athena swan silver department award application · 2019-03-07 · athena swan committee equality...

CSI – Cicely Saunders Institute, KCL – King’s College London, SAT – Self-Assessment Team, SOM – School of Medicine 1

Athena SWAN Silver department award application

Name of university: King’s College London

Department: Palliative Care, Policy and Rehabilitation

Date of application: April 2014

Date of university Bronze and/or Silver Athena SWAN award: King’s College London was awarded an Athena SWAN bronze award in December 2013

Contact for application: Dr Katherine Sleeman and/ or Dr Lesley Henson

Email: [email protected] and/ or [email protected]

Telephone: 020 7848 5689/ 5507

Departmental website address: www.csi.kcl.ac.uk

Athena SWAN Silver 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.

mailto:[email protected]


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.

School of Medicine at Guy’s, King’s College

and St Thomas’

Hospitals

Department of

Palliative Care, Policy

& Rehabilitation

Professor Irene Higginson OBE

BMedSci BMBS FFPHM PhD FRCP

Head of Department

Professor Lynne Turner-Stokes

DM FRCP

Herbert Dunhill

Chair of Rehabilitation

Cicely Saunders Institute

Bessemer Road

Denmark Hill

London SE5 9PJ

Tel: +44 (0)20 7848 5516

Fax: +44 (0)20 7848 5517

www.kcl.ac.uk/palliative


Athena SWAN Committee

Equality Challenge Unit

Queen's House

55/56 Lincoln's Inn Fields

London

WC2A 3LJ

30th April 2014

Dear Athena SWAN Committee, Re: Head of Division Letter of Support I am delighted to write in support of our Athena SWAN Silver Award application.

I am acutely aware of the issues faced by women in academia, especially STEMM subjects. Most universities and medical schools have a history of male leadership, and throughout my career I have often been the only woman on committees. For example, when appointed to the London School of Hygiene and Tropical Medicine, I was the only female Clinical Senior Lecturer or above. King’s College London and King’s Health Partners, our Academic Health Science Centre, was little different. Therefore, I was delighted when our department became its own Division within the School of Medicine in 2013. As a result, we now have a seat at the management table. But there is certainly further progress needed in terms of gender equality both inside and outside our Division. We are eager to contribute to the plans for change, and to deliver these.

A principle of palliative care is that patients and families are treated holistically. We have extended this philosophy to our staff, to recognise the varied needs of individuals across our Division. From its conception in 1997, our department has championed women in academia; we now employ 41 staff, 34 are women, including two professors. We are proud of our track record in recruitment, retention and progression of women. This is in contrast to academic palliative medicine as a whole, where men outnumber women throughout Europe. Although we are proud of our achievements, the Athena SWAN application process has identified a wealth of areas for us to improve.

In recent years our Division has grown rapidly. The Athena SWAN process has shown us that much of this growth occurred by employing relatively junior women on fixed term contracts. Our action plan therefore includes new systems for supporting career development. This is an area I feel strongly about, having spent much of my early career on fixed term contracts (and two months with no contract at all). We plan to increase awareness about maternity leave rights and flexible working.

School of Medicine at Guy’s, King’s College

and St Thomas’

Hospitals

Department of

Palliative Care, Policy

& Rehabilitation

Professor Irene Higginson OBE

BMedSci BMBS FFPHM PhD FRCP

Head of Department

Professor Lynne Turner-Stokes

DM FRCP

Herbert Dunhill

Chair of Rehabilitation


Bessemer Road

Denmark Hill

London SE5 9PJ

Tel: +44 (0)20 7848 5516

Fax: +44 (0)20 7848 5517

www.kcl.ac.uk/palliative


Promotion in research and academia is challenging across the UK. Although, we are pleased to have developed many senior researchers recently, going forward we need to do more to ensure that women are equally supported and encouraged in the promotion process. Our mission is to pioneer the very best in palliative care and rehabilitation by integrating cutting-edge research, skilled multi-professional care, and innovation in engagement, education and training. Improving equality and support for all of our staff will, I believe, bolster our overall success, and lead to improved patient care. Athena SWAN is now fully embedded within our Division. We have found the self-assessment process illuminating, challenging and extremely valuable. We are excited about implementing and monitoring the interventions outlined in our action plan, for which I personally take responsibility, with the goal of assuring equality within our Division.

Yours sincerely,

Irene J Higginson (word count 495)

Division of Palliative Care, Policy & Rehabilitation


2. The self-assessment process: maximum 1000 words

Describe the self-assessment process. This should include:

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.

The Division of Palliative Care, Policy and Rehabilitation has been a member of Kings College

London’s (KCL) Athena SWAN (AS) self-assessment team (SAT) since 2011, and its own SAT was

established in December 2013. Consisting of nine members, our SAT incorporates staff across a

range of seniority, and includes people with experience of working less than full-time (LTFT) and

flexibly.

Eight members of our SAT have academic or research positions. One SAT member has a

professional service role, as we collectively agreed that many of our AS initiatives should be

extended to professional services staff who play an essential role in our Division’s overall success.

The SAT is co-chaired by Katherine Sleeman and Lesley Henson.

Dr Katherine Sleeman (Clinical Lecturer and SAT co-chair) joined the Division in 2010 as an

NIHR-funded Clinical Lecturer. Her work is split between clinical training (50%) and academic

work (50%). Katherine has two young children (aged one and four on appointment), and

works four days per week. Katherine’s husband works full time, often overseas. Katherine

recently fulfilled a life-time ambition by appearing on BBC Radio 4’s Women’s hour.

Dr Lesley Henson (Cicely Saunders International PhD Clinical Training Fellow and SAT co-

chair) joined the Division in 2012 as a Clinical PhD Fellow. As well as being co-chair, Lesley is

our PhD student link. Prior to joining the Division Lesley worked with the palliative care team

at Mulago Hospital, Kampala, Uganda.

Ms Sian Best (Institute Business Manager) joined the Division as an administrator in 2005 and

has since been twice promoted. Sian has three children (aged four, ten and 11 on

appointment) and has worked flexibly for periods of time.

Dr Katherine Bristowe (Research Associate) joined the Division as a Research Assistant in

2010, and is now a Research Associate. Katherine set up the Post-doc support group, and is our

Post-doc link. Katherine’s husband works full time. Katherine is a keen sports woman and

holds a blue belt in kick boxing.

Miss Joanna Davies (Research Assistant) joined the Division in 2012 as Executive Assistant to

Professor Irene Higginson. In 2013 Joanna made the transition from a professional services

role to Research Assistant. Joanna lives with her partner in a dual career household on a

narrow-boat.

Dr Catherine Evans (Clinical Lecturer) joined the Division in January 2010 as a Research Fellow.

Catherine was appointed to an NIHR Clinical Lecturer position in 2011, and shares her time

between KCL and Sussex Community NHS Trust (50:50). Catherine has worked less than full

time for periods, and currently works flexibly with one day per week from home. Catherine

lives in a dual career household, and has three children aged five, 14 and 16 years.



Dr Richard Harding (Reader) joined the Division as a PhD student in 1998. He is now a Reader,

and leads a programme of global health research. During his time in the department he has

adopted two children who are now four and six years old. Since September 2012 Richard has

worked flexibly two days per week from home. Richard lives in a dual career household.

Professor Irene Higginson (Head of Division and Director of the Cicely Saunders Institute) has

been Professor and Head of Department since 1996, and founded the Cicely Saunders

Institute. Irene undertakes research, education and clinical care, and in addition is a published

poet.

Dr Jonathan Koffman (Senior Lecturer) joined the Division in 1998 as a Research Fellow. Since

then he has completed a PhD and progressed to the position of Senior Lecturer. He is course

director for the inter-professional MSc in Palliative Care. Jonathan has three children aged

seven, 14 and 17. He is part of a dual career household, and is a keen amateur cyclist.

a) 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.

AND

b) 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.

We are one of 12 Divisions within the School of Medicine (SOM), which in turn is one of nine

academic Schools that together form KCL. Our self-assessment process therefore works at three

levels: College, School, and Division. KCL gained an Athena SWAN Bronze award in 2008 (renewed

in 2013), and we attend College-level AS Champions meetings every two months. At School level,

we attend the SOM AS SAT, which was established in July 2012 and meets four times per year.

