Athena SWAN Bronze department award application

Transcription

Athena SWAN Bronze department award application
Name of university: Swansea University
Department: College of Human and Health Sciences
Date of application: 30th April 2013
Date of university Bronze and/or Silver SWAN award: 24th April 2013
Contact for application: Professor Joy Merrell
Email:
[email protected]
Telephone: 01792 518575
Departmental website address: http://www.swansea.ac.uk/humanandhealthsciences/
Athena SWAN Bronze Department awards recognise that in addition to university-wide policies the
department is working to promote gender equality and to address challenges particular to the
discipline.
Not all institutions use the term ‘department’ and there are many equivalent academic groupings with
different names, sizes and compositions. The definition of a ‘department’ for SWAN purposes can be
found on the Athena SWAN website. If in doubt, contact the Athena SWAN Officer well in advance to
check eligibility.
It is essential that the contact person for the application is based in the department.
Sections to be included
At the end of each section state the number of words used. Click here for additional guidance on
completing the template.
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1. Letter of endorsement from the head of department: maximum 500 words
An accompanying letter of endorsement from the head of department should explain how the SWAN
action plan and activities in the department contribute to the overall department strategy and
academic mission.
The letter is an opportunity for the head of department to confirm their support for the application
and to endorse and commend any women and STEMM activities that have made a significant
contribution to the achievement of the departmental mission.
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3
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2. The self-assessment process: maximum 1000 words
Describe the self-assessment process. This should include:
a)
A description of the self-assessment team: members’ roles (both within the department and as
part of the team) and their experiences of work-life balance.
There are of 18 members of the self-assessment team (SAT) (14 female, 4 male), which includes staff
from across the academic grades who provide a range of staff experiences and undergraduate and
postgraduate student representatives. Four working groups were established: Data Management
(DMG), Career Progression (CPG), Organisation and Culture (OCG) and Communications Group (CG).
Dr Amy Brown (Lecturer in Public Health and Social Policy)(Lead CG), programme manager for the BSc
Early Childhood Studies and team leader for the Health and Social Policy team. Flexible working has
enabled Amy to plan her work around family commitments. She has three children aged 6, 4 and 2.
Lorraine Cook (Administrative Support, Dept. of Public Health and Policy Studies). Works full time and
has two children aged 19 and 17. Lorraine has provided administrative support and facilitated effective
communication within the SAT.
Gareth Davies (Academic Services Officer) (DMG). Gareth works full time and manages a team of 20
staff, all of whom are female. His responsibility was collating Athena SWAN (AS) student data. He is
married with 2 children aged 12 and 13.
Dr Christine Dobbs (Fixed-term Contract Researcher) with the Centre for Innovative Ageing (OCG). She
started studying at 40 and completed her PhD. During most of this time she cared for her elderly
father. At 55 she is an ‘early career researcher’. Involved in collection and analysis of AS postgraduate
student data.
Dr John Gammon (Deputy Head of College, Enterprise and Organisational Development) (DMG). He
works full time and has responsibility for managing HR and line managing four departmental Heads.
Provided support for the AS application.
Lyn Gardner (Lecturer) (OCG) Works full time and previously worked part-time when bringing up her 3
sons. A core part of her MSc focussed on gender equality, which served to cement her interest in the
sociology of women’s health. Dual career home. Involved in collection and analysis of AS qualitative
data.
Dr Cristina Izura (Lecturer in Psychology) (DMG) and Deputy Director of the Language Research Centre,
Swansea University. Cristina has two children aged 7 and 5. The College has been flexible to allow her
to work full time whilst attending to a young family. Involved in analysis of student data.
Charlie James (Equal Opportunities Clerical Assistant, Human Resources) (DMG). Graduate from the
University and subsequent career in HR, responsible for AS liaison across SATs in the four SET Colleges
and data gathering. Dual career home.
Misbha Khanum (Equal Opportunities Officer HR) (OCG). BSc in Psychology, Misbha has a number of
years’ experience working in the equalities area; project co-ordinator for University AS, works part
time. Has supported College SAT application.
Phillip McNamee (PhD student Health Science) (DMG). College postgraduate student representative.
Assisted with collection of AS postgraduate student data.
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Professor Joy Merrell (Chair SAT) (Lead OCG) Chair in Nursing previously Senior Lecturer (Research).
She leads the Nursing, Midwifery and Healthcare Practice Research Group and is a member of the
Wales Equality Research Collaboration. Research interests include minority ethnic health and women’s
health. Works full time and has an elderly father. Member of the University AS Strategic Group
(UASSG).
Dr Yamni Nigam (Senior Lecturer, Biomedical Science) (CPG) and leads the Swansea Maggot Research
Group. She has two children, aged 6 and 9, and works full-time. Maintaining work-life balance is
supported by the College, who grant her unpaid leave during parts of the Summer school holidays.
Involved in collection and analysis of AS staff qualitative data.
Rebecca Owen (2nd Year Psychology Student) (CG). College undergraduate student representative.
Chantal Patel (Head of Dept of Interprofessional Studies) (CG) and member of the University Equality &
Diversity Committee and the University AS SAT. She has two grown up sons. Offered support to SAT.
Dr Jaynie Rance (Lecturer in Psychology Applied to Health)(CPG) and Director for Postgraduate
Research. Flexible working arrangements enabled a reduction in her contracted hours to manage
childcare during school holidays. She has three children aged 18, 16 and 13. Supported collection of AS
postgraduate student data.
Gareth Rees (Human Resource Officer) (Lead DMG) Gareth’s interest in gender equality stems from his
role as the College HR operational lead. He is married with 2 boys. Responsible for collating and
analysing AS staff data.
Carolyn Williams (Human Resource assistant) (DMG). Carolyn works part time allowing her to manage
her home work life balance with a 4 year old. Extensively involved in collation and presentation of AS
staff data.
Nikki Williams (Lecturer) (Lead CPG) has worked part-time and more recently term-time only. She
manages the BSc Clinical Physiology (Respiratory) course and is involved in developing postgraduate
provision. She has two children aged 6 and 8 years. Involved in collection and analysis of AS staff
qualitative data. [775 words]
b)
an account of the self assessment process: details of the self assessment team meetings,
including any consultation with staff or individuals outside of the university, and how these have
fed into the submission.
The SAT met monthly from November 2012 – January 2013 and then fortnightly to April 2013.
Additionally the SAT Chair met with the Chair of the College of Medicine SAT and attended regular
meetings as a member of the UASSG. We have consulted with the Cardiff School of Nursing and
Midwifery who attained a silver departmental award, and who provided valuable advice regarding
benchmarking data. A SAT member also attended Athena SWAN events in London, Cardiff and
Southampton which provided helpful guidance to inform completion of the application and share best
practice. Four focus groups were conducted, two with staff and two with students (undergraduates
and postgraduates). All staff were also invited to express their views through email or through posting
comments in suggestion boxes located in the various College sites. Whilst the SAT were working on the
AS application a number of University initiatives were being implemented including a new academic
career pathway, a review of all academic career profiles within a context of economic restraint.
[166 words]
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c) Plans for the future of the self assessment team, such as how often the team will continue to
meet, any reporting mechanisms and in particular how the self assessment team intends to
monitor implementation of the action plan.
The SAT will become the College Athena Swan Strategy Group (CASSG) and will meet quarterly to
review data, monitor implementation and review the action plan. CASSG will report directly to the
College’s Strategic Management Board (SMB) who will monitor progress against actions. Additionally,
the CASSG Lead will report progress to the University Athena SWAN Strategic Group (UASSG).
[57 words]
998/1000 words
3. A picture of the department: maximum 2000 words
a)
Provide a pen-picture of the department to set the context for the application, outlining in
particular any significant and relevant features.
The College of Human and Health Sciences (CHHS) was established on 1 st January 2010 and integrated
the former Schools of Human Science and Health Science. The College has sites in Swansea,
Carmarthen and Aberystwyth. Its mission is to become a centre of excellence, conducting high quality
research, delivering high quality educational programmes and contributing to the health and social
care workforce to meet the needs of people in south west Wales and beyond. The CHHS is a large
multidisciplinary College employing over 300 FTEs with a budget of more than £20m. The College and
formerly the School of Health Science has had a female Head since 1991. The College Executive team
comprises the Head of College and three deputy Heads with strategic responsibilities for enterprise and
organisational development, academic and professional issues and research, and an associate
Head/Business manager (40% female, 60% male). The College has four departments each with a
departmental Head but not separate funding (25% female, 75% male): Interprofessional Studies;
Nursing; Public Health and Policy Studies and Psychology. Within each Department there are team coordinators (77% female, 13% male) who manage smaller staff teams.
The College has 3190 students across all programmes who are predominantly female. Diverse subjects
within human and health sciences, spanning theoretical subjects to those largely relating to studies
applied to and preparing for professional practice in health and social care environments are provided.
Programmes include, for example, pre-registration programmes in nursing (adult, child and mental
health), paramedical nursing, midwifery, audiology, clinical physiology, psychology, medical
humanities, social policy and social work which are divided amongst the four departments. The primary
focus of programmes within the Departments of Nursing and Psychology are self evident, with the
former incorporating the pre-registration nursing programmes. The other two departments are more
eclectic and incorporate a diversity of subjects. The Department of Interprofessional Studies
incorporates: philosophy and medical humanities, clinical physiology, medical physics, paramedical
nursing, audiology, osteopathy and midwifery. The Department of Public Health and Policy Studies
encompasses a mix of subjects including: community and public health nursing, social work, social
policy, health services management and policy studies. Most of the health and social care programmes
preparing students for professional practice are commissioned by the Welsh Assembly Government.
The College takes pride in the high quality of teaching and student support. Teaching excellence has
been recognised internally, as since 2009 four (75% female, 25% male) lecturers have been awarded
the University distinguished teaching award, and externally the female Deputy Head was awarded a
National Teaching Fellowship, the first awarded in Wales. The College has a large portfolio of
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continuing professional education courses and postgraduate taught and research provision. With 20
professorial staff (30% female, 70% male) the College offers a vibrant and diverse environment for high
quality research and postgraduate research training.
The College has three research centres: the Centre for Innovative Ageing (CIA); Centre for Children and
Young People's Health and Well Being (CCYPHW) and Swansea Centre for Health Economics (SCHE). As
Wales’ leading centre for ageing studies, the CIA is underpinned by a strong philosophy of translating
research into practice, and is committed to fostering collaboration between business and academia, to
multiply the benefits of public and private investment in knowledge. The CCYPHW seeks to enhance
the lives of children and young people from birth through to early adulthood through rigorous multiand interdisciplinary research. SCHE is one of the College’s newest developments grown from our track
record in delivering first class research and consultancy to organisations in the healthcare sector. SCHE
looks to bridge the gap between academia and industry and be leaders in health economics research
across Wales and the UK.
