University of Southampton Athena SWAN Bronze … SWAN Bronze university award renewal University of...

Athena SWAN Bronze university award renewal University of Southampton (2012)

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Athena SWAN Bronze university award renewal Name of university: University of Southampton

Date of application: 30 November 2012

Contact for application: Kamaljit Kerridge-Poonia Head of Equality & Diversity Human Resources University of Southampton Highfield Southampton SO17 1BJ

Email: [email protected]

Telephone: 023 8059 2945

Date of previous award: 2006, renewed 2009

University departments: STEMM faculties (and no. academic units) Faculty of Engineering and the Environment (4) Faculty of Health Sciences (2) Faculty of Medicine (6) Faculty of Natural and Environmental Sciences (3) Faculty of Physical and Applied Sciences (3) Faculty of Social and Human Sciences (4 STEMM academic units)

Other faculties Faculty of Business and Law (3) Faculty of Humanities (7 disciplines) Faculty of Social and Human Sciences (2 remaining academic units)

Total STEMM academic units: 22 Grand total academic units: 28

STEMM academic units account for 79% of all academic units or 74% of all academic and research staff. More detail is given in Figure 4 (p8).


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Abbreviation Definition

ALS Action Learning Set

ASNet Athena SWAN network

C&M Communications and Marketing department

CfBS Centre for Biological Sciences (FNES academic unit)

E&D Equality & Diversity Team

E&DAC Equality & Diversity Advisory Committee

ECR Early Career Researcher

ECS Electronics and Computer Science (FPAS academic unit)

ERE Education, Research and Enterprise job family - includes all non-clinical academic and research staff

EPSRC Engineering and Physical Sciences Research Council

FEE Faculty of Engineering and the Environment

FLT Faculty Leadership Team

FNES Faculty of Natural and Environmental Sciences

FPAS Faculty of Physical and Applied Sciences

HR Human Resources

HRM HR Managers

IOP Institute of Physics

ISVR Institute of Sound and Vibration Research (FEE academic unit)

IWD International Women’s Day

OES Ocean and Earth Science (FNES academic unit)

ORC Optoelectronics Research Centre

PDU Professional Development Unit

PI Principal Investigator

PPDR Personal Performance and Development Review (appraisal)

Provost The Deputy Vice-Chancellor

PVC Pro Vice-Chancellor

RSC Royal Society of Chemistry

SAT (Athena SWAN) Self-assessment team

UCU University and Colleges Union

UEG University Executive Group

VC The Vice-Chancellor

WAAR "Working as a Researcher" website


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2 The self- assessment process [997 /1,000 words]

a) A description of the self- assessment team

The University of Southampton self-assessment team (SAT) was re-established in May 2012. Consisting of five men and 15 women from across the institution, it has also drawn on the expertise of an external consultant, Dr Sean McWhinnie (Oxford Research and Policy). Seven faculties or academic units are in the process of applying for departmental Athena SWAN awards, and each SAT is represented here.

Leadership

Professor Iain Cameron (Chair; Professor of Obstetrics and Gynaecology; Dean of Medicine)

Professionally, Iain has a longstanding commitment to women’s health and well-being. As a member of the University Executive Group he is in a position to ensure that support for Athena SWAN activities is aligned with strategic investment at institutional level.

Kamaljit Kerridge-Poonia (Head of Equality and Diversity)

Kamaljit has extensive experience of Equality and Diversity gained in local government, the civil service and higher education sector over the last fifteen years. She balances part-time working with parental responsibilities and consultancy.

STEMM disciplines

Dr Lindsay-Marie Armstrong (Lead for FEE Athena SWAN submission; New Frontiers Fellow, FEE)

Conference Leader for the IoMA Early Career Mathematicians group.

Dr Cathy Bowen (Chair of the Faculty of Health Sciences Athena SWAN SAT; Senior Lecturer)

Cathy was supported in completing her PhD through flexible working patterns, working as a lecturer full-time as well as being a full-time mother.

Dr Michelle Cowen (Member of Faculty of Health Sciences Athena SWAN SAT; Principal Teaching Fellow)

Michelle was convenor of the 2011 Opening Doors international conference, enabling healthcare students with disabilities to reach their potential.

Professor Diana Eccles (Chair of the Faculty of Medicine Athena SWAN SAT; Professor of Cancer Genetics)

Diana actively supports career development as mentor for University Hospital Southampton new consultant staff and for University clinical academic staff.

Dr Alan Marchant (Chair of Biological Sciences Athena SWAN SAT, Lecturer in Molecular Plant Sciences)

Previously, Alan was a research leader in Umeå, Sweden and so has experience of how gender and work-life balance issues are dealt with in another country. He has a young school age child and manages work with child care responsibilities.

Sue Niblock (Member of Faculty of Medicine Athena SWAN SAT; Faculty Operating Officer for Medicine)

Sue was previously with the University’s Transition Programme team, following a long career with the Home Office and the Foreign Office.

Professor Andrea Russell (Chair of Chemistry Athena SWAN SAT; Professor of Physical Electrochemistry; Deputy Head of Academic Unit Education)

Through two periods of serious ill health, Andrea has been supported by her line manager to ensure continuity of her group’s research work.

Dr Su White (Member of Electronics & Computer Science Athena SWAN SAT; Senior Lecturer)

Su has been an active member of the FPAS Diversity Committee and the ECS Athena SWAN SAT. She works with WiSET and keenly supports the student societies ECSWomen and ECSS.

Stakeholder representatives

Dr Martha Gledhill (Representing WiSET; Member of Ocean & Earth Science Athena SWAN SAT; NERC Advanced Research Fellow)

Doga Kuyucu (ECSWomen/Theano)

Vesna Perisic (Representing WiSET; Teaching Fellow in Pure Mathematics)

Patrycja Poplawska (ECSWomen/Theano)


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Support

Linnet Evans (Project Officer, Equality and Diversity Team)

Lucy Green/Greg Sandford (Communications & Marketing)

Alexander Melhuish (Project Officer (Athena SWAN), Equality and Diversity Team)

Tamara York (HR Organisational Development Consultant with responsibility for Athena SWAN)

b) An account of the self- assessment process

Through its monthly meetings, the SAT has evaluated the University’s progress against the previous action plan, and developed a more detailed plan for the next three years. The review has demonstrated good progress over the last three years (see Action Plan Update), despite a major restructuring (Section 3, p6). Senior staff changes provided some challenges in maintaining consistent leadership over this period. Nonetheless, the University Diversity Champion and Equalities Implementation Group (EIG) maintained real momentum in implementing the 2009 Athena SWAN action plan until 2012.

In 2011, corporate resources were secured to provide data analysis, advice, support and overall coordination for all the submissions being developed, demonstrating the importance the University’s leadership gives to taking forward gender equality in the STEMM areas.

The University collaborated with HE STEM and the UKRC for Women in STEM to develop the creation of the QuickCAT gender equality survey. This also led to our involvement in an ECU pilot of new Athena SWAN-like initiatives for non-STEMM disciplines, with the Law and Music department volunteering to pilot the proposals.

Overall, 673 academics, researchers, PhD students and support staff from the five units applying for departmental awards in November responded to the gender equality surveys, primarily using the QuickCAT. Around 40 individuals (staff and students) also took part in focus groups within those units. Two additional focus groups, involving eight participants from academic and other backgrounds (1M, 7F), explored the themes of promotion and long-term leave with an external facilitator, and identified potential future activities. These findings have been valuable in shaping the subsequent University and departmental action plans.

The University SAT has benefitted greatly from the three faculties and four academic units concurrently undertaking Athena SWAN assessments, accounting for 80% of the University’s STEMM academic and research staff (Figure 4, p8). Harnessing this symbiosis, the University SAT has also acted as a coordinating group for the departmental submissions.

c) Plans for the future of the self- assessment team

The SAT will continue to meet quarterly to oversee the implementation of the action plan, reporting termly to the Equality & Diversity Advisory Committee (E&DAC). Its remit will focus on the continuing development of corporate gender equality activities and utilising the departmental SATs to embed wider good practice.

Membership of the SAT will be reviewed to improve representation of postgraduate students, post-doctoral researchers and STEMM AUs not already represented through Athena SWAN Chairs.

Athena SWAN Champions will also be identified in each faculty to support on-going gender equality work locally, and encourage further departmental submissions. They will form a new Athena SWAN Network and will be instrumental in developing and embedding centrally-supported good practice in STEMM departments and faculties, as well as coaching other units choosing to apply.

These are among the many steps to ensure the University’s readiness for applying for a Silver Athena SWAN award by 2015.


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3 Description of the institution [920/1,000 words] The University of Southampton has a global standing for academic excellence and is recognised as one of the UK’s top 15 research universities. A founder member of the Russell Group and the Worldwide University Network, Southampton is ranked 73rd globally according to the 2012 QS World University League Rankings.

Today, the University has over 22,000 students studying across five campuses in Southampton and Winchester, and there are more than 5,000 staff, with a turnover of £400m annually.

A new Malaysia campus, specialising in engineering, opened in October 2012.

Since our last renewal, the University has gone through a major restructure, transforming three faculties and 21 separate schools to an eight-faculty structure, aligning the University leadership more closely with academic activities within the faculties. In addition, the locations and structures of professional support services were re-evaluated, to create standardised services across the institution with local flexibility to deliver bespoke support at faculty level. The final part of an HR transition was also embedded in summer 2012.

The pace of change inevitably posed operational and managerial challenges for some faculties and professional services. However, the University is already beginning to benefit from more streamlined and consistent structures and processes. For example, a robust open recruitment programme has resulted in the appointment of more women to senior positions on the University Executive and wider leadership team.

In regard to Athena SWAN, equality work passed from the earlier EIG to the new Equality and Diversity Advisory Committee (E&DAC), which reports to the University Executive Group (UEG) and annually to Council. The SAT is hence ultimately accountable to the highest level of University governance.

In 2010, the University undertook an extensive review of all its equality work through sub groups of the Equality Implementation Group (EIG). The outcomes of this review are contained in the University’s current Equality Plan.

