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1AthenaSWANBronzedepartmentawardapplicationNameofuniversity:Heriot-WattUniversityDepartment:SchoolofMathematicalandComputerSciencesDateofapplication:30April2015DateofuniversityBronzeand/orSilverSWANaward:BronzeawardNovember2013.
Contactforapplication:CatherineDonnellyEmail:C.
Donnelly@hw.
ac.
ukTelephone:01314513251Departmentalwebsiteaddress:http://www.
macs.
hw.
ac.
uk/2Heriot-WattUniversity,SchoolofMathematicalandComputerSciencesAthenaSWANBronzeDepartmentalApplicationThisapplicationhasbeengrantedanadditional1000wordsbyECUaspertheemaildated22ndJanuary2015from,AthenaSWANAdviser,tobeusedthroughoutthewholeapplication.
GLOSSARYAbbreviationMeaningAMSDepartmentofActuarialMathematicsandStatisticsCSDepartmentofComputerScienceECUEqualityChallengeUnitGPCGoodPracticeChecklistHRHumanResourcesMathsDepartmentofMathematicsPDRPerformanceandDevelopmentReviewPGRPostgraduateResearchPGTPostgraduateTaughtSATSelf-AssessmentTeamoftheSchoolofMathematicalandComputerSciencesSchoolSchoolofMathematicalandComputerSciencesSICSAScottishInformaticsandComputerScienceAllianceUGUndergraduateUniversityHeriot-WattUniversity3Heriot-WattUniversitywww.
hw.
ac.
ukEdinburghCampusScottishBordersCampusOrkneyCampusDubaiCampusHeriot-WattUniversityisaCharityregisteredinScotland,SC00027830April2015DearAthenaSWANAssessmentPanelAsActingHeadoftheSchoolofMathematicalandComputerSciences,IampleasedtoendorsetheSchool'sapplicationforanAthenaSWANBronzeAward.
Undermystewardship,IamensuringthatwemoveforwardwithourAthenaSWANambitions.
TheSchoolisfullyequippedtoimplementouractionplan;additionalfinancialresourceshavebeenring-fencedanddedicatedadministrativesupportassigned.
DeliveryofouractionplanshouldbewellunderwaybythetimeournewHeadofSchoolisappointed.
OurapplicationhasbeencompiledbyourSelf-AssessmentTeam(SAT),ledbyDrCatherineDonnelly.
IamgratefultotheSATforassemblingtheinvaluablebodyofevidencethatinformsthissubmissionandprovidestherationaleforouractionplan,whichIamcertainwillprovideasoundbasisforpositiveculturechangeacrossourSchool.
Theself-assessmenthasconfirmedsomeofourexistingconcerns,includingthelowratioofwomenacademicsinMathematicsandoffemaleundergraduatesinComputerScience.
Wearetakingurgentactiontoaddressthese:trainingonunconsciousbiasforpanels,andareviewofourundergraduateComputerSciencerecruitmentstrategyarealreadyunderway.
Theresearchhasalsorevealedsomenewareasofconcern,particularlyagendereddifferenceinperceptionoftheworkingenvironmentwithintheSchool:63%offemalesurveyrespondentsfeltvaluedversus93%ofmen;38%ofwomenagreedthattheinstitutionalvalue,"valuingandrespectingeveryone'',wasunderstoodandembeddedacrosstheSchoolversus71%ofmen.
We1.
Letterofendorsementfromtheheadofdepartment:maximum500wordsAnaccompanyingletterofendorsementfromtheheadofdepartmentshouldexplainhowtheSWANactionplanandactivitiesinthedepartmentcontributetotheoveralldepartmentstrategyandacademicmission.
TheletterisanopportunityfortheheadofdepartmenttoconfirmtheirsupportfortheapplicationandtoendorseandcommendanywomenandSTEMMactivitiesthathavemadeasignificantcontributiontotheachievementofthedepartmentalmission.
4Heriot-WattUniversitywww.
hw.
ac.
ukEdinburghCampusScottishBordersCampusOrkneyCampusDubaiCampusHeriot-WattUniversityisaCharityregisteredinScotland,SC000278havesomerealworktodotocreateasenseofcommunityandoffeelingvaluedamongallofourstaffandstudents.
Wewillbeginbyintroducinganewinductionprocess,andtakeforwardviaimprovedtransparencyinkeyareas,forexampleincriteriaappliedinpromotion,workallocation,andinratingsinannualreviews.
Wecommittoestablishingacultureofmentoringtoprovidesupportandenhanceoursenseofcommunity.
Intermsofstaffreview,trainingandpromotion,wehavelearnedthatthereisexistinggoodpracticeattheUniversitylevel,andthatwehaveakeyroletoplayindisseminatinganddeliveringthislocally.
OuractionplandetailsarangeofinitiativestomakesureourstaffcanmorereadilyaccesseverythingtheUniversityhastooffer.
Wewantourcommitmenttosupportingfamily-friendlyworkingtobeunderstoodandvisible.
Forexample,wewillimprovesupportforstafftakingcareerbreaks,implementingguidancetoensurearobustandconsistentapproachratherthanthecurrentcase-by-caselottery-styleapproach.
Wewillgivegreaterconsiderationtotheorganisationofmeetingsandseminarswithinappropriatehours.
Academicstafftellusthatflexibleworkingworkswellcurrently,butwewillmakeoursupportofthismorevisible.
Thesemeasureswillassistincreatingasenseofbelongingforcarers,maleandfemale,acrossourwholeteam.
Weknowthattheactionswe'retakingforwardarerightfortheSchoolandendorsetheapproachoftheHeriot-WattleadershipinensuringthatthenewHeadofSchoolhasgenderequalityattheheartoftheirthinkingbyaskingcandidatesspecificallyabouttheircommitmenttoAthenaSWAN.
Wearereadyforthejourneyweareembarkingonandcommittedtomakingtangiblechangehappen.
Bestwishes,ProfessorGavinGibsonHeadofSchoolTel:01314518306Emailg.
j.
gibson@hw.
ac.
uk[500+47words.
]5TheSchoolofMathematicalandComputerSciences(the''School'')makesthisapplicationasaschoolwiththeapprovaloftheECU.
TheSchoolconsistsofthreeacademicdepartments:ActuarialMathematicsandStatistics(''AMS''),ComputerScience(''CS'')andMathematics(''Maths''),withkeymanagement,decision-makingandprofessionalservicescarriedoutattheSchool-level.
Figure2.
1:BroadstructureoftheSchool.
TheSelf-AssessmentTeamTheSelf-AssessmentTeam(''SAT''),establishedinMarch2014,wasinitiallychairedbyProfessorJudyRobertson,whosubsequentlytookupherprofessorshipattheUniversityofEdinburgh,andhasbeenchairedbyDrCatherineDonnellysinceSeptember2014.
Notethatin2014,academicjobtitleswererevisitedtoaccommodateinternationalparlance.
Thereisnotaone-to-onemappingbetweentheoldacademicjobtitlesandthenewonesusedbytheUniversity.
Forthisreason,wehaveusedsalarygradestorepresentacademicandresearchjobtitles.
Thecorrespondencebetweenthesalarygrade,theUniversity'snewjobtitlesandtheusualUKacademicandresearchjobtitlesareshowninTable2.
1.
ProfessionalServicesAMSCSMaths2.
Theself-assessmentprocess:maximum1000wordsDescribetheself-assessmentprocess.
Thisshouldinclude:a)Adescriptionoftheselfassessmentteam:members'roles(bothwithinthedepartmentandaspartoftheteam)andtheirexperiencesofwork-lifebalance.
b)anaccountoftheselfassessmentprocess:detailsoftheselfassessmentteammeetings,includinganyconsultationwithstafforindividualsoutsideoftheuniversity,andhowthesehavefedintothesubmission.
c)Plansforthefutureoftheselfassessmentteam,suchashowoftentheteamwillcontinuetomeet,anyreportingmechanismsandinparticularhowtheselfassessmentteamintendstomonitorimplementationoftheactionplan.
6Table2.
1:Salarygradesandcorrespondingjobtitles.
GradeNewHWjobtitlesUKacademicjobtitles6ResearchAssistantResearchAssistantTeachingAssistantTeachingAssistant7ResearchAssociateResearchAssociateAssistantProfessorLecturerA,TeachingFellowA8ResearchFellowResearchFellowAssistantProfessorLecturerB,TeachingFellowB9AssociateProfessorSeniorLecturer,Reader10ProfessorProfessor,ProfessorialFellowTheSAThas24members,12womenand12men,withtheirnamesandrolesinTable2.
2andwork-lifeexperiencesinTable2.
3.
Theseareshownseparatelyforreasonsofconfidentiality.
TheSATwasassistedbyMsTinaDonnelly,UniversityAthenaSWANProjectOfficer,whogaveadviceontheself-assessmentprocess,andMsKateGraham,theSchool'sHumanResourcesPartner.
DrFionaMcNeill,AssistantProfessor(CS),amemberoftheUniversity'sAthenaSWANStrategyCommittee,actedasanobserver.
StaffwereinvitedtojointheSATfromallthreedepartmentsandProfessionalServices,andfromalllevelsofstaffandPGRstudents.
TheSAThasmetmonthlysinceSeptember2014,withmorefrequentmeetingsforsub-teamstakingplaceasandwhenrequiredtomeettheirteamgoals.
Inadditiontothese,theSATChairandtheUniversityAthenaSWANProjectOfficermeteachmonthtoensureprogresswasasplanned.
7TheSAThasformalTermsofReferenceandreportsfortnightlytotheSchoolManagementBoard.
TheSchoolManagementBoardhasbeenactivelyengagedthroughouttheself-assessmentprocess,withprogressdiscussedatitsfortnightlymeetings.
Inaddition,theSATChairreportsregularlytotheUniversityChampionsGroup-acommitteeofalltheSATchairsintheUniversity-andtotheUniversity-levelAthenaSWANStrategyCommittee.
AthenaSWANwasintroducedtotheSchool'sstaffinMarch2014,withafollow-upbriefingonprogresstodateheldinDecember2014.
TherewillbepresentationsontheprogresstoallstaffannuallyfromMay2015,withfeedbackwelcomefromall.
8Table2.
2:ThemembersoftheSAT.
NameRoleinSchool(sub-unit)NinaSDethlefsResearchAssociate(CS)MaryEFosterResearchFellow(CS)FraserDalyAssistantProfessor(AMS)GavinReidAssistantProfessor(AMS)SandyLouchartAssistantProfessor(CS)JessicaChen-BurgerAssistantProfessor(CS)MonicaFarrowAssistantProfessor(CS)LiliaGeorgievaAssistantProfessor(CS)AndreaSneddonAssociateProfessor(AMS)CatherineDonnellyAssociateProfessor(AMS)andChairoftheSATPeterRidgesAssociateProfessor(AMS)RobertWestonAssociateProfessor(Maths)AnastasiaDoikouAssociateProfessor(Maths)GavinGibsonProfessor(AMS)andActingHeadofSchoolNickTaylorProfessor(CS)GregMichaelsonProfessor(CS)NickDGilbertProfessor(Maths)DesJohnstonProfessor(Maths)JamesHowieProfessor(Maths)DarrenCunninghamDirectorofAdministration(ProfessionalServices)9Table2.
3:Collectedwork-lifeexperiencesoftheSchool'sSAT(somemembersdidnotwishtopublicisetheirwork-lifeexperiences).
Work-lifeexperienceofSATmembers.
TheSelf-AssessmentProcessTheself-assessmentprocessrestsonfourpillarsofevidenceandanalysis,asshowninFigure2.
2.
Thesearedescribednext.
Figure2.
2:Foundationsoftheself-assessmentprocess.
School'sself-assessmentprocessGoodpracticechecklist(GPC)Focusgroups/TaskforcesStaffandstudentdataAcademicandresearchstaffsurvey10GoodPracticeChecklistTheSATusedthebenchmarkpracticesintheGoodPracticeChecklist(''GPC'')-availablefromthecompanyOxfordResearch&Policy-toanalysepoliciesandpracticescurrentlyinplaceintheSchool.
TheSATgradedtheSchoolagainstthesebenchmarkpracticesandwheretheSchooldemonstratedapoorgrade,furtheranalysiswascarriedoutbytheappropriateSATsub-teamshowninFigure2.
3.
Thesub-teamsthendeterminedtheactionsneededtoensuretheSchoolimproveditsabilitytodelivergoodpractice.
Theactionswereprioritizedandfurtherrefinedthroughconsiderationoftheremainingpillarsofevidenceandanalysis.
Figure2.
3:TeamswhoanalysedwhytheSchoolwasnotataGPCbenchmarkpractice.
Focusgroups/taskforcesAlongsidecompletionoftheGoodPracticeChecklist,aseriesoffocusgroupswereestablishedtoinvestigatesomeknownissuesacrosstheSchool.
Thefocusgroupsdiscussedsetquestionsandasummaryreportwasproduced.
Smalltaskforces,showninFigure2.
4,weresetuptoanalyseinmoredetailsomespecificissuesraisedbythefocusgroups.
ThetaskforcescameupwithrecommendationsfortheSATonhowtoaddresstheseissues.
Figure2.
4:Taskforces.
Thetaskforcesdeterminedhowtoimprovetheexperienceofthegroupofstaffand/orstudentsimpliedbytheirtaskforcetitle.