The College ethos of multi-disciplinary, collaborative research is key to attracting research leaders from
across health and social care, academic, private and voluntary sectors. Such a robust approach enables
the College to conduct high quality research which ultimately benefits patients, users, practitioners,
managers and policy makers. The College structure is presented overleaf.
[839 words including Fig 1]
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Fig 1.College Structure
Professor Melanie
Jasper
Head of College
Dr John Gammon
Departments
Nursing
Dr Dave Barton (HoD)
Prof Gary Rolfe
Interprofessional
Studies
Chantal Patel (HoD)
Prof Steve Edwards
Prof Mike
McNamee
Prof Anne Borsay
Jane Thomas
Deputy Head of College
(Academic & Professional
Issues)
John Davies
Associate Head
of College
(Business &
Finance)
Deputy Head of College
(Academic & Organisational
Development)
College:
College:
Human
Resources
Finance
Team
Enterprise
Development
Marketing
IT
Mary Paget
Director of Quality
Megan Rosser
DoS – UG/CPD
College’s
Quality Team
Dr Pauline Griffiths
DoS (Pre-Qualifying UG)
College’s
Academic
Services
Function
Internationalisation
Public Health & Policy
Studies
Dr David Rea (HoD)
Prof David Hughes
Prof Peter Huxley
Prof Joy Merrell
Psychology
Prof Mark Blagrove
(HoD)
Prof Dave Benton
Prof Toby Lloyd-Jones
Prof Andrew Parrot
Prof Phil Reed
Prof Rodger Wood
Prof Paul Bennett
Prof Ian Thornton
Gail Mooney
DoS – PG Taught
Professor Ceri
Phillips
Deputy Head of
College (Research)
Dr Jaynie
Rance
Director of
Studies
(PostGrad
Research)
College Research
Centres
Innovative Ageing
Prof Vanessa Burholt
Prof Judith Phillips
Swansea Centre for
Health Economics
Prof Ceri Phillips
Children & Young
Peoples Health &
Wellbeing
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b)
Provide data for the past three years (where possible with clearly labelled graphical
illustrations) on the following with commentary on their significance and how they have
affected action planning.
Student data
(i)
Numbers of males and females on access or foundation courses – comment on the data and
describe any initiatives taken to attract women to the courses.
The College only provides a foundation course in Health Studies. Students taking this course mainly
access the undergraduate nursing programme. As Table 1 indicates the number of women attending
the course has remained constant over the last three years, although the percentage dipped in the
academic year 2011-12. Despite this fall the majority of students are females. [59 words]
Table 1.
Proportion of Female Students on Foundation Course
YEAR
09-10
10-11
11-12
Females
27 (82%)
26 (84%)
27 (75%)
Males
6 (18%)
5 (16%)
9 (25%)
(ii)
Undergraduate male and female numbers – full and part-time – comment on the
female:male ratio compared with the national picture for the discipline. Describe any
initiatives taken to address any imbalance and the impact to date. Comment upon any plans
for the future.
The majority of undergraduates are female with an average of 86% female students across the three
years (Fig. 2) This is indicative of the healthcare programmes which the College provides which mainly
attract female applicants, especially Nursing and Midwifery programmes, which are female dominated
professions (89% female, 11% Male) as reflected in the latest available Nursing and Midwifery Council
statistical analysis of the register (NMC 2008).
Figure 2.
% Female Undergraduate Students
100%
90%
87%
83%
86%
88%
85%
87%
80%
70%
60%
Full-time
50%
Part-time
40%
30%
20%
10%
0%
09-10
Female
Male
Total
09-10
Full-time
1872
284
2156
10-11
Part-time
447
93
540
10-11
Full-time
1787
302
2089
11-12
Part-time
400
55
455
10
11-12
Full-time
1744
305
2049
Part-time
361
52
413
By disaggregating the data by subject (Fig. 3) many full time undergraduate nursing and midwifery
programmes are 100% female. Of note is the near doubling in number of female students studying
osteopathy (from 14 in 2009/10 to 26 in 2011/12) which is a new programme. Other courses have a
lower percentage of females averaged over three years such as paramedical nursing (50%),
cardiography (72%) and other Subjects Allied to Medicine (66%) and less than national statistics for
Subjects Allied to Medicine (79% female undergraduates; Equality Challenge Unit 2012a). However, a
discipline such as paramedical nursing is predominantly male and eligibility criteria such as fitness tests
may preclude some females from entering this profession, which was suggested from feedback from
the undergraduate student focus group. However, a broader range of students’ views need to be
elicited to explore the reasons for lower uptake of females on these courses (Action 1.6).
As Figure 3 further identifies the number of females studying medical physics has remained constant.
Although medical physics has the fewest females (33%), the student number is small so caution needs
to be taken in interpreting percentages. However, national statistics indicate that the percentage of
undergraduate females on physical sciences courses is 40.5% (ECU, 2012a). The percentage of female
undergraduates studying philosophy (68%) is higher than national statistics (52.6%; ECU, 2012a) and
has an upward trajectory.
Figure 3.
% Female Undergraduate Students by Subject - Full Time
120
100
80
60
40
2009-2010
2010-2011
20
2011-2012
11
Philosophy
Academic studies in Education
Social Work
Social Policy
Medical Physics
Psycholoyg
Other Subjects Allied to Medicine
Cardiography
Paramedical Nursing
Mental Health Nursing
Adult Nursing
Peadiatric Nursing
Midwifery
School Nursing
Health Visiting
Community Nursing
Nursing
Audiology
Osteopathy
0
Physiology
%
2009-2010
2010-2011
2011-2012
Females
Males
Females
Males
Females
Males
*Physiology
9
3
0
0
0
0
Osteopathy
0
0
14
6
26
11
*Audiology
29
5
23
4
22
3
*Nursing
1
0
10
2
26
4
*Community Nursing
17
2
5
3
2
1
*Health Visiting
11
0
5
0
25
0
*School Nursing
4
0
4
0
10
0
*Midwifery
64
0
74
0
72
0
*Paediatric Nursing
56
0
46
1
51
1
*Adult Nursing
683
48
644
34
604
33
*Mental Health Nursing
99
15
110
21
128
25
*Paramedical Nursing
51
46
43
50
42
48
*Cardiography
25
9
27
12
31
13
31
15
33
18
40
21
Psychology
383
91
368
100
345
84
3
6
3
5
3
7
Social Policy
180
18
166
18
122
20
*Social Work
151
18
138
16
128
19
Philosophy
20
8
20
10
29
14
Academic Studies in Education
55
0
54
2
38
1
*Medical Physics
*Indicates commissioned student numbers from the Welsh Assembly Government
As Figure 1 indicated the percentage of female full time students has remained relatively constant, the
percentage of part time female students has increased from 83% in 2009/10 to 87% in 2011/12.
National statistics indicate that more female undergraduates attend part time than males (60.4% and
39.5% respectively) (ECU 2012a). However, the proportion of part time female undergraduates in the
College exceeds national data.
By disaggregating the data by subject (Fig. 4) a similar pattern to full time students is apparent with
80% or more females studying part time on the nursing and midwifery programmes. The College offers
continuing professional development programmes for registered nurses, which explains the high
number of nurses studying part time. Student numbers on the other courses are small so caution
should be taken in interpreting percentages. Of note is an increase in females studying the BSc Health
and Social Care programme (categorised under Subjects Allied to Medicine) from 6 in 2009/10 to 11 in
2011/12.
12
Figure 4.
% Female Undergraduate Students by Subject - Part Time
120
100
80
%
60
40
2009-2010
2010-2011
20
2011-2012
0
Nursing
Community Nursing
Mental Health Nursing
School Nursing
Medical Nursing
Social Policy
Academic Studies in Education
Social Work
Health Visiting
Midwifery
Adult Nursing
Psychology
2009-2010
Females Males
410
66
3
0
11
2
3
0
6
1
5
1
5
1
1
2
0
0
1
0
1
0
1
0
0
0
2010-2011
Females Males
373
54
7
0
6
0
2
0
5
0
4
0
1
0
1
0
1
1
0
0
0
0
0
0
0
0
2011-2012
Females Males
324
50
17
0
4
0
1
0
11
0
0
0
0
0
0
0
2
1
0
0
0
0
0
0
2
1
Psychology and adult nursing only offer a part-time option to full time students who due to exceptional
personal circumstances can only continue if they change to part-time. [491 words]
(iii)
Postgraduate male and female numbers completing taught courses – full and part-time –
comment on the female:male ratio compared with the national picture for the discipline. Describe
any initiatives taken to address any imbalance and the effect to date. Comment upon any plans for
the future.
13
The proportion of females taking PGT courses is robust averaging 74% full time and 79% part time, with
a 5% increase in the percentage of females studying part time between 2009-2012 (Fig. 5).
Figure 5.
% Female PGT Students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
76% 77%
73%
80%
75%
81%
Full-time
Part-time
09-10
09-10
FT
72
23
95
Female
Male
Total
10-11
PT
204
61
265
10-11
FT
125
46
171
11-12
PT
221
55
276
11-12
FT
119
40
159
PT
243
57
300
With the exception of Subjects Allied to Medicine, in all other subject areas the proportion of females
taking PGT courses full time was higher than males over the last three years (Fig. 6).
Figure 6.
% Female PGT Students by Subject - Full Time
120
100
%
80
2009-2010
60
2010-2011
40
2011-2012
20
0
14
Medical Technology
Subjects allied to Medicine
Psychology
Social Policy
Social Work
Other Social Studies
School Nursing
Community Nursing
Health Visiting
2009-2010
2010-2011
2011-2012
Females Males Females Males Females Males
9
0
8
4
15
6
2
4
12
18
11
18
20
9
47
16
52
17
4
3
6
1
5
1
17
6
18
7
17
6
19
1
29
0
19
2
1
0
2
0
0
0
0
0
2
0
0
0
0
0
1
0
0
0
Of note is that the number of females studying psychology has increased from 20 in 2009/10 to 52 in
2011/12. The nursing programmes attract mainly female students and the MSc in Community Health
Studies (District Nursing) and MSc in Public Health and Specialist Community Public Health Nursing
ceased in 2011, replaced with a new MSc in Community and Primary Care Practice in 2013. National
statistics indicate that more females at this level study Non SET subjects and since 2010 the proportion
of College females taking Social Studies PGT programmes has been higher than the national average of
62.7% (ECU, 2012a). The proportion of females studying Health Care Management and Health
Informatics categorised under Subjects Allied to Medicine at PGT level is less than for all other subjects
(38%). It is known that the Health Care Management course attracts a high number of full time
overseas students, many of whom are male, but further enquiry is needed (Action:1.6 ).
The percentage of females studying PGT courses part time (Fig. 7) is higher than those studying full
time and higher than national statistics (63.2% females)(ECU, 2012a) for most subjects.
