Deakin University SAGE Athena Swan Bronze Application

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Institution Application Bronze Award

Deakin University CRICOS Code: 00113B

Name of institution: Deakin University Date of application: 29 March 2019 Award level: Bronze Date joined Athena SWAN: September 2015 Contact for application: Dr Bree Gorman Email: [email protected] Telephone: 03 5227 2034

GLOSSARY

Abbreviation Full title

ADPRF Alfred Deakin Postdoctoral Research Fellowship

ARO Achievement relative to opportunity

AS SAGE Athena SWAN

CCPCR Career Continuity for Primary Carers in Research

COO Chief Executive Officer

D&I Diversity & Inclusion

D&I Survey Diversity and Inclusion survey 2018

D&IP Diversity & Inclusion Programs Team

DAFL Deakin Academic Future Leaders

DEEP Deakin Employee Excellence Program

DI Survey Diversity & Inclusion Survey

DMAP Deakin Manager's Advancement Program

DVCR Deputy Vice-Chancellor (Research)

EA Enterprise Agreement

ECR Early Career Researcher

Engineering School of Engineering

EoC Employer of Choice

Ex&Nutr School of Exercise & Nutrition

GE Plan Gender Equity Plan 2017-2020

H&SD School of Health & Social Development

HDR Higher Degree by Research student

Health Faculty of Health

HERDC Higher Education Research Data Collection

HoS Heads of School

HRD Human Resources Division

HRMS Human Resources Management System

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Abbreviation Full title

IFM Institute for Frontier Materials

IISRI Institute for Intelligent Systems Research & Innovation

IT School of Information Technology

KIT Keeping in Touch

KPI Key Performance Indicator

LES School of Life & Environmental Sciences

Medicine School of Medicine

MPP Mentoring Partnership Program

Nurs&Mid School of Nursing & Midwifery

PPR Performance, Planning & Review

Psychology School of Psychology

Psychology School of Psychology

Research STEMM areas of the Research portfolio

RFG1 Research Fellow Grade 1

SAT Self-Assessment Team

SEBE Faculty of Science, Engineering, & Built Environment

SMG Senior Management Group

STEMM Science, Technology, Engineering, Mathematics, and Medicine

TA Talent Acquisition Team

VC Vice-Chancellor

VCCCSF Vice-Chancellor’s Conference Care Support Fund

WAM Workload Allocation Model

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WORD COUNT

Section Title Recommended word count

Actual word count

1 Letter of endorsement from the Vice Chancellor 500 529

2 Description of the institution 500 262

3 The self-assessment team 1000 892

4 A picture of the institution 2000 1912

5 Supporting and advancing women's careers 5000 5902

6 Supporting transgender people 500 452

7 Intersectionality 500 498

8 Indigenous Australians 500 536

9 Further information 500 -

All 11000 10983

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Deakin University CRICOS Provider Code: 00113B

Geelong Waterfront Campus, 1 Gheringhap Street, Geelong, Victoria, Australia Locked Bag 20001, Geelong, VIC 3220 deakin.edu.au

Dr Wafa El-Adhami SAGE Executive Director Australian Academy of Science GPO Box 783 CANBERRA ACT 2601

18 March 2019

Dear Dr El-Adhami

I am delighted to endorse Deakin University’s application for the Athena SWAN Institutional Bronze Award.

Deakin has a long proud history with gender diversity, recognised as an Employer of Choice for Women for 12 consecutive years, firstly through an Employer of Choice for Women citation, and more recently the Workplace Gender Equality Agency’s (WGEA) Award. Valuing diversity is one of Deakin’s four core values.

I have both a personal and an institutional commitment to gender equity and the need for diversity in our schools, businesses, boardrooms and government. As a scientist, I have personally experienced the issues that Athena SWAN seeks to address. I am a WGEA Gender Equity Pay Ambassador and regularly speak on gender equity within Deakin and beyond. I see leading from the top as vital, and my Executive team has taken a strong stance, championing equity initiatives and ensuring faculties and portfolios have detailed measures and targets in place to address the drivers of gender inequity.

Through SAGE, Deakin has taken a deep dive into both quantitative and qualitative data, enabling us to better understand and address the barriers to career progression for women in STEMM. The Athena SWAN action plan is our guide for improving gender equity outcomes over the next four years, and the SAGE principles underpin our Gender Equity Plan, supporting Leadership, Success for All, Affirmative Action, and Equal Work for Equal Pay. Deakin aspires to become Australia’s premier University in achieving equal representation, recognition, reward and value of staff, irrespective of gender. In 2018, Deakin introduced innovative new policies and resources to support transgender students and staff, including an Australian first – paid leave for staff undergoing gender transition.

Gaining a better understanding of how our pay scales and policies lead to gender pay gap has been a priority, and we developed a number of actions aiming to reduce in-band and organisational pay gaps. We have also looked closely and honestly, at our recruitment and promotion practices – training managers to be aware of unconscious bias and ensuring that all new positions are offered as flexible or with part-time options. In August 2018, 33% of female staff at Deakin worked part time, rising to 41% for STEMM academic women.

Our Diversity and Inclusion Survey showed that nearly 50% of women who took career breaks felt their career was harmed and to address this we embedded greater recognition of achievement relative to opportunity, and funding to enable women to rebuild research momentum when they return to work. For example, a Career Continuity Fund to facilitate ongoing research activity and a Vice Chancellor’s Conference Care Fund to facilitate carer’s attendance at conferences.

Office of the Vice-Chancellor Deakin University Email: [email protected] Tel: +61 3 5227 8502 Fax: +61 3 5227 8500

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2

As thought leaders and educators of the next generation, universities have a particular responsibility to lead the way in promoting gender equity, and as I approach retirement in the middle of 2019, I am proud of Deakin’s progress. The action plan included in Deakin’s submission is bold, ambitious and designed to drive change. It has the full support of the University, and will be a key strategic priority for the Deakin’s Executive moving forward.

I confirm that the information presented (including qualitative and quantitative data) is an honest, accurate and true representation of Deakin University.

Best wishes

Professor Jane den Hollander AO President and Vice-Chancellor Deakin University

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Dr Wafa El-AdhamiScience Australia Gender EquityIan Potter House9 Gordon StACTON ACT 2601

14 December

Dear Dr El-Adhami,

I write in my capacity as the incoming Vice-Chancellor at Deakin University, a role I will commence on 1 July2019, to reaffirm Deakin s commitment to gender equity and the Athena SWAN program.

In my previous role as Vice-Chancellor of Anglia Ruskin University in the United Kingdom, I supported theUniversity s participation in the Athena SWAN program. Anglia Ruskin holds an institutional bronze award,awarded in 2015, and under my leadership all five faculties commenced work to achieve their own awards.Anglia Ruskin continues to promote gender equality through their recruitment and promotion processes,career development programmes and initiatives, workplace flexibility, academic and professional policy,and staff support networks.

I have discussed in detail Deakin s commitment to equity and diversity with the incumbent Vice-Chancellor,Professor Jane den Hollander, and recognise the importance of this to the institution. I will continue thegender equity advances achieved under Professor den Hollander through commitment to Deakin s GenderEquity Plan 2017-2020, including continued participation in the SAGE Athena SWAN program, and theimplementation of the action plan associated with this application.

Yours sincerely,

Professor lain Martin

Vice-Chancellor Elect

Deakin Uni ersity

Office of the Vice-Chancellor

Deakin UniversityEmail: [email protected]

Tel: +61 3 5227 8502 Fax: +61 3 5227 8500

Geelong Waterfront Campus,

1 Gheringhap Street, Geelong, Victoria, Australia

Locked Bag 20001, Geelong, VIC 3220deakin.edu.au

Deakin University CRICOS Pro ider Code: 00113B

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SECTION 2: A DESCRIPTION OF THE INSTITUTION

Please provide a brief description of the institution including any relevant contextual information.

Information on where the institution is in the Athena SWAN process.

Deakin University was established in 1974, and comprises the Geelong Waterfront, Geelong Waurn Ponds, Melbourne Burwood, and Warrnambool Campuses, and the online Cloud Campus.

Deakin embraces Inclusivity as one of it’s four core values, stating:

We will value our diversity, embrace difference and nurture a connected, safe and respectful community.

Aligning with this, the Gender Equity Plan 2017-2020 (GE Plan) states Deakin’s aspiration to be Australia’s premier university in achieving equal representation, recognition, reward, and value of staff, irrespective of gender. SAGE Athena SWAN (AS) is embedded in the plan, which is governed by a strategy group reporting AS and gender equity (GE) progress to the University Executive biannually.

Information on its teaching and its research focus.

Deakin is a research and teaching institution led by the Vice-Chancellor (VC) and 10 executives, who provide strategic direction and leadership (Figure 2.1). Deakin’s research and teaching is focused in four faculties:

• Faculty of Health (Health) - STEMM• Faculty of Science, Engineering & Built Environment (SEBE) - STEMM• Faculty of Arts & Education - Non-STEMM• Faculty of Business & Law - Non-STEMM.

The research areas within each faculty are shown in Table 2.2.

Additionally, the Research portfolio (Research) includes two STEMM institutes, focused on research only:

• Institute for Frontier Materials (IFM)• Institute for Intelligent Systems Research & Innovation (IISRI).

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Deakin University CouncilChancellor

Mr John Stanhope AM

Cyber security

Digital strategy

Technology services

Chief Digital OfficerMr William Confalonieri

Deakin International

Graduate employment

Marketing

Student recruitment

Community relations

Deputy Vice-ChancellorGlobal Engagement

Professor Gary Smith

Academic governance

Library services

Learning and teaching services

DeakinCo.

Deputy Vice-ChancellorEducation

Professor Liz Johnson

Campus services

Human resources

Infrastructure

Student services

Diversity and Inclusion

Residential services

University events

Chief Operating OfficerMr Kean Selway

Financial management

Commercial management

Strategic intelligence and planning

Legal services

Chief Financial OfficerMs Kerrie Parker

School of:Communication and Creative ArtsEducationHumanities and Social SciencesInstitute of Koorie EducationAlfred Deakin Institute

Executive Dean (Acting)Faculty of Arts and Education

Alfred Deakin Professor Christine Ure

Deakin Business SchoolDeakin Law School

Executive DeanFaculty of Business and Law

Alfred Deakin Professor Michael Ewing

School of:Exercise and Nutrition SciencesHealth and Social DevelopmentMedicineNursing and MidwiferyPsychology

Institute for Healthcare TransformationInstitute for Physical Activity and Nutrition

Executive DeanFaculty of Health

Professor Brendan Crotty

School of:Architecture and Built EnvironmentEngineeringInformation TechnologyLife and Environmental Sciences

Executive DeanFaculty of Science, Engineering and

Built EnvironmentProfessor Karen Hapgood

Chair Academic BoardProfessor Chris Hickey

Deakin Research

Institute for Frontier Materials

Institute for Intelligent Systems Research and Innovation

Applied Artificial Intelligence Institute

Deputy Vice-ChancellorResearch

Professor Julie Owens

Vice-ChancellorProfessor Jane den Hollander AO

Figure 2.1: Deakin University organisational chart

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

The August 2018 staff headcount is shown in Table 2.1. Staff identifying as non-binary have been removed, firstly as a consequence of very low headcount, and secondly, as our personal knowledge reveals inaccuracies, a probable consequence of the limited options for gender available previously. The options have been expanded to reflect Deakin’s gender diversity (Action 4.12).

Table 2.1: Headcount of all staff at Deakin University (August 2018). Other classifications outside of academic and HEW refer to Deakin’s English Language teaching disivions (ELICOS and IELTS classifications), and positions in Deakin’s corporate learning and development services (DeakinCo, DeakinPrime).

Staff type Classification Female Male % Female % Male

Academic Research Fellow Grade 1 45 25 64% 36%

Teaching Scholar 15 12 56% 44%

Level A 120 102 54% 46%

Level B 432 283 60% 40%

Level C 243 235 51% 49%

Level D 87 131 40% 60%

Level E 72 161 31% 69%

Above Level E 5 11 31% 69%

All Academic Staff 1019 960 51% 49%

Professional & Support

HEW 2 2 2 50% 50%

HEW 3 11 13 46% 54%

HEW 4 95 45 68% 32%

HEW 5 434 122 78% 22%

HEW 6 404 160 72% 28%

HEW 7 317 213 60% 40%

HEW 8 195 151 56% 44%

HEW 9 123 89 58% 42%

HEW 10 32 25 56% 44%

Above HEW 10 55 67 45% 55%

All HEW Staff 1668 887 65% 35%

Research Assistant 43 16 73% 27%

Other classifications 80 29 73% 27%

All Professional & Support staff 1791 932 66% 34%

All Deakin University staff 2810 1892 60% 40%

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The total number of departments and total number of students

Table 2.2: Headcount of all students in each School/Department by gender (August 2018). To avoid potential identification, non-binary students are only reported in total for each Faculty.

Portfolio Department

Gender

Female Male Non-binary % Female % Male Total

Arts & Education

Arts & Education - Courses 2,467 1,432 63% 37% 3,912

Institute of Koorie Education 17 15 53% 47% 32

School of Communication & Creative Arts 1,802 932 66% 34% 2,742

School of Education 4,385 1,557 74% 26% 5,948

School of Humanities & Social Sciences 2,248 1,042 68% 32% 3,298

All Students 10,919 4,978 [redacted] 69% 31% 15,932

Business & Law

Business & Law - courses 3,840 5,103 43% 57% 8,945

Department of Accouting 465 503 48% 52% 968

Department of Economics 17 14 55% 45% 31

Department of Finance 360 570 39% 61% 931

Department of Information Systems and Business Analytics 415 772 35% 65% 1,187

Department of Law 1,708 826 67% 33% 2,535

Department of Management 338 706 32% 68% 1,044

Department of Marketing 85 72 54% 46% 157

All students 7,228 8,566 [redacted] 46% 54% 15,798

Health School of Exercise & Nutrition 1,958 1,269 61% 39% 3,229

School of Health & Social Development 2,932 641 82% 18% 3,574

School of Medicine 823 533 61% 39% 1,359

School of Nursing & Midwifery 3,156 379 89% 11% 3,547

Schoolof Psychology 2,087 608 77% 23% 2,698

All students 10,956 3,430 [redacted] 76% 24% 14,407

SEBE School of Architecture & Built Environment 673 1,430 32% 68% 2,103

School of Engineering 239 2,318 9% 91% 2,557

School of Information Technology 608 2,611 19% 81% 3,222

School of Life & Environmental Sciences 1,931 1,301 60% 40% 3,235

Total 3,451 7,660 [redacted] 31% 69% 11,117

Research Institute for Frontier Materials 55 134 29% 71% 189

Institute for Intelligent Systems Research and Innovation 7 22 24% 76% 29

Total 62 156 28% 72% 218

All students 32,616 24,790 66 57% 43% 57,472

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List and sizes of Science, Technology, Engineering, Mathematics and Medicine (STEMM) departments. Present data for academic and support staff separately.

Table 2.3: Headcount of academic staff, support staff, and professional staff, at Deakin University in STEMM faculties and institutes (August 2018).

Faculty/Portfolio School/Department

Academic Support Professional

Female Male Total Female Male Total Female Male Total

Health Office of Faculty of Health 9 6 15 1 1 2 46 10 56

School of Exercise & Nutrition Sciences 79 47 126 5 6 11 18 2 20

School of Health & Social Development 98 30 128 3 3 19 6 25

School of Medicine 104 83 187 25 5 30 52 3 55

School of Nursing & Midwifery 75 9 84 3 3 22 2 24

School of Psychology 91 41 132 13 2 15 18 3 22

Total 456 216 672 50 14 64 175 26 202

SEBE Applied Artificial Intelligence Institute 1 1

Centre for Supply Chain & Logistics 1 3 4 1 1 2 1 2 3

Centre for Regional & Rural Future 5 13 18 1 1 1 1 2

Deakin Software Technology & Innovation Lab 2 2 1 24 25 2 2 4

Faculty Office 5 4 9 1 2 3 61 14 75

ManuFutures 2 2

Pattern Recognition & Data Analytics 2 13 15 1 3 4 2 1 3

School of Architecture & Built Environment 16 31 47 1 2 3 5 2 7

School of Engineering 16 57 73 5 16 21 8 8

School of Infomation Technology 15 58 73 3 3 10 3 13

School of Life & Environmental Sciences 45 83 128 27 19 46 11 11

Total 105 265 370 37 71 108 101 27 128

Research Carbon Nexus 1 1 1 10 11

Deakin Research 3 3 4 5 9 49 11 60

Innovation 1 1

IISRI 3 28 31 4 4 1 1

IFM 42 76 118 9 28 37 13 6 19

Office of DVC (Research) 1 1 2 1 1 16 2 18

Total 46 108 154 13 39 52 81 29 110

All STEMM Grand Total 607 589 1196 100 124 224 357 82 440

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SECTION 3: THE SELF-ASSESSMENT TEAM

A description of the self-assessment team

In April 2016, volunteers formed the self-assessment team (SAT), chaired by Professor Lee Astheimer, the former Deputy Vice-Chancellor Research (DVCR). Following Professor Astheimer’s retirement in March 2017, the Chief Operating Officer (COO), Mr Kean Selway, chaired the SAT. The COO leads the Enterprise portfolio, including the Diversity and Inclusion (D&I) and Human Resources (HRD) Divisions. SAT members are listed in Table 3.1.

Table 3.1: Deakin University SAT members and duties. Relevant information comprises only details that SAT members were comfortable to share.

Name Portfolio University role Staff type SAT role (and other relevant activities)

Dr Ben Allardyce Deakin Research Research Fellow, IFM Academic Started “Dads in Research” Group to raise awareness of support available for fathers of young children.

Dr George Aranda

A&E Lecturer in Science Education, School of Education

Academic WAM working group.

Professor Kate Buchanan

SEBE Professor of Zoology and ARC Future Fellow, School of Life & Environmental Sciences

Academic Member of SEBE Faculty Access Equity and Equal Opportunities Community. Longstanding interest in factors affecting career progression for female STEM academics. Age 51, UK immigrant and part time senior academic, mother of three school-age children. Career Progression working group.

Professor Derek Buckmaster

Deakin Research Director, Carbon Nexus Academic

Professor Robin Doss

SEBE Deputy Head of School, School of Information Technology

Academic

Dr Bree Gorman

Enterprise Manager, Diversity & Inclusion Programs

Professional Joint author of application, responsible for project delivery and implementation of the Gender Equity Plan. Member of the LGBTIQ+ community, single mother of two, STEMM PhD graduate.

Professor Linda Hancock

A&E Professor of Politics & Policy Studies, Alfred Deakin Institute

Academic

Associate Professor Tim Hilditch

SEBE Associate Professor, School of Engineering

Academic

Ms Virginie Hoareau

Deakin Research General Manager, GTP Finance & Operations

Professional

Dr Olga Hogan Health Senior Commercial Manager Professional Married with 1 child, Full-time. Born in Estonia, migrated to Australia in 2009.

Dr Kimberley James

SEBE Senior Lecturer, School of Life & Environmental Sciences

Academic Director of SEBE Gender Initiatives, a faculty-wide role to address gender imbalance in SEBE.

Dr Ben Knott Enterprise Research Project Officer, Diversity & Inclusion Programs

Professional Quantitative data analysis and joint author of application. Full-time. Career progression working group. Age 42, married with (nearly) three children

Professor Lingxue Kong

Deakin Research Professor, IFM Academic

Dr Loveleen Kumar

SEBE Senior Technical Officer, School of Life & Env. Sciences

Support

Dr Rachel Laws Health NHMRC Research Fellow, School of Exercise & Nutrition

Academic Part-time continuing academic role (STEMM) level C. Aged 43, Single mother of two children (one with a permanent disability). First in family WAM, and Career Progression working groups.

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Name Portfolio University role Staff type SAT role (and other relevant activities)

Ms Mel Martinelli Enterprise Director, Diversity & Inclusion Professional Full-time, age 41, mother of two. Italian-Chinese heritage. Member of the LGBTIQ+ community. First in family.

Dr Amy Mulholland Health Senior Grants Coordinator Professional Provided expertise on research funding, prepared diversity & inclusion resources for the Athena Swan Advocates, facilitated the inaugural Gender Summit. STEMM PhD graduate, first in family, mother of one. Age 33.

Dr Emily Nicholson SEBE Associate Professor, School of Life & Environmental Sciences

Academic WAM, and Career Progression working groups.

Mr Sam Parry SEBE Technical Services Coordinator, School of Life & Env. Sciences

Support Part Time, member of SEBE Faculty Access, Equity and Equal Opportunity Committee, facilitated the STEMM work experience program for young wormen. Age 38, married with two children.

Ms Erin Roberts Enterprise Research Coordinator, Diversity & Inclusion programs

Professional Qualitative data collection, analysis and reporting.Workload Allocation Model working group. SAT Secretary. Age 38, married with two children.

Dr Emma Sciberras Health Senior Lecturer, School of Psychology

Academic On maternity leave from January 2017-October 2017. Returned part-time & increased to full time from Feb 2019. Age 35, married with one child.

Mr Kean Selway Enterprise Chief Operating Officer Professional SAT Chair. University Executive reporting to the Vice-Chancellor. Leads the Enterprise portfolio, which includes the D&I, and HR Divisions.

Dr Zoe Smith SEBE Research Fellow, School of Life & Env. Sciences

Academic Full time, fixed term, ECR in STEMM field. Age 30, married, WAM working group.

Dr Nicole Stupka Health Lecturer in Medical Physiology, School of Medicine

Academic WAM working group.

Dr Matthew Symonds SEBE Senior Lecturer, School of Life & Environmental Sciences

Academic Quantitative data analysis on career progession working group. Age 45, full time senior lecturer two children. Career Progression working group.

Dr Tricia Wevill SEBE Teaching Scholar, School of Life & Environmental Sciences

Academic

Dr Cai Wilkinson A&E Senior Lecturer, School of Humanities & Social Sciences

Academic Research and teaching expertise on sexual orientation and gender identity; FAAB genderqueer/non-binary.

Ms Cathy Williams Enterprise Principal Adviser to Executive Director of Human Resources

Professional Age 52 years old. Single mother of a nine year old Member of the LGBTIQ+ community.

The SAT demonstrated diversity along multiple axes (gender, LGBTIQ+, age, nationality), but lacked representation of Aboriginal and Torres Strait Islanders, people with disabilities and STEMM leaders. To partially compensate, additional consultations occurred with STEMM leaders. This was critical to ensure leaders were engaged and contributed to planning, discussion, and endorsement of actions.

The SAT met triannually for progress updates. To enable attendance for members with caring responsibilities, meetings occurred between 10:00 and 14:00. SAT members with workload allocations received one day per month for SAT contributions, though allocations took time to commence, hampering progress.

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An account of the self-assessment process

In 2016 the Diversity and Inclusion Programs team (D&IP) introduced two roles focused on GE, researching and authoring the AS application.

The D&IP team:

• undertook AS coordination and data analyses using:• three years’ workplace data from HRD• five years grant data from Deakin Research

• developed Deakin-wide surveys, pulse surveys and focus groups (Figure 3.1).

The SAT advised on survey development, consulted on results, and discussed policies and actions.

