bronze award form - the university of aberdeen · · 2017-11-14institute of applied health...

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Athena SWAN Bronze University award renewal application Name of Institution: University of Aberdeen Year: November 2016 Contact for application: Professor Margaret Ross Email: [email protected] Telephone: 01224 273180 Date of previous award: April 2012. One year extension to November 2016, granted in November 2015. List of SET departments (highlighting those that currently hold Bronze, Silver or Gold department awards):

College Area School/ Institute Level of Award Year Awarded

Planned Submissions

Institute of Applied Health Sciences Bronze, November 2016Institute of Education in Medical and

Dental SciencesBronze, April 2017

Institute of Medical Sciences Bronze, November 2016Rowett Institute for Nutrition and

HealthBronze, November 2016

School of Biological Sciences Bronze, April 2017School of Psychology Bronze April 2016School of Engineering Bronze

(unsuccessful, outcome April

2016)

Bronze, November 2017

School of Geosciences Bronze, November 2016School of Natural and Computing

SciencesBronze November

2016School of Education Bronze, April 2017

School of Divinity, History and Philosphy


School of Language, Literature, Music and Visual Culture


School of Law Bronze, November 2016School of Social Sciences Bronze, April 2016

Independent School The Business School Bronze, November 2016

College of Life Sciences and

Medicine (CLSM)STEMM

College of Physical Sciences

STEMM

College of Arts and Social Sciences AHSSBL

Total number of university departments: 12 Schools Percentage of SET departments as a proportion of all university departments: 50% (six Schools) of University schools are in STEMM subject areas.

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An Athena SWAN Bronze University award renewal recognises that not only does the university overall have a solid foundation (the policies, practices, systems and arrangements) for eliminating gender bias and an inclusive culture that values female staff, but that clear progress has been made since the previous Bronze university award application, as measured against the goals set in the action plan. At Bronze renewal level the focus is on:

• The action taken and planned which demonstrates the university’s commitment at a senior level to the 6 Athena SWAN principles; and

• Progress that has been made on the journey to which the university has committed itself in order to achieve a significant improvement in women’s representation and career progression in SET, with:

o Recognition of the current situation compared with that at the time of the original award; o The resources needed to continue to make progress; o People to lead and support; and o The means to monitor future progress (e.g. the action plan).

• Evidence of progress and learning since the previous application. At the end of each section state the number of words you have used. Click here for additional guidance on completing the application. NOTE: We have been granted 1000 extra words as evidenced in the email below. These extra words were used in Sections 3 and from Section 4 to 7. From: Athena Swan [mailto:[email protected]] Sent: 27 October 2016 12:43 To: Thompson, Rhiannon <[email protected]> Cc: Athena Swan <[email protected]> Subject: RE: Request for word limit extension Dear Rhiannon, The extensive restructuring is grounds for an extension of 1000 words for your November 2016 Athena SWAN submission. Please append a copy of this email to the application, and indicate in the section word counts where the additional words have been used. Best wishes, James Lush

http://www.athenaswan.org.uk/html/athena-swan/about-the-charter/principles/

mailto:[email protected]



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1. Letter of endorsement from a Vice-Chancellor – maximum 500 words (496 words) An accompanying letter of endorsement from your Vice-Chancellor (or equivalent) should explain how SWAN plans and activities have and will in future contribute to the overall university strategy and academic mission. The letter is an opportunity for the Vice-Chancellor to confirm their support for the renewal application and to endorse and commend any activities which have made a significant contribution to the achievement of the university mission in relation to science, engineering and technology (SET).

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Abbreviations AGED AHSSBL

Advisory Group on Equality and Diversity Arts, Humanities, Social Sciences, Business & Law

ALM Academic Line Manager AP AS

Reference to 2016 Action Plan Athena Swan

ASCS Athena SWAN Culture Survey AUSA Aberdeen University Students’ Association AuWISE Aberdeen University Women in Science and Engineering Student Society CASS College of Arts and Social Sciences CAD Centre for Academic Development CDP Continuing Professional Development CLSM College of Life Sciences and Medicine COPS College of Physical Sciences DHP Divinity, History and Philosophy ECR Early Career Researcher FL Funding Limited FTC Fixed Term Contract FTE HOS

Full Time Equivalent Head of School

HR Human Resources KIT Keep in Touch Days KPI Key Performance Indicator ILDP International Leadership Development Programme ILM Institute of Leadership and Management IMS Institute of Medical Sciences IWD International Women’s Day LLMVC Language, Literature, Music, Visual Culture NCS Natural & Computing Sciences OE Open-ended PERU Public Engagement with Research Unit PGR Postgraduate Researcher PGT Postgraduate Taught PI Principal Investigator PPG Policy, Planning and Governance P&S Professional & Support staff RHN Rocking Horse Nursery SAT Self-Assessment Team SBS School of Biological Sciences SDTU SMMSN

Staff Development Training Unit School of Medicine, Medical Sciences & Nutrition

SMT Senior Management Team* SVP Senior Vice Principal

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TNE Transnational Education UG Undergraduate UMG University Management Group* VP Vice-Principal

*SMT includes Principal, SVP, Secretary, VPs, 3 HoS, Director of Finance, Director of HR *UMG includes SMT and all HoS and all Directors of Professional Services

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Figure 1: Summary of achievements

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Figure 1 continued

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2. The self- assessment process – maximum 1000 words (955 words)

Describe the Self-Assessment Process. This should include: a) a description of the self-assessment team: members’ roles (both within the university and as part

of the team) and their experiences of work-life balance, and how and why the team has changed since the original Bronze application.

The University’s self-assessment team (SAT) was established in 2011 to prepare for the 2012 Bronze submission. It was led by our Vice-Principal (VP) for Equality and Diversity (E&D) and reported to the Advisory Group for Equality and Diversity (AGED). Since our submission in 2012, our self-assessment team structure has evolved, to reflect the wider Athena SWAN (AS) principles and activities across the University. In 2015, the University SAT was restructured and became the Gender Equality Steering Group (GESG) to act as the SAT for the University’s Bronze renewal submission. Composition, remit and timetable of business shall be reviewed on an annual basis (Actions 1.1 &1.2). In 2015, Professor Ross, VP for People Strategy, was appointed AS Champion and Chair of the Committee. All members champion AS principles in their schools, and the remit/responsibilities of the GESG are detailed in Table 1. Table 1 Remit and Responsibilities of the GESG members

GESG REMIT

RESPONSIBILITIES OF GESG MEMBERS

Act as the self-assessment team for the University

Champion and mainstream gender equality

Critically analyse progress on gender equality

Engage with local and national good practice guidance

Support the University in the delivery of gender related aims in the institutional strategic plan

Proactively contribute to the implementation of the AS Charter principles

Proactively promote gender equality by driving forward sustained positive actions

Raise awareness of gender equality issues in University Committees and other meetings

The GESG reports bi-monthly on AS activities to the UMG and Operating Board. The Group’s progress will be reported in an annual report to the AGED, UMG and Operating Board (Figure 2) and a consultation with staff and students will be established (Action 1.3). UMG is the forum through which the Senior Management of the University informs other committees, in particular the Operating Board and Court, on matters of major strategic and institutional importance. A fundamental role of UMG is to ensure effective communication with, and monitoring of, the performance of Colleges, Schools and Professional Services.

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Figure 2 The Gender Equality Steering Group reporting structure. Since 2012, male representation in the SAT has increased from 22% (six) to 37.5% (nine). This change in gender balance has greatly assisted in capturing a broader understanding of the challenges and potential improvements that could be made to support a positive working environment which embraces Athena Swan principles. The members of the GESG have a variety of experiences and differing personal circumstances where work life balance has been of utmost importance. Ranging from caring responsibilities for elderly parents, children, full time employment and part-time employment there is a broad spectrum of experience to draw from. Details of the GESG membership are provided in Table 2 and the gender equality information is also provided in Table 3.

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Table 2: Members of the GESG

Name and Job title Role in the SAT/GESG Area Professor Margaret Ross, VP for People Strategy and Head of CASS Chair

Core

Dr Maria-Grazia Cascio, STEMM AS coordinator Support for STEMM School applications

Dr Rhiannon Thompson, Institutional AS officer Support for University and AHSSBL School applications

Mrs Janine Chalmers, E&D Adviser Guidance on gender equality Ms Genna Clarke, Aberdeen University Students' Association President until July 16

Students' representative until July 16

Ms Jenny Killin, Aberdeen University Students' Welfare President from July 16

Students' representative from July 16

Professor Peter McGeorge, VP for Learning & Teaching

Champion of students' experience, widening access, participation

Mrs Debbie Dyker, Director of Human Resources HR representative Mrs Tracey White, Deputy Director of Human Resources HR representative

Dr Lucy Leiper, Senior Research Development Adviser Guidance on career development

Mr Ian Robotham, Academic Applications Development Manager

Chair Staff & Postgraduate LGBT Network

Mr Will Gibb, PA to Director P & S staff representative Dr Kenneth Skeldon, Head of Public Engagement, Festivals & Events

Champion Public Engagement and outreach

Dr Hulda Sveinsdottir, Director of Planning Ensures E&D is in the remit of Planning office

Professor Phil Hannaford, Head of CLSM CLSM representative

STEMM Professor Elizabeth Baggs, Head of SBS until Aug 16 SBS representative until Aug 16 Professor Helen Galley, IMS IMS AS co-lead Dr Douglas Martin, Senior Lecturer, School of Psychology Psychology AS co-lead

Professor Ana Ivanovic, Engineering School E&D coordinator

COPS Mr Scott Jess, PhD student Postgraduate students' representative

Dr Linda Sommerlade, Research Fellow, Physics NCS representative Dr Federico Luzzi, Lecturer, School of DHP DHP AS co-lead

CASS Dr Tania Fahey, Lecturer, School of LLMVC LLMCV AS co-lead

Professor William Naphy, DHP Contributor to public engagement on gender equality

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Table 3 Gender Equality Steering Group Membership Statistics

Gender Equality Steering Group Membership Statistics

Number % Female Male Total Female Male

15 9 24 62.5 37.5

Employment Type FT 13 9 22 59 41

PT 2 0 2 100 0

Staff Category Academics 6 5 11 55 45

Professional Services 7 3 10 70 30

Student 2 1 3 67 33

Marital Status Married/Partner 12 3 15 80 20

Single (inc. div/sep) 0 2 2 0 100

Not disclosed 3 4 7 43 57

Caring Responsibilities Children 10 4 14 71 29

Adult 1 0 1 100 0

No 5 5 10 50 50

b) an account of the self-assessment process, with reference to year-on-year activities since the original Bronze award application, details of the self-assessment team meetings, including any consultation with staff or individuals outside of the university, how these have fed into the submission and been reported within the institution, and how the team has worked with departments to engage them in the Athena SWAN awards process.

Our reflections over the last three years demonstrate a positive journey with significant improvements in key policies and procedures that support our culture change. Since our application in 2012 we have consulted with staff and students on an on-going basis to raise awareness of the Athena SWAN principles and to gain an insight into pertinent issues that require further investigation (Table 4). Feedback from these consultations and wider activities have informed key changes. Our progress in relation to addressing the gender pay gap (AP2012.1), changes to the promotion career tracks (AP2012.4), review gender balance on committees (AP2012.6 and AP2012.13), promotions training (AP2012.7), promote work/life balance (AP2012.8), reviewed recruitment process (AP2012.15) are examples that have supported our journey. Further details on the progress are embedded within the application. AS is also embedded in school strategic plans, in our Outcome Agreement with the Scottish Funding Council and in our Health and Wellbeing events.

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Table 4: Type of consultation taken place between 2012-2016

Year Type of consultation

2012 onwards Senior Women’s’ Network

Scottish and Aberdeen AS Networks 2013 CROS Survey

2014 Women in STEMM Focus Group

University-wide Staff Survey

2015

CLSM Maternity leave Focus Group CROS Survey

Parent’s Network CLSM Postgraduate students’ survey

2015/2016

Athena SWAN School Culture Surveys

School SATs quarterly discussions School staff meetings, College Forum, Senate, UMG and AGED

Seminars held by speakers from York, Edinburgh and Amsterdam Universities

AuWISE-Students society for Women in Science and Engineering Aberdeen Women of Science and young students’ science career

ambitions (TechFest 2015) Postgraduate students’ survey across Schools

2016

Women Career Development Focus Group School Administrative Officers

Between 2012 and 2014 the SAT met quarterly, but increased to six weekly, following the establishment of the GESG in 2015. Working groups of GESG were then established to focus on, 1) career breaks, 2) career development, 3) organisation and culture, 4) student support, and 5) data analysis. The GESG have been instrumental in the completion of the AS submission including final approval of the application. Table 5 provides an overview on the key outputs over the last 4 years from the GESG.

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Table 5: Key outputs from the Institutional SAT/GESG

Year Key outputs Relevant section of

submission

Communication of Key Outputs

2012 Senior Women’s Network established 5(i)b • Between members on an online ‘SharePoint site’

• To the AGED as a standing item on their agenda

• Across plasma screens in all buildings and through weekly staff E-Zine

• To School SATs via representatives on the GESG, AS Officers and minutes on SharePoint

• On the internal and external-facing AS webpages (launched 2015)

2013

Development of International Women’s Day Conference and Inspiring Women

Exhibits 5(ii)a

2014 Development and implementation of an

AS communication strategy 2b International Women’s Day Conference 5(ii)a

2015

Parents' Network established 5(i)b Mandatory inclusion of E&D questions

in recruitment interviews 4(i)b Maternity and parental leave guidance

enhanced 7(i)b International Women’s Day Conference 5(ii)a

2015-16

Additional nursing rooms 7(i)b Increased support for School SATs,

including data templates and review of submissions 2b

Support for 15 women (academics/professional staff) to attend

AURORA 5(i)a

All selection panels to be gender balanced 4(i)b

All committee meetings to be held 10am-4pm 6(i)g

2016

Re-launch of the University-wide Mentoring Scheme 5(i)b

Agreement to increase number of gender neutral toilets on campus (to be

implemented by 2017) n/a

Our support structures for AS have continued to evolve and the following support is in place: • The appointment of two SAT co-leaders in each School; • Recognition of AS involvement in the School workload models; • Inclusion in all School SATs of HoS, AS co-ordinator and HR Partner; • Provision of guidebooks for school submissions; • Monthly information sessions, workshops and data surgeries; • Workshops/seminars from external bodies; • Annual collection and release of staff and student data for all STEMM and AHSSBL Schools; • Establishment of AS Network and enhanced AS internal Communications (Figure 3); and • Quarterly AS Leads meetings with the Principal.