Figure 7.
% Female PGT Students by Subject - Part Time
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009-2010
2010-2011
2011-2012
15
2009-2010
Females
2010-2011
Males
Females
2011-2012
Males
Females
Males
Nursing
35
14
81
16
83
14
Medical Technology
21
3
20
5
26
3
Subjects Allied to Medicine
88
27
61
22
74
23
Psychology
4
0
6
0
7
2
Applied Sociology
2
0
1
0
1
0
Social Policy
7
5
43
9
38
11
Other Social Studies
6
0
4
0
11
0
Academic studies in Specialist Education
9
7
3
2
1
2
Neuropsychology
0
0
1
0
1
0
Social Work
32
5
0
0
0
0
Philosophy
0
0
1
1
0
0
Community Nursing
0
0
0
0
1
2
The number of females studying nursing has shown a dramatic increase from 35 in 2009/10 to 83 in
2011/12. Subjects which have fewer females include philosophy, community nursing (mental health),
social policy in 2009-10 and academic studies in specialist education in 2011-2012. The data set for the
former two subjects is too small for further analysis. Numbers on the latter course are also small so
percentages should be interpreted with caution. This course will have its last graduates in 2013. PGT
courses are actively promoted through outreach activities, particularly with nursing graduates through
our established links with practice.
[357 words]
(i)
Postgraduate male and female numbers on research degrees – full and part-time – comment
on the female:male ratio compared with the national picture for the discipline. Describe any
initiatives taken to address any imbalance and the effect to date. Comment upon any plans for the
future.
Figure 8 shows that averaging the three years, 56% of female PGR students study full time and 63%
study part time which is higher than national statistics (45.3% full time and 49.3% part time; ECU,
2012a). However, the percentage of females studying for PGR degrees has fallen by approximately 10%
by both modes since 2009. Additionally 30% fewer females study full time and 24% fewer study part
time at PGR level than at undergraduate level.
Figure 8.
% Female PGR Students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
68%
60%
58% 61%
51%
58%
Full-time
Part-time
09-10
10-11
11-12
16
Female
Male
Total
09-10
FT
24
16
40
PT
26
12
38
10-11
FT
25
18
43
11-12
FT
20
19
39
PT
19
12
31
PT
18
13
31
For the health professional programmes most graduates gain employment, consolidating their
professional qualification for several years. Females may then take a career break to start a family
which was reported in the student focus groups. Students also reported lack of awareness of funding
opportunities especially for part time PGR. To address this, information about PGR studentships and
new postgraduate programmes will be disseminated through the University Alumni e-newsletter
(Action 1.7). The loss of females studying at PGR level however needs further exploration (Action 1.6).
The smaller number of PGR students studying full time makes further data analysis less meaningful.
However, over the last three years the percentage of full time female PGR students studying
psychology and social policy exceeds national statistics (45.3% female; ECU 2012a) and this was also
true for nursing from 2009-2011 (Fig. 9). Proportionally there are fewer female PGR students studying
applied sociology and social work than males, although numbers are small.
Figure 9.
% Female PGR Student by Subject - Full Time
80
70
%
60
50
2009-2010
40
2010-2011
30
2011-2012
20
10
0
Nursing Psychology Applied
Sociology
Social
Policy
2009-2010
Females
Nursing
Social work
2010-2011
Males
Females
2011-2012
Males
Females
Males
8
4
7
7
7
10
13
7
13
5
9
6
Applied Sociology
3
2
2
3
0
1
Social Policy
0
1
2
1
3
1
Social work
0
2
1
2
1
1
Psychology
Due to small numbers caution should be taken in interpreting the data presented in Figure 10.
However, the proportion of females studying PGR degrees part time in psychology and nursing
(exception 2011-12) consistently equals or exceeds males and exceeds national statistics (49.3%; ECU
2012a). The College recognises the challenges, particularly for women in balancing home, work and
professional development and actively promotes part-time pathways for PGR degrees. For example, in
2009 a Doctorate in Professional Practice was developed aimed at senior professionals working in
17
health and social care, who conduct three projects in their own practice as part of their thesis. Five
students are on the programme, including four females Five applicants, all females, are being
interviewed for the 2013 intake.
Data from the Postgraduate Research Experience Survey (PRES) 2011 indicated that overall satisfaction
from PGR students is high at 87% (80% Swansea University, 86% national percentage). However,
students wanted more opportunities for social contact and to become more involved in the broader
research culture. To facilitate this, a PGR/staff consultative committee is to be established (Action 1.8).
%
Figure 10.
% Female PGR Students by Subject - Part Time
120
100
80
60
40
20
0
2009-2010
2010-2011
2011-2012
2009-2010
Females
2010-2011
Males
Females
2011-2012
Males
Females
Males
Nursing
9
5
12
6
13
6
Subjects Allied to Medicine
5
2
1
1
1
1
Psychology
3
3
4
3
2
2
Social Work
5
2
2
1
2
2
Politics
0
0
0
1
0
1
Social Policy
1
0
0
0
0
1
Applied Sociology
2
0
0
0
0
0
Neuropsychology
1
0
0
0
0
0
[412 words]
(ii)
Ratio of course applications to offers and acceptances by gender for undergraduate,
postgraduate taught and postgraduate research degrees – comment on the differences between
male and female application and success rates and describe any initiatives taken to address any
imbalance and their effect to date. Comment upon any plans for the future.
Figures 11-13 indicate the high and consistent percentage of female applications (83%), offers (81%)
and acceptances (83%) for undergraduate study, which is a feature of the healthcare programmes
provided, which mainly attract females. Acceptances exceed applications as some students defer
taking their place. Further analysis of the percentage offers made in relation to the number of
applications, averaged over the three years, indicate there is no gender bias (30% female, 33% male).
18
Figure 11.
% Undergraduate Applications by Gender
100
83
83
82
Female
%
80
Male
60
40
18
17
20
17
0
2010
YEAR
2011
2012
2010
2011
2012
Females
3374
4010
3481
Males
708
879
691
Figure 12.
% Undergraduate Offers by Gender
100
%
80
80
83
80
Female
Male
60
40
20
20
20
17
0
2010
2011
2012
YEAR
2010
2011
2012
Females
1316
1045
889
Males
319
261
181
Figure 13.
100
%
80
% Undergraduate Acceptances by Gender
84
83
81
60
Female
40
19
20
Male
17
16
0
2010
2011
2012
YEAR
2010
2011
2012
Females
616
665
495
Males
143
133
94
19
A similar pattern emerges regarding the percentage of female applications (62%), offers (65%) and
acceptances (72%) for PGT programmes where females predominate (Figures 14-16). However,
approximately a fifth less females apply for PGT study than for undergraduate study, although they are
more likely to be offered a place (77% female, 67% male). Feedback from the undergraduate student
focus group identified a need to raise awareness of postgraduate courses through providing additional
information and improving access to Postgraduate Open Days (Action 1.1, 1.2).
Figure 14.
100
% PGT Applications by Gender
Female
80
40
Male
62
41
%
60
63
59
38
37
20
0
2010
2011
2012
YEAR
2010
2011
2012
Females
318
417
369
Males
217
246
222
Figure 15.
% PGT Offers by Gender
100
Female
80
%
60
40
67
61
67
39
Male
33
33
20
0
2010
2011
2012
YEAR
2010
2011
2012
Females
251
315
289
Males
163
154
144
20
Figure 16.
% PGT Acceptances by Gender
100
71
%
80
73
71
Female
Male
60
40
29
29
27
20
0
2010
YEAR
Females
Males
2010
122
51
2011
2012
2011
144
58
2012
130
47
A different trend is apparent in the percentage of applications for PGR degrees over the three years
where applications from males (54%) exceed females (46%) (Fig.17). Figures 18 and 19 show the
proportion of PGR offers and acceptance by gender. Taking the average over three years females are
more likely to be made an offer (31%) than males (21%) and more likely to accept (71% female, 64%
male). Feedback from the postgraduate student focus group indicated that home and childcare
responsibilities impede females from applying for PGR degrees, although further investigation is
needed (Action 1.6).
Figure 17.
% PGR Applications by Gender
100
80
64
%
60
40
50 50
47
53
Female
36
Male
20
0
2010
YEAR
2011
2012
2010
2011
2012
Females
20
56
36
Males
35
55
41
21
Figure 18.
% PGR Offers by Gender
100
Female
80
Male
60
%
50
50
60
56
44
40
40
20
0
2010
YEAR
2011
2012
2010
2011
2012
Females
10
15
10
Males
10
10
8
Figure 19.
% PGR Acceptances by Gender
100
%
80
60
Female
Male
61
60
40
40
39
50
50
20
0
2010
YEAR
2011
2012
2010
2011
2012
Females
9
11
5
Males
6
7
5
[267 words]
(iii)
Degree classification by gender – comment on any differences in degree attainment between
males and females and describe what actions are being taken to address any imbalance.
The pattern of academic achievement for females and males over the last three years has remained
fairly constant (Tables 2-4). Females achieved higher degree classification (Ist or Upper 2nd) than male
counterparts and there was a 6% rise in the percentage of females achieving Firsts between 2009 and
2012. However, the proportion of females attaining first class honours is less than the national statistic
of 17.8% in Subjects Allied to Medicine (ECU, 2012a). In general, fewer Firsts are awarded in Wales
compared to the UK (ECU, 2012a).
22
Table 2.
Total Number
Percentage
Degree Classification by Gender - 2009-2010
Females
Males
First 2i
2ii
Third First
2i
2ii
60
253 184
65
9
42
26
9
39
29
10
1
7
4
Third
4
1
Table 3.
Total Number
Percentage
Females
Males
First
2i
2ii
Third First 2i
2ii
Third
76 245 170
30
9
45
24
4
13
41
28
5
1
7
4
1
Table 4.
Females
Males
First
2i
2ii
Third First 2i
2ii
Third
118 304 230
37
7
26
23
4
16
41
31
5
1
3
3
1
Total Number
Percentage
[93 words]
Staff Data
Female: male ratio of academic staff and research staff – researcher, lecturer, senior lecturer, reader,
professor (or equivalent). Comment on any differences in numbers between males and females and
say what action is being taken to address any underrepresentation at particular grades/levels.
The percentage of female academics within the College has increased by 5% from 59% in 2009 to 64%
in 2012, which is higher than national statistics (40% for SET departments; ECU, 2012b) (Fig. 20).
Figure 20.