Attendance at both School and College AS meetings ensures feedback and dissemination of AS

initiatives from all levels of the College structure. The recent appointment of Ms Jo Lawton, KCL AS

Project Manager, has streamlined and facilitated this process.

The SOM’s AS SAT has been successful in implementing both AS College initiatives and developing

those more specific to the SOM. However, the size and heterogeneity of the SOM has created

challenges. In 2013 the Divisions within the SOM agreed that it would be more meaningful to

evaluate and address gender and other equality issues at a Divisional level, whilst continuing to

also draw on School and College support.

Our Divisional AS SAT meets monthly. All AS information, including meeting agendas and minutes,

are saved on the Division’s server in a shared AS designated folder, accessible by all members of

staff. AS meetings are chaired by Katherine Sleeman and/ or Lesley Henson, with the responsibility

of minute taking shared amongst the group. Attendance at SAT meetings has been 75% since its



inception. Our SAT feeds back to the rest of the Division at monthly Executive Group and

Departmental meetings, and via an AS notice board in our communal kitchen.

One of the first decisions our SAT made was to repeat a Good Practice in Employment Survey,

since there was a poor response rate from our Division to the 2013 SOM survey. Having identified

career progression for Early Career Researchers (ECR) and Lecturers as an important theme of this

application, we decided to focus on this group in our survey. We received 18 responses (of total 25

researchers / Lecturers), which are detailed in this application. In addition, the SAT has reviewed

examples of good practice from other Divisions within the SOM as well as from other Universities

that hold a silver AS award, e.g. Warwick. This has been fruitful in suggesting ideas around how to

support staff, e.g. the Women in Science lecture series.

Our AS SAT will continue to meet monthly to monitor the effects of initiatives developed, and

there will be an annual review and revision of the action plan.

(Words 1044 excluding question)



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 Division of Palliative Care, Policy and Rehabilitation is based in the Cicely Saunders Institute

(CSI), part of the Denmark Hill campus of KCL. Our building is named after Dame Cicely Saunders,

an inspirational woman, who trained in medicine at KCL, and is recognised internationally as the

founder of the modern hospice movement. We are the world’s only purpose-built institute for

palliative care and bring together under one roof researchers and academics, an open-access

Macmillan patient and family information and support centre, a clinical team, students, small

outpatient clinics, and teaching and conference facilities.

Our mission is to pioneer the very best in palliative care and rehabilitation by integrating:

Cutting-edge research to discover, test and apply new treatments that build knowledge,

Skilled multi-professional care for life and living, death and dying through top-quality

evidence-based clinical care and support to patients and carers, and,

Innovation in engagement, education and training that changes and embeds policy and

practice locally, nationally and globally, engages patients and the public, and inspires and

equips tomorrow's leaders.

Our research activity is built on four programmes to address current and future clinical, public

health and methodological challenges (Figure 1).

Figure 1: Palliative Care Research in the Division of Palliative Care, Policy and Rehabilitation



The Department of Palliative Care, Policy and Rehabilitation was established in 1996, and

promoted to its own Division within the SOM in 2013. From the outset, we have championed

gender equality, with strong representation of women, including two female Professors. We have

aimed to create a working environment where women can thrive, and we currently (2014) employ

41 KCL staff: 34 women and seven men. In addition to KCL staff, our King’s College Hospital NHS

Trust clinical team includes 15 women and two men, and there are two women in our Macmillan

Support Centre.

Division of Palliative Care, Policy and Rehabilitation's 2013 Away Day (photo includes clinical staff from

Guy's and St Thomas' NHS Trust)

A principle of palliative care is to treat patients and families holistically, and we aim to extend this

philosophy to our staff. We recognise the varied needs of individuals across the Division, for

example those with clinical commitments, caring responsibilities, and those who live a long

distance away. As a result we have generated an environment where working flexibly (both

formally and as an informal arrangement) is common.

To facilitate flexible working, we have allocated one day per week when the majority of Divisional

meetings, teaching and seminars occur. Staff members prioritise being at the CSI on this day

(Wednesdays).

We set out to generate an infrastructure where staff are encouraged to participate in the running

and decision making of the Division. We have an annual away-day (with external facilitator), at

which issues are voiced and debated. It was at one such away-day in 2012 that the idea for a new



structure of decision-making committees was first discussed, and as a direct result we now have

seven Executives responsible for Divisional decision-making, and all staff members are encouraged

to become members of an Executive of their choice. In addition we have a system of rotating the

chairs of meetings through all staff. This spreads work-loads, provides valuable experience for

more junior researchers, and allows staff members to experience and model different styles of

leadership.

Education and training is core to our mission. Since 1998 we have run a highly acclaimed MSc in

palliative care (incorporating a Postgraduate Diploma and Certificate); over 450 students have

now graduated from these courses. Designed to be completed alongside other commitments, the

MSc (and the PG Diploma and Certificate) enable students to continue in their place of work and

maintain other personal and work-related commitments. We are proud of our record of nurturing

and developing women in academia, many of whom started with us on the MSc and have since

become leaders in their fields across the world.

MSc Graduation Day

As a young specialty in which opportunities for funding are rare (0.1% United Kingdom research

spend is allocated to palliative and end of life care), we are mostly dependent on short-term

grants, and as in much of academia this leads to many junior researchers being employed on fixed-

term contracts. Our application sets out the ways in which we will try to address this.

Becoming an independent Division within the SOM has been a great achievement. The SOM is

long-established, and rich in history and culture, we are proud to be part of its future. However,

we recognise the need to maintain our individuality, and we will endeavour to use this platform to

build on our track record of supporting women to become leaders in our field.



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.

Data for our AS submission has been provided by both the KCL Human Resources (HR) department

and internally using Divisional resources. Sector data was provided directly from the Higher

Education Statistics Agency (HESA) via a bespoke data request. The sector used for benchmarking

is Clinical Medicine (JACS code: A3), as no benchmarking data specific to the specialty of palliative

care was available.

For some sections of our application the data required was not readily available at College or

Divisional level. For example, prior to the transition to e-recruitment by KCL in late 2013,

recruitment data was not collected and stored systematically. We acknowledge and have

developed plans to address the data management issues that have been highlighted during the AS

process (AP 5.1).

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.

Our Division does not provide access or foundation courses.

(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 School of Medicine retains overall responsibility for the undergraduate Medical Degree

(MBBS) programme and its 2,200 students. Our Division is not involved in recruitment of these

students and we do not currently run any other undergraduate courses.

(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.



(Note regarding data: those ‘completing’ taught courses were defined as those qualifying from the

course in that calendar year).

In the years 2011-2013, the majority of postgraduate students completing taught courses in our

Division were women. This was also the case for clinical medicine, though the proportion of

female students was higher for our Division (Figure 2 and Table 1); this reflects the clinical

speciality of palliative care as a whole.

Figure 2: Proportion of Females and Males completing Post Graduate Taught courses in the Division of

Palliative Care, Policy and Rehabilitation and in Clinical Medicine over a 3 year period (2011-2013)

Underlying counts for Divisional data (displayed on the bars) are small, and therefore proportions should be

interpreted with caution.

Table 1: Ratio of Female to Male students completing Post Graduate Taught courses at the Division of

Palliative Care, Policy and Rehabilitation compared to Clinical Medicine over a 3 year period (2011-2013)

Ratio (Female:Male)

2011 2012 2013

Division of Palliative Care,

Policy and Rehabilitation 3.8:1 17:0 11:1

Sector (Clinical Medicine) 1.6:1 1.8:1 1.9:1

19

17 22

5 2

0

10

20

30

40

50

60

70

80

90

100

Division Sector Division Sector Division Sector

2011 2012 2013

Men

Women

% o

f St

ud

ents

Setting and Year



(iv) 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.

(Note regarding data: postgraduate students on research degrees were defined as those who had

passed their upgrade viva and were registered with the College as a PhD student).