KeyCareerTransitionsTeamCareerDevelopmentTeamOrganisationandCultureTeamFlexbilityandManagingCareerBreaksTeamGoodPracticeChecklistanalysisFlexibleandpart-timeworkingtaskforcePGRstudenttaskforceWorkandsocialintegrationtaskforce11QuantitativestaffandstudentdataanalysisThestaffandstudentdatawasanalysedbyasub-teamoftheSAT.
Theylookedfortrends,anomaliesanddeviationsfrombenchmarknationalaveragesinthedata.
Eachdepartmentwasrepresentedinthesub-team.
Thelastthreeclosedreportingyearsarepresentedwherepossible.
Whereoperationalchallengespreventedusfromgatheringthedata,wehavepresentedwhatwehave.
Asweregularisedatacollectionfortheseitems,wedonotanticipateanyobviouschallenges.
AcademicandresearchstaffsurveyTheSATconsultedtheSchool'sacademicandresearchstaffviaaweb-basedsurveydesignedtocorrespondtothebroadthemesoftheGPC.
Thesurveywasopentoallacademicandresearchstaff,andsecuredaresponserateof72%(76respondents).
Anonymisedresultswereanalysedbyafifthsub-teamoftheSAT.
AswellasquantitativedataintheformofLikert-scaleresponses,59qualitativedataitemswerereceived.
Forthequantitativedata,theanalysisidentifiedareasofpracticewhere:(a)regardlessofgender,thestaffexperiencewasexcellentorpoor;(b)therewasadifferentialexperiencedependentongender.
ThisinformationguidedtheSATtowherethestaffwouldmostappreciateactionbeingtaken,includingactionspecificallyrequiredtoimprovetheexperienceoffemalestaff.
Thenarrativecommentswereanalysedusingathematicanalysis.
Qualitativedifferencesinanumberofareaswereidentifiedandtheseinformedtheactionplan.
ReviewpriortosubmissionTheUniversityconductedamockpanelpriortothesubmission.
A'criticalfriend',oftheFacultyofNaturalandMathematicalSciencesatKing'sCollegeLondon,providedwelcomeconstructivefeedback.
12FutureplansfortheSATTheaimistoembedtheactionplanintotheSchool'sstructureandprocesses.
TheSATmembershipwillberevisitedtoreflectthenamedindividualsintheSchoolresponsiblefortheactions,andalsotocontinuetoreflectthediversityofcareerstage,disciplineandlifeexperiencewithinourSchool.
TheSATwillmeetquarterlywithregularanddefinedreportingoneachactiontoallowmonitoringofprogress,andprovidetheopportunitytosuggestanynecessaryrevisionorreview.
Interimmeetingsofsub-groupsoftheSATwithSchoolmemberswilltakeplaceasrequiredtoensurethattheactionplanisimplemented.
[1000+410words.
]133.
Apictureofthedepartment:maximum2000wordsa)Provideapen-pictureofthedepartmenttosetthecontextfortheapplication,outlininginparticularanysignificantandrelevantfeatures.
b)Providedataforthepastthreeyears(wherepossiblewithclearlylabelledgraphicalillustrations)onthefollowingwithcommentaryontheirsignificanceandhowtheyhaveaffectedactionplanning.
Studentdata(i)Numbersofmalesandfemalesonaccessorfoundationcourses–commentonthedataanddescribeanyinitiativestakentoattractwomentothecourses.
(ii)Undergraduatemaleandfemalenumbers–fullandpart-time–commentonthefemale:maleratiocomparedwiththenationalpictureforthediscipline.
Describeanyinitiativestakentoaddressanyimbalanceandtheimpacttodate.
Commentuponanyplansforthefuture.
(iii)Postgraduatemaleandfemalenumberscompletingtaughtcourses–fullandpart-time–commentonthefemale:maleratiocomparedwiththenationalpictureforthediscipline.
Describeanyinitiativestakentoaddressanyimbalanceandtheeffecttodate.
Commentuponanyplansforthefuture.
(iv)Postgraduatemaleandfemalenumbersonresearchdegrees–fullandpart-time–commentonthefemale:maleratiocomparedwiththenationalpictureforthediscipline.
Describeanyinitiativestakentoaddressanyimbalanceandtheeffecttodate.
Commentuponanyplansforthefuture.
(v)Ratioofcourseapplicationstooffersandacceptancesbygenderforundergraduate,postgraduatetaughtandpostgraduateresearchdegrees–commentonthedifferencesbetweenmaleandfemaleapplicationandsuccessratesanddescribeanyinitiativestakentoaddressanyimbalanceandtheireffecttodate.
Commentuponanyplansforthefuture.
(vi)Degreeclassificationbygender–commentonanydifferencesindegreeattainmentbetweenmalesandfemalesanddescribewhatactionsarebeingtakentoaddressanyimbalance.
Staffdata(vii)Female:maleratioofacademicstaffandresearchstaff–researcher,lecturer,seniorlecturer,reader,professor(orequivalent).
commentonanydifferencesinnumbersbetweenmalesandfemalesandsaywhatactionisbeingtakentoaddressanyunderrepresentationatparticulargrades/levels(viii)Turnoverbygradeandgender–commentonanydifferencesbetweenmenandwomeninturnoverandsaywhatisbeingdonetoaddressthis.
Wherethenumberofstaffleavingissmall,commentonthereasonswhyparticularindividualsleft.
143a)PenpictureoftheSchoolTheSchoolofMathematicsandComputerScienceisoneofsixschoolswithinHeriot-WattUniversity(''theUniversity'')thatwereformedafteramajorrestructurein2002.
TheSchoolhasautonomyoveritsbudget,appointments,researchstrategyandteaching.
IthasadedicatedadministrationteamembeddedintheSchoolandanHRpartnerdirectlylinkedtotheSchool.
ProfessorGavinGibsonhasbeenActingHeadofSchoolsinceJune2014,whenthepreviousincumbent,,leftaftersevenyearsofleadingtheSchool.
TheSchoolencompassesthreedepartments:AMS,CSandMaths,deliveringresearchandteachinginallsubjectareas.
TheSchooloffers24undergraduateand14taughtpostgraduatedegreeprogrammes,aswellasPGRdegreesinallsubjectareas.
TheUniversityhasastronginternationalpresencewithoverseascampusesinDubai,UnitedArabEmirates(withsevenSchoolacademicstaffmembers)andMalaysia(withtwoSchoolacademicstaffmembers),andtheSchooldeliversteachingandresearchattheselocations.
BasedonadvicefromECU,theapplicationconsidersonlystudentsandstaffbasedattheEdinburghcampus.
HowevertheaimistorolloutgoodpracticeacrosstheSchool,regardlessofgeographicallocation,whereverpossible.
Table3.
1:Departments,andacademicandresearchstaffnumbersin2013.
DepartmentHeadofDepartmentNumberofacademicandresearchstaff(Numberoffemalestaff)Percentageoffemalestaff(Nationalaverage(1))AMSProfessorGavinGibson23(4)17%(23%)CSProfessorAndrewIreland66(20)30%(22%)MathsProfessorBerndSchroers34(1)3%(23%)Total123(25)20%FootnotestoTable3.
1:(1)NationalaveragesarecalculatedfromtheAthenaSWANbenchmarkingdata2012/13fileprovidedbyECU.
BothAMSandMathsarecomparedtotheMathematicsSETnationalaverage.
CSiscomparedtotheIT,systemssciences&computersoftwareengineeringSETnationalaverage.
15TheSchoolinEdinburghisbasedintwoadjoiningbuildingswithasharedcommonroominoneofthebuildings.
In2014itwastheworkingenvironmentfor103academicandresearchstaff(21%female),and20professionalservicesstaff(75%female).
Academicandresearchstaffbelongtooneofthreedepartments,asshowninTable3.
1.
LinemanagementforacademicstaffisdeliveredbytheappropriateHeadofDepartment.
Forresearchstaff,theirlinemanagerisgenerallytheprincipalinvestigatorfortheprojectonwhichtheyareemployed.
3b)i)NumbersofmalesandfemalesonaccessorfoundationcoursesN/A.
3b)ii)UndergraduatemaleandfemalenumbersThefull-timeCSfemaleUGstudentratiohasbeenasteady11%,whichisbelowthenationalaverageof17%forComputerScience(Figure3.
1).
Afemaleapplicantrateof12%ofthetotalnumberofapplicantsandahealthyconversionratefromapplicationtoacceptance,bothshownlateratFigure3.
2,suggestthatifwecanimproveourlowapplicantratewearelikelytoseeariseinoverallpercentageoffemaleUGstudents.
ToinvestigatethereasonswhytheSchoolisnotattractingmorefemalestoitsCSUGprogramme,andtodetermineactionstobringtheproportionofCSfemaleUGstudentsuptonationalaverageandbeyond,wehavesetupaworkinggroup(Action1).
Theratioforfull-timeMathsUGstudentsisabovetherelevantnationalaverage,butdeclining(Figure3.
1).
Thefemaleratiosforfull-timeAMSUGstudentsarebelowtherelevantnationalaverage.
Wewillmonitorthisdatasetcarefully(Action26)andapplyanylearningfromactiononCStothesedisciplines.
Thereareveryfewpart-timeUGstudentsintheSchool,fewerthansixstudents(Table3.
2)whichrepresentslessthan0.
7%oftheSchool'sUGpopulation.
Thenumberoffemalepart-timestudentshasbeenatmostoneinthelastthreeyears.
Wewillcontinuetomonitorthegenderbalanceofthepart-timestudents(Action26)butproposenofurtheractionhere.
16Figure3.
1:Percentageofundergraduates(UG)ineachdepartmentsplitbygender.
Thenumbersofstudentsareshowninthebars.
Table3.
2:UGmaleandfemalenumbers,full-timeandpart-time,byacademicyear.
DepartmentNumberofFULL-TIMEUGsstudents(numberoffemales)NumberofPART-TIMEUGsstudents(numberoffemales)2013/142012/132011/122013/142012/132011/12AMS328(123)302(115)286(103)2(0)2(0)1(0)CS250(28)219(26)249(31)0(0)1(0)1(0)Maths305(142)283(135)272(140)4(1)1(0)3(0)Total883(292)804(276)807(274)6(1)4(0)5(0)14,90010311512312,75531262814,90014013514222,34518418920763,84021919422222,345135149167100%80%60%40%20%0%20%40%60%80%100%NationalAvg2011/122011/122012/132013/14NationalAvg2011/122011/122012/132013/14NationalAvg2011/122011/122012/132013/14AMSCSMathsFemaleMale17Figure3.
2:Percentageofpotentialundergraduateswhoarefemale.
Eachbarshowsthepercentagewithinthecategory(applied,acceptedorofferedaplace)whoarefemale.
0%10%20%30%40%50%2013/142012/132011/12PercentageofAMSpotentialundergraduateswhoarefemaleAcceptOfferApplicants0%10%20%2013/142012/132011/12PercentageofpotentialCSundergraduateswhoarefemaleAcceptOfferApplicants0%10%20%30%40%50%2013/142012/132011/12PercentageofMathspotentialundergraduateswhoarefemaleAcceptOfferApplicants183b)iii)PostgraduatemaleandfemalenumberscompletingtaughtcoursesThesplitofpostgraduatetaught(PGT)femaleandmalestudentsenrolledineachdepartmentisshownTable3.
3a.
Table3.
3a:PGTmaleandfemaleenrolmentnumbersbyacademicyear.
DepartmentNumberofFULL-TIMEPGTstudentsenrolled(numberoffemales)NumberofPART-TIMEPGTstudentsenrolled(numberoffemales)2013/142012/132011/122013/142012/132011/12AMS111(46)96(40)164(81)1(0)2(1)1(1)CS47(15)49(17)59(12)8(2)2(1)1(1)Maths30(14)27(8)27(8)0(0)3(1)3(2)Total188(75)172(65)250(101)9(2)7(3)7(3)Thefemaleratioofenrolledfull-timePGTstudentsinAMSisbroadlysimilartotheMathematicsnationalaverage(41-49%forAMSversusthenationalaverageof40%;Figure3.
3).
However,thereisajumpintheMathsfull-timePGTfemaleproportionto47%in2013/14from30%in2012/13and2011/12.
Similarly,thefemaleratioforCShasincreasedfromjustbelowtheComputerSciencenationalaverageof22%,toabove30%in2012/13and2013/14(Figure3.
3).
Inbothcases,wehavebeenunabletodeterminewhythishappened,butwewillcontinuetomonitorthefemaleratiotoseeifitisananomalyoratrend(Action26).
19Figure3.
3:Percentageoffull-timePGTstudentsineachdepartmentsplitbygender.
Thenumbersofstudentsareshowninthebars.
9108140461,95012171591088141,2608356656,0804732321,260191916100%80%60%40%20%0%20%40%60%80%100%NationalAvg12/132011/122012/132013/14NationalAvg12/132011/122012/132013/14NationalAvg12/132011/122012/132013/14AMSCSMathsFemaleMale20OurinstitutiondoesnothaveahistoryofcollectingcompletiondataforPGTstudentsduetothecomplexityofdifferentcoursestructuresandgraduationoutcomesavailabletoourstudents.
Asastartingpointwehavecollectedcompletionratesfortheacademicyear2013/14,forfull-timestudentsoncourseswithdurationof12monthsonly.
Thedatademonstratesthatourfemalestudentshaveexcellentcompletionratesinthissingleyear.
Wewillcontinuetomonitorthis(Action26).