% Female Academic and Research Staff by Grade
100%
90%
84%
80%
73%
67%
70%
%
88%
79%
67%
63%
67%
56%
60%
59% 58%
2009-2010
50%
40%
2010-2011
36%
33%
30%
33%
2011-2012
30%
20%
10%
0%
Professor
Reader
S/Lecturer
23
Lecturer
Research
2009-2010
Professor
Reader
S/Lecturer
Lecturer
Research
Total
2010-2011
2011-2012
F
M
Total % F
F
M
Total % F
F
M
Total % F
8
2
12
28
22
72
14
1
7
22
6
50
22
3
19
50
28
122
7
1
12
27
21
68
14
2
6
19
4
45
21
3
18
46
25
113
6
2
11
21
29
69
14
1
4
15
4
38
20
3
15
36
33
107
36%
67%
63%
56%
79%
59%
33%
33%
67%
59%
84%
60%
30%
67%
73%
58%
88%
64%
The percentage of female readers and senior lecturers is very positive, with a 10% increase in the
percentage of senior lecturers since 2009. Compared with 2009 there has been an increase in the
percentage of females across all academic grades, with the exception of the professorial grade where
there has been a 6% decrease. However, at 2012 the percentage of female professors in the College
(30%) remains higher than national statistics for SET1 departments (15.6%), non SET departments
(19.8%; ECU 2012b) and the University (13%). To address the under representation of women in senior
and leadership positions in the University, the Strategic Equality Plan 2012-2016 identified the
professional and institutional barriers for female staff and has introduced initiatives, for example
networking events, that support female staff in the removal of personal barriers. The College will
monitor the number of applications and promotion rate of female staff to senior academic positions
(Action 3.1).
By disaggregating data by department (Table 5), the highest percentage of female staff in 2012 was in
the Department of Nursing (89%) and the Centre for Innovative Ageing (82%).The percentage of female
academics in the Nursing Department far exceeds national statistics for nursing and paramedical
departments (73.7%; ECU 2012b).
Table 5.
% Female Academic and Research Staff by Department
Department
2010
F
Centre for Innovative
Ageing
Psychology
Inter-professional
Studies
Nursing
Public Health and
Policy Studies
College of Human and
Health Sciences
(other)
Total
2011
M
Total
%F
F
2012
M
Total
%F
F
M
Total
%F
8
3
11
73%
11
3
14
79%
14
3
17
82%
12
18
30
40%
11
18
29
38%
10
15
25
40%
6
11
17
35%
6
11
17
35%
9
10
19
47%
9
2
11
82%
7
2
9
78%
8
1
9
89%
31
10
41
76%
24
7
31
77%
19
6
25
76%
6
6
12
50%
9
4
13
69%
9
3
12
75%
72
50
122
59%
68
45
113
60%
69
38
107
64%
1
ECU (2012) reports incorporate STEMM within the term SET, so latter term has been used when benchmarking data.
24
In 2012, the departments with the lowest percentage of females were Psychology at 40% (national
average 58.6%; ECU 2012b) and Interprofessional Studies at 47%. The latter incorporates a diversity of
subjects including sciences and social studies. Osteopathy is provided within this Department. Recent
recruitment drives have recognised the need for greater gender balance. The College has taken steps
toward positive action, and actively encouraged female staff to apply for positions in Psychology and
Osteopathy. Consequently four female academics were appointed, two each in Psychology and
Osteopathy. This demonstrates that positive action has been effective, although the College will always
appoint on merit, irrespective of gender. [344 words]
(iv)
Turnover by grade and gender – comment on any differences between men and women in
turnover and say what is being done to address this. Where the number of staff leaving is small,
comment on the reasons why particular individuals left.
Table 6.
Professor
Reader
Senior
Lecturer
Lecturer
Research
2009 - 2010
F
%F
Turnover
*
1
12
4%
55%
Turnover by Grade and Gender
2010 - 2011
%M
F %F
M %M
Turnover
Turnover
Turnover
2 29%
2011 - 2012
F %F
Turnover
1 17%
2
29%
4
67%
M
8
38%
1
17%
1
9%
1
4
5%
100%
4
9
19%
31%
M
2
%M
Turnover
14%
1
7%
*Shaded areas indicates no staff turnover
With the exception of staff on research grades the number of staff leaving is small (Table 6). Nine
female academics left in three years. For research staff the reason for leaving in every case was end of
a fixed term contract. For female senior lecturer and lecturers, the main reasons for leaving were
employment in another HEI, retirement and end of a fixed term contract. Of the three female
professors who left, two took up Chairs in another university and one retired. Due to the small data set
further analysis by percentages is not meaningful. Data is collected centrally on staff reasons for
leaving. Raising awareness of the new University online system may facilitate completion and provide
useful information for comparison between male and female leavers (Action 2.1).
[136 words]
Word count 2998/2000 (have an additional 1000 words)
4. Supporting and advancing women’s careers: maximum 5000 words
Key career transition points
a)
(i)
Job application and success rates by gender and grade – comment on any differences in
recruitment between men and women at any level and say what action is being taken to
address this.
25
Recruitment data for the College is not available prior to 2012 as the University old recruitment system
`Paradox’ did not allow data to be analysed by College or to separate academic from academic related
staff recruitment. Data for 2012 is drawn from the new recruitment system Lumesse.
In contrast to the University data for recruitment and selection from 2010 – Feb 2012(Fig 21), the
College data as presented in Table 7 indicates that more females apply for positions. The total number
of academic College posts advertised in nine months was 29, which is indicative of the current
economic climate. Despite the high number of applications seven posts were unable to be filled. As the
data set is small percentages are less meaningful and need to be interpreted with caution. The
percentage success rate for females for academic and academic related staff at the short listing and
appointment stage is similar to male counterparts. However, for female academics the success rate
(3%) is half that of males (6%), although there are significantly more females applying. Strategies to
address this are comprehensively discussed under the section titled `Recruitment of Staff’. With the
new recruitment system the College will be able to monitor the recruitment and success rate of female
academics and explore the reasons for this trend (Action 3.1).
Figure 21.
2500
Number
2000
University
Univ Gender Recruitment Statistics for Academic & Academic Related Staff
Fixed Term
March 2010 – February 2012
1500
1000
500
0
Applied
Shortlisted
Appointed
Applied
Shortlisted
Appointed
03/11 - 02/12 03/11 - 02/12 03/11 - 02/12 03/10 - 02/11 03/10 - 02/11 03/10 - 02/11
Female
1722
411
96
1836
410
102
Male
1913
429
93
2003
430
102
78
29
12
135
25
9
Not Known
Table 7.
Recruitment Data 1st March 2012 – 31st December 2012
Academic Posts
1/3/12-31/12/12
Advertised posts = 29
Female
Male
Not known
Total
All posts
1/3/12-31/12/12
Advertised posts = 45
Applied (%)
Appointed (%)
Success
rate (%)
Applied (%)
Appointed (%)
Success
rate (%)
348 (62%)
194 (35%)
18
560
9
11
2
22
3%
6%
632 (59%)
423 (39%)
23
1078
16 (48%)
15 (45%)
2
33
3%
4%
(50%)
(41%)
[220 words]
(ii) Applications for promotion and success rates by gender and grade – comment on whether these
differ for men and women and if they do explain what action may be taken. Where the number of
women is small applicants may comment on specific examples of where women have been through
the promotion process. Explain how potential candidates are identified.
26
Table 8.
Applications for Promotion and Success Rates by
Gender and Grade
2008 - 2011
Female
Applied
Grade 8 to 9
Lecturer to SL
SL to Reader
Reader to Prof.
Total
1
7
3
2
13
Success Rate
100%
43%
33%
50%
46%
Male
Applied Success Rate
1
100%
5
40%
3
33%
3
67%
12
50%
All staff are encouraged to apply for promotion annually via email from HR. The number of females
applying for promotion and the success rate by females is equal to or better than males at all grades,
with the exception of promotion from reader to professor, although the data set is small. However, as
the College is predominantly a female workforce the number of female applications for promotion
would have been expected to be higher. Data from the focus groups identified that women were less
likely to apply for promotion as they lacked confidence and those who had applied and been successful
reported being encouraged to apply, otherwise they may not have done. Encouragement to apply for
promotion and being mentored was viewed as important throughout one’s career. The Women in
University Mentoring Scheme (WUMS) has been provided by the University for several years but staff
feedback indicated that awareness was low, so this will be addressed (Action 3.3).
A specific example of a female who has experienced the promotions process is a senior lecturer who
was appointed on a 0.9fte contract (school term-time working arrangement) in 2004. She was
supported to take on the additional role of Associate Dean, Postgraduate Research Faculty in 2006. She
applied for promotion to reader in 2008 but was unsuccessful, but with guidance was successful in
achieving the promotion to reader at the second attempt. Subsequently she was encouraged and
supported to apply for the position of Dean of Research Students and Academic Board (Research) and
was successful. Both appointments have been flexible and supportive in enabling her to continue to
work part-time.
The focus groups data revealed that both males and females reported being unclear about the
promotions process. Awareness of the promotions process will be disseminated through the Equality
and Diversity forum and through the Professional Development Review (PDR) (Action 3.1, 3.2). The
PDR is a key means by which staff are identified and encouraged to apply for promotion. Some
confusion may have been caused as recently the University established a new Academic Career
Pathway. There is comprehensive guidance for staff on how to apply for promotions, including criteria
used, varied application processes, procedures and how appeals can be made, but awareness of this
guidance needs to be heightened. Guidance can be found at:
http://www.swansea.ac.uk/personnel/informationforstaff/promotionprocedures/
Subsequently in response to staff feedback the University Director of HR has delivered a presentation
on the new Academic Careers Pathway to all staff.
[406 words]
27
b)
For each of the areas below, explain what the key issues are in the department, what steps
have been taken to address any imbalances, what success/impact has been achieved so far and
what additional steps may be needed.
(i)
Recruitment of staff – comment on how the department’s recruitment processes ensure that
female candidates are attracted to apply, and how the department ensures its short listing,
selection processes and criteria comply with the university’s equal opportunities policies
All vacancies are advertised on the University website and at www.jobs.ac.uk In addition,
advertisements are placed in national newspapers such as the Guardian and in specialist journals for
certain disciplines such as audiology and osteopathy. All academic vacancies are advertised as suitable
for job share, part-time or flexible working as the norm, enabling those with caring or parenting
responsibilities the opportunity to balance work and home requirements. The College actively
promotes gender balance on recruitment panels to ensure fairness in the short listing and interview
process and reduction in possibility of gender bias. Each appointment panel has a Chair who ensures
that equality and diversity considerations are applied uniformly. In accordance with University policy
and best practice mandatory Equality and Diversity Training is provided via an online training package
to all interview panel members. The recruitment of staff is managed locally by the College HR
recruitment team and Equality and Diversity principles are integral to every aspect of recruitment
practice. As previously discussed under the section titled Staff Data (p25) a key issue identified by the
College is the gender imbalance within the Psychology Department, so positive action has been taken.
In the last round of staff recruitment, actively encouraging female applicants resulted in an additional
two female members of staff being appointed to the Psychology Department and two in Osteopathy.
Further additional steps include future analysis of female academic recruitment by grade (Action 3.1).