Between 2011 and 2013, most postgraduate students completing research degrees in our Division

were women (Figure 3 and Table 2). We have liaised with the Division’s PhD support group

(through Lesley Henson, AS SAT co-chair) to obtain their views on gender equality. Gender equality

has not been raised by the group as an area of concern, though we are aware that evidence

suggests that more junior people are less likely to perceive barriers or inequalities. The views of

the PhD group will continue to be canvassed at PhD support group meetings, and fed back to the

AS SAT (AP 1.1).

Figure 3: Proportion of Female and Male students actively studying on postgraduate research courses in

the Division of Palliative Care, Policy and Rehabilitation and in Clinical Medicine over a 3 year period

(2011-2013)

5 7 4

1 1 1

0

10

20

30

40

50

60

70

80

90

100

Division Sector Division Sector Division Sector

2011 2012 2013

Men

Women

% o

f St

ud

ents

Setting and Year



Table 2: Ratio of Female to Male students actively studying on postgraduate research courses at the

Division of Palliative Care, Policy and Rehabilitation compared to Clinical Medicine over a 3 year period

(2011-2013)

Ratio (Female:Male)

2011 2012 2013

Division of Palliative Care,

Policy and Rehabilitation 5:1 7:1 4:1

Sector (Clinical Medicine) 1.2:1 1.25:1 1.3:1

(v) 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.

(Note regarding data: this data was not available centrally. Divisional records were not retrievable

for 2013 and some gender information for 2011 and 2012 is missing (AP 5.1)).

The majority of applicants for our Division’s postgraduate taught courses and postgraduate

research degrees are women. This is consistent over a three year period (2011-13) and remains

the case at each stage of the admissions process where women make up the majority of offers,

acceptances and enrolments (Figure 4 and Table 3).

Although women outnumber men at each stage of the application process, there are

proportionately more offers, acceptances and enrolments of women than applications. We will

continue to monitor and explore this (AP 1.2, 5.2). In line with KCL policy, we have procedures in

place to minimise gender bias. For example applications are initially managed by the central KCL

student applications office, who scrutinise applications to identify potential students who fulfil

specified criteria for acceptance irrespective of their gender, ethnicity or age. Suitable applicants

are then interviewed in person or by telephone/ Skype by two members of staff [usually the

course director, Jonathan Koffman and one other member of staff (usually a woman)]. The

interview comprises a set of standard questions to all applicants. We will endeavour to ensure a

mixed panel for all interviews, and will audit this (AP 1.3). All interviewers must now attend

Unconscious Bias training (AP 1.3).



Figure 4: Number of Female and Male applications, offers, acceptances and enrolments on postgraduate

taught courses and research degrees at the Division of Palliative Care, Policy and Rehabilitation (2011-

2013)

Table 3: Ratio of Female to Male applications, offers, acceptances and enrolments on postgraduate

taught courses and research degrees in the Division of Palliative Care, Policy and Rehabilitation over a 3

year period (2011-2013)

Ratio (Female:Male)

Applications Offers Acceptances Enrolments

2011 5.1:1 6.8:1 7:1 6.7:1

2012 3.5:1 5.1:1 5.3:1 5.7:1

2013 Data unavailable 10.5:1

0

10

20

30

40

50

60

70

80

Ap

plic

atio

ns

Off

ers

Acc

epta

nce

s

Enro

lmen

ts

Ap

plic

atio

ns

Off

ers

Acc

epta

nce

s

Enro

lmen

ts

Ap

plic

atio

ns*

Off

ers*

Acc

epta

nce

s*

Enro

lmen

ts

2011 2012 2013

Missing

Men

Women

Year and Admission Stage (*data not available)

Nu

mb

er o

f St

ud

ents



(vi) 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 MSc in Palliative Care makes use of a combination of written assignments, unseen

examinations, and a 15,000 word research study project to assess students. Student work is

always marked blind, and independently by two members of staff using a detailed marking

schedule. Marks are discussed to reach consensus, and scrutinised by our two external examiners.

Where there is significant disagreement between markers, or for borderline pass/fails, this is

escalated to Jonathan Koffman (course organiser) and to the external examiners.

Since 2011 only women have graduated from the PGT course with distinction. However, small

numbers make overall patterns difficult to distinguish (Figure 5). We will continue to monitor this

aspect of our student data to ensure that any concerning future trends are identified (AP 1.2).

In line with the KCL Equal Opportunities & Diversity policy, we aim to ensure that students are

treated solely on the basis of their merits without discrimination, to promote good relationships,

to recognise the diversity of skills, and to foster a culture based on trust and respect. A survey of

students to ensure that we are meeting these aims will be carried out (AP 1.4).

Figure 5: Degree classification by gender for students completing CSI PGT courses - 3 years (2011-2013)

3

13

3 2

7 8

3

11

8

1

4

1

1

0

2

4

6

8

10

12

14

16

Dis

tin

ctio

n

Mer

it

Pas

s

Dis

tin

ctio

n

Mer

it

Pas

s

Dis

tin

ctio

n

Mer

it

Pas

s

2011 2012 2013

Men

Women

Nu

mb

er o

f st

ud

ents

Degree classification and year



Staff data

(vii) 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

(Note regarding data: staff data was provided centrally from KCL HR department. For each year of

data presented, staff were counted if they held an employment contract during the calendar year).

Women make up the majority of staff in our Division. This is most apparent for professional

services and junior research staff (researchers) (Table 4 and Figure 6). Overall more women than

men occupy senior academic roles within the Division, though there are proportionately more

men at the senior academic level than amongst junior researchers and professional services staff.

This finding has encouraged considerable debate amongst our AS SAT and the Division. This is

likely to be a consequence of the relatively small numbers of senior academics. However it may

also represent a bias within the Division that has led to male members of staff being promoted or

appointed to more senior roles ahead of women, and data on applications for promotion will be

reviewed annually (AP 5.3).

Table 4: Number and ratio of Women and Men in the Division of Palliative Care, Policy and Rehabilitation

during the 3 year period 2011-2013

2011 2012 2013

W M W:M W M W:M W M W:M

Professor 2 0 2:0 2 0 2:0 2 0 2:0

Reader 0 2 0:2 0 2 0:2 0 1 0:1

Senior Lecturer 3 1 3:1 3 1 3:1 2 1 2:1

Lecturer 2 0 2:0 3 0 3:0 4 1 4:1

Researcher 25 5 5:1 23 6 3.8:1 21 5 4.2:1

Professional Services 16 1 16:1 15 0 15:0 12 1 12:1

All staff 48 9 5.3:1 46 9 5.1:1 41 9 4.6:1

W: Women; M: Men; W:M Women to Men ratio



Figure 6: Percentage of female and male staff in the Division of Palliative Care, Policy and Rehabilitation

by position over a period of 3 years, 2011-2013

(viii) 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.

Between 2011 and 2013 the proportions of men and women leaving the Division has remained

relatively stable. Most turnover of staff occurred amongst researchers and professional services

staff (Table 5). There has been little turnover amongst senior academics. In 2012, one Reader

(male) and one Senior Lecturer (female) left, both to take up Chairs abroad. The SOM has recently

launched an online exit interview survey. Results of the exit survey will be broken down by

Division to better understand reasons for leaving amongst researchers and professional services

staff (AP 5.4).

0 10 20 30 40 50 60 70 80 90 100

Professor

Reader

Senior Lecturer

Lecturer

Researcher

Professional Services

All staff

Professor

Reader

Senior Lecturer

Lecturer

Researcher


All staff

Professor

Reader

Senior Lecturer

Lecturer

Researcher


All staff

20

11

2

01

2

20

13

Women

Men

% of Staff

Staf

f P

osi

tio

ns

and

Yea

r



Table 5: Staff turnover by grade and gender for the Division of Palliative Care, Policy and Rehabilitation

over a 3 year period, 2011 - 2013

2011 2012 2013

Arrived Left Arrived Left Arrived Left

Professor W 0 0 0 0 0 0

M 0 0 0 0 0 0

Reader W 0 0 0 0 0 0

M 0 0 0 1 0 0

Senior Lecturer W 0 0 0 1 0 0

M 0 0 0 0 0 0

Lecturer W 1 0 0 0 1 0

M 0 0 0 0 0 0

Researcher W 7 4 4 6 3 4

M 0 1 2 2 2 2

Professional

Services

W 9 4 2 4 3 5

M 0 1 0 0 1 0

All staff W 17 8 6 11 7 9

M 0 2 2 3 3 2

(Words 1793 excluding questions and tables)



4. Supporting and advancing women’s careers: maximum 5000 words

Key career transition points

a) Provide data for the past three years (where possible with clearly labelled graphical



(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.