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Figure 3 Athena SWAN communication flow We have implemented a communication strategy to raise awareness of Athena Swan (AP2012.2) (Table 6). Indeed, recent surveys suggest that awareness and understanding of AS across the institution has increased substantially, from 41% (46 staff) in 2013 to 82% (164 staff) in 2015 (CROS surveys), and 84% (814 staff) in 2016 (School AS culture surveys). We will continue to take measures to improve the response rates to the surveys (Action 2.1). Table 6: Athena SWAN communication strategy

Type of Communication Year(s)

Presentations and discussions at School Executive Meetings From 2012 University-wide Athena SWAN information sessions Presentation at Senate Meeting 2016 Promotion of Athena SWAN at the Health & Wellbeing events 2016 Scottish and Aberdeen Athena SWAN Networks From 2012 Senior Women's Network Parent’s Network 2015 AuWISE-Students society for Women in Science and Engineering From 2015 ScienceGrrl (Aberdeen Chapter) Staff E-Zine and internal news page From 2012 Seminars held by a range of external speakers From 2014 International Women’s Day Conferences From 2014 Facilitated external discussions around Aberdeen Women of Science and young students’ science career ambitions as part of Techfest 2015 Science Festival

2015

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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 proposed consultation processes, and how the team will engage with SET departments to encourage them to apply for awards.

The GESG will continue in its endeavours to proactively promote gender equality across the University. It will meet quarterly to evaluate and ensure delivery of the institutional and school action plans. It will provide support to schools working towards Athena Swan awards and renewals. This Group will report quarterly to the Principal and the UMG. An annual report will be produced on progress and reported to AGED, UMG and Operating Board (Actions 1.1 to 1.3). We will expand our data reports to include professional and support staff, as relevant under the expanded Athena SWAN Charter (Action 1.4). We will also work closely with AGED to ensure intersectionality is taken into account (Action 1.5). 3. Description of the institution – maximum 1000 words (1425 words) (using 425 of the additional 1000

words allocated by ECU) Provide a summary of your institution, including information such as whether it is research or teaching focussed, the number of students and staff (academic and support staff separately), association with university mission groups (e.g. 1994 group, Russell Group, Million+), the size of the SET departments and any other relevant contextual information such as recent restructuring.

Founded in 1495, Aberdeen is an “Ancient” university and the fifth oldest in the UK. We are a highly ranked, diverse research intensive university and in REF 2014, 76% of our research was rated world-leading or internationally excellent. We are active in Universities UK and Universities Scotland. In October 2016 we launched the Aurora Universities’ Network of which we are co-founders. This network of nine northern European universities has a shared mission to promote excellent research which engages with society, aiming to be a platform for mutual and joint learning on how to meet this challenge of international excellence and societal relevance. Inclusion and Diversity is a cross-cutting theme of the network. Figure 4 provides at a glance information about the University.

Figure 4: The University at a glance 2016

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‘Transforming the world with greater knowledge and learning’ is the vision of the University’s 2015-2020 Strategic Plan which was developed following significant consultation with staff and students. The People Strategy within the plan embraces ‘a culture of equality and diversity in which all staff and students thrive’. This vision is aligned with the Athena SWAN principles, supporting the institution’s equality & diversity agenda. The University has over 14,000 students (Table 7) and 3,000 staff (Table 8) and operates over two main campuses; Old Aberdeen and Foresterhill. Table 7: Number of students by gender, College and level of study as of 31/07/16

TotalF M %F F M %F F M %F F + M

Arts and Social Sciences (CASS +

Business)205 211 49 1,065 531 67 3,448 1,988 63 7,448

Life Sciences and Medicine (CLSM)

263 165 61 169 122 58 1,825 1,087 63 3,631

Physical Sciences (COPS)

70 169 29 158 551 22 682 1,521 31 3,151

Total 538 545 50 1,392 1,204 54 5,955 4,596 56 14,230

CollegePGTPGR UG

Table 8: Number of academic and support staff by gender and College as of 31/07/16

Academic Support Total

F M %F F M %F F M %F CASS 138 152 48 60 6 91 198 158 56 CLSM 370 325 53 274 85 76 644 410 61 COPS 59 244 19 48 24 67 107 268 29 BUSINESS SCHOOL 23 44 34 12 2 86 35 46 43 PROF SERV 6 2 75 677 444 60 683 446 60

Total 596 767 44 1071 561 66 1667 1328 56

The University has satellite locations at OceanLab in Newburgh and Cromarty Lighthouse Field Station. Our communication strategy ensures that staff and students based at the satellite locations are engaged with wider University activity. Internationalisation plans, including TNE partnerships, may involve small numbers of staff being employed overseas where the same principles will apply. Our academic activity is spread across three Colleges including 12 schools. In September 2015 we revised our academic structure and support structures within the Schools. Figure 5A, presents the academic structure pre September 2015. Figure 5B presents the current structure.

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Figure 5A: The University of Aberdeen academic structure (prior to the restructure in September 2015) The restructuring exercise in 2015 led to: (a) Budgetary control being devolved from Colleges to Schools. (b) The Schools of Medicine and Dentistry, Medical Sciences and the Rowett Institute of Nutrition & Health (RINH) restructured to become the School of Medicine, Medical Sciences and Nutrition. Due to its size, the School is divided into four institutes – Medical Sciences, Applied Health Sciences, RINH and Education in Medical & Dental Sciences; (c) Music transferred from the School of Education into the School of Language and Literature, becoming the School of Language, Literature, Music and Visual Culture; (d) The Business School became independent, to support a long-term plan for triple accreditation; (e) Heads of School (HoS) are responsible for the staff and student experience within schools. They report to the Heads of College. The Business School reports to an Executive Head. The Senior Vice-Principal has overall responsibility for all academic activity. (f) Academic Line Managers (ALM) (141, 41.1%F) were appointed to support the HoS in the delivery of the School plans and, more importantly, providing additional support for academic staff through line management. This revised structure ensures that staff have easy access to a line manager, who manages normally no more than 15 staff.

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Figure 5B: The University of Aberdeen’s academic structure (following the restructure in September 2015)

Provide data and a short analysis for at least the last three years (including clearly labelled graphical illustrations where possible) on the Female:male ratio of FTE academic staff and research staff– researcher, lecturer, senior lecturer, reader, professor (or equivalent) – across the whole institution and in SET departments, commenting on changes and progress made against the original action plan and Bronze university application.

Academic staff are on Teaching and Research, Teaching and Scholarship or Research only career tracks. The institutional academic staff profile is detailed in Figure 6. The data demonstrate that there is positive progression for female staff across all the grades; however we recognise there is still work to be done to improve this. There has been an increase in female professorial staff across the institution since 2011/12. The actions identified within Sections 4b and 4c below will continue to support a positive change across all grades.

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Figure 6: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male academic staff on all tracks (Teaching, Research and Academic staff) across the institution. Data are shown by grade (Gr) and presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA data are provided as a benchmark. Teaching & Research Career Track The majority of our academic staff follow this career track – Lecturer, Senior Lecturer, Reader and Professor. Female representation is lower on this track than in teaching & scholarship and research. Overall female representation is below the HESA Averages (institution 32%: HESA 39%; STEMM 28%: HESA 30%) as the final two columns in Figures 7 and 8 show. Female representation among Professors is slightly above HESA average in both the institution and STEMM (institution 24%: HESA 23%; STEMM 24%: HESA 19%). The data illustrate that there are leaky pipelines of females across the institution and in STEMM colleges Figures 7 and 8). There has also been a relatively small change in the proportions of female staff at specific grades during the last four years. However, encouragingly the difference in the %F in STEMM between Lecturer and Senior Lecturer improves over the four-year period, with %F gap reducing from 9% to 1% between 2011/12 and 2014/15. The improvement is attributed to increased recruitment and successful promotion applications in 2012/13 (5 applications, 5 successful) compared to 2011/12 (3 applications, 2 successful). Reader numbers are low across the institution and within STEMM. There is a difference in the representation of female staff between CLSM and COPS (Figures 9 and 10). Readership is not a requirement to progress to Professorial level. We have investigated the reasons behind the low % of readers in our institution. Interviews with 53 females, 48 males and 6 undisclosed at grades 7-9, (teaching &research and research track) across the institution, reveal that 49% F and 53% M have either applied for Readership or are interested in doing so as “next logical step in career development”. Those who stated that they would not apply for Readership stated that it was due to a “lack of understanding of the readership role.” Our 2016 promotions review revised the guidance for the “readership” role to enhance understanding. We will monitor the impact of this action (Actions 2.2/4.1).

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Figure 7: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Teaching and Research Track across the institution. Data are shown by job role and grade (Gr) and presented annually from 1st August 2011 to 31st July 201. 2014/15 HESA data are provided as a benchmark. L: lecturer; SL, Senior Lecturer; R: Reader; PROF: Professor.

Figure 8: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Teaching and Research Track across STEMM Colleges (CLSM + COPS). Data are shown by job role and grade (Gr) and presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA data are provided as a benchmark. L: lecturer; SL, Senior Lecturer; R: Reader; PROF: Professor.

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Figure 9: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Teaching and Research Track in CLSM. Data are shown by job role and grade (Gr) and presented annually from 1st August 2011to 31st July 2015. 2014/15 HESA data are provided as a benchmark. L: lecturer; SL, Senior Lecturer; R: Reader; PROF: Professor.

Figure 10: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Teaching and Research Track in COPS. Data are shown by job role and grade (Gr) and presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA data are provided as a benchmark. L: lecturer; SL, Senior Lecturer; R: Reader; PROF: Professor.

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Teaching & Scholarship Career Track The Teaching & Scholarship career track has continued to be clarified over the last 4 years through our annual review of the promotions procedures. There are still a relatively low number of staff following the Teaching track (Institution: 151 FTE, 58% F, STEMM 84, 56% F in 2014/15 (HESA average 52%). Female proportions have remained relatively stable over the last 4 years across all the roles in STEMM. Historically the teaching and scholarship career track was predominantly used in fixed term circumstances to cover teaching activities of individuals absent due to parental leave or long term sickness. This may explain a higher volume at grade 6. Positively the revised promotion criteria has provided flexibility in the movement between career tracks and thereby enabling staff with a teaching focus to move onto an appropriate track. This has resulted in a growing increase in staff at the higher grades on this career track. We will nominate a champion to further investigate this area and assess perceived barriers to career progression on the teaching track (Action 2.3).

Figure 11: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Teaching Track across the institution. Data are shown by job role and grade (Gr) and presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA Data are provided as a benchmark. TA: Teaching Assistant; TF: Teaching Fellow; STF: Senior Teaching Fellow; Prof: Professor.

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Figure 12: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Teaching Track in STEMM Colleges (CLSM + COPS). Data are shown by job role and grade (Gr) and presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA Data are provided as a benchmark. TA: Teaching Assistant; TF: Teaching Fellow; STF: Senior Teaching Fellow; Prof: Professor.

Figure 13: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Teaching Track in CLSM. Data are shown by job role and grade (Gr) and presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA Data are provided as a benchmark. TA: Teaching Assistant; TF: Teaching Fellow; STF: Senior Teaching Fellow; Prof: Professor.

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Figure 14: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Teaching Track in COPS. Data are shown by job role and grade (Gr) and presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA Data are provided as a benchmark. TA: Teaching Assistant; TF: Teaching Fellow; STF: Senior Teaching Fellow; Prof: Professor. In addition to the work done to clarify the career track to recognise the importance of it we have changed the job title from Teaching Fellow at grade 7 and above to Lecturer/Senior Lecturer/Professor (Teaching & Scholarship).

The impact this change has on promotion and progression in the Teaching Track will be assessed as part of (Actions 2.3/4.1). Research Career Track The majority of staff following the Research career track are in STEMM with high numbers working at Grade 6, there are smaller numbers of individuals on this track at Grades 5, 7, and 8. The %F has remained relatively stable over the four-year period, sitting above the HESA averages in 2014/15 (institution 51%, HESA 49%; STEMM 53%, HESA 48%) (Figures 15 and 16). Despite small year to year variation, there is a greater proportion of female staff at Grade 8 than at Grades 6 and 7. In other words, at face value there is no evidence of a leaky pipeline until Grade 9. There is a difference in the representation of female staff between CLSM and COPS (Figures 17 and 18). Despite an encouraging increase in the number of females at grade 6 RF in COPS where ratios are so positive, it is of concern that there was only one female FTE at Grade 7 and none at Grades 8 and 9. The picture presented by CLSM is more positive, with a stable cohort across Grades 6-8. The increase in female Grade 9s in CLSM by a third is particularly noteworthy; there is however more work to be done to improve the balance the number of female staff at the higher grades.