SAT volunteers formed working groups assessing HDR supervision, career progression, and workload allocations, meeting every six weeks.

In August 2018, the SAT attended a two day workshop where they were presented with comprehensive data analyses. Working groups developed actions which were then voted on with SAT members not in attendance able to do so in subsequent weeks.

Action plan consultation

A draft action plan was distributed to stakeholders through multiple channels.

• Face-to-face meetings with STEMM Executives.• Circulation and feedback from the SAT.• Email to the Senior Management Group (SMG) - comprising 90 staff including Heads of School (HoS),

Directors, Executives, and the VC, who provided feedback prior to finalisation.• Ongoing consultation with HRD to ensure actions were accurate, realistic and achievable.

AS was communicated to key stakeholders and leadership groups but was not successfully communicated to the wider STEMM community (further impacted by senior leaders reluctance to focus on STEMM to the exclusion of non-STEMM academics), causing a communication delay that wasn’t rectified until late 2018. Going forward, STEMM HoS must communicate local AS actions and progress to their staff at least once annually, monitored through their performance reviews (Action 4.3).

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Figure 3.1: Qualitative surveys undertaken at Deakin 2017-2018

Figure 3.2: Gender Equity Advocates flyer.

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Plans for the future of the self-assessment team

• An academic executive member for each STEMM school will be nominated to the SAT(Action 4.6).

• The executive member (Action 4.6) will oversee the development of task forces responsible for localimplementation of the AS action plan (Action 4.8). Task forces will report progress to the executivemember, who will report biannually to School and Faculty Executives. Executive Deans and HoS will beresponsible for nominations and SAT meeting attendance.

• School leadership must report AS initiatives and progress to staff at least once annually (Action 4.3).• Increased diversity through targeted recruitment will include at least one SAT representative from each

equity group (Action 4.7).

The remainder of the SAT will comprise STEMM volunteers, invited by D&I to ensure diversity of gender, age, career stage, cultural background, LGBTIQ+, abilities and discipline.

Governance and reporting mechanisms will remain through to the Deakin Executive biannually. Chairs of the LGBTIQ+, Cultural Diversity, GE, and Disability Access and Inclusion strategy groups will meet biannually to discuss intersectionality with reference to AS (Action 4.9).

D&IP have created the Gender Equity Advocates (GEA) program (Figure 3.2) (Action 4.33). To date, over 100 volunteers have signed up to be advocates, who will provide ongoing feedback. Biannual meetings are planned.

SEBE have introduced the Director of Gender Initiatives position to drive GE in the Faculty, reporting to Faculty executive, and sitting on the SAT. SEBE are piloting the introduction of task forces (Action 4.8) to advance actions.

Summary and actions

Issue identified Action

reference Action summary

SAT had minimal direct connections with academic school leadership.

4.6 All school executive committees to have an academic representative on SAGE Athena SWAN SAT.

SAT had no representation from Aboriginal & Torres Strait Islanders or people with a disability.

4.7 SAT to always have diverse representation.

Actions must be driven locally through connections to local leadership.

4.8 Introduce task forces into STEMM areas to drive actions. Task forces are to be overseen by the academic representative nominated in Action 4.6.

AS pilot and other GE initiatives are not effectively communicated to the wider STEMM community, leading to a lack of transparency and accountability.

4.3 Head of School to report to all staff on GE initiatives and progress at least once per year.

Communication of GE initiatives throughout STEMM is substandard.

4.33 Introduce the Gender Equity Advocates program.

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SECTION 4: A PICTURE OF THE INSTITUTION

4.1 Academic and research staff data

Academic and research staff by grade and gender

Look at the career pipeline across the whole institution and between Science, Technology, Engineering, Mathematics and Medicine (STEMM) subjects. Comment on and explain any differences between women and men, and any differences between STEMM subjects. Identify any issues in the pipeline at particular grades/levels.

The 2017 profile indicated gender balance among STEMM and Non-STEMM academic staff (Figure 4.1).

Figure 4.1: Proportion of gender for all, non-STEMM and STEMM academic staff in 2017. Numbers within the data represent staff headcount. Recruitment system restrictions did not enable collection of data for non-binary staff (see Section 6).

In 2015-2017 (Figure 4.2):

• STEMM academic headcount increased by 148 (86 additional men, 42 women).• Minimal change to gender representation.

Figure 4.2: Proportion of gender for all, non-STEMM and STEMM academic staff for the years 2015-2017. Numbers within the data represent headcount.

935 383 552

892 355 537

0%

20%

40%

60%

80%

100%

All Non-STEMM STEMM

Female Male

878 904 935

801 846 892

368 363 383

350 337 355

510 541 552

451 509 537

0%

20%

40%

60%

80%

100%

2015 2016 2017 2015 2016 2017 2015 2016 2017

All Non-STEMM STEMM

Female Male

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Academic gender profiles by Level

Staff distributions across Levels A-E are similar for STEMM and non-STEMM (Figure 4.3):

• Higher female representation at Levels A-B.• Approximate gender balance at Level C.• Higher male representation at Level D in STEMM (balanced in non-STEMM).• Higher male representation at Level E.

Figure 4.3: Proportion of gender for all, non-STEMM and STEMM academic staff for academic Levels A-E as at 31 August 2017. These data are representative of 2015 and 2016 data. Numbers within the data represent headcount.

In STEMM, in 2015-2017 (Figures 4.4, 4.5):

• female representation at Levels C-E increased minimally• female Level B headcount remained constant• male headcount increased by 40, decreasing female representation• female representation decline begins after Level B (Figures 4.4, 4.5).

116 2492

97 1681

393 172 221

270 114 156

218 105 113

220 107 113

82 4042

106 4165

71 2645

157 7285

0%

20%

40%

60%

80%

100%

Level A Level B Level C Level D Level E

Female Male

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Figure 4.4: Proportion of each gender for STEMM academic staff Levels A-E. Data is from 31 August for the years 2015-2017. Numbers within the data represent headcount.

Figure 4.5: Proportion of each gender for STEMM academic staff Levels A- E. Data is from 31 August for the years 2015-2017. Numbers within the data represent headcount.

93

221

9235

35

78

118

10457

74

0%

20%

40%

60%

80%

100%


2015

Female Male

89226

10735

40

77150

11956

82

0%

20%

40%

60%

80%

100%


2016

Female Male

92221

113

4245

81156

113

6585

0%

20%

40%

60%

80%

100%


2017

Female Male

93 89 92

78 77 81

221 226 221

118 150 156

92 107 113

104 119 113

35 35 42

57 56 65

35 40 45

74 82 85

0%

20%

40%

60%

80%

100%

2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017


Female Male

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Consistent with Australia’s “leaky pipeline”, high female representation at Levels A-B does not translate to senior Levels D-E. Factors (detailed later) include:

• recruitment and promotion imbalances • women undertaking most day-to-day caring responsibilities • inadequate recognition of career breaks and part time (PT) work.

Actions to address the imbalances are summarised at the end of this section.

Research Fellows Grade 1 (RFG1s) is comparable to early career academic positions where female representation is high and, consequently, were female-dominated (Table 4.1). Teaching Scholars (TS) were introduced in 2016, of which a greater proportion are men.

Table 4.1: Gender proportions for RFG1 and Teaching Scholar classifications.

Classification Year

Gender

Female Male %Female %Male

RFG1

2015 29 18 62% 38%

2016 35 17 67% 33%

2017 28 21 57% 43%

Teaching Scholar 2016 4 5 44% 56%

2017 9 15 38% 63%

Faculty of Health

In Health (Figure 4.6, Table 4.2):

• high female representation at Levels A-C • headcount and proportion of women at Level E increased to parity in 2017 • five of seven additional Level E women were new recruits.

Figure 4.6: Proportion of each gender at Levels A-E in Health. Data is from 31 August 2017 and are representative of all years in this application. Numbers within the data represent headcount.

63 17185

3336

22 5741

2636

0%

20%

40%

60%

80%

100%


Female Male

Page 20

Table 4.2: Headcount and proportion of staff of each gender at academic Levels A-E in Health at 31 August 2015, 2016, and 2017.

Year Gender


Count % Count % Count % Count % Count %

2015 Female 72 80% 179 81% 64 59% 29 52% 29 44%

Male 18 20% 42 19% 45 41% 27 48% 37 56%

2016 Female 66 80% 176 79% 77 64% 28 51% 34 47%

Male 16 20% 48 21% 44 36% 27 49% 38 53%

2017 Female 63 74% 171 75% 85 67% 33 56% 36 50%

Male 22 26% 57 25% 41 33% 26 44% 36 50%

Health data are encouraging compared to overall STEMM representation. (Figures 4.4, 4.5). However, female representation still decreased as academic seniority increased. Early career male academics have a much greater chance of becoming Professors than females (Level E headcount is 63% of Level B headcount for men, cf. 21% Level B women).

Within Schools (Figure 4.7):

• The Schools of Health & Social Development (H&SD), and Nursing & Midwifery (Nurs&Mid) are female-dominated.

• The Schools of Exercise & Nutrition (Ex&Nutr), and Psychology are balanced at Levels D-E, but female representation decreases from junior to senior levels.

• The School of Medicine shows a severe decrease in female headcount and representation between Levels C and D.

Page 21

Figure 4.7: Proportion of each gender at Levels A-E in Health. Data is from 31 August 2017. Numbers within the data represent headcount.

15

40 2512

7

6

8 62

5

0%

20%

40%

60%

80%

100%


Health & Social Development

Female Male

42

5 9 10

7

0 0 00%

20%

40%

60%

80%

100%


Nursing & Midwifery

Female Male

14

2720

3 5

4

1810

5 7

0%

20%

40%

60%

80%

100%


Exercise & Nutrition

Female Male

10 3516

6

8

3 97

7

5

0%

20%

40%

60%

80%

100%


Psychology

Female Male

2326

19

14

915

14

1218

0%

20%

40%

60%

80%

100%


Medicine

Female Male

Page 22

Faculty of Science, Engineering & Built Environment

In SEBE (Figure 4.8, Table 4.3):

• More men at all academic levels, representation increases with academic seniority (Figure 4.8). • Female headcount and representation at Levels D-E increased from 2015 but remains low

(Table 4.3).

Figure 4.8: Proportion of each gender at Levels A-E in SEBE. Data is from 31 August 2017 and are representative of all years in this application. Numbers within the data represent headcount.

Table 4.3: Headcount and proportions for staff of each gender at academic Levels A-E in SEBE on 31 August 2015, 2016 and 2017.

Year Gender



2015 Female 12 26% 33 35% 24 32% 4 13% 3 9%

Male 35 74% 60 65% 51 68% 27 87% 30 91%

2016 Female 11 24% 41 34% 22 29% 5 17% 4 11%

Male 35 76% 81 66% 54 71% 25 83% 33 89%

2017 Female 15 38% 37 33% 20 27% 7 18% 7 16%

Male 25 63% 74 67% 53 73% 33 83% 36 84%

Within Schools:

• Male-dominated at almost all levels (Figure 4.9). • The School of Life & Environmental Sciences (LES) is unique as most staff are men, but most students

(60%) are women (Table 2.2). Increasing female representation should be a priority to provide role models for female students to pursue STEMM careers (Figure 4.9).

1537

20

7 7

2574

53

33 36

0%

20%

40%

60%

80%

100%


Female Male

Page 23

Figure 4.9: Proportion of each gender at Levels A-E in SEBE. Data are from 31 August 2017. Numbers within the data represent headcount.

16 2

1 2

325 11

3 7

0%

20%

40%

60%

80%

100%


Information Technology

Female Male

1111 11

4

2

1417 18

12

15

0%

20%

40%

60%

80%

100%


Life & Environmental Sciences

Female Male

0

12

3 10

1

8

8 34

0%

20%

40%

60%

80%

100%


Architecture & Built Environment

Female Male

05 1

0

2

315 13

10

4

0%

20%

40%

60%

80%

100%


Engineering

Female Male

Page 24

Research

Both Research institutes are male-dominated (Figure 4.10, Table 4.4).

• IISRI comprises two female academics (Level B) and 24 male academics (Figure 4.10). • Female representation in IFM increases to Level C (Figure 4.10) but decreases thereafter. Recruitment

of male professors in 2007-2009, and low staff turnover, caused lasting impact on gender representation.

• Female representation has decreased at all levels except Level A from 2015-2017 (Table 4.4), despite increasing headcount.

01

Figure 4.10: Proportion of each gender at Levels A-E in the research institutes in Research. Data are from 31 August 2017. Numbers represent headcount.

Table 4.4: Headcount and proportions for staff of each gender at academic Levels A-E in Research for 31 August 2015, 2016, and 2017.

Year Gender



2015 Female 10 29% 13 43% 8 47% 2 40% 3 27%

Male 25 71% 17 57% 9 53% 3 60% 8 73%

2016 Female 13 33% 13 37% 11 32% 2 29% 2 15%

Male 27 68% 22 63% 23 68% 5 71% 11 85%

2017 Female 14 29% 14 36% 10 33% 2 25% 2 13%

Male 35 71% 25 64% 20 67% 6 75% 13 87%

0

2

0 0 0

1

7

10 2 4

0%

20%

40%

60%

80%

100%


IISRI

Female Male

14

129

2

2

35

1810

4

9

0%

20%

40%

60%

80%

100%


IFM

Female Male

Page 25

Summary

Faculty / Portfolio Issue

All STEMM Women represent ca. 60% of staff at Level B but ca. 40% at Level E.

Health

10% and 21% of academics in Nurs&Mid and H&SD respectively are men.

Psychology: women represent over 80% of staff at Level B, but 46% and 60% at Levels D-E.

Ex&Nutr: women represent over 80% of staff at Level A, but ca. 40% at Levels D-E.

SEBE

Women represent ca. 40% of Level A staff, but under 20% at Level E.

LES: women comprise 28% of academics, but 60% of students.

Research

Women represent under 30% of academics, and are underrepresented at all levels.

Academic female headcount increased by six between 2015-2017. Male headcount increased by 37.

To address these challenges, actions are required in:

• recruitment and retention (Actions 1.1-1.10). • career advancement (Actions 2.1-2.6, 3.1-3.10). • creating a more inclusive culture (Actions 4.1-4.29).

Actions will be discussed further in relevant sections.

Page 26

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

Comment on the proportions of men and women on these contracts. Comment on what is being done to ensure continuity of employment and to address any other issues, including redeployment schemes.

Continuing and fixed-term contracts

The proportion of STEMM academics on fixed-term contracts decrease with seniority (Figure 4.11, Table 4.5).

Figure 4.11: Proportion of staff on continuing and fixed-term contracts in STEMM. Data are from 31 August 2017.

• Levels A-B: higher proportions of women are on continuing contracts (Figure 4.11), mostly in Health,which has higher female representation.

• Level C: slightly more women on fixed-term contracts. Most fixed-term staff are senior research fellowson external fellowship funding (29 of 31 women, 22 of 26 men).

• Of 38 fixed-term staff at Levels D-E, 29 (20 women, 9 men) are joint chairs with health service partnerorganisations, employed on five year contracts.

• Overall, higher proportions of non-STEMM academics are continuing (Table 4.5); proportions arebalanced (< 3% difference) for Levels B-E (Table 4.5).

21% 60% 73% 79% 69%

79% 40% 27% 21% 31%

0%

20%

40%

60%

80%

100%


Female staff

Continuing Fixed Term

11% 48% 77% 92% 88%

89% 52% 23% 8% 12%

0%

20%

40%

60%

80%

100%


Male staff


Page 27

Table 4.5. Percentage of each gender on continuing and fixed-term contracts for STEMM and non-STEMM. Data are from the 31 August 2017.

Work pattern Paygrade

STEMM % Non-STEMM %

Female Male All Staff Female Male All Staff

Continuing Level A 21% 11% 16% 8% 19% 13%

Level B 60% 48% 55% 70% 68% 69%

Level C 73% 77% 75% 96% 96% 96%

Level D 79% 92% 87% 93% 90% 91%

Level E 69% 88% 82% 69% 69% 69%

Fixed Term Level A 79% 89% 84% 92% 81% 88%

Level B 40% 52% 45% 30% 32% 31%

Level C 27% 23% 25% 4% 4% 4%

Level D 21% 8% 13% 8% 10% 9%

Level E 31% 12% 18% 31% 31% 31%

Faculty of Health

• Eight of ten STEMM fixed-term individuals at Level D, and 12 of 19 at Level E, are in Health (Figure 4.12)spread across schools (Table 4.6).

• Nurs&Mid has the highest proportions of fixed-term women at Levels D-E (Table 4.6). Of 29 joint chairspreviously discussed, 19 (65%) are in female-dominated schools, meaning higher likelihood that thesepositions will be filled by women. Investigation into these roles revealed a large administrative burdenon these positions. Of 29 joint chairs, only four are in Medicine.

• Levels A-B: 69% of all STEMM continuing positions are in Health, for which all schools show higherfemale representation. 81% of all continuing STEMM women are in Health (46% of men).

Figure 4.12: Proportion of academic staff on continuing and fixed-term contracts in Health. Data is for 31 August 2017.

29% 64% 75% 76% 67%

71% 36% 25% 24% 33%

0%

20%

40%

60%

80%

100%


Female staff


23% 60% 68% 92% 81%

77% 40% 32% 8% 19%

0%

20%

40%

60%

80%

100%


Male staff


Page 28

Faculty of Science, Engineering and Built Environment • Higher proportions of women than men are in continuing Level B positions, which does not translate

into senior levels (Figure 4.13).• The reduction in continuing female staff is compounded by the accelerated decrease in female

representation after Level B and low headcounts of women at Levels D-E (Figure 4.9).• Among fixed-term staff, there are few differences in role: 61% women and 62% men are research

fellows. Job instability has a greater impact on women particularly at this career stage, deterringwomen from applying for research positions and impacting promotion chances.

Figure 4.13: Proportion of academic staff on continuing and fixed-term contracts in SEBE. Data is for 31 August 2017.

Research • Most positions are fixed-term with men more likely to hold continuing positions (Figure 4.14).• At Levels A-B, only five continuing positions existed, all held by men.• At Level C, 50% of men to 20% of women are continuing.

Figure 4.14: Proportion of academic staff on continuing and fixed-term contracts in Research. Data is for 31 August 2017.

7% 65% 90% 100% 71%

93% 35% 10% 0% 29%

0%

20%

40%

60%

80%

100%


Female staff


12% 50% 92% 97% 100%

88% 50% 8%3%

0%

0%

20%

40%

60%

80%

100%


Male staff


20% 50% 100%

100% 100% 80% 50%

0%

20%

40%

60%

80%

100%


Female staff


3% 16% 55% 67% 77%

97% 84% 45% 33% 23%

0%

20%

40%

60%

80%

100%


Male staff


Page 29

Table 4.6: Headcount of continuing and fixed-term staff for each gender in the individual schools in Health. Data is for 31 August 2017.

School Academic level

All staff Female Male

Continuing Fixed term %

Continuing Continuing Fixed term %

Continuing Continuing Fixed term %

Continuing

School of Exercise & Nutrition Sciences

RFG1 0 2 2

Teach. Scho. 1 0 100% 1 100%

Level A 3 15 17% 3 11 21% 4

Level B 22 23 49% 11 16 41% 11 7 61%

Level C 24 6 80% 16 4 80% 8 2 80%

Level D 7 1 88% 2 1 67% 5 100%

Level E 12 0 100% 5 100% 7 100%

School of Health & Social Development

RFG1 0 5 5

Level A 2 19 10% 2 13 13% 6

Level B 28 20 58% 24 16 60% 4 4 50%

Level C 19 12 61% 16 9 64% 3 3 50%

Level D 11 3 79% 10 2 83% 1 1 50%

Level E 10 2 83% 6 1 86% 4 1 80%

School of Medicine

RFG1 0 13 10 3

Teach. Scho. 2 0 100% 1 100% 1 100%

Level A 15 17 47% 12 11 52% 3 6 33%

Level B 27 14 66% 19 7 73% 8 7 53%

Level C 27 6 82% 17 2 89% 10 4 71%

Level D 11 2 85% 1 11 1 92%

Level E 18 4 82% 4 100% 14 4 78%

School of Nursing and Midwifery

RFG1 0 3 2 1

Level B 37 12 76% 32 10 76% 5 2 71%

Level C 3 2 60% 3 2 60%

Level D 6 3 67% 6 3 67%

Level E 4 6 40% 4 6 40%

School of Psychology

RFG1 0 8 6 2

Teach. Scho. 2 0 100% 2 100%

Level A 2 11 15% 10 2 1 67%

Level B 28 16 64% 22 13 63% 6 3 67%

Level C 18 5 78% 12 4 75% 6 1 86%

Level D 12 1 92% 5 1 83% 7 100%

Level E 9 4 69% 5 3 63% 4 1 80%

Page 30

Full time and Part time

In 2015-2017, approximately 70% and 90% of female and male academics respectively worked full-time (FT) (Figure 4.15, Table 4.7).

In non-STEMM over 80% of women are FT compared to 65% of women in STEMM (Table 4.8), perhaps indicating it is easier to maintain FT work and caring responsibilities in non-STEMM disciplines.

Figure 4.15: Proportions of all Deakin staff for each gender in FT and PT work.

Table 4.7: Headcount and proportions of FT and PT academic staff for each gender.

Year

Full time Part time % Full time % Part time

Female Male Female Male Female Male Female Male

2015 638 712 240 89 73% 89% 27% 11%

2016 665 754 239 92 74% 89% 26% 11%

2017 658 778 277 114 70% 87% 30% 13%

Total 1961 2244 756 295 72% 88% 28% 12%

Table 4.8: Headcount and proportions of FT and PT academic staff for each gender in non-STEMM and STEMM positions.

Staff type Year

Full time Part time % Full time % Part time


Non-STEMM

2015 299 323 69 27 81% 92% 19% 8%

2016 310 311 53 26 85% 92% 15% 8%

2017 307 313 76 42 80% 88% 20% 12%

Total 916 947 198 95 82% 91% 18% 9%

STEMM 2015 339 389 171 62 66% 86% 34% 14%

2016 355 443 186 66 66% 87% 34% 13%

2017 351 465 201 72 64% 87% 36% 13%

Total 1045 1297 558 200 65% 87% 35% 13%

70% 70% 69% 69%

30% 30% 31% 31%

0%

20%

40%

60%

80%

100%

2015 2016 2017 Total

Female staff

Full time Part time

92% 91% 90% 91%

8% 9% 10% 9%

0%

20%

40%

60%

80%

100%

2015 2016 2017 Total

Male staff

Full time Part time

Page 31

For STEMM and non-STEMM:

• over 86% of all male academics work FT • 50-60% of Level A female academics work FT.

But (Figures 4.16, 4.17):

• in non-STEMM, the proportions of FT women rise to 80% at Level B then 90% from Level C onwards • in STEMM, lower proportions of FT women at Levels A-B persist to Level C.

Quantitative data from the 2017 all-staff iSay survey (95% participation of fixed-term and continuing staff) did not indicate differences in perception of flexible work options between STEMM and non-STEMM staff.