At a Divisional level we have not routinely retained data on job applications. Central recruitment

data could also not be provided to our Division for this application, because the KCL e-recruitment

system was rolled out in 2013 (AP 5.1).

All staff involved in recruitment will undergo Unconscious Bias training by December 2014. No

more than eight interviews per day, or four without a break, will be done (AP 4.1).

(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.

There are two routes by which staff may be promoted. The first is the formal KCL application for

promotion procedure. During the years 2010-2013, four staff members (three men, one woman)

successfully achieved promotion via this process (two to Reader, two to Senior Lecturer). This

gender balance does not reflect the female majority in the Division as a whole, and initial analyses

show that it reflected the seniority of staff members. We will continue to monitor this (AP 5.3).

The second route to promotion is by application to new positions. During the years 2010-2013,

three new academic Lecturers have been appointed, two women and one man. Two of these

appointees (one woman, one man) were internal candidates, and were mentored to apply for

these positions.

To reinforce the principles of AS, the SOM has recently reviewed and improved its personal

development review process, making it explicit that conversations around promotion are to take

place during the personal development review. We will audit this process to ensure this is

happening and that candidates for promotion are formally identified (AP 3.1).



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 recruitment, short-listing and selection processes in our Division comply with KCL policy and

procedures. Advertisements for KCL must include the statement “Equality and Diversity are

College Policy”, in addition our Division includes a question at every interview about the

applicant’s understanding of the term.

Since November 2013 the Division has used the KCL e-recruitment system, rather than the

previous paper-based system. The transfer to e-recruitment will facilitate future analysis of

recruitment data. In common with all Divisions within the School of Medicine, we have a

nominated HR adviser who is a single point of contact for all recruitment, retention and staff

management, and Performance Development Review (formerly appraisal) advice.

We endeavour to ensure representation of both men and women on all interview panels (usually

the majority of interviewers are women, reflecting the gender split in the department). All staff

members who have interviewing or shortlisting responsibilities are required to attend Unconscious

Bias training. No more than eight interviews will be held on one day, or four without a break (AP

4.1). In addition, a showcase of the annual Cicely Saunders Lecturers (two women and one man so

far) will be on display in interview rooms (AP 4.2).

Since early 2014 we have had a webpage on the CSI website devoted to ‘Women in Science’ with

information and links to key achievements of our female staff. The webpage also includes

information about AS, and highlights the experiences of the SAT of caring responsibilities, parental

leave, and flexible working (AP 4.3).

All staff include the AS logo in their email signature, sending a clear message of the Division’s

commitment to gender equality in all email correspondence (AP 4.4).

(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 biggest area of concern in our Division is the large number of Research Assistants and Post-

docs employed on fixed term contracts, and the limited opportunities for them to progress

through the academic career path.

We have actively sought to address this through mentoring and supporting staff to apply for

nationally competitive awards. For example, Fliss Murtagh first came to the Division as an MSc

student (2001). After completing the MSc in 2003, she was mentored to develop a PhD training

fellowship application, which was successfully awarded (2005). Following her PhD she was

encouraged to apply for a HEFCE Clinical Senior Lectureship, which was awarded in 2009, one of

only two such posts in palliative care in the UK. For other examples of successful mentoring of

female researchers to win national awards, please see case studies Catherine Evans and Wei Gao.

We have also attempted to tackle the problem of a large number of Research Assistants and Post-

docs on fixed term contracts by generating capacity building grants with stepped posts enabling

junior researchers to develop. For example, Lucy Selman completed her PhD in the Division in

2012, and was subsequently awarded a Cicely Saunders International Faculty Scholarship (an arm

of our BuildCARE program) to continue her research within our Division (including a year at the

University of California in San Francisco). Our first Faculty Scholar, Claudia Bausewein, left us in

2012 to take up a Chair at the University of Munich.

Junior researchers have opportunities to network with international experts at monthly open

seminars. These seminars are given by external speakers (often international), and the seminar

chairs are rotated with the aim of including PhD students and Post-docs. We plan to introduce a

formal networking / skills session with speakers before each seminar, which all junior researchers

will be invited to attend. This session will be run and hosted by our Post-doc group, with

refreshments provided (AP 3.2).

Generic business cards for research associates and research assistants have been produced, to

facilitate networking at conferences and other events. Individual business cards for Lecturers and

above (and others where appropriate) are also available.

In our Good Practice in Employment Survey, which was aimed at Early Career Researchers and

Lecturers, 15/17 responders felt the career development opportunities available to them were

either quite good or very good. Only 4/17 responders said they had a mentor, and these meetings

were evaluated as extremely useful or very useful. 12/17 responders said they would like a mentor

(AP 3.3).

Following the enthusiasm by students for the PhD support group which was set up in 2008, a Post-

doc support group (including Post-doc staff up to Lecturer) was set up in 2010 and meets every

two months to provide peer support and discuss training needs. The Post-doc group was co-

created by Katherine Bristowe (AS SAT member), and has grown from five members in 2010 (four

women, one man) to 11 in 2014 (nine women, two men). The visibility of this group has been

enhanced by their presence at the Division’s Executive committee, and key achievements have

been formal supervision of PhD students (two post docs (one man, one woman) now named PhD



supervisors, one is external) and a system whereby Post-docs can gain experience working on

national research bids. One Post-doc sits on CSI co-ordinating board. The Post-doc group will

feedback to the SAT in a similar manner to the PhD group (AP 3.4).

Within the SOM, a number of events aimed at ECRs have been arranged, including a series of

Athena SWAN lectures and a Staying in Science seminar. These events have included talks from

eminent KCL women scientists (eg Fiona Watt), and advice from funding agencies (eg Wellcome

Trust, MRC). These events will continue to be promoted within our Division through use of our

notice board and AS SAT members.

Career development

a) 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) 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?

The Performance Development Review is our primary mechanism of assessing and promoting

career development. All staff have a Performance Development Review at least annually with their

line manager.

The Performance Development Review is an opportunity to review performance against the job

description and to identify key training (and other) needs to achieve an individual’s maximum

potential. It focuses on setting clear objectives for an individual; keeping regular track of progress

and achievements including research, teaching, administrative duties, engagement and outreach

activities; discussing promotion and career development opportunities; and a two-way system of

feedback.

Three categories of promotion are available in the College-wide annual academic promotion

process: to Senior Lecturer, Reader and Professor. Applicants are assessed on research,

contribution to education, and academic leadership. The application also asks for information

about personal circumstances that may have impacted on output, such as caring responsibilities

and maternity leave.

Following a survey by the SOM in 2013 where only 43% of respondents felt the promotion process

was clear, the Personal Development Review forms have been revised to ensure that systematic

consideration is given to the possibility of promotion, and that the process takes place in time for

the academic promotions round. Divisional resources to improve awareness of the promotion

process will be developed (AP 3.7).



Where developmental needs cannot be met within the College, the Division provides support for

courses and events to be attended externally. For example, two of our members of staff (both

women) have attended the prestigious Ashridge Leadership Course. One PhD student and one

Post-doc (both women) have recently attended a Leadership in Action course run jointly by KCL,

the London School of Economics and the Institute of Education. In 2013 the Division paid for 27

staff to become members of the Palliative Care Research Society to facilitate professional

development. There is no core budget for courses and conferences, but these development needs

are usually included in grant proposals. However, staff who have oral presentations accepted at

conferences are always supported to attend through registration and travel expenses.

The Division also has a culture where opportunities for experience and development by junior staff

are part of daily life. For example, several PhD students have had the opportunity to peer review

papers with the Head of Division. Media requests are shared, for example one Clinical Lecturer

appeared on BBC Radio 4 Woman’s Hour 13th March 2014 in place of the Head of Division.