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Within this career track, external funding accounts for 95% of staff in COPS and 82% in CLSM. The normal career grade for staff entering their post-doctoral position is grade 6. Whilst Section 4(c) demonstrates our positive endeavours in relation to redeployment activities, further work is required to support promotion opportunities for staff in these areas. We will investigate the background of research only staff at Grades 7 and 8 to explore career paths taken to identify and address potential barriers that may be preventing women (particularly in COPS) from progressing to higher grade research posts (Action 2.4).

Figure 15: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Research Track across the institution. Data are shown by job role and grade (Gr) and presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA Data are provided as a benchmark. RA: Research Assistant; RF: Research Fellow; SRF: Senior Research Fellow; PROF: Professors.

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Figure 16: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Research Track across STEMM Colleges (CLSM + COPS). Data are shown by job role and grade (Gr) and presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA Data are provided as a benchmark. RA: Research Assistant; RF: Research Fellow; SRF: Senior Research Fellow; PROF: Professors.

Figure 17: Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Research Track in CLSM. Data are shown by job role and grade (Gr) and is presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA Data are provided as a benchmark. RA: Research Assistant; RF: Research Fellow; SRF: Senior Research Fellow; PROF: Professors.

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Figure 18 Numbers (FTE, presented in table) and proportion (% of total FTE, presented in columns) of female and male staff on the Research Track in COPS. Data are shown by job role and grade (Gr) and is presented annually from 1st August 2011 to 31st July 2015. 2014/15 HESA Data are provided as a benchmark. RA: Research Assistant; RF: Research Fellow; SRF: Senior Research Fellow; PROF: Professors. Supporting and advancing women’s careers – 4500 words in total (5100) (we used 600 from the remaining allocated by ECU) Please provide a report covering the following sections. Within each section provide data for at least the last three years (including clearly labelled graphical illustrations where possible) and a short analysis of the data sets listed, commenting on changes and progress made measured against the original action plan and Bronze application, including details of successes and where actions have not worked. Comment on plans for the next three years, which should also feature in your new action plan. Please also attach the action plan from your last application with an additional column indicating the level of progress achieved (e.g. zero, limited, excellent, completed for each action). 4. Key career transition points (i) Comment on the effectiveness of policies and activities in your institution that are supportive to

women’s career progression in your SET departments at key career transition points as demonstrated by the following data.

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a) Female:male ratio of academic staff on fixed-term contracts vs. open-ended (permanent) contracts – across the whole institution and in SET departments.

The University took a positive decision to employ all staff on open-ended contracts (OE), other than in limited circumstances. Fixed-term contracts (FTC) are issued for appointment of up to 9 months covering e.g. maternity, sickness and career breaks. The contract types are included in figures 19 (institutional) and 20 (STEMM).

Figure 19: Summary of all contract types across the institution. 2014/15 HESA Data are provided as a benchmark. Data are presented in FTE, annually from 1st August 2011 to 31st July 2015. Data are presented as percentage relative to the whole cohort.

Figure 20: Summary of all contract types for STEMM Colleges (CLSM + COPS). 2014/15 HESA Data are provided as a benchmark. Data are presented in FTE, annually from 1st August 2011 to 31st July 2015. Data are presented as percentage relative to the whole cohort.

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Fixed term contracts are used predominantly to cover for periods of parental leave. To support this, we will establish a central maternity fund (Action 7.3). Employees on OE contracts subject to external funding are eligible for redeployment opportunities in line with our redundancy avoidance policy. We provide online access to redeployment vacancies and self-marketing workshops covering CV and interview skills. Table 9 provides redeployment data by gender since 2013. The data demonstrate that both male and females staff achieve success in redeployment across the University. Whilst the number of females entering redeployment is slightly higher than males, this mirrors our grade profile on the research career track (Figure 15). Furthermore, the female redeployment success rate is proportionate with those in the process. Table 9: Redeployment success rates

Eligible Females

Eligible Males

Total Eligible

Staff%

Females % Males

% Eligible Females

Redeployed

% Eligible Males

Redeployed% Total Staff redeployed

2013/14 165 111 276 60% 40% 59% 52% 57%2014/15 175 114 289 61% 39% 56% 63% 59%2015/16 177 133 310 57% 43% 63% 51% 58%Overall 517 358 875 59% 41% 59% 55% 58%2013/14 143 100 243 59% 41% 62% 54% 58%2014/15 152 103 255 60% 40% 68% 64% 66%2015/16 159 116 275 58% 42% 62% 53% 59%Overall 454 319 773 59% 41% 64% 57% 61%2013/14 132 61 193 68% 32% 63% 56% 61%2014/15 134 61 195 69% 31% 68% 64% 67%2015/16 138 64 202 68% 32% 67% 59% 64%Overall 404 186 590 68% 32% 66% 60% 64%2013/14 11 39 50 22% 78% 45% 51% 50%2014/15 18 42 60 30% 70% 67% 64% 65%2015/16 21 52 73 29% 71% 33% 46% 42%Overall 50 133 183 27% 73% 48% 53% 52%

Institution

STEMM

CLSM

CoPS

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Annual reporting on the redeployment outcomes to the Court demonstrates sustained success with this policy. Figure 21 provides the summary 2013-2016.

Figure 21 Outcome of Avoidance of Redundancy Process by gender.

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b) Female:male ratio of academic staff job application and appointment success rates – across the whole institution and in SET departments. Comment on any positive action taken to ensure diverse applicant pools and short lists.

It is promising to note that there is a progressive increase in the proportion of female applicants applying and shortlisted at grades 5-7 (Tables 10 and 12). Challenges remain with the proportion of applications from females for senior-career positions at grades 8 and 9 (Tables 11 and 13). Table 10 Breakdown of institution-wide recruitment by gender (grades 5-7)

Year Gender Applicants Shortlisted Appointed

Proportion of applicants

shortlisted (%)

Proportion of those shortlisted

appointed (%)


appointed (%)

Female 1251 171 27 14 16 2Male 1927 223 38 12 17 2

% Female 39 43 42Female 2752 415 59 15 14 2Male 2698 403 65 15 16 2



% Female 51 56 56

Academics (Posts at grades 5-7)-Institution

2011/12

2012/13

2013/14

2014/15

Table 11 Breakdown of the institution-wide recruitment by gender (grades 8-9)



shortlisted (%)


appointed (%)

Proportion of applicants appointed

(%)Female 50 11 3 22 27 6Male 171 18 4 11 22 2




% Female 38 38 29

2013/14

2014/15

Academics (Posts at grades 8-9)-Institution

2011/12

2012/13

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Recognising the pipeline challenges in STEMM areas (shown in section 3), and thereby the smaller pool of female potential applicants, we will seek to enhance the communication of the employment package. We will (Action 3.1):

• offer flexible working opportunities, including job share and/or part time; • provide clear links to flexible working and support available for child care through our website and; • encourage applications from under-represented groups.

Table 12 Breakdown of the STEMM-wide recruitment by gender (grades 5-7)



appointed (%)


appointed (%)


appointed (%)

Female 765 103 12 13 12 2Male 1181 139 22 12 16 2




% Female 45 53 55

2011/12

2012/13

2013/14

2014/15

Academics (Posts at grades 5-7)- STEMM

Table 13 Breakdown of the STEMM-wide recruitment by gender (grades 8-9)



shortlisted (%)


appointed (%)

Proportion of applicants appointed

(%)

Female 27 6 1 22 17 4Male 89 14 2 16 14 2




% Female 18 17 0

2011/12

2012/13

2013/14

2014/15

Academics (Posts at grades 8-9)-STEMM

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Table 13 highlights the higher success rate of appointment by males. It is positive to note that in the proportion of male and female applicants being interviewed, across both the institution and STEMM, there is no difference for grades 5-7 (Tables 10 and 12). The University recognises that unconscious bias has the potential to influence outcomes of processes including recruitment & selection and training is being provided for all members of selection and promotion committees (Action 3.2). We will audit outcomes by gender of applicants and committees. It is difficult to draw conclusions from male and female staff being interviewed for grades 8 and 9, due to low numbers. However, overall in STEMM the data shows that males are more likely to be appointed from an interview (26%, 9 males) than females (7%, 1 female) (Table 13). This is not observed in institution-wide data (Table 11). The selection committee decision form requires the convener of the panel to indicate how the appointment has contributed to the diversity of the University. Selection panellists have commented on lower confidence demonstrated by female interviewees for grade 8/9 and internal leadership posts. Staff Development offer one to one interview coaching to female candidates. We will also develop a ‘Job interview Skills’ workshop for internal candidates (Action 3.3). Since 2012, we have taken the following positive actions:

• Mandatory online Equality & Diversity training, including unconscious bias training for those involved in selection and promotion. Compliance is an institutional KPI and completion rates will be monitored and reported to UMG (Action 3.4);

• Advertised vacancies displaying clear links to E&D page, AS logo, University’s AS website and Stonewall Diversity information (Figure 22);

• Interview coaching for internal candidates; • Internal leadership roles are not open for nomination; expressions of interest must be invited

offering the opportunity to highlight to underrepresented groups; • Gender balance on selection committees and promotion panels; further action will be taken to

formally record the composition of selection panels (Action 3.5).

Figure 22: UoA external facing recruitment pages has clear links to our commitment to Equality and Diversity pages.

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c) Female:male ratio of academic staff promotion rates across the institution and in SET departments – comment on the effectiveness of the process by which staff are identified and recommended for promotion.

The University undertakes an annual promotions exercise which is reviewed annually by a panel, including 3 GESG members. Figure 23 details the promotion process.

Promotions exercise launched (December)

HR run open sessions (HoC, HoS in attendance) mid December

HoS and ALMs identify candidates/ Candidates contact ALMs/HoS

Discussion of application

Feedback on CV/application

Applications submitted to HoS by candidate or by other (e.g. contribution) (end January)

HoS writes case to support or not to support. All applications (plus CV) submitted to HR (beg. February)

Applications shared to Panel through SharePoint, graded by role analysts

First College Promotions Sub-Committee meets and discusses all cases (March)

Applications which meet prima facie case go to referees, for applications at G8 and above. Internal assessors (independent from

panel) may be assigned to each case

Contribution awards discussed

Referees reports received and evaluated by assessors/panel

Second College Promotion Sub-Committee meets (May) Referees reports discussed and recommendations made to promote

(SL /Reader/Chair/Grade 8/9)

Staff Promotions Committee (including Principal and SVP) considers the recommendations from the

College Promotion Sub-Committee and decides the outcomes of all cases. (end June)

Results communicated to individuals including feedback and offer of feedback meeting

Successful promotions announced to all staff

Figure 23: Flow chart of the Annual Promotion Exercise Process

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The 2015 review (AP2012.2) agreed the following:

• Mandatory standard CV format and word limits; • Analysis of data on length of time in a grade to consider any differentials between male and

females; • Equality and Diversity work to be recognised (Figure 24); • Definition of research requirements on Teaching and Scholarship career track.

Promotion form section Equality and Diversity requirement/ guidance

Managing People

How you have contributed to the Equality and Diversity agenda of the University in respect of how you have managed staff in areas such as recruitment, development/promotion with specific reference to any examples relating to discrimination, harassment and bullying, work-life balance, family friendly policies and reasonable adjustments for staff with disabilities.

Teamwork and Motivation

Covers team work and team leadership when working in both internal and external teams. This may include the need to contribute as an active member of the team (including, where applicable, evidence of inter-disciplinary collaboration); motivating others in the team; promoting the Equality and Diversity agenda and providing leadership and direction for the team.

Figure 24: Equality and Diversity requirements and guidance in the Promotions Process. Workshops and information sessions are provided for staff. One to one advice and coaching is also offered to support potential applicants, through HR. Academic line managers are encouraged to discuss promotion opportunities with staff. In addition, the Promotion procedures enable committees to give broader consideration to applications including whether an alternative career track/grade for an individual is appropriate. We will review the effectiveness of this process in Action 4.1. In 2016/17, we will introduce an additional step to reduce potential unconscious bias through blind review for the first stage of the promotion exercise. Additionally, we will publish guidance for applicants. We will subsequently evaluate the impact of this measure (Action 4.2). From Table 14/Figure 25, we are pleased to see the number of female applications increasing as a general pattern, however work is needed to improve the % of successful applications. It should be noted that the numbers of successful applications have not decreased. Application rates by males have steadily declined yet success rates have not followed this pattern. 2015-16 demonstrates a dip in application rates for males and females which anecdotal evidence suggests may be attributable to perceptions of financial constraints in the current challenging climate.

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Table 14: Promotion applications and successes of Academic staff across the institution. Success rate is calculated as percentage of the number of promotion applications to the number of successful applications. Data are presented annually from 1st August 2011 to 31st July 2016.

YearFemale Male Female Male Female Male Female Male

2011-12 121 75 1 1 1 0 100 02012-13 133 85 4 1 2 1 50 1002013-14 127 87 0 0 0 0 * *2014-15 99 64 6 0 4 0 67 *2015-16 46 30 2 2 2 2 100 100


2011-12 225 212 8 9 5 5 63 562012-13 248 252 14 15 5 11 36 732013-14 244 224 13 17 7 16 54 942014-15 225 204 12 12 7 10 58 832015-16 191 142 12 6 7 5 58 83


2011-12 200 204 17 27 12 15 71 562012-13 205 224 15 23 12 14 80 612013-14 204 208 19 32 12 18 63 562014-15 206 209 27 27 13 15 48 562015-16 140 181 30 25 14 13 47 52


2011-12 122 185 4 13 2 7 50 542012-13 122 204 3 10 2 4 67 402013-14 139 211 3 8 3 5 100 632014-15 129 215 6 15 6 6 100 402015-16 87 177 4 11 3 8 75 73


2011-12 122 185 14 20 6 10 43 502012-13 122 204 11 26 9 13 82 502013-14 139 211 12 20 7 8 58 402014-15 129 215 8 16 3 6 38 382015-16 87 177 6 9 4 6 67 67

To Grade 9 (Professor)

Promotions-InstitutionTo Grade 6

Successful % Success rate

To Grade 8 (Reader )

Headcounts Applied Successful % Success rate



To Grade 7 Headcounts Applied Successful % Success rate

To Grade 8Headcounts Applied

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Figure 25: Summary of institutional applications for promotion by year Within STEMM (Figure 26), the number of female applications has improved overall but with a dip in 2015-16. The number of applications submitted by males in this cohort has decreased since 2012-13. The percentage of successful female applications increased dramatically between 2011-14 it then dropped remaining at this level since. There is no consistent pattern for the male success rate.