[235 words]
(ii) Support for staff at key career transition points – having identified key areas of attrition of
female staff in the department, comment on any interventions, programmes and activities that
support women at the crucial stages, such as personal development training, opportunities for
networking, mentoring programmes and leadership training. Identify which have been found to work
best at the different career stages.
The Head of College, half of the Executive team, all the Directors of Study, nearly a third of the
Professors and a quarter of the Heads of Department are female providing staff with role models at
senior academic level. Females are successful in gaining promotion to senior lectureship. However,
females are slightly less successful in gaining promotion from Reader to Professor. The focus group
data indicated that staff wanted access to career long mentoring and not just when they joined the
College. Having identified these issues a number of action points have been identified. As previously
stated the University has provided mentoring through WUMS which offers mentoring within the
University and externally throughout Wales. However, our focus group data indicated that awareness
of this scheme was low, so this will be addressed (Action 3.3). Mentoring is also available for academic
staff through the Swansea Academy for Learning and Teaching, whose director is Jane Thomas, a
Deputy Head of the College.
A networking event for all female academics throughout the University was hosted in December 2012
and other events are being planned by the UASSG, which will be promoted throughout the College.
Swansea University also has a coaching scheme for research staff aimed at developing the cadre of
skilled researcher coaches, with the scheme running for its second year. A member of the SAT, Dr Amy
Brown, is the co-ordinator of this University wide coaching scheme.
28
In response to focus group feedback regarding lack of awareness of mentoring and coaching
programmes College SAT members will, after appropriate training, take on the role of Athena SWAN
Champions. The role will involve offering advice and support on a range of equalities issues including,
for example, mentoring schemes, promotions process and career development. The effectiveness of
this new role will be monitored and evaluated (Action 3.4).
The University is fully committed to the principles of Concordat to support the career progression of
researchers. A comprehensive action plan comprising a number of positive actions was approved by
the University‘s Research and Human Resources Committees. It covers areas such as flexible working ,
career development, mentoring and the University was awarded the HR Excellence in Research by the
European Commission in 2010. The Researcher Development Framework (RDF) is utilised extensively
and matched with appropriate training needs for researchers. It is recommended that researchers
reflect on the RDF prior to their professional review, with a link included in the online PDR form.
There is a dedicated Development Officer for research staff, who organises an extensive range of
specific training workshops, provides personalised advice, and promotes good management practice
through the application of HR policies to support and improve researchers‘time at Swansea, such as
Induction, Probation, and Professional Review. The Academic & Professional Enhancement Centre,
Swansea (APECS) offers courses, including many focused on professional skills for researchers and a
range of other course accessible to all staff including, for example, personal development planning,
writing research proposals and developing management teams. All new lecturers have to complete a
Postgraduate Teaching in Higher Education certificate, unless they already have an equivalent teaching
qualification. Courses are disseminated to all staff via an e-newsletter. Course attendance is recorded
in the on line PDR form and staff indicate future training/support needs in discussion with their line
managers.
Table 9.
APECS data - 2010-2013
Female
Male
no.
courses
no.
individuals
average
each
no. courses
no.
individuals
average
each
Academic
127
31
4.09
45
18
2.5
Researcher
89
28
3.17
24
7
3.42
Job type
Table 9 indicates that on average females attend 3.5 courses compared with males who attend 3
courses. Uptake of training by female academics is particularly positive. Male researchers attend
slightly more training course than females although the number of male researchers is small. The data
suggests that there are no barriers to attending training. All staff are encouraged to record the training
they have undertaken and identify any training needs in discussion with their line manger at their
annual PDR.
[626 words]
29
Career development
a)
have been taken to address any imbalances, what success/impact has been achieved so far and what
additional steps may be needed.
(i) Promotion and career development – comment on the appraisal and career development
process, and promotion criteria and whether these take into consideration responsibilities for
teaching, research, administration, pastoral work and outreach work; is quality of work emphasised
over quantity of work?
In response to feedback from a University Careers Progression survey, which explored personal and
structural barriers to career progression, the University introduced a new Performance Enabling
Process. This process seeks to provide clarity for staff regarding their role and the standard of
performance required whilst emphasising the training and support available, through discussion
between an individual staff member and line manager on at least an annual basis. The career
development of staff is therefore primarily addressed though the annual performance development
review (PDR). PDRs are conducted from July- Sept each year with interim reviews held between JanMarch. Whilst all staff are expected to complete a PDR, Table 10 indicates that in the College in 2012,
87% of female and 78% of male staff completed their PDR which is less than the percentage achieved
by the other SET colleges and by the University as a whole. However, there has been a 5% increase in
females completing their PDR in the last year. Whilst more female than male staff complete their PDR,
the College will monitor the completion of PDRs to seek to improve the rate and support the University
in its aim to achieve a 100% completion (Action 4.1).
Table 10.
Completion of Performance Development Reviews by Gender
College of Human & Health Sciences –
Performance Development Reviews
SET Colleges
Swansea University
Year
%
Female
Received
%
Male
Received
%
Total
Received
Year
%
Female
Received
%
Male
Received
%
Total
Received
Year
%
Female
Received
%
Male
Received
%
Total
Received
2011
127
(82%)
59
(82%)
186
(82%)
2011
286
(77%)
371
(83%)
657
(80%)
2011
657
(75%)
621
(77%)
278
(76%)
2012
143
(87%)
62
(78%)
205
(84%)
2012
376
(89%)
439
(86%)
815
(87%)
2012
946
(91%)
834
(88%)
1780
(89%)
Feedback from the focus groups identified that the quality of the PDR was an issue as some staff
reported that the process did not aid their career development. An online feedback form has been
developed to monitor the quality of PDRs and staff will be encouraged to complete the feedback form
so that the quality of the PDR process can be monitored (Action 4.2). Additionally, all line managers are
expected to have attended the appropriate training to conduct PDRs and this will be monitored to
ensure compliance and enhance the quality of the PDRs (Action 4.2).
The University promotions procedures has recently been changed and new processes implemented.
There are now clear and more explicit criteria for promotion against which career planning and
promotion planning is easier. A new academic career pathway based on criteria on teaching,
scholarship and contribution to the profession has recently been implemented. Whilst this new career
pathway will be beneficial to all staff it is likely to be of particular benefit to female staff as many of
30
whom have teaching and scholarship contracts. Further information regarding the new academic
career pathway is accessible here:
http://www.swansea.ac.uk/personnel/informationforstaff/academiccareerpathways/
With the development of the Performance Enabling Strategy, there has been extensive consultation
with staff in varied roles and grades across the University regarding recognition and reward. Gender
themes indicate that women sometimes adopt more pastoral and administrative duties, for which they
feel they are not always rewarded. A new Recognition and Reward Strategy is being developed aimed
at ensuring staff are recognised and rewarded fairly, and this will have more of an impact on women.
[466 words]
(ii) Induction and training – describe the support provided to new staff at all levels, as well as
details of any gender equality training. To what extent are good employment practices in the
institution, such as opportunities for networking, the flexible working policy, and professional and
personal development opportunities promoted to staff from the outset?
All staff receive a detailed induction when commencing with the College and within this programme
good employment practices, training and development, career opportunities, probation and workload
issues are discussed. All new academic staff have a planned induction programme and are allocated a
mentor. The line manager aids new staff in identifying work objectives and develop a personal
development plan appropriate to their role and personal career aspirations. This forms the basis of
future PDR meetings on completion of probation. In accordance with University policy and best
practice, mandatory Equality and Diversity Training is provided via an online training package, which all
staff are required to complete. If new staff have line management responsibilities then they are
required to attend `induction for line manager training’ provided by the University, which incorporates
gender equality issues. All staff receive monthly email updates on training courses available provided
by APECS and the Department of Research and Innovation also provide a range of courses related to
research grant applications and management of projects.
In order to embed principles of equality of opportunity and diversity throughout the College, and in
response to feedback from focus groups with staff the College is establishing an Equality and Diversity
Forum to be held once a semester to enable all staff to discuss gender and equality issues and promote
networking and sharing of good practice across the College (Action 3.2). This ensures promotion of
gender equality is actioned at various levels (AS - Principle 1). The Athena SWAN Champions will also
enable networking and sharing of good practice across the College (Action 3.4). [263 words]
(iii) Support for female students – describe the support (formal and informal) provided for female
students to enable them to make the transition to a sustainable academic career, particularly from
postgraduate to researcher, such as mentoring, seminars and pastoral support and the right to
request a female personal tutor. Comment on whether these activities are run by female staff and
how this work is formally recognised by the department.
All undergraduate students within the College are allocated a personal tutor. Students can request a
female tutor and a Welsh speaking tutor. For students studying health professional programmes, a
mentor is allocated in practice who facilitates student learning and provides pastoral support. Most of
the mentors are females. In most Departments the majority of personal tutors are female. The
personal tutor role is multifaceted and encompasses pastoral and academic support as well as
providing guidance with careers advice and signposting students to relevant services, such as
counselling and financial advice services. All postgraduate students have two supervisors and access to
a female Director of Studies, Postgraduate Research. Feedback from the student focus groups
highlighted the need for personal tutors and supervisors to have regular updating regarding careers
31
advice and Careers’ services provided by the University to enhance students’ employability (Action
1.3). This will be of benefit to all students.
PGR students receive support and training in research and transferable skills provided by the University
as part of the RDF. All PGR students are encouraged to attend and training includes skills workshops,
i.e. presentation skills, as well as careers advice. All PGR students and supervisors receive an electronic
copy of the research skills development handbook. The Research students also benefit from access to
regular seminar series held throughout the University and their own seminars (Research Interest
Group) at which students can present any aspect of their work or a trial run of a conference
presentation to their peers within a supportive environment. The College runs an annual
Conversazione event during which PGR students from across the College have the opportunity to
present and discuss their work with their peers, academic staff, healthcare practitioners and the public.
Whilst research positions are advertised on the website, all final year PGR students could be sent an
email raising awareness that such posts are being advertised. [311 words]
Organisation and culture
a)
(i) Male and female representation on committees – provide a breakdown by committee and
explain any differences between male and female representation. Explain how potential
members are identified.
The College has a number of committees which manage its academic business. However, two key
committees are the Learning and Teaching committee and the Research committee. Membership of
these committees is mainly determined through role, which can lead to committee overload. As
indicated in Figure 22 the Learning and Teaching committee is predominantly female and this has been
a consistent pattern over the last three years and reflects the fact that more females have teaching and
scholarship contracts and are primarily involved in teaching. By contrast fewer females are members of
the Research committee although there are still more females than males on this committee.
Where there are opportunities to serve on a committee this information is disseminated to all staff.