(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 are inducted according to KCL policy. At a Divisional Away Day in 2011 we became aware

that some new staff members could feel lost. As a result, we introduced a buddying system, where

each new member of staff is assigned a buddy (from outside their immediate area of work). The

buddy provides informal support and guidance during the first few months, to help the member of

staff understand how the Division works. In our Good Practice in Employment Survey, just 7/15

responders reported that the buddying system had been helpful. This will be explored in more

detail with new joiners (AP 4.5).

All staff have an induction interview with their line manager, where details of their working hours

are discussed, allowing flexible working to be brought up. Information about Athena SWAN and

flexible working is now included in all induction packs (AP 4.6).

The Division’s induction procedure includes full introduction to the College-wide free training

resources. A Divisional resource detailing this training and who has received it will be developed

(AP 3.5).

Members of staff are encouraged to attend modules of our MSc in Palliative Care free of charge to

aid their development and training. In 2013 three PhD students (two women, one man) and two

Research Assistants (both women) attended MSc modules.



Information on College and external careers events, particularly those aimed at women in STEMM,

are disseminated to all of our Division. These are promoted by email, at monthly Division meetings

(since 2013), and on a designated Athena SWAN notice board in our communal kitchen.

(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.

Our MSc is run by Jonathan Koffman, Senior Lecturer within the Division. Each MSc student has a

tutor, and students may request a male / female tutor. MSc tutees are shared across Divisional

staff according to their expertise and interests. The average number of tutees currently is

marginally lower for women than for men.

We work hard to accommodate career breaks and extensions to the MSc course. For example, two

of our most recent (2013) MSc graduates each had two children between starting and finishing the

MSc (one graduate completed after six years, one after four years).

We are in the process of updating our student handbook so that information on parental support,

maternity and paternity allowance and career breaks is clearly presented, including key contacts

for students if they need further advice (AP 1.5). We are also planning to produce short

biographies of MSc Alumni (male and female) who successfully completed whilst balancing other

commitments, and provide links to these on the website and student handbook (AP 1.6).

We have been able to facilitate the transition from MSc student to independent researcher for

many of our MSc alumni. Many of our former MSc students have gone on to successfully conduct

PhD research, and several of these now have senior positions within the Division and outside. We

encourage our former students to share their knowledge and research by giving departmental

seminars (Helen Brewerton, MSc 2012, presented at our Clinical Update 2013), or by coming back

to teach on the MSc. Two of our 2013 alumni (both women) won first and second prizes at the

Royal Society of Medicine Christmas Palliative Care meeting (December 2013).

Working as part of our MSc, whether through personal tutoring, teaching or marking, is formally

recognised as part of the work of the Division, and all staff members are expected to contribute.

However, in order to make this process completely transparent (and ensure work is shared

appropriately), a formal system of allocating time for these activities in staff members’ diaries is

being developed (AP 3.6).

Research students within our Division join as full members of the department, and have access to

all academic staff development activities both within our Division and KCL. Each PhD student

develops an individualised learning programme, which builds on a wide range of departmental



training in KCL transferable skills. Every student is a member of the KCL Graduate School, which

offers induction, additional support, and careers advice. Students have at least two supervisors

and an independent higher degrees coordinator plus a supervisor/student contract. Progress is

monitored six monthly by reports to the School of Medicine Higher Degrees committee, with an

upgrade viva at nine months. A fellow from the Royal Literary Society provides additional advice to

PhD students (and early career staff) on ways of writing their thesis and papers. Our Divisional PhD

group meets monthly for peer support, to discuss challenges, and to exchange knowledge.

Organisation and culture




(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 structure of the Divisional decision making committees is illustrated in Figure 7. The highest

level decision-making committee is the CSI Advisory Council, which has set the strategic direction

for the Institute since its conception. In 2012 a new infrastructure was developed to support the

growth, development and management of the institute. Seven distinct yet interrelated groups

(Executives) were created, each with decision making powers, and reporting to the senior

Executive Group on a monthly basis. All staff members are encouraged at induction to join one of

these Executives, providing them with the opportunity to contribute to decision making (AP 4.6).

In addition, the CSI also has a coordinating board. This group was designed to be cross cutting,

vertically and horizontally, with representation from senior to junior staff, and across academic,

research and clinical groups. This group sits outside the Executive structure, communicating

between all staff and the advisory council.

The CSI also has two further academic committees: the Clinical Academic Forum which meets

every six months, and is an opportunity for all members of staff (clinical and academic, including

colleagues from Guys and St Thomas’ Hospitals) to share updates, plans, expertise and concerns;

and the MSc Board which meets annually to discuss the progress and future of our MSc in

Palliative care. These two committees sit outside the Executive structure.

Table 6 details the membership, male/female ratio, frequency of meetings and AS SAT

membership of the individual committees.



Figure 7: Infrastructure of the Cicely Saunders Institute



Table 6: Membership, male/female ratio, frequency of meetings and AS SAT membership of committees

Committee Membership Ratio (M:F)

Schedule SAT Member

CSI Advisory Council

Principal/Executive directors KCL, KHP, KCH, GSTT, SLAM, CSI, Macmillan Cancer Support, and Cicely Saunders International

7:1 4/12 IJH

CSI Coordinating Board

3 x senior academics, Post Doc, PhD Student, Administrator, Information and Support Centre Manager, 3 x Clinical Team, Nursing Manager, Macmillan Cancer Support Representative.

3:9 4/12 IJH, JK, KB

Executive Committee

All senior research and academic staff in the department, business manager, and administrator.

3:9 1/12 IJH, JK, RH, SB

MSc Board 4 x senior academics, Chief Exec. St Christopher’s Hospice, Consultant (KCH), Director of Education and Training St Christopher’s Hospice, Honorary Senior Lecturer, Post Doc. Researcher, MSc Course Administrator, 2 x Student representatives.

5:7 12/12 IJH, JK, RH, KB, SB

Clinical Academic Forum

All clinical and research staff. 5:40 3/12 IJH, JK, RH, KB, KS, LH, SB, JD

Service Delivery, Information and Support

All clinical team members (KCH & GSTT), research associate x 2.

6:34 1/12 IJH, LH

Education and Training

2 x Consultants (Undergraduate education lead, and community education lead), 2 x senior academics, Consultant Nurse, Research Assistant, PhD Student, MSc Administrator, Research Fellow, Research Associate.

4:6 2/12 JK, KB

Integration and Communication

Senior academic, Research Nurse, 2 x PhD Student, Administrator, Research Assistant, Nursing Manager, Research Associate, Team Manager (Clinical), 3 x Clinical Team.

3:9 2/12 KB

Reach and Impact

3 x Administrator, Research Assistant, 2 x PhD Student, 4 x senior academics, Quality Improvement Facilitator, Clinical representative.

0:12 2/12 KS

Finance Senior academic, PhD Student, Administrator, Business 0:6 2/12 IJH, SB,



Manager, 2 x Research Associate. KB

Estates Senior academic, Business Manager, Administrator, Lecturer, Research Assistant, Clinical Team Manager.

2:4 2/12 RH

Research Quality and Strategy

3 x Senior academic, Lecturer, Research Assistant, 3 x clinical team, Research Fellow, 2 x PhD Student, Administrator.

2:10 2/12 JD

Abbreviations: KCL King’s College London, KHP King’s Health Partners, KCH King’s College Hospital NHS Trust, GSTT Guys and St Thomas’ Trust, SLAM South London and Maudsley NHS Foundation Trust, CSI


All committees have excellent representation of women, with the exception of the CSI Advisory

Council (Figure 8). This council comprises representation from institutions outside the Division, for

whom the Senior Executives or Directors are men. There is a no-delegation rule within the CSI

Advisory Council, ensuring that attendance of members is 100%, but this does mean that it is not

possible to delegate responsibility for attendance (for example to women).

Figure 8: Representation at Committees within the CSI by Gender

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Female

Male



The membership of committees by seniority/position is shown in Figure 9.

Figure 9: Representation at Committees within the CSI by Seniority

(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.

Currently, 11 members of staff are on permanent contracts, two on part permanent and part

research funded contracts, and 28 on fixed term contracts. In addition, within the fixed term

contracts, six individuals are funded for PhD studentships (Figure 10).