High levels of PT staff in STEMM are likely contributing to declining numbers of women at senior roles, as PT positions reduce output and experience required for career progression. Individuals working PT should be judged using principles of achievement relative to opportunity (ARO). However, qualitative results showed applicants felt recruiters and promotion panels were not accurately assessing ARO. Futhermore, panel members and HoS admitted uncertainty when comparing PT and FT staff (Actions 2.1, 2.2, 2.5).

PT work, particularly for men, is often viewed unfavorably, discouraging men from taking a greater share of caring responsibilities . To change this culture, more men will be encouraged to take primary carer’s leave (Action 4.18).

In non-STEMM, over 80% of women are FT compared to 65% of women in STEMM (Table 4.8), perhaps indicating it is easier to maintain FT work and caring responsibilities in non-STEMM disciplines.

Figure 4.16: Proportions of academic non-STEMM staff for each gender in FT and PT work. Total staff for all three years are shown but proportions shown are representative of individual years (Table 4.8).

54% 79% 91% 90% 96%

46% 21% 9% 10%

4%

0%

20%

40%

60%

80%

100%


Female staff

Full time Part time

82% 90% 97% 97% 82%

18% 10%3% 3%

18%

0%

20%

40%

60%

80%

100%


Male staff

Full time Part time

Page 32

Figure 4.17: Proportions of academic STEMM staff for each gender in FT and PT work. Total staff for all three years are shown but proportions shown are representative of individual years (Table 4.8).

Casual contracts

In 2017, Deakin employed 5481 casual staff (63% female), with no difference between STEMM and non-STEMM (Table 4.9). The proportion of casual females was broadly reflected in the different roles, except for clinical staff where 59% (73 of 124) were male. However, clinical staff represented only 2.3% of all casual staff.

Table 4.9: Headcount and proportions of casual staff at Deakin.

Casual Position Female Male % Female % Male

Academic 1416 881 62% 38%

Research 492 279 64% 36%

Clinical 51 73 41% 59%

General 1491 792 65% 35%

Grand Total 3450 2025 63% 37%

Summary

• Higher proportions of women are continuing in early-career positions, of which most are in Health.• Higher proportions of Level B SEBE women are continuing, which does not translate to senior roles.• 60% of all continuing positions were occupied by men.• Irrespective of gender, many early-career staff face uncertainty approaching contract expiry

(Action 3.4).

54% 62% 69% 89% 85%

46% 38% 31% 11% 15%

0%

20%

40%

60%

80%

100%


Female staff

Full time Part time

79% 88% 88% 86% 90%

21% 12% 12% 14% 10%

0%

20%

40%

60%

80%

100%


Male staff

Full time Part time

Page 33

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

Comment on the proportions of men and women on these contracts and by job grade.

Staff proportions in academic, research-only, and teaching roles differ between STEMM and non-STEMM but within each, gender representation is balanced (Figure 4.18).

For research-only in STEMM and non-STEMM, representation across academic levels is similar (Table 4.10). For academic (research & teaching) staff, representation is consistent with the staff profile.

Figure 4.18. Proportion of staff of each gender in academic, research-only, and teaching only positions in non-STEMM and STEMM at 31 August 2017. Numbers within data represent headcount. Data are representative of all years in this application.

Table 4.10. Proportion of each gender found at each level for teaching, academic and research staff in STEMM and non-STEMM. Proportions are calculated from total staff in each gender for each of non-STEMM and STEMM. Data snapshot 31 August 2017.

Role Level

STEMM % Non-STEMM %

Female Male Female Male

Teaching Teaching Scholar 2% 3% 2% 1%

Academic Level A 7% 3% 4% 2%

Level B 29% 18% 42% 29%

Level C 15% 16% 27% 29%

Level D 7% 11% 10% 12%

Level E 7% 15% 7% 19%

Research RFG1 5% 4% 1% 1%

Level A 10% 12% 3% 2%

Level B 11% 11% 4% 3%

Level C 6% 5% 1% 1%

Level D 1% 1% 0% 0%

Level E 1% 1% 0% 2%

343 324

31 30

359 343

188 180

0%

20%

40%

60%

80%

100%


NonSTEMM STEMM

Academic Research Teaching

Page 34

HRD data categorises positions as academic (teaching and research) or research. However, categories are inconsistently applied to Research Fellow positions which are research-only but often categorised as academic (Action 6.4). Calculations using job titles caused no significant changes.

Often women are disproportionately represented in teaching roles, but currently there is no clear pattern of inequality among TS positions.

Summary No clear gender inequalities in contract function. Existing headcount imbalances explain differences by level.

Academic leavers by grade and gender

Comment on the reasons academic staff leave the institution. Comment on and explain any differences between men and women, and any differences in schools or departments.

For 2015-2017:

• More male academics departed (Figure 4.19). • Of Level C departing staff only, more women than men resigned (Figure 4.20, Table 4.11).

Overall, similar proportions of men and women resigned (Figure 4.19, Table 4.11). Whether this represents a gender difference is unclear. Therefore data will be tracked over future years (Action 6.1).

• Reasons for resignations are not kept, and exit interviews are optional. Online exit surveys will commence in 2019, enabling assessment of resignation reasons by gender (Action 1.10).

In non-STEMM, 27% of female and 16% male academics departed. Higher proportions of all staff at Levels A-C and E (Table 4.11) departed through resignation (Action 6.1).

Page 35

Figure 4.19: Departures of STEMM academic staff between 1 Sept 2015 and 31 Aug 2017. Departures are shown as a proportion of all working staff for each gender on 31 August for the preceding year. Data are shown for the main reasons for departure (Contract Expiry and Resignation) and for all departures cumulatively.

25

12

4241

13

57

0%

5%

10%

15%

20%

25%

Contract Expiry Resignation Total Departures

Prop

ortio

n of

all

staf

fLevel A

Female Male

29

19

5134

22

60

0%

5%

10%

15%

20%

25%


Prop

ortio

n of

all

staf

f

Level B

Female Male

38 14

89 19

0%

5%

10%

15%

20%

25%


Prop

ortio

n of

all

staf

f

Level C

Female Male

1 14 40%

5%

10%

15%

20%

25%


Prop

ortio

n of

all

staf

f

Level D

Female Male

2 23

512

0%

5%

10%

15%

20%

25%


Prop

ortio

n of

all

staf

f

Level E

Female Male

Page 36

Figure 4.20: Reasons for departure for STEMM academic staff for all years 2015-2017. Top: female staff; bottom: male staff.

Table 4.11. Reasons for departure for each gender for the three years for STEMM and non-STEMM. Percentages refer to the proportion of each gender at each level who left for the listed reason as a proportion of all staff. *Value greater than 100% caused by multiple departures by single individuals throughout 2015-2017.

Level Departure reason

STEMM Non-STEMM

Count Proportion % Count Proportion %


Level A Contract Expiry 25 41 10% 16% 46 26 65% 53%

Resignation 12 13 5% 5% 23 3 32% 6%

Total Departures 42 57 16% 23% 76 31 107%* 63%

Level B Contract Expiry 29 34 6% 10% 48 20 10% 6%

Resignation 19 22 4% 6% 66 19 13% 6%

Total Departures 51 60 11% 17% 130 51 26% 15%

Level C Contract Expiry 3 8 1% 3% 6 8 2% 2%

Resignation 8 9 3% 3% 35 16 11% 5%


Level D Contract Expiry - - - - 2 1 2% 1%

Resignation 1 4 2% 2% 7 11 7% 9%


Level E Contract Expiry - 3 0% 1% - 2 - 1%

Resignation 2 5 3% 2% 8 10 11% 5%


SEBE had 13 female and 17 academic male staff depart, representing 14.6% and 7.0% of the staff employed at the beginning of each year. Of departing staff only, 7 females (53.8%) to 6 males (35.3%) resigned. There were no other notable gender differences in other STEMM portfolios.

25 29

3

12 19

8 1 2

24 3 1

0%

20%

40%

60%

80%

100%


STEMM Female departures

Contract Expiry Resignation Retirement Other

4134

83

1322

9

4 5

1

3

3 4 1 1

0%

20%

40%

60%

80%

100%


STEMM Male departures

Contract Expiry Resignation Retirement Other

Page 37

Equal pay audits/reviews

Comment on the findings from the most recent equal pay audit and identify the institution’s top three priorities to address any disparities and enable equality in pay.

The STEMM academic pay gap was 8.4% in August 2017 (Figure 4.21), caused by the imbalance between women and men at junior and senior levels (Figure 4.1). Balancing representation will reduce the gap. By Level, pay gaps are within 4% (Figure 4.21). The TS gap is caused by low headcount, and recent recruitment of women, who are at earlier steps within the classification. The Level D gap is driven by Medicine, where clinical positions carrying salary loadings are overwhelmingly occupied by men.

[redacted]

Figure 4.21. Percentage pay gaps for Levels A-E in STEMM. Percentages are calculated by subtracting female salary from male salary then calculating the difference as a percentage of male salary.

Table 4.12 shows the pay gap for each STEMM portfolio and level. Deakin’s top priorities are:

• the 8.4% Above HEW 10 gap (in GE Plan, but outside AS scope)• the 8% Health Level D gap. Reviewing loadings will ensure they are justified and valid

(Action 6.6)• the 4% SEBE Level E pay gap. One of seven women received salary loadings. 18 of 36 men received

loadings, of which 12 were associated with leadership. Increasing female representation at Levels D-E,and pursuing gender balance for leadership positions, will decrease this gap (Actions 4.4, 4.5).

-2%

0%

2%

4%

6%

8%

10%

Level A Level B Level C Level D Level E All staff

Page 38

Table 4.12. Pay gaps for each academic level in STEMM at Deakin. Pay gap ($) is calculated by subtracting female average remuneration from male average remuneration. Pay gap (%) is the difference as a percentage of male salary. Negative values indicate a female-biased pay gap..

Faculty Level Female Male Pay gap %

Faculty of Science, Engineering, & Built Environment

RFG1 2 11 -9%

Teaching Scholar 5 14 2%

Level A 15 25 2%

Level B 37 74 3%

Level C 20 53 1%

Level D 7 33 2%

Level E 7 36 4%

Faculty of Health RFG1 25 6 1%

Teaching Scholar 4 1 8%

Level A 63 22 -1%

Level B 171 57 -1%

Level C 85 41 3%

Level D 33 26 8%

Level E 36 36 3%

Research portfolio

RFG1 1 4 -3%

Level A 14 35 -3%

Level B 14 25 -2%

Level C 10 20 2%

Level D 2 6 0%

Level E 2 13 -29%

Page 39

Summary and actions

Issue identified Action reference Action summary

Women in STEMM have high representation at Levels A and B but representation declines at Level C and beyond. Female representation declines sharply after Level C in Medicine. Female representation is low throughout SEBE including LES, which has high proportions of female students

1.1 Gender representation targets for Schools and Institutes where senior female representation is under 40%.

1.2 Advertise STEMM positions across Levels C-E for female candidates only.

1.3 Provide comprehensive research support for female recruits from action 1.2.

High proportions of staff depart through resignation but the reasons (including possible gendered reasons) are unknown.

1.10 Commence exit surveys and follow-up interviews to understand reasons staff resign from Deakin.

More women take extended breaks for caring and more women work PT, resulting in reduced opportunity for output and career advancement. ARO needs to be recognised and understood (see section 5).

2.1 ARO section placed first on promotion application form.

2.2 Representative on promotion panels to outline the research opportunity of the applicant to the panel before consideration of the application.

2.5 Skills assessment (promotions) for panellists.

Women are more likely to take extended career breaks following the arrival of new children, and are more likely to work PT to care for children (see section 5).

4.18 Digital campaign to encourage men and partners to take up flexible work arrangements, and extended parental leave.

Irrespective of gender, high proportions of staff are in fixed-term positions leading to uncertainty approaching contract expiry.

3.4 Faculty and research institutes to provide support for staff whose contract is approaching expiry.

The academic pay gap in Health (Level D) is 8%, a consequence of clinical salary loadings for men.

6.6 Review the pay gap at Level D in the Faculty of Health.

Academic pay gaps at senior levels are driven by salary loadings awarded to leadership positions which are mostly occupied by men.

4.4 The proportion of women in academic roles in the School executives must, at minimum, reflect the female proportion of the total academic population at Levels C-E

4.5 Replacement or renewal of School Executive committee members to be undertaken through a transparent and open consultation with all staff.

Page 40

SECTION 5: SUPPORTING AND ADVANCING WOMEN’S CAREERS

5.1 Key Career Transition Points: Academic Staff

Recruitment

Break down data by gender and grade for applications, long- and shortlisted candidates, offer and acceptance rates. Comment on how recruitment processes ensure that women (and men in underrepresented disciplines) are encouraged to apply.

Until 2017:

• Recruitment was undertaken by divisional managers in Faculties and Portfolios, supported through HRDvia the DeakinPeople Human Resources Management System.

• In practice, most managers used DeakinPeople for job creation and offer generation.• Interview panels, longlists and shortlists were not recorded.• Many applicant demographic questions were optional.

Consequently, gender is known for only 8% of STEMM shortlisted applicants.

In 2018, recruitment was overhauled:

• Recruitment transferred to a central Talent Acquisition (TA) team.• PageUp software developed to collect comprehensive demographic data (Action 1.7).

New starters

In STEMM, in 2015-2017 (Figure 5.1, Table 5.1):

• total academic recruitment was gender balanced• more women were recruited at Levels A-B• more men recruited at Levels C-E, exacerbating the“leaky pipeline” effects• at Level E, men comprised 69% of STEMM recruits (77% of non-STEMM).

Page 41

Figure 5.1: Headcount of new starters in STEMM academic positions for the 12 months to 31 August for the years 2015, 2016, and 2017.

3633 32

29

3336

0

5

10

15

20

25

30

35

40

2015 2016 2017 2015 2016 2017

Female Male

Hea

dcou

ntLevel A

4143

41

26

45

34

0

5

10

15

20

25

30

35

40

45

50

2015 2016 2017 2015 2016 2017

Female Male

Hea

dcou

nt

Level B

12

9

6

1110

9

0

2

4

6

8

10

12

14

2015 2016 2017 2015 2016 2017

Female Male

Hea

dcou

nt

Level C

1

2

5

1 1

3

0

1

2

3

4

5

6

2015 2016 2017 2015 2016 2017

Female Male

Hea

dcou

nt

Level D

4

1

45

10

5

0

2

4

6

8

10

12

2015 2016 2017 2015 2016 2017

Female Male

Hea

dcou

nt

Level E

10

16

6

87

6

0

2

4

6

8

10

12

14

16

18

2015 2016 2017 2015 2016 2017

Female Male

Hea

dcou

nt

RFG1

Page 42

Table 5.1: Headcount of new starters in academic positions for the year to the 31 August for 2015, 2016, and 2017. NHMRC RA/RO refers to National Health and Medical Research Council Research Assistant / Research Officer.

Classification

STEMM Non-STEMM

2015 2016 2017 All years 2015 2016 2017 All years

F M F M F M F M F M F M F M F M

Teaching scholar - - 3 1 1 4 4 5 - - - - - - - -

NHMRC RA/RO 3 - - - - - 3 - - - - - - - - -

RFG1 10 8 16 7 6 6 32 21 1 3 - - 5 1 6 4

Level A 36 29 33 33 32 36 101 98 15 13 11 8 16 6 42 27

Level B 41 26 43 45 41 34 125 105 29 20 27 24 43 29 99 73

Level C 12 11 9 10 6 9 27 30 4 3 6 7 9 6 19 16

Level D 1 1 2 1 5 3 8 5 - 3 2 3 6 2 8 8

Level E 4 5 1 10 4 5 9 20 2 5 3 11 5 17 10 33

Above Level E - - - 1 - - - 1 1 - 1 1 - - 2 1

Total 107 80 107 109 95 97 309 286 52 47 50 54 84 61 186 162

By faculty:

• Health: female-dominated recruitment occurred across all years and most levels (Figure 5.2), driven by Nurs&Mid.

• SEBE: recruitment was male-dominated in all schools, including four men and no women at Level D in 2015-2017.

STEMM faculties will set female representation targets, and advertise female-only positions (Actions 1.1, 1.2), directly increasing female headcount, and creating a saved applicant pool from which female candidates for future vacancies can be sourced.

Page 43

Figure 5.2: Headcount of new starters in academic positions for each STEMM faculty and the STEMM areas of Research. Data are presented cumulatively for all three years 2015-2017. Data for each year are shown in Table 5.2.

65

87

21 7 522

36

17 16

0

20

40

60

80

100


Hea

dcou

ntHealth

Female Male

17 3 2 1

38

81 4

0

20

40

60

80

100


Hea

dcou

nt

Research

Female Male

19

35

4 4

38

61

12 410

0

20

40

60

80

100


Hea

dcou

nt

SEBE

Female Male

Page 44

Table 5.2. New starters in academic positions for each STEMM Faculty. Data show the difference between the headcount of male starters and female starters. Purple cells show when more women were recruited. Orange cells show when more men were recruited. Data presented are from the 12 months to 31 August for the years 2015-2017. Data are separated for each STEMM faculty and for the STEMM areas of the Research portfolio.

Faculty Level

2015 2016 2017 All years

F M Difference

(M-F) F M Difference



(M-F)

Health A 27 6 -21 22 6 -16 16 10 -6 65 22 -43

B 30 7 -23 24 12 -12 33 17 -16 87 36 -51

C 9 5 -4 7 7 0 5 5 0 21 17 -4

D 0 0 0 2 1 -1 5 0 -5 7 1 -6

E 3 0 -3 1 5 4 1 1 0 5 6 1

SEBE A 4 15 11 4 15 11 11 8 -3 19 38 19

B 10 16 6 18 30 12 7 15 8 35 61 26

C 3 6 3 0 2 2 1 4 3 4 12 8

D 0 1 1 0 0 0 0 3 3 0 4 4

E 1 3 2 0 4 4 3 3 0 4 10 6

Research A 5 8 3 7 12 5 5 18 13 17 38 21

B 1 3 2 1 3 2 1 2 1 3 8 5

C 0 0 0 2 1 -1 0 0 0 2 1 -1

D 1 0 -1 0 0 0 0 0 0 1 0 -1

E 0 2 2 0 1 1 0 1 1 0 4 4

All A 36 29 -7 33 33 0 32 36 4 101 98 -3

B 41 26 -15 43 45 2 41 34 -7 125 105 -20

C 12 11 -1 9 10 1 6 9 3 27 30 3

D 1 1 0 2 1 -1 5 3 -2 8 5 -3

E 4 5 1 1 10 9 4 5 1 9 20 11

For STEMM support positions in 2015-2017 (Table 5.3):

• 88 staff were recruited (64% female). • SEBE recruitment was balanced, leading to 44% female representation in 2017. • Research recruited more men (Table 5.3).

Among professional non-STEMM staff in STEMM faculties, 88%, 54%, and 57% of Health, SEBE, and Research recruits respectively were women (Table 5.4).

Table 5.3. Recruitment of STEMM support staff in each portfolio for the years 2015-2017.

Year Portfolio Female Male All

2015-2017 Health 39 10 49

SEBE 14 13 24

Research 4 8 12

Total 57 31 88

Table 5.4. Recruitment of professional staff in STEMM faculties and portfolios for the years 2015-2017.

Year Portfolio Female Male All

2015-2017 Health 94 12 106

SEBE 47 40 87

Research 25 12 37

Total 166 64 230

Page 45

Encouraging women to apply

The activities below were introduced since 2017. Success will be judged by ongoing assessment of recruitment data.

The GE Plan’s Affirmative Action principle addresses recruitment, which we include in AS:

• introduction of targets (Actions 1.1, 1.4) • introduce new recruitment strategies (Actions 1.2, 1.3, 1.5 – 1 8) • inclusive advertisement language and practices (Action 1.9) • new sourcing methods (Actions 1.6, 1.7).

Deakin received the Workplace Gender Equity Agency (WGEA) Employer of Choice (EoC) citation, for 12 consecutive years to 2018 (2007-2012: EoC for Women; 2013-2018: EoC for Gender Equality), displayed on the Work at Deakin webpage (Figure 5.3). The page also links to the Deakin Women webpage (Figure 5.3), highlighting the contribution and value of Deakin Women.

Figure 5.3. Top: screenshot of the Work at Deakin website front page, the Employer of Choice citation is highlighted. Bottom: screenshot of the front page of the Deakin Women website, which is linked to the Work at Deakin website.

Page 46

Recruitment procedures mandate job advertisements state the following:

Professional

At Deakin we value diversity, embrace difference and nurture a connected, safe and respectful community. Deakin is an Employer of choice for Gender Equality, a proud member of the SAGE Athena SWAN program seeking gender equity for Women in STEMM, and a bronze award holder in the Australian Workplace Equality Index for LGBTI inclusion. We strongly encourage applications from Aboriginal and Torres Strait Islander people and people of all cultures, abilities, sex and genders.

Academic

At Deakin we value diversity, embrace difference and nurture a connected, safe and respectful community. We recognise that our academic workforce is increasingly diverse with a variety of backgrounds, experiences and responsibilities. In many cases, academic careers can be put on hold through career breaks or part-time work arrangements to take on caring duties, gain experience in other industries, for medical reasons or other personal circumstances. Achievement relative to opportunity places more emphasis on the quality as opposed to the quantity of research outputs. In your application, we encourage you to comment on your achievements relative to opportunity.

Alfred Deakin Postdoctoral Research Fellowships (ADPRF) are open to early career researchers (ECRs) within 3.5 years of PhD. Researchers whose PhD was awarded over 3.5 years ago, but have worked less than the equivalent of 3.5 years FTE since award (commensurate with career breaks), are eligible.

Previously, ADPRFs were available PT at 0.6 FTE and above, but the two-year funding duration remained fixed, and remaining funds used for research assistants. This could deter PT staff, of which most are women, from applying. From 2019, ADPRFs are offered FT, PT with research assistant for two years, or PT up to four years (Action 3.6).

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Induction

Describe the induction and support provided to new staff at all levels. Comment on the uptake of this and how its effectiveness is reviewed.

All new staff complete compulsory online induction modules, including Working Effectively with Diversity, and Workplace Discrimination and Harassment, and must achieve an 80% minimum score. Uptake should be 100%, enforced through reports provided to each Executive member confirming portfolio compliance. Modules are being updated to be digitally accessible (Action 4.26).

In optional group inductions, D&I introduce Deakin’s diversity and inclusion values and strategies. In 2016, a higher proportion of female starters attended, but in 2017 and 2018, attendance was more even (Table 5.5). Feedback was positive, describing sessions as interesting, informative, and welcoming.

Table 5.5: Staff attendance at optional face-to-face inductions discussing diversity and equity.

Year

Induction attendance % of new starters


2016 152 63 33% 19%

2017 131 84 27% 25%

2018 235 152 37% 34%

Promotion

Provide data on staff applying for promotion and comment on applications and success rates by gender, grade and full and part time status. Comment on any evidence of a gender pay gap in promotions at any grade.

Promotions start on 1 January of the year following applications. These data are for promotions commencing 1 January for 2015-2017 (applications in 2014-2016).