Table3.
3b:PGTmaleandfemalecompletionnumbersfortheacademicyear2013/14.
Sincepart-timestudentsandresitstudentshavebeenexcludedfromthenumbers,aswellasstudentsonajointMScprogrammewithUniversityofEdinburgh,thesenumbersdonotreconcilewiththoseinTable3.
3a.
DepartmentNumberofstudentscompletinginsameacademicyear/Numberenrolledatstartof2013/14PercentagecompletingPGTprogrammeinsameacademicyearFemaleMaleTotalFemaleMaleTotalAMS20/2043/4463/64100%98%98%CS11/1125/2536/36100%100%100%Maths12/1212/1324/25100%92%96%Total43/4380/82123/125100%98%98%Therewerenineorfewerpart-timestudentswhocompletedpost-graduatetaughtcoursesintheSchool,representinglessthan5%ofthepostgraduatetaughtpopulation.
Duetothelownumbers,itisnotreasonabletodrawaconclusionfromthefemalepart-timeratiointhethreedepartments.
However,wewillcontinuetomonitorthegenderbalance(Action26).
213b)iv)PostgraduatemaleandfemalenumbersonresearchdegreesThesplitofpostgraduateresearch(PGR)femaleandmalestudentsineachbroaddisciplineisshowninTable3.
4andFigure3.
4.
Table3.
4:PGRmaleandfemalenumbersbyacademicyear.
DepartmentNumberofFULL-TIMEPGRstudents(numberoffemales)NumberofPART-TIMEPGRstudents(numberoffemales)2013/142012/132011/122013/142012/132011/12AMS17(5)13(3)4(1)2(0)1(0)1(0)CS38(9)45(11)35(10)3(1)7(1)6(0)Maths33(12)34(11)26(10)1(1)1(1)1(1)Total88(26)92(25)65(21)6(2)9(2)8(1)ForCSandMathsfull-timePGRstudents,thefemaleratioisatorabovethecomparablenationalaverage(23-24%forCSversusthenationalaverageof24%,and34-41%forMathsversusthenationalaverageof30%;Figure3.
4).
ForAMSPGRfull-timestudents,thefemaleratiohasbeenincreasingintherange20-26%,whichisbelowthenationalaverageof30%(Figure3.
4).
Thenumberofstudentshasincreasedfrom4AMSfull-timePGRstudentsin2011/12to17studentsin2013/14.
Sincethefemaleratiohasbeenincreasingandtheabsolutestudentnumbershavenotbeenstable,wedonotthinkthereisenoughevidencetowarrantanactionatthismomentbutwewillcontinuetomonitorit(Action26).
Thereareverylownumbersofpart-timePGRstudentsintheSchool(Table3.
4).
Currently,theyrepresentlessthan7%ofthePGRstudentpopulation.
Duetothelownumbers,itisdifficulttodrawaconclusionfordifferencesinthefemaleratiocomparedtothecomparablenationalaverages.
Therefore,wedonothaveimmediateplansforthefutureforthisitem,butwillcontinuetomonitorit(Action26).
22Figure3.
4:Percentageoffull-timePGRstudentsineachdepartmentsplitbygender.
Thenumbersofstudentsareshowninthebars.
7701351,120101197701011121,800410123,5352534291,800162321100%80%60%40%20%0%20%40%60%80%100%NationalAvg11/122011/122012/132013/14NationalAvg11/122011/122012/132013/14NationalAvg11/122011/122012/132013/14AMSCSMathsFemaleMale233b)v)Ratioofcourseapplicationstooffersandacceptancesbygenderforundergraduate,postgraduatetaughtandpostgraduateresearchdegreesTheSchoolhasstableconversionratesfromofferstoacceptancesforfemaleacrossalldegrees,ascanbeseenfromFigures3.
2,3.
5and3.
6.
Wenotethatin2013/14,theconversionratedeclinedforUGfemalesinCSandMaths.
However,asthisisnotconsistentlyseeninthelastthreeyears,wewillcontinuetomonitortheratetoseeifitisatrendorrandomfluctuation(Action26).
TheonlyfemaleratioofnoteisforAMSPGRstudentsin2013/14.
Noneofthe10femaleapplicantsweremadeanoffer.
Incontrast,4ofthe30maleapplicantsweremadeanofferforaPGRdegreeplace.
However,itisnotsensibletodrawanimmediateconclusionfromthissingledataitemandwewillcontinuetomonitorthegenderbalance.
24Figure3.
5:PercentageofpotentialPGTstudentswhoarefemale.
Eachbarshowsthepercentagewithinthecategory(applied,acceptedorofferedaplace)whoarefemale.
0%10%20%30%40%50%2013/142012/132011/12PercentageofAMSpotentialPGTwhoarefemaleAcceptOfferApplicants0%10%20%30%40%50%2013/142012/132011/12PercentageofCSpotentialPGTwhoarefemaleAcceptOfferApplicants0%10%20%30%40%50%2013/142012/132011/12PercentageofMathspotentialPGTwhoarefemaleAcceptOfferApplicants25Figure3.
6:PercentageofpotentialPGRstudentswhoarefemale.
Eachbarshowsthepercentagewithinthecategory(applied,acceptedorofferedaplace)whoarefemale.
0%10%20%30%40%50%2013/142012/132011/12PercentageofAMSpotentialPGRwhoarefemaleAcceptOfferApplicants0%10%20%30%40%50%2013/142012/132011/12PercentageofCSpotentialPGRwhoarefemaleOfferOfferApplicants0%10%20%30%40%50%2013/142012/132011/12PercentageofMathspotentialPGRwhoarefemaleAcceptOfferApplicants263)b)vi)DegreeclassificationbygenderTheSchool'sfemalestudentsperformexcellentlyacademically(Figure3.
7).
Theyareatorabovethecomparablenationalaverageforthefemaleratioobtaining2:1,firstclassorenhancedfirstdegrees.
AmongtheproportionoftheSchool'sstudentswhogainedfirstclasshonoursdegree,aconstant56%havebeenfemalefrom2012to2014.
For2:1honoursclassification,asteady38-41%wasfemalefrom2012to2014.
Ithighlightstheneedtofocusonrecruitment,asmentionedinsubsection3(b)(ii)above,toincreasetheproportionoffemaleCSundergraduatestudents.
27Figure3.
7:Degreeclassificationbygender,includingenhancedfirstdegrees.
Eachbarshowsthepercentageofeachgenderobtainingafirstclasshonours,2:1orenhancedfirstdegree.
0%20%40%60%80%100%201420132012NationalAverage11/12PercentageofAMSundergraduateswithdegreeclassification2:1oraboveMaleFemale0%20%40%60%80%100%201420132012NationalAverage11/12PercentageofCSundergraduateswithdegreeclassification2:1oraboveMaleFemale0%20%40%60%80%100%201420132012NationalAverage11/12PercentageofMathsundergraduateswithdegreeclassification2:1oraboveMaleFemale283b)vii)Female:maleratioofacademicstaffandresearchstaffWomenconstitute20%oftheacademicandresearchstaffintheSchoolin2013.
Thetotalnumberofwomenhasbeenrelativelystable,between24and26,overthethreeyearsto2013(Table3.
5).
TheheadcountoftheSchoolhasgrownsince2011,withonlyoneofnineappointeesin2012/13beingfemale.
Asaresult,theoverallpercentageoffemaleacademicandresearchstaffhasdeclined.
Moreover,thefemalepercentageatGrades8to10hasnotchangedsignificantlyoverthelastthreeyears.
Itisclearthatthegendergradeprofileisstaticandthatactionisneeded.
Table3.
5:AcademicandresearchstaffnumbersintheSchoolbysalarygrade.
GradeNumberofacademicandresearchstaff(numberoffemales)Percentageofacademicandresearchstaffatgradewhoarefemale20132012201120132012201167(1)3(0)3(0)14%0%0%727(5)32(8)33(11)19%25%33%837(11)28(10)29(9)30%36%31%924(6)21(4)19(4)25%19%21%1028(2)30(2)29(2)7%7%7%Total123(25)114(24)113(26)20%21%23%Betweendepartments,therearelargevariationsinthegenderprofilein2013(Table3.
6).
CSis31%female(20staffmembers)whichisabovethenationalaverageof22%foritsdiscipline,whereasAMSat22%female(5staffmembers)isnearitsnationalaverageof23%.
Mathsat3%female(1staffmember)isfarbelowitsnationalaverageof23%.
WenotethatthenumberoffemaleacademicstaffinMathsisalreadyimproving,withtwocurrentlyemployedin2015andtwomoreanticipatedtostartin2015.
29Furthermore,theacademicstaffsurveyresultshighlightedadifferencebetweenthegendersintheirperceptionoftheworkenvironment.
71%ofmalerespondentsagreedorstronglyagreedthat``valuingandrespectingeveryone'',aHeriot-Wattinstitutionalvalue,isunderstoodandembeddedacrosstheSchool.
Thefigureforfemalerespondentswas38%.
Similarly,93%ofmalerespondentsagreedorstronglyagreedthattheyfeltvaluedasamemberofstaffintheSchool,withonly63%offemalerespondentsfeelingthesameway.
Thesedifferencesinperceptionweregender-specificasthedifferencesamonggradegroupswereslight.
Throughthefocusgroupsthatweconductedandfromthequalitativeresponsesreceivedinthesurvey,webelievethattheseperceptionscanbeimprovedifwemakeourworkplacemoreopenandtransparent.
OurmainaimsintheactionplanaretoincreasetransparencyandsupportintheSchoolaroundstaffdevelopmentandpromotion,inworkloadallocationandtoimprovestaffknowledgeofandSchoolsupportforcareerbreaks.
Theseindividualitemsarediscussedlaterintherelevantsection.
Table3.
6:Academicandresearchstaffnumbersin2013bydepartment.
GradeNumberofacademicandresearchstaff(numberoffemales)PercentageofacademicandresearchstaffatgradewhoarefemaleAMSCSMathsAMSCSMaths60(0)7(1)0(0)0%14%0%71(1)20(5)6(0)19%25%0%88(1)21(10)8(0)13%48%0%98(3)5(2)11(1)38%40%9%106(0)11(2)9(0)0%15%0%Total(Nationalaverage(1))23(5)64(20)34(1)22%(23%)31%(22%)3%(23%)FootnotestoTable3.
6:(1)NationalaveragesarecalculatedfromtheAthenaSWANbenchmarkingdata2012/13fileprovidedbyECU.
BothAMSandMathsarecomparedtotheMathematicsSETnationalaverage.
CSiscomparedtotheIT,systemssciences&computersoftwareengineeringSETnationalaverage.
303b)viii)TurnoverbygradeandgenderTable3.
7showstheturnoverwithinagradeandgenderacrosstheSchool.
ThehighestturnoverisamongGrade6and7staff,asmanyofthesestaffareonfixed-termcontracts(100%and81%,respectively,in2013).
Comparingthefemaleturnoverateachgrade(Table3.
7)withthepercentageofstaffwithineachgradewhoarefemale(Table3.
6),andcombinedwiththelownumbersofleavers,thefemaleturnoverdoesnotcauseconcern.
Thenumbersofstaffleaversover2011to2014,bycontracttypeandreasonforleaving,isshowninFigure3.
8.
Again,theredoesnotappeartobeanycauseforconcern.
However,asnotedinthelastsection,sincethepercentageofwomenhasbeendecliningslightlyoverthelastthreeyears,itisimportantthatwedonotlosefemalestaffmembers.
Weproposetohaveanexitinterviewforanystaffmemberwhodoesleave,toknowwhy.
ThiswouldbeconductedwitheitherHRoranappropriateseniormanager,dependinguponthecircumstancesofthedeparture.
Thereasonsfordeparturewillbereviewedandreporteduponannually(Action24).
Table3.
7:Academicandresearchstaffturnover.
GradeNumberofacademicandresearchstaffleavers(female)Percentageofacademicandresearchstaffleaversatgradewhoarefemale20132012201120132012201165(0)3(1)2(0)0%33%0%714(2)8(2)5(2)14%25%40%83(2)5(1)2(1)67%20%50%90(0)0(0)2(0)0%0%0%102(0)0(0)0(0)0%0%0%Total24(4)16(4)11(3)17%25%27%31Figure3.
8:Totalnumberofstaffleaversover2011to2014,bycontracttypeandreasonforleaving.
[1775words.
]128331148350141311569100%80%60%40%20%0%20%40%60%80%100%EndofFixedTermContractResignationRetirementRedundancyEndofFixedTermContractResignationRetirementRedundancyOtherAcademicResearchAcademicResearchSummary2011-14StaffFemaleMale324.
Supportingandadvancingwomen'scareers:maximum5000words4.
1Keycareertransitionpointsa)Providedataforthepastthreeyears(wherepossiblewithclearlylabelledgraphicalillustrations)onthefollowingwithcommentaryontheirsignificanceandhowtheyhaveaffectedactionplanning.
(i)Jobapplicationandsuccessratesbygenderandgrade–commentonanydifferencesinrecruitmentbetweenmenandwomenatanylevelandsaywhatactionisbeingtakentoaddressthis.
(ii)Applicationsforpromotionandsuccessratesbygenderandgrade–commentonwhetherthesedifferformenandwomenandiftheydoexplainwhatactionmaybetaken.
Wherethenumberofwomenissmallapplicantsmaycommentonspecificexamplesofwherewomenhavebeenthroughthepromotionprocess.