2 3

9

5

9 1

2 1 1

1 1 1

1 10

2

2

1 1

2

1 5

6

1

1 1

1

1

1

2 6

1

1

2 2

1

2

1

1

1 10

1

1 1

2

2

1

5

2

2

20

36

3

6 6

1 2

6

1 2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

External

Clinical


PhD Student / Other Student

Research Assistants

Post Doctoral / Research Associates

Senior Faculty



Figure 10: Number of Individuals on fixed term or permanent contracts by gender

Although the absolute number of women holding permanent contracts in the Division is higher for

women than for men (eight women, three men), the proportion of staff holding permanent

contracts is lower for women due to the very high number of women holding fixed term contracts

(26 women, two men) (Figure 11).

Figure 11: Percentage of individuals on fixed term or permanent contracts by gender

0

5

10

15

20

25

30

Permanent Fixed Term

male

female

Part Permanent / Part Research Funded

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

male female

Fixed Term


Permanent



If these data are split by seniority (Professor/Reader, Senior Lecturer/Lecturer, Research

Associate/Assistant, Administrative), it is clear that the more senior positions are most likely to be

permanent, with very few Research Associates / Research Assistants holding permanent contracts

(Figure 12).

Figure 12: Percentage of individuals on fixed term or permanent contracts by seniority / role

We are working to systemise and streamline our processes of support for those on fixed term

contracts in concordance with the College Concordat to support career development.

We are aware that, as in much of STEMM, only a small number of individuals progress from

research funded positions to permanent academic positions. We recognise that 2/3 of our male

staff are on permanent or part permanent contracts, compared to ¼ of the female staff, and we

need to be mindful of this and support female researchers to apply for permanent positions as and

when they are advertised. All staff on fixed term contracts are encouraged to discuss their next

steps with their manager in the Performance Development Review at least one year before their

contract ends.

Within our specialty research funding is very low (just 0.1% of total research spend in the UK

annually allocated to palliative care), and in our Division we are mostly dependent on short-term

0%

20%

40%

60%

80%

100%

Professor / Reader

Senior lecturer / Lecturer

Research Associate / Research Assistant

(including PhD)

Adminstrative

Fixed term


Permanent



grants. By generating awareness of this issue nationally (Sleeman, Gomes and Higginson, The

Lancet 2011), we aim to improve it.

Our strategic aim for capacity building (for example project BuildCARE above) will help improve

this situation by providing step-up positions, for example the Cicely Saunders International Faculty

Scholarships.

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) 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?

All committees except one have very strong representation of women. The exception is the Cicely

Saunders Institute Advisory Council, consisting of seven men and one woman (see above).

The development in 2012 of the seven Divisional Executives has been transformational in enabling

every member of the department to have a voice in our strategic direction, and all new staff

members are encouraged to join an Executive on induction (AP 4.6). There is a good gender

balance and seniority balance on these committees.

Our female staff represent the Division externally through membership of Journal Editorial Boards,

International Scientific Committees, and Professional Bodies.

(ii) Work load 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 School of Medicine operates a performance management framework which outlines the

expectations of academic staff at different grades. At each level there are four domains: research,

education and training, management and academic leadership, and other. The framework

recognises that individuals will contribute across a spectrum of activity, and full recognition is

given to pastoral and administrative responsibilities, as well as teaching and research.

Within our PhD support group, concerns have been raised about unequal responsibility for

departmental work. A formal system of diarising departmental workload amongst PhD students



has started, and the results will be analysed and presented to the Executive group in Summer

2014 (AP 1.7).

Comparatively, our Division has a small teaching workload (8 x 2 week modules per year). Results

from the Good Practice in Employment survey showed that 5/16 staff members disagreed that

allocation of teaching and administration workloads was fair. Therefore, a system to formally

collect data on the distribution of this workload is being devised (AP 3.6).

Work on Women in Science, and the preparation of this application, is shared amongst the SAT.

The role of chair of the AS SAT is arranged as a job-share between two members. Responsibility for

the Action Plan is shared throughout the Division to distribute workload, and promote embedding

of AS principles.

(iii) Timing of 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.

The Divisional core hours are 10am – 4pm. All regular academic meetings are held within core

working hours. There is a weekly Wednesday meeting 11.30-12.30 (journal club, methodological

skills, researchers meeting, and departmental meeting) at which lunch is provided.

Meetings which are held between clinical and academic staff are more difficult to schedule within

core working hours, due to clinical commitments and travel between sites (our clinical colleagues

work across four sites, King’s College Hospital, Guy’s Hospital, St Thomas’ Hospital and the

Princess Royal University Hospital). Where possible meetings are scheduled within core working

hours, however the Clinical Academic Forum (every six months) is scheduled at 8.30-10.00 am,

with breakfast provided. We are currently trialling a live-link between sites to make it easier for

staff to join the meeting, and if successful it will be easier to schedule clinical-academic meetings

in core hours (AP 4.7). In our Good Practice in Employment Survey, 14/16 responders agreed that

meetings and events were arranged within core working hours (1/16 moderate disagree).

The monthly Open Seminar series occurs at 4.30pm on a Wednesday (Divisional core day) in order

to allow both clinical and academic colleagues to attend, and to allow for cross-site travel. For

those who cannot attend, these seminars are recorded and videos are available after the event on

our YouTube channel. In addition, we are working towards live streaming these (AP 4.7).

Our social committee, which falls under the communication and integration Executive group, has a

‘pass the baton’ management system. This ensures that events are organised that range in their

interest and accessibility to different individuals, including weekend, daytime and evening events.



(iv) 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.

The strong female leadership and high ratio of women to men in the Division has fostered a

culture which is strongly supportive and inclusive of women. We have a culture of

communication, innovation, engagement, and development, across all roles and seniority. In our

Good Practice in Employment Survey, 16/16 responders said they were kept up to date with what

was happening in the Division, and 13/16 said they felt a sense of belonging to the Division.

Our annual Division Away Days (externally facilitated) are designed to improve the day to day

running and strategic vision of the Division. Several concerns raised at Away Days have led to

implementation of new support for staff members. For example, the buddying system and the

social committee.

The idea for the departmental newsletter ‘Blackbird’ came out of the 2011 Away Day. This was

conceived as a way to introduce new staff, and share news and events. The editorial team (five

staff members, all women), produced six editions over one year. These were evaluated well, but

were not further produced due to the time commitment involved. As part of the Integration and

Communication Executive group, a new (shorter) newsletter has been launched, with two editions

published so far (AP 4.8).

We promote the achievements of our women in science using our Divisional Women in Science

webpage and our Twitter feed. The web page profiles women scientists and links to their

achievements, and is updated monthly (AP 4.3).

Our PhD support group meets monthly for peer support, with input from more senior staff when

appropriate. Our Post-doc support group meets for tea on an ad hoc basis for peer support, and

every two months for more structured meetings about training opportunities, challenges, funding

opportunities, and future planning.

We have a large communal kitchen with tea and coffee provided free by the Division. Most staff

members have lunch together here (or on our roof terrace in summer). A photoboard allows new

staff members to become familiar with people’s roles.

2015 will be the centenary of Dame Cicely Saunders’ birth, and we are planning a series of events

celebrating women in palliative care (AP 4.9).

(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.



The Division runs an Open Seminar series. These (usually) monthly events are free to attend and

aimed at clinicians, service users and carers, researchers and the general public. They are

publicised by our email distribution list, on our website and by Twitter. All members of the Division

have the opportunity to chair these events, which are usually given by External Speakers. The

Open Seminars provide staff with the opportunity to meet and network with other attendees and

the presenters. In 2012, there were six female and four male seminar speakers. In 2013 there

were 11 female and four male speakers.

Our Cicely Saunders Annual Lecture, a high profile event given by an international leader in

palliative care and followed by a networking reception, started in 2011. It is open to professionals,

students, and service users and carers. To date, there have been two female and one male Annual

Lecturers.

The Division aims to disseminate work to a broad professional and non-professional audience

through the use of social media. We have a Divisional Twitter account through which all staff are

encouraged to share their news and achievements. We also have a YouTube channel in order to

provide reach to a wider audience. Videos provide information on opportunities for study and

other resources.