However, feedback from the staff focus groups indicated that staff were unclear as to how
representatives on committees were decided, so there is a need to provide transparency regarding the
process for deciding committee representation and where feasible widening opportunities for staff to
serve as committee members. This could encompass serving on committees for fixed terms and thus
enhance succession planning and provide opportunities to a broader range of staff (Action 5.1).
Figure 22.
Representation on Learning and Teaching & Research Committees by Gender
18
16
L&T Committee
Research Committee
14
Number
12
10
F
8
M
6
4
2
0
2010
2011
2012
2010
2011
32
2012
Figures 23 and 24 indicate that whilst the majority of Heads of Department (HoD) are male, all the
Directors of Study (DoS) and the majority of Team Co-ordinators are female. With the exception of
Team co-ordinators where nominations are sought, all staff were invited to apply for the HoD and DoS
positions and all were interviewed by a University selection panel before appointment.
Figure 23.
6
HoD and DoS by Gender (2010 - 2012)
5
4
3
2
1
0
Heads of Departments
Directors of Studies
F
1
5
M
3
0
Figure 24.
14
Team Co-ordinators by Gender
12
10
8
6
4
2
0
2010
2011
2012
F
12
11
10
M
5
4
3
[262 words]
(ii) Female:male ratio of academic and research staff on fixed-term contracts and open-ended
(permanent) contracts – comment on any differences between male and female staff representation
on fixed-term contracts and say what is being done to address them.
The College supports the University in its endorsement of Principle 5 of the Charter, recognising the
negative consequences of short term contracts within SET Colleges. The number of fixed term
contracts is generally dictated by need which arise either as a result of covering medium/long term
sickness absence or to cover certain sessions/modules where expertise cannot be found within existing
resources.
33
Table 11.
Female: male Ratio of Academic and Research Staff on Fixed-term and Permanent Contracts
2009-2010
F
M
2010-2011
Total
%F
F
M
2011-2012
Total
%F
F
M
Total
%F
Fixed Term
23
8
31
74%
23
4
27
85%
30
4
34
88%
Permanent
49
42
91
54%
45
41
86
52%
39
34
73
53%
Total
72
50
122
59%
68
45
113
60%
69
38
107
64%
As Table 11 indicates, of those on fixed term contracts the majority are females and between 2009- 12
an additional seven females had fixed term contracts. Many of these females were researchers. The
University has recognised the negative consequences of fixed term contracts for women and recently
implemented a Revised Model Statute and introduced ordinances on the termination of non
substantive positions, which means that staff employed for a 4 year period will be transferred to a
permanent post. This will have significant positive implications for women currently on fixed term
contracts. A new online system regarding notification to line managers and Heads of College has been
introduced, which aims to streamline the management of fixed term appointments. This will improve
the clarity of information to staff. The College will ensure that new staff and line managers are aware
of the new statute and monitor the number of females and the transfer rate from fixed term to
permanent posts (Action 5.2, 5.3). [225 words]
(b)
(i)
Representation on decision-making committees – comment on evidence of gender equality in
the mechanism for selecting representatives. What evidence is there that women are
encouraged to sit on a range of influential committees inside and outside the department?
How is the issue of ‘committee overload’ addressed where there are small numbers of female
staff?
The College has two key decision making committees – the Executive team and the Strategic
Management Board. Membership of these committees is mainly determined by role. Other actions
aimed at enabling women to gain senior academic positions, through for e.g. mentoring will aid this
situation in the future as more women are appointed to these positions.
The Executive Team comprises five members (2 female, 3 male) including the Head of College and the
Deputy and Associate Heads and has remained constant over the last three years. 40% females at
senior management level within the College is higher than the University level of 26% in 2012 and
nationally for SET Colleges which is 22.3% (ECU, 2012b).
The function of the Strategic Management Board is to ensure effective vision and management of the
College. As Figure 25 indicates the percentage of women represented on this committee has increased
from 53% in 2010 to 61% in 2012. The percentage of females (61%) represented on SMB is nearly
proportionate to the percentage of females in the College academic workforce which is 64%.
34
Figure 25.
12
Strategic Management Board by Gender
10
8
6
4
2
0
2010
2011
2012
F
10
10
11
M
9
7
7
Female members of the College hold leadership positions on several University Committees. The Head
of College is Chair of the University Gender and Sexuality Equality working group. The female Deputy
Head of School is the Director of Swansea Academy for Learning and Teaching (SALT), a female
Professor is Director of the Research Institute for Applied Social Sciences (RIASS) which is a flagship,
cross-University collaboration bringing together the very best research expertise within the social,
human, health and environmental sciences and a female reader is the University Dean for Research.
Additionally two female senior lecturers are University Associate Deans for Undergraduate and
Postgraduate Studies, whilst another female reader and two female professors are members of the
University Chairs and Readers Promotions Panel. Staff are encouraged through an all staff email to put
themselves forward for election. Nominations to Senate and other University committees are
disseminated to all staff and elections are conducted openly and transparently. Committee
membership is considered in relation to PDRs and workload.
[344 words]
(i)
Workload model – describe the systems in place to ensure that workload allocations, including
pastoral and administrative responsibilities (including the responsibility for work on women
and science) are taken into account at appraisal and in promotion criteria. Comment on the
rotation of responsibilities e.g. responsibilities with a heavy workload and those that are seen
as good for an individual’s career.
The College does not currently have a ratified workload model, however this is work in progress. It is
accepted that all staff, irrespective of gender will have a workload which is commensurate with their
contractual obligations, e.g. those staff that have a teaching contract will have a higher teaching load
than those that have a contractual obligation to conduct research. Pastoral, administrative and third
mission activities are taken into account at the annual PDR. As previously stated in relation to
committee membership, role appointment for a designated period of time may assist with reducing the
potential for work overload and provide opportunities for others to gain experience of these roles,
such as admissions tutor role. Further discussion with staff is required before proceeding with this
initiative (Action 5.1).
[128 words]
35
(ii)
Timing of departmental meetings and social gatherings – provide evidence of consideration for
those with family responsibilities, for example what the department considers to be core hours
and whether there is a more flexible system in place.
Findings from the staff focus groups indicated that participants were positive about the opportunities
to work more flexibly to fit in with family-life and childcare. In particular this focussed on the flexibility
of contract type and the opportunities available to work to a term-time only pattern, as a female staff
member reported `when I asked the College about it, they were fine, no problems at all’. Suggestions
from the focus groups also indicated how the College could extend this flexible approach to working
hours focussed on the timing of meetings and the idea of ‘protected meeting times’ and the scheduling
of meetings aligned to core working hours of 9.30am-3pm.
In view of this feedback the College will endorse University best practice that family friendly core
working hours (9.30am – 3pm) should be used for scheduling of regular meetings and that wherever
possible meetings will not be scheduled during school holidays. This better supports those working
flexibly due to care commitments and is being actioned and will be evidenced through the College
timetabling system Celcat (Action 5.5). In terms of social gatherings such as the Xmas party this is
scheduled during the daytime being mindful that not all staff may be able to access evening events.
[204 words]
(iii) Culture –demonstrate how the department is female-friendly and inclusive. ‘Culture’ refers to
the language, behaviours and other informal interactions that characterise the atmosphere of the
department, and includes all staff and students.
Within the College the majority of staff and students are female. Feedback from the staff focus groups
indicated that participants unanimously agreed that the College was very accommodating and
considerate of individual needs in such circumstances as sickness, compassionate and maternity leave.
Feedback from staff on their impression of workplace culture was quite specific in that it was felt to be
‘bureaucratic...fast, business-like..’ with the suggestion that `a more dynamic, reciprocal arrangement
was needed – not just a top heavy approach’. Feedback from the postgraduate student focus group
also reflected that there remained an old fashioned `patriarchal University management system’ that
seemed incongruent with the actual day to day ‘life’ of the College.
There was general agreement among academic staff that valuing people is the key issue for ensuring a
fair and effective culture in the workplace. Staff have opportunities to engage with senior management
on an individual basis and through the Staff Forum. Additionally communication amongst staff is
facilitated via the College e-newsletter. Gender balance is taken into consideration in compiling the
newsletter. Staff indicated the need for increased visibility and engagement with senior management
staff which could be achieved through a range of ways including work shadowing and senior managers’
attendance at departmental and team meetings on a regular basis (Action 5.6). To gather and monitor
staff views regarding the culture of the College, the HE STEMM Gender Equality Culture Survey
developed by Prof Averill McDonald will be conducted on an annual basis (Action 5.4).
[246
words]
(v)
Outreach activities – comment on the level of participation by female and male staff in
outreach activities with schools and colleges and other centres. Describe who the programmes
are aimed at, and how this activity is formally recognised as part of the workload model and in
appraisal and promotion processes.
36
There is a high level of female participation in outreach activities. The College is engaged in a number
of outreach activities including visits to local schools of mixed gender to promote the programmes
offered by the College. With respect to the nursing programme it is usually the admissions tutors who
conduct these visits, who currently comprise 3 female and 3 male staff members. A male member of
staff liaises with the local FE colleges and a female member of staff is the co-ordinator for Swansea
Academy of Inclusivity and Learner Support (SAIL). A new online form has been developed to capture
more accurately the College’s outreach activities which staff will be encouraged to complete (Action
5.7).
The College Open days for undergraduate and postgraduate students provide further opportunities to
promote women in science to future students and their parents. Student ambassadors assist with the
undergraduate Open Days (70% female). All the Directors of Pre-qualifying Studies, Postgraduate
Taught, Postgraduate Research and Continuing Professional Development are female.
Two of our Welsh speaking female staff and the marketing department, who are all female, attend the
local Eisteddfod to promote the College courses and programmes to the public. Staff participation in
outreach activities are considered in the PDR, and the new academic career pathway recognises
additional duties encompassing outreach activities in the promotions process.
[220 words]
Flexibility and managing career breaks
a)
(i)
Maternity return rate – comment on whether maternity return rate in the department has
improved or deteriorated and any plans for further improvement. If the department is unable
to provide a maternity return rate, please explain why.
Figure 26.
Staff on Maternity Leave (1.4.09-31.03.12)
9
8
7
6
5
4
3
2
1
0
8
6
Maternity Leave
Number of returns
Due to the small number and to avoid identifying individuals the data has been aggregated for the
three years. As Figure 25 indicates eight women took maternity leave and six returned during the last
three years. The high rate of return is positive and the majority returned to their existing role. Five
requested to reduce their hours mainly from 1.0 FTE to 0.8FTE and all were approved. Of those who
did not return the reason was end of a fixed term contract.
[84 words]
37
(ii)
Paternity, adoption and parental leave uptake – comment on the uptake of paternity leave by
grade and parental and adoption leave by gender and grade. Has this improved or deteriorated
and what plans are there to improve further.
