory WG will be responsible for collecting data for an annual D&I report.

Reporting in place by end 2018 D& Advisory WG / HR Chancellery

Report to be distributed to Deans accountable, faculty HR, and University Executive (UE) each December

Report is produced each year with clear actions developed within faculty where gender representation is stagnant or dropping.

5.2.iii b Develop further training to support promotion applicants and supervisors with PRO considerations.

Guidelines currently available on consideration of PRO for promotion.

Assess best practice for further training on PRO considerations; develop and trial modules.

Develop and implement during 2019, assess 2020.

HR capability in US in conjunction with academic leadership in faculties

Development of training modules, delivery of modules and participation in training.

5.1 iii c As part of the promotions communications and engagement, break down myths and misperceptions about promotion outcomes to encourage more women, especially at Level C, to apply for promotion.

Information on promotion currently available.

As part of the promotions communications and engagement, use Athena SWAN data to break down myths and misperceptions about promotion outcomes to encourage more women, especially at Level C, to apply.

This will be achieved through promotions training and communications.

Develop and trial during 2019, assess 2020

HR capability in US in conjunction with academic leadership in faculties.

Increased number of women applicants at Level D and above.

5.1 iii d Establish women-only structured mentoring program to support the application process for promotion to Level D, and Level E. The aim of this is to increase the pool of applicants applying for promotion.

No current mentoring program that focuses on promotion process, but can build on AWiL program.

Develop a women-only structured mentoring program to support the application process for promotion

Stage 1: Level C women who are considering applying for Level D;

Stage 2: Level D women who are considering applying for Level E.

This program will be developed centrally in consultation with faculties, but needs to be implemented at the local level.

Develop and implement during 2020, commencing with Stage 1: Level C women who are considering applying for Level D.

HR capability in US in conjunction with academic leadership in faculties

Increased number of women applicants at Level D and above.


3. RECRUITMENT

5.1 i a Develop a recruitment policy that addresses the underlying challenges of gender inequity and ensure that each step of the recruitment process removes barriers and puts in place proactive approaches to the search and selection process.

A holistic review of the University’s recruitment practices has been completed and an implementation plan is under way.

This will address the critical recruitment issues to support Diversity and Inclusion.

Search:• Ensure that the search phase is

proactive in encouraging the University to be open to difference;

• HR Talent search partner contracts to articulate the University’s goals and standards, particularly with respect to D&I.

Selection:• Develop a robust selection

process with the rigour to surface discussion about bias.

Policy• Develop a new recruitment

policy that enables diversity and inclusion and is accessible to all at the University.

• Upskilling in selection is a critical requirement for managers and team leaders.

Implement 2018-2019; assess 2020

HR Chancellery Search:• HR Talent search partner

contracts articulate the University’s goals and standards

Selection:• Robust selection process

implemented

Policy• New recruitment policy in

place that enables D&I

• Upskilling in selection for managers and team leaders

5.1 i b Targeted recruitment for disciplines where women are underrepresented

Successful recruitment of women-only positions has been implemented in the School of Mathematics and Statistics. School of Physics and Engineering are planning to also advertise for women-only positions.

• As part of the development of a ‘fit for purpose’ recruitment practice, develop organisational guidelines on recruiting women in disciplines where they are underrepresented.

• Support and monitor retention of women accepted in these positions.

2018-19 HR Chancellery Successful recruitment into women-only positions in other areas where women are underrepresented at UoM

5.1 i c As part of the ‘Driving Research Momentum’ strategy to increase numbers of high quality researchers and drive research performance, UoM will be recruiting a number of research academics.

None Monitor implementation of recruitment of researchers by faculties for diversity for ‘Driving Research Momentum’ strategy.

Q4 2018 and implement 2019 HR Chancellery and Office of DVC Research

Contribution to overall UoM D&I and gender strategy.


4. PROMOTING AN INCLUSIVE CULTURE

4.1 v a To implement an annual pay gap analysis and monitor trends to ensure there is no slippage.

Builds on 2017 data collected Annual collection and analysis of gender pay gap.

Annually HR Chancellery Analysis reported annually to University Executive, to align with timing of WGEA submission.

5.1 ii a Develop comprehensive online D&I site that includes relevant Athena SWAN materials, to be housed on Staff Hub.

D&I page currently contains minimal information on Athena SWAN.

• Develop comprehensive online D&I site to be housed on Staff Hub with relevant information on:

• Promotions – dispelling the myths

• Narrative on UoM commitment to gender balance and the Athena SWAN initiative

• D&I Advisory WG yearly report

• Maternity leave guidelines

• Flexible working guidelines for professional staff

• Transitioning guidelines for staff, supervisors and HR

• Meeting and events scheduling guidelines (similar to MDHS)

• Gender balance panels recommended guidelines for major events.