Figure 26: Summary of STEMM applications for promotion by year The pattern in relation to number and successful applications can also be seen in the CLSM data (Figure 27). Whilst the percentage of successful applications by males follows the pattern demonstrated with the STEMM data, it is promising to note that the female success rate in the period 2013-16 has steadily increased.

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Figure 27: Summary of applications for promotion by year (CLSM) The pattern in relation to number and successful applications can also be seen in the COPS data (Figure 28). The ratio of successful applications for females in COPS has declined in the period 2013-16. The low number of applications received in this College means that even the smallest decrease in success rates presents quite a stark picture. In line with other actions identified this is an area for concentrated effort.

Figure 28: Summary of applications for promotion by year (COPS) In the ASCS’16, 51% of academic staff (49% F, 54% M) in STEMM had a good understanding of the promotions process and criteria (Figure 29). We recognise understanding can be improved and will:

• Increase frequency of promotion workshops/information sessions (Action 4.3); • Encourage staff to plan in advance; • Provide ALM training (Action 4.4); and • Include promotion discussion as part of the annual review checklist and guidance (Action 5.1).

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Figure 29: Responses to ASCS’16 about understanding of the promotion process and associated criteria. The ASCS’16 also reveal that in STEMM, 52% F (206) and 49% M (137) did not apply for promotion in the last three years. Reasons reported are ‘Lack of confidence’ (35%, 71 females), or ‘working towards a future application’ (37.2%, 51 males) (Figure 30).

Figure 30: Responses to ASCS’16 explaining reasons for not applying for promotions in the last 3 years. Actions 4.2, 4.3, 4.4 and 5.1 will assist in supporting staff lacking confidence, information or support to apply for promotion. Although HoS/ALMs are encouraged to identify and support staff to discuss promotion prospects this has not been formally monitored. Data from ASCS’16 highlight that only 30% F (77) and 28% M (46) who applied for promotion, felt encouraged to do so by their line manager (Figure 31). We will ensure that career development and preparation for promotion are included in the annual review discussion (Action 5.1). We will also review our reward strategy to consider alternative progression mechanisms (Action 4.5).

Options Female MaleAgree 208 (49%) 164 (54%)

Neutral 66 (15%) 48 (16%)Disagree 126 (29%) 76 (25%)

Don't know 29 (7%) 14 (5%)Total 429 302

I have a good understanding of the promotion process and

associated criteria.

Female MaleLack of support 59 (29%) 35 (26%)Lack of

information 35 (17%) 21 (15%)Lack of

confidence 71 (35%) 30 (22%)Working towards future

application 41 (20%) 51 (37%)Total 398 281

I didn't apply for promotion in the last three years because:

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Figure 31: Responses to ASCS’16 about encouragement received by the line manager to apply for promotion.

5. Career development (i) Comment on the effectiveness of policies and activities in your institution that are supportive to

women’s career development in your SET departments.

a) Researcher career support and training – describe any additional support provided for researchers at the early stages of their careers, such as networks and training, staff appraisal scheme, and whether the institution is signed up to the Concordat.

In addition to our commitment to the Research Concordat (since 2008), we offer a range of support to academic and research staff. We were awarded and have maintained the HR Excellence in Research Award since 2010. Specific opportunities for ECRs and PIs are provided through the Centre for Academic Development (CAD) and the Staff Development & Training Unit (SDTU) including:

• coaching, • leadership, • management • core skills

We are launching a new Grant Academy for 2016/17 (Action 5.2) which will provide additional support through:

• idea development (grant foundry) • grantsmanship training • extended traffic light system • fellowship mentoring • extended peer review

Female MaleYes 77 (30%) 46 (28%)No 61 (24%) 45 (28%)N/A 107 (42%) 67 (41%)

PNTA 12 (5%) 4 (3%)Total 257 162

If you applied for promotion, did your line manager encourage you

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Our workload model provides for up to 50 hours Continuing Professional Development (CPD). Table 15 highlights that attendance levels require to improve and we will address this by developing a range of networking opportunities (Action 5.3). Table 15: Uptake of Centre for Academic Development courses (by instances)

Female Male Total % Female% Female

in Area2012/13 311 206 517 60% 56%2013/14 315 224 539 58% 56%2014/15 393 238 631 62% 56%2015/16 204 153 357 57% 56%2012/13 170 141 311 55% 42%2013/14 199 168 367 54% 41%2014/15 232 176 408 57% 42%2015/16 123 111 234 71% 42%2012/13 138 60 198 70% 51%2013/14 173 79 252 69% 50%2014/15 200 86 286 70% 51%2015/16 109 44 153 71% 52%2012/13 32 81 113 28% 17%2013/14 26 89 115 23% 19%2014/15 32 90 122 26% 22%2015/16 14 67 81 17% 20%

COPS

Institution

STEMM

CLSM

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Feedback collected from the courses targeted at ECRs and PIs (Table 16) is reviewed annually to inform future planning. Attendees receive documentation to support continuing self-reflection and development. Table 16: Leadership and Management training and feedback at UoA. Attendance numbers and feedback from 2012 – 2016.

Responses Impact on career

Stated Benefits of Attending

Institute of Leadership and Management 3 48 12 80% 24F, 4M,

71% found it had a positive impact

Increased confidence, Networking opportunities

Middle Management 67 36 65% 6F, 8M

73% were ‘satisfied’ or ‘very satisfied’ with associated impact

Confidence, Networking opportunities

Scottish Crucible (external leadership develpoment for ECRs) 10 5 67%

International Leadership Development Programme 10 7 59% 9F, 6M

100% agree programme has benefitted career, 50% (6 F) in the last cohort have since been promoted

Increased skills and Knowledge, Networiking opportunities

Principal Investigator Leadership Development 61 72 46%

Networking with colleagues across disciplines

Aurora Women in Leadership 15 n/a 100% 11F

82% increased confidence, 36% Applied for promotion, 18% receive more positive feedback

Total 211 132 62%

No Internal feedback collected

Training Programme F M %F

Feedback

We will pilot ‘Research Futures’, a career development programme, to provide an opportunity for those who have completed a programme to apply their skills and to pass on knowledge to future research leaders (Action 5.4). In 2015, 15 women (47% from STEMM areas, Grades 6-8) attended the Aurora Leadership programme. Feedback is reported in Table 16. A network has been established to share new skills and provide feedback for women’s development, which reports into the Senior Women’s Network. Due to high demand (70 applicants) and limited spaces for Aurora, we offered internal support for unsuccessful applicants. This included hosting workshops on ‘Academic Leadership for Women’ and an

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‘Interviewing for an Academic Job’ workshop, both led by Professor Karen Kelsky. A focus group identified concerns relating to career progression including: • understanding of the promotions process, and • flexible and part-time working advertised as part of job roles

Actions 3.1, 4.2, 4.3 and 5.1 will address both issues. Traffic Light System A ‘Traffic Light System has been developed to foster improved research grantsmanship. This process reviews grants providing the following ‘colour-code’:

Initially introduced in CLSM, the principles of the scheme are in operation across STEMM areas. Success rates for CLSM are detailed in Table 17/Figure 32. Valuable feedback has been received on career plans, interview and grant writing skills. The triage process has reduced the volume of applications considered but improved the quality and success rates. This process will be further enhanced through the Grants Academy (Action 5.2). Table 17: CLSM Traffic Light Scheme success rates

Female Male Total %F Female Male Total %F Female Male Total2010 N 22 6 28 78.6% 4 1 5 80.0% 18.2% 16.7% 17.9%2011 N 8 4 12 66.7% 2 1 3 66.7% 25.0% 25.0% 25.0%2012 N 15 10 25 60.0% 2 3 5 40.0% 13.3% 30.0% 20.0%2013 Y 8 8 16 50.0% 2 3 5 40.0% 25.0% 37.5% 31.3%2014 Y 15 7 22 68.2% 4 1 5 80.0% 26.7% 14.3% 22.7%2015 Y 11 5 16 68.8% 5 1 6 83.3% 45.5% 20.0% 37.5%

2016 (up to Aug) Y 5 0 5 100.0% 1 0 1 100.0% 20.0% - 20.0%45 20 65 69.2% 8 5 13 61.5% 17.8% 25.0% 20.0%39 20 59 66.1% 12 5 17 70.6% 30.8% 25.0% 28.8%84 40 124 67.7% 20 10 30 66.7% 23.8% 25.0% 24.2%

Total of those entered into TLSTotal of all

Applications Successful Applications Success RatesYear

Entered into Traffic Light Scheme

Total of those not entered into TLS

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Figure 32: Details of success rates for traffic light system. 2010 – 2012 data is pre traffic light system Annual Review (appraisal) In 2014, the University introduced an Annual Review process (including career development and readiness for promotion) which all staff are required to complete. Objectives are set for the following year. Mandatory training is provided for reviewers. Annual Review is monitored at School level. The ASCS’16 reveals that across the institution 71% (290) female and 82% (256) male respondents completed an annual review. To improve the process we will record data centrally through our new HR/Payroll System (Action 5.5). Annual Review guidance will be revised to provide greater clarity on readiness for promotion (Action 5.1).

b) Mentoring and networking – describe any mentoring programmes, including any SET-

specific mentoring programmes, and opportunities for networking. Mentoring The Staff Mentoring Scheme was re-launched in May 2016 to enhance provision. Matching criteria were expanded to include the following (optional) criteria:

• Gender; • College and School; • Grade; • Career development; • Grant writing; • Maternity/career break experiences.

By August 2016, 122 staff (92 f; 29 m; 1 non binary) had signed up to be a mentor, mentee or both.

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A post implementation survey revealed as a result of the Scheme 70% (33) felt ‘Able’ or ‘Very Able’ to achieve their goals, whilst 76% (46) could tackle any potential obstacles or issues in their workplace ‘Well’ or ‘Very Well’. We will continue to review the operation and uptake of the scheme. (Action 5.6) Since 2013, ‘Speed Mentoring’ events have provided an opportunity to network with colleagues and seek future potential mentors, contacts and sources of advice and information. 42 females and 15 males have connected with 16 female mentors and 4 male mentors. Although feedback was not collected, this will be included at future events as part of (Action 5.6). We will investigate why there is such a low uptake by males. An explanation may be the lack of male mentors available to facilitate the sessions, which we aim to address at future events (Action 5.6). Probation Mentoring The role of probationary mentor was enhanced in 2015 and additional support and training is now provided to mentors and probationers. The ASCS’16 revealed 46% F and 54% M found their probationary mentor useful. We will hold focus groups to further explore ways to further improve the mentoring process. (Action 5.7). Coaching An ILM coaching module for staff was established in 2014 in collaboration with the University of St Andrews. In addition HR and CAD staff, a further 11 staff members have been trained as coaches. 20 staff (60% female, 40% male) of whom 15 are research active staff are receiving coaching. ALM training and promotions guidance highlight the availability of coaching for staff. Networks Since 2012, internal networks have been introduced to support female colleagues and enhance opportunities for networking and peer support. They engage with GESG and the AS coordinators. Feedback from the network groups will be obtained and relevant action progressed (Action 5.8) Senior Women’s Network Established in 2012 to provide opportunities for senior female colleagues to network informally and discuss prevalent issues for women, as well as inviting inspirational guest speakers. The group has grown to 80 members. A Steering group is being established to lead the network which will report to the GESG (Action 5.9). Parent’s Network In 2015, we piloted a Parent’s Network to allow academic colleagues with children to suggest how the University could improve support. 18 members of staff attended. A champion for the Network will be identified to ensure it continues and suggestions fed back to the GESG (Action 5.10). The Esslemont Group This is a females’ network in CLSM. It aims to highlight the contribution of female staff, create an awareness of gender issues and disseminate information about gender and diversity in the workplace.

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(ii) Comment on the effectiveness of activities in your institution that raise the profile of women in SET generally and also help female staff to raise their own profile such as:

a) Conferences, seminars, lectures, exhibitions and other events.

The University takes every opportunity to celebrate women’s success. We invite high profile speakers for conferences and seminars to provide an inspirational experience for students and staff. International Women’s Day (IWD) Conference Inspirational speakers have presented at the annual IWD Conference since 2014 which has been consistently over-subscribed. In 2016, 96% of participants rated the overall experience/quality of the event as good/very good. A live web-link to the Conference is provided to encourage wider participation with a Twitter feed throughout. In 2016 we exhibited female artists’ work as part of the conference experience, and included speed mentoring for participants. We will use IWD to raise the profile of our staff and students by including internal speakers at future events (Action 5.11).

Figure 33 The social media campaign showcasing our female researchers, in the week run up to International Women’s Day Public Engagement and Outreach The University delivers an award winning range of public and school events, to raise the profile of our staff and enhance personal skills through an enhanced training programme (Figure 34). We have received a range of awards - Public Engagement Advocacy and Outstanding Collaboration (Association of Research Managers and Administrators 2016, European Researchers’ Night and NUCLEUS.