Student and staff numbers for the University as a whole are shown in Figure 1. Unless indicated otherwise, all figures in this document show headcounts, irrespective of full- or part-time status. ‘Academic and research’ staff are those in the Education, Research and Enterprise (ERE) job family, plus clinical and nursing staff in equivalent roles within Medicine. Numbers therefore include research fellows.

Gender Students Staff

UG PGT PGR Total Academic & research

Support Total

Male 7647 1998 1452 11097 1613 1081 2694 Female 9155 2774 1110 13040 1085 1875 2960 Total 16802 4773 2562 24137 2698 2956 5654 % female 55% 58% 43% 54% 40% 63% 52%

Figure 1: Grand total of University staff and student headcounts1

Figure 2 below shows the academic and research population by faculty, both as headcounts and as female percentage. Figure 3 shows the equivalent data for the undergraduate and postgraduate student population. Women are well-represented at undergraduate and postgraduate-taught level, but are less likely to pursue a research postgraduate degree. This trend continues into research and academic staff, where the percentage of women decreases again (discussed further in Section 6, p19).

The STEMM status of most faculties is self-evident. The breakdown of the hybrid Faculty of Social & Human Sciences is shown in Figure 4 (p8).

New developments in the University’s HR and student administration systems since the 2009 renewal have enabled ready access, in some cases for the first time, to better quality information to inform the development of this submission. This has also provided the leverage for re-engineering certain internal processes to support fuller data capture.

1 Staff headcount projected for 1st December 2012. Student headcount: Dec 2011 for academic year 2011-12


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Figure 2: Academic and research staff by faculty and gender (female percentage overlaid)

Figure 3: UG & PG (hashed) student headcount by faculty and gender (total female percentage overlaid)

In Figure 4 below, these faculty figures are broken down to individual academic units, with corresponding representative populations. Certain academic units are either effectively graduate schools or research-only groups with no directly associated undergraduate or postgraduate students.

24% 78% 56% 28% 14% 40% 42% 53% 51% 0

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STEMM Faculties with principal academic units 2

Academic & research staff

Students

All %F All %F

Faculty of Engineering and the Environment ◊ 376 24% 2385 24%

Aeronautics, Astronautics & Computational Engineering 63 13% 354 14%

Civil Maritime and Environmental Engineering & Science 104 15% 771 31%

Engineering Science Unit 85 22% - -

Institute of Sound & Vibration Research (ISVR) 57 25% 224 48%

Faculty of Health Sciences ◊ 193 78% 2847 88%

Centre for Innovation & Leadership 87 78% 620 84%

Professional Practice in Health Sciences 95 78% 2227 89%

Faculty of Medicine ◊ 486 56% 1548 58%

Cancer Sciences 127 51% 19 47%

Clinical & Experimental Sciences 109 47% 78 53%

Human Development & Health 129 63% 119 71%

Medical Education 38 58% 1324 57%

Primary Care & Population Sciences 39 56% 8 57%

Wessex Institute 42 69% - -

Faculty of Natural and Environmental Sciences 309 28% 2136 47%

Centre for Biological Sciences (CfBS) ◊ 78 40% 700 59%

Chemistry ◊ 105 22% 578 35%

Ocean & Earth Science (OES) ◊ 116 25% 858 46%

Faculty of Physical and Applied Sciences 397 14% 2171 18%

Electronics & Computer Science (ECS) ◊ 236 11% 1579 17%

Optoelectronics Research Centre 85 18% 77 16%

Physics & Astronomy 68 21% 515 20%

Faculty of Social and Human Sciences (STEMM AUs) 235 40% 2170 56%

Geography & Environment 58 28% 664 49%

Mathematics 74 16% 809 40%

Psychology 93 65% 697 81%

Statistical Sciences Research Institute (S3RI) 10 60% - -

STEMM total 1996 37% 13257 50%

Faculty of Business and Law Southampton Law School, Southampton Management School, Winchester School of Art

225 42% 3493 65%

Faculty of Humanities Archaeology, English, Film, History, Modern Languages, Music, Philosophy

247 53% 3048 59%

Faculty of Social and Human Sciences Non-STEMM academic units: Southampton Education School, Social Sciences

209 51% 3036 57%

Other academic pathway staff 21 48% - -

University total 2698 40% 22834 54%

◊ Faculty or academic unit undertaking a departmental Athena SWAN submission in 2012 or 2013

Figure 4: Detailed staff and stuents headcounts for STEMM disciplines

2 Some organisational sub-units which are not academic units are excluded, but their staff and student headcounts are included in the Faculty totals. Staff headcounts are projected for December 2012, based on November data; student headcounts are from December 2011.


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Research-only Teach-only Mixed

Level 4 Research fellow Teaching fellow

Level 5 Senior research

fellow Senior teaching

fellow Lecturer

Level 6 Principal research

fellow Principal teaching

fellow Senior lecturer or

Reader

Level 7 Professor or Director of Education

Figure 5: Typical academic and research staff pay grade mapping

STEMM All staff

F M All %F F M All %F

Dec 2012 FTE 3

Level 4 309.6 397.0 706.6 44% 411.1 466.8 877.9 47%

Level 5 209.5 281.9 491.4 43% 311.5 370.6 682.1 46%

Level 6 77.3 215.5 292.8 26% 132.4 302.6 435.0 30%

Level 7 53.8 274.2 328.1 16% 93.7 357.4 451.1 21%

Total FTE 651.0 1170.3 1821.3 36% 949.4 1499.3 2448.7 39% Total headcount

744 1252 1996 37% 1085 1613 2698 40%

Dec 2011 FTE

Level 4 273.0 414.3 687.3 40% 371.0 469.0 840.0 44%

Level 5 178.8 267.8 446.6 40% 284.3 351.8 636.1 45%

Level 6 56.6 187.9 244.6 23% 102.5 272.8 375.3 27%

Level 7 33.4 259.7 293.2 11% 67.0 324.0 391.0 17%


628 1205 1833 34% 961 1527 2488 39%

Dec 2010 FTE

Level 4 264.8 395.9 660.8 40% 348.7 454.0 802.6 43%

Level 5 173.5 275.3 448.7 39% 263.0 357.0 620.0 42%

Level 6 52.7 187.0 239.7 22% 91.8 267.5 359.4 26%

Level 7 34.2 253.6 287.8 12% 63.3 318.4 381.6 17%


604 1161 1765 34% 884 1478 2362 37%

Dec 2009 FTE

Level 4 259.9 392.4 652.3 40% 343.4 454.1 797.3 43%

Level 5 200.5 281.0 481.5 42% 298.5 363.8 662.3 45%

Level 6 68.5 198.5 267.0 26% 112.9 273.1 386.2 29%

Level 7 44.9 259.1 304.0 15% 75.8 326.0 401.8 19%


658 1173 1831 36% 951 1482 2433 39%

Dec 2008 FTE

Level 4 270.9 413.7 684.6 40% 333.3 465.6 798.9 42%

Level 5 206.8 303.3 510.1 41% 293.6 384.7 678.3 43%

Level 6 71.6 203.3 274.8 26% 115.4 267.5 382.8 30%

Level 7 44.9 266.6 311.6 14% 75.3 329.0 404.3 19%


675 1238 1913 35% 942 1528 2470 38%

Figure 6: Full- time equivalent academic and research staff

3 December 2012 projected figures. A small number of staff on grades below level 4 are included in totals.


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The University of Southampton uses pay levels 4-7 for ERE staff. These typically map to the titles shown in Figure 5 above. Academic staff (levels 5-7) are generally expected to work a mixed portfolio, balancing teaching and research, although research- and teaching-only career paths are not uncommon.

Clinical academic staff in the Faculty of Medicine (39 Professors, 43 Readers/Senior Lecturers and 6 Lecturers) are on NHS-matched pay grades. For the purposes of comparison in this document, these staff have been mapped to the equivalent ERE grade for their position within the faculty.

Figure 6 tracks the full-time equivalent staff population for the last five academic years.

Overall, these figures indicate that the percentage of all female academics has been growing over the last two years, with the gap narrowing between STEMM and all disciplines. The increase of women in higher academic posts (levels 5-7) combined with the parallel rise in researchers (level 4) gives an indication that the classic ‘leaky pipeline’ of postdoc attrition is improving. This is illustrated graphically in Figure 7 and more explicitly in Figure 9 (p11).

Figure 7: Percentage female researchers (level 4) and academics 2008- 2012

Subsequent to the Athena SWAN renewal in 2009, the University’s restructuring process included several rounds of voluntary severance (VS). The majority of those opting to leave were administrative and support staff; figures for academic staff are shown in Figure 8.

STEMM academics All academics

Total Female Total Female

15 27% 27 37%

Figure 8: Academic staff taking voluntary severance

The proportion of women taking voluntary severance was below the proportion of women in the total academic population. In STEMM disciplines, less than one per cent of the total population took VS, with the majority (six men, two women) at level 5.

Levels 5-7 (STEMM)

Level 4 (STEMM)

Levels 5-7 (all disciplines)

Level 4 (all disciplines)

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2008 2009 2010 2011 2012


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Supporting and advancing women’s careers [5,274/4,500 words]

4 Key career transition points [1,233 words] Figure 9 demonstrates the overall “leaky pipeline” of the University. Key transition points are PGR to level 4, where we are pleased to see an increase in the percentage of women, and level 5 to level 7, where there is a significant decrease in the percentage of women, and is a key priority for us in developing women’s career opportunities (see Section 4c and 5).

Figure 9: “Leaky pipeline” showing students, research and academic staff by level (2012)

a) Female:male ratio of academic staff on fixed- term vs. open- ended contracts

The University uses fixed-term contracts where objective justification exists for doing so. All fixed-term staff can request a conversion to an open-ended contract by following a defined University process.

The University regularly meets with trade unions to discuss the use of fixed-term contracts and any issues relating to fixed-term staff, such as career development (a focus of the Concordat; see Section 5a)i, p16). The University and the trade unions are actively committed to ensuring that the full potential of all staff is developed whether employed on an open-ended or fixed-term contract.