Several members of staff have appeared in local and national media regarding their research,

topical events or issues, and to share their expertise. These appearances are also publicised on

the CSI website where other staff achievements are reported and shared.

Engagement and outreach activities form part of the annual Performance Development Review

process.



Flexibility and managing career breaks




(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.

Our ethos is to retain experienced and dedicated staff by accommodating requests to reduce

hours and/ or work flexibly. Between 2011 and 2013 four members of staff took maternity leave.

Three returned to work after 11 to 12 months of leave, two of whom requested return to work

with a reduction in hours, which in both cases was approved. The third returned full time. One

member of staff did not return to work after maternity leave as the research grant funding their

employment ended during the period of maternity leave. Severance pay was awarded and

maternity pay was continued for four months beyond the grant completion date.

(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.

No male staff member has had a child in the past three years, and therefore no paternity leave has

been taken. One male member of staff (Reader) took two separate periods of adoption leave (four

weeks and one week) during 2010-2013. Our policy is to continue to support men in both adoption

leave and paternity leave.

(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.

Seven members of staff requested (and had accepted) formal flexible working in the Division over

the past three years, six of whom are women. The most common reasons for formal flexible

working applications were returning from maternity leave, and to better enable the balance of

work with caring responsibilities. In the SOM Good Practice in Employment Survey, only 7/13

responders from our Division said they were aware that all employees with caring responsibilities

had the right to apply formally to work flexibly, indicating a need for education and awareness (AP

2.1, 4.6).



We actively try to accommodate flexible working requests as we acknowledge the benefit this

makes to our staff and to our Division as a whole. For example the Executive assistant to Prof

Lynne Turner-Stokes wished to return from maternity leave with a reduction in hours, but her long

commute to her usual work base prohibited this. We were able to arrange employment at a work

site nearer her home, allowing her to return to work following maternity leave.

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) 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.

In addition to the formal requests for flexible working (above), there is an informal system of

flexible working where all staff use a shared calendar (paper based, in communal areas) to inform

each other where and when they are working. We have a system where staff prioritise being

physically present on Wednesdays, when most seminars, meetings and committees occur.

In our Good Practice in Employment Survey, 13/17 responders indicated awareness that flexible

working was available to them in an informal capacity, with eight people responding that they take

up this opportunity frequently or occasionally. We recognise the need to ensure that staff are

aware of entitlement and the College’s policies on flexible working. Steps have already been taken

to improve this through staff induction packs and Performance Development Reviews. This survey

will be repeated in 2015 (AP 4.6).

(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.

We work hard to support staff before maternity and adoption leave, for example allowing home

working to reduce travel. Our most recent member of staff on maternity leave used keeping in

touch days, and had a phased return to work with reduced hours. In addition, we aim to have a

supportive and open culture around maternity and adoption leave. The College has also recently

launched a Parenting Leave Fund to support academic and research staff returning to work after a

period of maternity, paternity or adoption leave.



Testimonial: “My line manager was incredibly supportive from the moment I informed her of my

pregnancy, which was before a contract of employment had even been signed. I felt very welcomed

to my new role, and there was never the slightest hesitation in letting me attend antenatal

appointments. She also made me aware of the King’s College London parent leave fund, for which

we are applying together.”

In light of the large number of young women in our Division, it is surprising that only four women

had maternity leave between 2010 and 2013. Informal meetings undertaken through the SAT have

indicated that staff members are often not aware of their maternity leave entitlements, and have

concerns about their ability to return to work following maternity leave. An information resource

is being developed to provide staff with clarity about their entitlements. We also plan to explore

knowledge and attitudes towards maternity and adoption leave in a focus group (AP 2.2, 2.3).

(words 4954 excluding questions and table)

Any other comments: maximum 500 words

Please comment here on any other elements which are relevant to the application, e.g. other STEMM-specific 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.

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.

See appendix 1



7. Case study: impacting on individuals: maximum 1000 words

Describe how the department’s SWAN activities have benefitted two individuals working in the

department. One of these case studies should be a member of the self assessment team, the

other someone else in the department. More information on case studies is available in the

guidance.

Case study 1: Catherine Evans

Dr Catherine Evans is a Clinical Lecturer in Palliative Care, with a background in community

nursing. She joined the Division as a Post-doc Research Fellow in 2010. In 2011, she successfully

applied for a Personal Award (Clinical Lecturer) from the National Institute of Health Research

(NIHR), enabling her to transition from a support role to independent researcher. She now leads a

programme of research on palliative care for older people, and collaborates with international

experts in this field. She sits on the Cicely Saunders Institute (CSI) Executive Committee, and has

recently been promoted to Head of Research and Development for Sussex Community NHS Trust.

Catherine explains how on-going mentorship, support and flexibility within the Division has helped

progress her academic career:

“Irene [Head of Division] was particularly supportive in helping me make the step from Research

Fellow and therefore delivering other peoples’ research projects to becoming an independently

funded researcher. She not only encouraged my career ambitions, giving me the self-confidence I

needed to force myself through the competitive funding application process, but provided hands-

on input and expertise which were invaluable in helping me draft my first research proposal.

Many Post-docs get stuck in the eternal role as assistant, so I was grateful to have a mentor who

supported my vision of working as an independent researcher.

When my father died, I found a supportive environment amongst my colleagues, particularly in the

space my line-manager created for me to talk about my home concerns. She ensured I knew the

College’s policies around carers’ and bereavement leave, enabling me to take time off on two

occasions at short notice. The availability of staff support services, use of which was advocated by

the Division, meant I felt comfortable disconnecting from work and prioritising my family.

This has also been the case in balancing my parental responsibilities. As I have three children, the

youngest of whom is now five, my carer needs have varied as my family has grown. I initially

worked four days per week, but since my youngest daughter started School I have worked full

time. The CSI’s progressive attitude towards flexible working has allowed me to negotiate a work

pattern whereby I work a day a week from home. As I live in Brighton, an hour and a half commute

from London, this arrangement has reduced time I spend travelling, enabling me to maximise the

time I spend with my family, whilst continuing to drive my career forward.



There’s an ethos of collaboration rippling through the Institute, championed by senior staff who

actively develop junior staff by involving them in projects and decision-making. We often use

departmental meetings as a forum to discuss training needs and share skills.

Finally, effective line-management at the CSI, particularly in ensuring I know what services the

College offers to support my career development, has connected me with an official mentor. This

professional interaction has been integral to setting my long-term career goals.”

Case study 2: Wei Gao

Dr Wei Gao (known as Gao Wei) joined the Cicely Saunders Institute (CSI) in April 2007 as a

Research Fellow (Medical Statistician and Epidemiologist). Originally from China, Gao Wei arrived

in the UK in 2005; her husband and son (aged nine) joined her a year later. Since joining the

Division, Gao Wei’s career has evolved from Post-doc researcher to independent investigator and

now international authority in using routinely collected data for palliative care research. She has

recently won several prestigious government and charitable grants, leading to multi-sector

collaborations and highly-cited publications.

Gao Wei explains how the CSI accommodated her flexible working needs, enabling her to develop

professionally, whilst being able to take care of her son as they both acclimatised to life in the UK:

“My son has now successfully passed his 11-plus exams, and I recently completed my

Postgraduate Certificate in Academic Practice in Higher Education. I believe both of our

achievements would not have been possible without the CSI’s family-friendly environment, which

is embedded in practice as well as culture. When, soon after I arrived at the CSI, I approached my

line-manager with concerns about my son’s adjustment to living in the UK, I was encouraged to

informally adjust my working pattern so that I could work from home regularly which enabled me

to be there when my son needed me, to help him with his homework and any other problems. I

was able to do this without any feelings of guilt.

I have also been extremely well supported in my academic development and have transitioned

from Research Fellow to independent researcher and Principal Investigator. In 2009 when I

suggested using a primary care database to understand end of life care, Irene [Head of Division]

had confidence not only in my idea but also in my expertise. She provided hands-on grant writing

guidance for me to realise this ambition, and facilitated my collaboration with other experts. This

mentoring has been on-going: her critical contributions to my research proposals have been

invaluable, and I am now PI or co-PI on three grants with a total income of nearly £1.5 million.