Cumulatively, as a proportion of total applicants for each gender (Table 5.6):

• STEMM women had greater success rates across all academic levels • Headcount of Level E promotions decreased for women, but increased for men • In non-STEMM, there were fewer promotions but no gender differences.

Page 48

Table 5.6: Promotion success at Deakin University for all years 2015-2017.

STEMM / Non-STEMM Level sought

Applicants Successful Applicants % Success

Female Male Female Male Female Male

2015

STEMM Level B 3 3 100% 0%

Level C 6 11 5 10 83% 91%

Level D 6 4 4 2 67% 50%

Level E 4 4 4 2 100% 50%

All levels 19 19 16 14 84% 74%

Non-STEMM Level B 1 1 1 1 100% 100%

Level C 16 16 11 11 69% 69%

Level D 7 3 4 1 57% 33%

Level E 0% 0%

All levels 24 20 16 13 67% 65%

2016

STEMM Level B 2 4 2 4 100% 100%

Level C 18 8 15 5 83% 63%

Level D 6 5 4 4 67% 80%

Level E 4 7 3 4 75% 57%

All levels 30 24 24 17 80% 71%

Non-STEMM Level B 1 1 0% 100%

Level C 17 11 14 9 82% 82%

Level D 6 8 4 7 67% 88%

Level E 3 6 1 3 33% 50%

All levels 26 26 19 20 73% 77%

2017

STEMM Level B 3 4 3 4 100% 100%

Level C 21 5 17 3 81% 60%

Level D 8 17 6 12 75% 71%

Level E 4 6 2 6 50% 100%

All levels 36 32 28 25 78% 78%


Level C 19 17 14 10 74% 59%

Level D 8 9 6 6 75% 67%

Level E 0% 0%

All levels 31 30 23 17 74% 57%

2015-2017

STEMM Level B 8 8 8 8 100% 100%

Level C 45 24 37 18 82% 75%

Level D 20 26 14 18 70% 69%

Level E 12 17 9 12 75% 71%

All levels 85 75 68 56 80% 75%


Level C 52 44 39 30 75% 68%

Level D 21 20 14 14 67% 70%

Level E 4 9 1 3 25% 33%

All levels 81 76 58 50 72% 66%

Page 49

Faculty of Science, Engineering & Built Environment

In SEBE:

• One woman and six men were promoted to Level E in 2015-2017, a consequence of low female headcount at Level D (Table 4.2), and potentially high service workload allocations of Level D women (41% , cf. 25% for men). High service responsibilities can reduce research outputs, affecting promotion success of Level D women. The impact of high service allocations on women seeking promotion will be investigated (Action 6.2).

• Female applicants were more likely to achieve promotion to Level C, but men were over twice as likely to apply (Table 5.7).

The causes for SEBE’s low application rate for women seeking Level C are unclear, therefore further investigation is needed. Some interview participants did not seek promotion because of perceived impact on home life:

I stayed part-time for eight years because I felt that was the only way I could keep my sanity … they would (have) massively increased my workload … the big jump between levels is huge.

Low proportions of applicants were PT (Table 5.8), demonstrating PT work significantly affects promotion applications, and therefore career progression. With 39% and 33% of women at Levels B and C respectively (cf. 9% and 19% men) working PT, this affects women much more than men. Support funding for academics balancing caring and work responsibilities is provided (Action 3.1), and initial feedback is positive:

The VC conference support fund was CRITICAL in allowing me to undertake a three week long trip to Canada that yielded incredibly important research outcomes and involved high profile industry and public engagement activities.

To encourage promotion applications from PT staff:

• ARO will be firmly integrated into promotions processes (Actions 2.1, 2.2). • Managers undertaking performance review will receive training to recognise and encourage potential

promotion applicants (Action 2.3).

The 2018 SEBE Women’s Network WAM and Career Progression Survey (25 network members) revealed only 28% satisfaction with career progression, and only 29% stated they ‘feel confident putting myself forward for promotion’. The main reason for dissatisfaction was the negative impact of administrative workload. One respondent noted that:

I have always had a teaching and administrative workload that has prevented me working on the research and grant applications that would have enabled my career to progress.

Page 50

Deeper understanding of these data, and barriers to promotion (Action 6.1) is necessary to create effective actions. While no gender differences in perception of career opportunity were found, a 2017 iSay survey (95% response rate, including 501 responses from SEBE) showed, in three of four SEBE Schools, the lowest satisfaction ratings for career opportunity were Level B staff.

Table 5.7: Application rate and success rate for promotions in the Faculty of SEBE for all years 2015-2017. Application rates for level sought are a proportion of total population of each gender at the preceding level for the year in which applications were submitted. Success rates are the proportion of applicants successfully promoted.

Level sought

Application rate Success rate


Level B 0.0% 1.1% 100%

Level C 3.3% 8.6% 100% 60%

Level D 9.4% 9.9% 50% 50%

Level E 16.7% 11.0% 50% 75%

All 5.6% 7.9% 64% 61%

Table 5.8: Application rates for FT and PT staff in the Faculty of SEBE as a proportion of the total population of each gender at the previous level in the year in which applications were submitted.

Level sought

Full-time Part-time


Level B 0% 1% 0% 0%

Level C 5% 9% 0% 7%

Level D 11% 11% 0% 0%

Level E 10% 11% 50% 0%

All 7% 9% 2% 2%

Page 51

Faculty of Health

Health provides an encouraging environment for both women and PT staff to apply (Tables 5.9, 5.10):

• near parity in the proportion of eligible FT staff promoted • 25% of all staff promoted worked PT • Over 7% of eligible women applied for promotion to Level C (5% of men) • for all promotions, PT and FT women applied at a similar rate. PT promotions to Level D are low for all

staff requiring further research (Action 6.1) • female promotions were spread across Schools.

Table 5.9: Application rate and success rate for promotions in Health for all years 2015-2017. Application rates for level sought are a proportion of total population of each gender at the preceding level for the year in which applications were submitted. Success rates are the proportion of applicants successfully promoted.

Level sought



Level B 2.8% 2.3% 100.0% 100.0%

Level C 7.3% 4.9% 83.3% 100.0%

Level D 5.6% 6.5% 81.8% 87.5%

Level E 9.3% 9.4% 75.0% 62.5%

All 6.3% 6.1% 83.3% 82.6%

Table 5.10: Application rates for FT and PT staff in Health as a proportion of the total population of each gender (FT and PT) at the previous level in the year in which applications were submitted.

Level sought

Full-time Part-time


Level B 3.4% 3.6% 2.2% 0.0%

Level C 7.3% 4.9% 7.3% 5.0%

Level D 7.3% 8.2% 2.8% 0.0%

Level E 9.0% 11.1% 12.5% 4.5%

All 6.9% 7.2% 5.2% 2.4%

Page 52

Research

Promotion success in Research favoured men, both proportionally, and through FTE (Table 5.11).

• Proportionally, more women than men applied for promotion. • All applicants were FT staff, disproportionately affecting women (16% of women to 6% of men worked

PT). • All male applicants were promoted, but three women (21%) were not promoted. Based on these

outcomes, a project team will investigate whether women in Research are disadvantaged due to university service commitments (Action 6.1).

Table 5.11: Application rate and success rate for promotions in the STEMM areas of the Research portfolio for all years 2015-2017. Application rates for level sought are a proportion of total population of each gender at the preceding level for the year in which applications were submitted. Success rates are the proportion of applicants successfully promoted.

Level sought



Level B 9.7% 2.3% 100.0% 100.0%

Level C 3.3% 2.9% 66.7% 100.0%

Level D 7.8% 3.5% 60.0% 100.0%

Level E 25.0% 2.7% 100.0% 100.0%

All 7.1% 2.9% 78.6% 100.0%

Summary • Female applicants are more successful in promotions but less likely to apply. • PT staff are less likely to apply, disproportionately affecting women.

To address:

• Recognition and understanding of career breaks, working PT, and ARO to be embedded throughout the process by applicants and panellists (Action 2.1-2.6).

• Training for supervisors to recognise promotion candidates (Action 2.3). • Investigate SEBE survey data on career progress dissatisfaction (Action 6.1).

Page 53

Staff submitted to the Higher Education Research Data Collection (HERDC) by gender

Provide data on staff, by gender, submitted to Higher Education Research Data Collection (HERDC) for the past five years. Comment on any gender imbalances identified.

HERDC submissions data are presented cumulatively for 2013-2017. For each category, women comprise over 50% of staff, but generated (Tables 5.12, 5.13):

• 38% of all research income • 41% of STEMM research income • 29% of non-STEMM research income.

Women generated 58%, 13% and 34% of research income in Health, SEBE, and Research respectively (Table 5.14).

Table 5.12: Research grant income at Deakin University (separated by all, STEMM, and non-STEMM) and % of income generated by each gender.

Level

Total grant income 2013-2017 % Income per gender

$ Female $ Male Female Male

All Deakin 98,054,767 156,756,312 38% 62%

STEMM 80,940,479 111,997,397 41% 59%

Non-STEMM 17,114,287 44,758,915 29% 71%

Table 5.13. Research grant income at Deakin University by Level, % representation of each gender, and % of income generated by each gender. Representation is calculated by the number of unique individuals at each level over the period 2013-2017.

Level

Total grant income 2013-2017 % Representation % Income per gender

$ Female $ Male Female Male Female Male

All Deakin research income

Level A 1,607,220 653,192 51% 49% 71% 29%

Level B 11,172,847 8,364,718 60% 40% 57% 43%

Level C 24,619,059 20,553,805 51% 49% 54% 46%

Level D 19,049,665 23,118,787 41% 59% 45% 55%

Level E 36,802,087 98,309,088 30% 70% 27% 73%

STEMM research income

Level A 1,320,109 428,178 49% 51% 76% 24%

Level B 8,428,759 6,710,202 60% 40% 56% 44%

Level C 19,368,057 17,718,967 51% 49% 52% 48%

Level D 16,875,747 18,832,009 39% 61% 47% 53%

Level E 30,939,820 68,100,558 30% 70% 31% 69%

Non-STEMM research income

Level A 287,111 225,015 58% 42% 56% 44%

Level B 2,744,088 1,654,516 59% 41% 62% 38%

Level C 5,251,003 2,834,837 52% 48% 65% 35%

Level D 2,173,918 4,286,777 44% 56% 34% 66%

Level E 5,862,267 30,208,530 31% 69% 16% 84%

Page 54

Table 5.14. Research grant income for Health, SEBE, and the STEMM areas of the Research portfolio, and % of income generated by each gender.

Level

Total grant income 2013-2017 % Income per gender

$ Female $ Male Female Male

Health 53,605,538 38,284,686 58% 42%

SEBE 10,277,997 41,000,182 13% 87%

Research 17,056,944 32,712,530 34% 66%

By Level:

• Women in Health and Research (except Level E) generated a greater proportion of research income than their representation among staff (Table 5.15).

• However, women in the Research portfolio still experienced lower promotion success rates (table 5.11) potentially indicating bias in promotion processes, or access to leadership opportunities.

• Level B women in Health generate the same average research income as men (Table 5.15) but are less likely to progress to Levels D-E (Figure 4.7).

In SEBE, women consistently generated less research income than their representation (Table 5.14), possibly because of:

• workload allocations, PT work or service/administration commitments more commonly tasked to women

• female representation decreasing with seniority (Figure 4.8), where higher grant funding is awarded (Table 5.15).

Furthermore:

• The grant success gender gap is higher in SEBE than Health or Research (Table 5.16). • At Level B, SEBE women submit fewer applications than men (Table 5.17), potentially due to:

• 38% of women working PT • Career breaks causing loss of research momentum.

From the 2018 D&I survey:

Returning from maternity leave is difficult in an academic role as you often return to work in a part time capacity. Consequently, academic and service outputs decline over this period and it impacts on career progression such as opportunities for promotion.

My fraction reduces to 0.8 but the administrative load doesn’t reduce accordingly, this naturally eats into the time I have to do research.

Page 55

To address SEBE Level B issues:

• Skills development workshops, for example grant writing for PT staff (Action 2.4). • Help PT staff at Level B returning from a career break to regain research momentum. Funds will be

provided to buy-out their first six months of teaching upon return, releasing time for research (Action 5.1).

An Australia-wide study found high proportions of NHMRC and ARC Linkage grants were awarded to male chief investigators leading male-only teams. It is unclear whether Deakin submissions are equally gendered due to incomplete data1, but to embed GE in grant application culture:

• Internal funding schemes will include sections to describe team diversity (Action 4.1). • External grant applications must show diversity (Action 4.2). If available expertise means team diversity

is not possible (and to avoid tokenism), the DVC Research must be notified before submission.

Table 5.15. Research grant income at Deakin University by level, % representation of each gender, and % of income generated by each gender. Representation is calculated by the number of unique individuals at each level over the period 2013-2017.

Level

Total grant income 2013-2017 % Representation % Income per gender

$ Female $ Male Female Male Female Male

Health

Level A 1,307,109 23,557 78% 22% 98% 2%

Level B 4,565,162 1,361,100 77% 23% 77% 23%

Level C 10,952,044 4,910,970 65% 35% 69% 31%

Level D 15,079,878 6,244,399 51% 49% 71% 29%

Level E 21,695,050 25,606,316 43% 57% 46% 54%

SEBE

Level A 13,000 304,662 23% 77% 4% 96%

Level B 846,666 1,795,837 36% 64% 32% 68%

Level C 3,647,153 8,476,036 32% 68% 30% 70%

Level D 111,130 10,046,179 15% 85% 1% 99%

Level E 1,658,355 20,377,467 10% 90% 8% 92%

Research

Level A - 99,958 29% 71% 0% 100%

Level B 3,016,931 3,553,265 34% 66% 46% 54%

Level C 4,768,860 4,331,961 32% 68% 52% 48%

Level D 1,684,740 2,541,431 38% 62% 40% 60%

Level E 7,586,414 22,116,774 19% 81% 26% 74%

1. Research projects investigating gender balance of Deakin grant submission have been submitted for funding. Outcomes are not known, meaning we cannot commit to an action at the time of writing.

Page 56

Table 5.16: Success rates for submitted grants for Health, SEBE, and the STEMM areas of the Research portfolio.

Area

Female Male

Grants Successful Success rate Grants Successful Success rate

Health 290 187 64% 144 84 58%

SEBE 96 66 69% 207 162 78%

Research (STEMM) 43 29 67% 85 60 71%

Table 5.17: Application for FT and PT Level B staff.

Gender

Application rate

Full time Part time

Female 33% 28%

Male 52% 60%

Page 57

Summary and actions


Recruitment balanced across STEMM, which will not address existing imbalances. More women recruited to Levels A and B, more men recruited to Levels D and E, exacerbating the "leaky pipeline". Male dominated recruitment in SEBE, including no women recruited to Level D in 2015-2017. Proportion of grant income generated by women is less than their proportion in STEMM due to female representation being skewed towards junior academic levels.

1.1 Gender representation targets for Schools and Institutes where senior female representation is under 40%.

1.2 Advertise STEMM positions across Levels C-E for female candidates only

1.3 Provide comprehensive research support for female recruits from action 1.2

1.4 Gender targets for strategic recruitment of Level E research appointments.

1.5 New positions to be advertised as flexible with part-time options (or job share for positions that must be 1.0 FTE).

1.6 TA team consider internal applicants in talent pool before advertising.

Gender disclosed by less than 10% of all applicants, including 8% of all STEMM applicants. Diversity statement is obscure in job advertisments. Job advertisements not assessed for gendered language.

1.7 Introduce collection of confidential data on gender for all applicants via PageUp software, used at Deakin for the recruitment process.

1.8 Prominent and strong diversity statement on job advertisements.

1.9 Language in job advertisements and social media releases to be gender neutral.

Working part time negatively impacts promotion opportunities in SEBE and Research. In SEBE only two of 30 promotions were staff working part-time. At Levels A and B in SEBE, 39% and 33% of female staff work part time, to 9% and 19% of men. Staff and managers need to better identify promotion eligibility. In Research, no part-time staff were promoted. Of part-time staff, 16% are women to 6% men. ARO sections in the promotion process are separate from the main application 51% of surveyed female academics who had a career break feel it negatively impacted their career. Greater understanding of ARO by promotion applicants and panels can mitigate impacts Proportion of grant income generated by women is less than their proportion in STEMM as a consequence of female representation being skewed towards junior academic levels, and the higher income generated by higher academic levels.

2.1 ARO section placed first on promotion application form


2.3 All Heads of School and managers leading DeakinAchieve discussions to receive training that recognises and encourages academics who are ready to apply for promotion.

2.4 Skills development (promotions) for Academics


2.5 Commission the DeakinAchieve performance review system for academic staff.

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Alfred Deakin Postdoctoral Research Fellowships fixed at two years duration, whether researchers work part time or full time.

3.6 Alfred Deakin Postdoctoral Research Fellowships (ADPRFs) to offer part-time options, including completing the fellowship over two years FTE (at no less than 0.6 FTE), in addition to current conditions that offer part-time with research assistant for outstanding FTE.

An Australia-wide trend found most grants were awarded to male chief investigators leading male-only teams. Deakin wishes to ensure that it's grants do not follow the same trend.

4.1 Include section on internal funding scheme applications for Early to Mid-Career academics in which team diversity is described.

4.2 External grant application teams to be mixed.

Some induction modules identified as not digitally accessible for all new inductees.

4.26 Review and update all HRD managed compliance training modules to ensure all modules are digitally accessible, and to ensure content is meeting legislative requirements.

Outside SEBE, women often generate the same or more grant income than men but are less likely to advance to senior levels. In SEBE, women consistently generate less income than men, take more career breaks, and are more likely to work part time. To assist academics returning from a career break to apply for more grants, funds to buy out the first six months of teaching will be available.

5.1 Provide funding to academics returning from a career break to buy out the first six months of teaching after return.

In SEBE, nearly three-quarters of women expressed dissatisfaction with their career progression and under a third were confident in putting themselves forward for promotion. Surveys suggest workload may be a factor, but the underlying causes are not understood.

6.1 To further investigate the reduction in female academic staff from Level B to Level C within all schools and departments.

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5.2 Career development: academic staff

Training

Describe the training available to staff at all levels. Provide details of uptake by gender and how existing staff are kept up to date with training. How is its effectiveness monitored and developed in response to levels of uptake and evaluation?

Most academic career training at Deakin is arranged informally within schools and faculties or in one-off events, such as school research days. Attendance is unrecorded. The introduction of DeakinAchieve for academics will enable recording of academic training participation (Action 2.6). Leadership training for managers, high-achieving professional staff, and academics is offered through the Deakin Employee Excellence program (DEEP), the Deakin Managers Advancement Program (DMAP), and the Deakin Academic Future Leaders (DAFL). As a proportion of eligible staff, DEEP and DMAP were balanced, and higher proportions of women attended DAFL (Table 5.18).

Table 5.18: Attendance at the Deakin Employee Excellence program (DEEP), the Deakin Managers Advancement Program (DMAP), and the Deakin Academic Future Leaders (DAFL) in 2016-2018.

Eligibility Year

Gender Proportion of eligible staff Eligible staff

Female Male Non-

binary % Female % Male Female Male

DEEP Course

HEW 6

HEW 7

2016 33 12 6% 4% 582 316

2017 39 10 7% 3% 596 316

2018 34 16 5% 4% 721 373

DMAP Course

HEW 8

HEW 9

HEW 10

2016 24 19 1 9% 10% 274 193

2017 12 13 4% 6% 302 229

2018 13 12 4% 5% 350 265

DAFL – STEMM and non-STEMM Course

Level C

Level D

2018 (STEMM) 8 5 5% 3% 158 158

2018 (non-STEMM) 5 3 3% 1% 172 208

2018 (All) 12 8 4% 2% 330 366

Time commitments required for these courses, and course location (may not be at the attendees’ usual campus), can create barriers to attendance. Subject to review, we will offer flexible options to facilitate attendance, initially focusing on DAFL (Action 3.5).

For other courses for which data exists, Leading Equal Opportunity promotes opportunity for all staff (Table 5.19). but is only run upon request. This and courses on LGBTIQ+ awareness, and unconscious bias, will be communicated more widely to staff (Action 4.32).

All senior managers have undertaken unconscious bias training and LGBTIQ+ training (section 6).

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Table 5.19: Academic attendance at the Leading Equal Opportunity course in 2017.

Grade

Attendees

Female Male

Level B 4 -

Level C 8 1

Level D 3 2

Level E 2 4

Total 17 7

In SEBE:

• In 2018, the Women in SEBE Career Development workshop received 91 attendees from all academic career stages.

• Feedback reported to Faculty Board was very positive, and follow up workshops are planned annually. • Schools within SEBE run their own workshops for generic research activities e.g. grant writing and ECR

advice. Course organisers report they are well-attended but are coordinated through internal emails, such that gender balance is not easily accessible.

Courses can be organised through the DeakinPeople staff portal which records attendance and demographics. Promoting wider use of DeakinPeople will facilitate meaningful assessment of attendance, allow for identification of gaps, and evaluation of programs (Action 3.9).

Appraisal/development review

Describe current appraisal/development review for academic staff at all levels across the whole institution. Provide details of any appraisal/development review training offered and the uptake of this, as well as staff feedback about the process.

Recognising that Performance, Planning & Review (PPR) processes could be improved, the GE Plan Success for All principle, includes the action:

‘Review the PPR process to encourage a meaningful career planning conversation for both professional and academic staff at all levels’

Key findings:

• No centralised oversight or access to analytics prevented assessment of gender differences in PPR review and outcomes.

• Lack of consistency across Deakin in implementation of PPR / probation process. • Significant variability in confidence and skill of managers to have meaningful PPR discussions, including

understanding gender-specific differences in planning requirements.

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The DeakinAchieve Programs for professional and academic staff were released in January 2018, and January 2019 respectively (Action 2.6). DeakinAchieve includes:

• Three formal check points: Setting the Plan; Check-in; and End of Year Review. • Centralised oversight and reporting, email reminders, and automated workflows. • An online plan prompting recording of performance, behavioural, career and development goals,

progress updates and reflections. • Learning programs for managers and staff to foster effective PPR, including how managers can support

female academics. • Resources helping staff and supervisors constructively frame career and performance objectives. • Organisational and local communication campaigns aligned to the DeakinAchieve cycle.

Support given to academic staff for career progression

Comment and reflect on support given to academic staff including postdoctoral researchers to assist in their career progression.

The Research portfolio offers central services to ECR staff, pre-reviewing grant and external fellowship applications, thereby providing opportunity for application refinement prior to submission.

ECRs can attend the ECR Program, supporting development of individual research programs and encouraging research careers in Deakin-supported disciplines.

Probation procedures detail the assigning of mentors to new academic staff, assisting with achievement of probation goals. Professional development procedures recommend school heads / institute directors assigning mentors in a range of circumstances, such as for staff returning from extended leave, including maternity leave.

A 2018 Academic Mentorship Pulse Survey found 68% of female respondents (57% male respondents) were not assigned a mentor. Of those:

• 48% were ‘not sure’ why mentors were not assigned. • 35% felt there was ‘no particular reason’ why mentors had not been assigned.

In line with existing procedures, all staff returning from a career break (of which most are women) will be formally assigned a mentor for six months as part of HRD’s re-boarding process currently in development (Actions 3.8 and 4.10).