There is currently no data on staff taking paternity, adoption and parental leave. However, the
University has identified this as an information shortfall and as part of the University AS application will
be exploring mechanisms for collecting this data in the future by College. The University Paternity
Leave scheme exceeds provision made in the Employment Act 2002; Swansea University allows
employees who are new fathers, or the partner or spouse of the mother to take 5 days' paternity leave
on full pay, regardless of length of service. Statutory Paternity Pay is received in the second week. [96
words]
(iii)
Numbers of applications and success rates for flexible working by gender and grade – comment
on any disparities. Where the number of women in the department is small applicants may
wish to comment on specific examples.
Table 12.
Applications and Success Rates for Flexible Working by Gender
Female
Male Applications
Approved Female
Approved Male
Applications
Apps
Apps
2010 2011 2012 2010 2011 2012 2010 2011 2012 2010 2011 2012
*
Prof
Reader
S/Lecturer
Lecturer
3
Researcher
Total
3
2
3
1
4
1
1
5
5
1
1
2
3
1
4
1
3
3
5
5
1
*Shaded areas indicate no applications
Flexible working by academics in the College is widely practised on an informal basis. Academics have
the opportunity to work from home. As Table 12 indicates the number of applications for flexible
working has increased since 2010 and then remained constant, more females than males apply and all
female applications were approved. The only application not to be approved in the last three years was
from a male applicant. The College endeavours to respond favourably to such requests. [85 words]
(a)
(i)
Flexible working – comment on the numbers of staff working flexibly and their grades and
gender, whether there is a formal or informal system, the support and training provided for
managers in promoting and managing flexible working arrangements, and how the department
raises awareness of the options available.
Table 13.
Proportion of Staff Working Full and Part Time by Gender
2009-2010
2010-2011
38
2011-2012
F
M
Total
%F
F
M
Total
%F
F
M
Total
%F
Part-time
15
4
19
79%
15
2
17
88%
20
3
23
87%
Full-time
57
46
103
55%
53
43
96
55%
49
35
84
58%
Total
72
50
122
59%
68
45
113
60%
69
38
107
64%
% Part-time
21%
8%
16%
22%
4%
15%
29%
8%
21%
% Full-time
79%
92%
84%
78%
96%
85%
71%
92%
79%
As Table 13 shows the majority of those who work part-time are female and that this percentage has
increased by 8% over the last three years. With the exception of a female reader and a Director of
Studies, all female readers, professors and senior managers work full time. In 2012, 29% of women
worked part time in the College which is less than national statistics (54.6% of female academics work
part time across all areas)(ECU, 2012b). As indicated in Table 12 there have been in total 15
applications for flexible working over a three year period and all female applications were approved. A
formal system operates for staff to contractually reduce their hours and all new staff are made aware
of this option during their induction. However, feedback from the staff focus groups indicated that not
all staff were aware of these options and this needs to be addressed (Action 5.8). In future awareness
of flexible working options will be raised at the Equality and Diversity Forum and by the Athena SWAN
Champions. Additionally awareness and uptake of line manager training provided by the University
which incorporates gender equality issues will be promoted in the College (Actions 3.2, 3.4, 5.2).[202
words]
(ii) Cover for maternity and adoption leave and support on return – explain what the department
does, beyond the university maternity policy package, to support female staff before they go on
maternity leave, arrangements for covering work during absence, and to help them achieve a
suitable work-life balance on their return.
The College HR officer meets with all staff who are going on maternity leave to discuss their leave, and
offer advice about returning and contract matters. With respect to covering work during the period of
maternity leave, there may be some reallocation of tasks, but normally a substantive appointment is
made for the year. This has also provided the opportunity for existing staff to be seconded to that
position which may be at a higher grade and provide valuable experience to enhance the individual’s
academic profile. Feedback gained from staff focus groups indicated support regarding maternity leave
was generally positive ‘this department is very good at listening to women...brilliant at coming
back...very positive about that’. However, some staff reported that they would welcome more College
guidance and support on their return and consistency of application across the College is important
(Action 5.9).
The University offers a range of support services to women upon return, including Keep in Touch Days
whilst on maternity leave, and advice and guidance offered by line manager, HR and occupational
health. The University runs a Childcare Voucher Scheme which enables tax savings of up to £900 per
year. As at 1st Feb 2013, there were 13 College staff (9 female) on the scheme. The scheme is
promoted through the University website, induction days and targeted emails sent monthly to
members informing them of updates. Recent renovations to Fulton House have meant that baby
changing facilities are now available to staff, students and visitors. [247 words]
(word count 4870/5000)
Any other comments: maximum 500 words
39
Please comment here on any other elements which are relevant to the application, e.g. other SETspecific initiatives of special interest that have not been covered in the previous sections. Include any
other relevant data (e.g. results from staff surveys), provide a commentary on it and indicate how it
is planned to address any gender disparities identified.
In Chairing the College AS application I feel that this has been a positive experience allowing us to self
reflect and self evaluate and through conducting focus groups with staff and students begin to raise
awareness of AS and its principles. Feedback from the focus groups with staff and students indicated
that in general there was low awareness of the AS Charter. A number of initiatives are planned to
promote awareness including: promoting AS on the College Website, regular updates in College Enewsletter, hosting a College AS launch event and inclusion of the AS Charter in staff and student
inductions (Action 1.4, 6.2,6.4). Responding to student feedback from the focus groups AS information
will be included in the student welcome pack, displayed on student notice boards, on dedicated AS
notice boards in each College site and the AS Champions will have door labels making them easily
identifiable (Actions 1.4, 3.4).
Whilst this application has focused on gender equality to ensure that all the protected characteristics
are addressed the CASSG will ensure that relevant staff have the appropriate training to conduct
Equality Impact Assessments, which will be conducted on all new College policies (Action 6.5).
Last year the College conducted a survey of nursing and midwifery pre-registration students (n=456) to
explore issues influencing attrition. A key reason for leaving was financial hardship which was also
linked with the cost of childcare. The Student’s Union provides a nursery which has a capacity for 38
children and the University offers a range of services and support to students experiencing financial
hardship but feedback from the students indicated a need for student and staff awareness of this
provision to be heightened (Action 1.5).
Finally, in order to ensure that data are collated and that action plans are implemented the SAT will
become the CASSG and four working groups have already been established drawn from the SAT
members (Action 2.2,6.1,6.2,6.4). However, to ensure opportunities for wider involvement and
engagement, staff and students will be invited to join the working groups. Each working group will
address staff and student action points. Responsibility will be assigned to the Lead of each working
group to monitor the implementation of actions within their designated areas. Staff on the CASSG and
working groups will serve for a fixed term of office which may be extended for one further fixed term.
Rotation of staff will be staggered so that valuable experience is not lost at the same time. Additionally,
a representative from each of the College working groups will serve on the University AS working
groups to aid communication between the SET Colleges and wider University. Progress towards
achieving the actions will be monitored by the College SMB and the CASSG Lead will also report
progress to the University Athena SWAN Strategy Group (Action 6.3). (Word count 464/500)
40
References
Equality Challenge Unit (2012a) Equality in higher Education Statistical Report 2012: Part Two Students
Accessible at: http://www.ecu.ac.uk/publications/files/equality-in-he-stats-report-2012students.pdf/view
Equality Challenge Unit (2012b) Equality in higher Education Statistical Report 2012: Part One Staff
Accessible at: http://www.ecu.ac.uk/publications/files/equality-in-he-stats-report-2012-staff.pdf/view
Nursing and Midwifery Council (2008) Statistical Analysis of the Register 1st April to 31st March 2008
Accessible at: http://www.nmcuk.org/Documents/Statistical%20analysis%20of%20the%20register/NMC-Statistical-analysis-of-theregister-2007-2008.pdf
5. Action plan
Provide an action plan as an appendix. An action plan template is available on the Athena SWAN
website.
The Action Plan should be a table or a spreadsheet comprising actions to address the priorities
identified by the analysis of relevant data presented in this application, success/outcome measures,
the post holder responsible for each action and a timeline for completion. The plan should cover
current initiatives and your aspirations for the next three years.
The action plan does not need to cover all areas at Bronze; however the expectation is that the
department will have the organisational structure to move forward, including collecting the
necessary data.
41
Action
Appendix 1 College of Human & Health Sciences Athena SWAN Action Plan (2013-2016)
Description of Action
1
1.1
Students
Raise undergraduate
students’ awareness of
postgraduate courses,
and provide additional
careers advice to
enhance employability
1.2
Raise awareness of
postgraduate open days
and enhance
accessibility for final
year undergraduates.
1.3
Enhance the role of the
personal tutor and
research supervisors in
providing careers
advice to students to
enhance employability.
1.4
Raise student
awareness of Athena
SWAN and its principles
Action taken already and
further planned action
Responsibility
Start date
Time scale
Success measure
Careers advice currently
provided through bespoke
sessions. Provide
information regarding
postgraduate courses in a
careers pack and on Black
Board for all second year
undergraduate students.
Promote postgraduate open
days on Blackboard site and
Athena SWAN notice board
and timetable the dates on
CELCAT to enhance
accessibility
Annual updating of personal
tutors and research
supervisors regarding
careers advice and services
provided by the University
to enhance students’
employability, e.g, Swansea
employability award
Provide information on
Athena SWAN in the
student welcome pack.
-Post regular updates on the
Student Notice boards.
-Provide a dedicated Athena
SWAN notice board on each
DoS Pre qualifying Study
Programme leaders
University careers
Centre
Student Union
Sept 2014
Review
annually
until 2016
Student survey data
will indicate significant
improvement in
careers advice and
support.
Director of Postgraduate
Research
Taught
Marketing Dept
Sept 2013
Review
annually
until 2016
Postgraduate Open
days are on Celcat.
Increased attendance
by final year students
College HR team
University Careers
Centre
research
Dec 2013
Annually
until 2016
PRES and PTES Data
will indicate improved
ratings for professional
and career
development
Athena SWAN
Champions
Sept 2013
2013-2016
Student focus group
data will demonstrate
increased awareness of
Athena SWAN
42
Progress Log
1.5
Raise awareness of the
financial support
available to students to
reduce attrition due to
financial hardship
1.6
Collect and collate a
broader range of
students’ views
regarding gender
equality and subject
choices In the College
1.7
Raise awareness of new
postgraduate
programmes and PGR
studentships and
bursaries to College
graduates/Alumni
of the three College sites.
-Profile Athena SWAN on
CHHS website
-Liaise with Student Union
to promote Athena SWAN
through their marketing
media
Provide information on
financial support and
services available in student
welcome pack and to all
personal tutors and
research supervisors.
Building on the issues
identified from the AS
student focus groups, in
conjunction with the
Student Union, conduct
further focus groups with a
wider student
representation to ascertain
student subject choices and
barriers to studying at PGR
level.