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Figure 10: Percentages of female academic staff on fixed- term contracts

The proportion of staff on FTCs over the last five years is shown graphically in Figure 10. We are pleased to note a reduction in their use, particularly in STEMM disciplines. More detailed figures are shown in Figure 11.

However, the SAT (with HR and the trade unions) recognises that other universities have made more progress in this area, and will be investigating ways to reduce the use of fixed-term contracts further in 2014 [AP:4.3].

Fixed- term Permanent FTC

F M All %F F M All %F F M

Dec 2012

STEMM 345 497 842 41% 399 755 1154 35% 46% 40%

All 420 568 988 42% 665 1045 1710 39% 39% 35%

Dec 2011

STEMM 289 488 777 37% 339 717 1056 32% 46% 42%

All 382 542 924 41% 579 985 1564 37% 40% 37%

Dec 2010

STEMM 293 311 604 49% 458 703 1161 39% 39% 34%

All 377 507 884 43% 512 966 1478 35% 42% 37%

Dec 2009

STEMM 300 358 658 46% 449 724 1173 38% 40% 36%

All 398 553 951 42% 505 977 1482 34% 44% 39%

Dec 2008

STEMM 301 374 675 45% 444 794 1238 36% 40% 35%

All 370 572 942 39% 493 1035 1528 32% 43% 38%

Athena SWAN 2008

STEMM 44% (0.8 : 1) 33% (0.5 : 1)

All 41% (0.7 : 1) 37% (0.6 : 1)

Figure 11: Fixed- term and permanent academic posts with female percentage, 2008- 2012

b) Female:male ratio of academic staff job applications and appointment success rates

Recruitment up to and including some level 6 posts is handled entirely within the faculty, in liaison with HR. For more senior positions, interview panels generally have a wider composition.

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During the University restructuring, recruitment was frozen for administration and support staff, other than for a limited number of business-critical appointments. Since then (May 2011), recruitment has been handled through a new system (Stonefish), and continuous and consistent reporting has been available. Data from the period prior to the recruitment freeze came from several sources and is unreliable.

All Male Female F% Total

Applied 5078 3061 38% 8139

Shortlisted 1045 823 44% 1868

Interviewed 961 775 45% 1736

Appointed 348 332 49% 680

Conversion 7% 11% 8%

STEMM Male Female F% Total

Applied 3141 1532 31% 4673

Shortlisted 661 452 42% 1113

Interviewed 606 433 43% 1039

Appointed 201 167 44% 368


Figure 12: All fulfilled academic and research vacancies from May 2011- September 2012

As shown in Figure 12, in the period to September 2011, 31% of applicants and 44% of all new appointments to STEMM positions were women. This exceeds the proportion of women (34% at December 2011) already on the payroll by over nine percentage points. Shortlist and interview proportions were also over 40%. Hence women are more likely to be appointed following application overall. However, only 31% of initial applicants were women.

All Male Female F% Total

Applied 3158 2199 41% 8139

Shortlisted 719 624 46% 1868

Interviewed 663 593 47% 1736

Appointed 244 262 52% 680


STEMM Male Female F% Total

Applied 2112 1183 36% 4673

Shortlisted 464 351 43% 1113

Interviewed 426 337 44% 1039

Appointed 142 127 47% 368


Figure 13: All fulfilled L4 (post- doctorate) vacancies from May 2011- September 2012

When examining only postdocs (Figure 13), a similar picture emerges, though the percentages of women in STEMM disciplines are higher. Compared to the current 43% of researchers in STEMM that are female, 47% of appointments have been to women, indicating that there will be an increase in the number of female postdocs.

Meanwhile, a positive approach to the recruitment of senior governance posts over the last three years has resulted in significantly higher numbers of women at higher grades (Section 6, p19). The further challenge to the University and its faculties is to widen this initial pool through positive action in recruitment [AP:5.4;6.9].

University policies on part-time working, job sharing and flexible working are in place, and are available from HR’s website. With dedicated HR Managers now assigned to each faculty, advice on general and specific


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issues is more readily available to staff at all levels. We also intend to make easy to understand guidance on these policies available through the Working as a Researcher website, and include links to this information from job advertisements [AP:5.2;7.1;7.4].

From December 2012, the new internal Induction Portal will provide new staff with a range of relevant information and a discussion board. The Portal also hosts an induction toolkit and other resources for managers of new joiners.

c) Female:male ratio of academic staff promotion rates

Promotion of academic and research staff occurs on an annual multi-stage cycle and applications are made by self-nomination, although many staff may be advised to apply by their manager or peers. Procedures are intended to be fair and transparent, based on individual ability and performance. Panels also take specific individual circumstances into consideration, such as absence due to maternity, paternity, parental or adoption leave; caring commitments; or part-time or other flexible-working arrangements in making their decision.

Funding has been secured for a whole range of activities to be run over 2012/13 following a detailed analysis of success rates in the 2010/11 promotions round, presented to Senate in November 2011. This highlighted that women were not being as successful in either putting themselves forward or succeeding at the interview level. Rectifying this has now become an organisational priority [AP:3].

Activities include two open meetings in October 2012 (attended by 40% women), hosted by the PVC and DVC (who oversees the Promotions process), to clarify the process, identify the expectations of promotion panels and give a clear message that women are encouraged to apply. This will be followed by correspondence with managers encouraging them to ensure that women, as well as men, put themselves forward. These and other initiatives are featured on the corporate intranet home page, and communicated via other channels.

Interview skills and presentation workshops have been organised for applicants. There are now fair practice briefings delivered by faculty HR managers for members of the promotion panels and this is supported by a policy for panels to include fair gender representation.

For 2011/12, flexibility in the promotions calendar enabled one female applicant, on maternity leave at the time, to meet with a reconvened interview panel later in the year. Another female academic, whose application was initially turned down by the faculty panel, was supported to strengthen her application for consideration by the University panel. Both candidates successfully secured their promotions.

We also identified an issue where promotions panels were scheduled immediately following half-term break, which some felt may disadvantage candidates with family commitments, and has been rectified for the 2012/13 promotions rounds.

2011 All disciplines STEMM disciplines

Level 5 to 6 Total Male Female Total Male Female

Level 5 cohort 700 363 337 48% 506 284 222 44%

Applications 70 47 23 33% 38 28 10 26%

Successful 33 26 7 21% 22 17 5 23%

Success rate 47% 55% 30% 58% 61% 50%

Promotion rate 5% 7% 2% 4% 6% 2%


Level 6 cohort 418 291 127 30% 277 200 77 28%

Applicants 20 17 3 15% 27 25 2 7%

Successful 17 14 3 18% 15 14 1 7%

Success rate 85% 82% 100% 56% 56% 50%

Promotion rate 4% 5% 2% 5% 7% 1%

Figure 14: Academic promotions across the University for 2011


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2012 All disciplines STEMM disciplines


Level 5 cohort 735 383 352 48% 510 285 225 44%

Applications 69 48 21 30% 41 37 4 10%

Successful 51 37 14 48% 30 28 2 7%

Success rate 74% 77% 67% 73% 76% 50%

Promotion rate 7% 10% 4% 6% 10% 1%


Level 6 cohort 433 297 136 31% 294 219 75 26%

Applications 53 44 9 17% 36 31 5 14%

Successful 36 30 6 17% 23 20 3 13%

Success rate 68% 68% 67% 64% 65% 60%

Promotion rate 8% 10% 4% 8% 9% 4%

Figure 15: Academic promotions across the University for 2012

Figure 14 and Figure 15 show only promotions of salaried staff to a higher level, excluding a small number of honorary promotions. “Success rate” is the percentage of applicants that were promoted; “promotion rate” is the percentage of the relevant cohort promoted. It was noticeable though that of applications for in-level transfer (e.g. Senior Lecturer to Reader), 100% of women were successful in 2011-12. This is commonly seen as an interim step towards level 7 promotion, and may indicate that women are underestimating their abilities or otherwise dissuaded from applying for a level 7. This will be monitored going forward.

Initiatives on training and mentoring for female researchers and academics are given in Section 5 (p16).

Feedback from the University focus groups indicated that opportunities for assisting women to consider and prepare for promotion are insufficient or unavailable. Promotion criteria were felt to be too generic, permitting too much flexibility of interpretation by panels, resulting in an over-reliance on research achievements. The usefulness of PPDRs for individuals was queried, as well as over-reliance on this process as a communication channel. This was echoed in QuickCAT surveys, with around a quarter of respondents stating that they did not fully understand the promotion process.

The University acknowledges and recognises the importance of the range of skills and experience necessary to deliver its strategy. It is also acknowledged that individuals have strengths in different areas of academic endeavour. In the past, driven by the University’s criteria for promotion, there was a bias towards recognising research above other areas of achievement, but this is no longer the case. Contributions to research and education, and associated administrative and enterprise activities, are now equally valued in terms of recognition and reward. However, there remains a widespread misconception about the research/education balance required, and better communication of this is necessary to reassure potential applicants. We are determined to see these concerns addressed, and Section 3 of the Action Plan is dedicated to resolving barriers to female promotion. Actions in sections 2 and 6 should also help both individuals and their managers with these issues.


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5 Career development [1,829 words]

a) Policies and activities supportive of women’s career development

i. Researcher career support and training

The University of Southampton is a signatory of the Concordat to support the Career Development of Researchers. We achieved the ‘HR Excellence in Research’ award from the European Commission in January 2012 in recognition of our work in implementing the principles of the Concordat.

The University has established a Career Development of Researchers Working Group (CDR WG), which includes Concordat Champions from each faculty, plus representatives from early career researchers, the UCU, the International Office, HR and PDU. The group is chaired by Professor Rachel Mills (OES). Three out of eight faculty representatives are women.

Staff can choose from a core programme in support of researcher development (for example: writing and publishing, project management) and academic development (for example: small group teaching, developing assessments). Beyond this, PDU offers a number of specific development services designed around researchers’ needs, including bespoke coaching/mentoring sessions.