Explainhowpotentialcandidatesareidentified.
b)Foreachoftheareasbelow,explainwhatthekeyissuesareinthedepartment,whatstepshavebeentakentoaddressanyimbalances,whatsuccess/impacthasbeenachievedsofarandwhatadditionalstepsmaybeneeded.
(i)Recruitmentofstaff–commentonhowthedepartment'srecruitmentprocessesensurethatfemalecandidatesareattractedtoapply,andhowthedepartmentensuresitsshortlisting,selectionprocessesandcriteriacomplywiththeuniversity'sequalopportunitiespolicies.
(ii)Supportforstaffatkeycareertransitionpoints–havingidentifiedkeyareasofattritionoffemalestaffinthedepartment,commentonanyinterventions,programmesandactivitiesthatsupportwomenatthecrucialstages,suchaspersonaldevelopmenttraining,opportunitiesfornetworking,mentoringprogrammesandleadershiptraining.
Identifywhichhavebeenfoundtoworkbestatthedifferentcareerstages.
334.
1)a)i)JobapplicationandsuccessratesbygenderandgradeJobapplicationandsuccessratesforacademicandresearchpostsintheSchoolareshowninTable4.
1for2012to2014.
Wehavenotanalysedbygradeordiscipline,duetorestrictionsinresourcetodoso.
Foralargenumberoftheapplicants,thegenderisunknownandthislimitsanyanalysis.
TheUniversityrecognisesthatthisisanissueandhasanactioninitsAthenaSWANBronzeapplicationtoimproverecoveryofequalityanddiversitydatafromapplicants.
Anew,electronicrecruitmentsystemtobelaunchedin2015willfurtherimproveourabilitytomonitorthisarea.
Disclosureofgenderbyapplicantsisimprovingandappointmentratesforwomenhavebeenabovetheexistingfemalestaffpopulationrateof20%.
Thefemalerateappointmentratewas42%in2013,fromasignificantlysmallerpoolofapplicationsthaninotheryears.
Table4.
1:Academicandresearchstaffjobapplicationsandappointments.
YearApplicantnumbers(Percentageoftotalapplicants)Appointednumbers(Percentageoftotalappointed)FemaleMaleUnknownTotalFemaleMaleTotal201443(14%)200(67%)56(19%)299(100%)2(29%)5(71%)7(100%)20135(23%)16(73%)1(5%)22(100%)5(42%)7(58%)12(100%)201234(18%)95(50%)60(32%)189(100%)3(27%)8(73%)11(100%)TheUniversityhasanon-discipline-specific,ongoingadvertisementforhigh-performingacademicscalled`GlobalPlatform'.
ThenumbersandgenderoftheappointeesfortheSchoolareshowninTable4.
2.
Itisnotpossibletodrawdefinitiveconclusionsfromthedatashown,duetothelownumbersofappointeesin2011and2012,followedbyanexpansionin2013.
Table4.
2:`Globalplatform'academicstaffjobappointments.
YearAppointednumbers(Percentageoftotalappointed)FemaleMaleTotal20135(43%)7(57%)12(100%)20120(0%)1(100%)1(100%)20111(33%)2(67%)3(100%)344.
1)a)ii)ApplicationsforpromotionandsuccessratesbygenderandgradeFigure4.
1showsthatthepercentageofpromotionapplicantswhoarefemale(27%-46%in2012to2014)isabovetheirproportionofthestaffpopulation(20%-23%).
Toensurestaffconfidentiality,wedonotshowthedatabygrade.
Figure4.
1:Staffapplicationsforpromotionandsuccessratesbygenderfrom2012to2014.
In2014,aspartoftheUniversity'sAthenaSWANBronzeactionplan,thepromotionsprocesswasstreamlinedandsimplifiedwithchangescommunicatedtomanagersandstaffinaseriesofopenpresentationsbyProfessorGillianHogg,theUniversity'sDeputyPrincipalandAthenaSWANLead.
Keyinformationdescribingthegradeexpectations,timetable,promotionsandappealsprocessisnoweasilyaccessibleviatheUniversitywebsiteandadvertisedwidely.
Emailannouncementsprecedeimportantdatesinthepromotionscalendarandmanagersareencouragedtoidentifypromotionscandidates.
TheSchoolhasestablishedaschool-levelpromotionspanel,andallstaffareautomaticallyconsideredforpromotionbythispanelwithouttheneedtoself-nominate.
Itistooearlytoshowthefullimpactoftheselatestchangesbuttheearlysignsarethatapplicationsfrombothgendershaveincreased,with100%increaseinapplicationsfromwomenbetween2013and2014,withfiveofthesixfemaleapplicantsbeingsuccessful.
Thisreflectsthebroaderpicturethatwhenwomendoapplytheyaremorelikelytobesuccessfulthantheirmalecounterparts.
653233744187100%80%60%40%20%0%20%40%60%80%100%ApplicationsPromotionsApplicationsPromotionsApplicationsPromotions201420132012FemaleMale35Inthesurvey,50%offemalerespondentsand65%ofmalerespondentsagreedorstronglyagreedthattheirprogresstowardsandpreparationforpromotionwasdiscussedintheirannualPerformanceandDevelopmentReview(''PDR'')meeting.
Wewillensuremanagersareappropriatelybriefedtodiscusscareerdevelopmentandpromotionplanswithallstaff(Action8).
Regardingadviceonthepromotionsprocess,75%ofrespondentsreceivedusefuladvicefromtheirlinemanager.
Theothersignificantsourceofusefuladvicewasfromsomeonewhohadrecentlybeenthroughthepromotionsprocess(35%ofallstaff,with45%ofmaleand25%offemalerespondents)and'anotherpartywithintheSchool'(50%ofallstaff,with55%ofmaleand25%offemalerespondents).
Thissuggeststhatmentoringforthepromotionsprocesswouldbeappreciated,particularlyforfemalecandidateswho,fromthesurvey,didnotappeartoseekadditionaladviceasidefromanyoneotherthantheirlinemanager.
Wewillimprovetransparencyandguidancearoundpromotion(Action8),offermentoringforstaff(Action5),andadviceforunsuccessfulpromotioncandidates(Action9),withtheultimateaimofattainingamoregender-balancedgradeprofile.
4.
1)b)i)RecruitmentofstaffSince2014,everyrecruitmentdocumentforanacademicposthasstated,'Heriot-WattUniversityiscommittedtoequalityofopportunity.
Applicationsareparticularlywelcomefromwomenandblackandminorityethniccandidates,whoareunder-representedinacademicpostsatHeriot-Watt.
'.
Universityguidancesince2014isthat,whereverpossible,thereshouldbeatleastonememberofeachsexinvolvedatalldecisionstagesofstaffappointments.
OurSurveyfoundthat38%offemaleand51%ofmalestaffrespondentshadservedonSchoolinterviewpanels,with75%ofallrespondentsreportingthatthosepanelshadbeenmixedgenderinthelastthreeyears.
Themajorityofsurveyrespondents(44%offemalesand56%ofmales)didnotknowoftheUniversityguidanceuntilweactivelypromotedawarenessviathesurvey.
Mostimportantly,allthesurveyrespondentsnowunderstandthisguidanceandtheactionsbelowwillreinforceit.
36UniversitypolicyrequiresstafftocompleteaRecruitmentandSelectiononlinetrainingcoursepriortosittingonaninterviewpanel.
StaffarealsoencouragedtoattendtheUniversity'sseparateface-to-faceRecruitmentandSelectiontrainingsession.
Howeveradherenceisnotcurrentlymonitoredeffectively.
WewillensurethatallcurrentpanelistsmeettheUniversity'sminimumrequirement(Action3).
Toimprovethemonitoringofjobapplicationsandsuccesses,wehaveidentifiedseveralactions:wewillformallymonitorwhoispartofanyappointmentsshortlistandwewillcollectandauditdataontheappointmentsprocess(Action2).
FromtheanalysisoftheGoodPracticeChecklist,weidentifiedthatjobadvertisementsshouldincludeinformationonfamily-friendlypoliciesattheUniversity,aswellasflexibleworkingpolicies,andwewillensurethisisthecase(Action4).
4.
1b)ii)SupportforstaffatkeycareertransitionpointsWithineachdepartment,thereisadifferentprofileforthe'careerpipeline'(Figures4.
2-4.
4).
However,commontoallthreedepartmentsisalowandstaticpercentageoffemaleatGrade10(professoriallevel).
WeoutlinedinSection3b(vii)ouractionsonpromotions,mentoring,workloadallocationandcareerbreakstoimprovetheprofile.
Grade6staffareexcludedfromthecareerpipelinesincetheyareconcurrentlyPGRstudents.
AMSacademicpipelineExaminingthecareerpipelinegraphofAMS(Figure4.
2),thepercentagefemaleattheGrade7levelhasbeenvolatile,duetothelownumbersofstaffatthislevel(atmostthreemembers).
ItisuncommonforstafftobeappointedatGrade7duetothelackofpostdoctoralpositionsinthisdisciplinearea.
ThepercentagefemaleatGrade8hasbeenstableat13%(1staffmember),butbelowthefemalePGRstudentpercentageofover20%(5students).
Werecognisethatthisisanissue.
However,aswedonothavecompletedataonjobapplicationsandsuccessratesbygender,wedonotknowifthisisbecauseofalackoffemaleapplicantsorwomennotbeingshortlisted.
Wewillgathersufficientevidenceontheoriginsofthislowpercentagebeforeproposinganaction.
37Figure4.
2:AcademicpipelineinAMSfrom2011to2013,showingnumberandpercentagefemale.
CSacademicpipelineFortheCSacademicpipeline(Figure4.
3),akeyattritionpointisconsistentlyfromGrade9toGrade10,withthepercentagefemalefallingfrom40%atGrade9in2013,to14%atGrade10.
ThetransitionfromGrade8to9hasimprovedin2013,andweexpectthistocontinuetoimproveasthechangesintheUniversitypromotionpoliciestakefulleffect.
1234651311541311310382111320766141756189571126561848341746100%80%60%40%20%0%20%40%60%80%100%UGPGTPGRGrade7Grade8Grade9Grade10UGPGTPGRGrade7Grade8Grade9Grade10UGPGTPGRGrade7Grade8Grade9Grade10201320122011FemaleMale38Figure4.
3:AcademicpipelineinCSfrom2011to2013,showingnumberandpercentagefemale.
MathsacademicpipelineTurningtotheMathsacademicpipeline(Figure4.
4),theattritionpointisfromPGRstudenttobeingemployedasastaffmember.
Whilstwenotethattodatein2015wehavetwofemaleappointmentsatgrade8and9,werecognisethatthisisanissue.
WeanticipatethattheactionsoutlinedinSection4.
1(b)(i)aroundtherecruitmentofstaffwillincreasethepercentagefemaleamongMathsstaff.
Tofurtherhelp,wewillintroducemandatorytrainingforstaff(notonlyforMaths)onanappointmentspanel,whichwillincludeunconsciousbiastraining(Action3).
281710510222618127812311210107122223831151131119433401663122195031176312100%80%60%40%20%0%20%40%60%80%100%UGPGTPGRGrade7Grade8Grade9Grade10UGPGTPGRGrade7Grade8Grade9Grade10UGPGTPGRGrade7Grade8Grade9Grade10201320122011FemaleMale39Figure4.
4:AcademicpipelineinMathsfrom2011to2013,showingnumberandpercentagefemale.
1421413113591211401011116716216810914921236691013520164789100%80%60%40%20%0%20%40%60%80%100%UGPGTPGRGrade7Grade8Grade9Grade10UGPGTPGRGrade7Grade8Grade9Grade10UGPGTPGRGrade7Grade8Grade9Grade10201320122011FemaleMale40WehavethefollowinginitiativesinplaceintheSchool:Mainstreaminggenderequality.
DrFionaMcNeillpilotedalecturetofirstyearundergraduatestudentsongenderequalityincomputerscience.
Thiswillberepeatednextyear,withmoreengagementactivitiesincorporatedforthestudents.
Peernetworks.
,aCSundergraduatestudent,wasencouragedandmentoredbyDrVerenaRiesertoestablishalocalchapterofEquateScotland1'sInterconnect.
ThisisapeersupportnetworkforstudentsinSTEMsubjectsandaforumfororganisingeventssuchasvisitstofutureemployers,aswellasforexperienceandinformationsharing.
SinceitsestablishmentinAutumn2014,InterconnectHWnowhas88membersacrosstheuniversity.
Onestudenthaswonanawardtoattendaconferenceandanotherispresentingatthe2015BCSWomenLovelaceColloquium,allopportunitiesadvertisedviathenetwork.
AllSchoolstudentsareencouragedtoaccesstheHWInterconnectgroup.
Workplacements.
In2014,ProfessorGregMichaelsonco-ordinatedasummerresearchplacementprogrammeforninefemaleUGstudents,witheachstudentassignedasupervisorinCS(bothmaleandfemalestaffparticipate)andaresearchprojectoftheirown.
TheworkplacementexperienceencouragedatleastonestudenttogoontoPGstudy.
ThiswaspartofEquateScotland'sCareerwiseprogramme,whichencouragesSETemployerstoofferworkplacementstofemaleundergraduateSETstudents.
Wearecontinuingourinvolvementin2015.
Mentoring.
TheSchoolrunsamentoringprogrammeaspartoftheprobationaryperiodforallnewlyrecruitedacademics.