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Figure 34 Staff and PhD students taking part in public engagement activities. From top left: Universities Week 2014 at the Natural History Museum, London; Aberdeen Science Centre for British Science Week 2015; Aberdeen Science Festival. From middle left: University May Festival 2014; European Researchers’ Night; British Science Festival 2012. From bottom left: European Researchers’ Night Science Buskers event; Bright Club researchers’ comedy night at EXPLORATHON 2016; Health and Wellbeing interactive stand at Highland Games 2015 in Aberdeen. Staff participation at these events is provided in Tables 18 and 19. Staff are recognised for their contribution to public engagement in the promotions exercise and through the Principal’s Prize for Public Engagement. Public engagement and Knowledge Exchange activity is currently not recorded routinely within workload data. This will be introduced to support future AS submissions (Action 5.12). Table 18: Internal staff numbers for Community Café Series. Cafes include: Café Scientifique, Café Med, Café Controversial, PechaKucha Aberdeen. *2016 only contains data for events organised up to June 2016.

Female Male Total %F

2013 19 32 51 37 2014 22 30 52 42 2015 25 26 51 49

2016* 6 9 15 40

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Table 19: Internal staff numbers for Festivals. Festivals include: TechFest, May Festival, European Researchers’ Night, British Science Week. *2016 only contains data for events organised up June 2016.

Female Male Total %F 2013 19 17 36 53 2014 38 38 76 50 2015 47 65 112 42

2016* 30 22 52 58 Exhibitions and Portraits In 2014, we created an ‘Inspiring Women’ exhibition to showcase the achievements of female graduates and staff (Figure 35). We continue to expand this exhibition annually and it has been displayed as follows:

• IWD Conference; • STEMM School Buildings; • University Library; • May Festival; • International Womens Day; • Aberdeen’s Science and Technology Festival (TechFest); • Satrosphere; • External Women in STEMM events.

Figure 35 Inspiring Women Exhibition at Café Scientifique, Waterstones Aberdeen.

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The UoA has recently commissioned portraits of female professors. The first of these has been placed in the University’s Court Room (Figure 36).

Figure 36 Professor Zosia Miedzybrodzka (IMS), first portrait of a female Professor to be displayed in Court Room. b) Providing spokeswomen for internal and external media opportunities.

Our Communications team provide support in engaging with internal/external media opportunities, which include:

• Web News page: between June 2015 and 2016, female academics were the main feature of 46% of stories (145 stories).

• Staff weekly E-Zine shares success stories • The Conversation, an independent source of news and views from the academic/research

community, delivered direct to the public. By August 2016, our top five Conversation contributors include three women. Recent articles include those by Dr Mairead Black (Daily Mail, July 2016) and Dr Amy Bryzgel (Yahoo News and CNN, August 2016).

• Community Radio Programme. A weekly science radio show, interviewing researchers live on air. Between 2015 and 2016, 31 academics featured on this show (67% F).

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Figure 37: Examples of recent news stories featuring our female academics (June – August 2016)

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c) Nominations to public bodies, professional bodies and for external prizes.

Table 20 depicts awards made to female academics in STEMM areas. Awards and nominations are celebrated and shared through news releases and in the E-Zine. Nominations are encouraged and directed through the Principal’s office ensuring appropriate gender balance. Table 20: Example of awards made to female academics in STEMM areas, between 2011 and 2016.

Name College Award/ Nomination (year) Dr Mirela Delibegovic CLSM Member of the RSE Young Academy (2011) Professor Jane Reid CLSM Member of the RSE Young Academy (2011)

Zoological Society of London Scientific medal (2013)

Dr Carol Munro CLSM Fellow of the Society of Biology (2012) Professor Doerthe Tetzlaff COPS Member of the RSE Young Academy (2012)

Professor Marion Campbell CLSM

Fellow of the International Society of Clinical Trials (2013)

Professor Lynda Erskine CLSM Suffrage Science Award (2014)

Dr Margaret Watson CLSM

Fellowship, Health Foundation Improvement (2015)

Professor Rhona Flin CLSM

Fellowship Ad Homine, Royal College of Surgeons (2016)

Professor Dame Anne Glover Professional Services (previously CLSM)

Fellowship, The Royal Society (2016)

Dr Anke Roelofs CLSM

Sir Robin MacLellan Travel Award, Tenovus Scotland (2016)

Dr Zuzana Gajdosechova COPS

Thermo-Hilger Award, The Royal Society of Chemistry (2016)

Professor Helen Galley

CLSM

Honorary fellowship of the Faculty of Intensive Care Medicine for outstanding contribution to the advancement of intensive care medicine (2016)

6. Organisation and culture

Institutional policies and procedures, together with associated training, are embedded within the organisational structure and highlighted in an online Policy Zone and HR Handbook. Changes to policy and E&D updates are communicated to staff through the normal line management structure and the E-zine. Our HR policies and procedures are published in the HR Handbook and are highlighted in our induction programme. School induction checklists for new staff include reference to the HR Handbook and mandatory E&D training module which became mandatory in 2014. To date, 75.2% have completed the course.

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Unconscious Bias training is provided through internal training and external providers (Equate and Challenge Consultancy Ltd). Positive feedback has been received which reveals that the training has motivated staff to change their behaviour. Consideration will be given to how the training can be cascaded across the University (Action 6.1). (i) Comment on the effectiveness of policies and activities in your institution that show a supportive

organisation and culture in your SET departments as shown by the following data. a) Female:male ratio of Heads of School/Faculty/Department across the whole institution

and in SET departments. Table 21: Female:male ratio of Heads of School/Faculty/Department across the whole institution and in SET departments.

2016 2015 2014 2013 College Male Female Male Female Male Female Male Female CASS 2 3 2 3 2 3 2 3 COPS 2 1 2 1 2 1 2 1 CLSM 3 0 2 1 2 1 2 1 Business School 1 0 1 0 1 0 1 0 SET Schools Male Female Male Female Male Female Male Female MMSN 1 0 1 0 1 0 1 0 Psychology 1 0 1 0 1 0 1 0 NCS 0 1 0 1 0 1 0 1 Engineering 1 0 1 0 1 0 1 0 Geosciences 1 0 1 0 1 0 1 0 Biological Sciences 1 0 0 1 0 1 0 1 Professional Services Male Female Male Female Male Female Male Female HR 0 1 0 1 0 1 0 1 External Relations 0 1 0 1 0 1 0 1 Development Trust 0 1 0 1 0 1 0 1 Academic Services 0 1 0 1 0 1 0 1 Student Life 1 0 1 0 1 0 1 0 Finance 1 0 0 1 0 1 0 1 IT Services 1 0 1 0 1 0 1 0 Library 0 1 0 1 0 1 0 1 Estates 1 0 1 0 1 0 1 0 Planning 0 1 0 1 0 1 0 1 Research & Innovation 0 1 1 0 1 0 1 0 Health, Safety & Wellbeing

1 0 n/a n/a n/a n/a n/a n/a

Our suite of leadership development programmes are essential in supporting our longer term succession planning for our HoS roles which rotate every 3 to 5 years. All of our HoS have attended or are attending a development programme. We collaborate with other universities in running an international leadership development programme to support our internal ILDP.

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Through careful management of attendees on these programmes, mentoring, improved recruitment processes and commitment to reducing unconscious bias, we hope that there will be a positive change in the gender balance of HoS.

b) Gender balance on the senior management team at university level.

The Senior Management Team meets fortnightly and comprises the Principal, Senior Vice-Principal, Vice-Principals (7), University Secretary, Director of Finance and Heads of School (3) with the Director of HR in attendance. These meetings provide a forum where the Principal can discuss issues with his senior management team. The UMG is the formal forum for supporting policy changes which includes those attending SMT, Heads of School and Directors of Professional Services Directorates. Since 2010, there has been an improvement in gender balance on the senior management team, with an increase by 9% F observed between 2012/13 and 2013/14 (Table 22). Table 22 Numbers (Headcount) of females and males on the Senior Management Team (SMT). Data are presented annually from 1st August 2009 to 31st July 2016 to reflect change.

Female Male Total %F2009/10 2 6 8 25%2010/11 2 7 9 22%2011/12 3 8 11 27%2012/13 4 11 15 27%2013/14 5 9 14 36%2014/15 4 9 13 31%2015/16 5 8 13 38%

c) Gender balance on influential committees at university level. In 2013/14 the remits of all University Committees were revised to include a requirement that the diversity profile and gender-balance of the Committee must be considered (AP2012.7). All University Committee remit’s and compositions are provided to the Planning Directorate on an annual basis to ensure there is an oversight of gender balance. In 2013/14, the University Court developed a “Statement of Intent on Diversity” which outlined its ambition to achieve and maintain 25% female representation, increasing to 40% longer term (AP2012.6). The Court has still to achieve the 40% target despite a change in approach to the Court recruitment process. This process has included advertising with ‘Women on Boards’ and including the statement ‘Expressions of interest from women and other groups who are currently under-represented on Court are also particularly welcome’. Progress towards the target will be reviewed annually (Action 6.2). There has been a steady increase in female representation in UMG and Senate since 2011, from 41% (9 F) to 52% (13 F) in UMG and 27% (35 F) to 46% (58 F) in Senate.

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Table 23: Numbers (Headcount) of females and males on Court, University Management Group (UMG) and Senate. Data are presented annually from 1st August 2009 to 31st July 2016 to reflect change.

Committee Year Female Male Total %F2009/10 5 21 26 19%2010/11 3 23 26 12%2011/12 5 22 27 19%2012/13 6 22 28 21%2013/14 8 19 27 30%2014/15 8 18 26 31%2015/16 8 20 28 29%2009/10 7 13 20 35%2010/11 8 14 22 36%2011/12 9 13 22 41%2012/13 9 13 22 41%2013/14 11 13 24 46%2014/15 11 13 24 46%2015/16 13 12 25 52%2009/102010/112011/12 35 94 129 27%2012/13 47 76 123 38%2013/14 51 83 134 38%2014/15 55 78 133 41%2015/16 58 68 126 46%

Court

University Management Group

Senate

d) Evidence from equal pay audits/reviews. In addition to a tri-annual equal pay audit (in progress November 2016) the Remuneration Committee reviews equal pay data on an annual basis. Steps have been taken over the past 5 years to manage a gender pay gap. The data below (Table 24a) demonstrates there are no significant pay gaps in Grades 1 – 8. Table 24a Grades 1-8, pay gaps

Grade Institution STEMM Female Male Gap Female Male Gap

1 £15,839 £15,831 -0.1 £15,831 - - 2 £17,313 £17,173 -0.8 £17,441 £17,432 -0.1 3 £20,499 £20,717 1.1 £20,445 £20,392 -0.3 4 £24,523 £25,085 2.2 £24,419 £23,983 -1.8 5 £29,272 £29,583 1.0 £29,452 £29,212 -0.8 6 £35,956 £36,025 0.2 £35,864 £36,105 0.7 7 £44,934 £44,990 0.1 £44,775 £44,901 0.3 8 £54,405 £55,224 1.5 £54,623 £55,384 1.4 9 £60,925 £63,917 4.7 £60,002 £63,448 5.4 9 Off £81,933 £88,075 7.0 £81,268 £82,208 1.1

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The Remuneration Committee has taken steps over the previous 5 years to reduce the gap for staff at Grade 9 (Professorial/Senior Staff). Tables 24b and 24c demonstrate that, when monitored by tenure in post, the pay gap is controlled. Actions are progressed through the Remuneration Committee to redress differentials. The Remuneration Committee will continue to monitor this position and take action annually. Table 24b: Professorial Salary Analysis by Tenure

Table 24b: Professorial Salary Analysis by Tenure Median Pay Gap (%) Tenure 2016 2015 2014 2013 2012 2011 Under 5yrs -4.3 -1.5 1.5 7.9 5.0 14.2 5-10yrs 2.3 0.6 4.5 3.2 4.0 -4.0 Over 10yrs -12.0 3.2 3.6 1.4 -0.3 4.1 All 10.4 10.0 12.3 11.3 11.2 11.0

Table 24b demonstrates that in 2016, for tenure under 5 years, salaries for female staff are 4.3% higher than men; 5 – 10 years male salaries are 2.3% higher than females and over 10 years, female salaries are 12 % higher than males (it should be noted that the numbers in this cohort are very small). Table 24c: Professorial gender distribution by Tenure at UoA

Table 24c: Professorial gender distribution by Tenure at UoA 2016 2015 2014 Tenure F(N) % M (N) % F(N) % M(N) % F(N) % M(N) % Under 5yrs

28 60.9 60 36.4 33 62.3 63 36.0 37 63.8 71 38.4

5-10yrs 14 30.4 59 35.8 16 30.2 72 41.1 14 24.1 71 38.4 Over 10yrs

4 8.7 46 27.9 4 7.5 40 22.9 7 12.1 43 23.2

All 46 100 165 100 53 100 175 100 58 100 185 100

e) Female:male ratio of staff in the 2008 Research Assessment Exercise/ Research Excellence Framework – across the whole institution and in SET departments.

Table 25: University of Aberdeen RAE 2008 and REF 2014. Figures presented as % in final 2 columns.

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The University’s REF 2014 Equality Impact Assessment examined selection on the basis of protected characteristics. Analysis showed age, disability and ethnic origin were represented proportionately in the selected population. The REF2014 data highlights that females were under represented (Table 25). Those not selected for inclusion were predominantly located in Medicine and Dentistry (CLSM) and Education (CASS). In these schools, there is a higher proportion of female staff employed for expertise in the profession. Some have since secured promotion on the Teaching & Scholarship career track. Steps are being taken to support staff to improve research trajectories as detailed in section 5.

f) Transparent workload models – describe the effectiveness of the systems in place to ensure that work, including pastoral and administrative responsibilities, is allocated transparently and equitably, and is rewarded and recognised in appraisal and promotions.