A dedicated one-day course, “Managing your Academic Career for Women,” is led by an external female trainer. Aimed at early- to mid-career academics, this provides a practical opportunity for reflection and planning. The course typically runs twice per year, with an average attendance of 17 women each day. In 2013, the University will resume sponsorship of several groups of female staff on the Springboard Women’s Development Programme, again using an external trainer [AP:2.4].

Training schedules are regularly publicised on the University intranet, email and through brochures distributed at staff induction sessions and other channels.

A group of ECRs set up the Southampton Multidisciplinary Research Forum (SMuRF), hosting a two–day conference in February 2012. SMuRF has representation on the University Strategic Research Group.

Initiatives to encourage and support women for internal promotions have been set out in Section 4c) (p14).

The Working as a Researcher (WAAR) website, launched in October 2012, includes specific content for women in academia, such as funding for returners and Keeping in Touch days.

A recurrent finding of both surveys and focus groups was the number of ‘don’t knows’ around topics such as equal pay, career development, use of mentoring schemes and positive action. Some respondents stated that their line managers lacked knowledge and/or experience of best practices, while advice from HR had also not been readily available. Completion of the HR restructure, combined with commitments to improve clarity and availability of clear guidance on these policies should help resolve these issues [AP:5;6].

The Doctoral Prize awards, funded through EPSRC, are offered annually on a competitive basis to students completing PhDs in relevant areas. Aiming to kick-start research careers for top candidates, support includes a postdoctoral salary, travel budget and a University-driven programme to build skills in areas such as grant-writing and research management.

2011-12 2012-13

M F % F M F % F

Applicants 17 4 19% 17 5 23%

Awards 8 2 20% 7 3 30%

Figure 16: Doctoral Prize Awards

Figure 16 shows that the proportion of women applying – and then succeeding in gaining awards - has notably exceeded the proportions in our general postdoctoral population. We see this as a positive step both in encouraging more women to consider an academic career, and in demonstrating their success across the faculties concerned.

ii. Mentoring and networking

Action Learning Sets (ALSs) for women have been organised every year since the renewal. Three ALSs were run in 2011/12 with 11 women participating. There is an on-going commitment to continue with ALSs and central University money has again been identified to run groups in 2012/13. Feedback from the 2012 groups suggested that it would be more useful to have groups aligned to particular career transition points,


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so those in level 5 positions (Lecturers and Senior Research Fellows) will be given priority in recruiting for new groups [AP:2.2].

Additionally, there are a range of networks and groups, including ECSWomen for students in ECS, Theano for female STEMM students, WiSET for female staff in STEMM disciplines and a Parents’ & Carers’ Network (PCN) for men and women across the institution.

A culture of networking events has been particularly strong in engineering, physics, mathematics and neuroscience. Many of these events are instigated, designed and organised by early career researchers within these areas with the assistance of the PDU. There are well-established mentoring programmes in Medicine, Health Sciences and Chemistry.

Statistics on attendance and impact have not been recorded centrally to date. However, around three quarters of all QuickCAT respondents felt that their academic unit provided them with useful networking opportunities. By contrast, just over half believed they had useful mentoring opportunities, with a third disagreeing. The need to explore this further by salary level is acknowledged in the Action Plan [AP:7].

Theano and WiSET both proactively support career development. Theano offers a structured mixture of career-related events and social activities to both undergraduate and postgraduate female STEMM students, aiming to meet their needs at each stage. The university funds a part-time co-ordinator for this network.

Theano works in conjunction with other student services, notably the mentoring scheme that has now rolled out across faculties. ‘Senior’ students are trained to provide a range of support for their peers, with a member of staff available to offer further advice. Theano also works closely with the University’s transition project, supporting students who may be exposed to challenges during a new phase in their education.

WiSET (Women in Science, Engineering & Technology) was launched in 2002 and is run by and for women in academic, academic-related, research and technical roles. WiSET has a mission of support for women to achieve their full potential through voluntary mentoring and networking. Recently, WiSET’s activities have spanned a review of women’s promotions, a childcare survey and input into a number of University reviews and policies, such as the Equal Pay Review Board. Following the 2009 Athena SWAN action plan, and with funding from EPSRC, WiSET arranged the first round of Action Learning Sets and mentoring programmes for women. WiSET will continue to be involved and consulted in the development of University initiatives to support female academics [AP:7.3].

b) Activities that raise the profile of women:

i. Conferences, seminars, lectures, exhibitions and other events

We hold events throughout the year highlighting women’s careers and opportunities, in science and other areas. Since the last submission there has been a strong and growing commitment to holding a wide-range of activities for International Women’s Day (IWD), with central funding. Events run for a whole week, and have included conferences, development opportunities for women, networking, conversations with senior staff on gender equality and governance, and WiSET’s annual Campbell Lecture.

In 2012, new events included networking for black and ethnic minority women, workshops on sharing good practice and a family-oriented Murder Mystery event, “Blood on the Lab Floor”, run in collaboration with WiSET and the Nuffield Theatre. Main speakers included the University’s Chancellor, Dame Helen Alexander, talking about her career journey in international business, and Dr Helen Czerski of ISVR on her outreach work, promoting science to the general public.

The 2012 Campbell Lecture welcomed Professor Ottoline Leyser (University of Cambridge), presenting “Women in science - the glass half full”. In 2011, Professor Geraldine Richmond (University of Oregon) spoke on “Increasing the stature and leadership opportunities of women in science and technology”.

The annual Vice-Chancellor’s Awards recognise the exceptional dedication of our staff to the University. In 2012, 2/3 academic team awards were made to all-female STEMM groups: Health Sciences (Dr Julie Cullen, Mrs Mary Foss, Dr Mary Gobbi) for their work to improve midwifery and neonatal services in South Sudan; and Southampton Neuroscience Group (SoNG) ECR network (Dr Ursula Puentener, Dr Shmma Quraishe) for their support for early career scientists across the University.

At the time of preparing this submission, we are organising a half-day gender equality conference, with a focus on sharing good practice across and beyond the University. This will coincide with IWD 2013. We are also delighted to be joining the newly-launched Athena SWAN South East Regional Network.


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Many individual STEMM departments have active outreach groups, often working with school students of both genders to inspire confidence in future subject choices, through visits, summer/winter schools and work shadowing. For example, an undergraduate student in Physics, Stephanie Gibbons-Ruane, has produced a set of teaching materials on the Electromagnetic Spectrum for KS3.

ii. Providing spokeswomen for internal and external media opportunities

Contacts with the media are managed via the Media Relations Team, who will proactively put forward academic experts to comment on stories in response to requests from the media.

Indicative of the range of expertise based at Southampton, in recent months:

• Dr Cheryl Metcalf (Health Sciences) has received widespread international coverage in both general and specialist media for her work on stroke rehabilitation.

• Professor Gail Taylor (CfBS) is leading a 22-partner EU-funded research consortium to develop new drought-tolerant crops

• Professor Lindy Holden-Dye’s (CfBS) work on alcohol dependency has been widely covered.

• Dr Helen Czerski (ISVR) has co-presented BBC television series, such as “Operation Iceberg” and “Science Club”.

• Highlighting the University’s initiatives in inter-disciplinary research, Dr Rachel van Besouw (ISVR) has also received BBC coverage for her work with colleagues in the Music Department on behalf of cochlear implant patients.

Professor Dame Wendy Hall (Dean of the Faculty of Physical and Applied Sciences) was the lead interviewee on a four-page advertorial feature in The Guardian to celebrate the University’s 60th anniversary and our success in pioneering the World Wide Web and computer science. Publicity for our anniversary included 60 research-led “success stories”, where posters and other media featured images of individuals to introduce these stories, and just over half of those featured were women.

The Media Relations team routinely provide advice and guidance to members of staff in preparing for interviews, and can arrange training from specialist media training consultancies where appropriate. Media training is also available internally through the PDU.

Around 80% of survey respondents believed that their academic unit was using senior women as well as men as role models, for example speakers at seminars or in staff inductions, and we are planning a publicity campaign to raise awareness of successful men and women across the University demonstrating different ways of working flexibly [AP:7.1].

iii. Nominations to public bodies, professional bodies and for external prizes

External roles and awards have been regularly gained by female academics at all levels. For example, Professor Jessica Corner, Dean of Health Sciences, is co-chair of the Department of Health Cancer Reform Strategy Patient Experience Advisory Group. With the Department of Health, she supports delivery of the National Cancer Survivorship Initiative, and had co-ordinated the successful bid for the Health Innovation and Education Cluster (HIEC) for the Wessex region.

Dame Wendy Hall, now Dean of Physical and Applied Sciences, was awarded her DBE in 2009 for services to science and technology, in the same year as being elected a Fellow of the Royal Society.

In 2012, Professor Jane Hart (Acting Head of Geography) was elected chair of the Fund for Women Graduates, a UK charity awarding £200,000 each year to women postgraduates; she has also been elected President of Geological Society of Norfolk, giving the Presidential address in April 2012.

Early Career Researcher Dr Kate Sloyan (ORC) has been recognised by the IOP for her work on optical crystal engineering.

Among recent awards to students are the Marine Conservation Society’s Wakefield Memorial Award to Claire Miller (MSc, OES), and the Micropalaeontology Society’s Charles Downie Award to Clara Bolton (PhD, OES). Salter’s prizes have been awarded to two Chemistry undergraduates, Stephanie Newland and Emma Stuart.


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6 Organisation and culture [1,553 words]

a) Female:male ratio of Heads of School/Faculty/Department

Implementation of the University restructure began in the 2010/11 academic year. A stated action for the transition was to appoint more women. Where senior candidates were headhunted, there was a goal to achieve gender parity within the applicant group. The result was felt most immediately among new senior academic appointments, evidenced in Figure 17.