HRD offers a six-month Mentoring Partnership Program (MPP), facilitating mentoring and network opportunities for staff professional development. The MPP is available to continuing and fixed-term staff, but analysis reveals that 75 of the 90 participants were professional staff. To improve understanding and uptake of mentorship (particularly among academics), programs and processes will be reviewed (Action 3.7).

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Summary and actions


PPR meetings were often missed, meaning many staff had no performance review. Furthermore, short-term yearly planning does not suit academic careers which require longer term planning.


Leadership courses require full attendance on multiple days away from an individual's usual campus, potentially discriminating against those with caring responsibilities. The courses cannot be run on multiple dates at separate campuses, and the course requires all attendees to attend in person.

3.5 Increase the flexibility of the Deakin Academic Future Leaders’ Program (DAFL) to enable participation by part-time staff, and those with carer responsibilities.

Mentorship survey suggests few staff are assigned mentors, and most are professional staff. Underlying reasons are not understood.

3.7 Review mentorship programs and processes.

Deakin procedures recommend assigning mentors to staff returning from a career break, but few returning staff receive a mentor.

3.8 All academic staff returning from a career break are to be assigned a mentor.

Demographics of attendance at training courses is not recorded despite capacity existing within the DeakinPeople system.

3.9 Faculties to increase the use of DeakinPeople for organising and administrating non-centrally (non-HRD) offered training and courses.

Probation procedures recommend assigning mentors during probation and after career breaks to enable staff to meet their probation goals or regain research momentum. However, a mentoring survey found most staff had not been assigned a mentor.

4.10 DeakinAchieve enhanced to allow confirmation that a mentor has been assigned for probation, and after extended leave.

Few staff are made aware of available inclusion courses.

4.32 Communicate inclusion courses more widely.

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5.3 Flexible working and managing career breaks

Cover and support for maternity and adoption leave: before leave

Explain what support the department offers to staff before they go on maternity and adoption leave.

The Gender Equity in Research policy includes preparation and support guidelines for maternity leave. Upon application, an email highlights research continuity funding schemes available (section 5.3(ii)).

In the 2018 D&I survey, 19% of respondents who had taken career breaks considered contact from Deakin during their break to be inadequate because:

• ‘there was no contact at all’ • ‘expecting to know the changes/updates/important events’.

To increase awareness of maternity and adoption leave procedures, HRD will develop a “Parent’s Portal” for expecting parents, and staff planning a family (Action 4.16), to include:

• Keeping in Touch guidelines • Government parental leave entitlements • Flexible working options • OHS • Return to work leave • Career continuity funding (Section 5.3(ii)).

The portal will include Keeping Connected guidelines, recommending staff-supervisor planning meetings leading up to parental leave. To assist and encourage planning meetings, a template planning form will be available on the portal (Action 4.17).

Cover and support for maternity and adoption leave: during leave

Explain what support the department offers to staff during maternity and adoption leave.

Service-dependent paid birth-related leave is available to all staff (Table 5.20), though leave for fixed-term staff only applies to contract end. Parental leave is centrally funded, seeking to overcome concerns of employing women of childbearing age.

Table 5.20: Birth-related leave at Deakin University.

Eligibility Paid birth-related leave entitlement

> 12 months service One week per completed month

12 months - two years’ service 14 weeks full pay / 28 weeks half pay

More than two years’ service 26 weeks full pay / 52 weeks half pay.

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Deakin’s Career Continuity for Primary Carers in Research (CCPCR) funding program mitigates the impacts of parental/carer’s leave, providing support for research activities during and after leave. In a 2018 CCPCR evalution, participants provided positive feedback, and suggested three recommendations (Action 3.2):

• greater clarity for guidelines and application form • scheme promoted more widely to academic staff • consider extension of funding to one month either side of leave.

Cover and support for maternity and adoption leave: returning to work

Explain what support the department offers to staff on return from maternity or adoption leave. Comment on any funding provided to support returning staff.

Staff can use four weeks of paid birth-related / primary carer’s leave as Return to Work leave for:

• a graduated return to work • study leave • conference leave • other staff development initiatives.

The VC’s Conference Care Support Fund (VCCCSF) recognises conference attendance is integral to academic careers, and that primary carers are disadvantaged in this regard. The VCCCSF provides up to $2000, assisting researchers with additional carer costs or travel costs for accompanying carers.

• In 2017 and 2018, there were 8 and 16 applicants respectively. • In 2018, 50% of applicants were Level B academics, 56% were STEMM applicants. • Feedback rated the fund 5 out of 5. Provision will continue (Action 3.1). • Low uptake is being addressed through a logon screen campaign in February 2019, to be repeated

annually, and promotion via the parent portal.

Flexible work procedures requires managers to support breastfeeding staff, including:

• time off to breastfeed • flexible meal breaks • flexible work hours.

Deakin is working towards the Australian Breastfeeding Association Accreditation as a breastfeeding friendly workplace, requiring improvements to breastfeeding/expressing facilities, and policy amendments (Action 4.21).

As discussed, staff returning from a career break will be assigned mentors for six months (Action 3.8).

The 2018 D&I survey revealed that not only did more women take breaks, but a greater proportion of women taking breaks perceived it negatively impacted their career (Table 5.21):

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Table 5.21: Perceived impact of career breaks by staff. Data are taken from the 2018 D&I survey.

Gender Total Academic responses

Total taking career breaks

Total perceiving negative impact of break

Female 414 84 43 (51% of those taking breaks)

Male 250 9 2 (22% of those taking breaks)

The main impact was a change in role, or diminished/lost work, promotion or progression opportunities. Furthermore, workload allocations were not considered supportive:

The entire way that the WAM is designed disadvantages women with young children. Research targets are too high, and cannot be met within the bounds of a normal working week, especially after significant breaks from the workplace. When we cannot reach these targets, we are given extra teaching duties, often timetabled at times that are not suitable for families with young children. Alternatively, we pick up large service loads, further reducing the time we spend pursuing our important research and building research profile.

Guidelines in the 2017 EA state factors such as extended leave be considered in WAMs and increased research allocation provided to rebuild research profiles and momentum. As part of the CCPCR, funding will be available to buy out teaching allocations for six months for returning staff (Action 5.1).

Research allocations are calculated from research output for three calendar years (not including career breaks). Staff feedback suggests that such calculations penalise PT staff, who work less time but often maintain the same admin or teaching load. Going forward, workload calculations will use three years FTE (Action 5.2). WAMs are discussed further in 5.4(viii).

Maternity return rate

Provide data and comment on the maternity return rate in the institution. Data and commentary on staff whose contracts are not renewed while on maternity leave should be included in this section.

Maternity return rates for 2015-2017 inclusive are shown in Table 5.22.

Table 5.22: Return rate of Deakin staff following maternity leave.

Discipline Total number of

breaks taken Total leaving during break

Maternity return rate (%)

Academic 209 10 95.3

Professional 497 19 96.2

Of these departures, seven academics and five professionals left through contract expiry, in line with, or less than, Deakin’s departure rate through contract expiry (Section 4.1(iv)).

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Paternity, shared parental, adoption, and parental leave uptake

Provide data and comment on the uptake of these types of leave by gender and grade for the whole institution. Provide details on the institution’s paternity package and arrangements.

Service-dependent paid primary carer leave is available to all staff (Table 5.23) who will be the primary care giver over the leave period, and who are:

• the partner of a parent, but not the birth mother, of a newborn child • the new adoptive parent of a child under five • birth-related/primary carer’s leave can be extended as unpaid child-rearing leave to 52 weeks until the

child is five.

Table 5.23: Primary carer’s leave entitlement.

Eligibility Paid birth-related leave entitlement

12 months to two years’ service 10 weeks on full pay / 20 weeks at half pay

More than two years’ service 18 weeks on full pay / 36 weeks on half pay

Staff whose partner is pregnant, or who adopts a child under five (but are not the primary carer) are entitled to 10 days paid-partner leave within three months of birth / placement. Uptake is shown in Table 5.24.

Deakin aims to encourage partners to take primary carer’s leave, enabling partners to take time as parents, and birth-mothers to resume careers (Action 4.18).

Table 5.24: Carer’s leave uptake (not including birth related leave) at Deakin University in 2015-2017. Top: Academic staff. Bottom: Professional staff.

Leave type

Level A Level B Level C Level D Level E Research

fellow

F M F M F M F M F M F M

Child Rearing Leave 3 - 2 - - - - - - - - -

Partner Leave - 16 5 61 5 17 1 13 1 2 - 12

Primary Carers Leave - - - - - - - - - - - -

Leave type

HEW 3 HEW 4 HEW 5 HEW 6 HEW7

F M F M F M F M F M

Child Rearing Leave - - 2 - 17 - 3 - 2 -

Partner Leave - 5 - 11 5 29 3 29 - 46

Primary Carers Leave - 1 - - - 2 - - - -

Leave type

HEW 8 HEW 9 HEW 10 Above

HEW 10 Research Assistant

F M F M F M F M F M

Child Rearing Leave 6 2 1 - 1 - - - - -

Partner Leave 2 26 - 7 - 9 1 7 - 10

Primary Carers Leave - - - - - - - - - -

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The 2017 EA contains a clause preventing partners accessing both partner leave and primary carer’s leave:

Any staff member who is entitled to and accesses paid partner leave in clause 52.6 above is not entitled to paid primary carer leave in clause 52.1.

This forces partners to choose one of two options:

• Use other forms of leave at birth (e.g. recreation leave) to maintain eligibility for primary carer’s leave. • Take two weeks partner leave at birth, becoming ineligible for primary carer’s leave.

The choice could discourage partners from taking primary carer’s leave if it means missing leave at birth. Furthermore, decisions to take primary carer’s leave may occur post birth. This can disadvantage the birth mother, who may be unable to resume her career if the partner is ineligible for primary carer’s leave. The clause was clarified in February 2019 for partners to take secondary and primary carer’s leave (Action 3.3).

Flexible working

Provide information on the flexible working arrangements available.

Flexible work arrangements available to staff and managers, include:

• flexitime • flexible hours • working off-campus • PT, or job sharing • part-year working • reasonable adjustments for staff with disabilities or health conditions.

Deakin’s communication systems through Virtual Meeting Points (VMP) and Skype for Business enable off-campus working.

Staff can request flexible arrangements to their manager. The manager consults HRD and flexible work arrangements guidelines,responding within 21 days. If denied, staff can request a review by the HRD Executive Director. Guidelines explicitly encourage managers to facilitate flexible work requests.

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Furthermore, in September 2018 the VC communicated in an all-staff email:

Flexible working at Deakin University

To enable our staff to balance their work, family and other commitments, we offer a range of flexible working options to ensure the best possible work/life balance. These options are detailed in the Flexible work arrangements policy and the Flexible Work arrangements procedure. If you would like to take the opportunity to work more flexibly, please discuss your options with your manager. I urge managers and supervisors to approach all requests with an open mind and make all efforts to facilitate flexible working, in line with the Guidelines for supporting flexible working arrangements.

Section 4 showed higher proportions of women work PT. To encourage applications from PT staff, all new academic positions will be advertised with PT or flexible options (Action 1.5).

Transition from part-time back to full-time work after career breaks

Outline what policy and practice exists to support and enable staff who work part-time to transition back to full-time roles when childcare/dependent or caring responsibilities reduce.

Deakin’s flexible work arrangements enable staff to define their work patterns following career breaks:

• Academic staff have worked with HRD to return from career breaks early on a PT basis, aiming to return to FT work.

• DeakinAchieve conversations are undertaken with managers to plan annual work patterns, with opportunity for review at mid-year check-ins.

No guidelines exist to assist transitions. Guidelines will be created and available on the parent portal (section 5.3(i), Action 4.16).

Childcare

Describe the institution’s childcare provision and how the support available is communicated to staff. Comment on uptake and how any shortfalls in provision will be addressed.

Melbourne Burwood, Geelong Waurn Ponds, and Warrnambool campuses provide onsite childcare. The Geelong Waterfront campus has nearby childcare partners. These onsite centres are private businesses, and are open to all local families, with priority given to staff and students. Data on uptake are confidential and no data is available on perceived adequacy of childcare, which will be addressed through a staff survey (Action 6.5).

Deakin’s child care website welcomes children onto campus, provided safety conditions are adhered to.

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Caring responsibilities

Describe the policies and practice in place to support staff with caring responsibilities and how the support available is proactively communicated to all staff.

Flexible work options intend to provide flexibility for carers to fulfil work and caring responsibilities. Staff can take carer’s leave if required, sourced from:

• Unused sick leave (15 days per year, accrued pro-rata) • Two days unpaid carer’s leave.

The 2017 iSay survey suggested academic staff were less able to maintain work-life balance, including family responsibilities (Table 5.25). Furthermore, GEAs provided feedback on mismatches of Deakin and school holiday calendars. Additionally, teaching timetables often contained early and late lectures and tutorials without consideration of staff caring responsibilities.

Discussion at a 2018 Dads in Academia morning tea revealed men were reluctant to request flexibility for family responsibilities, fearing this would be perceived as a lack of commitment.

In response, we seek to break down stereotypes around domestic labour and child caring through Flexibility in Leadership animation campaigns, Dads and Flexibility digital campaigns, and increased staff awareness of ARO (Actions 2.1-2.2, 3.10, 4.17-4.19).

Table 5.25: Staff agreement from the 2017 iSay survey on work-life balance.

Question All Deakin Academic Non-Academic

Female Male Level

A Level

B Level

C Level

D Level

E HEW 1-3

HEW 4-6

HEW 7-10

HEW 10

HEW 10+

I am able to meet my family responsibilities while still doing what is expected of me at work.

77% 75% 66% 56% 55% 56% 59% 85% 85% 84% 82% 85%

I am able to maintain a good balance between work and other aspects of my life.

67% 68% 59% 40% 48% 38% 47% 77% 80% 76% 78% 77%

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Summary and actions


Higher proportions of women work part-time in STEMM. Many jobs are advertised as full time, potentially deterring women who wish to work part time from applying.

1.5 New academic positions to be advertised as flexible with part-time options (or job share for positions that must be 1.0 FTE).

Resources and information for staff taking parental leave or planning a family, including leave entitlements and support are difficult to locate.

4.16 Create parent portal on DeakinSync to provide a central location for resources for current and prospective parents.

Many academic staff feel unable to maintain a work-life balance. To encourage uptake of flexible options, Deakin needs to recognise part-time work.

2.1 ARO section placed first on promotion application form


The majority of VCCCSF recipients were STEMM academics. The scheme received highly positive feedback from recipients. Provision of VCCCSF funds will continue.

3.1 Develop a carer support program for mid-career female academics with caring responsibilities.

Women take the overwhelming majority of caring responsibilities and extended leave for childcare. In 2015-2017 only three men took primary carer's leave, none of whom were academic staff. Fathers are often reluctant to ask for flexible work options in order to share the caring responsibilities.

3.10 Create Flexibility in Leadership animations

4.18 Digital campaign to encourage men and partners to take up flexible work arrangements and extended parental leave.

Clause 52.8 in the 2017 Enterprise Agreement forces partners to choose either 10 days secondary carer's leave at birth, or up to 18 weeks primary carer's leave within three months (instead needing to use recreation leave at birth). Men are likely to want to use secondary carer's leave at birth, preventing them taking leave at a later date.

3.3 Adjust language of 2017 Enterprise Agreement clause 52.8 to ensure no ambiguity, and to clarify that staff can take partner leave and primary carer’s leave.

Deakin procedures recommend assigning mentors to staff returning from a career break, this rarely occurs.


CCPCR scheme has received positive feedback including recommendations for improvement.

3.2 Improve Career Continuity for Primary Carers in Research (CCPCR) scheme in line with recommendations from 2018 evaluation.

Keeping connected guidelines recommend planning meetings occur between staff and supervisors in the lead up to parental leave. It is uncertain whether the meetings occur.

4.17 Parental leave applications to include tick box to encourage planning discussions with direct manager.

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Deakin's academic staff felt less able to maintain a work-life balance. Part-time work and career breaks may not be viewed positively, particularly for men.

4.17 To encourage planning meetings, planning forms will be posted on the parent portal.

4.19 Develop and circulate guidelines on timing and location of University meetings, courses and events to ensure consideration of work arragements for carers.

Deakin's breastfeeding facilities need improvement.

4.21 Apply for Australian Breastfeeding Association ‘Breastfeeding Friendly Workplace’ accreditation

WAM guidelines in the 2017 EA state factors such as extended leave be considered in WAMs, and increased research allocation provided to rebuild research profiles and momentum.


WAM allocations are calculated based on output from the three previous calendar years, potentially discriminating against staff who have taken career breaks or work part time (.predominantly women).

5.2 Calculate WAMs on three years FTE, not three calendar years.

Staff opinions on adequacy of Deakin childcare unknown.

6.5 Survey staff opinions on childcare provision at Deakin.

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5.4 Organisation and culture

Culture

Demonstrate how the institution actively considers gender equality and inclusivity. Provide details of how the charter principles have been, and will continue to be, embedded into the culture and workings of the institution and how good practice is identified and shared across the institution.

Deakin seeks to embed GE through the GE Plan, in which multiple actions reflect AS principles:

Charter principle 8

• Executives are to become GE champions, and meet GE KPIs. • KPIs will be extended to the SMG, extending GE leadership accountability (Action 4.27).

Charter principles 2 and 3

• Faculties will set gender representation targets (Action 1.1).

Charter principles 3 and 5

• Analyses on career progression rates, age, promotion and retirement to understand the barriers and loss of women.

Charter principle 4

• One of the GE plan overarching principles is Equal Work Equal Pay (Actions 4.4, 4.5, 6.6).

Charter principle 7

• Deakin has introduced the Gender Transition Procedure and Gender Transition paid leave (Actions 4.14-4.15).

Charter principle 9

• The AS action plan focuses on major workplace procedures, including recruitment and promotion, seeking to address discriminatory structures, and enable staff to advance based only on ability (Actions 1.1-1.10, 2.1-2.6).

Deakin has developed multiple plans to improve inclusivity:

• GE Plan 2017-2020 • LGBTIQ+ Inclusion Plan 2017-2020 • Cultural Diversity & Inclusion Plan 2018-2020 • Disability Access & Inclusion Plan 2018–2020.

GE plan progress has been swift from policy and research perspectives. For 2019 the focus must shift to communication, behavioural change and intersectionality. To support this, schools and divisions will develop task forces (Action 4.8) to produce and implement local plans based on institutional and AS action plans.

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HR policies

Describe how the institution monitors the consistency in application of its HR policies for equality, dignity at work, bullying, harassment, grievance and disciplinary processes. Describe actions taken to address any identified differences between policy and practice. Include a description of the steps taken to ensure staff with management responsibilities are up to date with their HR knowledge.

Online training on bullying, harassment, grievance, equal opportunity, code of conduct and disciplinary processes is mandatory for staff every two years (managers are responsible for 100% compliance within teams). D&I policy contains a Harassment and Discrimination procedure, but review showed it was confusing, without clear differentiation between informal and formal complaints. A new procedure will be in place early 2019.

Of 1,699 D&I survey respondents who answered questions regarding whether they had experienced unfair treatment, 292 (17%) stated they had. Of these, 140 (48%) took action (57% informal, 43% formal). Of those who took formal action:

• most complaints were bullying (n=34, 57%) or victimisation (n=23, 38%)

• of these, 74% and 70% respectively were female complainants

• most complaints were not effectively resolved (n=32, 53%; unsure n=20, 33%).

Complainant and respondents indicated concerns with Harassment and Discrimination Contact Officers, and the complaints system:

When I was seeking advice I was not aware of who I could approach to seek advice and whether any discussions would be treated confidentially. This needs to be better communicated …

Improvements will be made to our data management, record keeping, sharing of information, reporting and cross unit collaboration through policy and procedure improvement (Action 4.28).

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Proportion of heads of school/faculty/department by gender

Comment on the main concerns and achievements across the whole institution and any differences between STEMM departments.

In August 2018, Executive Deans for Deakin’s faculties were gender balanced. HoS were balanced in Health, but were all men in SEBE (Table 5.26):

Table 5.26: Executive Deans and HoS in Deakin Faculties and Schools.

STEMM / Non-STEMM Faculty

Executive Dean Heads of School


STEMM

Health 1 3 2

SEBE 1 4

All STEMM 1 1 3 6

Non-STEMM

Business & Law 1 1 1

Arts & Education 1 1 2

All Non-STEMM 1 1 2 3

For all leadership positions (HoS and associates, Deans / Associate Deans, Research Centre Directors), over 40% are occupied by women:

• STEMM: 18 women (46%) of 39 positions • Non-STEMM: 13 women (41%) of 32 positions.

Representation of men and women on senior management committees

Provide data by gender, staff type and grade and comment on what the institution is doing to address any gender imbalance.

Faculty and School executive committee headcounts are shown in Table 5.27.

Women are underrepresented among SEBE executives:

• 23 of 27 academic positions are occupied by men • 11% of academic school executives are women (women comprise 21% of Levels C-E).

Executive appointments are fixed term, often rolling into another tenure. Appointment process are not always transparent, so potential new members are unable to volunteer, missing leadership experience and associated promotion opportunities. Going forward, school executives will be chosen transparently (Action 4.5). Setting absolute representation targets for management committees may cause high workloads for underrepresented women, so executive committees will, at minimum, reflect school academic gender balance at Levels C-E (Action 4.4).

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Table 5.27: Executive committee membership for Deakin Faculties and Schools.

Year School

Gender

F M

SEBE Faculty Executive 1 5

Life & Environmental Sciences 1 6

Engineering 1 7

Information Technology 2 7

Architecture & Built Environment 2 5

Total 7 30

Health Faculty Executive 6 4

Medicine 2 4

Psychology 4 1

Health & Social Development 11 3

Nursing & Midwifery 5 0

Exercise & Nutrition 3 6

Total 31 18

Arts & Education Faculty Executive 2 2

Communication & Creative Arts 3 7

School of Education 7 1

Humanities & Social Sciences 2 3

Total 14 13

Business & Law Faculty Executive 4 6

Deakin Law school 5 1

Deakin Business School 15 25

Total 24 32

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Representation of men and women on influential institution committees

Provide data by committee, gender, staff type and grade and comment on how committee members are identified, whether any consideration is given to gender equality in the selection of representatives and what the institution is doing to address any gender imbalances.

Deakin comprises two major governance structures:

• University Council, guiding business. • Academic Board, guiding research and teaching.

University Council

In October 2018, women comprised 60% of University Council membership (Table 5.28).

Table 5.28: Membership of Deakin’s University Council.

University Council membership

Gender

F M

Membership by position 1 2

Government appointment 3 2

Council appointment 3 2

Elected appointment 2 -

All members 9 6

Council operates seven committees. Membership is determined by position, professional qualifications, and experience. Gender balance is sought: of 44 positions, 27 (61%) are occupied by women (Table 5.29).

Table 5.29. Membership of Deakin University Council committees.

Committee

Gender

F M

Audit & Risk 2 3

Chancellor's Advisory 2 3

Finance & Business Affairs 6 2

Honorary Degrees 4 3

Investment 4 1

Legislation 5 3

Remuneration 4 2

All committees 27 17

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Academic Board

In October 2018, Deakin’s Academic Board comprised 52% women (Table 5.30).