In 2015, the University developed a Workload Policy and Modelling Principles to ensure fair workload allocation, this was set at 1650 hours per annum (including 50 hours protected time for training and CPD) for the three core functions of an academic profile, the values determined for the career tracks as follows:

• Teaching & Research (40% Teaching, 40% Research, 20% Administrative activities) • Research Only (85% Research & Administration, 15% Teaching) • Teaching (85% Teaching & Administration, 15% Research) • We are revising our Framework of Academic Expectations to link with the Workload Policy and

Modelling Principles which will be used to inform appraisal and promotions processes. (Action 6.3) School workload models will be published on the intranet (Action 6.4). In ASCS’16, 35% (150) F and 41% (139) M agree that their School’s workload model is fair and transparent (Figure 38). Increased transparency adherence to expectation and principles should improve this. 59% (269) F and 60% (181) M reported that they discussed their workloads in annual reviews. To increase this we will include discussion on workload in the annual review checklist and guidance (Action 5.1).

Female MaleAgree/

Strongly agree 150 (35%) 139 (41%)

Unsure 133 (31%) 95 (28%)Disagree/ Strongly disagree 151 (35%) 106 (31%)

Total 434 340

Is the workload model fair and transparent?

Figure 38: Responses to ASCS’16 about fairness and transparency of the workload model

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Female MaleStrongly agree/ agree 269 (59%) 181 (60%)

Neutral 68 (15%) 58 (19%)Disagree/ strongly disagree 121 (26%) 62 (21%)

Total 458 301

My workload is discussed in my annual review

Figure 39: Responses to ASCS’16 about discussion of the workload in the annual review

g) Work-life balance – describe the measures taken by your institution to ensure a healthy

work-life balance including, for example, that meetings and other events are held during core hours and to discourage a long hours culture.

In 2015 we appointed a Director of Health and Safety with an expanded remit for Wellbeing. This has increased the profile specifically in relation to wellbeing activities including:

• Health & Wellbeing Days; • Walk a Mile; • Walking Meetings; • Mindfulness Training; • Mental Health First Aid Training (44 trained to date); • 9 day Fortnight; • Purchase of annual leave; • Britain’s Healthiest Workplace Survey; • Employee Assistance Programme; • ‘Because we Care’ Campaign; • Employee Engagement Group; • Mental Health & Wellbeing Strategy (Figure 40)

We will review the impact of these new initiatives through staff surveys and participation in Britain’s Healthiest Workplace Survey. (Action 6.5)

Figure 40: Sample of the postcard distributed at the Mental Health & Wellbeing Strategy Launch.

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University core committees and meetings across the University normally meet between 10am and 4pm taking due consideration of childcare and other commitments. Since 2011- 2012 the number of committee meetings held outwith core hours (10am -4pm) reduced from 31.2% (58 of 186) to 13.4% (13 of 97). We retained our Healthy Working Lives Silver Accreditation in 2015 and have established working groups to ensure the successful submission for Gold Accreditation in 2017. The introduction of a 9 day fortnight allows professional and support staff to compress their working hours over 9 days. Feedback from staff participating in the scheme is very positive.

h) Publicity materials, describe policies for production of publicity materials including the institution’s website or images used.

In summer 2016, we launched new branding guidelines which provide clarity to all users and audiences. The development of the brand and supporting documentation followed wide consultation. The brand portal provides information on our messages, visual identity, a branding toolkit, guidelines, advice and support. We are committed to ensuring an equal balance of gender in all publications. In July 2016, an audit highlighted that 56% of images on our website were represented by females. The University is undertaking a review of its website and marketing materials and we will ensure that diversity is a key part of our new website, student prospectus and job adverts. (Action 6.6).

7. Flexibility and managing career breaks (i) Comment on the effectiveness of policies and activities in your institution that are supportive of

flexibility and managing career breaks in your SET departments as shown by the following.

a) Flexible working – describe how eligibility for flexible and part-time working is advertised to staff.

The University operates a Flexible Working Policy. Requests for flexible working are considered and approved by line managers, in consultation with HoS or Heads of Section, bearing in mind business requirements. Currently 42% (445) of female and 12% (68) male professional and support staff work part-time. 26% (155) of female academic staff and 12% (90) of male academic staff work part-time. The University records contractual changes to staff FTE but does not record requests for flexible working. Furthermore, there are numerous unrecorded informal flexible working arrangements in place. To enhance our monitoring, we will record all flexible working requests and agreed informal arrangements as part of our new HR/Payroll System being launched in 2017 (Action 7.1).

b) Parental leave – the uptake of leave entitlement (including maternity, parental, adoption and paternity leave) and the return rates and support offered to those returning to work.

The University offers a range of family friendly policies that offer generous terms exceeding statutory entitlements. Information sessions are delivered on a quarterly basis.

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Since 2012, the University has offered parental coaching to staff before and/or after periods of parental leave. To date, there has been a 30% uptake (42 members of staff; 2 m and 40 f; 27 academics). Feedback has been positive. We will enhance the advertising of this opportunity to ensure more staff benefit (Action 7.2). We have included the option to request mentors with experience of balancing careers and family life. This option is currently being evaluated as part of the feedback process on the Mentoring Scheme. (Action 5.6) Prior to Leave Commencing HR will meet with the employee to discuss entitlements and additional information is available in the HR Handbook. Risk assessments are undertaken for all expectant women and where required, re-deployment opportunities considered. Wherever possible, posts are back filled during leave or research grants held in abeyance during the period of leave. The University is committed to creating a central maternity cover fund to ensure appropriate cover arrangements are in place (Action 7.3). During Leave During maternity leave, staff are encouraged to work up to 10 days (KIT days). Full payment is received for each day worked. On Return Staff returning from maternity/adoption leave are informed of their entitlement to request flexible working options. This is discussed with the line manager who gives consideration to workload and the needs of the organisation. Following their return, regular catch-up meetings take place to continue to agree workload and provide support. Employees whose contracts would come to an end (usually externally funded researchers) during the course of maternity leave will have their contracts extended to the end of the leave period to allow for full occupational maternity and statutory maternity pay entitlements. These individuals are entitled to be considered for further employment after the leave through the redeployment process. Where feasible, such work activities will be put on hold and completion deadlines extended in order to allow such individuals to complete the work following maternity leave. There are currently two dedicated nursing rooms (Old Aberdeen and Foresterhill Campuses) and the University is currently evaluating a third located near the on-site nursery. We will actively publicise that we welcome breastfeeding/nursing in those rooms and in social areas (Action 7.4). Private first aid rooms in buildings (all Schools, Professional Services and the Library) offer a space for nursing. Personal lockable fridges are available to all staff requiring milk storage. Parental coaching on return from leave to support staff in the transition back to work is offered. Tables 26 and 27 show that during the last 5 years, of the 122 employees (97 STEMM), who took maternity leave, 102 females returned, 79 STEMM. We will investigate further the higher % of Grade 5 staff not returning from leave, to establish the reasons and whether the University can influence this.

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Table 26: Incidences of maternity leave and return rates for Academic staff in institution and STEMM Colleges.

Year Cohort Not return Return Total Return rates

2011/12

Institution 3 23 26

STEMM 2 16 18

2012/13

Institution 5 25 30

STEMM 5 18 23

2013/14

Institution 7 18 25

STEMM 6 17 23

2014/15

Institution 4 22 26

STEMM 4 16 20

2015/16

Institution 1 14 15

STEMM 1 12 13

Overall Institution 20 102 122

STEMM 18 79 97

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Table 27: Incidences of maternity leave and return rates for Academic staff across the institution and STEMM Colleges by grade.

Grade Cohort Not return Return Total Return rates

5

Institution 7 6 13

STEMM 6 6 12

6

Institution 11 55 66

STEMM 10 50 60

7

Institution 1 24 25

STEMM 1 10 11

8

Institution 1 16 17

STEMM 1 12 13

9

Institution 0 1 1

STEMM 0 1 1

Overall

Institution 20 102 122

STEMM 18 79 97

Table 28: Incidences of maternity leave and return rates for Professional and Support staff (grades 5-9) across the institution.

Didn't return Return Total % Return rate

2011/12 1 14 15 93%2012/13 1 17 18 94%2013/14 1 11 12 92%2014/15 1 18 19 95%2015/16 0 14 14 100%Overall 4 74 78 95%

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Table 29: Incidences of maternity leave and return rates for Professional and Support staff across the institution by grade.

Didn't return Return Total % Return rate

5 3 19 22 86%6 1 32 33 97%7 0 19 19 100%8 0 4 4 100%9 0 0 0 -

Overall 4 74 78 95%

Over the last 5 years, 67 (18 STEMM) professional and support employees took paternity leave compared to 79 (58 STEMM) academics. During this time, 48 academics (39 STEMM) and 48 Professional and Support staff took parental, adoption and shared leave (Table 30). In April 2015, a policy on Shared Parental Leave was launched and promoted through the E-zine, HR Handbook and information sessions. To date, one request has been received. Table 30: Paternity, parental, adoption and shared leave rates across the institution and STEMM Colleges.

Institution 16 16 5 5STEMM 12 4 4 1% STEMM 75% 80%Institution 21 12 6 10STEMM 14 3 6 -% STEMM 67% 100%Institution 10 17 4 0STEMM 8 3 3 -% STEMM 80% 75%Institution 18 13 8 21STEMM 15 7 4 5% STEMM 83% 50%Institution 14 9 25 12STEMM 9 1 22 5% STEMM 64% 88%Institution 79 67 48 48STEMM 58 18 39 11

Professional & SupportAcademic

Parental, adoption and shared leave

2014/15

2015/16

Overall

Paternity Leave incidences

Professional & Support

2011/12

2012/13

2013/14

Academic

Whilst the return rate from parental leave is positive, it is intended that further support is required to ease the transition back to work. In 2014, a ‘Women’s Returners Fund’ was introduced as part of a Wellcome Trust award. This enables academic females (lecturer and above) to apply for up to six months of “protected research time” upon their

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return to work. Since February 2015, 3 women have successfully applied. This number corresponds to the eligible population on maternity leave between 2015 and 2016. This fund has now been extended to people with caring (not just childcare) commitments. In 2015 CLSM introduced the “Family Award for Scientific Conferences”, an internal scheme to support scientists who incur additional childcare costs associated with attending a scientific conference. In 2015-2016, 6 early career researchers received awards (100% success rate). This initiative is operated at school level. SMMSN to date has awarded 3 applicants (100% success rate) in 2016-2017. Other schools are considering similar approaches. c) Childcare – describe the institution’s childcare provision and how it is communicated to staff.

The University expanded its on-site nursery, which is open to staff and students, to accommodate 76 children in an award-winning Passivhaus building. We have also asked the Nursery Trust to consider an extension of their opening hours. Additional nursery spaces have also been secured for staff on the Foresterhill site to have access to the on-site nursery. Guidance on childcare provision is available to all staff through the HR Handbook, HR Partners and through discussions with line managers. A salary sacrifice childcare voucher scheme operates for staff. During 2011/12 to 2013/14, 126 academic staff took advantage of this scheme - 85 from CLSM and 18 from COPS. More recent data is shown in Table 31. Table 31 Numbers of female and male academics currently using the childcare voucher in each of the 3 Colleges.

2015-2016

Female academics

Male academics

CASS 10 12 CLSM 50 38 COPS 5 11

8. Any other comments – maximum 500 words (479 words) Please comment here on any other elements which you think relevant to the application, e.g. other SET-specific initiatives of special interest since the original application that have not been covered in the previous sections, and promoting the Athena SWAN Charter. Retention We are currently examining retention rates. This will include work to improve the information we gather from employees when they leave our employment through exit interviews and other feedback. (Action 8.1)

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Student Engagement The University works closely with Aberdeen University Student’s Association (AUSA) on gender equality. Student representatives have participated on the institution SAT/GESG and School SATs are encouraged to have student representation. The University is proposing to recognise student involvement in promoting the Charter, by having this information recorded on enhanced degree transcripts. (Action 8.2) We have supported a number of events and societies including:

• An Equate Scotland networking event for female Engineering students; • A ‘Women in Science’ panel discussion (of which the AS Institutional officer was a keynote speaker) • A Leadership Lunch supported by Haliburton • The introduction of RoboGALS to the University • The British Science association event ‘Aberdeen’s untold story of women in science’ featuring the

president of AuWISE (Women in Science and Engineering). • Reserved places at International Women’s Day for student leads • Involved student leads in IWD planning

ECU Attracting Diversity Since 2014, the University has committed to the ECU Attracting Diversity project to support its desire for widening participation and student diversity. The aim is to gain an increased understanding of the University’s student population, any equality and diversity issues in recruitment processes and the experiences of current students. The project team use quantitative and qualitative data to set priority objectives linked to the project and the University’s own commitments to diversity in student recruitment. The project team work closely with the AS officer and two AS School SATs are currently collaborating with the team to trial actions in an effort to increase diversity within their Schools. Key 2014/15 findings are as follows:

• The diversity of the University’s student population is similar to that of other institutions. • There is gender inequality in some subjects, but in general this is in-line with other institutions. • A range of outreach activities take place aimed at addressing gender inequality in STEM subjects,

but these have been largely uncoordinated with other widening participation activities.

E&D in student recruitment is a standing item on the agenda of the University’s Widening Participation Working Group. The Widening Participation team will continue working with the AS officer and the AUSA sabbatical officers to develop the action plan. (Action 8.3) Other Relevant Initatives The University established the ‘Aberdeen Athena SWAN’ Network, bringing together universities and research institutes in Aberdeen regularly to share good practice.