STEMM All University

M F %F M F %F

2012-13

Deans 3 3 50% 4 4 50%

Associate deans 12 6 33% 15 8 35%

Heads of Unit4 17.67 3.33 16% 24.67 8.33 25%

2011-12

Deans 3 3 50% 4 4 50%

Associate deans 12 6 33% 16 7 30.%

Heads of Unit 17 4 19% 25 8 24%

2010-11

Deans 3 3 50% 4 4 50%


Heads of Unit 17 3 15% 24 8 25%

2009-10

Deans 2 0 0 % 1 0 0%


Heads of Unit 14 1 7% 17 4 19%

2008-09

Deans 2 0 0% 1 0 0%


Heads of Unit 14 1 7% 18 3 14%

2007-08

Deans 2 0 0% 1 0 0%


Heads of Unit 14 2 13% 18 4 18%

Figure 17: Percentage of females in senior academic posts

Professor Jeremy Howells, Dean of Business and Law, was appointed to the role of University Diversity Champion in January 2011, and acts as a figurehead for equality activities for UEG, reporting directly to the VC.

Proposals are to be developed to enable faculty and AU committees to widen their scope so that women may be better represented without burdening their senior women (a common complaint that was raised in focus groups). This work will take place in coordination with the faculties and AUs through the ASNet [AP:6.2].

b) Gender balance on the senior management team

Governance is handled by a team of dedicated senior officers. For many purposes, such officers work in conjunction with Deans of Faculties (Figure 18, below).

The University values the experience and expertise of a number of individual officers (of both genders) who have held key governance roles over a number of years. At the same time, there have been a number of senior appointments, which demonstrates our commitment to gender equality.

4 Academic Units replaced Schools under the University restructure. The Faculty of Social and Human Sciences (including Maths, Psychology and Southampton Statistical Sciences Research Institute (S3RI)) is classified as a STEMM faculty for this purpose. In 2012-13, Geography divides its Head of Academic Unit duties between three individuals (2M, 1F).


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Role 2007- 08 2008- 09 2009- 10 2010- 11 2011- 12 2012- 13

Chancellor M M M M F F

Pro-Chancellors 1M, 1F 2M, 1F 2M, 1F 2M, 1F 2M, 1F 1M, 1F

Vice-Chancellor M M M M M M

Treasurer M M M M M M

Provost & DVC / Senior DVC

M M M M M M

DVCs / Vice-Provost 1M, 1F M M M

Pro VCs 1M, 1F 1M, 1F 1M, 1F 2M, 1F 3M

Registrar M M M

- F F

Chief Operating Officer

M M M

Senior officers 7M, 2F 9M, 2F 9M, 2F 9M, 2F 8M, 4F 8M, 3F

% females - officers 22% 18% 18% 18% 33% 27%

Deans 3M 3M 3M 4M, 4F 4M, 4F 4M, 4F

% females - all 17% 14% 14% 32% 40% 37%

Figure 18: Senior Management Team roles

c) Gender balance on influential committees

Figure 19 lists the composition (post-restructure) of the principal influential groups and committees of the University. Council is the head governing body, and is chaired by Dr Gill Rider, President of the Chartered Institute for Personnel Development, for 2012-15. Dr Rider has considerable experience in leading and transforming major institutions, and succeeds Dame Valerie Strachan, who continues as Pro-Chancellor.

A number of committees with specific remits are formed from Council’s membership (shown indented), and so appointment to these committees is dependent on Council’s appointment procedures.

While not a formal committee, the University Executive Group (UEG) is the main decision-making group for strategy, policy and finance, while Senate is the principal academic authority. Many specialist committees and additional advisory groups (including E&DAC) report to Council and Senate through UEG.

Influential body Seats 2011 2012

Male Female Chair Male Female Chair

University Executive Group 16 9 7 M 9 7 M

Senate 153 107 46 M 96 57 M

Council 25 18 4 F 18 5 F

Standing Committee of Council

5 4 1 F 4 1 F

Audit Committee 5 5 0 M 4 1 M

Nominations Committee 7 6 1 M 5 2 F

Senior Salaries Committee

9 8 1 M 8 1 F

External Research Degrees Committee

9 5 4 M 5 4 M

University Programme Committee

22 10 1 8 F

Equality & Diversity Advisory Committee

Flexible N/A 7 19 M

Figure 19: Gender balance on influential committees and groups


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In 2012, seven out of 15 (47%) committee chairs were women, a significant rise from the 2011 figures of three out of 12 (25%). We hope to continue this trend through further work with the Chair of Council and Governance Services staff [AP:6.2].

There has been a concerted effort to identify women of the right calibre to sit as lay members of Council and its committees. Lay members for Council are appointed by the Nominations Committee, while other positions are named roles within the University. This committee, led by the Chair of Council, keeps information to monitor membership of Council and committees, including gender representations. Governance Services staff also play a role in highlighting where women are under-represented when there are vacancies.

Council committees’ members are appointed by the Vice-Chancellor (except the Senior Salaries and Audit Committees who are appointed via Nominations Committee), although this is normally done in consultation with relevant staff.

Representatives for Senate are largely nominated by the Faculties. There are criteria in place to ensure they represent all levels of the organisation academically, and Senate nominates six members to sit on Council as well.

Periods of office are generally three years and no member can serve more than three terms.

d) Evidence from equal pay audits

These audits have been carried out annually by the HR Reward team for the past six years. The equal pay gap is reported to the Professorial Pay Review Group annually, with analysis of the impact of potential pay decisions on the equal pay situation.

There were no significant in-level pay gaps across the University at the last audit in 2011, and the 2012 review of professorial pay revealed a reduction to 4% from 6% in 2009.

For lower levels, 2012 data are not yet available. However, since 2005 the overall base pay gap has fallen from 22% to 15%.

There is an on-going Academic Pay Review project exploring proposals for improving career pathways and the pay structure of the University, and a round of consultation with a range of academic staff has already taken place. These will continue to be developed with a view to minimising all pay gaps further, and enabling more responsive recognition of high achieving staff, especially women [AP:6.4;6.5].

e) Female:male ratio of staff in the 2008 RAE and 2014 REF

The 2008 RAE submission selection, set out in Figure 20, included 20% (STEMM) and 25% (University) female academics. These proportions compare with 27% (STEMM) and 30% (University) women among all potentially eligible staff for December 2007.

Female academics provisionally eligible for selection for REF 2014 currently stand at 23% (STEMM) and 29% (University). These ratios compare to around 29% (STEMM) and 34% (University) women among all academic staff in July 2012.

Of new appointments since May 2011, nearly half have been women (Figure 12). Not all of these will have been in post in time for the 2012 benchmarking exercise. Indications are that more women will be eligible at the October 2013 census date.

REF provisional figures July 2012 (FTEs)

F M All %F

STEMM 183.0 620.2 803.2 23%

Non-STEMM 151.5 217.9 369.4 41%

Grand total 334.5 838.0 1172.6 29%

RAE 2008 (FTEs included in submission)

F M All %F

STEMM 152.2 626.7 779.0 20%

Non-STEMM 128.6 191.2 319.8 41%

Grand total 280.8 817.9 1098.8 26%

Figure 20: REF and RAE contributions


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A robust process is in place supporting Individual Staff Circumstances, including part-time working or parental leave which could lead to an individual submitting fewer than four outputs. This is embedded within the University’s Code of Practice for REF 2014, and is also publicised via the HR and Working as a Researcher websites.

In addition, the 2014 REF preparation is currently undergoing an Equality Impact Assessment. REF-specific equality and diversity training was provided in 2012 to all members of the committees involved in staff selection for REF 2014.

f) Transparent workload models

Consultation and research, including discussions between representatives of the current departmental SATs, has highlighted different mechanisms for implementing workload models. There is no formal model currently dictated by the University, but Faculties and AUs are expected to monitor the allocation of work to ensure fairness and efficiency.

In focus groups, some participants voiced their perception that a disproportionate amount of administration work was handled by junior and/or female academics, cutting into research or teaching time. There was also a sense that student-facing work was undervalued against research output. Nonetheless, 4/5 of survey respondents believe that work in their academic unit is allocated on a clear and fair basis irrespective of gender.

Section 6 of the Action Plan is dedicated to improving transparency, and [AP:6.3;6.6;6.7] in particular should

support the fairer allocation of work and responsibilities across the University.

Core and complementary activities for all roles at each grade are set out in the Career Pathways Booklet and in template job descriptions. These include a guideline division of time, principally between research and teaching, extending also to administration and other activities, and are always referred to in the creation of a new post or a re-grading request.

Principles were formally agreed by the University Executive Group in October 2011 on the University’s reward strategy, including those of being “equitable, fair and transparent for all staff”. The appraisal process (PPDR) has been revised in light of this, with these three principles embodied, but further revision will be explored in light of the Athena SWAN self-assessment findings [AP:6.7]. A range of new training programmes were launched in autumn 2012, including sessions for appraisers and appraises [AP:6.6]. The result should be

better developed and managed staff, with greater support for promotion readiness, and is one way in which the University can address the recognised gender imbalances in the promotion process.

These principles extend to performance evaluation at professorial level, with weight given to developing individuals and teams.

g) Work- life balance

Some work-life balance policies and their development are discussed in Section 4b) (p12), in the context of recruitment.

Two-thirds of survey respondents felt that their line manager was supportive of requests for various forms of flexible working, with a tenth disagreeing; it is unlikely that all respondents would have had direct experience.

The PCN (Section 5a)ii, p16) was set up in May 2012 with the aim of supporting the working lives of colleagues who are carers of children and/or adults. The network is growing rapidly, meeting monthly for informal lunches and briefings on topics of interest. The PCN is publicised through posters in high-traffic areas, and on the Diversity website.

The PDU has launched a new range of workshops for Leaders and Managers, including management of virtual teams, and change management.

The University’s IT group (iSolutions) provides advice and technical support for staff and students working off-campus, plus laptops and mobile phones for staff. iSolutions also provide information on teleconferencing, lecture recording and podcasts, which will be explored for its potential to enable greater flexibility in teaching delivering [AP:4.4].

h) Publicity materials

The University’s new brand was launched in 2008 and is now an established part of University culture. Brand guidelines advise that producers of digital and print materials should ensure that “image choices … show the


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diverse breadth of students and staff within the University”. Images should show people “active and engaged”. These principles extend to textual content, for example case studies and prospectuses. Relevant faculties are also particularly proactive in ensuring that publicity materials present a positive image of women in STEMM.

