University College Cork - ucc.ie · University College Cork ... Table 4.28 Alumni Achievement...

University College Cork

Athena SWAN Bronze Institution Award Application (Ireland)

Name of Institution: University College Cork

Date of Application: April 29 2016

Contact for Application: Professor Caroline Fennell

Senior Vice President Academic & Registrar

Email: [email protected]

Telephone: +353 21 490 3257

mailto:[email protected]

University College Cork, Athena SWAN Bronze Institutional Application, April 2016

i

Contents

1 Letter of Endorsement from the Head of Institution ................................................................ 1

2 The Self-Assessment Process ..................................................................................................... 3

2.1 Description of the self-assessment team .................................................................................. 3

2.2 Account of self-assessment process .......................................................................................... 4

2.3 Plans for the future of SAT ......................................................................................................... 6

3 A picture of the Institution and its Composition ....................................................................... 7

3.1 Brief description of the institution............................................................................................. 7

3.2 Staff data .................................................................................................................................. 12

3.2.1 Proportion of all categories of academic staff by gender ............................................. 12

3.2.2 Leavers by grade and gender ........................................................................................ 21

3.2.3 Proportion of men and women academic and research staff on fixed-term, open-

ended, zero-hour and permanent contracts ........................................................................... 22

3.2.4 Equal pay audits/reviews .............................................................................................. 24

4 Supporting and Advancing Wo e s Ca ee s ......................................................................... 25

4.1 Key career transition points ..................................................................................................... 25

4.1.1 Recruitment .................................................................................................................. 25

4.1.2 Induction ....................................................................................................................... 29

4.1.3 Personal Development Review ..................................................................................... 29

4.1.4 Promotion ..................................................................................................................... 30

4.1.5 Selection committees.................................................................................................... 37

4.2 Career development ................................................................................................................ 37

4.2.1 Support given to postdoctoral researchers for academic career progression ............. 37

4.2.2 Training ......................................................................................................................... 38

4.3 Flexible working and managing career breaks ........................................................................ 39

4.3.1 Cover and support for maternity and adoption leave .................................................. 39

4.3.2 Maternity return rate .................................................................................................... 40

4.3.3 Paternity, adoption and parental leave uptake ............................................................ 41

4.3.4 Flexible working ............................................................................................................ 42

4.4 Organisation and culture ......................................................................................................... 43

4.4.1 Proportion of Heads of School by gender ..................................................................... 43

4.4.2 Gender balance on the senior management team ....................................................... 44

4.4.3 Representation of men and women on committees .................................................... 45

4.4.4 Workload model ........................................................................................................... 46


ii

4.4.5 Timing of institution meetings and social gatherings ................................................... 47

4.4.6 Visibility of women as role models ............................................................................... 47

4.4.7 Childcare ....................................................................................................................... 49

4.4.8 Outreach activities ........................................................................................................ 49

4.4.9 Culture ........................................................................................................................... 51

4.4.10 HR policies ..................................................................................................................... 51


iii

List of Figures

Figure 3.1 STEMM as a proportion of all UCC Schools/Disciplines ......................................................... 7

Figure 3.2 Colleges and Schools in UCC .................................................................................................. 8

Figure 3.3 Proportion of female STEMM academic staff, by School (2012-2014) .................................. 9

Figure 3.4 UCC Academic and Researcher Grades ................................................................................ 12

Figure 3.5 Researcher Career Pipeline (all UCC) (2014) ........................................................................ 13

Figure 3.6 Researcher Career Pipeline (COMH) (2014) ........................................................................ 14

Figure 3.7 Researcher Career Pipeline (SEFS) (2014) ............................................................................ 14

Figure 3.8 Academic career pipeline (all UCC) (2014) .......................................................................... 16

Figure 3.9 Proportion of Females among All Academic Staff, by Grade (2012 – 2014) ....................... 16

Figure 3.10 STEMM academic career pipeline (2014) .......................................................................... 18

Figure 3.11 Proportion of Females among STEMM Academic Staff, by Grade (2012 – 2014) ............. 18

Figure 3.12 Non-STEMM academic career pipeline (2014). ................................................................ 19

Figure 3.13 Proportion of Females among non- STEMM Academic Staff, by Grade (2012 – 2014) ..... 20

Figure 3.14 Proportion of Academic Staff by gender and contract type (all UCC) (2012 – 2014) ........ 22

Figure 3.15 Proportion of STEMM Academic Staff by gender and contract type (2012 – 2014) ......... 22

Figure 4.1 Promotion paths for academic staff in UCC ......................................................................... 30


iv

List of Tables

Ta le . UCC s Athe a “WAN “tee i g G oup ...................................................................................... 3

Table 3.1 UCC Colleges, their Students and Staff (2014) ........................................................................ 8

Table 3.2 Profile of UCC STEMM Schools (Academic, Research and Support Staff) (2014) ................. 10

Table 3.3 Academic Staff by STEMM School. ........................................................................................ 11

Table 3.4 Research Staff by Grade – all UCC (2012 – 2014) ................................................................. 15

Table 3.5 Academic Staff by Gender and Grade (all UCC) (2012 – 2014) ............................................. 17

Table 3.6 HEA Benchmark Data ............................................................................................................ 17

Table 3.7 STEMM Academic Staff by Gender and Grade (2012 – 2014) .............................................. 19

Table 3.8 Non-STEMM Academic Staff by Gender and Grade (2012 – 2014) ...................................... 20

Table 3.9 Academic and Research Staff by Contract Type (2012-2014) ............................................... 23

Table 3.10 Academic and Research Staff on Full- and Part-time Contracts ......................................... 23

Table 3.11 Average actual annual earnings, by grade (2012-2014) ..................................................... 25

Table 4.1 Recruitment Competitions for Academic Posts (2012 – 2014) ............................................. 26

Table 4.2 Outcomes of UCC recruitment competitions, by gender (2012 – 2014) .............................. 26

Table 4.3 Success rates for appointment to Clinical Professorship, UCC School of Medicine (2014) .. 26

Table 4.4 Success rates for recruitment to academic posts by gender (2014) ..................................... 28

Table 4.5 Promotions criteria: assessment and weighting ................................................................... 31

Table 4.6 Progression across the Merit Bar (2011/12, 2012/13) ......................................................... 32

Table 4.7 Promotion to Senior Lecturer (2012/2013) .......................................................................... 32

Table 4.8 Promotions to Professor (Scale 2) (2015): Application and Success Rates ........................... 33

Table 4.9 Promotions to Professor (Scale 2) (2015): Application and Success Rates (STEMM only) ... 33

Table 4.10 SEFS Academic Staff by Grade and Gender (2012-2014) .................................................... 34

Table 4.11 Retention Promotions (by Gender) (2012 – 2014).............................................................. 35

Table 4.12 Uptake rates for Briefing Sessions on Promotions .............................................................. 36

Table 4.1 Uptake of ‘esea he s T ai i g Offe s .............................................................................. 37

Table 4.14 Uptake of paid/unpaid maternity by staff category 2012 -2014 ........................................ 40

Table 4.15 Maternity Return Rate (based on 2013 sample) ................................................................. 40

Table 4.16 Uptake of Parental Leave 2012 – 2014 ............................................................................... 41

Table 4.17 Parental leave by gender and grade 2012-2014 ................................................................. 42

Table 4.18 Heads of College by Gender (2012-2014) ........................................................................... 43

Table 4.19 Proportion of Female Heads of School (all UCC) ................................................................. 43

Table 4.20 Proportion of Female Heads of School (by College) ........................................................... 43

Table 4.21 Governing Body (by Gender) (2013-2015) .......................................................................... 44

Table 4.22 Academic Council and Board (by Gender) .......................................................................... 45

Table 4.23 AC Membership and Attendance, by Gender (1/2015 – 1/2016) ....................................... 45

Table 4.24 University Management Team (by Gender) ........................................................................ 45

Table 4.25 Representation of women on committees (2013 - 2015) ................................................... 46

Table 4.26 Honorary Conferrings (by Gender) – Doctoral Degrees (2010 – 2015) ............................... 48

Table 4.27 Honorary Conferrings (by Gender) – Masters Degrees (2010 – 2015) ............................... 48

Table 4.28 Alumni Achievement Awards (by Gender) (2010 – 2015)................................................... 48

Table 4.29 Tyndall National Institute – representative outreach activities (2014-15) ......................... 49

Table 4.30 SEFS – representative outreach activities (2014-15) .......................................................... 50

Table 4.31 Business Information Systems – representative outreach activities (2014-2015) ............. 50


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Glossary of Terms

AC Academic Council

AS Athena SWAN

AS 2016

Focus

Groups

UCC s Athena Swan Focus Groups, March/April 2016

AS 2015

Survey

UCC s Athena Swan Staff Survey, 2015

ASSG Athena SWAN Steering Group

AURORA Developing Future Leaders for Higher Education (a women only leadership development

programme)

BEES School of Biological, Earth and Environmental Sciences

BIS Business Information Systems

CACSSS College of Arts, Celtic Studies and Social Sciences

CID Contract of Indefinite Duration

COBL College of Business and Law

COMH College of Medicine and Health

ECF Employment Control Framework

ECU Equality Challenge Unit

ERC European Research Council

F Female

GB Governing Body

GEML GENOVATE Experiences of Maternity Leave Survey

GLEN Gay and Lesbian Equality Network

GENOVATE An FP7-funded action-research project promoting gender equality action plans in seven EU

universities (UCC a partner)

HEA Higher Education Authority

HEI Higher Education Institution

HoC Head of College

HoD Head of Department

HoS Head of School

HSE Health “e i e E e uti e I ela d s ational health service)

HR Human Resources

ICT Information and Communications Technology

IHREC Irish Human Rights and Equality Commission

MI Irish Management Institute

IRCHSS Irish Research Council Humanities and Social Sciences


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Glossary of Terms

IUA Irish Universities Association

LEAD Living Equality and Diversity e-Learning Programme

LPEB Lecturer Promotions and Establishment Board

M Male

NUIG National University of Ireland, Galway

PDP P ofessio al De elop e t Pla pa t of UCC s E plo e t a d Ca eer Management

Structure for Researchers)

PDRS Performance Development Review System

PG Postgraduate

PGR Postgraduate Research

PGT Postgraduate Taught

PPB Professional Promotions Board

SAT Self-Assessment Team

SEFS College of Science, Engineering and Food Science

SFI Science Foundation Ireland – national foundation for investment in scientific and

engineering research

SL Senior Lecturer

SSC Search/Selection Committee

STEMM Science, Technology, Engineering, Mathematics and Medicine

TCD Trinity College Dublin

TOR Turnover Rate

UCC University College Cork

UCCSU U i e sit College Co k “tude ts U io

UL University of Limerick

UMT University Management Team

UMTO University Management Team (Operations)

UMTS University Management Team (Strategy)

YS Young Scientist


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2 The Self-Assessment Process

2.1 Description of the self-assessment team

The Athena SWAN Steering Group (ASSG) was appointed by the UMT in September 2014, with

representatives from all Colleges, Staff Enhancement and Development Committee, Equality

Committee, HR and University Management.

Membership has expanded to ensure representation from a diverse range of research and academic

career stages, trajectories, work-life balance experiences and care responsibilities, and gender

balance. Since our last submission, College-le el “ATs ha e ee esta lished i oth UCC s “TEMM Colleges (COMH and SEFS). These SATs will support future department/school-level applications (6

planned – Action 2.1-1). The Chair and at least two other members of each College SAT are also

e e s of the A““G. All th ee tea s a ti el o t i uted to UCC s a tio pla . The other Colleges

(COBL and CACSSS) will establish SATs in summer 2016, reflecting UCC s commitment to expansion of

the AS Charter.

Table 2.1 UCC’s Athe a SWAN Steeri g Group

UCC Steering Group Member Role

Dr Deirdre Bennett

Member of COMH SAT

Senior Lecturer in Medical Education, School of

Medicine.

Prof. Geraldine Boylan

Member of COMH SAT

Professor Neonatal Physiology. Director Irish Centre

for Foetal and Neonatal Translational Research. Co-

investigator, GENOVATE Project. Chair UCC Equality

Committee 2010-2015. UCC Aurora programme

Champion.

Dr Frank Burke

Chair of COMH SAT

Senior Lecturer/Consultant, Restorative Dentistry.

Deputy Dean, University Dental School and Hospital.

Vice Head (Academic Affairs) College of Medicine &

Health.

Dr Fergal Carton Lecturer and Senior Researcher, Business

Information Systems. Director of Cloud Strategy

programme (Irish Management Institute).

Dr Louise Crowley

Senior Lecturer, Vice Dean (Student Affairs) School of

Law.

Member of Governing Body; Chair Academic Council

Staff Development Committee UCC.

Prof. Sarah Culloty

Member of SEFS SAT

Head of School of Biological, Earth & Environmental

Sciences. Director, Environmental Research Institute.

Prof. Caroline Fennell (Chair) Senior Vice President Academic and Registrar.

Formerly Head, CACSSS; Dean and Head, Law; Chair,

IRCHSS.

Joi t spo so , ge de a tio i UCC s st ategi pla . Dr Mark Jessopp Early career researcher. Research Fellow, MaREI

Centre. Chair, UCC Research Staff Association,

ensuring fair treatment of contract research staff.


4

UCC Steering Group Member Role

Ms Ann King

Member of COMH SAT

Member of SEFS SAT

Athena SWAN Project Officer. Specialist in

employment law. Member, UCC Equality

Committee.

Prof. Siobhan Mullally

Professor of Law. Vice Head, College of Business &

Law.

Co-investigator, GENOVATE Project. Commissioner,

IHREC. Chair UCC Equality Committee.

Ms Catherine Murphy UCC Equality Officer, Department of Human

Resources.

Dr Caitriona Ni Laoire Lecturer, School of Applied Social Studies. Principal

Investigator GENOVATE Project (gender equality

action-research project) and previously Through the

Glass Ceiling Project.

Mr Ba O B ie Director of Human Resources, UCC.

Joi t spo so , ge de a tio i UCC s st ategi pla . D Pete O B ie Deputy Director, Irish Photonic Integration Centre,

Tyndall National Institute. Group member funded

under SFI Advance Programme (Women in Science

award); STEMM outreach in schools, including

Young Scientist projects (YS Ireland & Tanzania).

Ms Hele O Do oghue

Member of SEFS SAT

HR Business Manager for College of Science,

Engineering and Food Science.

Mr Paul O'Donovan Academic Secretary, Chair of GENOVATE UCC

Institutional Board.

Mr. Kevin Power

Member of SEFS SAT

Doctoral Student (BEES)

Dr Ruth Ramsay

Chair of SEFS SAT

Head of SEFS Graduate School. SEFS Vice-

Head. Aurora Leadership Foundation alumna 2014

and role model and mentor in 2015. Mentor,

Through the Glass Ceiling Programme. Senior

Lecturer.

Prof. Paul Ross

Head of SEFS, which hosts the Eureka Centre to

p o ote hild e s e gage e t ith s ie e, a d the Leaving Certificate practice-based programmes.

Dr Silvia Ross Senior Lecturer, School of Languages, Literatures and

Cultures. Formerly Associate Dean & Head of CACSSS

Graduate School; Chair, Boa d of MA Wo e s Studies.

Mr James Upton Deputy President and Campaigns Officer, UCC

“tude ts U io .

2.2 Account of self-assessment process

Since October 2014 the ASSG held 15 meetings. Four working groups (comprising ASSG reps and

additional members from diverse backgrounds), held a total of 24 meetings. Meetings focused on

implementation of actions on maternity/adoptive leave and organisational culture, strengthening of

the action plan in light of data analysis, survey and focus group feed-back. New guidance on maternity

https://email.ucc.ie/owa/redir.aspx?SURL=u2c6ep9-fdnxWjpRm6DwR4RnunLIIACiexe4jNYrkxWaRiKvIsXSCGgAdAB0AHAAOgAvAC8AdwB3AHcALgB1AGMAYwAuAGkAZQAvAGUAbgAvAGkAcwBzADIAMQAvAHIAZQBjAGUAbgB0AHIAZQBzAGUAYQByAGMAaABwAHIAbwBqAGUAYwB0AHMALwBnAGwAYQBzAHMAYwBlAGkAbABpAG4AZwAvAA..&URL=http%3a%2f%2fwww.ucc.ie%2fen%2fiss21%2frecentresearchprojects%2fglassceiling%2f

https://email.ucc.ie/owa/redir.aspx?SURL=u2c6ep9-fdnxWjpRm6DwR4RnunLIIACiexe4jNYrkxWaRiKvIsXSCGgAdAB0AHAAOgAvAC8AdwB3AHcALgB1AGMAYwAuAGkAZQAvAGUAbgAvAGkAcwBzADIAMQAvAHIAZQBjAGUAbgB0AHIAZQBzAGUAYQByAGMAaABwAHIAbwBqAGUAYwB0AHMALwBnAGwAYQBzAHMAYwBlAGkAbABpAG4AZwAvAA..&URL=http%3a%2f%2fwww.ucc.ie%2fen%2fiss21%2frecentresearchprojects%2fglassceiling%2f


5

and family leave was launched, with comprehensive support package and costings approved by UMT.

In SEFS and COMH College level SATS are now established and meeting.

The Chair of the AS Committee reports directly to the President, and has se u ed app o al fo UCC s

application and action plan from UMT and GB. ASSG STEMM representatives report to the monthly

Management Team meetings in COMH and SEFS. (Athena Swan is a standing agenda item).

Internationally, consultations took place with University of Oxford AS Project Officer; Prof. Helen

Whelton, Dean of Bronze Award-holding School of Dentistry, Leeds University; and Prof. Una Martin,

Deputy Pro-Vice Chancellor for Equalities and Professor of Clinical Pharmacology, who successfully led

the Silver Award application fo Bi i gha s College of Medi al a d De tal “ ie es. Consultations

focused on data analysis, effective equality actions and staff consultation mechanisms.