Thismentoringaimstoprovideguidanceandsupportfornewstafftohelpdeveloptheiracademiccareer.
Thesurveyhighlightedthatstaff,particularlyfemales,wouldappreciateamentoreveniftheyarenotnewlyemployed;31%offemalesurveyrespondentssaidthattheydidnothaveamentorbutwouldfindonehelpful,comparedto7%ofmalerespondents.
Wewillencourageacultureofmentoring,supportingstafftoactasmentorsandtobeabletoaccessmentorship(Action5).
Wewillreinforcethisbyformallyrecognisingmentoringactivityinanewworkloadmodel(Action15).
1http://www.
equatescotland.
org.
uk/41Leadershipdevelopmentforwomen.
Since2013,theUniversityhasparticipatedintheLeadershipFoundationforHigherEducation2'sAuroraprogramme,whichofferswomen-onlyleadershipdevelopmenttraining,andincludesmentorship.
Todate,therehavebeentwoSchoolparticipants.
Feedbackhasbeenpositive.
Researchleadership.
``ScottishCrucible'',forearlycareerresearchers,and`'Heriot-WattCrucible'',forallacademicstaff,areleadershipanddevelopmenteventsthatprovideanexcellentnetworkingopportunityforparticipants.
Newstaffareencouragedtoparticipateinthemtoallowthemanopportunitytobroadennetworksandinter-disciplinaryawareness.
AstaffmemberhasattendedtheScottishCrucibleeachyearforthelastfouryears(twofemaleandtwomale),withtheirplacewononacompetitivebasis.
Inthelastthreeyears,sixstaffmembers(threefemale,threemale)havegonetotheHeriot-WattCrucible,withstaffnominatedbytheSchool.
Experiencehasbeenuniversallypositive.
FromtheanalysisoftheGPC,clarifyingcareerprogressionresponsibilitiestoearly-careerresearcherscameoutasapriorityaction(Action6).
2https://www.
lfhe.
ac.
uk/424.
Supportingandadvancingwomen'scareers4.
2Careerdevelopmenta)Foreachoftheareasbelow,explainwhatthekeyissuesareinthedepartment,whatstepshavebeentakentoaddressanyimbalances,whatsuccess/impacthasbeenachievedsofarandwhatadditionalstepsmaybeneeded.
(i)Promotionandcareerdevelopment–commentontheappraisalandcareerdevelopmentprocess,andpromotioncriteriaandwhetherthesetakeintoconsiderationresponsibilitiesforteaching,research,administration,pastoralworkandoutreachwork;isqualityofworkemphasisedoverquantityofwork(ii)Inductionandtraining–describethesupportprovidedtonewstaffatalllevels,aswellasdetailsofanygenderequalitytraining.
Towhatextentaregoodemploymentpracticesintheinstitution,suchasopportunitiesfornetworking,theflexibleworkingpolicy,andprofessionalandpersonaldevelopmentopportunitiespromotedtostafffromtheoutset(iii)Supportforfemalestudents–describethesupport(formalandinformal)providedforfemalestudentstoenablethemtomakethetransitiontoasustainableacademiccareer,particularlyfrompostgraduatetoresearcher,suchasmentoring,seminarsandpastoralsupportandtherighttorequestafemalepersonaltutor.
Commentonwhethertheseactivitiesarerunbyfemalestaffandhowthisworkisformallyrecognisedbythedepartment.
434.
2)a)i)PromotionandcareerdevelopmentTheUniversityoperatesanannualPerformanceandDevelopmentReview(PDR)process.
Typically,theindividual'slinemanageroraprofessoristhereviewer.
Eachyeartheindividualandtherevieweragreeobjectivesanddevelopmentgoalsfortheyearahead,andtheseareformallyreviewedthefollowingyear.
IdentifiedasapriorityfromtheSAT'sanalysisoftheGoodPracticeChecklist,tobuildcareersitisnecessarytosetlonger-termobjectivesforindividuals.
TheneedforthePDRmeetingtoencompassalongertermcareerplan,e.
g.
fiveyears,withspecificobjectivesrequiredtobereadyforpromotionwithinanagreedtimescalewillbecommunicatedtoallparties(Action8).
ThereviewelementinvolvesthereviewerassigningaperformanceratingonafivepointscaledependentonperformanceagainsttheUniversity's``ExpectationsforPerformanceExcellence''.
Theexpectationsoutlineawiderangeofactivitiessuchasresearch,learningandteaching,professionalservice,leadershipandengagementwiththeUniversityvalues.
However,therearenoguidelinesknowntostafffordeterminingtheperformancerating.
ThiswasidentifiedasapriorityactionareathroughtheSAT'sanalysisofthe``GoodPracticeChecklist''.
Wewillestablishclearguidanceformappingofassessmentcriteriatotheperformancerating,takingintoaccountsubject-specificnormsforacademicandresearchstaffandtheoveralljobprofileofindividuals(Action7).
In2014,aspartoftheUniversity'sAthenaSWANBronzeactionplan,promotionprocesseswerereviewedandimproved.
Thesechangeswerecommunicatedviaall-SchoolmeetingshostedbytheHeadofSchoolandDeputyPrincipal,demonstratinghowtheacademicpromotionsprocessworksandwhatagoodapplicationlookslike.
Since2014,alleligiblestaffareproactivelyconsideredbyaSchoolpanelfornominationforpromotiontotheUniversity-leveldecision-makingboard.
FeedbackisprovidedtoallbytheSchoolpanel,includingthosenotyetconsideredready,andindividualscanstillnominatethemselvesforpromotionevenifthepanelisnotsupportive.
StaffwhosepromotionisunsuccessfulatUniversity-levelaregivenfeedbackviaaletterfromtheChair,anditisanticipatedthattheyreceiveoralfeedbackfromtheHeadofSchool.
30%ofallsurveyrespondentswhohadappliedforpromotioninthelastthreeyearssaidthattheyhadn'treceivedfeedbackfollowingconsiderationoftheirpromotioncase.
Wewillmonitortoensurethattimelyandspecificfeedbackisprovidedtounsuccessfulcandidates(Action9).
44Whilst71%ofeligiblerespondentssaidthattheyhadreceivedencouragementandsupporttoapplyforpromotion,withnosignificantdifferenceinpercentagebetweenthegenders,only51%ofallrespondentsagreedorstronglyagreedthattheprocessforbeingconsideredforpromotionfromwithintheSchoolisfairandtransparent.
Thisfigurefellto38%amongfemalerespondents.
Only38%ofstaffagreedorstronglyagreedthatthecriteriaforachievingacademicpromotionareclearlyexplainedandeffectivelycommunicatedwithintheSchool.
Thisfellto30%amongnon-professorialacademicstaff,and20%amongresearchstaff.
Itispossiblethattheperceptionoflackoftransparencyisduetothenewpromotionproceduresnotyethavingfullyembedded.
Actions8and9aroundpromotionsshouldenhancetransparencyforstaff.
4.
2)a)ii)InductionandtrainingTheUniversityprovidesnewmembersofstaffwithageneralinductionincludinginformationonareassuchastheuseoftheUniversitylibrary,theUniversity'sstrategyandfuturevisionandabroadguidetothestructureoftheUniversity.
WecouldnotidentifyasystematicandstructuredpracticeregardinginductionintheSchool.
Forexample,thereisnostaffinductionhandbook.
Toaddressthis,wewillestablishaSchool-levelinduction(Action10).
Dependingontheirpriorexperience,newacademicstaffmayberequiredaspartoftheirprobationtocompleteatwo-year,part-timePostgraduateCertificateofAcademicPracticewhichprovidestrainingonteachingandeducationtheory.
Staffwithaprobationaryperiodareassignedamentor,generallyaprofessorintheirdepartment,duringtheirprobation.
ThereisampleprovisionofshorttrainingcoursesprovidedbytheUniversityforallstaffonmanyareasofprofessionaldevelopment(e.
g.
research,administration,academicandnon-academicanduniversitysystemsorpractices).
ConsideringtrainingneedsispartoftheannualPDRmeeting.
ThetrainingcoursesaregenerallycommunicatedviaadedicatedUniversitywebsiteorintheweeklyUniversitystaffnewsletteremail.
Membersofstaffaremostlikelytolookatthetrainingcoursesatthebeginningofthecalendaryear,inpreparationfortheirupcomingannualPDRmeeting.
Asthisisnotthebestpracticeforstafftokeepuptodatewithtrainingopportunitiesofferedtothem,areviewwilltakeplacetoidentifyamoreefficientmeansofsupportingprofessionaldevelopmentthroughouttheyear(Action11).
454.
2)a)iii)SupportforfemalestudentsFormalsupportforundergraduatesinterestedinresearchisprovidedthroughtheirassignedstaffmentor,departmentaltalksandtheUniversity'sCareersService.
ToaddresstheCSdisciplinesfront-loadedleakypipeline,thefollowinginitiativeswereestablishedin2014:(1)awelcomepartyforfemaleCSundergraduatestohelpthemtofeelpartoftheCScommunity;(2)agenderequalitylecturepilot;(3)the"Interconnect"peernetworkforallUniversityfemaleSTEMstudents,championedbyCS;(4)aCSworkplacementprogrammetoencouragefemalestudentstoconsideraresearchcareer.
TheCSdepartmentisanactivememberoftheScottishInformaticsandComputerScienceAlliance(SICSA).
ProfessorGregMichaelsonisaresearchthemeleaderontheSICSAtheme``TowardsaSchool-UniversityEducationalContinuuminComputing''.
SICSAisveryawareofthelowproportionsoffemaleundergraduatesinScotland,andhasallocatedfundsforanEducationShort-Theme"SupportingandRecruitingWomeninComputing".
TheSchoolhassupportedthisthemethroughvariousmeasuresincludinganAdaLovelaceDaypodcastoninspiringSTEMwomen.
TheCSworkinggroup(Action1)willstrengthentheirexistinglinkswithSICSAwhereappropriate,inordertomeetitsaims.
EveryPGTstudentisassignedastaffmemberastheirmentor,offeringbothacademicandpastoralsupport.
Studentsinterestedinresearchcanattenddepartmentaltalksandcanspeakwiththeirmentorandotherstaff.
PGRsupervisorsroutinelymentortheirstudents;theyprovidecareerdevelopmentadviceandsuggestappropriatetraining,bothinformallyandformallyaspartoftheannualreviewofthestudent'sprogress.
FollowingafocusgroupdiscussionwithfemalePGRstudents,ataskforceconsistingofPGRstudentswassetupontoinvestigatehowtoimprovethePGRstudentexperience.
ThetaskforceconsultedwiththePGRstudentbody.
TheyfoundthatthePGRstudentsdonotfeelpartoftheSchoolortheirdepartment;theirstaffinteractionisoftenwiththeirsupervisoronly.
Neitherdotheyfeelpartofacommunityofstudents.
Tostartaddressingthis,wewillacttoincreasethePGRstudents'senseofcommunitybothamongeachotherandthestaff(Action12),provideaformalinduction(Action13)andestablishwell-definedstudentrepresentation(Action14).
464.
Supportingandadvancingwomen'scareers4.
3Organisationandculturea)Providedataforthepastthreeyears(wherepossiblewithclearlylabelledgraphicalillustrations)onthefollowingwithcommentaryontheirsignificanceandhowtheyhaveaffectedactionplanning.
(i)Maleandfemalerepresentationoncommittees–provideabreakdownbycommitteeandexplainanydifferencesbetweenmaleandfemalerepresentation.
Explainhowpotentialmembersareidentified.
(ii)Female:maleratioofacademicandresearchstaffonfixed-termcontractsandopen-ended(permanent)contracts–commentonanydifferencesbetweenmaleandfemalestaffrepresentationonfixed-termcontractsandsaywhatisbeingdonetoaddressthem.
b)Foreachoftheareasbelow,explainwhatthekeyissuesareinthedepartment,whatstepshavebeentakentoaddressanyimbalances,whatsuccess/impacthasbeenachievedsofarandwhatadditionalstepsmaybeneeded.
(i)Representationondecision-makingcommittees–commentonevidenceofgenderequalityinthemechanismforselectingrepresentatives.
WhatevidenceistherethatwomenareencouragedtositonarangeofinfluentialcommitteesinsideandoutsidethedepartmentHowistheissueof'committeeoverload'addressedwheretherearesmallnumbersoffemalestaff(ii)Workloadmodel–describethesystemsinplacetoensurethatworkloadallocations,includingpastoralandadministrativeresponsibilities(includingtheresponsibilityforworkonwomenandscience)aretakenintoaccountatappraisalandinpromotioncriteria.
Commentontherotationofresponsibilitiese.
g.
responsibilitieswithaheavyworkloadandthosethatareseenasgoodforanindividual'scareer.
(iii)Timingofdepartmentalmeetingsandsocialgatherings–provideevidenceofconsiderationforthosewithfamilyresponsibilities,forexamplewhatthedepartmentconsiderstobecorehoursandwhetherthereisamoreflexiblesysteminplace.
(iv)Culture–demonstratehowthedepartmentisfemale-friendlyandinclusive.
'Culture'referstothelanguage,behavioursandotherinformalinteractionsthatcharacterisetheatmosphereofthedepartment,andincludesallstaffandstudents.
(v)Outreachactivities–commentonthelevelofparticipationbyfemaleandmalestaffinoutreachactivitieswithschoolsandcollegesandothercentres.