• “In the News” items highlighting:

• Flexible working, promotions data (part time and PRO myths) etc.

Q4 2018

NB: content will be added throughout the year when available with the aim of having a page with sufficient information covering 5 key focus areas of D&I by the end of 2018.

HR Chancellery

D&I Advisory WG

D&I page published and regularly updated with information across all 5 key focus areas.

6 a Roll out gender transitioning guidelines to support staff, supervisors and HR.

Checklist previously developed to assist a staff member who was transitioning in 2017.

Transitioning guidelines to be developed and rolled out University wide.

December 2018 HR Chancellery

D&I Advisory WG

Guidelines fully implemented and centrally located on D&I page via Stub Hub

6 b Establishment of a UoM wide Ally Network.

Some faculties such as MDHS and Engineering have established LGBTI networks and some are currently establishing Ally networks.

Engage with Pride in Diversity along with key UoM staff to shape the UoM wide Ally network, terms of reference for the governing body and planning of advocacy and awareness events throughout 2018.

PiD engagement and consultation by Q3 2018.

Launch of Ally Network established by Q2 2019.

HR Chancellery

D&I Advisory WG and key advisers

Operational UoM Ally Network


5. DEVELOPING AN INSTITUTIONAL ACCOUNTABILITY FRAMEWORK

5.4 xii a

Develop a clear institutional accountability framework for faculty implementation of strategies proposed.

Accountability currently sits with the head of the organisational unit.

Establish clear KPI’s for supervisors and department heads to ensure that accountability is successfully cascaded at local levels.

Q4 2018 HR Chancellery in conjunction with academic leadership in faculties

Institutional accountability framework developed and implemented.


GlossaryUniversity of Melbourne Athena SWAN List of terms

ABP Faculty of Architecture, Building and Planning

Acad Spec Academic Specialist

AD Associate Dean

APF Academic Performance Framework

Arts Faculty of Arts

ARWU Academic Ranking of World Universities

AS Athena SWAN

AWiL Academic Women in Leadership

BIR Business Intelligence and Reporting

Bus & Eco Faculty of Business and Economics

CI Chief Investigator

D&I Diversity and Inclusion

ECA Early Career Academic

ECR Early Career Researcher

Educ Melbourne Graduate School of Education

EFT Equivalent Full Time

Eng Melbourne School of Engineering

Fine Art /Music Faculty of Fine Arts and Music

Go8 Group of 8 (universities)

HASS Humanities and Social Sciences

HR Human Resources

IEF Indigenous Employment Framework

IT Information Technology

KPIs Key Performance Indicators

Law Melbourne Law School

Level A Tutor/Research Assistant

Level B Lecturer/Research Fellow

Level C Senior Lecturer/Senior Research Fellow

Level D Associate Professor/Principal Research Fellow

Level E Professor/Professorial Fellow

LGBTIQA+ Lesbian, Gay, Bisexual, Trans, Intersex, Queer, and Asexual people

MCSHE Melbourne Centre for the Study of Higher Education

MDHS Faculty of Medicine, Dentistry and Health Sciences

PDF Performance Development Framework

PhD Doctor of Philosophy

PiD Pride in Diversity

PRO Performance Relative to Opportunity

PVC Pro Vice Chancellor

RAP Reconciliation Action Plan

RO Research Only

SAT Self Assessment Team

Sci Faculty of Science

STEMM Science, Technology, Engineering, Maths and Medicine

T&R Teaching and Research

THE Times Higher Education (World Rankings)

TO Teaching Only

UoM University of Melbourne

Vet & Ag Faculty of Veterinary and Agricultural Sciences

WGEA Workplace Gender Equality Agency


Athena SWAN® is the registered trade mark of, and is used by the Australian Academy of Science under licence from, Equality Challenge Unit.

Information contained in this publication is for the use of Athena SWAN Charter member institutions only. Use of this publication and its contents for any other purpose, including copying information in whole or in part, is prohibited

STEMM HASS

Faculty/Graduate School title Abbreviation Faculty/Graduate School title Abbreviation

Faculty of Medicine, Dentistry and Health Sciences MDHS Faculty of Arts Arts

Faculty of Science Sci Faculty of Business and Economics Bus & Eco

Melbourne School of Engineering Eng Faculty of Architecture, Building and Planning ABP

Faculty of Veterinary and Agricultural Sciences Vet & Ag Melbourne Graduate

School of Education Educ

Melbourne Law School Law

Faculty of Fine Arts and Music Fine Arts/Music

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Athena SWAN Institution Application · 5 Athena Swan Institution Application - Bronze Award Bronze...

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