In May 2016, Prof. Eileen Drew, ho led TCD s Bronze AS Award application, ill add ess UCC s AC on

gender equality. In September 2016, Prof. Paul Walton, who led the successful Gold Application of

Universit of Yo k s Depa t e t of Chemistry, will address UMTS and Heads and Managers Forum.

Staff Consultation

Preparing our re-submission, ASSG working groups prioritised consulting with staff at diverse career

stages and further analysing our quantitative data.

The AS Project Officer has presented to STEMM and COBL a age e t, H‘, UCC s Au o a g aduates, the GENOVATE Project Open Day, and a university-wide public forum on campus culture.

Four focus groups were held in research institutes and academic units in SEFS in April 2016. All staff

in each unit were invited to attend. Six or seven participants (male and female) joined each group.

Further consultation with undergraduate and postgraduate students will take place in June 2016 and

October 2016 respectively (Action 3.2-1). Consultations with UCC Equality Committee (Staff and

Student) took place in October 2015 and April 2016.

In April 2016, the President hosted an AS roundtable of female STEMM academics to identify practical

actions to improve gender equality and challenges faced. Proposals (now reflected in our action plan),

include g eate isi ilit of o e s a hie e e ts a d positi e a tio i e uit e t.

In August 2015, a survey sent by the President to all staff (approx. 2,700 people) yielded 683 responses

- a good response rate from a heavily surveyed community. Of the 377 respondents who identified

their gender, 29% were male. Results have been fully analysed by ASSG working groups, and inform

our action plan, particularly on organisational culture, flexible working and key career transition

points.

Quantitative Data

UCC s five-year Strategic Plan includes significant capital investment in upgrading core IT systems for

managing student and HR data. E-recruitment and electronic monitoring, by gender, of staff data and

in all recruitment and promotion begins in 2016 (Action 4.1-1).


6

Our application reports data for three years, through September 2014. Raw data for 2015 became

available in September 2015. However, it is based on records having to be inputted manually, and

preparing these data for analysis is e t e el diffi ult gi e UCC s se e e fu di g o st ai ts a d the IT upgrade underway. Our analysis of 2015 data, while not included in this submission, will be

complete and reported end of 2016, and our action plan reviewed (Action 4.1-1). For this re-

submission, we focused on deeper analysis of the existing dataset and further staff consultations to

refine our action plan.

Athena SWAN has already brought real change to UCC, and we are keen to build on and to maintain

this significant momentum.

2.3 Plans for the future of SAT

Gender equality in the UCC strategic plan is biannually reviewed by UMTS at both the KPI review

meeting and strategic planning workshop (presented to by Chair ASSG and Director HR). The Chair of

the ASSG provides a biannual update to UMTO and an annual update to GB and AC.

The ASSG and College SATs meet at least three times annually, and more frequently as required to

oversee implementation of the action plan, monitor departmental and institutional data, and prepare

departmental submissions. PhD student and postdoctoral representation is reviewed annually.

Composition of ASSG and College SATS will be reviewed to ensure diverse representation

(Membership is for 3 years.).

The four ASSG working groups, coordinating with the AS Project Officer, will monitor progress on the

action plan, reporting to the ASSG.

All STEMM units are represented on the SEFS or COMH SATs. STEMM Departments are encouraged to

apply and supported by the College SATs, the AS Project and HR Equality Officer. Unit-level SATs are

being established in departments planning submissions.

Progress reports will be provided on the AS UCC webpages, i the P eside t s AS email updates to all

staff and in a dedicated AS blog. The action plan will be promoted by the AS Project Officer and by

ASSG and SAT members to staff, and feed-back solicited via social media, at unit and College-level

presentations, and via UCC Equality Committee. An open public forum will be hosted annually during

UCC Equality Week. A targeted annual AS Survey will be conducted, supplemented by AS Focus

Groups.

Actions

Action 2.1– 1

Support submission of 6 School/Department applications during term of action plan (2 in year 1).

Action 2.2 – 1

Expand representation of post-doctoral researchers on ASSG.

[Section 2 Word Count: 1,010]


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3 A picture of the Institution and its Composition

3.1 Brief description of the institution

UCC was founded in 1845. Women were first admitted as students in 1885-6 and the first female

professor in the UK and Ireland, Professor Mary Ryan, was appointed in 1909. Today UCC has 19,880

students (57.6% F), including 12,612 UG and 4,024 PG students (1,172 of these are doctoral students.)

The university offers over 120 degree and professional programmes in the humanities, business, law,

science, engineering, food sciences, and medicine and health sciences. In 2014, UCC had 2,697 staff

(54% F): 761 academic staff (42% F), 502 researchers (38% F), and 1,433 support staff (66% F). Over

50% of staff and students are in STEMM (Figure 3.1).

Figure 3.1 STEMM as a proportion of all UCC Schools/Disciplines

Our research strategy focuses on creating major centres of excellence for world-class research. UCC

leads four and co-leads a fifth of seven SFI centers created in 2013 in the largest joint state/industry

esea h i est e t i I ish histo o th € illio .

UCC s Colleges1 and Schools are listed in Figure 3.2.

1 COBL reorganized post-reporting period

54%46%

STEMM Academic Staff (408)

Non-STEMM Academic Staff (353)

95%

5%

STEMM Research Staff (475)

Non-STEMM Research Staff (27)

52%48%

STEMM Undergraduate (6553)

Non-STEMM Undergraduate (6048)

64%36%

STEMM Research Postgraduates (857)

Non-STEMM Research Postgraduates (487)


8

Figure 3.2 Colleges and Schools in UCC

Table 3.1 UCC Colleges, their Students and Staff (2014)

College STEMM

Number of Students

(UG & PG)

Number of Staff

(Academic, Research)

UG %F PG %F Total % F Academic % F Research % F

CACCSS No 3811 62% 1348 64% 5,159 62% 225 47% 13 58%

COBL 1 Dept.

only (BIS) 2922 54% 789 42% 3,711 51% 150 45% 23 57%

COMH Yes 2654 73% 814 78% 3,468 74% 207 57% 118 63%

SEFS Yes 3214 45% 1093 39% 4,307 43% 179 17% 173 38%

Sub-total (all

Colleges) 12,601 58% 4,044 56% 16,645 58% 761 42% 327 49%

Tyndall National

Institute2 Yes n/a n/a 119 19% 119 19% n/a n/a 175 19%

Total (all UCC) 12,601 58% 4,054 56% 16,645 58% 761 42% 502 38%

Female students are a majority overall, and in all Colleges except SEFS (45%F UG, 39%F PG) (Table 3.1).

A majority of researchers in each College are women, except for SEFS (38%). In Tyndall, just 19% of

2 Tyndall – I ela d s la gest dedi ated ICT esearch centre - operates outside the College structure. It hosts PG students

(only; no UG), primarily from SEFS. In Table 3.1, these students (119 PGR, 19%F) are included in College student headcount.

Science Engineering and Food Science (SEFS)

Biochemistry and Cell Biology

Biological, Earth and

Environmental Sciences

Chemistry

Computer Science and

Information Technology

Engineering

Food and Nutritional Sciences

Mathematical Sciences

Microbiology

Physics

Medicine and Health (COMH)

Clinical Therapies

Medicine

Nursing and Midwifery

Pharmacy

Dental School and Hospital

Arts Celtic Studies and Social Sciences (CACCSS)

Applied Psychology

Applied Social Studies

Asian Studies

Education

English

History

Human Environment

Irish Learning

Languages, Literature and

Culture

Music and Theatre

Sociology and Philosophy

Business and Law (COBL)

Accounting, Finance and

Business Information

Economics

Food Business and

Development

Government

Law

Management and Marketing


9

researchers are female. 42% of all academic staff at UCC are women; in STEMM, 38%, though this

overall proportion masks a wide range of female representation in STEMM schools (Figure 3.3).

Figure 3.3 Proportion of female STEMM academic staff, by School (2012-2014)

Red line indicates 37%; on average (2012-2014), 37% of STEMM academic staff in UCC were female

Women constitute 57% of COMH academic staff (Table 3.2). This compares with 67%F in the same

area at TCD. While Medicine is increasingly feminised, women remain in the minority of registered

doctors (40%F); in that context, women are well represented overall within the School of Medicine

(44%F).

In SEFS, women are better represented among researchers and academics in some Schools than

others (Table 3.2). Among academics, the ep ese tatio of o e app oa hes UCC s i stitutio al average (42%) in several Schools: BEES (40%F), Biochemistry (38%F) and Food & Nutritional Sciences

(36%F). These Schools collectively employ nearly a third of SEFS academics. However, of a total of

129 academic staff in the remaining 9 Schools, only 11 are women (Table 3.2).

In contrast, SEFS has 38%F PG students and 40%F researchers, suggesting women are not progressing

from research to academic positions. However, women researchers are also underrepresented in

Chemistry (31%F), Computer Science (9%F) and Engineering (0%F).

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

F a

s %

of

all

aca

de

mic

sta

ff

(by

Sch

oo

l)

2012 2013 2014


10

Table 3.2 Profile of UCC STEMM Schools (Academic, Research and Support Staff) (2014)

Academic Research Support

Total % Female Total % Female Total % Female

College of Science, Engineering and Food Science

Biochemistry & Cell

Biology 16 38% 26 54% 21 76%

Biological, Environmental

and Earth Science (BEES) 20 40% 14 57% 18 67%

Chemistry 21 10% 16 31% 15 33%

Computer Science & IT 26 0% 23 9% 21 43%

Engineering 34 6% 11 0% 35 40%

Food & Nutritional

Sciences 14 36% 17 71% 29 57%

Mathematical Sciences 22 18% 2 50% 7 71%

Microbiology 15 13% 8 50% 12 58%

Physics 11 9% 0 0% 10 40%

Subtotal 179 17% 117 40% 168 53%

College of Medicine and Health

Clinical Therapies 15 87% 2 100% 9 89%

Medicine 117 44% 59 63% 146 82%

Nursing & Midwifery 44 89% 3 100% 20 80%

Pharmacy 10 60% 8 50% 11 73%

University Dental School &

Hospital 21 43% 0 0% 91 89%

Subtotal 207 57% 72 64% 277 84%

College of Business and Law (Business Information Systems only)

Business Information

Systems 22 27% 9 67% 16 44%

Subtotal 22 27% 9 67% 16 44%

Total (all STEMM Schools) 408 38% 198 50% 461 71%

Total (all UCC) 761 42% 502 38% 1433 66%

Lower numbers of female undergraduates feature in all disciplines in which female SEFS academics

and researchers are particularly underrepresented (except Microbiology and Chemistry) (Action 3.1-

1). There is also attrition in SEFS between UG (45%F) and PG (39%F) levels (Table 3.1) (Action 3.2.1)

While women represent only 17% of women academics in SEFS, this represents a 20% increase from

the figure in 2012, a significant upward trend that is distributed across several Schools (Table 3.3).


11

Table 3.3 Academic Staff by STEMM School.

2012 2013 2014

Male Female % F Male Female % F Male Female % F

Totals

University Total 439 317 42 442 319 42 439 322 42

STEMM Total 252 147 37 257 149 37 253 155 38

STEMM Schools

SEFS

Biochemistry &

Cell Biology 9 4 31 10 5 33 10 6 38

Biological, Earth

&

Environmental

Sciences

15 7 32 14 8 36 12 8 40

Chemistry 18 1 5 19 1 5 19 2 10

Computer

Science & IT 28 0 0 27 0 0 26 0 0

Engineering 36 2 5 33 2 6 32 2 6

Food &

Nutritional

Sciences

9 5 36 9 5 36 9 5 36

Mathematical

Sciences 18 3 14 18 3 14 18 4 18

Microbiology 13 2 13 13 2 13 13 2 13

Physics 8 1 11 10 1 9 10 1 9

Total SEFS 154 25 14% 153 27 15% 149 30 17%

COMH

Clinical

Therapies 1 13 93 1 13 93 2 13 87

Medicine 57 51 47 65 50 43 65 52 44

Nursing &

Midwifery 6 40 87 6 39 87 5 39 89

Pharmacy 4 5 56 5 6 55 4 6 60

University

Dental School &

Hospital

13 8 38 10 9 47 12 9 43

Total COMH 81 117 59% 87 117 57% 88 119 57%

COBL (BIS only)

Business

Information

Systems

17 5 23 17 5 23 16 6 27

Total STEMM

Schools 252 147 37% 257 149 37% 253 155 38%

Note: The School of Medicine (COMH) has 30 clinical academic staff (i.e. with joint UCC/HSE contracts). 17 are

Professors (88% M), 13 are Senior Lecturers (85% F)

Key issues:

The underrepresentation of women academics and researchers in certain SEFS disciplines.

The underrepresentation of women academics in SEFS as a whole (17%F), in BIS (27%F), and to

a lesser extent, in COMH (Medicine (44%F), Dental School (43%F)).

Attrition of women students in SEFS between UG (45%F) and PG (39%F) levels, and in BIS (UG

54%F, PG 42%F).


12

AS 2016 focus group feedback emphasised engagement early in the educational pipeline to

increase female representation in STEMM at all levels (see Section 4.4.9, Action 3.1-1). Following

staff consultation, we are prioritizing actions to encourage applications from women in

recruitment for academic and research posts (Actions 4.1-2 – 4.1-5), including assigning a sea h ha pio to ea h ope positio , initially in SEFS on a pilot basis (Action 4.1-3). Our promotions

schemes are being reviewed (Actions 4.1-14 – 4.1-16), and we are increasing maternity leave

supports for women (Actions 4.3-1 – 4.3-9). Focus groups also emphasized mentoring/coaching:

we will pilot a bespoke approach in SEFS (Action 4.1-16). To understand the attrition at PG level,

we will analyse student data and hold focus groups with SEFS/BIS students (Action 3.2-1).

Action

Action 3.1-1

SEFS form with gi ls se o da s hool principals to support girls STEMM education (summer 2016).

Annual UCC-sponsored conference for secondary school career guidance counsellors to discuss gi ls “TEMM education (summer 2016).

Action 3.2 - 1

Focus groups with UG and PG SEFS, BIS students in June, October 2016 to investigate reasons why fewer

female students pursue PG study

3.2 Staff data3

3.2.1 Proportion of all categories of academic staff by gender

UCC s esea he a d a ade i g ade st u tu e is set out i Figure 3.4

Figure 3.4 UCC Academic and Researcher Grades

3 Headcount data, based on HR records

Academic Grades

Professor

Professor (Scale 2)

Senior Lecturer

Lecturer A/B (Above the Bar)

Lecturer B/B (Below the Bar)

Researcher Grades

Research Professor

Senior Research Fellow

Research Fellow

Senior Postdoctoral Researcher

Postdoctoral Researcher

Research Assistant

Research Support Officer


13

In 2013, UCC introduced an Employment and Career Management Structure for Researchers, creating

a distinct career path for researchers (Figure 3.4). Structured training and career planning prepare

post‐do s fo futu e oppo tu ities as i depe de t esea he s, i industry or the public sector. All

post-doctoral/senior post-doctoral positions are filled by open competition (internally and externally

advertised). A maximum of three years is permitted per grade. Research Support Officer (RSO) is

not a researcher grade, but has technical/research/administrative subcategories in which researchers

are sometimes employed; these are not captured in our data analysis (Action 3.2-2).

Researcher Career Pipeline

In UCC as a whole (Figure 3.5), there is attrition of women between PGR (47%F) and post-doctoral

levels (42%F), at senior post-doctoral researcher level (29%F), and at the most senior grades.

Figure 3.5 Researcher Career Pipeline (all UCC) (2014)

In COMH (Figure 3.6), women researchers outnumber (or equal) men at all grades except Research

Fellow, though the proportion of women begins to decline (and of men, to increase) after post-

doctoral level.

910

90578

106

27

29

60 4

1114

74549

78

11

17

120

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% Male % Female


14

Figure 3.6 Researcher Career Pipeline (COMH) (2014)

In SEFS (Figure 3.7), there is attrition from UG (45%F) to PG level (39.5%F) (Table 1). AS 2016 focus

group feedback suggests lack of women role models may be a factor. We will consult further with

students in focus groups (Action 3.2-1).

Women are taking up post-doctoral roles (41%F) but there is significant attrition at senior post-

doctoral level.

Figure 3.7 Researcher Career Pipeline (SEFS) (2014)

853 65

15

6

10

1

0

18627 103

338

6

1

1

0%10%20%30%40%50%60%70%80%90%

100%

COMH

%Male % Female

22956

324 41

16

13

8

16326

209 29

3

9

20%

10%20%30%40%50%60%70%80%90%

100%

SEFS

%Male % Female


15

Data for 2012-2014 (Table 3.4) reflects the realignment of researcher grades in 2013, and the

existence, before then, of distinct legacy grades in Tyndall (which employs approx. 1/3 of UCC s research staff) for which complete data are unavailable. Nevertheless, the data shows a 23%

reduction in researcher numbers from 2012-2014 (a net reduction of 10% of male and 39% of female

researchers), and a decline in the proportion of women at postdoctoral, senior postdoctoral and

research fellow grades. This may be due to expiring fixed term contracts, the employment of some

researchers as RSOs or in other roles, or other factors. Further analysis is required, as also noted in

AS 2016 focus group feedback (Action 3.2-2).