The Communications group review all digital and other media against the brand guidelines before initial launch or publication.

Proactive coverage of topics of interest to current and prospective staff and students are included in specialist websites such as Diversity, Working as a Researcher, Theano (female students in STEMM) and WiSET (female staff in STEMM; website under re-development).


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7 Flexibility and managing career breaks [659 words]

a) Flexible working

University policies for flexible working and parental leave are well established (Section 4b), p12).

Initial requests for flexible working have to date been handled within faculties, with no central records of those that were turned down. QuickCAT surveys have highlighted doubt among part-time staff (of both genders) about whether they are entitled to the same development opportunities as full-time colleagues, which we hope to address with better communication [AP:5].

A core briefing is offered to all staff with responsibility for PPDRs (appraisals). Those newer to the role also have the option of a half-day skills training session, including flexible working and related areas. Additional training in people management is available through the PDU. Appraisee training is planned for the future [AP:6.6].

Section 5 of the Action Plan focuses on how we can further establish flexible working as part of everyday business, including robust monitoring of flexible working availability, requests & take-up.

b) Parental leave

Survey findings have indicated mixed experiences of the management of maternity leave requests, often apparently due to lack of background knowledge by Principal Investigators (PIs).

Limitations in historic reporting and corporate restructuring mean that the headcount for parental leave shown in Figure 21 can be only approximate, and does not acknowledge on-going periods of leave.

STEMM departments All University

Head-count

Cal. days

Work. days

Head-count

Cal. days

Work. days

Maternity Pay 153 260.0 185.8 195 261.6 186.9

Adoption 2 318.5 227.5 4 226.0 161.5

Paternity (adoption) 2 14.0 10.0 2 14.0 10.0

Paternity (birth) 130 15.4 11.1 143 15.3 11.0

Figure 21: Parental leave (inc. average days taken) Jan 2008- Oct 2012

Leave was effectively identical for staff in STEMM and other disciplines. Average maternity leave of around 8.7 months exceeds the national average of six months. The University’s contractual maternity scheme provides (subject to meeting certain conditions) full salary pay for the first 6 months of leave. We also have a policy enabling fathers to take a share of contractual maternity leave where both parents work for the University, and we hope to improve take-up through the positive promotion of our policies supporting fathers to take a greater share of parental responsibility [AP:4.2;7.1b]

Some focus group participants felt that, while the University offered a good maternity leave package, they themselves were often marginalised and undervalued, with a lack of support on their return.

Individual analyses at departmental level indicate a very high level of returners after maternity leave, with employment terminating only through the scheduled ending of fixed-term contracts. Some women have negotiated reduced working hours, and there is anecdotal evidence of significant local support in some instances.

FNES is undertaking a pilot scheme to manage an internal bridging fund for returners, which we hope to roll-out across the University [AP:4.2c].

The University’s Sport and Wellbeing service has special arrangements for staff taking maternity leave including extended annual membership, and free antenatal sessions from qualified trainers.

During 2012, work was done by PDU to identify ECRs returning from maternity leave or a career break. On this occasion there were no returners who requested additional support; for example, to obtain bridging funding. A similar exercise is anticipated for 2013.


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c) Childcare

The University offers childcare vouchers via salary sacrifice to support staff with funding childcare from a range of providers, including the University’s own nursery. Data from June 2012 suggests that 375 academic staff (209 males and 166 females) are using these vouchers5.

The Highfield Campus Early Years Centre is open daily from 8am – 6pm, with separate morning or afternoon sessions, so families may choose full-time or part-time cover. Spaces are available for 108 pre-school children. The aggregate usage at June 2012 was: 89 staff, 47 students and 15 external (mainly past students staying in the locality). Most students benefit from subsidised places, with an option of a payment ‘holiday’ in the summer vacation.

The adjacent Jubilee Sports Centre provides both Easter and summer play schemes for older children, with the same hours of 8am-6pm. There are baby changing facilities onsite, and family membership allowing children of four years and upwards to accompany adults for activities.

There is third-party day nursery provision at both Southampton General Hospital and Chilworth Science Park. These locations are used by staff in certain STEMM areas, for example both Medicine and some Biological Sciences research work is based at the Hospital.

5 Introduction of new record systems precludes direct comparison with the take-up in 2009.


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8 Any other comments [370 words] As we have demonstrated, the University has made substantive progress in addressing gender equality issues over the last three years. We will continue to do so, aiming to apply for an Athena SWAN Silver award in 2015.

Significant activities since the previous submission include:

• action learning sets for women [Section 5a)ii., p16]

• review of promotions success rates and positive action activities [Section 4c), p14]

• International Women’s Day [Section 5b)i., p17]

• recruitment of female Deans & Registrar [Section 4b), p12]

• professorial pay review [Section 6d), p21]

• academic reward project [Section 6d), p21]

• work-life balance project [Section 6f), p22]

• improved data collection & exploitation [evidenced throughout]

• central funding for Theano coordinator and reinvigoration of network [Section 5a)ii., p16]

• new departmental focus on Athena SWAN activities [Section 2b), p5]

• creation of appropriate governing bodies in Faculties to take forward equality agenda [Section 6a), p19]

• embedding and maintaining Equality and Diversity through improved HR practice [evidenced throughout]

There is clear high level ownership of this work from the Vice-Chancellor, the University Diversity Champion, UEG and other high-level groups. Restructuring has given us the opportunity to bring more women into senior governance and academic posts. This is now cascading more clearly into faculties and academic units. We anticipate five departmental submissions in November 2012 (two at Silver, three at Bronze) alongside this University submission, with preparations already actively underway for two further submissions next April.

The aims of Athena SWAN with the corresponding business and cultural benefits are now more widely recognised and respected. The symbiosis between central and departmental SATs has been valuable. We now have many new mechanisms in place centrally, partly in response to statistical and qualitative evidence, for example the support available to women considering internal promotion. The appointment of Athena SWAN Champions at faculty level, and subsequent networking opportunities, can only strengthen this. The University’s 2012-15 Action Plan outlines key work that is already underway, or in active planning.

In addition, individual departments are running their own discipline-specific initiatives.

We have provided, and will continue to provide, central support for all submissions, including statistical analyses, collecting qualitative data, dedicated advice and co-ordination. These are part of our long-term vision and structure to support our wider commitment to equality and diversity.

Athena Swan

University of Southampton Action Plan 2009-2012 Update

Aim Action Responsibility Timescale Update

1.1 Increase corporate action on Gender Equality, targeting SET group.

1.1.1 1. Annual International Women’s Day (IWD), setting manifesto for change.

PVC lead Debra Humphris

Annually in March

Excellent IWD now enjoys a much higher profile, with an increase in involvement from across the university with events spanning the whole week. Support for gender equality is publicly articulated at the main event, this year (2012) from the University Chancellor, Dame Helen Alexander. The University’s WiSET group holds an annual Campbell lecture linked to IWD. This year Professor Ottoline Leyser (University of Cambridge) spoke on “Women in Science – the glass half full”. The PVC for Education previously funded these activities. This year the funding has been identified from the overall university budget, a demonstration of the continuing high profile support by the university leadership in gender equality issues.


1.1.2 2. Equalities Implementation Group to submit actions for Change in gender issues to new VC.

Professor Nick Foskett, EIG, Diversity Manager(Kamaljit Kerridge-Poonia)

September 2009

Excellent Gender issues based on the equality analysis for the university and the proposed annual diversity report for Council were discussed with the (then new) VC at a University Executive meeting in May 2010. There was specific discussion about the lack of female representation at the top of the organisation and how the restructure of the university could provide an opportunity to positively address these issues.


1.1.3 3. Action Plan for achieving Silver SWAN as a whole university.

EIG/WiSET/Diversity Manager

Limited Since the 2009 resubmission, criteria for achieving a university wide Silver SWAN have changed. Additionally, as noted in the current submission, extensive restructuring of both academic and support groups has meant that focus over the past 3 years has been directed principally at the University’s core business. We are now much better placed to critically examine, and address, issues around gender equality. The current submission highlights many of the steps that have been taken particularly during 2012, laying the path for future work. Concurrently, several departments are working on their own bronze or silver submissions, to our mutual benefit. We are confident of being well placed for a University Silver SWAN award in the next two to three years. The university has identified central resources to support the whole process, at both institutional and departmental level, now and in the future.


1.1.4 4. Diversity Champions to consider analysis for their areas and consider positive action initiatives.

Diversity Champions, Diversity manager

Limited This work has now been taken forward more systematically through the Athena SWAN process. The learning from the process is now being shared with others across the university to promote more good practice; examples are given throughout the current submission. A conference is being actively planned for IWW 2013, centred on gender equality in STEM and other disciplines.

1.1.5 5. Improve gender balance on committees

Chair of Council

Good The Governance structures of the University are monitored annually and reported to Council. This year’s analysis shows some slow progress has been made in increases in female membership on Council, Senate, Nominations Committee, and the Safety and Occupational Health Committee, but the general picture remains the same. More work will need to be undertaken on this to accelerate this progress.

1.1.6 6. Improve gender balance at senior levels

Vice Chancellor Excellent Significant progress has been made at the most senior levels in the University. 50% of the Deans are now women. The new Registrar is female and 33% of the PVCs are female. 33% of the HOPs are now female.


1.2 Improve targeted recruitment

HR to develop positive action in targeting women in recruitment drive for the university.

Sarah Hollowbread (Assistant Director)

November 2009

Limited

1.3 Improve Equal Pay issues

Projects on: 1. Starting Salaries 2. Payment of additional

increments 3. Academic promotions 4. Career Progression for lower

level staff 5. Analysis of glass ceilings 6. Current pay structure 7. Annual leave entitlement 8. Parity of terms and

conditions.

HR reward team (Bridget Wilkinson)/Joint Management and Trade Union Equal Pay Monitoring Group/Diversity Manager

Outcomes of analysis to be presented in November 2009. Followed by action plan for implementa-tion.