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The University through the Principal and Vice Principal (People Strategy) has signed Stonewall’s No Bystander pledge in 2016 and encouraged the university community to follow. The pledge commits organisations and individuals to challenge bullying and discrimination and to stand up for fairness. The University has a LGBT Staff Network Group, open to both LGBT staff and those with an interest in LGBT issues. The network is represented on the GESG.

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Appendix 1 2012 Action plans with progress made to 2016 ACTION 1: POLICIES AND PROCEDURES

Action Success indicator Responsibility Phase Progress made to 2016

1. Continue with ongoing comprehensive Equal Pay review to pursue gender equality

Review report produced 2013 HR 1 Complete Analysis of report data for

University and each SET schools Report to AGED and SAT/UMG

Develop an action plan to focus on reasons why inequality happens and address areas of difficulty

HR/AGED/SAT Between 1 & 3

C 2. Staff survey to collate systematic data on staff experiences of working in the Institution to be used for organisational development based on engaging and developing employees

Support current development and implementation of questionnaire to take gender considerations into account

HR/AGED/SAT Ongoing Complete Data obtained will inform future

ongoing action plan to address issues Communications strategy developed, including HR website for transparency

HR

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3. Staff Personal Development experience questionnaire introduced. Will enable employee engagement and collate systematic data on staff experiences.

Development and implementation of questionnaire

SAT 1 Limited - the Annual Review was enhanced to ensure personal development needs were discussed and captured. Action 5.1 in 2016 plan refers.

Data obtained will inform future action plan

SAT/HR 2 Limited – see above Limited – Action 6.7 in 2016 plan refers.

Communications strategy developed, including on HR website for transparency and to AGED

4. Promotion and progression procedures revised to provide greater transparency

Guidance documentation reviewed and communicated

SMT/HR/SAT 2 Complete Complete Complete

Existing University “Framework for Academic Expectations” (FAE) and appraisal procedures used to support promotion and progression procedures

HOS/HOC/HR 2

Review training for HOS/Line managers, bullying and harassment advisors and promotion panels

HR/EDA

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5. Proactive review of career support policies Implement scheduled review and promotion of career support policies

SAT/HR/HoS Comms/EDA

2 Complete

6. Review make-up of Promotions Committees Yearly report to HR/AGED on the gender balance of promotions committee by School

HR/HOC Between 1 & 3

Complete Complete

Ongoing review of gender balance to achieve appropriate representation of women on promotions panels, if possible

AGED

7. Promotions Committees training on applying promotion criteria equitably and considering possible gender differences in the case presented such as maternity leave, difficulty in attending international conferences, administrative load

New training implemented for HOI/HOS/Line managers, bullying and harassment officers and members of promotion panels. Regular promotion from HR to attend training and ongoing monitoring of numbers attending training/accessing online modules

HR/HOS/EDA Ongoing Complete

8. Proactively promote work life balance policies Information pack for line managers/HOS

College HR Between 1 & 3

Complete

Training for line managers/HOS EDA/College HR

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SECTION 2: BASELINE GENDER DATA

Action Success indicator Responsibility Phase Progress made to 2016

9. Data reports and narratives prepared for Athena application to be sent to key University/School staff to structure discussions of gender equity priorities and planning in SET Faculties

Yearly report to be submitted to HOC/AGED on current School progress and future planning

HOC/HOS/SMT/EDA 1 Complete

10. Review maternity/paternity leave support programmes and develop “info pack” for parents returning to work. Carer support needs considered. Review School level support needs.

Report on recommendations to SMT//AGED

SAT/HR 2 Complete Complete Include in staff surveys section on

maternity /carer support for review and ongoing development of support

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11. Review of the gender balance of influential University committees such as Senate, promotions.

Review process to ensure transparency, female proportional representation and recruitment equity

SMT/AGED/CS 1 Complete Complete Complete

12. Revise University committee guidelines, as appropriate, to encourage proportional gender representation

SMT/ /AGED to be sent the Athena data figures on the current gender balance of influential committees and recommended actions

SAT 1

Report template developed for yearly report updates

EDA/DIT/HR/CSCS/AGED

Yearly report on the gender balance of influential committees and recommended actions as a result by SMT

AGED/SMT

13. Review of the gender balance of SET School committees

Report template developed yearly to raise awareness

HOS/HOC 1 Zero – we have raised awareness of the need to redress the balance. Action 6.2 of 2016 plan refers.

EDA/DIT College Office

14. Seek opinion from groups i.e. researchers, junior lecturers to identify issues and develop future action plans

Arrange focus groups/interviews/workshops/staff survey data

SAT/HR/EDA 2 Complete Complete Report on any

issues/recommendations to AGED

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15. Review recruitment processes to ensure the University/College is women friendly and presented as a positive place to work and develop

Positive female images in recruitment literature and on the University and College web pages

SMT/HOS/HR 1 Complete Complete Complete Complete

Promotion of Athena membership and award if successful on University web pages and in recruitment literature

HR/PPG/EDA

Work with HR advisers to ensure that appropriate consideration is given to gender make up of recruitment panels

HR/HOS/HOC/PIs

Ensure all recruitment panel members are trained and aware of equality issues in recruitment

HR/EDA

16. Exit interviews to explore rationale for exit from schools and any specific issues for gender/grade/role/work life balance

Exit survey / questionnaire fully implemented

HR 2

Complete Limited – we have reviewed and highlighted the need for such information to be provided. Limited Complete

Yearly report to SMT/AGED/SAT on numbers, gender, role, grade and identified issues by School; yearly report on progress

HR/DIT/EDA

Report template used for yearly updates

DIT/HR/EDA

Local School/College action plans developed as appropriate for identified issues

HOS

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Appendix 2

9. ACTION PLAN 2016 – 2019

1. Self-assessment Process Action (priority)

Planned action Rationale Action details Timeframe Person responsible

Success measures/outputs

Section/ref. Start End

1.1 Medium

Review annually the GESG (SAT) composition and remit

To ensure the GESG continues to represent staff and students, and includes champions for technical and support staff

Review annually GESG membership and appoint new members. Include the review in the timetable of Business

Jan 2017

Dec 2017

Gender Equality Steering Group Chair

Annual review in place. GESG membership published online www.abdn.ac.uk/athenaswan

2 (a)

Review annually the objectives of the GESG to ensure it continues to align with the expanded ECU Athena SWAN principles and aims and objectives

Jan 2018

Jan 2018

Annual review of GESG objectives published online www.abdn.ac.uk/athenaswan

1.2 High

Devise and publish an annual timetable of business

A published timetable of business will ensure productivity is continued and local actions are met, whilst raising awareness of planned AS actions

Produce a timetable of business detailing ongoing and new actions, deadlines, events and AS training

Nov 2016

Feb 2017

Gender Equality Steering Group

Timetable for business in place

GESG agreed timetable

Timetable published at www.abdn.ac.uk/athenaswan

2 (a)

http://www.abdn.ac.uk/athenaswan






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1.3 High

Establish annual reporting of Athena SWAN progress

To keep AGED, UMG, Operating Board, and all staff and students updated with Institutional AS progress

Establish collation of Institution data reports and progress actions

Oct 2017

Oct 2017


Processes in place. Reports gathered and reviewed by GESG

Outputs published in the progress report

2 (a) 2 (c)

Embed collation of School progress reports and present to GESG

Oct 2017

Oct 2017

Gender Equality Steering Group/AS Officers

Establish an annual report of progress to AGED, UMG, and Operating Board

Nov 2017

Nov 2017


Report submitted and approved by UMG

Establish publication of annual report of progress and consult with staff and students

Dec 2017

Dec 2017

Gender Equality Steering Group Chair

Report published at www.abdn.ac.uk/athenaswan and staff E Zine

Drop-in session held with staff and students, and feedback received and discussed with the GESG

1.4 Medium

Expand data reports to include professional and support staff

To support the University to work towards Silver Athena SWAN Award

Expand data reports to include academic, professional and support staff

Jan 2017

Jan 2017

Data Champion

Analyse data annually to include professional and support staff

2 (c)

1.5 Medium

Work closely with the AGED to ensure that intersectionality is introduced and considered throughout the AS process

To understand, support and advance gender equality in a diverse environment

Establish subgroup to liaise with AGED quarterly

April 2017

Oct 2017

E&D Adviser

Subgroup, key roles and champions established and quarterly meetings in place

2 (c)

Develop a strategy for intersectionality

Oct 2017

Oct 2017

Strategy developed and incorporated into Institution’s People Strategy.

Identify training requirements to implement strategy

Jun 2018

Sept 2018

2 members of School SATs and GESG members trained


76

2. Data and Assessment

Action (priority)

Planned action Rationale Action details Timeframe Person Responsible


Section/ref.

Start End

2.1 High

Take measures to improve response rates in institution-wide surveys

To improve insight to the understanding of institution-wide issues on gender equality

Shorten questionnaires to make them more appealing, increase information sessions to staff about the importance of surveys. Increase reminders.

Dec 2016

Feb 2016

Communications team/HR/Senior Management

Response rate of institution-wide surveys increased at least to 75% by 2019 (baseline CROS and University Staff surveys=39% and ASCS=63%)

2 (b)

2.2 Medium

Assess the impact of the 2016 promotions review on the new guidance for “readership” role

A new guidance for readership role has been revised to increase understanding of this role. We need to assess what impact this action has on our staff

In the next surveys, we will ask our staff to provide feedback on the revised guidance

March 2017

April 2017

AS officers Understanding of the readership role increased to at least 75-80% (current, 51F and 47% M stated a lack of understanding of this role)

3

77

2.3 Medium

Assign Teaching Track Champion and further investigate and assess perceived barriers to career progression in the teaching track

To lead an investigation into the reasons behind the leaky pipeline observed in the Teaching Track

Assign Champion

Jan 2017

Jan 2017

Gender Equality Steering Group (GESG) Chair

Champion assigned 3

Project Outline devised Jan 2017

March 2017

Teaching Track Champion

Action plan completed.

The % gap observed in female representation between grades 6 and 8 (Institution gap: 25% points, STEMM gap: 31%) is reduced at least by 5% by 2019

Investigate quantitative data and consult with teaching track staff

March 2017

Sept 2017

Devise action plan Sept 2017

Sept 2017

Report findings to GESG for discussion and approval

Sept 2017

Oct 2017

Implement Actions Oct 2017

Nov 2019

2.4 Medium

Investigate the background of Research Track staff at grades 7 and 8

To investigate successful career paths to help identify how to overcome barriers and share good practice, to support women on this track to progress to higher grades

Interview staff members at grade 7 and 8 in CLSM and COPS to investigate career paths and barriers faced

Oct 2017

Nov 2017

AS STEMM coordinator/AS Leads

Barriers to progress to grades 7 and 8 identified

3

Hold a focus group with women on the research track at grade 6 to identify barriers

Feb 2018

Feb 2018

Barriers faced by staff at grade 6 identified

Devise an action plan to address issues raised and share good practice

April 2018

April 2018

Action plan addressing barriers developed and embedded.

Measure effect of actions taken April 2018

Dec 2019

In CoPS, staff FTE increased from 1 to at least 3 at grade 7 and from 0 to 1 at grade 8 by end of 2019

78

3. Recruitment

Action (priority)



Section ref. Start End

3.1 High

Assess all jobs adverts within the institution for the potential for job share and/or part time working and improve links to family friend policies

Proportion of applications from females for senior-career positions (Gr8 and Gr9) across the Institution is low. Data reveals only 33% (Institution) and 34% (STEMM) applications for Gr8 and Gr9 roles are by women. Increasing opportunities for flexible working may help to attract women to apply.

Establish a procedure whereby all jobs adverts within the institution are assessed for the potential for job share and/or part time working and include this, where relevant, on the job advertisement materials

Mar 2017

April 2017

Director of HR Services

Procedure in place. Checks shows that all jobs adverts within the institution are assessed.

4 (i) b

Provide clear links to the flexible working and support available for (child)care on the recruitment webpage

Mar 2017

April 2017

Recruitment webpage updated with links

Encourage applications from under-represented groups

Mar 2017

April 2019

Increase in the number of females applying and being successful at Grade 8 & 9 positions by 5% by April 2019

Assess effect of changes by examining female applications and success rate for Grade 8 & 9 post

April 2019

79

3.2 High

Introduce mandatory unconscious bias training for selection committee members

To reduce unconscious bias in decision making, during selection and recruitment processes

Confirm external Unconscious bias training (the first two trials were undertaken in September 2016)

March 2017

March 2017

E&D Adviser Unconscious Bias Training confirmed and in place

4 (i) b

Provide unconscious bias training face-to-face for all panel members for Gr8 and Gr9 posts

April 2017

April 2018

All panel members for Gr8 and Gr9 undertake face-to-face unconscious bias training

Provide online unconscious bias training for panel members for all grades posts

Jan 2018

Jan 2019

All panel members for all grades posts undertake unconscious bias training

Analyse recruitment data for all grades to assess whether potential bias is still shown

Jan 2019

Dec 2019

AS officers Our recruitment data show there is no significant gender imbalance in applications, interviews and job offers by Dec 2019. Otherwise, we will revise further this action

3.3 Medium

Develop an online ‘Job interview skills’ training course

In STEMM areas, particularly at grades 8 and 9, males are more likely to be appointed from an interview than females. This may be due to lack of confidence observed by panelists in female interviewees at these grades

Develop a training course accessible by internal candidates when jobs are advertised

The online training course to be signposted to all potential internal candidates by email and its effectiveness to be evaluated in ASCS’19

By Dec 2017

Staff development team

Training course developed and signposted to staff.