Table 3.4 Research Staff by Grade – all UCC (2012 – 2014)

2012 2013 2014


Postdoctoral

Researchers 81 66 45% 94 70 43% 106 78 42%

Senior

Postdoctoral

Researchers

16 11 41% 16 9 36% 27 11 29%

Research Fellow 17 15 47% 21 20 49% 29 17 37%

Senior Research

Staff 4 55 8 13% 64 10 14% 60 12 17%

Research Professor 4 0 0% 4 0 0% 4 0 0%

Undefined5 85 100 54% 13 27 68% 5 5 50%

Total 6 258 200 44% 212 136 39% 231 123 35%

Addressing attrition at senior post-doctoral level is a priority. Limited availability of research funding

nationally for senior post-doctoral posts is a factor; we will advocate for reform (Action 3.2-3). AS

2016 focus group feedback suggests that appointment to senior post-doctoral roles coincides with the

ea s he o e a e pla i g o assu i g fa il espo si ilities, a d o e s a ee hoi es a e disproportionately impacted by factors such as the precariousness of grant-funded contracts and

uncertain opportunities to progress. Focus groups emphasised the importance of proactive efforts to

recruit women (4.1-2, 4.1-3), mentoring/coaching (Action 4.1-16), and support for maternity leave

(Actions 4.3 2, 4.3-7 – 9). We ill also t a k data o esea he s a ee choices (Action 3.2-4).

Academic Career Pipeline

Women form a majority among students and at Lecturer B/B, but representation progressively

declines at each more senior grade, across all disciplines (Figure 3.8).

4 Senior Research Staff (Fig. 3.5, Table 3.6) aggregates Senior Research Fellows & Tyndall-exclusive legacy

categories of Senior/Staff Researcher. 5 Uncategorized research staff, pre-dating 2013 researcher grade structure. 6 Excludes interns, research assistants.


16

Figure 3.8 Academic career pipeline (all UCC) (2014)

During 2012-2014 (Figure 3.9), female Professors (Scale 2) declined (by 2). Female Professors declined

(by 1), males increased (by 6) (Table 3.5).

Figure 3.9 Proportion of Females among All Academic Staff, by Grade (2012 – 2014)

*Red line indicates 42%: on average (2012-2014), 42% of all academic staff at UCC were female.

5286 1107

682

81

148

10622

75

7315 1604

662

109

133

538

150%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% Male % Female

0%

10%

20%

30%

40%

50%

60%

Lecturer B/B Lecturer A/B Senior

Lecturer

Professor

(Scale 2)

Professor

Pro

po

rtio

n o

f F

em

ale

s (%

)

2012

2013

2014


17

Table 3.5 Academic Staff by Gender and Grade (all UCC) (2012 – 2014)

2012 2013 2014

Male Female %

Female Male Female

%

Female Male Female

%

Female

Lecturer (Below

the Bar) 94 124 57 82 108 57 81 109 57

Lecturer (Above

the Bar) 147 112 43 161 130 45 148 133 47

Senior Lecturer 99 49 33 95 51 35 106 53 33

Professor (Scale

2) 23 10 30 24 10 29 22 8 27

Professor 69 16 19 72 15 17 75 15 17

Total 432 311 42 434 314 42 432 318 42

The proportion of women at each grade is close to the national benchmark (Table 3.6), though at

Professorial level, UCC (16%F) is behind the benchmark (19%F). We will address attrition in junior

grades, increasing the pool of candidates eligible for Professorships (e.g. Actions 4.1, 4.2). Professors

are recruited; besides proactively encouraging women to apply (Action 4.1-2), we are piloting an

i itiati e to assig a sea h ha pio to ea h ope position, including Professorships, to identify

ways to encourage female applications, including from internal candidates (Action 4.1.3).

Table 3.6 HEA Benchmark Data

Source: HEA (Dec. 2014)

Figures based on Dec 2013 quarterly staff

statistics

UCC (headcount) All Irish Universities

(headcount)

%M %F %M %F

Professor 84 16 81 19

Professor (Scale 2) 75 25 74 26

Senior Lecturer 67 33 65 35

Lecturer 50 50 50 50

Proportion of Senior Academic Staff 73 27 71 29

STEMM academic pipeline

In STEMM (Figs. 3.10, 3.11), the rate of decrease in the proportion of women is more acute than in

UCC as a whole, particularly after Senior Lecturer level.


18

Figure 3.10 STEMM academic career pipeline (2014)

In contrast to non-STEMM (Figure 3.12), fewer STEMM women carried out postgraduate research

degrees; this is significant as these are increasingly prerequisites to researcher/academic careers

(Action 3.2-1).

Figure 3.11 Proportion of Females among STEMM Academic Staff, by Grade (2012 – 2014)

Red line indicates 38%: on average (2012-2014), 38% of all STEMM academic staff were female.

During 2012-2014, female STEMM Professors (Scale 2) declined (from 7 to 4) while female Professors

increased (from 6 to 9) (Table 3.7). In 2015, however, 5 women were promoted to Prof. (Scale 2) in

STEMM disciplines, including the first female Prof. (Scale 2) in Physics in UCC.

2904514

465

30

89

55

17

59

3649755

392

32

77

30

5

9

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% Male % Female

0%

10%

20%

30%

40%

50%

60%

Lecturer B/B Lecturer A/B Senior Lecturer Professor (Scale 2) Professor

Pro

po

rtio

n o

f F

em

ale

s (%

)

2012

2013

2014


19

Table 3.7 STEMM Academic Staff by Gender and Grade (2012 – 2014)

2012 2013 2014


Lecturer (Below

the Bar) 33 36 52 32 32 50 30 32 52

Lecturer (Above

the Bar) 95 63 40 102 70 41 89 77 46

Senior Lecturer 51 32 39 48 32 40 55 30 35

Professor (Scale

2) 18 7 28 18 7 28 17 5 23

Professor 53 6 10 54 6 10 59 9 13

Total 250 144 37 254 147 37 250 153 38

Non-STEMM academic pipeline

In non-STEMM disciplines (Figure 3.12), the rate of decrease in the proportion of women is lower.

Figure 3.12 Non-STEMM academic career pipeline (2014).

From 2012-2014 (Figure 3.13), the proportion of female Senior Lecturers in non-STEMM disciplines

increased (Table 3.8), though the proportion of Professors declined.

2382 593217 51

59

515

16

3666 849270

77

56

233

6

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% Male % Female


20

Figure 3.13 Proportion of Females among non- STEMM Academic Staff, by Grade (2012 – 2014)

Red line indicates 48%: on average (2012-2014), 48% of all non-STEMM academic staff were female

Table 3.8 Non-STEMM Academic Staff by Gender and Grade (2012 – 2014)

2012 2013 2014

Male Female %

Female Male Female

%

Female Male Female

%

Female

Lecturer (B/B) 61 88 59 50 76 60 51 77 60

Lecturer (A/B) 52 49 49 59 60 50 59 56 49

Senior

Lecturer 48 17 26 47 19 29 51 23 31

Prof (Scale 2) 5 3 38 6 3 33 5 3 38

Professor 16 10 38 18 9 33 16 6 27

Total 182 167 48 180 167 48 182 165 48

Our priority actions will:

Encourage applications from women in recruitment, particularly at senior-postdoctoral researcher

grade (Actions 4.1-2 – 4.1-5).

Support women to become eligible and apply for promotion (Actions 4.1-14 – 4.1-16)

Increase specific supports for women before and after maternity leave (Actions 4.3-1 – 4.3-9)

Actions

Action 3.2-2

Additional AS focus groups with RSOs to review career pathways and identify further actions, if required.

Action 3.2-3

Advocate nationally for better funding support for senior post-doctoral researchers.

0%

10%

20%

30%

40%

50%

60%

70%

Lecturer B/B Lecturer A/B Senior

Lecturer

Professor

(Scale 2)

Professor

Pro

po

rtio

n o

f F

em

ale

s (%

)

2012

2013

2014


21

3.2.2 Leavers by grade and gender

Table 3.9 sho s staff ho left UCC fo all easo s atego ized as esig atio , te i atio o eti e e t , and TOR. TOR is low, with no significant gender difference, and is highest among

research staff (on fixed-term contracts). TOR may reflect the impact of the ECF, which implemented

an incentivised early retirement scheme, restrictions on exchequer-funded posts, limited

appointments to non-exchequer posts and to fixed-term/fixed-purpose contracts, and prohibited

renewal of temporary contracts.

Numbers leaving for other reasons can be inferred to be very low; however, records are not clear.

Table 3.9 Turnover Rate (TOR) by gender (2012-2014)

Leavers (by gender) as a proportion of all staff (male and female) of the same grade.

2012 2013 2014

M F %F

% M

TOR

% F

TOR M F

%F % M

TOR

% F

TOR M F

%

F

% M

TOR

% F

TOR

Entire University

Lecturer 16 11 41 3% 2% 9 11 55 2% 2% 6 8 57 1% 2%

Senior

Lecturer 5 1 17 3% <1% - - - - - 3 1 25 2% <1%

Professor 3 2 40 3% 2% 2 2 50 1% 1% - - - - -

Total

Academic 26 17 40 3% 2% 12 13 53 2% 2% 10 9 47 1% 1%

Research 117 68 37 19% 11% 103 89 46 21% 18% 77 61 44 15% 12%

Total 141 82 37 10% 6% 114 102 47 9% 8% 86 70 45 7% 6%

STEMM Schools

Lecturer 11 6 35 4% 2% 4 4 50 2% 2% 4 4 50 2% 2%

Senior

Lecturer 5 1 17 6% 1% - - - - - 1 1 50 1% 1%

Professor 3 2 40 4% 2% 2 0 0 2% - - - - - -

Total

Academic 18 10 36 5% 3% 7 4 36 2% <1% 5 5 50 1% 1%

Research 112 63 36 21% 16% 92 83 47 20% 18% 74 59 44 16% 12%

Total 128 72 36 14% 8% 98 87 47 11% 10% 79 64 45 9% 7%

Actions

Action 3.2-4

Interrogate departing post-do to al esea he s e pe ie es a d a ee hoi es usi g e it interviews/questionnaires, data from reports to funders (e.g. SFI).

Action 3.2-5

Use exit surveys (or equivalent mechanisms) for all exiting staff to identify reasons for leaving, destination.


22

3.2.3 Proportion of men and women academic and research staff on fixed-term, open-ended, zero-

hour and permanent contracts

Proportionately more men have permanent contracts, and women fixed term contracts and contracts

of indefinite duration.7 This is true of the whole university (Figure 3.14) and in STEMM (Figure 3.15).

Figure 3.14 Proportion of Academic Staff by gender and contract type (all UCC) (2012 – 2014)

Figure 3.15 Proportion of STEMM Academic Staff by gender and contract type (2012 – 2014)

The proportions of academic staff by contract types remained fairly consistent (Table 3.10).

7 Akin to permanent contracts, CIDs arise as a statutory right accrued by those with successive fixed term

contracts.

77%62%

74% 67%75%

62%

12%

20%14%

16%14%

20%

11% 18% 12% 17% 11% 18%

MALE FEMALE MALE FEMALE MALE FEMALE

2012 2013 2014

Permanent Indefinite Fixed-Term

81%71%

81%73%

81%69%

9%

12%

9%12%

9%

12%

10%17%

10% 15% 10%19%

MALE FEMALE MALE FEMALE MALE FEMALE

2012 2013 2014

Permanent Indefinite Fixed-Term


23

Table 3.9 Academic and Research Staff by Contract Type (2012-2014)

2012 2013 2014

Contract

Type

Male Female %

Female

Male Female %

Female

Male Female %

Female

All University Staff

Academic Permanent 337 195 37 334 203 38 331 199 38

CID 54 63 54 65 47 42 60 65 52

Fixed-Term 48 59 55 52 51 50 48 58 55

Total 439 317 42 451 301 40 439 322 42

Research Permanent

Reliable data not

available

51 8 14 50 11 18

CID 0 4 100 5 7 58

Fixed-Term 211 179 46 232 167 42

Total 262 191 42 286 185 39

STEMM Staff

Academic Permanent 206 104 34 207 109 34 205 107 34

CID 22 17 44 22 18 45 23 19 45

Fixed-Term 24 26 52 28 22 44 25 29 54

Total 252 147 37 257 149 37 253 155 38

Research Permanent

Reliable data not

available

51 8 14 50 10 17

CID 0 4 100 5 7 58

Fixed-Term 196 164 46 219 154 41

Total 247 176 42 274 171 38

Women outnumbered men among part-timers in all categories except permanent academic staff

(Table 3.11). Proportionately more staff on fixed-term contracts and CIDs worked part-time than did

those on permanent contracts; the majority of these were women. Gender disparities may have

arisen from the lack of women in senior roles and the impact of ERC.

The recruitment of researcher and hourly paid staff is managed locally at School/Departmental level

this will now be centrally monitored and analyzed (Action 4.1–1).

Table 3.10 Academic and Research Staff on Full- and Part-time Contracts

2012 2013 2014

Contract Type FT/PT Male Female % F Male Female % F Male Female % F

All University Staff

Academic Permanent FT 321 178 36 319 188 37 314 183 37

PT 16 17 52 15 15 50 17 16 48

CID FT 9 18 67 47 47 50 52 47 47

PT 45 45 50 18 0 0 8 18 69

Fixed-Term FT 35 42 55 41 36 47 38 44 54

PT 13 17 57 11 15 58 10 14 58

Totals FT 365 238 39 407 271 40 404 274 40

PT 74 79 52 44 30 41 35 48 58

Research Permanent FT

Reliable data not

available

50 7 12 50 9 15

PT 1 1 50 0 2 100

CID FT 0 3 100 5 7 58

PT 0 1 100 - - -

Fixed-Term FT 202 157 49 219 146 40

PT 9 22 75 12 21 64

Totals FT 252 167 40 274 162 37


24

2012 2013 2014

Contract Type FT/PT Male Female % F Male Female % F Male Female % F

PT 10 24 71 12 23 66

STEMM Staff

Academic Permanent FT 190 89 32 192 95 33 188 93 33

PT 16 15 48 15 14 48 17 14 45

CID FT 17 10 37 17 11 39 17 11 39

PT 5 7 58 5 7 58 6 8 57

Fixed-Term FT 18 21 54 23 14 38 20 22 52

PT 6 5 45 5 8 62 5 7 58

Totals FT 225 120 35 232 120 34 225 126 36

PT 27 27 50 25 29 54 28 29 51

Research Permanent FT

Reliable data not

available

50 7 12 50 8 14

PT 1 1 50 0 2 100

CID FT 0 3 100 5 7 58

PT 0 1 100 - - -

Fixed-Term FT 189 146 44 207 136 40

PT 7 18 72 12 18 60

Totals FT 239 156 39 262 151 37

PT 8 20 71 12 20 63

Actions

Action 4.4-1

Monitor all staff contracts (including hourly occasional, casual and other less formal contractual

arrangements) as part of annual gender monitoring.

3.2.4 Equal pay audits/reviews

A preliminary analysis of average (not scale-point) pay reveals gender differences (Table 3.12);

however, these may be due to objective factors (e.g. resignations, retirements, leave etc.). A full

review will analyse pay data by grade/scale point, based on actual, not average salaries, and by

headcount (FTE), to identify and explain any significant pay gaps. We will develop an action plan to

close pay gaps for which there is no satisfactory explanation, such as objective or other material

factors impacting pay.

The review is part of UCC s i te al audit plan, with reporting to Audit Committee and GB.


25

Table 3.11 Average actual annual earnings, by grade (2012-2014)

Action

Action 3.2 - 6

A al se UCC s pa st u tu e to ide tif easo s fo dispa it et ee ale a d fe ale pa .

[Word count: 1730]

4 Supporti g a d Adva ci g Wo e ’s Careers

4.1 Key career transition points

4.1.1 Recruitment

Recruitment and promotions in Irish HEIs were restricted since the 2008 crisis, with staffing reductions

of ca. 12% until 2014 mandated under the ECF. In UCC SEFS, there was an 18% reduction in staff

(2008-2014). Vacant non-exchequer-funded posts can be filled only by fixed-term or fixed purpose

contracts.

Within these constraints, UCC ran 176 recruitment competitions for academic and support positions

from 2012 – 2014. 81 competitions were for academic posts, resulting in appointments to 55 Lecturer

posts, 11 Senior Lecturer posts and 14 Professorships8. 55.5% were for posts in STEMM disciplines

(Table 4.1).

8 Some competitions resulted in multiple appointments

2012 2013 2014

Male

€

Female

€

Proportion

(F of M) Male €

Female

€

Proportion

(F of M) Male €

Female

€

Proportion

(F of M)

Lecturer

(B/B)

47,396 44,086 0.93 48,014 46,166 0.96 47,799 43,088 0.90

Lecturer

(A/B)

73,949 72,629 0.98 73,648 73,722 1.00 67,319 70,807 1.05

Senior

Lecturer

89,404 84,597 0.95 88,266 83,827 0.95 81,323 80,083 0.98

Professor

(Scale 2)

90,754 108,521 1.20 101,160 84,044 0.83 91,642 102,116 1.11

Professor 133,720 113,192 0.85 135,957 117,376 0.86 123,572 117,607 0.95

Other

Grades

12,076 10,572 0.86 19,802 23,481 1.19 18,462 16,864 0.91

All

Academic

Grades

Average

79,116 62,339 0.78 83,156 66,477 0.80 76,441 61,724 0.81


26

Table 4.1 Recruitment Competitions for Academic Posts (2012 – 2014)

Number of Competitions

2012 – 2014

% of

Total

University Total 81 100%

Non – STEMM Total 36 44.5%

STEMM Total 45 55.5%

- SEFS 19 23.4%

- COMH 26 32.1%

45 competitions for STEMM academic posts resulted in 50 appointments (Table 4.2); 18 appointees

were women (35%). In contrast, 53% of all 36 non-STEMM academic appointees were women. In the

same time period, there were 95 competitions for support positions, and 105 appointments; 73 (70%)

were filled by women. 30 of these support posts were in STEMM departments; 21 filled by women

(70%).