Table 5.30: Membership of Deakin University Academic board in October 2018.

Appointment type

Gender

F M

Academic Board operates five committees. In October 2018, 37 (52%) of 70 positions were occupied by women (Table 5.31).

Table 5.31: Membership of Academic board committees.

Committee

Gender

F M

Academic Board Executive 8 4

Course Standard Committee 9 11

Research and Research Training 10 13

Teaching & Learning 5 1

University Appeals 5 4

Total 37 33

Deakin policies and procedures maintain gender balance on Academic and Faculty boards, enabling co-opting of members for gender balance.

Committee workload

Comment on how the issue of ‘committee overload’ is addressed where there are small numbers of men or women and how role rotation is considered.

Committee work contributes to service allocations in WAMs. HoS allocate hours on a case-by-case basis, considering committee type, responsibility, and workload.

Some committees (e.g. school executive, teaching and learning) are reviewed periodically with set service tenures. Often, incumbents continue into another tenure. Committee terms of reference do not state service

By position 9 6

Faculty election - Arts & Education 6 2

Faculty election - Business & Law 4 4

Faculty election - Health 5 3

Faculty election - SEBE 1 7

Professoriate election 1 2

Professional staff election 1 1

Student election 2 1

Co-opted 1 2

Total 30 28

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duration, so there may be little opportunity for others if incumbent tenure and continuation is not transparent. Furthermore, new members are often chosen without full staff consultation. Going forward, replacement or renewal of tenure will be transparent (Action 4.5).

Women reported greater committee responsibility in the 2018 D&I survey. In SEBE, 47% of female respondents (36% of male) were internal committee members. In Health, where overall gender balance at senior levels is more even, 35% and 33% of women and men respectively, reported committee involvement. However, within Medicine, where most senior academics are male, 43.5 and 33% of women and men respectively reported internal committee membership. Committee membership is often voluntary through a desire to serve in particular areas, and contributes to career advancement. Therefore, rather than mandating committee gender quotas, we require greater understanding of motivation for committee participation with respect to motivation, the roles held by women, and perceived value with respect to careers (Action 6.7).

Institutional policies, practices and procedures

Describe how gender equality is considered in development, implementation and review. How is positive and/or negative impact of existing and future policies determined and acted upon?

D&I initiatives are guided by divisional plans (Section 5.4(i)). Each has a strategy group, with Executive representation, meeting regularly to assess progress, and plan strategy and policy. GE strategy meetings occur six weekly with the COO, D&I Director, D&IP Manager, and HRD Executive Director. Faculties and portfolios use the actions within plans to develop local strategies. Some faculties have active, well resourced committees; others rely upon their Executive committees to discuss equity. SEBE recognised the structure of their Equity committee has distributed information, but hasn’t driven equality or inclusion, and will develop school task forces (described in Harvard Business Reviews 2016 paper titled “Why diversity programs fail”) in 2019 (Action 4.8).

Workload model

Describe any workload allocation model in place and what it includes. Comment on whether the model is monitored for gender bias and whether it is taken into account at appraisal/development review and in promotion criteria. Comment on the rotation of responsibilities and if staff consider the model to be transparent and fair.

Academic workloads are set by faculty and school executives using the WAM, derived from baseline allocations (Table 5.32), and adjusted over three-years periods following weighting of research and teaching outcomes. Low research output over the preceding three years reduces research allocations, and increases teaching allocations. Discretion to deviate from WAMs is provided to HoS, though adjustments are often restricted by budgetary pressure.

Many staff, particularly women, express dissatisfaction with the transparency and fairness of their allocations (Table 5.33).

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Table 5.32: Academic Workload allocations as written in the 2017 Enterprise Agreement. Each category may vary up to 10% based on flexible load allocation clause 48.11(n) of the agreement.

Allocated Teaching (%) 20 30 40 50 60 70

Research / Scholarship 60 or more 50 40 30 20 10

Service min 10 min 10 min 10 min 10 min 10 min 10

Table 5.33: D&I Survey results on Workload Allocations

Question

Non-STEMM STEMM


Agree Disagree Agree Disagree Agree Disagree Agree Disagree

Decisions about workload are fair and transparent 35% 26% 41% 19% 35% 23% 43% 19%

The process of workload allocation is fair and transparent 36% 28% 36% 18% 33% 24% 48% 17%

My workload allocations are fair and transparent 49% 18% 52% 19% 46% 20% 54% 17%

Qualitative data from staff suggest problems with WAM:

• Calculations based on three calendar years, not three years FTE, meaning research output for PT positions can appear reduced compared to FT work.

• Responsibilities do not align with promotion criteria. • No adjustments to rebuild research momentum after career breaks. • High non-research allocations cause some women to take PT options to quarantine unpaid hours for

research.

Proposed actions include:

• Allocations to be calculated on three years FTE (Action 5.2). • Funding to buy out teaching following return from career breaks (Action 5.1). • Faculty and school executives to run WAM workshops, increasing calculation transparency (Action 5.3).

Deakin’s 2019 Research Guiding Plan includes the review, development and Deakin-wide acceptance of flexible workload models supporting individual career development (Action 5.4).

Timing of institution meetings and social gatherings

Describe the consideration given to those with caring responsibilities and part-time staff around the timing of meetings and social gatherings.

Deakin’s main events and social gatherings are all planned within work hours, for example morning / afternoon tea, and lunchtime events to accommodate those with caring responsibilities. This is not necessarily true within divisions.

To address this, guidelines for holding inclusive events will be developed and communicated through the Deakin Events team and DeakinSync (Action 4.19).

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Visibility of role models

Describe how the institution builds gender equality into organisation of events. Comment on the gender balance of speakers and chairpersons in seminars, workshops and other relevant activities. Comment on publicity materials, including the institution’s website and images used.

A review of marketing practices was endorsed in the Cultural Diversity & Inclusion plan 2018-2020 to ensure images represent staff diversity. Actions include quantitative analysis of intersectionality in Deakin’s asset bank, and on the external website.

In LES, 26 of 36 invited external speakers in 2018 were male (Table 5.34). In Engineering, seminars are arranged informally, and few records of speakers were maintained. As expected, speakers within IT, and Architecture & Built Environment were predominantly male. Diversity expectations, provided by D&I for dissemination by Executive Deans to School leadership, will aim to increase female representation in seminar series (Action 4.20).

GEAs are asked to call out gender imbalances when they see them and encourage their colleagues to do the same. Increasing the number of advocates will hold Schools accountable (Action 4.33).

Table 5.34: Gender of guest lecturers for students, and speakers for research seminars, in STEMM faculties at Deakin in 2018.

Faculty School/School Division Speaker type F M

Health Exercise & Nutrition Sciences Guest lecturer for students 37 6

Research seminar for staff and HDR students 12 6

Medicine Guest lecturer for students 45 42


Nursing and Midwifery Guest lecturer for students 6 0

HSD Guest lecturer for students 3 8


SEBE Chemistry, Biotechnology & Forensic Science


Life & Environmental Sciences: Centre for Integrative Ecology


Engineering Research seminar for staff and HDR students 2 0

IT Research seminar for staff and HDR students 9 24

Architecture & Built Environment


Deakin communicates gender inititatives and female successes externally, including:

• Deakin participation in the AS pilot. http://www.deakin.edu.au/research/research-news/articles/new-phase-for-deakin-in-gender-equity

• Female STEMM staff member becoming a Superstar of STEMM. https://www.deakin.edu.au/about-deakin/media-releases/articles/science-superstar-shows-deakin-women-lead-the-pack

• Promoting STEMM careers for women on Deakin career sites. https://this.deakin.edu.au/innovation/is-the-future-of-scientific-research-female

• Promoting STEMM women on the Deakin Women website. http://www.deakin.edu.au/deakin-women

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http://www.deakin.edu.au/research/research-news/articles/new-phase-for-deakin-in-gender-equity

http://www.deakin.edu.au/deakin-women

Outreach activities

Provide data on the staff involved in outreach and engagement activities by gender and grade. How is staff contribution to outreach and engagement activities formally recognised? Comment on the participant uptake of these activities by school type and gender.

Outreach is voluntary, so data on which to draw conclusions is scarce. In SEBE, schools advised that balance for outreach appeared even, or women were over-represented, despite being underrepresented in the academic population. LES commented that more women participate in voluntary outreach activities, irrespective of whether activities are promoting STEMM to girls and young women. Some schools recognise outreach in workload allocations where others don’t. In the workload allocation review (Action 5.4), where necessary, outreach will be included in the service allocation and recognised in promotion applications. A system for gathering data on outreach is required, both to ensure that outreach responsibilities are evenly shared, and to ensure that the outreach is recognised in workload allocation, and career progression.

Leadership

Describe the steps that will be taken by the institution to encourage departments to apply for the Athena SWAN awards.

As reported (Section 3), Deakin provides substantial resources to support the AS pilot.

Applications for faculty and departmental awards will be encouraged, using the expertise provided from D&I. Communications will outline the impact of the AS program in the UK, and the wide uptake throughout Australia.

Faculty leadership will set representation targets as a priority (Action 1.1). A further priority is for faculty and school executives to form task forces to drive initiatives needed to achieve targets (Action 4.8). Task forces will comprise both ECRs and senior influential academics, including one executive member, who sits on the SAT (Action 4.6). Task forces, assisted by D&I, will produce and implement local action plans and report to the executive, aiming to introduce actions as business as usual. HoS will communicate initiatives and progress to staff at least once per year (Action 4.3). Upon introduction of faculty and departmental AS awards, the AS applications will form a component of the task force action plan and Leadership KPIs.

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Summary and actions


Faculty and school leadership need to recognise gender imbalances in their portfolios and set targets.

1.1 Gender representation targets for schools and institutes where senior female representation is under 40%.

School executives do not reflect the gender balance of staff in schools at Levels C-E.

4.4 The proportion of women in academic roles in the school executives must, at minimum, reflect the female proportion of the total academic population at Levels C-E.

School executive positions are often awarded to staff, or the incumbent rolled into another tenure, without a transparent process. This deprives staff of the opportunity to volunteer and miss potential leadership and associated career advancement opportunities.

4.5 Replacement or renewal of school executive committee members to be undertaken through a transparent and open consultation with all staff.

No guidelines exist on timing events to be inclusive of all staff.

4.19 Develop and circulate guidelines on timing and location of University meetings, courses and events to ensure consideration of work arrangements for carers.

Faculty and school leadership need to be accountable for driving GE in their own areas. Seminar speaker lists are unbalanced in some schools.

4.6 All school executive committees to have an academic representative on AS SAT.

4.20 Develop and circulate expectations on gender balance and representation from diverse cultural backgrounds for invited external speakers.

GE positions and progress are not communicated to the wider community, so leaders are not held accountable.

4.3 School Executive to report to all staff on gender equity initiatives and progress at least once per year.

Gender aspects only comprise KPIs for executive not for other senior leadership.

4.27 GE (Key Performance Indicators) to extend to the Senior Management Group.

Complaints systems are fragmented, not well known and data is not easily analysed.

4.28 Implement Deakin-wide approach to complaint processes.

Female academics more likely to have concerns about WAM transparency and fairness.



5.3 Increase awareness and transparency of workload allocation calculations.

5.4 Review WAM to develop more flexible, individualised models.

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SECTION 6: SUPPORTING TRANSGENDER PEOPLE

Current policy and practice

Provide details of the policies and practices in place to ensure that staff are not discriminated against on the basis of being transgender, including tackling inappropriate and/or negative attitudes.

Deakin released its ‘LGBTIQ+ plan 2017-2020’, co-sponsored by the DVCR and DVC Global Engagement. comprising four guiding principles:

• leadership • inclusive policy and practice • inclusive teaching, language and curriculum • culture and visibility of LGBTIQ+ members of the University.

Actions supporting transgender staff and students include:

• reviews to ensure existing policies are inclusive of all gender identities • develop a gender transitioning procedure (Action 4.14) • publish a transitioning guide for staff and students.

In 2018, the ‘Gender Transitioning Procedure’ was endorsed by Executive, providing information and setting out Deakin’s processes for supporting staff and students who have undertaken, or are undertaking, gender transition. Included within the procedure are:

• The ‘Gender Transition Guide’, containing guidelines about gender transition and Deakin support. • The ‘Student Gender Transition Plan’ for discussion with trained advisers, who will support the student

through the process. • The ‘Staff Gender Transition Plan’ for discussion with a D&I Adviser who will support the individual

through the process.

Executive endorsed 10 days Gender Transition Leave (Action 4.15), setting a sector precedent.

Policy amendments were approved, including a partner definition inclusive of trans and gender diverse staff:

Partner: A person who (regardless of sex or gender) lives in a relationship as a couple with another person on a genuine domestic basis.

In 2018 LGBTIQ+ awareness training was delivered to over 300 staff, including SMG. Additionally, the Ally Network was reintroduced with 50 allies receiving specific training.

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Monitoring

Provide details of how the institution monitors the positive and/or negative impact of these policies and procedures, and acts on any findings.

LGBTIQ+ plan impact will be monitored through evaluation of actions and the biennial D&I survey. Improvement will be sought on questions around acceptance by colleagues and managers and whether staff have experienced unfair treatment. Uptake of gender transition leave, allies and LGBTIQ+ event participation will also occur.

Deakin holds a bronze award from the Australian Workplace Equality Index (AWEI), and will be applying for silver in 2019 (Action 4.11). As part of this, the AWEI staff survey is completed annually.

Further work

Provide details of further initiatives that have been identified as necessary to ensure transgender people do not experience unfair treatment at the institution.

Deakin HR staff profiles previously provided three gender identities: male, female, and undisclosed. Quantitative data recorded two staff who did not identify as male or female, but consultation revealed that those data are not representative of the actual diversity (Action 4.12). Furthermore, these options are not inclusive for new staff. In 2018, options were updated to:

• female • male • non-binary • trans/gender diverse • prefer to self-describe • prefer not to specify.

Deakin has commenced consultation to develop LGBTIQ+ spaces, and introduce gender neutral toilets on all campuses by 2021 (Action 4.13).

Building a strong LGBTIQ+ network is a focus for 2019 as most of the policy work has been completed. Despite strong leadership and action in this space, in the 2018 D&I Survey, nearly 30% of LGBTIQ+ respondents reported they often felt uncomfortable, or hid aspects of themselves. Efforts will focus on inclusive language, behaviours, and increasing the knowledge of all managers and supervisors (Action 4.30).

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Summary and actions


Deakin HRD staff profiles only included the gender options male, female, and undisclosed, leaving gender diverse staff feeling excluded.

4.12 Introduce more gender options for staff to choose on their staff profile beyond male, female and undisclosed.

Deakin currently only provides a limited numbers of gender-neutral toilets and LGBTIQ+ spaces.

4.13 Provide multiple LGBTIQ+ spaces and gender neutral toilets on all campuses, and design these spaces into all new buildings.

Gender transition is a sensitive time for those undergoing a transition, and workplace support is essential to help reduce any associated stress and anxiety.

4.14 Introduce gender transition procedure, including trained advisors to assist staff and students throughout their transition.

Gender transition often requires flexibility and time away from work, but transitioning staff do not wish to use sick leave, as transgender individuals are not sick or ill.

4.15 Introduce paid gender transition leave category.

Cultural awareness in the workplace is essential to create an inclusive and welcoming environment.

4.30 Continue to deliver LGBTIQ+ training to leadership across all faculties and portfolios.

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SECTION 7: INTERSECTIONALITY


Previous sections should have considered how intersectionality impacts on gender equity. That is, reflecting an understanding of how gender outcomes are affected by interconnected issues such as sexism, racism, homophobia, transphobia, disability discrimination, classism and ageism. Review whether existing gender equity policies enable the institution to address intersectionality in STEMM, or otherwise identify how policies and practices might better support gender diversity and inclusion in STEMM with regards to intersectionality.

Intersectionality is currently not sufficiently considered at Deakin. However, structures exist that, going forward, provide a platform to change this. Deakin has developed multiple plans to improve inclusivity for separate diversity cohorts:

• GE Plan 2017-2020 • LGBTIQ+ Inclusion Plan 2017-2020 • Cultural Diversity & Inclusion Plan 2018-2020 • Disability Access and Inclusion Plan 2018–2020.

Each plan:

• is sponsored by an Executive member • addresses policies and practise, including policy review • mandates participation of senior leadership in implementation.

The plans form a baseline to address intersectional impacts on gender equity, provided they are considered holistically, beyond their separate mandates. To facilitate, the Chairs of each group will form a new committee specifically focusing on intersectionality, and report to Executive (Action 4.9).

For policy creation or review, D&I will lead consultation with all representatives of relevant equity groups (Action 4.29).

Disclosure of diversity attributes was voluntary upon both application and employment, meaning intersectionality was not quantifiable. Deakin established the TA Team in 2018, including a new platform, PageUp, collecting gender upon application. A 2019 pilot program will collect additional diversity data (Action 6.9), which wasn’t previously implemented without first mitigating privacy and bias concerns. The pilot will seek to demonstrate the benefit of data to assess the impacts of diversity attributes on recruitment, including assessment of intersectionality.

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Monitoring

Consider how the institution will boost awareness of intersectionality within STEMM. Analyse how the institution will ensure under-represented groups with intersecting identities do not experience unfair treatment at the institution. Assess how the educational, research and professional needs of under-represented STEMM faculty, staff and students will be met more effectively.

Successful implementation of each plan would lead to improvements in outcomes of each plan. However, unintended discrimination may remain concealed unless intersecting attributes are considered.

Potential concealment of discrimination through intersectionality introduces complexity into analyses. The multidimensional nature of intersectionality, even just considering the four plans above, creates more possible interactions than can reasonably be analysed quantitatively. Therefore, for AS (Action 6.9):

• analyses will be STEMM-specific • analyses will start with two attributes, in which one will comprise gender • Deakin’s STEMM disciplines are located in central Melbourne, and regional Geelong and Warrnambool

campuses. Potential geographical cultural differences will be included as an attribute • concerns arising will be further investigated.

The quantitative complexity means qualitative assessment is essential using:

• An intersectionality-focused “chilly climate” survey in STEMM to assess similarities and differences between staff and manager opinions (Action 6.10).

• The biennial D&I Survey will provide ongoing insights into equity and diversity issues relevant to Deakin’s strategic focus on D&I. Included on the survey are multiple demographic questions enabling assessment of intersections with gender. Findings are reported at Executive level.

Further work

Evaluate how the institution will create opportunities to raise the participation, recruitment, promotion, retention, recognition and leadership potential of under-represented groups within STEMM over time.

In 2019-2020 the D&I survey will be used to inform faculties and portfolios of their current inclusion profile, and the views of their staff. Furthermore, schools and divisions will establish task forces to improve their diversity and inclusion outcomes, in which intersectionality will feature as an assessment criteria (Action 4.8).

These challenges present no quick fixes, and changes must be cultural. Understanding intersectionality is not intuitive i.e. despite successful implemention of all D&I plans, discrimination could still exist through intersectionality. D&I currently provide training on understanding and awareness of separate equity cohorts, targeting senior management to lead the cultural shift. However, specific intersectionality training is not offered, and will be provided to all senior managers, extending to all managers undertaking DeakinAchieve conversations (Action 4.31).

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Summary and actions


To implement actions in portfolios, local task forces are needed to produce and implement local action plans

4.8 Introduce task forces into STEMM areas to drive actions

D&I comprises strategy groups for each equity cohort, but these are currently considered in isolation.

4.9 A new committee formed by the Chairs of the D&I strategy plans to meet biannually, with specific focus on intersectionality.

D&I is a key stakeholder in any policies that need consideration of diversity. D&I will consult with representatives of all relevant diversity groups during the creation or review of policies.

4.29 Relevant equity groups to be consulted in all policy reviews.

Recognition of intersectionality cannot be mandated through targets, and shifts must occur culturally.

4.31 D&I to coordinate intersectionality training to senior managers, and other managers undertaking DeakinAchieve conversations.

The benefit of quantitative data in assessing intersectionality is not understood.

6.9 Pilot program to analyse HRD data using multiple demographics to assess effects of intersectionality (with specific focus on interactions with gender in STEMM) on recruitment.

While likely to be useful, the number of diversity attributes means quantitative data analysis will have some limits to assess intersectionality. Qualitative assessment will be vital to understand the experiences of staff.

6.10 Intersectionality-focused “Chilly climate” survey assessing similarities and differences between staff and manager opinions in STEMM.

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SECTION 8: INDIGENOUS AUSTRALIANS


Discuss how gender equity policy and programs are designed to lift the contributions of Indigenous Australians in STEMM. Discuss initiatives to provide cultural training to STEMM staff and students to increase awareness of intersectionality, unconscious gender bias, racism and other forms of discrimination faced by Indigenous Australians within STEMM.

Deakin’s 2017 EA contains clauses addressing responsibilities to Aboriginal and Torres Strait Islanders. The clauses:

• Recognise the unique cultural competencies required by Aboriginal and Torres Strait Islander educators, and consider these in recruitment and promotion.

• Require Aboriginal and Torres Strait Islander representation on panels for positions within the Institute of Koorie Education, which enables Aboriginal and Torres Strait Islander access to higher education.

• Require Aboriginal and Torres Strait Islander panel representation for positions requiring such expertise.

• Provide cultural leave for Aboriginal and Torres Strait Islanders to fulfil ceremonial, community, and family obligations.

• Require all staff inductions present cultural differences, highlight respectful relationships, and summarise approaches to Aboriginal and Torres Strait Islander education.

• Develop an Aboriginal and Torres Strait Islander Cultural Competency Training Program, and encourage staff uptake.

Deakin has two strategies:

• The ‘Aboriginal and Torres Strait Islander Higher Education Agenda 2016-2020’, to improve staff and student outcomes.

• The ‘Aboriginal and Torres Strait Islander Employment Strategy’, to create culturally safe, supportive workplaces and increase representation, comprising four principles:

• Enable Employment Pathways: targeted recruitment, create career pathways for all staff and PhD graduates.

• Develop Strong Community Partnerships: engagement and partnerships with local community groups and secondary schools; create internships and graduate programs for Aboriginal and Torres Strait Islanders.

• Support Successful Careers: create excellence programs, and a staff network to meet quarterly. • Culturally Safe Environment: Aboriginal and Torres Strait Islander culture in staff inductions,

cultural competency programs, University events respecting and celebrating significant events, Aboriginal or Torres Strait Elders to provide Welcome to Country at major events.

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Monitoring

Provide details of how the institution measures the effectiveness of these policies and practices, and acts on any findings, to ensure gender equity and diversity policies will raise the recruitment, promotion, retention and contribution of Indigenous Australians within STEMM fields.

Higher Education Agenda monitoring extends across Deakin, and all Portfolios report bi-annually. HRD monitors and reports on Employment Strategy progress. The 2017 EA sets annual representation targets for staff (Table 8.1).