Recruitment data show that at grades 8 and 9 there is no gender imbalance by Dec 2020

ASCS’19 show that women applying at grades 8/9 will find the online training “good or very good” in helping to increase their confidence at interviews

4 (i) b

80

3.4 High

Monitor up-take of Equality and Diversity in recruitment training, every 3 months

By making completion of this training mandatory, this can be monitored on a quarterly basis ensure regular and more accurate reports are produced and reminders sent if required

Revise our Recruitment & Selection Policy to include mandatory requirement to undertake Equality and Diversity training and requirement to report quarterly on Diversity in recruitment training

March 2017

Dec 2017

Head of Specialist Services

Process established and Equality and Diversity in recruitment training monitored every 3 months.

Monitoring shows that 100% uptake of Equality and Diversity for those involved in recruitment.

4 (i) b

3.5 Low

Formally record and review the composition of selection and recruitment panels

The gender of selection and recruitment panels are not currently recorded formally by gender

Set-up E Recruiter in a manner that the gender composition of all selection panels is checked and flagged up if it doesn’t include at least 60/40 gender split

By Jun 2017

Recruitment Services Team Leader

E-recruiter set-up. Gender of all selection panels include at least 60/40 gender split

4 (i) b

81

4. Promotions

Action (priority)




4.1 Medium

Evaluate the effectiveness of the recently revised promotions process

To investigate the impact the revision has had on improving the promotions process, in particular transparency and understanding of the Readership Role.

Set up promotions working group to review effectiveness of the promotions process and implement new recommendations

Oct 2017

Nov 2017

HR Director Understanding of the Readership and Professorial roles has increased at least to 75% (by both genders) (currently 51% female, 46% male respondents, have a lack of understanding of the readership role)

4 (i) c

4.2 High

Introduce blind review of the Promotions Exercise and introduce a guidance to applicants to keep their application gender neutral

To reduce any potential bias at the first stage (Role analysis) of the exercise

Develop an appropriate process and guidance for applicants for keeping their applications gender neutral and ensure role analysts have no access to personal information (e.g. gender) during the first stage of assessment, unless the applicants do not opt to be gender neutral

Nov 2016

Dec 2016

HR team Analysis of the promotions data shows no evidence of bias

4 (i) c

82

4.3 Medium

Increase frequency of promotion workshops and information sessions

Currently we run one workshop a year just before the promotions round.

In the ASCS’16, only 49% of females, 54 % of males in STEMM areas agreed to have a good understanding of the promotions process and criteria.

Increase frequency of sessions from once/year to twice/year

April and Dec 2017

April and Dec 2017

HR partners

In the ASCS’18, understanding of the promotions process increased at least to 75% (both genders)

4 (i)c

Increase communications of the sessions at School level

March and Nov 2017

March and Nov 2017

School SAT Leads

Invite previous successful candidates to share their experiences

April and Dec 2017

April and Dec 2017

HR partners and School SAT leads

Run a follow-up readership survey to investigate whether understanding on readership role improved

Jan 2018

Jan 2018

AS Institutional Officer

In the follow-up survey, understanding of the readership role increased to at least 75% (currently 51F and 47% M had not, or would not apply, because of lack of understanding of readership role)

83

4.4 High

Provide ALM training on the promotions process

Train ALMs in a manner that will be able to identify, encourage and support staff applying for promotion

ALM training expanded to incorporate the Promotions process

Delivery of training twice/year

Sept 2017

Nov 2017

Staff Development Partner

HR Partners

100% of ALMs attended the expanded training by Dec 2017.

4 (i) c

4.5 Medium

Undertake a review of the Reward Strategy

To ensure that we are rewarding and recognising our employees throughout their careers

A Reward Strategy working group will be formulated supported closely by the newly appointed HR Partner (Reward)

Jan 2017

Dec 2017

HR Partner (Reward) and Reward Strategy Working Group

Reward strategy developed and implemented.

4 (i) c

84

5. Career Development

Action (Priority)




5.1 High

Introduce an ‘annual review’ checklist

This will ensure relevant areas of career development (e.g. promotions) are discussed during the annual review

Develop a checklist including areas such as, for example, promotion and training needs

Feb 2017

Feb 2017 Head of Specialist Services

Checklist produced/distributed and completed by all reviewers by the end of 2017

ASCS’18 shows that at least 80% of females and males “have usefully discussed promotions and career development at their annual review.

4 (i) c

5 (i) a

5.2 High

Development of a new Grant Academy

To provide additional support to academic and research staff through research grantsmanship, fellowship mentoring and peer review.

Develop the Grant Academy and communicate opportunities

By July 2017

CAD and R&I At least 75% of the attendees of the “Grant Academy” have found it ‘useful or very useful’.

Success rate in gaining grant income has improved by 10%, by 2019

5 (i) a

5.3 Low

Increase and design more appealing networking and training opportunities to encourage attendance

Feedback indicates staff highly benefit from the networking and training opportunities available as part of leadership. However, our data show that these events are not well attended

Introduce more appealing networking and training events designed by a working group after consultation with all staff. Ensure a gender balance mentors at our regular speed networking events and record feedback

Jun 2017

Dec 2017 Staff Development

At least 55% of female and male staff attend each year the networking and training courses available

Feedback formally recorded show that

5 (i) a

5 (i) b

85

Record feedback at each event

these events are well received by both males and females

5.4 Low

Develop pilot Research Futures Leadership programme for at least 30 ECRs

We recognize that ECRS need the University support for their ongoing development and encouragement for the realisation of transferrable knowledge with disruptive and transformative application

Develop the ‘Research Futures’ Programme

By April 2017

(to be repeated after 18 months)

Centre for Academic Development

At least 75-80% of individuals found the programme useful to progress in their career

5 (i) a

5.5 Medium

Identify a mechanism for schools to record their annual review completion rate

Schools will be able to ensure all staff have completed an annual review annually

Provide Schools with an appropriate mechanism of data recording

Nov 2017

Jun 2018 HR partners Mechanism of data recording provided to schools and kept up-to date annually at school level

5 (i) a

Schools to report to Planning Unit their completion rate annually as part of their KPI’s

Aug 2018

July 2019 Completion rate recorded at school level and reported to Planning and HR partners. Data show 100% completion rate at each ‘annual review’ round

86

5.6 Medium

Evaluate the uptake and the effectiveness of the Mentoring scheme

So far 122 members of staff have signed up to be mentor/mentee or both, and only 50% of those have provided feedback We believe that feedback is crucial to ensure the scheme remains fit for purpose and that appropriate actions are identified to enhance the scheme

Monitor uptake by producing quarterly reports

Jan 2017

Dec 2017

Staff Development Partners

Quarterly reports produced and analysed

5 (i) b

Encourage staff to sign-up to the scheme through each school mentoring champions

School mentoring champions

Number of staff who signed up to be a mentor, mentee of both increased to 300 by Dec 2018

At mentoring events staff will be encouraged to provide formal feedback


More than 75% of mentors and mentees have provided feedback on the mentoring scheme

Revise Mentoring scheme accordingly to feedback received


Mentoring scheme revised on a regular basis

87

5.7 Medium

University-wide focus group to evaluate probationary mentors

ASCS’16 reveals only 46% females and 54% of males found their probationary mentor useful

Hold a focus group with people across the three Colleges who have been recently on probation

May 2017

May 2017

AS school leads in STEMM and AHSSBL areas

Focus group organized and attended by both genders

5 (i) b

Action plans developed and implemented (e.g. including revised training of probationary mentors)

Sep 2017

Sep 2018

AS school leads Action plans developed and successfully implemented by Sep 2018

Evaluate effectiveness of action plans in ASCS’20

March 2020

April 2020

AS officers In ACSC’20, the percentage of females and males who found their probation mentor ‘useful or very useful’ increased to at least 75% (current= 46% F and 54% M)

5.8 Low

Record feedback from internal networks

In the past years feedback has not been recorded formally

Record feedback at each event and take action accordingly

Jan 2017

On-going

Network Organiser

Feedback recorded and action plan devised accordingly

5 (i) b

5.9 Low

Establish a SWN steering group

A steering group will lead the network that currently includes 80 members

Establish a steering group of 5 people that will report issues and recommendations to GESG

By April 2017

SWN Organiser Steering group established and actions reported to the GESG

5 (i) b

88

5.10 Low

Establish an agenda and champion of events for the Parents’ Network

The Parent’s Network has only met once since 2015, an agenda of events will encourage the network to continue to meet regularly and provide feedback and suggestions for the GESG

Identify a champion in STEMM and in AHSSBL

By March 2017

Head of HR specialists

Champions identified 5 (i) b

Create an agenda of events so as to attract both females and males

By April 2017

Champions Agenda of events created and largely publicised to staff and students.

Good representation of both genders seen at each event.

Record feedback after every event and share it with GESG for recommendations

After each event

On-going

Champions Feedback formally recorded and shared with GESG

5.11 Medium

Include internal speakers at International Women’s Day Conference

Events held in 2014 and in 2015 have included only external speakers

Ensure that at least 1 internal speaker is included in 2018 IWD.

Mar 2018

Mar 2018

IWD Organiser The 2018 IWD will include at least 1 internal speaker

5 (ii) a

5.12 Medium

Record public engagement activities within workload models

Currently, public engagement activities are not recorded in workload models

Include public engagement activities in workload models

Jan 2017

Jan 2017

Head of School Public engagement activities recorded in workload models

5 (ii) a

89

6. Culture Action (Priority)




6.1 High

Roll out of Unconscious Bias training across the University

To encourage staff to continue to reflect upon their behavior and potential bias

Ensuring that all staff have the opportunity to attend an appropriate training session

Nov 2016

Jun 2017

VP People and HR

Number of staff being trained and the feedback obtained at the end of each session.

6

6.2 Medium

Annual monitoring of gender balance on UoA influential committees

Although there has been a steady increase in female representation in influential committees, Court has still not achieved their 40% target.

Produce annual monitoring reports Mar 2017

Oct 2017

Head of HR Specialist Services

40% female representation in Court by end of 2019.

6 (i) c

6.3 High

Develop revised Framework of Academic Expectations (FAE)

To inform annual review and promotions exercises

In consultation with academics we will develop the revised framework with accompanying guidance materials. Will encourage staff and line managers to provide feedback on the revised FAE

Feb 2017

May 2017

SVP HR

Framework revised and feedback from managers and staff indicating that the revision is helpful and supports career progression

6 (i) f

6.4 High

Publish Workload Models on the intranet

To improve transparency in relation to the workloads and distribution within Schools

Work will continue with Heads of School on the workload model to ensure a consistent approach is taken to allocate work.

Dec

2016

Feb 2017

Heads of School SVP supported by HR

At least 75% of respondents in our future school surveys consider the workload model “Transparent and fair”

6

90

6.5 Medium

Review the impact of new Health and Wellbeing initiatives

To enhance staff wellbeing

Staff surveys and Britain’s Healthiest Workplace Survey.

Devise action plan accordingly to feedback

Jan 2017

After each event

Head of HR Specialist Services

Staff survey results

Actions taken accordingly to feedback

6

6.6 Medium

Review of webpage to ensure the diverse community of the University is reflected

To ensure our webpage and general web presence reflects gender balance

External Relations will lead a working group to undertake the review of the webpages with SAT representatives

Mar 2017

June 2018

Director of External Relations SAT representatives

The audit of the website, undertaken on an annual basis will demonstrate a gender balance

6 (i) h

91

7. Flexibility and managing career breaks Action (priority)



Section ref.

Start End 7.1 High

Record flexible working requests and schedules

Data from ASCS’16 show that many people across the University work flexibly. However, data on flexible working have not been recorded formally at central level

ALMs will be asked to record flexible working requests by staff and transmit the data centrally every 6 months to be recorded in OneSource

Jan 2017

Dec 2017

ALMs and OneSource administrator

All flexible working requests recorded in OneSource

7 (i) a

7.2 High

Enhance advertising of family friendly policies and parental coaching

To encourage greater work life balance and improve uptake of this staff benefit

We will use a variety of advertising media to promote the policies and information sessions available for staff including use of e-zine and the HR Handbook

Dec 2016

Dec 2017

HR Uptake of parental coach increased from 30% (current) to at least 50%

7 (i) b

7.3 High

Introduction of a maternity cover fund

To ensure appropriate cover arrangements when staff are on maternity/adoption leave in order to ensure staff do not feel inhibited in the length of maternity/adoption leave they take

We will ensure a budget is allocated and guidance developed to support the introduction of the fund

Jan 2017

Feb 2017

HR Finance

Fund allocated and in use 7(i) b 4 (i) a

7.4 High

Publicise that the University welcomes breastfeeding in public facilities

To ensure staff feel comfortable feeding on campus

We will utilize publicity materials to raise awareness of this

Feb 2017

March 2-17

HR Estates

Feedback from staff reveals that this initiative encouraged them to breastfeed in our public facilities

7 (i) b

92

8. Any other comments Action (Priority)




8.1 Medium

Examine retention rates

To improve our understanding of why staff leave the University

Review exit interview survey responses Consider improving our exit processes

Nov 2016

Jun 2017 Head of HR Specialist Services

Improved information concerning retention Identification of ‘hotspots’ and development of appropriate actions to address

8

8.2 Low

Recognition of student involvement in promoting equality and diversity

To encourage a broad institutional culture change impacting on all stakeholders

Recording E&D information/ involvement in degree transcripts

Jun 2017

Ongoing Director of Academic Services

Inclusion of reference to E&D on degree transcripts

8

8.3 Medium

Widening participation

Our commitment as outlined in the Strategic Plan

The AS Officer will work with AUSA sabbatical officers and Widening Participation Team to develop and action plan to address this

Jan 2017

Jun 2017 Widening Participation Team and Head of HR Specialist Services

Action plan developed and implemented

8

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