Table 4.2 Outcomes of UCC recruitment competitions, by gender (2012 – 2014)

Position Competitions Appointments

Total Total Male % Male Female % Female

Entire University

Academic 81 88 51 58% 37 42%

Support 95 105 32 30% 73 70%

Total 176 193 83 43% 110 57%

STEMM Departments

Academic 45 50 34 65% 18 35%

Support 29 30 9 30% 21 70%

Total 74 80 43 52% 39 48%

Non-STEMM Departments

Academic 36 38 17 47% 19 53%

Support 66 75 23 31% 52 69%

Total 102 113 40 36% 71 64%

Separately, COMH has a recruitment scheme for Clinical Professors9. In 2014, there were 8

appointments, 1F (Table 4.3).

Table 4.3 Success rates for appointment (by recruitment) to Clinical Professorship, UCC School of Medicine (2014)

Grade

Applied Appointed Success Rate

Male Female Male Female Male Female

# % # % # % # % % %

Clinical Professorship,

School of Medicine 31 84% 6 16% 7 88% 1 13% 23%

17%

9 Clinical Professorship is open to medical clinicians with permanent appointments i UCC s affiliated teaching

hospitals who have been Clinical Senior Lecturers in UCC for 5 years. Appointments are not renumerated;

appointees are not UCC FTE.


27

UCC s E ualit i ‘e uit e t a d Recruitment Advertising policies aim to attract a diverse range of

applicants. All external vacancies are online, on a range of websites including universityvacancies.com,

irishjobs.ie, jobs.ac.uk and on discipline-specific websites. Internal vacancies are advertised via email

and intranet to all UCC employees. Short-listi g a d sele tio p o esses ust o pl ith UCC s Equality in Recruitment Policy. The outcomes of advertised recruitment competitions for academic

and support posts a e posted o H‘ s e site, i ludi g u e of appli atio s e ei ed a d shortlisted.

A majority (57% - 73%) of 257 AS 2015 survey respondents (183F, 74M) reported positive experiences

in recruitment processes. 74% (182F, 73M) reported that their interview panel was mixed gender.

Training on equality in recruitment, provided by HR, is compulsory for all interview selection

committee members for academic and support posts. 331 staff have been trained to date. This

training will now incorporate unconscious bias training, and will be compulsory in the recruitment of

all researcher posts (Action 4.1-4).

Previously, no information on gender was solicited during recruitment. Reliable historical data on

gender is unavailable for more than a third of applicants for academic/support roles in our reporting

period (Table 4.4). Short-listing data has also been unavailable, but will now be monitored.

Recruitment of researchers is managed locally, per UCC s Poli o the ‘e uit e t of ‘esea h Staff,

with HR coordinating the advertising of posts. Data on researcher recruitment has not previously been

collated. Implementing gender monitoring of recruitment is an institutional priority (Action 4.1-1).

For researchers, AS 2016 focus group feedback suggests a combination of factors may discourage

women from applying for post-doctoral research positions and from more senior posts.

Participants emphasised the importance of proactive recruitment to attract applications from women.

For academic staff, available data suggests that fewer women apply for academic posts. Of the

applications for which gender data are available, women submitted 14-31% of all applications for posts

at academic grades (Table 4.4); the rate varies by level of post. For STEMM academic posts, the range

was 11-40%. These rates are consistent with trends identified by 3 other Irish universities in AS

applications (TCD, NUIG, UL).

Our action plan prioritises increasing applications from women, for academic and research posts,

particularly at senior-postdoctoral researcher grade (Actions 4.1-2, 4.1-3).

When I ad ertise for a PhD, ore o e apply. Whe it’s for a … lectureship, there are less female applicants”

- STEMM Professor


28

Table 4.4 Success rates for recruitment to academic posts by gender (2014)

Grade

Applications Appointed

Success Rate

(appointments as

% of applications,

from applicants

of known gender)

Male Female Unknown Male Female Male Female

# % # % # % # % # % % %

Entire University

Lecturer 423 36 283 24 467 40 25 45 30 55 6 11

Senior Lecturer 47 37 40 31 41 32 9 82 2 18 19 5

Professor 121 55 31 14 70 32 12 86 2 14 10 6

Head of School 5 63 3 38 - - 4 57 3 43 80 100

Head of College 10 31 2 6 20 63 1 100 - - 10 -

Total 606 39 359 23 598 38 51 58 37 42 8 10

STEMM Schools/Departments

Lecturer 220 49 93 21 138 21 14 52 13 48 6 14

Senior Lecturer 21 44 19 40 8 17 5 71 2 29 24 11

Professor 102 56 21 11 60 33 10 91 1 9 10 5

Head of School 4 67 2 33 - - 3 60 2 40 75 100

Head of College 10 31 2 6 20 63 1 100 - - 10 -

Total 357 50 137 19 226 31 33 62 18 34 9 13

Applications from women, though proportionately fewer, appear to be more successful (Table 4.4)

(though, given the limitations of the dataset, this is at best a tentative conclusion). Nevertheless, while

proportionately more applications from women are successful at Lecturer level, proportionately fewer

are successful at Senior Lecturer and Professor levels.

We will monitor as our data improves (including data on eligible candidates), and take steps to ensure

recruitment processes are free from structural and attitudinal barriers that may limit applications.

(Actions 4.1-4 - 4.1-5).

Actions

Action 4.1 - 1

Gender monitoring in recruitment for all staff, all stages of recruitment, with annual reports to UMTS.

Action 4.1-2

Revise recruitment material to encourage applications from women, with express support for Athena SWAN

Charter Principle and use of logo, description of flexible work options, and welcoming of applications

specifically from women (within legally permissible limits).

Action 4.1-3

Assig a sea h ha pio to ea h ope position in SEFS for a pilot period of 1 year, to actively encourage

female applications, including internal applications from suitably qualified candidates.

Action 4.1-4

Integrate unconscious bias into existing gender equality training; expand requirement for this compulsory

training to all researcher recruitment selection committees.

Action 4.1-5

Target: minimum 40% representation of underrepresented gender on all recruitment selection committees.


29

4.1.2 Induction

Induction programmes are organised at institutional and local College/School/Research Centre levels.

New staff are invited to H‘ s formal, half-day orientation programme organised monthly during term

time, at which they are welcomed by the President. The programme includes information on

University governance, payroll, benefits, HR contacts, and a dedicated session for research staff, on

training and professional development. The programme is frequently fully attended (20 – 25 new staff

per month). Among AS 2015 survey respondents, most of 36 new staff who recently participated in

induction programmes found it useful (75%, 13M, 14F), relevant (69%, 13M, 12F) and provided key

information needed (64%, 13M, 10F). Modules on AS, flexible work and family leave supports are

being added (Action 4.1-6).

Mentors are assigned for all new academic appointments; additional supports required are specified

by selection committees. Local orientation is provided by Colleges/Schools/research centres; survey

data suggests support varies across the University. E.g. in SEFS, BEES has School handbooks for staff

and students; the School Manager reviews administrative processes with new staff and weekly coffee

mornings support staff integration.

Models of good practice for local induction programmes will be identified and piloted in other SEFS

Schools (Action 4.1-7).

Actions

Action 4.1-6

HR induction to incorporate an introduction to Athena SWAN at UCC, including information on priority actions

i UCC s a tio pla a d p og ess o i ple e tatio , and a module describing flexible work/leave

arrangements and supports for employees with caring obligations.

Action 4.1-7

Models of good practice for local induction programme to be identified, disseminated and piloted in other

SEFS Schools.

4.1.3 Personal Development Review

UCC s Performance Development Review System (PDRS) applies to staff who work 0.5 FTE or more

(anticipated to expand to all staff working 0.2 FTE in next phase). Staff who work less than 0.5 FTE are

informed about PDRS, and may request to participate. Many avail of this option.

Reviews are recommended annually, and required every two years (or sooner if requested by

individual staff). The PDRS promotes career development and performance management, and allows

utual ag ee e t of e ie ees o k o je ti es and, optionally, promotion objectives. Work-life

balance may also be discussed.

HR is launching an e-performance system for PDRS, linked to training schemes. 89% of eligible

employees were reviewed in the most recent round. Three training programmes are provided:

Reviewee Training (3-hour session) (1,809 people trained); Reviewer Training (1 day session) (300


30

trained); Head of School/Department Training (1 day session) (101 trained). Refresher

training/walkthrough briefing sessions are also provided (122 trained).

Actions

Action 4.1-8

Conduct a participatory assessment of the extent to which PDRS review of work objectives supports career

progression.

Action 4.1-9

Integrate gender equality (including unconscious bias) training into all face-to-face and online PDRS training

schemes (for reviewers, reviewees and Heads of School).

4.1.4 Promotion

Appointments to full Professorships and to researcher posts (see Section 3.2.1 above) are by open

competition.

For other academic grades, promotions, (restricted since the 2008 crisis under the ECF), have re-

commenced (since 2011), but are strictly limited. UCC has a retention promotion process.

All policies and regulations governing progression and promotion are published. Eligibility for

promotion requires continuous service in current posts. Regulations p o ide that allo a es a e made fo lea e, i ludi g aternity leave, and for reduced working hours. In 2015, of 25 promotions

to Professor (Scale 2), two applicants were 0.5 FTEs (both deemed eligible; 1 promoted). However,

further specificity in guidelines are required (Action 4.1-13).

Promotion/progression is based on an assessment of individual performance against published

criteria. Progression across the bar (Figure 4.1) is merit-based. Promotions to Senior Lecturer and

Professor (Scale 2) are competitive and awarded only when posts become available. Consequently,

due to ECF constraints, candidates who meet the required benchmarks may not be promoted.

Figure 4.1 Promotion paths for academic staff in UCC

In all cases, candidates for progression/promotion are assessed under three key criteria (Table 4.5),

weighted as follows:

•Progression across the Merit Bar

• Merit based

Lecturer Below the

Bar

•Promotion

•Competitive

Lecturer Above the

Bar

•Promotion

•Competitive

Senior Lecturer

Prrofessor (Scale 2)


31

Table 4.5 Promotions criteria: assessment and weighting

Eligibility Criteria to

apply for

Promotion/Progression10

Progress across Merit Bar Promotion to

Senior Lecturer

Promotion to Professor-

Scale 2

Research and Scholarly

Standing

Candidates must

demonstrate a good level

of performance

60/100 minimum

score

Score weighted x 0.5

Minimum weighted score of

70% required

Teaching and Examining

Candidates must

demonstrate a good level

of performance

60/100 minimum

score


Minimum weighted score of

70% required

Contribution (to

unit/College/University/

Community)

Candidates must

demonstrate a

satisfactory level of

performance

40/100 minimum

score


Minimum weighted score

of 60% required

Candidates that meet the

benchmark criteria will be

recommended for

Progression

Aggregate

benchmark score

of at least 66%

required for

eligibility

Minimum weighted

aggregate score of 75%

required for eligibility

Eligible candidates are ranked by score.

Promotions follows ranking order, subject to

minimum quota of promotion posts allocated to

(a) SEFS & COMH, (b) CACSSS & COBL.

Guidelines on benchmark criteria are published. Administrative and outreach work are assessed as

co t i utio .

Academic promotions are overseen by the Lecturer Promotions and Establishment Board (LPEB) (for

promotions across Merit Bar and to Senior Lecturer), and Professor (Scale 2) Promotions Board (PPB).

Regulations require gender representation on such Boards (Action 4.1-11). Appointments are by the

President, on approval of recommendations of the LPEB/PPB by Academic Board.

AS 2015 survey responses indicate dissatisfaction with transparency and fairness of promotions

criteria and processes. UMTO has launched a comprehensive review of promotions schemes (April

2016), which will include: AS self-assessment conclusions; gender audit of promotion criteria (Action

4.1-10); gender balance on promotions boards (Action 4.1-11); mandatory equality training for boards

(Action 4.1-12); and recognition of leave and flexible working. (Action 4.13).

Data on application and success rates, by academic grade, are presented below. A summary of key

findings then follows.

10 A fourth criterion, Clinical Practice, applies to applicants in clinical areas in the College of Medicine and

Health


32

Progression across the Merit Bar

Most recent calls for Progression across the Merit Bar were in 2011/2012 (60 applicants) and

2012/2013 (50 applicants). 37 academics were promoted in 2011/12 (18F, 49%); 18 in 2012/13 (11F,

61%).

Table 4.6 Progression across the Merit Bar (2011/12, 2012/13)

Applications Promoted Success Rates

(Promoted as %

of Applicants)

Year Male Female %

Female

Male Female %

Female

Male Female

2011/

2012

and

2012/

2013

Entire University

Total 51 59 54% 26 29 53% 51% 49%

STEMM Schools

COBL

(BIS only)

4 4 50% 2 2 50% 50% 50%

COMH 7 17 71% 1 10 91% 14% 59%

SEFS 9 2 18% 6 2 25% 67% 100%

Total 20 23 53% 9 14 61% 45% 61%

Promotions to Senior Lecturer (SL)

LPEB met in November 2013 to assess 89 applications for promotion to SL. Quotas imposed allowed

promotion of 18 staff in 2013, and 12 in 2014 (in line with mandated requirements to maintain

proportion in staffing levels between academic grades).

Table 4.7 Promotion to Senior Lecturer (2012/2013)

Applicants Deemed to meet criteria Promoted

Success Rates

(promoted as

% of applicants)

Male Female

%

Female Male Female

%

Female Male Female

%

Female Male Female

Entire University

Total 55 34 38% 38 17 31% 21 9 30% 38% 26%

STEMM Schools/Departments, by College

COBL

(BIS

only)

4 1 20% 3 1 25% 1 1 50% 25% 100%

COMH 4 7 64% 0 3 100% 0 1 100% - 14%

SEFS 26 4 13% 18 2 10% 11 1 8% 42% 25%

Total 34 12 26% 21 6 22% 12 3 20% 35% 25%


33

Promotions to Professor (Scale 2)

A call for Promotion to Professor (Scale 2) made in academic year 2013-2014 closed in April 2014.

(Prior to that, no call had been made since 2007/8). There were 68 applications, 25 from women

(37%) (Table 4.9). Of 25 successful applicants, 9 were women (36% of total). 16 of 25 promotions

(64%) were in STEMM Schools/Departments; 5 of these were women (31%). Among those that met

the criteria, women had a lower success rate overall (53%F, 59%M), and particularly in STEMM (56%F,

79%M).

Table 4.8 Promotions to Professor (Scale 2) (2015): Application and Success Rates

Entire University

Male Female Total % Female

Applicants 43 25 68 37%

Deemed to Meet Criteria 27 17 44 39%

Promoted 16 9 25 36%

Success rate

(Promotions as % of applications)

37% 36% 37% -

Success rate

(Promotions as % of those eligible) 59% 53% 57% -


All STEMM Male Female Total % Female


Deemed to Meet Criteria 14 9 23 39%

Promoted 11 5 16 31%

Success rate


52% 36% 46%

Success rate

(Promotions as % of those eligible) 79% 56% 70% -

Table 4.9 Promotions to Professor (Scale 2) (2015): Application and Success Rates (STEMM only)


COBL (BIS only) M F Total % F

Applicants 2 0 2 0

Promoted 2 0 2 0

Success rate


100% - 100% -

COMH


Promoted 1 1 2 50%

Success rate


25% 13% 17% -

SEFS


Promoted 8 4 12 33%

Success rate


53% 67% 57% -


34

Key findings:

Application rates

Across UCC, women were a minority of applicants at every grade, except across the Merit Bar.

In STEMM, there are 2 distinct trends:

o Women are a majority among COMH applicants, at every grade.

o Women are a minority among SEFS applicants -

across the Merit Bar (2F, 9M),

Senior Lecturer (4F, 26M) and

Professor (Scale 2) (6F, 15M).

Low application rates reflect the low numbers of female academics in all SEFS grades (Table 4.10).

Further analysis of data (qualitative/quantitative, including on pool of eligible candidates by grade) is

required, to fully address obstacles to o e s eligi ilit a d su ess in these processes (Action 4.1-

1).

AS 2016 focus group feedback from SEFS academics emphasizes the importance of mentoring to

encourage women to apply for promotion (Action 4.1-15, 4.1-16). AS 2016 focus groups also endorsed

current informal arrangements to share successful applications (Action 4.1-14).

Table 4.10 SEFS Academic Staff by Grade and Gender (2012-2014)

SEFS Academic Staff by Grade and Gender

2012 2013 2014

Grade Male Female % Female Male Female % Female Male Female % Female

Lecturer B/B 17 5 23 15 7 32 13 5 28

Lecture A/B 60 8 12 65 8 11 56 10 15

Senior Lecturer 32 8 20 28 8 22 34 9 21

Professor (Scale 2) 14 3 18 14 3 18 13 3 19

Professor 31 1 3 31 1 3 32 1 3

Total 154 25 14 153 27 15 148 28 16

Success Rates11

Progression Across Merit Bar:

o Wo e s su ess ates e e ea l e ual across UCC as a whole, and higher for

STEMM women (Table 4.6).

Promotion to SL:

o The success rate for women was lower across UCC as a whole (26%F, 38%M) (Table

4.7). Proportionately fewer women met eligibility criteria (50%F v. 69%M).

o In STEMM:

Female COMH applicants had higher success rates than male.

Of 30 SEFS applicants, 4 were women, 2 met eligibility criteria, and 1 was

promoted (success rate: 25%F, 42%M).

11 Appointees as % of applicants of same gender


35

Promotion to Professor (Scale 2):

o Across UCC as a whole, success rates for men and women were similar (36%F, 37%M).

o In STEMM, wome s su ess ate as lo e %F, %M Table 4.9).

This is largely attributable to the low success rate for 12 COMH candidates

(8F) – two promoted (1F).

In SEFS, 4 of 6 female applicants were promoted, (67% success).

o Of women deemed eligible, a lower proportion were promoted, compared to men

(Table 4.8). This is true overall (59%M, 53%F) and particularly in STEMM (though

numbers were low) (79%M, 56%F).