Describewhotheprogrammesareaimedat,andhowthisactivityisformallyrecognisedaspartoftheworkloadmodelandinappraisalandpromotionprocesses.
474.
3)a)i)MaleandfemalerepresentationoncommitteesAttheSchool-level,therearethreecommittees:SchoolManagementBoard,responsibleforthemanagementoftheSchool.
MembershipoftheBoardisexofficioandincludes,forexample,theHeadofSchool,theHeadsofDepartment,theDirectorofLearning&TeachingandtheDirectorofAdministration.
SchoolLearning&TeachingCommittee,whichoverseestheUGandPGprogrammes.
MembershipoftheCommitteeisexofficioandincludestheProgrammeDirectorsandtheHeadsofDepartment.
SAT,responsibleforthedeliveryofthisapplicationandthesubsequentactionplan.
Membershipisvoluntary,andanyonewhoisinterestedinhelpingoutiswelcome.
ResearchinCSrevolvesaroundnineresearchgroups,threeofwhichareledby(different)females.
AMSandMathsarepartofaresearchcentre,theMaxwellInstituteforMathematicalSciences,inpartnershipwiththeSchoolofMathematics,UniversityofEdinburgh.
Forteaching,thereisacommitteeforeachdiscipline-specificgroupofUGandPGprogrammes.
ThesecommitteesarecalledBoardsofStudies.
CompositionoftheBoardsofStudiesvariesbydepartment.
InCS,allthoseinvolvedinteachingcoursesaremembers,andthustheirUGandPGBoardsofStudiesmembershipisverylargeandroughlyreflectsthegendersplitwithinCS.
InAMSandMaths,membershipofaBoardsofStudiesisdefinedbyanexistingrole,forexamplebeingadirectorofstudiesofayearoraprogrammedirector.
Theserolesareassignedtostaffbytheirheadofdepartment.
NotethattheBoardsofStudiesdidnotexistbefore2012/13,althoughMathsandCShadequivalentcommitteesoperating.
Therefore,thereisnoAMSUGBoardsofStudiesshownfor2012/13.
Themembershipofthesecommitteesbroadlyreflectsthegendercompositionofthestaff;themembershipsplitbygenderintheabovecommitteesoverthepastthreeacademicyearsisshowninTable4.
3.
Themembershipisshownonlyfortheacademicandresearchstaffmembers;someofthecommitteesalsohaveadministrativestaffandstudentsintheirmembership.
ThepercentageoftheacademicandresearchstaffmemberswhoarefemaleisshowninFigures4.
5-4.
6,alongwiththeappropriatefemalesplitamongallacademicandresearchstaff.
TheSchoolLearning&TeachingCommitteeandtheAMS/MathsPGBoardofStudiesarechairedby(different)seniorfemaleacademicstaffmembers.
48Table4.
3:GendersplitonSchoolcommittees.
CommitteeNumberofacademicandresearchstaffoncommittee(numberoffemales)Percentagefemaleacademicandresearchstaffoncommittee2012/132013/142014/152012/132013/142014/15SchoolManagementBoard10(0)10(2)9(2)0%20%22%SchoolLearning&TeachingCommittee7(1)10(3)11(3)14%30%27%SchoolSATN/A14(6)18(7)N/A43%39%AMSUGBoardofStudiesN/A6(1)7(2)N/A17%29%AMS/MathsPGBoardofStudiesN/A6(1)7(1)N/A17%14%MathsUGBoardofStudies5(0)5(0)8(0)0%0%0%CSUGBoardofStudies32(9)35(10)38(11)28%29%29%CSPGBoardofStudies20(7)22(8)23(8)35%36%35%Total74(17)108(31)121(34)23%29%28%WenotethattheMathsUGBoardofStudieshadnofemaleacademicmembers;thisisduetotherebeingonlyonefemaleacademicstaffmemberinMathsoverthistimeperiod,whowaseitheranearlycareerresearcheronprobationoranewsenioracademic;newstaffmembersareallowedtimetounderstandtheworkingsoftheSchool,andnotimmediatelygivenheavyadministrativeroles.
49Figure4.
5:AcademicfemalestaffrepresentationonSchool-widecommittees.
Figure4.
6:FemalerepresentationonDepartmentalcommittees.
ThereareonlyUGandPGprogrammecommittees,calledBoardsofStudies,atthedepartmental-level.
The`Dept%F2013'fortheAMS/MathsPGBoardofStudiesisthepercentageoffemaleacademicandresearchstaffacrossAMSandMathsin2013.
0%10%20%30%40%50%60%ManagementBoardL&TCSATPercentageofacademicmemberswhoarefemaleSchool-widedecision-makingcommitteesSchool%F20132014/152013/142012/130%10%20%30%40%50%60%70%AMSUGAMS/MathsPGMathsUGCSUGCSPGPercentageofacademicmemberswhoarefemaleBoardofStudies(programmecommittees)Dept%F20132014/152013/142012/13504.
3)a)ii)Female:maleratioofacademicandresearchstaffonfixed-termcontractsandopen-ended(permanent)contractsThenumberandpercentageofresearchstaffbycontracttypeandgenderisshowninFigure4.
7.
ThatforacademicstaffisinFigure4.
8.
Thefemale:malepercentagedoesnotappeartoshowanyappreciablegenderdifferencebycontracttype.
Therefore,wedonotproposeanyactionherebutwillcontinuetomonitortheratio.
Figure4.
7:Researchstaffsplitbycontracttypeandgender.
481935622525526100%80%60%40%20%0%20%40%60%80%100%OpenEndedFixedTermOpenEndedFixedTermOpenEndedFixedTerm201120122013FemaleMale51Figure4.
8:Academicstaffsplitbycontracttypeandgender.
151417593613663100%80%60%40%20%0%20%40%60%80%100%OpenEndedFixedTermOpenEndedFixedTermOpenEndedFixedTerm201120122013FemaleMale524.
3)b)i)Representationondecision-makingcommitteeInlinewiththeUniversitypolicy,theSchoolbeganin2014openlyadvertisingrolestoallstaff.
Forexample,thenewrolesofDirectorofInternalisationandDirectorofAcademicQualitywereadvertisedtoallstaff,andthepositionsfilledbytwowomen.
Asmanycommitteerolesareexofficio,thisisimportantinensuringthatdecision-makingcommitteemembersaredefactopopulatedthroughatransparentandopenprocess.
TheSchooldoesnotformallymonitorthegenderbalanceofitsdecision-makingcommittees.
Wewillmonitorthegenderbalanceofourdecision-makingbodiesfrom2015(Action18),inlinewiththeUniversityExecutive'sguideonhowtoimprovediversityondecision-makingbodies.
Inthesurvey,73%ofallstaffagreedorstronglyagreedthattheyareencouragedtorepresenttheSchoolandtheUniversitybothinternallyandexternally.
Similarproportionswereseenamongfemalerespondents(63%)asmalerespondents(76%).
Theissueofoverloadwasnotraisedbyanyindividualbutwearealerttothispotentialissue.
4.
3)b)ii)WorkloadmodelCurrently,theindividualdepartmentsusedifferentmodelsforworkloadallocations,assigningweightstoactivitiesasisdeemedappropriateforeachindividualdiscipline.
Activitiesincluderesearch,teaching,administration,pastoralcareofstudentsandmanagementduties.
Inallthreedepartments,theoverallallocationsareaccessibletoallacademicstaffviathedepartmentalintranets.
Inthesurvey,54%ofstaffagreedorstronglyagreedthatworkloadsaremanagedinafairandtransparentmanner.
Theredidnotappeartobeagenderedresponsetothis.
Forpastoralcareactivities,20%ofrespondentssaidthatpastoralcaseactivitieswerenottakenintoaccountintheirworkloadallocation.
Foradministrativeduties,8%ofstaffsaidthatadministrationwasnottakenintoaccountintheirworkloadallocation.
Therewereonlyveryslightdifferencesamongthestaffgradesandgenderinthesesurveyresponses.
Toimproveoveralltransparencyinworkloadallocation,wehavesetupaworkinggrouptorecommendasingleworkloadmodeltobeimplementedacrosstheSchool(Action15).
Theworkloadmodelshouldcoverthetotalityofeachindividual'sdutiesandcontributiontotheSchool'sactivities.
53MajoradministrativeandmanagementjobswithinthedepartmentandSchoolarerotated,usuallyonathreeyearcycle.
ThereisnoformalSchoolpolicyontherotationoftheseresponsibilities,butratheraninformalone.
Forexample,intheyearaftertheirtenureends,headsofdepartmentareassignednoheavyadministrativeandmanagementduties.
Thereisanexpectationthatthoseearlyintheiracademiccareershouldnotbeoverburdenedwithadministrativejobstoallowthemsufficienttimetodeveloptheirresearch.
However,againthereisnoformalSchoolpolicyonthelatter.
Anunderstandingofwhichrolesareavaluedinrelationtopromotionandwhichareperceivedasmoreofaburdenwillbeimportantindevelopmentofanyworkloadmodelandguidelinesaroundrotationofroles.
4.
3)b)iii)TimingofdepartmentalmeetingsandsocialgatheringsTheSchoolwillorganisemeetingsandseminarstostartandfinishwithinthehoursof10:00to16:00,wherepossible(Action16).
However,therearesomemeetingswhichmusttakeplaceoutsideofthesehours,astheyareheldjointlywithstaffinDubaiand/orMalaysia.
Currently,departmental-levelmeetings,suchasBoardsofStudies,areheldwithincoreteachinghours.
TheUniversityhascoreteachinghoursof09:15-18:15everydayexceptWednesday,whentheyare09:15-13:15.
Researchseminarsandcolloquiaarescheduledforearlyafternoonslots,roomavailabilitypermitting.
Inthesurvey,63%ofstaffagreedorstronglyagreedthattheSchoolarrangesmeetings,seminarsandsocialgatheringsinawaythatmakesitpossibleforthemajoritytoattend.
Thefocusgroupsattendedbystaffwithcaringresponsibilities,andstaffwhoworkpart-timeorflexibly,suggestthattheSchoolcoulddomoretosuitbetterthelatterstaff.
Forexample,part-timestaffaskedforsocialactivitiesthatdidnotrequirethemtostaylateatwork.
Thisstrengthensthecaseforhavingmeetingsandseminarswithin10:00-16:00.
WediscussrecommendationsaroundschedulingofmeetingsinSubsection4.
4(b)(i).
4.
3)b)iv)CultureTheacademicstaffsurveyresultshighlightedadifferencebetweenthegendersintheirperceptionoftheworkenvironment.
71%ofmalerespondentsagreedorstronglyagreedthat``valuingandrespectingeveryone'',aHeriot-Wattinstitutionalvalue,isunderstoodandembeddedacrosstheSchool.
Thefigureforfemalerespondentswas38%.
Similarly,93%ofmalerespondentsagreed54orstronglyagreedthattheyfeltvaluedasamemberofstaffintheSchool,withonly63%offemalerespondentsfeelingthesameway.
Thesedifferencesinperceptionweregender-specificasthedifferencesamonggradegroupswereslight.
Throughthefocusgroupsthatweconductedandfromthequalitativeresponsesreceivedinthesurvey,webelievethattheseperceptionscanbeimprovedifwemakeourworkplacemoreopenandtransparent.
OurmainaimsintheactionplanaretoincreasetransparencyandsupportintheSchoolaroundstaffdevelopmentandpromotion,inworkloadallocationandtoimprovestaffknowledgeof,andSchoolsupport,forcareerbreaks.
Theseindividualitemsarediscussedintherelevantsections.
AnannualSchooltablequizheldforallstaffandstudentsduringtheeveninghasrunsuccessfullyformanyyears.
BeforeChristmas,theSchoolinvitesthestafftoalunch.
Allhavebeenwell-attended.
ThecommonroomservesasamainsocialhubfortheSchool.
ManystaffandPGRstudentseatlunchandmaketeaandcoffeeinthecommonroom,andtherearenewspaperstoread.
Despiteallofthis,the``Workandsocialintegration''taskforceandthefocusgroupshighlightedthedesireformoreinteractionsbetweenstaff.
ThiswasalsodesiredbyPGRstudents,asdiscussedinSection4.
2(a)(iii).
Tofurtherimprovesocialinteractions,wehaverecentlyinitiatedaweekly``tea-and-biscuits''organisedbythePGRstudentsforallstaffandPGRstudents.
ThefirstAnnualChristmasConferencetookplacein2014,followedbydrinksandsnacks(Action12).
Toincreaseknowledgeaboutwhatotherstaffareresearching,wewillestablishastaffseminarseries(Action17).
Thenewpolicyonsucheventstakingplacebetween10:00-16:00(Action16)willapply.
Inthesurvey,83%ofmalerespondentsagreedorstronglyagreedthatthereisacooperativeandcollegiateatmosphereintheSchool,whileonly50%offemalerespondentsagreedorstronglyagreed.
Wearehopefulthattheactionsproposedinthisapplicationwillincreasethelatterfigure.
Wealsoidentifiedtoomuchemailedinformationasaproblem,andweproposetousemoreproactive,structuredmethodsofinformationsharing(e.
g.
havingawell-structuredintranetthatstaffcaneasilynavigatearound)asmuchaspossible(Action25).
Inthisway,staffcanfindtheinformationthattheyneedquicklyandeasily.
554.
3)b)v)OutreachactivitiesStaff,bothmaleandfemale,areactiveinoutreachactivities.