Table 8.1: Targets for Aboriginal and Torres Strait Islander representation at Deakin, as described in the 2017 Enterprise Agreement

Aboriginal & Torres Strait Islander FTE Baseline

2017 Target 2018

Target 2019

Target 2020

Target 2021

Professional Staff 13 17 20 23 27

Academic Staff 15 16 18 20 23

Total 28 33 38 43 50

Senior Staff Levels (Level E, HEW 10 or above) 3 3 4 4 5

Further work

Provide details of further initiatives that have been identified as necessary to ensure Indigenous Australians do not experience unconscious gender bias, racism, and other forms of discrimination at the institution. Also consider how the institution will elevate the knowledge and contributions of Indigenous Australian faculty, staff and students within STEMM.

Representation

• In January 2019, Deakin reported only two Aboriginal and Torres Strait Islander STEMM academics (both at Level B).

• TA remit includes Aboriginal and Torres Strait Islander targets, including recruiting new academics in STEMM (Action 4.23).

SAT representation • Aboriginal and Torres Strait Islanders were not represented on the AS SAT. Going forward, the SAT will

have Aboriginal and Torres Strait Islander representation (Action 4.7).

Cultural environment • Culturally unsafe environments are key barriers to recruitment and retention of Aboriginal and Torres

Strait Islanders. • D&I will assess cultural safety for Aboriginal and Torres Strait Islander people in STEMM (Action 6.8),

and, where necessary, provide training to STEMM staff and students on:

• indigenous perspectives and knowledge • discrimination faced by Indigenous Australians, e.g. intersectionality, unconscious bias, racism.

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Elevate knowledge and contributions • STEMM faculties will elevate knowledge and contributions of Indigenous faculty, staff and students

through nominating Indigenous research for publication in Invenio and This, Deakin’s research and marketing newsletters. Each will publish at least one STEMM research item by indigenous researchers per year, increasing as representation increases (Action 4.24).

Outreach • STEMM Faculties will run at least one outreach event per year for Indigenous communities, for

example, open days, school visits, mentoring, academic enrichment, preparatory courses, financial support (Action 4.25).

Reconciliation Action Plans (RAPs)

• RAPs are essential to guide organisations to support the national reconciliation movement. • Following consultation with colleagues, the NTEU, and the Indigenous community, Deakin’s Higher

Education Agenda was considered sufficient, and more impactful than a RAP at this time. • RAP will be developed at the end of the Higher Education Agenda in 2020 (Action 4.22).

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Summary and actions


SAT had no representation from Aboriginal & Torres Strait Islanders or people with a disability.

4.7 SAT to have representation from all equity groups including Aboriginal and Torres Strait Islanders and people with disability.

Following consultation with colleagues, the NTEU, and the Indigenous community, the Aboriginal & Torres Strait Islander Higher Education Agenda was considered sufficient and more impactful at this time than a RAP. Following completion of the Agenda, the first RAP will be developed

4.22 Produce the reflective Reconciliation Action Plan (RAP) for Aboriginal and Torres Strait Islanders.

Aboriginal & Torres Strait Islander representation very low among academics in STEMM disciplines

4.23 TA recruitment processes to actively increase the representation of Aboriginal and Torres Strait Islanders.

Aboriginal & Torres Strait Islander work not elevated sufficiently in STEMM

4.24 STEMM Faculties to nominate research by Aborginal and Torres Strait Islanders for publication in Deakin’s research and marketing newsletters.

The Aboriginal & Torres Strait Islander Employment Strategy mandates the development of Strong Community Partnerships.

4.25 STEMM disciplines to undertake at least one outreach activity per year aimed at the Aboriginal and Torres Strait Islander community.

Recruitment and retention of Aboriginal & Torres Strait Islanders dependent on culturally safe environments

6.8 D&I to run survey to assess Aboriginal and Torres Strait Islander views on cultural safety of their local area

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SECTION 9: FURTHER INFORMATION

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SAGE Athena SWAN recruitment actions

SAGE Athena SWAN Action Plan

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1. Recruitment actions

Action detail and rationale Outcomes Responsibility Resources Completion

1.1 Gender representation targets for schools and institutes where senior female representation is under 40%.

STEMM data shows women are underrepresented in senior roles, particularly Levels D-E. Setting targets for representation will ensure gender is always a factor in staffing decisions. The targets will form part of the Head of Schools’ and relevant Executive Deans’ annual performance reviews. Schools and institutes will be provided with guidance from Diversity and Inclusion (D&I) and supported by the Talent Acquisition (TA) team in the Human Resources Division (HRD) to adopt various strategies, including female-only recruitment and the use of targeted sourcing strategies.

Increased female representation across STEMM schools and institutes measured through the HRD Analytics and Insights dashboards.

University Executive Heads of School Heads of Departments Directors of Institutes D&I HRD

Targets set by July 2019.

1.2 Advertise STEMM positions across Levels C-E for female candidates only.

Workplace profile data show that higher proportions of women in STEMM at Levels A-B are not translating to senior Levels D-E. These data suggests transition through Level C is the critical point for women in STEMM. Targeted recruitment at Levels C-E will increase representation, and increase the pool for advancement to senior levels.

This action will communicate Deakin’s commitment to gender equity, and will increase the retained pool of female applicants for future academic vacancies. Recruitment will be directed at schools, institutes and divisions where female representation is less than 40% (Figure 4.3, 4.4.).

Eight new academic STEMM positions across Levels C-E advertised only to female applicants.

HRD DVCR Faculties Schools Institutes

First adverts by December 2019. All positions advertised by April 2021.

1.3 Provide comprehensive additional research support for female recruits from action 1.2.

Support to include start-up funding for developing a research program and lab, with flexibility to spend those funds over three years. Funding will sit with the DVCR and will apply to appointments made through the female-only recruitment process. This funding will not be a substitution but will be in addition to standard support offered by the school/institute.Where possible, recruits will receive extra research and reduced teaching in workload allocation during their first three years.

Staff recruited and support funding in place.

DVCR Faculties Schools Institutes

Total pool of 200K Level C – max 15K Level D – max 20K Level E – max 30K

New staff at each of Levels C and D by April 2021.

1.4 Gender targets for strategic recruitment of Level E research appointments.

Over recent years, funding has been provided to the DVCR to make strategic appointments which will raise the research outputs of the University. Faculties or research institutes identify individuals or teams that they wish to employ and seek funding and approval from the DVCR to make the appointments. The action will ensure that achieving gender equity is a consideration in identifying and appointing academics, aiming to address the inequity at senior levels, increase the female leadership representation, and place senior role models for younger academics.

50% (+/- 5%) of all strategic STEMM appointments to be female.

DVCR Appointments commencing June 2019, then ongoing.

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1.5 New positions to be advertised as flexible with part-time options (or job share for positions that must be 1.0 FTE).

For all STEMM positions, women are more likely to work part-time (Figure 4.17, Tables 4.7, 4.8). As such, a lower proportion of women are likely to apply for positions advertised as full-time. If all positions advertised as full-time offer flexible work options for the right candidate, the pool of female applicants should increase. Furthermore, the number of part-time staff at senior positions will increase, providing incentive for part-time staff at mid-career levels to apply for promotions.

Following negotiation, the agreed flexibility arrangements will be embedded in the employment contract.

The action has precedence in other industries at Telstra and ANZ where all positions are advertised as flexible.

Process detailed in formal procedure.

Increase in female applicants. Increase in part-time staff in senior positions.

Faculties and portfolios hiring managers

HRD

Procedure describing process completed by December 2019 as part of updated Working @ Deakin policy and procedure.

Appointments commencing June 2019, then ongoing.

1.6 TA team consider internal applicants in talent pool before advertising.

Women apply for promotion at similar rates to men and have good success rates (Tables 5.7 to 5.11). However, the small increase in the headcount of women as a result of promotion success at senior positions is offset by the high numbers of men recruited externally (Figure 5.2, Table 5.2).

The new Up software will enable staff to create a profile within it, enabling the TA team to assess Deakin candidates prior to an external advertisement.

Seeking high performing/potential individuals from more junior levels before external advertising will help to progress existing female staff.

The system will improve retention and career progression of high-performing/potential staff, and demonstrate career support and pathways for current staff and potential new recruits.

High proportion of Deakin staff creating profile within Up.

Increase in internal appointments.

D&I HRD Faculties

Campaign for academics to create Up profile completed by May 2020.

Appointments from June 2020 , then ongoing.

1.7 Introduce collection of confidential data on gender for all applicants via Up software, used at Deakin for the recruitment process.

Currently, disclosing gender is optional for the job application process, with over 90% of applicants choosing not to disclose. Gender profile information is unavailable until an individual is hired. The Up system will enable collection of the data to assess Deakin’s success at attracting diverse candidates, and enable identification of any gender inequities in job applications, shortlisting and appointments. Additionally, identification and prioritisation of applicants from equity groups during the shortlisting process will be possible.

Commissioned Up software within the TA process.

HRD Implemented November 2018.

1.8 Prominent and strong diversity statement on job advertisements.

The diversity statement on current job advertisements is inconspicuous and near the end of the downloadable advert. The template will be redesigned, and the statement will prominently advertise Deakin’s inclusiveness, and encourage applications from women and minority groups.

Advert template updated. D&I HRD

Completed December 2018.

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1.9 Language in job advertisements and social media releases to be gender neutral

External research demonstrates differences in how men and women read and interpret their suitability for advertised jobs. The language and structure of Deakin’s job advertisements will now be gender neutral. Strategies to include:

Gendered language will be identified using the software tool Textio.

Cap on the number of key selection criteria.

TA team work instructions to include process and strategies.

HRD D&I

Ongoing – commenced October 2018.

1.10 Commence exit surveys and follow-up interviews to understand reasons staff resign from Deakin.

After contract expiry, resignation is the secondmost reason for early-mid career academics to leave Deakin. However, reasons for resignations are currently only recorded upon request. Introduction of an online exit survey (with scope for follow up in exit interviews) to understand reasons for leaving, and next work placement, will enable better understanding of any factors within the workplace that are adversely affecting retention.

Exit survey commissioned (potentially developed by People Pulse) and in use.

HRD December 2019.

Success measures for recruitment actions

8 women appointed through female-only recruitment by April 2021 in STEMM portfolios. 50% of STEMM strategic Level E appointments between 2019-2023 to be women (spread across portfolios)

- In consultation with Portfolio leadership, measurable and timebound targets for representation will be set as per Action 1.1 by July 2019. The action plan will be updated following target setting.

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SAGE Athena SWAN promotion actions

2. Promotions actions


2.1 Achievement relative to opportunity section placed first on promotion application form.

Feedback from applicants following career breaks, and period of part-time work indicates that the online box to outline Achievement relative to Opportunity (ARO) section is too removed from the main application form. Applicants (the majority of whom are women) need to use up valuable space in other sections to explain their research opportunity.

By placing the ARO section at the start of the application, the evidence is read first, and the achievement sections of the application are considered in the context of that evidence.

Promotion form to be redesigned with the ARO section first, for the start of the 2020 promotions cycle.

HRD DVCE

Completed December 2019.


A promotion candidate’s achievements can only be comprehensively understood when considered in the context of the opportunity available to that academic. Current promotion procedures require the panel to have read the application, and the separate opportunity statement. This new action would mean all panel discussion is considered in the context of the opportunity outlined from the outset. This is standard practice at NHMRC grant review panels.

Promotion procedure for panels to be updated, and panel members trained in new procedures for the start of the 2020 promotions cycle.

D&I HRD DVCR DVCE

January 2020, then ongoing.

2.3 All Heads of School and academic managers leading DeakinAchieve discussions to receive training that recognises and encourages academics who are ready to apply for promotion.

Understanding when to go for a promotion is complex for an academic, particularly if they are part-time or are seeking promotions based on criteria other than research performance. Training will enable Heads of School and managers performing DeakinAchieve to recognise potential promotion candidates, and encourage them to apply.

Increased proportion of applicants for promotions.

Increased applications from part-time staff.

Faculties Institutes Heads of School Heads of Departments HRD

Training to commence January 2020.

2.4 Skills development (promotions) for Academics.

Skills development (promotions) for academics: assessing achievement relative to opportunity, and helping academics understand when they are ready for a promotion.

Qualitative data and interviews show 51% of female academics surveyed (22% of men) feel career breaks have negatively impacted their careers. Furthermore, more female academics work part-time (Figure 4.17; Tables 4.7, 4.8). These same academics then count themselves out of the promotion process assuming they won’t be competitive. Ehancing understanding of ARO, and how candidates should provide a clear narrative around ARO, can improve the awareness of academics determining their readiness to apply for promotion. To address these issues, specific training will be developed for all staff who have taken career breaks and/or work part-time. Throughout Deakin, there is little understanding of the promotion routes available through teaching and service, compared with the routes available through research. The DVCE has presented workshops on how to be promoted through teaching, and these can be expanded across Deakin.

Uptake of training. Increase in promotion applications from female academics.

Increase in promotion applications from all part-time academics.

Increase in promotion applications from teaching focused academics.

DVCR DVCE HRD Faculties

First workshops completed by start of 2021 promotions cycle.

Two workshops per year thereafter.

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SAGE Athena SWAN promotion actions



Promotion panellists must comprehensively understand ARO to enable fair assessment of all applications. Specific training will enable all panellists to judge applications in the context of opportunity.

All promotion panellists to have completed courses in the year before they assess promotions.

Increased applications from part-time academics, and academics who have had career breaks.

HRD Faculties DVCR

First workshops completed by start of 2021 promotions cycle.

All panellists must have completed the course prior to sitting on panels.


Standard performance, planning and review systems work on an annual timescale. This is often incompatible with the longer-term career planning for academics. The system will facilitate career planning over multiple years, enabling staff to build towards their goals, and training will be provided on gender differences in career planning.

Furthermore, planning meetings are currently easy to sideline in preference of other work.

The new DeakinAchieve system tracks and sends reminders to managers to undertake the process, to ensure all staff are able to formally plan their career.

DeakinAchieve system commissioned and in use for academic staff.

HRD Heads of Departments Heads of Schools Institute Directors DVCR DVCE

DeakinAchieve in use for academic staff commencing November 2018 through to December 2019, then ongoing.

Success measurres for promotions actions

For each portfolio: Proportion of eligible staff applying for promotion to be equal for each gender at each level by 2023. Proportion of part-time and full-time staff applying to be equal by 2023. Cumulative promotion success rates (2019-2023) to be equal for each gender. Cumulative promotion success rates to be equal for part time and full time staff from 2021 onwards.

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SAGE Athena SWAN career advancement actions

3. Career advancement actions


3.1 Develop a carer support program for mid-career female academics with caring responsibilities.

Introduce measures to enable continued participation in academia for mid-career academics. 1) Funding for carers to enable attendance at conferences, and 2) funding to enable continued work participation.

Career breaks are more often taken by women, who are also likely to return to part-time positions following childbirth. Qualitative interview responses suggested most respondents felt carers leave had negatively impacted their careers, supported by D&I survey data in which 48% of women felt their career had been impacted by breaks.

Providing support will increase the retention of Level B-C women, and will increase the pool of female academics to progress and address the imbalance at Levels D-E. Furthermore, positive support will increase positive word-of-mouth interactions between academics, thereby increasing the female applicant pool for future academic positions.

Introduction of Vice-Chancellor’s Conference Care Fund to facilitate conference attendance for carers (now active).

Introduction of career continuity funding scheme to enable carers to continue to participate in work activities (now active).

Uptake of each to be measured annually.

Research outcomes of supported academics to be measured over the subsequent three years.

DVCR D&I HRD

Funding schemes introduced in March 2017, and remain ongoing.

3.2 Improve Career Continuity for Primary Carers in Research (CCPCR) scheme in line with recommendations from 2018 evaluation.

The CCPCR has received positive feedback from participants. In a 2018 evaluation, participants suggested three changes:

Greater clarity for guidelines and application form Scheme promoted more widely to academic staff

Consider extension of funding to one month either side of leave.

Further positive feedback from participants, reduced confusion in next evaluation. Increased uptake of the scheme.

Deakin Research D&I

Review of guidelines and application form completed December 2019.

CCPCR promoted via all-staff email in 2019, then once per year.

Funding extended to include one month either side of leave to enable handover time for any maternity-cover staff.

3.3 Adjust interpretation of 2017 Enterprise Agreement clause 52.8 to to clarify that staff can take partner leave and primary carer’s leave.

Current interpretation of Clause 52.8 in the Enterprise Agreement prevents men taking both partner leave at birth, and longer term primary carer’s leave within three months. Clarifying the interpretation to enable men to take both types of leave will enable uptake of primary carer’s leave to increase, without forcing men to use other leave types at birth.

Interpretation clarified to enable both types of leave.

D&I HRD

HRD clarified interpretation in February 2019 to enable partners to take secondary carer’s leave, and remain eligible for primary carer’s leave.

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3.4 Faculty and research institutes to provide support for staff whose contract is approaching expiry.

Provide staff with a dedicated contact person to provide individualised career support as contract expiry is approaching.

Dedicated career support contact listed for each faculty/institute.

Faculties Institutes Portfolios DVCR

Commence support December 2020

3.5 Increase the flexibility of the Deakin Academic Future Leaders’ Program (DAFL) to enable participation by part-time staff, and those with carer responsibilities.

DAFL is a program designed to target Deakin’s future academic leaders. Each year, Faculty and School managers are asked to nominate a small selection of applicants for the program. The program requires attendance at multiple events across all campuses. The timing and location of the events can impact those who work part-time, and/or have carer responsibilities, discouraging participation. However, the interactive nature of the sessions means it is necessary for all staff to meet in one location.

To facilitate attendance, DAFL sessions are to be arranged to maximise the opportunity for attendance of all staff through advance notice (> 2 calendar months) to enable attendees to make alternative caring arrangements. DAFL sessions are also only organised on Monday – Thursday, as a large proportion of Deakin’s part time and academic staff do not work on Fridays. Once final nominees are advised, the program coordinator will check in with individuals regarding any availability concerns.

Through the review of the program set to occur in 2019, hours of the face to face components will be assessed to ensure maximum access and participation is achieved (with consideration given to 9:30 and 15:00 from 2020).

Advance notice of DAFL events provided. Increased uptake by part time staff.

HRD Immediate and ongoing.

3.6 Alfred Deakin Postdoctoral Research Fellowships (ADPRFs) to offer part-time options, including completing the fellowship over two years FTE (at no less than 0.6 FTE), in addition to current conditions that offer part-time with research assistant for outstanding FTE.

Current ADPRFs are awarded for two calendar years. While part-time options are available, the duration is fixed, and spare funds must be used to employ a research assistant for the outstanding FTE. These arrangements remove some control from the research fellow, introduce the presence of an individual with less career investment in the project, and necessitate additional supervision time to ensure the assistant is informed. Given the higher proportions of part-time women at Deakin, women will be discriminated by the calendar duration, and may be discouraged from applying.

Duration conditions to be changed to allow two years FTE (to a minimum 0.6 FTE) or two calendar years part-time with research assistant at the choice of the applicant.

DVCR Undergoing modelling. Duration conditions changed by the start of the next ADPRF application round in June 2019.

3.7 Review mentorship programs and processes.

Deakin runs multiple mentorship programs. Details of Deakin-wide programs are available online to all staff. Faculties and schools also run internal mentorship schemes, though no data is kept on these.

However, uptake of mentoring is inconsistent. Survey data showed that over 60% of respondents were not assigned a mentor. They either had no mentor, or had to seek their own. Inductions and ongoing communications will ensure all staff are aware of mentorship options.

Increase in uptake of mentorship opportunities. Expect over 80% of staff at Levels A-C to be assigned a mentor.

Faculties Institutes HRD D&I

Uptake of mentorship programs for Levels A-C to be over 80% by April 2021.

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The Professional Development (Academic Staff) procedure suggests all staff returning from a career break should be assigned a mentor. A pulse survey suggested in practice only 1% of staff returning from a career break are assigned a mentor.

Going forward, all academic staff at Levels A – C returning from a career break are to be assigned a mentor for six months.

100% assignation of mentors to academic staff at Levels A-C who are returning from a career break.

Connection and commitment to be made during DeakinAchieve discussions.

HRD to develop a reboarding strategy for all staff returning from long term absences, including parental leave.

Heads of Departments Heads of Schools Directors of Institutes HRD

Reboarding strategy developed by December 2019.

All returning staff to be assigned a mentor from January 2020.

3.9 Faculties to increase the use of DeakinPeople for organising and administrating non-centrally (non-HRD) offered training and courses.

Deakin faculties run multiple internal, non-centrally offered courses. Currently, the courses are organised informally, by email and calendar invites. This means that there is no central data source for attendance records and uptake is difficult to assess. Faculties will identify a local DeakinPeople training administrator to be upskilled in the system through a training session with the HR Information Systems (HRIS) team. This will enable all Faculties to organise and administer their courses through the DeakinPeople system ensuring course attendance by all staff is retained within the DeakinPeople database and holistic reports to be pulled. Any gender differences in uptake can subsequently be identified.

Increased records of course attendance by all staff.

Faculties HRIS

Training in course organisation to be provided to organisers by December 2020.

3. 10 Create Flexibility in Leadership animations.

Many staff don’t aspire to leadership roles believing they will not be able to balance work and family committments. Animations will be created to promote examples of leaders working flexibly and to encourage senior managers to consider flexibility for senior roles.

Increase in examples of Flexible working for HEW 10+ and senior academic roles measured through a pulse survey.

D&I Completed December 2018.

Success measures for career advancement actions

Female representation in ADPRF applications to be at least 50% by 2022. Female recipients of ADPRF to comprise at least 50% of all recipients by 2022. 100% of staff returning from a career break provided with mentors from 2020. 100% of new staff to receive a mentor for probation by 2020.

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SAGE Athena SWAN culture, leadership and diversity actions

4. Culture, leadership and increasing diversity actions


4.1 Include section on internal funding scheme applications for Early to Mid-Career academics in which team diversity is described.

Women are underrepresented in research teams, particularly in HDR supervision teams. ARC research shows men are more likely to work with men. Additionally, Australia-wide trends show most NHMRC and ARC linkage grants are awarded to male-only teams. The section will enable accurate data collection on the diversity within teams. Furthermore, including a section on diversity will encourage grant authors to consider their team from a diversity perspective, and will provide benefit to multiple diversity groups beyond gender. If the data reveals gender imbalances in research teams, diverse teams can potentially be preferenced in applications.

Increased diversity on research teams.

Increased research funding for diverse research teams.

Faculties Institutes DVCR

March 2019 – December 2019.

4.2 External grant application teams to be mixed.

Australia-wide data shows men are more likely to work on all-male teams. Grant application teams led by Deakin staff, and comprising four or more Deakin-based academics, will be required to show gender diversity. If unavoidable, all-male teams will have an opportunity to justify why there are no women included to the DVCR before grants are approved for submission.

Increased rate of grant submission by female academics.

Reduction in the proportion of all-male teams.

Faculties Research group leaders DVCR

January 2019 – ongoing.

4.3 STEMM School Executive to report to all staff on gender equity initiatives and progress at least once per year.

The SAGE Athena SWAN pilot was successfully communicated to the SAT, leadership groups, and other key stakeholders, but was not well communicated to the wider STEMM community. To improve communication, Heads of STEMM schools and institutes will be expected to communicate annually to all staff in their school on current initiatives underway, and on progress in gender equity outcomes.