These data will be further analysed and actions identified to remove possible structural or attitudinal

barriers to success (Action 4.1-1); e.g. the e ie of UCC s p o otio s s he es (Actions 4.1-10, 4.1-

11, 4.1-12) includes proposals for a gender audit of promotions criteria, and training for boards to

develop gender competence in assessing criteria.

Retention

The retention process is open to permanent academic staff offered a high level appointment in

another academic institution or having received an ERC award. During the reporting period, more

men than women applied (12M, 7F). The overall success rate for the reporting period is 58%M, 38%F.

Though numbers are low, the lower female success rate is of concern (Action 4.1-1).

Table 4.11 Retention Promotions (by Gender) (2012 – 2014)

2012 Male Female Total % Female


Promoted 2 1 3 33%

Success rate


100% 33% 60% -



Promoted 2 2 4 50%

Success rate


50% 67% 57% -



Promoted 4 0 4 0%

Success rate


67% 0% 67% -

Support for Career Progression

Heads of Schools comment on applications for promotions and provide support to staff. In future,

heads must take equality training (including unconscious bias) (Action 4.1-12). HR offers briefing

sessions for applicants on promotion processes, coinciding with calls for promotion (very limited in


36

recent years). Uptake among women is higher for sessions on progression across the Merit Bar than

promotion to Senior Lecturer and Professor (Scale 2) (Table 4.12) (Action 4.1–15).

Table 4.12 Uptake rates for Briefing Sessions on Promotions

Session topic Session Dates Attendees Male Female % Female

Progression across the

Merit Bar

(Last call: 2011/12)

September 12 2012 7 4 3

October 9 2012 1 0 1

October 11 2012 10 3 7

TOTAL 18 7 11 61%

Promotion to Senior

Lecturer

(Last call: 2012)

November 2012 24 16 8

December 2012 27 19 8

TOTAL 51 35 16 31%

Promotion to

Professor (Scale 2)

(Last call: 2013/14)

January 2013 12 4 8

February 2014 45 31 14

TOTAL 57 35 22 39%

GRAND TOTAL 126 77 49 39%

Actions

Action 4.1-1

Interrogate data on eligibility to better understand the lower female rates of application for promotion, and

lower female success rates for SLs in SEFS, among COMH applications for professor (Scale 2) and among

STEMM promotions to Prof. (Scale 2).

Action 4.1-10

Review of academic promotion schemes, to include consideration of gender audit of criteria for key

recruitment and progression/promotion processes.

Action 4.1-11

Gender balance on promotions boards (LPEB, PPB).

Action 4.1-12

Mandatory gender equality (including unconscious bias) training for promotions boards, Heads of Schools.

Action 4.1-13

Clearer guidelines for decision-makers on how to take into account periods of leave and part-time work

arrangements in progression/promotion and recruitment decisions (drawing on guideli es used i UCC s 2014/15 Research Quality Review Exercise).

Action 4.1-14

Expand informal schemes whereby successful applicants for promotion share their applications with

prospective applicants.

Action 4.1-15

Targeted and specific promotions seminars for STEMM women.

Action 4.1-16

Mentoring/coaching for promotion for SEFS women (pilot, to be expanded across STEMM).


37

4.1.5 Selection committees

HR recruitment policies specify composition of selection committees, define roles and

responsibilities of committee members, and include requirements for gender representation.

University regulations governing academic promotions establish terms of reference, composition of

the LPEB and PPB and specify requirements for gender representation on each Board. 3 of 9 current

members each of the LPEB and PPB Boards are women.

AS action plan will strengthen this gender balance (Actions 4.1-5, 4.1-11), and require equality

training, including on unconscious bias (Actions 4.1-4, 4.1-12).

4.2 Career development

4.2.1 Support given to postdoctoral researchers for academic career progression

The Employment and Career Management Structure for Researchers (see Section 3.2.1) defines

distinct researcher grades, with progression through open competition for externally advertised posts.

A skills development framework provides for professional training for diverse career paths following

post-doctoral periods. Post-doctoral researchers undergo individual training needs analyses with PIs.

HR provides workshops, on-line learning, and bespoke programmes.12 To increase uptake (Table 4.13)

HR e e tl lau hed Postdo Hu , an online portal streamlining all training and development

programmes to improve access. Scheduled training will now take place during a set period on Friday

afternoons, to increase accessibility.

As pa t of “FI s I dust Fello ship P og a e, UCC offe s ‘esea he s To a ds I dust , for career

transition from academia to industry. 19 researchers (10F, 9M) have a ailed of UCC s Epigeu Professional Skills for Research Leaders accreditation.

We identified attrition of female researchers from post-doctoral to senior post-doctoral level. To

address this, we will integrate gender equality into training schemes, monitor uptake rates, and assess

pa ti ipa ts e pe ie es, to ensure female researchers are supported throughout the research career

pipeline (Action 4.2-1). Accessibility of flexible working and support for maternity leave for

researchers will be improved, to address possible obstacles to career progression (see Actions 4.3).

Table 4.13 Uptake of Researchers’ Trai i g Offers

Training Held Participants - M Participants - F

Presentation Skills 20 Oct 2014 4 4

Teaching & Learning 2014/2015 15 7

Communication (grant writing

to publication)

___ ___ ___

Career management skills Jan 2015, April 2015 10 8

Job Hunting/ Networking 16 April 2015 1 3

Project management Feb & March 2015 11 16

12 These are: (a) professional research skills, (b) personal effectiveness and professional development, (c)

teaching, learning and mentoring, and (d) innovation, commercial and industrial skills


38

Training Held Participants - M Participants - F

TOTAL (79 people) 41% 38%

Actions

Action 4.2-1

Integrate gender equality into researcher training schemes, monitor uptake rates, and assess participants

experiences.

4.2.2 Training

HR Staff Welfare and Development team coordinates training for all staff. Training opportunities are

notified to all staff via regular email updates. Annual training plans and monthly calendars are posted

on HR Staff Welfare and Development webpages. Line managers also highlight training opportunities

to staff.

UCC is strongly committed to the AURORA Leadership Programme for women. 6 UCC staff

participated in the pilot year, 2013/2014. In both 2015/2016, UCC supported the participation of 20

staff from across the University, the maximum cohort the programme can accommodate. The Staff

Welfare Officer coordinates a network of UCC AURORA alumni; several alumni are now mentors to

participants and present at Aurora workshops as role models.

UCC participates in the inaugural National Network Mentors Programme 2016/2017, a sector mentor

network organised by IMI and 30% Club Ireland (which aims to increase women in leadership roles).

UCC s entors are: SVP Academic & Registrar and Head of College, SEFS. Two female STEMM

mentees (researcher; lecturer) are participating.

UCC has 2 in-house leade ship de elop e t p og a es: I t odu tio to U i e sit Leade ship ta geti g se io a ade i s ; De elopi g U i e sit Leade ship , ta geti g p ofessio al staff. I

2015/16, 30 people participated (11F, 19M). Modules on unconscious bias are included (Action 4.2-3)

All staff are encouraged to take the LEAD (Living Equality and Diversity) online (2hr) training

programme. It is o a dato as pa t of UCC s i du tio p og a e. UCC staff o pleted

LEAD training in 2015 (137F) (Action 4.2-2)

Actions

4.2– 2

Compulsory Living Equality & Diversity training for all UCC staff by 2017 (following IUA review).

4.2 - 3

Open HR leadership development programmes to Vice Heads of academic units and Colleges, to prepare

women for more senior leadership roles, including Headships.


39

4.3 Flexible working and managing career breaks

4.3.1 Cover and support for maternity and adoption leave

UCC employees, both permanent and fixed-term, are entitled to 26 weeks paid maternity/adoptive

leave and 16 weeks unpaid leave. New measures have been introduced to address gaps in cover for

maternity/adoptive leave arising in particular from funding and recruitment constraints imposed

under the 2009 Employment Control Framework.

59% of AS 2015 survey respondents indicated that they were supported by the University prior to

taking family leave. 45% of respondents stated they were supported on return by their units; 25%

considered inadequate support was provided. Research staff face difficulties in combining work and

family due to the less stable career structure (responses from AS 2 fo us g oups . GENOVATE s Experiences of Maternity Leave survey (2014) identified concerns relating to workload, lack of

replacement cover, and management of leave.13

The University is committed to effectively addressing these concerns. A Cross-University Working

Group on Good Management of Maternity and Family Leave has been established. A support package

fo a ade i s etu i g f o ate it /adopti e lea e ill o e e i “epte e . UCC s VP for Research and Innovation has advocated through the IUA for reforms in funding policies to ensure

support for research staff in combining work and family. Pending such reforms, UCC has committed

to providing cover for maternity/adoptive leave for research staff and enhanced support afterwards.

Actions

4.3 – 1

Reinstate full cover for maternity and adoptive leave for administrative/support staff

4.3 – 2

Provide full cover for research staff while on maternity/adoptive leave; OVPRI to advocate for reform in

funding models at national level.

4.3 - 3

Measures to address workload cover for academic staff on maternity/adoption leave.

4.3 - 4

€ g a t fo tea hi g o esea h assista e fo a ade i staff returning from maternity/adoptive leave.

4.3 - 5

Development of Comprehensive Policy on Good Management of Maternity, Paternity and adoptive leave

policies, including new Keeping in Touch days and Fathers at Work policies.

4.3 - 6

Review Promotion and Progression criteria to better accommodate maternity/adoptive leave

4.3-7

Review of flexible working policies, incorporate best practice in HR Strategy for Researchers Action Plan.

4.3-8

13 See GENOVATE Research Note 5 (via www.ucc.ie/en/iss21/genovate/).


40

Development of Maternity Connections staff network and coaching for staff on maternity/adoptive leave

transitions.

4.3-9

Launch of new interactive web portal highlighting UCC family leave and flexible working policies.

4.3.2 Maternity return rate

Sixty-six UCC employees across the university took paid maternity leave in 2014, of whom 32 (48%)

also took unpaid leave. In 2013, 79 took paid leave, of whom 43 (54%) also took unpaid leave (Table

4.14).

Table 4.14 Uptake of paid/unpaid maternity by staff category 2012 -2014

2012 2013 2014

Total Unpaid

%

Unpaid Total Unpaid

%

Unpaid Total Unpaid

%

Unpaid

Academic 23 7 30 13 5 38 14 6 43

Research 13 5 38 16 4 25 15 4 27

Support 42 26 62 46 34 74 35 22 63

Hourly

Occasional 3 0 0 4 0 0 2 0 0

Total 81 38 47 79 43 54 66 32 48

A higher proportion of support staff than academic staff availed of additional unpaid maternity leave.

This may reflect greater flexibility in working hours for academic staff, or concerns that extended leave

negatively impacts on career progression. (44% of AS 2015 survey respondents considered that taking

family leave would negatively impact on careers).

To examine the maternity return rate, a sample of those who took maternity leave during July-

December 2013 was analysed (Table 4.15). Of the 35 women sampled, 31 returned to work following

maternity leave (return rate of 89%). Six months later, all 31 remained in post; 12 months later, 28

remained in post. The return rate of researchers in this sample (70%) is lower than that of academic

or support staff.

The University is committed to addressing these concerns, through a range of support measures, and

to full implementation of the European Charter for Researchers (reflected in the award to UCC for HR

Excellence in Research 2013, 2015). This includes targeted actions to combine work and family.

Table 4.15 Maternity Return Rate (based on 2013 sample)

Category Women

Sampled

Women

Returned

Return

Rate

Women in

post after 6

months

6 Month

Stay Rate

Women in

post after

12 months

12 Month

Stay Rate

All Staff 35 31 89% 31 100% 28 90%

Academic 7 6 86% 6 100% 6 100%

Research 10 7 70% 7 100% 5 71%

Support 18 18 100% 18 100% 17 94%


41

Actions

4.3-5

Development of Comprehensive Policy on Good Management of Maternity, Paternity and Adoptive Leave

Policies and Support. De elop e t of poli to suppo t Keepi g i Tou h Da s du i g ate it /adopti e leave.

4.3-7

Incorporation of best practice in supports for combining work and family in UCC HR Strategy for Researchers

Action Plan in accordance with European Charter for Researchers.

See also:

4.3-6

Review promotion and progression criteria to better accommodate maternity/adoptive leave.

4.3.3 Paternity, adoption and parental leave uptake

Prior to 2016, no statutory entitlement to paternity leave was provided. UCC provided three days paid

paternity leave and facilitated annual leave in conjunction with paternity leave. In 2016, it is expected

that a new statutory entitlement to two weeks paid paternity leave will be introduced (pending

enactment of the Family Leave Bill). UCC has launched a new maternity and paternity policy and

guidance pack (April 2016). To raise awareness of new statutory entitlements and UCC support

poli ies, a e Fathe s at Wo k poli ill e lau hed.

In compliance with the Child and Family Relationships Act 2015 (giving greater recognition to same

sex relationships), UCC adoptive leave policy is available to both male and female employees who are

primary adopters, whether in same sex or different sex relationships. Three staff members availed of

adoptive leave during 2009-2014.

Eighteen weeks unpaid parental leave is a aila le to all UCC e plo ees ith o e ea s o ti uous se i e a d o e eek pe eek s se i e fo those ith less tha a ea s se i e . Of 273 employees

who took parental leave in the last three years, all but 19 were women (Tables 4.16 and 4.17). Men

who took parental leave took shorter periods of leave. The majority of parental leave applications

were from administrative or support staff (87% in 2014).

To address lower uptake of parental leave among academics and among male staff, new guidance

promoting good practice in facilitating uptake and management of parental leave has been launched.

Table 4.16 Uptake of Parental Leave 2012 – 2014

Year Total Male Female Total Days Days Male Days Female

# # % # % # # % # %

2012 76 3 4% 73 96% 1958.5 50 3% 1905.5 97%

2013 90 7 8% 83 92% 2737.5 128 5% 2609.5 95%

2014 107 9 8% 98 92% 3436.5 161 5% 3275.5 95%


42

Table 4.17 Parental leave by gender and grade 2012-2014

2012 2013 2014

Category Male Female %

Female Male Female

%

Female Male Female

%

Female

Academic 1 8 89 0 8 100 0 6 100

Research 0 5 100 0 5 100 0 7 100

Support 2 60 97 7 70 91 9 85 90

Total 3 73 96 7 83 92 9 98 92

Actions

4.3 – 5 and 4.3 – 9

New guidance on management of family-related leave, including paternity and parental leave launched, with

comprehensive communications and training plan for managers and staff.

4.3 – 5

Ne poli o Fathers at Wo k to be launched highlighting planned expansion of paternity leave

e title e ts a d UCC s o it e t to di e sit i the o kpla e.

4.3.4 Flexible working

The U i e sit s H‘ E elle e i ‘esea h a a d a a ded , etai ed i i ludes commitment to the European Charter for Researchers, which requires best practice in combining of

family and work, children and career.

Currently, flexible working and flexi-time are accommodated in UCC through a range of schemes

including the Executive-Assistant/Senior-Executive-Assistant flexible working scheme, change of

working hours, part-time working or working term-time only. The University policy on unpaid leave

and reduced working hours applies to all staff. HR reports uptake of 47 people in 2014 (85%F), most

in support positions. Job-sharing options are also available, as are career breaks, which can be availed

of for personal and professional reasons (Uptake in 2014: 23 people, 19F, most in support positions).

Flexible working is protected by UCC for academic staff through the academic employment contract.

The University is committed as a strategic priority to supporting sabbatical leave periods of up to 12

months. Maternity, adoptive or parental leave do not interrupt continuous service for the purpose of

eligibility. In recognition of the diversity of staff family arrangements, there is no requirement to travel

during periods of sabbatical leave. (Uptake in UCC in 2014: 32 people, 14F).

In the AS 2015 survey, 53% of respondents considered that flexible working is supported, while 23%

state that they would not be comfortable discussing flexible working arrangements with managers.

To ensure best practice in supporting flexible working a number of actions will be undertaken.

Actions

4.3 -7, 4.3-9

Improved communication of flexible working policies for research staff, and review and strengthening of

accessibility of flexible working policies for all staff.


43

4.4 Organisation and culture

4.4.1 Proportion of Heads of School by gender

Heads of Schools/Departments report to Heads of Colleges. There was an equal gender balance in

Heads of College from 2012-2014 (Table 4.18), changing in 2015, to 3M and 1F, following appointment

of Head of CACSSS as Senior Vice President Academic and Registrar.

Table 4.18 Heads of College by Gender (2012-2014)

Heads of College by Gender (2012 – 2015)

2012 2013 2014 2015

CACSSS F F F M

COBL F F F F

COMH M M M M

SEFS M M M M

Appointment of Heads of Colleges is by open competition, overseen by a search/selection committee.

Appointments are for 5 years.

Heads of School/Department are appointed by the President following competition, from academic

staff at Senior Lecturer level or above for 3-years. From 2012-2014, the proportion of women Heads

of School increased from 29% to 32%, (from 8-10 out of 31) (Table 4.19).

Table 4.19 Proportion of Female Heads of School (all UCC)

Year Heads of School

(all UCC)

Male Female %F

2012 31 22 9 29%

2013 30 22 8 27%

2014 31 21 10 32%

In STEMM Colleges, SEFS has had one female HoS, while 60% of COMH HoS have been women. In

COBL and CACSSS, the proportion of female HoS averages 33% (Table 4.20).

Table 4.20 Proportion of Female Heads of School (by College)

College No. of Schools HOS (M) HOS (F) %F

SEFS

2012 9 9 -- 0%

2013 9 9 -- 0%

2014 9 8 1 11%

COMH

2012 5 2 3 60%

2013 5 2 3 60%

2014 5 2 3 60%

COBL

2012 6 4 2 33%

2013 6 4 2 33%

2014 6 4 2 33%


44

College No. of Schools HOS (M) HOS (F) %F

CACSSS

2012 11 7 4 36%

2013 11

(1 HoS post

vacant)

7 3 30%

2014 11 7 4 36%

Actions

Action 4.1 – 10

Review criteria for promotion to encourage more Senior Lecturers to apply for Head of School roles.