Theserangefromworkshopsandotherprogrammesdirectedatschoolpupilsofvariousages,throughparticipationinmajorevents,tosubject-basedworkshopsontheactuarialprofessionandcomputersciencetopics.
However,thereisnooverallstrategyonwhichoutreachactivitiestodo,andwheretofocusstaffefforts.
Wewilldevelopaco-ordinatedSchooloutreachstrategy(Action19).
Inthelastfewyearsstaffhaveruneventsforbothprimaryandsecondaryschoolchildren,suchasiPhoneapplicationdesignworkshopsattheUniversity,aswellasleadingdayorweek-longeventsfortheoutreachprogramme'LothiansEqualAccessProgrammeforSchools'toencouragestudentstoapplytouniversity.
AsummerschoolonroboticsandcomputersforpotentialfemaleCSUGapplicantsisbeingorganisedfor2015byDrPatriciaVargasandDrKatrinLohan.
In2014,stafforganizedworkshopsontheactuarialprofessionforschoolstudentsandteachers(MrGavinReid),attendedschoolcareersfairs(MrGavinReid),contributedtotheEdinburghInternationalScienceFestival(DrTimJohnson)andtoCaféScientific(ProfessorGavinGibson).
Otherstaffhaveworkedwithprimaryschoolsonevaluatingsoftware(ProfessorJudyRobertson),workedwithsecondarypupilsonaccessprogramsandgivenapublictalkonroboticsatafilmfestival(DrPatriciaVargas).
ProfessorRuthAylettandProfessorJudyRobertsonspokeonBBCRadio4Women'sHouron"GirlsandRobotics".
StaffhavebeeninvolvedinmathsmasterclasssessionsrunjointlywithEdinburghUniversityforsecondaryschoolpupils(ProfessorDesJohnston),andgivenpublictalksontopicsasdiverseasredsquirrels(ProfessorAndyWhite)andthemathematicsofjuggling(DrRobertWeston).
Thereisnoformalrecognitioninthevariousdepartmentalworkloadmodelsforsuchoutreachwork(inthesurvey,38%ofstaffsaidthatitwasnottakenintoconsiderationintheirworkloadallocation),butthiswillbeaddressedbythetaskforcewhorecommendaSchool-wideworkloadmodel(Action15).
564.
Supportingandadvancingwomen'scareers4.
4Flexibilityandmanagingcareerbreaksa)Providedataforthepastthreeyears(wherepossiblewithclearlylabelledgraphicalillustrations)onthefollowingwithcommentaryontheirsignificanceandhowtheyhaveaffectedactionplanning.
(i)Maternityreturnrate–commentonwhethermaternityreturnrateinthedepartmenthasimprovedordeterioratedandanyplansforfurtherimprovement.
Ifthedepartmentisunabletoprovideamaternityreturnrate,pleaseexplainwhy.
(ii)Paternity,adoptionandparentalleaveuptake–commentontheuptakeofpaternityleavebygradeandparentalandadoptionleavebygenderandgrade.
Hasthisimprovedordeterioratedandwhatplansaretheretoimprovefurther.
(iii)Numbersofapplicationsandsuccessratesforflexibleworkingbygenderandgrade–commentonanydisparities.
Wherethenumberofwomeninthedepartmentissmallapplicantsmaywishtocommentonspecificexamples.
b)Foreachoftheareasbelow,explainwhatthekeyissuesareinthedepartment,whatstepshavebeentakentoaddressanyimbalances,whatsuccess/impacthasbeenachievedsofarandwhatadditionalstepsmaybeneeded.
(i)Flexibleworking–commentonthenumbersofstaffworkingflexiblyandtheirgradesandgender,whetherthereisaformalorinformalsystem,thesupportandtrainingprovidedformanagersinpromotingandmanagingflexibleworkingarrangements,andhowthedepartmentraisesawarenessoftheoptionsavailable.
(ii)Coverformaternityandadoptionleaveandsupportonreturn–explainwhatthedepartmentdoes,beyondtheuniversitymaternitypolicypackage,tosupportfemalestaffbeforetheygoonmaternityleave,arrangementsforcoveringworkduringabsence,andtohelpthemachieveasuitablework-lifebalanceontheirreturn.
574.
4)a)i)MaternityreturnrateSevenwomenhavetakenmaternityleaveinthecalendaryears2011to2014(Table4.
4).
Allhavereturnedonthedaythattheywereduetoreturnfromtheirmaternityleave,i.
e.
100%maternityreturnrate.
Table4.
4:Numberofacademicandresearchstaffonmaternityleave.
Numberofacademicandresearchstaffonmaternityleave20142013201220114.
4)a)ii)Paternity,adoptionandparentalleaveuptakeSixmenhavetakenpaternityleaveinthecalendaryears2011to2014(Table4.
5).
Itisnotreasonabletodrawconclusionsfromthedata,eventhoughtheuptakeisstrictlyincreasing.
Table4.
5:Numberofacademicandresearchstaffonpaternityleave.
Numberofacademicandresearchstaffonpaternityleave2014201320122011Therewasnouptakeofadoptionorparentalleaveinthecalendaryears2011to2014.
4.
4)a)iii)NumbersofapplicationsandsuccessratesforflexibleworkingbygenderandgradeTherewasonlyoneformalflexibleworkingrequestinthecalendaryears2011to2013.
Therequestwassuccessful.
Inthesurvey,11respondentssaidthattheyhadformallyappliedtoworkflexiblyinthepast.
Inallcases,theyreportedthattheirrequestwassuccessful.
4.
4)b)i)FlexibleworkingWhilsttherewasonlyonestaffmemberworkingflexiblyformallyfrom2011to2014,staffworkflexiblyinformally.
Inthesurvey,85%ofstaffagreedorstronglyagreedthatflexibilityinworkingarrangementsiseasilyavailableinformally(with88%offemalerespondentsagreeing).
Similarproportionsofstaffreportedtakinguptheopportunitytoworkflexiblyinformally.
33staffindicatedthattheyfrequentlyorveryfrequently,eithercurrentlyorinthepast,workflexibly.
58Asignificantpartofouractionplanisdevotedtoimprovingmanagementawarenessofstaffrequirementswithregardtoflexibleworkinganddevelopingasupportiveandtransparentpolicyfortheimplementationofflexibleworking.
Anumberofstaff(bothmaleandfemale)areemployedonpart-timecontracts.
Thoseonpart-timecontractsarenotalwaysguaranteedthattheirteachingwillbeonthesamedayseachsemester,whichisnotsuitableforstaffwithchildcarearrangementsinplace.
Committeeanddepartmentalmeetingsareregularlyscheduledwithoutcheckingavailabilityofkeypart-timestaff.
Wedonotcurrentlyhavearecordoftheinformationwhichwouldmakeappropriateschedulingstraightforward.
Aflexibleworkingregisterwillbedevelopedtorecordallnon-standardarrangements(Action20),whichwillallowteachingandmeetingstobescheduledappropriately,aswellasprovideusefulinformationtoassistwithworkallocationandsupportpromotioncases.
Wewillpromotethebenefitsanddemonstratecommitmenttoflexibleworkingforallstaffandpotentialrecruitsthroughactivitiesoutlinedinouractionplansuchas,publishedcasestudiesofindividualsworkingflexibly(Action21),andpublicisinginformationonflexibleworkingduringtherecruitmentprocess(Action4).
4.
4)b)ii)CoverformaternityandadoptionleaveandsupportonreturnTheSchoolcurrentlyofferstheUniversitymaternitypackagetosupportmaternityleave,withnoformaladditionstoit(althoughthismayhappenonaninformalbasis).
Maternityleaveismanagedonacase-by-casebasisbytheappropriateheadofdepartmentorlinemanager.
Thefocusgroupsconductedwithfemalestaffwhohadbeenonmaternityleavestronglysuggestthatstaffwouldvalueimprovedsupportbefore,duringandaftertheirmaternityleave.
'Unofficialcontactduringmymaternityleavewasinappropriate,frequentandintrusive.
Noformalcontactatallastherewasnoprocessinplacetoindicatewhatwas/wasnotappropriateandsuitable.
Thrownstraightbackinafterreturn.
'Femalesurveyrespondent.
Moreover,fromtheSAT'sanalysisoftheGPCandsubsequentactionprioritisation,supportingstaffbefore,duringandafteracareerbreakwasahighpriorityitem.
59Akeypartofouractionplanistodevelopastructuredsupportplanforstaffatallstagesbefore,duringandafteracareerbreak.
Inparticularwewillincorporateaplannedtransitionbeforeleavecommenceswithplentyoftimeforhandover(Action22),andamanagedreturntoworksothatstaffdonothavetohitthegroundrunning(Action23).
Wewillalsoworkcloselywithreturningstaffwiththeaimofaccommodatingtheirneedsforflexibilityandsupportingtheircareertogetbackontrack(Action20).
Ouractionplanalsoinvolvescollatingandpublicisingallrelevantinformationaboutcareerbreaksforstaffsothatindividualsunderstandthesupporttheywillget,andcanseeexamplesofcolleagueswhohavereturnedfromleaveandnowsuccessfullybalancetheirworkandhomelives(Action21).
[5000+521words.
]605.
Anyothercomments:maximum500wordsAsweoutlinedatthebeginningofourapplication,onadvicefromECUthisapplicationoutlinesthesituationatourScottishcampus.
Wewantedtosayalittleaboutourcampus,colleaguesandstudentsinDubai,UAE.
TheculturalenvironmentinDubaiissuchthattheinterventionssuitabletoaddresstheissuesonourUKcampusmightnotberelevantorappropriatethere.
Forexampleabout30%ofstudentsenrolledinComputerScienceatourDubaicampusarewomenascomparedto11%attheEdinburghcampus.
WhilstouractionplanwilldelivermanybenefitsforstaffacrosstheSchoolregardlessofcampus,weareworkingwithcolleaguesinDubaiwhereverpossible.
SomeoftheDubaiactivityishappeningataUniversitylevel,e.
g.
engagementinafocusgroupforwomenreturningafteracareerbreak,andsomeatSchoollevel.
DrHindZantout,aComputingSciencesstaffmemberatourDubaicampus,sitsontheUniversity'sAthenaSWANStrategyCommittee,andhasbeenakeylinkforusinpromotingAthenaSWANprincipleswithintheSchoolattheDubaicampus.
Twoinitiativeshavebeenpossiblein2014:AdaLovelaceDaywascelebratedwitha"letter-hunt"forstudents.
ShortbiographiesofwomenscientistsandtechnologistsfromacrosstheglobewerepostedontheofficedoorsoffemaleSTEMfaculty,andstudentsappliedtheirpuzzle-solvingskillsastheyhuntedforcluestodirectthemtotheprize.
FullparticipationataninternationalWomeninSTEMconferenceorganisedbytheMeeraKaulFoundation,heldinDubai.
DrZantoutwasaninvitedspeakerandsomeofourstudentsattendedthefirsteverwomen-onlyHackathonintheUAE.
OurtwostudenthackathonteamswonbothMostEducationalGameandMostEntertainingGamecategories.
WewillendeavourtoensurethatourDubaicolleagues'needsareconsideredindeliveryofourcurrentactionplanwhereverpossibleandappropriate,andaregivingformalconsiderationastohowbesttoengagewithourDubaicampusinrelationtoAthenaSWANplanning,monitoringandconsultationinthefuture.
61Table5.
1:Wordcountsummary.
Thisapplicationhasbeengrantedanadditional1000wordsbyECU.
SectionnumberWordallowanceNumberofwordsusedfromallowanceAdditionalwordcountused150050047210001000410320001775045000500052155003980TOTAL978[398words.
]6.
Actionplan62PriorityActiontobetakenApril2015-2018TimescaleResponsibilityforActionMeasuresofsuccessA.
Undergraduates1.
IncreaseproportionoffemaleCSundergraduates.
TaskforcetoinvestigatewhyfemalehighschoolstudentsdonotapplytostudyCSattheUniversityandtorecommendactionstotrytoremedythis.
TaskforcetolinkupwithSICSAwhereappropriatetomeetitsaims.
Actionsrecommendedbytaskforcetobeimplemented,monitoredandreviewed.
Jun2015–Jan2016Jan2016–Apr2018ChairoftheCSUGBoardofStudies.
ProportionoffemaleCSUGsisatnationalaverage.
B.
KeyCareerTransitionPoints2.
Improvemonitoringofjobapplicationsandsuccesses.
Formalmonitoringofwhoispartofanappointmentsshortlistwithbriefjustification:introduceshortformforuseduringshortlistingstage,tojustifyinclusion/exclusionofparticularcandidatesinshortlist.
Formtouseessential/desirablecriteriafromadvert,andcaninclude'tickboxes'forcommonjustifications,andspaceforfurthercomment.
HRtocollectdataonappointmentprocessesandoutcomesmonitoringandfeedtoSchool.
Jun2016onwards.
Jun2016onwards.
ChairofSelectionCommittee.
Onstaffsurvey,100%ofstaffagreeorstronglyagreethattherecruitmentandselectionproceduresintheSchoolarefairandtransparent.
3.
Mandatorytrainingforstaffonanappointmentspanel.
Trainingforallstaffonanappointmentspanel.
Unconsciousbiastrainingforallstaffonappointmentpanels.
Jun2016onwards.
ChairofSelectionCommittee.
Onstaffsurvey,100%ofstaffagreeorstronglyagreethattherecruitmentandselectionproceduresintheSchoolarefairandtransparent.