Very good New pay and reward system is being implemented with an increased focus on development and enhanced of career pathways. Moderation processes have been put in place for all academic promotions and increases to ensure parity. The pay gap at professorial level has narrowed from 6% in 2009 to 4% in 2012.


1.4 Promote Work Life Balance

Increase profile of family friendly policies, increase uptake of Childcare Voucher Scheme.

Sarah Hollowbread Ongoing, introduce campaign by November 2009

Good Policies relating to flexible working, job sharing, parental leave and related aspects are available on the Human Resources website. With the introduction of faculty HR Managers (HRMs), staff can now seek specialist advice locally. Childcare vouchers are promoted as a staff benefit to new joiners and through an annual well-publicised annual benefits event. These are among the features that are also cross-promoted through other specialist sites, including Diversity and Working as a Researcher.

1.5 Continued support of Staff Groups in SET

Continued support for WiSET and Theano, allocation of £4.5k annually

Faculty Head [under the previous University structure]

Annual Excellent WiSET and Theano continue to be supported in the University. The funding for Theano is now from a central fund to facilitate its development across the STEM areas. Members are involved in the Athena SWAN process both university-wide and at a departmental level.

1.6 Roll out Mentoring and Action Learning Groups


1.6.1 1. Continuation of mentoring schemes in Medicine.

Head of Management – Medicine

Ongoing Good The mentoring scheme has continued in medicine, and has or will be adopted in other areas. ALS have been arranged annually, and are now handled through HR; staff have been trained in how to undertake these. Coaching is now made available for senior executive members. Additionally, the University has identified a budget for implementation over 2012 to develop a university wide mentoring scheme, with a focus on mentoring women.

1.6.2 2. Continuation of WiSET led mentoring and Action Learning Schemes (ALS)

WiSET and Faculty head [under the previous University structure]

Reviewed annually

1.6.3 3. HR staff trained as Action Learning Leaders

Head of Learning and Development.

By December 2009

1.7 PPDR’s, ensure fairness and equity in implementation.

Equality and Diversity integrated in training for PPDR’s (appraisal process). Review of process to analyse any adverse impact on women

Head of Learning and Development

Ongoing Good PPDR process reviewed and full staff consultation taken place with respect to either replacing this with a new process or improving the current. There was overwhelming support to improve current and retrain all appraisees and appraisers. Union consultation ongoing. Trainer appointed to HR to undertake retraining, with materials now being prepared.


1.8 Academic Promotion As part of Equal Pay project above.

Very good There has also been detailed gender analysis of the success rates of women in the organisation, which showed more needed to be done to facilitate the promotion rates of women. As a result, HR have identified resources to run workshops for potential applicants, in particular women, on application form filling and interview skills, as well as more Action Learning Sets. Further to this the Provost hosted two open meetings in October 2012 on the process and expectations of people entering the forthcoming promotions round. Slides are available on the HR website. Other initiatives are set out in the current submission document. For the first time each promotions panel is to be briefed on equality issues before interviews take place.


1.9 Retention As part of Equal Pay Project

As Above Initial report in November 2009

Good A revised exit questionnaire was implemented last year; its use to be reinforced with HRMs this year. A talent management function has been established as part of new HR. A new reward project and first ever people plan links recruitment, development, talent management, promotion and retention.

Revised Exit Questionnaire implemented

HR Policy Officer September 2009

Limited

2.0 Improve Monitoring and Evaluation

Better use of data from new Resource Link system.

All HR staff, in particular the Reward Team and diversity Manager.

Ongoing, Annual Diversity Report in March each year.

Very good Mention something like – development of new generation of reports to explore trends in more detail, and inform management decisions….?

Athena SWAN Action Plan 2012-2015

Version 8 (30/11/2012) 1

Objective Action taken & outcome at Nov '12

Further action planned Responsibility Timescale Success measures

1. Aspire to achieve University Silver Athena SWAN by 2015

1.1. Self-assessment team, chaired by a member of UEG, continue to monitor implementation of Action Plan, support departmental applications, and review plans to move towards a Silver University award.

Current chair is Dean of Medicine. Monthly meetings scheduled until end 2012/13 academic year. 80% of STEMM units involved in SAT through applications.

a) SAT to develop explicit “Plan for Silver”, with milestones for Faculties – revise AP as necessary.

Chair (with SAT) By Apr 2013 Plan for Silver agreed

b) Secure corporate resources to support AS activities for 2013/14

Chair (SAT), UDC, Head of E&D

Meeting with UEG Jan 2013

Outcome of meeting reported to SAT.

c) Annual review of AP and SAT membership in light of current priorities, with emphasis on improving representation of PG students, post-docs & STEMM Faculties in 2013.

Chair (with SAT) Review in Dec 2012; new members in place by Jul 2013.

Membership and AP reviewed & new members appointed

d) Annual report to Council & standing item of termly E&DAC to update on AS progress

Chair, Head of E&D

First report May 2013

Annual report delivered to Council; standing item established.

1.2. Corporate support of units in implementing action plans, developing new submissions and sharing good practice across the university.

Dedicate E&D Project Officer on fixed-term contract, acts as advisor to all SATs.

a) Set SAT dates for 2013 and provide administration support to the SAT

E&D Officer By Jan 2013 Meeting schedule published

b) Compile monitoring data for SATs and units as necessary to identify issues & measure progress

E&D Officer Support for applicants through Apr 2013; review in Nov 2013.

Monitoring data delivered and reviewed by SATs.

1.3. Establish University-wide Athena SWAN Network (ASNet) to share good practice across Faculties & AUs (inc. those yet to submit AS and embedding this in academic units and faculties

Dialogue started between departmental SATs – identified interest in continuing sharing good practice.

a) Inaugural meeting in Dec 2012 to capitalise on current momentum & establish TOR.

Head of E&D, SAT By end 2012 Inaugural meeting of ASNet held.

b) ASNet to be involved in organising good practice conference (A1.4).

c) Develop annual work programme of priority issues

ASNet Chair

University of Southampton Athena SWAN Action Plan 2012-2015

Version 8 (30/11/2012) 2



1.4. Gender equality in HE conference for University and national delegates, to include sharing of good practice from Athena SWAN submissions

Initial scoping undertaken. a) Convene organising committee (inc. ASNet).

b) Invite delegates & speakers. c) Find & book suitable venue d) Evaluate & feedback into

planning of next event

Head of E&D, E&D, ASNet

Conference held March 2013 (part of IWD) Report evaluation data by end Apr 2013

Conference held and evaluation carried out

2. Training & development

2.1. E&D e-learning to be made mandatory for following staff, rolled-out over three years: - new starters - promotion panels - recruitment panels

E&D e-learning available & rolled out in Biological Sciences & ECS. Medicine to roll-out as part of AS AP. Uptake remains low

a) Evaluate e-learning via those who have completed it.

Head of E&D By end Jan 2013 Evaluation report prepared

b) Establish case to UEG for making training mandatory for further groups of staff

DC, E&D Paper by Jan 2013 for implementation from Apr 2013

Presented to UEG & plans agreed

c) Monitor completion of courses (built into system); add to probation checklist

E&D Officer By Apr 2013 Completion data available. Checklist updated.

d) Consult on method for enforcement for existing staff

Head of E&D, E&DAC

By Jul 2013 Method agreed.

2.2. Continuation of annual action learning sets for women, with membership sensitive to career transition points.

Previously offered to level 5&6 women. Central funding secured.

a) Target key L5-6 transition from 2012.

Head of E&D Recruit Dec 2012; run from Jan 2013.

Participants recruited and ALS started

b) Conduct long-term analysis of effect on participants’ careers

Head of E&D By end 2014 Evaluation report to E&DAC

2.3. Establish corporate mentoring/coaching scheme to support staff in their career development, complementing existing local mentoring schemes.

Resources have been identified for matching staff

a) Consultation on requirements of such a scheme.

Head of E&D By end Jul 2013 Report on scheme requirements to E&DAC

b) Recruit a coordinator. Coordinator recruited

c) Launch scheme & setup evaluation plans

Scheme coordinator

By Nov 2013 Scheme launched; evaluation plans in place

2.4. 'Springboard' women's career development programme.

Programme confirmed; advertised through PDU Programme for MSA staff. Facilitator booked.

a) Recruit female ERE/CLIN staff for targeted E&D programme.

Head of E&D To run summer 2013

Pre & post analysis of programme. Feedback will inform decision on future programmes

b) Pre- & post-analysis of programme. Use of feedback to decide on future programmes.

By end Oct 2013 Evaluation report delivered & decision made


Version 8 (30/11/2012) 3



2.5. Wider publicity of development opportunities available to academic staff and researchers

Use of PDU Programme brochure; WAAR & Diversity websites.

a) E&D to cross-promote relevant programmes, inc. website.

b) Investigating booking as part of HR self-service to improve visibility.

PDU, Head of E&D Implement by Jun 2013; evaluation by Dec 2013

Ask participants how they heard of programme 80% of sampled academic staff report awareness of opportunities. Increase female uptake

3. Removing barriers to female promotion

3.1. Raise awareness and increase transparency of the promotions process

Meetings organised, Provost & VC supportive. First meeting Oct 2012. Podcast produced.

a) Provost to host open meetings to clarify promotions process ahead of each annual promotions round

Provost, DC Set dates for 2013 & publish by Apr 2013.

Dates set & meetings held. Positive feedback from staff – more than 80% indicate understanding of promotion process.

b) Ensure that meetings are documented and materials are made widely available

Head of Reward By end Nov 2013 Materials published

c) Investigate how to make process more transparent

Head of Reward By Apr 2013 Report to UEG & E&DAC

3.2. Support candidates entering promotion process to prepare and present at their best

All agreed as part of institutional promotions review following Senate report in Feb 2012

a) Establish annual promotions workshops leading up to each promotions round to train applicants on interview & presentation skills

HR (Reward), E&D,PDU

Workshops held by end Nov 2013

Evaluation of attendees: 80% report that workshops were useful. Analysis of effect on promotion rates.

b) HRMs offering one-to-one advice to academics considering promotion and identifying candidates for promotions workshops

HR ADS, HRMs In place by Dec 2012

Meetings established & promoted. Evaluation of usefulness.

c) Faculties to run promotions application ‘surgeries’

HRMs, Deans Dates set by end Jan 2013

All faculties have held surgeries.