Action 4.2 – 3

Open HR leadership development programmes to Vice Heads of academic units and Colleges, to prepare

women for more senior leadership roles.

Action 4.4 - 1

Offer incentive package (research leave and grant) to encourage Senior Lecturers to apply for Head of School

roles.

Action 4.4 - 2

UMT to review gender ratio of Heads of School/Department/Directors of Research Centres/Units/Institutes.

Target: minimum, by College, of 40% of underrepresented gender (by College) among Heads of

School/Department/Discipline Heads/Directors of Research Centres/Units/Institutes.

4.4.2 Gender balance on the senior management team

Table 4.21 Governing Body (by Gender) (2013-2015)

2013 2014 2015

M F % F M F % F M F % F

Governing Body 27 11 29% 26 12 32% 24 14 37%

GB comprises up to 40 members14, 24 elected and 10 nominated externally. Of these 34 members, a

requirement for gender balance applies to 20. In 2015, Dr Catherine Day, the outgoing Secretary

General of the European Commission, was appointed as the first female Chair of GB (Table 4.21).

Academic Council (AC) is responsible for academic affairs (Table 4.22). Membership of AC is governed

by University Statute. A requirement for gender balance governs the appointment of non-professorial

lecture/senior lecturer and students. Non ex officio members serve for 3 years.

14 GM members nominated by the Minister of Education & Science were not received in all years


45

Table 4.22 Academic Council and Board (by Gender)

2015

M F % F

Academic Council (excludes students (not yet elected)) 158 46 23%

Academic Board 22 8 27%

Women are under-represented on AC, primarily because of the ex officio membership of Professors

and Professors (Scale 2). Women proportionately attend AC in higher numbers (Table 4.23).

Table 4.23 AC Membership and Attendance, by Gender (1/2015 – 1/2016)

Membership Attendance

Male 77% 65%

Female 23% 35%

Membership of Academic Council will be reviewed 2016-17, taking account of GENOVATE project

recommendations to promote gender balance (minimum 40% of either gender) on UCC strategic

decision-making bodies (approved by AC May 2015) (see also Action 4.4 – 5).

The University Management Team (UMT) comprises UMT (Operations) (UMTO), and UMT (Strategy)

(UMTS). Three UMTS members are on ASSG. Gender Equality was adopted by UMT as a key theme in

the 2015/16 University Annual Plan, including commitment to AS, mandating periodic reporting of

gender data and review of AS Action Plan.

Table 4.24 University Management Team (by Gender)

University

Management Team

2013 2014 2015

M F % F M F % F M F % F

University

Management Team

(Operations)

9 3 25% 9 3 25% 10 3 23%

University

Management Team

(Strategy)

13 3 19% 16 4 25% 15 3 20%

4.4.3 Representation of men and women on committees

Gender balance in Standing Committees of Academic Board ranges from 17 – 57% F (Table 4.25).

Membership is normally for a 3 year term.

The Code of Practice governing AC Committees requires AC to conside ep ese tatio f o under-

represented groups. Since May 2015, there is an explicit requirement to promote gender balance

(see Action 4.4 - 3). The Chairpersons of the main committees are primarily men (5M, 2F).


46

Table 4.25 Representation of women on committees (2013 - 2015)

Academic Board Standing

Committees 2013 2014 2015

Total M F % F Total M F % F Total M F % F

Academic Development &

Standards 14 10 4 29% 16 11 5 31% 16 13 3 19%

Graduate Studies 19 11 8 42% 19 11 8 42% 19 12 7 37%

Information Strategy &

Educational Resources 14 4 10 71% 13 9 4 31% 12 7 5 42%

Research & Innovation 12 10 2 17% 12 10 2 17% 12 10 2 17%

Student Experience 18 13 5 28% 18 13 5 28% 21 15 6 29%

Teaching and Learning 18 12 6 33% 18 12 6 33% 18 12 6 33%

Academic Staff

Development Committee 14 7 7 50% 14 7 7 50% 14 6 8 57%

Actions

Action 4.4 – 3

Implement the GENOVATE proposals, endorsed by Academic Council on 01 May 2015, of a minimum of

40% of men/women o UCC s strategic decision-making bodies. This minimum gender percentage should

also apply to Chairpersons of committees.

Action 4.4 - 4

College Councils to review nomination processes for membership of University-level strategic decision-

making bodies.

Action 4.4 – 5

Review composition of AC with particular reference to ex officio membership

4.4.4 Workload model

Unit-level workload allocation

Individual staff workload is set at unit level by Head or Manager. Decisions on rotation of

responsibilities are also decided at local level. AS 2015 survey responses indicate some dissatisfaction

with workload allocation. Responses suggest this is centred on unit-level workload distribution

p a ti e athe tha UCC s Academic Workload Distribution Model (AWDM), as such.

University-Level Monitoring of Workload Distribution

UCC s AWDM espo ds to external demands for public sector reforms and internal demands for equity

and transparency. The model is in pilot across the University. A review is underway in response to

participant feedback. Data collected are not currently gender disaggregated. AS 2015 survey indicates

a need for improvement (62% of staff disagreed that AWDM enhances transparency and fairness in

workload distribution).


47

Actions

Action 4.4 - 6

Review of current pilot phase of AWDM to consider (a) reporting gender disaggregated outputs, (b)

interrogate concerns with workload and administrative burden identified in AS 2015 survey, and (c) identify

local models of good practice for workload distribution.

4.4.5 Timing of institution meetings and social gatherings

Meetings of AC and its sub-committees take place between 10.00 – 16.00 hrs, as do meetings of UMT,

College Executive Management Teams and College Councils of SEFS and CACSSS. Governing Body

meets at 09:30. Since UCC adopted the Athena SWAN Charter, UMTO moved its meetings from 08:00

to 09:00 start. Following review by COMH Athena SWAN SAT, College Council meetings will start at

09:00.

Actions

Action 4.4 – 7

Expand existing central University practise that key meetings are, when feasible, held during core hours

between 10.00 – 16.00 hrs.

4.4.6 Visibility of women as role models

In 2015, Professor Fennell (Chair of ASSG e a e UCC s first female Senior Vice President Academic

& Registrar, the U i e sit s second most important leadership role. 2 of 4 Heads of College Graduate

Schools, both STEMM, are women, as are the Vice President for Research and Innovation and Chair of

UCC s “tude t Dis ipli e Co ittee.

Since our last application, the UCC website has been revised to improve gender balance on flagship

pages (now 40% F). A wider gender audit of the website is commencing (Action 4.4 – 8). The President

hosts UCC s A“ e page, ith li ks f o “EF“ a d COMH ho epages. O Ap il 8 2016 Professor

Fennell addressed the UCC Researchers conference on Athena SWAN.

I , t o of UCC s s ie tists, P ofesso s Ke a d Bo la e e a a ded “FI Joi t ‘esea he of the Year awards (the first time awarded to women).

Gender balance in campus events could be improved: 38% of respondents to AS 2015 survey (57F,

28M) believed men and women are evenly represented among speakers and chairs. Only 21% (60F,

29M) agreed that gender balance is actively considered when planning events. For institution-wide

events, we will target 40% minimum gender balance of either gender (Action 4.4 – 9), including for

conferring of honorary doctoral and Masters Degrees and alumni achievement awards (Action 4.4 –

10) (Tables 4.26 – 4.28).


48

Table 4.26 Honorary Conferrings (by Gender) – Doctoral Degrees (2010 – 2015)

Date M F %F

June 5 2015 3 0 0

November 2 2015 3 1 25

March 5 2014 1 0 0

June 6 2014 2 2 50

Dec 15 2014 1 0 0

June 7 2013 4 0 0

June 8 2012 1 3 75

Sept. 7 2012 4 1 20

June 3 2011 3 1 25

June 4 2010 3 0 0

Sept 8 2010 1 0 0

Total (2010 – 2015) 26 8 24%

Table 4.27 Honorary Conferrings (by Gender) – Masters Degrees (2010 – 2015)

Date M F %F

2015 3 1 25

2014 2 0 0

2013 1 0 0

2012 2 0 0

2011 2 1 33

2010 2 4 66

Total (2010 – 2015) 12 6 33%

Table 4.28 Alumni Achievement Awards (by Gender) (2010 – 2015)

Date M F %F

2015 4 1 20

2014 4 1 20

2013 4 1 20

2012 3 3 50

2011 4 1 20

2010 5 0 0

Total (2010 – 2015) 24 7 23%

Action

Action 4.4 – 8

Annual equality audit of UCC website, promotional material.

Action 4.4 - 9

Target a minimum of 40% of men/ women among invited speakers at key UCC events, including at conferrings.

Action 4.4 - 10

A minimum of 40% representation of men and women to be represented among recipients of Alumni

Achievement Awards and honorary Degree Awards.

Action 4.4 – 11

Name a significant building on campus after a woman.


49

4.4.7 Childcare

UCC s C è he Cois Laoi has 82 places and is an NCNA Early Years All Ireland Centre of Excellence, the

first University Crèche to achieve this status. UCCSU offers subsidies to students using Crèche facilities

and stude ts hild e a e p io itised in allocating places.

Additional drop-in crèche facilities (2 hrs) a e a aila le i Ma d ke A e a, UCC s spo ts o ple , f ee of charge for members. There are private crèche facilities within walking distance of campus. AS 2016

focus group feedback suggests some dissatisfaction with the availability of on campus childcare

facilities.

Action

Action 4.4 – 12

Assess unmet demand for staff childcare needs, propose actions to address it.

4.4.8 Outreach activities

According to 2012 HEA data, UCC is the leading Irish HEI for social inclusion a d e uit of a ess . Outreach is part of academic activity and STEMM staff contribute extensively. STEMM Schools and

Colleges organise numerous outreach events, many targeted specifically at girls. Representative

samples from Tyndall National Institute, SEFS and Business Information Systems are set out in Tables

4.29 – 4.31. UCC is a leading contributor to the I Wish city and regional initiative, which promotes

female students participation in STEMM, led by UCC GB member, Gillian Keating. In 2016, I Wish

hosted 2000 students.

UCC s flagship out ea h e e t is ou Open Day, held twice annually. 12,000 students enrolled in the

two most recent Open Days, with 500 staff participating. At the October 2015 Open Day, of 109 talks

given across three Colleges, 50 were given by 32 women, 59 by 37 men. Dr. Ruth Ramsay, Chair of

SEFS SAT, represented the College of SEFS.

Table 4.29 Tyndall National Institute – representative outreach activities (2014-15)

Event Staff (50:50 gender target

applies)

Student Participants

Cork Science Festival 15F, 17M Approx. 1,500 members of public over 4-day

period (gender breakdown unknown)

Smart Futures Career Visits 3F, 3M Approx. 180 (gender breakdown unknown)

Solar Energy Workshops 3F, 3M Approx. 60 (gender breakdown unknown)

Makerdojo classes 3F, 6M 7M, 7F per class

(50:50 gender quota applies)

Creative Photonics Workshop 2F, 5M 8M, 7F per workshop

(50:50 quota applies)

TY programme 4F, 5M 10M, 10F per programme

(50:50 quota per programme)

2014-2015 academic year

approximate totals:

70 researchers 650 Primary School students, 400 Secondary

School Students


50

Table 4.30 SEFS – representative outreach activities (2014-15)

Event Staff


Chemistry Magic Shows

(6 annually)

1M Approx. 60%F, 40%M

Typically 220 approx. per show

Junior Certificate Science

Revision Seminars (2 annually)

2F, 2M Approx. 70%F, 30%M

Typically 120 students approx. per seminar

Leaving Certificate Science

Revision Seminars

(6 annually)

2F, 2M Approx. 80%F, 20%M

Typically 100 students approx. per seminar

Science Education Conferences

(6 annually)

(To inform teachers of STEM

options for students in SEFS)

4F, 4M Participants are secondary school teachers.

Approx. 70%F, 30%M

Typically 100 teachers approx. per conference

Science Education In-service

Training (for Secondary School

Teachers) (Approx. 7 events

annually)

2F, 2M Participants are secondary school teachers

Approx. 70%F, 30%M

Typically 60 teachers approx. per training

event

Salters Festival of Chemistry 3F, 3M Approx. 100 students (70%F approx.)

2014-2015 academic year

approximate totals:

15 2,680

Table 4.31 Business Information Systems – representative outreach activities (2014-2015)

Event Staff


BIS Transition Year Innovation

Week

2F, 1M (coordination),

4F, 6M (delivery,

approx.)

10 – 15 schools/year, 65 students

Typically, 60%F, 40%M

BIS School Visits 6F, 15M

BIS #MakeITWork Programme 3F 109 16-year-old female students in 3 female-

only secondary schools

BIS-hosted Irish Guidance

Counsellors (IGC) Event –

February 2014

3F BIS-hosted seminar with panel of

i te atio al speake s o E po e i g You g Wo e s Career Choices in Modern

Busi ess

UCC Coder Dojo 17F, 13M approx.

(student volunteers)

80 children weekly, aged 8-18

Typically 60%M, 40%F using BIS computer

facilities

Diploma in Applied Business

Computing

(extramural programme for

adults to improve job skills)

Offered by UCC in

conjunction with

another HEI and a

community

organisation)

20 adult students every two years (25%F)


51

4.4.9 Culture

In 2016, UCC joined the 30% Club Ireland, a voluntary organisation of over 100 public and private

sector entities promoting women in leadership. In 2016 UCC supported the maximum number (20) to

participate in the Aurora women-only leadership programme.

A majority (57%) of 377 respondents to the AS 2015 survey agreed they are treated fairly, based on

merit, without regard to gender (141F, 71M); however, only 39% agreed that the prevailing culture is

fe ale f ie dl a d i lusi e . A“ fo us g oup feed a k suggests we need to consistently

reaffirm equality as a core University value.

UCC Students' Union Equality Working Group promotes equality for students. It is chaired by the SU

Equality officer. UCCSU regularly hosts events promoting women in leadership. UCC has been

proactive in promoting the rights of trans (and non-binary) staff and students. Gender-neutral toilets

are available in each campus business area; all toilets in the Student Hub building will be gender-

neutral.

UCC was the first Irish University to launch an LGBT staff network (2008) and has joined the GLEN

Diversity Champions, a workplace diversity programme promoting inclusion of LGBT employees.

UCC Feminist Society actively promotes gender equality on campus and beyond. In February 2016, a

pu li fo u as held to dis uss a pus ultu e o ga ised UCC Wo e s “tudies . I itiati es discussed included A“, UCC s Dut of ‘espe t poli ies, a d the Intervention Initiative - an educational

programme for prevention of sexual coercion and domestic abuse (piloting in UCC (COBL) from

September 2016).

Action

Action 4.4 – 13

President to host an annual Athena SWAN symposium of female alumni to consider achievements and

challenges in improving equality on campus and beyond. The event will Include an award ceremony

celebrating extraordinary contributions to promoting equality and diversity.

4.4.10 HR policies

UCC s E ualit Co ittee (Staff and Student) was established by GB in 1990 to monitor and advise on

equality strategy. It reports annually to GB and is supported by a full-time Equality Officer (based in

HR). The Chair (member, ASSG) is appointed by the President for 3 years.

HR disseminates information on equality policies to staff/students. Policies on dignity at work,

bullying, harassment, and grievance and disciplinary processes are agreed in consultation with staff

and unions.

Referrals to grievance and disciplinary processes are few. All HR policies are reviewed periodically by

OCLA, Director HR, GB Staff and Equality Committees. HR operations are subject to review by the QPU.


52

AS 2015 survey responses indicated staff views on HR activities are positive; however, it is a concern

that a majority of 373 respondents (109M, 264F) disagreed that, if unfairly treated, they would feel

comfortable reporting it (44% of male respondents, 59% of females) (Action 4.4-14).

UCC is piloting a new initiative with IHREC, on the 2014 statutory duty to promote equality across all

University operations – a first in the Irish University sector (Action 4.4-15).

Action

Action 4.4 – 14

Undertake a gender audit of all HR employment and staffing policies.

Action 4.4 - 15

Pilot initiative with IHREC to develop best practice to implement the new positive duty on public body

employers to promote equal treatment and human rights.

Action 4.4-16

Host an annual Equality Week to celebrate equality and diversity on campus, and to pro ote UCC s e ualit policies for students and staff.

Action 4.4-17

UCC will participate in the GLEN Workplace Equality Index (2017).

[Word Count: 4,810]


1

UCC Athena SWAN Institutional Action Plan

Priority actions are highlighted.

Action

No.

Description of action Rationale Key outputs and milestones Timeframe

(start/end date)

Person

responsible

Success criteria and outcome

Self –Assessment Process – Application Section 2

2.1-1 Support submission

of 6 School

applications during 3

year action plan (2 in

year 1).

Embed Athena SWAN in

UCC.

BEES, Pharmacy, BIS,

INFANT, IPIC have expressed

interest in applying

COMH and SEFS SAT to each

identify at least 1 academic

unit to apply in 2016/17.

Nov.

2016

Nov.

2017

SEFS, COMH

SATs, Heads of

College, Heads

of Schools

At least 2 school/departmental-

level applications submitted by

Nov. 2017.

2.2-1 Expand

representation of

post-doctoral

researchers on ASSG.

Augment researcher

representation to ensure

early-career researchers are

represented on ASSG.

Open invitation through

“TEMM Colleges a d UCC s Researcher Association.

April

2016

June

2016

Chair, ASSG At least one early-career stage

researcher representative on

ASSG by June.

Staff Data – Application Section 3

3.1-1 SEFS to collaborate

with schools to

engage and support

gi ls “TEMM education.