Currently University and
College providing PG Open
Days. Information regarding
new postgraduate
programmes and PGR
studentships and bursaries
to be disseminated to
graduates through the
quarterly University Alumni
e-newsletter
CHHS marketing team
Women’s Officer,
Student Union
CHHS Attrition
Champion
University Student
support services
(Money Advice Service)
Research
CASSG
Sept 2013
2013-2016
Reduction in student
attrition due to
financial hardship
Jan 2014
2014-2016
Increased student
participation rate
Student Union
AS Data management
group
AS Career Progression
group
DoS Postgraduate
research
DoS Postgraduate
Taught
University Alumni Office
AS CP Lead
43
May 2013
Ongoing to
2016
Increased
understanding of the
issues influencing
student subject choice
and barriers to PGR
study and explore
support mechanisms
that could be
implemented.
Increased applications
to PGT programmes
and
PGR
Improved
communication with
College Alumni
1.8
Enhance the research
environment for
postgraduate students
Establish a PGR
student/staff consultative
committee to facilitate open
discussion of the student
experience and raise
awareness of College
resources for PGR students
Baseline Data and supporting evidence
Promote completion of Although staff turnover is
exit questionnaire by
low, data is collected
staff by raising
centrally on the reasons for
awareness of the
leaving. Raising awareness
University online
of the new online system
system
may facilitate completion
and provide useful
information for comparison
between male and female
leavers.
Ensure all Athena
Ensure data are readily
SWAN data are collated accessible in the required
annually and student
format for renewal and
data is disaggregated
future Athena SWAN
and analysed
submissions. Explore the
feasibility of a staff member
assuming the role of an
information officer, with
workload being adjusted
accordingly.
Key transition Points
2
2.1
2.2
Action
3
3.1
Monitor the number of Ensure that staff are aware
applications and
of the career promotions
promotion rate of
pathways and promote
Director for
Postgraduate Research
Dec 2013
Ongoing
PRES data will reflect a
positive view of the
College research
environment
College HR Team
Univ HR team
HoC
Jan 2014
2014-2016
Increased completion
rate for staff. Reasons
for leaving for males
and females can be
compared
College HR team
CHHS Academic Registry
University HR and
Equalities team
AS Data management
group
Apr 2014
Review
annually
Apr 2015
Apr 2016
Data prepared in a
format for insertion
into future Athena
SWAN submissions
Responsibility
Start
date
Time scale
Success measure
HoC
College HR Team
University HR team
Sept
2013
2013-2016
Increased number of
female staff applying
and securing
44
Progress Log
female staff to senior
academic positions
3.2
Establish an Equality
and Diversity Forum
3.3
Promote awareness of
career long mentoring
scheme for staff
3.4
Establish Athena
SWAN Champions
discussion of career
development and promotion
at the performance
development review
Feedback from the focus
groups indicated that staff
wanted an informal Forum
to discuss gender and
equality issues. This Forum
would be held once a
semester and enable
networking and sharing of
good practice across the
College
Promote awareness and
encourage uptake of the
Women in University
Mentoring Scheme (WUMS).
This mentoring scheme has
been available for several
years but awareness and
uptake has been low.
Members of the CASSG will
act as Athena SWAN
champions and following
appropriate training will be
able to offer advice on a
range of equalities issues
including e.g. mentoring
schemes, promotions
process, career
development. The
effectiveness of the role will
be monitored and evaluated.
AS data management
group
Departmental Heads
Line managers
CASSG Lead
University Equalities team
AS Organisation and
culture group
UASSG
University Equalities team
AS Career progression
Lead
HoDs
Line mangers
promotion at senior
academic level
Jan 2014
2014-2016
Equality and diversity
Forum held twice a
year with good staff
attendance.
Sept
2013
Ongoing to
2016
Increased uptake of
WUMS
Ongoing
ASSG members trained
as Athena SWAN
Champions
Feb 2016
Increased
understanding of the
uptake and
effectiveness of the
Athena SWAN role
HoC
Sept
CASSG Lead
2013
CASSG members
University Equalities Team
University Careers Centre
College marketing dept
Dec 2015
45
Career Advice and Support
Action
4
Responsibility
Start
date
Time scale
Success measure
4.1
Raise awareness and
importance of
Performance
Development Reviews
(PDRs)
University HR
College HR
Line managers
June
2014
Annually to
2016
100% completion rate
of PDRs
4.2
Improve quality of
Performance
Development Reviews
PDRs are conducted from
July- Sept each year with
interim reviews held
between Jan-Mar. Review
completion and breakdown
by gender
Enable all line managers to
attend relevant training.
Promote awareness amongst
staff to complete the online
feedback form.
HoC
University HR
College HR
AS Organisation and
culture working group
HoDs
Line managers
June
2014
2014-2016
100% attendance on
PDR training
Feedback forms
indicate a significant
improvement in quality
of reviews
5
Organisation and Culture
Responsibility
Start
date
Time scale
Success measure
Monitor membership
of College committees
to ensure a fair and
transparent process
Review processes for
deciding committee
membership and selection of
members for all committees
to ensure transparency and
fairness.
HoC
University Governance
Dept
Sept
2014
Review
annually to
2016
Female representation
on College committees
is in line with
population
expectations.
Discussions regarding
committee
opportunities taking
place at individual
academic meetings
and evidenced in PDR
paperwork.
Evidence of greater
Action
5.1
46
Progress Log
Progress Log
5.2
Raise awareness and
promote Line manager
training to all new line
managers ensuring
gender equality is
embedded within the
training
University has piloted a line
manager training which is
being rolled our throughout
the Colleges. This will ensure
that new line managers can
promote gender equality
throughout the College
HoC
University HR and
Equalities Team
College HR team
HoDs
Sept
2013
Ongoing to
2016
5.3
Monitor the number of
females and the
transfer rate from fixed
term to permanent
posts.
Use the HE STEM
Gender Equality culture
survey (UKRC 2012) to
conduct an annual
survey of staff to elicit
their views
Ensure that staff and line
managers are aware of the
University policy to increase
staff contracts from fixed
term to permanent.
An annual online survey will
ascertain a broader range of
staff views and assist in
monitoring trends regarding
the culture of the College.
HoC
College HR team
University HR team
Jan 2014
Review
progress
annually
2014-2016
CASSG Lead
AS Data management
group
Dec 2013
Annually to
2016
College meetings
timetabled within
University core
business hours (9.303.00pm) and wherever
possible in school term
College meetings are
timetabled on Celcat
between the core hours of
9.30-3pm to enable staff
with caring responsibilities
to attend.
HoC
HoDs
Line Managers
May 2013
Ongoing
5.4
5.5
47
female committee
representation in
future academic years
across all committees
at University and
College levels.
New staff will have
completed the new
line manager training
and report through the
staff online survey
confidence in
promoting gender
equality within the
College
Reduced number of
staff and especially
female staff on fixed
term contracts
Completion of annual
surveys with a good
response rate
Report submitted to
SMB
Feedback of key
themes to staff
Action plans developed
and implemented
All meetings are
timetabled between
9.30-3.00pm as
evidenced on Celcat
5.6
5.7
5.8
5.9
times
Fuller engagement of
senior management
staff with wider
academic staff groups
Monitor and accurately
record outreach
activities conducted by
staff to schools,
colleges, and the
general public and
raise the profile of this
activity through
discussion at the PDR
Raise awareness of
flexible working policy
to all staff
Provide College
guidance for females
returning to work
following a leave of
absence (e.g, maternity
leave)
Focus group data indicated
the need for increased
visibility and engagement
with senior management
staff. This could be achieved
through attendance by
senior managers at
Departmental and team
meetings on a rotational
basis and opportunities for
shadowing.
Currently this data is
collected through Swansea
Academy of Inclusivity &
Learner support (SAIL). Raise
awareness of the new online
system to record this
activity.
Executive Team
HoDs
Team leads
Jan 2014
2014-2016
Staff report through
the annual surveys
increased engagement
with senior
management staff.
Evidence of
attendance in team
and departmental
minutes
College SAIL Contact
Marketing dept
HoDs
Sept
2013
Ongoing
Significant increase in
the extent of activity
recorded on the
University SAIL
database.
All new and existing staff are
made aware of the
University policy regarding
flexible working.
Develop guidance to
support females back into
work after long term
absence (through maternity
and/or sickness)
College HR dept
University HR dept
Sept
2013
Ongoing
All staff have received
information on the
flexible working policy
College HR team
AS Organisation and
Culture group
Sept
2014
2014-2016
Guidance will be
developed and
disseminated to all
staff
48
Action
6
Promoting and Embedding Athena Swan
Responsibility
Start date Time scale
Success measure
Working sub groups already
established:
Data Management Group,
Career progression
Group, Organisation and
Culture Group
and Communications Group
to mirror University AS
working groups. The CASSG
will report to the SMB
Regular quarterly meetings
of the CASSG
CASSG Lead
HoC
May 2013
October
2013
CASSG established
formally and
recognised within
College’s governance
structure with Terms
of Reference for the
Strategy group and
working groups
ratified through SMB
CASSG Lead
May 2013
Quarterly
meetings
to 2016
Co-creation of CASSG
terms of reference.
CASSG meetings
planned for academic
cycle. Semesterly
reports submitted to
SMB.
Standing item on SMB
Twice yearly report
detailing progress
against action plan
received by SMB.
Action plan updated
and further actions
supported by SMB for
implementation
Athena Swan actions
integrated into School
culture, through
quarterly
representation in
6.1
Establish a College
Athena SWAN Strategy
Group (CASSG) and
working sub groups to
replace SAT to
undertake and
progress identified
actions.
6.2
Embed the Athena
SWAN Charter and
culture throughout the
College
6.3
Ensure regular
monitoring and
progress towards
achieving action
points.
Formal reports to SMB each
semester detailing progress
against action plan and
updating of action plan.
CASSG Lead
Dec 2013
June 2014
Dec 2014
June 2015
Dec 2015
6.4
Raise awareness and
profile of Athena
SWAN throughout the
College
Brand College documents
with Athena SWAN logo.
Promote on College Website.
Regular updates in College ENewsletter,
CASSG Lead
AS Communications
working group
Marketing Dept
CHHS HR team
Sept 2013
Ongoing to
2016
49
Progress Log
6.5
Equality Impact
assessment is
conducted on all new
College policies
Host a College Athena SWAN
launch event.
Door labels for Athena
SWAN champions (members
of CASSG)
Inclusion of Athena Swan in
staff and student inductions.
Ensure that Equality Impact
Assessment is conducted on
all new College policies and
that relevant staff are
appropriately trained to do
this.
CASSG Lead
Deputy Head (Enterprise
and Organisational
Development)
CHHS HR team
University Equalities
Team
50
Jan 2014
Ongoing
College
communications
media, e.g., College
internet pages,
College staff
newsletter, Athena
SWAN notice boards.
Equality Impact
Assessment is
conducted on all new
College polices and
reported that this has
been done by the
policy proposer.

Athena SWAN Bronze department award application

Transcription

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