3.3. Ensure promotions panels are considering applications fairly & equitably

Need identified; procurement search for trainers started.

a) All promotions panels to receive written briefing on E&D

Head of E&D By Jan 2013 100% of panellists briefed.

b) Unconscious bias training for promotions and recruitment panels

Head of E&D, HR By Nov 2013. 100% of panellists attending training


Version 8 (30/11/2012) 4



3.4. Ensure panels are accountability & representative

Identified as key issue that needs follow-up

a) HRMs to record panels’ composition

HRMs As of panels in Nov 2012

All panels have at least one female member

b) HRMs to ensure female representation

HRMs

4. Establishing flexible working as a part of everyday business

4.1. Ensure that availability of flexible working is consistent across the University

Some evidence of inconsistent implementation.

Investigate how flexible working policies are being implemented and develop proposals for more effective practices that deliver outcomes for individuals and teams.

HR ADS, ASNet Report by end 2013. Roll-out best practice by end 2014. Evaluated by end 2015.

Findings reported to E&DAC, including baseline data. Changes agreed by HR. Re-evaluation of base-data demonstrates measured improvement

4.2. Improve consistency in handling maternity, paternity & adoption leave across STEM units.

a) Explore how maternity/paternity/adoption is handled locally pre-, during and post-leave

HR ADS, HRMs, ASNet,

Report by end 2013

Report delivered to SAT & E&DAC by end 2013 recommending changes.

WAAR website launched – could be good platform for guidance.

b) Develop guidelines for managers, inc. details of funding arrangements for researchers on leave

HR HER By end Aug 2013 Guidelines published & promoted.

FNES have developed policy for offering maternity cover funds

c) Investigate development of central policy for funding PIs with long-term leavers

SAT (Chair), HR HER

Proposal to UEG summer 2013 Implemented end 2014. Evaluate by end 2015

Policy developed & implemented. Evaluation demonstrates increased uptake & reduction of disruption to research.

4.3. Working group of E&DAC to develop strategy for reducing FTCs across institution

Establish working group. Analysis of other universities’ work; develop strategy for reduced FTCs.

SAT (Chair), HR ADS

WG start in summer 2013; proposals by 2014.

50% reduction of FTCs by 2020

4.4. Exploration of existing & developing technology in delivering more flexible teaching & research

Conduct study to explore existing uses & potential expansion.

PVC Education By end 2014 Report to UEG & SAT with recommendations.

4.5. Capitalise on Staff Satisfaction Survey to establish awareness & consistency of flexible working policies

Questions included in Staff Satisfaction Survey to measure key AS issues

Analysis of results in relation to AS actions.

Head of E&D, HR Survey in Nov-Dec 2012. Analyse results by Apr 2013

Report on results to SAT.


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5. Consistent communication & raising awareness

5.1. Better communication of and wider involvement of men & women in International Women’s Day events

Now funded from University budget Planning group (IWDPG) meeting scheduled.

Planning group to explore ways to reach wider audience & increase publicity/awareness

IWDPG Events Mar 2013 Increased & more diverse attendance to events. Evaluate attendees’ gender composition & opinion of events

5.2. Better 'plain English' explanations of processes and policies on Intranet, consistent sign-posting for further advice and generally make information more accessible and open

New WAAR site launched in September 2012 with significant new information to complement HR & Diversity sites.

Expansion of information on Diversity website to complement WAAR.

HR ADS, E&D By end 2014 UAT & focus groups to evaluate availability & clarity of information. Positive responses from wide-range of target audience.

5.3. E&D to work with C&M to better understand barriers to effective communication, in order to deliver awareness of E&D policies, initiatives, etc.

Consultation with staff to understand how they receive & respond to publicity. Recommend best method(s) for reaching maximum staff

E&D, C&M Report by end 2013. Act on recommendations from start 2014.

Report delivered to UEG. Increased awareness reported by staff (through staff survey).

5.4. Ensure that good practice marques are used in advertising to encourage female applicants.

Registrar & HR AD communicated with C&M to raise this issue

a) Include link to WAAR website in job advertisements, and ensure positive messages on recruitment are included on WAAR website.

b) Evaluate changes through surveying job applicants.

Head of Talent, C&M, E&D, DC

In place from Apr 2013. Evaluation report by end 2013.

Marques in use. Evaluation of job applicants reports greater awareness.

6. Transparent and accountable processes impacting equality & diversity

6.1. Review effectiveness of equality impact requirement for committee papers & reports

Established as standing item, but sometimes absent

Conduct review of compliance with EIA requirement & use in considering papers.

Head of E&D, Head of Governance Services

By end Jul 2013 Report delivered to UEG.


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6.2. Improve representation of women on committees.

Corporate committees are monitored annually & have improved since 2006. New Chair of Council has committed to improving inclusivity. Departmental Athena SWAN APs address Faculty committees.

a) SAT to discuss appointment & selection process of Faculty committees to increase recruitment pool

Chair Discuss Jan 2013 for action by summer 2013.

Actions agreed upon

b) Continue to improve female representation on corporate committees (§6c) by publicising appointment process & vacancies

Registrar By May 2014 20% increase in female representation

c) Committees' gender balance to be reported annually to FLT and SAT of each Faculty/Unit or University.

FOOs By May 2014 Establish annual reporting of University Committees’ make-up to Council by E&D

6.3. More localised reporting & accountability for E&D

Departmental SATs will facilitate more local collection & interrogation of data reports.

Establish regular reporting of E&D data and Athena SWAN progress to FLTs

FOOs, HRMs By end 2013 Regular reporting established

6.4. Development of new academic pay & reward scheme to ensure equity of opportunity for women

Project underway with some proposals established. Consultation with staff.

a) Develop career pathways for all job families and variants

HR ADS, Head of Reward, Chairs of academic pay review working groups

In place by end 2014. Evaluation through 2015-16.

Scheme implemented & staff made aware of changes. Evaluation of impact on career development & promotion rates.

b) Incorporate directed career development into career pathways & PPDR

c) Introduce early identification of 'high flyers' for expedited (nomination for) promotion

6.5. Minimise in-grade pay gaps Professorial pay review has reduced senior pay gap from 8% to 7%.

Continue actions to reduce in-level pay gaps

By end 2014 Reduce senior pay gap to 6% of less.

6.6. Roll-out PPDR training workshops across University to ensure consistent and productive implementation

Resources identified and planning underway

Workshops in place for PPDR assessors.

Head of PDU From Nov 2012 75% of PPDR assessors trained or briefed.


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6.7. Review of the PPDR process. Forms have had minor amendments in 2012 to improve usability, consistency.

a) Ensure process is appropriate for different career pathways & levels (esp. post-docs)

Head of Reward, SAT

By end Apr 2013 Change to process implemented. Review of impact on career development.

b) Make amended process understandable and inclusive, to ensure consistent implementation

Head of Reward

c) Ensure PPDRs are conducted for post-docs

Head of Reward, ASNet

By end 2013 90% of post-docs in post >1 year have PPDR

6.8. Develop existing exit questionnaire to highlight any gender equality issues and establish process for consistent implementation

Paper exit questionnaires given out ad-hoc, no monitoring, little follow-up

Identify several roles localised to each Faculty who could conduct exit interviews.

HR ADO, HRMs By end 2013 75% of leavers responding to exist questionnaire; at least 50% interviewed.

6.9. Develop guidelines for greater positive action in recruitment of new staff

HR to increase use of targeted jobs websites for positive action. Compile & publicise guidance for identification of diverse candidates to Faculties.

Head of E&D, ADS, Head of Talent

End of 2014 Faculties report awareness of positive action & use to recruit talented researchers.

7. Sharing and encouraging good practice

7.1. Publicity campaign using staff profiles to demonstrate flexible working patterns.

a) Develop website with online profiles & posters to raise awareness

Head of E&D By Jul 2013 Website online & posters distributed across all campuses.

b) Develop guidance for fathers wishing to share parental responsibility & promote examples

50% increase in fathers taking extended paternity leave.

c) Evaluate effectiveness of campaign

75% of academics asked report awareness of flexible working availability & methods.

7.2. Promote Diversity website as a learning resource and central reference for work, events, etc.

Website in place with considerable resources.

a) Continue to build resources available from E&D website

b) Evaluate reach & usefulness of website with academics

Head of E&D By end Nov 2014 Report delivered to E&DAC

7.3. Support staff networks (esp. WiSET & P&CN) and involve members in decision making

WiSET reps on SAT and E&DAC. Central University funds secured for WiSET activities.

WiSET to be involved in developing ASNet and consultation on Equality Plan review.

UDC, E&D, WiSET Throughout 2013 Documented evidence of involvement of WiSET & other networks


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7.4. Use of WAAR website to raise awareness of flexible working & other policies relating to researchers, esp. ECRs

Website launched October 2012.

a) Include link to WAAR site in all job adverts

ADS, C&M By end 2013 Increased applications from women.

b) Assess staff awareness of WAAR website

Report by end 2014

80% of ECRs report awareness of WAAR site

c) Evaluate usefulness of information & revise as necessary

Throughout 2013 75% of academics & researchers find resources useful

Key to abbreviations

C&M Communications & Marketing

UDC University E&D Champion

E&D Equality & Diversity Team

E&DAC Equality & Diversity Advisory Committee

ECR Early Career Researcher

FLT Faculty leadership team

FOO Faculty Operating Officer

HR ADO HR Assistant Director – Specialist Services

HR ADS HR Assistant Director - Operations

HR HER HR Head of Employee Relations

HRM HR Managers

P&CN Parents & Carers Network

PDU Professional Development Unit

PPDR Personal Performance Development Review

Provost The Pro-Vice Chancellor

PVC Pro-Vice Chancellor (with portfolio)

SAT Self-assessment team

UEG University Executive Group

WAAR "Working as a Researcher" website

WiSET Women in Science, Engineering & Technology Network

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