Lower numbers of female

UG are a feature in most

disciplines in which female

SEFS academics and

researchers are particularly

underrepresented.

AS 2016 focus groups

emphasised the importance

of outreach early in the

edu atio pipeli e .

SEFS HoC to host forum for

principals of local/regional

gi ls se o da s hools o engaging and supporting girls

in STEMM education.

Annual UCC-sponsored

conference for secondary

school career guidance

counsellors to include

sessions on girls “TEMM education.

June

2016

Sept.

2016

SEFS HoC,

Outreach

Officer

Increase in SEFS collaboration

with secondary education sector

to suppo t gi ls “TEMM education.

Solicit feedback and repeat

successful initiatives periodically.

3.2-1 Further focus groups

with undergraduate

and postgraduate

students

Data shows attrition of

female students in some

SEFS disciplines from UG to

PG level.

Analyse student data to

clarify patterns of attrition.

Conduct UG and PG focus

groups in SEFS, BIS

June

2016

October

2016

Chair, SEFS SAT Student data analysed and AS

2016 focus groups conducted.

Report to HoC, SAT. Actions

proposed by SAT to address

issues raised.


2

Action

No.


(start/end date)

Person

responsible


AS staff focus groups

suggested lack of visible role

models a factor.

Data indicates fewer female

PGR students in STEMM.

3.2-2 Include Researcher

Support Officer

contracts in annual

monitoring

Focus groups with

RSOs in 2016-2017

with RSOs to review

career pathways

Data and focus group

feedback suggest some

researchers become

employed in RSO roles.

Clarify the extent of

employment of researchers

in RSO roles to better

understand and support

researcher career pathways,

RSO contracts included in

annual monitoring / reporting

to UMT by gender and

contract type.

Additional focus groups to be

held in 2016-2017 with RSOs

to review career pathways

and identify further actions, if

required.

Sept

2016

April

2017 and

ongoing

HR Director,

Director, IT

Services, VP

Research &

Innovation

Data available to clarify role of

RSO roles in researcher

employment, actions developed

to support career pathways.

3.2-3 Advocate for reform

of funding models to

better support

senior-post-doctoral

researchers

Limited availability of

funding support nationally

for senior-postdoctoral

researchers a contributing

factor to the attrition of

women at senior post-

doctoral level.

UCC OVPRI to advocate at

national levels, HEA, IUA and

HRB for reform of funding

models to better support

senior post-doctoral

researchers.

April

2016

Ongoing VP Research &

Innovation

UCC OVPRI a leading advocate for

reforms by funding bodies to

support senior post-doctoral

researchers.

3.2-4 Track data on

esea he s a ee choices.

Identify reasons for attrition

of women in researcher

grades, particularly at senior

post-doctoral level.

Collect and analyse data on

researcher career transitions

reported to SFI and other

funders.

Use surveys and

questionnaires to understand

former/departing UCC

esea he s oti atio s a d their next destination.

Jan

2017

Ongoing VP Research &

Innovation, HR

Director, HoC,

HoS, Staff

Development

Committee

Annual reports to UMTO with

analysis of data researcher career

transitions, including actions to

address issues raised.


3

Action

No.


(start/end date)

Person

responsible


3.2-5 Use exit surveys (or

equivalent

mechanisms) for all

exiting staff to

identify reasons for

leaving, destination.

Though TOR is low, data on

reasons for leaving and next

destination is limited.

Improve understanding of

reasons for staff departure,

including gendered

patterns.

Exit surveys designed, piloted

and rolled out, data reported

annually.

October

2016

October

2017

HR Director,

College HR

Business

Partners, HoC,

Staff

Development

Committee

Annual collection, analysis and

reporting to UMTO on gender

exit survey responses, including

actions addressing issues raised.

3.2-6 A al se UCC s pa structure to identify

reasons for disparity

between male and

female pay.

Preliminary analyses

revealed a differential in pay

actually awarded as

opposed to salary grades.

Audit to explore reason for

gap.

Project Worker Group,

Bursar, Payroll, Chair, UCC

Equality Committee convened

April 2016. Terms of

reference outlined and

agreed.

June

2016

May

2017

(ongoing)

Payroll, Chair,

Equality

Committee,

College HR

Partners

Annual audit will be incorporated

i to UCC s i te al audit, reported to the Audit Committee,

with annual reports to GB

Supporting and Adva ci g Wo e ’s Careers: Key Tra sitio Poi ts – Application Section 4.1

4.1-1 Gender monitoring -

In

recruitment

for all staff

In

progression,

promotion

and

retention

processes

Of staff data

at all grades

and by

contract

type (all

types)

Currently no systematic

gender monitoring in

recruitment:

records managed manually

& no short-listing data

reported.

Data on researcher

recruitment not

systematically collected.

No systematic gender

monitoring and reporting of

promotions data.

Gender monitoring

recommended by

GENOVATE Project.

New HR electronic CORE

system roll-out enabling

reporting of gender

disaggregated data on rates

of application, short-listing,

offer and acceptance in all

recruitment competitions.

Gender monitoring to be in

place in time for next call for

promotions/ progression.

Monitoring of staff data and

by contract type to be phased

in over 3 years of action plan

2015 staff data analysed for

Athena SWAN by September

2016, ASSG to update action

Dec.

2016

Dec.

2016

Jan. 2017

and

ongoing

April

2019 and

ongoing

HR Director,

Director, IT

Services

SVP & Registrar

Full gender monitoring in

recruitment in place by

September 2017.

Annual reports to UMTS of

gender disaggregated data on

(a) Recruitment

competitions.

(b) Staff data, and by

contract type (all types)

Report gender disaggregated

data to UMTS after close of each

promotions/progression cycle,

with recommendations for action

based on findings.

Annual Report on Retention to

AC to include gender.


4

Action

No.


(start/end date)

Person

responsible


plan (Responsible: AS Project

Officer, ASSG)

4.1-2 Continuous revision

of recruitment

material to

encourage

applications from a

more diverse range

of applicants,

specifically women

where under-

represented (e.g. in

Computer Science

and other SEFS units)

Data suggests lower rates of

applications for academic

posts from women (Table

4.3); for researchers, focus

group data suggests lower

levels of applications from

women, consistent with

data showing fewer female

post-doctoral researchers

and attrition at senior post-

doc grade and above.

UCC recruitment materials to

include statements–

Affirming UCC s commitment to

Athena SWAN

Specifically

welcoming

applications from

women in selected

STEMM areas where

there is significant

underrepresentation

of women.

Highlighti g UCC s flexible working

policies.

Sept.

2016

Ongoing HR Director,

Equality Officer,

HR Operations

Manager

Increase in the number of

applications from women for

academic and researcher posts.

4.1-3 Assig a sea h ha pio to each

open academic and

senior post-doctoral

position in SEFS, on a

pilot asis fo year.

Data suggests lower rates of

applications for academic

posts from women (Table

4.4).

Attrition of women in

researcher grades (Table

3.4); AS 2016 focus group

feedback suggests fewer

applications from women at

some researcher grades

“ea h ha pio ill work

with local unit and HR

Research Officer to identify

ways to encourage female

applications, as well as

internal applications from

suitably

qualified candidates.

May

2016

April

2017

Head of

College, SEFS,

PIs and Heads

and Managers

in SEFS, SEFS HR

Business

Manager.

Increase in numbers of

applications from women

applicants.

Pilot reviewed after year 1,

continued and expanded if

successful.

4.1-4 Integrate

unconscious bias

training into

compulsory equality

training for

Equality training does not

include unconscious bias

training, and is not

compulsory for researcher

selection committees.

From September 2016,

unconscious bias training

incorporated into equality

training for recruitment

selection committees.

Sept.

2016

April

2017 and

ongoing

Manager Staff

Welfare and

Development,

Equality Officer,

HR Business

Increase in representation of

women at each recruitment stage

(short-listing, offered post,

appointed).


5

Action

No.


(start/end date)

Person

responsible


recruitment selection

committees, and

expand requirement

for compulsory

equality training to

cover all researcher

recruitment.

Requirement for mandatory

training expanded to include

all researcher recruitment,

phased in from 9/16 – 4/17.

Managers,

Heads of

College

4.1-5 Target: minimum

40% representation

of underrepresented

gender on all


committees.

Women underrepresented

in senior academic and

researcher grades.

Criteria for appointment to

selection panels reviewed to

ensure panels are diverse and

gender balanced.

Requirement for target

minimum 40% in place.

Sept.

2016

Ongoing Heads of

Colleges /

Schools, local

HR Business

Managers

Increase in representation of

underrepresented gender on


committees.

Increase in number of women

short-listed, invited to interview

and appointed to academic and

researcher posts.

4.1-6 HR induction

programme to

include information

on Athena SWAN and

flexible work/ leave

policies.

Raise awareness of Athena

SWAN in UCC.

Promote equality as a core

value of the institution.

New modules incorporated in

Induction programme.

Sept.

2016

Ongoing UCC Induction

Team

Increased awareness of Athena

SWAN and UCC flexible working

and leave policies, measured by

annual Athena SWAN staff

survey.

4.1-7 Identify good models

of local induction

processes in STEMM

Colleges (e.g. BEES)

and expand to other

units.

Among 189 new staff who

responded to the AS 2015

survey, 24% (15M, 30F)

were offered local

induction; most (61% - 74%)

found it useful.

Of 98 respondents who

were not offered an

organised local induction,

only 33% were satisfied with

orientation arrangements.

Local models of good practice

identified and disseminated.

Model local induction to be

piloted in other units.

Review of pilot and further

expansion.

Sept.

2016

Jan.

2017

Jan.

2018

Dec.

2016

Dec.

2017

SEFS, COMH

Heads of

College, local

HR partners and

Heads of

Schools

Good practice models of local

induction programmes identified

by Dec. 2016.

Piloted through 2017, with 50%

take-up of piloted local induction

process.

Increase in reports of positive

experience of local induction,

measured by Athena SWAN staff

survey.


6

Action

No.


(start/end date)

Person

responsible


Only 44% felt they got the

support they needed to help

settle in their new role.

4.1-8 Conduct a

participatory

assessment of how

PDRS supports career

progression generally

a d o e s a ee progression, in

particular.

Per AS 2015 survey, of 197

respondents (134F, 63M)

who participated in PDRS as

e ie ees , % ag eed it gave an opportunity to

discuss career progression

(54% of F respondents, 42%

of M). Only 26% agreed

they benefitted from the

Review (10M, 41F), and only

30% (23M, 36F) agreed they

had an opportunity to

provide feedback on the

review process.

Participants in current (2016)

round of PDRS reviews to be

invited to participate in an

assessment of the

effectiveness of PDRS review

of work/development

objectives in supporting

career progression.

Nov.

2016

April

2017

Each relevant

Line Manager,

Manager HR

Strategy &

Organisational

Development

Participatory assessment

complete and gender

disaggregated results analysed

and reported to UMT, with

recommendations for action to

address issues identified.

4.1-9 Integrate gender

equality (including

unconscious bias

training) into PDRS

training schemes.

Ensure support given for

career development

through PDRS is free of

unconscious bias and

gender-aware.

Update Reviewer, Reviewee

and Head of School Training

to integrate gender equality

training (including in

unconscious bias).

Jan.

2017

July 2017 Manager Staff

Welfare and

Development,

Equality Officer,

Manager HR

Strategy &

Organisational

Development

Gender equality and unconscious

bias integrated in PDRS training.

Improvement in staff perception

of utility of PDRS in supporting

their career development and

progression, measured by

responses to annual Athena

SWAN staff survey.

4.1-10 Gender audit of

criteria for key

recruitment and

progression/promoti

on processes.

Fewer women apply for

promotions in UCC.

Only 11% of 161 female

respondents to AS 2015

survey agreed that

promotions in UCC are free

Institutional review of

promotions schemes

(approved by UMTO April

2016) will examine best

practice internationally to

address specific challenges for

female academics.

April

2016

May

2017

Senior Vice

President

Academic &

Registrar

Policies/practices revised to

incorporate recommendations

arising from review endorsed by

UMTO (Dec 2017).


regarding gender bias in


7

Action

No.


(start/end date)

Person

responsible


of gender bias; this

compares to 35% of 82 male

respondents.

ToR of Review to –

Consider inclusion of a

gender audit of the

criteria for key

recruitment and

progression/promotion

/retention processes.

Consider impact of

promotions criteria on

recruiting women to

leadership positions, e.g.

Head of School roles.

Promotions review to report

(with recommendations) to

UMTO by May 2017.

promotions criteria and

processes, measured by AS staff

survey.

Increase in female application

and success rates for

progression/promotion/recruitm

ent.

4.1-11 Require minimum

40% representation

of underrepresented

gender on

promotions boards

(LPEB, PPB).

In AS 2015 survey, only 11%

of 161 female respondents

agreed that promotions in

UCC are free of gender bias;

this compares to 35% of 82

male respondents.

AS 2016 focus group

feedback recommends

gender balance on

promotions boards.

As part of institutional review

of promotions criteria,

propose amendment to

regulations governing

membership of LPEB, PPB to

require equal gender balance

on promotions boards.

April

2016

May

2017

Senior Vice

President

Academic &

Registrar



promotions, measured by staff

survey.

Increase in the number of women

applying for promotion,

and being promoted.

4.1-12 Mandatory gender

equality training for

all promotions board

members (LPEB,

PPB), and for Heads

In AS 2015 survey, only 11%

of 161 female respondents

agreed that promotions in

UCC are free of gender bias;

Immediate effect mandatory

training for all LPEB, PPB

Board members and Heads of

School, to include

April

2016

Dec.

2016

Head and

Managers of

Colleges/School

s in conjunction

with HR



promotions, measured by staff

survey.


8

Action

No.


(start/end date)

Person

responsible


of Schools managing

promotions

applications.

this compares to 35% of 82

male respondents.

- Unconscious bias

training

- Training to develop

gender competence

in assessing criteria

for progression/

promotion


applying for promotion, and

being promoted.

4.1-13 Revised guidelines on

how leave and part-

time working is taken

into account in

progression/

promotion and

recruitment

decisions.

46% of 83 male respondents

and 55% of 160 female

respondents to the AS 2015

su e ag eed it s ot lea how career breaks will be

considered in promotion

decisions in UCC.

AS 2016 focus group

feedback indicates staff

perception that lack of

clarity may disadvantage

women.

Regulations governing

progression/promotion

spe if that allo a es a e ade fo pe iods

of leave but do not provide

more specific guidance to

decision makers.

As part of institutional review

of promotions criteria,

develop guidelines on how

part-time work arrangements

and maternity or other forms

of a e s lea e a e take i to account in progression and

promotion procedures.

(Approved in new Maternity

Leave policy April 2016.)

Benchmark against

international best practice

and recent experience in

UCC s ‘esea h Qualit Review exercise where

provision was made to

account for periods of leave

in relation to research output.

Draw on GENOVATE Code of

Practice on Gender Equality

and Research Excellence.

April

2016

May

2017

Senior Vice

President

Academic &

Registrar



promotions criteria and

processes, measured by staff

survey.


applying for promotion and being

promoted.

4.1-14 Expand informal

schemes sharing

successful promotion

applications with

Support women applying for

promotion.

AS 2016 focus group

Pilot, in STEMM Schools, the

expansion of existing informal

schemes (e.g. BEES scheme)

Jan.

2017

Ongoing SEFS, COMH

Heads of

College and

Pilot in place in 3 SEFS Schools by

March 2017, in anticipation of

next promotions round.


9

Action

No.


(start/end date)

Person

responsible


prospective

applicants.

participants (SEFS

academics) recommended

increased access to

examples of successful

applications.

for sharing successful

applications.

SATs, Head of

Schools.

Increase in staff reporting

positive experience of support

provided to help meet promotion

criteria, measured by AS survey.

4.1-15 Promotions Seminars

for women in

STEMM.

Support women applying for

promotion.

AS 2016 focus group

participants (SEFS

academics) emphasized

importance of learning from

experience of senior women

who have been promoted to

senior grades.

AS 2015 survey responses

indicate need for improved

mentoring to help meet

promotion criteria.

Twice annual seminars

targeting female STEMM staff

(but open to all) at which

senior women academics

discuss career paths and

experiences of promotion at

UCC.

Oct.

2016

Annual STEMM Heads

of College,

COMH and SEFS

SATs, HR

Partners; Staff

Development

Committee;

Aurora

Champions

Minimum attendance of 20 per

seminar.

Increase in applications from

women in next promotions

round.

4.1-16 Pilot SEFS mentoring

scheme to support

o e s p og essio and promotion.

Low rates of applications for

promotion from female

SEFS academics.

AS 2016 focus group

feedback from SEFS

academics emphasised the

importance of

mentoring/coaching to

suppo t o e s a eer

progression and prepare for

promotion.

SEFS SAT to oversee an

assessment of how well

existing mentoring

programmes available in SEFS

serve to support women to

become eligible and to apply

for promotion.

Expand or supplement

existing mentoring

arrangements to support

career

progression/promotion.

June

2016

Dec.

2016 and

ongoing

SEFS HoC, SEF

HR Business

Partner, Staff

Wellbeing

Officer, SEFS

Heads of

School.

Pilot of SEFS-specific mentoring

scheme for women from January

2017. Review after 1 year.

Expand to COMH and across UCC

from 2018


10

Action

No.


(start/end date)

Person

responsible


UCC has a range of

successful mentoring

schemes, but of varying

reach (numbers enrolled)

and scope (purpose of

scheme).

Pilot expanded/supplemental

mentoring scheme from

January 2017.

Supporting and Advancing Wo e ’s Careers: Career Develop e t – Application Section 4.2

4.2-1 Review training

schemes offered to

researchers.

Align training to address

attrition of women from

post-doctoral to senior post-

doctoral grades.