The nominated school executive member on the SAT will report to the SAT when the communications are to occur.

Annual communication of gender equity actions and progress to all staff in each STEMM school.

Heads of School Faculty Executive Deans

First communication delivered by December 2019.

4.4 The proportion of women in academic roles in the school executives must, at minimum, reflect the female proportion of the total academic population at Levels C-E.

In SEBE, the proportion of women at Levels C-E is not reflected in the school executive. (Women comprise 21% of the academic population at Levels C-E, but only 11% of all executive roles). Not participating in these roles potentially reduces the leadership experience, and associated promotion opportunities for women.

Proportional representation of women on school executive committees.

Faculty School executives

School executives to reflect gender representation by January 2021.

50:50 representation on School Executives to occur by April 2023.

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4.5 Replacement or renewal of school executive committee members to be undertaken through a transparent and open consultation with all staff.

Tenure on many school executive committees in Deakin is fixed to avoid ongoing excessive workload. However, the renewal of tenure for the incumbent, or the selection of a new committee member is often undertaken in private, and reported to all staff only after a decision has been taken. This process denies new volunteers the opportunity to serve on the committee.

End of tenures are to be communicated to all staff with a call for volunteers, and tenure is only to be renewed in the absence of qualified volunteers. Opportunities for leadership experience, and associated promotion opportunities, will therefore be decided through a transparent process.

Increased turnover of committees, and more opportunity for women to hold leadership roles.

Faculty School executives

Transparent process to commence January 2021, then ongoing.

4.6 All school executive committees to have an academic representative on SAT.

The SAT for this application was formed through a combination of volunteering and strategic invitation. Moving forward, the SAT will be formed through a formal process overseen by the Executive Deans for each Faculty.

The SAGE Athena SWAN process needs leadership commitment to drive progress in gender equity outcomes. STEMM leadership will be represented on the SAT through the presence of a School Executive member from each STEMM school, demonstrating commitment, providing a reporting channel back to school leadership, and providing valuable input to achievable actions. Heads of schools will nominate the executive member and will be held accountable for their presence and involvement.

The Executive member will also oversee the task forces (Action 4.5), and will report twice yearly to the school and faculty executive on local progress against this action plan.

All STEMM schools to be represented by a member of the school executive at all meetings of the SAT.

Executive Deans Heads of School D&I

April 2019 – ongoing.

4.7 SAT to have representation from all equity groups including Aboriginal and Torres Strait Islanders and people with disability.

The SAT team in this project did not have representation from Aboriginal and Torres Strait Islander staff. The SAT formed following submission will include at least one member from the Aboriginal and Torres Strait Islander community. Additionally, members of the LGBTIQ+ community, people with disability and people from diverse cultural backgrounds and ages are to be represented.

Diversity of SAT. D&I HRD Indigenous consultant

April 2019 – ongoing.

4.8 Introduce Task Forces into STEMM areas to drive actions.

Unlike committees, task forces are action focused. Meetings are for the purpose of working on joint initiatives, rather than sharing information.

Task forces will be created in all faculties, schools, departments and institutes and, in consultation with D&I, will create local action plans. The task forces will be overseen by the representative nominated in Action 4.3, who will report bi-annually to faculty and school executives on progress.

Pilot task forces commenced in SEBE.

Task forces introduced in other STEMM areas.

Faculty Executive Dean Heads of School HR Partners D&I

Pilot in SEBE to commence January 2019

Introduction to other areas by December 2019.

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4.9 A new committee formed by the Chairs of the D&I strategy plans to meet biannually, with specific focus on intersectionality.

Currently all the inclusion plans are operating without proper consideration of intersectionality. A meeting of the Chairs will facilitate actions that will improve the culture for all staff and additionally prioritise actions and communicate progress to Deakin’s Executive.

Meetings held and reports provided to Executive.

D&I First meeting held by June 2019.

4.10 DeakinAchieve enhanced to allow confirmation that a mentor has been assigned for probation, and after extended leave.

Academic mentors are recommended for probation and return from extended leave. However, no formal process exists to track whether mentors are assigned. DeakinAchieve can be enhanced to include systems to track assigning of mentors, and flag if this does not occur (see also Action 3.8).

DeakinAchieve enhancement.

HRD December 2020.

4.11 Apply for Australian Workplace Equality Index AWEI Silver award in 2019.

Deakin currently holds the AWEI bronze accreditation, and will apply for the silver award in 2019.

Awarding of AWEI silver accreditation.

D&I HRD

July 2019.

4.12 Introduce more gender options for staff to choose on their staff profile beyond male, female and undisclosed.

Current gender options are not inclusive of all gender identities, and, furthermore do not provide data enabling assessment of the success of Deakin inclusion actions. New options will comprise: Female Male Non-binary Trans/Gender Diverse Prefer to self-describe Prefer not to specify.

New options available to staff.

HRD New options were activated June 2018.

4.13 Provide LGBTIQ+ spaces and gender neutral toilets on all campuses, and design these spaces into all new buildings.

Deakin has a limited number of gender neutral toilets and assigned LGBTIQ+ spaces. Consultation with the Property and Infrastructure Group will enable wider introduction of these facilities across all campuses, and to include these spaces in all new buildings.

LGBTIQ+ spaces and gender neutral toilets available to students and staff.

D&I Infrastructure and Property Group

December 2021.

4.14 Introduce gender transition procedure, including trained advisors to assist staff and students throughout their transition.

The procedure provides support and guides transgender staff and students through their transition. The procedure provides a plan for discussion with a trained advisor for the staff member or student, who will be a confidential contact to help reduce the stress and anxiety around the process.

Procedure endorsed by Executive, and communicated to the University.

D&I HRD

Commenced October 2018.

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4.15 Introduce paid gender transition leave category.

The gender transition leave category provides up to 10 days paid leave to be taken during the transition process. The leave category will simplify the process to provide flexibility to reduce stress and anxiety for the staff member, reduce the number of people who need to be informed, and communicate support and acceptance to any staff seeking to transition.

Paid leave category endorsed by the University Executive and communicated to all staff.

HRD D&I

Completed October 2018.

4.16 Create a parent portal on DeakinSync to provide a central location for resources for current and prospective parents.

Leave options and procedures are currently spread across multiple dispersed documents. The portal will collate all resources in one location. Included are all parental leave options, links to relevant policies, references to the Enterprise Agreement, Keeping Connected guidelines, and guidelines for returning to work. Furthermore, the portal will include links to LGBTIQ+ information for rainbow families.

A link to the portal will be placed in all relevant policies and procedures within the Deakin policy library.

Parent Portal created, links placed in all formal policies and procedures.

HRD D&I

$3000 in 2019 Portal commissioned by January 2020.

Policies and procedures updated by July 2020.

4.17 Parental leave applications to include reminders to undertake planning discussions with direct manager.

Deakin’s Keeping Connected guidelines recommend planning meetings occur between staff and supervisors in the lead up to parental leave. However, it is unknown if such meetings occur, and nearly one in five Deakin staff who have taken a career break considered the contact from Deakin to be inadequate.

To encourage planning meetings, planning forms will be posted on the parent portal.

Planning meetings take place

Staff feel more connected during leave

Faculties, Portfolios HRD

December 2019.

4.18 Digital campaign to encourage men and partners to take up flexible work arrangements, and extended parental leave.

While attitudes are changing, women still perform most domestic and care duties (20.4 hours and 11.3 hours p/w respectively, to men’s 13.3 and 4.8 hours p/w. Source: 2018 HILDA report). Likewise, men spend more time in employment (35.9 hours p/w to 25 hours for women. Source: 2018 HILDA report). These data are reflected in Deakin’s part-time (Figures 4.16, 4.17; Tables 4.7,4.8) and parental leave statistics (Tables 5.22, 5.24). Encouraging men to work flexibly and access programs available to carers can influence cultural change not just at Deakin, but potentially within the community and organisations in which the families of Deakin staff are employed.

Increase in men accessing parental leave and primary carer’s funding schemes.

D&I HRD

$3000 Campaign completed July 2020.

4.19 Develop and circulate guidelines on timing and location of University meetings, courses and events to ensure consideration of work arragements for carers.

Staff with caring responsibilities are often restricted in their daily hours of work, for example by school drop-off and pick-up times. Consequently, these staff may miss out on important courses, meetings and events that fall outside of these hours. Currently, there are no policies or guidelines that specify inclusive practices in the timing and location of such events.

Policies updated to specify inclusive practices in timing of courses, meetings, and events.

D&I HRD

Flexible work arrangments policy and procedures updated by December 2019 Guidelines circulated February 2020.

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4.20 Develop and circulate expectations on gender balance and representation from diverse cultural backgrounds for invited external speakers.

Many areas within Deakin show imbalances in the gender split of invited speakers. Expectations circulated by school leadership will seek diversity of speakers.

Expectations developed and circulated.

Improvements in the gender balance of external speakers.

D&I Faculties

Expectations developed and circulated July 2019.

4.21 Apply for Breastfeeding Friendly Workplace accreditation.

Deakin currently provides breastfeeding facilities at all campuses. However, to achieve accreditation, these facilties need improvements, including access to refridgeration.

Award and maintenance of Breastfeeding Friendly Workplace accreditation.

D&I Infrastructure and Property Group

March 2019.

4.22 Produce the Aboriginal and Torres Strait Islander reflective Reconciliation Action Plan (RAP).

Following consultation with colleagues, the NTEU, and the Indigenous community, the Aboriginal & Torres Strait Islander Higher Education Agenda was considered sufficient and more impactful at this time than a RAP. Following completion of the Agenda, the first RAP will be developed.

Plan developed and publicly available on the website.

HRD D&I

RAP consultation and development to commence December 2020

4.23 TA recruitment processes to actively increase the representation of Aboriginal and Torres Strait Islanders.

Demographic data only identifies two Aboriginal and Torres Strait Islander academics in STEMM. The TA remit includes the improvement of Aboriginal and Torres Strait Islander representation throughout Deakin, as outlined in Table 8.1, and including increases of academics in STEMM areas.

At least 5 Aboriginal and Torres Strait Islander academics in STEMM areas.

Faculties Academics employed by December 2021.

4.24 STEMM Faculties to nominate research by Aborginal and Torres Strait Islanders for publication in Deakin’s research and marketing newsletters.

Deakin Invenio (Deakin’s research newsletter) and Deakin This (Deakin’s marketing newsletter) must publish an article on collaborative research conducted between Indigenous staff and staff from a STEMM Faculty at least once per year (increasing as Indigenous representation increases).

Deakin Invenio to publish at least one article per year by Aboriginal and Torres Strait Islanders in STEMM, rising as representation increases.

Faculty Executive Heads of School

Articles to commence January 2020.

4.25 STEMM faculties to undertake at least one outreach activity per year aimed at the Aboriginal & Torres Strait Islander community.

The Aboriginal & Torres Strait Islander Employment Strategy mandates the development of Strong Community Partnerships, for example with the community or local schools. STEMM disciplines are to undertake outreach event aimed at the Indigenous community, for example, open days, school visits, mentoring, academic enrichment, preparatory, and courses.

STEMM disciplines to undertake at least one outreach event per year aimed at Aboriginal & Torres Strait Islanders.

Faculty Executive Heads of School

Outreach to commence in 2020.

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4.26 Review and update all HRD managed compliance training modules to ensure all modules are digitally accessible, and to ensure content is meeting legislative requirements.

Deakin aims to keep all compliance training up-to-date. In its current form, some training has been identified as not being digitally accessible to all new inductees. The modules are under review to ensure they are leading practice, meeting legislative requirements and that all inductees can undertake the online training.

All modules are digitally accessible, and content is meeting current legislation requirements.

HRD D&I

Review of all modules complete. Modules updated for digital accessibility completed by June 2019.

4.27 Gender Equity (Key Performance Indicators) to extend to the Senior Management Group.

Deakin Executives have KPIs to meet for the gender equity performance of their portfolios. The KPIs are to be extended to be included in the performance reviews of the full senior management group, which includes all directors and heads of school/department/institute who answer to the executive members.

The extension of KPIs will ensure all senior leaders become directly accountable for the gender equity performance of their respective schools, departments, institutes or divisions.

KPIs are to be introduced in 2020 DeakinAchieve conversations to assess the current state of gender equity in the respective schools, departments, institutes and divisions. Subsequent KPIs will be assessed on progress against the previous year.

KPIs introduced for all senior management.

HRD Executive D&I

KPIs introduced to Deakin Achieve conversations in 2020.

Subsequent KPIs judge progress against the previous year.

4.28 Implement Deakin-wide approach to complaint processes.

Current complaint processes are fragmented and different approaches are taken in the various areas that handle complaints. Improvements will be made to our data management, record keeping, sharing of information, reporting and cross unit collaboration through policy and procedure improvement.

Deakin wide-complaints process implemented.

D&I DSL HRD

Process in place by December 2019.

4.29 Relevant equity groups to be consulted in all policy reviews.

D&I plays a significant role in the review of policy across the organisation. For policies that directly affect equity groups, D&I will now consult with representatives of those groups for both development and review.

Equity groups consulted in review and development of policies.

D&I Commence 2019, then ongoing.

4.30 Continue to deliver LGBTIQ+ training to leadership across all faculties and portfolios.

D&I provides LGBTIQ+ awareness training to Deakin staff, which has been delivered to over 300 participants. D&I will continue to deliver the training, focusing on leadership groups from all faculties and portfolios, to assist in creating inclusive and welcoming work environments across the University for all gender and sexual identities.

Deliver training to a minimum 300 participants per year

D&I Ongoing

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4.31 D&I to coordinate intersectionality training to senior managers, and other managers undertaking DeakinAchieve conversations.

Understanding discrimination through intersectionality is not intuitive i.e. despite successfully implementing all D&I plans, discrimination can still exist through attribute interactions. D&I offers training on awareness for different equity cohorts, but no specific training on intersectionality. This will be created and provided to senior managers, extending to all managers and supervisors undertaking DeakinAchieve conversations.

All senior managers and managers undertaking DeakinAchieve conversations to complete intersectionality training.

D&I All Senior managers to have attended training by Dec 2021.

All other managers undertaking Deakin Achieve conversations to have attended training by Dec 2022.

4.32 Communicate Inclusion courses more widely.

D&I offers LGBTIQ+, unconcious bias, and leading equal opportunity courses, but these are available upon request and not widely communicated. The courses will be communicated twice per year through an all-staff email from the Enterprise portfolio.

At least 100 participants per year on each of the three courses.

D&I COO

Commence communications July 2019

4.33 Introduce the Gender Equity Advocates program.

Communication of the current state of gender equity initatives is substandard across Deakin, and communication needs to improve. Volunteers from all staff across Deakin can sign on to the Gender Equity Advocates program, in which they are provided with resources and ideas to share information, and introduce and promote gender equity in their local areas.

Advocates program running with volunteers signed on.

D&I Gender Equity Advocates program created in 2018 with 100 volunteers. Aim to grow program by 20% per year.

Success measures for culture, leadership and diversity actions

Internal grant team applicants and recipients to be representative of school gender diversity each year from 2020. Each STEMM school / institute to provide evidence of all-staff update on gender equity progress at least once annually. School Executive diversity in academic positions to reflect overall school academic gender diversity (Levels C-E) from 2021. All Campus buildings to have a least one gender neutral toilet by 2023. At least 15 partners (including at least five academics) to take primary carer's leave by 2023. Gender Equity Advocates to reach 200 by 2023, and comprise 25% men. At least five STEMM academics to be from Aboriginal or Torres Strait Islander background by 2023.

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SAGE Athena SWAN workload actions

5. Workload actions



The way in which workload allocations are distributed currently presents a significant barrier to female academics in particular. Reduced research output leads to greater teaching and/or service allocation, leading to further reduced research output, leading to more teaching allocation. Academics returning from a career break have their research allocations set in line with FTE. However, such a system does not account for the reduced output while research momentum is rebuilt. To enable rebuilding, funds in the Career Continuity Scheme will be available to buy out the first six months of teaching occurring after return, thereby increasing research time substantially upon return from a career break to enable rebuilding of research momentum.

Uptake of funding by researchers returning from a career break.

D&I Faculties Institutes

Career Continuity fund expanded to include teaching relief.

Funding available from January 2020.


Current WAMs are calculated on three calendar years, potentially discriminating against part-time staff. Calculating WAMs on three years FTE will enable more accurate assessment of research output.

WAMs in faculties to be adjusted to reflect change.

Faculties WAMs to be adjusted from January 2020.

5.3 Increase awareness and transparency of workload allocation calculations.

Qualitative survey data shows a high proportion of staff do not consider the WAM process to be fair and transparent, and faculties differ in their implementation of the model. Discussions with Faculty Executive Deans reveal the process often contains a greater depth of work, and more personalised input than is perceived by staff. Therefore, staff need to be better informed on how the process is undertaken to provide greater transparency.

School and Faculty Leaders to run annual presentation or produce written communication on WAM process.

Faculty School leadership

Commence presentations in 2020.

5.4 Review WAM to develop more flexible, individualised models.

Qualitative data and consultations through the SAT suggest University-wide perceptions that WAMs are not fit for purpose. Specifically, the WAM assumes uniformity of working, but is applied to a workforce with highly flexible working arrangements, particularly among female staff. Qualitative data show many staff, mainly women, reduce their hours to quarantine unpaid time to dedicate to research. Deakin’s 2019 Research Guiding Plan includes an action to review WAMs and develop new flexible workload models that support overall individual career development.

Academic portfolios and HRD executives to review.

WAM conditions updated in the next Deakin University Enterprise Agreement.

DVCR Faculty executives HRD

Discussion to commence October 2019.

Corresponding clauses in new Enterprise Agreement 2021.

Success measures for workload actions

For each portfolio:

Positive fairness and transparency question to receive 75% agreement in WAM surveys by 2023. 50% of staff returning from career breaks and responding to the next D&I survey to report no negative impacts.

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SAGE Athena SWAN further research actions

6. Further research actions


6.1 Further investigate the reduction in female academic staff from Level B -C within all schools and departments.

Present report to University Executive assessing causes of reduction in proportion of academic women after Level B (Figures 4.3, 4.4) in STEMM.

The reasons for the decline are currently unclear, and identifying the reasons will enable focusing of resources. The report will use quantitative data from the HRD databases, and qualitative data from exit surveys for resigning staff. The report with recommendations will be presented to the University Executive. Endorsed recommendations will then be implemented.

Report presented by Chief Operating Officer to the University Executive and recommendations endorsed.

D&I HRD

Report: December 2020. Recommendations: March 2021.

6.2 Gather comprehensive qualitative data from staff on the WAMs.

WAMs are highly contentious at Deakin. Faculty leadership consider WAMs essential tools to allocate work, but staff often find their allocations underestimate teaching time, thereby either reducing research time, or requiring substantial evening and weekend work. Particularly, part-time staff find workloads do not fit caring responsibilities, and lack the out-of-work hours required to remain competitive.

While there is a clear concern among academics about the WAM, the details are complex, and can differ between faculties. Actions 5.1 to 5.4 address some specific points, but we lack sufficient understanding, on a faculty level, to address staff concerns.

Gather qualitative data on part-time working patterns and WAMs. Prepare report for executive with recommendations.

D&I Faculties

July 2019 – July 2020.

6.3 Review of postgraduate load.

On average, men at Deakin supervise more HDR students per individual than women for both primary and associate supervisory roles. HDR students increase research output, and completions are considered in grant and career progression applications. The reasons why women supervise fewer students are not clear. Further quantitative and qualitative understanding will enable the introduction of measures to address imbalances in HDR supervision.

Completion and report of quantitative and qualitative assessment of the role of supervisors.

D&I DVCR

Report delivered to DVCR by July 2020.

6.4 Categorise academic and research staff to ensure database accurately reflects their role.

Current data classifies research fellows inconsistently as either research, or academic. Likewise, teaching-only staff are classified as academic.

The database is to be updated to enable more accurate ongoing data collection on the proportions and gender for each category.

HRD database updated to reflect role.

HRD Updates complete by December 2020.

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6.5 Survey staff opinions on childcare provision at Deakin.

Most Deakin campuses offer onsite childcare through privately run facilities. However, there are no data on whether childcare facilities are adequate, and the accessibility of childcare is more likely to affect female staff, given they undertake the majority of caring responsibilities. Results will report on each campus separately.

Report provided on childcare provision at each campus.

D&I DSL

Report submitted to COO by July 2020.

6.6 Review the pay gap at Level D in the Faculty of Health.

The pay gap at Level D in the Faculty of Health is currently around 8%, driven by men occupying most positions associated with clinical loadings. Both the Gender Equity Plan 2017-2020, and the local Faculty of Health plan will review the loadings to ensure they are awarded equitably throughout the Faculty.

Review completed. Report submitted and loadings adjusted accordingly.

Faculty of Health executive HRD

Report submitted to University Executive by December 2020.

6.7 Pulse survey on committee participation.

The D&I survey revealed women were more likely to be on internal committees than men. This extra workload may be due to women seeking leadership opportunities to assist their promotions or a reflection of the extra service load that women take on either because they are asked or feel obliged. A pulse survey will be developed by D&I to understand the motivations of women who elect to be on committees and gain understanding of the hours men and women spend on committee work.

Short report on results communicated through the governance committee.

D&I Governance committee

Report submitted to governance December 2020.

6.8 D&I to run survey to assess Aboriginal and Torres Strait Islander views on cultural safety of their local area.

D&I survey to assess whether Aboriginal and Torres Strait Islanders feel they work in a culturally safe environment, a key component of effective recruitment and retention of Indigenous staff. Where necessary, training will be provided on awareness of Indigenous perspectives and knowledges, and training on discrimination faced by Indigenous Australians (for example, intersectionality, unconscious gender bias, racism).

Survey run, and results reported to each Portfolio.

D&I Survey completed and reported by December 2020.

6.9 Pilot program to analyse HRD data using multiple demographics to assess effects of intersectionality (with specific focus on interactions with gender in STEMM) on recruitment.

Unintended discrimination can often occur through the intersection of equity attributes, and may not be detected when each attribute is assessed separately.

D&I will run a pilot program using the additional demographic data collected by the TA Team to assess any effects of intersectionality on Deakin staff. Specifically, the pilot will focus on STEMM disciplines using gender as a fixed attribute assessed against other diversity attributes, including comparison of metropolitan and regional campuses.

Analysis completed, and reported to Executive.

D&I Report sent to Executive June 2020.

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6.10 Intersectionality-focused “Chilly climate” survey assessing similarities and differences between staff and manager opinions in STEMM.

Quantitative data is of limited use when assessing all possible intersectional interactions, so qualitative data is essential to understand staff views. The “chilly climate” survey compares and contrasts views of staff to those of managers. The survey will have an intersectionality focus to assess effects of intersections with gender in STEMM.

Analysis completed, and reported to executive.

D&I Report sent to Executive June 2021.

Outcomes of further research actions

The further research actions will not, in themselves, produce measureable success outcomes. The findings and recommendations from each report will be incorporated into existing actions, or as new actions in the previous sections, contributing to the success measures outlined for each.

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Deakin University SAGE Athena Swan Bronze Application

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