63PriorityActiontobetakenApril2015-2018TimescaleResponsibilityforActionMeasuresofsuccess4.
IncreaseattractivenessofSchooltopotentialemployees.
Advertstoincludelinkstospecificinformationaboutschemesforfamily-friendlyworkingandflexibleworking.
Addflexibleworkinginformationtotemplateforjobadverts.
Jun2017onwards.
Jun2017onwards.
ChairofSelectionCommittee.
Increaseof20%innumbersofapplicationstoSchool.
5.
IncreaseandimprovementoringforSchoolstaff.
Assignmentortoallnewstaff(notonlyECRs).
Existingstaffwithoutamentoraregiventheoptionofhavingamentor.
Mentorassignedtopromotionscandidates.
Rolesofamentor(i.
e.
inhelpingcareerprogression/promotion)andmenteeareclarifiedandclearlydocumented.
Single,advertisedsourceofinformationonrolesofmentor/mentee,trainingopportunitiesavailable,generalinformationanddetailsofotheravailablementoringschemes.
Sep2017onwards.
Jan2017–Jun2017Jun2017onwards.
HeadsofDepartment.
Onstaffsurvey,100%ofstaffsaythattheyhavebeengiventheoptionofamentor.
Thereisasinglesourceofinformationontheintranet.
Onthestaffsurvey,100%ofstaffsaytheyknowaboutthesource.
6.
Clarifycareerprogressionresponsibilitiestoearlycareerresearchers(ECRs).
HoldanannualmeetinginSchoolforECRs.
Careerprogressionresponsibilitiestobepostedonintranet.
Jan2016onwards.
HeadofSchool.
Onstaffsurvey,100%ofECRsagreethattheyunderstandtheircareerprogressionresponsibilities.
64PriorityActiontobetakenApril2015-2018TimescaleResponsibilityforActionMeasuresofsuccessC.
CareerDevelopment7.
GuidanceforhowPDRassessmentcriteriarelatetoperformancerating.
Setupaworkinggrouptodevelopguidance,allowingfortheneedsoftheindividualdepartments.
Jun2015–Dec2015.
HeadofSchool.
Onthestaffsurvey,100%ofstaffunderstandtheconnectionbetweenthePDRassessmentcriteriaandtheirperformancerating.
8.
AllstaffincludeinthePDRprocesstheirlonger-termcareerobjectivesaswellaswhattheyneedtodotobereadyforpromotionwithinanagreedtimescale.
HaveguidancethatreviewersshouldexplicitlystateonthePDRformwhattherevieweeneedstodotoprepareforpromotionwithinareasonabletimescale.
PDRtrainingsessionforreviewerswithintheSchool.
CommunicatetoallthatasstandardpracticethePDRprocessconsidersafiveyearcareerplan.
HeadofSchooltoencouragesuchdiscussiontotakeplaceaspartofPDRprocessinemailsentouttoSchoolstaff.
Dec2015onwards.
Jan2015onwards.
HeadofSchool.
Onstaffsurvey,100%ofstaffagreethattheirPDRhelpsthemtoprepareforpromotion.
9.
Ensurethatunsuccessfulpromotioncandidatesaregiventimelyandspecificsuggestionstogainrequiredexperience/skills.
ChairoftheSchoolPromotionBoardchecksthatpromotionsfeedbackis:(1)timely:givenwithin10workingdaysofthemeeting;(2)specific:thefeedbackdetailsreasonsforlackofsuccess,andspecificactionstotaketoremedythis,i.
e.
promotionsfeedbackinaspecifiedformatwhichisconstructiveandconcrete.
Dec2015onwards.
ChairofSchoolPromotionBoard.
Onstaffsurvey,100%ofstaffwhowereunsuccessfulinpromotionagreedthatspecificandusefulfeedbackwasgiveninwritingtothem.
65PriorityActiontobetakenApril2015-2018TimescaleResponsibilityforActionMeasuresofsuccess10.
Schoolinductionfornewstaff.
NewstaffmembersreceivecomprehensiveSchoolinduction,tailoredtoindividualdepartmentsorprofessionalservicesasrequired.
Jun2016onwards.
DirectorofAdministration.
Onthestaffsurvey,100%ofnewstaffsaytheyreceivedacomprehensiveinduction.
11.
Improveknowledgeoftrainingprovision.
Reviewofhowtrainingcoursesarecommunicatedandpromotedtostaffthroughouttheyear(e.
g.
detailsoftrainingcoursestobeuploadedtointranet).
Jun2017onwards.
DirectorofAdministration.
Onthestaffsurvey,100%ofstaffsaytheyareawareoftrainingprovisionandknowhowtoaccessit.
12.
IncreasethesenseofcommunityofPGRstudents.
Every6months,anopen,informalandsocialfeedbacksessionbetweenallPGRstudentsandPGRcoordinators,HeadofSchoolandanyotherrelevantstaff.
AnnualPGRpostersessionforstaffandstudents.
AnnualChristmasConference,withtalksbyPGRstudentsandstaff.
WebsiteforPGRstudentsexistsandisupdatedmonthly.
WebsiteupdatedwithlinkstoUniversityand/orSchooleventsandactivities.
Sept2016onwards.
Mar2015onwards.
Dec2014onwards.
Sep2017onwards.
ChairofPGRstaff/studentcommittee.
Onstudentsurvey,100%ofPGRstudentssaythattheyfeelpartoftheSchoolcommunity.
13.
ImprovetheinductionfornewPGRstudents.
MACSinductionsessiontwiceayear,includingintroductionbystaffmemberinchargeofresearchstudents.
ReviewandupdatePGRhandbooktomakeiteasy-to-readandinformative.
Sept2016onwards.
Jan2016onwards.
ChairofPGRstaff/studentcommittee.
Onstudentsurvey,100%ofPGRstudentssaythattheyhadacomprehensiveinductionwithin6monthsofarrival.
66PriorityActiontobetakenApril2015-2018TimescaleResponsibilityforActionMeasuresofsuccess14.
PGRstudentshavewell-definedstudentrepresentation.
PGRstudentsformasocietythathasawrittenconstitution,availableonthePGRstudentwebsitehostedbytheSchool.
Thiswouldincludethefollowing:PGRstudentrepresentativesareelectedusingawrittenprocedure,e.
g.
openelection,availableonthePGRstudentwebsitehostedbytheSchool.
PGRstudentrepresentativeshavedocumentedresponsibilities,e.
g.
organisesocialevents,ensureweb-blogisupdated,representstudentsonPGRstaff/studentcommittee,whichareavailableonthePGRstudentwebsite.
Sept2016onwards.
ChairofPGRstaff/studentcommittee.
Onstudentsurvey,100%ofPGRstudentssaythattheyhaveawell-definedstudentrepresentation.
D.
OrganisationandCulture15.
Takeaccountoftotalityofdutiesandcontributionsinworkloadplanning.
TaskforcetorecommendaworkloadmodeltotheSchoolManagementBoard.
Sep2015–Mar2016.
HeadofSchool.
Onthestaffsurvey,100%ofstaffsaythattheirworkloadallocationtakesintoaccountthetotalityoftheirdutiesandcontributions.
16.
Meetingsandseminarstobeheldinhours10:00–16:00wherepossible.
AllstaffandPGRstudentstobeinformedofnewpolicy.
May2015.
HeadofSchool.
17.
ResearchseminarsfromSchoolstaff.
Stafftopresenttheirresearchatregularseminarseries.
Jan2016.
Departmentalseminarorganisers.
Atleasttwoseminarsperdepartmentareheldeachacademicyear.
67PriorityActiontobetakenApril2015-2018TimescaleResponsibilityforActionMeasuresofsuccess18.
Schooltomonitorgenderbalanceofcommittees.
NumbersofstaffonSchool-widecommitteessplitbygendertobereportedannuallytoSchoolManagementBoard,andactiontakentoencourageunder-representedgenderstositonthesecommittees.
Numbersofstaffondepartmental-widecommitteessplitbygendertobereportedannuallytorelevantHeadofDepartment,andactiontakentoencourageunder-representedgenderstositonthesecommittees.
Jun2016onwards.
Jun2016onwards.
DirectorofAdministration.
GenderbalanceofSchool-widecommitteesreflectstheSchool'sgenderprofile.
Genderbalanceofdepartmentalcommitteesreflectseachdepartment'sgenderprofile.
19.
ImprovetheattractivenessoftheSchooltostudents.
School-widestrategyonoutreachactivities:developastrategyonoutreachactivities,withthe10yearaimofhavingequalnumbersoffemaleandmalestudentsatalllevels.
Strategytobeimplemented,reviewedandmonitoredannually.
AnnuallyreviewtheexternalSchoolwebsiteandprogrammemarketingbrochurestoensurethattheywouldbeattractivetobothfemaleandmalestudents.
Jan2017–Jun2017.
Jul2017onwards.
Jan2017onwards.
DirectorofLearningandTeaching.
DirectorofAdministration.
Trendtowardsthesamenumbersoffemaleandmalestudentsateachlevel(i.
e.
UG/PGT/PGR).
68PriorityActiontobetakenApril2015-2018TimescaleResponsibilityforActionMeasuresofsuccessE.
SupportingandAdvancingWomen'sCareers20.
Staffgetsupport,advice,infotheywantandneedonflexibleworking/careerbreaks.
Surveystaffaboutinfotheywouldlike/need,supportrequired,advicetheywantaboutflexibleworking.
Createandupdate`flexibleworkingregister',torecordnon-standardworkinghoursanddays.
Thisistoallowteachingandmeetingstobescheduledappropriately;toassistwithworkallocation;andsupportpromotioncasesJun2016onwards.
DirectorofAdministration.
Onthestaffsurvey,100%ofstaffsaythattheygetsupport,advice,infotheywantandneedonflexibleworking/careerbreaks.
Onthestaffsurvey,100%ofPT/flexiblestaffsaythatteachingandmeetingsaregenerallyscheduledtoallowthemtoattendwithoutchangingtheircontractualhours.
21.
Casestudiesonstaffintranetofflexibleworkingandcareerbreak,toberefreshedtri-annually.
Staffforcasestudiestobeidentifiedandencouragedtobearolemodel.
Jan2017.
DirectorofAdministration.
Onthestaffsurvey,100%ofstaffsaythatthecasestudiesareasignthattheSchoolsupportsflexibleworkingandcareerbreakstaff.
22.
Schoolactivelysupportsindividualsbefore,duringandafteracareerbreak.
BeforeCareerBreak:Developsectiononintranetwithallinformationforlinemanagersneedregardingcareerbreaks.
Developinformationforotherstaffaboutresponsibilities/what'sappropriateduringcareerbreaks.
Linemanagerstoplantransition,allowplentyofpreparation/handovertime,staffmemberinvolvedwithplan,introduceJun2016onwards.
DirectorofAdministration.
Staffreturningfromacareerbreakagreed100%onstaffsurveythattheSchoolactivelysupportedthembefore,duringandaftertheircareerbreak.
69PriorityActiontobetakenApril2015-2018TimescaleResponsibilityforActionMeasuresofsuccesspossibilityofflexiblereturnatthisstage.
DuringCareerBreak:Designatecontactpersonforperiodofleave,e.
g.
linemanager.
Preparestandardscheduleofcontactpointsduringleave-whowillcontactwhoetc.
OfferuseofKeeping-In-TouchdaysforSchoolmeetings/relevantdisciplineevents.
Usetechnologytokeepintouch,e.
g.
podcastsofmeetingsonintranet.
AfterCareerBreak:Developprocessfortransitionbacktowork-nothitthegroundrunning.
Meetingbeforereturntodiscussflexibleoptions,workallocationafterreturn.
General:EstablishGoodPracticelog-askreturnerswhatworkedwell,whatdidn't.
23.
Schoolhasaprocessforgettingcareerbackontrackforcareerbreakreturners.
Specialcareerdevelopment(PDR)meetingwithintwoweeksofreturn:tocheckthateverything'swellandtoplangettingcareerbackontrack.
MaintainrecordforSchooltotracke.
g.
datesofleaveandpart-timefractions,asareferencein,e.
g.
promotioncasesandResearchExcellenceFrameworksubmission.
Jun2016onwards.
DirectorofAdministration.
Staffreturningfromacareerbreakagreed100%onstaffsurveythattheSchoolhelpedthemtogettheircareerbackontrack.
70PriorityActiontobetakenApril2015-2018TimescaleResponsibilityforActionMeasuresofsuccessF.
General24.
Exitinterviewforleavers(leaversmustactivelyopt-outofinterview).
Exitinterviewforleavers,tobeconductedbyHRoranappropriateseniormanager.
ReviewandannuallyreporttoSchoolManagementBoardwithrecommendationsforaction.
Jun2016onwards.
DirectorofAdministration.
10%reductioninstaffturnover.
25.
Passivemethodsofcommunicationratherthanactive.
Wherepossible,informationisputonintranet,ratherthanbeingemailed.
Jun2017onwards.
DirectorofAdministration.
DecreaseinvolumeofemailssentwithinSchool.
26.
Monitorgenderbalanceofstudents.
DataonUG,PGTandPGRstudentnumberssplitbygenderandpart-time/full-timestatus,andshowingenrolmentandcompletionrates,issuppliedtoBoardsofStudiesannually.
Jun2016onwards.
DirectorofAdministration.
BoardsofStudieshavedatasuppliedannually.
END