Integrate gender

equality into training

schemes,

monitor uptake rates

assess participants

experiences

June

2016

June

2017

Initially SEFS &

COMH SATs in

conjunction

with the HR

Research

Advisor

Increased level application and

success of women into senior

post-doctoral grades.

Positive feed-back from

researchers on training

programmes.

4.2-2 Compulsory Living

Equality & Diversity

training for all UCC

staff by 2017

(following IUA

review).

Increase awareness of

equality and diversity issues

across UCC.

Following IUA review of LEAD

programme, require LEAD

training for all staff from 2017

Jan.

2017

Ongoing Equality Officer Increase in number of staff

completing LEAD training.

Increase in positive staff

perception that UCC promotes

clear values about how people

should behave towards each

other, measured by AS staff

survey.

4.2-3 Open HR leadership

development

programmes to Vice

Heads of academic

units and Colleges, to

prepare women for

more senior

leadership roles.

Training for Vice Heads will

prepare and encourage

more women to apply for

more senior leadership

roles.

Phased expansion of HR

leadership development

programmes to include Vice

Heads.

Sept.

2016

May

2017 and

ongoing

UMTO, Heads

of College,

Director HR

Increase in numbers of Vice-

Heads of Schools and Colleges

completing HR leadership

development training.

Increase in numbers of women in

Headship roles.


11

Action

No.


(start/end date)

Person

responsible


Supporti g a d Adva ci g Wo e ’s Careers: Flexible Working and Managing Career Breaks – Application Section 4.3

4.3–1 Reinstate full cover

for maternity and

adoptive leave for

administrative /

support staff.

AS (2015) survey identified

lack of cover as creating

difficulties in managing

workloads, with negative

impact on organisational

culture.

New HR policy guidance

developed on

maternity/adoptive leave.

Sept 2015-Sept 2017, roll out

of reinstatement of

maternity/adoptive leave

cover extended from 50%

cover, to 75% cover

replacement.

Sept 2017-Sept 2018, 100%

cover reinstated.

Sept.

2015

Sept.

2018

UMTO, Director

of HR, Bursar

100% cover for

maternity/adoptive leave

reinstated for

administrative/support staff by

academic year 2017-18.

4.3–2 Provide full cover for

research staff while

on

maternity/adoptive

leave; OVPRI to

advocate for reform

in funding models at

national level.

Identified need by UCC

‘esea he s Asso iatio , A“ 2015 Survey, AS 2016 Focus

Groups, and HR data, on

limited progression to

senior levels for women in

research careers.

UCC HR Strategy for

Researchers commits to

implementation of

European Charter for

Researchers (including

support for combining

children and careers).


developed on

maternity/adoptive leave,

including updated planning

and cover arrangements.

Pilot esea he s maternity/adoptive leave

cover in College of SEFS,

followed by roll out across all

Colleges.

April

2016

Sept.

2017

Ongoing

Sept.

2019,

and

ongoing

following

review of

pilot.

Ongoing

Head of SEFS

and College

manager, HR

SEFS partner/

Cross-University

Maternity and

Family Leave

Working Group,

Bursar

OVPRI

Pilot esea he s maternity/family leave cover

completed successfully and

strategy developed for full roll

out across all Colleges, following

review and feed-back through

survey data and focus groups.

Cover for researchers on

maternity/adoptive leave in place

across all Colleges with positive

feed-back on impact on

organisational culture and career

development of researchers.


12

Action

No.


(start/end date)

Person

responsible


U.C.C. OVPRI advocating at

national levels, HEA, IUA and

HRB for reform of funding

models.

March

2016

U.C.C. OVPRI a leading advocate

for reforms by funding bodies to

support researchers taking

maternity/adoptive leave.

4.3-3 Measures to address

workload cover for

academic staff on

maternity/adoption

leave.

AS Survey (2015),

GENOVATE Experiences of

Maternity Leave Survey

(2014), AS Working Groups

identified difficulties linked

to workload reallocation,

and inconsistencies in

practice.


developed on

maternity/adoptive leave,

including updated planning

and cover arrangements for

academic staff, approved by

UMT and implemented across

the University.

April

2016

Ongoing Director HR;

Heads of

Colleges and

Schools/

Departments.

Supports in place for cover for

academic staff on

maternity/adoptive lea e commencing May 2016 across

UCC.

New policy guidance effectively

communicated to Heads of

academic units, and clear

planning arrangements for

workload allocation in place.

4.3–4 € grant for

teaching or research

assistance for

academic staff

returning from

maternity/adoptive

leave.

GENOVATE Survey 2014 and

AS Survey 2015 identified

lack of support on return

from leave as additional

obstacle for women in

combining careers and

parenting roles.

Pilot t a sitio € suppo t package in Colleges of SEFS

and COMH.

Roll out of transition support

package for returning

academic staff to all Colleges.

Sept.

2016

2017

Aug.

2017

2018 and

ongoing

Heads of SEFS

and COMH /

SEFS and COMH

HR Partners and

/ Bursar /

College

Financial

Analysts /

Director HR

Successful launch and positive

evaluation of pilot scheme and

roll out across all Colleges by

2018-19.

Evidence of positive impact on

transitions back to work following

leave.

4.3–5 Development of

comprehensive

policy on Good

Management of

Maternity, Paternity

and Adoptive Leave,

including new

Keeping In Touch

AS Survey 2015, GENOVATE

survey 2014 reveal

inconsistencies in practice

at unit level, and variations

in organisational culture and

level of supports provided

to parents.

New Guidance for all

managers on maternity and

paternity related policies at

UCC approved by UMT.

Roll out and implementation

of Guidance, with training for

line managers including

through Heads and Managers

April

2016

May

2016

Ongoing

Sept.

2017

Director HR /

HR Partners / IT

supports/ Cross

University

Working Group

Roll out and successful

implementation of Guidance,

monitored through 1:1 interviews

with staff availing of leave and

feed-back from staff, heads and

managers, from workshops and

coaching sessions.


13

Action

No.


(start/end date)

Person

responsible


days and Fathers at

Work policies.

Absence of structured

approach or University

policy on Keepi g i Tou h

days, and potential

importance on career

development to provide

safeguards agai st issed oppo tu ities .

Forum and 1:1 coaching and

open agenda workshops.

Fathers at Work policy

launched.

Sept.

2016

Dec.

2016

Evidence of positive impact on

organisational culture relating to

maternity, paternity leave and

adoptive leave.

4.3-6 Review Promotion

and Progression

criteria to better

accommodate

maternity/adoptive

leave.

AS Survey indicated need to

clarify how

maternity/adoptive leave is

addressed in

promotion/progression.

GENOVATE Guiding

Principles on Gender

Equality and Research

Excellence highlight

potential for better practice

in University context.

Review of Promotion and

Progression criteria (see

Action 4.1-13)

April

2016

Aug 2017

Senior Vice

President

Academic and

Registrar

Promotion and progression

criteria revised to better

recognise maternity/adoptive

leave.

Code of Practice on Gender

Equality and Research Excellence

launched, including guidance on

maternity, paternity and adoptive

leave.

4.3-7 Review of flexible

working policies and

incorporation of best

practice in HR

Strategy for

Researchers Action

Plan in support for

combining work and

family.

AS 2016 Focus Groups

highlighted difficulties

combining work and family.

HR Strategy for Researchers

Action Plan revised to include

better support for combining

work and family, children and

careers.

Sept.

2016

Aug.

2017

OVPRI and HR HR Strategy for Researchers

Action Plan incorporates best

practice in combining work and

family.

Flexible working accessible in

practice to researchers.

4.3-8 Development of

Maternity

Connections staff

network and

Need for support through

informal peer-support

measures, particularly for

early career staff identified

Establishment of a Maternity

connections initiative,

connecting volunteer

members of staff with

Aug.

2016

Ongoing

Equality and

Welfare officers

HR

Continuous feedback will be

sought from staff through direct

contact, focus groups and staff

surveys.


14

Action

No.


(start/end date)

Person

responsible


improved facilities

for nursing mothers.

as potentially beneficial in

career planning (AS Survey,

AS working group feed-

back).

experience of pregnancy at

work, maternity leave and life

as a working parent for

support and advice.

Sept.

2016

Sept.

2018

Director of

Building and

Estates

Improved facilities for nursing

mothers across campus.

4.3-9 Launch of new

interactive web

portal highlighting

UCC family leave and

flexible working

policies.

UCC Equality Committee

and public forum on campus

culture (February 2016)

highlighted need for greater

visibility and promotion of

policies.

Interactive web portal

modelled on best practice

launched.

May

2016

April

2017

Director IT,

Director HR,

Equality Officer,

HR Business

Managers

Accessible web portal launched

with positive feed-back from staff

(solicited through webpage).

Organisation and Culture – Application Section 4.4

4.4–1 Offer incentive

package (research

leave and grant) to

encourage Senior

Lecturers to apply for

Head of School roles.

Incentivise applications for

Headship roles from Senior

Lecturers, particularly

women, by reducing the

impact on their research

careers.

Make provision for a period

of research leave to follow

term of School/Department

Headship; Colleges to support

the award of research activity

of heads through provision of

research support during

leadership up to € , .

Sept.

2016

April

2017 and

ongoing

President;

Heads of

Colleges,

Director of HR.

Incentive package agreed and in

place by Spring 2017.

Increase in number of

applications from Senior

Lecturers for Headship roles over

succeeding three years.

Target: minimum, by College, of

40% of either gender among

Heads of School/ Department/

Discipline, Heads/ Directors of

Research

Centres/Units/Institutes.

4.4–2 Annual reporting to

UMT of gender ratio

of Heads of School

and Department/

Discipline, Heads/

Directors of Research

To foster a university-wide

culture of recognising and

tackling gender imbalance

To address gender

imbalances among Heads of

School.

UMT to review annually the

gender balance among Heads

of Schools.

Sept.

2016

Ongoing,

annually

SVPA &

Registrar;

Heads of

Colleges;

Director of HR

Target: minimum, by College, of

40% of either gender among

Heads of School/ Department/

Discipline, Heads/ Directors of

Research

Centres/Units/Institutes.


15

Action

No.


(start/end date)

Person

responsible


Centres/Units/Institu

tes.

4.4–3 Implement actions to

achieve a minimum

of 40% of

men/women on

UCC s st ategi decision-making

bodies.

To encourage better gender

balance in strategic

decision-making bodies

Minimum 40% gender

balance to also apply to

Chairpersons of committees

Action plan for

implementation agreed (work

underway since 2015).

Action plan roll out.

June

2015

Jan.

2017

Dec.

2016

Ongoing

President; SVPA

& Registrar;

Academic

Secretary;

Academic

Secretariat

Minimum of 40% of either gender

o UCC s st ategi de isio -

making bodies achieved by Sept

2018.

4.4–4 College Councils to

review nomination

processes for

membership of

University-level

strategic decision-

making bodies.

Need to ensure that

Colleges nominate suitably-

qualified female staff for

membership of strategic

decision-making bodies, to

support the goal of a

minimum of 40% of

men/women on strategic

decision-making bodies.

All 4 Colleges to develop

actions to achieve greater

gender balance in

nominations to University-

level strategic decision-

making bodies.

Sept.

2016

Sept.

2017

Heads of

Colleges;

College

Managers;

College HR

partners

Improved gender balance among

College nominees for

membership of University-level

strategic decision-making bodies.

4.4–5 Review composition

of AC with particular

reference to ex

officio membership.

To break cycle where

eligibility for membership is

conditional on the role held

and disadvantages women

who are less likely to be in

senior roles.

Review of AC membership

completed and measures to

address barriers to women

caused by ex officio

membership presented to

UMT and GB.

Sept.

2016

June

2017

President; SVPA

& Registrar;

Academic

Secretary;

Members of AC

Increase in proportion of women

on Academic Council by Sept

2018.

Target: minimum 40% of either

gender on strategic decision-

making bodies.

4.4-6 Report gender

disaggregated

AWDM outputs and

formulate actions to

address any gender

differences.

Review local, unit-

level workload

To allow UCC to identify and

address any gender

differences in workload.

45% of 374 respondents to

the AS 2015 survey

disagreed that their

workload is reasonable.

Review of current pilot phase

of AWDM completed with

recommendations for reform.

Sept.

2016

Sept.

2017

SVPA &

Registrar

Gender disaggregated data on

workload available from Sept.

2017, and included in reports to

UMTO.

Actions to address any gender

differences in workload allocation

patterns reviewed by Heads and

Managers.


16

Action

No.


(start/end date)

Person

responsible


distribution practices

to identify models of

good practice.

53% of 374 AS survey

respondents feel they have

disproportionate

espo si ilit fo ge e al a ade i ad i ist atio (of which 31%M, 69%F).

43% of respondents did not

agree that allocation of

workload aligns with

personal career

development goals.

Increase in positive responses to

questions on workload on Athena

SWAN staff survey.

4.4-7 Key meetings held

du i g o e, fa il -

f ie dl hou s.

2015 AS survey responses

indicate support for core

hours of 10.00 – 16.00 hrs

to accommodate staff with

caring responsibilities.

Provide support and guidance

to Colleges o fa il f ie dl meetings.

June

2016

May

2017

and

ongoing

Heads of

Colleges;

College

Managers

Most (80%) of strategic University

and College meetings to be held

du i g o e, fa il -f ie dl hours.

4.4-8 Establish annual

equality audit of UCC

website, promotional

material.

To increase the visibility of

women as role models and

to recognise diversity within

the University community.

To embed a culture of

gender equality in UCC.

Review

marketing/communications

guidelines to incorporate

equality, diversity and

inclusion.

April

2016

Dec 2016

and

annually,

ongoing

Director of

Marketing,

Digital Estates

Working Group,

Equality Officer

UCC Web site and promotional

materials reflect best practice in

recognising equality and

diversity.

4.4-9 Target a minimum of

40% of men/women

among invited

speakers at key UCC

events, including at

conferrings.

Improve gender balance

and promote visibility of a

diverse and inclusive range

of role models

As 2015 survey responses

indicate staff perception

that gender is not taken into

Gender balance to be

proactively considered in

inviting keynote speakers to

UCC.

Sept.

2016

Ongoing Heads of

Colleges; Heads

of School;

Admissions

Office; Director

of Marketing

A minimum of 40% men/women

among invited speakers at key

UCC events by 2018.

Improvement in positive

response rate to relevant

questions in annual AS survey.


17

Action

No.


(start/end date)

Person

responsible


consideration in planning

events.

4.4 -10 40% minimum

gender balance (of

men/women) among

recipients of Alumni

Achievement Awards

and Honorary Degree

Awards.

Explicitly promote

institutional values of

equality and diversity.

Only 39% of AS survey

respondents agreed that

the p e aili g ultu e i UCC is female-friendly and

i lusi e .

Numbers of awardees

annually is low; achieve

balance among awardees

over successive three-year

rolling periods.

Sept.

2016

Ongoing President;

Honorary

Degrees Board

Minimum 40% balance of men &

women achieved in awards over

any three-year rolling period.

Improvement in positive

response rate on perception of

UCC as having a female-friendly

and inclusive culture in annual AS

survey.

4.4-11 Name a significant

building on campus

after a woman.

Explicitly promote

institutional values of

equality and diversity.

Of several buildings on UCC

named after individuals,

none are named after

women.

President, on behalf of

Athena SWAN, to formally

request action from UCC

Naming Committee.

June

2016

When

complete

President; UCC

Naming

Committee;

Buildings and

Estates

A high-profile building on campus

is named after a woman.

4.4-12 Assess unmet

demand for staff

childcare needs;

propose actions to

address it.

Improve support to increase

applications from women in

recruitment. AS 2016 Focus

Groups indicate

dissatisfaction with access

to current Crèche facilities.

Action plan to address

demand for staff childcare.

Sept.

2016

June

2017

Director HR;

Equality and

Welfare

Officers

Strategy adopted by UMTO to

address staff childcare demands.

4.4-13 P eside t s Athe a SWAN Alumni

Symposium.

Raise awareness of Athena

“WAN a d UCC s commitment to equality on

campus and beyond.

36% of AS 2015 survey

respondents had not heard

President to host female

alumni at an annual public

symposium to consider

achievements and challenges

in improving equality on

campus and beyond.

2016 Ongoing,

annually

President

Symposium and Equality Award

inaugurated and continue

annually.

Feedback from symposium to

inform development of Athena

SWAN action plan.


18

Action

No.


(start/end date)

Person

responsible


of Athena SWAN before

taking the staff survey.

Award ceremony celebrating

extraordinary contributions to

promoting equality and

diversity.

Increased awareness of Athena

SWAN on campus, measured by

annual survey.

4.4-14 Undertake a gender

audit of all HR

employment and

staffing policies.

AS 2015 survey responses

indicate:

55% of 373 respondents

(109M, 264F) disagreed that

they would feel comfortable

reporting if they felt unfairly

treated (48M, 157F).

HR policies reviewed, and

updated to reflect best

practices.

New interactive HR Equality

web portal launched (see

4.3).

June

2016

May

2017

Director of HR,

Equality Officer

Revised and updated HR policies

adopted, reflecting best practices

in equality and diversity in the

workplace.

4.4-15 Pilot initiative with

IHREC to develop

best practice on

implementing new

positive duty on

public bodies to

promote equality.

2014 IHREC Act (s.42)

imposes new positive duty

to promote equal treatment

and human rights.

Equality Committee UCC has

proposed pilot initiative to

embed culture of equality

across all UCC activities.

Pilot with IHREC to identify

best practice.

Best practice adopted and

i ple e ted i UCC s strategic planning and HR

policies.

April

2016

Sept.

2018

Equality

Committee

(Staff and

Student) of

Governing

Body; Equality

Officer.

Equality and human rights

e edded i all aspe ts of UCC s strategic planning, best practice

reflected in employment and

staffing policies.

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