At the CSI we have a very good system of appraisal. I have used these appraisals to discuss

becoming an independent researcher. As a result, I have been encouraged to find an official

mentor at KCL, and this mentorship (by the Head of the Statistical Unit at the Institute of

Psychiatry) has helped me grow from a junior to senior statistician. I have also been encouraged to

apply for promotion, and have recently been promoted to Senior Lecturer (2014).



The Division is structured to encourage all staff members, whatever their seniority, to contribute

to its running. Since 2012 I have led the Research Quality Executive Group. The structure of these

groups also enables everyone to have a say in the development of our Division. I remember an

away-day in 2012 where we all debated our mission statement. Everyone feels that their voice is

heard.”

(words 993 excluding question)



Appendix 1

King’s College London

Division of Palliative Care, Policy and Rehabilitation

Athena SWAN Action Plan 2014 – 2017

This action plan outlines the initiatives our Division will implement to address the issues identified in our AS Silver award application. The implementation and evaluation of these initiatives in our Division will be led by our AS SAT, and the overall responsibility for each action has been assigned to a specific member or group within the Division. AS initiatives will be reported back to the Division monthly and a report on the progress against the Action Plan initiatives will be produced on an annual basis. Outcomes will be systematically shared on the AS notice board in the communal kitchen, and on the Palliative Care, Policy & Rehabilitation Women in Science webpage. Our Action Plan reflects our commitment to equality across our Division and in concordance of the King’s College London Gender Ambitions agenda. Actions have been listed under the following themes:

1. Support for women at PGT and PGR levels 2. Support for women in academic and research posts 3. Career development and the promotion process 4. Culture 5. Further research and analysis needed



1. Support for women at PGT and PGR levels

Reference Action Responsibility Target Timescale Success Measure

1.1 Gather feedback from PhD group on opportunities for support

AS SAT - LH Feedback presented to SAT Monthly (starting May 2014)

Actions taken forward and Action Plan updated

1.2 Monitor gender balance on PGR and PGT courses annually, including attainment

Education Executive

PGT and PGR data to be anlaysed Annual (starting September 2014)


1.3 Make all PGT and PGR student interviews gender neutral

AS SAT All staff to undergo Unconscious Bias training.

December 2014

Audit of interview panels

1.4 Survey MSc students to explore perception around culture, support and equality

Education Executive

Issues identified and actions developed to address these

December 2014

Action Plan updated

1.5 Update student handbook with section on parental/maternity support and career breaks

Education Executive

Students have greater awareness of support available

December 2014

Improved MSc student survey results

1.6 Add short anonymous biographies of students who have had career breaks (including maternity leave) to Cicely Saunders Institute website

Education Executive

Students have a greater awareness of support available

September 2014

Improved MSc student survey results

1.7 Develop transparent work load model amongst PhD students

PhD group Departmental workloads of PhD students audited and results presented to Executive Group

July 2014 Action Plan updated



2. Support for women in academic and research posts


2.1 Incorporate information about flexible working into Divisional induction packs, including signposting of Central College web resources

AS SAT - SB All staff have improved awareness of flexible working policies

April 2014 Improved Good Practice in Employment survey results

2.2 Focus group with Early Career Researchers and Lecturers to determine knowledge and attitudes around maternity / adoption leave, and fixed term contracts

AS-SAT KS HR representative

Identification of the information needs of staff. Provide An opportunity for staff to discuss concerns and raise questions about maternity rights and fixed term contracts

September 2014

Summary feedback presented to Executive Group. Actions taken forward and action Plan updated

2.3 Produce information resource on maternity rights, including for those on fixed term contracts, following 2.2 Create shared folder for all staff on server where specific guidance can be found. Also display on AS notice board and in induction pack.

AS-SAT JD All staff have access to easily accessible information on maternity rights.

December 2014

Improved Good Practice in Employment survey results

3. Career development and the promotion process


3.1 Ensure discussion of promotion at Performance Development Review

Head of Division All staff have annual discussion of promotion with their line-manager

Annually (starting September 2014)

Audit of PDR process



3.2 New networking / skills session with monthly seminary speakers, aimed at Early Career Researchers. Provide refreshments

Post-doc group AS SAT - KB

Sessions are well attended, good feedback from attendees

December 2014

Summary feedback to Executive group, Action Plan updated

3.3 Working group to explore mentoring options for Early Career Researchers and those on FTC

AS SAT - KB Increased numbers of Research Assistants and Research Associates successfully mentored

September 2014

Repeat Good Practice in Employment survey

3.4 Gather feedback from the post-doc group on opportunities for support

AS SAT - KB Feedback presented to SAT Monthly (starting May 2014)


3.5 Develop Divisional resource of available free KCL training

Education Executive

Database including information about free training resources and who has used it

December 2014


3.6 Audit of teaching and marking allocation AS SAT – JK MSc coordinator

Teaching and marking duties are shared equally amongst men and women

December 2014

Feedback to Executive group, Action Plan updated

3.7 Develop guidance on the promotion process, to include anonymised case studies at each grade

AS SAT - RH Improved awareness and transparency of promotion process. Increase in women successfully promoted

September 2014

Improved Good Practice in Employment survey results

4. Culture


4.1 Ensure gender neutrality on interview panels

AS SAT All staff to undergo Unconscious Bias training. No more than 8 interviews per day, break after 4 interviews. >90% interview panels to include men

December 2014

Audit of interview panels



4.2 Develop showcase of Cicely Saunders Annual Lecturers

AS SAT Images of Leaders in Palliative Care (men and women) to be displayed in interview rooms

December 2014

None

4.3 Develop Women in Science page on Cicely Saunders Institute Website with links to Athena SWAN related activity and achievements, especially those of the women in the Division http://www.csi.kcl.ac.uk/women-in-science.html

AS SAT - SB AS SAT and Divisional meetings to be used to identify items to share on Women in Science webpage

Monthly (starting May 2014)

Webpage updated

4.4 Ensure AS logo is included on all staff members’ email signature

SAT All staff to include AS logo on email signatures

April 2014 Audit of email signatures

4.5 Hold focus group with new members of staff to determine usefulness of buddying system and ways to improve it

Integration and Communication Executive

Actions formulated to address issues and maximise benefit of buddying system

September 2014

Summary feedback presented to the Division. Action Plan updated

4.6 Include information on flexible working, Athena SWAN, and joining Executives in induction packs for all new staff

AS SAT - SB All new staff have greater awareness of opportunities for flexible working to support personal and professional development

April 2015 Improved Good Practice in Employment survey results

4.7 Enable live streaming of Open Seminars and other meetings


Routine live-streaming of monthly Open Seminars and other meetings for staff working flexibly, and external viewers

July 2014 Audit viewer numbers monthly

4.8 Create divisional newsletter, highlighting Women in Science


Develop a 2-monthly e-newsletter

2-monthly, from May 2014

Feedback at annual Away Day

4.9 Create series of ‘Celebration of women in palliative care’ events

Working Group incl AS SAT - LH

Highlight the pioneering work of women in palliative care and academia, using the centenary of Dame Cicely Saunders’ death (2015) as a focal point

Jan 2015 Action Plan updated



5. Further research and analysis needed


5.1 Refine Divisional procedures to minimise missing data for future analysis and report anomalies to central HR

AS SAT - SB Data is more robust and annual analysis and review is simplified

New recording system by September 2014

Recording system in use with minimal missing data

5.2 Conduct exploratory analysis of MSc student offers, to identify gender disparities

AS-SAT JK

MSc co-ordinator

Detailed analysis of data relating to 2015 MSc applications to be undertaken, and point of process that leads to the most attrition of men identified

March 2015 Data analysed and presented to MSc board for discussion and relevant action. Action Plan updated

5.3 Review applications for promotion and success annually

AS SAT - IJH Patterns relating to promotion applications are identified and actions to address these are developed

Review after annual promotion rounds each year

Patterns are shared with the Division and the Action Plan is updated

5.4 Monitor reasons for people leaving the Division

SAT Exit survey data analysed trends identified and actions developed if needed

Every 6 months (March and September)

Annual monitoring embedded.

Action Plan updated

athena swan silver department award application · 2019-03-07 · athena swan committee equality...

Documents